Subject: "LAND OF SOUNDS".
Tasks: develop auditory attention and phonemic hearing; learn to distinguish between non-speech and speech sounds; clarify the articulation of vowel sounds; , invent words for a given vowel sound; differentiate the concepts of "sound", "word"; learn to distinguish between short and long words; learn to control the voice, change its strength, volume; cultivate the ability to listen to others; cultivate good relations with others.
Lesson progress
Teacher-defectologist (U.-d.). Guys, do you want to get into the country of sounds? This country is invisible, but it surrounds us everywhere, because sounds are everywhere. They cannot be seen, they can only be heard and spoken. Let's remember what sounds you can hear while sitting at home.
Children remember that they heard the sound of wind, rain, thunder, a car, a train, birds sing, dogs bark.
U.-d. Guys, every object has its own “voice”. Let's listen to the voices of various objects.
The game "Attentive ears".
The teacher behind the screen makes noises with different objects, and the children guess which object sounded. (The drum was beating, the bell rang, the tambourine sounded, paper was torn, water was poured, the ball was banged, the ball was rolling on the table, etc.)
U.-d. But every person also has his own voice. Do you recognize each other by voice? Let's play.
The game "Well, close your eyes, who called you, find out!".
U.-d. All living beings have their own voice and make different sounds,
U.-d. Guys, how can we make sounds? (Feet.) Let's stomp quietly. Now it's loud and loud. What else can we do to make sounds? (Hands.)
Let's rub our hands and listen to what kind of sound we get... And now let's clap softly... And now loudly... And what else do we make sounds with? (Mouths.)
Close your mouth and try to say the word "hello". Nothing succeeded?
Children say that the mouth can open and close, the tongue, teeth, lips help us make sounds.
At this moment there is a rustle. Children listen, go to the rustle and find a small hedgehog in the dry leaves.
U.-d. Do you want me to tell you a story about a hedgehog?
Children are located on the carpet, and the teacher tells a story, accompanying it with a display of pictures-symbols that cause active onomatopoeia.
Once a little hedgehog went for a walk alone. He stomped through the forest - top top top. Suddenly he saw that he was lost. The hedgehog was frightened and quietly cried, and tears dripped - drip-drip-drip. And then a cloud covered the sun, and the rain drummed on dry leaves - bam bam bam. And then a strong wind blew -y-y-y; howled - in-in-in. The hedgehog became completely scared, and he cried loudly, loudly, and the tears dripped harder - drip-drip-drip! But suddenly the leaves rustled - sh-sh-sh. A large beetle crawled out from under them. He said: "Do not cry, hedgehog, I will take you home, and on the way I will sing you a song." And the beetle sang - w-w-w. Then they met a mosquito, who also agreed to take the hedgehog home and at the same time sang his song - z-z-z. And then they met a cheerful stream. He said that he would lead the hedgehog to the very house. They ran together and sang the song of the brook - s-s-s. The stream led the hedgehog to the very house, and there his mother was already waiting for him. She warmed the tea, and the teapot happily banged the lid - b-b-b. Mom kissed the hedgehog, and he said that he would no longer walk alone, and snorted happily - pff-pff-pff.
U.-d. Guys, do you know that sounds are very friendly with each other, and when they combine, words are obtained. If there are few sounds, then the word is short, and if there are many sounds, then the word is long. Let's play with words!
The game "Long and short words."
Children sit around the table, on which there is a large sheet of paper and two crayons: a long green one and a short red one. The teacher shows the children pictures, pronounces the words together and “slaps”. Then choose a long or short chalk. One of the children says the word again and at the same time draws a path. Long words leave a long path, and short words leave a short one.
U.-d. And now let's see what we got. Remember that words are long and short.
What short words do you remember? (Cat, house, ball, onion, cheese.)
What long words do you remember? (Che-re-pa-ha, poo-gai, sa-mo-yo, ma-trash-ka, so-ba-ka.)
And now we will get to the street of vowel sounds. Let's remember what vowels can make. (Sing, shout loudly, stretch.)
The game "Spoiled TV".
Children line up one after another. The teacher shows the first child the silent articulation of any vowel sound. The children turn to each other and transmit the "picture" of the sound. The last child must guess what sound was transmitted to him and shout it loudly.
