Optional in the Russian language. Optional lesson in the Russian language Educational component of optional classes in the Russian language
38. Optional classes in the Russian language.
In optional classes, children learn the material in the process of repeating what they have learned earlier.
The value of extracurricular activities. As shown in the chapter on the content of education, the curricula of general education schools include optional classes in subjects that are studied at the choice of the students themselves. Optional classes as a form of education were introduced in the late 1960s and early 1970s, when one of the regular reorganizations of the content of school education was carried out. They got their name from the Latin word facultatis, which means possible, optional, available to choose from.
Consequently, optional classes are held on a voluntary basis and at the choice of the students themselves in parallel with the study of compulsory subjects.
With the help of extracurricular activities, the school is called upon to solve the following tasks: a) satisfy requests for a deeper study of individual subjects that interest students, b) develop educational and cognitive interests, creative abilities and talents of students. This is their important pedagogical value.
Content and organization of extracurricular activities. As already noted, optional classes are held in parallel with the study of compulsory subjects in order to deepen and enrich the knowledge of students and develop their creative abilities and talents. This affects their content. It may include a deeper study of individual topics or sections of the curriculum in any subject, as well as contain new topics and problems that go beyond the scope of the program. To do this, to help the teacher, special programs are compiled and textbooks in optional subjects are created.
As for the organization of extracurricular activities, they can be held in the form of regular lessons, excursions, seminars, discussions, etc. Unfortunately, in schools they are often used not to deepen the knowledge and develop the abilities of students, but to overcome their lag in mastering the program material, which naturally distorts their meaning and didactic purpose.
Forms of extracurricular educational work???
a) The concept of the forms of extracurricular work. Classrooms, as already noted, are usually held with a constant composition of students, according to a predetermined schedule and are mandatory. But, along with compulsory training sessions, outside the school day in schools and other educational institutions, various forms of educational work are used, which are voluntary for students and are designed to satisfy their various cognitive and creative needs. These forms of voluntary training are called extracurricular or extracurricular. The concept of extra-curricular activities indicates that the full composition of the class is not required to conduct these classes, that students of different classes can participate in them at their own request, that they are held outside the schedule of compulsory training sessions. In this sense, the forms of extracurricular educational work include: subject circles, scientific societies, olympiads, competitions, etc.
b) Subject circles and scientific societies. If the school work is well organized, then students appear in the classes in each subject, striving to expand and enrich their knowledge, to technical creativity, to conduct experimental work in biology, etc. This necessitates the organization of the work of subject circles and scientific societies of schoolchildren. Circles are created on a voluntary basis separately from students in parallel classes or, if there are no parallel classes, from students U-U1, VII-VIII, etc. classes. The work of the circles is managed by subject teachers.
The content of the study circles includes: a more in-depth study of individual issues of the curriculum that arouse the interest of students; acquaintance with the life and creative activity of outstanding scientists, writers and other figures of science and culture, with the latest achievements of science and technology; holding evenings dedicated to individual scientists or scientific discoveries; organization of technical modeling and experimental work in biology, organization of meetings with researchers, etc.
Recently, the creation of scientific societies of schoolchildren has become widespread, which unite and coordinate the work of circles, hold mass events dedicated to science and technology, organize competitions and olympiads in various fields of knowledge. Unfortunately, in many schools a long tradition has been lost, when each teacher considered it an honor and duty to conduct circle and other extracurricular work in his subject. Many teachers don't do this anymore.
c) Olympiads, competitions, exhibitions of student technical creativity. To stimulate the educational and cognitive activity of students and develop their creative competitiveness in the study of mathematics, physics, chemistry, the Russian language and literature, a foreign language, as well as in technical modeling, olympiads, competitions are held in schools, districts, regions and republics, exhibitions of children's technical creativity. These forms of extracurricular activities are planned in advance, the best students are selected to participate in them, which gives a great impetus to the development of their abilities and inclinations in various fields of knowledge. At the same time, they make it possible to judge the creative nature of teachers' work, their ability to search for and develop talents.
Elective work program
in Russian for grade 5
"Spelling Secrets"
Compiled by: Vorobieva N.L., teacher of Russian language and literature
Explanatory note
The work program of the optional course is based on the Federal Component of the Second Generation State Educational Standard (FGOS - 2).
