Topic: Sound culture of speech: sound sh. Tasks. Outline of a lesson on speech development (senior group) on the topic: Sound culture of speech: working with sounds w – sh

28.09.2019

Sound culture speech (sound z). Reading to children: E. Charushin “Hedgehog”

sound culture speech education

Program content: Exercise children in pronunciation of the sound z; teach clearly, pronounce soft sound z (zi, zya) and hard (za, zu); consolidate the pronunciation of the sound z in individual words and phrases; introduce the habits of a hedgehog.

Progress of the lesson:

The teacher says: “Once on a walk, Tongue met a mosquito.

Excuse me, do you like to sing? - asked Tongue.

Of course, of course,” the mosquito nodded, “we, mosquitoes, good singers. Our songs are sonorous and long. - And he sang: zzzzzz.

Z-z-z-z-z,” Tongue tried to sing along. But he didn’t get a ringing song right away, because the song of a mosquito is a difficult song.

Children, would you like to sing the mosquito's song? Start quietly: z-z-z-z-z. I already said that z-z-z-z-z is a difficult song. Don't be upset if you don't succeed right away.

Now let's sing the mosquito song again (choral and 5-6 individual repetitions).

The teacher suggests singing a long mosquito song - z-z-z-z-z, then the song of a large mosquito - zu-zu-zu-zu and a small mosquito - zi-zi-zi-zi.

The teacher reads the following quatrain to the children:

The animals were happy

They laughed and sang,

Ears flapped

They stamped their feet.

(K. Chukovsky. Confusion)

He asks why the animals were happy (the butterfly extinguished the burning sea), in which fairy tale it was written about this (“Confusion”), who wrote the fairy tale (K.I. Chukovsky).

The teacher suggests telling how the animals expressed their joy. Reads the quatrain again. Children pronounce words in sound.

The teacher takes out a hedgehog and a hare (toys). He says that they will not compete in running, but will simply greet each other warmly and kindly:

Hello, dear hare! How are you doing?

Thank you for your concern, dear neighbor. I'm fine.

The teacher speaks on behalf of the hedgehog, and the child speaks on behalf of the hare. The exercise is repeated 4-6 times.

The teacher reads E. Charushin’s story “Hedgehog” twice. He asks what new the children learned about the forest inhabitant - the hedgehog. Repeats the final phrase from the text. The children began to utter words, gape and uttered them.

Lessons on differentiating sounds [s], [w]

Lesson summary for differentiating sounds [s], [sh] based on the plot “Adventures of sounds [s] and [sh]”

Material: images of the Castle of Vowels, the Castle of Consonants; a picture “Wonderland” with images of funny objects whose names contain the sounds [s], [sh]; a Scarecrow toy or drawing; drawings of flowers, symbols of sounds; handout- object pictures whose names contain the sounds [s], [w].

Progress of the lesson:

Organizational moment

Imagine, children, that we are now in the forest. Show me how big the trees are there. Children raise their hands. - A warm breeze blew - shhhh, the leaves rustled. Children move their fingers very quickly. - A cold wind blew - oh, sir, the pine trees swayed. Children sway and wave their arms. - The wind has died down - neither leaves nor branches move anymore. Children relax. - The wind blew again. The children tensed and moved again, and then relaxed.

Lesson topic message:

How did the leaves rustle in the warm breeze? (Sh-sh-sh-sh.) How did the cold wind blow? (S-s-s-s.) Today we will repeat the sounds [s], [w].

Comparison of sounds [s], [sh] according to articulatory and acoustic characteristics

Pronunciation of sounds [s], [sh] in syllables

The sounds [s], [sh] decided to make a trip. We are going with them. The sounds [s], [sh] approached the Red Castle. What sounds live in it? (Vowel sounds.) Let's make friends of the sounds [s], [w] with vowel sounds. The sound [s] has become friends with the sound [a]. What happened? (Syllable sa.) Similar tasks are carried out with other sounds. The vowel sound [o] first became friends with the sound [s], and then with the sound [sh] and the syllables turned out... (So, sho.) The syllables sa - sha, su - shu, so - sho became acquainted. Then they decided to talk to each other: “Sa-sa. Sha-sha” (surprised, with animation), “Su-su! Shu-shu! (admiringly), “So-so-so. Sho-sho-sho” (sad). Children repeat syllables expressing emotions.

