The double role of the letters e and i. Task card
Routing Russian language lesson, class 5 "A"
Lesson topic: “The double role of letters e, yo, yu, i"
The purpose of the teacher's activity: to update and restore knowledge about the dual role of letters e, yo, yu, i ; develop skills in determining phonetic positions in which letters e, yo, yu, i represent one or two sounds.
Lesson type : combined
Planned educational results:
- subject (volume of development and level of competencies): know sound meaning of letters e, yo, yu, i in different phonetic positions; be able to distinguish the sound meaning of letters e, yo, yu, i in different phonetic positions, explain why the Russian language has 6 vowels and 10 letters denoting them;
- metasubject (components of cultural competence experience): the ability to realize goals learning activities and explain them; the 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 education: observation of the language, research method, creation of a problem situation, individual, group, frontal
Equipment e: computer, multimedia projector.
Visual and 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
UMC: Russian language. Grade 5: 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 stages | Educational and developmental components, tasks and exercises | Teacher activity | Student activities | Forms of organization of interaction | Formed Skills (UUD) | intermediate control |
1.Organizing time(motivation for learning activities) | Emotional psychological and motivational preparation of students for the assimilation of the studied material | Introduction. Hello guys! I am glad to meet you today. Let the short time that 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 itKnowledge and wisdom adorn a person) 3slide Perform a syntactic analysis of the sentence. | Listen to the teacher, participate in a dialogue with him. | frontal | Cognitive: they are aware of the educational and cognitive task Regulatory: plan the necessary actions, operations Communication: work in pairs | Oral responses |
2. Actualization and trial learning action | Reproduction of previously studied, establishing successive links between old and new knowledge and applying them in new situations. | Much in the world different countries. But you will not find the country we are going to today on the map, although we meet with its inhabitants at every lesson. It is called Phonetics Guys, what are the names of the inhabitants of this country? (sounds, letters) How is a sound different from a letter? What are consonants made of? How many vowels? How many vowels? Let's turn to our proposal and write out those words in which there are more sounds than letters. Why is this happening? What other letters can represent two sounds? yo, me. Let's turn to the word Human. What role does the letter e play here? | They answer questions. Build statements We pronounce and hear sounds, we write and read letters Vowels 10 Vowel sounds 6 Knowledge decorate Softens the previous consonant and denotes the sound (e) | Frontal, individual | Cognitive: to solve educational problems, the operations of analysis, synthesis, comparison, classification are carried out, cause-and-effect relationships are established. Regulatory: accept and save learning task. Communication: asking questions, answering questions from others | |
3. Goal-setting and building a project for getting out of difficulties | Disclosure of the essence of new concepts, the assimilation of new ways of educational and mental activity of students. Checking assignments. Conversation on questions | Let's formulate the topic of our lesson. slide4 Creates a problematic situation in which students discover a lack of their knowledge and a desire to actively overcome emerging contradictions in the process of learning activities Formulates the purpose of the trainingactivities together with the students who take it upon themselves. Today we will work with unusual letters in Russian: e, e, yu, ya. Their originality lies in the fact that they can play a dual role: to designate one or two sounds. They also indicate the softness of the consonant. Slides 5-11 Let's turn to the textbook page 142 p.61. Did our findings match the rule? | Personal: they are aware of their capabilities in learning, they are able to adequately reason about the reasons for their success or failure. Cognitive: they extract the necessary information from the listened explanation of the teacher, the statements of classmates, systematize their own knowledge. Regulatory: plan the necessary actions. Communicative: build small monologues. | Oral responses |
