Diploma in the preparatory group of kindergarten. Outline of an open lesson in a preparatory group on literacy “Proposal”

Summary of a literacy lesson for children in a pre-school group

Tasks:
- Improve phonemic perception, the ability to determine the number and sequence of words in a sentence.
- To promote the assimilation of the concept of a word as part of a sentence.
- Develop the ability to draw up sentence diagrams and write them down.
- Improve dialogic speech.
- Develop children's imagination and creativity, activate speech.
- Create a favorable emotional background.
- Learn independently, complete the teacher’s assignments.
- Develop the skill of self-control and self-assessment of work performed.

Progress of the lesson
Teacher: Good morning! A new day has come. I will smile at you, and you will smile at each other. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And exhale through your mouth all the resentments, anger and grief. Children, guests came to our classes today. Let's say hello to them and sit quietly on the chairs.
Children: greet the guests and take their seats at their desks.
Teacher: Today in class another guest came to us, and you will find out who he is by guessing the riddle:
Angry touchy one,
Lives in the wilderness of the forest,
There are a lot of needles
And not a single thread.
Children: Hedgehog.
Teacher: That's right guys. Tell me, why is the hedgehog so touchable?
Children: It has sharp needles and cannot be petted.
Teacher: Now look what the hedgehog saw? (seek a complete answer).
Children: The hedgehog saw a mushroom.
Teacher: How many words do you hear in this sentence?
Children: There are 3 words in this sentence.
Teacher: What's the first word? Second? Third.
Children: The first word is hedgehog, the second is saw, the third is mushroom.
Teacher: Let's slap every word. Who guessed what the proposal consisted of?
Children: A sentence consists of words.
Teacher: You can write it down as a diagram. Using the diagram you can find out how many words are in a sentence. Each separate word indicated by a rectangle. One rectangle represents one word. How many words are there in our sentence: “The hedgehog saw a mushroom.”
Children: Three words in a sentence.
Teacher: How many rectangles will there be in our diagram?
Children: Three rectangles.
Teacher: Look at our diagram below, how is it different from the first diagram?
Children: The second scheme has a dash above the first word and a dot at the end.
Teacher: A rectangle with a dash means the beginning of a sentence, and a dot means the end of a sentence. Now let's rest a little.

Physical education lesson “Hedgehog”
The hedgehog stomped along the path
And he carried a mushroom on his back.
(Walking in a circle one after another.)
The hedgehog stomped slowly,
Quiet leaves rustling.
(Walk in place.)
And a bunny gallops towards me,
Long-eared jumper.
In someone's garden cleverly
I got hold of a slanted carrot.
(Jumping in place.)

Teacher: Now let's play, the one I name sits down at the table. The first to sit are those children whose names begin with the sound “A”, etc. What is shown in this picture? (The hedgehog carries an apple). How many words are there in this sentence?
Children: The hedgehog carries an apple. Three words.
Teacher: Guys, each of you has a card with a task on your table. Find the correct pattern for the sentence: “The hedgehog carries an apple.” Place a check mark next to this sentence. Now let's see how you completed the task. Did everyone complete the task correctly? Why do you think the first scheme does not suit us?
Children's answers.
Teacher: Did everyone complete the task? Draw a smiley face on your cards. Let's play the game some more "Do the math, don't be mistaken". I will name a sentence, and you clap it, and then name the number of words.
Late autumn has arrived.
The swallows have disappeared.
The first snow fell.
New Year is coming soon.

Children count the words by clapping their hands and name them in the order of the sentences.
Teacher: What a great job you guys are! Let's remember what we talked about today? What was it called? So what does the proposal consist of? How do we mark the beginning of a sentence? What do we put at the end of a sentence?
Children: From words. A rectangle with a line. Full stop.
Teacher: Guys, it's time for the hedgehog to return home - to the forest. He is tired and wants to rest. You did a good job too. Who is happy with their job? Well done.

A literacy lesson in a pre-school group.

Educational goals:

continue to teach children to conduct a sound analysis of the words “Rose” and “Meat” using the rules for writing vowels and determining the stressed vowel sound.

Learn to name words according to a given model.

