FORMING THE ABILITY TO FIND AND IMPLEMENT A Stressed SYLLABLE IN A WORD

In Russian stressed syllable distinguished by several phonetic means at the same time: force, manifested in loudness, greater length, or duration; finally, timbre - the special quality of the sounds that make up a syllable. The stressed syllable is pronounced with greater force, hence the technique of quickly and repeatedly pronouncing a word with shouting of the stressed syllable. G.P. Firsov describes this technique, usually practiced in primary school: “Pronounce a word several times at a fast pace, then shout it out - and then the stressed syllable should become sharply visible: car, car, car (Firsov G.P. How I teach literary pronunciation in phonetics lessons). Is greater power retained in a stressed word if the word is pronounced not loudly, but quietly, even in a whisper? Yes, and when pronounced in a whisper, the stressed syllable will be perceived as the most powerful due to the specific timbre of the sounds of the stressed syllable.

Isolating a stressed syllable with a longer length is the basis for the technique of extending a stressed syllable in a word. The word is pronounced slowly, in a sing-song manner, the stressed syllable stretches out: chaaayka, beeely, lyubiiit. In school practice, this technique is most popular and is used in lessons in the form of completing the task “Call the Word!” This experience is not reliable enough early stages formation at junior schoolchildren ability to identify a stressed syllable: finding a stressed syllable using the stretching method, children begin to draw out all the syllables in a word, either losing the stressed syllable or choosing it by chance. It is more appropriate to use prolonged pronunciation of a stressed syllable at the stages when the student has more or less developed the ability to isolate a stressed syllable. It is important to combine the technique of drawing out a stressed syllable with the technique artificial change places of stress in the word: pencil, pencil, pencil. The use of this technique contains great reserves for improving students’ skills. primary classes. Words are selected for exercises different parts speech: nouns, adjectives, verbs, adverbs. It is effective to include proper names in exercises: first and last names of students, well-known geographical names: Dima, Pirogov, Neva, Murmansk.

Tasks for working with such words (written on the board) can be as follows:

Read the words as required by the accent mark.

What word is funny, funny, unusual?

Which word is familiar, habitual?

In which word does the stressed syllable stretch out most easily?

Thus, in the search for a stressed syllable, both techniques are combined: the technique of prolonged pronunciation of the stressed syllable and the technique of artificially changing the place of stress in the word.

In the practice of primary school teachers, in addition to those mentioned, there are other methods of highlighting a stressed syllable: beating, tapping, and also clapping either only the stressed syllable in a word, or all syllables with emphasized stress.

Independent determination of stress in a word, independent placement of an accent mark in it involves the student performing a number of actions (operations) that make up the algorithm for determining the stressed syllable in a word:

1. I pronounce the word, highlighting the stressed syllable.
2. I call the stressed syllable.
3. I place an accent mark above the vowel of the stressed syllable.

Let me give an example of reasoning: “Pilot - stressed syllable - lot, I place the stress mark above the vowel letter o; hedgehog – stressed syllable – e, we don’t put an accent mark, this letter is under stress.”

This article covers the topic "Stressed syllable stressed syllable".

Loud rule (We pronounce the word quickly THREE times, and on the FOURTH we shout out the stressed syllable in it).

screen - screen - screen - sh AND rma

stress - stress - strike E tion

Form an interrogative sentence using the word you need.

Where ol E neither?

Where ABOUT la?

Syllable is one sound or several sounds,
pronounced with one exhalation push of air:
go-ra, ma-shi-na.

Rules for dividing words into syllables in Russian

1. In the Russian language there are sounds of different audibility: vowel sounds are more sonorous compared to consonant sounds.

• There are so many syllables in a word how many vowel sounds. Vowel sounds form syllables and are syllabic.
• Consonant sounds are non-syllabic. When pronouncing a word, consonant sounds are “attached” to vowels, forming a syllable together with the vowels.

2. A syllable can consist of one sound (in which case it must be a vowel) or several sounds (in this case, in addition to the vowel, the syllable contains a consonant or a group of consonants) : defense-defense; line-line;If a syllable consists of two or more sounds, then it must begin with a consonant.

