Topic: Accent. Stressed and unstressed vowels. Lesson summary "Stressed and unstressed vowels." lesson plan in the Russian language on the topic Building a project for getting out of a problem

Topic: “Unstressed vowel”

Goal: developing the ability to select test words.

Tasks:

1. Corrective:

Development of phonemic perception, representation and phonemic hearing,
- development of the ability to compare the norms of pronunciation of words with their spelling,
- enrichment of the dictionary,
- development of fine motor skills and non-speech processes.

2. Educational:

Formation of the ability to select test words,
- development and improvement of grammatical formatting of speech and construction of a coherent statement,
- preventing errors, developing spelling vigilance.

3. Educational:

Development of children's cognitive activity.

Equipment:

computer, rubber balls, a picture with a kitten, individual task cards, large cards with words on the board, object pictures, “Unstressed vowel” lotto, evaluation cards.

Progress of the lesson:

1. Psychological attitude.

Our eyes look well and (see) everything, our ears listen carefully and (hear) everything, our head (thinks) well. We can do anything, we can do anything, we will succeed.

2. Finger gymnastics with rubber balls.

Circular movements with palms
- transverse movements with all fingers,
- circular movements with each finger, without lifting your palm from the table,
- passing the ball with your fingers,
- spinning balls in one hand.

3. Today I received a letter by e-mail, guess from whom.

The forelock sticks out, he’s short himself,
There is a miracle book about him.
He is mischievous, wearing a wide hat,
Lives in Flower Town.
And you try, guess
What does everyone call him?

(Dunno)

4. Let's look at the picture, what is drawn there?

This is the story Dunno came up with.

K...kid.

The girl Masha had a baby Fluff. He loved to sit on the ... tree and look at the flowers. One day he decided to take a walk in the village. The sound… the river jumped from the… horse into the tr… vu. Fluff ran up to a beautiful flower and smelled it. Suddenly a bee flew out of the flower and almost stung him. K...the little one got scared and ran to...my.

What is the name of this story? Why doesn’t Dunno know how to write the word “kitten”?
Let's say this word.
What sound is heard at the root of the word?
-The sound "a".
But there is a word “cat”, “cat”, “cat”. What words are these?
- Same root.
Why is the sound “o” clearly heard in them?
- Because it is under stress.
Let's put emphasis on the word "kitten".
So why did the vowel at the root of the word raise doubts?
- Because it is not under stress.
This vowel is called "unstressed".
Look at Dunno's story, what spelling does Dunno not know?
- Unstressed vowel.
Why does an unstressed vowel cause doubts in Dunno?
- It is heard unclearly, incomprehensibly.
What needs to be done to correctly write an unstressed vowel?
- We need to find a test word.

Let's learn how to select test words in class today and teach Dunno this.

5. How to choose the right test word, what needs to be done? Let's remember what we first highlighted in the word “kitten”?

1. Place emphasis.
2. Find an unstressed vowel.
3. Choose a test word.

6. What word will be the test word?

There are cards in front of you. The words are written in brackets. In each word, highlight the root,
put emphasis.

Tr...va (blade of grass, grass, herbs, grassy, ​​grass) Grass
Gr...by (mushroom, mushroom, mushroom, mushroom picker, mycelium) Mushrooms
D...wait (rain, rainy, rainy, rainy, rainy) Rain
In which words does the root vowel sound clear? Name only test words,
explain what it is

a) a word with the same root, with a stressed vowel in the root.
So, what letter should be written in words? (Give an explanation for each word)
The speech therapist puts the words on the board and we collect a dictionary. Read these words.
Did you manage to choose the test word correctly? Mark Difficulty
performance on the scorecards.

7. And now you and I will make up phrases, and again we will need
choose a test word.

Early autumn (aspen, autumn) Autumn
Clean in...yes (water, leads) Water
Forest trail (path, ladder) Trail
High mountain (slide, mountain) Mountain

Check with explanation. What word will be the test word in this case, what can we do?

b) change the word so that the unstressed vowel becomes stressed.

Mark on your score cards whether you did this correctly.
exercise.

