Theme: "Circus"
Goal: To consolidate the correct articulation of the sound [P] in words and sentences.
1. Educational:
- clarify the child’s idea of the sound [P].
2. Corrective and developmental:
- develop the mobility of the articulatory apparatus;
- develop phonemic hearing for the sound [P];
- develop phonemic awareness;
- develop speech breathing;
- develop gross and fine motor skills;
- form lexical and grammatical representations;
- automate the sound [P] in syllables, words, sentences; — expand the vocabulary of antonyms and adjectives; - develop mental processes: auditory and visual attention, visual perception, memory, spatial orientation.
3. Educational:
- create positive motivation in class;
- cultivate self-control over speech and the desire to engage. — cultivate a sense of kindness, camaraderie, tolerance;
- cultivate love for the world around us.
Equipment: subject and cut-out pictures of animals, vegetables, fruits and fairy-tale characters.
Progress of the lesson.
1. Organizational moment.
Speech therapist: Today we will go on a journey with a fairy-tale hero, and with whom, you will find out if you find a word with the sound [R].
Pictures are posted: Kolobok, Dunno, Cheburashka.
Children: Cheburashka.
A picture of Cheburashka in a house is displayed.
Speech therapist: Look and answer, what is drawn?
Children: A house, and Cheburashka lives in it.
Speech therapist: Cheburashka came out onto the porch. The wind blows on Cheburashka (exercise “scapula”, blow on the tongue).
Cheburashka had to put on a blouse (ex. "fungus"), then he decided to drink tea from a cup (ex. "cup") with jam (ex. "delicious jam"), then he brushed his teeth after eating (ex. "Let's brush the upper teeth "), played with the fluff (ex. "focus"), looked out the window and saw a horse (ex. "horse").
Today Cheburashka goes to the circus, to see his friend the crocodile Gena, who performs in the circus together with animals whose names have one sound, but Cheburashka forgot which one. He asks you guys to find out what that sound is.
We will recognize it if we say the extra word.
3. Announcing the topic of the lesson. Game "4 extra". Name the extra word:
Pen, trumpet, drum, guitar.
Elephant, lynx, lion, giraffe.
Shoes, boots, sneakers, shirt.
Bicycle, rocket, car, motorcycle.
Speech therapist: What is the first sound we hear in all these words?
Children: sound [R].
Speech therapist: That's right, today we will reinforce the correct pronunciation of the sound [R] and help Cheburashka get to the performance of his friend the crocodile Gena.
4. Analysis of sound articulation.
Speech therapist: “But before we go to the circus, let’s explain to Cheburashka how to pronounce the sound [R]. Children: The tip of the tongue at the tubercles behind the upper teeth, “vibrates.” Speech therapist: In what position are the teeth and lips?” Children: Teeth slightly open, lips in a smile. Speech therapist: What kind of air flow? Children: The air stream is strong and warm. Speech therapist: What does the sound of the sound [P] resemble? Children: “Motor.” Speech therapist: “Describe the sound [P]. Children: The sound [R] is a consonant, because the air meets an obstacle, it is sonorous, hard.
5. Pronunciation of an isolated sound.
Speech therapist: Now we’ll get into the cars, start the engines and hit the road. The car drives down the mountain (we lower our voice), up the mountain (we raise our voice).
6. Automation of sound in syllables.
Children: Connect their fingers: Ra - ro - ru - ry - ar - or - ur - yr
7. Development of phonemic perception of the sound [P].
Speech therapist: There is no way further. You need to lay out a path of pictures. And let’s arrange them like this: first, let’s put those pictures in the name of which the sound [P] is at the beginning of the word, then with the sound [P] in the middle of the word and at the end, pictures in the name of which the sound [P] is at the end of the word.
Children: arrange pictures depending on the place of the sound in the word.
8. Expanding the vocabulary of adjectives.
Speech therapist: Well done, guys, but in order for the pictures to turn into boards, you need to give a description to each picture.
Children: name sign words and turn over pictures.
Mitten – green, warm, wool, knitted;
The fish is golden, scaly, wet, goggle-eyed;
Ice cream – cold, white, sweet, tasty;
Paints – bright, multi-colored, watercolor;
Pencil – wooden, pointed, yellow;
The toy is fragile, shiny, New Year’s, Christmas tree;
The ball is airy, blue, light, rubber.
Speech therapist: fixes these words for himself and, after this, turns each picture face down.
So we built the bridge. We walked across the bridge and came out into a clearing.
9. Physical education minute.
Speech therapist: So we went out into the clearing and met cheerful hares. Let's jump with them.
Jumping and jumping in the woods Jumping in place on two legs.
Hares are gray balls. Hands near the chest, like the paws of hares, jumping.
Jump - hop, jump - hop - Jump back and forth, back and forth.
