Oh and at the end of adverbs there are examples. The letters a and o at the end of adverbs

Date: 01/30/2014 Subject:

Occasionally, long ago, sideways, completely, dry, red-hot, white-hot, right, left, again, first.

Left, right, tightly, right, dry, forcibly, left, completely, for a long time, rough, anew, tightly, tightly, tightly, cleanly, lightly, again, dead, alive, obviously.

Initially, enough.

I. 1. Occasionally in a nearby river a large fish splashes with sudden sonority. (T.) 2. On the shaking mill, the wheels are already making noise from afar. (Mike.) 3. The blizzard swept away the rocks completely, the sleds got stuck in the stones, the dogs left bloody footprints on the bare ground (Ald.-Sem.) 4. We crawled for a long time along a very steep slope, covered first with a pine forest and then with spruce. (Cat.) 5. The Russian people have long been famous for their hospitality.

II. 1. Around noon, the chaise turned off the road to the right, drove a short distance and stopped. (Ch.) 2. Tchertop-hanov’s eyes slowly opened, and the extinct pupils moved first from right to left, then from left to right and stopped at the visitor. (T.) 3. To the right of us, near the lake itself, a high forest rustled, to the left there was a wild, inaccessible swamp forest, turning into huge swamp spaces. (Prishv.) 4. Petya woke up long before the chimney. (Cat.) 5. The detachment returned to the camp before dark. 6. Petya decided to take a quick bath before leaving. (Cat.) 7. The branches of the young aspen were trimmed clean by the moose. (CM.)

III. 1. The children were firmly ordered not to touch matches. 2. We simply took off our shoes and forded the river.

Lesson topic: “Letters oh oh at the end of adverbs"

The purpose of the lesson : create conditions for developing the skill of writing the letters A and O at the endadverbs;

Tasks:- develop the skill of spelling adverbs with suffixes –o-, -a-,

- ensure the development of listening and speaking skills;

- create conditions for instilling neatness and attention, caring attitude and love for the native language.

Lesson type : learning and applying new knowledge

Lesson form : lesson in learning new material

During the classes

1.Org moment

2.Checking the d.z.

Vocabulary dictation: (not) bad, (not) tricky, (not) sloppy, far (not) brave

ry, (un)indignantly exclaim, (clumsily) make excuses, very (un)convincingly.

Assignment: make 3-4 sentences with these words.

Game “Collect proverbs and underline the adverb”

But the fruit is sweet; you will continue; and at home is better; spreads softly; visiting is good; Yes, it’s hard to sleep; the root of learning is bitter; drive more quietly.

Replace each of the phraseological units with one word (adverb)
A) at the top of your lungs B) at the top of your lungs C) at your best D) carelessly E) far away

G) under Tsar Pea H) a teaspoon per hour I) out of hand K) like dead L) from time to time

M) just a stone's throw away.

Introduction to new material

Creating a problem situation, encouraging dialogue to generate hypotheses:
Read the sentences on the board.Students read:
– Previously, we rarely went on vacation to the sea.– The sun occasionally appeared from behind the clouds.“Mountains rose to the left, a black abyss to the right.“I looked left, then right.– Swift darted to the right.– The floor was wiped dry.– It was sunny, dry and dusty outside.– He started writing the essay again.– It started raining outside the window again.

Find the same root words in them.

- Rarely, occasionally, left, right, left, right, right, dry, dry, again, again.

What parts of speech are these?

Highlight their suffixes. What interesting things did you notice?Among these adverbs there are cognate ones that have a similar lexical meaning, but the vowels in the suffixes at the end of words are different.What is the question? Why do the ends of similar adverbs have different vowels?What is the purpose of our lesson?Learn to correctly write the letters A-O at the end of adverbs.Look at the words again. What are the hypotheses about spelling?a-o in adverb suffixes?: Try grouping the words. On what basis can this be done?By method of formation: suffixal and prefix-suffixal.(Group words).
What words are they derived from? Write them side by side in parentheses. Pay attention to which vowel is written at the end of adverbs formed by the prefix-suffix method. Vowels-a, -o. What pattern do you see?Words with prefixesin-, on-, for- are written with-O at the end, and words with prefixesfrom-, to-, from- written with -A at the end of a word.N: Before dark, sparingly, white, in the morning, to the right, long ago

From - from a long time agoA IN - V a lionO

Before- A(suf)before whiteand NA- on strongO

WITH - With newA BEHIND- behind lightO

How to test your hypothesis? (Encouragement for practical testing).Reading text from the textbook "A or O"?

