Goals:
- Introduce students to the dual role of the letters E, Yo, Yu, Ya, and to the fact that these letters can represent one or two sounds. Teach students to name the sounds denoted by the letters E, E, Yu, Y. Work on students’ primary skills and abilities.
- Review with students the softness of consonants and how it is indicated. Remember the spelling rules CHK, CHN, NC, RK, NSCH, RSCH, etc.
- Remember what phonetics is and that it studies sounds and letters.
- To instill in students an interest in Russian language lessons, a love for the Russian language, to cultivate the attention and activity of students in the lesson, the ability to generalize and draw conclusions.
Equipment: teacher's word, auxiliary writing on the board, illustrations, diagrams, tables, notebooks for reference signals, handouts, computer, interactive whiteboard.
During the classes
I. Organizational moment.
II. Repetition.
1. Spelling dictation:
Weight lyy, help schn And ki, about sya ba, mo sti k, zo NTI k, bo rshch, days, river ah, gwo here To.
2. Questions:
- How do these words indicate the softness of consonants?
- What do you need to remember when looking at combinations such as: CHK, SHCHN, RSH?
- What can you say by looking at the combinations of ZD, ST, NT in the words: carnation, umbrella, bridge?
- Find a word with a questionable consonant at the root and check.
- What section of the language are we studying? (Phonetics)
- What does phonetics study?
- How many vowels are there in Russian? What about sounds?
- What sounds do you know? What sounds are vowels and consonants divided into?
- What letters don't represent sounds? (b, b)
Teacher: This means that it also happens that words have fewer sounds than letters. After all, b and b do not represent sounds, and unpronounceable consonants do not represent sounds either.
Complete the following task: Determine how many letters and how many sounds are in these words?
Terrain, stumps, rye, sun.
III. Explanation of new material.
1. Teacher: In elementary school, you guys only lightly touched on the topic “The dual role of the letters E, E, Yu, Z.” Today in class we will expand our knowledge on this topic (say goal number 1). We will take a deeper look at the dual role of these letters; Let's find out why the same letters can represent one sound and two sounds; Let's learn to name the sounds denoted by the letters E, E, Yu, Ya.
Table 1
Meh ra- m’ [E] ra
By le t-pol’[O]t
TO lju in-cl’[U] in
Xia du-s’ [A] du
Questions for table 1:
- Look carefully at the words, at the underlined spellings and tell me where the letters E, E, Yu, I are? (After consonants)
- Pay attention to the transcriptions.
- What consonants do they come after? (After soft)
- So, in what case do the letters E, E, Yu, I designate one sound? (After consonants)
Teacher: Let's look at Table 2.
table 2
E m-[y’E]m
E lka-[y’O]lka
YU la-[y’U]la
I ma-[y’A]mA
Questions for Table 2:
- (At the beginning of the word)
- How many and what sounds do they represent?
- So, in what case do the letters E, E, Yu, I designate two sounds?
Teacher: Now let's look at Table 3.
Table 3
B oh ts-bo[y’ E]ts
Etc no m-pr And[ j'O]m
TO ayu So A[ y'U]ta
St oh t-st O[ y'A)t
Questions for Table 3:
- Where are the letters E, E, Yu, I in words? (After vowels)
- How many and what sounds do they represent?
- So, when do the letters E, E, Yu, I mean two sounds?
Teacher: Let's look at the examples in Table 4.
Table 4
From e bldg. ъ[y'E ] building
WITH e mka-s ъ[y’O]kA
IN yu ha-v b[ y'U]ga
Obez ya on both s[y’A]na
Questions for table 4:
- Where are the letters E, E, Yu, I in words? (After b and b signs)
- How many and what sounds do they represent?
- So, when else can the letters E, E, Yu, I represent two sounds?
Teacher: We examined the tables and drew conclusions. Now let’s compare our conclusions with the textbook rule and answer the question: did we draw the right conclusions?
2. Work in notebooks for reference signals (OS). Drawing up a table diagram.
Table-scheme No. 1
Teacher: Before filling out table diagram No. 1 with examples, let’s do the following work: I will show you pictures with the names of objects, and you will fill in the tables with examples according to the arrows. I warn you, be careful!
See presentation for pictures.(slides 2–11).
Teacher: Let's check what we've written.
Question: Why didn’t you write down examples such as: frog, tulips, lion in the table diagram?
