A method for checking paired consonants at the end of a word. Checking paired consonants at the root of a word How to check paired consonants at the end
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ABSTRACT
open lesson
In Russian
Subject:
"Method of checking paired
consonants at the end of a word."
Teacher:
Belkina Galina Anatolevna ,
Municipal educational institution secondary school No. 68, Lipetsk
Open Russian language lesson
on this topic
"Checking paired consonants at the end of a word."
*develop the ability to distinguish between paired voiced and voiceless consonants at the root of a word;
*develop the ability to justify writing by selecting a test word.
During the classes.
Organizing time.
State the topic and purpose of the lesson.
Guys, help me determine the topic. But for this we must solve grammatical problems.
l n m r d t
What do all these letters have in common?
(D: These letters represent a consonant sound.)
What two groups can these letters be divided into?
(D: Unpaired consonants and paired consonants.)
The pronunciation of which consonants (paired or unpaired) may differ from their designation in writing?
(D: The pronunciation of paired consonants differs from their spelling.)
Name them.
(Students name paired consonants, and the teacher opens one square at a time and the children see the topic of the lesson.)
□ □ □ □ □ □
□ □ □ □ □ □
So, the topic of our lesson... (The guys read in chorus.)
Checking homework.
Children read out word combinations, commenting on which letter they wrote, confirming their answer with a test word.
What words did you check? (Words with a paired consonant at the end of the word.)
Why do these words need to be checked? (Voiced paired consonants at the end of a word are deafened.)
How to check a paired consonant at the end of a word? Give examples.
A minute of penmanship.
A minute of penmanship will strengthen our graphic skills. Let's write paired consonants, separating them with an upper and lower loop.
1) bp vf gk dt zhsh zs
2) Writing words:
- Remember the vocabulary words that have paired consonants at the end of the word.
* writing utensil - pencil case
for drawing and drawing - book
- pencil
- notebook
*antonym for the word (how many of you remember what an antonym is) village - city
Capital
* Toptygin, Kosolapy, Mikhail Ivanovich, bear- this is how the owner of the forest is lovingly called in Russian folk tales... ( bear).
* If it's raining,
we don't bother -
We splash briskly through the puddles.
The sun will shine -
We should stand under the coat rack.(boot)
Read the spelled words.
Check the spelling of the words on the board.
Who doesn't have any mistakes?
What rule unites these words?
(D: Each has a paired consonant at the end.)
Does the pronunciation of paired consonants match their spelling?
(D: No. In the word city we hear the sound [t] and write the letter d.
In a word bear d. In a word boot we hear the sound [k], but we write the letter G. In a word notebook we hear the sound [t’], and write the letter T. Only in a word pencil the sound and the letter are the same.)
What should you do to avoid making mistakes in spelling words with a paired consonant at the end of the word?
(D: We need to change the word so that there is a vowel after the consonant.)
Let's do it. (Choose test words, orally.)
Name words that have more letters than sounds.
(D: Bear, notebook.)
Why are there fewer sounds in these words?
What is the difference between a sound and a letter?
Make a sound-letter (phonetic) analysis of the word bear.
(Bear - 2 syllables, 7 letters, 6 sounds, 2 main sounds, 4 consonant sounds)
4. Vocabulary work.
Today we will learn the spelling of a new vocabulary word.
Invisible carefully
He comes to me
And he draws like an artist
He patterns on the window.
This is a maple, and this is a willow,
Here is the palm tree in front of me.
How beautifully he draws
Just white paint! (Freezing.)
What does this word mean? (Same as cold, cold.) Synonyms are words that are close in meaning.
Choose a word with the opposite meaning. (Cold - heat.)
What proverbs with this word do you know?
(The frost is not severe, but it does not tell you to stand. The frost grabs the lazy one by the nose, and takes off his hat in front of the agile one.)
Explain the meaning of proverbs.
Write down the word freezing, indicate stressed and unstressed vowels.