8. Now let's play the game “one - many”.



The speech therapist writes test words on the board, and the children write in notebooks.
For example: fox - foxes.
Why will these words be testing words?
- We changed the words so that the unstressed vowel became stressed.
(After explaining to the children, put the words on the board)
On the score cards, indicate whether you completed the task or not.

They are all spelled with an unstressed vowel, they are all nouns.
Close all words. Remember the words from our dictionary.
Children are given cards with words in which an unstressed vowel is missing.
D/i “Unstressed Lotto”
Insert the missing letter by selecting the test word (letters on the chips).
Then compare with writing the words on the board.
Mark the difficulty of the task on the score cards.

10. Throughout the lesson, you and I have been learning to select test words. Answer, which words will be considered test words?

Words with the same root, with emphasis on the root of the word.
- You can change words so that an unstressed vowel becomes stressed.
Let's see if Dunno has learned to select words with unstressed vowels.
Read the story, explaining the words Dunno wrote.
On the score cards, note whether you managed to choose the test words correctly.

Guys, today we worked with nouns, but in other parts of speech there can be an orthogram: unstressed vowel, look at our story. In the next lesson we will continue to find the unstressed vowel at the root of the word in different parts of speech.

11. Let's summarize.

What did we learn?
What words will be tested?
What did you like?
Who found it difficult?

Annex 1.

Early autumn (aspen, autumn)
Clean in...yes (water, leads)
Forest path (path, ladder)
High mountain (slide, mountain)

Tr...va (blade of grass, grass, herbs, grassy, ​​grass)

Gr...by (mushroom, mushroom, mushroom, mushroom picker, mycelium)

D...wait (rain, rainy, rainy, rainy)

Gn...zdo (nest, nesting, nesting, nests)

Appendix 2.

Korneeva Valentina

Program content:

Continue to teach children to conduct a sound analysis of a word, distinguish between hard and soft consonant sounds, stressed and unstressed vowel sounds;

Strengthen children's ability to divide words into syllables;

Continue to teach children to name words according to a certain model.

Demo material: pictures-schemes of the words mouse, bear; red, blue, green, black chips; pointer.

Handout: stripes with five squares; red, blue, green, black chips.

Progress of the lesson.

1. The teacher invites the children to remember what sounds there are. "Vowels and Consonants". – “What kinds of consonants are there?” - "Hard and Soft". – “What chip do we use to denote hard consonant sounds?”. – "Blue chip". – “What chip do we use to denote soft consonant sounds?”. – "Green chip". – “What chip do we use to denote vowel sounds?”. – "Red chip". – “What are the vowel sounds?”. – "Stressed and unstressed". – “Which symbol represents drums?” - "Black chip".

2. Game "Name a couple". Children stand in a circle. The teacher throws the ball to the child and calls out a hard consonant sound. The child throws the ball back to the teacher and names the soft pair of the spoken sound.

3. Sound analysis of the word bear. The teacher pays attention to the number of cells under the picture and on the stripes. Children answer: “Five boxes mean that the word bear has five sounds”.

Everyone works locally and independently performs a sound analysis of the word. Then the teacher calls to the board the child who completed the task first. Misha is studying the word at the blackboard. “The first sound is a soft consonant, the second is a vowel, the third is a hard consonant. We know the rule that sounds "f, sh" always hard, near the sounds "f, sh" no soft pair, fourth hard, fifth vowel.” After conducting a sound analysis of the word bear, children determine the stressed vowel sound "And", denoted by a black chip. They read the word with the accent transferred (mishkaa, the children note that this is wrong. The correct word is miishka.

The teacher asks: “How many syllables are in the word bear?”. Children: “In the word bear, there are two syllables mish-ka”. Educator: "What rule do we know?". Children: “As many vowel sounds, so many syllables”.

4. Sound analysis of the word mouse. Children do their own sound analysis of the word on site. Olya analyzes the word at the board, she also determines which is first, second, third, fourth, fifth. Children also determine the stressed vowel sound, how many syllables there are, note whether the words are similar in sound, differ in the first two sounds - "mm", and second – "s, and",

5. Game "Say the words". The teacher places blue, red, blue, red chips on the board and invites the children to name glory according to this model diagram. How does the sample name 2-3 words of a given sound structure? (fish, leg, mom, hand, vase, dad, porridge).

