Target: familiarity with row 2 vowels
Tasks:
Correctional and developmental:
Develop phonemic perception
develop, the skill of sound analysis, auditory-speech memory, visual perception;
to form visual-spatial functions;
develop cognitive activity;
to form grapho-motor skills;
Educational
introduce children to vowel letters of the 2nd row;
tell how the vowels I, E, E, Yu, I were formed;
to acquaint children with the graphic style of vowels of the 2nd row;
Educational
to educate the ability to listen to the answers of a friend, listen attentively and hear the speech therapist and other children, the ability to adequately respond to constructive remarks from the speech therapist and children's remarks;
teach to observe speech etiquette;
to form perseverance and follow the given instructions
Health-saving
alternate static and dynamic exercises;
select material taking into account the age characteristics of children
Equipment: computer, projector, handouts, folders for classes.
Duration of a subgroup lesson: 20 minutes.
PROCESS OF THE LESSON
Stages and types of work. Time (approximate)
Speech therapist activity
Children's activities
What tasks were solved during the assignment
INTRODUCTORY PART
Organizing time
(2 minutes)
The speech therapist invites children to the lesson. Greetings. Instructions: name the color of the flowers, in the direction indicated by the arrow
Leaflets with pictures are distributed, their sequence on each sheet is different
Children enter the office, sit down at their desks.
Children's answers.
Create a positive emotional attitude. Arrange students for the start of the class.
Development of visual-spatial functions
MAIN PART
Introduction to the topic of the lesson.
(5 minutes)
Slide 1
The slide shows the diagram of the formation of letters.
Please remind me guys, why do we call vowels vowels?
Today we will continue to study vowels with you. And what you yourself will tell me. Listen to the story first. “A long time ago, vowel sounds [A], [O], [U], [E] lived amicably and cheerfully." Why?
How will we emphasize them
We continue to listen to the tale “... they had a friend who agreed [Y]. He would often come to the vowel sounds and listen to them sing. Sound [Y] really wanted to sing with them, but he was shy. But one day he got bold and asked the vowels to sing along with him. The first vowel agreed [A]. So they sang the duet "YA-YA-YA". Heard the sounds and heard "I-I-I"
(Likewise with the rest of the letters)
Y + O = E
Y + Y = Y
Y + E = E
This is how the vowels turned out ...
These letters are called row 2 vowels. Why do you think?
Each letter had a pair: the letter A-Z, U-Yu, E-E, O-Y, but the letter Y was crying, she did not have a pair. Suddenly, a good wizard "Write-read" appeared and presented the letter Y to the letter Y in a pair. Y was delighted.
So, what vowels are we going to talk about today?
Children's answers:
When we pronounce vowel sounds, the air stream does not meet obstacles.
First. They represent one sound
Red pencil, one line.
Children sing along with the speech therapist
I, E, Yo, Yu
Indicates 2 sounds
I, E, Yo, Yu, I
Develop logical thinking, auditory attention, perseverance.
Exercise "Ears on the crown"
(3 minutes)
Double-sided cards with 2 rows of vowels are dealt.
Instruction: I tell you the words, and you have to pick up the card with the corresponding letter.
1. select the sound at the beginning of the word: willow, yurt, anchor, hedgehog, young, oriole, pit, go.
2. at the end of a word: linen, small, toys, atelier, pour.
How many vowels do the 2nd row vowels mean in these words?
In the middle of a word: club, ball, chalk, razor, blot, sweep.
What do the vowels do in these words?
(speech therapist pronounces every word in an exaggerated way)
So vowels of 2 rows, play 2 roles: 1. Soften the consonant, which is in front of no; and 2…
Task completion by children
Two
Soften consonants
Indicates 2 sounds
The exercise
"Stolen letter"
Slide 2
(4 minutes)
Words with missing letters appear on the slide.
Instructions: Read the word by inserting the missing row 2 vowel and underline it with two strokes. Why two? Which?
So, first we read the words on the board, say which letter we inserted, and then we insert it on a piece of paper.
Words: _farka, _skra, vh_ha, _have, _bka, chick_ta, night_, eat.
Vowel letters of 2 rows represent 2 sounds.
I [yah] yu [yoo]
Yo [YO] E [YE]
The letter I denotes the sound [And]
"Fair", insert the letter I, underline it with two lines in red pencil.
