Theme: Consonant sound [th], letter Y. New Year's adventure with the heroes of your favorite fairy tales.
Goals: acquaintance with the sound [th], denoting it with the letter Y; practicing the skill of clear pronunciation of the sound [th]; development phonemic perception; learning the ability to distinguish the sound [th] from a number of sounds, syllables, words; make sentences with a given word; learning to read syllables according to syllabic tables and words with the sound [th]; development of memory, attention, thinking; education of discipline, ability to work in a team.Equipment: sound houses; pictures of words with sound [th] (Koschey Immortal, Emelya, Zmey Gorynych, Thumbelina, Goblin, Water); cards with windows to determine the place of sound in a word; red, blue, green lanterns with and without bells; colour pencils; pictures of a snowman, Baba Yaga, Santa Claus, Snegurochka, tree, Christmas decorations with syllables printed on them and words with the letter Y; "Merry Train" manual.
Course progress.
I. O.n.z. Surprise moment.
-
- Hear, guys, someone sighs and calls us. Yes, this is our friend Snowman.
- What happened, Snowman?
- Oh oh oh! - Ah ah ah! Hey Hey hey!
Guys, Snowman is so scared that he can't say anything else. Who scared him so?
- Oh oh oh! - Ah ah ah! Hey Hey hey!
He probably wants to name the fairy-tale hero who scared him so much.
Let's listen again to what he says and determine which sound is repeated more often than others.
- Oh oh oh! - Ah ah ah! Hey Hey hey!
II. Introduction to a new sound.
Characteristics of sound [th] according to articulatory and acoustic features.
- That's right, it's the sound [th]. What is he?
Let's make this sound. Will we be able to sing it? What's stopping us? (Barrier - the tongue arches the back). What is this sound? (Consonant). Is it soft or hard? What do you want to do, clench your fist or stroke your palm? (soft). The sound [th] is always soft. Listen to your throat, is this sound sonorous or deaf? (voiced). Sound [th] - consonant, sonorous, always soft.
III. The development of phonemic perception.
- To find out the name of the fairy-tale hero who scared our Snowman, you need to learn how to identify the sound [th] among other sounds. What color will the magic lantern be lit when we hear the sound [th]? (green with bell)
1. Definition of sound [th] in a series of sounds.
A U Y N Y Y M P Y ...
2. Definition of sound [th] in a series of syllables.
AY OY SA MA AL AY HEY….
3. Definition of sound [th] in words.
- We learned to determine the sound, now we can determine the name of the fairy-tale hero who scared the Snowman.
Puss in Boots, Giant, Shrek, Kikimora, Baba Yaga.
- That's right, it's Baba Yaga.
IV. Working with new sound.
Determining the place of sound [th] in a word.
- Baba Yaga hid Santa Claus and the Snow Maiden. And fairy-tale characters will help us find it, in the name of which there is a sound [th]. They will go in search of Grandfather Frost and the Snow Maiden on our Cheerful train. In the first car, those heroes will go, in whose name the sound [th] is at the beginning of the word, in the second - in the middle, in the third - at the end of the word. (Koschey Immortal, Emelya, Serpent Gorynych, Thumbelina, Leshy, Vodyanoy) All of them really want to celebrate the New Year with us.
v. Introduction to the letter Y.
- While our heroes are looking for Santa Claus and the Snow Maiden, we will prepare invitation cards for them. We know the sound [th], but what do you need to know in order to write it? The letter Y. We hear and pronounce sounds, we write and read letters.
The letter Y is called "And short."
Y as And in your notebook.
In order not to confuse Y with I,
Write a tick at the top.
VI. Work with new letter.
1. Highlighting the letter Y in the text.
- Underline all the letters Y in the invitation card. What pencil will we use to underline the letter Y? (in green)
New Year!
Koschey the Immortal, Emelya, Serpent Gorynych, Thumbelina, Goblin, Water come to my Kindergarten for the New Year's holiday.
2. Reading syllables with a new letter.
And here is Santa Claus with the Snow Maiden. They came to us for the holiday, they brought a Christmas tree with them.
To decorate the Christmas tree, you need to read syllables and words with a new letter on the toys.
