Danko read the mysterious letters. The most mysterious letters in the Russian language
Mysterious letters
Whatever abbreviations automobile companies invent in their desire not to repeat each other - GDI, FSI, DI, D4 - we are talking about the same thing, about direct gasoline injection technology. That is, when gasoline is injected not into the intake pipe, as in “conventional” injection engines, but directly into the engine cylinder.
Of course, engines with direct injection are more complex and more expensive than traditional ones. Nevertheless, in recent years, cars of many well-known brands have acquired them. Why?
Oil reserves on our planet are not increasing - for European and Japanese car owners, who are not spoiled by low fuel prices, efficiency is very important. No one has yet discounted the problem of air pollution either. Of course, thanks to stricter environmental standards, it was possible to reduce emissions of the most harmful substances - carbon monoxide, unburned hydrocarbons and nitrogen oxides. But conversations about the greenhouse effect are not happening out of nowhere, and therefore many national and international programs are devoted to reducing carbon dioxide emissions into the atmosphere. In relation to a car, these problems are interrelated: with an internal combustion engine, carbon dioxide emissions are proportional to fuel consumption. So, increasing the efficiency of the internal combustion engine is useful not only for the car owner’s wallet, but also for our atmosphere.
Increasing the efficiency of a modern gasoline engine is not an easy task: both the design and technology of internal combustion engines have been improving for 150 years, and many reserves have long been selected. However, many solutions were used at one time, but never took root, and now, at a new stage in the development of science and technology, they are becoming relevant again. Direct injection of gasoline is precisely from this area.
Engine theory states that the higher the pressure in the cylinder before the mixture ignites, the greater the engine output. And the pressure in the cylinder depends on how much air gets into it during the intake stroke: the more air, the greater the pressure will be when the piston compresses it. And it is beneficial for us that even at low loads, when there is no need to burn a lot of fuel, a lot of air still gets into the cylinder - the pressure at the end of the compression stroke will be greater.
But it is also known that for complete combustion of gasoline, it is necessary that for every gram of fuel in the cylinder there are 14.7 grams of air. If there is more air, such a mixture is called lean. And unlike a diesel engine, not everything works well in a gasoline engine running on very lean mixtures. After all, the mixture of air and fuel is ignited by a spark from a spark plug. And if the ratio of air and fuel in the mixture is more than 17:1 (more than 17 parts of air to 1 part of gasoline), problems with ignition from the spark plug begin. This is why in traditional engines with gasoline injection (into the intake pipe) the throttle valve still plays an active role - we are forced to limit the amount of air entering the cylinders so that the mixture does not become too lean.
Thus, if we want to increase the efficiency of a gasoline engine at low loads, we must teach it to “digest” a lean mixture.
And this is where direct injection comes to the rescue. After all, the injector here supplies fuel not to the air flow at the inlet, but directly to the cylinder, and we can make sure that with the overall “poor” ratio of air and fuel in the cylinder, near the spark plug there is a “richer” cloud of the mixture that ignites well.
Common rail
BATTERY INJECTION SYSTEM
The fuel injection system of the FSI engine is almost the same as that of most modern diesel engines - it is called “battery”, but the “imported” name is better known - common rail. The pump creates high (from 30 to 110 bar) pressure in a single line. The line has a large diameter because it simultaneously serves as a hydraulic accumulator - a large amount of fuel dampens pressure pulsations from the pump.
This distribution of the fuel mixture in the cylinder is called layer-by-layer, in contrast to homogeneous, when fuel and air are mixed evenly. By the way, the abbreviation FSI, which the Volkswagen group uses to designate engines with direct injection, stands for Fuel Stratified Injection - “layered fuel injection”.
It is clear that in real driving conditions the motor must operate in different modes. Layer-by-layer distribution - for working on lean mixtures, that is, in economical mode, at low loads, for example, when we are not in a particular hurry, driving smoothly at a comfortable speed. But for heavy loads, for power modes (acceleration, driving at high speeds, at high speeds), we will definitely need a homogeneous mixture.