What other spelling is there for this word? (Paired consonant at the end of the word, check with the word - frost.)
Form related (same-root) words.
(Frost, frosty, frosty, freezer, freeze.)
Write one proverb with this word.
5. Physical education minute.
Let's rest. The best rest is a change of mental and physical labor.
Bounce– if there is a paired consonant at the end of the word.
Squat- if this spelling is not available.
Cow, snow, sail, eyes, lily of the valley, bread, shovel, honey, pilot, birch.
Work on the topic of the lesson.
Exercise 172 - dictation.
Peer review.
What vocabulary words did you come across in the text?
How do you understand the word shackled?
Select all spellings.
Analysis by sentence members of the last 2 sentences.
An exercise in selecting test words.
Exercise in progress. 173.
Find the words in the riddle that need to be checked. Choose test words for them orally. Write down the text of the riddle, underline the letters in the words that we checked.
Spelling minute. (Pick up the card with the desired letter.)
Bridge, hour, seam, blood, lion, swift, enemy, catch, giraffe, snowdrift, beach, rain, pillar, iron, eye, shoes, ruff, circle, pie.
Exercise in progress. 174.
Words are compared by lexical meaning and pronunciation.
What are the similarities? What is the difference? (They are pronounced the same, and depending on the letter we write, the word will have its own meaning.)
Misha lived in the village in the summer. In a letter to his friend Tolik, he wrote:
We have a rod in our village. My brother and I made the fruit and lowered it into the rod.
Tolik read the letter and was surprised.
How many errors did he find? Where?
A fruit is the part of a plant that contains seeds.
Raft - fastened logs or boards for crossing water bodies.
A twig is a broken branch without leaves.
A pond is a body of water dug by people.)
Acupressure.
It's autumn now. Our body is susceptible to diseases. To always be healthy and strong, you need to keep your immune system in good shape. Acupressure helps us with this.
Independent work of students.
Make up several sentences on the topic “In winter” using some of these words.
Winter, frost, chill, frozen, pond, ice, skates, not scary.
Winter, snow, snowdrift, snowman, nose, carrots, fortress, snowballs.
Write down the best offers.
For those who have difficulty composing sentences, copy the poem, inserting the necessary words according to the meaning.
Quietly... it goes,
White... shaggy.
We will clear... and...
In the yard with a shovel. (Snow, ice.)
Selective writing. (For the guessing words, choose test words.)
I'm all made of iron
I have no legs or arms.
I'll fit into the board up to my hat,
And for me everything is a knock, a knock. (nail)
2) Under the pine tree by the path,
Who is standing among the grass?
There is a leg, but no boots,
There is a hat, but there is no head. (mushroom)
3) An oak tree hid in a golden ball. (acorn)
4) The banks are green, the water is red, and the fish are black. (watermelon)
5) He trails behind you, even though he remains in place. (track)
10. Lesson summary.
Imagine that I am a correspondent for an educational magazine, answer my questions.
What spelling did we talk about today?
How to check the spelling of paired consonants at the end of a word?
What motto did we work under today? (One for all and all for one.)
I believe that you have completed all the tasks. What helped you in your work? (Friendship, mutual assistance, support.)
How are you feeling?
Did everyone complete the tasks easily? Who found it difficult?
Select a signal circle to show your mood.
(Yellow, red - joy.
Green – calm, balanced.
Blue – difficult, not comfortable.)
11. Homework.
Execute exercise 175.
boot
city
pencil
notebook
MBOU "Lyceum No. 4"
Ruzaevsky municipal district
Republic of Mordovia
Methodological development of the lesson
on this topic:
“A method for checking paired consonants at the end of a word”
(2nd grade)
Compiled by M.P. Khokhlova,
primary school teacher
Subject : A method for checking paired consonants at the end of a word.
