Adjective part of speech exercises. Psychological training for educators on the development of communicative and playful means of communication with children “Let’s remember our golden childhood”

Psychological exercises help training participants to better know themselves, see their strengths and weaknesses, and outline paths for immediate development. Another important task of psychological exercises is to learn to better understand other people and to negotiate with them more easily.

Psychological exercises very diverse. But, ultimately, they all help the training participants become more harmonious, more successful, and happier.

Psychological exercises Most often used in personal growth trainings. But not only that. Trainers also often include psychological exercises in their training programs for communication, confidence, stress resistance, and goal setting.

Experts from the largest professional portal for trainers have selected for you 7 interesting psychological exercises, which can be found in the public domain.

Psychological exercise “Gift”

Target: The exercise increases the self-esteem of the participants and stimulates them to work on themselves. Improves the mood of participants and the atmosphere in the group.

Time: 25-35 minutes

Group size: 8-16 participants

Let's sit in a circle. Have each of you take turns giving a gift to your neighbor on the left (clockwise). The gift must be given (given) silently (non-verbally), but in such a way that your neighbor understands what you are giving him. The one who receives a gift should try to understand what is being given to him. Until everyone receives gifts, there is no need to say anything. We do everything silently.

When everyone receives gifts (the circle is closed), the coach turns to the group member who received the gift last and asks him what gift he received. After he answers, the coach turns to the participant who gave the gift and asks what kind of gift he gave. If there are discrepancies in the answers, you need to find out what exactly is causing the misunderstanding. If a group member cannot say what they were given, you can ask the group about it.

Results of the exercise:

When discussing the exercise, participants can formulate conditions that facilitate understanding in the communication process. Most often, these conditions include highlighting a significant, clearly understood attribute of a “gift”, using adequate means of non-verbal depiction of an essential attribute, and concentrating attention on the partner.

Psychological exercise “My shortcomings”

Target: The exercise increases the self-esteem of the participants and stimulates them to work on themselves.

Time: 25-35 minutes

Group size: Any

It is very important to try to find a new name for your imagined shortcomings. Label them as follows: properties that can be improved. The word "weakness" carries connotations of hopelessness and immutability. By replacing it with something that allows for improvement, you begin to look at life differently.

Take 5 minutes to write a detailed list of reasons why you can't love yourself. If you don’t have enough time, you can write longer, but in no case less. After you write, cross out everything that correlates with the general rules and principles: “Loving yourself is not modest,” “A person should love others, not himself.” Let only those things that are personally connected with you remain on the list of shortcomings.

Now you have a list of your shortcomings, a list of what is ruining your life. Think about it, if these shortcomings belonged not to you, but to some other person whom you love very much, which of them would you forgive him or, perhaps, even consider as advantages? Cross out these traits; they couldn’t stop you from loving another person and, therefore, they can’t stop you from loving yourself.

Note those traits, those shortcomings that you could help him overcome. Why don't you do the same for yourself? Write them down on a separate list, and cross out those that you can overcome.

With those that remain, do the following: let’s say to ourselves that we have them, we need to learn to live with them and think about how to cope with them.

We will not abandon our loved one if we find out that some of his habits, to put it mildly, do not suit us.

Psychological exercise “I want to change myself”

Target: Exercise helps to develop new qualities in oneself and accelerates the personal growth of participants.

Time: 25-35 minutes

Group size: Any

To begin the exercise, take paper and pen and divide the sheet into two columns.

Traits I want to get rid of

Character Traits I Want to Acquire

Now, placing the prepared table in front of you, try to relax and think about yourself. You can turn off the lights, but leave enough light so you can write. Then look at the first column, start brainstorming, and quickly and without thinking, write down all the traits you want to get rid of. Write down everything that comes to your mind, and don’t try to judge whether it’s realistic for you to get rid of this quality.

For example, if you snore, then most likely you are not able to get rid of such an ailment - this fact does not prevent you from writing it down in the first column. Continue until you write down at least 5-7 character traits. Then turn to the second column, start brainstorming and quickly write down all the traits you want to acquire. In some cases, they may be the opposite of the traits you want to get rid of (for example, instead of being shy, you want to be more outgoing; instead of being intolerant of people, you want to be more tolerant).

Wonderful!

Just continue this process and write down whatever comes to your mind without trying to criticize or evaluate it. In addition, do not try to judge now whether it is realistic for you to acquire this quality. Again, continue writing until you have listed at least five traits or until the process begins to slow down. When you feel complete, you are ready to prioritize the traits you want to get rid of or gain.

Eliminate repetition first. For example, if you wrote down “become less negative and critical,” the opposite trait would be “become more positive and supportive.” Once you've written down that opposite trait, cross out the character trait you want to get rid of. To set priorities, look at each trait on the list one by one and determine how important it is to you by assigning a letter:

A (very important)
B (important)
C (nice to have, but not that important)

Write these letters next to each line. Look at the traits labeled A. If you have more than one trait in this category, rank them in order of priority: 1, 2, 3, etc.

You have now set your priorities and will work on developing the traits that are most important to you first. But work on developing a maximum of three traits at a time. Once you feel confident that you have made them your personality traits, move on to the next traits on your list in order of priority (work on all the A traits in order, then the B traits, and finally the C traits). If you feel like you've changed a lot, make a new list of priorities for yourself.

Psychological exercise “No judgments”

Target: Exercise trains the ability to communicate non-judgmentally, develops a more positive attitude towards people.

Time: 15-20 minutes

Group size: Any

The group is divided into pairs. Partners need to take turns telling each other about mutual acquaintances, avoiding judgments. Statements should be in a descriptive style.

Each partner works for 4 minutes. During his speech, the second partner monitors the presence of assessments and marks (gives a signal) if there are any.

What were the difficulties?
What helped you avoid judgmental statements?
What new qualities have you discovered in yourself?

Psychological exercise “Tangled chains”

Target: The exercise teaches you to communicate effectively with each other and helps unite the team.

Time: 15-30 minutes

Group size: 12-20 participants

All group members stand in a circle, close their eyes and extend their right hand in front of them. And they clasp with the hand they met first.

Then the participants extend their left arms and again look for a partner. The leader helps the hands connect and makes sure that everyone is holding the hands of two people, not just one.

Participants open their eyes.

Now their task is to untangle themselves without unclenching their hands.

As a result, the following options are possible: either a circle is formed, or several linked rings of people, or several independent circles or pairs.

Summing up the exercise:

Are you satisfied with your result?
What helped and what hindered you in the process?
Who would you like to highlight and thank for your results?

Psychological exercise “Taking risks”

Target: This is a very short exercise. Trust exercise.

Time: 5 minutes

Group size: Any

Now we will conduct an exercise that involves a certain risk. I ask you to trust me and join the circle of those who want to help me..."