The optional course "Secrets of Spelling" is designed for 34 hours and is intended for students in grade 5. The work program of the optional course is drawn up in accordance with the provisions of the Federal State Educational Standard for Basic General Education of the Second Generation, based on the exemplary Program for Basic General Education in the Russian language.
Course objective: formation of spelling literacy of students and spelling vigilance.
Tasks:
Repeat with students the main theoretical material of the Russian language course for grade 4, systematize and generalize the knowledge gained;
To interest students in the subject, to motivate them for independent additional classes in the Russian language;
Improve spelling, punctuation, linguistic and communication skills of students.
The optional classes "Secrets of Spelling" will allow students not only to fill in the missing or forgotten material, but also to expand and systematize the theoretical information they have received. Students will have the opportunity to consolidate practical skills, fill gaps in knowledge. The elective is aimed at preparing students for the successful writing of tests. In the optional course, it is supposed to pay great attention to the development of spelling vigilance of students, the formation of spelling literacy, the development of skills and abilities to independently perform tasks of various levels of complexity.
Forms of work: with Combination of individual and group forms of work.
The main methods and techniques of work:
Teacher's explanation;
Creation of a problem situation;
Analysis of texts of various styles and types;
Work with tests;
Various types of grammatical analysis;
Working with tables, diagrams, algorithms;
Creation of clusters, algorithms;
Drawing up mental maps.
At the end of the course, students should know:
Basic spelling rules for the course of grades 4 and 5;
Linguistic terms;
Work with text, spelling analyzing it;
Work with different dictionaries.
Educational and methodological support
1. Arsiry A.T., Dmitrieva G.D. Materials on entertaining grammar.
2. Broide M. Russian language in exercises and games. Unconventional approach. Moscow: Airispress, 2001.
3. Volina V. Entertaining alphabet studies. Fun grammar. Away from the word. Yekaterinburg: ARGO Publishing House LLP, 1996.
4. Grannik G.G., Bondarenko S.M. Spelling Secrets. Moscow: Education, 1991.
5. Gubernskaya T.V. Russian language. Grade 5: test tasks for basic textbooks: workbook. Moscow: Eksmo, 2009.
6. Knigina M.P. Russian language. Grade 5 Tests: in 2 parts - Saratov: Lyceum, 2008.
7. Lozinskaya T.P. Russian language… It's interesting! Bryansk. 2000.
Educational and thematic plan
Calendar-thematic planning
| Lesson topic | Number of hours | Planned results (in accordance with GEF) | holding | holding |
| Section 1. The road to writing (2 hours) |
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| Why are we able to speak? Language and speech | subject Metasubject Results Communicative:
Regulatory: Cognitive: Personal Outcomes: Formation of sustainable motivation for independent and collective analytical activities; awareness of the role of language and speech in people's lives | Analysis and review of texts | ||
| Road to writing. ancient writings | ||||
| Section 2. Mysterious alphabet (3 hours) |
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| How did our writing originate? | subject Learn to differentiate the concepts of LANGUAGE AND SPEECH, determine the communicative function of language Metasubject Results Communicative: listen and hear each other; express their thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication Regulatory: self-determine learning goals Cognitive: explain linguistic phenomena, processes, connections and relationships Personal Outcomes the formation of knowledge about their ethnicity, about the peoples and ethnic groups of Russia, the development of national values, traditions, culture | Combination of individual and group forms of work Practical exercises with elements of games | ||
| Glagolitic and Cyrillic. Modern Russian alphabet | ||||
| My name is phoneme Do all phonemes have letters? | subject Metasubject Results Communicative:
Regulatory:
cognitive: Personal | Combination of individual and group forms of work Practical exercises with elements of games Analysis and review of texts | ||
| Section 3. Journey for the "main" rule (4 hours) |
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| "Wrong" places Secrets of the phoneme | subject Learn to distinguish between vowels and Metasubject Results Communicative:
Regulatory:
cognitive: Personal Formation of cognitive interest in the subject of research | Combination of individual and group forms of work Practical exercises with elements of games Analysis and review of texts | ||
| Dangerous consonants | ||||
| Vowels on stage. We go to the "main" rule | ||||
| How do you hear sounds and pronounce words | ||||
| Section 4. "Phonemic" and "non-phonemic" rules (6 hours) |
