Section: PREPARING CHILDREN FOR LITERATURE (tests)

1. How do such types of speech activity as oral speech, reading and writing correlate?

b)oral speech is the basis for learning to read and write ;

2. What qualities of oral speech and communication are an integral part psychological readiness for school?

A)awareness of one's own speech behavior and speech actions, arbitrariness and consciousness of constructing a speech statement;

3. Awareness of one's own speech behavior and speech actions, someone else's and one's speech is ...

b)speech reflection ;

4. What indicators characterize the readiness of a child to learn to read and write?

V)the ability to focus attention on a verbal task, arbitrarily construct one’s statements, choose appropriate language means for performing a verbal task, select options for solving it, evaluate the performance of a verbal task.

5. How are the mechanisms of reading and writing considered in modern psychology?

A)mechanisms for encoding and decoding oral speech ;

6. The translation of the letter code into the sound of words is called ...

V)by reading .

7. What is the essence of the psychological mechanism of reading?

b)the process of recreating the sound form of words according to their graphic, letter model ;

8. What is the essence of the sound analytical-synthetic method of teaching children to read and write?

V)the method is based on the analysis and synthesis of the sound side of language and speech .

9. What mechanism provides a broad orientation of children in the sound side of speech?

A)phonemic awareness ;

10. What is meant by phonemic hearing?

V)ability to perceive and differentiate speech sounds .

11. What mechanism is aimed at mastering reading and writing?

b)phonemic perception ;

12. What is phonemic perception?

A)the ability to analyze the sound structure of words ;

13. How does phonemic hearing relate to phonemic perception?

V)a prerequisite for the development of phonemic perception .

14. What does the special preparation of children for literacy include?

b)the formation of phonemic hearing, a broad sound orientation of children in speech, the skills of sound analysis and synthesis, the development of a conscious attitude to language and speech;

15. In what age group do they begin to introduce children to the terms "word" and "sound"?

A)in junior group 2 ;

16. In what age group are children taught the method of intonation of sounds?

V)middle group .

17. In what age group are they taught to highlight word stress and determine its place in the structure of the word?

b)senior group ;

18. Indicate the tasks of teaching children in a preparatory group for school?

V)analysis of the verbal composition of the sentence, acquaintance with individual vowels and consonants, making words from the letters of the split alphabet,

development of graphomotor skills .

19. How many stages in the formation of mental action did P. Ya. Galperin single out?

A)four ;

20. What is the name of the method of depicting the sound structure of words using abstract units (chips)?

b) modeling;

21. Name the methods and techniques of familiarization with the word:

V)speech exercises, use of fiction, games and game actions with words, vocabulary exercises and word formation exercises.

22. List the methods and techniques for familiarizing yourself with the proposal:

A)compiling a story based on a picture (toy, object) and highlighting sentences in it, graphic representation of a sentence, inventing a sentence with a given word; sentences that begin with a certain word, according to two pictures, according to "live scenes";

23. What methods and techniques provide training in the analysis of the verbal composition of the sentence?

V)highlighting words in voice, their quantitative and ordinal counting, spatial modeling of words using abstract symbols (stripes, squares, scoreboards, counting rulers), graphic representation of the number of words, didactic games, exercises for analyzing and synthesizing words in sentences.

24. What is the peculiarity of teaching partial sound analysis of words in the middle group?

b)special pronunciation of words with intonational sound emphasis, comparison of sounds with songs, pronunciation of an isolated sound and emphasis on the first sound, differentiation of hard and soft consonants, use of puppets in blue and green suits;

25. Which of the psychologists developed a methodology for teaching sound analysis?

A)D.B. Elkonin ;

26. What are the features of teaching full sound analysis of words in the senior group?

A)intonation selection of sounds, modeling the sound structure of a word, determining the place of each sound in a word, characterizing all sounds, highlighting a stressed vowel and stressed syllable, selecting words for the proposed models;

27. What are the methods and techniques of familiarization with the syllabic structure of words?

V)creation of speech situations with prolonged pronunciation of syllables in a word, teaching techniques for highlighting syllables (there are as many syllables as the mouth opens, the number of times the chin touches the palm), a graphic representation of syllable division, didactic games, counting syllables in a word, "Living syllables".