Let's write down the words with prefixes in the first columnin-, on-, for-, and in the second - with prefixesfrom-, to-, from- and look at their suffixes.

Do it.Students write down the words. What did the check give?Adverbs of the first column are written with-O in the suffix, and the adverbs of the second column are written with-A in the suffix. (Argument).Formulate a general conclusion. Why are different vowels written at the end of adverbs?Students (formulate a rule - discovery of new knowledge) : Answer the question: adverbs with prefixes in-, on-, for- are written with -O at the end, adverbs with prefixes from-, to-, With- written with - A at the end.

Reproduction of new knowledge

"Letters O, A at the end of adverbs"

Prepared and conducted by: teacher of Russian language and literature GBOU KK SHISP Akhmetova N.I.

PLACE OF THE LESSON IN KTP: lesson studying a new topic.

Lesson objectives:

developing:

Develop thinking from the particular to the general, elements of creative search

Learn to work independently;

educational:

Improve students’ speech, develop spelling vigilance;

educational:

Develop a sense of collectivism and responsibility;

Develop the ability to control your emotions.

Lesson objectives:

1. Creating conditions for conscious memorization of the spelling o and a at the end of adverbs

2. Teach how to create an algorithm on the topic of the lesson.

3. Teach the correct use of adverbs in the text.

4. Help everyone believe in themselves

Planned results:

Personal:

Manifestation of an emotional and value-based attitude to an educational problem, a creative attitude to the learning process.

Metasubject:

Cognitive

The ability to find similarities and differences between objects, summarize the information received, conduct observations, and predict the situation.

Regulatory

The ability to carry out an educational task in accordance with the goal, correlate educational actions with known rules, and carry out educational actions in accordance with the plan.

Communication

The ability to formulate a statement, coordinate positions and find a common solution, adequately use speech means and symbols to present the result.

Subject:

The ability to create an algorithm on a topic and consciously apply it when writing text.

Resources: interactive whiteboard, multimedia projector, EOR,

Literature:

Educational and methodological kit for grade 7, edited by

M.T. Baranova, T.A. Ladyzhenskaya and others.

Video lessons and tests for grade 7

Methods and techniques: problem-based learning, mutual assessment, self-assessment, linguistic analysis, work with tables, independent work.

Forms of work: individual, in groups, with the whole class, at the board using cards.

Technologies: health-preserving, developmental, joint search, information and communication.

Interdisciplinary connections: literature

Teacher's activities to ensure reflection: determining the level of mastery of educational material.

Lesson type: learning new material

Lesson duration: 45 minutes.

During the classes

1.Linguistic warm-up

Everyone loves to play burim, and you and I will also play rhymes:
beets – Fyokla
spruce - sorrel
faith - afE"ra
surprise - alphabet
hysteria - asymmetry
sit - call
got it - quart"l
stolYar - malYa"r

II. Studying the topic “The letters o and a at the end of adverbs”

“You need to make learning joyful, reverent and victorious.”

1. Explanation of the epigraph.

2.Watch video tutorial No. 30

3. Drawing up an algorithm

Applying this rule, we reason like this:

Algorithm

Adverb formed

from an unprefixed adjective from an adjective with a prefix

If formed with prefixes At the end we write O

in on for from to with

We write

III. Reinforcement of the topic studied.

1.-Work in pairs (reasoning according to the algorithm):

From afar, red-hot, again, at first, properly, tenderly, trustingly, connected.

