§ 41. Connecting vowels o and e 1. In compound words, after the stem on a solid consonant, a connecting vowel o is written, after the stem on a soft consonant, on a hissing and c - a connecting vowel e. For example: a couch potato, kozheed, birdcatcher, False Dmitry I.2 ... In some cases

§ 1. Checked unstressed vowels Unstressed vowels of the root are checked by stress, that is, the same vowel is written in the unstressed syllable as in the corresponding stressed syllable of the same root word, for example: forests (forest), fox (is it? Si), try on (me ? rit) suit - to reconcile (peace)

§ 2. Unchecked unstressed vowels The spelling of unstressed vowels that cannot be checked by stress is determined by the spelling dictionary, for example: badminton, concrete, twine, can, bodyaga, grease, validol, cheesecake, ventilation, lobby, ham,

§ 3. Alternating vowels Alternating a and o1. In the root gar- - gor- under stress is written a, without stress - o; tan? r, uga? r - tanned, burned out. Exceptions: you? garki, and? burn, burn (special and dialectal words). At the root zar- - zor- under stress, the vowel is written in

§ 40. Connecting vowels o and e 1. In compound words, after the stem on a solid consonant, a connecting vowel o is written, after the stem on a soft consonant, on a hissing and c - a connective vowel e. For example: a couch potato, a poet, kozheed, birdcatcher, False Dmitry I .2. In some

Unstressed vowels in roots § 34. In accordance with the general rule (see § 33), the spelling of letters in place of unstressed vowels in roots is established by checking words and forms with the same root in which the checked vowel is stressed, eg: water? (Wed in? dy,

Unstressed vowels in suffixes § 42. In accordance with the general rule (see § 33), the spelling of letters in place of unstressed vowels in suffixes is established by checking words and forms with the same suffix in which the vowel being tested is stressed. Examples

Unstressed fluent vowels in the roots and suffixes of nouns and adjectives Introductory remarks. The correct spelling of a letter in place of an unstressed vowel is sometimes determined by the fluency of that vowel. A fluent vowel appears in many names.

Unstressed connecting vowels § 65. When combining the stems of two or more words into one compound word, as well as when forming compound words with constituent parts international character, a connecting vowel is used, conveyed in writing by the letters o and

Unstressed vowels in case endings§ 67. In accordance with the general rule (see § 33), the spelling of letters in place of unstressed vowels in endings is established by checking the forms of words with the same ending (the same type of declension) in which the vowel being tested

Unstressed vowels in verb forms Vowels in verb endings § 74. The spelling of unstressed vowels in verb endings obeys a general rule (see § 33): unstressed endings are checked with the corresponding stressed. Applying this rule requires skill

Impactless particles not and neither § 77. There are two particles, different in meaning and use - not and neither. Wed cases where they are stressed: He is not? was at school today. Whoever is he? was, you need to talk to him. But in most cases, the particles are neither shock-free nor

Lesson objectives:

• the formation of the ability to write unstressed vowels in prefixes;
• development of memory and attention of students, broadening their horizons;
• education of love and respect for nature .

Equipment:

• a computer;
• projector, screen;
• eye trainer;
• cut cards with proverbs;
• individual educational cards (OOD schemes);
• cards with deformed texts;
• drawings of snowmen for reflection on the lesson.

During the classes

I. Updating knowledge on the topic.

1. Organizational moment.

The music of PI Tchaikovsky “Seasons. January". The screen displays a series of reproductions of paintings by great Russian artists. The teacher reads poems by A.S. Pushkin.

Here is the north, catching up with clouds,
I breathed, howled - and here it is,
Winter is coming sorceress!
Came, crumbled; shreds
hung on the branches of oak trees.
Laid down in wavy carpets
Among the fields, around the hills.
Brega with a motionless river,
Equalized with a plump shroud.
Frost flashed. And we are glad
Mother's mischief - winters.

Guys, what time of year will it be dedicated to lexical topic our lesson? (Lexical topic(see our lesson on winter).

2. Calligraphy.

Let's draw beautiful frosty patterns in our notebooks and practice our hand in continuous writing. (Children write patterns according to the pattern).

3. Vocabulary work.

And now let's complete the task of mother - winter. You have envelopes with words on your tables, collect proverbs from these words. (Students of the first row collect the proverb “December ends the year, begins the winter.” Students of the second row collect the proverb “January is the month bright stars, white trails, blue ice”. Third row - "In February, two friends - frost and blizzard." The children read the proverbs they have made up, check them against the pattern on the screen, and explain the meaning of the proverbs.) (See Presentation 1).

What words with unverifiable spellings have you come across in proverbs? List them in a column and explain the spelling. (Write out the words and explain the spelling by highlighting them).

