Synopsis on the development of speech in the senior group. Sound culture of speech: differentiation of sounds С-Ш.
Target. Introduce the sounds S-Sh.
Educational tasks: to consolidate the correct pronunciation of sounds С-Ш; differentiate them by ear; pronounce words saturated with these sounds clearly and distinctly; exercise children in the selection of words with the sounds C and W; expand the vocabulary denoting the names of objects, improve children's auditory perception with the help of exercises to distinguish between sounds С and Ш, to determine the position of a sound in a word.
Developmental tasks: develop phonemic perception, breathing.
Educational tasks: to cultivate friendly relations, the ability to listen to a friend, answer questions.
Demonstration material: pictures (dog, horse, lily of the valley). Card with three windows, chip. A poster depicting different pictures, in the name of which there are sounds "S" and "Sh". Chips are blue and red.
Handout: cards with three windows, chip. Cards with the image of pictures in the name of which there are sounds "S" and "Sh". Red and blue pencils.
1. Organizational moment.
Good morning! The day has begun, first of all we drive laziness!
We smile at each other, we smile at the guests!
At the lesson, do not yawn to answer all the questions!
2. The main part.
Guys, now we will have an interesting lesson: we will learn to distinguish sounds, and which ones I won’t tell you, but I’ll tell you a story about them. You listen to me carefully.
"Autumn has come. Sasha and Nastya went on a bicycle to the forest for mushrooms. The children saw a snake in the forest. She hissed menacingly: Sh-Sh-Sh-Sh. Sasha was frightened and stepped aside, and thought to himself: “Wow, what an angry snake!” The children decided not to touch the snake and went to the stream. Here Nastya had a trouble with the bike - the wheel went flat. He took the pump and began to pump: S-S-S-S. It was the whistle of a cheerful pump. Sasha helped his sister inflate the tire, and together they drove further to pick mushrooms.
So, guys, what sound did you hear when the snake hissed menacingly at Sasha and Nastya? (SH-SH-SH).
What sound did you hear when the pump whistled? (S-S-S).
Today we will learn to distinguish the sounds S-Sh.
Guys, let's play, if you hear the sound "C", then you need to show as if you are pumping the pump, and if you hear the sound "Sh", make a zigzag movement with your hand, away from you, as if a snake is crawling away. (I pronounce the sounds Xi Sh: either alternately, or several times in a row the same sound).
And now the guys have a more difficult task, I will call words with the sounds Xi Sh, and when you hear the given sound, perform the movements: owl, donkey, rough, satin, herring, schnitzel.
Tatyana Belova
Synopsis of GCD on the development of speech in the middle group “Sound culture of speech. Sound [W]"
Department of Education and Youth Policy of the Administration of the Municipal Formation Starozhilovsky Municipal District
Municipal budgetary preschool educational institution Khrushchev kindergarten "Berry"
« Sound culture of speech: sound sh»
Educator-Belova
Tatyana Nikolaevna
Khrushchevo settlement 2016
Synopsis of GCD on the development of speech in the middle group.
Topic: « Sound culture of speech: sound sh»
Target: Introduce sound sh, teach him to pronounce, find words that contain sound sh.
Tasks:
educational: Exercise children in pronunciation sound sh, in syllables and words; distinguish words with it sound.
developing: Develop phonemic awareness: learn to distinguish by ear and name words that begin with a given sound and containing this sound, develop verbal attention. Improve intonation.
educational: bring up sound culture of speech; enrich and activate the child's vocabulary; bring up communication culture.
Material, equipment: pictures of winter clothes, puppy toy, goose masks.
GCD structure:
1. Introduction
Creation of interest, emotional attitude to GCD, a surprise moment.
1. Exercises on development of speech exhalation
2. Main body
Methodological techniques
1. Articulation gymnastics
2. Speech therapy chant
3. Riddles
4. Introduction to sound Sh
5. Didactic game “Define a word with a given sound»
6. Work from pictures
7. Speaking tongue twisters
3. Final part. Summing up the GCD
I. Introduction
Educator. Guys, what time of year is it? (Winter) What are the signs of winter? (children's answers)
Riddles about a snowflake.