Goals: form an idea of the words that need to be checked,
develop the ability to distinguish between paired voiced and voiceless consonants and
check words with paired consonants; improve oral speech;
instill in children a love of nature.
Planned results: students will learn to determine the presence
spelling at the root of the word; explain the spelling of words with pairs
voiced and voiceless consonants at the end and in the middle of a word;
apply verification methods.
During the classes.
I. Communicating the topic and objectives of the lesson.
II. A minute of penmanship.
During the penmanship minute, we will write a letter that is in all these words and can divide them into 2 groups. What letter is this? What 2 groups can this letter divide words into?
(RACCOON, NET, HEDGEHOG, FOREST)
Determine the sequence of letters in this row:
EPA, ERB, ERB...
Write the proposed series of letters in the specified sequence to the end of the line.
III. Vocabulary work.
What will we do in class? We learn about this from the dictionary
work. To do this, you need to complete several tasks related to
finding letters.
1 letter of the intended word is a paired consonant in the word hare;
2 is a paired consonant in the word crow;
3rd stress in the word cabbage;
4 paired consonants in the 3rd syllable of the word dog;
5 unstressed vowel in the word in the word fox.
Mentally connect all the underlined letters. What word did you get? (Sounds). Today we will enjoy the sounds of nature.
IV. New topic.
And here we are in the forest! Hear: orioles scream, blackbirds chatter, woodpeckers knock. What sounds did you hear?
(Children's answers) b V G d and h
P f To T w With
How do the sounds on the top row differ from the sounds on the bottom row?
V. Physical education.
I will name the words. If a word begins with a voiced paired consonant, you bend forward. If a word begins with a voiceless consonant, you squat. (Bunny, cod, Venya, Fenya, firewood, grass, live, sew, shadow, stump, door, beast, stumps, days)
VI. New topic (continued)
You completed this task too. If a word begins with a paired consonant, you’ll agree that it’s not that difficult to write. But if a word ends in a paired consonant, this always causes difficulties. How to check a paired consonant at the end of a word? (Children's answers). The teacher reads the rule in poetic form.
What words in the poem require checking?
Working on words on the board
b) Reading the rules in the textbook.
VII. Consolidation.
Now we are waiting for a meeting with feathered friends. Let's get to know them. We read the names of the birds, insert the desired letter and explain the spelling. Block signals have been prepared.
a) Dove
Swift
Hawk
b) – But we will get to know representatives of the animal world in absentia by solving a crossword puzzle. And at the same time we will find out what request our smaller brothers are turning to us with.
1) animal with a sweet tooth
2) an animal that has a powerful weapon in the nose area - a horn
3) the best fly killer
4) the tallest animal on earth
5) a ship of the desert that can live without water for more than a month
6) the fastest animal on earth
Representatives of the animal world want friendship with us. (Reading the poem “Everyone in the world is needed”)
c) As a gift, we will make a proposal about animals and birds.
(Children make up sentences. The best ones are written down by the children on the board and a full analysis of the sentence is done by member and the spelling of all words is explained based on the rules learned)
VIII. Independent work.
While you work on your own, our friends are watching you.
Ex. No. 171 p.92 – with subsequent verification (5 people work using cards)
IX. Lesson summary.
Valentina Alekseevna Krasnova
Method for checking paired consonants at the end of a word
Method for checking paired consonants at the end of a word
Target: to develop the ability to justify writing paired consonants at the end of words by selecting test words.
During the classes
I. Organizational moment
II. Updating knowledge
1) Individual work
Insert the missing letters, select test words. Zu., sa., kru., other, zavo., fl. ,kra..
How ?
2) Vocabulary work
DEV. CHKA, Z. VOD, UCH. NITSA, M. DVED, P. LTO
What unites these words? (They vocabulary)
Can they be divided into groups? (Yes)
(Children perform grouping).
Check vowels, groups.
Name words with a paired consonant at the end of the word. (Factory, bear)
How check the paired consonant at the end of a word?
