Lesson on speech development in the second junior group. Sound culture of speech. Repetition of the poem “Horse” by A. Barto. Working on the “I” sound.

Classes on speech development in the second junior group of kindergarten. Lesson plans (3 pages)

• Nurturing the sound culture of speech is not only about practicing correct pronunciation, although this task is one of the main ones. When practicing sound pronunciation, the ability to distinguish between sounds improves, that is, phonemic hearing, speech breathing, rate of speech, strength and pitch of voice, diction, etc. All these tasks are easier to solve if you use sounds that the child can pronounce well.

The formation of sound pronunciation is carried out in three stages: preparation of the articulatory apparatus; clarification of sound pronunciation; fixing sounds in words, phrasal speech. Let's take a closer look at the last two stages.

Clarification of sound pronunciation (practicing the pronunciation of an isolated sound and in onomatopoeia). Almost all vowels (except o) and some consonants (v, f, s, z, z) are easy to correlate with any real object: a-a-a - a small child babbles, o-oo-u - a locomotive honks, f -f-f - the hedgehog snorts. This greatly facilitates the work of sound pronunciation and makes it possible to explain to the child in an entertaining way the need for the next repetition of a sound. For example: “Let's learn to growl as well as a big bear (uh-uh); let's remind the little bear who forgot the song; Let’s help the little bear call the she-bear,” etc. A variety of techniques increases children’s performance and maintains interest in the material being mastered.

Let's look at the techniques that are used to form sound pronunciation:

• combination of choral repetition with individual repetitions (3–4 repetitions). For example, the teacher says: “Uh-oh, the locomotive is honking. How does he signal? (Choral response.) Now let’s listen to how Olin’s locomotive honks... Sashin... Natashin...";

• use of didactic games such as “key”. “Tsk-tsk,” says the squirrel. (If the baby is silent, you should not seek an answer; you can explain to the children that the toy is broken.)

Children play these games outside of class, repeating familiar songs (sounds);

• use of the “magic cube”. On the sides of the cube (10–15 cm in size) there are pictures glued: little Alyonushka, a locomotive, a steamship, a foal, etc.

“Turn around, spin around, lie down on your side!” - the children say, while the teacher turns the cube over from side to side. One of the pictures is offered to the children's attention, and the kids sing the corresponding song in chorus or individually (if there is an airplane in the picture, the children say v-v-v; water tap - s-s-s; mosquito - z-z-z). The faces of the cube are filled with pictures gradually as children become familiar with new sounds. By the end of the year, 2-3 cubes are used (alternately) in classes.

It is worth highlighting a group of techniques in which practicing sound pronunciation is a secondary task, and the main thing is the development of speech breathing, speech tempo, and intonation expressiveness:

• children singing “long songs”. When practicing the pronunciation of vowels and whistling sounds (s, z), it is advisable to ask the child to pronounce the sound for a long time (for 2-3 seconds) on one exhalation. You can use the technique of “pulling the thread” (hands are in front - at chest level, the thumbs and index fingers are closed. The child pronounces a vowel sound and at the same time spreads his arms to the sides, as if “pulling the thread”). In this case, you need to monitor the baby’s posture: often, when “pulling the thread,” children lower their heads;

• singing songs (vowels and whistling sounds) with different voice strengths. The song of a large locomotive (steamboat) should be sung in a bass voice, and a toy one - in a higher key (thinly).

Younger preschoolers master the pronunciation of consonant sounds m, b, p, n, t, d, k, g, x by practicing onomatopoeia. The techniques that help keep children active and ensure their performance when repeating the same onomatopoeia many times are the same as for practicing the pronunciation of an isolated sound. So, in chorus and one by one, the kids pronounce onomatopoeia while playing wind-up toys (mice - pee-pee-pee, bells - ding-dong, etc.). The “magic cube” is also used. Ko-ko-ko (kwoh-kwoh, cluck-tah-tah) - children say if there is a chicken on the side of the cube.

It should be emphasized that at this age stage, onomatopoeia is not so much a means of activating the speech of children - this task was leading in early age groups - but rather a convenient material for developing the sound culture of speech.

By training children in the clear pronunciation of onomatopoeia, it is easy to provide tasks for their differentiation (dong-dong and ding-dong), for the formation of the tempo of speech, its intonation expressiveness (kwoh-kwoh-kwoh - a chicken clucks quietly, guarding the chickens, cluck-clack-clack — she cackles loudly, alarmed by something).

