EntranceReference materials. Reference materials Test questions for self-preparation of students
1. I find out what question the word answers and what it means (what part of speech it is).
2. I will find the ending in the word. For this I will change word by numbers or by questions (by cases).
3. I will highlight the stem (part of the word without ending)
3. I will find the root in the word. For this I will select related words with different prefixes and without prefixes. I'll compare the words and find the common part.
4. I’ll find a console. To do this, I will compare words with the same root with different prefixes and without a prefix. I will find the part of the word that comes before the root.
5. I will find the suffix. This part comes after the root and
serves to form a word.
The teacher can judge the level of awareness of the role of a particular morpheme by the following indicators:
- the ability to isolate a morpheme from a word;
The ability to independently select a word of a certain morpheme composition;
The ability to verbally explain the role of morpheme in a word;
The ability to correctly use words with prefixes and suffixes in a sentence.
You can check students’ mastery of the morphemic composition of a word using the following questions and tasks:
1) Answer the questions:
- What part of the word is the most important?
- Why do you think so?
- What is the purpose of the prefix in a word? Prove it with an example.
- What other part of the word is used to form new words? Prove it.
- What is the ending for in a word? Prove it.
2) Compare two words, taking into account their meaning and composition (for example: fly away - fly in, go out - run out, birch - birch).
The words are chosen in such a way that the first pair of words allows one to understand the semantic role of the prefix, the second - the root, the third - the suffix.
3) Compare the words and prove whether they are related or not. Answer the questions:
- What part of the word makes them related?
- What part of the word makes them different in meaning?
(school, schoolboy, school, preschool)
4) Parse the words according to their composition.
5) Choose words consisting of:
From the root and the ending,
Root, suffix and ending,
Prefixes, roots and endings, etc.
6) Write a story based on reference words on a given topic.
5. Work on the composition of the word in connection with the study of parts of speech
Target studying the morphemic composition of a word in the 4th grade is to deepen knowledge about the word-formative and formative role of morphemes, as well as to prepare students to understand the peculiarities of the formation of nouns, adjectives and verbs. In the Russian language, each part of speech is characterized by certain word-formation features and there is a relationship between the morphemic composition of a word and its belonging to a particular part of speech. This is the initial linguistic position on which the solution of these problems is based.
In the process of studying parts of speech, the teacher brings to the awareness of children the fact that in language there is a certain connection in the formation of one part of speech from another or the same part of speech using a prefix or suffix. Main difficulty for schoolchildren when studying word formation is to correctly determine producing word. To do this, the teacher directs students to establish, firstly, from which word the given word was formed and, secondly, with the help of which morphemes. But at the same time, morphemic analysis of the word, recognition of what part of speech it is, is mandatory. producing And derivatives words. The teacher specifically draws the children’s attention to:
What part of speech is the word formed from?
Using what morpheme,
What part of speech is it?
Control questions for self-training of students.
1.What knowledge and skills in the field of phonetics and graphics, acquired by children during the period of literacy, are reinforced when studying the “Sounds and Letters” section, and which are new?
2. What spelling standards students master when studying the section “Sounds and letters”?
3. What is the system for studying the morphemic composition of a word?
Bibliography.
1. Kanevskaya N.G. The basis of correct pronunciation and correct writing. Features of studying the section “Sounds and letters. Syllable. Emphasis" in primary school// Russian literature in Ukrainian schools. – 2006. – No. 3.
2. Russian language in primary school: Theory and practice of teaching / Ed. M.S. Soloveichik. - M., 1998.
3. Koval A.P. Visualization in Russian language lessons in primary school. - K., 1986.
4. Pototskaya T.F. Elementary word-formation analysis in Russian language lessons // Head of school. - 1986. - No. 5.
5. Barabanova M.Yu. Formation of actions of morphemic analysis of words when studying the topic “Composition of a word” // Elementary school. - 1996. - No. 4.
6. Merezhko E.G. Word-formation analysis in Russian language lessons // Elementary school. - 1996. - No. 6.
Lecture 12
Subject. Speech activity junior schoolchildren, its types
Plan
1. The concepts of “language”, “speech”, the importance of distinguishing them for the methodology.
2. Speech activity, its structure, types.
3.Psychological foundations of speech development.
