Dictionary from grandma's chest. Complex syntactic construction: examples of sentences

V. Summary of the lesson.- Guys, we close the fairy notebooks. Our lesson comes to an end
It's time for us to sum up. What new did you learn at the lesson today? What tasks aroused the greatest interest in you? - Use facial expressions (smile or frown) to show if you enjoyed the lesson. – What did you like? - What surprised you? - What do you remember? And one more task.
From me to you goodbye: VI. Homework.– Draw the country Vocabulary and write about it. It's time to say goodbye...
It's time to close the book!
With her we learned a lot of words
And a lot of stuff
And if you remember them
No wonder our lesson was wasted.
Guys, thank you for the lesson.
Call me friend
Voice call.
Changes are waiting guys
Play, jump.

Extracurricular reading lesson

Subject: obsolete words

Objectives: to show students the place of obsolete words in the system of the modern Russian language; form a holistic view of the system on the example of a language model; to derive a definition of historicisms and archaisms, to teach children to distinguish between these groups of words; develop the ability to draw analogies between modern and obsolete words; to acquaint younger students with dictionaries of obsolete words, with the structure of a dictionary entry; learn to work with a dictionary entry; aim students at understanding the role of obsolete words in a literary text; maintain interest in words emerging and emerging from the modern language system; to cultivate love for antiquity, for the culture and life of the Russian people. During the classes1. Introductory speech of the teacher(message of the topic and objectives of the lesson). - Guys, you studied quite a lot of folklore works: epics, legends, fairy tales, and also got acquainted with the works of some writers and poets of the 19th century. In many of them, you often came across words that are or have already gone out of everyday use. We will talk about them in today's lesson. You will learn about the place these words occupy in modern Russian, what groups they are divided into, get acquainted with specialized dictionaries in which such words are collected, learn how to work with a dictionary entry. 2 . Learning new material.Teacher. The totality of all words in a language is called vocabulary. The entire vocabulary of the Russian language can be divided into two large layers. The first layer will be the words that the Russian people - a native speaker - use every day in speech, in communication. This is the vocabulary of modern books, newspapers, magazines, movies, leading television and radio programs and us, that is, ordinary residents. This layer of vocabulary is called active. For example, girl, house, beautiful, school, student, play- these are the words of the active stock of the Russian language. Try to give examples of such words yourself. Uch. one: Day, light, earth. Study 2: Black, tree, run. Teacher. Correctly. The second layer of vocabulary is called passive. It includes absolutely new words that have recently appeared in the language, as well as those that have reduced their use, have left or are leaving the modern Russian language. Some of them are already incomprehensible to us. Such words are called obsolete. For example, bast shoes, caftan, eyes, pupil are obsolete words. The encyclopedia interprets them as “words of the modern Russian language that have gone out of active use, but have been preserved in a passive dictionary and are mostly understandable to native speakers” (Belousova A.S. Obsolete words // Russian language: Encyclopedia / Ch Edited by F. P. Filin - M., 1979. - S. 360). In the process of explaining, the teacher draws a language model on the board.
Obsolete vocabulary is divided into two large groups. But which words belong to which groups, we will now find out. Give examples of obsolete words. Account 1: In the past there was a word zga and now the word road.Lesson 2: In the old days in Russia they said hail, and now - city.Lesson 3: Formerly ruled by the state tsar, and now - the president.Lesson 4:Chambers, hut.Lesson 5:Herald, gate.Lesson 6:Boyars.Study 7:Voivode, archers.Lot 8:Gold.Lesson 9:Mouth, finger. The teacher writes the words (as they are called) on the blackboard in two columns: tsar zga chamber hail hut gold herald mouth boyars gate voivode finger archers Teacher. Look at the first column. All these words are written in it not by chance. Think about what they have in common? Study 1: All of them are outdated. Teacher. Are these words used in our everyday speech? Uch. 2: No, but they can often be found in historical works, in poetry. Teacher. Tell me, do all those objects and phenomena that these words designate exist now? Lesson 3: No, they don't exist. The only thing you can see now is the chambers. But they have been turned into museums, the kings have long since ceased to live there. Teacher. Such words are called historicisms. Try to define them yourself, based on the above. Lesson 4: Historicisms are obsolete words that have gone out of use. They refer to things that no longer exist. Teacher. Quite right, historicisms are obsolete words that have fallen out of use because those objects, things, phenomena that they denoted have disappeared. They cannot be replaced by words that are close in meaning. Let's write the definition in notebooks. The teacher writes on the board: Historicisms are obsolete words; designate disappeared objects and phenomena. Pay attention to the second column and think about what is common between the words in it? Uch. Those objects that denote the words from the second column still exist, only we don’t call them that now. Olya F. Obsolete words written in the second column can be replaced by modern words. Teacher. This group of words is called archaisms. Try to explain yourself what archaisms are? Uch. Archaisms are obsolete words. They denote events or phenomena that exist now, but have been replaced by modern words that are often used. Teacher. Yes, archaisms are obsolete words that name existing objects and phenomena. In modern Russian, they are replaced by more relevant words that are close in meaning. Let's write down. The teacher writes the definition of archaisms on the blackboard: Archaisms are obsolete words; designate existing objects and phenomena. Replaced with modern words.3. An exercise in identifying historicisms and archaisms. Teacher. Now let's do a little exercise. Old words are written on the blackboard. Try to determine which of them are historicisms and which are archaisms. Think out loud. Writing on the board. Armor, head, golden, nobleman, give thanks, cheeks, kichka, dennitsa.Uch. one: Armor is such a shoe. There are shoes even now, which means that the word armor is archaism. Uch. 2: Armor is the ancient armor of a warrior. In modern times, we will no longer meet them, that is, this word is historicism. Teacher. Well done, Dima, I will put the letter i over the word lata. It will be abbreviated to the word historicism. To help children, the teacher can offer an algorithm for determining archaisms and historicisms and continue to work based on this algorithm. Study 1: The head is the same as the word head, the subject exists now, which means it is archaism. Lesson 2: Gold - the same as gold, a sign of an object that is common in our time. This word is archaic. Lesson 3: Nobleman - so in the old days in Russia they called a rich man of noble birth. Now there is no such title, which means that this is historicism. Lesson 4: To give thanks means to give thanks. This is archaism. Teacher. Correctly. Next we come across the word cheeks. Try to explain its lexical meaning. Children find it difficult to answer. Teacher. Where should you go if you don't know the meaning of a word? Teacher: To the dictionary. Teacher. What dictionaries do you use at home? Uch. one: Explanatory Dictionary S.I. Ozhegov. Uch. 2: Explanatory dictionary "From A to Z". Teacher. That is, at home you use explanatory dictionaries. They contain different words - both modern and obsolete. 