Lesson objectives:

introduce a new identifying feature - the presence of [ts] before vowels, with the spelling ы-и after ts;

learn to spell correctly;

repeat the spelling o-e after sibilants in the root of the word, unstressed vowels of the root,

develop attention, memory, logical thinking, the ability to compare, classify, generalize, and instill a love for the Russian word.

Equipment: cards for self-testing and checking the material studied, a poster with an algorithm, a table.

Lesson progress

1. Organizational moment.

2. Phonetic exercise.

Guess the sound from the “passport”: [?] - unvoiced unpaired consonant, hard unpaired consonant. [ts]

This sound is special, it will be a guest in our lesson today, but for now let’s repeat what we have learned. 1 student will go to the board to work on the card, and we will check the homework (exercise 165).

3. Checking homework using e-o signal cards.

The spelling of words in which the children made mistakes is explained. We pay attention to the pronunciation of the word chauffeur.

Words to check: grille, brush, driver, highway, chocolate, black, yellow, rustle, cheeks, shuttle.

4. Questioning the person working at the board using a card.

Card:

Insert the missing letters and explain their spelling.

S...things on the...r...drain, r...drain of go...s...sweat, sh...sweat, ra...h...slow, (h, s) run, (h, s) health, vy... layer r... wall, in.... breathe , be... whole.

5. Lexical work: (include an element of surprise: the appearance of Dunno).

Game "Corrector" or "Correct the mistake."

Dunno gave the lexical meaning to the words, did he complete the task correctly? Correct his mistakes.

Hockey is a professional holiday at horse races and races.

A juggler is a circus actor who skillfully and deftly throws and catches several objects at the same time.

A millstone is a stone mill wheel for grinding grain into flour.

6. Physical exercise.

7. Studying new material.

Creating a problematic situation.

Let's move on to studying a new topic. To do this, let’s turn to the observation material and determine the topic of the lesson.

(The observation material on the board is currently closed.)

The teacher reads a poem:

The chicken performed in the circus,
He played the cymbals
Rode around on a motorcycle
And he knew a lot of numbers.
He took it out of the cylinder
Carrots and cucumbers
And there was only one thing I didn’t know
Where do they write qi, where is qi?

(Dulcimer is a musical instrument in the form of a flat box with metal strings, which are struck with hammers when played)

A note appears on the board:

Mill tion

cucumber tsy

Qi rk

Sini tsyn

tsy films

And look how it’s written? (Tsi and qi.)

- “Spelling s-i after c”

The teacher writes the topic of the lesson on the board, and the children write it in their notebooks.

Teacher: According to the rules of grammar, I is written after C in nouns:

1) in words in -tion: lecture, section, revolution, documentation (oral examples);
2) in the roots of words (compass, circus).

Cases of writing Y after C:

at the endings of words (tit, bird, young lady)

in suffixes –yn-. For example: sisters, kuritsyn.

Why the chicken through s?

Because chicken is one of those words that you need to remember: gypsy, chicken, chicks, chicks.

In all these words Y is written after T. Do you remember?

And so you don’t forget, I’ll read you a short poem that includes all these four words. And listen carefully to which of the four words is missing.

The gypsy saw the chicken
Played the violin
And the chicken heard -
Danced on tiptoes.

What word is missing?
- Yes, chick. Now it will be.

Tsut, guys, don't make noise,
Otherwise the gypsy will go astray
The violin will stop singing,
Our lesson will be disrupted.

Well, chickens, do you understand everything?...

Sounded for you guys
Our lesson is about qi and qi.
Those who don't understand are the chickens
Well done to those who remember!

8. Reading theoretical information (p. 85).

9. Consolidation of what has been learned.

1. Commented letter.

Assignment: write down, indicating the conditions for choosing the letter Y or I.

Ts_trusovy, ts_ganka, ts_ferdlat, ts_kory, from the streets_, sisters_n, for martens_, scissors_, ts-nkovy, akat_ya, from behind the doors_, lecture_ya, peers_,

2. Task: form adjectives from the nouns marten, lioness, tigress, marking them with the suffix –yn- (children write down only adjectives)

- Remember , that in surnames formed in the same way as these adjectives, s are also written after c: Kuritsyn, Lisitsyn, Kormilitsyn, Turitsyn, Sinitsyn.

3 . Independent work on ex. 185 followed by verification.

The teacher explains the lexical meaning of words that the children do not understand.

For example:

A delegation is several selected representatives from a group.

Conference - a meeting, meeting of representatives of a state, educational organization (scientific society).

Illumination is bright lighting arranged on the streets on the occasion of some celebrations or holidays.

Sanding – leveling, processing a wooden surface with a special tool.

Stepcheritsyn is the stepdaughter of one of the spouses, who is the natural daughter of the other.

Diction – clarity and distinctness in the pronunciation of words and syllables.

4. Complicated cheating.

Task 1. Fill in the missing letters and complete the sentences.

Birds sat down... on the page...
They know true stories and ..... (fables)
The sage settled...
In glassed ..... (palaces).

Task 2.

Insert the missing letters and talk about the connection between the sentences.

One summer, grandfather brought c... plats. The living lumps of lumps squeaked loudly and troublingly.

9. Result of the work.

What new and interesting things did you learn in the lesson?
- How will we recognize the new spelling? What is the identifying feature of the studied spelling?
- What do you need to know to correctly write Y or I after C?

10. Homework: pp.85-86, ex. 183

Subject: Letters Y–I after C

Target: 1) consolidate spelling skills Y-I after C;

2) develop attention, logical thinking, speech hearing in students, and the skill of graphically indicating a given spelling;

3) cultivate a love for the Russian language, cultivate conscious discipline, develop skills of control and self-control, cognitive activity in a team.

Planned results

1. Subject UUD

Introduce students to the spelling “Letters s-i after c”

To develop the ability to use spelling depending on the morpheme

Develop spelling awareness

Develop the ability to find information in text

Learn to analyze, compare and generalize based on facts

Learn to present information in condensed and expanded form

3. Personal UUD

Build relationships with people

Lesson type: learning new material

Forms of student work: frontal, group, individual

Required technical equipment: multimedia projector,

Lesson structure and flow

Good afternoon, guys! Let's start our lesson. Wish yourself success and say: “I will be attentive. I will succeed! I can handle all the tasks in class."

1. Repetition of studied material - checking homework.

Five-minute spelling test followed by self-test (Slide No. 1)

1. Insert the missing letters and graphically indicate the conditions for choosing a spelling.

Working with cards Slide No. 1

Form new words by adding the necessary suffixesForm new words by adding the necessary suffixes

machine, teach, drum,

hare, lead, finger,

snow, cat, nail, house

Self-test Slide No. 2

Machinist, teacher, drummer, bunny,

driver, finger, snowball, kitten, carnation, house

1. Learning new material

Objectives: Students should

Know the conditions for choosing the spelling of the letters I-Y after C;

Be able to master the method of action when choosing the letters u after ts in words with the same root.

