Target: To strengthen the students’ understanding of the sounds [X] and [X`], introduce them to the letter “X”.
Educational.
- Strengthen the ability of students to give a comparative description of the sounds X, Xh.
Educational:
- Strengthen children’s ability to differentiate the sounds X, X in words and sentences;
- Develop gross, fine and articulatory motor skills;
- Develop mental activity;
- Develop phonemic awareness;
- Develop the ability to perform phonetic analysis of two-syllable words (using the example of words with the sounds [X] and [X`]).
Educational
- To foster a positive attitude towards classes in children;
- To cultivate a culture of behavior in children in frontal classes.
Equipment: computer, projector, large-checked notebooks, simple and colored (blue, red, green) pencils for each child.
Lesson plan
1. Organizational moment. (2 slide.)
Guys, every morning when you enter the group you say hello to the children and adults present in it. And I suggest you say hello to your body.
Conducting a communicative game “Hello”
Hello, palms! (Stretch out your arms, turn your palms up and down.)
Clap-clap-clap! (3 clapping hands.)
Hello legs! (“Spring.”)
Top-top-top! (They stomp their feet.)
Hello cheeks! (Stroke their cheeks with their palms.)
Plop-plop-plop! (Lightly pat the cheeks 3 times.)
Chubby cheeks! (Circular movements with fists on cheeks.)
Plop-plop-plop! (lightly hit the cheeks with their fists 3 times.)
Hello sponges! (They shake their head left and right.)
Smack-smack-smack! (They smack their lips 3 times.)
Hello, teeth! (They shake their head left and right.)
Click-click-click! (Click their teeth 3 times.)
Hello, hello, tongue! (Tilt their head forward 3 times.)
Chok-chok-chok! (Click tongue 3 times.)
2. Subject message. (3 slide.)
– The cunning hamster Khoma came to visit us today. If you name what sounds the words cunning and hamster begin with, you will find out what sounds our guest invites you to remember.
- Right! Well done! Today we will remember the sounds [X] and [X`], and also get acquainted with the letter “X”, which represents these sounds in writing.
3. Acoustic-articulatory image of sounds. (4 slide.)
What sound is heard X or Xh when we laugh: Ha-ha-ha? (X.) Hee hee hee? (Huh.).
Pupils pronounce sounds in chorus and individually and give their characteristics.
The sound X is a consonant, hard (denoted by a blue chip), dull.
The sound Хь is a consonant, soft (denoted by a green chip), dull.
– Both of these sounds are denoted by one letter. Look how it looks and tell me what this letter looks like?
– Now let’s open the copybook and complete all the tasks on a new page. (Work in copybooks: shading, writing the letter X in the boxes.)
4. Game exercise “Lay out the pictures.” (5 slide.)(Development of phonemic hearing.) - Khoma attends a forest school, where he has to perform many tasks.
Some of them he just can't handle. Khoma asks you to help him. Well, shall we help? Khoma brought pictures with him and asks to put them in folders. In the blue folder you need to put pictures whose names have a hard consonant X, and in the green folder you need to put pictures whose names have a soft X sound. (Pictures - hut, nuts, ferret, roosters, fly.)
– Well done, they helped Khoma cope with the task.
5. Physical education “Hamster”. (6 slide.)
– Our friend invites us to get up and stretch a little.
Khoma, homa, hamster, striped flank (rubbing sides with hands)
Khoma gets up early, (stretch)
washes cheeks (rub cheeks with hands)
rubs paws (hand washing movements)
Khoma sweeps the hut (sweeping with imaginary brooms)
and goes out to exercise (marching)
One (hands forward)
two (hands up)
three (arms to the sides)
four, five (shaking hands)
the hamster wants to become strong (arms bent to shoulders, hands clenched into fists, arm muscles tense, like those of strongmen).
6. Word game “Find the extra word.” (7 slide.)
– Khoma wants to check how your ears can hear and suggests playing the game 4th odd.
(4 words are reproduced by the teacher, and the children identify the extra ones.)
Hut, walk, ottoman, artist;
Tricky, heck, tail, chemistry;
Kitchen, firecracker, poetry, Cold.
