Subject: sound and letter A.
Lesson type: lesson of generalization and systematization of knowledge.
Purpose: to systematize students' knowledge about the vowel sound and the letter A.
Educational:
- Continue to learn to highlight the vowel sound [A] and designate it with a letter.
Correction-developing:
- Form finger and articulatory motor skills
- Develop phonemic perception and presentation.
- Form sound-syllabic analysis and synthesis.
- Continue to work on the development of kinesthetic sensations.
- Correct thinking on the basis of working out the operation of analysis and synthesis.
- Develop the perception of form, working with geometric shapes.
- Use health-saving actions to maintain working capacity and expand the functional capabilities of the student's body (dance of vowel sounds, physical minute o/r, alternation of various activities).
- Correct attention on the basis of the formation of the ability to distribute.
Correctional and educational:
- To form the ability to understand and accept the learning task set in verbal form;
- Continue to teach to answer questions in the course of study work with adequate use of the acquired terminology.
- Develop the ability to actively comprehend the material covered.
Equipment:
Demo material:
PC, PP presentation.
Handout:
Mirrors, sticks for match mosaic, cards with homework.
Lesson progress:
1. Organizational moment
The one who recognizes geometric figures will sit down.
2. Articulation gymnastics
Let's get our tongues ready for work.
3. Finger gymnastics
Working with sticks. Laying out the figures according to the model. Name clarification.
4. Work in a notebook in a box
Oval drawing. Hatching the oval in the direction from left to right.
5. Review
Vowel sounds - sing, dance, meet no barriers. Consonants stumble on everything, stumble on everything. Consonants meet an obstacle in the form of lips, teeth, tongue.
6. Guessing the topic of the lesson. Pronunciation. Proof. Dance.
Dance of sound The child stands, holds his hands in front of him in the form of a wide oval.
7. Working with articulation profile
Finding out the position of lips, teeth, tongue, work vocal cords when making a sound. Conclusion: The sound is a vowel.
8. Work with signal cards and in a notebook. Search for sound [A] in words.
If there is [A] in the word - a card with a + sign, if not - with a - sign
Orally: army, cat, fish, shower, mushroom, bull, march.
In writing: table, sled, hole, scales, smoke, roof, hand.
9. Listening to an audio recording of the sound and the letter A. Recording the topic of the lesson.
10. Aunt Owl's story about the letter A
Finding out which words are remembered. Clarification of the lexical meaning of these words.
11. Reading direct and reverse syllables (choral, in turn)
Write any two syllables in a notebook. The letters of the vowels are written with a pen with red ink.
12. Phys. pause o/r
Homka-hamster hamster (make movements in the text)
Striped barrel.
Homka gets up early, washes his cheeks, rubs his neck.
Homka sweeps the hut and goes out to exercise.
One two three four five,
Homka wants to become strong.
13. Working with pictures from the monitor screen. (At the blackboard and in the notebook).
Recognition of objects. Writing the names of objects with pronunciation on the board and in a notebook. Vowel letters are in red. Division into syllables. Repetition of the rule: how many vowels in a word, so many syllables.
Today's lesson is dedicated to the sound and letter of our Russian alphabet. Read the names:
A nna
A lla
A rina
A lesha
A ntone
A mouth
Guess what will be discussed? See what letter each name begins with. The topic of our lesson is sound and letter Ah.
A cool A- sound [A] heard at the beginning and at the end of a word (Fig. 2).
fox A- sound [A] heard at the end of a word (Fig. 3).
protein A- sound [A] heard at the end of a word (Fig. 4).
L A breath - sound [A] heard in the middle of a word (Fig. 5).
A page A- sound [A] heard at the beginning and end of the word (Fig. 6).
IN A h A- sound [A] heard in the middle and at the end of the word (Fig. 7).
Rice. 7. Vase with flowers ()
cloud A- sound [A] heard at the end of a word (Fig. 8).
Rice. 8. Rain cloud ()
W A rick - sound [A] heard in the middle of a word (Fig. 9).
Rice. 9. Balloons ()
Cr A b - sound [A] heard in the middle of a word (Fig. 10).
Sound [A] can occur in any part of the word. A word can start with this sound and end with it. The sound may be in the middle. And even sounds [A] There can be more than one in a word.
Read the poem and count how many sounds you hear in words that name fruits.
- What are you driving, car?
- Everything that is on the letter A:
Here are watermelons, oranges,
Apricots and quince.
G. Sapgir
A rmelon - sound [A] the first (Fig. 11).
A orange - second sound [A](Fig. 12).
Rice. 12. Oranges ()
A bricot - third sound [A](Fig. 13).
