Stress stressed and unstressed syllables. Syllable. Stressed and unstressed syllables

During the classes:

I. Organizing time

Greetings.

(Slide number 1)

Checking readiness for the lesson:

II. Knowledge update

1. Calligraphy

I will open my notebook

And I'll lay it down

I will not hide from you, friends,

I hold the pen like this.

I'll sit up straight, won't bend

I'll get to work. (Slide number 2.)

April 6.

Classwork.

Name the letters.

Slide number 3

a o and s y y

What are these letters?

Stressed syllable, stressed syllable!

It is so named for a reason.

Hey invisible man - hammer -

Mark it with a blow.

And the hammer knocks, knocks,

And my speech sounds clear.

Watch the behavior of the hammer.

Hold his mischievous man in your hands.

This invisible man says:

It's not for nothing that I am a strongman,

I emphasize the syllable with a blow.

What is this poem about?

What is stress?

Slide number 4

Home, friends, tree.

Read the words.

book

IV.

Read the words with the letter e.

Fizminutka

2) -In further work, in determining the stressed and unstressed sound in a word, memo №2 p.134 "How to determine the stressed and unstressed vowel sounds in a word":

4. A vowel in a stressed syllable of a word is a stressed vowel.

5. A vowel in an unstressed syllable is an unstressed vowel.

Let's read it in chorus.

cherry, plum, currant ( Slide number 5) .

Mutual verification.

Stressed vowels are vowel sounds in stressed syllables of words.

Unstressed vowels

V.

Work in pairs. (Slide number 6)

- Read the assignment, complete it using the memo.

1. Read it.

There are dew drops in the flowers.

The house has a garden.

Our summer cottage in the forest.

There are roses in the garden.

(Slide number 7)

Physical minute (for eyes)

Slide number 8

Vi.

- Read the tongue twister. Try to pronounce it at a fast pace.

Slide 9

What did you pay attention to?

Vii.

What is a stressed syllable?

Where can this knowledge come in handy?

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"Summary of the lesson on the topic" Percussive and unstressed vowel sounds ""

Technological lesson map

Class 1

Teacher: Ruznyaeva Tatiana Leonidovna

Date: 6 april

Lesson type: Anchoring

Item:"Russian language"

Theme: "Stressed and unstressed vowel sounds"

Target: to systematize children's ideas about stressed and unstressed syllables in the word.

Tasks:

educational: clarify students' ideas about stressed and unstressed vowels in a word; observation of the pronunciation and spelling of stressed and unstressed vowels in a word; improve the ability to distinguish between vowels in stressed and unstressed syllables;

developing: develop the ability to search for the necessary information in the textbook; develop observation and attention; create conditions for the activation of work in pairs;

educational: build skills educational cooperation with a teacher; with an understanding of the need to focus on the partner's position; develop a sense of mutual help, support.

Planned results:

Personal: the ability for self-determination, self-esteem, mutual evaluation based on observations of their own speech and the speech of other children in the class;

Metasubject: the ability to navigate the goals, objectives, means and conditions of communication in the classroom; the ability to successfully choose linguistic means for solving communication problems (oral monologue statements, dialogue); take into account and coordinate the position of the partner when organizing cooperation in pairs; striving for a more accurate expression of one's own opinion; the ability to search for the necessary information in a textbook to solve cognitive problems;

Subject: determination of the quality characteristics of a vowel sound: stressed or unstressed vowel, based on a given algorithm ; definition of percussive and unstressed sound in a word; correctly pronounce words with the indicated place of stress, the ability to control their actions.

Technologies: systems approach technologies, ICT, health-saving technologies.

Teaching methods: the nature cognitive activities- partially search, according to the source of knowledge: visual, verbal, practical.

Forms of organization of activities: frontal, individual, steam room.

Forms of control: teacher control, mutual control, self-control.

Equipment: textbook for grade 1 - authors: V.P. Kanakina, V.G. Goretsky, cards for working in pairs, fans with vowel letters, presentation, ICT (electronic application, multimedia projector)

During the classes:

Given the complexity of the concept of "syllable", in the primary grades, according to the established tradition, the definition of this category is not given. The program sets the task to form the ability to divide a word into syllables. What sign of a syllable do students rely on in order to correctly divide a word into syllables? There are as many syllables in a word as there are vowels. This information contains "Russian language" for the first grade, but practically the students get to know it already during the literacy period. Children divide the spoken word into parts, each of which is pronounced with one push of exhaled air. This is the syllable. In the written (printed) word, students first find vowels, then divide into as many parts (syllables) as there are vowels. During the first half of the first grade, exercises in dividing words into syllables are carried out daily, both oral and written (including the selection of words by students with a certain number of syllables). The ability to correctly and quickly divide a word into syllables is one of the most important, which is being worked on in the first grade. First, based on this skill, students master the process of reading and writing. The syllable principle in Russian graphics is the leading one. In order to correctly convey the sound form of a word in writing, the student first of all divides the word into syllables. Establishes the interaction of sounds with each other within a syllable and uses the necessary letters to designate consonants and vowels. An example of the reasoning of a 1st grade student: “There are three syllables in the word homeland. The first syllable is ro, the sound r is hard, I write the letters er, o. The second syllable is di, the sound d is soft, I write the letters de, and. The third syllable is na, the sound n is hard, I write the letters en, a. " The ability of students to divide a word into syllables, dictate to oneself by syllables, clearly representing the place of each sound in a syllable, their sequence, lead to the correct recording of words without gaps and rearrangements of letters. Therefore, work on a syllable should include cheating by syllables (teach to cheat!), Dictation by syllables (syllable pronunciation). Secondly, the ability to divide a word into syllables is necessary for students in order to correctly transfer words. In the first grade, schoolchildren master the basic rule of hyphenation: the word is hyphenated by syllables. However, this seemingly simple rule requires a significant amount of exercise, since it is complicated by a number of refinements. Not every syllable can be transferred: a syllable consisting of one letter cannot be transferred to another line; it cannot be left on the line: Olya, Julia, mine, line, etc. The hyphenation of words with the letters ъ and and is also specially practiced, when transferring these letters remain on the line: konk-ki, lei-ka.

Additional difficulties are created by the fact that when transferring words, it is inappropriate to "tear off" the first letter of the root, the last letter of the prefix; therefore, it becomes necessary to take into account which version of the syllable should be used when transferring so that it corresponds to the division into morphemes: running, moving, breaking, crushing, etc. Naturally, this transfer rule becomes available to students after studying the composition of the word. In II and III grades, according to the program, it is not specially studied, and the teacher, as such words are encountered in written exercises, finds out with the children which transfer option is more convenient and why.

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

Highlighting the stressed syllable in a word is a significant difficulty for students of the first grade and requires systematic exercises. Constant exercises in recognizing the stressed syllable in a word are also necessary for students in grades II-III. This skill has a fairly wide scope.

In the first grade, even during the period of literacy training, work begins on the formation of the ability to highlight the stressed syllable in a word. In order to correctly perceive the lexical meaning of a word, when reading it, one of the syllables must be pronounced with greater force. In their speech practice, preschool children pronounce most words correctly (meaning the stressed pronunciation of one of the syllables). However, isolate this syllable from the word, say which syllable is stressed in the word, first graders before special education not available. The ability to highlight a stressed syllable in a word is associated with the development of the analyzing activity of thinking, is formed slowly and requires systematic exercises. Examples of exercises:

1. The teacher pronounces the word and asks the students to find out how many syllables there are in the word, which is (by count) stressed.

2. Mark the stressed syllable in words and read them correctly: briefcase, carrot, shop, sorrel, bullfinch, thicket.

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

4. Choose words with stress on the second syllable, etc.

Exercise. It is advisable to offer emphasis in words to students every day, both in class and at home. Only systematic exercises ensure the development of students' ability to quickly and accurately highlight the stressed syllable in a word. The conscious highlighting of the stressed syllable is also facilitated by the alternate pronunciation of a word with an emphasis on a particular syllable: aspen, aspen. Students are clearly convinced that the correct selection of the stressed syllable provides an understanding of the meaning of the word and interacts with it.

The first grade curriculum includes the topic “Stress. Vowels in stressed and unstressed syllables ", the study of which is aimed at generalizing observations on the role of stress in a word, as well as developing the ability to recognize stressed and unstressed syllables, compare the vowels in these syllables and correctly designate unstressed vowel sounds.

The semantic-distinguishing role of stress is especially clearly visible when comparing words that differ only in the place of the stressed syllable: cotton - cotton, goats - goats, lock-lock, circles, circles, etc. Students conclude: stress is the pronunciation in a word of one of the syllables with more strength; with the help of stress, the meaning of the word is conveyed.

In the process of studying this topic, a particularly large place is given to the formation of students' ability to correctly designate vowel sounds in stressed and unstressed syllables (according to the program, we mean only two-syllable words such as pine, water, river, thunderstorm, etc.). Of course, in the first grade, first of all, it is necessary to teach to write correctly, in strict accordance with Russian graphics, words with stressed vowels at the root: house, rivers, table, hour, yard, forest, sea, pine trees, etc. vowels at the root are known to obey the spelling rule. During the formation of this skill, phonetic knowledge is linked with knowledge about the composition of a word (see in detail in the chapter "Formation of spelling skills").

Questions and tasks

1. The role of phonetic knowledge for mastering oral and written speech by primary schoolchildren.

2. How to teach first graders to write words without gaps and rearranging letters? What exercises would you suggest to students who make these mistakes?

3. How do students distinguish between vowels and consonants? How will you introduce paired voiced and voiceless consonants, unpaired voiced and voiceless consonants? Draw up lesson fragments.

4. How do students develop the ability to distinguish consonant sounds paired in terms of hardness and softness and correctly designate them in writing?

5. How to organize work on a syllable in the 1st grade? Analyze the material in the textbook "Russian language": the amount of knowledge, the sequence of study, types of exercises - and give an estimate.