Synopsis of a frontal lesson on speech development. Topic: sound. Summary of a lesson on speech development “Sounds “L” and “L” Lesson on speech development sound

Subject: Sound [b - b"] and letter B

teacher: Khakimova Natalya Mikhailovna,

MBDOU of the city of Tulun "Child Development Center - Kindergarten "Harmony"

Program content: clarify the articulation of sounds [b - b"]; distinguish between hard and soft sounds; teach sound-syllabic analysis of words using the example of the word bun; teach how to print words and sentences with the letter b; teach how to select homogeneous definitions.

Material

Demonstration: subject pictures: squirrel, drum, card with the letter B, presentation “Letter B”, visual material for games, Tom, Tim.

Handout: individual mirrors, notebooks, green, blue, red chips, pencils, cut alphabet.

Educational field "Health"

Checking compliance with seating rules at the table, posture,

Conducting physical exercises.

Progress of the lesson:

I. Organizing time

Let's create a good, friendly mood. Smile at each other and sit down.

On the spot!

On the spot!

II.Repetition of the covered material (“Communication”, “Music”)

Listen to the music and guess the fairy-tale hero (fragment from the cartoon “The Adventures of Pinocchio”

His father is a strange boy,
Unusual - wooden.
The father still loves his son.
On land and under water
Looking for a golden key.
And what is it called? (Pinocchio)

He sticks his long nose everywhere,
It’s just that he’s off to school, friends,
I couldn't get in.
And I have the alphabet, but that’s the problem,
I don’t know what to do with her!

Guys, let's help Pinocchio figure out this book.

Let's see what kind of alphabet this is, it's not easy.

What beautiful pictures there are.

Vowel repetition.

- Name the letters. What do we call these sounds? Vowel sounds. Name the first sound again, the last one.

Game "Silent Sounds"

Pinocchio heard that you know how to play the game “Silent Sounds”. Let's teach him how to play this game too. Danil will show the sounds, and you must be careful. (The child shows the articulation of vowel sounds, and the children pronounce them out loud in chorus)

Identification of hard and soft consonants in words.

Let's look at the next page.

Guys, let's tell you what we mean by these circles.

Showing a red circle.

Children: The red circle is lit, which means the path in the mouth is open.
There is no obstacle on the way - name the vowel sound.

- Guys, let's check it out. Do you remember the vowel sounds? Name them.

Show blue circle.

Children: The blue semaphore is on, which means the path in the mouth is closed.
There is an obstacle on the way - call it a solid consonant.

Name the words so that they begin with a hard sound [m, n].

- What do we mean by the green circle?

Children: The green semaphore is on, which means the path in the mouth is closed.
There is an obstacle on the way - a tongue like a mountainside.
Call a soft consonant.

Now name the words in the name of which the first sound is a soft consonant [m", n"].

- III. Introducing Sound

Guessing riddles. Posting pictures.

Pinocchio wants to tell you riddles.

It beats the shot and helps you walk. (Drum)

I jump back and forth through the trees deftly.

My pantry is never empty. (Squirrel)

Tell me, what sounds are found in the names of these pictures? That’s right – sounds [b], [b’]. Today in class we will get acquainted with the sounds [b], [b’] and introduce Pinocchio to them. Working with mirrors Determining sound characteristics [B].

The sound [b] is pronounced with an obstacle (the lips interfere with it), which means it is a consonant sound, voiced, and can be hard or soft. Kolya, tell Pinocchio about the sound [B]. (Children independently characterize the sound)

IV. Determination of hardness and softness of sounds

Game "Who is attentive"

One, two, three, four, five - we will play again. When I say a hard consonant sound [b], Tom’s friends will stand up, and when I say a soft consonant sound [b’], Tim’s friends will stand up. Pinocchio will see who is the most attentive of you. B, B’, B’, B, B, BYA, BA, BY, BI, AB, BE, bun, squirrel, banana, bolt, bandage)

V. Fizminutka

A fragment of the cartoon “The Adventure of Pinocchio” sounds

Dance “Pinocchio” (children repeat the movements after the teacher)