A yv A- fourth and fifth sounds [A](Fig. 14).
Rice. 14. Japanese quince ()
There are five sounds in the name of fruits [A]. Name other fruits whose names begin with a letter A. For example, A nanas, A growling.
To spell all these words, you need a letter A.
Do you remember what a letter is?
Letter is the icon of the sound that we hear and pronounce. People agreed to give each sound its own designation, its own icon. Letter has its own icon A is also there. Consider the letter Ah(Fig. 15).
Rice. 15. Printed letter Ah
printed A two letters - large (capital) and small (lowercase). Outwardly, they differ from each other.
Letter A stands for sound [A]. Most letters in the Russian alphabet have capital letters. The fact is that many words require that they be written with a capital letter. But most often the small letter comes to work A.
A - the beginning of the alphabet,
That's what she's famous for.
And it's easy to find out:
Legs set wide.
From this poem it becomes clear that the letter A starts the alphabet.
In ancient times, this letter had a completely different name. Our ancestors called it "Az" , which means in translation "I"(in other words "start, begin"). But even earlier, it appeared among the ancient Greeks. They called her alpha . Here is the letter A ancient.
Think what it looks like A?
- To the Eiffel Tower (Fig. 16)
Rice. 16. Eiffel Tower ()
- To the rocket
- On the roof of the house
Continue to give examples yourself.
To better remember a letter A, try to mold it from plasticine, fold it from counting sticks, rope or buttons. Draw an interesting picture from a letter A.
Of course, you love it when people read fairy tales to you and watch cartoons about fairy-tale characters with pleasure. All children love fairy tales. I invite you to the magical museum. It is inhabited by various fairy-tale heroes. Here are the heroes whose names begin with a letter A.
A ybolit, which treated all animals (Fig. 17).
A laddin with his magic lamp (Fig. 18).
A lyonushka loving her brother Ivanushka (Fig. 19).
Rice. 19. Alyonushka ()
A Li-Baba and 40 robbers (Fig. 20).
Rice. 20. Ali Baba ()
letter A can also be found in our Everyday life. For example, she will help you along the way, tell you where the bus stop is. Both in the city and in the village you can see the letter A at a transport stop. Letter A on the sign says that not trolleybuses or trams stop here, but a bus. And the bus numbers will be listed next to it.
A - bus.
Clearly, briefly.
Here is the way out
And landing.
Look at the globe (fig. 21).
Here is our Earth. Water is painted in blue, and land is painted in multi-colored. The land of the entire globe is divided into six parts of the world. Each part of the world has its own name. Five of them are named with a letter A: A zia, A Merica (North and South), A freak, A Australia, A Antarctica.
Read the letters:
After the letters are special signs. They tell you how to read. They are called punctuation marks (punctuation is an obstacle in speech).
«.» - point, she says: "Read calmly and then stop".
«!» - this sign is called exclamatory . He says: "Read with feeling, exclaim with your voice".
«?» - This interrogative sign, it says: "Ask".
Consider printed and written letters Ah. Compare them. They are not at all similar (Fig. 22).
Rice. 22. Written and printed letters A ()
There are two types of capitalization A. In the first version, the letter consists of three elements: a smooth line with a rounding on the left, a straight long stick with a rounding on the right, a straight horizontal stick that is written with a break.
The second spelling is non-separable. It allows you to write a letter and connect it with the next letter in the word (Fig. 23).
Rice. 23. The second spelling of the letter A()
Here are the elements: a smooth line with a rounding at the bottom left, a straight inclined stick, an eyelet. We will learn to write such a letter.
We put the handle a little higher than the bottom line of the working line, we lead down to the right, rounding. We touch the bottom working line and begin to raise a straight line smoothly to the right up. We stop. We lower the line to the bottom line. We begin to write out a loop. Without taking your hands off, draw a line up to the left, cross the first element of the letter. We round it, without touching the top line of the working line, bend it down, cross the smooth and straight lines. We stop.
The eyelet helps connect the capital letter A with other letters, so you need to lead it down (to the bottom line of the working line) for the bottom connection; and up (towards the top line of the working line) for the top connection.
Try to write such a letter in the air. write it down reverse side hands on the palm.
Consider possible capitalization errors A: very wide letter, letter climbed over the line of the line, very low letter, very large eyelet.
Try to write the letter in the notebook yourself. Remember the correct position of the notebook. It must be placed obliquely so that the lower corner is directed towards the middle of the chest. Hold the pen correctly with three fingers.
Consider how to write a small letter A. It consists of two elements - an oval and a stick with a rounding at the bottom right. It can be written in two ways. Consider the first way to write a letter.