4. Linguistic foundations for improving students’ speech.
5. Methods of teaching listening and speaking.
1. The famous methodologist M.R. Lvov noted: “Man has priceless gift speech, he masters it in early childhood and improves it for many years: he learns to instantly choose an accurate and apt word, freely construct sentences and text, learns to control his breathing and voice, intonations... He learns to read and write, i.e. move from an oral (acoustic) language code to a graphic, alphabetic one and back.”
In the school of recent decades, the tendency for the development of student speech has noticeably increased; from the sphere of purely practical speech it has entered the field theoretical concepts, studied in the system: these are “communication, speaking, listening, reading and writing; this is the text, its internal connections, the addressee of speech, genres, expressiveness of speech, rhetoric.”
The meaning of the term “speech” is also revealed:
1. Speech is a process, an activity.
2. Speech is a product speech activity, synonym – “text”.
3. Speech is one of the oratorical genres.
All three meanings of the term can be applied to oral speech, written and even mental (internal) speech.
Speech can be defined through language, for example, “the activity of a speaker who uses language to interact with other members of the linguistic community” (Akhmanova O.S. Dictionary of Linguistic Terms. – M., 1966).
For many years, the concepts of “language” and “speech” were not differentiated. For the first time, their scientific distinction was made by the Swiss French-speaking linguist Ferdinand de Saussure; he is considered the founder of the theory of speech in world science. In Russia, A.A. Potebnya, I.A. Baudouin de Courtenay, L.V. Shcherba, psychologists L.S., Vygotsky, N.I. Zhinkin, A.R. Luria, psycholinguists A.A. worked on this issue Leontiev, V.G. Stepanov, abroad - J. Miller, N. Chomsky, D. Slobin and others.
The similarities and differences of these concepts gradually emerged.
Similarities was that, in essence, these are two sides of the same subject. In speech, all the riches of language, all its expressive capabilities are realized. At the same time, it is through speech that the language is enriched; it includes new words, figures of speech, new shades of already known words and their meanings.
The differences between language and speech are:
1.Language – sign system, used to form and express thoughts, to communicate with other people.
Speech is communication itself through the means of language.
2.Language is stored in the memory of every person. It is neutral in relation to the seething life and is preserved for all speakers of a given language and descendants.
Speech is an action, the activity of people, always motivated, aimed at solving some problems.
3.Language strives for stability, it is normative, subject to strict norms, and serves the entire people as a linguistic collective.
Speech also obeys the norms of language, but allows deviations from accepted language norms, because, unlike language, it is individual
4.Language reflects the reality of life, but does not depend on the situations of current life.
Speech is purposeful and situationally determined.
5. The speech is subject to a qualitative assessment (we can say: correct, expressive, clear, beautiful, etc.). Such assessments are not applicable to language.
This distinction between these concepts is important for the methodology: it follows that the study of language and speech are processes that are closely related to each other, but different. When we teach schoolchildren a language, we introduce them to the system of lexical, grammatical and other means available to the speaker. By developing speech, we teach language proficiency, its correct and skillful use in communication practice.
2. Developing, following L.S. Vygotsky, the theory of speech activity, psychologists came to the conclusion that speech is also a unique human activity, speech activity. Recognition of this fact marked the beginning of a new approach to work on speech development - from the standpoint of the theory of speech activity. Relatively recently, this approach began to be developed in relation to teaching Russian as a native language (see the works of M.R. Lvov, V.I. Kapinos, T.A. Ladyzhenskaya, A.Yu. Kupalova).
Modern methodology is characterized by a fairly clear distinction between the “three aspects linguistic phenomena"(L.V. Shcherba), to be learned in language classes (language - speech - speech activity), and consideration of speech activity as a leading aspect in the practical orientation of training.
“Speech activity is understood as an active, purposeful process of creating and perceiving statements, carried out with the help of linguistic means during the interaction of people in various communication situations” (Russian language in elementary grades // Edited by M.S. Soloveichik. – M., 1998. – P.225). Subject speech activity is thought, because speech activity is aimed either at expressing a thought (if we create a statement), or at perceiving someone else’s thought (if we receive a message). Means speech activity is language. Selection of content for expression, use of linguistic means to express this content or to understand it, i.e. speech is way, used in speech activity. Product This activity when creating a statement will be the statement itself - one sentence, if you only need to express a thought, or a text, if the thought is being developed. The result of speech activity can be considered either understanding - misunderstanding of the thought expressed by the author of the text, the interlocutor, or a response not expressed in words.
