Summary of a lesson on the sound culture of speech for children with general speech underdevelopment. Summary of a lesson on developing the sound culture of children's speech “Sound
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Sound culture of speech: sounds t, p., k
Target. Consolidating the pronunciation of the sound t in words and phrasal speech;
Tasks:
Educational- teach children to clearly pronounce onomatopoeia with the sounds t, p. k;
Developmental- practice pronouncing onomatopoeias with at different speeds and volume.
Educational- cultivate activity and attentiveness in class, a positive emotional attitude towards animals, the desire to speak correctly and beautifully, the ability to listen to each other.
Methods and techniques:
Visual
Verbal
Material: bear and puppy toys, pieces of cotton wool for each child, multimedia presentation, tongue mitten, large and small watches.
Preliminary work
Prepare demonstration material.
Outdoor game "Train"
Sedentary games “Big feet walked along the road”, “Clock”
Progress of the lesson
Educator: Guys, look, look, I found a letter. Listen to a hundred people write here: “Hello guys. Come visit us in? . Tyapa and Topa. “I wonder who Tyapa and Topa are. Shall we go? What can we go on? Great, let's take the train. Look who's greeting us? That's right, a puppy and a bear cub, and their names are Tyapa and Topa. Let's say hello.
Educator: Little Bear has a spring breeze. Let's blow a warm, barely audible breeze onto our palms. And now a strong wind blew. Now let's see how the breeze blows away the dust particles, put cotton wool on your palm and blow it first with a quiet breeze, and now with a strong one. Let us tell you our fairy tale about Tongue. The tongue is very curious, and therefore every now and then it peeks out of the house (show, and the teeth sometimes do not allow the naughty Tongue to peek out, forming a fence (show: teeth closed, exposed).
“I want to see,” the teacher continues, “if your teeth can build high fences.” And Topa and I will look at your “fences”. After completing the exercise, he gives the children the opportunity to rest. And Tyapa wants to look (he suggests making fences again and opening the teeth, allowing the tongue to peek out).
And then one day Tongue was sitting in his house, and he became bored. He raised his tail and began to quietly knock on the top door with his tail: “T-T-T-T” - Show me how the Tongue knocked. This is a new song that Tongue sang; at first he sang it quietly. Then the tongue opened its little house wide and began to knock louder: “T-T-T! ”
Children sing the song all together and one at a time (2-3 children).
Physical education minute: Didactic exercises“Big – small legs, watches”
The teacher draws attention to the bear cub Top and the puppy Tyap, explains that the bear walks top - top - top, top - top - top, and the puppy runs top, top, top, top, top, top, clarifies with the children how the bear walks, puppy.
The teacher draws attention to the large and small clocks, demonstrates and explains that big clock They go like this, like this, like this, like this, and the little clock runs tick-tick-tick, tick-tick-tick, and asks the children how the big and small clocks run.
Educator: Guys, do you remember the names of our friends. Let's repeat it together. How did we play with them today? What fairy tale did we tell Tyapa and Top today? Has our tongue learned a new song? Which one?
The locomotive whistle sounds.
Guys, our train is leaving, and you and I need to catch it. Let's say goodbye and go back to the group.
Nina Kochetkova
Topic: “Journey to the land of sounds and letters
Target: Generalization of preschoolers' knowledge and skills acquired in literacy classes.
Tasks:
To develop children's verbal skills - logical thinking;
Develop phonemic hearing, articulation apparatus, auditory perception;
Select sounds; establish their place in a word;
Continue to exercise children in identifying
number of syllables in words.
Develop logical thinking, voluntary attention, interest in learning activities.
Foster confidence, independence, and activity.
Methodical techniques:
gaming - the use of surprise moments.
visual - use of cards, toys, interactive equipment Mimio, laptop, projector, screen.
verbal - teacher’s questions, children’s answers, instructions, generalization.