1.Preparatory stage (And now I will read a poem, and you listen carefully)

The teacher reads a poem: slide number 4

The chicken performed in the circus,
He played the cymbals
Rode around on a motorcycle
And he knew a lot of numbers.
He took it out of the cylinder
Carrots and cucumbers
And there was only one thing I didn’t know
Where do they write qi, where is qi?

Chicken didn't know. Do you know?

Vocabulary work Slide No. 3

(Dulcimer is a musical instrument in the form of a flat box with metal strings, which are struck with hammers when played)

A cylinder is a geometric body formed by rotating a rectangle around one of its sides.

A note appears on the board:

The teacher says the words again.

What sounds are heard in all words? (tsy)

And look at how the words are written, pay attention to the morphemes? (Tsi and qi.)

Our task is to figure out when to write s after q, and when to write i.

What is the topic of the lesson? Formulate it.

- “Spelling s-i after c”

/The teacher writes on the board, and the children write in notebooks/.

- Formulate the purpose of the lesson based on its topic./ Get acquainted with the rule for writing the letters I-Y after C/

2. Working with a supporting outline slide No. 5

In words after T it is written

2.na –tion 2.□

- Look at the supporting summary and tell us about the conditions for writing the letter I-Y after C.

Let's see if we formulated the rule correctly.

Working with an electronic textbook (reading rules from an electronic textbook)

What new did you learn? / There are exception words:gypsy, chick, chicks, chick, chick/

Remember the offer! The gypsy stood on tiptoes and tsked at the chicken: “Tsits!” / Slide number 6 /

Physics “Wonderful tree”: pick a wonderful fruit, read the word aloud, explain which spelling needs to be inserted and why.(each student gets up and goes to the board, on which there is a “wonderful” tree). ,a)ra,february(b),z(a,o)lot medal

Teacher: Guys, what events are these words connected with? (Winter Olympics in Sochi). Correct. Guys, Russia not only hosts the Winter Olympics, it is rich in its cultural values. Unfortunately, these values ​​have been lost over the years, but we must preserve these cultural values. No wonder 2014 has been declared the year of culture. Slide number 7

VI. Reinforcing educational material.

Objectives: consolidate the learned rule; remember the method for determining the spelling of the letters I-Y after C.

1. Explanatory letter. / Slide No. 8 /

Write it down, explaining the spelling in these words of the spelling and-ы after ts

Ts..fra, ts..rkul, ts..rk, ts..gan, ts..cowardly, aviation..ya, traditional..ya, sisters..n, birds.., finger.., chubby. .y, marten..n.

2. Letter dictation. /Slides No. 9,10/

1) birds...n, palace..., lecture...i

2) c...films, c...linder, sheep....

3) ts...clone, ts...bug, ts....ferblat

4) section...i, police...i, c...whip

3. Test control on the topic “Letters I-Y after C” / Slide No. 11/

1) In which word is Y written in place of the gap?

B) stumpy tail

c) turtle shell

d) akats..i

2) In which word is I written in place of the gap?

A) fair-faced young man

B) c..kick loudly

c) pickled cucumbers..

d) oil tank

3) In which word is Y written in place of the gap?

a) ts..ferblat

B) new cylinder

c) church performance

d) fluffy c.. film

4) In which word is I written in place of the gap?

a) vaccine against influenza

B) birds..but a feather

c) small grains..

d) stand on your toes

5) Which word does not have Y written in place of the gap?

a) construction of hotels..

B) ts..geik fur coat

c) beauties...

"Editor's Minute" (cards)

Dunno's letter to Professor Spitsin.

I went on an expedition. Unfavorable weather: cyclone. We managed to collect a collection of insects; we even found cicadas. Birds interfere with work.

Working with the textbook ( Performing exercise No. 355 - textbook, ed. Shakrova)

V . Summing up.

• What rule did we learn today?
• Remember the method for determining the spelling of the letters i-y after c.
• What exception words to this rule should you remember?

VI. Homework assignment.

1. Learn the spelling “I-Y after C” learned in class
2. Complete exercise No. 354, ass. to ex.

Reflection.

A dulcimer is a musical instrument in the form of a flat box with metal strings, which are struck with hammers when played. A cylinder is a geometric body formed by rotating a rectangle around one of its sides.

The chicken performed in the circus, He played the cymbals, He rode around on a motorcycle, And he knew a lot of numbers. He took carrots and cucumbers out of the cylinder, and there was only one thing he didn’t know: Where do they write Qi, where is Qi?

In words after C it is written И ы 1.͡ 1.^ 2. na – tion 2. □

Remember the offer! The gypsy stood on tiptoes and tutted at the chicken: “Tsits”

Vladimir Putin signed the Decree “On holding the Year of Culture in the Russian Federation.” The culture of Tatarstan, embodying the rich traditions and spiritual identity of the peoples living on the territory of the republic, simultaneously personifies universal human values ​​and is part of the world cultural heritage. The uniqueness of the cultural heritage sites of Tatarstan is confirmed by the inclusion in 2000 of the historical and cultural complex of the Kazan Kremlin in the UNESCO World Cultural and Natural Heritage List. The Bulgarian State Historical-Architectural Museum-Reserve and the Sviyazhsk Historical-Architectural and Natural Landscape Complex are nominated to the same List.

Explanatory letter. Hurry up, explaining the spelling in these words of the spelling s-i after ts Ts..fra, ts.. rkul, ts.. rk, ts.. gan, ts.. cowardly, aviation..ya, traditional..ya, sisters. .n, birds.., finger.., chubby..th, marten..n.

Letter dictation I or Y 1) birds...n, palace..., lecture...ya 2) c...films, c...linder, sheep.... 3) ts...clone, ts...bug, ts.... ferblat 4) section...i, police...i, c...whip

Answers 1. Y Y AND 2. Y AND Y 3. AND AND AND 4. AND AND Y

Test control on the topic “The letters I-Y after C” In which word is Y written in place of the gap? a) ts..nk b) short tail c) turtle pant.. d) akats..ya 2) In which word is written I in the place of the gap? a) fair-faced young man b) cluck loudly c) pickled cucumbers d) oil tank 3) In which word is Y written in place of the gap? a) ts.. ferblat b) new ts.. linder c) ts.. church performance d) fluffy ts.. film 4) In which word is I written in place of the gap? a) vaccine against influenza b) birds..but a feather c) small grains.. d) stand on the c..kidneys 5) Which word does not have Y written in place of the gap? a) construction of hotels.. b) ts.. gay fur coat c) beauties.. d) tongs..

Vocabulary-semantic dictation 1) Stand on your fingertips 2) A type of gloves with a compartment for the thumb 3) A systematic collection of any objects

Thank you for your attention!

Today we will answer such questions.

· When is u written after q?

· When is s written after q?

· What does the spelling of i - ы after c depend on?

