Distinguishing between prepositions and prefixes (grade 2) presentation for a Russian language lesson (grade 2) on the topic. Presentation on the topic "prefixes and prepositions" preposition from prefix

Diets 22.10.2023

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Goal: To develop the ability to distinguish between prepositions and prefixes in writing.

Introduce the distinctive features of prefixes and prepositions.
Develop the ability to recognize prepositions and prefixes; ability to work in groups;
Cultivate interest in the subject.

Equipment: Russian language textbook for the program "Prospective Primary School" 2nd grade; workbooks; worksheets for each student; lesson presentation made in PowerPoint; multimedia projector, screen; circles of three colors (green, yellow, red) for reflection.

During the classes

I Organizational moment.

Every day - always, everywhere,
In class, in play
We speak boldly and clearly,
And we sit quietly.
The girls sat quietly,
The boys sat down quietly.
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?
The long-awaited call was given,
Let's start our lesson.

(Slide No. 1)

II Updating of basic knowledge. "Theoretical minute."

And our friends will help us in the lesson: Masha, Misha and Anishit Yokopovna. (Slide No. 2)

There are cards on your desks. Some cards show the beginning of a phrase, others show the end of a phrase. You need to connect the beginning and the end. (Slide No. 3)

Examination. (Slides No. 4, 5, 6)

III Vocabulary and spelling work.

Today in Russian language lesson we will get acquainted with a new vocabulary word. (Slide No. 7) You can guess it if you look carefully at the figures shown on the screen and at the letters in each of them. (Slide No. 8)
Try to remember the shapes and the letters in them.
Look at the shapes, remember which letters were in the geometric shapes, and name a new vocabulary word. (Slide No. 9)
It turned out to be the word "soon". What does soon mean?
What other word, similar in meaning, can replace the word “soon”? (Fast.)
Open your workbook to page 33 and do exercise 45. (Slide number 10)
What is shown in the picture? (Ambulance car.)
What is an "ambulance"? (A medical institution providing emergency care for conditions that threaten life and health, as well as a car.)
Say the word “soon” in unison. Which syllable is stressed? (Stress falls on the first syllable.)
Look up the spelling of the word “soon” in the “Write Correctly” dictionary, write it down in your notebook, and underline the unstressed vowel.
Insert a new vocabulary word. Underline the letter in it whose spelling you need to remember. (Speed O the fairy tale takes its toll, not soon O it's done.)
Write down related words, highlight the root in them. (A fairy tale is told; a deed is done.)
Checking with the screen.

IV Formulating the topic and purpose of the lesson.

(Slide No. 11) Anishit Yokopovna invited Masha and Misha to compare how the particles “before” and “for” are written in phrases:

before run before pharmacies;
behind run behind medicine.

(Slide No. 12) Why are they written together in one case, and separately in the other? - asked Masha.

“These are different particles,” answered the Sorceress. - In some cases these are ACCESSORIES. In other cases, these are PREPOSITIONS.

How to distinguish: where are the prefixes and where are the prepositions? - Misha asked.

What should we do? How to figure out where the prefix is and where the pretext is?

What will we work on today in Russian language lesson? (Slide No. 13) What is our goal? (Slide No. 14)(Learn to distinguish between prepositions and prefixes.)

V Learning new material

Let's try to figure it out. Should we turn to the textbook or try it ourselves?

One head is good, but two are better, so you will look for the answer to the question in groups. (Slide number 15) Let's review the rules for working in groups. (Listen to the opinion of each participant, try to come to a common opinion and introduce one speaker.)

(Slide No. 16) Carefully read the phrases written on the board again. Name words with prefixes. (Run, run.)

Tell me, what is a prefix, what does it serve? (A prefix is a part of a word that comes before the root and serves to form new words.)
How do you spell a prefix with a root? (The prefix with the root is not separated in the letter.)
How to find a prefix in a word? (To find a prefix in a word, you need to select a related word without a prefix or with a different prefix.)
Prove that the first words of the phrases have prefixes. (Run, run - run, run out, come running.)
Read the words with prepositions in the phrases. (To the pharmacy, for medicine.)
What is a preposition? What is it used for? (A preposition is a word. With the help of a preposition, words are linked together in a sentence.)
How do you spell a preposition with other words? (The preposition with other words is written separately.)

