Work on the teaching and learning complex of V.V. Babaytseva. Babaytseva Russian language materials prepared by a teacher of Russian language and literature MBOU "Pervomaiskaya sosh" r.p. Pervomaisky Tambov

It consists of 3 parts, each of which contains specific material to be learned.

The tutorial performs the following functions:

1) Information, i.e. The textbook provides all the necessary information and additional information that constitutes a mandatory knowledge base for students.

2) Systematizing, i.e. all the information provided in the textbook is a system where the components are interconnected. This makes it easier for students to assimilate new knowledge.

3) Formational, i.e. Systematized information simplifies the process of mastering skills and abilities for students.

4) Educational, i.e. students strive for self-organization and self-education, the textbook instills in them a love for their native country, for their native speech.

Textbook structure:

Part I - “Theory”.

It consistently sets out the basics of the science of language, spelling and punctuation rules. It describes the system of language, its structure, in revealing the basic linguistic patterns. Each topic is revealed with the help of educational text, in which the main thing is noted with the help of font and graphic highlights. The description of language facts is illustrated with examples; information about the language is specified, systematized, and summarized using tables and diagrams. The material in the textbook is differentiated according to the degree of importance and difficulty: symbols indicate what needs to be learned and what needs to be paid special attention to. In addition to the main information, there is also additional information about the facts and phenomena being studied (excerpts from popular science works about the Russian language, characteristics of the norms of the Russian language, etc.)

Part II - “Practice”.

The tasks of the practical part make it possible to teach schoolchildren to apply knowledge about language in practical activities and to develop the necessary skills in them. Exercises help students develop certain skills based on reproductive activity, i.e. based on completing tasks according to the sample given in the rule, in the definition, in the text of the task for the exercise. Problems allow the student to independently discover new and interesting things in the language: a phenomenon, a pattern, a fact. When solving a problem, the student looks for ways to solve it, relying on the material studied, comes to new conclusions and generalizations, analyzing the facts of language and speech. All this activates his cognitive activity, which is productive.

Part III - “Russian speech”» - provides work on the development of coherent speech of students. This part consists of 2 manuals for students in grades 5-7 and grades 8-9. They contain theoretical information about the studied speech concepts (oral and written speech; means of connecting sentences in the text) and speech genres (book review, psychological portrait, portrait essay, memos), answers to the most difficult questions. The presence of special aids for speech development ensures in-depth and versatile work with schoolchildren, and therefore the development of their speech skills.

Methods of presenting theory.

Examples for observations and questions for their analysis, and then the conclusion of theoretical information.

For example, in § 18 “Spelling adverbs in -o, -e”, “Not in adverbs in -o, -e” exercise 296 is given before the rule (p. 109). “Look at the table and decide: is the rule for writing non-adverbs the same as for nouns and adjectives, or are the rules different?” Next comes the rule itself. This develops the ability to analyze language material and helps systematize knowledge. Theoretical information is provided in the article, and the material can be presented from general to specific and vice versa.

For example, §20 “Not and neither in negative adverbs” begins with the main text, i.e. with the supply of new material. “Not and neither in negative adverbs are prefixes and are always written together: nowhere - nowhere, once - never. Under stress it is written not, in an unstressed position - neither: a few - not at all.” This helps with learning the material.

Examples of presenting new material.

The textbook often uses the following to present new material:

1. analysis of diagrams and tables.

2. reproductive activity, i.e. based on completing tasks according to the sample given in the rule, in the definition, in the text of the task for the exercise.

Exercises help students develop certain skills based on reproductive activity, i.e. based on completing tasks according to the sample given in the rule, in the definition, in the text of the task for the exercise. Problems allow the student to independently discover new and interesting things in the language: a phenomenon, a pattern, a fact. When solving a problem, the student looks for ways to solve it, relying on the material studied, comes to new conclusions and generalizations, analyzing the facts of language and speech. All this activates his cognitive activity, which is productive.

An example of a problem from the practical part of the 5th grade textbook.

"Read the text. The student needs to find the spelling consonant in the word. Follow how he reasons”, “Look at the note in the margin. What is reflected in it? Problems are indicated in the textbook with a special icon, which contains “?” sign. To restore in the student’s memory what has been learned, “supporting materials” are introduced. Also, the practical part contains a list of spellings and punctuations studied in the corresponding class, reference materials (Explanatory dictionary; dictionaries “Write correctly”, “Pronounce correctly”.)

UMK "Russian Language" ed. V. V. Babaytseva
V.V. Babaytseva considers the basic principles that determine the school course of the Russian language principle of consistency and the principle that affirms the development of speech based on the study of language, the language system. According to V.V. Babaytseva, what is promising is not the fragmentation of sections of the science of language, but their integration in the school Russian language course.
The systematic presentation of the theory in one book (in textbooks) shows logical connections between sections, facilitates the assimilation of theory by students, and knowledge of the theory is the most reliable basis for improving speech and the formation of literary norms.
These trends have received linguistic and methodological justification in numerous publications and are implemented in three educational and methodological complexes (EMC), which include

programs,
textbooks,
collections of exercises,
workbooks.

The center of all teaching materials are textbooks included in the Federal lists.

Russian language 5-9 grades. UMC V.V. Babaytseva, L.D. Chesnokova, A.Yu. Kupalova, E.I. Nikitina and others.

The educational and methodological complex in the Russian language for grades 5–9 includes: the textbook by V. V. Babaytseva and L. D. Chesnokova “Russian language. Theory" for grades 5–9, textbooks "Russian language. Practice" for grades 5, 6, 7, 8 and 9 (compiled by a team of authors) and textbooks "Russian language. Russian speech" (written by E. I. Nikitina) separately for grades 5, 6, 7, 8, 9. The set of textbooks for each class consists of three parts.

^ Theory 5-9 grades. Textbook. V.V. Babaytseva, L.D. Chesnokova.

This textbook is an integral part of the Russian language educational complex for grades 5–9, which has proven itself well in schools and is known to teachers and students. The book is the central component of the complex. It contains a systematically presented full volume of information on the Russian language that a student must master throughout all years of schooling. Each rule and explanation is accompanied by expressive examples, texts, tables that help to comprehend and understand the essence of theoretical provisions.
The textbook also serves as a reference function. It is necessary when repeating the material covered, when doing written work in class and at home, and when preparing for exams.

^ Notebook for assessing the quality of knowledge in the Russian language. S.N. Pimenova.

Notebook for the educational complex “Russian Language. Theory", "Russian language. Practice" is intended for step-by-step control of the assimilation of the material studied by schoolchildren. However, the manual can be used for self-education, to fill gaps in knowledge, to update previously developed skills at all stages of learning the native language, as well as in preparation for the Unified State Exam in the Russian language.