Teacher: And now, guys, let’s draw table diagram No. 2.
Table-scheme No. 2
IV. Consolidation.
1. Game “Who is faster?”(there are two boys and two girls at the board)
Exercise: write down the words, determine how many letters and how many sounds, underline the spelling pattern being studied.
Train, cabin, spruce, bale, hatch, entrance, pour, yak, lighthouse.
2. Exercise- puzzles.
Exercise: guess the word, write it down, underline the spelling, determine how many letters and sounds there are in the words.
A) What does a bear love most in the world? (honey)
B) In what words does the spiky letter E appear? (hedgehog, ruff, Christmas tree)
C) Guess the girl’s name from the first sounds of the words: sneak, thimble, aquarium. (Yana)
D) Where do birds fly in the fall? (South)
D) What does your mother say when she feeds you? (eat)
3. Cards with tasks are distributed: write out words from the poem based on the rule “Double role of the letters E, E, Yu, I”, determine how many letters and sounds there are in them, underline the spelling pattern being studied.
Task card
Everyone around is in fear:
Enraged Ogre
Announced that he will eat today
Wonderful lunch.
Teacher: Now let’s compare your notes with the notes on the board and correct the mistakes.
4. Independently perform exercises according to the textbook.
5. Check.
V. Lesson summary.
Questions:
- What topic did we study today?
- When do the letters E, E, Yu, I designate two sounds?
- When do the letters E, E, Yu, I designate one sound?
Lesson grades. Encouragement.
VI. Homework.
6. Letter combinations that have an unpronounceable consonant sound:
STN = [si]: sad
ZDN = [sign]: star
RDC = [rc]: heart
LNC = [nc]: sun
7. Features of the pronunciation of certain combinations of consonants
CHN - [SHN] in words: boring, of course, birdhouse, scrambled eggs, trifling, Ilyinichna
WH = [SHT] in words: what, in order, anything, something, etc.
SCh, ZhCh, SShch, ZShch, 34 = [Shch"]: comb, defector, be generous, without a brush, without a watch, etc.
SSh, ZSh = [Sh]: silent, without scarf, etc.
TS(ya), TTS(ya), DS, TC = [Ts]: studying, studying, ugliness, brothers, etc. GK = [ХК], [Х "К"]: easy ГЧ =: easier
8. Peculiarities of pronunciation of some grammatical forms
At the endings -Ого- (-ИГ-) of adjectives, participles and pronouns, the consonant sound [В] is pronounced: beautiful, flying, own.
Specifics of the letters b and b
The letters b and b do not represent sounds.
Algorithm for completing task A4:
1. If you need to determine the relationship between letters and sounds in a word, you should remember that
Letters b and b sounds are not indicated;
Letters E. E. Y. I can represent two sounds
a) at the beginning of the word (PIT, HEDGEHOG);
b) after vowels (SHINE, FIGHTER);
c) after b and b (DRINK, ENTRANCE).
The following letter combinations are pronounced as one sound:
a) SCh, ZhCh, SShch, ZShch, 34 = [Shch"]: comb, defector, be generous, without a brush, without a watch, etc.;
b) SSh, ZSh = [Sh]: silent, without a scarf, etc.;
c) TS(ya), TS(ya), DS, TC = [C]: studying, learning, ugliness, brothers, etc.
The following letter combinations contain unpronounceable consonants:
a) STN = [sn]: sad;
b) ZDN = [sign]: star;
c) RDC = [rts]: heart;
d) LNC = [nc]: sun.
2. If you need to determine in which words all consonant sounds are hard or in which words all consonant sounds are soft, remember that
The letters E, E, Yu, I, b indicate the softness of the preceding consonant;
In the letter combinations Шь, Жь, the letter b (soft sign) does not indicate the softness of the consonant (the sounds Ж, Ш are always unpaired, hard), but indicates a certain grammatical form:
a) rye, mouse - b sign shows that we have nouns of the 3rd declension;
b) eat, cut - b sign shows that we have the imperative form of the verb;
c) you drive, you speak - the b sign shows that we have the 2nd person singular form of the verb;
A word can always have a soft unpaired invisible sound [Y"], indicated in writing using the letters E, E, Yu, I, if they come at the beginning of the word (YAMA, HEDGEHOG); after vowels (SHINE, FIGHTER); after Ъ and ь (DRINKING, ENTRANCE).