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4. Practical activities for the implementation of the construction of the project | Exercise 310 Formulate the conclusion in what position of the letter yo represent the same sound? When the letter e represent two sounds? | Answer the teacher's questions, formulate the rule, own conclusions in cooperation with the teacher and classmates Answer the teacher's questions, formulate the rule. | Individualgroup Frontal, individual | Cognitive: they read and listen, extracting the necessary information, independently find it in the materials of the textbook. Regulatory: they control learning activities, notice mistakes made, realize the rule of control and successfully use it in solving a learning problem. | Oral responses |
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5. Primary reinforcement with commentary in external speech | Generalization, systematization and formation of rational ways of applying them in practice. Conversation, table analysis | To sum up our research, let's try to make a table Let's compare our table with the generalizing table "The double role of the letters e, e, u, i" ( slide12) The double role of the letters e, e, u, i (artist letters) | Working on a spreadsheet Formulate their own thoughts, draw a conclusion | 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, establish cause-and-effect relationships. Regulatory: accept and save the learning task. Communicative: ask questions, answer questions of others, formulate their own thoughts, express and justify their point of view | Oral responses |
6. Physical education minute | Educational game - warm-up. Summarizing the knowledge gained in the lesson. | Tired? I suggest playing a little. If the vowels mean two sounds, the girls squat, if one, then the boys squat Junga, bread, barrier, chandelier, stump, cranberry, memory, gun, lake, monument, blizzard, beetroot, cabin, stump, button accordion. | Take part in a learning game. | frontal | Personal: understand the meaning of knowledge for a person. Cognitive: acquire the ability to use the acquired knowledge and skills in practical activities and Everyday life. Regulatory: evaluate their work, correct and explain mistakes. 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 different complexity, selected by the teacher 1.Distributive dictation (work in pairs) Exercise. Divide the words into 2 columns: 1) the letters E, Yo, Yu, I denote 1 sound, 2) the letters E, E, Yu, I represent 2 sounds. Honey, food, anchor, cabin, forest, heat, tree, shadow, people, blizzard, pours, flies, webbing, pit, button accordion, river, sauna.(slide13) 2. Exercise - riddles. Exercise: guess the word, write it down, determine how many letters and sounds are in the words.
3.exercise 331 Well done boys! And you did a great job with this one. | Exercise | Individualgroup | Cognitive: search for the necessary information. Regulatory: independently plan the necessary actions, operations, act according to the plan | Paperwork |
8. Reflection of educational activity (summarizing the lesson) | Closing discussion on questions | (slide 14) What new did you learn in the lesson? What difficulties did you encounter while working? Did you enjoy the lesson? Pick a strip and show me. Let's evaluate the work of classmates. | Determine their emotional state in the lesson. Giving ratings. | Individual group | Cognitive: acquire the ability to motivate to organize their activities. Regulatory: evaluate their work. Communicative: build small monologues. | Evaluation of student work in class. |
9. Homework | Dictates d / z upr312(slide 15) | Diary entry | individual |
Russian language lesson in the 5th grade of the teacher Nigmatzyanova R.S.
Topic: "The double role of letters e, e, u, i.
Lesson objectives: 1) know that the letters e, e, u, i can denote 1 and 2 sounds; be able to name the sounds denoted by the letters e, e, u, i; 2) develop the ability to designate sounds in writing by transcription, a cognitive interest in the Russian language; 3) bring up love for nature, for the Russian word and speech culture. Equipment: Computer, projector, slide projection screen, explanatory and spelling dictionaries, blackboard, chalk, textbooks…During the classes. 1. Organizing time. - Hello guys! Sit down . Today in the lesson we will find out what two roles the letters play e, yo, yu, i, learn to distinguish between letters and sounds, name the sounds denoted by letters e, yo, yu, i. … They will go to the blackboard ... While individual students will do their assignments, you (the rest of the class) will have to work together with those who work at the blackboard, that is, you need to write everything down in a notebook.