The little bunny stood on a stump. Stand up straight, lower your arms.
I built everyone in order,
Began to show charging.
Once! Everyone walks in place. Steps in place.
Two! They wave their hands together. With your hands in front of you perform
scissor movement.
Three! They sat down and stood up together. Sit down, stand up.
Everyone scratched behind the ear. Scratch behind the ear.
They reached for “four”. Straighten up.
Five! They bent over and bent over. Bend over, lean forward.
Six! Everyone stood in a row again, Line up.
They walked like a squad. Steps in place.
10. Formation of possessive adjectives. Development of spatial imagination. Automation of the sound [P] in phrases.
Speech therapist: Guys, look, we approached the zoo, but the evil hat tore the poster. Let's collect it.
Children collect posters.
Speech therapist: Whose head is this? Etc.
Children: - crocodile head. Etc.
Speech therapist: Our animals need to be fed before the performance, but they only eat fruits and vegetables that have the sound [R] in their names. Take a basket and collect fruits and vegetables.
What did you bring?
Children: Peas, potatoes, pears, carrots, peach, tomato.
Speech therapist: What soup will we make from peas?
Children: We will make pea soup from peas.
Speech therapist: What kind of casserole will we make from potatoes?
Speech therapist: - What kind of salad will we make from carrots?
Speech therapist: What kind of compote will we make from pears?
Speech therapist: What kind of jam will we make from peach?
11. Development of phonemic processes.
Speech therapist: Guys, the illusionist and magician the crocodile Gena shows a number with turning words and juggling balls. Let's play too! I throw you a ball and call out a word, and you, returning the ball to me, replace the first sound in the word with the sound [R].
Mac - ...;
leg - …;
cat - …;
flour - …;
trunk - ...;
house - …;
care - …;
Replace the last sound:
son - …;
side - ...;
juice - …;
moment - ...;
pass - ...;
dream - …
12. Determining the number of syllables in a word.
Speech therapist: And now the animals are asking us to seat them in trailers so they can go on tour. In the first trailer there will be animals whose names have 1 syllable, in the second - 2 syllables, in the third - 3 syllables.
Children: Place animals in trailers (lynx, tiger, giraffe, ram, rabbit, crocodile).
13. Development of memory and attention.
Speech therapist: Well done, guys, now it’s time for us to return to kindergarten, but for this we must remember the names of the pictures from which our bridge was built.
Speech therapist: I tell you the words-signs, and you guess and turn over the picture.
Well done guys, you did a great job with this task.
14. Automation of sound [P] in sentences.
Speech therapist: But the hat is still causing mischief. She doesn’t want to let us go to kindergarten and she mixed up all the words in the sentence. When we return the words to their places, we ourselves will return to kindergarten.
Roma, axe, firewood, chop.
- Market, to, sell, fruit.
- Dad, give me roses, mom.
- Yard, chickens, walking around. - Fish, fisherman, caught.
- Checks the driver, the engine.
- Digs, mole, mink.
- From, steam, samovar, coming.
Speech therapist: Well done, guys! It's time for us to say goodbye to Cheburashka and the rest of the heroes of our journey.
15. Summary of the lesson.
Speech therapist:
- What did we learn in class today?
- correctly pronounce the sound “R”;
- determine the first sound in a word;
- determine the place of the sound “R” in a word;
- give a description of the pictures;
- make proposals.
What sound did we make most often today? (sound [P]).
Summary of an individual speech therapy lesson on sound pronunciation correction
Topic: Sound automation [R].
Goal: Automation of the sound [P] in syllables, words and sentences.
Tasks:
1. Educational:
Clarify the child’s ideas about the sound [P].
2. Corrective and developmental:
Develop mobility of the articulatory apparatus;
Clarify ideas about the articulatory structure of sound [P];
Develop phonemic hearing for the sound [P];
Develop phonemic awareness;
Automation of the sound [P] in syllables, words, sentences.
3. Educational:
Create positive motivation in class;
Cultivate self-control over speech and the desire to practice.
Progress of the lesson.
1. Org. moment. Announcing the topic of the lesson.
Listen carefully to the poem that I will read.
(Read a poem rich in sound [P], paying attention to the sound with your pronunciation).
Asked for Cancer Pisces
Play the violin for them.
THREE weeks, as best we could,
The cancer played and the Fishes sang.
Tell me please, what sound did I pronounce more often? Sound [R].
That's right, today we will practice correctly pronouncing the sound [R]. Characteristics of sound (P): vowel - consonant; voiced - voiceless; hard – soft. (Consonant, voiced, hard)
2. Articulation gymnastics.
But first, let's train our tongue.