- Well done! Your ears hear everything just fine!
7. Sound analysis of the words hek and homa. (8-9 slide.)
- Guess the riddle.
Lives without air
Cold as ice
He doesn't want to drink, but he drinks.
The armor shines, but does not ring
And everything is silent, silent.
That's right, it's a fish. Our friend Khoma is friends with a fish named Heck. He asks you to help him write a sound diagram of his friend's name. Shall we help? Then open your squared notebooks.
(Pupils determine the number of sounds in a word and draw a strip 3 cells long. Then they name each sound, give it a characteristic and indicate it in the notebook with the corresponding colored circle.)
Well done guys, you helped our guest. But why was he sad? He probably wants to write his name, but he can’t. Shall we help Khomka?
(Pupils determine the number of sounds in a word and draw a strip 4 cells long. Divide the Khoma words into syllables and divide the strip into two parts. Then name each sound, give it a characteristic and indicate it in a notebook with the corresponding colored circle. Under the diagram, children write the word with a simple pencil Khoma. The teacher explains to the students that names are written with a capital letter.)
I suggest you call our guest and show how beautifully we wrote his name. Let's say his name, emphasizing the vowel sound in the second syllable, i.e. let's put emphasis. - HomA. Somehow it doesn’t fit, which means we placed the emphasis incorrectly. Let's try to highlight the vowel in the first syllable with our voice. - Khoma. And here is our friend. So we put the emphasis correctly. Well done!
8. Summary of the lesson. (10 slide.)
Tell me, what sounds did we remember today? (Repetition of sound characteristics). Remember the words with the sounds X and Xh that were heard in class.
“Sounds [x], [x′]. Letter X."Target: form the correct pronunciation of the sounds [х], [х′] in syllables, words, phrases, distinguish them by ear and in pronunciation from other sounds.
Tasks:
Develop phonemic awareness; teach children to correctly pronounce the sounds [х], [х′] in speech, distinguishing them from other sounds of the Russian language.
Identify the sounds [х], [х′] at the beginning, in the middle and at the end of the word.
Introduce the letterX , form words from letters.
Develop attention, memory, thinking, motor skills.
Organizing time
Psycho-gymnastics
- Picture how an old grandmother climbs the stairs, it’s hard for her, she moans: “Oh, oh, oh!” You helped her and told your mom about it. Mom was delighted: “Ah, ah, ah!” At the holiday you danced: “Eh, eh, eh!” And completely tired: “Wow, wow, wow!”
Report the topic of the lesson.
The toy Piggy, the braggart, is on display.
- Today our guest is Khryusha. This Piggy is such a braggart! He claims to know everything about everyone.
– Piggy, do you know what sound your name begins with? (from the sound [k]). Do you agree with him?
- What was the first sound you heard in the words “Piggy, braggart”? (Sound [x]).
Today we will listen and pronounce the sound [x] and [x′]. The sound [x′] is the brother of the sound [x]. They are very similar and at the same time different. Today we will learn to distinguish them.
Characteristics of sound.
Characteristics: [x] - consonant (the tongue creates a barrier to air), voiceless, can be hard or soft and is indicated in blue and green (the letter “X” and its sound designations are placed on the board).
Development of phonemic awareness.
- Let's teach Piggy to distinguish the sound [x] from other sounds, let's play the game “Catch the Sound”.
X, P, M, X, K, R, T, X, L, T, K, X
Ha, ho, pu, ky, hy, ta, pa, ha, ah, om, oh, ap, et, eh
Bread, milk, loaf, moss, ear, duck, fish, tails, clouds, dishes, trunk.
Game “Add a sound” that was lost from the words.
Petu..., pasta..., lopu..., goro..., rest..., zap..., shoro..., mo..., sme..., str....
Game “Replace the first sound” in a word with the sound [x].
Salad is a robe, hunger is cold, litter is chorus, year is progress, dump is praise, buzz is to lose weight, Gleb is bread.
Saying "X" in words.
- Piggy wants to tell you riddles. He says that the answers contain the sound "X". Shall we check?
