Notes on speech development in the senior group. Sound culture of speech: differentiation of sounds from S to Sh.
Target. Introduce the sounds S-Sh.
Educational objectives: consolidate correct pronunciation sounds S-Sh; differentiate them by ear; clearly and distinctly pronounce words rich in these sounds; exercise children in selecting words with the sounds S and Sh; expand the vocabulary denoting the names of objects, improve auditory perception children with the help of exercises to distinguish between the sounds S and Sh, to determine the position of the sound in a word.
Developmental tasks: develop phonemic awareness, breathing.
Educational tasks: to cultivate friendly relationships, the ability to listen to a friend, answer questions.
Demonstration material: pictures (dog, horse, lily of the valley). Card with three windows, chip. A poster depicting different pictures, the names of which contain the sounds “S” and “Sh”. Chips are blue and red.
Handout: cards with three windows, chip. Cards with images of pictures whose names contain the sounds “S” and “Sh”. Pencils are red and blue.
WITH Good morning! The day has begun, the first thing we do is drive away laziness!
We will smile at each other, we will smile at our guests!
During class, don’t yawn and answer all the questions!
2. Main part.
Guys, now we will have an interesting lesson: we will learn to distinguish sounds, and I won’t tell you which ones, but I’ll tell you a story about them. Listen to me carefully.
"Autumn has come. Sasha and Nastya rode a bicycle into the forest to pick mushrooms. In the forest, the children saw a snake. She hissed menacingly: Sh-Sh-Sh-Sh. Sasha got scared and stepped aside, but thought to himself: “Wow, what an angry snake!” The children decided not to touch the snake and went to the stream. Then Nastya had trouble with her bicycle - the tire went flat. He took the pump and began pumping: S-S-S-S. The cheerful pump whistled. Sasha helped his sister pump up the tire, and together they went on to collect mushrooms.
So, guys, what sound did you hear when the snake hissed menacingly at Sasha and Nastya? (SH-SH-SH).
What sound did you hear when the pump whistled? (S-S-S).
Today we will learn to distinguish the sounds S-Sh.
Guys, let's play, if you hear the sound “S”, then you need to show it as if you are pumping a pump, and if you hear the sound “W”, make a zigzag movement with your hand, away from you, as if a snake is crawling away. (I pronounce the sounds Si Sh: sometimes one by one, sometimes the same sound several times in a row).
And now guys, the task is more difficult, I will name words with the sounds S Sh, and when you hear the given sound, perform the movements: owl, donkey, rough, satin, herring, schnitzel.
Municipal budget preschool educational institution
"Kindergarten No. 13" Kanash
Abstract of OOD
ON SPEECH DEVELOPMENT
“Sound culture of speech: the sound “SH””
for children of the middle group 4-5 years old
Educator:
Yakovleva Zoya Valerievna
Kanash - 2016
Subject: " Sound culture of speech: the sound “SH”
Program content:Learn to correctly pronounce the sound “Ш” in syllables and words, coordinate nouns with numerals, find words with the sound [ш]. Strengthen children's ideas about speech sounds. Improve the grammatical structure of speech. Develop coherent speech, coordination of speech with movement, auditory attention, phonemic awareness. Develop the ability to listen to others.
Preliminary work:articulatory gymnastics for speech breathing, didactic games“Catch the sound”, “Find the sound “Sh””, “Small - big”, learning finger gymnastics and physical education minutes.
Material: presentation “Travel with a Mouse”, task cards, audio recordings: the sound of the wind, speech therapy exercise “Playing the piano”.
Methodical techniques:organizational moment, game plot, conversation, dynamic pause, appeal to personal experience, use of clear visibility, ICT; change of static position, sound design, surprise moment, reflection.
OOD PROGRESS:
Children stand near the chairs.
With the teacher they imitate the movements.
The teacher together with the children:
In the morning the kids got up (raise their hands)
They came to their kindergarten (they walk in place)
We’ve had guests here since the morning (take us aside).
