Synopsis of a frontal speech therapy lesson in the preparatory group “Country of Knowledge. Frontal speech therapy lesson in the preparatory group

Synopsis of the frontal l orthopedic classes in preparatory group: "Sounds [s] and [s"]"

Topic: "Sounds [s] and [s"]".

Goals:

1. Correctional and educational:

- To teach children to distinguish between sounds [s] and [s"];

- Learn to differentiate sounds by hardness-softness;

- Continue to teach children the sound analysis of words;

2. Correction-developing:

Rdevelopment of phonemic hearing;

Developmentvisual, auditory memory and attention;

Rdevelop articulatory motor skills.

3. Correctional and educational:

ATdevelop respect for each other.

Equipment: subject pictures, mirrors, book.

Preliminary work: familiarity with the letter and sound [s]

I. Organizing time.

We will start our lesson today with “Gymnastics for the Mind”. Answer my questions:

The most talkative bird (magpie).

Night bird (owl).

The number following the number six (seven)

Yellow-breasted bird (titmouse)

Mustachioed fish (catfish)

What do we see when we sleep

Sea color (blue)

Insect resembling a helicopter (dragonfly)

What sounds are often repeated in words? (Sound [s] and [s"]).

Today in the lesson we will pronounce the sounds [s] and [s"] and look for words in which these sounds occur.

II. Main part.

And in order to pronounce these sounds correctly, you need to do exercises for the lips and tongue.

1. Articulation gymnastics :

exercises "Frog", "Elephant", "Shovel".

"Frog" - smile, with tension, exposing closed teeth. Hold this position for a count of five. The bite should be natural, the lower jaw should not move forward.

"Elephant" - stretching your lips forward with a tube, form an "elephant's trunk"

Spatula - Smile, open your mouth. Put a wide tongue on the lower lip. Keep calm for a count of five. In this exercise, it is important to ensure that the lower lip does not strain and does not stretch over the lower teeth.

2. Game "Guests"

Look, we have guests. Do you want to know what their names are?

I'll give you a hint. The name of the girl begins with the sound [s] What can her name be? (Sveta, Sonya, Snezhana)

And the name of the boy begins with the sound [s "]. What is the name of the boy? (Sema, Seryozha).

What sound do you hear at the beginning of the word Sonya? (sound [s])

– …, give a description of the sound [s]. (The sound [s] - consonant, solid, deaf, whistling is denoted by a blue chip)

And in the word Sema? (sound [with "])

- ... characterize the sound [s "]. (Sound [s"] - consonant, soft, deaf, whistling is indicated by a green chip)

What is the similarity between the sounds [s] and [s "]? (both sounds are consonants, deaf, whistling)

And what is the difference between them? (The sound [s] is hard, and the sound [s"] is soft).

3. The game "Let's treat the guests."

Our guests are hungry, I prepared treats for them. Let's feed them.

We will treat Sonya with treats with the sound [s].

What can we feed Sonya? (We will treat Sonya with meat, lard, butter, juice).

And we will treat Semu with treats with the sound [s "].

– What can we feed Sam? (seeds, herring, peach, orange).

And what else can you treat Sonya and Semyon? (plum, cream, jelly).

Our guests are now full.

4. The game "We will resettle the animals."

Look, Sonya and Sema brought us a book. This book is about animals, but the animals all ran away. Let's help put the animals in the book. Look in the book one page is blue and the other is green. If we hear the sound [s] in the name of the animal, then we place it on the blue page, and if we hear the sound [s"], then on the green page.

– Who did we put on the blue page? (dog, pig, fox)

– Who did we put on the green page? (piglet, moose)

Sonya and Sema are a little tired, let's play ball.

III. Dynamic pause. Ball game "Name the baby"

Pig piglet, elk-calf, owl-owlet, rat-rat, fox-fox, magpie-…, sable-….lynx-…

IV. Fixing the material.

Game "Shop"

Mom sent Sonya to the store and asked me to buy everything there that begins with the sound [s]. Take a blue pencil and paint over the bows around these items.

What items did Artem find? (skipping rope, dump truck, chair)

And what objects did Vika see? (table, samovar, juice)

(practical implementation tasks)

Sound analysis words.

Guys, it's time for our guests to return home, let's post their names with the help of chips.

(laying out words)

Well done all done.

V. Summary.

It's time for us to return to the group. With what sounds did we pronounce and look for words today? (sounds [s] and [s"]).Evaluation of student activities

1. Lesson topic message

SPEECH THERAPIST: Today the playful Sasha came to our lesson and brought interesting games(Presentation).

