All the vocabulary richness of the language. Vocabulary wealth of the Russian language

Teacher: Shchukina E.TO.

about. Zhigulevsk

Outline of an open lesson in the Russian language in grade 5

Teacher:

Theme: Vocabulary wealth of the Russian language

Lesson type: lesson - generalization of the passed material

Lesson form: lesson - competition, game

Educational

technology: game learning technology, cooperation technology

Equipment:

- computer, screen, presentation "Vocabulary wealth of the Russian language"

- handouts: card 1 (crossword puzzle), card 2 (fixing the topic, independent work), card 3 (homework)

- "exhibition" of dictionaries

Lesson objectives:

educational: consolidating and generalizing the knowledge gained, improving the skills of correct scientific speech, the ability to clearly formulate your answer.

educational: formation of the ability to work in a team; listen to the opinions of each other, be able to analyze the speech of the speaker.

developing: improving the ability to think creatively, respond quickly;

the formation and maintenance of interest in the art of words.

During the classes:

I. Organizational moment

Introductory speech of the teacher:"Hello guys. Today we will talk about the lexical richness of the Russian language. This is the topic of our lesson "

"Heartfelt" pronunciation of the epigraph to the lesson

“You can work wonders with the Russian language. There is nothing in life and in our minds that cannot be conveyed by the Russian word. The sound of music, the brilliance of colors, the play of light, the noise and shadow of gardens, the vagueness of sleep, the heavy thunder of a thunderstorm, a child's whisper and the rustle of sea gravel. There are no such sounds, colors, images and thoughts for which there would not be an exact expression in our language "

These wonderful words belong to Konstantin Paustovsky.

The Russian word is multifaceted, beautiful, impressive, it can express shades of feelings.

II. Speaking Lesson Objectives

Today we will recall the basic concepts of vocabulary, talk about the unusualness of a word in a language, and show our creative abilities.

III. Actualization of basic concepts: a word is the main unit of vocabulary

Teacher: To define an important concept for you and me, I will ask a riddle: "Not honey, but stick to everything," and you will try to guess it.

The children come to the conclusion that the word "WORD" was conceived. And the science that studies the word and its interpretation is called vocabulary.

Teacher: Indeed, the word is always with us. It serves us, it also commands, makes us do things. You and I exist thanks to the fact that we are named by the word.

We yearn and delight in a word,

With them we destroy the disbelief of darkness,

With a word I scream, I urge, I fight,

I wound, I am flying ... I remain in the word!

IV. Working with dictionaries. "Exhibition" of dictionaries

Teacher: The names of everything that is in the world, that is embodied in the word, are contained in dictionaries.

Guys, what dictionaries do you know?

The teacher turns to the "exhibition of dictionaries", demonstrates them.

Explanatory dictionary

Let's turn to the explanatory dictionary. What is the purpose of this dictionary when it becomes necessary to refer to it?

(Answers of the children: if we do not understand the meaning of a word, if we want what a new, interesting word for us means, we will look into the explanatory dictionary, which is called so because the words in it are "interpreted")

Let's remember how the dictionary explains the meaning of the word:

Children say that the lexical meaning of a word is given through enumeration of the characteristics of what is described, or through the selection of synonyms.

V... Contests. Language games

1. A word that is superfluous in meaning

Teacher: Now let's play! In each line, indicate a word that is superfluous in meaning, explain your choice

Tulip, beans, chamomile, lily

River, bridge, lake, sea

Old, decrepit, youth, elderly

Table, armchair, carpet, stool

2. Crossword

Teacher: Well done! The next task is to solve crosswords.

Take card number 1. By writing the answers into the lines of the crossword puzzle, you can read the keyword. Work in pairs. Forward. You have 2-3 minutes.

3. Phraseologisms - find matches!

Teacher: We will find the word unusual in phraseological units. And what is it?

(Children's answers: phraseological units are indivisible, stable turns of speech, the meaning of which is equal to one word.)

In order to understand the meaning of the phraseological combination, you need to be very careful and smart. So, in front of you are two columns - in one of them phraseological units, in the other - their interpretations are given. Choose a word for each phraseological unit - an explanation of its meaning:

Stay with the nose

Nod off

Like snow on your head

Fall out of hand

Take with bare hands

Nap, fall asleep on the go

Get nothing, be left with nothing

Does not work, does not work well

· suddenly

Easy, effortless

4.Original or foreign word?

