Russian language. 4th grade. Lesson plans for the textbook by Kanakina V.P., Goretsky V.G.
To the textbook:
M.: 2017 - 494 p.
The manual presents lesson developments in the Russian language for grade 4 to the teaching materials of V.P. Kanakina, V.G. Goretsky (“School of Russia”), compiled in accordance with the requirements of the Federal State Educational Standard. Here the teacher will find everything that is necessary for high-quality preparation for the lesson and its conduct: thematic planning of educational material, detailed lesson scenarios, dictation texts, interesting game material. Addressed to primary school teachers, students of pedagogical universities and colleges.
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The proposed publication contains lesson developments in the Russian language for grade 4, compiled in accordance with the requirements of the Federal State Educational Standard, and is primarily focused on work in conjunction with the textbook by V.P. Kanakina, V.G. Goretsky (M.: Enlightenment).
The task of the manual is to make it as easy as possible for the teacher to both prepare for the lesson and work in the lesson. Included lessons of acquaintance with new material, consolidation, project activities.
The preparation of projects is given no more than two weeks. The work is carried out jointly with parents, the teacher helps only in choosing a topic (if desired, the students themselves can choose the topic). Students draw up projects on A4 sheets, the text is typed on a computer (with photographs). Work can be done in groups, pairs or individually.
The teacher can use the proposed lesson scenarios either in full or in part, including in their own lesson plan.
Lessons are based on the principles of active learning and include practical work, work in groups and pairs, independent work using various forms of verification. From the first lessons, students use the techniques of self- and mutual verification.
Pedagogical target | Create conditions for determining the grammatical features of nouns, adjectives, pronouns; parsing sentences by members of a sentence, syntactic analysis of a sentence |
Lesson type | Control of knowledge and methods of action / solution of a particular problem |
Planned results (subject) | Determine the grammatical features of nouns, adjectives, pronouns; perform parsing of sentences by members of the sentence, syntactic analysis of the sentence |
Personal results | Evaluate their own educational activities: their achievements, independence, initiative, responsibility, the reason for failures |
Universal learning activities (metasubject) | Cognitive: recall from memory the information necessary to solve the educational problem. Regulatory: plan the solution of the educational problem: build a sequence of necessary operations (algorithm of actions); analyze emotional states obtained from successful (unsuccessful) activities, evaluate their impact on a person’s mood |
Main | Grammatical signs of nouns, adjectives, pronouns. Analysis of proposals by members of the proposal. Parsing a sentence |
Lesson script
Lesson stages | Forms, methods, methodical tricks | Teacher activity | Student activities | Form control |
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Implemented actions | Formed skills |
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I. Motivation for learning activities (Organizing time) | Frontal. Verbal. teacher's word | Greets students. I love it when we meet We are friends and relatives "Good morning", "Good evening", "Good night" we say. A. Yashin - Check readiness to the lesson | Welcome teachers. Organize your workplace | Show willingness to work in class | |
II. Calligraphy | Individual. Practical. Letter | ear charcoal angle | Execute a letter according to the model | Develop calligraphy | Correct writing |
III. Statement of the learning task | Frontal. Verbal. Teacher's message | Informs the topic of the lesson, formulates the learning task | Listen to teachers | Accept the learning task formulated by the teacher | |
IV. Control of knowledge and methods of action | Individual. Practical. Test | Comments on the tasks of the control work, organizes their implementation (see Attachment) | Perform test tasks | Evaluate the result of work, determine what has already been learned and what is still to be learned, are aware of the quality and level of assimilation | Test |
V. Reflection of educational activity in the lesson (total) | Frontal. Verbal. Conversation | What was the task before us? - Did you manage to solve it? - Who did the job? Who was having trouble? Why? | Answer questions | openly comprehend | Questions session. Self-regulation |
Option 1
1. Write out all the adjectives from the sentence and indicate their number, gender, case.
2. Perform a morphological analysis of the selected noun.The arrival of the first migratory birds begins with rooks.
3. Read the text. Write the pronouns in the form of the 2nd and 3rd person plural.
LEAVES AND ROOTS
Leaves said:
The last ray of the sun illuminated the tops of the oaks.
We saw a zebra and an elephant in the zoo.
(Incentive, non-exclamatory, grammatical basissaw a zebra and an elephant,widespread, there are homogeneous members.)
