Babaitseva in Russian for secondary school. Analysis of the teaching materials of V.V. Babaitseva in Russian for secondary school The author's program in Russian Babaitseva fgos

(Working program in Russian)

1. Explanatory note

The work program on the Russian language for the basic school is based on the Fundamental core of the content general education and Requirements for the results of basic general education, presented in the Federal State Standard of General Education.

The Russian language is the native language of the Russian people, the state language Russian Federation; a means of interethnic communication, consolidation and unity of the peoples of Russia; the basis for the formation of civic identity and tolerance in a multicultural society.

The meta-subject educational functions of the native language determine the universal, generalizing nature of the impact of the subject "Russian (native) language" on the formation of the child's personality in the process of his schooling. Russian (native) language is the basis for the development of thinking, imagination, intellectual and creative abilities of students; the basis of self-realization of the individual, the development of the ability to independently assimilate new knowledge and skills, including the organization of educational activities. The native language is a means of familiarizing with the spiritual wealth of Russian culture and literature, the main channel for the socialization of the individual, introducing him to the cultural and historical experience of mankind. Being a form of storage and assimilation of various knowledge, the Russian language is inextricably linked with all school subjects, affects the quality of their assimilation, and later on the quality of mastering professional skills. The ability to communicate, to achieve success in the process of communication, high social and professional activity are those personality characteristics that largely determine a person’s achievements in almost all areas of life, contribute to his social adaptation to the changing conditions of the modern world. The native language is the basis for the formation of ethical norms of a child's behavior in different life situations, the development of the ability to give a reasoned assessment of actions from the standpoint of moral norms.

GoalsRussian (native) language studies in basic school are:

Raising respect for the native language, a conscious attitude towards it as a cultural phenomenon; comprehension of the native language as the main means of communication, a means of obtaining knowledge in various spheres of human activity, a means of mastering the moral and ethical standards adopted in society; awareness of the aesthetic value of the native language;

Mastering the Russian language as a means of communication in Everyday life and educational activities; development of readiness and ability for speech interaction and mutual understanding, the need for speech self-improvement; mastering the most important general educational skills and universal educational actions (the ability to formulate the goals of the activity, plan it, carry out speech self-control and self-correction; conduct a bibliographic search, extract and transform necessary information from linguistic dictionaries various types and other sources, including the media and the Internet; carry out information processing of the text, etc.);

Mastering knowledge about the structure of the language system and the patterns of its functioning, about stylistic resources and the basic norms of the Russian literary language; development of the ability to recognize, analyze, compare, classify and evaluate linguistic facts; mastering on this basis the culture of oral and written speech, types of speech activity, rules for using the language in different situations of communication, norms of speech etiquette; enrichment of active and potential vocabulary; expansion of the volume used in speech grammatical means; improving the ability to apply the acquired knowledge, skills and abilities in the process of verbal communication in educational activities and everyday life.

2. General characteristics of the subject

The content of the Russian (native) language course in basic school is determined by the general focus of the educational process on achieving meta-subject and subject learning goals, which is possible on the basis of a competency-based approach that ensures the formation and development of communicative, linguistic and linguistic (linguistics) and cultural competencies.

Communicative competence involves mastering the types of speech activity and the basics of the culture of oral and written speech, the basic skills and abilities of using the language in areas and situations of communication that are vital for a given age. Communicative competence is manifested in the ability to determine the goals of communication, assess the speech situation, take into account the intentions and methods of communication of the partner, choose adequate communication strategies, and be ready for a meaningful change in one's own speech behavior.

Linguistic and linguistic (linguistic) competencies are formed on the basis of mastering the necessary knowledge about language as a sign system and public phenomenon, its structure, development and functioning; mastering the basic norms of the Russian literary language; enriching the vocabulary and grammatical structure of students' speech; formation of the ability to analyze and evaluate linguistic phenomena and facts, the necessary knowledge about linguistics as a science, its main sections and basic concepts; ability to use various types of linguistic dictionaries.

Cultural competence involves understanding the native language as a form of expression of national culture, understanding the relationship between the language and the history of the people, the national and cultural specifics of the Russian language, mastering the norms of Russian speech etiquette, the culture of interethnic communication; the ability to explain the meanings of words with a national-cultural component.

Strengthening the communicative and activity orientation of the course of the Russian (native) language, its focus on meta-subject learning outcomes are the most important conditions for the formation of functional literacy as a person's ability to adapt as quickly as possible in the external environment and function actively in it.

The main indicators of functional literacy, which has a meta-subject status, are: communicative universal learning activities (to master all types of speech activity, build productive speech interaction with peers and adults; adequately perceive oral and written speech; accurately, correctly, logically and expressively state one's point of view on the problem posed; observe in the process of communication the basic norms of oral and written speech and the rules of Russian speech etiquette, etc.); cognitive universal learning activities (formulate a problem, put forward arguments, build a logical chain of reasoning, find evidence that confirms or refutes the thesis; perform a bibliographic search, extract the necessary information from various sources; determine the main and secondary information, comprehend the purpose of reading, choosing the type of reading depending on from the communicative goal; apply information retrieval methods, including with the help of computer tools; process, systematize information and present it in different ways, etc.); regulatory universal educational actions (set and adequately formulate the goal of the activity, plan the sequence of actions and, if necessary, change it; exercise self-control, self-assessment, self-correction, etc.). The main components of functional literacy are based on the types of speech activity and involve the purposeful development of students' speech and thinking abilities, primarily in the process of learning their native language at school.

The formation of functional literacy, the improvement of students' speech activity is based on knowledge about the structure of the Russian language and about the features of its use in different communication conditions. The learning process should be focused not only on the formation of language analysis skills, the ability to classify linguistic phenomena and facts, but also on the development of speech culture, the formation of such vital skills as the use of various types of reading, information processing of texts, various forms search for information and different ways transfer it in accordance with the speech situation and the norms of the literary language and the ethical standards of communication. Thus, teaching the Russian (native) language in basic school should ensure the general cultural level of a person who is able to continue their education in various educational institutions: in the upper grades of a secondary full school, in secondary specialized educational institutions.

Main content lines

The focus of the Russian (native) language course on the formation of communicative, linguistic and linguistic (linguistic) and cultural competencies is reflected in the structure of the exemplary program. It distinguishes three end-to-end content lines that ensure the formation of these competencies:

The first content line is represented in the exemplary program by sections, the study of which is aimed at the conscious formation of speech communication skills: “Speech and speech communication”, “Speech activity”, “Text”, “Functional varieties of language”.

The second content line includes sections that reflect the structure of the language and the features of the functioning of language units: "General information about the language", "Phonetics and orthoepy", "Graphics", "Morfemics and word formation", "Lexicology and phraseology", "Morphology", "Syntax ”, “Culture of speech”, “Spelling: spelling and punctuation”.

The third content line is represented in the exemplary program by the section "Language and Culture", the study of which will reveal the connection between the language and the history and culture of the people.

In the educational process, these content lines are inextricably interrelated and integrated. When studying each section of the course, students not only acquire relevant knowledge and master the necessary skills and abilities, but also improve the types of speech activity, develop various communication skills, and also deepen their understanding of their native language as a national and cultural phenomenon. With this approach, the process of understanding the language system and personal experience the use of language in certain situations of communication are inextricably linked. That is why the sequence of sections of the course and the number of hours allocated for the study of each of them is approximate.

3. The place of the subject "Russian (native) language" in the curriculum

The curriculum for educational institutions of the Russian Federation provides for the compulsory study of the Russian (native) language at the stage of basic general education in the amount of 735 hours. Including: in the 5th grade - 175 hours, in the 6th grade - 210 hours, in the 7th grade - 140 hours, in the 8th grade - 105 hours, in the 9th grade - 105 hours.

4. Personal, meta-subject and subject results of mastering the subject

Personal results of mastering the basic educational program of basic general education should reflect:

1) education of Russian civil identity: patriotism, respect for the Fatherland, past and present of the multinational people of Russia; awareness of one's ethnicity, knowledge of the history, language, culture of one's people, one's region, cultural heritage the peoples of Russia and humanity; assimilation of humanistic, democratic and traditional values ​​of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;

2) formation of a responsible attitude to learning, readiness and ability of students for self-development and self-education based on motivation for learning and cognition, conscious choice and building a further individual trajectory of education based on orientation in the world of professions and professional preferences, taking into account sustainable cognitive interests, as well as on the basis of the formation of a respectful attitude to work, the development of experience in participating in socially significant work;

3) the formation of a holistic worldview that corresponds to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;

4) the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values ​​of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;

5) development of social norms, rules of conduct, roles and forms of social life in groups and communities, including adults and social communities; participation in school self-government and public life within the limits of age competence, taking into account regional, ethno-cultural, social and economic characteristics;

6) the development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;

7) the formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, socially useful, educational and research, creative and other activities;

8) formation of the value of a healthy and safe lifestyle; mastering the rules of individual and collective safe behavior in emergency situations that threaten the life and health of people, the rules of conduct in transport and on the roads;

9) formation of the foundations of ecological culture corresponding to the modern level of ecological thinking, development of experience in environmentally oriented reflective-evaluative and practical activities in life situations;

10) awareness of the importance of the family in the life of a person and society, acceptance of the value family life respectful and caring attitude towards family members;

11) the development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.

Meta-subject results of mastering the main educational program of basic general education should reflect:

1) the ability to independently determine the goals of one's learning, set and formulate new tasks for oneself in study and cognitive activity, develop the motives and interests of one's cognitive activity;

2) the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve educational and cognitive problems;

3) the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;

4) the ability to evaluate the correctness of performance learning task, own possibilities of its solution;

5) possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice in educational and cognitive activities;

6) the ability to define concepts, create generalizations, establish analogies, classify, independently choose the grounds and criteria for classification, establish cause-and-effect relationships, build logical reasoning, inference (inductive, deductive and by analogy) and draw conclusions;

7) the ability to create, apply and transform signs and symbols, models and schemes for solving educational and cognitive problems;

8) semantic reading;

9) the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests; formulate, argue and defend one's opinion;

10) the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech;

11) formation and development of competence in the field of the use of information and communication technologies (hereinafter referred to as ICT competencies);

12) the formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.

The subject results of the study of the subject area "Philology" should reflect: Russian language. Native language:

1) improving the types of speech activity (listening, reading, speaking and writing), which ensure the effective mastery of various academic subjects and interaction with other people in situations of formal and informal interpersonal and intercultural communication;

2) understanding the decisive role of language in the development of the intellectual and creative abilities of the individual, in the process of education and self-education;

3) use of the communicative and aesthetic possibilities of the Russian and native languages;

4) expansion and systematization of scientific knowledge about the language; awareness of the relationship of its levels and units; mastering the basic concepts of linguistics, basic units and grammatical categories of the language;

5) the formation of skills for conducting various types of word analysis (phonetic, morphemic, word-formation, lexical, morphological), syntactic analysis of phrases and sentences, as well as multidimensional text analysis;

6) enrichment of the active and potential vocabulary, expansion of the volume of grammatical means used in speech for the free expression of thoughts and feelings adequately to the situation and style of communication;

7) mastering the main stylistic resources of the vocabulary and phraseology of the language, the basic norms of the literary language (orthoepic, lexical, grammatical, spelling, punctuation), norms of speech etiquette; gaining experience in their use in speech practice when creating oral and written statements; the desire for speech self-improvement;

8) formation of responsibility for linguistic culture as a universal value.

5. The content of the subject

COMMUNICATIVE COMPETENCE

(118 hour)

Voice communication

The ability to communicate is an important part of human culture.

Varieties of verbal communication: unmediated and indirect; oral and written; dialogic and monologue; their features.

Spheres of speech communication: everyday, socio-cultural, scientific (educational and scientific), socio-political, official business.

The situation of verbal communication and its main components: participants (addresser and addressee), circumstances of verbal communication, personal and non-personal, official and informal, prepared and spontaneous communication. Mastering the norms of speech behavior in typical situations of communication.

terms of speech communication. The success of verbal communication as the achievement of the predicted result. Causes of communication failures and ways to overcome them.

Speech activity

Speech is an activity.

Types of speech activity: reading, listening (listening), speaking, writing. Features of each type of speech activity.

Reading.Culture of working with books and other sources of information. Mastery different types reading (introductory, studying, viewing), methods of working with a textbook and other information sources, including the media and Internet resources.

Audition (listening). Understanding the communicative goals and motives of the speaker. Listening comprehension of the information of artistic, journalistic, educational and scientific, popular science texts (maximum volume - up to 350 words), their basic and additional information, establishing the semantic parts of the text, determining their connections.

speaking.Production of oral monologues on socio-cultural, moral, ethical, social, educational, and other topics. Participation in various types of dialogues.

Letter.Mastering the skills to adequately convey the content of the listened or read text in writing with a given degree of curtailment (detailed, concise, selective presentation; theses, synopsis, annotation). Creation of own written texts on topical socio-cultural, moral and ethical, social, educational and other topics based on the selection of the necessary information. Writing essays (including reviews and reviews) of various functional styles using different functional and semantic types of speech and their combinations.

Text as a product of speech activity

Text as a speech product. Semantic and compositional integrity, coherence of the text. Theme, communicative setting, the main idea of ​​the text. Microtheme of the text.

Functional-semantic types of speech: description, narration, reasoning.

Ways to develop a theme in a text. The structure of the text.

Compositional and genre diversity of texts.

Analysis of the text in terms of its theme, main idea, belonging to a functional semantic type, a certain type of language, functional style. The choice of language means depending on the purpose, topic, main idea, sphere, situation and conditions of communication.

Functional varieties of languageKey words: colloquial language, functional styles: scientific, journalistic, official business; the language of fiction.

Scope of use, typical situations of speech communication, speech tasks, language means characteristic of the spoken language, scientific, journalistic, official business styles. Features of the language of fiction.

The main genres of scientific (review, abstract, speech, report, article, review), journalistic (speech, article, interview, essay), official business (receipt, power of attorney, statement, summary) styles, colloquial speech (story, conversation, dispute ).

A culture of speech

General information about the Russian language (3 pm)

The science of the Russian language, its main sections. Brief information about the outstanding domestic linguists.

Language as the main means of communication in a certain national community. Russian is the national language of the Russian people. The concept of the state language. Russian language as the state language of the Russian Federation. Russian language as a means of interethnic communication between the peoples of Russia and the countries of the Commonwealth of Independent States.

Russian language as a developing phenomenon. Lexical and phraseological innovations recent years. The need for a careful and conscious attitude to the Russian language as a national value.

The main forms of existence of the national Russian language: Russian literary language, territorial dialects ( folk dialects), social dialects (jargons) and vernacular. The national language is the unity of its various forms (varieties).

A culture of speech

The concept of the culture of speech. Normativeness, relevance, efficiency, compliance with the norms of speech behavior are the main components of speech culture.

The choice and organization of language means in accordance with the scope, situation and conditions of speech communication as necessary condition achievement of normativity, efficiency, ethics of speech communication.

The concept of literary language. Russian literary language is the basis of the national Russian language. Literary language as the basis of Russian fiction. The main differences between the literary language and the language of fiction.

Normalization (the presence of norms) is the main distinguishing feature of the Russian literary language. Language norm and its features.

Types of norms of the Russian literary language: orthoepic, lexical, morphological, syntactic, stylistic and spelling (spelling and punctuation).

Dictionary as a kind of reference literature. Linguistic and non-linguistic dictionaries. The main types of linguistic dictionaries: explanatory, etymological, orthographic, orthoepic, morphemic and derivational dictionaries, dictionaries of synonyms, antonyms, phraseological dictionaries.

Language system

(422 hours)

Basic units of language: sound, morpheme, word, phrase, sentence, text.

Phonetics. Orthoepy (20 hours)

Phonetics and orthoepy as sections of the science of language.

The system of vowels and consonants of the Russian language: stressed and unstressed vowels; consonants voiced and deaf; consonants soft and hard. Paired and unpaired consonants in terms of voicedness and deafness, in terms of softness and hardness. Sonorant consonants. Hissing consonants. Changes in sounds in the speech stream. Changing the quality of a vowel sound in an unstressed position. Stunning and voicing of consonants.

Characterization of an individual speech sound and analysis of sounds in a speech stream. The relationship between sound and letter.

phonetic transcription.Explanation of the features of pronunciation and spelling of a word using transcription elements.

The connection of phonetics with graphics and spelling.

Basic expressive means of phonetics. understanding andassessment of sound writing as one of the expressive means of the Russian language.

Word stress as one of the means of creating the rhythm of a poetic text.

The concept of orthoepic norm. Mastering the basic rules of literary pronunciation and stress: pronunciation norms for unstressed vowels; pronunciation of a soft or hard consonant before [e] in foreign words; pronunciation of consonant combinations(th, thu and etc.); grammatical forms (adjectives in-his, -oh, reflexive verbs with-sya, -syaand etc.). Features of the pronunciation of foreign words, as well as Russian names and patronymics.

The peculiarity of stress in the Russian language (power and quantitative, mobile, different places). Difficult cases of stress in words (quarter, contract, etc.). Difficult cases of stress in word forms (past tense verbs, short participles and adjectives, etc.). Valid pronunciation and stress.

Orthoepic dictionaries and their use in everyday life.

Evaluation of one's own and other people's speech in terms of orthoepic norms.

Application of knowledge and skills in phonetics in the practice of spelling.

Full version work program in Russian in the attached file.

The collection includes programs in the Russian language for basic and secondary (complete) schools, as well as programs in Russian literature and rhetoric. In addition, the book contains norms for assessing the knowledge, skills and abilities of students in the Russian language.

Syntax and punctuation.
The concept of syntax and punctuation.
Offer. The grammatical basis of the sentence. end-of-sentence intonation.
Types of sentences according to the purpose of the statement. Non-exclamatory and exclamatory sentences.
Punctuation marks at the end of a sentence.
main members of the proposal.

Dash between subject and verb(when they are expressed by a noun in the nominative case).
Secondary members of the sentence (definition, addition, circumstance).
Phrase. Subordinating and composing phrases. phrases in a sentence.
Offers from homogeneous members. Generalizing word before homogeneous members.
Punctuation marks in a sentence with homogeneous members (connected only by intonation, single conjunctions and, a, but, as well as a repeated union and) and a generalizing word before homogeneous members.

Offers with appeals.
Punctuation marks in a sentence with an appeal.
Sentences with introductory words (indicating the speaker's confidence or uncertainty in relation to what is being said).
Punctuation marks in sentences with introductory words.
Difficult sentence.
Complex sentences.
Complex sentences.
Complex non-union proposals.
A comma between parts of a complex sentence.
Sentences with direct speech (direct speech after the words of the author and before them).
Dialogue.

Punctuation marks in sentences with direct speech(in the above cases). Writing a dialogue.
Skills and abilities:
recognize and correctly intonate the sentences of the studied varieties;
use declarative and interrogative sentences as points of the utterance plan;
find the grammatical basis of a sentence (including cases of expressing the predicate by a noun in the nominative case and an adjective), as well as the grammatical basis of a one-part sentence (in the most clear cases);
distinguish a simple sentence with homogeneous predicates from a complex sentence;
improve the text, eliminating the unjustified repetition of the same words as the main or secondary members of the sentence (through the use of sentences with homogeneous members and complex sentences);
perform syntactic and punctuation parsing for practical purposes;
apply the learned punctuation rules when writing.

Free download e-book in a convenient format, watch and read:
Download the book Russian language, grades 5-11, Work programs, Babaitseva V.V., 2008 - fileskachat.com, fast and free download.

• Working with text in the Russian language lesson, Teacher's guide, grades 5-11, Aleksandrova O.M., Dobrotina I.N., Gosteva Yu.N., Vasiliev I.P., Uskova I.V., 2019
• Russian language, 120 texts for school presentations, grades 5-11, Voilova K.A., Ledeneva V.V., Tikhonova V.V., Shapovalova T.E., 2000

Educational and methodological complex in the Russian language, the group of authors under the guidance of Professor V.V. Babaitseva, includes programs designed for grades 5-9, providing the necessary (basic levels) education; textbooks "Russian language: Theory" for grades 5-9 (authors V.V. Babaitseva, L.D. Chesnokova); collections of tasks and exercises "Russian language: Practice" for grade 5 (edited by A.Yu. Kupalova), for grade 6 (edited by G.K. Lidman-Orlova), for grade 7. (edited by S.N. Pimenova), for grades 8-9 (edited by Yu.S. Pichugov); manual "Russian speech: Development of speech" for grades 5, 6, 7, 8, 9 (the author of these publications is Nikitina E.I.). This teaching method has been used in schools for more than a quarter of a century and has a huge educational potential.

Educational and methodological complex V.V. Babaitseva has a practical spelling and punctuation orientation, which in particular is reflected in the section of morphemics. However, despite this, the theoretical material in the educational and methodological complex of V.V. Babaitseva is presented in a fairly large volume.

All textbooks, teaching aids and also workbooks of the teaching materials, created under the scientific guidance of V.V. Babaitseva, fully comply with the Federal State Educational Standard of the new generation LLC. Through this EMC, it is possible to train graduates general education schools to pass the Ezhin State Exam in Russian.

The team of authors of this educational complex rightly asserts that the study of the Russian language must necessarily be combined with applied, as well as practical tasks. V.V. Babaitseva draws the following line: "There is a special science of language that studies language as a natural phenomenon, continuously and naturally developing."

