Rules for Russian soft sign after hissing. Spelling of a soft sign after feminine nouns hissing at the end

After the hissing. We will lay down the rules for you when it should not be done and when it is strictly necessary to do it.

These rules are based on what part of speech is being discussed, in what declension and in what part of the word.

Soft sign after hissing - setting rule

We put a soft sign:

1. soft sign after sibilants, it is necessary to write in feminine nouns if they are in the singular in the nominative and

Example words: night, gap, daughter, lie, thing, baldness.

Example in a sentence: The queen gave birth on the night of either a son or a daughter.

2. In verbs of the second person in the singular, subject to the present or future tense at the endings after the sibilants.

Example in a word: you will, you will become, you cook, you remember, you believe, you will do.

Examples in sentences: If you know, if you believe, then you will be with me and will not soon stop loving.

- Xia, the soft sign is preserved. Example: returning, straining, intending.

3. In verbs singular in the endings after sizzling.

Example in a word: Cut! Eat! Hide!

Addition: If the ending is added to these verbs - Xia, the soft sign is preserved. Hide! Don't fool around!

Examples in sentences: Vadik, don't be foolish and don't hide!

4. In verbs in and imperative before endings - those, - those.

Example: smear - smear - smear.

Example in a sentence: Children! Do not Cry!

5. In verbs of an indefinite person, including before the ending -sya.

Example words: oven - bake, lie down - lie down.

Example in a sentence: These rivers take a long time to flow.

6. In adverbs, it is necessary to enter a soft sign after the hissing ones at the end of the word.

Example: Entirely, jump, backhand, wide open.

Example in a sentence: He started the horse at a gallop, and hacked at the air with his sword.

Exceptions: Oh, unbearable, married.

7. In particles with hissing endings: I mean, you see, you only.

Example words: that is, only.

In a sentence: Look what a bully!

Why sometimes a soft sign is not written after hissing ones?

You don't have to write:

1. In nouns of the nominative case.

Example: rook, kalach, stag, bream, knife.

Sentence: A swift flew up to our window.

2. In nouns that are in plural and genitive case.

Example: clouds, steep, shoulders, Grish, between, puddles.

Suggestion example: Unfortunately, no pears were served for breakfast today.

3. In short form.

Example: powerful, hot, good, flying, melodious, comely.

Sentence: He was good-natured and good-looking...

4. In pronouns with hissing at the end.

Examples: yours, ours.

Given the above, the spelling of a soft sign after hissing differs depending on many factors - part of speech, declension, number, as well as the presence of exceptions to the rules.

teachers lower grades give their students rhyming versions of the rules - for easier memorization.

Rules in verse!

Nouns "a lot"

Nouns "my" -

We don't put up any sign!

In verbs and adverbs

The sign is always written

And in short adjectives

We never write!

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

UMK "Perspective"

The purpose of the lesson: to introduce students to the spelling of a soft sign at the end of nouns after hissing.

Lesson objectives:

• identify the grammatical function of the soft sign as an indicator of the feminine singular of a noun by research work students;
• to form the ability to distinguish between masculine and feminine words;
• to educate students in tolerance, respect for the opinions of others, the ability to listen and express their point of view;
• to cultivate independence, creative activity;
• develop spelling vigilance;
• develop thinking, attention, memory.

Planned results:

Personal Outcomes

• understand the importance correct spelling"ь" after hissing at the end of feminine nouns.

Metasubject results:

• Regulatory:
  • evaluate the progress and results of the task;
  • compare your answers with those of your classmates;
  • correct their actions in case of discrepancy between the result and the sample.
• Cognitive:
  • general education:
    • brain teaser:
    • pose and formulate problems, independently create an algorithm of activity in solving problems;
  • brain teaser:
    • establish causal relationships;
    • build logical chains of reasoning;
  • setting and solving problems:
    • find a way to solve the problem on your own.
• Communicative:
  • be able to work in pairs;
  • listen carefully to each other;
  • be able to express their thoughts in accordance with the tasks and conditions of communication.

Subject Results:

• reproduction by one's own the words of the rule, algorithm; performing actions according to the model;
• know how to write feminine nouns with hissing at the end;
• find in the text words with ь after feminine nouns hissing at the end, enrich the speech of children.

