Goals:
- To acquaint students with the double role of the letters E, E, YU, I, with the fact that these letters can mean one or two sounds. Teach students to name the sounds, denoted by the letters E, Y, Y, Y. To work out the primary skills and abilities of students.
- Review with students the softness of consonants and how it is indicated. Recall the spelling rule CHK, CHN, NCH, RK, NShch, RShch, etc.
- Recall what phonetics is, and that it studies sounds and letters.
- To instill in students an interest in the lessons of the Russian language, a love of the Russian language, to bring up the attention and activity of students in the lesson, the ability to generalize and draw conclusions.
Equipment: the word of the teacher, auxiliary writing on the board, illustrations, charts, tables, notebooks for reference signals, handouts, computer, interactive whiteboard.
During the classes
I. Organizational moment.
II. Repetition.
1. Spelling dictation:
Weight lyi, help sc and ki, about sit ba, mo sti k, zo nti k, bo rsh, days, small river a, guo hi To.
2. Questions:
- How do these words indicate the softness of consonants?
- What you need to remember when looking at such combinations as: Cheka, ShchN, RShch?
- What can you say looking at the combination of ZD, ST, NT in words: carnation, umbrella, bridge?
- Find a word with a dubious consonant at the root and check it.
- What section of the language are we studying? (Phonetics)
- What does phonetics study?
- How many vowels are there in Russian? And the sounds?
- What sounds do you know? What sounds are vowels and consonants divided into?
- And what letters of sounds do not mean? (B, b)
Teacher: This means that it also happens that there are fewer sounds in words than letters. After all, b and b do not denote sound signs, and unpronounceable consonants do not denote sounds either.
Complete the following task: determine in these words how many letters and how many sounds?
Terrain, hemp, rye, sun.
III. Explanation of the new material.
1. Teacher: V primary school you guys just barely touched on the topic "The double role of the letters E, Yo, Yu, I". Today in the lesson we will expand our knowledge on this topic (say the goal under number 1). We will take a deeper look at the dual role of these letters; find out why the same letters can mean one sound and two sounds; we will learn to name the sounds denoted by the letters E, E, Yu, Ya.
Table 1
Me ram '[e] ra
By le t-pol '[O] t
TO liu v-cl '[U] v
Xia doo-s' [A] doo
Questions to table 1:
- Look carefully at the words, at the underlined spelling and tell me, where are the letters E, Y, Y, Y? (After consonants)
- Pay attention to the transcriptions.
- After what consonants do they stand? (After the soft ones)
- So, in what case do the letters E, Yo, Yu, I mean one sound? (After consonants)
Teacher: Consider table 2.
table 2
E m- [y'e] m
E lka- [y'O] lka
NS la- [y'u] la
I AM ma- [y'A] ma
Questions for table 2:
- (At the beginning of a word)
- How many and what sounds do they represent?
- So, in what case do the letters E, Yo, Yu, I mean two sounds?
Teacher: Now let's turn to Table 3.
Table 3
B oh tsbo [y'e] c
NS not m-pr and[ th'O] m
TO Ayu So a[ y'u] ta
St oya t-st O[ y'A) t
Questions for table 3:
- Where are the letters E, Yo, Yu, I in words? (After vowels)
- How many and what sounds do they represent?
- So, when the letters E, Yo, Yu, I mean two sounds?
Teacher: Let's look at examples in Table 4.
Table 4
From ee from b[th'E ] bld
WITH ee mka-s b[th'O] kA
V ew ha-in b [ y'u] ha
Apez ya both h[y'A] on
Questions for table 4:
- Where are the letters E, Yo, Yu, I in words? (After b and b signs)
- How many and what sounds do they represent?
- So, when are the letters E, Yo, Yu, I still able to denote two sounds?
Teacher: We examined the tables and made conclusions. And now let's check our conclusions against the rule of the textbook and answer the question: did we draw the right conclusions.
2. Work in notebooks for reference signals (OS). Drawing up a schema table.
Scheme table No. 1
Teacher: Before filling in the table-diagram # 1 with examples, we will do the following work: I will show you pictures with the names of objects, and you will fill in the tables with examples according to the arrows. I warn you, be careful!
For pictures see presentation(slides 2-11).
Teacher: We check what we have written.
Question: Why didn't you write down such examples as: frog, tulips, lion in the table-diagram?