We are glad to see you, as always. (arms extended forward)
Educator: - Say hello, friends!
Children: - Hello!
TEACHER: - A ball flew into our group this morning(shows) . It seems to me that this ball arrived for a reason. Guys, let's remember what song the ball has?
CHILDREN: SH-SH-SH
TEACHER: - Yes, we Today we will continue to learn how to beautifully pronounce the sound “SH”.
Guys, let's remember:
How does a snake hiss?
How does the breeze sound?
Yes, that's right, guys. When pronouncing the sound “Ш”, our tongue is cupped, our teeth are clenched, and our lips are rounded. The sound “Ш” is consonant, because there is an obstruction in the mouth, dull, because the neck is silent, and the sound “Ш” is always hard.
TEACHER: - Guys, haven’t you noticed, but there’s an envelope hanging on the ball. Maybe this is a letter from someone? Let's open it. And in this envelope, look, ... there is some kind of picture. What is this?(the teacher points to the house)
CHILDREN: - House.
Slide No. 1
TEACHER: - In this house there lives a mouse named “Shalunishka”. The mouse invites you to visit him, but warns that he has prepared various tests for you that we must cope with. And at the end of the test, an unusual surprise awaits us. Well, shall we accept the mouse’s invitation?
CHILDREN: -Yes.
TEACHER: - And, in order to get to visit the mouse, you need to say magic words.
One two three four five-
We'll spin around a little
And we’ll end up with the mouse.
Slide No. 2
TEACHER: - The mouse invites us to a large swamp. Look how many reeds there are here. A breeze blew and the reeds rustled. And the reeds make noise - like this:
Sha-shu-sha
Sho-shi-sho
Guys, how do the reeds make noise?
(Children repeat the syllables, clearly pronouncing the sound [Ш],
first all together, then individually)
Guys, guess the riddle and find out who lives in the swamp.
The little animal is jumping -
Not a mouth, but a trap.
Will fall into a trap
Both a mosquito and a fly.
Who is this?
CHILDREN: FROG.
TEACHER: - That's right, frog. Count how many of them are sitting in the swamp?
Slide No. 3, 4, 5, 6,7)
(count the frogs in turn - one frog, two frogs, three frogs, four baby frogs, five frogs)
Slide No. 8
TEACHER: - The mouse invites us to play a game. She hid in her house and quietly rustled: sh - sh - sh. Repeat how the Mouse rustles?
CHILDREN: SH-SH-SH
TEACHER: - Why is she rustling so much? She's the one looking at her pictures. Let's take a look and rustle with the mouse. I will begin the word, and you and the mouse will rustle louder to finish it.
Karanda... Mala... Kama... Landa...
(The teacher shows pictures,
And the children finish the last sound)
Slide No. 9
TEACHER: - Guys, the Mouse wants to tell you strange stories, please listen to them and think about whether this could happen. And help correct these sentences.
The mouse catches the cat.
The car is driven by grandpa.
The hat is worn by Natasha.
Slide No. 10
TEACHER: - Guys, we’re a little tired, let’s take a rest and do some warm-up before Mouse’s next task!
A lot of different sounds surround us
Even if the room is quiet now.
We're friends now, guys.
We will make sounds.
(Perform movements according to the text of the poem)
Let's blink our eyes:
One two three four five.
We will stomp our feet:
One two three four five.
One two three four five.
Let's clap loudly, loudly:
One two three four five.
And then we will be silent.
Slide No. 11
TEACHER: - Guys, the Mouse lives alone. And he really wants to find friends. But, guys, the Mouse wants to be friends with those who have the sound “SH” in their names. Let's help him. Let's choose those animals as friends for the mouse whose names contain the sound [Ш]. Who wants to make friends with the Mouse?
(everyone is listed in turn: cat, butterfly, frog, bear, dog)
(Children name words clearly pronouncing the sound [Ш]: cat, bear, frog)
Slide No. 12
TEACHER: - Oh, now the Mouse has prepared riddles for you.