4. Acquaintance with dictionaries of obsolete words. Teacher. I want to introduce you to specialized dictionaries, which contain only obsolete vocabulary and include words of rare use. The teacher demonstrates dictionaries. Rogozhnikova R.P., Karskaya T.S. School dictionary of obsolete words of the Russian language. - M.: Enlightenment, 1996. - 608 p. Tkachenko N.G. etc. Dictionary of obsolete words. According to the works of the school curriculum. - M.: Rolf, 1997. - 272 p. Somo in V.P. Dictionary of rare and forgotten words. - M.: LLC "Publishing house Artel"; OOO AST Publishing House, 2001. - 608 p. How do we look up a word in a dictionary? Children discuss search options. Teacher. First, let's see how the words are arranged in the dictionary. If they are given in alphabetical order, open the dictionary on the desired letter and look for the word. All words in the dictionary are placed in a dictionary entry. What does it consist of? (The teacher finds the word cheeks in one dictionary, invites children to do the same in another dictionary.) The very first word in the article is in bold. The word must be stressed. This is the head word. That is what we are looking for in alphabetical order. See what comes after the headword? Study 1: Letters, fragments of words, endings. Teacher. All of these are special marks. They allow you to attribute the word to a particular part of speech, to find out how this word will sound when changed. What is given after the litter? Lesson 2: Explanation of the meaning of the word. Teacher. Read the meaning of the word lanita. (Children read this word.) If the word has several meanings, they are numbered. And, finally, what is given after the interpretation of the word? Study 1: Examples of the use of this word in the texts of various authors. Teacher. Read the examples given for the word lanita. (Children read.) In the process of debriefing, the teacher writes down the structure of the dictionary entry on the board: Teacher. Is the word lanity historicism or archaism? Uch. Archaism, since cheeks exist even now in every person. 5. Consolidation of what has been learned. Teacher. Find and read the meaning of the word kichka.(Children read variations of this word in various dictionaries.) Review examples of its use in speech. Will we classify this word as historicism or archaism? Uch. one: To historicism, since in our time married women do not wear such a headdress. This thing no longer exists. Similar work is done with the word dennitsa.Teacher. Now let's talk a little about the role of obsolete words. Let's remember what they are for. I will read you an excerpt from "The Tale of Tsar Berendey ..." by V.A. Zhukovsky. First it will be with obsolete words, and then without them. Listen and think about how the text has changed. The first variant. The king gave him golden armor, a sword and a black horse; the queen with the relics put the cross on his neck; sang a prayer service; Tenderly then embraced, cried ... with God. Ivan Tsarevich went on his way. The second variant was a r and a n t. Ivan, the son of the sovereign ruler of the ancient state, was equipped as it should be on the way. The ruler gave him golden armor that protected the chest and back of the warrior from the blows of cold weapons, the cold weapon itself in the form of a long straight knife with a handle, sharpened on both sides, and a black horse. The wife of the ruler with the relics put a cross around Ivan's neck; sang a prayer service; gently hugged, cried ... with God. Ivan, the son of the sovereign ruler of the ancient state, set out on his journey. Teacher. So how has the text changed? Uch. one: The passage became longer and more modern. Uch. 2: On the one hand, it became clear, and on the other, it was ordinary, familiar. The original beauty of the text is lost. Uch. 3: In the second option there were many repetitions. What can be said in one word is replaced by a whole description. Nastya B. The first text is more interesting to listen to. I would say that he is more elevated. Teacher. What role do obsolete words play here? Uch. 4: They bring us back to the past. Uch. 5: They name things and objects that were before. Teacher. Is it possible to replace obsolete words, to throw them out of such works? Uch. 6: No. Teacher. Why? Uch. 7: The meaning changes, the beauty of the text is lost. Uch. eight: I believe that you can replace, but only for yourself, if you don’t understand the word, and, of course, you can’t throw it away. Teacher. I want to read you a poem by A. Markov, confirming your thought. Come back Come back, dear cheeks, Cheeks do not replace you! And the eye that is open to the world Is not the same as the eye!.. Come back, bright daylighters, I will bow my head before you! The whole list that could not fit In my poems, come back! - I'm calling... I'm calling. But, perhaps, in vain - They, like a silent melody, Like stars that have long gone out, Forever warming the earth. Teacher. What feelings does the author express in this poem? Uch. one: Sadness, melancholy, sadness. Teacher. Why does the poet yearn for the words that have left the language? Uch. 2: Because many of them were beautiful, they sounded solemn. Teacher. Why can't the word cheeks completely replace the word cheeks? Uch. 3: It seems to me that not every cheek can be called lanitis, but only very beautiful, ruddy ones. For example, female cheeks. Teacher. That is, these words differ in shades of meaning. Cheeks are a neutral word, and cheeks are high, poetic. How do you understand the line "And the eye ... Not the same as the eye!"? Uch. 4: Everyone has eyes. The word eye is a common word. And the word eyes - means delightful, mysterious eyes. Teacher. Why does the author bow to these words? Uch. 5: Because they are very expressive, they want to admire. Uch. 6: He respects the past, bows before it. Teacher. Do you think it is necessary to return obsolete words to modern speech? Explain your point of view. Uch. 7: I think that this is not necessary, because the speech will change, it will sound differently. People will have to retrain. We are accustomed to the modern language. Uch. eight: It would be interesting to return some words back, then our speech will become more expressive, richer. 6. Summary of the lesson. The lesson can end with a conversation on the following questions: What new things have you learned for yourself? What words are considered obsolete? What groups are they divided into? What place do they occupy in modern Russian? What dictionaries did you learn today? What did you find most interesting in today's lesson? Is it possible to replace obsolete words in ancient works with modern ones? Explain why? What are obsolete words for? Algorithm for determining archaisms and historicisms 1. Find an obsolete word in the text. 2. Determine its lexical meaning. If the determination of the value did not cause difficulties, see point 4; if caused, see point 3. 3. Refer to the dictionary of obsolete words or to the explanatory dictionary: - determine how dictionary entries are located in the dictionary; - find the necessary dictionary entry; - pay attention to the correct pronunciation of the word; - read his interpretation; - see examples of usage; - if the word is polysemantic, choose the meaning that fits the context; - then see paragraph 4. 4. Think about whether there is an object (phenomenon) designated by this word in modern reality. If there is, see point 5, if not, see point 6. 5. This is archaism. 6. This is historicism.

