Lyudmila Dziuba
Open lesson on teaching literacy in preparatory group Let's Help the Sounds Video
Dear Colleagues!
Thanks to everyone who read my previous publication ("Open lesson" Teaching literacy. Preparatory group. Part 1"). Thanks for the support and advice. And, as you understand, my work in "Part 1" affected, let's say, the "technical" side of providing educational process. Therefore, the video was so short - just to show the experience and ask for advice (now it has been removed for one purpose - not to take up your time). In this publication (Part 2) the video is 20 minutes. I also promised that if someone expresses a desire, I will add a text file of the lesson. Which I do with pleasure.
So here's the video tutorial:
Literacy lesson in the preparatory group
teacher Dziuba L. Yu. (for collective viewing).
Topic: "Let's help the sounds"
Program content:
1 . Learn to name words with a given sound, divide words into syllables, find a stressed syllable.
2 . Make a proposal according to the schemes.
3 . Learn to distinguish between vowels and consonants.
4 . To consolidate knowledge about the word-distinctive role of sound.
Demo material: an envelope from the "Queen of Sounds", envelopes with parts from the key, sentence schemes, "Chamomile" with sounds.
Handout: sentence schemes, words with missing letters.
Lesson progress:
There is a knock on the door, they bring in an envelope with a letter.
caregiver: We received a letter, let's read it.
The teacher reads:
Hello guys! The Fairy of Sounds is writing to you. You all know what sounds are. The country they live in is in the book. This book is called "Primer". Every child could take it - leaf through, read, complete tasks together with the teacher. And now this book, together with Malvina, was stolen by Karabas-Barabas. He put them in a closet and locked the door with a key, and broke the key.
Guys, please help to collect all the parts of the key and then you will free Malvina and return the Primer to the guys. And for this you need to complete all the tasks that Karabas - Barabas has prepared for you.
Assignments from Karabas-Barabas (located in an envelope and read out by the teacher during the lesson): I have prepared 6 envelopes with assignments for you. Each envelope contains a part of the key. If you complete all the tasks correctly, you will collect the key and free your friends from imprisonment.
The first task from Karabas-Barabas:
What sounds are called vowels? What sounds are called consonants?
Children: vowel sounds are pronounced with a voice.
caregiver: right, the windows in the sound houses where vowels live are indicated in red.
A (red B (blue
Y column) C column)
Educator: Guys, we have the first part of the key, it remains to collect 5 more parts and, therefore, complete 5 tasks.
The second task from Karabas-Barabas: this task is more difficult. This task is for the attentive:
Listen and determine what sound is often found in the poem?
The drum butted the ram
Wow! And the drum burst.
Children: sound [B]
Woodpecker hammering a tree
Day-day bark crushes
A woodpecker heals an ancient oak,
Good woodpecker oak love.
Children: [D]
Educator: That's right, the sound [B] and [D]. When pronouncing a sound, the lips close and open, the air stream meets an obstacle, the vocal cords (throat) tremble.
Feature: Sounds [B] and [D] are consonants.
Following (3rd) task from Karabas- very difficult, let's read. (Reading syllables).
caregiver: Well done guys, we have the next part of the key, it remains to collect 3 more parts and, therefore, complete 3 tasks. Let's try to do the tasks correctly and save our friends.
The fourth task from Karabas-Barabas: Divide words into syllables.
Pictures on the screen: plane, clock, house, squirrel, drum.
Educator: How many syllables are in this word? Children show diagrams of these words. (etc.)
Educator: Well done! I see you are tired. Get out on the carpet!
Physical culture minute "Pinocchio":
Pinocchio stretched,
Once - bent over
Two - bent over
Three - bent over.
Raised his hands to the sides,
Apparently the key has not been found.
To get us the key
You need to get on your toes.
(All words are accompanied by movements)
caregiver: Guys, we have the fourth part of the key, it remains to collect 2 more parts and, therefore, complete two more tasks.