Teacher: And now, guys, we are drawing a table-scheme number 2.
Scheme table No. 2
IV. Anchoring.
1. The game "Who is faster?"(there are two boys and two girls at the blackboard)
Exercise: write down words, determine how many letters and how many sounds, underline the studied spelling.
Train, cabin, spruce, bale, hatch, staircase, pour, yak, lighthouse.
2. Exercise- riddles.
Exercise: guess the word, write it down, underline the spelling, determine how many letters and sounds are in the words.
A) What does a bear love more than anything else? (honey)
B) In what words does the thorn letter E occur? (hedgehog, ruff, tree)
C) Guess the girl's name by the first sounds of the words: sneak, thimble, aquarium. (Yana)
D) Where do birds fly in the fall? (South)
E) What does mom say when she feeds you? (eat)
3. Cards with tasks are distributed: write out words from the poem for the rule "The double role of letters E, Y, Y, Y", determine how many letters and sounds there are in them, emphasize the spelling being studied.
Quest card
Everyone around is seized with fear:
Enraged Ogre
Announced that he would eat today
Wonderful lunch.
Teacher: Now let's check your notes against the notes on the board and correct any mistakes.
4. Self-fulfillment of exercises according to the textbook.
5. Verification.
V. Lesson summary.
Questions:
- What topic did we study today?
- When the letters E, Yo, Yu, I mean two sounds?
- When the letters E, Yo, Yu, I mean one sound?
Lesson grades. Promotion.
Vi. Homework.
Technological map of the Russian language lesson, class 5 "A"
Lesson topic: "The double role of letters e, e, y, i "
The purpose of the teacher: to update and restore knowledge about the double role of letters e, e, y, i ; develop skills in determining the phonetic positions in which the letters e, e, y, i denote one or two sounds.
Lesson type : combined
Planned educational results:
- subject (the amount of development and the level of competence): know sound meaning of letters e, e, y, i in different phonetic positions; be able to distinguish the sound meaning of letters e, e, y, i in different phonetic positions, explain why in Russian there are 6 vowels and 10 letters denoting them;
- metasubject (components of cultural and competence experience): the ability to be aware of goals learning activities and explain them; the ability to set a goal and organize its achievement, reflective thinking.
- personal: awareness of the aesthetic value of the Russian language; respectful attitude to the Russian language, pride in it; the need to preserve the purity of the Russian language as a phenomenon of national culture, the desire for speech self-improvement.
Methods and forms of training: observation of the language, research method, creating a problem situation, individual, group, frontal
Equipment e: computer, multimedia projector.
Demonstration material: presentation on the topic of the lesson
Implemented program:in Russian for grades 5-9 Authors: M.T. Baranov, T.A. Ladyzhenskaya, N.M. Shansky et al. / Moscow: Education 2013
UMK: Russian language. 5th grade: textbook for educational institutions. At 2h. Authors: T.A. Ladyzhenskaya, M.T.Baranov, L.A. Trostentsova, L.T. Grigoryan, I.I.Kulibaba, N.V. Ladyzhenskaya.
