Summary of a lesson on the sound culture of speech on the topic: The sound “Ш” for children of the older group. Lesson summary “Waves”

Name:"The tricks of Shapoklyak." Sound culture of speech: the sound Sh.
Nomination: Kindergarten, Lesson notes, ECD, sound culture of speech, Preparatory group for school

Position: teacher of the highest qualification category
Place of work: MBDOU kindergarten No. 6
Location: Zadonsk, Lipetsk region

"The tricks of Shapoklyak." Sound culture of speech: the sound Sh.

1. Automation of the sound [w] in syllables, words, sentences.

2. Development of phonemic perception and hearing.

3. The ability to find words with the sound [w].

4. Developing the ability to listen to others.

Organizing time.

1) greeting:

- Guys, look, guests have come to us. Let's turn to the guests and say hello.

2) psycho-gymnastics:

Good morning. The day has begun

First of all, we drive away laziness.

Let's smile at our friends

We will smile at our guests.

Don't yawn while you're busy,

Answer all questions.

Report the topic of the lesson.

Guys! I brought a surprise box to the group and put it on the shelf, but it’s not here.

Where did she go?

(an SMS message (sound) comes to the tablet)

Sorry, I got an email, I should definitely read it.

Guys, Shapoklyak writes to us, do you know her? What cartoon is she from?

Letter: I decided to play a little joke on you, I hid the game, and you will find out where by completing my tasks.

Guys, but I won’t read all the tasks to you right away, these are the conditions of Shapoklyak, as soon as the 1st task is completed, the second one will open.

1st task from Shapoklyak:

Shapoklyak wants to find out if you know:

- What sounds are there? (vowels and consonants)

— How do vowels differ from consonants?

A vowel sound can be drawn out for a long time, but a consonant sound cannot be drawn out.

We can't see the sound

And we can’t take it in our hands.

We can only hear the sound

And also to say it.

- The first task is completed, we can proceed to the second.

Articulation gymnastics.

In order to complete the second task, we need to clearly pronounce sounds, articulatory gymnastics will help us with this.

"Pet the cat." (we run our tongue forward along the palate, the mouth is slightly open back)
“Horses” (clack)

Go to the chairs and listen to the tasks:

2nd task from Shapoklyak:

What sound does the name Shapoklyak begin with? [w].

How loud is the sea? How does the forest rustle? How does a snake hiss? (Shhhh).

What sound does these words have in common? (sound [sh]).

Characteristics of sound.

What sound do you think this is?

- The sound [w] is consonant, because there is a barrier in the mouth, deaf, because the neck is silent.

Guys, the sound [w] is unusual, this sound has a peculiarity, it is never soft, it is always hard.

Choose words that begin with the sound [Ш].

Well done, you completed this task, now we can read the letter further.

Guys, please go to the easel (clean with magnets, next to the chair on which the pictures lie).

3rd task “We play with the sound Ш.”

- You chose the words correctly, and now find the location of the sound [Ш] in the words from Shapoklyak.

- Take one picture each and determine the place of the sound [Ш] in the word.

We play with the sound Ш

And we select pictures:

Pencil, car, bump,

Hat, grandma, baby,

Lily of the valley, grandfather, pillow,

Teddy bear, shorts and frog.

(we analyze the words). Children determine the correctness of the completed task.

Purely speaking - a physical education minute.

Now let's play a little. I will speak, and you will listen carefully, repeat and perform the movements.

Sha-sha-sha - no pencil. (“I don’t know”)

Sho-sho-sho-it’s good for us to walk. (marching)

Shu-shu-shu - I sit and don’t rustle. (squat, clasping their knees)

Shi-shi-shi- the kids became quiet. (We shake our fingers and show our short stature).

Guys, in our game you heard the sound [w].

Who remembers and can name words with the sound [w].

4th task: game: “Lay out the pictures.”

Guys, now let's go to the table and read the letter further.

Sit up straight, back straight.

There are trays in front of you, look what’s there... (they name it)

What is the difference between houses? (one-story and two-story)

(On the table for each child there are pictures and two houses.