Soft, fragrant, tasty fresh, with a crispy crust (BREAD).
- Where in the word is the sound [x] heard?
With a red crest, it pecks at grain and sings loudly. (ROOSTER).
A mottled quack catches frogs, waddles, and stumbles. (DUCK)
Small, black, flying around the room, buzzing loudly. (FLY).
- Which picture is missing here? (duck)
- Let's name these pictures, which one is the odd one out? Why?
Sunflower, tassel, robe, fly agaric.
Artist, crackers, plate, refrigerator.
- And now we will correct the words that Piggy did not learn to pronounce correctly.
Muta sits on the glass. (No, fly). The picture is drawn by a painter. (Artist). Here's the saffar. (sugar). The elephant has a phobot. (trunk).
- Our Piggy has a friend, the hamster Khomka. Let's do some exercises with him.
Physical exercise.
Hammer - hamster, hamster, striped flank.
The hamster gets up early, washes his cheeks, rubs his neck.
Khomka sweeps the hut and goes out to exercise.
One two three four five!
Khomka wants to become strong.
Introducing the letter "X".
- What does the letter "X" look like?
The letter "X" from fingers: cross the index fingers of the left and right hands.
Typing it with chopsticks on the table, on the neighbor’s back.
Game in the subgroup “The Word Has Scattered.”
Let's make words from letters.
(Sound accompaniment - howling wind). - The words fell apart. Let's make words from letters. Look, there is an icon on the back of the letter. Gather into subgroups based on the icons and make up your own words.
1 subgroup: fluff. 2 subgroups: moss. 3 subgroup: ear. 4th subgroup: Khoma.
Game "Live Letters" (magnetic letters on the board)
Let's make up the word: ear, hut, echo, grip, flies.
Exercise “Gifts for Piggy.”
(Based on pictures).
- Guys, let's give Piggy gifts with his favorite sound in the names. For example: - I will give Piggy a refrigerator so that he can store food in it. (Children make sentences)
Summary of the lesson.
The lesson is structured in accordance with the Federal State Educational Standard and the age characteristics of the students. It awakens the feelings and thoughts of younger schoolchildren about the value relationship to bread through various methodological forms, including children in games, exercises, and reading.
The educational framework is aimed at updating creative thinking, justified by reasoning about the moral problem of caring for bread, respect for working people, and the traditions of the Russian people. The lesson develops citizenship based on the spiritual and cultural values of Russia.
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Preview:
Literacy lesson on the topic "Sounds [x], [x"], letters X x.
The purpose of the teacher's activity:
create conditions for successful literacy learning; based on the phonetic analysis of words, highlight the sounds [x], , and introduce the letters X, x; promote the formation of correct reading skills.
Tasks:
1. Subject results:create situations that encourage students to learn new letters; analyze the articulatory features of the sounds [x], , correlate the sound with the letters; be aware of the differences between paired and unpaired, hard and soft consonants, paired and unpaired unvoiced sounds. Be able to characterize the letter X as an unpaired voiceless consonant, paired in hardness and softness.
2. Meta-subject results:
continue the formation of positive motives for educational activities; continue to develop interest in new educational material, teach to understand and retain an educational task, analyze objects highlighting essential features; look for the necessary information in the ABC; continue to learn how to construct a monologue statement; take into account different opinions, strive to coordinate positions in cooperation, use the rules of politeness in communication.
3. Health-saving:
Taking into account the age characteristics of students, creating a favorable psychological climate in the classroom and conditions for their self-expression, ensure the strengthening and development of both mental and physical health of children
Lesson equipment:for children "ABC" edited by Nechaeva N.V.; pens, colored pencils; from the teacher "ABC" edited by Nechaeva N.V.; projector, screen, computer.
1. Organizational moment.
Slide 1.
Guys, why do you go to school? (children's answers)
Today in the lesson we will learn to think, analyze, learn to read and (pause) get acquainted with new sounds and letters. All the knowledge that we gain today will, of course, be useful to us in our future studies.
2.Repetition of what has been learned.
Slide 2.
What groups are the sounds of our language divided into?
- How do vowels differ from consonants?
- What prevents the consonants from “singing”?