Appendix 2

Origin of the word and explanation of spellings

crucian → k ars →fish (Old German)

watermelon → borrowed from Tatar carmelon→watermelon

INFO SHEET

Protection date:

SurnamePopova NameNatalia OnameAlexandrovna Positionprimary school teacherLength of service in position13 years oldDiploma specialtypedagogy and methodology of primary education General teaching experience:13 years oldEducational institution (full name):Secondary school №2District, city:Sol-Iletsk district, Sol-IletskIt has:1 (first category) since 2002 __Applicant for: ______the highest category________________________________________ Experts: 1.__________________________________________________________________2. _________________________________________________________________ 1. The name of the problem on which you have been working for at least 3 years and have stable positive results:Development of communicative and speech skills of younger schoolchildren in the process of vocabulary and lexical work2. Conditions for the emergence of a problem, the formation of experience: A modern school should prepare a thinking and feeling person, who not only has knowledge, but also knows how to use this knowledge in life, who knows how to communicate and has an internal culture. The goal is not for the student to know as much as possible, but for him to be able to act and solve problems in any situation. The priority means for this are the culture of speech and the culture of communication. Today we have to state that, despite the significant attention to the communicative and speech development of students observed in recent years, these tasks are not fully solved. And the speech environment in which the child grows up does not always satisfy the school, and speech education still suffers from major shortcomings. 3. The relevance and prospects of the experience, its practical significance for improving the quality of the educational process. The development of communicative and speech skills, the problem of expanding vocabulary (both active and passive) is one of the main problems of teaching the Russian language in elementary school, they play an important role in solving the general task of broad language training of students and are relevant and promising. 4. Theoretical base of experience. Well-known pelagogues and linguists worked on this problem: K.D. Ushinsky, L.S. Vygotsky, T.A. Ladyzhenskaya, M.R. Lvov, A.V. Tekuchev and others. 5. Novelty experience: development of guidelines for the development of communicative and speech skills of younger students in the process of vocabulary and lexical work. 6. Technology experience. 1. We studied literature. 2. Developed guidelines. 3. Determined the criteria for the effectiveness of the developed methodological recommendations. 4. Picked up diagnostic tools. 5. Approbated the developed guidelines. 7. Efficiency (sustainable positive performance results). Children show sustainable positive results of activities: 8. Targeted orientation of experience. The developed guidelines are intended for teachers and methodologists of elementary school. 9. Under what conditions, using this experience, you can get sustainable positive results. Experience in the development of speech suggests that the pattern and spontaneity are unacceptable here. We need consistent, flexible, constant work on the word, which is planned for each lesson and for the future. Supervisor: 1. Voronina Yu.V. - Art. Lecturer at the Department of Didactics and Private Methods ; 2. Amerkhanova E.R. - Art. Lecturer of the Department of Pedagogical Excellence

Russian language" href="/text/category/russkij_yazik/" rel="bookmark">Russian language, to Russian fairy tales.

Educational literature:

· Textbook "Russian language", 2nd grade, author. , "Ventana-Count", 2008, p.82

Methodical literature:

·, “Russian language: Comments on lessons: Grade 2” - M.: Ventana-Graf, 2005.- p.325

· Alexandrova tournament on fairy tales with elements of outdoor games. / Elementary school No. 2 2011.

· Emelin to acquaint junior schoolchildren with historicisms and archaisms. /Primary school №1 2003

· Plyasina small discoveries. / Elementary school №2 2009.

· Chernogrudova study of the skills of understanding proverbs by graduates of elementary grades. / Elementary school No. 2 2011.

· Yakovleva's approach to teaching the native language in elementary school. / Primary school No. 1g.

· Ozhegov of the Russian language: Approx. 53,000 words / ; Under total ed. prof. . - 24th ed., Rev. - M .: Publishing house "Mir and Education", 200p.

· Internet resources.

Equipment:

· Computer, media projector.

· Cards with tasks.

During the classes

Organization of the educational process (Slide 1-3).

Teacher's word.

Very often behind events

And behind the hustle and bustle of days

We don't remember our old days

We forget about her.

And though more familiar

We fly to the moon,

Let's remember the forgotten words

Let's remember our past.

Guys, what a beautiful morning! I am glad to welcome you to the Russian language lesson. Let's give each other a good mood.

II. Target setting.

I know, guys, that you are real smart and smart people, kind and inquisitive, loving your native word, and therefore I am sure that today our lesson will be informative, exciting and kind.

III Actualization of knowledge, introduction to the problem.

Guys, today we will make an amazing journey into the old days where Pushkin's fairy tales live. Now we will be transported to the beautiful ancient city of the glorious Tsar Saltan and listen to an excerpt from a fairy tale, when, in the absence of the tsar, the insidious boyars decide to kill his young wife (Slide Listen. Will we understand everything? (The soundtrack of the fairy tale recording sounds ) .

Are all the words familiar to you? (Slide 8-9).

What strange words did you hear? (Messenger, boyars)

Why don't we understand these words? (They use words in their speech, the meaning of which we do not know).

Why don't we use these words in speech? (These words are obsolete).

There are many more such incomprehensible words.

What do you think, does a boyar live in our village?

Do modern soldiers wear chain mail?

Do you have clothes that you call caftan?

So why did these words disappear? Chain mail, boyar, messenger, caftan - how can you find out the meaning of these words? (Look into explanatory dictionaries and get acquainted with their meaning). Let's open the explanatory dictionary and read the meaning of the word messenger (Slide 10).

Messenger - in the old days a person sent somewhere with urgent news.
And now, guys, open your textbooks on page 83, exercise 1 and read the interpretation of incomprehensible words. (Reading is accompanied by showing illustrations, slides 10-14).