Look, children, what a wonderful flower appeared in our group - what is this flower?
How many of you know from which fairy tale he came to us?
Yes, of course, from V. Kataev’s fairy tale “The Flower of Seven Flowers.”
This is not an ordinary flower, but a magical one. What is the magic?
Yes, the magic is that if you say magic words Having picked a petal, the wishes of the girl Zhenya come true.
In the fairy tale, Zhenya was helped by a sorceress, and today we will help her. And these desires will be unusual. The sorceress turned them into tasks that will help us complete interesting travels in the country of “Sounds and Letters” Let’s blow on the flower and say together: “One, two, three, magic, come quickly!”
Here we are in a magical land.
Let's remember the magic words that Zhenya said:
Fly, fly petal
Through west to east,
Through the north, through the south,
Come back after making a circle.
As soon as you touch the ground
To be, in my opinion, led.
Remember first girl's wish.
(so that the bagels are whole)
To fulfill a girl's wish
Let's try to make a “chain of words”
Purpose: to train children in identifying the first and last sounds in words.
Game material: cards with subject pictures (Baranki - needle - aster - watermelon - umbrella - telephone - rhinoceros - mushroom - hippopotamus -
Zhenya's first wish came true. She returned home with the bagels.
Let's help Zhenya come true second wish. What was your desire?
(the broken vase became whole).
Do you need to remember how letters differ from sounds?
(We see, write, read letters, and we hear and pronounce sounds).
Guys, what two groups are all sounds divided into?
(Vowels and consonants).
How do vowels differ from consonants?
(Sounds that stretch and sing when we pronounce them, the air passes freely, no sponges, teeth, or tongue interfere, are called vowels.
What color do we use to indicate vowel sounds? (Red).
What sounds are called consonants?
(Consonant sounds are not sung or drawn out. When we pronounce them, the lips, teeth and tongue get in the way.)
What consonants are there (voiced and voiceless, hard and soft).
What color do we use to indicate hard consonants? (Blue)
Soft consonants? (Green).
So Zhenya’s second wish came true, the vase is intact.
What was it like third Zhenya's wish?
My wife really wanted to visit the North Pole. Let's help make her wish come true. Who can you meet at the North Pole?
(which animals)
D/I “Return the vowel sound” (with a ball)
I throw the ball and you name the vowel sound and return the ball to me)
(B A k, m A k, g O l, d s m, d at w, n O s, w at m, p O t, p A r, s A m, s O m...)
And what fourth did the girl have a wish?
That's right, she felt cold and wanted to go back.
Fly, fly petal
Through west to east,
Through the north, through the south,
Come back after making a circle.
As soon as you touch the ground
To be, in my opinion, led.
For the girl to come back
Zhenya will return when you help the bears collect their favorite toys with the sound M, M.
(Children collect toys whose names contain the sound (M (Мь) and determine the position of the sound in the word)
Toys with sound (M) at the beginning of the word are placed on the top shelf,
In the middle of a word - on the middle shelf,
At the end of the word - on the bottom shelf.
So we helped the bear collect his favorite toys. Let us say goodbye to him and continue our journey. Let's walk along the path together.
Physical exercise.
The flower slept in a magical sleep
He slept soundly, and then a petal appeared,
and behind him his friend,
the third one didn’t sleep
and the fourth did not lag behind,
here is the fifth petal
and our flower opened
What was the girl’s next wish?
Zhenya wished that she had all the toys in the world.
Fifth task. D/I “Collect beads.” They got mixed up. You need to follow the string with your eyes and collect words from the beads. (Shows cards with “beads”)
S O K D U SH M A L
6. In the fairy tale, Zhenya now has countless toys. What did she want?
Let's call the toys affectionately and divide them into syllables: Bucket, Shovel, Doll, Scoop, Stroller, Jump Rope, Watering Can, Pipes.
We completed the task.
What was it last wish girls?
So that Boy Vitya recovers.