For each correctly completed task, you will receive a part of the picture, and at the end of the lesson you will be able to assemble the whole picture from these parts.

What consonants do you hear in the name Sasha?

2. Breathing exercises "Let's help Sasha inflate the balloon"

Inhale through the nose, on the exhale we pronounce s-s-s (the ball is deflated)

Inhale through the nose, on the exhale we pronounce sh-sh-sh (inflate the balloon)

SPEECH THERAPIST: So, what sounds are we going to work with today?

3. Comparative characteristics of sounds

Sasha's first task is to compare the sounds [С] and [Ш]

SPEECH THERAPIST: -Remember the nature of the sounds [C] and [W]. How are they similar, how are they different?

The sounds [s] and [w] are consonants - when we pronounce them, the air meets an obstacle (tongue). They are both hard, deaf.

They differ in that when pronouncing the sound [s] - the tip of the tongue falls behind the lower teeth (↓), and when we pronounce the sound [w] - the tip of the tongue behind the upper teeth ()

The sound [C] has a soft brother - [C '], and the sound [Ш] is always hard.

These sounds live in different letters. The sound [s] in the letter C, and the sound [w] in the letter Sh.

Well done boys.

The first piece of the picture appears on the board.

4. Differentiation of isolated sounds.

Sasha is very fond of playing ciphers - this is the profession of people who read encrypted letters.

Game "Cryphers"

Pronounce the sounds according to the pattern, where the arrows indicate the position of the tongue: ↓↓, ↓, ↓, ↓, ↓↓, ↓↓

The second fragment of the picture appears on the board.

5. Differentiation of sounds in syllables. Echo game

The third task is to repeat in right order syllables.

sa-sha-sa as-ash-as sho-so-sho

osh-osh-osh su-su-shu us-us-ush

The third fragment of the picture appears on the board.

6. Finger gymnastics "Builders"

8. Differentiation of sounds in words.

The fourth task - "Say a new word"

a) Replacing the sound С with the sound Ш (words-paronyms)

juice - ... fable - ... bowl - ...

day -... helmet - ... mustache - ...

The fourth fragment of the picture appears on the board.

B) Unfolding pictures

Fifth task - "Put the tools on the shelves"

SPEECH THERAPIST: -Guys, you have not forgotten that Sasha is a little naughty with us - he loves to play, play pranks. And now he went into the garage to his dad and it so happened that Sasha scattered all the tools. Let's help Sasha put the tools on their shelves.

Two shelves appear on the board __________

___________↓

Tell me, which tools will we put on the top shelf, and which ones on the bottom? Why?

The fifth fragment of the picture appears on the board.

9. Physical education " Different professions»

10. Reading syllables ( Presentation)

The sixth task - read the syllables and words.

SPEAKER: When you compared sounds, you said that the sound [C] lives in the letter C, and the sound [Ш] lives in the letter Sh. Now let's read the syllables and words with these letters.

11. Sound analysis of the word

A) Sound analysis of the word DRYING

b) Compilation of the word DRYING from the letters of the split alphabet.

The sixth fragment of the picture appears on the board.

12. Differentiation of sounds in a sentence. Memorizing tongue twisters according to a mnemonic scheme, with oculomotor gymnastics.

The seventh task is to learn a tongue twister

The shoemaker sewed boots

centipede boots.

A mnemonic diagram appears on the screen in the presentation.

Well done! And you have completed this task.

The seventh fragment of the picture appears on the board.

13. Differentiation of sounds in the text (Count how many sentences are in the text)

Sasha's mother is a seamstress. Mom's name is Svetlana. She has at home sewing machine. Sasha's mom is a real craftswoman! He sews shorts, then a shirt.

For the first proposal, we draw up a diagram.

The eighth fragment of the picture appears on the board.

Target:

• clarify and expand children's knowledge on the topic "Spring" ; expand and activate the vocabulary of children on this topic;

Correctional and educational tasks:

• to consolidate the skills of word formation and inflection: agreement of nouns with adjectives; nouns with verbs; choose adjectives for nouns.
• develop coherent speech; to consolidate the ability to answer questions with a full sentence;

Correctional and developmental tasks:

improve phonemic perception; exercise in correct breathing; develop fine motor skills, memory, attention, thinking; Correctional and educational tasks:

• instill in children a sense of love and careful attitude to nature, to teach correct behavior in nature.