Note: Sometimes students forget about the existence of this sound and therefore mistakenly believe that, for example, in the word APPLE all consonant sounds are hard.
3. If you need to determine in which words all consonant sounds are voiced or in which words all consonant sounds are voiceless, remember that
all voiceless consonants The following phrase allows you to remember: FOKA, DO YOU WANT TO EAT CHEEK?
all voiced consonants allows you to remember another phrase: OH, WE DID NOT FORGET ABOUT ANOTHER!
A voiced consonant at the end of a word or before a voiceless consonant is pronounced as voiceless: OAK [SOUL; TALE [SKA SKA].
A voiceless consonant before a voiced consonant is pronounced as a voiced one: REQUEST [PROCBA].
TASK A5
What should a student know when completing task A5?: spelling roots with a tested unstressed vowel; spelling of roots with alternating vowel; vocabulary words with unverifiable unstressed vowels at the root, requiring memorization.
1. Tested unstressed vowels in the root of the word
In an unstressed position at the root of a word, the same vowel is written as under stress in words with the same root or forms of this word:
Unstressed vowel sound
Causes a lot of pain.
So that there is no doubt,
We put emphasis on the sound.
Stress over vowel
Can make the letter clear.
Example: serial - serial; washed - washing, humble - meek, enchanted - enchantment, ambitious - honor.
Checking an unstressed vowel in the root is possible by selecting the form of the same word. To do this you need:
For nouns, change the number: spring - vesny, sails - sail;
For adjectives, replace the full form with a short one: naked - he is naked, barefoot - he is 60c;
For verbs:
A) change the number: I wander - we wander;
B) change the time: showed - will show;
B) change gender (for past tense verbs): took away - took away.
When selecting words with the same root, you should distinguish between words that are similar in sound and those that are different in meaning and spelling. The correct selection of a test word for them depends on the meaning of the original word:
1. an old resident of our city (= old resident) - he guarded the warehouse (= watchman)
2. beg for mercy (= he begs) - belittle the meaning (make small)
3. unload the gun (= discharge) - thin the carrots (= rare)
4. to irritate with behavior (= someone teases) - to tremble from the cold (shiver)
5. bless for a feat (= say a good word) - glorify the hero (= glory)
6. punish the enemy (= kara) - conquer nature (= obedient) - reproach for laziness (= rebuke)
7. dedicate a poem (= holiness) - shine a candle (= light)
8. see from afar (= see) - fade without moisture (= fade)
9. subside gradually (= calm down) - console tenderly (= console)
10. the flag flutters (= waving) - the child is developing (= development)
Technological map of the Russian language lesson, class 5 “A”
Lesson topic: “The dual role of letters e, e, yu, I"
The purpose of the teacher's activity: update and restore knowledge about the dual role of letters e, e, yu, i ; develop skills in identifying phonetic positions in which letters e, e, yu, i represent one or two sounds.
Lesson type : combined
Planned educational results:
- subject (scope of development and level of competence): know sound meaning of letters e, e, yu, i in different phonetic positions; be able to distinguish the sound meaning of letters e, e, yu, i in different phonetic positions, explain why the Russian language has 6 vowel sounds and 10 letters denoting them;
- meta-subject (components of cultural competence experience): the ability to understand the goals of educational activities and explain them; ability to set a goal and organize its achievement, reflective thinking.
- personal: awareness of the aesthetic value of the Russian language; respect for the Russian language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture, the desire for speech self-improvement.
Methods and forms of training: observation of language, research method, creating a problem situation, individual, group, frontal
Equipment e: computer, multimedia projector.
Visual demonstration material: presentation on the topic of the lesson
Implemented program:in Russian for grades 5-9. Authors: M.T.Baranov, T.A.Ladyzhenskaya, N.M.Shansky and others/Moscow: Education 2013
UMK: Russian language. 5th grade: textbook for educational institutions. At 2 o'clock Authors: T.A.Ladyzhenskaya, M.T.Baranov, L.A.Trostentsova, L.T.Grigoryan, I.I.Kulibaba, N.V.Ladyzhenskaya.