VI. Drawing up a sound diagram of syllables

Now let’s show Pinocchio how we can compose sound patterns of syllables. Lay out the syllable AB from the colored chips. What's the first sound? What color should we place the chip? What's the second sound? Why did you put in a red chip? How many sounds are there in the syllable AB (Similar work is done with the syllable BI)

Let's train our tongue - let's speak pure sayings/

Ba-ba-ba - balalaika, play it!
Bya-bya-bya - we will amuse you!
Boo-boo-boo - a raven sits on an oak tree,
Be-be-be - he plays the trumpet!
Bya-bya-bya- - the trumpets are blowing,
Boo-boo-boo - they wake up the guys!
Boo-boo-boo - the tambourines are droning,
Byu-byu-byu - the saucers are ringing!

VII. Introducing the letter B

What do we hear and say? (sounds). What do we see, read, write? (letters). Let's all repeat the rule together: I hear a sound, I pronounce it, I see a letter, I read it, I write it. The sounds [B[, [B’] are indicated in writing by the letter B. What does the letter B look like? What elements does the letter B consist of?

Showing the comic letter B.

Show a video and presentation about the letter B.

VIII. Exercises in reading syllables with the letter “B”

The letter B has become friends with vowels. Let's see what came out of this and read the syllables all together.

Guys, if we combine the syllables and letters we know, we will get a tasty word.

Game "Flying words"

Familiar words are written on the card that fly by in front of them, children must read the familiar words. (Ni-na, ma-ma, An-na, ba-na-n)

IX.Work in notebooks

Shade the letter B.

X. Bottom line

What sounds did we meet today? What letter are they denoted by?

What was interesting? What was hard?

MBOU DOD "DYUTS PRIOBSKY"

Abstract

speech development classes

Topic: Sound "U". Letter U

Completed by a teacher

additional education Kozhukhovskaya S.V.

Biysk

Teacher Kozhukhovskaya Svetlana Vasilievna.

Age of students 5 years

Lesson topic : “The sound “U”. Letter U

Target: create conditions for improving the articulation and pronunciation of the vowel sound “u”, its differentiation,the ability to determine the position of a sound in a word.

Tasks:

educational :

1) familiarization with the sounds “u”;

2) learn to highlight the sound “u” at the beginning of a word, in the middle and at the end.

3) practice the isolated pronunciation of “u” sounds, as well as in combination with other sounds and in words;

4) Exercise in the ability to do sound analysis of a word, practice reading.

developing:

1) promote the development of the articulatory apparatus, phonemic

hearing (the ability to recognize the sound “u” and differentiate it).

2) promote the development of fine motor skills;

3) promote the development of memory, attention, thinking.

Educational:

1) cultivate a kind attitude towards others; interest in the subject

2) cultivate a caring attitude towards teaching aids.

3) cultivate the ability to listen to others.

Socializing:

Ensuring psychological comfort in class

Type of lesson: educational (study and primary consolidation of new knowledge).

Form of conduct : class.

Teaching methods:

Lesson equipment: Didactic:image of Leopold the cat, fishing rod, float, 3 buckets, silhouettes of fish with pasted pictures for d/i.

Handout: flannelgraphs, beans, red chips, letters A and U.

1. Organizing time.

Target: motivate children to participate in activities.

Tasks: 1) update children’s knowledge about fishing;

2) promote the development of the articulatory apparatus.

Methods: verbal, visual, practical.

Children's activities

Activities of a teacher

Note

Yes.

Fishermen, fishermen.

Fishermen.

Fishing rod, float, bucket.

Without a fishing rod.

- Guys, our good friend cat Leopold is visiting us. Today he goes fishing and invites you with him. Do you agree?

What are the people who go fishing called?

So, who will we be today?

First of all, we need to select those items that are necessary for fishing. What will you take?

Without what item can you catch a fish?

Listen to me say this word. What sound do you hear at the beginning of a word?

What sound will we be familiar with today?

Note 1

I show pictures.

I say the word fishing rod.

2.Learning new material.

Goal: familiarization with the sound “u”, the letter “u”.

Objectives: 1) to promote the development of phonemic hearing and articulatory apparatus.

promote the development of voluntary attention and memory.

Children's activities

Activities of a teacher

Note

Children turn to each other and pronounce the sound (U)

They stretch into a tube.

