Lesson objectives:
Review and consolidate your knowledge of sounds. Continue learning to distinguish between vowels and consonants.
Strengthen the ability to find the location of a sound. Continue learning to perform sound analysis of words: divide words into syllables.
Promote the development of sound analysis and phonemic awareness.
Develop oral speech, logical thinking, attention, fine motor skills of the fingers, cognitive ability.
To cultivate a desire to help the weak, goodwill, love and respect for birds.
Previous work: Reading the fairy tale “Geese and Swans”, guessing riddles, talking about birds.
Equipment: apple tree, stove, river, colored chips, object pictures, notebooks, pencils, apple, basket of apples, picture of a tit.
1 Org. Moment
2 Statement of the topic and purpose of the lesson.
Educator: Today, guys, during our literacy lesson we will go on a journey through a fairy tale. And according to which fairy tale, you have to guess.
In a fairy tale the sky is blue
Birds are scary in a fairy tale
Apple tree save me
River save me
(Swan geese)
Guys, we received a letter from Alyonushka, she asks us to find and save her brother Ivanushka, the swan geese took him to Baba Yaga. Shall we help Alyonushka? To start traveling through a fairy tale, let's say the magic words.
Ra-ra-ra - the game begins.
SA-sa-sa- miracles await us on the way.
(Baba Yaga runs out to the music)
Why did you come here? I won’t give you Ivanushka, you won’t find him.
(Baba Yaga runs away)
Guys, where does Baba Yaga live? (in the dense forest)
3. Phonetic exercise
Wolves howl in the forest
Leaves rustle shhhh
Snakes crawl and whistle ssss
What did we say? (Sounds)
What are sounds? (we hear, pronounce)
What sounds are there? How are consonants different from vowels?
Guys, look at the tree? What kind of tree? (Apple tree). Let's ask the apple tree where the geese and swans took Ivanushka?
Apple tree, apple tree, tell me, where did the geese and swans fly?
- Play with the apple. Game "Sounds Lost".
(pass the apple, saying the word)
...arelka, ...tul, ...osuda, ...yba, ...urtka, ...kaf, ...ozhka, ...iraf, ...ilka.
Fizminutka
There is a hut in the dark forest (we walk)
Standing backwards (turning)
There is an old woman in that hut (tilts)
Grandmother Yaga lives (turn back)
Crochet nose (show nose)
Eyes big (show eyes)
Like embers are burning
Wow, how angry? (we shake our fingers)
My hair stands on end.
- Guys, look, we've reached the river, maybe the river knows where the geese-swans Ivanushka
Taken away? Let's ask. River, river, where did the swan geese fly? We need to go across the river. To cross the river, you need to correctly identify the soft and hard sounds with which the words on the cards begin.
Lemon green chip
Blue chip fish
(Working with cards and chips)
Well done boys! We did it. So you and I crossed the river.
- We meet the stove
Oven-oven where did the geese-swans fly? Determine the place of the sound and in the words of the task a titmouse flew to us. She wants to help us. Like a word, a titmouse has a beginning - a head, a middle - a body, and an end - a tail. Where do tits live in the summer? And in winter? Why?
Tits bring great benefits to forests, parks and gardens.
A great tit eats as many insects per day as it weighs.
Fizminutka
Hands up
And shook it
These are trees in the forest
Arms bent
Quietly shook
These are trees in the forest
Hands raised, wave smoothly
These are the birds flying towards us
How will they sit down too?
Let's show you, put your hands back.
(Baba Yaga runs out to the music)
- Guess the riddle
On the edge
On the track
The house is worth
On chicken legs
Sound analysis of the word izba
How many sounds are there in a word? (4)
1 star? (and) vowel
2 stars? (h) consonant, hard, voiced.
3 stars? (6) consonant, hard, sonorous.
4 stars? (a)vowel
How many syllables are in this word? Well done!
Baba Yaga, I won’t give up Ivanushka, shade my hut, then I’ll let you go.
- Working in a notebook
Baba Yaga: You completed the tasks, take your Ivanushka.
Ivanushka: Thank you guys for saving me from the evil Baba Yaga. The apple tree gave you apples,
Help yourself
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Why is it profitable to publish with us?
Program content.
- Continue teaching children to name words with given sounds.
- Continue learning to conduct sound analysis of words.
- Strengthen the ability to compose a sentence of two words; with the given word.
- Learn to post a proposal.
Materials and equipment.
Demo material:
Red, blue, green chips; board; toy truck; apples.
Handout:
Red, blue, green chips; silver rectangles; cards for laying out with the image of an apple; pictures depicting various objects.
PROGRESS OF THE CLASS:
I. ARTICULATIVE GYMNASTICS (Articulation gymnastics- exercises for training the organs of articulation (lips, tongue, lower jaw), necessary for correct sound pronunciation)
The Tale of the Merry Tongue
Once upon a time there lived a Merry Tongue. He woke up early in the morning. Opened the window (open your mouth wide so that your teeth are visible). Looked left, looked right (turn the tip of your tongue left and right). Looked at the sky (touch your upper lip with the tip of your tongue). He looked at the ground (touch his lower lip with the tip of his tongue). I saw the sun in the sky and smiled broadly (smile). He closed the window (close his lips tightly). Tongue ran to the bathroom to wash. He began to brush his teeth (ex. Brush your teeth. Smile, open your mouth slightly, show your teeth and run your wide tongue over the outside of the upper teeth, imitating the cleaning movements of a toothbrush. We also “brush the lower teeth.”). And then rinse your mouth (puff out your cheeks, as if you were rinsing your mouth). And he ran to the kitchen for breakfast. I saw pies with jam on the table and licked my lips (lick my upper lip on the right, then on the left). I ate three pies and ran outside. Tongue sat down on a horse and galloped up the hill (imitating the clatter of hooves slowly). And then he started singing his favorite song Aaaaaaaa, Oooooooo, Uuuuuu, Iiiiiii, Eeeeeee, Yyyyy (listing of vowel sounds). Tongue got to the mountain and decided to swing on a swing (exercise: Swing. Mouth wide open, lips in a smile. Rhythmically change the position of the tongue: 1) the tip of the tongue behind the upper incisors; 2) the tip of the tongue behind the lower incisors. Only the tongue moves, not the chin!). I looked at my watch (exercise: Watch. Open your mouth, stick out your tongue. Alternately move your tongue to the right corner of your mouth, then to the left.). Time to go home. I got on the horse. I galloped home. And the horse runs quickly down the hill (imitation of the clatter of hooves quickly).
II. GAME WITH BALL
"Say the word"
- Guys, now we’re going to play a fun game called “Say the Word.” I will tell you the topic, and you will tell me the words. At the same time, you pass the ball to each other until I say STOP! (Topics: Pets, Fruits, Wild animals, Hats, Furniture, Vegetables.).
- And now you and I will play another game. I will tell you a sound, and you will tell me any word that begins with this sound.
III. INTRODUCING A NEW TOPIC
Offer
Guys, look what I have in my hands (showing a toy truck). Now look what she does (I show that the truck is moving).
— The truck (car) is moving. You and I have come up with a proposal. How many words are in our sentence? Say the first word. Say the second word.
- And now I will teach you how to lay out a proposal. Look, we have silver rectangles. One rectangle represents one word of the sentence. Words in a sentence must be placed at a distance from each other. Let's try to put out our proposal together: THE CAR IS DRIVING.
“And now I suggest you work on your own.” You have pictures of objects. Everyone has their own picture. Your task is to come up with a sentence with these items.
I give the children time to work independently.
- Now let's hear who has what proposals.
I invite the children to post their proposal.
PHYSICAL MINUTE
"Wind"
The wind is breathing, breathing (Hands up - deep breath)
And the trees keep swaying (Then - to the sides, waving your hands)
The wind is quieter, quieter, (Up again - deep breath)
And the trees are higher, higher (And down, long exhale)
Let's sit down, be quiet. (Children sit at their desks)
IV. REPEATING THE MATERIAL COVERED
Sound analysis of a word
I put the apples in the back of the truck and ask the children what the truck is carrying. (Apples). Then I remove the apples and leave one, asking what the truck is carrying now. (Apple). I suggest the children do a sound analysis of the word APPLE. I invite the children to listen to how the word sounds, highlighting each sound intonationally. Next, I suggest doing a sound analysis of the word yourself and laying it out with chips on a card with a picture of an apple.