When developing a child’s speech, one should take into account his ability not only to create a statement, but also to perceive, because speech activity is a two-way process, which involves the child playing the role of not only the sender of a message, but also the addressee.
It is necessary to name the conditions that influence the formation of speech activity: 1) the child’s need for communication; 2) ensuring that schoolchildren understand to whom, why and under what circumstances they turn; 3) mastery of language means, the ability to choose them taking into account the communication situation and correctly formulate thoughts; the ability to select content for expression and organize it in accordance with the intent and situation of communication; 4) monitoring one’s own speech, the interlocutor’s perception of it, as well as the understanding of a partner’s speech.
According to the nature of the direction of speech action from “thought to word” or from “word to thought” (Zimnyaya I.A. Psychology of teaching a non-native language (based on the material of Russian as a foreign language). – M., 1989. – P. 141) and by form of speech (oral and written) there are four types of speech activity: listening and understanding, speaking
stealing, reading, writing. Their relationship can be shown as follows:
oral form
perception (reception) creation (production)
Written form
Speaking – productive type of speech activity, through
which oral communication takes place. The product of speaking is an oral utterance (text). The mechanism for constructing an oral statement includes the situation, motive, need, interior plan statements, selection of words, their arrangement and marking (connection of words using endings, prepositions, conjunctions).
The difficulty of mastering speaking for students lies in its speed and unpreparedness, the inability to think about the situation, evaluate the addressee, choose exact words, arrange them in a certain sequence, formulate the statement acoustically, i.e. pronounce the phrase, giving it the necessary intonation and emphasis.
Hearing– a type of speech activity aimed at the semantic perception of spoken texts.
Reading– a type of speech activity aimed at semantic perception of a graphically recorded text. The purpose of reading is to obtain and process written information. From this point of view, reading (like listening) refers to receptive types of speech activity.
The purpose of teaching reading at school is to teach schoolchildren rational techniques for perceiving and processing information contained in texts of various types, depending on the content and communicative task. The ability to read presupposes mastery of reading techniques, i.e. correct pronunciation of text written in a certain graphics system, and the ability to comprehend what is read.
The reading mechanism has two options: silent reading and reading aloud.
Model of the first – silent reading:
visual perception code transition from a graphic code to a phonemic code transition to a mental code (understanding).
Model of the second - reading aloud:
visual perception code transition from a graphic code to a phonemic code (transition to an acoustic code) transition to a mental code (understanding).
Letter– a productive type of speech activity in which information is transmitted over a distance using graphic signs.
Like all types of speech activity, written speech has the following structure:
1. Stage of motivation, preliminary orientation. The writer determines for what purpose, to whom and what he will write.
2.Planning of activities (speech intention, i.e. intention). The writer plans not only the content, but also the form of his speech: he thinks through the beginning, the ending; chooses words, determines the overall tone of the letter, etc.
3. Carrying out activities, i.e. the writing process itself. In a written form of communication, there is no direct recipient (receiving information) and no intermediate Feedback. The writer does not see the immediate reaction of the reader to each phrase (he can only predict it). The writer is deprived of the opportunity to intonate his speech, use gestures, and facial expressions. Often the writer must first introduce the recipient to the appropriate situation, and then express his judgments, otherwise he may be misunderstood.
4.Control of activities. The writer is not limited in time; his attention is directed to both the content and the form of presentation. Re-reading what he has written, he checks how adequately the form used conveys the intent of the statement.
The result of writing as a type of speech activity is a written statement. IN educational activities subspecies are used writing– listening – writing, reading – writing, i.e. the student listens and writes (statements, dictations, plans), reads and writes (plans, annotations, messages). Notes help to assimilate the material read.
Thus, writing, like speaking and listening, is a code transition at the levels of thought and speech.
3. Characterizing psychological foundations speech activity, you need to pay attention to the following points:
1. The prerequisite for speech activity is a communicative-cognitive need - the desire to enter into communication with another person. Speech communication there is no such thing as without need, without motive.
