Russian lesson "letter of the lowercase letter n". Russian language lesson "writing lowercase letter n" Writing lesson lowercase letter n with presentation
Class: 1
Pedagogical purpose. Create conditions for the formation of the ability to write capital and lowercase letters H, n; to contribute to the development of phonemic hearing, fine motor skills, eyes.
Lesson type. Solution of the educational problem.
Planned results (substantive).
Comparison of lowercase and uppercase, printed and written letters is carried out; syllabic-sound analysis of words with sounds [n], [n ']. They perform writing of syllables and words with the letters H, n, capital letters in proper names, writing sentences with commenting. The sentences are supplemented with a word encoded in the object drawing. Copy from the written font. Know the criteria for evaluating the work performed.
Personal results.
Show cognitive interest, educational motives.
Universal learning activities (metasubject).
- Regulatory: plan their action in accordance with the task and the conditions for its implementation.
- Cognitive: general educational- consciously and voluntarily build speech statements in oral and written form; brain teaser - carry out a comparison of lowercase and uppercase, printed and written letters; conduct a syllable - sound analysis of words with sound [n]; highlight the signs of the proposal.
- Communicative: are able to build statements that are understandable for the partner in communication.
- The letters H, n; lowercase, uppercase, printed, written letters; syllabic-sound analysis of words; sound [n]; sentence.
Educational resources.
- Presentation by letter
- Presentation "Living Alphabet"
During the classes
I. Organization of the beginning of the lesson.
Greetings. Checking readiness for the lesson (having a notebook on the table
“Recipe No. 2”, pens.
(Children greet the teacher, each other, check their readiness for the lesson, emotionally tune in to the lesson)
II. Statement of the educational problem.
Listen to the poem and find a mysterious letter in it.
It is in the word "song"
It is in the word "he"
It is in the word "ladder"
It is in the word "elephant"
The "night" begins with her,
And with it the “dream” ends.
And in the middle of "she" - she again!
Who is this mysterious stranger? (Letter N)
What the poem told you about the letter N?
(Letter N happens at the beginning, in the middle and at the end of words.)
Does it mean a vowel or consonant sound? (Consonant [ n])
What letters do you think we will learn to write today?
(Uppercase and lowercase letters N, n).
III. Assimilation of new knowledge and methods of activity.
1. Finger gymnastics.
Let's prepare our hand for writing. Let's do finger gymnastics.
Fingers played hide and seek
And the heads were removed.
Like this, like this -
So the heads were removed.
(The guys do finger gymnastics. They clench and unclench their hands to the rhythm of the poem).
2. Rules for seating at the table while writing.
We check the fit, the rules for handling the handle.
(The guys show landing at the table when writing, how to hold a pen correctly)
3. Acquaintance with the letter N.
Consider block and uppercase letters N.
How are they similar and how are they different?
What does the letter look like N?
(The guys look at the letters, answer the teacher's questions, listen to the poem)
Letter N I know you
The letter is strong, steel.
You are huge
And not the letter you, but the bridge.Cars are running over you
The river runs under you.
With big steamers.
There are clouds above you.
4. Acquaintance with the writing of the lowercase letter n.
Consider a sample of the lowercase letter n. We start writing from the top line of the working line. We lead the stick down to the bottom line of the working line. Then, from the middle of the first element, we write the second element - the crossbar. This element should be slightly slack. The third element is a stick with a rounded bottom.
(The children listen to the teacher's explanation, watch the writing of the letter. They write the elements in the air).
Let's write a letter in the air underneath - one - and, two - and.
5. Work in the "Recipe". Letter elements letter n and letter n.
Consider a pattern of a lowercase letter n.
What are the three elements of a letter?
What are arrows for?
Circle the elements of the letter.
Circle the petals.
Add the elements of the letter n on the first line, add the letter on the second line n.
At home, you will practice writing a letter n.
(The guys examine the letter, its elements. Answer the teacher's questions. Write the elements of the letter n, letter n).
6. Syllabic and sound analysis of words.
Circle the letters n in the words, read the resulting words.
(The guys circle the letters).
Consider schemes, correlate schemes and words.
(1st scheme - he, 2nd scheme - it, she, they).
