Svetlana Malueva
Lesson on speech development " Sound culture speech: acquaintance with the sounds [zh] and [sh]"
Lesson on speech development “Sound culture of speech: familiarization with the sounds [zh] and [w].”
Goal: To train children to clearly pronounce words with the sounds w and w, to develop phonemic awareness, practice distinguishing sounds by ear.
Material: pictures whose names contain the sounds Zh and Sh; blue and green circles; two houses on a board; gates.
Progress of the lesson:
Turn left, right and smile at each other!
Let's remember our rules of conduct in class:
"Every day always, everywhere,
During the lessons in the game,
We speak loudly, clearly,
We’re not in a hurry!”
What is this poem about?
About the fact that you need to try to speak beautifully and clearly.
This is what we learn in our speech development classes. Today we will learn to distinguish sounds. To find out what sounds we're talking about, guess the riddles:
“Who is longer than a stocking?
Who has no arms or legs?
Skin like scales.
... (a snake) is crawling along the ground” (takes out a snake from a box)
What's the snake's song?
That's right, Sh-Sh-Sh-Sh... This song sounds dull- Yes?
Let's label it with this movement (the teacher shows a zigzag movement with his hand away from himself (a snake crawls).
Now guess another riddle:
"Someone is flying in the dark,
Making a loud sound.
Who's arguing with the plane?
Well, of course May... (beetle)" (takes out a beetle from a box)
What does a beetle's song sound like? Firmly? And loud!
Our movements will be as follows: put our hands in front of our chests, cross our hands and move them up and down (a beetle flies).
How are these sounds different? If we put our hand to the neck, we can feel how our vocal cords. Let's try - When we pronounce the sound [w] - the neck is silent, and when the sound [zh] - it trembles.
Now let's try not to get confused... (The teacher helps the children master the relationship between sound and the corresponding movement.)
I will name the sounds, and you try to discern what movement needs to be made. (The sounds are pronounced sh, sh, zh, sh, zh, zh, sh, zh, zh, sh, zh)
Today for class I picked up some funny sayings for these sounds. Now we will all pronounce them together.
Let us remember that pure words are folklore jokes that are needed for correct pronunciation.
1. Ash-ash-ash Masha has a pencil. - slowly
2. Shu-shu-shu, quiet in the forest in autumn. - faster
3. Sha-sha-sha, our Dasha is good. - fast
4. Zha-zha-zha, I caught a snake. - quiet
5. Ju-ju-ju, I caught a bee yesterday. - slowly
6. Zhi-zhi-zhi, books and fairy tales are good. - quiet
Physical education minute
Well done! Let's warm up a little!
I am a cheerful cockchafer, (Point to yourself)
I don't sit idle! (Wag your finger)
I’m circling and circling above the ground, (Spread your arms, imitation of flight)
And I buzz, buzz, buzz...
I rise on my toes, (make movements according to the text)
I squat and straighten up.
Hands in the belt, legs apart
Legs straight, legs at random!
My song is a buzzer (spread your arms, raise your shoulders)
Everyone is tired of it. What a pity!
Well done. Let's sit down at the tables and continue playing
Now we will play the game “Be Attentive”.
I will name the words, and if you hear the sound Zh, raise the blue circle, if you hear the sound Sh. in the word, raise the green circle. So:
Giraffe, ball, crane, cat, beetle, cone, frog, daisy, mouse, foal, car, hat, garage, snowflake, hedgehogs, bucket, Cinderella.
And now a new game. It's called "Settled in the House." We have two houses on the board and a gate with a lock that needs to be opened and our sounds freed.
Here are pictures with images of objects whose names contain the sound Ш or Ж. The sound Ш lives in the left house, and the sound Zh lives in the right house. The one I call will come up to the board, show the picture to everyone and name it loudly. If the word contains the sound Ш, then it must be placed in the house, which is located on the left side. And if the word contains the sound Zh, then the picture must be placed in the house on the right. (The teacher puts the first two pictures himself, then the children are called one by one).
Reflection.
Guys, let's remember:
What sounds did we learn to distinguish in today's lesson?
Did you like the lesson? (what was interesting and what you found difficult).
Well done! Now you won't confuse the sounds sh-zh.
