Academic vocabulary 5th grade: Academic Vocabulary Words For Students in 5th Grade

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EMC Number: 2761

Page Count: 192

EAN: 9781596732049

In 36 weeks of systematic instruction, your fifth-graders will learn 111 key academic vocabulary words that they are likely to encounter in multiple subject areas and in assessment instruments.

Examples of the words presented in grade 5:

• associate, elaborate, precise
• assume, imply, refer
• develop, influence, significance
• distinct, perspective, specify

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Alabama 5th Grade Academic Vocabulary – Social Studies – Student Book

Grades: 5-5

Ages: 10-11


Series: State Experience

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ISBN: 978-0-635-10254-6

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Product Code: 102544

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The Alabama Academic Vocabulary Student Practice Workbook will boost test scores by helping students develop the vocabulary they need for success. The Alabama Academic Vocabulary Student Practice Workbook for 5th Grade includes 60 grade-specific words from Alabama’s Social Studies Standards. There are 15 weeks of quizzes, a dictionary of 60 vocabulary words and their definitions, plus a page to add Bonus Words. The Student Practice Workbook includes quizzes that correspond with the Alabama Academic Vocabulary Teacher’s Edition.

The Alabama Academic Vocabulary Student Practice Workbook:
1. includes key vocabulary words hand-picked and correlated to Alabama’s Social Studies Standards.
2. uses a focused approach to build students’ comprehension of the social studies standards by developing their understanding of integral vocabulary.
3. has a consistent format that is easy for teachers and effective for students.
4. includes reinforcing activities that engage students and strengthen vocabulary retention.
5. helps students learn how to apply their new words.
6. includes assessments for each vocabulary word.

The Alabama Academic Vocabulary Student Practice Workbook:
Motivates students • Builds essential Skills • Enhances critical-thinking • Valuable test-prep tools.

The Teacher’s Edition includes a “week of words” in a straightforward, thought-provoking, and FUN format. Every day for first four days of the week, you’ll give students a new vocabulary word which includes a definition, an interesting fact, and a “Think About It” discussion question. On day five, students will take a quiz on the four words using their companion Student Practice Workbook. There are 15 weeks of quizzes. A must-have for every student!

The vocabulary words are:
abolish • amendment • American Revolution • assassinate • barbed wire • Bill of Rights • blockade • citizen • Civil War • climate • colonization • colony • confederation • Constitutional Convention • declaration • elect • emergence • French and Indian War • frontier • Gold Rush • harbor • hemisphere • inadequacies • independence • insurrection • Intolerable Acts • Jim Crow Laws • law • liberty • Manifest Destiny • migration • Monroe Doctrine • monsoon • Oregon Trail • origin • patron • physical characteristics • Pony Express • ratify • rebellion • Reconstruction • reform • representative democracy • republic • reservation • secede • segregation • separation of powers • settlement • sharecropping • slavery • states’ rights • surrender • telegraph • tenant farming • territory • trade • Transcontinental Railroad • treaty • union

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The system of lessons on the topic “Vocabulary” in the 5th grade (to any program in the Russian language) | Outline of the lesson in the Russian language (grade 5) on the topic:

Lesson 1-2

Topic: “Journey to the land of words”

Type of lesson: introductory lesson on vocabulary.

Lesson objectives:

I. Special:

1. Introduce students 1) to one of the basic units of the language – the word; 2) with a new section of the science of language and the basic concepts studied in the section “Vocabulary”; 3) introduce the concepts of “lexicon”, “lexicon”, “lexical and grammatical meaning of the word”, “explanatory dictionary”, “dictionary entry”; 4) to acquaint with explanatory dictionaries; 5) introduce the basic methods of interpreting the lexical meaning of a word.

2. Practical: 1) to teach the main ways of explaining the lexical meaning; 2) to teach to determine the lexical and grammatical meaning of a word; 3) repeat the setting of a dash between the subject and the predicate, 4) repeat the spellings studied earlier.

II. General subject: 1) to develop in children an interest in the word and vocabulary as a special section of the science of language; 2) develop the desire to enrich your vocabulary and use words correctly in your own speech; 3) broaden your horizons.