- What groups can consonants be divided into?
- What is the difference between voiced and deaf?
- What makes consonants soft?
- Name the letters that always represent soft consonants?
- Name the letters that always represent hard consonants?
- Name the “cunning” vowels. Why are they "cunning"?
"Song-know-it-all!"
Slide 3.
Let's remember the alphabet and sing the song "ABC".
3. Preparing to explain new material
Slide 4.
1) Breathing exercises
Straighten your back, put your hand on your abdominals, inhale through your nose and say in one breath:
A I U N
And now briefly and abruptly:
yyyy kkkk uuuu
4. Working with new material
The children have square pieces of paper on their desks.
Slide 5.
– Follow the instructions.
I'll tell you a riddle.
Follow in order:
Once - we raise the leaves,
Two - we bend the leaves,
Three - we turned again,
the fourth was deployed.
The letter is hidden inside.
Who's smart? Name it!
What letter will we study?
What is the topic of the lesson?
Slide 6.
Let's print this letter on the board.
-Let's say the sound indicated by the letter x. What can you say about this sound? Prove it.
Slide 7.
Name the words.
How is this sound pronounced in these words? (firmly)
Think of words in which the same sound would be pronounced softly.
Slide 8.
Open "ABC" on page 91 and carefully look at the pictures. Name the words in which you can hear the sound [x], [x"]
Game "Third's out".
Read the syllables.
Which syllable is missing?
Why? (hee, the sound is soft)
Reading columns of words.
Read the first column of words.
What common?
Work in pairs.
Work in pairs. Which word is missing? Show the conditioned signal.
Read the second column of words. What common?
In what part of the word does the letter x appear?
Work in pairs. Divide the words into groups. Show the conditioned signal.
On what basis were words and groups divided?
You've worked hard, so you deserve a rest!
- Physical education session with phonemic warm-up.
Slide 9.
You're probably tired
And now everyone stood up together.
Follow objects with your eyes.
Continued work.
Slide 10.
Sly skinny ferret
He opened a stall in the city.
At least cry, Ferret, at least cry -
Suddenly a ball burst into the stall!
- Oh-ho-ho yes oh-ha-ha! –
It is heard at the kiosk.
– What can be sold in the stall of the cunning, skinny Weasel? The illustration on p.91 will help you(Children's answers.)
Slide 11.
– What kind of bread can it be?(Fresh, fragrant, crispy, warm, etc.).
Slide 12.
Primary reading of the text about bread by the teacher and analysis.
What is the text about?
What is the affectionate name for bread?
Slide 13.
Not a single important event with the invitation of guests is complete without a fragrant loaf.
Many guests from different countries of the world came to our country, to the city of Sochi.
What important event is their arrival associated with?
How will the honored guests of the Olympic Games be greeted?
Slide 14.
This is a tradition of the Russian people, because bread is an eternal symbol of life, health, labor, prosperity and wealth.
Imagine how many people put in their work to make a loaf appear on the table!
Repeated reading of the text by students.
What proverbs are found in the text? Find and read them.
Slide 15.
“BREAD TO EVERYONE’S HEAD!”»
– How do you understand this proverb?
The answers are listened to. (without bread, food doesn’t seem so tasty; if there is bread, it’s already a holiday.)
« He who plowed and was not lazy, produced bread.»
How do you understand this proverb?
(It doesn't fall from the sky,
It doesn't appear suddenly.
So that an ear of bread grows
It takes the work of dozens of hands.)
People still have many proverbs about bread. Read them:
Slide 16.
- There will be no bread, there will be no lunch
- He who is glad to work will be rich in bread
- Without salt it’s not tasty, without bread it’s not satisfying
- The work is bitter, but the bread is sweet.
MBOU DOD CDT "Phoenix"
Association "Young Family Club".
Additional educational program “Seven+I”.
Program for the development of speech and introduction to fiction for preschool children “Gramoteyka”.
Lesson p about the subject "ABVGDeyka" (second year of study)
"The letter "X". The sounds “x-x” are consonants.”
Goals:
- To consolidate knowledge about vowels and consonants, hard and soft consonants.