We remember that there are always hard and always soft sounds. We have already said that the sounds [zh] and [w] are always hard. And [h] and [sch] are always soft. And there is always a hard sound [ts]. These sounds essentially have one problem: some vowel sounds after them are not distinguishable.

So, after the letter c, any vowels are pronounced firmly.

For example, price, ovation, accent.

And it turns out that the letters And And s after ts they are pronounced the same. We can use the letter and or s. But this combination is read as [tsy].

Motots...kl. Indian... T...films. Repetits...I.

How can we write these words? We hear the unchanged [tsy] in them.

First of all, you need to find out which morpheme the vowel after c belongs to.

At the root of the word after c it is written i.

Hyacinth, patient, compass, number. In all these words And after ts stands at the root of the word.

However, this rule also contains exceptions. These are the words chick, chicks, chick, chick, gypsy.

In all these words, s is written at the root. They are needed remember.

And for memorization, we can invent the following phrase: “The gypsy on tiptoe tutted to the chicken: “Chick!”

We can even draw this picture: it will be even easier to remember.

Some words that were formed from exceptions will also be written with s.

For example, adjective Gypsy. Or a word chicks, indicating a rash on the hands. Chick. And even the name of the dance is gypsy.

What if the vowel we need is not in the root?

In suffixes after ц it is written ы.

For example: Sestritsyn, Lisitsyn, Kunitsyn.

In all these words s is in the suffix.

More precisely, we are talking about just one suffix - -tsyn-. There are very few adjectives with this suffix.

But s after c in endings is more common.

Well done. Wrestlers.ы after ц is written in endings.

Chubby. Kutsyi. Y is again part of the ending.

As we see, ы after ц appears in the endings of nouns and adjectives.

The letter and after c is written in the root.

And in suffixes and endings, s is written after c.

But what is it? It looks like the spelling police are going to arrest us for this rule!

Let's listen to what comes to us over the loudspeaker:

But have we forgotten anything? Look, in all these words it is written after c. And all these words have something in common: in the initial form they end in -tion.

This means we need to add one more point to our rule.

The letter and after ц is written in words starting with -tion.

These are words like section, action, diction, punctuation. And so on. We do not specify which morpheme it includes And in this case. It’s easier to remember that words end in -tion.

Now let's return to the words we know. How do we write them now?

First of all, let’s ask ourselves the question: what morpheme does the vowel we need belong to?

Motorbike. The vowel is included in the root. After q we will write i.

Indians. The vowel is the ending. So, after q we write s.

Chick. The vowel is at the root. But we have an exception that needs to be remembered. We write s.

Rehearsal. The word ends in -tion, so we immediately write and.

Interestingly, in other languages ​​this rule is not so complex. For example, in the Belarusian language after ц only ы is written.

But in Russian there is a rule we need to remember.

To better remember all the points of this rule, you can make phrases to remember.

And, of course, you need to remember our phrase, which contains all the exceptions: The gypsy on tiptoe tutted to the chicken: “Tsuk!”

• None other than.
• Nothing more than.
• No one else like.
• Nothing else but.

Only Teachers can update the site directory

I and Y after C

History of the rule

The whole history of this rule is the history of the gradual abandonment of old exceptions and the search for new ones.

Nikolai Grech wrote about the choice of I and Y like this (see paragraph 2):

When trying to formulate a rule in the late 19th and early 20th centuries, researchers gave different lists of exceptions.

Dahl uses the word snort.

Grotto cites as exceptions tsybik, barber, scurvy, tsyfir, armor, chicken, gypsy, tskat.

Ushakov tsybik, armor, scurvy, gypsy, chicken (tsifir, he has a barber with I).

In 1956, the number of exception words with Y in the root was reduced (removed tsybik, tsynovka, barber, scurvy, tsyfir, armor). Word snort not mentioned in this list.

In 1963, Vinogradov’s commission proposed changing the rule and always writing I after T, even in endings. This proposal does not pass.

In 2007, Lopatin added the word snort to exceptions.

VOWELS AFTER SISSINGS AND C

Rules and examples of spelling I and Y after C

After ts letter s written in endings and suffixes -yn, For example: birds, sheep and ewes, cucumbers, white-faced, sisters, Lisitsyn, as well as in words gypsy, chick, tiptoe, chick(interjection) and in other words of the same root. In other cases, after ts always written And, For example: station, cibik, mat, dulcimer, zinc, medicine.

To help a schoolchild

Exercise: syntax section, 252 words
The engineers climbed [on skis] to the hill, leaving behind a fir-tree of footprints in the snow. Having crossed the ridge, Alexey, who was walking ahead, pushed off to slide down the slope. The snowdrift suddenly collapsed under him, and he felt that he was flying down somewhere. Then he fell to the side, something crunched under his twisted legs. For a minute Alexey lay stunned, slowly realizing what had happened. Loose snow covered his face, piled up under his hat, collar and felt boots. Seeing nothing around him, Kovshov turned sharply to rise. The skis remained on his feet, he somehow took them off and, forcefully sticking them into the snow, began to break through the snowdrift, looking for a way out. The skis immediately hit something hard; must be into a sheer cliff.
Alexey remembered the outline of the stingray as he saw it before the fall, and with difficulty turned back. After two or three steps, the skis again hit a solid obstacle. He loudly called Beridze, but the cry seemed to go into the pillow: the snow immediately filled his mouth. Kovshov got angry and began to fight his way to the other side with bitterness. Soon he felt that he was suffocating from lack of air and from his own rage. It was not enough to die here so absurdly and senselessly! He lay there for a while, listening to the booming beats of his heart, and forced himself to calm down. Slowly, he wiped off his frozen face and began shoveling the snow again. Floundering in it, he stubbornly crawled forward, stopped for a second, rested, and crawled again.
Suddenly Alexey heard Beridze’s voice and immediately discovered that the darkness around him seemed to have thinned, light from the side penetrated to him through the snow. He pushed in with all his strength and, not yet opening his blinded eyes, felt that he had finally escaped.
V. Azhaev, Far from Moscow.
Underline:
complex sentences (9);
complex sentences (4);
isolated circumstances expressed by gerunds (6).

Rules for the letter s and after c

Email with password recovery instructions
will be sent to your email

• Home
• 2-Class
• Russian language
• Video lesson “Writing Y after C in the endings of words-names of objects”







In this lesson we will talk about writing the letters Y or I in different parts of the word.

In the Russian language there are several rules for spelling vowels after Ts. The basic rule is:

At the root of the word after C, the letter I is written under stress.

For example: compass, figure, circus.

But there is another rule:

At the root of the word after C, the letter I is written under stress, if the words are related to words where the letter I is under stress.

For example: circus artist, circus writer is written with I, because. they are related to the word circus.

The rule works again: if the words are related, then they have a common part (root), which means the same thing and is written the same.