Following his own principle, V.V. Babaitseva consistently demonstrates the continuity and consistency of the development of the Russian language in the analyzed educational and methodological complex.

This WCU is based on the system-structural principle. The central component of the educational complex under consideration is the textbook "Russian language: Theory". This textbook contains a systematic presentation of the theoretical materials of school courses intended for study in grades 5-9 of secondary schools. The textbook gives a holistic view of the Russian language, its rules and laws, showing the language system, stable connections between sections of the entire course of the Russian language, as well as consistency in the presentation of theoretical information, significantly increasing their learning capabilities. At the same time, all key theoretical materials are accompanied in the analyzed textbook by quite illustrative examples and drawings that fully illustrate the previous theoretical material, while organically fitting into the structure of the presentation of the basic rules and explanatory texts. Such a presentation of theoretical material with appropriate illustrative examples greatly facilitates the understanding and memorization of new topics by students.

The UMK on the Russian language also contains portraits of the most prominent Russianists and linguomethodologists, brief information about them, about their contribution to the development of the theory and practice of the Russian language. Increased attention of the authors of the teaching materials, created under the leadership of V.V. Babaitseva, to individual Russian researchers, significantly increases the interest of schoolchildren in the history of the development of the science of the Russian language, contributing to a real awareness of the facts that the methodology and dynamics of the development of the native language were studied in different periods of time by outstanding domestic scientists.

In addition, in the UMK, created under the scientific guidance of V.V. Babaitseva, contains all the necessary explanations, the analysis of the content of which indicates that all spelling and punctuation rules are closely related to the unified theory of language. “At the same time, most of the spelling rules are based on theoretical information about the morphemic composition of words, while it is the punctuation rules that are based on the structures of sentences.”

In the methodological tools of the textbook created under the scientific guidance of V.V. Babaitseva provides for the differentiation of educational material according to the degree of increasing complexity with the use of highlighting the essence of the educational material presented with different graphics. The textbook specifically highlights the definitions of the concepts being studied, as well as those spelling and punctuation rules that students must firmly master, as well as the basic terms that students need to remember for their full preparation.

For example, when studying the topic “Temporary forms of the verb” in the 5th grade, students first study the theoretical material presented in the textbook created under the guidance of V.V. Babaitseva very succinctly.

There are three tense forms in Russian, such as: present, past and future tense. At the same time, all the studied forms of the verb are included in the corresponding graphic scheme, where, through basic questions (for example, what does (yut), what will they do (yut), what will they do) and also typical examples of schoolchildren are taught in practice to accurately determine certain forms of verbs used in native speech. The tense forms of the verb express the relation of actions to the moments of speech.

The forms of the present tense indicate that the actions completely coincide with the moments of speech statements or are carried out constantly. Present tense verbs respond to next questions: What are we doing? What you are doing? What are they doing? What do I do? What are you doing? What is he doing?

Later in the textbook created under the scientific guidance of V.V. Babaitseva, some illustrative examples are given.

For example: A train is rushing at full speed (what is it doing?), A locomotive is turning the wheels (what is it doing?). (B. Pasternak).

All forms of the past tense demonstrate that actions precede moments of speech.

In the textbook created under the guidance of V.V. Babaitseva, while providing a visual diagram of all tense forms of verbs (Fig. 1).

Figure 1 - Scheme in the textbook by V.V. Babaitseva "Russian language" for the 5th grade

Then the students consolidate the theoretical material, while completing the tasks proposed in the corresponding collection of tasks by V.V. Babaitseva both in Russian language lessons and doing homework.

At the end of the textbooks of the peer-reviewed teaching materials there are appendices that include various reference materials that should be used by schoolchildren during the entire course of study in the Russian language program in grades 5-9. This refers to the "Indexes of learned spelling rules", "Indexes of learned punctuation rules", which contain links to paragraphs where the corresponding spelling and punctuation rules are set out. The Appendices also give the main types of parsing with indications of the sequence and sample parsing of relevant examples of language material.

UMK under the scientific editorship of V.V. Babaitseva is convenient for schoolchildren: it provides a high level of continuity and prospects in teaching the Russian language, it is easy to organize a repetition of the material covered by it. The textbook created in the structure of this EMC is, in fact, a reference book that can be consulted at any time throughout all the years of schooling, including for students of multi-ethnic classes, for which repeated repetition of information is necessary.

At the same time, the analyzed textbook has a significant drawback - the reference orientation of this teaching material, and the use of the textbook for five years "requires students to know the structure of textbooks, the ability to navigate in them, quickly find the necessary sections, repeatedly referring to the previously passed paragraphs" .

It is obvious that in the process of conducting Russian language lessons according to textbooks of teaching materials V.V. Babaitseva, various types of work are possible, including presentations, compositions, both oral and written dictations, analysis of texts. Among the educational activities, in addition to getting to know the content of the new material of textbooks, the practical activities of students (independent completion of tasks and exercises), it is necessary to study both new and repetition of previously studied material. When writing, it is necessary to draw up a plan in advance; in the process of performing independent written assignments in the classroom, a preliminary analysis of the examples given for clarity in textbooks and, by analogy, the selection of your own examples is necessary. In addition, “in textbooks on the Russian language V.V. Babaitseva also contains tasks, during which it is required to compare (on pre-prepared questions) the content of two or more paragraphs, or certain spelling or punctuation rules.

As practice shows, building classes according to the scheme proposed in this textbook is quite effective, since students gradually master not only new educational material, but also constantly repeat previously covered topics.

Collections of tasks and exercises "Russian language: Practice" UMK under the scientific editorship of V.V. Babaitseva are designed to help schools organize effective work with concepts and rules, forming the ability to recognize, analyze, characterize certain phenomena of the language. Working with collections of tasks and exercises in the Russian language teaches schoolchildren to independently select, design language materials in accordance with the topics studied, correctly - in accordance with the norms of Russian speech - and expediently - in accordance with the circumstances of speech - to use various language means in the speech practice of students.

So, for example, spelling, orthoepic, punctuation and other norms are considered in the textbooks of Vera Vasilievna Babaitseva on the basis of the relevant rules that organically fit into the general theory of the Russian language.

The gradual and gradual formation of both correct and expressive speech is provided in the teaching materials by appropriate tasks, among which there are both traditional and new types of educational tasks that cause the constant interest of the students themselves in learning the language. In textbooks on the Russian language UMK V.V. Babaitseva, much more often than in traditional forms of teaching the Russian language, it is proposed to regularly conduct morphemic analysis (that is, analyzes of specific words given in tasks according to their composition). Also, very often, schoolchildren are required to complete tasks related to highlighting the grammatical (predicative) foundations of sentences, which in the future forms the functional literacy of students, while allowing them to successfully avoid a very significant number of both spelling and punctuation errors. Quite often, in the considered teaching materials, there are also special exercises for the development of spelling vigilance of schoolchildren. For example, the task: “Compose from the letters included in the words, nouns in the form of the nominative case, singular. Who is bigger?" At the same time, in a textbook for the 5th grade, in such tasks, it is often necessary to compose other parts of speech instead of nouns.

In addition, traditional Russian language textbooks regularly suggest writing down words with unchecked spellings from dictation. In the textbooks on the Russian language in this EMC, tasks of this kind have been significantly modernized: schoolchildren are invited to read the dictionary words in advance (their lists are attached), try to remember their correct spelling. Then the students need to close the textbooks and only then write down the previously read words under dictation. That is, in the teaching staff it is proposed to perform partially search tasks, as well as dictations from memory.

When creating the CMD V.V. Babaitseva tried to take into account all the shortcomings of the mechanical memorization of the rule, so she sought to develop the spelling vigilance of schoolchildren with such exercises.

Compared with the previous UMK under the scientific editorship of N.M. Shansky in the developed educational and methodological complex, the number of tasks was increased, putting schoolchildren before the need to independently find answers to the questions: how exactly to apply the acquired knowledge, for what purpose it is necessary to know certain linguistic concepts, why it is necessary to be able to perform certain exercises; what is known and what is fundamentally new in the material under consideration, what is the best way to complete tasks in the Russian language.

So, for example, teaching fifth graders various types of speech activity is supported by appropriate memos for schoolchildren: “How do we prepare for expressive reading of texts”, “How to plan texts”, “How to prepare for a presentation (retelling) close to the original texts”, etc. Tasks for almost each of the texts are aimed at the relationship of the phased mastery of all forms of speech activity: reading, listening, creating statements in oral and written forms. Increased attention to the processes of reading as one of the main forms of speech activity, so a large number of tasks were focused on the ability to expressively read texts. As conceived by the scientific leader of the UMK V.V. Babaitseva, the art of beautifully sounding words can help to master all the expressive means of Russian intonation, which contributes to the formation of the language culture of the personality of schoolchildren. UMK allows you to use various forms of text retelling for the formation of skills to create personal written statements. At the same time, all the processes of designing future speech texts, which will become possible due to exercises in compiling texts for certain tasks, predetermined topics, as well as individual phrases and also words. The teaching materials also have tasks on the practical speech activity of students, for example, compiling several sentences on the following topics: rules of conduct during excursions, in a cinema, in the subway, and others.

With a developing system of education with practical implementation UMK, created under the scientific editorship of V.V. Babaitseva, goals and objectives are set mainly at the end of the lesson (goal-setting openness). In this case, the field of the board can be drawn up as follows: the left part - already studied information; the right part - observations acquired in the course of classes; the third part of the blackboard may contain information about what students should learn and learn at the end of each lesson. At the same time, in the UMK V.V. Babaitseva provides for "work with comparisons, finding similarities and differences in compared phenomena, with classifications, systematization, generalization of educational materials on the Russian language, establishing cause-and-effect relationships (why? due to what?)" .

The system of tasks and exercises in the considered EMC is designed to master the algorithms of orientation in the educational material, reasoning patterns, methods of analyzing language materials and applying the studied phenomena of the Russian language in one's own speech practice, developing one's own monologue speech, as well as various ways of self-control of knowledge.

The illustrative material is effective tool development of monologue scientific speech. The proposed assignment says:

"Tell me about the word (or phrases, sentences) everything that you guys know and can." So, stories about words can be presented according to a certain plan: 1) indicate parts of speech; 2) mark possible syntactic functions; reveal the lexical meaning of words, while noting possible synonyms and antonyms, to carry out a stylistic assessment of the analyzed words;

perform phonetic analysis of certain words; 5) carry out morphemic analysis; 6) indicate the appropriate spelling. In this case, schoolchildren's answers can also be supplemented with the etymology of words, etc.

Oral responses of students can be supplemented by classmates, evaluated by them with the appropriate argumentation of their own assessments (in this case, the most reasoned assessments can be entered in an electronic journal).

Such types of tasks allow: 1) to generalize and systematize all the existing knowledge of schoolchildren; 2) to teach independent reasoning (expressing one's own points of view with appropriate arguments testifying to their truth);

to form an active oral monologue of scientific style. Much attention in the collection of tasks and exercises is given to the speech aspects of learning the Russian language. “Assignments include observations on the field of practical application of the studied linguistic phenomena, on their role in achieving accuracy and expressiveness of speech; creating special speech situations that determine certain selections of language means.

So, for example, in the collection and workbooks of the educational and methodological complex, a large number of tasks are offered, including phraseological units, as well as proverbs. At the same time, the team of authors recommends that language teachers supplement tasks with certain game actions. Teachers offer proverbs to schoolchildren, for example: “you can’t catch a fish from a pond without difficulty”, “patience and work will grind everything”. At the same time, students can be invited to continue the lists of proverbs. In this case, proverbs will not be counted if the students who voiced them are not able to explain the true meaning of proverbs, as well as the possibilities of their application in their own practical speech. Several proverbs can be written in notebooks. For recording, it is proposed to choose certain proverbs that both the schoolchildren themselves and the teachers can write down, taking into account their meaning, the possibility of practical application in the speech of schoolchildren, as well as saturation with spelling and the most significant punctograms. At the same time, V.V. Babaitseva strongly recommends that Russian language teachers inform students in advance about this educational game. It is necessary to warn schoolchildren in advance about conducting such a lesson, for the purpose of independently getting to know all the collections of proverbs, as well as completing tasks that contain proverbs. The winners in the game are those students who verbally pronounced the most proverbs.

In the collection of problems and exercises of the UMK V.V. Babaitseva actualized “the educational possibilities of our subject not only due to the informative side of the texts used as didactic materials (“What do these texts teach? What are the main thoughts of the authors?”), But also with the help of the educational possibilities of Russian speech. In addition, the textbook under consideration contains texts that draw students' special attention to the social significance of the ability to correctly perceive other people's statements and the ability to correctly, accurately, expressively use language techniques and skills in dialogical speech and writing.

Such work, in our opinion, contributes to the development of all forms of speech development of schoolchildren (including dialogical and connected monologue speech, as well as written speech).

The formation and improvement of spelling and punctuation skills is provided in the process of repeating the past. On the margins of the collection of assignments and exercises for teaching materials by V.V. Babaitseva highlighted words with unverifiable spellings.

For example: geologist, workers, imagine, imagine, festival, sense of smell, charm, tape recorder, territory, profession, specialty, team, balcony, sofa, sanatorium, class 5 language schof, p. 57, task number 7].

er, chords [textbook of Russian

The material for analysis is allocated with a digital index. The system of types of analysis adopted in the traditional system of teaching the Russian language was supplemented in the teaching materials of V.V. Babaitseva lexical (No. 5), spelling (No. 6) and punctuation analysis (No. 7).

Let us clarify that the goals of phonetic analysis are the formation of the correct pronunciation in accordance with the norms of the Russian language and the ability to hear sounds. It is morphemic analysis that is in the center of attention in the considered UMK. "For practical purposes, all students of general education schools must master the learning activities for the rapid (actually instantaneous) selection of morphemes in words" . Because of this, in the CMD V.V. Babaitseva especially analyzes the concept of a morpheme. The attention of students is focused on semantics - the meaning of suffixes and prefixes.

In the "Morfemics" section of the UMK V.V. Babaitseva emphasizes formative suffixes: 1) inflections (endings); 2) -l- (indicators of the form of the past tense); 3) -t-, -ti- (indicators of the form of the infinitive);

Her- (indicators of forms of both simple and comparative degrees); 5) -te (the endings of imperative moods of plurals).

In the textbook "Russian language. Theory” gives an exact definition of endings: “The ending of a word is its variable part, which serves to connect words and expresses the meanings of gender, number, case, person.” The suffix - ь cannot serve to connect words in phrases such as: “wanted to leave”, “desire to study”. In such phrases, dependent infinitives do not agree and are not controlled, but only “are adjacent to the main words, like adverbs and participles”. This definition is not overloaded with an abundance of scientific terms and therefore is easily remembered by middle-level students.

The practical orientation of teaching the Russian language in the TMC V.V. Babaitseva caused an increase in hours for the study of morphemics. Here, it is not so much the assimilation and memorization of theoretical information that is significant, but the formation of a significant ability to distinguish morphemes and, on this basis, form strong spelling skills in schoolchildren. Spelling analyzes are closely connected with the knowledge of morphemes, rightly believes the author of the CMD.

The book "Russian speech" UMK V.V. Babaitseva was created specifically for purposeful work in the lessons of speech development. The theoretical basis for this textbook was the system of speech concepts. Tasks and exercises cover all forms of speech activities:

speech perception (listening and reading),

speech reproduction (oral retelling and written presentations),

generation of speech (speaking and creating texts in written forms).

Listening, reading, retelling are carried out within the framework of V.V. Babaitseva in most Russian lessons. “However, each of these types of speech activity, and especially retelling, in the lessons of speech development has its own specifics: attention is focused not only on the content of statements, but also on their linguistic features.”

For example, students concisely retell the text according to the recommended plan, first in a concise form, and then moving on to a full retelling, while observing both chain and parallel sentence connections in the text.

Language analysis of texts is one of the important elements in preparing students for oral retelling and written presentation. The effectiveness of this work depends on the quality of the source text and its linguistic analysis. The manual "Russian speech" in the TMC V.V. Babaitseva gives the language teacher support in the selection of material and in the organization of work with it.

"Russian speech" involves a creative approach to use, the use of variable methods of forming and improving the speech of schoolchildren, taking into account the specific working conditions of the school, class, level of knowledge of each student.

In order for the text to become a product of students' speech activity that meets the requirements of the Federal State Educational Standard of the OO, the EMC has tasks for creating texts based on the samples presented in the Russian Speech: a story about the personal actions of schoolchildren; description of your life, domestic or wild animals; reasoning on specific educational materials. For example, “What exactly are your thoughts and feelings when looking at this picture, listening to this piece of music?” These tasks allow you to form the ability to conduct a dialogue and clearly argue your point of view. Also in the textbook "Russian speech" there are tasks for determining the types of speech statements and speech styles. For example, "Identify types of speech"; "Define Text Styles"; "Indicate the signs of a scientific and also journalistic style." In the textbook E.I. Nikitina has special memos for schoolchildren, including: "How to write an essay", "How to prepare oral statements", "How to write your own story", "How to write a description of a picture", "How to write an essay - an interview", "How to write a screenplay based on the texts of a story or story”, “How to write a review of an essay”, “How to work on book reviews” and others, allow schoolchildren not only to master the specifics of texts of various styles, types of speech, but also to constantly train in creating their own statements . Text comprehension tasks are also important here. Mastering the processes of reading as speech activities, students learn to read texts that are different in content and work with them in different ways, depending on the task itself, the speech situation, styles and types of speech.

"Russian speech" is the third component of the UMK, created under the scientific guidance of V.V. Babaitseva, fully ensures the formation of the communicative competence of students. The tasks and exercises in it are based on the basic speech science concepts and rules of speech behavior, which fully contributes to the conscious improvement of both oral and written speech of schoolchildren, and to increasing the practical skills of speech communication.

The theoretical basis of the third part of the teaching materials is the system of speech concepts. For example, the text of V.V. Babaitseva is considered as a unit of both language and speech. And from this it follows that, as a unit of language, the text has typical schemes, according to which it is built depending on the specific goals and objectives of speech communication: narration, description and reasoning. The textbook "Russian Speech" contains educational material that introduces students to the formation of general concepts about texts and the main types of speech.

Vera Vasilievna Babaitseva's teaching and learning materials attract attention with an organic combination of basic teaching aids. In this teaching material, there is a strict consistency in the presentation of both theoretical material and practical tasks. "The linear principle of the arrangement of the material contributes to a more integral, systematic assimilation, while allowing you to successfully avoid excessive concentrism and a long study of the same topics, which reduce the effect of novelty and weaken the motivation of schoolchildren's educational activities" .

With this principle of constructing educational material, students of middle and senior school age learn new topics much better, constantly reinforcing their knowledge, performing practical tasks corresponding to the topics.

The textbook "Russian Language: Theory" (grades 5-9) gives a systematic presentation of the theoretical material of the entire school course of the Russian language. The compact presentation of theoretical information is accompanied by illustrated examples and figures. Thus, the principle of visual clarity in teaching the Russian language is implemented. The methodological apparatus of the textbook provides for the differentiation of all educational materials according to the degree of difficulty.

In the collection of tasks and exercises “Russian language. Practice ”in grades 5-9, tasks provide students with a gradual mastery of all the necessary algorithms for orientation in texts, reasoning patterns, methods for analyzing language material and applying the studied theoretical information in speech communication are shown.

Tasks, practical, design tasks and exercises cover all types of speech activity: speech perception (listening and reading), speech reproduction (oral retelling and written presentations), speech production (pronunciation and creation of written texts).

The beginning of the 5th grade at the TMC V.V. Babaitseva is considered as a transitional stage from the initial stage of education 1 - 4 cells. (elementary-practical foundations of the Russian language) to the middle stage of school education 5 - 9 cells. (systematic courses on the basics of science about the Russian language and also about native speech). In the 5th grade, schoolchildren begin to study the main course of the Russian language. Taking into account the provisions of the system-structural approach in the 5th grade, when using the teaching materials, V.V. Babaitseva should consistently study such sections as “Phonetics. Graphic arts. Spelling"; "Morfemics and Spelling"; "Vocabulary", the beginning of the systematic study of grammar ("Nouns"). Directly, the very convenient arrangement of educational materials contributes to a more integral, systematic assimilation of knowledge, allowing you to avoid routine when studying similar topics.

In morphology in grade 6, verbs, adjectives, numerals, adverbs, words of the state category and pronouns are studied. In grade 7, participles and gerunds, service parts of speech and interjections are subject to study. “Such continuity in the study of parts of speech is justified from a methodological point of view: verbs - predicates usually act as the grammatical and semantic foundations of the sentences themselves, forming together with the subjects all the necessary grammatical foundations. In fact, all modern authors of Russian language programs stand out as independent parts of speech - verbs, nouns, adjectives, adverbs. At the same time, service parts of speech are also distinguished - pronouns, numerals, words of state, participles and participles. Isolation of participles and gerunds into special parts of speech in the UMK, created under the guidance of V.V. Babaitseva allows to increase attention to their structure and role, as well as to the peculiarities of their functioning in Russian speech. This affects the formation of spelling and punctuation skills of the vast majority of schoolchildren.

This kind of continuity, in our opinion, ensures the constant repetition of the material covered with its gradual enrichment with each new stage of learning.