(Children guess riddles, clearly pronouncing the sound [Ш] in the words)
- Wears a bright comb
Our cheerful...
CHILDREN: Cockerel.
- Kids draw together,
In their hands...
CHILDREN: Ears.
- Here comes the little girl
Gray...
CHILDREN: Mouse.
- The tires rustled quietly -
It's coming to us...
CHILDREN: Car
Slide No. 13
TEACHER: - The mouse wants to play with you. The game is called "Catch the Sound". You need to clap your hands when you hear the sound [sh].
s, w, sch, w, w, s, z, c, s, w, w, w, w
Slide No. 14
TEACHER: - The mouse sat down at the piano and sang rustling songs. Listen to them and sing along with the mouse.
SHI-SHI-SHI-SHI
HOW GOOD CANDIES ARE
SHO-SHO-SHO-SHO
WASH YOUR HANDS WELL
SHU-SHU-SHU-SHU
I WILL INVITE YOU TO THE TABLE
SHA-SHA-SHA-SHA
WE WILL EAT Slowly
(The child “plays” the “piano” with his fingers and pronounces syllable chains, hitting his finger in the air to the sound composition)
Slide No. 15
TEACHER: - Guys, who can tell me what time of year it is? That's right, winter. And the next task from the Mouse is to go to the store and buy him winter clothes. Look carefully at the shelves in the store and tell me what the Mouse needs to buy?
(list what they see: shorts, swimsuit, dress, fur coat, scarf, hat)
CHILDREN: FUR COAT, SCARF, HAT.
Slide No. 16
TEACHER: - Guys, oh, a little breeze came to visit the Mouse. Do you hear?(wind noise) Think about it, if you turned into a breeze, where would you fly?
CHILDREN'S ANSWERS: ...
TEACHER: - Guys, our magical breeze “flies”, and we will follow it with our eyes. Show the Mouse how we train our eyes.
The breeze flew up– Sh-Sh-Sh
Spun, spun,
And fell to the ground– Sh-Sh-Sh
He flew to the right– Sh-Sh-Sh
He flew to the left– Sh-Sh-Sh
Flew to the window– Sh-Sh-Sh
He flew far away– Sh-Sh-Sh
(look into the distance)
Wave your eyelashes at him– Sh-Sh-Sh
And take me on my way– Sh-Sh-Sh
Slide No. 17
TEACHER: - Guys, Mouse loves everything big and all her objects are big.
The Mouse doesn't have a small hat, but... a big one.
The Mouse doesn't have a small dress, but... a big one.
The Mouse doesn’t have small boots, but... big ones.
The Mouse doesn’t have a small ball, but... a big one.
Slide No. 18
TEACHER: - So the Mouse’s tasks are over. And for the fact that we completed all the Mouse’s tasks, he prepared a surprise for you - balls.
(giving gifts to children)
TEACHER:
Municipal autonomous preschool educational institution, child development center, kindergarten No. 10
Educator: Razmeta Tatyana Evgenievna
Art. Kanevskaya 2015
Software tasks:
- learn to find pictures with a given sound "sh" at the beginning, middle, end of a word
- practice dividing words into parts
- practice the formation of relative adjectives, in the selection of related words, in the conveyance of narrative, interrogative and exclamatory intonation
- develop phonemic sound
5-. develop logical thinking.
Preliminary work:
Looking at pictures with sound "sh" , asking riddles (bear, mouse, cat, car), learning tongue twisters.
Equipment: toys (doll, mouse, bear, cat), subject pictures with sound "sh" , a game "fun train" , "pyramid" .
