1) no, very, you, her 2) very 3) very much, let's just 4)
To complete this task, you need to make a phonetic analysis of each of the words of the poem, and remember which consonants are called sibilants. Let's start with phonetic analysis.
Phonetic analysis of words from the poem “The Magic Piggy Bank”
Phonetic analysis of the word “magic”
Phonetic analysis of the word “piggy bank” 
Phonetic analysis of the word “you” 
Phonetic analysis of the word “give” 
Phonetic analysis of the word “we” 
Phonetic analysis of the word “hands” 
Phonetic analysis of the word “live” 
Phonetic analysis of the word “ney” 
Phonetic analysis of the word “not” 
Phonetic analysis of the word “coins” 
Phonetic analysis of the word “a” 
Phonetic analysis of the word “believe” 
Phonetic analysis of the word “letters” 
Phonetic analysis of the word “sounds” 
Phonetic analysis of the word “vowels” 
Phonetic analysis of the word “consonants” 
Phonetic analysis of the word “simply” 
Phonetic analysis of the word “very” 
Phonetic analysis of the word “different” 
Phonetic analysis of the word “suitable” 
Phonetic analysis of the word “find” 
Phonetic analysis of the word “you” 
Phonetic analysis of the word “na” 
Phonetic analysis of the word “correct” 
Phonetic analysis of the word “path” Having before your eyes a phonetic analysis of each of the words, you can easily answer the questions of the task.
Let us remember that in the Russian language there are 4 hissing consonant letters: Zh, Sh, Ch, Shch.1) Words in which all consonants are soft: no, very, you, her .
2) Words of two syllables that cannot be transferred:
Very .
3) Words containing the sound [o]: very much, let's just .
Now we can answer the last question of the assignment.
4) Words that contain hissing consonants: magical, live, believe, very, suitable .
Selecting words from the poem “The Magic Piggy Bank” according to certain criteria
Turning again to the phonetic analysis of words from the poem, we will answer additional questions.
Words with more letters than sounds:
correct, believe me, very much .
Words of three syllables with more sounds than letters:
vowels, different .
Words in which all consonants are hard:
we, in, live, in, just, letters, on, you .
A word of three syllables with a tested unstressed vowel at the root:
piggy bank .
Words from the poem The Magic Piggy Bank
Turning again to our phonetic analysis, we will answer the questions.
The word "coin" is a dictionary word. The root of this word has an unverified unstressed vowel. However, there is a consonant being tested - "t". Test word for the letter "t" - monet T A. To select words in which the emphasis falls on the suffix, you need to analyze the words by composition. Let's look at three words from the poem that, at first glance, fit the conditions:
- Words in which the number of vowels is equal to the number of consonants: you, we, hands, not, very, you, on, the way .
- Words with fewer sounds than letters: believe it is very, correct .
- A word whose root contains an unverified unstressed vowel and a verifiable consonant: coins .
- Words with more sounds than letters: magical, give, vowels, consonants, different, suitable .
- Words in which the emphasis falls on the suffix: piggy bank, suitable .
- Words of two or more syllables in which all consonants are voiced:
give, different, find .
Analysis of the word “magical” by composition 
Analysis of the word “piggy bank” by composition 
Analysis of the word “suitable” by composition We see that from the analyzed words in two cases the emphasis falls on the suffix. These words are: “piggy bank” and “suitable”. Words from “The Magic Piggy Bank”
And again we turn to the phonetic analysis of the words of the poem “The Magic Piggy Bank”. But first, let’s look at two more words that are not in the first version of the poem.
Phonetic analysis of the word “take” 
Phonetic analysis of the word “bolder” Now let's answer the questions posed.
1) Words of three syllables:
piggy bank, bolder, coins, vowels, different, correct .
2) Words that contain letters that do not indicate any sounds:
take it, believe it, very, right .
3) Words with two consonants:
very, hands, ways, her .
Unfortunately, there is no such word in the database. Look another.
“piggy bank” root in a word and morphemic analysis by composition
Analysis of words by composition.
The composition of the word "piggy bank":
Console: -
Root word: cop
Suffix: i l k
Word ending: a
Morphemic analysis of the word piggy bank
Morphemic analysis of a word is usually called analysis of a word by composition - this is the search and analysis of morphemes (parts of a word) included in a given word.
Morphemic analysis of the word piggy bank is very simple. To do this, it is enough to follow all the rules and order of analysis.
Let’s do morphemic parsing correctly, and to do this we’ll just go through 5 steps:
- determining the part of speech of the word piggy bank is the first step;
- second - we highlight the ending: for mutable words we conjugate or decline, for unchangeable words (gerunds, adverbs, some nouns and adjectives, auxiliary parts of speech) - there are no endings;
- Next we look for the basis. This is the easiest part because to define the stem you just need to cut off the ending. This will be the basis of the word;
- The next step is to search for the root of the word. We select related words for piggy bank (they are also called cognates), then the root of the word will be obvious;
- We find the remaining morphemes for piggy bank by selecting other words that are formed in the same way as piggy bank.
As you can see, morpheme parsing piggy bank It's easy to do. Now let's decide on the main morphemes of the word piggy bank and analyze it.
piggy bank - root suffix ending and prefix in a word
The ending in the word piggy bank
Ending. We find the ending in the word piggy bank by changing the word (declining/conjugating). In this case the ending is: a
The root of the word (in the word) piggy bank
Root. It is easier to determine the root of a word if you can select words of the same root and related words. For the word piggy bank, kop is the root word.