2. Actualization of previous knowledge. A sentence with missing letters is written on the board and on the slide. - ... please read us a sentence ... This is the first line from a poem by a famous Russian poet of the 19th century. Who will name this poet? .. The name of the poem ... Now the tasks for this sentence. a) 1 student Underline the grammatical basis of the sentence and inscribe above the words the parts of speech that they are. Storm in the haze .. bo cro .. T, vortex .. dream .. twisting deeppr … (Participial turnover pre-marked, gerund marked and indicated the study of this part of speech in grade 7). B) 2 students. Write out phrases … (noun + verb) - verb phrase. Answer: The sky covers (noun + verb) - verbal s / s. … (noun + adjective) - nominal phrase. Snow whirlwinds (noun + adjective) - nominal s / s. C) Parse the word by composition (parsing No. 2) snowy D) Perform tasks on cards for 2 hours. Card number 1. B..gray p.. helpers, come .. l p.. before about.. ba posp.. sew, hatdes(?) locality(?)ness. INevillagesOhelpers, prishyol pObefore aboutcampingba pOcnesew, hatdesn th monthTness.
Card number 2. Divide the words into 2 groups, guiding them with arrows: 1) b - denotes the softness of the consonant, 2) b - is a delimiter. spruce, blizzard, sparrows, leaves, hemp, request, serious. Checking a job with slide.
D) Lexical work. Working with an explanatory dictionary (the dictionary is given to the student in advance, the page is laid down, the word is marked). Word Haze.
- Guys, which of you knows the meaning of the word "mist" from our sentence? .. And now let's check the dictionary ... 3. Explanation of new material. - Vowels - 6. Letters - 10. Let's look at the slide. - Where did I go, e, e, u? Where did they hide? "Cunning" letters. - Imagine the following situation: you pricked yourself on the needles of a spruce and cried out: “Spruce!” We will clearly hear at the beginning of the word [ y'e ] le . Let's scream: "Hedgehog!" ... Let's say: "Pit!" ... "Yula" ... - In our sentence there is a letter e in the word covers. Sounds...
On slade words appear from the parsed sentence
Spruce - [ th 'e ] l, cr O [ th 'e ]t, in b [ th 'e ]hd, [ n ’ uh ]bo
Hedgehog - [y 'o] well, ser [y 'o] knowing
Pit - [y 'a] ma, leaf [y 'a]
Yula - [y 'y] la, hazy about [y'y], in b [y'y] ha, kru [t 'a]
Conclusion about the double role of vowels e, e, u, i using the table on slide.
Reading the rule on page 127. 4. Fixing the material. 4.1. Execution of exercise. 304. Reading a task. 3 positions -3 columns. I draw on the board. 1) 2) 3)
Row assignment. Fill in the first column - 1 row, 2 - 2 rows, 3 - 3 rows. 3 words in each column. Output: Letters e, yo, yu, i in column 1 they represent 2 sounds, in column 2 - 1 sound, in column 3 - 2 sounds. 5. Physical education minute with assignments for slide.
4.2. Independent work on assignment for slide for 5 minutes. A similar task - ex. 306 is given at home for 1, 2 groups.
After 5 min. Check by slide.
Among these glories there were also words that we could not write down either in the first column or in the second. Why don't consonants soften? Answer: In Russian there are consonants that do not have a pair of softness - hardness ... 6. Conclusion on the topic of the lesson based on the slide.
6.1. Fixing the rule.
6.2. The game "Third Extra" (recordings on slide).
- In each line you will be given 3 words. If superfluous by the number of sounds in letters e, yo, yu, i You count the word to your left, then raise left hand, if on the right - the right hand, if in the middle - take the “Napoleon pose”. Answers: A. Yama, family, charger
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B. top, hook, cabin. V. Christmas tree, sings, honey. G. Spruce, ate, sky. 7. Homework with explanations.
D\z: 1) study paragraph 61, learn the rule from page 127.
2) ex. 305-III gr., 306 - I, II gr.
In the remaining time from the lesson, students replace data with one word for slide sayings and doing phonetic parsing.
Then they do their homework.