Lesson structure
Lesson steps | Educational and developmental components, tasks and exercises | Teacher activities | Student activities | Forms of organizing interaction | Formed skills (UDS) | Intermediate control |
1.Organizational moment (motivation for educational activities) | Emotional psychological and motivational preparation of students for mastering the material being studied | Introduction. Hello guys! I am glad to see you today. May the short time we spend together bring you joy, be interesting and useful. I wanted to start the lesson with a proverb, but it fell apart.2slide Help me collect it(Knowledge and wisdom adorn a person)3 slide Parse the sentence syntactically. | They listen to the teacher and participate in dialogue with him. | frontal | Cognitive: aware of the educational and cognitive task Regulatory: plan necessary actions, operations Communicative: work in pairs | Verbal responses |
2. Updating and trial learning activity | Reproduction of previously studied, establishment of successive connections between previous and new knowledge and application of it in new situations. | There are many different countries in the world. But you won’t find the country we are going to today on the map, although we meet its inhabitants in every lesson. It is called Phonetics Guys, what are the names of the inhabitants of this country? (sounds, letters) What is the difference between a sound and a letter? What are consonant sounds made of? How many vowel sounds? How many vowel sounds? Let's turn to our sentence and write down those words that have more sounds than letters. Why is this happening? What other letters can represent two sounds? Yo, I. Let's turn to the word Human. What role does the letter e play here? | Answer questions. Constructing statements We pronounce and hear sounds, we write and read letters. There are 10 vowels 6 vowel sounds Knowledge Decorate Softens the previous consonant and denotes the sound (e) | Frontal, individual | Cognitive: to solve educational problems, they carry out operations of analysis, synthesis, comparison, classification, and establish cause-and-effect relationships. Regulatory: accept and maintain the learning task. Communicative: asking questions, answering questions from others | |
3. Goal setting and building a project to overcome difficulties | Revealing the essence of new concepts, mastering new ways of educational and mental activity of students. Checking assignments. Conversation on issues | Let's formulate the topic of our lesson. Slide4 Creates a problematic situation in which students discover a lack of knowledge and a desire to actively overcome emerging contradictions in the process of learning activities Formulates the purpose of the educationalactivity together with the students who take it upon themselves. Today we will work with unusual letters in the Russian language: e, ё, yu, ya. Their originality lies in the fact that they can play a dual role: denoting one or two sounds. They also indicate the softness of the consonant. Slides5-11 Let's turn to the textbook, page 142, paragraph 61. Did our conclusions coincide with the rule? | Personal: aware of their capabilities in learning, able to adequately reason about the reasons for their success or failure. Cognitive: extract the necessary information from the teacher’s explanations they listened to, the statements of classmates, and systematize their own knowledge. Regulatory: plan the necessary actions. Communicative: build small monologue statements.. | Verbal responses |
||
4. Practical activities to implement the construction of the project | Exercise 310 Formulate a conclusion about what position the letters are in e , represent one sound? When the letter e represent two sounds? | They answer the teacher’s questions, formulate a rule, their own conclusions in collaboration with the teacher and classmates. They answer the teacher’s questions, formulate a rule. | Individualgroup Frontal, individual | Cognitive: read and listen, extracting the necessary information, independently finding it in the textbook materials. Regulatory: they control learning activities, notice mistakes made, understand the rule of control and successfully use it in solving a learning task. | Verbal responses |
|
5. Primary consolidation with commenting in external speech | Generalization, systematization and formation of rational ways of applying them in practice. Conversation, table analysis | Let's summarize our research and try to create a table Let’s compare our table with the generalizing table “Dual role of the letters e, e, yu, i” ( slide12) The double role of the letters e, e, yu, i (artist letters) | Working on compiling a table Formulate their own thoughts and draw conclusions | Individual group | Cognitive: they perform educational and cognitive actions in a materialized and mental form, carry out operations of analysis, synthesis, comparison, classification to solve educational problems, and establish cause-and-effect relationships. Regulatory: accept and maintain the learning task. Communicative: ask questions, answer questions from others, formulate their own thoughts, express and justify their point of view | Verbal responses |
6. Physical education minute | Educational game - warm-up. Summarizing the knowledge gained in the lesson. | Tired? I suggest you play a little. If the vowels represent two sounds, girls squat; if there is one, then boys squat. Cabin boy, bread, barrier, chandelier, stump, cranberry, memory, gun, lake, monument, blizzard, beets, cabin, stump, button accordion. | Take part in an educational game. | frontal | Personal: understand the importance of knowledge for a person. Cognitive: acquire the ability to use acquired knowledge and skills in practical activities and everyday life. Regulatory: evaluate their work, correct and explain errors. Communicative: formulate their own thoughts, express and justify their point of view. | |
7. Independent work with self-test according to the standard | Performing multi-level exercises based on the textbook and didactic material | Independent performance of exercises of varying complexity selected by the teacher 1.Distributive dictation (work in pairs) Exercise. Arrange the words in 2 columns: 1) the letters E, E, Yu, I represent 1 sound, 2) the letters E, E, Yu, I represent 2 sounds. Honey, food, anchor, cabin, forest, warmth, tree, shadow, people, blizzard, pouring, flying, strap, pit, button accordion, river, bathhouse.(slide13) 2. Exercise - riddles. Exercise: guess the word, write it down, determine how many letters and sounds there are in the words.
