Abstract of a lesson on sound culture of speech “Journey to the magical world of sounds”

Card index of games for the development of sound culture of speech (preparatory group)

Exercises to consolidate correct pronunciation and differentiation of sounds
Goals: to develop phonemic hearing, speech attention, to consolidate the correct pronunciation of sounds and words, to practice distinguishing between hard and soft consonants, voiced and voiceless consonants.

Game “Be Attentive” (in a circle with a ball)

The teacher invites the children to pass the ball around in a circle for each word, but if the word has the sound “sh”, throw the ball to him.

All children take part in the game. It is carried out at a fast pace. Exercise “Name the same syllables in words”

The teacher displays pictures on a flannelgraph: raspberries, a car. Educator. Listen to me slowly name the berry: maaliinaa, and now I will divide the word into pieces-syllables: ma-li-na. I will clap for each syllable, and you count how many syllables there are in the word. What is the first syllable, second syllable, third syllable? (Children's answers.)

Listen to how many syllables are in the word “car”: ma-shi-na (the teacher claps for each syllable). (Children's answers.)

What are the same syllables in the words “car” and “raspberry”? (“Ma”, “na”.)

The teacher displays pictures on a flannelgraph: boat, spoon.

Educator. These words have two syllables: boat, spoon. What are the same syllables in the words? (“Ka.”)

Game "Find your house"

Children are given object pictures. They offer to determine the first sound in the word name. One child is given a blue circle, the other a green circle. The teacher says that those whose first sound in the word is big brother (hard consonant) should go to the blue circle, and those whose word begins with a soft consonant sound (little brother) should go to the green circle.

At the signal “Find your house,” the players stand near the children with the corresponding mugs. The teacher checks the correct execution and determines the winning team.

Children change pictures and the game is repeated.

Exercise “Find a friend”

Pictures are displayed on the flannelgraph. First row: drum, flag, chicken, pipe, dog, cone; second row: parrot, wolf, goose, tram, umbrella, beetle.

Educator. Above and below the pictures. Let's arrange them in pairs so that the first sounds of the words are comrades (voiced-voiced sounds). Children go out, name the object and the first sounds of words. Place the lower pictures under the upper ones so that the first sounds form a “voiced-voiceless consonant” pair.

Game “Continue the word” (in a circle with a ball)

The teacher throws the ball to the child and pronounces the first syllable; the child names a word that begins with this syllable and throws the ball to the teacher. All children take part in the game.

An approximate list of syllables: “ma”, “ra”, “ry”, “le”, “re”, “zha”, “schu”, “cha”, “shu”, “si”, “za”.

All children take part in the game.

Game "Find a Pair"

Children are given one picture each.

Educator. Each of you has a picture. Think about what sound your word title begins with. At the “Find a pair” signal, you must find a picture in which the name of the object begins with the same sound.

The teacher checks the correctness of the task. Each pair of children names their objects and the sound with which the words denoting them begin.

The teacher marks the children who got into pairs earlier than everyone else.

Game “Name a Friend” (in a circle with a ball)

The teacher names a voiced consonant sound, and the children name its pair. When half of the children take part in the game, the task changes: the teacher names a deaf consonant, and the children name its pair.

Exercise “Where will the hammer hit? »

- In a word, only one sound is pronounced for a long time, as if it is being “hit” by a hammer: lunaaa (makes a sharp movement with his hand from top to bottom on the impact sound); vaaza (repeats the previous movement). The sound the hammer hits is called percussion (children repeat the word). In our words the stressed sound is “a”.

- You have pictures. You will name objects and find the stressed sound in words.

The pictures should be selected so that all vowels are stressed: rose, goat, boat, fish, scales, duck, fur coat, spider, turnip, nut, squirrel, watch, sleigh, fox, skis, bag, socks.

Game “Name the impact sound” (in a circle with a ball)

The teacher throws the ball, calls the word with emphasis on the stressed syllable; the child catches the ball, names the impact sound and throws the ball to the teacher.

Exercise “Guess the riddle”

The teacher puts pictures in a row: boat, duck, doll, bow (the last one with the reverse side).