^ Notebook for independent work of students in the Russian language. A. Yu. Kupalova and others.

This notebook was created with the aim of strengthening a personality-oriented approach to teaching children (taking into account their different levels of readiness to master the Russian language school course). The notebook genre makes it possible to more clearly, consistently highlight and, economically in time, provide the “steps” that need to be taken in order to comprehend a concept, master a rule, and learn to independently apply it in the practice of using language.

The manual will help the teacher navigate the principles of distributing material between three educational books for students; in the features of the construction and content of the course; in the tasks of studying each section; in the logic of working on the topic embedded in the system of educational material.

^ Russian language. Book for teachers. Toolkit. A. Yu. Kupalova and others.

The manual contains approximate planning of lessons in the 5th grade, lesson developments, materials for intermediate and final monitoring of the quality of mastering the Russian language course and the formation of skills of fifth-graders.

^ Russian language. Lesson planning. 5-9 grades. A. Yu. Kupalova and others.

In the manual, the teacher will find the distribution of educational material by lesson and instructions on how and in what sequence to use it when studying a particular topic. Planning also contains comments on the exercises, additional didactic material; it provides advice on organizing work in lessons for the development of coherent speech.

Practice. A. Yu. Kupalova, A. P. Eremeeva, G. K. Lidman-Orlova and others.

The book is an integral part of the Russian language educational complex for grades 5-9, which has proven itself in schools and is known to teachers and students. It contains tasks and exercises both for learning new things and for consolidating what has already been learned in the Russian language, interesting didactic materials are presented, which reflect various techniques for working with them. The appendix provides answers to the most difficult tasks, which creates conditions for self-control and mutual control when performing independent work in class and at home.

^ Russian language. Russian speech. E.I. Nikitina.

The book on speech development is an integral part of the Russian language educational complex for grades 5-9, which has proven itself in schools and is known to teachers and students. Textbook “Russian language. Russian Speech" plays a special role in the complex. Its task is to help the student master oral and written language. He teaches how to have a conversation; make plans for creative work; write summaries and essays on a free topic, based on a painting, reviews and reviews; be able to see figurative means of language and use them in your speech. The book contains varied and interesting didactic material.

Speech development lessons. To the textbook "Russian speech. Development of speech." Toolkit. E.I. Nikitina.

This manual is a detailed methodological commentary on the textbook by E.I. Nikitina “Russian Speech. Speech development." As you know, this textbook is included in the educational complex created by V.V. Babaytseva, L.D. Chesnokova, A.Yu. Kupalova, Yu.S. Pichugov and others, however, the rich practical material presented in this manual may be used by a teacher in any class working with other current Russian language textbooks.

STATE BUDGETARY EDUCATIONAL INSTITUTION OF ADDITIONAL PROFESSIONAL EDUCATION

(DEVELOPMENT OF QUALIFICATIONS) VORONEZH REGION

INSTITUTE OF ADVANCED PROFESSIONALS

AND RETRAINING OF EDUCATION WORKERS

Development methodology

critical thinking of schoolchildren

by means of teaching materials in the Russian language

(using the example of V.V. Babaytseva’s teaching and learning complex

or M.M. Razumovskaya).

Creative project

Completed:

Trubitsyna Maria Viktorovna

Russian language teacher

and literature

GOBU NPO VO "Professional

School No. 56, Rossosh

Scientific adviser:

Vasilyeva E. V..

Voronezh

2012

Content

Introduction

Comparative analysis of teaching materials by Babaytseva V.V. and Razumovskaya M.M.

Action systems for teachers and students

Conclusion

List of used literature and Internet resources

Application

Introduction

All life is an experiment.

And the more experiments you do,

all the better.

Ralph Waldo Emerson

It's better to ask questions sometimes

than knowing all the answers in advance

J. Thurber

Those who know how to think know how to ask questions.

E. King

It is quite difficult to motivate a modern student to engage in cognitive activity, to find a path to a goal in the field of information and communication. This happens because children often experience serious difficulties in perceiving educational material. The Russian language is no exception. The reason for this is the insufficiently high level of development of thinking, especially critical thinking. And this is very important for a person in the modern world.

How to increase motivation for learning among modern schoolchildren? How to involve students in the educational process? How to teach learning?

Every teacher asks himself these questions every day. It is clear that it is impossible to solve these problems relying only on the traditional classroom system. It's time to change the approach to learning, which should not be the teacher, but the student himself. Only the competent use of various teaching methods will create conditions that will encourage schoolchildren themselves to acquire knowledge.

One of the innovative methods that allows achieving positive results in the formation of students’ mental activity is the technology of developing critical thinking.

To think critically means to exercise and use research methods, pose questions and systematically search for answers.

So, critical thinking is:

the ability to create new, meaningful questions;

develop a variety of reinforcing arguments;

accept independent thoughtful solutions.

The purpose of my work: to study m methods for the development of critical thinking of schoolchildren using teaching materials in the Russian language (using the example of teaching materials by V.V. Babaytseva or M.M. Razumovskaya). To do this, I carried out a comparative analysis of V.V. Babaytseva and M.M. Razumovskaya. Next, I described the didactic cycle that underlies the organization of a Russian language lesson. I also found out that the use of critical thinking technology techniques ensures the inclusion of everyone in the educational process, where through their activities the student himself discovers and acquires new knowledge, and, most importantly, contributes to the formation of universal educational actions:

personal (development of communication skills, culture

communication, the ability to argue your point of view),

meta-subject (formation of the ability to use symbols

symbolic means for further modeling, mastering the skills of semantic reading, mastering the logical actions of comparison, analysis, synthesis, generalization),

subject (new knowledge on a specific subject).

Having studied and compared the second generation federal state educational standard and the technology for developing critical thinking, I came to the conclusion that it is this technology that makes it possible to implement the basic concepts of the new standard.

I will try to explain what the methodology for developing critical thinking of schoolchildren using teaching materials in the Russian language is based on the example of teaching materials from V.V. Babaytseva and M.M. Razumovskaya.

Comparative analysis of teaching materials by Babaytseva V.V. and Razumovskaya M.M.

Software and methodological support for teaching the Russian language, as well as any other subject, has a certain set of documents:

EDUCATIONAL STANDARD OF BASIC GENERAL EDUCATION IN THE RUSSIAN LANGUAGE

EDUCATIONAL STANDARD OF SECONDARY (FULL) GENERAL EDUCATION IN THE RUSSIAN LANGUAGE (basic and specialized levels)

In addition to the Education Standard, documents regulating the teaching of the Russian language are:

Mandatory minimum content of basic general education in the Russian language (grades 5-9) and secondary (complete) general education in the Russian language (grades 10-11),

Approximate program in Russian (native) language for basic secondary school (5-9 grades)

Approximate program in Russian (native) language for secondary school (10-11 grades).

