Target: Continue learning about vowel sounds.
Tasks:
- Educational: Introduce the sound [Y] and the graphic image of the letter, teach children to correctly give an acoustic-articulation characteristic, form sound analysis skills.
- Educational: to develop the skills of word formation of adjectives from nouns, to develop fine and general motor skills, speech breathing and the power of the voice phonemic awareness, attention, thinking, spatial perception;
- Educational: Cultivate respect for the answers of a friend.
Equipment:
Demonstration material: a beautiful envelope with the indicated address of the group, sheets of light paper, “stones” - letters, a “river” carpet, a large labyrinth with “minks”, a rebus picture, a mouse toy, a drawing of a house, a sample letter, sample tasks from worksheet, three boxes of different sizes.
Handout: cut-out pictures for a subgroup of children, worksheets with tasks, trays with elements of letters, trays with black and red chips, “smoke” cards.
Lesson progress
1. Organizing moment
Children are met at the entrance to the group. "Good morning, guys! Many of you came to the kindergarten very early, but did you remember to wash your face and brush your teeth? Let's remember how we do it"
Self-massage and articulatory gymnastics
Water, water, wash my face with the palms of the hands we lead along the forehead from the center to the temples)
To make the eyes sparkle from the corners of the eyes along the cheekbones to the temples)
To make cheeks blush (rubbing the cheeks with the palms in a circular motion)
To laugh mouth (with index fingers from the center above the upper lip, and then under the lower lip we lead to the edges of the lips)
The tooth was clean and white (smile, show teeth and hold for a long time)
Teacher: Today a message from the country of sounds and letters has come to the kindergarten for you! (shows envelope) Dear Guys! We invite you to visit our country, get acquainted with a new sound and learn how to write a letter denoting this sound”
Work on the power of speech breathing
When the children give their consent and hit the road, the road is blocked by a “fast river”. But there is no crossing.
The teacher asks the children what season it is outside and offers to justify the answer. (Children name the signs of autumn.)
Teacher: And our leaves covered everything on the tray. Let's all take a deep breath together with our noses and blow strongly on the leaves, pursing our lips with a tube.
Children blow off the leaves and see “stones” with the letters A, O, U, E, I.
Teacher: We use these stones to cross the river.
Stones are placed across the river, and each child, following the model of the teacher, jumps from stone to stone, calls the letter loudly and clearly on a firm attack.
Having crossed to the other side, the children see the house. "Who lives in the house?" Children guess the rebus (mice).
3. Post subject.
Work on the word formation of an adjective from a noun
The teacher takes out the host mouse. “The mouse is different. What is the name of a mouse that lives in a person's house? (house mouse). Mouse on the computer? (computer). And the mouse that lives in the field?” (field)
Work on orientation on a sheet of paper and the development of auditory attention.
A tablet appears in front of the children - a labyrinth.
Teacher: The field mouse has many pantries and they are all connected by underground passages. At my prompt, let's go to the first pantry and find out what sound they want to introduce us to.
The teacher says the route, and the child moves the mouse along it: “We go from the arrow up, turn right, down, past the flower.” Mink is removed from the tablet, turned over and see “?” (question). The teacher shows a card with objects: flowers, table, chair, bed. He asks to list the items: “What is superfluous on the card? (Flowers.) Why? (children's answers) This extra picture will help us in revealing the topic of the lesson. Let's say the word “flowers” again and call the last sound ”(flowers-s) Children emit the sound [S].
4. Characteristics of sounds according to articulatory and acoustic features.
Teacher: Look in the mirror and say the sound [ы]. Schema questions:
Are the lips open or closed? (open)
Are the teeth open or closed? (open)
Where is the language? (it lies at the bottom of the mouth)
Is there anything preventing the air stream from coming out of the mouth? (No)
Conclusion: How do we call sounds, during the pronunciation of which the air stream does not meet an obstacle? (vowels) What conditional color denotes a vowel sound? (in red)
5. Development of phonemic hearing.
The teacher offers to go to the second mink to another child with a mouse. (We go up, turn left, up, past the bell, past the boletus mushroom) On the other side of the mink, an ear is drawn.
Teacher: I will name different sounds. When you hear [S], clap your hands. (With a small screen, the teacher covers his mouth from the eyes of the children and makes sounds) (Then syllables) Sa-so-sy-mo-you-yr-vo.
And now I propose to take a walk.
Fizminutka
1-2(clap on the word) – islands ( palms “put” at chest level)
3-4 (cotton per word) - we swam breaststroke movements)
5-6 (cotton per word) – we will be here ( sit down and clap your knees)
7-8 (cotton per word) - above the pines stretched on toes, hands stretched up)
9-10 (cotton per word)- we are on our way (walking in place)
I counted to ten. (different movements for each syllable)
6. Pronunciation of sound in words. Determining the position of sound in a word
Teacher: And now let's determine the position of the sound in words: at the beginning, middle or end of the word.
Children come to a group of tables with split pictures for each child: on 1 group of tables there are 4 split pictures: bull, lynx, rat, fish, goats, beavers.
On the 2nd group of tables are split pictures: melon, pumpkin, cucumbers, tomatoes
Teacher: Name the collected pictures in one word. (animals, vegetables)
Each child once again calls the collected picture, highlighting the sound [s] with his voice, and explains where he heard the given sound. (at the beginning, in the middle, at the end of the word).
Teacher: Think of words that start with [S]. (Children cannot name) Together they conclude: [S] is interesting in that in Russian speech there are no words that begin with it.
7. Designation of sound [s] with the letter “ы”.
The children again approach the maze and another child follows the instructions to the mink. A pencil is drawn on the back of the mink. “Guys, what do you think we are going to do now?” (learn to write the letter Y).
Children sit at desks for written work. The teacher shows the letter Y on the card. What does the letter look like (children's answers and the teacher's version). How many elements are in a letter? Which? (two vertical sticks and one semicircle),
Teacher: Assemble the letter Y according to the pattern of 3 elements that each one has on a tray.
Development of visual perception.
Teacher: The pencil decided to test you and almost completely covered the letter from our eyes behind the lines (shows a card and directs the children's attention to their worksheets) (Appendix)
Find the letter behind the lines and color it in with a red crayon. And in order for the letter to turn out beautiful, you need to stretch your fingers.
Finger gymnastics.
The teacher shows and performs with the children: each finger warms up from the base of the finger to its tip, starting with the thumb.
This finger is the thickest, strongest and largest
This finger is for pointing it out
This finger is the longest and it stands in the middle
This finger is nameless, he is the most spoiled.
This finger, though small, is dexterous and daring
Then the children color the letter.
Teacher: And now let's write a letter in the air: (The teacher explains and shows) draw a vertical stick from top to bottom, from the middle of the stick - a semicircle to the right side, and again a vertical stick from top to bottom.
Several times the children, together with the teacher, “write” a letter in the air. Then the teacher puts a sample of the next task on the board. For children, the task is printed on worksheets. The guys learn to write a letter with a simple pencil in 3 movements along the dotted lines. Children circle the letter on the pieces of paper, put a dot under the beautifully written letter. If the child completes the task faster than others, he is offered an additional task from a piece of paper (find and circle all the “s” on the fish or task No. 4 (see appendix)).
Fizminutka;
Snow White, as she woke up, stretched sweetly. (children stand on tiptoes and stretch their arms up)
Bending once, bending twice (tilts to the side)
And stretched again. ( pull your hands up)
And then run-run ran barefoot. (run in place)
The children remain standing.
8. The development of phonemic representations and work on sound analysis and the scheme of the word “smoke”.
Our invitation envelope contains sounds: we cannot see them, but we can hear them. If you name the sounds quickly in the order you caught them, you will recognize the word from the envelope.
The teacher takes out and “throws” the sounds [d] (Masha, what sound did you catch?), [s] (Ivan, what sound did you catch?), [m]. What word was in the envelope? (smoke). Well done, you did a great job.
The children again come to a group of tables on which there are trays with black and red chips and a card. (rice)
The teacher asks the children again: What was the first sound in the word? ([D] and the children put the chip on the 1st cell of the sound scheme). What was the 2nd sound? ([s]). What have we learned about him? (it is a vowel, which means we denote it with a red chip. They put a red chip on the 2nd cell.) What is the 3rd sound thrown to you? (m). Put a black chip on the 3rd cell. All the time the children's attention is drawn to the fact that we put the chips from left to right.
The teacher shows all the actions on his model. At the end, he asks to name the sound according to the indicated cell on the sample. ([m],[s], [d]). And then he asks to remove the chip from the corresponding cell ([d], [m]).
Teacher: What sound is left? ([s]). Go to the tables with worksheets, find the same sound house and write the letter Y in the second window. Children complete and the task is checked.
9. Organization of the end of the lesson.
Our lesson has come to an end.
What sound are you familiar with?
What task did you like the most?
Teacher: I enjoyed traveling with you, so a surprise has been prepared for you in memory of the lesson. It is not in the first and not in the high box.
Children guess. This is a picture with the last task from the worksheet. Children are invited to complete the task - to guide the mouse through the maze to the cheese - if desired, on their own or with their parents at home.
Exercise
Make sound schemes of words: ball, balls
How are these words different? (number of sounds)
What sound appeared in the word "balls"?
What is this sound? (vowel) Prove it.
Exercise
Exercise
In the names of which pictures there is no sound [s]?
The sound [s] is indicated by a special icon - the letter "s". Look what she is
Funny for boys and girls:
Pass next to a thick one with a thin one.
They go, they don't understand
What does the letter y resemble.
Exercise
Type the letter "y" in your notebook.
An exercise in merging sounds
[d] + [s] = [dy]
[k] + [s] = [ky]
[m] + [s] = [we]
[s] + [s] = [s]
What consonant is heard in this merger of sounds? (Solid)
The sound [s] is pronounced only after solid consonants.
It is necessary to distinguish: when merging with the sound [and] - the consonant softens; when merged with the sound [s] - the consonant remains solid.
Exercise for the development of phonemic hearing.
If you hear the sound [s] in the word, clap your hands.
I dive deep
I'll visit the fish!
It's just a pity, in the depths
I can't hear anything!
Exercise
Name the words with the sound [s]. Specify where it is in the word:
Tables, fish, melon, cheese, teeth, skis, thousand, pumpkin...
Remember! In Russian, the sound [ы] is never used at the beginning of a word.
Exercise
Change the word so that the sound [s] appears
Crane - cranes
Fox - foxes
Star - stars
Mushroom - mushrooms
Cucumber - cucumbers
Continue with these words.
Fixing the division of words into syllables
Game "Telegraph"
I will name the words, and you send them by "telegraph" to another city.
For example: - The word "dad" has 2 syllables. How many times do you need to tap? (2 times)
You name any word - the child should be able to tap it in syllables:
Skis; sport; train; snow; honey; airplane; ….
II version of the game
Now I will tap out the word, but I will only pronounce the first syllable, the rest will be tapped. And guess what that word is.
Bag); me - (chik); flower); telephone); sparrow); border).
Game "Speak - do not delay"
Children should become, forming a circle. One of them is the first to say a word (loudly and in syllables). The person standing next to you must say a word that begins with the last syllable of the word just spoken. He also pronounces his word loudly, syllable by syllable, so that the next one can easily highlight the very last syllable and pick up his word that begins with this syllable. For example, the first child said the word "vase", the next in a circle says the word "task", the next "clock", etc. If one of the children cannot quickly name the word, thinks for too long, repeats what has already been said or is mistaken, he must leave the circle (or give a phantom). Gradually, the circle of players narrows.
Game "Guess the word according to its scheme"
Summary of a lesson in preparation for teaching literacy in
preparatory group
Subject: Sound [s] and letter s
Goals:
Clarify the articulation of the sound [s];
Exercise children in the formation of plural nouns;
Introduce children to the image of the letter s;
Exercise in the ability to find the location of a sound in a word.
Equipment: a set of pictures, a panel of letters, sound houses, a letter y for each child, scissors, notebooks, mirrors, felt-tip pens.
Lesson progress:
I . 1) Children stand in a circle with the teacher.
Guys, do you know what time of year it is?
What month?
What is today's date?
What about the day of the week?
What are our classes on Thursday?
What do we do in speech development classes? (We learn to speak beautifully, coordinate words correctly, make sentences, learn to pronounce sounds correctly so that it doesn’t turn out like in V. Dragunsky’s story “The Enchanted Letter”).
Why do we learn letters? (in order to learn to read).
In order for our speech to be beautiful and competent, we need to learn to hear the sounds, to pronounce them correctly.
Today we will get acquainted with one very interesting sound and its image - a letter. Let's learn how to find this sound in words. Why is this sound so interesting, you want to know?
I will now read a poem to you, and you listen carefully, and try to guess what sound we will get acquainted with:
Sound - the invisible man hid in the hour s ,
And his brother - grandfather in mustache s .
Children call the sound [s].
2) Articulation of sound
Well done, correctly named - this is the sound [s]. to learn how to pronounce this sound correctly, take a mirror and let's practice pronouncing it: lips and teeth are parted, not tense, the air passes calmly, without encountering obstacles in its path, vocal cords vibrate. After class, who wants to, can exercise some more, but now remove the mirrors and stand in a circle.
3) Sound characteristics.
The sound [s] is a vowel.
Game exercise for the development of phonemic hearing:
We will clap our hands if we hear the sound [s],
To other sounds - we lower our hands low and walk in a circle one after another.
Isolation of the sound [s] from a number of vowels: y, a, e, s, o, u, and, s.
II. 1) - And who knows the words that begin with the sound [s]? (Children think, after which the teacher draws a conclusion).
I know and you know that there are no words beginning with the sound [s].
But in words this sound is often found. It can be heard in the middle or at the end of a word. Let's guys look for words with this sound.
Pictures with sound [s] and without it are laid out on the table. Children select the necessary pictures, name what is depicted on them, highlighting the sound [s] with their voices, stick the picture on the frieze.
2) Drawing up a frieze.
3) Sound analysis words(using a sound house).
Children sit at tables.
Guys, you already know that every word has its own house. Sound houses lie in front of you. Find the house in which the word "cheese" lives, and put the rest on the edge of the table.
Children are looking for a sound house for the word "cheese".
4) The formation of plural nouns.
The sound [s] is a very prosperous sound. What does the word "prosperous" mean? (Answers of children).
Where can we find the meaning of this word? (In dictionary).
Prosperous means rich, having a lot of property, wealth, money, wealthy.
His neighbors have a garden, the sound [s] has gardens (an example says the educator further plural children form).
The neighbors have grown a berry, and the sound [s] has berries.
The neighbors have a flower bed in front of the house, and the sound [s] has flower beds.
In the barnyard, the sound [s] is not a cow, but ... (cows), not a sheep, but ... (sheep), not a goat, but ... (goats).
And at home at the sound [s] is not a room, but ... (rooms), not a sofa, but ... (sofas).
Interestingly, guys, only the sound [s] appeared at the end of the word, there were more objects.
Fizminutka: game "Learn to show."
Point to the window, point to the door
Then up to the ceiling, down to the floor now.
Point to the table, point to the chair,
Point to a friend who almost fell asleep.
Point to the head, show where the foot is,
Show me where your knees are, show me.
III. a) Acquaintance with the letter
What sound are we talking about today? (Sound [s]).
I will show you the sign that denotes the sound - this is the letter s (showing the letter).
This letter is always short, she lives on the sixth floor, in apartment No. 6 (placement of the letter on the panel).
b) Letter image analysis
The teacher with the children examines the letter.
Take all your letter s. What are the elements of the letter y? (Two sticks, semicircle).
Are the sticks the same or different?
Working with scissors.
Now make sure you correctly named what parts the letter s consists of.
Children cut the letters given to them.
C) Synthesis of the image of the letter.
And now add the letter s on your line from the received elements.
Exercise "Roll the felt-tip pen."
Now take a felt-tip pen, roll it in your fingers and draw a girlfriend for the letter y.
Children work in a notebook. Once the children finish writing:
And Sasha kept a secret throughout the lesson, and now he will open it to you. He knows a poem about the letter y:
Y - the letter is well-fed, carries a stuffed belly.
IV.
The letter y has a garden. Want to know what's growing there?
The turnip grew
Yellow and strong
Beets in front of the house
Looks straight out the window.
The little box was successful,
We will eat it to our heart's content.
And carrot harvest
Collect sweet, juicy.
2) Exercise "Salt the soup" for the development of a pinch
The pot-bellied letter y loves to eat very much. She cooks vegetable soup and salts it (exercise).
Boils potatoes and salts them (exercise).
And what else is preparing the letter y? (Children list different dishes and salt accordingly).
3) Summing up the lesson.
What did you like about the lesson today?
Where can you use it?
In the next lesson, what sound and letter would you like to learn?
Preparing for school is not an easy task, and you should start it by learning letters with the help of the online game "Learn the letter A". As you know, the alphabet begins with the letter A, so that's what we will learn to write in the first place. Circle the green dots to learn new letter alphabet
The last letter of the alphabet, which you will meet in the online game "Learn the letter I", is well known to every child. It's time to learn how it is spelled, as well as learn how to distinguish it from other letters. Educational process presented in an entertaining game form, so it will be inte
soft sign well known to each of the adults, but in children it often causes certain difficulties, which will help you avoid online game"Let's learn the letter b." Thanks to her, children will learn how to write this letter on a computer and quickly find it among many other options.
Even if your child has already learned the letters a little, this information must be constantly consolidated, and the flash game “Learn the letter C” will help him in this. First, remember how it is written, for this you need to draw the contours of the future letter. The second stage is for recognition, click on each of the found
"Learn the letter M" is a flash game that will help you get to know your baby better with the fourteenth letter of the alphabet. At the same time, the child will not only learn how to write it, he will also learn to distinguish it from other letters, which provides an important learning moment for the game.
The twelfth letter of the alphabet, to which the flash game “Learn the Letter K” is dedicated, is quite common in our language, and therefore you need to learn how to write it well and distinguish it from other letters. A few simple exercises, and your child will treat this letter like the good old
Synopsis of the frontal lesson
Topic: Sound [s] and letter s
Purpose: familiarity with the sound [s].
Tasks:
Clarify the articulation of the sound [s];
Exercise children in the formation of plural nouns;
Introduce children to the image of the letter s;
Exercise in the ability to find the location of a sound in a word.
Lesson progress:
Guys, today he came to visit us fairy tale hero, and who is he you have to guess the riddle.
Snorts when angry
All covered with thorns
From head to toe
This animal
(Hedgehog) Our hedgehog has a name, and what should you guess?
Today we will get acquainted with one very interesting sound and its image - a letter. Let's learn how to find this sound in words. Why is this sound so interesting, you want to know?
I will now read a poem to you, and you listen carefully, and try to guess what sound we will get acquainted with:
Sound - invisible hid in the clock,
And his brother - his grandfather mustache.
Children call the sound [s].
Well done, correctly named - this is the sound [s]. to learn how to pronounce this sound correctly, take a mirror and let's practice pronouncing it: lips and teeth are parted, not tense, the air passes calmly, without encountering obstacles in its path, the vocal cords vibrate. After class, who wants to, can exercise some more, but now remove the mirrors and stand in a circle.
3) Sound characteristics.
The sound [s] is a vowel.
Hedgehog Pykh wants to play the game "Who is attentive?" with you.
1. What is the same sound in the words: smoke, bull, skis, cheese, fish, lynx?
Hedgehog Pykh invites you to play the game "Catch the sound",
when you hear the sound Y clap your hands, and when other sounds raise your hands up
a) in sounds: u, uh, uh, uh, uh, uh, uh.
b) in syllables: ry, ri, by, py.
c) in words: lynx, picture, soap, duck, pumpkin, bread, cheese, vacuum cleaner.
And who knows the words that begin with the sound [s]?
There are no words starting with the sound [s].
But in words this sound is often found. It can be heard in the middle or at the end of a word. Let's guys look for words with this sound.
Hedgehog Pykh invites you to play the game "One - many".
Form the plural from the words: lion - (lions), scarf - (scarves), umbrella - (umbrellas), table - (tables), floor - (floors), cheese - (cheeses).
Fizminutka:
Are you tired?
Well, then everyone stood up together.
stamped their feet,
clapped their hands.
turned around, turned around
and everyone sat down at the desks.
close our eyes tightly,
count up to 5 together.
open, blink
and we continue to work.
The formation of plural nouns.
His neighbors have a garden, the sound [s] has gardens (an example says the educator, then the plural is formed by children).
The neighbors have grown a berry, and the sound [s] has berries.
The neighbors have a flower bed in front of the house, and the sound [s] has flower beds.
Hedgehog Pykh has prepared riddles for you. Who guesses raises his hand.
The little one herself is afraid of a cat,
Lives under the floor, carries everything there.
(Mouse.)
We, nimble sisters,
Run fast masters.
In the rain - we lie down,
In the cold - we run:
This is our regime.
(Skis.)
He is always at work
As we say
And rests when we are silent.
(Language.)
She lives in the water
There is no beak, but it pecks.
(Fish.)
We walk at night, we walk during the day
But we're not going anywhere.
(Watch.)
Summary of the lesson.
What sound are we talking about today? (Sound [s]).
What did you like about the lesson today?