The fifth task from Karabas-Barabas: Draw a sentence diagram from the picture. (see video).
caregiver: Guys, but Karabas-Barabas did not expect that babies are so smart, and that we would have to let our friends go. We have the fifth part of the key, it remains to complete the last task!
The last task of Karabas: The naughty gum ran and erased fragments of letters: Words - machine_, mi_ka, _eti, li_on, b_lka, m_lina, _latok, _isa, ko_, _it. (see video).
Educator: Now we have all 6 parts. Let's collect the key from them.
(Children make up the key from parts).
Educator: Guys, close your eyes. (A clapperboard sparkles - replacing the key with a whole one). Oh folks, magic happened. The key is complete!
Children approach the house, on which a canvas with a painted hearth hangs. Raise the canvas - under it is the image of the castle. Children open it. Malvina comes out of the house with the alphabet and treats.
Malvina: Hello guys! Thank you for completing all the tasks and freeing me and the Primer. For this I treat you (distributing cookies in the form of letters).
caregiver(summing up): What interesting, new did you learn? (children's answers).
Dear Colleagues. Waiting for your comments. Thank you for visiting this page and giving your time to my work. Yours faithfully - the educator of MADOU d / s No. 49 of Kaliningrad Dzyuba Lyudmila Yuryevna.
Purpose: To develop in preschoolers an interest in learning to read and write.
1. Strengthen skills:
search for anonymous people;
knowledge of vowels and consonants;
composing words from syllables;
2. Expand vocabulary(pathfinders, talisman);
3. Develop ingenuity, ingenuity, resourcefulness;
4. To form the ability to work in small groups, to negotiate among themselves.
Equipment and materials: a letter from the explorers, coins with letters according to the number of children, 2 buckets with magnets attached to the bottom - fishing rods, 2 hoops - wells, 2 barrels with words, letters - droplets s and and with magnets attached to them, wonderful wheel, ball, “Merry Men” warm-up cards, stones with syllables, map, heart-shaped talismans with a puzzle for solving, word chain cards, pencils for children, 2 tables, 2 sheets of paper, arrows, number cards from 1 to 6, musical accompaniment.
The course of the lesson on teaching literacy in the preparatory group "Initiation into Pathfinders"
Educator: Guys, today a letter from pathfinders from the Magic Land of Words came to our kindergarten. Here it is (reads letter)
"Dear friends! We are pathfinders from the fabulous Magic Land of Words.
Pathfinders are those people who are the first to set foot on new lands, solve mysteries. We want you to become Pathfinders too. To do this, we send you a map on which you need to go on a journey where you will perform various tasks. To get through the path faster, you need to split into two teams using coins. At the end of the journey, if you cope with all the challenges, a surprise awaits you. Good luck!"
Educator: Guys, do you accept the invitation of the rangers from the Magic Land of Words? (Yes!) Then let's split into two teams. (Children take coins from a plate on which letters are written denoting vowels and consonants and are divided independently with their help into two teams). Children explain on what basis they united in teams and check whether everyone has found their team correctly.
Educator: Guys, let's take a closer look at the map now. Where do you think our journey will begin?
Children: From the number 1.
Educator: That's right, from the number 1, and here it is.
Go to number 1
Before us is a wonderful wheel, which consists of letters. Look at the wheel, mentally turn it from left to right, and vice versa, and find words on it. Write down the words you find on these sheets that lie on the tables.
Children find the words on the wonderful wheel, write them down, and then the teams take turns reading aloud the words a (wheel, stake, garden, forest, eye, donkey, village, juice).
Educator: Well done guys found all the words, you can continue the path and go to the number 2.
Children follow the arrows and find the number 2
Educator: Before you are two barrels in which words live, but the letters Y and I from these words like to misbehave and constantly run away from their words into these wells.