The game "Pull the sounds."
Different game options: children hold hands and, pronouncing vowel sounds, stretch their circle; children sit down like little mushrooms, pronounce vowel sounds and “grow” with them. Etc.
The game "Round dance of vowel sounds."
Children run after each other in a circle if they hear the vowel sounds that the teacher pronounces. And when they hear a consonant sound that cannot be pronounced protractedly, they stop.
U.-d. Guys, only those who are familiar with them are allowed into the street of vowel sounds. Each of you will name any vowel sound and receive a red ticket.
Children name vowel sounds: a, o, u, i, s, uh.
At this time, the magic path leading to the street of vowel sounds turns into a sound track on which the symbols of vowel sounds are drawn. Children walk along the path, singing vowel sounds. The path leads to the houses, on which there are also symbols of vowel sounds.
U.-d. Guys, boys and girls live in these houses. Let's guess their names!
Anya, Alla, Alyonka, Andrey, Alyosha.
Ulyana.
Olya.
Ira, Inna, Igor, Ilyusha.
And in these houses there are pictures. But they went out for a walk and forgot who lives where. Can we help them find a home?
The game "Where is whose house?"
Children take turns turning over the pictures lying on the carpet, loudly pronouncing the first sound, calling it and deciding which of the houses this picture lives in.
U.-d. So our game with sounds is over. You are a little tired. Look, our hedgehog is tired too. Let's sing a lullaby to him, and we will sing gently and affectionately.
Children take turns picking up a hedgehog, rocking it, gently singing to the tune of a lullaby: a-a-a-a-a-a-a; u-u-u-u-u-u-u; oh-oh-oh-oh-oh-oh-oh; and-and-and-and-and-and-and; s-s-s-s-s-s-s; uh-uh-uh-uh.
The hedgehog fell asleep. Say "ts-s-s" and we will leave the group and we will behave quietly, we will not make loud sounds so as not to wake the hedgehog.
I. Lebedeva
Municipal budgetary preschool educational institution kindergarten of a general development type No. 28
Lesson on the sound culture of speech in the middle group "Gnomes"
Subject. "Sounds of s and s"
Completed by: teacher Tkachenko E.M.
Belgorod, 2012
Target. one. Explain to children the articulation of the sound with, exercise in its correct, distinct pronunciation (in words, phrasal speech), exercise in pronouncing onomatopoeia at different volumes.2. Develop phonemic hearing. 3. To educate the intonational expressiveness of speech.
Equipment. Paper for the teacherstrips of tissue paper - for children, water, two buckets. Soft toys Fox, Magpie - white-sided. Picture - foxes.
Lesson progress
Organizing time.
Stand up kids, stand in a circle, stand in a circle, stand in a circle
He is your friend and that friend of yours.
Let's hold hands together
And we smile at each other.
There is a knock on the door.
caregiver asks the children: “Who is this?” (the teacher goes out the door and brings in the Fox toy).
Fox. Hello guys. I was in such a hurry to get to your lesson, my foxes do not know how to speak a sound with. We must say we are little foxes, fluffy animals, they say we are small lyata, fluffy animals.
caregiver . Guys, let's sit on the chairs and offer Lisa to sit on the chair
Children. Sit down on the chair.
“The tongue lives and lives in his house,” says the teacher. - And the tongue's house is a mouth. The house opens and closes. (Slowly closes and opens her teeth. Lips in the position of a smile.) The tongue either looks out of the house, or hides.
The teacher invites the children to let the Tongue out for a walk, and then return it to the house.
“The tongue loves to sing different songs very much,” the teacher continues. - Once he sang: "Eee." How did he sing? Do you want to sing along with me? Then help me: "Eeee." (Sing softly.)
“S-s-s-s,” water poured from the tap. - Tongue, learn, perhaps, a hundred, and my song." "Good," agreed Tongue and sang: "S-s-s-s." (Pronounced abruptly.)
Let's sing the water song together. To make the song sound good, you need to press the tip of the tongue to the lower teeth.
Close your mouth, take a rest. Now again press the tip of the tongue to the lower teeth and sing softly: "Ssss."
Let's listen to how Yaroslav (Sasha) turns out the song of water. (Summons 4-5 children, including those who have not mastered the pronunciation of the sound.)