Let's summarize what has been said, read the Bat's hint in the textbook.

(Slide No. 17) Try to insert a question or another word between the preposition and the word that follows it. (Run to: (which?) pharmacy: to the nearest pharmacy, to a new pharmacy; run for: (what?) medicine: for a new medicine, for an expensive medicine.)

Go back to the phrases. Try inserting a word between the prefix and the root.

How to distinguish: where are the prefixes and where are the prepositions? (You can insert another word between the preposition and the word, but not between the prefix and the rest of the word.)

VI Physical Education Minute

(Slide No. 18) Words are written on the screen (on the road, near the house, came in, in front of the garden, ran in, rolled, from the shore, launched, from the mountain.)

If a word with a preposition appears on the screen, you jump. If a word with a prefix is heard, you squat, hands on your belt.

VII Consolidation of the studied material

(Slide No. 19) Exercise 65, page 62.

Read the text.
Discuss in groups how to write words in brackets: together with the words that are the names of objects or separately?
Are these prefixes or prepositions? (All particles in brackets are prepositions.)
Prove it. (To prove, you need to insert words suitable in meaning between the preposition and the word naming the object.)
We check the chain.

Without your (summer, blue) umbrella;

under heavy (driving, warm) rain; from his little black (small, own) nose;

to a fluffy (short, long) tail.

How should you write words with prepositions? (We write words with prepositions separately.)

(Slide No. 20) Read the words highlighted in color. (In the rain, from nose to tail.)

Put the words in their initial form. (Rain, nose, tail.)
Show in writing how these words were formed. One person from the group at the blackboard.

Group 1 - the word "rain"

Group 2 - “nose”,

Group 3 - “tail”.

Examination.

(Slide No. 21) Exercise 66, page 62.

Read the text.
Read the first sentence.
To open the brackets correctly, you need to determine where the prefix is and where the preposition is.
Let's figure out where the word is the action, and where the word is the object in the first sentence.
Ask questions about the words that interest us. (Without sparing what? soap; what did you do with your nose? soap.)
Read the second sentence.
Where the word is an action, and where the word is an object in the second sentence.
Ask questions about the words that interest us. (It would depend on what? soap; what would I do? wash it.)
Insert a word between the preposition and the word, between the prefix and part of the word. (In the first case this is possible - from scented soap, but in the second case - not.)
Write out words from the second sentence with prefixes and prepositions that sound the same. (ABOUT t m yla - from fragrant soap; washed - washed.)

(Slide No. 22) WIPERERS THROWED SNOW ROOFS.

There is a recording in front of you on the screen. Consult and answer the question “What is this?” (This is a proposal.)
Read the sentence correctly. (The janitor cleared the snow from the roof.)
Write down the proposal. (One student at the blackboard.)
Highlight the prefix, underline the preposition.
Prove it.

(Slide No. 22) Individual work (one person from each group to the board).

Group 1: underline the main parts of the sentence, show phrases with an arrow.
Group 2: make a phonetic analysis of the word “snow”.
Group 3: highlight the parts in the words “janitor”, “snow”, “from the roof”.

Examination.

Independent work. (Slide No. 23)

And now I want to know how you learned the new topic. The tasks are written on the screen. (Slide No. 24) You complete the tasks in your notebook that do not cause you any difficulties. You start work with the first task. Write down only the answers. Those who can cope with all the tasks will achieve the best results in the lesson. You must cope, I believe in you.

Examination. (Slide No. 24)

VIII Lesson Summary

(Slide No. 25)

What new things have you learned about prefixes and prepositions?
How to distinguish a prefix from a preposition?

IX Reflection

(Slide No. 26) Raise the circle. (Green - “I understood and learned everything”; yellow - “Knowledge needs to be repeated and consolidated”; red - “I don’t understand a lot.”)

X Homework

(Slide No. 27) Workbook. Page 32, exercise 44. If you wish, come up with a task for your deskmate: “Eliminate the extra word.”