Consolidating sound in words and phrasal speech. At this stage, your own teaching techniques are used. Let us dwell on their characteristics.

• Drama games. As the dramatization progresses, children repeat words and phrases in which the sound being mastered is often found. At the same time, work is being done to develop intonation expressiveness of speech: children pronounce interrogative and exclamatory sentences with intonations of sadness, edification, joy, etc.

Speech material for dramatization games should be selected taking into account the following points:

– a word containing a sound that the child learns to pronounce clearly and correctly should appear at the beginning or end of the phrase;

– sounds that are difficult to pronounce should first be practiced in words in which the syllables are constructed according to the principle of “consonant + vowel”, and not “consonant + consonant + vowel”, since the latter are difficult for a three-year-old child;

– words should be selected so that the paired sound being practiced is hard in some cases, soft in others (Mila - soap, umbrella - zebra);

– the vowel, the pronunciation of which the child masters, must be stressed.

• Use of poetic lines. The teacher reminds the children of the passage, then repeats it with them 2-3 times. Repetition can be done in a playful way. For example, children “bake pancakes and say: “Oh, okay, okay, let’s bake pancakes” (reinforcing the sound a).

The teacher clarifies which book (fairy tale) the passage was read from and recalls its name. (This technique allows you to repeat program works with children without additional time.)

• Reading short new program works in classes on the sound culture of speech. After reading, the teacher quotes passages from it, rich in words with sounds being practiced, and the children repeat. For example, to reinforce the pronunciation of the sound c, it is advisable to use the folk song “You Geese, Geese”, the sound x - V. Berestov’s poem “Merry Summer” (“Amazing rooster - feathers on top, fluff below; the cunning tail curls, it’s not easy for a girl she wants to laugh, she wants to laugh,” etc.).

• Children repeating words from the teacher’s story. For example, while reinforcing the pronunciation of the sound p, the teacher “introduces” the children to three little mice (toys, pictures) – Pik, Pak, Pok. The teacher sings or recites a song for the little mice, and the names Pik, Pak, Pok that appear periodically in it are pronounced by the children.

• Repetition of pure sayings. Pure sayings are widely used in working with children. Their effectiveness is beyond doubt. However, in order to develop children’s taste for good literary language, one should be more strict in the choice of pure tongues intended for collective work with children.

So, practicing the pronunciation of any sound necessarily involves clarifying the pronunciation of an isolated sound, and then consolidating it in words and phrasal speech. In a number of cases, this is preceded by the development of a certain position of the tongue and lips, which contributes to the correct articulation of sound.

Classes on developing the sound culture of speech with children of the fourth year of life have the following structure.

I. An exercise that promotes the mobility of the organs of the articulatory apparatus (tongue, lips, etc.) and to some extent ensures clear and correct pronunciation of the sound that children will be introduced to in this lesson.

II. Introducing children to a new sound or onomatopoeia (the teacher pronounces it repeatedly). If possible, the teacher associates a sound or onomatopoeia with a specific image (f-f-f - a hedgehog song; ts-ts-ts - a squirrel song; pi-pi-pi - a mouse squeaks; beep-beep - a car honks, etc. .)

III. Repeated pronunciation of sound (onomatopoeia) by children. To do this, the teacher offers 3-4 onomatopoeias (fu, fu, uff; bam, bim-bom, bayu-bayu-bayu). The teacher, as a rule, includes onomatopoeia in his story (or dramatization), accompanied by the display of visual materials. In this part of the lesson, kids perform tasks to distinguish onomatopoeia; reproduction of a given speech tempo, strength and pitch of voice; practicing free, smooth, long (2-3 seconds) exhalation.

IV. Consolidating sound in words and phrasal speech. For these purposes, the following are used: the teacher’s story (without showing or with showing individual objects and actions); dramatization of a short story (fiction text; story invented by the teacher); finishing words in poems familiar to children; didactic and outdoor games.

Lesson on sound culture of speech “Sound I”

Topic: “Sound culture of speech, sound I”

Goal: shows interest in joint games to develop the sound culture of speech, distinguishes the sound I from other sounds; answers the teacher’s questions, knows how to listen to an adult and follow his instructions, knows how to carry out actions according to a given rule; evaluates his own activities, his capabilities.

