What is the sound of the letter y. Is the letter "Y" a vowel or a consonant, hard or soft? Phonetic analysis of the word

The most important part of speech is words, we pronounce them, write and read them, we add phrases and sentences from them. They consist of letters and sounds that have become so firmly established in our lives that we hardly notice them.

Letters and sounds are not the same thing, although they are closely related concepts. We write, see and read letters, and we pronounce and hear sounds. Letters are graphic written symbols, while sounds are the acoustic component of words and human speech in general. In different words, the same letter sometimes corresponds to different sounds.

“In the beginning was the word. Then words, words, words... (author Vladimir Kolechitsky).

“The word was given to a person not for self-satisfaction, but for the embodiment and transmission of that thought, that feeling, that share of truth and inspiration that he possesses to other people.” (author V. Korolenko).

The study of letters and sounds is carried out by various sections of linguistic science. Sounds studies phonetics, and alphabetic characters - graphic arts. Spelling letters prerogative spelling .

The set of letters of any language makes up its alphabet. The letters of the Russian language are divided into consonants, vowels and auxiliary. Auxiliary ones include those that do not carry sound information - a hard and soft sign.

Consonants and sounds of the Russian alphabet

Consonant sounds and letters are characterized by the fact that during their pronunciation, a certain obstacle arises in the path of air in the oral cavity. As a result, noise is necessarily present in the acoustic sound of consonants. They got the name "consonants" because they almost always stand next to vowels or in the same word with them.

In total, there are 21 consonants in Russian:

b	in	G	d	and	h	th
to	l	m	n	P	R	With
t	f	X	c	h	sh	sch

Another characteristic feature of consonants is that they cannot be pronounced in a singsong voice. The pronunciation of hissing consonants can be stretched (for example: With , f , sh , sch), but "singing" will not work.

As noted above, consonants in words almost always coexist with vowels. However, there is a limited number of words that consist only of consonants. Along with suggestions to , With or particle b, these are some foreign proper names ( Krc- district of Prague; Armenian name Mkrtch, which in Russian is sometimes written with a vowel - for euphony), as well as interjections like brr or shh .

The classification of consonant letters and sounds in Russian is based on acoustic criteria.

Voiced and voiceless consonants

Those consonants whose pronunciation consists only of noise are called voiceless. In contrast, consonants formed by sound and noise are called voiced.

The letter stands apart th(and short). According to the acoustic sound, it is classified as a voiced consonant, however, its isolated pronunciation is impossible. Letter th can only be pronounced together with a preceding or following vowel sound, for example [yy], [y], etc.

Paired and unpaired consonants

Most voiced consonants correspond to certain deaf ones. These consonant letters are called paired. There are also consonants that do not have a pair. Among them there are also deaf and voiced, and they are called unpaired .

Paired voiced and deaf	Unpaired voiced	Unpaired deaf
b - p	l	X
c - f	m	c
g - k	n	h
d - t	R	sch
w - w	th
h - s

Soft and hard consonants

The pronunciation of consonants in words can be hard or soft. If the sound is pronounced softly, then the tongue is slightly pushed forward, approaching the upper palate or touching it. When pronouncing solid sounds, the tongue does not move forward (but the tongue can touch the upper palate due to upward movement).

Most consonants form both hard and soft sounds, but there are some exceptions. In particular, the letters and , c , sh always have a solid sound, and letters th , h , sch- soft.

In other cases, the hardness or softness of consonants is determined by which letter comes after them.

If the consonant is followed by letters a , about , at , uh , s , b- then you get a solid sound. The same is true if the consonant is at the end of the word or is followed by another consonant.

If the consonant is accompanied by letters e , yo , and , Yu , I , b- then its sound will be soft.
Video lesson

Hissing and whistling consonants

Some of the consonants in Russian sound like a hiss. These are the sounds and , sh , sch , h, which are called hissing consonants.

Another group of consonant sounds, when leaving the oral cavity, forms acoustic vibrations resembling a whistle. These are the sounds h , With , c- whistling.

