A Russian language lesson on the topic “The letters e, ё, yu, I at the beginning of a word” in the first grade in the educational complex “Prospective Primary School” is held at the end of the school year. The content of the educational material in the lesson is not new for students, because During the period of learning to read and write, children, studying vowel letters and sounds, conducting a sound-letter analysis of words, discovered that the vowel letters e, e, yu, i can mean both one sound and two sounds in words. One of the goals of this lesson is to activate students’ knowledge of vowel sounds and letters denoting two sounds, and to generalize students’ knowledge on this topic.
In the lesson there is no educational material ready for students to memorize, which changes the student’s position in the educational process. Children work in a joint search with the teacher. A large role in the lesson is given to the use of the following methods and techniques: comparison, analysis and synthesis, generalization, classification, etc.
At the beginning of the lesson, children complete tasks, and only then guess what the lesson will be about, and independently formulate the topic of the lesson and set tasks.
During the lesson, a situation arises in an educational dispute. Misha and Masha, the heroes accompanying the children on the pages of the textbook, express different points of view. The guys need to argue their point of view.
Methodological apparatus of the textbook “Russian Language” N.A. Churakova allows you to implement a differentiated approach to teaching students without additional effort. Guessing the riddle of Anishit Yokopovna (a sorceress who helps the children learn the Russian language), the children in the Museum Hall are looking for animals whose first letter is a vowel, but denotes a consonant sound. For those who find it easy, they complete the task on their own; for those who find it difficult, they use the Bat’s hint. During independent work, the teacher provides individual assistance to the children.
When summing up the lesson, test tasks are used.
Great importance in the lesson was given to developing the ability to work with a printed textbook and notebook: find the necessary pages, tasks, and clearly perform what is required according to the algorithm.
Children have the opportunity to evaluate their work in class according to the following parameters: satisfied with their work, satisfied, but believes that they could work even better; dissatisfied. This helps to increase learning motivation and stimulate students. Those who were dissatisfied (there were two people in the class during the lesson) tried very hard in the next lesson, as they also had a desire to be satisfied with their work.
Preparing the presentation for the lesson was important. In order to summarize what the children said, the children had the opportunity to visually perceive the information again. (The topic of the lesson itself is one of the most difficult not only in first grade, but also in the Russian language course in elementary school in general.) After solving the riddles, colorful drawings of clues appeared on the board. There was an opportunity to remember a little about the animals that were discussed in the lessons of the surrounding world (interdisciplinary communication with minimal time investment). When summing up the lesson, when a test task was given, the children saw the answer options on the screen and could choose the correct one, in their opinion, and give reasons. At the end of the lesson, we returned to the fifth slide with the formulation of the topic and once again made a conclusion.
Ozheredova Olga Sergeevna
Municipal budgetary educational institution –
Lyceum No. 10 of the city of Belgorod
Educational and educational complex "Prospective Primary School"
1 class
Literacy (writing)
Letter of small letter e.
Prepared
primary school teacher
Sapega Olga Alekseevna
Belgorod,
Purpose of the lesson:
Primary assimilation of new knowledge and methods of action.
Lesson type:
Lesson of initial presentation of new knowledge and methods of educational actions.
Planned results
Subject
The student will have the opportunity to learn:
writing a lowercase letter e.
Cognitive
-
Independent identification and formulation of a cognitive goal.
-
Using various methods of searching and analyzing information in accordance with cognitive tasks.
- Mastery of logical actions of comparison, analysis, generalization.
- Completing a task using material objects (pointers), drawings, diagrams, tables.
Regulatory
- Formulate and maintain the goal and objectives of educational activities, searching for means of implementation.
- Develop motives for learning activities and form a personal meaning of learning.
- Evaluate the correct choice of linguistic and non-linguistic means of oral communication in the classroom.
- Make a plan and sequence of actions.
- Monitoring your own activities based on the results of completing the task.
Communication
- Determine a common goal and ways to achieve it.
- Interact (collaborate) with your desk neighbor, in a group.
- Ask for help, articulate your difficulties.
- Construct a statement that is understandable for listeners, ask clarifying questions, and formulate simple conclusions.
- Observe grammatical norms of speech.
Lesson No. 45
Lesson topic: “Letter of the lowercase letter e”
Target:Create conditions for developing students’ ability to write the lowercase letter e.