5th task: “Settle the tenants.” In a one-story house you must put pictures in which there is a sound [w], in a two-story house - pictures in which there is no sound [w]. But first, let's do some finger exercises.

finger gymnastics:

The cat didn't catch the mouse

The mouse ran into the hole

And there he trembles with fear,

The cat is guarding the mouse.

Pictures: cat, hat, fur coat, fox, sunflower, umbrella. (1 child completes the task at the board)

What word sound did you place in a one-story house? (sound [sh])

In a two-story?

6th task: Game “Name the picture”.

Guys, now come to me. I will pronounce the sentence, but I will not finish the last word; you can find it in the picture, which is on the board.

Pictures are displayed: (I read the sentences, children find the picture - continuation).

- they grow on a pine tree - ... (cones), (repeat the sentence)

- on a hazel tree - ... (nuts).

We inflated a beautiful... (balloon)

- Oh, we forgot about the letter! Let's read it further.

7th task: “poetry”

Shapoklyak offers us the last task, we must come up with the ending of the poem.

The magician wears a hat with a secret.

Look at this: the hat is empty.

How from there, tell me at the same time

……………………………………..

(Can the magician get the rabbit? Will the magician get flowers? Will the magician get scarves?)

— What did the magician wear? (hat)

What sound does it start with? (w).

- Guys, I think I guessed where Shapoklyak hid the box with the secret.

We'll play a little later.

6.Result of the lesson.

What new did you learn today?

—Which of the tasks did you like best?

- What's your mood? And those who have done a great job are always in a good mood.

Target. Show children articulation of sound w, learn to clearly pronounce a sound (in isolation, in syllables, in words); distinguish words with sound w.

Progress of the lesson

“Listen,” says the teacher, “what I’ll tell you about today.

My Tongue loves to look out of the house. Look how he does it (shows).

One day Tongue decided to play: he imagined that he was a fox, spread his tail (made it wide) and put it outside so that the fox's tail could bask in the sun. Like this (shows).

Suddenly Tongue noticed a large dog. He got scared, ran into the house and hid his tail behind his upper teeth, and closed the house so that the dog wouldn’t run in after him. But he still kept his tail behind his upper teeth. Try hiding the tip of your tongue behind your upper teeth.

Tongue waited a little and again decided to see where the dog was. He opened the house, but did not lower his tail. He was very afraid that the dog was somewhere nearby. He kept his ponytail up the entire time. Like this (shows). Several times the tongue opened and closed the house, and kept its tail raised up. Like this (shows). But the dog was nowhere to be found. She ran away a long time ago.

Now let's play like this. I’ll say: “The tail is basking in the sun,” and you put your tongue on your lower lip - on the porch of the house. Like this. Then I will say: “Dog!”, and you lift the tip of the tongue up and hide it in the house. Like this. Then you will open and close the house, and the tongue will sit in the house and hold its tail up. Close the house, and don’t lower the tip of your tongue!”

The teacher draws the children’s attention to the fact that when pronouncing a sound w on the palm brought close to the mouth, but not pressed against it (fence), a stream of air is felt.

Children who cannot pronounce sounds w, bring their palm to the mouth of the teacher, who says: "Shhh".

Then the children watch how, when a sound is pronounced, the cotton wool jumps and sometimes flies off from the teacher’s palm, and practice this themselves (the cotton wool, prepared in advance, lies on the tables).

“Now let’s play,” the teacher suggests. – You will depict leaves. The leaves are rustling. The wind blew and the leaves rustled: “Sh-sh-sh.” Now they rustled more strongly, then quite loudly. The wind began to subside, the leaves rustled more quietly, even more quietly, very quietly.”

The hissing of an angry goose is played out in a similar way.

"Words that begin with a sound w, a lot,” the teacher continues the conversation. - Shalash, naughty, shampoo, hat, checkers, chess, shish kebab.

Let's see if you can hear the sound w when I say the words. When you hear a word starting with the sound w, clap your hands: fur coat... warm... silk... beautiful... miner... overcoat... rosehip... pink... curtains. (When pronouncing a word, the teacher counts to himself to three, then pronounces the next word.)

Different words appear in the German riddle. You have to guess the riddle and hear the words with sound w».

The teacher reads the poem “Snail” (from German folk poetry translated by L. Yakhnin):

BBW Crawler
The house is a curlicue,
Crawl along the path
Crawl along the palm of your hand
Crawl, don't rush,
Show me your horns.