6 (optional). Write down sentences in which the subject is expressed by a noun.
Option 2
1. Write out a quality adjective from the sentence and make its morphological analysis.The spring sky shone blue through the thin net of bare birch branches.
2. Perform a morphological analysis of the selected word.The swallow built a nest under barn roof.
3. Read the text. Find and write down all the pronouns in the form of the 1st person plural.
LEAVES AND ROOTS
Leaves said:
- How green and beautiful we are. We provide shade. People rest under our shade. Birds are flying to us. They sing and make nests. And the roots said to the leaves:
You will dry up in autumn. In the spring, new leaves will grow in your place. And without us there will be no whole tree, and there will be no you, the leaves.
4. Break down the proposal by members.A large porcini mushroom was hiding under a spruce.
5. Check the characteristics of the proposal. If there are errors, correct them in writing.Our basket contained orange carrots, yellow turnips, and red beets.
(Narrative, exclamatory, grammatical basislay carrots, turnips, beets,non-spread, there are homogeneous members.)
6 (optional). Write down sentences in which the subject is expressed by a pronoun.
You invited us to visit. A wild duck brought little ducklings out of the sedge. We are going to the forest on vacation. There was frost on the trees.
From the author
Thematic planning 170 hours (5 hours per week)
Thematic planning 136 hours (4 hours per week)
Repetition
Lesson 1 Our speech and our language
Lesson 2. Language and speech. Politeness Formulas
Lesson 3
Lesson 4
Lesson 5 Text types
Lesson 6
Lesson 7
Lesson 8. Dialogue. Appeal
Lesson 9 Main and secondary members of the sentence
Lesson 10
Lesson 11
Offer
Lesson 12
Lesson 13 Punctuation marks in sentences with homogeneous members
Lesson 14
Lesson 15 Levitan "Golden Autumn"
Lesson 16
Lesson 17 The relationship between simple sentences as part of a complex one
Lesson 18
Lesson 19
Lesson 20
Word in language and speech
Lesson 21
Lesson 22 Direct and figurative meanings of words. Borrowed words. obsolete words
Lesson 23
Lesson 24 Generalization of knowledge about lexical groups of words
Lesson 25 Recognition of significant parts of a word
Lesson 26 Recognition of significant parts of a word
Lesson 27 Recognition of significant parts of a word
Lesson 28
Lesson 29
Lesson 30
Lesson 31
Lesson 32
Lesson 33 Parts of speech. Morphological features of parts of speech
Lesson 34
Lesson 35 Verb
Lesson 36
Lesson 37
Lesson 38 Vasnetsov "Ivan Tsarevich on the Gray Wolf"
Lesson 39
Noun
Lesson 40
Lesson 41
Lesson 42
Lesson 43
Lesson 44 Indeclinable nouns
Lesson 45 1st declension of nouns
Lesson 46
Lesson 47 Plastov "First Snow"
Lesson 48
Lesson 49
Lesson 50
Lesson 51
Lesson 52 Algorithm for determining the declension of a noun
Lesson 53
Lesson 54 Case endings of nouns of the 1st, 2nd and 3rd declension singular. Ways to check unstressed case endings of nouns
Lesson 55
Lesson 56
Lesson 57
Lesson 58
Lesson 59
Lesson 60
Lesson 61
Lesson 62
Lesson 63
Lesson 64
Lesson 65
Lesson 66
Lesson 67
Lesson 68 Tropinina "Lacemaker"
Lesson 69
Lesson 70 Repetition
Lesson 71
Lesson 72
Lesson 73
Lesson 74 Genitive and accusative cases of plural nouns
Lesson 75
Lesson 76
Lesson 77 Spelling of case endings of nouns in singular and plural
Lesson 78
Lesson 79 Verification work
Lesson 80
Adjective
Lesson 81
Lesson 82
Lesson 83
Lesson 84
Lesson 85 Serov "Mika Morozov"
Lesson 86
Lesson 87
Lesson 88
Lesson 89
Lesson 90
Lesson 91
Lesson 92
Lesson 93 Our projects
Lesson 94 Spelling of case endings of masculine and neuter adjectives
Lesson 95
Lesson 96
Lesson 97
Lesson 98
Lesson 99
Lesson 100
Lesson 101 Spelling of case endings of adjectives
Lesson 102
Lesson 103 Roerich "Overseas guests"
Lesson 104
Lesson 105
Lesson 106
Lesson 107
Lesson 108 Grabar "February Blue"