(All words are parsed in the same way)
Physical education
(2 minutes)
Barbell Rally
On the command “we are driving a racing car”, stretch your legs forward, slightly raising them, stretch your arms and clench them into fists - “hold on to the steering wheel,” the body is slightly tilted back. Focus on muscle tension throughout the body. After 10-15 seconds, relax, sit up straight, put your hands on your knees, lower your head slightly, pay attention to a pleasant feeling of relaxation.
Bend forward, imagine that you are lifting a heavy barbell, first slowly pulling it to your chest, and then lifting it above your head.
Exercise for 10-15 seconds. Focus on the state of tension in the muscles of the arms, legs, trunk. “Throw the barbell” - leaning forward, while the arms hang freely. Pay attention to the pleasant sensation of relaxation.
Children do the exercise
Develop visual attention, sound analysis
The exercise
"Find and record"
Slide 3
(3 minutes)
Words appear on the slide one at a time.
Instructions: words appear on the screen, your task is to read them and write in the notebook only words with vowel letters of the 2nd row. Remind them.
Words: elephant, pit, din, needles, riding, box, hedgehog, next to, baby, yurt, people, jam.
I, E, Yo, Yu, I
In the word elephant, there are no 2nd row vowels - we do not write it. In the word Yama there is a vowel letter of the 2nd row, this is the letter I. So we write the word Yama in a notebook.
(Likewise all words)
LESSON RESULT
Lesson summary
(1 minute)
So our lesson has come to an end. Tell us what you learned today.
Well done boys!
Children's answers.
Class: 2
Target: consolidation of knowledge about vowels of the 2nd row, their function of softness in front of the consonant.
Tasks:
- to consolidate knowledge about the importance of vowels of the 2nd row to indicate the softness of the sound.
- exercise in finding and naming hard and soft consonants in syllables and words.
- to correct the work of the visual-auditory analyzer in the exercises to determine the vowels of the 2nd row, the soft consonants in front of them.
- develop thinking, attention when working with sentences and text.
- contribute to the formation of a coherent, expressive speech.
- continue to develop educational skills, self-control skills.
Material: table of sound symbols of vowels of the 2nd row (I - ya, E - yo, E - ye, Yu - yu); table with vowels 1 and 2 rows in pairs (A-Z, O-E, E-E, U-Yu, y-I); cards with words (glad - row; nose - carried; bow - hatch; soap - mil); hourglass; signs “+”, “-”, “check mark”.
For each child: ruled notebooks; cards with syllables, words, text; pencils (red, blue, green); "Five".
Course of the lesson
“Roll call” - the one who calls himself by name sits down.
What vowels did we talk about in the last lesson? (Vowels 1 row: A, O, U, E, s) How did we pronounce them? (Stretched out and sang) What consonants stand in front of these vowels (Solid) Remember and name the syllables with vowels of the 1st row.
The speech therapist tells the topic of the lesson: “Vowels 2 rows”; the purpose of the lesson is to consolidate knowledge about vowels of the 2nd row, their influence on the consonant in front of them, about one of the ways to soften consonants.
Vowel 2 rows consist of two sounds (a table with sounds is shown). We will agree that we will not pull these sounds like small, stupid donkeys. We will name the vowels of the 2nd row shortly and clearly: “I, E, E, Yu”. (Calls the teacher-speech therapist, then the children.) Which vowel from the 2nd row can you stretch and even sing? (Vowel “I”).
A table with vowels of 1 and 2 rows is entered. Children call vowels 1 row, stretching them, 2 rows - shortly, clearly. Then the speech therapist teacher reads a poem, the children name the vowels in pairs. Once again, attention is drawn to the fact that the vowels of the 2nd row “I, E, E, Y” are called by children shortly, clearly, without stretching them out.
- We call the letter "A", and the girlfriend the letter - "I",
- We pull the letter "O" with you, and the girlfriend the letter - "E",
- The letter "U" sang the song, and the letter "U" answered it,
- We sang the letter "E", and in response we hear "E",
- And with the baby with the letter "y" the letter "I" pulls the song.
Work in notebooks. Remind children about posture when completing assignments in notebooks.
