Synopsis of the GCD on the development of speech "Differentiation of sounds "S" and "Sh" (senior group) outline of the lesson on the development of speech (senior group) on the topic. The course of organized educational activities
Purpose: to improve the ability of children to distinguish and correctly pronounce sounds (s) - (w) in isolation, in syllables, words, in sentences, to develop the ability to identify sounds in words, compare them with each other, select words with a given sound. To cultivate the ability to select signs and actions to the subject. To develop phonemic processes (representation, perception, reproduction), auditory memory, logical thinking, a sense of rhythm, to cultivate activity.
Equipment: subject pictures, petals, syllables, mosaic, talking trees, word leaves, sign leaves, action leaves, ball, word cards for individual work, a flower with blue and green petals.
Lesson progress
1. Organizational moment.
L - d: - Children, a good day begins with Have a good mood, cheerful smile, useful deeds. So smile to each other and wish you a good mood.
Children: - Good morning, all children!
2. Differentiation of sounds (s) - (sh) in isolated sound.
L - d: A new guest has come to our class! Let's guess who it is?
Shines, sparkles, warms everyone? (Sun)
How do you greet the sun?
What sun?
Is the sun sad?
Children, but another guest flew into this gap to us. Let's guess who he is.
Blows, whistles,
Everything blows away (wind)
And now imagine that the gentle rays of the sun touch our face. We close our eyes and gently, quietly, smoothly draw the first sound of the word sun: ssssss ........
But then suddenly a breeze flew into the crack, the sun disappeared, it became cold for us, we raised our hands up and smoothly, quietly said the sound of the wind: shhhh .......
a) Game: "The sun is a breeze"
b) Game: "Pick up the sound"
L - d: - Let's remember the children quickly,
How does the wheat make noise? (Shhhh.....)
How does a stream gurgle in a grove? (Sss.....)
How does a wasp buzz in the garden? (Ssss.....)
How does the bird's wings make noise? (Shhh...)
In the sea blue sails (shhhh ....)
And the wheat makes noise (shhhh ....)
And the leaf rustles (shhhh .......)
And the stream (sssss......)
And the wasp bites (ssss....)
Here we made a little noise, pronouncing the sound (w) and whistled, pronouncing the sound (s).
3. Articulation and acoustic characteristics of sounds (s) and (sh).
L - d: - Let's remember the sound of the sun again (s). The sound of the wind (sh).
Help me remember how we pronounce the sound (s).
Lips - smile.
Teeth - fence.
The tip of the tongue is behind the lower teeth.
Cold air passes through the middle of the tongue.
Neck - resting, sleeping.
Lips - round as a ball.
Teeth - fence.
The tongue is round like a cup.
The tip of the tongue behind the upper teeth.
In the middle of the tongue, warm air passes through the crack.
The neck is resting.
L - d: - Children, what are the differences in the pronunciation of these sounds?
How are these sounds similar?
How do we designate these sounds? Why?
4. Development of phonemic hearing.
a) The game "Step forward, step back."
L - d: - Now we will go on a short trip. We have to get to those magic flowers. And the most attentive will reach the flowers first, who correctly learned to distinguish syllables with sounds [s-sh]
On a syllable with a sound (s) we take two steps forward, on a syllable with a sound (w) - a step back.
(Sa, so, su, sy, shi, etc.)
c) The game "Tear off the petal."
L - d: - Here is our flower. Let's look at what color the petals are in the flower? (Blue and green).
Now I will tell you a poem. If you hear a word with a sound (s), you will pick blue petals, and if you hear a word with a sound (sh) - green.
From thin threads
Sewing a fur coat,
And leafy shirts
And grass skirts.
Calls the mouse in the crack,
Choose a scarf
Jump - jump, jump - jump,
You won't catch a spider.
L - d: - Let's remember once again what color petal we denoted the sound (s) - blue,
Sound (sh) - green.
5. Differentiation of sounds (s), (sh) in syllables.
a) The game "Find the petals picture"
L - d: - The wind flew over the flower and the chamomile lost its petals. While the petals are flying towards you, find the word for it.