Lesson 109 Check of knowledge
Lesson 110
Lesson 111 Repetition
Pronoun
Lesson 112
Lesson 113
Lesson 114
Lesson 115
Lesson 116
Lesson 117
Lesson 118 Generalization on the topic "Pronoun"
Lesson 119
Lesson 120 Repetition
Verb
Lesson 121
Lesson 122
Lesson 123
Lesson 124
Lesson 125
Lesson 126
Lesson 127 Conjugation of verbs
Lesson 128
Lesson 129
Lesson 130 Levitan "Spring. Big water"
Lesson 131
Lesson 132
Lesson 133
Lesson 134
Lesson 135
Lesson 136
Lesson 137
Lesson 138
Lesson 139
Lesson 140
Lesson 141 Making up a story based on a series of pictures
Lesson 142
Lesson 143
Lesson 144
Lesson 145
Lesson 146
Lesson 147 Repetition
Lesson 148
Lesson 149
Lesson 150
Lesson 151
Lesson 152 Repetition
Lesson 153 Speech. Text
Lesson 154
Lesson 155
Lesson 156
Lesson 157
Lesson 158 Shishkin "Rye"
Lesson 159
Lesson 160
Lesson 161
Lesson 162
Lesson 163
Lesson 164
Lesson 165
Lesson 166 Parts of speech
Lesson 167
Lesson 168 Repetition
Lesson 169
Lesson 170
Bibliography
M.: 2014. - 341 p.
The manual is included in a new series of lesson developments "LESSONS OF EDUCATION", addressed to teachers of educational institutions and methodologists. The manual provides a methodology for teaching the Russian language in the 4th grade using the teaching materials of the "School of Russia" system in accordance with the provisions of the Federal State Educational Standard. The material is organized in the form of technological maps of lessons, which makes it possible to show the activities of the teacher in achieving the planned results by students - personal, subject, meta-subject - and in the formation of universal learning activities for them. The peculiarity of these manuals is that: - the material is structured according to the stages and types of educational activities of students and teachers; - interdisciplinary connections are disclosed on a specific material; - developed a toolkit for assessing the achievements of each student.
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CONTENT
Introduction 3
Lesson #1 6
Lesson #2 8
Lesson #3 10
Lesson #4 12
Lesson #5 14
Lesson #6 16
Lesson #7 18
Lesson #8 20
Lesson #9 22
Lesson #10 24
Lesson #11 26
Lesson #12 28
Lesson #13 30
Lesson #14 32
Lesson #15 34
Lesson #16 36
Lesson #17 38
Lesson #18 40
Lesson #19 42
Lesson #20 44
Lesson #21 46
Lesson #22 48
Lesson #23 50
Lesson #24 52
Lesson #25 54
Lesson #26 56
Lesson #27 58
Lesson #28 60
Lesson #29 62
Lesson #30 64
Lesson #31 66
Lesson #32 68
Lesson #33 70
Lesson #34 72
Lesson #35 74
Lesson #36 76
Lesson #37 78
Lesson #38 80
Lesson #39 82
Lesson #40 84
Lesson #41 86
Lesson #42 88
Lesson #43 90
Lesson #44 92
Lesson #45 94
Lesson #46 96
Lesson #47 98
Lesson #48 100
Lesson #49 102
Lesson #50 104
Lesson #51 106
Lesson #52 108
Lesson #53 PO
Lesson #54 112
Lesson #55 114
Lesson #56 116
Lesson #57 118
Lesson #58 120
Lesson #59 122
Lesson #60 124
Lesson #61 126
Lesson #62 128
Lesson #63 130
Lesson #64 132
Lesson #65 134
Lesson #66 136
Lesson #67 138
Lesson #68 140
Lesson #69 142
Lesson #70 144
Lesson #71 146
Lesson #72 148
Lesson #73 150
Lesson #74 152
Lesson #75 154
Lesson #76 156
Lesson #77 158
Lesson #78 160
Lesson #79 162
Lesson #80 164
Lesson #81 166
Lesson #82 168
Lesson #83 170
Lesson #84 172
Lesson #85 174
Lesson #86 176
Lesson #87 178
Lesson #88 180
Lesson #89 182
Lesson #90 184
Lesson #91 186
Lesson #92 188
Lesson #93 190
Lesson #94 192
Lesson #95 194
Lesson #96 196
Lesson #97 198
Lesson #98 200
Lesson #99 202
Lesson #100 204
Lesson #101 206
Lesson #102 208
Lesson #103 210
Lesson #104 212
Lesson #105 214
Lesson #106 216
Lesson #107 218
Lesson #108 220
Lesson #109 222
Lesson #PO 224
Lesson #111 226
Lesson #112 228
Lesson #230
Lesson # 114 232
Lesson # 115 234
Lesson # 116 236
Lesson # 117 238
Lesson No. 118 240
Lesson # 119 242
Lesson # 120 244
Lesson # 121 246
Lesson # 122 248
Lesson No. 123 250