Wellness tasks:

Development of coordination of speech with movement, self-massage, su-joko therapy.

Equipment: sun toy, pictures depicting the seasons, pictures depicting signs of spring, pictures for the game "What did the artist mix up?", su-jok balls, drawings of flowers for coloring, pencils.

Preliminary Work: Observations spring changes in nature for a walk, reading poems about spring, learning exercises "Maple" .

Course progress.

I. Organizational moment: (there is a toy on the table) "sun" )

Speech therapist: Guys, look who came to visit us?

Children: Sunny.

Speech therapist: let's greet the sun and each other. But what we will talk about in class you will learn from the poem that I will read.

(Speech therapist reads a riddle)

It dawns early in the morning.
Hollows here and there.
The stream roars like a waterfall
Starlings fly to the birdhouse,

Droplets ring under the roofs,
The bear got up from the spruce bed,
The sun warmly caresses everyone.
Who knows this time of year?

(Spring).

(children finish in chorus: spring).

Guess what season we're talking about?

Children: about spring

Speech therapist: Everyone is happy about spring, they are looking forward to it. In the old days, it was believed that spring does not come by itself. Before spring invited to visit and said such words ... Spring is red! Please visit! Come soon! Bring it with you... Let each of you ask spring for something.

(The speech therapist passes the toy-sun, determining the order of answers. Children ask to bring spring: good weather, warm sun, green grass, warm breeze, singing birds, snowdrops, etc. sit on chairs).

II. Main part.

Speech therapist: Guys, look. Here are pictures of the seasons (there are 3 pictures of the seasons on the board: spring, autumn, winter). Determine which picture shows spring. And prove why you think so? (Children's answers. For example, the second picture shows spring. Depending on the image in the picture, children name the signs of spring, the speech therapist achieves a complete answer: It's spring, because the snow is melting, ... icicles are dripping from the roofs, ... birds have arrived, ... children put on spring clothes etc.).

Speech therapist: Well done, you chose the right words.

Speech therapist: The beautiful spring has returned to the earth. Let's feel her touch.

1. (Facial massage is performed).

The bright spring sun shines - stroking and caressing our face.
The rain is still cold. - tapping with fingertips
In the mornings, it still sometimes tingles with frost. - pinching
And yet the sun shines brighter. - stroking again

2. Articulation gymnastics "History of a merry tongue"

Spring has come and the sun is shining brightly in the sky (open mouth, lick lips 3 times in one direction, 3 in the other). Drops dripped loudly from its rays (click tongue). The tongue got dressed and went into the forest. He walked slowly along the path and heard the birds singing merrily: "Ku-ku-ku" , - the cuckoo cuckooed high on the spruce (onomatopoeia). "D-d-d" , - the woodpecker knocked on the bark of a tree, looking for small bugs (onomatopoeia). Everything sang and came to life in the spring forest. How long is it short, but soon the path of the tongue led to a wonderful clearing (scapula). Sat tongue on a stump (fungus) and looked around (watch). Many snowdrops bloomed in the meadow. The tongue admired them for a long time. Soon the clouds covered the sun (mouth open, slowly close 5 times). The tongue hurried home to mom.

3. Didactic game "Clap your hands"

Speech therapist: Guys, now be careful. I will name the words, and you clap your hands if you hear a word related to spring.

Words: warms, falling leaves, melts, blizzard, murmurs, warm, brighter, cold, swell, snowflakes, flood, fly in, thawed patches, frost, drops, ice drift, blizzard, snowfall, sun.

(The speech therapist asks to explain the words: thawed patches, drops, ice drift)

Speech therapist: And in the spring nature comes to life, and the animals wake up, the Hedgehog also woke up, he decided to travel.

(speech therapist draws the attention of children to su-jok)

4. Su-Jok therapy "The Tale of the Hedgehog"

In a fairy forest in a small cozy house there lived a little Hedgehog. Show the ball in the open hand.

The hedgehog was small and therefore was afraid of everything. He then looked out of his house, then hid.

Squeeze and unclench the palm with the Su-Jok ball several times

One early spring morning, the Hedgehog wanted to take a walk. He came out of his house, looked around and ran along the path with his little legs. The path was narrow and winding.

Hedgehog ran for a long time. And suddenly he found himself near a large raging river. A thin bridge was thrown across the river.

Circular movements of the ball in the palm of your hand - first clockwise, then against.

He carefully stepped with his small legs on a narrow bridge - took a step, then a second, third, fourth, fifth - and moved to the other side!