“And who is this fat creepy house - curlicue?” - asks the teacher.

The teacher repeats this phrase, and the children name words with sounds w.

Note. For individual work with children, you can use the workbook “Literacy Lessons for Kids. Middle group" (M.: Mozaika-Sintez, 2006. - Topic: "Sound w»).

It is also useful to conduct an outdoor game using A. Prokofiev’s poem “Geese-Swans” (abbreviated):

Geese-swans, hurry up,
Geese-swans, dance!

Geese-swans, dance,
Flapping your wings quickly.

Geese-swans, go home,
Gray wolf under the mountain!

January

Lesson 1. Reading to children the Russian folk tale “Zimovye”

Target. Help children remember Russian folk tales they know. Introduce the fairy tale “Wintermovie” (modeled by I. Sokolov-Mikitov).

Progress of the lesson

The teacher asks the children to name Russian folk tales.

Then he conducts a mini-quiz:

– shows covers (or illustrations) of fairy tales “Kolobok”, “Geese and Swans” and asks to guess the names of the works;

- reads an excerpt from the fairy tale “The Fox and the Hare” and suggests calling the work: “Everything was fine for the fox in winter, but when spring came and winter began to drive away the snow and warm the earth, then Liskin’s palace melted and ran downhill with water”;

– sings the fox’s song from the fairy tale “The Cat, the Rooster and the Fox”:

Cockerel, cockerel,
golden comb,
Look out the window -
I'll give you some peas.

"How many words with sound w in this song,” says the teacher. – Sing a song with me, and then name four words that have the sound w».

The teacher places four clues on his desk - pyramids, mushrooms, etc. The child (children) name the word, the teacher removes the object and repeats the song.

The teacher informs the children that today they will get acquainted with a new fairy tale - “Winter House”. The teacher clarifies what a winter hut is. He listens to the children's answers, but does not explain anything to them yet.

Then he reads a fairy tale.

The teacher asks the children to think about why seven very, very hungry wolves, who could easily have eaten the owners of the winter hut, left with nothing and what kind of winter hut this is.

Note. Outside of class, when helping children remember the fairy tale, you should find out what the animals used to build their winter huts, what they used to cover the roof, what they used to build the stove, what they laid between the logs.

The teacher explains what a log, wood chips, brick and moss are.

This work is easier to do if you look at the drawings for the fairy tale with your children.

Sound culture of speech: working with sounds zh – sh

Target. Exercise children in clearly pronouncing words with the sounds w and w; develop phonemic hearing: practice distinguishing (by ear) a familiar sound, the ability to differentiate the sounds zh - sh in words; learn to find words with the sounds zh-w in rhymes and poems; improve intonation expressiveness of speech; practice speech breathing.

Progress of the lesson.

Guys, we talked about our country for a whole month. Tell me please, what country do we live in? (children in Russia) that's right, guys in Russia means we (Russians). What is our Russia like (big, beautiful, majestic, beloved, rich). Guys, let's repeat it with youwe live in Russia,our country Russia.

Children are in the play area.

The teacher approaches them, holding a beautiful box in his hands. Guys, guess the riddles.

Who's longer than a stocking?

Who has no arms or legs?

Skin like scales.

Crawling along the ground... (snake)(takes out a snake from the box)

What's the snake's song? That's right, Sh-Sh-Sh-Sh... How does this song sound? Deaf... Yes? Let's label it with this movement (the teacher shows a zigzag movement with his hand away from himself (a snake crawls).

Now guess another riddle:

Someone is flying in the dark

Making a loud sound.

Who's arguing with the plane?

Well, of course May... (bug)(takes out a beetle from the box)

What does a beetle's song sound like? Firmly? And loud! If we put our hand to the throat, we can feel how our vocal cords work with this sound. Let's try. Our movements will be as follows: put our hands in front of our chests, cross our hands and move them up and down (a beetle flies).

Now let's try not to get confused... (The teacher helps children master the relationship between sound and the corresponding movement.)