To the petals of syllables (sa, so, su, si, shu, shi)
Find word petals
(subject pictures)
Sa - sleigh Sha - hat
So - owl Sho - shorts
This is Shi's sickle - awl
Sy - Sha cheese - scarf
c) Mosaic game
L - d: - A gray mouse walked around the mosaic and swept all the syllables with its tail.
Now we will try to make on the mosaic.
Sound (s) - blue chip, sound (sh) - green chip,
Loud sounds are a red chip.
i - sa ash - as asha - asa shpa - spa
what - so osh - os osho - oso shpu - vspu
6. Differentiation of sounds (s), (sh) in words.
a) Independent work.
L - d: - Each of you will receive a card with subject pictures. You must determine what sound is hidden in the names of these pictures (s) or (w) and, accordingly, draw a green or blue circle for each word.
The next task is to determine the sounds (s) or (sh) in the word and mark the blue or green circle in the corresponding picture
Divide the words into syllables and put the words in the hut.
sleigh pear shower
cheese machine
scarf braid
catfish spikelet pineapple
c) The game "Knockout".
L - d: - Now we will play a beat out game.
I throw the ball to you and call the word with the sound (s) or (sh). And you must return the ball by changing the sound (s) to the sound (w), or vice versa.
bowl - bear
porridge - casca porridge - cash desk
cat - pigtail
us - ours to you - yours
c) The game "Sign the picture."
7. Relaxation.
Game "Relaxation"
Children, lie down comfortably on the mat. Imagine that you lay down on a large sheet. Feel how your head, arms, back, legs fit comfortably on it. Imagine that a leaf carries you to a very tall tree, you feel the breath of a light wind (shhhh ....), your face is warmed by the rays of the warm sun (sss ...). You are at the very top tall tree desires. Dream, fantasize a little. And here you are again on a piece of paper returning. Open your eyes and keep working.
8. Differentiation of sounds (s), (sh) in sentences.
a) L - e: - Each of you has a piece of paper on which the word is written. Read the word that is written on it.
(Chocolate, wheat, scarf, sundress)
Match your words with leaflets with words-signs and leaflets with words-actions.
(Delicious, silk, high, woolen, wide),
(Bite, weave, hang, grow, dress)
Bite delicious chocolate.
Woven a wool scarf.
The high wheat grew.
Wear a wide dress.
b) The game "Complete the sentence."
L - d: - Gray mouse
Walked by the book
And the last words
She swept her tail.
Complete the sentences with the correct word
Sony is warm. . . . . . (A cap)
Shura is acute. . . . . . (Hoe)
She was on the table. . . . . . . (A bowl)
Climbed into the hole. . . . . . . . (Mouse)
Masha ate. . . . . . . . (Cash)
The worker put on his head. . . . . . (Cascu)
Frontal lesson on the differentiation of sounds [С] - [Ш] based on the adventure of sounds. To fix the correct pronunciation of sounds in syllables, words, tongue twisters and in phrasal speech. Teach children to distinguish these sounds by ear and in pronunciation. form phonemic awareness. Continue to teach the sound analysis of words, consolidate the skill of converting adjectives from nouns, dividing words into syllables, determining the place of sound in words. Contribute to the development of logical thinking, attention.
Download:
Preview:
Differentiation of sounds [С] - [Ш]
Lesson on the differentiation of sounds [С] - [Ш] based on the adventure of sounds.
Purpose: differentiation of sounds S-Sh
Tasks: To consolidate the correct pronunciation of sounds in syllables, words, tongue twisters and in phrasal speech. Teach children to distinguish these sounds by ear and in pronunciation. Develop phonemic awareness. Continue to teach the sound analysis of words, consolidate the skill of converting adjectives from nouns, dividing words into syllables, determining the place of sound in words. Contribute to the development of logical thinking, attention.
Material: the image of the castle of Vowels, a picture of Wonderland with the image of objects in the name of which there are sounds С and Ш, subject pictures, pictures with a cuckoo and a Scarecrow.