The speech therapist teacher shows cards with words written in pairs (glad - a row; nose - carried; bow - hatch; soap - sweet), offers to listen to two words on the first card; establish their meaning; determine the nature of the sound of consonants; to clarify that a vowel of 2 rows is used to indicate the softness of consonants.
I will say two words, and you think how they differ: glad - a number.
What is glad? And what is a row? This means that these words differ in meaning.
And what else? What do the first consonants sound like? “RAD” (beat) ..... firm. Name the sound (“P”). Let's write this word down. Read what happened: ....... RAD. (Vowels are highlighted in color, hard, soft. It is specified that vowels are marked with red, hard consonants - blue, soft consonants - green.)
And now we need: "RANGE". Name the first sound (“Pb”). After “Рь” we will write the letter ....... “I”. Let's write this word down. Read what happened: ....... "SERIES".
In our word “row” the vowel 2 of the row “I” serves ......... to soften the sound “R”.
Similarly, work is carried out with the pairs of words “nose - carried; bow - hatch; soap - sweet. " Children come up with sentences with these words.
What are the vowels of 2 rows for? (Vowels 2 rows are needed to soften the consonant in front of it).
There are two ways to express the softness of consonants in writing. The first way: with the help of the second row vowels "I, e, e, u, and". The second -? ........ We will talk about him in the next lessons.
Game exercise "Captains". Children perform movements only if the speech therapist teacher gives the command “Captains”. (For example, “Captains, clapped their hands!” - performed; “Stamped our feet!” - no, etc.)
Tasks on cards.
No. 1 GA, GYA, RO, RE, NYA, NA, ZY, LA, SI, TYU, PO, FY, VE, DYA, BYU, WE, SHU, SA, KHI, DU, NYA, BY, RY, PYU, CO.
No. 2 SANKS, REBUS, CIRCLES, CRANBERRY, SPOTS, DRIVER, BUCKETS, GRAIN, HOOK, LITERS
# 3 Friends.
Kolya fell ill. He lay in bed and looked out the window. Suddenly he saw a green ball. A face was drawn on the ball. Kolya guessed that the guys had come up with it. Then Lyuba, Seryozha and Tim came. They brought a picture book. Kolya felt good.
Task number 1. Reading syllables, circling syllables with only 2 rows of vowels that soften the consonants in front of them.
Speech material: ha, HYa, ro, RE, NYa, na, sy, LA, SI, Tyu, by, fy, BE, DYa, BYU, we, shu, for, HI, so, NYa, BY, ry, PY , ky.
Children call syllables with soft consonants. The speech therapist teacher re-names the syllables, children - a 2-row vowel and a soft consonant in a syllable.
Then the children put a “+” sign if they liked the task and coped with it easily; sign “-”, if it was difficult or did not like the task; "Tick", if not everything worked out, there were mistakes.
Oral assignment: the speech therapist teacher calls the words, and the children call the syllables with 2 rows of vowels and soft consonants in front of them: RU-KI, GRI-BY, MAR-KI, DOS-KA -!, KLYAK-SA, STOL -!, TUF-LEE, YU-LA - !, KOS-TER, DOJ-DI, YAB-LO-NYA, ZEB-RA, ZON-TIK, SVEK-LA.
For the development of attention, thinking, children are given “provocative” variants of words (there is a vowel of 2 rows, but there is no consonant in front of it; there are no vowels of 2 rows and soft consonants).
After completing the assignment, children put “+”, “-” or a check mark on the cards.
Task number 2: write 5 words by syllable, circle 2 rows of vowels with a red circle, underline in green the soft consonants in front of them.
LITTLE, REBUS, CIRCLES, CRANBERRY, SPOTS, DRIVER, BUCKETS, GRAIN, HOOK, LITERS.
After completing the assignment, the children put the signs “+”, “-” or a check mark.
Physical education.
- Option 1: children perform arbitrary movements with funny music.
- Option 2: children perform movements in accordance with the text, pronouncing words.
We're kicking top - top,
We clap - clap with our hands!
We eyes a moment - a moment,
We shoulder chick-chick.
One - here, two - there,
Turn around you.
Once - sat down, twice - got up.
Everyone raised their hands up.
One is two, one is two
It's time for us to study!
