Isolating a stressed syllable in a word. Word stress. different ways of highlighting a stressed syllable in different languages. Place of verbal stress in a word form. Proclitics and enclitics. Prosody. Components of Prosody

A system of exercises is understood as a set of tasks combined by purpose, material and method of their implementation and aimed at developing skills. The system of exercises is built taking into account the gradual increase in the complexity of tasks and the degree of independence of students in performing them. At the initial stage of training, the most applicable exercises are those of a reproductive nature, which involve students reproducing knowledge or actions according to a model.

Phonetic exercises are interpreted in language teaching methods as a type of task, the purpose of which is to develop auditory pronunciation skills in students. During the period of literacy training, the main purpose of using exercises of this type is related to the formation of certain phonetic skills in first-graders.

When studying each of the phonetic concepts during the period of learning to read and write, there is a need to develop certain skills, which are ensured by the conscious use of a known method of action. So, when studying a syllable First-graders develop the following skills:

• 1) divide words into syllables (determine the syllabic structure of a syllable);
• 2) select words of a given syllable structure.

Obviously, the second of these skills is more difficult, since it involves relying on the child’s own speech experience and cannot be formed without the first.

The means of materializing phonetic concepts help to successfully complete the exercises; when working on a syllable, this is the syllabic scheme (model) of the word.

Let's give examples of such exercises.

Exercises

• 1. The teacher shows an object picture, asks the children to name what is depicted (pronounce the word), and then divide it into syllables in the process of chanting pronunciation and make a syllable diagram. It is necessary to consider the use of words of different syllable structures.
• 2. The teacher prepared subject pictures that depict a tiger, an elephant,

giraffe, zebra, lion, crocodile, hippopotamus. I attached syllable diagrams of one-syllable, two-syllable and three-syllable words to the board:_,__,___. Assignment for students: match words - names of animals with syllable patterns.

3. The teacher has prepared syllable patterns and presents them to the children with the task of choosing (naming, not inventing!) words with the number of syllables indicated in the model.

The given examples of phonetic exercises are aimed at developing in first-graders the ability to divide words into syllables and record the result obtained in a syllabic pattern. The sequence of using such tasks is determined by the increasing degree of complexity of each.

Scanned pronunciation can be accompanied (but not replaced!) by clapping, rhythmic tapping and other additional techniques for fixing word division. That is why in these literacy lessons, in order for children to master this pronunciation technique, it is appropriate to use counting rhymes, short children’s poems that can be pronounced syllable by syllable. (“I love my horse, when her fur is smooth..." or " Together ee-ce-lo gia-gat...").

Learning to isolate a stressed syllable is an important stage not only in mastering the phonetic image of a word, but also in propaedeutic work related to teaching spelling. At familiarization with the concept of “accent”

work should be organized to develop the following skills: determine the place of stress in a word and select words with a given place of stress. The first of these skills provides schoolchildren with the detection of the most frequent spelling of Russian orthography (spelling a letter in place of an unstressed vowel), and the second is the selection of a test word.

Here are examples of corresponding phonetic exercises.

Exercises

• 1. Game of "echo". The teacher pronounces the word highlighting the stressed syllable, the children listen, and in response they reproduce only the stressed syllable, like an echo.
• 2. Consecutive movement of stress in a word from syllable to syllable. (The technique was proposed by P.S. Zhsdek.) Only after a student learns to pronounce the same word, artificially moving the stress, can we consider that he has developed a method of action when determining a stressed syllable. It is quite difficult for children to master this technique. The best remedy is the game “Russian, Polish, French”. Here is a description and an approximate scenario for this game.
• - In the words of the Russian language, guys, any syllable can be stressed. But in some other languages ​​of the world, only a certain syllable in a word can be stressed. For example, in Polish it is always the penultimate syllable (if there are more than two in the word), and in French it is the last. Let's play: let's try to pronounce Russian words the way the French and Poles learning Russian would pronounce them.

3. Students need to develop conscious control skills: learn to evaluate not only the result of a completed task, but also the process of its completion. When using word models, you should remember that the more specific the pattern, the more difficult it is to find words for it. It is important to involve children in assessing the correctness of the choice of word for the model and in explaining the error, if any. For example, when selecting words for the model =_ 0_ 0_, the children named names Lena, Nina, Mila, Valya. Student,

appointed by the controller, does not accept the last of the named words, because the consonant sounds in it do not correspond to those indicated in the model.

Exercises formulated in the form of tasks are important not only for the language development of primary schoolchildren. They teach compliance with the conditions of the task (i.e., acting in a certain way), analysis and evaluation of the actions of classmates, the ability to correct their mistakes, which, in turn, will promote a critical attitude towards one’s own actions and the results of one’s work.