Learning Objectives:
1. Create a situation in which there is a need to formulate a problem, propose ways to solve it in order to obtain new knowledge.
2. To ensure that schoolchildren develop the ability to identify the key moments of their activities as parts of the whole.
3. Create conditions for students to develop the ability to structure information.
4. Learn to control your activity in writing the lowercase letter е, syllables and words with the letter е.
Educational and methodological support
ABC: Writing notebook No. 2. 1st grade / N. G. Agarkova, Yu. A. Agarkov. – 2nd ed., rev. – M.: Akademkniga/Textbook, 2012.
- ABC. Teaching literacy and reading: Methodological manual / N. M. Lavrova.- Ed. 2nd, rev. – M.: Akademkniga/Textbook, 2011.
Envelopes with objects for construction (sound patterns, letter elements), colored pencils, bookmarks - stickers, information signs, assessment sheets.
During the classes:
I.
Organizational and motivational stage.
Target:
organize focused attention at the beginning of the lesson.
U.:- Check your readiness for the lesson.
(The student shows and tells how the workplace is organized - the others check.)
D.:- Writing notebook, envelope with elements of letters and sounds, pen, pencil, black felt-tip pen. Colored pencils: red, yellow, green, blue. Self-assessment sheet.
II. Goal setting.
Target:
to form children’s ideas about what new they will learn in class and what they will learn.
U.:- Find the page on which we will work. What page is this?
D.:- Page 15.
U.:- Why do you think so?
D.:- In the last lesson we worked on page 14.
U.:- Look carefully at the notebook page. Together, try to determine the topic of our lesson.
D.: -We believe that the topic of our lesson: writing a lowercase letter е, writing a small letter е...
U.: -What goals will you each set for yourself in order to learn to write the lowercase letter e?
D.: -We will find the elements that make up the letter ё, construct the letter, write it, make diagrams of words, and complete the tasks of Question by Voprosych and Raskraskin.
The purpose of the lesson:learn to write the lowercase letter e.
III. Primary perception and assimilation of new theoretical educational material.
Target:
1) Updating basic knowledge
1. Making a lesson plan
U.:- Make a work plan based on the notebook page and symbols.
(Children make a work plan using symbols.)
2) Recognition of elements of the letter u.
U.:- What is the first step according to the plan?
D.: - Letter construction.
U.:- Look at the letter elements located in the upper right corner of the page. Analyze what elements the letter e consists of. Fill in the required circles.
U.: -Exchange notebooks and check each other.
U.: -How many elements were needed?
D.: - Two.
U.: -Name the elements that make up the capital letter e.
D.: - Strip in the shape of a straight line; strip in the shape of a smooth line; oval-shaped strip (1, 3).
U.: -
3) Construction of the letter u.
U.: -What's the next step in constructing the letter e?
D.: - Letter construction.
U.: -How to check the correctness of the letter design task?
D.: - Using the “key” to constructing written letters.
U.: -Elements with what numbers will we need? Where can we see this?
D.: - On page 32 of our notebook. (At the end of the notebook.) We need: 35, 50 and 51 elements.
U.: -Construct the letter e. (Children complete the task.)
(Children complete the task. The teacher checks the letter on their desks.)
U.: -Evaluate your work on the assessment sheets.
U.: -Adding up the letter elements. We remove the envelope.
3. Preparing your hand for writing.
1) “Lazy Eights”
2) Performing exercises for the hands.
U:- Let's prepare our hand for writing.
Children perform a set of exercises (circular movements of the hands to the left, right; exercises for the fingers).
3) "Clothespin"(In the free hand from the letter, take a clothespin and massage (lightly press with a clothespin) each finger of the other hand, repeat 3 times).
4) Writing a lowercase letter e.
U.
D.: -Writing a letter.
U.: - We continue our work. Take your pens. We write the elements and the letter e in the air to count. We look at the board and repeat after me the writing of the letter. I'm on the board, you're in the air. On the count: and - one - and - and - and.
U.: - Trace the letter yu in a large rectangle with your finger.
U.: - Write the elements and the letter e in a large rectangle to count.
U.: - We write the letter e on the first line for the count.
U.: - Where does the letter start?
D.: -Where the blue dot is.
U.: - Prepare to write with me on the count. (1 line is dictated by the teacher and 2 students, one letter at a time; we count to ourselves until the end of the line.)