Guys, you need to catch each one in turn from the well with the help of these buckets one letter at a time and return the fugitives to their places in the words, entering them into free cells. (Children catch letters with buckets, find their place in words. Words written on barrels: sh_na, sh_lo, sh_py, l_zha, s_r, m_r, sh_t, m_t, f_r, p_r)
Educator: And now we go further along the arrows, we have the number 3 ahead. Guys, on the “Crooked Mirror” path, only those who can cope with the spell of the crooked mirror can go further. Now the mirror will name words for you, and in response you must name the word that will be reflected in the crooked mirror. If they tell you - far away, and you answer - close, they will tell Masha -
high, and Masha will answer - low. (An opposite game is played with children: heavy - light, old - young, sweet - sour, wide - narrow, smooth - rough, cold - hot, day - night, start - finish, beginning - end)
Fizminutka "Cheerful little men".
Children dance to the music, as soon as the music stops, the children stand in the figure that the teacher shows on the card.
Educator: Guys, in order to get to the number 5, you need to make out a blockage of stones on which syllables are written. But we will be able to make out the blockage only when we make words out of syllables. Brown stones for one team, black stones for the other team. (Children make words from syllables, then the teams change places and check each other)
Educator: Well done, and we coped with this task, now we are at the number 5. Here we need to restore the chain of words using these cards. (Children are given cards that show objects that make up a chain of words: Car - orange - knife - beetle - cat - tiger - steering wheel - forest - catfish. Drum - threads - needle - pineapple - chair - bow - key - watch)
Children go to the number 6 and find a letter.
The teacher reads the letter:
"Dear Guys! Here you have completed all the tasks. We send you talismans as a gift, i.e. items that bring happiness and good luck. But only the one who solves the puzzle that is drawn on the talisman can get the talisman. Guys, do not forget, only the one who completes the task will bear the honorary title of pathfinder!
Children receive talismans in the shape of hearts with a rebus written on them.
Having solved the rebus, the children approach the teacher, who checks the correctness of the assignment and puts on the child a talisman. Children who completed the task correctly first can help the teacher in checking the solved puzzles.
Educator: Guys, I congratulate you, you all completed the tasks and now you can proudly wear the honorary title of pathfinder.
I present a summary of the immediate educational activities for children of the preparatory group under the Diploma section. This summary will be useful for educators of the preparatory group.
Integration of educational areas:"communication", " fiction”, “cognition”, “socialization”, “health”.
Purpose of the lesson: Consolidate knowledge, skills and abilities in the section "Literacy".
Tasks:
educational e: To check the knowledge, skills and abilities acquired by children, formed in the literacy classes;
Speech: Exercise in the differentiation of the studied sounds; exercise in the sound analysis of the word; to consolidate the ability to draw up and analyze sentence schemes; identify the level of mastery of reading skills; consolidate general concepts; enrich the vocabulary of children;
Developing: consolidate the ability to work in a notebook and at the blackboard;
Educational: to cultivate the ability to listen to comrades, not to interrupt each other.
Demo material: cards with the words: ROCKET, COBRA, KOLOBOK, EDGE, DINNER; card with physical education.
Handout. "Sweets" - a treat with chips (vowel sound, stressed, soft consonant sound, hard consonant sound, voiced consonant sound, deaf consonant sound, syllable (stressed, unstressed), cards with pictures of catfish, pike, crucian carp, shark; colored pencils, notebooks or blank sheets, envelopes with a tongue twister; cards with the Lost Letter game
V. Guys, guests have come to us, many guests, look at them and say hello to them. They want to look at you, what smart and literate children you are.
B. Sit down on the carpet and all attention is on me.
Q. I want to suggest that you go to the country of Grammar. And to get there, you need to remember and tell everything you know about sounds, letters, syllables. Ready?
Q. Who will tell me what sounds are? What are they? Children's answers. (vowels and consonants: hard and soft, voiced and deaf).
Q. What are letters? How are they different from sounds? Answers of children. (We hear and pronounce sounds, and write letters, see, etc.)
V. Well done.
Q. Here we are in the country of Grammar. The inhabitants of this country have prepared treats for you, but the treats are not simple, come to your tables, take a piece of candy and unfold it, you see the chips inside, call in turn what you know about these chips. Children unfold and tell the vowel sound, the stressed consonant sound is soft, the consonant sound is solid, the consonant sound is voiced, the consonant sound is deaf, the syllable (stressed, unstressed).
