Guess the characteristic of what sound lightning is given. stress. Letters B in - F f "

In order for oral speech to be correct and expressive, it is important to be able to correctly place stresses. For younger students, this is a rather difficult task, which is easier to cope with, understanding the meaning of stress. Our article will tell about the features of Russian stress.

concept

In oral speech, highlighting occurs by raising (strengthening) the voice or emotional (expressive) coloring. In writing, if necessary, a special stress mark is used (́ dash above the stressed syllable), but more often, for convenience, the stressed vowel is denoted by a capital (large) letter.

There are accents:

• verbal- selection of a syllable in a word;
• clocked- selection of a word in a phrase;
• Boolean- highlighting a particularly significant word in the text;
• Phrasal- selection of a phrase in a phrase.

Let's take a closer look at the first. It is it that causes the most difficulties, because the stress in Russian is always free. Any syllable can stand out in different words: from the first to the last (lake, swamp, river). For comparison: in French, the stress is fixed (falls only on the last syllable). Even borrowed words retain their place of stress (coats, blinds).

For each Russian word, there are norms of correct or preferred pronunciation (orthoepic), which you just need to remember. For example: in words with "e" the stress will fall on this particular vowel (excluding compound and borrowed ones). If you have any doubts when setting the stress, you should check with special dictionaries (orthoepic, dictionary of difficulties or stresses).

Speech therapy lesson for grade 2 on the topic:

"DifferentiationconsonantsV-F.

The letters B in - F f ".

Target: the formation of the ability to distinguish between sounds [Ф-В, Ф'-В'] by ear and the letters В, Ф in writing.

Tasks:

Educational: clarify and compare the articulations and sounds of sounds [F-V, F’-V’]; learn to distinguish and distinguish sounds [B] - [F] in syllables, words and phrasal speech, designate them in writing with the corresponding letters.

Correction-developing: improve the skills of phonemic analysis and synthesis, refinement and expansion of the dictionary, development of speech breathing and voice.

Educational: to cultivate interest in classes, the ability to listen to each other, the ability to work independently, develop the skill of self-control.

Equipment: mirrors, subject pictures, a diagram for sound analysis, a syllabary table, a table for mnemonic reception, counting sticks, a presentation for the lesson.

Lesson progress

1. Organizational moment.

Look at your neighbor, smile, give each other a smile. Look at me, I also want to give you a smile, and you smile at me. With a good mood, we begin to work.

2. Preparatory stage:

How many letters are in Russian?
- How many vowel sounds are there in Russian?
How are letters different from sounds? (We see and write letters, and we pronounce and hear sounds).
- Name the vowels of the second row.
What do the second row vowels mean?
- What is the second way to indicate the softness of consonants.
How are vowels different from consonants?

3. Learning a new topic

Articulation analysis.
- Who is it? (Wolf)
- What is it? (Fruit)
- What is the first sound?
Are these vowels or consonants? (Consonants)
-Why? (There is an air barrier).
- Who guessed what sounds we will work on in class? (V-f sounds)
- This is the topic of our lesson.
- We took the mirrors, see how the sounds v-f are formed?
(The lower lip approaches the upper teeth. The lower lip forms a gap into which the air flows).

What is the difference between v-f sounds?
(When pronouncing the sound В, the vocal folds vibrate, form a voice. When pronouncing the sound f, the vocal cords do not vibrate, the voice is not formed)
(When pronouncing soft sounds, the lips and tongue tense more than when pronouncing hard sounds).
Characteristics of sounds.
- Describe each sound using the sound analysis chart.
(Sound in - consonant, sonorous, solid;
Sound f - consonant, deaf, hard).

slide 3

4. Comparison of sounds with their graphic representation. mnemonic trick.

slide 4

5. V-F differentiation.

1) V-F differentiation in syllables.

a) Read the syllables in pairs. What are the sounds of these pairs of syllables?

WA-FA FA-WA FY - VY FE-VE

WO-FO FO-WO FE-VE PHI-VI

YOU-FY FY-Y FU-VU FY-VYA

b) Listen to the syllables, write down the first letter of each syllable.

VA, YOU, FA, IN, WU, VE, VA, FE, VI, YOU, FYA, VU, FYU.

Count which letters are more.

c) Listen, remember the rows of syllables, repeat in the same sequence:

FA - WA - FA FA - WA - WA - WA

WA - FA - WA WA - FA - FA - WA

FU - WOO - FU WOO - FU - WOO - FU

WU - FU - WU FU - WU - FU - WU

d) Listen to the words, divide the words into syllables, write down the syllables with the letters B or F.