There is no barrier.

Vowel.

Red.

Because we denote vowel sounds in red.

We hear and pronounce the sound, but we write and see the letter.

They stop.

They stretch and turn their heads.

They walk in place at a marching pace.

They sit on the chairs.

Now stand in pairs, turn to each other and say the sound (U)

What's happening to your lips?

How does the air come out?

So what sound is this?

And here is the owner of the sound - Zvukovichok. What colour is he?

Why?

The sound is designated by the letter (U). What is the difference between a sound and a letter?

Now it's time to hit the road.

We walk together, cheerfully,

Together we go to the river,

We are not in a hurry, we are not lagging behind.

It's time for us to take a break

We stretched and sighed,

Turned my head

And all the fatigue is gone.

We're walking through the forest again,

And everything around is so interesting.

It's time to rest, my friend,

We'll sit down on a tree stump.

I show Zvukovichok.

Physical education minute.

I read poems and show movements.

3. Practical work.

Goal: to consolidate the ability to distinguish the sound “u” by ear, to exercise the ability to find the location of the sound in a word.

Objectives: 1) promote the development of phonemic hearing and articulatory apparatus;

2) promote the development of voluntary memory and attention.

3) promote the development of fine motor skills;

Methods: verbal, visual, practical.

Children's activities

Activities of a teacher

Note

When children hear the sound [u], they clap their hands.

Children go out one at a time, take a fish, show it to the children and say where the sound (U) is, at the beginning, middle or end of the word. Place in the correct bucket.

Lay out the letter U from beans on a flannelgraph.

So we came to the river.

Guys, Leopold the cat wants to see how attentive you are. Now we will play the game “Attentive Ears”.

I willname the sounds, and when you hear the sound [u], clap your hands.

Well done!

Today we will catch unusual fish. Each fish has a picture on it. You need to determine whether the name of the object has the sound [y], where it is located: at the beginning, at the end or in the middle of the word. We will put all the fish in buckets.

- In the first - if the sound is at the beginning of the word, in the second - if in the middle of the word, in the third - if at the end of the word.

Guys, on your tables there are trays containing beans. Now we will lay out the letter (U) from beans on a flannelgraph for Leopold the cat.

Well done, you tried very hard, you got a beautiful letter U. Leopold the cat really likes it.

Game "Attentive Ears".

I name the sounds: (A), (O), (I), (U), (O), (U), (I), (A), (U).

Appendix 2.

I put three buckets and lay out fish cards with pictures on the table.

I help children who are struggling.

4. Consolidation of educational material.

Goal: to create conditions for consolidating the acquired knowledge.

Objectives: 1) to promote the consolidation of the ability to distinguish sounds by ear;

2) exercise the ability to do sound analysis of a word, practice reading.

Methods: verbal, visual, practical.

Children's activities

Activities of a teacher

Note

AU.

A.

Vowel.

Because we can sing it.

Red.

Children place a red chip in front of them.

U.

Vowel.

Place the second red chip.

Two.

Place the letters under the chips: (A), (U).

AU.

- Leopold loves to travel. One day he got lost and started calling for help.

What do they say if someone gets lost in the forest?

Listen to this word again.

What is the first sound in this word?

What sound is this?

Why?

What color should we use to represent the sound [a].

Place a red chip in front of you.

- What's the second sound?

What sound is this?

Place the second chip.

How many sounds are there in this word?

- - Every sound has a faithful friend - a letter. Place the required letter under each chip.

Now read what word we made up.

Well done! Now Leopold the cat will definitely be found.

I pronounce the word AU

Appendix 3.

5.Result of the lesson.

Goal: To restore in the children’s memory what they did in class.

Tasks: 1) create a situation of success.

2) promote the development of voluntary memory.

Methods: verbal.

Children's activities

Activities of a teacher

Note

With sound (U).

Vowel.

Because you can sing it.

Red.

What sound did we meet today?

What sound is this?

Why do you think so?

What color do we use to indicate vowel sounds?

Appendix No. 3

Synopsis of a frontal lesson on speech development.

Subject: sound [F].

Target: introduce children to the sound [Zh].