1. Organizational moment

Open notebooks, write down the number, class work, leave a line for the topic)

Number on the board, class work (in this presentation, the specific number is replaced by the numbering of lessons)

2. Frontal survey. Slide 1.

We are going on a journey with you. But to get tickets for transport, you need to answer the following questions:

• What sections of the science of language did we study? What is each one studying?

Phonetics is the science of speech sounds.

Graphics studies the ways of designating speech sounds in writing.

Orthoepy is the science of pronunciation of words.

Spelling studies the spelling of words.

Syntax – a branch of the science of language, which studies phrases and sentences, the rules for their construction.

Punctuation – a branch of the science of language, which studies the system of punctuation marks and the rules for their setting.

Morphology – parts of speech.

Morphemics and word formation – word composition and word formation.

3. Announcement of the topic and objectives of the lesson Slide 2

Today we are starting to study a new section of the science of language. Our lesson is introductory. But an unusual lesson awaits us, and the lesson is a journey.

Vocabulary is the name of the new section we are starting to study. So, let’s write in notebooks that the word vocabulary comes from the Greek word – lexis, which means word. (Entry in notebooks)

Slide 3. What country are we heading to? What is another name for our topic? Journey to the land of words.

– What are the objectives of our lesson? We will get acquainted with the basic concepts of this section, find out what vocabulary is studying

And we will answer the question, what is vocabulary studying, at the end of the lesson. (write down the topic of the lesson in a notebook)

What do you think is the best way to travel? That’s right, by bus, plane, train. Our guide will be the famous cartoon character Locomotive from Romashkov. What is a word?

4. Word about words

The word is the building material of language. “There is nothing in life and in our minds that could not be conveyed by the Russian word. The sound of music, the brilliance of colors, the play of light, the noise and shadow of gardens, the vagueness of sleep, the heavy rumbling of a thunderstorm, the whisper of children and the rustle of sea gravel,” wrote K. Paustovsky.

A word is a great thing, because a word can unite people, make them friends, make them happy, or you can separate, quarrel, upset.

We examined the word from different angles: from the side of sound composition, spelling, pronunciation, morphemic composition. What do we learn about the word in the Lexicon?

The Explanatory Dictionary will help us on the road – the head of our train, who interprets words, i.e. explains their meaning. How many words does he have? We read about it on the leaflets that lie on your desks.

“When I happened to ask if there are many words in the Russian language, they answered me with a sly smile: “As many as there are stars in the sky!” This is a very correct answer: there are not so many stars in the sky visible to the naked eye, about three thousand, and there are incomparably more words at our disposal. So writes the author of the book “The Word about Words” Lev Uspensky.

Title the text, make and write down its outline. We draw a conclusion.

The story about dictionaries is accompanied by their demonstration. Slide 4-8

How many words are there in our language? The Dictionary of the Modern Russian Literary Language (it consists of 20 volumes) contains more than 120 thousand words. In fact, there are many more of them, since not all words that are in the language are marked in dictionaries.

– Let’s make a conclusion, so how many words are there in Russian?

5. Acquaintance with explanatory dictionaries (the teacher’s word with elements of conversation)

Write down the names of dictionaries in a notebook.

The first large explanatory dictionary of the Russian language was the Dictionary of the Russian Academy, published at the end of the 18th century.

A truly great event in the history of Russian science was Vladimir Ivanovich Dahl’s Explanatory Dictionary of the Living Great Russian Language, created in the middle of the 19th century. Dahl worked on a dictionary containing about 200 thousand words for almost fifty years. (The story about dictionaries is accompanied by their demonstration).

In the middle of the 20th century, a new academic dictionary of the Russian language was published – “The Dictionary of the Modern Russian Literary Language”. This 20-volume dictionary was prepared by a whole team of authors and includes 130,000 words.

But in everyday life, as a rule, they do not use these detailed dictionaries, but the one-volume Dictionary of the Russian Language by Sergei Ivanovich Ozhegov. This dictionary has been refined and reprinted since 1949.

• Guys, what dictionaries do you know? What dictionaries do you have at home?
• Do you think it is possible to create a dictionary that would contain all the words of the Russian language? Why? We will return to this question in the last lesson on vocabulary.

Let’s turn to the textbook, exercise 736. Read a few proverbs from V.I. Dahl. How do you understand their meaning? Write down sentence 5, explain the underlined spelling, parse the sentence.

