Acquaintance with the sound (a) and the letter A. A visual and didactic guide for automating sound “Interesting cards Phonetic gymnastics “Doll to sleep”
Summary of speech therapy classes for preschoolers
Subject: SOUND [A]. THE LETTER A"
Objectives: to teach to clearly pronounce the sound [a]; learn to distinguish the sound [a] from a number of vowels, from the beginning of a word; familiarity with the letter "A"; develop sound attention, phonemic perception the ability to control hand movements with the eyes.
Equipment: a picture of a crying girl; individual mirrors for each child; cards with the sound symbol [a]; sound profile [a]; subject pictures for sound [a]; poster "forest clearing"; stencils of the letter "A", cut out of sandpaper; stencils geometric shapes cut out of cardboard.
Lesson progress
Organizing time.
Speech therapist. The one who has a red circle, a blue square, a yellow triangle on the table will sit down.
Topic message.
Speech therapist. Dwarf Zvukoznaykin brought a picture. Look, Anya is crying: ah-ah-ah. This picture is a symbol of sound [a]. Today we will learn how to pronounce the sound [a] correctly, get acquainted with the letter "A".
Clarification of the articulation of sound [a]. Work with individual mirrors.
Speech therapist. Guys, each take your own mirror and pronounce the sound [a] clearly and clearly. The speech therapist explains: when pronouncing the sound [a]: the mouth is wide open, the tongue lies calmly below, the voice works.
Consider the position of the lips, tongue on the profile; draw the children's attention to the fact that the air passes freely, there are no obstacles.
Pronounce the sound [a] in chorus and individually, controlling the position of the lips and tongue with the help of a mirror.
Speech therapist. The sound [a] is a vowel, it is pronounced firmly, decisively, boldly, it can be pulled, sung. Imagine that we are putting the doll to sleep, let's sing a song to her: ah-ah-ah-ah.
Now let's pronounce the sound [a] - briefly and loudly: a, a, a; and now it is drawn out and quietly: ah-ah-ah-ah.
Pronunciation of reverse and direct syllables: am, at, ak, an, nu, mu, tu, etc. 
Selecting the sound [a] from a series of vowel sounds, raise the card with the sound symbol [a]:
a, y, a, s, a, uh, y, a, s, a, etc.
Look at the pictures, pronounce the words with the sound [a] at the beginning of the word: stork, pineapple, bus, antenna, shark, orange.
Isolation of the sound [a] from the beginning of a word.
Speech therapist. Listen to how I say, and look at my lips - Aaanya (highlight the sound [a] with intonation). The first sound in this word is the sound [a].
The speech therapist calls the words, the children name the first sound: apricot, orange, machine, pharmacy, aster, Alla, etc.
Introduction to the letter "A".
Speech therapist. The sound [a] can be written with the letter "A". (Consider the capital letter "A" and the small letter "a".)
Speech therapist. What does the letter "A" look like?
Children's answers.
A large red letter "A" is placed in the vowel box office, the second letter "A" is placed in a forest clearing (a poster of "forest clearing" is on the wall, the letters are attached with a magnet).
Speech therapist. Listen to the poem “The sound and the letter“ A ”, name the words that begin with the sound [a].
The stork brought from the store
Cargo on your wheelchair:
Pineapples, oranges,
Apricots and watermelon.
Physical education "Letter "A".
A is the beginning of the alphabet,
That's what she's famous for.
And - it's easy to recognize -
Legs set wide.
Children with legs wide apart. Hands alternately on the belt, to the shoulders, up, two claps.
Finger gymnastics:
- the speech therapist invites the children to lay out the letter "A" from the sticks;
- circle the letter “A” cut out of sandpaper with your finger (circle with your index finger right hand in the direction of the letter).
- write the letter "A" in the air, make sure that the children hold the pen correctly.
Work in notebooks.
The speech therapist suggests writing the letter “A” to the children. Draw big and small watermelons, girl Anya. (Children draw using stencils - geometric shapes are cut out of cardboard).