28. What are the ways to highlight the stressed syllable in words?

A)choral and individual pronunciation of a two-syllable word with stress on the first syllable, graphic representation of the stressed syllable, finding the stressed syllable in a word based on the scheme, the method of alternately transferring the stress to each of the syllables in the word, showing the stress on the syllabic ruler;

29. What is involved in preparing children for writing?

b)intellectual and speech development, the formation of phonemic perception of speech, the development of the ability to understand the phenomena of language and speech, preparation for mastering the technique of writing;

30. What are the tasks of preparing for writing related to the accuracy of children's visual perception?

A)development of the eye, the ability to isolate elements from the whole and combine them into a whole, the development of the accuracy of spatial differentiation, orientation in space in different directions;

31. What learning objectives are focused on familiarization with the rules of writing?

V)write from left to right and top to bottom, consistently fill the page, keep the same size of elements and equal distance between them.

32. What are the special hygiene requirements for teaching writing?

b)illumination of the place, furniture according to height, location of the notebook, seating at the table, posture of the writer, eye distance from the notebook, rules for holding a pen, pencil, felt-tip pen;

33. What is the preparation of the child's hand for writing?

A)training the small muscles of the hands, developing the ability to control one’s movements in accordance with the task, mastering various graphic techniques (hatching, outlining, drawing borders and ornaments), exercises in writing letter elements;

34. What elements of drawing are associated with the development of writing?

V)drawing objects resembling elements of letters (flags, circles, cucumbers, fishing rods), borders and ornaments consisting of corners, squares, circles, semi-ovals, loops, straight and curved lines, observing the boundaries of a line or cell.

35. What is the next section on the development of speech associated with the preparation for teaching literacy?

b)education of sound culture of speech ;

stressed called such a phonetic selection of one of the syllables of a non-monosyllabic word, which is carried out by a greater tension of the articulating organs, creating a greater distinctness of the timbre (and thus the distinctness of the quality of the distinguished vowel) and a greater duration of the vowel sound.

Under word stress is understood as the selection of one or two syllables as part of a polysyllabic word with the help of strength, height and duration of sounds. Accordingly, dynamic (power, or expiratory), musical (tonal, or melodic) and quantitative (quantitative, or longitudinal) stress are distinguished. Purely dynamic stress is represented in Czech. Purely musical stress is presented in Chinese, Korean, Japanese. Languages ​​with purely quantitative stress are rare. Modern Greek is an example of languages ​​with such an accent. In most languages, all these types of stress are usually used in combination with each other.

Place of stress in a word. There are languages ​​from free(various) and associated stress. In languages ​​with free stress, word stress can fall on any syllable of a word, as is the case, for example, in Russian. (city, gate, hammer). In languages ​​from related verbal stress emphasizes only a certain syllable of a word: in Czech it is the first syllable from the beginning, for example, jazyk, strana, in Polish it is the second from the end: rolak, smaragdowy.

Distinguish stress mobile And motionless. A fixed stress is one that always falls on the same syllable, regardless of the word form in which it appears.

The unstressed word form that is part of the phonetic word, which is located before the stressed word form, is called proclitic(at the brother), after the stressed word form - enclitic(bring me). With the same stressed word form, both the proclitic and the enclitic can be found: on the bank would. In some cases, word forms of significant words can also become enclitics: on the coast, on two, not was, not given.

Interaction of languages ​​and dialects. Languages ​​of international communication.

Dialect is a type of language used by the inhabitants of the same territory in which it is spoken given language. The set of dialects makes up a single whole of the language. Dialects are divided into territorial and social. Among the reasons for the emergence of dialects, one can name territorial disunity, as a result of which adverbs, groups of dialects appear. Dialects may differ in dialectisms (dialectisms are characteristic linguistic features). Differences can be sound (phonetic dialectisms), lexical (for example, the names of objects in a given area), in a particular area, residents can use prepositions in a special way ("came from Moscow").

LANGUAGE OF INTERNATIONAL COMMUNICATION - a concept used in relation to the language spoken by citizens of various nationalities living in a given state or in a particular area. Often I.m.o. is the state language or the official language.