Working with information:

• playback, work with educational material;
• search and highlight the necessary information.

DURING THE CLASSES

I. Organizing time. Creating a positive emotional state

- Hello guys!

A cheerful bell rang.
We are ready to start the lesson.
Let's listen, discuss
And help each other.

- Smile at each other. I hope that the lesson will bring you the joy of a new discovery.

- Open your notebooks, write down the number, class work.

2. A moment of calligraphy

- To find out what letter we will write in a minute of calligraphy, listen to the riddle:

What is the letter, who knows:
Sound does not mean
Can only show
How to read a consonant. (The letter is a soft sign.)

- Write a letter and its compounds, a sentence according to the model.
When writing, pay attention to the height, slant and width of the letters.
Don't forget about proper posture when writing.

yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy
Elk is the largest animal of the deer family in the forest.

What do you know about moose? Tell . (A large forest animal. Eats grass and branches ...)

– Listen Interesting Facts (trained students):

1) Moose have extremely sensitive noses. Wolves are aware of this property, so when attacked, they can sometimes grab the beast by the nose. From severe pain, the moose is paralyzed, and he cannot resist the predator.
2) Moose can reach speeds of up to 56 kilometers per hour.
3) They are excellent swimmers, and can swim at speeds up to 10 kilometers per hour - not bad for a creature with four legs. Moose can even dive and hold their breath for up to 30 seconds.

3. Actualization of basic knowledge and methods of action

– Explain the role b sign" in words elk? beast? (Indicates the softness of the previous consonant.)

- What is the role of a soft sign in a word deer? (It is a separating soft sign.)

Name consonant hissing sounds. ([w], [w], [h '], [u '])

– What can you say about them? (Consonants, hissing, [g], [w] are always hard; [h ’], [u’] are always soft.)

Tell me how to determine the gender of a noun.

Is it true that the words mouse", "swift", "owl" are feminine nouns that end in a hissing sound? Justify your opinion.
(Children's answers.)

4. Creation of a problem situation. Statement of the educational task.

On the desk: Kid, mouse, rook, daughter, raincoat, help.

- Read the words. What can you say about them? (These are nouns. A hissing consonant is heard at the end of words.)

- Write the words in two columns.

Examination:

How were the words distributed? (Words with "ь" at the end after hissing, and words without "ь"; nouns feminine and male)

- Why in writing a word mouse there is "b", and in the word baby no "y"? (Similarly: rook - daughter, raincoat - help)

- What is the problem? (Why is “b” written at the end after hissing nouns in some nouns, but not in others?)

- Formulate the topic of the lesson. ("ь" at the end of nouns after hissing.)

- Formulate a learning task. (We will learn to write nouns with hissing at the end with "ь" and without "ь".)

- Take the sheets of paper and write down what you would like to learn in the lesson (construct phrase).

5. Discovery of "new" knowledge(solution)

Let's do some research on words using an algorithm. Draw the conclusion in the form of a diagram. Pay attention to the icon, how will you work? (Paired with.)

Research algorithm:

1. Read the word.
2. Determine the part of speech.
3. Determine the gender of nouns.
4. What sounds are heard at the end of a word?
5. Determine which groups words can be divided into?
6. Write down the words, distributing them into groups.
7. What is the difference between spellings of words in groups.
8. Draw a conclusion. Formulate a rule.
9. Compare your output with other pairs.

Words on cards:ball, speech, key, bream, thing, youth, pencil, already, night.

- Compare the results of the study.

- Complete the diagram on the board (The interactive whiteboard has a couple working).

- Open the textbook p. 13, heading "Knots for memory."

Read the rule and compare it with our conclusion.

- Listen to Professor Ivan Ivanovich Samovarov and notice that you heard something new in the rule. (Disk, part 1, 2).

– What did you notice? Let's add a diagram.

- Tell the rule to each other in pairs, do not forget about an important addition.

- What role did you learn about the soft sign in words? (In feminine nouns, at the end of words after hissing [w], [w], [h ’], [u ’] is written “b”, which indicates the feminine gender of the noun in the singular.)

6. Primary fastening. Commented execution of a typical exercise

- Let's complete the task that the Clever Owl offers, but first explain the meaning of the word ink.