Next, the child parses the word at the board, names the sounds and characterizes them. Let us remember the rule that the sound [th`] is the shortest in our speech and is always a soft consonant. Children must find mistakes (if any) in themselves and correct them.
- Who can tell me how many hard consonants are in a word? How many soft consonants? How many vowel sounds?
- How many syllables are in this word? Why did you decide that? Let's check it out. How can we do this? (put your hand to your chin). Which syllable is stressed? I listen to the children’s answers and help where help is needed.
IV. RESULTS
- Guys, let's remember what we did in class today?
- What new have we learned?
- Who was the most active today?
teacher, GBOU secondary school No. 1995, Moscow
Development content
TOLESSON SPECIFICATIONS
PREPARATORY GROUP
KINDERGARTEN
"LITERACY TRAINING"
Lesson 1.
TOPIC: "WORDS AND THINGS".
Software tasks: To teach children the ability to distinguish between a word and a thing, to highlight the nominal function of a word (the main purpose is to serve as the name of the objects around us).
Progress of the lesson:
1. Invite the children to tell and show what can be done with a thing (ball). Then I hide the thing and say the word BALL. Is it possible to throw a ball or roll it on the floor? What can you do with a word? (similar: thing-book and word-book, bicycle).
So the children make a joint conclusion: Words and objects (things) are not the same thing. Words can be spoken, written, listened to, but things can be hidden, given away, played with.
Game: “Let’s put words in a box” - give the task to name all the surrounding things with words (everyone puts word chips in my box).
2. Now let's play. Show things - objects, pencil case, notebook, needle and thread, scissors. I put things in a box. I call the child and ask him to take out the intended object (without naming it). The child will be confused. Then I’ll clarify: for example, I’ll reproduce the movement of a sewing person with my hand. And let the child guess the next item by looking at what I draw on the board. It turns out that an object can be shown with gestures, or you can draw it. But it is not always possible to show an object with gestures, and even with a drawing.
How can you communicate about an object if you cannot use gestures or drawing? (Name the item).
What helped you learn the subject? (Name).
What did you have to use to name the object? (in a word)
What are words for? (to name) (show a thing, children call it a word).
I show you a ballpoint pen.
What word is the object named? (in the word pen).
Showing the doorknob.
What word is the object named? (also in the word pen). It turns out that it happens that different objects are called the same word.
Thermometer | Thermometer |
How many rectangles did you draw in your notebook? By writing down the word pen (under their drawings), and how many rectangles under the drawing of a thermometer objects can be called the same, and that one object can have different names.
Charade:
Word riddle: I am a collection of cards;
My two meanings depend on the accent:
If you want, I’ll turn into a name
Shiny, silky fabric I (a "tlas - atla"s).
Key:
There are many different keys:
The key is a spring among the stones.
Key - treble, curled
And a regular door key.
Say it the other way around: winter - summer,
bitter - sweet,
long - short,
light - dark,
omit – lift up,
night - day,
big - small.
I name the words, and you depict:
picking flowers
“You can kill with a word, you can save with a word, you can lead troops with a word.” How do you understand?
Sound analysis of the word “WORDS”.
How many sounds? Vowels? Do you agree? Which one is 1, 2. 3, 4. 5.
Rebus:
koro layer draw
cow word firewood
Lesson No. 2.
TOPIC: "WORD".
Software tasks: To consolidate in children the concept of words denoting objects. Develop visual and auditory concentration and attention. Learn to graphically represent words denoting objects.
Progress of the lesson:
I point to objects and ask the question: What is this? (children answer)
Who asked? (You)
Who answered? (We)
How did I ask? (What is this?)
What is this - the question. What question did I ask? (What is this?)
Question - what is it? We put them to words that denote objects.
I put pictures depicting inanimate objects on the board in the 1st row;
in the 2nd row - pictures depicting living objects. I ask a question:
What is this? (children answer)
Then, who is it? (goat, dog, cat...)
What question did I ask first? (What is this?)
What question did I ask next? (Who is this?)
Why did I ask the question “what” to some subjects? And who to the others? (because some objects are inanimate, while others are living).
The question was posed to the objects: What? (non-living). What subjects were asked the question: Who? (alive).
(Children have pictures with living and inanimate objects on their tables)
Pick up a picture depicting living objects and ask a question.
Then the inanimate.
Then invite the child to collect the pictures:
A) living objects
B) inanimate objects (2 children)
Exercise:
A) Listen to the words, name those that mean inanimate objects
bear, frog , sofa, singer , violin, branch
B) From the same series of words, name only those that denote living objects.
So, what objects do words represent? (living, non-living)
What questions did you learn to ask about words and objects? ( Who what?)
What words-objects are we asking the question about? Who?
To which - What?
Graphic representation of words denoting objects.
Words-objects are indicated by one straight line (bar) _________.
After each word you need to put a comma.
Then I name the words-objects:
fish, boot, chair, pencil, pen, bird, shore, river.
____, _____, ____, ________, _____, _____, _____, ____.
Children make a graphic representation of these words in their notebooks, after which the number of words (dashes) is counted - 8.
How did you depict the words that represent objects?
What do the words you depicted with one straight line mean?
Homework: Draw three objects and label them graphically.
INTRODUCTION TO THE LETTERS OF THE ALPHABET:
Puzzles:
It’s easy to go on a hike with me, and it’s fun to travel with me.
I'm a loudmouth too. I’m a brawler, I’m loud, round……. (drum)
There is a small bird on a branch,
The fur is warm, like a hot water bottle, who is it... (squirrel)
She welcomes spring
He puts on earrings.
Draped over the back
Green scarf.
And the dress is striped.
You will know … (birch tree)
At little Katyushka's
Perched on top of my head
Not a moth, not a bird -
Holds two braids (BOW)
Hardworking animals
They are building a house in the middle of the river.
If anyone comes to visit,
Know that the entrance is from the river (BEAVERS)
Question for the riddles: Who guessed what letter these words begin with? (B)
Proverb:
If only, if only,
There would be beans growing in my mouth,
Then there would be no mouth,
And a whole garden.
Winged words:
Beat your head- to idle, to spend time idly, to do a very simple task.
Lesson No. 3.
TOPIC: "WORD".
Software tasks: Learn to distinguish words denoting the actions of an object. Develop auditory attention and memory.
Materials for the lesson: pictures for everyone, pencil cases, notebooks, pencils.
Progress of the lesson:
The teacher begins the phrase, the children finish: “During the lesson, our eyes look carefully and everything ... (see), our ears listen carefully and everything ... (hear), the head well ... (thinks).
Exercise: Come up with 2 words each denoting living and inanimate objects, depict them graphically and pose a question for each word. I put pictures on the board depicting objects in action.
What is he doing?
Words that answer the questionwhat is he doing? indicate actions.
What do the words that answer the question “what does” mean?
What question will we ask about words denoting actions?
What actions does a bee, a cow, a dog perform?
What do these words mean?
What question are they answering?
Make up your own words denoting the actions of the object and pose questions to them.
Show a graphic representation of words representing the actions of an item.
Words denoting the actions of an object are depicted by two straight lines - ______________.
I suggest you draw it yourself: flies, buzzes, growls, walks.
How did you depict the action words? (What words will we represent with 2 dashes?).
There are pictures on the tables: words-objects, words-actions.
The teacher alternately names words-objects and words-actions and offers to raise the corresponding card.
Clap your hands: 2 times - action words; 1 time - words-objects:
Dancing, bush, glass, bridge, growing,washes,erases, sister.
What do words with 2 claps mean?
What question are they answering?
Games:
1. Name an object by its action, say what question they answer:
moos grunts meows barks neighs cackles
hisses chirps croaks croaks growls
2. How does someone move?
cow squirrel hare snake frog man
What question do these words answer? ( Who?)
Add the letters.
Rebus and sound analysis of words.
Lesson No. 4.