Lesson # 124 252
Lesson # 125 254
Lesson # 126 256
Lesson # 127 258
Lesson No. 128 260
Lesson # 129 262
Lesson No. 130 264
Lesson # 131 266
Lesson # 132 268
Lesson No. 133 270
Lesson # 134 272
Lesson No. 135 274
Lesson # 136 276
Lesson # 137 278
Lesson No. 138 280
Lesson # 139 282
Lesson #140 284
Lesson # 141 286
Lesson No. 142 288
Lesson No. 143 290
Lesson #144 292
Lesson No. 145 294
Lesson No. 146 296
Lesson # 147 298
Lesson No. 148 300
Lesson No. 149 302
Lesson No. 150 304
Lesson No. 151 306
Lesson No. 152 308
Lesson No. 153 310
Lesson No. 154 312
Lesson No. 155 314
Lesson No. 156 316
Lesson No. 157 318
Lesson No. 158 320
Lessons #159-160 322
Lesson # 161 324
Lessons #162-163 326
Lessons #164-165 328
Lessons #166-167 330
Lessons #168-169 332
Lessons #170 334
References 336
Technological maps of lessons (TKU) for the 4th grade complete a series of lesson developments "LESSONS OF EDUCATION", addressed to teachers of primary general education. A teacher who worked with the use of TCU in grades 1-3 is well aware of this teaching aid as a useful, convenient, effective tool that allows you to design a lesson in accordance with the requirements of the second generation of the Federal State Educational Standard. Lesson developments in the form of TCU for the 4th grade have a number of significant differences from the previous ones, due to the fact that the 4th grade is the last element of the primary school and, in fact, the threshold of the main school. Fourth-graders have a significant amount of knowledge, skills and abilities, so the form of presentation of theoretical material in this manual is more complex. Now the teacher can offer not a description of concepts, but their definition, which is reflected in the technological maps. The algorithm for performing educational actions of a theoretical and practical plan is also complicated based on the age characteristics of students. The TCU for the 4th grade reflects the increased share of children's independence in completing tasks individually, in pairs and in groups. The system of the proposed exercises still implements the “from simple to complex” method, but is accompanied by such mental operations as analysis, synthesis, reflection leading to a logical conclusion, search for cause-and-effect relationships.
As you know, the priority direction of the UM K of the "School of Russia" system is training in project activities, therefore, in technological maps, one of the mandatory types of lesson is a lesson project. The manual contains a sufficient number of lesson-projects with a detailed description of the stages: pre-project research, work individually, in pairs and in a group, preparing a project presentation, making a presentation, collective summing up, designing exhibitions, maintaining My Achievements folders, etc. Children , who were trained according to technological maps, come to the main school with a well-developed project activity skill.
Lesson 1 . REVIEW OF LEARNED ABOUT THE OFFER
Goals: students repeat and summarize the essential features of the sentence; observe the role of the sentence in speech.
During the classes
I. Organizational moment.
III. Calligraphic minute.
IV. Vocabulary and spelling work.
- In the 4th grade, we continue to get acquainted with words with unchecked spelling of letters. See what word you will learn today (the teacher puts up a card with a new word):
Card 1. Write text. Put punctuation marks, insert missing letters.
On the p..lyakh r..they work k..mbayny harvesting bread, there was a case and the r..byatam after the k..mbayna remain on the field k..l..ski. R..byatiski walk across the field k..l..juice to k..l..sku - there will be a big loaf of bread, thanks to the kids for their help.
Card 2. Write text. Insert missing letters. Place the appropriate signs at the end of the sentences.
