"Writing a lowercase letter" g. Lowercase letter x XIII. Consolidation of the material covered

Big book of secret knowledge. Numerology. Graphology. Palmistry. Astrology. Divination Schwartz Theodore

Writing the letter "g"

Graphologists rarely pay attention to this letter, so there are few interpretations of its spelling options. The main attention is paid to the writing of connecting lines and the size of the middle line.

So, a long middle line (Fig. 2.73) indicates the cheerfulness and good physical condition of the writer. If she rushes up, this speaks of a sociable, cheerful and mobile person; if it goes down, then about a phlegmatic and taciturn nature.

Rice. 2.73. The letter is written with a long middle line

An evenly written, harmonious letter with zigzag connections (Fig. 2.74) speaks of a gifted person, active and not devoid of a sense of tact and diplomacy. At the same time, a parallel connection (that is, the absence of connecting zigzag lines) or no connection at all speaks of composure, good breeding and strength of mind and character.

Rice. 2.74. Harmonious letter "Zh"

From the book The Big Book of Secret Knowledge. Numerology. Graphology. Palmistry. Astrology. divination the author Schwartz Theodore

Writing the letter "g" Graphologists rarely pay attention to this letter, so there are few interpretations of its spelling options. The main attention is paid to the writing of connecting lines and the size of the middle line. Thus, the long middle line (Fig. 2.73) indicates

From the author's book

Spelling the letter "z" This letter is also not always used in the study of handwriting. The focus is on the top loop (or lack of it) in the uppercase "Z" and the bottom loop (or lack of it) in the lowercase "z". Thus, the lowercase letter "z" with an elongated lower part, but without

From the author's book

Writing the letter “and” Capital “I” The beginning of the letter is rounded and resembles a semi-oval (Fig. 2.77, 2.78). People who write the letter “I” in this way are endowed with an excess of imagination, eccentricity of actions and thinking, perseverance, and often loftiness of the soul. Rice. 2.77. Beginning of a letter

From the author's book

Writing the letter "y" In writing this letter, like the letter "ё", it is not the letter itself that matters, but the dash above it. The letter "y" gives more information about the owner of the handwriting when it is in the middle of a word (lowercase) than at the beginning (uppercase). Dash with weak pressure (Fig. 2.85)

From the author's book

Writing the letter "k" Capital "K" The letter "K" with pressure and a long line down, closed at the top in the form of a loop or a hook wrapped inside (Fig. 2.90). This usually indicates such character traits as firmness, prudence, determination, but isolation and

From the author's book

Writing the letter "l" The letter "l", like the letters "g" and "h", is rarely analyzed. It is generally accepted that it gives little information about the writing person. Nevertheless, let's pay some attention to it. The more forcefully it is written (Fig. 2.94), the more sensual and tender the person is.

From the author's book

Writing the letter "m" The differences between the spelling of uppercase and lowercase "m" are only in the size of the letters, so we will not consider them separately. For analysis, you can choose any letter "m" - at the beginning, middle or end of the word. Straight, without rounding, the second line

From the author's book

Spelling the letter "n" Capital "N" Rather succinctly written; the transverse line is arched, slightly elongated when connected, at the beginning of the letter there is a small hook above and / or below (Fig. 2.110, 2.111). This indicates, first of all, such a quality as timidity. If it turns out

From the author's book

Writing the letter "o" Capital "O" The letter looks like an open oval with a line descending into the middle (Fig. 2.117). Such a careless spelling of the letter indicates active, fast people. Their excess of energy often means too much haste, but in general, writing the letter "O"

From the author's book

Writing the letter "p" Capital "P" The pressure is the most important when writing the letter "p". Thin lines drawn with weak pressure and a slight rounding (Fig. 2.128). Such a spelling speaks of weakness, susceptibility and suspiciousness. Rice. 2.128. Letter

From the author's book

Writing the letter "r" This is one of the most interesting letters for graphology. It is believed that this is one of the first sounds that a person learned to pronounce. It served as a warning of danger or a sign of danger. This letter has many functional purposes. not without reason