Let's go to the dictionary. (One of the students finds a word in explanatory dictionary, is reading.)

On the slide:

Carcass - a short solemn musical greeting.
ink- stable paint for drawing, drawing, writing.
ink- cosmetic.

– Complete the task with commenting in pairs.

(Divide the words into two columns. In the first, transfer those at the end of which a soft sign (s) is written, in the second - those in which the soft sign (s) is not written.
Words: baggage, bitterness, siskin, ink, minced meat, oven, beach, doctor, daughter, cake, trembling.)

- Let's check. (A pair of students at the blackboard distributes words into two columns with comments.)

- What is the meaning of the word ink in the exercise? (Stable paint for drawing, drawing, writing; cosmetic.)

- Think about it, is it possible to argue that the “b” sign denotes the softness of feminine nouns hissing at the end? Justify your opinion.

What rule did you use to complete the task?

- What does the word chizh mean? (Chizh is a bird.)

- What do you know about the sissy?

- Here, listen.

Prepared student:

Chizh is one of the favorite songbirds of man.
The singing of a siskin consists of both its own trills and imitation of other birds (mainly tits). Siskin is found in all forests of Europe and Asia and prefers coniferous and mixed forests. Siskins are migratory birds.

- Writers in their literary works also talk about siskin. Leo Tolstoy has a story "Chizh", and Ivan Andreevich Krylov wrote the fable "Chizh and the Dove".

Fizminutka

- Let `s have some rest. Stand comfortably at the table.

- If you need to write a “b” sign in the word, put your hands on your belt and walk in place, if not, put your hands to the sides.

The teacher says the words: hut, False, rook, wilderness, walrus, watchman, rye, chizh.

- Well done!

– Do you know that a siskin also lives in our city? What do you know about it? (Children's answers.)

- In our city there is a monument called Chizhik-Pyzhik.

Prepared student:

1. The monument to Chizhik-pyzhik on the Fontanka is one of the smallest in the city: its size is only 11 centimeters, and its weight is 5 kilograms. The authors of the sculpture are the architect Vyacheslav Bukhaev and the Georgian director, screenwriter and sculptor Rezo Gabriadze.
2. There is an opinion that the creator of this sculpture named it so because the uniform of the students of the Imperial School of Law resembled the color of siskin in its color, and the fawn because the students wore fawn hats.
3. There is also a popular belief that this statue grants wishes. In order for the wish to come true, you need to hit the siskin with a coin so that after the rebound it remains on the pedestal.

7. Organization independent work with self-examination in class

Now take a card. There are two options on the card. Choose a task according to your abilities, complete it.

(Self-execution. Self-control.)

- Take a sheet of self-control in the envelope and check your work.

Card:

1 option

Replace each phrase with one noun with a hissing sound at the end, write it and determine the gender:

small items - … ,
strong whirlwind - ...,
bitter taste - ...,
soup with beets and vegetables - ...,
wild birds that are hunted - ...,
small forest songbird - ....
Words for reference: borsch ..., bitterness ..., game ..., trifle ..., tornado ..., siskin ... .

Option 2

Insert a soft sign where necessary (determine the gender of the noun). Match the nouns with the adjectives and write down the phrases.

Garage .., youth .., weaver .., floor .., hedgehog .., already .., borscht .., raincoat .., hoop .., beam .., rich man .., circus performer .., lies. ., doctor .., strongman .., trumpeter .., bitter .. .

Self-control sheet:

1 option

Small items - a trifle (female),
strong whirlwind - tornado (m.r.),
bitter taste - bitterness (female),
soup with beets and vegetables - borscht (zh.r.),
wild birds that are hunted - game (female),
a small forest songbird - siskin (m.r.).

Option 2

Strong garage (m.s.), talented youth (m.s.), skillful weaver (m.s.), last floor (m.s.), troublesome hedgehog (m.s.), fast snake (m.s.). r.), delicious borscht (m. r.), autumn cloak (m. r.), red hoop (m. r.), warm beam (m. r.), generous rich man (m. r.), dexterous circus performer (m.s.), harmful lie (m.s.), kind doctor (m.s.), tall strongman (m.s.), cheerful trumpeter (m.s.), useful bitterness (m.s.) .).)

- Raise your hand those who coped with the task without errors. What helped you?