Task number 3. Working with text:
Expressive reading of the text by a speech therapist teacher, determination of the number of sentences, words in sentences by children (attention is paid to “small” words - prepositions);
Reading the text by children (you can offer reading by sentence - "chain", at the choice of the reading student by the teacher-speech therapist);
Reading sentences proposed by a speech therapist teacher or at the choice of the students themselves with different intonations.
Exercise for attention: children find 2 rows of vowels in the text, circle them in a red circle (you can offer to underline soft consonants in front of vowels with a green pencil). The teacher uses the hourglass so that the children can control the time of the assignment.
Kolya fell ill. (2) He lay in bed and looked out the window. (8) Suddenly he saw a green ball. (5) A face was drawn on the ball. (5) Kolya guessed that the guys came up with it. (6) Then Lyuba, Seryozha and Tim came. (6) They brought a picture book. (5) Kolya felt good. (3)
After completing the assignment, the children exchange cards, check each other's assignments, then put “+”, “-” or a check mark on their cards.
The result of the lesson.
What are 2 rows of vowels for? (Vowels 2 rows are needed to soften the consonant in front of them.)
How did we agree to name the vowels of the 2 rows? (Briefly, clearly, without stretching)
What tasks did you find difficult? Can you say that you did a good job today. Why?
Children receive "fives" for diligence, active work in the classroom.
After the lesson, when checking the performance of tasks by children and the signs they put down (“+”, “-”, “checkmark”), the speech therapist teacher analyzes the level of development of control and self-control skills.
1. Raise the red circle if you hear a vowel in the row of sounds.
a - m - y - t - o; ts - s - a - R; e-a - m - y - t; o - p - y - a - s - s - w; k - e - o - y - p - e - n
2. Select vowels from a row of letters, name them.
p, y, s, o, s, a, w, k, e, p, l, n
Raise the blue circle if you hear a consonant in the row of sounds Determine the location of the obstacle.
m, o, p, y, s, k, r, s, t, f
4. Select consonants from a row of letters, name them. (A speech therapist monitors the short pronunciation of consonants.)
a, p, v, o, s, f, k, w, s, p, l, e, w, x
5. What are the letters written on your cards? Place blue circles under the consonants, red circles under the vowels. (The work is done by the students themselves.)
Sample card:
| ra t to u |
6. Place a letter under the corresponding circle.
(Students receive four letters each, of which two are vowels and two consonants. There are red and blue circles on the board. Students name the sound, determine if it is a vowel or a consonant, and put the letter under the corresponding circle.)
7. Write the letters on two lines.
(The speech therapist mixes vowels and consonants. On the top line, students write vowels, on the bottom - consonants. When checking, the speech therapist asks students to read only vowels or only consonants. Errors are corrected along the way.)
First row vowels
Lesson summary
Topic. Vowel sounds.
Target. Teach children to hear and highlight the first row vowels.
Equipment. Object pictures, a table with vowels of the first row, red circles.
The course of the lesson.
I. Organizational moment.
The student who calls the vowel sits down. II. Consolidation of the material from the previous lesson. Students name vowels by the speech therapist's silent articulation. The speech therapist silently pronounces vowels in the following order: a, oh, u, uh, s, at the same time draws the attention of children to the position of the lips when pronouncing these sounds: a- mouth wide open; O- lips are rounded and slightly extended forward; at- lips are rounded and more extended forward; uh, s- lips slightly stretch in a smile. (This sequence will help students memorize the first row vowels.) For clarity, you can use a table. Students memorize these vowels in the order shown.
III. Separating vowels of the first row from a number of other sounds... The speech therapist pronounces vowels and consonants mixed together. Students on a vowel sound: a) show a red circle, b) the corresponding letter, c) write a vowel in the notebook, a, m, p, y, s, t, s, p, l, e, o, k, t, y, a, l, e, p, o
IV. Isolation of vowels of the first row from syllables. s A speech therapist names a syllable, highlighting a vowel with a voice, students: l) call a vowel, b) show the corresponding letter,
a) am, um, ym, us, op, yr, al, ys, ak, from
b) ma, mu, we, su, po, ry, la, sy, ka, then
V. Lesson summary.
Speech therapist. Today we learned to hear and highlight vowel sounds.