Working with speech sounds. The ability to establish the sequence of sounds in a word using special pronunciation is not an easy task for a first-grader. All the more important for his further education is the developed ability to hear the spoken word.

Preparation for performing a complete phonetic analysis is provided by a system of analytical exercises. In order to recognize a sound, you need to pronounce and listen to it. Children make many mistakes when isolating sounds from words. So, if you ask a child what is the first sound in the word forest, he will answer [l "e]. This combination of a consonant with a vowel represents an articulatory connection that is difficult to destroy without mastering a special pronunciation technique. Also, when mastering the reading mechanism, children almost always “slip” from the phonetic composition of the word to the letter one. In this case in the word lei, children will highlight the second sound E, replacing it with a letter.

The ability to isolate a sound from a word is developed through exercises.

Exercises

• 1. By training children in exaggerated pronunciation of each sound in a word, the teacher organizes joint work in the lesson.
• - Let's find all the sounds in the word “world” together. I start: [m"m"m"m"ir]. What's the first sound? ([m" ]). Designate it with a chip (Q). Now pronounce the word so as to highlight the second sound. What sound is it? Let's designate that as well (Q). Continue highlighting the sounds in the word. Pronounce the word so as to highlight the last sound What sound is this? Label it (Q). How many sounds are there in the word “world”?
• 2. To implement the gaming technique, the teacher often uses images (illustrations, dolls) of book and cartoon characters known to children. It is important that the chosen hero is not a passive observer in the lesson, but acts together with the children: completes tasks, makes mistakes, corrects students’ mistakes, asks questions, encourages the correct answer, etc. First graders accept the rules of such games. This is how a phonetic game that has the same methodological goal can be organized.
• - Today at our lesson we have a guest - Vasilisa the Wise. She is a master at asking difficult questions. Can you handle it? (Next, the teacher “plays the role” of this character.)
• - In my magical garden there are only those flowers and trees whose names contain the first sound of the name Vasilisa. Who can tell if there is a willow growing in my garden? (Yes.) How did you find out? (The word “willow” has a V sound.) What else grows in my garden? Say and highlight this important sound with your voice! (Children must say, for example, the words Plum, Cornflowers, GRASS, dandelions etc.) I’ll ask a difficult question: do grapes and cherries grow in the garden? (Pet, in these words the first sound is [v"], not [v]).

It is advisable to use tongue twisters and tongue twisters as material for exercises in isolating sounds: when pronouncing them, not only diction is practiced, but also recognition of repeated sounds is ensured. For example: They stomped and stomped, We reached the poplar. Or: Valerik ate dumplings, and Valyushka - cheesecake.

The actions of analysis, including phonetic analysis, act as the basis for many other mental operations: comparison, classification, generalization. Therefore, the importance of analytical skills in the development of a primary school student cannot be overestimated.

The ability to distinguish between vowels and consonants is formed through the systematic application of the correct method of action: pronouncing sounds and observing the operation of the articulatory apparatus and the “behavior” of exhaled air.

Let us give examples of phonetic exercises that train students in using a method of action known to them to establish the characteristics of sounds.

Exercises

• 1. The teacher “silently” pronounces the sounds [o], [p], [u], [m], [sh], and the students are asked to recognize each one, determine whether it is a vowel or a consonant, and raise the corresponding chip (card with the designation) .
• 2. The teacher asks you to follow him to pronounce the sound, listen to it and pick up the card O, if it is a vowel: [s's's's's'], [yyyyy], [zhzhzhzh]. The task can be complicated if, among individual sounds, the teacher “suddenly” pronounces a syllable - a combination of a consonant and a vowel sound. Children should not fall into the “trap” and guess to show two cards. Such methodological solutions - the use of "trap" tasks - are very effective in the development of students.

In connection with the introduction of vowels and consonants, it is necessary to generalize children’s ideas about syllables and stress.

Lesson fragment

• - How many sounds do you think there can be in words? (Both few and many.) And what about syllables? (And two, and three, and one, and four.) How many sounds are there in a word? IRL? (Children identify the sounds in the word, count and answer: three.) And in the word GOR77 (Acting similarly, the children establish that there are four sounds.) Now let’s count how many syllables there are in each of these words. (Students divide words into syllables and make syllable patterns.)
• “How did it happen,” the teacher continues, “that in such a short word IRA two syllables, but in a long word CAKE - one? To answer this difficult question, pay attention to the vowel sounds in each word. (Children establish correspondence and conclude: the number of vowel sounds in a word, the number of syllables.)
• - Now let’s determine the stress in each word and observe: which sound in the stressed syllable is pronounced louder and longer than others. (Students determine the stress, draw out the vowel sound in the stressed syllable and name it.)
• - What does the vowel sound become in a stressed syllable, who can guess? (The teacher leads the children to the word stressed.) In a stressed syllable there is a stressed vowel, but in an unstressed one? (Unstressed.)
• - Now we will talk about vowel sounds: stressed and unstressed. And one more difficult question: how many stressed sounds can there be in a word? (Children guess - one). What about the unstressed ones? (All other vowel sounds of the word.)