Perform syllable-sound analysis according to the schemes.
(The guys are doing word analysis).
7. Writing syllables.
Read the syllables in Recipe No. 2.
Complete the syllables on the lines, pay attention to the connection of the letters.
(The guys read the syllables in writing, do them in writing).
Physical education
We've worked, guys, and now - all to charge!
Stand up quietly, smile
All turn into little animals.
How many animals came to the class
Do not recognize my children!
Who is the bunny, who is the fox,
Who is the bear, who is the cat, who is the bird?
Start dancing more fun!
Everybody dance, don't hesitate!
It's time for us to get to work, sit down quietly, kids.
(Children pretend to be their favorite animals and dance to the music).
8. Acquaintance with the capital letter N. Comparison of the letters H, n.
Compare uppercase and lowercase letters N, n
Are they spelled the same or differently?
Consider a capital letter pattern N.
What are the two elements of an uppercase letter?
What are arrows for?
Circle the elements of the letter.
(The guys are looking at the letters N, n... Compare. Answer the teacher's questions. Consider the elements of the letter N... Outline the elements of the letter).
9. Acquaintance with writing the letter N.
Capital letter N we begin to write from the middle of the wide auxiliary line. We draw a small stroke up to the right, then we draw a line down, we cross the upper line of the working line, we lead further down. Almost reaching the bottom line of the working line, round up to the left, slightly rise above the bottom line of the working line. We begin to write the second element just below the top line of the operating line. We draw a smooth line to the right, going up. We make a loop above the working line (the intersection is on the top line of the working line). We draw a line down and write as we wrote a stick with a rounded bottom.
Write a letter in the air under the bill and - one, and - two, - and.
(The children analyze a sample of the letter being studied, highlight the elements in the capital letter. They listen to the teacher's explanation, watch the writing of the letter. They write the elements in the air).
10. Work in "Recipe No. 2". Letter letters, syllables.
Write down the elements of the letter on the first line N.
Add a letter on the second line N.
Read the syllables.
Pay attention to the connection of letters.
(The guys perform the task: they write the elements of the letter N and the letter N... Perform writing syllables)
IV. Consolidation of knowledge and methods of action.
1. Syllabic-sound analysis of words.
Consider a word outline.
What unusual things have you noticed?
(There is no word written next to the diagram, and sounds are not color coded)
Using the picture, find which word this diagram refers to. ( Thread)
Let's do a syllable - sound analysis of a word threads and color the diagram.
How many syllables are in a word? ( Two)
Which syllable is stressed? (First)
How many sounds are there in the first syllable? (Three)
What does the first syllable consist of? ( From the confluence of consonant and vowel sounds, the third consonant is outside the confluence).
Color in the first syllable.
(The guys are doing the task)
How many syllables are in the second syllable? (Two)
What does the second syllable consist of? ( From the fusion of consonant and vowel sounds)
Color in the second syllable.
(The guys are doing the task)
2. Work in "Recipe 2" p. 15. Writing words and sentences.
Read the word. What does it mean? ( Nina. This name)
What letter will we write at the beginning of a word? ( Title)
Write the word nicely, following the pattern.
(The guys are doing the letter)
What's on the next line? ( Sentence)
Why do you think so? ( Starts with a capital letter. There is a punctuation mark at the end)
Read the sentence, respecting your intonation.
(The guys read the sentence with intonation)
What letter is the beginning of a sentence written with? ( With capital)
Write a sentence using a sample.
(The guys are doing the task)
Read the last sentence, replacing the picture with a word.
V. Reflexively evaluative.
Which letter were we visiting today?
Tell us about this letter.
Letter N happy with your work. And you?
What happened? What more work needs to be done?
Did you like visiting the letter N?
(The guys answer the teacher's questions)
Practice writing the letter you've learned at home.
Lesson outline in literacy and writing
with the use of ICT in the 1st class "A"
Lesson topic:
"Consonants n and n,, letter n.
Lowercase letter n ".
The lesson was developed by:
primary school teacher
I. V. Kondrasheva
Moscow city
2010-2011 account G.
Explanatory note
A lesson in teaching literacy and writing in grade 1 (program "School 2100") on the topic: "Consonant sounds n and n,, letter n. Lowercase letter n. »Is designed to be carried out using ICT tools.