Dynamic pause
Target:change of activity
"Gymnastics for the eyes."
1."The finger doubles"(facilitates visual work at close range).
U.: - Stretch your hand forward, look at the tip of the finger of the outstretched hand, located along the midline of the face, slowly bring the finger closer, without taking your eyes off it until the finger begins to double. Repeat 6-8 times.
2.Keen Eyes
U.: - With your eyes, draw 6 circles clockwise and 6 circles counterclockwise.
3."Shooting with the Eyes"
U.: - Move your eyes from side to side, looking as far to the left as possible, then to the right, then up and down. Repeat 5-6 times slowly.
4."Writing with your nose"(reduces tension in the eye area).
U.: - Close your eyes. Using your nose like a long pen, write the letter e.
IV. Application of theoretical principles in the conditions of performing exercises and solving KM.
Target:formation of a way of activity.
1. Exercise in writing connections: le, no, ryo– middle connection.
U.: - What is written on the second line?
D.: - Syllables.
U.: - How many syllables?
D.:- Three.
U.
D.:- They have two letters, the second letter is e.
U.: - We write to the account.
2. Exercise in writing connections: er– top connection, eat, eat– bottom connection.
U.: - What is written on the third line?
D.: - Syllables.
U.: - How many syllables?
D.:- Three.
U.: - Let's read the syllables. What do they have in common?
D.:- They have two letters, starting with the letter e.
U.: - What secret of the letter e did we learn about in our reading lesson?
U.: - Guys, find a clue on the notebook page.
D.:- The letter е can mean two sounds if it is at the beginning of a word or in the middle after a vowel.
U.: - What is the difference in the spelling of syllables?
D.:- Different types of connection.
U.: - We write to the account.
Dynamic pause
Target:
change of activity
"Brain gymnastics"
(a set of exercises aimed at improving brain activity ).
1.
"Shaking your head"
(exercise stimulates thought processes).
U.- We stood up and put our feet shoulder-width apart. Let's straighten our shoulders. Let's breathe deeply. Inhale and exhale. Drop your head forward and allow your head to slowly sway from side to side as your breath releases tension. The chin traces a slightly curved line across the chest as the neck relaxes. (30 seconds).
2.
"Cap for Thought"
(y improves attention, clarity of perception and speech).
U.- “Put on your hat,” i.e. gently curl your ears from the top point to the lobe (three times).
VI. Independent, creative use of developed skills and abilities.
Target:
develop independence and creative abilities of students.
1.
Drawing up sound-letter diagrams for words
.
U.
D.:– Work with sound-letter models of words.
U.: – This is a very difficult task, you may even have to do research. Listen carefully to the instructions.
1)
Read the sound-letter model of the word.
2)
Break the word into syllables.
3)
Think about which word from the workbook this diagram would be suitable for.
4)
Convert the sound model into sound.
5)
Indicate sounds in block letters.
6)
Indicate sounds in capital letters.
U.: – We work in threes. Distribute responsibilities. (Choose a captain. One writes down sounds, another writes letters, the third converts printed letters into capital letters. We work with a black felt-tip pen. The captain helps distribute responsibilities.)
U.: – Look at the table, select a word from the notebook for this model.
(mine, mine, mine)
Ó
U.: – Who managed to find a word for this model?
U.: – Who couldn’t find a word for this model? The guys will help you by telling you how they worked.
2. Presentation of completed work.
U.: – One person from the group will come to the board and tell how their group worked.
D.:– We discussed and decided that the word mine would be suitable for the diagram, because the letter e is in the middle of the word after the vowel and denotes two sounds [yo]. Lera wrote the sounds, Artyom typed the letters, and Pasha wrote down the capital letters.
U.: -Evaluate your work on the assessment sheets.
3.
Writing words according to the model in notebooks.
Rules for copying words.
U.: – Let’s remember the rules for copying words.
D.:- You need to read the word syllable by syllable. You need to pay attention to the types of compounds in the word.
1)U.: – Read the first couple of words again. How many syllables do they have?
D.:- The word mine has one syllable, and the word mine has two.
U.: – Pay attention to the types of compounds in words.
U.
2) U.: – Read the second pair of words again. How many syllables do they have?
D.:- The word mine has one syllable, and the word mine has two.
U.: – Pay attention to the types of compounds in the word.