Extraction of first row vowels from words
Select the initial vowel from the words, write down the corresponding letter. Anya, Olya, duck, Ale, wasps, Asya
Select the vowel from the middle of the words, write it down.
varnish, smoke, soup, mouth, juice, steam, ray, bull, himself, poppy
3. Name the pictures. Extract the vowel sound from the names of these pictures. Write down the corresponding vowel.
An approximate list of pictures selected by a speech therapist: beetle, moss, tooth, bitch, cheese, cancer.
4... Select a vowel from the given words, write it down.
mole, bush, table, wardrobe, swam, rumor, hail, bent, drop, who
5. Name the pictures. Extract the vowel sound from their names. Write down the corresponding letter.
An approximate list of pictures selected by a speech therapist: crane, chair, wolf, goose, tail, fang, elephant, bridge, eye, eyebrow.
Lesson summary
Topic. Vowel sounds.
Target. Introduce students to the formation of second row vowels.
Equipment. Letters and, d, table with second row vowels.
Hooccupation
I. Organizational moment.
The speech therapist asks the students to name the first row vowels.
II.Familiarity with letters and, d.
Formation of second row vowels.
Speech therapist tells a fairy tale about letters and, d.
Once upon a time there were two sister letters. They were very similar. They wrote almost the same. Only the letter Y had a beret on top, but the Y did not. They sounded almost the same. Only I is drawn out, and Y is short, abrupt. They were often confused, and the letter Y was very unpleasant.
Once the letter Y came to visit the vowels of the first
row and offered to sing together. Y began, A - picked up. Their sounds merged and a new letter Y was formed.Then the rest of the letters O, U, E also began to sing along with Y. And new letters E, Yu, E. began to be obtained.
New letters took their place in the second row. They were joined by the letter I. And so the vowels of the second row were obtained.
The speech therapist posts a table with second row vowels and invites students to memorize these vowels.
Then the speech therapist asks the children what sounds the letters were made of. i, yo, yo, e.
III. Lesson summary.
Speech therapist. What interesting things did you learn in class today?
Second row vowels
a) pit, Yasha, anchor, clear, hawk
b) hedgehog, tree, ruff, herringbone, shiver
c) Jura, Julia, south, nimble, south, yurt
d) spruce, eat, eat, ride, ride
e) Ira, name, Inna, games, caviar, sparks
f) anchor, hedgehog, yurt, spruce, needles
a) mine, yours, Zoya, Raya
b) I sing, mine, dig, mine, your
c) mine, yours, yours, linen, junk
d) me, you, myself, everywhere
e) I sing, mine, sleep, yours, linen
(A speech therapist shows a picture without naming it; the students name it, highlight vowels and write them down in notebooks.)
A sample list of pictures: hedgehog, apple, tree, yurt, sparks.
Syllabary composition of the word
Lesson notes
Lesson 1
Topic. The syllable composition of the word.
Target. Teach children to divide two-syllable words into syllables.
Equipment. Notebooks, pens. ^
The course of the lesson.
I. Organizational moment.
II. Repetition of the past.
Pupils remember and name the first and second row vowels.
III. Acquaintance with the syllable. Speech therapist pronounces a syllable ra and asks if it is clear what he wanted to say. The students answer that it is not clear. Similarly, a speech therapist works with the syllable ma. Then he pronounces the word in syllables frame.
Speech therapist. At first, parts of the word were pronounced, so it was not clear / When the parts were connected, the word was obtained. Part of a word is called a syllable.
In the same way, a speech therapist works with words. flour, paw etc.
IV. Division of words into syllables.
Students are encouraged to slap the number of syllables in words,
pronounce these words by syllable and name the first and second syllables, fly, vase, rose, sleigh, cotton wool, puddle, fish
V. Graphic representation of syllables.
Speech therapist. Put a question to the word a fish. What does
(this word? " (A fish- who is this? The word "fish" refers to an object.)* Pupils on the blackboard and in notebooks depict the word a fish graphically (in one stroke). Then the speech therapist, together with the students, established. pours what's in the word a fish two parts, i.e. two syllables. Graphic
the image is divided into two parts by a vertical bar. V Similarly, words are depicted graphically consisting of two ." open syllables: juices, linden, leg, moon, hand, Valya, Misha, Lida. I VI. The result of the lesson.
Speech therapist. What did you learn in class?
Session 2
Topic. Same.
Target. Teach children to divide three-syllable words into syllables
Equipment. Word schemas.
The course of the lesson.
