A small deed is better than a big idleness.

(Check with a discussion of the correctness of writing sentences and words with hard and soft sounds L.)

6. Analyze the words: plasticine, bell.

Make sentences with these words and write them down.

Sounds R-R"

1. Compose and write words from letters film actress 7-8 words with the sounds R and R." Prove the correctness of your decision.

· R - cancer, rock, mouth, growth, torso, throne, bark, hole, dew, dewdrop, wound, wound...

· R" - rice, three, trio, toffee, butterscotch, cry, caviar, sori...

Make a chain of 8-10 words so that the next one begins with the last letter of the previous one. Every word you choose must have an R sound (hard or soft). Continue:

Analyze the selected words.

Make up one sentence each with a word containing a hard sound; with a word containing a soft sound. Prove that your choice of words is correct.

3. Read the words clearly:

Describe the sound being studied in these words. Rearrange the letters or syllables in the words so that you get a new word with the hard sound R. Write them down.

Make up phrases with the newly formed words so that the 2nd word also has the sound P (hard or soft). Analyze the words in phrases, justify the correctness of their composition.

4. Within 5 minutes, write out 6 words containing hard and soft sounds from the spelling dictionary. R.

(Peer-check with discussion of the correctness of the task.)

5. Read the words clearly:

Describe the sound R in all words. Determine its place. Add a syllable to the beginning of all words once-. Analyze the newly formed words. Make sentences with any two of them. Write them down. (Mutual check.)

6. Read the phrases:

Make up phrases by selecting words according to their meaning. Analyze them by meaning and sound composition. Prove the correctness of your decision.

Name the phrases you have composed in which: there are hard and soft sounds; there is only a solid sound.

Make up 2 sentences with any phrases. Write them down. Circle hard consonants in blue and soft consonants in green.

Sounds L-R (L"-R")

1. Of 10 letters: r, l, e, s, b, o, k, a, t, v- make up 6-8 words that contain the letters R-L (R"-L"). Letters can be repeated if necessary.

* Relay, rail, role, Clara, stall, doctor, clerk, clover, medicine, Karl, revolver, Lara, halo, Valera, drill, mechanic, dictionary, plate, trill, chair, king, coral, color scheme, artel, watercolor, emergency

Write down 5 two-syllable words that begin with the sound P (P"); 5 two-syllable words containing the sound L (L") in the middle of the word. Highlight the stressed syllable Prove the correctness of the task.

Compose 2 sentences with words containing the sounds you are studying. Write them down. Underline the letter P with one line, the letter L with two lines.

2. Read the words clearly:

What sound is the same in words?

Add syllables to the beginning of words once-, re-, at-.

What has changed in the sound composition of the word? How does the meaning of a word change?

(Peer-check with discussion of the correctness of the task.)

Compose one sentence with a newly formed word with a syllable once- and one - with a word containing the syllable re-.

Underline the words in both sentences that contain the sounds you are studying.

3. Read the pairs of words clearly:

Analyze them based on the presence of the studied sounds. Write down the pairs of words that you remember. (Or as instructed by the speech therapist.) Make up sentences with each pair of words.

Write down two of them. Underline the letter P with one line; Circle the letter L.

4. Write down the sentences from dictation:

Lies do not make a person beautiful.

The truth hurts my eyes.

→ → → Put off idleness, but don’t put off doing things in Mikhelson's Explanatory and Phraseological Dictionary (orig. orf.)

Put off idleness, but don’t put off doing things - that’s

Put off idleness, but don’t put off doing things

Put off idleness, but don’t put off work.

Wed. Don't put off until tomorrow what? you can do it today, according to ancient wisdom. Is this probably on your college application form? there was even...

Markevich. A quarter ago. 2, 6.

Wed. Don't put it off until tomorrow

What can you accomplish today?

A. S. Pushkin. Bova.

Wed. Never leave that till-morrow which you can do to-day.

B. Franklin. Poor Richard.

Wed. Ce que tu peux faire anuit (enhuy aujourd'hui) n'attends pas au lendemain.

Wed. Blaise de Montluc. Motto of Alexander the Great.

Commentaires. 2. p. 540.

See: Tomorrow, tomorrow, not today, That's what sloths say.

See: To hesitate - there is no way to get rid of things.

See Common Morality.

Russian thought and speech. Yours and someone else's. Experience of Russian phraseology. Collection of figurative words and parables. T.T. 1-2. Walking and apt words. A collection of Russian and foreign quotes, proverbs, sayings, proverbial expressions and individual words. St. Petersburg, type. Ak. science..