XI Assessment (Slide No. 28)

Lesson plan. Modules: VK - input control. UE -1 - selection of words with the same root. UE highlighting words with prefixes. UE distinction between prefixes and prepositions. UE formation of words with suffixes. UE resume. UE reflection.

Work individually 1. Review the concepts of word parts. 2. Complete the sentences. 3. Objectively evaluate your work. 4. Participate in class conversation. Complete the sentences: The root of a word is... Words with the same root are called... A suffix is... A suffix is written... Suffixes form... The prefix is... The prefix is written with the word... Prefixes form...

UE -1 - selection of words with the same root. Work in a group. 1. Discuss the assignments in the group; determine what level of difficulty you will complete. 2. Determine the meanings of words. 3. Write down the words. 4. Compare the words. 5. Take part in choosing words. 6. Evaluate the group work. Mark it on the self-control sheet. Level 1 Write words with the same root in 2 columns. Leaf, tail, caudate, leaflet, tail, leaf fall. Level 2 Name the extra word: a) home, house, domino, brownie; b) drive, water, water, water; c) talk, conversation, thief, speaks. Level 3 Select words with the same root in this order: word-action, word-object, word-attribute. a) smoke -...,...,.... b) cold -...,...,.... c) light -...,...,.... d) laziness -...,...,...

Compare and correct mistakes Level 1 leaf tail leaf tailed leaf fall tail Level 2 a) domino b) drive c) thief Level 3 a) smoke - smokes, smoke, smoke b) cold - cool, chill, cold c) light - shine, light , light d) laziness - lazy, lazy, lazy.

UE - 2 highlighting words with prefixes Work in pairs. 1. Choose a task that suits your level. 2. Read the words. 3. Observe what happens to a word when different prefixes are added to it. 4. Compare your entry with the sample. 5. Evaluate your work. Level 1 Write words, form new ones using these prefixes. Ran from______ ran from______ ran across______ Level 2 Write down the words. What do these words have in common? Select consoles. Seaside, school, roadside. Preschool, early education. Level 3 Write down the words with prefixes. Select consoles. Trust, homely, kindness, run, finished painting, rain.

UE-3 - differentiation of prefixes and prepositions Algorithm for distinguishing prefixes and prepositions yes no I read a phrase (sentence) I highlight the word in brackets Between (_) and the word I put an additional word or question A question or word is found I write separately I ask a question of words-actions (verbs) I write seamlessly

Work individually. 1. Choose a task that suits your level. 2. Complete the task. 3. Swap notebooks with your neighbor. 4. Compare with the sample. 5. Evaluate your friend’s work. 6. If there are mistakes, explain. Level 1 Choose the letter that you will write in the preposition and prefix. D_dug (a,o) d_ (a,o) the bottom of the well. P_walked (a,o) p_(a,o) alley of the park. Level 2 Follow the example: (Which one?) Flew into_ a small cage. (c) carried (c) the house, (c) ran (c) the hall, (c) built (c) the wall level 3 Write, opening the brackets. A good word (to) the heart (to) leads. (Till) carry the matter (till) the end.

UE - 4 formation of words with suffixes Work in pairs orally. 1. Distribute the roles (boys - koloboks, girls - foxes). 2. Choose a task that suits your level. 3. Use only affectionate suffixes. 4. Make up as many phrases and word combinations as possible. 5. Girls (foxes) evaluate the work. Level 1 With the words head, ears, nose, eyes, arms, legs, tail, form new words using the suffixes -ok-, -ik-, -onok-, -chik-, -ushk-. Level 2 Make up phrases with the words head, ears, nose, eyes, arms, legs, tail, form new words using the suffixes -ok-, -ik-, -onok-, -chik-, -ushk-. Level 3 Compose a text describing the appearance of the fox, using as many endearing suffixes in words as possible.

Sample execution UE-4 Level 1 Head, ears, nose, little eyes, little hands, legs, tail. Level 2 Light head, sensitive ears, small nose, kind eyes, gentle little hands, quick legs, fluffy tail. Level 3 (Everyone has their own)

UE summary 1. Take part in the class. What did we learn in the lesson? Do we need this knowledge? Who experienced difficulties at work? What are you having difficulty with? Who would be happy to continue the lesson? 2. Draw conclusions. 3. Think about whether you have achieved the goal of this lesson. 4. If you have not achieved your goal or partially achieved it, then complete the tasks on the card at home.