Educator. What word will you get if you pronounce the first sounds of the name words and add them together? (Onion.)

The child not only names the word he received, but also explains how he composed it. After this, the teacher shows the guess word.

Another row is displayed: carrots, stork, chicken, poppy seeds (the latter with the reverse side). Children guess the word and explain how they did it.

Game "Say the word"

The teacher throws the ball to the child and names any consonant sound; the child must name the word that begins with this sound. All children take part in the game.

Exercise “Guess the riddle”

There are pictures in a row on the board: melon, wasps, car; To the side is an inverted picture - a house. Children guess the word based on the first sounds and explain how they did it. There are pictures in a row on the board: spoon, iron, sock, watermelon; To the side is an inverted picture of the moon. The task is the same.

Biological hearing

From birth, a person has the ability to distinguish sound vibrations - this is called biological hearing or perception. In humans, sounds are detected using the outer ear, eardrum, auditory ossicles and inner ear. Sound vibrations excite nerve endings and transmit information to the brain. Auditory attention is a special characteristic of a person's perceptual capabilities that helps focus on sounds, activities, or objects. For example, when a child focuses his attention on a stimulus, he receives clarity of sound sensations. If auditory perception is impaired in children, this leads to a decrease in attention and curiosity. The child often cries, flinches from sounds and extraneous stimuli.

Sounds

The lesson on the sound culture of speech is aimed at teaching preschool children to articulate clearly and correctly. The sound “u” is taught to be pronounced smoothly and for a long time while exhaling. Teachers make sure that children pronounce it with different volumes and intonations. Sound training classes take the form of games and special exercises that help you learn how to correctly pronounce the sound “u”. Exercise - folding your lips like a pipe and pulling them forward prepares articulation for pronunciation. In addition, teachers sing songs with the children, perform choral repetitions of sounds and much more.

Sound "z". Its development also occurs in the form of games and songs. It is studied after preschoolers learn to cope with the sound “s”. The peculiarity of its study is that, in addition to articulation, the vocal cords are included in the work. Usually, the sound “z” requires training in front of a mirror. While working, the teacher pronounces tongue twisters with the children and makes up sentences. The development of sound culture is closely related to phonemic hearing.

What is a didactic game?

Didactic games in kindergarten are educational activities that help preschoolers gain new knowledge through exciting games. They are distinguished by the presence of rules, a clear structure and an evaluation system. solve a number of problems set by the teacher. There is a whole technique that allows you to develop a child’s phonetic hearing in this form. The didactic method gradually develops the correct pronunciation of the sounds of the Russian language and the ability to listen. All games have certain tasks, which boil down to highlighting sounds at the beginning, middle and end of the required word. For example, the game "Sound Hide and Seek" is intended for children under the age of six. This is an independent game for a group, supervised by a teacher. The goal of the game is to develop attention and phonetic hearing. A ball is used as an auxiliary object. The presenter needs to think of a word that has a certain sound, for example “z”. Then he throws the ball to the guys in turn, pronouncing different words in which this sound is present. The children's task is to catch the ball with words of the desired sound, and beat off the remaining “words”.

Training in the senior group

The sound culture of speech in the older group (age 6-7 years) continues to develop previously acquired skills. Teachers strive to improve the development of the child’s articulatory apparatus, monitor the pronunciation of sounds with the help of various exercises, develop phonemic awareness, teach how to identify sound places in a word, and correctly use intonation and tempo of speech. Speech therapists also eliminate deficiencies in sound pronunciation, improve acquired skills, and study examples of correct literary pronunciation of words in their native language. The sound culture of speech in the senior group should develop in children a good phonemic awareness, teach them to read words, sentences and small texts, understand the differences between terms, independently compose sentences and carry out Completing training in the senior group, children are able to distinguish between vowels and consonants, sounds, their designations. As a rule, teachers prepare preschoolers for the preparatory stage, which begins before entering school.