U.: – Write the words, dictating to yourself syllable by syllable.
4) Self-test. (Children read what is written, put emphasis, mark syllables with arcs.)
U.: – Check the spelling of words. Read the word, put the emphasis, mark the syllables with arcs.
4. Performing logical tasks with letters.
U.: - What is the next step according to the plan?
D.:- We will carry out the tasks of Question Questioner.
U.: - What question did Question Question want to ask us? How many requirements are there in this task?
D.:- Three requirements. Find a common element in letters, compare letters, recode letters.
U.: - Right. And you will perform it in fours.
U.:- Remember the rules for working in groups. (Rules are pinned on the board)
Rules for working in groups
:
1.
Speak in a low voice. Do not scream!
2.
Share your opinion.
3.
Give each person in the group a chance to speak. Cooperate and respect all members of the group.
4.
Choose a consultant.
U.: - Analyze the letters a, y, U, s, i, I.Why are letters written on the work line after the arrow from the circle with letter elements?a, y, U, s, i, I.
D.: -
U.: - Analyze the letters I, I, Oh, oh, (e), a. Select a common element in them and think about which element needs to be inscribed in the circle.
D.: -You need to fit an oval-shaped strip into the circle, because it is a common element of the letters I, I, Oh, oh, (e), a.
U.: - Why was the letter e written in brackets?
D.: -Because the letter e there is no element in the form of an oval-shaped strip.
5.
Letter of proposal according to the sample in notebooks.
U.: - What is written on the last line?
D.: -The last line contains a sentence.
D.: -Read it.
D.: -My name is Lenya.
U.: - How many words are there in a sentence?
D.: - Three.
U.: - Explain the rules for writing a proposal.
U.: - Why the word Lenya capitalized?
D.: -This is a proper name.
U.: - Write a sentence, dictating to yourself syllable by syllable.
6. Drawing a border pattern
U.:- What is the next step according to the plan?
D.:– We will carry out Raskraskin’s tasks.
U.:- What tasks did Raskraskin offer us?
D.:– Determine which elements of written letters are “hidden” in this pattern. (The strip is in the shape of a loop.) Continue the pattern to the end of the page. Color it.
VII. Reflection of activity. Lesson summary
1.
Correlation between the goal and the result of the activity
U.: – What is the next step according to the plan?
D.:- The result of the work.
U.: – What new did you learn in the lesson? (What discoveries did you make in the lesson?)
U.: – Have you achieved your goals?
U.: – What steps were taken to achieve the goals?
D.:– We found the elements that make up the letter ё, constructed the letter ё, wrote it, made diagrams of words, completed the tasks of Question Voprosych and Raskraskin.
U.: – What are the results?
D.:– We learned to write the lowercase letter e.
U.: – Evaluate your work in class on assessment sheets.
reading
.
Subject : Letter Her at the beginning of a word and after a vowel
Goals:
-introduce the vowel letter E, which denotes 2 sounds at the beginning of a word and after the vowel;
- develop reading skills with the letter E
Lesson objectives:
- to develop in students the ability to read words with the letter E on the basis of their experience;
To promote the development of students’ initial research skills; stimulate cognitive interest through problem-solving tasks;
- to cultivate observation, independence, the desire to become a literate person.
Equipment:
Textbook ABC, diagrams, pictures, toys
During the classes:
1. Organizational moment.
The lesson rang and fell silent
Let's start our lesson.
We sat down at the desk together,
They looked at each other.
Wish success with your eyes
And forward, forward for knowledge.
To work successfully in class, remember the main rules of the student.
2 Updating basic knowledge.
Guys, here are the letters that we studied. Divide the studied letters into 2 groups depending on what sound they represent.
How can each group be divided?
Vowels - denoting the softness and hardness of consonants,
Consonants – voiced and voiceless
What letter is left? Why?
Where do we take it? (to vowels, indicates the softness of consonants)
How did you determine that it was a vowel sound? (pronounced freely, without encountering an obstacle in the mouth)
Can you determine the topic of our lesson?
Lesson topic: Letter E.
What lesson objectives will we set?
1. Find out what sound the letter represents.
2. Find this letter and sound in the word.
Find:
E - [?]
[ ?]
3. "Discovery" of new knowledge.
Working with the textbook page 43
Drawing of the letter E.
