Abstract of a lesson on the development of speech for children of senior preschool age using ICT: Sounds and letters. Abstract of the development lesson. Topic: “In the world of sounds” (sound culture of speech) Lesson on the development of speech sound

Synopsis of a frontal lesson on the development of speech.

Subject: sound [Ж].

Target: introduce children to the sound [Ж].

Tasks:

1. Educational:

clarify the articulation of sound [Ж]

describe the sound

familiarity with the letter Zh (printed version)

develop grammatical skills: learn to coordinate an adjective with a noun, compose words with the sound [Ж]

・Creation of sentences based on key words

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

Activate and expand children's vocabulary.

2. Correction-developing:

development of phonemic awareness

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:

education of a culture of behavior in the classroom

· fostering a sense of mutual assistance and responsibility in the performance of tasks.

Equipment:

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

· stacked canvas

task cards

cardboard flower with colorful petals

bee masks

A card with the letter Z.

Lesson progress

Lesson stage

Timing

Organizational

Children stand in a circle.

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

naming an adjective, the child must choose

noun, throws the ball back.

Instruction: to my word, you must choose the appropriate one in meaning.

For example: blue ... (house).

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

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

given sound (vowel or consonant).

Chamomile game.

On the floor lies a flower with multi-colored petals, on the back

side of the petals pictures: blackberry, gooseberry, bear cub,

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

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

depicted. They sit down in their seats.

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

Introduction to the topic of the lesson.

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

common in the title of these pictures? (there is a sound in the title of the pictures)

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

Learning new material.

Guys, when I went 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 it together. (In the course of reading, insert the missing letter).

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

I have many friends. I'm Dru..u with yo..ik, ...iraf, with a small

bear..oncom. in winter we like skiing ... ah.

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

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

And who will tell me which sound is a vowel or a consonant?

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

barrier). Well done!!! And what is he - voiced or deaf?

(voiced). Bring your hand to the neck and say the sound [Ж].

Feel the vibration. Now close your ears with your palms, do you hear this sound? So he is coca ... (voiced). Guys, what do you think, is this sound hard or soft? (I pronounce exaggerated sound [Ж]). Remember, the sound [Ж] is always hard.

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

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

Fizkulminutka.

The game "Bees in the web."

Some of the children depict bees (they have bee masks on their heads), the other part is a cobweb. Children who depict a web stand in a circle and hold hands. Bees fly in the web and buzz. At the signal of the teacher. 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 there is a sound [Ж] in the answer, then we pronounce the answer loudly, if there is no sound [Ж], we pronounce the answer quietly. So, listen carefully to the riddles. ..

The crawler crawls, the needles are lucky.

A duvet fell to the ground

Summer has come - the blanket has all gone.

Stars fall from the sky, lie 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 an angry, hungry wandering in the forest?

He is tall and spotty

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

(pictures with a guess, in which there is a sound [Ж], I put on a typesetting canvas).

Well done boys!!!

Let's once again name the guesses in which there is a sound [Ж].

And who will tell me what sound [Ж]? (consonant, hard, voiced)

Acquaintance with the letter J

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 J make?

On the tables at the children are cards with various letters.

Task: 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? (consonant, hard, voiced)

Well done!!!