Teacher: It turns out that native Russian words and words from other languages coexist in our language. Let's talk about borrowing in Russian. What are their signs?

(Children's answers: immutability, the presence of elements "grapho", "logos", "bio", "aqua", attribution to terminology)

That's all right. Let's try to apply this knowledge in practice. Before you are the words:

Biography -? highway -? rally -? philology -? football -? aquarium - ? pince-nez -?

Prove the belonging of these words to borrowings, indicating their signs. Choose Russian synonyms for them.

Children's answers.

Teacher: Brothers are asking for words on the threshold;

They write us the same way, they hear us the same way,

But not only looks are important, you get to the point!

Like a filling, the meaning is hidden in the middle!

What kind of words are these - they are the same in spelling and pronunciation, but completely different in lexical meaning?

Children's answers.

And now let's “play” with homonyms - attention to the screen: “Here are the words, to solve them, find two meanings”

They braid out of their hair

And the grass is collected.

Bitter - they eat at the table

They shoot an arrow from it

The first rushes to the river
The second clicked in the lock.

6. Choose a synonym. Who is bigger?!

Teacher: And here are the synonyms. What are these units of language?

(Children's answers: synonyms are words that are different in sound and spelling, but close in meaning)

Synonyms are very valuable for the language; in the speech of a literate person, they are simply necessary. Using them in speech allows us, without repeating ourselves, to express our thoughts, each time in a new way, more and more accurately.

Let's practice the ability to choose synonyms.

The teacher suggests words, for each of which it is necessary to find as many synonyms as possible.

Teacher: Synonyms are friends with antonyms. Antonyms are ...?

(Children's answers: antonyms are words that are opposite in meaning)

The task is this: arrange the following synonyms in the sequence of strengthening the action. And then for any verb, adjective in the line, choose the antonym.

1) Roar, cry, whimper;

2) Laugh, laugh, cackle;

3) Amazing, good, beautiful.

Vi. Updating knowledge about obsolete words. Physical education

Teacher: Do you know that objects, phenomena of the surrounding world become obsolete over time, and then turn out to be completely unnecessary? So with the words that call them, something similar happens. What are the names of words that are gradually disappearing from active use in speech?

(Children's answers: obsolete)

Look carefully at an interesting picture - it depicts an ancient Russian man who introduces us to words that are outdated - these are archaisms: we call them objects that still exist in our reality, but having different, modern names.

For example, the neck is the neck, the eye is the eye, the forehead is the forehead, the cheek is the cheek, the finger is the finger, the mouth is the lips, the mouth, the shuitsa is the left hand, the right hand is the right hand.

Remember these archaisms and their corresponding units in the modern language.

Teacher: Something we sat too long with you. We need to do some exercises. Follow my instructions carefully and do the exercises.

Oh, we are tired of sitting - we have to turn it around! Forward - Backward - Left - Right!

We knead the lower back - shuitsu to the side and to the side of the right hand. And bend over a little! Forward - Backward - Left - Right!

We train our eyes - they need to rest very much - close our eyes! opened your eyes!

GOOD MEN! We do not forget the main thing - we smile with our lips!

And now I will suggest that you choose an archaism word from the lines of poetry, be sure to pick up a modern version for it

I just managed to utter, // The door creaked quietly ("The Tale of Tsar Saltan ...")

Tsar Saltan seates guests // At his table and asks ("The Tale of Tsar Saltan ...")

Looks in the field, inda eyes // Got sick looking ... ("The Tale of the Dead Princess ...")

Leaning with a graying brow over the howling stream ... ("Osgar")

Vii... Neologisms are new lexical units. Acquaintance with the methods of neoplasm in the language. Children's word-creation.

Teacher: How wonderful that over time, something new, interesting appears in the world - objects, processes, phenomena, and with them new words that call them.

Let's turn to neologisms, or words new to the language. Before you is N. Konchalovskaya's poem "Vegetable Garden", unusual vegetables grow in this garden. Find their names and try to explain why they are named that way.