Guys, we have found ourselves in an unusual clearing.
(There are “clouds” cut out of paper on the carpet.)
Look how many “clouds are in the clearing.”
Who can say what “clouds” are? What can we say about them? (airy, blue, light, curly).
Physical exercise.
Each of the children stands on a cloud, and to the music of V. Shainsky they “fly on the clouds”)
(On interactive whiteboard Pictures of a forest, a river, a kindergarten appear.)
What do we see below? (Forest, river).
So where are we flying? (We are flying over the forest, over the river.)
Where are we flying now? (We fly over our garden.)
So, let's go back to the garden.
6. Reading syllables and composing words from syllables.
Guys, take your “clouds” and read what is written in them. (Children read the syllables and attach them to the flannelgraph).
RA SA DA PA LA
And now you need to make words from these syllables. (Children make words from syllables)
What helped Zhenya? Let's decipher this word.
D O O R T B A
Well done! Tell me, what was Zhenya’s kindest and most useful wish?
What would you do? What other good deeds can you spend a petal on?
And now it's time for us to return.
Let's say: “One, two, three, turn around yourself, find yourself in the group again.” Here we are kindergarten. Did you enjoy the trip? What did you like most?
You were all so great today! Everyone tried. You made me very happy! Thank you all for your attention!
9. Summary of the lesson.
Guys, did you enjoy our trip? Which tasks did you like the most?
What tasks did you find difficult?
Publications on the topic:
“Methods and techniques for developing the sound culture of children’s speech in the senior group” The program “From birth to school”, edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, assumes the following goals and objectives in high school.
Card index of games for the development of sound culture of speech Card index of games for the development of sound culture of speech (senior group) Senior group Consolidation exercises correct pronunciation and differentiation.
Summary of the integrated lesson. Development of sound culture of speech “Automation of the sound [w] in syllables, words, sentences” Summary of the integrated lesson. Development of sound culture of speech: “Automation of the sound Ш in syllables, words, sentences” Prepared by:.
Summary of speech therapy GCD in the senior group on the topic “Formation of sound culture of speech” ( lexical topic"Pets") Purpose:.
Summary of direct educational activities for the development of sound culture of speech in the preparatory group Abstract directly educational activities on the development of sound culture of speech in preparatory group“Differentiation of sounds.
Abstract of OOD on sound culture speeches in the senior group “The Magic World of Sounds (z-s)”
Program content . Learn to differentiate the sounds S – Z; develop phonemic hearing. Practice clearly pronouncing given sounds; continue to learn to isolate words containing one sound or another from the text. Practice pronouncing words and phrases clearly; cultivate interest in artistic expression. Foster a culture of communication, develop memory, speech, and attentiveness.
Vocabulary work. Sound, tongue-in-cheek, castle
Preliminary work. Memorizing poems, tongue twisters with these sounds, speech exercises “Guess the song”, “Pronounce it correctly”.
OOD progress:
Guys, please tell me, do you know what magic is? Where does the magic happen? Do you want to get into a fairy tale? Today we will go to the magical world of sounds. IN magical world sounds, just like in fairy tales, there are many different kingdoms - states, because there are also many sounds. And you will learn from the riddles what sounds we are going to visit today:
1. He flies all night and gets mice.
It will become light
The owl flies to sleep in the hollow.
Guess who it is? Now tell me, what sound does the word Owl begin with?
That's right, in this kingdom the Owl is the mistress of the sound S.
It’s boring for one sound to live in the kingdom, so along with the sound C, there lives another sound, and guess which one.
2. What kind of forest animal is this?
Stood up like a post under a pine tree
And stands among the grass
The ears are larger than the head. (hare) .
Well done, you guessed it right. Do you know what sound the word Hare begins with? Right. The bunny is the owner of the sound Z in the magical kingdom.
Have you already guessed the kingdom of what sounds we have entered? The kingdom of sounds "Z and S".