3. Syllables can be open or closed.

• Open syllable ends with vowel:yes, wall.
• Closed syllable ends with a consonant: juice.
• In the middle of a word, a syllable usually ends in vowel sound, and a consonant or group of consonants coming after a vowel usually goes to the following syllable: but-ski, di-kta-tor.
• In the middle of a word closed syllables can only form unpaired voiced consonants [th], [p], [p’], [l], [l’], [m], [m’], [n], [n’] (sonorant): May-ka, San-ka, sim-ka.

4. Sometimes a word can have two consonants written but only one sound, for example: get rid of [izh:yt’]. Therefore in in this case two syllables stand out: and-live. Division into parts out-live corresponds to the rules of word hyphenation, and not division into syllables. The same can be seen in the example of the verb leave , in which the combination of consonants zzh sounds like one sound [zh:]; therefore the division into syllables will be - leave, and dividing a word to hyphenate is leave.

Attention!

• Division twisting, pressing is a division into parts for hyphenation, and not a division into syllables, since in such forms the combination of letters huh, huh sounds like one sound [ts].
• When dividing into syllables, combinations of letters huh, huh go entirely to the next syllable: hover, press.

5. When combining several consonants in the middle of a word:

• two identical consonants necessarily go to the next syllable: o-leak, yes;
• two or more consonants usually go to the next syllable: sha-pka, equal.Exception make up combinations of consonants in which the first is an unpaired voiced (sonorant): letters r, r, l, l, m, m, n, n, th:mark-ka, dawn-ka, bul-ka, insole-ka, dam-ka, ban-ka, ban-ka, bark-ka

Talking books
(the computer shows an icon of the syllable and pronounces it out loud)

Educationchildren reading syllabically online:

• Talking books (the computer shows an icon of the syllable and can say it out loud)
• Online game Put the syllables in their places
• Game to strengthen reading skills Guess the word
• A game to develop a child’s figurative memory Extra warehouses
• Online game Word in the Matrix
• Game - training Guess the pictogram
• Online game Memorizing pictograms - warehouses

About teaching literacy

The subject of study in reading lessons is the word as a unit of language that combines sound and meaning . Extensive experience in practical work shows that the sequence of learning basic concepts, such as “syllable,” is important for children. This sequence of study will help children avoid confusing concepts and terms such as “word” and “syllable,” which occurs quite often, and will also allow children to establish the relationship and interdependence between the listed concepts.

Lessons on teaching literacy must be carried out in line with the general speech development of the child. The content of classes should reflect such linguistic features as polysemy of words, related words, synonymy and antonymy, rhythm and rhyme, intonation, etc.

When planning lessons, it is necessary to make close connections between different types of lessons . For example: in a lesson on the formation of the sound side of speech, the articulation of the sound C is clarified, words with this sound are pronounced, children are introduced to the letter C, in lessons on the formation of lexical and grammatical means of language and the development of coherent oral speech children enrich vocabulary using words within a lexical topic containing a given sound, they comprehend the processes of word formation and inflection, and in reading classes they carry out a sound analysis of these words.

In literacy classes, it is necessary to use certain exercises to prevent dyslexia and digraphia. . It should not be forgotten that children with oral speech disorders may have difficulty mastering reading and writing.

Our approach to the issue of teaching reading is based on the methodology of literacy formation, but at the same time it requires clarification of some positions.

The most typical problems in children are:

• slow reading pace;
• exclusion of consonant sounds (letters) in combinations;
• impaired reading comprehension;
• regular spelling errors.
• distortion of the syllabic structure of a word;
• merging two or more words into one word;
• replacing letters when writing;
• difficulties combining sounds into syllables and words;
• letter-by-letter reading;
• mutual substitutions of phonetically or articulatory-close consonant sounds (whistling - hissing, soft - hard, voiced - deaf);

From the above, the enormous role of teaching reading in preschool age in preventing dyslexia and dysgraphia when a child learns written language is noticeable.

Children with speech impairments need effective aids to successfully learn to read and write. . Such main means, in our opinion, are visual symbols of vowels and consonants (T.A. Tkachenko, 2000) and traditional sound patterns of words made from colored squares. Unlike letters, symbols are associated by preschoolers with sounds native language. They give a multidimensional view - a combination of visual, auditory, kinesthetic, and muscle sensations in the process of working on sounds. Word schemes help organize the reading process, carrying it out in a lightweight, entertaining, and playful way.

