Vocabulary words grade 6: Academic vocabulary words for 6th graders

Multiple Meaning Words

Students practice grade-level homonyms (same spelling and sound) in context clue sentences which show the different meanings and function (part of speech) for each word.

Greek and Latin Word Parts

Three criteria were applied to choose the grade-level prefixes, roots, and suffixes:

1. Frequency research 2. Utility for grade-level Tier 2 words 3. Pairing

Each odd-numbered vocabulary worksheet pairs a Greek or Latin prefix-root or root-suffix combination to enhance memorization and to demonstrate utility of the Greek and Latin word parts. For example, pre (before) is paired with view (to see). Students use these combinations to make educated guesses about the meaning of the whole word. This word analysis is critical to teaching students how to problem-solve the meanings of unknown words.

Language Resources

Students look up the Greek and Latin whole word in a dictionary (print or online) to compare and contrast their educated guesses to the denotative definition of the word. Students divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition.

Additionally, students write synonyms, antonyms, or inflected forms of the word, using either the dictionary or thesaurus (print or online). This activity helps students develop a more precise understanding of the word.

Figures of Speech

Students learn a variety of figures of speech (non-literal expression used by a certain group of people). The Standards assign specific types of figures of speech to each grade level. Students must interpret sentences which use the figures of speech on the biweekly unit tests.

Word Relationships

Students use context clue strategies to figure out the different meanings of homonyms in our Multiple Meaning Words section. In the Word Relationships section, students must apply context clues strategies to show the different meanings of word pairs. The program’s S.A.L.E. Context Clues Strategies will help students problem-solve the meanings of unknown words in their reading.

Students practice these context clue strategies by learning the categories of word relationships. For example, the vocabulary words, infection to diagnosis, indicate a problem to solution word relationship category.

Connotations: Shades of Meaning

Students learn two new grade-level vocabulary words which have similar denotative meanings, but different connotative meanings. From the provided definitions, students write these new words on a semantic spectrum to fit in with two similar words, which most of your students will already know. For example, the two new words, abundant and scarce would fit in with the already known words, plentiful and rare in this semantic order: abundant–plentiful–scarce–rare.

Academic Language

The Common Core authors state that Tier 2 words (academic vocabulary) should be the focus of vocabulary instruction. Many of these words will be discovered and learned implicitly or explicitly in the context of challenging reading, using appropriately leveled independent reading, such as grade-level class novels, and learning specific reading strategies, such as close reading with shorter, focused text.

However, direct instruction of high utility and high frequency academic vocabulary is certainly worthwhile. The Academic Language section of the vocabulary worksheets provides two grade-level words from the research-based Academic Word List. Students use the Frayer model four square (definition, synonym, antonym, and example-characteristic-picture) method to learn these words. The Common Core authors and reading specialists (like me) refer to this process as learning vocabulary with depth of instruction.

The program uses the Grade 6 Diagnostic and Final Grade-level Assessment of Academic Vocabulary in Google forms to test knowledge of these grade-level Tier 2 words. Additionally, previous grade-level Tier 2 assessments are included with study cards to provide an introductory review to the Common Core Vocabulary Toolkit instructional program.

Vocabulary Study Guides

Vocabulary study guides are provided for each of the weekly paired lessons for whole-class review, vocabulary games, and individual practice. Print back-to-back and have students fold to study

Vocabulary Tests

Bi-weekly Vocabulary Tests assess both memorization and application. The first section of each test is simple matching. The second section of each test requires students to apply the vocabulary in the writing context. Answers follow.

Syllable Blending, Syllable Worksheets, and Derivatives Worksheets

Whole class syllable blending “openers” will help your students learn the rules of structural analysis, including proper pronunciation, syllable division, accent placement, and derivatives. Each “opener” includes a Syllable Worksheet and a Derivatives Worksheet for individual practice. Answers follow.

