Open lesson "sound "a", letter "a"". Visual and didactic manual on sound automation “Interesting cards Vowel sound a in the middle of a word

Galina Kostyuk

Automation of delivered sounds is a very important and responsible stage in correctional and speech therapy work to eliminate sound pronunciation disorders. For many children, unfortunately, for various reasons, sounds are very difficult to automate. The use of visualization in correctional work contributes to the formation of children’s interest in classes, and gaming techniques stimulate the mental activity of speech-language pathologist children, thereby contributing to the achievement of the desired results.

I made this manual using the picture designer from the development portal "Mersibo". It consists of 4 cards of A-4 format. On the front side there is a house and pictures that “live” in this house. On the reverse side there is a description of the game exercises used in working with this manual. I selected the pictures in such a way that the words did not contain hissing sounds and a minimum of sonorities. Speech therapists and speech pathologists know that this fact contributes to a more successful process of automating whistling sounds.

Visual teaching aid "Interesting cards". Automation of sound C.

Target:

Automation of the sound C in words, in sentences; development of phonemic perception, grammatical structure, coherent speech.

Card No. 1 Automation of the S sound at the beginning of a word.

Game exercises:

"Repeaters" The child repeats the names of the pictures after the adult (sun, airplane, dog, salad, owl, fireworks, scoop, saxophone, boots, nightingale, catfish, salt shaker, elephant, pig, soup, bough, chest, juice, table, chair, glass, beets , plums).

"Hide and Seek"

“Name the furniture”(transport, pets, greenery, birds, etc.)

"Who has a tail?" Child: The dog has a tail, etc.

"One is many" 1st child (or adult) - airplane, 2nd child - airplanes, etc.

"Telegraph"

"Continue the sentence" The adult says the beginning of the sentence, the child finishes. For example: (an airplane is flying high in the sky). Delicious (juice) was poured into a glass. An empty glass was placed on the table, etc.

“What is between, what is” The child makes sentences according to the model: The plane is between the sun and the dog, etc.

1st child (or adult) - I have the sun. 2nd child - I don’t have the sun, but I have a plane, etc.

“Make a proposal based on the model” Example: The owl sleeps during the day, and the nightingale sings, etc.

Card No. 2Automating the C sound in the middle of a word

Game exercises:

"Acquaintance"

"Repeaters" The child repeats the names of the pictures after the adult (fox, wasp, braids, beans, wheel, mustache, watch, dishes, beads, braid, sand, donkey, swallow, wasps, stork, popsicle, leaf, bridge, football player, cabbage, wheels).

“Name the item and get a chip” The child independently names the pictures and receives a chip for pronouncing the word correctly.

"Name the Animals"(birds, insects, garden tools, etc.)

"Who has a tail?" Child: The fox has a tail, etc.

"One is many" The 1st child (or adult) is a wasp, the 2nd child is a wasp, etc.

“What words live in the house?” The adult closes the card, the child names the words that he remembers.

"Telegraph" The child divides words into syllables (claps, taps, lays out chips).

"Continue the sentence" The adult says the beginning of the sentence, the child finishes. For example: We saw a cheat (fox) in the forest. Sonya put on her favorite (beads), etc.

“What is between, what is” The child makes sentences according to the model: The wasp is between the fox and the braids, etc.

"I don't have something, but I have something" 1st child (or adult) - I have a fox. 2nd child - I don’t have a fox, but I have a wasp, etc. “How many wasps (braids?” Child - five wasps, three braids.

"Pick a Rhyme" An adult is a fox, a child is a scythe, a wasp, etc.

Card No. 3Automation of the S sound at the end of a word

Gaming techniques:

"Acquaintance" The adult invites the child to get to know the “residents” of the house and determine the common sound in all words, as well as the place of the sound in the words, paying attention to the color of the roof, the letter and the windows.

"Repeaters" The child repeats the names of the pictures after the adult (bus, globe, forest, plus, tray, nose, belt, pineapple, canopy, compass, coconut, oats, vacuum cleaner, ear, focus, ficus, duchess).

“Name the item and get a chip” The child independently names the pictures and receives a chip for pronouncing the word correctly.

"Hide and Seek" The child closes his eyes, the adult covers several pictures with chips. The child opens his eyes and names the pictures that are “hidden”.

“Name the transport”(fruits, plants, etc.)

"One is many" 1st child (or adult) - bus, 2nd child - buses, etc.