They fall from the sky in winter and circle over the earth,
Light fluff, white .... (snowflakes)
1. Breathing exercises "Let's Blow the Snowflake"
A strong wind suddenly blew
And blew our snowflake away.
I. p. - about. With. exhale completely through your nose, drawing in your stomach and chest.
1 - take a full breath, sticking out the stomach and ribs of the chest;
2 - hold your breath for 3-4 seconds;
3 - make lips a tube, release air.
2. Surprise moment - the appearance of a puppy. (Puppy Sharmik asks the children to teach him to hiss like a bird whose name he forgot, but remembers a riddle about them and asks to name items of clothing whose name begins with sound Sh)
Riddles about goose:
He hisses and pulls his neck, there are probably no bolder birds.
But I'm not afraid of him. Who is it, children? (goose).
II.Main part
Educator. Guys, today we will learn to pronounce sound Sh and teach Sharmik to hiss like geese. But first, let's do articulation gymnastics
1. Articulation gymnastics
Smile and hold lips in a smile. At the same time, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
alternation: a smile is a tube.
Elevation of the tongue behind the upper teeth, behind the lower teeth.
2. Introduction to sound Sh
Educator. Guys, let's remember how the leaves rustled in the wind in autumn. (SH-SH-SH). This is how geese hiss. Children put on goose masks, are divided into 2 teams and beat the hiss of an angry goose in chorus and individually, compete which team is better and more correct "hisses".
3. Work from pictures
Educator. Words from sound Sh very much, but we have a task to remember the clothes on sound sh(fur coat, hat, scarf, pants, shorts)-work from pictures
4. D / game “Define a word with a given sound»
(Hearing the word sound Sh children clap their hands)
5. Speaking tongue twisters:
Sha-sha-sha...
Our Masha is good.
Shu-shoo-shoo…
They gave porridge to the baby.
The kids ate porridge.
Sho-sho-sho…
Good after porridge.
III. Summing up
Educator. Guys tell me what sound did we learn to pronounce today? (W)
Where do we hear these sounds? (Hissing goose, rustling leaves).
I think we can help our puppy Sharmik now.
Related publications:
The purpose of the lesson: to develop a clear movement and the correct position of the organs of the articulatory apparatus; work out a long smooth mouth.
Synopsis of an interactive game for the development of speech with children of the middle group "I know the sound [Ш]" Synopsis of an interactive game for the development of speech with children of the middle group “I know the sound“ Sh ”.
Synopsis of GCD on speech development in the second junior group “Sound culture of speech. Sound [I]" Synopsis of GCD on speech development in the 2nd junior group. Topic: “Sound culture of speech. The sound "And" "Goal: to learn how to pronounce the sound correctly.
Synopsis of GCD in the middle group for the development of speech: "ZKR-S-" Purpose: to explain to children the articulation of the sound "s"; exercise in the pronunciation of the isolated.
Abstract of a lesson on the development of speech in the middle group "Sound [R]" Summary of the lesson on the development of speech in the middle group Educator of the middle group Tyaglova E. A. Purpose: To exercise children in a clear way.
Abstract of the lesson in the second junior group “Sound culture of speech. Sound [U]. Turret" Prepared by the Educator: Davidyan P. A. Summary of the lesson in the second junior group. SOUND CULTURE OF SPEECH. SOUND [U]. TOWER. Purpose: exercise.
Topic: Sound culture of speech: sound sh.Tasks:
1. Automation of sound [w] in syllables, words, sentences.
2. Development of phonemic perception and hearing.
3. The ability to find words with the sound [w].
4. Cultivating the ability to listen to others.
Material: pictures: 1) Cheburashka, old woman Shapoklyak. 2) Chamomile, water lily, pebbles, cones, nuts, waves, cuckoo. 3) Two houses: one-story, two-story, mouse, cat, hat, fur coat, fox, sunflower, umbrella, vase, ladder, hare. 4) Envelope with written "mixed" verses. 5) Red circles are signals. 6) Balloon, fluffy cat, big bear, nimble mouse.
Lesson progress:
1. Organizing time.
The bell rang
Let's start our lesson.
Sit up straight, pull up
And smile at each other.