Tasks:

1. Educational:

· clarify the articulation of sound [F]

describe the sound

· introduction to the letter Z (printed version)

· develop grammatical skills: learn to coordinate an adjective with a noun, form words with the sound [F]

· making sentences based on the key word

· practicing the skill of sound-letter analysis (finding the sound [F] in a word).

· activate and expand children's vocabulary.

2. Correctional and developmental:

· development of phonemic hearing

· development of auditory and visual attention

development of short-term and visual memory

· development and correction of visual and auditory perception.

· speech correction.

3. Educational:

· fostering a culture of behavior in the classroom

· fostering a sense of mutual assistance and responsibility when performing tasks.

Equipment:

· pictures (hedgehog, snowflake, giraffe, beetle, blackberry, gooseberry, bear cub, artist, acorns, scissors, knives, ladybug)

· typesetting cloth

· task cards

· cardboard flower with multi-colored petals

bee masks

· card with the letter J.

Progress of the lesson

Lesson stage

Timing

Organizational

Children stand in a circle.

Game “Choose the word correctly” (with a ball). I throw the ball to the child

when calling an adjective, the child must choose

noun, throws the ball back.

Instructions: you must choose the appropriate meaning for my word.

For example: blue... (house).

Words: yellow, yellow, yellow, leather, red, red.

Game "Remember and name." Children pass the ball to each other, calling

a given sound (vowel or consonant).

Game "Chamomile".

There is a flower with multi-colored petals on the floor, on the back

side of the petals pictures: blackberries, gooseberries, little bear,

artist, acorns, scissors, knives, ladybug. Children by

queues take one petal at a time, name its color, and what

depicted. They take their seats.

Instructions: remember what is shown in your picture and the color of the petal.

Introduction to the topic of the lesson.

Guys, each name your own picture. What do you think

What do the names of these pictures have in common? (the names of the pictures have sound

[and]). The topic of our lesson is “Sound [F]”.

Learning new material.

Guys, when I was going to kindergarten, the postman

handed me a letter, but this letter is unusual, a letter is missing in it and I could not read it. Let's do this together. (as you read, insert the missing letter).

"Hello children! My name is...uk...ora. I...willow in the forest. U

I have many friends. I'm Dru..u with e..ik, ...iraf, with little

bear..oncom. In winter we like to ski... ah.”

Guys, what sound is missing? ([F]).listen again

I will read this letter. Name the words in which the [Zh] sound is missing. Let's pronounce this sound in a chain.

Who can tell me what sound this is, a vowel or a consonant?

(consonant).. Why? (it cannot be sung, the air stream meets

barrier). Well done!!! What kind of person is he - voiced or deaf?

(voiced). Bring your hand to the neck and pronounce the sound [Zh].

Feel the vibration. Now cover your ears with your palms, do you hear this sound? So he's like... (vocal). Guys, what do you think, is this sound hard or soft? (I pronounce the sound [Zh] exaggerated). Remember, the sound [Zh] is always hard.

Where is our tongue when we pronounce this sound? (above). And the lips are slightly pushed forward and rounded. [F] [F] [F].

Guys, the sound [O] came to visit the sound [Zh] and the syllable JO turned out. [F] - [A]; [AND] - ; [F] - [U]. (I ask each child) Look who it is? (bee) And when a bee flies, what sound does it make? (J-J-J). So, what is she doing? (buzzing).

Physical education.

Game "Bees in the Web".

Some of the children represent bees (they have bee masks on their heads), the other part represent a web. Children who represent a web stand in a circle and join hands. Bees fly in the web and buzz. At the teacher's signal. The children lower their hands, and the bees that remained in the circle sit down in their places.

The game is repeated 3-4 times.

Fixing the material.

Guys, the Zhora beetle sent us more riddles. Let's guess them. But these riddles are not simple, if the answer contains the sound [F], then we pronounce the answer loudly, if there is no sound [F], we pronounce the answer quietly. So, listen carefully to the riddles. ..

The creeper crawls, carrying needles.

A duvet fell to the ground

Summer has come - the blanket has all come off.

Stars fall from the sky and fall on the fields, Let the black earth hide under them, Many, many stars, thin as glass, The stars are cold, but the earth is warm.