Everyone tried to be attentive, raised their circles correctly, and tried to remember the poems.
I am very glad that you completed almost all the tasks.
Program content: Reinforce the pronunciation of the sound s in words. Help the students remember the nursery rhyme “Grow the Spit.” Learn to use your voice to identify the sound s in words. Introduce pupils to the sound z Show articulation of sound. To teach the pronunciation of a sound in isolation in syllables, words, the intonation of a sound in a word, and the distinction of words with this sound.
Integration: communication, reading fiction, socialization, cognition, Physical Culture, health, music.
Materials and equipment: Magnetic board, comb, illustrations for pure sayings: goat, sand, basins, mosquito mask, storytelling toy: doll, locomotive, airplane, ball.
Progress of the lesson:
Educator: Everyone sat down beautifully. We smiled. We said hello to everyone. Today, when I was going to kindergarten, I met a sad girl. I took pity on her and invited her to visit. And here she is. (A crying girl enters)
Girl Sonya: Hello! My name is Sonya. Everyone says that I am not beautiful and sloppy, so no one plays with me.
Educator: Don't cry Sonya. We will help you. Really, kids?
Pupils: Yes.
Educator: Let's play together with Sonya:
We raise our shoulders,
Grasshoppers jump.
Jump-jump, jump-jump.
We sat down and ate some grass,
They listened to the silence.
Shhhhhhh!
Higher, higher, higher,
Jump on your feet with ease!
Sit down everyone together. (Sonya in the middle)
Children, what will we change to make the girl beautiful?
Pupils: She needs to be combed and braided.
Educator: Right. Look how messy her hair is. What is her hair like?
Pupils: Confused.
Educator: Now I will untangle them, comb them so that all the hairs are in a row. Hear how affectionately I called them. And now, please call Sonya’s hair affectionately.
Pupils: Hairy ones.
Educator: I combed my hairs in a row, one to one. How did I comb them?
Pupils: One to one.
Educator: Now what am I doing?
Pupils: Braid your hair.
Educator: Look, Sonya, how beautiful you have become. Let's now ask the braid to grow:
Grow the braid to the waist
Don't lose a hair.
Grow your braid to your toes
All the hairs are in a row.
Girl Sonya: Oh, how beautiful I have become! Thank you very much. Now I will have many friends. Goodbye!
Pupils: Goodbye!
Educator: Listen carefully to the nursery rhyme again. What sound is repeated many times?
Pupils: Sound from
Educator: Do you remember what song it was?
Pupils: Song of water.
Educator: Right. The song of the water is quiet, without a voice. Do you want me to teach our tongue to sing a sonorous song?
Pupils: Yes.
Educator: It looks like a water song. You need to stretch your lips slightly, smile a little, make your tongue thin and wide, press it to the porch and blow, but at the same time turn on your voice. Like this: “Z - z - z.” This is a new song. What does she remind you of?
Pupils: Mosquito.
Educator: Let's call it the mosquito song. Let's all release our mosquitoes together and sing: "Z - z - z." Let's now listen to the boys sing the mosquito song. Will girls be just as loud? Now watch my wand. When I raise my wand, you will sing the mosquito song loudly, when I lower it, the song will fall silent.
Let's play the game "Angry Mosquito"
Quiet, quiet, Zoya is sleeping.
But an angry mosquito is flying.
He will bite Zoya.
He won’t let Zoya sleep.
We will drive away the mosquito:
“Fly away from the yard!”
An angry mosquito is flying away from us,
And it buzzes, buzzes, buzzes.
Well done! Now let's learn pure sayings:
For - for - for - the goat goes.
Zu - zu - zu - I'm carrying sand.
PS - PS - PS - I have basins.
Zya - zya - zya - you can’t be naughty.
Please look at the toys on my table. You will come up and tell about the toy that you like the most. (They tell)
Well done! Let's remember once again what new sound we met today?
Pupils: sound z
Educator: What else do we call this sound?
Pupils: Song of a mosquito.
Educator: What does a mosquito song sound like?
Pupils: Loudly.
Educator: Right. Well done!