December
January
February
freezing

What do these words have in common? (These are nouns with unstressed vowels, unverifiable stress).

- Read the words written on the chalkboard in a column, what do they have in common? (They read the words, notice that these are verbs with unstressed vowels in the root, checked by stress).

skr_pit
to_rmit
to_vat
x_l_gives

How to check the spelling of an unstressed vowel in the root checked by stress? Write these words in the second column, highlighting the spelling. (They write down words, explaining and highlighting spelling).

II. Motivational stage.

4. Introduction of the topic of the lesson.

What part of the word did we start to learn in the previous Russian lesson? (Prefix).

What is a prefix? (Children define the prefix).

Use prefixes from the words of the second column to form new words and write them down in the third column. (Children form words and write them down.)

creak
feed
chain
will get colder

Where did the unstressed vowel appear in these words? (In consoles).

How can we deal with these vowels? Did we write them down correctly? ? (Children's answers).

What will be the topic of our lesson today? (Spelling of unstressed vowels in prefixes). The theme appears on the screen. (See Presentation 1).

5. Physical education.

The sun warms the earth weakly, (hands up and down)
Frost crackles at night. (We imitate frost by movement)
In the courtyard of the Snow Woman (hands on the belt, turn around)
The frosty nose turned white. (Rub our nose)
There was suddenly water in the river, (jumping in place)
Immobile and firm.
The blizzard is angry (children are spinning)
The snow is spinning
Noticing everything around (simulate hand movements)
Snow-white silver.

III. Drawing up a diagram of the OOD.

6. Learning new material.

a) Work according to the textbook.

So, fundamentally, we already know how to check an unstressed vowel, what about unstressed vowels in prefixes? (Children give out their versions).

Let's test your assumptions by completing Exercise 148 on page 103. (Children read the assignment, perform under the guidance of the teacher).

recorded - recording
completed - fill it up
inscribed - inscription, etc.

Output: accented and unstressed prefixes are spelled the same.

b) Working with the rule.

Is it possible to check the spelling of an unstressed vowel in a prefix? (Yes).

How? (You need to choose such a word so that this vowel in the prefix is ​​stressed).

Does the test word always have to be of the same root? (No).

Let's check our conclusion against the rule on page 103. (Read the rule).

c) Drawing up an algorithm for working on a spelling. (See Presentation 1).

How do we start working on writing an unstressed vowel in any part of the word? Take the training card. (Children read the algorithm on the blanks of educational cards and fill out a table on writing prefixes on this card).

What prefixes with the vowel “a” did you encounter in class today? (Children list).

There are also prefixes in which the vowel “a” is written, you can copy them from my table on the screen. (Children add prefixes to their learning cards).

IV. The stage of material and materialized actions.

7. Primary anchoring.

a) Checking the spelling of the words written in the vocabulary work in the third column.

Explain orally the spelling of prefixes in vocabulary work. (Children explain the spelling of vowels in prefixes and learn to pronounce the spelling correctly).

b) Complicated cheating.

Read the poem on the chalkboard. (Children read to themselves and then one student reads aloud.)

Snow tale

(Pr-) danced in the snow
Snow blizzards
Bullfinches for snowmen
The song (pr_) whistled.
By (z_) snowy river,
In a snowy (n_r __) street,
Snowballs are ringing
Snow maidens cut the snow.

(S. Pogorelovsky)

What mood do you get when reading this poem? Why? (Children give their answers and explain their mood).

Copy this poem by explaining the spelling.

Physical education for the eyes.

c) Differentiated work.

Strong students compose and write down the text "Winter".

“And the children are happy. Snow blizzards will sweep the forest trails. The first snowflakes flash in the air. A warm blanket will cover the ground. They will make snowmen, build fortresses ”.

The rest of the students independently carry out exercise. 99 on page 52 “ Didactic material”(1 row - the first sentence, 2 row - the second sentence, etc. one student from each row working at the blackboard).

We check the work of the students at the blackboard and listen to the texts that were made by strong students, finding words with prefixes by ear and explaining their spelling.

8. Lesson summary.

Game "Yes - No".

Are unstressed vowels only in the root? (No).

Do you need to remember the spelling of unstressed vowels in prefixes or check by choosing a check word with a prefix? (Yes).

Do check words have to be of the same root? (No).

9. Homework.

P. 110, exercise. 2.

10. Reflection.

Find snowmen on your tables. If you succeeded in class today, then your snowman is white.

If something doesn't work out, the snowman is blue.

If all else fails, then the snowman is gray.