2. The difference between sounds and letters.
Today at the lesson we will get acquainted with a new sound. But first, let's remember what is the difference between a sound and a letter?(We pronounce and hear sounds, and we write and read letters).
We can't see the sound
And we can't take it.
We can only hear the sound
And also to say it.
- What two groups are all sounds divided into? (Sounds are divided into vowels and consonants).
- How do vowels differ from consonants?
When pronouncing a vowel sound, the air does not encounter obstacles and therefore the sound can be pulled for a long time. The consonant sound does not stretch, because when it is pronounced, the air meets obstacles.
The vowels are drawn to the ringing song. And the consonants agree
They may cry and weep. Whisper, whisper, creak,
Call and call out in the dark forest, even snort and hiss,
But they do not want to whistle and grumble. But they don't want to sing.
3. Lesson topic message.
Guys, look, we have guests. Let's get up, turn to the guests and say hello. (A drawing depicting Cheburashka is exhibited).
Cheburashka came to complain to us about one harmful old woman who interferes with doing good deeds and helping people.
- Have you guessed who it is?(Shapoklyak). (A drawing depicting the old woman Shapoklyak is put up on the board).
Correctly. Maybe today she will see our occupation, such smart and diligent children, and she will also become smarter and kinder. - Can we help her with this?
- Do you know why the old woman's name is Shapoklyak? She was named after the ancient headdress she wears.
- So, what is the first sound we hear in the old woman's name? (This is the sound [w]).
Today in the lesson we will learn clearly, pronounce this sound and distinguish words with the sound [w].
4. Sound characteristic.
Articulation of sound - the tongue is cupped, the lips are rounded.
The sound [w] is consonant, because there is an obstacle in the mouth, deaf, because the neck is silent, only hard.
This sound has a peculiarity, it is never soft, always hard.
- In the name of which hero is this same sound?(Cheburashka).
- In what part of the word do we hear it?(The sound [w] is heard in the middle of a word).
Pronunciation of an isolated sound.
How does a snake hiss? [sh-sh-sh]
How does air get out of the balloon? [sh-sh-sh]
The nail hit the tire. How does air get out of a tire? [sh-sh-sh]
5. Automation of sound [w] in syllables.
Cheburashka was coming to our lesson from afar. He walked through the forest and listened. And the forest was noisy: “Ash-osh-osh-ish! Cheburashka was worried. Shta-shtu-shtu-shta! frightened." But then the leaves whispered: "Shu-shu-shu." And Cheburashka calmed down.
- What sounds did you hear in the whisper of the leaves?(Sounds [w], [y].)
Complete them with the sound [m]. - What word came out?(Noise.)
Sound pronunciation in syllables:
Shka-shko-shku-shki + Ksha-ksho-kshu-kshi
Ashk-oshk-ushk-ishk + Uksh-yksh-aksh-oksh
Shko-shku-shki-shka + Ksho-kshu-kshi-ksha
Oshk-ushk-ishk-ashk + Oksh-uksh-yksh-aksh
Kshu-kshi-ksha-ksho + Yksh-aksh-oksh-uksh
6. Game Name the picture.
Pictures are displayed.
At the edge grew ... (daisies), on the river ... (water lilies). On the bank of the river, Cheburashka saw ... (pebbles), on a pine tree - ... (cones), on a hazel tree - ... (nuts). They grew under the bush ... (waves). - What bird did Cheburashka see on a tree?(Cuckoo.)
7. The game "Add a word."
Listen to Cheburashka's story about how he went to visit us. Guys, and you help to lead the story.
I walked through the forest and chamomile (found). Then I went into the forest (went) and into the thicket of the forest (went). To the tree (approached), around it (walked around) and there sweet honey (found). Along the path to the hut (reached) and to visit the mouse (came). Then along the path ... (went) and to your lesson ... (came).
8. Fables.
Guys, when I came to visit the mouse, she told me such strange stories, please listen to them, and help correct the sentences according to the meaning.
The mouse catches the cat. The car rides on the grandfather.
The hat wears Natasha. Hanger hanging on the shirt
A cockerel is pecking at a seed.