PR 5 U No. 64. The dual role of the letters E, Yo, Yu, Z "PURPOSE OF THE LESSON: give an idea of the dual role of the letters E, Yo, Yu, Ya, prove that in some positions these letters represent two sounds; form the skill of distinguishing the sound meaning of these letters in different phonetic positions; continue to form the transcription skill; KNOW: the letters E, Yo, Yu, I can represent 1 or 2 sounds. To be able to: name the sounds denoted by the letters E, YO, YU, Z. The course of the lesson I. II. Organizing moment. Checking homework. A) Oral survey. Today we continue to work on the topic "Sounds and letters". How do letters differ from sounds? Remember which section of the science of language studies the sounds of speech? What sounds exist in the Russian language? (Vowels and consonants.) Tell us what groups consonants are divided into? blackboard with words on separate sheets of paper: distributed alphabetically): 1. Garland, Christmas tree, spruce, Christmas, snow, snowflake 2. Snowstorm, storm, blizzard, snowstorm, frost, drifting snow How many vowels are there? (10) How many vowels are there? (6) To remember this figure, you need to remember how many parts of the world: Europe, Asia, Africa, Australia, America, Antarctica. There are also 6 of them. Why does this happen: there are 10 vowels, and 6 sounds? (Because some letters in a letter can mean 1 or 2 sounds) Does the number of letters in a word always match the number of sounds? (No). Why? Teacher: After all, b and b do not denote sounds, and unpronounceable consonants also do not denote sounds, and some letters denote 2 sounds. B) Complete the following task: determine in these words how many letters and how many sounds: Hemp (6b, 5 stars), rye (4b, 3 stars), sun (6b, 5 stars). 1 III. Explanation of new material. 1. Teacher: In primary school you guys only scratched the surface of "The dual role of the letters E, YO, YU, Z". Today in the lesson we will expand our knowledge on this topic (say the goal under number 1). We will take a deeper look at the dual role of these letters; find out why the same letters can mean one sound and two sounds; let's learn to name the sounds denoted by the letters E, Yo, Yu, Ya. 2. Open notebooks, write down the number and topic of the lesson. 3. Spelling dictation Brightly shining ... t Fluffy dream .. New.. Christmas tree Gla.. cue .. Warm var.. ki 4. Phonetic analysis of the word "snow". 1 student at the blackboard does the analysis. 5. Orthoepic work. Today at the lesson we will take dictionary word FRIED EGGS. Please note that it is pronounced differently "yai (sh) nitsa"! What is the lexical meaning of this word? (A dish made from eggs.) We make a phrase. Let's take one of the proposed delicious scrambled eggs! Let's analyze the phrase (main and dependent word, question) What is this phrase? (Nominal) And what other phrases are there? (Verb) What are phrases? (Two words related in meaning and grammatically) Spellings are hidden in these words. Which? (Unpronounceable consonant at the root of the word, CHK,CHN without b sign) 6. Parsing . Next task: write down the sentence and parse it under the number 4. What is the name of this parsing? (Syntactic) noun. ch. adj. Mom cooked delicious scrambled eggs. (Narrative, non-exclamation, simple, distribution) What questions does the circumstance answer? What is an addition in a sentence? 2 How is the definition emphasized? Look at the board. We work with the first column. Write down the words and transcribe them. To the blackboard. Measure [m'era] Flight [fall from] Beak [kl'uf] I'll sit [from hell] Track and tell where the letters E, Yo, Yu, I stand (after consonants) How many sounds do they mean? (1) After which consonants do they stand? (After soft) Solve this proportion by writing it in a notebook. What did you insert instead of the question mark? (I=U=E=E) `A `U `O `E Why? Let's summarize: so when do the letters E, E, Y. I mean 1 sound? (denoting 1 sound when they stand after soft consonants) Guys, read again and remember 1 conclusion. We work with the next column. To the board::: Eat [y`em] Tree [y`olka] South [y`uk] Clear [y`asny`] Where are the letters E, Yo, Yu, I in the words of this column (At the beginning of the word) How many sounds do they mean? (2) What sounds? (YA, YO, YE, YU) What word did we start today's lesson with? (fried eggs) It fits our rule (Yes) 