The properties of hissing and whistling consonants are especially noticeable during their prolonged pronunciation.

One of the important features of these sounds is that most of the speech defects are associated with their pronunciation. For this reason, work with hissing and whistling consonants should be given special attention when teaching children. It is important to note that speech deficiencies associated with these sounds may be amenable to speech therapy correction.

Russian vowels and sounds

Unlike consonants and letters, a characteristic feature of vowels is that air passes freely through the oral cavity during their pronunciation. As a result, vowels can not only be easily stretched, but also sung in a singsong voice. Another distinctive feature is that they can be pronounced as loudly as you like, at the top of your voice.

By means of vowels and sounds, consonants are combined into syllables. Each syllable has only one vowel. The number of other letters - consonants, hard and soft signs - may be different. Words can consist of one or more syllables: ros-piss, breaking , yard , painting .

The number of vowels in Russian is 10:

and

about

And there are only 6 vowels: [a], [i], [o], [y], [s], [e]. The vowels corresponding to them are monosonic. The remaining 4 vowels are e , yo , Yu , I- two-voiced, and separately pronounced as [ye], [yo], [yu], [ya]. At the same time, in words, these letters mean one sound (examples: squirrel, ball, went, key).

As in the case of consonants, there are a number of Russian words that consist only of vowels. These pronouns are I , her; unions -- and , a; prepositions -- at , about; interjections -- uh , ay .

Stressed and unstressed vowels

In words, vowels can be stressed and unstressed.

If a vowel in a word is under stress, it is read more distinctly, with more emphasis and a little more drawl.
In the absence of stress, vowels in words are read less clearly. Accordingly, an unstressed position is a weak position for them, and a position in a stressed syllable is a strong position.

As a rule, in traditional writing, stress in words is not marked. If necessary, they are denoted by the sign "akut" - a small "/" stroke above the vowel.

Video lesson

Designations of sounds in phonetic parsing of a word

Phonetic or sound analysis of a word serves to display and parse its correct pronunciation. Both words and individual letters can be designated phonetically.

Sound designations, unlike letters, are enclosed in square brackets. The graphic record of the pronunciation of a word is called transcription.

The basic rules according to which sounds are indicated in the phonetic analysis of a word are as follows:

The hardness of the consonants does not have any designation, but the softness is indicated by the apostrophe. For example, if [b] is a hard sound, then [b ’] is soft.
A long sound in transcription is indicated by a colon, for example: cash register- [cas: a].
Not always, but often the transcription of words is stressed. For example: wave- [wave].
The soft sign and the hard sign do not have a sound pronunciation, therefore, there is no display during phonetic analysis.

Video lesson

How to teach children to distinguish between hard and soft sounds

Sometimes children may have difficulty distinguishing between hard and soft consonants. In this case, there are some tricks that facilitate the assimilation of the topic.

First of all, it is necessary to explain to the child that the concepts of hardness and softness do not refer to consonants, but to their sounds. And that the same letter can sound both hard and soft. Let me give you an example: " b"- words ram - white," R"- work - belt," l» - horse - swan.

Explaining the exception letters, for better memorization, it is recommended to write them like this:

th , h , sch
and , sh , c

It is necessary to make it clear to the child that the underlined letters, as it were, “sit on the pads” - the pads are soft and the letters are also soft.

In order for the child to remember well before which vowels the letter becomes hard or soft, you can use the following technique: first, with a serious facial expression, read a syllable with a hard consonant - and then, with a smile on your face, read another syllable where this consonant is soft. Then, do the same with other letters and syllables. For example: la -- la , mu -- mi , zo -- zya, bo -- byu , ry -- ryo etc. Soft pronunciation is well associated in a child with a smile, and hard pronunciation is well associated with seriousness and severity, which allows you to remember the material associatively.

Gradually, you need to improve your skills, and do the same exercises with simple words, such as: mother , dad a - uncle , uncle etc. As you memorize, you should move from simple words to more complex ones. Explanations and exercises should be gradually alternated with tasks: write words, and then ask which consonants are hard and which are soft.

