Differentiation and I in sentences. Differentiation of vowels a-z. Topic: Differentiation of letters A – Z in words, phrases, sentences

Sections: Computer science , Primary School

Tasks: consolidate knowledge about vowels of rows 1 and 2; learn to differentiate vowels A-Z in syllables, words, sentences, texts; develop skills in sound analysis and synthesis, phonemic perception; develop attention, expand students' vocabulary.

Progress of the lesson:

1. Organizational moment. Psycho-gymnastics. Finger gymnastics.

A speech therapist performs psycho-gymnastics: rubbing the palms to activate the brain; wave-like movements of the hands - development of both hemispheres; circular movements on the palms - development of attention; massage of the top of the head – increases performance.

2. Formulation of the topic of the lesson.

Guests came to our lesson. Guess who it is: first I, then N, then O, then P, then L, then A, then N, then E, then T, then I, then N, then I, then N. absolutely right, this is Alien A and Alien Me. Why are they called extraterrestrials? What two parts does this word consist of? (another planet). Do you know our full address? (Galaxy, solar system, planet Earth, continent of Eurasia, Russia, Udmurtia, Mozhga). Why do our guests have one letter in their name? What command should be executed if Alien A speaks? (read firmly). What work needs to be done if Alien I speaks? (read softly). Formulate the topic of the lesson.

3. Development of phonemic awareness.

The aliens are very glad that they came to visit you and really want to greet you in their language. Let's say hello. Think about how Alien A, Alien Y will greet you (L. - M. - D., Z. - S. - B.). How will you read it? (A and I give a command to those who agree: read firmly and read softly).

4. Development of sound-letter analysis.

Aliens arrived from other planets. There are 9 discovered planets in the solar system. Decipher some of these planets (task on cards for each student).

MA + RA – A + C = ?

NER – R + PO – O + TUN = ?

Z + E + M + STRAP – MKA = ?

What planet do you think Alien A came from? Why? (the name of the planets must contain the letter A). What planet could Alien Me come from? Why? (the name of the planets must contain the letter I).

5. Interactive educational game - simulator (Appendix 1. You must first copy the application onto your computer, open the archive, and then launch the simulator.)

6. Differentiation A – Z in sentences and texts.

Each of you is offered a description of one of the planets. What do you need to do? (insert the missing letters), have you guessed which letters need to be inserted? (a or me). (cards are offered to students individually).

Card 1. Venus.

This planet is close in size to Earth. Atmospheres Venus reflects the light of the Sun. Like a huge mirror. Therefore this planets. It shines very brightly in the sky and can be seen with the naked eye. The surface of Venus is dotted with scattered stars and looks like a gloomy orange desert. The planet has, on, clouds, of, acid, sulfuric. Rains fall from them, which would burn all living things if they were there.

Card 2. Mars.

M.rs is visible to the naked eye. He looks like N. A bright orange-red star. This planets. very dusty. Its surface resembles orange dunes, dotted with thousands of stones. Powerful storms often sweep over M.rs., raising clouds of dust. They can last for weeks.

Card3. Saturn.

North turn is the second largest area of ​​the net. It is often called a ringed planet due to the powerful rings surrounding it. Ring They consist of particles ranging in size from small specks of dust to large ice blocks. S.turn – gas giant.nt.

Card 4. Uranium.

The level is accurate enough and visible to the naked eye, if you know exactly where. look. He changes his position among the stars and looks like a star himself, although... and does not flicker. This planets. has rings consisting of dust. There is a lot of helium in the upper layers of Ur's atmosphere, because of this planets. looks blue-green. U, there is, m.lenkoe, core, rocky, planet.

Did you notice anything strange in the texts? (not all sentences in the texts are written correctly). On the back of the cards there are tasks that you need to complete.

Card 1. Make and write down a sentence from words.

Card 2. Correct errors in the sentence and write it down.

Card 3. Title the text.

Card 4. Make a sentence from the words and write it down.

In texts, cross out the letter A, underline the letter Z.

7. Development of coherent speech.

You have learned enough about Aliens. They want to get to know you better, find out your hobbies and interests. Write a story about yourself. (children who find it difficult to write a story about themselves are offered a story plan.)

Story outline:

1. My name is________.
2. I am ______ years old.
3. I love __________ the most.
4. I don't really like __________.

8. Summary of the lesson. Ladder of success.

Target: teach children to distinguish vowels A-Z orally and in writing.

