Summary of the lesson "Consonant sound, letter sh". Synopsis of the GCD "Letter Sh, sound" (for children of the preparatory group) Teaching literacy letter sh lesson summary
Lesson summary.
Literacy lesson educational system"School 2100" is organized in accordance with the requirements of the Federal State Educational Standard. This lesson is in the second section "Learning letters - learning to read" (No. 81) and is the first in the topic "Sound [w]. Consonant lowercase letter sh. Literacy lessons in this program are combined (a lesson in reading and writing). On the this lesson students discover new knowledge, get acquainted with the new sound sh and the lowercase letter sh, and for the first time learn that there is a letter that can only denote solid sounds, learn to write a new letter, read syllables and words.
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"Summary of the lesson. Sound w. Letter w.
Municipal educational institution
"Storozhevskaya middle comprehensive school»
Kortkerossky district Komi Republic
Methodical development lesson.
Literacy lesson. 1 class.
Sound [w]. Consonant lowercase sh.
The lesson of "discovery" of new knowledge.
Equipment: multimedia equipment, pictures with an image (ears, screw, hut, hat) for group work, cards with differentiated reading tasks (syllables, words), cards for individual work(find the letter w in words), cards with single-root words, symbolic signs for designating plan items and signs symbolizing the implementation of this item (orange circles, which symbolizes regulatory UUD), three elements of the letter w, card "Ladder of Success", Bukvograd ;
Buneev R.N., Buneeva E.V. Primer: textbook for first graders, Pronina O.V. Copybook "My magic fingers" No. 3, notebook for printing, Ozhegov S.I. Explanatory Dictionary of the Russian Language, Big Encyclopedia of Nature.
The purpose of the lesson: introduce a new sound [w] and a lowercase letter sh.
Learning objectives aimed at achieving personal results learning: independently determine and express rules of conduct common to all people.
Learning objectives aimed at achieving meta-subject learning outcomes:
A) regulatory UUD:
Independently formulate the objectives of the lesson after a preliminary discussion;
Together with the teacher, discover, formulate a learning problem and draw up a plan for solving the problem;
To carry out cognitive and personal reflection.
B) cognitive UUD:
Extract new knowledge: extract information provided in different forms;
Process the information received: draw conclusions based on the generalization of knowledge;
C) communicative UUD:
Communicate your position to others: express your point of view and try to justify it by giving arguments;
Negotiate with the guys: performing various roles in a group, in pairs, cooperate in a joint solution to the problem;
Learn to be respectful, treat the position of the other, try to negotiate.
Learning objectives aimed at achieving subject learning outcomes:
Contribute to mastering the ability to isolate the sound [w] from the flow of speech.
To teach to highlight the distinctive features of the studied sound, to contribute to the formation of the ability to characterize the sound.
To form the ability to recognize the graphic image of the letter sh, to teach how to write a lowercase letter sh.
Lesson summary.
The literacy lesson in the educational system "School 2100" is organized in accordance with the requirements of the Federal State Educational Standard. This lesson is in the second section "Learning letters - learning to read" (No. 81) and is the first in the topic "Sound [w]. Consonant lowercase letter sh. Literacy lessons in this program are combined (a lesson in reading and writing). In this lesson, students discover new knowledge, get acquainted with the new sound sh and the lowercase letter sh, and for the first time learn that there is a letter that can only denote solid sounds, learn to write a new letter, read syllables and words.
Educational technologies: technology of the activity method, problem-dialogical, information and communication, research, technology of formation of control and evaluation independence, health-saving technology.
Student work form: individual, frontal, work in groups, in pairs.
Expected Result: be able to characterize a new sound, highlight the sound [w] in words, write it down with the corresponding letter, correctly read syllables, words with a new letter.
Structure and course of the lesson.