From the author's book

Writing the letter "c" The slanted letter "c" with pressure in the middle, without decorations (Fig. 2.139) is characteristic of the handwriting of sharp and stern people. Often skeptical people who are not prone to sentimentality and emotionality write this way. Rice. 2.139. An oblique, unadorned letter "c"With a small

From the author's book

Writing the letter "t" Capital "T" The first two sticks merge together, and the top stroke is strongly separated and directed upwards (Fig. 2.143). Such a spelling indicates a sympathetic, religious, merciful person. Rice. 2.143. The first two sticks merge together, and the top

From the author's book

Writing the letter "u" Capital "U" Distinct, rounded, unclosed at the bottom, the initial stroke is very thin, sometimes almost imperceptible (Fig. 2.150). Such people are speculative, inquisitive, they are distinguished by love for the elegant. Rice. 2.150. Distinct, with slight pressure

From the author's book

Writing the letter "c" In fact, the letter "c" in its writing resembles the letter "and" with a loop in the lower right part. Therefore, to some extent, its analysis coincides with the analysis of the letter "and". On the other hand, very often the drawing of the eyelet coincides with the lowercase letters "y" and

From the author's book

Writing the letter "w" The main importance in writing this letter is the tempo of writing and the roundness of its constituent elements. The letter "w" with a large initial hook, all elements are equally even, rounded below, without underlining (Fig. 2.164). This spelling indicates

The purpose of the lesson: we study the letter Zh, the formation of reading skills, the development of speech skills, the improvement of phonemic hearing, the basics of an elementary graphic skill.

to introduce the preschooler to the letter Zh, the correct pronunciation of the sound;
to teach to write the capital letter Zh in the cells;
to form an interest in learning with poems and riddles.

Name what is shown in the pictures below:

Acorns Toad Beetle Giraffes

Tell me, how does the beetle buzz? (W-w-w...)
What sound is there in both the word BEETLE and the word SKI?
At the beginning, at the end or in the middle is the sound [g] in the word BEETLE? - SKIS? - HOT? - FRIEND?

When we pronounce the sound [g], the tip of the tongue rises behind the upper teeth, the teeth are almost compressed, there is only a narrow gap between them. Say: LJJ. Both the tongue and the lips prevent the air from leaving the mouth freely when we pronounce the sound [g].

Vowel or consonant sound [g]?
Is this sound voiced or dull?
Why?

Task: printed letter J for preschoolers

Consider the letter Zh. We sewed the letter Zh in the air and once in the notebook carefully in the cells with a simple pencil or ballpoint pen.

In cases where a child is asked to write a whole line of a letter, syllable or word, the adult gives a spelling pattern at the beginning of the line.
If a preschooler has difficulties, then an adult can draw two reference lines, or put anchor points that the child will connect with lines, or write the letters in their entirety, and the child will simply circle them in a different color. Calligraphy at this stage of training should not be required.

Continue the phrase

couch potato red cat
I lay down for myself ... (stomach).

Mom knits a long scarf.
Because the son ... (giraffe).

Flow, rain, more fun.
We are friends with you.
We have fun running
Barefoot in ... (puddles).

And Aibolit runs to the hippos,
And slaps them on ... (tummies).

Tale about the letter J

Greedy Toad

Once upon a time there was an important Beetle, a cautious Already and a greedy Toad. Once an important Beetle says to Uzh:

We need to paint the roof.
- You can paint, - says the cautious Oh.
- What kind of paint?
“Yellow,” said the Beetle importantly.
- But we don't have yellow paint.
- Well, then orange!
And no orange either.
- Let's go ask the greedy Toad, she has a whole barrel of orange paint.

And the greedy Toad at that time was eating jam from a jug. She saw that Beetle and Already were coming to her, she quickly hid the jam and sits and waits.

Hello, Toad! Will you give us orange paint to paint the roof?
- I'm not giving it! - answers the Toad.
- It's a pity the paint.

Beetle and Already with nothing left, and Toad again began to jam. Then the Bumblebee flew in and buzzes:

Give me a little j-gem, J-toad.
- I don't have any jam!
- Oh, you're greedy! - Bumblebee got angry, but how he stings the Toad.