Tasks:

Correctional and developmental:

- consolidate children’s knowledge of vowel sounds and letters A-Z;

- introduce children to the comparative characteristics of sounds, the norms of their articulation;

- learn to identify sounds [A], [Y, A] in words, phrases and sentences, relate sounds to letters and symbols;

Educational:

- develop skills in sound-letter analysis and synthesis;

- form voluntary auditory and visual perception, attention and memory;

- develop vocabulary in expressive speech on the lexical topic: “Family”.

- develop the ability to compose phrases, consolidate knowledge of spelling norms;

Educational:

- develop self-control skills;

- improve the ability to evaluate the results of work on a task;

- cultivate a culture of behavior during front-line work and individual work;

Methods: productive and reproductive, partially exploratory, visual, problem posing, finding a solution, leading dialogue, control and self-control method.

Techniques: activation of attention, motivating technique, game

Equipment

Whiteboard, video projector, computer, multimedia presentation, workbooks, pencils, pens, individual cards.

DURING THE CLASSES

1. Organizational moment.

Hello guys! We got ready for class. They looked into each other's eyes and smiled.

And now the one who says his name will sit down

Guys, listen to the riddle

Everyone knows this word
Wouldn't change it for anything!
To the number “seven” I will add “I” -
What will happen?

2. Introductory conversation.

Guys, please tell me who can live in a family?(answers

How can you call mom and dad in one word?(parents)

Who is a girl to her parents?(daughter)

Who is the boy for dad and mom?(son)

How can a son and daughter affectionately call their parents?(mommy

What can dad and mom affectionately call their daughter? (daughter)

AND TODAY, OUR CLASS WILL BE HELPED BY THE GUESTS OF THE CARTOON FILM PROSTOKVASHINO.

Today in our lesson we will complete their assignments.

1 Clarification of the pronunciation of sounds [a], [i].

Write the last letter of the word family.

Working with individual didactic material.

Guys, what did we find out by comparing paired vowels using the table?

These vowels differ in spelling.

What did you find out when pronouncing the sound [a] and the sound [th, a]?

These vowels differ in spelling, but are similar in pronunciation.

Remember the formation of the letter “I”.

Today in the lesson we will learn to distinguish the letters A-Z.

2 MAIN PART

3 Development of phonemic analysis and synthesis. Game: “Say the opposite.”

Assignment from Sharik and Uncle Fedor

ma-mya-sa-va-vya-ka-kya-da-fa-fya

cha-ta la-la pya-pa zya-za ba-bya gya-ga

What do the consonants sound like before the vowel a? (Firmly)

What do consonants sound like before the vowel I? (Soft)

4 Development of spelling writing skills

Assignment from the Pope

Let's continue getting to know your family.

What are the names of your grandparents?

Who is a girl to grandparents?(granddaughter)

Who is the boy for the grandparents?(grandson)

Who is grandma to mom and dad?

Who is the grandfather for mom and dad?

5 Differentiated search for the letters “A” and “Z”.

And now a task from postman Pechkin. He brought a letter, and in it was a poem about his mother.

First, listen to the poem “Mother’s Hands”

Mom's hands

Ready for a hug at any moment.

Now in the poem, underline the letter “A” and cross out the letter “I”.

6 Physical exercise.

7.Development of syllabic analysis and synthesis

Reading syllables, words.

You guys love to play snowballs in winter.

Exercise "Snowball game"

Now we'll play in the snow. Find half the word. (Cards).

Gather at the board

Open your notebooks and write down the number.

Read the children's names, write them separated by commas and highlight the letters of the activity.

Give the names of your brothers and sisters.

8 Compiling phrases

Tasks from Galchonka. He has been learning to read for a long time and asks you to help him.

Find two words (cards) in each line

B r l r p d v l a s k o v a i d l d p m a m a z d

S p f k c s i l l n y l v p a p a

L o w m e r i n g p a c t i o n

J sh r n o b r a i d l n v b a b u sh k a j

Now let's read them. Write down the phrases in your notebook and underline the letters of the lesson and the consonants in front of them with a blue and green pencil.

Make up your own phrases about your relatives.

9 Working at the sentence level

Assignment from Pechkin

Fill in the missing letters A - Z.

- Write the second sentence in your notebook. Emphasize the vowels A and Z.

What do you think a family should be like?

10 task.

Pechkin brought us a message, but it is encrypted. Here's the code for you.

Family harmony is the most valuable thing

Guys, read what you got?

Why do you think they say this?

Lesson summary.

Today we completed all the tasks of our heroes

Tell me what tasks you did.

Pechkin sent us a parcel, and in it there is a gift for you.