Imagine the children that we are now in the forest. Show what big trees are there (children raise their hands)
A warm wind blew-Sh-sh-sh, the leaves rustled (children quickly move their fingers)
A cold wind blew-S-s-s, the pines swayed (children sway and wave their hands)
The wind has died down, no more leaves are moving, no branches (sit down)
How the foliage rustled from the warm breeze (Sh-sh-sh) How the cold wind blew (S-s-s) Today we will repeat the sounds S and S.
What is our sound C? -accordingly, solid, deaf, cold jet, in the middle.
What sound is W? -according to, tv, deaf, the jet is warm, wide.
Sounds decided to go on a trip. And we will go with them. Here the sounds came to the Red Castle, what sounds live in it? (vowels). Let's make friends of the sounds С and Ш with vowels. The sound C made friends with the sound A, what happened? (SA syllable) .. (So, SU, Sha, Sho, Shu)
The syllables Sa-Sha, Su-Shu, So-Sho met. Then they decided to talk among themselves. First, surprised-Sa-Sa? Sha-Sha?. Then admiringly-Su-Su! So-So. Sho-Sho-Sho.
The sound Sh asks us to name all "his" words. And the sound C is "his".
The sounds came to visit us, and they ask what we designate them (sounds)
Let's lay out the syllables-sa, replace the vowel A with the sound O. What did the syllable turn out to be? So. And now we will replace the consonant C with the sound Sh. The syllable Sho. And now we will lay out the words First Ears .. and now mustaches.
Bear bowl.
Physical education minute: depict with facial expressions and postures the objects and creatures that you saw in Wonderland.
Na-na-na we depict an elephant. Woo-woo-woo we will depict an owl. Af-af-af we will stand like an old closet.
What time of year do we have now? Winter. And magical snowflakes with pictures arrived to us. with the sound of C-in sleigh.-where are the sounds-at the beginning, middle or end?
I wanted the sounds to laugh with us and they came up with fables, repeat after me: lon-lon-lon an elephant rides a shovel, SA-sa-sa a fox sits on the moon.
Look, a bird has flown to us. In its name there is a syllable kush, as it is called (cuckoo). She said that the sounds C and W got to the Scarecrow, who lives alone in the castle. He mixed up the sounds in words and even mixed up the words. We will now go to him.
Listen to what he did: The cat catches the bowl, the mother washes the mouse. In front of the children, the painters paint the rat. The fireman wears a helmet, Sasha ate the helmet.
And what is the right way to say it?
In order for the scarecrow to return everything to its place, let's form kind words for him from the words that I will call: Weasel-what will the Scarecrow-Tender. Kindness-kind. Courage-brave. Glory-glorious.
Well done! We succeeded!
*** The Scarecrow offers us to perform interesting tasks. Take the first sounds from the words bag-autumn-bush and combine the word .. it turned out the word Juice. The fur coat-duck-poppy turned out to be Noise.
Guess the riddles: warm, fluffy, warms us in winter (fur coat) how many syllables. count. Soft paws, and scratches in the paws (cat). Four brothers stand under one hat (table).
Well done!
Let's learn a poem about sounds.
Do not confuse the sound C with the sound Sh
Do not call a fluffy bear a bowl
And if the cat ate the rat, don't say roof.
Well done guys. You enjoyed the trip. What sounds did we travel with?
Speech therapy subgroup lesson in the senior group
"Differentiation [c] - [w] "
Target: Differentiation of sounds [s] - [w] in syllables, words, sentences and coherent speech.
Target : Exercise children in the correct pronunciation and distinction between the sounds "C" and "SH" in syllables, words and sentences.
Develop phonemic hearing, diction, speech breathing, voice power.
Tasks:
Exercise children in the correct pronunciation and discrimination of sounds [s] - [w] in syllables, words, sentences and coherent speech;
Clarify the correct articulation of sounds [s] - [w];
Fix auditory images;
Develop syllabic analysis and synthesis;
Develop visual and auditory attention, memory, speech breathing;
Raise interest in the educational process;
Continue to teach children to answer the questions correctly, monitor their answer and the answer of other children.