In a special lexical and grammatical category when studying adverbs in the UMK V.V. Babaitseva also highlighted the words of the state category. This makes it possible to give students of general education schools the necessary ideas about the specifics of this group of words, which differ sharply from adverbs in the syntactic function of the predicate in an impersonal sentence.

“In grades 8-9 at the teaching and learning department V.V. Babaitseva focuses on syntax and punctuation. In syntax, much attention is paid to the connections and relationships between words in a phrase and sentence. In addition to subordinating phrases, there are also coordinating phrases. The selection of coordinative phrases allows you to establish continuity in the study of syntax: the study of phrases in grades 5 and 8, homogeneous members of a sentence in grades 5 and 8, compound sentences and homogeneous subordinate clauses in grade 9.

The ability to ask a question to a dependent word in a subordinate phrase prepares for the study of sentence members and subordinate clauses. The ability to find coordinating phrases in a sentence - to the study of homogeneous members of a sentence and complex sentences, especially compound ones. The study of subordinating and coordinating phrases is focused on the development of students' speech. Let us consider in more detail what features of teaching students in the process of creating texts of different styles and types of speech in V.V. Babaitseva.

Firstly, the program provides for a system of work for language teachers and schoolchildren to develop speech in integration with literature and extracurricular reading lessons (thus, teachers of the Russian language and literature may well provide the necessary correlation parameters in the subject matter, genres of works of art and student essays, in work on the artistic means of the language, on certain types of retelling and presentation - close to the text, concise, selective, etc.).

Teaching various types of speech activity is supported by reminders for students: “How to prepare for expressive reading of a text”, “How to plan a text”, “How to prepare for a presentation (retelling) close to the text”, etc. Tasks for almost every text are aimed at interconnected mastering all types of speech activity: reading, listening, creating statements in oral and written form. Increased attention to reading as one of the main types of speech activity, so a large number of tasks focused on the ability to expressively read the text. According to the author of the program V.V. Babaitseva, the art of a sounding word helps to master the expressive possibilities of Russian intonation, which contributes to the formation of a linguistic personality. UMK allows you to use different types of retelling of texts to form the ability to create your own written statement. The design of the future own text is achieved through exercises for compiling texts according to given words, compiling phrases and sentences on a specific topic (for example, compiling rules of conduct in a museum, in a theater, in transport, etc.).

In Russian language textbooks, for grades 5-9 of this teaching material, types of tasks are presented, the implementation of which requires an appeal to the texts of fiction, for example: “From the works of A.S. Pushkin, write out 5 sentences with Old Slavonicisms. What stylistic role do they play? “Write out from the tales of A.S. Pushkin 5 sentences with predicates, expressed verbs in the form imperative mood”and others. Most of the texts refer to fragments from the works of Russian poets and writers: A.A. Blok, V.A. Zhukovsky, S.A. Yesenina, M.Yu. Lermontov, A.N. Tolstoy, I.S. Turgenev, A.N. Tolstoy, A.A. Feta, etc.

In addition, texts are considered by the authors of the program as units of language and speech. And this means that, as units of the Russian language, texts have typical schemes according to which they are built depending on the goals and also the tasks of verbal communication: narration, description and reasoning.

In the textbook "Practice" for grade 6, tasks are given like: "Imagine yourself in the place of an artist (composer, scientist, museum visitors, etc.). What thoughts and feelings do you experience while looking, listening? What and how will you tell your "tourists" about this canvas? They allow you to form the ability to express and argue your own position, opinion, express own feelings, reflect on the issue under discussion in accordance with the chosen type and style of text.

Tasks for determining the type and style of speech are correlated with the purpose of the statement and the artistic means of the analyzed text:

"Determine the type of speech"; "Define text style"; "Indicate the features of the scientific and journalistic style."

All this allows schoolchildren not only to master the specifics of texts of different styles, types of speech, but also to create their own, both oral and written messages.

In the collections of tasks "the role of various parts of speech in the organization of the type of speech is consistently noted." For example, when studying verbs, students evaluate the stylistic meaning of the perfective form in narrative texts, and in descriptive texts - the imperfective form.

When studying adjectives, their importance in descriptive texts is emphasized. At the same time, not only “information is gradually accumulated about the parts of speech that connect the semantic parts of speech of the text into a single semantic whole”, but also there is an accumulation of language tools that can be used when creating texts of different types and styles. Tasks like “determine the type of speech” are supplemented by tasks that require correlation between the type of speech and its linguistic design: “What words helped you determine the type of speech? What part of speech do they belong to? Why are such words called keywords? “What functions do nouns perform in the text?”; “Argument your answer based on the specific forms of the verb”; "How is the type of speech related to the aspect forms of verbs?" and etc. .

An obligatory stage in the work on a coherent written statement is the analysis and correction of one's own text. Teaching students to analyze and correct their own compositions (self-reflection) in the considered teaching materials of Vera Vasilievna Babaitseva is facilitated by a memo for students: “How to work on a draft presentation and essay.” The textbooks "Practice" offer tasks for editing the texts of student essays. For example, a 6th grade student wrote an essay on the topic: “True Friendship”, read it and, having determined the type of presentation, edit it.

In the textbooks under consideration, there are tasks that focus on preparing students for spelling and punctuation: writing from memory of a text memorized, visual dictations (and other types of dictations, including self-dictations, mutual dictations), work on errors in dictations, essays, presentations, spelling and punctuation analysis of texts (the ability to group spellings and punctuation), illustrating spelling and punctuation rules with examples from texts, explaining spellings and punctuation, drawing up sentence patterns, etc.

“Editing drafts and checking your own texts for compliance with the topic, problem; analysis of means of communication; assessment of the integrity, unity, completeness, information content, logic of the text of the essay - all this in the system allows students to develop the skills and abilities of self-reflection about the created text.

When working with their own and also other people's essays (as practical activities in a secondary school show), students acquire the necessary skills in writing essays and self-assessment of their own products of speech activity.

Thus, work on the text, built on a similar principle, allows students to gradually master the skills of compiling coherent and stylistically correct written reasoning and essays.

In the process of improving the speech abilities necessary for correcting one's own text, tasks are offered that are focused on peer review and introspection.

Summarizing the above, we note that the work on the development of coherent written speech of students in the teaching materials "Russian language" V.V. Babaitseva relies primarily on the principles of step-by-step teaching students to perceive the text; teaching different types of speech activity (reading, speaking, listening; creating a written statement or text); various types of information and speech processing of the text in the process of preparing for writing an essay; teaching students to create texts in different styles and types of speech; teaching schoolchildren to analyze and correct their own written statement (self-reflection).

EMC is designed for students with a high level of speech development. At the same time, studying in this complex, schoolchildren with an average, low and even high level of speech development, with the constant help of a language teacher, can master all the necessary types of speech activity.

Therefore, UMK V.V. Babaitseva, designed for grades 5-9 of a general education school, allow you to most effectively combine the study of new educational material with the repetition of previously studied patterns of the Russian language, thereby enhancing the speech orientation of the course. In turn, this UMK provides additional time for a detailed study of the service parts of speech.

WORKING PROGRAMM

in Russian for grades 5-9

(advanced level)

Explanatory note

The working program is based on the program for general educational institutions with in-depth study of the Russian language (the author of the program is V.V. Babaitseva). The program was published in the collection “Programs for educational institutions. Russian language. 5-9. 10-11"

(Compiled by E.I. Kharitonova.)

General characteristics of the subject

Based on the Fundamental core of the content of general education and the requirements for the results of basic general education, presented inThe federal state standard of general education of the second generation, the goals of studying the Russian (native) language at school are:

Education and respect for the native language, a conscious attitude towards it as a cultural phenomenon; comprehension of the native language as the main means of obtaining knowledge in various spheres of human activity, mastering the moral and ethical standards adopted in society; awareness of the aesthetic value of the native language;

Mastering the Russian language as a means of communication in the daily life of educational activities; development of readiness and ability for speech interaction and mutual understanding, the need for speech self-improvement; mastering the most important general educational skills and universal actions (the ability to formulate the purpose of the activity, plan it, carry out speech self-control and self-correction; conduct a bibliographic search, extract and transform the necessary information from linguistic dictionaries of various types and other sources, including the Internet and the media; carry out information processing of the text and others);

Mastering knowledge about the structure of the language system and the patterns of its functioning, stylistic resources and the basic norms of the Russian literary language; development of abilities to identify, analyze, compare, classify and evaluate linguistic facts; mastering on this basis the culture of oral and written speech, types of speech activity, rules for using the language in different situations of communication, norms of speech etiquette; enrichment of active and potential vocabulary; stock expansion; expansion of the volume of grammatical means used in speech; improving the ability to apply the acquired knowledge, skills and abilities in the process of verbal communication in educational activities and everyday life.

the main objective teaching Russian inadvanced levelis that the reproductive level - the assimilation of knowledge about the grammatical system of the Russian language, mastering its basic norms, the formation and development of the ability to use its inexhaustible riches - is combined with the intensive development of verbal, intellectual and creative abilities - with a productive level.

The subject "Russian language" in the modern school has a cognitive and practical orientation, i.e. it gives students knowledge about their native language and forms their language and speech skills.These are the special aims of his teaching. At the same time, the “Russian language” also fulfills general subject tasks.

The special goals of teaching the Russian language at school are the formation of the language, communicative and linguistic competence of students:

Language competence(i.e., schoolchildren’s awareness of the system of their native language) is realized in the process of solving the following cognitive tasks:

1) the formation of a scientific and linguistic worldview among students; arming them with the basics of knowledge about their native language (its structure and functioning);

2) the development of a linguistic and aesthetic ideal (i.e., ideas about beauty in language and speech).

Communicative competence (i.e., schoolchildren's awareness of the peculiarities of the functioning of their native language in oral and written forms) is realized in the process of solving the following practical tasks : 1) the formation of strong spelling and punctuation skills and abilities (within the program requirements);

2) mastering the norms of the Russian literary language and enriching the vocabulary and grammatical structure of students' speech;

3) teaching schoolchildren the ability to coherently express their thoughts orally and in writing.

As a result of teaching the Russian language, students should freely use it in all public areas of its application.

Linguistic competence- this is the knowledge of students about the very science of "Russian language", its sections, the goals of scientific study of the language, elementary information about its methods, stages of development, about outstanding scientists who made discoveries in the study of their native language.

The general subject tasks of work on the Russian language at school are:

1) education of students by means of this subject;

development of their logical thinking;

2) teaching schoolchildren the ability to independently replenish knowledge of the Russian language;

3) the formation of general educational skills - working with a book, with reference literature, improving reading, speaking, listening skills, etc.

The place of the subject "Russian language" in the curriculum

An in-depth study of the Russian language means some expansion of theoretical information. In-depth study of the Russian language is planned from the 5th grade and is designed for the following number of hours:

Class	In Week		In the academic year
5 cells	6 o'clock		204 hours
6 cells	6 o'clock		204 hours
7 cells	5h.		270 hours
8 cells	4 hours		136 hours
9 cells	3 o'clock		102 hours
Total: 816h.

With a slight increase (expansion) of the conceptual and terminological system, a genuine in-depth study of the Russian language is carried out, contributing to the formation of a persistent interest in history and the current state of language and speech.

The expansion of theoretical information is associated with the introduction into the program of such topics as "Paronyms", "Phraseology" (with phraseological units, proverbs and winged expressions), "The concept of etymology", "The role of language units in speech", etc.

Separate topics (“Lexicology” and especially “Phraseology” and “Etymology”) are more fully disclosed when performing practical tasks, in the texts of tasks, in interlinear texts, etc. Thus, the entire course is characterized by attention to phraseological units. Many syntactic topics are illustrated by proverbs, which are included in the assignments. In addition, on the pages of collections of assignments and workbooks (in interlinear) with explanations, biblical expressions, Greek, Latin and European stable combinations are given.

Attention to phraseological units contributes to the enrichment of students' speech.

Some new theoretical information is organically combined with traditional concepts. The program includes questions related to the communicative aspect of Russian syntax: "informative" (semantic) center of the statement, "given" and "new". These concepts are correlated with the members of the sentence: "given" - with the subject, "new" - with the predicate, the reasons for the violation of such a relationship are noted. The idea of ​​communicative division of a sentence (statement) contributes to the formation of the expressiveness of students' oral speech, explains the cases of the so-called copyright marks.

New concepts for the school are based on the well-known: “word order” and “logical stress”, which are traditional for Russian language programs. Some expansion of topics is not the main thing in an in-depth study of the Russian language. The main thing is the multidimensional linguo-methodological coverage of language units, which is necessary for the development of oral and written speech of students.

We concretize this position, especially focusing on the following areas.

I. Consistent coverage of the functions of language units in speech organically connects language learning with speech learning. It is necessary not to declare the connection between language and speech, essentially breaking language and speech, but to combine the study of language units with their role in speech, to teach schoolchildren to use them in speech.

The assimilation of the norms of the Russian literary language should not be isolated from the study of linguistic phenomena for which these norms exist.

The development of students' speech should be the goal of each lesson in the Russian language.

P. The past provides the keys to the present and the future. Turning to the history of some linguistic phenomena is of great importance for understanding their current state, and contributes to the effective formation of spelling skills. Even small information from the history of the Russian language arouses students' interest in studying the historical past of the Russian language and the Russian people.

The Russian language is one of the richest world languages ​​with a complex and interesting history development. To the advanced programincludes brief information from the history of the Russian sound system, morphemic and word-formation, vocabulary and phraseology, etymological issues that should not only arouse students' interest in learning the Russian language, but also explain a lot to them in its current state, help them realize both the basic patterns and rules, as well as exceptions to them. Why is it written after hissing And, not you? Why did the root disappear in some words? Why can a root have multiple variants? Thanks to what, the Russian language can “ascend to a height inaccessible to any other language, and descend to simplicity, palpable to the touch of the most dull person” (N.V. Gogol)?

The program includes topics to introduce students to the complex history of the Russian literary language. The stylistic resources of the Russian language, their diversity, the treasures of synonymy (lexical, morphemic, morphological, syntactic), the richness of phraseology, including proverbs, sayings and winged expressions - all this and much more finds an explanation in the history of the Russian language associated with the life of the people.

Consistently, purposefully, the stylistic aspect of linguistic units is covered, the sources of origin of some synonymous series are revealed (for example, native Russian words, borrowed words, phraseological units, etc.).

III. Everything in the real world is interconnected. It's the same in language. Mutual influence and interaction characterize both the history and the modern system of the Russian language.

The interaction of linguistic units determines the phenomenon of transitivity in the grammatical structure, where there are many linguistic phenomena that do not fit into the strict framework of classification. These are transitional phenomena. They are characterized by the syncretism of properties, i.e., the combination of features of different classification headings, and indicate that the language is not a dead, frozen system, but a constantly evolving phenomenon.

In syntax, the consequences of transitional phenomena are multi-valued members of a sentence, multi-valued subordinate clauses, etc.

IV. The development of the language instinct of students is the concern of the teacher at every lesson, when completing each task: which is better? What is more accurate? This is especially important when studying vocabulary and phraseology. A developed linguistic instinct helps to choose language means depending on the purpose of the statement and the situation of communication, to appreciate the beauty of the Russian word, the expressiveness of phraseology, it will save you from using vulgar words and expressions, etc.

The basic theoretical information that determines the work on the development of coherent speech is already studied in the 5th grade (the concept of a text, types of text, its stylistic properties, keywords, etc.).

In the future, when studying theory, in the process of practical activity of students, knowledge about the structure of the text expands and deepens. (When studying, for example, morphology, the connection between parts of speech and types of text is consistently revealed, etc.)

Genres and various types of work with text are introduced gradually, taking into account the age characteristics of schoolchildren and the nature of the studied linguistic material.

Personal, meta-subject and subject results

mastering the subject "Russian language"

personal resultsmastering the Russian language program by graduates of the basic school at an advanced level are:

1. understanding of the Russian language as one of the main national and cultural values ​​of the Russian people, its role in the development of intellectual, creative abilities and moral qualities of the individual;
2. awareness of the aesthetic value of the Russian language; respect for the Russian language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture;

the ability to self-assess speech behavior; the desire for speech self-improvement; understanding the meaning of the Russian language in the process of obtaining school education and self-education;

4) a sufficient amount of vocabulary and grammatical means for the free expression of thoughts and feelings in the process of communication; readiness for successful professional and social activity.The subject "Russian language" is especially organically connected with literature and history.The regularities of the Russian language are illustrated by examples from Russian classical and modern literature. The functioning of language means in speech is represented not only by phrases and sentences, but also by texts of different styles and genres.

The central place in the school course of the Russian language is occupied by the literary language - the best part of the national language, its core, which is characterized by a system of norms. The system of norms is held together by statics, while the dynamics of language takes place in speech.

“I don’t like Russian speech without a grammatical error,” wrote A. S. Pushkin. Grammatical errors - deviations from literary norms - are evaluated by the masters of the artistic word. Expressive speech facts through literature occupy certain places in the language system: in grammars, dictionaries and reference books. The connection of the Russian language with the life of society, its history is obvious.Changes in the sound system of the language, the development of vocabulary and phraseology are explained in etymological reference books, in a presentation, albeit very brief, of historical events, the interaction of the Russian people with other peoples, etc.

The originality of the Russian language, its exceptional life potentials subordinate borrowed words and expressions to Russian rules of functioning, often changing the sound and morphemic composition of borrowings, while losing their foreign appearance.

Metasubject outcomesmastering the Russian language program by graduates of the basic school at an advanced level are:

1) possession of all types of speech activity:

a) receptive (listening and reading):

Perception and listening comprehension of texts of different styles and genres; possession of different types of hearing (introductory, detailed, selective);

• perception and understanding of written texts of different styles and genres; possession of different types of reading (viewing, fact-finding, analytical, search);
• understanding the information of an oral and written message (the topic of the text and the communicative attitude of the author, the main idea and ways of expressing it);
• the ability to independently search for information: the ability to extract information from various sources (educational literature, the Internet, the media); free use of dictionaries of different types;
• selection and systematization of material on a specific topic; the ability to transform, preserve and transmit information obtained as a result of reading and listening;
• comparison of speech statements for various reasons (content, stylistic features, language means);
• the ability to reproduce oral and written text with varying degrees of curtailment (compressed / detailed; theses, plan, abstract);

b) productive (speaking and writing):

• determining the goals of the upcoming speech activity, planning actions, evaluating the results achieved;
• the ability to express one's attitude to reality and create oral and written texts of different styles and genres, taking into account the speech situation (addressee, communicative goal, communication conditions);
• compliance with the basic language norms (spelling, spelling, lexical, grammatical, punctuation) in the process of constructing a text in oral and written form;
• possession of monologue and dialogic form of speech;
• compliance with the rules of speech etiquette in different situations communication;
• implementation of speech self-control in various communication situations, including everyday communication; determining the causes of communication failures;
• ability to improve and edit own texts;
• the ability to speak to an audience with the genres of educational and scientific speech (message, report, etc.);
• participation in discussion forms of communication; possession of the basic methods of argumentation.

1. application of acquired knowledge and skills in everyday life;
2. the use of the native language as a means of teaching, including at the supra-subject level;
3. the use of the Russian language for effective communication with peers and adults in various communication situations, including joint activities;
4. possession of national and cultural norms of behavior in various situations of interpersonal and intercultural communication.

Substantive resultsmastering the Russian language program by graduates of the basic school at an advanced level are the following:

By the end of 5th grade, students will have:

Recognize spelling and punctograms in accordance with the learned rules;

Recognize independent and service parts of speech, know their main morphological features and syntactic role;

Distinguish and correctly intonate sentences that are different in purpose of the statement and in emotional coloring;

Find the grammatical basis of the sentence (in the simplest cases);

Distinguish a simple sentence with homogeneous predicates from a complex sentence;

Perform syntactic and punctuation analysis;

Hear and distinguish sounds, distinguish sounds and letters;

In accordance with accepted standards, indicate the sounds of speech in writing;

use dictionaries;

Select synonyms and antonyms for the word in the sentence and phrase;

Identify in context the semantic and stylistic differences of synonyms;

Produce (selectively) lexical analysis of the word;

Enrich speech with phraseological units and use them correctly;

Improve the text by eliminating unnecessary repetition of words;

To title the text, to make a simple plan of the finished text;

Express in detail and concisely the text of the type of narration, description, reasoning in oral and written form, while maintaining the style of speech;

Build your own statement.

By the end of 6th grade, students will be able to:

Distinguish independent parts of speech (noun, verb, adjective, numeral, adverb, name of the state) according to the totality of signs and reasonably prove that the word belongs to one or another part of speech;

Find spellings in accordance with the studied rules;

Distinguish between lexical and functional homonyms, taking into account the meaning and syntactic function of the word;

Use language tools, eliminating the various repetition of words in the text;

To produce morphemic and morphological analysis of the studied parts of speech;

By the end of 7th grade, students will be able to:

Argumentatively prove the belonging of a word to one or another part of speech, building reasoning texts;

Perform morphemic and morphological analysis of all parts of speech;

Observe literary norms for the use of various parts of speech in oral and written forms of speech;

Use morphological synonyms;

Replace participial and adverbial phrases with subordinate clauses and vice versa;

When constructing texts of different types, take into account the stylistic characteristics of words related to different parts of speech;

Build texts with a combination of different types of speech;

Use pronouns, adverbs, conjunctions, particles to connect text fragments.