Secondary group training

The sound culture of speech in the middle group of preschoolers (age 4 to 5 years) consists of speech hearing and breathing, which are the beginning of the emergence of speech. Education in this group begins taking into account the knowledge that was acquired earlier. The primary task of the teacher is to teach children to clearly and correctly pronounce the sounds of the Russian language. The specialist pays special attention to hissing and whistling sounds, teaches how to pronounce phrases and complex words correctly, and develops the skill of intonation expressiveness. In addition, a speech therapist instills in children a high level of development of speech hearing, which will help them independently change the tone of their voice and highlight words in sentences with intonation. The sound culture of speech in the middle group is also aimed at the development of speech breathing, phonemic perception, vocal and articulatory apparatus.

Education of sound speech in preschoolers

The sound culture of speech includes correct diction, sound pronunciation, intonation, tempo, gestures, facial expressions, tone of speech, posture, and motor skills during a child’s conversation. If you systematically educate the pronunciation of sounds, it will be easier for a preschooler to learn in the future. That is why the method of education consists in the teacher solving the following tasks:

• Development of mobility of the tongue and lips during sound pronunciation.
• Formation of the ability to maintain the lower jaw in the desired position.
• Paying attention to breathing while speaking.

As a rule, preschoolers master sound speech without effort if they are educated in time. During this period, children borrow words and sounds using an imitative method. After all, phonetic hearing is developed at an early age. It is important not to miss the moment and direct the child’s development in the right direction.

How to choose the right speech therapist?

Finding a good specialist is not an easy task. Especially if the child has serious speech problems. When choosing a speech therapist, consider the following points:

• Ask a speech therapist about qualifications and experience. Explore the portfolio.
• Ask your speech therapist if he has solved a specific problem.
• Find out the number and cost of classes.
• Try to understand whether the person is at ease and whether the child is comfortable being around the speech therapist.
• How high are the guarantees of a positive result?

Remember that the high price of classes with a speech therapist does not guarantee high-quality work done.

My kindergarten

Completed by: teacher - speech therapist of the highest category Evgenia Vasilievna Delman , Municipal budgetary preschool educational institution "Child Development Center - Kindergarten No. 65", Nakhodka.

Sound culture of speech.

Good speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding the surrounding reality, the more meaningful and valuable his relationships with peers and adults are, the more active his mental development is. Therefore, it is so important to take care of the timely formation of children’s speech, its purity and correctness, preventing and correcting various violations, which are considered to be any deviations from the generally accepted norms of a given language.

The most common speech defects in preschool children are problems with sound pronunciation.

Sound correction is carried out in stages. Usually there are four main stages: preparatory, sound production, sound automation and, in cases of replacing one sound with another or mixing them, the differentiation stage.

The main form of work to correct sound pronunciation is classes, often individual, sometimes with subgroups. The duration of the lesson ranges from 15 to 30 minutes depending on the age of the children, the type and level of sound pronunciation impairment, and the individual characteristics of preschoolers (attention, memory, performance, etc.). Each lesson consists of several parts, subordinated to a common theme and objectives. Each part has a specific goal (what the teacher wants to achieve), content (games, exercises, etc.) and ends with the child summing up the teacher’s questions.

It must be taken into account that there are no absolutely identical classes, since speech defects in children and their personal qualities are different. Therefore, with the same content (exercises for articulatory gymnastics, words for automation, etc.) methods and techniques of work different. Thus, each lesson requires careful preparation from the teacher, taking into account the speech, mental, psychological and characterological characteristics of the child. I offer several classes on the sound culture of speech for older children.

Summary of a lesson on sound culture of speech in the senior group.

Topic: “Education of the correct pronunciation of the sound [th] in active speech.”

Target:

1. Strengthen the skills to correctly pronounce and distinguish the sound [th].
2. Practice the ability to hold the necessary postures when pronouncing the sound [th]: a) lips close to the teeth; b) teeth at a distance of 2-3 mm; c) the tip of the tongue rests forcefully on the lower incisors, the back of the tongue rises to the middle part of the palate and forms a narrow gap through which the exhaled stream of air passes; d) the soft palate is raised and pressed against the back wall of the pharynx, closing the passage into the nasal cavity; e) the vocal cords are closed and vibrate.
3. Develop memory, attention, thinking, phonemic hearing.