Anna Sineva
Notes on the sound culture of speech
Municipal budget preschool institution
« Kindergarten No. 132"
general developmental type with priority implementation of activities
in the direction of social and personal
child development
Abstract direct educational activities
on speech development in middle group
Subject: "Visiting Petrushka".
Made up: teacher Sineva A.N.
Dzerzhinsk
Target native language speech sounds.
Tasks:
Educational area "Socially - communication development» : to develop the ability of collective interaction.
Educational area « Cognitive development» : continue to form ideas about animals
Educational area "Speech development": to form correct pronunciation sounds z - z. Develop articulatory apparatus. Develop phonemic hearing: distinguish by ear and name words with certain sounds.
Educational area « Physical development» : develop the desire to play outdoor games with simple content, simple movements
PRELIMINARY WORK:
1. Review of children's encyclopedias about animals.
2. Making tokens.
3. Didactic game "Where does he live? sound» .
4. Outdoor games: "The Fox and the Hares"
5. Learning tongue twisters and tongue twisters with sounds"Z" And "AND".
INDIVIDUAL WORK: Stimulate speech activity at Danil K. Help Artem L. find a house for his animal.
WAYS: surprise, questions, game, physical education minute, showing illustrations.
FACILITIES:
letter, 8 green tokens, 12 tokens yellow color,
silhouette image of a giraffe, silhouette image of a zebra, model of the house in which the giraffe lives, model of the house in which the zebra lives, parsley, models of trees, doll, 8 envelopes with a green token, 12 envelopes with a yellow token, 20 pictures with images of animals in the name There is sound"Z", 12 pictures of animals, the title of which uses sound"AND", 20 yellow houses, 20 green houses.
LITERATURE AND INTERNET RESOURCES:
1. Main educational program "From birth to school". Edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva
2. “Development classes speeches in the middle group of kindergarten",
V. V. Gerbova
3. Reading book for children in kindergarten and at home, middle group.
4. http://www.razumniki.ru/stihi_dikie_givotnye.html
Educator: This morning the postman brought a letter to our group in kindergarten. Do you want me to read it?
Hello dear guys.
On October 5, there will be fun in the forest clearing. We will sing, dance, play, and solve riddles. I invite you to visit me. I am sending you tokens, these are invitation cards to a forest clearing. (Parsley Veselchak)
Educator: I really want to go to a forest clearing, what about you?
Educator: We have the invitation cards, then we need to hurry.
The teacher pins yellow tokens to the first subgroup, and the tokens Green colour second subgroup.
Educator: ready, then let's go!
Children line up one after another and walk in a group
There's a house on the way
Educator: Children, look what kind of house is on our way.
Educator: Who lives in the house, do you think?
(The children knock on the house and ask: Knock, knock, who lives in the house, who lives in the low one)
There is a giraffe in the house.
Educator: who is this? Say giraffe. Which the sound lives in the word giraffe? ("and")
Educator: Oh, there’s a house on our way again. Who lives in this house?
(children : Knock, knock, who lives in the house. Who lives in a low place)
There is a zebra in the house.
Educator: who is this? Say zebra. Which the sound lives in the word zebra? ("Z")
The teacher leads the children to one of the tables, on which a doll sits and there are pictures of animals whose names include sound"AND" And sound"Z" (giraffe, monkey, goat, hare, hedgehog, walrus, etc.) and two houses, one yellow, the other green.
Hello girl. Why you so sad?
Girl - doll: I let the animals out of their houses for a walk, and when I started driving them home, I forgot who lived in which house. Who will help me now?
Educator: Don't worry girl, we will try to help you.
Educator: Children, I really want to help the girl, and you?
Educator: Children, name the animals that are shown in the pictures.
The teacher shows pictures of animals one at a time.
Educator: children, animals whose names include sound"AND"
And animals whose names include sound"Z", what color will their house be?
Educator: Well done.
The teacher invites all children to the tables.
Each of you has two houses on the table, one yellow, the other green, and envelopes with pictures of animals. (For children of the first subgroup, an envelope with a yellow token, it contains two pictures, for the second subgroup with a green token, it contains one picture).
Educator: Each of you has a badge attached to your chest, some have it in yellow, others have it in green.
Educator: If you have a yellow token on your chest, what kind of envelope should you take? (yellow).