AY OY OY MY MAY
VII. Fizminutka.
The Christmas tree is dressed up, and now we will play with it. Attention game "Christmas trees big and small."
- Let's show how big the Christmas trees are (raise your hands up), and how small (put your hands down). (Children should show large and small Christmas trees, not paying attention to the deceptive movements of the speech therapist, but listening only to his verbal instructions).
VIII. Consolidation of what has been learned.
1. Vocabulary expansion.
"Change the word."
Have fun on our holiday. Baba Yaga also asks to join us. Santa Claus gave her a task, but she can't do it without us. Let's help her. Need
change the word so that the sound [th] appears in it: a T-shirt - a T-shirt, a hare - a bunny, a bench - a bench, a sparrow - a sparrow, an egg - an egg, a ruler - a ruler, a nightingale - a nightingale ...
2. Working with clear words.
"Read and tell":
Oh - oh - this is my bunny
Ai - ai - we baked a loaf
Ai - ai - in a cage parrot
Oh - oh - we're going home
3. Making proposals.
What words with the [y] sound did you hear? (bunny, loaf, parrot, home, mine)
Make suggestions with them.
IX. Outcome.
Time for Santa Claus fairy tale characters back to your stories. And the sound [th] remains with us in the city of Sounds. Let's remember what this sound is? (consonant, soft, voiced). Well done!
Goals: Fix the correct pronunciation of the sound th in speech, to learn to determine the position of sound in words, to form an adjective from a noun, to coordinate an adjective with a noun, to form the ability to compose a descriptive story.
STUDY PROCESS
I. Organizational moment.
The speech therapist offers to sit down to the one who answers:
- What is the difference between a sound and a letter?
- what are the sounds (vowels, consonants);
- why are they called vowels;
- who will name the word in which the first sound is a vowel;
- talk about consonants;
- think of consonant words.
II. Learning new material.
1. The teacher's assistant quietly launches a paper airplane into the classroom. And it shows a map where the chest with the treasure is located. According to a given route (for example: two steps forward from the window, one step to the right, three forward, etc.), the children find the chest.
2. The speech therapist offers to guess the riddle in order to open the chest:
"Tail in the yard,
Nose in a kennel.
Who will turn his tail
He'll get in."
3. Children take pictures from the chest in turn (T-shirt, snake, watering can, glue, tram, bench, balalaika, beehive, parrot, sparrow, coffee pot, yogurt) and put them on an easel, pronouncing what is shown in the picture.
Speech therapist. What sound is found in these words? (Sound th)
4. Sound characteristic th : this sound is consonant, sonorous, always soft.
5. Determine the position of the sound th in every word.
Each child has a "speech ruler" on the table. 1 . Children work independently, one child comments.
Reference words: glue, ant, parrot, T-shirt, bench, sparrow, iodine, kettle, shed, ruler, tram, trolleybus, Dunno, yogurt, hero.
III. Getting to know the letter th.
1. The speech therapist offers to consider the letter and answer what it looks like, what letter.
“Y as And in your notebook
To Y not to be confused with And,
Write a tick at the top.”
2. “Print” a letter th in a notebook.
3. “Guess the word” (letters vary in height).
BUT ky M a T-shirt
Speech therapist. The resulting word “print” in a notebook.
4. Sound-syllabic analysis of the word “shirt”.
The word at the blackboard is parsed by one child. At the same time, all the children lay it out at the tables. The child at the blackboard intonation divides the word into syllables, sequentially singles out sounds, names them in isolation, characterizes them (vowel, hard or soft consonant) and marks them with the corresponding chip.
Speech therapist. To which of these sections: “Dishes”, “Furniture”, “Clothes”, “Transport”, does the word MIKA refer to?
IV. Fizkultminutka.
Imitation of putting on movements: hats, scarves, coats, scarves, mittens. Zippers, buttons, laces.
V. Consolidation of knowledge on the topic “Clothes”:
1. The game “What weighs? What lies?”
The speech therapist distributes pictures of clothes to children. On the flannelgraph there is a picture depicting a cabinet. Each child names the clothes in his picture, while indicating its location in the closet (hang it or put it on a shelf).