- Strengthen the ability to differentiate the concepts of “sound” - “letter”.
- Strengthen the skill of intonation selection of sounds in words and phrasal speech, determining the location of sounds in a word.
- Introduce the new letter "X".
- Practice syllabization skills.
Equipment and materials used in the lesson.
- Demonstration material: circles of red, green and blue colors; a picture of a tram; picture from the ABC series.
- Magnetic board, magnets, chalk.
- Didactic material: Kolesnikova E.V. “Workbook for children 5 – 6 years old “From A to Z”, Kolesnikova E.V. “Educational and methodological manual “Development of sound-letter analysis in children 5-6 years old.”
- Simple and colored pencils, erasers.
Methods and techniques.
I. Methods of organizing and carrying out activities.
- Aspect of perception and transmission of information:
- verbal: conversation, story
- visual: demonstration, illustration
- practical: exercises
- Thinking aspect:
- reproductive (reproduction): actions according to a pattern.
- Management Aspect:
- work under the guidance of a teacher
- independent work: creative work
II. Methods of stimulation and motivation of activity
- interest in learning: creative tasks, riddles,
- duty and responsibility: uniform requirements and control over their implementation, encouragement and reprimand, clarification of the social and personal significance of knowledge, skills and abilities.
III. Methods of control and self-control
- oral: frontal and individual questioning, observation of children
- practical: test of skills and abilities
IV. Methods of versatile influence on consciousness, feelings and will
- personal example method
- beliefs: coaching
V. Methods of regulating and stimulating behavior and activity
- Learn to listen carefully to the story and answer questions correctly.
- Learn to listen carefully to sentences and name the last word that matches the meaning.
- encouragement, reprimand, punishment, creating a situation of success and trust, supporting positive manifestations.
Progress of the lesson.
1. Organizational moment.
Teacher: Hello guys!Today in class we will talk about sounds again, remember how vowels differ from consonants, sounds from letters, and also get acquainted with a new letter, find out what sounds are hidden in this letter and be sure to work in the notebook “From A to Z”.
II. Main part.
Differentiation of vowels and consonants, hard and soft consonants.
Teacher: Guys! You and I know that everything that surrounds us can sound!
Every day we can hear different sounds with you! For example, the way a dog growls: r-r-r..or the way a baby cries in a stroller: a-a-a...The sounds are vowels and consonants. Which sounds do we call vowels and which consonants?(children's answers)
Teacher: That's right, We can sing and draw out vowel sounds, and no obstacle interferes with them, but we cannot sing and draw out consonants, because some kind of barrier always interferes with them (teeth, lips, tongue). Consonants can be as hard as a rock or as soft as a feather.
And now, I suggest you play the game “Guess the Sound”. I will name a sound for each of you, and you will try to determine what sound it is - a vowel or a consonant, hard or soft.
Frontal survey.
The teacher seeks a complete answer from the student (for example: “hard consonant sound”).
Teacher: Well done guys, you did a great job! Guys, can we see sounds?(children's answers)
Teacher : That's right, we only hear and pronounce sounds, but we can designate them. How do we designate vowels and consonants?(children's answers)
The teacher hangs “sound players” on the board.
Teacher : Right! We denote vowels with a red circle, hard consonants with a blue circle, and soft consonants with a green circle. Now it's time to play the game "Signalers". I will give out red, green and blue mugs to each of you. If I name a vowel sound, you raise a red circle, if a hard consonant is blue, a soft consonant is green.
The teacher asks the children to justify their choice.
Teacher: Well done! And now you and I will have a little rest.
Physical education minute.
We are funny guys(steps in place)
We guys are acrobats!(steps in place)
One jump, two clap(jump, clap)
We can jump all lesson! (jumping in place)
Differentiation of the concepts “sound” - “letter”.
Teacher: Okay guys! Take a seat on your chairs. Let's continue the lesson.
Which of you can tell me: besides the sounds of vowels and consonants, what else surrounds us?
Children: Letters!
Teacher: Right! Who remembers how a letter differs from a sound? ( children's answers)
That's right, we only pronounce and hear the sound, but we write and see the letter.
