Every consonant has noise.
When consonants are formed, the exhaled air encounters various obstacles in the mouth: tongue, palate, teeth, lips. A jet of air overcomes obstacles, and this produces noise.
268 . Name the words for the items below.
Thanks to what vowels and consonants do we distinguish the meaning of the first and second words, as well as the third and fourth? Pick up two or three pairs of other words that differ only in one vowel or one consonant.
269 . Determine what idea is revealed in the text. Write down the part that contains the proof of this thought. Underline the sentence that serves to link the first and second parts of the text. Write down the number of vowels and consonants in the underlined words.
What sounds in Russian we use 3 more - vowels or consonants?
Here what scientists say about it. Let's take in a row .. from any sentence a few words in which there are a hundred sounds. Among these sounds .. 2 approximately sixty will be consonants, and forty - vowels.
Means, consonants predominate in our speech.
In our language, some sounds are played out in comic sentences - patter. For example: Grass in the yard, firewood on the grass. Tongue twisters help to master correct pronunciation some sounds.
270 . Read each tongue twister four or five times in a row: first in slow motion, then in normal, then at an accelerated pace, trying not to make a single mistake.
1. Three woodcutters cut firewood in three yards. 2. Grass in the yard, firewood on the grass. 3. Sasha walked along the highway and sucked dry. 4. Brush at the pig, scales at the pike. 5. The weaver weaves fabrics on Tanya's dress.
271 . Give examples of tongue twisters. What sounds (or combination of sounds) are played in them?
272 . What explains the shortcomings in Sasha's speech? Why is S. Mikhalkov's poem called "Sashina's porridge"?
He will say:
"Goodbye!",
And one hears:
"To the building!"
He's in such a hurry to fly
Read, ask, say
Like someone is drowning
And he runs to rescue...
When he reads aloud
You will hardly understand:
And he swallows sounds
And whole words.
Possible start: When you read aloud, take your time...
274 . What idea is revealed in A. Kondratov's text? Write down, put the missing punctuation marks. Find two sentences with generalizing words with homogeneous members.
Can a child learn to speak without the help of people? Science .. we know (?) We have cases when children were fed and raised by wild animals: wolves, leopards, monkeys (?) Bears and even ... a sheep. And these people-animals “spoke” not in any human language, but in an animal way. Their throats emitted the signal cries of the animals that raised them: wolf howls, monkey squeals. With great difficulty, it was possible then to teach them to speak like a human being.
1. Work on proverbs and sayings. (Ex. 112.)
Explain the meaning of proverbs and sayings.
2. Work on the text "The ball in the window."
What do you think is the proverb or saying that expresses the main idea of this story? ( A friend in need is a friend indeed.)
V. Theme of the text and title.(Reinforcement.)
A poem by V. Orlov is written on the board.
The hedgehogs have grown
Hedgehog -
Wonderful
But mom is afraid
pet the baby
("Hedgehog", "Friendly Family", "Prickly Child".)
Read the poem and identify its theme.
What words helped you do it?
There are several headings for this text. Which of these titles do you think the poet himself came up with? Explain your choice.
- Write a title for the poem. Underline the synonyms.
- Stork, stork, long-legged,
Show me the way home!
Aist answers:
- Stomp right foot,
stomp left foot.
Again with the right foot
Again, left foot
After - with the right foot,
After - with the left foot,
That's when you come home.
VI. Summary of the lesson.
- What is the main idea of the text? ( The main idea is the main thing that the author wanted to say.)
- Name the features of the text. ( Topic, main idea, connection of parts of the text, connection of sentences in each part.)
Homework. Exercise 113.
Lesson 33
excursions to the park
Target: develop the ability to generalize observations.
During the classes
I. Organizational moment.
II. Message about the purpose of the lesson.
We recently went to the park. What do you especially remember?
- Let's think together about how to tell about our impressions in an essay.
- The theme of our essay is "Autumn has settled in the park."