Nothing to lose
AIR FLOW AT FSI ENGINES
To ensure layer-by-layer mixture formation, a high air flow rate is required. To achieve this, some engines with direct gasoline injection use long vertical inlet pipes. But such pipes cannot always be combined with a very useful system for changing their length. The flaps in the intake pipes of FSI engines create some resistance, but they allow you to increase the air flow rate with inclined pipes that are easily compatible with the system for changing their length.
Switching between these modes is done in different ways. For example, FSI engines have a special intake flap, which closes in stratified distribution mode. As a result, the air flow narrows, accelerates and, flying into the cylinder, twists into a “steering wheel”. The fuel is injected during the compression stroke (so direct injection requires a high pressure pump). The “steering wheel” of air, flattened by the piston, but still moving, does not disperse the injected fuel so much, but it helps it reach the spark plug with a compact torch. It also creates a layer of air around the fuel charge, reducing heat loss in the piston bottom and in the cylinder wall.
In homogeneous mixture formation mode, the intake flap is fully open. As a result, air enters the cylinder evenly and in a wide flow. The main portion of fuel is injected into this flow, even during the intake stroke. In a hot cylinder, it evaporates and mixes well with air - a uniform air-fuel mixture is formed throughout the cylinder.
Other companies can find other methods of switching injection modes - for example, special dual-mode injectors that can inject fuel into the cylinder either with a compact narrow torch (for layer-by-layer distribution) or with a uniform wide cone (to form a homogeneous mixture). By the way, in homogeneous mixture mode, a direct injection engine is also more efficient than its traditional counterpart. After all, it is possible to provide fuel injection not in one, but in several stages and thus solve many problems - from accelerated warming up of the converter during a cold start to reducing the risk of detonation and improving the combustion process at high loads, and therefore increasing power.
Of course, there are no “free cakes” in technology. We have already noted that in order to inject gasoline directly into the cylinder during the compression stroke, you need a high-pressure fuel pump - almost the same as on diesel engines. And the corresponding power system. And to obtain vacuum (without which, say, the brake booster does not work) you will need a vacuum pump. Indeed, in the stratified distribution mode, the engine runs on small portions of fuel, but with the throttle valve fully open (which is what we, in fact, achieved). And if the throttle valve is open, no vacuum is created in the throttle space!
It's not so simple with a lean mixture. After all, engines with traditional gasoline injection can operate on a leaner mixture than they do now. Of course, not as ultra-lean as an engine with direct injection, but still, the fuel economy would be noticeable. However, most modern cars do not use this feature. And the reason for this is ecology. Indeed, when operating on a lean mixture, the emission of nitrogen oxides increases significantly - a traditional three-component neutralizer in this situation cannot cope with them. And if we want to work on lean mixtures, then even to comply with Euro 3 standards we will need an additional special neutralizer-absorber of nitrogen oxides. And, of course, electronics to ensure its operation. And the “anti-nitrogen” neutralizer is not only expensive, but also quickly fails when the sulfur content in the fuel is high. So, while carbon dioxide emissions are not yet standardized, and gasoline in most countries of the world contains quite a lot of sulfur, car manufacturers have to give up some of the advantages of direct gasoline injection, primarily from running on lean mixtures. And, of course, outstanding fuel economy cannot be achieved in this case. True, the cost of the car does not increase so much - there is no need to install an “anti-nitrogen” neutralizer and equipment for its operation.
But if the resulting fuel savings become worthwhile as oil prices rise, or, say, the fight against carbon dioxide (CO2) emissions becomes more active, the direct injection engine is ready to demonstrate its merits at any time. It will be enough to install a second neutralizer and change the program of the control unit.
The most mysterious letters in the Russian language
We, friends, taught in childhood
The entire alphabet from A to Z...
S. Mikhalkov “ABC”
The most mysterious letter is the letter E. We almost always write it without two small dots above it. But it turns out that these two points were won with great difficulty.
“More than two hundred years have passed since it appeared in the Russian alphabet. Before that it was “yo”. For the first time, the letter Yo was used by the writer and historian N.M. Karamzin in the word “tears”, explaining that Yo replaces “yo”. Since then, “yo” has not been used. But Yo took root poorly; it was usually written without dots. They used a new letter with superscripts in primers, dictionaries, and encyclopedias.