Material:

1. Pictures: parrot, beehive, cod, T-shirt, watering can, bunny, iodine, Dunno.
2. Mirrors for each child.

Progress of the lesson.

1. Message to the target.
2. The teacher brings in a big bear. “Children, what a big bear - oh, oh, oh!” (Children repeat). “What dirty paws the bear has - ah, ah, ah!” (Children repeat).
3. What is the second sound in the words: ah, oh? (What is the same sound in the words: ah, oh?) Pronounce the sound y, looking in the mirror.
4. What do lips, teeth, tongue do when we pronounce the sound [th]? How does air come out when we pronounce the sound th? Is there a little voice in the throat when we pronounce the sound [th]?
5. What sound is this? (consonant, voiced, soft). Prove why the sound Y is a consonant, why this sound is voiced.
6. Didactic game “Repeat without mistakes.”

Ay - oh - y - y, etc.

Fizminutka:

Come on, little bunny, jump, jump, Knock with your paw, knock with your paw, Fall on the grass, fall, Lie down and rest, rest. Start jumping again! Run quickly to the Christmas tree and quickly jump back.

Name the words with the sound [th] that were encountered in our physical exercises.

Tell me where the [th] sound is in this word: at the beginning, in the middle or at the end. I have given you pictures, look at them carefully and cross out the pictures that don’t have the sound [th] in their names. (cards for each child). Mishka brought pictures. Didactic game “Look at the picture, name it correctly.” Name where the sound [th] is located in the word. You can offer to make sentences based on these pictures. Didactic game “Remember, repeat” - reproduction of a series of words (balalaika - bench - coffee pot).

Learn a nursery rhyme:

Don’t be afraid of the cold, wash yourself up to your waist.

Didactic game: “Change the word.”

Hare - bunny. Autumn - autumn. Summer is summer. Winter - winter. Spring - spring. Green is green. Sineva - blue, etc.

Lesson summary:

What sound did we learn to pronounce correctly today? Name words with the sound [th] at the beginning, in the middle and at the end of the word. (offer pictures).

Summary of a lesson on sound culture of speech in the senior group.

Topic: “Education of the correct pronunciation of the sound [l] in the active speech of children.

Program content:

1. Strengthen the skills to correctly pronounce and distinguish the sound [l].
2. Monitor the correct position of the organs of articulation: a) lips in a smile, teeth are visible; b) teeth are brought together; c) the wide tip of the tongue is pressed against the alveoli (tubercles behind the upper teeth); d) voice is involved. By placing the back of the hand to the throat, we feel the vibration of the vocal cords; e) if a child cannot produce the sound l with the position of the organs of articulation described above, then it is necessary to induce interdental [l] in such children, in this case only the position of the tongue changes - the wide tip of the tongue is clamped between the teeth. This sound is reinforced in words and games. When a child speaks interdentally well, he should be asked to move his tongue behind his upper teeth, which children usually do easily.
3. Develop attention, thinking, memory, phonemic hearing.

Material:

1. Pictures for exercises.
2. Mirrors for each child.
3. Pictures: lamp, swallow, lily of the valley, top, saw, robe, horse, spoon, bow, puddle, moon, sheepskin coat, acorn, dove, baby, pitchfork, glasses, tables, ball, strawberry, pencil case, wolf, bottle, raft, elephant, flowerbed, bun, bottle, fir tree, village, woodpecker, goat, turkey.

Progress of the lesson: Message to the goal Riddle: My character is nasty, I grew up in a garden bed. Wherever I go, I will bring everyone to tears. (Onion). What sound does the word onion begin with? The fairy tale of "The Merry Tongue". One day, Tongue was sitting at home. He opened his house and began to look into the yard. A large turkey was walking importantly in the yard, and Vova was teasing him (show picture). He waved a red flag in front of the turkey. Suddenly the turkey pouted and gurgled angrily: “bl-bl-bl” (the teacher shows the bubbling of the turkey: puffing out his cheeks, he quickly makes lapping movements with his voice turned on), Vova was frightened of the turkey and ran away. Try to cluck with me.

