Vocabulary work in the lessons of the Russian language. Make up sentences with these words

Ministry of Education Russian Federation

State educational institution

higher vocational education

"Udmurt State University»

Essay on pedagogical practice

on the topic: VOCABULARY WORK IN THE LESSONS OF THE RUSSIAN LANGUAGE

Completed:

Checked:

Izhevsk, 2010

Introduction ................................................ ................................................. ..... 2

Chapter I. Methods and techniques of vocabulary work in the Russian language lessons

1.1 The history of the development of the issue .................................................... ....................... four

1.2 The principles of organizing work on the vocabulary of students ...... .7

Chapter II. Experienced pedagogical work................................................... 14

Conclusion................................................. ................................................. 19

List of references .............................................................................. ............ 21

Introduction

Today, education is an indispensable condition for the formation of a person as a full-fledged personality. School is the first step in this long and difficult ascent. It is at school that a child builds a system of knowledge, skills, abilities and values that he will use throughout his life.

One of global problems modern society is the inability to clearly and competently express their thoughts. And therefore, in our opinion, the main task of the language teacher is to teach how to use all the wealth correctly and freely. mother tongue.

The quality of proficiency in oral and written speech lies in the abundance vocabulary, turns of speech and the ability to build a harmonious, logically correct syntactic unity (text). And from this point of view, vocabulary work with students in grades 5-8 is the best means of mastering literate speech, as it solves several problems at the same time:

- firstly, it expands the vocabulary of students;

- secondly, it translates words from a passive dictionary into an active one;

- and, thirdly, teaches you to correctly and competently express your thoughts when writing.

In this work, we will consider various tricks vocabulary work at Russian language lessons at school. The object of our study was the problem of organizing vocabulary work in Russian language lessons in primary school.

Objectives of the study: to acquaint students with the richness of the Russian language and to form the ability to write correctly.

Research objectives:

– to analyze the literature on this topic;

– consider different approaches to vocabulary work and identify the most relevant of them;

- apply these methods in the process of teaching schoolchildren in grades 5-8 and identify the most effective ones.

Chapter I . Methods and techniques of vocabulary work in Russian language lessons

1.1 History of the development of the issue

AT last years the interest of scientists-methodologists and practicing teachers has increased in the methodology of teaching the Russian language at school, especially in the problems of vocabulary work in the lessons of the Russian language. This is due, firstly, to the achievements modern psychology and psycholinguistics in the field of speech development of the child and the psychology of speech activity (A.A. Leontiev, N.I. Zhinkin, A.K. Markova), secondly, the school has undergone truly radical transformations. Content Modernization curricula and forms of student activity, opening the way to great activity and independence of the child, to the development of his creativity and harmony, has led to the appearance on the market of educational services of many new and different textbooks and textbooks. teaching aids. Thirdly, the fact that in the methodology of teaching the Russian language much attention is paid to grammatical and commutative areas.

The question of studying vocabulary work was raised by the largest methodologists in the last century: F.I. Buslaev, I.I. Sreznevsky, K.D. Ushinsky, D.I. Tikhomirov. In particular, F.I. Buslaev draws attention to the need for vocabulary work in the classroom, not only for the purpose of teaching literate writing, but also for a better understanding of the lexical meaning of words by students. It is this understanding that guarantees an accurate and conscious choice of words in the conditions of natural speech. The importance of vocabulary work at the initial stage of teaching the Russian language, its developmental nature, was also noted by Konstantin Dmitrievich Ushinsky. He believed that creative exercises during vocabulary work are interesting for children, "presenting for them something like a word game." Such exercises prepare students for spelling, and also give children "power over the vocabulary that lies unconsciously in their memory."

Supporter and follower of K.D. Ushinsky D.I. Tikhomirov pointed out the need to organize observations on the composition of the word already in the elementary grades in order to penetrate deeper into its meaning. Such work, as noted by D.I. Tikhomirov, will point out "where and how the rough matter of the word stores the germ of meaning, the grain of the concept", will contribute to the fact that "the student will partly see the origin of the word, the relationship between words, get acquainted with the family of words from one common root."

I.I. Sreznevsky also believed that vocabulary work on the formation of words "naturally combines" with "attention to the meaning of words and expressions."

Thus, methodologists associated vocabulary work with the development of mental abilities, from which it can be concluded that specially organized observations of vocabulary work help to learn vocabulary more deeply, contribute to sharpening attention to the word, the development of linguistic instinct and linguistic thinking.

vocabulary work at school cannot be limited solely to exercises. There is no doubt that synthetic activity is closely related to analytic activity. Word-formation analysis allows one to penetrate into the essence of the semantic relations between words, both in language and in speech.

“Vocabulary work is not an episode in the work of a teacher, but a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language course,” wrote the famous methodologist A.V. Tekuchev.

M.R. provided invaluable assistance in improving the methods of studying the Russian language. Lvov. He said that the word is the most important unit of language. The modern Russian language has a huge vocabulary. In the "Dictionary of the Russian language" S.I. Ozhegov contains 57 thousand words, in the seventeen-volume Dictionary of Modern Russian literary language"- about 130 thousand words. This is common vocabulary. The assimilation of a huge vocabulary cannot take place spontaneously. One of the most important tasks for the development of speech at school is to streamline vocabulary work, highlight its main directions and justify them, manage the processes of enriching the vocabulary of schoolchildren.

Vocabulary work is one of the problems of the school in general. If the problem is not solved, then it turns into a heavy burden, which at a crucial moment in a person's life can fail him.

There is nothing natural in "natural" literacy. It appears only in children who have already learned to read well, who read a lot and willingly. At the same time, this literacy is not an automatic consequence of being well-read: among well-read children there are quite a few spelling illiterates, and their illiteracy usually turns out to be quite persistent. (Veretennikov I., Benkovich I.) In the 60s, the RO laboratory (Repkin V.V., Repkina G.V.) specifically investigated and found that these two groups differ from each other in the way of reading. All of them are well oriented in the semantic structure of the text, but in children with a high level of literacy, semantic orientation is accompanied by spelling orientation: in the process of reading, they single out words that are complex in spelling and accurately record the features of their spelling. In children with low literacy, no signs of spelling orientation were found in the text.