And there is a clearing - big, round, beautiful!

Circular movements of the ball in the palm of your hand.

In a clearing of apparently invisible primroses: and snowdrops, and crocuses, and coltsfoot, and lungwort, and tulips! Beautiful, like in a fairy tale!

Roll the ball on each finger, starting with the thumb, for each flower name.

The hedgehog really liked the clearing, he walked around it, stepped onto the bridge - one step, two, three, four. Fifth... and he's on the other side!

Roll the ball over each finger, starting with the thumb.

Hedgehog ran quickly - first along a winding path, then in a straight line. Made it to my house!

Roll the ball back and forth across the palm of your hand.

And when evening came, the Hedgehog closed his house, lay down in bed and fell asleep with a sweet dream! Hold the ball in your palm.

5. Exercise "Divide the word into syllables"

Speech therapist. Now we are going to play a game "Divide the word into syllables" . Divide into syllables the signs of spring, which are shown in the pictures attached to the magnetic board (cloud, snowdrop, grass, sun, stream, cloud, tree, birdhouse, bud, thawed patch.)

6. Exercise "What did the artist mix up?"

Speech therapist. Guys, look at what picture the absent-minded artist painted? It depicts spring. But did the artist depict everything correctly?

7. Exercise "Maple" (coordination of speech with movement)

Outside the window, the icicle is melting, (Children stand facing in a circle. Perform 4 jumps, holding their hands on their belts)

The wind is tearing the clouds to shreds. (Hands up. Tilts of the torso to the right and left)

Unclenching, unclenching (Hands in front of the chest, elbows down; slowly

Maple tight fists. clench fists)

He leaned against the window. (4 jumps)

And as soon as the snow melts, (Tilts)

I have a green palm (They turn to face each other, hold out

Maple will stretch before anyone else. each other's right hands - handshake)

Speech therapist: And now guys, I suggest you color spring flowers and create your own spring meadow. (The speech therapist gives children painted, but not painted flowers: snowdrops, lilies of the valley, daffodils, mimosa, dandelions, tulips. Children color them).

Speech therapist: Guys, what a wonderful spring meadow we got. Great!

III. Summary of the lesson

Speech therapist: Guys, what good fellows you are. The lesson today was interesting. Did you like it? Look, the sun is not easy, there is a pocket. (The speech therapist takes out sweet prizes from the toy)

BU Khanty-Mansi Autonomous Okrug Yugra « Rehabilitation center for children and teenagers with handicapped"Good Wizard"

Abstract of an open frontal speech therapy session in the preparatory group on the topic "Spring"

Performed by speech therapist Davletova G.R.

Olga Vladimirovna Savkina
Frontal speech therapy lesson on teaching literacy in the preparatory group for children with OHP "Consonant sound"

« Consonant» .

Target: Formation of a holistic view of consonants.

Tasks:

1. Develop phonemic awareness.

2. Learn to distinguish sounds by loudness and deafness, softness and hardness.

3. Learn to work with word: determine position sound in a word to form new words.

4. Automate corrective work on sound pronunciation and development of coherent speech.

5. Develop mental processes: memory, attention, imagination, thinking.

Equipment:

Mirrors, sets of chips for compiling sound schemes, subject pictures, layouts of houses (blue and green, cards with block letters, reading cards syllables, words.

Lesson progress

1. Organizational moment.

Speech therapist: Guys! The beautiful one has come autumn time! Let's go to the forest with you. We will play along the way.

Development of general, fine and articulatory motor skills. Work on the development of breathing and voice.

1.1. General relaxation.

In the morning we go to the yard, Steps on the spot.

Leaves fall like rain, Wave your hands in front of you.

And they fly, fly, fly ... Wave your arms outstretched to the sides.

They all want to sleep. Sleep simulation.

1.2. Development of general motor skills.

The wind is blowing, the wind is blowing

It blows, it blows. Energetic hand gestures.

yellow leaves

Breaks from the tree. Imitation of leaf shedding.

Leaves are falling

Right under our feet. Lean forward, hands touching the legs.

1.3. The development of fine motor skills.

The wind flew through the forest

The wind counted the leaves: Smooth wave-like movements of the palms.

Here is oak

Here is maple

Here is a rowan carved,

Here from a golden birch, They bend one finger on both hands.

Here is the last leaf from the aspen,

The wind threw on a blade of grass. Calmly place your palms on the table.