So why are these words obsolete? (those are missing). Write down the meaning of any word in your notebook (Slide 14).

IV. Statement of the topic and purpose of the lesson.

How do we call such words that are outdated? (Obsolete) Yes folks, people's lives are constantly changing. Over time, some objects, phenomena go out of use. And the words that they meant are gradually forgotten, become obsolete. So, words that have ceased to be used in the modern language are called obsolete (ancient, old).

Maybe someone guessed what the topic of our lesson will be?

So, the topic of our lesson is “Obsolete words” (Slide 15).

What is the goal of today's lesson? (Slide 16)

The purpose of our lesson is to get acquainted with some obsolete words.

In the lesson today we will talk about words that are forgotten, seem incomprehensible, funny, ringing to you, but which attract and fascinate you so much.

To achieve this goal, what tasks will we set for ourselves?

(Learn to understand the meaning of obsolete words, correctly explain their meaning, select synonyms for them and competently, skillfully use dictionaries.)

Today in the lesson we will open an old grandmother's chest, which contains many obsolete words. (Slide 17)

V. Building a project to get out of the difficulty.

Each word has its own life, its own destiny. Words, like people, are born, live and die, become obsolete.

In our modern speech, obsolete words are very rare.
1. And where can we meet them more often? (in poems, songs, fairy tales, proverbs, epics). Why do we need to know the meaning of these words? (We need to know their meaning in order to understand them.)

How to find out the meaning of obsolete words?

The meaning of obsolete words is set from the dictionary or from the text. To this end, scientists create dictionaries that interpret all the words that have existed up to our time. An attempt to collect all the words of the Russian language was made by Vladimir Ivanovich Dal. More than 200 thousand words are collected in his Explanatory Dictionary of the Living Great Russian Language! Dahl worked on it for over 47 years! Pay attention to the exhibition of dictionaries (Slide 18). They will help you to speak modern Russian correctly. And language is a heritage, our wealth, which we must protect.

In the lessons of literary reading, we have already met with some obsolete words and created special dictionaries where we entered their interpretation (Slide 19).

And now, guys, we will learn to interpret obsolete words from good fairy tales.

While still lying in the cradle, you hear the gentle voice of the mother: “The wind is walking on the sea and the boat is urging ...”. Having learned a little to compose words, you open Pushkin's fairy tales and read: “There is a green oak near the seashore ...”. The beauty of Pushkin's word will accompany you throughout your adult life, because in these bright, kind, like dreams, fairy tales are poured not just words, words are diamonds, bright, sparkling, unique. (Slide 20)

Pushkin were written in the 19th century. Many words in this tale are outdated, they are either not in modern Russian, or they have been replaced by others. Each group worked on passages from this tale, looking for obsolete words in them and trying to explain their meaning. Today the guys will just tell us what interesting words they met. Your task is to check the meaning of obsolete words in the explanatory dictionary and create a new page of our dictionary. You have envelopes on your desks containing words and their interpretation.

We will once again recall passages from fairy tales, and we will open grandmother's chest.

In our response, we will use the following reminder:

3. We turned to the explanatory dictionary and found out the meaning of the following words ... (Slide 21)

2. So, 1 group. "The Tale of Tsar Saltan." (Slide 22-23).

1) Mother and son go to the city.

They just stepped over the fence.

deafening chime

Rising from all sides

2) People are coming towards them (Slide

The church choir praises God;

In golden carts

A lush courtyard welcomes them.

In these passages we found obsolete words: rattletrap, lush yard, and hail. (Slide 27)

3) We open the chest - we find the interpretation of the words in the envelope and paste it into our dictionaries. (Slide 26)

4) Grad - this is how the city was called in the old days. (Slide 27)

5) Kolymaga - so in the old days they called a large old carriage. (Slide 27)

6) Do you know what the expression lush courtyard meant? Court - courtiers, people closest to the king or prince.

The king burst into tears

He embraces the queen

And the son, and the young woman,

And everyone sits down at the table

And the merry feast went.

In this passage met the word feast. We open the chest, create a page of the dictionary of obsolete words, using the necessary material ...

Feast - in the old days a big dinner party, a treat. Now we do not use this word. How can you call the words feast, dinner, treat? (synonyms)

So, we see another reason for the disappearance of obsolete words. They are replaced by other words - synonyms.

2 group. Tale "About the fisherman and the fish." (Slide 28).

The old man turned to the old woman.

On the porch stands his old woman

Brocade on the top of the kichka.

In this passage, we met the following words: tower, shower jacket, poppy head, kichka. The words dushegreyka, terem, poppy, kichka were used in the old days.

(Slide 29)

3) Terem in ancient Russia was called a house in the form of a tower. A shower warmer is a women's warm jacket without sleeves. (Slide

4) Poppy - crown.

5) Kichka - in the old days a festive headdress.

4. 3rd group. Fairy tale "About the Golden Cockerel". (Slide 23)

1) Nowhere, in a distant kingdom,

In the thirtieth state,

There lived a glorious king Dadon.

1) In this passage we met the following expressions: far away kingdom, in thirtieth state.

2) Open the chest - create a page of the dictionary of obsolete words, using the necessary material. (Slide 25))

The textbook will help you explain the interpretation of these expressions. Open textbook p. 86.

AT distant kingdom, in thirtieth state - it means "very far"

In the old account, far away meant the number 27, and the word thirtieth can be translated as "thirtieth." (Slide 26)

4) So that the ends of their possessions (Slide 24)

Protect from attacks

He should have kept

Numerous army.

1) In this passage we met the word army.

2) We open the chest, we continue to create a page of the dictionary of obsolete words, using the necessary material. (slide 27).

VI. Checking homework. Research work (Slide 27).

Guys, we have seen how obsolete words live in works of art, but have you ever come across such words in live speech? Are old words used in your family's speech?

What interesting words have you heard? Surely you have heard words from the speech of grandparents, the meaning of which interested you, and you had to ask about the meaning of these words.

Our goal: to see, to determine the life of obsolete words in living, oral speech.

Let's look again into the secret grandmother's chest. Please guys, you have the floor.

Grandmother often says: “Comrades came to chat” (that is, friends to talk). Bastard soup slurp. In the old days, it turns out, the density of cabbage soup was checked with a bast shoe. And the thicker the cabbage soup was, the richer the family was. Grandmother uses the expression "Trishkin caftan" - this means ill-fitting clothes.