In order to understand why a significant part of children do not have spelling orientation in the process of reading, one should pay attention to the mechanisms for its implementation. Back in the 1940s, the prominent neuropsychologist A.R. Luria found that writing is regulated not by visual images or the “mechanical” memory of the hand, but by the work of the speech-motor apparatus: when writing down a text, a person dictates it to himself, as it were, usually without realizing it. But if the letter is based not on the graphic, but on the sound image of the word, then in order for the letter to be literate, the sound image of the word must be built not according to pronunciation, but according to spelling norms, which is achieved by a special, “spelling” reading.

Such a spelling orientation is relatively easy to organize according to the methodology proposed by the Moscow teacher Pyotr Semenovich Totsky.

Many years of practical activity allowed P.S. Totsky to conclude what is needed, starting with elementary school, develop articulatory memory based on spelling reading (Totsky P.S. Spelling without rules. M., 1991). The author has developed a system for training spelling vigilance. A great contribution to the solution of this problem was made by the most prominent Soviet psychologist N.I. Zhinkin (Zhinkin N.I. Mechanisms of speech. M., 1958).

Failure to understand the role of speech movements in the process of mastering the literal image of a word is one of the main methodological failures in teaching spelling, as a result of which the assimilation of a spelling skill is delayed for a very long time. It is necessary to develop such a system of speech movements that would be fully equivalent to the alphabetic series. In other words, it is necessary to introduce spelling pronunciation by students of all words before they are written. It is this methodology that we have taken as a basis in our pedagogical activity.

Methods of vocabulary work in the Russian language lessons are closely related to the study of unstressed vowels, unverifiable unstressed vowels of the root.

The question of unstressed vowels, as one of the most important problems of dictionary work, according to the universal vocation, is the main one in Russian spelling. To study unstressed vowels in word roots, in prefixes, suffixes and endings, in connecting vowels, etc. the greatest amount of time is spent in the school course of the Russian language. When mastering the spelling of words with unstressed vowels, students experience the greatest difficulties. This is evidenced by numerous errors in unstressed vowels found in written works students of all ages, up to high school graduates.

For most students who make such mistakes, the teacher's request to formulate the spelling does not cause much difficulty. However, the need to apply a long-familiar rule in somewhat unexpected conditions that require not a mechanical repetition of the usual algorithm, but a conscious approach, turns out to be an almost insoluble task for many.

This is due to the very nature of vowel sounds. Unlike consonants, which, according to the figurative expression of one of the grammarians, are the banks of our speech, vowel sounds flow into the speech channel, like water, in barely distinguishable jets, taking on various forms.

Within the same language, its various dialects differ mainly in vowel sounds. Even in the roots of words, which are the main elements of our language, they are pronounced quite definitely and distinctly only under stress, and in an unstressed position they change their sound. Therefore, in words between vowels and the sounds that are indicated by these letters, there is often no correspondence.

Therefore, the teacher of grades 5-8 faces a very serious task - to ensure that students master the spelling skills of unstressed vowels. On the one hand, stress serves as a starting point, on the other hand, inflection and word formation. It is necessary to teach children to see their mistakes, to develop in them the so-called "spelling vigilance", to achieve a certain independence of spelling thinking.

The richer the active vocabulary of a person, the more meaningful, intelligible, more competent and beautiful his oral and written speech. Vocabulary work at school is given little time, often it is random, episodic, which is why students' speech is formed and corrected more slowly than we would like.

In the next paragraph, we will consider the principles of organizing work on the vocabulary of students.

1.2 Principles of organizing work on the vocabulary of students

When organizing work on a dictionary, the modern methodology of the Russian language recommends proceeding from the following fundamental provisions:

1. Work on a dictionary is of great educational and educational importance for the formation of the student's personality, his worldview, for equipping the student with the skills necessary for future practical activities.

3. Analysis of the meanings of words should be carried out mainly from the point of view of word usage in modern Russian, although in some cases a word can also be considered in a historical aspect.

4. Vocabulary work is not an episode in the teacher's work, but a systematic, well-organized, pedagogically expediently constructed work related to all sections of the Russian language course.

Enriching students' vocabulary

Under the enrichment of the vocabulary of students, one should understand not only its quantitative increase, but also its qualitative changes, expressed in expanding the scope of concepts, in clarifying the meanings of words, in familiarizing with new meanings of already known words.

The words that the student constantly uses in his speech constitute his active vocabulary; words that become familiar to the student to some extent, but are not used in his speech, constitute a passive dictionary. The division of students' words into an active and passive dictionary is conditional, since these two categories of words constantly interact with each other - from the student's passive dictionary, words pass into the active dictionary.

Polysemy of words. With the ambiguity of a word, each of its meanings can be identified only in the context. It is necessary to give students tasks based on determining the ability of a word to be used in a metaphorical sense. For example: the teacher makes a riddle - there is a nickel, but he does not buy anything (pig). What is the meaning of the word nickel (the figurative name of a pig's nose) in this riddle? Or a task where you need to make sentences in which the word will be used in different meanings: There is a bright rowan brush in the artist's painting. The artist's brush is incomparable and almost perfect.

Word meanings can be revealed by:

- showing an object or its image (picture) - a visual method;

- dismemberment of the concept, an indication of its features, listing them;

- the introduction of a word into a sentence or a detailed connected text (in a context or phrase, the meaning of the word appears brighter), as well as by adding sentences;

- synonymous replacement of words;

- comparisons and comparisons by similarity, difference;

- analysis of the word by composition;

- references in encyclopedic and explanatory dictionaries;

– a direct question: for example, what is depression?

Experience shows that the number of new words introduced at one time should not exceed three to five words. But even this condition does not yet give a full guarantee that once the word explained in the lesson, the students will definitely remember it firmly in the correct form and meaning. The meaning of the word is acquired by students somewhat later than the word itself. This is due to the lack of life experience and knowledge of children of a certain age; much can be erased from the memory of students. The teacher should return to these words, check how the students understand them, and give additional explanations.

The following techniques and exercises contribute to the memorization of a new word:

- writing a word on the board, followed by pronunciation of it in syllables and the correct placement of stress in it;

- exercises in determining the meanings of words by listing the features of the concept;

- making sentences with a new word in its different meanings;

- introduction to spelling exercises of new words;

- creative work with newly learned words (compilation of stories, presentations, essays);

- maintaining children's dictionaries.