2.Write down words and graphically indicate the rule: exercise 269

3.Work on options: exercise 271

4. Independent reading of exercise 272, retelling, conversation based on the text.

5. Express test on the topic studied

1.

1) light...

2) for a long time...

3) inspiring...

4) full...

2. Indicate true or false answer options:

__ if an adverb is formed from an adjective with a prefix, then we write A at its end.

__ in adverbs with the prefixes na-, v-, -za the end is written O

__ in adverbs with prefixes from-, to-, s- is written A at the end

__ if an adverb is formed from an adjective that does not have a prefix, then we write O at the end.

3. In what cases do we write O at the end of adverbs?

Select several of 4 answer options:

1) The exercise was rewritten...

2) The hero of the sons... returned to his native land.

3) The door was closed tightly... .

4) Occasionally... large fish were caught in the river.

4. Find an adverb ending with A.

1) re...

2) white...

3) dry...

4) daughter..

5. Somewhere in the examples taken from proverbs and sayings there is an incorrectly written adverb hidden. In which example is it hidden?

Image:

Choose one of 4 answer options:

1) You will go to the right, and you will come to the left.

2) Before dark, find shelter for the night.

3) We don’t eat enough, but we don’t die of hunger.

4) The right hand is the one with the thumb on the left.

6. Question:

In the saying “A mouse threatens a cat, but from afar” the adverb is used in an archaic form. Would O or A be written at the end of the modern version of the adverb? Write down the adverb in its modern version.

Image:

Write down your answer:

7. Mark sentences with errors

Select several of 4 answer options:

1) There were walls on both the left and the right.

2) Throwing sidelong glances at his friends, greedy Vova ate ice cream.

3) Tanya wiped the ball dry.

4) The kitten trustingly pressed against the gentle hands.

8. Adverbs that were formed from adjectives with prefixes.

Select several of 4 answer options:

1) again

2) exquisite

3) changeable

4) pampered

9. The student got a difficult phrase during the dictation. How many adverbs are written with an A at the end? Give your answer as a number.

It has long been... the custom that both the direction... and the left... from this corridor there were tightly... closed doors, at which the residents occasionally... glanced askance... .

Image:

Write down the number:

10. Mark the sentences without errors

Select several of 4 answer options:

1) Each time he began to solve this problem anew.

2) Joyful Vitya lightly hugged his friend’s shoulders.

3) Over the summer, the students in our class got black tanned.

4) In the army, soldiers are shaved bald.

Answers:

1) (2 points) Correct answers: 2; 4;

2) (2 points) Correct answers: No;

No;

3) (2 points) Correct answers: 1; 3;

4) (1 b.) Correct answers: 4;

5) (3 points) Correct answers: 3;

6) (2 points) The correct answer is: “from afar.”

7) (2 points) Correct answers: 2; 3;

8) (1 b.) Correct answers: 2; 3; 4;

9) (3 points): Correct answer: 3.;

10) (2 points) Correct answers: 1; 2; 4;

6. Summing up. Grading.

Students independently study the theoretical material of the textbook (§ 43, p. 111).

IV. Doing exercises

1. Exercise 241: commented writing, constructing sentences.

What words are these adverbs formed from? (From adjectives and participles.)

What part of the word are the letters o and e at the end of adverbs? (Suffixes.)

2. Exercise 242: working with a table (performed on the board

and in notebooks).

V. Entertaining linguistics “Did you know?”

The word “taboo” is one of the few that came to us from the Polynesian language. It means "strict prohibition." According to the beliefs of the Polynesians, it is forbidden to pronounce the names of spirits out loud so that they do not cause harm. The Russian language has mastered this indeclinable word, deriving from it the verb “taboo”, the participle “taboo”, and the noun “taboo”. The meaning of these words is limited. They are not absolute synonyms for the words “prohibit”, “forbidden”, “prohibition”, but are used when we are talking about the prohibition of words or actions that are not accepted in society. For example, instead of the word “devil”, “evil” is often said.