One more rule:

After T, Y is written in the roots of words-names of objects, if these are exception words or words related to them.

For example: gypsy, chick, chicks, chicks.

Let's get acquainted with the new rule:

If after C at the end of words-names of objects the sound [s] is pronounced and heard, then the letter Y is written.

Let's look into the Reverse Dictionary starting with the letter -Y and find in the list words whose stem ends with the letter C:

In the Reverse Dictionary we found confirmation of the rule: in the endings of words-names of objects, Y is always written after C.



In this poem, the words starlings, residents, singers, chicks, cucumbers are in the plural form. What sound do we pronounce and hear at the end of these words? We hear and pronounce the sound [s]. What ending should we write? We will write the ending Y.

So, you need to know three different rules in order to write the desired letter after C.

Rule 1: “After C, I is written in the roots of words-names of objects, if the sound after C is under stress, for example: numbers, citruses, compasses, cycle.”

Rule 2: “After C, Y is written in the roots of words-names of objects, if these are exception words or related words, for example: chickly, chick, on tiptoe, gypsy.”

Rule 3: “After C, Y is written at the end of words-names of objects in the plural, for example: Germans, Chinese, eyelashes, cabbage rolls.

Letters I and Y after C

This video tutorial is available by subscription

Already have a subscription? Login



In this lesson, students will continue to improve their literate writing skills and become familiar with the spelling “Letters I, Y after C”

Educational observation

Pay attention to which part of the word the letters I and Y are located after C in different groups of words. What similarities can you note? Try to make a conclusion about the spelling of these letters.



Something to remember

1. Russian language. Theory. 5-9 grades: V.V. Babaytseva, L.D. Chesnokova - M.: Bustard, 2008.
2. Russian language. 5th grade: ed. MM. Razumovskaya, P.A. Lekanta - M.: Bustard, 2010.
3. Russian language. Practice. 5th grade: ed. A.Yu. Kupalova. – M.: Bustard, 2012.

Homework

Fill in the missing letters in the words and distribute these words into the columns of the table.

Aviation..ya, ts..gansky, proverb. sisters..n, dark-skinned..th, ts..clone, motorcycle..cl, birds..n, station..i, ts..films, armor..r, buttons.

We'll write after ts letter at the root of the word

We'll write after ts letter in the roots of exception words

We'll write after ts letter in words

We'll write after ts letter in the suffix

We'll write after ts letter at the end of words

Technological map of the lesson “Letters i-s after c”
Teacher of Russian language and literature MAOU "Secondary school with. Berdyuzhye" Shukalovich Ekaterina Petrovna

UMK: Russian language. 5th grade. V. V. Babaytseva, L. D. Chesnokova, A. Yu. Kupalova

Teacher's goals

Organization of work to discover and consolidate new material

Introducing students to a new spelling - “Spelling i-y after c”, the designation of this spelling; work on developing students' spelling vigilance

lesson in learning new knowledge

Planned
educational
results

Subject(scope of development and level of competence): know and be able to apply the spelling rule ы–и after ц

Metasubject(components of cultural competence experience/acquired competence): the ability to find, transform and transmit information, perform various social roles in pairs and teams

Personal: understanding of the Russian language as one of the main national and cultural values ​​of the Russian people, the determining role of the native language in the development of intellectual, creative abilities and moral qualities of the individual, its importance in the process of obtaining school education

Regulatory: understand and construct planned actions; pronounce out loud the sequence of actions performed
P educational: use sign-symbolic means when drawing up rules; draw conclusions about the result of the joint work of the class and the teacher; draw up an algorithm for applying a spelling rule
Communicative: develop the ability to work with information in class and express thoughts coherently; maintain and develop the ability to cooperate in pairs; answer questions, listen and hear; formulate, express and justify your point of view

Observation of language, heuristic method; individual, pair, group, frontal, independent work.

Educational (digital) resources

1. Babaytseva, V.V. Russian language. Theory. Grades 5–9: textbook. for general education institutions / V.V. Babaytseva, L. D. Chesnokova. – M.: Bustard, 2012.

2. Kupalova, A. Yu. Notebook for independent work of students in the Russian language. 5th grade / A. Yu. Kupalova and others; edited by A. Yu. Kupalova. – M.: Bustard, 2012.

3. Kupalova, A. Yu. Russian language. 5th grade: educational and methodological manual for teaching materials V. V. Babaytseva, L. D. Chesnokova, A. Yu. Kupalova, E.I. Nikitina / A. Yu. Kupalova. – M.: Bustard, 2012. – (Book for teachers).

5. Lesson planning: for the educational complex “Russian language: Theory. Practice. Russian speech". 5–9 grades / A. Yu. Kupalova [and others]. – M.: Bustard, 2012.

8. Russian language. Practice. 5 grades : textbook for general education institutions / A. Yu. Kupalova and others; edited by A. Yu. Kupalova. – M.: Bustard, 2012.

9. Ugrovatova, T. Yu. Tips for every day. Universal notebook / T. Yu. Ugrovatova. – Kaliningrad, 1994.

10. Ugrovatova, T. Yu. Tips for every day. Tests / T. Yu. Ugrovatova. – M.: Vlados, 1998.

Screen, computer, multimedia projector

Visually demonstrative
tion material

Multimedia series: presentation on the topic of the lesson

Material from the program “Baby Monitor”

Basic concepts and terms

Organizational structure of the lesson

Educational
and developmental components,
assignments
and exercises

Activities carried out
students

Forms
organization of cooperation

Developed skills
(universal
educational activities)

Monitoring the results of educational activities

1.Organization
tion moment.

Goal: creating conditions for students to consciously enter the space of activity in the classroom

Organize focused attention at the beginning of the lesson.

Checks the readiness of workplaces.
Creates a positive mood for students in the lesson.

Well check it out, buddy.
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebook?
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to receive
Just a mark... (students in chorus: “Five”).

Getting ready for the lesson

Cognitive: understand the cognitive task

Communicative: work in a team

2.Motivation for educational activities.

Create conditions for improving your vocabulary through oral and written repetition on the topic “O, E after sibilants”,

Creates a situation in which there is a need to repeat acquired knowledge. Invites children to: remember the material on the topic “O, E after hissing” Complete the task on the slide.
Correct the mistakes in words, write correctly
pcholy jockey
Reshotka rustle
black glutton
juggler whisper
Explain the meaning of the words: juggler, jockey.
Let's check! We give ratings.
(Score for number of errors: table on slide
0 errors – “5”
1 error – “4”
2 errors – “3”
3 or more mistakes – the material is not understood, learn the theory in the textbook)

They recall material on the topics “O, E after hissing” and explain the spelling of words.

Subject: repetition of the covered material

Personal: have motivation for learning activities

Cognitive: perform educational and cognitive actions in a materialized and mental form; To solve educational problems, they carry out operations of analysis, comparison, classification, and establish cause-and-effect relationships.
Regulatory: plan necessary actions, operations
Communicative: work individually and in pairs

Oral answers. Assessment in pairs.