After everyone has entered the circle, thank them and tell them that the exercise is over.

Summing up the exercise:

Ask those who came out why they did it? For those who did not enter, why? Discuss how the phrase “Trust me” influenced their decision.

Why do people often trust others without thinking about the consequences, etc.?

Psychological exercise “Life goals”

Target: Exercise helps you develop life goals.

Time: 25-35 minutes

Group size: Any

Step 1. Let's talk about your life goals. Take a pen and paper. Take 15 minutes to think about the question, “What do I really want to get out of my life?” Don’t think for a long time, write down everything that comes to your mind. Pay attention to all areas of your life. Fantasize. The more, the better. Answer the question as if you have an unlimited resource of time. This will help you remember everything you strive for.

Step 2. Now, in two minutes, you need to choose what you would like to devote to the next three years. And after that, another two minutes - to add or change the list. Goals must be realistic. As you work through this and subsequent steps, as opposed to the first, write as if these were your last years and months. This will allow you to concentrate on the things that really matter to you.

Step 3. Now we will define goals for the next six months - two minutes to create a list and two minutes to adjust it.

Step 4. Take two minutes to work on auditing your goals. How specific are they, how consistent are they with each other, how realistic are your goals in terms of time and available resources. Perhaps you should introduce a new goal - acquiring a new resource.

Step 5. Review your lists periodically, if only to make sure you are moving in the chosen direction. Doing this exercise is similar to using a map on a hike. From time to time you turn to it, adjust the route, perhaps even change direction, but most importantly, you know where you are going.

Summing up the exercise:

How do you feel after the exercise?
What interesting conclusions have you drawn for yourself?
What was unexpected for you?
What was the hardest thing? Why?
Who has made a realistic plan and is ready to follow it?

So, we have presented to your attention 7 high-quality psychological exercises. But it is worth considering that since these exercises are taken from free sources, they may already be known to the participants of your trainings, since they are available to many trainers.

When you will need:

exclusive and best exercises, known only to a small circle of professional trainers
exercises with detailed instructions coaching methodology for conducting them, which reveals the entire “underwater part” of coaching work, all coaching “tricks” and secrets,

then you can always find such exercises for training on a professional coaching portal

This portal grew out of the largest psychological center “Sinton”. Over more than 30 years of work as a center, Sinton has probably collected the largest database of the best games and exercises for psychological training.

the site is a team of professional trainers who:

they only select the best, brightest and most effective exercises on a variety of coaching topics
describe professionally and in detail a hidden method for carrying them out!

You can purchase our training exercise manuals at the most affordable prices in the section.

The “Traffic Light” exercise is unique because it is the original development of psychology professor N.I. Kozlov.

An exercise incredibly effective in its effectiveness, capable of making a “revolution” in the minds of the training participants in just an hour. A real "pearl".

Many people do not know how to appreciate what they already have in their lives: material, spiritual benefits, relationships with loved ones. If, in an unexpected way, a person loses what he previously had, he finds himself in a state of emotional negativity. And the stronger the degree of negativity the event, the more difficult it is for a person to maintain his positive attitude towards people in particular and towards life in general. Using this tool, the trainer helps participants, without going through a situation of loss in life, take an inventory of their values, while simultaneously reducing their emotional involvement in an unpleasant situation.

What do you think will happen if you invite training participants to learn a technique that allows you to completely understand and feel your interlocutor, right down to his sense of self and train of thought? Most likely, they will think that you are either pranking them, or that you will teach them some complex technique that takes years to learn and has a natural predisposition.

What if you tell them that this is not a joke and that in 30 minutes you will actually teach them simple and accessible technique for understanding your communication partner, a technique that anyone can learn? Of course, they will happily jump at this opportunity.

The “Feeling” exercise gives you the opportunity to practice this very technique and get amazing results in the first stages.

Very effective and “deep” exercise, capable of causing real changes in the self-esteem of training participants.

The “Court” exercise is really similar to a court hearing, so it will most likely become the most striking and important event of the training for all participants, who get the opportunity to publicly hear feedback from their group colleagues. Despite the fact that feedback is given in a constructive form, it still contains both “positive” and “negative” remarks, and therefore will be a real test for the group. But at the end of the training participants will receive the opportunity to see the adequacy of one’s self-esteem, test your ability to calmly listen or voice criticism, and gain a more objective understanding of how their actions and manifestations are assessed by others.

Exercise is a must for everyone confidence training(What confidence can there be without adequate and stable self-esteem?). It will fit perfectly into personal growth training and will be a good addition to stress resistance training.

Game exercise, expanding the training participants’ self-image, increasing confidence and opening new perspectives. Reveals the creative potential of training participants, sets up and motivates the group for further work. Maybe like warming up, and the main thematic exercise.

Exercise “I can do it very well!” perfect for personal growth and motivational trainings. Would be a good option for teenagers and youth groups. It can be successfully combined with the tasks of team-building trainings, and can be made very indicative of confidence training. In addition, the exercise is indispensable for training in starting your own business and employment training.

A very good and effective exercise in determination, providing training participants with the opportunity to work through their doubts and possible obstacles on the path to their goal. Increases the energy and motivation of the group for further learning.

Suitable for any training related to the topic of achieving goals. First of all, these are, of course, trainings in goal setting, self-confidence, motivational trainings, as well as trainings in personal growth and stress resistance.

The trainer has the opportunity to clearly demonstrate to participants how minor obstacles that arise can interfere with the achievement of goals, and how to easily overcome them simply by having the proper determination.

We recommend unique coaching techniques for the best exercises for training:

Special offer "Full access to all site materials"
Super offer for those who want to receive ALL training exercises and training programs posted on our portal at once! Creates a positive atmosphere and, if necessary, relieves tension in the group. Includes physical and emotional activity of participants. In addition to the functions of warming up the group, this exercise helps to develop training among participants a positive and constructive attitude towards your loss or failure. Helps you understand that regardless of the results of your efforts, you can simply enjoy the game. This principle can be applied to everything in life and thus makes it easier to endure failures and difficulties.

The “Sparrow-Crow” exercise, despite the fact that it was invented many years ago, remains effective and in demand warm-up exercise many coaches still have to this day. Moreover, it is suitable for both personal growth training and business training on sales, negotiations, and leadership.
Break out of the circle!
Extremely powerful in its effectiveness a challenging exercise that, in the shortest possible time, clearly explains the difference between a constructive and non-constructive approach to conflict resolution and sets up training participants for intensive learning.

This is an exercise will be a great “challenge” for the group. As a result of its implementation, the group may become confident that the task is impossible, but upon reflection they will see a completely different approach to resolving the situation, which will cause "revolution" in thinking and will serve as an excellent start to understanding the basic theory.