Showed the gardener

We have such a garden, where in the beds,

Densely populated

Ogurbots grew, tomatoes grew,

Radish beets, garlic and turnip.

(Answers of children)

Poets and writers are very creative people, they come up with new, original words in order to diversify our language with you, to make it boring, "fantasy", interesting.

Examples of children's word-creation will seem even more curious to you. It turns out that kids play great with the word, compose very talented neologisms.

Exercise: Find neologisms in the following children's sayings and try to explain their meaning.

Mama. Fill the bump so that she grows bumps!

Oh, I shut my hand!

And I have already chewed my caramel ...

Dad, don’t frown, I don’t want you to be angry ...

See which bug is crawling

Tasty. I got a macaron.

(Answers of children)

VIII... Summarizing. Reflection

Our lesson ends, let's summarize:

What science is studying the word and its LZ?

What words are called synonyms, antonyms, homonyms?

And what will you name the new words that you met today, for example, "shishenyata", "namakaronilsya"?

Maybe you want to ask me questions about our today's topic?

(Answers of children)

IX... Independent work

Teacher: Our lesson ends with a small independent work on all the material related to the topic "Vocabulary" and so successfully analyzed by you in the lesson.

XI... Assessment of student work. Explanation of homework

Teacher: Guys, you did a wonderful job today, surprised me with quick correct answers, activity, concentration. I only give you "good" and "excellent" ratings. You are very talented and creative.

At home, I will ask you to write a mini-essay based on a picture that depicts a fantastic creature, the task is spelled out in detail and explained on card number 3.

Development of a Russian lesson grade 5

Zagorodskikh Larisa Vitalievna

teacher of Russian language and literature

1 qualification category

MAOU Secondary School No. 4 Perm Territory Tchaikovsky

Lesson topic: Vocabulary. The vocabulary wealth of the Russian language.

Lesson objectives:

To give an idea of lexicology as a section of linguistics that studies the vocabulary of a language (vocabulary).

Help students see and feel the inexhaustible possibilities of the word;

Teach children to master the artistic word, create their own original miniatures.

Formed at the UUD lesson:

Regulatory:

Ability to define and formulate the goal of the lesson;

Ability to compare your actions with the goal and, if necessary, correct your mistakes with the help of a teacher;

Ability, together with the teacher and classmates, to assess their activities in the classroom.

Cognitive:

Ability to extract information presented in different forms: text, illustration;

Ability to perceive the text as a semantic whole;

Ability to find answers to questions in the text;

Ability to draw conclusions.

Communicative:

Ability to communicate and interact in a group and class in the course of joint activities and exchange of information;

Ability to express your thoughts in accordance with the tasks and conditions of communication;

Self-regulation of the emotional state;

Personal:

Ability to define the rules for working in groups;

Ability to establish a connection between the goal of educational activity, its motive and result;

Self-reflection.

Motivational stage

Organizing time.

Good afternoon guys! Glad to see you! To tune in

our occupation, let's give each other and our guests smiles. Each of you, smiling, aroused good feelings in yourself, conveyed a piece of good energy to those around you, and thereby made this world a little kinder. Indeed, the main thing is a good start. Now let's sit down quietly.

Exit on the topic of the lesson together with the students.

There are two texts in front of you. Read them and determine what these texts have in common? (Students read the texts. They conclude that both texts are about birch)

Well done, now tell me, how are they different? (The same tree is spoken of in different ways. In the first text, the author speaks of birch as a symbol of Russia, of the properties of this tree. In the second text, the author does not give an accurate description of the tree, first of all, he is guided by feelings, he glorifies beauty this tree ...)

Indeed, reading the first text, we acquire only scientific information, accurate data about birch and its properties, without experiencing any feelings. The second text, a poem by Sergei Yesenin, helps us to figuratively imagine the beauty of a birch, to experience, together with the lyrical hero, the feelings he experienced when he saw it.

You are right, thanks to the many beautiful, expressive words.

What do you think we are going to talk about today? (Answers of children)

Well done, indeed, the topic of our lesson is "The vocabulary wealth of the Russian language."

Using the "I believe - I do not believe" technique to test primary knowledge.