I. Organizational moment.
Goals:
Correctional - educational
Introduce students to the formation of second row vowels .
Learn to determine the place of the second row vowels in the word and designate it on the diagram.
Exercise in the selection of second row vowels in pronunciation and writing.
Improve the skill of reading words with second row vowels.
Form the skill of self-control and mutual control.
Correctional and developmental goals:
To promote the development of phonemic hearing, phonemic perception, phonemic representations, skills of sound-letter analysis and synthesis of words, intonational expressiveness.
To develop attention, visual, auditory and spatial perception, memory, logical thinking, creative imagination, general and fine motor skills.
Correctional and educational goals:
Cultivate attention to sounds, maintain interest in the material under study with the help of games and game techniques.
Foster curiosity.
Foster a diligent learning attitude.
Equipment.
Letters "I", "Y", table of vowels, drawing "Choir of vowels", split alphabet, circles for denoting sounds (red, blue, green), schemes for denoting the appearance of two sounds in vowels of the second row, pictures containing vowels of the second row, puzzles, pictures of the family: mom, dad, son and daughter, proverbs, pictures with a symbolic image of the words: "quiet", "loud", "slow", "fast", "sad", "fun", apple stencils, colored pencils , cards with the image of correctly and incorrectly written vowels of the second row, a typesetting canvas, a ball, a Hedgehog with apples-tasks, the game "Confusion", sentences with different intonation schemes, a tape recorder and a recording of a musical composition, a basket of apples according to the number of students.
Lesson plan.
1. Org. moment.
5 Exercises in highlighting second row vowels
6. Phys. a minute.
7. Isolation of second row vowels from sentences.
9. Lesson summary
1. Org. moment.
- Hello guys! We open notebooks, write down today's date. Guess the riddle and you will find out who will come to visit us for class.
A fur coat is a needle, You can't take it with your hand.
Lights up - it is caustic. Who is this? (Hedgehog)
- Right (a picture of a hedgehog is posted). The hedgehog came to us not with empty paws, but with apples - tasks. Each apple is a task. We need to collect a full basket of apples to get a surprise from the hedgehog.
2. Acquaintance with the formation of second row vowels
- I take the first apple. Here is a question from a hedgehog: "Is there a letter" E "in
first row vowel table? (No). What are the first vowels?
You will learn about which row this vowel is in, and how the second row vowels were formed from the fairy tale about the letters "I" and "Y".
“Once upon a time - there were two letters - sisters. They were very similar. They wrote almost the same. Only the letter "Y" had a beret on top, and the "I" did not have it. They sounded almost the same. Only "I" is drawn out, and "Y" is short, abrupt. They were often confused and the letter "Y" was very unpleasant.
Once the letter "Y" came to visit the vowels of the first row and offered to sing together (the picture "Chorus of vowels" is hung out). "Y" started - "A" picked up. Their sounds merged, and it turned out so beautifully that the sounds of "O", "U", "E" also wanted to sing along with "Y".
"A", "O", "U", "E" became close friends with a new girlfriend, and they decided never to part. They went to the Queen Grammar and began to ask her to allow them to always live together. The wise Queen Grammar told them: “I cannot allow you to live always together, because the words will take offense at me if you leave them. I'd better come up with new letters for you, in which you will meet. " And the Queen Grammar came up with new letters "I", "Yo", "Yu", "E", which consist of two sounds: "YA", "YO", "YU", "YE".
Delighted, the sounds "Y", "A", "O", "U", "E" went home. Since then, they have been found in the vowels "I", "Yo", "U", "E", and so that the vowel sounds are not far from the sound "Y", Queen Grammar made new letters vowels and settled them side by side, in the second row ...
It so happened that the vowels "A", "O", "U", "E" turned out to be older and began to be called the vowels of the first row, and the vowels "I", "E", "Y", "E" turned out to be younger and became be called second row vowels.
The vowel “Y” was added to the vowels of the first row, the vowel “I” was added to the vowels of the second row (the table of the vowels of the second row is posted) ”.
- Remember these vowels. We repeat them in chorus (children call vowels).
- What sounds did the vowels: "I" come from? (YA), "Yo"? (YO) "Yu"? (YU), "E"? (IE).
- Guys, there is one trick here. These vowels do not always mean two
sound: only when they stand at the beginning of a word or after vowels and letters: "b", "b" (corresponding schemes are posted). In other cases, these vowels serve a different function, which we will get to know later.
