Sound culture of speech for preschool children. Summary of a lesson on the development of sound culture of speech in high school

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 loves pure speeches, 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.

Target:

1. Strengthen the skills of clearly distinguishing and pronouncing the sounds C and C’.

2. Learn to identify the sounds C and C’.

3. Introduce the letter C.

4. Teach education Difficult words, words are antonyms.

5. Develop phonemic hearing, memory, attention, thinking.

6. Promote sound development - letter analysis and word synthesis.

7. Learn to understand the learning task and complete it independently.

8. Cultivate goodwill and responsiveness, the ability to complete a task together.

Material:

Demo:

1. Snowflake (on a stick).

2. Typesetting canvas, large squares to indicate sounds (red, blue, green).

3. Painting: painted sleigh.

4. Cardboard panel: a snowdrift with 5 words - diagrams, SNE - the beginning of words.

5. Snowball is a toy.

6. Pointer.

7. The picture is large (a moon sparkles above the pine tree, an owl on the pine tree, a fox under the pine tree).

Dispensing:

1. A tray with small squares (red, blue, green).

2. Rectangle - word.

3. Cardboard with a drawn beech C, plasticine stick (or ring).

4. Pictures with animals: lynx, elk, moose, owl, fox, fox, tit, magpie.

5. A letter for each child from the word: s, n, e, g, i, n, k, a.

Progress of the lesson.

The children stand in a semicircle.

1. Educator: “I’ll tell you a riddle, I’ll see who’s smart.”

“Falls from the sky in winter and flies over the earth.”

"Many, many stars

Thin as glass

The stars are cold,

And the earth is warm.”

What is this? (Snowflake).

2. Let's call a snowflake.

Pronouncing the word “Snowflake”, highlighting the first sound.

What's the first sound? (WITH).

When we pronounce the sound S, the lips are in a smile, the teeth are visible, the tip of the tongue is hidden behind the teeth. The throat is the home of the voice. If we put the back of our hand to our throat, our throat will not tremble. The sound is pronounced dull and is called a dull consonant. It can be pronounced hard FOREST, DREAM and softly ELK. FORCE.

What is the first sound in the word “Snowflake”? (Consonant, firm).

3. Educator: “Come up with words for the word “Snowflake.”

What is she like?

Children pass a snowflake in a circle and say adjectives: “Small, round, cold, white, light, fragile, radiant, thin, shiny, tender, sparkling, soft, beautiful.”

4. Snowflake invites us to winter.? Catch the sounds, say the word L'ES.

5. Let’s make a diagram of the word “Sleigh” and they will go on their own. Beautiful painted sleighs will take us to the winter forest.

The teacher, using a typesetting canvas, draws up a diagram of the word, designating each sound with a certain color.

Questions for children.

How many syllables are in a word?

What is the stressed syllable?

What is the first sound in the word "Sleigh"?

Is it a vowel or a consonant? Why?

(When we pronounce it, there is a barrier in the mouth: teeth and tongue. You can pull it, but you can’t pronounce it loudly).

What's the second sound? (Vowel A’).

What is the third sound? (Consonant, soft N’).

What's the last sound? (I – vowel)

How many sounds are there in the word “Sleigh”? (Four).

6. These sounds are the words of the song,

Can you name them in words? (A, I).

7. The teacher says:

"Snow, snow,

White snow,

We are racing faster than anyone else."

Here the sleigh is off!

According to the diagrams, children pronounce a tongue twister (quietly - loudly, quickly - slowly).

“Seven of us got into the sleigh.”

“Our sleigh moves on its own.”

Pure talk.

"Let's reprimand

Everything is correct and clear,

So that everything is clear."

Sa - sa - sa - a fox is running in the forest.

Sy - sy - sy - the fox has a fluffy tail.

Su - su - su - it’s cold in the forest in winter.

So - so - so - we don't need a wheel.

Si-si-si - carry a branch in your hand.

8. We have arrived. Children together with the teacher say:

“We came to a forest clearing,

Raises your legs higher

Through branches and stumps

Who walked so high

I didn’t stumble, I didn’t fall.”

(Children leave the tables, walk, stand in a circle).

The teacher throws a snowball into each child's hands.

9. Game “Say the opposite”.

Cheerful - sad, strong - weak,

Hungry - full, dark - light,

The coward is brave, the world is a quarrel,

Left - right, bitter - sweet,

Warm - cold.

10. “It’s frosty,” says the teacher.