(snowflakes)

Who is cold in winter

Is there an angry, hungry wandering around the forest?

He's tall and spotted

With a long, long neck, And he feeds on leaves, leaves of trees.

(I put pictures with a answer that contains the sound [Zh] on the typesetting canvas).

Well done boys!!!

Let's once again name the answers that contain the sound [F].

Who can tell me what sound [F] is? (consonant, hard, voiced)

Introducing the letter Z

Look, it's the letter Z.

This letter is wide

And it looks like a beetle.

And at the same time like a beetle

Makes a buzzing sound:

What sound does the letter Z make?

The children have cards with different letters on their tables.

Assignment: circle all the letters Z.

Summary of the lesson.

Guys, remember the color of your petal and the picture on it. Find your petal, name the picture and come up with a sentence with that word.

Well done boys!!!

So, what sound came to visit us today? (AND).

What is he like? (consonant, hard, voiced)

Well done!!!

Voronkova Irina Dmitrievna

Goal: To teach the child to select sounds (s - s) in isolation, in syllables, in words, in sentences by ear and use them correctly.

Tasks:

Strengthen the correct execution of articulatory exercises;

Reinforces the correct pronunciation of sounds s – s;

Develop phonemic awareness, memory, thinking, soft motor skills;

Exercise children in determining the place of sound in a word (beginning, middle, end);

Teach correctly, indicate the softness and hardness of a consonant with the appropriate color (blue and green trailers);

Practice composing sentences with the sounds s and s;

Practice intonation expressiveness of speech in tongue twisters, in pure tongue twisters;

Fix the visual image of the letter “c”.

Material: pictures with sounds s and s", boy Sasha and girl Simona, sun, bird hats for sounds s and s", blue and green vase, flowers for sounds s and s", blue and green trailers, 3 pieces each, syllables, colored threads and flannelgraph.

IN.: Guys, in order for the language to work well, in class we will do gymnastics for the tongue.

1. “Delicious jam”: imagine that you are eating jam and have stained your lips. You have to lick them carefully. Smile, open your mouth, don’t close your mouth, “lick” the jam from your upper lip. Try not to support your tongue with your lower lip.

2. Swing: Let's swing your tongue on a swing: smile, open your mouth, on the count of “one” lower the tip of your tongue behind your lower teeth, on the count of “two” - lift your tongue behind your upper teeth. Repeat five to six times.

3. “Watch”: Let’s show how the watch works: smile, open your mouth, alternately reach to the left corner of your mouth, then to the right. Repeat five to ten times.

4. “Pancakes”: Let’s show you what kind of pancakes there are. Smile, open your mouth, place your wide tongue on your lower lip and hold it motionless for an adult count of five to ten.

Finger gymnastics:

1. The fingers carried a lot of luggage.

And, of course, we were tired.

Let's massage your fingers

To rest quickly.

(children rub all their fingers several times in a row).

2. We will put our hands together,

It's like they were blinded with dough.

We begin to lower

Just don't unclench!

(Children put their hands together, fingers pointing up, elbows pointing in different directions.)

Breathing exercises.

1. “Pumps”: The large pump works with inhalation and exhalation “C”, the small pump inhales and exhales “C”. Repeat often.

IN.: I will read a poem to you, and you listen carefully.

The sun is getting warmer and warmer,

It starts dripping.

Snow flows from the fields in streams,

Did you guess the time? /Spring/

What kind of mood do you guys have in the spring?

Children: Joyful, cheerful, sad, sad, gloomy, angry......

IN.: The spring sun rolled out in the sky and melted the snow in the clearing and beautiful flowers bloomed. Sasha and Simone picked flowers and brought them to the group, but they couldn’t arrange them in vases. Let's help them distribute the flowers correctly. We will put those flowers in a blue vase if the name of the flower contains a hard “C”, and in a green vase if we hear a soft “Сь”.

Children: Narcissus - put in a blue vase, lilac - green, gladiolus, aster, iris, etc.

IN.: Look at the smell of spring flowers, who came to us?

Children: Wasp.

IN.: She brought us an interesting game of pure language. Do you want to play?

