Learning letters in action!: Letter X - activity. Lesson "Sounds"

Target: To strengthen the students’ understanding of the sounds [X] and [X`], introduce them to the letter “X”.

Educational.

• Strengthen the ability of students to give a comparative description of the sounds X, Xh.

Educational:

• Strengthen children's ability to differentiate the sounds X, X in words and sentences;
• Develop gross, fine and articulatory motor skills;
• Develop mental activity;
• Develop phonemic awareness;
• Develop the ability to perform phonetic analysis of two-syllable words (using the example of words with the sounds [X] and [X`]).

Educational

• To foster a positive attitude towards classes in children;
• To cultivate a culture of behavior in children in frontal classes.

Equipment: computer, projector, large-checked notebooks, simple and colored (blue, red, green) pencils for each child.

Lesson plan

1. Organizational moment. (2 slide.)

Guys, every morning when you enter the group you say hello to the children and adults present in it. And I suggest you say hello to your body.

Conducting a communicative game “Hello”

Hello, palms! (Stretch out your arms, turn your palms up and down.)

Clap-clap-clap! (3 clapping hands.)

Hello legs! (“Spring.”)

Top-top-top! (They stomp their feet.)

Hello cheeks! (Stroke their cheeks with their palms.)

Plop-plop-plop! (Lightly pat the cheeks 3 times.)

Chubby cheeks! (Circular movements with fists on cheeks.)

Plop-plop-plop! (lightly hit the cheeks with their fists 3 times.)

Hello sponges! (They shake their head left and right.)

Smack-smack-smack! (Smack lips 3 times.)

Hello, teeth! (They shake their head left and right.)

Click-click-click! (Click their teeth 3 times.)

Hello, hello, tongue! (Tilt their head forward 3 times.)

Chok-chok-chok! (Click tongue 3 times.)

2. Subject message. (3 slide.)

– The cunning hamster Khoma came to visit us today. If you name what sounds the words cunning and hamster begin with, you will find out what sounds our guest invites you to remember.

- Right! Well done! Today we will remember the sounds [X] and [X`], and also get acquainted with the letter “X”, which represents these sounds in writing.

3. Acoustic-articulatory image of sounds. (4 slide.)

What sound is heard X or X when we laugh: Ha-ha-ha? (X.) Hee hee hee? (Huh.).

Pupils pronounce sounds in chorus and individually and give their characteristics.

The sound X is a consonant, hard (denoted by a blue chip), dull.

The sound Хь is a consonant, soft (denoted by a green chip), dull.

– Both of these sounds are denoted by one letter. Look how it looks and tell me what this letter looks like?

– Now let’s open the copybook and complete all the tasks on a new page. (Work in copybooks: shading, writing the letter X in the boxes.)

4. Game exercise “Lay out the pictures.” (5 slide.)(Development of phonemic hearing.) - Khoma attends a forest school, where he has to perform many tasks.

Some of them he just can't handle. Khoma asks you to help him. Well, shall we help? Khoma brought pictures with him and asks to put them in folders. In the blue folder you need to put pictures whose names have a hard consonant X, and in the green folder you need to put pictures whose names have a soft X sound. (Pictures – hut, nuts, ferret, roosters, fly.)

– Well done, they helped Khoma cope with the task.

5. Physical education “Hamster”. (6 slide.)

– Our friend invites us to get up and stretch a little.

Khoma, homa, hamster, striped flank (rubbing sides with hands)

Khoma gets up early, (stretch)

washes cheeks (rub cheeks with hands)

rubs paws (hand washing movements)

Khoma sweeps the hut (sweeping with imaginary brooms)

and goes out to exercise (marching)

One (hands forward)

two (hands up)

three (arms to the sides)

four, five (shaking hands)

The hamster wants to become strong (arms bent to shoulders, hands clenched into fists, arm muscles tense, like those of strongmen).

6. Word game “Find the extra word.” (7 slide.)

– Khoma wants to check how your ears can hear and suggests playing the game 4th odd.

(4 words are reproduced by the teacher, and the children identify the extra ones.)

Hut, walk, ottoman, artist;

Tricky, heck, tail, chemistry;

Kitchen, firecracker, poetry, Cold.

- Well done! Your ears hear everything just fine!

7. Sound analysis of the words hek and homa. (8-9 slide.)

- Guess the riddle.

Lives without air

Cold as ice

He doesn't want to drink, but he drinks.

The armor shines, but does not ring

And everything is silent, silent.

That's right, it's a fish. Our friend Khoma is friends with a fish named Heck. He asks you to help him write a sound diagram of his friend's name. Shall we help? Then open your squared notebooks.

