What hard hissing sounds. Hissing consonants in Russian
The topic of the lesson is “Hissing consonant sounds.”
Goals: carry out observations on the peculiarities of the pronunciation of hissing sounds; develop the ability to recognize hissing consonant sounds in words; develop the skill of correctly spelling words with learned spellings; learn to work with text; give an idea of the hard consonant sounds [Zh] and [Sh] and the soft sounds [Ch"] and [Shch"].
Planned results: students will learn to correctly pronounce hissing consonant sounds; distinguish hissing consonant sounds in words.
Lesson objectives:
creating conditions for replenishing children's knowledge about the hardness and softness of consonant sounds ([zh] - [w] - always hard);
promote the development of competent writing skills;
develop students' coherent oral and written speech.
instilling interest in Russian language lessons through the use of information technology.
Lesson progress:
Organizational moment.
The cheerful bell rang,
We are starting our lesson.
The Russian language and I are going on the road.
And we take a good mood to help.
What's your mood?
WHOO!
Slide 1.
Children, today we are waiting for an extraordinary journey to the land of animation. We found ourselves in a wonderful fairy-tale meadow. Where are we?
Slide 2
Country drawn
Cute little animals
From end to end she
A thousand rabbit hops.
So who did we visit?
Right. Smeshariki invited us to their place. (Slide3 )
Updating knowledge.
So, let's begin the journey.
This house is colorful
Like the owner of the long-eared one!
And noticeable from afar,
And boom-boom comes!
From it, well, very often,
Because you won't understand
Why so restless
This cute rabbit Krosh! (Slide4)
Guys, Krosh loves to joke, he is such a funny guy. I hid the topic of our lesson and encrypted it. Let's play Krosh's game.(Slide5)
On the board suggestions:
The hedgehog is lying by the Christmas tree, the hedgehog has needles.
Six little mice rustle in a hut.
Wolves prowl, looking for food.
What are these offers called?
How are tongue twisters read?
Let's say it first slowly and then quickly.
Was it difficult to pronounce? Who guessed what sounds these tongue twisters are taught to pronounce?
Goal setting
What do you think is the topic of our lesson today? (Slide 6) (Hissing consonant sounds)
What goals will we set? (Learn to correctly pronounce sibilant consonants; learn to distinguish them in words)
Cognitive task lesson: what are hissing consonant sounds.
(Slide7)
Work on the topic of the lesson.
1. Organization of perception and comprehension new information, that is, assimilation of initial data.
Work according to the textbook.
Ex. 1 (p. 104)
Read it.
What is this text about?
Find words that have sibilant sounds. Make each hissing sound. Name the letter with which it is designated on the letter.
Find words in the text with hissing consonant sounds. Name the letters that represent them.
Ex. 2 (p. 104)
Look at the pictures. Name the objects.
Listen to the sound of the sibilant consonant in each word.
Which of the sibilant consonants in these words are hard and which are soft?
Let's all stand up. Introduced yourselfballoon . We begin to deflate and make a sound. And now we -beetles . They buzzed. What sounds did we make? Are they hard or soft?(Slide 8, 9)
2.Primary check of understanding. Slide 10
Hedgehog came up with these tasks for you.
Slide 11
Working with tongue twisters. (Copy one into your notebook, emphasizing the letters that represent hissing sounds.)
Slide 12
Here we see a beautiful house,
And flowers grow around
And the hostess is just
Beauty Queen.
No, not a queen yet
But princess, yes,
Inspires everyone I know
To great things!
Who is this clumsy
Who is this fastest?
Did you have guests over?
Well, of course it’s Nyusha!
She really loves reading books. And then one day she was reading her favorite poem, and the butterflies, playing, covered several words in it. Let's read this passage and insert the correct words.Slide 13-16
Well done! You did it.Nyusha is so pleased with your answers.
Physical education minute.( Slide17 )Sovunya invites you to rest. She loves to organize morning exercises. Her motto is “Give a healthy and cheerful lifestyle!”(Musical physical education minute)
And we go to the next house.