Interestingly, the well-known word “bear” is also associated with taboo. This animal is perhaps the only one that does not have its own name in the Russian language. In other languages ​​it is not only named: “bear” in English, “ber” in German, SPECIFY! But it is also enshrined in the names of cities: Berlin, Bern.

In Russian, this is “the one who knows honey”, the name is roundabout, not direct. Let us remember that in Russian folk tales there is a special attitude towards the bear. He is called respectfully “the owner”, and often by his first, patronymic and last name: “Mikhailo Potapych”, “Toptygin”. It is not for nothing that this beast is depicted on the coats of arms of many ancient cities, both ours and foreign ones.

Homework

Methodological techniques: linguistic game, repetition of studied material, oral drawing, implementation of interdisciplinary connections with literature.

During the classes

I. Linguistic warm-up Game “Fourth wheel”

Honor, bakes, shoulder, even. (Shoulder - o after sizzling.) Distressed, smoked, condensed, decorated. (Decorated -ev suffix.)

Abandoned, purchased, smoked, decided. (Smoked - one n.)

Vocabulary work on the board:

Silence

(Not) man-made temple

Ts-rit city-harmony

Enchanted soul

Poetic inspiration

L-sny sk-ka

Khr-m birth

(Truly) tragic sound

Can you hear me in response?

Ruined

Use Objectives: consolidate students' knowledge; develop monologue speech skills; consolidate spelling and punctuation skills, linguistic analysis skills; intensify independent work of students. .

Methodological techniques: analysis of essays, repetition of studied material, test, independent work.

Progress of lessons

I. Reading and analysis of several essays - descriptions

appearance

II. Conversation on textbook issues

We rely on control questions and tasks p. 70. Answers must be complete and detailed.

III. Questions and assignments written by students

Students receive a grade for successful questions and assignments.

IV. Vocabulary dictation

Watercolor, aquarium, scuba, birch bark, noble, generous, sublime, aligned, garland, movable, desired, chewed, sophisticated, sparkle, wicket, forged, column, slow, unprecedented, unexpected, unheard of, accidental, reflect, package, translated, striking, stop, claim, brought, present, knightly, holy, sacred, silhouette, sensitive.

V. Work on speech development

1. Task: correct speech errors in the sentences:

The sun peeked out from behind a cloud and illuminated the forest.

The trees, swayed by the wind, rustled quietly.

In the forest, birch trees, covered with gold leaf, trembled from the cold.

The material explained by the teacher was very difficult. The boy, offended by someone, cried bitterly. Uga (n, nn) ​​pr-quiet forest

At the beginning of our event, you already understood that its main theme is sports. Sports journalism is not an easy business. The best commentators and reviewers sometimes create real works of art; you read their materials with captivating interest. There are also faceless notes and articles that cannot be distinguished from each other, they are so filled with cliches and general words.

Your task is to try yourself as a sports journalist and create material on a sports topic.

But first, let's see how the professionals do it.

Assignment: insert missing letters and punctuation marks, determine the grammatical characteristics of participles and gerunds, identify their suffixes, underline participles and gerunds as parts of a sentence.

Note: you can arrange a competition to see who can complete the task faster. “Goals scored” are counted for correct answers, and penalty points for errors.

Sentences are written on the board:

1) All the trains going ... the football cm ... face is filled ... e(n, nn)s with cheerleaders.

2) Ko(m, mm) entators paid more (n, nn) ​​attention to the football player who scored the winning goal against the opponent.

3) (B) place favor...sh...gosya in the team (not, nor) pr...river...by my author...thet vet...ran in the starting lineup can go v under.. A promising defender from the country's youth team.

4) Drovish...k in the heat...of...the hopes of a young group of Ukrainian players raised their hopes when they reached the final...of the European Championship.

5).

6) About... three teams from Brazil... reached the (quarterfinals.

1) All trains going to the football capital are filled with fans.

2) Commentators paid increased attention to the football player who scored the winning goal against the opponent.

3) Instead of a veteran who enjoys unquestioned authority in the team, a pitcher may appear in the starting lineup | hopeful defender from the country's youth team.