3.exercise 331 Well done boys! And you coped with this task perfectly. | Doing exercises | Individualgroup | Cognitive: search for necessary information. Regulatory: independently plan necessary actions, operations, act according to plan | Paperwork |
8. Reflection on learning activities (summarizing the lesson) | Final discussion on issues | (slide14) What new did you learn in the lesson? What difficulties did you encounter during your work? Did you enjoy the lesson? Select a strip and show me. Let's evaluate the work of our classmates. | Determine their emotional state in class. They give grades. | Individual group | Cognitive: acquire the ability to organize their activities in a motivated manner. Regulatory: evaluate their work. Communicative: construct small monologue statements. | Assessing students' work in class. |
9. Homework | Dictates d/z control312(slide15) | Diary entry | individual |
Lesson - a fairy tale
The double role of the letters e, e, yu, i.
Teacher Lachugina E.V.
Purpose of the lesson: help children learn a new topic.
This topic, as experience shows, causes great difficulties for children, so for the explanation it is important to include vivid fairy-tale images and establish associative connections between the rule and the plot of the fairy tale.
The first part will help you remember which letters can represent two sounds (they are iotized).
The second part will help you remember that these letters indicate the softness of the previous consonant and in these cases represent one sound.
Today we will work with unusual letters in the Russian language: e, e, yu, i.
Their originality lies in the fact that they can play a dual role: denoting one or two sounds.
They also indicate the softness of the consonant
What happened in the Alphabet Kingdom.
In a certain kingdom, in the Alphabet State, there lived a letter Y. One day she went into the forest and there she met two scary, hairy monsters who immediately decided to eat her. Letter Y She ran at full speed, and the monsters rushed in pursuit of her. Suddenly the first monster growled: “ I eat her! I eat her! In the language of monsters it is " yay" means "grab, catch", and " her" It means the same thing to them as it does to us. It turns out that the monster shouted: “Catch her! Grab her! " I yu her!- answered the second monster. And that meant: " I behind YU bku HER I’ll grab it!” Because in the language of monsters " I" means the same as ours, and the skirt is called in abbreviation - Yu; The word “I’ll grab” was simply swallowed by the monster as it ran.
But the letter Y ran great. Neither alive nor dead, she flew into her house, and everything was ringing in her ears: “ I eat her!»
Years have passed. Letter Y got married and had 4 daughters - 4 letters. To sing about her salvation, my mother called them this:
I'm Yu Ye Yo
Each daughter was a little like her mother.
The letter I sounded like [y"a]
The letter Yu sounded like [th "u]
The letter E sounded like [y"e]
The letter E sounded like [th "o]
Guys, listen to the words APPLE, SKIRT, HEDGEHOG, FIR - and you will hear the sound [th"]
So all 4 letters : I am Yu Ye Yo- denoted two sounds, the first of which was the sound [th"]- in honor of my mother.
Letters I'm Yu Ye Yo were special and did not resemble anyone else, because no other vowel could denote two sounds at once.
But then one day trouble happened in the Kingdom of Alphabet. Out of nowhere, the sorceress Otverdina flew in and unleashed a terrible disease on all the consonant sounds: they all petrified - they became hard. And no one knew how to treat hardening - petrification.
Having learned about this trouble, the letters I'm Yu Ye Yo They rushed to beg the sorceress Otverdina to cast a spell on the unfortunate consonants, but Otverdina was firm and inexorable. “No way,” she kept saying. - Unless... You give me a ransom. Let each of you give me the most precious thing you have - sound [th"]" "We agree!" - they answered immediately I'm Yu Ye Yo
They felt so sorry for the enchanted consonants. “Okay,” said Otverdina. - From now on it will be like this: when each of you stands up after a consonant, it loses its dear sound [th"], but the consonant becomes soft.”