By the end of 8th grade, students will be able to:

Pronounce sentences with the correct intonation, taking into account punctuation marks, find the semantic center of the sentence;

Correctly put and explain punctuation marks on the studied rules;

Find the grammatical basis of a simple sentence;

Distinguish the main types of predicate;

Distinguish between the types of secondary members of the proposal;

Define multi-valued members of the sentence;

Use synonyms of agreed and non-agreed definitions;

Distinguish types of one-part sentences, use them correctly in speech;

Correctly build sentences with homogeneous members and isolated members;

Change sentences with homogeneous members, isolated members, synonymous constructions;

Correct intonation of simple complicated sentences;

Analyze and build texts of all types, taking into account the artistic and expressive possibilities of the studied syntactic units;

Make abstract plans.

At the end of grade 9, students will learn:

Draw up schemes of complex sentences of different types;

Distinguish semantic relationships between parts of complex sentences;

Correct punctuation;

Build sentence schemes of different types, especially complex ones;

Use complex sentences in speech, taking into account the synonymous meanings of different types;

Match the members of the sentence and the subordinate clauses; perform syntactic analysis of complex sentences of different types;

Distinguish the stylistic coloring of means of communication and use them correctly depending on the style of speech;

Build a coherent reasoned statement on a linguistic topic based on the material studied in the Russian language lessons;

Compile business papers (application, receipt, description, autobiography);

Write an essay on a literary topic based on the studied work;

Write an essay on a free topic in different genres and styles of speech;

Distinguish between colloquial speech, scientific, journalistic, official business styles, the language of fiction;

Determine the topic, type and style of speech, analyze the structure and linguistic features of the text;

Recognize language units different kinds their analysis;

Observe the basic rules of spelling and punctuation in the practice of writing;

Observe the norms of Russian speech etiquette, it is appropriate to use paralinguistic (non-linguistic) means of communication;

Exercise speech self-control, evaluate your speech in terms of its correctness, find grammatical and speech errors, shortcomings, correct them, improve and edit your own texts.

Basic principles governing content

and program building

1. The principle of consistency determines the selection, interpretation and organization of theoretical information. In this case, the system is considered as a set of language units interconnected by systemic relations. The systematization of theoretical information facilitates the assimilation by students of the structure and meaning of language units.

2 . The principle of isomorphism is closely related to the principle of consistency - the presence of common features in units of different levels of the language system. The implementation of this principle allows you to use the same methods and techniques

in the study of multi-level language units. Thus, methods and techniques for studying the members of a sentence facilitate the study of the types of subordinate clauses.

The systematic presentation of theoretical information about the language determines the system of tasks that ensure the formation of practical skills and abilities.

3. The study of the language system is the basis for teaching speech, its improvement and development. This means the closest connection between work on the development of speech and the study of theory. Language exists in speech, speech is the realization of a language system. Language cannot be studied outside of speech, speech cannot be studied without relying on language. These general provisions determine the need for the integration of language and speech in school practice. The improvement of speech should be closely connected with the study of the theory that reveals the system of the language, its laws.

4. The structural-semantic direction - the basis of the school course of the Russian language - determines the multidimensional coverage of language units, taking into account the form (structure), meaning (semantics) and function of language units. The triad - form, semantics and function - determines the nature of the program construction. The formal and semantic properties of linguistic units are consistently noted, since structural features create objective conditions for the classification and qualification of units of language and speech, and meanings (linguistic and speech) correct and supplement structural and semantic indicators.

5. The functional approach requires taking into account the functions of language units when teaching speech. The functional approach to language learning led to attention to the text. Comprehensive text analysis is considered not only as a task of a teaching nature, as effective method testing students' knowledge, but also as the most important condition for the formation of the ability to build texts of various types and genres. The analysis of texts of different types teaches schoolchildren to be attentive to their structure, to syntactic constructions, to lexical and phraseological content, develops the linguistic instinct of students, as it allows to evaluate the stylistic characteristics of words and sentences.

6. The principle of historicism allows:

Link the past with the present;

Show the connection between the history of the language and the history of society (for example, when studying phraseology, vocabulary, etc.);

Show the sources of vocabulary enrichment, the reasons for this phenomenon;

Find out the reasons for the richest Russian synonymy;

Explain many phonetic phenomena (the presence of fluent vowels, historical and positional alternations of sounds, spelling of words with hissing, etc.).

7. Attention to transitional phenomena arouses the interest of students in the study of the Russian language, as it makes them reflect on the living language processes that constantly occur in speech and often change the language system.

8. The principle of consistency necessitates the qualification of all speech facts, and not just individual typical phenomena snatched from the language / speech system. Accounting for systemic connections and relationships shows the presence in the language and, especially in speech, of transitional phenomena that are characteristic of all levels of the language system. Transitional phenomena, combining the properties of different classification units, reflect the life of the language in speech, systemic connections and relationships between language units. An example of transitional phenomena can be functional homonyms - etymologically related words, often close in lexical meaning, but related to different parts of speech: Fine - short neuter adjective good - adverb, good - state name, good - particle, etc. Functional homonyms are united by the unity of the sound composition (homocomplex), but clearly differ in syntactic function. Transitional phenomena are also numerous in the field of syntax: multi-valued members of a sentence, multi-valued types of subordinate clauses, etc.

The stated principles contribute to the development of students' thinking, their cognitive activity. The logical operations of analysis and synthesis in teaching practice are manifested in the observation of speech material, in the formation of the ability to produce different types of analysis, generalize conclusions, and argue them. Many tasks in the collections ask educational and research questions, the answers to which develop not only thinking, but also speech.

The main array of theoretical information presented in this program is covered traditionally. We note some special interpretations of the concepts.

1. Parts of speech are distinguished based on four features. A new feature is a morphemic feature that complements the three traditional ones (general grammatical meaning, morphological categories and syntactic functions).

Attention to the morphemic composition of the word is important in the qualification of words related to significant parts of speech.

The morphemic principle of classifying parts of speech correlates with the morphemic principle of orthography. Morphemic principles contribute to the effective formation of spelling skills, spelling vigilance of students.

2. When compiling a program, the isomorphism of the language system is taken into account - the presence of common properties for language units of different levels.

3. The classification of subordinate clauses in relation to the members of the sentence greatly facilitates the assimilation of the classification of complex sentences, which frees up time and creates theoretical conditions for synonymy exercises that contribute to the development of students' speech and its enrichment.

4. Combinations of words with a coordinating connection are considered as phrases along with subordinating phrases.

When studying morphology, it is advisable to study the verb immediately after the noun. This is due to both theoretical and methodological considerations.

Noun and verb- the main parts of speech. The noun and the verb form the grammatical (predicative) basis of the sentence.

Such a change in the order of studying parts of speech is also justified from a methodological point of view. According to this program, the verb is not studied at the end of the school year, but at the most effective time - in the first half of the 6th grade, immediately after studying the noun. In addition, constant attentionto the grammatical basis of the sentenceallows you to study the remaining parts of speech on a syntactic basis. Constant attention to the grammatical basis provides a deeper understanding of the structure of the sentence.

After the verb in grade 6, parts of speech are studied that determine the signobject (adjective), the number of objects and the order in which they are counted (numeral).

Then study adverb , which defines the verb, and state names independent of other parts of speech (state words, state categories).

Pronoun (beginning of grade 7) allows you to repeat all nominal parts of speech: adjectives, numerals, adverbs and state names. The study of the categories of pronouns in comparison with other parts of speech makes it possible to recall all nominal parts of speech. (State names, as the youngest part of speech, do not have specific pronouns, except for the pronoun (question) what. The question is how? is common to adverbs and state names.)

In syntax in general, the traditional order of topics studied. We only note the following.

Ways of transmitting someone else's speechit is advisable to study after complex sentences, since in someone else's speech there can be both simple and complex sentences.

When studying complex sentencesfirst, the structure of complex sentences with several subordinate clauses is considered, and then the types of subordinate clauses. This sequence of topics allows you to study the types of clauses not only on two-component sentences, but also on complex ones with several clauses.

Constant attention to the latter undoubtedly contributes to the development of students' speech, the ability to use complex sentences with several subordinate clauses.

The training material is divided into two concentres:

introductory course (beginning of grade 5) and main course (grades 5-9).

Theoretical information of the introductory course is given in the collection of assignments for grade 5. This information makes it possible to repeat what has been learned in primary school and give some propaedeutic information necessary for the study of phonetics, morphology, word formation and lexicology.

The rules of spelling and punctuation are set out in close connection with the presentation of relevant theoretical information throughout grades 5-9.

5th class

INTRODUCTION COURSE

Repetition and propaedeutics. Introduction.

The role of language in the life of society. Russian language as one of the richest languages ​​in the world.

The concept of stylistics and the main styles of the literary language.

Grammar (brief information).

The concept of morphology and spelling.

Spelling. "Wrong" places.

The main independent (significant) parts of speech: noun, adjective, verb, adverb, pronoun.

Service parts of speech: preposition, union, particle.

Syntax.

The concept of syntax.

Offer. Types of sentences according to the purpose of the statement. Non-exclamatory and exclamatory sentences. The main and secondary members of the sentence.

Phrase. phrases in a sentence.

Proposals with homogeneous members, with appeals, with introductory words.

Difficult sentence. Compound, complex and non-union sentences.

Proposals with direct speech. Dialogue and monologue. Text.

The general concept of the text and the main types of speech (narration, description, reasoning). Creation of texts according to the proposed samples. Narrative of one's own actions. Description of an object, animal. Reasoning on educational material. A concise retelling of a small literary text. Drawing up a plan of some paragraphs of the textbook and retelling their content.

MAIN COURSE

Introduction.

Russian language in the modern world. The concept of literary language. Spelling, pronunciation, morphological, syntactic and stylistic norms. Spelling rules.

Oral and written forms of speech. The main sections of the science of language.

Phonetics. Graphic arts. Orthoepy. Speech sounds and letters. Alphabet. Vowels and consonants. Syllable. Word hyphenation rules. stress. voiced and voiceless consonants. Hard and soft consonants. Strong and weak position for vowels and consonants. Vowels after hissing. Spelling oh, oh, oh after hissing. Soft sign after hissing. Letter meanings i, yu, e, yo.

Orthoepic notes on the pronunciation of difficult words.

Text analysis. Determining the topic, highlighting keywords. Indication of means of communication. Determining the type of speech and style (in simple cases).

Editing small texts and sentences.

Making phrases and sentences. Compilation of texts according to the given words.

Culture of speech (pronunciation of words, correct formation of word forms, etc. Morphemics. Word formation. Spelling

The value of studying morphemics. stem and ending. Root of the word. prefix and suffix. Historical changes in the composition of morphemes.

Word formation. word chains.

The alternation of sounds in the root of the word. Variants of the root as a consequence of historical transformations. Formation of new morphemes.

Spelling of roots and prefixes. Spelling of unstressed vowels in the root. Spelling of roots with alternating vowels a-o, e-i, spelling of roots with alternating combinations of sounds-rast --- rasch - grew -; a (i) -im (in).Spelling of consonants and vowels in prefixes. Spelling prefixes pre- and pre-.

Compilation of phrases, sentences, texts. Reasoning on educational material. Compiling a narrative text based on these phrases. Continuation of the story in the form of a monologue and dialogue.

Lexicology. The concept of the word. Dictionary wealth of the Russian language. The lexical meaning of the word. single and multiple words. Direct and figurative meaning of the word. Common and restricted words. The use of dialectisms and professionalisms in fiction. Terms. their international character. Synonyms. Synonymous rows. syntactic synonyms. Antonyms. The role of antonyms in the text. Homonyms. Paronyms. Mistakes in the use of paronyms in speech.

The concept of etymology. Origin of some words. The concept of folk etymology. Archaisms. Neologisms.

Borrowed words. Phonetic and morphemic changes of borrowed words in Russian. Borrowing assessment.

Old Church Slavonicisms. Conditions for their appearance in Russian. Synonymous relations between Old Slavonicisms and Russisms.

Spelling of full and non-full vowel combinations.

Phraseology. Phraseologisms. Phraseologisms of folklore origin. Proverbs and sayings. Winged words and expressions. Phraseologisms as an expressive means of language and speech. Popular character of proverbs and sayings. Phraseological units-synonyms, phraseological units-antonyms.

Compilation of texts, including phraseological units, proverbs, popular expressions. Selection of epigraphs-proverbs.

Compilation of phrases, sentences and texts with synonyms, antonyms, paronyms, archaisms, neologisms.

Determining the style of speech according to the peculiarities of vocabulary and phraseology, the presence (absence) of artistic visual means, the nature of the construction of proposals.

Genres: story, riddle, fairy tale (linguistic and modern), letter, announcement, instruction, simple plan, note-taking (grades 5 to 9), TV show review.

6TH GRADE

Grammar

Grammar sections. Morphology.

The concept of parts of speech. Significant and auxiliary parts of speech. The word and its forms. The morphemic composition of words as one of the bright signs of parts of speech.

Significant parts of speech Noun

The concept of a noun. The role of nouns in speech (in the text). Spelling Not with nouns.

Common nouns and proper nouns. Specificity of Russian proper names (three-membered name of a person).

The concept of toponymy.

Animate and inanimate nouns. The role of personification in artistic speech.

Discharges of nouns by value (concrete, material, abstract, collective). Features of their use in speech.

The number of nouns. The remains of the dual number in the modern language.

The gender of a noun. Fluctuations in kind. Modern norms of some categories of nouns. Rethinking the genus as an artistic device.

Case of nouns. Methods for determining indirect cases of nouns: on a question, on a preposition.

Declension of nouns in singular and plural.

Spelling case endings. Inflected nouns.

Invariable nouns. rules for their use.

Word formation of nouns. Sources of replenishment of nouns with the help of prefixes.

Transition of adjectives into nouns. The concept of functional homonyms.

Basic skills and abilities:

Identify nouns by a combination of four features;

Know the basic derivational suffixes of nouns and write them correctly;

Distinguish functional homonyms (nouns and adjectives);

Determine the categories of nouns;

Build a discussion on grammatical topics.

Verb

The concept of the verb. The role of verbs in speech (in the text). Spelling not with verbs.

Infinitive. Historical changes in the forms of the infinitive.

Reflexive verbs. The history of the formation of reflexive verbs. Norms of use-sya and -s. Spelling forms of the verb in-tsya and -tsya.

Verb types. The use of verbs of various types in the description and narration.

Compilation of texts of descriptive and narrative types of speech. Contrasting verbs by aspect as a specific property of the Slavic languages. The richness of the semantic meanings of specific forms.

Verbs are transitive and intransitive.

Verb inclinations. Indicative. Verb tenses: present, past and future. Origin of the past tense. Its specificity in modern Russian. Spelling forms of the past tense. Verb stems: present tense stem, infinitive stem, past tense stem. The use in speech of some forms of time instead of others.

Conjugation of verbs. Spelling of personal endings. Conjugated verbs and their origin. Imperative mood. The use of imperative forms in speech. Subjunctive mood. Impersonal verbs.

Word formation of verbs. Forming verbs with prefixes and suffixes. Spelling of verb suffixes.

Editing sentences and texts with irregular verb forms.

Drawing up a plan for the content of paragraphs of the textbook and retelling them with the selection of their own illustrative examples.

Basic skills and abilities:

Identify verbs by a combination of four features;

Know the basic derivational prefixes and suffixes of verbs and write them correctly;

Highlight grammatical basics;

Distinguish between verbs-tsya and -tsya, use them correctly in speech and writing;

Distinguish types of speech (narration and description) by type of verbs;

Correctly write personal endings of verbs;

Perform morphemic and morphological analysis of verbs;

Edit texts and compose them. Adjective

The concept of an adjective. The role of adjectives in speech. Spelling Not with adjectives.

Ranks of adjectives by meaning. Full and short adjectives. Declension of adjectives. History of possessive adjectives. Degrees of comparison of qualitative adjectives. Comparative education. Superlative education. Norms for the use of degrees of comparison.

Word formation of adjectives. Forming adjectives with suffixes. Spelling of adjective suffixes. Forming adjectives with prefixes. Formation of adjectives by adding words. their spelling. The use of complex adjectives in speech.

Basic skills and abilities:

Determine adjectives by a combination of four features;

Distinguish the main suffixes of adjectives and write them correctly;

Learn the ranks of adjectives by meaning and forms of degrees of comparison;

Use adjectives correctly in speech;

Make morphemic and morphological analysis of adjectives.

Numeral

The concept of the numeral. The role of numbers in speech.

Digits of numerals by value. Cardinal numbers. Soft sign in numerals. Collective numbers. Fractional numbers. Ordinals. Compilation of sentences and texts with numerals. Formation of words of other parts of speech from numerals.

Declension of numerals of all digits. History of some numerals.

Basic skills and abilities:

Correctly use numerals in speech;

decline numerals;

Perform morphemic and morphological analysis of numerals.

Adverb

The concept of adverb. Classes of adverbs by meaning. The use of adverbs in speech. Spelling Not with adverbs. Degrees of comparison of adverbs. Adverbs as one of the means of communication between parts of the text.

Word formation of adverbs. Features of the formation of adverbs. Formation of adverbs using prefixes and suffixes. Spelling of adverbs. The transition of nouns into adverbs. Functional homonyms:

come in the morning and early in the morning, in the distance blue and see in the distance and others. Spelling of adverbs that have a functional homonym - a noun with a preposition. Transition of adjectives into adverbs. their spelling.

Basic skills and abilities:

Determine adverbs by the totality of four signs;

Use in speech (in the text) adverbs of different categories;

Distinguish functional homonyms;

Perform morphemic and morphological analysis of adverbs.

State name

The concept of state names. Bits of state names by value. The role of state names in speech. Spelling Not with state names. Functional homonyms: short neuter adjectives, adverbs, state names. Composition of texts using state names.

Basic skills and abilities:

Determine the names of the state by the totality of four signs;

Distinguish state names by value;

Determine the role of state names in speech;

Distinguish functional homonyms.

Genres: book review, individual characteristics, description of the place, biography, rules, cases from life.

7TH GRADE

Pronoun

The concept of a place. The role of pronouns in speech.

Pronouns as one of the means of communication between parts of the text.

Pronouns and other parts of speech. Pronouns are nouns. Pronouns are adjectives. Pronouns-adverbs.

Categories of pronouns: personal, reflexive, possessive, interrogative, relative, indefinite, negative, attributive, demonstrative. Spelling of pronouns. Orthoepic and syntactic norms for the use of pronouns in speech.

Basic skills and abilities:

Determine pronouns in relation to other parts of speech;

Use pronouns as a means of linking parts of the text and edit texts;

Observe orthoepic and grammatical norms for the use of pronouns(how much ..., own, herself ...);

Perform morphemic and morphological analysis of pronouns, etc.

Participle

The concept of communion. Signs of the verb and adjective in the participle. Active and passive participles.

The role of participles in speech. Book stylistic coloring of participles.

Participial. Synonymy of participial turnover and subordinate clause.

Word formation of participles. Education valid and passive participles. Declension of participles. their spelling. Transition of participles into other parts of speech.

Basic skills and abilities:

Determine participles by a combination of four signs;

It is correct to decline participles, especially return ones;

Replace participial phrases with subordinate clauses and vice versa;

Perform morphemic and morphological analysis of participles, building reasoning texts.

gerund

The concept of adverb. Signs of the verb and adverb in gerunds. The role of adverbs in speech.

Participial turnover. Synonymy of adverbial phrases and subordinate clauses.

Word formation of adverbs. Mapping morphemic composition participles and participles. Spelling of adverbs.

Basic skills and abilities:

Determine gerunds by a combination of four signs;

Correct use of verbal participles in speech;

Distinguish gerunds from participles by morphemic composition;

Build texts using gerunds;

Perform morphemic and morphological analysis of gerunds, building reasoning texts.

Service parts of speech

The concept of service parts of speech. The role of service parts of speech in a sentence and text.

Pretext. The concept of a preposition. Prepositions-antonyms. Use of prepositions with cases. Ranks of prepositions by meaning. Ranks of prepositions by origin: non-derivative and derived prepositions. Business style prepositions. Spelling of suggestions.

Union. The concept of the union. Coordinating and subordinating conjunctions. Spelling unions. Functional homonyms: too (conjunction) - the same (pronoun with a particle), to (conjunction) - what would (pronoun with a particle), etc. Conjunctions as the most important means of connecting parts of the text.

Particle. The concept of a particle. Form-building and word-building particles. Particle ranks by value. Spelling not and neither with different parts of speech (generalization).

Basic skills and abilities:

Correctly use the service parts of speech, given their role in the sentence and text;

Distinguish between form-building and word-building particles;

Distinguish functional homonyms in writing(also - the same, so that - what would and etc.).

Interjection

The concept of interjection. Spelling of interjections. The role of interjections in speech.

Transition from one part of speech to another (generalization). Interaction of significant parts of speech. Interaction of service parts of speech.

Genres: interviews, business papers (memo, statement, receipt, power of attorney), Comparative characteristics, complex plan, citation plan, report, note, abstract, review, humorous story.

8TH GRADE

Syntax

The concept of syntax and punctuation. Types of connection between words and sentences (subordinating and writing). Methods of subordinating communication: coordination, control, adjoining.

The main types of phrases: a) by the nature of the connection between words (composing and subordinating); b) by the nature of the main word (verbal, nominal, adverbial).