Another exercise can be proposed: to make tablets with words in which soft consonants are written in one color, and hard ones in another. For example:

N O S I K
CARPET
NUMBER
WARM

There are many options, but it is advisable to choose among them those that the child likes best. This contributes to a better perception of the material, its memorization and practical assimilation.

Video lesson

Some interesting and useful information

Sounds and words can be formed without human intervention. A well-known example is the pronunciation of words by birds of the parrot family. As for individual sounds, they can also appear in inanimate nature - with the rustle of leaves, gusts of wind, splashing waves. This cannot be said about letters - after all, only their meaningful spelling can be recognized as a letter designation, and this is characteristic only of people.
Despite the small number of words consisting only of vowels, they can be used to make a sentence: “Hey, what about me?”
Almost all Russian words containing the letter " f", are of foreign origin. Only in relation to rare words (for example: owl) is Russian origin assumed, but this has not been definitely proven.
All words beginning with " th”, also foreign-language. For example: iodine, yogurt, iota, Yemen, Yokohama, Yorkshire, etc.
Letter " yo» in words almost always carries an accent. There are very few exceptions to this rule - these are words of foreign origin ( Königsberg surfers ), as well as compound words, which include numerals of three or four - ( twenty-three digit , four-door , three thousandth ). It should also be noted those rare situations when in one word there are two letters " yo", one of which becomes stressed, and the other - unstressed ( three-star , four-wheeled , aircraft lift , three-rouble note ).
There are many words in Russian with unusual letter combinations. For example, words in which the same vowel is repeated three times in a row: snake-eater , animal association , long-necked. Word with 7 consonants in a row: counter-meeting (Maybe, occasionalism ). Words with three soft signs: seductiveness , diminutiveness , multifunctionality , seductiveness etc. A word with two soft and one hard signs: courier . One-syllable word of 8 letters: in passing. Many other interesting examples can be cited.
Any letter has a certain frequency of repetition, the most used letters in Russian are about , e , a , and , t , n , With , R. This phenomenon is used to recognize ciphertexts.

Knowledge of letters and sounds, their spelling and pronunciation is the basis of language literacy. In turn, a good command of the spoken and written language is one of the indicators of a person's erudition, and the skills of reading and understanding the text are the basis for learning other sciences. After all, the lion's share of information in the modern world is comprehended by reading or listening, and only a small part of it - through personal experience.

In addition, linguistic speech, which forms the second signaling system, as well as everything connected with it - auditory perception, reading, writing - is one of the main differences between a person and an animal. It is difficult to overestimate the importance of phenomena based on language acquisition. This process continues almost throughout life, but it begins with familiarity with letters, sounds and syllables in early childhood.

Topic: Soft consonant [y´] and letter y.

Target: Introduce students to the sound [y´] and the letter y.

Tasks:

teach the accented pronunciation of this sound based on single-level word models.
reveal the technology of the following methods:
- recoding the sound form of words into a letter form based on two-level word models;
- reading words by syllables and orthoepically;
- reading sentences as structural units that are relatively complete in meaning.
foster a culture of learning.

During the classes

I. Organizational stage.

The long-awaited call is given,
The lesson starts!

Today we have an unusual lesson, as we have parts present, so turn around and greet them.

Sit down.

And also Masha and Misha came to visit us.

And since they came to our lesson, then together with us, what will they do? (get acquainted with the new sound and letter)

II. Repetition.

What sound did you get acquainted with in the last lesson? [r] [r´]

What letter do we represent? ("er")

What does the letter "er" stand for? (two consonants: solid voiced[ p] and soft voiced [p´ ])

How many forms are given for the sound [r]? (indicated by 2 printing forms capital, small, on the right the designation of the sound of soft and hard, and two written ones)

1. We read in syllables, smoothly(p. 34)

How is this word used in the text? (mrá pestilence, etc.)

2. Reading sentences.

What do you know about the offer? (A sentence is made up of words.)

(The sentence expresses a complete thought.)

(The sentence has helper words that serve to link words into a sentence.)

(The first word in a sentence begins with a capital letter and ends with the letter (.))