So and it happened. Now that the lettersI, Yu, E, yo appear in the word aftercovowel, they lose sound[th"], but agrees immediately softens . Next to the disenchanted soft consonant
I sounds like A, Yu sounds like U, E sounds like E, and E - like O.
Listen here: MINT, SOFT, PULLING, LOVES, BRANCH, MARK, FOREST, LIGHT, WARM, FREEZING.
Our letters could not help only consonantsW, F, C- they are Always solid.
Then I'll follow suit I, Yu, E, Yo followed by two more letters:AND And b. They also learned to soften their consonants. True, they didn’t have to sacrifice anything - they didn’t have a favorite sound[th"]. Here's how AND And b soften the consonants: DRINK, POUR, SWEET, ZERO, STUMP, MEASLES.
True, letters I, Yu, E, Yo they haven't lost their precious sound forever[th"]. When they are not next to consonants, they still represent two sounds.
This happens when lettersI, Yu, E, Yo come at the beginning of the words: they have no oneneed to be softened and not you need to give Otverdina your sound[th"]. Therefore, at the beginning of the word the letters I, Yu, E, Yo denote, as before, two sounds. Listen for yourself: YAMA, BRIGHT, YOUNG, SOUTH, FOOD, GO, YOLKA, RUFF.
When the letters I, Yu, E, Yo happens to come after vowels, theySame denote two sounds, because vowels do not need to be softened. Vowels are not hard or soft, right? Listen to how they soundletters I, Yu, HER ambassador of vowels : MY, NECK, SINGING, ROYING, HOWLING, WHICHING, YOURS, MINE.
And more letters I, Yu, E, Yo denote two sounds after the separatorsb And Kommersant After all b And Kommersant They don’t represent any sounds at all, so why soften them! They specifically separate the consonant and the lettersI, Yu, E, Yo, so that these kind letters do not accidentally soften them! Listen to how they soundI, Yu, E, Yo after separators b And Kommersant: HUG, DRUNK, DRINK, SEW, CONGRESS, WENT OUT, BLOW, GUN, UNDERWEAR.
These are the amazing events that happened in the Alphabet Kingdom.
Now, guys, let’s summarize our research, let’s try to make a table
The double role of the letters e, e, yu, i (artist letters)
[uh, oh, uh, a]
Two sounds
[th] + [e, o, y, a]
After consonants
1.At the beginning of a word
2. After separating b and b
3. After a vowel
Tired? I suggest you play a little. If the vowels represent two sounds, girls squat; if there is one, then boys squat.
Cabin boy, bread, barrier, chandelier, stump, cranberry, memory, gun, lake, monument, blizzard, beets, cabin, stump, button accordion.
Now let’s move on to the exercises that we will perform in writing in a notebook.
1.Distributive dictation (work in pairs)
Exercise. Arrange the words in 2 columns:
1) the letters E, E, Yu, I represent 1 sound,
2) the letters E, E, Yu, I represent 2 sounds.
Honey, food, anchor, cabin, forest, warmth, tree, shadow, people, blizzard, pouring, flying, strap, pit, button accordion, river, bathhouse.(slide13)
2.Exercise - puzzles.
Exercise: guess the word, write it down, determine how many letters and sounds there are in the words.
What does a bear love most in the world? (honey)
What fish starts with E? (ruff)
Where do the birds fly? (south)
The youngest sailor on the ship ?(cabin boy)
3. Exercise 312 in the textbook.
Well done boys! And you coped with this task perfectly.
Final discussion on issues
What new did you learn in the lesson?
What difficulties did you encounter during your work?
Did you enjoy the lesson?
Homework assignment.
D.Z exercise 314, paragraph 61 pp. 142-143
Target: give an idea of the dual role of the letters E, E, Yu, I; prove that in some positions these letters can represent 2 sounds.
Pedagogical tools: spelling cards, table, textbook, student workbooks.
During the classes
I. Organizational moment - 2 min.
II. Spelling five-minute - 5 min. Working with spelling cards.
III. “Warm-up minutes” (frontal interactive method). A fleeting snapshot of knowledge.
- What section of the language are we studying?
