Vowel sound and letter and senior group. Frontal lesson in the senior speech therapy group "Ryabinka" on the topic "Festival of Friendship" vowels and consonants sounds and letters. Consolidating the concept of “syllable”

Literacy lesson for the senior group “Sounds in the Land of Knowledge”

Prepared and conducted and carried out:

Tkachenko Olga Sergeevna

Senior group

Goal: Study the concept of vowels and consonants. Formation of an idea of ​​a syllable.

1 Introduce children to the concept of “vowel” and “consonant” sound;

2 Develop the ability to clearly articulate vowel sounds;

3 Learn to distinguish between “hard consonants” and “soft consonants” by ear;

4 Introduce the symbols of “vowel” sounds, “hard consonants” and “soft consonants”;

5 To form in children an idea of ​​the “syllable”;

6 Develop children’s ability to answer questions, help enrich vocabulary, develop attention, logical thinking, compare, analyze, and draw conclusions.

Materials:

A visual representation of sounds, 2 houses of sounds, cards with a conventional representation of sounds, syllables on the board. MA, si, to, ku, ly, re. Cards for sound analysis of syllables.

Progress of the lesson

What is sound? Tell!
Knock and rustle
Shout and call
Sound, try, catch up!
Even if you come
Very careful,
You won't see, you won't find,
And you can hear

Guys, tell me, what are sounds?

(All we hear and pronounce are sounds.) 1

Do you want to know what sounds there are and get to know them better?

Children's answers.

Then listen to one fascinating fairy tale called “Sounds in the Land of Knowledge”

In the distant land of Knowledge, in a magical forest, in a large clearing, covered with a carpet of tall grass and various flowers, there stood a small house in which little fairy-tale people lived. Their name was Sounds. The sounds were very talented: they composed poems, fairy tales, songs, danced, sang. But after living together for a long time, it became clear to the little men that some of them sing very beautifully, while others are better at composing songs for them. In addition, the Sounds - the singers rehearsed very loudly, while preventing the Sounds - the poets from composing poetry.

Therefore, the fairy-tale people decided to settle in different houses.

Sounds - singers began to be called Vowels, and Sounds poets - Consonants.

Guys, do you want to know which Sounds could sing and which could write poems and songs?

(Children's answers.)

Here are pictures with images, name what I will point to. 3

(Pineapple, monkey, snail, excavator, turkey.)

Now name the first sound in the word.

Pineapple - A

Orange - A

Snail - U

Excavator – E

Turkey – I

Monkey - Oh

Can we sing these Sounds - A, U, E, I, O.

(Children, together with the teacher, try to sing the Sounds.)

If the Sounds can be sung, then they are Vowels, and if not, they are Consonants. 5

What vowel sounds do you remember?

(Children's answers.)

Articulation gymnastics.

(The teacher reads the poem, and the children reproduce the actions and sounds.)

Air flows freely through the mouth

The sound is vowel

A - open your mouth wider,

don't be lazy and sing louder

U - pouted his lips capriciously,

he pulled them out like tubes

O – rounding his big lips,

“o” opened his teeth a little,

pulled my tongue deeper

arched his back - oh-oh-oh - sighed

Y - although a vowel, but quiet,

He's still yawning and he's asleep

y-y-y- sleep another hour

or maybe drink some juice?

E - here in thoughtful doubt

"e" expresses the opinion:

uh-uh- I don’t know what to say,

It might be better to keep quiet.

And - smile, merry fellow

he laughs bell so 6

on a wide tongue

the sound jumps like on a saddle.

There is no barrier to these sounds

We are happy to sing these sounds - A, O, U, E, I.

So guys, we got to know Vowel sounds better, but what about Consonants?

Do you want to know how the Sounds lived in their new homes?

(children's answers.)

Then listen to the continuation of the fairy tale.