6. Acquaintance with the concept of “lexicon” (the teacher’s word) Slide 9. Demonstration of an excerpt from the film based on the novel “12 chairs” by Ilf and Petrov

Each person owns only a part of the entire vocabulary of the language. The stock of words is called the lexicon. Some people have a rich vocabulary, while others have a small vocabulary. Please watch an excerpt from the film based on the novel by Ilf and Petrov “The Twelve Chairs” and think about what you can say about the vocabulary of the heroine.

Ellochka Shchukina, the heroine of the novel “The Twelve Chairs” by I. Ilf and E. Petrov, managed 30 words. Dictionary of a schoolchild 10-11 years old – 3600 words, a teenager 14-15 years old – 9thousand, an adult knows 11-13 thousand words. The more educated a person is, the more words he owns. It is known, for example, that A.S. Pushkin used 21,290 different words in his works and letters.

It is impossible to master all the lexical wealth even during one’s life. But you need to expand your vocabulary. The more words a person owns, the richer and more accurate his speech. And you, if you want to be educated people, must set yourself the task of learning as many words as possible. This is where the section of linguistics, which we began to study, will help us.

One student “pulls out” the word “lexicon” from the edge of the blackboard. The class writes down the definition in notebooks.

7. Introduction of the concept of “lexical meaning of the word”, familiarity with the basic methods of interpreting the lexical meaning. Slide 10.

First, let’s figure out what it means to learn a new word. To do this, listen to I. Tokmakova’s poem “Plim”. Listen and say what new word did you learn?

A spoon is a spoon,

Soup is eaten with a spoon.

A cat is a cat,

The cat has seven kittens.

A rag is a rag,

I wipe the table with a rag.

A hat is a hat,

I got dressed and went.

And I came up with a word,

A funny word – plim.

And I repeat again:

Plim, plim, plim!

Here he jumps and jumps

Plim, plim, plim!

And it doesn’t mean anything

Plim, plim, plim.

– Did you learn a new word by listening to this poem? – No.

– Why? – because this word does not mean anything, that is, it does not make sense.

– Meaning is the most important feature of a word; without it, there is no word and cannot be. The meaning of a word is its lexical meaning. So what does it mean to learn a new word? – it means to learn, to understand its lexical meaning. (The conclusion is written in a notebook). One student “carries out” on the board.

The lexical meaning can be explained in different ways.

Slide 11. For example, our guide Train. Can you determine the lexical meaning of this word? What helped you? -carries a couple, the word itself helped. One way is to indicate the meaning of the parts that make up the word. Try to “decipher” the words: icebreaker, mousetrap, earthquake. a ship that breaks ice, a mousetrap that catches mice, an earthquake that shakes the earth. Write down the first method in a notebook.

Slide 12. Another way is to compare with what is familiar, the selection of words that are close in meaning. Consider our steam locomotive. It’s multi-colored. orange color – orange color, violet, violet color. small means … small in size

Slide 13. The third way is to indicate the essential features of the object named by the word. Our vehicle is a train. Try to explain the meaning of this word. Where do we go by train? How can a train move?

But it is not always possible to determine the meaning of a word in these ways. Please open exercise 743 in your textbooks. Read the text and think about why the characters of Arkady Gaidar’s story “Timur and his team” find themselves in a ridiculous position? – Mishka Kvakin and his team find themselves in a ridiculous position because they do not know the meaning of the word “ultimatum”.

-Can you explain this word in one of the ways we talked about?

– What should be done?

– Please note that you have explanatory dictionaries at the end of the textbook. So in case of difficulty, you can contact him. Information about the word is given in a separate dictionary entry.

8. Practical task

Using the dictionary of the textbook, determine orally the lexical meaning of the words from exercise 746. Write down two sentences with a dash with any of these words.

9. Introduction of the concept of “grammatical meaning of the word”

Slide 14. In addition to the lexical meaning, the word also has a grammatical meaning.

For example, for nouns and adjectives, you can determine the gender, case, number, for verbs – tense, person and number. The grammatical meaning of the word is contained in the ending. Labels indicating grammatical meaning are also contained in the dictionary entry.

In grammar, two different words can live together, have the same “passport”. For example, the words cold and hot have the same grammatical meanings – these are adjectives in m.p., in singular, in im.p. And their lexical meanings are not just different, but opposite.

10.Practical task

From exercise 740, indicate the words whole, spring, their lexical and grammatical meanings were surprised.