"The Tale of the Merry Tongue"
3.Development of phonemic hearing. Game "Catch the Sound"(clap your hands when you hear the sound [R])
a) at the level of a number of sounds:
R R N G R Z R R R V R D R F M R R R
b) at the level of a number of syllables:
RA-LO-PO-RU-WE-OR-VA-RA-RY-KO-RU-AR
c) at the word level:
watermelon, window, kefir, mosquito, sky, backpack, loaf, rocket, robot, glass, mole, axe, house, fire.
4. Automation of sound in syllables.Game "Dice".
The dog Rex came to visit. How does the dog growl? R-rr-r-r. - Р____________ (long pronunciation).
Well done! Now let's connect it with vowel sounds (sound tracks)
Ra, ro, ru, ry.
Roll the dice. How many dots appear on the edge of the cube, the number of times you must pronounce this syllable.
Ra, ra, ra.
Throw the dice again (the speech therapist connects the symbols of the sounds [p] and [o]).
Then the child pronounces the syllables [ru] and [ry], also throwing the dice.
5. Sound analysis of the syllable “RA”.
What is the first sound you hear in the syllable [RA]? - [R] consonant, voiced,
hard, indicated in blue.
What's the second sound? - [A] vowel, indicated in red.
(laying out color codes for each sound)
How many sounds are there in the syllable [RA]? (two).
6. Automation of sound in words.
Now guess what our Rex likes. This little white flower starts with P (daisy), now count (1 daisy, 2 daisies, 3 daisies, 4 daisies, 5 daisies)
This is a flower with thorns that starts with P (rose), now do the math.
This animal lives in our forests R (Lynx), now do the math.
Game: “Guess what’s missing”
What's NOT here? (There is no Chamomile here, there is no Rose here, there is no Lynx here)
Game "Guess the word"
And now I will name words in which the sound R is lost, and you listen carefully, substitute the sound and name the words correctly.
Ak - cancer, k_ab, ko_ova, _yba, so_oka, kengu_u, ba_an.
Game “One - Many” (with a ball).
Rex loves to play ball.
Cancer - crayfish tiger -... horn -...
Lynx -... mole -... cow -...
Fish -... crab -... crow -...
Sound analysis of a word(beginning, middle, end).
The speech therapist names words with the sound [P], and the child points to part of the word, depending on the location of the sound.
Shell, ram, mosquito, giraffe, wind, lynx, rook, saffron milk cap, mink, fish.
Pronounce clear phrases, clearly pronouncing the sound [R].
Ra-ra-ra is a high mountain.
Ra-ra-ra - deep hole.
Ro-ro-ro - a new feather.
Ru-ru-ru - the kangaroo gallops.
Ru-ru-ru - the goat gnaws the bark.
Ry-ry-ry - mosquitoes flew.
Game "Grammar cube".
The speech therapist gives the child cubes, on the edges of which various task patterns are drawn (“Call me affectionately,” “Greedy,” “One-many,” etc.).
I choose a picture for you, you roll the dice and complete the task that is drawn on the face of the cube.
Chamomile (child throws a dice). Say the plural.
Daisies.
Stream (child throws a dice). Come up with a proposal.
I saw a fast stream.
Shirt (child throws the dice). Divide this word into syllables.
Ru-bash-ka. Three syllables.
This is done with all the pictures.
7. Automation of sound in a sentence.
A multi-colored yoke hung across the river. (Rainbow).
Game "Change sentences".
I love the colorful rainbow. You... He... She... We... You... They...
8. Automation of sound in text.
Repeat the couplets about animals.
“Dexterously and beautifully skyward” “How huge is the rhinoceros,
A lynx is jumping on the branches.” There's a huge horn ahead."
“Even though a tall giraffe, “Here’s a kangaroo’s jump -
But he leans toward herbs.” It’s ten meters long.”
9. Summary of the lesson.
What sound did we make the most today? (sound [P]).
We clarify the articulation of sound: what the sponges and teeth were doing, where the tongue was, what the air stream was like, whether the neck sang or not.
A set of individual lessons on the formation of sound pronunciation is intended for older children preschool age with severe speech impairments (dysarthria, alalia) and compiled in accordance with the methodological recommendations of the classics of speech therapy M.E. Khvattsev, R.E. Levina, L. S. Volkova, T. B. Filicheva, G. V. Chirkina
Speech disorders in this category of children are systemic in nature; they affect both the phonetic-phonemic and lexical-grammatical aspects of speech. Therefore, speech therapy is aimed at the speech system as a whole, and not just at one isolated defect. In addition, the entire process of speech therapy work is aimed at the formation of mental operations of analysis, synthesis, comparison, abstraction, and generalization. The features of this complex are the maximum inclusion of auditory, visual, motor analyzers and the maximum use of didactic means.
Didactic material is selected and arranged with maximum consideration of didactic and methodological requirements for speech therapy work with children and in accordance with the laws of Russian phonetics.