Progress of the lesson:
1. Organizational moment. "Gymnastics for the mind" . Answer the question with a word starting with a sound "sh"
Hats (cap, hat) Number greater than five (six) Wheel part (tire) How does a snake sound? (hisses) Fetus coniferous tree (cone)
Board game on a square board (checkers, chess) Children teach there (school)
Part of the body between the head and torso (neck) Narrow on the contrary (wide)
2. Analysis of sound articulation "sh"
- Make a sound "sh" watching articulation in the mirror (the lips are rounded and slightly pushed forward. The teeth are brought together, widely forming a gap with the palate. The lateral edges of the tongue are pressed against the upper molars. The air stream is warm, flowing down the middle of the tongue. The voice does not turn on.)
- Tell me, what sound is this? Sound "sh" always firm, agreeable
3. Exercise in pronunciation of sound "sh" A.
- The mouse rustles - pronunciation of the intermittent sound sh-sh-sh
- The forest is noisy - prolonged pronunciation of the sound sh-sh-sh
- Let's drive away the sparrows - shoo-shoo
- The goose hisses sha-sha-sha, shu-sha-sho, sho-sho-sho, shi-shu-sha
- Raise your flashlight when you hear a sound in a word "sh" (balloon, tail, burst, blue, airy, hisses, releases, playful)
4. The Masha doll appears. Today we visited the doll Masha. Guess
who came to visit her?
Lurking under the floor Afraid of cats
(mouse)
The teacher demonstrates a toy - a mouse. The mouse sang expressively. Children perform syllable sequences with different intonations.
- She stated ush-osh-ash
- I was happy about shva-shvo-shvu
- Asked sha-sho-shu
Educator: listen to the poem, tell me who else came to visit Masha?
Masha has a midge in her porridge. What should our Masha do? I put the porridge in a bowl and fed the cat
Teacher: demonstrates a cat toy Name the words with sound "sh" in a poem.
5. Game "Pyramid"
Educator: Help, guys, teach Masha’s guests to play this game
- Fold the pyramid from big to small (details are ovals)
- Be careful - the pyramid is magical, you need to choose those parts where the sound is "sh" at the beginning of the word, put the extra ones aside.
Educator: listen, who is knocking?
- Finish the word, find out who else is Masha’s guest?
Puffs like a plump Clubfoot... (bear)
Teacher: demonstrates a teddy bear toy
- The bear brought the balls, let's play with him! Imitation of movements. The teacher reads a poem. Children imitate movements.
6. Doll Masha, cat, mouse and bear will introduce guests to new game "pick a rhyme"
- Children have one picture to choose a rhyme
Pine Pine Cat Pillow Shirt
Mouse Potato Frog Chamomile
Tower Accordion Tumbler Cannon
The teacher names the words, and the children name the rhyming word from the pictures.
One - a mouse rustling in the closet Two - a frog in the pillow Three - a jackal went into the reeds And four - a mouse in a hat Five - let's write a mouse at school Six - a monkey is making noise, playing pranks Seven - our cat is on the roof Eight - a bumblebee flew into the window Nine - a hat the seamstress sews Ten - I walked along the sleepers
A game "Fun Train"
Goal: Development of phonemic awareness, visual attention, fine
motor skills.
Instructions: help distribute the items and send them on a journey on a fun train. Name each item, highlighting the sound "sh" , clap your hands for the number of syllables in each word and you will find out which object will travel in which train car (the number of syllables coincides with the number of windows in the carriage). Place the item in your carriage.
A game "Repeat after me"
Sh - always a hissing sound On the stones the snake hisses, Sh-sh-sh-sh
The black sea is noisy, Sh-sh-sh-sh, how good the weather is. The snakes hissed - sha-sha-sha, I'm in no hurry to go anywhere. The snake hissed - shu-shu-shu, Fresh air breathe - shi-shi, How pleasant it is to your soul The snakes smiled - shi-shi-shi.