11. Introduction to the main topics of vocabulary

So, we have already found out that a word can have a lexical and grammatical meaning and that the lexical0003

can be found in the explanatory dictionary. But that’s not all. The section “Vocabulary” will present us with many more interesting discoveries.

• Open the explanatory dictionary in the textbook. Compare the words: vestibule, brochure and giant, dawn, veteran. How are dictionaries different?

Slide 15. And there are record words. So the verb to go has 26 meanings, the verb to put has 15. Listen to G. Demykina’s poem “About everything” and count how many meanings the word put is used in it.

Five workers are setting up a house,

an agronomist is setting up an experiment

(he grows such rye –

you will get into it with your head

).

Installs counters fitter.

Directing films.

(He filmed the fairy tale “Gingerbread Man”,

so you can see!)

Mom puts pies

(come and help).

And the doctor makes the diagnosis:

“Just a runny nose. Sleep, don’t cry!

If the story is over,

Put an end just right.

Notebook entry:

Go – 26 values,

Set – 15

Such words are used by writers and poets. Listen here:

Winter is still busy
And grumbling for spring.
She laughs in her eyes.

And the forest only makes noise.

(F. Tyutchev)

How is expressiveness of a poem achieved? You see that the actions of a person (bustling, grumbling, laughing) are transferred to inanimate objects.

Words in a figurative sense are often found in our speech. Find this word in the poem.

They say that mother has difficult hands,

They say that mother has golden hands.

I look carefully, come closer,

I touch and stroke – I don’t see any gold.

Why are our factory people

They say: mother has golden hands…

Golden hands – hands are not made of gold,

Golden hands are not afraid of the cold.

These hands are covered in bruises and calluses.

The most needed hands in the world.

Write down in a notebook the phrase “golden hands” with a note trans.

Slide 17. Traveling through Lexica with our Train, we will visit several stations (the map is shown). In the course of working with the map, write down the names of the main terms.

Slide 18. Here is the Gemini station. How do you think up what words live at this station. – Outwardly identical, but with different lexical meanings.

It has fewer words than meanings. And these words are called homonyms.

Slide 19. On this island we will hear:

Gopher jumped out of the mink

And asked the red Mink:

• Where were you?
• Chanterelle’s.
• What did you eat there?

– Chanterelles!

Slide 20. “Friends” station is ahead. Synonyms live here. There are a lot of them. They help people. In what? Now you will see for yourself. One student works at the blackboard with a text, the rest write down synonyms in a notebook.

Slide 21-22. Here is the text.

“I’m not afraid of anyone! shouted the Hare to the whole forest. “I’m not at all afraid, and that’s it.”

Young hares laughed, good old hares laughed, even old hares who had been in the paws of a fox laughed. Very funny Bunny!

Correct the text.

– Why do we need synonyms? Synonyms help to make speech expressive, to avoid unjustified repetitions.

Slide 23. And here are the restless residents at the station of Opposites, where ANTONYMS live. See what words live here?

The climate here is either mild or severe; time either rushes or crawls; residents now quarrel, then reconcile; they rejoice, they cry. Here, at this station, we were offered to play the game “On the contrary”:

And it was the turn of you and me

Play the game “On the contrary”.

I will say the word high, and you will answer: {low).

I will say the word far, and you will answer: {close).

I will say the word ceiling, and you will answer: {floor).

I will say I lost the word, and you will say: {found)\

I will tell you the word coward, you will answer: {brave).

Now I will say the beginning. Well, answer {end)]

(D. Ciardi)

(They answer together)

11. Lesson summary

What section of science did we start studying?

What does vocabulary study? (The answer is written at the beginning of the lesson). – What do you need to do to enrich your vocabulary – lexicon? Write in the definition notebook, which is on the board.

12. Homework

Paragraphs in the theory textbook 55,56, ex. 742, 744, explain any missing spellings.

Fizminutka (by the teacher’s decision). We are going, we are going, we are going for a long time, This path is very long. Soon we will reach Moscow, There we can rest. Here is our train going, The wheels are knocking, And the guys are sitting in our train. Choo-choo-choo-choo! The steam locomotive is running. Far, far away he took the guys.

Lesson 3.

Topic: “Just think how many meanings a word has.