Pronunciation of sounds [s], [sh] in words

The sounds [s], [sh] went further and invited vowel sounds with them. They came together to Wonderland. "Oh! Yes, all the objects here have our sounds!” The sound [sh] asks us to name “his” words. Children name words with the sound [sh]. Then they name words with the sound [s]. The task becomes more complicated: children must find objects by a given sound position in their name. - And now the vowel sounds want to be named too. Vowel sounds are distinguished from the words elephant, wardrobe, cheese, ball, umbrella. - What do these words have in common? (They have one vowel sound and one syllable.) Dividing words into syllables - What rule do we remember when dividing a word into syllables? (As many vowels as there are in a word, there are as many syllables.) Division of the words mouse, cat, hat, pear into syllables. Isolation of impact sound. The speech therapist pronounces the words car, sled, placing the emphasis incorrectly. Children correct. Sound analysis of words - Sounds came to visit us and asked what we use to designate them? (In circles.) Sound analysis of the words bowl, bear. Comparison of these words.

Fizminutka:

Use facial expressions and poses to depict the objects and creatures you saw in Wonderland. Na-na-na, we depict an elephant. Woo-woo-woo, let's pretend to be an owl. Af-af-af, let's stand like an old wardrobe. Let's fly, let's fly like an airplane. Etc.

Pronunciation of sounds [s], [sh] in pure tongues. Children's word creation:

I wanted the sounds to laugh with us. And they came up with pure fables with the words elephant, fox, shower: Lon-lon-lon, an elephant rides on a shovel. Sa-sa-sa, a fox is sitting on the moon. Ush-ush-ush, the elephant and the fox ate the shower. Children repeat pure sayings together with a speech therapist. Pronunciation of sounds [s], [w] in rhymed phrases. Word formation - Now a bird will fly in, the name of which contains the syllable kush. Who is this? (Cuckoo.) She told us that the sounds [s], [w] came to the Scarecrow, who lives on the island. He mixed up not only the sounds [s], [w], but also words in words. Let's go to him. Close your eyes. A figurine of the Scarecrow is on display. - Now open your eyes. And here comes the Scarecrow. What is he like? Show how scared you are. What have you done, Scarecrow? Listen, children. Confused rhymes are read. The cat catches the “bowl”, Mom washes the “mouse”. Painters are painting the “Rat” in full view of the children. The fireman wears a “porridge”; Sasha ate a “helmet”. Misha is dancing in the “mask”, Candy was given to the “mask”. - So that the Scarecrow returns the sounds [s], [sh] and the right words in place, form for him kind words from the words that I will name: affection... (affectionate), glory... (glorious), obedience... (obedient), courage... (brave). Hooray! The Scarecrow returned the “confused” sounds [s], [sh] to their place and gave the correct words. The children, together with the speech therapist, repeat the rhymes in chorus, replacing “confused” sounds and words with the correct ones. - Now tell him good words about your friends and yourself. (Peter is kind, and I am kind. Anya is beautiful and affectionate. I am brave.) Development of phonemic awareness - Let us thank the Scarecrow. Let's say together: “Thank you, Scarecrow!” And we will also give him gifts-pictures. First, those on which objects are drawn, the names of which have the sound [s], and then those with the sound [w]. Children choose gifts from pictures lying on their tables. Solving word puzzles - The Scarecrow thanks us for the gifts and offers interesting tasks. Take the first sounds from the words bag, autumn, bush and combine them into a word. What word did you get? (Juice.) Take the first sounds from the words fur coat, duck, poppy. What word did you get? (Noise.) Working with letters using riddles A strip with four windows is displayed. - Before you put letters in these boxes, you need to find out what word should be there. These words are answers to riddles. Warm, fluffy, warms us in winter. (Fur coat.) Huge, wide, wooden, stores all the things in the house. (Closet.) A strip with six windows is displayed. - Now name a six-sound guess word. It's driving, it's buzzing, get out of the way! (Machine.) Children make up the named words from the letters of the cut alphabet. Creative tasks children - Come up with tasks for the Scarecrow. Let him guess the words with the sounds [s], [sh] that you have in mind. Say only the first and last sounds of a word.