Selection of material for vocabulary work

There are hundreds of thousands of words in the Russian language. Of course, it is not possible to study everything at school. The list of words for the school has not yet been determined, so the circle of words is set by the teacher. In this case, it is necessary to take into account:

- the versatility of the dictionary (it should cover different areas of life);

- attitude to thinking and its development (concepts concrete and abstract, temporal, spatial, etc.);

- in relation to the grammatical structure (words of all parts of speech, their forms);

- according to thematic and stylistic features, these should be everyday, neutral, historical, scientific words.

When choosing words, consider:

- the availability of a dictionary, but not equal to the easiest and most elementary;

- a certain capacity of the dictionary, which is established empirically;

- consistency in the expansion of the dictionary within the same topic;

- differences in the rate of vocabulary accumulation depending on preparedness, orientation and general development students in this class.

Types of vocabulary work in Russian lessons

The most common type of vocabulary and spelling exercises is vocabulary dictations. They can be used to get acquainted with a new word, to reinforce learned words, and also as a control type of work on difficult words.

1. Visual dictation

The teacher shows the children a card - a word with a highlighted unstressed vowel. Students pronounce it orthoepically and orthographically, and then write it down from memory. Similarly, work is carried out with a group of words.

2. Picture dictation

1) The teacher shows the children a picture, the children name the depicted object, explain the spelling of the word and write it down.

2) The teacher shows a picture, and the children write down the word on their own, then the word is opened, the children check its spelling.

3) The teacher closes only the unstressed vowel, the children write down the words, then I open the letter.

3. Selective dictation (can be pictorial, auditory, visual).

The teacher offers the children picture cards, or word cards, or words by ear. Tasks can be as follows.

For example:

1) The teacher uses picture cards. Write down in the first column the words - the names of animals, in the second word - the names of birds.

2) Or cards - words. Write down in the first column the words in the spelling of which you should remember the vowel - "O", in the second - the words in the spelling of which you need to remember the vowel - "A".

3) The teacher dictates the words aloud. In the left column you need to write down the words that answer the question what ?, and in the right - who? (Moscow, factory, worker, etc.)

4) Use of overhead projector. The text is on tape. The task is to write out vocabulary words from the text.

Harvest! harvest! Say goodbye to our summer!

How many sweet peas! Pickled cucumbers!

It’s not bad to pick a large red tomato on the ridge!

Run through the garden - eat a carrot in passing. (E. Trutneva).

4. Dictation using riddles.

1) The teacher reads a riddle to the children, the children first say the riddle, and then write it.

2) The teacher reads a riddle to the children, and the answer is a dictionary word, the children write it down on their own.

3) The teacher selects riddles that require a choral answer.

For example:

It's been cracking since the morning

Por-r-ra! Por-r-ra!

And is it time?

Such a trouble with her when she cracks ...... (Magpie).

4) Remember the riddles in which the words from the "Dictionary" are the answers. Guess them to a friend.

5. Dictation from memory.

1) Write down from memory vocabulary words denoting the names of tools (hammer, shovel), or the names of clothes (coats, boots).

2) Write down the words in the spelling of which you need to remember the unstressed vowel (e, o, a, i, i).

3) The teacher writes the words on the blackboard. Pupils repeat words, words are closed, children write them from memory.

4) The text is written either on a blackboard or on a film and an overdoscope is used. Task: name all vocabulary words from the text, memorize them. The text is closed, the children write them from memory. Then the teacher puts a tape with written vocabulary words, the children check themselves.

For example: the text "School".

With what joy we returned in the autumn to our native class! It's nice to open a notebook, take a pen or pencil and complete the task. With what attention we listen to the explanation of the teacher! All students want to know more.

6. Dictation with commentary.

The teacher dictates a word from the "Dictionary", one student comments on its spelling, everyone writes it down.

7. Creative dictation.

1) Replace the expanded definition with one word.

For example:

a) Stitched sheets of blank paper (notebook).

b) A small box for storing pens and pencils (pencil case)

2) The teacher shows the children a picture, for example, of a fox, a bear. Task: Tell us about these animals. Make up and write down 2-3 sentences with this word.

3) Sentences with missing words are written on the board. Fill in the sentences with the appropriate words from the dictionary.

a) Boots, shoes are shoes, and ... are clothes.

b) Fox, ... are animals, and ..., ... are birds.

c) Notebook, ... are teaching supplies, and ..., ... are tools.

In addition to various types of dictations, such techniques for working on a dictionary are also used, such as reading a new word from the board or from a card; designation of stress, highlighting the root, finding an unstressed vowel that is not checked by stress; pronunciation of the word aloud; writing in notebooks; analysis by composition; selection of related words; compiling a phrase or sentence with this word (orally or in writing).

Vocabulary work can be combined with a minute of calligraphy. When writing lowercase letters write vocabulary words beginning with that letter. For example: m ... (hammer), etc. 2-3 students come to the board. They and the whole class write words under the dictation of the teacher. After the end of the work, 2-3 "teachers" come to the board and check the work of the students.

In addition, in their work, a Russian language teacher can use punched cards, crossword puzzles, conduct themed games, and much, much more. The arsenal of funds here is truly great.

Conclusions on the first chapter.

So, we found out that vocabulary work is an integral part of school curriculum teaching the Russian language, as it contributes to the solution of many important tasks:

Study this issue devoted their works to such scientists-methodologists of the past and present as F.I. Buslaev, I.I. Sreznevsky, K.D. Ushinsky, D.I. Tikhomirov, A.V. Tekuchev, M.R. Lvov, L.K. Skorokhod, P.S. Totsky and many others. They proved that vocabulary work in the Russian language lessons should be an integral part of the school curriculum and must be systemic and permanent.

In the next chapter, we will consider in practice the effectiveness and efficiency of various types of vocabulary work.

Chapter II . Experienced teaching work

Admittedly the most important direction in the work of a teacher of the Russian language is the formation of literate writing skills.