Lesson stages | Teacher activity | Children activities | Formed UUD |
1.Motivation to learning activities | Guys, let's give each other the word hello. Check are you ready to start the lesson? Is everything in place, is everything in order: books, pens and notebooks? (slide number 2) A guest came to our class. Who is it? Why did Smiley come to our lesson? Let's start our literacy lesson. Are you ready to learn something new? So go ahead for small discoveries. Look at each other and smile. The smiley also gives everyone a smile. Wish each other good luck. Let's hit the road! | The children are getting ready for the lesson. Yes ready. Student Smiley. The smiley helps us learn, learn new things. | Personal: self-determination Regulatory: Know how to organize your work |
2. Actualization of knowledge and trial educational action. | Let's start with what you already know and what you will need. What are the sounds? (slide №3, animation 1-16) Open the Primer on page 82. Look at the familiar patterns of sounders who are holding hands. What can we say about them? (slide number 4) Describe these sounds. Draw their hats and paint over the shoes. (slide number 5) Today we are with our Let's continue our journey through the country of sounds and letters as a student Smiley. See who we'll be working with today? Who did Smiley bring with him? (slide number 6) What do you think, what lesson do we have today: repetition of the learned or the lesson of “discovery” of new knowledge? What are we going to open today? | Vowels and consonants; vowels can be stressed or unstressed; consonants are voiced or voiceless, hard or soft. Children open the textbook. These letters denote deaf consonants [t], [t '], [k], [k '], [s], [s '], [p], [p ']. Children characterize sounds, draw hats, paint them black, paint the shoes one blue, the other green. Children answer that today they will work with a new sound and a new letter. Lesson "discovery" of new knowledge. Since the diagram is not colored, there is no letter on it. New sound and new letter. | Personal: what i know i can Communicative: to formulate their thoughts orally, to participate in a dialogue. Cognitive: extract information from diagrams. |
3. Identification of the place and cause of the difficulty. | What unusual thing did you notice about the circuit - the sounder? Guys, the sound diagram wants to warn you that it represents a special, unusual sound that is different from other sounds you have studied. Which do you have a question? Maybe someone has already guessed what kind of sound we are talking about? Why was there a problem? Well done! You, as real students, understood what your difficulty was. You already know that a difficulty is an opportunity to learn something new. In case of difficulty, what should be done? What sound we will “open” you will learn from the language warm-up. Do you remember what sound a snake makes? How noisy is the kettle when boiling? How they rustle autumn leaves under your feet? Now let's all rustle together shhhh. Does such a sound live in our “Bukvograd?” | Exclamation point. How is the new sound different from other sounds? We don't know how the new sound differs from other sounds. Stop and think. Children pronounce the sound that the snake, teapot, leaves make. | Communicative: be able to listen to the opinions of others, respect other opinions. Regulatory: discover and formulate a learning problem |
4. Building a project to get out of the difficulty. | State the topic of our lesson. What is your goal? Let's make a lesson plan. What should you know first? What have we done now? Let's, when we complete each item of the plan, we will put a circle on the board indicating that the item has been completed. | Sound [w], letter sh Learn all about the new sound and the new letter and understand how the new sound differs from other sounds. 1. Learn about a new special sound and get to know a new letter. 2. Learn to write a lowercase letter. We planned our work. | Regulatory: together with the teacher to make a solution plan. Communicative: Formulate a goal with the teacher. |
5. Realization of the constructed project. | 1.-In what area (vowels or consonants) will this sound live? Why do you think so? Maybe some of you have already guessed why this sound is special, how it differs from other sounds? Then let's solve this problem. Maybe someone knows how to solve this problem? We need to know everything about this sound. Since it is a consonant sound, what else can we learn about it? Let's find out what it is, voiced or deaf? Why do you think so? What kind of hat will we put on the “sound player”? (slide number 7, animation 1-2) How do you know if it's hard or soft? Let's explore this sound. To do this, we will divide into groups. Remember the rules of working in a group. To perform this study, you must select a picture from the envelope with the image (ears, screw, hut, hat). Group 1 - chooses a picture with an object in the name of which the sound [w] is at the beginning of the word and after it there is a vowel sound. Group 2 - in the name, which this sound is at the end of the word and at the beginning. Group 3 is in the middle. Group 4 chooses a picture with an object in the name of which the sound [w] is at the beginning of the word and after it there is a consonant sound. (slide number 8, animation 1-4) Have all the groups decided on the words? Children make sound schemes of these words. When you characterize sounds, do not forget to use our scheme - algorithm. (slide №9, animation 1-16) Choose a responsible person in the group who will represent the result of your work. Please leave one representative from each team. Describe the new sound. What word was repeated in the description of the new sound? Since it is solid, what color should we paint the slipper? (slide number 10) Maybe in other words this sound is pronounced softly? Then listen to the poem and try to remember all the words with the [w] sound and listen to how it is pronounced, hard or soft? Fur coat, cap, hat, ball We went to the market once. Walking, walking slowly And they found a hut in the forest We looked at the hut: It was nobody's, but it will be ours. Name the words, highlight the sound [w] in them. What conclusion did they come to? Who else will tell the whole characteristic of this sound? What color will we paint the second shoe? (slide number 11, animation 1-2) Look at the scheme of our sounder, compare it with other schemes and tell me how the new sound differs from other sounds of our "Bukvograd"? And what icon will help us see the sound [w]? This is a capital letter sh. What does this letter look like? - Oh, the stool is good! Flip the letter Sha. (E. Tarlapan) -Shura stirred the hay, I forgot the pitchfork in the hay. (V.Stepanov) (slide №12, animation 1-4) Let's print the letter sh in the notebook for printing. In what house of our Bukvograd will we settle our new letter? (on the stand) Application 1. Open the Primer on page 82 and check, by examining the diagrams of the sounders, have we done the right thing? With what letters does the letter sh hold hands? What new knowledge have we discovered? What part of the plan was completed? Mark with a circle on the board. 