7. Lesson summary:
- Conversation with children about the lesson
- Why did Masha invite a mouse, a cat, a bear to visit? Tell us about the sound "sh"
8. Encouragement
Masha brought you balloons as a gift, they also have sound "sh"
Application to the lesson:
Sasha loves sushi, and Sonya loves cheesecakes. Did Sasha buy a dryer? Sasha bought a dryer. Sasha sewed a hat for Sashenka. Sasha knocked the bumps off with his hat. Sasha was walking along the highway.
Sha-sha-sha - the mother washes the baby. Shu-shu-shu - I'm writing a letter. Ash-ash-ash - Vova has a pencil.
Hush, mice, cat on the roof. Our Masha was given semolina porridge. I can't find our frog's ears. Lesha and Klasha eat millet porridge. Yashka in a cap rides on a turtle
On the window, a cat deftly catches a tiny midge with its paw. Masha is tired of the porridge, Masha has not finished the porridge. Masha, finish your porridge, don’t bother Mom.
Puzzles:
Soft paws, and scratches in the paws.
(cat)
Two bellies, four ears.
(pillow)
Small, but not cute to anyone
(mouse)
The little animal is jumping
Not a mouth, but a trap.
Will fall into a trap
And the mosquito and the fly (frog)
Hidden under the floor......
Afraid of cats?
Lesson notes on Federal State Educational Standards in middle group
Topic: “Sound culture of speech: sound w”
Target: Exercise children in correct and clear pronunciation of the sound w (isolated, in onomatopoeic words); in the ability to identify words with the sound z.
Tasks:
Educational: reinforce the correct pronunciation of the sound z; practice the pronunciation of whistling, hissing sounds, the ability to identify words with the sound zh.
Developmental: develop the articulatory apparatus; phonemic awareness: determine by ear the presence of the sound w in a word; Exercise children in the ability to retell.
Educational: educate partnerships during games.
Progress of the lesson
Educator: Children, today I will tell you a story that happened to Tongue: Tongue was sitting in the house. He hears someone singing a song: “Zh-zh-zh.” “I don’t know how to sing like that,” Tongue was upset. - I know the song of the leaves, the goose, the snake. But this new song is completely different. She is ringing: “W-w-w-w.”
Educator: Guys, who knows who sings such a song?
Children: Zh-zh-zh - this is the song of a beetle
Educator: Correct. Zh-zh-zh- this is the song of a beetle. (shows illustrations of a beetle and flowers). – It is sung in the same way as the goose song (sh-sh-sh), but only loudly, with a voice. Even the beetle’s throat sings the song. Place your palm to your throat and sing: “Zh-zh-zh.” What do you hear? (The throat sings this song.) Now put your palm to your throat and sing the goose’s song. Is your throat singing? (Yes!) Let's learn to sing the bug's song?
Educator: Open your mouth. Place the tongue on lower lip. Now quietly lift it up and hide it behind upper teeth so that the tip does not peek out. Shut your mouth. Get some rest. Let's repeat. As soon as you hide your tongue far away, behind your upper teeth, immediately start singing: “Zh-zh-zh.”
Children sing the little bug's song and the big fat bug's song.
Educator: Children, let's play a game called “Beetles.” Stand in a circle and hold hands.
6-7 children go outside the circle. They represent beetles. (It is advisable that among them there are those children who do not clearly pronounce the sound z).
“A circle is a large room with many windows,” explains the teacher. – People left and left the windows open. (The children lower their hands and unclasp them.) Beetles flew into the room and buzzed: “Zh-zh-zh.” They began to fly all over the room. The wind blew and the windows slammed shut. The beetles flew to the windows, did not see the glass and fell. There are bugs! They lie on their backs, floundering. They buzz pitifully. Let's help the beetles - turn them over on their bellies and, opening the windows, release them into the wild. Let them fly."
Educator: Did you like the game? Let's play again. (Repeated several times).
Educator: Which one? interesting game. You guys played great. And now I will read you a poem called “Why does the bouquet sing?” Listen carefully, I will ask you questions.