Equipment:
Projector;
a computer;
presentation "Differentiation [c] – [w];
individual mirrors;
ball;
pictures (plum, hoop, bike, watermelon);
letters - C, O, B, A for each child;
2 envelopes with pictures (in the first envelope, pictures on [C] - (bus, globe, shower, cactus), in the second on [W] - (hat, bucket, mouse, beads);
STROKE:
SLIDE number 1. Screensaver
Speech therapist: When we play, our eyes look and see everything, ears listen and hear everything, hands do not interfere, but only help, the head thinks.
Speech therapist: Guys,guess my riddle, and you will find out who came to visit us.
Even though he's a bitch, he's good looking! Did you know who it is? Of course...(Krosh).
SLIDE #2. The image of Krosh appears
Speech therapist: That's right, it's Krosh. He got into trouble. Krosh played in computer game and got lost in it. In order for him to return to his friends Smeshariki, you need to complete difficult tasks. Are you ready to help Krosh?
Speech therapist: Let's help Krosh solve riddles and answer questions.
Any prescription, any advice,
And the best doctor(There is no other!),
And there is enough wisdom for everyone,
And she does not forget sports... (Sovunya).
Speech therapist: What is the first sound in the wordSOVUNIA.
Speech therapist:
He is a romantic, he is a dreamer
He is afraid of heights.
Gore is an ardent contemplator,
With Nyusha - the muse of beauty.
To be inspired
Make a sharp turn
What is this creation?
Yes, of course…(Barash).
Speech therapist: What is the last sound in the wordBARASH.
Speech therapist: Today we will play with sounds [c] - [w], distinguish them and compare. And since Krosh still does not know how to pronounce and distinguish sounds [c] - [w], we will teach him.
Speech therapist: And Krosh's friend will help us, listen to a riddle about him and answer, who is he?
SLIDE number 3. An image of Kopatych appears
Speech therapist: That's right, this is Kopatych, he will show us the symbols of sounds.
SLIDE number 4. Consolidation of the auditory image (based on comparison with non-speech sounds).
Speech therapist: What does the sound sound like?c]? Look at the picture, who do you see?
Speech therapist: Dwarf watering flowers from a watering can. Water pours - s-s-s-s-s-s. Let's make the sound [c]. (This sound is consonant, hard, deaf).
Speech therapist: What does it look likesound[w]? The picture shows a snake. What she does? She stuck out her tongue and hisses: shhhhhhhh. Let's make a sound[sh]. (This sound is consonant, hard, deaf).
SLIDE No. 5. Clarification of the articulation of sounds [s], [sh]. Differentiation of isolated sounds [s], [sh].
Speech therapist: Let's make the sound [c] and look in the mirror: we stretch our lips in a smile, the teeth are closed, the tip of the tongue is behind the lower teeth. Look at the picture shown by Krosh. This is how lips look when we pronounce the sound [c]. Below is the sound symbol - the lips are rounded, the tip of the tongue is raised up.
SLIDE number 6. Name what sound the symbol means.
Speech therapist: Krosh offers to play. He shows a symbol, and you name a sound (symbols appear one at a time on the slide, children name sounds and pronounce syllables).
SLIDE number 7. Decipher the syllables.
Speech therapist: Krosh's syllables are encrypted. Symbols are drawn instead of the letters "S", "Sh". Try to decipher them and read the syllables.
SLIDE number 8. Choose a picture.
Speech therapist: Select onlythose pictures that have the sound [c]. (Wasp, cherry, hat, apricot, fox, pear).
SLIDE #9.
And now we select pictures in the names of which there is a sound[sh]. (Ball, bicycle, sausage, bag, matryoshka).
SLIDE number 10. Choose a letter.
Speech therapist: Krosh has a difficult task. He needs to determine what sound in the name of the picture [c] or [w]. (Boots, geese, pot bag, scarf, wallet).
Speech therapist: Done, well done! Then we will have to go by train to help Krosh, take the flowers that are on your plates with you.