APPLICATIONS

Match the picture with the letter, write captions for the pictures.

CARD 1

Mom's hands

Mom has warm hands like the sun,
They know how to caress so tenderly,
They will cure pain, relieve boredom,
Ready for a hug at any moment.
While playing, they will gently ruffle my hair,
They bake pies on weekend mornings,
And the legs tickle happily in the bed,
When I don't want to wake up myself.
Iron all dresses, shirts and trousers
And then they will find another job...
I stroke my mother’s tired hands, -
Let them rest at least a little.

CARD 2

Underline two words in each line.

B r l r p d v l a s k o v a i d l d p m a m a z d

S p f k c s i l l n y l v p a p a

L o w m e r i n g p a c t i o n

J sh r n o b r a i d l n v b a b u sh k a j

CARD 3

Fill in the missing letters A-Z

When children were once asked what seven is, their answer was: “Seven is a community of people in which happiness lives.” In this community there is no indifference, there is love, kindness and mutual help.

snowballs

ABOUT-

KOLYA

THAT-

VA-

MI-

PA-SHA

SA-

GO-

A-

MA- -NYA

TA-

CO-

Summary of a speech therapy session with OHP children in the second grade

Subject:

Vowel differentiation a-z

Target:

learn to differentiate the letters a-z; continue to learn to compare words by meaning and spelling; develop sound and syllabic analysis and synthesis; develop attention, memory, thinking.

Equipment:

Letters A-Z; ball, task cards, notebooks.

Progress of the lesson:

1 part. Organizational moment:

guess the word by action, identify the vowels:

Grunts, slurps - a pig

Fruiting, growing - apple

Jumping, growing - hare

What were the words? What is extra, why?

Part 2. Working on the material:

Complete the letters to make a word. (in the children’s notebooks the word hare, ball is written)

What letters did you add? What do we know about the letter I? In which word I - serves to soften the consonants?

In which word am I cunning?

Today, we will talk again about paired vowels a-z.

Listen to the syllables:

Ma, na, sa, ka, la, pa, ra, ta, fa, va

Me, nya, sya, kya, la, pya, rya, ta, fya, vya

Tell me what vowel do you hear?

What do the vowels you heard at the beginning and then sound like?

Which vowel affects the softening of consonants?

Compare the words MAL - MYAL, RAD - ROW, ZAVAL - WILLED, GARDEN - SIT - in meaning and spelling. What letters distinguish these words?

Development of phonemic awareness. (with a ball).

Listen, memorize and repeat the series of syllables.

Ta - cha - ta ma - me - ma bya - ba-bya

Ta-ta-t I me -ma - me ba -bya -ba

Ra-rya-ra-rya

Rya - ra - rya - ra

Working with cards

Read the words by inserting the missing letter a-z.

B….k, r…d, m….k, vr…h, s…d, m…h, v….z, t…z, m….so, k….sha, d……dya, gr….dy, sh….pa, vr….gi.

Checking the task.

Work in notebooks.

Write down the words, dividing them into syllables, underlining the letters a-z with pens of different colors.

Board, stamp, snake, belt, army, brothers, blot, stork, sluggish, earthly.

Reading text. (card).

Our Zoya is small. Natasha dug the hole herself. Masha took the ball. Borya was looking for berries. Lyuba crushed the clay. Allah, sit down and read the book yourself. Allah is small but smart.

Write down words with the letter –a – in one column; with the letter –я – in the second; with letters - a-z - in the third column.

Checking the task.

Lesson summary:

What letters did we learn to distinguish in writing?

What does the letter -i - give?

When is she cunning?

sent
Olga Ivanova
teacher speech therapist

The author is pleased, it’s not difficult for you - click “I LIKE”

Like

Goals:

Educational:

• consolidation of knowledge about speech units - the sounds [a], [i] and the letters “A”, “I” in a syllable, word, sentence, text.

Correctional and developmental:

• enrichment and activation of the vocabulary on the topic: “Family”;
• development of fine motor skills;
• development of functions of the visual modality (visual forms of attention, memory, thinking, perception).

Educational:

• creating a situation of success.

1. Organizational moment.

Hello guys! We got ready for class. They looked into each other's eyes and smiled.