Developmental goals:

develop coherent speech (monological and dialogic forms);

consolidate the ability to answer questions with a common sentence;

develop the ability to draw conclusions independently;

develop the grammatical structure of speech (consolidate the skill of agreeing adjectives with nouns in gender, number, case);

development of phonemic hearing, perception, attention, memory, verbal and logical thinking;

develop the ability to name words with a given sound.

Educational goals:

developing the skill of independent activity;

to develop in children the skills to: work in a team, patiently listen to questions from teachers, answers from comrades and respect their opinions;

cultivate a sense of mutual assistance and assistance;

cultivate interest in the activity and love for the native language.

Demonstration material: red, blue, green, black chips; cash register with the vowels “a” and “i” gone through; letter "o"; pointer.

Handout material: red, blue, green, black chips; cash register with the vowels “a” and “i” gone through; letter "o"; card with a diagram (houses for sounds).

Progress of the lesson

I. Organizational stage.

II. Setting a learning task through game motivation.

III. Main stage.

Game “Who is bigger?”;

Game exercise “Finish the word”;

Game "Shorty Babies";

Game exercise “Transforming words - a magic chain”;

Word game “Say it right”;

Game “Name Your Brother”;

Game "Recognize the sound";

Word game “The sound got lost”;

Game “Who is attentive?”;

Carrying out a sound analysis of the words “Rose” and “Meat” using the rules for writing vowels;

Game "Correct the mistake";

Game "Name the words."

IV. The final stage.

Progress of the lesson

(Children enter the group and greet guests)

Educator: - Guys, please tell me which group you go to? (Preparatory group)

- So, soon you will become schoolchildren. Imagine that today you are not in a group, but in a school, in a classroom. Teachers came to us to see how you are ready for school. Shall we show our guests what we know and can do?

(The bell rings, the children stand in a circle)

Educator:

- Guys, you know what we say in words. And now we will show how many words we know. Let's play the game "Who is bigger?" (The teacher stands in a circle with the ball, throws the ball to the child, calls any sound, the child returns the ball and calls a word that begins with this sound).

- Well done, you said a lot of words. And now the game “Finish the word.” (The teacher with the ball stands in a circle, throwing the ball to the child, calls the first part of the word, the child, returning the ball, calls the second part or the whole word: dro-va, so-va, tsap-lya, etc.)

- Great, and now the game “Shorty Babies”:

We are short babies.

We will be glad if you

Think about it and find out

And the beginning and the end.

(Boris, rhinoceros, pie, skid, Aquarius, zoo, password, fence)

- Okay, and now the game “Transforming words - a magic chain” (The teacher stands in a circle with a ball, throwing the ball to the child, calls a word, he changes one sound and calls a new word: house - tom - com - crowbar - catfish, chalk - sat down - sang, beetle - bough - onion)

- Well done, and so the game “Say it correctly” (agreeing an adjective with a noun in gender, number and case).

- Guys, so far we have been talking about words. Tell me, what do words consist of? (from sounds)

-What are the sounds? (Vowels and consonants)

- What about the consonant sounds that we know? (Hard and soft consonants)

- Okay, let's play the game “Name Your Brother” (The teacher stands in a circle with the ball, throws the ball to the child, names a hard or soft consonant sound, the child, returning the ball, calls the opposite one).

- Well done, you have already told me a lot. Now show how you recognize the sound, the game “Recognize the Sound” (The teacher names the words, the children clap their hands if they hear the sound p, z).

— Do you know that sounds can get lost, the game “Lost Sound”:

The hunter shouted: “Oh!

The doors (animals) are chasing me!”

Sits firmly in the garden

Orange cap (turnip).

The lazy man is lying on a cot,

Gnawing, crunching, guns (drying).

The poet finished the line,

At the end I put a barrel (dot).

- Great, you did a great job in the game. Now, quietly go to your desks. (Children go to the tables)

- Place red, blue, green chips from your boxes in front of you. Game "Who is attentive?" (The teacher names one sound at a time, the children raise the chip that represents it. During the game, the teacher asks the children individually: “Why did you pick up this particular chip?”, the child explains).

- Well done, remove the chips. Move the diagram towards you, we conduct a sound analysis of the word “Rose”, and Kirill analyzes the word at the board. (Children parse the word independently, and Kirill - with reverse side boards. When he finished and larger number children, the board unfolds, and Kirill explains why he composed this particular model of the word).

