Subject: Sound [E]. The letter "Eh".
Target: learn the sound [e], teach to read the letter “Eh”
Know: characteristics of the sound [e], writing the printed letter “Eh”.
Understand: what is the difference between a sound and a letter, a vowel sound and a consonant
Apply: highlight the sound [E] in words, characterize it
Analysis: syllable-sound analysis of words, analysis of sentences and texts.
Synthesis: composing words with the sound [e], sentences, reading poems, riddles.
Grade: knowledge about the sound [e] and the letter Ee for reading and writing.
Lesson plan:
- Org. moment
- Repetition
- Announcing the topic and purpose of the lesson
- [uh].
- Working with letters.
- Consolidation.
- Generalization.
- Lesson summary.
- Org. moment.
During the classes :
1 .Organizing time.
Hello children! My name is Anastasia Vladimirovna, and today I will give you a reading lesson.
Check your chairs to make sure you can sit comfortably. Have a seat. Place your feet straight.
Attention! Check it out, buddy.
Are you ready to start the lesson!
Books, pens and notebooks?
We have a motto:
Everything you need is at hand!
2. Repetition.
What letters have you already learned? (a, o, y, and,)
What sounds do they represent?
What sounds are these? (vowels)
How are vowel sounds different from consonants? (when they are formed, the air flow does not encounter any obstacles, vowel sounds are formed with the help of the voice, they can be sung).
Today we will introduce you to another sound.
[uh].
Now look at the board and identify the fairy tale for which the illustration is given.
Of course, this fairy tale is called “Thumbelina”. It was written by Hans Christian Andersen (book show).
Now listen to an excerpt from this tale:
“The swallow came down and sat the girl on a wide petal. But what kind of miracle? In the cup of the flower there was a small man, so light and transparent, as if he were made of crystal or morning dew. Light wings trembled behind his shoulders, a small golden crown glittered on his head, and he was no taller than our Thumbelina. It was the king of the elves.
When the swallow flew up to the flower, the elf was seriously frightened. After all, he was so small, and the swallow was so big!”
Who was Thumbelina's friend? (Elf)
Who are the elves? (Elves are little fairy-tale people with wings).
Let's highlight the first sound in the word "elves". ([e])
What sound is this - a vowel or a consonant?
How did you guess? (Vowel, since during its formation the air flow does not encounter an obstacle, vowel sounds are formed with the help of the voice, they can be sung).
Say the sound [e], watch the pronunciation..
Turn to each other and look at the position of your tongue and lips when pronouncing the sound.
Today we will get acquainted with the new sound [E] and find out what letter it is denoted in writing.
- Let's play a little:
Clap your hands if you hear the sound [E] in the words: tree, poet, if, electricity, brush, this, skirt, excursion, willow, children, echo.
6. Working with letters.
What letter represents the sound [e] in writing? (a card with the letter E is posted).
What does the letter E look like?
Let's learn short poem about the letter E.
So first listen to me carefully.
Mouth open to ears,
The letter E said, "Hey!"
Hey hey! - the screamer screams,
The tongue sticks out of the mouth.
What does the letter E look like? (If you look at the open mouth from the side, from which the tongue sticks out).
Let's repeat in chorus.
In what words have you heard the sound [e]? (Hey, hey, hey).
What is shown in the picture on the left? (Excavator). What is an excavator used for? (Dig the ground)
Why is he depicted on the page with the letter E? (Starts with the sound e, with the letter E, the ladle is similar to the letter E.)
Why do we have 2 printed letters E? (Big and small).
When will we use the capital letter E? (Write the beginning of the sentence and proper names).
Physical exercise.
Rain clouds have arrived
Let it rain - let it rain! (Arms extended, palms down.
The raindrops are dancing, shaking their hands, stomping
As if alive, with their feet.)
Drink, rye, drink!
And the rye, bending towards the green earth,
Drinks, drinks, drinks
And the warm rain is restless
It's pouring, pouring, pouring! (Bend over and sit down.)
7. Consolidation.
And now we will solve the rebus. (emu) (picture is posted)
How did you guess?
Who is an emu? (Emu is a relative of the ostrich. Its height is 180 centimeters, it is the largest bird after the ostrich)
(There is a diagram of the word on the board). Let's use our palm to determine how many syllables there are in a word. (2)
How do we determine the number of syllables? (As many vowels as there are in a word, there are as many syllables).
Name the first syllable. How many sounds does it have? What sound is this - a vowel or a consonant? Why?
Name the second syllable. How many sounds does it have? (2). Which? ([m,y]).
Let's put the emphasis: uh-uh. Which syllable does it fall on? (1) So the sound [e] is percussive.
- Game "Third Man".
Find the “We think...” icon. Let's play the game "Third Man". Who is shown in the pictures? (...)
What do they have in common? (Animals)
Which of the pictures is redundant and explain why. (Emu, because it is a bird)
Consider sound patterns. Let's read them. They put a pointer under the first one. Let's read. Mole. Under the second one. ...Under the third. Compare sound patterns. And among them which one is the odd one out? (3rd, because 1.2 are the same, they have 4 sounds and 1 syllable, and the third has 3 sounds and 2 syllables; and the third word has the sound [e], but the others do not).
Well done, you think very well.
- Drawing up a sound diagram of a word.
Guess the riddle: “No one has seen him, but everyone has heard him” (Echo)
What is an "echo"? (Echo is a phenomenon in nature, when a person screams loudly, his sound returns to him and is heard far, far away)
Let's make it up together sound scheme this word. Open your notebook for printing. Move 4 cells down, 2 to the left. Make a point.
How many syllables are there in a word?
Name the first syllable. How many sounds does it have, what are they? Take a red pencil. Draw the first sound.
Second syllable? What sounds does it consist of? (m-consonant, hard; u – vowel). Draw a syllable.
I have 2 diagrams on the board. Which diagram matches our word? Check if this is the case for you. Who's got it right?
Trace the syllables with a simple pencil. Place emphasis. ..., do it on the board.
- Typing the letter e.