Continuation of work on the topic of the lesson.
3. Organization of mastering methods of activity by reproducing information and exercising in its application according to a model.
VIII . Vocabulary work. Slide18
Here we also see a house,
And a heart on the door,
And inside is full of paper,
There are poems on that paper.
He is a romantic, he is a dreamer,
He's afraid of heights
He is an ardent contemplator of Horus,
With Nyusha, the muse of beauty.
To be inspired
Makes a sharp turn
What kind of creation is this?
Well, of course – Barash.
Barash offers you a proverb. Read it.
Slide19
Introducing a new word.
AnyJobIt’s easy if you do it willingly.
How many syllables are there in a word?
What drum?
What unstressed vowel do we need to remember?
Split the word to hyphenate.
Write the word in your notebook. Place stress and underline the unstressed vowel A.
2. Work on speech development.
Orally - make a sentence with a new vocabulary word.
3. Creative application and acquisition of knowledge, mastering methods of activity by solving problematic problems built on the basis of previously acquired knowledge and skills.
Slide 20.
This house smells like honey,
There is a vegetable garden around the house.
Not familiar with ice,
A disco dancer lives in it.
There is no better geologist,
He's talented here and there
Good-natured bear
Everyone calls him Kopatych.
Kopatych is a very active bear, hardworking and generous. He loves his friends very much and with their help he hopes to test your knowledge of sibilant consonants.
Work in pairs. Slide 21.
In this fairy-tale country, everyone is friends, helps each other in difficult times, rejoices together and is sad together. But it's great when you have friends.
Exercise: restore the poem. Emphasize the sizzling ones. Come up with a title for the poem.
1 .In the morning the grandfather asked his granddaughter
– Why don't you wash your hands?
The granddaughter answers:
– I'm not white! (7 sizzling)
2 .A friendly spring day has arrived.
I run out onto the porch.
Sun in the sky, sun in a puddle.
Both shine in my face. (3 sizzling)
3 . The pike swallowed the brush
Brushto herticklesthroat.
Amazing thing!
What kind of fish did I eat? (5 sizzling)
Slide 22
There is a green house in front of us
He's like this because of the grass
A scientist lives there
He is a connoisseur of beauty!
There are many books in this house
And this planet is a dummy,
He calls it the globe.
Well, of course – Losyash!
Look, guys, how many books there are. Losyash read them all. He knows a lot of interesting things. And he has prepared such a task for you.
Choose words with sibilant consonants that are suitable in meaning
Game"Black and white"
Slide 24.
Pin has prepared puzzles for you .
He can assemble anything from a pile of metal, and this “anything” will work in any way he wants. The result is almost impossible to predict. But for him, the main thing is not the result, but the process.Slides 25-27.
IX. Reflection . Slide 28.
Complete the sentences:
During the lesson I learned...
The most interesting task was …
I had a problem...
I can praise myself for...
X . Summing up the lesson.
Slide 29.
Smeshariki really liked your work in class, and they prepared gifts for you. These are coloring pages with your favorite cartoon characters.
But before the presentation, they would like to hear about the hissing sounds again:
What consonant sounds are called sibilants?
How many are there?
What groups are hissing ones divided into?
So we recognized all the animals,
Round like balls
And tell us at the end,
Their names are Smeshariki! List all Smeshariki whose names contain hissing sounds. (Krosh, Hedgehog, Nyusha, Barash, Losyash, Kar-Karych, Kopatych)Slide 30
Children are given gifts-coloring books from Smeshariki.
How do you feel at the end of the lesson? (Slide 31).
Thanks for the lesson!
ADDITIONAL TASK:
Cows squeak
magpies are chattering
mice fly,
bears moo,
roosters are grazing,
woodpeckers knock
growl
sleeping
Ж, Ш – hard consonant sounds.
Ch, Shch are soft consonant sounds.
ZHI – SHI - write with the letter I.