Arina has soap.

(3)

Why is the word Arina capitalized? (proper name)

How do we use it in speech?

Arina washed Length.

We read orthoepically.

How many words are in a sentence? (3)

Why are the words capitalized? (proper names, beginning of a sentence)

Roman lathered (meaning of the word - arms .)

So, we continue our acquaintance with sounds and letters.

3. Customized message.

Fairy tale "About letters"

A lot of time has passed since they settled in one magical land of Sounds. They were invisible, but they loved to sing.

One day a Wizard appeared in this magical land. He liked it so much that he decided to get acquainted with its inhabitants. And when he found out that all the inhabitants were invisible, he was very upset. But still, he was a Wizard, and a very kind one at that. He decided to give each resident a dress - a visor. Each sound received a dress unlike any other. As soon as it was put on, the Sound immediately became visible and turned into a Letter.

A letter can be seen, depicted, drawn, written. Sound - hear, sing, pronounce, say.

III. Sound analysis of words

1. - Pay attention to the left corner of the alphabet, what sound are we going to study?

And what exactly will we find out if we decipher these schemes? (Attachment 1)

What is in the first picture? (hive)

What is a hive? (house for bees)

- we pronounce.

(s)

What is in the second picture? (the bee is not alone)

What is the name of the bee colony? (Roy)

Read the sound formula of the word.

Say it again and stop at the last sound?

Speak th - th

Compare both words:

hive-

Where do you hear the sound [y´]? (at the end of a word)

What can you say about the sound [й´]? (Meets an obstacle.)

What letter do we designate? ("yy")

So he consonant, sonorous, always soft.

The sound [й´] - is indicated by two printed forms of a small capital letter (on the right is the designation of a sound) and two written forms.

Please note that it is only soft.

2. Designing a letter

Y - 1.2(3.4),5(6.7.8),20

Y - 5.6(7.8),9(10,11,12),20

VI. Fizminutka

Musical accompaniment.

V. Sound analysis of words

Why do you need to take care of plants? (So that they grow, decorate our premises, absorb dust)

How do you water the flowers in the picture?

Let's pronounce the sound form of the word slowly, lingering on the sound [y´].

[l´] [e´] [y´] □ [a]

Where is this sound? (in the middle of a word)

Prepare the squares.

[l´] - consonant, voiced, soft

Designated by the letter "EL".

[e´] is a vowel, stressed sound.

Designated with the letter "E".

[y´] - this is consonant, sonorous, always soft

Designated with the letter "Y".

Didn't study

[a] - vowel, unstressed

Denoted by the letter "a".

How many sounds are marked in the diagram? (5)

(5)

We divide into syllables:

How are syllables counted?

What is the girl doing?

Let's give her a name.

[my]

Let's describe each sound.

[m] - acc., sonorous, solid

Designated by the letter "EM".

[o] - vowel, stressed

Designated with the letter "O".

[y´] - acc., soft, sonorous

We designate the letter "I".

How many sounds were noted? (3)

How many letters do you need to write?

How many syllables are there in a word? (1)

How was it determined? (on vowels)

What is the name of the dishwasher? (washing)

Let's pronounce the sound form of the word.

[m] [o] [y´] □ [a]

Let's describe the sounds.

[m] - acc., solid, sonorous.

Designated by the letter "EM".

[ó] - stressed, vowel

Indicated by the letter "O",

[y´] - acc., soft, sonorous.

We designate the letter "I".

Didn't study.

[a] - vowel, unstressed.

Designated with the letter "A".

We divide into syllables:

How to determine how many syllables are in a word?

VI. Summing up the lesson.

What sounds did you hear in class? ([Y´ ])

Give him a description.

What letter do we use in writing? (II)

Show in alphabetical order.

What do you remember in the lesson?

What did you find especially difficult?

The damage is over. Thank you.