2.-Why are two letters sh written in the primer in the left corner? What else do we need to learn, what is our next task? look at the print and capital letter sh. How are they similar and how are they different. (slide number 13) The lowercase letter sh has crumbled, who will try to collect it? Where do we practice writing lowercase sh? Let's open the recipe on page 26, consider the scoreboard. Tell me again, what elements does the lowercase letter sh consist of? Are there new items? I will write this letter under the count: one-and, two-and, three-and. We start writing from the top line of the working line. We lead an inclined line down with a rounding to the right, we lead up, the 2nd and 3rd elements are inclined lines with a rounding at the bottom to the right. Let's write with a finger on the palm just like me (under the account), in the air (under the account) What about the spacing between elements? Let's write on the scoreboard first the elements of the letters, then the letters themselves. Emphasize the most beautiful letter. What part of the plan was completed? What task did you complete? Mark with a circle on the board. | in the area of consonants. Children say that when pronouncing it, it encounters an obstacle, it is not sung. Children make hypotheses. The children make their guesses. Voiced or deaf, soft or hard. He is deaf. Prove. Let's wear a black hat. Children draw a black hat on the head of the "soundman". Listen to how it sounds in words. Children remember the rules of working in a group. The group must be responsible. Everyone should work on overall result. One speaks, others listen. Express your disagreement politely. If you don't understand, ask again. Get into groups (each group sits around their table) Children choose pictures, working in a group. Children work in groups. They compose sound schemes of selected words, use a scheme in their work - an algorithm for characterizing sounds. Children talk about their research. Responsible from each group characterize the new sound according to their schemes. In blue. Assumptions Children listen to a poem. The children name the words. The sound [w] is always solid. Children give a complete description. Let's paint the second shoe blue too. The sound [w] is always solid. Children suggest (comb, stool, fork, pitchfork, etc.) Children print the letter. Children settle in a house where consonants live, denoting deaf sounds. With letters that represent deaf sounds. We learned everything about the new sound, got acquainted with the new letter. Because one is printed, the other is written. Learn to write the lowercase letter sh. Children name similarities and differences. Children construct a letter from scattered elements and attach it to the board with a magnet. In writing. Of three lines with a rounding to the right at the bottom. Children write on their palm, in the air. It is the same. Children independently write elements and letters on the scoreboard and the 1st line. Children are looking for the most best letter. Learned how to write the lowercase letter sh. | Communicative: ability to build speech statement in accordance with the tasks set, organize educational interaction for the group. Cognitive: process the information received, draw conclusions based on the generalization of knowledge, present information in the form of a diagram. Personal: express your attitude, explain your point of view. Regulatory: test hypotheses |
Fizminutka | Now let's play the game "Who is the most attentive?" In this game, we will rest and determine the place of the sound [w] in words: if this sound is at the beginning of a word - squat, if at the end of a word - raise your hands up, if in the middle - spinning, if a trap - clap your hands. Fur coat, crane, car, closet, scarf, cat, mouse, checker, rat, ball, watermelon, frog. 3.-Read the cards syllables and words with the letter sh. Is there a letter in today's words? Who didn't see? Choose a line to read. Who finds it difficult to first or second, who is better at third or fourth, who reads well, read the fifth line and make a sentence with these words. (slide number 14) Appendix number 2. We believe on the slide. 1st and 2nd line - read by those who read this line, then read in chorus, then in columns. Check lines 3, 4 and 5. What words do you not understand? Who can explain their meaning? And if we still find it difficult and cannot interpret the word, where can we turn for clarification? Among the words that we read, there is a word that denotes the name of a bird. Name it. (slide number 15) What do you know about this bird? Where can we find accurate information? (teacher shows Big encyclopedia nature). List your suggestions. What task did you complete? What part of the plan was completed? Mark with a circle on the board. | Children determine the place of sound [w] in words and perform movements. Children choose a line for themselves and read on their own. Children read syllables. Children take turns reading. Children say words they don't understand. They try to explain their meaning. With the help of a teacher, children find words in the dictionary that caused difficulty and a well-read student voices the interpretation of the word. Children tell what they know about this bird. In reference books, in encyclopedias, on the Internet. name their proposals | |