If the child names the word incorrectly, the teacher with a pointer reads the word according to the model and explains the error to the child. At the end of the game the winner is determined.

Publications on the topic:

"Visiting Grandma Riddle." Summary of the final lesson on teaching literacy in the senior group for the second quarter Program content. 1. Learn to recognize, distinguish and isolate individual sounds; determine their position in a word (beginning,...

Summary of educational activities for teaching literacy in the senior group “Duck Story” The topic of direct educational activities in preparation for learning to read and write in the senior group is “Duck Story”

Summary of educational activities for teaching literacy in the senior group "Dunno's Letters" Notes on teaching literacy in the senior group “Dunno's Letters” Purpose: to introduce children to the following letters of the alphabet 0, P, R, S, T, to help.

Summary of educational activities for teaching literacy in the senior group “Searching for the missing letter” Topic: Search for the missing letter. Goal: consolidate the characteristics of the sound [th], develop phonemic processes, improve the ability to conduct.

Summary of educational activities for preparing for teaching literacy in the senior group Compiled by senior teacher Nesterenko L.S. Topic: consonant sound N (N*, letter N. Purpose: development of phonemic and speech hearing, formation.

Notes on teaching literacy in the senior group for children with mental retardation “Sounds [B] and [B’]. Letter B" GOAL: automation of sounds [В] and [В'] in words, syllables, sentences. Introducing the letter B. OBJECTIVES: develop phonemic awareness.

Municipal educational institution secondary school No. 18, Kursk district, Stavropol Territory

Development of a Russian language lesson

Subject:“Stressed and unstressed vowels. Checked and unchecked vowels in syllables. Consolidation »

2nd grade

Primary school teacher

Beznoshchenko Svetlana Ivanovna

2017

Topic: “Stressed and unstressed vowels. Checked and unchecked vowels in syllables. Consolidation"

Planned results:

Subject: practice the ability to correctly spell words with untestable unstressed vowels; repeat vocabulary words”, introduce new vocabulary words; develop students’ ability to speak out, develop spelling vigilance, thinking, attention, memory;

Personal: cultivate love for the Russian language, kindness towards each other, respect for the opinions of others, and the ability to listen.

System-activity: developing the ability to remember the spelling of vocabulary words.

Lesson equipment : vocabulary words, cards, notebooks, Russian language textbook.

During the classes.

I. Organizational moment. Psychological mood.

We are intelligent!

We are friendly!

We are attentive!

We are diligent!

We are doing great studying!

We will succeed!

I want you to remain in this mood until the end of the lesson.

A. Updating knowledge. B eseda;

Guys, let's remember what we worked on in the last lesson?

When are our vowel sounds in a strong position? (Stressed)

When are vowel sounds in a weak position? (No accent)

What should you always remember?

How to check an unstressed vowel sound?

How can this be said in poetic form?

/1. Place the vowel under stress to dispel all doubts.

2. Don’t trust hearing, check with emphasis./

Which unstressed vowels need to be checked?(a, o, e, i, i)

B. A minute of penmanship.

Let's tie these letters together with one string and remember well that these unstressed letters fundamentally need to be checked.

o a e i and and i e a o

IN. Practical work. Game: “Show the unstressed vowel”

I will now name the words, and you must showon signal circles the desired letter and orally select the test word.

Z.lyony, other lives, l.stva, p.huchy, red.sleet, starry, k.rmushka, tr.schat, hidden heels, .zera.

II. Motivation for activity. Entering a new topic.

Individual work.

A. Children write down the answers, determine the spelling and write a test word.

PUZZLES:

Housewife 4. White in winter,

Flies over the lawn - It’s black in spring,

He will fuss over the flower - It’s green in summer,

He will share the honey. Cut in autumn.

They beat me, they beat me, 5. He walks, walks across the sea,

They move, they cut, - And when it reaches the shore,

I endure everything, and then it will disappear.

And I cry with all good things.

The pillar is burning, but there is no smoke. 6. It crawls along the ground,

But he doesn’t let you come to him.

Bee-bees,field, wave-waves, earth-earth, candle-candles, snake-snakes.

What word is missing here? Why?