9. Game: Lay out the pictures.
Cheburashka walked along the road and saw 2 houses. On the table are pictures that you must arrange into houses: in a one-story house, pictures in which there is a sound [w], in a two-story house - pictures with sounds [s], [z], [c]. (There are two houses on the board: one-story, two-story).
Pictures: mouse, cat, hat, fur coat, fox, sunflower, umbrella, vase, ladder, hare.
10. Fizminutka "How do you live."
We perform movements according to the text.
How do you live - Like this (show thumbs)
How do you swim - Like this (movements imitating swimming)
How do you run - Like this (running in place)
You look into the distance - Like this (right hand at forehead level)
Waiting for dinner - Like this (right hand under the cheek)
You wave after - Like this (wave)
In the morning you sleep - Like this (fold your hands under your cheek, tilt your head to the right)
How naughty - Like this (puff out your cheeks and press them with your fists)
11. Game "Catch the sound".
You need to clap your hands when you hear the sound [w].
s, w, u, w, w, s, h, c, s, w, w, w, w.
12. The game "Words - rhymes."
Cheburashka wants to play rhyming words with you. Look, he brought you an envelope. Here are written "mixed" verses. Listen carefully and correct mistakes (children repeat the correct sentences in full).
With a friend, we played cups ... (checkers).
They drank tea from a white checker ... (cups).
A bump came out of the mink ... (mouse).
A mouse fell on her ... (bump).
Cones were sitting under the bush ... (mice).
Mice hung on a pine tree ... (cones).
A cat flew in the air ... (midge).
The midge lapped milk ... (cat).
13. The game "Say the other way around."
Now we need to choose the opposite words.
Small big
Narrow - … wide
Bad - ... good
14. Game "Signals".
Let's play a game where we will learn to hear the sound (sh) among words.
Take the red circles. If you hear a sound (SH), raise the signal.
kids, fly, toys, ball, winter, cat, catfish, mouse, Shura.
- Tell me, where did we learn to distinguish the sound (sh)?(among words)
15. Game "Small - big".
Guys, the old woman Shapoklyak loves everything big and all her objects are big.
Shapoklyak does not have a small hat, but ... a big one.
Shapoklyak has not a small dress, but ... a big one.
Shapoklyak has not small ears, but ... big ones.
Shapoklyak has not a small ball, but ... a big one.
16.The game "Find friends Shapoklyak."
I will read out the words, and you must identify and name Shapoklyak's friends.
Shapoklyak, nuts, bear.
Shapoklyak, porridge, mouse.
Shapoklyak, frog, reed.
- Name your friends Shapoklyak? Bear, mouse, frog.
17. Game "One - many".
Now we will play the game "One - many". I will name one item, and you will name many.
Ball - balls, cat - cats, bear - bears, mouse - mice.
18. Fizminutka.
And now we'll rest Let's do a physical.
Our toys suddenly came to life
And they turned into magic.
The bear swings to the right and to the left.
Suddenly a nimble mouse ran by.
Here comes the fluffy cat.
We played with you a little!
19. Automation (w) in phrases.
Look at the pictures and say what they are.
- What can be said about them?
Balloon (what?) airy, red, large, round.
The cat (what?) is fluffy, affectionate, red, lazy.
Bear (what?) Large, clumsy, brown, clumsy.
The mouse (what?) is nimble, small, gray, fast.
You and I have named many words-signs, but we will choose only those in which there is our duty sound (w).
Name them.
Balloon, fluffy cat, big bear, nimble mouse.
20. Summary of the lesson.
Our guests enjoyed the activity very much. Now the Old Woman Shapoklyak will no longer misbehave and, like you, will go to school. Let's remember what we talked about today.
- What sound did we learn to pronounce correctly?(w)
That's right, we clearly pronounced the sound (sh) in speech.
- Name the words with the sound [w].
- What is your mood? A good mood is always with those who have done a great job.
Purpose: to exercise children in the distinct pronunciation of words containing sounds w - w, develop phonemic hearing: exercise in distinguishing (by ear) a familiar sound, in differentiating sounds w - w in words; to learn to find words with sounds w - w in rhymes and verses; improve the intonational expressiveness of speech; practice speech breathing.Course progress.