Who made mistakes? What difficulties did you have? Why?

(If time permits in the lesson for students who completed the task quickly.)

Deformed sentences.

Shore, I, a hut (?), On, set. It was night (?), starry. A beam (?), woke me up in the morning, the sun. I, fishing rod (?) ka, sat down, shore, and threw it on. Bream(?), ruff(?), caught, pike, etc.

7. Summing up the lesson. Reflection

- Remember everything that we did in the lesson and summarize your activities.
– Did you learn anything new?
- What was the rule in class today?
- Give examples.
- What did you repeat?
What tasks were easy for you to complete?
– What was difficult?
– Was the lesson interesting? Useful?
– Do a written self-assessment and self-assessment.

8. Homework

- I offer 3 options to choose from for homework.
Take a card, read the tasks. Is everything clear?

Card:

1 option

Add, if necessary, b.
In each line, there is an “extra” word horizontally. Cross it out and explain your choice.

night siskin arena walrus
landscape crew lily of the valley dich
key rech rye trifle
help drawing goulash Muscovite
midnight royal knife march
shiver reeds things quiet

Option 2

Write out the nouns from the story with a hissing at the end in two columns.

Dark night. It's so quiet in the forest! Only occasionally an owl screams, and a mouse rustles. Our hut is on the river bank. My comrade is fast asleep, and I, as a watchman, have not closed my eyes. At midnight, the full moon came out from behind the clouds and illuminated every thing in the clearing. How wonderful is the lily of the valley in the light of the moon! The night dragged on for a long time, but then the first ray of the sun fell on the rye. I wanted to take a pencil and draw this morning landscape.

3 option.

Make up short story using these words and phrases: night in the forest, a long hike; key, hut, thing, rye, cloak, beam.

9. Organized end of the lesson

- Thank you for the lesson! It was a pleasure for me to work with you. I want to give you a poem - a question.

A soft sign is a cunning sign.
Don't name him.
It doesn't pronounce
But the word is often asked.
We will always be where we need to be
Insert a soft sign into words?
YES!

- The lesson is over. Goodbye.

Literature:

Internet resources.

Russian language lesson

Equipment:

Support schemes, posters “It is not enough to be able to write, you must be able to think”, “ good speech well and listen", sheets with text for group work,cards with tasks of different levels,fairy tale "Journey b", phonogram. Computer support of the lesson.

During the classes

I. Organizational moment.

Teacher. Guys, I want to start today's lesson with these words ...

Read! How do you understand these words?

II. Motivation.

Teacher. Today we will make an amazing journey to the “Land of Nouns”, learn about the adventures of one letter and its meeting with different words. This lesson should help you climb one more level of literacy.

III. Updating previously acquired knowledge.

Teacher. And we begin the journey along unusual paths. Open your notebooks, write down the date and type of work.

Teacher. Name the letters to be written. What can you say about them?

Students. They denote hissing sounds [g], [w] - hard, [h,], [u,] - soft.

Teacher. Choose from the proposed options the one you like best and write it down in your notebook. So let's hit the road! To whom is it more convenient: “along the path” or “over the bumps”?

Teacher. The path was paved for us by hissing, but among the letters of the Russian alphabet there is one special letter. Scientists call it a letter - an assistant. What is this letter? Can't you guess?

Students. Soft sign.

Teacher. What can you say about the soft sign?

Students: b - does not indicate a sound; (examples: day - [d, en,])

b - indicates the softness of the preceding consonant in writing; (examples: salt)

b - separates the consonant and vowel so that they do not merge; (examples: blizzard)

IV. Working on new material.

Journey to the "Land of Nouns" (Reading a fairy tale by a teacher against the background of music is accompanied by strips with words, children read the words in strips in chorus.)

Story.

– The soft sign went on a journey and we went with it.

Suddenly he was in mysterious forest. There he saw

– We, nouns with hissing at the end:

– I am the Soft Sign! Let's be friends!

– Not! In no case! They all shouted in unison. The watchman even raised

The soft sign was offended, wept and walked away. He went out to the field where

A soft sign told his sadness.

– Don't worry, I'll be your friend!

– And I, - squeaked from the mink

The mouse intervened.