Teacher's word:

You and your parents were so interested in obsolete words that they decided to conduct a research work “Words from Grandma's Chest”. Parents delved into, helped their children in creating a one-word family encyclopedia. Now the guys will present their work to you (Slide 28).

It's great guys! It's great that these words live. They shine like bright stars in the night sky, like beads of bright beads, little pearls. They are unfashionable these grandmother's beads. But they burn with bright beads, shimmering and ringing, warming our soul. Try to listen to this ringing of bygone words, and they will tell you a lot about the life of our great-grandfathers: how they lived, what they ate, what they dressed in, what they were happy about ...

From the pages of your work, we will create an informative and fascinating encyclopedia of obsolete words "Words from a grandmother's chest", the authors of which are you guys.

VII. Phys. minute "Lapti" (Slide 29)

VIII. Consciousness and comprehension. Group work.

1.) 1 group works with proverbs in the textbook p. 86. Exercise 2. As a group, select the proverb you would like to write down. Write it down.

Every Jeremiah understand the matter (understand).

2) Groups 2 and 3 will try to remember all the words and their meanings.

Task - connect the obsolete and modern words with arrows. Write the words in pairs in your notebook. Board check (Slide 32-33).

2 group. 3 group

hail crown eyes lips

dome cradle mouth eyes

hut city army carriage

unsteady house feast forehead

dushekryka ​​finger rattletrap army

finger jacket brow treat

3) Working with text.

Now let's talk a little about the role of obsolete words. Let's remember why we need them?

I will read you an extract from the Tale of the Fisherman and the Fish, first with obsolete words and then without them. Listen and think about how the text has changed (Slide 34-35).

1 option.

The old man turned to the old woman.

What does he see? High tower.

On the porch stands his old woman

In an expensive sable shower jacket,

Brocade on the top of the kichka.

Option 2.

The old man turned to the old woman.

What does he see? High house.

On the porch stands his old woman

In an expensive sable warm jacket,

Brocade headdress on top.

So how has the text changed?

1 excerpt from the fairy tale sounded more interesting. I would say he is more elevated. In the second passage, the original beauty of the text is lost.

What role do obsolete words play here?

They bring us back to antiquity, they call things and objects that were before.

Can obsolete words be replaced? Throw out of the text?

I believe that when obsolete words are replaced by synonyms, the meaning changes, the beauty of the work is lost. You can replace obsolete words, but only for yourself.

A. Markov. Come back. (Slide 37)

Come back, dear cheeks,

Cheeks do not replace you!

And an eye. What is open to the world.

Not the same as the eye!..

I call. But maybe in vain

They are like a silent chant,

Like stars that have long gone out

Forever heating the earth.

Why does the poet "yearn" for the words that have left the language? (Many of them were beautiful, sounded solemn).

Why can't cheeks replace cheeks? It seems to me that very beautiful, ruddy cheeks, for example, women's, were called lanites. Lanity is a lofty, poetic word.

How do you understand the line “And the eye. … Not the same as an eye?”

Everyone has eyes. This is a common word. And the word eyes means delightful, mysterious.

Obsolete words sound very expressive, they want to admire. Author

poems respects the past, bows before it.

IX. Reflection. (Slide 37)

Well done boys! What new did you learn today? Who is happy with their work?

Yes, guys, what wonderful words we met today. These words live in your families. And they should not collect dust in dictionaries, leave our speech. Let them live in your soul as a bright star, a warm sun, a gentle good song. Take care of your grandmother's chest as a treasury, a precious storehouse of the beauty of Russian speech. I wish you to look into your grandmother's chest as often as possible and keep it for your children and grandchildren. After all, precious, native, Russian, old words we need are stored in it.

And now, guys, I will give you a bright, yellow star. Let it remind you of the magic words in your grandmother's chest, which will forever burn, shine, delight us like these unquenchable stars.

Homework. (Slide 38)

Find obsolete words in Russian folk tales and write them down in a dictionary.

Appendix.

1) Mother and son go to the city.

They just stepped over the fence.

deafening chime

Rising from all sides

2) People are coming towards them

The church choir praises God;

In golden carts

A lush courtyard welcomes them.

3) The king burst into tears,

He embraces the queen

And the son, and the young woman,

And everyone sits down at the table

And the merry feast went.

The old man turned to the old woman.

What does he see? High tower.

On the porch stands his old woman

In an expensive sable shower jacket.

Brocade on the top of the kichka.

Somewhere, in the distant kingdom,

In the thirtieth state,

There lived a glorious king Dadon.

So that the ends of their possessions

Protect from attacks

He should have kept

Numerous army.

Appendix.

Memo #1.

1. We worked with an excerpt from a fairy tale ...

2. In this passage, we met obsolete words ...

3. We turned to the explanatory dictionary and found out the meaning of the following words ...

Appendix.

Cards for creating a dictionary page of obsolete words.

Grad - this is how the city was called in the old days.

Kolymaga - so in the old days they called a large old carriage.

Feast - in the old days a big dinner party, a treat.

Terem in ancient Russia was called a tall house in the form of a tower.

A shower warmer is a women's warm jacket without sleeves.

Poppy - crown.

Kichka - in the old days, a festive headdress of a married woman.

AT distant kingdom, in thirtieth state - it means "very far away".

In the old account, far away meant the number 27, and the word thirtieth can be translated as "thirtieth".

Rat - so in the old days they called the armed forces of the state, the army.

Appendix.

Memo number 2.

1. I met an obsolete word ...

2. In the explanatory dictionary of Sergei Ivanovich Ozhegov, I found out the meaning of the word ....

Lapti is…

3. Unraveling the secrets of this word, I learned its original meaning in the etymological dictionary ...

4. This word has synonyms ...

5. This word has words - relatives ...

6. This word is found in fairy tales ..., lives in proverbs ..., sayings.

7. It was interesting for me to know that ...

8. For myself, I discovered something new, having learned that ...

Appendix.

1 group. Work with proverbs in the textbook p. 86. exercise 2. As a group, select the proverb you would like to write down. Write it down.

Find obsolete words and underline them. How do you understand the meaning of this proverb? Try replacing obsolete words with synonyms. Read what you got.

