“Spelling paired consonants at the end of words and before vowels”
Goal: to develop UUD skills.
Subject :
develop the ability to see spelling;
be able to apply knowledge about the features of test words and verification methods;
develop spelling vigilance;
Metasubject :
develop attention, thinking, speech;
be able to put forward hypotheses, summarize concepts;
be able to control and adjust your work;
Communicative:
be able to work with partners;
be able to correctly formulate your thoughts and pose questions;
Personal :
be able to evaluate your own work and the work of a friend;
be able to find the reason for the success of the work.
Lesson type: lesson complex application knowledge and skills (consolidation lesson)
Methods: visual, verbal, partially search.
Methodological techniques: conversation, teacher’s word, synthesis and analysis.
Equipment :
diagram with the main questions of the lesson;
algorithm for checking paired consonants;
task cards;
signal cards;
self-assessment cards.
During the classes.
Mobilizing stage.
You have two cards on your desks (sun and cloud ), pick up the card that matches your mood. I wish you to always be in a good mood.
2. A minute of penmanship.
Open your notebooks. Write down the number, great job.
Not expensive_ gift_ – more expensive attention. (slide 1)
- Read the sentence, what is it? (Proverb
)
- How do you understand the meaning of this proverb? (It doesn’t matter how much the gift costs, what matters is that they remember you.)
- Insert the missing letters and explain their spelling. (Orally. Not expensive - letter G, test word - dear. The gift is the letter K, because it is the suffix OK.)
- Now write this proverb.
What can you say about the letters?G
AndTO
? (
They represent paired consonants.)
-What other letters represent paired consonant sounds? (B-P, V-F, D-T, J-SH,
z-s)
-
Why are they considered “dangerous”? (Words at the end are written differently from how they are heard.)
- How to check paired consonants in a word? (Children say the rule with examples)
.
3. Determining the topic and objectives of the lesson.
State the topic of today's lesson.
(
Spelling words with paired consonants at the end.
)-
(slide 2)
- What tasks can you set for yourself in the lesson?(slide 3)
U – practice writing paired consonants;
R – develop attention;
ABOUT - explain the spelling of words;
TO - work collectively and amicably.
During the lesson we will answer the questions:(slide 4)
What
Where should I check?
How
How
What questions can we already answer?
What should I check? (paired consonants: b p, v f, g k, z w, z s, d t )
Where should I check?(at the end of the word )
How should I check? (rule)
To make it easier for us to apply the rule, we will use an algorithm.(slide 5)
Algorithm:
1. I read the word….
2. I hear a sound….
3. I change the word….
4. Checking...
5. I am writing the letter….
4. Physical education minute.(Slide 6)
To warm up from behind the desks
Let's get up. On your marks!
We bend forward -
We turn the mill by hand,
To stretch your shoulders.
We begin to squat -
One two three four five.
Let's reach out to the sun.
Let's stretch our arms to the sides.
Now it's time to study.
Yes, be diligent, don’t be lazy
5. Work on the topic of the lesson. Work in pairs.
- We will continue the lesson. Write down the answers:
1) Angry touchy-feely
Lives in the wilderness of the forest.
There are a lot of needles
And not a single thread.(hedgehog)
2) In summer he walks without a road
Near the pines and birches,
And in winter, under the blizzard howl,
He sleeps in a snow hut.
(Bear)
3) Who is cold in autumn
Walking around gloomy and hungry?
(Wolf)
4) He walks with his head up,
Not because of a proud disposition,
Not because he’s an important count,
But because he...(Giraffe)
6) He is horned and shortsighted,
He doesn't see well around him.
But maybe a strong side
Make a hole...(Rhinoceros)
7) I’m only good in appearance.
I am related to a cat.
I run faster than the wind
You will meet me in Africa.
I'm lying in the sun,
And I guard the prey.
If you looked menacingly,
Run away, dangerous -(A lion).
(slides 7, 8)
5.1 Writing from memory. (card)
White fluffy snow
Spinning in the air.