The decree of December 23, 1917 said: “Recognize the use of the letter E as desirable, but not obligatory.” This is how it has been since then.
In 1942, a new attempt was made to introduce the use of the letter E with superscripts. But in print it continued to be used without them. Obviously, the typing technique, and when writing, the need to lift your hand to make dots, forces you to ignore the dots above it . Although Y has a superscript, it immediately won its place and there are no deviations in its writing.” (From the book “Native Word”)
In elementary grades, they are taught to distinguish between E and E, to write with dots, and in textbooks, E is always dotted. And with the transition to the fifth grade, reading becomes more difficult; books no longer have two dots. For example, how to read correctly - leaned or leaned? We have to rack our brains. I recently looked up in the dictionary how to correctly say gallbladder or gallbladder. I had an ultrasound and said it was gallstones, and the doctor corrected it - gallstones. Or the word “glass”: you need to look at the meaning of the sentence to determine whether it is water glass or window glass. And, while solving a crossword puzzle, the vertical word was “spear”, and the horizontal word “captivity”, which does not contain the letter E. The author did not pay attention to this, he seemed to combine both letters, and I think that this is completely wrong. These are two different letters both in pronunciation and spelling, but many do not think about it. Here's the confirmation:
I consider F to be another mysterious letter. This happened after I saw the comedy “Vintage Vaudeville”. It talks about the events of 1814, when the Russian army was returning to Moscow after the victory over Napoleon. The film says that there were two letters - fita and fert, which were written differently but pronounced the same. Then there was no modern F at all. This is probably why she is absent from A.S. Pushkin’s poems “Winter Morning”, “Winter Road”, “In the Depths of Siberian Ores”, “Prisoner”, “Song of the Prophetic Oleg” and many others. And the answer is simple: in the Russian language, almost all words with the letter F are foreign, borrowed from other languages. For example, phant, fantasy, figure... In some folk dialects they still pronounce x, xv instead of F: instead of fason - hwasong, instead of Fedor - Khvedor. And there were even reverse substitutions: hooligan - fouligan, fost - tail.
In the “Connoisseurs” competition, the question was asked: “Two almost identical letters live differently. One is happy with her life, and the second complains that she is not used enough. What letters are we talking about?” It was about soft and hard signs. In the reference literature there is information that Kommersant is called a slacker letter. Previously, it was called “er” and was used at the end of many words after consonants: bank, house. And now it plays a modest role of separation in some words. Why did her role change? Due to extreme spelling difficulties. It was estimated that its usage percentage was 3.4. Not many books were published in Tsarist Russia, but the letter “er” occupied about 8.5 million pages. “If all the solid characters in Leo Tolstoy’s novel “War and Peace” were printed separately, they would take 70 pages. And given the circulation, the bum letter would take up 21 million pages. This paper would make 21 thousand books of a thousand pages each.” (From the book “In Lesson and After Lesson”)
The word “mysterious” means incomprehensible, representing some kind of mystery.
The word “mysterious” can be replaced with the word “mysterious”.
After all, it also denotes concepts that are difficult to explain.
2. Think about what letters are hidden in the empty squares.
A - swallowed a frog.
L - she rolled the cart.
D - let's open it and go in.
Sh - we'll find it under the tree.
Oh - it buzzes and stings painfully.
P - trees are falling in the forest.
B - tweets on a branch.
T growls at us from the cage.
N – likes a pleasant smell.
K – walks on soft paws.
M - fleeing from a cat.
C - in a pot on the window.
Sh – brushes teeth diligently.
Z - orders us to put on fur coats.
F – sitting in a box.
U - not poisonous at all.
Ch - drags the house with him.
E - will respond from the thicket.
And - in the forest on chicken legs.
G - they are in our baskets.
S - we will stroke the fur.
Yo - we'll dress up for the holiday.
F - flickers with light.
Yu - spins like a top.
Y - in the middle of the cheese.
B - baked in a frying pan.
E - in the forest we ate from a bush.
R - they flew around the moon.
X - on the table for dinner.
I am on every ship.
4. Name the “funny”, “toothy”, “delicious” letters. Read it. Give names to the remaining letters. Which of them can be called fantastic, favorite, homemade?