By autumn, so many things have grown on the ground. Trucks are driving along the d.. horns with a yellow potato, with a red m. ..ki What else would os..no surprise people..
Card 3. Write off the text by putting the necessary signs at the end of the sentences. Indicate the type of sentence according to the purpose of the statement.
Why are you bored, dark forests
Fly away, birds, from snowstorms, blizzards
It's time for me to learn, it's time for you to go south
IV. Updating the basic knowledge about the proposal.
1. Repetition of what was learned about the proposal according to the scheme drawn up in the previous lesson.
2. Working with text written on the board.
September has come, how beautiful it is around and what colors the artist gave us - autumn let's go to the forest, to the park there we will find the answer
- Can you say that you have a text in front of you? Justify your answer.
- Find the boundaries of the sentences. What punctuation marks should be used and why?
Name the types of sentences according to the purpose of the statement.
- You said that both the first and second sentences are narrative. Why did they put different signs at the end of the sentence? (Because these sentences are pronounced with different intonation.)
– So, does the end sign of a sentence depend only on the purpose of the utterance, or also on intonation? (And from the purpose of the statement, and from intonation.)
What types of intonation sentences do you know?
- What punctuation marks can be at the end of a sentence, depending on the intonation and purpose of the statement?
– Compare your conclusion with the conclusion in the textbook (p. 6).
V. Working with the scheme.
- To the previously compiled scheme, we add types of sentences by intonation.
VI. Working with the textbook: exercises 5, 6, p. 5–6.
VII. Homework: exercise 7, p. 6; think about the question Why after completing the task.
VIII. Summary of the lesson.
Lesson 3 . MAIN AND SECONDARY
MEMBERS OF THE OFFER
Goals: students develop the ability to recognize main and secondary members in a sentence; parsing the offer.
During the classes
I. Organizational moment.
II. Presentation of the topic and objectives of the lesson.
– Look on page 8 for a new vocabulary word we will learn in the lesson.
- To write down the number 11, in the Old Russian language it was necessary to use three words at once: one on ten, which meant "one over ten." Over time, under the influence of pronunciation, this combination of words was transformed into one word. Can you now explain why this word needs to be written in two letters n ?
- Write the word in a notebook, mark the stress, underline unchecked spellings and make a sentence with this word.
IV. Checking homework for textbook questions(Ex. 7, p. 6).
Based on the answers of the children, a diagram is drawn up that summarizes the knowledge of students about the main members of the sentence:
(grammatical basis of the sentence)
subject predicate
Who? What? what is he doing? (-yut)?
(noun) what is (s)?
(verb, adj.)
- We answered the question Pochemuchki about the main members of the proposal?
“Are there no other words in sentences besides the subject and the predicate?” (Eat.)
- What are these words called? What are they needed for?
V. Observation (the presence of main and secondary members in sentences). Exercise 8, p. 6–7.
What were the sentences in the second text? ( Consisted only of the main members of the proposal.)
Do you remember what these sentences are called? (Uncommon.)
What can you say about the sentences in the first text? Why? (Common, since, in addition to the main ones, they also have secondary members.)
VI. Drawing up a diagram.
VII. Exercise in the distribution of proposals.
- Read the text. What can you say about it? (Inexpressive, as it consists only of uncommon sentences.)
– What does the text say? How can you name it?
- Write the text in a notebook, spreading the sentences. Underline the grammatical basis of the sentences.
The sky frowns. The wind roars. The clouds are moving. A thunderstorm starts. Rumors are heard. Drops fell. Rain poured down.
VIII. Independent work.
Make up sentences from these words. Title the text. Underline the grammar in each sentence.
Lived, in the summer, brothers, an apiary, on.
They helped, with bees, grandfather, for, they, to look after.
Boys, from, carried, streams, water.
Together, with, collected, honey, grandfather, fragrant.
We studied bees, habits, guys.
In autumn, they cooked, grandchildren, bees, with, wintering, grandfather, k.
IX. Generalization(on the questions of exercise 9).
X. Homework: exercise 10, p. 8.
XI. Summary of the lesson.
Lesson 4 . CONNECTION OF WORDS IN A SENTENCE.
PHRASE
Goals: students generalize knowledge about the phrase; develop the ability to highlight them in a sentence; make sentences based on these phrases.