And the ground is quiet
Falls, lies down.
5.2 Work at the board.
- Yastre_, eno_, pyro.., small_, snow.., utyu_, side.., otrya_, globu_.
What rule helped you write the letter correctly?(Spelling words with paired consonants at the end.)
- What did you do in order to correctly write the paired consonant at the root?
Rule.
To correctly write a paired consonant at the end of a word, you need to change the form of the word so that after the consonant sound being tested, a vowel is heard .
6. Working with signal cards.
Game "Be careful"
I will name words with a paired consonant, and you show signal card with the required letter and name the test word.
Honey, siskin, grass snake, crab, whale, bread, ladle, eye, scarf, cornice.
7. Independent work. By cards.
Card 1 (working with complex text)
Task: - insert the missing letters,
- write down a story
Du(b/p) - …, goro(d,t) - …, both(t,d) - …, su(p,b) - …
Zu (p, b) - ..., ogoro (d, t) - ..., gla (z, s) - ..., zhu (g, k) - ...
8. Lesson summary. (slide 9)
What should I check? (double consonant at the end of a word )
Where should I check? (at the end of a word )
How should I check?(It is necessary to check the same-root test words)
What should I check?(Paired voiced and voiceless consonants need to be checked. To do this, you need to change the word so that after the consonant a vowel sound is heard.)
What the b-p, v-f, g-k, f-sh, z-s
Whereshould I check? at the root, at the end of a word
Howselect one words, changing the form of words.
Than after a consonant a vowel sound was heard
9. Reflection educational activities. (slide 10)
- if it was easy for you to complete tasks –
- if you had any difficulties during the lesson -
10. Thank you for your work. (slide 11)
In this lesson we will learn that a paired consonant at the root of a word (in the middle and at the end of a word) requires verification. Let's learn how to check paired consonants in the root using a vowel. We'll do a lot of fun tasks.
Stunning paired consonants at the end and in the middle of a word
We already know that the Russian language has paired consonants:
B-P, D-T, G-K, Z-S, V-F, J-S.
Rice. 1. Paired consonants ()
Let's observe what happens with paired consonants at the end and in the middle of a word.
Let's name the objects. Let's highlight the last sounds.
Train d
Ta h . We hear the sound S - write the letter Z.
Let's check how a paired consonant sounds in the middle of a word before voiceless consonants.
Lo d ka. We hear the sound T - write the letter D.
Lo and ka. We hear the sound Ш - write the letter Zh.
We conclude: voiced pairs at the end of a word and in the middle before voiceless consonants are deafened, which means that the spelling of paired consonants must be checked.
Three ways to check paired consonants
This spelling occurs at the root of a word, so it is called “Spelling of paired consonants at the root of a word.” What words will be the test words?
Let's look at examples.
The first way to check the spelling of paired consonants is to change the form of the word so that a vowel appears after the paired consonant.
For example: load - loads, snowdrift - snowdrifts, fruit - fruits.
The second way: mentally substitute the word “no”.
For example: flag - no flag, frost - no frost, beak - no beak.
The third way: choose a single-root word so that after the paired consonant there is a vowel.
For example: leg - leg, paw - paw, grass - grass.
Rice. 6. Words with paired consonants ()
The most dangerous.
Paired in the word check,
Place a vowel next to it.
And also, in order to check a paired consonant, you need to change the word so that after the consonant sound being tested, a voiced consonant sound N is heard.
For example: fish - fishy, book - bookish.
Consolidating knowledge in practice
Now let’s consolidate our knowledge by completing the tasks.
Let's insert the missing letters and name the test word.
Skirt, pipe, blouse, cold, exhibition, eyes, snowballs, dirt, cow, mug, bell, walrus.
Let's check what happened: skirt - skirt, pipe - pipe, blouse - blouse, cold - cold, exhibition - exhibit, eyes - eyes, snowballs - snowy, dirt - dirty, cow - cow, mug - mug, bell - calls, walrus - walruses.
Let's highlight the root in related words and insert a paired consonant.