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| "Phonemes command letters" | subject Learn to distinguish between vowels and Metasubject Results Communicative: Regulatory:
cognitive: explain linguistic phenomena, processes, connections and relationships, Personal Formation of cognitive interest in the subject of research | Combination of individual and group forms of work Practical exercises with elements of games Analysis and review of texts Proverbs and sayings Observation of linguistic phenomena | ||
| "Cunning" soft sign | ||||
| your old friends | ||||
| Rule on unpronounceable consonants - "phonemic" | ||||
| "Non-phonemic" rule | ||||
| Section 5: How to Tame the Rule (4 hrs) |
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| Magic tool - "self-instruction" | subject Learn to select the right rule when writing words, based on the part of speech and using the elimination method Metasubject Results Communicative: use adequate linguistic means to display in the form of speech statements when performing a task Regulatory: design a route to overcome learning difficulties through inclusion in new activities and forms of cooperation. cognitive Personal | Combination of individual and group forms of work Activities with elements of games Independent work (individual and group) on working with a variety of dictionaries Use of didactic and handout materials | ||
| Instructions for "phonemic" and "non-phonemic" rules | ||||
| Section 6. Prefixes-workers (7 hours) |
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| Let's talk about all the prefixes at once | subject Learn to distinguish prefixes in a word, form new words with the help of prefixes. Learn to determine the spelling in the prefix of a word, apply the rules for writing vowels and consonants in prefixes. Metasubject Results Communicative: Regulatory: design a route to overcome learning difficulties through inclusion in new activities and forms of cooperation. cognitive: Personal Formation of analysis skills, | Combination of individual and group forms of work Practical exercises with elements of games Analysis and review of texts Use of didactic and handout materials, proverbs and sayings Observation of linguistic phenomena | ||
| Prefixes that are always spelled the same (first group) | ||||
| Rule breakers (second group) | ||||
| The most difficult! (third group) | ||||
| Mysterious prefix at-? | ||||
| Insidious prefix pre-? | ||||
| Section 7 (7 hours) |
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| The words "relatives" | subject Metasubject Results Communicative: determine the goals and functions of the participants, ways of interaction. Regulatory: design a route to overcome learning difficulties through inclusion in new activities and forms of cooperation. cognitive: Personal Formation of analysis skills, | Combination of individual and group forms of work Practical exercises with elements of games Analysis and review of texts Use of didactic and handout materials, proverbs and sayings Observation of linguistic phenomena | ||
| Do the roots have a commander? | ||||
| Root and "master" rule | ||||
| "Transplanted" roots | ||||
| Summing up the year | subject Learn to apply the rules; Metasubject Results Communicative: organize and plan learning collaborations with the teacher and peers Regulatory: design a route to overcome learning difficulties through inclusion in new activities and forms of cooperation cognitive: The theoretical content of the main sections of the Russian language course for the 5th grade course, as well as practically apply the acquired knowledge; Basic spelling rules for the 5th grade course; Linguistic terms; Independently be able to compile summarizing tables and algorithms for these types of rules; Work with text, spelling analyzing it Personal Formation of sustainable motivation for self-improvement | Combination of individual and group forms of work Analysis and review of texts Independent work (individual and group) on working with a variety of dictionaries Use of didactic and handout materials Observation of linguistic phenomena Control (test) tasks | ||
Zhigan Marina Nikolaevna
Subject: "Preparation for writing an essay-reasoning"
Target: to acquaint children with the text of a journalistic style, to work out the elements of writing an essay-reasoning according to the criteria for an exam in the Russian language in the USE format.
Tasks lesson:
Educational:
learn to understand the text by analyzing the content and composition;
draw attention to the problem and the author's position in the text;
prepare for writing your own essay-reasoning on the problem raised by the author in the text.
Developing:
develop the skill of writing an essay-reasoning;
the ability to express their own position on the proposed topic;
to develop in students an intellectual, informational, communicative culture;
Educational:
to cultivate independence, accuracy and attentiveness in work;
to educate the moral qualities of the younger generation, the need for high aspirations: for goodness, truth, beauty;
create an atmosphere of psychological comfort, maintaining the health of children.
Type of lesson: speech development lesson.
