Lesson on speech development in the second junior group. Sound culture of speech. Repetition of the poem “Horse” by A. Barto. Working on the “I” sound.

Goals:

• Clarify the articulation of the sound “O”.
• Learn to pronounce the sound “O” correctly.
• Learn to intonate the sound “O”.
• Develop articulatory, fine and gross motor skills, auditory attention.
• Develop the ability to listen to the speech of a speech therapist, skills of cultural behavior.

Equipment: Olya doll, ring, hoop, picture of a girl pronouncing the sound “O”, tape recorder with a recording of a melody for singing the sound “O”.

Progress of the lesson

Children enter the group and sit in a semicircle.

1. Game “The doll Olya came to visit us.”

— The doll Olya came to us. Look what happened to her? (The Olya doll has a bandage on her cheek.) She has a toothache and groans like this: Oooh.

- We hold our cheeks with our hands and groan together: Oh-oh-oh.

- Now let’s send the doll Olya to the doctor, let him help her.

2. Articulation gymnastics.

- To beautifully pronounce and sing the sound “O”, you need to do gymnastics (5 times each exercise):

• open your mouth wide - close it;
• show a long tongue - remove;
• the tongue runs left and right;
• show teeth;
• tube - stretch your lips forward with tension (teeth closed);
• smile (stretch your lips in a smile);
• inflate and deflate cheeks.

3. Singing the sound “O” in chorus (to melody No. 1)

- Let's sing together. – Hold your cheeks (to form an oval of lips).

- Let's all sing together. They put their hand on the neck.

- Let's all sing together. They put their hand on their chest.

4. Exercise “Ring”.

Show the children the ring. Pay attention to its shape. Then make a ring on your lips.

5. Outdoor game “Baba sowed peas.”

6. Finger gymnastics.

- Make a ring with your left hand. (Connect the thumb and index fingers of your right hand and make a ring. Pronounce the sound “O” briefly.)

- Now with your left hand.

- With both hands.

7. Summary of the lesson.

- Look, the Olya doll has returned from the doctor and her cheek is no longer tied, which means she has recovered! And I brought you souvenirs!

Literature.

1. Fomicheva M.F. Raising children's correct sound pronunciation: Workshop on speech therapy; Textbook manual for students of pedagogy. school for special 0308 “Preschool education”. - M.: Education, 1989,
2. Working with non-speaking children using the method of Novikova-Ivantsova T.N. /melody No. 1

Tasks:

• Educational. Introduce students to the vowel sound [o] and the letter O. To consolidate the characteristics of this sound (articulatory and acoustic properties).
• Developmental. Develop phonemic processes: phonemic perception, phonemic analysis and synthesis, representations based on phonemic perception.
• Develop speech and auditory memory, attention, logical thinking.

Progress of the lesson

I. Organizational moment.

We stood up and straightened up. The children will sit down and tell me a word-object whose name contains the vowel sound [a].

II. State the topic and purpose of the lesson.

Name the same sound in the words: cat, house, dream. Sound [o]. Today in class we will get acquainted with the sound [o] and the letter O. A postcard flew to us, but on the way it scattered into 5 parts. We have to collect it. For each part you need to complete a task. First, let's do articulation gymnastics.

III. Articulation gymnastics. (Various articulation exercises can be used)

• "Painter". Open your mouth. Use the tip of your tongue to move along the hard palate, moving from the upper front incisors to the soft palate.
• "Horse". Suck your tongue to the hard palate and click your tongue. Try to pull the hyoid ligament.
• "Fungus". Open your mouth. Suck your tongue to the hard palate and, without lifting your tongue, pull the lower jaw down.

IV. Main part.

Exercise 1

Characteristics of sound [o]. This is a vowel sound because it can be sung, pronounced in a drawn-out manner. There is no obstruction in the mouth. Let's look at the modules and select the sound module [o].

The first task has been completed, you can receive the first part of the postcard. Task 2

Reading a poem. Find and remember words with the sound [o].

The wolves went hunting, by the way, they say. Wolves eat berries.

Children take turns naming words that contain the sound [o].

The second task has been completed, you can receive the second part of the postcard.

Task 3

Find pictures whose names contain the sound [o].

Cat, mole, elephant, house, cake, hare, beetle, cheese, snail, doll. Take one picture each.

Draw a diagram for your picture and note the sound [o].

You have completed this task, you can receive the next part of the postcard.

Task 4. Rebus

Highlight the first sound in the names of each picture. By connecting all the first sounds, you will find out what children love.

JUICE

You have completed the fourth task, you can receive the next part of the postcard.

V. Physical exercise. Let's stretch our fingers.

They came to visit the thumb (show thumb) right to the house, (make a house out of palms) index and middle, (show index finger) ring and last. (show ring and little fingers) The little fingers themselves knocked on the threshold. Together they are friends, they cannot live without each other.

VI. Independent work of children (in a notebook).

Write the letter O o.

You have completed the fifth task, you can receive the last part of the postcard.

VII. Bottom line .

• What did we study?
• What words came to visit?
• What new did you learn?

Summary of a lesson on speech development in the middle group “Sound culture of speech: sounds s, s”

Summary of educational activities for speech development in the middle group “Sound culture of speech: sounds s, s”
Description: I bring to your attention a summary of direct educational activities on speech development for children from 4 to 5 years old “Sound culture of speech: sounds s, s”. Goal: Explain the articulation of sound [s]. Objectives: - Practice correct, distinct pronunciation of the sound [s] in words and phrasal speech. — Develop phonemic hearing; develop speech breathing. — Cultivate curiosity and interest in knowledge. Methodological techniques: teacher's story, demonstration, explanation, artistic expression, surprise moment. Materials and equipment: Dog toy, narrow strips of paper according to the number of children.
Progress of GCD
1. Organizational moment. All the children gathered in a circle, I am your friend, and you are my friend. Let's hold hands tightly and smile at each other. Educator: Guys, someone came to our lesson today. And who it is, you will find out when you guess the riddle: He waves his tail joyfully, When the owner comes into the house. Her destiny is this: to keep the house from strangers. (Dog) Children's answers. 2. Main part. Educator: That's right, this is a dog (Shows a toy dog). Guys, the Dog can’t say the sound [s]. Let's teach her. Let's sit on the chairs and invite the dog to sit on the chair. Children: Sit down, little dog, on the chair. Educator: Let's play with our tongue. Game exercise “Funny Tongue” - The tongue lives and lives in its house, and the tongue’s house is its mouth. The house opens and closes. (The teacher slowly closes and opens his teeth. Lips in a smiling position)
.
The tongue either peeks out from the house or hides. (The teacher invites the children to let the tongue out for a walk, and then return it to the house)
.
Game exercise “Water Song” The tongue loves to sing different songs. One day he sang: “E-and-and.” Would you like to sing along with me? (Children's answers)
.
Educator: Then help me: “E-and-and-and.” We sing a song quietly. Well done. Educator: Guys, I know one more song. Here the water poured out of the tap: “Ssssss.” - Tongue, please learn my song too. “Good,” the tongue agreed and sang: “S-s-ss.” (Pronounced abruptly.)
Let's sing “Song of Water” together.
To make the song sound good, you need to press the tip of your tongue to your lower teeth. Children: “S-s-s-s” Educator: Close the tongue-mouth house, rest. Now press the tip of your tongue against your lower teeth again and softly sing: “Ssss.” Like this. Let's listen to how Varya, (Seryozha, Arina, Egor)
.
Now let’s sing a song all together (everyone sings the water song “S-s-s-s”)
.
The teacher suggests singing the water song at different volumes. Educator: Water flows in a small stream and sings a quiet song. Now the water began to gurgle louder. Quiet. Very quiet. The tap was closed. Physical education lesson We are autumn leaves sitting on branches (sit down)
.
The wind blew and they flew. We flew, we flew (running on tiptoes in a circle)
, and quietly sat down on the ground
(sit down)
.
The wind came again, And the leaves all picked up (running on tiptoes in a circle)
, They spun, flew, And sat quietly on the ground
(sit on chairs)
.
The teacher asks the children to sing the water song slowly and abruptly. Educator: If you sing “Song of Water” slowly and abruptly (like this: s...s...s...s), then it seems that the wind is dancing around your lips. Do you want to make sure of this? (Children's answers)
.
Educator: Then make the same fence, like me. Bring your palm to your lips, but don’t press them, and let the breeze dance. Look: now I will sing the song of water, and the piece of paper that I hold in front of my mouth will begin to move. What did you see? (The paper moved)
. Take the same strip of paper
(narrow strips of paper lie on the table)
and sing the water song.
sayings And now, guys, put the paper strip aside and listen: The tongue began to compose other songs similar to the water song. At first he sang: “Sa-sa -sa". What did the Tongue sing? (Children repeat)
. Then the Tongue sang: "Xia-xia-xya, axis-axis-axis"
(Children repeat)
. And now let's repeat after the Tongue the pure saying: Su-su-su - berries in the forest. Us-us-us - there are a lot of beads on the tree. Sa-sa-sa - there is a fox under the bush. As-as-as - the light in the fire has gone out.
Educator: What a great fellow you are, children. Today you helped the dog learn the sound [s]. She says "Thank you" to you. 3. Bottom line. Who came to visit us? What did we do in class today? What did you like and remember most about the lesson?

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Summary of a lesson on speech development in the middle group on the topic “Our Street”

Lesson on sound culture of speech “Sound I”

Topic: “Sound culture of speech, sound I”

Goal: shows interest in joint games to develop the sound culture of speech, distinguishes the sound I from other sounds; answers the teacher’s questions, knows how to listen to an adult and follow his instructions, knows how to carry out actions according to a given rule; evaluates his own activities, his capabilities.

Objectives : teach how to correctly pronounce the sound “I”, develop speech breathing, encouraging children to pronounce a vowel sound for a long time (with one exhalation). Develop skills in expressive reading of a familiar poem. Develop a sound culture of speech.

Preliminary work : looking at various pictures with the sound I in their names, reading and learning A. Barto’s poem “Horse”, didactic game “Help me find my mother”, watching the presentation “Moms and their babies” (pets and their babies).

Methods and techniques : surprise moment, situational conversation, game situation, didactic game, showing and explaining the method of action, questions to children, stimulation to action.

Equipment and materials: a toy horse, a small and large bell, turkey and hawk hats for playing, a didactic game “Help me find my mother,” pictures of a needle, iris, butterscotch, and turkey. Multimedia equipment, recording of the clatter of hooves, the sounds of a barnyard, the ringing of bells, a cartoon - presentation “Baby Pets”.

Progress of organized educational activities.

Motivational - indicative stage.

Game situation. The teacher invites the children to remember the familiar poem by A. Barto “The Horse” (reads by heart):

I love my horse

I'll comb her fur smoothly,

I'll comb my tail

And I’ll go on horseback to visit.

After reading the poem, the teacher invites the children to show with their tongue how a horse gallops (articulation warm-up). The teacher demonstrates the correct technique of “clicking” the tongue. After this, the children begin to click their tongues, the teacher helps and explains the technique of the exercise to children who have difficulties.

Surprise moment. The clatter of hooves can be heard (in the recording). A toy horse appears - a backpack.

The teacher turns to the children: - Guys, who came to us? (children's answers), that's right, a horse. But it's a little horse, a baby horse, what do they call it? That's right, his name is foal. The foal is lost and cannot call his mother horse because he has forgotten WHAT to call her. Shall we help him? (children's answers).

The desire to take part in helping the foal determines the further goal of the children’s subsequent activities.

The teacher organizes a discussion of the problem and ways to solve it, leads the children to the idea that they need to think about HOW to call the foal’s mother.

Search stage

Finding solutions, determining a work plan.

The teacher turns to the children: - Guys, which of you knows how to call your mother - a horse? Children offer their own options (ring the bell, shout, sing the foal's song).

Practical stage

The teacher leads the children to the fact that the foal calls his mother “I-i-i-i-go-go.”

- “I-i-i-i-go-go” is a horse song. Let's sing this song quietly together with the foal. (Children complete the task together and one at a time.)

— When a foal calls its mother, its song is loud and long. Like this: “I-i-i-i-go-go” (prolonged pronunciation of a vowel sound on one exhalation for 2-3 seconds).

- Let's, guys, help the foal find its mother. Let's all sing the song of the lost foal together so that mom can hear it. (Singing is repeated 2 times). The teacher explains that when pronouncing the sound “I”, the lips stretch into a smile, and the sound “Iiiiiii” is produced. When pronouncing a sound, the teacher pays attention to individual children and encourages them to pronounce the sound.

The ringing of bells is heard. (First small, then big)

- Hear, the bells are ringing, it’s the mother horse galloping after her foal. (recording of bells ringing). Our foal has a surprise for us (the teacher takes out two bells from his backpack - a large and a small one)

— The little bell sings “Liiii-liiii-liiii” in a drawn-out manner.

- How does he sing? (Children repeat).

— The big one pronounces “Deein-deein”

- How does the big bell sing? (Children speak in chorus and individually).

— The horses are running home, and we can still hear the sounds of the bells “Liiii-liiii-liiii” (children sing) “Diiiin-diiiiin” (children repeat, against the background of a recording of the ringing of bells, the foal “runs away” out the door).

The teacher addresses the children: “Guys, you did a great job helping the foal call and find its mother!” And now we will play the game “Turkeys and the Hawk”.

Physical exercise.

Turkeys walk on the grass, Walking in place

They take the turkeys with them. Walking in a squat

Turkeys scream loudly. Feet shoulder-width apart, arms back. Bend sideways and forward.

Protect turkey chicks.

A hawk appeared in the sky, hands on the belt, circling around left and right.

Spun over the family,

Ready to grab the turkey poults, arms along the body, bending to the sides, forward.

Yes, he is afraid of turkeys.

Game situation.

- Guys, we helped the foal, and let's help other animals find their mother. And before that, I want to take you on a trip to the barnyard where domestic animals live (showing a cartoon - presentation “Baby Pets”).

After watching, the teacher takes the children to the tables where the didactic game “Help Find Mom” is laid out; pictures depicting domestic animals and their cubs are laid out on two combined tables. The teacher explains to the children the rules of the game: each “child” needs to find a mother, while the “Child” must imitate the onomatopoeia of the voice of the animal shown in the picture. For example: the teacher shows a picture of a calf, asks the children a question: - Who is this (calf), who is its mother? (cow), how will the calf call its mother? (moo-oo-oo).

Game situation.

— You did an excellent job with all the tasks, and you receive a picture as a gift. Name, Masha, Ira, etc., what is drawn in your picture (the following objects are shown in the pictures: needle, iris, butterscotch, turkey), the children name and articulate the sound “I”, the teacher helps the children to identify the sound “I” with their voice in words.

Reflective-evaluative stage.

The teacher sums up the lesson, inviting the children to remember what they did today, who did they help? The children answer: we helped the foal call his mother “Eee-go-go!!!”, helped other animals find their mother, sang the song of large and small bells.

Follow-up work.

Invite children to play the game “Turkey and the Hawk” on the street, and also at home with their parents to look for the sound “I” in words.

Notes on speech development on the topic “Sound culture of speech: sound I”

- practice expressiveness of intonation when reproducing onomatopoeia;

Developmental tasks

:

- develop speech breathing,

encouraging children to pronounce a vowel sound for a long time
(with one exhalation);
— development of general motor skills of children;

- develop the muscles of the articulatory apparatus.

Educational tasks:

- cultivate independence.

- cultivate respectful attitude towards each other.

Introductory part

Target:

introduce children to the sound [I], interest them in a fun journey with a foal.

Motivation:

help the foal find its mother.

Working methods used:

- visual:

a picture of a foal with a bell around its neck, medals on strings with the image of a foal
.
- practical:

questions, conversation with children
.
Children enter the group, the teacher invites them to sit on the mat.

IN:

Hello kids, come into the group and sit on the mat.

Children sit in a semicircle in front of the teacher and the magnetic board. On a magnetic board there is a picture of a foal with a small bell on its neck.

IN:

Guys, please look at the board, who came to visit us today?

Children's answer options:

horse, little horse, little horse, etc.

IN:

Guys, what is the name of a baby horse?

Children's answer options:

small horse, foal, etc.

If the children cannot answer the teacher’s question correctly, the teacher prompts the children.

IN:

Guys, this is a foal, a baby horse. Let's all say together: “he-re-ba-nok.”

The children say the word “foal” in unison.

IN:

Milena, who came to us today?
(individual work)
In:

Lisa S., who came to us today?
(individual work)
In:

Elisha, who came to us today?
(individual work)
If children have difficulty pronouncing the word “foal,” the teacher asks the other children to help and pronounce this word in chorus again.

IN:

Guys, the foal came to us for a reason, he got lost and asks us to help him find his mother horse. Shall we help the foal?

D:

Yes, we will help.

IN:

Together with the foal we will go on a fun journey in search of his mother. And we will fly on airplanes. We start the engines.

The planes took off and landed in a clearing.

Children pretend to be airplanes and move around the group; after the teacher says, “Sit in the clearing,” the children sit in the clearing.

IN:

Guys, now you and I will turn into foals and remember how a foal screams.

The teacher gives the children medals with a picture of a foal. Children wear them around their necks.

IN:

What does the foal say?

Children's answers:

iiiiii, iiiigogo, meow-meow, woof-woof.

IN:

IIIIIIIII. Let's all sing the foal's song together.

The teacher and children sing the foal's song in chorus.