What letter represents the sound e? (Letter E).
Watch me type the letter. I retreat 1 cell from the 1st sound, write a semi-oval and a horizontal line. The letter has no slant.
Take a pen. Let's write it in the air: and-one-and-and. Type the letter below the diagram.
- Work on lexical meaning words
Guess the riddles: It is the elephant that carries the trunk, not the elephant.
But he is stronger than the elephant.
It replaces hundreds of hands.
Without a shovel, he digs.
The carriage itself opened the doors for us, (Excavator)
The stairs lead to the city.
We don't believe our eyes:
Everything is standing still, she is walking. (Escalator)
Now won't you confuse these words? Tell your parents at home how to use them correctly.
- Solving the acrophonic scheme and reading poetry.
Guess the title on page 75. How are we going to do this?
Select the first sound and make a word from them. (Poetry)
What are poems? How do they differ from a story, i.e. from prose? (Rhythmic, harmonious).
He reads... and everyone watches closely.
Let's read in chorus. Place a pointer at the beginning of the poem.
What sound occurs frequently in this poem? (sound [a]).
What letter represents it? (The letter a).
What is the difference between a sound and a letter? (We hear the sound and write the letter.)
Underline the capital letter A. Why is it used? (At the beginning of the sentence and in the girl’s name).
Consider the picture below. What does it show? Tell me
...read the poem. Well done, very expressive.
Let's read in chorus.
What letter are we looking for in this poem? (ABOUT). Underline the letter O with a simple pencil.
What is a capital letter used for? (To indicate the beginning of a line in poetry).
What is shown in the picture below? Tell me coherently. (The duck calls the ducklings. The ducklings swim, dive, hide from their mother. The mother duck is angry.).
Read the text.
Let's read in chorus.
What sound do you often hear? What should we emphasize? (Letter y).
Read the following poem.
What are "stitches"? Find them in the picture.
Which letter should we underline? (AND). What sound does it represent? (Sound [and]).
What letter will we see in the last quatrain? (E)
Read,….
Find words with the sound [e]. What letter is it designated by? (Eh, and in the words “beast”, ... - the letter E).
Yes, this is the secret of the letter E, which you will learn in the following lessons.
- Generalization.
What fairy tale did we remember at the beginning of the lesson? (Thumbelina).
Who else was there besides Thumbelina? (It was the king of the elves.)
Let's outline this sentence in our printable notebooks. How many words are in a sentence, let's count? (4) ..., make a diagram on the board. Please comment. (The first word in a sentence is capitalized.)
There must be a period at the end of the sentence.)
Check it out. Is everyone like this?
What words contain the letter e? Big or small?
Type the letter E under the words that contain it. (The height of a capital letter is 2 squares) Remember that a printed letter has no slope. ..., go to the board.
Check it out.
Did everyone get it this way?
Well done!!
- Summing up the lesson.
Guys, what sound did we study today? [uh].
What letter? (E)
What words did you come across? Talk about it at home.
- Organizing time.
You worked very well today. I especially want to note...
Close the ABC and pencil case. Put it in your briefcase.
The lesson is over.
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GBOU SPO College of Education No. 1 named after. ON THE. Nekrasova
Summary of a trial literacy lesson
in 1st grade
students of groups 2-10
Nikolaeva Anastasia
Topic: “Topic: Sound [E]. Letter "Eh"
Subject : Sound [E]. The letter "Eh".
Target : learn the sound [e], teach to read the letter “Eh”
Know : characteristics of the sound [e], writing the printed letter “Ee”.
Understand : what is the difference between a sound and a letter, a vowel sound and a consonant
Apply : highlight the sound [E] in words, characterize it
Analysis: syllable-sound analysis of words, analysis of sentences and texts.
Synthesis: composing words with the sound [e], sentences, reading poems, riddles.
Grade : knowledge about the sound [e] and the letter E for reading and writing.
Lesson plan:
- Org. moment
- Repetition
- Announcing the topic and purpose of the lesson
- Explanation of new material. Sound Isolation and Characterization[uh].
- Development phonemic hearing.
- Working with letters.
- Consolidation.
- Generalization.
- Lesson summary.
- Org. moment.
During the classes
1. Organizational moment.
Hello children! My name is Anastasia Vladimirovna, and today I will give you a reading lesson.
Check your chairs to make sure you can sit comfortably. Have a seat. Place your feet straight.
Attention! Check it out, buddy.
Are you ready to start the lesson!
Is everything in place? Is everything alright:
Books, pens and notebooks?
We have a motto:
Everything you need is at hand!
2. Repetition.
What letters have you already learned? (a, o, y, and,)
What sounds do they represent?
What sounds are these? (vowels)
How are vowel sounds different from consonants? (when they are formed, the air flow does not encounter any obstacles, vowel sounds are formed with the help of the voice, they can be sung).
Today we will introduce you to another sound.
3. Sound isolation and characterization[uh].
Now look at the board and identify the fairy tale for which the illustration is given.
Of course, this fairy tale is called “Thumbelina”. It was written by Hans Christian Andersen (book show).
Now listen to an excerpt from this tale:
“The swallow came down and sat the girl on a wide petal. But what kind of miracle? In the cup of the flower there was a small man, so light and transparent, as if he were made of crystal or morning dew. Light wings trembled behind his shoulders, a small golden crown glittered on his head, and he was no taller than our Thumbelina. It was the king of the elves.
When the swallow flew up to the flower, the elf was seriously frightened. After all, he was so small, and the swallow was so big!”
Who was Thumbelina's friend? (Elf)
Who are the elves? (Elves are little fairy-tale people with wings).
Let's highlight the first sound in the word "elves". ([e])
What sound is this - a vowel or a consonant?
How did you guess? (Vowel, since during its formation the air flow does not encounter an obstacle, vowel sounds are formed with the help of the voice, they can be sung).
Make a sound[uh], watch the pronunciation...
Turn to each other and look at the position of your tongue and lips when pronouncing the sound.