V. Well done!
B. Please sit down at the tables. We already know that words are made up of sounds. Can you share a word? Such sound parts of a word are called syllables. To make the word sound right, we put ... emphasis. How to put emphasis? Children's answers (you need to call the word and the syllable that stretches and will be stressed)
Q. Here is the task that the inhabitants of this country have prepared for you - divide the words into syllables and put the stress. The teacher shows an example. river (re-ka)
(All the words on the cards are performed by children, the words are: catfish, pike, carp, shark)
V. Well done guys! And, how can one name the words that you worked on (fish) Who catches fish, what is the name of this person? (fisherman) Let's write down this word and do a sound analysis. Children work at tables, one at the blackboard.
V. Smarties. Now, come to me, let's play. Physical education session based on the verses of I. Nikolaevich
A worm sits on a hook, (children squat down)
Scaring the fish, making faces. ( articulation gymnastics"Turkey")
From that - half a day fisherman
Can't catch anything. (children jump)
The children sit on the carpet.
B. Pay attention to the board where the word is written, read it ROCKET. What does this word mean? Answers of children. (an aircraft that moves in space)
What animal is hidden in this word? Cancer children's answers
COBRA. What does this word mean? Answers of children (the largest poisonous snake in the world)
What kind of wall lamp does a cobra carry? ARB children's responses
KOLOBOK. What does this word mean? Children's answers (folk tale character)
What part of the person's face is hidden in this word? Children's answers LOB
EDGE. What does this word mean? Children's answers (edge of the forest)
What artillery piece is hidden at the edge of the forest? Children's answers GUNS
DINNER. What does this word mean? Children's Answers (Evening Meal)
What non-venomous snakes crawled up for dinner? Children's answers UZHI.
V. Well done! Now go to the tables and take the envelope, where there is some message. Children are reading.
I need a beetle for dinner.
B. Great. Tell me, what did you read, what is it called? Children's answers Suggestion.
Q. How many words are in this sentence? Let's draw a diagram for this proposal (one child goes to the blackboard, the rest write on their pieces of paper).
How do you write the first word in a sentence? (The first word in a sentence is written with capital letter). What goes at the end of a sentence? Children's answers (period) What punctuation marks are put at the end of the sentence? (!?)
V. Well done! Come out to me. Now let's pronounce this tongue twister together correctly (quietly, calmly, quickly, loudly, and now as if there is a question mark at the end, joyfully). Next, the teacher asks the children individually.
V. Well done. What is the most common sound here? [W] what can you say about this sound. What is he? Children's answers (Consonant, always firm, voiced) Wonderful!
B. Sit down at the tables. And in parting, the inhabitants of a wonderful country have prepared for you the last task "The Lost Letter"
V. So our journey through the country of Literacy ended. Well done, guys, you coped with all the tasks, but what did we do in class today? What task did you like the most? How does our lesson end?
Program tasks: to consolidate children's ideas about some vowels and consonants; ; promote the development of the correct posture for writing; develop the ability to differentiate by ear and in pronunciation consonants close in acoustic and articulatory terms, understand the relationship between words (antonymy), interest in the sounding word, thinking, speech, fine motor skills of hands; to cultivate interest in language and speech as phenomena of reality, moral qualities (perseverance in achieving goals, empathy).
Material and equipment: cards with images: pipes, buckets, keys, horns, a rooster, a wardrobe, an owl, a dragonfly, bullfinches, a pencil, ruffs, starlings, letters (F, T, O, G, S, F); cards with letters on one side and numbers on the other, 2 letters, a balloon, 4 envelopes, a toy bear, an easel, a clockwork train, a book, a picture of Cinderella from 4 parts, a model of a tree, a toy bird, a “magic » wand, “My mood” manual, Cinderella costume for an adult, audio recording of mysterious music, according to the number of children: 2 cards (with the image of a joyful and sad face), sheets of paper with patterns of dots, pens.