6. Primary reinforcement with commenting in external speech. | Let's read together with the Smiley the words from the cards that are given on the board. Pants, rascals, pants, naughty, jester, car, joked, joke, joker. What groups can these words be divided into? Why are you so divided? What can be said about these groups of words? Why are they one-sided? Name the common part - the root in each group. Name the extra word and explain why it is superfluous? Let's check our work on the slide ( slide number 16) | Children read the words. Children at the blackboard divide the words into three groups, explain the meaning of the words. They are one-sided. The common part, close in meaning. Children name a root in each group. Children call an extra word - car, because it is not one-root. Children check what they have done. | Personal: be able to express their opinion and defend it . Regulatory: determine the success of their assignment in a dialogue with the teacher. Cognitive: be able to organize knowledge. Communicative: express your thoughts orally. |
7. Independent work with verification according to the standard. | Complete the task on the card. Find words with the letter sh and underline it. (slide number 17) (Pasha, visiting, joker, hat - earflaps, dries, daisies, scattered, cones, panties, gnome). Let's check (Slide number 18) | Children complete the task individually. Children check their work and evaluate themselves. | Regulatory: control, evaluation, correction of their knowledge. Personal: be able to apply the acquired knowledge. |
8.Inclusion in the knowledge system and repetition. | Let's work in pairs. Remember the rules for working in pairs. (slide number 19) Task: you need to make words from the letters ШШК, between these letters you need to insert vowels. What words did you get? | Children remember the rules. 1. If you don't understand, ask again. 2. Express your disagreement politely. 3. Both should work. 4. One speaks, the other listens. Children work in pairs, make up words. They call the received words (checker, checkers, bump, bumps) | Personal: be able to express their opinion and defend it. Communicative: be able to work in pairs. Cognitive: orientate themselves in their system of knowledge and recognize the need for new knowledge. |
9. Reflection of educational activity. | Our lesson is coming to an end, let's summarize. Were all points of the plan fulfilled? What new knowledge did you and Smiley discover today? What do you think, have we learned everything on this topic? What is the goal for the next lesson? Homework will be related to our new theme, it will be optional. Practice reading the words in the Primer, who is just learning to read p. 82, and those who read already can work well on p. 83. In the copybook on p. 28, shade the drawing (optional). (slide number 20) Evaluate your work on the "Ladder of Success". If you think you have understood a new topic and can tell others about it, put yourself on the top rung. Those who doubt that they have understood everything completely, on the 2nd or 3rd step. Those who today do not understand new topic who need help - to the bottom rung of the stairs. Do not be discouraged, who has not yet succeeded, because this is only the first lesson on a new topic. You will succeed. Guys, I invite you, who wants to, to tell how and why you assessed your knowledge on a new topic. Thank each other and Smiley for their work in the lesson. (slide number 21) Thank you! | We learned that the sound sh is always solid and is denoted by the letter sh. Continue with the letter sh in the next lesson. Children evaluate their work in the lesson, draw little men on the chosen step. Pupils work with the left half of the ladder "I know". Children express their opinions. | Personal: self-reflection. Communicative: be able to accurately express your thoughts. Regulatory: correlate the result of their activities with the goal and evaluate it. |
Topic: "Letters Sh, sh, denoting the consonant sound [sh]."
Lesson type. Studying and primary consolidation of new knowledge.
Lesson Objectives:
Educational - to introduce children to the letters "Sh", "sh" and sound (sh); learn to characterize sound; find the place of sound in words; to form the skills of conscious, correct, syllabic reading; to form the ability to formulate one's thoughts orally
Developing - to develop coherent speech, phonemic hearing, logical thinking, attention, memory, ingenuity; expand the horizons of children, form the ability to listen and understand others
Educational - to educate the skills of independence, responsibility, diligence, the ability to work in pairs, a team, to educate a healthy lifestyle.
Equipment: textbook for grade 1 "Russian alphabet" authors V.G. Goretsky, V.A. Kiryushkin and others, notebooks for syllable-sound analysis of patterns, cards of syllables, letters, subject pictures.
Technical means learning : audio recording, video recording, PC, projector, screen, presentation powerpoint.
Organizing time.
Leveled up. Today we have a lesson in literacy, reading, we have to spend with me. My name is ... .., but we also have guests, let's turn around and greet them with a tilt of our heads.
Sit down.
Well, look, my friend
Are you ready to start the lesson?
Is everyone seated correctly?
Is everyone watching closely?
2 .Updating of basic knowledge.
What is speech?
What is the speech like?
- What is our speech?
What are the proposals?
What are words made of?
What are syllables made of?
What are the sounds?
Tell us what you know about vowels and consonants.
Consonant sounds can be ... (hard and soft)
What else do you know about sounds? (we hear them)
What do the sounds on the letter mean? (letters)
Look: I show the letter, and you, if it denotes a vowel, clap your hands once, and if it is a consonant, 2 times. (2 vowels, 2 consonants and b)
Why silence? Or -Does everyone agree with Petit's cotton?
And what is this letter such an interesting b?
What is special about her?
The song "If there was no winter" sounds
Very little time is left before the funniest, noisiest and most beloved holiday of the children. What? And why do children especially love the New Year holiday?
I will tell you a story that happened on the eve of the New Year holiday, listen: (music sounds “A Christmas tree was born in the forest” 1 verse)
“Recently Seryozhka, Alyonka and Maxim were walking in the yard. Suddenly a truck drove into the yard. He brought a tree. She was big, furry, and smelled so good of frost. Alyonka went up to the Christmas tree and began to examine it, and suddenly she screamed: - Look, look, there are “detectives” hanging on the Christmas tree.