Type of lesson: learning new material

Lesson objectives:

I. Special:

1. To introduce students to 1) the concepts of single-valued and polysemantic words 2) to show the difference between single-valued and polysemantic words.

2. Practical: 1) to learn to distinguish single-valued and polysemantic words; 2) teach how to work with dictionaries 3) repeat the staging of the studied punctuation marks, 4) repeat the spellings studied earlier.

II. General subject: 1) to develop in children an interest in the word and vocabulary as a special section of the science of language; 2) develop the desire to enrich your vocabulary and use words correctly in your own speech; 3) broaden your horizons.

Lesson progress.

1. Organizational moment. Slide 25. Writing a number, class work. Leave a line for the topic.

2. Frontal survey.

We continue our journey through the country of words – through Lexica. Let’s remember what we talked about in the last lesson. So what is vocabulary? What are the meanings of the word? What is a lexicon? What can help us in determining the lexical meaning of a word?

Well done, you answered all questions correctly.

3. Mutual check on the control card. Slide 26-27.

Now let’s check your vocabulary. You are divided into three teams (in rows). The command of the first car, the second car and the third car. You have been given words. Your task is to fill in the missing letters and explain the meaning of your words. And then we will check what you got.

Sh_pot (quiet speech)

Sh_se (flat expressway)

Ch_lka (part of the hair falling on the forehead)

Conductor (leader of the orchestra)

Obzh_ra (lover of food)

, tail and snout)

Zh.lud (oak fruit)

Passengers of the car that completes the task faster and more correctly will become consultants on difficult issues.

4. Work with a dictionary word. Slide 28. Our vocabulary word today is a hero. Open the vocabulary words at the end of the textbook.

Word order:

1. Students look up the word in the spelling dictionary.

2. The word is pronounced 2-3 times spelling.

3. The teacher writes the word on the blackboard.

4. Students write the word in a notebook, put stress, underline the spelling.

5. The lexical meaning of the word is written down.

6. The etymology of the word is reported, distant relatives are called.

7. Single-root words (“close relatives”) are selected.

5. Determination of the topic and objectives of the lesson. Don’t forget that we are traveling with the Train from Romashkov. Make up a sentence using the dictionary word “hero” and our escort Engine. Explain the punctuation marks in the sentence.

The engine from Romashkov is a cartoon character.

Slide 29. What else can we call a cartoon character or a book character?

– character

– And now think about it and tell me how the hero differs from the character from the point of view of the Russian language, from the point of view of vocabulary? What will help us determine? Of course, the explanatory dictionary.

Find the word “character”, what is its meaning, read it? Compare what do you say?

– The word character has one meaning, while the word hero has several.

How do we name words that have many meanings?

Formulate the theme of the lesson: Single-valued and polysemantic words.

6. Practical work. Slide 30. Look at the picture. What ambiguous word is used? What word did you repeat several times? (A pen).

Why do you think?

Guiding questions:

– What is the name of the writing instrument lying on top of the

sheet of paper? (Handle)

– What is the name of this part of the chair? (Handle)

– What is the name of the fixture on the door? (Handle)

– What is the name of the part of the jug designed to make it easier to use

? (Pen)

In what combinations did you use the word pen in your answers? Write it down.

(Ballpoint pen, chair handle, doorknob, jug handle)

-So this word has not one, but several lexical meanings that are given in one dictionary entry.

What would such a word be called? (Polysemantic).

-And with one lexical meaning? (Single-valued).

Give some examples of single-valued and polysemantic words from the explanatory dictionary.

7. Practical task. Slide 31-32. And now, looking at the picture, tell me why our little engine can’t set off in any way?

And an excerpt from a poem by S.A. will help you. Vasilyeva

The rays of the sun paint a steel sheet.

Tirelessly, tirelessly, I look, I look out the window.

– The word “linen” is ambiguous, so that the Train can go, the linen must be road.

– Compose and write down phrases with the word “canvas”

8. Physics minute. (To the song of the Engine from Romashkov)

9. Practical task. Slide 33. While we are driving, our Train is singing a song. Listen to her and say, are there any polysemantic words among these words?

Big field, green forest!

How many ways and roads in spring!

Good in the world! Sunshine, shine!

Wish us, wind, a good journey!

– Explain all possible spellings and punctograms.