After a hard day, having worked well, the Sounds were resting. The vowels are in round beds, and the Consonants are in rectangular ones, which resembled the tables at which the little poets worked. Some Consonants fell asleep only on a hard surface, laying out only one mattress, so they began to be called Hard. Those who liked to sleep in soft beds put two mattresses, so they began to be called Soft. And so as not to confuse which one is which,

Sounds began to have special designations: Vowels - in the form of an open mouth. Hard Consonants - in the form of one mattress. Soft Consonants - a soft crib with two mattresses.

Which consonants are Hard and which are Soft?

Most hard and soft consonant sounds form pairs: B - B, V - V, M - M...

Hear how different their pronunciation is. When we pronounce soft consonants, the back of our tongue rises up towards the palate. And the passage for the air stream narrows. Therefore, soft sounds sound more soft, gentle, and not harsh.

NOT all hard sounds have soft pairs. There are sounds of loneliness.

Consonants - Zh, Sh, Ts are always hard, and Consonants - Ch, Shch, Y are always soft.

Guys, let's define by ear, hard and soft sounds, I will pronounce the sounds, and if you hear a soft consonant sound, raise up the designation of a soft consonant, and if this sound is hard, raise up the designation of a hard consonant.

(Ш, З, Зь, Нь, Р, К, Ль, Сь, С, Пь, П, Л, Рь, Х, Ш, Дь, И.)

Physical education minute

One two three four five,

The sounds came out for a walk

They walk quietly through the forest

They sing their songs

The wind suddenly blew

Sound got scared and sat down

shook his head

The fear disappeared, but the sound rose

We are no longer afraid of the wind

We play with him and have fun:

We stomp our feet, clap our hands

Fun to play in the forest

But it's time for the lady to walk

Sounds all joined hands 9

Let's go along the path

And they came home! -

So, the Sounds lived in peace, did not forget each other: they went to visit, had tea, laughed, played, played sports, went for a walk in the forest, holding hands. When Vowels and Consonants went side by side, syllables were formed.

What sounds do we see in the pictures?

Let's name each sound separately.

(The teacher shows and names, and the children repeat.)

And now the Sounds hold hands and sound together, sing them.

What syllable did you get?

(Children's answers.)

Now you sit down at your tables, and I will give you cards with images of Syllables.

(Children take their seats.)

Guys, pay attention, under each picture there is a diagram, there you can enter the designations of sounds. (After combining the sounds into syllables, the teacher gives a description of each sound and marks it on the diagram together with the children.)

Game "Echo"

Woo-woo-woo! (Children repeat.)

Woo-woo-woo!

(The teacher adds to the rhyme.)

I will name all the syllables!

Gu-gu-gu! Gu-gu-gu! I'm running on a rainbow!

Ju-ju-ju! Ju-ju-ju! I'm buzzing like a big beetle!

Ku-ku-ku! KOO-ku-ku! There's a cuckoo on a bitch!

Pu-pu-pu! Pu-pu-pu! The mice devoured the cereal!

Ru-ru-ru! Ru-ru-ru! I'll pick ripe berries!

I feel, I feel, I feel! I feel, I feel, I feel! I'll give everyone a treat!

Shu-shu-shu! Shu-shu-shu! I'm mowing hay for the winter!

Moo-moo-moo! Moo-moo-moo! Guess who?

Chu-chu-chu! Chu-chu-chu! I'm driving a car!

Squeezing, squeezing, squeezing! I feel, I feel, I feel! And I’m not sad at all!

VI-vi-vi! Vi-vi-vi! Call all your friends!

Di-di-di! Di-di-di! Come out into the circle to dance!

We need different sounds

Different sounds are important

Vowels consonants,

Hard and Soft

Let's join hands together

And they will smile at each other

Sing a song together

Sounds live happily!!!

Municipal budgetary preschool educational institution

Kindergarten "Sun"

Abstract

speech development

on literacy

"Land of Vowel Sounds"

for children

preparatory school group

Compiled by the teacher

Inozemtseva N.A.