Torch, vase, factory, apron, goalkeeper, broom, telephone, phloxes, tips, scarves, willows.(Verification underway).

2) Physical education.

Game "Bubble" (children stand in a circle)

Inflate the bubble, inflate big, stay like that and don't burst! (Children, on a signal, expand the circle, then move closer to the center, releasing air with noise: f-f-f-f.

Guys, now let's imagine how the mill is spinning (they twist their hands and pronounce the sound: v-v-v-v).

4) V-F differentiation in words.

a) The game "Who is attentive?"

If you hear a sound in a word [B], make a movement with your hand, as if a bell is ringing, and if you hear a sound [F], then cover your ears with your hands, as if putting on headphones.

Magician, wolf, vase, lantern, space suit, cow, pharaoh, sparrow, boxfish, turn.

Who knows what a spacesuit, pharaoh, bodysuit is?

(Speech therapist explanation with pictures). Slide 7.

Astronaut space suit a sealed suit that provides conditions for the work and life of an astronaut in the atmosphere or in outer space.

Pharaoh- ruler of ancient Egypt

Bodywork- an old peasant household item designed for picking berries.

b) Look at and name the pictures. Determine the presence of sounds V, F:

Sample:

1) In the word CROW - the sound V.

2) In the word GIRAFFE - the sound F.

Match the pictures with the correct diagram. slide 8.

in) Game "Change the sound".

Underline the letter B with one line, the letter F with two.

5) Isolation of words with sounds [B] - [F] from the text.

a) Today the poet Tsvetik is our guest. He is very fond of composing poetry and has composed two poems especially for our lesson. In one poem there are a lot of words with the sound B, and in the other there are a lot of words with the sound F. Only bad luck, Tsvetik did not have time to count which words turned out to be more in poems with the sound B or with the sound F. Let's help him. (Children are invited to put one counting stick on the table as soon as they hear a word with a given sound.)

We count words with the sound V.

Flower wrote:
Vanya and Vasily
Mittens bought,
Seva bought felt boots,
Thank the rug is small.
- How many words with the sound [B] did you hear? (7) What words with the sound [B] did you hear?
- What did Seva buy?
- What did Slava buy?

We count words with the sound F.

Flower wrote:
Fay put on a sundress,
And Foma put on a caftan,
Mitrofan put on his cap,
And Sasha put on a T-shirt.
- How many words with the sound [Ф] did you hear? (7) What words with the sound [Ф] did you hear?
- What did Faya wear?
- What did Sasha wear?

b) Work at the blackboard.

Complete the sentences using reference words. Highlight the syllables with the letters V and F.

Work is performed only on the board, along the "chain". One writes, the rest checks. Slides 10,11.

Faith opened... .

Phone cut off.... .

Fedya lit up the road…..

The car didn't have one... .

Faina cooked compote from .... .

Not working in our house.... .

Reference words: wire, headlight, window, phone, fruit.

8. Summing up the lesson

- Well done! You have completed all the tasks!

What sounds did we work with today? What do you remember about the sound [B]? Think of a few words with the sound [B], [B] . What do you remember today about the sound [F]? Think of a few words with the sound [F], [F].

9. Homework. Learn a tongue twister with the sounds V-F. Draw a dandelion.

Wears a dandelion yellow sarafan.

Sections: Primary School

I. Motivation.

We are starting a Russian lesson. Open notebooks, write down the number, class work.

Listen carefully logic exercise:

Hedgehogs, siskins, mice live in the forest. Their dwellings are located in dry leaves, on oak branches, under an old stump. Determine where the animals live if siskins are known to build their nests on oak branches and mice do not live in dry leaves.

(Answer: we know that hedgehogs, siskins, mice live in the forest. Their dwellings are located in dry leaves, on oak branches, under an old stump. We also know that siskins build their nests on oak branches, and mice do not live in dry leaves. So mice live under an old stump, and hedgehogs live in dry leaves.)

II. Formulation by students of the topic and objectives of the lesson.

Determine which spelling is most often found in the words of this logical exercise and formulate the topic of the lesson.

(Answer: in the words of a logical exercise, spelling is most often found « Writing words with combinations ZhI, SHI "(live, hedgehogs, siskins, mice, dwellings, animals), then the topic of the lesson "An exercise in writing words with combinations ZhI, SHI."