Lesson progress
caregiver(AT.). Guys, we got a letter (shows). Let's find out who it is from (opens the letter and reads).
"Hello guys! In a few days there will be a ball in the palace. I have never been to a ball before, but I really dream of going there. I imagined many times how I would dance in a beautiful dress with a prince ... Help me, please!
Guys, we never left anyone in trouble. Can we help? (Yes.) But who wrote this letter, who needs our help? To find out, you need to complete tasks. Let's get started!
The task "Pure words"
On the table are cards with images: pipes, buckets, keys, horns, a rooster, a closet, an owl, a dragonfly, bullfinches, a pencil, ruffs, starlings. The teacher pronounces the beginning of the tongue twister, and the children, looking at the cards, choose the right one, call it, and then pronounce the tongue twister in full.
Pa-ba-ba - Petya has ... (trumpet).
Ro-ro-ro - on the floor ... (bucket).
Chi-chi-chi - my ringing ... (keys).
Ka-ha-ha - at the goat ... (horns).
Ha ha ha - we can’t catch ... (rooster).
Af-af-af - we will put in a corner ... (wardrobe).
Fu-woo-woo - they saw in the forest ... (owl).
Su-zu-zu - we caught ... (dragonfly).
Ri-ri-ri - on the branches ... (bullfinches).
Ash-ash-ash - Sasha ... (pencil).
Zhi-shi-shi - they live in the river ... (ruffs).
Tsy-tsy-tsy - they fly south ... (starlings).
Then the teacher draws attention to the balloon that appeared at the door, to the thread of which an envelope is tied. It contains part of the image.
AT. Well, now it's time
Play a game where it's the other way around.
Game "Say the other way around"
The teacher calls the word and asks the children to pick up a word of the opposite meaning to it.
Black White.
High - low.
Lower - raise.
Good bad.
Cry - laugh.
Left - right.
Open - close.
Lose - find.
Beginning - end.
AT. You did a great job with this one too, well done! (He draws attention to the envelope in the paws of a toy bear.) Here is another envelope.
Game "Find out and show"
The teacher guesses the letter:
- What letter stands akimbo? (Letter F.)
What letter sticks out like a scarecrow in the garden? (Letter T.)
What letter looks like a donut? (Letter O.)
- What letter "works" with a crane? (Letter G.)
What letter can whistle? (Letter S.)
What letter is buzzing? (Letter J.)
After guessing the letter, he shows a card with its image. Children show it one by one and in pairs.
AT. You have completed a difficult task. (A clockwork train drives in, in the trailer of which there is an envelope.) Here is another envelope. The solution is close, there is very little left.
Task "Letters, in places!»
The teacher distributes cards to each child, on one side of which there is an image of letters, and on the other - numbers. You need to arrange the letters in the order indicated by the numbers on the back of the card, and read the word.
| 3 | 1 | 2 |
| To | L | At |
| ONION | ||
| 2 | 3 | 1 |
| O | FROM | H |
| NOSE | ||
AT. Another task behind. Well done! And here is the envelope (takes it out of the book).
Physical education minute
AT. Now we have all the parts of the image, let's collect them and find out who sent us the letter. (Children fold the picture of Cinderella.)
Enter Cinderella.
Cinderella. Dear Guys! Have you guessed who I am? (Cinderella.) Right. The stepmother and sisters went to the ball. Oh, how I want to look at the palace and the prince at least with one eye ... Will you help me get to the ball?
AT. Guys, do you want Cinderella's dream to come true? (Yes.) Then let's do the last task. But first, let's warm up.
Finger gymnastics "Words"
One and two, one and two! -
Let's put words together from letters.
(Bend and unbend the fingers of both hands.)
"Sun" is a radiant word,
(Spread fingers apart.)
"Lion" is a fluffy word.
(Connect the thumb, middle and ring fingers, slightly raise the bent index finger and little finger.)
"Rhino" is a horned word,
(Straighten the index finger, bend the rest of the fingers.)
