Lesson plan capital letter u. Pike is a predatory fish

primary school teacher

Marmyshova Elena Viktorovna

Literacy lesson (writing) in 1st grade.

(according to N.V. Nechaeva’s words – L.V. Zankov’s system)

Lesson topic : « Lowercase and capital letters Ш, Ш».

Target: learning to write the letters Ш, Ш, syllables and words.

Tasks:

Teach writing the lowercase and capital letters Ш, Ш, syllables and words with this letter; learn to write syllables, words and sentences with learned letters;

Expand your vocabulary, develop skills of self-control and self-esteem, mutual testing, work on developing attention;

Build student self-esteem and independence.

Expected results:

As a result of the topic studied, children should:

1. Be able to write lowercase and capital letters sch, Ш, syllables and words with these letters;

2. Be able to answer questions in writing and make proposals;

3. Be able to characterize sound.

Equipment: presentation, computer, projector, screen, demonstration card with letters, evaluation sheets.

During the classes:

	Lesson steps	Activity teachers	Activity student	UUD
	Motivation. Emotional mood.	We are starting a writing lesson. Let's start the lesson with a smile and a good mood. Give your smiles to me, your friends and our guests. What do we learn in writing lessons? Our lesson motto: The pen writes, but the mind leads. How do you understand this proverb? Slide 2		Positive motivation and cognitive interest.
	Updating knowledge	Game "What's extra?"Slide 3 R, S, A, w, I, O; (The extra letter "sh" is lowercase.) e. e, i, yu, i, a; (The extra letter “a” indicates the hardness of the consonant.) R. m, n, l, sch; (The extra letter “ш” - it always denotes a soft consonant sound.) What other letters always represent soft consonant sounds? (Letters "ch" and "y".) What was the last letter you met? (with the letter H) Describe the sound.Slide 4	Looking at letters on the screen. Repetition of learned letters.	Summarize, compare, highlight the main thing.
	WITH communicating the topic of the lesson, setting a learning task.	On the board: card with the letter SH.Slide 5 Staginglesson objectives children. What will we work on in class? (Learn to write letters Ш, syllables, words and proposals with her.) Mystery: He plays, barks loudly, He doesn't know boredom at all. On the way it knocks you off your feet, Smart, small... (puppy) Describe the first sound in a word. Sound characteristics [ш"]: consonant, deaf, always soft.		Be able todetermine and formulate the goal in the lesson with the help of the teacher; pronounce the sequence of actions in the lesson.
	Phonetic exercises + physical exercises	Now let’s practice our ability to hear the right sound in a word. Stand up. If we hear the sound in a word[sch"], clap your hands: BRUSH, silk, NUTCRACKER, honest, life, TONGS, BOX, hike, CHEEK, cloud, PIKE, stove, FAREWELL, GROVE, whisper.	Doing exercises.
4 .	The stage of acquiring new knowledge. Problematic situation	We will work in the copybook on page 21. Let's explore elements in the copybook. What elements still need to be added to make a letter? (short slanted line with a curve at the bottom to the right) The letter Ш, Ш on the screen. Slide 6-8 Compare the written and printed letters. How are the letters similar and different? What letter elements are you familiar with? What letters did they appear in? Learning to write lowercase and capital letters Ш. Display on the board. Writing letters in the air. Trace the letter according to the example in your notebook. Recording syllables. Circle the capital letters on the line. Check how you learned to write the letter Ш.	Examination of letter elements on the screen. Writing new letters.	Navigate the knowledge system: distinguish new from already known with the help of a teacher.
	Exercise for the eyes	"Puppy plays ball" Slide 9	Doing exercises.
	Primary consolidation.	What time of year is it now? It is very cold in winter. Things are bad for our smaller brothers. But people take care of pets. But the birds need our help. How do you help birds survive the cold winter? What birds come to the feeders? In spring, birds will return to us from warm countries, and their beautiful songs will sound everywhere. Reading the sentence:Spring in the grove chirped nimble goldfinches. What do you know about these birds? The goldfinch is not a migratory bird, but from the beginning of winter to mid-April, goldfinches gather in flocks and migrate short distances in search of food. The goldfinch is a cheerful, agile, dexterous bird with beautiful plumage.Slide 10 Who is this sentence talking about? Let's emphasize one line. What is said about goldfinches? Let's emphasize with two features. These are the main members of the sentence. - What are the names of the other words in the sentence? We will answer your questions. Goldfinches (which ones?)nimble Twittered (where?)in the grove Twittered (when?)in the spring Have you heard goldfinches chirping?Listening to the recording. Working on a tongue twister Slide 11 The goldfinch chirped with the goldfinch, I tickled my goldfinches, And the goldfinch And the goldfinch They squeak at the goldfinch.	Answering questions, formulating complete sentences. Gain new knowledge: find answers to questions using copybooks.	Express your thoughts orally and in writing. Carry out analysis to identify significant features.
	Generalization and systematization of knowledge.	Work in pairs. Our puppy got lost. Find a word on the pagePuppy . Let's complete the task. We will work in pairs. The puppy is running. The goldfinch is flying. The worm is crawling.	Complete the task by pronouncing new sentences.	Learn to work in pairs, formulate your own opinion and position; jointly agree on the rules of behavior and communication at school and follow them.
	Lesson summary.	What did you work on in class? (We learned to write the letters Ш, Ш, syllables, words and sentences with it.) What new did you learn?		Identification and awareness by students of what has already been learned and what still needs to be learned, awareness of the quality and level of assimilation.
	Reflection. Self-esteem	Work through your score sheet. 1. Each task was clear to me, I learned to write the letter Ш,ш, to write syllables and words with this letter - the color green. 2. I know, but I have difficulty writing the letters Ш, Ш – yellow. 3. I am at a loss and ask for help - red.		Develop self-control when speaking verbally. Exercise self-control and self-assessment.