Equipment:
- Workstation of the teacher
- Projection apparatus
- Screen (Smart board)
Software:
- Operating system - Windows XP,
- Microsoft Office XP
- Power Point Presentation
Lesson outline teaching literacy and writing in grade 1
using ICT tools
Lesson topic: "Consonants n and n,, letter n. Lowercase letter n. "
Lesson type: a lesson in learning new material.
The purpose of the lesson: about introducing students to new consonant sounds n and n,, with the letter n ; writing a lowercase letter n.
Lesson Objectives:
- give students an idea of sounds n and n,;
- introduce a printed letter n;
- teach to write a written lowercase letter n;
- learn to read and write words with a new letter;
- to develop students' speech, their attention, memory, logic, thinking, phonetic hearing;
- to educate accuracy, mutual assistance, the ability to listen;
Lesson equipment:
- the textbook "My Favorite Alphabet" by R. N. Buneeva, E. V. Buneeva, O. V. Pronina;
- the copy "My Magic Fingers" by OV Pronina;
- writing materials for the lesson;
- Workstation of the teacher, projection device, smart board
(a more detailed description of the required equipment and software(see Explanatory Note above).
Lesson steps | During the classes |
I. Organizational ny moment | We begin the lesson. Please check your readiness for the lesson: alphabet, writing, pen, pencil, colored pencils and an eraser. |
II. Checking d./z. | Let's start the lesson by checking the homework. Place the ABC in front of you and open it on page 51. a). Children read the text sentence by sentence. b). Working on the text: What genre does this work belong to? Why do you think so? What Russian rivers have you read about? What do these names mean? What was the name of the river in which the beavers were found? Ruffs? Carp? And where did such names as Olkhovka, Kalinovka come from? Currant? Rakitovka? Chub? Warbler? Black? |
III. Main part | |
| The topic of our lesson is "Consonants n, n, letter n .Concordant lowercase letter n ". Guess the riddle: A flock of birds is resting on five wires. (notes). Let's make an outline of this word. What are the little horses called? (pony) The scheme of the word "pony" is being carried out. And who knows what letter sounds are indicated n, n,? - What does the letter look like n? And I know a poem about n: I have about the letter N And so to summarize (the children summarize the result on the slide): letter n - consonant, voiced, unpaired, has two sounds hard n and soft n, . In your typewriter, under the word outlines, type the words: notes and ponies. Check your work on the slide. Stand up who did it right. Well done! Open the recipes on page 18. Consider the spelling of a lowercase letter n and answer: how many elements does this letter consist of? Take a close look at how this letter is spelled (the teacher comments on the spelling of the letter on the slide). 1. letter letters by elements; 2.Letter lowercase letter n. 3.the letter of the letters p, s, n. |
3. Physical education a minute | Guys, you are great, you did a good job, let's take a little rest. |
4. Continuing work on new material. | ABC - p. 52 - reading syllables. Script - p. 18 - writing syllables and underlining consonants (by options): 1V. - hard; 2B - soft. Examination. Read the word game. Which of the 4 letters must be added to make a word? (students read the resulting words) Recipes - page 18 - reading and writing words, and their phonetic analysis (by options). ABC - page 52 - drawing up a proposal for a picture and printing its scheme. (the children do the work independently, and the check is carried out on a slide) Why are 3 words in a sentence capitalized? |
IV. Summing up the lesson. | What letter did you meet in the lesson? Tell us everything you have learned about her. |
V. D / z. | - ABC: p. 53 - learn the passage you like. Recipe - page 19 - write down the girls' names in written letters. The lesson is over. Thank you. |
24.10 Topic: Writing a lowercase letter n
Purpose: Apply learning task lesson. Position the exercise book correctly in the workplace. Reproduce the rules of planting, possession of tools, the location of the copybook in the workplace. Demonstrate correct application hygienic rules of writing. Observe the spelling of letter combinations, combinations of letters in words. Be able to divide words into syllables. Distinguish the sound-letter composition of words
Look at each other and mentally wish you good luck and an interesting mood.
Warm up the hands and fingers.