The task is to connect the obsolete and modern words with arrows. (Check on the board).

hail crown

dome cradle

hut city

unsteady house

shower warmer finger

finger jacket

The task is to connect the obsolete and modern words with arrows. (Check on the board.)

mouth eyes

army carriage

rattletrap army

Lesson topic: "Obsolete words: historicisms, archaisms."

OBJECTIVES: to show students that the native word always awakens the thought, gives the joy of learning; show the place of obsolete words in the system of the modern Russian language; learn to distinguish between archaisms and historicisms; develop the ability to draw analogies between modern and obsolete words, the ability to work with dictionaries; aim at understanding the role of obsolete words in a literary text; maintain interest in words emerging and emerging from the modern language system; to cultivate love for antiquity, for the culture and life of the Russian people.

During the classes.

Organizational moment.

Teacher: Language is both old and forever new!

And it's so beautiful

In the vast sea - the sea of ​​​​words -

Bathe every hour. A. Shibaev

Message topics and goals.

Teacher: Guys, you learned a lot of folklore works: epics, legends. fairy tales. fables where you met words that are or have already gone out of everyday use. Today we will talk about the place of these words in modern Russian.

Introduction to the topic.

Teacher: Do you remember what the totality of all the words in a language is called?

D: The totality of all words in a language is called vocabulary. (Scheme)

Teacher: What 2 large layers can vocabulary be divided into?

D: On active and passive.

Teacher: What does active language mean?

D: Active stock is words that we use in speech on a daily basis. This is the vocabulary of modern books, newspapers, magazines, movies, radio, TV shows. N: student, school, play, boy.

Teacher: How can one distinguish between passive words?

D: These are new words that have recently appeared in the language. N: tolerance, computer, transformer. (diagram)

D: As well as words that have gone out of use or are going out of use, i.e. outdated words.

Teacher: And what 2 groups obsolete words are divided into, you will remember when you look at I.A. Krylov’s fable “Fish Dance”.

Fable show.

Teacher: What obsolete words are found in the text?

D: (named words are posted on the board)

Tsar Went out (released)

Sovereign Naudya (putting on)

(rulers in other Russia) One (they)

Teacher: Why are the words arranged in two columns?

D: Reads, these are words that are out of use. They refer to things that no longer exist. So in 1 column of historicism.

Teacher: Define historicism.

D: Historicisms are obsolete words that have fallen out of use because those objects, things have disappeared. the phenomena they represent. They cannot be replaced by words that are close in meaning. D

Teacher: What about the words in column 2?

D: These obsolete words can be replaced by modern ones (reads out), so these are archaisms.

Teacher: Define archaisms.

D: Archaisms are obsolete words; designate existing objects and phenomena. Replaced with modern words.

Consolidation.

Teacher: I suggest you look at the “live” pictures and determine which obsolete words do the guys show archaisms or historicisms? (Music)

PICTURES

Teacher: What obsolete word did you find?

1 .Barn - a building for storing bread, now a granary, so this is A.

Teacher: I will put the letter A above the word, which will denote archaism.

2 . Tribute -submit the population or the tax levied by the winner from the vanquished, this is I.

Teacher: What is this picture about?

3. Lanites Cheeks, this is A.

Teacher: What word did Ksyusha show?

4. Polushka - a small coin with a denomination of half money or 1/4 kopeck, you could buy a kalach, this is I.

Teacher: Who guessed this word?

Inch - a unit of length equal to 2.54 cm, in Andersan's fairy tale, the growth of "Thumbelina", this word is now used when changing the diameter of pipes, which means it is A.

Teacher: What word should we mark here?

6 .Dinner food, this is A.

7. Span - an ancient measure of length equal to the distance between the ends of an elongated decree. and thumb.

Teacher: Well done. Open the book to p.64 and listen to an excerpt from A.S. Pushkin "On Tsar Saltan", find obsolete words in it.

Girls pour emerald

In pantries and under a bushel;

Everyone in that island is rich

There is no pic, there are wards everywhere.

Teacher: What obsolete words did you come across in the fairy tale?

D: W. sl. CHAMBER are the premises where the kings used to live, now they are museums, this is I.

D: The outdated word SPUD, and what it means I find it difficult to answer.

Teacher: Where should you go if you don't know the meaning of a word?

D: In such cases, we turn to the dictionary.

Teacher: Right. You see several types of dictionaries from the school library (list). Unfortunately, among them there is no dictionary of obsolete words, but an explanatory dictionary will come to our aid. Let's use it and find the desired word.

D: The words in the dictionary are in alphabetical order. I am looking for the desired letter with which the word begins, it is highlighted in bold. Reads.c258.

Teacher: Thanks to the dictionary, we found out the meaning of the word "spud", i.e. discreet place. Make sentences with this word.

I hid my money savings under a bushel.

I hid my diary with a score of "2" under wraps.

His letter to D.M. with New Year's wishes, I hid under a bushel.

Teacher: Thank you. Let's take a trip into the history of Russian folk costume.

D: Your attention is invited to view Russian folk costumes that reflect the history and traditions, culture and customs of our ancestors.

The peculiarity of the women's costume is in the smoothness, softness, fluidity of the lines. Putting on a sundress, you want not to go, but to slide, swim. It is no coincidence that earlier a woman was called a peahen, a duck, a swan. This comparison with a bird was fixed in the name of headdresses: a kokoshnik - from a chicken, a kichka - from a duck, a magpie with horns resembles a magpie's tail or just a ribbon embroidered with embroidery, pearls, stones. Head the headdress was obligatory, under it they hid their hair. A woman without a headdress was considered a shame, hence the expression - goofed up.In finishing clothing was dominated by red - the color of the sun, fire; It was believed that he frightened away evil spirits. White sleeves are wings that can take you to a distant kingdom. The sundress was sewn from cloth, Chinese, motley, decorated with brocade, velvet, braid, plush, and the bottom - with multi-colored ribbons.

Before you the most ancient Russian folk costume. The main thing in it is the common folk poneva skirt, the floors of which, as a rule, were not sewn together. The poneva was kept on the throttle-rope, braid. This poneva was a kind of passport of a peasant woman: from it one could find out where her mistress was from, married or a widow, on what occasion she put on a poneva. The poneva skirt was decorated with rich ribbons, buttons, braid, velvet and even bells. These clothes were considered "woman's", the girls did not wear them..Important part of the costume is an apron, without which no hostess began her day. It was also decorated. The richer the finish, the more skillful the hostess.