Software tasks: Teach children to distinguish between words denoting the actions of an object and denoting an object. Develop auditory attention and memory.
Progress of the lesson:
Exercise:
From a number of words, name only those that denote objects:
whistles nightingale, spins, goes, pen, bag, carries, boat
From the same series, name only those words that denote actions:
whistles, nightingale, twists, coming, pen, bag, carries, boat
(Each child has cards with images of words-objects and words-actions).
A) Pick up the corresponding card.
B) Say what actions can be performed:
dressmaker(sew, throw, hem);
cook(cook, salt, stir, fry);
carpenter(plane, nail, hammer, knock together);
cleaning woman(sweep, wipe, wash, clean, wipe).
C) Write the words graphically in 2 columns:
words - objects
words - actions
ZNAME WITH A LETTERG
Before us is the letter G, standing like a poker.
And like a poker, the letter G humps its back.
Say the words backwards: quiet - loud, cheerful - sad, well-fed - hungry, shallow - deep, rare - frequent, thick, clean - dirty, rough - smooth.
The letter is lost: (G) o r a, k n i A.
Make a letter from plasticine G and come up with a word for that letter.
Guess the rebus using the first letters.
Parse this word, do a sound analysis of the word.
Lesson No. 5.
TOPIC: “WORDS FOR ACTIONS.”
Software tasks: Reinforce the concept of words. denoting objects and actions. Teach children to isolate words from a simple, uncommon sentence. Develop auditory attention and memory.
Progress of the lesson:
1. Offer to name 2 words, the first of which denotes the object, the second - the action of the object and pose a question to each, after which the children take their places.
2. Give a task: raise the corresponding card (words are given that denote the object and the action of the object mixed together, the children raise a card with their graphic images [_______ - object, ________ - action]):
rain leavesthunders water approachingwashes his face
H. Write the words graphically in 2 columns:
in the 1st - words-objects: window, cat, notebook, pen.
in the 2nd – action words: laughs, thinks, coming, cleans.
4. Isolating words from a sentence.
The fish swims. The sun is shining. The wind whistles.
5.Introducing the letterD.
There it stands, blowing smoke
Letter D- stove pipe.
6.The sound got lost:
... Mom with b glasses ( d glasses) went
On the road along the village...
...In a clearing in spring
Ros h dec ( d ub) young.
... We sat down in the lo and ku (lo d ku) and - let's go! -
Along the river back and forth.
7. Solve the crossword puzzle:
Sound analysis of the word:
ax chops boy stands cat purrs
Lesson No. 6.
Software tasks: Introduce words that denote the characteristics of an object. Learn to correctly change words denoting signs by gender. Develop auditory attention and memory.
Progress of the lesson:
1. I propose to name words-objects, then words-actions. Ask them a question.
2.Puzzles. Put a question to the answers and words in the riddles:
flies, buzzes, hums, chews, jumps, neighs, laps, meows, guards,
barks, swims, is silent, bleats, chews, grunts, slurps
3. Examination of drawings: cucumber, turnip, apple.
What is the shape, color, taste? (Oval, green, tasty - cucumber). (Round, yellow, tasty - turnip). (Round, red, tasty - apple).
You named a lot of words and they all denote a characteristic of an object. Repeat these words signs. What question did I pose to the words? round, yellow, oval, green.
1. Put a question to the words:
green(Which?)fresh(Which?)yellow(which?)
crispy(which?)aromatic(which?)
2. Come up with and name a word denoting a feature of an object.
3. What do the words that answer the question mean:
Which? which? which?
4. Remember how words-objects, words-actions were depicted. Feature words are indicated by one wavy line
5. Select attribute words from the series heard:
brave,grass , Kind,rainbow , Beautiful,pencil ,
embroiders , helps , obedient, junior
THE HOUSE IS WORTH HIGH
Lesson No. 7.
TOPIC: “WORDS INDICATING THE SIGN OF AN OBJECT.”
Software tasks: To consolidate the concept of words denoting the attribute of objects, an object, the action of an object.
Progress of the lesson:
1. Come up with and name one word each that denotes a feature of an object.
2. Come up with and name a word that denotes a feature of an object and answers the question: a) which? b) Which? V) which?
H. To words-objects lily of the valley, birch, mood- choose words-prizes.
4. Consider the subject, give a description according to plan:
A) form, b) color, V) to taste, G) to the touch
Words to describe: tomato, apple, pear.
Sample: tomato - round, red, sweet, soft.
5. From these feature words, name the words that mean:
A) form, b) color, V) to the touch, G) to taste
d) the material from which the item is made
bitter, round, triangular, hard, orange, slippery, leather,
lace, cold, iron, oval, sour, nylon, lilac,
fresh, lead, square, copper, silk
6. Match the object words with 2 attribute words, one of which denotes color, the other the material from which the object is made.
Sample: Dress- blue, chintz.
hat boots cup pan fabric.
7. Poem by V. Berestov. Name words-signs that speak about a person’s character. Say whether the character traits are positive or negative.
... Living without jokes is bad,
If you are touchy,
Hot-tempered, forgetful
Gloomy and quarrelsome
Beware of the catch.
Explain the expression: Beware of the catch.
Crosswords.
Sound analysis of the word: SAW.
Lesson No. 8.
TOPIC: “WORDS INDICATING THE SIGN OF AN OBJECT.”
Software tasks: Consolidate knowledge about words denoting a feature of an object.
Progress of the lesson:
1. Offer to name words denoting an object, an action, a sign of an object and pose a question to each of them.
2. Choose words that are close in meaning to the data:
careful(clean, tidy)
timid(cowardly, fearful, fearful),
sad(sad, boring, sad)
fragrant(fragrant odorous),
cruel(merciless, heartless, ferocious, angry, angry),
interesting(entertaining, exciting)
Beautiful(beautiful, charming, lovely)
red(ruddy scarlet),
brave(brave, courageous, fearless).
3. For the attribute words, select attribute words that are opposite in meaning:
Sample: Kind- wicked......
smart, brave, lazy, small, dirty, deceitful,
cold, narrow, close, tall, big
4.Guess the riddles . Find sign words in the riddles and pose a question to them.
a/ Playful, playful, talkative, talkative,
In a blue shirt, he runs along the bottom of a ravine. (CREEK)
b/ I am long and green,
Tasty and salty
Delicious and raw
Who am I? (CUCUMBER)
c/ Red cheeks, white nose,
I sit in the dark all day long,
And the shirt is green,
She's all in the sun (RADISH)
d/ Round, not the moon,
Yellow, not the sun (TURNIP)
5. Listen to the poem.
Answer the question what clouds?
CLOUDS
Clouds, clouds -
Curly sides.
Curly clouds,
Whole, holey,
Light, airy,
Obedient to the wind.
/ S. Mikhalkov /.
Repetition of letters of the alphabet.
Crosswords:
SNA RA LA
Lesson No. 9.
TOPIC: “WORDS – OBJECTS, ACTIONS, SIGNS.”
Software tasks: To consolidate the concept of words denoting an object, the action of an object, a sign of an object.
Progress of the lesson:
The lesson is held in the form of the game “Field of Miracles”
I throw the dice: it comes up exercise 1:
Name: words-objects, words-actions, words-signs.
(children - winners are awarded with prizes - chips)
Task 2: Name the actions that objects can produce (show: airplane, bird, sun). For example: The plane is flying, buzzing...
Task 3: Name people's professions based on their actions.
Planes, saws (carpenter).
Cooks, fries, kneads, bakes (cook).
Teaches, educates (educator, teacher).
Cuts, sews (dressmaker).
Task 4: Who can match the most words-objects to words-actions?
flies (arrow, plane, parachute, fluff, beetle, dragonfly, butterfly)
Floating (steamer, boat, fish, swimmer, log, chip, duck)
Sings (nightingale, singer, violin, choir, lark)
Squeaks (mouse, puppy, toy, mosquito)
Creaks (door, snow, cart, tree)
Crunches (snow, carrots, sugar, crackers, cucumber, cabbage)
Task 5: Solve riddles. What questions do the answer words answer?
Doesn't bark, doesn't bite, and doesn't let him into the house.(LOCK)
The whole century is knocking and rattling, not a person.(THUNDER)
Task 6: Name the item based on its characteristics:
Jumping, fluffy, red (squirrel).
Small round, prickly (hedgehog)
Large, old, spreading (oak).
Red, five-pointed (star).
Slender, green, prickly (Christmas tree).
Clean, fresh, frosty (air).
Warm, fine, drizzling (rain).
On the contrary: Wind
What's your mood?
Behavior
Task 7: Game “Be careful.”
Identify the words by ear and pick up the corresponding card:
words-objects - _______________
action words - _______________
words-signs -
Sound analysis of the word: BALL.
Lesson No. 10.
TOPIC: "OFFER".
Software tasks: Repetition of previous material. Learn to distinguish between the concepts of “word” and “sentence”. Correctly agree in number between verbs and nouns. Introducing the letter Z. Sound analysis of the word
Progress of the lesson:
1. Come up with and name two words: 1st - object, 2nd - action. Make up a sentence from these words.
2. Differentiation of the concepts “word” - “sentence”.
I call words: bee, buzz. What did I call?
Then I call offer: The bee is buzzing. What did I call? How did you guess? I show the diagram:
Word scheme.
| _________ __________ explain the sentence structure.
| __________ explain.
3. Listen to words and sentences, and when you hear a sentence, clap your hands.
Chickens peck milk is boiling, birds fly away the sun is shining, the horse is galloping, turn yellow, leaves, dust rose.
Which letter of the alphabet, if divided, forms 2 letters K. ( letter Z)
This is F, and this is K, a whole beetle, and half a beetle.
Make the letter Z from sticks.
Find the letter Z among the letters of the alphabet.
Say the word :
A couch potato, a red cat, lying down... (stomach).
Mom is knitting a long scarf because her son... (giraffe).
The rain falls more cheerfully, you and I are friends.
It's fun for us to run barefoot... (through the puddles).
Come up with words with the sound Z:
At the beginning of the word: beetle, crane, fats, iron.
In the middle of a word: puddles, knives, skis, siskins.
Send by phone:
Good pyro and ok, there's cottage cheese inside and OK.
Zar and abel and iron castle.
Proverbs:
A ruminant with a very long neck and long legs? (giraffe)
What is a person's most valuable possession? (life)
What animals carry food on their backs? (hedgehogs)
Winter sport and children's favorite pastime? (skis)
Guess the names of the animals which are shown in the pictures. Write their name in the boxes.
Come up with proverb in two words: LIFE, BUSINESS
Life given for good affairs.
Sound analysis of the word: FOX.(Show a picture of a fox)
Lesson No. 11.
TOPIC: "OFFER".
Software tasks: continuation of the previous lesson.
Progress of the lesson:
1. Listen to the words and sentences as you hear the suggestion to clap your hands.
Chickens peck milk is boiling, birds fly away, train, approaching, clouds, approaching, the sun is shining, the horse is galloping, turn yellow, leaves, dust rose.
How did you find out? /words are friends/
2. Find out the offer according to the scheme:
2 schemes: word scheme - _________, ____________. .
sentence scheme - |__________ _____________.
Z. Based on these diagrams, come up with a proposal:
- |__________ _____________ .
- | ______________ .
4. Post a diagram of my proposal: Sunshines.
5.Introducing the letter Z.
Which letter is similar to the number Z?
Z is not just a curl,
Z - spring, pretzel, shavings.
6. Finish the word:
... The roof is covered with fur, white smoke overhead,
Yard in the snow. White at home. At night she came to us... (winter).
... There is a patter of feet in the corridor, calling everyone to class... (call).
7. Come up with words with a syllable BEHIND.
8. The word fell apart A B Z A R T (TOMORROW)
9. Game “Telephone”
Znayka understands everything perfectly,
But Dunno just opens her mouth to everything.
PUZZLES:
_BEHIND_ _ ZI_ _ Z__
WEIGHT IDENTIFIED
apron, scarf, girl, boy, bag, table, vase, castle. knife, box, pitchfork, bow, axe, watering can, ball, teapot, cherry, beetroot, hammer, samovar, cabbage, scissors, drum, shovel.
eats, reads, writes, dances, gets sick, digs, sews, rides, collects, waters, plays, walks, dresses, carries, lies, rolls
Physical education minute:
Come on, do it with me
The exercise is like this:
Up, down, stretch.
Get rid of your night laziness -
There is a working day ahead.
We need to be there by evening -
See everything in the world.
Play, learn, be able to.
Sit on the swing
We need to be in time for dinner.
Lesson No. 12.
TOPIC: "OFFER".
Software tasks: continuation.
Progress of the lesson:
1. Make sentences based on the pictures. (I give pictures).
Write the sentences graphically.
2. Make up sentences from these words:
wind blow grass turn yellow rain go sun shine
3. Recognize the sound: clap your hands if you hear it th:
fox la th ka player face nightingale th troll th bus car snake th name cha th
4. Come up with words with sound th:
At the beginning of the word ( iodine)
In the middle of a word ( T-shirt)
At the end of the word ( May)
5. The answer word should contain th:
(tea)
(gull)
(washer)
th:
builder - stro th ka
winter - winter th
pour - le th ka
reader - chita th those
Puzzles:
100 " th STOP
Mystery:
Tell me who is so afraid of things,
Like a stick is a dog,
Like a stone - a bird. (LAZY Y)
Lesson No. 13.
TOPIC: "OFFER".
Software tasks: To consolidate in children the concept of intonational completeness of a sentence, the skill of drawing up a sentence diagram, relying on auditory perception.
Progress of the lesson:
Suggestion diagrams on the board:
|__________ _____________ .
| ______________ .
1. Children make up sentences of 2 words according to the diagrams.
How did you know the offer had ended?
What do you put at the end of the sentence?
What should you keep an eye on? /for intonation completeness/
What does the period at the end of a sentence mean?
2. Listen to the sentences. Make a diagram of it.
Clouds have moved in.
The sun has disappeared.
Wind started to blow.
Lightning flashed.
Thunder rumbled.
Rain started.
Let's try to write it down in a notebook. How many offers? What helped determine the number of proposals?
3. Graphic dictation.
The grass is turning yellow. Leaves are falling. The wind blows. It's raining.
The letter Y is called “And short”
And like And in your notebook,
So that Y is not confused with I,
Write a stick on top.
4. Find out the letter Y(clap your hands):
fox la th ka player face nightingale th troll th bus car snake th name cha th
5. Come up with words with sound Y:
At the beginning of the word ( iodine, yogurt)
In the middle of a word ( T-shirt, seagull, husky, bunny, puck)
At the end of the word ( May, tea, bark)
The children's answer word should contain Y.
a) What healthy drink do you know? (tea)
b) What is the name of a beautiful waterfowl? (gull)
c) Necessary equipment for playing hockey? (washer)
6. Change the word so that it contains th:
builder - stro th ka
winter - winter th
pour - le th ka
reader - chita th those
Puzzles:
100 " th STOP
The letter is lost:
sha__ba hero__ tram__ study
Mystery:
Tell me who is so afraid of things,
Like a stick is a dog,
Like a stone - a bird. (LAZY Y)
Distribute cards and sound analysis of words: (gr. 18)
The words are cut out: sheet z, k, s, s (4)
boat with, to, with, with, to (5)
Lesson No. 14.
TOPIC: "OFFER".
Software tasks: To consolidate in children the concept of intonational completeness of a sentence; the skill of drawing up a sentence diagram based on auditory perception.
Progress of the lesson:
1. There are two diagrams on the board: a word diagram, a sentence diagram.
A. find the sentence diagram;
B. find a pattern of words;
B. come up with a sentence according to the scheme:
|__________ _____________ .
| ______________ .
2. Graphic dictation:
The grass is turning yellow.
Leaves are falling.
The wind blows.
It's raining.
What time of year are they talking about? How did you find out?
How many offers? What did you do? (STORY)
How did you find out?
3. Introducing the letterTO.
The signalman holds two flags.
With flags it's like a letter TO.
A. Make a letter TO from 2 matches and come up with your own word.
b. Find the letter in the address on the parcel TO.
city IR TO TCB TO
Street TO Irova
Ani To other TO and those.