Fun letters: L, Sh, V, K, M, Zh, U, Ch, E, S, E, Yu, Y, R
Jagged letters: A, O, P, T.
Delicious letters: G, B, E, X.
Serious letters: D, N, C, Shch, Z, I, F, Ya.
I would call the following letters fantastic: I, R.
I would call the following letters my favorite: Sh, K, Z, S, E, Yu, B.
I would call the following letters home: L, P, K, C, Shch, S, B.
5. Come up with your own sentence or poetic couplet with any of the letters.
Determine the intonation with which you will read the text you have composed. Help can be found in the Workbook.
M - the sweetest in the whole world,
The most tender, unique.
The intonation is joyful, enthusiastic, with pride.
Oh - she gilded everything around and brought cold weather.
The intonation is calm, narrative.
6. Discuss with a friend how ordinary words can be turned into magical ones.
This can be done using a theme, the plot of a sentence or a poem. Intonation also helps make words magical.
Goals of the teacher’s activity To introduce the structure and content of the textbook, the concept of “rhyme”; develop speech skills, creativity,
imagination, reader's result
Lesson stage
1
I.
Organizational
moment
II.
Update
knowledge,
staging and
solution
educational task
Educational
and development components
2
Emotional,
motivational training
Reads a poem and demonstrates on the board the multi-colored letters that make up the alphabet.
Teacher activities
3
Don't forget to take it on the road
A reliable bunch of “keys” –
You will enter any fairy tale.
Acquaintance
with a textbook
Shows the cover of the textbook,
– Why is the textbook called a teacher in this poem?
– Why do you think the cover of this textbook depicts children with a book and literary heroes?
works?
– What is the role of reading in the life of each of us?
– Read the title of the textbook.
– Why is the textbook named like that?
Invites you to remember the rules for handling the book and read the memo. Asking questions:
Studying the rules for handling
books.
Introduction to the topic of Section I.
Reading a conversation article
“Dear first grader!” on
With. 4 textbooks
– Explain the meaning of Russian folk proverbs and sayings:
Asks to read the title of the first section of the textbook, organizes a conversation with students on the following questions:
– What do you think the works on the topic “Once upon a time were letters” will tell us?
– Guess the riddle and check your answer:
On the ABC book page
Thirty-three heroes.
Wise Men
Every literate person knows.
(Letters.)
Reads the article and asks questions about the text read:
– Who are called real wizards? Why?
III. Studying
new
material
Preparation
to reading a poem
V. Danko “Mysterious
letters".
Reading whole words.
Independent reading.
Reading analysis
works.
Reading a poem in pairs
Selective reading.
Game moment (riddles)
Development of speech and
creative abilities.
Phonemic development
hearing
IV.
Consolidation
knowledge and
ways
actions
Conducts a conversation on the following questions:
– Where should one begin to get acquainted with a new work? (From reading the author's last name.)
– What is the name of V. Danko’s poem? Read it.
– Is it possible to find out by the title of the work who or what it will be about?
– Do you think it’s possible to turn letters from our alphabet into mysterious ones?
He suggests reading the words written on the board, first syllable by syllable, then as whole words:
swallowed - swallowed open - open
let's go in - let's go in buzzing - buzzing
pleasant - pleasant is saved - is saved
diligently - will diligently respond - will respond
pet it - pet it spin around - spin around
Offers to read V. Danko’s poem “Mysterious Letters” and write down the guessed ones in the “windows”
letters
Organizes dialogue with students on the following issues:
– What helped you guess the letters – pictures or words from the poem?
– Explain why the author named his poem “Mysterious Letters”?
– Name the letters “toothy.”
Asks students to read the poem aloud
Invites you to read lines from the poem:
- About the funniest letters.
– About evil and terrible letters.
– About “feathered” letters, etc.
Offers to read the couplet you like and pay attention to the last words in each
line:
T - swallowed the frog.
L – she rolled the cart.
The nose loves the pleasant smell.
The cat walks on soft paws.
– Usually the last words in poems are consistent in sound. They say words rhyme.