The last two questions in this passage require a high level of generalization from first graders. It is important that the children “obtained” this information themselves and made important conclusions (the teacher only guided their thoughts). With this methodological decision, the teacher managed to “avoid” presenting information to students in a ready-made form.

For the development of conscious phonetic skills in primary schoolchildren, their ability to controllably and voluntarily identify individual sounds in words and compare speech sounds is important. In the process of mastering literacy (reading and writing), the student’s phonetic skills rise to a higher level in their development. This is manifested in the confident decomposition of words into sounds, the correlation of sounds with letters and the formation of new sound-letter images of letters when reading.

• See: Azimov E. G., Shchukin A. I. New dictionary of methodological terms and concepts (theory and practice of teaching languages). M., 2009. P. 340.
• See: Teaching reading according to the system of D. B. Elkonin. P. 66.

I SEMESTER

LESSON 25

Subject. Strengthening the ability to divide words into syllables. Isolation of stressed syllable. Developing voice power. Word game. Learning poems by heart

Goal: to strengthen students’ skills in dividing words into syllables; learn to highlight stressed syllables in words; correctly recite a poem learned by heart; develop accentological skills at the preparatory stage for reading, phonemic hearing; cultivate love and interest in the Russian language.

Equipment: subject drawings; audio recording with physical education; sound patterns of words with stress on the 1st, 2nd and 3rd syllables.

Lesson type: lesson on consolidating knowledge, skills and abilities.

II. Updating students' basic knowledge

Students answer the teacher's questions.

How to determine how many syllables a word has? (As many vowels as there are in a word, there are as many syllables.)

What do we call a stressed syllable? (The syllable that we pronounce with more force in our voice.)

III. Work on the topic of the lesson

1. Exercises to develop the skills of correctly placing stress in words

1) Repeat the word with interrogative intonation and identify the stressed syllable.

2) Pronounce the syllable with more force in your voice.

3) Pronounce the word, changing it so that the stress moves from the first syllable to the second.

2. Exercise “beating the rhythm”

Students pronounce words with the correct stress, beating out the rhythm on the stressed syllable with their hands (or lightly tapping on the desk).

The work is done together with the teacher.

IV. Physical education minute

V. Consolidation of acquired knowledge, skills and abilities

1. game “catch the stressed syllable”

1) The teacher names the words, and the students clap their hands when the stressed syllable is the first.

2) Students clap their hands for the word in which the stressed syllable is the second.

3) Students clap their hands for a word in which the stressed syllable is the third.

2. Learning poems and poetic phrases by heart

For example:

We walked against the wind

Three kilometers.

All things

They have their own signs.

Good pie

There is curd inside.

Starlings and tits -

Cheerful birds.

Student Katenka,

Eat some sweet porridge

Delicious, fluffy,

Soft, fragrant.

3. Working on a creative assignment

Circle only the letters and make a word out of them. (School)

Identify the stressed syllable in it.

VI. Lesson summary

What did you learn in the lesson?

Which syllable in a word can be stressed?

How to determine a stressed syllable?

What poem will you tell your parents at home?

The methods of highlighting a stressed syllable are different in different languages. In the Russian language, a stressed syllable can differ from unstressed syllables in greater strength, duration and timbre - the special quality of the sounds included in it.

In this case, there is a complex dependence of the strength (intensity) and duration of a stressed syllable mainly on the following two factors.

1. The strength of a vowel is manifested in its volume. So, in the word forms saw, saw, saw, or in the words water, cloth, raw, the stressed vowel is louder than the unstressed one. But it has been experimentally established that in words such as pali, grass, mogu, the unstressed vowel is louder than the stressed one. However, we unmistakably recognize a stressed syllable, highlighting it as stronger. This is explained as follows.