4. Announcement of the topic and purpose of the lesson.
Today we will get acquainted with the new sound [E] and find out what letter it is denoted in writing.
5. Development of phonemic hearing.
- Let's play a little:
Clap your hands if you hear the sound [E] in the words: tree, poet, if, electricity, brush, this, skirt, excursion, willow, children, echo.
6. Working with letters.
What letter represents the sound [e] in writing? (a card with the letter E is posted).
What does the letter E look like?
Let's learn a short poem about the letter E.
So first listen to me carefully.
Mouth open to ears,
The letter E said, "Hey!"
Hey hey! - the screamer screams,
The tongue sticks out of the mouth.
What does the letter E look like? (If you look at the open mouth from the side, from which the tongue sticks out).
Let's repeat in chorus.
In what words have you heard the sound [e]? (Hey, hey, hey).
Turn to ABC on page 74, 7-4.
What is shown in the picture on the left? (Excavator). What is an excavator used for? (Dig the ground)
Why is he depicted on the page with the letter E? (Starts with the sound e, with the letter E, the ladle is similar to the letter E.)
Why do we have 2 printed letters E? (Big and small).
When will we use the capital letter E? (Write the beginning of the sentence and proper names).
Physical exercise.
Rain clouds have arrived
Let it rain - let it rain! (Arms extended, palms down.
The raindrops are dancing, shaking their hands, stomping
As if alive, with their feet.)
Drink, rye, drink!
And the rye, bending towards the green earth,
Drinks, drinks, drinks
And the warm rain is restless
It's pouring, pouring, pouring! (Bend over and sit down.)
7. Consolidation.
- Solving the rebus. Working with the sound circuit.
And now we will solve the rebus. (emu) (picture is posted)
How did you guess?
Who is an emu? (Emu is a relative of the ostrich. Its height is 180 centimeters, it is the largest bird after the ostrich)
(There is a diagram of the word on the board). Let's use our palm to determine how many syllables there are in a word. (2)
How do we determine the number of syllables? (As many vowels as there are in a word, there are as many syllables).
Name the first syllable. How many sounds does it have? What sound is this - a vowel or a consonant? Why?
Name the second syllable. How many sounds does it have? (2). Which? ([m,y]).
Let's put the emphasis: uh-uh. Which syllable does it fall on? (1) So the sound [e] is percussive.
- Game "Third Man".
Find the “We think...” icon. Let's play the game "Third Man". Who is shown in the pictures? (...)
What do they have in common? (Animals)
Which of the pictures is redundant and explain why. (Emu, because it is a bird)
Consider sound patterns. Let's read them. They put a pointer under the first one. Let's read. Mole. Under the second one. ...Under the third. Compare sound patterns. And among them which one is the odd one out? (3rd, because 1.2 are the same, they have 4 sounds and 1 syllable, and the third has 3 sounds and 2 syllables; and the third word has the sound [e], but the others do not).
Well done, you think very well.
- Drawing up a sound diagram of a word.
Guess the riddle: “No one has seen him, but everyone has heard him” (Echo)
What is an "echo"? (Echo is a phenomenon in nature, when a person screams loudly, his sound returns to him and is heard far, far away)
Let's create a sound diagram of this word together. Open your notebook for printing. Move 4 cells down, 2 to the left. Make a point.
How many syllables are there in a word?
Name the first syllable. How many sounds does it have, what are they? Take a red pencil. Draw the first sound.
Second syllable? What sounds does it consist of? (m-consonant, hard; u – vowel). Draw a syllable.
I have 2 diagrams on the board. Which diagram matches our word? Check if this is the case for you. Who's got it right?
Trace the syllables with a simple pencil. Place emphasis. ..., do it on the board.
- Typing the letter e.
What letter represents the sound e? (Letter E).
Watch me type the letter. I retreat 1 cell from the 1st sound, write a semi-oval and a horizontal line. The letter has no slant.
Take a pen. Let's write it in the air: and-one-and-and. Type the letter below the diagram.
- Work on the lexical meaning of words.
Guess the riddles: It is the elephant that carries the trunk, not the elephant.
But he is stronger than the elephant.
It replaces hundreds of hands.
Without a shovel, he digs.
The carriage itself opened the doors for us, (Excavator)
The stairs lead to the city.
We don't believe our eyes:
Everything is standing still, she is walking. (Escalator)
Now won't you confuse these words? Tell your parents at home how to use them correctly.
- Solving the acrophonic scheme and reading poetry.
Guess the title on page 75. How are we going to do this?
Select the first sound and make a word from them. (Poetry)
What are poems? How do they differ from a story, i.e. from prose? (Rhythmic, harmonious).
Let's read the poems now.
He reads... and everyone watches closely.
Let's read in chorus. Place a pointer at the beginning of the poem.
What sound occurs frequently in this poem? (sound [a]).
What letter represents it? (The letter a).
What is the difference between a sound and a letter? (We hear the sound and write the letter.)
Underline the capital letter A. Why is it used? (At the beginning of the sentence and in the girl’s name).
Consider the picture below. What does it show? Tell me
...read the poem. Well done, very expressive.
Let's read in chorus.
What letter are we looking for in this poem? (ABOUT). Underline the letter O with a simple pencil.
What is a capital letter used for? (To indicate the beginning of a line in poetry).
What is shown in the picture below? Tell me coherently. (The duck calls the ducklings. The ducklings swim, dive, hide from their mother. The mother duck is angry.).
Read the text.
Let's read in chorus.
What sound do you often hear? What should we emphasize? (Letter y).
Read the following poem.
What are "stitches"? Find them in the picture.
Which letter should we underline? (AND). What sound does it represent? (Sound [and]).
What letter will we see in the last quatrain? (E)
Read,….
Find words with the sound [e]. What letter is it designated by? (Eh, and in the words “beast”, ... - the letter E).
Yes, this is the secret of the letter E, which you will learn in the following lessons.
- Generalization.
What fairy tale did we remember at the beginning of the lesson? (Thumbelina).
Who else was there besides Thumbelina? (It was the king of the elves.)