Context Clues Strategies

Students learn the FP’S BAG SALE approach to learning the meanings of unknown words through surrounding context clues. Context clue worksheets will help students master the SALE Context Clue Strategies.

Vocabulary Acquisition and Use Resources

Greek and Latin word parts lists, vocabulary review games, vocabulary steps, and semantic spectrums provide additional vocabulary instructional resources.

Students who complete each of the Common Core Vocabulary Toolkit Grades 4–8 grade-level programs will have practiced and learned much of the Academic Word Corpus and all of the skills of vocabulary acquisition. These students will have gained a comprehensive understanding of academic language and will be well-equipped to apply the skills of context clues strategies and structural analysis to read well and write with precision.

Each of the Common Core Vocabulary Toolkit grade-level programs is a “slice” of the comprehensive Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language) Grades 4–8 programs. Check out the comprehensive CCSS Grades 4−8 Vocabulary Scope and Sequence to see how these programs will help you coordinate seamless, Standards-based vocabulary instruction at your school.

Obsolete words. 6th grade

Author: edu1

Methodical piggy bank –

Russian language

Lesson Topic: outdated words (Russian language 6th grade)

Lesson Course

1. Mobilizing Stage

On the board, rows of words:

1) forehead, gold, cheeks, predictor, clothing:

2) gold, robe, prophet, cheeks, forehead.

Teacher. Read aloud the scrapping of the first row. Tell me what they have in common.

These are nouns.

These are commonly used words.

Teacher. Tell us what words are called common,

Eliminate each word in order according to several signs at the same time,

The word forehead can be excluded by spelling, by the number of syllables, by the number of sounds. This word has a double consonant at the end. Check word forehead. This is the shortest word, It has only three sounds.

The noun is gold of the neuter gender, and the rest is masculine or feminine. It has three letters o: stressed, unstressed and at the end.

The word cheeks can be excluded by the number and characteristics of consonants. The noun cheeks is used in the plural, and the rest are in the singular. All consonants in it are deaf, soft.

The word predictor has a prefix pre- and two suffixes: a-, shel-. The rest of the words are without prefixes and suffixes. This noun is animate, the rest are inanimate.

3 the word clothing is an unchecked, unstressed voice of mine oh in the root. In other words, there is no such spelling. All consonants in it are voiced, solid.

2. formulation of the topic and objectives of the lesson

Teacher. Read the words of the second row aloud. Match the words with the same meaning from the first and second rows.

Forehead – brow, gold – gold, cheeks – cheeks, a soothsayer – prophetic, clothing – attire.

Teacher. How do the second words of each pair differ from the first?

These words are obsolete. They are not used in everyday life.

Teacher. Say what the words that are outdated are called, and formulate the topic of today’s lesson.

Words that are obsolete are called obsolete. So, the topic of today’s lesson is “Obsolete words”.

The teacher writes the topic of the lesson on the blackboard.

Teacher, State the purpose of our lesson based on its topic. Use the key phrases on the board.

1) Get to know the concept of…;

2) learn to distinguish ….

The purpose of our lesson: to get acquainted with the concept of obsolete words; learn to distinguish obsolete words from other lexical groups of words.

3. Learning new material

Teacher. Read the paired words again. Tell me why the second words of each pair are obsolete?

New, more precise words appeared in the language, which began to be used in people’s speech more often than before. The old words are being forgotten.

Teacher, This is the first reason for obsolete words. Now look at the pictures.

The teacher shows pictures of several items: caftan, bast shoes, bow, arrows, etc. The students name these items.

Teacher. Can you tell me what items are in the pictures? Why are pump words also obsolete?

These words are obsolete, because the corresponding items have gone out of use*

Teacher. Think, what is the consequence of these two causes? This will help you define obsolete words.

One consequence follows from the causes: some of the words are out of active everyday use. This means that words that have gone out of active everyday use are called obsolete.