Rhyme (gr. phythmos - measured movement) - repetition at the end of poetic lines
(syllables, words), marking their boundaries and connecting them together into a stanza
Asks you to find words that rhyme and read them:
swallowed - rolled
smell - paws
teeth - fur coats, etc.
He offers to choose any two letters, for example B and K, and gives the task:
– Think of words that have these letters at the beginning. (Squirrel, mole.)
– Hide these words in sentences so that the last words rhyme.
The squirrel hid in a hollow.
The mole fell asleep in his hole.
Reads A. Maksakov’s poems and offers to find an error in them and name the word that matches
meaning:
T-shirts climbed into the garden.
The kitten made himself some slippers,
So that your hats don't freeze in winter.
This is a good place -
The stove is leaking.
The mouse hid under the hill
And quietly gnaws the mink.
V. Summing up
results
Generalization of the results obtained on
information lesson
Conducts a conversation on the following questions:
– What is the name of the new textbook? – Which section of the textbook did we begin our acquaintance with?
– What work did we read in class? – Who is the author of this work?
VI.
Extracurricular
activity
Come up with
and draw “mysterious
letters".
Compose your own couplet
Explains homework
Student activities
carried out
actions
formed
skills
5
Perceive
aural speech
teacher, understand
meaning
poems
(cognitive)
Answer to
teacher questions
(communicative,
cognitive).
Form
control
6
Observation
tion
teachers
Oral
answers
on
questions
.
Lesson stage
1
I.
Organization
onny
moment
II.
Update
knowledge
staging
and solution
educational
tasks
Educational
and developing
Components
tasks and
exercises
2
Emotional,
motivational
Preparation
students to
assimilation
studied
material
Acquaintance
with a textbook
Teacher activities
3
Reads a poem and demonstrates
blackboard with multi-colored letters that make up
alphabet.
Don't forget to take it on the road
A reliable bunch of “keys” –
You will find a way into any story,
You will enter any fairy tale.
Shows the cover of the textbook, organizes
dialogue with students on the following questions:
– Why is the textbook called in this
poem by the teacher?
– Why do you think it’s on the cover of this
textbook depicts children with a book and heroes
literary works?
– What is the role of reading in the life of each of us?
us?
– Read the title of the textbook.
– Why is the textbook named like that?
Learning the rules
handling
books.
Suggests recalling the rules for handling
book and read the memo. Asking questions:
– Why is it necessary to take care of the book?
Getting to know
the topic of section I.
– Explain the meaning of Russian folk
proverbs and sayings:
From time immemorial, a book has raised a person.
A house without a book is like a hut without windows.
Living with a book is a breeze.
Asks to read the title of the first section
textbook, organizes a conversation with students on
questions:
– What do you think they will tell us about?
works on the topic “Once upon a time there were letters”?
4
Listening
poem,
look at the letters
On the desk
(cognitive)
Prepared
students in advance
read
by role
poem by V.
Berestov "Textbook"
(communicative,
cognitive).
- I have a teacher
in the briefcase…
- Who? Be not
Maybe! Really?
- Look,
Please! He is here.
It's called a textbook.
Read the memo about
rules of circulation
with a book.
Answer questions
(regulatory,
communicative,
cognitive).
On one's own
read the section.
Consciously
speak out about
the importance of books in
life
person
(communicative,
regulatory,
cognitive).
Build consciously
speech
statement.
Understand the meaning
puzzles.
Oral
answers.
Oral
answers.
– Guess the riddle and check your
answer:
On the ABC book page
Thirty-three heroes.
Wise Men
Every literate person knows.
(Letters.)
Reads the article and asks questions about
read text:
– What is the first section of the textbook devoted to?
– Who are called real wizards?
Why?
Conducts a conversation on the following questions:
– Where should acquaintance with
a new work? (From reading the surname
author.)
– What is the name of V. Danko’s poem?
Read it.
– Is it possible to tell by the title of the work?
who or what will it be about?
– Do you think it’s possible to use letters from our
turn the alphabet into a mysterious one?
Offers to read what is written on the board
words first syllable by syllable, then whole
in words:
Reading the article
conversation
"Expensive
first grader!
us. 4 textbooks
III.