3.Updating
and trial learning activity

Goal: repetition of the studied material necessary for the “discovery of new knowledge.”

Emotional, psychological and motivational preparation of students to master the material being studied

Working with numbers (as a mobilizing stage of the lesson). Board: The twenty-ninth of February. Cool job.

Write in a notebook.
– Find a consonant sound in the recording, voiceless unpaired, hard unpaired ([ts])

- Today our lesson will be related to the letter c and the sound c.

— Now we will go with you to a fairyland. Listen to the fairy tale and you will easily formulate the theme and purpose of our lesson. (Fairytale music sounds).

In a certain kingdom, in a certain state, there lived a princess, the letter c.

She had two faithful knights: the letter and the letter s.

She liked them. Knight “Y” - for firmness and determination, knight “I” - for kindness and cheerful disposition. And it was to him that the proud princess gave her heart. Only knight “I” was allowed to visit the main room of the palace every day, which was called “The Root of the Word.”

Knight “I” was very cheerful and sociable, he loved to sing and taught this art to all the inhabitants of the fairy-tale kingdom. As soon as they saw him, they began to shout loudly: “Rehearsal!” And since then, all words that end in - tion -, like the word rehearsal, began to be written only with the letter - and -.

The knight was allowed to enter the main room of the palace only in exceptional cases. This is how the words of exclusion appeared. And usually he lived in the back rooms of the palace. (suffixes and word endings).

Listen to the teacher, participate in dialogue with the teacher

Personal: have a positive attitude towards learning and cognitive activity, wish to acquire new knowledge and skills

Regulatory: accept and save the learning task.

Communicative: ask questions, listen and answer questions from others, express and justify their point of view

4. Goal setting and construction of an exit project
out of difficulty

Goal: motivation for a trial educational action, identification and recording of difficulties in everyone’s individual activities.

Revealing the essence of new concepts, mastering new ways of educational and mental activity of students.

Heuristic conversation, selection of examples illustrating the nature of the linguistic phenomenon being studied,

compiling coherent stories about the norms studied, working with textbooks

Formulates the topic and purpose of the educational activity together with the students who take it upon themselves. (I remind you about self-assessment; we write numbers and put signs in the margins of the notebook.).

For a while you will turn into scientists and draw your own conclusions.

A note on the board opens (slide):

– What do the example words have in common? (Combinations with ts.)

– Why are they divided into groups:

1 column circus digital lecture
2 column of white-faced sister bird
3 stitch chicken

Also write down three columns of words for yourself.

– First we will work with the words of the first column. Read these words carefully, pay attention to which part of the word is the spelling? (At the root) Select the root.

-What word is missing? (If they get confused, then you need to point out similar words with “tion”: conference, aviation, police)? (Basically, the word “lecture” is superfluous).

- Right. There are words in the Russian language that end in -“tsia”, and they are all written with the letter “i”. And in this case, you don’t have to determine where the spelling is: just underline and write next to “biya” (we write the designation in the column next to the word “lecture”). Now you have already explained the spelling.

- So, the letter “i” is written after “C.” in 2 cases. Which ones? (The root and na is “biya”.)

- Now let's move on to the 2nd column. In what part of the word is the spelling in these 3 words? (In the suffix and in the ending.)
- So, “sistersyn” is in the suffix after “Ts.” we write “y”. “Birds” - at the end after the “ts” we write “s”. Let’s summarize, in what cases do we write “and”, in which “s” after “ts”?

— 3 column. Why does this word stand alone? In our case, there are 5 such exception words: gypsy, tskat, on tiptoe, chicken, tsyts. To better remember these words, let’s write them down in a notebook (written on the slide): “The gypsy tiptoed up to the chicken and tutted: “Tsits!”

The gypsy saw the chicken
Played the violin
And the chicken heard -
Danced on tiptoes.
Tsut, guys, don't make noise,
Otherwise the gypsy will go astray
The violin will stop singing,
Our lesson will be disrupted.

– Let’s check our answer with the textbook. Open the textbook on page 132. Spelling designation. (Reading the textbook rules).

Formulate the purpose of educational activities in dialogue with the teacher; observe the designation of the sound [ы] by the letter ы(и) in words, perceive information by ear, work
with a textbook, formulate their own thoughts, express
and justify their point of view; draw conclusions in collaboration with the teacher and classmates

Personal: wish to acquire new knowledge, skills, and improve existing ones.

Cognitive: read and listen, extracting the necessary information, and also independently find
it in the materials of textbooks and workbooks.

Regulatory: control educational activities, notice mistakes made; understand the rule of control and use it successfully
in solving an educational problem.

Communicative: carry out joint activities in pairs and work groups, taking into account specific educational and cognitive tasks, are able to ask questions to clarify the sequence of work

Letters ы - and after ц

Birds, streets, she-wolves, caterpillars, hotels, units, stairs, mills, peers, peers, inkwells, well done, fingers, cucumbers, brothers.

A wolf's hole, a tit singing, a fox's trail, sowing wheat, a letter from a peer, the construction of a capital, a student's answer, a teacher's advice, a lizard's tail, leaving the village.

Short-haired, pale-faced, Ptitsyn, sisters, Lisitsyn.

Chick, gypsy, chick, chicks.

Compasses, zinc, citrus, motorcycle, circus, anthracite, cycle, cynic, medicine, deficiency.

Cyclone, quote, discipline, patient, dial, chicory, shell, barber, scurvy, cigarette, cigar, cylinder, cistern, citadel.

Lecture, section, walkie-talkie, station, acacia, operation, demonstration, constitution, emotion, illustration, civilization, aviation, agitation, delegation, illumination, expedition.

Chain, central, price, workshop, target, cling, purposeful, freeze, strain.

Cement, healing, kiss, whole, ceremony, cellophane, cellulose, heart, mirror, oil, towel, armchair.

Approaching the border, living in the capital, visiting a teacher, worrying about wheat, advising a skier.

I. 1. Leningraders rose up in a great struggle for their native city. (Quiet.) 2. Amazing guillemots: all the birds fly south for the winter, and these ones fly north. (Sl.) 3. Arctic foxes have adapted to storing their reserves in permafrost. They put fish, birds, eggs in holes, like in a refrigerator. (Sl.) 4. Siskins, tits and wrens began to sing in the forest. (V. Bianchi.)

II. 1. At the door of the room, Shvabrin stopped again, (P.) 2. The snow melted on the path, on the hazel tree there were earrings in a yellow cloud of pollen. The starlings will appear soon. (A. Barto.)

III. 1. The cheat approaches the tree on tiptoe. (Kr.) 2. Chickens are counted in the fall (Last.) 3 Grandfather Shchukar bargained with the gypsy until noon. (Sh.) 4. To the usual “chicks!” chicks!” a dozen chickens came out. (Mark.)