Fizminutka "Train"
We go, we go, we go for a long time,
(children depict with their hands how the wheels are spinning)
This path is very long.
(walking with a wide stride)
We'll get to Moscow soon
(children run around)
There we can rest.
(children squat)
In our train the wheels are knocking,
(children perform stomping with their feet, hands on their belts)
Our train is running(children run around)
And the wind whistles
S-s-s-s-s-s-s-s-s.
(children raise their hands up and wave to the right, to the left)
And smoke billows from the chimney
Sh-sh-sh-sh-sh-sh-sh.
You can see the station, and friends again,
It's time for us to work hard!
And now, my friends,
Find your chairs!
(Children are divided into teams next to the chairs according to the color of the flowers)
The game "The Fourth Extra"
Speech therapist: Look, guys, the envelopes are lying, and there is a new task for you in them.
Krosh needs help to determine which picture is superfluous here. To find out, you need to determine the presence of the sound [S] or [Sh] in the name of each picture.
Ball game "Finish the word."
Speech therapist: Guys, look!
The ball lies next to us,
And something quietly says:
Catch me now
Insert sounds [C] and [W] into words.
And call them out loud!
Globa… (with), du..(w), but…(with), small… (w), anana…(with), lands…(w), focu…(with), cactu…(with).
Speech therapist: We complicate the task, insert the syllables SY and SHI into words:
But…(sy), about…(sy), ve…(sy), small...(shi), boo…(sy) , to…(sy), we... (shi).
Speech therapist: Guys, what sounds did we play in class?
What does the sound [S] sound like? How is it pronounced?
What does the sound [Sh] sound like? How is it pronounced?
Remember and name the words with the sound [C], with the sound [W]?
SLIDE number 15. Well done!
Speech therapist: Krosh says goodbye to you,but promises to return soonwith new games and interesting tasks. Thank you very much for your work, the lesson is over.
SLIDE number 16. Thank you for your attention.
Topic: Differentiation of sounds S - Sh.
Tasks:
1. Learn to differentiate the sounds S-Sh.
2. Continue work on the development of phonemic perception and analysis.
3. Continue to develop children's ability to divide words into syllables.
4. Exercise in use complex sentences with subordinate reasons (I will give it to the fox because ...).
5. Consolidation of education: a) possessive adjectives and b) nouns in D.p.
6. Development of children's ability to compose creative stories based on subject pictures.
7. Development of visual attention (perception of the image of an object in noisy conditions).
8. Consolidation of children's ideas about wild animals.
Lesson progress:
- L .: Guys, look carefully at the picture and answer the question? What season is depicted on it? D: Winter. L: How did you guess? D: There are no leaves on the trees, there is snow on the ground. L .: And now, try to see and name those who hid in the winter forest? D .: Squirrel, lynx, mouse ...
L: What kind of animals are they? D: Wild. L .: Who else lives in the winter forest? D: Magpie, crow, owl. How to call them in one word? D: Birds.
- L .: Guys, look at the flannelgraph. Who is pictured here? D: Wild animals. L: What do they lack? D.: Khvostov. L .: Here, listen to what happened with wild animals. One night there was a strong hurricane. The wind whistled and whistled. And in the morning, when the animals woke up, they did not find their tails. They decided that at night the wind tore them off and carried them through the forest. They gathered to look for their tails. Guys, let's help the animals! D: Let's go. L .: But the wind not only tore off the tails, but also hid them and told the animals the following: “Each of you must give the children their task, and if they cope with them, then the tails will return to you.”
- L .: And who we will meet first in the winter forest, you will find out by guessing the riddle:
Not a lamb and not a cat,
He wears a fur coat all year round.
Fur coat gray for summer.
For winter a different color. (Hare)
Hare: In winter, I sleep all day, eat at night, gnaw on the bark of trees. By the winter, my paws are overgrown with wool, they become wide and fluffy. On them I run in the snow, like on skis. Here is my assignment for you. The hare gives an envelope. Each of you, in turn, will do the following, choose one picture with your eyes, name it and determine the number of syllables in the word that he has chosen.