(Pupils determine the number of sounds in a word and draw a strip 3 cells long. Then they name each sound, give it a characteristic and indicate it in the notebook with the corresponding colored circle.)

Well done guys, you helped our guest. But why was he sad? He probably wants to write his name, but he can’t. Shall we help Khomka?

(Pupils determine the number of sounds in a word and draw a strip 4 cells long. Divide the Khoma words into syllables and divide the strip into two parts. Then name each sound, give it a characteristic and indicate it in a notebook with the corresponding colored circle. Under the diagram, children write the word with a simple pencil Khoma. The teacher explains to the students that names are written with a capital letter.)

I suggest you call our guest and show how beautifully we wrote his name. Let's say his name, emphasizing the vowel sound in the second syllable, i.e. let's put emphasis. - HomA. Somehow it doesn’t fit, which means we placed the emphasis incorrectly. Let's try to highlight the vowel in the first syllable with our voice. - Khoma. And here is our friend. So we put the emphasis correctly. Well done!

8. Summary of the lesson. (10 slide.)

Tell me, what sounds did we remember today? (Repetition of sound characteristics). Remember the words with the sounds X and Xh that were heard in class.

Lesson objectives:

• introducing students to a new letter: printed, lowercase, capital;
• teaching children to read and write words with the letter “X”, the ability to listen with concentration and speak meaningfully;
• development of phonemic hearing, thinking, linguistic sense, attention, speech;
• nurturing a caring attitude towards bread and towards working people.

Equipment: models of carriages with cards of studied letters and the letter “X”, proverbs, riddles.

During the classes

1. Repetition of the material studied

U.: Today we will go on a journey. Guess who will be the passengers on our train. For this …

*Complete the sentences

“We write and see...” ( Letters)
“We hear and pronounce...” ( Sounds)

U.: Passengers are the letters of vowels and consonants.

*Semantic grouping

U.: Our train has carriages of different colors.

– What letters of sounds will we place in the red carriage on two shelves? ( Letters of vowel sounds)

On the desk:

U.: The most vocal passengers live in the next carriage. Name them

U.: Which letter of the sound will we take out separately? ( Y)

-Justify your answer. (The letter is a voiced unpaired soft sound, the rest are paired in hardness and softness).

U.: Distribute the remaining letters.

D.: These are letters of paired voiced and unvoiced sounds.

D.: The bottom shelf of the carriage is the letters of the unvoiced sounds [ш], [ш`], [ч`], and the top one is the letter of the voiced unpaired hard sound.

U.: Our last carriage is without a passenger. There is a printed letter there, which we will get acquainted with today.

2. Introducing a new letter

*Letter modeling

U.: Assemble a letter from the elements

A student is at the blackboard, the rest are at their desks.

U.: Look at the alphabet and tell me what the letter is called? ("HA")

3. Writing a lowercase letter in a typing exercise book

4. Introducing lowercase writing

U.: Look at the poster. What elements does the letter "HA" consist of?

D.: From two semi-ovals.

*Demonstration of writing a letter on the board.

*Letter in the air.

* Students write the letter “X” in their notebooks.

U.: Select the most beautiful letter. Try to write beautifully, neatly and correctly and all other icons.

5. Introducing the sounds [x] and [x`]

U.: Think about how many and what sounds the letter X can represent? To do this, select words with this letter. ( Crunch, gunpowder, cunning, frail, etc.)

* Sound characteristics

D.:[x] – consonant, deaf, hard, [x`] – consonant, deaf, soft.

*Writing words in a notebook

*Physical training minute

U.: I will name the words. If you hear the sound [X], you squat; if you pronounce the sound [X`], you stand up and stretch on your tiptoes.

Words: artist, frail, chorus, want, cunning, hops, hake, good.

6. Learning to read syllables

(A card with the printed letter “X” is applied to the upper vowels A, O, U, Y, E. It is appropriate to use “train car.”)

D.: Firmly, vowels nearby, commanders of firm teams.

(A card with the letter “X” is applied to the vowels of the bottom row.)

U.: How do we read the first consonant in these syllables? ( HY, HY, HY, HY, HY)

D.: We pronounce it softly.

U.: We honor syllables.

7. Vocabulary work

U.: What groups can words be divided into?

D.: For words that name objects: crunch, gunpowder and words - signs of objects: frail, cunning.

*Working on a riddle

Mesheno,
Kvasheno,
Valeno,
Placed on the table. ( Bread)

– What sound do we hear at the end?

D.: We hear the sound [p].

U.: You are right, there is a deafening sound.

– What letter do we use to denote the sound? To do this, select words with the same root for the word “bread”.