In the basic school the Russian language is distinguished thirteenlines of parallel textbooks, which are included in the Federal List. Each line of textbooks is focused on a program developed by the corresponding teams of authors. Among them

Since 1992, an alternative educational and methodological complex has been operating

edited by V. V. Babaytseva

Since 1995, another educational and methodological complex has been operating in schools,

edited by M. M. Razumovskaya (Razumovskaya M.M., Lvova S.I., Lvov V.V., Kapinos V.I.) This program is aimed at the speech development of schoolchildren. In this educational complex, language and speech material is presented in unity, it is aimed at constantly expanding students’ knowledge of stylistics, it presents different genres, and provides training in composing texts of different genres; The study of language topics is carried out on a connected text.

Let's conduct a comparative analysis of the teaching materials under the editorship of M. M. Razumovskaya and V. V. Babaytseva.

Both educational and methodological sets meet the requirements of the state standard, and their content fits within the framework of the Model Program. The goals and objectives of both programs correspond to the goals and objectives outlined in the Standard and Model Program.

General subject tasks of teaching materialsBabaytseva V.V. and Razumovskaya M.M. :

educating students using this subject,

development of logical thinking of schoolchildren,

teaching them the ability to independently expand their knowledge of the Russian language,

formation of general educational skills.

Cognitive tasks can be formulated as follows:

formation of a scientific and linguistic worldview,

equipping with basic knowledge of the native language, etc.

Practical problems can be defined as:

formation of strong spelling and punctuation skills,

mastering the norms of the Russian literary language,

enrichment of vocabulary, etc.

Continuing the comparative analysis of two teaching materials in the Russian language for basic general education, edited by M. M. Razumovskaya and V. V. Babaytseva, I tried to identify their methodological capabilities in connection with the introduction of the second generation Federal State Educational Standard, as well as the risks of these teaching materials.

UMK Babaytseva V.V.

UMK Razumovskaya M.M.

Item

Russian language

Publishing house, educational line

Publishing house "Drofa". The “Vertical” line is a continuation of the “Rhythm” training line.

Publishing house "Drofa".

Ed. Babaytseva V.V.

Razumovskaya M.M. and etc.

Methodological possibilities

in connection with the introduction of the Federal State Educational Standard

second generation

1. This publication is intended for use in classes of advanced study of humanities subjects.

2. The traditional principles of teaching the Russian language were proclaimed: the principle of studying morphology on a syntactic basis, the principle of strengthening the practical and spelling orientation, the principle of developing coherent speech.

3. Conventions have been introduced: “Supporting material” (rule diagram), “Material for speech development”, “Control yourself!” (formulation of the rule and the process of its application), key (answers at the end of the textbook), tasks for working on a computer (announced, but in fact this is a rare guest in the textbook).

1. This publication is intended for use in general education classes.

2. The authors present theoretical material in an unconventional way: definitions and rules are presented in the form of samples of reasoning (modes of action) and linguistic stories. The ways of presenting theoretical information are also appropriate - the headings: “Remember!”, “Take note!”, “Learn to talk about linguistic topics.”

3. The methodological apparatus of the textbook contains tasks of two levels of complexity, which allows the teacher to have a varied approach to the construction of lessons, depending on the degree of preparedness of the class and individual students.

4. The “Morphology” section in 5th grade begins with a verb.

5. There are interesting exercises on word-formation models, on replacing phonetic notation with orthographic notation.

6. Semi-linear course of speech development.

7. A unified sequence for studying linguistic phenomena: recognition, systematization, independent selection of examples, attention to spelling, artistic means.

8. There are many illustrations in the textbook.

9. Special section of ZPS (meaning – spelling – structure).

10. A large number of guesswork and curiosity tasks.

11. The book begins with an epigraph and a definition of this term. The concept of linguistics is given. The early texts provide interesting learning moments and challenge students to think about the “mystery of language.” Children are advised to use the letter “е” in writing, and not just “e”.

12. For almost every exercise text there is a task to formulate and explain the main idea of the given text.

Risks

1. Some discrepancies between the linguistic theory of the textbook and the concepts generally accepted in school practice, which subsequently makes it difficult for schoolchildren to pass the State Exam and the Unified State Exam in the Russian language.

2. Certain inconveniences in using 3 parts of the textbook.

3. The textbook for grade 5 has been partly revised to meet the new Standard, but overall everything remains the same.

4. I would like to see the textbook for 5th grade more colorful.

5. There are not enough materials that reveal the diversity of national cultures of the peoples of Russia.

6. Not all types of speech activity develop equally.

7. It is desirable that the spelling rules, which are framed, be accompanied by the names of the spelling patterns.

9. Few tables and diagrams. Integral text makes it difficult to pay attention.

1. Excessive emphasis on the technique of reasoning on a linguistic topic.

2. A little attention to exercises to develop practical spelling skills (instead of huge texts for reading).

3. There are no vocabulary words on the pages.

4. The exercises are overloaded with tasks that are difficult for a student who has just crossed the threshold of elementary school. The sequence of many exercises does not follow the principle from simple to complex.

5. The “Phonetics” section is very difficult to present. In general, many definitions and interpretations of linguistic phenomena are drawn up in an unreasonably difficult manner. For example, on pages 20, 25. 30, 58, etc.

6. Information about outstanding Russian philologists is so insufficient that students are unlikely to be able to understand anything.

Educational and educational complex of V. V. Babaitseva and the modern approach to teaching the Russian language

I would like to dwell in more detail on V.V. Babaytseva’s teaching and learning complex.

UMK Babaytseva V.V. is designed to develop in students the ability to competently and fully use the richness of language in speech practice, foster a caring attitude towards language, and the desire for self-improvement in the field of language training and the culture of speech communication.

Goals:

Develop students' speech.

Form and improve spelling and punctuation skills.

To give students an idea of the role of language in society and in the world; ensure the assimilation of a certain range of knowledge, as well as develop the ability to apply this knowledge in practice.

The program is based on the editorship of V.V. Babaytseva. and the complex as a whole is based on the concentric principle of supplying material.

The program distinguishes an introductory course (generalizing and propaedeutic) and a basic (systematic) course, according to which already in the 5th grade. The sections “Phonetics”, “Graphics”, “Vocabulary”, “Morphemics” are studied, the main course of morphology begins with a noun. In 6-7 grades. The study of morphology continues in grades 8-9. syntax is studied, as well as the topic “General information about language”.