Frightened Toad - Jump into the orange paint barrel! All orange came out and cries orange tears:

Have pity on me, unfortunate-yu!

But no one felt sorry for the greedy orange Toad.

Riddles for children with the letter J

He builds his nest in the field.
Where plants grow.
His and songs and flight
Enter the poems!
Wants to fly straight.
Wants - hangs in the air,
Stone falls from heights
And in the fields sings, sings.
(Lark)

In a golden ball
The oak tree hid.
(Acorn)

Into this sleek box
Bronze color
Hidden little oak tree
Next summer.
(Acorn)

Egg in a cup
Fell off the tree
And it didn't crash.
(Acorn)

Leaves fall from aspens
A sharp wedge rushes in the sky.
(Cranes)

He's tall and spotty
With a long, long neck
And he eats leaves
- Tree leaves.
(Giraffe)

Black, not raven.
Horn, not a bull
With wings, not a bird.
(Bug)

Six legs without hooves.
Flying - buzzing
Falls - digs the ground.
(Bug)

Zhu-zhu-zhu-zhu,
I'm sitting on a branch
I'm sitting on a branch
And I repeat the sound Zh.
(Bug)

Long-legged, long-necked,
Long-billed, gray body,
And the back of the head is bare, red.
Wandering through the dirty marshes,
Catches frogs in them.
Clueless jumpers.
(Crane)

The brothers got up on stilts,
Looking for food along the way.
On the run, on the go
They can't get off their stilts.
(Cranes)

Proverbs and sayings with the letter J

Live for people, people will live for you.
Where friendship is valued, there the enemies tremble.
A strong friendship cannot be cut with an ax.
Put your soul and heart into work, cherish every second in your work.
Tell him, tell him, put it in his mouth.
To live life is not a field to cross.
Friendship is like glass, if you break it, you can't put it together.

Funny poems about the letter Z for children

Beetle buzzing:
- I walked and walked,
I found a yellow stone.
- It's an acorn! You're wrong,
- The giraffe says to the beetle.
- Well, hang it on the bough,
- The beetle says to the giraffe.
(G. Sapgir)

Song of the beetle Zhu-zhu-zhu,
I'm sitting on a branch
I keep repeating the letter Z.
Knowing this letter firmly,
I buzz in spring and summer.
I am a beetle, I am a beetle
I live here.
I'm buzzing, I'm buzzing
I look, I lie
All my life I've been buzzing
W-w-w-w.
The beetle flies over the meadow,
He was tired of walking.
(G. Vieru)

The beetle answered the lesson.
Instead of the words "the stream murmurs"
Wrote "beetle buzzing".
(G. Vieru)

The beetle has fallen and cannot get up.
He is waiting for someone to help him.
(S. Marshak)

Acorn and oak
An acorn fell from a branch to the ground,
The acorn is ripe, the acorn is heavy.
He cries and cries out of fear
And does not hide stomach tears.
- What should I do, giant oak?
Hey, answer me, I'm your son!
- What do you do?
Bury in the ground so that by spring
Turn into an oak tree.
(Leyla Eradze)

That's why they called it a snake
An old-timer of the local puddles?
Nobody got stung
Harmless black.
(L. Kondratenko)

Giraffe
Picking flowers is easy and simple
Children of small stature.
But to one who is so high
It is not easy to pick a flower.
(S. Marshak)

Easily breaks a lion's back
The beat of his hoof
And he eats leaves and grass -
And it's not always enough...
I really like the giraffe
Although I'm afraid he's wrong!
(B. Zakhoder)

Hedgehog with hedgehog and hedgehog
Harvest blackberries.
red fox
He also wants to have fun.
Kuma thought:
The hedgehogs have darkness.
(E. Sirota)

The glutton took pity on the juggler:
“It’s a pity he won’t have dinner soon.
Many plates, many dishes,
But they don't give hot food."
(B. Berestov)

white lawn,
Warm sweatshirt.
I'll run skiing -
You catch me.
(3. Aleksandrova)