Teacher. From your reasoning it is clear that obsolete words are of two kinds. Obsolete words, superseded by others, more accurate and convenient, are called archaisms. They have synonyms, for example forehead – forehead. Obsolete words that have gone out of active use due to the disappearance of the objects and phenomena they call are called historicisms. These words do not have synonyms, for example, bast shoes,

Exercise 1 (on cards)

Quiver, prison, piit, zipun, sail, foreigner, barber, kichka, fiyayar, string, bonnet, opashen, plowshare, ax, sleep.

Reference:

Sail – sail;

Zipun – peasant clothes and coarse, thick cloth, usually without a collar;

A foreigner – a foreigner:

Hood – women’s loose-fitting home clothes, type of dressing gown:

Kichka – an old headdress of a married woman;

Quiver – a bag (case) for arrows;

Opashen – long-brimmed caftan With short wide sleeves;

Bed-to sleep:

Plowshare-tool for plowing:

Ostrog – prison;

Piit is a poet;

Ax – an ancient weapon in the form of an ax on a long

Handles:

Figlyar – magician, acrobat;

Barbershop – hairdresser;

Line – queue.

Teacher. Read the words. Compare them with the diagram for the new material. Formulate a task for the exercise.

Obsolete words should be divided into two groups: archaisms and historicisms and write them down.

Children do the work first as a team. They can use explanatory dictionaries or help for the exercise,

Teacher. What obsolete words could you eliminate and why?

It is possible to exclude the word to rest. This is a verb, and the rest are nouns,

The word screamed. In it, all consonants are sonorous, solid.

Teacher. What mark is there for obsolete words in explanatory dictionaries? Exercise 2

Mouth, arshin, eyelids, elbow, right hand, hand, pound, pupil, belly, verst, fingers.

1) archaisms: mouth,

2) historicisms: arshin,

Teacher. This exercise assumes a more difficult task. Read obsolete words. Consider an additional entry to them. Formulate your task for the exercise.

It is necessary to continue the series of obsolete words: archaisms and historicisms.

Teacher. Judging by the first words, what should the words in the first and second rows mean.

In the first row there should be archaisms that designate parts of the human body. In the second – historicisms denoting various units of measurement.

Pupils complete the task in groups* using an explanatory dictionary.

Archaisms: mouth – lips, eyelids – eyelids, right hand – right hand, hand – palm, pupil – eye, pupil, belly – stomach, fingers – fingers

Teacher. Before you is an unfinished sketch of the beginning of an old battle.

Read the sentences with the missing words, the phrase and the dictionary for them. Formulate given to the exercise.

Instead of symbols, it is necessary to insert obsolete words suitable for the meaning so that a sketch of the beginning of the battle is obtained. The words necessary for this can be taken from the proposed dictionary,

Children first complete the task collectively. Then write the text, inserting the missing letters.

The warriors drove up to the river. Many had golden hryvnias on their chests. Deaf huge helmets sparkled in the sun, shields and armor shone with gold notch. Russian spears, swords, clubs, axes, monstrous maces collided with Turkish sabers. Crossbows flew. The fight broke out.

Teacher. Read the text aloud. Tell me for what purpose writers, poets use obsolete elephants in their works.

Writers and poets use obsolete words in their works in order to more clearly and more accurately show how people lived in the distant past,

Teacher. Talk about spelling words with missing letters. First – about the spelling of words with an unstressed vowel, then – with other spellings.

Compare the punctuation marks in the second and third sentences.

Syntax the sentence with the largest number of words that contain only voiced consonants.

5. Lesson summary

Teacher. What lexical group of words did we meet in today’s lesson?

Today we got acquainted with obsolete words,

Teacher. Tell everything you have learned about obsolete words,

Student responses.

Russian language lesson in the 6th grade on the topic “Obsolete words” in the section “Vocabulary”

Alexandra Yurievna Zagrebina, teacher of Russian language and literature

9023 cards

PROGRESS OF THE LESSON

1. Students in groups are offered to discuss statements: (Appendix, slide 1)

– Words live. How should this be understood? After all, the word is not a person, not an animal, not a plant!