The teacher reminds the children that the sound sh is the song of the snake, and w is the song of the beetle. Formulates the task: having heard this or that sound, the children must perform the appropriate movement: for the sound sh - a zigzag movement with the hand away from you - a snake crawls, for the sound w - put your hands in front of your chest (so as not to hurt the children sitting next to you) and move your brushes up - down - a beetle flies. Helps children learn the relationship between sound and corresponding movement. Pronounces sounds: sh... sh... f... sh... f... f... sh... f... f... sh... f.
Offers those who made mistakes to complete the task separately; the rest control them.
Next, the teacher calls words with the sounds w and w. Children, as in the first case, show what sound is heard. (Words must be pronounced with a very slight intonation of sound.) First, the exercise is performed by girls, then by boys.
The teacher asks the question: “Is the book a big book? (Not very big, maybe quite thin.) How can you say about a big and thick book? (Books)
The teacher asks if anyone knows why donkeys have such long ears. Warns that now the children will hear a fairy tale poem. (“If this is a fairy tale, then there may be something in it that is not the same as in life, but it is very entertaining.”) R. Farhadi reads the poem “About the Donkey”:
Donkey
It was a birthday.
And he received congratulations.
Barbos brought him hay,
The goat gave oats.
The sheep came in hastily.
They brought two daisies.
They pulled the donkey by the ears
Horses, sheep and pigs.
And the ears grew and grew
And by the evening they became long.
The teacher asks the children to read the last line so that they immediately feel how long the foal's ears have become: they have become long-and-and-in (choral and individual performances).
Then the teacher repeats the lines: “They pulled the donkey by the ears of the horse, sheep and pigs,” assures that they have 3 words with the sound sh. He puts on his table 3 pyramids of the same color and at a distance one more - another. Asks to name words with the sound sh (ears, horses, pigs). As the child names words, he removes 3 pyramids one by one. Draws the attention of children to the remaining pyramid, its color. He says that in the fairy tale about the donkey there is a word with the sound j. Reads the first 3 lines. Children say the word birth.
- Since the donkey has a "birth", you need to sing a song about a loaf for him, - the teacher continues the conversation. - You will sing the beginning of the song in chorus, and the rest - with the words "That's such a width, that's such a dinner" - the soloist will perform. Do you know who the soloist is?
The teacher puts a donkey in front of one of the children (a toy, a picture). The children sing in chorus: “Like a donkey has a birth! We baked a loaf!” Then the child continues the song. He chooses the next performer by giving him a toy (picture). The exercise is repeated 4-5 times. At the end of his teacher asks the question, what sounds are heard in the words width, suppers.
Then the teacher says the first line of the nursery rhyme “The cat went to the market” several times, changing the logical stress:
gone cat to the market.
The cat went to Torzhok.
gone a cat on a torch.
Children call the words cat, torzhok, went.
The teacher suggests recalling the poem "Autumn" by A. N. Pleshcheev. He asks two children to read it expressively, penetratingly. He is interested in who, in the opinion of the listeners, read certain lines better.
Summing up the lesson, the teacher recalls what exercises were carried out, asks what sounds the children learned to distinguish.
V.V. Gerbova, "Classes on the development of speech in the senior group of kindergarten", M., 1984.
Popular site articles from the section "Dreams and Magic"
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Target. Show children the articulation of sound w, teach to clearly pronounce the sound (in isolation, in syllables, in words); distinguish words with sound w.
Lesson progress
“Listen,” the teacher says, “what I will tell you about today.
My Tongue loves to look out of the house. See how he does it (shows).
One day the Tongue decided to play: he imagined that he was a fox, spread his tail (made it wide) and put it outside so that the fox's tail basked in the sun. Like this (shows).
Suddenly Tongue noticed a large dog. He was frightened, ran into the house and hid the tail behind his upper teeth, and closed the house so that the dog would not run after him. And the ponytail was still held behind the upper teeth. Try to hide the tip of your tongue behind your upper teeth.
Tongue waited a little and again decided to see where the dog was. He opened the house, but did not lower the tail. He was very much afraid that the dog was somewhere nearby. He kept his tail up all the time. Like this (shows). Several times the Tongue opened and closed the house, and the tail kept everything raised up. Like this (shows). But the dog was nowhere to be found. She ran away a long time ago.