Mordovo

2016

Software tasks:

systematize children's knowledge about vowel sounds [ A], [y], [i], [o], [s], [e];

consolidate the ability to isolate a given sound in words and determine its place in words;

develop phonemic awareness and hearing;

develop the ability to divide words into syllables, applying the rule: “The number of vowel sounds in a word, the number of syllables”;

consolidate the ability to correlate sounds with the corresponding letter;

consolidate knowledge about the graphic image (letter) of vowel sounds[ A], [y], [i], [o], [s], [e];

develop visual perception based on recognition of vowels;

develop logical thinking when completing tasks;

develop self-confidence in children;

develop children's creative abilities;

develop the ability to work in a team, help and support each other.

Equipment:

laptop, audio recordings of songs (musical accompaniment for tasks), bows-decorations for children, the painting “Land of Vowel Sounds”, object pictures, d/i “Where Sound Lives”, game “Letter Constructor”, a set of accessories for free creativity: colored and simple pencils, glue, salt dough, modeling boards, letter decorations, letter stencils, etc.

Progress of organized educational activities

1. Introductory part

The teacher shows the children an unusual box. Children examine and make assumptions about the content. They open it, and there are butterflies and red brooches in it.

Educator.

These decorations are for us. Since I suggest you go visit our friends. And as you know, you need to come to visit neat, tidy and smart. (Children try on jewelry).

Tell me, who are we going to go to? And why are all our decorations red? (Children's answers)

Think, guys, what do we mean with red? That's right, vowel sounds. We will go to the land of vowel sounds.

What are vowels?
Oh, it’s not clear to me yet!
Explain quickly
So that I become smarter!

Vowels are sounds that we pronounce with our voice, freely, without obstacles. They are sung, and we mark them in red.

Well, it's time for us to hit the road. I suggest bringing a gift with you - a game that we can all play together. And we will go with you on a transport whose name begins with a vowel sound.

On vacation, friends,
Me and my whole family.
Poland, France, Cairo -
We'll travel around the world
All places on the globe
In a brand new...(bus)

Take your seats, we are going to the land of vowel sounds. And so that we don’t get bored, we will listen to a song from which we will learn that not only humans make sounds, but animals also make sounds. We can even guess the name of the animal from these sounds. (Children take their seats and, accompanied by a song, everyone goes to the land of vowel sounds.)

Music No. 1.

2. Main part.

Guys, we have arrived. Look what an interesting, unusual country it is. Let's come closer and take a closer look at everything here.

But why don’t we see anyone here, why haven’t we met anyone? Probably because this is a country of sounds, and sounds are invisible.

Why do you think houses have red roofs? (since the sounds are vowels)

Why are there only 6 houses here? (Because there are only 6 vowel sounds)

Name them, ([a],[ o],[y],[e],[s],[i]).

Let's name words starting with the sound [a], for example, WATERMELON (a picture is posted), then bus, orange, pineapple, apricot, actor, artist, etc.

Let's name words starting with the sound [o], for example, DONKEY (a picture is hung), then windows, hoop, cloud, island, perch, lake, etc.

Let's name words starting with the sound [u], for example, DILL (a picture is hung), then - snail, iron, fishing rod, harvest, dill, teacher, student, etc.

Let's name words starting with the sound [and], for example, NEEDLE (a picture is hung), then turkey, iris, Ilya, caviar, Irina, willow, oriole, etc.

Let's name words starting with the sound [e], for example, ESKIMO (a picture is hung), then floors, excavator, screen, echo, etc.

That's how many words we named. Guys, we know that words are divided into syllables, and vowel sounds are involved in the formation of syllables. We can easily tell how many syllables are in a word by counting the vowel sounds. Because we already know the rule: “The number of vowel sounds in a word, the number of syllables.”

Let's determine the number of syllables in the names of the pictures that are on the board.

Let's say the word... How many syllables are in the word.... Why do you think so... Name these sounds...

WATERMELON

DONKEY

DILL

NEEDLE

ESKIMO

If you remember, we brought the game with us. Since we cannot see sounds, but we can determine their place in words, I suggest playing with the sounds in the game “Where the Sound Lives”

We will split into pairs. (Children are divided into pairs)

You will receive a card with five windows and picture cards with pictures of various objects. On my command, you need to find the desired picture and fill the empty window with it. The task is considered completed if the order of the pictures is correct.