The crane took the acorn,
He threw an acorn and caught it.
He will probably soon
Be a circus juggler.
(A. Pudval)

There are miracles in life
Already stung by a wasp.
She stung in the stomach.
It hurts terribly
Here.
And Dr. Ezh said to Uzh:
“I don't find anything.
But still, I think
You better crawl on your back
Until the stomach heals.
(R. Mucha)

The foal sees clearly:
Yellow light! It's dangerous to go!
(B. Timofeev)

Lesson summary:

The pronunciation of new words increases the vocabulary of a preschooler, develops speech and memory.
Cell exercises develop fine motor skills of the hands.
Riddles develop in children ingenuity, the ability to analyze and prove. Educators use riddles when teaching children to increase interest during complex tasks.
Poems affect not only the development of memory. It has been proven that if you learn several lines every day, new neural connections appear in the brain, and the overall learning ability increases.

Technological map of the lesson in the Russian language

Date of: 30.11.16

Educational institution: MBOU "Secondary School No. 33"

Class: 1 "A"

Intern: Pozdnyakova Victoria

Lesson type: Learning new material

Educational : 1) To teach the correct style of the letter “b” and the methods of its connections, to work out the continuity, smoothness of writing letters and letter connections; 2) Improve phonetic skills: characterize sounds, correlate sound and letter; 3) To form in students the habit of properly sitting at a desk and using writing instruments.

Educational : 1) Develop the small muscles of the hand; 2) Develop mental processes, such as voluntary attention, motor memory, logical and figurative thinking, coherent speech.

Educational: 1) Raise interest in the process of cognition; 2) To promote the development of such character traits as perseverance, accuracy, independence.

Planned results

Subject:

Formed UUD

- Personal

- Regulatory

- Communicative

- cognitive

Basic concepts

Equipment

presentation, interactive whiteboard

Stage.

Tasks

Teacher activity

(Content)

Student activities

Planned results

subject

UUD

I. Organizational stage

Tasks:

Motivate students for learning activities.

Good morning, guys! Look at each other, smile, and quietly sit down! Check if everyone is ready for the lesson. You should have copybooks and a pen on your desk.

The motto of our lesson will be the following phrase: "To become literate, we need to know all the letters." Raise your hand who wants to become literate and know all the letters. Well done boys.

Welcome teachers.

Getting ready for work.

Check readiness for the lesson.

Learn the motto of the lesson.

Personal:

the internal position of the student at the level of a positive attitude towards school, orientation to the meaningful moments of school reality and acceptance of the model of a “good student”;

Regulatory:

II . Knowledge update

Tasks:

Determine the level of assimilation of previously studied material.

Today our good friend came to visit us, recognize her:

zhu-zhu, zhu-zhu,

I'm sitting on a branch

I always say the letter Z.

Knowing firmly this letter,

I buzz in spring and summer.

(Bug).

The Beetle Beetle brought us a new letter to the writing lesson. What do you think this letter is? (and )

Let's remember the characteristics of the sound [g]. (consonant, voiced, hard).

Raise your hand every time you hear the sound [g]. Be careful!

Words: cat, scissors, heron, skis, suitcase, brush, lock, hanger, hedgehog, fox, beetle, wolf, pencil, roof, snakes, shield.

Name the animals whose names contain the sound [g]: (hedgehog, giraffe, snakes, swifts).

Name words with a combination of ZhI. (knives, skis, spring, snowflake, etc.)

Solve the riddle.

They name a letter.

Characterize the sound [zh]

Give an example of words.

Regulatory:

take into account the guidelines for action selected by the teacher in the new educational material in cooperation with the teacher;

Cognitive:

build reasoning in the form of a connection of simple judgments about an object, its structure, properties and relationships;

Communicative:

III . Reporting the topic and setting the objectives of the lesson.

Tasks:

Organize the formulation of the topic and objectives of the lesson.

What does the letter "g" look like?

Today in the lesson we will learn how to write and combine with other letters the lowercase letter “zh”, which means a solid sound [zh].

Determine the topic of the lesson and tasks.