Game "Determine the written letter by the elements." Write it down in your writing notebook. Page 19
Game "Find a Pair". I will show you the block letters, and you find a pair of them on the slide.
Which letter was missing a pair? Why do you think?
Define the topic for today's lesson.
Before writing these letters, we repeat the landing rules.
We write in a notebook the written capital letters A, O, I, E, s, U, lowercase on the second line.
Guys, look at the slide. Where are we?
We arrived at the forest. There we are met by a small forest man. He will introduce us to a new letter. But the sounds indicated by this letter got lost. Let's help you find them.
Old grandfather Pakhom
On a goat (horse [n "]) rode astride
Six rams (bananas [n])
ate only
And he said: "Still so much ..."
What sounds got lost? ([n "], [n])
What letter in the letter indicates the sounds [n] [n "]? (The letter N)
In the reading lesson, we got acquainted with the block letters Nn. And here are the written letters.
A) What are the elements of the lowercase letter n?
In what letters did we encounter an oblique line with a rounding at the bottom? (a, u, y) Let's learn how to write these elements.
B) Work in writing (p. 19)
Write this element on the first working line.
Let's write a letter in the air
While the gnome walks along his forest paths, the finger remembers the letter, the head also remembers the image of the letter N.
Find the lowercase letter n on the second line. Write it down 3 times.
Happened? Write a letter to the end of the page.
Let's read the syllables with the completion of the whole word.
Let's write some of these syllables in a copy.
What are the syllables with upper, lower connection? Write down each of the syllables 3 times.
Read the syllables and words on the next line. Write only the words on the work line.
Connect these words with the objects drawn below.
Which of these items will a gnome need when he starts school?
Tell him what you can do with these items.
Determine which word schemes are presented below.(pencil case, knapsack)
Perform a sound analysis of these words.
Let's check. Explain to the gnome how you perform sound analysis on words.
Guys, we can not only make up a sound scheme of a word, but also read words and sentences.
Find the sentence written on the last two lines. Let's read it.
What did you do in the lesson? Did we succeed in everything?
Did you enjoy visiting the gnome?
What did you like the most?
Explain to the gnome the need to learn.
Writing lesson in grade 1 on the topic: "Capital and lowercase letters H, n" 23. Educational complex "School of Russia" Letskikh L.А. primary school teacher MAOU SOSH №21, Kungur Pedagogical goal To create conditions for the formation of the ability to write capital and lowercase letters H, n; contribute to the development of phonemic hearing, fine motor skills, eyeball Solution of the educational problem Type of lesson Planned results (subject) Personal results Universal educational actions (metasubject) The main content of the topic, concepts and terms Educational resources Comparison of lowercase and uppercase, printed and written letters; syllabic analysis of words with sounds [n], [n ']. They perform writing of syllables and words with the letters H, n, capital letters in proper names, writing sentences with commenting. The sentences are supplemented with a word encoded in the object drawing. Copy from the written font. They know the criteria for evaluating the work performed. Show cognitive interest, learning motives. Regulatory: plan their action in accordance with the task and the conditions for its implementation. Cognitive: general educational - consciously and voluntarily build speech statements in oral and written form; logical - compare lowercase and uppercase, printed and written letters; carry out a syllabic analysis of words with the sound [n]; highlight the signs of the proposal. Communicative: they know how to build statements that are understandable for a partner in communication Letters H, N; lowercase, uppercase, printed, written letters; syllabic analysis of words; sound [n]; proposal 1. Presentation by letter [Electronic resource]. - Access mode: http://mentemirova.my1.ru/news/101 2. Presentation "Living Alphabet" [Electronic resource]. - Access mode: http://viki.rdf.ru/item/1677/download/
Stages of the lesson Forms, methods, methodological techniques 1 2 Frontal, individual I. Organization of the beginning of the lesson II. Formulation of the educational problem Frontal. Verbal. Introductory word of the teacher, conversation S e n ary of the lesson Teacher's activity Students' activities carried out formed actions skills Type and form of control 3 4 5 6 Greetings. Checking the readiness for the lesson (the presence on the table of the exercise book "Recipe 2", pens) - Listen to the poem and find a mysterious letter in it. It is in the word "song", It is in the word "he", It is in the word "ladder", It is in the word "elephant". The "night" begins with her, And the "dream" ends with her. And in the middle of "she" - she again! - Who is this mysterious stranger? - What did the poem tell you about the letter H? Listen attentively, give an inner orientation to the lesson Individual. Checking readiness for the lesson Teachers, each other, check their readiness for the lesson, emotionally tune in to the lesson Frontal. Oral answers Formulate the learning task together with the teacher, plan its implementation - Letter N. - Letter N happens at the beginning, in the middle and at the end of words.