All the children say:

"I'm not afraid of frost,

I will become close friends with him,

The frost will come to me

He touches his hands, touches his nose,

Just don't yawn

Jump, run and play."

11. Game in a circle “Find your sound” (2 teams):

• Girls (beautiful and gentle - clap on soft C’);
• Boys (strong and persistent - stomp on hard C).

Sa, So, Si, Sy, Se, Sy, Su.

1 option

Oh yes, winter - winter, she decorated everyone,

Winter has prepared paints

Everything for everyone herself.

All trees are clean

Silver sparkles.

Both aspen and pine

Ash, spruce, birch, larch and alder

All the beautiful ones stand in silvery frost.

Snowy paths, bare bushes,

Snowflakes are falling quietly from above.

All the snowflakes have settled in the snowdrifts,

All the snowflakes lit up like lights.

Option 2

The trees were covered with fluffy snow. It is difficult to understand where the aspen and ash are. And here is a white-trunked birch. Here's a pine tree. An owl sits high on a branch. The owl is sleeping. Owls always sleep during the day. Vasya and Senya were in the forest. They met moose there. Vasya said: “Stay calm, don’t scare off the moose.”

12. Children sit at the tables.

The sound C and C' is indicated by the letter "C". The teacher shows the letter C.

13. The teacher invites the children to turn a plasticine ring into the letter “C”.

14. Question – riddle:

What grows in the forest in winter? (Snowdrift).

“The forest and fields are covered with snow,

The earth sleeps soundly under the snowdrifts.”

15. The children go to the “snowdrift”.

This is an unusual snowdrift; “snowy” words are hidden in it.

They all start the same way - SNE-.

Say the little word at the top (SNE- g).

Second, third, fourth word (SNE - zhok, SNE - govik, SNE - zhinka, SNE - gopad).

Name the most big word(Snow Maiden).

16. Children look at the picture “Traces”.

The teacher asks the question: “What’s near the snowdrift?”

Children's answer: “Traces.”

Educator: “So we are not alone in the forest, whose are they?”

He wears his fluffy tail carefully, looks affectionately, and smiles. (Fox).

In winter it is fluffy and white like snow, and in spring it is gray. (Hare).

A large bird compared to a tit, it screams loudly and walks importantly. (Crow).

Children's answers:

Traces of a fox, hare, crow, sleigh.

Conclusion: they ran away.

Who's left?

17. Children sit at tables and independently create a diagram of words from sounds, using red, blue and green squares:

Magpie, Elk, Fox, Moose, Lynx, Fox, Owl, Tit.

18. Individual assistance, questions if you have difficulty.

19. Tasks for children.

• Stand up, children, who has a word with the sound S, who has a word with the consonant sound S’.
• Raise your hand if the word has one syllable, two syllables, three syllables.
• Use the letter C to represent the sound C, C’ in your diagrams.

The teacher shows the picture and says:

“There’s an owl on a pine tree,

Under the pine tree there is a fox,

It's time for us to return."

Teacher's words:

“The letter C hung over the forest

Crescent moon in the dark sky

Magic light pours from the sky

And it calls us back.

Everything is white, white, white

There's a lot of snow,

The paths are littered

Don’t pass, don’t pass.”

"The word has crumbled

Collect it quickly

And there will be a road on our way.”

The teacher distributes letters. Children use individual letters to form a word on the floor:

SNOWFLAKE.

20. The teacher is holding a snowflake.

"But it ends

The road is long

touches the earth

Crystal star."

21. A snowflake lands near the chest. All children are given a shiny snowflake with the letter C from the chest.

Target. Explain to children the articulation of sound With, practice in correct, distinct pronunciation (in words, phrasal speech).

Progress of the lesson

“Lison lives and lives in his house,” the teacher begins the lesson. - And Tongue’s house is a mouth. The house opens and closes. (Slowly closes and opens teeth. Lips in a smiling position.) The tongue either looks out of the house or hides.”

The teacher invites the children to let the tongue out for a walk, and then return it to the house.

“The tongue really loves to sing different songs,” continues the teacher. “One day he sang: “E-and-and.” How did he sing? Would you like to sing along with me? Then help me: “E-and-and-and.” (They sing quietly.)

“Sssssss,” water poured out of the tap. “Tongue, please learn my song too.” “Okay,” agreed the tongue and sang: “S-s-s-s.” (Pronounced abruptly.)

Let's sing the water song together. To make the song sound good, you need to press the tip of your tongue to your lower teeth.