Therefore, before giving the task to students to create and perceive a statement, it is necessary to try to ensure that they have a corresponding need, a desire to engage in verbal communication.
When inviting children to create a text, it is important to ensure that they understand to whom, why and under what circumstances they are turning. The technique of creating speech situations will contribute to the implementation of the stated provisions.
2. Since the subject of speech activity is thought, it is important to teach children to peer into the world, accumulate impressions, observe, generalize.
To help a child express everything he sees in his own statement, work on language units is necessary: 1) it is necessary to streamline children’s ideas about the linguistic means at their disposal, expand the stock of these means, and help master the rules of construction; 2) to teach schoolchildren the skillful use of language units in the process of communication, taking into account its tasks, conditions and addressee. It is necessary to study language as a means by which thoughts are expressed, and, by teaching the use of this means, to improve those ways of expressing thoughts that the student already knows.
It is also necessary to develop in students the ability to select content for expression and organize it in accordance with the plan, i.e. teach the student to care about the final product and the result of speech activity: teach the creation of a text, its improvement from the point of view of the logic of the development of thought, better conveying it to the addressee, understanding the statement.
3.Improving the speech activity of primary schoolchildren involves the formation of four generalized speech skills: 1) to navigate the communication situation, including awareness of their communicative task; 2) plan the content of the message; 3) formulate own thoughts and understand others; 4) exercise control over speech, the interlocutor’s perception of it, as well as the understanding of the partner’s speech.
4. When solving the problems of improving the speech activity of primary schoolchildren, it is necessary to take into account the existence of its four types (listening, speaking, reading, writing) and direct efforts to teach each of them.
5. It is also necessary to remember about the peculiarities of a child’s speech development at a certain stage (see about this Lvov M.R. Methods for the development of speech of primary schoolchildren. - M., 1985; Speech development person // Head of school – 2000. – No. 6).
In the speech training of junior schoolchildren, the following areas can be distinguished:
– familiarizing students with basic information about language and speech, types and forms of speech;
– training in all types of speech activities,
– familiarization with the text, its main features, types;
– systematic enrichment, clarification, activation of students’ vocabulary;
– assimilation by younger schoolchildren grammatical structure Russian speech, work on phrases and sentences as a means of expressing thoughts and feelings;
– development of skills and abilities of contextual speech;
– formation of pronunciation culture (work on diction, spelling, expressiveness of speech).
4. Linguistic basis Work on speech development consists of disciplines that study speech: functional stylistics, speech culture, text linguistics.
To the teacher primary classes you need to know that in the field of communication there are five styles of speech: scientific, business, journalistic, artistic, colloquial. Each of these styles has its own specifics, which are determined by the difference in communication situations. The uniqueness of a particular communication situation puts forward certain requirements for the organization of utterances - for the selection of both content and linguistic means.
The data of functional stylistics oblige us to draw a fundamentally important methodological conclusion: it is necessary to develop not speech “in general,” but conversational, business, artistic speech, etc. The formation of children's speech skills should be associated with work on specific speech styles. For primary grades, it is necessary to select, firstly, those that are relevant for the real speech practice of primary schoolchildren, and, secondly, the most contrasting styles: conversational, scientific, business and artistic. The first is characterized by ease and liveliness; for the second - rigor, objectivity; for the third – imagery and emotionality.
Speech culture is a linguistic discipline that considers the questions: how to speak correctly and well, in compliance with literary norms, with the motivated use of language means for the purposes of communication, in specific communication conditions (for more details, see: Golovin B.N. Fundamentals of speech culture. - M ., 1988; Belchikov Y. A. Speak clearly and simply. - M., 1980; Vasiliev A. N. Fundamentals of the culture of speech. - M., 1990; Vvedenskaya L. A., Pavlova L. G. Culture and art of speech . – Rostov-on-Don, 1995; Novikov L.A. The Art of Words. – M., 1982; Rosenthal D.E. What’s the best way to say? – M..1988, etc.)
Text linguist – new area linguistics, the subject of study of which is text. “Text,” writes one of the largest modern syntaxists G.A. Zolotova, “is recognized as one of the most important linguistic categories, since the language system in the process of communication is implemented not in an isolated sentence, but in texts of different types of purpose” (Text syntax. - M ., 1979. – P.3).