Let's outline this sentence in our printable notebooks. How many words are in a sentence, let's count? (4) ..., make a diagram on the board. Please comment. (The first word in a sentence is capitalized.)
There must be a period at the end of the sentence.)
Check it out. Is everyone like this?
What words contain the letter e? Big or small?
Type the letter E under the words that contain it. (The height of a capital letter is 2 squares) Remember that a printed letter has no slope. ..., go to the board.
Check it out.
Did everyone get it this way?
Well done!!
- Summing up the lesson.
Guys, what sound did we study today?[uh].
What letter? (E)
What words did you come across? Talk about it at home.
- Organizing time.
Well done!
You worked very well today. I especially want to note...
Close the ABC and pencil case. Put it in your briefcase.
The lesson is over.
2. Remember and tell your mom everything about the sound (E), what happens when it is pronounced with:
- Sponges (opened like a circle);
- Teeth (open, no obstruction);
- Tongue (sleeps below, no obstruction);
- What about the air stream (there are no obstacles in the mouth, it comes out freely);
- What is the sound (E) (there are no barriers in the mouth, which means the sound (E) is a vowel)?
- How do we denote the sound (E) (red circle - medium size, smaller (A), but larger (U))?
3. Look at the pictures and name them correctly! Identify and mark on the diagram where the sound (E) is hidden in the words: (Eskimo, Whatnot, Emu, Emma, Edik, Excavator, Screen). These words (Floor, Eskimo, Escalator, Echo) are analyzed by ear. You read, write down the word, draw a diagram, and the child marks the position of the sound in the word with colored pencils.
4. Play a game with mom“Catch the sound (E)”: The adult calls the sounds slowly and clearly: “A-U-E-A-Y-E-E-A-O-E-A”, when the child hears the sound (E) he will clap his hands ! The game becomes more complicated: in syllables and in words (make up your own, just pronounce the syllables and words emphasizing the sound “E”).
5. Come up with three words with sound yourself(E) . Draw these words yourself as best you can! Under your pictures, mark where the sound (E) is hidden!
6. Learn two riddles to choose from, the riddles contain words with sounds(E) , tell them to your mother:
We fix the symbols of the passed vowel sounds.
SLIDE No. 1
Topic: Sound and letter e E.
Goals:
- Introduce students to the vowel sound [e], letters E e
- Work on the development of phonemic hearing, sound analysis and synthesis..
- Learn to write uppercase and lowercase letters
- Form and improve reading skills.
- Enrich lexicon words with the sound E.
- Build skills sound analysis and synthesis of syllables, reading syllables.
- Develop speech memory, attention, fine motor skills.
- Cultivate positive motivation in learning.
SLIDE No. 2
Organization of the beginning of the lesson
Check it out buddy
Are you ready to start the lesson?
Everything is in place,
Everything is fine:
Books, pens and notebooks.
Today we have guests, they came to see what you have learned during this time
Children.
We were anxiously awaiting guests
And everyone was a little tired.
Don't judge too harshly
We studied a little
Game "Guess the Beech"
The one who connects the halves of the letters will sit down and say which letter is the result? Teacher:
Children, I forgot to introduce one more guest. This is a doll in a red dress. She will help us throughout the lesson, but does not tell us her name, she told me that at the end of the lesson the children themselves will read her name and find out what her name is.
- How does a sound differ from a letter?
Repetition of what has been covered. Updating knowledge.
Purpose: To remember the graphic appearance of letters. Correlating sounds with letters)
SLIDE No. 3
Game "Half-letter"
- One day the letters went for a walk, suddenly a cloud came in and it began to rain. The letters are hidden under red and blue umbrellas. Only the lower halves of the letters are visible.
- - Tell me which letters are hidden under the red umbrella? Why? What sounds are called vowels?
- - What letters are hidden under the blue umbrella? Why? What sounds are called consonants?
What umbrella was our guest hiding under? Why? (her name starts with a vowel sound)
V l m k s h o a u y
Slide No. 4
Reading two-letter open straight syllables.
The sun came out, the vowels came out into the sun.
Read the letters
- in unison
- individually.
Those who agreed were called.
- What do consonants form with vowels?
(syllables)
read the resulting syllables.
- in unison
- individually.
B A
X O
K U
S S
slide number 5
Reading words.
Goal: developing the skill of reading words.
- What can you put together from syllables? That's how our letters approached the forest and began to play words. Read the received words.
We are l
ma la
Doll
u pa la
slide number 6
Played hide and seek. The vowels were hidden. Insert vowels.
V-v- O A
- Read, what word did you get?
- Why are these words written with capital letters?
SLIDE 7
The consonants began to hide. Insert consonants into the words.
U - - a k k l
- Read what word you got.
Introduction to the lesson.
The letters went into the forest and got lost.
- Show how the letters got lost in the forest.
Children talk and show.
The letters went far into the forest and got lost.
The letters got lost in the forest (sad)
Everyone shouted ay (loud)
Nobody responds (sadly) only echo responds
Our echo to us comes back (quietly) ah! Aw!
SLIDE 8
Reading a poem from a slide
- How do you understand the word echo?
(reflected sound)
- who heard the echo and where?
- What is the first sound in the word echo?
Lesson topic message.
- Say the duty sound in chorus
- Individually
- What signal is it indicated by?
Characteristic.
- Describe the sound
Vowel
The first row indicates the hardness of the consonant
Slide 9.
Showing a letter.
- The sound e is represented by the letter e
e– Letter E with a huge mouth
And a huge tongue.
Ege - gay! - the screamer screams.
The tongue is sticking out of the mouth!
Slide 9.
Element-by-element analysis of letters.
What elements does the letter e consist of?
Of the two - the left semi-oval and the small horizontal line.
Which letter has the same semi-oval in its spelling?
Slide number 10.
Comparison of letters e and s.
“The letter e na s marvels, as if looking in a mirror. There is definitely a resemblance, but there’s no language!”
- how are these letters similar?
Semi-ovals
- what makes them different from each other.
