Lesson 3. Sound culture of speech. Preparing for literacy
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Target. Improve children's auditory attention and perception. Learn to determine the number and order of words in a sentence.
Progress of the lesson
The teacher asks the children what kind of objects are in front of them and why they are needed in a lesson on speech development (cards from math sets, small objects, sheets of paper, pencils).
The teacher monitors the correct use of complex sentences by children.
Then he invites the children to clap their hands if they hear the sound ts
:
heron, crane, scratched, wounded, blossomed, withered, singer, dancer, ballerina, kiss
.[5]
The teacher takes note of children who make mistakes or respond to a word late, focusing on the response of their peers. Additional work needs to be done with these preschoolers later. But this can also be done in class, inviting only these children to complete a new task (explaining the reason): princess, too much, stubborn, girl, but written, beauty
.
The teacher asks the children to listen very carefully to the lines from G. Lagdzyn’s poem “Tell”, to count the words in the text with the growling sound p
and show a card with the appropriate number of geometric shapes (circles, triangles). The teacher reminds the children that they need to work independently.
Where are you going, magpie? Tell! Show us the way to the dense forest!
The teacher asks the children a riddle:
The golden apple rolls across the sky, smiling in the morning. And smiles are rays, very hot. (Sun)
The teacher asks preschoolers to determine how many words with the sound h are in the text of the riddle .
Then he reads the riddle again, pronouncing the words slowly and clearly, and the children count the words with the sound
h
.
The teacher asks the children to draw grids of three cell windows and determine the location of the sound h
in words:
cup, eyeglass case, hoop
.
Children, using chips or small objects, mark the position of the sound h
in words. (After completing each task, the child removes the chip(s).)
"The word cup
starts at
cha-
,” the teacher continues the lesson.
– How many sounds do you hear? Name these two sounds. Two sounds are already a syllable, that is, part of a word. Try to remember words that begin with the syllable cha-.
(Tea, kettle, watch, cups.) There are quite a lot of such words.”
The teacher opens the dictionary and reads words starting with the syllable cha-,
for example:
seagull, sorcerer, czardash, cha-cha-cha, ditty, palisade
. Interested in what czardash, cha-cha-cha, palisade is?
Then the teacher asks the children what a sentence is. (These are several words connected to each other.)
“The wonderful Russian poet Alexei Pleshcheev has a poem “Granddaughter”. It begins like this: “Grandma, you were little too...” Can you count the words in this sentence? Does it have four or five words? Let's count. Grandmother
- one,
you
- two... Now say the words in strict sequence one after another.”
The teacher points to the child. He says the word, and all the children say his number.
Child. Grandmother.
Children. Once. (One.)
Child. You.
Children. Two.
And so on.
If someone was in a hurry and missed a word, everything starts all over again.
The teacher tells the children that in books there is a period at the end of the sentence: “When you look at the books, pay attention to the periods. You will see that there are long and very long sentences, and there are short and very short sentences. If you find something interesting, share your observations with me.”
At the end of the lesson, the teacher asks the children what they learned today. (We learned to hear words, explain their meaning, and prepared for school.)
If you have time, you can read A. Pleshcheev’s poem “Granddaughter” to the children (this poem can also be read during a walk or before going for a walk).
Grandma, were you little too? And loved to run, and picked flowers? And you played with dolls, grandma, right? What hair color did you have then? So, I will also be a Grandmother, - Isn’t it possible to remain Little? I love my grandmother – my mother’s mother – very much. She has a lot of wrinkles, And there is a gray strand on her forehead, You just want to touch her, And then kiss her. Maybe I too will be old and gray-haired, I will have grandchildren, And then, putting on glasses, I will tie gloves for one, and shoes for the other.
Lesson 4. Russian folk tales
Target. Find out whether children know Russian folk tales.
Progress of the lesson
The teacher reminds the children that in previous groups every year they were introduced to Russian folk tales: “There is so much wisdom in fairy tales! They teach you to be strong, kind, generous, to help those who are in trouble, even if it’s just some little frog. Fairy tales teach, sparing no effort, to fight for a just cause and win. What Russian folk tales do you remember?”
Children often call the author's fairy tales. Then the teacher explains that folk tales do not have an author: “These tales appeared a very, very long time ago, and they were not read, but told to children, often adding something new to them. And the same fairy tale became either short or long.
But you and I read fairy tales in adaptation. The editors make ancient fairy tales understandable to modern children. And now I will definitely tell you the handlers. So, let's remember the names of Russian folk tales."