- The first sound in the word “Rose” is the sound “r”, a hard consonant sound and is indicated by a blue chip. The second sound in the word “Rose” is the sound “o”, a vowel sound and is indicated by a red chip. The third sound in the word “Rose” is the sound “z”, a hard consonant sound and is indicated by a blue chip. The fourth sound in the word “Rose” is the sound “a”, a vowel sound and is indicated by a red chip.

- And you guys, check, you have such a model, check your neighbor too.

- Good girl, you did everything right.

- How many sounds are in the word “Rose”? (4). How many consonant sounds are there in the word “Rose”? (2). Name the 1st consonant, 2nd consonant (“p”, “z”). What is the stressed vowel sound in the word "Rose"? (O). What chip indicates a stressed vowel sound? (Black).

(the teacher invites the children to put the word “Meat” under the word “Rose”. The children parse the word on the spot, and at the board in front of them the child parses it, explaining each of his actions)

— What are the same vowel sounds in the words “Rose” and “Meat”? (ABOUT). What consonant sounds are followed by “o” sounds? (after hard consonants).

(The teacher shows the children the letter “o” and they replace the red chips with the letters “o”).

- Well done, now put all the chips in the box. Game “Correct the mistake” (The teacher places a blue chip on the board and behind it the letters “a”, “o”, under them lays out a green chip and the letter “I”. Repeats with the children the rules for writing the vowels they have learned. Then asks them to close their eyes, rearranges sometimes letters first, then chips. Children find and correct the mistake.).

— Good guys, we corrected all the mistakes. Now look at what model I put on the board: blue, red, blue chips. Game "Name the words." Name the words that can be read using this model. For example: cat, onion,…..(tom, house, lump, mouth, nose, catfish, smoke, poppy, current).

Well done!!!

Result: - What did we do in class today? (Children's answers)

— Who do you think took a more active part in the lesson today, who distinguished himself, who worked well? (Children's answers) Now let's applaud those guys who did a good job!

(The bell rings, class is over)

Outline of educational activities for teaching literacy for the preparatory group for kindergarten

(it is more expedient to carry out in subgroups)
This material is intended for educators kindergarten. The GCD summary will be useful in working with children of the senior/preparatory group, educational field cognition (learning to read and write).

Topic: Introducing children to the proposal.

Target: the formation of children's ideas about the sentence as an intonation and semantic unit of speech.

Software tasks:
1. Teach children to isolate a two-word sentence without prepositions.
2. Learn to break each sentence into words and notice how many words are in the sentence; in what order they follow.
3. Learning to write sentences graphically.
4. Accustom to speak every word loudly, distinctly, clearly.

Materials and equipment: snowflake on a string of tissue paper, notebooks, pencils, ruler, board, pointer. Used in the notes finger games author Galyant I.M.

GCD move:

Part I. Children sit in a semicircle.
- Guys, look who came to visit us today (I bring in the “Dunno” doll and sit me on a chair next to me).
- Yes, this is Dunno. He really wanted to come visit us and listen to us talk about what a proposal is. After all, Dunno would also like to become literate. But in order for Dunno to understand and hear everything, we will speak loudly, clearly, clearly, pronounce and pronounce every word.
- To do this, we will work on our breathing (I give each child a snowflake).
- Take the snowflake by the thread and hang it at the level of your mouth. Imagine that a strong wind blew, snowflakes swirled, and the wind died down (the children blow on the snowflake, the teacher makes sure that each child succeeds). The wind began to blow stronger, even stronger. The wind died down again.
Part II. Guys, did you know that sentences consist of words and I’ll tell you this sentence: “Dunno is sitting.”

