Anna Panina
"The sound [Y] and the letter Y." Synopsis of GCD in the preparatory group for children with TNR
Synopsis of GCD.
Topic: "Sound and letter Y".
Integration educational areas: "Knowledge", "Communication".
Types of children's activities: communicative, productive.
Goals:
Correctional and educational:
To give children a concept of the mechanism for the formation of the sound Y;
Correction-developing:
Automate the sound Y in syllables, words, sentences;
Develop general, fine and articulatory motor skills;
Develop graphomotor function;
Develop phonemic awareness;
Develop processes of analysis and synthesis;
Develop attention, memory, thinking;
Correctional and educational:
To educate children in a respectful attitude towards each other;
Equipment: planar images of the heroes of "Slysh, Bukovka"; pictures for the studied sound; image of the letter Y; syllabary table; cards with printed syllables and individual letters; magnetic alphabets; workbooks "Gromoteika"; CD "ABC"
I. Organizational moment.
Examining the picture "Yogi".
Who is this? What can he do? Today we have a difficult and serious work to do, we will practice like yoga. (Game for attention "polite request".
II. Main part
1. Post subject.
Today our friends Slysh and Bukovka are visiting us. new history. One day, Slysh and Bukovka spent their weekends in the park, which had a huge swing. Of course, our friends wanted to ride them. But as soon as they came closer, the shaggy dog guarding the swing growled menacingly:
Rrr, wait, the passage is closed.
But why? Bukovka was surprised. - Look how many children ride together on these swings.
Rrr, - answered the dog, - I let only those visitors who can complete my tasks.
We are ready to fulfill them,” Slysh replied.
Okay, say, quickly and without mistake, a tongue-twister:
"One firewood, two firewood, three firewood."
Slysh repeated the tongue-twister without a single mistake. Can you guys do that?
The game "Repeat the tongue twister." Invite the children to repeat the tongue twister three times without straying.
Slysh completed the tasks, and the dog missed his friends. Slysh and Bukovka sat on a huge swing. Bukovka sat on a bench, Slysh firmly grabbed the handles, and began to swing the swing.
They swayed slowly and low at first, and then began to sway faster, stronger and higher. The swing soared up, and then went down with a cheerful whistle: "y-y-y", "y-y-y"! Friends were breathtaking, and they wanted to scream with joy and happiness, the wind blew their clothes, whistled in their ears, and the swing kept creaking: “yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy… When the friends had ridden enough, they got down to the ground, thanked the shaggy dog and went for a walk in the park.
Slysh remembered the swing song. He stretched his cheerful tongue, remembering a few exercises.
2. Development of articulatory motility.
Tongue exercise. Let's practice the tongue together with Hear. (Perform the exercise 5-7 times.)
"Big swing" - smile, open your mouth, raise the tip of the tongue to the upper lip, lower it to the lower.
"Little rockers" - smile, open your mouth, raise the tip of the tongue by the upper teeth, lower it by the lower ones.
3. Demonstration of the acoustic-articulatory image of sound.
Y-y-y, - said Slysh. (The tongue did not want to let in air - he arched his back, pressed it to the palate, but the air still hummed merrily.)
Task - "Make a sound." Guys, say the sound [th | without error, in accordance with the described articulation. Follow the correct position of the lips, tongue, neck and breathing.
Hear wanted to know more about the new sound, and he tried to describe it.
Task "Describe the sound." Let's help Hear describe the sound [th].
When we pronounce the sound Y, does the air meet an obstacle in the way?
If the air meets an obstruction when pronouncing this sound, what sound is it? (Consonant.)
What prevents the air from passing freely (the tongue, which is pressed against the sky with its back, interferes with the air).
Is this sound voiced or deaf? (To answer your question, the children cover their ears with their palms and pronounce the sound [th]. If the ears “buzz”, this sound is sonorous, if they don’t buzz, it’s deaf. You can also put your hand to the neck to check).
Listen to me and tell me, is this sound soft or hard? (Pay attention to the children that this sound is always soft).
Now let's give complete description sound Y and dress our sound player (Call the child to the board): this sound is consonant, voiced, can only be soft.
4. Development of phonemic hearing. (Work in workbooks).
Bukovka drew pictures. (name all).
Colorize in green a circle if the sound Y is heard in the word.
5. Acquaintance with the letter Y.
Slysh asked Bukovka: “Can you write the letter that denotes this sound?” And the letter took her magic pencil and wrote the letter Y. (Demonstration of a card with a letter).