The teacher listens to the children's answers and reminds them of the names of the program fairy tales that they did not remember. Then he says that he wants to check whether the children remember the content of fairy tales. The teacher reads the passages and asks the children to determine which fairy tales they are from.
- People gathered, went to the river, threw silk nets and pulled out... (Alyonushka.)
(“Sister Alyonushka and brother Ivanushka”, based on A.N. Tolstoy.)
“And she knows how to do everything, everything goes well with her, and what she doesn’t know how to do, she gets used to it, and once she gets used to it, she also gets along with things.” The father looks at his youngest daughter and rejoices. (“Finist – Clear Falcon”, designed by A. Platonov.)
“She took clean sieves, small sieves, sifted the wheat flour, kneaded the white dough, baked a loaf - loose and soft, decorated the loaf with various intricate patterns: on the sides there were cities with palaces, gardens and towers, flying birds on top, prowling animals on the bottom. (“The Frog Princess”, designed by M. Bulatov.)
“You know that there are fairy tales, there are stories, there are poems,” the teacher continues the conversation. – How to define a fairy tale? That's right, there are many miracles in fairy tales. Animals, fish, birds behave like people, talk like people. And in fairy tales there is a recurring magic number three: three royal (merchant) sons, three daughters-in-law, three tasks that must be completed...
And what amazing, bright drawings there are for fairy tales! See for yourself. I have brought you several well illustrated books. Please us with your observations."
Lesson 5. Here's the story!
Target. Continue to teach children to write stories from personal experience.
Preliminary work. The teacher tells the children an amazing story: “One day the neighbors went on vacation and entrusted us with taking care of their cat. Those who knew us well came to visit us and begged for food. And now we started feeding him. During the day, the cat ran all over the property, chasing neighbors’ cats and cats to his bowl, she was standing on the street, he didn’t allow them.
Once we saw our cat walking along the path from the gate, and a small hedgehog mincing next to him. And the cat is clearly leading the hedgehog to his bowl. The hedgehog began to eat porridge with milk, and the cat sat down next to him and looked at him.
The hedgehog ate the cat food and stomped back along the path. And the cat, with a sense of accomplishment, stretched out on the porch, looking at us. And we have the same thought: “How did they understand each other?”
“This is my story,” the teacher continues the conversation. – And tomorrow you will tell the stories that you witnessed. Consult with your parents what and how best to talk about in order to please your comrades and me. This is your homework."
Progress of the lesson
The teacher asks whether the children have completed their homework.
Then he listens to the story of the first child. Notes a good start or, conversely, says that the story would benefit if it started something like this (offers options).
The teacher listens to several more stories, noting stories that are logical and figurative.
At the end of the lesson, the teacher promises to listen to the rest of the stories during the walk and in the evening. “And if the story is very interesting, you will all certainly hear it,” says the teacher.
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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:
- Strengthen the skills to correctly pronounce and distinguish the sound [th].
- 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.
- Develop memory, attention, thinking, phonemic hearing.
Material:
- Pictures: parrot, beehive, cod, T-shirt, watering can, bunny, iodine, Dunno.
- Mirrors for each child.
Progress of the lesson.
- Message to the target.
- 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).
- 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.
- 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]?
- What sound is this? (consonant, voiced, soft). Prove why the sound Y is a consonant, why this sound is voiced.
- 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:
- Strengthen the skills to correctly pronounce and distinguish the sound [l].
- 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.
- Develop attention, thinking, memory, phonemic hearing.
Material:
- Pictures for exercises.
- Mirrors for each child.
- 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.
- What sound did we learn to pronounce correctly?
- What have you learned about the sound [l]?
- 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:
- Reinforce the correct pronunciation of the sound z in isolation, in syllable words, in a phrase.
- 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.
- Develop attention, phonemic hearing, memory, thinking.
Material:
- Mirrors for each child.
- Pictures: toad, jacket, jasmine, pajamas, hedgehogs, bear cub, beetle, blackberry, rain, acorn, skis, knives, clothes.
- Pictures for exercises.
Progress of the lesson:
- Message to the target.
- 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.
- 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:
- Reinforce the correct pronunciation of the sound [h]
- isolated, in syllables, in words, in a phrase.
- 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:
- Mirrors for each child.
- Dolls Tonechka, Valechka, Anechka, Lenochka, Lidochka.
- 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:
- Consolidating the correct pronunciation of a sound in isolation, in syllables, words, in a phrase.