Great importance in the formation of strong spelling skills and abilities has a systematic work on words with unverifiable and hard-to-verify spellings. Memorizing them requires mandatory targeted training. The proposed system of working with dictionary words helps students to memorize the spelling of a word well, learn the lexical meaning, and learn how to use the word in speech.

The basis practical work the method of P.S. Totsky, based on spelling and orthoepic pronunciation. In orthographic reading, each word sounds separately, is pronounced clearly, but does not break up into syllables, otherwise it will not remain in memory.

This form of work involves the inclusion of three types of memory: visual, auditory and articulatory. The technique is based on a clear pronunciation and memorization of speech sounds.

But pronunciation of words is the first stage of work. At the second stage, it is necessary to talk about each individual word; lexical meaning is defined, practical significance the words.

Such vocabulary work lessons help students solve several problems: cognitive (acquaintance with the word, its meaning, etymology), practical (spelling of the word, its use in speech, mastering the norms of the literary Russian language), vocabulary enrichment through the synonymy of words, the implementation of interdisciplinary connections, cultivating the habit of determining the meaning of unfamiliar words, collecting other information about the word using reference dictionaries. This method develops phonemic hearing, instills interest in the native word.

Well-organized vocabulary work ensures the mental and speech development of children, promotes the assimilation of program material, and serves as a means of ideological and moral education of students.

One of the advantages of this system of vocabulary work is the situation of success for the student.

The program involves a system of work with spelling dictionary textbook: 1 lesson - acquaintance with words; 2 - 15 lessons - pronunciation of the learned words at the beginning of the lesson; Lesson 16 - vocabulary dictation.

The first lesson is the main and most significant. For work, the first 15 words of the spelling dictionary of the textbook are taken (the number of words depends on age features students). The lesson begins with spelling pronunciation. The teacher pronounces the word spelling, the students repeat in chorus. It is advisable to carry out such pronunciation twice. Then comes the work, which is called "Echo": the teacher pronounces the word orthoepi cally (as we say), the students answer orthographically (as we write).

The second stage of the lesson is work on the lexical meaning of words. First, students try to interpret the word themselves, then check the meaning with the Explanatory Dictionary of the Russian Language. Students write down the result in special notebooks-dictionaries. After the lexical meaning is determined, the word is accompanied by a certain task or some kind of cognitive information. Such work can be carried out using students' drawings, which depict the meaning of the word, mini-stories about the interpretation of words, prepared in advance, etc.

At the third stage, the students again pronounce the words twice together with the teacher: first spelling, then the teacher says the word orthoepic, students answer spelling. As a reinforcement, you can use a crossword puzzle, writing mini-stories, distributing words into certain groups according to some criteria (if possible), etc.

Work with these words continues in subsequent Russian lessons, each of which begins with pronunciation. At first it is spelling (the teacher pronounces - the students repeat in chorus); then the teacher pronounces the word orthoepically, and the students respond orthographically; the lexical meaning of words is repeated. Such work takes 4-5 minutes of the beginning of the lesson, after which there is the usual work on studying the program material.

After several pronunciations, you can write a dictionary dictation, which includes not only the words that were spoken, but also the designation of the lexical meaning of the words indicated by the teacher.

All further work with the spelling dictionary of the textbook takes place according to the described scheme (that is, after writing the dictionary dictation, work begins on the next 10-15 words of the spelling dictionary of the textbook).

Lesson - vocabulary work

Lesson topic:"Let's talk about the word."

Class: 8

Time: 40 min.

Lesson type: combined.

Targets and goals: learn to pronounce words with the letter "K", give them a lexical meaning, determine the etymology of some words. Use these words correctly in speech. Repeat spellings: "Checked unstressed vowels at the root of the word", "The letter "I" in words in -tion."

Equipment:"Explanatory dictionary of the Russian language" S.I. Ozhegov, spelling dictionary.

Lesson plan:

1. Repetition .

2. Work with the spelling dictionary of the textbook.

3. Definition of the lexical meaning of words.

4. Consolidation.

5. Homework.

During the classes

To master the word means to master its meaning and norms of use in speech.

L. K. Skorokhod.

1. Repetition.

The student works at the blackboard. Under the dictation of the students, he writes down the words learned earlier. Students check the correct spelling of vocabulary words and also write them down in a notebook.

- We repeat the term "lexical meaning" and the meaning of words: application, architect, barometer, fiction, impression, reunion, declaration, landmark.

- We recall information about dictionaries: what is the name of the dictionary in which the correct spelling of the word is? What vocabulary do we use to determine the lexical meaning of a word? What can we learn in the etymological dictionary?

2. Work with the spelling dictionary of the textbook.

Words are pronounced spelling and orthoepic: cavalry, campaign/company, office, constitution, gooseberry, consultation, correspondent, concentrate, conveyor, whooping cough, catalogue, quarter.

3. Definition of lexical meaning .

(Students determine the lexical meaning themselves, then compare it with a dictionary, write down the result).

Cavalry - cavalry, cavalry.

Task: to make a word combination with the connection management with the word.

Campaign - a set of measures for the implementation of the next important military, socio-political or economic task.

Company - 1. Society, a group of people spending time together. 2. Trading or industrial enterprise, commercial and industrial association of entrepreneurs.

Task: write a simple sentence with the word.

office - department of the institution in charge of official correspondence, registration of current documentation.

Task: What joking expression in which this word is used do you know?

Constitution - the basic law of the state, which determines the foundations of public and political system, the system of state bodies, the rights and obligations of citizens. (Repetition of the spelling "Letter I in words in -tion").

Gooseberry - prickly garden shrub with sweet and sour berries, as well as its berries.

Task: compose a phrase with a word using the link control.

Consultation - 1. A meeting of experts on some case, issue. Call for legal advice. 2. Advice given by a specialist. To get the consultation.

Concentrate - ready food product in dehydrated compressed form.

Conveyor - a machine for the continuous movement of the workpiece from one worker to another, as well as for the transportation of bulk, lumpy or piece goods.

Task: Write a simple sentence with the given word.

Whooping cough - an acute infectious, mainly childhood disease, expressed in bouts of convulsive coughing.

Catalog - a list of some homogeneous objects compiled in a certain order. (Conversation about the principles of organizing library catalogs).