In some areas of human activity, a dead or artificial language can act as a language of interethnic communication.

Phonemic and non-phonemic sound differences. Differential (distinctive) signs of phonemes.

Different phonemes must be heard by native speakers, i.e. should be realized with different sounds. Realizations of the same phoneme are very different in articulation and in sound. These different sounds, combined as varieties of the same phoneme, are called phoneme variants or its allophonemes.

According to the distinction between the concepts of "phoneme" and "phoneme variant", two transcriptions are distinguished: phonemic and allophonemic (actually phonetic). What is written in phonemic transcription is usually enclosed in oblique brackets / /, and what is written in allophonemic transcription - in straight brackets.

Differential feature of a phoneme- the “lowest” divisional unit, distinguished by linguistic analysis in the multi-tiered structure of the language expression plan

Each phonemic (non-syllabic) language has a small number of

quantity, a closed set of phonemes. They can carry out their

identifying and differentiating function due to the fact that they

differ from each other, being opposed paradigmatically.

The paradigmatic features of phonemes are revealed on the basis of phonological

oppositions, i.e. such oppositions between phonemes that distinguish

not just different sets of phonemes, but also using these sets as

its exhibitors different words(and morphemes).

The typology of phonological oppositions was first developed by N.S. Trubetskoy.

Syllable. Elements of its structure, types of syllables. different types syllables in different languages.

A syllable is the minimum phonetic unit of division of a speech flow, which includes, as a rule, one vowel with consonants adjacent to it. There are languages ​​in which the type of syllables consisting only of consonants can be represented, for example, Czech, in which there are quite a few monosyllabic words that do not contain vowels in their sound, for example: vlk - wolf, krk - neck. The core or top of the syllable in these words is formed by sonorant consonants l r. Depending on the number of syllables in a word, words are single-syllable, two-syllable, three-syllable, and so on.

Types of syllables

Depending on what sound, vowel or consonant, the syllable ends with, syllables are open, closed and conditionally closed.
open syllables end in a vowel sound, for example, in Russian. in-ro-ta, re-ka, in it. Du, Ra-be, Leh-re. A feature of German open syllables is the presence of only long vowels in them.
Closed syllables end in a consonant and cannot be opened, for example: ruble, fruit drink, Nacht, Berg. German closed syllables overwhelmingly contain short vowels, see examples above. However, some closed syllables may also have long vowels, such as Arzt, nun, Mond, wust.
Conditionally closed syllable can be opened with inflection, for example: pond - ponds, cat - cats, Tag - Ta-ge, schwul - schwu-le. The last type of syllables is interesting as evidence that the sound structure of the syllables included in the structure of modified words is not a constant value.
Depending on which sound, vowel or consonant, a syllable begins, syllables are covered and uncovered.
Covered syllables- these are syllables that begin with a consonant sound, for example: re-ka, mo-lo-ko, Tal, Raum.
Bare syllables- these are syllables that begin with a vowel sound, for example: tin, arena, Ei, aus, Uhr.
Various syllable theory.
There are several theories that seek to explain the nature of the syllable.
1. Sonor theory. According to this theory, a syllable is a combination of a more sonorous (or more sonorous) element with a less sonorous (less sonorous) element. (Otto Jespersen).
2. The expiratory theory, according to which a syllable is a sound combination that corresponds to one expiratory push. (Stetson).
3. The theory of muscular tension considers a syllable as the minimum segment of the speech flow, pronounced by one impulse of muscular tension. (Shcherba) 11. On the relationship between syllable and morpheme.

Between the syllable and the morpheme, as the shortest meaningful unit of the language, there are no correspondences in languages ​​such as Russian, German, French, English. For example, in the Russian word form dom, the root morpheme coincides with the syllable, and in the word form doma (genus), the first syllable includes only part of the root morpheme.
However, there are languages ​​in which the syllable is a stable sound formation. It does not change its composition or boundaries in the flow of speech. Such languages ​​are called syllabic, or syllabic languages, where a syllable is equal to a single morpheme and is never broken. Syllabary languages ​​include Chinese, Vietnamese, Burmese and some other languages.

short term planning

Subject: How to find the stressed syllable? Highlighting the stressed syllable with the power of the voice when pronouncing the word. Writing the element "long straight line with a rounded bottom"

LESSON 1. Greeting

School: 7

Date of: 19.09.16

FULL NAME. teacher: Ovcharenko T.A.