Whole phrases.

Offer. The concept of a proposal.

Types of sentences according to the purpose of the statement. Types of proposals for emotional coloring. Registration of business papers. Rhetorical questions. Punctuation marks at the end of sentences. A simple sentence

The main types of proposals: two-part and one-part, non-common and common. The semantic center of the sentence. "given" and "new". Order of words in a sentence. logical emphasis.

main members of the proposal. The subject and ways of expressing it. The predicate and its main types: simple verbal predicate, compound verbal predicate, compound nominal predicate. Agreement of the predicate with the subject. A dash between subject and predicate.

Secondary members of the sentence. Definition (agreed and inconsistent definitions, applications). Synonyms of agreed and inconsistent definitions. Direct and indirect object. Circumstance. Ranks of circumstances. Separation of the circumstances of the assignment, comparative and adverbial phrases.

Syntactic functions of the infinitive.

One-valued and multi-valued members of the sentence.

Single sentences. The concept of one-part sentences.

Varieties of one-component sentences.

Definitely personal suggestions. Indefinitely personal proposals. Generalized personal proposals. The role of verb sentences. Impersonal offers. The role of impersonal sentences in speech: an expression of the state of a person, nature, environment, etc. Infinitive sentences. Nominative (nominative) sentences. Nominative representation. Punctuation marks in the nominative representation. The role of nominative sentences in speech: an artistic description of the state of nature, the environment, etc.

The stylistic nature of one-component sentences.

Complete and incomplete sentences.

Features of the structure of complete and incomplete sentences. Complete and incomplete two-part and one-part sentences. Stylistic character of incomplete sentences. Reasons for using incomplete sentences in speech.

Complicated sentence

Proposals with homogeneous members. Unions with homogeneous members. Punctuation marks. Generalizing words. Homogeneous and heterogeneous definitions. The role of homogeneous members of the sentence in speech.

Proposals with separate members.

The concept of separation. General conditions for separating definitions. Separation of agreed definitions. The stylistic nature of participial phrases. Separation of inconsistent definitions. Separation of applications. Separation of add-ons. Separation of single gerunds and participles. Separation of circumstances expressed by nouns with prepositions. Separation of clarifying members of the proposal.

Stylistic characteristics of isolated members of the sentence.

Synonymy of isolated members of the sentence and subordinate clauses.

Separation of clarifying members of the proposal. Punctuation marks in sentences with separate and clarifying members of the sentence.

Sentences with introductory and inserted words, phrases and sentences. Values ​​of input and plug-in components. Punctuation marks.

Proposals with appeals. The meaning of calls. Place of references in the proposal. Punctuation marks.

Sentence words

Features of words-sentences. The use of words-sentences in oral and written forms of speech. Punctuation marks. Principles of Russian spelling. Spelling principles. Punctuation principles. Copyright marks.

Genres: review, portrait essay, reportage, thesis plan, comparative characteristics, diary entries, explanatory note.

9 CLASS

Difficult sentence

The main types of complex sentences. their synonyms.

Complex sentences. Punctuation marks.

Complex sentences. The structure of complex sentences. Subordinating conjunctions and allied words. The role of demonstrative words in the subordination of sentences. Features of joining subordinate clauses to the main one. Complex sentences with several subordinate clauses.

Types of subordinate clauses: subject, predicate, attributive, additional, adverbial. Accessory adjectives. Synonymy of simple and complex sentences, sentence members and subordinate clauses. Multi-valued subordinate clauses.

Complex non-union proposals. Meanings of complex non-union sentences. Punctuation marks. Synonyms of allied and non-union proposals.

Complex multicomponent sentences. Period.

Sentences with someone else's speech. Ways of transmitting someone else's speech. Proposals with direct speech. Suggestions with indirect speech. Improperly direct speech. Quotations and ways of quoting.

Genres: travel essay, business letter, scientific report.

Considering that in different classes and educational institutions with in-depth study of the Russian language, a different number of hours are allotted for the subject "Russian language", the program indicates onlyapproximate distribution of hours by class and topic.With hourly planning, teachers themselves can take into account the individual characteristics of each class, redistribute individual topics and sections, group them into blocks, thereby freeing up time to study those course issues that were not sufficiently learned. Some of the linguistic and methodological ideas indicated in this program were discussed in the laboratory of teaching the Russian language at the Research Institute of Schools of the RSFSR MP and implemented in the educational complex for general education schools, the main component of which is the textbook “Russian language. Theory. 5-9 grades”, authors V. V. Babaitseva and L. D. Chesnokova. The textbook is supplemented by textbooks "Practice" for each class and textbooks for the development of speech "Russian language. Russian speech”, author E. I. Nikitina. The most significant difference of this complex is that the development of speech is highlighted in the textbook “Russian language. Russian speech", and within-depth study of the Russian languagethe development of speech is closely connected with the study of language. The development of speech is one of the tasks of each lesson.With an in-depth study of the Russian languagemuch more attention is paid to morphemic (a morphemic criterion for determining the part of speech of words is highlighted; more tasks on morphemic analysis of words, etc.); more attention is paid to synonymy (especially syntactic); more information is given from the history of the development of the Russian language, etc. The conceptual and terminological system is expanding (although not very significantly). There are other less significant differences as well. The commonality of linguistic and methodological ideas, the approximately general distribution of the study of topics by class makes it easy to move from one complex to another, use the materials of an in-depth complex when working on a complex for a general education school.

Approximate thematic planning

5th class

	Number of hours	Student activities
Introduction		Introductory reading. Selection of proverbs about the language. A monologue statement on a given topic according to the model. Reasoning on a given (linguistic) topic. Analysis of texts of different styles. Identification of stylistically colored words. Comparison of texts on the same topic. ad genre. Question based conversation.
Grammar. Morphology	24+6	Reasoning on a given (linguistic) topic. Formulation of the thesis, selection of arguments, formulation of conclusions. Making up questions to the text and answers to them. Complex analysis of words. Selection of phraseological units, explanation of their meanings. Spelling and punctuation analysis of words and sentences. Description and analysis of speech situations illustrating the meaning of proverbs. Compilation of texts-descriptions and texts-arguments. Analytical reading of paragraphs of the textbook, drawing up tables. Essay-narration (a case from life). Essay-description of the room. Compilation of texts based on key words. Continuation of the text at the beginning
Syntax	51+8	Making sentences from phrases. Editing offers. Finding the grammatical basis of a sentence. Classification of proposals. Titles of texts. The difference between the main and secondary members of the proposal. Creation of texts according to the proposed samples. Narrative of one's own actions. Description of an object, animal. Reasoning on educational material. A concise retelling of a small literary text. Presentation with essay elements. Drawing up a plan of some paragraphs of the textbook and retelling their content. Composing dialogues. genre of personal writing. Use of etiquette formulas in letters. genre of instructions.
Russian language in the modern world		A conversation about the value of the book, respect for it. A selection of proverbs about books. Selection of epithets characterizing the book. Drawing up a paragraph. Conversation on the theoretical material of the textbook. Drawing up a text based on an artistic text-sample.
Phonetics. Graphic arts. Orthoepy.	22+6	Reasoning on educational material. Analytical reading of textbook paragraphs. Phonetic analysis of words. Improving spelling skills. Explanation of spelling choice. Text analysis. Determining the topic, highlighting keywords. Indication of means of communication. Determining the type and style of speech. Editing small texts and sentences. Making phrases and sentences. Compilation of texts according to the given words. Writing a linguistic fairy tale "In the Land of Phonetics"
Morphemics. Word formation. Spelling.	30+8	Reasoning on educational material. Analytical reading of textbook paragraphs. Selection of single-root words. Compilation of riddles and charades. Parsing words by composition. Definition of the stylistic role of morphemes. Explanation of spelling choice. Compilation of phrases, sentences, texts according to these models. Compilation of texts on key words, phrases. Continuation of the story in the form of a monologue and dialogue. Essay-description of the picture. Essay-reasoning about the word. Presentation with a preliminary analysis of the text. Summary with essay elements.
Lexicology	22+4	Determining the style of speech according to the peculiarities of vocabulary and phraseology, the presence (absence) of artistic and visual means, the nature of the construction of sentences and texts with synonyms, antonyms, paronyms, archaisms, neologisms. Analytical reading of textbook paragraphs. Complex analysis of words. Interpretation of the lexical meaning of words. Comparison of word meanings. Situational use of tropes. Editing sentences and texts. Observing the speech of others and your own. Self-analysis of speech behavior. Genres: story, riddle, fairy tale (linguistic and modern), TV show review.
Phraseology	11+2	Interpretation of the meaning of phraseological units. Comparison of the meanings of phraseological units. Selection of phraseological units for a certain speech situation. Compilation of texts, including phraseological units, proverbs, popular expressions. Selection of epigraphs-proverbs

6TH GRADE

	Number of hours	Student activities
Repetition of what has been learned	13+4	Introductory reading (acquaintance with the collection of tasks). Explanation of the spelling of words. Composition-reasoning about fellow countrymen. A selection of proverbs about friendship. Essay about friendship. Conversation about the wealth of the Russian language. Selection of arguments. Compilation of the text-reasoning.
Grammar. Morphology.		Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Classification of parts of speech. Complex text analysis.
Noun	26+6	Definition of stylistic coloring of nouns. Conversation about the small homeland and about the family. Composition-reasoning about the family, about the native city (village). Compilation of texts with homographs, paronyms. Detailed description. Compilation of texts based on key words.
Verb	35+6	Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. Compilation of texts with perfective and imperfective verbs. Interchange of personal and impersonal verbs. Compilation of texts of descriptive and narrative types of speech. Editing sentences and texts with irregular verb forms. Painting essay. Essay-reasoning. Presentation with a preliminary analysis of the text.
Adjective Numeral	28+8 17+5	Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. Editing: elimination of repetitions in speech. Compilation of descriptive texts on a given topic. Selection of epithets for words. Compilation of the text on basic phrases. Essay-description on the picture. Oral presentation. Essay-reasoning based on the semantic scheme of the sample text. Detailed presentation with a preliminary analysis of the text. Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. Compilation of sentences and texts with numerals. Declension of numerals in oral speech. Oral presentation. Detailed presentation with a preliminary analysis of the text. Essay-narrative.
Adverb	19+4	Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. Drawing up a text-narrative and text-description based on key words. Composition-miniature with the use of adverbs. Detailed presentation with a preliminary analysis of the text.
		Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Compilation of texts with words of the category of state. Review of a book read. Essay on a linguistic theme.
Systematization of the studied	10+4	Complex analysis of words. Selection of synonyms and antonyms for words. Determining the type and style of speech. Compilation of text based on key words. Essay-description

7TH GRADE

	Number of hours	Student activities
Pronoun	33+4	Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. The use of pronouns as a means of linking parts of the text. Complex text analysis. Detailed presentation with a preliminary analysis of the text. genre of the interview.
Participle	33+9	Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. Drawing up a plan and summary of the paragraph. Thesis plan. Retelling the text of a paragraph using a plan or outline. Selection of epithets-participles for words. Replacing participial turnover with a subordinate clause and vice versa. Editing offers. Complex analysis of texts. Compilation of texts based on key words and phrases. Compilation of humorous texts. Essay on a linguistic theme. Composition-description using participles. Essay-description on the picture. Detailed presentation with a preliminary analysis of the text. Concise presentation.
gerund		Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Analytical reading of textbook paragraphs. Selection of synonyms for verbs and participles. Replacing an adverbial clause with a subordinate clause and vice versa. Complex text analysis. Drawing up a text-reasoning based on the statement. Compilation of texts using adverbs. Detailed presentation with a preliminary analysis of the text.
Service parts of speech		Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Complex text analysis.
Pretext		Analytical reading of textbook paragraphs. Drawing up a plan and summary of the paragraph. Thesis plan. Retelling the text of a paragraph using a plan or outline. Compilation of text based on key words. A conversation on a linguistic topic. Use of prepositions in business speech. Preparation of business papers (application, receipt, power of attorney). Essay-narrative. Detailed presentation with a preliminary analysis of the text.
Union	13+6	Analytical reading of textbook paragraphs. Drawing up a plan and summary of the paragraph. Thesis plan. Retelling the text of a paragraph using a plan or outline. Complex text analysis. Compilation of text based on key words. Drafting of the text of journalistic style. Presentation with essay elements. Essay-reasoning on a philosophical topic.
Particle	15+6	Analytical reading of textbook paragraphs. Drawing up a plan and outline of the paragraph. Thesis plan. Retelling the text of a paragraph using a plan or outline. Compilation of text based on key words. Fantasy essay. Compilation of the text on this beginning. Detailed presentation with a preliminary analysis of the text. Writing in the genre of an article for a newspaper.
Interjection		Analytical reading of textbook paragraphs. Drawing up a thesis plan. Compilation of text based on key words.
Transitivity phenomena in morphology		Analytical reading of textbook paragraphs. Drawing up a plan and a basic summary of the paragraph. Retelling the text of a paragraph using a plan or outline. Compilation of text based on key words.
Systematization of the studied	10+2	Reasoning on a grammatical topic. Proof that a word belongs to a certain part of speech on four grounds. Complex text analysis. Selection of proverbs. Compiling a text-reasoning according to a proverb

8TH GRADE

	Number of hours	Student activities
Repetition		A conversation on a linguistic topic. Complex text analysis
Syntax		Analytical reading of textbook paragraphs. Preparation for listening to information about a Russian scholar. Complex text analysis. Compilation of phrases, sentences and texts from these words.
phrase		Analytical reading of textbook paragraphs. Making questions on the text of the paragraph. Selective text analysis.
Offer	10+2	intonation of simple sentences. Analytical reading of textbook paragraphs. Drawing up a plan and summary of the paragraph. Extracts. Registration of business papers. Presentation with essay elements.
Simple sentence	27+8	Analytical reading of textbook paragraphs. Drawing up a plan and summary of the paragraph. Extracts. Retelling the text of a paragraph using a plan or outline. Reasoning on educational material. Highlighting the grammatical foundations of a sentence. Complex text analysis. Determination of the stylistic coloring of different types of predicate. Compilation of text based on key words. Writing-reflection on the statement. Drawing up a thesis plan. Writing in a publicistic style. Essay on plot pictures. Presentation based on the text.
One-part sentences		Analytical reading of textbook paragraphs. Drawing up a simple paragraph plan and a generalizing table on theoretical material. Reasoning on educational material. Determination of stylistic features of single-component sentences. Expression of the state of man, nature, environment with the help of impersonal sentences. Artistic description of the state of nature with the help of nominative sentences.
Complete and incomplete sentences		Interchange of complete and incomplete sentences. Dialogue analysis.
Complicated offer. Proposals with homogeneous members.	13+2	Analytical reading of textbook paragraphs. Drawing up a plan and a basic summary of the paragraph. Compilation of proposals with homogeneous rows. Drafting proposals. Drawing up proposals according to schemes. Presentation of the read text.
Proposals with separate members	16+2	Analytical reading of textbook paragraphs. Drawing up a plan and a basic summary of the paragraph. Making proposals with separate members. Drafting proposals. Drawing up proposals according to schemes. Presentation based on the text.
Offers with introductory and plug-in structures		Analytical reading of textbook paragraphs. Drawing up a plan and a basic summary of the paragraph. Making sentences with introductory words. Writing text with introductory words. Essay-reasoning on the read text.
Offers with appeals		Questions session. Essay-letter
Sentence words		Analytical reading of a textbook paragraph. Description of etiquette speech situations. Etiquette session. Text editing.
Principles of Russian spelling		Complex text analysis. Reasoning on educational material. Preparation for a conference on a linguistic theme. Selection of additional material. Report as a speech genre. Participation in the lesson-conference. Preparing questions and answering questions.

9 CLASS

	Number of hours	Student activities
Repetition of what has been learned		Discourse on a linguistic topic. Complex text analysis. Drafting proposals. Drawing up proposals according to schemes.
Difficult sentence	65+4	Analytical reading of textbook paragraphs. Drawing up a plan and a basic summary of the paragraph. An argumentative statement on a linguistic topic. Drafting proposals. Drawing up proposals according to schemes. Synonymous replacement of sentences of different types. Complex text analysis. Presentation of the read text. Essay on plot pictures. period intonation.
Sentences with someone else's speech		Analytical reading of textbook paragraphs. Drawing up a plan and a basic summary of the paragraph. Drafting proposals. Drawing up proposals according to schemes. Dialogue analysis. Presentation with a grammar task.
A culture of speech		Preparation for a conference on a linguistic theme. Selection of additional material. Report as a speech genre. Participation in the lesson-conference. Preparing questions and answering questions. Presentation with essay elements. Text editing. Talk about speech etiquette. Essay-reasoning.
Generalization of the studied. Preparation for the GIA	10+6	Exam preparation. Performance test tasks. Writing a summary. Writing an essay-reasoning on a linguistic topic.

The program is implemented in UMK:

Textbook “Russian language. Theory. Grades 5-9” (author V. V. Babaitseva);

Russian language. Practice. Grade 5 / ed. A. Yu. Kupalova.

Russian language. Practice. Grade 6 / ed. G. K. Lidman-Orlova.

Russian language. Practice. Grade 7 / ed. S. N. Pimenova.

Russian language. Practice. Grade 8 / ed. Yu. S. Pichugova.

Russian language. Practice. Grade 9 / ed. Yu. S. Pichugova.

N and k and t and n and E. I. Russian language. Russian speech. Grade 5

N and k and t and n and E. I. Russian language. Russian speech. 6th grade.

N and k and t and n and E. I. Russian language. Russian speech. 7th grade.

N and k and t and n and E. I. Russian language. Russian speech. 8th grade.

N and k and t and n and E. I. Russian language. Russian speech. Grade 9

Collections of assignments for grades 5, 6-7, 8-9 (authors V. V. Babaitseva, L. D. Bednarskaya, N. V. Drozd, O. A. Salnikova);

Workbooks for each class (authors V. V. Babaitseva, L. D. Bednarskaya, A. V. Glazkov, M. I. Sergienko, etc.).

There are many tasks in the collections related to the complex analysis of the text, with the formation of skills and abilities for constructing mini- and maxi-texts on various topics, corresponding to the age characteristics of schoolchildren. Much attention is paid to the formation of spelling and punctuation skills.

Many tasks are focused on the formation of spelling vigilance. The formation of the language instinct of students will be facilitated by observing the language of announcements, advertisements, etc.

Workbooks include tasks that do not require copying texts, sentences and words.

As can be seen from a simple list of components of the educational complex, it bridges the gap between language learning and speech development.

Given that in different classes and educational institutions with in-depth study of the Russian language, a different number of hours are allotted for the subject "Russian language", the program indicates the distribution of hours only by class, and not by topic. With hourly planning, teachers themselves can take into account the individual characteristics of each class, redistribute individual topics and sections, group them into blocks, thereby freeing up time to study those course issues that were not sufficiently learned.

Some of the linguistic and methodological ideas indicated in this program were discussed in the laboratory of teaching the Russian language at the Research Institute of Schools of the RSFSR MP and implemented in the educational complex for general education schools, the main component of which is the textbook “Russian language. Theory. Grades 5-9”, authors V. V. Babaitseva and L. D. Chesnokova. The textbook is supplemented with textbooks "Practice" for each class and textbooks for the development of speech "Russian language. Russian speech”, author E. I. Nikitina.

The most significant difference of this complex is that the development of speech is highlighted in the textbook “Russian language. Russian speech”, and with an in-depth study of the Russian language, the development of speech is closely connected with the study of the language. The development of speech is one of the tasks of each lesson.

With an in-depth study of the Russian language, much more attention is paid to morphemic (the morphemic criterion for determining the part of speech of words is highlighted; more tasks on the morphemic analysis of words, etc.); more attention is paid to synonymy (especially syntactic); more information is given from the history of the development of the Russian language, etc. The conceptual and terminological system is expanding (although not very significantly).

There are other less significant differences as well.

The commonality of linguistic and methodological ideas, the approximately general distribution of the study of topics by class makes it easy to move from one complex to

another, to use the materials of the in-depth complex when working on the complex for a comprehensive school.

The commonality of the linguo-methodological concept is an undoubted advantage (and not a disadvantage!) of this program, as it allows you to maintain continuity in the teaching of the Russian language, enrich and develop methods and techniques that have been proven by practice.

Logistics support of the Russian language classroom

1. Computer (technical requirements: graphic operating system, CD-ROM drive, audio and video inputs/outputs, Internet access capabilities);

2. Video projector

5. MFP

8. Screen on a tripod or hinged (minimum dimensions 1.25 @x 1.25).

9. Video player, DVD player (VCR).

10. TV (diagonal not less than 72 cm).

11. Audio center (with the ability to use CDR audio discs

12. Tables and posters.

http://www. phil ology.ru - "Philological portal".

http://www.gramma.ru - "Culture of written speech" (norms of the modern Russian language; assistance to schoolchildren: testing, composition, presentation, dictation; consultations, answers to questions).

http://www.wikpedia.ru - universal encyclopedia "Wikipedia".

http://www.krugosvet.ru - universal encyclopedia "Krugosvet".

http://www.rubricon.ru - Rubricon encyclopedia.

http://www.slovari.ru - electronic dictionaries.

http://www.gramota.ru - reference and information Internet portal "Russian language".

http://raslit.ioso.ru/index.htm - interactive tests in the Russian language, Russian spelling rules, poetic riddles, literary experiments.

http://www.gramota.ru - Gramota.Ru.

http://www.rusword.com.ua - "The world of the Russian word (Dictionary of V. I. Dahl)".

http://www.babylon.nd.ru - electronic library "Babylon" (spelling dictionary, dictionary of foreign words, Brockhaus and Efron dictionary).

http://www.about-russian-language.com - culture of speech.

http://www.slovari.ru - site "Russian dictionaries" (electronic versions of Russian dictionaries: explanatory dictionaries, spelling dictionary, dictionaries of foreign words).

http://www.languages-study.com/rassian.html - Russian language knowledge base (free Russian language reference service).

http://www.nios.ru/subjects - catalog of resources on the Russian language and literature.

