What are shock words and unast. Syllable. Shock and unstressed syllables

During the classes:

I. Organizing time

Greeting.

(Slide number 1)

Checking readiness for the lesson:

II. Actualization of knowledge

1. Purity

I will reveal my notebook

And obliquely position

I'm from you, friends, I will not hide

I hold the handle like that.

Sadd right, do not be afraid,

I'll take it for work. (Slide number 2..)

April 6th.

Classwork.

Call letters.

Slide number 3.

and o and y y

What are these letters?

Impact syllable, shock syllable!

He is named so no wonder.

Hey, invisible - hammer -

Mark it with a blow.

And the hammer knocks, knocks,

And clearly my speech sounds.

Still for the hammer behavior.

Hold in the hands of his mischievous.

This invisibility says:

Silar I wake no wonder

I highlight the syllable strike.

What is this poem?

What is the emphasis?

Slide number 4.

House, friends, Christmas tree.

Read words.

book

I.V.

Read words with the letter e..

Fizminutka

2) - in further work when determining the impact and unstressed sound in the Word will help us a memo number 2 p.134 "How to determine in the word shock and unstressed vowels":

4. A vowel sound in a shock syllable of a word is a shock vowel sound.

5. The vowel sound in an unstressed syllable is an unstressed vowel sound.

Read the choir.

cherry, plum, currant ( Slide№5) .

Multi-test.

Impact vowels - These are vowels in the impact syllables of words.

Unstressed vowels

V.

Work in pairs. (Slide number 6)

- Read the task, execute it using a memo.

1. Read.

In the flower drops of dew.

At home garden.

Our cottage in the forest.

In the garden rose.

(Slide number 7)

Fizminutka (for eyes)

Slide number 8.

Vi.

- Read the patter. Try to pronounce it in a rapid pace.

Slide 9.

What did you pay attention to?

VII.

What is a shock syllable?

Where can this knowledge come in handy?

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"An abstract lesson on the topic" Shock and unstressed vowels ""

Technological card lesson

Class 1

Teacher: Ruznyaeva Tatyana Leonidovna

Date: April 6.

Type of lesson: Fixing

Thing: "Russian language"

Subject: "Impact and unstressed vowels"

purpose: to systematize the ideas of children about shock and unstressed syllables in the word.

Tasks:

educational: clarify the presentations of students on shock and unstressed vowels in the word; observation of pronunciation and writing shock and unstressed vowels in the word; Improve the ability to distinguish between vowels in shock and unstressed syllables;

developing:develop the ability to search for the desired information in the textbook; develop observation attention; create conditions for stepping in pairs;

educational:form skills to educational cooperation with the teacher; with understanding the need to focus on the partner's position; Develop a sense of mutual assistance, support.

Planned results:

Personal:the ability to self-determination, self-assessment, interconnection based on observations of their own speech and speech of other guys class;

MetaPered:ability to navigate for purposes, objectives, means and conditions of communication in the lesson; The ability to successfully choose a language tool for solving communicative tasks (oral monologic statements, dialogue); take into account and coordinate the position of the partner in the organization of cooperation in the pair; striving for a more accurate expression of his own opinion; the ability to search for the necessary information in the textbook to solve cognitive tasks;

Subject:determination of the high-quality characteristics of the vowel sound: vowel shock or unstressed, with a support for a given algorithm ; determination of shock and unstressed sound in the word; Proponate words with the specified stress point, the ability to control their actions.

Technologies: Technologies of the system approach, ICT, health-saving technologies.

Teaching methods: the nature cognitive activity - Partially search, by source of knowledge: visual, verbal, practical.

Forms of organization: Frontal, individual, steam room.

Thomas control: Monitoring teacher, interconnecting, self-control.

Equipment: Tutorial for grade 1 - authors: V. P. Kanakina, V. G. Goretsky, Cards for work in a pair, Waiter with vowels, Presentation, ICT (electronic app, Multimedia projector)

During the classes:

Stages lesson	Teacher's activities	Activities of students
I. Organizational moment	Greeting. Smile to each other, me. After all, with a little good luck, great success begins! (Slide number 1) Checking readiness for the lesson: Check for the textbook "Russian language", notebook, handles, simple pencil on the table.	Greet teachers, each other, emotionally configured on the lesson Check the readiness for the lesson.
II. Actualization of knowledge 1. Purity	I will reveal my notebook And obliquely position I'm from you, friends, I will not hide I hold the handle like that. Sadd right, do not be afraid, I'll take it for work. (Slide number 2. .) April 6th. Classwork. Call letters. Slide number 3. and o and y y What are these letters? Write down the letters in the notebook on one line carefully and correctly. What is the letter "extra"? Why? And what can you say about the rest of the vowels?	Repeating choir, open a notebook. Put oblique notebooks. Take handles in hand. Put a hand on the elbow. Lower hand on the notebook Record the number and "cool job" in the notebook. Call letters Vowels Record letters in the notebook. Letter E. She is always a shock. Vowels that can be in a shock and unstaging position.
	Listen to the poem of the poet Alexander Shibayev (inclusion of an electronic application) Impact syllable, shock syllable! He is named so no wonder. Hey, invisible - hammer - Mark it with a blow. And the hammer knocks, knocks, And clearly my speech sounds. Still for the hammer behavior. Hold in the hands of his mischievous. This invisibility says: Silar I wake no wonder I highlight the syllable strike. What is this poem? What is the emphasis? Slide number 4. House, friends, Christmas tree. Read words. What letter is indicated by a shock vowel sound in each word? What letters indicate vowel sounds, which does not fall ache? In what word emphasis does not put? Why? What can be concluded for these words?	Listen carefully. About the shock syllable. Read words. Show a vowel letter in the shock syllable with the help of a fan: Oh, I, E. Letters: y, a. The emphasis is not put in the word house, because it is a single word. In words, vowels can be shock and unstressed. The letter is always shock. The emphasis is not placed in a single word.
III. Self-determination to activities	What do you think guys, what will theme of our lesson will be? Theme of our lesson: "Impact and unstressed vowels" And in order to determine that we are important today at the lesson, I suggest you to solve the situation of Masha and Petit. Masha said in the word book Shock vowel sound [a], and Petya claims that shock vowel sound [and]. Check yourself, which of the guys correctly designated a shock vowel sound. Where can this knowledge come in handy? Let's bring the goal of our lesson. In the lesson, we will fasten the ability to correctly determine the unstressed and shock vowel sound in the word, correctly write letters in an unstressed syllable.	Shock and unstressed vowels Correctly designated the shock vowel sound Peter. Pronounced with more power Slog book Responses of children. At the lesson, we will fasten the ability to correctly determine the shock and unstressed vowel sound in the word.
I.V. The inclusion of the opening in the system of knowledge of consolidation and repetition, the establishment of the correctness and awareness of the educational mat-la	1) - Consider the first case how to determine the shock and unstressed vowel sound in the word, for this, do the exercise in the textbook. Read the expressive poem of Ivan Surikov with. 63, UPR.1. Try to define text theme. Read words with the letter e.. Explain why the letter ё is always a shock vowel sound. Spike the first sentence in poetic form and mark the emphasis in words. Check the correctness of the stress in words. In which words did the emphasis indicate without difficulty? Why? And now let's summarize what vowels are always shock?	Open the Tutorial S.63, read the verse. The beginning of spring. Earth, day, everything. They write off the first sentence in poetic form. Denote in words the emphasis. Check. Over, earth, day, everything. Over - monosyllast word earth, day, everything - Words with the letter E. Always shock there are vowels and vowels in single words.
Fizminutka	And now a little rest and consider a second case how to determine the shock and unstressed vowel sound in the word. I will call words, and you carefully listen and perform movements. If the word is single-hand - up, if the word is doubled - clap in your hands, the original position of the hand is down. Cat, folder, pencil, mouth, chalk, pit, handle notebook, raft, spring.	Carefully listen to words and perform movements.
	2) - in further work when determining the impact and unstressed sound in the Word will help us a memo number 2 p.134 "How to determine in the word shock and unstressed vowels": 1. Read the word. Do you understand what indicates this word? 2. Try the word so to hear a shock syllable in it. 3. Hold a vowed sound in a shock syllable and say it. 4. A vowel sound in a shock syllable of a word is a shock vowel sound. 5. The vowel sound in an unstressed syllable is an unstressed vowel sound. Read the choir. Using a memo, explain what a vowel sound in each of the words of the word shock, and what unstressed in words: cherry, plum, currant (Slide№5 ) . Write down the words in the notebook, mark the emphasis in words and emphasize the unstressed vowels. Multi-test. Let us remember once again that such a shock and unstressed vowel, this will help us with "language information" at the bottom of the textbook on with. 63. Impact vowels - These are vowels in the impact syllables of words. Unstressed vowels - These are vowels in the unstressed syllables of words.	Get acquainted with the memo Read the choir. Cherry is a shock vowel sound [and], unstressed vowel sound [A]. Plum is a shock vowel sound [and], unstressed vowel sound [A]. Currant - shock vowel sound [o], unstressed vowels [a], [and], [a]. They write down words, indicate in words the emphasis and unstressed vowels. Multi-test. Read "language information."
V.Creative application and gaining knowledge, development of ways to solve problem tasks based on previously learned knowledge and skills	Work in pairs. (Slide number 6) I suggest you work in pairs. Agree, which of you will fill out the card first one who is second. To quickly and correctly cope with the task, you need to work together. Read the task, execute it using a memo. Read. 2. Support the order of proposals to get a connected text. 3. In the double words, put the emphasis, emphasize the letter denoting the unstressed vowel sound. In the flower drops of dew. At home garden. Our cottage in the forest. In the garden rose. Record with a task execution board (Slide number 7) What helped you when performing this task?	Agree with each other. Read the task. Indicate the procedure for proposals. Indicate stress in double words, emphasize the letter denoting unstressed vowel sound Check with the board the correct task Evaluate their work. Memo "How to determine in the word shock and unstressed vowels".
Fizminutka (for eyes)	Slide number 8.	Perform moves through the eyes.
Vi.Organization of assimilation of ways to reproduce information and exercises in its application	Read the patter. Try to pronounce it in a rapid pace. Slide 9. Grass in the yard, firewood on the grass. Writing, what words in the patter differs from their pronunciation? Determine the unstressed vowel sound in each double word. What did you pay attention to? Be careful: unstressed vowel sound in the word can be designated by different letters. Spin the patter. Adjust the letter that means unstressed sound. The board has seeds. Make a conclusion. We will talk about this in the next lesson.	Read patter. Yard, firewood. [a], [a], [a], [a]. An unstressed vowel sound in the Word is indicated by different letters. They write off the patter, denoting unstressed vowel sound. An unknown vowel sound in the Word may be denoted by different letters.
VII.Reflection learning activities	Recall the situation with Masha and Petya, which goal was put in the lesson? Summarize. What is a shock syllable? Where can this knowledge come in handy? Rate your work at the lesson. If the lesson was interesting and easily, you choose a red apple and hang onto the tree, if you met difficulties, I didn't understand the end, the green apple, it means that you need to still work. Well done, I am pleased with your work at the lesson. Thanks to all.	Fasten the ability to correctly determine the shock and unstressed vowel sound in the word. Responses of children. Evaluate their work, choosing an apple apple.