The purpose of this complex is to develop a system of classes that includes all stages of work on the sound K, with children with severe speech impairments.
The complex solves the following problems:
- Development of articulatory motor skills.
- Formation of respiratory and voice function, prosodic side of speech.
- Work on pronunciation (production, automation, introduction to speech)
- Formation of sound analysis and synthesis skills
- Enrichment of the dictionary.
- Formation grammatical structure speech.
- Development of coherent speech.
- Formation of cognitive processes.
- Increasing speech and emotional activity of children.
- Improving personal contact between the speech therapist and the child.
The complex consists of 6 lessons and includes the following sections:
- sound pronunciation correction;
- correction of phonemic processes;
- correctional work at the syllabic and lexical levels;
- correctional work at the syntactic level;
- improving coherent speech.
In children with severe speech impairments, the stages of formation of articulatory motor skills (articulatory pattern) and sound automation go through a longer and more difficult path. It is extremely important to diversify this process, to arouse and maintain motivation, and to maintain the interest of children throughout the entire period of correctional speech therapy. The presentations included in the lesson structure serve this purpose.
Due to the fact that the old conditioned reflex connections in children with complex speech pathology are very conservative, it is necessary to carefully work out the stages of consolidating correct speech skills. Hence the frequent repetition speech therapy exercises, but with the inclusion of elements of novelty in content and form. Given the rapid fatigue of children, frequent changes of activities are carried out, switching the child from one form of work to another.
Lesson 1
Target: prepare the articulatory apparatus for the production of the sound K, consolidate the pronunciation of the sound K in reverse syllables and words, introduce the letter K, develop fine motor skills, and cultivate a positive attitude towards speech therapy classes.
You love to travel. I want to make you happy, now we will go on a trip and stop at different stations. And here is our stop. We arrived in the forest. Look, someone is meeting us. And guess who it is?
Mixed with sour cream.
It's cold at the window.
He left his grandfather
He left his grandmother with a round side, a ruddy side
Rolled (Kolobok)
Kolobok came to us. You and I will show the movements of our tongues.
1. Preparatory part. Warm-up and exercises:
A) preparatory articulation exercises: for lips: alternation of movements
A-I, A-U, A-O and vice versa; for language: (Presentation1).
"Spatula
« Pussy is angry":
"Who is stronger?" competition between the child’s tongue and the speech therapist’s finger, pressing on the tip of the tongue and moving the tongue deeper into the mouth (mouth open, lips smiling) (5 times)
"Coil": mouth open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts into the depths of the mouth. (5 times)
"Gorka" 1: arching (raising) the back of the back of the tongue, pressing it against the soft palate, the tip of the tongue is slightly pulled away from the lower teeth (the mouth is open, the lips are in a smile). (5 times)
"Gorka" 2: the same with deflating a cotton ball. (5 times)
"Slide" 3: the same with a spatula or probe. (5 times)
Breathe through your nose with your mouth wide open.
B) warm-up for the hands and fingers + additional exercise “fist-ring” (the fingers of one hand are clenched into a fist, and the other hand alternates with the thumb to form a ring).
Voice exercises: Kolobok heard how “The hen teaches the chickens to say: “Ko-ko-ko.” The chickens repeat: “Ko-ko-ko.” And the smallest chicken says: “Ku-ku-ku.” Mom corrects him: “Not like that.” kuk-ku-ku,” says the cuckoo, and you say “ko-ko-ko.” What do chickens say? What does the cuckoo say?
“Mom has a sore throat and she coughs: “K-K-K-K”
2. Main part. Setting the sound K
1) By imitation. Let’s teach Kolobok to raise the back of his tongue and knock on the ceiling: “In the house he jumps and hops. He knocks on the ceiling, Kolobok cheers: “K-K-K-K”
- development of speech breathing: What time of year is it now? Snow falls in winter. A snowflake fell on Kolobok's mitten. Let's blow a snowflake off the mitten, pronouncing the sound K: “K-K-K-K”
Mechanical method (predominant)
Its basic principle is from the explosive anterior lingual anterior palatal T to the explosive posterior lingual posterior palatal K using a probe, a spatula, the finger of a speech therapist (then the child), pressing on the tip and the front part of the back of the tongue, gradually arching and moving the tongue into the depths of the mouth, while pronouncing TA-TA -TA: TA-TA-TA—TA-TA-TA—KYA-KYA-KYA—KA-KA-KA.
Mechanical assistance is gradually weakened, then completely eliminated.
2) Clarification of articulatory structure: How do we pronounce the sound K? The back of the tongue hits the roof of the mouth deep in the mouth, and the tip of the tongue is located behind the lower teeth. Say the sound K and try to feel it: “K-K-K-K.” Pronounce the sound repeatedly and abruptly.