Tell me, how many words have I just said about Dunno? (children's answers).
- What is the first word? What is the second word? How many words are there in the sentence? (children's answers).
- Now guys, come up with a two-word sentence about Dunno. (For example, “Dunno fell,” “Dunno got up.”) (You can ask each child.)
- A sentence always says something, from a sentence we always learn about something, i.e. it contains a certain meaning, and the sentence, as you have already noticed, consists of words.
Part III. And now, together with Dunno, let’s play the game “Prank” with our fingers:
Girls and boys, where are your fingers? (Hide your hands behind your back).
Fingers started to move in the morning (move your fingers).
To visit Aunt Razigra (clap your hands).
They were sitting on a bench (on thumb left hand “sit” with each finger of the hand, starting with the little finger).
Yes, they looked out the window (make “windows” in front of your eyes using your fingers).
We drank some tea, some tea, I’ll play a prank (alternate clapping and showing thumbs).
Sunny's palm was stroked a little (stroke the palms, lightly massaging them).
The fingers were raised and became rays (straighten and spread the fingers of both hands).
- The next game is called “Living Words”. At will, two children are called up and are invited to become “living words.” Children make up a sentence and call it “Dunno Listens.” The teacher invites the children to swap words and call the resulting sentence “Dunno is listening.” You can ask a couple more children to do the same.
- Children, it turns out that the words in a sentence can be swapped and its meaning does not change.
Part IV. Physical pause. Guys, let's imagine that we are leaves. And suddenly a strong wind blew, the leaves began to spin:
We are autumn leaves
They sat on branches (children squat).
The wind blew and they flew.
We flew, we flew (children run on their toes)
And they sat quietly on the ground,
The wind came again
And I picked up all the leaves,
Turned them around, spun them around (they spin around in place)
And he lowered it to the ground.
Part V We go to the tables.
- Guys, do you know that a sentence can be represented by a graphic notation. But for this there are rules for writing a proposal:
1. A sentence always begins with a capital letter.
2. Words in a sentence are written at a distance from each other, i.e. there is a pause between words.
3. There is always a period at the end of the sentence, i.e. the meaning of the sentence is complete.
- Now, I will draw a sentence on the board, and you will draw it in your notebooks. (I write down “Dunno writes” on the board, draw a diagram of the sentence). The sentence consists of two words: the first word is “Dunno”, the second word is “writes”, a period is placed at the end of the sentence.
- Independent work children. Guys, now each of you independently come up with new sentences about Dunno from two words and write down the scheme of the sentence in your notebooks.
VI final part. Today we talked about Dunno in two words. I think Dunno really enjoyed working with us. Tell me what have we learned today? Yes, we learned how to make sentences from two words. Notice what the first and second word is in a sentence. We learned how to write a sentence using a diagram. Would you guys like Dunno to come to our next lesson? Thank you, I liked what you did today.

Abstract

GCD for literacy preparation

preparatory group

Speech therapist teacher: Sharifullina T.V.

MBDOU kindergarten No. 1 “Smile”

Ostashkov, Tver region

Topic: “ABVGDeyka”

Goal: To consolidate knowledge of preparing children for literacy.

Correctional educational tasks:

Continue learning to conduct sound analysis of words

Strengthen the ability to determine the presence of a given sound in a word.

Strengthen the ability to complete and supplement a sentence with meaning using supporting pictures.

Correction and development tasks:

Develop phonemic awareness.

Develop memory and attention.

Develop verbal-logical thinking in children, to reason, to draw conclusions.

Correctional and educational tasks:

Cultivate respect and mutual understanding for each other.

Develop the ability to use acquired knowledge in practical activities.

Equipment: projector, video presentation (excerpt from the TV show “ABVGDeyka”, slides with pictures for highlighting sound, pictures for determining the number of syllables), magnetic board, cards with words from proverbs, ball.

Handout: a set of subject pictures, cards with the image of a circle, felt-tip pens.

Children enter the group and greet the guests.

Speech therapist teacher: Stand in a circle quickly, hold hands tightly.

Children stand in a circle.

All the children gathered in a circle

I am your friend and you are my friend

Let's hold hands tightly

And let's smile at each other.

And we play and we sing,

We live together in a group . (installation on N0D)

Game "Magic Sounds"

Speech therapist: Guys, do you know that singing certain sounds helps improve your health? If you have a runny nose, turn into an airplane - take a deep breath, and as you exhale, pronounce the sound [B] for a long time and quietly. If you have a sore throat, turn into a mosquito and pronounce the sound [З] as you exhale. When coughing, turning into a beetle and pronouncing the sound [Zh] for a long time will help.

Children perform exercises while standing, eyes closed and body relaxed.

Speech therapist: Remember these exercises and do them, and magical sounds will always come to your aid.

Guys, who remembers the articulation fairy tale “At Grandma and Grandpa’s”?