CLASS: 1

Number of people present:

Absent:

Learning objectives to be achieved in this lesson

Skill development:

1.1.1.1 Understand what speech, text, sentence, word are.

1.2.5.1 Formulate questions to illustrations / text (with the help of a teacher), answer

questions about the content of the reading.

1.3.3.1 Draw up a picture plan, a text plan and title it (with the help of a teacher).

1.1 Understanding the basic units of speech (text, sentence, word).

2.1 Using reading types.

2.5 Formulation of questions and answers.

3.3 Drawing up a text plan.

Lesson Objectives

language goal

All students will be able to:

Answer the teacher's questions about the illustration.

Control your actions when dividing words into syllables, determining the stressed syllable. Identify by ear the stressed syllable in words. Distinguish between the concepts of "stressed" and "unstressed" syllables.

Most students will be able to:

Make sentences according to the scheme with the appropriate intonation.

Classify words into groups.

Mark the stressed syllable on the word scheme with a conventional sign.

Answer the final questions of the lesson.

Evaluate your work in class.

Some students will be able (for the strong)

Formulate a question according to the content of the text.

Compose stories based on illustrations and life experiences.

Name the ways to highlight the stressed syllable in the word (“call” the word, “ask” the word).

Trilingualism: tertsh, order, order . Basic terms and phrases:

Oral and written speech, sentence, word, syllable, stress.Language used for dialogue/writing in the lesson:

Issues for discussion:

What do your things say about you?

How do you help mom?

Prior Knowledge

Landing when writing, oral and written speech, sentence, punctuation marks in a sentence, sentence scheme, word, syllables, stress.

Plan

Scheduled time

Planned activities

Resources

Beginning of the lesson.

0-1 min

3-5 min

Middle of the lesson.

6-10 min

End of the lesson

5 minutes

Creating a positive emotional state.

Autotraining. To get in the mood for work, the teacher asks the children to say

the following suggestions:

“I am at school in a lesson, now I will start studying.

I rejoice in this.

My attention is growing.

I, as a scout, will notice everything.

My memory is strong.

The head thinks clearly.

I want to learn.

I am ready to work.

Working!"

Updating life experience. Goal setting. (D) Differentiated work.

For non-reading children: distribute subject pictures into groups.

For children who read: read the words on the cards and sort them into groups.

For good readers: read and solve riddles and sort words into groups.

Reading children read a riddle, group 2 shows a card with a word, group 1 shows a picture. Students explain in which group the word was placed.

Word groups: clothes, dishes, shoes (5 words per group).

How to name all these objects in one word? (things a person needs)

Why do people need these items?

Can these objects tell about the owner?

Working on a new theme.

The teacher reads an excerptK. Chukovsky "Fedorino grief".

What is the speech now?

Ask a question about the story. (What is the story about? What happened to Fedora?)

What speech do we use when we tell a story?

Textbook work.

(K) Isolation of the stressed syllable voice.

Task number 1. Students help Fedora to call the dishes. Fedor goes through the forest and calls for his dishes. Why?

Call the dishes and you.Selection of schemes for words.

Task number 2. Say the words, emphasizing the stressed syllables with your voice. What is the stressed syllable?

What scheme fits this word?

What does mom do at home, taking care of the dishes? How do you help mom?(G)

differentiated work. "Away at grandmother Fedora.

1. group: Name what kind of dishes Fedora has a lot of dishes in the kitchen. (Fedora has many blue cups, red sugar bowls, etc.)

   group: Tell us what items of utensils ran away from Fedora and what part they were left without. (Teapot ran away from Fedora. Teapot without a spout.)

Group: Count how many utensils returned. Name them. (Five yellow plates returned.)Trilingualism: tertsh, order,order.

The hare sees a red delicious carrot.

Dynamic warm-up

Jumping, jumping in the woods

Hares - gray balls

Hands near the chest, like the paws of hares; jumping.