Words: icicle, sail, pear, stack, shower, juice, closet.
L .: Well done, guys, coped with the task. Now, let's look around, maybe we'll see something else. Oh what I found! Tail. Julia, who will you give it to? Julia: I will give the tail to the hare. Because it's a rabbit tail.
- L .: Try to guess who is next for us to meet?
He is a gray robber
He has no faith
He clicks with fangs
Who is it? (Wolf)
Wolf: Gray, angry, hungry, I wander in the winter.
I knock with my teeth, I hunt through the forest in search of prey. (The wolf gives the children a bag).
I have trouble. I don't know what to do.
L .: Guys, the wolf told me that he was going to the fox and the clumsy bear for his birthday. I bought them toys as a gift, but I don’t know which ones to give to whom. Take one toy. We will give the fox toys in the name, which sound C, and the bear - the sound Sh.
Toys: Owl, pig, elephant; cockerel, mouse, cat, horse.
D: The owl should be presented to the fox, because the word “owl” has the sound C in the name, and so on. L .: Guys, which of you will tell me where the sound C is heard in the names of these toys? D: At the beginning of words. L .: And where is the sound Ш heard in the name of these toys? D: In the middle of words.
Oh look at the tail. Sasha, who will you give it to? I will give the tail to the wolf because it is a wolf's tail.
As a reward, the wolf gives us a caterpillar.
- Now let's take a break!
We checked your posture
And your shoulder blades.
We're walking on toes
And then on the heels.
Let's go softly like foxes
And like a clubfoot bear,
And like a hare coward,
And like a gray wolf thief.
Here is a hedgehog curled up in a ball
Because he is cold.
The ray of the hedgehog touched
The hedgehog stretched sweetly.
- L .: And now another riddle.
Behind the trees, bushes
Flashed like a flame
Flashed, ran...
There is no house, no fire. (A fox)
Fox: Of course, I'm a fox. I am cunning and dexterous. My fur is fluffy and red. I am a smart little fox and I like to compose different fables. I want you to tell me a "fable". (The fox gives the guys a basket with pictures.)
We sit in a circle. We take three pictures. And we write stories.
L .: Oh, the tail! Dima, who will you give your tail to? Dima: I'll give the tail to the fox, because it's a fox's tail.
The fox gives a chicken.
- L .: And here is our next guest.
Where does he live?
Most often.
The most, the most, the real
He walks there, he sleeps there.
He raises his children there.
Likes pears, loves honey
Has a sweet tooth
I can still say
He loves to sleep very much. (Bear).
Bear: I'm furry and big. I am brown bear. I love sweet food and good sleep. Here is my task (Takes out an envelope with strips of paper and rhymes). We sit down at the table. We draw as many sticks on a piece of paper as you hear words in a poem with the sound C:
Here is an old dog at home.
Lie down with your nose buried in your paws.
Quietly, peacefully he sniffs
Maybe dozing, maybe sleeping.
With sound Sh:
Misha's grandmother knits
warm mittens,
To warm your palms
Little bear.
L .: Well done, they coped with this task. And whose tail is this, Nastya? This is a bear tail. I will give this tail to the bear.
The bear gives strawberries.
- Under the green pine
A painted house has grown,
And a squirrel lived in it
The squirrel is smart.
Our squirrel master
I sewed a blouse - a fox,
And the bunny - slippers
For four paws.
Teddy bear undershirt,
Even the gray wolf
She made a hat and pants.
She dried the mushrooms
And she fed the animals.
White man can do everything
The squirrel is smart.
Belka: Come visit me.
I can even write poetry. I also composed for you and now I will read them to you.
I put a helmet in a bowl, etc.
L .: The squirrel, probably, deliberately rearranged the words in the rhymes to make us laugh. Let's fix it.
L: Oh, look what I found. To whom will you give the tail, Seryozha? Serezha: I'll give it to the squirrel, because it's a squirrel's tail.
Belka: Help yourself, dear guests. The squirrel treats everyone with nuts.