This area of linguistics helps to determine the tasks and content of work to improve the culture of speech in school: to teach to use the means of language (correctly, i.e. in accordance with accepted norms, and communicatively appropriate, taking into account the communication situation, the specific content of the statement, the requirements of the context).
Since text linguistics is a relatively young field of linguistics, its terminology has not yet been fully established. In the literature you can find various terms: text linguistics, text theory, text syntax, text stylistics, syntax of a complex syntactic whole, communicative syntax and some others. With certain differences reflecting the specifics of the approach, all these names refer to the same field of knowledge, the subject of study of which is the text (for more details, see: encyclopedic Dictionary young philologist. – M., 1984; Zolotova G.A. Communicative aspects of Russian syntax. – M., 1982; Galperin I.R. Text as an object of linguistic research. – M., 1981).
Test questions for self-study
1. What are the main directions of work on speech development?
2. Make a model of methods and techniques for speech development.
Bibliography
1. I will determine what question the word answers and what it means (what part of speech it is).
I will find the ending in the word. To do this, I will change the word by numbers or by questions (by cases).
I will find the root in the word. To do this, I will select related words with different prefixes and without prefixes. I'll compare the words and find the common part.
I'll find a console. To do this, I will compare words with the same root with different prefixes and without a prefix. I will find the part of the word that comes before the root.
I'll find the suffix, i.e. that part that comes after the root and serves to form the word.
The teacher can judge the level of awareness of the role of a particular morpheme by the skills developed in children:
Select a morpheme from a word;
Independently select a word of a certain morphemic composition;
Verbally explain the role of morpheme in a word;
Correctly use words with prefixes and suffixes in a sentence.
You can check students’ understanding of the morphemic composition of a word using the following questions and tasks.
1. Answer the questions:
-What part of the word is the most important?
-Why do you think so?
-What is the purpose of the prefix in a word? Prove with an example.
-What other part of the word is used to form new words? Prove it.
-What is the ending used in a word? Prove it.
2. Compare two words, taking into account their meaning and composition (for example
measures: fly away- fly in, go out - run out, birch - birch).
The words are chosen in such a way that the first pair of words allows one to understand the semantic role of the prefix, the second - the root, the third - the suffix.
3. Compare the words and determine whether they are related or not:
school, schoolboy, school, preschool.
Answer the questions:
-What part of the word makes them related?
-What part of the word makes them different in meaning?
4. Parse the words according to their composition.
5. Choose words consisting of:
From the root and ending;
From root, suffix and ending;
From prefix, root and ending, etc.
6. Compose a story using key words on a given topic.
WORK ON WORD COMPOSITION IN CONNECTION WITH STUDYING PARTS OF SPEECH
The purpose of studying the morphemic composition of a word in the third grade is to deepen knowledge about the word-formative and formative role of morphemes, as well as to prepare students to understand the peculiarities of the formation of nouns, adjectives and verbs. In the Russian language, each part of speech is characterized by certain word-formation features and there is a relationship between the morphemic composition of a word and its belonging to a particular part of speech. This is the initial linguistic position on which the solution to the above problems is based.
In the process of studying parts of speech, the teacher introduces children to the fact that the formation of one part of speech from another or from the same part of speech occurs with the help of a prefix or suffix. The main difficulty for schoolchildren when studying word formation is to correctly identify the generating word. To do this, the teacher invites the children to establish, firstly, from which word the given word was formed and, secondly, with the help of which morphemes. But at the same time, morphemic analysis of the word, recognition of what part of speech the generating and derivative words are, is mandatory. The teacher specifically draws the children’s attention to:
What part of speech is the word formed from?
Using what morpheme;
What's the point formed word;
What part of speech is it?
QUESTIONS AND TASKS ABOUT THE TOPIC
1. Read the text. Find out the meaning of unclear words. Determine who and what the text is about.
2. Find spelling patterns in the words. Think about how to check their spelling. Remember the spelling of words that are difficult for you, say them syllable by syllable.
3. Pay attention to punctuation marks, and in the poetic text, to the arrangement of lines.
4. Learn the text by heart.
5. Read the text carefully again (or repeat it to yourself, visually imagining the spelling of each word). Close the book and write it.