Male the costume is not as varied as the women's. The basis is a shirt-kosovorotka and ports (pants). It was considered indecent if a belt-sash was untied. “Why are you unbelted”, so they say about a person who does not know how to behave.Head hats (felted, tops. straw, fur). From outerwear - undercoat (light coat), armenian (caftan made of thick cloth). Clothes were decorated with embroidery or woven patterns, beads, glass beads, small coins, gold and silver threads, pearls, foil, lace, sewing.

most common shoes were bast shoes with onuch windings.

Teacher: Thank you. Listen to Markov's poem "Come Back" and think about why we need obsolete words in our speech?

Come back

Come back dear cheeks,

Cheeks do not replace you!

And the eye that is open to the world,

Not the same as the eye!..

Come back, bright daylighters,

Before you I bow my head!

The whole list that could not fit

Come back to my poetry! - I'm calling..

I call. But maybe in vain

They are like a silent chant,

Like stars that have long gone out

Forever heating the earth.

D: Sadness, melancholy. sadness.

Teacher: Why does the poet yearn for words that have left the language?

D: Because many of them were beautiful, they sounded solemn.

Teacher: Why can't the word of the cheek replace the words of the cheek?

D: It seems to me that not every cheek can be called cheekbones, but only very beautiful, ruddy ones. For example, female cheeks.

Teacher: How do you understand the line "And the eye is not the same as the eye"?

D: Everyone has eyes. The word eye is a common word. And the word eyes means delightful, mysterious eyes.

D: Because they are very expressive, you want to admire them. He respects the past, bows before it.

Teacher: So, into what 2 groups are y. next?

D: Obsolete words are divided into archaisms and historicisms.

Teacher: What is the difference between historicism and archaism?

D: Archaisms can be replaced by modern words, but historicisms cannot.

Teacher: Do you think it is necessary to return obsolete words to modern speech?

D: I think that this is not necessary, because speech will change, it will sound differently, people will have to relearn. We are accustomed to the modern language ..

D: It would be interesting to return some words back, then our speech will become more expressive, richer.

Teacher: Opinions are divided, but I think of course we should know the meaning of y. they are beautiful, precise, concise, they bring us back to the origins, to antiquity, to history, help to understand and feel the era that the author describes. And let the modern language be replenished with new words.

Account: Today at the lesson were active………………….

Teacher: Let's finish our lesson with the reflection “Everything is in your hands.” (A slide drawing of a palm is used)

Take the landscape sheet where your left hand is circled. Each finger is some kind of position on which you need to express your opinion on our lesson by painting the fingers in the appropriate colors that are indicated on the board.

BIG - the topic was important and interesting - in red.

INDEX - learned a lot of new things - yellow.

MEDIUM - I found it hard green.

UNNAMED - I was comfortable in blue.

LITTLE FINGER - not enough information - purple.

DICTIONARY OF ARCHAISMS, HISTORISMS:

1. Barn / A./ - a building for storing grain, flour, supplies, goods.

2. Dennitsa / I./ - morning dawn.

3. Armor / I./ - protective equipment of a warrior, heavy equipment.

4. inch /A. / – unit of measurement equal to 2 cm 54 mm.

5. Zavalinka /I./ - earthen low embankment along the outer walls of the hut.

6. Castle /I./ - the palace or fortress of a feudal lord.

7. Zga/I./ - road

8. Gold /A./ - yellow precious metal.

9. Coach /AND. / - a large enclosed four-wheeled horse-drawn carriage on springs.

10. Kaftan /I./ - old-fashioned men's long-sleeved outerwear.

11. Kokoshnik /I./ - an elegant women's headdress with a decorated front, with ribbons at the back.

12. Kormchiy / I./ - steering, feeder.

13. Kochetok / I./- rooster.

14. Lanity /A./- cheeks.

15. Lapti /I./ - peasant shoes woven from bast.

16. eyes/A./ - eyes.

17. Chambers /I./ - a large rich building, room.

18. Mace /I./ - steel arms.

19. Perst /A./- finger.

20. Poliki / I./ - trim on the sleeve of the shirt of the Russian folk costume of a girl.

21. Polushka / I./ - a small coin worth half a penny or ¼ kopeck, you could buy kalach with it.

22. Poneva /I./ (skirt) - these clothes were considered "woman's", a kind of passport of a peasant woman, the skirt's skirts were not sewn together, kept on a damper - braid, decorated with ribbons, braid, velvet.

23. Pyad /I./ - an ancient measure of length, equal to the distance between the spread thumb and forefinger.

24. Scepter /I./ - a decorated rod, the emblem of power, one of the regalia of the monarch.

25. Magpie /I./ - an elegant female headdress with horns, resembling a magpie's tail.

26. Spud /I./- a hidden place.

27. Sagittarius /I./ - in the Russian state 16 - 17 centuries. soldier of the special permanent army.

28. Box/AND./ -

29. Mouth / A./- lips.

30. Tsar /I./ - sovereign sovereign, monarch.

31 . Yastva /A./- food.

MOU "Novomichurinsk secondary school No. 2"

Lesson topic

"Obsolete words: archaisms, historicisms"

Prepared

primary school teacher

first qualification category

Kirichenko Galina Pavlovna

In the Russian language, there are a large number of syntactic constructions, but the scope of their application is the same - the transmission of written or oral speech. They sound in ordinary colloquial, and in business, and in scientific language, they are used in poetry and prose. It can be both simple and complex syntactic constructions, the main purpose of which is to correctly convey the thought and meaning of what was said.

The concept of complex structures

Many writers prefer to present the narrative in their works with simple and short sentences. These include Chekhov (“brevity is the sister of talent”), Babel, O. Henry and others. But there are authors who use sentences with a complex syntactic construction in order not only to more fully convey the description, but also the emotions that it evokes. They were most widely used by such authors as Hugo, Leo Tolstoy, Nabokov and others.