Articulation gymnastics

Fat grandchildren came to visit (the children puffed out their cheeks)

With them the thin ones are just skin and guests (they sucked in their cheeks without opening their mouth)

Grandparents smiled at everyone (wide smile)

They reached out to kiss everyone (imitation kiss)

In the morning we woke up with a smile on our lips (wide smile)

We cleaned ours upper teeth(the tongue moves between

upper lip and teeth)

Right and left, inside and outside (corresponding tongue movements)

We are also friends with the lower teeth (corresponding tongue movements)

Speech therapist: Guys, we received a VIDEO LETTER. Want to watch? Make yourself comfortable. (Children sit in a semicircle opposite interactive whiteboard) Attention to the screen. (Surprise moment)

Video. On the screen is an excerpt from the TV show “ABVGDeyka”. The heroes received an assignment from the teacher to make up a proverb about friendship from words. They find it difficult. They ask the guys for help.

Speech therapist teacher: Guys, let's help the clowns?

You and I know that the direct path to success is your sensitive ears, attentive eyes and, of course, the right answers. So, are you ready to take on the challenges?

Children: Yes, sure.

Speech therapist: Look, there are words hidden on the board, (there is an exclamation mark on the cards there's a word on the other side) Are you interested in finding out what proverb is hiding? We can open them if we complete certain tasks. Do you agree?

1 task “Riddles”

Speech therapist: First, let's solve the riddles:

One is soft and whistles
The other is hard and hissing.
The third one will start singing
At least someone will pronounce it... (sound). (What sounds do you know?)

Black birds on a white page
They are silent, waiting for someone to read them... (letter).

(What is the difference between a letter and a sound??)

At first I couldn't
Read with two letters
Your first... (syllable).

I'll match the sound to the sound
And I will say it
If I put the letters in a row
Then I’ll read it later... (word).

5. I will collect a lot of words
I'll make them friends with each other
The presentation will be clear
Then I will receive...(sentence).

We have guessed the riddles, we reveal the first word.

Task 2 “Find the sound”

Pictures on the screen: Robot, drum, rocket, tomato

Speech therapist: Guys, tell me what is shown on the screen (robot, drum, rocket, tomato). Listen and name the sound that I make when I say these words?

Children's answers: R sound

Speech therapist: And now we need to determine its place in the word.

Children's answers.

Pictures on the screen:

Lamp, elephant, chair, pencil case L Ophpedist: Look and say what is shown on the screen (lamp, elephant, chair, pencil case). Listen and name the sound that I make when I say these words?

Children's answers: Sound "L".

Speech therapist: And now we need to determine its place in the word.

Speech therapist:-Right! Now I propose to highlight these sounds in other words, if we hear the sound “L”, we clap, if the sound “R”, we stomp.

Frame, llama, rose, vine, shaft, var, cake, port, swamp, work, dill, bug, lamp, ramp, table, floor, map, desk, crowbar, swarm. (children complete the task)

Smart girls, we completed this task and correctly identified the sounds “L” and “R”.

Task 3 “Divide the word into syllables”

Speech therapist: Look, guys, what interesting pictures!

Name what is shown on the screen.

Children name (doll, car, ball, pyramid)

Speech therapist: - Guys, what are words made of?

Children's answers.

How to find out how many syllables a word has?

Children's answers:(using claps, there are as many syllables in a word as there are vowels).

That’s right, use clapping to determine how many syllables are in the word “Doll”

How many syllables (1) are there in the word “ball”, how many vowel sounds? (also 1)

How many syllables (3) are there in the word “car”, how many vowel sounds? (also 3)

How many syllables are there in the word “pyramid”? 4), how many vowel sounds (also 4)

Tell me guys, what can you call these items in one word? (toys)

Speech therapist:-Well done! Now I invite everyone in the circle to play with you.

Physical education minute

We put our hands on our shoulders,

Let's start rotating them.

So we will correct the posture.

One, two, three, four, five! (hands to shoulders, rotating shoulders forward and backward).

We place our hands in front of our chests,

We separate them to the sides.

We'll do a warm-up

In any weather. (hands in front of the chest, jerking your arms to the sides).

Let's raise our right hand,

And we'll lower the other one down.