Tra...ka - tra...a, tra...ushka, tra...inca.
Du...ki - du...ok, du...och, du...ovy.
Frost... - frost...s, frost...ny, frost...it.
Herb ka - herb a, abalone herb, inca herb - the root of herbs. Inserted the letter B.
Ki oak - oak oak, oak oak, oak oak - oak root. Inserted the letter B.
Frost - frost s, frosty, frost - root frost. Inserted the letter Z.
Let's name the objects. In which words does the spelling differ from the pronunciation? Choose test words for them. Let's select the roots.
Bread, nail, hat, cake, dove.
Let's check. The pronunciation differs from the spelling of the words:
Bread, nail, dove.
Test words:
Bread - bread, ear bread, bread. Root bread.
Nail - nail and, nail ik. The root of the nail.
Dove - blue and, blue ok, blue another. Pigeon root.
Let's write words that have a matching meaning with a paired consonant at the end. All words begin with the letter S.
......blooms in spring.
Mom made ...... from cucumbers.
It's winter......
...... snowed during a snowstorm.
After a fight under the eye......
...... the hay was collected in the field.
Let's check what happened (one of the options).
Garden blooms in spring.
Mom made cucumber salad.
There is snow in the winter .
Snowdrift snowed during a snowstorm.
After a fight I have a bruise under my eye.
Stack the hay was collected in the field.
In the next lesson we will learn the rules for writing words with a separating soft sign and consolidate this knowledge in practice by completing many interesting tasks.
- Klimanova L.F., Babushkina T.V. Russian language. 2. - M.: Education, 2012 (http://www.twirpx.com/file/1153023/)
- Buneev R.N., Buneeva E.V., Pronina O.V. Russian language. 2. - M.: Balass.
- Ramzaeva T.G. Russian language. 2. - M.: Bustard.
- Kuznetzova.siteedit.ru ().
- School.xvatit.com ().
- Festival pedagogical ideas "Public lesson" ().
- Klimanova L.F., Babushkina T.V. Russian language. 2. - M.: Education, 2012. Complete the exercise. 165 P. 109, ex. 167, 168 P. 111.
- Insert the required consonant at the gap in the words.
Rice. 7. Spelling task for paired consonants at the root of a word ()
- * Using the knowledge gained in class, solve the puzzles and explain the spelling of the answer words.
Every first-grader knows that sound is a unit of speech that we pronounce and hear, and letters we read and write. In Russian they are divided into vowels and consonants. Of the 33 letters of the Russian alphabet, 21 are called consonants. They are divided according to their sonority and dullness, softness and hardness. They begin to study the classification of letters in the 1st grade, but the student will have to use it before graduating from school. When studying phonetics, each student must learn to distinguish between voiceless sounds and voiced sounds. During writing, they are indicated by transcription - [b]. The table will help you distinguish and remember paired consonant sounds.
Paired consonants according to voiced-voicelessness
All consonants in the Russian language form pairs; a voiced consonant is opposed to a voiceless consonant. There are 12 paired letters in total, making 6 pairs:
Paired and unpaired consonants need to be known in order to be successful in spelling. Many spellings of the Russian language are based on the selection of cognate words according to this classification, for example:
- soft - soft,
- tooth teeth.
The first pair contains the letter g, which is not clearly heard when pronounced and spelling it is difficult. The second words are test words when the spelling is pronounced clearly. Younger students often make mistakes in these works.
You may notice that not all letters of the alphabet form pairs. This happens because phonetics has rules that need to be remembered. They are based on the fact that sounds can only be voiced or only unvoiced. They are easy to remember because they are small in number. As a rule, by the end of 1st grade, students know them by heart. These include r, n, l, m, th - sonorous, always voiced, ts, ch, sh, x - always voiceless.
Paired consonants for softness and hardness
Consonants are usually divided into hard and soft. In phonetics, the softening process occurs in several situations:
- when after a consonant there is a vowel: yu, ya, e, e, and (blizzard, buttercup);
- or it's worth it soft sign(blizzard, drinking).