N.V. Nechaeva: Teaching literacy. Methodological explanations for the ABC and reading workbooks (system 1 – 4) - Moscow: “TsOR - 1”, 2002.

Bakulina G.A. Intellectual development of younger schoolchildren in literacy lessons: A manual for teachers - M.: Humanit. ed. VLADOS center, 2002.

Nechaeva N.V., Bulycheva N.K. Writing notebook. 1 class. Part four. Publishing house "Fyodorov", 2011.

lowercase and uppercase

Letter combinations

cha-cha, chu-chu.

Target: create conditions for repeating and consolidating the skill of using letter combinations zhi-shi, cha-sha, chu-shu, check the strength of mastering the skill.

Tasks: promote the development of curiosity and logical thinking in students, teach them to apply their knowledge in different situations, intensify cognitive activity, cultivate communication skills, the ability to evaluate their own and classmates’ educational activities, and instill healthy lifestyle skills.

1.Personal:

Understand the educational task and look for ways to solve it, applying spelling rules;

2.Cognitive

a) general education:

b) informational:

c) logical:

3. Communication -

proactive cooperation:

work in pairs,

in a microgroup.

Be able to distribute work and mutual checks

4.Regulatory:

self-control.

control of comrades.

During the classes:

I . Organizing time.

The loud school bell called 1 “a” to class.

Be careful and diligent.

II . Gymnastics for the eyes.

(Presentation "Seven-flowered flower")

III .Checking the psychological mood of students.

Color test.

Draw your mood (Draw a smiley face in the color that matches your mood at the moment).

IY .Updating knowledge.

1.Repetition of knowledge about letters and sounds

You need to convert letters written in chalk into other letters using

Colored chalk,

A wet cloth.

GZILIPs (PVCMSHrkh)

YaETibyp (LEPiog)

2. Guessing game ( The elements of letters are written on the board, you have to guess the letter )

3. Game “What’s extra?”

rsAshIO

eeeeeee

dmpshchh

-What other letters always represent soft consonant sounds?