Speech therapist. Let's say the rule is:
I will open my notebook
And I'll lay it down
I won't hide my friends from you
This is how I hold my hand.
I'll sit straight, I won't bend
I'll get to work!
Target:
- fix the correct pronunciation of the sound A;
- learn to hear and highlight the sound A at the beginning, middle, end of a word;
- introduce the concept of "vowel" sound;
- introduce a new vowel designation (red color);
- introduce the letter A;
- learn to read the letter A;
- to teach the skills of sound-letter analysis and synthesis of syllables and words;
- to fix the correct agreement of pronouns MY, MY, MY, MY with nouns;
- to fix the correct use of nouns in R. p., singular. and many others. number;
- enrich the subject dictionary with the sound A;
- develop fine motor skills of the fingers;
- develop spatial orientation on the 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, in the 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 logopedic mirrors; picture of the articulation of sound A; picture girl shakes the doll; magnetic board; marker black, red; card letter A; card - picture “What does the letter A look like” - “A is a hut, and look; there is a bench inside” (V. Savichev); wall alphabet; letters - blanks, for prescribing with a finger, with a tactile surface (velvet or sandpaper); mugs made of red cardboard; cards "Traffic lights" with chips to determine the place of sound in a word; notebooks (halves of an ordinary thin notebook in a cage); pencils (simple, red);
Organizing time: Guessing riddles: A climber stands on the roof - and catches news for us (Antenna) A. Maslennikov; Himself scarlet sugar, caftan 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 guesses - the sound A; If the children hear well and distinguish the sound A, the teacher can offer the children guesses with the sound A in a strong position, in the middle and end of the word: A pear is hanging - you can’t eat (Lamp); Not a beast, not a bird, but a nose like a knitting needle (Mosquito); Red-haired with a fluffy tail, lives in a forest under a bush (Fox);
Phonetic gymnastics “doll sleep”
Alla doll came to visit us today. We will show Alla how we can hear and distinguish the sound A. The girl shakes the doll: A a A a A a A a A a; We speak softly, then loudly. Examining articulation. Refine articulation. Sound articulation picture 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 call pictures with the sound A (at the discretion of the teacher), highlighting the sound with their voice. The game uses traffic lights cards with chips to determine the place of the sound A in the word.
Game "Greedy"
The speech therapist lays out pictures in front of the children. Ask them to name them correctly. Then the participants of the game take turns covering any picture with their palm and say: - My lamp. My pineapple. My watermelons, etc. The speech therapist monitors the correctness of the assignment.
Game "What's Not"
The speech therapist lays out pictures in front of the children. He asks them to name a at the same time and 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 is missing? We remove any one picture three times. We hide two pictures twice. Three pictures one time. Practicing the correct use of nouns. and many others. numbers in 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, clap your hands. In the game, you can give words to the sounds U or I for comparison. Thus, preparing children for the differentiation of 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. minute;
Game "Orange":
We shared an orange.
There are many of us, and he is one.
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 ... peel.
He is angry with us - trouble!
Run away in all directions.
A speech therapist in the ear of each child tells what kind of animal he will be. The child comes up for his slice when they call his beast. At the end, a wolf suddenly appears, which takes the slices from those who did not have time to escape from it. At the end of the game, everyone, as it were, breaks off a piece of their slices to the wolf, and he becomes kind. 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 tongue twisters:
Ta - ta - ta - fluffy tail of a cat;
- ha - ha - ha - the deer has antlers;
- ha - ha - ha - do not catch us a rooster;
- cha - cha - cha - a bunny is sitting at the doctor;
- Ms - Ms - Ms - two hedgehogs ran away; etc.
Echo game
The speech therapist asks the children to repeat the rows of syllables - first loudly, then quietly:
Ta-ta-yes
Yes - yes - yes
Pa-pa-ba
Ba - ba - pa, etc.
Say the saying: A lot of snow, a lot of bread (explain the meaning).
The game "Riddles - add-ons"
Children in poems add words according to meaning.