And "zebra" is a striped word.
(Connect the fingertips, rounding the arch of the brush.)
Exercise "Circle"
The teacher monitors the quality of the task: the ability to hold the pen correctly, control the pressure when writing, do not turn the sheet over while working, and reminds the children to watch their posture.
After completing the task, mysterious music sounds, the teacher waves the “magic” wand, pronouncing the words:
Bi-bi-di, bo-bi-di-bam -
Hurry, Cinderella, to the ball!
Cinderella leaves, and the teacher draws attention to the model of a tree on which a toy bird with a letter sits. The teacher opens the envelope and reads: “Finally, my dream came true - I'm at the ball! Thank you very much, friends! Cinderella".
AT. Guys, you did a great job today! I am proud of you! Now take a card that matches your mood at the moment and put it in the appropriate pocket.
The teacher gives each child 2 cards (with the image of a joyful and sad face). If the child liked the lesson and his mood is good, then he puts the corresponding card in the pocket with the image of a cheerful little man, and if he didn’t like it and the mood is bad, then a card with a sad face in the pocket with a sad little man.
Summary of a lesson on teaching literacy for children aged 6-7 prepared by E. Tomasheva
Tatyana Garnysheva
Educational:
Improve the skills of sound analysis of words: identify vowels, consonants (soft, hard, deaf, sonorous); place of sound in a word; divide words into syllables, determining the number of syllables;
Improve the technique of conscious reading of words and sentences; enrich children's vocabulary.
Developing:
Develop phonemic awareness visual perception, thinking, attention, memory;
To develop the ability to answer the question of the educator with a complete answer, to exercise in inventing sentences with a given word;
Educational:
Create a good mood;
To cultivate a sense of camaraderie, the ability to listen to the teacher and comrades, the desire and ability to work in a team;
Encourage activity and independence.
Vocabulary work:
sound, syllable, word, sentence, stress, letter.
Organization of the lesson:
Part 1, standing on the mat, then at the tables, physical minute - on the mat.
Material:
Dispensing: letters for coloring, colored pencils (blue, red, a table for determining the place of sound in a word, chips, subject pictures for determining the number of syllables, the word "", words divided into 2 parts, rebuses and cards for compiling a word.
Demo: numbers 1, 2, 3 to determine the number of syllables in a word, a syllabary table for reading, pictures for composing a word by the first letters, a split sentence “I WILL GO TO SCHOOL”.
Lesson progress:
“Invented by someone simply and wisely
Greet when meeting:
Good morning!
Good morning! sun and birds.
Good morning! smiling faces.
And everyone becomes kind, trusting.
Good morning lasts until evening.
Guys, let's look at each other and smile. Let your smiles be with us throughout the lesson, we are in a good mood, we are ready to start the lesson.
You have learned a lot in kindergarten, you will go to school soon, and now we will test your knowledge and skills.
What do you need for this? (listen carefully to the teacher, answer the questions correctly). The lesson will be interesting and difficult, so you will need attention, resourcefulness and your knowledge, we do not quarrel and help each other.
Remind me what we learn in literacy classes? (we study sounds and letters).
How are sounds and letters different? (we pronounce and hear sounds, and we see and write letters).
What are the sounds? (sounds are vowels and consonants).
On the table you have letters, let's call them?
(A U O M S X S H L N R K P T Y Z V F B D D Y L)
Take a colored pencil and paint the letter in the appropriate color.
What two groups do we get? (vowels and consonants).
How are vowel sounds pronounced? (they sing, do not meet obstacles in pronunciation, form a syllable).
How are consonants pronounced? (they are not sung, they meet an obstacle during pronunciation, they do not form a syllable).
"The vowels stretch in a ringing song,
They can cry and scream
They can cradle a child in a crib,
But they don’t want to whistle and grumble.”
"And the consonants agree
Whisper, whisper, hiss,
But they don't want to sing."
And now I have the next task for you, listen carefully. I read a patter: "Margarita collected daisies on the grass, Margarita lost daisies in the yard."