(The field is a verification field, the rest are verifiable).

B. Phonetic analysis of the word: SNAKE.

Snake – 2 words, 2 chapters, 2 cong.

h - z - acc., call, TV, pair.

mm

e - i

I - y a

b. – 5 stars

B. Teamwork.

Row 1 – for the word BEREZA, select words with the same root and highlight the root.

Row 2 – comes up with and writes a sentence with the word RASPBERRY and emphasizes the main parts of the sentence

Row 3 – (at the board) insert the missing letters and explain.

PHYSMINUTE

You're probably tired?

Yes!

And so everyone stood up:

They stretched their necks together

And the geese hissed shhhh

They hissed and were silent

And, like a bunny, they galloped away,

Let's gallop, gallop

And they disappeared behind a bush.

Stomp, bear, clap, bear,

Squat with me, little brother.

Hands up, forward and down

Smile and sit down.

G. Vocabulary work.

Guys, what do we call words that have a vowel at the root that is not checked by stress?

And now we will work with words that also have an unstressed vowel, but it is special, it cannot be checked, it must be remembered - these are dictionary words.

III . State the topic and purpose of the lesson. Setting the educational objective of the lesson:

Can all unstressed vowels be checked?

Today in the lesson we will work on spelling words with an unstressed vowel at the root of the word, and also get acquainted with words with an unchecked vowel in syllables.

Work on the topic of the lesson

I came to class today, and there was a basket of vegetables on the table. It was sent to our friend Pinocchio by her grandmother. Buratino wanted to thank his grandmother for the parcel. He sat down to write a letter to his grandmother and began to carefully check each letter. And in some words the letters are not checked in any way. Let's write these words and then help Pinocchio write down the missing letters.

Text of the letter : "Dear Granny! Thank you very much for the k.rzina s.v.schi. I really liked the sweet peas, the ripe p.m.dor, the crispy cucumber, and the juicy carrots. Goodbye. Pinocchio."

Today we will learn to memorize vocabulary words together with the sorceress from the fairy tale “Cinderella”. Remember how she turned a pumpkin into a carriage in the fairy tale? And today, together with her, we will turn letters... into drawings.

(I show vegetables, write down words, and turn letters with an untestable vowel into pictures.)

Educational and cognitive activity.

PEAS - you need to remember the unstressed vowelO. The sorceress touched the letter with her wand and it turned into... Who guessed? (a pea) After all, the letter o and the pea are so similar in shape.

TOMATO – in the word tomato there are unstressed vowels –O And -And – you need to remember them. The sorceress touches the letter with her wandO. O turned into a tomato, the word sang with joy: “I’m po-mi-do-r.” LetterAnd the note will help us rememberMI from the song.

Cucumber - has an oval shape, elongated, also reminds us of the letter o. Let's give a letterO Let's turn it into a drawing - a cucumber.

Carrots – cut the carrots into circles and put them in a word.

Vegetables - the magic wand turned the letterO into cabbage. Cabbage is round in shape - resembles a letterO .

Basket - the sorceress transformed the letterO Add to cart.

In notebooks:

Peas, tomato, cucumber, carrots, vegetables, basket.

Puzzles:

Take care of your ears and nose, It has been crackling since the morning:

After all, on the street... (freezing ) “It's time! Let's go!"

Is it time?

They brought sand into the yard. It’s such a hassle.

Golden Mountain: When it cracks...(magpie)

No nails and no boards

You can build...(city) Early in the morning everyone to the meadow

The shepherd gathers us

Little boy And in the evening milk for everyone

In a gray army jacket I'm ready to give to people

Snooping around the yard. Guess who I am?

Collects crumbs...(sparrow) Of course… (cow)

Grandfather Rokh - sowed peas

I was born quite well

From the garden he boasted...(peas)

In notebooks:

Frost, city, sparrow, magpie, cow, peas.

IV . Consolidation and generalization. R working with a book;

Exercise No. 339, p. 180

What proverbs about work do you know?

Work always gives, but laziness only takes.

If you want to eat rolls, don't sit on the stove.

Business before pleasure.

V . Reflection.

Our lesson is coming to an end -

It's time for us to take stock.

Who completed the tasks easily?