List of educational and methodical teaching aids:

For the teacher

1. Babaitseva VV Actual articulation of one-part sentences // Problems of studying one-part sentences. M., 2005.

2. Babaitseva VV Subordinating and composing phrases // RYaSh. 2006. No. 4.

3. Babaitseva VV Principles of Russian spelling // RYaSh. 2009. №3.

4. Babaitseva V. V. Simple and complex phrases // РЯШ. 2007. No. 4.

5. Babaitseva VV The system of one-part sentences in modern Russian. M., 2004.

6. Babaitseva VV The system of sentence members in modern Russian. M., 1988.

7. Babaitseva VV Secrets of spelling vigilance // Russian literature. 2000. No. 1.

8. Babaitseva V. V. Transitivity phenomena in the grammar of the Russian language. M., 2000.

9. Babaitseva V.V., Bednarskaya L.D. Notes on punctuation // РЯШ. 2008. No. 7.

10. Bednarskaya L. D. Teaching writing-reasoning in preparation for the Unified State Examination in the Russian language // РЯШ. 2009. No. 9-10.

11. Bednarskaya L. D. Syntax of the novel by A. S. Pushkin "Eugene Onegin". Eagle, 2008.

12. Gorbachevich K. S. Russian language: The past. The present. Future. M., 1987.

13. Ippolitova N. A. Text in the system of teaching the Russian language at school. M., 1998.

14. Kovtunova I. I. Russian language: Word order and actual division of the sentence. M., 1976.

15. Kupalova A. Yu. Study of syntax and punctuation at school. M., 2002.

16. Lvov M. R. Fundamentals of the theory of speech. M., 2000.

17. Nikolina N. A. Philological analysis of the text. M., 2003. Pakhnova TM Preparing for oral and written exams in the Russian language. M., 1997.

18. Politova I. N. Transitivity in the system of subordinating phrases in modern Russian. Kolomna, 2008.

19. Skoblikova E. S. Generalizing work on spelling. M., 2005.

20. Syrov I. A. Ways to implement the category of connectivity in a literary text. M., 2005.

21. Syrov I. A. Functional-semantic classification of titles and their role in the organization of the text // Philological Sciences. 2002. No. 3.

22. Uspensky M. B. In the world of paradoxes of the Russian language. M., 2006.

23. Khisamova G. G. Dialogue as a component of a literary text. M., 2007.

24. Stein K. E. Principles of literary text analysis. St. Petersburg; Stavropol, 1993.

For students

26. Babaitseva V.V. Russian language. One-part sentences in the text. Grades 10-11: Elective course. M., 2008.

27. Bednarskaya L. D. Difficult questions in the study of syntax: Elective course. M., 2009.

28. Granik G. G., Bondarenko S. M., Kontsevaya L. A. Secrets of Spelling. M., 1994.

29. Granik G. G. and others. Speech, language and secrets of punctuation. M., 1995.

30. Drozdova O. E. Linguistics lessons for schoolchildren in grades 5-8. M., 2001.

31. Lvova S. I. “Let me invite you ...”, or Speech etiquette. M., 2004.

32. Lvova S. I. Russian language in crossword puzzles. M., 2002.

34. Panov M. V. Entertaining spelling. M., 1984.

35. Panov M. V. And yet she is good. A story about Russian spelling. M., 1964.

36. Pakhnova T. M. Collection of texts for preparation for the state final certification. Grade 9 M., 2011.

37. Postnikova I. I. et al. This is a difficult simple sentence. M., 1985.

38. Rosenthal D. E. How can I say it better? M., 1988. Skvortsov LI Ecology of the word, or let's talk about the culture of Russian speech. M., 1996. Smelkova 3. S. Business person: the culture of verbal communication. M., 1997.

39. Solganik G. Ya. From word to text. M., 1993.

40. Shansky N. M. Linguistic detectives. M., 2002.

For students and parents

Dictionaries and reference books:

41. Zhukov A. V. School lexical and phraseological dictionary of the Russian language. M., 2010.

42. Karpyuk G. V., Kharitonova E. I. School vocabulary the use of the letter ё in Russian. M., 2010.

43. Kvyatkovsky A.P. School poetic dictionary. M., 1998.

44. Krysin L.P. School dictionary of foreign words. M., 1997. (Any subsequent edition.)

45. Lvov VV School orthoepic dictionary of the Russian language. M., 2004.

46. ​​Lvov M. R. School dictionary of antonyms of the Russian language. M., 1998.

47. Ozhegov S. I., Shvedova N. Yu. Explanatory dictionary of the Russian language. M., 1992. (Any subsequent edition.)

48. Reznichenko I. L. Dictionary of stresses of the Russian language. M., 2008.

49. Rogozhnikova R. P., Karskaya T. S. Dictionary of obsolete words of the Russian language: Based on the works of Russian writers of the 18th-20th centuries. M., 2005.

50. Skvortsov L. I. School Dictionary of the Culture of Russian Speech. M., 2010.

51. Somov V.P. Dictionary of rare and forgotten words. M., 1996.

52. Explanatory dictionary of the Russian language with the inclusion of information about the origin of words / otv. ed. N. Yu. Shvedova. M., 2008.

53. Chesnokova L. D., Chesnokov S. P. School Dictionary of the Structure and Changes of Words in the Russian Language. M., 2005.

54. Shansky N. M., Bobrova T. A. School etymological dictionary of the Russian language: The origin of words. M., 2000.

55. Shipov Ya. A. Orthodox Dictionary. M., 1998.

56. Encyclopedic dictionary of a young philologist (Linguistics) / comp. M. V. Panov. M., 1984.

57. Encyclopedia for children. M., 1998. T. 10: Linguistics. Russian language.

The results of the study of the subject

"Russian language"

The graduate will learn

Speech and verbal communication Use different types of monologue (narration, description, reasoning; a combination of different types of monologue) in various communication situations; Use different types of dialogue in situations of formal and informal, interpersonal and intercultural communication; Observe the norms of speech behavior in typical situations of communication; Evaluate samples of oral monologue and dialogic speech in terms of compliance with the situation of speech communication, achievement of the communicative goals of speech interaction, appropriateness of the language means used; Prevent communication failures in the process of verbal communication.

Speech activity listening various types of listening (with a full understanding of the audio text, with an understanding of the main content, with selective extraction of information); convey the content of the audio text in accordance with the given communicative task orally; understand and formulate orally the topic, the communicative task, the main idea, the logic of the presentation of educational and scientific, journalistic, official business, artistic audio texts, recognize basic and additional information in them, comment on it orally

Reading understand the content of the read educational and scientific, journalistic (informational and analytical, artistic and journalistic genres), artistic texts and reproduce them orally in accordance with the situation of communication, as well as in the form of a student presentation (detailed, selective, concise), in the form of a plan , abstracts (in oral and written form); use the practical skills of introductory, studying, viewing methods (types) of reading in accordance with the communicative task; transmit schematically presented information in the form of coherent text; use the methods of working with a textbook, reference books and other information sources, including the media and Internet resources; select and systematize material on a specific topic, analyze the selected information and interpret it in accordance with the communicative task.

speaking create oral monologue and dialogic statements (including evaluative ones) on topical socio-cultural, moral and ethical, everyday, educational topics (including linguistic, as well as topics related to the content of other subjects studied) of various communicative orientations in accordance with the goals and situation of communication (message, a short report in a situation of educational and scientific communication, everyday story about an event, history, participation in a conversation, dispute); discuss and clearly formulate goals, a plan for joint group learning activities, the distribution of parts of the work; extract from various sources, systematize and analyze material on a specific topic and transmit it orally, taking into account the given conditions of communication; observe in the practice of oral speech communication the main orthoepic, lexical, grammatical norms of the modern Russian literary language; stylistically correct use of vocabulary and phraseology, rules of speech etiquette.

Letter create written monologues of various communicative orientations, taking into account the goals and situations of communication (student essay on socio-cultural, moral, ethical, everyday and educational topics, a story about an event, theses, an informal letter, a review, a receipt, a power of attorney, a statement); to state the content of the listened or read text (in detail, concisely, selectively) in the form of a student presentation, as well as theses, a plan; observe in the practice of writing the basic lexical, grammatical, spelling and punctuation norms of the modern Russian literary language; stylistically correct use of vocabulary and phraseology.

Text The graduate will learn: analyze and characterize texts of various types of speech, styles, genres in terms of semantic content and structure, as well as the requirements for a text as a speech work; carry out information processing of the text, transferring its content in the form of a plan (simple, complex), theses, diagrams, tables, etc.; create and edit your own texts of various types of speech, styles, genres, taking into account the requirements for building a coherent text.

Functional varieties of language The graduate will learn: possess practical skills to distinguish between conversational texts, scientific, journalistic, official business texts, fiction texts (extralinguistic features, linguistic features at the level of using lexical means, typical syntactic constructions); distinguish and analyze texts of different genres, create oral and written statements of different styles, genres and types of speech; evaluate other people's and their own speech statements of different functional orientations in terms of their compliance with communicative requirements and linguistic correctness; correct speech defects, edit text; to speak to an audience of peers with small information messages, a message and a short report on an educational and scientific topic.

General information about the language The graduate will learn: characterize the main social functions of the Russian language in Russia and the world, the place of the Russian language among the Slavic languages, the role of the Old Church Slavonic (Church Slavonic) language in the development of the Russian language; to determine the differences between the literary language and dialects, vernacular, professional varieties of the language, jargon and characterize these differences; evaluate the use of the main visual means of the language.

Phonetics and orthoepy. Graphic arts The graduate will learn: conduct a phonetic analysis of the word; observe the basic orthoepic rules of the modern Russian literary language; extract the necessary information from orthoepic dictionaries and reference books; use it in various activities.

Morphemics and word formation The graduate will learn: divide words into morphemes based on the semantic, grammatical and word-formation analysis of the word; to distinguish the studied ways of word formation; analyze and independently compose word-building pairs and word-building chains of words; apply knowledge and skills in morphemic and word formation in the practice of spelling, as well as in the grammatical and lexical analysis of words.

Lexicology and phraseology The graduate will learn: conduct lexical analysis of the word, characterizing the lexical meaning, belonging of the word to a group of single-valued or polysemantic words, indicating the direct and figurative meaning of the word, belonging of the word to active or passive vocabulary, as well as indicating the scope of use and stylistic coloring of the word; group words by thematic groups; select synonyms, antonyms for words; recognize phraseological units; observe lexical norms in oral and written statements; use lexical synonymy as a means of correcting unjustified repetition in speech and as a means of connecting sentences in a text; use various types of lexical dictionaries (explanatory dictionary, dictionary of synonyms, antonyms, phraseological dictionary, etc.) and use the information received in various activities.

Morphology The graduate will learn: identify independent (significant) parts of speech and their forms, service parts of speech; analyze the word in terms of its belonging to a particular part of speech; use word forms of various parts of speech in accordance with the norms of the modern Russian literary language; apply morphological knowledge and skills in the practice of spelling, in various types of analysis; recognize the phenomena of grammatical homonymy, essential for solving spelling and punctuation problems.

Syntax The graduate will learn: identify the basic units of syntax (phrase, sentence) and their types; analyze various types of phrases and sentences in terms of structural and semantic organization, functional purpose; use syntactic units in accordance with the norms of the modern Russian literary language; use a variety of synonymous syntactic constructions in their own speech practice; apply syntactic knowledge and skills in the practice of spelling, in various types of analysis.

Spelling: spelling and punctuation The graduate will learn: observe spelling and punctuation norms in the process of writing (in the scope of the course content); explain the choice of writing in oral form (reasoning) and in writing (using graphic symbols); detect and correct spelling and punctuation errors; extract the necessary information from spelling dictionaries and reference books; use it while writing.

Language and culture The graduate will learn: identify language units with a national-cultural component of meaning in the works of oral folk art, in fiction and historical texts; give examples that prove that learning a language allows you to better know the history and culture of the country; it is appropriate to use the rules of Russian speech etiquette in educational activities and everyday life.

25

Programs for educational institutions: Russian language. 5-9 cells, 10-11 cells. / comp. E. I. Kharitonova. - M.: Bustard, 2008. - S. 3-47.

The collection includes programs in the Russian language for basic and secondary (complete) schools, as well as programs in Russian literature and rhetoric. In addition, the book contains norms for assessing the knowledge, skills and abilities of students in the Russian language.

Program

In Russian.

E. I. Nikitina, A. P. Eremeeva, G. K. Lidman-Orlova, S. N. Molodtsova, T. M. Pakhnova, S. N. Pimenova, Yu. S. Pichugov,

L. F. Talalaeva, L. D. Chesnokova)

^ EXPLANATORY NOTE

The proposed program has two parts: I. “Language system” and P. “Development of coherent speech”, which ensure the formation of linguistic and linguistic - linguistic (mainly in the first) - and communicative (mainly in the second) competencies. The cultural aspect permeates all work on the study of language and speech. The most important in the formation of cultural competence is the constant

Babaitseva V. V., Chesnokova L. D. Russian language. Theory. 5-9 grades.

Russian language. Practice. Grade 5 / ed. A. Yu. Kupalova.

Russian language. Practice. Grade 6 / ed. -G. K. Lidman-Orlova.

Russian language. Practice. Grade 7 / ed. S. N. Pimenova.

Russian language. Practice. Grade 8 / ed. Yu. S. Pichugova.

Russian language. Practice. Grade 9 / ed. Yu. S. Pichugova.

NikitinaE. I. Russian language. Russian speech. Grade 5

Nikitina E.I. Russian language. Russian speech. 6th grade.

Nikitina E.I. Russian language. Russian speech. 7th grade.

Nikitina E.I. Russian language. Russian speech. 8th grade.

Nikitina E.I. Russian language. Russian speech. Grade 9

Yannoe attention to the language of great Russian literature.

The Russian language is the national language of the Russian people, the state language of the Russian Federation, the language of interethnic communication between the peoples of Russia, the language of great Russian literature.

The Russian language is an essential part of the national culture of the Russian people.

How academic discipline, it is of paramount importance, since it is not only the subject of study, but also the most important means of learning other sciences, a means of intellectual, spiritual, aesthetic development of students.

The main goals of teaching the Russian language in educational institutions Russian Federation: the formation of students on the basis of their assimilation of a certain system of knowledge about the language of skills and abilities to fully, competently (in the broadest sense of the word) use the rich resources of their native language in their speech practice; education of a careful attitude to language and speech, the desire for self-improvement in the field of language training and the culture of speech communication.

These goals determine the following tasks:

To give students an idea of ​​the role of language in the life of society, of language as a developing phenomenon, of the place of the Russian language in the modern world, of its richness and expressiveness; ensure the assimilation of a certain range of knowledge from the field of phonetics, graphics, orthoepy, spelling, vocabulary, morphemics, word formation, morphology, syntax, punctuation, stylistics, as well as the formation of skills to apply this knowledge in practice;

Develop students' speech: enrich their active and passive vocabulary, the grammatical structure of speech; to promote the assimilation of the norms of the literary language, the formation and improvement of the skills and abilities of a literate and free

Possession of oral and written speech in all main types of speech activity;

Form and improve spelling and punctuation skills;

To form the ability to analyze speech facts, evaluate them from the point of view of normalized ™, correspondence to the situation of communication;

To form the ability to analyze and compose texts of different genres and styles.

The specified goals and objectives meet the requirements of the standard: "The Russian language course for the main school is aimed at improving the speech activity of students on the basis of mastering knowledge about the structure of the Russian language and the features of its use in different communication conditions, on the basis of mastering the basic norms of the Russian literary language, speech etiquette" .

The program is implemented in the complex addressed to students in grades 5-9: “Russian language. Theory”, “Russian language. Practice”, “Russian language. Russian speech".

In the textbook "Russian language. Theory” provides information about the language intended for study in grades 5-9. During the five years of study, the book remains in the use of the student. A systematic theoretical course of the Russian language (presenting theoretical information in a certain sequence) contributes to the formation of a holistic view of the system of the Russian language, its patterns and development trends.

The presentation of the theory is given in a system that for the formation of practical skills is a stronger base than fragmented information from different sections of the science of language. This type of textbook performs both educational and reference functions. It is used not only when studying new material, but also when repeating, in preparation for test papers, for exams. This type of textbook contributes to the formation of students' cognitive independence, the ability to work with educational literature, and use different types of reading.

The book “Russian language. Practice" (for each class) implements an activity-based approach to learning, providing motivation for the learning activities of schoolchildren, their assimilation of knowledge about the language, how to operate with them, the formation and improvement of skills to correctly and appropriately use the resources of the native language in oral and written forms. Importance, along with With exercises of a training nature, is attached to tasks that cause the activation of the cognitive activity of students, develop thinking, form an interest in learning the native language and improving speech. The wording of the tasks and the nature of the didactic materials used reflect the attention to the cultural aspect of the work.

The third component of the educational complex is “Russian language. Russian Speech" (for each class) ensures the formation of students' communicative competence. Tasks and exercises are based on speech concepts and rules of speech behavior, which contributes to the conscious improvement of the oral and written speech of schoolchildren, and the improvement of the culture of speech communication.

The system of work on the development of coherent speech of students in grades 5-9 takes into account the following provisions.

1. 
   ^ The connection of work on the development of speech with social experience students (the topics of oral and written statements are offered taking into account their life experience, stock of knowledge, impressions and observations: “write and talk about what you know, saw, experienced, thought through, felt”).
2. 
   ^ The relationship in the work on the development of oral and written speech, expressed in the advanced development of the oral form of speech.
3. 
   Connection of work on the development of speech with the study of the Russian language(phonetics, vocabulary, morphemics, grammar and stylistics of the Russian language).
4. 
   ^ The connection of work on the development of speech with the lessons of literature and extracurricular reading (the necessary correlation in the subject matter, genres of works of art and student essays, in work on the artistic means of the language, on certain types of retelling and presentation - close to the text, concise, selective, etc.).
5. 
   ^ Reliance on interdisciplinary connections. Creation of a unified speech regime at school. A unified system for the development of coherent speech of students in primary And middle education.

The text is considered as a unit of language and re-mi. As a unit of language, the text has typical schemes according to which narration, description and reasoning are built. The text is a product of students' speech activity.

All components of the educational complex are closely interconnected (they represent a single textbook in three parts) and together they serve to solve the problems of teaching the Russian language at school.

The sections of the program have two headings: the first defines the range of theoretical information and rules (spelling and punctuation), the second lists the relevant skills that should be formed on this theoretical basis.

In the process of teaching the Russian language in grades 5-9, students must acquire, within the framework of the program, the basic skills and skills of analyzing (parsing) language material, spelling and punctuation skills, coherent speech skills, and also master the norms of the literary language.

The program contains mainly sections and concepts traditional for the school, therefore, in the process of teaching the Russian language in the educational complex, various didactic materials can be used (with adjustments in some cases).

Some changes in the conceptual and terminological system are due to the strengthening of the practical orientation of teaching the Russian language. So, in the title of the section in which the composition of the word is studied, the term "morphemic" is used, since of the three types of analysis of the composition of the word (morphemic, derivational and etymological), the main one for the needs of school practice is morphemic (analysis by composition), which provides the ability to divide words into morphemes (prefixes, roots, suffixes, endings).

The most general concept of word-formation analysis and the main ways of word formation are covered in this section, and word formation of parts of speech is covered in the relevant sections, during the study of which the skills of morphemic and word-formation analysis are formed and improved.

The ability to see the structure of a word is the basis for the formation of spelling skills, since the basic principle of Russian spelling requires the ability to quickly identify morphemes, regardless of whether they retain or do not retain productivity in the modern language system.

The concept of a coordinating phrase is introduced. The ability to ask a question to a dependent word in a subordinate phrase prepares for the study of sentence members and subordinate clauses; the ability to single out composing phrases in a sentence - to the study of homogeneous members of a sentence and compound sentences, etc. The ability to see the structure of a sentence is the main condition for the formation of punctuation and some spelling skills that combine semantic and grammatical features of different members of a sentence.

When studying complex sentences, more attention is paid to their structure and meaning, the presence of syntactic synonyms in the language, the possibility of expressing thoughts with different types of simple and complex sentences. The types of subordinate clauses are given in relation to the members of the sentence (subject, predicate, attributive, additional, adverbial), which simplifies the assimilation of the typology of a complex sentence and opens up wide scope for syntactic synonymy exercises.

The strengthening of the practical orientation of teaching led to an unconventional sequence in the study of some grammatical topics, especially in morphology. After the noun, the verb is studied (the noun and the verb are the most typical means in creating the grammatical basis of the sentence), then the adjective and the numeral, closely related to the noun (the adjective denotes a sign of an object, and the numeral denotes the number of objects and their order in counting). Then the adverb is studied, which usually adjoins the verb.