I'm early this morning
Washed from - under ... (faucet).For chicks and for animals,
We also need a nursery ..... (garden).Did not listen to Bunny dad,
They crushed the Bunny ... (paw).Sleep, little mouse, until the morning,
I will give you ... (mosquito).The sun is shining too bright
The hippo became ... (hot).Tears are shed by Oksanka,
She broke ... (sled).It's dark for us, we ask dad
We turn on brighter ... (lamp).I sewed myself a kitten slippers,
So that they don’t freeze in winter .... (paws).We had a weirdo
He bred in the garden ... (poppy).
What sound did you hear in the addons? (Sound A).
The letter a
Showing the letter - cards 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. Sound is sung by voice. The sound A has no barrier - it is a vowel. Vowel sounds will be marked in red. The speech therapist under the letter A draws a red circle with a marker.
Work in notebooks
Children print the letter A in notebooks. 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. The vowel sound is marked in red.
Game "Think of a word"
The speech therapist invites 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 offers to come up with names for boys and girls with a sound or the sound A. Children name names: Anya, Alla, Alice, Alsou, Andrey, Alik, Artem, etc.
Summary of the lesson
The speech therapist asks the children: - What sound did we play today? The sound A has no barrier - what is the name of such a sound (vowel). How do we define a vowel sound? What is the letter for the sound A? (Letter A). What does the letter A look like? (roof of the house, hut). How do we write it? Well done. Our lesson is over.
Galina Kostyuk
Automation of delivered sounds is a very important and crucial stage in corrective speech therapy work to eliminate sound pronunciation disorders. Many children, unfortunately, various reasons, sounds are automated very heavily. The use of visibility in corrective work contributes to the formation of children's interest in classes, and game techniques stimulate the mental activity of speech pathologists, thereby contributing to the achievement of the desired results.
I made this manual with the help of the picture constructor from the developing portal "Mersibo". It consists of 4 A-4 size cards. On the front side - a house and pictures that "live" in this house. On the reverse side- description of the game exercises used in the work with this manual. The pictures were selected in such a way that the words did not contain hissing sounds and a minimum of sonors. Speech therapists and defectologists know that this fact contributes to a more successful process of automating whistling sounds.
Visual and didactic manual "Interesting cards". Sound automation C.
Target:
Automation of sound C in words, in sentences; development of phonemic perception, grammatical structure, coherent speech.
Card #1 Automation of the C sound at the beginning of a word.
Game exercises:
"Repeat" The child repeats the names of the pictures after the adult (sun, plane, dog, salad, owl, salute, scoop, saxophone, boots, nightingale, catfish, salt shaker, elephant, pig, soup, bough, chest, juice, table, chair, glass, beets , plums).
"Hide and Seek"
"Name the furniture"(transportation, pets, greenery, birds, etc.)
"Who has a tail?" Child: A dog has a tail, etc.
"One is Many" 1st child (or adult) - airplane, 2nd child - airplanes, etc.
"Telegraph"
"Continue the offer" The adult says the beginning of the sentence, the child finishes. For example: High in the sky flies (airplane). Delicious (juice) was poured into a glass. They put an empty (glass) on the table, etc.
"What's Between, What's in" 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 have no sun, but I have a plane, etc.
"Make a proposal according to the model" Sample: The owl sleeps during the day, and the nightingale sings, etc.
Card #2Automation of the C sound in the middle of a word
Game exercises:
"Acquaintance"
"Repeat" The child repeats the names of the pictures after the adult (fox, wasp, braids, beans, wheel, mustache, clock, dishes, beads, braid, sand, donkey, swallow, wasps, stork, popsicle, leaf, bridge, football player, cabbage, wheels).
"Name an item and get a token" The child independently names the pictures, receives a chip for the correctly pronounced word.
"Name the Animals"(birds, insects, garden tools, etc.)
"Who has a tail?" Child: The fox has a tail, etc.
"One is Many" 1st child (or adult) - wasp, 2nd child - wasps, etc.
"What words live in the house?" The adult closes the card, the child calls the words that he remembered.
"Telegraph" The child divides words into syllables (slaps, taps, lays out with chips).