The word accompanies you everywhere, and today you probably already know a lot about it. But something, perhaps, still remains unknown. To clarify your knowledge, let's do a little check.

You have leaflets with a table on your desks, I will offer you a few

statements on the topic of our lesson, and you will choose the "correct" or "incorrect" statement, relying on what you know, marking your option in the first column of the table. (The statement is read out. Students mark in the first column with a "+" sign if they agree with the statement, with a "-" sign if they do not agree)

Do you believe that the word is the basic unit of language?

Do you believe that lexicology is the science of the vocabulary of a language?

Do you believe that the words of a language form its vocabulary, or vocabulary?

Do you believe that a student's vocabulary is approximately 3600 words?

Do you believe that the word "Dal" can mean not only a distant place visible to the eye?

Joint goal-setting.

Guys, I just looked at your answers, they are all different. How are you

why do you think? (Not enough knowledge on the topic)

What words have you not met before? (Lexicology, vocabulary)

So, what goal will we set today in the lesson? (Get to know the basic concepts)

And what is it for? Indicate with a gesture on the topic of the lesson (To enrich your vocabulary)

Enriching your vocabulary is the main goal of our lesson.

Put the leaves aside, we'll come back to them later.

The main stage

Technique "Wise owls" for obtaining new information on the topic of the lesson and its comprehension.

And now we will get the knowledge that today, as we have seen, we lack.

Let's turn to the text on the content of which you will be working in pairs. It is on your desks.

So, first: read the text and answer the questions about the text using a pencil. (Children read the text, answer questions)

Words as significant units of language are used to name

objects (table, thunderstorm, oak, etc.), their signs (wooden, night, mighty, etc.), their actions (break, burst out, swing, etc.), the number (five, seventeen, one hundred, etc.).

The words of a language form its vocabulary, or vocabulary.

Vocabulary is studied in a special section of the science of language -

lexicology.

The vocabulary of the language is constantly changing: some words

disappear, because that which was designated by these words ceases to exist; some words appear to designate (name) new objects, their actions, signs, etc.

The richness of the Russian language is manifested primarily in the vocabulary. Hard

It is known that the vocabulary (vocabulary) of a student is approximately

3600 words, and an adult - 12000 words.

In order to understand each other in ordinary conversation,

4-5 thousand words are enough, although this is not enough for expressive speech. Even the “School Explanatory Dictionary of the Russian Language” by MS Lapatukhin et al. Includes about 7 thousand words.

The more words a person knows, the richer his speech, the more accurately he can express his thoughts.

Find and underline basic concepts in the text. (vocabulary, lexicology, lexicon)

Choose from the text new information that is unexpected for you.

Think about what conclusion you can draw from the text for yourself? (you need to strive to replenish and enrich your vocabulary)

(Children work in pairs, answering questions, after which a check is carried out:

Working with concepts

children name concepts, the teacher places them on the board; then the teacher shows a card with the meaning of one of the concepts: "To which concept can this meaning be attributed?" The guys correlate meanings with concepts, then the teacher asks the question: "Which concept of the three will you use when talking about yourself?"

Output

Summing up what has been said, the teacher asks: "That is, what exactly will you enrich?" - lexicon)

Organization of work on the creation of an explanatory dictionary.

In the 19th century, there was a wonderful man who collected ... words. His name was Vladimir Ivanovich Dal. He was a military surgeon, traveled a lot around our land and collected words everywhere, wrote them down and gave them an interpretation, i.e. explanation. This is how the Explanatory Dictionary of the Living Great Russian Language was born. These are four thick volumes, in which 200,000 Russian words are collected and explained.

Today we will also collect words to create our "Explanatory Dictionary". In one such dictionary, we will collect words, one way or another, related to nature.

We do not have much time, and in order to get as many words as possible, we will divide into groups.

Each group will receive a sheet that will become part of the Explanatory Dictionary.

The sheet will indicate the topic for which you will select words. There should be 3 words in each group. In the right column, you will write down the words themselves, and in the left column, give an interpretation to these words.

1st group (4 people) will collect "forest" words.

Group 2 - "field and meadow" words.

Group 3 - "river"

Group 4 will select words for natural phenomena.

Group 5 will remember the names and give their explanation of the ritual holidays.