Articulation of sound.

“I’ll also try to sing the turkey’s song,” said Tongue. He puffed out his cheeks, ran back and forth and squawked like a turkey: “bl-bl-bl.” Then the tongue stopped running, puffed out its cheeks, pressed its wide tail tightly to the top door and sang loudly: “l-l-l.” This song is like a turkey's song, said Tongue. Such a song is heard in people's speech, It sounds firm.

Let's sing “l-l-l” together and look in the mirror what our lips are doing. Teeth, tongue, when we pronounce the sound l. How does air flow when we pronounce the sound l? Is there a little voice in the throat when we pronounce the sound l? Consolidating the pronunciation of the sound l in the games “Steamboat” and “Plane Flies”. What is the sound of l? (Consonant, voiced, hard). Why is the sound l consonant? (Because the air does not pass freely, the tongue encounters an obstacle). Why is the sound l ringing? (because there is a little voice in the throat). Didactic game “Catch the sound”. Clap your hands to the sound l. Isolating the sound [l] among sounds. R, n, l, r, l, l, th, etc.

Didactic game “Repeat without mistakes.”

La-lo-lu, lu-lo-ly, ly-la-lo, klu-kly-kla, pla-plu-ply, sla-slo-slu, etc.

Didactic game “What did I see?”

The teacher puts 4-5 pictures on the number ladder (lamp, swallow, lily of the valley, spinning top). The called child looks and says in what order the pictures are, turns to face the children and says: “I saw a lamp, a swallow, a lily of the valley, a spinning top. The children check to see if he named it correctly. Then the teacher calls another child and changes the order of the pictures. You can gradually replace some pictures with others.

Physical exercise.

Children sit on the floor one after another and row with oars. La-la-la, la-la-la, the boat sailed merrily. Lo-lo-lo, lo-lo-lo, we raise the oar. Ly-ly-ly, ly-ly-ly, our songs are heard by everyone. Didactic game “I am the beginning, you are the word.” La - paw, lu - puddle, ly - bast, etc.

Didactic game "Saw".

Children in pairs, holding their hands crosswise, “saw wood”, reciting in time with their movements:

The saw cut, sawed off a piece, ran into a twig, burst and began, Start over.

Having formed new pairs, the children continue the game.

Memorize:

The mouse lived happily, slept on the fluff in the corner. The mouse ate bread and lard, but everything was not enough for the mouse.

Summary of the lesson.

1. What sound did we learn to pronounce correctly?
2. What have you learned about the sound [l]?
3. Name the words where the sound [l] is at the beginning, in the middle, at the end of the word (pictures are shown).

Summary of a lesson on sound culture of speech in the senior group.

Topic: “Education of the correct pronunciation of the sound [zh] in the active speech of children.”

Target:

1. Reinforce the correct pronunciation of the sound z in isolation, in syllable words, in a phrase.
2. Practice the correct position of the organs of articulation for good pronunciation of the sound g: a) lips are rounded and slightly pushed forward; b) teeth are brought together; c) the wide tip of the tongue is raised to the anterior edge of the palate, but not pressed; d) in the middle of the tongue there is a not strong warm air stream, which is easily felt by the palm of the hand raised to the mouth; e) voice is involved.
3. Develop attention, phonemic hearing, memory, thinking.

Material:

1. Mirrors for each child.
2. Pictures: toad, jacket, jasmine, pajamas, hedgehogs, bear cub, beetle, blackberry, rain, acorn, skis, knives, clothes.
3. Pictures for exercises.

Progress of the lesson:

1. Message to the target.
2. Riddle Zhu-zhu, zhu-zhu, I’m sitting on a pole, I keep repeating the letter “w”. Knowing this letter firmly, I buzz in spring and summer.
3. What sound does the beetle sing? What sound does the word beetle begin with?

Didactic game "Beehive".

Children - bees buzz loudly at first, and then calm down, pronounce the sound in front of the mirror.

Articulation of sound. What do lips, teeth, tongue do when we pronounce the sound z? How does the air stream flow? (The air does not pass freely, it encounters an obstacle - teeth, tongue) - this means this sound is a consonant.