Sound characteristics: consonant (since the air stream meets an obstacle), voiceless (since vocal cords not tense), solid, we will denote it with a blue square.
3. Reinforcing the correct pronunciation of sounds.
Pronounce the syllables by changing the rhythmic pattern “Repeat”
AK-AK - AK-AK-AK AK-AK-AK - AK-AK
OK-OK-OK-OK-OK OK-OK-OK - OK-OK
UK-UK - UK-UK-UK UK-UK-UK - UK-UK
YK - YK - YK-YK-YK YK-YK-YK - YK-YK
IR - IR - IR-IR-IR IR-IR-IR - IR-IR
Introducing the letter K
Listen to a poem about the letter K
Look at the letter K:
There is a leg and there is a hand.
Kostya shouted to the cat: “Shoo!”
It's all in K, baby.
What does the letter K look like? (on the beetle's antennae, beak) Which direction does the letter K face? (to the right) How many elements does the letter K have? Which? (Appendix 1)
Let's make a letter for Kolobok and decorate it.
Summary of the lesson. Saying goodbye to Kolobok, we give him a letter made of plasticine.
Lesson 2.
Target: automate the sound K in reverse syllables and words, form phonemic hearing, consolidate the concepts of “letter”, “sound”, develop fine motor skills, cultivate a positive attitude towards speech therapy classes.
Kolobok wrote us a letter
“I’m waiting for you in the forest house, let’s play and relax”
- Shall we go for a visit?
- Yes
Let's go along the path into the forest. We'll find a house in the clearing.
Exercise “knock like I do” - developing a sense of rhythm, auditory attention, memory. (rhythmic pattern)
Kolobok found out that you were learning to pronounce his favorite sound correctly and decided to invite you over to play with the K sound together.
Articulation gymnastics:
"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count to 6); 
« Pussy is angry": mouth open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. (5 times) 
"Coil": mouth open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts into the depths of the mouth. (5 times)
"Snake"
once.
1. Say syllables and words (2-3 times): auditory attention auditory memory
UK-YK-AK-OK
YK-UK-OK-AK
OK-AK-UK-YK
AK-AK-AK - MAK YK-YK-YK - BULL
OK-OK-OK - Honeydew IR-IR-IR - BROOM
UK-UK-UK - SPIDER
2. Formation of the speech voice, practicing clear pronunciation and articulation of the sound K. (phonemic hearing) Listen to the nursery rhyme. Listen carefully to what sound I highlight in my voice, name the words with this sound:
Kitty, kitten, cat,
Kitty sharp claw
Learn a nursery rhyme by heart: say the nursery rhyme without a voice, clearly articulating each sound. Now let’s wake up the cat quietly, and now loudly, let’s call the cat for a walk.
3. Reinforcing the sound K in sentences: insert words with the sound K (Presentation 2)
Katya grew (poppy, peony, daffodil) in her flowerbed
Brown (fly agaric, honey fungus) was on the stump.
There is a (broom, bucket) in the corner
Came down from the ceiling (spider, bee)
At the gate stood a huge (bull, camel).
Name words with the sound K: poppy, honey fungus, broom, spider, bull.
4.Look at the letter K, fold it out of sticks, and draw it in the air with the fingers of both hands alternately.
5.
Color the large letter blue and the small letter green and shade it.
6. Summary of the lesson. Farewell to Kolobok.
Lesson 3
Purpose of the lesson: to automate sound in direct syllables and words, develop phonemic awareness, and simple sound analysis, develop hand-eye coordination.
1. Preparatory part.
1. Warm-up and exercises:
A) preparatory articulation exercises : for lips: alternating movements A-I, A-U, A-O and back ; for language:
"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count to 6);
"Snake" The mouth is open. Stick your tongue forward, tense and make it narrow. Push the narrow tongue forward as much as possible and then retract it into the back of the mouth.
Tongue movements are performed at a slow pace and are performed 5-6 times.
2. Main part.
1). Kolobok has prepared a lot of tasks and exercises for you today. He invites you to play with pictures: how the chickens cry: “Ko-ko-ko!”, “Where, where!”, the rooster: “Kuka-river”, ducks: “Quack-quack-quack!”, the cuckoo: “Koo”. -ku, ku-ku!”, crow: “Kar-kar”
In the cry of which birds is the sound [K] heard? Circle the appropriate pictures.
Isolated pronunciation of the sound K, clarification of articulation:
Open your mouth wide.
Hide your tongue deep in your mouth and squeeze it into a ball.
Tap the palate with your clenched tongue and pronounce the sound K.
Bring your palm to your mouth, feel the movement of air.
Say the sound K loudly and clearly, repeatedly.
Characteristics of sound: consonant, dull, hard.