Place on the first window a picture of an object whose name begins with the vowel sound [e] (popsicle).

Place on the second window a picture of an object whose name has the vowel sound [i] in the middle of the word (whale).

Place on the third window a picture of an object whose name has two vowel sounds [o] and [a] (barrel).

Place on the fourth window a picture of an object whose name has two vowels [u] (kangaroo)

Place on the fifth window a picture of an object whose name ends with the vowel sound [s] (clock)

What picture is left? (Cheese) In this word the sound [s] is ... in the middle, now you have found a word where the sound [s] is at the end. Could this sound be at the beginning?

Let's check... (The teacher shows a correctly completed sample on the board)

You completed this task, but can you easily distinguish vowel sounds from consonants? Let's hold a small relay race, you must, as quickly as possible, take turns bringing me cards with images of objects whose names begin with vowel sounds. Be careful, don't make a mistake! Begin..

Physical education lesson - game (relay race) “Find the vowel sound”Music No. 2

Well done! Guys, this is an amazing country, it’s just a pity that the inhabitants of this country are invisible. But we can help them... How? Let's remember, we hear and pronounce sounds, and each sound has its own designation, symbol, portrait, this is... a letter. And as you know, we see, write, and read letters. We will collect these symbols, and it will become clear to everyone what kind of sounds live in this country.

Game "Letter Constructor"

Children collectively collect letters from a construction set. (based on sample)

What letters did we get? A, O, U, Y, E, I.

I offer to help and attach these letters to the houses. But here’s the task: you have to guess where which letter needs to be attached. Pictures whose names begin with vowel sounds will help. (Where WATERMELON - A, CLOUD - O, SNAIL - U, NEEDLE - I, EXCAVATOR - E, in the empty window - Y)

In the Russian language, alas, there are no words starting with Y!

Children attach cards with letters to the houses. (using plasticine or magnet)

It's time for us to say goodbye to this wonderful country, we helped its inhabitants (How?) Did you like it? What exactly? And as a souvenir, I suggest taking yourself a gift - a letter, but you need to make it with your own hands.

The teacher takes the children to the creativity corner and offers the children several options: coloring with colored pencils, shading letters, modeling from salt dough, applique. Children choose their own gift option.

Undermusic No. 3perform a creative task.

Guys, I see you are ready. What letters do we take with us as souvenirs? It's time for us to go, say goodbye, until we meet again.

In the meantime, we are driving, I suggest listening to a song called “Alphabet”

Undermusic No. 4the children go home.

3. Final part.

Here we are. Guys, who did we visit? Did you like it? Have you memorized all the vowel sounds? How many are there? Name it. What color are they indicated by? Why do we call them vowels?

Topic: “Journey to the Sound City”

Target: Differentiated use of vowels and consonants in speech.

Tasks:

Develop auditory attention.

Introduce the concept of “speech sound”.

Reinforce the concepts of “vowel sound” and “consonant sound” and their symbols.

Learn to differentiate hard and soft consonant sounds by ear.

Reinforce the concept of “syllable”.

Develop sound analysis and synthesis.

Equipment: screen, musical instruments, paper, scissors, panels depicting houses in red, blue and green, object pictures depicting humans and animals.

Progress of the lesson:

1. Organizational moment.

First the girls sit down, saying their name, then the boys.

2. Development of auditory attention. “Listen and guess” game

The speech therapist invites the children to close their eyes and guess what he isbarks (rustles paper, claps hands, cuts paper, tearspaper, plays with a ball, leafs through a book).

How did you know what I was doing, you didn’t see it?

You heard the sounds. What did we listen to? (Ears.) Ears are an important organ of our body.