Quarter - 1. Part of the city, bounded by intersecting streets. Live on the corner of the block. 2. The fourth part of the reporting year. Quarterly report.

4. Consolidation.

Spelling and orthoepic pronunciation of words. As homework You can ask students to make a crossword puzzle using the above words.

With the constant use of the proposed system for studying words with unchecked and difficult to check spelling, a high level of education can be achieved (the quality of performing vocabulary dictations is 90-95%; there are no negative ratings). As practice has shown, children quickly and better memorize words that are difficult in terms of spelling and pronunciation, in the process of a two-way dialogue, when they are given the opportunity to clarify the meaning, correct pronunciation, and etymology of words.

This type of work, such as variable dictation, has proven itself well, providing greater independence. It is better to check according to the "Dictionary" of the textbook, according to an individual dictionary; students change notebooks, checking each other, underlining the wrong spelling with a pencil.

A positive effect is produced by a combination of types of tasks and methods of working with the word, which have long found a place in the methodology of teaching the Russian language, with the assimilation of a particular topic.

AT recent times in the middle classes, teachers of the Russian language successfully use etymological analysis in working on these words. The use of a word in speech requires an understanding of its exact meaning, the ability to associate it with other words, and to use it correctly. School etymological analysis is used to arouse children's interest in difficult words so that they can more easily learn their spelling.

Conclusions on the 2nd chapter.

Conclusion

Vocabulary work is an integral part of the school curriculum of teaching the Russian language, as it contributes to the solution of many important tasks:

- firstly, it helps to form the personality of the student, his worldview, expands the vocabulary and gives the student the skills necessary for future practical activities;

- secondly, during vocabulary work, the student gets acquainted with the richness of the native language and shows its stylistic possibilities.

The question of organizing this activity in the Russian language lessons remains relevant for a very long time, because. the ability to write correctly, correctly use the lexical, stylistic possibilities of the Russian language is a measure of a person's education.

The study of this issue was devoted to the works of such scientists of the past and present as F.I. Buslaev, I.I. Sreznevsky, K.D. Ushinsky, D.I. Tikhomirov, A.V. Tekuchev, M.R. Lvov, L.K. Skorokhod, P.S. Totsky and many others. They proved that vocabulary work in the Russian language lessons should be an integral part of the school curriculum and must be systemic and permanent.

An important role in teaching elementary school students is played by work on the spelling of unstressed vowels (both checked and unchecked). But not every word with a similar spelling can become material for dictionary work. When compiling a task for students, the teacher must take into account a number of factors: the belonging of words to different parts of speech, different areas life, their accessibility to the age group of students and much more.

In addition, we found out that the most common type of vocabulary and orthographic work is vocabulary dictations, which are: visual, pictorial, selective, from memory, creative, with comments. To carry out this work, the teacher may not be limited in the choice of means: from the dictionary dictation itself, to various games, crossword puzzles, etc.

In the process of practical activity, we used the method of P.S. Totsky, the so-called "spelling without rules", the principle of which says: a word clearly pronounced several times will be spelled correctly. As it turned out, this technology is really very effective. Most students, having spoken a dictionary word several times, memorize the spelling and subsequently write it correctly.

As types of vocabulary work, we used: vocabulary dictation, crossword puzzles, variable dictation, etymological analysis. In the process of pedagogical activity, we found that the greatest positive effect is given by a comprehensive approach to this problem, and an indispensable condition for successful vocabulary work is the establishment of two-way communication with students.

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7. Karupe A.Ya. Teaching children at school. - M., 1994.

8. Kostomarov V.G. Russian language among other languages of the world. - M., 1985.

9. Ladyzhenskaya T. A. The system of work on the development of coherent speech of students. M., 1975.

10. Lipkina A.I. Work on the oral speech of students. - M., 1993.

11. Lvov M.R. Methods of teaching the Russian language in elementary grades. - M., 1983.

12. Lvov M.R. General questions of the methodology of the Russian language. - M., 1983.

13. Panov B.G. Extracurricular work in the Russian language. - M., 1990.

14. Politova N.I. The development of students' speech in Russian language lessons. - M., 1994.

15. Ramzaeva T.G. Russian language lessons in the third grade. - M., 1991.

16. Rozhdestvensky N.S. Teaching spelling in elementary school. - M., 1975.

17. Rozhdestvensky N.S., Kustareva V.L. et al. Methods of primary teaching of the Russian language. - M., 1978.

18. Tekuchev A. V. Methods of the Russian language in high school// Textbook. M., 1980.

19. Totsky P.S. Spelling without rules. - M.: Enlightenment, 1991.

20. Fedorenko L.P. Methodology of the Russian language. - M., 1984.

21. Fomicheva G.A. Word work. - M., 1985.

22. Yakovleva V.I. A word about a dictionary word. - M., 1989.

The word "Dictionary" refers to a children's dictionary in which the student writes down unfamiliar words with their explanation and words in which it is necessary to remember the spelling.

Vocabulary work in the Russian language lessons with younger students. 1.Introduction. AT primary course grammar, spelling and speech development, great importance is attached to vocabulary and spelling work, during which children learn words with unverifiable and difficult to verify spellings, given in special lists for each class. Words with unchecked spelling are called dictionary words. Children receive initial information about them already in the first grade. Working on the "Russian alphabet" and "Recipes", first-graders  observe the spelling of such words as sparrow, crow, magpie, pencil case, pencil;  remember the spelling of the words Moscow, teacher, student, dog, cow. In each of the subsequent classes, the number of vocabulary words that require memorization and literate use in oral and writing, increases. Traditionally, vocabulary words are acquired by younger students by mechanically memorizing their graphic appearance. This is primarily due to the fact that the spelling of such words is based on the historical principle of spelling, according to which the morphemes of related words are written uniformly, but it is impossible to check them using modern literary pronunciation, and therefore it is recommended to remember their spelling. But the methodology that orients students towards the formal memorization of these words does not ensure their fast and stable memorization, as evidenced by the persistent mistakes made by students. To increase the efficiency of mastering vocabulary words, it is necessary to change the nature of memorization: memorization of the graphic appearance of words should be meaningful, not mechanical. The meaningfulness of memorization can be achieved on the basis of:  the student's understanding of the meaning of the word being studied,  the essence and nature of the difficulty contained in it,  establishing a connection between this word and previously learned words,  using various memorization techniques,  active inclusion of vocabulary words in the child's speech practice. 2. Etymological analysis is one of the means that ensure meaningfulness and thereby increase the correctness and strength of memorization of unverifiable spellings. 1 Etymological reference contains information about the origin of the word, its original meaning, helps to "clarify" the historical composition of the word. Often, an appeal to the history of a word allows one to motivate its modern spelling. For example: Picture - the word was formed from the Italian "map" - decorated paper. Raspberry - derived from the word "small". Indeed, the berry consists of small parts. Notebook - from the Greek "tetra", which means "four". At first, a notebook was called four-fold and stitched sheets of paper. "Tetra" is the fourth part of the sheet. However, the etymological reference does not always contain the supporting spelling. Therefore, it is advisable to use etymological references in working only with those