Name the letter all together. What sound did you hear? [YE]
Say the first sound [th] What is it? (consonant, voiced, soft)
The second sound [e] is a vowel.
Find the letters E and J on the tape and color them in according to what sound they represent.
Look where the letter Y is located. What are these sounds called? (sonorant ones, they are always voiced)
Does the letter E always represent two sounds? What sound can the letter E (e,i) represent?
Give examples.
Let's find out when the letter E means 2 sounds.
What conclusion can we draw?
E< [ Й’]
AT THE BEGINNING OF THE WORD
AFTER VOWEL
Well done! What is special about the new letter?(denotes (denotes 2 sounds if it is at the beginning of a word
And after the vowel)
4. Solving the puzzle.
Can you guess it? How did you reason?
He will never put anything unwashed into his mouth.
And you be like that
How neat... RACCOON
Who are raccoons? (furry animals)
Let's make a diagram of the word RACCONS(Work in pairs)
How many letters? How many sounds? Why?
5. Physical minute.
6. Game for attention. If there is a tricky letter E in a word, clap your hands - a salute to this letter. If not, then we hide - we crouch. Ready?
Egor, echo, ate, chalk, hedgehogs, river, spruce trees.
7. Consolidation. Work in groups.
Find the letter E in words, which means 2 sounds
E< [ Й’] снег
[E] we know
9. Lesson summary.
What letter did you learn today?
What new have you learned about the letter?
What was interesting?
What's difficult? Well done! Thank you!
MKOU "Secondary School No. 14"
Art. Novotroitskaya
Izobilnensky district
Stavropol region
Sazonova Lyubov Nikolaevna
Writing lesson in 1st grade
Educational and educational complex "Prospective Primary School"
Topic: Capital Letter "E"
Goals: to form in the students’ memory a clearly differentiated visual-motor image of the capital letter “E”; continue to develop the ability to analyze words perceived by ear and relate them to diagrams and models; learn to recode the sound-phonemic form of a word into a letter form and vice versa; improve the ability to perform types of letter combinations in a word (upper, middle, lower); develop memory, attention, speech skills, ability to analyze and generalize.
Equipment: interactive whiteboard, laptop, letter table, individual envelopes with letter element templates.
During the classes
I. Organizational moment.II. Lesson topic message.
The teacher plays the game “Say a word.”
. The berry tastes good
But go ahead and rip it off:
A bush with thorns, like a hedgehog,
So it’s called... (blackberry).
. Unwashed in mouth
He won't take it for anything.
And you be like that
Like a neat guy... (raccoon).
. This is the story you will read
Quiet, quiet, quiet...
Once upon a time there was a gray hedgehog
And his... (hedgehog).
- What unites all the guessing words?
- What sound do these words begin with? (With the sounds [y’][e].)
- Today in the lesson we will learn to write and connect with other letters the capital letter “E”, which denotes the first word in a sentence and proper names.
III. Reviewing what has been learned about the role of the letter “e” in words.
- Remember the names of people that begin with the letter “E”. (Egor, Emelya, Erema, Elena.)
- What sounds does the letter “e” mean at the beginning of a word? (Sounds [y’][e].)
- In which words does the letter “e” indicate one sound? (After a consonant.)
IV. Formation of a visual image of the capital letter “E” in students’ memory.
The teacher shows a table of four forms of the letter “E”: small and large printed, lowercase and capital written.
- Compare the capital letter “E” and the capital letter “E”.
- How are they similar? What is the difference?
Next, the teacher constructs the capital letter “E” on the magnetic board.
- Name the elements that make up the capital letter “E”. (Two stripes in the shape of a semi-oval.)
- Look at the letter elements given in your notebook and circle only those that make up the capital letter “E”.
- Construct a capital letter “E” on your desk.
In addition to templates No. 24 and No. 23, necessary for constructing this letter, individual envelopes should contain templates No. 16, No. 18, No. 21, No. 19 to differentiate the size and shape of the elements.
- Check the correctness of the letter construction task using the “key”. (Notebook No. 2, p. 32.)
V. Formation of a visual-motor image of a letter in the students’ memory.
1. The teacher first gives a full and then a brief explanation of the pattern of drawing a capital letter “E” on the board with chalk.
2. The teacher demonstrates and explains on the board the technology of drawing the capital letter “E” for counting.
3. Students perform an exercise in rhythmic alternation of muscle tension and relaxation, first counting “in the air”, and then counting in a notebook (p. 31).