UE reflection 1. Give yourself a grade for your work in class. 2. Rate the class as a whole during the lesson.

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Slide captions:

Russian language “Differentiation between prefixes and prepositions”

Lesson plan. Modules: VK - input control. UE -1 - selection of words with the same root. UE - 2 - highlighting words with prefixes. UE - 3 - differentiation between prefixes and prepositions. UE - 4 - formation of words with suffixes. UE - 5 - summary. UE - 6 - reflection.

UE -1 - selection of words with the same root. Work in a group. 1. Discuss the assignments in the group; determine what level of difficulty you will complete. 2. Determine the meanings of words. 3. Write down the words. 4. Compare the words. 5. Take part in choosing words. 6. Evaluate the group work. Mark it on the self-control sheet. Level 1 Write words with the same root in 2 columns. Leaf, tail, caudate, leaflet, tail, leaf fall. Level 2 Name the extra word: a) home, house, domino, brownie; b) drive, water, water, water; c) talk, conversation, thief, speaks. Level 3 Select words with the same root in this order: word-action, word-object, word-attribute. a) smoke - ..., ..., ... . b) cold - ..., ..., ... . c) light - ..., ..., ... . d) laziness - ..., ..., ...

Sample performance of UE -2 level 1 Ran, ran, ran, ran, ran, ran across level 2 Primorsky, school, roadside. Preschool, early education. Level 3 Trust, run, finish painting.

Work individually. 1. Choose a task that suits your level. 2. Complete the task. 3. Swap notebooks with your neighbor. 4. Compare with the sample. 5. Evaluate your friend’s work. 6. If there are mistakes, explain. Level 1 Choose the letter that you will write in the preposition and prefix. D_dug (a, o) d_ (a, o) the bottom of the well. P_walked (a,o) p_(a,o) alley of the park. Level 2 Follow the example: (Which one?) Flew into_ a small cage. (c) carried (c) the house, (c) ran (c) the hall, (c) built (c) the wall level 3 Write, opening the brackets. A good word (to) the heart (to) leads. (Till) carry the matter (till) the end.

Sample execution UE-3 level 1 I dug to the bottom of the well. I walked along the park alley. Level 2 I brought it into a large house, ran into the gym, and built it into a free wall. Level 3 A good word will bring you to the heart. Follow through.

UE - 5 - summary 1. Take part in the work of the class. What did we learn in the lesson? Do we need this knowledge? Who experienced difficulties at work? What are you having difficulty with? Who would be happy to continue the lesson? 2. Draw conclusions. 3. Think about whether you have achieved the goal of this lesson. 4. If you have not achieved your goal or partially achieved it, then complete the tasks on the card at home.

UE - 6 - reflection 1. Give yourself a grade for your work in class. 2. Rate the class as a whole during the lesson.

Russian language lesson on the topic "Learning to distinguish between prefixes and prepositions." Educational complex "Primary school of the XXI century", 2nd grade

Target: development of social, communicative, activity-based, informational, cognitive, health-preserving competencies of students.

Tasks: introduce the preposition and the way to distinguish between prepositions and prefixes.

Planned student achievements: master the way to distinguish between prepositions and prefixes.

During the classes

1. Organizational moment

– What do we learn in Russian language lessons?

– For what? Where can this knowledge be useful to you?

– What do you need to take with you to make the lesson successful?

– I wish you success.

2. Updating knowledge

Write on the board :

in on for from under from to

– What is this?(Prefixes.)

– What is a prefix?(The part of a word that comes before the root and serves to form new words.)

– Let's open the first part of the table:

Console

This

Part of a word

is written

seamlessly

(Words are posted around the classroom: fly in, sail away, carry, slide down, out the window, from the shore, to the table, from the mountain.)

– Collect words that have prefixes

On the desk:

console
fly in
set sail
convey
move out

If children mistakenly collected words with prepositions:

– Who disagrees? Why?

– Prove that the words have a prefix(students pronounce the word without a prefix or replace this prefix with another, the teacher highlights the prefixes in the words on the board).