Close your mouth and rest. Now press the tip of your tongue against your lower teeth again and softly sing: “Ssss.”

Let's listen to how Oleg (Sasha) produces the water song. (Calls 4-5 children, including those who have not mastered the pronunciation of the sound.)

Now let's sing a song all together.

The 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.

If you sing the song of water slowly and abruptly (like this!), it seems that the wind is dancing around your lips. Want to make sure of this? Then make the same fence as mine (raises your palm to your lips, but does not press it to 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 saw? ( The piece of paper moved.)

Take the same strip of paper (narrow strips of tissue paper lie on the tables) and sing the water song. Let's look at Dima's stripe when he sings a song (Katya, Olenki...).

Put the papers aside and listen: The tongue began to compose other songs, similar to the song of water. First he sang: “Sa-sa-sa.” What did the tongue sing? Then: “Xia-xia-xya, axis-axis-axis.”

Su-su-su - berries in the forest,
Us-us-us - there are a lot of beads on the tree.”

The teacher reads the Russian folk song “Soroka, Soroka...”:

Forty, forty,
White-sided magpie.
I cooked porridge,
I jumped on the threshold,
I called guests.
The guests heard
They promised to be there.
Guests - to the yard,
Porridge - on the table.

The teacher repeats the song, encouraging the children to finish the words with the sound With(in italics).

Then he asks the children a riddle:
The tablecloth was white and covered the whole world.
(Snow)

Note. For individual work with children who have poorly mastered the pronunciation of sounds s, s, you can use the corresponding workbook pages. (Literacy lessons for kids. Middle group. - M.: Mozaika-Sintez, 2006. - Topic: “Sound With».)

Lesson 3. Teaching storytelling: “Our tumbler”

Target. Teach children, following the plan for viewing the toy, to talk about it with minimal help from the teacher.

Progress of the lesson

The teacher places a tumbler on the table with his back to the children. They ask in chorus and one at a time (2-3 children): “Tumbler, turn around!” The teacher invites the kids to call the tumbler differently: “Tumbler with big blue eyes and long eyelashes, turn to us!” (Choral and individual requests.)

Tumbler turns around, the children look at her huge blue eyes and long black eyelashes, and exchange impressions.

“Our tumbler is very beautiful,” says the teacher. “She has big blue eyes...” ( long eyelashes, rosy cheeks).

“Our tumbler is not only beautiful. She’s smart, isn’t she?” – the teacher asks, moving on to the second part of the description. ( Yes, she is smart: she is wearing a bright red coat with white buttons and a red cap with a white lapel.)

“Our tumbler is a funny toy,” continues the teacher. “You touch it a little, and it starts to ring and sway.” Show me how." Children swing and “ring” like tumblers.

The teacher gives a sample description of the doll. Then he asks the children to tell about the tumbler, giving them a plan for the story: “Our tumbler is pretty. She has... Our tumbler is an elegant doll. On it... Our tumbler is a funny toy..."

The teacher calls 2-3 children. If the child needs help, he suggests an initial phrase, for example: “Our tumbler is a smart doll. Continue…"

“Today we learned to tell stories,” the teacher reminds the children, “and we told them very well about the tumbler. She decided to stay with our group for the rest of the day. What if one of you pleases her by telling her how beautiful, elegant and cheerful she is.”

Note. Before getting ready for a walk, the teacher reminds the children that the tumbler has blue eyes. “A person who has blue eyes is often said to be blue-eyed. But our Andryusha is black-eyed, Alyonushka is grey-eyed...”

Children find out who has what eyes. This will allow you to avoid typical mistakes: “The eyes are a little white and a little black.”

Lesson 4. Reading I. Bunin’s poem “Falling Leaves.” Writing a story about a doll

Target. Continue teaching children to write stories about the toy. Introduce a poem about early autumn, introducing them to poetry and developing a poetic ear.

Preliminary work. The day before, during a walk, “look” for signs of autumn: describe its colors, listen to the rustling of leaves and, if possible, note that “the airy web of fabric shines like a silver net.”

Progress of the lesson

The teacher asks the children what time of year it is and what month autumn begins. “The beginning of autumn is early autumn, a very bright and beautiful time of year, about which many wonderful poems have been written. I will read one of them to you."

Reads I. Bunin’s poem “Falling Leaves” (2 times).

“Agree,” the teacher addresses the children, “you can tell so beautifully about autumn nature only in a poetic work. Even the doll that came to our lesson froze in silent delight!”