V .Message topic of the lesson

On the board there are letters CH Shch Y

-What can you say about the letters? What unites them?

-Which letter is extra and why?

-Today we will practice writing the letters “ch” and “sch” more beautifully. We will also get acquainted with a new rule for spelling difficult words.

VI .Finger gymnastics

This finger is the thickest, strongest and largest.

This finger is for showing it off.

This finger is the strongest and is located in the middle.

This ring finger is the most spoiled one.

Although this finger is small, it is both dexterous and daring.

Let's remember the rules of writing

We take a pen, sit up straight, and turn the notebook around.

Write nicely and cleanly in your notebook:

Maintain the incline, don’t rush anywhere.

VII .Work in a printed notebook p.22

1. Letter of lowercase and capital letters Ш, Ш

2.Work with diagrams (one student at the board)

Game “Match the diagram to the word)

VIII .Working with letter combinations cha-sha, chu-schu.

Game "Add words"

( Rows 1, 2 and 3 - work in groups of 4 students. There are cards with parts of words on the table. Students make up words in groups.)

sha-vel chu-chelo

bunny tentacles

Cha-cha-pa-ka

cracked wonderful

Examination: go to the board with cards and read the words.

What did you notice? (in these words the combinations cha-sha, chu-schu)

What do you think is the topic of our lesson?

What will we learn in class?

What poem do we already know about these combinations?

I know for sure:ZHI YesSHI write only with the letterAND !

CHA AndSCHA , my friends, I will write them with the letterA !

I know one rule, it’s very true:

CHU Andcontrol room , CHU Andcontrol room write only with the letterU !

-I want to be literate!

And if you know everything, do we need to work on this topic?

Y .Reinforcement.

Today a wise owl, our old friend, came to your lesson. But look what she has instead of a pointer? (Tea leaf)

The wise owl offers you this sentence (on the board):

I would like to treat you to tea

Children, what rule is not being followed? (Words in a sentence are written separately from each other.)

Let's read it. How many words are there? Let's say this sentence, clapping each word spoken. What's the first word? What's the second one? Last thing?

Let's draw up a diagram of this proposal.

One of the students completes the diagram on the board: |__ ____ _____ ____ _____.

Write down the sentence, checking it with the diagram.

Which word matches the topic of our lesson? (tea, cha write with the letter a)

We were invited to a tea party.

Guys, is tea a healthy drink?

There are a lot of vitamins in tea. You should only drink freshly brewed tea. Eastern wisdom says: “Fresh tea is like a balm. Tea that has stood overnight is like a snake.”

IX . Linguistic warm-up.

How many of you know where the custom of drinking tea came from?...

(This word is Chinese. The Chinese were the first tea producers and carefully guarded the secret of its preparation.)

Guys, which of you likes drinking tea?

If you like to drink tea, it means you are healthy, since tea has medicinal properties, cleanses the blood, relieves drowsiness and lethargy.

Now I'll see how active you are.

Find in the class and read the proverb about tea and explain.

(The proverbs are hidden under the children’s chairs. The students bend over and search. Thus, a change of position and warm-up occurs.) :

You don’t drink tea, where do you get your strength?

Tea will relieve all fatigue and lift your spirits.

It’s cold - drink tea, hot - drink tea, tired - drink tea.

Drinking tea is not cutting wood. Drinking tea means living a pleasant life.

Drink some tea and you will forget the melancholy.

Look at the magic screen.

What words were hidden on the teapot?

Let's compose and write it down, speaking it out. But Let's stretch our fingers first

ONE TWO THREE FOUR FIVE

One two three four five,

Strong, friendly,

Everyone is so necessary.

On the other hand again:

One two three four five!

Fingers are fast

Is everyone... clean?

Let's wash our hands before drinking tea. (Rub our palms together)

What will we remember when writing down these words?

Check - compare the words that Misha composed with the words that the children wrote down

We made tea. He's very hot. Let's cool it down.

We blow on hot tea.

(Stretch your lips with a wide “tube” (inhale), blow on hot tea (exhale

X .Work in pairs.