Studying
new
material
Preparation
to reading
desires
V. Danko
"Mysterious
letters".
Reading integers
words
On one's own
e reading.
swallowed - swallowed
let's open - let's open
let's go in - let's go in
buzzes - buzzes
pleasant – pleasant
saved - saved
diligently - diligently
will respond - will respond
let's pet - let's pet
will spin - will spin
in a frying pan - in a frying pan
Offers to read a poem by V. Danko
“Mysterious letters” and write in the “windows”
guessed letters
Analysis
read
works.
Organizes dialogue with students on the following issues:
– What helped you guess the letters –
drawings or words from a poem?
Listen to the article and
answer questions
Answer questions
teacher
Listening comprehension
teacher's speech.
Understand the meaning
text
Answer to
teacher questions.
Build
statements,
understandable for
partner
Observation
leniya
teachers
Oral
answers
On one's own
read the words.
Accept and
maintain educational
goal and task.
Observation
leniya
teachers
.
On one's own
read a poem
V. Danko
"Mysterious letters" and
complete the task
Answer questions
teacher
Accept and
maintain educational
goal and objective
Formulate
your opinion and
position on
Observation
tion
teachers
Oral
answers
IV.
Consolidation
knowledge and
ways
actions
Reading
poems in
couple
Selective
reading.
Game moment
(puzzles)
Development
speech and
creative
abilities.
– Explain why the author named his
poem "Mysterious Letters"?
– Name the most “fun” letters first.
– Name the letters “toothy.”
– Which letters can be called “delicious”?
– Come up with names for the remaining letters.
Asks students to read the poem
aloud
Offers to read lines from
poems:
- About the funniest letters.
– About evil and terrible letters.
– About “feathered” letters, etc.
Plays the game “What do the letters look like?”
Reads riddles (Appendix 3).
Offers to read what you like
couplet and pay attention to the last
words in each line:
T - swallowed the frog.
L – she rolled the cart.
The nose loves the pleasant smell.
The cat walks on soft paws.
Organizes a heuristic conversation.
– Usually the last words in poems
sound consistent. They say that words
rhyme.
Rhyme (gr. phythmos - measured movement)
– repetition at the end of poetic lines
(syllables, words), marking their boundaries and
connecting them together in a stanza
Asks you to find words that rhyme and
read them:
swallowed - rolled
smell - paws
teeth - fur coats, etc.
Offers to choose any two letters,
Reading
poem: one
names a letter
the other one is reading
offer
They are reading.
given topic.
Agree
in a joint
activities
Consider
landmarks
actions,
proposed
teacher.
They recognize and call
letters.
They read the couplet,
find words
which rhyme.
Understand the meaning
riddles and do
conclusions.
Accept and
maintain educational
task.
Observation
leniya
teachers
.
Be able to listen in
According to
target
installation.
Find words by
teacher's assignment.
Accept and
maintain educational
task.
They compose their own
Plan your
actions in
Oral
Development
phonemic
about the rumor
for example B and K, and gives the task:
- Come up with words that start with these
letters. (Squirrel, mole.)
– Hide these words in sentences so that
the last words rhymed.
The squirrel hid in a hollow.
The mole fell asleep in his hole.
Reads poems by A. Maksakov and suggests finding
there is a mistake in them and name the word that
fits the meaning:
“Oh,” the housewives shout around, “
T-shirts climbed into the garden.
The kitten made himself some slippers,
So that your hats don't freeze in winter.
This is a good place -
The stove is leaking.
The mouse hid under the hill
And quietly gnaws the mink.
couplet about letters,
come up with and
words rhyme
According to
delivered
task
answers.
Listen to poetry and
find a mistake
Listening comprehension
teacher speech,
realize
meaning analysis
words
Oral
answers
V.
Summing up
results
Generalization
received on
information lesson
Conducts a conversation on the following questions:
– What is the name of the new textbook?
– Which section of the textbook did we start with?
acquaintance?
– What work did we read in class?
– Who is the author of this work?
– Why did the author name his poem
"Mysterious letters"?
They reflect and
answer questions.
Define their
emotional
state of the lesson
Draw conclusions
explain the meaning
terms
Oral
answers.