As a special part of speech, the name of the state (state category) is highlighted.

The study of the pronoun creates conditions for the repetition of the noun, adjective, numeral, adverb. When considering participles and gerunds, which are highlighted in the textbook as independent parts of speech, it is natural to refer to the verb and adjective, verb and adverb.

Such a construction of the course is methodically justified, as it allows you to organically combine the study of the new with the repetition of the previously studied, strengthen the speech orientation of the course, distribute the educational material more evenly over the years of study, and also pay more attention to the repetition of spelling and punctuation material, present the studied material in the system, highlight backup hours.

So, in the proposed program there are two sections: "Introductory Course" and "Basic Course".

The purpose of the "Introductory Course" is not only to repeat what was learned in primary school, but also to help children overcome the difficulties of climbing

A new stage of the school, to get used to new teaching aids, to create motivation for learning at a new stage, to open up prospects for studying the native language, propaedeuti- cally including material that will not soon be encountered in the "Basic Course", but without knowledge of at least the elements of which classes lose their effectiveness .

The "Basic Course" implements a linear principle of material presentation. To ensure a conscious perception of the structure of the language system and the formation of practical skills, it seems to be a stronger base than fragmented information from different sections of the science of language.

The educational complex is equipped with methodological recommendations to the educational complex in the Russian language", "Lesson planning", manuals "Lessons in the development of speech", didactic materials in the Russian language for each class, notebooks for independent work students in Russian.

^ I. SYSTEM OF LANGUAGE

5 CLASS (175 h + 35 h)

Introduction

Acquaintance with the educational complex in the Russian language (1h).

The role of language in society (1h).

^ INTRODUCTION COURSE

Spelling (6 hours).

Spelling.

Spelling of unstressed vowels at the root of the word, in prefixes; and, a, y after hissing; deaf and voiced consonants, unpronounceable consonants, doubled consonants at the root of a word.

^ Morphology and spelling (22 hours)

Parts of speech. Independent and auxiliary parts of speech.

Noun. Morphological features of the noun. Declination. Proper nouns.

Spelling of case endings.

Adjective. Relationship between an adjective and a noun.

Morphological features of adjectives.

Spelling of unstressed vowels in the endings of adjectives.

Verb. Morphological features of the verb.

Past, present and future tenses. Verb conjugation.

Spelling of vowels before suffix -l and at the end of verbs.

Letter b in the verb of the 2nd person singular.

Verbs with -tsya And -tsha.

Adverb. Distinguishing adverbs on a question.

Spelling of the most common adverbs according to the list.

Pronoun. Personal I you he etc. Possessive mine, yours, ours, yours, yours. Interrogative Who? What? Which? etc. Undefined someone, something, anyone, anyone and etc.

Separate spelling of pronouns with prepositions.

Hyphen in indefinite pronouns.

Pretext. Separation of prepositions and prefixes.

Separate spelling of prepositions with nouns.

Union. Unions and, but between homogeneous members and in complex sentences.

Particle. Particles not, would (b), whether (l), same (g) and etc. Their meaning in sentences.

Separate spelling of particles with other words.

Skills and abilities:

• 
  recognize spellings and punctograms in accordance with the rules learned in elementary grades;
• 
  recognize the main independent parts of speech (nouns, adjectives, verbs, adverbs, pronouns) and function words (prepositions, conjunctions, particles), determine their morphological features and role in the sentence.

Syntax and punctuation (44 hours)

The concept of syntax and punctuation.

Offer. The grammatical basis of the sentence. end-of-sentence intonation.

Types of sentences according to the purpose of the statement. Non-exclamatory and exclamatory sentences.

Punctuation marks at the end of a sentence.

main members of the proposal.

A dash between the subject and the predicate (when they are expressed by a noun in the nominative case).

Secondary members of the sentence (definition, addition, circumstance).

Phrase. Subordinating and composing phrases. phrases in a sentence.

Proposals with homogeneous members. Generalizing word before homogeneous members.

Punctuation marks in a sentence with homogeneous members (connected only by intonation, single conjunctions and, but, as well as a repeating union And) and a generalizing word before homogeneous members.

Proposals with appeals.

Punctuation marks in a sentence with an appeal.

Sentences with introductory words (indicating the speaker's confidence or uncertainty in relation to what is being said).

Punctuation marks in sentences with introductory words.

Difficult sentence.

Complex sentences.

Complex sentences.

Complex non-union proposals.

A comma between parts of a complex sentence.

Sentences with direct speech (direct speech after the words of the author and before them).

Punctuation marks in sentences with direct speech (in the above cases). Writing a dialogue.

Skills and abilities:

• 
  recognize and correctly intonate the sentences of the studied varieties;
• 
  use declarative and interrogative sentences as points of the utterance plan;
• 
  find the grammatical basis of a sentence (including cases of expressing the predicate by a noun in the nominative case and an adjective), as well as the grammatical basis of a one-part sentence (in the most clear cases);
• 
  distinguish a simple sentence with homogeneous predicates from a complex sentence;
• 
  improve the text, eliminating the unjustified repetition of the same words as the main or secondary members of the sentence (through the use of sentences with homogeneous members and complex sentences);
• 
  perform syntactic and punctuation parsing for practical purposes;
• 
  apply the learned punctuation rules when writing.

^ MAIN COURSE

The concept of literary language (1h).

The literary language is the basis of the Russian national language. Standards of the literary language (pronunciation (orthoepic), morphological, syntactic, stylistic, spelling, punctuation, etc.).

Phonetics. Graphic arts. Spelling. Orthoepy (17 h)

Sounds of speech. Speech sounds and letters. Alphabet.

Elements of phonetic transcription.

Vowels and consonants.

Word hyphenation rules.

Stress, its features in Russian. Vowels are stressed and unstressed.

Expressive means of phonetics.

The concept of spelling. Strong and weak position of the sound.

Spelling of unstressed vowels in the root.

Voiced and voiceless consonants. Sonorant consonants. Hissing consonants.

Spelling of paired voiced and voiceless consonants at the end and in the middle of words before consonants.

Hard and soft consonants.

The designation of the softness of consonants in writing with b.

The meaning of the letters i, yu, e, yo.

Spelling separators b And b.

Spelling of vowels after sibilants.

Spelling of a soft sign after hissing words at the end.

Spelling of vowels And And s after c.

Orthographic dictionary.

Basic norms of literary pronunciation. Permissible variants of the orthoepic norm. Orthoepic dictionary.

Skills and abilities:

• 
  hear and distinguish sounds; distinguish sounds and letters;
• 
  observe pronunciation norms, emphasize stressed syllables;
• 
  notice in someone else's speech and use in their speech practice the expressive means of the sound structure of the Russian language;
• 
  in accordance with accepted standards, designate the sounds of speech in writing;
• 
  use the alphabet, spelling and orthoepic dictionaries.

Morphemics. Word formation. Spelling (42 hours)

The concept of morphemic. A morpheme is the smallest meaningful unit of a language. stem and ending. Root of the word. Single-root (related) words. Prefixes, suffixes.

Word-building and inflectional morphemes.

Word formation. The main ways of forming words. The richness of the word-formation system of the Russian language.

Elements of the etymological analysis of the word.

Expressive means of morphemics and word formation.

Spelling of complex and compound words.

The alternation of sounds in the root of the word.

Spelling of roots and prefixes. Spelling of unstressed vowels at the root of a word.

A- O.

Spelling of roots with alternating vowels With- And.

Spelling of consonants and vowels in prefixes.

Spelling of prefixes ending in h(s).

Spelling prefixes roses - (rose)- times-ras-).

Letter s after prefixes ending in a consonant.

Spelling prefixes at- And pre-.

Word-building and etymological dictionaries of the Russian language.

Skills and abilities:

• 
  consciously produce morphemic and word-formation analysis;
• 
  select related words to solve practical problems (comprehension of the meaning of a word, enrichment of the active dictionary, cultural analysis of the word, expressiveness of speech, spelling

and etc.);

• 
  to make an etymological analysis of the word for practical purposes (including general cognitive, cultural aspects);
• 
  use word-formation and etymological dictionaries;
• 
  see spellings in different morphemes, apply the studied spelling rules.

Lexicology and phraseology (22 hours)

The concept of lexicology. Lexicology as a branch of the science of language. Vocabulary as the vocabulary of a language. Dictionary wealth of the Russian language.

The lexical meaning of the word. The main ways of its interpretation.

single and multiple words.

Direct and figurative meaning of the word. Reasons for transferring value.

Figurative means of language based on the use of the word in a figurative sense.

Homonyms. Synonyms. Antonyms. The text-forming role of synonyms and antonyms (including contextual ones). Dictionaries of synonyms and antonyms.

Historical variability of the vocabulary of the language. The formation of new words and borrowing as the main ways of replenishing the vocabulary of the language.

Old Church Slavonicisms. their stylistic functions.

Originally Russian and borrowed words. The main reasons for borrowing words. The main source languages ​​of lexical borrowings in Russian. Evaluation of speech in terms of the appropriateness and appropriateness of using foreign language speech. Dictionaries of foreign words and their use.

Obsolete words and neologisms. The main reasons for the appearance of obsolete words and neologisms in the process of language development. Two types of obsolete words: historicisms and archaisms. General language and individual author's neologisms. Observation of the use of obsolete words and neologisms in texts.

Neutral and stylistically colored words. Book words and colloquial words. Evaluation of one's own and other people's speech in terms of the appropriateness of using stylistically colored vocabulary in various situations of verbal communication.

Common vocabulary and vocabulary of limited use. Dialectisms, professionalisms, jargon. Unjustified expansion of the scope of the use of jargon in colloquial speech.

Phraseologisms. Their difference from free combinations of words. Features of the use of phraseological units in speech. Expressiveness of phraseological units.

Skills and abilities:

• 
  use dictionaries and other means and methods of revealing the meaning of a word and the peculiarities of its use;
• 
  use the word in accordance with its lexical meaning;
• 
  observe the norms of lexical compatibility and stylistic norms of the use of words in speech;
• 
  identify in context the semantic and stylistic differences of synonyms;
• 
  produce (selectively) lexical analysis of the word;
• 
  enrich speech with phraseological units and use them correctly;
• 
  adequately assess the appropriateness of using stylistically colored vocabulary in various situations of verbal communication;
• 
  improve the text, eliminating lexical errors and stylistic flaws;
• 
  it is appropriate to use the expressive and visual means of the vocabulary of the Russian language.

Repetition (7 p.m.)

B CLASS (175 h + 35 h)

Introduction

Russian is one of the richest languages ​​in the world (1h).

Repetition of what was studied in grade 5 (10 hours).

^ Grammar Morphology The concept of morphology (3 hours)

The system of parts of speech in Russian. The grounds for their selection: common grammatical meaning, morphological features, syntactic role.

Parts of speech are independent and functional.

Independent parts of speech ^ Noun (7 pm)

The concept of a noun.

Common nouns and proper nouns.

Spelling of proper nouns (capital letter and quotation marks).

Animate and inanimate nouns.

Gender as a constant feature of nouns. The number of nouns.

Nouns that have only the singular or only the plural.

Case system in Russian and types of declension of nouns.

Declension of nouns in singular.

Declension of plural nouns.

Spelling b And ov- ev in genitive plural after hissing and c.

Heterogeneous. nouns.

Suffix spelling -en in nouns on -me.

Invariable nouns.

Word formation of nouns with the help of suffixes, prefixes.

Spelling of suffixes -ik-, -ek-; -ok-, -ek-; onk- (-onok), -enk- after hissing; suffixes chik-, -schik-.

Spelling Not with nouns.

Spelling of compound nouns.

Skills and abilities:

• 
  reasonably prove that the word belongs to nouns and distinguish the noun from the same-root words of other parts of speech according to the totality of signs;
• 
  use the same nouns in the role of main and secondary members, as well as in the role of address;
• 
  coordinate adjectives and verbs in the past tense with nouns of the general gender, nouns used only in the singular or only in the plural, with indeclinable nouns and with complex abbreviated words; observe the norms of managing nouns in verb phrases (according to the list);
• 
  use nouns with evaluative suffixes in speech;
• 
  use synonymous nouns to connect neighboring sentences and parts of the whole text.

Verb (45 h)

The concept of the verb.

The role of the verb in speech. Groups of verbs by meaning.

Spelling Not with verbs.

Infinitive. suffixes of the infinitive. base of the infinitive.

Letter b in infinitive.

Reflexive verbs. Additional semantic shades of reflexive verbs. Spelling -tsya And -tyasya in verbs.

Perfective and imperfective verbs. Their meaning and education.

Root spelling -bir-ber-, -mir-mer-, -tir-ter- and etc.

verb inclination.

Indicative.

Past, present and future forms of the verb in the indicative mood. Their meaning.

Past tense. Meaning, formation and change of the past tense verb.

Spelling of verb suffixes before -l, in past tense verbs.

Spelling of vowels in the endings of past tense verbs.

Present and future tenses. Formation of present and future tenses from perfect and imperfective verbs. Change of present and future tense verbs according to persons and numbers. The basis of the present (future) tense.

The use of verbs in the form of the present and future tense in the meaning of the past tense.

Person and number of the verb. Meaning 1,2, 3rd person.

Letter b in the verb forms of the 2nd person singular.

Conjugation of verbs. Verb endings of I and II conjugations. Irregular verbs.

Letters e And And in the endings of verbs I and II of conjugation.

Conditional mood of verbs. Meaning, formation, change and use of verbs in the conditional mood.

Spelling would with conditional verbs.

Imperative mood. Meaning, formation and use of verbs in the imperative mood.

Spelling of verbs in the imperative mood.

Impersonal verbs. Their meaning and use in sentences with one main member.

Word formation of verbs. Forming verbs with prefixes and suffixes.

Spelling of vowels in suffixes -yva- (iva-), -ova- (-eva).

Skills and abilities:

• 
  reasonably prove that a word belongs to verbs and distinguish verbs from cognate words of other parts of speech by a combination of features;
• 
  correlate the personal forms of the verb with the infinitive, taking into account the form of the verb and its reflexivity-irrevocability;
• 
  to distinguish and use verbs-synonyms and verbs-antonyms;
• 
  coordinate the verb-predicate in the past tense with the subject, the expressed noun of the middle gender and the collective noun;
• 
  use nouns with verbs in the required indirect case (according to the list of phrases);
• 
  use the forms of the present and future tenses when reporting on past events;
• 
  correctly choose the form of the verb to express varying degrees of categoricalness when compelling to act;
• 
  observe the aspectual correlation of verbs-predicates in a coherent text; use

synonymous verbs for linking sentences and parts of a whole text;

Build a dialogue using synonymous verbs of speech.

^ Adjective (27 hours)

The concept of an adjective.

The role of adjectives in speech. Ranks of adjectives by meaning.

Qualitative and relative adjectives. Grammatical features of qualitative adjectives.

Full and short adjectives. Changing short adjectives by number and gender in the singular. The use of short adjectives as predicates.

Spelling of short adjectives with stems in sibilant.

Declension of full adjectives.

Spelling of case endings of adjectives.

Spelling of letters o and e in the endings of adjectives after hissing.

Adjectives with suffix th. Features of case endings of these adjectives.

Spelling of case endings of type adjectives fox.

Adjectives with suffixes -in (-yn), -ov (-ev).

Degrees of comparison of adjectives. Meaning, formation and change of adjectives in comparative and superlative degrees. The use of adjectives as definitions and predicates.

Word formation of adjectives with the help of suffixes, prefixes and addition of stems.

One and two letters n in adjective suffixes.

Spelling of suffixes -To- And -sk-.

Spelling Not with adjectives.

Continuous and hyphenated spelling of complex adjectives.

Features of use different forms adjectives in different styles and genres of speech.

Skills and abilities:

• 
  reasonably prove that the word belongs to adjectives and distinguish the adjective from the same-root words of other parts of speech according to the totality of signs;
• 
  distinguish homonyms (military as an adjective and as a noun) taking into account the syntactic function of the word;
• 
  analyze compound forms of comparative and superlative degree;
• 
  use relative adjectives to the meaning of qualitative ones;
• 
  distinguish between synonymous and antonymous meanings of adjectives;
• 
  characterize an object with adjectives;
• 
  use the comparative and superlative forms correctly;
• 
  coordinate adjectives in combination with nouns used to refer to males and females (genius, teenager, double, persona, personality, mediocrity);

coordinate adjectives in combination with common nouns (touchy, self-taught, poor fellow, greedy, quiet).

^ Numeral name (15 hours)

The concept of a noun. The role of numbers in speech.

Numerals are simple, complex and compound.

Vowel spelling And in compound adjectives, which include numerals.

Spelling double consonant in numerals.

Spelling of the soft sign in numerals.

Cardinal numbers, their meaning, declension, features of use in a phrase.

Collective numerals, their meaning, declension and use.

Ordinal numbers, their meaning and change.

The use of a capital letter in dates denoting holidays.

Fractional numbers, their meaning and change.

Spelling of case endings of numerals.

Skills and abilities:

• 
  reasonably prove that the word belongs to numerals;
• 
  distinguish numerals from words of other parts of speech with the meaning of quantity;
• 
  use numerals in the right case as part of sentences and phrases; observe the norms of declension of complex and compound numerals;
• 
  correctly construct word combinations denoting holidays (May 9; May 9);
• 
  use numbers correctly two, three, both, both in combination with a noun;
• 
  correctly draw up numerals in business writing (designation of dates, order of lists, classifications, etc.).

Adverb (7 p.m.)

The concept of adverb as a part of speech.

The role of adverbs in speech.

The main groups of adverbs by meaning: adverbs of mode of action, measure and degree, place, time, reason, purpose.

Degrees of comparison of adverbs.

Word formation of adverbs using prefixes and suffixes.

Spelling of suffixes th after hissing.

Spelling –n- and –nn- adverbs in -o.

Spelling of adverbs with prefixes from-, from-, to-, in-, on-, for-.

Hyphenated adverbs with prefixes by-, in- (in), as well as adverbs formed by the repetition of words.

Word formation of adverbs by the transition of words from one part of speech to another.

A soft sign at the end of adverbs after sibilants.

Continuous and separate spelling of adverbs (according to the list).

State name (3 hours)

The concept of state names. Signs of state names: the general grammatical meaning of the state, immutability, syntactic function - a predicate in impersonal sentences.

Groups state names by value. Similarities and differences between adverbs and state names.

Skills and abilities:

• 
  to prove that a word belongs to an adverb; to distinguish the name of the state from the adverb;
• 
  determine the syntactic role of the adverb and the name of the state in the sentence;
• 
  distinguish homonyms (winter as a noun and as an adverb) taking into account the meaning and syntactic function of the word;
• 
  distinguish between synonymous and antonymous meanings of adverbs;
• 
  use adverbs with the meaning of evaluation;
• 
  use adverbs as a means of organizing text.

Pronoun (20 hours)

The basis for highlighting the pronoun as a part of speech: a special grammatical meaning (means not naming, but indicating). The role of pronouns in speech.

Correlation of pronouns with other parts of speech (with nouns, adjectives, numerals, adverbs). Modifiable and immutable pronouns.

Discharges of pronouns by meaning and grammatical properties.

Personal pronouns, their meaning, change and role in the sentence.

Spelling pronouns with prepositions.

Capital letter in forms of politeness.

reflexive pronoun myself: meaning, forms of change, role in the sentence.

Possessive pronouns: meaning, change and role in a sentence.

Interrogative pronouns: meaning, changeable and unchangeable, role in the sentence.

Relative pronouns: meaning, changeable and unchangeable, role in a sentence.

A comma between parts of a compound sentence connected by a relative pronoun.

Indefinite pronouns: meaning, changeable and unchangeable, role in the sentence; synonymy of indefinite pronouns.

Spelling of indefinite pronouns with morphemes something, something, something, something.

Spelling Not in indefinite pronouns.

Negative pronouns: meaning, changeable and unchangeable; role in the proposal.

Spelling Not And neither in negative pronouns.

Defining pronouns: meaning, changeable and unchangeable, role in the sentence.

Demonstrative pronouns: meaning, changeable and invariable, role in the sentence.

Spelling of pronouns-adverbs therefore, then, from here, therefore and etc.

Skills and abilities:

Recognize pronouns and correctly correlate them with significant parts of speech (noun, adjective, numeral, adverb)

Chiem); form pronouns correctly (cf.: her, to her, thanks to her and etc.);

• 
  use pronouns in context in accordance with their meaning, avoiding inaccuracy, ambiguity of the statement;
• 
  eliminate unjustified repetitions of words in the text with the help of pronouns; use pronouns to link parts of a statement;
• 
  use pronouns in speech in accordance with the ethical norms enshrined in the language (do not allow inappropriate “yak”, do not talk about a person without naming him in the third person; do not use a pronoun as an address; correctly use the form of politeness and observe the norms of agreeing on various types of predicate with subject expressed form of politeness You, and etc.);
• 
  use the ambiguity of some pronouns and their ability to be used in a figurative sense as a means of expressiveness.

Repetition (13 h)

7 CLASS (115 h + 25 h)

Introduction

Repetition of what was studied in grades 5-6 (8 hours).

Communion (34 hours)

The concept of participle: general grammatical meaning, morphological and syntactic features.