“What words live in the house?” The adult closes the card, the child names the words that he remembers.

"Telegraph" The child divides words into syllables (claps, taps, lays out chips).

"Make a proposal"

“What is between, what is” The child makes sentences according to the model: The globe is between the bus and the forest, etc.

"I don't have something, but I have something" 1st child (or adult) - I have a bus. 2nd child - I don’t have a bus, but I have a globe, etc.

"Pick a Rhyme" An adult is a bus, a child is a globe (tray - coconut, nose, oats, vacuum cleaner), etc.

Card No. 4 Automation of the sound C at the beginning, in the middle, at the end of a word

Gaming techniques:

"Repeaters" The child repeats the names of the pictures after the adult (pineapple, stork, watch, plane, wasp, popsicle, juice, tray, dishes, bus, catfish, owl, boots, wheel, dog, pig, forest).

“Name the item and get a chip” The child independently names the pictures and receives a chip for pronouncing the word correctly.

"Hide and Seek" The child closes his eyes, the adult covers several pictures with chips. The child opens his eyes and names the pictures that are “hidden”.

“Name the words in which the sound S is at the beginning”(in the middle, at the end)

“Name the transport”(fruits, plants, birds, insects, pets, shoes, etc.)

"One is many" 1st child (or adult) - pineapple, 2nd child - pineapples, etc.

"Telegraph" The child divides words into syllables (claps, taps, lays out chips).

"Continue the sentence" The adult says the beginning of the sentence, the child finishes using the words from the card. For example: (an airplane is flying high in the sky). Orange juice was poured into (a glass).

"Make a proposal" The adult names a word, the child makes a sentence with this word.

“What is between, what is” The child makes sentences according to the model: The stork is between the pineapple and the clock, etc.

"I don't have something, but I have something" 1st child (or adult) - I have a pineapple. 2nd child - I don’t have a pineapple, but I have a stork, etc.

“Make sentences based on the model” Example: The stork flies and the catfish swims. The dog barks and the pig grunts.

Children study with pleasure using these cards, they are interested, hence the name “Interesting Cards”.

Publications on the topic:

Automation of sound [z] using the teaching aid “Rechekrug” Objectives: 1. Automation of the sound Z in words and phrasal speech. 2. Improving phonemic perception, the ability to divide words into syllables.

The manual is very easy to make. Take multi-colored sheets of cardboard. Cards are cut out 15x12 cm. Horizontal lines are drawn in the cards.

This manual was developed by me for working with young children. It is made of fabric, with windows of various shapes and colors.

Goal: to consolidate and systematize the acquired knowledge about wild and domestic animals, about their place of residence (wild ones in the forest, and domestic ones near humans).

I made this visual didactic manual myself, I picked up pictures of “Insects” on the Internet, and processed them in Photoshop. Goal: Visual.

M O rzh - sound [O] heard in the middle of a word.

Kolob O k - sound [O] heard in the middle of a word.

Z O ntik - sound [O] heard in the middle of a word (Fig. 2).

Milk O- sound [O] heard at the end of a word.

ABOUT slick - sound [O] heard at the beginning of a word.

R O for - sound [O] heard in the middle of a word (Fig. 3).

TO O tick - sound [O] heard in the middle of a word.

Nests O- sound [O] heard at the end of a word.

From this we can conclude that the sound [O] occurs in any part of a word - at the beginning, in the middle, and at the end. But most often there is only one sound in a word [O].

Now let's take a look at our fairy-tale museum, where different heroes live, and their names begin with different sounds and letters. Today we will find out whose names begin with the letter ABOUT.

Here ABOUT le Lucoye with a magic umbrella (Fig. 4).

Rice. 4. Ole Lukoje ()

ABOUT villages of the Bremen Town Musicians (Fig. 5).

Girl ABOUT Lya, who ended up in the Kingdom of Crooked Mirrors and turned into Yalo (Fig. 6).

Rice. 6. Olya and Yalo ()

Brave ABOUT catch soldier (Fig. 7).

Rice. 7. Tin Soldier ()

If you do not recognize all the fairy-tale characters and someone is not familiar to you yet, ask adults to read you a fairy tale about these heroes.

Say the tongue twister and determine by ear how many sounds there are [O] can be heard.

Not far, but nearby

O and the ocal rolled.