III. Self-determination for activity
Written on the board words:
arbu (s, h) tetra (d,t) b table (p,b)
e (w,f) Moro (s, h) dream (g,k)
Name the missing letters and explain their spelling (students show letters using signal cards)
How check the paired consonant at the end of a word?
Formulate the topic of the lesson.
IV. Work on the topic of the lesson
Working from the textbook
Ex. 173 (p. 100)
Find in the riddle words that you need check.
Match them test words verbally. Write down the text of the riddle, underline in letters in words which we checked.
Ex. 174 (p. 100)
(Words compared by lexical meaning and pronunciation.)
What are the similarities? What is the difference? (They are pronounced the same, but depending on the letter we write, word will have its own meaning).
V. Physical education minute
VI. Reinforcing the material learned
Independent work (multi-level)
Level 1
(Words written on the board. Write down words in the notebook sample:
garden-gardens)
arbu (s, h) tetra (d,t) b table (p,b)
e (w,f) Moro (s, h) dream (g,k)
Level 2
Correct the mistakes and write next to them test words.
Snowdrift, sail, gorot, dove, berek.
Level 3
Extract from the text words with paired consonants at the end of the word. Write next to test words
Forest in winter
The forest's winter attire is beautiful. There is snow on the paws of the fir trees. Here is a clearing. The oak tree is covered in snow. The frost did a good job in the forest!
- Examination performing independent work.
VII. Reflection
(Oral dictation using signal cards)
Puzzles:
The red maiden is sitting in a dungeon, and her braid is on the street. (Carrot)
Transparent like glass
You can't put it in the window. (Ice)
On a green cord
White bells. (Lily of the valley)
Worth Antoshka
On one leg. (Mushroom)
Into a golden ball
The oak tree hid. (Acorn)
Under the pines, under the fir trees
There is a bag of needles. (Hedgehog)
Bel, but not sugar
There are no legs, but he walks. (Snow)
People are waiting for me, calling me,
And when I come to them, they run away. (Rain)
VIII. Lesson summary
Finish my sentence.
To check the paired consonant at the end of a word, necessary….
Homework
Ex. 175. (p. 101)
Publications on the topic:
The result of the thematic test: the creation of pedagogical conditions for the socialization of children. The result of the thematic audit: the creation of pedagogical conditions for the socialization of children in a municipal budget preschool educational institution.
Analytical report on the results of a thematic test on speech development Analytical report on the results of a thematic test on speech development in the second early group of the MKDOU “Kindergarten No. 4” of Levokumsky municipal.
Competition game “Words live in the city. Words-friends and words-enemies" COMPETITION GAME “Words Live in the City” Hello children! Today we will have a competition game “Words Live in the City.” Everything has a name.
Summary of an individual lesson with a student diagnosed with rhinolalia “Differentiation of paired consonants [V]-[F]” Individual speech therapy session with a student diagnosed with rhinolalia. Topic: Differentiation of paired consonants “V - F”. Goal: 1. Development.
Master class "Forest at the end of spring" for children 5-6 years old. goal: To develop children's creative abilities and the ability to work in a team. Tasks:.
The teachers' meeting was dedicated to the results of the academic year. In the past academic year, all teachers underwent retraining in the Federal State Educational Standard for Educational Education and created workers.
In this lesson we will learn that a paired consonant at the root of a word (in the middle and at the end of a word) requires verification. Let's learn how to check paired consonants in the root using a vowel. We'll do a lot of fun tasks.
Let's observe what happens with paired consonants at the end and in the middle of a word.
Let's name the objects. Let's highlight the last sounds.
Train d
Ta h . We hear the sound S - write the letter Z.
Let's check how a paired consonant sounds in the middle of a word before voiceless consonants.
Lo d ka. We hear the sound T - write the letter D.
Lo and ka. We hear the sound Ш - write the letter Zh.