Without brief

And the short (Y) has existed as an independent letter since the spelling reform of 1918. But they began to write I with a short one much earlier: the spelling Y came into the Russian language from Little Russian books in the 17th century, during the church reform of Patriarch Nikon, and gradually moved from Church Slavonic to secular Russian writing. "Kratka" is the Russian name for the diacritic mark breve (from the Latin breve - "short"), borrowed from both Latin and Cyrillic from ancient Greek. It looks like a brevity over a letter, and connoisseurs of typefaces distinguish Cyrillic brevity by thickening at the ends of the bow from the Latin breve, thickened in the middle.

In 1708, Peter I, in order to simplify the inscription of the letters of the Russian alphabet, introduced a civil type. In the Cyrillic alphabet, superscripts were canceled, and a short one fell under the knife. In 1735, Y was restored in rights, but was not recognized as a separate letter - Y was combined with I in dictionaries.

At the end of the 19th century, the legislator of Russian spelling, Professor Yakov Grot, complained that I and E with diacritics denote completely different sounds. He proposed to include the letters Y and YO in the alphabet on an equal footing with the rest and call Y not "And with a short one", but "And a short one." Letters were not introduced into the alphabet during his lifetime, but the name stuck and soon became the only one.

Under brief

Linguists find it difficult to accurately determine the sound that the letter Y stands for. For a long time it was called a vowel in dictionaries, now it is called a consonant. The fact is that in different positions, Y denotes different sounds: when Y comes after a vowel, the sound is a vowel (as in the word “May”), and when before a vowel, then the consonant is [yot] (as in the word “iodine”). To understand such a complex past of I short, it is worth remembering the history of the letter I. Until 1918, in the Russian language there were three letters at once to convey the sound [and]. The first - I - sounded like And after consonants (below). This letter was called “I decimal”, since it corresponded to the numerical value 10. The modern Cyrillic I comes from the capital Greek letter eta - Η (above). Interestingly, the letter AND has a common Phoenician ancestor with the Greek Η/η and the Latin Η/h derived from it. This is the Phoenician letter het. By the way, it was she who, in a position between vowels or at the beginning of a word, transmitted the sound [yot]: iena, maior. There was also an octal AND (modern AND, which had a numerical correspondence of 8). And there was also Izhitsa (in the center), it came from the Greek letter upsilon and was put mainly in church terms, since it was introduced in order to make borrowings as similar as possible to the Greek original. The reform that followed in 1918 reduced the number of variants of And, leaving no room for the Latin yot.

With a brief

It is believed that the spelling reform of 1918 was designed to make life easier for citizens, since the new government announced a course towards universal literacy. The fact that the reform was discussed and prepared by the Spelling Subcommittee at the Imperial Academy of Sciences long before the revolution and was approved back in 1912, the builders of the new state preferred not to remember. From January 1, 1918, the decree of the People's Commissar of Education Anatoly Lunacharsky established a new spelling for all state publications. Among other things, i was abolished. There is not a word about Izhitsa in the text of the law, but by that time it had died by itself, it was no longer used. Thus, for the sound [and] there was one letter - the one that we use today. The reform did not separately take care of the I short, but since 1918 Y was already listed as a separate letter in textbooks. And in 1934, in the Explanatory Dictionary of the Russian Language, edited by D.N. Ushakov, it was retroactively recorded as part of the Russian alphabet.

Topic: Soft consonant [y´] and letter y.

Target: Introduce students to the sound [y´] and the letter y.

Tasks:

teach the accented pronunciation of this sound based on single-level word models.
reveal the technology of the following methods:
- recoding the sound form of words into a letter form based on two-level word models;
- reading words by syllables and orthoepically;
- reading sentences as structural units that are relatively complete in meaning.
foster a culture of learning.

During the classes

I. Organizational stage.

The long-awaited call is given,
The lesson starts!

Today we have an unusual lesson, as we have parts present, so turn around and greet them.

Sit down.

And also Masha and Misha came to visit us.

And since they came to our lesson, then together with us, what will they do? (get acquainted with the new sound and letter)

II. Repetition.

What sound did you get acquainted with in the last lesson? [r] [r´]

What letter do we represent? ("er")

What does the letter "er" stand for? (two consonants: solid voiced[ p] and soft voiced [p´ ])

How many forms are given for the sound [r]? (indicated by 2 printing forms capital, small, on the right the designation of the sound of soft and hard, and two written ones)

1. We read in syllables, smoothly(p. 34)

How is this word used in the text? (mrá pestilence, etc.)