WITH right semi-oval, no horizontal line
E left semi-oval, there is a horizontal line.
Working with the ABC book.
Let's show our guests how we read.
- Open the primer, we will read the syllables and words.
Reading syllables and words.
- Teacher
- In chorus
- Individually
What did we read?
Syllables
Words.
Conversation based on the picture of the ABC book.
- Look at the color picture in the ABC book.
- Who is in the picture?
- What are the children doing?
- What toy does the girl wash?
- What toy does the boy wash?
- Who will the story be about?
Reading a story.
teacher
I will read the story, and you listen carefully, so that you can also read correctly and expressively, try to follow with your eyes where I am reading.
Conversation about the content of the story
What was the girl's name?
What was the boy's name?
Reading a story by students.
- By word in a chain
- . Suggestions.
PHYSICAL MINUTE.
Slide number 12
Letter LETTERS Eh
Now you will learn how to write the letter that represents the sound e
Slide number 13
- Shown on the board by the teacher
We begin to write the letter e below the top line, from left to right we write a semi-oval. Having touched the top line, we lower the semi-oval line down, round it to the left, touching the bottom line, continue the smooth line to the right, and cross the semi-oval with it below the middle of the working line.
Slide number 14
Show a letter on a slide.
- Showed readiness
- Look at the screen and write lowercase e in the air.
- Write the lowercase letter e in your notebook to the end of the line.
- Letter e
Slide number 15
Capital letter letter E.
I show, you look closely.
We begin to write the letter E above the middle of the non-working line, from left to right we write a semi-oval. Having touched the additional ruler, lower the semi-oval line down, round it to the left, touching the bottom ruler. We write the second element - a horizontal line, below the middle of the working line.
Show a letter on a slide. No. 12
Let's write the capital letter in the air, looking at the screen.
Write e to the end of the line.
Letter of syllables.
Write the syllables according to the model. –
We write the syllables without interruption.
This, uh,
What does a person say when he succeeds?
The letter of the syllable is eh.
Add the vowel o to the syllable eh, what word did you get?
Slide
Working at the box office
Sound-letter analysis of the word echo
Post at the box office with signals and letters
Examination.
- Divide the word echo into syllables.
- Name the first syllable
- Name the second syllable
- Name the first sound
- Vowel or consonant
- What signal is indicated?
- What is the second sound?
- Vowel or consonant
- Voiced or voiceless
- Hard or soft
- Name the third sound.
- Vowel or consonant?
Without closing the cash register, write down the word in your notebook, dictating to yourself.
Word on the board.
Surprise moment.
- Insert the missing letter into the word and you will find out the name of our guest doll.
- In order for a guest to appear in the classroom, sing a song about echo.
- Emma brought the cartoon "Echo". We won’t have time to watch it in class, look at it in preparation.
Lesson summary.
What sound were you introduced to?
What letters did you learn to write?
In this lesson you will learn about the letter and sound E, learn how to write capital and lowercase letters Uh, uh, you’ll learn a lot of new interesting words, and you’ll also learn what stress is.
This word contains a vowel sound already known to us [y]. You can already tell about it that this sound is a vowel. It is easy to pronounce, sing and speak without noise. Why did it happen that the sound [y] wanted to confuse us? It turns out that the vowel sounds of our language differ not only in name and pronunciation, but also in the strength of pronunciation. Such sounds that are pronounced more forcefully (the voice seems to hit them) are called drums . Let's hit the sound with our voice [e] in a word emu and let's listen to him. Say the word emu hitting the sound with your voice [e].
Sound [e]- vowel, easy to pronounce. While pronouncing the sound, the mouth opened slightly, the lips stretched. This sound can be sung or shouted. No noises are heard. Here's the evidence that it is - vowel sound.
Which of you today will say that the lesson is about the letter of his name?
- E Dick
- E lvira
- E mma
- E llla
- E Dita
Continue the series of names yourself.
Which fairy-tale heroes, whose names begin with the letter E and to the sound [e],can you name it?
E lly, who goes to Emerald City(Fig. 2).
Rice. 2. Girl Ellie ()
And in this city live magical uh lfs.
There are very few heroes, because E There are also few words in our language.
Now let's learn to recognize the sound [e] in words. To do this, imagine that we are going to uh excursion, and uh sound will be your guide [e]. Those who listen uh the tour guide is called uh students. Together with you on uh excursion to uh The animals will go on the train. If we hear a sound [e] in the name of the animal, we allow boarding in uh train. No sound [e]- we don’t plant. Say the names of animals out loud and identify the sound [e].
Medv e d. A sound is heard [e] in the middle of the word (Fig. 3).
Fox (Fig. 4). No sound [e].
Giraffe (Fig. 5). No sound [e].
L e c (Fig. 6). A sound is heard [e] in the middle of a word.
Rice. 6. Lion and lion cubs ()
Z e sconce (Fig. 7). A sound is heard [e] in the middle of a word.
Camel (Fig. 8). No sound [e].
Ol e n (Fig. 9). A sound is heard [e] in the middle of a word.
Chimpanzee e(Fig. 10). Sound [e] heard at the end of a word.
Rice. 10. Chimpanzee ()
E mu. Sound [e] at the beginning of a word.
Sound [e] in words it occurs more often in the middle of the word, but at the beginning and end - much less often.
Let's go on an excursion to the land of words. There we learn words that begin with the letter E.
Everest- the highest mountain in the world (Fig. 11). Two sounds are heard [e] in its title. This mountain has a second name - Chomolungma, which means "goddess, mother of the earth" .
He is almost a hundred meters tall:
It's not easy to climb!
He was from Australia
It was brought to us once upon a time.
He has one job -
Draining the swamp.
This is the tallest tree - eucalyptus(Fig. 12). Sound [e] only at the beginning of a word.
Rice. 12. Eucalyptus tree ()
Eeiffel tower- the most recognizable symbol of Paris, one of the tallest buildings in the world. Sound [e] at the beginning of the word (Fig. 13).
Rice. 13. Eiffel Tower ()
This is a big ladder
But the steps move on their own.