Personal:

educational and cognitive interest in new educational material and ways to solve a new problem;

Regulatory:

plan their actions in accordance with the task and the conditions for its implementation.

VI . Learning new material.

Tasks:

Introduce students

Compare small print and lowercase written "g"

How are they similar? What is the difference?

1. Preparatory work for writing a new letter

A) Letter analysis

Construction of the lowercase letter "g"

- Name the elements that make up the lowercase letter "g". (Two strips in the form of a semi-oval; a strip in the form of a straight line).

Consider the elements of the written letters given in the notebook and circle only those that make up the lowercase letter "g".

B) Showing and explaining the spelling of a letter

Now, I will show how to write the letter "g" correctly, be very careful. I start below the top line. From left to right, write a semi-oval line by touching the top ruler. I lower it to the bottom, round it to the left, touching the bottom ruler. I repeat rounding to the right, continue the repeat line to the top ruler, deviating to the right. I write a straight line to the bottom line. I repeat in a straight line up to its middle, continue the smooth line up, deviate to the right, round to the right, touching the top line. I repeat rounding to the left, lower the semi-oval line down, round to the right, touching the bottom line.

B) writing in the air

Before starting work in copybooks, let's practice in the air. Let's put our hand on the elbow, all together we begin to write the letter "g" in the air under the count: and - one - and - and - two - and - and - three - and

Fizminutka

One, two, three, four, five

The fingers went out for a walk. (Clench and unclench fists.)

This finger is the thickest, (Squeeze and unclench each finger on both hands.)

The strongest and biggest.

This finger is for

To show it.

This toe is the longest

And he stands in the middle.

This is a ring finger

He is the spoiled one.

And the little finger, though small,

Very clever, yes daring.

2. An exercise in independent letter writing.

Raise your hand if you want to write this letter beautifully. People often make mistakes, look, we will not do this, we remove this letter.

To write a letter beautifully, you need to follow the rules, who will tell them? (sit down straight, the back is straight, the prescriptions lie with an inclination, we hold the pen correctly).

Put the pen on the middle finger, check if the index finger moves freely. Put the pen at the starting point, circle the elements on the line and circle the letter along the outline yourself to half the line. Compare the letter with the sample, underline the most beautiful letter.

The next task is more difficult, we will not only trace the letter, but also learn how to write the letter ourselves. Circle the letters and continue on your own. Compare the letter with the sample, underline the most beautiful letter.

Well done, we got the job done.

3. Analysis of the connection of letters, letter connections.

Read the syllables that are written on the line. In what syllables does the letter J stand for a hard sound?

(already, already, oh). Why did you decide so? (because the letter "o", "a" and "i" indicate a hard consonant sound).

- “Already” what connection connects the letters? (average). Why? (the letter "a" is written below). So we need to draw a line from the letter “a” to the middle of the working line, I write the letter “g”. Write the letter "a" and circle the letter "g".

What connection connects the following syllables? (average).

Now look at the syllable "zhi". What connection does it connect to? (upper). Why? (the letter "and" is written on top). So we need to connect the line to the top line of the working line, I write the letter "and".

Put down the pens. We are great, who has not experienced difficulties? We have learned to write a letter, syllables.

Read a couple of words: Already - already; Hedgehog - hedgehogs.

What rule should be remembered when writing these words? (zhi - shi - write with the letter "I")

Emphasize combinationszhi - shi.

- Analyze pairs of words according to the plan:

1. how many letters are in a word?

2. how many sounds?

3. how many syllables?

4. what syllable is stressed?

5. types of letter connections.

Analyze what elements the letter zh consists of

Observe the correct spelling of the letter "g"

Write the letter "g" under the count in the air.

Perform a physical minute

Follow the rules for beautiful letter writing.

Outline the letter in the spelling. Compare with the sample, emphasize the most beautiful letter.

They circle and write the letter “g” on their own.

Compare with the sample, emphasize the most beautiful letter.

Reading syllables. I answer the teacher's questions.

Determine what connection the letters with the letter Z are connected to.

Write the letter and circle J.

Fix the material.

Read the words. Work with them.

Write these words in a notebook. Remember the rule.