1.4. Facial massage.

With imaginary trickles of rain (stroking, droplets (tapping with fingertips) and again in streams (stroking).

1.5. Development of mimic muscles.

The sun came out after the autumn rain, and you smiled and rejoiced.

But suddenly a cloud came running, and you frowned, upset.

But the wind carried away the clouds, and you smiled again.

1.6. Development of articulatory motor skills. Exercises:

- for the jaw: mouth open (keep counting up to 10); alternately open and close the mouth;

- for lips: lips in a smile - "pipe";

- for language: "spatula" (keep counting up to 10).

1.7. Work on the development of speech breathing and voice.

Setting lower diaphragmatic breathing. The exercise is performed while standing, hand on diaphragm:

Standing exhale inhale pause noisy exhale

2. Introduction to the topic.

Speech therapist: - Guys! Let's take turns singing our names and clapping, highlight the first sound in a word.

Speech therapist: - Guys, we said the first sounds in names so much has been said sounds. And what are these sounds? How are they pronounced - freely or with a barrier? (with barrier). Air meets obstacle (obstruction).

What do we call these sounds? (Consonants) .

Speech therapist: - That's right, guys. Who will name the theme of our lessons?

Children: - Consonants.

Speech therapist: - Guys! Why did I put two houses for you - blue and green? What do they stand for? (Everyone lives in the blue house consonants solid sounds , and in green - live soft consonants). And also consonants can be voiced and deaf.

Raise your hand those whose name begins with a voiced consonant sound. Now raise your hand those whose name begins with a deaf consonant sound. Well done!

3. Exercise "Catch consonant» .

Speech therapist invites children to listen carefully sounds which he will pronounce and clap his hands upon hearing consonant.

The teacher says sounds: a, o, s, y, t, k, i, s, n.

4. Exercise "The Fourth Extra".

Speech therapist: - Next task such: you need to listen to a series of words and name the extra (beginning with another sound) : Smoke, house, room, dacha; catfish, juice, poppy, son; cotton wool, water, bucket, veil; ball, steam, shock, noise.

5. Didactic game "Put a picture in the house".

Speech therapist: Guys! There are various pictures in front of you. You must choose any of them and name the first one. sound in a word, determine which consonant(hard or soft) this word begins. If on soft consonant- so you need to settle in a green house, and if on a solid consonant means blue.

6. Dynamic pause.

Speech therapist: - We go through the forest - we bent over, passed under the low branches of trees, pushing the branches apart, jumping over a puddle, stepping over high wet grass.

7. Locating sound in a word.

Speech therapist: - Now we will determine where the sound in a word: at the beginning, in the middle or at the end. I will name the word and you you will put a blue or green circle in the corresponding box in sound track . Mountain, guitar, cat, whale, poppy, chalk.

8. Exercise "Voiced - deaf".

Speech therapist: - I will call you different syllables. If the syllable starts with consonant voiced means you clap your hands. And if with consonant deaf, raise your hand.

KA - GA, SA - FOR, CA - FOR, LA - RA, SHA - ZHA - SHA, PA - PA - BA, YOU - DY - YOU.

Then speech therapist says words: MOUNTAIN - BARK, BEETLE - BITCH, ROSE - GOAT, SEAM - DITCH, DAUGHTER - POINT, POP - BOB.

9. Definition of the given sound in a word.

Speech therapist: - I will call you the words, and you must determine by ear where you hear the given sound in a word(at the beginning, in the middle, at the end of a word). [K] - CAT (at the beginning, FLOUR (in the middle, CURRENT (in the end).

10. Consolidation and generalization of the material covered.

Speech therapist invites children to name any of the words that would begin with consonant and determine what it is sound(hard - soft, voiced - deaf).

11. Bottom line lessons. Performance evaluation children.

Related publications:

Frontal speech therapy lesson "Sound [P]" Frontal speech therapy lesson. Sound [P]. Purpose: Fixing correct pronunciation sound [R]. Equipment: Pictures, chips,.

Frontal speech therapy lesson in the preparatory group for literacy "Sound [T] and letter T" Synopsis of a frontal speech therapy lesson on teaching literacy in a group preparatory to school. Topic: Sound [T]. The letter "T". Purpose: To introduce.

Synopsis of GCD on teaching literacy for children in the preparatory group for the school “Get to know - Sound R (letter R)” MBDOU "CRR Kindergarten No. 63" Synopsis of GCD on teaching literacy for children in the preparatory group for school GET TO KNOW.