During the classes
I. Organizational moment.
II. Calligraphic minute.
III. Vocabulary and spelling work.
On the board (or on demonstration cards) the words are written:
b..cut, wheat..nitsa, k..potato, z..mlyanika, p..midor, ..weight, m..lina, ..sina.
- Read the words. What can you say about them? (Words with unchecked letters from the dictionary.)
- What groups can be distinguished from all these words? (Answer options: birch and aspen - trees; wheat and oats are cereals; potatoes and tomatoes are vegetables; strawberries and raspberries are berries.) Perhaps the children will divide the words into groups, guided by their spellings: with an unstressed vowel e(birch, wheat, potatoes, strawberries), with an unstressed vowel O(aspen, oats, tomato), with an unstressed vowel A(potatoes, raspberries). In this case the word potato will fall into two groups, as it has two unstressed vowels.
How can you call all these words in one word? (Plants.)
- Write the words in a notebook, inserting the missing letters, indicating the stress.
For individual tasks, you can use cards for lesson 2.
IV. Actualization of basic knowledge about the phrase.
- Choose the appropriate adjectives for the word birch which we have just recorded. (V tall birch, white birch, curly birch, young birch, etc.)
– What did you get? (Phrases.)
What do you know about phrases? (They are part of a sentence, consist of two words - main and dependent.)
- Determine the main and dependent word in each of the named phrases. How do we ask a question? (From the main word to the dependent.)
V. Repetition.
1. The word of the teacher.
- Today we are working on phrases: we select them from a sentence, make sentences based on these phrases, establish a connection between words in a sentence.
2. Work with the textbook.
1) Pochemuchki’s question: “How are the words in the sentence related to each other?”
2) Comparison of students' answers with the conclusion in the textbook (p. 8).
3) Exercise in parsing sentences and highlighting phrases (exercise 11, p. 8).
VII. Compiling a story based on key word combinations.
Under the roots of an old tree, a fox hole, born in the spring, blind little foxes, carefully cared for, warmed them, cut through soon, loved to play, frolicked merrily, basked in the sun, carefully watched, caring mother.
- What will your story be about? (About the fox and her cubs.)
- What helped you to know this? (Heading and supporting phrases.)
Orally name the main and dependent word in each phrase.
- Write down the text. If you see fit, change the title of the story. Make a written analysis of any proposal.
VIII. Homework: exercise 12, p. 9.
IX. Summary of the lesson.
Lesson 5 . TEXT. TYPES OF TEXTS
Goals: students clarify their ideas about the text, its structure; compare different types of texts.
During the classes
I. Organizational moment.
II. Statement of a problematic question and formulation by students of the topic of the lesson.
1. Statement of a problem question.
- Before you guys, two records. Read them. What interesting things have you noticed and what can you say?
1) The whale is a huge mammal. A mammal is an animal that feeds its young with its milk. Milk is a useful product. Many foods need to be refrigerated or they will spoil. In case of food poisoning, consult a doctor.
2) The largest animal in the world is the whale. He is huge, but his throat is small. The whale's mouth seems to be blocked by many horn plates with a fringe along the edges - a whalebone. The whale will pick up a full mouth of water, then strain it through its mustache. The water will pour out, but the crustaceans and small fish will remain. The whale, although it lives in the water, is not a fish at all, but a beast - a mammal. And whales, like all animals, breathe air.
– Can you agree with the statement that you have two texts in front of you? Why? Justify your answer. (The text is only the second entry, since the sentences there are related in meaning and have a common theme.)
2. Formulating the topic of the lesson.
- Now think about what we will do in the lesson today, and try to formulate the topic of the lesson yourself.
– Now compare your assumptions with the questions Why Little Girl on p. 10.
III. Actualization and generalization of students' knowledge about the text.
1. Repetition of what has been learned about the text.
– So, we repeat what we already know about the text. You have already mentioned that the sentences in the text are connected in meaning and have a common theme. Can the text consist of one sentence? Why? How many sentences must there be to be considered text? (Two or more.)
2. Drawing up a diagram.
Let's try to make a diagram in which we will reflect our information about the text.
3. Work with the textbook.
– Compare your conclusions with the rules in the textbook (p. 10).
4. Performing exercise 13, p. 10.
IV. Comparison of texts of various types.
1. Independent reading by students of texts from exercises 14, 15, 16.