3. Introduction to the concept of “speech sound”

You have already heard how different objects sound. All living beings also make sounds. How does a snake hiss? How does a wolf howl? How does a fly ring? How does a beetle buzz? How does a woodpecker hammer? (Show symbols of sounds.) Sounds are made by various objects and animals, and you and I speak.

The speech therapist puts pictures on the board (person, cat, bird, fish) and asks the children to highlight the extra object (person). After the children complete the task, the speech therapist reports: “Only humans can speak. Everything we say is speech. And our lips, teeth, tongue and voice help us pronounce sounds. We will learn to listen and pronounce speech sounds. Speech sounds are combined to form words. To hear the sounds in a word, you need to pronounce the word drawn out: dddyyymm, shshshuuummm. I have a magic wand. As soon as the wand touches the object, the word sounds drawn out: zhzhuuuk.

On the speech therapist’s table there are toys-objects: a wolf, a fox, a house, etc. Children practice pronunciation of words in a drawling manner.

4. Fizminutka.

Pantomime "Walk in the Woods". (Walking with high knees.)

We step through the tall grass. We jump over the puddle (jumping on two legs).

Let's listen to the noise of the leaves. Suddenly a breeze blew. (Exhale lightly with rounded lips. Imitation of strong wind and wind during a storm.) The wind has died down. Let's pick mushrooms. We walked and walked through the forest, and found a boletus (boletus, boletus).

5. Reinforcement of concepts"vowel sound" and "consonant sound".

The panel on display is: Sound houses - red, blue and green. In the windows of the houses there are squares of the same color.

- Today we will visit fabulous Sound City. There are beautiful houses in this city. What color are they? This house... (red). This one... (green). And this one... (blue). We see squares in the windows of houses. Let's touch them. Let's approach the Red House and touch the first square. Listen to how it sounds: “A-ah-ah.” Let's touch another square and hear: “Oooh.” And the third square gave a voice: “E-and-and.” The fourth sang: “Oh-oh-oh.” Let's approach the Blue House. Other songs can be heard from his windows: “D-d-d, sh-sh-sh, w-w-w, 6-6-6.” In the Green House, the songs sound more tender: “L’-l’-l’, m’-m’-m’.” What interesting squares, you click on them and hear different sounds. Have you guessed what we will designate with these squares? (Sounds.) These squares will represent speech sounds. Do the songs sound the same in different houses? (Differently.) The sounds are different.

Let's take a look at the Red House. Here live the sounds that love to sing: “A-ah; oh; ooh; and-and; y-y; uh." Let us sing these sounds too. Place your hand on your throat. The voice lives here. Sometimes he sleeps and cannot be heard, and sometimes he wakes up and sings so loudly that his throat begins to tremble. Say: a-a; oh; ooh; and-and; y-y; uh. Who remembers what we sang? (Voice.) Where does the air come from when we sing these sounds? (From the mouth.) Does the air come out freely or is something preventing it? Sounds that can be sung because there is no air obstruction in the mouth are called vowels. There are only six of them: a, o, y, i, y, e. We will denote them with a red square.

Blue and green houses are separate. Listen to the sounds that live in the blue house: d, b, l. And now in green: d ‘ , b ‘ , l ‘ . How are these sounds different? – some sounds are hard, while others are soft. Hard sounds will be denoted by a blue square, soft sounds will be denoted by a green square. Is it possible to sing these sounds? (No.) When we pronounce them, does the air come out freely, or is something preventing it? (Sponges, teeth, or tongue interfere with the air.) Sounds that cannot be sung because there is an air barrier in the mouth are called consonants. They are hard or soft.