Now let's sing the song together.
Water flows in a small stream - sings a soft song.
Now the water gurgled louder. Quiet. Quite quiet. Closed the faucet.
Fizminutka.
We are autumn leaves
We sit on the branches (sit down)
The wind blew and flew
We flew, we flew (easy running in circles)
And quietly sat down on the ground (sit down)
The wind came up again
And I picked up all the leaves (easy running in a circle)
Twirled, flew
And quietly sat on the chairs (sit on the chairs)
Educator: If you sing the song of water slowly and abruptly (like that!), then it seems that a breeze is dancing around your lips. Do you want to verify this? Then make the same fence as mine (brings his palm to his lips, but does not press them), and let the breeze dance.
Look: now I will sing the song of water, and the piece of paper that I hold in front of my mouth will begin to move. What did you saw?(Paper moves.)
Take the same strip of paper (narrow strips of tissue paper lie on the tables) and sing a water song. Let's look at Dani's strip when he sings a song (Sasha, Sonechka...).
Put the papers aside and listen: The tongue began to compose other songs similar to the song of water. First he sang. Pure tongues:
"Sa-sa-sa".
What did the Tongue sing? Then:
"Sya-sya-sya, axis-axis-axis."
Su-su-su - berries in the forest,
Us-us-us- there are a lot of beads on the mountain ash."
Educator. Oh, someone else knocks (brings in a magpie-white-sided) reads a Russian folk song "Forty, forty ...":
magpie, magpie,
Magpie-white-sided.
cooked porridge,
Jumped on the threshold
Called guests
The guests heard
They promised to be.
Guests - in the yard,
Gruel - on the table
The teacher repeats the song, encouraging the children to finish the words with sound with (highlighted in italics).
Mystery:
On leaves here and there
purple salute,
It's on a warm May day
Blooming ... (lilac)
Note. For individual work with children who have poorly mastered the pronunciation of sounds s, s, you can use the appropriate pages of the workbook. (Lessons of literacy for kids. Middle group. - M .: Mosaic-Synthesis, 2006. - Topic: “Sound with"
Literature:
V.V. Gerbova Classes on the development of speech.
Program "From birth to school" edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva.
Abstract on the development of speech in the second junior group on the topic "Sound culture of speech: sound and»
Members : children 3-4 years old.
Purpose: to exercise children in a clear pronunciation of sound and (isolated, in phrases, in words).
Tasks:
educating fostering a sense of responsibility, independence, respect for each other;
developing development of communication and interaction of the child with adults and peers; development of children's interests, curiosity and cognitive motivation; development of imagination and creative activity, attention;
educational continue to work out a clear pronunciation of the sounds a, y, o; teach children to pronounce sounds clearly and correctly
Prerequisites for universal learning activity:
communicative- the ability to listen, participate in joint activities, provide mutual assistance;
cognitive- the ability to determine an extra picture according to the main features of 3-4 objects, to assemble a whole from cut pictures;
regulatory- the ability to listen to an adult and follow his instructions, the ability to carry out actions according to a given rule;
personal- the ability to evaluate one's own activity, one's capabilities.
Equipment for the teacher: 15 small envelopes with cut and whole pictures (images of a needle, toffee and a turkey, watermelon), a Winnie the Pooh toy, a cube with glued pictures, a horse toy, bells, emoticons - emotions according to the number of children (sadness, joy, surprise, anger), headbands depicting turkeys, turkey poults and a hawk.
Equipment for children: Winnie the Pooh toy, rug for children.