M. I. Mikhelson.

Links to page

Direct link: http://site/michelson_old/6246/;
HTML code of the link: What does it mean Put off idleness, but don’t put off doing things in Michelson’s Explanatory and Phraseological Dictionary (orig. spelling);
BB-code of the link: Definition of the concept Put off idleness, but don’t put off doing things in Michelson’s Explanatory and Phraseological Dictionary (orig. spelling).

Wed. Do not put off until tomorrow what you can do today, says ancient wisdom. You probably even had this in your institute's copybooks... Markevich. A quarter of a century ago. 2, 6. Wed. Don't put off until tomorrow what you can accomplish today. A.S...

POSTPONE, or south. put aside, put aside m set aside (see put aside) what, put aside or especially; separate. I will put aside, I will put aside books, I will take them for myself. | He saves from (or from) his salary. | * (Postpone) move away,... ... Dahl's Explanatory Dictionary

Tomorrow, tomorrow, not today, That's what sloths say. B. Fedorov. Transl. from German. Wed. Morgen! Morgen! Nur nicht heute! Sprechen immer träge Leute. F. Weisse (1726 1804). Der Aufschub. Wed. A demain les affairs. Wed. ούκουν εις αύριον τα σπουδαια .… … Michelson's Large Explanatory and Phraseological Dictionary

See: Put off idleness, but don’t put off doing...

Ce que tu peux faire anuit (enhuy aujourd'hui) n'attends pas au lendemain. See: Put off idleness, but don’t put off doing... Michelson's Large Explanatory and Phraseological Dictionary (original spelling)

Tomorrow, tomorrow, not today, That's what lazy people say. B. Fedorov. Transl. from German. Wed. Morgen! Morgen! Nur nicht heute! Sprechen immer träge Leute. F. Weisse (1726 1804). Der Aufschub. Wed. A demain les affairs. Wed. “οὐκοῦν εἰς αὔριον τὰ… … Michelson's Large Explanatory and Phraseological Dictionary (original spelling)

A small deed is better than a big idleness.

(Check with a discussion of the correctness of writing sentences and words with hard and soft sounds L.)

6. Analyze the words: plasticine, bell.

Make sentences with these words and write them down.

Sounds R-R"

1. Compose and write words from letters film actress 7-8 words with the sounds R and R." Prove the correctness of your decision.

· R - cancer, rock, mouth, growth, torso, throne, bark, hole, dew, dewdrop, wound, wound...

· R" - rice, three, trio, toffee, butterscotch, cry, caviar, sori...

Make a chain of 8-10 words so that the next one begins with the last letter of the previous one. Every word you choose must have an R sound (hard or soft). Continue:

Make up one sentence each with a word containing a hard sound; with a word containing a soft sound. Prove that your choice of words is correct.

3. Read the words clearly:

Describe the sound being studied in these words. Rearrange the letters or syllables in the words so that you get a new word with the hard sound R. Write them down.

Make up phrases with the newly formed words so that the 2nd word also has the sound P (hard or soft). Analyze the words in phrases, justify the correctness of their composition.

4. Within 5 minutes, write out 6 words containing hard and soft sounds from the spelling dictionary. R.

(Peer-check with discussion of the correctness of the task.)

5. Read the words clearly:

6. Read the phrases:

Make up phrases by selecting words according to their meaning. Analyze them by meaning and sound composition. Prove the correctness of your decision.

Name the phrases you have composed in which: there are hard and soft sounds; there is only a solid sound.

Make up 2 sentences with any phrases. Write them down. Circle hard consonants in blue and soft consonants in green.

Sounds L-R (L"-R")

1. Of 10 letters: r, l, e, s, b, o, k, a, t, v- make up 6-8 words that contain the letters R-L (R"-L"). Letters can be repeated if necessary.

Compose 2 sentences with words containing the sounds you are studying. Write them down. Underline the letter P with one line, the letter L with two lines.

2. Read the words clearly:

What sound is the same in words?

Add syllables to the beginning of words once-, re-, at-.

What has changed in the sound composition of the word? How does the meaning of a word change?

(Peer-check with discussion of the correctness of the task.)

Compose one sentence with a newly formed word with a syllable once- and one - with a word containing the syllable re-.

Underline the words in both sentences that contain the sounds you are studying.

3. Read the pairs of words clearly:

Analyze them based on the presence of the studied sounds. Write down the pairs of words that you remember. (Or as instructed by the speech therapist.) Make up sentences with each pair of words.

Write down two of them. Underline the letter P with one line; Circle the letter L.