Lesson structure
Lesson steps | Educational and developmental components, tasks and exercises | Teacher activity | Student activities | Forms of organizing interaction | Formed Skills (UUD) | Intermediate control |
1. Organizational moment (motivation for learning activities) | Emotional psychological and motivational preparation of students for the assimilation of the studied material | Introduction. Hello guys! I am glad to meet you today. May the short time we spend together bring you joy, be interesting and useful. I wanted to start the lesson with a proverb, but it crumbled.2 slide Help me collect it (Knowledge and wisdom adorn a person) 3slide Produce parsing suggestions. | They listen to the teacher, participate in a dialogue with him. | frontal | Cognitive: are aware of the educational and cognitive task Regulatory: planning the necessary actions, operations Communicative: work in pairs | Verbal responses |
2. Actualization and trial learning action | Reproduction of previously studied, establishment of successive links between old and new knowledge and their application in new situations. | Many in the world different countries... But you will not find the country to which we will go today on the map, although we meet with its inhabitants at every lesson. It is called Phonetics Guys, what are the names of the inhabitants of this country? (sounds, letters) What is the difference between a sound and a letter? What are consonants made of? How many vowel sounds? How many vowel sounds? Let's turn to our proposal and write out those words in which there are more sounds than letters. Why is this happening? And what other letters can denote two sounds? yo, me. Let's turn to the word human. What role does the letter e play here? | Answers questions. Build utterances We make and hear sounds, write and read letters 10 vowels Vowel sounds 6 Knowledge Decorate Softens the previous consonant and denotes a sound (e) | Frontal, individual | Cognitive: for solving educational problems, the operations of analysis, synthesis, comparison, classification are carried out, cause-and-effect relationships are established. Regulatory: accept and preserve the learning task. Communicative: asking questions, answering others' questions | |
3. Setting goals and building a project for getting out of difficulties | Disclosure of the essence of new concepts, the assimilation of new ways of educational and mental activity of students. Checking tasks. Conversation on questions | Let's formulate the topic of our lesson. Slide4 Creates a problematic situation in which students discover a lack of their knowledge and a desire to actively overcome the contradictions that arise in the process of educational activity Formulates the goal of the trainingactivities together with students who take it upon themselves. Today we will work with unusual letters in the Russian language: e, yo, yu, i. Their originality lies in the fact that they can play a double role: to designate one or two sounds. They also indicate the softness of the consonant. Slides 5-11 Let us refer to the textbook page 142 p.61. Did our conclusions coincide with the rule? | Personal: they are aware of their capabilities in learning, are able to adequately reason about the reasons for their success or failure. Cognitive: they extract the necessary information from the listened explanation of the teacher, the statements of classmates, systematize their own knowledge. Regulatory: planning necessary actions. Communicative: they make small monologic statements. | Verbal responses |
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4. Practical activities for the implementation of the construction of the project | Practice Exercise # 310 Formulate the conclusion, in what position of the letter e , represent one sound? When the letter e mean two sounds? | Answer the teacher's questions, formulate a rule, formulate my own conclusions in cooperation with the teacher and classmates. Answer the teacher's questions, formulate the rule. | Individual group Frontal, individual | Cognitive: they read and listen, extracting the necessary information, independently find it in the materials of the textbook. Regulatory: control training activities, notice the mistakes made, understand the control rule and successfully use it in solving the educational problem. | Verbal responses |
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5. Primary reinforcement with commentary in external speech | Generalization, systematization and formation of rational ways of applying them in practice. Conversation, table analysis | Let's summarize our research, try to make a table Let's check our table with the summary table "The double role of the letters e, yo, yu, i" ( slide12) The double role of the letters e, e, yu, i (letters-artist) | Working on drawing up a table Formulate their own thoughts, conclude | Individual group | Cognitive: perform educational and cognitive actions in a materialized and mental form, carry out operations of analysis, synthesis, comparison, classification to solve educational problems, establish cause-and-effect relationships. Regulatory: accept and preserve the learning task. Communicative: asking questions, answering the questions of others, formulating their own thoughts, expressing and justifying their point of view | Verbal responses |
6. Exercise for a minute | Educational game - warm-up. Generalization of the knowledge gained in the lesson. | Are you tired? I suggest we play a little. If the vowels mean two sounds, girls squat, if one, then boys squat Jung, bread, barrier, chandelier, stump, cranberry, memory, gun, lake, monument, blizzard, beet, cabin, tree stump, button accordion. | Take part in a learning game. | frontal | Personal: understand the meaning of knowledge for a person. Cognitive: acquire the ability to use the acquired knowledge and skills in practical activities and Everyday life... Regulatory: evaluating their work, correcting and explaining mistakes. Communicative: formulate their own thoughts, express and substantiate their point of view. | |
7. Self-study with self-test by reference | Performing multilevel exercises based on a textbook and didactic material | Self-fulfillment of exercises of different complexity, selected by the teacher 1. Distributional dictation (work in pairs) Exercise. Arrange the words in 2 columns: 1) the letters E, Y, Y, I mean 1 sound, 2) the letters E, E, YU, I mean 2 sounds. Honey, food, anchor, cabin, forest, warmth, tree, shadow, people, blizzard, pours, flies, strap, pit, button accordion, river, bath. (slide13) 2. Exercise - riddles. Exercise: guess the word, write it down, determine how many letters and sounds are in the words.