Today we will travel across the tundra by helicopter and visit your closest relatives. Here is our route map - a journey map:

2. Introductory conversation.

Guys, please tell me who can live in a family? (children's answers)

How can you call mom and dad in one word? (parents)

Who is a girl to her parents? (daughter)

Who is the boy for dad and mom? (son)

How can a son and daughter affectionately call their parents? (mommy and daddy)

What can dad and mom affectionately call their daughter? (daughter)

What do parents affectionately call their son? (son)

Guys, everyone you named: mom, dad, daughter, son, grandmother, grandfather, brother and sister - these are the closest relatives - family. And we go on a journey...

Clarification of the pronunciation of sounds [a], [i].

First we need to get into the helicopter, and for this we must say our last name, first name and patronymic, and also introduce our parents. (The teacher completes the task first and listens to the children’s answers) Well done!

So, let's go! In order for our helicopter to take off into the sky, we need to remember how the sounds [a], [i] are pronounced.

Open your mouth wide;

Place your tongue quietly below;

Hold the tip of your tongue behind your lower teeth.

Let's sing a song: a!-a!-a!-a!-a!-a!-a!-a!-a!-a!-a!-a!

Combine two sounds [th] and [a].

Curl the back of your tongue steeply and forcefully, exhale sharply, and then [a].

3. Finger gymnastics.

So, we took to the sky. It's a long flight, let's take advantage of this and relax. A very interesting poem will help us with this. We put our hands on the elbow and prepared our fingers:

This finger is mommy
This finger is daddy
This finger is grandma
This finger is grandpa
I will be this finger
That's my whole family!

4. Differentiated writing of the letters “A” and “Z”.

Oh, what do I see... Fishing boats are visible in the distance. These are fishermen who have gathered to go fishing.

Let's help fishermen catch fish. To do this you need to finish the lines.

Let's continue getting to know your family.

What are the names of your grandparents?

Who is a girl to grandparents? (granddaughter)

Who is the boy for the grandparents? (grandson)

Who is grandma to mom and dad?

Who is the grandfather for mom and dad?

5. Differentiated search for the letters “A” and “Z”.

We fly up to the camp and visit the reindeer herders.

You have uncles and aunts who are engaged in reindeer herding. What are their names? They can't wait to see what you've learned at school, too.

First, listen to the poem “Mother’s Hands” by Olga Aivasedo:

Your hands are like a life map
You can read your destiny from them,
They have calluses, scars and wounds -
I will bring them to my lips.
Sometimes they are rough, chilly,
You store your goodness in them.
But there is nothing more tender and pleasant,
Than mother's hands are warm.
Comb your daughter's hair,
You will braid it beautifully,
Quickly throw some wood into the stove
And you will sing a tender song.
It's okay, they all know how to:
Iron, wash and sew,
And they will dispel illness and pain,
They will teach you to love life with your heart.

Now in the poem, underline the letter “A” and cross out the letter “I”.

6. Reading syllables.

You can see a tower below, is this where oil is extracted? What are the names of the people who do this business? That's right, we flew to visit the oil workers.

To meet them, we need to land successfully. The landing strip consists of syllables. Let's read them. Our helicopter will help us with this. (The teacher draws the children’s attention to the correct pronunciation of consonant sounds - softness and hardness when pronouncing consonant sounds.)

BA VA GA YES JA BEHIND CA LA MA ON PA RA SA TA F HA target audience CHA SHA

AB AB AG HELL AJ AZ AK AL AM AN AP AR AC AT AF OH AC AC AS

BY VYa GY DY JY ZY KY LA MY AE PY RY SY TY FY HY CY CHY SHYA

I WOULD I'M IN YAG I YAZH YAZ YAK YAL YAM YANG YAP YAR I'M WITH Yat YaF I YAC YACH JAS

Happy landing, guys! Let's meet who works here:

7. Repetition and generalization of material.

It's time to go back. Let's remember all our stops and those we talked about today.

Reading and writing the letters “A” and “Z”.

Familiar words are written on the cards. Substitute the letter “A” or “Z” where necessary:

berries

IN

mushrooms

tundra

a lot of

And

a lot of

IN

fish.

Pur

river

Working on the text.

Game “Who is with whom”. The pictures show relatives. They live very friendly, and everyone helps each other. Look carefully at the drawings.

1. Who is shown in the picture?
2. What are they doing?
3. Which one is older and which one is younger?

8. Lesson summary.

Well done, our helicopter landed in our home village of Samburg.

We did a very good job today.

What tasks did we complete?

Emotional self-esteem.

Analyze and choose which grade suits you best, and stick it in your notebook.

9. Homework.

Task on cards.

Emphasize who is older.

Grandfather or grandson

Dad or son

Grandpa or dad

Grandmother or granddaughter

Mom or daughter

Grandma or mom

Emphasize who is younger.

