educational:
Material:
- disc "Songs of the Fold";
- record player;
- a simple pencil;
Progress of the lesson
Lopushok
Lopushok: Now take your seats. (
Educator:
.
Lopushok
Children: This is Harlequin.
Lopushok
Children: Ah-ah-ah.
Lopushok
Children:
Lopushok
Children:
Lopushok
Children:
Lopushok
What else? (Children continue).
Lopushok
Children: window, cloud, hoop, etc.
Lopushok
Children: Snail, smile, duck, etc.
Lopushok
Children: Excavator, floor.
Lopushok
(Children leave the tables.) Physical exercise.
So that your back can bend
You have to really stretch.
Hands up, hands down,
Don't rush, don't rush!
Hands on hips, arms wider
We decided to sit on a tree stump.
No hemp, well, nothing!
We'll come up with it!
Lopushok: Let's continue the show. (Children sit at tables).
Lopushok(Children listen to the song).
Children: The sound is "sh".
Educator:
Children: consonant.
Educator:
Children: Blue.
Educator:
Children: He's deaf.
Educator: Is it a hard or soft sound?
Children: Solid.
Educator:
W, s, w, z, t, d, w.
Lopushok
Masha cooked porridge,
Masha treated me to porridge:
Teddy bear, cat,
Cockerel Alyosha,
Lopushok
Educator:
Children: Sha.
Lopushok
Children: Shu.
Lopushok
Children: Shaw.
Lopushok
Children: She.
Lopushok (Children get up).
Sha-sha-sha - there are noodles on the table.
Shu - shu - shu - we ate all the noodles.
Shi - shi - shi - we now sit in silence.
Sho - sho - sho - it's good in the circus.
Lopushok
Lopushok: What did you get?
Children: letter Sh.
Lopushok
(Children name words).
Lopushok
View document contents
“Summary of a lesson on speech development in a preparatory school group on the topic: “Introduction to the sound [w] and the letter Sh.” »
Municipal budgetary preschool educational institution, kindergarten of combined type No. 37, Novocherkassk
Abstract
speech development classes
in a preparatory group for school on the topic:
“Introduction to the sound [w] and the letter Sh.”
Prepared by:
Kokorevich R.N., teacher.
Target: familiarizing children with the sound “sh” and the letter Ш.
Tasks:
educational
to form in children ideas about the sound and the letter Ш, its characteristics;
developing
develop phonemic hearing, attention, coordination of speech and movement, fine motor skills;
exercise children in composing and reading syllables;
educational:
cultivate kindness and independence.
Material:
V. Voskobovich’s game “Folds”;
disc "Songs of the Fold";
record player;
application to the carpet "Larchik" "Funny letters";
cards with a task for composing syllables;
a simple pencil;
flat image of the fairy-tale character “Lopushok”
set “Multi-colored ropes”.
Progress of the lesson
Lopushok meets the children at the door of the purple room.
Lopushok: Hello guys! I am very glad to see you in the fairy forest. Today we have a circus performance and I invite you to the circus. The entrance ticket to this unusual performance will be the performance of a vowel song. Let's all sing it together.
(Children, standing around Lopushka, perform a vowel song).
Lopushok: Now take your seats. ( The children come and sit at the tables.)
Educator: To the sounds of a march, under the light of blue spotlights, acrobats enter the arena one after another and line up in a row.
(Lopushok represents each artist).
Lopushok: Guys, do you recognize this acrobat artist? Who is this?
Children: This is Harlequin.
Lopushok: What is Harlequin's favorite song? Help Harlequin sing.
Children: Ah-ah-ah.
Lopushok: Did you recognize this acrobat? Let's help him sing his favorite song.
Children: This is Orlekin and his favorite song O-o-o.
Lopushok: Next acrobat. Who is this? And what is his favorite song?
Children: This is Urlekin and his song Oooh.
Lopushok: And here is the next acrobat artist. Let's sing his song with him.
Children: This is Erlequin and his song E-uh.
Lopushok: Fanfare sounded and magic chests appeared in front of each artist.
Harlequin opens his chest and pineapples and oranges rain down on the audience.
What else? (Children continue).
Lopushok: What can appear from Orlekin's chest?
Children: window, cloud, hoop, etc.
Lopushok: Urlequin opens his chest. What came out of his chest?
Children: Snail, smile, duck, etc.
Lopushok: Attention attention! And now Erlequin opens his chest and various objects fall out of it onto the audience. What came out of his chest?
Children: Excavator, floor.
Lopushok: Applause to our artists. And now it's intermission.
(Children leave the tables.) Physical exercise.
So that your back can bend
You have to really stretch.
Hands up, hands down,
Don't rush, don't rush!
Hands on hips, arms wider
We decided to sit on a tree stump.
No hemp, well, nothing!
We'll come up with it!
Lopushok: Let's continue the show. (Children sit at tables).
Lopushok: In the second part, a new artist enters the arena. And the song “Skladushka” will help you recognize him. Think about what sound is found in it more often than others? (Children listen to the song).
Children: The sound is "sh".
Educator: Let's pronounce the sound "sh" all together. When we pronounce it, the tongue is “cupped” behind the upper teeth, the teeth are close together, and the lips
rounded. This means that there is an obstacle in the mouth to pronounce it. Do you think the sound “sh” is a vowel or a consonant?
Children: consonant.
Educator: What color will we use to represent it?
Children: Blue.
Educator: Place your hand on the neck and make this sound. Determine: is he voiced or deaf?
Children: He's deaf.
Educator: Is it a hard or soft sound?
Children: Solid.
Educator: Right. This is a consonant, solid, dull sound. And this sound is never soft.
Now let's play the game "Who's Paying Attention?" You will raise the blue circle as soon as you hear the sound "sh".
(Children choose a blue circle from the set).
W, s, w, z, t, d, w.
Sha, sa, shu, for, you, de, tu, sho.
Sledge, ball, braid, bump, stand, wide.
Lopushok: You were attentive and completed the task. Intermission.
Finger gymnastics “Porridge”.
Masha cooked porridge,
Masha treated me to porridge:
Teddy bear, cat,
Cockerel Alyosha,
A gray bunny and a little mouse.
Lopushok: Take your seats. The show continues.
Attention! In the third part you will see an unusual musical performance. (The letter W is displayed on the carpet).
Artist Sh together with acrobats will perform funny songs.
Educator: You have cards with a table on them. With her help we will hear these songs. Pick up your pencils and start composing.
The first artist Sh will perform a song with Harlequin. We draw a path from the letter W to the letter A. What did you get?
Children: Sha.
Lopushok: And now the song of the sounds Ш and У. What happened?
Children: Shu.
Lopushok: The next song by artist Sh and Orlekin. What happened?
Children: Shaw.
Lopushok: And this is a song with the sounds Sh and E. What happened?
Children: She.
Lopushok: Spectators can also take part in our performance. Let's pronounce and trample pure sayings. (Children get up) .
Sha – sha – sha – there are noodles on the table.
Shu - shu - shu - we ate all the noodles.
Shi - shi - shi - we now sit in silence.
Sho - sho - sho - it's good in the circus.
Lopushok: Our show is coming to an end. Let the portraits of our new artist Sh remain as a souvenir. You will make these portraits with your own hands. (The letter W is laid out on the carpet using multi-colored ones).
Lopushok: What did you get?
Children: letter Sh.
Lopushok: Now come up with a word for your letter that contains the sound “sh”.
(Children name words).
Lopushok: The show is over. See you later, friends!
Summary of a lesson on teaching literacy in the senior group
Topic: “Sound and letter Sh.”
Tasks:
Introduce the letter Ш;
consolidate the skill of pronouncing the sound Ш in words and phrases;
develop the skill of sound analysis, division into syllables;
develop graphic skills;
develop phonemic hearing;
develop speech activity, attention, imagination, thinking;
develop skills of self-control and mutual control when performing a task;
Equipment:
cards for characterizing sound, pictures with the sound Ш, rulers and chips for sound analysis, didactic doll (mouse), letter Ш, syllables, alphabet for each child, counting sticks,
Progress of the lesson.
Organizational moment:
Invented by someone
Simple and wise
When you meet, say hello.
Good morning!
Good morning to the sun and birds.
Good morning, smiling faces!
I want to wish you all a good morning, good afternoon today, and especially for you, because you came to study and learn a lot of new things.
– do you want to do everything? (Yes!)
– So, let's get busy.
Introduction to the topic.
Today in class we will get acquainted with a new sound and letter. But first, let's remember how a sound differs from 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 in our hands.
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.)
Let's review the letters we have learned. Name the vowels and consonants.
Guys, someone came to visit us today, listen to the riddle:
Lives in a mink, gnawing on crusts.
Short legs; afraid of cats. (mouse)
Guys, this mouse's name is Shusha. He has come up with many interesting tasks for you.
What sound is repeated in the words Shusha and little mouse?
– That's right, this is the sound [w]. Today in class we will consolidate the pronunciation of the sound [w]. But before that, together with the mouse, we will do articulatory gymnastics
Articulation gymnastics.
A fat little mouse came to visit us (puff out our cheeks),
Compared to him, we are thin - just skin and bones (we suck in our cheeks).
We all smiled at him (lips in a wide smile, upper and lower teeth visible),
We all reached out to kiss him (lips move forward).
Characteristics of the sound "Ш".
Guys, our guest Shusha is a very scary naughty guy. Shusha climbs under the closet and rustles there: rust - rust - rust
– Guys, how was Shusha rustling?
– That’s right, let’s all say it together: shur – shur – shur.
– What sound is at the beginning of these words?
– Let's say it.
– What do our lips do when we pronounce the sound [sh]?
– Lips move forward. Do they look like a bagel or a straw?
– That's right, they're round like a donut.
– What does our tongue do when we pronounce the sound [w]?
– Open your mouth, show where your tongue is when we pronounce the sound [w].
– The tongue rises to the palate, behind the upper teeth. And what kind of air - warm or cold - comes out of the mouth when we pronounce the sound [w]? Let's put our palm to our mouth and say all shhhh.
– The air is warm.
– Correctly, when we say [w], the lips are rounded, slightly pushed forward, the wide tongue rises to the tubercles behind the upper teeth. The air stream comes out warm.
– Guys, what is the sound [w]: a vowel or a consonant?
– Correct, is the [sh] sound consonant, voiced or unvoiced [sh]?
– Deaf.
– Is the sound [sh] hard or soft?
– Yes, that’s right, the sound [w] is a hard, dull, consonant sound. This sound has a peculiarity: it is never soft, always hard.
What color chip will we use to mark the sound [w]?(blue chip).
Didactic game: " Catch the sound" (claps)
a) w, k, t, w, p
b) sha, ta, shi, ny, sho
c) fur coat, cuckoo, house, car, flower, Mashenka.
Working on a tongue twister “A hat and a fur coat - that’s all Mishutka”
Fizminutka . "Mouse"
Jump and jump, jump and jump
The mouse jumped onto a stump.
She beats the drum loudly,
He invites you to play leapfrog.
Paws up, paws down,
Pull yourself up on your toes!
We put our paws on the side,
Jump-jump-jump on your toes.
And then squat down,
So that your paws don't freeze.
Sound Position Determination in words, division into syllables.
Pictures are laid out on the table.
Guys, look what an interesting task the mouse has prepared for us.
Girls need to choose pictures where the sound [sh] is at the beginning of the word, boys,
where is the sound [w] in the middle of the word.. Pictures: pants, hat, fur coat, cap,
shorts, bear, horse, cat, mouse, monkey, frog.
Girls, how can you use one word to describe all the pictures you found (clothes).
Boys, how can you call all your pictures in one word (animals).
Name words that have one, two, three syllables.
A game “Gather a word from sounds.”
Guys, let's teach our guest to catch sounds and put them into words. Prepared: d-u-sh - shower(where is the sound hidden? w in this word) M-a-sh-a, sh-u-b-a.
Sound analysis of a word. How many sounds are there in the word SHUBA? Name the vowel sounds and consonants.
Take the sound lines and lay out this word. Check each other's work.
Introducing the letter Sh .
– Guys, the sound [w] is indicated like this - by the letter Sh. (sha)
What does the letter Sh look like (children's answers)
Masha raked the hay
I forgot my pitchfork in the hay! ( picture)
- How many elements are in this letter?(count together)
Writing letters in the air.
Laying out a letter (from sticks)
Let's go, Shusha, let's see who made a beautiful letter.
Find the letter's place in the alphabet.
Reading syllables:
(ash. sha, ush. shu, osh. sho) .
Bottom line.
What sound and letter did we meet today?
What else did you learn?
Topic: “Sound and letter Sh”
Goals
1. Strengthen the skill of clear pronunciation of the sound Ш in syllables, words, phrases.
2. Learn to select signs and actions for nouns.
3. Decline a phrase from an adjective and a noun by case.
4. Learn to select related words for the word bear.
5. Strengthen the skill of reading syllables, words, sentences.
1. Develop skills in sound analysis and synthesis.
2. Strengthen the skill of identifying sounds at the beginning, middle, and end of a word.
3. Determine the place of sound in a word.
4. Develop phonemic hearing, memory, attention.
5. Develop gross motor skills and coordination of movements.
Equipment: individual pictures, a guide for reading syllables, letter boxes, a typesetting canvas in the form of a steam locomotive, a series of plot pictures, sentence diagrams, a toy bear, pictures for composing words.
Organizing time.
Educator: "Hello guys! I am glad to welcome you. Let's start our lesson with a chant:
We always speak beautifully
Clearly and leisurely
We definitely remember
What was taught in class.
The one who names the words with the sound Ш will sit down.
2. Announcing the topic of the lesson.
Guys, today a teddy bear came to visit us. We will show him what we have learned and repeat the sound and the letter Sh.
3. Work on the topic.
1) Articulation and characterization.
The bear still doesn’t know how to pronounce the sound Ш. Let’s teach him?
What do our lips do when we pronounce this sound?
(Pulled out with a tube)
Where is the tongue? (Upstairs behind the upper teeth)
What is he like? Narrow or wide? (tongue wide, cupped)
Does it sound hard or soft? (He's always hard)
Vowel or consonant sound Sh? (Consonant)
Tell Mishka what sound is Sh? (The child gives a description)
What color house does he live in? (The sound Ш lives in the blue house.)
2) Reproduction of syllabic series, pure phrases.
Game “Listen, remember, repeat”
SHA-SHO-SHA, SHU-SHI-SHO, SHI-SHE-SHA, SHA-SHO-SHI
SHA-SHA-SHA - our Masha is good.
SHU-SHU-SHU - I'm wearing a new fur coat.
SHI-SHI-SHI - Misha and Masha are babies.
3) Game "echo"
Replace the first sound in words with the sound Ш.
Slipper-hat
Mouse-bump
Lips - fur coats
sorry - shawl
soap - awl
folder-hat
4) Selection of signs and actions for the subject.
Guys, do you think the bear liked your answers?
Let's see what he is like? (plush, eared, playful, clumsy, toy, nimble)
What is he doing (walking, staggering, hearing, hurrying, dancing, making noise,
5) Selection of related words.
Choose related words to the word bear. (Mishutka, teddy bear, teddy bear)
6) SELECTION OF PICTURES FOR A given sound
Let's take our bear on the train.
Look, you have pictures in the envelopes. Think of it like train tickets. Select a picture whose title contains the sound Ш.
7) Determining the place of sound in a word.
In the first carriage, put pictures where the sounds Ш live at the beginning of the word, in the second - in the middle, in the last - at the end of the word. For example: “I will put a hat in the first carriage, because in the word hat the sound Ш lives at the beginning of the word. »
(Children put up pictures and line up on the train.)
4. Physical exercise.
The locomotive whistled
And he brought the trailers
Shu-shu-shu, shu-shu-shu
Girls and boys
I'll pump it quickly. (children imitate the movement of a train)
5. Certificate
Introducing the letter.
What is the difference between a sound and a letter? The sound “sh” is indicated by the letter “sha”. Compare big and small. What does it look like? Think of words that start with the sound "sh".
6. Summary.
Well done boys!. Which letter did you meet? What did you learn about the sound “sh”?
Speech therapy subgroup lesson on sound pronunciation correction
Teacher speech therapist: N.V. Abashina
Subject: Automation of the sound [ш] in words of different syllabic structures
Form of conduct: Game - journey
Tasks:
- Educational:
- consolidation of knowledge about the articulatory features of the sound [sh];
- consolidation of the concept of “consonant sound”;
- formation of skills in sound analysis and synthesis of two-syllable words.
- Correctional and developmental:
- an exercise in the correct pronunciation of sounds in isolation, in syllables, in words;
- development of articulatory motor skills by performing articulatory gymnastics;
- the formation of phonemic perception and the development of phonemic hearing through exercises in isolating a given sound;
- development of speech-auditory attention through an exercise in reproducing a given number of words;
- development of motor memory through exercises in reproducing given articulatory positions according to symbols and instructions;
- development of fine and gross motor skills through exercises on tactile sensations, dynamic pauses;
- developing correct (long, smooth) exhalation through breathing exercises;
- development of visual perception and memory through exercises in memorization and reproduction.
- Correctional and educational
- nurturing the desire to speak beautifully and correctly.
- vocabulary activation: sound, animals
Preliminary work:
articulation exercises;
breathing exercises;
sound production [w];
games and exercises for the development of phonemic hearing;
training in the analysis of straight syllables.
Equipment: mirrors, pictures-symbols for articulation gymnastics , a set of pictures with the sound “sh”, symbols of sounds (sounds), boxes with cereals, a set of letters, a sound analysis diagram, a sound articulation diagram, a set for sound-syllable analysis, cartoon characters and pictures of animals, plot pictures for a given sound, a model of a saucepan with magnetic letters, didactic games, computer with audio recording, eye exercises.
Progress of the lesson
I.Organizing time. Preparation of the articulatory apparatus.
Speech therapist: Guys, let's start our lesson! Today we will learn to pronounce sounds and words beautifully; for this we will perform gymnastics for the lips and tongue. (pictures on the computer screen, the speech therapist accompanies the execution with rhymes)
Articulation gymnastics.
Pictures of symbols (with words)
"Proboscis"
I imitate an elephant, I pull my lips with my proboscis
And now I let them go and return them to their place
Lips are not tense and relaxed
"Spatula"
Place your tongue with a spatula
And keep him counted
One two three four five.
The tongue needs to be relaxed.
"Cup"
Put your tongue wide
And raise the edges.
The tongue lies wide
And, like a cup, deep.
Pictures without verbal instructions
"Swing", "Tasty Jam"
So, we have prepared our language for work!
II. State the purpose and topic of the lesson.
Speech therapist: I’ll read you a poem now, listen carefully to which sound is repeated more often than others:
I'll lie down w ka, mi w ka, we're a couple w at
Go on the road w they want food.
Sat by the eye w ka,
Are waiting w grinding, lo w hello, ko w ku.
It's March here w when it arrived,
I also wanted to go.
"Tee w e, tee w e!” - w we say w ka,
"Not w mind if w com!
Ma w inist gives signals,
Is everyone ready to come with us?
What sound is repeated often?
You see all the animals that were discussed in the poem in the train carriages.
So, Today we will continue to learn how to pronounce the sound [sh].
To do this, we will go on a journey with animals whose names contain this sound.
III. Updating knowledge.
Before we go on our journey, let's show the animals what we know about their favorite sound:
Let's remember how we pronounce the sound [w].
1) articulation of sound by symbols: (children show)
lips with a tube;
teeth in a fence, slightly open;
the tongue is wide, cupped, behind the upper teeth;
warm air stream (symbols).
What is the sound [sh]?
2) Sound characteristics (according to the diagram):
vowel or consonant (why);
hard or soft;
voiced or voiceless.
So, what sound photo do we choose today (blue sound, without a bell): consonant, hard, deaf.
3) designation by letter
We just have to remember which letter represents this sound:
We show sounds and letters in the city;
We find the letters in the cereal and identify the letter “SH” among them.
Well done boys! Our animals make sure you are ready to travel.
Today we will go to the village where the cartoon characters live. What kind of village this is, and who is waiting for us in it, you will find out later.
To get to the village and meet the heroes, we will complete tasks along the way; if we complete the tasks, we will arrive at our destination.
- So, we hit the road
4) Breathing exercises
inhaled through the nose and exhaled with the words:
Chug-chug-chug, depicting the movement of wheels with your hands
5) Speech gymnastics
To make the ride more fun, let’s say some simple sayings together:
Sha-sha-sha - the road is good
Shu-shu-shu - I’m in a hurry to visit
Sho-sho-sho - good ride
First stop on our way.
6) Auditory Perception Exercise
Close your eyes and listen to the sounds, guess where we stopped.
(audio recording: sounds of the forest)
IV. Automation of sound in words.
Stop "Lesnaya Polyanka" (we plant squirrels and hares in the clearing)
Look what animals greet us: hares and squirrels. What animals are these? Our bear offers to treat the animals.
Game "Feed the Hares"
- What do hares eat? Do they stock up for the winter? How do they spend the winter?
The hares are missing juicy and healthy food, treat them with carrots:
If you hear the sound [Ш] in the word, give the carrot to the hare (each child has a hare and carrots): a cap, Bowl, cat, jug, helmet, fur coat, car, mask, acorn, porridge, bear.
Game "Treat the squirrels"
What do squirrels eat? Do they stock up for the winter? The winter has been long and the squirrels' supplies have run out, give them a treat:
Squirrels love mushrooms and nuts (subject pictures of squirrels and supplies: mushrooms, nuts, on the back of each mushroom and nut there are subject pictures that contain the sound [w]), pictures are hidden in the reserves. When you give a squirrel a treat, correctly name what is depicted, make sure to pronounce the sound [sh] correctly; if you name it correctly, you will replenish the squirrel’s reserves.
Game "Settle the clearing".
Hares and squirrels run into the forest with treats, and you are offered to populate the clearing:
Choose only those objects whose names contain the sound [w] (each child is given a set of cards with objects, they work independently, then go to the board and place pictures)
Children check each other
So, You and I have successfully completed all the tasks and learned to find words with the sound [w].
Physical exercise “Funny monkeys” (computer)
Next stop “Flower Glade”
A bee is waiting for us in this clearing. Our animals are asked to determine where the sound [w] is in the name of each of them. I name the animal, and you determine where the sound is: at the beginning, in the middle, at the end. (scheme)
We plant the bee on the desired flower.
(bumblebee, cat, mouse, bear, horse, frog)
So, we have learned to determine where the sound [w] is in words: at the beginning, in the middle or at the end.
Destination “Prostokvashino Village”
The villagers were waiting for you and invite us to play:
A) Find words with the sound [Ш] in the village, name them one by one and receive tokens from the heroes; count the mice: one mouse, two mice..., count the balls.
B) Remember the objects that are in the chest, take a photo of them, I will close them, and you name them from memory; what is missing
Visual gymnastics (sun in Prostokvashino, computer)
C) Help Little Galchon get to the nest (we read the words according to the arrows)
So, the cartoon characters heard how you can pronounce a sound and are very glad that everything works out for you.
D) Home task: Sharik has prepared his photos from the hunt for you, you will need to find objects with the sound [w] and color them, complete the tasks.
V. Sound analysis and synthesis of the word "porridge".
Today everyone traveled a lot, played and got hungry. You need to cook lunch
There are letters in the pan, we need to “cook” lunch
Children use magnetic letters to form the word “porridge”.
Name the 1st sound, 2nd, 3rd, 4th.