Clear sound [O] in this tongue twister you said only four times, but if you looked at it with your eyes, you would see as many as eight letters in it ABOUT. That's a tricky sound [O]. He can turn into sound [A].

Practice distinguishing sounds [O] And [A]. Say the name of each dog's breed out loud and determine which breeds have the sound in their names [O].

Bol O nka (Fig. 8). A sound is heard [O].

ABOUT g-dog (Fig. 9). Sound [O] inaudible.

Spaniel (Fig. 10). Sound [O] we don’t hear it in the word.

Rice. 10. Spaniel ()

TO O lly (Fig. 11). The sound is good [O].

G O nchaya (Fig. 12). Sound [O] There is.

Chow-chow (Fig. 13). No sound [O], only [A].

Buld O d (Fig. 14). The sound is good [O].

Laika (Fig. 15). Only sounds are heard [A].

P O inter (Fig. 16). The sound is good [O].

Dachshund (Fig. 17). Only sound is heard [A].

M O ps (Fig. 18). The sound is good [O].

Why do you think the donkey said:

Hello, letter-ball!

Why don't you jump?

ABOUT- the roundest letter in our alphabet (Fig. 19).

If we consider the printed large ABOUT and small O, then it will become clear that they are both round and differ only in size.

There is no angle in this letter

That's why it's round.

She was so round before

I could roll.

E. Tarlapan

Try to find the letter ABOUT in the objects you see.

Hoop, ball and wheel

You will be reminded of the letter ABOUT.

There is a hollow in the old tree

Well, just like a letter ABOUT.

ABOUT - like a hoop, I want -

I'll give you a ride along the way!

The hoop in the arena will light up.

The tiger will bravely jump into the fire.

There are a lot of round objects around us that look like letters. ABOUT. Give your own examples.

And so that the letter ABOUT It’s better to remember, try to sculpt it from plasticine or make it up from any materials. This is not difficult to do because the letter is straight. You can make it, for example, from buttons, beads, or tree leaves. The letter will turn out beautiful. Letter ABOUT You can draw it in squares or come up with a funny drawing from it.

Read the letters ABOUT and determine what emotions can be expressed with its help:

ABOUT?

Examine the written letters Ooh . Compare them with printed ones (Fig. 20).

Rice. 20. Printed and written letters ABOUT()

Printed and written letters differ in shape.

Round block letters:

Look at the wheel

And you will see the letter ABOUT.

But the written letter has the shape of an oval:

Letter ABOUT always stood

Round, normal,

I went to bed - I creased my sides,

And now it's oval.

G. Vanyukhina

The printed letter is a circle, and the written letter is an oval.

The capital letter has only one element - an oval (Fig. 21).

Rice. 21. Capitalization ABOUT ()

We begin writing the capital letter slightly above the bottom line of the capital line. From left to right we write a semi-oval line, touching the bottom line, raise the letter up, round it to the left, go down and close the oval.

Try writing this letter in the air. Write it with the back of the pen on your palm.

When writing a capital letter ABOUT There may be mistakes: the oval can be written very wide or very narrow; The oval can be uneven, narrowed at the top or bottom.

Try to write the letter in your notebook yourself, without mistakes. Remember to position your notebook correctly. It must be placed obliquely so that the lower corner is directed towards the middle of the chest. Hold the pen correctly.

small letter O, like the capital one, also consists of only one element - an oval. It differs from the capital letter in size. You can write it in two ways.

Rice. 22. The first way to write a small letter O ()

The first method (Fig. 22) is convenient for writing a letter if it is connected in a word with the next letter using a lower connection. Place the pen just above the bottom line of the working line. From left to right we write a semi-oval line. Touch the bottom ruler and lift it up. We round to the left, touching the top line of the working line. We lower it down and connect the oval.

Trace the letter in the air. Write the letter with the back of the pen on your palm. Try writing it yourself in a notebook.

Sometimes when you write a letter O in words, it is more convenient to use the second method of writing letters, with an upper connection (Fig. 23).

Rice. 23. The second way to write a small letter O ()

Place the pen just below the top line of the working line. We make a left turn and touch the top line. Draw a semi-oval line down, turn the line to the right, touching the bottom line of the working line; lift the semi-oval up and connect it to the beginning of the letter. We move our hand straight up, touch the top line of the working line and begin to write a connecting line that looks like a slack rope.

Trace the letter in the air. Write the letter with the back of the pen on your palm. Try writing a letter O in the notebook yourself.