Now let's play like this. I will say: “The tail is basking in the sun,” and you put your tongue on your lower lip - on the porch of the house. Like this. Then I will say: “Dog!”, And you lift the tip of the tongue up and hide it in the house. Like this. Then you will open and close the house, and the Tongue will sit in the house and keep the tail up. Close the house, but do not lower the tip of your tongue!
The teacher draws the attention of the children to the fact that when pronouncing the sound w on the palm, brought close to the mouth, but not pressed against it (fence), a stream of air is felt.
Children who can't pronounce w, bring their palm to the mouth of the educator, who says: "Shhh".
Then the children watch how, when pronouncing a sound, the cotton wool bounces, and sometimes the fleece flies from the palm of the educator, they practice this themselves (the cotton wool prepared in advance lies on the tables).
“Now let’s play,” the teacher suggests. - You will depict leaves. Leaves rustle. The wind blew, and the leaves rustled: "Shhh." Now they rustled louder, then very loudly. The wind began to subside, the leaves rustle more quietly, even more quietly, quite quietly.
The hiss of an angry goose is similarly played up.
"Words that begin with a sound sh, a lot, - the teacher continues the conversation. - Hut, naughty, shampoo, hat, checkers, chess, barbecue.
Let's see if you can hear the sound w when I say the words. When you hear a word that starts with a sound w, clap your hands: fur coat… warm… silk… handsome… miner… overcoat… rosehip… pink… curtains. (When pronouncing a word, the teacher counts to himself to three, then pronounces the next word.)
Different words are found in the German riddle. You have to guess the riddle and hear the words with sound w».
The teacher reads the poem "Snail" (from German folk poetry, translated by L. Yakhnin):
bbw crawler
The house is a curl
Crawl along the path
Crawl on the palm
Crawl, don't rush
Show me the horn.
"And who is this fat crawler house - curlicue?" the teacher asks.
The teacher repeats this phrase, and the children call the words with sound w.
Note. For individual work with children, you can use the workbook “Lessons of literacy for kids. Middle group" (M.: Mozaika-Sintez, 2006. - Subject: "Sound w»).
It is also useful to conduct an outdoor game using A. Prokofiev's poem "Geese-Swans" (abbreviated):
Geese-swans, hurry up,
Geese, swans, dance!
Geese swans, dance,
Wave your wings fast.
Geese-swans, home,
Gray wolf under the mountain!
January
Lesson 1. Reading to children the Russian folk tale "Zimovye"
Target. Help children remember Russian folk tales they know. Introduce the fairy tale "Zimovye" (in the arr. I. Sokolov-Mikitov).
Lesson progress
The teacher asks the children to name Russian folk tales.
Then he conducts a mini-quiz:
- shows the covers (or illustrations) of the fairy tales "Gingerbread Man", "Geese-Swans" and asks to guess the names of the works;
- reads an excerpt from the fairy tale “The Fox and the Hare” and suggests naming the work: “Everything was fine for the Fox in winter, but when spring came after winter, it began to drive snow, warm the earth, then Liskin’s palace melted and ran downhill with water”;
- sings the song of the fox from the fairy tale "Cat, rooster and fox":
Cockerel, cockerel,
golden scallop,
Look out the window
I'll give you peas.
"How many words with sound w in this song, - says the teacher. - Sing a song with me, and then name four words that have sound w».
The teacher puts four clues on his table - pyramids, fungi, etc. The child (children) call the word, the teacher removes the object and repeats the song.
The teacher tells the children that today they will get acquainted with a new fairy tale - "Wintering". The teacher explains what a winter hut is. He listens to the answers of the children, but so far does not explain anything to them.
Then he reads a story.
The teacher asks the children to think about why seven very, very hungry wolves, who could easily have eaten the owners of the winter hut, left empty-handed and what kind of winter hut it is.
Note. Outside of class, helping children to remember a fairy tale, one should find out what the animals built the winter hut from, how they winged the roof, what the stove was made of, what was laid between the logs.
The teacher explains what a log, wood chips, brick and moss are.
This work is easier to do if you look at the drawings for the fairy tale with the children.