3 How many sounds does the letter I mean and why? (2 and stands at the beginning of the word) Summarize this work: if the letters E, E, Yu, I are at the beginning of the word, then they represent 2 sounds. We write down the following column: Fighter [bay`etz] Reception [pr`y`om] Cabin [kay`ut] Standing [stay`at] Where are the letters E, E, Yu, I in the words of this column? (After a vowel) How many sounds do they represent? (2) Let's summarize this work: if the letters E, E, Yu, I are after a vowel, then they represent 2 sounds. We write down the following column: departure [aty`est] shooting [sy`omka] blizzard [in `y`uga] monkey [ab`iz`y`ana] Where are the letters E, Yo, Yu, I in the words of this column (After b or b signs) How many sounds do they mean? (2) To summarize this study: if the letters E, E, Yu, I are after the b or b sign, then they denote 2 sounds. Once again, pay attention to the slide: how many letters are displayed there 4, and how many sounds they give 2. And under what conditions, who can say? (At the beginning, after a soft consonant and after the b and b signs) Look carefully again and tell me if everything is in order in the transcription? (Missing a comma after Y) Why is it needed? (To denote softness, Y is always soft) Who can draw a conclusion? So when do the letters E, E, Yu, I represent 2 sounds? Table "Double role of letters E, YO, YU, Z" Indicates 1 sound Indicates 2 sounds 4 After soft consonants (hatch) At the beginning of a word (pit) After vowels (bayan) After b and b (ate, blizzard) IV. Fixing the material. 1. Selective dictation. Write the words in 2 columns: 1 sound and 2 sounds VYUN, FOOD, SHOOTING, GLASS, FLIGHT, Hedgehog, TRAIN, DRINKING, HONOR. or slides with images of animals But these letters have another role Let's take a word. What happens to the consonant letter P has become soft, and if we change the letter to A it will become hard. Therefore, these letters soften the leading consonant. More examples can be given. Conclusion: what is the role of these letters? Physical education minute 2. Tilt to the right, if designation. softness, left if 2 sounds. berry, rivers, spruce, foam, spinning top, people, mountain ash, container, maple. 3. Complex text analysis. Text and assignments for students on the tables. See Appendix 1. 4. Test on the topic "Phonetics". See Appendix 2. 2. Exercise - riddles. Task: guess the word, write it down, underline the spelling, determine how many letters and sounds are in the words. 5 A) What does a bear like most in the world? (honey) B) In what words is the letter YO found? (hedgehog, ruff, tree) C) Guess the girl's name by the first sounds of the words: sneak, thimble, aquarium. (Yana) D) Where do birds fly away in autumn? (to the south) E) What does your mother say when she feeds you? (eat). V. Lesson summary What topic did we meet today? How many conclusions did you make (3) What role do these letters play (soften and give 2 sounds) Under what conditions do they designate 2 sounds? Under what conditions is 1 sound? VI. Homework. Guess the riddles, and write down the riddles in I.p. unit in a column. Make a phonetic analysis of words. 1. Dissolved a scarlet tail, Flew into a flock of stars. Our people built this Interplanetary ... (rocket) 1. On clear nights, a mother walks with her daughters. She doesn’t tell her daughters: “Go to bed, it’s late!” Because the mother is the moon, And the daughters ... (stars) 1. If it were not for him, 6 I would not say anything. (language) 1. What kind of girl is this: Not a seamstress, not a craftswoman, She doesn’t sew anything herself, But in needles all year round. (Christmas tree) Appendix 1 Once I went to the Christmas tree in Sokolniki Park. In the park stood large figures made of snow, beautiful horses, terrible ... dragons. It was very interesting to me ... but, because I can sculpt. I could not tear myself away from this snowy beauty and did not notice that I had gone far away from people and got lost. I wandered around the park for a long time, began to get tired, worried. Suddenly, a bear jumped out from behind a red pine tree. I grabbed the l...breath that was lying next to me and threw it at him. The bear stopped and turned around. And suddenly human voice told me to stop bullying. It was an artist who performed in the park at a feast. (V. Dragunsky) Tasks: Read. Prove that the text is in front of you. _________________________________________________________________________________ _________________________________________________________________________________ ____________________________________________________________________________ Title the text.