"Continue the offer" 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's Between, What's in" 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 (kos?” Child - five wasps, three braids.
"Choose a rhyme" An adult is a fox, a child is a scythe, a wasp, etc.
Card #3Automation of the C sound at the end of a word
Game tricks:
"Acquaintance" An adult invites the child to get to know the "inhabitants" of the house and determine the common sound in all words, as well as the place of sound in words, paying attention to the color of the roof, letter and windows.
"Repeat" 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, duchesse).
"Name an item and get a token" The child independently names the pictures, receives a chip for the correctly pronounced word.
"Hide and Seek" The child closes his eyes, the adult closes 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 calls the words that he remembered.
"Telegraph" The child divides words into syllables (slaps, taps, lays out with chips).
"Make an offer"
"What's Between, What's in" 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.
"Choose a rhyme" An adult is a bus, a child is a globe (tray - coconut, nose, oats, vacuum cleaner), etc.
Card number 4 Automation of the C sound at the beginning, in the middle, at the end of a word
Game tricks:
"Repeat" The child repeats the names of the pictures after the adult (pineapple, stork, clock, plane, wasp, popsicle, juice, tray, dishes, bus, catfish, owl, boots, wheel, dog, pig, forest).
"Name an item and get a token" The child independently names the pictures, receives a chip for the correctly pronounced word.
"Hide and Seek" The child closes his eyes, the adult closes several pictures with chips. The child opens his eyes and names the pictures that are "hidden".
"Name the words in which the sound C 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 (slaps, taps, lays out with chips).
"Continue the offer" The adult says the beginning of the sentence, the child finishes using the words from the card. For example: High in the sky flies (airplane). Orange juice was poured into (a glass).
"Make an offer" The adult calls the word, the child makes a sentence with this word.
"What's Between, What's in" 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 according to the model" Example: The stork flies and the catfish swims. The dog barks and the pig grunts.
Children are happy to study according to these cards, they are interested, hence the name "Interesting Cards".
Related publications:
Automation of sound [h] using the didactic manual "Rechekrug" Tasks: 1. Automation of sound Z in words and phrasal speech. 2. Improving phonemic perception, the ability to divide words into syllables.
The guide is very easy to make. Multi-colored sheets of cardboard are taken. Cards 15x12 cm are cut out. Horizontal ones are drawn in the cards.
This manual was developed by me for working with children. early age It is made of fabric, with windows of various shapes and colors.
Purpose: to consolidate and systematize the knowledge gained about wild and domestic animals, about their place of residence (wild in the forest, and domestic next to a person).
I made this visual didactic manual myself, picked up the pictures of "Insects" on the Internet, and processed them in Photoshop. Goal: Visible.
Summary of the lesson on the topic “Consolidating knowledge about the sound “A” and the letter “A”
ABSTRACT
A speech therapy lesson conducted by a student of group 505 of the defectological faculty of Moscow State Pedagogical University Yastrebova T.V. in group No. 8 for children with general underdevelopment of speech preschool educational institution No. 1043 of the Southern Educational District of Moscow
Target: to consolidate children's knowledge of the sound A and the letter A.
Tasks:
1. To consolidate the development of a clear pronunciation of the sound "a".
2. To consolidate the ability to develop plural nouns with the ending A
3. To develop auditory attention, the use of sound A in isolation, in syllables, in words.
4. Fix the selection of sound A from a series of vowels.
5. Consolidate knowledge of the letter A.
6. Develop fine motor skills.
Equipment:
Doll, symbol (card) of the sound "A", red square, card with the letter "A", pictures.
I. Organizational moment(3 minutes)
Speech therapist: - Questions for children on the topic of fruits. The one who answers my question correctly will sit down.
2. Introduction to the topic of the lesson:(2 minutes)
Speech therapist: Guys, we have a doll visiting today. Her name is Ann. She has a task for you.
Listen and name the first sound in the words:
arch, stork, watermelon, august
II. Main part.
3. Sound articulation. (4 minutes)
Speech therapist: Let's get together let's make a sound"BUT".