Let's get to work, you have 3 minutes to complete. (children choose words, give an explanation, the teacher in the groups says that speakers should be appointed, helps build a complete answer: "Our group chose words on the topic ...")

Let's check what you have done by naming only words so far. (Students read the words, give only an explanation that the teacher asks)

Well done, well done, now look at the words on the slide.

ZLAK -

BATHING HOUSES AGRAPHENS -

KILF -

DOJJ -

LAGUNA -

There are 5 of them, as well as the number of groups. Using Dahl's explanatory dictionary, determine which word should be written in the dictionary of your group. Find it and tell everyone what it stands for.(Students work with an explanatory dictionary, find and write down their word and give its interpretation)

The teacher places sheets with words in the "Explanatory Dictionary" on the board, concludes:

Well done guys, look how many words you wrote, and this is far from a complete dictionary. For the future: if you come across an unfamiliar, new word for you, where will you turn? (In the "Explanatory Dictionary")

Of course, remember: dictionaries are your helpers!

The teacher removes the meanings of concepts from the blackboard

"Lexicon, lexicology, lexicon"

Reflexive-analytical stage

Using the "I believe - I do not believe" technique to determine the level of assimilation of the acquired knowledge.

Let's go back to the table "I believe - I do not believe", where you either agreed or disagreed with the statements on the topic of the lesson. Let's try it again and see if you have gained new knowledge on the topic of the lesson.

(Students work with the table in the second column, compare and check the answers)

Have your answers changed? Why have some points changed? (Yes. Since we got new knowledge)

Now let's check the answers.

(The teacher demonstrates statements on the slide. Students check their answers)

Evaluation of the effectiveness of the lesson.

Raise your hand for those who did the same. (In case of incorrect answers, the teacher says that this is only the first lesson on the topic. There is still something to think about)

Wed multitude, abundance, abundance, excess, excess. The richness of the harvest. Wealth of thoughts. | Abundance of property, bellies, money, furious., Fire. bogasvo, arkhan. wealth, lower. wealth, ryaz. rich woman., zap. rich cf. (see also bagatie), ... ... Dahl's Explanatory Dictionary

This is the savings of many in the hands of one. Julian Tuwim If they tell you: "My wealth was acquired by hard work," ask: "Whose?" Don Markie Many people dream of such money, in which money is no longer needed. Vladislav Grzheshchik Very rich people are not alike ... Consolidated encyclopedia of aphorisms

See property, luxury ... Dictionary of Russian synonyms and similar expressions. under. ed. N. Abramova, M .: Russian dictionaries, 1999. wealth of property ... Synonym dictionary

wealth- welfare The value of assets owned by an individual or group of individuals. Economics began with the study of the nature of wealth (eg, The Wealth of Nations by Adam Smith) and how it changes over a given period. ... ... Technical translator's guide

- (wealth) The value (value) of assets owned by an individual or a group of individuals. Economics began with the study of the nature of wealth (for example, the work of Adam Smith The Wealth of Nations) and how it changes over a given period. ... ... Business glossary

Wealth- - everything that has a market value and can be sold for money or exchanged for other goods. (This, of course, is far from the only definition of such a general concept, but it is widely accepted in the economic literature). B. can ... ... Economics and Mathematics Dictionary

WEALTH, wealth, cf. 1. Large property, mainly. monetary. || preim. pl. A set of material values. The natural resources of the USSR are innumerable. 2. transfer. Plenty, abundance. Shakespeare's language is rich in words. 3. Magnificence, ... ... Ushakov's Explanatory Dictionary

- (wealth) The value of assets owned by a person or group of persons. Economics began with the study of the nature of wealth (for example, the work of Adam Smith The Wealth of Nations) and how it changes over a given period. Keynesian theory ... ... Financial vocabulary

wealth- magnificent (Barantsevich); wretched (Balmont) Epithets of literary Russian speech. M: Supplier to the court of His Majesty, the partnership of the Quick Press A. A. Levenson. A. L. Zelenetsky. 1913 ... Dictionary of epithets

Wealth- ■ Replaces everything, even respect ... Lexicon of common truths

Books

Wealth, Valentin Pikul. The history of the Far East, its past, present and future interested the remarkable Soviet writer Valentin Savvich Pikul throughout his life. Here is the novel WEALTH ...
Wealth, Pikul V. .. Wealth ...