1 2 3 4 5 6 Continuation of table. - Does it mean a vowel or a consonant sound? - What letters do you think we will learn to write today? - Prepare your hand for writing. Let's do finger gymnastics. Fingers played hide and seek And removed the heads. Like this, like this - So the heads were removed - Consonant sound [n]. - Uppercase and lowercase letters H, n Perform finger gymnastics. Squeeze and open hands in the rhythm of the verse of creation Listen attentively, perform the exercise in accordance with the teacher's demonstration Individual. Correct performance of the exercise for fine motor skills of the fingers Frontal, individual. Practically th, verbal. Exercise for the development of fine motor skills Individual. Practical III. Assimilation of new knowledge and ways of working. 1. Finger gymnastics 2. Rules for landing at the table while writing 3. Acquaintance with the letter H - Check the fit, rules for handling the frontal handle. Verbal. Conversation - Consider block and capital letters N. How are they similar and how are they different? What does the letter H look like? The letter H, I know you, the letter is strong, steel. You have a huge height And you are not a letter, but a bridge. They show you sitting at the table when writing, how to hold a pen correctly. Examining letters, answering teacher's questions, listening to a poem. Correctly holding posture when writing, correctly handling a pen. Establishing similarities and differences. Individual. Checking the correct seating position when writing, correct handling of the pen Frontal. Verbal responses
1 2 3 4 5 6 Continuation of table. Cars are running over you, A river is running under you With large steamers. Above you - clouds 4. Acquaintance with the spelling of the lowercase letter n (p. 14) 5. Work in the "Recipe" (p. 14). Letter elements letters n and letters n frontal. Verbal, demonstrative, practical. Explanation based on the show Frontal, individual. Practically th, verbal. Writing, Conversation - Consider a sample of the lowercase letter n. We start writing from the top line of the working line. We lead the stick down to the bottom line of the working line. Then, from the middle of the first element, we write the second element - the crossbar. This element should be slightly slack. The third element is a stick with a rounded bottom. - Write the letter in the air under the count of one, two, and Listen to the teacher's explanation, follow the writing of the letter. Prescribes elements in the air - Consider a sample of the lowercase letter n. - What are the three elements of a letter? - What are the arrows for? - Circle the elements of the letter. - Circle the petals. - Add the elements of the letter n on the first line, add the letter n on the second line. - At home you will practice writing the letter n. Consider the letter and its elements. Answer the teacher's questions. They write the elements of the letter n, the letter n 6. Syllabic sound analysis of words (p. 14) Frontal, individual. Verbal, Practical - Circle the letters n in the words, read the resulting words. - Consider schemes, correlate schemes and words. Circling letters. - 1st scheme - he, 2nd scheme - it, she, they. Frontal. Observation of the teacher Analyze the sample of the letter being studied, highlight the elements in the lowercase letter Analyze the sample of the letter, highlight the elements in the lowercase letter n. Carry out the letter of the letter n in accordance with the sample, observe the height, width Perform syllabic analysis of words, correlate the written words Frontal, individual. Oral answers, letter. Self control Frontal, individual. Verbal responses, letter
1 2 3 7. Writing syllables (p. 14) Fizkultm inutka cue. Conversation, letter Individual. Practically th. Reading, writing Collective I. Practically th - Perform syllabic analysis of words according to schemes - Read the syllables in "Recipe 2". - Complete the syllables on the lines, pay attention to the connection of letters - Have some work, guys, and now - all to charge! Get up quietly, smile, All turn into animals. How many animals came to the class, Do not recognize my children! Who is the bunny, who is the fox, Who is the bear, who is the cat, who is the bird? Start dancing more fun! Everybody dance, don't hesitate! It's time for us to work, sit down quietly, kids 8. Acquaintance with the capital letter N. Comparison of the letters H, n (p. 15) Frontal. Verbal, practically th. Conversation, writing - Compare the uppercase and lowercase H, n. - Are they spelled the same or differently? - Consider a sample of a capital letter H. - What are the two elements of a capital letter? - What are the arrows for? - Circle the elements of the letter. Continuation of table. 4 Analyze the words Read the syllables in the recipe, complete their writing Children depict their favorite animals. 5 with a model scheme Carry out the writing of syllables in accordance with the pattern, using the commenting technique Carry out the prevention of fatigue 6 Individual. Collective letter. Performing dance movements Music sounds, children dance Consider the letters H and n. Compare. Answer the teacher's questions. Consider the elements of the letter N. Outline the elements of the letter Find similarities and differences in the spelling of the letters H, n. Analyze a sample of the letter under study, highlight the elements in the capital letter N Frontal. Verbal Answers Circling Letter Elements