IV 1. I lowered the mat, wrapped myself in a fur coat and dozed off (P.) 2. The thick foliage of the beech trees was darkening above us, and cicadas were crackling somewhere below. (Closed) 3. A girl wearing a white down scarf and a tsigey jacket entered the carriage. (Ant.) 4. The weather on our planet is determined by cyclones and anticyclones. The cyclones that attack Europe originate in the Atlantic and Mediterranean Sea. 5. When it sees an enemy, the turtle quickly hides its legs and head in its bone shell, as if it were slamming the door to a house behind itself. (Sl.)

V. 1 “Druzhina” - an old Russian word - preserves the traditions of great friendship. And it speaks to all generations again and again about the brave ancestors. (M. Sadovsky.) 2. Aviation has always embodied and embodies the most advanced trends in the development of modern science and technology. 3. Dictionaries are rightly called companions of civilization. 4. The expedition crossed the plateau between Lena and Aldan. (Ald.-Sem.)

VI. 1. All the birds and animals in the mountains know about healing springs - fontanelles. Everyone rushes to them: to rinse the neck, warm up the legs, heal abrasions and scratches. (Sl.) 2. The air smelled of thaw, and wisps of fog clung to the roofs. (A.N.T.) 3. We went out to the square to the central gate of the park. (Iv.) 4. Virgin soil lay here long, covered with feather grass panicles, to the horizon. (Dud.)

Write down the words: s y mosle ts in one column, with and after ts - in the other.

I. 1 Language is the history of a people. Language is the path of civilization and culture... Therefore, studying and preserving the Russian language is not an idle activity because there is nothing better to do, but an urgent necessity. (Kupr.) 2. The great M.V. Lomonosov was the first in the world to scientifically substantiate the principle of flight of a heavier-than-air apparatus, built and tested such a device in the form of a helicopter model. 3. Experts call collecting illustrated postcards philocarty. 4. The public organization Russian Cultural Foundation organizes exhibitions, auctions, charity evenings, takes care of cultural monuments, and helps gifted youth. 5 The mountain partridge is famous for its kindness. If a neighboring partridge is clawed by a hawk or grabbed by a fox, she will certainly take the orphaned chickens to her. (Sl.) 6. Tall larches stood interspersed with squat spruce trees. (A.N.T.) 7. Dry chicory grew along the sides of the paths. (Paust.) 8. The chain of expedition stopped in front of a cliff. (Ald.-Sem.)

Vowels after sibilants and ts

There are 4 hissing sounds in the Russian language: Zh, Sh, Shch and Ch. Historically, two of them, Zh and Sh, are always hard, and the other two, Ch and Shch, are always soft. However, in spelling this manifests itself exactly the opposite: since childhood, we all know three basic rules:

ZHI, SHI write with I (tire, car, life, animal);

CHA, SCHA write with A (enchantment, janissary, sorrel, squeal);

CHU, SHCHU write with U (stuffed animal, forelock, squint, rinse).

These rules just need to be remembered; this spelling is not checked. This spelling has developed traditionally, due to the historical characteristics of the language. In all other cases, U, A, O are written after hard hissing ones, and I, E, Yo after soft ones.

Note 1. If the word is of foreign origin, then after the sibilants the vowel Yu or Ya can be written, the same applies to proper names, for example:

Note 2. In abbreviations and compound words, it is also allowed to write any vowels after sibilants. In such words, especially in abbreviations, there can generally be all sorts of letter combinations. Sometimes even difficult to pronounce out loud.

In addition to these rules, there are several more related to the spelling of vowels after sibilants and C.

1. Spelling of vowels after C.

The letter Y after C is written only in endings and the suffix -yn-, for example:

Sinitsyn, Lisitsyn, sheep, lads.

In all other cases, only I is written after C:

Note. Exception words: chicken, chicks, gypsy, chick-chick, chick.

b). Yu and Ya after C

In Russian words, the letters Ya and Yu are not written after C. However, this spelling is possible in words of foreign origin:

V). O and E after C

Everything is a little simpler here. Spelling in this case is based on the phonetic principle of Russian spelling.

Under stress after C, O or E is written in accordance with what we hear:

Without stress after C, only E is written, with the exception of the word “tsokotukha”. This rule applies to all morphemes6 in unstressed suffixes and endings also written E:

Note. In borrowed words, O after C can also be written in unstressed syllables:

2. Spelling of vowels after hissing Zh, Sh, Shch, Ch.

2.1. O after sibilants in stressed syllables

In stressed syllables, the letter O is written after sibilants if:

A). Refers to the ending of a noun. For example:

b). Refers to the suffixes of nouns -ok- (horn, pie, powder, stick, fist, top, boot), -onok - (frog, bear cub, wolf cub, barrel), -onk- (little book, money, dog, girl).

V). Refers to the suffixes of adjectives -ov- (soldatova, penny, plevoe, powder), -on- (ridiculous).

G). Refers to the adverb suffix -o-. For example:

d). Refers to the ending -on, -on of plural nouns, genitive case, for example:

Note. In borrowed words, the spelling coincides with the pronunciation, for example:

2.2. O after sibilants in unstressed syllables

If the word is of Russian origin, then E is always written in unstressed syllables after the consonants Zh, Sh, Ch, Shch. However, if the word is a foreign language, then O can also be written in unstressed syllables. For example:

2.3. O after sibilants in all other positions

In all other cases, the letter E is written in different morphemes, although O is heard (in stressed syllables). This applies to the following morphemes:

A). The endings of the verbs are -eat, -yot, -yote, -yom. For example:

b). The suffix of verbs and nouns is yova. For example:

V). The suffix of adjectives formed from verbs with the same root is -yovk. For example:

• chewing, uprooting, demarcation, etc.

G). The noun suffix is ​​-er. For example:

• trainee, conductor, boyfriend, etc.

d). Roots with alternating O (with stress) – E (without stress) during pronunciation. For example:

• yellow (yolk), click (clicks), cheeks (cheek), acorn (stomach), cheap (cheapness), alkali (alkaline), black (blacken), brush (bristles), etc.

e). The suffix of passive participles is –yonn (-yon) and its derivatives. For example:

• baked, simplified, carried away, distracted, distressed, distressed, peppered, baked, doomed, etc.

and). The ending of the prepositional case of the pronoun “what”: about what, at what, in what, etc.

A note to the entire article. These rules do not apply to proper names - surnames of people and geographical names. Such words are written in accordance with personal and regulatory documents.