Maxim, as he heard, fell down with laughter and shouted: - Ha-ha-ha! I'll die of laughter! Investigations! Oh, I feel bad! Investigations! Ha-ha-ha!
Here Seryozha joined in. Ha ha ha! The girl is 5 years old, soon to marry, and she is a "detective".
Alyonka replies: I said correctly! It's just that my tooth fell out and whistles. I want to say "detective" but it turns out "detective"
And Maxim answered her: - Just think, her tooth fell out! At me the whole three have fallen out, yes two are staggering. And I'm still right. Listen: - "snickers." Well? True, it’s great: I can even sing “chuckles”::
Oh, green chick
I'm afraid I'll prick.
Alyonka even jumped for joy. Not properly! -shouts, you need “detectives”, and she says “snickers”. And let's argue they are. One shouts "snickers", the other "detectives". Seryozhka looked, looked, and then said: - Here are the eccentrics, why are you arguing? After all, both are wrong. No “detectives”, no “snickers”, but simply “fifts”. That's all!
Interesting story? What word could the children not pronounce? Did you guess what sound the kids could not pronounce? Name it.
You probably already guessed what the topic of the lesson is.
Letters W, w.-board
The purpose of the lesson.
With the new sound Ш and the letters that denote this sound in writing, we will get acquainted today in the lesson.
Working with sound (board)
Say the word CONES. Name the first sound.
What is this sound? CONSONANT
Why do you think so? (when pronouncing, air meets an obstacle)
Determine what sound it is by sonority and deafness? DEAF
Why do you think so? (consists of noise)
Think about whether this sound has a voiced pair?
What paired voiceless consonant sound Sh? (voiced F) PAIR
Statement of the problem, discovery of new knowledge.
The sound of Ш is not simple, but with a secret.
And you can discover this secret yourself if you correctly complete the following task:
The music sounds “Little Christmas tree is cold in winter” (1 verse) (slide)
So that our Christmas tree is not sad and lonely, we will decorate it with beautiful toys, but not any, but only those whose names contain the sound Ш
Solve riddles:
Falling from the sky in winter
And circle around the earth
Light fluff
White snowflakes.
Shall we hang a toy on a Christmas tree?
Why not? (voiced consonant Zh)
They grow on the tree
But these are not needles. ( cones)
Why yes? (voiceless consonant sound Ш)
The branches of the tree rustle,
Beads shine bright
And the toys swing
flags, stars, crackers
What kind of forest animal
Got up like a post under a pine tree?
And stands among the grass
Ears are larger than the head. (hare)
Motley threads hang on the Christmas tree tinsel
And colorful balls.
Once again, repeat the names of the toys that we hung on our Christmas tree. What do all words have in common?
Say slowly:
CRAFTS
What sound Sh in all words is hard or soft?
Maybe it happened by chance that the sound Ш is solid?
Try to find words for yourself in which the sound Sh would be pronounced softly.
Happened?
So what conclusion can be drawn?
So you discovered the secret of the consonant sound Sh !SOLID
Working with letters
On the letter, the sound Ш is indicated by the letters Ш, sh (sha)-card
Look at the letter Sha
The letter is very good.
What does the letter look like? (forks, …….)Slide
Let's type this letter in our notebooks (large and small)
And where is the capital letter needed? (property names)
Ilya will read us a riddle about (cones) spruce. (slide)
Listen to the word and name the sounds
We print in notebooks, and one at the blackboard
Cones (card) ----- cones (card)
And who has it differently? (with the letter I)
How to be? We have already talked about this secret. What is this secret? (only hard)
What sound indicates softness? (s), but what here? (does not soften) Why? (w is not friends with and and does not obey him) I.e. And it doesn't soften it.
So what should we remember? (that the sh sound is always ONLY HARD, but written with an I)
Let's open Textbook and find this rule.
Shi write with i. (card)
And why in the word some of you printed Y after w? (heard s)
Fizminutka
Reading practice
Reading syllables with sh
Word reading
Mice
kids
Shi on (board)
What is superfluous? Why
What do we remember? Shi write with and What sound does and have in combination with shi?
Speech gymnastics.
It's time to do gymnastics, but not simple, but speech.
Sha-sha-sha
Our tree is good.
Sho - sho - sho - we played well.
Christmas tree slide repeat only with an envelope
Guys, is there an envelope under the Christmas tree? What do you think is in it? (letter)
Will we read?
Congratulations: Santa Claus asks us to work in pairs, for this work he has prepared a surprise
Surprises in the form of small postcards with the rule.
Textbook work. The words are black
Compose a sentence with property names and link to ng
And what can be made up of sentences (text)
I have prepared a story for you.