10. Working with text. Slide 34. Have you noticed that our entire lesson is somehow connected with the theme of the road? What do you think – the word “road” itself is ambiguous or unambiguous? We will read the poem that lies on your desks and determine.

Just think how many
Meanings the word “road” has.
The road is called the freeway,
And the path that runs beside it,
And the path that lies on the plain,
And the caravan path in the desert,
And the climber’s step is steeper
To the top, hidden in the clouds.
And the trail of the ship above the waves,
And the blue sky above us…

And now a familiar word has been replenished with a new
meaning.
Imagine: the rocket is ready
To jump to another planet.
Saying goodbye to her crew,
Standing at the stars on the threshold,
We simply and casually say:
– See you soon! Lucky road!
Just think: how many
meanings the word “road” has!

– How many meanings does the author of the poem have for this word? What are these

values?

11. Work with the textbook. Slide 35.

The train from Romashkovo is an unusual character. He always notices what is happening around, in nature. And one day, with his travelers, the Engine watched the sunrise. What do you know about the Sun?

Performing exercise 761 according to the task.

Our Engine is signaling us that we cannot be late.

And finally, one more secret about polysemantic and single-valued words. Read the poem about hours. For each polysemantic word, choose a word that explains the given one.

12. To summarize:

1. Which words are called single-valued, which are multi-valued?

2. What helps to determine the meaning of a word – unambiguous or polysemantic?

3. How many meanings does the word have in context?

4. How is a polysemous word indicated in the dictionary?

13. Homework: paragraph 57 in the theory textbook, exercise 762, 768 on assignment.

Lesson 4.

Subject: Our locomotive, fly ahead! Direct and figurative meaning of the word.

Lesson type: explanation of new material.

Lesson objectives:

I. Special:

1. To introduce students 1) to the concepts of direct and figurative meaning of words 2) to the term “metaphor”

2. Practical: 1) to learn to distinguish between direct and figurative meaning of a word; 2) repeat the staging of the studied punctuation marks, 4) repeat the spellings studied earlier.

II. General subject: 1) to develop in children an interest in the word and vocabulary as a special section of the science of language; 2) develop the desire to enrich your vocabulary and use words correctly in your own speech; 3) broaden your horizons.

Course of the lesson:

1. Organizational moment. Slide 37. Recording a number, a line is left for the topic.

2. Creating a problem situation. Slide 38. What does a wagon have in common with a Volkswagen? They make assumptions. Write down the word “car” in a notebook.

3. Work with a dictionary word. Slide 39. Today we will start with a dictionary word. The word “car”

The order of working with the word:

1. Students find the word in the spelling dictionary.

2. The word is pronounced 2-3 times spelling.

3. The teacher writes the word on the blackboard.

4. Students write the word in a notebook, put stress, underline the spelling.

5. Write down the lexical meaning of the word.

6. The etymology of the word is reported, distant relatives are called.

7. Single-root words (“close relatives”) are selected.

Make a sentence with this word.

4. Formulation of the topic and objectives of the lesson. Slide 40. A newspaper called “Young Teacher” is published at the Chelyabinsk State Pedagogical University. The motto of this newspaper is the phrase “We have a lot of news.” How do you understand this expression? Is it possible that every week a wagon arrives at the station and unloads news from it?

Of course not. How do we understand this expression? In a figurative sense. This means that we can understand words in the literal sense and figuratively. Formulate the topic of the lesson. What are the goals for the lesson?

Slide 41. Look at how the Train called this topic, let’s write down and explain what punctuation marks we put and why. And what does “the locomotive flies” mean? Does it grow wings?

5. Work with the textbook. Open exercise 770, read and write the sentences. Find a word that is used literally and figuratively. Write down the first sentence, underline the grammatical foundations in it, draw a diagram. In ex. 771 see how to define a word in a figurative sense in the dictionary.

Think, how does a word get a figurative meaning?

6. Practical task. Slides 42-45 (one at a time, first name the basis for the similarity, then pull it out from behind the board) Please look at the board. You see two phrases: smoke ring and golden ring. In which phrase is the meaning direct, and in what is figurative? Why? What do these items have in common? Absolutely correct form. So, transfer occurs if objects have a similar shape. Further. On the next slide, what common word will you choose for the pictures? Wing. Why? What are the wings for? So, these items have the same function. What about the next images? Color – gold. Nose – location. (phrases are written down, signed on top, direct or figurative meaning of the word). Well done, let’s summarize, how does a figurative meaning appear? Items must be similar.