2. Reading sentences.

What do you know about the offer? (A sentence is made up of words.)

(The sentence expresses a complete thought.)

(The sentence has helper words that serve to link words into a sentence.)

(The first word in a sentence begins with a capital letter and ends with the letter (.))

Arina has soap.

(3)

Why is the word Arina capitalized? (proper name)

How do we use it in speech?

Arina washed Length.

We read orthoepically.

How many words are in a sentence? (3)

Why are the words capitalized? (proper names, beginning of a sentence)

Roman lathered (meaning of the word - arms .)

So, we continue our acquaintance with sounds and letters.

3. Customized message.

Fairy tale "About letters"

A lot of time has passed since they settled in one magical land of Sounds. They were invisible, but they loved to sing.

A letter can be seen, depicted, drawn, written. Sound - hear, sing, pronounce, say.

III. Sound analysis of words

1. - Pay attention to the left corner of the alphabet, what sound are we going to study?

And what exactly will we find out if we decipher these schemes? (Attachment 1)

What is in the first picture? (hive)

What is a hive? (house for bees)

- we pronounce.

(s)

What is in the second picture? (the bee is not alone)

What is the name of the bee colony? (Roy)

Read the sound formula of the word.

Say it again and stop at the last sound?

Speak th - th

Compare both words:

hive-

Where do you hear the sound [y´]? (at the end of a word)

What can you say about the sound [й´]? (Meets an obstacle.)

What letter do we designate? ("yy")

So he consonant, sonorous, always soft.

The sound [й´] - is indicated by two printed forms of a small capital letter (on the right is the designation of a sound) and two written forms.

Please note that it is only soft.

2. Designing a letter

Y - 1.2(3.4),5(6.7.8),20

Y - 5.6(7.8),9(10,11,12),20

VI. Fizminutka

Musical accompaniment.

V. Sound analysis of words

Why do you need to take care of plants? (So that they grow, decorate our premises, absorb dust)

How do you water the flowers in the picture?

Let's pronounce the sound form of the word slowly, lingering on the sound [y´].

[l´] [e´] [y´] □ [a]

Where is this sound? (in the middle of a word)

Prepare the squares.

[l´] - consonant, voiced, soft

Designated by the letter "EL".

[e´] is a vowel, stressed sound.

Designated with the letter "E".

[y´] - this is consonant, sonorous, always soft

Designated with the letter "Y".

Didn't study

[a] - vowel, unstressed

Denoted by the letter "a".

How many sounds are marked in the diagram? (5)

(5)

We divide into syllables:

How are syllables counted?

What is the girl doing?

Let's give her a name.

[my]

Let's describe each sound.

[m] - acc., sonorous, solid

Designated by the letter "EM".

[o] - vowel, stressed

Designated with the letter "O".

[y´] - acc., soft, sonorous

We designate the letter "I".

How many sounds were noted? (3)

How many letters do you need to write?

How many syllables are there in a word? (1)

How was it determined? (on vowels)

What is the name of the dishwasher? (washing)

Let's pronounce the sound form of the word.

[m] [o] [y´] □ [a]

Let's describe the sounds.

[m] - acc., solid, sonorous.

Designated by the letter "EM".

[ó] - stressed, vowel

Indicated by the letter "O",

[y´] - acc., soft, sonorous.

We designate the letter "I".

Didn't study.

[a] - vowel, unstressed.

Designated with the letter "A".

We divide into syllables:

How to determine how many syllables are in a word?

VI. Summing up the lesson.

What sounds did you hear in class? ([Y´ ])

Give him a description.

What letter do we use in writing? (II)

Show in alphabetical order.

What do you remember in the lesson?

What did you find especially difficult?

The damage is over. Thank you.

