Name
Phonetics-analytic-synthetic method in kindergarten, Age 5-6 years
Topic
The world stories
Learning time
1 hour
Designed time
1 hour
Size of class
20
Description
Preschoolers will recognize the characters from stories, will formulate sentences with them, will separate and identify the words of the sentence by clap their hands. They will separate each word into syllables and will specify the initial sound and then will graphically represent the sentence.
Aims
practicing speech: phonetic aspect, vocabulary, grammatical structure, vocabulary indication and activation; specific for preschool; formulating sentences grammatically correct; - separating and specifies the words of a sentence; - separating the syllablesof the words correctly; - specifies the initial sound the words data; - graphically represent sentences, words, syllables and sound initially.
Outcomes
Knowledge, Application
Editor
ciulei.florentina
Edit
1. ARRANGEMENTS and INTRODUCTION
5 minutes)
  • Read Watch Listen
    20
    0
    It will be provided the necessary conditions for the proper conduct of business: -organizing the classroom; - preparing the teaching materials; - placing organized group of children in the classroom.
  • Read Watch Listen
    5
    20
    1
    The activity begins with the presentation of riddles and pictures of characters from children stories.
Notes:
Resources linked: 0
2. READING AFTER IMAGES
15 minutes)
  • Read Watch Listen
    5
    20
    0
    Creating a communicative context - by reference to a familiar aspect of children; Riddle: bisyllabic words - the answer to riddles are words formed from two syllables; A line from a poem known; Create a "story" after a picture / drawing; Known children stories; Example: Children can reproduce main story sequences "The bag with two pennies' Isolating a certain sentences from the context created Separation sentence of speech can be achieved from an image of story”The bag with two pennies”
  • Discuss
    10
    1
    0
    A possible dialogue would be: - What makes the old man, the trouble that he can eat? - The old man beat the rooster. This is a sentence. With this sentence I said something about the old man. Repeat the sentence. The chosen sentence will be noted on the whiteboard by the educator or children by a horizontal line. The sentence will end with appropriate punctuation mark (.?!).
Notes:
Resources linked: 0
3. DIVIDING SENTENCE INTO WORDS AND WORD SEPARATION CONTAINING NEW SOUND
10 minutes)
  • Practice
    10
    5
    0
    Divide sentence in words and separation word in the sentence by speaking clearly, slowly, with pauses between words. Saying each word in the sentence may be accompanied by a clap. It exemplifies sentences that are clear, with a lexical meaning obvious. A possible dialog based on images could be : - Watch the first image, then say what the rooster makes. - The Rooster sing. -What is this? -This is a sentence. - Who is involved in this sentence? The rooster. Let's say all „rooster”. It is a word.   Repeat this word. - Rooster sings. - And singing is all one word. So what is the first word in the sentence? What is the second one? How many words have the sentence? Let's say the sentence entirely. Let’s clap to uttering each word. Whenever I clapped? How many words have the sentence? Similarly proceed for the other images.
Notes:
The educator must consider the following requirements: The only new sound of the word to be studied; the word to refer to a specific object; new sound to the beginning of the word, to be easily distinguished by pupils; word is made up of open syllables; word chosen to write and pronounce the same; words to be simple.
Resources linked: 0
4.ANALYSIS SEPARATING THE SYLLABLES OF THE WORD OR WORDS EVERYTHING CAN BE DONE STARTING FROM THE SUGGESTIVE IMAGES.
10 minutes)
  • Practice
    10
    5
    0
    It shows an illustration where children can see a princess. What you see in the picture? -In the Image I have seen Elsa. Look at the picture and tell us what Elsa is doing? -Elsa sings. -What is this? -This is a sentence. -What is the first word in the sentence? -The first word is "Elsa". -What is the second word? The second word is "sings". -To rarely utter the first word and put his hand under his chin. -ELSA. -How many times I opened my mouth? -We wave opened mouth twice? -The first time we pronounced "El" -A Second time I said "sa". -So how many syllables consists of the word "Elsa"? Say again the word "El-sa", dividing it into two syllables. To speak the word whole. Continue the exercise with the word "sing" and other words
Notes:
All preschoolers participate in this stage, but will be divided into small groups
Resources linked: 0
5.SEPARATION AND STUDYING NEW SOUND - ANALYSIS
10 minutes)
  • Investigate
    10
    5
    0
    Based on the analysis and synthesis phonetic words are separated and studying new sound, observing the following steps: intuits image is behaving a free discussion on its edge; separate sentences in speech, selecting a specific sentence; separate sentence in words, pronouncing each word; choose a word; splits the word into syllables pronouncing each syllable; distinguishes new sound that we propose to study it, to be pronounce clearly by the educator, then by children.
Notes:
All preschoolers participate in this stage, but will be divided into small groups
Resources linked: 0
6. SUMMARY OPERATION
10 minutes)
  • Collaborate
    10
    5
    0
    Specifying the place sounds into syllables and words; Divide the word into syllables again, reuniting the original sound of the syllables; To pronounce the full word; Reconstitute sentence. For better viewing and sound awareness studied will be marked in the syllables of the word and sentence by a red dot.
Notes:
All preschoolers participate in this stage, but will be divided into small groups
Resources linked: 0

Learning Experience

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