The teacher opens the title of the topic on the blackboard, and the children recite the poem in chorus:

We know firmly ZhI and SHI
We write only with the letter I.
You try and write:
Babies, siskins, hedgehogs.
You can be wrong.
Everyone should remember this
We must make an effort.

Let's set the objectives of the lesson.

(using helper words, students independently formulate the goals of the lesson, the teacher corrects them if necessary):

learn something new);

repeat ... (features of the sounds Zh and Sh);

consolidate ... (the ability to write words with the spelling ZhI - SHI);

develop ... (spelling vigilance).

III. Actualization of the subjective experience of students (preparation for the main stage of the lesson).

Well done, the theme and goals are formulated.

Today in the lesson we will go to the country of Spelling to the city of Combinations. We have a map in front of us. We are in the Unlearned Lands. On what transport we will cross them, we will find out by deciphering the word. To do this, swap the shapes of the same shape.

(Answer: car).

The teacher hangs out a card with the word MACHINE and a drawing.

We'll cross the Illiterate Lands in this car.

How do you understand the meaning of this word?

MACHINE is:

1) a mechanical device that performs useful work (sewing, steam, computing, etc.);
2) the same as a car;
3) for athletes: motorcycle, bicycle.

Tell me about this word.

(Answer: there are three syllables in this word MA-SHI-NA, the stress falls on the second syllable, the unstressed vowel A must be remembered, there is a combination of SHI here.)

Write down the word MACHINE and memorize its spelling.

Guess what sound we will give in the word MACHINE? Don't forget about the topic and objectives of the lesson.

(Answer: we will give the characteristic of the sound "Ш", since our goal of the lesson is to repeat the characteristic of this sound.) The student completes the task.

Pick up single words. (Orally)

(Answer : machine, machinist, machine, etc.)

Prove that these words have the same root.

(Answer : the same root, have a common meaning with the word machine.)

(Answer : P got acquainted with a new vocabulary word, repeated the features of the sounds Zh and Sh, consolidated the ability to write words with the spelling ZhI - SHI.)

IV. Consolidation of knowledge and methods of action.

Well done, we repeated the features of the sound.

Here we crossed the Illiterate lands and drove up to the border of the country. Then we will go on foot. Her Majesty Spelling has invited us to visit her fabulous palace. But there will be obstacles on our way. Are you ready for this? Then - on the road. And here is the first obstacle - the lake. When we complete the task, a bridge will appear on the lake through which we can pass.

1) Open the textbooks exercise 163. (Buneevs, 2nd grade)

Discuss in pairs and say what task you can suggest for this exercise.

(Answer: find combinations ZhI - SHI, divide words into 2 groups in accordance with the spelling, make sentences, etc.)

We will complete the task ... (student name) and distribute the words in two columns and designate the spelling.

Option I writes out words with combinations ZhI;

Option II writes out words with combinations of SHI.

(2 people work on the board.)

Add your words.

Additional questions for those who answer at the blackboard. (Characterize the sound Zh, Sh. What is the spelling, how is it designated?)

- Mutual check: if everything is correct, put a sign of success, rejoice for your friend.

Summarize this part of the lesson.

(Answer: they consolidated the ability to write words with the spelling ZhI - SHI, developed spelling vigilance.)

The teacher marks the completed goals.

2) Well done! (A bridge appears on the lake)

Now we can continue our journey. How long, how short, we walked and reached the forest. And how many sounds in the forest! At the top of the birch, a cuckoo crows loudly. In the dense spruce forest, hazel grouses quietly call to one another. But it is very difficult to go through the thicket - you have to complete the task.

Listen and say what animals are we talking about.

(The teacher reads the text from the card. Weak students work on another card.)

They bear little resemblance to forest animals. They have slender legs, a long neck and narrow ears. Instead of paws, they have wide flippers. The head is crowned with small horns. Instead of wool - thick skin. Underneath is a layer of fat. This is frost protection. The coat is short, on it there are dark spots of a bizarre shape. These beautiful animals are inhabitants of the plains.

They live in cold seas.

________________ are the tallest animals living on Earth.

So what kind of animals are we talking about? Don't forget about the topic of the lesson.

(Answer: this is about walruses and giraffes.)

The teacher hangs up pictures of a giraffe and a walrus.

Yes. At the bottom of the card are two sentences. Let's put words in them.

(Answer: Walruses live in cold seas. giraffes – tallest animal on earth.)

Was it easy for you to guess what animals we read about? Why?

(Answer: not easy, because two texts are mixed here.)

Working in groups, divide the sentences into two texts. To do this, take colored pencils (2 colors) and underline the sentences about each animal with your own color.