We swap them around

We move our hands smoothly. (one straight arm, the other down, with smooth movements one arm lowers and the other simultaneously rises).

Now let's get together

Let's walk everything in place. (walking in place).

To do the following, invite the children to sit at the tables.

Task 4 “Finish the sentence”

Speech therapist: guys, tell me, what is a proposal?

Children's answers: These are 2, 3, 4 or more words that are friendly with each other.

Speech therapist: Look, you have cards with pictures laid out on your table (airplane, flower, table, balloons, fish, sock). (work with handouts)

And now we will play the game “Finish the sentence.” I will start a sentence, and you, using a picture that matches the meaning, finish it.

Flying in the sky.....

Growing in the park…..

In the room there is…..

Masha has an airy...

The fishermen caught......

Grandma knitted...

Children hold up their pictures and repeat the entire sentence.

Speech therapist: Okay, we completed this task. Repeat what a sentence is (These are 2, 3, 4 or more words that are friendly with each other). (children’s individual answers)

Great, we can open the fourth word.

Task 5 “Turn a short word into a long one”

Speech therapist: And in order to open the next word, I suggest standing in a circle and playing. I will throw a ball to each of you and say a short word, and you will turn this short word into a long one. For example: cat - cat, in the second word there are more sounds, so it became longer.

Is the task clear? The game begins: ball-ball, table-table, car-car, doll-doll, etc.

Well done kids. You came up with long words correctly.

Speech therapist: You guys are very smart. You have correctly turned short words into long ones. So we can open one more word.

Open and read the fifth word.

Task 6 “Draw a letter”

Speech therapist: Guys, pay attention that you still have cards on the table. They depict a circle. What letter does it remind you of? (O) What letters do you think a circle can be turned into? That's right, if we add some imagination to the elements, then we'll get a different letter. Now I'm turning you into magical artists! And then you will be able to turn an ordinary circle into bright, cheerful, mischievous letters. One, two, three, four five, we begin to draw..... (children complete the elements to make a letter). (music plays, children draw) Guys, show us what you have done. (children show and name the resulting letters)

Speech therapist: Wonderful. We turned out so different, bright letters. We can open last word, read the whole proverb.

Offers to open the last sixth word and read the proverb.

“A tree is held together by its roots, and a person is held together by its friends.”

On the video screen: the clowns thank the children and say that they are true friends. They say goodbye.

Speech therapist: Look, the clowns are very happy and grateful that you helped them. Did you like helping the clowns yourself? Which task was the most interesting? Difficult? What new have you learned? What's your mood?

And I liked playing with you and completing tasks. You are so smart!

Guys, I have prepared a surprise for you (opens a beautiful box) look - emoticons, they are different joyful, thoughtful, sad. If it was easy for you in class today and you completed all the tasks, take a happy smiley face; if you encountered difficulties, but you tried to overcome them, take a thoughtful emoticon, and if it’s really difficult, take a sad one.

And for guests there is another box in it, too, with emoticons, if you were interested - happy emoticons, if you are bored and not interested - sad.

Now I invite everyone to the circle

Everyone gathered together in a circle

I am your friend and you are my friend

Let's hold hands tightly

And let's smile at each other.

Teacher primary classes MBOU "Shakhovskaya Secondary School" Shakhi village, Pavlovsky district, Altai Territory

This material is a summary of a literacy lesson for children in the preparatory group (6-7 years old). Lesson topic: Sound [ch’], letter Ch.

Summary of a lesson on teaching literacy in the preparatory group

Topic: Sound [ch’], letter Ch.

Goals:

Create conditions for becoming familiar with the sound [h’] and the letter Ch, which is used to denote it in writing;

Select characteristic features sound [h’], clarify its articulation;

To train children in the ability to isolate the sound [h’] against the background of a whole word, determine its place in a word, and come up with words with a given sound;

Develop children's phonemic hearing and fine motor skills;

To develop the ability to listen to the speech of an adult and each other, to work throughout the lesson.

Equipment: presentation, computer, projector, signal cards, emoticon cards, elements of the letter H for each child (made from velvet paper).

Progress of the lesson

1. Greeting. Checking readiness for class.

Hello guys! Check if you have everything you need for the lesson on your desks: notebooks, colored pencils and a pencil.