1 2 3 9. Acquaintance with the spelling of the letter H (p. 15) Frontal. Verbal, demonstrative, practical. Explanation based on demonstration 10. Work in "Recipe 2" (p. 15). Letter letters, syllables IV. Consolidation of knowledge and methods of action. Individual. Practically th. Letter Frontal, steam room. Verbal, practically th, prob - We begin to write the capital letter H from the middle of the wide auxiliary line. We lead a small stroke up to the right, then we draw a line down, we cross the upper line of the working line, we lead further down. Almost reaching the bottom line of the working line, round up to the left, slightly rise above the bottom line of the working line. We begin to write the second element just below the top line of the operating line. We draw a smooth line to the right, going up. We make a loop above the working line (the intersection is on the top line of the working line). We draw a line down and write as we wrote a stick with a rounded bottom. - Write down the letter in the air at the expense of iraz, idva, and - Write down the elements of the letter N. on the first line. - Add the letter N. on the second line. - Read the syllables. - Pay attention to the connection of letters - Consider the outline of the word. What unusual things have you noticed? Continuation of table. 4 Listen to the teacher's explanation, watch the writing of the letter. Prescribe the elements in the air 5 Analyze the sample of the letter under study, highlight the elements in the capital letter 6 Frontal. Observation of the teacher Perform the task: write down the elements of the letter H and the letter N. Perform the writing of syllables - Next to the diagram is not written a word, and sounds are not indicated by color. They carry out the letter of the letter H and syllables in accordance with the pattern, observe the height, width Formulate the problematic task together with the teacher, look for ways of it Individual. Letter Frontal, double. Verbal responses
1 1. Syllabic sound analysis of words (p. 15) 2 lemny. Conversation, working with diagram 3 - Using the picture, find which word this diagram refers to. - Let's perform a syllabic analysis of the word thread and color the diagram. - How many syllables are in a word? - Which syllable is stressed? - How many sounds are there in the first syllable? - What does the first syllable consist of? - Color in the first syllable. - How many sounds are there in the second syllable? - What does the second syllable consist of? - Color the second syllable 2. Work in Copybook 2 (p. 15) Frontal, individual. Verbal, - Read the word. What does it mean? - What letter will we write at the beginning of a word? - Write the word nicely, according to the pattern. 4 - Threads. - Two. - First. - Three. - From the confluence of consonant and vowel sounds, the third consonant is outside the confluence. Carry out the task. - Two. - From the fusion of consonant and vowel sounds. They carry out the task - Nina. This name. - The title page. Follow the letter. Continuation of table. 6 5 solutions. They select the word to which the scheme fits. The word sound analysis is performed. Vowel sounds in the scheme are highlighted in red. They work in pairs: they analyze the work of a friend and evaluate it according to the rules Write off without mistakes. Determine intonation in a sentence, Frontal, Individual. Verbal responses, letter
Writing words and before practically th. Conversation, letter - What's on the next line? - Sentence. indicate on the letter the boundaries of the proposal. 1 application 2 3 - Why do you think so? - Read the sentence, respecting the intonation. - What letter is the beginning of a sentence written with? - Write a proposal for a sample. - Read the last sentence, replacing the picture with the word - Which letter were we visiting today? - Tell us about this letter. - The letter N is pleased with your work. And you? - What happened? What more work needs to be done? - Did you like visiting the letter H? - Practice writing the learned letter Frontal at home. Verbal. Conversation V. Reflexively evaluative 4 5 6 End of table. - Starts with a capital letter. There is a punishment mark at the end. They read a sentence with an intonation. - With a capital letter. Perform the task Answer the teacher's questions Supplement the data in the writing of the sentence with the words encoded in the subject drawings Evaluate their work in the lesson Frontal. Verbal responses
Class: 1
Pedagogical purpose. Create conditions for the formation of the ability to write capital and lowercase letters H, n; to contribute to the development of phonemic hearing, fine motor skills, eyes.