When writing a small letter O There may be such errors: a very wide, round letter, not an oval; very narrow oval; the letter hangs without touching the auxiliary lines of the working line.

Practice writing capital and lowercase letters in your notebook. And remember: the more you write, the better it gets.

Did you know that the letter ABOUT- one of the most ancient? It was invented by the ancient Greeks. Since then it has been used in different alphabets in different countries. You will see an English letter on the keyboard ABOUT, which is no different from ours.

Our ancient ancestors called our letter ABOUT How "He", she was pointing at some face.

In mathematics there is a number that is very similar to a letter ABOUT. Of course you guessed it zero.

But when you grow up, you find out that in chemistry there is an element that is also written with the letter ABOUT. H 2 O- water, without which not a single living creature on Earth can do.

There is even a monument to this letter (Fig. 24). That's how famous she is. ABOUT- the most popular letter in the city called Vologda. The inhabitants of this city every sound [O] They speak very well. They talk about it "will douse". And in the name of their city the letter ABOUT occurs twice.

Rice. 24. Monument to the letter ABOUT in Vologda ()

This is an interesting vowel you met today.

Today in class you learned about the letter ABOUT, the sound of which loves to hide in words and is not always pronounced as [O] and sometimes it sounds like [A].

In Russian language lessons you will learn how to return the sound to its place and write the letter correctly. In the meantime, learn the letter ABOUT learn, read and write.

Bibliography

1. Andrianova T.M., Ilyukhina V.A. Russian language 1. - M.: Astrel, 2011.
2. Buneev R.N., Buneeva E.V., Pronina O.V. Russian language 1. - M.: Ballas.
3. Agarkova N.G., Agarkov Yu.A. Textbook for teaching literacy and reading: ABC. Academic book/textbook.

1. Nashol.com ().
2. Poskladam.ru ().
3. Malish-nash.ru ().

Homework

• Practice writing letters ABOUT. Write your own block and capital letters Ooh(big and small).
• Find words in which the letter ABOUT sounds like sound [O].

Gr O m, s O tank, in O l, d O m, feast O women, O Sanka.

• Choose any poem from this lesson about letters ABOUT and learn it by heart.

How to teach a child the sound B and other sounds correctly and clearly. This requires special speech therapy games, exercises, and articulation gymnastics.
After all, not a single child is born with correct and ready-made speech. He gradually learns to clearly and correctly pronounce sounds, merging them together into words, and then construct sentences and express his thoughts. But if there is a delay in speech development, some delay occurs.

Speech is one of the most important human functions. In the process of speech development, higher mental processes and the ability for conceptual thinking are formed.

Only communication creates the necessary conditions for the development of various forms of activity. Therefore, the task of parents and teachers is to help the child remove all speech-related problems.

Deficiencies in sound pronunciation significantly distort a child’s speech. The child may have omissions, substitutions, and deficiencies in the differentiation of sounds. All this makes the child’s speech difficult to understand for others and limits the child’s speech activity.

Correcting deficiencies in sound pronunciation is one of the most important tasks of a teacher. The baby must learn to pronounce all the sounds of the Russian alphabet correctly. Recently, there are more and more children who have impaired pronunciation of not only whistling, hissing or sonorous sounds, but also simpler sounds, such as D, T, N, F, V, etc.

Automation of any sound should begin with syllables. Only when the child learns to correctly pronounce sounds in syllables can he move on to words and sentences. When working with words, it is necessary to practice the sound in different positions: at the beginning, in the middle and at the end of the word; in words with a combination of consonants.

It is based on the sound F with the addition of a voice, the presence of which the child feels by touching the speech therapist’s hand to the chest, larynx or chin. When pronouncing sound B, you should not allow yourself to bite your lower lip. It should be slightly turned outward and approach the upper incisors.

1. Repeat the syllables:

Wah-woo-woo-you

You - you - you

You - wa - wo - woo

Wa-wa-wa

Wo-you-wo-woo

In - in - in

By - in - va - you

By-woo-woo

2. Repeat the words:

Sound at the beginning of a word:

You, yours, cotton wool, Vanya, carriage, bath, watch, cotton wool, Vasya, vase, Valya, waffles, cooking, mitten; you, howl, height, pasture, challenge, departure, release, choice; here, there, cart, water, leader, wolf, roach; university, veil, volcano.

Ivan, Vova, sofa, forge, owl, Savva, poke, invite, head, plum, glory, halva, head, cow, grass, pick; willows, fetters, manes; brood, factory, fun, export, take out, import, start, cart, glow.

Vpa, vka, vku; vnu, tva, tvy; I'm calling, I'm calling; vla, vlo; I lie, I lie, I turn it on, I turn it on. To fall; taste, tasty; grandson, granddaughter; Lithuania, oath, foliage, roach, razor, oaths; call, title; sound, sound, sound, sonorous; moisture, power, attachment; lie, enemy, doctor, liar, liar, lying; contribution, insert, inclusion.

Here are Vova and Vasya. Vasya bought cotton wool. The owl drinks water. Vova’s mittens got wet. The owl was sitting on a cart. The leader flew ahead of the pack. The cow has a big head. Vanya dropped the waffles into the grass. A wolf howled near the willow tree. Vanya is carrying a vase. Valya is eating plums. Vova goes to the factory. There was a loud sound. The grandson and granddaughter had a delicious meal at grandma's. Ivan has great power. Valya took an oath. There is foliage below.

Va - you - va - here is the tall grass. You - va - you - even over your head.

Everything has its time. Every thing has its place. If you're afraid of wolves, don't go into the forest. Lots of water - lots of grass.

The spinning duck dived and surfaced, surfaced and dived.

In the winter cold everyone is young. Delicious halva - praise to the master.

In calm weather

We are nowhere to be found.

The wind will blow -

We run on water.

Little boy

In a gray army jacket

Snooping around the yards

Collects crumbs.

(Sparrow)

Rye is earing in the field.

There, in the rye, you will find a flower.

Bright blue and fluffy,

It's just a pity that it's not fragrant.

(Cornflower)

Who is cold in winter

Wandering in the forest angry and hungry?

The spring air is fresh and clean.

The first leaf is turning green.

The earth is visible in the thawed patches.

Streams run around, ringing.

The adult invites the child to suggest words that are appropriate in meaning at the end of each poem.

The dirty one always comes to the rescue... (water).

Tick-tweet, don't be shy!

I'm experienced... (sparrow).

The color is greyish,

Habit - thieving,

Hoarse screamer -

Famous person. This is... (crow).

The adult invites the child to affectionately name the following objects:

Vase - (vase)

plum - (cream)

Water - (water)

factory - (factory)

Car - (trailer)

sofa - (sofa)

Willow - (willow)

head - (little head)

Teaching children

• The Maria Montessori method is best suited for this purpose.
• Hissing consonant sounds - production of sounds in preschool children

Target:

• reinforce the correct pronunciation of the sound A;
• teach to hear and identify the sound A at the beginning, middle, end of a word;
• introduce the concept of “vowel” sound;
• introduce a new designation for the vowel sound (red);
• introduce the letter A;
• learn to read the letter A;
• teach the skills of sound-letter analysis and synthesis of syllables and words;
• consolidate the correct agreement of the pronouns MY, MY, MY, MY with nouns;
• consolidate the correct use of nouns in R. p., units. and many more number;
• enrich subject vocabulary with the sound A;
• develop fine motor skills of the fingers;
• develop spatial orientation on a plane;
• develop memory, attention, thinking;

Equipment:

Doll Alla, pictures with sound A (at the discretion of the teacher - in a strong, weak position; at the beginning, middle of a word) - stork, shark, antelope, aster, asters, alphabet, alphabet, quince, antenna, antennas, watermelon, watermelons, pharmacy , orange, oranges, apricot, apricots, banana, bananas, pineapple, pineapples, fox, mosquito; individual speech therapy mirrors; picture of the articulation of sound A; picture of a girl rocking a doll; magnetic board; marker black, red; card letter A; card - picture “What the letter A looks like” - “A is a hut, and look; there is a bench inside” (V. Savichev); wall ABC; letters - blanks, for writing with a finger, with a tactile surface (velvet or sandpaper); red cardboard mugs; “Traffic lights” cards with chips to determine the place of a sound in a word; notebooks (halves of an ordinary thin squared notebook); pencils (plain, red);