And here the owners are meeting us, let's say hello to them.
For some reason, our owners of the kingdom are sad, what could have happened? Want to know? It turns out that an evil black witch bewitched their castle and all the sounds of Z and S disappeared. Now these sounds do not sound in their kingdom, and without them, all words have become incomprehensible. The bunny and the owl ask you to help them dispel the evil spell of the witch and then the missing sounds will appear again in the kingdom and you and I will see in which castle these sounds live.
Guys, in order for the witchcraft to disappear, you need to complete several tasks. Do you think you can handle it? And the bunny and the owl will help us.
1. And here is the first task. Let's remember whose songs these are: Z-Z-Z - whose song is this? (mosquito). Repeat.
Now listen, whose song is this - S-S-S? (Tap water). Repeat.
And now I will cover my mouth with a piece of paper and name the sounds, and you listen. If you hear the song of a mosquito, then shoo it away, and if you hear the song of the water, open the tap.
The teacher pronounces the sounds: S-Z-S-S-Z-Z. Children complete the task. One fragment of the castle opens.
2. Well done, you have disenchanted one part of the castle. Which part of the castle have we disenchanted? (first).Listen to the second task. There will be two of them, because there are two sounds in our kingdom. Tell me please, what time of year is it now? (autumn) Is autumn early or late? What is characteristic of late autumn, what comes instead of autumn rains? Listen to the task from Owl. It is necessary to insert words into the poem that are suitable in meaning, relatives of the word snow. You are ready?
The teacher reads I. Lopukhina’s poem “Snowfall”.
"Quiet, quiet, like in a dream
Snow falls to the ground.
All the fluffs are sliding from the sky -
Silver…snowflakes.
To the villages, to the meadow
Everything is going down...snowball.
Here's some fun for the guys
More and more...snowfall.
Everyone is running in a race
Everybody wants to play...snowballs.
Like wearing a white down jacket,
Dressed up...snowman.
Nearby there is a snow figure -
This is a girl...Snow Maiden.
Look at the snow -
With a red breast...bullfinches.
Like in a fairy tale, like in a dream,
Decorated the whole earth...snow.
Guys, what relatives of the word snow did you encounter in the poem?
3. Well done, you have disenchanted another part of the castle of sounds. Which one? (second). Guys, the owl says that she really likes pure tongues, because they help to speak clearly, correctly and beautifully. The owl invites you to play. I will name the sentences, and you will name what syllable it ends on.
Here is a wasp flying sa-sa-sa
There is dew on the grass - sa-sa-sa
I'll braid my hair - su-su-su
I walked in the forest yesterday su-su-su
Here comes the goat - for-for-for
I'm not afraid of goats - zy-zy-zy
Here the dragonfly flies - for-for-for
SY-SY-SY-
SU-SU-SU-
FOR-FOR-FOR-
ZU-ZU-ZU-
PS-PS-PS-
Well done, you completed all the tasks correctly and disenchanted another part of the castle.Which one? (third)
Let's warm up a little together with Owl, otherwise we still have many tasks ahead.
Phys. "Owl" minute
“Owl, owl, owl eyes.
Sits on a branch
Looks in all directions
Yes, suddenly it will fly off! »
4. Now listen to the following task: We need to come up with words that contain the sound Z or S. Are you ready? Girls come up with words with the sound Z, and boys with the sound S. For the correct answer you get a chip.
Well done boys. Look, you have disenchanted another part of the castle and our heroes are already having fun. Which part of the castle did you disenchant? (fourth). But not all witchcraft has disappeared among us. Are you ready to continue?
5. Listen to the next task of the Bunny. The Hare and Owl are recruiting residents. You need to determine what sound is in this word Z or S and place the object where the owner of this sound is located. You also need to say where it is sound z-s: at the beginning, in the middle or at the end. Be careful.
Well done, so you have disenchanted another part of the castle Which one? (fifth).