Development of phonemic hearing
- Identification of sound from a number of others
TO: K, R, G, M, K, F, K, L, K, X, K
- Identification from syllables
Clench your fists tightly when you hear the sound TO: KA, GA, KY, MU, AK, KO, HA, KU
- Identification from words
Clench your fists tightly when you hear the sound TO: LAMP, HAND, HOLE, GOAT, SHELF, HOUSE, CAT, CHOCOLATE, ELEPHANT, STONE, TABLE, GALOSHE.
Remember, repeat the syllables:
KA-KA-KA KA-KO-KU-KY
KO-KO-KO KO-KU-KY-KA
KOO-KOO-KOO KOO-KY-KA-KO
KY-KY-KY KY-KA-KO-KU
Say the words (2 times):
boar bank com
cabin booth con
beech office horse
coffee branch border
stone shirt forge
ditch note comet
captain duck candy
Game "Wonderful bag". Kolobok has a wonderful bag of vegetables (cabbage, potatoes, carrots. The child takes out the vegetables, names them, clarifies that the words contain the sound K (determines the place of the sound in the words). He clearly identifies the sound K intonation.
Selection of vegetable names for possessive pronouns: my cabbage, my potatoes, my carrots
Offers to find the same pictures - outlines and color them. Names vegetables that do not have the sound K in their names: (tomato, cucumber)
Game "Hide and Seek". Kolobok offers to play hide and seek. And the syllable KA will hide from you. Listen carefully to the sentences (number the pictures for the sentences) and try to reconstruct the words: (Appendix 2).
1. Soba (ka) yap (ka) la at fish (ka).
2. (Ka)cha on (ka) the hall make a mischievous kitten (ka)
3. Kosh(ka) la(ka)la milk from a saucer.
4. The little girl cried loudly.
5. Hare (ka) pos(ka) in the garden for (ka) empty.
6. Grandmother (ka) melts her grandson along the steam path.
Sound analysis: a hard consonant is indicated in the sound diagram of the word in blue, and vowel sounds in red:
Repeat the tongue twister“Kitten, kitten, cat. "Kitty's sharp claw"
Draw a loop of a dog near the booth.
Lesson 4.
Purpose of the lesson: continue to automate the sound K in words and sentences, expand the vocabulary for the sound K, develop visual-motor coordination of the hand, cultivate cognitive interest in speech therapy classes, and a positive emotional attitude towards the lesson.
Breathing development
Sit up straight, feet on the floor, hands on your stomach. Close your eyes. Imagine that there is a ball in your stomach. We inhale through the nose - the balloon inflates; the shoulders are motionless; exhale through the nose - the ball descends slowly. Now we will “inflate” and “deflate” the balloon. We breathe slowly.
The child sits on a chair, leaning back; performs the exercise at a slow pace 5 times.
Articulatory gymnastics Development of mobility and differentiated movements of the lips and tongue.
- "Frog" - "Proboscis"
- “Shovel” - “Needle”
- "Pussy is angry"
- “Brushing the bottom teeth”
- "Coil"
- "Swing"
A child performs counting exercises in front of a mirror at a slow pace.
Automation of sound [K]. using Sujok
on a long speech exhalation we pronounce the syllables:
[Kk-a-a-kk-o-o-kk-u-u-kk-y-y-kk-e-ek];
During a long speech exhalation, the child pronounces the vowels clearly.
Let's play the game "Repeat" with you
Development of auditory perception, sense of rhythm, rhyme.
Consolidation of a skill correct pronunciation sound [k] in straight syllables, words with a straight syllable.
Ka-ka, Ka-ka, Ka-ka,
Porridge, stone, camera.
ka - Ka, ka - Ka, ka - Ka,
flower, turkey, hammer
Ko-ko, Ko-ko, Ko-ko,
Cat, cat, lump
ko - Ko, ko - Ko, ko - Ko,
high, wide, great.
Ku-ku, Ku-ku, Ku-ku.
Chicken, chickens, gossip
Coo-coo, coo-coo, coo-coo.
Eye, mouth, nose.
“Name the pictures.” Memory development. Development of phonemic functions. Activation of the dictionary.
Name the pictures whose names contain the sound [K].
(calf, foal, chicken, horse)
(calf, foal, chicken) what an extra word (horse). Why?
There is no sound (K) in this word.
Make up a sentence using one of the words.
Katya feeds the chicken.
How many words are there in a sentence?
Game "4 extra" (Presentation 3)
Bottom line
What did we do today?
How to pronounce the sound [K] correctly?
Lip position;
Position of teeth;
Tongue position;
What a blast of air.
Remembers activities;
correct articulation of the sound [K].
Lesson 5
Target: automate the sound K in syllables and words with a combination of consonants, work on sentences, formation of the grammatical structure of the language, cultivate a positive attitude towards speech therapy classes.
Kolobok was rolling, rolling along the path and heard someone shouting Kva-Kva. Who is this?