Is this sound voiced or dull? (Sounding because there is a motor running in the neck). And this sound is always solid.

What sound? (consonant, voiced, hard).

4. Didactic game “Telegraph” (repeat the syllable table)

Zha-jo-zhu-zhi, wait-wait-wait-wait, etc.

5. Name the picture, tell me where the sound is? (at the beginning, in the middle or at the end).

6. Didactic game “Change the word.” (change the word so that the sound appears. Boot - boot, meadow, iron, step, flag, snow, debt.

Fizminutka:

On the lawn, on a daisy, a Beetle flew in a colored shirt. Zhu-zhu-zhu, zhu-zhu-zhu I'm friends with daisies. Quietly swaying in the wind, bending low and low.

Name the words with the sound w that you encountered in physical training.

7. Didactic game “Who needs what?”

The girl needs scissors. Where is the sound [zh] in the word scissors? Who needs skis, hedgehogs, bear cubs, clothes, pajamas? (Determine the position of the sound z in these words). Offer to name with the word more (this bear cub is low, and this one is even lower), words - close, narrow, young (similar).

8. Working with text.

Learn a nursery rhyme: The beetle has fallen and cannot get up, He is waiting for someone to help him.

9. Didactic game: “Beetles.”

Children pretend to be beetles, sit in their houses (on chairs) and say: “I am a beetle, I am a beetle, I live here, I buzz, I buzz.” At the teacher’s signal, the “bugs” flew into the clearing. There they fly, bask in the sun and buzz “w-w-w...”. At the signal “rain”, the “bugs” fly into the houses (onto the chairs). Summary of the lesson. What sound did we learn to pronounce correctly today? What have you learned about the sound [zh]? What is he like? Name the words in which the sound [zh] is at the beginning, in the middle, at the end of the word.

Summary of a lesson on sound culture of speech in the senior group.

Topic: “Education of the correct pronunciation of the sound [h] in the active speech of children.”

Program content:

1. Reinforce the correct pronunciation of the sound [h]
2. isolated, in syllables, in words, in a phrase.
3. monitor the correct position of the organs of articulation: a) lips are rounded and slightly pushed forward; b) teeth at a distance of 2 mm; c) the wide tip of the tongue hits the anterior edge of the palate; d) in the middle of the tongue there is a strong short air stream, which is felt like a push of air with the palm of the hand brought to the mouth; e) if the child cannot make the sound h, in the position of the articulation organs described above, it is necessary to speak together tsh, everything, speeding up the tempo, until a good sound [ch] is obtained.

Material:

1. Mirrors for each child.
2. Dolls Tonechka, Valechka, Anechka, Lenochka, Lidochka.
3. Pictures: car, butterfly, fishing rod, girl, quokka, ball, key, sword, stove, egg, teapot, seagull, cup, bull, spider, cookies, swing.

Progress of the lesson:

Message to the target.

Mystery.

It boils, steam comes out, and whistles, and bursts with heat, rattles the lid, knocks: - Hey, take me off! - shouts (teapot).

What sound does the word teapot begin with?

Articulation (with mirror).

What do lips, teeth, and tongue do when we pronounce the sound h?

How does air leave the mouth?

Is there a voice in the throat?

What sound is this? – consonant. Why is the h sound consonant? (because the air does not pass freely, it encounters an obstacle, the tongue prevents the air from passing through). The sound h is dull because there is no voice in the neck. This sound is always soft.

Didactic game "Train". Children sit in the carriages (on chairs placed one after another). A driver is selected to sit in the first chair. He gives the signal for the train to depart: “Uh-uh...”. The train has left. Children, making movements with their hands, say “ch-ch-ch...”. At the teacher’s “stop” signal, the train stops and the children fall silent. Then a new driver is selected and the game continues.

Didactic game "Telegraph".

Reproduction of syllable series Ach-och-uch-ich. Cha-cho-chu-chi. Chnya-chnyo-chnyu-chni, etc.