And they ride everyone fast
Up and down, down and up.
What kind of ladder is this, guys?
It's simple - an escalator.
Word escalator sounds similar to the word excavator. They even start the same way - on E, but don't confuse these words.
E - this is a machine that digs the ground (Fig. 14).
excavator - crane brother.
Turns over such boulders,
That, perhaps, a hundred shovels
They would not be able to overcome them.
ERice. 14. Excavator () quator
- a line on the globe that shows the middle of our planet and divides it into two parts - the northern hemisphere and the southern hemisphere. [e]:
Everest
ERepeat the words you are familiar with. Say them out loud and count all the sounds
Evcalyptus
Escalator
ERice. 14. Excavator ()
Eeiffel tower
excavator [e].
Got seven sounds E- short. And there are very few of them:
- E That
- E-ge-ge
- E-hehe
To write all these words, you need a letter E.
Printed large and small letters are similar and differ only in size (Fig. 15).
We will break ABOUT like a bagel -
There will be a letter on the right side.
Add a nose to the face -
Here comes the letter E.
Rice. 15. Letter E ()
Now let’s fantasize and imagine what the letter looks like E.
Letter E- big mouth,
You can completely disappear into it.
Letter E- no matter how you look at it -
You will see pincers and claws.
A letter flies over the meadows in the blue E.
This swallow returns home in the spring.
Letter E easy to turn into a swallow, a moon, an Indian's bow, a human's ear.
Do you want to know what the letter dreams of? E? Read a fairy tale.
The letter E is unhappy
“Uh-uh,” the letter E said grumpily, “they put me almost at the very end of the alphabet.” - Ek, I was carried there! Eh, I wish I could go to the beginning, to first place! Hey letters. Let me go first!
But the letters said:
- Stay where you are. And don’t waste your long tongue. Does it matter where you stand? It's important to be useful.
A.A. Shibaev
From this tale it is clear that the letter E is at the end of our alphabet.
To letter E It’s better to remember, try making it out of some material (plasticine, strings) or fold it out of beads. Draw a funny picture. Organize an exhibition of your work.
Read the letters:
1. aue, eua, ouae, aoeu
2. aue, eua, ouae, aoeu
A dash appeared above the letters in the second row - this accent mark. He says: “Emphasize the sound with your voice when you read a letter more strongly”. Read the letters again, highlighting them with your voice.
Consider the written letters E,uh. They differ from printed ones in that they are written at an angle (Fig. 16).
Rice. 16. Printed and written letters Uh ()
Let's try to write a capital letter E. This letter has two elements - the right semi-oval and a small horizontal stick, which is called the tongue of the letter E(Fig. 17).
Rice. 17. Capitalization E ()
Let's start writing a capital letter E. From left to right we draw an oval line, touching the additional line; draw the letter down, round it to the left, touching the bottom ruler; We tear off our hand and write a horizontal line in the middle of the letter, connecting it to the semi-oval.
Try writing this letter in the air. Write it down reverse side hands on the palm.
Consider possible capitalization errors E: the semi-oval turned out to be very wide (round), the slope went in the other direction.
Practice writing the letter in your notebook yourself. Remember to position your notebook correctly. Hold the pen correctly.
Now let's look at how to write a small letter uh. The elements of a small letter are the same as those of a capital letter (Fig. 18).
Rice. 18. Writing a small letter uh ()
We begin to write below the top ruler of the working line. From left to right we draw up to the working line, round, touching the top line of the working line, and draw down to the bottom line; round to the left, touching the bottom line of the working line. We tear off our hand and write a short horizontal line from left to right in the middle of the semi-oval.
Arrow direction.
Trace the letter in the air. Write the letter with the back of the pen on your palm. Try writing it in your notebook.
Possible errors in writing lowercase letters uh: very wide rounded semi-oval; the letter hangs in the air without touching the lines of the working line; Incorrect tilt.
Both capital and small letters are connected Uh with other letters using an additional straight line, which is drawn up to the top line of the working line with an upper connection, or slightly above the line of the upper working line with a bottom connection. Connecting lines are assigned separately.
After this lesson, practice writing capital and lowercase letters Uh in notebooks. Just write in such a way that they won’t say about you: “Writes like a chicken with its paw”. This is what our ancestors said about those who write sloppy and very dirty.
Today in class you learned about sound. [e] and letter E. Did you find out that the letter E- an infrequent guest in Russian words. The fact is that this letter is very young. It was introduced into our alphabet when PetreI. And here's the sound [e] have great respect for the other letters of our alphabet because it helps to name their names. Say the names of the letters and listen to how they sound:
B- pronounced [bae] IN- pronounced [ve] G- pronounced [ge] D- pronounced [de] L- pronounced [el] M- pronounced [uh] N- pronounced [en]
And also the sound [e] and letter E very inquisitive. Do you know why? Because that's how the title of the book begins. "Encyclopedia".
Encyclopedia is a reference book that will tell you about everything in the world and answer all your questions.
The letter E begins with another very interesting word - "Eureka", which is translated from Greek language means "found, opened". Say this word more often.
Bibliography
- Andrianova T.M., Ilyukhina V.A. Russian language 1. - M.: Astrel, 2011.
- Buneev R.N., Buneeva E.V., Pronina O.V. Russian language 1. - M.: Ballas.
- Agarkova N.G., Agarkov Yu.A. Textbook for teaching literacy and reading: ABC. Academic book/textbook.
- Skazochnyj-domik.ru ().
- Liveinternet.ru ().
- Nsportal.ru ().
Homework
- Practice writing letters E. Write your own printed and capital letters Uh(big and small).
- Find words that contain the sound [e]. Count how many sounds [e] in every word.
Popsicle, mirror, eclair, duet, cream, energy, pedestrian.
- Guess the riddle:
This letter digs holes
Echoes the cry stubbornly
And then on a stick
Chocolate melts with ice.
(Answer: Letter E - excavator, echo, popsicle)
1. Teach the child to identify a word from a series that differs from the rest in syllable structure.
2. Learn to distinguish between animate and inanimate objects, learn to ask appropriate questions: who is this?What is this?