Objectives : teach how to correctly pronounce the sound “I”, develop speech breathing, encouraging children to pronounce a vowel sound for a long time (with one exhalation). Develop skills in expressive reading of a familiar poem. Develop a sound culture of speech.

Preliminary work : looking at various pictures with the sound I in their names, reading and learning A. Barto’s poem “Horse”, didactic game “Help me find my mother”, watching the presentation “Moms and their babies” (pets and their babies).

Methods and techniques : surprise moment, situational conversation, game situation, didactic game, showing and explaining the method of action, questions to children, stimulation to action.

Equipment and materials: a toy horse, a small and large bell, turkey and hawk hats for playing, a didactic game “Help me find my mother,” pictures of a needle, iris, butterscotch, and turkey. Multimedia equipment, recording of the clatter of hooves, the sounds of a barnyard, the ringing of bells, a cartoon - presentation “Baby Pets”.

Progress of organized educational activities.

Motivational - indicative stage.

Game situation. The teacher invites the children to remember the familiar poem by A. Barto “The Horse” (reads by heart):

I love my horse

I'll comb her fur smoothly,

I'll comb my tail

And I’ll go on horseback to visit.

After reading the poem, the teacher invites the children to show with their tongue how a horse gallops (articulation warm-up). The teacher demonstrates the correct technique of “clicking” the tongue. After this, the children begin to click their tongues, the teacher helps and explains the technique of the exercise to children who have difficulties.

Surprise moment. The clatter of hooves can be heard (in the recording). A toy horse appears - a backpack.

The teacher turns to the children: - Guys, who came to us? (children's answers), that's right, a horse. But it's a little horse, a baby horse, what do they call it? That's right, his name is foal. The foal is lost and cannot call his mother horse because he has forgotten WHAT to call her. Shall we help him? (children's answers).

The desire to take part in helping the foal determines the further goal of the children’s subsequent activities.

The teacher organizes a discussion of the problem and ways to solve it, leads the children to the idea that they need to think about HOW to call the foal’s mother.

Search stage

Finding solutions, determining a work plan.

The teacher turns to the children: - Guys, which of you knows how to call your mother - a horse? Children offer their own options (ring the bell, shout, sing the foal's song).

Practical stage

The teacher leads the children to the fact that the foal calls his mother “I-i-i-i-go-go.”

- “I-i-i-i-go-go” is a horse song. Let's sing this song quietly together with the foal. (Children complete the task together and one at a time.)

— When a foal calls its mother, its song is loud and long. Like this: “I-i-i-i-go-go” (prolonged pronunciation of a vowel sound on one exhalation for 2-3 seconds).

- Let's, guys, help the foal find its mother. Let's all sing the song of the lost foal together so that mom can hear it. (Singing is repeated 2 times). The teacher explains that when pronouncing the sound “I”, the lips stretch into a smile, and the sound “Iiiiiii” is produced. When pronouncing a sound, the teacher pays attention to individual children and encourages them to pronounce the sound.

The ringing of bells is heard. (First small, then big)

- Hear, the bells are ringing, it’s the mother horse galloping after her foal. (recording of bells ringing). Our foal has a surprise for us (the teacher takes out two bells from his backpack - a large and a small one)

— The little bell sings “Liiii-liiii-liiii” in a drawn-out manner.

- How does he sing? (Children repeat).

— The big one pronounces “Deein-deein”

- How does the big bell sing? (Children speak in chorus and individually).

— The horses are running home, and we can still hear the sounds of the bells “Liiii-liiii-liiii” (children sing) “Diiiin-diiiiin” (children repeat, against the background of a recording of the ringing of bells, the foal “runs away” out the door).

The teacher addresses the children: “Guys, you did a great job helping the foal call and find its mother!” And now we will play the game “Turkeys and the Hawk”.

Physical exercise.

Turkeys walk on the grass, Walking in place

They take the turkeys with them. Walking in a squat

Turkeys scream loudly. Feet shoulder-width apart, arms back. Bend sideways and forward.

Protect turkey chicks.

A hawk appeared in the sky, hands on the belt, circling around left and right.

Spun over the family,

Ready to grab the turkey poults, arms along the body, bending to the sides, forward.

Yes, he is afraid of turkeys.

Game situation.