– Collect the remaining words so that they match the words in the first column.

On the desk:

console
fly in
set sail
convey
move out

pretext
out the window
from the shore
to the table
from the mountain

– What did you notice?

– What are “little words” called?(A sign appears - “preposition”.)

3. Report the topic of the lesson. Goal setting

– Formulate the topic of the lesson(the second part of the table opens - Preposition)

Lesson objective:

– find out what a preposition is;
– learn to distinguish between a preposition and a prefix.
-What do you know about pretext?
– What would you like to know?

4. “Discovery” of new things by students

– Look at the words with prepositions.

– What can you already say about prepositions?(The second part of the table opens) :

Console

Pretext

This

Part of a word

Independent word

is written

seamlessly

separately

– What do prepositions and prefixes have in common?(Pronounced the same.)

Work in pairs:

The following sentences are written on the board:

Mitya ran along the path.
Mitya ran along the narrow path.

Exercise: Consult in pairs. Find a way to differentiate between prepositions and prefixes.

Execution time – 2 minutes.

(Answers.)

Conclusion : You can put a word between a preposition and the next word.

(The bottom row of the table opens) :

Console

Pretext

This

Part of a word

Independent word

is written

seamlessly

separately

insert

word

it is forbidden

Can

– Formulate the rule: “What is a preposition?”

– Let's check it in the textbook (p. 151).

Exercise for the eyes

5. Consolidation

– Using the textbook, we will learn how to apply the rule(reading p. 151 “Learning to apply the rule”).

– How to distinguish a preposition from a prefix?

Let's do the exercise with commenting:

Exercise : write down words by opening brackets.

(across) the field, (to) plant, (for) mushrooms, (on) stepped, (under) freezing, (under) the door, (on) the car, (from) run, (in) carry, (in) the forest

(Students, applying the rule, explain the writing of prefixes and prepositions.)

A game to strengthen the ability to distinguish between prepositions and prefixes.

The teacher reads the words. If the word has a prefix, students make a clap; if the word has a preposition, they click.

(Near the shore, along the path, galloped, flew, in the sky, along the river, in a cage, cut, from the roof, on an envelope, to the city, from a tree.)

Conclusion : How to distinguish between a preposition and a prefix?

6. Independent work

– Try this rule yourself.

– Choose the path on which you will feel confident. Complete the task in your notebook.

Green path. Write down the words, opening parentheses:

(across) the yard, (with) returned, (beyond) the river, (on) flew, (under) the snow

Yellow path. Write the sentences using parentheses:

Father (on) wrote the address (on) the envelope.
The boat (departed) from the shore and (behind) the forest.

The Red carpet: Insert suitable prepositions and prefixes:

… a blue cloud rolled in the sky and... made noise.

(Task completion time: 4 minutes.)

Examination :

– Who chose the green path? Yellow? Red?

– Compare your work with a sample(A sample of the execution was written down in advance on a small board). Correct errors if any. Evaluate your work.

– Who completed the work without errors? 1-2 mistakes? More than 2 errors? Didn't get the job done?

Physical education minute

7. Diagnostics

– To determine how you have mastered the topic of the lesson, complete the task on the card:

1 option

Mark the words with prepositions:

1. (open)
2. (on) the ground
3. (from) frost
4. (pro)read
5. (on) the table

Option 2

Mark the words with prepositions:

1. (on) the shore
2. (y)fly
3. (c) theater
4. (to) walk
5. (outside) the window

Determine your level of understanding of the lesson topic using the scale:

high – 3

average – 2

low – 1

(Execution time – 3 minutes.)

– Who understood the topic very well? Who doubts? Who didn't understand?

7. Reflection

– What learning task was set in the lesson?

– Have we achieved our goal?

– What is a preposition?

– How to distinguish between a preposition and a prefix?

– What did you like?

– What was difficult?

– Show your mood at the end of the lesson.

8. Homework

Workbook p. 78, ex. 4 or exercise 5 (optional

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Distinguishing between prepositions and prefixes (grade 2) presentation for a Russian language lesson (grade 2) on the topic. Presentation on the topic "prefixes and prepositions" preposition from prefix

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