Jump - jump, jump - jump -

The hare stood up on a stump

Jumping forward - backward

He built everyone in order, began to show exercises.

Once! Everyone walks in place.

Two! They wave their hands together.

Three! Sit down, stand up together.

Everyone scratched behind the ear.

Stretched for four.

Five! Bent over and bent over.

Six! Everyone lined up again

They marched like a squad.

Work in writing.

Task number 1. Exercise Helpers. Coloring and writing elements.

Task number 2. Prescribing the element "straight line with a rounding at the bottom to the right."

Textbook work.

(TO, G) Task number 3. Multi-level tasks.

group - swaps syllables, forming new words (boar - bank.) Draws up diagrams, determines stressed and unstressed syllables.

group - swaps syllables (reed - mouse, pine - pump) and makes sentences with these words.

(P) Task number 5. Development of attention, observation, thinking. The teacher offers each student to clean up the picture and explain why he did it. Drawing up proposals according to the scheme.

Finger gymnastics. "Assistant". Our Antoshka washes the dishes. (Rub palms together) Washes a fork, a cup, a spoon.

(Unbend fingers from the cam, starting with the little finger) Washed the saucer and glass. And closed the faucet. (Imitating hand movement)

Our fingers tightened tightly. What's happened? Interesting? Apparently they were cold. We cover them with a blanket. (Children squeeze left hand in the fist, and with the right they wrap it around and squeeze it tightly. Then they change hands. Then they lower their hands and shake them slightly. Repeat the exercise several times.)

Work in writing.

Exercise No. H. Coloring "Where is whose cup?"

Children are given a sample. Needs to be painted appropriately

color.

On the free lines, you can prescribe the elements being studied or draw up and write down a plan for the text "Helpers" (read by the teacher or make up the children).

Summary of the lesson. Reflection.

We studied today... We did a good job on... The first group did well on... The second group did the right thing... The third group worked on... We want to knowO..

Subject pictures, cards with words, cards with riddles.

An excerpt from the book by K. Chukovsky "Fedorino grief" or an excerpt from the cartoon

Group work cards

Textbook

Copy-book

Additional Information

Differentiation

How do you plan to support students

How do you plan to stimulate bright students

Evaluation

How do you plan to see the acquired knowledge of students

Intersubject communications observance of SanPiP

ICT competence

Links to values

Group work. Multi-level tasks.

Observing the work of students in a group, their independent work. Asking questions during the lesson. Looking through the work of students in a notebook (tasks). Asking questions while watching a cartoon. Analyzing the results of student reflection. (Steps of success).

mathematics

knowledge

self-knowledge

Kazakh language

English language

Reflection

Use the space below to summarize the lesson

Answer the most relevant questions about the lesson from the block on the left

Were the learning objectives realistic?

What students learned today

What was the purpose of the training?

Did the planned differentiation work well?

Did the training time

What changes from this plan did I implement and why?

final grade

What two aspects of learning went very well in terms of teaching and learning

What two things would improve the lesson in terms of teaching and learning?

What did you learn about students as a whole or individuals?

The article proposes a scheme for implementing one of the methods for restoring speech in patients with efferent motor aphasia. Practical material is presented.

"Restoration of the sound-syllabic structure of the word in patients with efferent motor aphasia".

Efferent motor aphasia- this is a systemic speech disorder, which is expressed in its complete or partial loss, due to damage to the secondary fields of the cortex of the lower parts of the premotor zone of the left dominant (in right-handers) hemisphere of the brain.

The central mechanism of this form of aphasia is a violation of the ability to quickly and smoothly switch from one link of articulated speech to the next due to the pathological inertia of articulatory acts. This is expressed in the fact that the patient, who pronounces a separate sound well, cannot move on to the next one, as a result, the previous sound persists, or the previous sound is contaminated with the desired one.

Patients have defects in the articulation of words: literal paraphasias, omissions, rearrangements of sounds, perseverative additions of extra sounds, anticipations. When repeating words that are complex in sound composition and syllabic structure, a syllable-by-syllable pronunciation is noted (water supply - for - yes - ha - waters), often - a reduction in the syllabic structure.