V. The package contains fairy tale characters whose names begin with the sound TO, letters TO. (Little Red Riding Hood, Puss in Boots, Kolobok, Carlson)
g. Game of Grandfather the Letter Eater:
Sealed with glue firmly
And they sent it to me urgently.
I won't regret him
When I get it, I’ll post it up in no time.(ENVELOPE)
o m p o t a r t a n i t to and p o o d i l
d. The word crumbled:
N K I A G - K N I G A In which proverb does this word appear?
“From time immemorial, a book has raised a person.”
e. Rebuses:
CA __ KA__COM
VA REIKA TA
MYSTERY
S K I at school on the wall -
There are mountains and rivers on me.(MAP)
S P –I won’t hide from you –
I'm also standing at school(DESK)
Stubborn words on TO:
COFFEE COCOA CINEMA
"Crocodile Tears" - what does it mean? (FAKE TEARS)
Sound analysis of the word: MOVIE.
Lesson No. 15.
TOPIC: "OFFER".
Software tasks: Teach children to make three-word sentences.
Progress of the lesson:
1. Come up with a sentence of two words: a) object, b) action.
2. Graphic dictation: The sun has disappeared.
Clouds have moved in.
Wind started to blow.
Thunder rumbled.
3. We worked with sentences consisting of two words. Today we will learn how to make sentences from three words.
I put a picture on the board:
I suggest making a sentence of three words.
Who? What is he doing? What does he carry, take, etc.?
The girl carries a flower.
What word was added to the sentence? (flower)
The more words in a sentence, the more we learn (similarly with the other picture).
4. Give the task: there are two object pictures on the board.
For example: The girl caught a dragonfly.
The girl drew ____________.
I saw ______________.
(The children each have plot pictures and the children independently come up with three-word sentences).
5.The alphabet will continue our letterL- forest hut.
a) name a toy that has the sound L.
b) Words scattered: M A A L P (L A M P A)
c) Finish the word: This Lina is a good girl,
He sculpts everything from ..... (plasticine).
Andreyka in his garden
Watered the flowers from ..... (watering can).
d) Grandfather ate the letter: (L)
k y k and with t about o s and to
CHARADES:
WITH L I bring tears
WITH AND I fly through the air. ( ONION - BEETLE)
With letter N me at night
I'm walking in the sky.
With letter P often to you
I help you see ( MOON - MAGNIFIER)
PUZZLES:
Gold coins falling from a branch
(LEAVES)
Above the houses along the path
A piece of flatbread hangs
(MOON)
The swan rushes into the clouds,
Cancer is moving backwards
And the Pike pulls into the water. Confusion, lack of coherence.
Some go to the forest, some for firewood.
PATTER:
A) We found burbot in the shallows.
B) Lena was looking for a pin,
And the pin fell under the bench.
I was too lazy to crawl under the bench -
I was looking for a pin all day.
Sound analysis of the word: _____________________
Lesson No. 16.
TOPIC: "OFFER".
Software tasks: To strengthen in children the ability to work with a sentence consisting of three words.
Progress of the lesson:
1. Come up with a sentence consisting of three words.
2. Make up a sentence of three words based on the pictures and the question:
What do pets give to people?
(Cow, goat......) The cow gives milk.
3. Insert the missing word into the sentence:
- A. ………. make nests.
Birds......nests.
Birds howl……….
- b. Fishermen ……… fish.
……… catch fish.
Fishermen catch……..
- V. Rabbit………carrot.
………..gnaws a carrot.
The rabbit is gnawing…………..
- G. Caterpillars eat………..
Caterpillars………… cabbage.
………….. eat cabbage.
4. Raise a period if the sentence is complete.
They brought bricks. Workers unloaded the cars. Prepared a solution.
Masons lay bricks. Workers bring the solution.
Construction has begun.
What helped you determine the end of a sentence?
Where is this kind of work done? (AT A CONSTRUCTION SITE)
How can you title the story?
5.Introducing the letter M .
Everyone knows well
Where is the metro, there is the letter ...... (M)
Who is bigger?
A) Remember which berry begins with a sound M and ends with A (raspberries).
B) Name the flowers whose names have a sound M:
M ak, ro m Ashka, m alva, m argarita, chrysanthemum m A.
Hard – soft:
Raise a blue chip if you hear a strong agree in the words of the poem M; green chip if you hear a soft sound M.
Scratching on the floor m ishka,
Brown sleeps in a den m Ishka.
This m Ishka is very m silt,
Only he doesn't have paws m yl.
Ran into a hole m ishka,
He lay down to sleep in the den m Ishka.
M alchik m al, but very m silt,
He waters his hands m yl.
Vice versa:
war………….. peace.
argue ……. put up
fast slow
solid ………. soft
stupid………..wise
big small
B. Write in the cells the names of the objects that make up the snowman.
Q. What word was hidden? (WORLD)
G. The word crumbled:
M A K + SH A R = famous children's writer (MARSHAK)
Lesson No. 17.
TOPIC: "OFFER".
Software tasks: Get to know the main members of the proposal. Train auditory attention and memory.
Progress of the lesson:
1. Come up with a sentence of three words.
2. Make a sentence based on the picture using two words.
For example: The artist draws.
A. What did you make up?
Who did you find out about?
What did you learn about the artist?
What does the artist draw? (picture)
How many words are there in the sentence? (three) The artist paints a picture.
Say the entire sentence.
3. Imagine what was left out of the sentence one word .
What happened? …………… paints a picture.
What have we learned or not learned? (We didn’t find out who was drawing.)
Draws a picture.– Is this a proposal? (No)
That's right, the proposal didn't work out.
And now it's falling out second word.
What happened? The artist …………… picture.
What have we learned or not learned? (We didn’t find out what the artist was doing.)
Artist painting.– Is this a proposal? (No)
That's right, the proposal didn't work out either.
And now it's falling out third word.
What happened? The artist draws…………….
What have we learned or not learned? (We found out what the artist does.)
The artist draws.– Is this a proposal? (Yes)
These words are the main ones in the sentence. Without them, the proposal will not work.
4.Exercise: Listen to the sentences, determine the number of words in the sentence and find the main words.
Mom is carrying a bag. Grandmother is baking pies.
A painter is painting the roof. Grandfather is reading a newspaper.
The viewer is watching a film. The train leaves in the morning.
The sun rises early.
A dressmaker sews clothes. A janitor sweeps the streets.
The bricklayer lays the bricks. The fishermen pull the nets.
Leaves rustled quietly. Thunder rumbled loudly.
Music sounded continuously. A bus appeared in the distance.
Snowflakes swirled smoothly.
5. Look at the pictures and come up with your own sentence of three words, find the main words.
6.Introducing the letter N .
On the letter N I, if not a ladder,
I sit and sing songs.
Hard – soft:
Raise chips: blue chip is solid N, green chip – soft N .
Co n, whether n b, sos n a, c n eg, stand up n ь, le n b, N Atasha, N And n A.
Vice versa:
Name words that are opposite in meaning (antonyms):
left right
high……………. low
upper……………lower
dry…………. wet
under………………...above
The letter is lost :( N)
And a (Nina) I a (Inna) o s i a (aspen) o and (they)
The word crumbled = famous Russian poet describing the plight of the peasants.
N E K R O V S A (N E K R A S O V)
Puzzles:
SHAE + ZhDAKA__
TAD MOVE
(NATASHA) (HOPE) (FIND)
Charade:
From letterN, my friends,
I don't mean anything
NonWITHchange -
Feel free to put me in the soup.
Don't take it from the letterM –
I coat your doorway. (ZERO – SALT – MOL)
Street of magical sounds:
Grasping reader:
One is a hoof,
Two is a hoof,
Does a horse have three hooves?
And the fourth hoof
Jumped away from me.
Winged words:
Hanging up your nose.
Turn up one's nose.
Lead by the nose.
Under your breath (speak).
The nose has not matured).
Puzzles:
1. On one finger the bucket is upside down. (Thimble).
2. Between two luminaries there is one in the middle. (Nose).
3. All their lives they have been racing, but they cannot overtake each other. (Legs).
Lesson No. 18.
TOPIC: "OFFER".
Software tasks: Continue to get acquainted with the main members of the sentence. Train auditory attention and memory.
Progress of the lesson:
1. Make sentences from two words using the following diagrams:
|__________ _____________ .
| ______________ .
2. For words-objects, select words denoting actions. Say the resulting sentences.
The buds……………… (bloomed).
The grass…………….. (turns green).
Brook …………….. (murmurs).
It is snowing).
Snowdrop……… (blooms).
Match words-actions with words-objects. Say the resulting sentences.
It is raining slightly).
……………… (grass) will dry out.
Turn yellow…………… (leaves).
Pierces ……… (wind).
3. Complete the sentences, changing the meaning of the word (given in brackets).
The cat (cat, kittens) was sleeping.
Onions (tree, vegetables) grew.
The hare (squirrel, mouse) ran.
The stream (river, sea, leaves) was noisy.
Gooseberries (raspberries, apples) are ripe.
4. Fill in the missing word:
Yesterday ……………. Sun. (light)
Whole week …………. rain. (walked)
At night in the sky…………. moon. (luminaries)
Rita………. along the path. (walking)
There was no rain for a long time.
Grass ………. (withered). The tree……….. (withered). Leaves ……………. (turned yellow).
The last swallow …………… (fly away). The cranes …………….. (fly away).
5.Introducing the letter P . (folded from paper)
Suitable gate - go through if you want.
A. come up with word with sound P.
B. Say the word:
And it will protect you from the wind and from the heat, from the rain,
How can you sleep comfortably in it? What is this? ………….. ( TENT)
He is always at the station,
Trains are approaching it.
Double P contains it
And it’s called………… ( PLATFORM)
Waddled off the ice floes
To the matinee………….. ( PENGUIN)
IN. Guess the word:
The person who cooks the food? ( BY VAR)
Daytime meal? (ABOUT TROUBLE)
= (VICTORY)
Synonym for the word misfortune? (TROUBLE)
Eating? (FOOD)
The word crumbled: B P I O U A M L
(magnifying glass, puma, floor, little, saw, linden, opal)
G. Read the word:
Read the letters on large books, then on small ones.
D. Guess the puzzles:
PE _ A _ _ U_
L ROCK SHKA
(PENCIL CASE) (GIFT) (PILLOW)
E. How do you understand?
Does it really hurt your eyes?
AND. Sound analysis of a word PIE.
Z. Mystery: First they put him in the oven.
How will he get out of there?
Then they put it on a dish.
Well, now call the guys!
They will eat everything one piece at a time. ( PIE)
Lesson No. 19.
TOPIC: "LETTERS AND SOUNDS".
Software tasks: Teach children to hear and identify first row vowels
(A, O, U, E, S)
Progress of the lesson:
1. Children are standing. The child who names the vowel sound will sit down.
There are two rows of vowel sounds. I hang the vowels of the first row on the board and get to know them: A O U E Y
2. Isolating the vowels of the first row from a number of other sounds. I pronounce vowels and consonants interspersed with the vowel sound of the first row. Children raise a red circle (letter).
A M P U S T Y R L E ABOUT K T U A L E P ABOUT
3. Isolation of vowels of the first row from syllables:
A. name the vowels of the first row.
B. show the letter indicating the sound of the first row.
IN. am, mind, ym, us, op, yr, al, ys;
ma, mu, we, su, po, ry, la, sy.
4. Select the initial vowel from the words and write down the corresponding letter.
A nya, ABOUT la, E la, at weave, A xia, O sa.
5. Select the vowel from the middle of the words and write it down:
l A k, d s m, s at p, s O k, m A To.
6. Name the pictures, highlight the vowel sound in the name of these pictures, name them.
Physical education minute.
Complete the sentence:
The postman brings (what?) ………………. letter
The hairdresser cuts (what?) ……………… hair
The driver drives (what?) ……………………. train
The artist paints (what?) ………………….… picture
The watchmaker is repairing (what?) ……………………. watch
The weaver weaves (what?) …………………………….. cloth
The doctor treats (who?) …………………………. sick
The veterinarian treats (who?) ………………….. animals
The poultry woman feeds (who?) ………………….. ducks, chickens, geese
The milkmaid milks (who?) ………………………… cows
The groom feeds (who?) ……………………… horses
The seller serves (who?) ……………. buyers
The artists greet (who?) …………….. spectators
Listen to the story, find mistakes, correct them .
Hedgehog.
Timosha and Grisha were in the forest. Timosha caught beetles(bugs) Grisha found hedgehog(hedgehog). Grisha brought it hedgehog(hedgehog) home. There were mice in the house. Grisha let me in hedgehog(hedgehog) into the house. Hedgehog caught mice(mice).
Make up sentences:
children find a little bunny (Children found a little bunny.)
Vova is picking ripe raspberries (Vova was picking ripe raspberries.)
Mom is cooking milk soup (Mom is cooking milk soup.)
fishermen catch a huge catfish (The fishermen caught a huge catfish.)
7.Introducing the letter R .
Which letter is the second half of the letter F? (R)
A. Who is bigger? Game "NEW APARTMENT".
Let's go to the store for things that have a sound in their names R, for a new apartment.
TO R ovate, to R if, behold R vant, kovo R, zhu R table,
ka R Tina, TV R, what R ah, playe R.
B. Say the word:
There's a big fight in the river: Where did the sparrow have lunch?
Two quarreled...... ( cancer).In the zoo at ……… ( animals).
Guess the proverb according to: century, man.
The word scattered: P R U T = T R U D
Puzzles: A. R fuckers
b. fish A To
V. ra d yeah
g.r. And With
d.r. O T ( RADIO)
Sound analysis of a word R A D I O(the answer to the rebus riddle).
Mystery: By the wave, by the wave,
The music floats towards me. ( RADIO)
Idioms:
A. Keep yourself in control.(Restrain the impulses of your feelings, subordinate them to your will, maintain composure).
B. Skillful fingers.(Master of his craft, very skillful).
IN. To give up.(Losing the ability or desire to act or do something).
Lesson No. 20.
TOPIC: "LETTERS AND SOUNDS".
Software tasks: fix the vowels of the first row ( a, o, u, e, s), introduce the vowels of the second row ( i, e, yu, e, and).
Progress of the lesson:
1. Invite the children to name the vowels of the first row. (If there is any difficulty, I post the table).
2.A fairy tale about letters I, J. (On the formation of vowels of the second row).
Once upon a time there lived two sisters. They were very similar. They were written almost identically. Only for the letter Y there was a beret on top, and AND did not have. They sounded almost the same. Only AND- drawn out, and Y- short, abrupt. They were often confused. Letter Y it was very unpleasant. Once upon a time letter Y came to visit the vowels of the first row and offered to sing together. Y started A- I picked it up. Their sounds merged and a new letter was created I. Then the remaining letters ABOUT,U,E they also began to sing along with the letter Y. New sounds began to emerge J – O = E, J – U = Yu, J – E = E. New letters took their place in the second row, joined by the letter AND. This is how the vowels of the second row turned out:
I am E Yu Yo I
3. Listen to the words, find the initial vowel of the second row, show the letter:
I mae hereYu brightI strebe lAnd glae YesI shaYU la
4. Listen to the words, find the vowel of the second row at the end of the word, write down the corresponding letter: ZoI roYu sebe joint ventureAnd olde
5. I show the pictures silently, you silently find the vowel of the second row, and write it in your notebook : I blocke andAnd Toe lkYu laAnd goal
6. Name the action words:
For each action word, come up with word-objects that answer the word-questions whom? What?
I’m waiting for ……………….. (friend) reading ………….. (book)
I meet ………… (train) I draw ………….. (picture)
catching up…………. (bus) cook ………………… (compote)
I ask ……… (time) water ………. (flower bed)
7. Complete the sentences answering the question what do people in the named professions do.
Sample:Digger digging the ground.
Doctor ……………………………..(The doctor treats people).
Teacher ………………………… (The teacher teaches the children).
Steelmaker ……………………… (Steelmaker makes steel).