Fun winter days! Fluffy snow all around. The rivers are frozen. The kids are excited about winter.
How many offers
How did you know? Based on the picture, guess what it is about
Reading to the reader.
Text conversation
Outcome.
What new did you learn in the lesson?
What discoveries did they make?
What was especially interesting?
What seemed difficult?
And what helped to cope with difficulties?
Outline plan directly educational activities on teaching literacy in a compensatory group (second year of study).
Theme "Sound and letter Sh"
Integration of educational areas:
- "Cognitive Development"
- "Speech Development"
- "Social and communicative development",
- "Physical development".
Target.
- form correct pronunciation sound [w],
- introduce the letter Sh.
Tasks:
- to consolidate the skill of a clear pronunciation of the sound [w] in syllables, words, phrases;
- develop the mobility of the articulatory apparatus;
- exercise in sound-letter, syllabic analysis and synthesis of words;
- exercise in coordinating words in a sentence;
- introduce the letter Sh, the rule for writing words with "shi";
- develop phonemic hearing, memory, attention.
Equipment:
- subject pictures, in the name of which there is a sound [w], individual mirrors, pictures - symbols for performing articulation exercises, pens, notebooks, subject pictures depicting a balloon, a kingdom, a castle, a princess of Jokes; electronic game "Harvesting", the letter Sh, counting sticks, colored pencils, printed letter Sh for each child.
An approximate course of directly educational activities:
I. Organizational moment.
Today we will go to the fairy-tale kingdom of the Princess of Jokes. So she was named because she loves laughter and fun. But to get into the kingdom, you need to name the sounds in words in order: yours, ours, shower, Masha, noise, ours, porridge, tire, Dasha, Misha, land.
Name the sound that was repeated most often in these words (sound [w])
Today we will get acquainted with this sound during our journey through the fairy kingdom.
II. Main part.
1. Relaxation exercises.
Here we are in the kingdom. The princess of jokes, waking up, looks in the mirror every morning, smiles and goes to drink tea with jam. We will do the same:
- "Tight smile" - smile, straining and stretching your lips with force. Then relax by opening your mouth.
- "Chorus" - open your mouth slightly, pull your lips forward, rounding them, relax.
- "Shovel" - smile, put a wide, relaxed tongue on your lower lip. Hold this position for a count of 10.
- “Delicious jam” - smile, open your mouth, lick your upper lip with the wide front edge of your tongue, making movements from top to bottom. Close your mouth, relax.
- "Cup" - smile, open your mouth, put a wide tongue on the lower lip, then lift it to the upper lip, hide the "cup" in your mouth. Then relax by placing your tongue at the bottom of your mouth.
2. D / y "Magic Spell".
You and I found ourselves in front of the gates of the castle. But these doors are not simple, but magical. To open them, you need to cast a spell. Listen and repeat after me:
- sha - sho - sha ash - ash - osh she - sha - she
- shi - shi - shu ush - ish - ush sho - she - sha
- sho - sha - sho osh - ash - osh osh - ouch - o
- sha - shi - sho ush - ish - osh ish - ash - ish
3. D / y "Balloon".
But the gate won't open. Then we will fly over them in a balloon. But first let's inflate it.
Inflate the balloon quickly, Fingers of both hands in a pinch
It becomes large, touching the tips.
Suddenly the balloon burst, the air came out, In this position, blow on them,
He became thin and thin. fingers take the form of a ball.
The air comes out, the fingers take their original position.
Sho-sho-sho-we fly well.
When pronouncing the sound [w], our lips are rounded, stretched forward, but the air has a barrier in the form of a tongue. Air breaks through the gap and makes a noise: “shhhh”.
Remember: the sound [w] is a consonant, because it cannot be sung and pulled; deaf, because when he pronounces the neck does not tremble; always solid, therefore indicated by a blue circle.
4. D / and "Gifts for the Princess."
Here we are in the castle. We are welcomed by the Princess. But it is customary to come to visit with gifts. Let's choose gifts.
Look at the pictures: bear, waffles, balls, puppy, chocolate, cookies, scarf, sweets, pencil, mouse, cheesecake, car, frog, dog, pillow, scooter.
Select only those in the name of which there is a sound [w].
What did you choose? (bear, balls, chocolate, scarf, pencil, mouse, cheesecake, car, frog, pillow)
And now, among these items, name only those in the name of which the sound [w] is at the beginning of the word (balloons, chocolate, scarf).
5. D / y "New words".
The princess of jokes is glad of your gifts and offers to joke with her. Replace the first sound in the word with [w] and you get a new word:
- cup - checker gift - ball magician - step
- mouse - bump soap - awl sorry - shawl
- Garik - ball stomp - whisper juice - shock
- lips - fur coats slippers - hats kashka - checker
6. D / y "Harvesting".
The Princess of Jokes has a magical garden with trees. An unusual harvest has long ripened on the trees. Help harvest three baskets. In the first basket, collect items with one syllable, in the second basket - with two syllables, in the third basket - with three syllables.