Sections of the program edited by Babaytseva have two headings: in the first definitiona circle of theoretical information and rules is laid out, in the second paragraphthe relevant skills and abilities are listed thatmust be formed on this theoretical basis ve.

The program defines the main goals of teaching the Russian language in secondary schools: “formation in students, based on their acquisition of a certain system of knowledge about the language, skills and abilities, to fully, competently use the rich resources of the native language in their speech practice, fostering a caring attitude towards the language, striving for self-improvement in the field of language training and the culture of speech communication.”

The program is implemented in three books, which form an educational complex (a single textbook in three parts).

1. Textbook “Russian language. Theory" for grades 5-9 - a systematic presentation of theoretical information, illustrated with literary examples (without exercises). The main linguistic and methodological principle of this educational complex is a systematic presentation of the theory.

2. Study guide “Russian language. Practice" (a collection of tasks and exercises) ensures the development of the fundamentals of the science of language, as well as the improvement of practically important skills and abilities with a system of knowledge that takes into account the growth and individual characteristics of students. There are only three collections of assignments: 5th grade – introductory course, phonetics, graphics, morphemics, vocabulary; 6-7 grades – morphology; Grades 8-9 - syntax, general information about the language.

3. The textbook “Russian Speech” (two books - for 5-7 grades, 8-9 grades) provides special lessons on the development of coherent speech, both with a system of rules, and with tasks and exercises that form and improve oral and written skills. students' speeches.

The distribution of educational material across three books helps to implement learning objectives and concentrate in them the necessary material to solve each of them.

This goal setting determines the tasks of teaching the Russian language at school. Students should know what role the Russian language plays in the modern world, in the life of society, understand and imagine the phenomena that occur in the language in the field of vocabulary, phonetics, spelling, etc.; are required to master a certain amount of material in all branches of linguistics, as well as learn to apply this knowledge in practice. The teacher’s task is to develop students’ speech, promote the assimilation of the norms of the literary language, and develop the skills of “competent and fluent command of oral and written speech in all main types of speech activity.” The program involves the formation and improvement of spelling and punctuation skills.

Practical orientation

The program includes traditional sections and concepts, but in the educational complex there are some changes in the conceptual and terminological system, which are due to the strengthening of the practical orientation of teaching the Russian language. The strengthening of the practical orientation of training led to the redistribution of hours between some sections, as well as a special sequence in the study of some grammatical topics, especially significant in morphology.

Thus, the section that studies the composition of a word is called Morphemics; concepts about the methods of word formation and word-formation analysis are also given here. The concepts of coordinating phrases and polysemous members of a sentence are introduced. The practical orientation of training also determines changes in the traditional sequence in the study of individual topics. In the Morphology section, after a noun in grade 6, a verb is studied (this is explained by the fact that a noun and a verb are the most typical means in creating a grammatical basis), then an adjective and a numeral, closely related to the noun, and only then an adverb is studied. The words of the state category are highlighted as a special group. Studying pronouns creates conditions for repeating nouns, adjectives, numerals, and adverbs. Familiarization with participles and gerunds (highlighted as independent parts of speech) allows you to repeat the verb and adjective, verb and adverb - 7th grade.

Ways to master theoretical information and arrangement of material by class

This course structure allows you to organically combine the study of new things with the repetition of previously studied, strengthen the speech focus of the course, unload the program of 8-9 grades, increase the time for studying the auxiliary parts of speech, as well as present the studied material in the system and allocate reserve hours.

The principle of distribution of hours is determined by the following features of the program: repetition takes place at the end of the year, introductory lessons are held at the beginning of the year, and in the 5th grade there are introductory and main courses. Based on this, the clock distribution is as follows:

5th grade. Introduction – 2 hours. The introductory course includes the following sections: morphology and spelling (20 hours), syntax and punctuation (40 hours). The main course contains sections: phonetics, graphics, spelling, spelling (15 hours), morphemics, spelling (38 hours), vocabulary (18 hours). Next comes the study of grammar. This includes the “Morphology” section (20 hours), where the noun is studied. Repetition – 12 hours. Speech development – 34 hours.

6th grade. Introduction – 1 hour. This class covers a large section of morphology. 128 hours are allotted for this. Of these, 45 hours are spent studying verbs, adjectives – 27 hours, numerals – 14 hours, adverbs – 22 hours, pronouns – 20 hours. Repetition – 11 hours. Speech development – 30 hours.

7th grade. Introduction – 1 hour. The study of morphology continues and the service parts of speech are considered. Sections: Morphology – 133 hours. Of these: Participle – 38 hours. Participle – 11 hours. Preposition – 11 hours. Conjunction – 11 hours. Particles – 19 hours. Interjections – 3 hours. Repetition – 39 hours. Development of coherent speech – 34 h.

8th grade. Introduction – 1 hour. A large section “Syntax and Punctuation” (66 hours) is studied. It includes: Introduction – 3 hours. Collocations – 3 hours. Sentences – 3 hours. Main members of a sentence - 5 hours. Secondary members of a sentence – 5 hours One-part sentences - 8 hours. Complete and incomplete sentences - 2 hours. Sentences with homogeneous members - 10 hours. Sentences with isolated members - 18 hours. Sentences with introductory words, phrases, appeals - 9 hours. Repetition - 18 hours. Development of coherence speeches – 5 p.m.

9th grade. Introduction - 1 hour. The study of syntax and punctuation continues (28 hours), the following topics are considered: Complex sentence - 1 hour. Complex sentences - 3 hours. Complex sentences - 13 hours. Complex non-union sentences - 4 hours. Complex sentences with various types of connections – 3 hours. Sentences with someone else’s speech (Methods of transmitting someone else’s speech) – 4 hours. Study of the topic “General information about the Russian language” - 3 hours. Systematization and generalization of what has been studied in grades 5-9 – 19 hours. Development of coherent speech – 17 hours.

So, UMK Babaytseva V.V. meets the updated goals of teaching the Russian (native) language; the active nature of the presentation of the material corresponds to the development strategy of the school course of the Russian (native) language and the priority directions in its teaching.

1. Competence-based approach aimed at developing meta-subject and subject (linguistic, linguistic, communicative and cultural) competencies.

2. Text-centric approach, focused on the study of all linguistic phenomena based on text.

3. Conscious communicative approach aimed at improving speech activity in all its types.

4. An integrated approach to improving linguistic and communication skills when studying the Russian language in secondary (high) school.