- Guys, we helped the foal, and let's help other animals find their mother. And before that, I want to take you on a trip to the barnyard where domestic animals live (showing a cartoon - presentation “Baby Pets”).

After watching, the teacher takes the children to the tables where the didactic game “Help Find Mom” is laid out; pictures depicting domestic animals and their cubs are laid out on two combined tables. The teacher explains to the children the rules of the game: each “child” needs to find a mother, while the “Child” must imitate the onomatopoeia of the voice of the animal shown in the picture. For example: the teacher shows a picture of a calf, asks the children a question: - Who is this (calf), who is its mother? (cow), how will the calf call its mother? (moo-oo-oo).

Game situation.

— You did an excellent job with all the tasks, and you receive a picture as a gift. Name, Masha, Ira, etc., what is drawn in your picture (the following objects are shown in the pictures: needle, iris, butterscotch, turkey), the children name and articulate the sound “I”, the teacher helps the children to identify the sound “I” with their voice in words.

Reflective-evaluative stage.

The teacher sums up the lesson, inviting the children to remember what they did today, who did they help? The children answer: we helped the foal call his mother “Eee-go-go!!!”, helped other animals find their mother, sang the song of large and small bells.

Follow-up work.

Invite children to play the game “Turkey and the Hawk” on the street, and also at home with their parents to look for the sound “I” in words.

Card index of didactic games on the sound culture of speech for the second junior group

Card index of didactic games on the sound culture of speech

for the second younger group

Educator:

Malina A.N.

Didactic game “Guess what it sounds like”

Goal: To introduce children to the sounds of the world around them, to isolate and recognize them. Progress: The teacher shows the objects one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different objects, and the children recognize which objects the different sounds belong to. Explains that there are many sounds in the world and they all sound differently.

Didactic game "Clock"

Goal: To develop children's speech attention.

Progress: V-l: Listen to how the clock ticks: “Tick-tock, tick-tock”, how the clock strikes: “Bom-bom...”. In order for them to walk, you need to wind them up: “backgammon…”! Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by children 5-6 times).

- Now let’s wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the movement and ringing of the clock with their voices each time).

Didactic game “Bear cubs eat honey”

Goal: To develop the articulatory apparatus of children.

Progress: The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers) and “licking” the honey - the children stick out their tongues and, without touching their palm, imitate that they are eating honey. Then, raising the tip of the tongue, they remove it (mandatory demonstration of all actions by the teacher.) The game is repeated 3-4 times. Then the teacher says: “The bear cubs are full. They lick the upper lip (show), the lower lip (show). They stroke their bellies, saying: “Ooooh” (2-3 times).

Didactic game “Frog and little frogs”

Goal: To develop children's speech attention.

Progress: The teacher divides the children into two groups: large and small frogs. He says: “Big frogs jump into the pond, swim in the water and croak loudly: “Kva-kva” (children imitate that they are swimming and croak loudly). Little frogs also jump into the pond, swim, and croak quietly (children imitate the actions and croak quietly). All the frogs got tired and sat down on the sand on the shore.” Then the children change roles and the game is repeated.

Didactic game “Let’s feed the chicks”

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Goal: To develop the speech apparatus of children.

Progress: (I am the mother bird, and you are my little chicks. The chicks are cheerful, they squeak: “pee-pee,” and flap their wings. The mother bird flew for tasty crumbs for her children, and the chicks fly merrily and squeak The mother arrived and began to feed her children (the children squat down, raise their heads up, the chicks open their beaks wide, they want tasty crumbs. (The teacher tries to get the children to open their mouths wider.) The game is repeated 2-3 times.

Didactic exercise “At the doctor’s appointment”

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Goal: To develop the articulatory apparatus of children.

Progress: The doll is a doctor. She wants to see if the children's teeth hurt. Q: Show the doctor your teeth (the teacher with the doll quickly walks around the children and says that everyone has good teeth. Now the doctor will check if you have a sore throat. Whoever she approaches will open his mouth wide (the children open their mouths wide). Doctor I’m happy: no one’s throat hurts.

Didactic game “Guess what it sounds like”

Goal: Continue to isolate and recognize the sounds of individual musical instruments. Procedure: The teacher shows musical instruments one by one and demonstrates how they sound. Then the teacher offers to solve riddles. He closes the screen and acts with different instruments, and the children recognize what different sounds belong to.