If after a consonant there is a vowel, except e, e, yu, ya, and, then it does not allow softening. For example, in the words peony, earth, after the consonant there is a vowel, which provokes the process of softening. In words such as lamp, water, there are no letters e, e, yu, i, and, therefore, when pronounced, all sounds are hard.
There are also letters that, when reproduced in speech, will always be soft or hard. These include: shch, h, j, c, w, g. Every student needs to know the classification of letters and sounds for successful learning.
A special table will help you remember paired voiced and voiceless voices. It's easy to navigate.
Such a table or a similar one can sometimes be found in the office primary classes. It has been proven that junior schoolchildren visual-figurative thinking is more developed, so provide new information they need it in the form of illustrations or pictures, then it will be effective.
Every parent can create such a table on a first-grader’s desktop. Do not be afraid that this tip will lead to laziness of the student. On the contrary, if he often looks at the image, he will quickly remember everything he needs.
There are more consonant sounds in the Russian language, so remembering their classification is more difficult. If you list all the unvoiced and voiced ones, you get the number 12. The letters ch, sh, y, shch, c, zh, r, n, l, m are not taken into account; they are classified as unpaired.
There are tips for children on how to quickly learn to recognize a voiced and a voiceless consonant when parsing a word. To do this, you need to press your palm to your throat and pronounce a clearly separate sound. Voiceless and voiced consonants will be pronounced differently and, accordingly, will be reflected differently in the palm of your hand. If there is vibration in the hand, it is voiced; if not, it is deaf. Many children use this hint when studying phonetics.
There is another exercise that helps to accurately determine which consonant is in front of the student. To do this, you need to cover your ears with your hands, but preferably there should be silence. Say the exciting letter and listen to it with your ears closed. If it is not heard, then it is a dull sound; if, on the contrary, it is clearly heard, it is a ringing sound.
If you try, today any parent can find many interesting, exciting and educational exercises and rules that will help the child easily master new knowledge. This will make the learning process more interesting and entertaining, which in turn will affect academic performance.
We present to your attention a test with answers on the topic “Paired consonants in the roots of words”, which can be used in the Russian language course for grade 2. The structure of the test is presented as follows: a question, and then an answer on a gray background. To successfully pass the test, we recommend refreshing your knowledge on this topic using this link.
1. Complete the rule.
To check the paired consonant at the root of a word, you need to change the word so that after _________________________________.
To check the paired consonant at the root of a word, you need to change the word so that after the consonant was a vowel.
2. Read. Highlight in a different color the words in which the missing letter must be checked. Fill in the missing letter:
Tra_ka, pogr_ka, pot_olka, smooth_kiy, smart_ny, frosty, horse, careful, cook, do_ki.
Tra V ka, I'll dive h ka, to P Ilka, gla d cue, Narya d ny, moro h ny, horse d ka, be careful and ny, ready V it, do d ki.P.S. The words: elegant, frosty and careful do not need to be checked, for the reason that after the consonant, in each of these words, there is a sonorant consonant “N”.
Unpaired voiced ones: N, M, L, R, Y have an additional name - sonorant consonants.
The rule should also be supplemented: to check a paired consonant, you need to choose a test word such that after the consonant there is a vowel, either a sonorant (N, M, L, R, Y), or the letter V.
3. Highlight the word being checked in blue, the test word in red.
Fishy - fish, fabulous - fairy tale, pie - pies, pipe - pipe, birch - birch, watchman - watchman, eyes - eyes, notebook - notebook, jump - jumps.