__________________________________________________________________ What is the main idea of the text? Underline the words in which the letters E, E, Yu, I stand for 2 sounds. Appendix 1 Once I went to the Christmas tree in Sokolniki Park. In the park stood large figures made of snow, beautiful horses, terrible ... dragons. It was very interesting to me ... but, because I can sculpt. I could not tear myself away from this snowy beauty and did not notice that I had gone far away from people and got lost. I wandered around the park for a long time, began to get tired, worried. Suddenly, a bear jumped out from behind a red pine tree. I grabbed the l...breath that was lying next to me and threw it at him. 7 The bear stopped and turned around. And suddenly, in a human voice, he told me to stop being hooligans. It was an artist who performed in the park at a feast. (V. Dragunsky) Tasks: Read. Prove that the text is in front of you. _________________________________________________________________________________ _________________________________________________________________________________ ____________________________________________________________________________ Title the text.__________________________________________________________________ What is the main idea of the text? Underline the words in which the letters E, E, Yu, I stand for 2 sounds. Appendix 2 Test on the topic "Phonetics". I. Indicate the words where the letters e, e, u, i denote two sounds: 1) measure; 2) blizzard; 3) snowstorm; 4) hedgehog; 5) honey; 6) Yasha; 7) row. II. Which of the indicated letters are incorrectly named: 1) n "pe"; 2) x "he"; 3) w "zhe"; 4) n "ne"; 5) d "de"; 6) to "ke". III. Indicate the words in which there are as many sounds as there are letters: 1) seed; 2) blizzard; 3) hatch; 4) flight; 5) cabin. IV. Which of these consonants are voiced: 1) c; 2) h; 3) p; 4) x; 5) c. V. After w, w, h, u, u, y, a are written, but s, i, yu are not written. Which of these words deviate from this rule: 1) bro ... ra; 2) sch ... stye; 3) h ... before; 4) h ... shcha; 5) well ... ri. Appendix 2 Test on the topic "Phonetics". 8 I. Indicate the words where the letters e, e, u, i denote two sounds: 1) measure; 2) blizzard; 3) snowstorm; 4) hedgehog; 5) honey; 6) Yasha; 7) row. II. Which of the indicated letters are incorrectly named: 1) n "pe"; 2) x "he"; 3) w "zhe"; 4) n "ne"; 5) d "de"; 6) to "ke". III. Indicate the words in which there are as many sounds as there are letters: 1) seed; 2) blizzard; 3) hatch; 4) flight; 5) cabin. IV. Which of these consonants are voiced: 1) c; 2) h; 3) p; 4) x; 5) c. V. After w, w, h, u, u, y, a are written, but s, i, yu are not written. Which of these words deviate from this rule: 2) broch...ra; 2) sch ... stye; 3) h ... before; 4) h ... shcha; 5) well ... ri. 9
Lesson - a fairy tale
The double role of the letters e, e, u, i.
Teacher Lachugina E.V.
Purpose of the lesson: help to understand new topic children.
This topic, as experience shows, causes great difficulties for children, therefore, for an explanation, it is important to connect bright fairy-tale images, to establish associative links between the rule and the plot of a fairy tale.
The first part will help you remember which letters can represent two sounds (they are ioted).
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 Russian: e, yo, yu, i.
Their originality lies in the fact that they can play a dual role: to designate one or two sounds.
They also indicate the softness of the consonant
What happened in the Alphabet Kingdom.
In a certain kingdom, in the ABC state, there lived a letter Y. Once she went to the forest and there she met two terrible, furry monsters, who immediately decided to eat her. Letter Y she ran into all her shoulder blades, and the monsters rushed to her in pursuit. Suddenly the first monster growled: I eat her! I eat her!” In the language of monsters, it is " yayu" means "grab, catch", and " her" they have the same meaning as ours. 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 abbreviated - Yu; the monster simply swallowed the word "grab" on the run.