Municipal autonomous preschool educational institution child development center kindergarten № 10

Educator: Razmeta Tatyana Evgenievna

Art. Kanevskaya 2015

Software tasks:

learn to find pictures with a given sound "sh" at the beginning, middle, end of a word
practice dividing words into parts
practice the formation of relative adjectives, in the selection of related words, in the conveyance of narrative, interrogative and exclamatory intonation
develop phonemic sound

5-. develop logical thinking.

Preliminary work:

Looking at a picture with sound "sh" , asking riddles (bear, mouse, cat, car), learning tongue twisters.

Equipment: toys (doll, mouse, bear, cat), subject pictures with sound "sh" , game "fun train" , "pyramid" .

Progress of the lesson:

1. Organizational moment. "Gymnastics for the mind" . Answer the question with a word starting with a sound "sh"

Hats (cap, hat) Number greater than five (six) Wheel part (tire) How does a snake sound? (hisses) Conifer fruit (cone)

Board game on a square board (checkers, chess) Children teach there (school)

Part of the body between the head and torso (neck) Narrow on the contrary (wide)

2. Analysis of sound articulation "sh"

Make a sound "sh" watching articulation in the mirror (the lips are rounded and slightly pushed forward. The teeth are brought together, widely forming a gap with the palate. The lateral edges of the tongue are pressed against the upper molars. The air stream is warm, flowing down the middle of the tongue. The voice does not turn on.)
Tell me, what sound is this? Sound "sh" always firm, agreeable

3. Exercise in pronunciation of sound "sh" A.

The mouse rustles - pronunciation of the intermittent sound sh-sh-sh
The forest is noisy - prolonged pronunciation of the sound sh-sh-sh
Let's drive away the sparrows - shoo-shoo
The goose hisses sha-sha-sha, shu-sha-sho, sho-sho-sho, shi-shu-sha

Raise your flashlight when you hear a sound in a word "sh" (balloon, tail, burst, blue, airy, hisses, releases, playful)

4. The Masha doll appears. Today we visited the doll Masha. Guess

who came to visit her?

Lurking under the floor Afraid of cats

(mouse)

The teacher demonstrates a toy - a mouse. The mouse sang expressively. Children perform syllable sequences with different intonations.

She stated ush-osh-ash
I was happy about shva-shvo-shvu
Asked sha-sho-shu

Educator: listen to the poem, tell me who else came to visit Masha?

Masha has a midge in her porridge. What should our Masha do? I put the porridge in a bowl and fed the cat

Teacher: demonstrates a cat toy Name the words with sound "sh" in a poem.

5. Game "Pyramid"

Educator: Help, guys, teach Masha’s guests to play this game

Fold the pyramid from big to small (details are ovals)
Be careful - the pyramid is magical, you need to choose those parts where the sound is "sh" at the beginning of the word, put the extra ones aside.

Educator: listen, who is knocking?

Finish the word, find out who else is Masha’s guest?

Puffs like a plump Clubfoot... (bear)

Teacher: demonstrates a teddy bear toy

The bear brought the balls, let's play with him! Imitation of movements. The teacher reads a poem. Children imitate movements.

6. Doll Masha, cat, mouse and bear will introduce guests to new game "pick a rhyme"

Children have one picture to choose a rhyme

Pine Pine Cat Pillow Shirt

Mouse Potato Frog Chamomile

Tower Accordion Tumbler Cannon

The teacher names the words, and the children name the rhyming word from the pictures.

One - a mouse rustling in the closet Two - a frog in the pillow Three - a jackal went into the reeds And four - a mouse in a hat Five - let's write a mouse at school Six - a monkey is making noise, playing pranks Seven - our cat is on the roof Eight - a bumblebee flew into the window Nine - a hat the seamstress sews Ten - I walked along the sleepers

Game "Fun Train"

Goal: Development of phonemic awareness, visual attention, fine

motor skills.