Frontal survey.
The teacher, alternately interviewing the students, either names the sound or writes a letter on the board. The child’s task is to give an answer, explaining his choice. The child who gets the letter says what it is called, how many sounds “live” in it (one or two), pronounces them, tells whether it is a vowel sound or a consonant. Then he goes to the board, indicating these sounds with circles of a certain color (vowel - red, hard consonant - blue, soft consonant - green).
Next comes a survey of those children who got the sound and did not manage to go to the board. The teacher calls the child and asks, naming a letter or sound, to indicate them on the board. Moreover, when a sound is pronounced, the child points to the circle under the letter in which he is “hiding.”
Syllable separation. Graphic modeling of the word (rectangle).
Teacher: Great! Guys, you told me that we don’t see sounds, but they are friends with each other and form different words. Guys, answer me this question: “Is hedgehog a sound or a word?”(children's answers)
Teacher: That's right, that's the word. I also know the cold word “so-sul-ka”, the wet word “rain”. What words do you know? ( children's answers)
Teacher: We have named various words that sound different and are not similar to each other.
(The teacher claps the words “so-sul-ka” and “rain”)
Teacher: Words can be long or short. Which words do we call long and which short? ( children's answers)
Teacher: Now we will define long and short words.
(The teacher gives the children a form for syllable division, the children are in place, one child is at the board - clap the word, determine the number of syllables in the word - divide the depicted rectangle into as many parts as there are syllables in the word).
Teacher : Great job!
The teacher thanks the children for the first half of the lesson, lines them up in a train and escorts them to recess, where their parents are waiting for them.
Turn.
Introducing the letter "X".
Teacher : And now I want to tell you a story about a boastful hamster. Listen carefully!
Once upon a time there lived a hamster. Every evening many hamsters gathered on the hill to listen to his amazing stories. “Believe it or not,” the hamster began, “and one day I dug a passage through the entire Earth and came out in Africa. And there is such cold - worse than ours! As soon as I got out, I saw an elephant standing, twisting its trunk and grunting. I tell him: “Why did you grunt?” You haven’t seen Khomyakov, have you? And he: “Oink-oink, oink-oink!” I got angry, grabbed him by the trunk, gave him a good spin and threw him to the very top of the tree. - Wow! - the hamsters exclaimed. “I’m moving on,” the hamster continues—the snow underfoot—crunch, crunch. I look - two large snakes are lying, sleeping and snoring throughout Africa! I quietly crept up and tied their tails in a knot! And then...I...- What, what then? - the hamsters asked in unison. - I... then... - Don’t delay! - the hamsters begged. -Good job! - the boastful hamster was offended. – Do you think it’s so easy to make up ideas about something you’ve never seen? What a story! Did you listen carefully to the story, where did the hamsters gather to listen to the stories of the boastful hamster? ( children's answers)
Teacher : Who did the hamster meet in Africa? ( Elephant)
Teacher : What did the elephant do?(Grunt)
Teacher : Is this true or not?(No )
Teacher : Who else did the hamster meet? ( Serpent)
Teacher : What did the snakes do?(Snored all over Africa)
Teacher : Is this true or not?(No)
Teacher : Wonderful, you are very attentive! Now answer this question: “What is the same sound you hear at the beginning of the words “hamster”, “braggart”, “snore”, “grunt”? ( children's answers)
Teacher : Right! And who will tell about this sound, what kind of sound it is: a vowel or a consonant, a hard or soft consonant? ( children's answers)
Teacher : Who can name the little brother of the sound “X” and tell about him? ( children's answers)
Teacher : Can we see the sounds “X” and “XH”? ( children's answers)
Teacher : The sounds “X” and “H” are hidden in the letter “Ha”.
The teacher hangs a picture of the letter “Ha” on the board.
Teacher : Ha looks like scissors
But at work, not lying down.
What else does the letter “Ha” look like? ( children's answers)
Teacher : Now let’s build the letter “Ha” using pencils? How many pencils do you think we will need? ( children's answers)
Teacher : What other letters can the letter “Ha” turn into?(T,L,G)
Teacher : Now let’s see in what words the letter “Ha” is hidden?(Children name objects from the picture starting with the letter “Ha” and determine the place of the sound in the word: at the beginning, in the middle, at the end of the word)
Teacher : Time to relax!
Physical education minute.
Hamster-hamster, hamster,
Striped barrel.
Khomka gets up early
He washes his cheeks and rubs his neck.
The hamster sweeps the hut
And goes out to charge.
One two three four five!
Khomka wants to become strong!
Work in a notebook. Tasks for fixing the letter “X”.
Teacher: Guys, now you and I have to work in the “From A to Z” notebook.
(The teacher tells the children which page to open the notebook on, writing the number on the board.)
Teacher: Please place your finger on the number “one” in the red square.
(The teacher walks by and looks to see if the students found this number correctly.)
Teacher: Okay, you can remove your fingers. Under the number one in a red square, the artist depicted a beautiful picture for us and even prepared interesting riddles, by guessing which we can find out whether there is a familiar sound “X” or “X”.
Teacher : Listen to the first riddle:
On the ice platform there is a cry,
A student is rushing to the gate.
Everyone shouts: “Puck! Stick! Hit!”
Fun game...
Children: Hockey!
Teacher: Correct!
X-hockey. Is there a familiar sound?
Children: Yes!
Teacher: How does it sound?
Children: "X"!
Teacher: Where is it?
Children: At the beginning of the word.
Teacher : Is it a vowel or a consonant?
Children: I agree!
Teacher : Hard or soft?
Children: Solid!
Teacher: Does it happen to be soft?
Teacher : Listen to the second riddle: riddle:
If you pull the rope,
Shoots loudly like a rifle
And to the top a bright fountain,
For guests and gifts,
Confetti will rush
On a path unknown to us.
This holiday girlfriend
It's called..... (CLAPPER).
Children: Firecracker!
Teacher: Correct!
X-cracker. Is there a familiar sound?
Children: Yes!
Teacher: How does it sound?
Children: "X"!
Teacher: Where is it?
Children: At the beginning of the word.
Teacher : Is it a vowel or a consonant?
Children: I agree!
Teacher : Hard or soft?
Children: Solid!
Teacher: Does it happen to be soft?
Physical education (finger gymnastics).
This finger wants to sleep
This finger is a jump into bed,
This finger took a nap
This little finger is already asleep.
Hush, little finger, don't make noise,
Don't wake up your brothers!
(The same gymnastics is performed on the second palm.)
Fingers are up! Hooray!
It's time for us to go to Parus!
Teacher: Now please put your finger on the number two in the red square.(The teacher makes sure that the instructions are followed correctly.)Well done! Take your fingers away. Under the number two in a red square, the artist depicted a five-story house for us. The letter "Ha" lives in this house. Let's trace this letter point by point with a simple pencil on the roof of this house. We take a simple pencil, circle the letter “Ha” by dots and remember: how many sounds live in it, one or two. The vowels “a, o, u, y, e” come to visit the letter “Ha” and together they sing songs. Let's write the letter "Ha" before the vowels "a, o, u, y, e" and read the songs.(Children, with the help of the teacher, read the resulting syllables.)
Teacher: How does it sound?
Work with the vowels “yu, ya, e, e” is carried out in a similar way.
Teacher: Now let’s write the letter “X” in the empty squares and read the words. Where did she hide: at the beginning, in the middle, at the end of the word?
Cleaning the workplace.
Self-control: children check the cleanliness of their workplace (table, chair, floor).
III. Results of the lesson.
The teacher, together with the children, sums up the lesson and gives a positive assessment of the activities of each child.
Teacher: Today we remembered how vowels differ from consonants, letters from sounds, we studied the new letter “X”, we know what sounds are hidden in this letter, we divided words into syllables, we determined long and short words.
I hope you all enjoyed the tasks in the “A to Z” workbook, which you completed with ease. Thank you for your work. Meanwhile, our lesson has come to an end. Line up in the train. Goodbye!
(When saying goodbye to the teacher, the children leave the classroom like a train.)
Subject. " Winter. Sound and letter X."