Beetle in a striped shirt
I came to play with the guys,
Sat on a lilac flower -
Sang a sonorous song,
I took a sip of sweet juice,
I fell asleep wearing a bell,
Yes, I ended up in Marinka’s bouquet
And buzzing, buzzing in the basket!
But Marinka won’t understand:
Why does the bouquet sing? N. Golovina
Educator: Who can tell me why the bouquet sang?
(Children's answers)
Educator: Well done guys. Would you like me to read you a story about how a beetle fell asleep in a bell and when it got to the girl it got scared?
Educator: Okay. Then I will tell you, and you will tell me when I ask you to help.
The beetle was flying about its business, buzzing, “Buzzing like I’m thirsty.” (What and how did the beetle buzz? (choral and individual answers.))
He saw a purple flower in the meadow and was delighted: “Here I will find something to quench my thirst.” He climbed into the bell and looked around: “Beautiful! You can live!” (What did the beetle buzz?) He tried the bottom of the flower with his antennae and said: “Juice! Delicious!"
He drank and felt happy. “Live well!” - the beetle sang. (What did he sing about?)
He sang and sang and did not notice how he fell asleep. A girl was walking through the meadow, picking flowers. I dialed different colors, put it in a jar of water.
And suddenly there was a buzzing sound: “Buzz! Where am I? People live here." (What was the beetle buzzing about this time?)
(Children's answers)
Fizminutka
Educator: In the meantime, we will get up and remember what happened to the bug. A beetle flew into our group.
Buzzed and sang “zh-zh-zh” down buzzing
Here he flew to the right,
Everyone looked to the right. body rotation
I flew to the left
Everyone looked to the left.
The beetle wants to sit on your nose and show
We won’t let him sit down and wave his hand away
Our beetle has landed, we sat down and stood up
Buzzed and spun
Beetle - here is a beautiful palm spinning
Sit on it for a while.
The beetle flew up hands up
And sat down on the ceiling
We stood up on our toes, on our toes
But we didn't get the beetle,
Let's clap together
Clap-clap-clap clap your hands
So that he could fly away.
The game is a dramatization.
A dog appears on the table. “I am Friend. What is my name? You can call me affectionately: Buddy. I really like it when people call me affectionately. Try calling me that too.
I didn't come to you alone. I brought the hedgehog. Where is he? Y-E-F, show yourself! Children, help me persuade the hedgehog to show itself.”
- Hedgehog, show yourself. (Children speak first in a whisper, then in a normal voice, then loudly).
The hedgehog appears, looks at the children and grumbles: “Show yourself, show yourself! Is that really what they ask for?” (Hides).
Offended. (Friend is surprised).
What didn't he like? (The children suggest: you need to ask the hedgehog politely, 2-3 children one at a time, then all together).
The hedgehog appears and says: “Now I’ll show myself. And I’ll introduce the beetle to you. Zhuuuk, show yourself, please!” (A buzzing noise is heard.)
Why are you buzzing? You probably can't get out? (The teacher asks).
Can't get out. Wait, I’ll lower the rope for you now. Hold it, bug! Don't you hear? Children, let's say together: “Hold the rope, bug!”
Very heavy". (Pulls the beetle, asks Druzhka to help pull).
A beetle appears: “Thank you, hedgehog. Thank you, my friend. And I wrote poetry. Want to listen?
“The beetle buzzed to the beetle: “Buzz, buzz,
I’ve been friends with the hedgehog for a long time.” (Invites the children to repeat the poems first to the girls, then to the boys).
Then Buddy gets offended. But the beetle replies that he wrote poems about him too.
Beetle, beetle, buzzed: “Buzz-buzz. I’ve been friends with Druzhok for a long time.”
Thanks, bug. (Friend).
I'm fiddling with a beetle, and now I'm not angry.
Educator: Well done guys, you did a good job today, and I will delight you with new riddles.
Educator: Are you ready to listen carefully?
He lay there and lay there and ran into the river. (Snow)
Educator: There are words with sound in the riddle and? Name them.