Given the complexity of the concept of "syllable", in the elementary classes of the current tradition, the definition of this category is not given. The program sets the task to form the ability to share the word on the syllables. On what sign of the syllable learned students to correctly divide the word on the syllables? In the word so many syllables as vowels. This reduction contains "Russian Language" for I class, but practically students get acquainted with him during the graduation period. The children spoken by the word are divided into parts, each of which is pronounced by one push of exhaled air. This is a syllable. In the written (printed) word, students first find vowels, then divided as many parts (syllables), how many vowels. During the first half of the year I, the class of exercises in dividing words on the syllables is held daily both oral and written (including the selection of words with a certain number of syllables). The ability to properly and quickly divide the word on the syllables refers to the number of the most important on which work is underway in I class. First, with a support for this skill, students master the reading and writing process. The syllable principle in Russian chart is the leading. To properly convey the word on the letter, the student primarily divides the word on the syllables. Sets the interaction of sounds among themselves within the syllable and uses the desired letters to designate consonants and vowels. An example of a class I student reasoning: "There are three syllables in the word of the birthplace. The first syllable - RO, the sound of P is solid, I write the letter ER, O. The second syllable - di, sound d - soft, I am writing the letters of DE, and. The third syllable is on, the sound of H is solid, I write the letters of En, A. " The ability of students to share the word on the syllables, dictate themselves in syllables, clearly presenting the place of each sound in the syllable, their sequence, lead to the correct entry of words without skips and rearrange letters. Therefore, work on the syllable should include writing off the syllables (teach to write off!), Recording under the dictation in the syllables (a storyguard). Secondly, the ability to share the word on the syllables is necessary for students in order to transfer words properly. In I class, schoolchildren seize the underlying transfer rule: the word is transferred by syllables. However, this seemingly simple rule requires a significant amount of exercise, since it is complicated by a number of refinements. Not any syllable can be transferred: a syllable consisting of one letter is not transferred to another line; It cannot be left on the line: Olya, Julia, My, line, etc. It is also specially implemented by the transfer of words with letters Kommersant and, when transferring, these letters remain on the line: Con Key, Lei-ka.