Once you've made up the stories, write one of them down in your notebook. Choose the first offer from the two offered at the bottom of the card.

Option I writes out sentences about giraffes.

Option II writes out sentences about walruses.

Checking texts. Read the description text walruses. Listening to him, find a word with a combination of shi, in which there are more sounds than letters. (Wide)

Read the description text giraffes. Find a word that has more letters than sounds. (Wool)

How do you understand the word CROWNED?

What does BAD SHAPE mean?

Cards for weak students.

Write down the words. Select the spelling

Cones, skis, dinner, car, spike, vein, sew.

______________________________

Read. Write down only those words in which there is a combination of ZhI - SHI. Pick out the spelling.

Rose hips have beautiful flowers. Grandpa got a new vest. We have a dog called Ryzhik. Fluffy snowflakes swirled in the air.

Well done. Summarize this part of the lesson. (They consolidated the ability to write words with the spelling ZHI - SHI)

The teacher marks the completed goals.

Move the fir trees apart to make a path. Phonogram with the voices of birds.

The path led us to the lawn. You look, and around the grass, flowers, berries. Daisies turn white, bluebells turn blue, grasshoppers chirp incessantly, bees buzz. Let `s have some rest. (PHYSICAL MINUTE)

How do we live?
How do we swim?
How do we run?
Are we looking into the distance?
Waiting for lunch?
Shall we follow?
Do we sleep at night?
Are we kidding?

Children say: “Like this” and show movements.

3) We continue the journey. But the mountains stand in our way, and we begin to crawl along the mountains. And the mountains are higher, and the mountains are steeper, and the mountains go under the very clouds. What should we do? Somewhere here was the cave of Bukvoed. And here he is.

The teacher puts a picture on the board.

He can lead us along the shortest path, but first we need to solve his riddles.

The cat lives on our roof
And in the closet they live ... (mice).

Won't run without gas
No bus, no ... (car).

If it leaked from the roof
And the snowdrifts below -
So the sun is hot
Remove ... (ski)

Streams run through the fields
On the roads ... (puddles).

Ants coming soon
After the winter ... (cold).

Spinning in the air
little asterisk,
Sat and melted
On my palm. (Snowflake)

white polka dots
On a green leg. (lilies of the valley)

• Make up a sentence using as many clue words as you can and write it down.
• Read what suggestions you got. Whose proposal did you like the most?
• Summarize this part of the lesson. (They consolidated the ability to write words with the spelling ZHI - SHI)

The teacher marks the completed goals.

v. Control and verification of knowledge.

And then the castle appeared in front. Just a little bit left, and we will meet Her Majesty Spelling. But look who doesn't want to let us into the palace? Yes, it's a gnome. The teacher puts a picture on the board. He takes us to his dungeon. The one who copes with the task will be able to get out.

Take cards. Choose a level: red is harder, green is easier, blue is easiest.

TASKS ON CARDS .

LEVEL 1 (blue)

Choose the right word for the meaning. Designate the spelling ZhI - SHI. Compose a word according to the cipher.

Flying…. Fragrant…. Prickly ... . Agile…. Colored ... . Thick ... .

Reference words:

Check: What word did you get? A PICK is a bird. We will listen to her voice in the extended day group.

LEVEL 2 (green)

Write answers to questions. Highlight spelling ZhI - SHI.

What flowers bloom in May?

What grows on pines and firs?

What is the name of a wild rose?

Check: Read what sentences you got.

LEVEL 3 (red)

Replace the underlined word with a similar word. Designate the spelling ZhI - SHI.

Fragrant tea, spacious streets, a fat cat, furry firs.

Check: Read the words you have inserted. ( Answer: fragrant, broad, fat, fluffy.)

VI. Reflection.

Well done! Her Majesty Spelling welcomes you and invites you to see the kingdom. And her assistants will tell us a lot about other letter combinations in the next lessons.

Let's summarize. What have you learned? What have you learned?

(Answer: we got acquainted with a new vocabulary word, repeated the features of the sounds Zh and Sh; consolidated the ability to write words with the spelling ZhI - SHI; developed spelling vigilance.)

Have all goals been met? (Yes)

If you were interested in the lesson, comfortable and you understood everything, take a red ray.

If you need more exercise - orange.

If you need help, purple.

The teacher attaches the rays to the board to the castle.

We did a good job today. See how the palace shone. Well done!

VII. Information about homework.

D.z. Choose the homework you want. Tasks of varying difficulty.