Didactic game “Recognize by voice”

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Goal: To clarify and reinforce the correct pronunciation of sounds. Progress: The teacher shows the toys and asks who it is, asks to say how it screams. The screen is closed and one subgroup of children takes the toys and takes turns speaking for their animals. Another group guesses who shouted.

Didactic game “Who lives in the house?”

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Goal: To reinforce the correct pronunciation of sounds. Develop children's speech breathing. Progress: (The teacher shows a picture of a dog). Who is this? The dog barks loudly: “aw-aw.” And who is this? (children's answers) The puppy barks quietly (children repeat the sound combination 3-4 times). (The teacher shows a picture of a cat). Who is this? The cat meows loudly: “Meow-meow.” And who is this? (children's answers) The kitten meows quietly. Let the little animals go home (the pictures are put away behind the cubes). Guess who lives in this house: “av-av” (pronounced loudly? (children’s answers) That’s right, a dog (shows a picture). How did it bark? (children’s answers). Guess who lives in this house: “meow-meow "(pronounces quietly? How did the kitten meow? Similarly, children guess who lives in other houses and repeat sound combinations several times.

Didactic game “Who is screaming? »

Goal: To develop children's speech attention.

Progress: The mother bird had a little chick (puts out pictures). His mother taught him to sing. The bird sang loudly: “chirp - chirp” (children repeat the sound combination). And the chick answered quietly: “chirp-chirp” (children repeat the sound combination 3-4 times). The chick flew and flew far away from its mother (moves the picture of the chick further away). The bird is calling its son. What does she call him? (Children, together with the teacher, repeat the sound combination). The chick heard its mother calling him and chirped. How does he tweet? (Children say quietly). He flew to his mother. The bird sang loudly. How?

Didactic game “Call your mother”

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness. Progress: All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken) Call your mother, chicken. (Peep-pee-pee) The teacher imitates the clucking of a chicken and shows a picture.

The same work is carried out with all children.

Didactic game “Respond”.

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness. Progress: Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc. Pictures are displayed on flannelgraph. The teacher hands out pictures of animals and birds to the children. The cubs are walking (the children leave the tables, they are nibbling the grass, the crumbs are pinching. Whose mother or whose father will call the cub. He must shout - answer them - and run - put a picture next to them. The teacher pronounces the cry of an animal or bird. The child, which the cub is depicted makes sounds and places the picture on the flannelgraph.

Game "Guess what to do"

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Target. Teach children to correlate the nature of their actions with the sound of the tambourine. Developing children's ability to switch auditory attention. Preparatory work. Prepare 2 flags for each child. Progress: Children sit in a semicircle. Each person has 2 flags in their hands. If the teacher rings the tambourine loudly, the children raise the flags up and wave them; if quietly, they keep their hands on their knees.

Methodical instructions. An adult needs to monitor the correct posture of children and the correct execution of movements; It is necessary to alternate the loud and quiet sound of the tambourine no more than four times so that children can easily perform the movements.

Game "Sun or Rain?"

Target. Teach children to perform actions according to the different sounds of the tambourine. Developing children's ability to switch auditory attention. Progress: The adult says to the children: “Now you and I will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.” Methodical instructions. The teacher plays the game, changing the sound of the tambourine 3 - 4 times.

Game "Where did they call?"

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Target. Teach children to determine the direction of sound. Development of the direction of auditory attention.

Preparatory work. An adult prepares a bell.

Progress: Children sit in a circle. The adult chooses a driver who stands in the center of the circle. At the signal, the driver closes his eyes. Then the teacher gives one of the children a bell and invites them to call. The driver, without opening his eyes, must indicate with his hand the direction from which the sound is coming. If he points correctly, the adult says: “It’s time,” and the driver opens his eyes, and the one who called raises and shows the bell. If the driver makes a mistake, he guesses again, then another driver is appointed. Methodical instructions. The game is repeated 4-5 times. You need to make sure that the driver does not open his eyes during the game. Indicating the direction of the sound, the driver turns to face the place from which the sound is heard. The call should not be very loud.

Game "Butterfly, fly!"

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Target. Achieve long, continuous oral exhalation. Preparatory work. Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.