I will name the sounds, and you try to discern what movement needs to be made. (The sounds are pronounced sh, sh, zh, sh, zh, zh, sh, zh, zh, sh, zh)

Well done. Let's sit down at the tables and continue playing, and we'll put our heroes in houses... (the teacher puts the snake in the left house, and the beetle in the right).

Now I will name words with the sounds Ш and Ж, and you must show what sound is heard in the word: (toad, pear, sting, mouse)

3. Now we will play the game “Be careful.”

I will name the words, and if you hear the sound Z, raise the blue circle, if you hear the sound W in the word, raise the blue circle with green inside.

Words: car, scarf, toad, wardrobe, clothes, cherries, flag, mouse, knives, cuckoo, beetle, pear, puddle, bag, pencil.

Physical minute.

4. Well done! Let's warm up a little!

I am a cheerful cockchafer, (Point to yourself)

I don't sit idle! (Wag your finger)

I’m circling and circling above the ground, (Spread your arms, imitation of flight)

And I buzz, buzz, buzz...

I rise on my toes, (make movements according to the text)

I squat and straighten up.

Hands in the belt, legs apart

Legs straight, legs at random!

My song is a buzzer (spread your arms, raise your shoulders)

Everyone is tired of it. What a pity!

5. And now a new game. It's called "Settled in the House." On your tables there are pictures with images of objects whose names contain the sound Ш or Ж. In the left house there lives the sound Ш, and in the right one - Ж. The one I call will come up to the board, show the picture to everyone and call it out loud. If the word contains the sound Ш, then it must be placed in the house, which is located on the left side. And if the word contains the sound Zh, then the picture must be placed in the house on the right. (The teacher puts the first two pictures himself, then the children are called one by one).

6. The teacher asks if anyone knows why donkeys have such long ears. The teacher reports that now the children will hear a fairy tale poem. (“If this is a fairy tale, then there may be something in it that is not the same as in life, but it is very entertaining.”) Reads the poem “About a Donkey” by R. H. Farhadi:

At the donkey's

It was a birthday.

And he accepted congratulations.

Barbos brought him some hay,

The goat gave oats.

The lambs came in hastily.

They brought two daisies.

They pulled the donkey's ears

Horses, sheep and pigs.

And the ears grew and grew

And by evening they became long.

Then the teacher repeats the lines: “They pulled the donkey by the ears of the horse, the sheep and the pig.” The teacher assures that there are three words with the sound sh.

The teacher places three pyramids of the same color and one of a different color on his table. The teacher asks to name words with the sound sh. (Ears, horses, pigs.) As the words are named, remove three pyramids one after another. Then he draws the children’s attention to the remaining pyramid and says that in the poem there is a word with the sound zh. Reads the first three lines. Children say the word birth.

“Since the donkey is about to be born, we need to sing him a song about a loaf,” the teacher continues the conversation. – You will sing the beginning of the song in chorus, and the rest of the song – with the words “This is the width, this is the dinner” – will be performed by the soloist. Do you know who the lead singer is?”

The teacher places a donkey (toy, picture) in front of the child. The children sing in chorus: “Like we baked a loaf for a donkey’s birthday!” Then the child soloist continues the song. He chooses the next soloist by handing him a toy (picture). The exercise is repeated 2-3 times. At the end of it, the teacher asks what sounds are heard in the words width, suppers.

Summary of the lesson.

Guys, what sounds did we learn to distinguish in today's lesson?

How are they different from each other?

Well done, everyone tried to be attentive, picked up the cards correctly, tried to remember the poems.

Tatiana Belova
Summary of educational activities for speech development in the middle group “Sound culture of speech. Sound [SH]"

Department of Education and Youth Policy of the Administration of the Municipal Formation Starozhilovsky Municipal District

Municipal budgetary preschool educational institution Khrushchev kindergarten "Berry"

« Sound culture of speech: sound sh»

Educator-Belova

Tatyana Nikolaevna

Khrushchevo village 2016

Summary of educational activities for speech development in the middle group.

Subject: « Sound culture of speech: sound sh»

Target: Introduce sound sh, teach him to pronounce, find words that contain sound sh.