words, the appeal to the history of which allows us to highlight the supporting spelling. Etymological information should be given to children at the lesson of acquaintance with a new word. 3. In a number of cases, when etymological information cannot help, the use of mnemonic devices also helps to remember the correct spelling. Mnemonics include such poems, stories, drawings, rebuses, which, evoking certain associations, help children remember a difficult word. The rooster was called "Petya", He will sing at dawn. Fox - fox, look, He loves the letter "and" very much. Also, the attention of children can be offered drawings of this type: yes, yes, apple. 4. In order for vocabulary work to be more successful, it is important to plan it correctly. It is advisable to distribute the words intended for assimilation by the days of the week and organize their systematic repetition. As you know, literate writing skills are formed in the process of exercises, and the strength of these skills is directly dependent on the number of "meetings" of students with difficult spelling. And so: 1st day. Introduction to the word. 1. Presentation of the word. You can offer a number of techniques:  card - a picture with an image of an object;  Reading riddles. The answer is a dictionary word.  the word being studied stands out from the text written on the board or perceived by ear. 2 2. Sound-letter analysis of a word in order to highlight the spelling. 3. Spelling pronunciation. 4. Writing a word, highlighting the spelling in the written word. 5. Message of the etymological reference. 6. Selection of single-root words. 7. Compilation of phrases or sentences with the studied word. 8. Acquaintance with phraseological units, stable combinations of words. At this stage, you can use cards like: "Cucumber", "Cabbage", "Carrot". The printed word is inserted into the pocket of the mobile dictionary "Owl House" or "Showcase of Dictionary Words". 2nd day. Commentary letter. 3rd day. Write off the board with missing unstressed vowels. You can check the spelling of the word using the spelling "watch". 4th day. Dictation letter. 5th day. Work with punched cards. From my work experience:  punched cards with a “window”

 punched cards with transparent film. The letters are written with a felt-tip pen and are easily erased after checking.  subject punched cards.  picture punch cards: Who is it? What's this? 5. Words with unchecked spellings for better assimilation of their spelling should be distributed and studied either by topic or by graphic similarity. Words grouped according to one or another attribute, it is useful to repeat in the same combination repeatedly.  The following topics can be suggested: “School”, “Cookware”, “Birds”, “Vegetables”, “Transport”, “Professions of people”, etc.  Grouping words by graphic similarity. For example, words similar to the initial vowel: on "o" nuts, aspen, cucumber, once. Words in –oro (crow, magpie), olo (milk, hammer, straw), ara (drum, pencil). 6. Work on writing a difficult word does not end in one lesson. As you know, a strong assimilation of the spelling of vocabulary words is achieved through the frequent use of 3 in various tasks and exercises. Dictionary and spelling exercises include various types of dictations. It can be simple and creative in form of work; auditory and visual in terms of perception. 7. One of the methods of teaching writing unverifiable words are entertaining forms of work:  inclusion of difficult words in word games, crossword puzzles, rebuses;  guessing riddles;  compiling poems, riddles with dictionary words;  conducting quizzes, competitions. For this purpose, you can use the games collected in Volina's book "Merry Grammar". 8. I will give examples of some types and forms of work with words from the dictionary, which I spend in my Russian lessons. A number of exercises contribute to the conscious assimilation of the meanings of difficult words and their correct use in speech practice. There are exercises that allow you to observe the polysemy of words, direct and  Boots, shoes are shoes, and ...., .... - it's clothes.  Who is so called: librarian, telephone operator.  Selective dictation: The month is merrily shining outside the window. The third month at the gate is towards the sun in the figurative meaning of words: turn.  Choose the appropriate words from the dictionary: fried ...

school… salty….  Make a sentence where you can use the expression "a bear stepped on your ear."  Given a series of words. Write the words in two columns: in the first column words, in the second word with checked unstressed vowels.  Add sentences: Cheerfully tweeted .... Growing in the garden …, …., ….  Compose a story using the key words: winter, frost, skates, ice rink.  Choose a synonym: Schoolchild ... (student) Farewell ... (goodbye) Fatherland ... (Motherland)  Game "Who is more?". Remember and write down the words with doubled consonants: kk, ss. 4 9. Conclusion. The above exercises help to diversify the work in the lesson, students not only learn the spelling of words, but also significantly replenish their vocabulary. Every teacher knows that the more words a student learns, the richer his speech will become, the easier it will be for him to learn, the deeper and stronger his knowledge in all subjects will be. So, it is obvious that the success of vocabulary and spelling work depends on the observance of a number of conditions, the main of which are the following:  Memorization of words must be meaningful. One of the means providing meaningfulness is etymological analysis.  The study of words must be properly planned: by day of the week, by topic or by graphic similarity.  Apply training exercises.  Systematic and constant monitoring of mastering the spelling of difficult words is necessary.