III. Discussion of the content of the essay.
- What are the signs by which we learn that autumn has settled in the park.
Remember how the trees in the park have changed.
Beautiful in the autumn park! Maple leaves are like toys on a Christmas tree. Some are red, some are yellow, some are green. A breeze blew, and a golden maple rain fell. And the beautiful mountain ash put on festive red beads. The willow drops its yellow leaves into the pond. And they swim like goldfish. Aspen leaves fly like little parachutes.
Tell me about flowers and grass.
- What does the pond look like?
Which bird did you see in the park? What is heard in the autumn park?
IV. Discussion of the construction of the essay.
– The essay will have three parts: the beginning, the main part, the ending.
- What can be said at the beginning of the essay? ( For example, that we do not expect autumn, but it comes unnoticed.)
- What can be said in the main part? ( Describe trees, grasses, flowers, a pond, bird calls.)
How to finish an essay? ( Express your opinion about what you saw.)
v. vocabulary work. Spelling preparation.
VI. Self-writing text in notebooks.
VII. Examination.
Lesson 34
allowed in the essay
Goals: develop the ability to correct errors in the construction of sentences, the use and spelling of words; to consolidate the ability to determine the topic of the text, to find in the text a sentence in which its main idea is expressed.
During the classes
I. Organizational moment.
II. Acquaintance with the best essays.
III. Teamwork over mistakes.
1. Errors in content: factual inaccuracies, extra material (not on the topic), violation of the sequence of presentation.
2. Errors in construction: missing any part, incommensurability of parts, repetition.
3. Errors in the construction of sentences.
4. Spelling and punctuation errors.
- Stand up please. Now we are going to do a physical activity. I will name adjectives if they are related to the word wind, then you should clap your hands, if not connected - jump in place. Be careful!
The teacher says the words: strong, light, impetuous, crunchy, salty, sharp, affectionate, bitter, cold, sweet, warm, beautiful, homely.
IV. Consolidation of what has been learned about the text.
1. Working with text.
- I will now read the text, and you determine its topic and main idea.
The teacher reads:
From the night rain, a blue puddle spilled between the beds. Starlings bathed in it. For them, a puddle is like a lake. They fearlessly climbed into the middle, fall into the water with their chests, fluff it with their wings, fly up ... Splashes over a puddle - a fountain.
And the starlings squeal so desperately that you can immediately understand: wow, what a pleasure it is - morning swimming!
- What is the theme of the text? ( Starlings bathe in a puddle.)
What sentence expresses the main idea of the text? ( Wow, what a pleasure it is to take a morning dip..)
2. Work on exercise 114.
V. Summary of the lesson.
- What did you learn in class today?
- What kind of work did you enjoy doing?
Homework. Exercise 116.
Word composition
Question: Determine what idea is revealed in the text. Write down the part that contains the proof of this thought. Underline the sentence that serves to connect the first and second parts of the text. Write down the number of vowels and consonants in the underlined words. Here is the text: What SOUNDS do we use more in Russian - vowels or consonants? HERE is what scientists say about it. Let's take in a row from any sentence several words in which there are one hundred sounds. Among these sounds, approximately sixty will be consonants, and forty - vowels. MEANS, consonants predominate in our speech. I wrote the underlined words capital letters!!!
Determine what idea is revealed in the text. Write down the part that contains the proof of this thought. Underline the sentence that serves to link the first and second parts of the text. Write down the number of vowels and consonants in the underlined words. Here is the text: What SOUNDS do we use more in Russian - vowels or consonants? HERE is what scientists say about it. Let's take in a row from any sentence several words in which there are one hundred sounds. Among these sounds, approximately sixty will be consonants, and forty - vowels. MEANS, consonants predominate in our speech. I wrote the highlighted words in capital letters!
Answers:
Thought is the number of sounds. Write from the words .. That's what they say ..... 4 acc. 2 ch., 2 acc. 1 ch., 4 acc. 2 ch.
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