Sound selection [h]. Didactic game “Catch the sound”.

a) in syllables: cha, cha, ach, ti, at, sia, chm, is, si, ti, it, etc. b) in words: chintz, bowl, buckwheat. Sing, reading room, oven, night, lilac, now, cheek, worm, endure, dream, ask, forgive, miracle.

Working with the word.

Didactic game “Say kindly.”

Pillow - pillow, jug, finger, hut, bird, hat, vase, duck, water, etc.

Physical exercise.

Chiki-chiki-chikalochki A goose rides on a stick. Duck on a pipe, Cockerel on a booth. Bunny on a wheelbarrow. Boy on a dog.

Name the words with the sound [h] that were encountered in our physical exercises.

Didactic game “Wonderful chest”.

This chest is not simple, it is wonderful, because it contains a lot of interesting things. Everyone can find out what is in it, you just need to say the following words: “chest, chest, open your barrel. Children take turns taking pictures from the chest and naming them.

Working with a phrase.

Didactic game “Let's treat the dolls to tea.”

Children give the dolls affectionate names: Tanechka, Valechka, Anechka, Manechka.

The teacher invites the children to pour tea from the teapot into cups.

I took the kettle and poured tea into Tanya’s cup. I give Tanya a cookie.

What did Sasha do?

I poured tea from a teapot into Tanechka's cup and gave her cookies.

Learn a nursery rhyme.

There are more thickets in our Pushcha, There are more thickets in our Pushcha.

Summary of the lesson.

What sound did we learn to pronounce correctly? What words with the sound [h] do you remember, where is this sound located?

Summary of a lesson on sound culture of speech in the senior group.

Topic: “Education of the correct pronunciation of the sound [sch] in the active speech of children.

Program content:

1. Consolidating the correct pronunciation of a sound in isolation, in syllables, words, in a phrase.
2. Monitor the correct position of the organs of articulation: a) lips in a slight smile, teeth are visible; b) teeth are brought together; c) the wide tip of the tongue is raised to the alveoli; d) there is a strong air stream in the middle of the tongue, which is easily felt by the palm of the hand brought to the mouth; e) if the child cannot make the sound [sch], with the mouth open, you need to raise the wide tip of the tongue to the upper alveoli and, without lowering it, pronounce sh-sh-sh for a long time, you will get the sound [sch]. Or, with the same position of the organs of articulation, pronounce [shch] together.
3. Develop attention, thinking, phonemic hearing.

Material:

1. Mirrors for each child.
2. Pictures: sorrel, cheeks, shield, bream, box, vegetables, puppy, bream, things, cloak, pike.
3. Pictures for exercises.

Progress of the lesson.

Target message

Mystery:

The striped villain, Will eat any baby - Minnow, roach, bleak, Only the ruff will not swallow. (pike). What sound does the word pike begin with?

Didactic game “Who is observant?”

Articulation: invite children to pronounce the sound [ш] and look in the mirror. What do our lips, teeth, and tongue do when we pronounce the sound [ ш]? How does the air pass when we pronounce the sound [у]? Is there a voice in the throat? What sound is [u] (consonant or vowel)? The sound [ш] is consonant because the air does not pass freely and meets the barrier of the teeth and tongue. Why is the sound [u] consonant? Is the sound [u] voiced or unvoiced? The sound [ш] is dull because there is no voice in the neck.

Didactic game “Scouts” (clap your hands if you hear the sound [w] from a series of sounds): ch, shch, sh, w, ch, shch, shch, etc.; from a number of syllables: cha, schu, shu, zhi, etc.; from a number of words: puppy, table, things, doctor, puppy, hat, ticks, honest, chocolate, bloodhound.

Working with syllables.

Didactic game “Repeat without mistakes”

Scha-schu-sch, Scha-schi-sch, Shch-sch-sch-sch, etc.

Fizminutka:

The pike lived in the pool, brushed chalk, prepared cabbage soup for guests, treated the bream.

Working with words.

Didactic game “What’s missing?”

Four pictures are hung on the board with the sound [ш]. A gnome appears and removes the picture. Children close their eyes. The child must name the removed picture and name where this sound is located in this word.