What does the letter Y look like?
The letter Y is called "and-short"
Y as And in your notebook.
Not to be confused with Y
Write a tick at the top. (V. Stepanov).
What elements does it consist of?
Designing a letter with pencils; typing the letter Y in workbook. (before writing the letter - exercises for the eyes).
III. Dynamic pause(rhyme "Yoga").
IV. Fixing the material.
1. Reading syllables.(according to the syllable table ah, oh, uy, hey, yy).
2. Reading a word Yogi (T-shirt, parrot, laying out the letters of the magnetic alphabet.
Bukovka wrote the letters O, G, J. Think about what word can be made from them? (She wrote the syllables KA, MAY; PO, PU, GAY).
Type this word in magnetic alphabet.
V. Final part.
What new letter did you meet?
What sound does it represent?
Settle the Letter Y in the right house.
Listening to a song about the letter Y.
Evaluation of children's activities.
Related publications:
“The sound [R] and the letter R. Spring is walking towards us with quick steps.” Lesson in the preparatory speech therapy group for children with ONR Objectives: To develop the speech of children in various types activities. To form and systematize children's knowledge about characteristics spring.
Synopsis of a frontal speech therapy lesson with children of a preparatory group for school with TNR (ONR) "The sound and the letter H"
Purpose: to promote the formation of ideas about the sound and the letter Ch. Tasks: Correctional and educational: - to contribute to the formation of the image.
Synopsis of a speech therapy lesson in a preparatory speech therapy group for school for children with TNR “Sound [B]. Letter B" Lesson 3 Correctional and educational goals. Activation and updating of the dictionary on the topic "Clothes, shoes, hats". Improvement.
Synopsis of GCD on teaching literacy in the preparatory school group “Sound [D] and letter D” Abstract of a lesson on teaching children to read and write in a group preparatory to school. Topic: Sound and the letter "D". Program content: 1. Acquaintance.
Today in the lesson we will talk about the letter, which can be called a cunning traveler. Cunning, because outwardly she is very similar to her neighbor in alphabetical order, and also because her sound knows how to hide well. And a traveler for the reason that in ancient times she either appeared in our alphabet or disappeared, and initially she was not considered a letter at all. And only in the last century did she have her permanent place in the alphabet, next to the vowel I. This is the letter Y (And short) and the sound [y ’]. Sometimes the sound that it stands for is also called "iot". So why did we need another letter I in our alphabet? First, let's recall the characteristics of the sound [and]. Sound [and] vowel, it stretches, it is sung. Now try to sing the sound [th ']. Did not work out? Of course, because it's a short consonant. So, in our alphabet, the vowel [and] and the consonant [th '] have absolutely miscellaneous work, so we both need and are important. Today we will talk about only one work of the letter Y.
Let's start with the definition of the sound [th ']. Put your hands on your throat or on your ears and make the sound [y']. We felt a vibration, which means it is a ringing sound. And now remember one more trick of this sound: the sound [th ’] is only soft, and it does not have hard couple. So the sound [th ’] is consonant, sonorous, soft. Now let's practice recognizing this sound in words.
Today we will go to the bird kingdom. Guess the riddle and name the place of the sound in the word: at the beginning of the word, in the middle or at the end.
Chick-chirp!
Jump to the grains!
Peck, don't be shy!
Who is this?
Sparrow- sound [th '] at the end of the word (Fig. 1).
white-winged bird
Flying over the sea.
Seeing the fish
The beak is enough.
Seagull - sound [th '] in the middle of a word (Fig. 2).
Who is without notes and without flute
Best of all displays trills,
Answer...
Nightingale- sound [th '] at the end of the word (Fig. 3).
gray bird,
little bird,
You always turn your neck.
Is there a need for this?
Wryneck- sound [th '] in the middle of a word (Fig. 4).
Rice. 4. Vertineck ()
In the bird's joyful enthusiasm,
Firmly believing in success
Which bird dives into the sea
Without a doubt, the best?
Guillemot- sound [th '] in the middle of a word (Fig. 5).
It's not a rainbow, it's not a flame!
What kind of bird? Guess!
Chatting with us all day
Multicolored…
Parrot- sound [th '] at the end of the word (Fig. 6).
I don't like to live idle
I get up at five o'clock
Then I plant cedars with my beak,
That oaks in a dense forest.
Jay- sound [th '] in the middle of a word (Fig. 7).
Noise and din throughout the district,
The birds are frightened.
A predator appeared in the sky
What to eat, looking for.
Hawk- sound [y '] at the beginning of the word: [yastr'ip] (Fig. 8).
We noticed that the sound [y '] at the beginning of the word met only once. The fact is that in the words of the Russian language this sound is rarely found. There are few words that begin with the letter Y in our language, among them mainly geographical names, but not only. Try words that start with the letter Y.
Every child knows iodine.
Mom smears the wounds with iodine(Fig. 9) .
What dairy product should all children drink? Yogurt (Fig. 10).
A yogi will never say, "Oh!"
"Oh oh oh!" - do not shout yogi(Fig. 11) .
Young man, control yourself!
Old, be young!
Yorkshire Terrier, or York (Fig. 12).
Rice. 12. Yorkshire Terrier ()
Consider how the letter Y is written.
Because the comma
Sitting on her shoulders.
Consider block letters. What do they remind you of? Letters ii.
The letter Y is called And short.
Y as And in your notebook.
In order not to confuse Y with I,
Write a tick at the top.
Crossbar jump-jump
And she lay down.
Changed inside
Got the letter I.
And then over the letter I
The bird has flown
Become Y (And short) letter I
I immediately wanted to.
What does the letter Y look like?
Got up And under the lantern,
We don't recognize him.
Changed - look
Stealthily at him.
It used to be just and
And now Y (and short).
Writer Viktor Khmelnitsky came up with his own story.
Previously, the letters Y and Y invited each other to visit, but the letter Y always left a stick in the hallway, and the letter Y could not distinguish it from soft sign. And when the letter Y came to visit, she left her hat on the hanger, and the hostess confused the guest with the letter I. In the end, they got tired of this confusion. But what about tea? And now they drink tea in the garden. The letter Y keeps his wand with him, and the letter Y may not take off his hat(Fig. 13) .
Rice. 13. Tale about the letters Y and Y
The sound and the letter Y like to answer the question "what?". Let's check. Look at the picture and tell.
Which kitten (Fig. 14)?
Redhead, small, funny, soft, etc.
Which backpack (fig. 15)?
School, new, heavy, beautiful, etc.
Rice. 15. School backpack ()
What watermelon (Fig. 16)?
Striped, sweet, sugary, delicious, etc.
Let's read the words: oh, oh, hey- th helps to express feelings.
Replacing one letter in a word, we get another word: may - bark - paradise - swarm - mine.
The sound [th '] is always soft. So, the letter Y denotes the sound [y ’], which is always soft, and the vowel Y shows the softness of the preceding consonant.
Consider the written letters Y (Fig. 17, 18).
Look, look
Dear friend,
Up to what
We are similar!
We have common features
You are like me
And I'm like you.
We are like chicks.
Maybe we are twins?
Rice. 17. Written and printed letter And ()
Rice. 18. Written and printed letter Y ()
What is the difference? Y has a checkmark, or a bird, on top.
Practice writing the letter Y.
Now let's do the following task: listen to the poem and write down all the sounds [th '] with the letters Y. Hint: how many sounds, so many letters.
Next to my room
And it's full of friends
Ginger,
Grey,
Striped,
And wingless
And winged
And hornless
And horny
And tailless
And tailed...
How many letters did you get? 9. And what animals living in the forest did you imagine? Tell me.
Now let's write a little dictation.
Write the letter representing the first sound in the word "Roma".
Write the letter for the last sound in the word lazy.
Write the letter for the second sound in the word forest.
Write a capital letter N.
Write the capital letter of today's lesson.
Rice. 19. Test yourself
Homework
1. Practice writing capital and small letter Y in cursive.
2. Recall and name 5 fairy tales, in the names of which there will be a letter Y.
3. Write a short story about Oi and Ai.
Bibliography
1. Andrianova T.M., Ilyukhina V.A. Russian language 1. - M.: Astrel, 2011.
2. Buneev R.N., Buneeva E.V., Pronina O.V. Russian language 1. M.: Ballas, 2012
3. Agarkova N.G., Agarkov Yu.A. Textbook on teaching literacy and reading: ABC. Academbook/Textbook, 2014
1. Festival of pedagogical ideas "Open Lesson" ()
Theme: Consonant sound [th], letter Y. New Year's adventure with the heroes of your favorite fairy tales.
Goals: acquaintance with the sound [th], denoting it with the letter Y; practicing the skill of clear pronunciation of the sound [th]; development of phonemic perception; learning the ability to distinguish the sound [th] from a number of sounds, syllables, words; make sentences with a given word; learning to read syllables according to syllabic tables and words with the sound [th]; development of memory, attention, thinking; education of discipline, ability to work in a team.Equipment: sound houses; pictures of words with sound [th] (Koschey Immortal, Emelya, Zmey Gorynych, Thumbelina, Goblin, Water); cards with windows to determine the place of sound in a word; red, blue, green lanterns with and without bells; colour pencils; pictures of a snowman, Baba Yaga, Santa Claus, Snow Maiden, Christmas tree, Christmas decorations with syllables printed on them and words with the letter Y; "Merry Train" manual.
Course progress.
I. O.n.z. Surprise moment.
-
- Hear, guys, someone sighs and calls us. Yes, this is our friend Snowman.
- What happened, Snowman?
- Oh oh oh! - Ah ah ah! Hey Hey hey!
Guys, Snowman is so scared that he can't say anything else. Who scared him so?
- Oh oh oh! - Ah ah ah! Hey Hey hey!
He probably wants to name the fairy-tale hero who scared him so much.
Let's listen again to what he says and determine which sound is repeated more often than others.
- Oh oh oh! - Ah ah ah! Hey Hey hey!
II. Introduction to a new sound.
Characteristics of sound [th] according to articulatory and acoustic features.
- That's right, it's the sound [th]. What is he?
Let's make this sound. Will we be able to sing it? What's stopping us? (Barrier - the tongue arches the back). What is this sound? (Consonant). Is it soft or hard? What do you want to do, clench your fist or stroke your palm? (soft). The sound [th] is always soft. Listen to your throat, is this sound sonorous or deaf? (voiced). Sound [th] - consonant, sonorous, always soft.
III. The development of phonemic perception.
- To find out the name of the fairy-tale hero who scared our Snowman, you need to learn how to identify the sound [th] among other sounds. What color will the magic lantern be lit when we hear the sound [th]? (green with bell)
1. Definition of sound [th] in a series of sounds.
A U Y N Y Y M P Y ...
2. Definition of sound [th] in a series of syllables.
AY OY SA MA AL AY HEY….
3. Definition of sound [th] in words.
- We learned how to determine the sound, now we can determine the name of the fairy-tale hero who scared the Snowman.
Puss in Boots, Giant, Shrek, Kikimora, Baba Yaga.
- That's right, it's Baba Yaga.
IV. Working with new sound.
Determining the place of sound [th] in a word.
- Baba Yaga hid Santa Claus and the Snow Maiden. And fairy-tale characters will help us find it, in the name of which there is a sound [th]. They will go in search of Grandfather Frost and the Snow Maiden on our Cheerful train. In the first car, those heroes will go, in whose name the sound [th] is at the beginning of the word, in the second - in the middle, in the third - at the end of the word. (Koschey Immortal, Emelya, Serpent Gorynych, Thumbelina, Leshy, Vodyanoy) All of them really want to celebrate the New Year with us.
v. Introduction to the letter Y.
- While our heroes are looking for Santa Claus and the Snow Maiden, we will prepare invitation cards for them. We know the sound [th], but what do you need to know in order to write it? The letter Y. We hear and pronounce sounds, we write and read letters.
The letter Y is called "And short."
Y as And in your notebook.
In order not to confuse Y with I,
Write a tick at the top.
VI. Working with a new letter
1. Highlighting the letter Y in the text.
- Underline all the letters Y in the invitation card. What pencil will we use to underline the letter Y? (in green)
New Year!
Koschey the Immortal, Emelya, Serpent Gorynych, Thumbelina, Goblin, Water come to my kindergarten on New Year's celebration.
2. Reading syllables with a new letter.
And here is Santa Claus with the Snow Maiden. They came to us for the holiday, they brought a Christmas tree with them.
To decorate the Christmas tree, you need to read syllables and words with a new letter on the toys.
AY OY OY MY MAY
VII. Fizminutka.
The Christmas tree is dressed up, and now we will play with it. Attention game "Christmas trees big and small."
- Let's show how big the Christmas trees are (raise your hands up), and how small (put your hands down). (Children should show large and small Christmas trees, not paying attention to the deceptive movements of the speech therapist, but listening only to his verbal instructions).
VIII. Consolidation of what has been learned.
1. Vocabulary expansion.
"Change the word."
Have fun on our holiday. Baba Yaga also asks to join us. Santa Claus gave her a task, but she can't do it without us. Let's help her. Need to
change the word so that the sound [th] appears in it: a T-shirt - a T-shirt, a hare - a bunny, a bench - a bench, a sparrow - a sparrow, an egg - an egg, a ruler - a ruler, a nightingale - a nightingale ...
2. Working with clear words.
"Read and tell":
Oh - oh - this is my bunny
Ai - ai - we baked a loaf
Ai - ai - in a cage parrot
Oh - oh - we're going home
3. Making proposals.
What words with the [y] sound did you hear? (bunny, loaf, parrot, home, mine)
Make suggestions with them.
IX. Outcome.
Time for Santa Claus fairy tale characters back to your stories. And the sound [th] remains with us in the city of Sounds. Let's remember what this sound is? (consonant, soft, voiced). Well done!
Correction-developing tasks.
To teach the child to listen carefully to the speech of an adult, to correctly understand the logical and grammatical constructions.
Teach your child to pronounce the sound [Y] correctly.
Improve the skills of analytical and synthetic activities, develop the child's sound-syllabic representations.
Learn to analyze sentences, find prepositions and words with a certain sound in a sentence.
Learn to transform words.
Learn to write short sentences under dictation in compliance with elementary spelling rules.
Exercise 1. Didactic exercise "What is the right way?". An adult reads a sentence to a child. The child listens carefully, determines whether the sentence is correctly or incorrectly pronounced. If a mistake is made, the child corrects it.
The cart is carrying a horse. The cat caught the mouse. The horse is pulling the cart. The mouse caught the cat. The lantern is illuminated by the street. The street is illuminated by a lantern.
Task 2. Acquaintance with the sound [Y]. An adult invites the child to listen to a series of words and name the last sound in the words:
sparrow, stream, burdock.
An adult shows in front of a mirror and explains to the child the articulation of the sound [Y]:
- lips slightly in a smile;
- teeth are close;
- the tip of the tongue behind the lower teeth, the back of the tongue is raised to the hard palate, forming a gap through which the air stream passes;
- neck "works".
Characteristic sound: consonant sound (the tongue creates a barrier to air), sonorous, solid. Designation: blue circle with a bell.
Task 3. phonetic exercise.
How do they scream in fear? - Oh! Oh! Oh!
Task 4. Consider a number of drawn objects, name them, select only those in the name of which there is a sound [Y], determine the place of the sound [Y] in words:
T-shirt, fly, books, house, tea, shed, seagull, burdock.
Task 5. Finish the word with a syllable. What is the same last sound in the first syllable of all words?
CA: mai..., guy..., tea..., bark..., zai...
Task 6. Guess riddles, determine the place of the sound [Y] in all riddle words, divide them into syllables, come up with a sentence with each word.
From the hot well
Water flows through the nose. (Kettle)
Grew up in the field, angry and prickly,
Needles in all directions. (burr)
Task 7. Recall the types of transport in the names of which there is a sound [Y] (tram, trolleybus). Divide words into syllables, determine the place of the sound [Y] in these words.
Task 8. An adult calls 3-5 words with the sound [Y], and the child must listen carefully and repeat all the words in the same sequence.
Task 9. Name the extra word in the series (according to the presence of the sound [Y] in the words):
T-shirt, seagull, nut, sofa; stupid, young, big, city.
Task 10. Choose as much as possible more words-signs that answer the question "what?". What is the same last sound in all these words?
Cheerful, brave, good...
Task 11. Remember as many words with the sound [Y] as possible.
Name words with the sound [Y], consisting
from one syllable (May,..),
from two syllables (bunny, ...),
of three syllables (trolleybus, ...),
of four syllables (balalaika, ...).
Task 12. Replace the third sound in words with the sound [Y]. What words did you get? Make sentences with each pair of words:
Cup - seagull, paw - ..., fishing line - ..., river - ..., hat - ..., midge - ...
Task 13. Answer the question: what words will you get if you remove the sound [Y] from them?
T-shirts - poppies, reiki - ..., likes - ..., jays - ...
Task 14. Learn vocabulary:
Ah-ah-ah - May is coming soon.
Uy-yy-yy - wind, blow.
Oh-oh-oh - take me with you.
Hey hey hey - drink some water.
Task 15. Learn a poem and then recite it by clapping your hands for each syllable.
What sound is often heard in the poem?
IODINE
Yod is good, Yod is not evil.
In vain you scream: "Oh-oh-oh!" -
Slightly seeing the glass.
Iodine, sometimes, of course, burns,
But heal faster
Iodine smeared wound.
V. Lunin
Task 16. Make up sentences from words. (Analysis of sentences, finding a preposition and a word with the sound [Y], determining their place in a sentence, recording a sentence scheme.)
Bunny, sit, bush, under; Seagull, sea, fly, over; Tram, ride, city, by.
Task 17. Introduction to the letter Y.
Here's a short one, take a look.
Three needles, thread on top.
V. Kovshikov
What else does the letter Y look like?
Letter games. Differentiation of letters I - Y.
Task 18. Independent sound-syllabic analysis of words, writing block letters, reading words:
may, tea, kettle.
Converting words using split alphabet letters:
bunny - T-shirt - nut - gang - seagull.
Writing sentences under dictation, reading:
Who is here? Zina is here. Zina has a bunny. Dima is here. Dima has a T-shirt. Seema is here. Sima has a seagull.
1. Lesson about the letter I
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2. Riddles with a generalizing word on AND
Girlfriend holding on to my ear
The century runs with me as a single stitch. ( needle and thread)
You can always find it in the forest.
Go for a walk and meet.
It is prickly like a hedgehog,
In winter in a summer dress. ( Spruce)
Angry touchy
Lives in the wilderness of the forest.
Too many needles
And not a single thread. ( Hedgehog)
These are different things, but what unites them together? - Needles!
How many syllables does this word have? - Out of three!
Why? - Since there are 3 vowel sounds.
What syllable is stressed? - Second.
3. Game "TV Broken" (idea from here)
The adult says the sound And and lays out a card with a picture - the child needs to finish the word.
(and) pear, (and) head, (and) zbushka, (and) rice, (and) zum, (and) Indian
4. Drawing up visual sound combinations from cards:
IA, AIU, OAI, UI
5. Development of phonemic perception
a) clap (or raise a card with the letter I) on the sound [and] from the sound range:
A I O K N U I I A I S O U I
b) repeat only the words with the sound “and”:
Willow, quince, duck, turkey, game, smile, bus, name, angle, July, needle...
6. Exercise with lids - we move the lid beads for each line:
And my grandfather has.
Grandma has one too.
And my mom has it.
And dad has one.
And we have.
To know him
You have to say it out loud.
(Name)
Name the names of boys and girls, and if the child hears the sound [and] in the name, then he needs to clap his hands:
Anya, Ulya, And van, And lya, Anton, And nna ...
Olya, Semyon, And grief, Sasha, Vera, Masha, And nga, Alyosha, Pavel, And ra, Nastya, Vasya, Kolya, Anna, And rma, Klava
7. The game "One-many" (an adult throws the ball to the child, naming the word in singular, the child needs to be thrown back, naming the word in the plural)
sock - socks
needle -
box -
door -
mug -
turkey -
toy -
glove -
thread -
snowflake -
boy -
fork -
a drop -
girl -
umbrella -
boot -
8. Form adjectives-antonyms
high Low
wide narrow
big small
bad - good
cold - hot
9. Game "What is superfluous?" ("The Fourth Extra")
Several pictures or objects are laid out and it is necessary to determine in which picture there is no sound AND (or just by ear).
1= bear, fox, wolf, tiger
2= glasses, wasps, willow, turkey
10 Wonder Tree
You need to choose pictures (inscriptions) in the name of which there is a sound And and "hang" on a tree like leaves. I made such a tree (print on A4) and sheets of paper (A5) for it - I give empty sheets, so that you yourself can enter the necessary words there:
11. Find the hidden letter I
12. Tale about the brothers Ik and Ish ()
There were two brothers. One was called Ie, and the other - Ishch. Ik was small, and Ish was huge (showing "portraits"). Ik had a house, and Ish had a house. And now I want you to help me tell about Ika.
(Held game exercise"Finish the sentence").
Ick doesn't have a mouth, but...
Ick doesn't have a nose, but...
Ik doesn't have an eye, but...etc.
And what about Ish? If it's that big, it means it's all very big.
Ishch doesn't have a mouth, but...
Ishch does not have a nose, but ...
Seeking doesn't have an eye, but... and so on.
Many years have passed, but people have not forgotten about the brothers. If they want to name a small object, they think of their brother Ike. If it is necessary to name objects of huge size, then they remember brother Ishche.
In the names Ik, Ish there is a common sound. Name it please.
13. Find all the letters I and circle them (