If you hear a hard sound, then stamp your foot: b, b ‘ ,d ‘ ,k,t ‘ ,t,m,m ‘ …

6. Consolidation of the concept of “syllable”.

In Sound City, all sounds are friends and visit each other. If a consonant and a vowel sound are friends, then, when they are together, they form a “syllable”. Syllables always sound different, depending on which sounds become friends. But there is one secret - every syllable must have a vowel sound. I pronounce the syllables, and you name the sounds that make them up: MA, BO, DU... Syllables can be connected together and form a word. In the word MA-MA, what two syllables are combined? Words and trains are similar to each other. Trains are made up of carriages, and words are made up of syllables. There are as many syllables in a word as there are vowel sounds. Place your fist under your chin and say any word. The number of times the chin rests on the fist is the number of vowels in this word. And that means syllables. Now I will say the words, and you clap as many times as there are syllables in the word (water, perfume, shovel, elephant, telephone, etc.). We will denote all syllables with a diagram (show). Let's match the diagrams to the words (water, perfume, shovel, elephant, telephone, etc.). Do you know what's most interesting? In any word, one syllable is always pronounced with stress, i.e. we highlight it with our voice. On a stressed syllable the voice sounds stronger. In the word “va-gon” the stressed syllable is “gon”, and in the word “do-mi-no” the stressed syllable is “no”. In the diagram, we will denote stress with this icon (a slanting tick). I will name the words, and you count how many syllables they have, determine the stressed sound and select a pattern.

7. Summary.

It's time for us to say goodbye to Sound City. But first let's remember:

What are we saying?

How do we make sounds?

What sounds are there?

How do we designate vowels and consonants?

What is a syllable? How is a syllable formed?

When syllables are put together, what do they form?

How many syllables are there in a word?

Target: consolidate the names of letters, correlating them into groups: vowels and consonants, develop the ability to read syllables, compose words according to a given syllable. Give representations in individual units of speech: sound, syllable, word, sentence. Reading declarative sentences of two to three words. A period at the end of a sentence. Writing a capital letter at the beginning of a sentence. Drawing up a proposal outline. Reading syllables with completion of a whole word using syllabic tables, working on split alphabets of various formats.

Material: hats - symbols; tables with pictures (beginning, middle, end); cash registers; cards with words:

GCD move:

I. Organizing time.

Today in class we will go on a visit to the pages of the book. Who lives in books? (Books contain letters, syllables, words, sentences). And in order for us to get onto the pages of the book, we must turn into letters. (Let's put on hats and turn into letters, girls put on hats with vowels, boys - with consonants)

Now you and I can get into the pages of the book. But look, everyone’s letters are different, maybe we can somehow separate these letters? (girls have vowels, boys have consonants)

Girls sit at one table, boys at another

II.Work on the topic GCD

1. Vowels and consonants

Girls, what can you tell us about your letters?

The letters A, U, O are vowel sounds, we pronounce these sounds only with our voice, there is no obstacle in the mouth.

Boys, what do your letters have in common?

The letters S, M, X, W, L are consonant sounds; when pronouncing these sounds, a barrier arises in the mouth, we cannot sing them, pronounce them loudly, our tongue, teeth, lips interfere with us.

2. Poems(children recite poems prepared in advance by the teacher)

A – beginning of the alphabet

That's why she's famous.

And it's easy to recognize her

He puts his legs wide.

Here are two pillars diagonally

And between them there is a belt.

Do you know this letter? A?

In front of you is the letter….(A)

Letter U – two long ears

Or an oak tree has two knots

This letter has no angle

That's why she's round

Look at the wheel

And you will see the letter O.

Sunset flies beyond the forest

Scarlet storks fly to the forest

Asters glowed in the flower beds in the garden

Scarlet shadows tremble on the pond

Scarlet ducks glide across the pond...

It's a pity that the sunset is already fading.

Tired duck on the pond

Teach your ducklings.

Ducklings swim in plain sight

Mom doesn't want

The duck is suffering terribly

Well, what will come of them!?

Cloud, cloud, fur in rings

You cloud is very similar to sheep

We held hands friends

And they said “You and I -

This is us, and yet

The result is the letter ...... (M)"

We are not diving in the river -

We are diving in milk.

The fields are flooded with milk,

Bridge, river and bushes.

Milk covered the house

It flows softly from above.

We're at the bottom now

We are in the milky depths

We are not swimming in the ocean -

We are sailing in thick fog.