As part of the implementation of the practical part, it is recommended:

1. Update the focus of the Russian language course on achieving meta-subject learning outcomes.

2. Concentrate work on the subject on the formation of communicative universal educational actions.

3. Actively use the educational functions of the Russian language to form the foundations of functional literacy.

4. The activity-based nature of the process of teaching Russian (native) language in basic and high school.

5. Synthesis of speech and intellectual development of the individual in the process of learning the native language.

6. Formation of communicative competence on a conceptual basis, which contributes to the understanding of one’s own speech practice and the intensive development of speech-thinking abilities;

7. Development of all types of speech activity in their unity and interconnection;

balanced development of oral and written speech;

formation of reading skills as a type of speech activity; skills

information processing of text;

strengthening speech orientation in the study of grammatical topics

course and on this basis - the formation of skills in the normative, expedient and appropriate use of linguistic means in different communication conditions;

formation of an idea of the multifunctionality of language

phenomenon as a grammatical, communicative and aesthetic phenomenon; development of linguistic flair, the ability to evaluate the aesthetic value of an artistic statement;

formation of an idea of the native language as a form of expression

national culture of the people, the national heritage of the Russian people.

Methods for developing critical thinking of schoolchildren using teaching materials Babaytseva V.V. In Russian

The methodological aspect of the formation of critical thinking lies in the fact that this technology is a system of strategies that combine methods of educational work by type of educational activity.

The organization of the educational process when using this technology is based on a collective method of learning. Students work in dynamic pairs and groups based on interactive interaction.

The organization of a lesson is based on a didactic cycle, consisting of three stages (stages) with their own goals and objectives, as well as a set of characteristic methods and techniques, aimed first at activating research creative activity (call) , and then on comprehension and generalization of acquired knowledge ( reflection ).

Stage 1 - “Challenge” (liquidation of a blank sheet). Updating previously existing knowledge, awakening interest in the topic, determining the goals and objectives of studying the upcoming educational material.

The child asks himself the question “What do I know?” on this issue.

Stage 2 - “Comprehension” (implementation of comprehension). Actively receiving information, correlating new things with what is already known, systematizing, tracking one’s own understanding of the topic of the lesson.

At this stage, the child, under the guidance of the teacher and with the help of his friends, will answer the questions that he posed to himself at the first stage (what I want to know).

stage - “Reflection” (thinking).

Summarizing and systematizing new information, developing one’s own attitude to the material being studied.

The variety of verbal, visual and practical methods of teaching the technology of developing critical thinking makes the teaching methods completely different from the standard ones. Students get the opportunity to independently obtain knowledge, learn to listen to each other, draw conclusions and generalizations. In this case, the teacher plays the role of coordinator: he observes, analyzes, skillfully corrects, without imposing his opinion. Such joint work brings together, increases the level of self-esteem of each child, and ensures positive dynamics in the productivity of students’ mental activity.

Teachers working with children within the framework of critical thinking note the following:advantages of this technology:

working in pairs and in small groups triples intellectual potential

participants, their vocabulary significantly expands;

joint work contributes to a better understanding of difficult things,

information-rich text;

there is an opportunity to repeat and master the material;

dialogue about the meaning of the text is intensified,

respect for one's own thoughts and experiences;

a greater depth of understanding appears, a new, even more

interesting idea;

curiosity and observation become more acute;

children become more receptive to the experiences of other children: joint

work forges unity, students learn to listen to each other, are responsible for a joint way of knowing;

written language develops reading skills in children and vice versa

Systems of action for teachers and students:

Stages

Teacher actions

Student Actions

Stage
"Challenge" (updating subjective experience)

1. Draw a cognitive object in your notebooks as you imagine it.

1. Everyone draws a cognitive object in a notebook as they imagine it.

2. Look at your drawing and remember everything you know about the cognitive object.

2. They remember everything related to the cognitive object in question.

3. In your notebook, draw a table (“labeling table”) with three identical columns. Draws a table on the board.

3. Draw a labeling table

4. In the left column of the table, write down everything you know about the cognitive object.

4. Write down in the left column everything that you remember about the cognitive object.

5. Exchange your opinions in pairs.

5. Exchange their knowledge with each other.

6. Let's discuss what we got (what do we know about the cognitive object?).
Writes down everything the students say on the board in the left column of the table. The first column of the table is marked with the word “I know.”

6. Each person takes turns informing the class what they know about the object in question. The left column of the table is marked with the word “I know.” Complete the entries in the left column of the table.

Stage
"Comprehension"

1. Invites students to classify the knowledge written on the board on some basis.

1. They offer grounds for classifying information obtained about an object.

2. A structural and logical diagram is drawn up on the board (in accordance with the classification).

2. Write down a structural and logical diagram, discussing the issue of distributing the information obtained at the previous stage according to the proposed grounds.

Stage
"Reading with notes"

1. Offers each student a text.

1. Get a printout of the text

2. Gives the students a task: read and make notes in the text (no more than 10 minutes).
Notes: “V” - “I know”;
“-“ – “contradicts my initial ideas”;
“?” - "I want to know";
“+” – “this is new for me.”

2. Read the text and make notes suggested by the teacher in the margins.

3. Invites students to continue working with the labeling chart individually. Marks the two remaining columns of the table: “I want to know” and “Learned something new.”

3. Fill out the marking table independently in notebooks in accordance with the notes made in the text.

4. Invites students to discuss the data recorded in the second column during independent work. Together with the students, fill out the second column of the “Learned something new” table.

4. Participate in discussion

5. Invites students to discuss the data they wrote down independently in the third column of the “I want to know” table. Fills out the second column of the table on the board during the discussion.

5. Participate in the discussion.

6. During the discussion, asks students questions: “What sources do you think we can learn about this from?”, “Who has encyclopedias?” and etc.

6. Answer the teacher’s questions. They offer their options.

7. Gives instructions for homework: “By the next lesson, you need to answer the questions that have arisen about the new information. If any difficulties arise, we’ll try to figure it out together.”

7. Choose a topic for the message in accordance with the questions that arise. Write down homework.

Stage
"Reflection"

Offers students different ways to initiate student reflection.

Conduct reflection

Stage
"Homework"

Suggests homework:
write a fairy tale (essay, etc.) (optional); draw up a structural and logical diagram taking into account new knowledge (students' choice).

Choose homework.

In my practical activities I use such an element as "Basket".

Reception “Basket of ideas, concepts.” This is a technique for organizing individual and group work of students at the initial stage of the lesson, when their existing experience and knowledge is being updated. It allows you to find out everything that students know or think about the topic being discussed in the lesson. You can draw a basket icon on the board, which will conventionally contain everything that all students know together about the topic being studied. Information exchange is carried out according to the following procedure:

1. A direct question is asked about what students know about a particular problem.

2. First, each student remembers and writes down in a notebook everything he knows about a particular problem (strictly individual work, duration 1-2 minutes).