Organizing time: Guessing riddles: A steeplejack stands on the roof and catches news for us (Antenna) A. Maslennikov; The scarlet sugar itself, the caftan is green, velvet (Watermelon); Bright, sweet, poured, All covered in gold! Not from a candy factory - But from distant Africa (Orange); What sound did we hear in the answers - sound A; If children hear well and distinguish the sound A, the teacher can offer children answers with the sound A in a strong position, in the middle and end of the word: A pear is hanging - you can’t eat it (Lamp); Not an animal, not a bird, but a nose like a knitting needle (Mosquito); Redhead with a fluffy tail, lives in a forest under a bush (Fox);

Phonetic gymnastics “Doll sleep”

The doll Alla came to visit us today. We will show Alla how we can hear and distinguish the sound A. The girl shakes her doll: A a A a A a A a A a; We say it either quietly or loudly. Consideration of articulation. Clarification of articulation. A picture of the articulation of sound A. For boys, another picture is “Toothache.” The sound A is pronounced first loudly, then quietly. Children pronounce the sound all together, then one at a time. Well done.

Game “Name the picture”

Children name pictures with sound A (at the teacher’s discretion), emphasizing the sound with their voice. The game uses “Traffic Light” cards with chips to determine the place of the sound A in a word.

Game “Greedy”

The speech therapist lays out pictures in front of the children. He asks them to name them correctly. Then the participants in the game take turns covering any picture with their palm and saying: “My lamp.” My pineapple. My watermelons, etc. The speech therapist monitors the correctness of the task.

Game “What is not there”

The speech therapist lays out pictures in front of the children. He asks them to name them and at the same time check whether the sound A is hidden in the word. Then the teacher asks the children to name all the pictures in a row, remember them - take pictures with their eyes. And now the children close their eyes - the speech therapist removes one picture, asking: - What’s missing? We remove any one picture three times. We hide two pictures twice. Three pictures at once. Practicing the correct use of singular nouns. and many more numbers in the R. case.

.Game “Catch the Sound”

The speech therapist offers children to train their ears. As soon as you hear the sound A, catch the sound and clap your hands. In the game you can give words using the sounds U or I for comparison. Thus, preparing children to differentiate the sounds A - U or A - I. Approximate lexical material: angel, aster, Astrakhan, iron (do not clap), stork, pineapple, garden, rooster, sheep, fox, mustache, etc.

Phys. just a minute;

Game “Orange”:

We shared an orange.
There are many of us, but he is alone.
This slice is for the hedgehog,
This slice is for the swift.
This slice is for ducklings,
This slice is for kittens,
This slice is for the beaver.
And for the wolf...the peel.
He is angry with us - trouble!
Run away in all directions.

The speech therapist tells each child what kind of animal he will be. The child comes up for his share when his animal is named. At the end, a wolf is unexpectedly discovered, who takes shares from those who did not have time to escape from him. At the end of the game, everyone breaks off a piece of their share for the wolf, and he becomes kind. The children pat him on the head.

Ball games “Come on, repeat”

The children stand in a circle, the speech therapist throws the ball to the child and asks him to repeat the phrases:

Ta - ta - ta - the cat has a fluffy tail;
- ga – ga – ga – the deer has antlers;
- ha - ha - ha - we can’t catch the rooster;
- cha – cha – cha – the bunny is sitting at the doctor’s;
- lady - lady - lady - two hedgehogs ran away; etc.

Game “Echo”

The speech therapist asks the children to repeat series of syllables - first loudly, then quietly:

Ta-ta-yes
Yes - yes - that
Pa-pa-ba
Ba - ba - pa, etc.

Say the proverb: A lot of snow, a lot of bread (explain the meaning).

Game “Riddles - Additions”

Children add words to poems according to their meaning.

I'm early this morning
I washed my face from under... (the tap).

For chicks and animals,
We also need a kindergarten.....(kindergarten).

Bunny didn't listen to dad
They crushed Bunny... (paw).

Sleep, little mouse, until the morning,
I'll give you... (mosquito).

The sun is shining too bright
The hippopotamus felt...(hot).

Oksanka's tears are flowing,
Her sled broke... (sled).

It's dark for us, we ask dad
We should turn on brighter...(lamp).

The kitten sewed himself some slippers,
So that they don’t freeze in winter....(paws).

There lived one eccentric with us,
He planted...(poppy) in the garden.

What sound did you hear in the add-ons? (Sound A).

The letter a

Showing the letter - card A. Finding and showing the letter A on the wall ABC. Showing the card “What does the letter A look like” - A is a hut, and look, there is a bench inside (V. Savichev). Writing the letter A in the air, writing the letter with your fingers on tactile cards - letters.