*Hidden hint

U.: Let's affectionately call... ( bread)

– An object where bread is stored... ( bread box)

– Bread manufacturing enterprise... ( bakery, etc.)

- Let's write this word in a notebook. Let us emphasize the place - a weak position for a consonant.

8. Correlating a sound pattern with a word

On the desk:

U.: Think about which diagram fits the word “bread”?

D.: The word “bread” refers to the 2nd scheme, since [X] is a consonant, hard; [L`] - consonant, soft, since the letter “E” softens. The next sound [E] is a vowel. The last sound [P] is a consonant, hard.

9. Drawing up a proposal for the diagram

U.: Well done, now choose a sentence for the diagram:

D.: Fresh bread lies on the table.

- Mom put the bread in the bread bin.

*Letter with comments

U.: Let's write 1 sentence in a notebook.

10. Compiling a story using reference words

U.: The story you will write contains the following words:

FIELD, EARS, BREAD, BUNS, BARANKA, GINGERBREAKES

– Come up with your own stories, working in pairs.

*Selection of proverbs for the text

(children's stories are heard)

U.: What proverb is suitable for your stories?

D.:“Bread is the head of everything.”

11. Summing up

*Game "Do you believe"

U.: Do you believe that the letter "X" is the letter of a vowel sound?

D.: This is the letter of consonant sounds.

U.: Prove it.

U.: Do you believe that the letter is an icon for voiceless sounds?

D.: This is the letter of the unvoiced sounds [х] and [х`].

U.: Why?

D.: When we pronounce it, the throat does not tremble.

*Feedback

U.: What did you find interesting about the lesson? When was it difficult?

*Assessment of student activities.

Target: form the correct pronunciation of the sounds [х], [х′] in syllables, words, phrases, distinguish them by ear and in pronunciation from other sounds.

Tasks:

Develop phonemic awareness; teach children to correctly pronounce the sounds [х], [х′] in speech, distinguishing them from other sounds of the Russian language.

Identify the sounds [х], [х′] at the beginning, in the middle and at the end of the word.

Introduce the letterX , form words from letters.

Develop attention, memory, thinking, motor skills.

Organizing time

Psycho-gymnastics

- Picture how an old grandmother climbs the stairs, it’s hard for her, she moans: “Oh, oh, oh!” You helped her and told your mom about it. Mom was delighted: “Ah, ah, ah!” At the holiday you danced: “Eh, eh, eh!” And completely tired: “Wow, wow, wow!”

Report the topic of the lesson.

The toy Piggy, the braggart, is on display.

- Today our guest is Khryusha. This Piggy is such a braggart! He claims to know everything about everyone.

– Piggy, do you know what sound your name begins with? (from the sound [k]). Do you agree with him?

- What was the first sound you heard in the words “Piggy, braggart”? (Sound [x]).

Today we will listen and pronounce the sound [x] and [x′]. The sound [x′] is the brother of the sound [x]. They are very similar and at the same time different. Today we will learn to distinguish them.

Characteristics of sound.

Characteristics: [x] - consonant (the tongue creates a barrier to air), voiceless, can be hard or soft and is indicated in blue and green (the letter “X” and its sound designations are placed on the board).

Development of phonemic awareness.

- Let's teach Piggy to distinguish the sound [x] from other sounds, let's play the game “Catch the Sound”.

X, P, M, X, K, R, T, X, L, T, K, X

Ha, ho, pu, ky, hy, ta, pa, ha, ah, om, oh, ap, et, eh

Bread, milk, loaf, moss, ear, duck, fish, tails, clouds, dishes, trunk.

Game “Add a sound” that was lost from the words.

Petu..., pasta..., lopu..., goro..., rest..., zap..., shoro..., mo..., sme..., str....

Game “Replace the first sound” in a word with the sound [x].

Salad is a robe, hunger is cold, litter is chorus, year is progress, dump is praise, buzz is to lose weight, Gleb is bread.

Saying "X" in words.

- Piggy wants to tell you riddles. He says that the answers contain the sound "X". Shall we check?

Soft, fragrant, tasty fresh, with a crispy crust (BREAD).

- Where in the word is the sound [x] heard?

With a red crest, it pecks at grain and sings loudly. (ROOSTER).

A mottled quack catches frogs, waddles, and stumbles. (DUCK)

Small, black, flying around the room, buzzing loudly. (FLY).

- Which picture is missing here? (duck)

- Let's name these pictures, which one is the odd one out? Why?

Sunflower, tassel, robe, fly agaric.

Artist, crackers, plate, refrigerator.

- And now we will correct the words that Piggy did not learn to pronounce correctly.