The sun has set behind the village

Tits are sleeping, jays are sleeping

A mustachioed catfish sleeps in the river

The forest, the steppe, and the garden are sleeping

The herd is sleeping, the shepherd and the dog

The creaks, songs, laughter fell silent

Sleep took everyone to their own country.

X keeps walking, walking, walking -

Can't find a place?

Rustle, whispering, noise under the window,

A light spanking... Who is this - a gnome?

Shhh! There, behind the curtains, near the window

Silence rustles like a nimble mouse.

Ignat went to buy shovels

Ignat bought five shovels

We talked about letters, now we will once again name vowel sounds (boys say), consonant sounds (girls say)

3. Place of sound in words

And now we will remember in which words these sounds occur in three positions (beginning, middle, end)

Work according to tables prepared by children together with their parents

4. Game “Living Syllables”

When the teacher calls, children from one and the other team come out one by one, turn to the children, and the children read the given syllable.

5. Game “Collect different words”

Children are given the task: to compose words (words for each are prepared in advance on separate cards) from the available letters from the letters of the split alphabet.

Lusha, Sasha, Masha, catfish, himself, mustache, dry, ear, ear, small, mother, mind, oil, wasp, gone, mula

6. Work on units of speech - sound, syllable, word, sentence

6.1. Offer

A sentence of three words is composed orally

Masha loves butter.

The teacher shows the children how to make a sentence outline, the number of words in the sentence is determined, how the first word is written, what comes at the end of the sentence, the children (on prepared cards) make up a sentence outline

6.2. Word

Masha, oil

The teacher recalls with the children how a word diagram is drawn up, the number of syllables in words is determined, and a word diagram is drawn up on prepared cards

III.GCD result

1. Creating your book

And now I suggest you create your own book, I have prepared the pages, but not everything is finished on them, let's think about how to properly finish the book page I started? (on the page there are pictures of the studied letters, on the left are pictures of vowel letters, on the right are pictures of consonant letters, on the children’s tables there are outlines of letters - the children, together with the teacher, determine which picture we will substitute which letter and why)

Vowels and consonants are repeated again

As you can see, the page of our book is not completely filled, this is because we have not studied all the letters yet, you and I still have to get acquainted with the remaining letters and finish our book.

You did a good job today, let's remember what you liked most? What was very difficult? What else would you like to work with?

IV. Homework

Reading syllable tables with composing words and diagrams for words (work in notebooks)

Literacy lesson for children of senior preschool age (school preparatory group)

Topic: “Introduction to the pronunciation of vowel sounds”

Target: Form the concept of “speech sounds” and the concept of “vowel sound”.

Learning task: To form and consolidate children's knowledge of speech sounds and vowel sounds.

Developmental task: To develop children's phonemic hearing, develop attention, memory, thinking, develop vocabulary, instill interest in playing with words, develop coherent speech, consolidate the ability to answer questions with a common sentence, develop the ability to independently draw conclusions.

Educational task : To cultivate curiosity, creative activity, to develop the skill of independent activity, to cultivate in children the ability to: work in a team, patiently listen to questions from teachers, the answers of comrades and respect their opinions, cultivate a sense of mutual assistance and help, cultivate interest in the activity and love for the native language.

Progress of the lesson:

Which magical country did you and I start traveling through last time?(for the country “Write-Read”)

What is the name of the wisest resident of this country?(His name is Write-Read)

Which city in the magical land did we visit?(Zvukograd)

Who lives in this city?(Sounds)

What sounds are there?(Sounds of music, nature, objects)

Well done boys. Today we continue our journey through"Zvukograd." We will find out what other sounds there are. Let's play interesting games with these sounds. Well, let's hit the road?(Yes).

The soundtrack of the song “It's Fun to Walk Together” plays. Children walk around the tables and sit down in their places.

Educator:

Guess the riddle:

You can’t see it, you can’t take it in your hands,

But you can hear it. What is this? (sound)

Well done. Of course it's sound. We hear and listen to sounds. We remembered that there are sounds of nature, sounds of objects, sounds of music. But that's not all sounds. There is another group of sounds, and it is called speech sounds. We not only hear these sounds, but also pronounce them.