From what language did this term come to us?
(from the Greek Fone - sound.)
What is the minimum unit of language called?
What is the difference between letters and sounds?
Which branch of the language studies the design of letters and their types?
What is the alphabet?
How many letters are in the Russian alphabet?
What are more letters or sounds in a language?
How do we indicate the softness of consonants in writing?
The softness of which consonant before other consonants is always indicated with a soft sign?
In what combinations is a soft sign not written to indicate softness? Why?
How many vowel sounds are there in Russian? How many vowels? (10)
Today in the lesson we will talk about rich letters in the Russian language. These are the letters E, E, Yu, Z.
Open your notebooks and write down today’s date, class work, topic of the lesson.
IV .Explanation of new material
The “richness” of these sounds is that they can play a double role. The purpose of our lesson will be to become familiar with the dual role of these letters and to learn to recognize these roles. The first one is already known to us, and now we will remember it again. Let's write the following words in a column: during the day, nearby, people, forest.
Where are the letters E, E, Yu, I in the words of this column? (After consonants). How many and what sounds do they represent? What role do they perform? (They soften the consonant in front of them)
Conclusion: The letters E, E, Yu, I designate 1 sound if they appear after soft consonants, and this is their first role.
From ex. 304 find a column with words where these letters play this role.
Guys, the second role of these letters is the ability to denote two sounds at once, in strictly defined positions. Now we Let's find out which ones. To do this, we will write down the words from the 2nd column. Where are our letters in the words of this column? (At the beginning of the word.) How many and what sounds do they represent?
Conclusion: The letters E, E, Yu, I represent 2 sounds at the beginning of a word.
Conclusion: After a vowel.
Conclusion: after ъ and ь signs.
Thus, guys, let's conclude in which three positions the letters e, ё, yu, i mean 2 sounds (I post a table).
Now we’ll play, warm up and train at the same time.
Warm-up game:The presenter pronounces words that contain the vowels E, Yo, Yu, Ya. If a vowel denotes 2 sounds, then the children raise two hands up, and if there is 1 sound, then their right hand.
Yungakhleb
Barrierchandelier
Shotgun
Bayankranberry
Vyugasvekla
Pendulummemory
Kayutaozero
Well done, that's enough. We sit down and continue to work.
Let's do exercise 305. Read the task.
Letter – [p*is*mo]-6 b. 5 stars; thought [we sl*] -5 b. 4 stars;
Let’s take [vas*m*om] – 7b. 6 stars; eighth [your*mine*] -7 b. 6 stars; bayan [bai*an] – 4 b. 5 stars; south [y*UK] – 2 b. 3 stars; food [y*eda] – 3 b. 4 stars; Christmas tree [y*olka] – 4 b. 5 stars; honest [h*esny*]– 7 b. 6 stars; holiday [holiday] – 8b. 7 stars
Selective distribution dictation (according to options).
Option 1 writes down words where the letters e, ё, yu, i represent 1 sound, and option 2 – 2 sounds.
Laziness, hedgehog, skirt, parachute, curls, cradle, let's sing, leaves, village, tin, tree, led.
1 2
Lenezhik
parachute
Let's sing the cradle
Seloleaves
Tin can
Velotrain
Spelling work with words written on the board.
Theater, cocoa, border, shine, union, jet, fighter, spy, duet, piano, rubber, scream, all, request. (The task is performed in rows or collectively.)
1) Write down words that have more letters than sounds.
Scream (7 b. 6 stars), all (4 b. 3 stars), request (7 b. 6 stars);
2) Write down words that have more sounds than letters. Border (6 b. 7 stars), union (4 b. 5 stars), jet (5 b. 6 stars), fighter (4 b. 5 stars) ,;
3) Find and write down words in which there are 2 vowel sounds nearby. Theatre, cocoa, spy, duet, piano, rubber.
Remember! The sound [th] is consonant!
So, today in class we got acquainted with rich letters. What is their wealth? How many roles can these letters play? In what positions do they represent 2 sounds?
Assessment of activities for lesson and homework.
Paragraph 61, ex. 306.
Note. Game of the third wheel. Find the extra word in each group. On what grounds did it turn out to be superfluous?
Month, pepper, village , family
Lizard, apple, ash , heaviness.
Julia, yurt, cabin, jury. Fireworks, brochure, earth, berry.