It is customary to serve sushi and bagels with tea. We have them too.

The dryers were in a plate without a lid,

And at night they were all chewed up by mice.

Letters were bitten off from words

They dragged me into their hole.

You need to restore them. We work in pairs. If you don't understand, skip it

Ch..shka, squeak..., ch...do, ch...lan, w...animal, m...shka, ma...na, teapot.

(Students write down words in a notebook)

What did you notice? (1 word extra)

Why do you think so?

Verification: on individual screens

We drank tea. Now let's rest.

Eyelashes drooping...

Eyes are closing...

We are resting peacefully...

We fall asleep in a magical sleep...

Breathe easily... evenly...

deep...

Our hands are resting...

They rest... They fall asleep...

The neck is not tense...

And relax-ble-on...

(pause)

We are resting peacefully...

We fall asleep in a magical sleep...

(louder, faster, more energetic)

It's good for us to rest! But it's time to get up!

Let's clench our fists tighter. We raise them higher.

Let's reach out! Smile!Everyone open your eyes and stand up

Up and down hand jerks,

It's like we're waving flags.

Let's stretch our shoulders.

Hands move towards. (One hand up, the other down, hands change with jerks.)

Hands on hips. Smile.

Bend left and right. (Tilts to the sides.)

Start squats.

Don't rush, don't lag behind. (Squats.)

And at the end - walking in place,

Everyone has known this for a long time

. (Walk in place.)

XI . Let's complete the task of the wise owl on the magic screen.

(Distribute the words into trees according to the combinations zhi-shi, cha-sha, chu-schu)

Who noticed the word - trap?

XII . Test Individual task.

(Choose difficulty level)

Level 1

1. Underline (or circle) the correct statement

chyu-shyu is written with the letter yu

chu-shu is spelled with the letter u

2. Underline (or circle) the extra word

3. Underline (or circle) the misspelled word.

4. Fill in the missing letters

sch_vel, wonderful, machine, puddle

Let us remember the rule once again when finishing sentences:

Combinations chu-schu only .... (I write with the letter u)

Thicket.dacha and seal - you need .... (write with the letter a)

XIII . Summarizing.

Continue:

I studied...

I found out …

I can…

XI . Reflection.

Draw your mood now.

Goals:

• Educational:
  introduce the writing of the lowercase letter ь;
  develop calligraphic vigilance.
• Developmental:
  develop the ability to recognize letter elements.
• Educating:
  form competent speech,
  instill a love for the Russian language.

Lesson type: learning new material.

Lesson objectives:

• To develop students' skills in writing the lowercase letter sh.
• Strengthen skills in writing syllables, words, sentences.

Upon completion of the lesson, students should:

• Know: the correct spelling of the elements of the letter sh.
• Be able to: write the letter u and compounds with the letter u.

Methods of organizing educational activities used by the teacher in the classroom: a differentiated approach.

Forms of organizing educational activities used by the teacher in the classroom: individual, group.

Software:

Equipment:

Lesson steps (indicating time for each stage):

1. Creating a learning situation. (Psychological attitude) – 1 min.
2. Updating knowledge – 1 min.
3. Work on a new topic – 15 min.
4. Repetition – 12 min.
5. Physical education minute – 2 min.
6. Independent individual work. (Cards with individual multi-level tasks) – 11 min.
7. Lesson summary – 1 min.
8. Reflection – 2 min.

During the classes

1. Creating a learning situation.

The long-awaited call is given
The lesson begins.
Well, check it out, my friend,
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Pen, book and notebook?
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to get
Just a five rating.