- Description of one item of clothing according to the scheme (1. color; 2. material; 3. parts of clothing; 4. seasonality of clothing; 5. for whom the clothing is intended; 6. actions with clothing 2. The task is performed in a chain (one child starts, and the other continues).
- The speech therapist invites the children to listen to the sentence, find an error in it and pronounce it correctly.
a) Olya / winter / has a hat and a fur coat.
b) Masha / spring / coat.
c) In the summer Anya put on a /white/ dress.
VI. Summary of the lesson.
Speech therapist. What sound are we talking about today? ( th) Recall the words in which there is this sound.
1 “Speech ruler” is a card with overlay chips to determine the position of the sound in the word (beginning, middle, end)
2 Tkachenko T.A. If the preschooler does not speak well. - St. Petersburg: Accident, 1998. - 112 p., 33 sheets. ill.: whether.
1. Lesson about the letter I
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2. Riddles with a generalizing word on AND
Girlfriend holding on to my ear
The century runs with me as a single stitch. ( needle and thread)
You can always find it in the forest.
Go for a walk and meet.
It is prickly like a hedgehog,
In winter in a summer dress. ( Spruce)
Angry touchy
Lives in the wilderness of the forest.
Too many needles
And not a single thread. ( Hedgehog)
This is miscellaneous items and what brings them together? - Needles!
How many syllables does this word have? - Out of three!
Why? - Since there are 3 vowel sounds.
What syllable is stressed? - Second.
3. Game "TV Broken" (idea from here)
The adult says the sound And and lays out a card with a picture - the child needs to finish the word.
(and) pear, (and) head, (and) zbushka, (and) rice, (and) zum, (and) Indian
4. Drawing up visual sound combinations from cards:
IA, AIU, OAI, UI
5. Development of phonemic perception
a) clap (or raise a card with the letter I) on the sound [and] from the sound range:
A I O K N U I I A I S O U I
b) repeat only the words with the sound “and”:
Willow, quince, duck, turkey, game, smile, bus, name, angle, July, needle...
6. Exercise with lids - we move the lid beads for each line:
And my grandfather has.
Grandma has one too.
And my mom has it.
And dad has one.
And we have.
To know him
You have to say it out loud.
(Name)
Name the names of boys and girls, and if the child hears the sound [and] in the name, then he needs to clap his hands:
Anya, Ulya, And van, And lya, Anton, And nna ...
Olya, Semyon, And grief, Sasha, Vera, Masha, And nga, Alyosha, Pavel, And ra, Nastya, Vasya, Kolya, Anna, And rma, Klava
7. The game "One-many" (an adult throws the ball to the child, naming the word in singular, the child needs to be thrown back, naming the word in the plural)
sock - socks
needle -
box -
a door -
mug -
turkey -
a toy -
glove -
thread -
snowflake -
boy -
fork -
a drop -
girl -
umbrella -
boot -
8. Form adjectives-antonyms
high Low
wide narrow
big small
bad - good
cold - hot
9. Game "What is superfluous?" ("The Fourth Extra")
Several pictures or objects are laid out and it is necessary to determine in which picture there is no sound AND (or just by ear).
1= bear, fox, wolf, tiger
2= glasses, wasps, willow, turkey
10 Wonder Tree
You need to choose pictures (inscriptions) in the name of which there is a sound And and "hang" on a tree like leaves. I made such a tree (print out on A4) and sheets of paper (A5) for it - I give empty sheets, so that you yourself can enter the necessary words there:
11. Find the hidden letter I
12. Tale about the brothers Ik and Ish ()
There were two brothers. One was called Ie, and the other - Ishch. Ik was small, and Ish was huge (showing "portraits"). Ik had a house, and Ish had a house. And now I want you to help me tell about Ika.
(The game exercise "Finish the sentence" is being conducted).
Ick doesn't have a mouth, but...
Ick doesn't have a nose, but...
Ik doesn't have an eye, but...etc.
And what about Ish? If it's that big, it means it's all very big.
Ishch doesn't have a mouth, but...
Ishch does not have a nose, but ...
Seeking doesn't have an eye, but... and so on.
Many years have passed, but people have not forgotten about the brothers. If they want to name a small object, they think of their brother Ike. If it is necessary to name objects of huge size, then they remember brother Ishche.
In the names Ik, Ish there is a common sound. Name it please.