Muta sits on the glass. (No, fly). The picture is drawn by a painter. (Artist). Here's the saffar. (sugar). The elephant has a phobot. (trunk).

- Our Piggy has a friend, the hamster Khomka. Let's do some exercises with him.

Physical exercise.

Hammer - hamster, hamster, striped flank.
The hamster gets up early, washes his cheeks, and rubs his neck.
Khomka sweeps the hut and goes out to exercise.
One two three four five!
Khomka wants to become strong.

Introducing the letter "X".

- What does the letter "X" look like?

The letter "X" from fingers: cross the index fingers of the left and right hands.

Typing it with chopsticks on the table, on the neighbor’s back.

Game in the subgroup “The Word Has Scattered.”

Let's make words from letters.

(Sound accompaniment - howling wind). - The words fell apart. Let's make words from letters. Look, there is an icon on the back of the letter. Gather into subgroups based on the icons and make up your own words.

1 subgroup: fluff. 2 subgroups: moss. 3 subgroup: ear. 4th subgroup: Khoma.

Game "Live Letters" (magnetic letters on the board)

Let's make up the word: ear, hut, echo, grip, flies.

Exercise “Gifts for Piggy.”

(Based on pictures).

- Guys, let's give Piggy gifts with his favorite sound in the names. For example: - I will give Piggy a refrigerator so that he can store food in it. (Children make sentences)

Summary of the lesson.

Subject. Sound and letter X.

Target - create an acoustic-articulatory image of the sound X and correlate it with the letter.

Tasks:

Fix the visual image of the studied letters (a, o, y, m).

Learn to hear words with the sound X in the text.

Introduce the sound X and the letter X.

Develop memory, general motor skills and coordination of movements.

To cultivate students’ interest in the sound side of speech and the desire to actively work in class.

Learn to independently evaluate the results of your activities.

Equipment.

Colored houses for sounds (red - vowels, blue - consonants).

Picture-symbol of the sound X. Image of a hamster. Hamster.

Smiley chips.

Boxes with material for constructing letters.

Progress of the lesson.

Organizing time.

1.Introduction to the sound X.

Guys, guess the riddle:

This little animal
Stores grain for future use.
He fills his cheeks like this... (show)
This makes... (hamster).

- Meet guys, this is a hamster. His name is Khomka. The hamster is a good hamster, but sometimes he likes to show off. He claims that he knows everything. Shall we check?

Hamster, do you know what sound the word hamster begins with?

Of course, from sound A.

Guys, do you agree with Khomka? What sound does the word hamster begin with?

Today in class we will introduce Khomka to the sound X and the letter X.

Teacher speech therapist:

Vova was walking in the yard. It was winter. Vova’s hands were frozen. He took off his mittens and began to blow warm air on his hands: x-x-x-x.

Repeat how Vova blew on your hands.

When we pronounce the sound [x], the back of the tongue, deep in the mouth, rises to the palate, and its tip is behind the lower teeth.

Say it XXX and try to feel it.

What prevents air from leaving your mouth? (Children answer)

Is the vowel or consonant sound X?

Right. When we pronounce the sound [x], the back of the tongue prevents air from freely leaving the mouth. This means that the sound [x| - consonant. Remember!

Guys, what did you learn about the sound X?

2. Exercise “Who is attentive?” For correct answers you will receive emoticon chips.

Remember words with the sound [x, x"], which you will encounter in a fairy tale.

Hamster braggart

Once upon a time there lived a braggart hamster. Every evening many hamsters gathered on the hill to

listen to his amazing stories.

Believe it or not,” the hamster began, “and one day I dug a passage through the whole earth and came out in Africa. And there is such cold - worse than ours! As soon as I got out, I saw an elephant standing, twisting its trunk and grunting. I told him: “Why did you grunt?! Have you seen any hamsters, or what?” And he “oink-oink” and “oink-oink”! I got angry, grabbed him by the trunk, gave him a good spin and threw him to the very top of the tree.

Wow! - the hamsters admired.

What, what then?! – the hamsters asked in unison.

Later...

Don't delay! - the hamsters begged.

Nice job! - the braggart was offended. - Do you think it’s so easy to come up with something you’ve never seen?! (G. Yudin)

3. Physical education minute.(Children imitate all the movements of the hamster.)

Hamster-hamster, hamster, Hamster sweeps the hut

Striped barrel. And goes out to charge.

Khomka gets up early, One, two, three, four, five!

He washes his cheeks, Khomka wants to become strong.

Rubs the cervix.

What is the first sound in the word hut? Do you know what a hut is? Slovoznaykin will introduce you to this word.