Who had difficulties?

What new did you learn in the lesson?

What have you learned?

Well done!

We stood at our desks all straight,

Everything is fine? Is everyone healthy? (children's answers).

They sat down quietly, with their backs straight.

The eyes are looking at me.

Let's start the lesson, friends!

Guys, what is our lesson now? (children's answers).

That's right, a lesson in writing and speech development, and since this lesson requires a lot of writing, first we'll stretch our fingers.

WARM-UP BEFORE WRITING

Before you start writing, let's do a warm-up.

Started the car engine (rotation of fists).

Let's show how our heart works

(clenches fist).

1,2,3,4,5 (squeezing fingers).

The fingers went to sleep (fists tilted).

Fingers woke up (fingers ejection

from fists).

We did a warm-up. Now our fingers will be wonderful helpers for us.

III. A minute of penmanship.

Corrective exercise “Eliminating the unnecessary.”

Read the letters.

Which one is “extra”?

a, y, o, k, i, e

("extra" letter To , since it is a consonant, the rest are vowels).

Let's write the letter k. Attention to the board. First, let's make sure that the letter K is capitalized correctly,

then to lowercase.

IV. Introduction to the topic.

Guys, try to determine the topic of the lesson yourself. To do this, name the objects shown in the pictures.

How to call it in one word. Who is this?

The teacher turns the pictures over. The theme is written on the back of the pictures:

and unstressed

What are the vowels that are stressed called? (Stressed vowels).

What are the other vowels called?

(Unstressed).

V. Vocabulary work.

In order for us to go on a journey, we need to follow the path of vocabulary words and answer questions. Attention to the board. Now drawings will appear, and you write down their names in your notebook. Write words separated by commas.

Place stress, emphasize unstressed vowels.

Which words are capitalized?

Do you guys like to travel?

During our journey we will meet the rules of the Russian language and prove that we know these rules and know how to use them. We will continue to learn to write words with stressed and unstressed vowels. Give each other

a kind smile, because good deeds must begin with a good mood.

Open your notebooks, write down the number, great job.

What kind of fairy tale awaits us? Guess!

VI. Physical exercise.

For the eyes - presentation

VII. Consolidation of knowledge

1. Guessing riddles. Recording guesses.

In the middle of a dense forest

There is no house, no shed,

But it’s cramped in the den,

So he sleeps in winter... (Bear)

Red-haired cheat,

Cunning and dexterous,

Got into the barn

I counted the chickens. (Fox)

Who from the tall dark pines

Did you throw a cone at the kids?

And into the bushes through a stump

Flashed like a light? (Squirrel)

Put an accent mark in the words, underline the unstressed vowels.

2. Recording from dictation.

The fish soup is cooked on the fire. The hare has two long ears.

Find words that differ in stress. Name the unstressed vowels in them.

3. Exercise 12 p. 80.

Copy words, put accent marks, underline unstressed vowels.

I level II level

3 lines 2 lines

4. Game “Insert the missing letter.”

Presentation

(There is a word with a missing letter on the screen)

Fill in the missing letter. Determine shock or unstress?

V. Homework.

Repeat rule page 80,

ex. 16 p. 81.

I level II level 5 sentences 3 sentences

Sections: Primary School

Class: 2

Goals:

Educational

• Consolidating students' knowledge about unstressed vowels and ways to check unstressed vowels in words.

Correctional and developmental

• Development of phonemic awareness; development of language analysis and synthesis.
• Clarification, activation and accumulation of vocabulary based on the lexical topic “Mushrooms”.
• Development of coherent speech through composing sentences from words; compiling a story of sequential organization.
• Development of syllabic reading skills.
• Development of visual perception.
• Development of cognitive interest.

Educational

• Fostering independence at work.

Equipment: decorations “Trees”, cards with the names of mushrooms; cards with words for spelling an unstressed vowel, a basket, subject pictures, reminders for checking an unstressed vowel, signal cards with the vowels a, o, e, and, a typesetting canvas for composing stories of sequential organization, reference words from the text, text.

Technical support: Sound recording “Sounds of the forest”, presentation-crossword “Let's collect mushrooms”.