Pictures: fur coat, jester, checkers, car, mouse, hat, reel, ball, gun, frog, scarf, chess, tire, ink, hat, dog rose.
8. Physical Minute.
We worked hard in the garden, we are tired, we will rest.
Listen, fabulous people, we are going to the meeting.
Hurry up in the circle
And start charging.
Stretch, stretch!
Hurry, wake up!
Slap on the knees, slap,
Now pat on the back!
Slap yourself on the sides
We can clap behind the back
We clap in front of us.
Right we can, left we can
And we'll put our hands crosswise.
9. Finger gymnastics.
One, two, three, four, five - Clap your hands.
Let's curl our fingers.
Here is a big one, here is an index one, Alternate bending
Be careful now! fingers.
We will now bend the middle one,
Let's call the nameless.
And little finger - well done
Dropped down at last!
Got the fists
Hammers banged:
Knock-Knock! Tapping fist on fist.
You listen to your knock!
10. Acquaintance with the letter Sh.
a) show a letter.
Look, the coat of arms is drawn on the castle of the Princess - a sign that the palace belongs to her. This coat of arms is the letter S.
Look at the letter W
The letter is very good
Shura stirred the hay,
I forgot the pitchfork in the hay.
The sound [w] in writing is denoted by the letter Sh.
Lay out the letter Sh from the sticks. How many elements are there in a letter?
What does the letter W look like? Turn a letter into any object by adding the missing details.
b) work in notebooks:
Printing letters W w;
- typing words from dictation: porridge, cannon, cat, bear;
- sound-letter and syllabic analysis of words: ears, bump (acquaintance with the rule of writing "shi").
11. D / y "Bridge from the castle."
It's time for us to return, and for this we will build a bridge from the Princess's castle to kindergarten. "Make friends" words, collect them in a sentence:
Wardrobe, hang, in, Misha, fur coat. Misha hangs his fur coat in the closet.
Alyosha, car, grandfather, buy.
Couch, on, rest, grandpa.
Masha, porridge, eat.
B, write, Masha, school, letters.
Alyosha, give, bear, plush.
Pants, Masha, Misha, sew.
Yasha, bump, carry, car, on.
III. Outcome:
Where have we been today?
What sound and letter did you meet?
Ovchinnikova T.N.,
teacher speech therapist
What will be the lesson now?
What mood is needed to make the lesson interesting?
II. Updating of basic knowledge
What letter did we work on previous lesson?
Tell me about her.
Find a diagram - a little man of consonant sounds [ l],[l']. Prove the correctness of your choice.
Let's practice reading words with letter L.
III. staging learning problem. ( 2 minutes).
Do you think there are other schemes - little men of consonant sounds?
Why are you having disagreements?
What do we need to learn in class?
IV. Introduction of new knowledge.
Review the drawings. Voice them.
What is common in the pronunciation of these words?
Say the sound [ w] and give a description.
The game"Say a word"
1. Today everything rejoices !
In the hands of a child
Dancing for joy
Air…
2. If we grow on spruces,
We are there, we are in business.
And on the foreheads of the children
Nobody needs...
Highlight the first sound in these words.
How is it pronounced?
Name the words in which there is a consonant voiceless sound [ w].
What is interesting consonant deaf sound [ w]?
What should a human look like?
consonant sound [ w]?
Who guessed what color his shoes are?
Is there a diagram on the board - a man of consonant, deaf, always solid sound [w]?
V. Primary fastening. ( 5 minutes).
You have slips of paper on your desks. Draw a diagram on them - a man of sound [ w].
Whoever drew the diagram - a little man, hangs it on the board.
Are all the "drawings" done correctly? Remove incorrect schemes - little men of a consonant, deaf, hard sound [ w].
So are there other schemes - little men of consonant sounds?
Sound the scheme-man of sound [ w].
Fizminutka. ( 3 min).
VI. Introduction of new knowledge (continued).(12 min).
Who knows what letter it stands for
sound [ w]?
The correct pronunciation is the letter "sha". Find it among the letters of the alphabet.
The game"My Imagination".
What does a printed letter look like? w?
Compare printed and written letters sh, w .
What will we learn in class?
Let's write printed letter w in the air (shows with commentary)
Open notebooks for printing and write a block letter 5 times according to the model w. (Teacher provides individual assistance).
Close notebooks for printing, open "Recipe".
Let's write a lowercase letter w in the air (with commentary under the count - one and, two and, three and).
(Teacher provides individual assistance).
What else should we do in the lesson, having become acquainted with a new sound and letter?
ash ish ish osh osh
sha shu sho
VII. Summary of the lesson. ( 2 minutes )
What new knowledge did you gain in the lesson?