Introductory part (motivational, preparatory stage)
| Forms of work | Availability facilities in children | Educational tasks | Target landmarks (characteristics) |
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| Organizing time. Greetings " The teacher meets the children. Good morning, guys! Come on, sit down. Guys, today we will greet each other in an unusual way. You need to touch one palm to the palm of a neighbor and call his name affectionately. I touch my palms to the neighbor on the right, I call his name affectionately. Then the children repeat. Knock on the door. I wonder who it could be? The teacher opens the door, picks up Winnie the Pooh with an envelope in his hands Guys, do you know who this is? (children answer) "I listen to him." Guys, Winnie the Pooh welcomes you and asks us to help him. He finds it difficult to define emotions. The teacher distributes pictures with emotions. Each of us has a picture with an emotion. Consider it, and everyone will tell Winnie the Pooh what emotion he has. I have Winnie the Pooh, emotion (I name it). Every child has a say. What emotion was the most common? (joy) Raise the card, who has the emotion joy drawn. Let, guys, you will have only joyful emotions, fun, laughter. Always give each other only smiles and positive . « Treat others the way you want to be treated." | (communication, play) | situational conversation, game situation, communicative game | Word, toy Winnie the Pooh, a picture with an emotion for each participant | Development of communication and interaction of the child with adults and peers, the formation of readiness for joint activities, development of emotional responsiveness | The child shows initiative, has a positive attitude towards the world and himself, |
Main part (content, activity stage)
| Educational area (type of activity) | Forms of work | Availability facilities in children | Educational tasks | Target landmarks (characteristics) |
|
| Winnie the Pooh thanks us and invites us to play with him in a magic cube. The teacher shows the children a cube, on the faces of which a small child, a wolf, a chicken, a girl with a wound, a girl and a boy are lost, the doctor looks at the neck. "Spin, spin, lie down on your side," says the teacher, manipulating the cube. Shows the children a picture, for example, with the image of a wolf. Children remember how the wolf sings: "Whoo." The teacher explains: “If the cube turns to the side on which the baby is drawn, you should sing his song: “Wa-wa-wa ..”, if there is a chicken in the picture, you need to say: “Ko-ko-ko”, etc. Well done boys! The teacher shows them a horse (toy) and asks if they know how the horse screams. The teacher asks the children to sing a long song: "I-and-and-and." (Choral and individual repetitions.) The teacher "turns" some children into foals and "turns on" with a magic key. The children sing the song of the foals. The teacher notes children who do not clearly pronounce sounds in order to work with them individually later (it is possible in front of a large mirror so that lips are visible). The teacher shows the bells to the children, rings them and explains: "The little bells sing:" Lee-and-and-lee-and-and-lee-and-and "(sound and pronounced long). How do the bells sing? And the bigger bells sing: "D-i-i-yin-d-i-i-yin." (Choral and individual repetitions.) | Social and communicative development (communication, game, singing, movement) | game situation, situational conversation, communication game | Word, motor actions, Winnie the Pooh toy, cube with pasted pictures, horse toy, bells | Development of motor activity, preservation and strengthening of physical and mental health, development of communication and interaction of the child with adults and peers Development of imagination. | The child actively interacts with peers and adults, the child has developed gross motor skills, the child owns the basic movements. Has a developed imagination. |
| Guys, let's take a break. (He puts on a headband with the image of turkeys and turkey poults on the children, the teacher puts on a headband with the image of a hawk). Turkeys walk on the grass, 1Indians lead with them. 2 Loud turkeys scream - 3 Protect the Indians. A hawk appeared in the sky, 4 Hovered over the family Turkey poults are ready to grab, 5 Yes, afraid of turkeys. Movement. Walking in place. Walking in a squat. I.p. - Feet shoulder width apart, arms back. Tilts to the side and forward. I.p. – o.s. Hands on the belt, circle around you to the left and right. I.p. – o.s. Hands along the body, tilts to the sides, forward. | Physical development (motor activity) | Fizminutka | Movement, action. Headbands depicting turkeys, turkey poults and a hawk. | Development of motor activity, preservation and strengthening of physical and mental health | The child has developed gross motor skills, the child owns the basic movements |