4. Select and write down test words for these words. Fill in the missing letters
kru_ka — ______ immer_ka -______ bere_ka — ______
morko_ka — ______ uka_ka — ______ kry_ka — ______
flag_ki - ______ zaga_ka - ______ ry_ka - ______
cross_ka — ______ ska_ ka — ______ road_ka -______
Crewe and ka-kru and I'm going to immerse myself h ka-gru h take it h ka - take h and Morco V ka - morko V and uka h ka - uka h cover w ka-kry w a fla and ki - fla and ok zaga d ka - zaga d face-to-face b ka-ry b and Perez d ka - peres d it's ska h ka-ska h points doro and ka - doro and ek
5.Read. Choose and insert the desired letter into the words.
snow__ki (f, w), re__kiy (d, t), yu__ka (b, p), paper__ka (f, w), sharp__ki (v, f), boots (f, w), bliky (z, s), bun__ka (v, f), soft (g, x), sweet (d, t)
Dream and ki ( and, w), re d cue ( d, t), yu b ka ( b, p), boom and ka ( and, w), sharp V ki ( V, f), sapo and ki ( and, sh), bli h cue ( h, c), bula V ka ( V, f), me G cue ( G, x), sl d cue ( d, T)
6.Insert the missing letters. Write the test words in brackets. Write the text to separate sheet, underline the spelling pattern being studied.
Lebe. b (____________) is called the king of all water birds. It is white as snow, with shiny, transparent small eyes. kami (_________), with a black nose and black varnishes (__________). He has a long gi. kaya (____________) and a beautiful neck. It is beautiful when it floats around. which (__________) surface of the water.
Lebe d ь (lebe d i) called the king of all water birds. It is white as snow, with shiny, transparent small eyes. h kami (gla h a), with a black nose and black tails P kami (la P s). He has a long gi b kaya (gi b ok) and a beautiful neck. He is beautiful when he floats across his eyes d coy (gla d ok) surface of the water.
- Circle the paired consonants: z n t h b x r f k
- Highlight the test words. tooth, teeth, teeth, teeth, dental
- Highlight the words in the text with consonants at the end that need to be checked.
It's hot outside. Gleb and Oleg went to the beach. A white sail is visible in the distance. Sea water washes the shore. The boys took off their clothes and shoes and dived into the water. The sea was warm. And swimming is fun.
It's hot outside. Gleb And Oleg went to beach. White is visible in the distance sail. Sea water washes shore. The boys took off their clothes and shoes, and dived into the water. The sea was warm. And swimming is fun.
Online test on the topic “Paired consonants”
We also bring to your attention an online test to test your knowledge on the topic: “Paired consonants at the root of a word.”
city... by selecting the test word:
Right!
Wrong!
Fill in the missing letter in the word take... by selecting the test word:
Right!
Wrong!
Fill in the missing letter in the word meh... by selecting the test word:
Right!
Wrong!
Fill in the missing letter in the word zu...ki by selecting the test word:
Class: 2
Target: creation of an algorithm for selecting test words with paired consonants in the root of the word.
- To develop the ability to select test words with paired consonants in the root of the word, to compare the desired letter in the test and checked words.
- Develop logical thinking through methods of analysis, synthesis, comparison, generalization at the stages of preparing and mastering new material, when working in groups, when working with deformed text.
- Continue to develop spelling vigilance using V.V.’s technique. Laylo.
- Promote development writing, enrichment vocabulary students.
- Promote the development of creative thinking and imagination.
- Develop skills of self-control and self-esteem.
- Develop communication skills through organizing work in groups.
- To promote students' interest in the subject being studied.
Equipment:
Signal cards;
Textbook “Russian language” for 2nd grade four-year primary school, part 2, T. G. Ramzaeva, Moscow, “Bustard”, 2009;
Notebook;
Individual cards, supports;
Each student has a boat with different colored sails (red – level 1, blue – level 2, green – level 3).
During the classes
I. Organizational moment.
Hello guys! Now we have a Russian language lesson. Look how good the weather is today, how the sun is smiling at us. Let us smile at each other and sit quietly.
Write down the number and great job.
II. Preparing to learn new material.
1. - Look at the board.
Name the letters you noticed.
(T, D, V, D, K, F, W, W, B)
What can you say about these letters? (These letters represent consonants)
2. - What two groups can these sounds be divided into? (Voiced and unvoiced)
I write down these letters on the board:
Let's fill in the blanks.