Shchetnikova Anastasia

The topic reveals the content of the concepts "language, speech, word" and their meaning in human life. Particular attention is paid to the section of speech that studies expressive and figurative turns, well-aimed and winged words, called phraseological units. The history of their origin and significance are considered. The theoretical material is accompanied by a presentation in which phraseological phrases are clearly presented with an explanation of their meanings.

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The vocabulary wealth of the Russian language. Phraseologisms.

I. Great and mighty - Russian language

You can see many amazing things created by the human mind: airplanes, rockets, televisions, computers, etc. But the most amazing and wisest thing that humanity has created is language. Language is one of the most complex phenomena in human society. The language has its own life, laws, rules, history. Language helps people understand each other when communicating. The meaning of language (speech, words) is noted by Russian proverbs and sayings: "the tongue will not dry out from a kind word," "the tongue has no bones," "the human word is sharper than the arrow," "a living word is more expensive than a dead letter," etc. Appropriate use of proverbs and sayings enliven speech, makes it imaginative and vivid. The Russian language is a living language. This is a great treasure of the people, created over the centuries.

KI Chukovsky called his book about the Russian language "Living as Life". The native language must be protected, not spoiled with harsh words, not distorted. Scientists have found that distortions in speech, inability to express their thoughts have a detrimental effect on the development of the human brain and thinking. The brighter and richer the language, the more developed the personality becomes.

Ivan Sergeevich Turgenev gave a behest to subsequent generations: "Take care of our language, our beautiful Russian language, this treasure, this heritage passed on by our predecessors ... treat this powerful tool respectfully: in the hands of the skilled, it is able to perform miracles!"

It is not always easy to express your thoughts clearly, accurately and figuratively. This has to be learned. The more words a person knows, the richer his speech, the more accurately he can express his thoughts.

The vocabulary of the language is constantly changing. Some words disappear, because what was meant by these words ceases to exist, some words appear to name new objects.

To understand each other, 4-5 thousand words are enough. Although this is not enough for an expressive and beautiful speech. The vocabulary richness of a language is created not only by a large number of words, but also by the fact that it contains many words and expressions that have direct and figurative meaning, polysemy, the same meaning of different words and different meanings of similar words, explains the origin of new and obsolete words borrowed from other peoples, and also explains the meaning of vivid vocabulary combinations and phrases. This section of speech that studies the vocabulary richness of the language is called vocabulary.

It is always interesting to understand why we say this. Studying the origin of a particular combination of words is an exciting experience.

II. To speak beautifully is to think beautifully

Of particular richness of the language and interest is the section of speech that studies expressive and figurative turns, apt and winged words called phraseological units.

Very often, behind such words and phrases lies a whole world, a historical epoch - facts of a bygone life and beliefs of our ancestors, real events of the distant past.

The word "phraseology" comes from two Greek words: "phrases" - "expression" and "logos" - "teaching". Phraseologisms are catch phrases that do not have an author. They are perceived by us as a natural element of speech coming from the people from the depths of centuries.

« From time immemorial "," winged expressions"- these are already phraseological units. Phraseologisms are the decoration of speech.

Phraseologisms are called stable combinations of words that are close in lexical meaning to one word. This means that phraseological phrases can often be replaced with one word, less expressive. For example: to lather the neck - to teach a lesson, the tooth does not fall on the tooth - to freeze, to hack to death on the nose - to remember how to look into the water - to foresee others.

The Russian language is unusually rich in phraseological phrases. They make our speech imaginative, emotional and colorful.

Most of the Russian phraseological units arose in the Russian language itself, or the Russian language got it from the language - the ancestor (came from antiquity).

Every craft in Russia left its mark on Russian phraseology. From carpenters "clumsy work" originates, from furriers "the sky is like a sheepskin." New professions gave new phraseological units. From the speech of the railway workers, Russian phraseology took the expression "green street". The successes of our country in space contribute to the emergence of the phraseologism "go into orbit."

Other phraseological units are borrowed from other languages. For example: Thomas the unbeliever, salt of the earth, carry your cross.