We put the pen just above the bottom line of the working line, from left to right we write a semi-oval line, touching the bottom ruler, raise it up, round it to the left, touching the top line of the working line. We lower down and connect the oval. We repeat at the bottom of the oval, draw the line to the top line of the working line, deviate slightly to the right, lower the straight line down. Before reaching the bottom line, we make a rounding to the right by touching the bottom line of the working line.
Sometimes when you write a letter A in words, it is more convenient to write it in the second way, so that you get a faster letter. Consider the second spelling of the letter (Fig. 24).
Rice. 24. The second spelling of the letter A()
We put the pen just below the top line of the working line. We make a turn to the left, touching the upper line, and lead the semi-oval line down. Turn the line to the right, touching the bottom line of the working line. We raise the semi-oval up, connect it with the beginning of the letter. We lead the hand straight up, touch the top line of the working line and begin to write a stick with a rounding at the bottom right. We lower to the ruler, make a turn to the right by touching the ruler.
Circle the letter in the air. Write the letter with the back of the pen on your palm. Try writing it in your notebook.
Consider possible spelling errors of a lowercase letter: a very wide (round) letter, not an oval one; on the contrary, a very narrow oval; instead of a stick with a rounding at the bottom - a half of an oval. Please note that you need to write with a straight stick down, straight, rounding at the very line, without making turns to the right.
Practice writing capital and small letters in your notebook.
Match the words:
We remember easily
Number one is the letter...
Didn't fall into the trap? This is a letter A. That's what today's lesson was about. Irina Tokmakova even has a book about this letter, which is called "Alya, Klyaksich and the letter A" (Fig. 25).
Rice. 25. The book "Alya, Klyaksich and the letter A" ()
Bibliography
- Andrianova T.M., Ilyukhina V.A. Russian language 1. M.: Astrel, 2011.
- Buneev R.N., Buneeva E.V., Pronina O.V. Russian language 1. - M.: Ballas.
- Agarkova N.G., Agarkov Yu.A. Textbook on teaching literacy and reading: ABC. Academic book / Textbook.
- Tavika.ru ().
- Skazochnyj-domik.ru ().
- Liveinternet.ru ().
Homework
- Practice writing a letter A. Write your own block and capital letters Ah(large and small).
- Find words that contain more than two sounds [A]
B A R A b A n, brig A d A, P A l A tk A, T A R A To A n, samples A, b A R A n.
- Learn a poem about a letter A:
Here is a letter like a hut.
Isn't it true, the letter is good!
And though she looks simple,
A starts the alphabet.
Correction-developing tasks.
To teach the child to navigate in the "scheme of his own body" on himself and the person sitting opposite.
Teach the child to determine the direction of sound in space.
Learn to pronounce the sound [A] clearly.
Learn to highlight the sound [A] in the stressed position at the beginning and at the end of the word.
To teach the analysis and synthesis of sound complexes AU, UA.
Exercise 1. An adult teaches a child to navigate in the “scheme of his own body”: he explains and shows where his right and left hands, right and left legs are. Then he asks the child to show where he has his left ear, right eye, left eyebrow, etc. After that, he offers to answer in which hand (right or left) he holds the object given to him. When the baby learns to correctly navigate in the "scheme of his own body", the adult teaches him to determine "right - left" on the person sitting next to the child, and then on the person sitting opposite.
Task 2. Didactic exercise"Where did the sound come from?" (development of auditory attention).
The child closes his eyes. The adult rings the bell, and the child must indicate with his hand where the sound comes from.
Task 3. Acquaintance with the sound [A].
The adult offers the child to listen to a series of words.
An adult shows the child in front of a mirror and explains the articulation of the sound [A]: when we pronounce the sound [A], then:
lips in a calm state;
the mouth is open wide;
the tongue lies quietly in the mouth;
the neck “works” (the child’s hand lies on his neck to control the work of the vocal cords).
The child correctly pronounces the sound [A] in front of the mirror, and then reproduces the articulation of the sound without a voice. An adult explains to the child that the sound [A] is a vowel (it can be sung, because the air does not meet an obstacle in its path), and shows the child a red circle to indicate this sound, as well as a symbol for the sound [A] - the girl is rocking the doll and sings to her: AAA ...
Task 4. phonetic exercises. The adult asks the child:
show how the girl rocks the doll: aaaaaaaa ... (following the adult on a smooth long exhalation);
What does the doctor ask you to say when he examines the throat? - A-A-A ... (following the adult, abruptly);
independently pronounce the sound [A] as many times as the number of times an adult clap his hands.