We conclude: voiced pairs at the end of a word and in the middle before voiceless consonants are deafened, which means that the spelling of paired consonants must be checked.
Three ways to check paired consonants
This spelling occurs at the root of a word, so it is called “Spelling of paired consonants at the root of a word.” What words will be the test words?
Let's look at examples.
The first way to check the spelling of paired consonants is to change the form of the word so that a vowel appears after the paired consonant.
For example: load - loads, snowdrift - snowdrifts, fruit - fruits.
The second way: mentally substitute the word “no”.
For example: flag - no flag, frost - no frost, beak - no beak.
The third way: choose a single-root word so that after the paired consonant there is a vowel.
For example: leg - leg, paw - paw, grass - grass.
Rice. 6. Words with paired consonants ()
The most dangerous.
Paired in the word check,
Place a vowel next to it.
And also, in order to check a paired consonant, you need to change the word so that after the consonant sound being tested, a voiced consonant sound N is heard.
For example: fish - fishy, book - bookish.
Consolidating knowledge in practice
Now let’s consolidate our knowledge by completing the tasks.
Let's insert the missing letters and name the test word.
Yu...ka, du...ka, blue...ka, cold..., stand...ka, eyes...ki, snow...ki, dirt...b, short...ka, cool...ka, ringing..., sea....
Let's check what happened: skirt ka - skirt, dud ka - pipe, blouse ka - blouse, cold - cold, exhibition - exhibit, eyes ki - eyes, snow ki - snowy, mud - dirty, cow ka - cow, mug - mug, bell - calls, walrus - walruses.
Let's highlight the root in related words and insert a paired consonant.
Tra...ka - tra...a, tra...ushka, tra...inca.
Du...ki - du...ok, du...och, du...ovy.
Frost... - frost...s, frost...ny, frost...it.
Herb ka - herb a, abalone herb, inca herb - the root of herbs. Inserted the letter B.
Ki oak - oak oak, oak oak, oak oak - oak root. Inserted the letter B.
Frost - frost s, frosty, frost - root frost. Inserted the letter Z.
Let's name the objects. In which words does the spelling differ from the pronunciation? Choose test words for them. Let's select the roots.
Bread, nail, hat, cake, dove.
Let's check. The pronunciation differs from the spelling of the words:
Bread, nail, dove.
Test words:
Bread - bread, ear bread, bread. Root bread.
Nail - nail and, nail ik. The root of the nail.
Dove - blue and, blue ok, blue another. Pigeon root.
Let's write words that have a suitable meaning with a paired consonant at the end. All words begin with the letter S.
......blooms in spring.
Mom made ...... from cucumbers.
It's winter......
...... snowed during a snowstorm.
After a fight under the eye......
...... the hay was collected in the field.
Let's check what happened (one of the options).
Garden blooms in spring.
Mom made cucumber salad.
There is snow in the winter .
Snowdrift snowed during a snowstorm.
After a fight I have a bruise under my eye.
Stack the hay was collected in the field.
In the next lesson we will learn the rules for writing words with a separating soft sign and consolidate this knowledge in practice by completing many interesting tasks.
- Klimanova L.F., Babushkina T.V. Russian language. 2. - M.: Education, 2012 (http://www.twirpx.com/file/1153023/)
- Buneev R.N., Buneeva E.V., Pronina O.V. Russian language. 2. - M.: Balass.
- Ramzaeva T.G. Russian language. 2. - M.: Bustard.
- Kuznetzova.siteedit.ru ().
- School.xvatit.com ().
- Festival of pedagogical ideas "Open Lesson" ().
- Klimanova L.F., Babushkina T.V. Russian language. 2. - M.: Education, 2012. Complete the exercise. 165 P. 109, ex. 167, 168 P. 111.
- Insert the required consonant at the gap in the words.
Rice. 7. Spelling task for paired consonants at the root of a word ()
- * Using the knowledge gained in class, solve the puzzles and explain the spelling of the answer words.