Planned results:
Personal Outcomes: improvement of the spiritual and moral qualities of the individual;
Regulatory results: determination of the purpose of educational activity, drawing up a reasoning plan, determining the correctness of the completed task;
Cognitive results:development of educational and cognitive interest in the material,development of interestto reading, extracting information presented in the form of a text of a journalistic work, presentation, video materials, posing a problem and solving it;
Communication results: the ability to communicate, dialogue, participation in a collective discussion, listening and understanding others, arguing one's opinion.
Presentation
Lesson progress:
Org. moment.
We are given a choice: good or evil,
Bright day or dusk of night
Permeating cold or heat,
Lies or still shreds of truth.
The word of the teacher: our lesson will be called “WE HAVE A CHOICE GIVEN ...” So now you have to choose a lot: how (well or not) to prepare for exams and what subjects to take, what profession to choose, etc.
And I suggest you answer the question of how you prepare for the Unified State Examination in the Russian language.
1. I hope for a tutor.
2. At school at lessons, consultations.
3. Independently, because they don’t give anything at school.
4. Hope for good luck. (Children, choosing, raise their hands)
It's good that you prepare at school, at home, but it's better to combine all types of preparation to get the desired result. And I, in turn, wish you the very luck that will not hurt anyone.
Knowledge update. Step 2 is about choice, like everything else in life. So, choose one of the sections of the standard exam tasks that you would like to work on. Does anyone need to repeat the structure of the examination paper in the Russian language. Let's do it.
Tasks 1-3
Microtext assignments
Tasks 4-7
norms of the Russian language (orthoepic, lexical, grammatical, syntactic)
Tasks 8-14
spelling rules
Tasks 15-19
punctuation rules
Tasks 20-24
macro text assignments
Task 25
essay essay writing
So, each of the 5 groups you need to choose a section of the exam, from which you complete 1 task.
1GROUP
Read the text and do task 1.
(1) Due to the fact that in the past women were mainly engaged in housework, and men got their daily bread for themselves, their wives and children, the vast majority of professions were male: warrior, plowman, builder, potter, carpenter, blacksmith. (2) And there is nothing surprising in the fact that the names of almost all professions in the language are also masculine: worker, engineer, scientist, poet, writer, composer, politician, artist, etc. (3)<...>, female variants of the names of these professions do not exist precisely because customs did not allow women to engage in male affairs.
1. Indicate two sentences that correctly convey the MAIN information contained in the text. Write down the numbers of these sentences.
1) The names of almost all professions in the language were and remain masculine: worker, engineer, scientist, poet, writer, composer, artist ...
2) Due to the fact that in the past men got their daily bread for the family, the vast majority of professions were male.
3) There are no equivalents for women in the language of the names of many male professions, because historically these professions were exclusively male.
4) Ancient customs did not allow women to engage in men's affairs.
5) For professions that were historically exclusively male, there are no equivalents in the language for the names of such professions for women.
2GROUP
Tasks 4-7. Modified. Put stress on the underlined words.
Young mompampersdaughter. She ties her hugebowsputs on a dress fromlace. with bowsin braids, the baby is so smart. Evenenviably!Here comes frommanger. Little kids can bepamper.
3 GROUP
Tasks 8-14. Determine the word in which the unstressed alternating vowel of the root is missing. Write out this word by inserting the missing letter.
Motherhood
r ... sti
Irresponsible...removable
n ... tarius
S…tuation
Find a row in which the same letter is missing in both words.
Be ... oven, be ... moral
Sem ... I, from ... yat
Take ... play, take ... say
Pr ... datstvo, pr ... see (an orphan)
N ... century, p ... advise
4 GROUP
Tasks 15-19.
Place punctuation marks, indicate all the numbers in the place of which commas should be in the sentence.
Children must be brought up (1) so that (2) when you grow old (3) they respect and love you.
5 GROUP
Tasks 20-24
“Using such a technique as (A) ______ (“For, according to the words of the great sage Seraphim of Sarov, “man is joy to man”), and such a trope as (B) ______ (“black rays of his hatred”), the author of the text involves reader to the discussion of the problems posed. (B) ______ ("he should feel joy from the fact that I live in this world"). And also the syntactic means (D) - (project 3.21)
(“3) And even then, apparently, we feel the rays sent by him.
21) Maybe I accidentally touched some unhealed wound of her heart")
1) metaphor
2) rows of homogeneous members
3) opposition
4) epithets
5) phraseological unit
6) introductory words
7) expressive repetition
8) exclamatory sentences
9) Quote Answer: 9156
And everyone chooses.