What about children with a green token? (green)
A task for the guys who have an envelope with a yellow token. Find a picture of an animal whose title contains sound"AND" and place in your house, and one picture with the image of an animal whose name contains sound"AND" and find him a house too.
Children who have an envelope with a green token need to find a picture with an image of an animal whose name contains sound"Z" and place it in your house.
Educator: Well done guys, your task was difficult, but you did everything right.
I invite everyone to play
PHYSICAL MINUTE:
On a hot day along a forest path
The animals went to water.
(Children walk in a circle one after another)
A calf tramped after the mother elk,
(They walk, stomping loudly)
A little fox was sneaking behind the mother fox,
(They go sneaking)
A hedgehog rolled after its mother hedgehog,
A bear cub followed the mother bear, (Move in a deep squat)
The baby squirrels jumped after the mother squirrel,
(They jump on their toes, bending their arms in front of their chest)
Behind the mother hare are slanting hares,
(They jump, making "ears" from the palms)
The she-wolf led the wolf cubs behind her.
(Walk on all fours)
All mothers and children want to get drunk.
(Walk on all fours)
Educator: Our arms and legs have rested, but now it’s time for us to hurry, the parsley has probably already waited for us.
The teacher's assistant displays 2-3 drawn models of trees and plants parsley in the clearing.
Educator: So we got to the forest clearing.
The teacher takes the parsley doll.
Parsley: - Hello, I am very glad that you came to visit me.
Guys, do you like to solve riddles?
Parsley: Then, listen to the riddles and determine which one sound"Z" or "AND" there is a guess in the word.
“The creeper crawls, the needles carry”.
What kind of forest animal is this?
Did you stand up like a post under a pine tree?
Who stands among the grass
Are your ears bigger than your head?
Parsley: Well done! All my riddles have been solved! And I, guys, have prepared not only riddles for you. I want to tell you funny poems. Listen: “Oh, the housewives are shouting around, the zombies have climbed into the garden.”. Find the error and tell me which one should be installed sound to be correct.
“It’s cold. Snow. Blizzards are blowing. On a dark night the doors are wandering".
Parsley: That's right, not doors, but animals.
Guys, you are so attentive! And now I invite you to play a little!
Do you want to play?
Parsley: Then listen to the rules. I will name the words. If you hear in the word sounds"Z" or sound"AND" clap your hands. And if there are such no sounds, sit and be silent, and hide your hands behind your back.
Parsley: Are the rules clear?
Parsley names the words:
Monkey,
Parsley: Well done, no one broke the rules.
Educator: It’s good to visit parsley in the forest clearing, but it’s already late and we need to return home.
(Children say goodbye to parsley and return to the group)
Reflection:
Educator: Guys, did you like our trip?
What would you like to tell your friends about?
Objectives: 1) practice the pronunciation of sounds [a], [o], [u], [m], [m’], learn to distinguish objects by size, use words with opposite meaning;
2) develop speech, memory, logical thinking children;
3) cultivate interest in developing speech games.
Progress of the lesson:
1. Exercise in the correct and distinct pronunciation of sounds [a], [u], [o] and sound combinations.
The teacher tells the children a fairy tale about the Merry Tongue. Children perform articulatory movements in accordance with the text:
“Once upon a time there lived a Cheerful Tongue. He lived in his little house. And this little house is a mouth. The house opens and closes. Like this! (show.). The little tongue either runs out of the house, then hides (shows). Again it runs out and hides again. (3-4 rubles).
Tongue also loves to sing different songs. He especially likes the train song: “U-oo-oo” (repeat 3-4 times).
One day, Tongue went out for a walk, played around, ran up, fell and sang a song: “Oh-oh-oh” (repeat).
A doctor came to him and bandaged the wound. Guys, is the doctor coming to see you? What song does he ask you to sing when he examines the neck? "Ah-ah."
At this time, mother brought little Alyonka to visit Yazychko. The baby saw the doctor and cried: “Wa-wa-wa” (repeat).
Let's console, reassure the baby: “Don't cry, Alyonushka!” (quietly and affectionately), “Don't cry, little one!” (choral and individual repeat.).
Alyonka calmed down and fell asleep. And Tongue decided to take a walk.