Personal:

- ability for self-esteem

Regulatory:

Plan your actions in accordance with the task and the conditions for its implementation

accept and save the learning task;

take into account the guidelines for action selected by the teacher in the new educational material in cooperation with the teacher

Cognitive:

Perform analysis

Communicative:

adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogic form of speech.

VII . Consolidation of the studied material.

Tasks: to fix

And to consolidate, I suggest you write a sentence with our studied letter. (Tamara has skis)

Guys, how do you understand what a proposal is? (the sentence starts with a capital letter and ends with a period).

To get started, we need to read the proposal.

What word helper is used in this sentence?

What letter should the word "Tamara" be written with?

What rule should be remembered when writing the word ski?

Analyze each word of this sentence and complete the letter according to the model.

How are these words spelled? (apart)

Let's get to work.

4. Doing a logical task with letters

Compare the letters w-s. How are they similar? What is the difference? (In these letters there is an element of the same shape and size - a strip in the shape of a semi-oval).

Compare the letters w - x. how are they similar? What is the difference? (These letters contain two half-ovals of the same size and shape).

Compare the letters W - E. How are they similar? What is the difference? (In these letters, the semi-oval element is identical in shape (but different in size).)

Compare the letters w - S. how are they similar? What is the difference? (In these letters, the semi-oval element is identical in shape (but different in size).)

Answer the question, think, analyze, reflect.

Write down a sentence

Perform a logical task with letters.

Regulatory:

accept and save the learning task;

Carry out final and step-by-step control on the result

Communicative:

Adequately use speech means to solve various communicative tasks, build a monologue statement, own a dialogic form of speech.

Cognitive:

Build oral messages- carry out analysis

VIII . Summing up the lesson.

Tasks:

Summarize the subject knowledge and skills acquired by students.

Our lesson has come to an end.

Guys, what have we learned?

What new did you learn? What letters are you familiar with?

Thank you for your work. Goodbye.

Cognitive:

Build oral messages

Teacher: Methodist: Bashkina Elena Yurievna

Subject."Letter of lowercase letter zh".

Goals. Develop graphic writing skills, practice calligraphy; create an algorithm for writing a letter with children and , to teach the ability to accurately reproduce the sample, to teach to pronounce the spelling of the letter; develop the skills of unmistakable spelling of a combination zhi in words.

Educational materials."Miracle-script" (under the editorship of V.A. Ilyukhina); word cards: straight oblique line, rocking chair, hook line, secret; beetle image; toy - beetle; drawings with images of animals; syllable table; material for reflection of the lesson.

DURING THE CLASSES

I. Organizational moment

II. Knowledge update

The teacher reads an excerpt from a fairy tale:

Teacher. And the leaf floated and floated on straight oblique line, and now Thumbelina got abroad. past rocking chair a cockchafer flew, saw the girl, grabbed her by the waist and carried her up a tree. He sat down with the crumb on the largest green leaf, similar to hook line, fed her sweet flower juice with a secret and said, "Here I am zhzhzh willow, this is mine zhzhzh hideout. Be mine zhzhzh eh, this is mine zhzhzh desire!”

Then other beetles came to them, which lived on the same tree. They looked at the girl from head to toe and said: “She only has two zhzhzh ki! zhzhzh alco watch! Like u zhzhzh okay!”

Thumbelina did not like the beetles, although she was pretty. And the Maybug said: “Alas, we zhzhzh but to part, very zhzhzh al, zhzhzh good luck!”

An excerpt from which fairy tale did I read?

Children. Thumbelina.

D. Hans Christian Andersen.

U. What elements of the letter did you hear in the passage?

The teacher writes the concepts on the blackboard. Several students one by one go to the blackboard, pronounce and write down these elements of the letter. The rest work in notebooks in the field.

1. We put the pen on the top ruler of the working line and go down the inclined line down to the bottom ruler of the working line.

2. We write a straight inclined line, a little (by 1/10 of the line height) we do not add to the bottom ruler of the working line and we begin to smoothly turn the pen on the line, without sharpening and without stretching along the line.