Assessing
tion
students
I am for
work
on
lesson
VI.
Extracurricular
activities
b
Come up with
and draw
"mysterious
letters".
Compose your own
couplet
Explains homework
Record homework
exercise
From time immemorial, a book has raised a person.
A house without a book is like a hut without windows.
Living with a book is a breeze.
Subject: Literary reading
Class: 1 "D"
Educational complex: “School of Russia”
Lesson topic: V. Danko “Mysterious letters”
Lesson type: lesson learning new material.
Purpose of the lesson: to familiarize students with V. Danko’s poem “Mysterious Letters”
Tasks:
Educational: introduce students to the textbook;
Developmental: develop speech skills, imagination, attention, creativity;
Educational: to cultivate reader interest.
Key concepts of the lesson: author, poem, rhyme.
Teacher equipment: textbook “Literary Reading”, multimedia projector with screen, Ozhegov’s dictionary.
Students' equipment: textbook, stationery.
Pedagogical tools: ICT, health-saving technologies.
Planned results
Personal: acceptance and mastery of the student’s social role, development of motives for learning activities and the formation of a personal meaning of learning.
Metasubject (UD):
- personal: the action of meaning formation; self-assessment based on criteria for successful educational activities; formation of interest in studying the subject.
- regulatory: learn together with the teacher to discover and formulate a problem; volitional self-regulation; working according to the proposed plan, use the necessary means (textbook); control, correction; determine the success of completing your task in dialogue with the teacher.
- cognitive: the ability to structure knowledge; setting and formulating the problem;
Logical UUD: performing simple logical actions.
General educational educational activities: structuring knowledge; mastering reading techniques, techniques for understanding words and sentences read.
- communicative: planning educational cooperation with the teacher and with peers; the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; the ability to express one's thoughts.
Subject:
Educational: students’ work with the textbook;
Developmental: speech skills, imagination, attention, creativity;
Educational: reader interest.
During the classes
Stages of the course of the lesson UUD
Teacher's activities Students' activities Organizational moment Hello, guys! I'm glad to see you again! Check your readiness for the lesson. Greeted by teachers Regulatory:
volitional self-regulation
Motivation for learning activities
- We are starting a literary reading lesson.
- Children, listen carefully to the poem.
Don't forget to take it on the road
Magic bunch of “keys” -
You will find a way into any story,
You will enter any fairy tale.
- What does the poem say?
(about letters)
- How did you guess?
(illustrations showing letters on a slide)
- What word in the poem prompted you to answer? (keys)
- Why were the keys called magic?
(because they open the way to any fairy tale)
- That's right, guys, the keys to any fairy tale are letters.
Regulatory: volitional self-regulation.
Personal:
the action of meaning-making.
Communicative:
planning educational cooperation with the teacher and with peers;
the ability to express one’s thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication.
Updating knowledge
- Tell me, where are the letters stored?
(in the textbook, in books)
- Pick up a textbook on literary reading, look at the cover of the textbook.
- Pre-prepared students read V. Berestov’s poem “Textbook” (by role).
- Why is the textbook called a teacher in this poem? - Why do you think the heroes of literary works are depicted on the cover of this textbook? - What is the role of reading in the life of each of us? - Read the title of the textbook. - Why is the textbook called that?
Cognitive:
setting and formulating the problem.
logical: comparison, classification of objects according to selected characteristics.
Regulatory:
control, correction.
forecasting (when analyzing a trial action before its execution).
Preparing to perceive new material
Preparing to perceive a literary work
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Initial verification of acquired knowledge
Control and self-test
Repeated reading. Secondary perception of text
Summary conversation
Reflection - Guys, a textbook, like people, loves to be handled with care.
- What rules for handling a book are you familiar with?
- Do not take books with dirty hands. - Read while sitting at a comfortable table. - Hold the book no closer than 30–40 cm from your eyes, with an inclination of 45 degrees. - Do not make notes in the book with a pen. Use a pencil, a bookmark. - Make sure that the lighting falls from the left side and is sufficient. - Do not read on the go or when traffic is moving. - Do not read to the point of fatigue. After 30-40 minutes, take a break from reading. - Store books on closed shelves.