4. Imitation by students of drawing according to an algorithm based on motor elements that are sequentially connected in a letter (letter in a blue frame).
Preparing your hand for writing.
VI. Students' writing in notebooks.
- Adopt the correct writing posture and maintain it throughout the one-line task.
If necessary, the teacher provides individual assistance to students.
1. Students write in a notebook the motor elements, their complexes and the capital letter “E” according to the algorithm.
2. Exercise in writing connections:
a) upper connection: Ey;
b) medium smooth: Her;
c) lower: Eo.
F y s c u l t m i n u t k a
VII. Writing words according to the model.
Students read the words.
- Why should these words be written with a capital letter?
- Analyze each word and make sound-letter diagrams.
After analyzing the combination of letters, students write words according to the model.
VIII. Performing logical tasks with letters.
- What letters did Pochemuchka write down?
- Compare the letters e - E. How are they similar? What is the difference? (In these letters, the element is the same in shape - a strip in the shape of a semi-oval.)
- Compare the letters E - R. How are they similar? What is the difference?
- Compare the letters E - E. How are they similar? What is the difference?
IX. Drawing a border pattern.
Students make a pattern.
- What elements of written letters are “hidden” in this pattern? (Strips in the shape of a semi-oval.)
- Guess the riddle:
. The flower was sleeping
And suddenly I woke up
I didn't want to sleep anymore
He moved, he started,
He soared up and flew away.
(Butterfly.)
- Color the butterfly in the pattern.
X. Lesson summary.
Sections: Primary School
Lesson: literacy training.
Lesson type: studying and primary consolidation of new knowledge.
Lesson topic:“Consonant deaf sounds [t] [t’], differing in softness and hardness.”
Lesson objectives:
1. Introduce students to the voiceless consonant sounds [t] [t’] and the letter denoting these sounds, teach them to differentiate these sounds by hardness - softness; Exercise students in reading syllables, words and text.
2. Develop phonemic hearing, sound pronunciation culture, speech, attention, memory, thinking.
3. Foster a culture of educational work.
During the classes
I. Organizational moment
II. Sound analysis of words
T: Guys, listen carefully and guess what word is hidden:
1. A large, usually dark dense cloud carrying rain, snow (Cloud)
2. Mobile staircase for exiting the aircraft and landing. (Ladder)
3. Armored self-propelled tracked vehicle with powerful weapons. (Tank)
4. Mark from the touch of the tip of a pencil or pen; small round spot. (Dot)
5. Something hidden from others, not known to everyone, a secret. (Secret)
T: Repeat all the words you guessed. (One of the students voices)
W: What did you notice?
D: All words begin with the sound [t]
T: Place your fingers on your larynx and say this sound together
D: [t]-[t]- [t]-[t]
T: Describe this sound.
D: This consonant sound is dull and hard.
U: We will denote a consonant dull hard sound using the diagram -
U: Guys, the name of one of the clowns begins with this sound.
(On the board there are two pictures with images of clowns, under which there are sound patterns of words)
D: His name is Tom.
T: Say the name of this clown, emphasizing each sound with your voice.
U: What is the name of the second clown?
D: His name is Tim. The first sound is indicated by a square and an apostrophe, which means this sound is soft.
U: Shall we check? Say the name of this clown, emphasizing each sound with your voice.
D: [t’] [i] [m]
T: Place your fingers on the larynx, pronounce the first sound together.
D: [t’] [t’] [t’] [t’]
T: Describe this sound.
D: This consonant sound is deaf and soft.
U: We will denote a consonant dull soft sound using a diagram -
The sounds [t] [t’] are indicated by the letter “t” (showing the letter).
Fizminutka
III. Designing the printed letter “T” “t”
U: Guys, open the envelopes, use the elements of printed letters to construct a capital letter “T” and a lowercase letter “t”
Students do the work.
W: So, what elements did you choose?
D: For the capital letter “T”, select the elements - No. 1 (vertical line) and No. 5 (horizontal line), for the lowercase letter - No. 5 (vertical line) and No. 9 (horizontal line)
IV. Introducing the designation of learned sounds using the printed lowercase letter “t” in square brackets
U: Guys, what did you learn about the letter “t”?