1 - 2 class. topic 1. Plants 2. Birds 3. Animals 4. Clothing 5. Products 6. School 7. School supplies 8. Dishes 5 Appendix Thematic classification of vocabulary words. words watermelon birch peas cabbage carrots Sparrow Crow Magpie Rooster Hare Cow Fox Bear Dog Felt boots Coat Scarf Boots Clothes Milk Sugar Girl Duty class Boy Guys Pupil Teacher Pupil Pencil Pencil case notebook Glass Plate Dishes

9. Factory 10. Settlements 11. Winter 12. Tools Machine Work Factory City Village Moscow Skates frost Shovel 13. Furniture Furniture 3rd class. Topic 1. Plants 2. Days of the week 3. Tools 4. transport words Strawberry Berry Apple Cucumber Potato Cabbage Harvest Raspberry Wheat Aspen Kitchen garden Watermelon Birch Oats Nut Tomato Vegetables Plant Monday Thursday Friday Saturday Ax hammer Rocket Tram Tractor Subway

5. Housing 6. Sides of the horizon 7. Food 8. Words helpers Apartment Room East North Breakfast Lunch Dinner Suddenly Once Together Then 9. Birds Lark 10. Creativity 11. Family 12. City 13. Motherland people 13. Miscellaneous Painting Drawing Father Red Square Capital Street Shop Hero People Soldier Comrade Motherland Camp Gate Month Stairs Weather sand Grade 4

word theme

1. Plants 2. Animals 3. Professions 4. School 5. Creativity 6. Products 7. Food 8. Year 9. Numbers 10. Horizon 11. Time, place 12. City, village 13. Words of greeting Lilac Straw Fox Bear Bear Sheep Agronomist Engineer Cosmonaut Farmer Chauffeur Work Director Class Collective Russian language Library Excursion Portrait Milk Sugar Utensils Month Saturday Subbotnik Eight Twelve Eleven Sixteen Twenty Horizon Everywhere Now Here Tomorrow From Afar Slowly Today Now Ahead Near Russia District Kolkhoz Farm Road Highway Address Government Goodbye

goodbyes 14.Transport 15.Colors 16.Adjectives 17.Passengers 18.Verbs 19.War, peace 20.Camp 21.Media 22.Miscellaneous Hello (those) Diesel locomotive Car Combine Plane Car Electric locomotive power plant Yellow Black Lovely Interesting Ticket Car Station Passenger Sparkle Wish Defense Freedom Salute Commander Victory Camp Bonfire Newspaper Phone Shore Conversation Kilogram Surname Friendly Journey

Ministry of Education of the Russian Federation

State educational institution

higher professional education

"Udmurt State University"

Essay on pedagogical practice

on the topic: VOCABULARY WORK IN THE LESSONS OF THE RUSSIAN LANGUAGE

Completed:

Checked:

Izhevsk, 2010

Introduction ................................................ ................................................. ..... 2

Chapter I. Methods and techniques of vocabulary work in the Russian language lessons

1.1 The history of the development of the issue .................................................... ....................... four

1.2 The principles of organizing work on the vocabulary of students ...... .7

Chapter II. Experienced pedagogical work .............................................................. .... fourteen

Conclusion................................................. ................................................. 19

List of references .............................................................................. ............ 21

Introduction

One of the global problems of modern society is the inability to clearly and competently express one's thoughts. And therefore, in our opinion, the main task of the language teacher is to teach how to correctly and freely use all the riches of the native language.

The quality of proficiency in oral and written speech lies in the abundance of vocabulary, turns of speech and the ability to build a harmonious, logically correct syntactic unity (text). And from this point of view, vocabulary work with students in grades 5-8 is the best means of mastering literate speech, as it solves several problems at the same time:

- firstly, it expands the vocabulary of students;

- secondly, it translates words from a passive dictionary into an active one;

- and, thirdly, teaches you to correctly and competently express your thoughts when writing.

In this paper, we will consider various methods of vocabulary work in Russian language lessons at school. The object of our study was the problem of organizing vocabulary work in Russian language lessons in primary school.

Objectives of the study: to acquaint students with the richness of the Russian language and to form the ability to write correctly.

Research objectives:

– to analyze the literature on this topic;

– consider various approaches to vocabulary work and identify the most relevant of them;

- apply these methods in the process of teaching schoolchildren in grades 5-8 and identify the most effective ones.

ChapterI. Methods and techniques of vocabulary work in Russian language lessons

1.1 History of the development of the issue

In recent years, the interest of methodologists and practicing teachers has increased in the methodology of teaching the Russian language at school, especially in the problems of vocabulary work in Russian language lessons. This is due, firstly, to the achievements of modern psychology and psycholinguistics in the field of speech development of the child and the psychology of speech activity (A.A. Leontiev, N.I. Zhinkin, A.K. Markova), and secondly, the school has undergone truly radical transformations . Modernization of the content of curricula and forms of student activity, opening the way to great activity and independence of the child, to the development of his creative abilities and harmony, has led to the emergence of many new and different textbooks and teaching aids on the educational services market. Thirdly, the fact that in the methodology of teaching the Russian language much attention is paid to grammatical and commutative areas.

I.I. Sreznevsky also believed that vocabulary work on the formation of words "naturally combines" with "attention to the meaning of words and expressions."

Vocabulary work at school cannot be limited solely to exercises. There is no doubt that synthetic activity is closely related to analytic activity. Word-formation analysis allows one to penetrate into the essence of the semantic relations between words, both in language and in speech.

M.R. provided invaluable assistance in improving the methods of studying the Russian language. Lvov. He said that the word is the most important unit of language. The modern Russian language has a huge vocabulary. In the "Dictionary of the Russian language" S.I. Ozhegov contains 57 thousand words, in the seventeen-volume Dictionary of the Modern Russian Literary Language - about 130 thousand words. This is common vocabulary. The assimilation of a huge vocabulary cannot take place spontaneously. One of the most important tasks in the development of speech at school is the streamlining of vocabulary work, the identification of its main directions and their justification, and the management of the processes of enrichment of the vocabulary of schoolchildren.

Vocabulary work is one of the problems of the school in general. If the problem is not solved, then it turns into a heavy burden, which at a crucial moment in a person's life can fail him.

Such a spelling orientation is relatively easy to organize according to the methodology proposed by the Moscow teacher Pyotr Semenovich Totsky.

Many years of practical activity allowed P.S. Totsky to conclude that it is necessary, starting from elementary school, to develop articulatory memory based on spelling reading (Totsky P.S. Spelling without rules. M., 1991). The author has developed a system for training spelling vigilance. A great contribution to the solution of this problem was made by the most prominent Soviet psychologist N.I. Zhinkin (Zhinkin N.I. Mechanisms of speech. M., 1958).