Voronkova Irina Dmitrievna

Subject: Development of speech. For children of the senior group of preschool educational institutions
Metasubject tasks:
1. Learn to act according to a plan or instructions
2. Strengthen the ability to distribute tasks between team members.
Subject tasks:
Strengthen the skills in writing a fairy tale.
STUDY PROCESS
1. Organizational moment.
Q: Guys, look how many guests came to us today. Let's greet them.
D: Hello!
Q: How else can you say hello?
D: Good morning! Good afternoon Good evening!
Q: What is your mood right now? (Good). And I'm in a good mood too.
- Guys, look, I have a ball in my hand, do you want to play one game? (Yes) The game is called "Say the other way around." I will name the words, and you come up with words - "on the contrary", words with the opposite meaning.
Good evil
Bravery - cowardice
industriousness - laziness
scary - beautiful
Weak - strong
Bold, modest - boastful
Difficult - easy
Angry - affectionate
Beginning - end.
A letter from Dunno comes to the group: “Guys help, please. The fact is that I am in a fairy-tale land, and I cannot return home until I come up with my own fairy tale. The teacher will tell you how to invent fairy tales.
- Will the guys help Dunno? (Yes)
- Can you? (Yes)
Come to the tables
- Tell me, please, where do I need to start in order to consistently remember the plot?
Of course, first you need to make a plan. Let's try.
- Remind me what parts the fairy tale consists of? (Beginning, middle, ending.) - Guys, your fairy tale should have a fabulous beginning.
- Guys, how do you understand the fabulous beginning? How do fairy tales usually begin? (Once upon a time ... In a certain kingdom, in a certain state ... It happened a long time ago ...)
- What else is said in the first part? (About the characters and the main theme.)
- Who will tell about the middle part, how it differs from other parts? (The middle is the largest part, it lists the events that happen to the characters.)
- And what characters appear in the fairy tale (good and evil)
- Guys, what good and evil heroes of fairy tales do you know? (Baba Yaga, Koschey the immortal, Good fellow.)
- In a fairy tale, there must always be some kind of magic? What kind of magic do you know? How can you draw it?
- What is the ending? (It tells how it all ended.)
- And what words does it end with? (They began to live and live and make good. That's the end of the fairy tale, and whoever listened was well done!) - And now the guys all came up to me, I suggest you turn into real storytellers. Let's say the magic words: "Turn left and right and turn into storytellers!" Well, now you are real storytellers.
-And guys, today we will invent fairy tales in teams.
There are circles on this table, we take a circle and approach the tables and find our place and our team.
- We come up with a team name, and I will write it on the board.
Guys, let's get started. Don't forget our plan.
- The guys are finishing inventing a fairy tale.
- Dear storytellers, now agree on who from each team will tell the story. And I will write it down to send Dunno.
Team finished first... Let's listen
(Fairy tales invented by all subgroups are heard in turn, the teacher, if necessary, invites members of the subgroup to complete the story.)
Analysis:
- Did you guys manage to complete the task? Let's check if your fairy tale is made according to plan. Then the educator notes whether the genre features of the fairy tale were taken into account when compiling and according to the plan. - Let's, guys, we will also teach Dunno how to compose fairy tales. Guys, remind what parts the fairy tale consists of, what is said in each part, where the work begins. I am sure that now Dunno, according to our plan, will be able to become storytellers himself.
And each of you, according to your personal plan, can tell it to your parents at home.

Attached files

MBOU DOD "DUTS PRIOBSKY"

Abstract

speech development classes

Subject: "U" sound. Letter U

Completed by the teacher

additional education Kozhukhovskaya S.V.

Biysk

teacher Kozhukhovskaya Svetlana Vasilievna

Age of students 5 years

Topic of the lesson : "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) familiarity with the sounds "y";

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

3) exercise in the isolated pronunciation of the sounds "u", as well as in combination with other sounds and in words;

4) Exercise in the ability to make a sound analysis of the word, exercise in reading.

developing:

1) contribute to the development of the articulatory apparatus, phonemic

hearing (the ability to recognize the sound "y", to differentiate it).

2) promote the development of fine motor skills;

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

Educational:

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

2) to cultivate a careful attitude to teaching aids.

3) cultivate the ability to listen to others.

Socializing:

Providing psychological comfort in the classroom

Lesson type: educational (study and primary consolidation of new knowledge).

Conduct form : class.

Teaching methods:

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

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

1. Organizing time.

Target: motivate children to get involved.

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

2) to promote the development of the articulatory apparatus.

Methods: verbal, visual, practical.

Children activities

Teacher activity

Note

Yes.

Fishermen, anglers.

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 to come with him. Do you agree?

What is the name of the people who fish?

So who are we today?

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

Without what item you can not catch a fish?

Listen as I pronounce this word. What sound do you hear at the beginning of a word?

What sound are we going to get acquainted with today?

Note 1

I show pictures.

I pronounce the word rod.

2. Study of new material.

Purpose: acquaintance with the sound "y", the letter "y".