Therefore, one of the methods of restoring speech in efferent motor aphasia is rhythmic melodic technique, which "works" to restore the sound-rhythmic structure of the word.

It consists in the fact that groups of words with the same syllable-rhythmic structure are selected (examples of words in the appendix). In each group, subgroups (5–7 words) of the same pattern (with similar vowels, the number of syllables, the same stressed syllable) are distinguished and recorded on a voice recorder.

The work begins with words with a simple sound-syllabic structure (monosyllabic words, two-syllable words from open syllables with stress on the first syllable, two-syllable words from open syllables with stress on the second syllable, etc.).

Work with each subgroup of words is designed for several lessons.

1 lesson. Listening to words.

Listening to words with "clapping".

Conjugated pronunciation of words with "clapping".

Composing words from the letters of the split alphabet, writing them in a notebook.

Ending phrases with a hard context with these words.

2 lesson. Conjugate reading of practiced words with "slamming".

Independent reading (if possible) of the practiced words with

"slamming".

Dividing written words into syllables, writing off these words by syllables.

Conjugate pronunciation of words with emphasis on the stressed syllable.

3 lesson. Pronunciation of used words with emphasis on the stressed syllable.

Fill in the missing letters and syllables in these words.

Recording the practiced words from dictation.

Making phrases with these words.

In parallel, it is necessary to carry out work on the conjugated-reflected pronunciation of phrases of everyday content, also recorded on a voice recorder, which are also pronounced with a “clapping”; read, used in dialogues.

This method of presenting the material allows the patient to pronounce speech material at home as often as possible, independently, without the help of a speech therapist, without visual support on the articulatory pattern of words, and if necessary, makes it possible to constantly return to the beginning of the material covered.

In the course of such work, improvements were noted in the state of the patients' speech function: the patients' active vocabulary expanded, and individual phrases of everyday content, primitive in logical structure, appeared in spontaneous speech. Patients more confidently began to participate in the dialogue, although the answers most often remained monosyllabic. In practiced words and some new ones, similar to them in sound-syllabic structure, the number of errors was significantly reduced.

Positive changes were also noted in writing: the patients quite easily composed the practiced words from letters, filled in the gaps in these words, read them aloud, wrote them down from dictation, although literal paraphasias were also noted.

APPLICATION

1. Monosyllabic words.

POPPY SOCK VOTS BOW WORLD FOREST

TANK NOSE MOUTH SUK PIR THING

LAC HOUSE POT BUK MIL DAY

RAK SOM BOR SHOWER SOAPED THE SLOT

BANK SCRAP KOM GUS TIRE SEVEN

2. Two-syllable words from open syllables with stress on the first syllable.

PAW FLY MELON LEATHER

MAMA DUMA HOLE LODGE

VASE PUDDLE LINDE FASHION

PAPA LUPA SHINA GROVE

WOUND CLOUD FOOD SONIA

MASHA SUSHA SAW NOTE

PORRIDGE COAT FOX SODA

3. Two-syllable words from open syllables with stress on the second syllable.

SAMA RUKA DEPO WINTER

LEG FLOUR FEATHER FOX

KOZA KUMA PILA VILLAGE

WATER ARC COUPE CHILD

MOUNTAIN MOON PURE WIFE

ZARYA GUBA DASH PRICE

4. Two-syllable words with a closed syllable with stress on the first syllable.

CORNER SMELL HUNGER SHORE

KNOT SUGAR GATE WIND

HIVE FINGER CITY EVENING

DINNER DANCE KOLOS NORTH

5. Two-syllable words with a closed syllable with stress on the second syllable.

EAGLE HIFT CAR Luggage

OATS CLEANING BATONS BAZAR

DONkey PATTERN FENCE RAM

FATHER LESSON BANANA PEOPLE

WALNUT ROCK STYLE GARAGE

6. Two-syllable words with a confluence in the middle of a word with stress on the first, on the second syllable. (Examples of one subgroup of each group of words)

BUCKET FRAME

LAMP OAR

STORE GRAIN

STICK METRO

BUTT SPOT

7. Three-syllable words from open syllables with stress on the first, second, third syllable. (Examples of one subgroup of each group of words)

CHICKEN MACHINE STRIP

MUSIC CABIN BEARD

RODINA RASPBERRY HEAD

GROVE VALLEY OF COLD

PUDDLE AVALANCHE FLUSH

Further sound-syllabic structure words become more difficult.