I'm green like grass
My song: “Kwa-kwa.”
Guess the riddle. Circle the answer.
We pull our lips straight to the ears, it turns out - a frog
Articulation gymnastics:
“Smile” - “Tube”, “Spatula” - “Needle”
“Brushing the lower teeth”, “Reel”, “Swing”
Articulation analysis:
- lips slightly open, stretched out in a slight smile;
- teeth open:
- tip of tongue lies at the base of the lower incisors,
- front and middle parts dorsum of tongue omitted,
- back of the tongue rises up and rests on the back of the palate,
- side edges the tongue is pressed against the upper lateral teeth;
- soft palate raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity;
- vocal cords not tense, open - the voice is not formed;
- air jet strong, at the moment of pronouncing the sound it passes through the center of the oral cavity, breaking the bridge between the back of the back of the tongue and the palate.
The frog frog was happy to see us and jumped on the pebbles
Automation of the sound [k] in syllables.
|
Kwa-kwo-kwu |
Ska-sko-sku |
|
Kwo-kwo-kwo |
Sko-sku-sky |
|
Kwu-kwy-kwu |
Sku-ska-ska |
|
Kwa-kwa-kwo |
Ska-ska-sko |
Kvakushka - square - apartment
Bench - fairy tale - stroller.
Fizminutka: Here are the frogs along the path, jumping with their legs stretched out. They saw a mosquito and shouted: Kwa-Kwa-Kwa! (child imitates a frog)
Development of prosody.
How does a big frog croak? How small?
Game "Guess the riddles." Kolobok asks you to suggest the word at the end of each poem.
Who drags his house on himself
In a dark dungeon
Beautiful maiden
Without thread, without knitting needles,
Knits knitwear.
(butterfly)
The baby is dancing -
Just one leg.
teacher-speech therapist MAOUSOSH No. 1
Summary of speech therapy individual lessons on sound pronunciation correction
Samsonova Olga Leonidovna
Summary of an individual speech therapy lesson on sound pronunciation correction
Subject:“Automation of the sound [w] in syllables, words and sentences.
Target:automate the sound [ш] in syllables, words and sentences
Educational area:"Communication"
Integration of educational areas:"Socialization", "Cognition",
"Physical culture"
Program content:
- practice the correct pronunciation of the sound [w] in syllables, words and sentences;
- learn to identify the presence of words with the sound [w] in a poetic text;
— continue to learn to determine the place of the sound [w] in words;
- practice selecting adjectives for nouns, using antonyms and diminutive forms;
- develop memory and fine motor skills;
- cultivate interest in classes.
Progress of the lesson
Organizational moment.
- Today I invite you to take a journey. However, before a long journey you need to warm up.
Setting the goal of the lesson.
The speech therapist says to the child:
- Look what I have in my hands?
- That's right, it's a hot air balloon.
- If I pierce the ball, what sound will you hear, listen.
- That's right, the sound [sh].
- Today we will continue to learn how to correctly pronounce the sound [w] in syllables, words, sentences.
Articulation gymnastics.
— Let’s do gymnastics for the tongue: “Scapula”, “ Delicious jam", "Cup", "don't break the cups", "Clean your upper teeth" (from the inside).
Development of speech exhalation.
— And a couple more exercises to develop air flow: “Focus”, “Push the ball into the goal.”
Development of phonemic awareness.
— Warm-up is over, let's hit the road. There is a path in front of you that you need to follow. You will take a step if you hear the sound [w].
For baby Mishutka
Masha is knitting a warm scarf.
He will tie a scarf around his neck
And “Thank you!” - Masha will tell you.
Automation in syllables.
-Where did the path lead? There are bumps ahead. You need to jump from hummock to hummock, like this: aShta, aShva, aShka, anSha, amSha, akSha.
Automation in words. Development of phonemic awareness. Development of the lexical and grammatical side of speech.
— We approached the river, but there was no bridge, only some “boards” lying there. (The speech therapist lays out six pictures on the table in a pile). Let's take a look at these “boards”, maybe they will be useful to us. And let's arrange them like this: on the left we put those pictures whose names have the sound [w] at the beginning of the word, in the center - if the sound is in the middle of the word, and on the right those pictures whose names have the sound at the end of the word.
The child lays out pictures - “boards” depending on the place of the sound in the word.
- Now let's build a bridge. When laying out a bridge from these “boards”, select a word for each picture: fur coat (what kind); pear (what); hat (what); pencil (what); mouse (what); frog (what kind).
Dynamic pause.
"In the swamp"
There are two girlfriends in the swamp,
Two green frogs
In the morning we washed ourselves early,
We rubbed ourselves with a towel.
They stomped their feet,
They clapped their hands,
Leaned to the right, to the left
And they came back.