4) The young generation of Ukrainian players added fuel to the burning fire of hopes, reaching the final of the 1st European Championship.

5) The striker, opening on the verge of offside, threw the ball over the goalkeeper, but the defender came to the rescue, catching the ball almost I on the goal line.

6) Having beaten three teams, the Brazilians reached the quarterfinals.

(Sentences taken from the Sport Express newspaper.)

Note: pay attention to the participle in the fifth clause

I position: attacker - it acts as the subject. This | the case of a transition from one part of speech to another (in this case, a participle in a noun).

IV. Doing exercises

Task: select adverbs that relate a) to the sequence of actions (first, then, then, immediately, immediately, after), b) to the characteristics of the work (precisely, skillfully, neatly, carefully, masterfully), c) to the attitude towards the work (carefully , persistently, carefully, deftly, confidently, strongly, diligently, carefully).

3. Oral description of actions, discussion of descriptions.

Algorithm

Adverb formed

From an unprefixed adjective from an adjective with a prefix

If formed with prefixes At the end we write O

Lesson topic: " “The letters O and A at the end of adverbs with the prefixes from-(is-), to-, s-(co-), in-(vo-), on-, for-.”"

Item: Russian language

Class: 7

The purpose of the lesson:

continue to familiarize students with adverbs as an independent part of speech; introduce students to the rules for writing suffixes -О, -А at the end of adverbs; practice the skills of using the spelling rules for suffixes -О, -А at the end of adverbs.

Lesson objectives:

- educational : improve knowledge about the semantic features of an adverb as a part of speech; form ideas about the rule for choosing a suffix at the end of adverbs.

- developing : to develop students’ spelling vigilance, the ability to form adverbs according to given models, and perform morphemic analysis of adverbs. Develop the ability to analyze, draw conclusions, and give a coherent answer to a linguistic topic.

- educational: to cultivate interest in learning the Russian language, aesthetic taste, and language culture.

Lesson type : explanation of new material.

Teaching methods : practical methods

Forms of work : frontal, individual, work in pairs.

Equipment : computer, projector, screen, cards.

“The Russian language is incredibly rich

adverbs that make our speech precise, figurative, expressive.”

M. Gorky

DURING THE CLASSES

1. Organization of the start of the lesson. Formation of psychological attitude.

Are your livestock healthy? Sit down. Surprised? This phrase, strange at first glance, is uttered when meeting Mongols. Representatives of the African Zulu tribe say when they meet: “I see you.” And in Russian we simply say: “Hello.” That is, we wish our friend good health. Smile and say hello to your seatmate.

In order to remember what we talked about in previous lessons, I offer you the game “How? Where? When?". You will be a team of experts. Pupils of grades 8 and 9 will act as television viewers; they have compiled questions specifically for you on the topic “Spelling of adverbs.”

2. Preparation for the main stage of the lesson. Slide 1 (Epigraph)

Did I accidentally change the name of a well-known intellectual game? What other questions do adverbs answer?Slide 2 .

Slide 3 Anna Lytkina is playing with you. Attention question:

Which words are adverbs?

Slide 4 .Sergey Polozhenko is playing with you. Attention question:

Nouns are inflected, verbs are conjugated.

How do adverbs change?

Slide 5 . Alexey Vavilov is playing with you. Attention question:

Talk about spelling without adverbs.

Complete your answer with your own examples.

Slide 6. Evgeniy Korenevsky is playing with you. Competitions with the computer.

Slide 7. It is necessary to replace phraseological units with adverbs. Who is faster?

Igor walked from schoolat a snail's pace(slowly).

Fives in my diarythe cat cried(few).

Today I had toget up a little early (early).

From the bus stop to our schoolclose at hand(close).

There was nowhere for an apple to fall on the bus(closely).

Slide 8. Vadim Mikhalchenko is playing with you. Attention question:

- What degrees of comparison do adverbs have?

Slide 9. Igor Korenevsky is playing with you. Attention question:

- What groups of adverbs do you know by meaning?