Tasks: 1) to promote the development of phonemic hearing, articulatory apparatus.

promote the development of voluntary attention, memory.

Children activities

Teacher activity

Note

Children turn to each other make a sound (U)

Pull out into a tube.

There is no barrier.

Vowel.

Red.

Because vowel sounds are marked in red.

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

Stop.

They stretch, they turn their heads.

Marching in place.

They sit on chairs.

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

What's going on with the lips?

How does air come out?

So what is this sound?

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

Why?

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

And 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 behind.

It's time for us to take a break

Stretch and sigh

Turned their heads

And all fatigue is gone.

Again we go through the forest,

And around - so interesting.

Time to rest, my friend.

We will sit down on a stump.

I'm showing the Soundtrack.

Fizkultminutka.

I read poetry and show movements.

3. Practical work.

Purpose: to consolidate the ability to distinguish the sound “y” by ear, to exercise in the ability to find the location of the sound in the word.

Tasks: 1) to promote the development of phonemic hearing, articulatory apparatus;

2) to promote the development of arbitrary memory, attention.

3) promote the development of fine motor skills;

Methods: verbal, visual, practical.

Children activities

Teacher activity

Note

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

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

Spread the letter U from the beans on the flannelograph.

Here we come 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 [y], clap your hands.

Well done!

And today we will catch unusual fish. Each fish has a picture. You need to determine if there is a sound [y] in the name of the subject, 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, you have trays on your tables in which there are beans. Now we will lay out the letter (U) from the beans on the flannelgraph for the cat Leopold.

Well done, you did your best, you got a beautiful letter U. Cat Leopold really likes it.

The game "Attentive ears".

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

Appendix 2

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

I help kids who can't.

4. Consolidation of educational material.

Purpose: to create conditions for consolidating the acquired knowledge.

Tasks: 1) to help consolidate the ability to distinguish sounds by ear;

2) exercise in the ability to make a sound analysis of the word, exercise in reading.

Methods: verbal, visual, practical.

Children activities

Teacher activity

Note

AU.

A.

Vowel.

Because we can sing it.

Red.

Children place a red chip in front of them.

U.

Vowel.

Place a second red chip.

Two.

The letters are placed under the chips: (A), (U).

AU.

- Leopold loves to travel. Once he got lost, he began to call 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 is this sound?

Why?

What color do we take the chip to indicate the sound [a].

Put a red chip in front of you.

- What is the second sound?

What is this sound?

Put down the second chip.

How many sounds are in this word?

- - Each sound has a true friend - a letter. Under each chip, put the desired letter.

Now read what word we made.

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

I pronounce the word AU

Appendix 3

5. The result of the lesson.

Goal: Restore in the memory of the children what they did in the lesson.

Tasks: 1) create a situation of success.

2) promote the development of arbitrary memory.

Methods: verbal.

Children activities

Teacher activity

Note

With sound (U).

Vowel.

Because it can be sung.

Red.

What sound are we talking about today?

What is this sound?

Why do you think so?

What color are the vowel sounds?

Application No. 3

Abstract of a lesson on the development of speech in the preparatory group "Sounds" L "and" L "

The author of the lesson: teacher-speech therapist: Samsonova A.P., Municipal budgetary preschool educational institution kindergarten of a combined type No. 73 "Dolphin" of the Avtozavodsky district of the urban district of Tolyatti.

Target:

Automate the sounds "l" and "l" in syllables, words, sentences and spontaneous speech.

Tasks:

Differentiation of sounds L and L;
Improving the skill of dividing words into syllables;
Consolidation of children's knowledge about vowels, hard, soft, voiced and deaf consonants;
Development of memory, thinking, imagination, coherent speech, voice power, phonemic hearing, phonemic analysis and synthesis, fine, general and articulatory motor skills, breathing;
Coordination of speech with movement.

Lesson duration:

Class type:

Frontal.

Lesson type:

Fixing the material.

Lesson progress:

I. Organizational moment

Articulatory gymnastics: "Let's bite the tongue: ta-ta-ta and pya-pya-pya", "Horse". Breathing exercise "Steamboat is buzzing".