Signs of an adjective in participle:

Change by gender, numbers and cases;

Noun agreement; the presence of full and short forms, their role in the sentence.

Signs of the verb in the participle: recurrence, aspect, time (except for the future).

Active and passive participles.

Participial.

Separation with commas of the participial phrase after the word being defined.

Word formation of real participles.

Spelling of vowels in suffixes of real participles of the present tense.

Spelling of vowels before suffixes -vsh- And -w-.

Word formation of passive participles.

Spelling of vowels in present passive participle suffixes.

Spelling of consonants in the suffixes of the passive participles of the past tense.

Spelling e- yo after passive past participles hissing in suffixes.

Spelling n V short forms passive participles.

Spelling of vowels in participles before nn And n.

Spelling nn in participles and to in homonymous adjectives.

Spelling Not with sacraments.

Skills and abilities:

• 
  reasonably prove that a word belongs to participles by a combination of signs;
• 
  distinguish the same-root words of different parts of speech by character general meaning- the sign they represent (flying- volatile);
• 
  coordinate participles with defined words located at a distance;
• 
  observe the aspectual correlation of the participles used in the sentence with the form of the verb-predicate;
• 
  observe the norms of word order in a sentence with participial phrases and in participial phrases;
• 
  improve what is written using the participial turnover (in order to eliminate the same type of sentences, unjustified repetitions of significant words and allied words which, as well as possible ambiguity when using relative clauses with a union word which);

correctly and appropriately use participles and participial phrases in one's own speech.

General participle (10 h)

The concept of gerund participle: general grammatical meaning, morphological and syntactic features.

Signs of the verb and adverb in the participle.

Spelling Not with adverbs.

Participial turnover.

Separation by commas of adverbial turnover.

Word formation of gerunds of imperfect and perfect form.

Skills and abilities:

• 
  argue with reason that the word belongs to gerunds;
• 
  correlate the participle with the subject in the sentence;
• 
  use gerunds and participles as synonyms for predicate verbs and subordinate clauses.

The transition of words from one independent part of speech to another (1 hour)

Service parts of speech

General concept of service parts of speech (1h).

Preposition (10 h)

The concept of a preposition. Appointment of prepositions in speech.

Ranks of prepositions by meaning. The ambiguity of some prepositions.

Groups of prepositions by origin: non-derivatives and derivatives.

Simple and compound prepositions.

The transition of other parts of speech into prepositions (in for, in continuation, next to, in spite of and etc.).

Separate writing of derivative prepositions.

Continuous spelling of derivative prepositions.

Letter e at the end of sentences during, in the course of, as a result of.

Skills and abilities:

• 
  identify derivative prepositions by a combination of features, distinguish them from independent parts of speech;
• 
  use prepositions with the right case depending on the main word of the phrase (book review-book review)
• 
  form sentences correctly with prepositions thanks to, according to, in spite of;
• 
  use prepositions in sentences with homogeneous members;
• 
  use synonymous prepositions, taking into account their stylistic coloring in different areas and situations of speech.

Soyuz (10 h)

The concept of the union.

Assignment of unions in speech. The use of unions to connect homogeneous members of a sentence, parts of complex sentences and parts of a text.

Simple and compound unions.

Coordinating and subordinating conjunctions; their groups by value.

Coordinating conjunctions: connecting, adversative, dividing. Single and repeated unions. The use of coordinating conjunctions in simple and compound sentences.

Spelling of coordinating conjunctions also, also, but.

A comma with homogeneous members and in a compound sentence.

Subordinating conjunctions: their use in complex sentences. Categories of subordinating conjunctions by meaning: temporary, spatial, causal, conditional, comparative, investigative, explanatory.

Spelling of compound subordinating conjunctions.

Spelling unions so that, because etc. (unlike pronouns with particles and prepositions).

Skills and abilities:

• 
  distinguish unions from other parts of speech;
• 
  choose a union in accordance with its meaning and stylistic features;
• 
  use the repetition of the union in order to enhance the expressiveness of speech.

Particle(17 h)

The concept of particles. Discharges of particles by meaning and use.

Spelling neti neither with various parts of speech (generalization).

Spelling something, -either, -anybud, something, -ka, after all.

Skills and abilities:

• 
  distinguish particles from other parts of speech;
• 
  to determine which word or which part of the text the particles give semantic shades;
• 
  use particles to express semantic shades;
• 
  use particles to link parts of text.

The transition of words from independent parts of speech to functional ones (1 hour)

Interjection (3 hours)

The concept of interjection. The main functions of interjections.

Ranks of interjections. Onomatopoeic words.

Punctuation marks for interjections.

Repetition (7 p.m.)

Grade 8 (88 hours + 17 hours) Introduction

Literary Russian language. Norms of the literary language, their variability (1 hour).

Repetition of what was studied in grades 5-7 (3 hours).

^ Syntax and punctuation

Understanding Syntax (3 hours)

The phrase and sentence as units of syntax.

Types of syntactic connection. Means of syntactic communication.

Methods of subordination.

Punctuation as a system of punctuation marks and rules for their use (2 hours)

Principles of Russian punctuation. Punctuation marks and their functions.

Single and double punctuation marks. Combinations of punctuation marks.

Phrase (3 hours)

The main types of phrases: subordinating and writing.

The structure and grammatical meaning of phrases.

Whole phrases.

Offer (5 hours)

The concept of a proposal. The structure of the proposal. end-of-sentence intonation. The grammatical basis of the sentence. The sentences are simple and complex. Proposals are affirmative and negative. Types of sentences according to the purpose of the statement. Types of proposals for emotional coloring.

Simple offer (13h)

Basic types of simple sentences. Order of words in a sentence. logical emphasis.

The main members of the proposal

Subject. ways of expressing it.

Predicate. The main types of predicate: simple verb; compound verb; compound noun.

Features of the connection between the subject and the predicate.

A dash between subject and predicate.

Secondary members of the sentence

Definition. Agreed and inconsistent definition.

Application as a kind of definition.

Hyphen when applied.

Addition. Its main meanings and modes of expression.

Circumstance. Its main meanings and modes of expression.

Multi-valued members of the sentence. Common members of a sentence.

Syntactic functions of the infinitive.

Separation by commas of circumstances expressed by adverbial and comparative turns, as well as circumstances with a preposition despite.

Skills and abilities:

• 
  distinguish between subordinating and coordinating phrases;
• 
  extract phrases from a sentence;
• 
  observe the norms of the grammatical connection of words (especially management and - in difficult cases - agreement);
• 
  enrich your speech with various patterns of phrases;
• 
  choose from a synonymous series of phrases the most suitable (by meaning, structure, stylistic coloring, expressive possibilities) for a given type and style of utterance;
• 
  highlight the grammatical basis of the sentence;
• 
  parse proposals by members;
• 
  choose from a synonymous series that way of expressing a member of a sentence that is most suitable for the meaning and purpose of the statement;
• 
  it is advisable to use different types of sentences in accordance with the content and conditions of the statement;
• 
  observe the order of the main and secondary members of the proposal, depending on the nature (construction features) of the text in which the proposal is included;
• 
  observe the norms of intonation of sentences of different types and the placement of logical stress in accordance with the meaning of the statement.

One-part sentences (8 hours)

The concept of one-part sentences. The main types of one-component sentences in terms of structure and meaning are: definitely personal, indefinitely personal, impersonal, denominative.

Features of the use of one-part sentences in speech.

Synonyms of two-part and one-part sentences.

Punctuation marks at the end of nominal sentences.

Skills and abilities:

• 
  distinguish between one-part and two-part sentences;
• 
  comprehend the generalized meaning of some definite-personal and indefinitely-personal sentences;
• 
  use various types of two-part and one-part sentences as syntactic synonyms, choosing the most appropriate for a given speech situation, content and type of text;
• 
  use nominal sentences as a means of concise description of the exposition of the story.

Complete and incomplete sentences (2 hours)

Incomplete sentences in speech.

The structure and meaning of incomplete sentences.

A dash in an incomplete sentence.

Skills and abilities:

• 
  distinguish between complete and incomplete sentences;
• 
  distinguish between incomplete and one-part sentences;
• 
  to comprehend the role and scope of the use of incomplete sentences in speech, it is appropriate to use them in speech practice.

Complicated sentence

^ Offers with homogeneous members (8 hours)

The concept of homogeneous members of the proposal.

Means of communication of homogeneous members.

Unions with homogeneous members, their ranks by value.

Comma between homogeneous members.

Homogeneous and heterogeneous definitions.

Generalizing words in sentences with homogeneous members.

Punctuation marks for generalizing words and sentences with homogeneous members.

Skills and abilities:

• 
  to see homogeneous members in the sentence (including common homogeneous members and different rows of homogeneous members);
• 
  recognize generalizing words in sentences with homogeneous members;
• 
  correctly build sentences with homogeneous members in accordance with the norms of coordination and control, as well as with the logical norms of speech;
• 
  choose a union that corresponds in meaning to the meaning of the statement;
• 
  it is appropriate to use sentences with homogeneous members in the text.

Proposals with separate members (3 pm)

The concept of isolated members of the sentence, their role in speech.

General conditions for separating definitions.

Separation of definitions expressed by participles and adjectives with words dependent on them.

Punctuation marks for isolated agreed definitions.

Separate applications.

Punctuation marks for isolated applications. Separate circumstances. Ways of their expression and varieties of meaning.

Separation by commas of circumstances expressed by gerunds and participles, as well as nouns with a preposition despite and etc.

Separate clarifying members of the sentence.

Punctuation marks with isolated clarifying members of the sentence.

Skills and abilities:

• 
  observe the correct intonation when separating;
• 
  replace sentences with isolated members with synonymous simple and complex sentences;

it is appropriate to use sentences with isolated members of the sentence in the text.

Sentences with introductory words, phrases, sentences and appeals (9 hours)

Introductory words (phrases) as a means of expressing the speaker's attitude to his message and as a means of communication between sentences in the text. Introduction intonation.

The main semantic categories of introductory words. introductory proposals.

Synonymy of introductory constructions.

Punctuation marks in a sentence with introductory words, phrases.

Highlighting introductory sentences in writing.

Plug-in constructions as a means of explaining, clarifying, enriching the content of the statement. Their selection by intonation in oral speech and punctuation marks in writing.

Appeal, means of its expression, including vocative intonation. The role of address in speech communication. Ethical standards for the use of appeals.

Features of the expression of appeals in colloquial and artistic speech.

Punctuation marks when addressing.

Skills and abilities:

• 
  observe the correct intonation in sentences with appeals, introductory words, phrases and sentences; insert structures;
• 
  use in speech appeals, introductory words, phrases and sentences, taking into account the speech situation, content, style of utterance.

Word sentences (1 hour)

Features of the structure, meaning and use of sentence words in speech.

Punctuation of words-sentences.

Skills and abilities:

• 
  recognize sentence words;
• 
  comprehend the norms and scope of the use of words-sentences in speech.

Repetition (15 h)

9 CLASS (53h + 17h)

Introduction

Richness, figurativeness, accuracy of the Russian language (1 hour).

Repetition of what was studied in grade 8 (2 hours).

^ Syntax and punctuation

Complex sentence (1 hour)

Semantic, structural and intonational unity of a complex sentence.

The main types of complex sentences according to the nature of the relationship and the means of communication between their parts.

Compound sentences (3 hours)

Semantic relations between the parts of a compound sentence. Intonation and coordinating conjunctions as a means of connecting its parts. Meanings of coordinating conjunctions.

Punctuation marks in compound sentences.

Skills and abilities:

• 
  to distinguish between the main groups of compound sentences by conjunctions and meanings;
• 
  replace non-union sentences with compound ones, and compound ones with simple sentences with homogeneous members in order to improve the utterance.

Complex sentences (13 hours)

The structure of complex sentences. Main and subordinate clauses.

Intonation, subordinating conjunctions and allied words, demonstrative words as a means of connecting parts of a complex sentence.

Types of subordinate clauses: subject, predicate, attributive, additional, adverbial. Synonymy of simple and complex sentences.

Complex sentences with several subordinate clauses.

Comma in complex sentences With several adjuncts.

Skills and abilities:

• 
  to distinguish between the main and subordinate parts of a complex sentence, defining their boundaries (with one and several subordinate clauses);
• 
  determine the meaning of subordinate clauses by a set of signs: a question, an alliance or an allied word;
• 
  replace complex non-union and compound sentences with synonymous complex sentences and identify differences in their structure and meaning;
• 
  replace complex sentences with simple complicated ones.

Complex non-union proposals (4 hours)

Meanings of complex non-union sentences. Intonation means of their expression.

Punctuation marks in compound non-union sentences.

Skills and abilities:

• 
  to see the boundaries of the parts of a complex non-union sentence, to determine the semantic relationships between them (meanings);
• 
  distinguish and reproduce the intonation of enumeration, explanation, opposition, cause, effect, rapid change of events or phenomena;
• 
  to replace non-union complex sentences with allied ones and vice versa; explain the differences in their structure and meaning;
• 
  it is appropriate to use complex non-union sentences, given the areas and situations of their preferred use in speech.

^ Complex sentences

with different types of communication (3 hours)

The concept of complex sentences with different types of communication.

Comma at the confluence of coordinating and subordinating unions.

Skills and abilities:

• 
  analyze complex sentences with different types of connection, defining the boundaries of the parts and indicating the types of connection between them;
• 
  replace complex sentences with different types of connection with simpler constructions and vice versa (in accordance with speech tasks);
• 
  correctly build and appropriately use complex sentences with different types of communication in accordance with the sphere, genre, style of utterance.

Ways of transmitting someone else's speech (4 hours)

Proposals with direct speech. Suggestions with indirect speech. Synonymy of sentences with direct and indirect speech.

Quotes. Citation methods.

Punctuation marks in sentences with direct speech.

Punctuation marks in sentences with indirect speech.

Quote punctuation marks

Skills and abilities:

• 
  recognize various ways of transmitting someone else's speech;
• 
  correct intonation of sentences with direct and indirect speech;
• 
  use sentences with direct and indirect speech in speech, taking into account the purpose, content, style of the statement;
• 
  use different ways of quoting in the text in accordance with the objectives and nature of the statement.

General information about the Russian language (4 hours)

Russian is the state language of the Russian Federation and the language of interethnic communication. Russian language in the modern world. Russian language among other Slavic languages.

Russian language as a primary element of great Russian literature.

Russian language as a developing phenomenon.

Systematization and generalization of what was studied in grades 5-9 (18 hours)

^ II. DEVELOPMENT OF CONNECTED SPEECH

Oral and written forms of speech.

Speech is dialogic and monologue.

The concept of a connected text.

The main idea of ​​the text. semantic parts of the text.

Simple plan.

The concept of parallel and sequential connection of sentences in the text.

Expressive means of oral speech.

General concept of speech styles. Characteristics of colloquial, scientific, artistic styles of speech.

Types of speech. The idea of ​​narration, description, reasoning.

Skills:

• 
  analyze the text in terms of content (theme and main idea), construction, linguistic means (use of synonyms, antonyms, etc.);
• 
  expressively read texts: determine and observe the main tone of the statement, observe pauses, correctly highlight the word in the sentence with logical stress;
• 
  title the text, make a simple plan of the finished text;
• 
  to state in detail and concisely the text of the type of narration, description, reasoning in oral and written forms, while maintaining the style of speech;
• 
  independently build a statement (narration, description).

To work on these skills, topics related to the personal life experience of students, as well as topics related to works of literature and painting, are used.

Topics are narrow and broad. Simple and complex plan. Epigraph.

Lexical means of connection of sentences in the text. Kenning.

Characteristics of the official business style of speech.

Artistic storytelling. Story. Description of nature, premises, clothing, costume.

Construction of a reasoning text in various styles speech.

Pronoun as a means of connecting sentences in the text.

Skills:

• 
  analyze the text-description (clothing, nature, environment) in terms of construction features;
• 
  isolate elements of description in narrative texts and comprehend their role;
• 
  analyze and present a textbook article as an example of reasoning (scientific style text);
• 
  present a narrative text complicated by a description (of nature, environment, clothing, costume), in detail, concisely, with a creative task;
• 
  present a narrative text with a creative task (introduce elements of reasoning: assessing the episode, determining its significance for understanding the nature of the characters or the development of events);
• 
  create a text description (of nature, clothing, costume, etc.) based on personal impressions and observations;
• 
  create a narrative text with elements of description (nature, environment, actions, labor processes);
• 
  compose an essay-story created on the basis of imagination (for example, based on a plot picture) and complicated by elements of a description of the situation;
• 
  build a reasoning in oral and written forms on a grammatical topic according to the model of reasoning presented in the textbook;
• 
  improve your own statement in terms of compliance with the topic, idea, necessary composition and given style of speech.

7TH GRADE

Description general view terrain. Description of actions (labor processes). Description of actions (in sports). Story based on what you hear. Message.

Review of the book. Characteristics of a literary hero.

General characteristics of publicistic style.

Union as a means of connecting sentences and parts of the text.

Skills:

• 
  analyze a text with different types of parts and various means of communication between them;
• 
  to present a narrative text complicated by elements of description, reasoning, with the replacement of the narrator's face;
• 
  succinctly present a narrative text complicated by dialogue;
• 
  present and independently compose a narrative text with elements of description of natural phenomena;
• 
  selectively state the text;
• 
  select material from one source;
• 
  write an essay with elements of an artistic description of natural phenomena and labor processes (based on a picture or on the basis of imagination);
• 
  write a description-type essay based on material collected as a result of long-term observations (in an artistic style);
• 
  create a text of similar content in a business style (a note in a newspaper);
• 
  build oral and written statements such as reasoning on linguistic topics (for example, comparing parts of speech: gerund and adverb, preposition and conjunction).

8TH GRADE

Deepening the previously studied concepts of coherent speech. Expansion of the concepts of journalistic and artistic styles. Deepening the concept of the means of communication between parts of the text.

Skills:

• 
  analyze the compositional and linguistic means of expressing the ideological content, the emotional and expressive expressiveness of the text;
• 
  briefly summarize the content of an article, a work of art, a film, a conversation, a lecture, a radio and television program, using subjective assessment tools;
• 
  collect material from two or more sources in accordance with a specific topic and intent of the statement;
• 
  build an oral statement of a journalistic style in a form specific to oral speech (message, report, speech - discussion, propaganda, greeting, etc.);
• 
  write an essay based on imagination, for example, “The Future of a Village (City)”, on a moral and ethical topic using a description of a person’s appearance, an architectural monument, etc., on a literary topic based on a studied work.

9 CLASS

Systematization and generalization of the basic concepts of connected speech, which serve as the basis for creating statements in oral and written forms in accordance with a specific topic and the main idea of ​​the statement, type of speech and style of statement, using a variety of figurative and expressive means of the language, in compliance with the norms of literary speech.

An in-depth understanding of the scientific style and the style of fiction.

Briefly state the main content of the text of scientific and journalistic styles, draw up abstracts and notes;

• 
  collect material from various sources, systematize and generalize it;
• 
  build a coherent reasoned statement on a linguistic topic based on the material studied in the Russian language lessons;
• 
  draw up business papers (application, receipt, characterization, autobiography);
• 
  write an essay on a literary topic based on the studied work;
• 
  write an essay on a free topic in different genres and styles of speech;
• 
  create oral public speaking in different genres and forms.

Literature

For the teacher

Babaitseva VV The system of sentence members in modern Russian. - M., 1988.

Babaitseva V.V. Phenomena of transitivity in the grammar of the Russian language. - M., 2000.

Babaitseva VV The system of one-part sentences in modern Russian. - M., 2004.

Babaitseva V. V., Bednarskaya L. D., Rudomazina N.E. Russian language. Punctuation training. - M., 2003.

Babaitseva V. V., Salnikova O. A. Russian language. Spelling training. - M., 2004.

Valgina N. S. Modern Russian language. Punctuation. - M., 1999.

Valgina N. S. Text Theory. - M., 2003.

Gvozdarev Yu. A. Language is the confession of the people ... - M., 1993.

Gorbachevich K.S. Russian language: The past. Real. Future. - M., 1987.

Gran i k G. G., Bondarenko SM., Kontsevaya L. A. Secrets of spelling. - M., 1994.

GranikG. G. et al. Speech, language and secrets of punctuation. - M., 1995.

Drozdova O.E. Linguistics lessons for schoolchildren in grades 5-8. - M., 2001.

Zemskaya E. A. How words are made. - M., 1963.

Kostomarov V. G. Linguistic taste of the era. - M., 1994.

Kupalova A. Yu. The study of syntax and punctuation in it school. - M., 2002.

Lvova SI. Where the word ends... - M., 1991.

Miloslavsky I. G. Why do we need grammar? - Sh., 1988.

Panov M. V. Entertaining spelling. - M., 1984.

Panov M.V. And yet it is good: A story about Russian spelling. - M., 1964.

Postnikova I. I. and others. This is a difficult simple sentence. - M., 1985.

Rosenthal D. E. And what better way to say it? - M., 1988.

Sergeev VN New meanings of old words. - M., 1987.

Skvortsov L. I. Ecology of the word, or let's talk about the culture of Russian speech. - M., 1996.

Skoblikova E.S. Generalizing work on spelling. - M., 2005.

Smelkova 3. S. Business person: the culture of verbal communication. - M., 1997.

S olganik G. Ya. From word to text. - M., 1993.