Progress: Children sit on chairs. The adult says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they flew. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies. Methodical instructions. The game is repeated several times, each time with a new group of children. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You should only blow on one exhalation, without drawing in air. Do not puff out your cheeks, move your lips slightly forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

Game "Sending the Boats"

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Target. Achieve from each child the ability to pronounce the sound f for a long time on one exhalation or repeatedly pronounce the sound p (p-p-p) on one exhalation. Developing the ability to combine the pronunciation of a sound with the beginning of exhalation. Preparatory work. An adult prepares a bowl of water and paper boats. Procedure: Children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, pronouncing the sound f or p. The teacher invites the children to ride on a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were pronouncing the sound f. You can blow by simply stretching your lips with a tube, but without puffing out your cheeks. The ship moves smoothly. But then a gusty wind comes. “P-p-p...” the child blows. (When repeating the game, you need to drive the boat to a certain place). Methodical instructions. Make sure that when pronouncing the sound f, children do not puff out their cheeks; so that children pronounce the sound p on one exhalation 2-3 times and do not puff out their cheeks.

Game "Loud - Quiet"

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Target. Teach children to change the strength of their voice: speak loudly, then quietly. Developing the ability to change the strength of your voice.

Preparatory work. The teacher selects paired toys of different sizes: large and small cars, large and small drums, large and small pipes.

Progress: An adult shows 2 cars and says: “When a big car drives, it makes a loud signal: “beep.” How does a big car signal? Children say loudly: “Bee-Bee.” The teacher continues: “And the small car beeps quietly: “beep.” How does a small car honk? Children quietly say: “Bee-Bee.” The teacher removes both cars and says: “Now be careful. As soon as the car starts moving, you must give a horn, make no mistake, a big car honks loudly, and a small car honks quietly.” The rest of the toys are played in the same way. Methodical instructions. Depending on the number of children in the group, you can use one pair of toys or 2-3. Make sure that when pronouncing onomatopoeia quietly, children do not whisper.

Didactic game "Shop".

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness. Progress: The teacher suggests going to the store and buying toys. You can only buy it if you talk like a toy. Children come up to the table and pronounce characteristic sound combinations for this toy (doo-doo, me-me, bi-bi)

Didactic game “Be attentive.”

Goal: To reinforce the correct pronunciation of sounds. Develop intonation expressiveness. Progress: Educator: I have different pictures, if I show a picture of an animal, you must scream as it screams and raise the blue circle. If I show you a toy, you raise the red circle and name the toy.

Didactic game "Bells"

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Goal: To develop children's speech attention. Progress: Q: Look, this is a big bell, and this is a small bell. The girls will be little bells. They ring: “Ding-ding-ding.” Boys will be big bells. They ring: “Ding-ding-dinging.” The teacher offers to “ring” and sing songs first to the girls, then to the boys. The exercise is repeated 2 times, then the children change roles and the game is repeated.

Didactic game “Animals are coming”

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Goal: To develop children's speech attention.

Progress: The teacher divides the children into four groups - elephants, bears, piglets and hedgehogs. Educator: Elephants are walking, they stomp their feet very loudly (children pronounce the sound combination “top-top-top” loudly, repeat it 3-4 times. - Bears are coming, they stomp more quietly (children repeat the sound combination 3-4 times a little more quietly). - The piglets are walking, they stomp even quieter... -The hedgehogs are walking, they stomp very quietly... -The elephants are walking (children walk in the group, stomp and pronounce the sound combination loudly). The same work is done with other animals. Then the children change roles according to their choice, and the game is repeated.

Didactic game “Cuckoo and the pipe”

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Goal: To develop children’s phonemic hearing and speech attention. Progress: Q: A bird lives in the forest - a cuckoo (show picture). She crows: “Ku-ku, kuk-ku” (children repeat the sound combination 3-4 times). One day the children came to the forest to pick mushrooms. We picked a lot of mushrooms. We got tired, sat down in a clearing to rest and played the pipes: “Doo-doo-doo” (children repeat the sound combination 3-4 times). The teacher divides the children into two groups - cuckoos and pipes. Without a system, he gives different commands 6-7 times (sometimes to cuckoos, sometimes to pipes). Then the children change roles and the game is repeated.

Didactic game “Hit a nail with a hammer.”

Goal: To develop children’s phonemic hearing and speech attention. Progress: B: When the big hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times). Let's hammer a nail with a large hammer... Now let's hammer a small nail with a small hammer... Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Didactic exercise “Let’s blow on a ball”

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Goal: To develop the articulatory apparatus of children.