Summary of GCD in the preparatory group for teaching literacy “Sound [g]. Acquaintance with the letter G» Summary of the GCD in the preparatory group for teaching literacy on the topic: “Sound [g], acquaintance with the letter G” Program content: fix.

Frontal lesson in the preparatory speech therapy group on the topic: "Sound [sh]"

Abstract frontal lessons in the preparatory speech therapy group on the topic: "Sound [w]"

STUDY PROCESS

Organizing time:

Today we have guests. Guys, what transport do you think they used to get to our garden? The one who will name any type of transport will sit down.

1. Message of the topic of the lesson:

2. Development of phonemic hearing.

Isolation of the sound [w] in a series of sounds (s, s, h, sh, u, s, s, sh, c, sh ...)
-I will pronounce similar sounds, and you clap your hands when you hear the sound [sh].

3. Automation of sound [w] in words, sentences.

I will name the word, and you will replace the first sound in it with the sound [w] and name the resulting word.
Slipper - hat Glow - jackal Dar - ball
Cup - checker Flange - hose Soap - awl
Stomp - whisper Joint - bayonet Lips - fur coats
Mouse - bump Sorry - shawl Mage - step
In parallel, the meaning of new words is explained.

4. Determining the position of the sound [w] in words.

5. Dynamic pause.

Speech with movement.
Cars are racing madly
One-one-one-one holding the steering wheel
Their backs rustle along the highway
Sha-shu-she-shi stomp their feet
At the end of a long journey
Ash-sh-sh-ish palm at the forehead
A whisper is heard: she-sho-shu, she-sho-shu palms with a mouthpiece
This is the tire whispering to the tire: “I’m no longer in a hurry - shoo-shoo” on the exhale, with a decrease in the strength of the voice

6. Syllabic-sound analysis.

In a car with a burst tire, a teddy bear came to us. While the tire is being glued in the auto repair shop, we will lay out a syllabic-sound analysis of the word MISHKA.
Child at the blackboard: bear is one word. It has 2 syllables: mish-ka
In the syllable MISh-:
The first sound [m`] is a consonant, soft, sonorous sound. I will mark it with a green square.
The second sound [and] is a vowel sound, I will designate it with a red square.
The third sound [w] is a consonant, always a hard, deaf sound, I will designate it with a blue square.
In the syllable -KA:
The first sound [k] is a consonant, hard, deaf sound, I will designate it with a blue square.
The second sound [a] is a vowel sound, I will designate it with a red square.
How many sounds are there in the word bear? How many syllables?
-What needs to be changed in the sound scheme so that we get the word CAT?
-It is necessary to remove the first green square and put a blue one, because in the word CAT the first sound is K - a consonant, hard, deaf sound.

7. Formation of the lexical and grammatical structure of the language.

Knock on the door. They bring an envelope.
- Guys, they brought us a letter from Shpuntik. He writes that friends from Sunny City gave him a car along with special pictures. The pictures show the actions that the machine can perform. Please help me name these.
o a car pulls up to the house o a car pulls into the garage
o the car drove away from the house o the car drove uphill
o the car drove up to the garage o the car drove off the mountain
o the car leaves the garage o the car crosses the river
o the car comes around the corner
Children take turns calling the actions of the machine, which are depicted on the multimedia board.
Game Say the opposite.
There are plot pictures on the tables of children, the one who has the opposite action to that depicted on the screen answers. On the screen: the car drove off the mountain. The child replies: "My car drove up the mountain."
The game "Guess the transport."
Guessing objects by the name of their parts.
- Body, cab, wheel, steering wheel, headlights.
- This is a car (picture on the screen)
- Wings, cockpit, tail, motor.
- This is a plane.
- Deck, anchor, cabin, stern, bow.
- It's a ship.
- Wagons, compartments, electric locomotives.
- It's a train.
Children have subject pictures depicting various types of transport on the tables. On multimedia plot pictures depicting the highway, the sea, the railway and the sky. Children correlate their subject picture with the plot on the screen.
Child: The car is driving along the road, this is ground transportation.
The train travels along railway, this is rail transport.
An airplane (helicopter) flies in the sky, it is air transport.
A ship (boat, boat) floats on water, this is water transport.
The train rides in the subway, this is an underground transport.
A motorcycle (bicycle) rides on the road, this is land transport.

Summary of the lesson

What sound are we talking about today? Describe the sound [w].
- What types of transport do you know? To denote the sound [w] in the next lesson, we will get acquainted with the letter Sh.