Additional difficulties are created by the fact that when transferring words, it is impractical to "tear off" the first letter of the root, the last letter of the console; Therefore, it becomes necessary to take into account what kind of syllable it is necessary to use when transfering so that it corresponds to the division on the morphemes: under-ran, he moved, over-lomil, on-crumble, etc. It is natural that this transfer rule becomes affordable students after studying the composition of the word. In the II and III classes, according to the program, it is not specifically studied, and the teacher, as they meet in written exercises similar words, finds out with children, which transfer option is more convenient and why.

Gradually, students, when transferring words, take into account not only the syllable, but also morph (the prefix, root).

The selection in the word of the shock syllable is a considerable difficulty for students and requires systematic exercises. Permanent exercises in recognition in the word of the shock syllable are necessary and students of the II-III classes. This skill has a fairly wide scope of application.

In class I, even during the graduation period, work begins on the formation of the ability to allocate a shock syllable in the word. In order to correctly perceive the lexical meaning of the word, when it is read, it is necessary to say one of the syllables with more power. In his speech practice, preschoolers' children most of the words are pronounced (meaning the impact pronunciation of one of the syllables). However, to identify this syllable from the word, to say which syllable in the Word of the Impact, first-graders to special training is not available. The ability to allocate in the word The shock syllable is associated with the development of the analyzing activity of thinking, is formed slowly and requires systematic exercises. Exercise examples:

1. The teacher utters the word and offers students to find out how much in the word syllables, which (in the account) of the shock.

2. Note in words a shock syllable and correctly read them: a briefcase, carrot, shop, shattered, bullfinch, bowl.

3. To write off only words with an emphasis on the first syllable (selective writing).

4. Pick words with an emphasis on the second syllable, etc.

The task. Employment in words appropriate to offer students daily in both classroom and domestic exercises. Only systematic exercises ensure the development of students from the skill quickly and unmistakably allocate in the word shock syllable. The conscious highlight of the shock syllable also contributes to the alternate pronunciation of the word with an emphasis on a different syllable: aspen, aspen. Students are clearly convinced that the correct allocation of the shock syllable ensures an understanding of the meaning of the word and interacts with it.

The class I program includes the topic "Emphasis. Vowels in the shock and in unstressed syllables ", the study of which is aimed at generalizing observations on the role of stress in the word, as well as the development of the ability to recognize shock and unstressed syllable syllables in words, compare the vowels in these syllables and correctly denote the unstressed vowel sounds.

The semoley-sensitive role of the stress is particularly clearly visible when comparing words that differ only by the place of the shock syllable: cotton - cotton, goats - goats, castle - Mock, mugs, mugs, etc. with greater force; With the help of stroke, the meaning of the word is transmitted.

In the process of studying this topic, it is especially a great place to form the formation of the skills to properly designate vowel sounds in shock and unstressed syllables (according to the program, we mean only double words like pine, water, river, thunderstorm, etc.). Of course, in the first class, first of all you need to teach writing correctly, in strict accordance with Russian graphics, words with shock vowels in the root: house, rivers, table, hour, courtyard, forest, sea, pines, etc. Writing words with unstressed Correct, as you know, obey the spelling rule. In the formation of this skill, phonetic knowledge comes into contact with knowledge of the composition of the word (see in detail in the chapter "Formation of spelling skills").

Questions and tasks

1. The role of phonetic knowledge for mastering younger schoolchildren with oral and writing speech.

2. How to teach first-graders to write words without skipping and permutation of letters? What exercises do you suggest students who allow such mistakes?

3. For what signs, students distinguish vowels and consonant sounds? How do you introduce with paired ringing and deaf consonants, with unpaired ringing and deaf? Make fragments of lessons.

4. How is students going to distinguish steam on hardness and soft sounds and correctly denote them on the letter?

5. How to organize work on the syllable in I class? Analyze the material in the Russian language tutorial: the volume of knowledge, the sequence of study, exercise types - and give an estimate.