3. Then information is exchanged in pairs or groups. Students share known knowledge with each other (group work). Time for discussion is no more than 3 minutes.

5. All information is briefly written down in the form of abstracts by the teacher in a “basket” of ideas (without comments), even if they are erroneous. You can “dump” facts, opinions, names, problems, concepts related to the topic of the lesson into the idea basket. Further, during the lesson, these facts or opinions, problems or concepts, scattered in the child’s mind, can be connected into logical chains.

I also consider the “True, Incorrect Statements” technique to be very successful and effective.

Students write down the numbers of “correct” statements in their notebooks in the left column, and the numbers of “incorrect” statements in the right column.

For example, the teacher offers questions on the topic “Text”:

1.The text consists of one sentence

2. The text consists of any number of sentences

3. The text consists of sentences that are related in meaning

4. The text must have a title

5. Text does not always have a title

6. tex – must always be large in volume

7. The text may not be large in volume.

8. Tex can consist of several parts

9. The text always consists of one part

IN Correct answers:

3,5,7,8 1,2,4,6,9

The teacher writes the correct answers in advance on the back of the board. The technique of self-examination and reflection is used. Children independently evaluate the results of their work.

Completed it completely

There are mistakes

We need to repeat the material we covered.

In my lessons I also use the “Tree of Predictions” technique.

A direct question is asked: “What needs to be done to avoid mistakes in the spelling of prefixes in S, Z?” How to learn to structure your speech correctly? Why study spelling? What needs to be done to write without errors in the future?

The guys answer everything they think about this issue, relying and proving their opinion on the knowledge they already have.

Fragments of the lesson “The concept of tense forms of the verb”

Call stage.

- What do you think verb tense is?

How many tense forms does a verb have in Russian?

What tense forms of the verb do you know?

Think about your guesses and write them down on pieces of paper. Discuss with your neighbor and prepare an answer.

"Tree of predictions"

The guys not only make assumptions, but also give reasons for them: “I think so because...”

As the children perform, the teacher records the students’ assumptions on the board. The teacher writes down all versions (correct and incorrect) on the board, asking the question: does everyone agree with these ideas? If conflicting opinions appear, alternative opinions are recorded on the board.

Conception stage.

Reception "Insert"

Each child has sheets of text on their desks.

Individual work, independent reading of the article. Teacher

asks you to make notes in the text as you read the article:

V - I knew this information, I know, I remembered;

This is new information for me;

This information is not clear to me, I have questions.

Tense forms of the verb.

In the Russian language there are three forms of tenses: present tense, past tense and future tense.

Verb tense forms express the relationship of action to the moment of speech.

The present tense form shows that the action coincides with the moment of speech or is carried out constantly. Verbs in the present tense answer the questions: What am I doing? What are you doing? What is he doing? What are we doing? What you are doing? What are they doing?

For example: The train is rushing at full speed (what is it doing?), the wheels are turning (what is it doing?) the locomotive. (B. Pasternak)

Past tense forms show that the action precedes the moment of speech.

Past tense verbs answer the questions: What did you do? What did you do? What did you do? What they were doing? What did you do?

For example: The river (what did it do?) overflowed its banks. She (what did she do?) flooded the coastal meadows.

The future tense indicates that the action will occur after the moment of speech.

Future tense verbs answer the questions: What will he do? What will it do? What will he do? What will they do?

For example: The cold will come (what will it do?), the foliage will fall off (what will it do?) and the river will be covered with ice (what will it do?).

Now go back to your assumptions and make changes if necessary.

Let's also remove incorrect information from the board.

What new information did you note for yourself?

"Catch the Bug"

Read the proverbs. Find and fix errors.

Slide

Find and correct errors.

A coward is afraid of his laziness.

Eggs don't teach marten

Patience and the pond will grind everything.

A goat found it on a stone.

Reflection stage.

Creating a cluster.

AND verb change

Time

number

Present tense

Past tense

Future

Conclusion

So, the technology of critical thinking teaches:

1. Work independently.

2. Ask questions.

3. Listen to other people's opinions.

4. Have your own opinion and defend it.

5. Is critical of the opinions of opponents.

6. Reflect on your activities

7. Analyze and classify.

Through TRKM the following are formed:

Bibliography

1. Zagashev I.O., Zair-Bek S.I. Critical thinking: development technology. St. Petersburg: Alliance "Delta", 2003.

2. Zagashev I.O., Zair-Bek S.I., Mushtavinskaya I.V. We teach children to think critically. St. Petersburg: Alliance "Delta", 2003.

3. Zair-Bek S.I. Critical thinking. 2003 / http://altai.fio.ru/projects/group3/potok67/site/thechnology.htm

4. Zair-Bek S.I. Development of critical thinking through reading and writing: stages and methodological techniques // School Director. 2005. No. 4. P.66-72.

5. Zair-Bek S.I., Mushtavinskaya I.V. Development of critical thinking in the classroom. Benefit for the teacher. M.: Education, 2004.

Internet resources

master class “Development of critical thinking using ICT”

“Use of technology for the development of critical thinking to form the mental activity of younger schoolchildren”

Technology of critical thinking in Russian language and literature lessons.

Pedagogical project "Development of communicative competence of students at the second stage of education"

APPLICATION

Russian language lesson on the topic "Speech styles"

Lesson objectives:

1. Educational:

introduce students to the concept of “speech styles”;

update students' knowledge about the types of speech styles based on identifying the common features of each style.

2. Developmental:

develop the ability to find characteristics characteristic of each style;

consolidate the ability to determine speaking style.

3. Educational:

nurturing a culture of mental work based on such mental operations as: analysis, synthesis, grouping, generalization.

Equipment: diagram on the board - “Cluster”, multimedia projector, handouts (support diagram), presentation

Lesson plan:

Teacher's opening speech.

Repetition of learned material about speech styles.

Conclusions, generalization.

During the classes

1. Teacher's opening speech:

Hello guys! Listen to a poem about speech styles and determine what its main idea is (the teacher reads the poem):

We need to clearly understand

That the task is not easy.

To express a thought in words -

The essence of the style is this.

Dissertation, conversation,

Speech, article or novel?

Application against a neighbor

What a farce it was.

There is a system in everything in language.

There is no need for us to guess,

So that the problem does not torment you, -

You need to know speech styles!

Students: The main idea of the poem is that in our everyday life it is necessary to know what style a text belongs to. Students: Conversational, scientific, artistic, official - business, journalistic.