Instructions: help distribute the items and send them on a journey on a fun train. Name each item, highlighting the sound "sh" , clap your hands for the number of syllables in each word and you will find out which object will travel in which train car (the number of syllables coincides with the number of windows in the carriage). Place the item in your carriage.

Game "Repeat after me"

Sh - always a hissing sound On the stones the snake hisses, Sh-sh-sh-sh

The black sea is noisy, Sh-sh-sh-sh, how good the weather is. The snakes hissed - sha-sha-sha, I'm in no hurry to go anywhere. The snake hissed - shu-shu-shu, Fresh air breathe - shi-shi, How pleasant it is to your soul The snakes smiled - shi-shi-shi.

7. Lesson summary:

Conversation with children about the lesson
Why did Masha invite a mouse, a cat, a bear to visit? Tell us about the sound "sh"

8. Encouragement

Masha brought you balloons as a gift, they also have sound "sh"

Application to the lesson:

Sasha loves sushi, and Sonya loves cheesecakes. Did Sasha buy a dryer? Sasha bought a dryer. Sasha sewed a hat for Sashenka. Sasha knocked the bumps off with his hat. Sasha was walking along the highway.

Sha-sha-sha - the mother washes the baby. Shu-shu-shu - I'm writing a letter. Ash-ash-ash - Vova has a pencil.

Hush, mice, cat on the roof. Our Masha was given semolina porridge. I can't find our frog's ears. Lesha and Klasha eat millet porridge. Yashka in a cap rides on a turtle

On the window, a cat deftly catches a tiny midge with its paw. Masha is tired of the porridge, Masha has not finished the porridge. Masha, finish your porridge, don’t bother Mom.

Riddles:

Soft paws, and scratches in the paws.

(cat)

Two bellies, four ears.

(pillow)

Small, but not cute to anyone

(mouse)

The little animal is jumping

Not a mouth, but a trap.

Will fall into a trap

And the mosquito and the fly (frog)

Hidden under the floor......

Afraid of cats?

Lesson notes on Federal State Educational Standards in the middle group

Topic: “Sound culture of speech: sound w”

Target: Exercise children in correct and clear pronunciation of the sound w (isolated, in onomatopoeic words); in the ability to identify words with the sound z.

Tasks:

Educational: reinforce the correct pronunciation of the sound z; practice the pronunciation of whistling, hissing sounds, the ability to identify words with the sound zh.

Developmental: develop the articulatory apparatus; phonemic hearing: determine by ear the presence of the sound w in a word; Exercise children in the ability to retell.

Educational: cultivate partnerships during games.

Progress of the lesson

Educator: Children, today I will tell you a story that happened to Tongue: Tongue was sitting in the house. He hears someone singing a song: “Zh-zh-zh.” “I don’t know how to sing like that,” Tongue was upset. - I know the song of the leaves, the goose, the snake. But this one new song completely different. She is ringing: “W-w-w-w.”

Educator: Guys, who knows who sings such a song?

Children: Zh-zh-zh - this is the song of a beetle

Educator: Correct. Zh-zh-zh- this is the song of a beetle. (shows illustrations of a beetle and flowers). – It is sung in the same way as the goose song (sh-sh-sh), but only loudly, with a voice. Even the beetle’s throat sings the song. Place your palm to your throat and sing: “Zh-zh-zh.” What do you hear? (The throat sings this song.) Now put your palm to your throat and sing the goose’s song. Is your throat singing? (Yes!) Let's learn to sing the bug's song?

Educator: Open your mouth. Place the tongue on your lower lip. Now quietly lift it up and hide it behind your upper teeth so that the tip does not peek out. Shut your mouth. Get some rest. Let's repeat. As soon as you hide your tongue far away, behind your upper teeth, immediately start singing: “Zh-zh-zh.”

Children sing the little bug's song and the big fat bug's song.

Educator: Children, let's play a game called “Beetles.” Stand in a circle and hold hands.

6-7 children go outside the circle. They represent beetles. (It is advisable that among them there are those children who do not clearly pronounce the sound z).