Task 5. An adult asks the child to name an extra word in a row (one that does not begin with the sound [A]): orange, artist, soup, astronomer.
Task 6. Didactic exercise "Say the word and name the first sound in the word."
The adult tells the poem, and the child performs the appropriate movements and finishes the last word of each line, highlighting the stressed syllable in it with his voice.
He is big, - Hands are in a semicircle in front of you.
like a soccer ball
If ripe, everyone is happy. - He strokes his tummy with his right hand.
It tastes so good
And his name is... (watermelon)
Task 7. Guess riddles, name the first sound in riddle words.
I'm standing on the roof
All pipes above. (Antenna)
Himself scarlet, sugar,
The caftan is green, velvet. ( Watermelon)
Task 8. An adult calls a word to the child, asks to determine and designate the place of the sound [A] in it (the beginning or end of the word), using a red circle and a card.
August, stork...; hand, fox, saw.
Task 9. Didactic exercise "Name A" (remember words from one semantic circle that begin with the sound [A]): transport: bus, airbus, airplane ...; fruits: pineapple, orange, apricot...; professions: agronomist, astronomer, artist...; names of boys and girls: Anya...; Andrey...
Task 10. Paste pictures with images of objects whose names begin with the sound [A] into the notebook.
Task 11. Learn vocabulary:
Ah-ah-ah - wider mouth, kids.
Ahh, my leg hurts.
Task 12. An adult reads a poem and asks the child to answer what the same sound is often heard in it, and then name all the words from this poem that begin with the sound [A].
What are you driving, car?
Anything starting with the letter A:
Here are watermelons, oranges,
Apricots and quince.
When listing fruits, the child successively bends the fingers of his left hand with his right hand.
G. Satir
Task 13. Finger exercise:
We shared an orange; - Fingers clenched for every word
There are many of us, and he is one - into a fist.
This slice is for a hedgehog, - With the left hand, alternately bend the fingers of the right hand.
This slice is for a swift,
This slice is for ducklings,
This slice is for kittens,
This slice is for the beaver
And for a wolf - peel.
Task 14. Exercise for the development of coordination of speech with movements:
Stork, long-legged stork,
Show me the way home!
Stomp with your right foot
Stomp with your left foot
Again, right foot
Again, left foot
Then with the right foot
After - with the left foot,
That's when you come home!
I. Tokmakova
(Children perform movements in accordance with the text.)
Task 15. Introduction to the letter A.
The letter A is tall and slender.
It is very similar to the arch.
V. Kovshikov
What else does the letter A look like? (To the rocket, the roof of the house...)
The letter A from the fingers: the index and middle fingers of the right hand are lowered, the rest are clenched into a fist, and the index finger of the left hand forms a “belt”.
Letter games.
Task 16. Analysis of sound complexes: a cry in the forest: AU; baby crying: wow.
The adult asks the child to answer the following questions:
What is the first sound you hear? What is the second sound you hear?
After that, the adult invites the child to lay out a diagram of each of these sound complexes using red circles.
Laying out the words AU, UA from the letters of the split alphabet, reading, writing in block letters in a notebook (copying and writing from memory with preliminary sound analysis).
Natalia Lyubimova
Abstract of a lesson in teaching literacy. Vowel sound a. The letter a.
Subject: Vowel sound [a]. The letter a.
Target: Give the concept of oral and written speech, introduce the concepts « sound» And « letter» , learn to distinguish sound [a] from a series of vowels; develop auditory attention; introduce letter a.
Equipment:
mirrors, subject pictures, articulation profile sound, sticks for laying out letters, pencils, notebooks.
Lesson progress:
1. Organizational moment.
Show facial expressions:
Joy;
Anxiety;
2. The concept of oral and written speech.
Speech is oral when we speak and written when we write. When we speak, we pronounce sounds, we write letters. Letters are the icons for the record sounds.
3. What the sounds you sing? [a, o, u, s, e].
Those sounds that you sing are called vowels. The air passes freely, without encountering any obstacles.
What does the doctor ask you to say when he examines the throat? (a - a - a).
The speech therapist shows pictures from sounds"A".(pineapple, orange, stork, automatic, bus).
Selection sound [a] from the words pineapple, orange, stork, machine, bus.
Which sound heard at the beginning of a word?
Is there another word like this sound?
4. Articulation sound(the position of the lips, teeth, tongue when pronouncing this sound).
The mouth is wide open.
Lips are calm (not stressed or rounded).
The tip of the tongue is at the lower teeth, the tongue is flat.
The exhaled air does not encounter any barriers in the mouth.
5. Sound A - vowel, marked in red.
Selection sound A by ear, while if you hear sound And you need to clap your hands 1 time.