Who are holidays, and who are despondency,
who aims for hell, who for heaven,
Who believes in strength, who in impotence.
And yet, the main work on the exam is writing an essay-reasoning, it is to him that we will devote the rest of the lesson.
We write down the topic - "Writing an essay-reasoning."
What is the purpose?
We already know by what criteria your work will be judged. To get the maximum score (42 out of 100) will help a thoughtful reading of the text and work according to the plan.
Remind the points of the essay-reasoning plan.
1. Introduction.
2. Formulating the main problem of the read text.
3. Comment on the problem.
5. Statement of one's own position.
6. Argumentation in defense of one's own position.
7. Conclusion.
Show a video with a song from the film "Long Roads in the Dunes" (2 min)
Reading the text from A. Likhanov's book "Children without parents"
(1) Such a spectacular mother comes from the maternity hospital with her child - in fashionable stiletto heels, all elegant, brings the baby to comply with the last formalities, sign the refusal, go to the notary.
(2) Mom went to the notary, put an end to the fate of her own child, began to say goodbye, - not to him, but to the employees, - Vera Nadezhdovna told her:
(3) - Breastfeed your own child for the last time!
(4) She was not a bit embarrassed, she exclaimed:
(5) - What are you! (6) I didn’t feed him in the hospital.
(7) She nodded, closed the door behind her, and disappeared forever.
Albert Anatolyevich Likhanov (1935) 80 years old, Soviet, then Russian writer. Chairman of the Russian Children's Fund
There is, guys, something to think about, to express your point of view.
Work on the text in groups.
Please note that we will omit such a traditional part of any composition as an introduction. The work of the 2nd part of the exam allows you to start the essay right away with the formulation of the problem. But it will be great if you follow the general principles and start your work with an introduction.
1 group - formulate the main problem of the text, you can write an introduction
2 group - write a comment on the problem
3 group - to determine the author's position there is no direct assessment
Through evaluative vocabulary (mommy-lady)
Phraseologism - all of myself
Through dialogue
Proper name (Vera Nadezhdovna)
4 group - state your own position (there should not be abandoned children in the state)
5 group - argue with the help of a literary work.
On the desk list of possible works by I.S. Turgenev "Biryuk"
M. Sholokhov "The fate of man"
M.M. Prishvin "Pantry of the sun"
A.P. Platonov "Yushka"
V. Zakrutkin "Mother of Man"
V. Bogomolov "Ivan"
A. Pristavkin “A golden cloud spent the night”recommend
I. Dubov "Orphan"
VII .Performance of groups. Reading your parts of the essay.
Final word : It is natural that every child should have a father and a mother. And, having decided on such a responsible step, there should be no choice, only one way - to be a good mother and a good father. Everything else is a crime, a violation of all human laws. A mother should never disappear, especially forever.
We are given a choice , question in another
How can we not make mistakes?
what to choose: heart or mind,
Or no choice at all...
Possible home task: write an essay .
Municipal budgetary educational institution
Chertkovskaya secondary school No. 2
APPROVE
Director of MBOU Chertkovskaya secondary school No. 2
S.N. Garmashev
Order dated 31.08. 2017 No. 143
WORKING PROGRAMM
extracurricular activities
General intellectual direction
Some questions of grammar and speech development.
Preparing students for the OGE (optional)
Basic general education _ Grade 9
Teacher: Styupan N. T.