Class: 1

Tasks:

Introduce the new sound [th,] and the letter (“and short”).
Learn to distinguish a new sound and letter from other sounds and letters.
To improve the skill of correct, fluent, conscious and expressive reading.
To develop memory, attention, speech, thinking and observation of younger students.
Cultivate a sense of collectivism, respect for the older generation.

Equipment: textbook "Russian alphabet" / V.G. Goretsky, V.A. Kiryushkin, A.F. Shanko, V.D. Berestov - M .: Enlightenment, 2007, cards with words and syllables, pictures of animals, poster "9 May”, ruler, bottle of iodine, loaf.

DURING THE CLASSES

I. Organizational moment

Teacher: Sit comfortably. We have an interesting job ahead of us, so be careful in the lesson. I think that with your answers in the lesson you will please yourself, me, and our dear guests.

II. Repetition

Sound extraction [th,]

Teacher: Guess the riddle:

The house on the rails is right there.
He will kill everyone in five minutes.
You sit down and don't yawn
Heading off (Tram)

This is a form of transport. Unfortunately, there are no trams in our city, but they may appear in the future. (Application. Picture 1)

Teacher: What sound did you hear at the end of the word?
Suggested student response: Sound [th]
Teacher: This sound is familiar to you. We met him when we studied the letters "e", "i", "e". Read the words and remember in which cases the letters "e", "e", "ya" represent two sounds.
Words to read:raccoon, lighthouse, gun
At the beginning, after a vowel, after a dividing b

III. Explanation of new material

goal setting

Teacher: Today we will learn to recognize the sound [th] and designate it with a new letter “and short”. And also learn to read syllables, words and sentences with a new letter.

Working with sound

Teacher: Let's pronounce the sound [th] and catch it with the palm of our hand. Please note: when pronouncing this sound, we smile, the tongue rests, the upper and lower teeth are exposed.

Questions for students:

Describe the sound [th] (Consonant)
Prove (Not sung, there is a barrier in the mouth)
Close your ears, make the sound [th]
What did you hear? (Sound)
Make a conclusion: the sound is voiced or deaf. (Voiced)
Decide if it's hard or soft.
Repeat the sound characteristic [th]

(1 student gives a complete description of the sound [th], then everyone repeats in chorus, then the students are offered the game “Find the sound”)

Teacher: Clap your hands if you hear the sound [y]. If there is no sound, be silent.

Fox, spear, T-shirt, player, face, trolleybus, name, tea, strong, pit, car, seagull.

- Well done! Most of you got the sound right. And who was mistaken, do not be upset. We are studying.

Introduction to a new letter

Teacher: What letter in the letter denotes the sound [y]. (And short)
- Look carefully. What does the letter look like?

The teacher shows a card with the letters Y Y

- In order not to confuse Y (and short) with I, write a tick on top.
Look what else the letter looks like.

Flying over the gate
Bird,
But on the gate
Doesn't sit down. (Application. Figure 2)

Teacher: So that you remember the letter well, we will print it on the back of each other.

Work in pairs

Children print on the back of each other a capital letter Y, a small letter y.

Teacher: I think everyone remembers this letter.

IV. Fixing new material

Guessing fairy tale characters

Teacher:(as the riddles are guessed, the teacher attaches the words to the board)

1. In Africa, a robber,
Villain in Africa
Terrible in Africa (Barmaley)

3. A girl appeared
In a flower cup.
And there was that girl
A little more than a nail.
In a nut shell
That girl was sleeping
And a little swallow
Saved me from the cold. (Thumbelina)

2. I am a great washbasin
Famous (Moidodyr)
Wash basin head
And a washcloth commander.

4. He is kinder than everyone in the world.
He heals sick animals.
He's famous, he's famous
kind doctor (Aibolit)

Why are these words capitalized? (Names of fairy tale characters)

Work with syllables, words

Teacher: Let's take a look at Aibolit's hospital. At the reception, his visitors are sad, sick. Let Dr. Aibolit listen to them with a tube. (Application. Figure 3) And we will send other patients to the doctor.
– Today is a special day. Only those patients who have the letter Y in their name can come to the doctor's appointment. Who can come to Aibolit?
Suggested student responses: Sparrow, nightingale, seagull, Dunno, ant, snake, lazybones, Ugly duckling
Teacher: Enough visitors for today.
Guys, are you interested to know what diagnosis Aibolit made to the patients?