The exercise is suitable for most trainings somehow touching on the topic of communications. After all, “a conflict is a clash of interests,” and it is present almost everywhere. It will be very indicative in sales trainings, negotiations, communication trainings, family relations trainings. The topic of “conflictlessness” will be a welcome addition to personal growth training. In team building trainings, this exercise will promote unity and harmonious cooperation, and in business building and management trainings, it will open up a new approach to resolving contradictions.

Transcript

1 Exercises on the topic “Adjectives” Exercise 1. Complete the sentences with adjectives. 1. One winter we went to the forest. It was quiet in the forest. Everything is covered (with) snow. There were () () fluffs flying in () the air. The branches were decorated with ()frost. In this () () outfit, every branch seemed (). 2. The view (of) the forest is magnificent. Everything is covered (with) snow. () the air is thin and burning. The snow covered () the trees and bushes. () () rays glide over them and sprinkle them () with shine. But it's frosty 1/19

2 begins to fail, and the brightness () of the sky fades. () a cloud covered the horizon. Exercise 2. Determine the category of the adjective. Hare character; blue lampshade; wooden cornice; stone object; great character; yesterday's newspaper; bear den; voracious appetite; sad look; dangerous competition; I am a goose feeder; gold ring; beautiful evening; inclement weather; 2/19

3 clear sky; favorite hero; talented artist; ringing voice; winter morning; fresh snow. Exercise 3. Write out the phrases “Noun + adjective” from the text. Determine the category of adjectives. perform a morphological analysis of three adjectives. Master Russian speech 3 / 19

4 You speak natively, you speak smartly. It doesn’t matter if you know Russian, my baby! Therefore, listen to the poet, and be diligent in future, so that you can master the mighty Russian speech well. This speech is full of greatness, proud simplicity, There is richness in beautiful words, the power of beauty. 4/19

5 Let's say, you are traveling to foreign countries by sea, You want to show off your knowledge in front of your companions In conversations or disputes with a friend or an enemy, You will boldly use the Russian language! Therefore, you, frisky schoolboy, be more diligent in future! You must speak Russian well. 5 / 19

6 (I. Grishashvili) Exercise 4. Read the text and complete the tasks. 3 the wealth of a people is its language!<...>The apt and most figurative Russian language is especially rich in proverbs. There are thousands, tens of thousands of them! As if on wings, they fly from century to century, from one generation to another, and the boundless distance where this winged wisdom directs its flight is not visible... The eras that gave rise to proverbs are different. The diversity of human relationships is immeasurable, which are imprinted in well-known folk sayings and aphorisms. From the abyss of time, human joy and suffering, laughter and tears, love and anger, faith and unbelief, truth and falsehood, honesty and deception, hard work and laziness, the beauty of truths and the ugliness of prejudices have come to us in these clots of reason.<...>The publication of Russian proverbs, collected over several decades of the last century by dialectologist and writer V.I. Dahl, will serve the great and noble cause of studying the inexhaustible riches of our national 3 culture, our great and mighty language. (According to M.A. Sholokhov) 1. Find adjectives in the text that belong to different categories. 2. From the first paragraph, write down the phrases “adj. + noun”, indicate the gender, number and case of the adjective. 3. Find cases of using an adjective as a modifier and as a predicate (determine the type of predicate). 4. Make a morphological analysis of the indicated words. 6/19

7 Test on the topic “Adjective” 1. The general grammatical meaning of an adjective is: A) action B) attribute of an object C) attribute attribute D) attribute of action 2. Morphological characteristics of an adjective are: A) gender, number B) gender, number, case C) gender, number, person D) person, number 3. The syntactic features of an adjective are: A) definition, predicate B) definition, circumstance 7 / 19

8 C) definition, addition D) addition, circumstance 4. In which series are all words adjectives? A) powerful, first, strong, fox B) merciless, invented, colored, white C) impatient, must, khaki, well-fed D) dressed, unhappy, angry, expressed 5. Qualitative adjectives are adjectives denoting... A) material , from which the item is made 8 / 19

9 B) a sign according to its affiliation C) signs indicating various qualities of an object 6. Indicate relative adjectives. A) young (man), handsome (drawing), white (snow) B) wooden (house), fox (tail), mother’s (scarf) C) spring (morning), iron (nail), sports (clothes) 7. Identify possessive adjectives. A) spring (song), winter (morning), kind (boy) 9 / 19

10 B) prickly (hedgehog), fresh (air), beige (color) C) donkey (ears), wolf (trace), fathers (scarf) 8. In which row are all qualitative adjectives? A) seaside village, green ball, sports ground B) emerald greenery, correct answer, difficult question C) swimming pool, clean hands, ringing voice 9. In which series are all relative adjectives? 10/19

11 A) summer night, birch sap, tin ring B) morning mail, silver voice, father’s scarf C) raspberry jam, raspberry beret, stone face 10. In which series are all possessive adjectives A) wolf howl, hare sheepskin coat, fox speech B ) deer antlers, fisherman's catch, grandma's pie B) washing machine, meat broth, fox hole 11 / 19

12 11. Find the adjectives, indicate their gender, choose the line that gives the correct answer: “I’m here again, in my family! My land is thoughtful and gentle!” A) dear (f.r.), thoughtful (m.r.), gentle (m.r.) B) dear (m.r.), thoughtful (m.r.), gentle (m.r.) C) dear (m.r.), gentle (m.r.) 12. Find the adjectives, indicate their gender, choose the line in which 12 / 19 is given

13 correct answer: “Early in the morning I approached a majestic river. The spring water gave off a breath of freshness.” A) early (m.r.), majestic (f.r.), spring (f.r.) B) early (wed.r.), majestic (f.r.), spring (f.r.) , freshness (f.r.) B) early (w.r.), majestic (f.r.), spring (f.r.) 13 / 19

14 13. Find the adjective in the simple comparative degree. A) the fastest B) the most beautiful C) brighter D) lighter 14. Indicate the adjective in the compound comparative degree. 14/19

15 A) less complex B) more difficult C) more difficult than all D) the most difficult 15. Find the adjective in the simple superlative degree. 15/19

16 A) more beautiful B) calmer C) louder D) less heavy 16. Indicate the adjective in the compound superlative degree. A) deeper 16 / 19

17 B) the deepest C) the deeper D) the deepest 17. Indicate the option without an error in the formation of the form of degree of comparison of adjectives. A. sharper, less steep, higher B. longer, most beautiful, sweetest 17 / 19

18 V. very small, more beautiful, shorter than all D. longer, better, tastiest 18. Indicate the option with an error in the formation of the form of degree of comparison of adjectives. A) the funniest, the smallest, the tallest B) the younger, whiter, the hardest C) the hottest, the smartest, the quietest 18 / 19

19 D) most wonderful, worst, loudest Answers: (loadposition user4) 19 / 19

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Psychological training for educators on the development of communicative and playful means of communication with children “Let's remember our golden childhood.”