Chertkovo
1 . Explanatory note
This work program has been
based:
Article 12
Article 28
in accordance with the requirements:
the federal component of the state educational standard of primary general, basic general, secondary (complete) general education (Order of the Ministry of Education and Science of the Russian Federation dated 05.03.2004 No. 1089);
Sample program basic general / secondary (full) general education in the Russian language (Letter of the Ministry of Education and Science of the Russian Federation dated 07.07.2005 No. 03-1263);
Federal list of textbooks recommended (approved) for use in the educational process in educational institutions implementing general education programs (Order of the Ministry of Education and Science of Russia dated March 31, 2014 No. 253, as amended and supplemented);
educational and methodological complex: Russian language Grade 9: a textbook for general education. organizations. / M. M. Razumovskaya, S. I. Lvova, V. I. Kapinos and others - M .: Bustard, 2016, multimedia application, book for teachers;
in accordance with:
clause 4.4 of the Charter of the school (Resolution of the Administration of the Chertkovsky district of the Rostov region dated September 15, 2015 No. 725)
the main educational program of the MBOU Chertkovskaya secondary school No. 2 (Order dated August 31, 2017 No. 143);
Regulations on the work program for the subject (course) of the teacher MBOU Chertkovskaya secondary school No. 2 (Order dated August 31, 2017 No. 142)
calendar study schedule (Order dated August 31, 2017 No. 141);
the curriculum of the educational institution (Order dated August 31, 2017 No. 140);
The study of the Russian language as an elective is aimed at achieving the following goals:
-promotion spelling and punctuation literacy of students, development connected speech, security preparation of 9th grade students for the final certification in the Russian language in a new form.
The main goal of this course is to prepare students for a new form of passing the exam (OGE) and overcoming difficulties in learning the Russian language
Elective program in Russian for grade 9 “Some questions of grammar and speech development. Preparation for the OGE in the Russian language "was developed on the basis of a special course by S.I. Lvova "Russian spelling: spelling and punctuation".
Course objectives:
Generalize and systematize the spelling and punctuation rules of the Russian language, improve students' literacy;
To promote the development of students' creative abilities, communication skills;
To develop the skills that ensure the successful completion of the final certification.
Systematization of ZUN, checked during the exam on the new technology;
Improving the ability to present the educational text;
Improving the ability to create your own statement (essay) on a given topic.
The main principles on which the course is based are scientific, systematic, accessible. This will allow students to better prepare for the exams.
Information material is combined with such forms of work that will allow students to improve the level of ZUN necessary for passing exams successfully.
The classes use:
Teacher lectures with various types of assignments;
Drawing up general tables and diagrams;
Independent work of students (observations on language material, their analysis, conclusions);
Self-selection of material;
Group work;
Conducting business games and workshops;
Working with CIM packages;
Writing essays and essays .
During the course, students should:
master a set of skills that determine the level of language and linguistic competence of 9th graders;
learn how to correctly write a concise presentation, using appropriate text compression techniques;
own the forms of information processing of the source text;
work with test tasks: independently (without the help of a teacher) understand the wording of the task and delve into its meaning;
strictly follow the instructions accompanying the task;
independently limit the time frame for completing tasks;
be able to work with forms of examination paper;
concentrate and work effectively during the exam.
Each lesson provides for a theoretical part (repetition of the rules, studying difficult cases of spelling, determining the stages of creating a text) and a practical part (performing various exercises that help form language, linguistic and communicative competence; consolidate knowledge of spelling and punctuation rules, acquire stable skills).
The most important direction in education is the systematization and generalization of knowledge in the field of spelling. To do this, it is necessary to apply the most effective methods that help to realize the specified direction. First of all, this is work with generalizing schemes and tables on spelling and punctuation, work with various linguistic dictionaries and spelling analysis of word-formation models, which develops the ability to see difficulties. The problem of the culture of oral and written speech is also touched upon: the correctness and appropriateness of the choice of language means, the correctness of speech (pronunciation norms, language norms and language errors).
The first part of the work of the OGE in the 9th grade is writing a concise summary of the text of a journalistic or scientific style (more precisely, a popular science sub-style). A condensed presentation is a form of information processing of the source text, which allows you to check the complex of necessary life skills, the most important of which are the following:
the ability to accurately determine the range of objects and phenomena of reality reflected in the text;
the ability to isolate the main thing in information;
the ability to shorten text in different ways;
the ability to correctly, accurately and concisely state the content of the text;
the ability to find and appropriately use linguistic means of generalized transmission of content.
To do well with this type of work, students must first learn to understand that any text contains main and secondary information. The main information is the content, without which the author's intention will be unclear or distorted. Therefore, it is necessary to teach to perceive the text by ear so that the student accurately understands its general theme, problem, idea, sees the author's position. The student should also train in identifying micro-themes that are part of the general theme of the text he has listened to.
The second part of the examination work includes tasks with a choice of answers.
and an independent answer (Part 2 No. 2 - No. 14). At the same time, the letter designations are not associated with the level of complexity of the task itself (all tasks of the second part do not go beyond the basic level), but with the technology for its implementation.