We can say the word louder or quieter. But each vowel has its own strength (intensity) and associated loudness. It depends on the volume of the oral and pharyngeal resonator during vowel articulation, and this volume itself is associated with the degree of mouth opening, i.e., with the rise of the vowel, and with its row. Narrow vowels (upper rise) [i], [ы], [у] have less strength and volume than vowels with a medium mouth opening (middle rise) [e], [o], wide vowel [a] (lower rise) the strongest and loudest. Front vowels are less loud than back vowels, so [u] is louder [i], and [o] is louder [e]. Thus, according to their increasing strength and loudness, the vowels can be arranged in a row: [i]-[s]-[u]-[e]-[o]-[a].

Each vowel has its own threshold of volume and stress. Vowels pronounced louder than this threshold are perceived as stressed. In the word pili, the second [and] is not just louder than the first, its loudness is also above this threshold of stress, while the loudness of the first [and] is below this threshold. In the word Pali [a] is louder than [i], but [i] is perceived as a shock, since the loudness of [i] is higher than its stress threshold, and the loudness of [a] is lower.

2. The stress threshold for each vowel is not a constant value; it changes depending on the place of stress in the word. There is the following dependence of the intensity (i) and length (t) of a vowel on the place of the stressed syllable in an isolated word: the closer the place of stress is to the beginning of the word, the greater the intensity of the vowel and the less its length; The closer the stress is to the end of the word, the lower the intensity of the vowel and the longer its length.

The strength and length of the vowel is also affected by the position of the word in the phrase. So, in particular, after and before pauses the beginning and

the end of a phrase and phonetic syntagm (regardless of what kind of vowel, unstressed or stressed it is) stands out especially strongly: the beginning - with especially high intensity, the end - with especially long duration.

Thus, with the general rule: a stressed vowel is stronger and longer than unstressed ones, specific stressed vowels in specific positions in a word and phrase may turn out to be weaker and shorter than unstressed ones. But the totality of the above patterns will still show listeners where the stressed syllable is in the word.

The stressed syllable is distinguished by another feature of stressed vowels: they are characterized by a special timbre. For example, in the sentence Here the brother took the knife, the stress is perceived on all words, although there are no unstressed syllables with which the stressed ones could be compared. This is explained, in particular, by the fact that [o] in the words here, knife and [-a] after a soft consonant in the word took [vz'al] can only be stressed and are not characteristic of unstressed syllables, but in [a] There is no reduction in the word brother.

Stressed and unstressed is a property not only of a vowel, but of the entire syllable. A stressed syllable is characterized by clear articulation of all sounds. The mutual influence (coarticulation) of vowels and consonants is much more pronounced in unstressed syllables.

FORMATION OF THE ABILITY TO FIND AND IMPLEMENT A Stressed SYLLABLE IN A WORD

In Russian, a stressed syllable is distinguished by several phonetic means simultaneously: 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 be sharply defined: 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 sufficiently reliable in the early stages of the formation of the ability to identify a stressed syllable in primary schoolchildren: when searching for a stressed syllable using the method of extension, 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 of the student’s more or less developed ability to isolate a stressed syllable. It is important to combine the technique of drawing out a stressed syllable with the technique of artificially changing the place of stress in a word: pencil, pencil, pencil. The use of this technique contains great reserves for improving the skills of primary school students. For the exercises, words of different parts of speech are selected: 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.”

On the topic: methodological developments, presentations and notes

A Russian language lesson in 3rd grade using the educational complex "SCHOOL 2100" on the topic "Development of the ability to find the stem and ending in a word"...

Development of the ability to find suffixes in words

Goal: development of the ability to form new words, understanding their meaning. Enriching children's vocabulary through word formation, teaching the correct combination of words in phrases....

Short-term planning

Subject: 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

School: 7

Date of: 19.09.16

FULL NAME. teacher: Ovcharenko T.A

CLASS: 1

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.

Some students will be able to (for strong)

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:

Issues 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.

Plan

Planned time

Planned activities

Resources

Start of the lesson.

0-1 min

3-5 min

Middle of the lesson.

6-10 min

End of the lesson

5 minutes

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 learn.

I'm ready to go.

Working!"

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

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

For reading children: Read the words on the cards and distribute them into groups.

For children who read well: read and guess the riddles and distribute the words 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 the workK. Chukovsky “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.

(K) Isolation of the stressed syllable vocal.

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.

Task No. 2. Say the words, emphasizing the stressed syllables with your voice. What is the number of stressed syllables?

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. "Away" at Fedora's grandmothers.

1. 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.)

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

The hare sees a red delicious carrot.

Dynamic warm-up

Jumping and jumping in the woods

Hares are gray balls

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

Jump - jump, jump - jump -

The little bunny stood on a tree 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.

(TO, G) 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.

Exercise No. Z. Coloring “Where is whose cup?”

Children are offered a sample. Need to be painted appropriately

color.

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 find outO..

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

Textbook

Copybook

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?