| The game "Collect the picture." Oh guys, look. After all, we completely forgot about Winnie the Pooh, and he is waiting for us, because he has prepared another interesting task for us. “Try to collect pictures. As you collect the picture, you yourself will immediately understand everything. ” Guys, let's go to the clearing (sit down on the mats). The teacher gives each child an envelope. It contains pictures cut into 4 parts. (needle, turkey, toffee, watermelon). The children collect on their own. After the teacher, he gives out a whole picture to everyone, for comparison. Did everyone get the same as in the picture? Well done boys. Please tell me what is shown in the pictures and what sound all these words begin with? Very good, with sound and, but is there an extra? This is a watermelon, this picture is superfluous, since it starts with the sound "a". Correctly. Let's say them all together again. | Cognitive development (cognitive activity) | Logical operations (establishing an analogy, classification, comparison, generalization) | Split pictures | development of imagination, perception of a holistic image. | Has a developed imagination |
| Game "Catch the sound and" I will make sounds, and when you hear the sound " and", you will have to clap your hands: Ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh, ooh | Social and communicative development (communication, game) | game situation | Sounds, clapping | Development of attention | Shows curiosity, has a developed imagination |
Final part (reflexive stage)
| Educational area (type of activity) | Forms of work | Availability facilities in children | Educational tasks | Target landmarks (characteristics) |
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| Reflection. Teacher: Did you like the lesson? What new did you learn? What will you share with your parents? Each of you can choose an emoticon (sadness, joy, surprise, anger). I will understand in what mood you are leaving this lesson. Children take away the chosen emotion. Goodbye, guys. Children say goodbye to Winnie the Pooh and the teacher. | Social and communicative development (communication, game) | game situation | Word, Winnie the Pooh toy | Development of communication and interaction of the child with adults and peers | The child has a positive attitude towards the world and himself, actively interacts with peers and adults |
Knarik Muradyan
Goals: To form children's knowledge about sound and letter A. Fix the visual letters. Improve your selection skills letters A from the beginning, middle and end of the word. Develop phonemic awareness, auditory memory, auditory attention. Develop logical thinking, fine motor skills.
Organizing time.
Hello golden sun!
Hello blue sky!
Hello my friends!
I'm glad to see you all!
Characteristic sounds.
Guys, today with you to go with him to the country sounds and letters. In the country letters and sounds there is a school in which anyone who wants can learn to read and write. There are many different things in the world sounds, the rain is making noise, the woodpecker is knocking on the tree with its beak, the hedgehog is puffing in the leaves, the phone is ringing, people are talking. All sounds can be divided into verbal and non-verbal. To non-speech sounds include the sounds of the environment, a sounds that we hear when a person speaks is called speech.
Today we will get acquainted with speech sound"BUT". Look when I speak sound"BUT", my lips are in a calm state, my mouth opens wide, the tongue lies calmly in my mouth, the neck "works" (to control the work of the vocal cords, children put their hand on the neck). I can sing this sound Nothing interferes with my voice. Sounds that we can sing are called vowels sounds. Vowels sounds we denote by a red square.
Guys, Anna doll is visiting us today. She has prepared for you exercise: Listen and name the first sound in words: bus, antenna, watermelon, acrobat.
That's right, it sounds sound [a]. Sound [a] - vowel, it can be sung, because the air passes freely and does not encounter obstacles. Sound[a] lives in the red castle of Princess Glasa. Sound[a] is indicated in red because it is a vowel.
- Look at the picture: the girl is crying. Which the sound she makes when crying? (sound [a])
Correctly. And today on lesson we will talk about sound [a].
Refine articulation sound.
Let's pronounce together sound [a]. When pronouncing sound[a] lips draw a large circle. Let's say it again sound[a] and look in the mirror. Well done.
Now look, I have a red circle in my hands - this is a symbol sound [a](symbol display sound- big red circle This is how we will label it.
A game "Catch sound»
So guys, you will need to catch sound [a]. When you hear it, clap your hands. a, y, o, a, s, and, a, uh, y, a.
Development articulatory motility.
But first, let's stretch our lips and tongue.
- lip exercises: smile - proboscis, fence;
- tongue exercises: "delicious jam", "watch".
Work on development speech breathing and voice.
-Development diaphragmatic breathing.
Now let's inflate your tummy like a balloon.
Here we are inflating the balloon
And we check by hand (inflate belly).
The balloon burst - exhale,
We relax our muscles.
Now let's pronounce sound [a] silently, just with sponges - in a whisper - quietly - loudly;
- Now it's the other way around.: loudly - quietly - in a whisper - silent articulation.
So guys, you will need to catch sound A. When you hear it, clap your hands.
Among sounds, among syllables, among words
Physical education minute
Grisha walked - walked - walked, (We walk in place.)
Found white mushroom. (Clap hands.)
Raz-fungus (Leaning forward.)
Two - fungus, (Leaning forward.)
Three - fungus, (Leaning forward.)
He put them in a box. (We walk in place.)
Guys, look at the blackboard. This is the letter a. Remember sound[a] is indicated on the letter letter A.