2. Psychological attitude, motivation for upcoming activities.

There's a lot waiting for us today interesting work, we will learn new things, enjoy successes, and cope with failures together.

Each of you has emoticons on your desks, please show your mood with them. (the teacher also shows a smiley face). I think that you will not be bored during the lesson, and by the end of our work your mood will only improve.

So guys, let's get to work!

3. Updating knowledge.

In the last lesson we learned a tongue twister. Let's remember her. (photo 1) (one child reminds the others)

Let's say it together slowly.

Now let's say it quickly.

Which sound is most common?

Let's remember what it is: consonant or vowel? Hard or soft? What else do we know about this sound?

What color on the diagram indicates a hard consonant? (photo 2)

Well done!

What letter represents this sound? (photo3). Let's call it all together.

4. Work on the topic of the lesson.

Today we must get acquainted with a new sound, learn a lot of interesting things about it, and also get acquainted with the letter with which it is denoted in writing.

In order to find out what kind of sound this is, guess the riddle: (photo4)

He is green, bouncy,

Completely non-prickly

It chirps in the meadow all day long,

He wants to surprise us with a song. (grasshopper)

Who is this? Have you seen real grasshoppers? Have you heard the grasshopper chirping?

I suggest you now listen to the chirping of a grasshopper, but in order to hear it, you and I need to freeze for a minute and listen carefully and carefully. (photo 5)

Did you hear the grasshopper chirping? Let's now try to turn into little grasshoppers and chirp: ch-ch-ch-ch-ch-ch.

What sound did you and I make just now?

Do you think the sound [h’] is a consonant or a vowel?

To find out whether it is hard or soft, let’s listen to the sounds in the words (we work in a notebook and according to the presentation). We got the pencils ready. What is shown in the first picture? Let's listen to the sounds in the word clock. (consistently highlight each sound in the word, give it a characteristic, paint the circles in the desired color: vowel sound - red, hard consonant - blue, soft consonant - green) What is shown in the second picture? Listen to the sounds in the word cup. (the work is carried out in a similar way) (photo 6)

So, you've completed the diagrams, well done! What can we now say about the sound [h’]? Guys, the sound [ch’] is also called hissing, just like the sound [w]. (photo 7)

5. Physical exercise on mats.

We're standing on the mat

We look in all directions,

Right, left, up and down,

Look and smile. (Turn your head right, left, up, down)

Raise your hands higher

Swing right, left.

That's it, one more time,

It works for us! (Image how the breeze shakes the trees)

Turn right, turn left,

And smile at your neighbor.

That's it, one more time,

Look at us all! (Rotate the body to the right, left)

Right, lean left,

Lean over, don't be lazy,

That's it, one more time,

Look at us all! (Tilts to the right, left)

Now let's go squat,

We are funny guys

That's it, one more time,

It works for us! (Perform half squats)

And now we'll all jump,

Like a cheerful ringing ball.

That's it, one more time,

Look at us all! (Jumping)

Raise your hands higher

Just breathe through your nose.

That's it, one more time,

And we'll finish now. (Breathing exercises)

6) Continuation of work on the topic of the lesson.

Guys, the sound [ch’] in writing is indicated by the letter Ch h (Photo 8). Let's call it correctly all together: che.

Look closely at the letter h: what does it look like? In your notebooks, circle the objects that the letter C resembles.

Guys, look, each of you has elements of the letter H on your desks, we will need to assemble a letter from them. (children form the letter H)

Well done, everyone completed this task quickly and correctly. Now trace the letter H with your finger to remember it better. (children use their fingers to trace the letter, the elements of which are cut out of velvet paper)

Did you manage to remember the letter H better?

Now let’s take a closer look at the board; we have a very smart pen that can write all the letters. Today she will show us how to spell the letter C correctly (photo 9)

Let's now try to repeat the movements of a smart pen: take simple pencils in our hands and try to write the letter C in the air.

Well, now, I think you are ready to work in your notebooks and write the letter H yourself.

7) Musical physical exercise.

8) Consolidation of acquired knowledge.

You guys are really great today, you’re doing such a great job that I think it’s time to play. There are pictures on the board depicting objects; you need to find among them those whose names contain the sound [h’].

Well done. Now let’s practice finding the letter C in words: the words are written on the board, you will need to find the letter C and circle it. (photo10)