Lesson type. Solution of the educational problem.
Planned results (substantive).
Comparison of lowercase and uppercase, printed and written letters is carried out; syllabic-sound analysis of words with sounds [n], [n ']. They perform writing of syllables and words with the letters H, n, capital letters in proper names, writing sentences with commenting. The sentences are supplemented with a word encoded in the object drawing. Copy from the written font. Know the criteria for evaluating the work performed.
Personal results.
Show cognitive interest, educational motives.
Universal learning activities (metasubject).
- Regulatory: plan their action in accordance with the task and the conditions for its implementation.
- Cognitive: general educational- consciously and voluntarily build speech statements in oral and written form; brain teaser - carry out a comparison of lowercase and uppercase, printed and written letters; conduct a syllable - sound analysis of words with sound [n]; highlight the signs of the proposal.
- Communicative: are able to build statements that are understandable for the partner in communication.
- The letters H, n; lowercase, uppercase, printed, written letters; syllabic-sound analysis of words; sound [n]; sentence.
Educational resources.
- Presentation by letter
- Presentation "Living Alphabet"
During the classes
I. Organization of the beginning of the lesson.
Greetings. Checking readiness for the lesson (having a notebook on the table
“Recipe No. 2”, pens.
(Children greet the teacher, each other, check their readiness for the lesson, emotionally tune in to the lesson)
II. Statement of the educational problem.
Listen to the poem and find a mysterious letter in it.
It is in the word "song"
It is in the word "he"
It is in the word "ladder"
It is in the word "elephant"
The "night" begins with her,
And with it the “dream” ends.
And in the middle of "she" - she again!
Who is this mysterious stranger? (Letter N)
What the poem told you about the letter N?
(Letter N happens at the beginning, in the middle and at the end of words.)
Does it mean a vowel or consonant sound? (Consonant [ n])
What letters do you think we will learn to write today?
(Uppercase and lowercase letters N, n).
III. Assimilation of new knowledge and methods of activity.
1. Finger gymnastics.
Let's prepare our hand for writing. Let's do finger gymnastics.
Fingers played hide and seek
And the heads were removed.
Like this, like this -
So the heads were removed.
(The guys do finger gymnastics. They clench and unclench their hands to the rhythm of the poem).
2. Rules for seating at the table while writing.
We check the fit, the rules for handling the handle.
(The guys show landing at the table when writing, how to hold a pen correctly)
3. Acquaintance with the letter N.
Consider block and uppercase letters N.
How are they similar and how are they different?
What does the letter look like N?
(The guys look at the letters, answer the teacher's questions, listen to the poem)
Letter N I know you
The letter is strong, steel.
You are huge
And not the letter you, but the bridge.Cars are running over you
The river runs under you.
With big steamers.
There are clouds above you.
4. Acquaintance with the writing of the lowercase letter n.
Consider a sample of the lowercase letter n. We start writing from the top line of the working line. We lead the stick down to the bottom line of the working line. Then, from the middle of the first element, we write the second element - the crossbar. This element should be slightly slack. The third element is a stick with a rounded bottom.
(The children listen to the teacher's explanation, watch the writing of the letter. They write the elements in the air).
Let's write a letter in the air underneath - one - and, two - and.
5. Work in the "Recipe". Letter elements letter n and letter n.
Consider a pattern of a lowercase letter n.
What are the three elements of a letter?
What are arrows for?
Circle the elements of the letter.
Circle the petals.