Prefix in the word piggy bank
Console. We determine the prefix by selecting words that are also formed with this prefix. In this case, the prefix: -
Back forward
Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.
Goals:
- give an idea of the suffix as a significant part of the word,
- show the role of suffixes in conveying shades of the meaning of a word and the formation of new words, show the uniform spelling of the same suffix;
- develop children's logical thinking when grouping words according to the meaning of suffixes;
- develop speech etiquette skills when using personal names;
- enrich students' vocabulary.
Equipment: M-M projector, computer, presentation “Suffix”, cards for independent work, typesetting canvas “Moneybox of Suffixes” with suffix cards, scale of signs “!”, “+”, “-” (circle cards), textbook “Russian” language". Grade 2, part 2, author. L.F. Klimanova, T.V. Babushkina, Moscow. Education. year 2012.
During the classes
1. Organizational moment.
Hello great one,
Hello mighty one,
Hello beloved
Russian language. (Slide 2)
2. A minute of penmanship.
3. Updating knowledge.
Vocabulary and spelling work. Work in pairs. (Slide 3)
Sort the words into groups.
In..south, leaf..I, s..edible, announcement, drove up..drove, nightingale..other, shrink..shrink, monkey..yana.
Mutual checking of notebooks.
Mutual assessment. (the scale of signs “!” “+” “-” is used Appendix 2)
4. Self-determination for activity.
What parts of the word do you already know? (Root, prefix)
Do you think there are other parts in the word?
Let's investigate. Attention to the board!
On the desk:
1. Olenka, Sashenka, Mashenka, Vitenka, Vasenka.
2. Olka, Sashka, Mashka, Vitka, Vaska.
What do all the words have in common? (These are names)
What do the words of the first group have in common? second?
What words should we not use? Why?
Now start your investigation. Is there a common part in the words of the first group? (-enk-)
After what part does it come? (After the root. The teacher marks out the roots with chalk.)
Is there a common part in the second group of words? (-To-)
After what part does it come? (After the root)
Look, it is these parts of the word that give words different shades of meaning:
or diminutive, or dismissive, rude.
This part of the word has its own name. What task do you think we have to complete in this lesson? (We will get acquainted with the new part of the word)
To learn more about this part of the word, read Professor Samovarov’s message on page 62 of the textbook.
What is the name of the new part of the word?
Formulate the topic of the lesson. (Suffix. Its meaning in the word.)
What spelling is hidden in the title of the topic? (Doubled –f-)
5. Work on the topic of the lesson.
1) Work according to the textbook. Page 62 Message from Professor Samovarov.
Work in pairs. Using the professor’s message, compose a story about the new part of the word according to plan:
1. What is a suffix?
2. What is it used for?
3. What icon does it indicate? (Slide 4)
Children's stories about the suffix (2 students)
2) The task of the smart Owl. (Slide 5)
Try to form new words.
tiger -young
Examination. Who are the names of the resulting words (baby animals)
What parts of the word did you use (Root and suffix)
Which part of the word indicates that we are talking about baby animals? (Suffix)
3) We collect a “piggy bank of suffixes”. (Typesetting canvas. Annex 1)
What suffix will we send to our piggy bank? (-yonok-)
4) Anya's task.
Anya thought of words, guess and write them down in a notebook.
A small house can be called....(house). A very large house is called .... (house). An unsightly old house is... (little house).
5) Vanya invites us to see how the suffix works. (Slide 6)
What meaning do the suffixes –ik, -ishk-, -ish-, -in- give to the word?
(Suffixes are sent to the “piggy bank”)
6. Physical exercise.
I will say the words. If they have a suffix, then you are building a roof over your head for a house of palms. If there is no suffix, then just clap your hands.
Forest, woods, house, home, city, town, grandson, granddaughter, ear, ear, eyes, little eyes.
7. Continuation of work on the topic.
1) Game “Be a Wizard” (Slide 7)
Give meaning to the small size of an object.
Nose, table, oak, tail, honey.
Examination. What suffixes were used? (-hic, -ok)
We send them to the “piggy bank”.
2) Working with the textbook. Page 63 Exercise 83.
8. Reflection. Working with cards.
Cross out the “extra word”
Tail, eye, antennae, noses.
A forest, a fish tank, a ball, a leaf.
Gosling, fish, duckling, fox.
Reconciliation according to the sample (Slide 8)
Self-esteem (scale of signs “!” “+” “-” Appendix 2)
9. Lesson summary(Slide 9)
What is a suffix?
- Pinocchio said: “A suffix is part of a sentence.”
- Malvina said: “A suffix is part of a word.”
- Dunno said: “The suffix is a word.”
Where is the suffix in the word?
- Pinocchio said: “At the beginning of the word.”
- Malvina said: “The suffix comes after the root.”
Why is the suffix needed?
- Malvina said: “Suffixes form new words.”
- Pinocchio said: “Just like that.”
10. Homework. Write a fairy tale about the suffixes –ok-, -ik-
Used Books.
1. I.F.Yatsenko, T.N.Sitnikova. Lesson developments in the Russian language for the educational complex “Perspective”. 2nd grade. Moscow. "WAKO". year 2013.
2. G.N.Sycheva. Collection of exercises in the Russian language for elementary school. Rostov-on-Don. “BARO-press”. 2003