Memo 2
How to prepare for your presentation
1. Read the text. Find out the meaning of unclear words, phrases and sentences.
2. Determine the topic and main idea of the text. Pay attention to how the author reveals them. Think about what words and expressions are especially important to use in your presentation to reveal the theme and main idea of the text.
3. Make a plan. To do this, determine the number of parts in the text (or divide the text into parts if they are not highlighted), highlight the main thing in each part and title these parts.
4. Find words with spellings. Explain their spelling. Pay attention to the construction and execution of sentences, punctuation marks.
5. Read the text again. Retell it in your mind. Start writing a summary of the text according to plan.
6. Check your written summary.
Memo 3
Sound-letter analysis of a word
1. Say the word.
2. Determine how many syllables there are in a word. Say the stressed syllable.
- if it is a vowel sound, then what kind of sound it is - stressed or unstressed;
- if there is a consonant sound, then what kind of sound it is - dull or voiced, hard or soft, paired or unpaired.
4. Tell me what letter represents each sound.
5. Make a conclusion about the number of sounds and letters in a word.
Oral analysis of the word "hat"
The word hat has two syllables: walking | pa. Syllable shlya shock.
I pronounce each sound and name its signs:
[w]- consonant sound, hissing, dull paired, hard unpaired, denoted by the letter “sha”;
[l"]- consonant sound, voiced unpaired, soft paired, denoted by the letter “el”;
[A"]- a vowel sound, stressed, stands after a soft consonant sound, denoted by the letter “I”;
[P]- consonant sound, voiceless paired, hard paired, denoted by the letter “pe”;
[A]- a vowel sound, unstressed, is indicated by the letter “a”.
In a word hat 5 sounds and 5 letters. Written analysis of the word "Christmas tree"
Christmas tree[th "olka] - 2 syllables;
In a word Christmas tree 5 sounds, 4 letters. Letter e at the beginning of a word denotes the fusion of sounds [th "ó].
Memo 4
Parsing a noun as a part of speech
1. Part of speech. What does it mean, what question does it answer.
2. Initial form(nominative singular).
3. Proper or common noun, animate or inanimate.
4. Genus. Declension.
5. Case. Number.
6. Role in a sentence.
Oral analysis
The hunter saw a squirrel.
1. Squirrel- noun. Denotes an object, answers the question of whom? 2. Initial form - squirrel. 3. Common noun, animate. 4. Female, 1st declension. 5. Used in the accusative case, in singular. 6. In a sentence it is a minor member, explains the predicate: saw(whom?) squirrel.
Sample entry
Squirrel- noun (who?), n. f. - squirrel, nat., female r., 1st class, in wine. p., in units h., Tue. member
Memo 5
Analysis of words by composition
1. Read the word boletus. Define it lexical meaning. (In a word boletus is called a mushroom that grows under a birch tree.)
2. Find the ending: determine the part of speech, change the word, find the part that is changing.
boletus (boletus And, boletus A).
3. Find the stem: highlight the part of the word without the ending.
4. Find the root: select 2-3 words with the same root, compare them and highlight the common part.
5. Find the prefix: compare words with the same root with different prefixes or without a prefix. Select the part that is in front of the root.
6. Find the suffix: select words with the same root with different suffixes or without a suffix. Select the part that comes after the root.
7. Name all the significant parts of the word.
Memo 6
Analysis of proposals by members
1. Read the sentence.
2. Find the subject: a word that indicates who or what the sentence is about and answers the question Who? or What? Underline the subject with one line.
A talkative stream gurgled in the acacia bushes.
3. Find the predicate: a word that means what is said about the subject and answers the question what is he doing? (or another question for a word denoting the action of an object). Underline the predicate with two lines.
4. Draw a conclusion: what words form the basis of the sentence? Name the main parts of the sentence.
5. Find the minor part of the sentence that explains the subject (or predicate, or other minor part of the sentence). Put a question to it from the word with which this minor member of the sentence is connected in meaning. Indicate the connections between words with arrows.
6. Make a conclusion: how many phrases are there in the sentence? Name the phrases.
A talkative stream gurgled in the bushes, in the acacia bushes.
Offer characteristics
The sentence “A talkative brook gurgled in the acacia bushes” is narrative in purpose and non-exclamatory in intonation; simple, common.