Slide 46. Let’s write down what similarities these can be (next to phrases)

7. Working with phraseological units. Slide 47. Our Engine decided to try himself as an artist. See what happened. What did the Trainer make a mistake, why?

8. Practical work. Slide 48. Write down phrases in two columns: in one – with direct meaning, in the other – with figurative.

Heavy suitcase, heavy character, light work, light hand, Olympic serenity, Olympic Games, iron discipline, iron nail.

Conclude which words have a figurative meaning, which direct, how to determine.

9. Acquaintance with new concepts. You are given phrases, in what sense are the words used? Your task is to use the same words so that the meaning becomes figurative. Write down the phrases. And now pick up such words for the proposed verbs so that it immediately becomes clear whether the direct meaning or figurative.

The use of words or figures of speech in a figurative sense is called METAPHOR. (meta – re, handicap – I carry). Do you remember the name of the technique in literature when the properties of animate objects are attributed to inanimate objects? Personification. Now tell me, what are these artistic means based on? On the figurative meaning of words.

Slide 49-50. Before you are two columns of words – in one metaphor, in the other personification. Please continue the list.

10. Practical task. Slide 51-52. And at the end of the lesson, let’s try to define metaphors, personifications.

There are papers with assignments on the tables. Let’s read the tasks:

1. Expressively read the poetic passages, write off, underline the words used in a figurative sense. Find examples of metaphor, personification, epithet.
2. Mark the spelling, punctuation marks.
3. Z..ancient..mali golden stars,

   The co(n, nn) ​​th b..re..ki smiled

   Ra..tr..fell silk scythes.

   Sh.. flattering.. lazy s.. rivers.

   Red moon.. as a foal

   Z..pr..galked into our sledge.

   (S. Yesenin)

   11. Let’s summarize the lesson.

   12. Homework: paragraph 58, vocabulary theory for the survey, exercises 773, 776.

   Physical education minute (according to the teacher, in the place of the lesson where necessary)

   Lesson summary “Vocabulary. Word

   Russian language lesson, 5th grade

   Subject: Vocabulary. The word is the basic unit of speech. Lexical meaning of the word

   Purpose: to familiarize students with the “Vocabulary” section, to learn to determine the lexical meaning of a word, to develop skills in working with explanatory dictionaries, to expand students’ vocabulary, to instill interest in learning the Russian language

   Lesson progress

   I. Actualization of basic knowledge

   1. Frontal conversation:

   – What does phonetics study?

   • What is the name of the letters in alphabetical order?
   • Choose a synonym for the word alphabet.
   • What letters of the Russian alphabet do not represent sounds?
   • Determine the line in which words are written, consisting only of voiced (deaf) consonants.

   A. Nature, moon, sky.

   Hoarfrost, frost, sky. B. Firefly, air, rainbow. Skating rink, birds, cactus.

   – Name the words that have soft (hard) consonants.

   P. Motivation of educational activity. Message about the topic and purpose of the lesson.

   1. Studying new material. Vocabulary work (oral).
   Vocabulary, lexical, lexicon, lexicographer.
   Teacher: Do you know these words? What do they have in common?

   (Students’ answers) Lexis – gr. – word. Namely the word is a unit of the section of linguistics, which is called vocabulary.

   (Recording in notebooks of the indicated words).

   2. Problematic conversation:

   • How did the words come about?
   • What is a word, what are words for?

   (Student reasoning).

   Teacher: That’s right. The word names an object, a phenomenon, an action… There is no communication without a word. Did you know that the eccentrics from D. Swift’s “The Adventures of Gulliver” believed that it was very harmful to speak, since each word spoken contributes to the wear of the larynx, so they dragged bags with

   various objects that are necessary for expressing thoughts. Instead of calling some thing a word, the academician pulled this object out of the bag and pointed at it. Probably, you and I would have to communicate in such a fantastic way if people, in addition to the objects themselves, did not use words for their names. It is impossible to imagine today. Why?

   / Student responses /

   Teacher: Names for objects, phenomena are obligatory for everyone, They are fixed by society. But the same object is called differently in different languages. (Word Comparison exercise in Russian, Ukrainian and English (to the right, exercise) VOCABULARY – all words of the language, its vocabulary LEKSIKON 906 of one person.