What sound is very common in this tongue twister? (sound "R").
Now I will pronounce the words, and you must determine the place of the “P” sound in the word: at the beginning, middle or end of the word, and mark with a chip the square on the card where this sound is located.
(river, drum, mosquito, rainbow, size, cheese, watermelon, horizon)
I have prepared unusual balls for you, what do you see on them? (letters). It is necessary to make as many words as possible from the available letters.
S, O, L, N - SLEEP, ELEPHANT, OH, BUT, NOSE.
"A lot of trouble with letters
Oh, that's the kind of people they are
But when it's smart
Build them in a clear line,
Letters turn into words
And they will talk to you."
DREAM, ELEPHANT, NOSE. What can you say about these words, what are they? (short).
Name some more short words (cat, house, cheese).
What other words are there? (long). Name long words (bicycle, locomotive, excavator).
And now I suggest you play the game "Find your house". Each house has its own number: No. 1, No. 2, No. 3, No. 4. Take subject pictures, name your word, divide it into syllables and find your house, how many syllables in the word will be the number of your house.
Help me find my home.
Well done, take your seats at the tables.
"Everything is given a name -
Both the animal and the object.
There are a lot of things around,
And there are no names!
And all that only the eye sees
Above us and below us
And all that is in our memory
Signified by words.
What season is shown in my picture? (winter).
- "WINTER" - let's analyze this word.
How many letters are in the word WINTER? (4 letters)
And how many sounds are in the word "WINTER"? (also 4)
How many consonants are in the word "WINTER"? (2 consonants). Name them (sounds Z and M).
Where is the Z sound in this word, and the M sound? (the sound Z is at the beginning of the word, and the sound M is in the middle).
Z sound - consonant, sonorous, soft.
Sound M - consonant, voiced, solid.
How many vowels are in the word "WINTER"? (2 vowels)
What are these sounds? (i, a).
Which vowel is in the middle of a word? (AND)
Where is the "a" sound? (at the end of a word)
Divide this word into syllables. How many syllables are in the word "WINTER" (two).
Why does this word have two syllables? (because there are two vowels).
Recall the rule - "How many vowel sounds in a word, so many syllables in a word."
Read the first syllable (ZI, the second syllable (MA).
Which syllable is stressed? (MA).
Name an unstressed syllable? (Sub)
Well done guys, you did a great job.
The next task is to read the syllable table and make up words.
(magpie, Vova, owl crow, braids, cow, hair).
You have cards with words laid out on the tables, when I was preparing for the lesson, I mixed them up. You need to make a word, placing the syllables in the right order, read it and make a sentence with this word. You will work in pairs.
GRU. SHA MA. LYSH
HONEY. BECAUSE KUKUSH. BUT
Well done guys, you did a great job.
Before you pictures, you need to guess the word by the first letters. (SCHOOL).
Tell me, please, what is made up of letters? (the words).
What comes out of the words that come together? (suggestions).
Our speech consists of sentences. In order to speak correctly and beautifully, we select words according to their meaning to each other, and we get sentences.
Now make up a sentence from the words that you see here: SCHOOL. V. IMU. I (I GO TO SCHOOL).
What sign is placed at the end of a sentence? (dot).
And what other signs are put at the end of the sentence ?!)
Pronounce the sentence so that you can put signs (.,) at the end of the sentence
Rebus solution:
K L O V V O L K V A S O S O V A
4 3 2 1 1 2 3 4 3 4 1 2 1 2 3 4
Cards: you need to make a word in which there are not enough syllables, insert a suitable syllable and read this word.
CO. CA MA. ON THE
DE DO KI BA RE KO RE KU BA SHI
Guys, I'm happy for you, you have completed all the tasks that I have prepared for you.
What task did you like the most?
What did you find difficult?
You showed your skills, knowledge, showed ingenuity. Well done!
"How good it is to be literate in the world,
After all, literacy is a stepping stone to the light,
Which is not to be missed."
Thank you for your work!