Tasks:

educational: Exercise children in pronunciation sound sh, in syllables and words; distinguish words with this sound.

developing: Develop phonemic awareness: learn to distinguish by ear and name words starting with a given word sound and containing this sound, develop speech attention. Improve intonation expressiveness.

educational: bring up sound culture of speech; enrich and activate the child’s vocabulary; bring up communication culture.

Material, equipment: pictures of winter clothes, toy puppy, goose masks.

GCD structure:

1. Introductory part

Creating interest, emotional mood for GCD, a surprise moment.

1. Exercises development of speech exhalation

2. Main part

Methodical techniques

1. Articulation gymnastics

2. Speech therapy chant

3. Guessing riddles

4. Getting to know sound Ш

5. Didactic game “Define the word with the given sound»

6. Working from pictures

7. Pronouncing phrases

3. Final part. Summing up the GCD

I. Introductory part

Educator. Guys, what time of year is it now? (Winter) What signs of winter do you know? (Children's answers)

Telling a riddle about a snowflake.

They fall from the sky in winter and circle above the earth,

Light fluff, white... (snowflakes)

1. Breathing exercises "Let's blow away a snowflake"

A strong wind suddenly blew

And he blew away our snowflake.

I. p. - o. With. Exhale completely through your nose, drawing in your stomach and chest.

1 – take a full breath, protruding the stomach and ribs of the chest;

2 – hold your breath for 3-4 seconds;

3 – make the lips a tube, release the air.

2. A surprise moment - the appearance of a puppy. (Puppy Sharmik asks the children to teach him to hiss like a bird, whose name he has forgotten, but remembers a riddle about them and asks to name items of clothing whose name begins with sound Ш)

Making a riddle about goose:

He hisses and stretches his neck; no, birds are probably bolder.

But I'm not afraid of him. Who is this, children? (goose).

II. Main part

Educator. Guys, today we will learn to pronounce sound Let's teach Sharmik to hiss like a geese. But first, let's do articulation gymnastics

1. Articulation gymnastics

Smile and keep your lips smiling. In this case, the front teeth are exposed and clearly visible.

Tube. Pulling the lips forward with a tube. With this movement, only the lips move!

Alternation: smile - tube.

Lifting the tongue by the upper teeth, by the lower teeth.

2. Getting to know sound Ш

Educator. Guys, let's remember how our leaves rustled in the wind in the fall. (SH-SH-SH). That's how geese hiss. Children put on goose masks, divide into 2 teams and play out the hissing of an angry goose in chorus and individually, compete to see which of their teams is better and more correct. "hisses".

3. Working from pictures

Educator. Words with there is a lot of sh sound, but we have a task to remember the clothes on sound sh(fur coat, hat, scarf, pants, shorts)-work from pictures

4. D/game “Define the word with the given sound»

(Hearing the word with sound Ш, children clap their hands)

5. Pronouncing phrases:

Sha-sha-sha...

Our Masha is good.

Shu-shu-shu...

They gave the baby porridge.

The kids ate the porridge.

Sho-sho-sho...

It's good after porridge.

III. Summing up

Educator. Guys, tell me which one sound did we learn to pronounce today? (W)

Where do we hear these sounds? (The hiss of a goose, the rustling of leaves).

I think we can now help our puppy Sharmik.

Publications on the topic:

Purpose of the lesson: to develop clear movement and correct position of the organs of the articulatory apparatus; practice long, smooth oral.

Summary of an interactive game for speech development with children of the middle group “I know the sound [Ш]” Summary of an interactive game on speech development with children of the middle group “I know the sound “Sh””. Completed by the teacher of the GBDOU kindergarten No. 34 of Krasnogvardeisky.

Abstract of educational activities on speech development in the second junior group “Sound culture of speech. Sound [I]" Summary of educational activities for speech development in the 2nd junior group. Topic: “Sound culture of speech. The sound “I”” Purpose: to teach how to pronounce the sound correctly.

Summary of GCD in the middle group for speech development: “ZKR-S-” Purpose: to explain to children the articulation of the sound “s”; practice pronunciation of isolated.

Summary of a lesson on speech development in the middle group “Sound [R]” Summary of a lesson on Speech Development in the middle group Teacher of the middle group Tyaglova E. A. Goal: To train children in clear language.