– Words are living witnesses to the history of the development of science, technology and culture.

Students express their opinions by commenting on these statements. (General opinion: “The word lives, develops.”, i.e. has its own biography)

2. Students discuss the stages of the “life” of the word, try to give them names. (Foreign roots are written on the board:

“logos” – the word

“archa” – old

“neo” – new) )

3. The teacher concludes that there are 3 groups of vocabulary in terms of origin (Appendix, slide 2)

4. The study of neologisms (Appendix, slide 3)

5. The word lives for centuries, but history changes, new objects, phenomena appear – words denoting obsolete ones go out of active use. They are called obsolete words. What is their fate? Maybe it’s “lexical garbage”?

Students speak about the meaning of obsolete words and the reasons for their appearance (archaisms and historicisms – Appendix, slide 4)

Bags

Surts

Kolchans

spin

Svetets

Trang 9000 names for old things (cards with the names of objects are distributed, students must, using dictionaries, correlate the name and object. )

Checking the task (Appendix, slide 6)

6. Practical work

Tasks are performed in groups.

Task 1

– Find the “youngest” word.

1) sandals, sandals, sneakers;

2) caftan, fur coat, jacket;

3) arithmetic, abacus, computer;

4) radio, camera, tape recorder.

Task 2

– Find obsolete words, determine their meanings.

In the distant past, when there were no railways or planes, travel was made on horseback. Here is how A.S. Pushkin writes about it:

How long will I walk in the world

Now in a carriage, then on horseback,

Now in a wagon, then in a carriage,

Now in a cart, then on foot. (Appendix, slide 7)

Task 3

– Prove that obsolete words “live” in the modern language.

Mouth, finger, eyes, care, helmet. (Students select the same root words: oral, ring, glasses, thorough, stun, etc. )

7. Homework (optional) (Appendix, slide 8)

– Compile a thematic dictionary “Weapons of the ancient man.”

– One day in the 22nd century.

– Find obsolete words in the poems of A.S. Pushkin, explain their meaning.

8. Summing up the lesson

– What did you learn about the history of the word?

– What was interesting and unusual for you at the lesson? from the children at the lesson.

Enriching the vocabulary of students in grades 5-6

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1MBOU secondary school No. 30

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Introduction

The richness of the Russian language is its words. The vocabulary of our language has several hundred thousand words. Of course, no one person can know all these words. We actively use only some of them. These are commonly used words that we need in everyday communication, as well as well-known terms that we study and use at school. But the more new words we can learn, understanding their meaning, the more accurately we will convey our thoughts. Our speech will become bright and expressive.

The relevance of our study is due to the fact that in today’s society, unfortunately, less and less people think about the beauty of their speech. This is due to the fact that we live in an age of universal global computerization, when many people spend their leisure time playing computer games or browsing entertainment pages on social networks. People cease to communicate verbosely, write beautiful detailed letters to each other. They prefer to respond simply and concisely to messages in instant messengers. Many have forgotten about reading fiction and educational literature. But after all, the Internet also gives us an unlimited opportunity to improve ourselves in our speech by visiting intellectual educational sites, reading accessible educational articles, electronic versions of works of art. But why do many people forget about it, preferring to use such an unlimited information resource for entertainment purposes?

Leonardo da Vinci said: “Iron rusts without finding a use for itself, stagnant water rots or freezes in the cold, and the human mind, without finding a use for itself, withers.” Therefore, it is so important for each person to continue their intellectual development, while replenishing their vocabulary.

Purpose of the study: to trace the dynamics of the enrichment of students’ vocabulary over the course of a year and a half.

Research object: rarely used or special words from the “School Explanatory Dictionary of the Russian Language” edited by A. Lebedeva.

Subject of study: interpretation of the meanings of new words for students at different stages of the study.