The teacher explains that the tumbler told the toys about how the children pleased her, noting her beauty, describing her clothes and musicality. Now this beautiful doll wants to hear about all this. “Shall we please her? - asks the teacher. - Then let's begin. And this doll is very beautiful. She has... An elegant doll. She has... The doll is not a simple one, but a talking one..."

The teacher asks one of the children to tell about the doll. Explains why the story turned out without repetitions.

The teacher ends the lesson by reading I. Bunin’s poem “Falling Leaves.”

Speech is the most important achievement of a person. Using sounds, words, expressions, additional gestures and intonation, you can communicate with other people. Correct communication is called This is the ability to express oneself correctly, taking into account certain conditions, the purpose of the conversation, as well as the use of all linguistic means (intonation, vocabulary, grammar). The sound culture of speech has something in common with each other.

What is sound culture of speech?

It is part of human speech communication. The sound culture of speech combines the oral formulation of words. This layer is responsible for the correct pronunciation of sounds, expressions, speed and volume of speech utterances, voice timbre, rhythm, pauses, logical stress, correct functioning of the speech motor and auditory apparatus, as well as the presence of a suitable speech environment.

Nurturing the sound culture of speech contributes to the timely and rapid development of speech skills in children preschool age. During speech development, speech therapists simultaneously develop vocabulary and grammatically coherent speech. Classes help children monitor their breathing during pronunciation, correct its clarity, and develop voice control skills in a leisurely and correct intonation manner.

How to develop a sound culture of speech?

Forming correct speech in a child comes down not only to developing the skills of correct pronunciation of sounds, which are dealt with by speech therapists, but also to solving many important problems. IN kindergarten Experienced teachers work with children. As a rule, they develop the sound culture of the child’s speech in the following areas:

• Develop correct sound pronunciation.
• They form clarity and precision in the pronunciation of words that correspond to the linguistic norms of the Russian language.
• In the process of studying, they develop a moderate speech tempo and correct breathing during pronunciation.
• Develop intonationally correct pronunciation of sounds and words.
• Develop auditory attention in children.

The sound culture of speech and its implementation is carried out in two directions: with the development of various perceptions (rhythm, tempo, intonation, strength, speed) and the speech motor apparatus. In order to cultivate a child’s speech culture, teachers choose the following forms of work:

• Independent activities where children communicate with each other.
• Classes with specialists from preschool institutions.
• Work in the form of games and exercises.
• Musical lessons.

Development of sound culture of speech in preschool institutions continues not only in special classes, but also during walks and morning speech exercises. Teachers use onomatopoeic words, poems, tongue twisters, visual material, cartoons, presentations and much more.

Age of formation of sound speech in a child

It is best to start working with your child at the age when he begins to actively talk and repeat words. Formation of sound culture of speech is important stage It is important not to miss this moment and help the child, together with the kindergarten teachers, comprehend the science of correct sound pronunciation.

Biological hearing

From birth, a person has the ability to distinguish sound vibrations - this is called biological hearing or perception. In humans, sounds are detected using the outer ear, eardrum, auditory ossicles and inner ear. Sound vibrations form the excitation of nerve endings and transmit information to the brain. Auditory attention is a special characteristic of a person's perceptual capabilities that helps focus on sounds, activities, or objects. For example, when a child focuses his attention on a stimulus, he receives clarity of sound sensations. If auditory perception is impaired in children, this leads to a decrease in attention and curiosity. The child often cries, flinches from sounds and extraneous stimuli.

How to choose the right speech therapist?

Find good specialist- not an easy task. Especially if the child has serious problems with a speech. When choosing a speech therapist, consider the following points:

• Ask a speech therapist about qualifications and experience. Explore the portfolio.
• Ask your speech therapist if he has solved a specific problem.
• Find out the number and cost of classes.
• Try to understand whether the person is at ease and whether the child is comfortable being around the speech therapist.
• How high are the guarantees of a positive result?

Remember that high price Classes with a speech therapist do not guarantee quality work done.

Sounds

The lesson on the sound culture of speech is aimed at teaching preschool children to articulate clearly and correctly. The sound “u” is taught to be pronounced smoothly and for a long time while exhaling. Teachers make sure that children pronounce it with different volumes and intonations. Sound training classes take the form of games and special exercises that help you learn how to correctly pronounce the sound “u”. Exercise - folding your lips like a pipe and pulling them forward prepares articulation for pronunciation. In addition, teachers sing songs with the children, perform choral repetitions of sounds and much more.