A complex syntactic construction is a sentence in which there are different types of syntactic links. They can combine:

• Coordinating and non-union connections: "Large snowflakes first slowly sank onto the sidewalk, and then fell faster - a snowstorm began."
• Non-allied with subordinates: "In the evening the weather deteriorated sharply, no one wanted to go for a walk when I finished my business."
• Mixed type: "All the guests went into the hall in silence, took their places, and only after that they began to talk in a whisper, until the one who invited them here appeared at the door."
• Coordinating and subordinating connections: "The big beautiful fell at my feet, and I decided to pick it up to put it in a vase at home."

In order to correctly compose complex syntactic constructions, one should know exactly how their parts are interconnected. It also depends on the placement of punctuation marks.

Coordinating connection type

In the Russian language, a complex syntactic construction can consist of parts united by one of the 3 types of connections - coordinating, subordinating and unionless, or all at the same time. Syntactic structures with a coordinative type of connection combine two or more equal sentences connected by a coordinating union.

Between them it would be possible to put an end to or swap them, since each of them is independent, but together in meaning they form a single whole, for example:

• Read this book and you will discover a whole new vision of reality. (You can put a period between two sentences, and the content remains the same).
• A thunderstorm was approaching, and dark clouds appeared in the sky, and the air was filled with moisture, and the first gust of wind stirred the treetops. (Parts can be swapped, while the meaning of the sentence will be the same).

It can be one of the connecting components in complex sentences. Examples of its combination with an allied bond are known.

Combining with intonation

A complex syntactic construction often combines a coordinative connection with a non-union one. This is the name of the parts of which are interconnected exclusively by intonation, for example:

"The girl accelerated her pace (1): the train, puffing, drove up to the station (2), and the whistle of the locomotive confirmed this (3)".

Between the 1st and 2nd parts of the construction there is an asyndetic connection, and the second and third sentences are united by a coordinating connection, they are completely equal, and a full stop can be put between them.

In this example, there is a combination of coordinating and non-union connections, united by a single lexical meaning.

Constructions with coordinating and subordinating connection

Sentences in which one part is main and the other is dependent are called complex. At the same time, from the first to the second, you can always pose a question, regardless of where it is located, for example:

• I don't like (when what?) being interrupted. (The main part is at the beginning of the sentence).
• When they interrupt me, I don't like it (when?). (The sentence starts with a subordinate clause).
• Natasha decided (for how long?) that she would leave for a long time (for what reason?), because what happened had a strong impact on her. (The first part of the sentence is the main in relation to the second, while the second - in relation to the third).

Combined into one whole, the coordinating and subordinating connections form complex syntactic constructions. Below are examples of proposals.

"I realized (1) that new challenges await me (2), and this realization gave me strength (3)".

The first part is the main one in relation to the second, since they are connected by a subordinate relationship. The third is attached to them by a coordinative connection with the help of the union and.

"The boy was about to cry (1) and tears filled his eyes (2) when the door opened (3) so that he could follow his mother (4)".

The first and second sentences are connected by a coordinative link with the help of the union "and". The second, third and fourth parts of the construction are connected by subordination.

In complex syntactic constructions, the sentences of which they are composed can be complicated. Consider an example.

"The wind picked up, growing stronger with every gust (1), and people hid their faces in their collars (2) when a new squall overtook them (3)."

The first part is complicated by adverbial turnover.

Types of unionless and subordinating constructions

In Russian, you can often find non-union sentences combined with a subordinating type of connection. In such constructions, there can be 3 or more parts, some of which are main for some and dependent for others. Parts without unions are attached to them with the help of intonation. This is the so-called complex syntactic construction (examples below) with a subordinating-union-free relationship:

"In moments of extreme fatigue, I had a strange feeling (1) - I'm doing something (2) to which I have absolutely no soul (3)."

In this example, the 1st and 2nd parts are interconnected by a common meaning and intonation, while the 2nd (main) and 3rd (dependent) are a complex sentence.

"When it snowed outside (1), my mother wrapped me in numerous scarves (2), because of this I could not move normally (3), which made it extremely difficult to play snowballs with other guys (4)".

In this sentence, the 2nd part is the main one in relation to the 1st, but at the same time it is connected with the 3rd intonation. In turn, the third sentence is the main one in relation to the fourth and is a complex structure.

In one complex syntactic structure, some parts can be connected without a union, but at the same time be part of a complex subordinating sentence.

Design with all types of communication

A complex syntactic construction in which everything is used at the same time is rare. Similar sentences are used in literary texts when the author wants to convey events and actions as accurately as possible in one phrase, for example:

"The whole sea was covered with waves (1), which, when approaching the shore, became larger (2), they crashed with noise against a solid barrier (3), and with a displeased hiss, the water receded (4) to return and strike with new force ( 5)".

In this example, the 1st and 2nd parts are connected by a subordinate relationship. The second and third are unionless, between the 3rd and 4th is a coordinating connection, and the fourth and fifth are again subordinating. Such complicated syntactic constructions can be divided into several sentences, but as a whole, they carry an additional emotional coloring.

Separation of offers with different types of communication

In complex syntactic constructions, they are placed on the same basis as in complex, compound and non-union sentences, for example:

• As the sky began to gray in the east, a rooster crowed. (subordinating relationship).
• A light haze lay in the valley, and the air trembled over the grasses. (compound sentence).
• When the disk of the sun rose above the horizon, as if the whole world was filled with sounds - birds, insects and animals greeted the new day. (A comma stands between the main and dependent parts of a complex sentence, and a dash separates it from the non-union).

If you combine these sentences into one, you get a complex syntactic construction (grade 9, syntax):

"When the sky in the east began to grow gray, a rooster crowed (1), a light haze lay in the valley, and the air trembled over the grasses (2), when the disk of the sun rose above the horizon, as if the whole world was filled with sounds - birds, insects and animals welcomed the new day (3)".

Parsing complex syntactic constructions

To conduct with different types of communication, you must:

• determine its type - narrative, imperative or interrogative;
• find out how many simple sentences it consists of, and find their boundaries;
• determine the types of links between the parts of the syntactic construction;
• characterize each block by structure (complex or simple sentence);
• sketch it out.

So you can disassemble the structure with any number of links and blocks.

Applying sentences with different types of links

Similar constructions are used in colloquial speech, as well as in journalism and fiction. They convey the feelings and emotions of the author to a greater extent than written separately. A great master who used complex syntactic constructions was Leo Tolstoy.