Research objectives:

– conduct a survey among students in three stages: at the beginning and at the end of grade 5 and at the beginning of education in grade 6;

– identify the words most recognizable by students and the words with the most misinterpretation;

– analyze the received answers;

– study errors in word recognition and identify possible causes.

The practical significance of the study: analysis of the results of the study at different stages will reveal the readiness of students in grades 5-6 to independently study unfamiliar words, and also indicate ways to enrich their vocabulary.

Study plan:

– compile a list of rarely used and special words from the “School Explanatory Dictionary of the Russian Language” edited by A. Lebedeva;

– conduct a survey of students in three stages;

– analyze the results of the survey;

– draw conclusions.

Main body

Chapter 1. The concept of vocabulary.

In Russian, the vocabulary defines a special term – “vocabulary”.

VOICE, -i, f. 1. The totality of words of any language or dialect (Russian vocabulary. Dialect vocabulary). 2. A set of words used in any field of activity (Professional vocabulary. Technical vocabulary). 3. The vocabulary of the works of any author (Pushkin’s vocabulary). ⁰

It is the first definition that better conveys the meaning of the expression “vocabulary”.

Vocabulary includes

– commonly used words. This is the stock of everyday colloquial words that we constantly use in casual communication with loved ones, friends, classmates at school and everyone around us. We hear them from our birth and therefore can freely use them in our speech without even thinking about the meaning. We use the same vocabulary not only in oral speech, but also when we write letters, SMS, messages on social networks;

– rarely used words, the meaning of which we can know, but do not use in our everyday speech. These may be various terms, obsolete or, conversely, new words;

– special words. These are the words used by professionals in various professions. If we hear or see such words somewhere in the text, we will not even understand their meanings.

Each person has his own vocabulary. For example, a child who is just starting school may know only 2,000 words, but by the end of school, he may already know about 5,000 words. This amount is enough for everyday communication. But if a person studies further, reads cognitive and fiction, his vocabulary can increase up to 10,000 words. Of course, not all of these words (rarely used or special) will be actively used in speech.

Chapter 2. Research part.

Students in grades 5-6 were offered words that can be attributed to rarely used or special words. (Appendix No. 1)

The study was conducted in three stages: at the beginning and at the end of the fifth grade and at the beginning of the sixth grade.

Of all the proposed words at the first stage, only 10% of the words were recognized and correctly identified. At the second stage, 15% of all words were recognized and correctly identified.

The meanings of very many words were either incorrectly defined or not defined at all.

Several words were misinterpreted because their meaning was determined based on associations with something. For example, the word “axiom” was most often interpreted as “an automatic machine for accepting money for school meals”, because indeed such an automatic machine from the company “Axioma” is located at the school. Or the word “rags” was defined as “the chopping part of an ax”, here, apparently, a parallel was drawn with the word “chopping”. The word “briefing” has been defined by many as a kind of sport, since its ending is similar to such words as “surfing”, “diving”, “curling”. The word “pious” was interpreted as “king”, “ruler”, simply confused with the word “raja”.

The word “vespers” was also erroneously defined, there was not a single correct answer. Of course, this is due to the fact that church terminology is not used in the daily life of schoolchildren.

The following words turned out to be the most difficult to define: colloquium, philanthropist, piety, pluralism, postulate, preamble, rotunda, syllogism, hoarder, phasotron, hula, shverbot, ersatz. Most likely this is due to the fact that most of these words are very rarely used in ordinary everyday life. And some are no longer used at all. For example, if in the 17th-19th centuries the guys, most likely, knew and used the word “dinghy”, dreaming of sailing on sailing ships to distant countries, now, when sailing ships are no longer used and you can get to the other side of the world by flying on an airplane, the word “schwerbot” disappears from our vocabulary. And if someday it is found in works of fiction, then the reader will have to turn to an explanatory dictionary.

The results of the study are presented in Appendix No. 2.

Chapter 3. Ways to enrich the vocabulary.