Procedure: Children take the ball by the string, hold it in front of their mouth and say: “Pf-f-f” (blow on the ball). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Didactic exercise “Breeze”.

Goal: To develop the articulatory apparatus of children.

Procedure: Children take a leaf by a thread, hold it in front of their mouth and say: “Pf-f-f” (blow on an autumn leaf). The exercise is repeated 3 times, then the children rest and repeat the exercise 3 more times.

Didactic exercise “Let’s lick our lips.”

Goal: To develop the articulatory apparatus of children.

Move: Teacher: Let's eat candy (children and teacher imitate eating candy and smack their lips). The candies are delicious, let’s lick our lips (demonstration: run your tongue along the upper lip from edge to edge, then along the lower lip - you should get circular movements).

Didactic game "Geese".

Purpose: to clarify and consolidate the pronunciation of the sound a, to prepare children for composing text descriptions.

Material: painting "Geese"

Procedure: The teacher shows the children a picture, they look at it together. These are geese. Geese are white and gray. The goose has a long neck and red feet. The goose shouts: ha-ha-ha. What kind of neck does a goose have? What paws? How does a goose scream? (Children's answers.) Now we will be geese. We walk, shift from foot to foot. (The teacher shows how geese walk. The children repeat the movements after him.) Cackle: ha-ha-ha. B: Geese, geese! Children: Ga-ga-ga Q: Do you want to eat? Children: Yes, yes, yes Q: Show how geese open their beaks wide. Children: Ga-ga-ga. Q: Do you want to eat? Children: Yes, yes, yes. The geese flapped their wings and flew away. (The game is repeated 3-4 times)

Didactic game “Guess by Voice”

Goal: to clarify and consolidate the correct pronunciation of sounds in isolation and in words; learn to form verbs from onomatopoeic words. Material: basket with toys. Progress: Q: Who came to us? (This (takes out a cockerel, a frog, a duck)… D: Rooster B: And this, children (shows a picture), is a cuckoo. How does a cuckoo crow? Cuckoo, cuckoo! Whose voice is this? Who quacks like that?: quack -quack7 Children: Duck. Q: Who croaks croak?... Q: Who crows: crowing?... Q: How does the cuckoo crow? Q: Now we'll play with you. Here's a cockerel (shows a toy cockerel). How does he sing? ? When the cockerel sings “Cuckoo!”, what does he do? (crows) Q: And this is a cuckoo (shows a picture). How does she voice? (cuckoo) D: When the cuckoo says cuckoo, what does she do? cuckoo ) Q: Show how the cuckoo flies. (Children rise from the carpet and fly.) How does a cuckoo crow? (children crow.) Show how the cockerel flaps its wings. (children show.) How does he shout to the crow? (Children crow) What were you doing just now, like a cockerel? (crowed.) Listen to the words: cuckoo, rooster, duck, frog. The sound u is heard in these words. pull it: oooh. Name words with the sound y: cuckoo, rooster, frog, uuuck. (Says with the children) The toys are left for children to play freely.

Didactic game “Teach the bunny to speak correctly”

Goal: To develop intonation expressiveness.

Q: The bunny brought a wonderful bag with him. It contains different pictures. The bunny will talk. What is written on them? If he says it wrong, you will teach him to say it correctly. Ishka – children correct “bear” Herringbone – squirrel Onik – elephant (After “training” the bunny begins to name all the objects correctly.

Didactic game "Riddles".

Q: Our frog loves to solve riddles. The teacher uses gestures, facial expressions, and sounds to depict the animal, and the children guess the riddle. The teacher offers to read a poem about the guessed animal. (The owner abandoned the bunny... The bear is clumsy...) Next, the children ask riddles.

Goals:

• Clarify the articulation of the sound “O”.
• Learn to pronounce the sound “O” correctly.
• Learn to intonate the sound “O”.
• Develop articulatory, fine and gross motor skills, auditory attention.
• Develop the ability to listen to the speech of a speech therapist, skills of cultural behavior.

Equipment: Olya doll, ring, hoop, picture of a girl pronouncing the sound “O”, tape recorder with a recording of a melody for singing the sound “O”.

Progress of the lesson

Children enter the group and sit in a semicircle.