Purpose of the training: development of professionally important qualities, such as pedagogical reflection, positive attitudes towards children, empathy.

Training objectives:

Equipment:

The training uses games of different types: didactic, mobile, finger games, developing (memory, speech attention), distracting. To carry them out you will need:

Chairs according to the number of participants;

Opaque bag and blank strips of paper (tickets) for the game “Gifts”;

Opaque bag with various items for the game “What is this”;

Colored balls for the game "Fastest"

Cards with words for the game “Words from Words”;

Various small items according to the number of participants for the game “In Which Hand”;

Thick sheets of paper, scissors, glue, as well as decorations (glitters, beads, sequins, pencils, felt-tip pens, paints, etc.).

Introductory conversation.

Our training session today is dedicated to childhood. After all, childhood is the most important period of human life. Memories of childhood accompany a person and remain central throughout life. And the teacher, almost on a par with the parents, leads the child by the hand during childhood. And what kind of feelings and emotions you fill his days with, what you put into his heart and mind - this decisively determines what kind of person he will become.

Therefore, first of all, children should feel comfortable in the kindergarten, so that they happily cross the threshold of the kindergarten and know that they are loved and expected there, so that it is interesting for them here. Play is one of the means by which this can be achieved.

Today we will try to feel like children, remember how pleasant and cool it is to play various games. We will try to preserve and bring this feeling to our groups, to our children.

Training.

We are starting our training session. Any training session has rules.

1. Address each other by name.

2. Accept yourself and others as they are.

3. Be sincere.

4. Avoid judging each other.

5. Everything that is done in the group is done on a voluntary basis.

6. Active participation in what is happening.

7. Respect for the speaker.

Warm-up

Goal: relieving emotional stress and setting the mood for further work.

Psychologist: I suggest choosing some epithet in relation to yourself. This adjective should begin with the same letter as the name, describe the person in a positive way, and contain exaggeration whenever possible. For example: “Brilliant Gennady, active Anatoly, violent Boris.” Then everyone in turn will say their name with an adjective and greet everyone in their original way.

2. Exercise “Gifts”

The exercise helps to create an emotionally positive atmosphere and establish contacts between group members. The presenter prepares game material in advance: an opaque bag and clean strips of paper (tickets). If the group is large (more than 12 people), it is advisable to give each player no more than two tickets; if it’s small, you can give out three tickets. On each ticket, players write down the quality they value most in people. Nobody else sees this. After this, the tickets are rolled up and placed in a bag. The presenter shuffles all the tickets. Everyone sits in a circle, and a chair with a bag is placed in the center of the circle. The presenter chooses someone who should take out a ticket, read it to himself and give it to someone who, in his opinion, has this quality. The person who receives the “gift” reads it to himself, thanks him, then chooses a ticket himself and gives it to some participant, etc. The exercise should not be performed in complete silence. It is necessary to stimulate jokes and fun. You can make sure that the transfer of “gifts” is not concentrated in the hands of two or three players, otherwise the rest will feel unnecessary.

3. Exercise “Meeting”.

When the group members became freer and more relaxed in their actions and words, a friendly atmosphere arose in the group, the warm-up ends. The psychologist proceeds to the main stage - the actual pedagogical training.

Now let's play a little.

Practical part.

1. Game "What is this."

Each participant puts their hand into an opaque bag and guesses by touch what kind of object it is. If there are few participants, the leader can repeat this game several times.

Each participant mentally selects one object with the words, “I’m walking down the street, guess what I’m looking at,” which is in the room and describes it verbally. The rest of the participants must guess what object it is.

Participants are divided into 2 teams. The presenter gives each team one hoop and a broom, after which he scatters colored balls. Participants try to get as many balls into their hoop as possible within the allotted time. The team that collects the most balls wins.

Participants are divided into 2 teams. The presenter gives each team a card with a word (the same word for all teams). The team that composes the most words in a certain time wins.

5. Game “What is missing”. The presenter places a number of different objects on the table (about 10-15). Participants try to remember these objects, after which they turn away, and the leader mixes the objects and removes one of them. Participants guess which object is missing. The game is repeated several times.

Participants are divided into pairs. Each player joins his palms together, spreading his fingers to the sides. One finger is placed inside between the palms, and the rest are folded into a lock. Each of the pair of players must guess which finger is hidden from his neighbor.

7. Game “In which hand.”

Participants are divided into pairs. The first participant in the pair hides a small object in his fist behind his back, the second must guess in which hand the object is hidden.

Participants sit in a semicircle. The presenter throws the ball to each participant and names an object. If the object is edible, the participant must catch the ball; if it is not edible, throw it away.

9. Game “Trace the hand”

Participants are given thick sheets of paper, scissors, glue, as well as decorations (glitters, beads, sequins, pencils, felt-tip pens, paints, etc.). And you are asked to carefully trace your palm on the sheet. After which participants must cut out and decorate this palm to their liking. They keep this palm as a memory of the training.

Conclusion. This is followed by the final stage - a positive ending and discussion of the lesson. During this stage, what happened in the lesson is discussed (group reflection). What feelings now prevail among the participants, what conclusions can they draw?

This concludes the pedagogical training on the topic: development of communicative and playful means of communication with children “Remember our golden childhood”.

The psychologist wishes teachers success in their work and pleasant communication with children.

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Psychological training for educators on the development of communicative and playful means of communication with children"Let's remember our golden childhood."

Conducted by teacher-psychologist GBOU Secondary School No. 629 DO No. 2 Nikulishchina M.E.

Purpose of the training: development of professionally important qualities, such as pedagogical reflection, positive attitudes towards children, empathy.

Training objectives:
1. Develop and consolidate a positive attitude towards the child;
2. Development of communicative and playful means of communication with the child;
3. Develop emotional acceptance of preschoolers;
4. Formation of methods of effective self-regulation.

Equipment:

The training uses games of different types: didactic, mobile, finger games, developing (memory, speech attention), distracting. To carry them out you will need:

Chairs according to the number of participants;

Opaque bag and blank strips of paper (tickets) for the game “Gifts”;

Opaque bag with various items for the game “What is this”;

Colored balls for the game "Fastest"

Cards with words for the game “Words from Words”;

Various small items according to the number of participants for the game “In Which Hand”;

Ball;

Thick sheets of paper, scissors, glue, as well as decorations (glitters, beads, sequins, pencils, felt-tip pens, paints, etc.).

Introductory conversation.

Today we will try to feel like children, remember how pleasant and cool it is to play various games. We will try to preserve and bring this feeling to our groups, to our children.

Training.

We are starting our training session. Any training session has rules.