2. Updating knowledge.

Guys, today in the lesson we will get acquainted with writing a new letter, learn how to write syllables and words with a given letter.
You will tell yourself which letter we are talking about when you open the envelope with letter elements and collect this letter. (The envelope contains the letter š, cut into elements.)
- What letter did you get? (sch) ( Application)

3. Work on a new topic.

What is a letter? (This is what we can write and see.) What does it give? (Sound.) What is sound? (This is what we can pronounce and hear.) Sound (u) - what? Give the characteristics: consonant, unpaired voiceless, soft. Writing the letter u in a notebook with a comment.
In the program “Good Night Kids,” the presenter Oksana invited Khryusha and Stepasha to play a game in which vowels come to visit consonants, what happens? (Syllables.) (Formation, reading and writing of syllables shcha, shch.) ( Application).
Composing words from letters (pike, thicket, cloak, brush) - writing them down in a notebook. I am doing vocabulary work on these words.
I am conducting a sound analysis of the word cloak (the letter p gives the sound p - it is a paired consonant, voiceless, hard; the letter l gives the sound l - it is an unpaired consonant, voiced, hard; the letter a gives the sound a - it is vowel, stressed; the letter sch gives the sound sch – it is an unpaired consonant, deaf, soft).
What new letter did we learn about writing today?

4. Repetition. Work on the sentence “I am cleaning my raincoat with a brush.”

What is written on the next working line?
Prove that this is a proposal. What is an offer? (This is a complete thought.) What does it consist of? (From words.)
Read it, count how many words it contains.
Name the first word, second, third, fourth.
Write down the sentence in your notebook and make a diagram using signs. (The signs are in envelopes. If you have difficulty, you can work in pairs.)

5. Physical education minute:

Waves splash in the ocean. (Children wave their hands, imitating waves.)
What is there in the fog? (Children stretch their arms forward.)
These are ship masts. (Children stretch their arms up.)
Let them sail here quickly! (Children wave their hands in greeting.)
We're walking along the shore,
We are waiting for sailors (walking in place),
We are looking for shells in the sand (tilts)
And clench your fist (children clench their fists).
To collect more of them,
I need to squat more often (squats).
Let's sit together on the sand.
The lesson started again. (The children sit at their desks.)

6. Independent individual work.

(Each student receives an individual card. I give cards at different levels.)
– Write sentences in capital letters, underline vowels and syllables that need to be remembered.

7. Lesson summary.

– What new things did you learn?
-What did they repeat?

8. Reflection. How did you feel in class today?

• Fine
• There were difficulties
• Difficult

UMK "Harmony"

1 "a" class

Letter

Letters Ш, Ш.

Proceedings No. 4 “I want to write well!”

N.S. Kuzmenko, N.M. Betenkova

Smolensk, “Association XXI Century”, 2009.

Lesson 7 from the section “Letters of unpaired voiceless consonant sounds: X x, Ts ts, Ch h, Shch” pp. 16-17.

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UMK "Harmony"

1 "a" class

Letter

Letters Ш, Ш.

Proceedings No. 4 “I want to write well!”

N.S. Kuzmenko, N.M. Betenkova

Smolensk, “Association XXI Century”, 2009.

Lesson 7 from the section “Letters of unpaired voiceless consonant sounds: X x, Ts ts, Ch h, Shch” pp. 16-17.

Prepared

primary school teacher

MBOU Gymnasium No. 4, Makhachkala

highest qualification category

Suleymanova Irina Mikhailovna

Makhachkala

2013

Topic: Letters Ш, Ш.

LESSON OBJECTIVES:

1. Updating of ZUNs on the topic “Letters of unpaired voiceless consonant sounds: X x, Ts ts, Ch ch, Shch sch.” Letter of letters Shch.
2. Create conditions for learning to write the letters Shch Shch, words and sentences with them;

3. Organize the activities of students to form

universal educational actions of the type: regulatory, cognitive, personal educational actions, communicative educational actions.

LESSON OBJECTIVES:

1. To strengthen children’s understanding of which consonant of an unpaired series should be written in words by choosing the letters Ш and Ш. The reasoning model in relation to writing is “voiced” by the soft consonant sh.

2. Systematize each action of the technology for copying sentences, involving children in a schematic representation of each action.

3.Develop the ability to apply acquired theoretical knowledge in standard and non-standard situations.