13. Find all the letters I and circle them (
The purpose of the lesson: we study the letter Y, the formation of reading skills, the development of speech skills, the improvement of phonemic hearing, the basics of an elementary graphic skill.
- introduce a preschooler to the letter Y, correct pronunciation sound;
- to teach to write the capital letter Y in the cells;
- to form an interest in learning with poems and riddles.
Name what is shown in the pictures below:
Kettle Parrot Yoghurt Yog
- Please listen to the words (highlight the last sound with your voice): mine, yours, wild, kind, smart.
- What is the sound in all these words?
- What sound is there in both the word PARROT and the word MIKA?
- At the beginning, at the end or in the middle of the word sound [Y] in the word PARROT? - MIKE? - GIVE? - AIBOLIT?
When we pronounce the sound [Y], the tip of the tongue is behind the lower teeth, and the back of the tongue rises to the palate. Say: YYY. The back of the tongue rises to the palate and prevents the air from leaving the mouth freely when we pronounce the sound [Y].
- Vowel or consonant sound [Y]?
- Voiced or deaf?
- Why?
- Consider the letter Y. What letter does it look like?
The letters are similar, but the sounds are completely different: [I] is a vowel, and [Y] is a consonant.
Repeat: BUNNY. What is the first syllable in this word?
What is the second syllable in this word?
Similarly - with the words MIKE, SMART, STUPID, TRAMS, AIBOLIT.
Read the words:
my, May, smart, kind, red, hero, bunny, stupid, strong, green, funny, tram-wai.
Activity: Print Y for preschoolers
Consider the letter Y. We sewed the letter Y in the air and once in a notebook neatly in the cells with a simple pencil or ballpoint pen.
In cases where a child is asked to write a whole line of a letter, syllable or word, the adult gives a sample spelling at the beginning of the line.
If a preschooler has difficulties, then an adult can draw two reference lines, or put anchor points that the child will connect with lines, or write the letters in their entirety, and the child will simply circle them in a different color. Calligraphy at this stage of training should not be required.
Continue the phrase
The house on the rails is right there.
He will kill everyone in five minutes
You sit down and don't yawn
Departs ... (tram).
What did we sing, guess?
Kara… (wai).
What did they sing to us, guess? Bayu ... (bye).
What month, guess? The month of May).
What's in the glass, guess? Sweet tea).
Tale about the letter Y
What do you know about yoga?
"What do you know about yoga?" - that was the name of the book that the little mouse Mouse found in the garden. On the cover was drawn a naked uncle - a yogi, who, as if nothing had happened, was lying on the nails sticking out of the board.
In other pictures, the same yogi simply stood with his bare feet on hot coals or sat frozen in a block of ice. In addition, Mouse read that yogis can not eat or drink for months.
- Need to try! Mouse decided.
- I can imagine what will happen when my mother opens the refrigerator, and I sit there frozen and smiling. Or dad opens the stove, and I sit there on the coals and say: “What, you never saw yoga, or what?”
To begin with, he drove nails into the board and only lay down on them, when he immediately jumped up and let's yell at the whole garden:
Oh-ee-ee!!!
He ran home, took out iodine and began to smear his scratches from nails. And iodine burns! The Mouse smears, yells, and he himself thinks: “I’ll throw this book to the cat. Let him be a yogi now.”
Riddles for children with the letter Y
Boil - steam comes out,
And whistles and blazes with heat,
The lid rattles, knocks.
- Hey, take me off! - screams.
(Teapot)
Amazing wagon!
Judge for yourself:
Rails in the air, and he
Holds them with his hands.
(Trolleybus)
In a woolen meadow
Dancing thin-legged.
From under a steel shoe
The stitch comes out.
(Sewing machine)
It might break.
It can also weld
If you want, into a bird
Can turn.
(Egg)
Tell me who's so afraid of things
Like sticks - a dog,
Like a stone - a bird?
(Lazy person)
I run to my mother-river
And I can't be silent.
I am her own son
And was born in the spring.
(Creek)
He releases sheets
wide latitude.
Keeps on strong stems
One hundred rough, tenacious fruits:
If you do not bypass them -
You can find them all on your own.
(burr)
Grew up in the field angry and prickly,
Needles in all directions.