1. Game “The doll Olya came to visit us.”

— The doll Olya came to us. Look what happened to her? (The Olya doll has a bandage on her cheek.) She has a toothache and groans like this: Oooh.

- We hold our cheeks with our hands and groan together: Oh-oh-oh.

- Now let’s send the doll Olya to the doctor, let him help her.

2. Articulation gymnastics.

- To beautifully pronounce and sing the sound “O”, you need to do gymnastics (5 times each exercise):

• open your mouth wide - close it;
• show a long tongue - remove;
• the tongue runs left and right;
• show teeth;
• tube - stretch your lips forward with tension (teeth closed);
• smile (stretch your lips in a smile);
• inflate and deflate cheeks.

3. Singing the sound “O” in chorus (to melody No. 1)

- Let's sing together. – Hold your cheeks (to form an oval of lips).

- Let's all sing together. They put their hand on the neck.

- Let's all sing together. They put their hand on their chest.

4. Exercise “Ring”.

Show the children the ring. Pay attention to its shape. Then make a ring on your lips.

5. Outdoor game “Baba sowed peas.”

6. Finger gymnastics.

- Make a ring with your left hand. (Connect the thumb and index fingers of your right hand and make a ring. Pronounce the sound “O” briefly.)

- Now with your left hand.

- With both hands.

7. Summary of the lesson.

- Look, the Olya doll has returned from the doctor and her cheek is no longer tied, which means she has recovered! And I brought you souvenirs!

Literature.

1. Fomicheva M.F. Raising children's correct sound pronunciation: Workshop on speech therapy; Textbook manual for students of pedagogy. school for special 0308 “Preschool education”. - M.: Education, 1989,
2. Working with non-speaking children using the method of Novikova-Ivantsova T.N. /melody No. 1

Tasks:

• Educational. Introduce students to the vowel sound [o] and the letter O. To consolidate the characteristics of this sound (articulatory and acoustic properties).
• Developmental. Develop phonemic processes: phonemic perception, phonemic analysis and synthesis, representations based on phonemic perception.
• Develop speech and auditory memory, attention, logical thinking.

Progress of the lesson

I. Organizational moment.

We stood up and straightened up. The children will sit down and tell me a word-object whose name contains the vowel sound [a].

II. State the topic and purpose of the lesson.

Name the same sound in the words: cat, house, dream. Sound [o]. Today in class we will get acquainted with the sound [o] and the letter O. A postcard flew to us, but on the way it scattered into 5 parts. We have to collect it. For each part you need to complete a task. First, let's do articulation gymnastics.

III. Articulation gymnastics. (Various articulation exercises can be used)

• "Painter". Open your mouth. Use the tip of your tongue to move along the hard palate, moving from the upper front incisors to the soft palate.
• "Horse". Suck your tongue to the hard palate and click your tongue. Try to pull the hyoid ligament.
• "Fungus". Open your mouth. Suck your tongue to the hard palate and, without lifting your tongue, pull the lower jaw down.

IV. Main part.

Exercise 1

Characteristics of sound [o]. This is a vowel sound because it can be sung, pronounced in a drawn-out manner. There is no obstruction in the mouth. Let's look at the modules and select the sound module [o].

The first task has been completed, you can receive the first part of the postcard. Task 2

Reading a poem. Find and remember words with the sound [o].

The wolves went hunting, by the way, they say. Wolves eat berries.

Children take turns naming words that contain the sound [o].

The second task has been completed, you can receive the second part of the postcard.

Task 3

Find pictures whose names contain the sound [o].

Cat, mole, elephant, house, cake, hare, beetle, cheese, snail, doll. Take one picture each.

Draw a diagram for your picture and note the sound [o].

You have completed this task, you can receive the next part of the postcard.

Task 4. Rebus

Highlight the first sound in the names of each picture. By connecting all the first sounds, you will find out what children love.

JUICE

You have completed the fourth task, you can receive the next part of the postcard.

V. Physical exercise. Let's stretch our fingers.

They came to visit the thumb (show thumb) right to the house, (make a house out of palms) index and middle, (show index finger) ring and last. (show ring and little fingers) The little fingers themselves knocked on the threshold. Together they are friends, they cannot live without each other.

VI. Independent work of children (in a notebook).

Write the letter O o.

You have completed the fifth task, you can receive the last part of the postcard.

VII. Bottom line .

• What did we study?
• What words came to visit?
• What new did you learn?