The vocabulary of students expands at school and outside of school: this happens when studying any subject, we learn something new every day and at the same time we are sure to get acquainted with new words, terms, phenomena. Outside of school, we learn a lot of new words when interacting with adults, reading fiction, magazines, newspapers, TV shows and movies, visiting theaters, listening to audio books and radio.

1. Use of an explanatory dictionary.

Students can create personal dictionaries where they can enter new words and their meanings from the explanatory dictionary. The meaning of many words may seem clear enough to us from the context of the phrases we hear or the sentences we read, although in fact we may misunderstand it. It is explanatory dictionaries that help both to clarify the meaning of words and to get acquainted with new concepts of already known words. It is important to learn to think about the meaning of a new word and then use it correctly in strict accordance with its meaning in various life situations. It is important to remember that due to a misunderstanding of the meaning of a word, spelling errors often occur.

The vocabulary of the Russian language is in constant motion. It is replenished with new words, and some words and expressions lose their relevance and are gradually forgotten. The life of each language is connected with the life of society. The faster the development of society, the more noticeable the vocabulary is replenished with new words and the faster some

words and expressions become obsolete, so new explanatory dictionaries are published that include new words.

2. Memorization .

When reading books, we learn the meanings of new words, but at the same time we must try to memorize them. When we retell excerpts from the books we read, write expositions on them, memorize poems, we develop our memory, which then allows us to memorize new words more easily, as well as speak beautifully.

3. Keeping diaries .

Keeping a reader’s diary or a personal diary helps us develop our vocabulary, because when filling out such diaries, we learn to formulate our thoughts correctly, choosing certain words. The diary also allows us to improve our literacy with the correct use of the rules of the Russian language.

Readers’ diaries can be used to record the most interesting phrases and expressions from books read. In a personal diary, you can write short stories, imagining yourself as a writer.

Phone:

4. Word games.

Vocabulary will help develop different word games. It can be crosswords, puzzles, puzzles. When we solve them, we learn new words and their meanings. Such games develop thinking and general intelligence.

5. Reading.

Nothing allows a person to enrich his vocabulary like reading. Reading fiction enriches our lives as well. By reading, we have the opportunity to learn a lot of interesting things about the lives of other people, animals, about different countries and continents, and much more, which may not be in our ordinary life. And reading the works of generally recognized Russian writers allows you to see the beauty of the great Russian language. You can also read educational books.

6. Educational Internet resources.

You can find a lot of useful information on the Internet by visiting educational resources. I have selected some of the most interesting sites for schoolchildren:

Russian State Children’s Library http://www.rgdb.ru

Culture of writing http://www.gramma.ru

Bibliogid: Books and children http://www.bibliogid.ru

Universal Encyclopedia of Cyril and Methodius https://megabook.ru

Encyclopedia “Circumnavigation” http://krugosvet.ru

Russian biographical dictionary http://www.rulex.ru

Great Russia http://russia.rin.ru

Dictionaries http://www. gramota.ru

Russian dictionaries http://www.slovari.ru

Klassika.ru http://www.klassika.ru

Children’s online library http://gostei.ru/

An Internet portal that contains links to useful resources, books and texts in all subjects of the school curriculum https://nashol.com/

Library of non-fiction http://www.bibliotekar.ru/

Online school https://znaika.ru/

Educational magazine http://www.textologia.ru/

General linguistics http://www.genling.ru

Terminals

Grade 5 students who participated in the study were unfamiliar with 90% of the proposed rarely used and special words. 1968 responses were analyzed. Of these, only 117 contained the correct meanings of words, which accounted for only 10% of the total number of answers. In the 6th grade, 1128 answers were received. Of these, 168 are correct, and this is already 15% of the total number of answers. Our work was a motivator for some students who independently studied these words and in the third stage of the study made fewer mistakes in their definition. The dynamics of the development of the vocabulary of students over a year and a half is positive.

From this we can conclude that the expansion of personal vocabulary depends on our desire to learn as many unfamiliar words as possible.