(burr)
I am always friendly with the world.
If the sun is in the window
I am from a mirror, from a puddle
I run up the wall.
(Sunny Bunny)
Button on the head
A sieve in the nose
One hand
Yes, it's on the back.
(Teapot)
Funny poems about the letter Y for children
Iodine is good, iodine is not evil.
In vain you scream: "Oh-oh-oh!"
- Slightly seeing a bottle with iodine.
Iodine sometimes, of course, burns,
But heal faster
Iodine smeared wound.
(V. Lunin)
Play, bunny
Play with me.
Bunny answers:
- I can't, sick!
Oh-oh-oh, poor!
(E. Blaginina)
Oh-oh-oh! - Said OH-OH.
- I, my friend, am quite sick!
- You go for a walk!
All will pass! - said AY-AY.
(G. Vieru)
A yogi will never say, "Oh!"
"Oh oh oh!" - the yogi will not shout.
Young man, control yourself!
Old, be young!
(V. Berestov)
I am on the tails of birds and animals:
Here is an ermine, here is a sparrow.
(E. Grigorieva)
At the station "And short"
We were greeted with a mystery:
"Read, dare and guess -
How, without getting up,
You can turn the tram
Many trams?
…What to skip
So that you can have a bunny
Turn into a stutterer?
One of us for three minutes
I thought about the solution
And answered "Erase the hook
Above the letter "And short".
(S. Marshak)
The ant found a blade of grass
She had a lot of trouble.
Like a log hefted on his back,
He takes her home...
He bends under the burden.
He crawls with difficulty.
But what a good
Ants are building a house!
(3. Aleksandrova)
Lesson summary:
- The pronunciation of new words increases vocabulary preschooler, develops speech and memory.
- Cell exercises develop fine motor skills of the hands.
- Riddles develop in children ingenuity, the ability to analyze and prove. Educators use riddles in teaching children to increase interest during complex tasks.
- Poems affect not only the development of memory. It has been proven that if you learn a few lines every day, new neural connections appear in the brain, the general ability to learning.
Anna Panina
"The sound [Y] and the letter Y." Synopsis of GCD in the preparatory group for children with TNR
Synopsis of GCD.
Topic: "Sound and letter Y".
Integration educational areas: "Knowledge", "Communication".
Types of children's activities: communicative, productive.
Goals:
Correctional and educational:
To give children a concept of the mechanism for the formation of the sound Y;
Correction-developing:
Automate the sound Y in syllables, words, sentences;
Develop general, fine and articulatory motor skills;
Develop graphomotor function;
Develop phonemic awareness;
Develop processes of analysis and synthesis;
Develop attention, memory, thinking;
Correctional and educational:
To educate children in a respectful attitude towards each other;
Equipment: planar images of the heroes of "Slysh, Bukovka"; pictures for the studied sound; image of the letter Y; syllabary table; cards with printed syllables and individual letters; magnetic alphabets; workbooks "Gromoteika"; CD "ABC"
I. Organizational moment.
Examining the picture "Yogi".
Who is it? What can he do? Today we have a difficult and serious work to do, we will practice like yoga. (Game for attention "polite request".
II. Main part
1. Post subject.
Today our friends Slysh and Bukovka are visiting us. new history. One day, Slysh and Bukovka spent their weekends in the park, which had a huge swing. Of course, our friends wanted to ride them. But as soon as they came closer, the shaggy dog guarding the swing growled menacingly:
Rrr, wait, the passage is closed.
But why? Bukovka was surprised. - Look how many children ride together on these swings.
Rrr, - answered the dog, - I let only those visitors who can complete my tasks.
We are ready to fulfill them,” Slysh replied.
Okay, say, quickly and without mistake, a tongue-twister:
"One firewood, two firewood, three firewood."
Slysh repeated the tongue-twister without a single mistake. Can you guys do that?
The game "Repeat the tongue twister." Invite the children to repeat the tongue twister three times without straying.
Slysh completed the tasks, and the dog missed his friends. Slysh and Bukovka sat on a huge swing. Bukovka sat on a bench, Slysh firmly grabbed the handles, and began to swing the swing.