3. We put the pen on the upper ruler of the working line, go down the inclined line, perform a “rocking chair” without tearing off the handle, and rise along the hook line to the middle of the working line.

4. We put the pen on the top ruler of the working line, go down the inclined line, perform the “rocking chair”, rise along the hook line to the middle of the line, without taking our hands off, and towards the top ruler of the working line, strictly parallel to the already written straight inclined line (or the first , left, inclined line) we write "secret".

Children write these elements to the end of the line.

III. Lesson topic message

U. Let's go back to the passage. Who did Thumbelina meet?

D. Beetle.

U. A beetle also came to visit us and brought his photo.

The teacher takes out a toy and opens the picture of this beetle.

Do you remember what sound the beetle liked to make?

D. Sound [g].

U. What words with this sound do you remember from the story?

D. Housing, wife, desire, legs, sorry, terrible, sorry, wish ( Good luck), need to.

U. Guess what letter we will learn to write today?

D. letter and .

U. Justify your answer.

D. In every word there is a sound [g], in a literacy lesson we got acquainted with the sound [g].

U. Formulate the topic of the lesson.

D. lowercase letter and .

The teacher opens the topic of the lesson.

Small letter J

- Why do we need to be able to write a letter and ?

D. The more letters we learn to write, the more words we can write.

- For the development of written language.

- To be literate.

– Letter and is one of the letters of the alphabet.

It is important that children accept this goal as their own.

IV. Work on the development of the articulatory apparatus

Before children - onomatopoeic verbs.

U. Read the words, trying to convey with your voice the real sounds of wildlife.

On the desk:

meow kaet
karkat

qua kaet
zhu zhzh it

cuckoo em
quack kaet

- Choose: what does the beetle do?

D. Buzzing.

U. Show me how a beetle buzzes? Why is this happening?

D. Some insects during the flight very often flap their wings, cutting through the air. This is how the buzzing happens.

V. Work on the development of reading technique. Finding the studied letter in words

U. The beetle brought you his favorite letter as a gift. This letter is printed in your notebook. Name her.

D. printed letter and .

U. Hatch the letter: boys - vertical, girls - horizontal.

During the work, the teacher monitors the correctness of the work, gives advice, praises.

Everyone has their favorite beetle poem on the table. Read it, find and circle all the letters with a simple pencil and .

Children read line by line and name the number of letters and encountered in the words:

Zhu-zhu-zhu, zhu-zhu-zhu,
On the lawn I buzz
Harmlessly I buzz
I'm circling over daisies!

What sound is repeated by the poet so that we can hear the buzzing of the beetle?

D. Buzzing is created by repeating the sound [g].

U. In which word is the sound [g] heard several times?

D. In a word buzz.

VI. Physical education minute

U. Get up. I show drawings of animals, and you determine the presence and place of the sound [g] in the names of these animals. If the sound [g] is at the beginning of a word - you raise your hands up, if in the middle of a word - put your hands on your belt, if at the end of a word, then lower your hands down. If there is no given sound in the word, then you squat down.

The teacher shows pictures: snake, giraffe, dog, toad, elephant, hedgehog, walrus, fox.

VII. Work in copybook(No. 3, pp. 24–25)

U. Consider the step-by-step writing of a lowercase letter and .

What elements does it consist of?

Children list the elements.

Element-wise notation of a letter and is conducted by the teacher on the blackboard, and the children do this work on the teacher's line in the copybook on p. 24:

1. We put the handle 1/3 from the top in the working line, go to the right with a “tubercle”, turn the handle, go down the inclined line.
2. To the above step 1, add an element called "club". We write out the "stick".
3. On the "stick" we go up to the right and, not reaching 1/3, we write out the "secret".
4. According to the "secret" - an inclined line down.
5. We rise along the slope 1/3 from the bottom, again we leave along the hook to the right up.
6. With 1/3 "we break the secret."
7. According to the "secret" - inclined down, "rocking chair", hook to the middle.
8. Re-showing the teacher continuous recording of the entire letter and according to an abbreviated algorithm with commentary: "tubercle", inclined down, "club", hook up to 1/3, "secret", according to the "secret" - inclined, "rocking chair", hook to the middle.

letter children letters and "in the air" with the pronunciation of the algorithm on the silhouette of a beetle.