Open mouth wide
Gently shake the doll. (Pronounced individually and in chorus, with different voice strengths - quieter, louder.)
Speech therapist:- That's right, the sound "A" is heard. This is a vowel sound, it is sung and we do not feel any barriers in our mouth when we pronounce it. Look at the picture: the girl rocks the doll and sings "AAAA" to it. (a picture of a girl with a doll is posted on the board)
4. Speech therapist:- Mission completed. Now look, I have a red square in my hands - this is a symbol of all vowel sounds, including the sound “A”. This is how we will label it.
5. Speech therapist: Anya doll has prepared a game for you, she calls the game “Clap your hands if you hear the sound “A”: (3 minutes)
a, y, o, a, s, and, a, uh, y, a.
mu-ma-mu
na-na-na
so-so-so
sun, may, face, street, umbrella, finger
6. Speech therapist: - Doll Anya forgot the name of the pictures, let's help her remember them together. Look at the pictures carefully and name them, say where the sound A is at the beginning or at the end. (3 minutes)
(pictures and diagrams are hung on the board: at the beginning or at the end of the word there is a sound)
Mouse, cat, stork, watermelon, apricot, bus, plum, orange, book, angel, shark, giraffe. Snail, bee.
7. Physical education minute(3 minutes)
Stork, long-legged stork, show us the way.
(legs stomp, after hand show to the side) The stork replies: "Stomp right foot stomp your left foot.
(stomp left foot, stomp right foot) Step with your right foot, step with your left foot, then you will come home! (step with right foot, step with left foot, walking in place)
Speech therapist: Guys, in what words did you hear the sound "A", name them.
6. Plural formation of nouns with the ending "A"(4 minutes)
Speech therapist:- Guys, let's play a game, "One and many"
I will post a picture for you in the singular, and you will have to find a pair of this picture, where there are a lot of these items. (ex: window - windows)
Home - at home;
Face - faces;
Train - trains;
Glass - glass;
Horn - horns;
Eye - eyes;
Foal - foals;
Doctor - doctors;
Child - guys;
Kitten - kittens;
Bucket - buckets;
Egg - eggs;
Ring - rings;
Elephant - baby elephants.
8. Introduction to the letter "A".(2 minutes)
Speech therapist:- Listen to the poem:
The letter A is tall and slender.
It is very similar to the arch.
Speech therapist:- Look here it is the letter "A". (A card with the image of the letter "A" is displayed).
Speech therapist:- Let's draw the letter A together with a magic pencil in the air.
9.Individual work(4 minutes)
Speech therapist: Laying out the letter "A" from sticks.
Let's try to put it together.
10. The result of the lesson, the assessment of children.(1 minute)
Speech therapist:- Guys, remember what sound we met today in class?
With what letter?
What color do we represent?
What did you like the most?
Well done, well trained, listened attentively, answered questions.
Correction-developing tasks.
To teach the child to navigate in the "scheme of his own body" on himself and the person sitting opposite.
Teach the child to determine the direction of sound in space.
Learn to pronounce the sound [A] clearly.
Learn to highlight the sound [A] in the stressed position at the beginning and at the end of the word.
To teach the analysis and synthesis of sound complexes AU, UA.
Exercise 1. An adult teaches a child to navigate in the “scheme of his own body”: he explains and shows where his right and left hand, right and left leg. Then he asks the child to show where he has left ear, right eye, left eyebrow etc. After that, he offers to answer in which hand (right or left) he holds the object given to him. When the baby learns to correctly navigate in the "scheme of his own body", the adult teaches him to determine "right - left" on the person sitting next to the child, and then on the person sitting opposite.
Task 2. Didactic exercise "Where did the sound come from?" (development of auditory attention).
The child closes his eyes. The adult rings the bell, and the child must indicate with his hand where the sound comes from.
Task 3. Acquaintance with the sound [A].
The adult offers the child to listen to a series of words.