3.Exercise 331 Well done boys! And you coped with this task perfectly. | Exercise | Individual group | Cognitive: search for the necessary information. Regulatory: independently plan the necessary actions, operations, act according to the plan | Paperwork |
8. Reflection of educational activities (summing up the results of the lesson) | Closing conversation on issues | (slide14) What new did you learn in the lesson? What difficulties did you encounter in the process of work? Did you enjoy the lesson? Pick a strip and show me. Let's evaluate the work of classmates. | Determine their emotional state in the lesson. Give marks. | Individual group | Cognitive: acquire the ability to motivated to organize their activities. Regulatory: evaluate their work. Communicative: make small monologic statements. | Assessment of the work of students in the lesson. |
9 home assignment | Dictates d / z control312(slide15) | Diary entry | individual |
>> Russian language grade 5 >> Russian language: The dual role of letters I, yu, e, e
DOUBLE ROLE OF THE LETTERS I, YU, E, Y.
Some letters can represent one or two sounds.
Letters e, e, y, i after the consonants in the word, they denote one sound: [e], [o], [y], [a] and indicate the softness of this consonant: seed- [with "e" m "a].
In other cases (at the beginning of a word, after vowels and after separating b and b) letters e, e, y, i denote two sounds: [ye], [yo], [yu], [ya] - judge[judgment ya] Therefore, the number of letters and sounds in words is not always the same.
Did you know?
In the history of the Russian language, the combination of sounds [yo] in writing was conveyed in different ways: yo, io, io.
A famous Russian writer and historian Nikolay Mikhailovich Karamzin(1766-1826) for this sound combination invented the letter yo.
Compare!
1. Compare the letter combinations in the left and right columns. Are there special letters for such combinations? If there is,
write these letters.
[ay] - ... [ya] - ...
[oh] - ... [yo] - ...
[yu] - ... [yu] - ...
[hey] - ... [yeh] - ...
2. Saying words slowly, tell which of them the letter I am transmits two sounds [ya], and in which - one [a].
Month, five, January, memory, name, time, bench, family, September, apple.
3. Write out the highlighted words. Underline the letters her and indicate how many sounds they represent.
Sing, friends, after all hike tomorrow
Let's go to pre-dawn fog.
Let's sing more fun, let us sing along
Gray-haired combat captain.
(A. Churkin)
4. Do you know Russian names starting with letters e, y, i? Write them down. How many sounds do these initial letters represent?
5. Say the words slowly. Count how many letters and how many sounds there are. Substantiate your conclusion.
Flight, pouring; sat down, ate; poison, hell; Kolya, stakes; field, pour; seed, family; dine, eat.
N.F. Baladina, K.V. Degtyareva, S.A. Lebedenko. Russian language grade 5
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Lesson content lesson outline and support frame lesson presentation accelerated methods and interactive technologies closed exercises (for teacher use only) grading Practice tasks and exercises, self-test workshops, laboratory, cases level of difficulty of tasks: normal, high, olympiad homework Illustrations illustrations: video clips, audio, photographs, charts, tables, comics, multimedia abstracts chips for the curious cheat sheets humor, parables, jokes, sayings, crosswords, quotes Supplements external independent testing (VNT) textbooks basic and additional thematic holidays, article slogans national characteristics vocabulary of terms other For teachers onlyClass: 5
During the classes
1. Organizational moment
2. The teacher's word
- Hello! Do you guys like visiting? Today our lesson will be held in a playful way. We will visit the sounds of speech and will definitely make a discovery, unravel the secret that vowels hide from us.
Open your notebooks and write down the number.
But it is indecent to go to visit without gifts. What should we give us? Of course, our knowledge. Are you ready for the challenge? And here is the first task.
3. Testing knowledge
Exercise 1
Collect a sentence from scattered words.
Parse the sentence, give its oral description, draw a sentence outline.
(The sentence is narrative, complex, consists of two simple sentences. In the first sentence, the basis is that the snowflakes are falling, in the second, everything is obscured.
Simple sentences are connected in a compound complex with the help of intonation and union and, separated by a comma. [, and ].)
- Guys, describe the consonants in the word white
[b ’] - consonant, voiced, soft
[l] - consonant, voiced, solid
Assignment 2
- You know that the sounds of speech make up words, each word denotes a concept. Do the sounds of speech have such a property - to designate a concept? Pronounce sounds:
[b] [p] [c] and [a] [o] [and]
- Will it be clear what you wanted to say if you pronounce each sound individually or in the order in which they are given? ( No.)