Here are two pillars obliquely,
And between them is a belt.
You this you know the letter? BUT?
in front of you the letter a.
Let's try to do letter A from paper. Application letters"BUT"
Related publications:
Synopsis of a speech therapy subgroup lesson for children with phonetic and phonemic underdevelopment of speech “Sound [sh]. Letter sh" Purpose: to consolidate the ability of children to correctly pronounce the sound [w], highlight, distinguish this sound in sounding speech; consolidate visual knowledge.
Synopsis of a speech therapy lesson on the development of the phonetic and phonemic side of speech in children of the senior group “Sound [Z]. Letter Z" Correctional and educational tasks: To teach children to characterize sound 3 based on acoustic and articulatory signs. Introduce.
Synopsis of an open lesson on the development of speech and literacy in a group for children with TNR “Insects. Sound and letter Y" Program content: 1. Enrich the vocabulary of children, develop speech, learn to build complex sentences with words - but, because. 2. Develop.
Abstract of an open lesson on the development of speech in the middle group. Sound culture of speech: sound [h]. Abstract of an open lesson on the development of speech in the middle group. Topic: sound culture of speech: sound h. Purpose: teaching correct pronunciation.
Abstract of a lesson on the development of speech in the second junior group "Sound culture of speech: sound [y]" Purpose: to exercise children in a clear pronunciation of sound and (isolated, in phrases, in words). Objectives: to develop a sense of responsibility.
1. Circle of joy "From heart to heart."
I will open my heart
I will share my happiness with you.
All good words
I speak for you.
Educator: Tell me, what are the animals?
Why do we call some domestic and others wild?
What pets do you know?
What wild animals do you know?
Today a beast came to visit us. Do you want to know who he is? Guess the riddle and find out who our guest is.
Whose dreary howl
Heard in winter? (wolf)
Shows the wolf to the children and invites the children to say hello to him.
Educator: Guys, look, some sad wolf. Let's ask him why.
Invites one of the children to turn to the wolf with a question.
Educator: (responsible for the wolf) I lost my song and that's why I'm sad.
Guys, do you think we can help the wolf? What do we do? Where will we look for her? Where can she hide?
Listens to the children's answers.
Okay, well done! But in order to help the wolf, you and I need to perform some interesting exercises. I invite you all to sit down at the tables.
2. Articulation gymnastics.
Shows children pictures: “smile”, “pipe”, “spatula”, “needle”.
What is shown in the pictures? Looking in the mirror, show what is shown in the first picture, in the second, in the third, in the fourth.
Reminds you how to do the exercises.
1. "Smile"- lips are stretched in the form of a smile, exposing closed teeth. 10-15 seconds.
2. "Pipe"- lips are closed and stretched forward in the form of a tube. 10-15 seconds.
3. Spatula- put the relaxed wide tip of the tongue on the lower lip, and the upper lip is raised and does not touch the surface of the tongue. 10-15 seconds.
4. Needle- stick out the narrow tip of the tongue from the mouth without touching the lips. 10-15 seconds.
Well done! The wolf really liked the way you did the exercises. And I have some more pictures for you.
3. Didactic game "Look and name."
The teacher shows the children a picture of an object in the name of which the sound "y" occurs. asks the children to say what is shown in the picture. When pronouncing the word, the teacher emphasizes the sound “y” with his voice (u-u-u-tka, pet - u-u-u-x), etc.
Then he invites the children to answer the question: “What sound do you hear?”
Well done! We can look for the song of the wolf for a long time. I suggest you get on a plane and look from above. Maybe that way we'll find her sooner.
4. Physical education "Airplanes".
Together with the children, he goes out onto the carpet and plays a game with elements of onomatopoeia.
Planes buzzed
The planes took off.
They sat quietly in the clearing.
Yes, they flew again.
5. Game exercise.
Guys, look, the wolf is having fun. Why do you think?
Listens to the children's answers.
The wolf says that we helped him find his song and he wants to sing it for you.
The teacher sings for the wolf:
What an interesting wolf song! Let's sing it.
What is the song of the wolf like? Where was his song hiding?
Listens to the children's answers.
Well done! Now let's play with the wolf.
Well done!
"Reflection with balls"
Yellow ball - good mood;
The blue ball is a sad mood.