That's the secret of health.
Hello to all physical education friends!
(The child accompanies listening to the poem with movements.)
Automation in words. A selection of antonym words.
— We crossed the bridge. Where to go next? We will find the way if we choose the words “on the contrary.” Small - ... (smooth, narrow, bad).
Automation in proposals. Development of the lexical and grammatical side of speech.
- And here the boy Pasha meets us. He is small and all his objects are small:
Pasha doesn’t have a big shirt, but a small one...
Pasha doesn’t have a big hat, but a small one...
Pasha doesn’t have big shorts, but small ones...
Pasha doesn’t have a big car, but a small one...
Pasha doesn’t have a big ball, but a small one...
Reflection.
- And it’s time for us to return... Please remember what obstacles we encountered on the way? Who did we meet at the end of the journey?
Summary of speech therapy individual lessons on sound pronunciation correction
MBDOUIL kindergarten "Smile"
Goals:
Correctional and educational:
- continue to teach correctly, pronounce the sound L in straight syllables;
- develop phonemic hearing.
Correctional and developmental:
- develop the mobility of the organs of the articulatory apparatus;
- develop fine motor skills;
- develop visual attention.
Correctional and educational:
- cultivate the desire to speak correctly, clearly, beautifully.
Equipment: laptop, presentation “Visiting the Dwarves.”
Progress of the lesson:
1. Greeting.
Every day, always everywhere,
In class, in play,
We speak loudly and clearly,
We are never in a hurry.
- (Child’s name), would you like to go on a trip?
2. Articulation gymnastics.
Okay, but first we will do gymnastics for the tongue.
Tongue - tongue, don’t be lazy, show yourself,
(mouth open, tongue on lower lip, count from 1 to 5)
Relax back: kya, kya, kya,
The middle is five. five, five,
The tip is cha, cha, cha.
Now calmly hold yourself down by your teeth
Cup your tongue and hold it there a little
(perform on a count from 1 to 5)
Now the tongue plays the drum: t-t-t, d-d-d.
He doesn’t forget the turkeys: yadda yadda.
He is never bored.
The sound L repeats everything
(The child pronounces the sound [L] for a long time)
3. Main part.
Today we are going to the fairy forest to the gnomes. Close your eyes, I will say the magic words, and we will find ourselves in the forest:
They say that the forest
Full of fabulous wonders.
Let's hurry up
Let's see a miracle.
The spruce tree stands
The birch tree next to the white one is white,
She spread her arms and branches:
“Come on in,” he says.
Entrance is open to good people."
Slide 3.
- Here the gnomes are meeting us, let's get acquainted, Gnome La, gnome Lo, gnome Lu, gnome Ly, gnome Le. (Child repeats)
Each gnome has his own favorite place in the fairytale forest.
Slide 4.
Let's go with the gnome La, he wants to show us his clearing where he grows magic flowers. His favorite ones are blue bells. I show them, and you pronounce the syllable “LA” and then you will see something magical! (The child completes it, butterflies appear at the end of the task)
Slide 5.
Gnome Lo invites you to see what a beautiful house he has built for himself.
Slide 6.
Only now he had a problem, he lost his favorite handkerchiefs. Let's help him find them.
Slide 7.
Gnome Lou is a builder. Help him build a bridge across the river. Build a bridge from colorful blocks.
Finger gymnastics.
Slide 15.
Gnome Ly loves funny games, dancing, poetry and songs, let's tell him and show him the finger gymnastics “Funny Dwarf”.
Once upon a time there was a cheerful gnome (Children raise their hands above their heads, pretending to be a cap.)
With round ears. (Describe large circles around the ears.)
He is on a sugar mountain (Elbows on the table, arms straight, palms folded to form a triangle.)
I slept under the gate. (The fingers represent a gate.)
Suddenly, out of nowhere, a giant appeared. (Arms raised high above head.)
He wanted to eat the mountain, (Movements as if we were eating with our hands.)
I just choked! (We grab air with our mouths and puff out our cheeks.)
Well, what about the cheerful gnome?
So he sleeps deeply! (Children pretend to be a sleeping gnome.)
Slide 16.
Everyone in the forest loves the gnome Ly because he is funny. He asks you to sing his favorite song along with his assistants - the bunnies.
Slide 17.
Dwarf Le loves fishing and fish.
Slide 18.
At the gnome Le large aquarium Houses. The gnome calls all the fish by the same name - Le, call each fish by name.
Slide 19.
The gnomes are wondering if you remember their names well? Call the gnomes by name. Now say the names of the gnomes backwards.
4. Summary of the lesson.
Slide 20.
The gnomes say goodbye to you, they are very glad that you have learned to pronounce their names correctly. As a farewell gift, they give you their photographs, which you can decorate beautifully at home and remember their names.