Yes, perhaps in everyday life these words will not be used by students, but they will always remember the meaning of these words if necessary.

Conclusion

The research work carried out made it possible to reveal the unwillingness of the majority of schoolchildren to independently learn the meanings of words unfamiliar to them. Perhaps this is due to the age characteristics of students in grades 5-6.

I hope that the proposed ways of developing personal vocabulary will help my classmates see the beauty of our great Russian language.

I want to finish my work with the statements of famous people about the Russian language:

“The wealth of the Russian language is immeasurable. They are simply stunning. For everything that exists in the world, the Russian language has exact words and expressions. (K.G. Paustovsky.) ⁰

“The accuracy of the word is not only a requirement of style, a requirement of taste, but, above all, a requirement of meaning.” (K. A. Fedin.) ⁰

“The native language is an inexhaustible treasury of all spiritual human existence.”

(F.I. Buslaev.) ⁰

References

1. Aphorisms of Leonardo da Vinci [Electronic resource] /. — Electron. text data. — Access mode: www.bookol.ru, free

2. A large reference book for schoolchildren. 5-11 grades /M.M. Litvinova, T.D. Dazhina, V.A. Klokov. – 6th ed., revised. and additional – Moscow: Bustard, 2010. – 1104 p.

3. Living and dead word [Electronic resource] / K. Paustovsky. — Electron. text data. – Access mode: http://paustovskiy-lit.ru/paustovskiy/public/zhivoe-i-mertvoe-slovo.htm, free

4. Explanatory dictionary of the Russian language [Electronic resource] / edited by D. N. Ushakov. — Electron. text data. — Access mode: feb-web.ru, free. — Fundamental electronic library

5. School explanatory dictionary of the Russian language / edited by A. Lebedeva. – Moscow: Victoria Plus, 2016. – 320 p.

6. Quotes about language [Electronic resource] /. — Electron. text data. – Access mode: http://gramota.ru/class/citations, free

Appendix #1

List of words used in study .

Campaigning – vigorous activity to disseminate political ideas through the media.

Acre – land measure in some countries, equal to 4047 sq.m.

Axiom is the initial position accepted without evidence and underlying the evidence in the truth of other provisions, as well as in general the position accepted without evidence.

Altyn is an old Russian coin worth three kopecks.

Aphorism is a short and expressive saying.

Benefit performance – performance in honor or in favor of one of its participants.

Briefing – meeting of officials with representatives of the media.

Variation – modification of elements, parts of something while maintaining the main content; a group of individuals of a particular species that differ in one or more characteristics from other individuals of the same species.

Monogram – the initial letters of a given name or surname or two given names connected by a common pattern.

Milestone – a pole in the field to indicate the path, boundaries of land plots, as well as in the form of a pole to indicate the path; an important moment, a stage in the development of something.

Veche – in Ancient Russia: a meeting of citizens to resolve public affairs, as well as a place for such a meeting.

Vaudeville – comic farcical play

Vespers – evening church service for Orthodox Christians.

Decade – a period of ten days, the third part of the month; a period of time devoted to something.

Cuteness – devoid of simplicity and naturalness, mannered.

Inert – Inertial; inactive, inactive.

Coalition – an association, an alliance that exists on a voluntary basis to achieve the common goal of any states, parties, and so on.

Colloquium – one of the forms of training sessions, a conversation between a teacher and students in order to clarify and improve the student’s knowledge; meeting with reports on a specific topic.

Laconism is a short, concise way of expressing thoughts.

Patron is a rich patron of sciences and arts.

Moire – dense silk or semi-silk fabric, iridescent in the light in different shades; type of paper with an embossed pattern on the surface.

Piety – deep respect, respect for someone, something.

Pluralism – one of the fundamental principles of the structure of a legal society, affirming the need for diversity of subjects in the economic, political and cultural life of society; plurality of opinions, judgments, views, and the like, as one of the principles of social order.