• Water tax in 2017-2018 - terms and payment procedure, rates Water tax is paid by organizations and entrepreneurs using water bodies of the Russian Federation. From the materials in our section dedicated to this tax, you will learn about the list of objects [...]
• Claim of collision with a pedestrian In the Oktyabrsky District Court of Omsk Plaintiff: N., Omsk, st. . d. sq. . Defendant: Sh., Omsk, st. . d. sq. . Cost of the claim: 15,401.05 rubles Statement of claim for compensation for damage to health caused as a result of [...]
• Claim for a refund for a defective product B (name of organization, individual entrepreneur) Address From full name Address for sending a response, contact phone number CLAIM. “__” _____ 20__ I purchased __________ (name […]
• ORDER of the Ministry of Internal Affairs of the Russian Federation dated December 31, 2009 N 1025 "ON APPROVAL OF THE INSTRUCTIONS ON THE PROCEDURE FOR STORING THINGS THAT WERE INSTRUMENTS OR OBJECTS OF AN ADMINISTRATIVE OFFENSE, AND DOCUMENTS WITH THE IMPORTANCE OF EVIDENCE IN THE CASE E […]
• Bank credit cards in 2018: forecasts and market prospects The indisputable advantages of a bank card are the speed of obtaining borrowed funds, a revolving line of credit and a variety of tariff plans. […]
• Use of maternity capital In 2018, a certificate for maternity capital issued to families at the birth of a second or subsequent child (children) in the period from 2007 to 2021 inclusive, implies the possibility of targeted […]
• Maternity capital for twins Contents of the article: Maternity capital for twins in the first birth: conditions for receiving Is maternity capital given for twins? According to federal law, this subsidy is paid upon birth or […]
• How to document income tax expenses One of the conditions for recognizing expenses when calculating income tax is their documentary evidence (clause 1 of Article 252 of the Tax Code of the Russian Federation). List of documents List of documents […]

1. After ts letter s is written in the following cases:

a) at the endings of words ( swimmers, chubby, birds);

b) in the suffix - yn- (sisters, Tsaritsyn);

c) in exception words: gypsy, chick, chick, tiptoe, chick.

2. In other cases, after ts is written And:

figure, circus, cylinder, climax.

§ 4. Spelling of prefixes

1. Remember prefixes that are always written the same way (regardless of how they sound in the word): in-, with-, before-, behind-, on-, about-, about-, from-, over-, under-, before-, per-, by:

Withdo, V write.

Pay attention! In words here, building, health, hello, zgi (not zgi not visible) and their derivatives letters h is part of the root.

2. Prefixes ending in s/s (one-, rose-, up-, from-, bottom-, without-, through-, through- ) are written in accordance with pronunciation, i.e. with the letter Z before voiced consonants and with the letter S before voiceless consonants: break, saw, enter, make, exclamation, exclamation, disappear, too much.

Note. Voiced consonants: b, v, g, d, g, z, l, m, n, r.

Voiceless consonants: p, f, k, t, sh, s, x, c, ch, shch.

3. To avoid mistakes in writing prefixes pre-, pre- , you need to know their meanings.

Prefix pre- indicates:

1) the highest measure of action or quality (close in meaning to the word Very): satiate, exaggerate, most unpleasant;

2) change of action (close to the prefix re-): block, interrupt, transform.

Prefix at- indicates:

1) accession, addition, approximation: stick, draw, run;

2) incompleteness of action: slow down, sit down, cover;

3) being near something: seaside, suburb, coastal.

In some words, the prefixes have merged so closely with the root that it is difficult to separate them and establish their meaning, so the spelling of such words must be remembered: pursue, obstacle, stumbling block, perverse, neglect, adventure, oath, device etc.

§ 5. Letters ы / и after prefixes,

Ending in a consonant

After prefixes ending in a consonant, instead of And is written s according to pronunciation. For example: And play - once s play, under s play.

Pay attention!

1. This rule does not apply to compound words: pedagogical institute, sports equipment.

2. After foreign language prefixes ( dis-, super-, counter-, post-, inter-, trans), and also after prefixes inter- And super- the letter I is retained: post-industrial, inter-institutional, ultra-refined, disinformation, disinfection, supergame.

Spelling ь after sibilants in different parts of speech

After the sizzling w, w, h, sch letter b is written:

1. In feminine nouns there is a unit. numbers: speech, silence, power.

2. In the infinitive form of verbs: cut, bake, flow.

3. In the imperative mood of verbs: appoint, appoint, cut, cut.

4. In the 2nd person singular. number of verbs of present and future tense: you carry, you sing, you throw, you throw.

5. In adverbs, except already, married, unbearable: unbearably, completely, backwards.

6. In particles: you see, you see, just, you see.

Letter b not written:

1. In combinations chk, chn, nch, nsch, rsch, shchn (stove, babysit, although nanny).

2. In short adjectives (powerful, odorous, prickly, viscous).

Spelling of letters o / e after sibilants

1. At the root of the word, the stress after the sibilants is pronounced O, but it is written her), if this O alternates with e in related words: wives are women, blacks are rabble, whispers are whispers.

Where there is no such alternation in related words, in the roots under stress it is written O: glutton, seam, rustle, chocolate, driver, highway, jockey, duke.

Remember: burned, set fire– in verbs; burn, arson- in nouns.

2. Pronounced and written under stress after sibilants O:

a) at the endings of nouns, adjectives, at the end of adverbs: cloak, big, hot. Excl.: more.

b) in suffixes of adjectives -ov- And -He-: canvas, brocade, hedgehog, funny.

c) in suffixes of nouns -ok-, -onk-, -onk -: tank (from tank), hook, girl, barrel (from barrel).

3. In other cases, under stress after sibilants, if pronounced O, then it is written her):

a) at the endings of verbs (bakes, bakes).

b) in suffixes of passive participles -en-, -enn- (armed).

Subject: Letters Y–I after C

Target: 1) consolidate spelling skills Y-I after C;

2) develop attention, logical thinking, speech hearing in students, and the skill of graphically indicating a given spelling;

3) cultivate a love for the Russian language, cultivate conscious discipline, develop skills of control and self-control, cognitive activity in a team.

Planned results

1. Subject UUD

Introduce students to the spelling “Letters s-i after c”

To develop the ability to use spelling depending on the morpheme

Develop spelling awareness

Develop the ability to find information in text

Learn to analyze, compare and generalize based on facts

Learn to present information in condensed and expanded form

3. Personal UUD

Build relationships with people

Lesson type: learning new material

Forms of student work:frontal, group, individual

Required technical equipment:multimedia projector,

Lesson structure and flow

Good afternoon, guys! Let's start our lesson. Wish yourself success and say: “I will be attentive. I will succeed! I can handle all the tasks in class."

1. Repetition of studied material - checking homework.

Five-minute spelling test followed by self-test (Slide No. 1)

1. Insert the missing letters and graphically indicate the conditions for choosing a spelling.

Working with cards Slide No. 1

Form new words by adding the necessary suffixesForm new words by adding the necessary suffixes

machine, teach, drum,

hare, lead, finger,

snow, cat, nail, house

Self-test Slide No. 2

Machinist, teacher, drummer, bunny,

driver, finger, snowball, kitten, carnation, house

1. Learning new material

Objectives: Students should

Know the conditions for choosing the spelling of the letters I-Y after C;

Be able to master the method of action when choosing the letters u after ts in words with the same root.