Slide 10. Daria Baykova is playing with you. Attention question:

- When is the suffix -A written in adverbs, and when -O?

3. Preparing students to perceive new knowledge.

We'll answer Daria's question for nowCan?

So what is the topic of our lesson?

Slide 11

Write down the date, class work and topic of the lesson: “The letters O and A at the end of adverbs with the prefixes from-(is-), do-, s-(co-), in-(vo-), on-, for-.”

Take a simple pencil, put a question mark over those words in our lesson topic where the problem of the lesson is and the purpose of the lesson follows. What is the purpose of the lesson?

Children answer: They must learn to choose the letter O and A at the end of adverbs with the prefixes from-(is-), do-, s-(co-), in-(in-), on-, for-.

Slide 12.

Yes, the purpose of our lesson– become familiar with the rules for writing suffixes -О, -А at the end of adverbs; practice the skills of using the spelling rules for suffixes -О, -А at the end of adverbs.

Now, guys, listen and watch the dramatization of the fairy tale.

(The dramatization involves a teacher and 3 students)Appendix 2

Once upon a time there lived a little man with a huge red nose, and he always walked with a giant handkerchief in his small hand. One day he was asked:

1.-What is your name?

2. “Fast,” he answered.

1. -What a strange name!

2. - This is where it is. The poor thing is called out because the poor thing is all liesFROM DOS flows.

1. - What?

3. - He said: “They call me Izdos because my nose runs all the time,” someone translated.

Izdos blew his nose into his handkerchief and began speaking normally.

2. “And this is my friend and assistant, pointing to the scarf, his name is Zanav,” said Izdos.

1. - Why is he called that?

Slide 13

2. - This is his family name. I always struggled with a runny nose; I didn’t have enough tissues. And there was a curtain hanging on the magic Window. I took it and cut off half: - ESKA remained hanging, and ZANAV is now always with me.

Teacher. Guys, did you see the dramatization of this fairy tale in order to better remember the prefixes of the Windows adverbs? What kind of window adverbs are these, I’ll tell you now.

Slide 14.

There is such a tribe: Windows consoles. They live there, in the Magic Window, and they worship and obey him, the window. And Izdos and Zanav are guards there. They select who can enter the Window Tribe and who cannot. The selection is very tough and severe - like being an astronaut, because everyone wants to live in the Magic Window. And those dialects that have names like those of guards are taken there. These are adverbs with the prefixes FROM, TO, WITH (IDOS) and FOR, ON, IN (ZANAV). But the guards decide a little in the fate of adverbs. The Window Itself controls their lives!

For example, we don’t know whether “O” or “A” is written at the end of the words left..., right..., long ago... We substitute the noun WINDOW. It’s as if the prefixes B, C, IZ are prepositions. Left.. (out the window). So, to the left.

Remember the Window Rule: so, adverbs with the prefixes FROM, TO, S, ON, IN obey the Window Rule (substitute the word WINDOW and see which letter to write at the end: O or A).

In order to remember the Window Rule, let's turn to card No. 1, which is on your table.

Card 1.

Distant - from afar...

Red - red...

New - again...

Clean - clean...

Left - left...

Right - right..

Clean - completely...

Simple - easy...

Deaf - tightly...

But look at slide 15.

You see the word “known”, which is formed from an adjective with a prefix. Remember: Only adverbs obey the Window Rule

formed from adjectives that did not have prefixes. If there were already prefixes in advance, we write O at the end of such adverbs.

Slide 16.

To correctly write O or A at the end of adverbs, we must reason like this:

1. This prefix was not in the adjective from which the adverb is formed, I apply the Window Rule.

2. This prefix was already in the adjective from which the adverb was formed, I write the suffix O.

Let's turn to card number 2.

In which column are the adverbs formed in a suffixal way, and in which - in a prefix-suffixal way?

With what method of formation in adverbs with prefixesfrom-, to-, from- a letter is written at the endO, and at which - a letterA? Please note that with the suffix method the word already has a prefix, and with the prefix-suffix method these prefixes are added.