U. Drag the beetle silhouette with the line pen to make a lowercase letter and.

Writing a letter point by point, and then independently writing a letter to the end of the line.

VIII. Introspection of what is written

U. Find the prettiest letter you've written and circle it with a green pen. Which letter did you dislike and why?

The beetle also worked with you. Let's see what he got.

In the table, students parse graphic errors in writing a letter and, choose the correctly written letter, encourage the efforts of the beetle.

IX. Writing syllables-mergers with a letter and: zh, zh, zh

Work in writing. Writing syllables with pronunciation. The teacher focuses on the peculiarities of writing and pronunciation of the syllable zhi.

X. Writing words with a letter and

Children read the words. After reading and spelling analysis, the words are written next to the sample.

In a word cranes students mark all parts of letters and their connections. Connections in the middle are marked with a dash, and connections at 1/3 are marked with a cross. One student marks the middle, the other marks the third parts on the board, and the rest work in the copybook.

In a word lark children designate all "nests" and "huts". One student marks "nests", the other - "huts", and the rest work in the copybook in the field.

U. Let's play the game "Who is more?". Think of words in which the sound [g] would be at the beginning of the word.

D. Magazine, life, jasmine, acorn, vest.

U. In the middle of a word?

D. Gooseberry, eggplant, skier, whatnot.

U. At the end of a word?

D. Baggage, siskin, knife, character.

Reading by students of a group of words that are close in meaning: friendship - friends - friend.

U. How are these words similar? What do we call such words?

D. Related.

U. Write down the words, highlight the common part in them.

XI. Physical education minute

XII. Working with offers

U. What do you see on the board?

On the desk:

| _______ ________ _______ ________ ?

D. Scheme of an interrogative sentence.

U. How many words are in it? What rules for writing a proposal do you know? What do we call a proposal?

Children's answers.

- Read the interrogative sentences.

D.Who felt sorry for the beetle?

U. Remember the text of the primer and answer the question: who felt sorry for the beetle?

D. Jeanne felt sorry for the beetle.

U. Write an interrogative sentence.

Restore the deformed sentence and write it down on a free ruler.

D. Zhenya was bitten in the hand by a beetle.

XIII. Consolidation of the material covered

Students connect all the elements in order with an arrow to make a letter. and.

Children collect words from scattered letters. (Words come out: sting, heat, toad, puddle.) Words are written down with commenting.

XIV. Additional material

On the desk:

U. Name the word with the letter you learned in class today.

D. Wish.

U. How do you understand the meaning of this word?

Children's answers.

- Make related words from syllables.

D. Desire, desired, desire, desirable.

U. Insert the appropriate words:

AND … ( desired) a country
It's visible from a distance.

(A.S. Pushkin)

Children's answers.

We all learn ... ( wish)
And we get five.

How do you understand the meaning of this sentence?

Come up with a wish for our guest.

XV. Lesson summary

U. Name the topic of the lesson.

D. lowercase letter and .

U. What is the purpose of the lesson?

D. Learn to write a letter and .

U. What have we done for this?

D. Created an algorithm for writing a letter and .

U. Have we reached the goal?

D. Yes.

Everyone has an envelope for reflection on the table. It has green, yellow and brown leaves.

U. Remember the key words of the lesson and evaluate your work. If you worked in the lesson with a desire, were confident in yourself, you were interested in cleanliness and order in your copybooks, then select a green leaf.
If you worked with desire, but not very confidently, you were worried, and there were flaws in the recipe, then select a yellow leaf.
If you worked without desire, you were bored in the lesson, then select a brown leaf.

There are three tree trunks on the board. The teacher explains that children glue green leaves on the first tree, yellow leaves on the second, and brown leaves on the third. Children glue the selected leaf. The result is three trees. The corresponding conclusion is made.

- I am glad that you worked today with desire, confident that your copybooks are clean. Our guest is also pleased that you gave him such a wonderful home. Thank you for your work! The lesson is over.