3. Exercise in sound - letter and syllabic analysis of the word
- Let's see how you learned this topic (a picture “berry” is displayed. Children are invited to count the number of letters in this word, mark the sounds with the appropriate circles and write a graphic syllabic diagram: I GOD A - 5 b.
- 6 stars
_I am _ _O _ _a _ - 3 words
- We have coped with this task. We put the apple in the basket.
4. Development of fine motor skills, visual-spatial perception
1) Development of fine motor skills.
- Let's see what task the Hedgehog has prepared for us (I take the second apple): circle and shade the apple stencil with oblique parallel lines (children perform the task in notebooks with a musical composition).
2) Development of visual - spatial perception.
- Cross out the "wrong" letter (students cross out the misspelled letter on the cards) I YOU YE I. Check.
5. Exercises in highlighting second row vowels
- And this apple contains exercises for you.
1) Exercises in separating second row vowels from syllables.
- Show the letter that you would write at the beginning of a syllable: yam, ёm, iz, es, yur (children show the corresponding letters: I, E, I, E, Yu).
2) Exercises in separating second row vowels from words.
A) - Select the letter from the beginning of the word: yama, ruff, Yura, they are going, Inna, yama, hedgehog, young, spruce, games, hawk, southern, sparks, ate (children show letters)
B) - Write down the vowel of the second row, which stands at the end of the word: Zoya, Raya, I sing, mine, mine, linen, me, everywhere, mine, mine, sleep, yours, mine, myself.
- Let's check the written letters: I, I, u, u, e, e, e, e, u, u, u, e, me, e. We put this apple in the basket.
C) -In the next apple, the Hedgehog has prepared for us tasks with pictures (pictures are displayed): apple skirt needle tree whirligig
- Look at the pictures, write down the first letters of the names of the pictures. Check: I, yu, i, yo, yu.
- Let's play the game "What has changed?" (I swap the pictures, and the children say I swapped).
- Distribute the images of objects according to their real size in descending order (children arrange the pictures as follows: tree, skirt, whirligig, apple, needle). Well done! We take another bull's-eye - the task.
D) - Guess the riddles. Words - answers must necessarily begin with a second row vowel. We will write the answers in the form of a syllabic scheme, inscribing the vowels of the second row (along the chain the children go to the blackboard) ..
* May crash. * Spinning on one leg * If it weren't for him
It can also be cooked. Carefree, cheerful Wouldn't say anything.
If you want, into a bird In a colorful skirt, dancer (tongue) _I_ ___
May turn into. Musical ...
(egg) _я_ ___ (whirligig) _y_ ___
* A thin thread is threaded through a narrow eye * Runs among the stones
And swiftly swam after the boat. You will not keep up with her.
Sews, embroiders and pricks. Got it by the tail, but Ah!
And they call the boat ... I got away, and the tail is in my hands.
(needle) _and_ ___ ___ (lizard) _i_ _e_ _and_ __
* Growing beyond the river * Round, ruddy, * I am in June and July
They were brought to the holiday. I grow on a branch. No matter what happens
There are needles on the branches. Adults love me all of a sudden.
What is this? And little kids. I'm leaving with my mom
(trees) _ё_ _and_ (apple) _ya_ ___ ___ Where? To ... (south) _y_
D) - In this task, the Hedgehog has prepared games for us:
“The fourth is extra” - to name the “extra” word, to justify your choice: Yeltsin, Efimov, Yegor, Elagin (children call “Yegor”, because this is the name, and the rest are the names of people).
"Rebuses" - From the pictures, guess the names of mom (Ira), dad (Igor), son (Egor) and daughter (Julia), call them in one word (family). Write down the names, underlining the second row vowels in red pencil. What rule do you need to remember? (We write the names with a capital letter). Examination.
6. Phys. a minute.
The game "Name affectionately" (with a ball): berry - ..., egg - ..., tongue - ..., blackberry - ..., tree - ..., ruff - ..., skirt - ..., box - ..., pit - ..., apple - ...
- We have coped with this task, we will do the next one.
7. Extraction of second row vowels from sentences
1) Repeat the phrase-mongering in chorus:
I-I-I - I can do everything! Yo-yo-yo - I iron linen with my grandmother.