4.Create conditions for the development of the creative potential of students, their logical thinking, memory, attention through the organization of differentiated and group work in the lesson, performing tasks of increased difficulty, using feedback tools, learning to choose a rational method for solving educational problems, through changing types of activities.

5.Develop children’s speech through a correct explanation of each action when cheating; working with riddles and poems about winter.

6. Form an emotional attitude towards learning your native language through a game plot.

7.Improve calligraphy skills.

8.Develop children’s predictive self-esteem, resulting mutual and self-control.

9. Foster a sense of mutual assistance, sympathy for other people’s mistakes, and responsibility for the assigned work.

TEACHER EQUIPMENT:A series of pictures depicting objects and animals, when writing which the letter u is used, supporting syllabic tables - clarity for reflection.

EQUIPMENT FOR STUDENTS: Proceedings No. 4

TIMELINED LESSON PLAN:

1. Organizationally - motivational stage- 3 min.

2. Updating students' knowledge- 10 min.

3. Differentiated work on studying a new topic

20 minutes.

4. Physical exercise - 5 min.

4. Summing up the lesson. Reflection- 7 min.

During the classes

I. ORGANIZATIONAL – MOTIVATIONAL STAGE

1.Greeting

The bell has rung, attention!

Check it out, buddy.
Are you ready to start the lesson?
Is everything in place?
Is everything alright?
Books, pens and notebooks.
Is everyone sitting correctly?
Is everyone watching carefully?
Everyone wants to receive
Just a "five" rating.

II. UPDATED KNOWLEDGE OF STUDENTS

1)Introduction

Meeting with the letter Ш

Conversation with children

I show the children a card with the letter w and ask questions: “What is the name of this letter?”, “What sound does it serve as a home?”, “Is it a voiced or unvoiced sound?”, “What sound will make a voiced pair with it?”, “This hard or soft sound?”, “With which letter does the letter sh never pair?”, and gives the task: “Try to choose a soft pair for the sound [sh]. This is the sound [u"]. There is a special letter for it.”

2) Work in pairs.

1. Take your neighbor’s palm and use your finger to write the letter Ш on the inside of the palm.
2. What did you feel when your friend ran his finger over his palm? (Tickle)

3 ) Game “Half-letter” - observation (p. 16, copy number 4)

1. Now draw the letter u in the air. What lines have we drawn? Clear, strict or soft, smooth?
2. Result: the letter ш stands for the soft sound Ш and the lines are also written smoothly, softly.

4) Guess the riddles:

He is not afraid of the weeds,
Eats the owner's shoes:
Barks loudly like a bell -
This is small ( puppy)

And in our yard
He lives in a kennel.
He has a tail like a steering wheel,
Curious black nose.
Ears are sharp like a flag,
Guards the master's house.
Barking wakes you up like a bell.
Meet our...( Puppy )

This beast, seeing a cat,
Barks loudly at the window.
Always spinning at your feet
Red with spots ( Puppy )

Who in the picture meets you at this lesson? And why a puppy?

Let's open the copybook.

Comment on the picture:

The puppy has four paws
Ears and a funny tail.
He is fluffy and shaggy.
And licks passers-by on the nose.

Why do puppies have tails?
Without any doubt -
Need tails for beauty...
Just for the mood.

5) Consider the elements that make up the letter Ш

What letter does the letter Ш resemble?

The letter Ш in these words:
School, pole, charade, check.
I wrote the letter Ш:
Three poles and a sleeper at the bottom.

This letter Ш seems...
Put all doubts aside.
Decorates this letter
Pig tail.

In writing.

page 16

1. 1. Writing the elements of the letter Ш (line 1)

2. Writing the letters Ш and Ш according to samples.

3. Conversation based on the picture. How do children feel about their puppy? How did you figure this out?

4. Letter letter ь (line 2-3)

5. In what ways can the letter u be connected to other letters? Let's add the letters: the upper connection will add the letter y and the letter a.