They swayed slowly and low at first, and then began to sway faster, stronger and higher. The swing soared up, and then went down with a cheerful whistle: "y-y-y", "y-y-y"! The friends were breathtaking, and they wanted to scream with joy and happiness, the wind blew their clothes, whistled in their ears, and the swing kept creaking: “yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy… When friends dashed enough, they went down to the ground, thanked shaggy dog and went for a walk in the park.
Slysh remembered the swing song. He stretched his cheerful tongue, remembering a few exercises.
2. Development of articulatory motility.
Tongue exercise. Let's practice the tongue together with Hear. (Perform the exercise 5-7 times.)
"Big swing" - smile, open your mouth, raise the tip of your tongue to upper lip, lower to the bottom.
"Little rockers" - smile, open your mouth, raise the tip of the tongue by the upper teeth, lower it by the lower ones.
3. Demonstration of the acoustic-articulatory image of sound.
Y-y-y, - said Slysh. (The tongue did not want to let in air - he arched his back, pressed it to the palate, but the air still hummed merrily.)
Task - "Make a sound." Guys, say the sound [th | without error, in accordance with the described articulation. Follow the correct position of the lips, tongue, neck and breathing.
Hear wanted to know more about the new sound, and he tried to describe it.
Task "Describe the sound." Let's help Hear describe the sound [th].
When we pronounce the sound Y, does the air meet an obstacle in the way?
If the air meets an obstruction when pronouncing this sound, what sound is it? (Consonant.)
What prevents the air from passing freely (the tongue, which is pressed against the sky with its back, interferes with the air).
Is this sound voiced or deaf? (To answer your question, the children cover their ears with their palms and pronounce the sound [th]. If the ears “buzz”, this sound is sonorous, if they don’t buzz, it’s deaf. You can also put your hand to the neck to check).
Listen to me and tell me, is this sound soft or hard? (Pay attention to the children that this sound is always soft).
Now let's give complete description sound Y and dress our sound player (Call the child to the board): this sound is consonant, voiced, can only be soft.
4. Development of phonemic hearing. (Work in workbooks).
Bukovka drew pictures. (name all).
Color the circle green if you hear the sound Y in the word.
5. Acquaintance with the letter Y.
Slysh asked Bukovka: “Can you write the letter that denotes this sound?” And the letter took her magic pencil and wrote the letter Y. (Demonstration of a card with a letter).
What does the letter Y look like?
The letter Y is called "and-short"
Y as And in your notebook.
Not to be confused with Y
Write a tick at the top. (V. Stepanov).
What elements does it consist of?
Designing a letter with pencils; typing the letter Y in workbook. (before writing the letter - exercises for the eyes).
III. Dynamic pause(rhyme "Yoga").
IV. Fixing the material.
1. Reading syllables.(according to the syllable table ah, oh, uy, hey, yy).
2. Reading a word Yogi (T-shirt, parrot, laying out the letters of the magnetic alphabet.
Bukovka wrote the letters O, G, J. Think about what word can be made from them? (She wrote the syllables KA, MAY; PO, PU, GAY).
Type this word in magnetic alphabet.
V. Final part.
What new letter did you meet?
What sound does it represent?
Settle the Letter Y in the right house.
Listening to a song about the letter Y.
Evaluation of children's activities.
Related publications:
“The sound [R] and the letter R. Spring is walking towards us with quick steps.” Lesson in the preparatory speech therapy group for children with ONR Objectives: To develop the speech of children in various activities. To form and systematize children's knowledge about characteristics spring.
Synopsis of a frontal speech therapy lesson with children of a preparatory group for school with TNR (ONR) "The sound and the letter H"
Purpose: to promote the formation of ideas about the sound and the letter Ch. Tasks: Correctional and educational: - to contribute to the formation of the image.
Synopsis of a speech therapy lesson in a preparatory speech therapy group for school for children with TNR “Sound [B]. Letter B" Lesson 3 Correctional and educational goals. Activation and updating of the dictionary on the topic "Clothes, shoes, hats". Improvement.
Synopsis of GCD on teaching literacy in the preparatory school group “Sound [D] and letter D” Abstract of a lesson on teaching children to read and write in a group preparatory to school. Topic: Sound and the letter "D". Program content: 1. Acquaintance.