Postscript – a postscript to a completed and signed letter, usually denoted by the letters P.S.

Postulate is a starting position accepted without evidence.

Preamble – an introductory, explanatory part of an international treaty, law or other legal act.

Rotunda – a round or semicircular building with domes.

Rubishche – shabby, torn clothes.

The syllogism is a conclusion in which a third (conclusion) is obtained from two given judgments (premisses).

Sinecure – a well-paid position that does not require much work.

Hoarder – one who is obsessed with the passion for accumulation and thrifty to the point of stinginess.

Stereometry – a branch of geometry that studies figures that do not lie in the same plane.

Theosophy – a religious and mystical doctrine of the position of the deity through revelation and the possibility of direct communication with the other world.

Umber – brown mineral paint, consisting of a clay substance with an admixture of iron or manganese oxides.

Phasotron is an installation for accelerating the movement of charged elementary particles by an alternating electric field.

Frant – elegant, fashionably dressed person.

hypocrite – one who is pretending to be pious, virtuous.

Hula – harsh judgment, defamatory speeches, abuse.

Dinghy is a single-masted sailing vessel, lightweight construction, with a retractable keel.

Externship – the established procedure for passing exams for the course of an educational institution for those who did not study in it.

Ersatz is an inferior substitute for something.

Appendix #2

Quantitative and percentage results of the study.

0 “Big reference book for schoolchildren”, Drofa Publishing House (2010)

0 C.G. Paustovsky “The Living and the Dead Word”

0 Article by K. A. Fedin “The Unity of Language and Thought” in Literaturnaya Gazeta of March 25, 1951. No. 36.

0 F.I. Buslaev “My memories”.

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Russian language lesson for grade 6 “Vocabulary from the point of view of active and passive stock. Obsolete words: archaisms and historicisms”

Russian language lesson for grade 6

« Vocabulary in terms of active and passive vocabulary. Obsolete words: archaisms and historicisms»

, L. V. Kibireva, Yu.N. Gosteva, E.S. Antonova; ed. E.A. Bystrovoy .- M .: LLC “Russian Word – Textbook”, 2012. (FGOS. Innovative School).

Type of lesson : discovery of new knowledge

Lesson objectives :

– to give knowledge on the topic “Obsolete words”;

– to stimulate the cognitive activity of children, the ability to formulate and express their thoughts, to reason logically;

– develop interest in the subject;

– generalize and deepen knowledge on the topic “Vocabulary”;

– to cultivate diligence and accuracy.

Universal Learning Actions (UCA):

Personality: assess the importance of distinguishing between “beautiful” and “ugly”, the need for “beautiful” and the rejection of “ugly”.

Regulatory: relate the result of their activities to the goal and evaluate it.

Cognitive: independently assume what information is needed to solve the subject educational problem.

Communicative: learn to be critical of their own opinion.

Teacher activity

6 I 9.08026 9.08026 Organizational moment (motivation for learning activities)

The purpose of the stage: the inclusion of students in activities at a personally significant level

Making a marking chart on the board.

Discussion with clarification of all incomprehensible points.

Children draw their own conclusions

Conclusions:

Obsolete words are those that are outdated and left the language.

There are two types of them: archaisms and historicisms.

Archaisms: objects, phenomena are gone – words are gone. (Examples)

Historicisms: words have been replaced by modern synonyms. (Examples)

Found in works of art.

Outdated in dictionaries marked .

3. Stage of reflection.

Where can knowledge be useful?

Organize the new material in the form of a cluster.

You can make a cluster individually, in pairs, in groups.

It is necessary to consider all clusters and choose the best one, which is transferred

to the reference book.

Example

Vocabulary

Obsolete words

(out of active everyday use)

archaisms archaisms archaisms archaisms 0002 (objects, phenomena have gone – words left (objects, phenomena remained – names)

replaced with simultaneous synonyms)

Triangles

Vetrilo Vetrilo Vetrilka – Parus 9000

7