But the letter Y ran great. Neither alive nor dead, she flew into her house, and everything rang in her ears: I eat her!»
Years have passed. Letter Y got married and had 4 daughters - 4 letters. In soldering about her salvation, my mother called them like this:
I am Yu Ye Yeo
Each daughter was a little like her mother.
The letter I sounded like [y "a]
The letter Yu sounded like [th "y]
The letter E sounded like [th "e]
The letter Yo 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'm Yoo Ye Yeo- denoted two sounds, the first of which was the sound [th"]- in honor of my mother.
Letters I am Yu Ye Yeo were special and did not resemble anyone, because no other vowel could denote two sounds at once.
But once in the ABC Kingdom, trouble happened. Out of nowhere, the sorceress Otverdina flew in and sent a terrible disease on all consonant sounds: they all turned to stone - they became hard. And no one knew how to treat hardening - petrification.
Learning about this trouble, the letters I am Yu Ye Yeo they rushed to beg the sorceress Otverdina to disenchant the unfortunate consonants, but Otverdina was firm and inexorable. “No way,” she insisted. - Unless ... You will give me a ransom. Let each of you give me the most precious thing you have - the sound [th"]". "We agree!" - responded immediately I am Yu Ye Yeo
So they felt sorry for the bewitched consonants. “Good,” said Otverdina. - From now on, it will be like this: when each of you stands after a consonant, she loses her 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 their sound[th"], but consonant immediately softens . Next to the disenchanted soft consonant
I sound like A, Yu sounds like U, E sounds like E, and Yo - like O.
Here, listen: MINT, SOFT, PULLS, LOVES, BRANCH, MARK, FOREST, LIGHT, WARM, COLDS.
Our letters could not help only consonantsW, W, C- they are Always hard.
Then suit I, Yu, E, Yo followed by two more letters:AND And b. They also learned to soften consonants. True, they did not have to sacrifice anything - they did not have a favorite sound[th"]. That's how AND And b consonants soften: DRINK, POUR, CUTE, ZERO, STUMP, MEASLES.
True, letters I, Yu, E, Yo better not forever lost their dear sound[th"]. When not next to consonants, they still represent two sounds.
This happens when the lettersI, Yu, E, Yo stand at the beginning of the word: they have no oneshould be softened and you need to give your sound to Otverdina[th"]. Therefore, at the beginning of the word, the letters I, Yu, E, Yo denote, as before, two sounds. Listen for yourself: PIT, BRIGHT, YOUNG, SOUTH, FOOD, RIDE, YOLKA, YORSH.
When the letters I, Yu, E, Yo happen to stand after vowels, theySame denote two sounds, because vowels do not need to be softened. Vowels are not hard or soft, right? Hear how they soundletters I, Yu, HER vowel ambassador : MY NECK
And more letters I, Yu, E, Yo denote two sounds after dividingb And b. After all b And Kommersant do not represent any sounds at all, why soften them! They specifically separate the consonant and lettersI, Yu, E, Yo, so that these good letters do not accidentally soften them! Listen to how they soundI, Yu, E, Yo after the separation b And b: HUG, DRUNK, PLUG, SHEW, CONGRESS, ROUND, VIET, GUN, UNDERWEAR.
These amazing events took place in the Alphabet Kingdom.
And now, guys, let's summarize our research, let's try to make a table
The double role of the letters e, e, u, i (artist letters)
[uh oh uh]
two sounds
[th] + [uh, oh, uh]
After consonants
1. At the beginning of a word
2. After separating b and b
3. After a vowel
Tired? I suggest playing a little. If the vowels mean two sounds, the girls squat, if one, then the boys squat
Junga, bread, barrier, chandelier, stump, cranberry, memory, gun, lake, monument, blizzard, beetroot, cabin, stump, button accordion.
And now we turn to the exercises that we will perform in writing in a notebook.
1.Distributive dictation (work in pairs)
Exercise. Divide the words into 2 columns:
1) the letters E, Yo, Yu, I denote 1 sound,
2) the letters E, E, Yu, I represent 2 sounds.