4. Write down the sentences from dictation:

Lies do not make a person beautiful.

The truth hurts my eyes.

The cowardly and the lazy live in friendship.

A tree is precious in its fruits, and a man is precious in his deeds.

The sun paints the earth, and labor paints man.

(Peer-check with discussion of the correctness of the task.)

5. Choose 5 words containing the sounds R and L.

(The task is performed in pairs. The second student controls the first; then they change roles.)

Make up sentences with two of the selected words. Write them down.

The “controller” evaluates the correctness of the task (if possible in the form of an extended educational statement).

Sounds Ch-T'

1. Read “to yourself”:

What have you read? What do you think needs to be done?

Compose three-syllable words from syllables and pronounce them clearly.

Analyze the words you have composed and write them in 3 columns. Think about how you will distribute the words.

Write it down, highlighting the stressed syllable.

* Twigs, breeze, picture, swing, wolf cub, stuffed animal, place, jaws, help out.

(Peer-check with discussion of the correctness of the task.)

Compose and write sentences with words containing both sounds.

(Collective check with discussion of the correctness of the task.)

2. Read “to yourself”:

What about these phrases seemed unusual to you?

What needs to be done to make them correct?

Make up phrases, choosing words according to their meaning. Write them down.

Analyze the composed phrases based on their sound composition.

(Collective verification of the correctness of the task.)

3. Read “to yourself”:

* Cricket, telephone, blizzard, multiply.

Analyze the selected words.

How many words with the studied sounds are in each sentence?

Name them. Determine the sound being studied and its place in the word.

b) Write down the sound composition of the words in letters: [washed"], [ch"ashka], [teaches"].
(Peer-check with discussion of the correctness of the task.)
Offer the same task to your friend. (The test is carried out in pairs.)

Sounds Shch-S'

1. Within 5 minutes, write out from the spelling dictionary 5 words with the sound Ш and 5 with the sound S’ Select the stressed syllable.

(Peer-check with discussion of the correctness of completing the task in the form of an extended educational statement.)

2. Choose words that begin with and end with the sounds you are studying, and write them in the appropriate squares.

sch

With"

sch

With"

sch

With"

(The task is performed by 2 students, one of whom acts as a “controller”.)

a) Read the words clearly:

Change the words so that they indicate the action of the object and answer the question what is he doing? Analyze the newly formed words.

B) Read the words clearly:

Change the words to reflect your profession. Analyze the newly formed words.

Compose 5 sentences with any of the formed words so that they contain words with the studied sounds Ш-С.

Underline the letters representing these sounds in different colors.

4. Read the phrases clearly and carefully, highlighting the stressed syllable with your voice:

Are the phrases composed correctly? Correct mistakes. How are the words in phrases similar? How many words with the sound Ш? with the sound S?

Analyze the sound composition of each word in the phrases.

Write down the word combinations you made. Highlight the stressed syllable. Compare the words in phrases based on their sound composition.

5. Read the words clearly and analyze them:

Make up sentences with these words. Write them down. Underline the letters you are learning with different colors.

Sounds of Ch-Shch

1. Within 5 minutes, write out from the spelling dictionary words containing both sounds being studied: 5 words starting with the sound Ch; 3 words starting with the sound Ш. Highlight the stressed syllable. Prove that the task was completed correctly.

Compose 2 sentences with any words containing the sounds you are studying. Write them down. Underline the letters representing the sounds you are learning with different colors.

2. Listen carefully to the sentences and remember the words with the sounds you are studying.

(The speech therapist reads one sentence at a time.)

Name the words that you remember. Analyze them.

3. Read the words clearly:

Tell me, are there any studied sounds in the words?

Change the words so that both sounds you are studying appear in them. Analyze the newly formed words and write them down. Underline the letters you are learning with different colors.

Compose 2 sentences orally with any two words.

4. Complete the sentences. Analyze the words you add. Determine the place of the studied sounds in them.

5.Read carefully:

Think about what letters need to be inserted. Highlight the stressed syllable. Justify your choice.

What else needs to be done? Write down the corrected phrases. How many phrases are there whose words contain both sounds being studied? Read them and make sentences with them orally.

6. Encrypt the sentences: instead of a word with the sound Ш, draw a square (P), instead of a word with the sound Ш, draw a circle (О). If the word does not contain the sounds being studied, put a dash (-).

Decipher the sentences, proving that you encrypted them correctly.

Sounds Ts-S

1. Clearly read 10 words with the letters C and C in the spelling dictionary. Write them down from memory. Circle the letters representing the sounds you are learning in different colors.