The tasks of group A check the depth and accuracy of the examinee's understanding of the content of the source text, reveal the level of comprehension by schoolchildren of its cultural and value categories, check the set of skills that determine the level of linguistic and linguistic competence of 9th graders. All tasks have a practical orientation, since the linguistic phenomena they test constitute the necessary linguistic base for mastering spelling and speech norms.
The third part of the GIA work contains three alternative creative tasks (15.1-15.3), from which the student must choose only one. All tasks test the communicative competence of schoolchildren, the ability to build their own statement in accordance with the type of speech reasoning. At the same time, it is no accident that special attention is paid to the ability to argue the provisions of creative work using the read text. It is this general educational skill that students need in their further educational, and often in their professional activities. The ability to defend one's positions, to treat oneself and one's interlocutor with respect, to conduct a conversation in a demonstrative manner serves as an indicator of culture, rational consciousness in general. Genuine rationality, including the ability to argue, to prove one's position, does not at all contradict the level of development of the emotional sphere, aesthetic consciousness. In this unity lies such a personal principle as responsibility for one's views and positions. The program is designed for 34 hours.
2. Thematic planning
| Section names | Number of hours |
| Introductory lesson. Goals and objectives of the elective. Familiarization with the content and instructions for completing the OGE in a new form | |
| Acquaintance with samples of KIMs intended for conducting a written exam in grade 9 | |
| Concise presentation. Basic text compression techniques | |
| Essay on a linguistic theme. Structure, abstract formulation, arguments and conclusions | |
| Essay-reasoning on the text. Structure, abstract formulation, arguments and conclusions | |
| Work with test tasks (part 2) GIA | |
| Total: | hours |
Section 1 . Introductory lesson.
Introductory lesson. Goals and objectives of the elective. Familiarization with the content and instructions for performing the OGE in a new form.
Section 2 .
Section 3 . Concise presentation. Basic text compression techniques.
Algorithm for writing a presentation. Techniques of work aimed at the primary perception of the text. Text parsing. Planning. Isolation of microthemes. Paragraph division. Preparation of working materials for presentation. Features of a concise presentation. Preparing to write a summary. Teaching text compression techniques. Development of text compression techniques: exclusion, generalization, simplification.
Section 4 . Essay on a linguistic theme.
Job evaluation criteria. The structure of an essay on a linguistic topic. Learning to formulate a thesis. Learn to reason and draw conclusions.
Section 5 . Essay-reasoning on the text.
Criteria for evaluating an essay-reasoning. Learning to formulate a thesis. We learn to argue and write the conclusion of the reasoning.
Section 6. An essay is a discussion on a moral and ethical topic.
Section 7 . Working with test items Part 2 (2-14).
Understanding the text. Text integrity. Synonyms. Antonyms. Homonyms. Lexical analysis of the word. Repetition on the topic "Morphology". Expressive and visual means of language.
Root spelling. Spelling prefixes. Spelling of suffixes. Phrase. The grammatical basis of the sentence. Punctuation marks in a simple compound sentence. Punctuation marks in compound sentences. Punctuation marks in complex and complex non-union sentences. Complex sentences with different types of connection. Syntactic analysis of a complex sentence.
Section 8 Final lesson.
Calendar-thematic planning
| Topic of the lesson | Number of hours |
|
| Introductory lesson. Goals and objectives of the elective. Familiarization with the content and instructions for the implementation of the "Examination work for the state final certification of graduates of the 9th grade of educational institutions in a new form in the Russian language." | ||
| Acquaintance with samples of KIMs intended for a written exam in grade 9. | ||
| Acquaintance with samples of KIMs intended for a written exam in grade 9. | ||
| The concept of presentation. Algorithm for writing a presentation. | ||
| Techniques of work aimed at the primary perception of the text. Text parsing. Drafting a text plan. | ||
| Isolation of micro-themes in the text. Paragraph division. Preparation of working materials for presentation. | ||
| Concise presentation. Features of a concise presentation. Preparing to write a summary. | ||
| Basic text compression techniques | ||
| Teaching text compression techniques. | ||
| Independent work. Writing a summary | ||
| Work on presentation errors. Text editing. Comparison with a sample. Verification and evaluation of the condensed presentation. Memo for the analysis of the presentation. Classification of speech and grammatical errors | ||