The article was devoted to the topic "Stressed syllable stressed syllable".

Short-term planning

Topic: How to find a stressed syllable? Emphasis on stressed syllables when pronouncing a word. Writing the element “long straight line with a curve at the bottom”

LESSON 1.Greeting

Date: 09.19.16

Full name teacher: Ovcharenko T.A

Number of people present:

Number of absentees:

Learning objectives to be achieved in this lesson

Skill development:

1.1.1.1 Understand what speech, text, sentence, word are.

1.2.5.1 Formulate questions about illustrations/text (with the help of a teacher), answer

questions about the content of what you read.

1.3.3.1 Make a picture plan, an outline of the text and a title (with the help of the teacher).

1.1 Understanding the basic units of speech (text, sentence, word).

2.1 Use of types of reading.

2.5 Formulation of questions and answers.

3.3 Drawing up a text plan.

Lesson Objectives

Language goal

All students will be able to:

Answer the teacher's questions about illustration.

Control your actions when dividing words into syllables and determining the stressed syllable. Identify stressed syllables in words by ear. Distinguish between the concepts of “stressed” and “unstressed” syllables.

Most students will be able to:

Compose sentences according to the scheme with appropriate intonation.

Classify words into groups.

Indicate the stressed syllable on the word diagram with a conventional sign.

Answer the final questions of the lesson.

Evaluate your work in class.

Formulate a question based on the content of the text.

Compose stories based on illustrations and life experiences.

Name ways to highlight a stressed syllable in a word (“call” a word, “ask” a word).

Trilingualism: tertsh, order, order. Basic terms and phrases:

Oral and written speech, sentence, word, syllable, stress. Language used for dialogue/writing in class:

Questions for discussion:

What can your things say about you?

How do you help your mom?

Prior knowledge

Posture when writing, oral and written speech, sentences, punctuation marks in a sentence, sentence diagram, word, syllables, stress.

Planned time

Planned activities

Start of the lesson.

Middle of the lesson.

End of lesson

Creating a positive emotional mood.

Autotraining. To get into the mood for work, the teacher asks the children to say

the following suggestions:

“I’m at school in class, now I’ll start studying.

I'm happy about this.

My attention is growing.

As a scout, I will notice everything.

My memory is strong.

The head thinks clearly.

I want to study.

I'm ready to go.

Working!"

Updating life experience. Goal setting. (D) Differentiated work.

For non-reading children: distribute object pictures into groups.

Reading children read a riddle, group 2 shows a card with a word, group 1 shows a picture. Students explain which group they placed the word in.

Groups of words: clothes, dishes, shoes (5 words per group).

How to call all these items in one word? (things a person needs)

Why do people need these items?

Can these objects tell us about the owner?

Working on a new topic.

The teacher reads an excerpt from K. Chukovsky’s work “Fedorino’s Grief.”

What speech was made just now?

Ask a question about the fairy tale. (What is the fairy tale about? What happened to Fedora?)

What language do we use when telling a fairy tale?

Work according to the textbook.

Task No. 1. Students help Fedora call the dishes. Fedora walks through the forest and calls for her dishes. Why?

Call the dishes too. Selection of schemes for words.

Which diagram goes with this word?

What does mom do at home, taking care of the dishes? How do you help your mother? (G)

Differentiated work. "Visiting Grandma Fedora."

group: Name what kind of dishes Fedora has a lot of in the kitchen. (Fedora has a lot of blue cups, red sugar bowls, etc.)

group: Tell us which pieces of dishes ran away from Fedora and which parts they were left without. (A teapot ran away from Fedora. A teapot without a spout.)

Group: Count how many dishes were returned. Name them. (Five yellow plates returned.) Trilingual: tertsh, order, order.

The hare sees a red delicious carrot.

Dynamic warm-up

Jumping and jumping in the woods

Hares - gray balls

Hands near the chest, like the paws of hares; jumping.

Jump - hop, jump - hop -

The little bunny stood on a stump

Jumping forward - backward

He lined everyone up in order and began showing them exercises.