- Let me remember

Teacher. Guys, have you guessed yet why some words drove L away, while others called him a friend? (Answers are children's guesses.)

Teacher. What do these words have in common?

Students. These are nouns, they end in hissing.

Teacher. What is the secret here?

Students. Nouns are pronounced the same.

Teacher. What two groups were they divided into? Slide number 1 (words from a fairy tale in 2 columns: f.r. m.r.)

Students. For feminine and masculine nouns.

Teacher. Girls, read the feminine nouns (b appears on the slide), boys, read the masculine nouns. So what is this "secret"? Make a conclusion when a soft sign is written?

Students. The nouns have R. b is written after hissing, and for nouns, m. after hissing b is not written.

Teacher. Let's reveal the "secret". Is our assumption correct?

Students. Yes, that's right.

Teacher. Check yourself in the textbook. (Reading rule p.170).

V. Consolidation.

1. Collective work with the text.

Teacher. I went further and got to the circus and met the guys there (the support opens), looking at whom, you will remember the rule of our lesson: - Who will explain how the support will work? (For female nouns, b is written after sizzling, and for m. nouns, b is not written after sizzling.)

And we will try to guess which of the trainers will make friends with b? Find exercise 450. Write nouns in 2 columns - by gender: (beam, speech, watchman, key, cloak, mouse, help, comrade, baby, rye, night, thing)

On a chain at the blackboard, everything is in a notebook.

2. Physical education minute.Let's look for words from the topic of the lesson. Maybe they rolled under the chair on the left (leaning to the left ), maybe under the desk on the right (tilts to the right )? Maybe the guests on the left saw, maybe the guests on the right (turns )?

3. Work in groups.

(Each group is given deformed text; clue words are dispersed throughout the class: rye ?, mouse ?, crying ?, owl ?, night ?, quiet ?, reed ?.) - (met. Bazarny)

Teacher. Insert the appropriate nouns into these sentences. You will find them in the information field.

Text.

The road went through... Here she ran... I heard in the grove .... This… started the song. Here is the river. Came ... and the fishing began. Standing around... ... whispered with the river. (1 student from each group reads out the answer)

4. Words are riddles.

Teacher. Write down the clues. Denoting the genus of nouns. (2 students at the board).

– A person who plays the violin (violinist m. r.)

– The first bird that comes to us in spring (rook m. r.)

– Small child(baby m. r.)

– Soup with beets and other vegetables (borscht m. r.)

– It can be a door, violin, wrench, and even a spring (key m. R.)

– The ability to speak. It is oral and written.

(speech female)

(Mutual check) Bottom line: - Raise your hand, who wrote on "5", on "4"?

4. Creative independent work.

Teacher. Read the proverb. How do you understand this proverb?

My friend(?) and I went fishing.

The guys went to the forest.

The road to the river went through the mug(?).

Screams and laughter broke the forest silence(?).

Here is the river.

Animals and birds were afraid.

We threw in our rods.

Hedgehog(?) rustles on dry leaves.

Students. It is impossible, since in the text the sentences are connected in meaning and united by one topic.

Teacher. Option 1 - write out sentences on the topic “Fishing”.

Option 2 - write out sentences on the topic “In the forest”.

Arrange these sentences in the correct order. Make up 2-3 sentences using the words below to make a text.

Outcome: - Now let's read what the texts turned out to be. What are the words with hissing at the end in which you wrote ь?

5. Control of acquired knowledge.

Teacher. To check how you learned the secret of the lesson: "Writing b", we will work on cards, each of which has 3 tasks. Whoever completes one task will receive a grade of "3", two tasks - "4", three tasks - "5".

1 task

Insert where you need a soft sign:

Hut .., help .., speech .., key .., daughter .., lily of the valley ...

2 task

Cross out the extra word:

Doctor?, mug?, quiet?, speech?, deaf?, youth?.

3 task

Match adjectives with appropriate nouns with pinching at the end:

Prickly.., hot…. , rubber ... , flying .... , dark ....,

solar….

VI. Summary of the lesson. Reflection

Teacher. This is where our journey ended. What new did you learn about feminine and masculine nouns with hissing at the end?

– What did you like most about the lesson?
What can you praise yourself for?
- You have stripes of red, blue, green colors on your desks. Who of you believes that he worked "excellent" - show the red stripe, who worked "good" - show the green stripe, and who thinks that he did not work in full, then show the blue stripe.