   (Entry in notebooks for the interpretation of the word vocabulary) Did you know that the main stock of the language is presented in explanatory dictionaries.

   – Do you think there is a dictionary that contains all the words?

   (Student answers)

   Teacher: No, and it cannot be. Why? Benchmarking:

   Dictionary of the Living Great Russian Language by VIDal – 200,000 words.

   Academic dictionary -120,480 words.

   Dictionary of SI. Ozhegov – 70 LLC words. Teacher: Do you know the names of these lexicographers?

   (Student report about V.I. Dal, Cossack Lugansk, countryman.)

   V.I.Dal is our great countryman. He was born in the family of a doctor. He tried many professions: he was a naval officer, an army surgeon, a major official, but all his life he remained true to his calling as a writer. He was inspired by love for Russia, for the Russian people, for the Russian word… He began to collect words in 1819, on the way from St. Petersburg to Moscow. Sleighs ran along the gray crust, the wind roared, it snowed. There are two people in the sleigh: a coachman wrapped in a sheepskin coat, and a young midshipman Dal. He shrinks from the cold and blows on his hands. Suddenly the coachman pokes his whip at the sky and, consoling, booms: “It makes you younger. ”

   The midshipman took out a notebook from his pocket and wrote down: “Rejuvenate – differently, cloudy, tend to bad weather.” With this word, as you know, his great “Explanatory Dictionary …” began.

   Teacher:

   The lexicon of an adult with a higher education is 12,000 words. Lexicon of a child 10-11 years old – 3600 words. Teacher: What task should we set ourselves by comparing these numbers?

   – You need to learn the language, constantly enrich your vocabulary. H. Teacher’s explanation.

   Each word has a lexical and grammatical meaning, which we find in the dictionary entries of explanatory dictionaries

   – Work with the dictionary of S. I. Ozhegov. Analysis of a dictionary entry. (On the students’ desks there are samples of dictionary entries: a word for

   analysis; paragraph).

   Dictionary entry consists of:

   1. headword
   2. Grammar notes
   3. Interpretations of lexical meaning
   4. Usage examples

   4. Creative work. The class is divided into 2 groups: “Search” and
   “Thought”. Students of the group “Search” work with dictionaries,
   are looking for the meaning of the word “portfolio”, and the group “Thought”
   formulates the meaning of this word independently.

   (Answers of students and a record of the lexical and grammatical meanings of this word).

   Teacher: Often people, not knowing the lexical meaning of words, use them incorrectly, because of this, lexical errors appear in their speech that cause laughter.

   5. Editing. Work on the culture of speech.

   Quest: find the lexical errors and write down the corrected ones

   offer option.

   1. I like to swim in fins / lats.

   2. On the windows of the neighbors there is a beautiful roofing felt / tulle.

   3. Dasha has a special sense of smell /charm/.
   4. At the labor lesson, Masha carved out a floodplain / armhole.

   Teacher: As you can see, misuse of words can distort the meaning of a sentence. Also, the statements of people with a poor vocabulary will be incomprehensible.

   (The scene “Impression of the campaign” is being played.

   Fifth-grader Gleb returned from a campaign. He was excited.

   • Did you enjoy the hike? Mom asked
   • Just super! – answered the son.
   • What was great?
   • Yes, it was so great! First, it means that we got to the forest, and then, we began to make our way along the path, you know … well, in a word, class … in general, so to speak, at first we walked in groups, so great that you know, in general, super. And then, you know, we got there already, and they … well, in general, we traveled great! Understood?

   But Mom just shook her head. It is unlikely that she understood what her son’s trip was remembered for.

   Teacher: What advice could you give a boy and what help can his mother give him?

   (Student answers)

   III. Lesson summary

   1 Linguistic game – crossword. (Write down answers to questions)

   1. Bag with textbooks, school supplies.

   (Briefcase)

   2. Long box for pens, pencils, pens. (Pencil case)
   3. A piece of rubber to erase the written. (Eraser)
   4. Writing utensil, graphite stick mounted in wood. (Pencil)
   5. Notebook for grading. (A diary)
   6. Steel plate with a split end for writing in ink, ink. (Feather)
   7. School book. (Textbook)

   8. Stitched sheets of paper in a cover.