Grandson or grandfather

Dad or son

Dad or grandpa

Granddaughter or grandmother

Mom or daughter

Mom or grandma

Literature:

1. Baranova E.E., Razumovskaya O.K. How to teach your child to read. M., “Literacy”, 2004.
2. Purovskie Placers. 2002
3. Epifanova O.V. Speech therapy. Volgograd, 2004

for correcting students' speech

“Differentiation of vowels a – z

in words, sentences"

teacher speech therapist

RGOU "Alatyr Special

(correctional) general education

boarding school"

Chuvashia, Alatyr,

st. Dorozhnaya no. 17

house. phone: 2-85-30

Subject: Vowel differentiation and I in syllables, words, sentences (grade 4)

Goals: 1. Strengthen children's knowledge about the sound composition of vowels and I; continue to learn to distinguish and I in syllables, words, sentences orally and in writing.

2. Expand students' active vocabulary, attention, and logical thinking.

3. Develop interest in learning by captivating students with game tasks and

situations.

Equipment: individual mirrors, workbooks, blackboards and magnetic boards, object pictures, tablets with inscriptions of game tasks, speech material (riddles, proverbs, texts).

Lesson plan:

I. Org moment.

II. Speech exercises.

Repetition of the covered topic.

III. Reinforcing the topic: “Distinguish and I».

Completing oral and written assignments and exercises.

IV. Physical pause.

Charging for fingers and hands.

V. Summing up the lesson.

Lesson summary:

I.- Hello guys! Now the one who correctly guesses the riddle will be the first to take his workplace. For the correct answer, I will also show a picture of the object mentioned in the riddle.

Listen carefully.

Puzzles:

1) It may break,

It might get cooked.

If you want, into the bird

It may turn.

(egg)

2) He is always at work, as we say,

and rests when we are silent.

3) She is like a snake

flashes in the grass,

wags his tail.

The tail will break off -

the other one will make money.

(lizard)

4) Just a fist,

red barrel.

You touch it with your finger - it’s smooth,

and when you take a bite, it’s sweet.

II.- Well done boys! All the riddles were guessed correctly. These are the objects that were discussed in the riddles (object pictures depicting an egg, tongue, lizard, apple are hung on a magnetic board).

Now look at these pictures, once again remember the words that name them, and tell me which vowel was repeated in all the words - guesses?

That's right, vowel - I - .

What vowel do we mark it with?

That's right guys, we differentiate and I. This is the first pair of vowels of the first and second rows that we will distinguish. (Refer to the table of vowels of the first and second row):

Guys, name the vowels of the first row and second row. And now, together with me, let’s say it frankly about the vowels of the second row.

Purely speaking:

I - I - I, I - I - I

I can do everything.

e-e-e, e-e-e

Ironing clothes with my grandmother.

yu – yu – yu, yu – yu – yu

I sew dolls together with my mother.

yu – yu – yu, yu – yu – yu

I sing songs with my dad.

e-e-e, e-e-e

I help the whole family.

III.– Today in class we will learn to distinguish vowels and I, completing oral and written tasks. Now let’s open our workbooks and write down the topic of the lesson: “Distinguish and I ».

(The title of the topic is posted on the board: “Today in class”).

Before we start completing the tasks, let's remember together how vowels differ from each other and I. This sign will help you with this (the table is hung on a magnetic board):

How many sounds are in a vowel - A - ?(one (a); two (th, a))

How to pronounce and hear a consonant before a vowel - A -?, - before a vowel - I -? (hard, soft).

Okay guys. Now let's repeat the rule that will help us not make mistakes in writing vowels and I in syllables, words, i.e. in writing.

(The rule is posted on the sign on the “Today in class” board:

If the consonant is heard firmly, then we write – a -, if it is soft, then we write – i -.

vowels and I students substitute the rule themselves, and then the rule is read out in chorus).

1.) – So, all the rules about distinguishing vowels and I we repeated, now we can move on to the practical part of our lesson today.

But before completing written assignments, let’s do a little warm-up, a game

" Vice versa". I explain the rules of this game - warm-up: I throw a ball to one of you and name a syllable with a hard consonant, and you must name a syllable with a soft consonant and throw the ball back to me.

For example: ma - me.

(teacher - speech therapist plays with children).

Tell me, what vowel did the syllables I named have? (with a vowel - A -). Why do you think so? (because the consonants were heard firmly).

What vowel did the syllables you named have? Why? ( - I -, softly).