Teacher: Based on the material you know about speech styles, determine which speech style the text of the poem projected on the screen belongs to. When completing this task, use a reference chart (each student has a reference chart on their desk):

The sphere of use of style.

The purpose of using style.

Lexical features of style.

Characteristic features of the style.

3. Partial stylistic analysis of texts of different styles.

An image of poem No. 1 “Let’s Gossip” appears on the board:

I dream of chatting with you.

Wonderful evening today!

No, not sick, just bored!

If you want, then mope!

Should I remain silent - oh, this is torment!

There will be enough gossip until the morning!”

If I want with a friend,

Then he, without delay,

I'll call you on your mobile phone:

“Well, hello!.. I miss you here.

Come and have some tea!

Students (read the poem and answer the teacher’s question): This is a conversational style text!

Teacher: That's right. How did you determine that this is a conversational text? By what signs?

Students: Conversational style is used in everyday life: people share their thoughts and feelings with others, exchange information on everyday issues. For example, this could be a phone call, a friendly conversation, letters. In a relaxed atmosphere, we use colloquial and colloquial vocabulary (tea, chat, mobile). This style is characterized by emotionality and imagery (“Gossip will last until the morning!” - this is hyperbole).

Teacher: You correctly characterized the conversational style of speech. It is worth noting that in a conversational style of speech we can use vocabulary of different styles: artistic (“Wonderful evening today!” and the word “blues”).

Once the style is determined, fill in the empty square of the diagram that is drawn on the board. Conversational speech is presented in a conversational style. This means that all other styles will relate to literary speech.

So, pay attention to the board!

Read poem number 2, which is a collage. A similar task is to define a style and name its characteristic features and scope of use:

“I’m writing to you, what more?” (Pushkin)

“After all, I am a writer” (Blok)!

“You know, I’m languishing in captivity” (Akhmatova)

“Your world is forever my abode” (Bryusov)

"Homesickness! A long time ago..." (Tsvetaeva)

“Who among us listened without melancholy” (Tyutchev)?!

“A thought fell on my heart” (A.K. Tolstoy)

“Requiem celebration dance” (Yesenin).

“But the one about whom I sing in silence” (Nekrasov)

“The silence of hope and the silence of despair” (Mayakovsky) –

“You meant everything in my destiny” (Pasternak)

“Goodbye, my friend, goodbye” (Yesenin)

Students: This is a text of an artistic style that writers and poets use when writing their works to achieve a specific goal - influencing the reader. Each writer has his own individual style, which includes colloquial, high-level vocabulary (“languishing,” “more,” “abode,” “listened”), and neutral words. The main feature of this style is the widespread use of tropes and figures. For example, the verse “A thought fell on my heart” is a personification, and the line “Your world is forever my abode” is an expanded metaphor. This style is also characterized by emotionality.

Teacher: Guys, you correctly noted that multi-style is a characteristic feature of the artistic style. It differs from other styles of speech in the unity of its communicative and aesthetic functions.

Let's turn to poem No. 3. Try to determine what style of speech is referred to in the given text:

The style is logical, objective,

It contains the direct meaning of the words.

We use it effectively

In the description of the phenomenon.

There is no imagery in the style,

Paths are not about participation.

There is more than one object in the center,

A general concept.

Can we always find out

The style is dry, a little boring.

"Term!" - all you have to do is say -

Before us is the style -..

Pupils: Scientific! Logicality, objectivity, the use of words in their literal meaning, lack of imagery (tropes and figures), and unemotional text are characteristic features of the scientific style. Terms are used to describe a general concept or phenomenon.

Teacher: Guys, in what area is this style used?

Students: In textbooks, dictionaries, scientific papers and reports.

Teacher: In addition to terminological vocabulary, the scientific style is served by professionalism.

Which words in text No. 5 are professionalisms?

Bacteria are relatively simple microscopic single-celled organisms.

Depending on the shape of the cell, bacteria are distinguished into spherical cocci, rod-shaped bacilli, comma-shaped vibrios, and spiral spirilla. Very often, bacteria form clusters in the form of long curved chains, groups and films. Some bacteria have one or more flagella. Among bacteria there are mobile and immobile forms. Motile ones move due to wave-like contractions or with the help of flagella.

Most bacteria are colorless. Only a few are purple or green.

Students: Professional terms in this are words such as bacteria, cocci, bacilli, vibrios, spirilla, flagellum.

Teacher: You correctly identified professional words in the text.

Guys, let's turn to the newspaper article (text No. 6). Think about what task the author of the article sets?

Gentlemen judges, gentlemen jurors!

You have to pronounce a sentence.

In the case that was brought to trial, who is yours? - Common people!

Calling the defendant categorically “thief!”

However! The defendant, let us assume that he is guilty

And deserves (we assume) punishment.

However! We admit that it’s a bit weak

A set of evidence and testimony!

The task of the judiciary is very clear to us:

A fair trial for the benefit of the people!

He who transgresses the law is fully responsible!

Let the villain be punished!

However! Before us is another defendant,

Before us is a man with a claim

A person incapable of stealing and then escaping.

Intense attention to the judicial investigation,

Inquisitive eye, mind, conscience, skill

They will help us deal with this disaster with dignity,

This misunderstanding should be assessed fairly!

Teacher: You correctly noted that the goal of the journalistic style is to influence the reader.

What style features can you illustrate using the example of this article?

Students: Logicality, imagery, emotionality, evaluativeness, appeal.

Teacher: That's right, guys, this style is also used in formal settings, at rallies and meetings. The journalistic style is characterized by socio-political vocabulary.

What style of texts are used to create documents in business communication?

Students: For business communication, an official business style of speech is used.

Guys, here is text number 7:

The document comes into legal force.

The loan was issued in accordance with the established procedure.

The bank provides a guarantee.

The verdict cannot be appealed.

Teacher: The text is a list of stable, standardized figures of speech that are used in such areas as: legislative (“The document enters into legal force”), office work (“The Bank provides a guarantee”), administrative law (“The verdict cannot be appealed” ).

Guys, name the main features of the official business style.

Students: Brevity, accuracy, stereotypedness, monotony and dryness of presentation.

4. Conclusions, generalization.

Teacher: Well done, guys! So, the “Speech Styles” cluster is filled!

I think that each of you now clearly understands how important it is to know speech styles and be able to identify them by their characteristic features.

Throughout the lesson, you talked about speech styles, taking into account two blocks of features that underlie the characteristics of functional styles: extralinguistic features (extralinguistic) and linguistic features themselves.

Try to name which of the considered features can be classified as extralinguistic.

Students: Speech task, setting, addressee.