1.Preparatory stage(And now I will read a poem, and you listen carefully)

The teacher reads a poem: slide number 4

The chicken performed in the circus,
He played the cymbals
Rode around on a motorcycle
And he knew a lot of numbers.
He took it out of the cylinder
Carrots and cucumbers
And there was only one thing I didn’t know
Where do they write qi, where is qi?

Chicken didn't know. Do you know?

Vocabulary work Slide No. 3

(Dulcimer is a musical instrument in the form of a flat box with metal strings, which are struck with hammers when played)

A cylinder is a geometric body formed by rotating a rectangle around one of its sides.

A note appears on the board:

The teacher says the words again.

What sounds are heard in all words? (tsy)

And look at how the words are written, pay attention to the morphemes? (Tsi and qi.)

Why?

Our task is to figure out when to write s after q, and when to write i.

What is the topic of the lesson? Formulate it.

- “Spelling s-i after c”

/The teacher writes on the board, and the children write in notebooks/.

- Formulate the purpose of the lesson based on its topic./ Get acquainted with the rule for writing the letters I-Y after C/

2. Working with a supporting outline slide No. 5

In words after T it is written

AND Y

1.͡ 1.^

2.na –tion 2.□

- Look at the supporting summary and tell us about the conditions for writing the letter I-Y after C.

Let's see if we formulated the rule correctly.

Working with an electronic textbook (reading rules from an electronic textbook)

What new did you learn? /There are exception words:gypsy, chick, chicks, chick, chick/

Remember the offer!The gypsy stood on tiptoes and tsked at the chicken: “Tsits!” / Slide number 6 /

Physics “Wonderful tree”: pick a wonderful fruit, read the word aloud, explain which spelling needs to be inserted and why.(each student gets up and goes to the board, on which there is a “wonderful” tree). ,a)ra,february(b),z(a,o)lot medal

Teacher: Guys, what events are these words connected with? (Winter Olympics in Sochi). Correct. Guys, Russia not only hosts the Winter Olympics, it is rich in its cultural values. Unfortunately, these values ​​have been lost over the years, but we must preserve these cultural values. No wonder 2014 has been declared the year of culture. Slide number 7

VI. Reinforcing educational material.

Objectives: consolidate the learned rule; remember the method for determining the spelling of the letters I-Y after C.

1. Explanatory letter. / Slide No. 8 /

Write it down, explaining the spelling in these words of the spelling and-ы after ts

Ts..fra, ts..rkul, ts..rk, ts..gan, ts..cowardly, aviation..ya, traditional..ya, sisters..n, birds.., finger.., chubby. .y, marten..n.

2. Letter dictation. /Slides No. 9,10/

And or Y

1) birds...n, palace..., lecture...i

2) c...films, c...linder, sheep....

3) ts...clone, ts...bug, ts....ferblat

4) section...i, police...i, c...whip

3. Test control on the topic “The letters I-Y after C” / Slide No. 11/

1) In which word is Y written in place of the gap?

A) ts..nk

B) stumpy tail

c) turtle shell

d) akats..i

2) In which word is I written in place of the gap?

A) fair-faced young man

B) c..kick loudly

c) pickled cucumbers..

d) oil tank

3) In which word is Y written in place of the gap?

a) ts..ferblat

B) new cylinder

c) church performance

d) fluffy c.. film

4) In which word is I written in place of the gap?

a) vaccine against influenza

B) birds..but a feather

c) small grains..

d) stand on your toes

5) Which word does not have Y written in place of the gap?

a) construction of hotels..

B) ts..geik fur coat

c) beauties...

d) forceps..

"Editor's Minute" (cards)

Dunno's letter to Professor Spitsin.

I went on an expedition. Unfavorable weather: cyclone. We managed to collect a collection of insects; we even found cicadas. Birds interfere with work.

Working with the textbook (Performing exercise No. 355 - textbook, ed. Shakrova)

V . Summing up.

• What rule did we learn today?
• Remember the method for determining the spelling of the letters i-y after c.
• What exception words to this rule should you remember?

VI. Homework assignment.

1. Learn the spelling “I-Y after C” learned in class
2. Complete exercise No. 354, ass. to ex.

Reflection.

A dulcimer is a musical instrument in the form of a flat box with metal strings, which are struck with hammers when played. A cylinder is a geometric body formed by rotating a rectangle around one of its sides.

The chicken performed in the circus, He played the cymbals, He rode around on a motorcycle, And he knew a lot of numbers. He took carrots and cucumbers out of the cylinder, and there was only one thing he didn’t know: Where do they write Qi, where is Qi?

In words after C it is written И ы 1.͡ 1.^ 2. na – tion 2. □

Remember the offer! The gypsy stood on tiptoes and tutted at the chicken: “Tsits”

Vladimir Putin signed the Decree “On holding the Year of Culture in the Russian Federation.” The culture of Tatarstan, embodying the rich traditions and spiritual identity of the peoples living on the territory of the republic, simultaneously personifies universal human values ​​and is part of the world cultural heritage. The uniqueness of the cultural heritage sites of Tatarstan is confirmed by the inclusion in 2000 of the historical and cultural complex of the Kazan Kremlin in the UNESCO World Cultural and Natural Heritage List. The Bulgarian State Historical-Architectural Museum-Reserve and the Sviyazhsk Historical-Architectural and Natural Landscape Complex are nominated to the same List.

Explanatory letter. Hurry up, explaining the spelling in these words of the spelling s-i after ts Ts..fra, ts.. rkul, ts.. rk, ts.. gan, ts.. cowardly, aviation..ya, traditional..ya, sisters. .n, birds.., finger.., chubby..th, marten..n.

Letter dictation I or Y 1) birds...n, palace..., lecture...ya 2) c...films, c...linder, sheep.... 3) ts...clone, ts...bug, ts.... ferblat 4) section...i, police...i, c...whip

Answers 1. Y Y AND 2. Y AND Y 3. AND AND AND 4. AND AND Y

Test control on the topic “The letters I-Y after C” In which word is Y written in place of the gap? a) ts..nk b) short tail c) turtle pant.. d) akats..ya 2) In which word is written I in the place of the gap? a) fair-faced young man b) cluck loudly c) pickled cucumbers d) oil tank 3) In which word is Y written in place of the gap? a) ts.. ferblat b) new ts.. linder c) ts.. church performance d) fluffy ts.. film 4) In which word is I written in place of the gap? a) vaccine against influenza b) birds..but a feather c) small grains.. d) stand on the c..kidneys 5) Which word does not have Y written in place of the gap? a) construction of hotels.. b) ts.. gay fur coat c) beauties.. d) tongs..

Vocabulary-semantic dictation 1) Stand on your fingertips 2) A type of gloves with a compartment for the thumb 3) A systematic collection of any objects

Thank you for your attention!