Methods of vocabulary work in the Russian language lessons are closely related to the study of unstressed vowels, unverifiable unstressed vowels of the root.

However, the experience of working at school shows that the "sore" place in the written speech of students is stiffness, poor vocabulary, unjustified mixing of styles, aesthetic imperfection.

The main thing in the Russian language lesson is understanding the beauty of language, surprise at its capabilities and - discoveries, albeit small, albeit not important for science. When students learn to feel the language, to understand why they write this way and not differently, then the desire to “immerse themselves” in the language will come. Through comprehending the beauty of the language, its richness, inexhaustible possibilities, students will come to competent oral and written speech. Therefore, in the lessons of the Russian language, I determined for myself the main directions in the work to enrich the vocabulary.

Leading in the lesson of the Russian language, of course, is the work with the word. In the course of such work, according to the famous linguist L. Shcherba, a “solid visual image” of the word will gradually form.

The methodology distinguishes between the vocabulary-semantic, vocabulary-spelling and vocabulary-stylistic direction of vocabulary work, which contribute to the enrichment of students' vocabulary and the formation of spelling skills. As if it is considered simultaneously in four aspects:

Orthoepic (the word written on the board should sound);
Lexical (finding out the meaning of a word);
Spelling (learning to write this word);
In context with other words (compose phrases or sentences).

It is better to learn the semantics and spelling of an unfamiliar word with an etymological reference. For example, in the 9th grade, you can conduct such a type of work as "Explain the difference." Words are given: progress and regression. Students must explain the origin of words and give an interpretation of the lexical meaning. Undoubtedly, they will turn to the etymological dictionary and find out that progress is from the Latin pro - forward gressus - movement. The antonym for the word progress is regress (from the Latin re-backward, backward movement).

The word in the lesson should sound and sound right. Therefore, it is possible to carry out spelling dictations (words are written on the board, students must emphasize and read them correctly. For example, the words peer, presidium, priority, catalog, briefly, more beautifully) or the game “Choose a word” (the teacher reads the words, and the students choose the correct option, write down the word and put the stress in. For example, leisure or leisure, flyleaf or flyleaf, quarter or quarter, calls or calls, etc.).

To clarify the lexical meaning of a word, I very often conduct creative dictations (an interpretation of the word is given, students write down the word itself). For example:

A floating mountain that has broken away from a coastal glacier. (Iceberg);
A person involved in sports. (Sportsman);
Collective sports game on ice with a puck. (Hockey);
Announcement of a performance, concert, posted in public places. (Poster).

Or the game “Linguistic Lotto” (words are written on the lotto cards: poster, jury, catalog, etc. The teacher reads the interpretation, the children must close with a chip or cross out the word) and the “One of two” technique (sentences are given where the word is missing. There are two possible words for students to choose from.) For example:
We wandered for a long time in the (dark, gloomy) forest. Finally came across an (old, dilapidated) hut. A (deafening, loud) shot broke the silence.

When studying phraseological units, an interesting technique that captivates children is “Make a Pair” (students are offered two types of cards. Phraseological units are written on some, interpretation of meanings on others, you need to create a pair. If students make mistakes, they will turn to phraseological dictionary). For example, to muddy the water - to benefit, like water off a duck's back - nothing at all, the cat cried - not enough.
To prevent errors in the use of words, I conduct a game technique “Explain the difference” (Pairs of words are given: imagine - provide, stay - stay, put on - put on, economical - economical. Students must explain the difference in the meanings of words, if difficult, refer to the explanatory dictionary.) picking up different types assignments, do not forget that students must learn the word in spelling terms. I often do visual dictation. This type of dictation is especially useful when working with unchecked spellings, it helps to memorize the necessary spelling and develop the skill of competent written speech:
In the forest under twitter, ringing and whistling
The forest telegrapher knocks:
"Hey, thrush is a buddy!"
And he signs: woodpecker.
The text should be short: 3-7 sentences (depending on the class).

Creative dictation helps students not only remember the spelling of a particular spelling, but also activate the mental activity of students. For example, the creative dictation “Lost and Found” (the guys are given a topic. For example, spring. They must collect words related to this topic: thaw, light breeze, streams, began to melt, etc.) Or make sentences on the topic “Voices of birds ". Verbs for choice are written on the board: drumming, mumbling, cooing, chirping, chirping.
Creative dictation, where it is necessary to replace nouns with prepositions similar in meaning to adjectives (night without sleep - sleepless night, a person without fear - a fearless person, distance without limit - ..., liquid without color - ...).

Vocabulary work, carried out in almost every lesson, contributes to the enrichment of students' vocabulary, develops spelling vigilance, develops speech, and in general, contributes to the formation of literate writing skills.
The ability to accurately and expediently select language means in accordance with the content, goals and objectives of the utterance is one of the components of correct written speech. The formation of this skill is largely facilitated by systematic vocabulary and stylistic work, i.e. work with stylistically colored vocabulary, and above all with various groups of lexical synonyms.

So, after getting acquainted with the official business style, the information received is fixed when performing the exercises:

Among these synonymous words, name the book words used in formal business style: Advise - recommend, come - arrive, not allowed - forbidden, lose - lose. “Indicate how synonyms differ from each other (shades of meaning, use in speech, both at the same time).
Select and write down neutral synonyms for these book words: immediately, notify, nearby.
In what situations would you use synonyms:

Ask - solicit - beg;
Inform - notify - tell.

All these types of work teach students to carefully handle the word, to capture its subtlest shades, to create creative works, both prosaic and poetic, that is, to create a "verbal unity", a beautiful "verbal fabric". An example of such a “verbal fabric” is a poem by a 8th grade student:

Quietly dripping rain outside the window,
The drum is barely audible on the glass,
And in the silent space of the evening,
All the colors of the day are invisible, faded.
Weightless on the deserted city
Dark twilight falls shawl.
The breeze, a little playful and violent,
Hastily sweeps into the distance.

By the road a lantern, all blinking,
A little lighter he makes the way
According to which, cursing the rain,
Someone was walking and wanted to rest,

Hurry up from the drops to hide,
Accidentally do not fall into a puddle,
And the lantern, hurrying to say goodbye to the world,
It goes out, giving all power to the darkness.

Introduction

Introduction

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