You walk, there lies ahead,
You look back and he’s running home. (Road)
Educator: Well done guys. Remember these riddles and tell them to your parents at home.
What sound did we meet today? That's right, with the sound J.
The bug really liked how you sang his song clearly, correctly, beautifully. Let's repeat it again: “W-w-w”
Goal: to train children in clearly pronouncing words containing the sounds zh - sh, to develop phonemic hearing: to practice distinguishing (by ear) a familiar sound, in differentiating the sounds zh - sh in words; learn to find words with the sounds w - w in rhymes and poems; improve intonation expressiveness of speech; practice speech breathing.Progress of the lesson.
The teacher reminds the children that the sound w is the song of a snake, and z is the song of a beetle. Formulates the task: having heard this or that sound, children must perform the appropriate movement: to the sound w - a zigzag movement of the hand away from you - a snake crawls, to the sound w - put your hands in front of your chest (so as not to hit the children sitting next to you) and move your hands up - down - a beetle flies. Helps children learn the relationship between sound and corresponding movement. Pronounces sounds: sh... sh... w... w... w... w... w... w... w... w... w.
Invites those who made mistakes to complete the task separately; the rest control them.
Next, the teacher names words with the sounds sh and z. Children, as in the first case, show what sound is heard. (Words must be pronounced with very light intonation of the sound.) First, girls perform the exercise, then boys.
The teacher asks the question: “Is a little book a big book? (Not very big, maybe very thin.) How can you say about a big and thick book? (Books)
The teacher asks if anyone knows why donkeys have such long ears. Warns that children will now hear a fairy tale poem. (“If this is a fairy tale, then there may be something in it that is not the same as in life, but it is very entertaining.”) Reads the poem “About a Donkey” by R. Farhadi:
At the donkey's
It was a birthday.
And he accepted congratulations.
Barbos brought him some hay,
The goat gave oats.
The lambs came in hastily.
They brought two daisies.
They pulled the donkey's ears
Horses, sheep and pigs.
And the ears grew and grew
And by evening they became long.
The teacher asks the children to read the last line so that they can immediately feel how long the donkey’s ears have become: they have become longer (choral and individual performances).
Then the teacher repeats the lines: “They pulled the donkey by the ears of the horse, the sheep and the pig,” assures that they contain 3 words with the sound sh. He puts 3 pyramids of the same color on his table and another one of a different color at a distance. Asks to name words with the sound sh (ears, horses, pigs). As the child names words, he removes 3 pyramids one after another. Draws children's attention to the remaining pyramid and its color. He says that in the fairy tale about the donkey there is a word with the sound z. Reads the first 3 lines. Children say the word birth.
“Since the donkey has a “birth,” you need to sing a song about a loaf for him,” the teacher continues the conversation. “You will sing the beginning of the song in chorus, and the rest of the song, with the words “This is such a width, these are such dinners,” will be performed by the soloist. Do you know who the lead singer is?
The teacher places a donkey foal (toy, picture) in front of one of the children. The children sing in chorus: “It’s like a donkey’s birthday! We baked a loaf!” Then the child continues the song. He chooses the next performer by handing him a toy (picture). The exercise is repeated 4-5 times. At the end of it, the teacher asks what sounds are heard in the words width, suppers.
Next, the teacher says the first line of the nursery rhyme “The cat went to market” several times, changing the logical emphasis:
I went cat to Torzhok.
Fuck the cat Torzhok.
I went cat on the market.
Children say the words cat, torzhok, went.
The teacher suggests recalling the poem “In Autumn” by A. N. Pleshcheev. He asks two children to read it expressively and heartfeltly. He is interested in who, in the opinion of the listeners, read certain lines better.
Summing up the lesson, the teacher reminds what exercises were carried out and asks what sounds the children learned to distinguish.
V.V. Gerbova, “Classes on speech development in the senior group kindergarten", M., 1984.
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