(Peer-check with discussion of the correctness of the task.)

2. Look carefully at the syllables:

tsa-sa

tso - with

tsy - sy

How are they different and how are they similar? Read them line by line: from left to right, from right to left.

For the syllables on the right, select 3 words each so that they begin with these syllables; to the syllables on the left - 3 words each so that they end with these syllables. Justify the correctness of the task by analyzing the selected words.

3. Solve the crossword puzzle.









gga.

Horizontally:

I. One of the first birds to arrive

inert from the south.

2. Dishes for sugar.

3. A celestial body that gives warmth.

4. Plate for crackers.

5. The most important city of the sovereigns (country).

6. Pest of gardens and vegetable gardens.

7. Knitting tool.

8. Place of performance of artists.

9. A very beautiful woman.

Name the words in which: the sounds (letters) S-C are between the vowels; sound C - before consonants. Analyze the sound composition of word No. 1.

What sound do they have the same?

Change the words so that the sound C appears in them.

Analyze the newly formed words. Make sentences with them. Write them down.

(Mutual check with discussion of the correctness of writing sentences.)

5. Read the words, highlighting the stressed syllable, and analyze them:

Make up phrases with these words, choosing words with another sound being studied. Remember them. Underline the letters representing the sounds you are learning with different colors.

5. Write down the sentences from dictation:

A tit is flying above a pine tree, a fox is sitting under a pine tree.

The eagle is the king bird, but it is afraid of the falcon.

There is a palace on the pole. There is a singer in the palace. And his name is starling.

Where a fighter realizes, there is an end to the enemy.

(Mutual check with discussion of the correctness of writing sentences.)

Sounds ts-t

1. Listen carefully to the riddles:

The red maiden sits in prison, and the scythe is on the street. (Carrot)

It flutters from flower to flower, when it gets tired, it rests. (Butterfly)

They walked in a column: a son with his father and a grandfather with his grandson. How many are there? (Three)

Name the words that contain the sounds being studied. Analyze them.

Name the guess words and say which of them contains the sound being studied.

Listen to the riddles again and write out the words from them in 3 columns according to the presence of the sounds being studied: in the first - words with the sound T; in the second - with the sound C; in the third - with the sounds Ts-T.

(Peer-check with discussion of the correctness of the task.)

What feature unites these words? Analyze words containing both sounds being studied.

Make up phrases from the words of the 1st and 2nd lines, selecting them according to their meaning. Write them down. Highlight the stressed syllable. Compare the words in phrases based on their sound composition.

b) Make up 2-3 sentences with any phrases. Write them down. Find words with the sounds you are studying in the sentences. Underline the letters representing the sounds you are learning with different colors.

3. Write down the proverbs from dictation:

The hammer does not forge iron, it is the blacksmith who forges.

The mittens are in his belt, and he is looking for them.

The bird neither sows nor reaps, but lives well.

And the shepherd beats the sheep for going the wrong way.

An empty mill grinds without wind.

It’s bad when a wolf lives in shepherds, a fox lives in poultry houses, and a pig lives in vegetable gardens.

Find words with the sounds you are studying in the sentences. Analyze them, showing the correctness of your choice.

Sounds of Ch-Ts

1. Within 5 minutes, write out 10 words containing the sounds you are studying from a spelling dictionary.

Analyze the written words based on their sound composition. Highlight the stressed syllable. Clarify the meaning of words you don't know.

With any three written words, make up 3 sentences so that they contain 1-2 more words with the sounds being studied. Analyze the words you chose.

Offer the same task to your friend.

2. Read the words clearly, highlighting the stressed syllable:

How are the words similar?

Change the words so that the sound C appears instead of the sound C.

Compare the sound composition of these words with the newly formed ones. Make up phrases with the newly formed words.

3. Read the words clearly, highlighting the stressed syllable:

How are these words similar?

Change the words so that, in addition to the sound Ch, the sound C appears in them. Compare the sound composition of these words with the newly formed ones. Make diagrams of any 3 newly formed words.

Prove the correctness of completing the task in the form of an extended educational statement.

4. Read the phrases clearly and carefully, highlighting the stressed syllable:

Are these phrases composed correctly? Correct mistakes.

Write down the word combinations you made. Highlight the stressed syllable. Compare the sound composition of the words in phrases. How are they similar?

How many words have a hard studied sound? With soft? With hard and soft sounds being studied?

Analyze words containing both sounds being studied.

(Peer-check with discussion of the correctness of completing the task - a detailed educational statement.)