“A circle is a large room with many windows,” explains the teacher. – People left and left the windows open. (The children lower their hands and unclasp them.) Beetles flew into the room and buzzed: “Zh-zh-zh.” They began to fly all over the room. The wind blew and the windows slammed shut. The beetles flew to the windows, did not see the glass and fell. There are bugs! They lie on their backs, floundering. They buzz pitifully. Let's help the beetles - turn them over on their bellies and, opening the windows, release them into the wild. Let them fly."

Educator: Did you like the game? Let's play again. (Repeated several times).

Educator: Which one? interesting game. You guys played great. And now I will read you a poem called “Why does the bouquet sing?” Listen carefully, I will ask you questions.

Beetle in a striped shirt

I came to play with the guys,

Sat on a lilac flower -

Sang a sonorous song,

I took a sip of sweet juice,

I fell asleep wearing a bell,

Yes, I ended up in Marinka’s bouquet

And buzzing, buzzing in the basket!

But Marinka won’t understand:

Why does the bouquet sing? N. Golovina

Educator: Who can tell me why the bouquet sang?

(Children's answers)

Educator: Well done guys. Would you like me to read you a story about how a beetle fell asleep in a bell and when it got to the girl it got scared?

Educator: Okay. Then I will tell you, and you will tell me when I ask you to help.

The beetle was flying about its business, buzzing, “Buzzing like I’m thirsty.” (What and how did the beetle buzz? (choral and individual answers.))

He saw a purple flower in the meadow and was delighted: “Here I will find something to quench my thirst.” He climbed into the bell and looked around: “Beautiful! You can live!” (What did the beetle buzz?) He tried the bottom of the flower with his antennae and said: “Juice! Delicious!"

He drank and felt happy. “Live well!” - the beetle sang. (What did he sing about?)

He sang and sang and did not notice how he fell asleep. A girl was walking through the meadow, picking flowers. I dialed different colors, put it in a jar of water.

And suddenly there was a buzzing sound: “Buzz! Where did I end up? People live here." (What was the beetle buzzing about this time?)

(Children's answers)

Fizminutka

Educator: In the meantime, we will get up and remember what happened to the bug. A beetle flew into our group.

Buzzed and sang “zh-zh-zh” down buzzing

Here he flew to the right,

Everyone looked to the right. body rotation

I flew to the left

Everyone looked to the left.

The beetle wants to sit on your nose and show

We won’t let him sit down and wave his hand away

Our beetle has landed, we sat down and stood up

Buzzed and spun

Beetle - here is a beautiful palm spinning

Sit on it for a while.

The beetle flew up hands up

And sat down on the ceiling

We stood up on our toes, on our toes

But we didn't get the beetle,

Let's clap together

Clap-clap-clap clap your hands

So that he could fly away.

The game is a dramatization.

A dog appears on the table. “I am Friend. What's my name? You can call me affectionately: Buddy. I really like it when people call me affectionately. Try calling me that too.

I didn't come to you alone. I brought the hedgehog. Where is he? Y-E-F, show yourself! Children, help me persuade the hedgehog to show itself.”

- Hedgehog, show yourself. (The children speak first in a whisper, then in a normal voice, then loudly).

The hedgehog appears, looks at the children and grumbles: “Show yourself, show yourself!” Is that really what they ask for?” (Hides).

Offended. (Friend is surprised).

What didn't he like? (The children suggest: you need to ask the hedgehog politely, 2-3 children one at a time, then all together).

The hedgehog appears and says: “Now I’ll show myself. And I’ll introduce the beetle to you. Zhuuuk, show yourself, please!” (A buzzing noise is heard.)

Why are you buzzing? You probably can't get out? (The teacher asks).

Can't get out. Wait, I’ll lower the rope for you now. Hold it, bug! Don't you hear? Children, let's say together: “Hold the rope, bug!”

Very heavy." (Pulls the beetle, asks Druzhka to help pull).

A beetle appears: “Thank you, hedgehog. Thank you, my friend. And I wrote poetry. Want to listen?

“The beetle buzzed to the beetle: “Buzz, buzz,

I’ve been friends with the hedgehog for a long time.” (Invites the children to repeat the poems first to the girls, then to the boys).

Then Buddy gets offended. But the beetle replies that he wrote poems about him too.

Beetle, beetle, buzzed: “Buzz-buzz. I’ve been friends with Druzhok for a long time.”