Correctional educational goals. Consolidating ideas about winter and its signs. Clarification, expansion and activation of the dictionary on the topic “Winter”. Improving the grammatical structure of speech (formation of cognate words). Improving the skills of sound analysis and word synthesis. Introducing the new letter X. Improving the syllabic structure of words. Consolidating knowledge about the offer.
Corrective and developmental goals. Development of dialogic speech, visual attention, thinking, phonemic perception, fine and gross motor skills, coordination of speech with movement.
Correctional and educational goals. Formation of skills of cooperation, mutual understanding, goodwill, independence, initiative. Fostering love and respect for nature.
Equipment. Album “All Year Round”, subject pictures on the theme “Winter”, tape recorder, recording of a play by P.I. Tchaikovsky's "Winter Morning", letter boxes, exercise book, containers with pencils.
Progress of the lesson.
1. Organizational moment.
Look at and name the pictures. (Snowflake, snowman, Snow Maiden, snowball).
You named the pictures correctly. Think about what word the words snowflake, Snow Maiden, snowman, snowball are derived from?
Remember a few more words derived from the word snow.
What are the first flowers that appear from under the snow called?
What kind of woman was made from snow?
What will the park look like if it's covered in snow?
What is the name of the phenomenon when it snows heavily?
Why do we talk so much about snow?
Winter has come, so our lesson will be devoted to talking about winter.
2. Examination of the painting “In the Winter Park.”
What time of year is shown in the picture?
Tell us about the earth, what does it look like?
What can you say about the snow lying on the ground? What is he like? Start your answer with the word snow.
Describe the sky, what is it like? Start your answer with the word sky.
What can you say about trees? What are they? Start your answer with the word trees.
What birds do we see in the trees?
What do we call the birds that winter with us?
What word do you think the word wintering is derived from?
What other wintering birds do you know?
What are the children doing in the park?
How are they dressed? Why?
Do you think children enjoy walking in the winter park?
3. Divide into syllables.
What time of year was depicted in the picture?
What wintering birds have you seen?
Who did the children blind?
Use clapping to divide the words into syllables: winter, bullfinch, tit, snowman.
Make up a sentence with the word snowman.
4. Exercise for the eyes.
Look what I have in my hands?
I will move the snowball, and you only watch it with your eyes.
5. Work on the development of fine motor skills.
Take some leaves, what do you see?
Listen to a riddle about one of the objects shown on the page.
Two new maples
The soles are two meters long.
You can put two feet on them -
And run through the big snow.
Now trace the outline of the skis and color them with any pencil.
6. Exercise “Snowman”.
Come on, buddy, be brave, buddy they walk in a circle, pretending that
Roll your snowball in the snow. rolling a snowball in front of them
It will turn into a thick lump, draw a large circle in front of you
And the lump will become a snowman. draw a snowman from 3 lumps
His smile is so bright! smiling
Two eyes, a hat, a nose, a broom. show what they are talking about
But the sun will burn slightly - they slowly squat
Alas! - And there is no snowman. spread their arms, shrug their shoulders
7. Introducing the sound and letter X.
Winter is cold, snow crunches underfoot, snowflakes are fragile. Cold, crunchy, fragile. What sound do all words begin with?
Repeat it. Together, one at a time.
When we say the sound X, the root of the tongue rises and prevents air from leaving the mouth freely. So what is this sound?
Hard or soft?
Voiceless or voiced?
What symbol will we use to denote it?
In writing, the sound is represented by the letter X. Find the letter X.
8. Hear the sound X.
Pick up the symbol for the sound X and raise it if the word contains the sound x.
Hamster, kitchen, poppy, moss, bread, drying, horse, fur, halva, mine, cat, brushwood.
9. Working with letter registers.
Open the cash registers, find where the letter X lives.
Let's post AH. How many sounds did I name?
Which one is the first? What's the second one?
Make up letters and lay out a diagram.
MOSS. What is this?
How many sounds are in the word moss?
Name the first, second, third.
We work with letters and symbols.
10. Summary of the lesson.
What time of year were we talking about?
What new sound did we meet?
Assessment of children's work.