CHA – SHA
And there are reeds on the river
Past the field, past the rye
Prickly hedgehogs walked by.
ma ka
n ran
lan ru
d 
and ly
shi shi
and 
And
PEERS
RUBBS
BABIES REEDS
HUTS
QUIET
CONES
LILY OF THE LILY
FRAGRANT
CAR
OVERCOAT
HUSBANDS
SIZHI
UZHI
LIVE
BE FRIENDS
CIRCLE
SWIFT
LIVE
SKIS
SNOWFLAKE
PREPOSITIONS- IN, ON, IN, WITH, FROM, ABOVE, UNDER, BY, TO, FROM, WITHOUT, TO, U, ABOUT, ABOUT, ABOUT, FOR.
Selective dictation.
The lake slumbers in silence.
Reflections live in it,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
Selective dictation.
Write down words with the combination zhi-shi.
The lake slumbers in silence.
Reflections live in it,
The clouds are floating in the lake,
Pine forest, slightly alive,
Slumbers with his head down.
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
1. Compose and write down from words
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
1. Compose and write down from words
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
1. Compose and write down from words
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
1. Compose and write down from words
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
1. Compose and write down from words
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
Determine how many sentences are in the text. Write, correctly marking the beginning and end of sentences.
Determine how many sentences are in the text. Write correctly marking the beginning and end of sentences.
1. Compose and write down from words
offers.
cat, Tishka, lived, Misha.
fragrant, meadow, on, grass.
Vera, skis, y, new.
fluffy, swirling, snowflakes.
pears, babies, juicy, ate.
We are flying..., nimble stri..., prickly e..., thick kama..., colored karanda..., long y....
Determine how many sentences are in the text. Write correctly marking the beginning and end of sentences.
Determine how many sentences are in the text. Write correctly marking the beginning and end of sentences.
Determine how many sentences are in the text. Write correctly marking the beginning and end of sentences.
Determine how many sentences are in the text. Write correctly marking the beginning and end of sentences.
Determine how many sentences are in the text. Write correctly marking the beginning and end of sentences.
Selective dictation.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
Selective dictation.
Shura was stirring up the hay. Hedgehogs live in burrows. There are empty cones under the tree. There are knives on the table. The rosehip bush is blooming.
What words are hidden here?
BAYWORO
WAKORO
COYABLO
DIYAGO
KASORO
KASOBA
KOMOLO
TAKAPUS
TALOP
She invited eight seagulls: She scrubbed the bottom with a brush,
Selective dictation.
How many seagulls, answer? She treated me quickly.
Selective dictation.
Write down only words with the combinations cha - sha, chu - schu.
The seagull heated the kettle, the pike lived in the lake,
She invited eight seagulls: She swept the bottom with a brush,
Come everyone for tea! I cooked cabbage soup for the guests,
How many seagulls, answer? She treated me quickly.
Selective dictation.
Write down only words with the combinations cha - sha, chu - schu.
The seagull heated the kettle, the pike lived in the lake,
She invited eight seagulls: She swept the bottom with a brush,
Come everyone for tea! I cooked cabbage soup for the guests,
How many seagulls, answer? She treated me quickly.
Selective dictation.
Write down only words with the combinations cha - sha, chu - schu.
The seagull heated the kettle, the pike lived in the lake,
She invited eight seagulls: She swept the bottom with a brush,
Come everyone for tea! I cooked cabbage soup for the guests,
How many seagulls, answer? She treated me quickly.
Selective dictation.
Write down only words with the combinations cha - sha, chu - schu.
The seagull heated the kettle, the pike lived in the lake,
She invited eight seagulls: She swept the bottom with a brush,
Come everyone for tea! I cooked cabbage soup for the guests,
LE JOY
P O D N O S
S K O V O R O D A
POT
MUG
B L Y D C E
The Russian language has 21 consonants and 36 consonant sounds. Consonant letters and their corresponding consonant sounds:
b - [b], c - [c], g - [g], d - [d], g - [g], j - [th], z - [z], k - [k], l - [l], m - [m], n - [n], p - [p], p - [p], s - [s], t - [t], f - [f], x - [x ], c - [c], ch - [ch], sh - [sh], shch - [sch].