- Compose words using only vowels or only consonants. Is it possible to do this? Now combine them and form as many words as possible using these sounds. Write the words down in a notebook.
Let us conclude: By themselves, the sounds of speech do not denote any concept, but if we pick them up in a certain way, we can get a word.
4. Acquaintance with the new topic of the lesson
- Guys, a wise owl has prepared riddles for you. If you guess what letters they are talking about, you will slightly open the veil of the mystery of vowels.
It's such a pity in the yard! -
Our ladder broke.
Our ladder broke
The letter ... but it remained ... (E)The letter E rested,
How immediately to her
A couple of chicks fluttered -
It turned out to be a letter ... (Yo)So that O does not roll away,
I'll nail it tightly to the post.
Oh look,
What's happened:
It turned out to be a letter ... (NS)Look, friends,
I made a birdhouse.
And flew into the birdhouse
Instead of a bird - a letter ... (I AM)
- You guessed the letters correctly, but what secret do they hide?
- Let's try to pronounce these letters. What sounds are heard?
Output.
- So the letters e, e, NS, I am stand for two sounds.
e - [th "e],
ё - [th "o],
y - [y "y],
I - [th "a]
- But do the letters e, e, yu, i always mean two sounds. Look closely at the board.
m e l [m " NS l]
m e d [m " O T]
l NS k [l " at To]
R I am d [p " a T]
- Let's write down the transcription of these words and see what sounds represent the letters e, e, NS, I am.
Let's check the recorded transcription in notebooks with a blackboard. Is everything right with you? (I open the curtain part of the slide gradually, where the transcription of words is recorded).
- Where are the letters e, e, NS, I am in the words of this column? ( After the consonant.)
- How many and what sounds do they mean? ( One sound [uh, oh, uh, uh].)
- What consonants stand in front of vowel sounds? ( Soft.)
Let's make a conclusion.
If the letters e, e, NS, I am stand after a consonant, they denote one sound [uh oh uh uh] and soften the previous consonant.
So the first role of letters e, e, NS, I am Is a softening of a consonant.
Let's observe the same letters, but in different positions.
Draw a conclusion from the observations.
(Letters e, e, NS, I am at the beginning of a word, after letters b and b and before the vowels indicate two sounds)
- What double role do letters play? e y i?
If the letters e, e, NS, I am stand between consonants, they denote one sound and indicate the softness of the previous consonant.
If the letters e, e, NS, I am stand at the beginning of a word, after b and b, after the vowel, they represent two sounds.
5. Physical education
6. Securing new material
- So, the secret of the vowels E YO YA you guessed it. And now the wise owl wants to check how you learned the rule.
1) Let's refer to the tutorial. Open page 127, exercise. 305.
2) Alphabetically classify the words: blizzard, storm,
snowstorm, blizzard, freezing, dripping.
7. Knowledge test
8. Reflection
- Guys, today in the lesson we visited the sounds of speech, revealed the secret of letters E YO YA, did a good job. It's time to take stock.
- What did you learn in today's lesson?
- Where did you experience difficulties?
- What else should you pay attention to?
Grading.
9. Homework
At home: § 61, ex. 306
References
6. Combinations of letters with an unpronounceable consonant sound:
STN = [si]: sad
ZDN = [zn]: star
RDC = [RTS]: heart
Lnz = [nts]: sun
7. Features of the pronunciation of some combinations of consonants
CHN - [SHN] in words: boring, of course, birdhouse, scrambled eggs, trifling, Ilyinichna
TH = [PC] in words: what, to, something, something, etc.
SCh, ZhCh, SSh, ZSch, 34 = [Щ "]: comb, deserter, get generous, no brush, no watch, etc.
SSh, ZSh = [Sh]: silent, without a scarf, etc.
TC (i), TC (i), DS, TC = [C]: learns, learn, ugliness, brothers, etc. GK = [XK], [X "K"]: easy GH =: easier
8. Features of pronunciation of some grammatical forms
In the endings -ОGO- (-HEO-) of adjectives, participles and pronouns, a consonant sound [B] is pronounced: beautiful, flying, one's own.
Specificity of the letters b and b
The letters b and b do not denote sounds.