Honey, food, anchor, cabin, forest, heat, tree, shadow, people, blizzard, pours, flies, webbing, pit, button accordion, river, sauna.(slide13)
2. Exercise - puzzles.
Exercise: guess the word, write it down, determine how many letters and sounds are in the words.
What does a bear love most in the world? (honey)
What fish starts with Y? (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 did a great job with this one.
Closing discussion on questions
What new did you learn in the lesson?
What difficulties did you encounter while working?
Did you enjoy the lesson?
Homework assignment.
E.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 instrumentation: 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 slice of knowledge.
- What section of the language are we studying?
What language did this term come from?
(from the Greek background - sound.)
What is the smallest unit of a language called?
What is the difference between letters and sounds?
What part of the language studies the inscription of letters and their types?
What is an alphabet?
How many letters are in the Russian alphabet?
What is more in the language of letters or sounds?
What do we use to denote the softness of consonants in writing?
The softness of which consonant in front of other consonants is always indicated with a soft sign?
In what combinations is a soft sign to indicate softness not written? Why?
How many vowels are in Russian? How many vowels? (10)
Today in the lesson we will talk about rich letters in Russian. These are the letters E, Yo, Yu, Ya.
Open your notebooks and write down today's date, class work, lesson topic.
IV .Explanation of new material
The "richness" of these sounds is that they can play a dual role. The purpose of our lesson will be to get acquainted with the dual role of these letters, 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: 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 play? (soften the consonant in front of them)
Conclusion: The letters E, Yo, Yu, I denote 1 sound if they are 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 designate two sounds at once, in strictly defined positions. Now we 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, Yo, 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 what three positions the letters e, e, u, I denote 2 sounds (I'm posting a table).
And now we will play, warm up and practice at the same time.
Warm-up game:the leader pronounces words in which there are vowels E, E, Yu, Ya. If the vowel means 2 sounds, then the children raise two hands up, and if 1 sound, then the right hand.
Yungahleb
barrierchandelier
gunshot
Bayanklyukva
Vyugasvekla
pendulummemory
Cabin lake
Well done, that's enough. We sit down and continue to work.
We perform exercise 305. Let's read the task.
Letter - [n * is * mo] -6 b. 5 stars; thought [we w*] -5 b. 4 stars;
Let's take [vas*m*om] - 7b. 6 stars; eighth [you * mine *] -7 b. 6 stars; button accordion [bai * an] - 4 b. 5 stars; south [th * UK] - 2 b. 3 stars; food [y * eda] - 3 b. 4 stars; tree [y * olka] - 4 b. 5 stars; honest [h * esny *] - 7 b. 6 stars; holiday [feast * ik] - 8b. 7 stars
Selective distributive dictation (according to options).
Option 1 writes out words, where the letters e, e, u, i denote 1 sound, and option 2 - 2 sounds.
Sloth, hedgehog, skirt, parachute, curls, cradle, sing, leaves, village, tin, Christmas tree, led.
1 2
Slothy
Parachute
Lyulkaspoem
selolista
Tin can
bicycle train
Spelling work with words written on the board.
Theater, cocoa, border, shine, union, jet, fighter, spy, duet, piano, rubber, scream, all, please. (The task is performed in rows or collectively.)
1) Write down words that have more letters than sounds.
Shout (7 b. 6 stars), all (4 b. 3 stars), request (7 b. 6 stars);
2) Write out words in which there are more sounds than letters.
3) Find and write down words that have 2 vowels next to them. Theatre, cocoa, spy, duet, piano, rubber.
Remember! Sound [th] consonant!
So, today at the lesson 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?
Evaluation of activity for the lesson and homework.
Paragraph 61, ex. 306.
Note. The game is the third extra. Find the odd word in each group. Why was it redundant?
Month, pepper, village , family
Lizard, apple, ash , gravity.
Julia, yurt, cabin, jury. Salute, brochure, earth, berry.