3. Teach the child to clearly pronounce the sound [E].
4. Exercise the child in pronouncing words with a complex syllable structure.
6. Teach the child to reflect interrogative and narrative intonations in writing using a period and a question mark.
Task 1. An adult pronounces a series of words, and the child listens carefully and names a word that differs from the others in its syllabic structure:
poppy - tank - so - banana; som - com - turkey- house; lemon - wagon - cat - bud; poppy - cancer - broom - tank.
Task 2. Introducing the sound [E].
Guess the riddle, name the first sound in the answer:
Lives without a body
Speaks without tongue.
Nobody sees him
And everyone hears. ( Echo)
An adult shows in front of a mirror and explains to the child the articulation of the sound [E]:
Lips in a smile;
The teeth are close together;
- the wide tip of the tongue touches the lower teeth, the back of the tongue is raised;
The neck "works".
Sound symbol [E]: the girl reproachfully says to the kitten:« EEE..."(see color insert). Characteristics of the sound [E]: the sound [E] is a vowel, it can be sung (the tongue, lips and teeth do not interfere with the free passage of air). Designation: red circle.
What do fishermen say when a fish gets off the hook? “Uh...h!”
Task 4. Didactic exercise “Clap your hands if you hear the sound [E]”:
uh, ah, uh, y, oh, uh...; eh, ah, uh, eh...; Emma, Anna, Edik, echo, Olya.
pte-kte-bde-where; kte-bde-gde-pte.
Task 6. Find the extra word in the series (by the presence or absence of the sound [E]):
bus, echo, orange, watermelon; this is echo, Edik, mustache
Task 7. Remember the names of people starting with the sound [E] (Ella, Edik, Edward, Eleanor, Emma).
Task 8. From a number of drawn objects, select those whose names contain the sound [E].
Task 9. Speak to the child, syllable by syllable, words that have a complex syllabic structure, explaining to him the meaning of these words. Divide words into syllables. Find the longest and shortest word. If possible, make a sentence with each word:
tightrope walker, squadron, electric welder, electric locomotive, electric iron, guide, electrician, crew, electrical appliance, eucalyptus, elevator.
Task 10. Explain to the child that all animate objects answer the question: who is this?, and inanimate objects - to the question: What is this?Teach to ask questions to animate and inanimate objects.
Continue the series:
Who is this? It's a girl, a cat, a dog...
What is this? This is a car, a table, a jacket...
Didactic game “Odd Four” (based on whether objects are animate or inanimate):
car, plane, table, grandfather; crow, nightingale, chair, cow.
Task 11. Introducing the letter E.
Letter E opened her mouth:
Either he yawns or he sings.
O. Hoffman
What else does the letter E look like?
The letter E from fingers: the thumb and index fingers of the right hand form a semicircle, and the index finger of the left hand forms the “tongue” of the letter E.
Letter games.
Task 12. Independent sound-syllable analysis of a word Edik: drawing up a diagram of circles; laying out letters in a cut alphabet, reading, copying.
Reading sentences using interrogative and narrative intonation. Recording sentences under dictation with the help of an adult, reflecting interrogative and narrative intonation in writing (using a period and a question mark).
Who is this? It's a cat. Who is this? This is Edik. Who is this? This is a fly.
Topic No. 25. Sounds [С], [С"]; [С] - [С"]. Letter C
Corrective and developmental tasks.1. Continue teaching the child to find a word in a series that differs from others in its syllable structure.
2. Teach how to correctly pronounce the sounds [С] and [С"], differentiate them by ear and in pronunciation.
3. Learn to replace sounds in words with the sound [C] in different positions, monitor the change in the meaning of a word with a change in one sound in it.
4. Introduce prepositions With(with), practice using them.
5. Learn to distribute sentences, count the number of words in them.
6. Learn to analyze words and sentences.
Task 1. An adult invites the child to listen carefully to a number of words and name a word that differs from the rest in its syllabic composition:
scoop - dwarf- wreath - skating rink, heel - fleece - cat- tub, branch - cow- cage - net, skating rink - house - skein - stream.
Task 2. Introducing the sound [C].
Listen to the tongue twister (the sound [S] is pronounced exaggerated by adults). What sound is often heard in it?
Sanka is carrying Sonya on a sled.
Sledge - jump, Sanku - off your feet,
Sonya - crash into a snowdrift!
An adult shows in front of a mirror and explains to the child the articulation of the sound [C]:
Lips in a smile;
The teeth are close together;
The wide tip of the tongue is located behind the lower teeth, the lateral edges of the tongue are pressed against the upper teeth;
Cold air flows through the center of the tongue (control hand at mouth);
The neck is “silent”.
Sound symbol: dad watering the garden with a hose: SSSSS...(see color insert). Sound characteristics: consonant (the tongue creates a barrier to air), hard, dull. Designation: blue circle.
Task 3. Phonetic exercise.
Let's pump up the wheel: C, C, C, C, ... (sharp, abrupt pronunciation of the sound after the adult).
Task 4. Didactic exercise “Clap your hands if you hear the sound [C]”:
s, p, m, s...; sa, ma, va, su...; as, am, us...; Sonya, Sanya, braid, bed, house, wheel, milk, forest...
Task 5. Repeat after the adult a series of syllables:
sa-so-su-sy; as-os-us-is; hundred-hundred-stu-sty; ast-ost-ust-ist.
Repeat after the adult a series of syllables, emphasizing a syllable in your voice:
sa-sa-so, su-su-su...
Task 6. Didactic exercise “Say the opposite”:
sa-as, as-sa, so-os, sta-ast, as-sta...
Task 7. Complete the word with syllables:
SA: li..., ko..., klyak..., ro..., cry...; SY: o..., u..., bu..., ko..., ve..., cha....; JUICE: pe..., ku..., but..., le..., hair..., colo..., bare...
Task 8. Guess the riddles, name the first sound in the riddles.