Florist ……………………… (Florist grows flowers).
Beekeeper………………………(A beekeeper breeds bees).
Forester ………………………….(Forester guards the forest).
Writer………………………(A writer writes books).
Glazier …………………(The glazier inserts the glass).
Bricklayer………………………(A bricklayer builds houses).
Roofer …………………(The roofer covers the roof).
8. Complete the sentence by changing the last word correctly:
Mom bought a saucepan. (saucepan)
Kolya saw the toad. (toad)
The toad caught a mosquito. (mosquito)
Swallows eat midges. (midges)
The carpenter made a stool. (stool)
Tanya knitted a sweater. (jacket)
Vitalik made a boat. (boat)
The hawk carried away the chicken. (chicken)
Sasha cast his fishing rod. (fishing rod)
The lacemaker weaves lace.
9. Make a sentence from these words.
train wait passengers(Passengers were waiting for the train).
grass dew cover(Dew covered the grass).
rain wet the ground(The rain wet the ground.)
carp catch pike(The pike caught a crucian carp).
10.Dating with a letter X.
X is a funny toy
Wooden pinwheel.
Wooden pinwheel -
Friend to the free wind.
A. Come up with a word with a letter X.
B. Say the word:
Clap - and the candy shoots.
Like a cannon!
It is clear to everyone - this is... (CLAPPER)
IN. The letter is lost : (X)
a l v a(halva) l e b(bread) o l o d(cold )
G. The word crumbled:
V E L X =BREAD
D. Necessary find in a word C H O R O V O D
1. A group of people singing. (CHORUS)
2. Insect. (GADFLY)
E. Charade:
From letter X they carry me around
From letter WITH in the dining room they ask.
(robe - salad).
Puzzles:
Light, not fluff,
Soft, not fur,
White, not snow,
But he will dress everyone. ( COTTON)
Sound analysis of the word: COTTON.
Patter: A fly-fly landed on my ear.
Proverbs: Guess by two words: (good, woe), (head, bad).
Winged words:
Chrysanthemums are flowers similar to asters, companions of autumn. They are not afraid of frost. According to legend, the “Golden Flower” came from the sun. The image of a golden chrysanthemum was the emblem of the country of Japan.
Lesson No. 21.
TOPIC: "LETTERS AND SOUNDS".
Software tasks: consolidate the vowels of the first and second rows.
Progress of the lesson:
Remember and name the vowels of the first and second row.
How vowels of the 2nd row are formed. I post a table with vowels of the 2nd and 1st rows:
I propose to compare pairs of vowels:
A - Z O - Y U - YU E - E Y - I
Similarity - in articulation, differ in spelling.
These vowels are called paired.
In order not to be confused when writing, we will learn to distinguish between them..
Listen to the poem:
What are you looking at, cow?
Strict and harsh?
Teddy Bear, with an “a”
Wrote to A mova.
Teach Mishka a lesson -
Turn it into a mouse.
Cat grab mouse
Will the quitter know.
Write Mishka with “s”.
Compare “ bear”, “mouse”.
What letters distinguish these words? ( s-and)
a) Listen to the syllables. What vowel do you hear? (Children show letters)
PY, YOU, SY, RY, WE, DY, WOULD, KY
PI, TI, SI, RI, MI, DI, BI, KI
s?
How to pronounce consonants when showing the letter And?
What sound affects the softening of consonants? ( And)
b) Write the syllables in 2 lines: s s - first; With And- in the second.
WE, SI, SY, MI, RY, RI, TI, YOU, PI, PY.
c) Fill in the missing letter Y or AND. Read it. Raise the card, who has the vowels of the 1st row, 2nd row.
Raise the stubborn word.
Introducing the letter WITH .
Crescent moon in the dark sky
The letter C hung over the house.
1. Clap your hands if you hear the sound ( s, s).
WITH baby, Zoya, With anki, sailor With, gold, With blue
2. Name the days of the week, months, seasons in which there are sounds ( s, s).
(With reda, With Saturday, on With cre With Yes, August With T, With September, Ve With on, oh With e)
H. Name words that are opposite in meaning (antonyms) that begin with a sound WITH.
World - argument
cowardly - brave
cloudy - solar
frivolous - serious
pickle - fresh
tight shoes - free
sour apple - sweet
4. Guess the proverb based on 2 words: light, darkness. (Learning is light and ignorance is darkness).
5. Remake the letter WITH to another letter: O, I, X, K, F, L, R, E, V
6. Find a word within a word SAVVY(rock, rolling pin, weasel, varnish, llama, chalk)
7.Jokes:
a) How to write dry grass - in 4 letters. ( Hay).
b) What can you see with your eyes closed? ( Dream).
c/ What note is put in the soup? ( Salt)
8.Puzzles: 7th ( family), 100-lb ( Pillar).
9.Read the riddle. Guess it.
Everyone loves him, every time they look at him, everyone winces. ( Sun)
3sound analysis of the word: __________________
Lesson No. 22.
TOPIC: "OFFER".
Software tasks: Teach children to hear, feel and understand the intonation completeness of a sentence.
Progress of the lesson:
1. Offer to name 2 words denoting the object and the action of the object. Make a sentence from these words.
Autumn has come, the rains are blowing, the winds are blowing, the grass is turning yellow, the flowers are withering, the leaves are falling.
Did you like the story? (Not clear) Why?
Autumn has arrived. the rains are blowing. The wind turns the grass yellow. Flowers. Leaves wither and fall.
Why is it not clear? (the meaning of the story is violated)
c) The text is read correctly:
Autumn has come. It's raining. The winds are blowing. The grass is turning yellow. The flowers are withering. Leaves are falling.
Is the story clear? (YES)
Therefore, it is important to pronounce sentences correctly, stop at the end of a sentence, raise and lower intonation (voice).
What comes at the end of a sentence? Show. (show)
2. - Write down the story using sentence diagrams in your notebook.
How many with words-objects?
How many with action words? START
Introducing the letter AND :
I got a hammer and knocked out a letter from the planks.
How many planks are there? (Three) What letter? ( AND)
(draw)
Clap your hands if you hear a sound AND in words:
spruce, red, hello, And ndyuk, iodine, And you And n And y, apple, AND Lyusha, sl And You.
The word crumbled: G I L A (I G L A)
The letter is lost: (AND)
__gra
__skra
__head
__pear
PUZZLES:
I dropped my curls into the river
And I was sad about something,
What is she sad about?
Doesn't tell anyone. ( WILLOW)
Covers everyone in the world,
Whatever he sews, he doesn’t put on. ( NEEDLE)
And not snow, and not ice,
And with silver he will remove the trees. ( FROST)
PROVERB:
From time immemorial, a book has raised a person.
Explain:
On pins and needles. Be in a state of extreme excitement, excitement, anxiety.
The highlight. That which gives something remarkable to a person, a dish, a story.
cutting SHEET. Sound analysis of this word.
Summary of a literacy lesson for children in a pre-school group
Tasks:- Improve phonemic perception, the ability to determine the number and sequence of words in a sentence.
- To promote the assimilation of the concept of a word as part of a sentence.
- Develop the ability to draw up sentence diagrams and write them down.
- Improve dialogic speech.
- Develop children's imagination and creativity, activate speech.
- Create a favorable emotional background.
- Learn independently, complete the teacher’s assignments.
- Develop the skill of self-control and self-assessment of work performed.
Progress of the lesson
Teacher: Good morning! A new day has come. I will smile at you, and you will smile at each other. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And exhale through your mouth all the resentments, anger and grief. Children, guests came to our classes today. Let's say hello to them and sit quietly on the chairs.
Children: greet the guests and take their seats at their desks.
Teacher: Today in class another guest came to us, and you will find out who he is by guessing the riddle:
Angry touchy one,
Lives in the wilderness of the forest,
There are a lot of needles
And not a single thread.
Children: Hedgehog.
Teacher: That's right guys. Tell me, why is the hedgehog so touchable?
Children: It has sharp needles and cannot be petted.
Teacher: Now look what the hedgehog saw? (seek a complete answer).
Children: The hedgehog saw a mushroom.
Teacher: How many words do you hear in this sentence?