The concept of “vowel” sound

Children pronounce the sound A while looking at the articulation in the mirror. Sound A - the mouth is open, there is no barrier. The sound is sung by voice. The sound A has no obstruction - it is a vowel sound. We will denote vowel sounds in red. The speech therapist draws a red circle under the letter A with a marker.

Work in notebooks

Children print the letter A in their exercise books. A red circle is drawn under the letter A, while saying that the letter A stands for the sound A. The sound A has no barrier - it is a vowel sound. And the vowel sound is indicated in red.

Game “Come up with a word”

The speech therapist asks the children to come up with words, first with the sound A (at the beginning of the word), then with the sound A (in the middle and end of the word). Then the speech therapist suggests coming up with names for boys and girls with the sound or sound A. The children say the names: Anya, Alla, Alisa, Alsou, Andrey, Alik, Artem, etc.

Lesson summary

The speech therapist asks the children: - What sound did we play with today? The sound A has no barrier - what is the name of such a sound (vowel). How do we denote a vowel sound? What letter represents the sound A? (Letter A). What does the letter A look like? (house roof, hut). How do we write it? Well done. Our lesson is over.

Summary of a speech therapy lesson with pupils aged 6-7 years on teaching the elements of literacy

Subject: Sound [a], letter “A”.

Target: Strengthen the skills of clear pronunciation of the sound [a].

Tasks

Correctional and educational:

Teach children to correctly articulate the sound [a].

Introduce students to the letter “A”.

Learn to highlight the sound [a] at the beginning of a word.

Correctional and developmental:

Develop fine and speech motor skills.

Develop sound analysis skills.

Develop auditory attention and memory.

Develop a smooth, long exhalation.

Correctional and educational:

Cultivate perseverance and interest in new things.

Cultivate respect for each other.

Equipment: pictures for sound [a], tape, counting sticks, exercise books, colored pencils, photocopies of copybooks.

Progress of the lesson

1. Organizing time

- Guys, today we will learn to be students and get acquainted with

letters. But you will find out which letter we will get acquainted with a little later.

2. Introduction to sound [A]

Alina has a little sister Anya. Anya has a rattle. There's something in the rattle

made some noise. Anya was delighted, waves her rattle, opened her mouth and sang loudly:

How did Anya sing? Repeat. (A-A-A)

3. Articulation gymnastics

Listen to the tale of the Merry Tongue.

- “The tongue liked the song sound [a]. He wanted to sing it. He opened his wide

Sing this song together.

And now I will pull the ribbon and sing: “A-A-A”

Look how long the ribbon I pulled out while I was singing the song.

In order to get a long ribbon, you need to take a deep breath and

long exhale.

- Now you sing a song sound [a] long.

4. Pronouncing words with sound [A]

Guys, this song can be heard in many words. Listen to how I pronounce

words with sound [a].

Alla, Anya, orange, stork, bus, pineapple, watermelon, August

Let's say these words all together and make the [a] sound at the beginning of each word.

5. Physical education minute. Game "Do as I do!"

- A! - sing with me.

- A! – open your mouth wider.

- A! - we will sing high.

- A! - let's hold it low.

- A! - as if far away.

- A! – we hear close.

- A! - let's whisper.

- A! - Let's shout loudly.

“Oh,” quietly.

- A! - so loud!

– Now we will know everything:

This is what A can sound like!

6. Sound highlighting [a] by ear. Game "Be careful!"

Guys, I will name different sounds, and if you hear the sound [a], clap your hands:

o u a m i a z a r d a g u a o y a

And now I will name the syllables, and you, listen, whether our sound is there or not, and clap too:

ma mo mu pa po ry ra ru ba bo wa wo wu ta da sa

Now let's listen to the words:

stork orange mushrooms pineapple lemon aquarium bus snow watermelon

7. Introducing the letter “A”

Guys, look at the letter “A”. What does she look like?

(To the house, to the hut, to the roof)

Let's make the letter "A" from sticks.

Now let's write it in a notebook. Open your notebooks and look at the sample. We skip one cell and write in another.

8. Coloring pictures with sound [a]

Look at your leaves, there are pictures on them. You need to color only those pictures that begin with the sound [a].

What pictures will you color? (Stork, bus, aquarium, watermelon, album)

9. Summing up the lesson

Guys, what sound did we learn to speak today? (Sound [a])

Which letter are you familiar with? (With the letter "A")