Lesson notes for the second junior group “Sound culture of speech. Sound [U]. Turret" Prepared by Educator: Davidyan P. A. Lesson notes for the second junior group. SOUND CULTURE OF SPEECH. SOUND [U]. TURRET. Goal: exercise.

Municipal budgetary preschool educational institution

"Kindergarten No. 13" Kanash

Abstract of OOD

ON SPEECH DEVELOPMENT

“Sound culture of speech: the sound “SH””

for children of the middle group 4-5 years old

Educator:

Yakovleva Zoya Valerievna

Kanash - 2016

Subject: " Sound culture of speech: the sound “SH”

Program content:Learn to correctly pronounce the sound “Ш” in syllables and words, coordinate nouns with numerals, find words with the sound [ш]. Strengthen children's ideas about speech sounds. Improve the grammatical structure of speech. Develop coherent speech, coordination of speech with movement, auditory attention, phonemic perception. Develop the ability to listen to others.

Preliminary work:articulatory gymnastics for speech breathing, didactic games “Catch the sound”, “Find the sound “Sh””, “Small - large”, learning finger gymnastics and physical education minutes.

Material: presentation “Travel with a Mouse”, task cards, audio recordings: the sound of the wind, speech therapy exercise “Playing the piano”.

Methodical techniques:organizational moment, game plot, conversation, dynamic pause, appeal to personal experience, use of vivid visuals, ICT; change of static position, sound design, surprise moment, reflection.

OOD PROGRESS:

Children stand near the chairs.

With the teacher they imitate the movements.

The teacher together with the children:

In the morning the kids got up (raise their hands)

They came to their kindergarten (they walk in place)

We’ve had guests here since the morning (take us aside).

We are glad to see you, as always. (arms extended forward)

Educator: - Say hello, friends!

Children: - Hello!

TEACHER: - A ball flew into our group this morning(shows) . It seems to me that this ball arrived for a reason. Guys, let's remember what song the ball has?

CHILDREN: SH-SH-SH

TEACHER: - Yes, we Today we will continue to learn how to beautifully pronounce the sound “SH”.

Guys, let's remember:

How does a snake hiss?

How does the breeze sound?

Yes, that's right, guys. When pronouncing the sound “Ш”, our tongue is cupped, our teeth are clenched, and our lips are rounded. The sound “Ш” is consonant, because there is an obstruction in the mouth, dull, because the neck is silent, and the sound “Ш” is always hard.

TEACHER: - Guys, haven’t you noticed, but there’s an envelope hanging on the ball. Maybe this is a letter from someone? Let's open it. And in this envelope, look, ... there is some kind of picture. What is this?(the teacher points to the house)

CHILDREN: - House.

Slide No. 1

TEACHER: - In this house there lives a mouse named “Shalunishka”. The mouse invites you to visit him, but warns that he has prepared various tests for you that we must cope with. And at the end of the test, an unusual surprise awaits us. Well, shall we accept the mouse’s invitation?

CHILDREN: -Yes.

TEACHER: - And, in order to get to visit the mouse, you need to say magic words.

One two three four five-

We'll spin around a little

And we’ll end up with the mouse.

Slide No. 2

TEACHER: - The mouse invites us to a large swamp. Look how many reeds there are here. A breeze blew and the reeds rustled. And the reeds make noise - like this:

Sha-shu-sha

Sho-shi-sho

Guys, how do the reeds make noise?

(Children repeat the syllables, clearly pronouncing the sound [Ш],

first all together, then individually)

Guys, guess the riddle and find out who lives in the swamp.

The little animal is jumping -

Not a mouth, but a trap.

Will fall into a trap

Both a mosquito and a fly.

Who is this?

CHILDREN: FROG.

TEACHER: - That's right, frog. Count how many of them are sitting in the swamp?

Slide No. 3, 4, 5, 6,7)

(count the frogs in turn - one frog, two frogs, three frogs, four baby frogs, five frogs)

Slide No. 8

TEACHER: - The mouse invites us to play a game. She hid in her house and quietly rustled: sh - sh - sh. Repeat how the Mouse rustles?

CHILDREN: SH-SH-SH

TEACHER: - Why is she rustling so much? She's the one looking at her pictures. Let's take a look and rustle with the mouse. I will begin the word, and you and the mouse will rustle louder to finish it.