What word did you get? (porridge)
How many sounds are there in this word? (4)
Name the sound we repeated today. Where does he stand?
VI.Syllabic composition of words
It's time to head back. It turns out that while the animals were traveling, they mixed up their places, seat them correctly:
1st car - animals whose name consists of one syllable (bumblebee);
2nd carriage - ... of two syllables (cat, bear, mouse);
3rd carriage - ... of three syllables (horse, frog, monkey)
Everyone took their seats, we are leaving...
We arrived.. we put the animals on the board, name each animal, pronouncing the sounds correctly
VI. Summing up the lesson.
What sound did we pronounce more often than others today? ([w]).
VII. Assessment of the child's work. Reflection
Animals are happy that you have learned to pronounce their favorite sound. Did you enjoy the trip? Choose balloons that match the mood you had during class.
Speech therapy session in the senior group. Sound and letter Sh.
Description: This lesson was conducted in a senior speech therapy group. When preparing the lesson, the emphasis was on the development of the phonetic-phonemic aspect of speech in children. This lesson will be useful for speech therapists and preschool teachers.Target: Introducing senior preschool children to the sound "Ш".
Tasks:
1. Teach children to characterize the sound “Ш” according to acoustic and articulatory characteristics.
2. Develop general, fine and articulatory motor skills of children.
3. Develop phonemic processes.
4. Practice analyzing words and sentences.
5. Instill in children self-control over newly introduced sounds.
Progress of the lesson
1. Organizational momentGuys, let's greet each other with a song.
Logorhythmic greeting "Hello palms"
2. Announcing the topic of the lesson.
The speech therapist puts a picture of Snakes on the board
Who is this? How does a snake hiss? (sh-sh-sh) We will get acquainted with this sound today.
3. Acoustic-articulatory image of sound.
Pronunciation of an isolated sound Ш with the connection of oral, tactile-vibrational and acoustic control. Observing the position of articulation in the mirror: the lips are extended forward, the wide tongue is raised to the alveoli and creates a barrier to the air stream that passes through the middle of the tongue, the vocal cords do not vibrate (the neck is silent).
The sound Ш is a consonant, dull, always hard, denoted by a blue chip.
4. The connection between sound and letters.
Examination of the letter Sh.
The letter Ш is like a scallop.
Comb the doll, my friend!
We place three prongs in a row
And we connect below.
5. Development of phonemic hearing.
The speech therapist names correct and incorrect sounding words. Children should clap their hands when they hear the correct word.
Cap, slipper, hat, cap.
Balysh, kids, kavysh, tabysh.
Maiba, Kaiba, Thaiba, puck.
Takhmats, chess, bakhmats, khammatas.
6. Physical exercise.
Performing movements according to the text of the poem.
All the guys stood up together
And they walked on the spot.
Stretch on your toes
And they turned to each other.
We sat down like springs,
And then they sat down quietly.
7. Consolidation of sound in syllables.
Sound analysis of syllables АШ, ША. The speech therapist lays out diagrams of syllables on the board, and the children say which diagram fits which syllable.
8. Consolidating sounds in words.
The speech therapist hangs pictures on the board whose names contain the sound Ш. Children must sort these pictures into 3 groups: the sound Ш at the beginning of the word, in the middle of the word and at the end of the word.
After this, the words are divided into syllables.
Then the speech therapist, together with the children, conducts a detailed sound analysis of the word “shawl” and lays out a graphic diagram.
9. Fixing sound in sentences.
Working on a deformed phrase. Children are asked to make sentences from words.
There is porridge on the table.
The drivers have a leather cap.
10. Fixing sound in text.
Isolating words with the sound Ш from the text.
The little animal is jumping -
Not a mouth, but a trap.
They'll hit the frog
And a mosquito and a fly.
11. Summary of the lesson.
What sound does a snake make? What sound is this? Name words with the sound Ш at the beginning, in the middle, at the end of the word.
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Federal State Educational Standards of Preschool Education Federal State Educational Standards of Preschool Education official document
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