VII. Choice of homework.

Exercise 454

Write a mini-essay on the topic "My friend",

using nouns with hissing at the end.

The soft sign is one of those letters that often cause the writer to have difficulty choosing the correct spelling. Moreover, several types of orthograms are associated with it. Let's try to deal with one of them.

Why do you need a soft sign?

The soft sign does not represent any sound. Nevertheless, it is often used by us in writing.

The soft sign in Russian is never used after a vowel, Y, or at the beginning of a word.

The soft sign performs three main functions :

• denotes the softness of consonants in the middle before consonants and at the end of a word ( softening sign).
• indicates that E, Yo, Yu, I after the consonant denote two sounds; also "separates" the consonant and the following AND, sometimes O ( separator sign).
• helps to determine the grammatical features of the word (after hissing at the end of the word - grammatical mark).

It is about the spelling of a soft sign after hissing that we will now talk.

Why do we need a soft sign after hissing ones?

So why do we write a soft sign in a field of hissing words at the end? After all, he cannot separate anything (there is no vowel after him).

It cannot perform a softening function either: all hissing ones are either always soft (why do they also need a soft sign?), Or always hard (and a soft sign cannot change this position).

To answer this question, let's look at the words.

Suppose there are such words: chuch, myash and pin. These are nouns. Can we determine their gender and declension?

We can say with confidence that the word "chuch" is feminine in 3rd declension, and "myash" is masculine in 2nd declension. It is impossible to say anything about "pin". Why? Because we know: only in feminine nouns of the 3rd declension, after hissing, a soft sign is written at the end. And after other letters - not hissing - it can be written in the 3rd declension (steppe), and in the 2nd (horse). And this is understandable: after others, paired in hardness - softness, consonants, the soft sign denotes softness, and not a grammatical category.

A soft sign in itself cannot be the end of a word, although it stands at the end; it can be part of the ending (-eat, -ish) or root (mouse, bake, cut, wide open).

Rules

The spelling of the soft sign after the hissing at the end depends on the part of speech. Therefore, before writing or not writing b, it is necessary to determine which part of speech is in front of us. Part of the rules related to this issue is studied in primary school(soft sign at the end of nouns and in verbs of the 2nd person singular), part - in grade 5 (short adjectives), part - in grade 6 (imperative verbs) and, finally, adverbs and particles are considered in grade 7.

So, soft sign at the end after hissing spelled:

• There are 3 declensions in nouns: daughter, dry land, wasteland, help.
• In verbs, there are 2 persons in the singular, in the imperative mood and in the indefinite form - that is, wherever a soft sign can appear at the end of a word after a hissing: lie down, find out, appoint.
• In adverbs (exceptions: Unbearable to get married): back, backhand, away.
• In some particles: only, you see, I mean.

The soft sign in verbs is preserved before -sya or -te: appoint, bake, part.

soft sign not spelled:

• In nouns there are 2 declensions: baby, raincoat, crying.
• In nouns 1 and 2, plural genitive declensions: clouds, shoulders, groves.
• In short adjectives: mighty, tenacious, tenacious.
• In adverbs that are exceptions: I can't bear to get married.

Methodical development of a Russian language lesson in the 3rd grade on the topic "Soft sign (s) at the end of nouns after hissing"

This lesson was developed according to the new standards of the Federal State Educational Standard, under the program "Perspective". In accordance with the Federal State Educational Standard, 4 types of UUD are formed in the lesson: personal, regulatory, cognitive, communicative.

Lesson topic: "Soft sign at the end of nouns after hissing"

The purpose of the lesson: to introduce students to the spelling of a soft sign at the end of nouns after hissing.

Tasks:

Introduce the rule of writing a soft sign at the end of nouns after hissing ones;

Learn to plan and evaluate your work

Develop memory, thinking, attention.

To educate students in a tolerant attitude towards each other, the ability to listen to the opinions of others and express their point of view;

Cultivate independence, creative activity.

Didactic materials: handout (cards)

During the classes.

1. Motivation to learning activities.

Good afternoon guys! Today I would like to start our lesson with a proverb: “Every day adds a particle of wisdom to us”

How do you understand it?