Algorithm for the task A4:
1. If you need to determine the ratio of letters and sounds in a word, you should remember that
Letters b and b sounds do not mean;
Letters E. Y. Yu. I can mean two sounds
a) at the beginning of the word (PIT, HEDGEHOG);
b) after the vowels (SHINE, FIGHTER);
c) after b and b (DRINK, ENTRANCE).
The following letter combinations are pronounced as one sound:
a) SCh, ZhCh, SSh, ZSch, 34 = [SCH "]: comb, deserter, get generous, no brush, no watch, etc .;
b) SSh, ZSh = [Sh]: silent, without a scarf, etc .;
c) TC (i), TC (i), DS, TC = [C]: studies, study, ugliness, brothers, etc.
The following letter combinations contain unpronounceable consonants:
a) STN = [SN]: sad;
b) ZDN = [zn]: star;
c) RDC = [rts]: heart;
d) lnz = [nts]: sun.
2. If you need to determine in which words all consonants are hard or in which words all consonants are soft, remember that
The letters E, Y, Y, Y, L indicate the softness of the preceding consonant;
In letter combinations ШЬ, ЖЬ, the letter L ( soft sign) does not indicate the softness of the consonant (the sounds Ж, Ш are always unpaired, hard), but indicates a certain grammatical form:
a) rye, mouse - b sign shows that we are dealing with nouns of the 3rd declension;
b) eat, cut - the b sign shows that we have a form of the imperative mood of the verb;
c) you go, you say - the b sign shows that we have the form of the 2nd person singular of the verb;
A word can always contain a soft unpaired invisible sound [Y "], denoted in writing with the letters E, Y, Y, Y, if they go at the beginning of the word (YAMA, HEDGEHOG); after the vowels (SHINE, FIGHTER); after B and b (DRINK, ENTRANCE).
Note: sometimes students forget about the existence of this sound and therefore mistakenly believe that, for example, in the word YABLOKO, all consonants are solid.
3. If you need to determine in which words all consonants are voiced or in which juvah all consonants are deaf, remember that
all voiceless consonants allows you to remember the following phrase: FOKA, DO YOU WANT TO EAT a cheek?
all voiced consonants allows you to remember another phrase: OH, WE DIDN'T FORGET ABOUT ANOTHER!
A voiced consonant at the end of a word or before a voiceless consonant is pronounced as a voiceless one: OAK [SOUL; TALE [SKA SKA].
A voiceless consonant before a voiced consonant is pronounced like a voiced one: PLEASE [PROTSBA].
JOB A5
What a student should know when completing assignment A5: spelling of roots with a checked unstressed vowel; spelling of roots with alternating vowels; vocabulary words with unverifiable unstressed vowels at the root, requiring memorization.
1. Checked unstressed vowels at the root of the word
In an unstressed position, the same vowel letter is written at the root of the word as under stress in the same root words or forms of this word:
Unstressed vowel sound
It causes a lot of anguish.
So that there is no doubt
We put the sound under stress.
Vowel stress
Can make the letter clear.
Example: serial - gray; washed - washing, humble - dirty, enchanted - enchant, ambitious - honor.
Checking an unstressed vowel in the root is possible by selecting the form of the same word. For this you need:
For nouns, change the number: spring - spring, sails - parus;
For adjectives, replace the full form with a short one: naked - he is nAg, barefoot - he is 60s;
For verbs:
A) change the number: I wander - we wander;
B) change the time: showed - show;
B) change gender (for past tense verbs): withdrawn - withdrawn.
When choosing one-root words, one should distinguish between words that are similar in sound, different in meaning and spelling. The correct selection of a test word for them depends on the meaning source word:
1.the old-timer of our city (= old resident) - he was guarding the warehouse (= the guard)
2.beg for mercy (= he molit) - to belittle the meaning (to make it small)
3.Unload the gun (= discharge) - thin the carrots (= sparse)
4.Irritate with behavior (= someone else) - tremble from the cold (others)
5.Bless for feat (= say a good word) - glorify the hero (= slave)
6.punish the enemy (= punishment) - conquer nature (= submissive) - reproach for laziness (= ukOr)
7.devote a poem (= holiness) - shine a candle (= light)
8.seeing from afar (= uvIdit) - fade without moisture (= fade)
9.to calm down gradually (= to calm down) - to comfort gently (= to calm down)
10.flag fluttering (= VEAT) - the child develops (= development)