Sound "z". Its development also occurs in the form of games and songs. It is studied after preschoolers learn to cope with the sound “s”. The peculiarity of its study is that, in addition to articulation, the vocal cords are included in the work. Usually, the sound “z” requires training in front of a mirror. While working, the teacher pronounces tongue twisters with the children and makes up sentences. The development of sound culture is closely related to phonemic hearing.

Education of sound speech in preschoolers

The sound culture of speech includes correct diction, sound pronunciation, intonation, tempo, gestures, facial expressions, tone of speech, posture, and motor skills during a child’s conversation. If you systematically educate the pronunciation of sounds, it will be easier for a preschooler to learn in the future. That is why the method of education consists in the teacher solving the following tasks:

• Development of mobility of the tongue and lips during sound pronunciation.
• Formation of the ability to maintain the lower jaw in the desired position.
• Paying attention to breathing while speaking.

As a rule, preschoolers master sound speech without effort if they are educated in time. During this period, children borrow words and sounds using an imitative method. After all, phonetic hearing is developed at an early age. It is important not to miss the moment and direct the child’s development in the right direction.

Secondary group training

Sound culture of speech in middle group preschoolers (age 4 to 5 years) consists of speech hearing and breathing, which are the beginning of speech. Education in this group begins taking into account the knowledge that was previously acquired. The primary task of the teacher is to teach children to clearly and correctly pronounce the sounds of the Russian language. The specialist pays Special attention hissing and whistling sounds, teaches you to correctly pronounce phrases and complex words, and develops the skill of intonation expressiveness. In addition, the speech therapist educates children high level development of speech hearing, which will help them independently change the tone of their voice, highlight words in sentences with intonation. The sound culture of speech in the middle group is also aimed at the development of speech breathing, phonemic perception, vocal and articulatory apparatus.

Training in the senior group

The sound culture of speech in the older group (age 6-7 years) continues to develop previously acquired skills. Teachers strive to improve the development of the child’s articulatory apparatus, monitor the pronunciation of sounds with the help of various exercises, develop phonemic awareness, teach how to identify sound places in a word, and correctly use intonation and tempo of speech. Speech therapists also eliminate deficiencies in sound pronunciation, improve acquired skills, and study examples of correct literary pronunciation of words in their native language. The sound culture of speech in the senior group should develop in children a good phonemic awareness, teach them to read words, sentences and small texts, understand the differences between terms, independently compose sentences and carry out Completing training in the senior group, children are able to distinguish between vowels and consonants, sounds, their designations. As a rule, teachers prepare preschoolers for preparatory stage, which begins before entering school.

What is a didactic game?

Didactic games in kindergarten are educational activities that help preschoolers gain new knowledge through exciting games. They are distinguished by the presence of rules, a clear structure and an evaluation system. solve a number of problems set by the teacher. There is a whole technique that allows you to develop a child’s phonetic hearing in this form. The didactic method gradually develops the correct pronunciation of the sounds of the Russian language and the ability to listen. All games have certain tasks, which boil down to highlighting sounds at the beginning, middle and end of the required word. For example, the game "Sound Hide and Seek" is intended for children under the age of six. This is an independent game for a group, supervised by a teacher. The goal of the game is to develop attention and phonetic hearing. A ball is used as an auxiliary object. The presenter needs to think of a word that has a certain sound, for example “z”. Then he throws the ball to the guys in turn, pronouncing different words in which this sound is present. The children's task is to catch the ball with words of the desired sound, and beat off the remaining “words”.

What problems exist in the development of sound speech?

Modern children much more often suffer from problems with the formation of sound pronunciation and speech. The reason for this is computerization and lack of communication with peers and parents. Often parents leave the child to his own devices, as well as toys, TV, and gadgets. Experts advise reading books with children, learning poems, counting rhymes, and tongue twisters. The formation of sound culture of speech is associated with the development fine motor skills fingers In order to captivate and involve the child in learning, it is necessary to give the child as often as possible tasks to build a house from cubes, assemble a mosaic and a colored pyramid. It is necessary to constantly develop sound speech in a child. In kindergarten, during games, walks in the park. Talk to your baby, pay attention to interesting details, for example, the color of leaves and plants, count birds, look at flowers. Without integrated approach the formation of correctly delivered speech is impossible. Both parents and preschool teachers should be involved in this.

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 kind of flower is this?

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 (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 for 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 the 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 in 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:.

Abstract 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.