Add the elements of the letter n on the first line, add the letter on the second line n.
At home, you will practice writing a letter n.
(The guys examine the letter, its elements. Answer the teacher's questions. Write the elements of the letter n, letter n).
6. Syllabic and sound analysis of words.
Circle the letters n in the words, read the resulting words.
(The guys circle the letters).
Consider schemes, correlate schemes and words.
(1st scheme - he, 2nd scheme - it, she, they).
Perform syllable-sound analysis according to the schemes.
(The guys are doing word analysis).
7. Writing syllables.
Read the syllables in Recipe No. 2.
Complete the syllables on the lines, pay attention to the connection of the letters.
(The guys read the syllables in writing, do them in writing).
Physical education
We've worked, guys, and now - all to charge!
Stand up quietly, smile
All turn into little animals.
How many animals came to the class
Do not recognize my children!
Who is the bunny, who is the fox,
Who is the bear, who is the cat, who is the bird?
Start dancing more fun!
Everybody dance, don't hesitate!
It's time for us to get to work, sit down quietly, kids.
(Children pretend to be their favorite animals and dance to the music).
8. Acquaintance with the capital letter N. Comparison of the letters H, n.
Compare uppercase and lowercase letters N, n
Are they spelled the same or differently?
Consider a capital letter pattern N.
What are the two elements of an uppercase letter?
What are arrows for?
Circle the elements of the letter.
(The guys are looking at the letters N, n... Compare. Answer the teacher's questions. Consider the elements of the letter N... Outline the elements of the letter).
9. Acquaintance with writing the letter N.
Capital letter N we begin to write from the middle of the wide auxiliary line. We draw a small stroke up to the right, then we draw a line down, we cross the upper line of the working line, we lead further down. Almost reaching the bottom line of the working line, round up to the left, slightly rise above the bottom line of the working line. We begin to write the second element just below the top line of the operating line. We draw a smooth line to the right, going up. We make a loop above the working line (the intersection is on the top line of the working line). We draw a line down and write as we wrote a stick with a rounded bottom.
Write a letter in the air under the bill and - one, and - two, - and.
(The children analyze a sample of the letter being studied, highlight the elements in the capital letter. They listen to the teacher's explanation, watch the writing of the letter. They write the elements in the air).
10. Work in "Recipe No. 2". Letter letters, syllables.
Write down the elements of the letter on the first line N.
Add a letter on the second line N.
Read the syllables.
Pay attention to the connection of letters.
(The guys perform the task: they write the elements of the letter N and the letter N... Perform writing syllables)
IV. Consolidation of knowledge and methods of action.
1. Syllabic-sound analysis of words.
Consider a word outline.
What unusual things have you noticed?
(There is no word written next to the diagram, and sounds are not color coded)
Using the picture, find which word this diagram refers to. ( Thread)
Let's do a syllable - sound analysis of a word threads and color the diagram.
How many syllables are in a word? ( Two)
Which syllable is stressed? (First)
How many sounds are there in the first syllable? (Three)
What does the first syllable consist of? ( From the confluence of consonant and vowel sounds, the third consonant is outside the confluence).
Color in the first syllable.
(The guys are doing the task)
How many syllables are in the second syllable? (Two)
What does the second syllable consist of? ( From the fusion of consonant and vowel sounds)
Color in the second syllable.
(The guys are doing the task)
2. Work in "Recipe 2" p. 15. Writing words and sentences.
Read the word. What does it mean? ( Nina. This name)
What letter will we write at the beginning of a word? ( Title)
Write the word nicely, following the pattern.
(The guys are doing the letter)
What's on the next line? ( Sentence)
Why do you think so? ( Starts with a capital letter. There is a punctuation mark at the end)
Read the sentence, respecting your intonation.
(The guys read the sentence with intonation)
What letter is the beginning of a sentence written with? ( With capital)
Write a sentence using a sample.
(The guys are doing the task)
Read the last sentence, replacing the picture with a word.
V. Reflexively evaluative.
Which letter were we visiting today?
Tell us about this letter.
Letter N happy with your work. And you?
What happened? What more work needs to be done?
Did you like visiting the letter N?
(The guys answer the teacher's questions)
Practice writing the letter you've learned at home.