1. Address each other by name.

2. Accept yourself and others as they are.

3. Be sincere.

4. Avoid judging each other.

5. Everything that is done in the group is done on a voluntary basis.

6. Active participation in what is happening.

7. Respect for the speaker.

Warm-up

1. Game “Name + adjective”.Goal: relieving emotional stress and setting the mood for further work.

2. Exercise “Gifts”

3. Exercise “Meeting”.

The final part of the warm-up is associated with the formation in the participants of the internal state necessary to complete the main part of the lesson. Since the main part of the lesson is aimed at developing an emotionally positive attitude towards children, an exercise is proposed to activate group members’ childhood memories, develop emotional perception, and form a “childhood complex” (the ability of an adult to imagine himself as a child and feel the brightness of a child’s perception of the world). "Meeting".

The teachers sit comfortably in their places. They sit in a semicircle, and the group leader stands in front of them. After soothing words: “Relax, sit more freely, breathe calmly for a few minutes,” the psychologist asks the group to visualize images and pictures that he will verbally describe.
He goes on to say: “Imagine that at the moment you are in the house where you lived when you were little, you are in your children's room, remember the details: the bed, shelves, table. You sit where you usually relax, where you feel especially comfortable and comfortable. You are internally preparing for a meeting that is important to you. You are focused and attentive to yourself.
And now you mentally get up and walk towards the exit. You open the door and slowly go down the steps of the stairs. Go out of the darkened entrance onto the street into the bright space of a summer, sunny day. A child is walking towards you on the street. He's getting closer and closer. Take a closer look, this child is you, what you were like when you went to kindergarten. Look how this girl is dressed, what her facial expression is, her mood. Try to look at it in as much detail as possible. Ask her a question that is important to you and try to hear her answer.
After that, turn around and slowly, without haste, return to your apartment.
After this exercise, the psychologist asks the questions: “Describe your image, what you were like as a child, and what you have now in your imagination”; “What question did you ask, what answer did you receive?”; “Describe your experiences and impressions.”

Now let's play a little.

Practical part.

1. Game "What is this."

Each participant puts their hand into an opaque bag and guesses by touch what kind of object it is. If there are few participants, the leader can repeat this game several times.

2. Game “I’m walking down the street, guess what I’m looking at.”

Each participant mentally selects one object with the words, “I’m walking down the street, guess what I’m looking at,”who is in the room and describes it verbally. The rest of the participants must guess what object it is.

3. Game “Fastest” or “Mad Broom”

4. Game “Make words from words.”

Participants are divided into 2 teams. The presenter gives each team a card with a word (the same word for all teams). The team that composes the most words in a certain time wins.

5. Game “What is missing”.The presenter places a number of different objects on the table (about 10-15). Participants try to remember these objects, after which they turn away, and the leader mixes the objects and removes one of them. Participants guess which object is missing. The game is repeated several times.

6. Game “Which finger is missing.”

7. Game “In which hand.”

Participants are divided into pairs. The first participant in the pair hides a small object in his fist behind his back, the second must guess in which hand the object is hidden.

8. Game “Edible - not edible”

9. Game “Trace the hand”

Conclusion . This is followed by the final stage - a positive ending and discussion of the lesson. During this stage, what happened in the lesson is discussed (group reflection). What feelings now prevail among the participants, what conclusions can they draw?

This is the end of the pedagogical training

Training exercises for Russian language lessons in 6th grade on the topic “Degrees of comparison of adjectives”

This development is addressed to teachers of Russian language and literature teaching in the 6th grade, and can also be useful for complex repetition in preparation for the final certification in the form of the Unified State Exam

Degrees of comparison are a grammatical category of qualitative adjectives that express the relative difference or superiority in quality inherent in objects or actions. In school practice, it is customary to distinguish two degrees of comparison of adjectives - comparative and superlative.
Degrees of comparison of adjectives make it possible to use meta-subject connections, since they are a linguistic means of expressing the logical operation of comparison - an important method of understanding the world around us.
The expansion of theoretical linguistic and meta-subject information, on the one hand, and the selection of practical tasks illustrating them, on the other, should ensure students’ interest in the material being studied and its deeper assimilation.

Goals:
Educational: consolidate the concepts of degrees of comparison of adjectives; update knowledge about the morphological features of adjectives;
Developmental: develop the ability to compare and analyze; development of creative imagination; development of skills to summarize information and draw conclusions; develop students' communication skills.
Educational: cultivate a culture of communication
Cognitive: practical activation of vocabulary and grammatical material on the topic, the ability to conduct monologue and dialogic speech.
Tasks:
developing the ability to analyze, compare, generalize;
formation of monologue speech skills;
development of students' communication skills;
fostering a caring attitude towards language and a culture of communication.

Training exercises

Exercise 1. Identify comparative degrees of adjectives and explain how you did it. How do you understand the meaning of proverbs?
(The exercise is aimed at distinguishing between adjectives in the comparative degree and adverbs in the comparative degree. Without context, this is impossible to determine, but in a sentence, after clarifying the syntactic role of the word, this is not difficult. An adjective in the comparative degree is usually a modifier or predicate, and the comparative degree of an adverb is circumstance)
1. Good brotherhood is stronger than wealth. 2. The morning is wiser than the evening. (Proverbs). 3. Their will and cold are dearer to the waves than the sultry midday rays. (M. Lermontov). 4. At least the sound of the speeches sometimes seemed gentler. (A. Pushkin). 5. She was half a head shorter than her sister. (A. Kuprin).

Exercise 2.
a) Remember what question the evil queen asked her magic mirror in “The Tale of the Dead Princess and the Seven Knights” by A. S. Pushkin. Find comparative adjectives and determine their initial form.
b) Write comparative adjectives instead of dots. What is the variant of the second form, with what stress is it pronounced?
But tell me: how can she
To be all over me...?
Confess: I all...,
Go around our entire kingdom.

Exercise 3. Read the lines from P. Ershov’s fairy tale “The Little Humpbacked Horse.” Insert comparative adjectives instead of dots. Explain your choice.
And Ivan began shouting to them:
“It’s a shame, brothers, to steal!
Even though you are Ivan...,
Yes, Ivan, you...:
He didn’t steal your horses!”

Exercise 4. Write down the saying of Alexander the Great. Find adjectives in the compound comparative form. Is it possible to replace them with simple forms? How do you understand these words?
“There is nothing more slavish than luxury and bliss, and nothing more royal than labor.”
(More slavish, more royal)

Exercise 5. Compare objects according to a given characteristic. Make up sentences:
1. Ice and water, platinum and gold, milk and cream - comparison by weight.
2. Jupiter and Earth, ocean and sea - in size.
3. Volga and Amazon, anaconda and reticulated boa - in length.
4. Sirius and Polaris - by brightness.

Exercise 6. Find the characteristic by which these objects differ. Compare them. Write down the sentences. Explain the method of forming the comparative degree.
Granite and diamond, month and week, cohort and legion, Himalayas and Pamirs, newspaper and magazine, gold and silver, fast and passenger trains.