An adult shows the child in front of a mirror and explains the articulation of the sound [A]: when we pronounce the sound [A], then:
lips in a calm state;
the mouth is open wide;
the tongue lies quietly in the mouth;
the neck “works” (the child’s hand lies on his neck to control the work of the vocal cords).
The child correctly pronounces the sound [A] in front of the mirror, and then reproduces the articulation of the sound without a voice. An adult explains to the child that the sound [A] is a vowel (it can be sung, because the air does not meet an obstacle in its path), and shows the child a red circle to indicate this sound, as well as a symbol for the sound [A] - the girl is rocking the doll and sings to her: AAA ...
Task 4. phonetic exercises. The adult asks the child:
show how the girl rocks the doll: aaaaaaaa ... (following the adult on a smooth long exhalation);
What does the doctor ask you to say when he examines the throat? - A-A-A ... (following the adult, abruptly);
independently pronounce the sound [A] as many times as the number of times an adult clap his hands.
Task 5. An adult asks the child to name an extra word in a row (one that does not begin with the sound [A]): orange, artist, soup, astronomer.
Task 6. Didactic exercise "Say the word and name the first sound in the word."
The adult tells the poem, and the child performs the appropriate movements and finishes the last word of each line, highlighting the stressed syllable in it with his voice.
He is big, - Hands are in a semicircle in front of you.
like a soccer ball
If ripe, everyone is happy. - He strokes his tummy with his right hand.
It tastes so good
And his name is... (watermelon)
Task 7. Guess riddles, name the first sound in riddle words.
I'm standing on the roof
All pipes above. (Antenna)
Himself scarlet, sugar,
The caftan is green, velvet. ( Watermelon)
Task 8. An adult calls a word to the child, asks to determine and designate the place of the sound [A] in it (the beginning or end of the word), using a red circle and a card.
August, stork...; hand, fox, saw.
Task 9. Didactic exercise “Name it on A” (remember words from one semantic circle that begin with the sound [A]): transport: bus, airbus, airplane ...; fruits: pineapple, orange, apricot...; professions: agronomist, astronomer, artist...; names of boys and girls: Anya...; Andrew...
Task 10. Paste pictures with images of objects whose names begin with the sound [A] into the notebook.
Task 11. Learn vocabulary:
A-ah-ah - wider mouth, kids.
Ahh, my leg hurts.
Task 12. An adult reads a poem and asks the child to answer what the same sound is often heard in it, and then name all the words from this poem that begin with the sound [A].
What are you driving, car?
Anything starting with the letter A:
Here are watermelons, oranges,
Apricots and quince.
When listing fruits, the child successively bends the fingers of his left hand with his right hand.
G. Satir
Task 13. Finger exercise:
We shared an orange; - Fingers clenched for every word
There are many of us, and he is one - into a fist.
This slice is for a hedgehog, - With the left hand, alternately bend the fingers of the right hand.
This slice is for a swift,
This slice is for ducklings,
This slice is for kittens,
This slice is for the beaver
And for a wolf - peel.
Task 14. Exercise for the development of coordination of speech with movements:
Stork, long-legged stork,
Show me the way home!
Stomp with your right foot
Stomp with your left foot
Again, right foot
Again, left foot
Then with the right foot
After - with the left foot,
That's when you come home!
I. Tokmakova
(Children perform movements in accordance with the text.)
Task 15. Introduction to the letter A.
The letter A is tall and slender.
It is very similar to the arch.
V. Kovshikov
What else does the letter A look like? (To the rocket, the roof of the house...)
Letter A from fingers: index and middle fingers the right hands are lowered down, the rest are clenched into a fist, and the index finger of the left hand forms a “belt”.
Letter games.
Task 16. Analysis of sound complexes: a cry in the forest: AU; baby crying: wow.
The adult asks the child to answer the following questions:
What is the first sound you hear? What is the second sound you hear?
After that, the adult offers the child to lay out a diagram of each of these sound complexes using red circles.
Laying out the words AU, UA from the letters of the split alphabet, reading, writing in block letters in a notebook (copying and writing from memory with preliminary sound analysis).