Thanks, bug. (Friend).

I'm fiddling with a beetle, and now I'm not angry.

Educator: Well done guys, you did a good job today, and I will delight you with new riddles.

Educator: Are you ready to listen carefully?

He lay there and lay there and ran into the river. (Snow)

Educator: There are words with sound in the riddle and? Name them.

You walk, there lies ahead,

You look back and he’s running home. (Road)

Educator: Well done guys. Remember these riddles and tell them to your parents at home.

What sound did we meet today? That's right, with the sound J.

The bug really liked how you sang his song clearly, correctly, beautifully. Let's repeat it again: “W-w-w”

Target. Exercise children in clearly pronouncing words with sounds and And w; develop phonemic awareness: practice distinguishing (by ear) a familiar sound, the ability to differentiate sounds and– w in words; learn to find words with sounds in rhymes and poems and– w; improve intonation expressiveness of speech; practice speech breathing.

Progress of the lesson

The teacher reminds the children that sound w is the song of a snake, and the sound and- beetle song. Then he formulates the task: having heard this or that sound, the children must perform the corresponding movement: to the sound w– zigzag movement of the hand away from you (a snake crawls), towards the sound and– put your hands in front of your chest and move your hands up and down (a beetle flies). The teacher helps children master the relationship between sound and the corresponding movement. Then he pronounces the sounds: w, w, w, w, w, w, w, w, w, w, w.

For children who made mistakes, the teacher asks them to complete the task again.

Next, the teacher names words with sounds w And and. Children, as in the previous task, show what sound is heard in the word. (The teacher pronounces the words with a slight intonation of sound.) First the girls do the exercise, then the boys.

The teacher asks the question: “Is a little book a big book? (Not very big, maybe quite thin.) How can you say about a very large and thick book?” (Books.)

The teacher asks if anyone knows why donkeys have such long ears. The teacher reports that now the children will hear a fairy tale poem. (“If this is a fairy tale, then there may be something in it that is not the same as in life, but it is very entertaining.”) Reads the poem “About a Donkey” by R. H. Farhadi:

At the donkey's
It was a birthday.
And he accepted congratulations.
Barbos brought him some hay,
The goat gave oats.
The lambs came in hastily.
They brought two daisies.
They pulled the donkey's ears
Horses, sheep and pigs.
And the ears grew and grew
And by evening they became long.

Then the teacher repeats the lines: “They pulled the donkey by the ears of the horse, the sheep and the pig.” The teacher assures that there are three words with sound w.

The teacher places three pyramids of the same color and one of a different color on his table. The teacher asks to name words with sounds w. (Ears, horses, pigs.) As the words are named, he removes three pyramids one after another. Then he draws the children’s attention to the remaining pyramid and says that there is a word with a sound in the poem and. Reads the first three lines. Children say the word birth.

“Since the donkey is about to be born, we need to sing him a song about a loaf,” the teacher continues the conversation. – You will sing the beginning of the song in chorus, and the rest of the part – with the words “This is such a width, this is such a dinner” – will be performed by a soloist. Do you know who the lead singer is?”

The teacher places a donkey (toy, picture) in front of the child. The children sing in chorus: “Like we baked a loaf for a donkey’s birthday!” Then the child soloist continues the song. He chooses the next soloist by handing him a toy (picture). The exercise is repeated 2-3 times. At the end of it, the teacher asks what sounds are heard in the words widths, suppers.

Children name the highlighted words cat, market, gone.

Summing up the lesson, the teacher reminds what sounds the children learned to distinguish and what they learn in classes on speech development.

Lesson 5. Teaching storytelling

Target. Teach children creative storytelling while coming up with an ending to the fairy tale “Ayoga” (adapted by D. Nagishkin; abridged).

Progress of the lesson

The teacher reads the Nanai fairy tale “Ayoga” to the children until the words “The mother took the flatbread and gave it to the neighbor girl.”

The teacher listens to the children’s answers, asks clarifying questions, suggests options for how events may develop (for example: “Ayoga ran and ran and saw a bear cub. He closed his eyes and circled around the clearing, shouting: “I am the most beautiful!” The most, most beautiful!” "").