From afar - distant properly - serviceable

red hot - red pampering - pamperingly

again - new trustingly - confiding

at first - beginning connected - connected

Card 3.

Choose words with the same root and antonyms.

It's dark - dark, light.

Left - left, right.

To the right - right, left.

Determine by what principle the adverbs are combined into columns. What can be concluded?

So, what should you and I remember?

Tell each other the rule, checking it against the rule on the card I gave you to put in your grammar notebooks (work in static pairs).

Card No. 4.

Letters O And A at the end of adverbs

In adverbs with prefixes from-, to-, from- a letter is written at the end A, if these adverbs are formed from unprefixed adjectives.

Dry (fromdry - without attachment).

In adverbs with prefixes from-, to-, from- a letter is written at the end O, if they are formed from adjectives that already had prefixes.

Early (from early - with adj.) № 61.

4.Assimilation of new knowledge and methods.

In order to better remember the spelling o-e at the end of adverbs, let’s dotasks in card No. 6 . Everyone works independently in notebooks, and Alexander Chernobrov does the exercise on the board.

Card number 6. Add the necessary prefixes to the adverbs, add suffixes -O or in. Make a sentence with an adverb.

Long ago..., ...deaf..., ...full..., ...light..., ...far.......high...,

Simple..., ...full..., ...rarely... .

- So, when in adverbs with the prefixes from-, do-, s- the letter a is written at the end, and when – o?

5. Initial check of understanding.

Card No. 7. Insert the letter A or O into the adverbs.

Left, right, right, again, anew, left, left, anew, rashly, from above, tightly, dead, before dark, dark, before light, dry, dry, clean, completely, bare, before light, naked, white, long ago, blue, from afar, clearly, sideways, occasionally.

- What rule did you use when completing this task?

Physical education minute.

It's time to talk about health. Today we often pronounced the sounds O and A, let’s say them again with me, pronounce them carefully. These are not simple sounds. Doctors recommend saying them several times a day. The sound “O” increases blood supply to the heart, the sound “A” has a beneficial effect on the nervous system. So we not only get to know a new spelling, but also improve our health. Let's now consciously pronounce these sounds a few more times. We rested, improved our health, let’s continue.

6. Knowledge control

And to check how well you apply the rule when performing practical tasks, let’s turn tocard number 8.

Card No. 8. Work in pairs.

Replace these phrases with adverbs with –O or –A at the end, explain the choice of spelling, do analysis 2:

Go to the right side (go right);

Separate for a long time (break up for a long time);

Eat until you are completely full (eat until you are full);

Rewrite completely (rewrite completely or completely).

7. Summing up the lesson. Assessing student work.

- Guys, now we can answer Daria Baykova’s question.Slide 17.

Attention question:

When is the suffix -A written at the end of adverbs, and when -O?

8. Reflection. Self-esteem. Slide 18.

"Unfinished sentence":

I didn’t spend this hour in vain, because….

I evaluate my work in class at...

9. Slide 19. Homework (optional):

1. Learn the rule - card No. 4.

2. Complete the exercise - card No. 9.

Card number 9.

Write down adverbs, add suffixes -A or -O. WITH Make sentences using five adverbs.

To the left_, again_, to the right_, dry_, drunk_, long ago_, surreptitiously_, firmly_, healed_, dead_, clean_, fresh_, clean_, ~ firmly_, simply_, first, lightened.

Rewrite by inserting the missing letters.

1. The extinct pupils moved first_ from right_ to left_, then from left to_. 2. And again the autocratic sons fell before you. 3. He glanced sideways at his wife. 4. The tea was infused. 5. He has enjoyed this privilege for a long time, probably as an old-timer at the hospital. 6. We left the house after dark. 7. The snowstorm washed the rocks clean 4 . 8. We decided to return before dark_. 9. He knew about his brother’s arrival for sure_.

OR

Come up with a story on the topic “I’m treating a cold,” using adverbs: right, dark, again, left, occasionally, red-hot, long ago, first.

- Thanks to all. Goodbye.