Let's play a little. I will name words, namely clothes, and if a new sound occurs in this word, then you clap your hands, and if not, then just sit quietly: hat, fur coat, jacket, shorts, dress, shoes, pants, suit, shirt , skirt. Good!
The sound [w] is indicated by the letter "Sha"
Let's remember the name of the letter - "Sha". Let's repeat in chorus - "Sha".
What does the letter "Sha" look like?
Scallop, fence, fork, cap
What does the letter W look like?
On the teeth of this bucket"
It also looks like the teeth of an excavator bucket.
Look at the header and lowercase letters"Sha". Similar?
Yes
And how do they differ?
Size, capital letter larger than lowercase
Let's see where this letter will live on the ribbon of letters. Where is her place.
What sound does it mean, say again. Give him a full description.
Consonant, deaf, hard
If he is deaf, then on which line will he live on the top or bottom line?
On the bottom
What letters live next to each other?
T…s
Look at the slide. Let's read the syllables. We read syllables in chorus.
We read from top to bottom.
Now read the vowels that indicate the hardness of the consonant.
Ah oh u
We read consonants in front of them firmly
And what vowels indicate the softness of the consonant
E, and
How did we read? Hard or soft?
Firmly
Read the syllable on the board in unison. Pay attention to the letter “and” written, but we pronounce the consonant firmly, because it is never soft, it is always hard.
Therefore, it is very important to remember the rule:
Shi is written with the letter i.
Find the rule at the bottom of the page. Let's read in unison
We all find columns of words. We read the words in a chain.
Find a word that starts with a new sound?
School
Find a word in which a new sound is at the end of the word?
Pencil
Find the words in which the new sound occurs in the middle?
Cat, Misha, Grisha, pencils
What is this sound in all words, hard or soft?
Solid
Because he is always hard
And so, what do you remember about this sound, what is it?
Deaf and always hard
Are you tired?
Well, then everyone stood up together.
They stomped their feet,
Hands clapped
Twisted, turned
And everyone sat down at the desks.
We close our eyes tightly
We count to five together
We open, blink and
We start working.
Look closely at the illustration on page 17
Who is drawn?
Children
Are they just kindergarten kids?
Not
And who are they?
Pupils
Where did they come?
To the forest, to the meadow
What are they collecting?
Cones, leaves
Let's read the text one by one.
What season are you talking about?
Talking about autumn
What were the days like?
The days were clear
Where did the children go?
The children went to the forest
What is said about rowan brushes?
Brushes of mountain ash burned brightly
What did the children collect in the forest?
Children collected pine and fir cones
Find words in the text that have a new letter?
Let's go, bumps
Let us come up with names for the children, but such names so that they contain the sound [w]
Sasha, Shura, Misha, Masha, Dasha, Pasha
Good! Well done!
Now open page 18.
Look at the top pictures. What tree fruits are shown?
Pine, rowan, spruce
And what are the fruits of pine and spruce called?
cones
How many new sounds are in the word bumps?
Read the title of the poem
Petushki
Look at the illustration. What roosters are mentioned in the poem?
About poultry, pugnacious
Let's read the poem.
Find in the poem words with the syllable "shi"
Raspetushilis, decided to rooster, lose,
What rule have we learned?
In all words, "shi" is written with "and"
Let's play the game "Good night" When I say "Good night", you close your eyes, and when I say "Good morning", you open them.
"Goodnight"
Look at the presentation slide.
What word is written?
Tire
What's this? What happens?
By car, motorcycle
And now, "Good night", close your eyes.
"Good morning" - open your eyes.
Let's read the word.
Car
What has changed on the slide? What was added to the first word.
Ma
I say, "Good night", we close our eyes. "Good morning" - wake up.
What is the word now?
Silence
What changed?
The syllable "ma" was replaced by the syllable "ti"
Let's read three more words: kids, wide, in a hurry.
Which syllable is repeated in all the words?
+ "shi"
Look at the illustration on page 19.
Who is in the picture?
grandson and grandfather
What is the boy doing?
laughing
Who is he laughing at?
over grandpa
What made him laugh? Why is he laughing?
Grandfather can't climb on the stove
Let's read the text one by one.
Now I will read the text to you again.
What did you find out about your grandfather? What couldn't he do?
Get on the stove
How was your grandson? Is he doing the right thing in your opinion?
No it's not right
What is the lesson for all of us?
Let's read it.
It is not bad that the grandfather is old and weak, but it is bad that the grandson is young and stupid.
What does the story teach us?
Help the elderly
Read the title at the bottom of the page
What for what
What sign is at the end of a sentence
Interrogative
What for what?
Let's read the first column.
Can we say that we have whole sentences
Not
They need to be continued, and the words of the second column will help us continue
Read the second column
Pencil to
Paint
Needle to
Sew
Pen to
Write
book to