It is possible that the children's options will be short and there will not be very many of them. Then it’s worth giving a homework assignment: retell the fairy tale to one of the adults and complete it together.

If there is time left, the teacher invites the children to take part in an impromptu dialogue.

The role of the mother is taken by the teacher, and the role of Ayogi is taken by the children. (It can also be the other way around.)

- Give me a cake, mother!

- She's hot. You'll burn your hands.

- I’ll put on mittens.

- Yes, they are wet.

- And I’ll dry them.

- They will take a long time to dry. We'll have time to eat the cakes.

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Municipal budgetary preschool educational institution

"Kindergarten No. 13" Kanash

Abstract of OOD

ON SPEECH DEVELOPMENT

“Sound culture of speech: the sound “SH””

for children middle group 4-5 years

Educator:

Yakovleva Zoya Valerievna

Kanash - 2016

Topic: " Sound culture of speech: the sound “SH”

Program content:Learn to correctly pronounce the sound “Ш” in syllables and words, coordinate nouns with numerals, find words with the sound [ш]. Strengthen children's ideas about speech sounds. Improve the grammatical structure of speech. Develop coherent speech, coordination of speech with movement, auditory attention, phonemic perception. Develop the ability to listen to others.

Preliminary work: articulatory gymnastics for speech breathing, didactic games“Catch the sound”, “Find the sound “Sh””, “Small - big”, learning finger gymnastics and physical education minutes.

Material: presentation “Travel with a Mouse”, task cards, audio recordings: the sound of the wind, speech therapy exercise “Playing the piano”.

Methodical techniques:organizational moment, game plot, conversation, dynamic pause, appeal to personal experience, use of clear visibility, ICT; change of static position, sound design, surprise moment, reflection.

OOD PROGRESS:

Children stand near the chairs.

With the teacher they imitate the movements.

The teacher together with the children:

In the morning the kids got up (raise their hands)

IN kindergarten they came (they walk in place)

We've had guests here since the morning (take us aside).

We are glad to see you, as always. (arms extended forward)

Educator: - Say hello, friends!

Children: - Hello!

TEACHER: - A ball flew into our group this morning(shows) . It seems to me that this ball arrived for a reason. Guys, let's remember what song the ball has?

CHILDREN: SH-SH-SH

TEACHER: - Yes, we Today we will continue to learn how to beautifully pronounce the sound “SH”.

Guys, let's remember:

How does a snake hiss?

How does the breeze sound?

Yes, that's right, guys. When pronouncing the sound “Ш”, our tongue is cupped, our teeth are clenched, and our lips are rounded. The sound “Ш” is consonant, because there is an obstruction in the mouth, dull, because the neck is silent, and the sound “Ш” is always hard.

TEACHER: - Guys, haven’t you noticed, but there’s an envelope hanging on the ball. Maybe this is a letter from someone? Let's open it. And in this envelope, look, ... there is some kind of picture. What is this?(the teacher points to the house)

CHILDREN: - House.

Slide No. 1

TEACHER: - In this house lives a mouse named “Shalunishka”. The mouse invites you to visit him, but warns that he has prepared various tests for you that we must cope with. And at the end of the test, an unusual surprise awaits us. Well, shall we accept the mouse’s invitation?

CHILDREN: -Yes.

TEACHER: - And, in order to get to visit the mouse, you need to say magic words.

One, two, three, four, five-

We'll spin around a little

And we’ll end up with the mouse.

Slide No. 2

TEACHER: - The mouse invites us to a large swamp. Look how many reeds there are here. A breeze blew and the reeds rustled. And the reeds make noise - like this:

Sha-shu-sha

Sho-shi-sho

Guys, how are the reeds making noise?

(Children repeat the syllables, clearly pronouncing the sound [Ш],

first all together, then individually)

Guys, guess the riddle and find out who lives in the swamp.

The little animal is jumping -

Not a mouth, but a trap.

Will fall into a trap

Both a mosquito and a fly.

Who is this?

CHILDREN: FROG.

TEACHER: - That's right, frog. Count how many of them are sitting in the swamp?