Teacher: You probably remembered that the extra-linguistic features you listed make up the concept of “speech situation.” It can be depicted schematically:

What signs, in your opinion, make up the list of actual linguistic signs? Students: Vocabulary, syntax, morphology.

Teacher: Well done, guys. During the lesson, we repeated previously studied material about speech styles and learned to identify the characteristic features of styles based on texts. You can apply the knowledge gained in different areas of your life, using the skills and abilities acquired in the lesson.

Slide 1

Work on the teaching materials of V.V. Babaytseva Russian language Materials were prepared by the teacher of Russian language and literature MBOU “Pervomaiskaya sosh”, Pervomaisky settlement, Tambov region, L.N. Khalyapina.

Slide 2

UMK Educational complex “Russian language. Theory", "Russian language. Practice", "Russian language. Russian speech" (V.V. Babaytseva, L.D. Chesnokova, A.Yu. Kupalova, E.I. Nikitina, etc.) is a single textbook in 3 parts and together serves to solve the main problems of teaching the Russian language at school - formation of linguistic, linguistic, communicative, cultural competencies of students.

Slide 3

Textbook “Russian language. Theory" Provides information about the language intended for study in grades 5-9. The linear principle of material supply is implemented. To ensure a conscious perception of the structure of the language system and the formation of practical skills, it seems to be a more solid basis than fragmented information from different sections of the science of language.

Slide 4

Textbook “Russian language. Theory" This type of textbook performs both educational and reference functions. It promotes the formation of students’ cognitive independence, the ability to work with educational literature, and use different types of reading. This textbook can be consulted throughout all years of study, not only when reviewing new material, but also when reviewing it, when preparing for tests and exams.

Slide 5

Methodological apparatus of the textbook “Russian language. Theory" provides for differentiation of the material: various graphic means highlight the definitions of concepts that are subject not only to comprehension, but also to memorization; formulations of rules that students must know firmly; terms and key words, phrases, phrases for this topic; rules to remember.

Slide 6

Slide 7

Working with the textbook “Russian language. Theory” in the lesson the teacher’s message on the materials presented in the textbook; independent reading by students of a textbook article; familiarization with the contents of the article before starting practical work, or during tasks and exercises, or at the end of practical classes; full familiarization with the textbook article, partial or selective; drawing up an outline of the article, finding its parts in accordance with the points of the plan, retelling the plan or its individual points; work on constructing definitions and rules, training in their meaningful reproduction; analysis of the examples given in the textbook and selection of your own examples for one or another provision of the article; comparison (based on previously prepared questions) of the content of two or more paragraphs, or definitions, or rules, etc. It is important that the practical goals of studying the subject, including theoretical information about language, are not lost sight of.

Slide 8

Information about linguist scientists Attention to prominent domestic scientists, whose work and talent created the science of the national heritage of the people - the Russian language (the textbook provides brief information about linguist scientists, their portraits are given).

Slide 9

"Russian language. Practice" "Russian language. Practice" (for each class) implements an activity-based approach to learning, providing motivation for schoolchildren's educational activities, their acquisition of knowledge about the language, ways of operating it, the formation and improvement of skills to correctly and expediently use the resources of their native language in oral and written form.

Slide 10

"Russian language. Practice" The nature of students' educational activities is determined primarily by tasks that involve working on concepts and rules, on ways of operating them, on the ability to recognize, analyze, characterize certain language phenomena, see the features of their use in speech, independently select, construct language material in accordance with the topic being studied, correctly - observing the norms of the literary language - and expediently, appropriately - taking into account the circumstances of speech - to use various linguistic means in one’s own speech practice.

Slide 11

"Russian language. Practice" Practical work on spelling skills is based on such general concepts as spelling and punctogram, their identifying features, conditions for the appearance of a spelling in a word and a punctogram in a sentence; types of spellings, the basic principle of Russian spelling; functions of punctuation marks, syntactic basis of punctuation rules.

Slide 12

"Russian language. Practice" In "Practice" various graphic teaching aids are used (conventional lowercase, superscript and subscript characters to indicate the spelling, its identifying feature(s) and the conditions for choosing spelling, norms of pronunciation and spelling of words, morphemic division of a word, intonation of a sentence, connections of words in phrases and sentences, etc.; conditional-graphic reflection of the approximate basis of the rules; tables that allow you to take into account, compare, systematically reflect certain signs of the phenomenon being studied, etc.)

Slide 13

Slide 14

“Russian Speech” 3 component of the educational complex ensures the formation of students’ communicative competence. Tasks and exercises are based on speech science concepts and rules of speech behavior, which contributes to the conscious improvement of students’ oral and written speech and the improvement of the culture of verbal communication.“Russian Speech” Students receive theoretical information on the basis of which they can build meaningful work on communication skills in different speech situations. Speech is the activity of a person who uses language for the purposes of communication, expressing emotions, forming thoughts, understanding the world around him, planning his actions, etc. Speech is the implementation of language, which reveals itself only in speech. (M. R. Lvov. Dictionary-reference book for teaching methods of the Russian language)

Slide 17

Teaching materials on the Russian language, edited by V.V. Babaytseva All components of the educational complex are closely interconnected and together serve to solve the problems of teaching the Russian language at school. The educational complex is equipped with “Methodological recommendations for the educational complex in the Russian language”, “Lesson planning”, manuals “Lessons in speech development”, “Didactic materials in the Russian language” for each class, “Notebook for independent work of students in the Russian language” (issue of the series started in 2004).

Slide 18

Information sources http://www.gramma.ru/EXM/?id=4.30. Russian language program for the educational complex for grades 5-9 /Authors of the program V.V. Babaytseva, A.P. Eremeeva and others // Software and methodological materials. Russian language. 5-9 grades. / Compiled by L.M. Rybchenkova. – M.: Bustard, 2010.

“Russian Speech” The theoretical basis is a system of speech science concepts. Tasks and exercises cover all types of speech activity: speech perception (listening and reading), speech reproduction (oral retelling and writing), speech production (speaking and creating written texts).

“Russian Speech” Students receive theoretical information on the basis of which they can build meaningful work on communication skills in different speech situations. Speech is the activity of a person who uses language for the purposes of communication, expressing emotions, forming thoughts, understanding the world around him, planning his actions, etc. Speech is the implementation of language, which reveals itself only in speech. (M. R. Lvov. Dictionary-reference book for teaching methods of the Russian language)

Information sources Russian language program for the educational complex for grades 5-9 /Authors of the program V.V. Babaytseva, A.P. Eremeeva and others // Software and methodological materials. Russian language. 5-9 grades. / Compiled by L.M. Rybchenkova. – M.: Bustard, 2010.