2. Game
“And you and I will also go for a walk. We’ll take the train, get off at the station and go into the forest to pick mushrooms. But you can get lost in the forest. So that you don’t get lost, I will call you: “Au-u-u,” and you answer.
3. Talking about the toy
"While you were walking with Tongue, they brought him new toys. On two trucks: one large one, toys big size, the other one is smaller, he brought small toys. (In the names of toys the sounds are [m] and [m"])
Children look at toys, describe them, compare them:
- This bear is big, and this one is small (bear cub);
- This ball is big, and this ball is small;
- This nesting doll is big, and this matryoshka is small.
4. Game "Guess what's missing"
"Guys, let's play with these toys. Look at them very carefully, remember them. Close your eyes. Open them and guess what is missing."
[While the children are sitting with eyes closed, the teacher hides one of the toys. If the child gives the correct answer, he goes out, takes the toy and talks about it. The last toy is a bear.]
"Guys, who knows a poem about Mishka?"
The teacher reminds the children of A. Barto’s poem
"They dropped the bear on the floor,
They tore off the bear's paw.
I still won't leave him,
Because he's good."
5. Next, the teacher invites the children to play with toys, having previously discussed the rules for careful handling of them.
Tkacheva Evdokia Akhmetovna
Teacher of MBDOU "Kindergarten "Fairy Tale" in the village of Alekseevka"
Lesson notes on speech development
Sound culture of speech.
Program content:Improve children's auditory attention and perception; develop children's phonemic hearing; Learn to determine the number and order of words in a sentence.
Materials: Cards from math sets, small objects, sheets of paper, pencils.
Progress of the lesson
1. Organizational moment
I invite the children to consider the objects that are in front of them and why they are needed in a lesson on speech development.
I monitor the correct use of complex sentences by children.
2. Main part.
A game for developing phonemic awareness.
I invite the children to clap their hands if they hear the sound in the word ts: heron, crane, scratched, etc.
I ask the children to listen very carefully to the lines from G. Lagdzyn’s poem “Tell”, count the words in the text with a growling sound R and show a card with the corresponding quantity geometric shapes(circles, triangles). I remind children that they need to work independently.
Where are you going, magpie?
Tell!
Our way to the dense forest
Show me!
Gives children a riddle:
golden apple
Rolls across the sky
Smiles in the morning.
And smiles are rays
Very hot.
(Sun)
I invite the children to determine how many words with the sound h are in the text of the riddle. Then he reads the riddle again, slowly and clearly pronouncing the words, and the children count the words with the sound h.
I ask the children to draw grids of three cell windows and determine the location of the sound h in words: cup, eyeglass case, hoop. Children, using chips or small objects, mark the position of the sound h in words. (After completing each task, the child removes the chip(s).)
“The word cup begins with cha- , - I continue the lesson.
How many sounds do you hear? Name these two sounds. Two sounds are already a syllable, that is, part of a word. Try to remember words starting with the syllable cha-. ( Tea, kettle, clock, cups.) There are quite a lot of such words.”
I open the dictionary and read words starting with the syllable cha-, for example: seagull, sorcerer, czardash, cha-cha-cha, ditty, palisade. I'm wondering what it isczardash, cha-cha-cha, palisade.
Then I ask the children what a sentence is.(These are several words connected to each other.)
“The wonderful Russian poet Alexei Pleshcheev has a poem “Granddaughter”. It begins like this: “Grandma, you were little too...” Can you count the words in this sentence? Does it have four or five words? Let's count. Grandma - one, you - two...
Now say the words in strict sequence one after another.”
I point to the child. He says the word, and all the children say his number.
Child. Grandmother.
Children. Once. (One.)
Child. You.
Children. Two.
If someone was in a hurry and missed a word, everything starts all over again.
I tell the children that in books there is a period at the end of the sentence: “When you look at the books, pay attention to the periods. You will see that there are long and very long sentences, and there are short and very short sentences. If you find something interesting, share your observations with me.”
3. Final part.
I ask the children what did they learn today?
Did they like our activity today?
List of sources used:
1. O.S. Ushakova “Come up with a word”
2. Edited by O.S. Ushakov “Development of speech and creativity of preschool children”
3. V.V. Gerbova “Speech development in kindergarten”