Most of the phraseological units reflect the deeply popular, original character of the Russian language. The initial meaning of many phraseological units is associated with the history of our Motherland, with some of the customs of our ancestors, their work. For example: to beat thumbs up - to sit back arose on the basis of the direct meaning “to split a block of wood or thumbs (chops for making spoons), i.e. to do an easy job.

Many phraseological combinations were created on the basis of proverbs and sayings. For example: hunger is not an aunt, her hand washes her hand.

Some expressions came into the language from myths, folklore, literary works. For example: an Achilles heel, a fairy tale about a white bull, a broken trough, a monkey labor.

Phraseologisms are bright and expressive means of language. They are often found in speech. For example: a free Cossack is free, a wet hen is a dirty trick, a fool.

Phraseological phrases have synonyms and antonyms. For example: two boots - a pair and one field of berry (synonyms); roll up your sleeves and carelessly, make porridge and loosen up the porridge (antonyms).

(Slide show)

Conclusion

Phraseologisms exist in the language in close connection with the vocabulary. Studying them helps to better understand the history and character of our people. Historical events were reflected in Russian phraseological units, the people's attitude towards them was expressed. The phraseology reflects different aspects of the life of the people.

It is difficult to establish the time and place of occurrence of many phraseological units, therefore there is only an assumption about where they originated and how.

Writers see in Russian phraseology excellent examples of figurative expression of the phenomena of reality. They are attracted by the accuracy with which a phraseological unit can characterize a phenomenon.

The imagery of speech through the use of phraseological units makes you experience what is said more strongly. For example: A document that does not have any power (filkin's letter), receive a lot, earn (row with a shovel), a person of short stature (two inches from a pot), a person who cannot be fooled (grated roll), make confusion, confuse (muddy the water) other.

The study of phraseology helps to develop a person's speech and improve speech culture. The study of phraseology is important for the knowledge of the language itself. For in-depth study arephraseological dictionaries.

Literature

Babaytseva V, V., Chesnokova L.D., Russian language. Theory 5 - 9 grades. Textbook for educational institutions - M: Bustard, 2006
Zhukov V.P., School phraseological dictionary of the Russian language. - M .: Education, 1978.
Ladyzhenskaya T.A., Baranov M.T. and others, Russian language. Textbook for the 5th grade of educational institutions - M .: Prsveshenie, 2008.
Ladyzhenskaya T.A., Baranov M.T. and others, Russian language. Textbook for the 6th grade of educational institutions - M .: Prsveshenie, 2009.
Ushakova O.D., Why do they say so. Phraseological dictionary of a schoolchild. - St. Petersburg, 2008.

Correct spelling of the vocabulary word "wealth", which does not obey the spelling rules, with dubious letters:

wealth

It should be remembered that the dictionary word "bo gatstvo" is spelled with letters " O" and " tst".

Words-images for memorization:

ro skosh - bo gatst
gold loto - bo gatst in
good - bo gatst

In image words, the letter that is doubtful in the dictionary word "wealth" is under stress. Therefore, in order to correctly spell the vocabulary word "bo gatst", it is necessary to recall the word-image "ro skosh" and other similar word-images.

Phrases and sentences with other words:

Peat is a wealth of bogs.
To get wealth, you need to go through obstacles.

Combining a vocabulary word into phrases and sentences with other vocabulary words, for which the same letter is doubtful, allows you to remember the spelling of several words at once.

Phraseologisms and quotes with a dictionary word:

Libraries are treasuries of all the wealth of the human spirit. (Aphorism,

Book wealth, in general, is a literary mirror of life. (Aphorism,

Phraseologisms and quotes with the word "wealth" help to remember the spelling of a dictionary word in an interesting expression.

Poems with a vocabulary word for memorization:

Fate wished to show its gifts in him,
In a happy darling, connecting by mistake
Wealth, noble family with a lofty mind
And innocence with a sarcastic smile.

Poem by A. Pushkin.

There is no greater wealth
Than friendship is nature.
Taste the joy of brotherhood
Freedom is a triumph!

Poem by I. Goethe.

Reading poems using a vocabulary word that doesn't obey the rules is a fun way to memorize the spelling of a word.