6. Look, guys, the bunny is already cheerful and offers us a fun task. He loves funny games, do you? The bunny will tell you funny sentences, and you correct them and pronounce them correctly.
Zina closed her eyes.
Zakhar's tooth hurts.
The vase is filled with roses.
Owl: Well done, you know how to construct sentences correctly.
Oh guys, you've broken the last one, which one? Part of the castle? (sixth).
Look what a beautiful kingdom our sounds have. And look at the screen, how beautiful and big the castle has become, this is because you worked very well and named all the sounds correctly. They pronounced words with these sounds clearly and beautifully.
Owl and Bunny thank the children for their help in rescuing sounds from the enchanted castle.
Back forward
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Activating the dictionary: “I’ll list”, Brushes”, “Puppies”.
Lesson structure:
- Introductory part.
- Main part.
- Stage I: demonstration and explanation of sound articulation. Repeated repetition of an isolated sound by the teacher and children.
- Stage II: consolidation of the pronunciation of sounds in syllables.
- Stage III: consolidation of sound pronunciation in phrasal speech.
Methodological techniques: demonstration, explanation, individual and choral repetition, exaggerated pronunciation of sounds, figurative naming of sounds, figurative physical education, questions.
- Stage IV individual work: Collecting pictures of objects with the sound Shch.
- V previous work: learn physical exercises with children in advance, used in other classes. A lesson was conducted with the sound S, Z.
- VI teacher training: during preparation I used methodological literature:
- Fomicheva M.F. "Education of children's correct pronunciation"
- Maksakov A.I., Tumakov G.A. "Learn by playing"
- “Games in speech therapy work with children” edited by V.I. Seliverstova.
- Didactic material to correct pronunciation deficiencies in children. Album No. 2.
Materials for the lesson: wonderful bag, Parsley, pictures (saw, grandfather, bear, pike), mirror. Items with the sound Ш: cloak, box; chickens-2.
Progress of the lesson
(Children sit in a semicircle)
Educator: Today you will get acquainted with a new tongue song, but first listen to the fairy tale “What Happened to Misha”
“Once upon a time there lived a kind bear in the forest, and his name was Misha. Not far from the forest there was a hut in which an old and also very kind grandfather lived. One day Misha wanted to go to the house and see how his grandfather lived. So he got ready and went. I went up to the house, knocked, no one answered. I went into the yard, heard a song, but not quite the usual one - sch-sch-sch-sch-. Misha came up and looked, and it was his grandfather sawing boards, and the saw was singing - sch-sch-sch-sch. (showing a symbol card). Misha liked the song, and he decided to help his grandfather, and so they made money together - sch-sch-sch-.
And the tongue heard this song and let’s sing it too - sch-sch-sch-“.
Let your little tongues learn the song of the saw. To sing correctly, make your tongue wide, like a cup, lift it up, let in the breeze, open your mouth. Like this (show).
And now let’s listen to this song from….(the teacher comes up and individually shows the children doing the exercise using a mirror).
Guys, I know other songs in which you can hear the song - Sh-Sh-Sh-. Let's sing them:
Cabbage soup - cabbage soup - we cooked cabbage soup.
Shcha-shcha-shcha - Julia walks without a raincoat.
I'm looking for Marat.
Asch-asch-asch - here’s your cloak.
Shcha-shcha-shcha - now there is no cloak (individual, choral repetition)
Parsley appears and brings wonderful pouch, it contains 3 brushes, a box, a raincoat, a pike.
Parsley: Hello guys. I heard that you were laughing a lot and decided to come see you. And I brought you a bag today. And now I’ll show you what’s in it (takes out 3 brushes)
- What is this? (Brush)
- What is this? (Brush)
- What is this? (Brush)
Now let's play with them. (physical minute)
“I’ll quickly list it for you,
What I clean with each brush:
I brush my teeth with this brush,
I need all three brushes.