Section 38. As a general rule (see § 33), writing letters in place of unstressed vowels in prefixes (except for the prefix raz- / ros-, see § 40) is established by checking words and forms with the same prefix in which the vowel being checked is stressed, e.g .:

wolfless, giftless, endless, stupid(cf. reckless, reckless);

freeze, bring in, lock, write down(cf. locked, recording);

transfer, flip, transfer, transfer, rewrite (messed up, betrayed, misinterpreted);

take away, unlock, tear off, defend (,);

underlay, sign, undercut, approach (signature, padding);

run, miss, skip, break through, wipe (breakthrough, pass, broken); great-grandmother (great grandfather).

Note 1. From words with a prefix re- words with a foreign language prefix should be distinguished peri- e.g .: perigee, pericenter(astronomy terms), pericarditis, peritonitis(medical terms), periscope, peripetia, periphraz or periphery(philological term; hence the verb to paraphrase, but cf. paraphrase'Say, put it differently').

Note 2. At the end of foreign language (Latin) prefixes ultra- and extra an unverifiable letter is written a e.g. ultra-revolutionary, extraordinary, extrovert... However, in words with the Latin prefix intra- (intro) different spellings with letters a and O : Wed, e.g. intrazonal, intramolecular and introjection, introscopy, introvert.

Section 39. Prefixes at- and pre- . The spelling of these prefixes follows a general rule; both prefixes are stressed: cf. leash, seizure, sound, whistle, arrived, attached, summoned and interrupted, betrayed... The application of the general rule requires taking into account the different meanings of these prefixes.

Prefix at- has the following main meanings:

1.proximity, immediate adjoining to something, for example: Primorye, Baltic States, coastal, roadside, border, Ural, Volga ;

2.approximations, additions, e.g .: run, move, attach, attach, attribute, buy ;

3. incomplete actions, for example: open, raise, sit down, cheer up, dim ;

4. bringing the action to a certain result, for example: cook, accustom, caress, shame, reconcile, try on ;

5.in verbs with suffixes −va− (−iva−), −wa−- the meaning of the accompanying action, e.g .: condemn, dance, hum .

Prefix pre- in conjunction with adjectives and adverbs denotes a high degree of quality, e.g .: kind, sweet, unpleasant, disgusting, calm, enough... In verbs the prefix pre- denotes an action that is manifested in a high degree ( overflow, exalt, prosper), or has values ​​close to the values ​​of the prefix re- (interrupt, refract, block, endure). In words like exceed, get fed up, excess, prefix pre- denotes excessiveness, going beyond something.

In some words, the meaning of prefixes pre- and at- it is not entirely clear or their allocation is doubtful, for example: despise, teach, harass, present, forward, aged, free, fit, handsome, bizarre, order, hello... The spelling of such words is determined in dictionary order.

Note 1. Prefixes in verbs differ exaggerate, increase and in composing a pair, verbs close in meaning downplay and downplay. Verbs exaggerate and downplay with prefix pre- matter ‘imagine something’. in bo ́ lighter (smaller) sizes than actually '. Verb augment means ‘multiply, increase’, and downplay- ‘slightly reduce’.

Note 2. The spelling of other close or sounding words with prefixes is also different. pre- and at- e.g .: stay(where) - arrive(where), betray(someone what) - give(to whom; to what), the limit is the side-altar, the successor is the receiver, the receiver; bow (knees, head) and bow down - bow down)'Bending over (bending over), approach (s), lean (s) against something'; to transgress(what) - to start(for what), translate(into what) - pretend(what) and pretend; transitory - coming, endure - endure, indispensable - inapplicable, retire - attach, immutable - attach.

Section 40. Prefix ras- (ras-) / ros- (ros-) . Contrary to the general rule, in this prefix, in place of an unstressed vowel, the letter is written a , and under stress - O e.g .: distribute(cf. rozdal, rozdal), schedule, schedule (painting), scatter, scatter, scatter (loose), pour, pour (spilling), seek out (search), set on fire (roasting), dissolve (release), play out (play).

Section 41. At the end of prefixes and prepositions ending in a consonant or consisting of only one consonant, in some cases, an unstressed vowel appears before consonant combinations, which is transmitted in writing by a letter O e.g .: with O bend(cf. bend), v O go, in O go to O walked (enter), from O to tear (rip off, rip off), under O send (send), about O to tear (break off, break), once O take (disassemble, disassemble, disassemble), once O chase (accelerate, accelerate), under O hit (knock out), once O view (develop), with O rub (erase), from O dying (die off); without O Total(cf. without money), v O all over (in the new), v O to me (in us), with O by their (with us), front O me, over O me (in front of you, above you), To O everyone (to you). Such an unstressed vowel prefix is ​​tested in the stressed position in the passive participles of the past. time. some verbs ( bent, sent, torn, disassembled), as well as in some adverbs, for example: in time, I will go blind .