SA - SA-SA, flew to us, Who? /Wasp/

Repeat children again clearly.

CO - CO - CO, what's wrong with the car? /Wheel/

SY - SY - SY, catfish...? /Mustache/

ISKA – ISKA, on the table…..? /A bowl/

AC – AC – AC, did you buy…..? /Kvass/

IN.: The boys Sasha and Simone love to play with trailers. Sasha’s trailer is blue and has three windows, if you hear the sound “C” at the beginning, then there is 1 window, if in the middle, then there is a 2nd window, if at the end, then there is a 3rd window. And Simone has a green trailer (the same actions, only with the sound “Сь”).

Physical education minute “Birds”

Birds fly, flapping their wings,

They bent over the water and shook their heads.

They know how to hold themselves proudly and boldly

Quietly, silently they sit on the ground.

IN.: Guys, birds flew to us to bask in the warm rays of the sun, they are unusual, but talking.

Children: I am a swallow in my name there is a hard consonant sound “S” /The artist has a mask, the soldier has a helmet/.

I am an owl in my name there is a hard sound “S” / Sanya’s dad is an artist, he is a soloist in the play /.

I am a tit, my name has a soft consonant “Сь” /Spring has come, the pine tree has grown/.

/The car mechanic brought a pump for the dump truck; A sprout appeared - a leaf blossomed; Table with scales, sun from the heavens of amii; Fox with a rolling pin. Sveta with a skipping rope; Sanya has a dog, and the dog has a nose; There is a vacuum cleaner next to the carpet, a pump next to the wheel; There is sauerkraut in the bowl, but the empty pan is empty./

Game "What's with what?"

Garden with plums and apricots;

An airplane with wheels and a tail;

Scales with butter and cheese;

Soup with beans and garlic;

Sandbox with sand and a dustpan;

Bag with cabbage and radishes;

Sunflower with leaves and petals;

Dining room with tables and chairs;

Bridge with a bus and a trolleybus;

Tray with glasses and bowls;

Bowl with cabbage and beets;

Puff pastry with butter and sugar;

Glasses with currants and lingonberries;

Bench with pussy and dog;

Forest with bushes and pine trees;

Tablecloth with stripes and patterns;

Chair with back and seat;

Kvass with sugar and breadcrumbs.

Game “Make a sentence based on pictures.”

For example:

Sasha and Vanya collect plums, apricots, and currants in the garden.

High school students plant beets, radishes, and garlic.

The fox and the owl quarreled.

There's crucian carp in the net.

The snowman is made of snow.

Reading the syllables SI, SYU, SY, SE, SIO, SO, SA, SU, SYA

IN.: Guys, what sound did we get acquainted with today?

Children:"C" and "Сь"

IN.: Let's guys come up with colored threads on a flannelgraph to create the letter C and give it to our guests, Simone and Sasha, as a souvenir.

Literature:

1. “Learning to speak” V.V. Gerbova, Moscow 2000.

2. “Classes on speech development in kindergarten” O.S. Ushakova, Moscow 1993 “Enlightenment”.

3. “Child in kindergarten”, magazine No. 3, 2006.

4. “Preparation for teaching literacy in kindergarten”, N.S. Vorontsova, N.S. Starshinsky.

Materials for the lesson: knitted snowman; image of the letter “C”; boards for each child; markers: green, blue and red for each child; paper snowflakes for each child; drawing “boy and girl on a sled”; a set of subject pictures.

(On the board there is a sheet of Whatman paper with a drawn pine tree and a slide).

Progress of the lesson.

1. Organizational moment.

Psycho-gymnastics.

What time of year is it now? (Winter)

And what natural phenomena occur in winter: - snow falls, frost sets in, the day is short - the night is long, etc. - Guys, show that you are cold and shriveled, warmed up and relaxed.

There's a knock on the door.

Guys, do you hear someone knocking on our door, let's take a look.

The teacher opens the door and takes away the letter with AFRICA written on it.

Guys, look, you and I received a letter with Africa written on it, and do you know who it’s from?

No, you don’t know, but let’s open it and read it. Will you help me with this?

The teacher opens the envelope, takes out the letter and reads it to the children.