Didactic game "Scouts". The teacher hides the pictures: brush, wood chip, puppy, box, ticks in different places of the room. For the search, a group of “Scouts” is allocated; everyone must bring the found object and name it. When the scout brings the item and names the item, you can repeat the name of the item in chorus with the children. And then ask those children who need to reinforce this sound in speech to repeat it.

Working with a phrase.

Making sentences based on pictures (pike, ticks, brush, puppy).

For example: I need pliers, hurry up and give them away.

Memorizing pure language.

The dandy respects the brush, The dandy cleans off the dust with the brush. If the thing is not cleaned, there will be nothing to show off in.

Summary of the lesson.

What sound did we learn to pronounce correctly today?

Name the words in which the sound [у] is at the beginning, middle, and end of the word (pictures are shown)

Summary of a lesson on sound culture of speech in the senior group.

Topic: “Education of the correct pronunciation of the sound [r] in active speech.”

Program content:

1. Strengthen the skills to correctly pronounce and distinguish the sound r.
2. Monitor the correct position of the organs of articulation: a) lips are in the position of the next vowel; b) teeth at a distance of several millimeters; c) the tip of the tongue is raised to the alveoli and vibrates: d) in the middle of the tongue there is a strong air stream, which is easily felt by the palm of the hand raised to the mouth.
3. Develop memory, attention, thinking, phonemic hearing.

Material:

1. Mirrors for each child.
2. Pictures with sound r.

Progress of the lesson.

Message to the target.

Riddle: What kind of taiga animal is Midnight who loves darkness? And, like all cats in the world, they hate evil dogs! (Tiger).

How does a tiger roar?

Articulation of sound [r].

The tongue was sitting in its house. He wanted to learn how to sing an airplane engine song. He smiled, showed all his teeth, opened the house wide, turned on his voice, quickly threw his tail to the top door and let in a cold breeze. The tongue sang “r-r-r” and felt that its tail began to tremble (show). The tongue put up the piece of paper and sang “rrrr” again. The piece of paper deviated (show), the tongue inserted the vial and sang again: “rrrr.” The wind hummed in the bubble (show). The tongue was happy and said: “So I learned to sing the song of an airplane engine. After all, this is the most difficult song.”

What do the lips, teeth, and tongue do when we pronounce the sound r? How does the air flow when we pronounce the sound [r]? Is there a voice? What sound is this? (Consonant, voiced, hard). Why is the sound p consonant? Why is this sound ringing?

Didactic game "Telegraph".

(repeat the syllable table).

Ra-ro-ru, bra-bro-bru, Ro-ru-ry, bro-bru-bra, Or-ur-yr, bru-bra-bro, Ir-ar-or, bra-bro-bra, etc. d.

Fizminutka:

"Crows"

Here, under the green Christmas tree, the crows are jumping merrily Kar-kar (loudly) All day long they shouted They didn’t let the kids sleep, Kar-kar-kar (loudly) Only at night they fall silent And they all fall asleep together Kar-kar-kar (quietly).

Remember the words with the sound [r] from the physical education lesson.

Didactic game “What’s added?”

The teacher places 4 pictures with words containing the sound r on the number ladder. Children name these words and determine the position of the sound in the word. Then someone turns away, and at this time another picture is added. Then the child turns, looks and says that there is more. The pictures are partially replaced and the game continues.

Working with a phrase

Learn pure sayings. (Can be selected)

Ra-ra-ra is a high mountain. Ro-ro-ro-new feather. Ru-ru-ru- the goat gnaws the bark. Ry-ry-ry - mosquitoes are flying. Ar-ar-ar - a mosquito flies. Or-or-or - Roma has an axe. Ur-ur-ur - don't chase the chickens. Ir-ir-ir- we are for peace. Orca-orca-orca is a steep hill. Ara-ara-ara - Tamara is coming. Gra-gra-gra is a good game. Tro-tro-tro - we're going by subway.

Summary of the lesson.

1. What sound did we learn to pronounce correctly today?
2. What did you learn about the sound [r]?
3. Name words with the sound [r] at the beginning, in the middle, at the end of words.