Literature:

• Tsvetkova L.S. "Neuropsychological rehabilitation of patients", 1985.
• Wiesel T.G. "Fundamentals of Neuropsychology", 2005
• Shklovsky V.M., Wiesel T.G. "Restoration of speech function in patients with different forms aphasia”, 2000

Sulimova Natalya Yurievna,
speech therapist-neurodefectologist
department "Hospital at home".
Center for Speech Pathology and Neurorehabilitation,
Moscow

FORMATION OF THE ABILITY TO FIND AND SELECT A STRESSED SYLLABLE IN A WORD

In Russian, a stressed syllable is distinguished by several phonetic means at the same time: by force, manifested in loudness, greater longitude, or duration; finally, timbre - a special quality of the sounds that make up the syllable. The stressed syllable is pronounced with greater force, hence the method of quickly and repeatedly pronouncing the word with shouting out the stressed syllable. G.P. Firsov describes this technique, usually practiced in primary school: “Pronounce a word several times at a fast pace, then shout it out - and then the stressed syllable should be sharply marked: car, car, car (Firsov G.P. How I teach literary pronunciation in phonetics lessons). Is great power preserved in the stressed word if the word is pronounced not loudly, but quietly, even in a whisper? Yes, and with a whispered pronunciation, the stressed syllable will be perceived as the strongest due to the specific timbre of the sounds of the stressed syllable.

Highlighting a stressed syllable with a longer longitude is the basis for taking the stretching of a stressed syllable in a word. The word is pronounced slowly, in a singsong voice, the stressed syllable is drawn out: chaaayka, white, love. In school practice, this technique is the most popular and is used in the classroom in the form of completing the task “Call the word!”. This experience is not reliable enough at the early stages of the formation of the ability to determine the stressed syllable in younger schoolchildren: searching for the stressed syllable by stretching, children begin to pull all the syllables in the word, either losing the stressed syllable or choosing it randomly. The prolonged pronunciation of the stressed syllable is more appropriate to use at the stages of the student's more or less formed ability to isolate the stressed syllable. It is important to combine the technique of stretching a stressed syllable with the technique of artificially changing the place of stress in a word: pencil, pencil, pencil. In the use of this technique lie large reserves for improving the skills of students primary school. Words for exercises different parts speech: nouns, adjectives, verbs, adverbs. It is effective to include proper names in the exercises: first and last names of students, well-known geographical names: Dima, Pirogov, Neva, Murmansk.

Tasks for working with such words (written on the board) can be as follows:

Read the words as required by the stress mark.

What word is funny, funny, unusual?

Which word is familiar, familiar?

Which word has the most stressed syllable?

Thus, in search of a stressed syllable, both methods are combined: the method of drawing out the stressed syllable and the method of artificially changing the place of stress in a word.

In the practice of primary school teachers, in addition to those mentioned, there are other methods of highlighting the stressed syllable: beating, tapping, and also slamming either only the stressed syllable in a word, or all syllables with an underlined stress.

Independent determination of the stress in a word, independent setting of the stress sign in it involves the student performing a number of actions (operations) that make up the algorithm for determining the stressed syllable in the word:

1. I pronounce the word, highlighting the stressed syllable.
2. I call the stressed syllable.
3. I put an accent mark over the vowel of the stressed syllable.

I will give an example of reasoning: “Pilot - stressed syllable - lot, I put the stress sign over the vowel o; hedgehog - stressed syllable - e, we do not put the stress sign, this letter is under stress.

On the topic: methodological developments, presentations and notes

A lesson in Russian in the 3rd grade on the EMC "SCHOOL 2100" on the topic "Developing the ability to find the stem and ending in a word" ...

Development of the ability to find suffixes in words

Purpose: development of the ability to form new words, understanding their meaning. Enriching the vocabulary of children with the help of word formation, teaching the correct combination of words in phrases ....