Consonant sounds are divided into voiced and voiceless, hard and soft. They are paired and unpaired. There are a total of 36 different combinations of consonants by pairing and unpairing, hard and soft, voiceless and voiced: voiceless - 16 (8 soft and 8 hard), voiced - 20 (10 soft and 10 hard).
Scheme 1. Consonants and consonant sounds of the Russian language.
Hard and soft consonants
Consonants are hard and soft. They are divided into paired and unpaired. Paired hard and paired soft consonants help us distinguish between words. Compare: horse [kon’] - kon [kon], bow [bow] - hatch [l’uk].
For understanding, let’s explain it “on the fingers”. If the consonant is in in different words means either soft or solid sound, then the sound belongs to pairs. For example, in the word cat the letter k denotes a hard sound [k], in the word whale the letter k denotes a soft sound [k’]. We get: [k] - [k’] form a pair according to hardness and softness. Sounds for different consonants cannot be classified as a pair, for example [v] and [k’] do not form a pair in terms of hardness-softness, but they do form a pair [v]-[v’]. If a consonant sound is always hard or always soft, then it belongs to unpaired consonants. For example, the sound [zh] is always hard. There are no words in the Russian language where it would be soft [zh’]. Since there is no pair [zh]-[zh’], it is classified as unpaired.
Voiced and voiceless consonants
Consonant sounds are voiced and unvoiced. Thanks to voiced and voiceless consonants, we distinguish words. Compare: ball - heat, count - goal, house - volume. Voiceless consonants are pronounced with the mouth almost covered when pronouncing them. vocal cords don't work. Voiced consonants require more air, the vocal cords work.
Some consonant sounds have a similar sound in the way they are pronounced, but are pronounced with different tonality - dull or voiced. Such sounds are combined in pairs and form a group of paired consonants. Accordingly, paired consonants are a pair of a voiceless and a voiced consonant.
- paired consonants: b-p, v-f, g-k, d-t, z-s, zh-sh.
- unpaired consonants: l, m, n, r, y, c, x, h, shch.
Sonorant, noisy and hissing consonants
Sonorants are voiced unpaired consonant sounds. There are 9 sonorant sounds: [y’], [l], [l’], [m], [m’], [n], [n’], [r], [r’].
Noisy consonant sounds are voiced and unvoiced:
- Noisy voiceless consonants (16): [k], [k"], [p], [p"], [s], [s"], [t], [t"], [f], [f "], [x], [x'], [ts], [h'], [w], [w'];
- Noisy voiced consonant sounds (11): [b], [b'], [v], [v'], [g], [g'], [d], [d'], [g], [z ], [z'].
Hissing consonant sounds (4): [zh], [ch’], [sh], [sch’].
Paired and unpaired consonants
Consonant sounds (soft and hard, voiceless and voiced) are divided into paired and unpaired. The tables above show the division. Let's summarize everything with a diagram:
Scheme 2. Paired and unpaired consonant sounds. To be able to do phonetic analysis, in addition to consonant sounds, you need to know
Once upon a time, almost at the very end of the ABC, there were four hissing letters: H, C, W And SCH. The oldest among them was the letter Sh. She was all w rough, a little w blatant, mostly talked w that's why she loved to dress in w woolen things.
She had a sister - letter SCH- creepy sch he's a hotshot and a fashionista. She wore bracelets not only on both hands, but also on sch ankles and ankles. She has eyebrows sch with her fingers she plucked it into a thin thread, and for sch I didn't regret the blush. She often sch she was embarrassed because she had poor eyesight and was embarrassed to wear glasses. She was very cheerful and mischievous: constantly sch fuck yes sch I was tired. Letter SCH I didn’t want to look like my older sister, so I gave myself a ponytail. She loved with this ponytail sch scribble a letter Sh, and that one w gasped at her and angrily w sang, wrapped in w al:
Well, that's enough already w duck and w or else I'll make you pay w traffic!
Letter sch sch she laughed and laughed, but then she felt sorry for her sister, she sch kissed her, kissed her sch Christmas tree and sincerely wished her " sch astya."