Once! Everyone walks in place.

Two! They wave their hands together.

Three! They sat down and stood up together.

Everyone scratched behind the ear.

We reached four.

Five! They bent over and bent over.

Six! Everyone lined up again

They walked like a squad.

Work in copybook.

Task No. 1. Exercise “Helpers”. Coloring and writing elements.

Task No. 2. Prescribing the element “straight line with a curve at the bottom to the right.”

Work according to the textbook.

(K, D) Task No. 3. Multi-level tasks.

group - swaps syllables, forming new words (boar - bank.) Makes diagrams, determines stressed and unstressed syllables.

group - swaps syllables (reed - mouse, pine - pump) and composes sentences with these words.

(P) Task No. 5. Development of attention, observation, thinking. The teacher asks each student to put things in order in the picture and explain why he did so. Drawing up proposals according to the scheme.

Finger gymnastics. "Assistant". Our Antoshka washes the dishes. (Rub your palms together) Wash the fork, cup, spoon.

(Extend your fingers from your fist, starting with the little finger) Wash the saucer and glass. And he closed the tap tighter. (Imitating hand movement)

Our fingers pressed tightly together. What's happened? Interesting? Apparently they felt cold. We will cover them with a blanket. (Children clench their left hand into a fist, and grab it with their right hand and squeeze it tightly. Then they change hands. Then they lower their hands and shake them slightly. Repeat the exercise several times.)

Work in copybook.

Task No. 3. Coloring “Where is whose cup?”

Children are offered a sample. Need to be painted appropriately

On the open lines you can write down the elements to be studied or draw up and write down a plan diagram for the text “Helpers” (read by the teacher or compiled by the children).

Lesson summary. Reflection.

We studied today... We did a good job on... The first group did a good job on... The second group did it right... The third group worked on... We want to learn about..

Object pictures, cards with words, cards with riddles.

An excerpt from K. Chukovsky’s book “Fedorino’s Grief” or an excerpt from a cartoon

Cards for group work

Additional information

Differentiation

How do you plan to support students?

How do you plan to encourage bright students?

Assessment

How do you plan to see the acquired knowledge of students?

Interdisciplinary connections compliance with SanPiP

ICT competence

Connections to values

Work in groups. Multi-level tasks.

Observing the work of students in a group, their independent work. Ask questions throughout the lesson. Looking through students' work in notebooks (assignments). Asking questions while watching a cartoon. Analyzing the results of student reflection. (Steps of success).

mathematics

cognition

self-knowledge

Kazakh language

English language

Reflection

Use the space below to summarize the lesson

Answer the most pressing questions about the lesson from the block on the left

Were the learning objectives realistic?

What students learned today

What was the purpose of the training?

Did the planned differentiation work well?

Was the training time maintained?

What changes from this plan did I implement and why?

Final grade

Which two aspects of learning went very well in terms of teaching and learning?

What two things could improve the lesson in terms of teaching and learning?

What did you learn about students as a whole or individuals?

The program sets the task of developing the ability to divide a word into syllables. What syllable feature do students rely on in order to correctly divide a word into syllables? There are as many syllables in a word as there are vowels. Isolating a stressed syllable in a word is a significant difficulty for first grade students and requires systematic exercise. The ability to isolate a stressed syllable in a word is associated with the development of analyzing thinking activity, is formed slowly and requires systematic exercise. 1. The teacher pronounces the word and invites students to find out how many syllables are in the word, which are stressed. 3. Copy only words with stress on the first syllable (selective copying).

Subject. Dividing words into syllables. The concept of stress.

Video: Placing stress in words

Everyone is in a good mood. Let's smile at each other. May today's lesson bring us all the joy of communication. Today in class, guys, you will find many interesting tasks, new discoveries, and your helpers will be: attention, resourcefulness, and ingenuity.

SYLLABLE in Ushakov's Explanatory Dictionary of the Russian Language: syllable, plural. syllables, syllables, m. 1. A sound or combination of sounds in a word, pronounced with one exhalation (linguistic). DAY in the Dictionary of Economic Terms: SETTLEMENT - see SETTLEMENT DAY. SHOCK DAY - see

Today our lesson will be unusual. Let's look at our pictures, words and diagrams again. Remember, we said that these two words are very similar, but they mean completely different objects. Guys, what do you think is the name of the syllable that we highlight with our voice when pronouncing? He's glad we visited and hopes you all learn how to use it properly.