2.) Game "Finish the word"

Guys, I'm in trouble. Syllables have dropped out of the words that I have prepared for you. And now these words need to be collected from words again. I have preserved the first syllable in the words, but we must choose the second syllable from those that were mixed up. These are the syllables that fell out of the words and got mixed up: (plates with syllables are attached to a magnetic board: la, na, nya, yes, rya).

Well guys, do you agree to help me? So, I name the first syllable, and you select the second from the data to make a word. After which we will write this word in a notebook and underline the vowels and I.

Words: Shaft I, Ol I, I n A, b A n I, n I n I, water A, trouble A, R A n A, pp A n A, pestilence I, s A R I.

IV. – Let's do some exercises, guys, so that our body, our arms and legs can rest a little. Together with me, perform the following movements to the words:

One - two, one - two! ( Torso bends).

Heels flashed. (Running in place).

How wonderful it is to be barefoot (Running on your toes and heels).

Run while exercising!

All the kids can do it (Appropriate movement).

Stand on your heels from your toes,

Breathe and stretch (Hands up and stretch).

Sit down and straighten up.

Like this, like this.

Sit down and straighten up. (Relevant movement).

And now exercise for the fingers.

1) “Say hello with your thumb.”

2) “Tom Thumb, where have you been?”

3) “It turned out to be a fist.”

4) Circular movements with the hands.

3.) - Guys, you coped very well with the previous task and correctly composed words from the given words. And that's why I think the next one game task "Birthday" you will definitely decide.

Yes, yes, exactly the task, I didn’t make a reservation. You think you only solve problems in mathematics. No, not only….

Now you have to decide who was invited to visit and what gifts did they bring? Listen carefully.

I. task.

Three girls: Masha, Olya, Katya (name plates are hung on a magnetic board) decided to celebrate their birthdays and invite their friends to visit. The names of these friends are on these cards. (cards with names are laid out on the table of the teacher-speech therapist). You and I need to find out which of them went to Masha, which went to Olya, which went to Katya.

But to answer this question, you need to know the conditions of the problem, right?! And the condition is as follows: Guests came to Masha, whose names only have a vowel -A -; to Olya - only - I -; to Katya –i – a -; and I -.

(On the magnetic board, under the plates with the names of the three girls, there are signs with vowels, which were mentioned in the task conditions).

So, we choose guests...

(three students come to the table with cards and make a selection, after which they read out the names of the guests, and we check everything together).

And now in the notebooks we form three columns and sign the vowels: - A - ; - I -; and I. I read out the names you selected, and you write them in columns.

What letter will we write these words with? Why? (First and last names of people are written with a capital letter).

(Teacher - speech therapist dictates, children write)

But that is not all. They go on a visit, and even on a birthday, of course, with a gift. And here is the next question of the same problem: what did they give Masha, Olya and Katya? The condition remains the same, only you name the words yourself based on the subject pictures. (The same work is being done as during the first task).

Name cards:- Zo I, Kseni I, I cove, I Kim, Ol I, Col I, Fed I, Linen I.

- I grew up A V, I engine A, N A T A Lya, D A ry I, I n A, I grew up A V A, IN A l I, IN A With I, A n I.

Mish A, Mil A, Ning A, L A R A, Rum A, WITH A w A, Seryozh A.

Subject pictures:- m I h, I blocko, lily I.

Rose A, V A h A, dolls A.

Pl A t I, I year A, count I sk A.

4.) Game "Pick up the word in the sentence"

Guys, you and I distinguish between vowels and I, because by making a mistake, we can change the meaning of the entire word, and therefore violate the meaning of the whole sentence. Now we will add the missing word to the sentence. (One out of two). These words are special. You can say brothers are twins and differ from each other in only one vowel, so in order to correctly put the word in a sentence, you need to understand the meaning of this word.

So, I offer you two words and two sentences, after which we together find out the meaning of these words, read the sentences and think which word fits which sentence. Then we write down the finished sentences in a notebook and emphasize the vowels that distinguish the words from each other - twins.

Words: Sentences:

Our Roma……. .

m A l - m I l

Valya.... clay.

Kolya ….. .

R A dr I d

He hit the first….. .

At home..... .

With A d - s I yeah

Alla, ..... on the chair.

(words with sentences are written on tablets and hung one by one on a magnetic board).

V.- Guys, what vowels did we distinguish in syllables, words, sentences today?

What rule have we learned and remembered so as not to make mistakes in writing these vowels in words? Let's repeat it together again.

Well done guys, you worked well today. This concludes our lesson.