Text of the letter: hello guys, Jack the giraffe is writing to you. I live in Africa, where it is always warm, a lot of sun, palm trees, sand. I really want to know what winter is. Tell me about her.

2. Introduction to the topic.Creating a game situation.

Guys, we will help Jack the giraffe, tell him about winter, and for this we need to create a winter picture.

But first, guess the riddles:

1. They come to us in winter

And they circle above the ground.

Very light fluff.

These are white... SNOWFLAKES.

Well done boys!(the child comes out and places an image of a snowflake on whatman paper).

2. Blue scarf, dark back.

Small bird. Her name is... (titmouse)

Let's put a titmouse in the picture too. (the child comes out and places an image of a titmouse on whatman paper)

And what is the most characteristic symbol of winter – snow.

Say the words “snowflake”, “titmouse”, “snow”.

What sound do you hear first in these words?

That's right guys, have you guessed what sounds we will talk about today?

3. Subject message. Characteristics of sound.

Say the sound (C).

Let's talk about this sound, what it is (consonant, hard)

There are a lot of winter words that start with this sound: icicle, sled, bullfinches, snowflakes, snowfall;

Snow is falling - snowfall, a car that walks on the snow is a snowmobile.

And there are a lot of related words to the word snow.

Try to find related words for the word “snow” (snowy, bullfinch, Snow Maiden, snowfall, snowmobile, snowman)

Make the sound (C*).

What sound is this? (consonant, soft).

What winter words do you know with this sound?

4. Exercises for the development of phonemic hearing.

1) (pictures are laid out in a large lump on the table)

Guys, we have a big lump, we need to make it smaller, remove unnecessary pictures.

Remove pictures whose words do not have sounds (s) and (C*).

Something is still big, let's now divide the remaining cards into words with a hard sound (C) and words with a soft sound (C*).

(Children sort out the pictures, explaining why they put them in one or another group of cards.)

Guys, look, we have three lumps, but what can we make from them? Let's show.

5. Physical exercise.

Snowball upon snowball,

And a carrot instead of a nose

He is not afraid of frost...

Guess who we're talking about?

Small and great knows

It's definitely a snowman!

That's right, well done, we have a snowman.

(the teacher places the snowman on the board)

Downy snowflakes (waves hands)

Cheerful and alive!

You're spinning, flickering (spinning)

In the silence of the forest

And you cover the ground (sit down)

Shiny silver.

6. Phonetic analysis of the word.

Guys, what do you think is missing from our picture?

Children should slide down the slide correctly.

(the teacher or child places an image of a girl and a boy on a sled on the picture)

Come up with names for the children that begin with the sound (C) or (C*). (Sima and Stas)

Let's make up a story about children.(children come up with a story of three sentences)

Let's analyze the word Sima.

(One child goes to the board, the rest draw a diagram of the word on the marker boards.)

What's the first sound? (soft consonant (C), means green circle)

What is the second sound? (vowel (I) means red circle)

What is the third sound? (hard consonant (M), blue circle)

What is the fourth sound? (vowel (A), means red circle)

You will do the analysis of the word Stas yourself on the boards and check with each other.

(while the children were working on the boards, the letter C, wrapped like a gift, was attached to the sled.)

7. Introducing the letter S.

Look, children, there is something on Stas’s sled.

That's right, it's the letter C.

Look at the letter, what does it look like?

“C” - like a sickle we draw with you.

“C” - a curled up catfish with a mustache.

There are horseshoe tracks in the snow.

“C” - the silhouette sparkles.

Let's write the letter "C" in the air with our finger.

Take the boards, write the letter on the board.

8. Automation of sound in syllables and words.The syllables written on the board are: OS, US, IS, AS, ES, IS, SA, SU, SY, SE, SO, SI.

Children read syllables.

Write these syllables on your boards.

Check with each other.

9. Summary of the lesson.

Look at the picture we got. Don't you think that the snowman is missing something?

Now each of you will add something to the snowman.

(each child comes to the board and attaches a button, bucket, etc.)

What new have we learned? (letter “S” and sounds “S and S”)

What words did you come across? (related words to snow).

Did you enjoy the lesson?

Look, the snowman has a surprise for you.

Each child receives a snowflake.