4. Correlating sounds with letters.

- Let's introduce Khomka to the letter X.

a) reading a poem and showing a picture

X keeps walking, walking, walking –

Can't find a place? (A. Shibaev)

b) Examination of the letter. What elements does it consist of, and how are they arranged?

c) Constructing letters from sticks.

d) Writing in a notebook.

e) Showing letters using hands and fingers.

f) What does the letter X look like?

5. Exercise “Living letters”.

Find out what letter we are talking about and show it.

Friends held hands and said: Look at the wheel

“You and me!” Meanwhile, the letter turned out... And you will see the letter...

The letter walks, walks, walks - It is at the beginning of the alphabet,

Can't find a place. That's why she's famous.

And it’s easy to recognize her -

The letter is from any forest. He puts his legs wide.

The letter looks like a bitch...

6. Game “Say the Word”

This riddle is not easy: Clap - and the candy shoots,

I always write with two Ks: Like a cannon!

Hit both the ball and the puck with your stick, It’s clear to everyone: this is...

And my name is ... (hockey). (Clapperboard).

It's easy and quick to guess: In our kitchen all year long

Soft, lush and fragrant, Santa Claus lives in the closet

He's black, he's white,

And sometimes it’s burnt. (Bread) (Fridge)

7. Summing up the lesson.

What sound were we introduced to?

What did you find out about him?

Who helped us?

Show the letter X.

Guys, count the chips you received for correct answers throughout the lesson.

The speech therapist invites children to make marks on achievement lines.

Target: introduce children to the letter X.

Tasks:

Learn to put stress on words

Develop the ability to compare words that have opposite meanings

Strengthen the ability to divide words into syllables and perform sound analysis.

Progress of the lesson

I. Explanation of new material

1. Introducing the sounds [x], [x"] Listen to the poem.

The ferret was jealous of his neighbor hamster:

“He has a bag in each cheek!

And I would like to have cheeks like these

Bring grain to the storeroom in bags.”

(According to T. Kryukova)

What animals are we talking about? What sound do the words ferret and hamster begin with? Guess what sound we'll be introduced to today? (With sounds [x], [x"].) Look at the picture. Which of the animals is thin and which is fat? Who is tall and who is short?

2. Working with antonyms. Listen to the sign words. Match them

words with opposite meanings.

long - ... small - ... sour - ...

white - ... good - ... dry - ...

Determine the place of the sound [x] in the words: good, bad, dry, thin.

3. Introducing the letter X. Write the letters X, x on the board.

4. Working with the City of Letters, the letter X.

X is a consonant. Like the letter M, it is unpaired and lives on Unpaired Street. Cut from split

ABCs and stick the letter X in your house

5. Written assignment. Learn to write the printed letters X, x in the boxes.

6. Reading syllables. See how the children laugh merrily

Let's join them! To do this, read the rows of syllables.

ha-ha-ha he-he-he

ho-ho-ho hee-hee-hee

In which syllables does the consonant sound sound hard?

(Ha, ho.) Which ones are soft? (Heh, x and.)

7. Reading words. Prepare the reading words and read them.

fur fly dry

moss ear ear

Perform a sound analysis of the word fur. If a letter represents a vowel sound, underline it in red

in pencil, if there is a hard consonant - in blue, if there is a soft consonant - in green.

The teacher needs to clearly pronounce all the sounds of the word with the children and characterize each sound (say, a vowel sound or a consonant, a hard consonant sound or a soft one).

The words fly, ear and ukha are divided into syllables by vertical lines. The teacher once again reminds the children that every syllable must have a vowel sound, and draws the children’s attention to the fact that one vowel letter can make up an entire syllable (u-ho, u-ha).

8. Introducing the concept of “accent” This dog’s name is Mukha. Let's call her!

Place your palm under your chin and say the word. How many syllables does it have? Now call the dog: “Moo-oo-ha.” Which syllable did you draw out longer and highlight in your voice? (My.) This syllable is called stressed. On the letter, it is distinguished by an accent mark - an oblique line above the letter.

The accent is always placed on the vowel. On the syllabic diagram, the stressed syllable is also marked. Name the second syllable in the word Fly. (Ha.) It's called unstressed. Then the teacher asks the children to choose other nicknames for the dog and find the stressed syllable in these words.

II . Physical education minute

I I I. Consolidation of the studied material

1. Isolation of the stressed syllable. Listen to the words: mom, grandma. Orally divide them into syllables. Name the stressed syllable in each word.

V I. Summing up the lesson

The teacher reads the conclusions and checks how correctly and accurately the children have learned the lesson material.

Cut out the cut alphabet and glue the letter X into your house.

Learn to write block letters X, x in squares