II. Main part of the lesson

Game "Tell me a word"

Smoothly, smoothly flowed verse,
Suddenly he stumbled and fell silent.
He waits and sighs
Words are missing!
To go on a good journey again
The verse flowed like a river
Help him a little
Say a word!

Well, let's play football!
Score soon ... (goal)

We are dark. We ask mom
We turn on brighter ... (lamp)

Lyudmila went to wash her hands,
She needed ... (soap)

Well done this Lina,
Sculpts everything from ... (plasticine)

A goat peeked through the door
Very sad ... (eyes)

Christmas tree, Christmas tree, prickly ... (needle)

The kitten sewed slippers for himself,
So that they don’t freeze in winter ... (paws)

What is the first sound in the word paws? ("l")

Characteristics of the sound "L"

The sound "l" is a consonant, solid, sonorous. The tongue is between the teeth.

The difference between consonants and vowels

Vowels are sung, drawn out, and when we pronounce them, nothing interferes in the mouth.

The game "Whose plane will fly farthest?"

"L" is the song of an airplane that flies high above the clouds.
Spreading your arms - wings, "fly", pronouncing the sound "l".

Game "Big and small planes"

Folding two paper airplanes of different sizes.
Explain that a large plane is buzzing loudly - “l”,
and a small airplane buzzes quieter and more gently - "l".
a) Children raise a large plane - call the sound "l".
Raise a small airplane - pronounce the sound "l".
b) The speech therapist shows large or small planes - the children pronounce the appropriate sounds.
c) The speech therapist pronounces soft and hard sounds, children raise planes of different sizes.

Game "Repeat after me"

Playing pairs and chains of syllables.

LA-LA LA-LA-LA LA-LA-LA-LA
LO-LE LO-LO-LE LO-LE-LO-LE
LU-LU LU-LU-LU LU-LU-LU-LU
LY-LY LY-LY-LI LY-LI-LY-LI
LE-LE LE-LE-LE LE-LE-LE-LE

The game "Guess which bell is ringing?"

The big bell rings like this: "la-la-la", and the small one - "la-la-la". Which bell is ringing?
Also play with other pairs of onomatopoeia: lo-lo-lo and le-le-le; lu-lu-lu and lu-lu-lu; ly-ly-ly and li-li-li; le-le-le and le-le-le.

The game "Determine where the sound "l" is in words"

Isolation of the sound "l" by ear and in pronunciation from a number of words:
lamp, dump truck, varnish, apple, stick, woodpecker, tent, bee, floor, swallow, dress, spoon, table, doll, soap.

Game "Syllabic Auction"

Think of as many words as possible with a syllable:
la - paw, lamp, husky, bench, gourmet, palm, lily of the valley, swallow, eraser, flippers, varnish.
lo - forehead, elbow, elk, spoon, boat, crowbar, horse, catch, Laura.
lu - bow, moon, magnifying glass, puddle, beam, bulb, Lusha, Luka.

Mobile game "Airplanes"

The planes crashed. (Rotations with arms in front of the chest)

The planes took off.

They sat quietly in the clearing.
(sit down, hands on knees)

They flew over the forest again.
(Hands to the sides, running in a circle)

Sound analysis of words

Words used: paw, linden.

A)
Working with audio lines intonation of each sound in a word.

b)
What is the first sound in the word paw? ("l")


What is the second sound in this word? ("A")


What is the third sound in the word paw? ("P")
What is the symbol for this sound? (blue)
Why? (Because it's a solid sound.)
What is the fourth sound in this word? ("A")
What is the symbol for this sound? (red)
Why? (Because it's a vowel.)
How many sounds are in this word? (Four)
How many vowels? (Two)
How many consonants? (Two)

V)
Similar work with the word "linden".

Game "Toy Store"

The children are given a task - to buy a toy in the store, in the name of which there are two or three syllables. Toys that have a name of two parts are laid out on the shelves on the left, of three parts on the right.

The game "Learn the proverb"

Each of several envelopes contains 2 pictures. You need to name them, remember the proverb in which they meet together.