Children: There are 3 words in this sentence.
Teacher: What's the first word? Second? Third.
Children: The first word is hedgehog, the second is saw, the third is mushroom.
Teacher: Let's slap every word. Who guessed what the proposal consisted of?
Children: A sentence consists of words.
Teacher: You can write it down as a diagram. Using the diagram you can find out how many words are in a sentence. Each individual word is represented by a rectangle. One rectangle represents one word. How many words are there in our sentence: “The hedgehog saw a mushroom.”
Children: Three words in a sentence.
Teacher: How many rectangles will there be in our diagram?
Children: Three rectangles.
Teacher: Look at our diagram below, how is it different from the first diagram?
Children: The second scheme has a dash above the first word and a dot at the end.
Teacher: A rectangle with a dash means the beginning of a sentence, and a dot means the end of a sentence. Now let's rest a little.
Physical education lesson “Hedgehog”
The hedgehog stomped along the path
And he carried a mushroom on his back.
(Walking in a circle one after another.)
The hedgehog stomped slowly,
Quiet leaves rustling.
(Walk in place.)
And a bunny gallops towards me,
Long-eared jumper.
In someone's garden cleverly
I got hold of a slanted carrot.
(Jumping in place.)
Teacher: Now let's play, the one I name sits down at the table. The first to sit are those children whose names begin with the sound “A”, etc. What is shown in this picture? (The hedgehog carries an apple). How many words are there in this sentence?
Children: The hedgehog carries an apple. Three words.
Teacher: Guys, each of you has a card with a task on your table. Find the correct pattern for the sentence: “The hedgehog carries an apple.” Place a check mark next to this sentence. Now let's see how you completed the task. Did everyone complete the task correctly? Why do you think the first scheme does not suit us?
Children's answers.
Teacher: Did everyone complete the task? Draw a smiley face on your cards. Let's play the game some more "Do the math, don't be mistaken". I will name a sentence, and you clap it, and then name the number of words.
Late autumn has arrived.
The swallows have disappeared.
The first snow fell.
New Year is coming soon.
Children count the words by clapping their hands and name them in the order of the sentences.
Teacher: What a great job you guys are! Let's remember what we talked about today? What was it called? So what does the proposal consist of? How do we mark the beginning of a sentence? What do we put at the end of a sentence?
Children: From words. A rectangle with a line. Full stop.
Teacher: Guys, it's time for the hedgehog to return home - to the forest. He is tired and wants to rest. You did a good job too. Who is happy with their job? Well done.
Theme of the lesson: “Saving Tom and Tim.” Preparing for literacy. Preparatory group.
Tasks.
- Strengthen the ability of students to select words to 3-5 sound models, conduct sound analysis of words.
- Improve the ability to divide a sentence into words and compose it from a set of words, including prepositions and conjunctions.
- Learn the rules of writing sentences (graphically).
- Improve the ability of pupils to read syllables, develop speech skills, memory, logical thinking, solving puzzles.
- Foster a desire to build friendly relationships with peers.
Material and equipment.
Children's chairs with sound models of children's names, a plan diagram from kindergarten to castle, a game, "Funny puzzles", a plane model of the castle, separately cut out missing parts of the castle (door, castle, windows, pipe, flag, etc. according to the number of pupils ), sound models of castle details, a rebus card for guessing the name of the river.
5 Christmas trees drawn on whatman paper, on which words for making sentences are written in disarray; an image of raindrops with parts of words (syllables) inside, a table with syllables for reading, a silhouette of a drawn magpie, paper, pencils.
Preliminary work:
- Didactic games “Chain of words”, “Sound got lost”, “Gifts for Tom and Tim”, “Flower shop” (for the number of syllables) “Syllabic lotto”, “Letter lost”, lexical exercise “Fun rhyme”,
- Grandfather Bookeater's games: “Braiding”, “Anagrams”, “Entertaining Models”, “Charades”, reading from a table with syllables, reading puzzles, riddles based on the first sounds of drawn objects, solving upside-down puzzles, crosswords with words.
- Learning children's folklore, tongue twisters, physical exercises, and finger gymnastics complexes. Drawing up a proposal and writing it graphically.
Progress of the lesson. Methodological techniques.
Ethical charging
Game "Smile at each other."
The teacher asks: “What are words made of?” (The guys answer). Everyone is invited to pronounce their name so that everyone can clearly hear how many syllables there are in it.
Surprise moment "Mobile call"
From a “telephone” conversation, it turns out that mouse friends Tom and Tim urgently need help. They were imprisoned by an evil sorcerer in his castle, which is located far from the kindergarten.
The children decide to find their friends and free them. Since the road ahead is unknown, the teacher offers a plan from kindergarten to the castle with expected obstacles in order to better navigate the road and not go astray.
The teacher finds out what type of transport you can use? A choice is offered: tram, bus, train, trolleybus (pupils answer, explaining the choice). During the conversation, it turns out that it is most convenient to go by bus. The teacher clarifies that the bus is extraordinary, magical.
On the back of each chair you can see multi-colored squares. Names are encrypted in them. Each child will be able to take only the seat on the bus that corresponds to the sound model of his name.
The children find their seats and sit down. An inspector is appointed to check the correct landing in place.
The teacher says that on the road they always take everything they need and asks them to read from the table (find words from syllables) what they took on a long journey.
| lo | e |
| ket | since then |
| That | pa |
| that | Yes |
The guys read the words from the table (bag, food, axe, shovel, lotto).
The game is a journey.
First stop– river. The teacher offers the students picture puzzles, solving which they read and name everything that they can meet on the way to the river: fisherman, bell, grass, rainbow, school. The teacher turns to the plan, where it is clear that the children are by the river.
"Bell"
Breathing exercises “Let’s breathe in the fresh air of the river” (3-4 times)
The name of the river is encrypted. The teacher shows the picture and, based on the first sounds of the objects drawn there, offers to find out the name of the river.
As a result of reading, it turns out that the river has an amazing name “Kroshka”. The teacher suggests crossing this small river on a thin log, holding hands.
Second stop- forest. There are 5 Christmas trees on whatman paper. On each one you can see the words in disarray: Tom, they are waiting, and Tim, you). It is proposed to make a sentence from these words. The guys talk through their options.
It turns out that someone left this message especially for us. To cheer up the little mice, the teacher suggests writing letters to friends and sending them with the magpie.
Everyone sits down at their tables to write letters. The teacher reminds you of the rules for writing a sentence (discuss it with the children). Children offer versions of letters (5-6). One child writes on the board. The rest check, correct, supplement.
Finger gymnastics “Home”
The written letters are sealed in an envelope and given to the magpie. While they were writing letters, it suddenly started to rain.
Visual gymnastics “Drop”.
The teacher invites the children to read and find out how many word droplets fell from the cloud? Each drop contains a piece of a word - a syllable. Reading drop by syllable from top to bottom (Ku-ra-ki-no-sy-ro-). It rained magically in the magical forest. We were able to read many words.
Again the teacher turns to the plan. The children see that they find themselves right next to the castle. They come closer and make sure that it is really him in front of them.
The situation is provocative.
There are no windows or doors on the painted castle. The teacher wonders if the little mice will be able to see the one who came to save them? Is it possible to enter this building? Why?
- Pupils are invited to choose any specially prepared enchanted diagram (sound models) of the parts of the castle that are missing: door, windows, flag, pipe, lock, key, etc. (according to the number of children).
- Then, using your sound scheme, find pictures on another table with the missing parts of the building, correlate them with your sound scheme, and only then attach your picture-detail to the image of the castle. So windows, doors, and everything else gradually appear. The key simulates opening a lock.
Surprise moment.
Tom and Tim appear. Thank you for your release.
Pupils return to kindergarten by plane.
Dynamic pause "Airplane".
Reflection
The teacher attracts all children to him.
- Hugging, gives a positive assessment to everyone, asks what was remembered in the lesson?
- Where have you been?
- What challenges did you have to overcome?
- Where was it the hardest?
- Why did you cope with all the difficulties?
The teacher says that it was easy to cope with all the obstacles on the road, because all the children acted in harmony, together. That is why we managed to save the little mice.