3. – Now let’s write these pairs of letters beautifully, but first let’s prepare our fingers for work.
(Children alternately connect their little fingers, then their ring fingers, etc. until thumbs under the account:
One two three four five!
Let your fingers go for a walk!)
To prevent the paired consonants from scattering, we will tie them with a string. We write in the air behind the teacher. Now we write it down in our notebook ourselves.
Children write down from the board:
Come up with words in which the letter from these pairs is at the root, at the end or in the middle of the word (dove, cold, berry).
III. Setting the topic and objectives of the lesson.
Think about what is the topic of today's lesson? (Paired consonants at the root of the word)
I write the topic on the board.
Today we will learn to correctly write a paired consonant at the root of a word and select test words.
IV. Learning new material.
1. Observation of language material.
Guys, do you like to solve riddles? (Yes)
I will ask riddles, and you must guess them. I will write the answers on the board.
1. Beautiful maiden
Sitting in prison
And the scythe is on the street (carrots).
2. Born in the forest
I live on the water (boat).
3. A lanky man walked
Stuck in the ground (rain).
4. A yellow side appeared
Only I'm not a bun,
I am not made of soft dough,
Drive away - I won’t move.
I am firmly rooted to the ground,
Call me. I... (turnip).
On the desk:
Morco V lol d ka doge d b re P ka
f t t b
Look what I got. What letters should I write down?
Do you want to learn how to correctly write consonants in words? (Yes)
Unite in groups and try to derive a rule (algorithm) for spelling words with paired consonants at the root. Can you give me a hint:
Change word;
Choose a single root word.
The work of the group is discussed collectively:
- Change a word - put it in plural so that after the consonant there is a vowel sound (rain - rains).
- Change the word - add the word “no” (rain - no rain).
- Choose a word with the same root (diminutive) - (rain - rain).
Well done! You have found many ways to select test words. Let's remember a poem that unites all methods:
Let's write everything correctly
And remember the rule:
Paired in the word check
Place a vowel next to it.
3. Work on the definition.
Compare the words written on the board:
morko...b - morko...ny
Which word do you have no doubt about the spelling of the paired consonant? (Carrot)
Why? (Sounds clear)
What makes this sound sound clear when there is no vowel nearby? (Consonant sound “n”)
Draw a conclusion about the fourth way to check the spelling of paired consonants in the root of a word. (Choose a test word so that after the paired consonant there is an “n” sound.)
Algorithm for selecting test words with paired consonants:
- Change a word - put it in the plural, so that after a consonant there was a vowel sound.
- Change word - add word "No".
- Pick up cognate word(diminutive).
- Change a word - choose a word with the same root, in which after this consonant there is a consonant sound [n].
Well done boys! Compare our findings with those in the textbook on page 60.
Give your own examples. The rest of the children listen carefully and show their attitude with signal cards.
And now guys, you and I will listen to a fairy tale that your comrades will show us. Staging a fairy tale. “The Tale of Paired Consonants.”
The Tale of Paired Consonants
Once upon a time in the Land of the Russian Language there were paired consonants: b-p, v-f, g-k, d-t, zh-sh, z-s. They lived amicably, but their characters were different: the voiced consonants were cheerful and vociferous, but the deaf ones were a little angry. At the slightest thing, they immediately began to hiss, whistle, and grumble. Both voiced and voiceless consonants were terrible debaters. Very often they could not decide which of the two consonants should appear in a word. This is what happened when the paired consonants went for a walk. They run along the path, and there telegraph pole worth it, only one letter is missing in this word. The pillar asks: “Help me!” Letters B And P They began to argue loudly about who should be in this word.
TABLE(B)?(P)?
There was an orchard nearby. There is no last letter in this word either. Committed to helping the garden letters D And T, but they argued about who could do this job better.
A house was being built nearby. There was a path leading to the house. We decided to get down to business letters AND And Sh, but they also cannot agree on which of them will stand in this word.