Slide No. 3, 4, 5, 6,7)

(count the frogs in turn - one frog, two frogs, three frogs, four baby frogs, five frogs)

Slide No. 8

TEACHER: - The mouse invites us to play a game. She hid in her house and quietly rustled: sh - sh - sh. Repeat how the Mouse rustles?

CHILDREN: SH-SH-SH

TEACHER: - Why is she rustling so much? She's the one looking at her pictures. Let's take a look and rustle with the mouse. I will begin the word, and you and the mouse will rustle louder to finish it.

Karanda... Mala... Kama... Landa...

(The teacher shows pictures,

And the children finish the last sound)

Slide No. 9

TEACHER: - Guys, the Mouse wants to tell you strange stories, listen to them, please, and think if this can happen. And help correct these sentences.

The mouse catches the cat.

The car is driven by grandpa.

The hat is worn by Natasha.

Slide No. 10

TEACHER: - Guys, we’re a little tired, let’s take a rest and do some warm-up before Mouse’s next task!

Many different sounds surround us,

Even if the room is quiet now.

We're friends now, guys.

We will make sounds.

(Perform movements according to the text of the poem)

Let's blink our eyes:

One, two, three, four, five.

We will stomp our feet:

One, two, three, four, five.

Let's clap loudly, loudly:

One, two, three, four, five.

And then we will be silent.

Slide No. 11

TEACHER: - Guys, the Mouse lives alone. And he really wants to find friends. But, guys, the Mouse wants to be friends with those who have the sound “SH” in their names. Let's help him. Let's choose those animals as friends for the mouse whose names contain the sound [Ш]. Who wants to make friends with the Mouse?

(everyone is listed in turn: cat, butterfly, frog, bear, dog)

(Children name words clearly pronouncing the sound [Ш]: cat, bear, frog)

Slide No. 12

TEACHER: - Oh, now the Mouse has prepared riddles for you.

(Children guess riddles, clearly pronouncing the sound [Ш] in the words)

Wears a bright comb

Our cheerful...

CHILDREN: Cockerel.

Kids draw together,

In their hands...

CHILDREN: Ears.

Here comes the little girl

Gray...

CHILDREN: Mouse.

The tires rustled quietly -

It's coming to us...

CHILDREN: Car

Slide No. 13

TEACHER: - The mouse wants to play with you. The game is called "Catch the Sound". You need to clap your hands when you hear the sound [sh].

s, w, sch, w, w, s, z, c, s, w, w, w, w

Slide No. 14

TEACHER: - The mouse sat down at the piano and sang rustling songs. Listen to them and sing along with the mouse.

SHI-SHI-SHI-SHI

HOW GOOD CANDIES ARE

SHO-SHO-SHO-SHO

WASH YOUR HANDS WELL

SHU-SHU-SHU-SHU

I WILL INVITE YOU TO THE TABLE

SHA-SHA-SHA-SHA

WE WILL EAT Slowly

(The child “plays” the “piano” with his fingers and pronounces syllable chains, striking his finger in the air to the sound composition)

Slide No. 15

TEACHER: - Guys, who can tell me what time of year it is? That's right, winter. And the next task from the Mouse is to go to the store and buy him winter clothes. Look carefully at the shelves in the store and tell me what the Mouse needs to buy?

(list what they see: shorts, swimsuit, dress, fur coat, scarf, hat)

CHILDREN: FUR COAT, SCARF, HAT.

Slide No. 16

TEACHER: - Guys, oh, a little breeze came to visit the Mouse. Do you hear?(wind noise) Think about it, if you turned into a breeze, where would you fly?

CHILDREN'S ANSWERS: ...

TEACHER: - Guys, our magical breeze “flies”, and we will follow it with our eyes. Show the Mouse how we train our eyes.

The breeze flew up– Sh-Sh-Sh

Spun, spun,

And fell to the ground– Sh-Sh-Sh

He flew to the right– Sh-Sh-Sh

He flew to the left– Sh-Sh-Sh

Flew to the window– Sh-Sh-Sh

He flew far away– Sh-Sh-Sh

(look into the distance)

Wave your eyelashes at him– Sh-Sh-Sh

And take me on my way– Sh-Sh-Sh