Yeah - I help everyone in the family! Yu-yu-yu - I sing songs with my dad.
Yu-yu-yu-together with my mother I sew dolls. I-I-I - I walk with the baby!
2) The game "Confusion" - here we need to work hard and make a sentence out of confused words (the words are displayed on the typesetting canvas: Emelya, lunch, egg, on, eats) - Emelya eats an egg for lunch. (Children write the sentence in a notebook. Then - check the written).
3) The game "Tell a proverb" - the Hedgehog offers us the beginning of proverbs. We must remember or find a suitable ending for the proverbs.
T 
if you go - ... ... mother of learning
Repetition - ... ... hurry up
- How do you understand the meaning of these proverbs? (There is no need to rush to avoid trouble. If you repeat a lot, you will learn better. First do - then talk.)
- Write down the proverb you like, underline the second row vowels with a red pencil. Verification of the recorded.
4) Exercise in expressive reading.
- Well done! We also coped with this task, we take another bull's-eye.
8. Extraction of vowels of the second row from the text.
- In this task, the Hedgehog invites us to compose a story about him according to the plan:
1. The name of the animal. (This is a hedgehog)
2. Where he lives. (He lives in the woods.)
3. What he eats. (The hedgehog eats mice, beetles, frogs.)
4. How it winters. (The hedgehog sleeps in a mink all winter.)
A) Chain by several students, one sentence at a time.
B) Entirely one student.
C) Write down the story in a notebook, highlighting the vowels of the second row with a red pencil.
D) Verification of the recorded story.
9. Lesson summary
- The last bull's-eye remains. In this apple, he says goodbye to us and in goodbye wants to know what vowels we met? (By the vowels of the second row: I, E, Yu, E, I).
Think of words that begin with the letters Я, Е, Ю, Е, I.
Well done! Today we did a good job and the Hedgehog gives you goodies - ripe apples.
In Russian, there are 10 vowel letters, 6 vowel sounds. Vowel letters: a, i, e, e, o, y, s, e, yu, i. Vowel sounds: [a], [o], [y], [e], [and], [s]. In the school curriculum, vowel sounds are indicated on the diagrams in red. In the elementary grades, they explain: vowels are called so because they "shout", pronounced "loudly", while consonants got this name because they "agree" with vowels.
Scheme 1. Vowel letters and vowel sounds of the Russian language.
Impressed and unstressed vowel sounds
Vowel sounds are:
- percussion: juice [o] - ice [’o], forest [’ e] - mayor [e], drill [y] - hatch [’y],
- unstressed: in O dá [a], s at dak [y], l e juice [and].
Note. It is correct to say "stressed syllable" and "unstressed syllable". Instead of "stress falls on a vowel" say "stress falls on a syllable with a vowel." However, in the literature there are the formulations "stressed vowel" and "unstressed vowel".
Stressed vowels are in a strong position, they are pronounced with more strength and intonation. Unstressed vowels are in a weak position, they are pronounced with less strength and can be subject to change.
Note. The designation of the letter e in the weak position differs in different school programs. Above, we showed the sound [and], in other school programs there is the designation [e], in the institute program - [e and] (e with the sound of and).
Scheme 2. Division of vowels into stressed and unstressed. In the Russian language there are compound words with primary and secondary stress. In them, with a strong intonation, we emphasize the main stress, with a weak intonation - a secondary one. For example, in the word penobloki, the main stress falls on the syllable with the letter o, the secondary stress on the syllable with the letter e. In phonetic parsing, a vowel with the main stress is stressed, a vowel with a secondary stress is unstressed. For example: three-leaved, three-year-old.
Yoted vowel sounds
The letters i, yu, e, e are called iotated and mean two sounds in the following positions of the word:
- at the beginning of the word: tree [y "olka], Yana [y" ana], raccoon [y "inot];
- after the vowel: hare [zay "itz], button accordion [bai" an];
- after b or b: streams [brook "y" and], rise [fall "ohm].
For ё and stressed vowels i, yu, e, a replacement is made: i → [y'a], yu → [y'y], e → [y'e], ё → [y'o]. For unstressed vowels, the replacement is used: i → [y "and], e → [y" and]. In some school programs, when composing a transcription of a word and during phonetic parsing, Latin j is written instead of x.
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