Aibolit listened to everyone
And the animals say:
"Your cunning family
I got sick with a "clumsiness".
I don't want to help you
I don't treat lazy people."

Teacher: Why did the doctor not want to treat, because he was so kind? (Beasts are lazy, pretenders)

Teacher: Let's help, guys, cure the disease "incompetent" and return the animals to a good name.

1) Who was the first visitor? (Application. Figure 4)

oh oh oh oh oh

own - own
my my
yours - yours

Teacher: What is the difference between each pair of words?
What letter do the words in column 1 end with? And in the second?
How many syllables do the words have in 1 column? Why? And in the second?

2) And Bunny sheds tears. He cannot spell his name correctly.

STUNTER ( word card)

Let's see who he has become. What needs to be done to return the bunny's name?

Suggested student responses: Add a checkmark at the top. (Application. Figure 5)

3) Let's help the parrot pick up words that are opposite in meaning: narrow, tall, kind, big, healthy, distant. (Application. Figure 6)

4) Let's teach the Polar Bear to divide words into syllables. (Application. Figure 7)

LI - NEY - KA, KA - RA - VAI, YOD [yod], GE - ROY, WOW - ON

Tasks for children:(students complete tasks for each word)

1. Read the word.
2. Divide into syllables. What rule do you know?
3. Explain the meaning of this word.

RULER: (show item)

a) a straight line on paper. In notebooks in a narrow line you write letters in class

b) measuring and drawing tool. (in mathematics - we draw segments along a ruler)

c) line up (in physical education)

KA-RA-VAY: large round bread (show item)
IODINE: a medicine that smears scratches (show item)
– Do you know? Iodine is in the air, water, food. If it doesn't, then people will get sick. Most iodine in seaweed. Of these, iodine is made at the factory.
GE - ROY: a person who performs feats. He is brave, valiant.
WOW - ON: armed struggle between states, peoples.

V. Physical Minute

Teacher: Well done! All patients were cured. You can also relax.

The teacher conducts the game "If you like it, do it like this ...".

VI. Work with the textbook (work with text)

Teacher:

Children, are you healthy?
Then please answer me
What letter are you familiar with today?
With the letter "And short". Well done!

– Open the alphabet on page 158-159.

Students look at the illustration.

Teacher: What a terrible word "war". For centuries, the Russian state had to wage wars with weapons in its hands, to protect the peaceful life of people. Fortunately, we were not participants in that difficult time. We don't know what war is. We live a peaceful life.

Task for children: Who has grandparents who participated in the Great Patriotic War of 1941-1945, ask how they lived in wartime. And then talk about it in class.

Working with words

Students read the text on their own, then in chorus: one sentence loudly, the other in an undertone..

Questions for children: What is the text? What does the offer express?

Questions to children on the read text :

- Who was the grandfather in the war? (Soldier)
- What award did grandfather receive in the war? (Medal of Honor)
How do you understand the word "courage"? (Courage, bravery, fearlessness)
- What feat could grandfather accomplish? (Could blow up a tank with a grenade, could shoot down a plane, capture a German officer ...)
Read from the text what mom said about grandfather. (grandfather is old, but his soul is young.) ( Application)
How do you understand mom's words? (In old age, grandfather feels young, energetic, cheerful, feels a surge of new strength)

Students read the text again (“buzz reading”) and prepare for retelling.

Tasks for students: Find words in the text that contain the letter Y (War)

Teacher: Would you like the war to start now? Why? (War destroys everything, people die)

May there always be sunshine
May there always be sky
May there always be a mother
May there always be PEACE!

VII. Summing up the lesson

Teacher: What letter did you learn in class?
- Let's turn to the alphabet, between which letters is Y?
What sound does this letter stand for?
- Raise your hand, who pleased himself with his answers.