Progress of the lesson

I. Organization of a role-playing game.

Sound recording “Sounds of the forest”. Scenery “Trees”. Pictures of mushrooms.

Hello guys. Today we are going to the forest. What's not there! We will collect mushrooms! Who wants to fill the basket full?.. (The teacher takes out the basket.) Then let's get to work!

The number of tasks we complete, the number of mushrooms we collect.

II. Announcing the topic of the lesson.

(The topic is written on the board with the upper halves of the letters.)

Guys, what topic will we do the assignments on? Try reading it.

Answer: Unstressed vowels. Spelling words with unstressed vowels.

Today we will continue to identify unstressed vowels in words and practice checking them.

III. Updating knowledge.

Students are given cards.

Exercise 1: prepare words to read.

Plan:

1. Highlight vowels.
2. Select merges.
3. Divide into syllables.
4. Place emphasis.

Task2. Read the words, emphasizing the stressed vowel:

1. with stressed first syllable;
2. with stressed 2nd syllable;
3. with stressed 3rd syllable.

What does a stressed vowel sound like?

Answer: louder and longer than other sounds.

Which vowel in the word requires checking?

Answer: An unstressed vowel requires verification.

Let's remember, guys, how to avoid making mistakes when writing words with an unstressed vowel.

Children read in chorus the table on the board:

“If an unstressed word raises doubts, you immediately put it under stress.”

Which vowels in unstressed position usually argue?

Answer: e-i, o-a, i-e-ya.

One of the students is asked to find a mushroom and put it in a basket.

The teacher asks the children:

What mushroom did Misha find?

The students call.

IV. Work in dynamic pairs.

Each student is given a word card (the number of cards corresponds to the number of children in the lesson):

• tr-pa
• s-blah
• gr-would
• y-wait
• tr-va

Tasks:

1. Read the word.
2. Write down the test word in your notebook.
3. Write down the word on the card, inserting an unstressed vowel.

At the teacher's signal, the children exchange cards in a circle.

Examination:

Students “in a chain” name the word, the test word and the missing unstressed vowel.

The teacher asks one of the students to find a mushroom and put it in a basket. Children call it a mushroom.

V. Working with deformed text.

With, br-tishka, in, l-su, we, walked.

There are a lot of gr-bovs there.

The most, tr-py, found, uh, saffron milk, Misha.

Tasks:

1. Identify the missing unstressed vowels. (With signal cards)

2. Make sentences from the words in each line. (Students make sentences from words, indicate the order of words in a sentence with numbers above the words.)

3. Write down the sentences. The teacher dictates:

My brother and I were walking in the forest. There are a lot of mushrooms there. Right next to the path, Misha found a saffron milk cap.

4. Place stress and emphasize unstressed vowels.

VI. Presentation-crossword “Let's collect mushrooms.”

Look, guys, how many mushrooms we collected. How well do you remember the names of edible mushrooms? If you solve the crossword puzzle, then you can safely go into the forest to collect full baskets. Annex 1 .

VII. Development of coherent oral speech.

1. Making sentences based on supporting words.

Children, where were you today? (In the woods)

• children - forest

What did you collect in the forest? (mushrooms)

The teacher puts the words on the typesetting canvas:

• forest - mushrooms

How did you collect mushrooms? (in baskets)

The teacher puts the words on the typesetting canvas:

• mushrooms - baskets

Where do people return from the forest with baskets? (home)

The teacher puts the words on the typesetting canvas:

• baskets - home

What can you cook from mushrooms at home? (mushroom soup)

The teacher puts the words on the typesetting canvas:

• house - soup

How many proposals have we made? (5)

Sentences related to each other formed ... (text)

2. Compiling a story of a sequential organization.

The word “baskets” can be replaced with the word “baskets”.

3. Reading the text syllable by syllable.

Cards.

The children went into the forest. We found a lot of mushrooms in the forest. Gris-by-bya-ta-li-li-li-in the basket. With these lu-cats, they came back home. Do-ma-ma-ma from mushrooms sva-ri-la excellent mushroom soup.

VIII. Generalization. Summarizing.

Guys, did you like it in the forest?

What did we learn while picking mushrooms?

What needs to be done to prevent mistakes?

Come to the next lesson. New discoveries await you!