Divide the word “mother” into syllables. Which syllable do you pronounce with more force: the first or the second? You need to guess the word. And then the kids took their favorite toys: Luka - the one in whose name the emphasis falls on the first syllable (ball, doll, cubes...

Therefore, ALWAYS speak to your child correctly, pronouncing all words clearly and slowly. And, of course, be sure to talk to the baby, even to the point of commenting on your own actions. Why not use this feature to teach accent placement? Write words on cards and ask your child to color in the accent letter. By the way, this activity also trains reading skills. Exercises on the correct placement of accents should also be in the nature of a game, otherwise the baby will get bored. Pronounce words with the wrong accent so that your baby can correct you. Teaching a child to put correct stress in words is not an easy task, but achievable.

- regulatory: pronounce the sequence of actions when drawing up a syllable diagram;

- educational: navigate the textbook, find answers to the teacher’s questions in illustrations, draw conclusions;

- communicative: the ability to listen and understand speech, the ability to prove one’s point of view;

- personal: awareness of the role of stress in people’s speech and life.

Tasks:

To develop the skill of stress placement methods;

Develop the ability to determine the place of stress in a word based on its semantic meaning;

Develop logical thinking and speech;

Cultivate respect among students for each other.

Predicted result: students should know about the role of stress and its connection with the semantic meaning of the word and be able to determine the stress in a word using methods, indicate the stress on the diagram.

Equipment: textbook “Primer”, author R.N. Buneev, E.V. Buneeva, O.V. Pronina, publishing house BALASS 2012; notebook for printing - O.V. Pronina, E.P. Lebedeva, O.Yu. Maltseva publishing house BALASS 2007, interactive board, presentation - 11 slides.

Lesson type: learning new material.

Lesson progress

I. Organizing the class for work.

Self-control. Availability of educational supplies for the lesson.

II. Updating knowledge. Slide 2

What does the first diagram mean? (We pronounce and hear sounds.)

What does the second diagram mean? (We write, read and see letters.)

What sounds are called vowels?

How many vowel sounds?

- Slide 3 We see letters that represent vowel sounds. Let's say them in chorus.

What is the role of vowel sounds in words? (Form a syllable, small words.)

Do you guys like fairy tales? I suggest you listen to the beginning of the fairy tale “The Wind and the Sun” by K. Ushinsky, and you should listen carefully and come up with your own continuation.

The teacher reads the text deliberately distorting the words and placing the emphasis incorrectly.

Wind and Sun.

(Preliminarily change all accents in words)

One day the Sun and the angry North Wind started a dispute about which of them was stronger. They argued for a long time and finally decided to measure their strength against the traveler, who at that very time was riding on horseback along the high road.

Look, said the Wind, how I will fly at him: I will instantly tear off his cloak.

He said, and began to blow as hard as he could. But the more the Wind tried, the tighter the traveler wrapped himself in his cloak. The wind became angry, fierce, and showered the poor traveler with rain and snow; Cursing the Wind, the traveler put his cloak on his sleeves and tied his belts. Here the Wind himself became convinced that he could not pull off his cloak... (The teacher does not read the next part of the fairy tale.)

The sun, seeing the powerlessness of its rival, smiled, looked out from behind the clouds, warmed and dried the earth, and at the same time the poor half-frozen traveler. He felt the warmth of the sun's rays, he perked up, blessed the Sun, took off his cloak, rolled it up and tied it to the saddle.

You see,” the meek Sun then said to the angry Wind, “you can do much more with affection and kindness than with anger.”

Who's ready to continue?

Was everything clear to you?

Why didn't you understand the meaning of the text?

Why do you think the words sounded like that?

III. Statement of the problem.

1.- What will we learn in class today? Slide 4

What will we work on, what will we observe? (Statements, versions of children.)