Our knowledge is the wealth that we put in a chest, and when necessary, we take out this knowledge and use it.

Let's smile at each other, give each other good mood. May today's lesson bring us all the joy of communication.

Today at the lesson, guys, you have a lot to do. interesting tasks, to make a very important discovery, and your assistants in this will be: attention, resourcefulness, your knowledge.

2. Updating the basic knowledge and fixing the difficulty

1) A minute of calligraphy

Zhzh Shsh Chh Shch

What can you say about these letters? Which one is redundant?

Write these letters in a notebook on the first line, alternating them.

Second line: reeds, oven, rye, ball, daughter, baby, crying, youth

What can you say about these words. (this is a noun, singular, ending in hissing sounds)

2) Fixing the difficulty.

Name these definitions in one word:

Football competition (match)

Twelve o'clock at night. (Midnight.)

Little child (baby)

Hunter's prey (game)

What difficulties did you have in writing the words? (Where to write b, and where not.)

What question arises? (Why in some words it is written after hissing, but in other words it is not written).

Who guessed what the topic of today's lesson is? (Spelling ь at the end of nouns after sibilants).

What is our goal for the lesson? (Find out when it is written and when it is not written)

3. Working out the method of action. Building an algorithm for solving a spelling problem

match, midnight, crumb, game

Write the words with a soft sign at the end in one column, and without a soft sign in another.

What unites the words of the first group? (n, singular h., f.r.) And the second one? (n., sing., m.r.) How do the words of the first group differ from the second? In what kind of soft sign is written, and in what kind is it not written?

What conclusion can be drawn? (for feminine nouns, a soft sign is written at the end, for masculine - it is not written)

Is this your hypothesis, is it correct? The pages of the textbook will help answer this question.

Read the rule, let's compare it with the conclusion we made. Do they match? (Yes)

A soft sign after hissing is written at the end of feminine nouns. This is a spelling.

And now let's work in pairs and try to make an algorithm for writing a soft sign in the word night (children work in groups on their own)

The following algorithm is compiled:

1. Determine the part of speech.

2. Determine the genus.

3. If the noun is feminine, a soft sign is written.

4. If the noun is masculine, the soft sign is not written ..

(check and compare)

Let's go back to the words that were written at the minute of calligraphy, check the correctness of our hypothesis.

“Let’s see if you fall into a trap doing this task?”

Night .. - night ..ka daughter .. - daughter ..ka

What is the trap?

(This is a completely different spelling).

4.Inclusion in the knowledge system and repetition.

1)- Today we have compiled an algorithm for the correct spelling of a soft sign at the end of feminine and masculine nouns. And for what? When will you need this algorithm? (When we write a dictation, perform tasks in order to write correctly).

And in order to check whether you have learned everything well, we will work on our own.

You will find the task for independent work on the cards that are on your desks.

In the words given on the cards, you either write a soft sign, or do not write. Prove the correctness of your choice.

Key ..., bream ..., oven ..., thing ..., night ..., mouse ..., pencil ..., luggage ..., pencil ..., trifle ..., muffled ..., ball ..., quiet ...

Exchange cards and check if your desk mate completed the task correctly (mutual check).

5.Fizminutka

We completed tasks

And a little tired.

And now it's time

Rest for all of us, friends.

I will name nouns, and you, if a soft sign is written in a word, squat, if it is not written, clap: night, tick, thing, trembling, baby, hut, brick, penny, mouse, comrade, ball, oven.

6. Independent work

1) Write down the phrases, insert the right words with a sizzle at the end.

Pencil ..., cold ..., polar ..., fragrant ..., ambulance ..., sonorous ...

2) The game "The fourth extra"

Pencil… raincoat… mouse… hut…

Brick ... small ... night ... daughter ...

Carcass… key….thing…. oven….

Rook .... help .... executioner….kalach….

7. Reflection of educational activity in the lesson.

Tell me, what topic did we work on today at the lesson? What was the goal?

Continue the phrases:

Until this lesson, I did not know (a) ...

Now I know….

I can…

As a result of my work in the classroom, I ... ..

In class, I worked...

My mood…

I am very glad that this lesson was interesting and useful for you and that it was easy for you to work in the lesson. Thank you for your work!