- Why is it necessary to take care of the book?
- Explain the meaning of Russian, folk proverbs and sayings:
*From time immemorial, a book has raised a person.
*A house without a book is like a hut, without windows.
* Live with a book, don’t bother.
- Vika, read the title of the first section of the textbook.
- What do you think the works on the topic “Once upon a time there were letters” will tell us about?
- Guess the riddle and check the answer:
On the ABC book page
Thirty-three heroes
Sages-heroes
Every literate person knows.
(Letters)
Fizminutka
- Open page 4, put your finger on the beginning of the text and watch me carefully.
– What is the first section of the textbook devoted to? – Who are called real wizards? Why?
How should one begin to get acquainted with a new work? (From reading the author's last name)
- Who can be called the author? (Student who worked on the dictionary) - What is the name of V. Danko’s poem? Read it. – Is it possible to find out by the title of the work who or what it will be about? – Do you think it is possible to turn letters from our alphabet into mysterious ones?
- Look at the board, in front of you are words that you need to read first syllable by syllable, then in whole words. We read the words in a chain, 1 reads by syllables, the other a whole word, we start from the 1st row.
Pro-glo-ti-la-swallowed
Po-ka-ti-la - rolled
Let's open it
Come on, come on, let's come in
Buzz-buzz-buzz
Stings - stings
Pleasant-pleasant
Ho-dit - walks
Spa-sa-et-sa-is being saved
Eagerly
No-click-will-respond
Le - lives - lies
Let's iron it, let's pet it, it'll spin
On a frying pan, on a frying pan,
Independent reading.
– Read V. Danko’s poem “Mysterious Letters”, writing down the letters you guessed in the “windows”.
– What helped you guess the letters - pictures or words from the poem? – Explain why the author called his poem “Mysterious Letters”? – Name the most “fun” letters first. – Name the “toothy” letters. – Which letters can be called “delicious” ?– Come up with names for the remaining letters.
Reading a poem in pairs. – Read the poem out loud: one person names the letter, the other reads the sentence.
Fizminutka
– Read the lines from the poem about the funniest letters. – About evil and scary letters. – About “feathered” letters, etc.
- Game “What do letters look like?” - Guys, now I’m going to ask riddles, your task is to guess and name the letter. He carried the letter on his shoulder and mowed the grass in the meadow. (D) This letter is wide and looks like a beetle. And at the same time, like a beetle, it makes a buzzing sound. (F) - I’m still trembling with fear! - The log exclaimed, - The letter looks like an ax! It will definitely split! (R) Fedya walks with his hands on his hips. So, I learned my lessons. (F)
Here is a letter like a hut. Isn't it true, the letter is good! And although she is simple in appearance, But she begins the alphabet. (A) That’s the old lady’s grief: The temples on her glasses are broken! (B)
- Guys, what special did you notice in the words of the poem? (Usually the last words in poems agree in sound. They say that the words rhyme)
- What is rhyme? (student who worked with the dictionary)
- Guys, refer to the text and try to find words that rhyme and read them:
Swallowed and rolled
The smell of paws
Fur teeth
- Now choose any two letters, for example B and K, and come up with words that have these letters at the beginning. (Squirrel, mole).
Well done!
– What is the name of the new textbook? – What section of the textbook did we start getting acquainted with? – What work did we read in class? – Who is the author of this work? – Why did the author call his poem “Mysterious Letters”? Homework: 1) come up with and draw “mysterious letters” letters"; 2) try to compose your own couplet.
Cognitive:
general educational: consciously speak out about the importance of books in a person’s life,
study the rules for handling the book and read the memo,
introduction to the topic of the section.
Cognitive: answer the teacher’s questions,
construct statements that are understandable to a partner, preparing to study V. Danko’s poem “Mysterious Letters”
Cognitive: accept and maintain the learning goal and task.
Cognitive: Take into account the actions proposed by the teacher.
Regulatory: Understand the meaning of riddles and draw conclusions.
Selective reading.
Communicative:
the ability to express one's thoughts;
Regulatory: determine the success of completing your task in dialogue with the teacher.
Personal: self-assessment based on criteria for successful educational activities.
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