There are many sounds in the world:

The rustle of leaves, the splash of waves.

And there are speech sounds,

We need to know them for sure.

Speech sounds are divided into two groups. Vowel sounds and consonant sounds. The color of vowel sounds is red. Let's name these sounds.

How can you distinguish vowel sounds from other sounds? There is a poem about this, listen:

The vowels stretch out like a ringing song

And - and - and - and.

A - They may cry and moan:

Oh - oh - oh - y - y - y.

They can rock Alenka in her cradle:

A-a-a-a.

They can shout like an echo in the forest:

Aw! Aw! Aw!

Can fly high into the blue:

A, o, y, and, uh, s.

They don't want to whistle or grumble.

Educator: Vowel sounds can be sung like a song, drawn out. Let's call the vowel sounds again [a, o, u, e, s, and]. How many are there? (vowel sounds 6).

Game “Name the sound at the beginning of the word”

The vowels liked the way you remembered them so much that they wanted to play with you. What do you want?(Yes).

I will name words that begin with a vowel sound, and you must say what kind of sound it is. (the game is played in a chain so that each student takes part in the game).

Watermelon, cloud, duck, game, stork, donkey, iron, iris, ear, lake, orange, etc.

Game "Dolls got lost"

The game is played on the carpet. The children have several dolls. Their names: Anya, Olya, Ulya, Elya, Ira. The dolls went into the forest and got lost. What sound should we ask to go look for Anya? ([A]). Children have cards with sounds. The child must find his doll, that is, name the sound that the leader pronounced with greater force. The teacher takes the doll one by one and calls its name, emphasizing the percussive sound with his voice. Children look at the cards, those with the right sound on the card run up.

Physical education minute .

The children stood up and closed their eyes.

We open our eyes

Inhale - and we drag out for a long time: “a-a-a-a..” (the voice sounds quiet at the same level)

In the morning the sun rose,

From bottom to top we pull: “o-o - O–O...” (the sound of the voice sounds rising)

During the day we go up and down the hills: “Y-Y-Y-Y...” (the sound of the voice sounds loud at the same level)

At night we look at the star, from top to bottom we fly “U-U-u-u.” (the sound of the voice sounds lower)

Game “Name the vowel sound and find its place”

Subject pictures (house, mouse, smoke, onion, cancer, poppy, beetle, whale, cheese). Below the pictures are squares with the number of sounds in a word.

Educator: I have a picture in my hands.

What is shown in the picture?

How many sounds are in a word?

What vowel sound do we hear?

Where is it at the beginning of the word, in the middle or at the end of the word? (The desired square is covered with a red card.)

Educator: You will complete the next task in pairs. You have cards with sounds on your tables. Look carefully, find the vowels among them and circle them in red.(All children have the same cards. The test can be done at the board on which the same sounds are written).

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Game "Ducks and Perches".

The game is played on the carpet. Children are divided into 2 teams - perches and ducks. They move randomly on the carpet. The presenter pronounces words alternately, either with a stressed sound [u] or with a stressed sound [o]. “Perch” children should freeze when they hear a word with the sound [o], and “ducks” - when they hear a word with [u]. Whoever does not stop on time is eliminated from the game. The winner is the one who never made a mistake and stayed on the court the longest.

Words for the game: hoop, vegetables, autumn, donkey, island, vacation, vacation, Olya, lake, sheep, order, cloud, corner, fishing rod, dinner, beehive, vacation, smart, coal, narrow.

Educator: Our journey ends for today.

Did you enjoy playing with sounds?

What did you like most?(children's answers)

What sounds did we talk about today?(speech sounds).

What groups are speech sounds divided into?(for vowels and consonants).

How many vowel sounds?(there are 6 of them).

How do you know if a sound is a vowel?(you can sing it).

Well done. And we will learn about consonant sounds in our next trip around the city"Zvukograd".