Karanda... Mala... Kama... Landa...

(The teacher shows pictures,

And the children finish the last sound)

Slide No. 9

TEACHER: - Guys, the Mouse wants to tell you strange stories, please listen to them and think about whether this could happen. And help correct these sentences.

The mouse catches the cat.

The car is driven by grandpa.

The hat is worn by Natasha.

Slide No. 10

TEACHER: - Guys, we’re a little tired, let’s take a rest and do some warm-up before Mouse’s next task!

Many different sounds surround us,

Even if the room is quiet now.

We're friends now, guys.

We will make sounds.

(Perform movements according to the text of the poem)

Let's blink our eyes:

One two three four five.

We will stomp our feet:

One two three four five.

Let's clap loudly, loudly:

One two three four five.

And then we will be silent.

Slide No. 11

TEACHER: - Guys, the Mouse lives alone. And he really wants to find friends. But, guys, the Mouse wants to be friends with those who have the sound “SH” in their names. Let's help him. Let's choose those animals as friends for the mouse whose names contain the sound [Ш]. Who wants to make friends with the Mouse?

(everyone is listed in turn: cat, butterfly, frog, bear, dog)

(Children name words clearly pronouncing the sound [Ш]: cat, bear, frog)

Slide No. 12

TEACHER: - Oh, now the Mouse has prepared riddles for you.

(Children guess riddles, clearly pronouncing the sound [Ш] in the words)

Wears a bright comb

Our cheerful...

CHILDREN: Cockerel.

Kids draw together,

In their hands...

CHILDREN: Ears.

Here comes the little girl

Gray...

CHILDREN: Mouse.

The tires rustled quietly -

It's coming to us...

CHILDREN: Car

Slide No. 13

TEACHER: - The mouse wants to play with you. The game is called "Catch the Sound". You need to clap your hands when you hear the sound [sh].

s, w, sch, w, w, s, z, c, s, w, w, w, w

Slide No. 14

TEACHER: - The mouse sat down at the piano and sang rustling songs. Listen to them and sing along with the mouse.

SHI-SHI-SHI-SHI

HOW GOOD CANDIES ARE

SHO-SHO-SHO-SHO

WASH YOUR HANDS WELL

SHU-SHU-SHU-SHU

I WILL INVITE YOU TO THE TABLE

SHA-SHA-SHA-SHA

WE WILL EAT Slowly

(The child “plays” the “piano” with his fingers and pronounces syllable chains, hitting his finger in the air to the sound composition)

Slide No. 15

TEACHER: - Guys, who can tell me what time of year it is? That's right, winter. And the next task from the Mouse is to go to the store and buy him winter clothes. Look carefully at the shelves in the store and tell me what Mouse needs to buy?

(list what they see: shorts, swimsuit, dress, fur coat, scarf, hat)

CHILDREN: FUR COAT, SCARF, HAT.

Slide No. 16

TEACHER: - Guys, oh, a little breeze came to visit the Mouse. Do you hear?(wind noise) Think about it, if you turned into a breeze, where would you fly?

CHILDREN'S ANSWERS: ...

TEACHER: - Guys, our magical breeze “flies”, and we will follow it with our eyes. Show the Mouse how we train our eyes.

The breeze flew up– Sh-Sh-Sh

Spun, spun,

And fell to the ground– Sh-Sh-Sh

He flew to the right– Sh-Sh-Sh

He flew to the left– Sh-Sh-Sh

Flew to the window– Sh-Sh-Sh

He flew far away– Sh-Sh-Sh

(look into the distance)

Wave your eyelashes at him– Sh-Sh-Sh

And take me on the road– Sh-Sh-Sh

Slide No. 17

TEACHER: - Guys, Mouse loves everything big and all her objects are big.

The Mouse doesn't have a small hat, but... a big one.

The Mouse doesn't have a small dress, but... a big one.

The Mouse doesn’t have small boots, but... big ones.

The Mouse doesn’t have a small ball, but... a big one.

Slide No. 18

TEACHER: - So the Mouse’s tasks are over. And for the fact that we completed all the Mouse’s tasks, he prepared a surprise for you - balls.

(giving gifts to children)

TEACHER: