Target: strengthening the correct pronunciation of sounds [L] in speech.
Tasks:
Developing self-control during sound pronunciation;
Development of phonemic processes;
Exercise in the formation and use of nouns with diminutive suffixes;
Enrichment of vocabulary with related words;
Expanding and clarifying the vocabulary on the lexical topic of the lesson;
Development of thinking, memory, imagination;
Development of organ articulation;
Development of the respiratory apparatus;
Development of fine motor skills;
Cultivating perseverance.
Equipment: subject pictures, individual mirror, card diagram for design.
Speech material: riddle text, tongue twister text, material for completing lexical and grammatical tasks
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Summary of an individual speech therapy lesson on sound automation [L] in words and phrases.
Target: strengthening the correct pronunciation of sounds[L] in speech.
Tasks:
Developing self-control during sound pronunciation;
Development of phonemic processes;
Exercise in the formation and use of nouns with diminutive suffixes;
Enrichment of vocabulary with related words;
Expanding and clarifying the vocabulary on the lexical topic of the lesson;
Development of thinking, memory, imagination;
Development of organ articulation;
Development of the respiratory apparatus;
Development of fine motor skills;
Cultivating perseverance.
Equipment: subject pictures, individual mirror, card diagram for design.
Speech material:riddle text, tongue twister text, material for completing lexical and grammatical tasks.
Progress of the lesson.
1. Organizing time.Introduction to the lexical topic.
And mom has
And dad has
And my daughter has
And my son has
And the cat has
And the dog has
To get to know him
You have to say it out loud. (Name)
2. Breathing exercises.
Game “Warming our hands”:blow on your palms, changing the force of exhalation.
Game “Breathe through our nose”:alternately inhaling and exhaling air, now through the right and now through the left nostril.
3. Articulation gymnastics.
Repetition of previously practiced articulation exercises.
Isolated pronunciation of the sound [L] in front of a mirror.
4. Sound automation.
Completing lexical and grammatical tasks.
Game “Repeat”. Pronouncing word-names following a model.
Larisa, Volodya, Mila, Nikolay, Ilona, Vlad, Alla, Ruslan, Svetlana, Yaroslav, Klava, Slava, Vlada, Pavel, Zlata, Kirill, Clara, Danil, Mikhail.
Game “Catch It”.Select (clap your hands) the names of the girls/boys and repeat.
- Game “Memorize”" Memorization and consistent repetition of words. The number of words gradually increases, starting from two and ending with the child’s capabilities.
Alla has nail polish, a doll, a spinning top, a table, a scarf, and strawberries.
(For example: Alla has varnish. Alla has varnish, a doll. Alla has varnish, a doll, a top.
Alla has a bow, a doll, a top, a table...)
Slava has a bow, a saw, soap, a chair, a ball, a pin.
Game “Make it up.”Formation of related words (surnames) from objects (proposed pictures).
Pigeon, squirrel, shovel, spoon, wolf, elk, falcon. (For example: Orlov Kirill)
Game “Make it up.”Formation of nouns with diminutive suffixes.
Ex. “Remember.”
Learning tongue twisters:
Listening to a sample;
Joint speaking with a speech therapist;
Self-pronunciation by a child.
La-la-la, la-la-la -
Mila was sailing in a boat,
Klava was sitting in the boat,
I sang songs with Mila.
5. Development of fine motor skills.
Game “Constructor”.
Designing faces from counting sticks.
6. Summing up the lesson.
Stage sound automation R in words.
Target: formation of the sound side of speech.
Corrective educational task:teach how to perform articulation exercises in full, automate sound R in words.
Corrective and developmental task:develop visual and auditory attention, fine motor skills, voice, speech breathing.
Correctional and educational:cultivate a positive attitude towards the lesson, independence, control over one’s own speech.
Equipment: picture of Pinocchio, presentation of a slide show of vegetables, paper bees on strings, picture of Pinocchio with friends, two squares with lined squares, four planar images of a square and a circle, ten buttons,planar images of two pipes (musical): large, small.
Progress of the lesson
I. Organizational moment.
Speech therapist. Today Pinocchio came to your lesson.
He wants to show you the slides.
The slides show: tomato, potato, peas, corn, broccoli.
Slide show.
Speech therapist. Look carefully at these pictures, name them.
How can you call in one word everything that you saw in the pictures?
Child. Vegetables.
Speech therapist. What common sound is found in all these words?
Child. Sound R.
II. Report the topic of the lesson.
Speech therapist. Today in class we, together with Pinocchio, will learn to pronounce the sound beautifully and correctly R .
III. Articulation of sound.
The child's response is heard.
IV. Characteristics of sound.
The child's response is heard.
V. Breathing exercises.
Speech therapist. When Pinocchio was coming to visit you, he saw bees flying towards him.
Display of paper bees on strings.
Speech therapist. Look at the bees and blow on them, imagine that they are flying.
VI. Articulation gymnastics.
- Painter.
- Delicious jam.
- Turkey.
- Drummer.
VII. Speech exercises.
Speech therapist . Buratino loves to play the trumpet.
He has two of them and they sound different.
The big trumpet sounds harsh, and the small one sounds gentle, soft.
Two pictures depicting two pipes are displayed in front of the child: a large one, a small one.
The speech therapist alternately shows pictures and pronounces syllables, and the child repeats.
RA - RO - RU
RY - RU - RA
RU-RA-RY
VIII. Development of phonemic hearing.
Didactic game "Sound mosaic".
On the table in front of the child lies a square, divided into several squares. And also there are geometric shapes: circle, square. The speech therapist has the same square and geometric figures.
Speech therapist. Look what interesting figures Pinocchio brought you.
Let's play a game. I will now pronounce words with sound R , listen to them carefully.
If I say a word with sound R , put a small square in the first square, and if I say a word in which there is no sound R , then put a circle in the next square.
Words: potatoes, tomatoes, cabbage, onions, peas, radishes.
The speech therapist, together with the child, places the corresponding figures on his square.
Then two squares (speech therapist and child) are compared with each other.
IX. An exercise to develop fine motor skills and voice.
Speech therapist. Look, this picture shows Pinocchio with his friends. He will give you this picture if you follow the magic path.
The speech therapist takes out buttons of different sizes from the smallest to the largest in two rows of five buttons and places them in the picture.
Speech therapist. Now I will pronounce the words, and you listen to them carefully and repeat, pressing the buttons with your fingers, starting with the smallest buttons, while speaking in a whisper, and then louder and louder.
The child repeats the words, pressing the buttons, alternately with all fingers in order, starting with the thumb and ending with the little finger, so he walks along the path and reaches the picture depicting Pinocchio with his friends.
Words: cakes, pears, tomatoes, cucumbers, carrots.
X. Exercise in forming the instrumental case.
Speech therapist. Look at the picture and tell me what Pinocchio treats his friends with.
Child. Grapes, cake, marshmallows, pears
XI. Summary of the lesson. Performance assessment.
Speech therapist. Did you enjoy working with Pinocchio?
Child's answer.
What sound did you learn to pronounce beautifully in class?
Child. Sound R.
Topic: Automation of the sound [s] in syllables.
Target: Continue working on the correct pronunciation of the sound [s] in syllables.
Tasks:
1 .Work on automating the sound [s] in straight syllables.
2. Development of speech breathing.
3. Development of articulatory muscles, tongue muscles.
4. Development of fine motor skills: lacing.
5. Development of mental processes: attention, memory.
6. Development of phonemic awareness.
7. Development of the lexical and grammatical structure of speech.
Equipment: a small bowl of water, two paper boats (origami), a whistle, pictures: sled, cheese, fox, dishes, braid; ball; lacing.
Progress of the lesson
I.Org.moment
Today we will go on a journey on small boats. Who's in charge on the ship?
That's right, captain.
II. Main part
1.Development of speech breathing
You will be the captain of this ship, and I will be the captain of this. Let's organize a competition. Whose is faster? (blow a long stream of air in the middle)
So we swam to the shore. We must blow the whistle (the child blows the whistle)
2. Finger gymnastics “Mice”
Hearing our signal, the mice came running.
One day the mice came out (we moved the fingers of both hands on the table).
See what time it is (pull back the sleeve on your left arm with your right hand)
One, two, three, four (put your elbows on the table and bend four fingers in turn)
The mice pulled the weights (we clench and unclench our fists)
One, two, three, four, five (bend five fingers one by one)
And we went for a walk again (we move the fingers of both hands on the table).
3.Articulation gymnastics
On the shore we met our friends and rejoiced “Smile”, kissed “Tube”.
Friends invited us to visit. They poured us tea in the “Cups”. Let's show you. They treated us to “Delicious jam” (circular movements with a wide tongue across the lips).
4. Automation of the sound [s] in syllables
Now let's play the game "Repeat"
Sa-sa-sa
So-so-so
Su-su-su
Se-se-se
Sy-sy-sy
I will ask you, and you will answer me:
L.: Sa-sa-sa? R.: Sa-sa-sa.
So-so-so? So-so-so.
Now you ask me? (they just switched roles).
5.Exercises to develop phonemic awareness
I will name the words, and you will clap if you hear the sound [s].
(Garden, son, cat, ship, spring, pipe, dishes, captain, sun, sunset).
6.Game to develop visual attention and memory
Game “What has changed?”: sled, cheese, fox, dishes, scythe.
7.Development of graphomotor skills
Every sailor should know how to tie his boots. Show me how you can do it (lace).
8. Development of the lexical and grammatical structure of speech
"Plural of objects"
Let's play with the ball. I will name one object, and you will name many such objects, for example, I say a sock, and you should say socks.
Home - home
Gnome - gnomes
Table – tables
Garden – gardens
Juice – juices
III.Final part
What did we sail today? Where were you? Who were you?
Topic: Sounds Z-S
Tasks:
- Learn to differentiate the sounds [s] and [z] based on sound and articulatory characteristics
- practice syllabic analysis of words,
- learn to form nouns with a diminutive meaning
- develop integrity of perception
Equipment: object pictures whose names contain the sound s; chips for drawing up sentence and word diagrams
Speech material:snowdrift, snow removal
Progress of the lesson:
Org. moment
Identify the letter by touch.(N,W)
What sounds do they represent?
Comparison of sounds by articulatory and acoustic characteristics
The speech therapist suggests, looking in the mirror, to pronounce the sound s for a long time and pay attention to the position of the lips.
The lips are smiling, teeth are visible.
And now let’s whistle again for a long time, angrily, show how the air comes out of the pump, and tell us where the tip of the tongue is hidden (the tip of the tongue is hidden behind the lower teeth)
What stream of air comes out when we pronounce the sound: cold or warm? Place your hand to your mouth and say s.
(if someone says that it is warm, compare x and c).
Teeth prevent air from leaving the mouth freely when we pronounce the sound [s]. Vowel or consonant sound [s]? Let's try to sing it. What's happening? (This consonant sound)
The sound Z is similar. Please note that the sound is sonorous.
"Catch the Sound"
Game “Who (what) do I see?” ("Lock")
Name the pictures.
Call me kindly
Game “Let's make beads” (differentiation N-W)
(the speech therapist shows a picture. The child determines which sound - S or Z - is present in them. If S, lays out a yellow chip, Z - purple)
Game "Sdrifts" (definition of the syllabic structure of a word)
Sound-letter analysis of the word (goat)
How many sounds are in the word soup?
3 cells - sound lives in each window
What's the first sound?
What is he like? (according to TV)
Which chip should we take? (blue)
What's the second sound? What sound is this? Take the required chip. This is a vowel sound.
Name the third sound. What do we know about him? (acc., TV, v.) (Blue chip)
Last sound?
Let's read what we have compiled.
Where is the sound that we are studying today? (in 1st place). Point it out with your finger.
How many vowel sounds are there in a word? Show them.
What if I replace the sound? What word will it be? (braid)
Making sentences with a given word. Drawing up a proposal outline.
Make up sentences with the word soup.
What's the first word? Let's denote it with a stripe.
Take the diagrams and post them.
We put a period at the end.
How many words are there in a sentence?
Task: Distribute proposals.
Repeat:
We collect strawberries.
Sonya fell asleep.
Dew glistens on the rose.
Lisa looks at the goat.
There is a vase of roses on the table.
There is an umbrella near the bag.
Exercise “Composing pure sayings”
Summarizing
Individual lesson
Subject: S-SH differentiation
Tasks:
- Learn to differentiate the sounds [s] and [sh] based on sound and articulatory characteristics
- expand your vocabulary on the topic “Furniture”
- learn to carry out syllabic analysis of words
- develop phonemic awareness
- practice using prepositions under, for, on
- practice orientation on a sheet of paper
- develop short-term visual memory
- develop stability of attention
Equipment: object pictures whose names contain the sounds s, sh; ball, picture “Find the differences”
Speech material: shelf, armrests, desk, bookcase
Progress of the lesson:
1.Articulation gymnastics
Exercise "Bagel"
Exercise "Tube"
Exercise "Cup"
Exercise "Frog"
Exercise "Proboscis"
Exercise “Frog-proboscis”
2.
Characteristics of the sounds sh, s according to articulatory and acoustic characteristics
What did the lips do when they pronounced Sh? (lips moved forward)
Did they look like a bagel or a straw? (they were round like a donut)
What did your tongue do when you pronounced Sh? (The tongue rose to the roof of the mouth, behind the upper teeth)
Put your hand to your mouth and say sh.
Teeth prevent air from freely leaving the mouth when we pronounce the sound [w]. Vowel or consonant sound [sh]? Let's try to sing it. What's happening? (This consonant sound)
Is this sound voiced or dull? Why? Let's put our hand to the neck. Is your voice trembling? (sound dull)
We make a sound angrily (this is a hard sound)
What chip will we use to denote sound?
Likewise, the sound S.
3. Game “Catch the Sound”
1) Clap when you hear the sound sh
- Shssssssssssssssssssssssssssssssssssss
- Fur coat, bag, school, salt, bear, ear, mustache, tire
4. Synthesis of syllables and words. (Ball game)
I throw out sounds, and you return the syllables to me: sh, a. Which syllable will you return? : (Syllable SHA)
S-a, S-u-k, …. u-s-s, k-u-s-t, sh-u-b-a
5. Lay out the cards
The child is asked to sort the pictures into two groups: s-sh.
6. Orientation on a sheet of paper
Following instructions:
- Put the elephant at the top of the sheet, the bag at the bottom, etc.
7. Lay it out as it was
The child is instructed to remember the pictures and their location.
The speech therapist swaps the pictures. The child needs to arrange the pictures as they were originally.
8. Work on the syllabic structure of the word “Snowdrifts”
The child is asked to hide the picture under the desired snowdrift (according to the number of syllables)
9. Game "Find the differences"
Which room is in the picture?
Name the furniture that is in this room.
The speech therapist clarifies the names of the furniture parts.
Find the differences between these pictures.
10. Summing up.
Target: automation of sounds [Р] and [Р’] in free speech
Tasks:
Correctional and developmental: continue to develop the speech apparatus, speech breathing; develop fine motor skills; practice sonorant sounds in words, phrases and sentences.
Educational: consolidate knowledge about the seasons; strengthen the ability to use verbs; Continue learning to convert singular and plural nouns.
Educational: uniting the children's team.
Progress of educational activities
1. - Hello, guys! Today we will go to the cheerful country of Rychandia. All the residents of this country are really looking forward to us, because they hope that we will help them learn to pronounce all the sounds of speech beautifully and correctly, especially their favorite sounds [R] and [R’]. But to get there, we will need to fly on balloons, which we will now inflate.
2. - So you and I ended up in the cheerful country of Rychandia. Meet its inhabitants.
Also in this country there lives a cheerful little man named Tongue, who invites you guys to do exercises for your tongues. Sit down at the tables, move the mirrors towards you.
In this house, my friend, the cheerful Tongue lives.
Oh, he’s a smart boy and a bit of a naughty boy.
Little man - The tongue turned on its side,
Looks right, looks left,
And then forward again,
Let's rest a little here. (Watch)
-Language looked out the window, and it was light on the street.
Our tongue stretched out and smiled at us widely,
And then he went for a walk, sunbathing on the porch. (Spatula)
-He lay down on the porch, ran on the swing,
He took off boldly, but it’s time to get down to business. (Swing)
-The hammer knocks: knock, knock, He’s the tongue’s best friend.
Nails, a hammer and pliers are the things a carpenter needs. (Hammer)
-And here’s a can of paint nearby, update the fence nearby. (Painter)
-I’ll play with the horse, I’ll play the harmonica for it. (Horse)
-The sun disappeared behind the mountain, Tongue went home,
He bolted the door, lay down in bed and fell silent. (Nest)
3. – And you and I will go further. Look what's on our road? This is a wonderful bag. What's in it? (Didactic game “Wonderful bag”. Children take out objects from the bag whose names contain the sound [P].
Games with objects from a wonderful bag. (“The fourth odd one,” “What is missing,” “What has changed”).
4. – Now let’s move on. You know, guys, that in the country of Rychandia, just like in ours, there are winter, spring, summer and autumn. Only the residents can’t remember what goes for what. Let's help them. (Didactic game "Seasons")
After winter comes spring, there will be no time to sleep again.
After spring there will be summer - let's not forget about it.
And then autumn comes, even though we don’t ask for it.
And after autumn comes winter, it will freeze everything.
(Children roll tennis balls across the clearing of the seasons and name the signs of each season).
5. – And now we will go to the garden of the residents of cheerful Rychandia and see what they have grown. Maybe they need help with the harvest. (Didactic game “Let’s Harvest”).
- Look, guys, what’s happening in the garden, aren’t you surprised? Do vegetables and fruits grow in their proper places? What did our merry fellows mix up? Where should vegetables actually grow? Where should fruits grow? (In the pictures: vegetables grow on trees, and fruits grow on beds).
Didactic game “Big - small”
Potato - potato
Carrot - carrot
Radish - radish
Turnip - turnip
Tomato - tomato
Cucumber - cucumber
Didactic game “One - many”.
6. Well done, guys! Now let's see what animals live in the country of Rychandia.
Didactic game “Animals and their cubs”
Cow - calf
Ram – lamb
Rabbit - baby rabbit
Pig is a piglet.
7. Okay, guys! It's time for us to return. Oh, what is this ball lying in our path? Let's play.Didactic game “On the contrary”.
We will now open our mouths to say the opposite:
Cold – hot
Bad - good
Cheerful - sad
Dull – sharp
8. Well done, guys! Well, let's go back by car:
Starting the truck:
ra - ra - ra;
ar - ar - ar.
Starting the tractor:
ro - ro - ro;
or - or - or.
Starting the van:
ru - ru - ru;
ur – ur – ur.
We start the length:
ry - ry - ry;
yr - yr - yr.
9. Summary of the lesson. Our journey has ended and we have returned home. Let's remember what and who we saw in the cheerful country of Rychandia. What did we do today in Rychandia? Did you enjoy your trip to Rychandia?
Topic: Sound [R]
Target: automate the sound [P] in syllables.
Tasks: develop sound pronunciation skills, phonemic hearing, attention, voluntary memory; develop pronunciation self-control skills.
Equipment: toys, cards with images of objects.
1. Organizational moment.
The speech therapist draws the child’s attention to the proposed toys (lion, cat, squirrel, chicken). He says that the lion can pronounce the sound [R] in syllables, but the others cannot. Invites the child to help teach toys to pronounce the sound [R].
2. Articulation gymnastics.
Ex. “Proboscis Smile” (at tempo)
Ex. “Swing” (wide tongue)
Ex. "Calyx" (mouth wider)
3. Clarification of sound articulation [P]. Making a sound
(quiet, loud).
4. Pronouncing straight syllables.
The child is asked to pronounce the syllables by moving the toy (lion) parallel to the other toys, as if pronouncing for each of them:
A)
RA-RA-RA RU-RU-RU
RO-RO-RO RY-RY-RY
B) Game "Who said a different syllable"
The speech therapist tells the child that all the toys have learned to pronounce syllables and now want to play. The child is asked to listen carefully to the chain of syllables and find the “extra” syllable that is different from all the others.
(If it is difficult for a child to complete this task, then the speech therapist pronounces the syllables, pointing to the toys one by one, as if they were saying it, and offers to show which of them said the other syllable)
IN) Game "Repeat Correctly"
The child is asked to repeat the chain of syllables correctly.
RA-RO-RU
RU-RO-RA, etc.
(if it is difficult for the child, then the speech therapist pronounces the syllables, pointing to the toys)
G) Game "Agree a Word"
The speech therapist invites the child to look at cards with images of objects and clarifies the names. The child needs to finish the last syllable and point to the word that the speech therapist suggested.
Go...ra sha...ry ut...ro kengu...ru
But...ra go...ry per...ro
Dy...ra coma...ry ved...ro
chickens lake...ro
tomatoes
D) Game "Who is faster?"
The speech therapist speaks to the child. That they will pronounce the syllables together, while moving the chips around the playing field; whoever pronounces the syllable incorrectly misses a turn.
5. Summary.
- Today you correctly pronounced the words in all syllables, you were attentive - you correctly found the extra syllable, the hidden pictures. In the next lesson we will learn to pronounce the sound [R] in words.
Topic: Sound [R]
Target: automate the sound [R] in words.
Tasks: develop skills of inflection and agreement; develop phonemic hearing, attention, voluntary memory, thinking; develop pronunciation self-control skills.
Equipment: toys, set of pictures.
1. Organizational moment.
- I have prepared interesting tasks and pictures for you. Today we will continue to learn how to correctly pronounce the sound [R] in words.
2. Reflected pronunciation - Game “Repeat.
The child is asked to repeat the words, pronouncing the sound [P].
A) shirt, rocket, lynx, kangaroo, pea, giraffe.
B)
hole-hole, mosquito balls,
mountain chickens, lynx fish.
3. Naming words from pictures – Game “Name the Pictures”
- Look at the pictures, they are all familiar to you. Name them. Right
pronouncing the sound [P].
Pencil, pen, axe, fly agaric, tiger, mosquito, cheese, drum, pyramid.
4. Negotiation of proposals.
The child is asked to listen to the sentence and finish the last word using pictures (from the previous game).
Misha plays on...
Masha was eating a sandwich with...
In summer they bite painfully...
In the forest the guys saw red...
Grandfather chops wood...
The bird has lost its...
At the zoo you can see...
We are drawing…
Roma collected colorful...
5. Development of voluntary memory - Game “Memorize”
- For the next game, let's choose 3 pictures for ourselves (you can take pictures from previous games). We will make a chain out of them, laying out our pictures one by one. Name the picture, show me and turn it over. In order to put my picture, I need to remember what is shown in the pictures in the chain.
When the chain of words is laid out, the speech therapist invites the child to remember and pronounce the words again (the words are listed from left to right each time, you can point to them in the chain while pronouncing the words). Then you can hold a competition: the speech therapist and the child take turns pointing to any picture in the chain and asking “What’s there?” After the answer, the picture is turned over, and a chip is taken for the correct answer.
6. Formation of the skill of determining the position of sound in words:
Game "Fold the pattern"
The child is offered cards with pictures. You need to pronounce the words, determine the position of the sound [P] and place the chip in the appropriate window. After all the chips are laid out, the child is given a “checker”.
7. Game “We are learning the sound [R].
The speech therapist invites the child to recite the poem from the card (see L.N. Smirnova, p. 18).
Listen to me tell you, then you repeat, and the pictures will help you.
7. Summary
- You pronounced the sound [R] correctly, finished words from pictures, and remembered the entire chain of words. In the next lesson we will learn to pronounce the sound [R] in sentences.
Topic: Sound [R]
Target: automate the sound [R] in sentences.
Tasks: develop skills in composing sentences with a given word and according to a pattern, work with deformed phrases; practice in
inflection; develop sound pronunciation skills, phonemic hearing, attention, verbal and logical thinking; develop pronunciation self-control skills.
Equipment: dolls, pictures (trumpet, drum, harp), cards with sentence diagrams (the card shows a child, then
a few dashes for making up words and an image of some object whose name should be used in a sentence), a card for the game “Who is faster?” (on the map there are pictures with the sound P in the title in a scattered order, all pictures are connected by red and blue arrows in the direction from start to finish).
1. Organizational moment.
- Today we will learn to pronounce the sound [R] in sentences, and the dolls of Raya and Roma will help us with this.
2. Repetition of sentences.
Roma has a drum. Roma plays the drum.
Roma has a trumpet. Roma plays the trumpet.
Raya has a harp. Raya plays the harp.
3. Exercise in conjugating verbs.
Loading pears into a truck.
Paint the crab with red paint.
Be friends with Roma.
4. Drawing up proposals based on schemes.
- Now we will make sentences about Raya and Roma, using these diagrams. (If the child is unable to compose a sentence on his own, then the speech therapist asks a question based on the content: for example, in the diagram there is a boy and a truck, the speech therapist asks: “What is Roma playing with?”)
5. Exercise in making simple sentences with a given word. Game "Who is faster?"
The speech therapist and the child take red and blue chips and stand at the start: whoever has the blue chip moves along the blue arrows. Who has red - in red. You can move the chip only after you have come up with a sentence with the given word under the chip. They move in turns, the speech therapist corrects the child’s sentences as necessary and achieves a clear pronunciation of the sound R.
6. Working with a deformed phrase. Game "Confusion".
Paint, paint, Raya, fence - Roma paints the fence.
Mom, a sweater, Roma, bought -
Pencil, lost, Raya, new -
Bitten. Roma, mosquito
Paradise, desk, sit, behind -
Roma, stamp, stick, envelope, on.
7. Summary.
- Today you pronounced words correctly in all words, you were attentive - you composed sentences correctly. In the next lesson we will learn an interesting proverb and compose a story based on the picture.
Summary of an individual lesson: Automation of the sound [ZH] in words and sentences
Goal: to practice the correct pronunciation of the sound [zh] in words and sentences.
Progress of the lesson.
“Hippos”, “Knead the dough”, “Delicious jam”, “Sail”, “Cup”.
Mystery
I don't buzz when I sit
I don't buzz when I walk
I don't buzz when I'm working,
And I buzz when I'm spinning. (bug)
What sound do we hear at the beginning of a word?
Sound [zh].
Let's buzz like bugs.
W-w-w
Once upon a time there lived a beetle. He loved to play different games. Let's play the game “Traps” with the beetle. Clap your hands when you hear the sound [z].
z-f-s-r-z-f-f-l-z-sh
zhi-ra-zha-tso-sho-zhu-shu-zi
III. Working with syllables.
The beetle liked playing with you. The beetle can sing songs, try to sing the beetle's songs too.
"Songs"
Zha-zha, zha-zha-zha.
Jo-jo, jo-jo-jo.
Zhu-zhu, zhu-zhu-zhu.
Zhi-zhi, zhi-zhi-zhi.
IV. Working with words.
The beetle had a friend, guess who it is?
There was a pillow with needles lying between the trees.
She lay quietly, then suddenly ran away.
(Hedgehog)
Working from a picture.
Who is in the picture?
- How long does it take?
- Count them.
V. Game “One - Many”
Game “Big - small” (games played with a ball).
The speech therapist calls the word in the singular and throws the ball to the child, the child returns the ball, calling the word in the plural.
Beetle - beetles.
Hedgehog - hedgehogs.
Hedgehog - hedgehog.
Beetle is a bug.
Hedgehog is a hedgehog.
VI. Working with a plot picture.
Make a sentence based on the picture.
Sample proposals:
A hedgehog walks in the rain.
The hedgehog has a yellow coat.
A hedgehog carries an acorn.
A beetle lives under a leaf.
VII. Summary of the lesson.
Who did you play with during the lesson?
What sound was often pronounced in words?
Topic: Automation of sound [Ц] in words and sentences.
Goals and objectives:
Practice the correct pronunciation of the sound ts in words, sentences,
Continue learning to answer questions in detailed sentences.
Equipment: mirrors, subject pictures, subject pictures, ball.
During the classes.
I. Articulation gymnastics
“Smile”, “fence”, “proboscis”, “donut”, “knead the dough”, “brush our teeth”, “slide”.
II. Phonemic awareness.
Mystery.
He appeared in a yellow fur coat,
Goodbye two shells! (chick)
What sound do we hear at the beginning of a word?
- What sound is it?
- When we pronounce the sound ts - lips in a smile, the tongue rises up and down.
Once upon a time there lived a chicken. He loved to run away from his mother and play “Traps” with his brothers and sisters. Let's play the game “Traps” with the chicken. Clap your hands when you hear the sound ts.
m-r-ts-sh-z-ts-h-f-r-ts
ma-sha-tsa-ro-tso-zhu-shu-tsu
III. Working with syllables.
The chicken liked playing with you. He suggests playing the game “Ball”.
Ball game.
Throw the ball and repeat the syllable.
ats-ots-uts-yts-ets
tsa-tso-tsu-tsy
IV. Working with words.
Mystery.
Clucking, clucking,
Convenes children
He gathers everyone under his wing. (chicken)
The hen can't find the chick. She calls, but he doesn’t respond. Help her call the chicken.
- What are the names of the chickens? (chick-chick-chick)
- The chicken heard his name called and ran to the other chickens.
Working from a picture.
How many chicks does a chicken have?
- Count the chickens.
V. Working with phrases.
Working from a picture.
The hen collected all the chickens.
Chicks and chicken
All day outside.
Chickens near the hen
Chickens on a hen
Chickens under the hen.
- Tell me, where are the chickens?
VI. Working with a proposal.
Working with a plot picture.
VII. Summary of the lesson.
The hen admired the chickens,
If she's not a chicken, she's a smart girl.
Who did you play with during the lesson?
- What sound did you work with?
Lesson summary “Automation of sound [L] in words, phrases, sentences”
Goals:
Automate the sound [L] in words and sentences;
- develop spatial orientation;
- develop the ability to evaluate one’s activities;
- to cultivate in children a friendly attitude towards others and a love of nature;
- stimulate attention, teach how to quickly and accurately respond to sound signals;
- develop auditory attention, phonemic perception, intonation expressiveness;
- activate the dictionary by theme "Birds" ;
- consolidate the ability to form plural nouns in the nominative case, nouns in the genitive case, possessive adjectives, and coordinate numerals with nouns;
- formation of correct reading skills.
Equipment: picture-symbol of the sound [L], “bird house”, object pictures with images of birds, task cards “Find the letter L”, geometric shapes with letters, cards with a reading task, cut-out plot picture for each child, pictures “ Find differences".
Progress of the lesson:
1. Organizational moment
A new day has come. I will smile at you, and you will smile at each other and our guests. And think how good it is that we are all here together today. We are calm and kind, we are friendly and affectionate. We are healthy. 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.
- Let's start the lesson!
2. Updating the topic of the lesson
Listen to a funny tongue twister and determine which sound is repeated more often than others?
The jackdaw sat on a stick,
The stick hit the jackdaw.
What sound do you think we'll be working on today?
- Yes, we will work on the sound [L], we will pronounce it in words and sentences.
- What needs to be done in order to pronounce all sounds well? (Articulation exercises).
3. Articulation exercises.
Let's do exercises for the tongue.
"Watch"
"Swing",
"Delicious jam"
"Let's punish the naughty tongue"
"Let's brush your upper teeth"
"Painter",
"Turkey",
"Horse".
4. Characteristics of sound based on articulatory and acoustic characteristics.
Remember what you need to do to pronounce the sound [L] correctly?
Narrow tip of the tongue
Up, rests on the teeth,
And the lips are smiling.
On the sides of the tongue
The air is moving.
L - it will turn out melodious,
Smooth, gentle and sonorous.
Describe the sound [L]. (Consonant, hard, sonorous).
- Select the sound symbol [L]. (Boy in a blue jacket with a bell).
-What does this sound sound like? Listen! (The plane flies and hums.) (A picture symbol of the sound [L] is displayed).
- Say the sound [L]! Try to watch the pronunciation of the sound [L].
5. “Clap your hands if you hear two [L] sounds in a word.”
He came up, swam, pricked, planted, did, closed, climbed, stroked, dropped, adjusted, burned, saw, caught, broke, swallowed, spit, bell, burst, crocodile, listened, served, heard, disappeared, received, smiled, alphabet, balalaika, gladiolus.
6. Letter L.
What letter in the letter represents the sound [L]? (Letter L).
(A letter is set).
- Write this letter in the air.
Working with a card.
- Find the hidden letters "L". Circle them.
- Well done, you found a lot of letters “L”. Each of you will receive a fragment of a picture for a well-completed task, and at the end of the lesson you will create a whole picture.
7. Development of orientation in space.
Before you are geometric shapes.
- Place a square in front of you,
Place a triangle to the left of the square,
Place a rectangle to the right of the square,
put a circle between the square and the rectangle,
Place a rhombus between the triangle and the square.
Read the word. (Birds).
(Children receive the second fragment of the picture).
-Who do you think we will talk about today? (About birds).
- What birds do you know? (Children's answers).
8. Determining the presence of the sound [L] in the names of birds.
And birds whose names contain the sound [L] can live in our bird house.
- What kind of birds are these?
- I will display pictures, and if you recognize the bird, raise your hand and name it.
- Oriole - no other bird in our forest has such bright golden feathers;
- goldfinch - its forehead and throat are red, its black wings have yellow stripes;
- the nightingale is the most famous singer in Russia.
(Each of the children names all the birds that inhabit the house).
What bird's name begins with the sound [L]? (Martin).
- What birds' names end with the sound [L]? (Woodpecker, eagle, goldfinch).
- Where is the sound [L] in the names of other birds? (In the middle of a word).
9. Formation of plural nouns in the nominative case.
There is one bird of each species in our house, and if there were many of them, what would we name them?
(Woodpecker - woodpeckers, etc.)
10. Agreement of numerals with nouns.
I will name the number, and you will name the same number of birds I indicated.
- 5. (Five woodpeckers).
- 3. (Three swallows). Etc.
11. Formation of genitive nouns. Game "Who is missing"
How do birds move? (They fly).
- Birds love to fly from place to place. There are five birds left in our bird house. Remember who is in the house. Close your eyes.
- No one? ...
12. “Find the names of the birds”
Now let's see how you remember the names of the birds. Read the words, underline only the names of the birds.
goldfinch wings dove oriole
nightingale capercaillie paws beak
tail swallow nuthatch woodpecker
jackdaw body eagle head
What names did you find in the first column? (Goldfinch, nightingale, jackdaw). Check, is everyone like this?
Etc.
- What words did you leave unemphasized? (Tail, wings, body, paws, beak, head).
- What do these words mean? (Body parts of birds).
13. Formation of complex adjectives
How do birds differ from each other? (Size, color).
- The jackdaw has black wings. What kind of jackdaw? (Black-winged).
- The woodpecker has a red head. What woodpecker? (Redhead).
- The swallow has short legs. What swallow? (Short-toed).
- The oriole has yellow feathers. What kind of oriole? (Yellowfin).
14. Formation of possessive adjectives
What about the beak of a dove? (Pigeon).
- The beak of a nightingale? (Nightingale).
- The beak of a wood grouse? (Glukhariny).
- Jackdaw's beak? (Galochy).
15. Active pause. "Be careful!"
Let's relax a little, play a game and see who is the most attentive.
- If I say the word “bunnies”, you will jump, “horses” - as if hitting your “hoof” on the floor, “crayfish” - back away, “birds” - wave your arms, “stork” - stand on one leg.
16. Formation of new words using prefixes
Read the word. (Flying).
- Make up new words using the written parts.
(U-, for-, under-, from-, pere-, on-, about-, you-, on-, in-).
- How do you understand the meaning of these words?
14. Making proposals. Working with the proposal diagram.
Now, with any of the words you named, make a sentence about the bird you like.
- Make a diagram of your proposal on a piece of paper.
- How many words are in your sentences?
- Why is there a line with a corner in the first place? (Start of sentence, capital letter).
- What sign is at the end of the sentence? (Dot).
15. Work on intonation expressiveness.
What other punctuation marks can be at the end of a sentence?
- If there is an exclamation point at the end of a sentence, what is it called? (Exclamation). How should we read it? (Brightly, cheerfully, exclaiming, enthusiastically).
- Say your sentence with an exclamatory intonation.
- And if there is a question mark, how do we pronounce the sentence? (Interrogatively).
- Say your sentence interrogatively.
16. Drawing up a cut picture.
Now you have a sufficient number of fragments of the picture.
- Collect a picture.
- What is shown in the picture?
- Look at the picture of your desk neighbor! The pictures are slightly different.
- Leave the cut pictures on your desks, I’ll give you two pictures to take home.
- Try to find the differences at home, make up a short story based on the picture, remember the names of the birds we talked about today, let adults help you write down the names of the birds on the back of the picture.
17. Reflection.
There are white envelopes on your tables. Take out their contents. Glue a sun, a cloud or a cloud on the top of the sheet, depending on what mood you were in during the lesson.
- Glue the little man to the place of the “rock of knowledge” that you reached in today’s lesson.
Thanks for the lesson. You can go to your class.
Additionally:
“Which word doesn’t work?”
Dove, dove, blueness, dove, dovecote.
- Nightingale, nightingale, advice, nightingales, nightingale.
- Oriole, pigeon, goldfinch, badger.
- Jackdaw, feeder, wood grouse, swallow.
Summary of an individual speech therapy lesson [Automation of whistling sounds
Goals: strengthening the skill of correctly pronouncing sounds [С], [Сь], [З], [Зь], [Ц].
Objectives: development of articulatory motor skills, speech breathing, automation of skills of correct pronunciation of whistling sounds, introduction of sounds into a child’s speech, development of attention and memory, phonemic perception.
Equipment: individual visual material.
Lesson plan:
1. Organizational moment.
2. Automation of the sound [S] in words, phrases, simple sentences.
3. Automation of the sound [Сь] in words and phrases.
4. Automation of the sound [Ц] in words.
5. Differentiation of sounds [S]-[C] in syllables.
6. Automation of sound [З] in words, phrases, sentences.
7. Automation of sound [Зь] in words and phrases.
Progress of the lesson:
1. Organizational moment.
Articulation gymnastics, breathing and vocal exercises (performed by a child in front of a mirror under the speech instructions of a speech therapist: “Frog”, “Elephant”, “Shovel”, “Angry Pussy”, “Pocket”, “Trampoline”; “Pipe”, “Breeze” ", "Stream".
Introduction to the topic of the lesson.
2. Sound automation [C].
Clarification of the articulatory structure of the sound [C], pronunciation of the sound.
Sound automation [C]:
In words rich in sound [C]: composition, method, descent, etc.;
- in phrases: salty soup, ripe cabbage, brave soldier, etc.;
- in sentences: there is a chair at the table, seedlings were planted in the garden, get up soon, etc.
3. Automation of sound [Сь].
Clarification of the articulatory structure of the sound [Сь], pronunciation of the sound.
Sound automation [Сь]:
Dynamic pause (the child pronounces speech material while performing one or another action; in this case, the student must, if the sound is pronounced correctly in the words, take a step forward, moving towards the designated goal):
Pronouncing words rich in sound: system, neighbors, thank you, etc.;
In static positions at the mirror:
In phrases: blue cornflowers, ten words, etc.
4. Sound automation [TS].
Clarification of the articulatory structure of the sound [Ts], pronunciation of the sound.
Sound automation [TS]:
Individual demonstration material used:
In words (at the end, beginning, middle): fighter, end; heron, chain; sheep, ring, etc.
The game “What is missing” is for the development of attention and memory, practicing grammatical categories: singular genitive case of nouns.
In words with rich sounds [Ts]: kisses, aims, clings, etc.;
5. Differentiation of sounds [S] - [C].
Dynamic pause (the child pronounces speech material while performing one or another action; in this case, the student must, if the sound is pronounced correctly in words, take a step forward, moving towards the designated goal, a step back - if the task is completed incorrectly):
Pronouncing chains of syllables perceived by ear: sa-tsa, tso-so, su-su-tsu, etc.
6. Sound automation [Z].
Clarification of the articulatory structure of the sound [Z], pronunciation of the sound.
Sound automation [Z]:
In words rich in sound [З]: barker, splinter, notch, etc.;
- in phrases: familiar music, knowledge of the language, forgot an umbrella, etc.;
- in sentences: Zoya has a new umbrella, familiar music is playing, Zakhar stopped by the factory, etc.
7. Automation of sound [Z].
Clarification of the articulatory structure of the sound [Зь], pronunciation of the sound.
Sound automation [Z]:
Dynamic pause: (the child pronounces speech material while performing one or another action) - pronouncing words rich in sound [Зь]: zigzag, winter, turn green, etc.;
In static positions at the mirror: - in phrases: green grains, a snake crawling on the ground, etc.
8. Summary of the lesson. Assessment of the child's activity.
Summary of individual speech therapy lesson "Producing sound C"
Goals:
- Achieve the correct sound of the “C” sound.
- Train the mobility of the articulatory apparatus.
- Develop fine motor skills of the fingers.
- Strengthen the ability to relax.
- Develop lower diaphragmatic breathing based on three-phase breathing.
- Develop phonemic awareness.
- Enrich your child's vocabulary.
- Develop correct, clear diction; neatness and posture.
Equipment:
bi-ba-bo “Little Ostrich” toy, pictures, sound profile, doll, music cassette, tape recorder.
Progress of the lesson
1. Organizational moment.
(Creating an emotional mood in a child).
Look what little ostrich came to our lesson today!
- What is your name?
- Ftipan.
- For some reason we didn’t understand what your name is.
- Ftipan.
- Ah, I think I guessed it. Is your name Stepan?
- Yes, yes (the baby ostrich waves his head). Ftipan, Ftipan!
- Sasha, what sound do you think our friend Stepan cannot pronounce?
- Well, of course, the sound “S”.
- Can you and I help him learn to pronounce the sound “S”?(Yes, we will help).
“But first we’ll show him how to relax.”
- Sit in the chair.(Calm music sounds, relaxation is carried out).
2. Relaxation.
“Everyone can dance.
Jump, run, draw,
But not everyone knows how to relax and rest yet!
- Listen, and do as I do. Inhale and exhale (twice).
Look, we are deer
The wind rushes to meet us
The wind died down
Let's straighten our shoulders
Hands back on your knees
Now a little laziness.
Hands are not tense
And relaxed.....
Ostrich chicks, girls and boys know
Now your fingers are resting,
Breathe easily….evenly….deeply.”
So our game ended, we rested a little, calmed down, learned to listen carefully, and most importantly, together with our baby ostrich, we felt how nice it is when our hands are not tense and relaxed.
Well, now it’s time to learn to pronounce the “S” sound.
Let's do the exercises that our cheerful tongue loves so much.
3. Articulation gymnastics.
(Lip exercises are performed).
1. Exercise “Smile”.
Pull your lips straight towards your ears
Frogs really like it.
Smiling... Laughing...
And their eyes are like saucers.
(Perform the “Smile” exercise 5-7 times, lips stretched in a smile, teeth exposed).
2. Exercise “Tube”.
My lips are a tube -
They turned into a pipe.
I can blow loudly:
Doo-doo, doo-doo-doo,
Doo-doo, doo-doo-doo.
(The exercise is performed with closed teeth, lips extended forward 5-7 times).
3. Exercise “Smile-tube”.
(Exercises “1” and “2” alternate 5 times).
Now let's play with our tongue. Look, Stepan, how we will do this and remember.
(Tongue exercises are performed).
1. Exercise “Spatula”.
Place your tongue with a spatula.
And hold it calmly.
The tongue needs to be relaxed
And keep it under counting:
One two three four five!
The tongue can be removed.
Listen and do this exercise as I tell you: “Put your relaxed tongue on your lower lip, make sure that the sponge does not curl up, then put the shoulder blade in your mouth, lower it behind your lower teeth, try to keep your tongue calm, not moving or trembling.” ”(5-7 times).
2. Exercise “Punish the naughty tongue”
Put your tongue on your lip,
Say five-five-five
Muscles relax...
The spatula turns out...
You keep her accountable...
Until five...until ten...
3. Exercise “Slide”.
That's a slide, what a miracle!
The tongue arched out elastically:
The tip touches the teeth,
The sides are going up!
4. Exercise “Brushing my teeth”
Am brushing my teeth,
Am brushing my teeth.
And outside...
And inside.
Didn't get sick, didn't get dark,
Don't let them turn yellow.
We perform the exercise like this: smile, open your mouth slightly, “brush” the lower teeth with the tip of your tongue, making movements from side to side, “brush” carefully again the lower teeth from the inside.
4. Diaphragmatic breathing:
Now imagine that we went into the forest, it’s so fresh there, it smells so good! Let's breathe:
If you're walking in the forest
We need to breathe air!
Breathe like me.
Exhale - pfft
Pause
Return of breath - pfft
Pause.
Return of breath - s-s-s-s
Pause.
Return of breath - pfft
Pause.
Return of breath - s-s-s-s.
Look what kind of boats we have sailing in the “sea”(a container with water in which boats float is placed in front of the child).Let's blow on him so that he can quickly swim to the other shore.
Let's take a little rest and look at this picture, in which everything is drawn about the sound “C”(we consider the acoustic-articulatory profile and analyze the articulation of the sound “s”).
Acoustic - articulatory profile of the sound “C”
Look and tell me what the sponges do when pronouncing the sound “s”?
- Child – smiling.
- What remains between the teeth?
- The child is a gap.
- Is the tongue narrow or wide?
- The child is wide.
- Where does the tip of the tongue rest?
- Child - in the upper teeth.
- Tongue, what else does it do?
- Child – bends over like a slide.
- What kind of air stream?
- Child (at a distance, applies the back of his hand to the neck and checks the air stream) - Cold.
- Check with your palm whether this sound is dull or voiced?
- The child is deaf.
- What kind of sound is this, hard like a nut or soft like cotton wool?
- A child can be both hard and soft.
Let's try again to make lips, teeth, tongue, as we just talked(the child does).
Let's stand up and prime the pump(the child makes imitation movements, as if he is “pumping up a pump”, leaning forward and pronouncing the sound s-s-s-s, the adult monitors the articulation of the sound).
5. Motor skills of the fingers:
Let's now show little ostrich Stepan how our pens work:
Don't be afraid, it's a goose
I'm afraid of him myself
The goose stands and cackles
He wants to pinch you.
6. Phonemic hearing:
Listen carefully and clap your hands when you hear the “S” sound.
(F, Z, S, C, F, S, Z, W, C, S, W...)
Now raise your hand when you hear a syllable with the sound “S”: ZHA, SA, SHO, JO, SU, CA, FOR, SHO...
Listen and say the syllables that I tell you:
SA-SO-SU; SY-SA-SE; SU-SE-SY
Today Sasha and Sima came to visit us to look at the Little Ostrich, give them toys (pictures) along with our Little Ostrich - Sasha with the sound “S”, Sima - with the sound “S”. The child hands out pictures or toys and pronounces each sentence: “I will give Sasha has a picture of a sleigh, and Sima has a picture of a goose.”
Well done! I did everything right!
Now the time has come to finish our lesson, look again at the profile of the sound “C” and tell us about it: about the tongue, lips, teeth, “breeze” (air stream), how they behave when you pronounce the sound “C”(the child remembers the full articulation of the sound “C”).
Well, Little Ostrich, have you learned to pronounce your name correctly and beautifully?
- So what is your name? Say Little Ostrich's name together(Stepan).
- Right! Well done!
- I think that now you will always correctly pronounce all words with this beautiful “S” sound.
Individual lesson
ABSTRACT
individual lessons in sound pronunciation
Automation
sound L in syllables and
in words
Target: pronounce the sound correctly and clearly L in syllables and words.
Tasks:
educational:
- Form the concept of “consonant sound”, clarify the features of sound articulation L;
- Develop skills in forming past tense verbs;
- Strengthen the skills of using it. noun in the genitive case form.
correctional:
- Automate sound L in syllables and words.
developing:
- Develop articulatory and fine motor skills;
- Develop phonemic awareness, auditory control;
- Develop attention, memory, thinking.
educational:
- Develop self-control over speech, the ability to listen to speech
Speech therapist.
Methodical techniques:
- gaming motivation;
- imitative-performing and speech exercises;
- games;
- encouragement.
Materials and equipment:
Mila doll, ball, cards for determining sound position L in the word
subject pictures: glass, ball, chalk, ball, pencil case, fork, cup, pencil.
Preliminary work:
- Formation of articulatory skills necessary for correct pronunciation of sounds L.
- Practicing fine motor skills exercises.
- Practicing reference sounds.
- Sound production L.
Follow up work:
Sound Automation L in pure phrases, in phrases, in coherent speech.
Progress of the lesson
I. Organizational moment.
We got ready for class. Listen to me carefully, try to complete all tasks correctly.
II. Main part.
1. Articulation gymnastics.
Speech therapist: We will do exercises for the tongue so that it moves well and correctly and clearly pronounces sounds and words.
Repetition of articulation exercises:
for lips: alternating “Fence” - “Tube”;
for language: “A cup”, “Delicious jam”, “The steamer is humming”.
The child does exercises according to the instructions of the speech therapist.
2. Finger gymnastics.
Speech therapist: Do whatever you call it without mistakes.
Legs, backs and seat – Left palm vertically up.
Here is a chair for your surprise. A cam is attached to its lower part.
The table has four legs, left hand in fist, on top of fist
The lid is like a palm on top. the palm drops.
3. Communicate the purpose of the lesson.
Speech therapist: The doll Mila came to our lesson. Today, together with her, we will repeat syllables and words with sound L.
4. Acoustic-articulatory image of sound.
Speech therapist : Let's remember when we pronounce a sound L, what do sponges do?
They smile.
Speech therapist : What does the tongue do?
It rises by the upper teeth to the tubercles (if dental articulation is being practiced). Or:
The tip of the tongue is caught between the teeth.
Speech therapist: Let's characterize the sound L.
Sound L consonant, voiced, hard.
5. Syllable gymnastics.
The child reproduces a series of syllables for the speech therapist, accompanying the pronunciation with finger exercises “Fingers say hello” (the fingers of the leading hand alternately touch the thumb).
al-ol yal-el al-ol-ul-il
ol-ul el-yul ul-il-al-ol
st-il yul-yol il-ul-ol-al
6. Pronouncing words with a speech therapist.
Ball, small, shaft, hall, gave, chair, chalk, sat down, sang, goal, shaft, floor, was, washed, whined, chalk, led, donkey, goat, beat, drank, pitchfork, glass, pencil case, injection, football.
7. Game to develop phonemic awareness.
Speech therapist: Raise the flag if you hear the sound in the word L.
Words: shovel, machine, saw, bucket, hammer, scoop, needle, scissors, awl,
Broom, brush.
8. Selection of pictures for a given sound.
Game "Pick up and name."
Speech therapist: Mila went to the store. Help Mila buy things that have a sound in their names L.
Subject pictures:glass, ball, chalk, sphere, pencil case, pencil, chair.
Speech therapist: Well done, you made the right choice. Mila is happy.
9. Game “What’s missing?” Using it. noun in R.p.
The pictures selected in the previous game are placed on the typesetting canvas. The child remembers them, closes his eyes, and the speech therapist removes one picture.
Speech therapist: Look, what's missing?
Child: No... (noun in the genitive case).
10. Physical education minute.
Speech therapist: I will show and name what I do, and you repeat my actions and tell me what you did.
Speech therapist: Child:
I get up. I wake up.
I put up a chair. I put up a chair.
I raise my hand. I raised my hand.
I'm jumping. I was jumping.
I sit down on a chair. I sat down on a chair.
I take the pen. I took the pen.
I write. I wrote.
11. Game “Many – One”(with a ball).
Speech therapist: Change the word, remember the sound L at the end of a word.
Speech therapist: Child:
tables - table
injection - injections
floors - floor
halls - hall
pencil cases - pencil case
goals - goal
glasses - glass
woodpeckers - woodpecker
12. Determining the position of the sound L in a word.
Speech therapist: Where is the sound hidden in the word? L (at the beginning, in the middle, at the end of the word). Working with a sound line.
Words: hall, lamp, baby, bench, shelf, injection.
III. Summary of the lesson and assessment of the child’s activities.
Speech therapist: Our lesson is over. What sound did we learn to pronounce correctly today? You did well today. Mila also liked the way you spoke and completed tasks.
SUMMARY OF AN INDIVIDUAL Speech Therapy Lesson on the TOPIC “AUTOMATION OF THE SOUND L IN WORDS AND SENTENCES”
Target: automation of the L sound in words and sentences.
Tasks:
Correctional and educational: consolidate knowledge of the articulatory structure when pronouncing the sound L, consolidate the ability to form the plural of a noun, consolidate the ability to select objects by analogy, improve the grammatical structure of speech.
Correctional and developmental: develop the articulatory apparatus,speech breathing, voice, visual perception, thinking, fine motor skills,
Correctional and educational: Cultivate perseveranceinterest in further work against the backdrop of successfully completed tasks.
Equipment: card with an apple tree with syllables, chamomile, pencil, ball, card with windows, for automating the sound L in the middle of a word, card for automating the sound L in a phrase.
Progress:
Organizing time.
L : Hello, Igor! I am very glad to see you today so cheerful, beautiful and cheerful.
Facial muscle massage and facial exercises.
L: Let's warm up a little
“Surprising” - raise eyebrows.
“Amazing” - raise your eyebrows, open your mouth.
“Smiles” - smile, showing your teeth, and with your mouth closed.
“Frowns” - frown your eyebrows.
“Sardilki” - frown your eyebrows, puff out your cheeks.
“Upsetting” - frown your eyebrows, lower the tips of your mouth down
Working on breathing .
Exercise "Hedgehog". Turn your head left and right. Simultaneously with each turn, take a short, noisy breath in through your nose (like a hedgehog). The exhalation is soft, involuntary through open lips.Repeat 4-6 times.
Lips “tube”. Exhale completely through the nose, drawing in the stomach and intercostal muscles. Purse your lips into a tube, sharply draw in air, and fill your lungs to capacity. Make a swallowing movement. Pause for 2-3 seconds, then raise your head up and exhale air through your nose smoothly and slowly.Repeat 4-6 times.
Articulation gymnastics.
L: To pronounce sounds correctly and beautifully, let's start the lesson with articulatory gymnastics.
Smile. Smile, show closed teeth. Hold your lips in this position until the count is 5-10. Then return your lips to their original position. Repeat 3-4 times
Swing. Smile, open your mouth. On account"one-two" alternately push the tonguethen in the upper, then in the lower teeth. BottomThe jaw is motionless.
Painter . Smile, open your mouth. Wide conuse the tongue to stroke the palate from the teeth to the mountainslu. The lower jaw should not move.
We brush the upper teeth. Smile, open your mouth slightly. Cumuse your tongue to “clean” your upper teeth withthe inside, moving the tongueright left.
"The steamer is humming." Smile, bite the tip of your tongue and pronounce the sound “Y” for a long time. At the same time, a hard “L” sound is heard.
"Needle"
Open your mouth, stick your tongue far forward, tense and make it narrow. Hold in this position for 15 seconds, then remove it by the lower teeth, do not close your mouth, repeat 5 - 10 times.
"Delicious jam"
Place your wide tongue on your lower lip, and then lick your upper lip from top to bottom, moving your tongue behind your upper teeth. Don't move your jaw.
Report the topic of the lesson.
L: Let's remember what sound we worked with in the last lesson?
AND: With the sound L.
L: Right. Today weWe will continue to work with the sound L, but we will learn to pronounce it not only in words, but also in sentences.
Clarification of sound articulation. Isolated pronunciation and subsequent characteristics.
L: Let's remember what characteristics we gave to this sound?
AND: The sound L is consonant, hard, sonorous.
L: When we pronounce the sound Llips are open - Teeth are open - The tip of the tongue is raised behind the upper teeth. The air stream goes along the sides of the tongue - The voice rings (hand on the throat) Repeat L-l-l-l-l.
AND: L-l-l-l-l
Introduction of sound into syllables and words.
L: I want to treat you with delicious and ripe apples. But there are ripe and unripe apples on the apple tree. So that you are not mistaken, I collected only ripe apples, I signed them. Read the syllables on the apples. Unripe apples are those on which the syllable AL is written. Outline them with a green pencil and draw leaves on them, let them ripen. Circle the ripe apples (with the remaining syllables) with a yellow pencil and draw arrows from them inbasket
Automation of the L sound at the beginning of a word.
L: Well done, you picked all the ripe apples. Now look at the table in front of you there is a chamomile. You need to pick petals with images of objects whose names contain the sound L.
(Pictures on a daisy: Swallow, vase, pencil, shovel, bow, mittens, watch, lily of the valley)
Automation of the L sound at the end of a word. Ball game.
L: Now, I suggest you play ball. I will throw you a ball and call out a word in the plural, and you will have to say in the singular. For example, candy-candy.
L: Tables-
AND: Table.
L: Injections-
AND: Injection.
L: Floors-
AND: Floor.
L: Halls-
AND: Hall.
L: Pencil cases-
AND: Pencil case.
L: Goals-
AND: Goal.
L: Glasses-
AND: Wineglass.
Physical exercise.
You and I have worked well, let's rest a little and warm up.
One - get up, pull yourself up
Two - bend over, straighten up
Three - three claps of the hands, three nods of the head.
Four - wider legs.
Five - wave your arms
Six - sit down quietly at the table.
Automation of the L sound in the middle of a word.
L: Now let's play. You need to name the pictures drawn in the windows, and then select the missing picture by analogy and draw an arrow from it into the empty window.
Automation of the L sound in phrases.
L: The next exercise is called “Riddles”. Your job is to find out what I'm talking about. I will name the first word, and you must choose the second suitable one, and then name the entire phrase in full.
L: Full..
AND: Bottle. Full bottle.
L: Funny..
AND: Soldier. Cheerful soldier.
L: Broken..
AND: Dump truck. Broken dump truck.
L: Silk..
AND: Blouse. Silk blouse.
L: Warm..
AND: Sheepskin coat. Warm sheepskin coat.
L: Ripe..
AND : Strawberry. Ripe strawberries.
Automation of the sound L in sentences.
L: Well done, you coped with the task very cleverly, but there is one more thing ahead, the last one. I decided to have fun with you and came up with funny proposals. Listen to them carefully and correct any mistakes.
L: Mila ate the salad.
AND: Mila was eating a salad.
L: Paul fell into a chair.
AND: The chair fell on the table.
L: Football went to dad.
AND: Dad went to football.
L: Klava's palms were washed.
AND: Klava washed her palms.
L: Mila chopped the onion.
AND: Mila was picking an onion.
Summing up the lesson.
L: Our lesson has come to an end. I want to praise you, you did a very good job today. Please tell me what sound we fixed today?
AND: Sound L.
L : Which task did you like the most?
AND : (answers)
L : All the best, you can go.
Summary of individual direct educational activities on sound automation [L] in syllables, words, phrases “Visiting Squirrel”
Target: automation of the sound [L] in syllables, words, phrases.
Tasks:
Correctional and educational:
Clarify the correct articulation and pronunciation of the isolated sound [L];
To consolidate its clear pronunciation in syllables, words, phrases,
Exercise in the formation of the diminutive form of a noun, grammatically correct construction of phrases from individual words;
Correctional and developmental:
Strengthen the skill of isolating sounds from a number of words;
Develop phonemic awareness;
Develop articulation apparatus, fine motor skills of hands
Continue to work on developing attention and memory;
Correctional and educational:
Develop self-control over speech, perseverance, and patience when completing tasks.
Equipment:
* graphic model of a Christmas tree, squirrels
*pictures for articulation exercises for the sound [L];
* pictures (ball, magpie, envelope, boat);
*massage ball;
* card with subject pictures: doll, shovel, bow, boat, apple, plate, raspberry, elephant, horse, spruce, wolf;
* pictures of musical instruments: balalaika, drum, accordion, bell, spoons, pipe;
* envelope;
* wooden spoons;
PROGRESS OF THE CLASS
I. Organizing time.
Shall we play today? (let's play)
Shall we count today? (let's count)
Shall we study too? (we will)
Will we forget to dream? (let's not forget)
Shall we play “lamb”? (let's play)
Let's not forget to joke? (let's not forget)
And will we be strong friends? (we will)
That's how many interesting things we have to do! (let’s count them, the child bends his fingers one by one, counting his tasks)
Speech therapist. Today I invite you to visit, and who will you find out if you solve the riddle:
Red little animal
Jump and jump through the trees.
He doesn't live on earth
And in the hollow of the tree……………………….(Squirrel.)
Speech therapist: She is very cheerful and loves to jump and play. And we will take with us the sound [L], which will help us play with Squirrel.
II. Main part.
1.Articulation gymnastics.
Speech therapist. To have fun playing with the squirrel, we need to be properly prepared. N at and from the beginning, you need to remember the gymnastics that you learned to do. In order to pronounce this sound correctly (L).
“Pancake”, “Delicious jam”, “Swing”, “Catch the mouse” (the child performs exercises, pictures of which are shown by the speech therapist.)
Speech therapist: Tell me how to pronounce the sound (L) correctly. Where should the tongue be?
Articulation (L): lips are open, teeth are open, the tip of the tongue is raised and rests on the alveoli behind the upper teeth, the exhaled air is warm.
Speech therapist: Tell me, is the sound (L) a vowel or a consonant? (consonant)
2. Automation of the sound [L] in syllables.
Speech therapist. The squirrel jumped onto a branch . (see Appendix No. 1) And I saw the ball. She loves to play ball. You can play with it too:
The squirrel throws balls...
The squirrel repeats the syllables......
Throw the ball and clearly pronounce the sound [L] in syllables (LA, LU, LO, LY, AL, UL, OL, YL).
The child performs.
3. Game “Find the sound in the word.”
The squirrel jumped onto another branch and saw the envelope. (see Appendix No. 2)
Speech therapist. Let's see what's in the envelope. And in the envelope there are pictures with musical instruments and a task: if you guess what the squirrel’s favorite instrument is, then you will have the opportunity to play it.
So, the first hint: the name of the squirrel’s favorite instrument contains the sound [L].
Hint two: the name of my favorite instrument begins with the sound [L].
4. Game “Play like me.”
The speech therapist beats out a rhythmic pattern with a spoon, and the child repeats.
/ / /// etc.
5. Massage of fingers with Su-Jok spring
Speech therapist: Well done! Now let’s rest a little and go boating with Squirrel. The child pronounces (syllables) words by putting the Su-Jok massage spring on his finger.
Thumb - la-la-la, the squirrel swam in the boat.
Index finger - lo-lo-lo, the sun is shining warmly.
Middle finger - lu-lu-lu, the squirrel is glad for the warmth.
Ring finger - ly-ly-ly, Squirrel's songs can be heard.
Littlefinger-Woodpecker was sitting in the boat, singing songs with Squirrel.
Speech therapist: Well done! It's time to play a picture game.
6. Game “Close the picture”
The squirrel jumped to another branch and saw the picture. (see Appendix No. 3)
Speech therapist: But the picture is not simple, it depicts objects whose names contain the sound “L”. Name all the objects shown in the picture, clearly pronouncing the sound “L”,
Doll, shovel, bow, boat, apple, plate, strawberry, elephant, Christmas tree, horse, wolf;
Speech therapist: Now, name the pictures as I call them (The speech therapist names large objects, and the child names small ones: For example: baby doll, etc.)
Speech therapist: And now I suggest you cover the pictures with chips. If the sound “L” is at the beginning of the word, the picture should be covered with a red chip, if in the middle of the word - yellow, if at the end - green.
III. Summary of the lesson.
Speech therapist. Well done. Our lesson ends. I hope you liked it. What task was most interesting to you? Or caused a problem?
The squirrel liked playing with you, and she decided to give you a coloring book.
Developed by a speech therapist teacher
Ilyukhina Olga Vasilievna
MBDOU "Kindergarten "Teremok" combined type"
Target: automate the sound [l] in syllables, words, sentences.
Tasks:
Educational:
Reinforce the correct pronunciation of the sound [l] in syllables, words, sentences.
Develop skills in agreeing a numeral with a noun;
Corrective:
Develop holistic perception, memory, fine motor skills, attention, phonemic hearing;
Enrichment and expansion of vocabulary;
Strengthen the skills of sound analysis and synthesis;
Educational:
Foster independence and interest in activities.
Equipment: pictures-symbols for articulatory gymnastics, pictures depicting flowers (lily of the valley, rose, iris, bell, gladiolus, violet, poppy, chamomile, tulip, forget-me-not, phlox); pictures of birds: nightingale, oriole, woodpecker, goldfinch, nightingale; cut-out picture with the image of Stella”; a set of subject pictures: bast shoes, fork, horse, bicycle, donkey, football, swallow, saw, hammer, wolf, stick, chalk, flippers, bun, violet, table, hanger, bow, boat.
Progress of the lesson
1. Organizational moment.
Today we have a new guest in class. Listen to the riddle and try to guess who it is?
She buzzes over the flower,
It flies so quickly towards the hive,
She gave her honey into the honeycomb;
What is her name?... (bee).
That's right, this is a cheerful and kind bee. Named Stella. She loves to collect flower pollen and make honey from it. She came to listen to how you pronounce the sound [l] and play different games with you.
2. Articulation gymnastics.
But first, let's do exercises for the tongue. And “funny pictures” will help you with this. Look at them and do the same.
"Spatula"
Place your tongue with a spatula
And hold it a little.
The tongue needs to be relaxed
And keep it counted.
"Needle"
I pull my tongue with a needle.
Don't come near! I'll inject!
"Watch"
Left - right, left - right,
My tongue slides slyly:
Like the pendulum of a clock
He's ready to swing.
"Swing"
I swing on a swing.
I fly up and go down.
"The steamboat is humming"
The steamboat is small,
But he is so brave!
The waves are not afraid of him,
He buzzes cheerfully: “Y-Y-Y.”
" Smile"
Our Tanya is a mischief maker,
Pulls lips towards ears.
Look at me -
I am now a frog!
"Delicious jam"
Damn, we ate with pleasure -
Got dirty with jam.
To remove the jam from your lips,
The mouth needs to be licked.
3. Automation of the sound [L] in syllables.
The bee loves to fly on the lawn and sing songs. And she wants you to sing with her too.
la-la-la ala-ala-ala
lu-lu-lu ulu-ulu-ulu
ly-ly-ly yly-yly-yly
lo-lo-lo olo-olo-olo
4. Automation of the sound [L] in words.
Bee invites you to learn how to write poetry. Think of a word that rhymes and repeat the entire poem. Don’t forget to pronounce [L] clearly and correctly.
La-la-la, delicious honey carries... (bee).
Lu-lu-lu, we saw... (a bee).
Ly-ly-ly, we were scared... (bees).
5. Finger gymnastics.
BEES
Small house on the Christmas tree
A house for bees, where are the bees?
We need to knock on the house,
One two three four five.
I'm knocking, knocking on the tree,
Where, where are these bees?
They suddenly began to fly out:
One two three four five!
One of the hands stands on the table, resting on the elbow, fingers spread out (Christmas tree). On the second hand, the fingers close into a ring (beehive). The “hive” is pressed against the “Christmas tree”; the child looks into the “hive”.
He clenches his fists. He knocks his fists against each other, alternating hands. He spreads his arms, spreads his fingers and moves them (bees fly.)
6. Formation of sound analysis skills.
How many flowers grow on the lawn. Stella flies from one flower to another and doesn’t know which one to choose in order to collect the flower juice. Let's help her choose those flowers whose names contain the sound [L].
(lily of the valley, rose, iris, bell, gladiolus, violet, poppy, chamomile, tulip, forget-me-not, phlox).
7. Physical exercise.
The bee is a little tired. Let's relax with her.
Here's the bee's exercise.
Do it in order.
Quickly stand up and smile.
Reach higher, reach higher.
Well, straighten your shoulders,
Raise and lower.
Turn left, turn right,
Touch your hands with your knees.
8. Game “Where the sound was hidden.”
Stella brought a beautiful box with her. Look what's in it. Yes, there are a lot of pictures here, in the name of which each object the sound [L] is hidden. Determine the place of the sound in words: at the beginning, in the middle or at the end of the word.
(Baps, fork, horse, bicycle, donkey, football, swallow, saw, hammer, wolf, stick, chalk, flippers, bun, violet, table, hanger, bow, boat).
9. Game "Count."
Look how many birds have flown to the lawn! Let's count them. And tell me: which birds are more and which are fewer.