2. Announcing the topic and problem of the lesson.

IV. Finding a solution

1. . Charging for fingers. “Fingers friendly family”

(The hands are connected in a lock, we raise and lower the fingers)

The fingers are a friendly family.
They can't live without each other.
(We connect the fingers of the same name)
This is the big one, and this is the medium one,
Nameless and last -
Our little finger is a baby.
You forgot your index finger.
(Clap our hands)
So that the fingers live together
We will connect them and perform the movements.
(Show corresponding movements)
We will show the horns of a goat and even the antlers of a deer,
And let's not forget about the bunny,
We will use our ears to guide you.
(Clap our hands)
To speak clearly, you need to be good with your fingers.

2. Work in notebooks for printing. Page 3

3. Working with pairs of words CIRCLE AND, KR U LCD Slide 5(as the work progresses, the slides are supplemented with word diagrams and the “Accent” sign)

Three mugs, and three mugs.

We make diagrams of words on the board and in notebooks for printing. (KR U LCD, CIRCLE AND)

How many vowels?

Shall we use what color?

How many syllables? Name the first syllable, the second.

Similar work with the second word.

Comparison and analysis of circuits.

How are these schemes similar? (Same vowels, same number of syllables.)

How are they different? (Denote different words.)

Let's pronounce the words and observe the vowels.

KRU-U-ZHKI MUGS-I

In order to indicate on the diagram a vowel that is pronounced longer with greater force, they came up with the sign (/) stress.

4. Activation of cognitive activity. (Entertaining stuff.)

And now about the accent
Let's write a poem...
Stressed syllable, stressed syllable...
It is not called that for nothing.
Hey, invisible hammer, (card with a picture of a hammer)
Tag him with a punch. (Show hammers on slide.)
And the hammer knocks, knocks,
And my speech sounds clear.
Watch the behavior of the hammer.
Always keep it in your hands!

5. Phys. just a minute.

Hey, well done blacksmith!
The stallion became unchained.
You shoe him again.
- Why not shoe it?
Here's a nail, here's a horseshoe,
One, two and ready.
Knock, knock, knock, knock./ repeat 4 times
Knock!

V. Methods of placing stress.

There are languages ​​where the stress always falls on the last syllable - French, in Polish the stress always falls on the penultimate syllable, and in Russian the stress can fall on any syllable.

How to determine a stressed syllable?

1) Secret “Moving”

Pronounce the word with different stress options and listen to when the word sounds in Russian.

(Observation of the “Moving” method using the example of the word DRUM)

2) Secret “Petition”

To quickly identify a stressed syllable, you don’t have to shout, but you can ask this object for something or call it.

3) Secret “Shouting” The word is pronounced quickly 3 times, and on the 4th we shout out the stressed syllable.

Conclusion: - What methods of determining stress have you learned?

VI. Checking the operation of stress placement methods. Working with pairs of words.

Observing the change in the meaning of a word using the “Moving”, “Screaming”, “Pleading” method.

1. ZAM hangs on the door ABOUT TO, Slide 7-8

And if the hammer hits, it will turn out wrong A IOC

2.I am a herbaceous plant with a lilac flower, Slide 9

But change the emphasis, and I turn into candy. ( AND RIS, IR AND WITH)

3.We are a stand for sawyers, Slide 10

But try giving us a different emphasis.

Be careful with us:

We gore with our horns. (TO ABOUT EVIL, GOAT Y)

Conclusion: - Do you think it is important to learn to place stress correctly? Slide 11

Why do we need to be able to determine stress?

What role does the accent play? (Meaning-distinguishing.)

Why didn’t you and I understand the fairy tale at the beginning of the lesson? (The emphasis was placed incorrectly, the meaning of the words was unclear.)

The teacher reads the text correctly.

Think about what the Sun would do? In the next lesson we will listen to your fairy tale endings and read the author's ending to this story.

VII. Workout.

Work in the ABC book pp. 28-29

Look what is shown in the first picture?

What can you tell us about this diagram?

How to determine the placement of stress?

What methods will we use?

Which vowel do we pronounce longer?

What syllable is it in?

Similar work with other words, only children themselves designate vowel sounds and divide them into syllables.

VI . Lesson summary. Slide 11

– What new did you learn?

What did you study?

– What was the most interesting? Why?

– Were there any difficulties? What?

What can be concluded?

Why do you need to put the accent correctly?