From a row vowels ya, ay, ai, uu, ia, ao, uia, iua.
- From words: alphabet, pineapple, angel, turkey, England, smart, vegetable, shoes, slippers, bow, bandage, riot, book
6. Didactic game (by pictures) "What's gone", "What changed".
Game for the development of attention, visual memory.
7. Didactic game "Think of a Name".
Come up with non-existent names starting with sound"A".
8. the sound is easy to sing.
a) a---a,---a,---a
c) a-a-a-a-a-a
e) a---a---a---a---a---a
Need to sing sound [a] making his way along the sound track.
9. Physical education.
Children recite the poem, repeating for "stork" all movements.
Stork, long-legged stork
Show me the way home.
Stomp with your right foot
Again, right foot.
Again with the left foot
After - with the right foot,
After - with the left foot,
That's when you come home.
Sun for charging
Raises us.
We raise our hands.
On command - one!
And above us fun
Leaves rustle
We lower our hands.
Two on command.
10. Introduction to letters A.
Here a letter like a hut.
It's not true, is the letter is good!
And though she looks simple,
And the alphabet begins.
Here are two pillars obliquely,
And between them is a belt.
You this you know the letter? A?
in front of you the letter a!
Show letters.
Finding letters in the box of letters.
What does it look like the letter a?
How many elements does letter?
reupload stick letters.
drawing letters in the air.
Printing letters.
11. Bottom line classes.
Correction-developing tasks.1. To teach the child to navigate in the "scheme of his own body" on himself and the person sitting opposite.
2. Teach the child to determine the direction of sound in space.
3. Learn to clearly pronounce the sound [A].
4. Learn to highlight the sound [A] in the stressed position at the beginning and at the end of the word.
5. To teach the analysis and synthesis of sound complexes AU, UA.
Task 1. An adult teaches a child to navigate in the "scheme of his own body": explains and shows where he has his right and left hands, right and left legs. Then he asks the child to show where he has his left ear, right eye, left eyebrow, etc. After that, he offers to answer in which hand (right or left) he holds the object given to him. When the baby learns to correctly navigate in the “scheme of his own body”, the adult teaches him to determine “right - left” on the person sitting next to the child, and then on the person sitting opposite.
Task 2. Didactic exercise "Where did the sound come from?" (development of auditory attention).
The child closes his eyes. The adult rings the bell, and the child must indicate with his hand where the sound comes from.
Task 3. Acquaintance with the sound [A].
The adult offers the child to listen to a series of words.
august, stork, address.
An adult shows the child in front of a mirror and explains the articulation of the sound [A]: when we pronounce the sound [A], then:
Sponges in a calm state;
The neck “works” (the child’s hand lies on his neck to control the work of the vocal cords).
The child correctly pronounces the sound [A] in front of the mirror, and then reproduces the articulation of the sound without a voice. An adult explains to the child that the sound [A] is a vowel (it can be sung, because the air does not meet an obstacle in its path), and shows the child a red circle to indicate this sound, as well as a sound symbol [A] - the girl rocks the doll and sings to her: AAA ...(see color insert).
Task 4. Phonetic exercises. The adult asks the child:
Show how the girl rocks the doll: aaaaaaaa ... (following the adult on a smooth long exhalation);
What does the doctor ask you to say when he examines the throat? - A-A-A ... (following the adult, abruptly);
Pronounce the sound [A] as many times as many times as the adult clap his hands on his own.
Task 5. An adult asks the child to name an extra word in a row (one that does not start with the sound [A]):
orange artist, soup, astronomer.
Task 6. Didactic exercise "Say the word and name the first sound in the word."
Stomp with your left foot
Again with the right foot
Again with the left foot
After - with the right foot,
After - with the left foot,
That's when you come home!
I. Tokmakova
(Children perform movements in accordance with the text.)
Task 15. Acquaintance with the letter A.
The letter A is tall and slender.
It is very similar to the arch.
V. Kovshikov
What else does the letter A look like? (To the rocket, the roof of the house...)
The letter A from the fingers: the index and middle fingers of the right hand are lowered down, the rest are clenched into a fist, and the index finger of the left hand forms a “belt”.
Letter games.
Task 16. Analysis of sound complexes: a cry in the forest: AU; baby crying: wow.
The adult asks the child to answer the following questions:
What is the first sound you hear?
What is the second sound you hear?
After that, the adult invites the child to lay out a diagram of each of these sound complexes using red circles.
Laying out the words AU, UA from the letters of the split alphabet, reading, writing in block letters in a notebook (copying and writing from memory with preliminary sound analysis).