An awl, a sack: you can't hide an awl in a sack.
Needle, thread: where the needle goes, there goes the thread.
Wolves, forest: to be afraid of wolves - do not go into the forest.
Stone, water: under a lying stone and water does not flow.
Bee, honey: one bee does not make much honey.

The game "Speak the word"

We learn the sound "l": la-la-la, la-la-la,
Apple, woodpecker, tent, bee,
Swallow, dress, spoon, table,
Lamp, baby, doll, football.

Game "Repeat the tongue twister"

You need to pronounce the tongue twister first in a whisper, then quietly, in a voice of medium strength, and finally loudly (at a moderate pace):

Mom did not regret washing,
Mom Milu soap soap,
Mila did not like soap,
Didn't love, but didn't whine.

Summary of the lesson

The teacher sums up the lesson and distributes prizes.

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 "a boy and a girl on a sled"; set of subject pictures.

(A sheet of drawing paper with a painted pine tree and a slide is placed on the board).

Course progress.

1. Organizational moment.

Psychogymnastics.

What season is it now? (Winter)

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

Knock on the door.

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

The teacher opens the door and takes the letter that says AFRICA.

Guys, look, you and I received a letter on which Africa is written, but do you know who it is from?

No, you don't, 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, the giraffe Jack writes to you. I live in Africa, where it is always warm, there is a lot of sun, palm trees, sand. I really want to know what winter is. Tell me about her.

2. Introduction to the topic.Creation of a game situation.

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

But first, solve the riddles:

1. They fly to us in winter

And circle around the earth.

Very light fluff.

These are white... SNOWFLAKES.

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

2. Blue scarf, dark back.

Small bird. Call her ... (titmouse)

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

And what is the most characteristic symbol of winter - correctly snow.

Say the words "snowflake", "titmouse", "snow".

What sound do you hear first in these words?

That's right guys, did you guess what sounds we're going to talk about today?

3. Post subject. Sound characteristic.

Say a sound (C).

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

A lot of winter words begin with this sound: icicle, sled, bullfinches, snowflakes, snowfall;

Snow falls - snowfall, a car that walks in the snow - a snowmobile.

And it turns out 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)

Say the sound (S*).

What is this sound? (consonant, soft).

What winter words do you know with this sound?

4. Exercises for the development of phonemic hearing.

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

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

Remove the pictures, the words on which do not have sounds (c) and (C*).

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

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

Guys, look, we got three coma, and what can be done from them? Let's show.

5. Physical minutes.

Snowball on snowball

A carrot instead of a nose

He is not afraid of frost ...

Guessed what it's about?

Knows small and big

It's definitely a snowman!

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

(the teacher puts the snowman on the board)

Downy snowflakes, (wave your hands)

Funny, alive!

You spin, twinkle (spin)

In the silence of the forest

And cover the ground (sit down)

Shiny silver.

6. Phonetic analysis of the word.

Guys, what do you think, what or maybe someone is missing in our picture?

Correctly, children should ride down the hill.

(a teacher or a child clings to the picture the image of a girl and a boy on a sled)

Think of names for children that start with the sound (C) or (C *). (Sima and Stas)

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

Let's analyze the word Sim.

(One child goes to the blackboard, the rest in places on the marker boards draw a word diagram.)

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

What is the second sound? (vowel (I), means a 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 parsing of the word Stas yourself on the boards and check with each other.

(while the children worked on the boards, the letter C is attached to the sled, wrapped as a gift.)

7. Introduction to the letter C.

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

That's right, it's a C.

Look at the letter, what does it look like?

"C" - how to draw a sickle with you.

"C" - curled catfish with a mustache.

Horseshoe footprints in the snow.

"C" - the silhouette sparkles.

With your finger in the air, write the letter "C".

Take the boards, write the letter on the board.

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

Children read syllables.

Write these syllables on your boards.

Check with each other.

9. The result of the lesson.

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

Now each of you will add something to the snowman.

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

What new have we learned? (the letter "C" and the sounds "C and C)

What words did you meet? (related words of the word snow).

Did you enjoy the lesson?

Look, the snowman has a surprise for you.

Each child gets a snowflake.