There were also letters Sh her quirks and preferences, for example, for some reason she really didn’t like the letter Y:
What kind of letter is this? - w she fiddled with other letters. “She’s always just small, never big, with an unpleasant thick belly, and even rests on a stick!” No, I personally will never be close to her, it’s just unpleasant for me!
But what can we do? - other letters tried to persuade her. - You never know how we treat whom, but in different words we have to stand next to each other. This is our job! That's why we
We exist to form different words. For example, in the word SHYSHKA you'll have to stand next to Y.
No way! - the letter became stubborn Sh. - Let the letter be better with me AND costs. I like her, she looks a little like me, only she has two legs, and I have three... With a letter AND I agree to stand next to you in any words!
But this is impossible! - other letters began to be indignant! - After all, in this word, and in others, for example: Shyr, Shyna, Shyfr the letter is clearly heard Y, which means she should be standing next to you.
But I don’t want that’s all! - the letter persisted Sh.
No matter how much the other letters tried to persuade her, nothing helped. Moreover, the letter AND began to support her:
I like the letter too Y I don't like it! - she said. - And I, like Sh I will stand next to only the letter AND in all words where it should be Y, For example: Life, Life, Art...
And since the letter AND stood in the first ten letters of the Alphabet and her voice was much louder than that of Sh, the two of them managed to insist on their own. Then I had to come up with a special rule for all writers:
« In all words, the syllables ZHI and SHI are written only with the letter I!”
This is how two stubborn letters achieved their goal.
And the letter SCH there was a daughter - letter C. Outwardly, she was very similar to her mother: exactly the same tail, only not three legs, but two, but her character was completely different: she considered herself ts the center of the world and very ts ennaya .
This was her mother's fault, who constantly ts talked to her and called her
little daughter "C Arevnoy". How the letter later repented of this SCH, because her grown daughter became for her ts her problem: she was disobedient, capricious and capricious.
Letter C was bright orange ts Veta, loved it very much ts vets and tan ts s. She also loved with her tail ts grab adjacent vowels.
She had ts spruce in life - to please the young and slender G. Seeing it in the next word, she simply ts ecstatic.
My C Ezar! - she whispered, and G did not pay any attention to her, and never stood next to her.
Hearing that the letters Sh And AND refused to stand next to the letter Y, the letter C stated:
I don't like the letter either Y and in words CIRC, CYLINDER, TSYNOVKA I'll just stand
with a letter AND!
Mother sch she hit her on the back of the head with her tail:
- SCH ac! First, grow up, and then make your demands! And anyway sch yeah, you can't be like that sch disgusting. Need to be sch Better yet, make friends with all the letters: you never know in which words you will have to stand next to each other!
What should I do now? ts make out with her? - was indignant C. - Here is my aunt - letter Sh- managed to insist on her own, and why am I worse than her? I might even ts edifying!..
What's special about you? - sch Mom rolled her eyes. - Thin as sch fuck! Only for you sch iptsami
work!
Do you want me to ts Was your cellulite like? - the letter snapped at his mother C, And ts Eagerly continued to insist on her point.
At the general meeting of the ABC letters, everyone had to discuss this issue and, in the end, decided to give in a little to the letter C. I had to accept a new rule:
At the beginning of a word, after the letter C, always write the letter I, except for a few words that need to be remembered, and at the end of a word, after the letter C, the letter Y is always written.
This means that if you want to be considered a literate person, you need to write CI RK, CI LINDR and CI FRA, but SHIP TSY and SMOKE TSY.
And from the words that need to be remembered, they made up a funny phrase:
"TSYgan entered TSY kidneys, said TSY film: TSYts ! »
Each letter has its own character, its own habits, its own friends... The letter SCH had a bosom friend - letter Ch. Among friends, as a rule, one is the ringleader, and the second obeys him or tries to imitate him. It was exactly the same with letters H And SCH: at H was more strong character, so she commanded the letter SCH, who was softer, but wanted to look fashionable and
to be respected among other letters, although she was not very successful in this. A letter H and in ABC she tried to establish her own rules. She didn't like letters I And Yu, didn’t want to
words they stood after her, and, looking at her, and the letter SCH began to demand that after her they stand only A or U. This is how the rule came about:
Syllables CHA and SHA always written with a letter A.