DORO(F)?(W)?KA
Meanwhile Z And WITH They found a ripe watermelon in the garden, but they couldn’t divide it. Everyone wants to stand in this delicious word. IN And F there is no way to separate the grass that has been cut. Letters G And TO They stirred up a whole haystack, and they also can’t agree on which of them should be in this word.
ARBU(Z)?(S)? TRA(V)?(F)?KA STO(G)?(K)?
Grandfather Bukvoed was walking past, heard noise, screams, arguments and decided to restore order. He called the vowels to help and said: “In these words, put a vowel at the end, or after a consonant, put a vowel in the middle of the word, it will indicate which of you will stand in this word.
That's what they did: pillars - pillar, gardens - garden, path - path, watermelon - watermelons, grass - grass, haystacks - haystack.
Everything fell into place. Since then, paired consonants always call for help from vowels to check the spelling of words.
V. Physical education minute.
Pinocchio walked and walked
I found a white mushroom.
Once - a fungus,
Two is a fungus,
Three - fungus,
Put them in the box.
Name a word from a physical education lesson with a paired consonant. (Mushroom, and we also heard the test word - fungus)
Well done!
VI. Consolidation of what has been learned.
1. Now I will dictate sentences, and you write down in your notebook only words with paired consonants, along with test words, using different ways selection
The first fluffy snow fell.
The cat has keen eyes and sharp teeth.
What words did you write down? (Snow - snow, cats - kitty, eyes - eyes, teeth - teeth)
Guys, I’ll read the first sentence again, and you name the main members of the sentence.
2. Vocabulary work.
Guess the riddle:
Pout, don't pout.
Go over your head.
Dance all day long
And you will go to rest (jacket).
Choose a test word for the word jacket. (You cannot find a test word for this word. This word is a dictionary word)
How do we help our memory remember exactly these letters in words? (We use “strengthening”, “brightening” of a letter in a word)
Let's try to “strengthen” the letter “f” in the word jacket. What suggestions do you have?
(- I propose to “strengthen” the letter by writing an orthogram similar to its appearance.)
KO TA
Well done!
(- And I think so. The jacket is put on the figure, so I propose to strengthen the spelling with the help of the word “figure”.
(There is another option to “strengthen” the letter. Sweatshirts come in different styles)
Well done! Now write the word in the dictionary and draw an object in place of the memorized spelling.
Make up a sentence with a vocabulary word.
3. Physical education for vision according to Bazarnov’s method.
4. Differentiated work.
The task for each level is written on cards. For the guys who have boats with red sails on their desks, complete task No. 1.
Task No. 1. Arrange the sentences to make a poem. Find words with paired consonants and write test words in three ways.
I can't get that much in a year
I went to the forest with Marina
My friend picked some berries
For blueberries and raspberries.
For the guys who have boats with blue sails on their desks, complete task No. 2.
Task No. 2. Write down words with paired consonants, select test ones in three ways.
I went to the le... with Marina,
For blueberries and raspberries.
I dialed a friend Iago...
For the guys who have boats with green sails on their desks, complete task No. 3.
Task No. 3. Write down words with paired consonants, select test ones in any way.
I went to the le... with Marina,
For blueberries and raspberries.
I dialed a friend Iago...
I can’t get that much in a year...
What words with paired consonants did you write down? (Forest, girlfriend, berries, year)
What poem did you get in the first task? Read it.
Can this be called a poem? Why? (Children name the features of a poem: rhyme, etc.)
Guys, let's remember how to choose the right test word (children's answers).
Fine! Let's check your assignment. If you disagree with each other's answers, signal.
Students of group 3 name test words, they are supplemented by students of groups 2 and 1.
VII. Summarizing.
What new did you learn?
What were you interested in?
At what stage was it difficult for you?
What would you tell parents about the lesson?
What would you change about the lesson?
Indicate your work ethic with our traditional success sticks.
VIII. Homework.
1 group. Exercise 322.
2nd group. Exercise 322 (according to the assignment, additionally come up with word combinations with the words being tested)
3 groups. Exercise 321.
Loading...