Parsley. And there's something else in the bag.
Educator. Go, (child’s name), take it out of the bag and tell me what it is.
What is this, (child's name)? (box)
The song of the saw is heard in the word. I'm s-sch-schik.
Let's take them out of the bag and name them together.
Educator: Parsley now wants to quietly take these things, but he doesn’t want you to see. You will close your eyes now, and when I say, open them.
(The teacher removes one of the objects, children with eyes. Children open their eyes and name the object that is gone).
Educator: What happened? (the box is gone)
When several people confirm that this particular item was taken, the teacher asks:
Why, why does Parsley need this brush?
Gradually, the teacher removes all the objects, and the children guess what they are for. The teacher makes sure that the children are attentive, correctly identify the objects taken and pronounce the words clearly.
Educator: And now Parsley, be careful, listen to how correctly the guys can hear song sch-sch-sch. I'll say the word. If they hear a song in it, they will clap their hands, and if not, they will sit quietly. So, lamp, pike, broom, brush, pliers, train, cubes, box, dress, doll, raincoat, puppy.
The teacher corrects and helps to pronounce.
Educator: I know a poem about 2 puppies.
"Two puppies cheek to cheek
The brushes are nipping in the corner.”
Who wants to tell it so that the song -sh-sh- can be heard? (ask 2 children, then boys, girls and in chorus).
Educator: Well done!
What song did you hear today?
Today I liked how the guys answered questions, helped me, were attentive, so they learned a new song. The lesson is over.
Subject: "LAND OF SOUND".
Tasks: develop auditory attention and phonemic hearing; learn to distinguish between non-speech and speech sounds; clarify the articulation of vowel sounds; , come up with words based on a given vowel sound; differentiate the concepts “sound”, “word”; learn to distinguish between short and long words; learn to control your voice, change its strength and volume; develop the ability to listen to others; cultivate a kind attitude towards others.
Progress of the lesson
Teacher-defectologist (U.-d.). Guys, do you want to go to the land of sounds? This country is invisible, but it surrounds us everywhere, because sounds are everywhere. They cannot be seen, they can only be heard and spoken. Let's remember what sounds you can hear while sitting at home.
Children remember that they heard the sound of wind, rain, thunder, a car or a train driving, birds singing, dogs barking.
U.-D. Guys, every object has its own “voice”. Let's listen to the voices of various objects.
Game "Attentive Ears".
The teacher behind the screen makes noises with different objects, and the children guess which object made the sound. (The drum beat, the bell rang, the tambourine sounded, they tore the paper, poured water, hit the ball, the ball rolled on the table, etc.)
U.-D. But every person also has his own voice. Do you recognize each other by voice? Let's play.
Game “Come on, close your eyes, find out who called you!”
U.-D. All living beings have their own voice and make different sounds,
U.-D. Guys, how can we make sounds? (With feet.) Let's stomp quietly and quietly. And now it's loud, loud. How else can we make sounds? (With hands.)
Let's rub our palms and listen to what sound we make... And now let's clap quietly... And now loudly... And what else do we make sounds with? (With their mouths.)
Close your mouth and try to say the word “hello.” Nothing succeeded?
Children say that the mouth can open and close, the tongue, teeth, lips help us make sounds.
At this moment, a rustling sound is heard. Children listen, follow the rustling sound and find a small hedgehog in the dry leaves.
U.-D. Would you like me to tell you a story about a hedgehog?
Children sit on the carpet, and the teacher tells a story, accompanying it by showing pictures-symbols that cause active onomatopoeia.