We should not forget that not only the characteristics of different objects can be compared, but also the characteristics of the same object in different circumstances (temporal, spatial, etc.). In such cases, the verbs become, become, etc. are used.
Exercise 7. Complete the sentences using the verb to become. Explain the method for forming degrees of comparison.
1. With the onset of spring, days... . 2. When heating water... . 3. Where the skier passed, there is snow... . 4. Closer to the mouth of the river... . 5. A person who plays sports ... .

Exercise 8. Choose definitions for these nouns and put them in the simple superlative form. Make up sentences with the resulting phrases.
Term, experience, respect, request, commander, action, problem.
(Words for reference: great, rich, noble, brief, deep, humble, interesting).
Complex superlative forms of adjectives more often express the highest degree of quality among a set of objects or an entire class of homogeneous objects.

Exercise 9. Make sentences with these nouns using adjectives in the superlative form. Indicate in which cases the formation of a simple form is impossible.
Whale, snowdrop, Pluto, cheetah, Everest, Pele, Sumer.
(Words for reference: tall, remote, large, popular, fast, ancient, early).

Since ancient times, people speaking different languages had to communicate with each other.
The interlocutors can each speak their own native language and partially understand each other if the languages are similar. In Slavic countries, Russian 3 will most likely be somehow understood, but in neighboring Hungary 3 it is no longer the case: the Hungarian language is completely different from Russian.
It often happens that two interlocutors are helped to understand each other by a third person—a translator. But, firstly, translation takes extra time, and secondly, it is not always possible.
Often interlocutors switch to a third language that is not native to both of them. In the modern world, it can be absolutely “nobody’s” language Esperanto 3 or Latin, but more often they speak a language that is native to someone in the world. Typically, this language has greater authority than the native languages of the interlocutors. It could just be some common language. In the modern world, the language of international communication 3 is often English.

(Based on materials from the Russian Language encyclopedia)

1. Write out proper names from the text.
2. Give examples of animate and inanimate nouns.
3. Write down 2-3 examples of nouns of the 1st, 2nd and 3rd declension. Determine their gender.
4. Are there any inflectible nouns in the text? Write them out.
5. Find indeclinable nouns in the text. Determine their gender.
6. Prove that the word Russian in this text it is used in the meaning of an adjective and a noun. Give examples.
7. Find nouns in the text that do not change by number. Determine their gender.
8. Make a morphological analysis of the indicated words.

Constant signs. Tests I

1. In which row are all words nouns?
a) plant, three, fire, field
b) square, dash, variety show, together
c) sodium, brown, aluminum, any
d) mango, cloud, shaft, jam

2. In which series are all nouns inanimate?
a) buffalo, sparrow, beast
b) people, corpse, students
c) robot, dead man, ace
d) devil, egoist, devil

3. In what case are the grammatical features of nouns indicated correctly?
a) building - noun, common noun, inanimate, neuter, 2nd declension
b) sprout - noun, common noun, animate, masculine, 2nd declension
c) ignorant - noun, common noun, animate, feminine, 1st declension
d) child - noun, common noun, animate, general gender, 2nd declension

4. Which of the nouns highlighted in the sentence has incorrectly defined grammatical features: He groves loved the thick ones, privacy, silence, and night, And stars, and the moon? a) groves - noun, common noun, inanimate, feminine, 1st declension, used in the accusative case, plural
b) solitude - noun, common noun, inanimate, neuter, 3rd declension, used in the accusative case, singular
c) night - noun, common noun, inanimate, feminine, 3rd declension, used in the accusative case, singular
d) stars - noun, common noun, inanimate, feminine, 1st declension, used in the accusative case, plural

5. Which of the highlighted nouns has incorrectly defined grammatical features: Interest to psychology person helped I. V. Repin become outstanding portraitist? a) interest - noun, common noun, inanimate, masculine, 2nd declension, used in the nominative case, singular, subject in the sentence
b) portraitist - noun, common noun, animate, masculine, 2nd declension, used in the instrumental case, singular, in a sentence is an object
c) Repin - noun, proper, animate, masculine, 2nd declension, used in the dative case, singular, in the sentence it is an object
d) person - noun, common noun, animate, masculine, 2nd declension, used in the accusative case, singular, in a sentence is an object

Difficulties often arise when determining the gender of nouns.
Remember:

masculine	feminine	neuter
hall	parcel post	jam
shoulder strap	sandal	contralto
rail	veil	monisto
tulle	corn	stuffed animal
shampoo	shoe	tentacle

Some nouns have equivalent gender forms (shutter - shutter, aviary - aviary).

Ex. 2. Choose definitions for the given words. Match the definitions with the nouns correctly.

Piano, surname, mouse, potato, rail, tulle, youth, roofing felt, corn, parcel, vermicelli, veil, beans, tour, carcass, mascara, quadrille, report card, dumbbell.

Gender of indeclinable nouns

The gender of indeclinable nouns of foreign language origin is determined as follows.
Masculine gender includes nouns that are:
a) names of male persons (for example, attache, couturier, dandy);
b) names of animals (for example, pony, kangaroo, chimpanzee), excl.: tsetse(f.r.);
c) noun coffee(cf. r. noun. coffee acceptable only as a colloquial option).
The feminine gender includes nouns - names of female persons (for example, lady, frau, madam).
Neuter gender includes nouns - names of objects (for example, coat, cinema, menu, taxi etc.).
The gender of proper names and some common nouns is determined by their common name. For example: Tbilisi(city) - m.r., Mississippi(river) - w. r., Ontario(lake) - Wed r., and also Ivasi(herring) - f. r., salami(sausage) - f. r. Some nouns are used only in the plural form, according to which agreement with other words is carried out according to the number form. For example: blinds - horizontal, vertical blinds.
The gender of compound words is usually determined by the gender of the leading word. For example: SCR(freely convertible currency) - g. r., rono(district department of public education) - m.r.

Ex. 3. Insert the missing letters, taking into account the rules for agreeing the highlighted nouns with definitions and predicates according to gender form.

1) Coffee was... a little warm... . 2) Favorite... jury I looked through... the entire program. 3) As an auxiliary language Esperanto was... created... about a hundred years ago by Dr. L. Zamenhof. 4) Yangtze navigable for almost three thousand kilometers. 5) Interview with the astronauts will be published... in the next issue of our newspaper. 6) Humanoid... chimpanzee lives in Africa. 7) Old... lady was... dressed... in an elegant suit.

Ex. 4. Choose a definition for the following indeclinable nouns, indicate their gender. Give reasons for your answer.

Taxi, sconce, depot, pari, Missouri, cockatoo, cocoa, croupier, pince-nez, metro, coat, foyer, pari, alibi, bureau, cafe, entertainer, CIS, referee, tsetse, Sochi, aloe, show.