6. Writing merging syllables

1. Game Compose words from syllables: cards on the board

now

more

cabbage soup

more

I feel

pa

fingers

vel

chka

Goal

Draw an arrow to connect the words.

1. -Write down the words under dictation with commentary on the last two lines p. 16:

Puppy, sorrel, grove, pike, borscht, brush, cave, vegetables, ticks.

Put emphasis on words.

1. Fizminutka:

We'll shake our palms

Let's stretch each finger.

One two three four five

We'll start writing again.

To write beautifully

I need to stretch my fingers

One two three four five

We'll get five for the letter!

1. Written work page 17.

1. Capital letter Ш (in what cases do we need this letter?)
2. Writing the syllables Shcha Shcha Shchu Shche (rules for connecting letters).
3. Working with deformed text:

Shch grabbed the letter Sh

And it was drowned under the water.

The letter doesn't want to be at the bottom

The pike sounds the letter Shch.

Point! Without me

Words won't work -

Sorrel, crushed stone, cabbage soup.

I'm not afraid of your tickling!

I'll break out and go into a book,

The kids are already waiting for me.

Better letters are not the same sch and,

And keep your friends!

– What fish did Emelya catch in the fairy tale? (pike)

Which letter ran away?

And what kind of fish loves the letter u? (bream)

4. Guess what sentence is written on the board and what letters are missing. Why is pike called a predatory fish?

...fen...saw...ate...pike.

This is a fucking fish.

5. Work on the proposal. Copybook No. 4, page 17

Copy the sentence from printed text. Mark dangerous places.

Pike catches bream and perch.

VI. SUMMARY. Reflection.

“How well the guys from grade 1 “a” work in class,” thought the pike, and decided to cheer up the guys.

We write funny poems:

Pure sayings with the letter Ш.

Shchi-schi-schi - I’ll hide, you look for it.

I'm looking for you - I'm looking for you.

Shcha-shcha-shcha - there are three bream in the river.

Asch-asch-asch - a new blue cloak.

Let's go for another walk!

It's still raining, walk around in a raincoat.

More-more-more - there is fish in the river - bream.

If you worked at the lesson with desire, were confident in yourself, you were interested in cleanliness and order in your copybooks, then draw a cheerful smile for the little person in the corner of the page. Well, if you were bored, then sad.

Tell us what you liked most about our lesson.

Thanks for the lesson, dear guys! See you!

Lesson notes on the Russian language (literacy: writing) Primary school teacher Moiseenko Alla Grigorievna.Item: Russian language (learning to read and write: writing), 1st grade, educational complex “School of Russia”

Lesson topic: “Letters Ш.ш Spelling combinations Right now, right now."

Goals Tasks

During the classes

Organizational stage. Motivation for learning activities.

Song

Guess the riddle.

Wags his tail

Too toothy, but not barking?

-Who are we talking about?

What do you know about pike?

Pike – a predatory freshwater fish with a flat, elongated head and an elongated body.

DRAWING

What fairy tale is this hero from?

- Who is the author of this fairy tale? - This is a Russian folk tale Finger gymnastics:
The pike is predatory, toothy, Dangerous for bream, ruffs, Is someone's tail flashing nearby? Grab it? The pike doesn't yawn here! But I got hooked - The fisherman is dragging a pike!
Incorporation of new knowledge into the knowledge system and repetition Work in pairs. Teacher. Which of you would like to be in the forest now? Oh!..how many hands... Sit back comfortably. Close your eyes and imagine that you went for a walk in the forest. We drive past large houses, buildings, shops and find ourselves in the forestWhat is the name of such a forest? We go deeper and find ourselves in a dense, impenetrable forest. What is the name of such a forest?"Insert missing syllables" Discuss and make up wordsWhat rule should we not forget when writing?Write these words down yourself

Words to be checked on the board Last line. Have we encountered similar rules before? - That's right, the same as in the case of the combinations ZHI, SHI, CHA, CHU. These spellings need to be remembered.What rule did you learn today?Write the syllables next to each other according to the example.