Syllables CHU and SHCHU always written with a letter U.
Letter H was very h sensitive, and to her n liked two at once To avalera: To handsome and To cultural To avaler letter TO And n hedgehog and n a little n terrestrial - N. Standing next to them in some word, letter H h I felt this in myself n tenderness, To mouthiness and softness that To categorically refused the soft sign softening their union.
- N“It’s so good together,” she said, “ h then anyone seeing us will feel n my softness, n tenderness and love.
Poor letter SCH always looked with envy at her close neighbor and with sch excruciating pain in
I thought in my heart that some people have two boyfriends, while others end up with random letters all their lives. She even once asked for a letter H make her sch a smart gift: give any of the two gentlemen. H h I sincerely admitted h then she can't burn h any of h good friends.
- H then for h amazing offer! - h She often exclaimed, batting her eyelashes. - H what are you offering me?!
Letter SCH understood everything sch the awkwardness of this situation, but she so wanted to press her back against n the secure back of a friend, without leaving any sch Christmas trees for other letters.
Well, please! - affectionately sch the letter was urled SCH.- Otherwise I’ll start you sch fuck off!
Well, I don’t know... - the letter hesitated Ch. - TO I To I love turnip, n about and N such n stable, n a little even n awesome... Well, if you want, stand next to him.
SCH immediately happy for sch fucked and happily pressed against n a little n the bewildered N. She
immediately announced to all the letters that she had N- love, and asks for extraneous letters, including a soft sign, n don't disturb them.
And now everyone writing had to remember that in combinations CHK, CHN, LF, SHCHN and NSCH in words such as “before chk a", "whether chn y", "bly LF ik" "kame" nsch ik", "help schn ik" although a soft sign is heard, but write it no need!
The letter didn't want anything SCH keep up with your girlfriend H, tried to imitate her in everything, therefore, having learned that the letter H often appears in the suffix - chick , letter SCH I began to ask her to sometimes replace her. Letter H I thought a little and decided:
Okay, I'll stand after the letter D, because I like him - he is kind. Then after the letter T- because he is the letter's nephew D. More after the letters Z And WITH- because you can’t tell them when one of them is in a word, because the letter Z constantly asking for failsafe WITH replace it in different words. Well, and perhaps after the letter AND, because it’s better not to mess with her... Well, in other cases, so be it, you become. After all, we are friends! I don't feel sorry for anything for you!
So all writers have to remember one more spelling rule:
in suffixes - chik - and - shchik - nouns
-h ik - written after D, T, Z, S, F:
for example: translation DC ik, re AF ik, interrupt ZhCh ik.
-sch ik - after all other consonants: kame NSCH ik, pi FLICE ik.
It turns out that the rules of grammar in Russian depend on the nature of the letters and their mood.
Goals: to develop the ability to recognize hissing consonant sounds in words; give an idea of the hard consonant sounds [Zh] and [Sh] and the soft sounds [Ch"] and [Shch"].
Planned results: students will learn to correctly pronounce hissing consonant sounds; distinguish hissing consonant sounds in words.
Lesson objectives:
- creating conditions for replenishing children's knowledge about the hardness and softness of consonant sounds ([zh] - [w] - always hard);
- promote the development of competent writing skills;
- develop students' coherent oral and written speech.
- instilling interest in Russian language lessons through the use of information technology.
Lesson progress
I. Organizational moment.
The cheerful bell rang,
We are starting our lesson.
The Russian language and I are going on the road.
And we take a good mood to help.
What's your mood?
- WHOO!
II. Calligraphy (Work in pairs of constant composition)
Now guys, guess my riddles, and the answers in these riddles are the letters of our native Alphabet. Your task: together with your desk neighbor, find these letters on your pieces of paper and cross them out.