Doesn't speak, doesn't sing,
And who goes to the owner,
She lets you know. ( Dog)
At the bottom, where it is quiet and dark,
A mustachioed log lies. ( Som)
There are four legs under the roof,
On the roof there is soup and spoons. ( Table)
The white stone melts in your mouth. ( Sugar)
Task 9. From a number of drawn objects, select those whose names contain the sound [C], determine the place of the sound in the words, and divide them into syllables. Find the longest and shortest word.
Task 10. Find the extra word in the series (by the place of the sound [C] in the word). If you have difficulty using the card and blue circle:
sleigh, owl, forest, soup; sock, piece, airplane, pussy; forest, belt, nose, belt
Task 11. Remember as many types of dishes as possible, the names of which contain the sound [C], explain the purpose of each item:
samovar, frying pan, pressure cooker, salt shaker, sugar bowl, rusk bowl, sauce bowl, glass, tureen, salad bowl.
Task 12. Didactic exercise “Explain the meaning of words, name the place of the sound [C] in these words.” In which word did the sound [S] appear twice?
Leaf fall (leaves are falling), snowfall - ..., vacuum cleaner - ..., scooter - ..., airplane - ..., gardener - ..., arborist - ...
Task 13. Didactic exercise “Change the word, make a sentence with each word.”
Replace the first sound in a word with the sound [С]:
little - lard, Klava - ..., Tonya - ..., side - ..., house - ..., onion - ..., fashion - ...
Replace the last sound in a word with the sound [С]:
tank - bass, Rome - ..., lion - ..., knife - ..., labor - ..., hunger - ...
Replace the third sound in a word with the sound [С]:
paw - weasel, mark - ..., desk - ..., hill - ..., pitching - ..., daughters - ...
Task 14. An adult invites the child to add the sound [C] to the word. What word will it be?
Troika (construction site), outfit - ..., treasure - ..., fur - ..., bag - ...
Task 15. Learn pure sayings:
Sa-sa-sa - here comes the wasp.
Su-su-su - I'm not afraid of wasps.
Sy-sy-sy - no wasp.
So-so-so - Sonya has a wheel.
As-as-as - I drink kvass.
Os-os-os - the dog has a nose.
Is-is-is - I eat rice.
Us-us-us - I'm eating mousse.
Asuka-asuka - Sonya has a mask.
Oska-oska - Sonya has a nipple.
Iska-iska - Sonya has a bowl.
Uska-uska - Sonya has a blouse.
Task 16. Introducing the sound [C].
Sound symbol: a thin stream of water flows from the tap: fuck...(see color insert). Characteristics of sound: consonant, soft, dull. Designation: green circle.
Task 17. Didactic exercise “Clap your hands if you hear the sound [C]”:
s, drink, s, s...; xia, me, pi, si...; ah, ah...; Sima, blue, linden, saw, sit, goose, Christmas tree...
Task 18. Repeat after the adult and remember a number of words. What is the same sound in all these words?
Blue, herring, tit, sieve, mesh.
Task 19. From a number of drawn objects, select those whose names contain the sound [C"], determine the place of the sound [C"] in each of the words, and make a sentence with each word.
Task 20. Learn pure sayings:
Xia-xia-xia - we saw a goose.
Se-se-se - I'm riding on a goose.
Si-si-si - bring the hay.
As-as-as - the crucian carp is swimming.
Task 21. Differentiation of sounds [С] - [С"].
Didactic exercise “Say the opposite”:
sa-sya, sya-sa, ..., as-as, as-as...
Finish the word with a suitable sound ([С] - [С"]):
gu..., but..., singing..., lo..., golo...
Repeat after the adult a series of syllables:
sa-sa-sa, sa-sa-sa, sa-sa-sa, sa-sa-sa, sa-sa-sa, sa-sa-sa.
Name the extra word in the series (based on the presence of sounds [С] and [С"]):
sled, blue, Owl Bag; elk, goose, whole, nose.
Didactic exercise “Give gifts to Sonya and Sima” (choose words with the sounds [S] and [S"]).
Didactic exercise “Big - small” - an exercise in word formation (pay attention to the appearance of the sound [C"] in the formed word):
nose - nose, dog - ..., coconut - ..., pump - ..., wheel - ..., pine - ..., braid - ..., pineapple - ...
Make sentences with the word Sima(Sonya). Distribute offers. Count the number of words in each of them. Name the first and the last word in a sentence. For example:
Sonya drinks juice. Sonya drinks tomato juice. Sonya drinks fresh tomato juice. Sonya drinks delicious fresh tomato juice.
Learn tongue twisters:
Senya and Sanya have a catfish with a mustache in their nets.
The wasp has not whiskers, not antennae, but antennae.
Task 22. Introduction to prepositions s, co.
The adult asks the child to complete tasks: pick up the ball from the floor, take a book from the table, and asks the child questions: “Where did you get the book? Where did you pick up the ball from? The child answers. An adult draws the child’s attention to the use of prepositions with, with and explains their meaning and graphic representation.
Name the preposition in sentences:
Katya got up from the bench. Masha drinks tea with cookies.
Insert the required preposition in the sentences ( with, with):
I took... a cup from the table. The boy is carrying a bag... of books.
Make up a sentence using the words:
Dormouse, earth, leaves, raise, with; Sima, leaves, earth, dry, raise, with; Vasya, autumn, earth, leaves, raise, with; Sonya, bench, stood up, with.
Task 23. Introducing the letter C.
Letter WITH It's easy to write to me.
WITH like a sickle, crooked and sharp.
V. Kovshikov
What else does the letter C look like?
Letter of fingers: the index and thumb of the left hand form a semi-oval.
Letter games.
Task 24. Sound-syllable analysis of words, drawing up diagrams from circles; laying out letters in a cut alphabet, reading, copying.
Sima, juice, glass, glasses.
Reading, copying sentences, counting the number of words in sentences, finding a preposition and determining its place in a sentence:
Here's Sima. Sima has a glass. Sima has juice. Tima and Dima have glasses. There's juice.