| Completion of test tasks No. 2 - 3 | ||
| Completion of test tasks No. 3-4 | ||
| Completion of test tasks No. 5-6 | ||
| Completion of test tasks No. 7 | ||
| Completion of test tasks No. 9 | ||
| Completion of test tasks No. 10 | ||
| Completion of test tasks No. 8, 11 | ||
| Completion of test tasks No. 12 | ||
| Completion of test tasks No. 13 | ||
| Completion of test tasks No. 14 | ||
| Preparation for an essay-reasoning on a linguistic topic 15.1 | ||
| Preparation for an essay-reasoning on a linguistic topic. 15.1 | ||
| Preparation for essay-reasoning on a fragment of text 15.2 | ||
| Preparation for essay-reasoning on a fragment of text 15.2 | ||
| Preparation for an essay-reasoning on a moral and ethical topic. 15.3 | ||
| Control work in the OGE format (concise presentation, test tasks, essay). |
5. Estimated results.
As a result of studying an elective, students should:
To systematize the knowledge gained during the study of the Russian language;
Be able to write essays-evidence on given topics;
Be able to write different types of presentations (full and compressed).
KNOW:
norms of the literary language (orthoepic, lexical, grammatical).
Applying the acquired knowledge, students should be able to:
Comply with language norms in oral and written statements;
Find and correct speech errors in various types of work (tests, essays).
To achieve these goals, it is necessary to solve the following tasks:
Give an idea of the norms of the language;
Consider the main types of lexical, grammatical errors;
To acquaint with orthoepic rules and make lists of words in which the stress is either strictly fixed or variant;
To acquaint with test tasks and essays that prove the need to address the topic of the course.
the ability to understand by ear the content of sounding artistic, journalistic, popular science, official business texts of various functional and semantic types of speech;
the ability to understand the main idea of the listened text;
the ability to describe in detail the content of listened to artistic, journalistic, popular science, official business texts of various functional and semantic types of speech;
the ability to interpret the information of the sounding text;
the ability to accurately and fully understand the content of read artistic, journalistic, popular science, official business texts of various functional and semantic types of speech;
the ability to understand the main idea of the read text;
the ability to understand the main idea that unites the texts read and listened to;
ability to interpret the information of the read text;
the ability to determine the style and functional-semantic type of speech of the read text;
the ability to determine the means of communication of sentences in the text;
the ability to conduct sound-letter analysis of the word;
the ability to determine the lexical meaning of a word and phraseological phrase;
the ability to conduct a morphemic-word-formation analysis of a word;
the ability to determine the main ways of forming words;
the ability to determine the belonging of a word to a certain part of speech according to its grammatical features;
the ability to determine whether a sentence belongs to a certain syntactic model according to its meaning, intonation and grammatical features;
the ability to find the grammatical basis of a sentence and determine the language means of its expression;
the ability to apply knowledge of phonetics, vocabulary, morphemics, word formation, morphology and syntax in the practice of spelling;
the ability to create a text in accordance with a given topic and functional-semantic type of speech;
the ability to express one's own opinion on the problem raised in the listened and read texts, to argue it using the information extracted from them, as well as knowledge, life or reading experience;
the ability to consistently express their own thoughts;
the ability to select and organize language means in accordance with the topic, purpose, style and functional-semantic type of speech;
the ability to use in one's own speech a variety of grammatical structures and the lexical richness of the language;
the ability to formulate speech in accordance with the spelling, grammatical, punctuation and speech norms of the literary language.
6. Assessment of knowledge, skills and abilities
In the process of preparing for the final certification, attention should be paid to the mandatory generalization and repetition of the following topics:
text as a speech work;
semantic and compositional integrity, coherence of the text;
functional styles and functional-semantic types of speech;
means of communication of sentences in the text;
sounds and letters, sound-letter analysis of the word;
lexical meaning of the word and phraseological phrase;
morphemic derivational analysis of the word;
basic ways of word formation;
morphological analysis of significant parts of speech;
morphological analysis of service parts of speech;
simple sentence: main and secondary members;
two-part and one-part sentences;
compound sentence;
complex sentence;
complex non-union proposal. Semantic relations between the parts of an allied compound sentence;
complex sentences with different types of connection between parts;
syntactic analysis of a simple sentence;
syntactic analysis of a complex sentence.