Using number forms of nouns

Masculine nouns ending in a consonant usually have the ending in the nominative plural -s (-i-): lawyers, keys, factories. However, a number of similar masculine plural nouns end in stressed -a- (-i-): at home, evenings.
Remember:

ending -s(s)) have the words:		*ending -a(s)* have the words:**
accountants	reports	addresses	districts
elections	editors	bills	warrants
contracts	rectors	directors	vacations
engineers	sectors	doctors	passports
instructors	locksmiths	boats	cooks
conductors	cakes	jacket	cellars
constructors	fronts	bells	professors
lecturers	drivers	body	varieties
officers	workshops	domes	stamps

There can also be semantic differences between the plural forms of masculine nouns:
buildings(torso) - housings(buildings, military units);
camps(socio-political groups) - camps(sports, tourism, military);
belts(geographical) - belts(parts of clothing);
orders(monastic, knightly, Masonic) - orders(awards) .
There are very few equal variants of masculine plural nouns in the Russian language. These include, for example, forms tractors - tractors, spotlights - spotlights, cruisers - cruisers, years - years and some others.

Ex. 5. From nouns, form the normative forms of the nominative plural.

Address, accountant, director, contract, year, engineer, conductor, boat, corps, camp, husband, image, order, warrant, officer, belt, professor, report, rector, front, color, driver, passport, grade, bill of exchange, dome.

Ex. 6. Insert the correct ending for the plural form of the noun.

1) Medals and orders... are symbols of not only military merit. 2) Experienced lecturers were invited to conduct conversations and reports... . 3) On Levitan’s canvas, the gentle blue tones of the sky convey the transparency of the morning air. 4) The choice... of the regional governor shows that many political opponents are entering into an agreement... on cooperation. 5) In the summer, many people start their vacation... . 6) Our confectionery department always has fresh cakes... . 7) Many workshops of the plant have been reoriented to produce new products.

Use of case forms
nouns

Particular difficulties arise when forming the genitive plural forms of nouns.
Remember: The following forms are normative among masculine nouns:
pair boot, felt boots, shoulder straps, boots, stockings,
but (attention!): pair of socks
buy pineapples, oranges, tangerines, peaches, eggplants, tomatoes, tomatoes
some ampere, arshin, hertz, micron, watt, volt, ohm, x-ray
some hectares, grams, kilograms, kilometers, meters, newtons, centners
be among English, Armenians, Bashkirs, Bulgarians, Buryats, Georgians, Turks, Lezgins, Mordvins, Ossetians, Romanians, Tatars, Turkmen, Gypsies
squad hussar, dragoon, partisan, soldier
be among Bedouins, Bushmen, Kalmyks, Kyrgyz, Mongols, Blacks, Tajiks, Tungus, Uzbeks, Croats, Yakuts
squad midshipmen, miners, sappers
The following forms are normative among feminine nouns:
some fables, barges, waffles, weddings, gossip, herons, nannies, sheets (sheets), shoes
some shares, skittles, handfuls, candles
The following forms are normative among neuter nouns:
saucers, towels, apples, laps
Remember: For nouns that are used only in the plural, the following forms are normative:
attacks
darkness
everyday life
frost
rake
twilight
Lokhmotiev
nursery

Ex. 7. Form the genitive plural forms from the following nouns.

Oranges, eggplants, Bashkirs, saucers, boots, everyday life, felt boots, waffles, grams, hectares, Georgians, Kyrgyz, tangerines, socks, sheets, towels, boots, earrings, soldiers, twilight, shoes, stockings, young men, mangers, ballots.

Ex. 8. Choose the correct ending for the noun.

1) The large orchard occupied an area of over five (hectares, hectares). 2) In our class there are several (Yakuts, Yakuts) and (Turkmen, Turkmen) students. 3) The will indicated that the inheritance was divided into several equal shares (shares, shares). 4) At home, in a simple tunic without (epaulets, shoulder straps), the young man did not give the impression of a combat officer. 5) The haberdashery store has a large selection of (stockings, stockings) and (socks, socks). 6) A new electric meter of 10 (amps, amps) was installed.

Test tasks II

1. Which noun is masculine?
a) contralto
b) mouse
c) tulle
d) callus

2. Which noun is feminine?
a) only
b) parcel post
c) sconce
d) swan

3. Which noun is neuter?
a) coffee
b) entertainer
c) jam
d) crybaby

4. Which option presents equal options?
a) rail - rail
b) shutter - shutter
c) film - film
d) shoes - shoe

5. In which version is the gender of nouns indicated incorrectly?
a) chimpanzee (m.b.)
b) UN (m.r.)
c) cafe (average)
d) attache (m.r.)

6. In which version is the gender of nouns indicated incorrectly?
a) Oslo (m. b.)
b) alibi (s.r.)
c) kimono (female)
d) veil (f. r.)

7. Which word in the nominative plural form has the ending -ы (-И)?
a) agreement...
b) bill...
c) passport...
d) professor...

8. Which word in the nominative plural form has the ending -ы (-И)?
a) accountant...
b) district...
c) sail...
d) vacation...

9. Which word in the nominative plural form has the ending -A (-Я)?
a) engineer...
b) sentence...
c) cake...
d) director...

10. Which sentence does not violate the rules for forming plural forms of nouns? a) New workshops for processing products were opened at the enterprise.
b) There are swimming instructors in every squad.
c) Accountants with experience are hired.
d) The valves in the car are knocking.

11. In which version of the noun in the genitive plural form has the ending -OB? a) Georgian...
b) Armenians...
c) soldier...
d) sapper...

12. In which version of a noun in the genitive plural form has a zero ending? a) Uzbek...
b) Tatars...
c) Mongol...
d) gram...

13. In what variant did the rules for the formation of genitive case forms of nouns be violated? a) no autumn shoes
b) a detachment of partisans
c) ten kilograms of apples
d) there are no clean saucers

14. Which of the phrases is incorrect? a) our vocational school
b) popular TSB
c) Novovoronezh NPP
d) factory design bureau

PRACTICUM ON SPELLING

Spelling noun endings

To avoid mistakes in spelling vowels e And And in the endings of nouns belonging to different types of declension, you should remember:

Vowel E	Vowel I
1) in d.p. noun. 1st letter: along the wall, along the alley; 2) in p.p. noun. 1st and 2nd lines: about the river, about the idea, on the field, on the wrist, about the consumer	1) in r., d., p.p. n. on -and I, and p.p. noun. on -y, -y: from the station, to the station, about the station; about genius, in the building; 2) in the river n. noun 1st letter: no idea; 3) in r., d. and p.p. noun. 3rd class: at the harbor, to the harbor, to sadness, about sadness; 4) in r., d., pp. of differently indeclinable nouns: at the banner, to the tribe, in the flames

Attention: combined with a preposition By in terms of time(by = after) the noun is placed in clause: upon arrivaleto the city after finishingAndschools.