L .: Guys, what animals did we meet today? And what sounds did we learn to distinguish? Well done!
Differentiation of sounds [s] and [w] in speech ( senior group)
Target: clarify the correct articulation of the sounds "C" and "Sh". Exercise children in the correct pronunciation and distinction between the sounds "C" and "SH" in syllables, words and sentences.
Develop phonemic hearing, diction, speech breathing, voice power.
Continue to teach children to answer the questions correctly, monitor your answer and the answer of other children.
Cultivate attention and culture of verbal communication.
Equipment: pictures-symbols: big geese and goslings, a pump, a bicycle, traffic lights, dolls, toys, a letter
Lesson progress:
1. - One, two, three, four, five - start playing in a circle! A new day has come, let's meet it with a smile. I smile at you, and you smile at each other. We are calm and kind, we are friendly, affectionate.
Now we will have an interesting lesson: we will learn to distinguish sounds. And what I will not tell you, but I will tell a story about them. You listen to me carefully.
“Summer has come. Petya and his family went to the village to visit their grandmother. In the yard, Petya saw geese with goslings. The goslings were so funny and funny that Petya wanted to stroke them. But as soon as he approached the caterpillar, he saw the mother goose grunting at him. She hissed menacingly: Sh-sh-sh. Petya got scared and stepped aside, and thought to himself: “Wow, what an angry goose, take care of your goslings. Petya decided not to touch the geese anymore and went to the stream. Then he saw a boy with a bicycle. "What are you doing here?" Peter asked. “The wheel is flat, I want to pump it up,” the boy replied. He took the pump and Petya heard: S-S-S. It was the whistle of a cheerful pump. Petya helped the boy pump up a tire and they went for a bike ride together.”
So, children, what sound did you hear when the geese hissed menacingly at Petya? (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.
Say the sound Sh again. How are your lips positioned? Are the teeth visible? How is the tongue located?
Now say the sound C. How are the lips and tongue now?
Children, let's find out if the voice turns on when we pronounce these sounds. (No)
The game "Big and small geese"
What song do the geese sing? (Sh-Sh-Sh). And the goslings? (Shhhh)
2. -And now we will play the game "Repeat and make no mistake". We pronounce clearly, we pronounce correctly.
"Sa-sha-sa-sha" - Sonya washes the baby (choral and individual repetition)
"Sha-sa-sha-sa" - a fox runs in the forest.
"Su-shu-su-shu" - I'm writing a letter.
"Shu-su-shu-su" - It was fun in the forest.
“As-ash-as-ash” - Lena has a pencil.
"Ash-as-ash-as" - In our group, the light went out.
3. -And now we will play the game "Be careful"
I will name the words. If in a word you hear a song of geese, you will have to raise a red traffic light, if you hear a pump song - blue.
Well done, have fun! Now let's take a break!
Fizminutka:
“We are tourists, we are on the road.
Have fun walking your feet
Easier - exhale,
Deeper - inhale.
The path is not close, not far.
A stream flows ahead.
Let's jump over quickly."
4. -Children, dolls of Light and Shura came to our lesson. They love to receive gifts. But they love unusual gifts. Sveta loves toys with the sound “S” in their names, and Shura loves toys with the sound “Sh”. So, who wants to please our guests? (Children take a toy, explain to whom they want to give it and why)
Well done, guys, pleased Sveta and Shura.
5. - They also brought us something (I take out a tongue twister from the envelope)
Children, Sveta and Shura want us to learn a funny tongue twister, listen:
"Sasha walked along the highway and sucked dry." What sounds are there in this tongue twister?
Guys, the dolls really liked us and really liked how you did it. Did you like the lesson? What sounds did we learn to distinguish? What games do you like the most?
- Tablets Goldline as an effective means for weight loss: how to take and how harmful?
- Butyratomania: the effect on the body of butyrate, the consequences of use and treatment of addiction
- Vitamins Alphabet Diabetes: instructions, analogues, price Vitamins alphabet diabetes composition
- What is ALT during pregnancy