- 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.
- Develop attention, thinking, phonemic hearing.
Material:
- Mirrors for each child.
- Pictures: sorrel, cheeks, shield, bream, box, vegetables, puppy, bream, things, cloak, pike.
- 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:
- Strengthen the skills to correctly pronounce and distinguish the sound r.
- 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.
- Develop memory, attention, thinking, phonemic hearing.
Material:
- Mirrors for each child.
- 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.
- What sound did we learn to pronounce correctly today?
- What did you learn about the sound [r]?
- Name words with the sound [r] at the beginning, in the middle, at the end of words.
The relevance of work on the sound culture of speech in the preparatory group
The demand for this topic is due to the importance of determining the basis for improving the culture of sound speech in preschool children. The reform of the educational program is also aimed at developing correct and clear speech in children.
Working on pronunciation
The emphasis is on the development of competent and harmonious speech components. Before learning to read, a child must master spoken language, learn to remember the correct phrases, and develop memory.
Preparing to Learn to Read
Stages:
- The first step is to teach children sounds, without going into exact formulations. Students must correctly pronounce sounds and find them in words, identify sounds both at the beginning/end of a word and in the middle.
- Introduce the concepts of “sound” and “words”. Reinforce with several practical exercises.
- It's easy to name words with a given sound.
- Give the concept of “offer”. Learn to break a word into syllables.
- Explain the difference between vowels and consonants.
- Divide sounds into voiced, voiceless, hard and soft.
- Description of the pictures. Compose short stories based on image data.
- Invite relatives to work together. Reading at home helps reinforce the skill.
- To get acquainted, create a stand for parents.
This approach allows you to prepare the child’s perception before conducting an open lesson in a preparatory group on speech development.
The child is developing speech
Preparation for sound analysis of words
It should be noted that problems with oral speech are closely related to written ones. Such children will have problems with writing texts in the future. Most often when working on an essay.
Important! It is worth adding the maximum number of synonyms to your child’s arsenal before learning to write. This will make his time at school much easier.
The sound culture of speech in the preparatory group takes place in the form of a game. With this presentation of material, children are ready to willingly complete tasks. Even the most active ones can be occupied and get good results (poems, fairy tales, tongue twisters). During the lessons, the teacher determines the individual characteristics of each student and focuses on overcoming the difficulties of phonetics.
Speech development of children 4-5 years old in the middle group of kindergarten by topic
The teacher must individually evaluate each student and determine ways to correct these defects. There are a great variety of modern techniques. For each case, you can choose a solution.
Preparing for school: general requirements
When transferred to school, the child must be able to read, count and speak correctly.
But that's not all, you should:
- Divide the word into syllables. Distinguish between vowels and consonants.
- Express yourself using the correct form of the word. It's easy to change a noun to an adjective, etc.
- Use simple and complex sentences.
- Describe the pictures in detail.
- Be able to retell the text.
- Write a story yourself.
- Master the pronunciation of all phonetic groups.
- Be able to distinguish and hear all sounds.
- Conduct sound-letter analysis.
Child composes a story
The first task is to divide the word into sounds. This is the first step in learning letters. In combination with didactic material, this makes it easier to understand. You can use pictures, like the alphabet, with simple and short words to start with.
For example, a picture of spring is suitable for several words. They name the word, divide it into syllables, and then into sounds.
The program has proven itself well. This is a hybrid of old domestic methods, originally from the Soviet Union, and new trends in the educational system. The teacher is faced with the task of teaching children clear and concise speech, with good diction.
Many come with all sorts of pronunciation problems. The modern system of communication in everyday life, unfortunately, does not promote correct speech. Children simply do not have enough positive examples at home.
Note! It is fashionable to talk incorrectly on TV - stylistically illiterate advertising, primitive and aggressively ubiquitous. All these factors influence children's attitudes towards language. The carriers of this cacophony are adults, often idols, who express thoughts in this way. This is a great reason to say the same. As a result, the percentage of children suffering from speech defects in preschool institutions, according to statistics, is 15%-20%.
Pupils often suffer from primitive vocabulary. They cannot coherently retell a cartoon or fairy tale that they have just listened to. Do not use adjectives, participles, or adverbs when speaking. First of all, it is necessary to address the vocabulary of such children. Convey to them the importance of developing rich speech, explain the benefits.
How to give speech therapy massage to a child at home
Important! Don't put all the work on the teacher. Involve parents, with whose support the material will be absorbed much better.