Ex. 9. Write to whom telegrams are sent and from whom. Use these nouns.

Sample: Telegram from Zoya Ivanovna Shishkova to Anna Ilyinichna Osipova.

Ex. 10. Rewrite, opening the brackets and putting the noun in the correct case. Highlight the endings of the nouns.

1) We walked along a shady (alley). 2) An exhibition of works by young artists is organized in the art room (gallery). 3) Our employees had a good rest at (sanatorium). 4) In (expanding and improving) production, the use of special equipment plays an important role. 5) Economics is the science of the efficient (use) of resources. 6) At the conference... a report was made on the origin... of life... on Earth... . 7) There were reports in the newspapers about a new (script) for a famous film.

Spelling noun suffixes

Particular difficulties arise when writing suffixes of nouns that differ in vowels e And And, O And e, as well as consonants h And sch.
Remember:

-hic- (-chick-, -nick-)	-ek-
When a word is changed, the vowel is retained: key IR(key), shed IR(shed)	When a word is changed, the vowel drops out: piece ek(piece), leaf ek(leaf)
-its- (-itse)	-ets- (-etso-)
In noun and. r.: brooms ic ah, handsome ic A; in noun Wed r. with emphasis before the suffix: armchair ice	In noun m.r. with a fluent vowel: handsome ec(handsome), brother ec(brother); in noun Wed r. with accent after the suffix: letters etso
-in-, -izn-, (-in)stv-	-et-, -is-, -is-
Written with the letter I: hush in a, white purl* ah, more instv O*	Spelled with the letter E: beggar no ah, fresh There is, student eats* O*
-chick-	-schik-
After consonants *d, t, h, s, g* : years chick, res chick, adjust chick, defection chick	After other consonants: stone box, ban box, lantern box
-onk-	-enk-
After hard consonants: Vera - Ver onk* ah, fox - fox onk a, birch - birch onk A*	After soft consonants, hissing vowels: Katya - Kat yenk* ah, cloud - cloud yenk ah, Zoya - Zo yenk A*
Note. Suffixes - ink-, ank-, -ynk- in modern Russian literary language no. Exception: bunny, bunny, good girl.

Ex. 11. Form nouns from these words using suffixes.

-Ek-, -hic-: puppy, cucumber, nut, brick, temple, box, year, cartilage, scarf, umbrella, hut, cornflower, nail.
-Ets-, -its-: brother, frost, blizzard, book, leather, thing, capital, earth, porridge, scythe, cereal, puddle, sister, part, story, bread, jam, essay, coat, gun, letter, butter.
-In-, -izn-, -et-, -is-, -est-: beggar, merchant, comrade, straight, fresh, fluid, germinating, tenacious, melodious, young man, less, worthy.
-Chick-, -schick-: buoy, bathhouse, concrete, racing, tell, transport, load, transport, translate, accounting, encrypt, barrel organ, watch, cut, roofing, mill, weave, face, fly, direct, train, run across, regulate, bypass, adjustment .
d) come from Turkey...

4. Which word has the ending I?
a) ready to ship...
b) in a deep gorge...
c) to the mouth... of the river
d) in a warm room...

5. In which row is E written in place of the gap in all words?
a) find out about the production..., attend the rehearsal..., report on the play...
b) take refuge in the citadel..., a story about heroism..., the legends... say
c) indifferent to polemics..., hide in a dungeon..., stand at a crossroads...
d) keep in hiding..., freeze in bewilderment..., be visible in the sky...

6. In which word is I written?
a) box...k
b) armchair
c) knife...
d) heaviness

7. In which word is I written?
a) Mishka
b) room
c) fluidity
d) brother...ts

8. In which word is E written?
a) tomato
b) master...tsa
c) hotel
d) ball...k

9. In which word is E written?
a) students
b) land-fed...tsa
c) curve...know
d) blacksmith...k

Adjective part of speech exercises. Psychological training for educators on the development of communicative and playful means of communication with children “Let’s remember our golden childhood”

Psychological exercise “Gift”

Psychological exercise “My shortcomings”

Psychological exercise “I want to change myself”

Psychological exercise “No judgments”

Psychological exercise “Tangled chains”

Psychological exercise “Taking risks”

Psychological exercise “Life goals”

We recommend unique coaching techniques for the best exercises for training:

Transcript

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Constant signs. Tests I

Ex. 2. Choose definitions for the given words. Match the definitions with the nouns correctly.

Gender of indeclinable nouns

Ex. 3. Insert the missing letters, taking into account the rules for agreeing the highlighted nouns with definitions and predicates according to gender form.

Ex. 4. Choose a definition for the following indeclinable nouns, indicate their gender. Give reasons for your answer.

Using number forms of nouns

Ex. 5. From nouns, form the normative forms of the nominative plural.

Ex. 6. Insert the correct ending for the plural form of the noun.

Use of case forms
nouns

Ex. 7. Form the genitive plural forms from the following nouns.

Ex. 8. Choose the correct ending for the noun.

Test tasks II

PRACTICUM ON SPELLING

Spelling noun endings

Ex. 9. Write to whom telegrams are sent and from whom. Use these nouns.

Ex. 10. Rewrite, opening the brackets and putting the noun in the correct case. Highlight the endings of the nouns.

Spelling noun suffixes

Ex. 11. Form nouns from these words using suffixes.

Related articles

Read also

Psychological exercise “Gift”

Psychological exercise “My shortcomings”

Psychological exercise “I want to change myself”

Psychological exercise “No judgments”

Psychological exercise “Tangled chains”

Psychological exercise “Taking risks”

Psychological exercise “Life goals”

We recommend unique coaching techniques for the best exercises for training:

Transcript

Download:

Preview:

Constant signs. Tests I

Ex. 2. Choose definitions for the given words. Match the definitions with the nouns correctly.

Gender of indeclinable nouns

Ex. 3. Insert the missing letters, taking into account the rules for agreeing the highlighted nouns with definitions and predicates according to gender form.

Ex. 4. Choose a definition for the following indeclinable nouns, indicate their gender. Give reasons for your answer.

Using number forms of nouns

Ex. 5. From nouns, form the normative forms of the nominative plural.

Ex. 6. Insert the correct ending for the plural form of the noun.

Use of case forms nouns

Ex. 7. Form the genitive plural forms from the following nouns.

Ex. 8. Choose the correct ending for the noun.

Test tasks II

PRACTICUM ON SPELLING

Spelling noun endings

Ex. 9. Write to whom telegrams are sent and from whom. Use these nouns.

Ex. 10. Rewrite, opening the brackets and putting the noun in the correct case. Highlight the endings of the nouns.

Spelling noun suffixes

Ex. 11. Form nouns from these words using suffixes.

Related articles

Read also

Use of case forms
nouns