One day a little hedgehog went for a walk alone. He stomped through the forest - top-top-top. Suddenly he saw that he was lost. The hedgehog got scared and cried quietly, and tears began to fall - drip-drip-drip. And then a cloud covered the sun, and the rain pattered on the dry leaves - bam-bam-bam. And then it buzzed strong wind -u-u-u; howled - in-in-in. The hedgehog became completely scared, and he cried loudly, loudly, and the tears began to fall harder - drip-drip-drip! But suddenly the leaves rustled - shhhh. A large beetle crawled out from under them. He said: “Don’t cry, hedgehog, I’ll take you home, and on the way I’ll sing you a song.” And the beetle sang - w-w-w. Then they met a mosquito, who also agreed to take the hedgehog home and at the same time sang his song - z-z-z. And then they met a cheerful stream. He said that he would lead the hedgehog to the house itself. They ran together and sang the song of the stream - ssss. The stream led the hedgehog to the house itself, and his mother was already waiting for him there. She warmed the tea, and the kettle happily knocked with its lid - b-b-b. Mom kissed the hedgehog, and he said that he would no longer walk alone, and snorted joyfully - pff-pff-pff.
U.-D. Guys, do you know that sounds are very friendly with each other, and when they are combined, words are obtained. If there are few sounds, then the word is short, and if there are many sounds, then the word is long. Let's play words!
Game "Long and short words."
Children sit around a table on which large leaf paper and two crayons: long green and short red. The teacher shows the children pictures, pronounces the words together and “claps.” Then choose a long or short chalk. One of the children says the word again and at the same time draws a path. Long words leave a long trail, and short words leave a short trail.
U.-D. Now let's see what we got. Remember that words can be long and short.
Which short words do you remember? (Cat, house, ball, onion, cheese.)
What long words do you remember? (Che-re-pa-ha, po-pu-gai, sa-mo-let, ma-trash-ka, so-ba-ka.)
And now we will find ourselves on the street of vowel sounds. Let's remember what vowel sounds can do. (Sing, shout loudly, stretch.)
Game "Spoiled TV".
Children line up one after another. The teacher shows the first child the silent articulation of any vowel sound. Children turn to each other and convey the “image” of the sound. Last child must guess what sound was given to him and shout it loudly.
Game "Drawing sounds".
Different options for the game: children hold hands and, pronouncing vowel sounds, stretch their circle; children sit down like little mushrooms, pronounce vowel sounds and “grow” with them. Etc.
Game "Round Dance of Vowel Sounds".
Children run after each other in a circle if they hear the vowel sounds pronounced by the teacher. And when they hear a consonant sound that cannot be pronounced protractedly, they stop.
U.-D. Guys, only those who are familiar with them are allowed into the street of vowel sounds. Each of you will name any vowel sound and receive a red ticket.
Children name vowel sounds: a, o, y, i, s, e.
At this time, the magic path leading to the street of vowel sounds turns into a sound path on which symbols of vowel sounds are drawn. Children walk along the path, singing vowel sounds. The path leads to houses, which also have symbols of vowel sounds.
U.-D. Guys, boys and girls live in these houses. Let's guess their names!
Anya, Alla, Alyonka, Andrey, Alyosha.
Ulyana.
Olya.
Ira, Inna, Igor, Ilyusha.
There are also pictures in these houses. But they went out for a walk and forgot who lived where. Shall we help them find houses?
Game “Where is whose house?”
Children take turns turning over the pictures lying on the carpet, calling out the word loudly, pronouncing the first sound in a drawn-out manner, calling it and deciding in which of the houses this picture lives.
U.-D. Our game with sounds is over. You are a little tired. Look, our hedgehog is tired too. Let's sing him a lullaby, and let's sing tenderly and affectionately.
Children take turns picking up the hedgehog, rocking it, gently singing to the tune of a lullaby: a-a-a-a-a-a; oo-oo-oo-oo-oo; o-o-o-o-o-o-o; and-and-and-and-and-and; s-s-s-s-s-s; uh-uh-uh-uh.
The hedgehog fell asleep. Let's say "shhhh" and we will leave the group and be quiet, we will not make loud sounds so as not to wake up the hedgehog.
I. Lebedeva