D: The letter “t” denotes a hard consonant sound [t] and a soft consonant sound [t’].
U: The sound [t] is indicated using square brackets and the lowercase printed letter “t” (card showing), and the sound [t’]….
D: ...using square brackets, a lowercase printed letter “t” and an apostrophe.
T: Name words that begin with the sound [t]
D: Taxi, tundra, dachshund, dance, fabric….
T: Name the words that have the sound [t’]
D: Tyr, Tina, kitten, aunt, boots...
V. Comparison of sound and letter forms of words based on a two-level model
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T: Open “ABC” on page 49. Look at the diagram data. Say the word that represents the name of the object located on the left, emphasizing each sound with your voice.
D: [t’] [o] [r] [n] – “thorn” (orthoepic reading)
U: Guys, explain the meaning of the word “turn”.
D: Thorn - a thorny shrub (with tart bluish-black fruits)
T: Say the word that represents the name of the object located on the right, emphasizing each sound with your voice.
D: [t] [o] [p] [t] – “cake” (orthoepic reading)
U: Guys, explain the meaning of the word “cake”.
D: Cake is a sweet confectionery product made from dough with cream.
W: How are these schemes similar?
D: - These words have one syllable, since there is one vowel sound.
Vowel sound [o]
These words have the same number of sounds and letters - 4 sounds and 4 letters
The first letter is “t”, the third letter is “r”. These letters represent hard consonant sounds.
W: How are these schemes different?
D: - In the first word the last letter is “n”, in the second - the letter “t”
In the first word the letter “t” stands for [t’], and in the second word - [t]
In the first word, the sound [o] is denoted by the letter “е”, and in the second word the sound [o] is denoted by the letter “o”
Conclusion: the letter “е” indicates that the preceding letter “t” denotes a soft consonant sound, and the letter “o” indicates that the letter “t” denotes a hard consonant sound.
VI. Reading syllables according to given patterns
U: In which column does the vowel letter indicate that the previous letter denotes a hard consonant sound?
D: In the second column (students read the syllables out loud)
U: In what other column does the consonant letter indicate a hard sound?
D: In the first, because the letter “t” “closes” the syllable (students read uncovered closed syllables)
U: What sound does the letter “t” in the third column represent?
D: A soft consonant sound, since after the letter “t” there are vowels (“ya”, “yu”, “e”, “e”, “i”), which indicate the softness of the previous consonant.
Physical exercise.
VII. Reading syllables and words in a column
U: Open page 50. I suggest you read these chains of words.
Students read words in a chain, first in a chant, syllable by syllable, and then - taking into account the stressed syllable, that is, orthoepic, clarifying the lexical meaning of incomprehensible words. (In the second line, the “word-noun” is transformed into a “word-adjective” - mint - mint, so after the adjective there is a rectangle as a symbol of the word for which you need to select a “word-object”, for example, mint - mint candy)
After reading, the teacher asks you to complete the following task:
T: Read the words in which the letter “t” denotes only a soft consonant sound.
D: “duck,” because after the letter “t” there is the letter “i”, which indicates the softness of the previous consonant
D: “methyl”, because after the letter “t” there is a letter “i”, which indicates the softness of the previous consonant
U: In which words does the letter “t” mean both a soft consonant and a hard one?
D: “noted”, “ducklings”
U: Well done!
VIII. Reading text
U: A whirlpool is a deep hole at the bottom of a river or lake.
Summer morning. Small ducklings near a dark pool. He hides many secrets. This is what makes the ducklings want to dive. Dive, dive, dive! And there is silt, dregs and no secrets.
Everyone buzz reads, then one student reads.
T: Find and read the sentence that explains why the ducklings ended up in the dark pool
D: He hides a lot of secrets
U: What did the ducklings see in the pool?
Students find the answer to this question in the text, then read
D: And there is silt, dregs and no secrets.
U: If there was no secret in the pool, then maybe the ducklings shouldn’t have dived?
D: They were interested in finding out what was in the pool. They are small and curious. If the ducklings had not dived, they would not have known what was there.
U: Of course, anyone can discover something new for themselves if they are not afraid to take a step forward into the unknown.
IX. Lesson summary
W: What did you learn new for yourself?
D: The letter “t” denotes a consonant dull hard sound [t] and soft [t’]
Meanings of new words.
W: Thanks for the lesson.