1. This letter is wide
And she looks like a beetle
And at the same time, like a beetle,
Makes a buzzing sound.2. This letter is large:
The letter is very good
Because from her
Can be done E And Yo.3. Yes! You decided correctly:
The letter tapa is similar to four.
Only with numbers, friends,
We can't confuse the letters.4. It looks like a comb:
Three teeth in total. So what?
What sounds do these letters represent?
This is a penmanship task for you,
III. Updating knowledge.
Guess the riddles. Write down the guess words. Underline the letters that represent the paired consonant sounds at the end of the word. Choose verbal test words.
- It trails behind you, even if it stays in place. ( track)
- At first it grew in the wild in the field, in the summer it blossomed and spiked, and when they threshed it, it suddenly turned into grain. From grain to flour and dough, he took a place in the store. (bread)
- He’s not a tie, not a collar, but he’s used to squeezing his neck. But not always, but only when it’s cold. (scarf)
- They hit Yermilka on the back of the head, but he doesn’t cry, he just hides his nose. (nail)
How to check the spelling of words with paired consonants at the end of the word? (To check a paired consonant at the end of a word, you need to choose a test word so that there is a vowel after the consonant).
IV. Self-determination for activity.
(letters are written on the board.)
M, N, K, R, C, Ch, L, B.
Which letter is missing here? Justify your answer. ( The letter b does not mean a sound. The letter is removed.)
Now which letter is missing? Justify your answer. ( The letter Ch - denotes a hissing consonant sound.)
What other letters represent sibilant consonant sounds? ( Zh, Shch, Sh.)
What do you know about them?
Name the topic of the lesson. (Hissing consonant sounds.)
V. Work on the topic of the lesson.
- Work according to the textbook.
Ex. 1 (p. 104)
Read it.
Find words that have sibilant sounds. Make each hissing sound. Name the letter with which it is indicated on the letter.
Find words in the text with hissing consonant sounds. Name the letters that represent them.
Ex. 2 (p. 104)
Look at the pictures. Name the objects.
Listen to the sound of the sibilant consonant in each word.
Which of the sibilant consonants in these words are hard and which are soft?
Read the information on the page for the curious.
What have you learned?
Ex. 3(p. 104)
([AND])
And in the second? ([SH])
Both sounds are pronounced firmly.)
Copy any tongue twister, underlining the letters that indicate unpaired hard hissing sounds.
VI. Physical education minute.
(Musical physical education minute)
VII. Continuation of work on the topic of the lesson.
- Work according to the textbook.
Ex. 4 (p. 106)
Read the tongue twisters slowly, gradually increasing the pace to a fast one.
What hissing sound is repeated in the first tongue twister? ([SCH"]. )
And in the second? ([H"])
What do the pronunciation of these sounds have in common? ( Both sounds are pronounced softly.)
Read language information on page 106.
Describe these sounds.
- Work in the Workbook.
Ex. 59 (p. 53)
Name the letters. Say the sound that each letter represents. Write down the sound designations of the letters.
Ex. 60 (p. 53)
Look at the pictures and write the desired letter in the title of each drawing.
Underline the letters that represent hard hissing consonant sounds.
VIII. Vocabulary work. (Working with ESM)
1. Introducing a new word.
Open the electronic supplement to the textbook “Russian Language”.
Find the topic of today's lesson.
Go to the vocabulary work section.
What word are we going to learn about today?
Listen to information about this word.
How many syllables are there in a word?
What drum?
What unstressed vowel do we need to remember?
Separate words for hyphenation.
Write the word in your notebook with and without hyphenation. Place stress and underline the unstressed vowel A.
2. Work on speech development.
Complete task #1. Insert suitable words into the sentences.
3. Repetition of previously studied material.
Complete task #2. Fill in the missing letters in the vocabulary words.
IX. Reflection. (Working with ESM)
Do this, working in pairs, test work in the electronic supplement to the textbook.
How did you cope with the task?
X. Summing up the lesson.
What consonant sounds are called sibilants?
