Organizational moment
Relaxation exercises. Psycho-gymnastics.
"Wonderful transformations."
Draw a boiling samovar; a saucepan filled with water; bucket with lid; kettle with whistle, folding glass.
Development of auditory-verbal attention.
Clap your hands if you hear the words - the names of the dishes.
Development of fine motor skills
Performing actions in accordance with the meaning of the poem.
Pour water into the kettle
And we add the tea leaves.
Take sugar with a spoon
And put some jam on it.
Let's drink hot tea
In my garden at the dacha.
E. Egolayeva
Massage or self-massage
Facial exercises
Express disappointment: the cup was broken.
Articulation exercises
Exercises for neck muscles
“Look what’s in the pan?” Lower your head down. “What dishes are on the shelf?” Turns the head left and right with prolonged pronunciation of sounds [a], [o].
Exercises for masticatory-articulatory muscles
“We’re chewing hard carrots.”
What's on the tray? (Carrot.)
“We were treated to carrots.” Imitation of chewing. Make slow and fast jaw movements.
Show how a bunny chews a carrot.
Exercises for cheeks and lips
"Pot-bellied samovar."
Puff up your cheeks and show how round the samovar is.
Inflating both cheeks at the same time.
Show how the “grumpy teapot” grumbles.
Stretch your lips in a smile and say puff-puff-puff, puff-puff-puff, puff-puff-puff.
Tongue exercises
"Tray".
Look how smooth the tray is. Place the tongue on your lower lip until it looks like a tray.
“Let’s roll out the dough for the pie.” The tongue lies at the bottom of the mouth.
"Pie with filling." "Sausage in dough." The mouth is open, the lips are in a smile. Place your wide tongue on your lower lip. (I put in the cabbage filling.) Lift up and roll the side edges of the tongue into a tube.
"Teapot Handle" Arching of the back of the tongue. The back of the tongue is pressed against the palate, and the tip rests against the lower gum.
“Let’s prepare a cup of tea.” Alternating the “cup” with placing the tongue on the “bottom”. “The cup is on the table.”
Development of prolonged oral exhalation. Voice development
“We’re blowing hot tea.” Stretching out the lips with a wide straw, simulating blowing on hot tea.
“We drink a cocktail through a straw.” Take a short breath through your mouth. Extending the lips with a narrow funnel. Exhale through your mouth for a long time.
“Let’s squeeze the juice in a juicer.” “We turn on the juicer.” Pronouncing sound combinations on one exhalation j-j-j-j-j, dz-dz-dz-dz.
What juice will you drink?
The words must contain the sound [s]. ( Apricot, lingonberry, pineapple, delicious, sweet, sour, sweet and sour.)
Expression of delight, joy and dissatisfaction when pronouncing the phrase: “What kind of dishes.”
Pronunciation of sounds in words. Development of phonemic awareness. Practical acquisition of lexico-grammatical forms of the language
The toy Dunno is brought in.
Dunno asks us for help. His friends sent him to the store to buy dishes with sound [s], but he doesn’t know what to buy.
Dishes or pictures depicting them are displayed. Children name the dishes. ( Salad bowl, salad bowl, napkin holder, samovar, sugar bowl, salt shaker, gravy boat, rusk bowl, tureen, bowl, glass, tray, thermos, bowl, butter dish, saucepan, dishes.)
Determination of sound position [s].
Place on this table the dishes in the name of which the sound [s] is heard at the beginning of the word. What did you put? In the names of which dishes is the sound heard at the end of the word?
Sound analysis of a word Bowl.
Dunno asks why we need these circles. Label the word Bowl colorful circles and tell him about the sounds in this word.
Word designation cruet, bowl color symbols, characteristics of sounds.
Word synthesis cup.
- “Collect” a word from the “scattered” sounds [s], [n], [k], [t], [a], [a]. What can you pour into a glass? ( Juice.) “Scatter” the sounds of the word juice. Make up a word juice from letters.
Agreement of nouns with adjectives
What are the dishes made of? If the bowl is made of plastic, then it... ( plastic). Glass glass... (glass). Pot... ( metal). How else can you say about her? It was bought a long time ago, which means it... ( old). The pan was washed, which means it... ( clean). What knife? ...( Sharp, metallic.) Service... ( dining room). Cups... ( earthenware). Cup... ( crystal). Frying pan... ( metal). Pot... ( ceramic). Rusk... ( straw).
Case management
“Prompt the word in plain language.”
Kan-kan-kan, here it is... ( cup).
Kane-kane-kane, delicious juice in... ( glass).
Onku-onku-onku, pour salt into... ( salt shaker).
Ryuli-ryuli-ryuli, I'm going with full... ( pan).
Word formation
I teach my sister:
I put the oil in the butter dish,
I pour tea into the kettle.
And, of course, I know about salt:
I'll pour salt into the salt shaker -
Don't wake up quietly.
Mom loves coffee very much
The coffee pot serves for him.
And for soup - a tureen,
I know everything, I'm smart.
And the children will guess
How does is called?
N. Nishcheva
“Pick up a couple of words.”
Pictures depicting products are posted (salad, soup, crackers, juice, sauce, salt, butter, sugar).
Dunno asks where can I put or pour these products? Sugar is in... ( sugar bowl). Sauce - in... ( gravy boat). Salad - in... ( salad bowl), soup in... ( tureen), crackers - in... ( bread rusk), meat in... ( pan), juice in... ( cup).
Where to put the napkins? Napkins - in... ( napkin holder).
Development of spatial perception and memory
Completing tasks.
Place the glass next to the thermos, the plate between the spoon and fork. Where is the thermos?
Performing similar tasks using adverbs and prepositions in front, right, left, behind.
Games “What stood where?”, “What has changed?”.
Lesson summary
What sound did you repeat? You tried very hard, Dunno and I liked how beautifully you pronounced the sound [s].
Summary of individual lessons
Topic: Automation [c]
Target: automate the sound [s] in phrases and sentences.
Tasks: - develop articulatory and fine motor skills;
Develop phonemic hearing and phonemic perception;
To consolidate the correct pronunciation of the delivered sound [s] in syllables, words, phrases, sentences and rhyming texts;
Develop attention, memory, thinking, imagination;
Develop the skill of self-control over your own speech.
Equipment: mirrors, diagrams, object pictures.
Progress of the lesson
I. Organizing time
Guys, today I will tell you a story about “The Pump”.
Once upon a time there lived a Pump. Every morning he did exercises.
Let's show you (Breathing exercise.)
Articulation gymnastics
“Smile”, “fence”, “proboscis”, “donut”, “knead the dough”, “brush our teeth”, “slide”, “reel”.
II. Work on the topic of the lesson.
– More than anything else, he loved to inflate tires. When the Pump was working, he “sang” his favorite song: ssss.
Articulation of sound
You have to smile and keep your lips smiling all the time. Press the tip of your tongue behind your lower teeth; the back is arched. Bring your teeth together, but do not close them. Blow softly: ssss.
What sound is this?
What color will we use? Show.
2. D/game “Bicycle”
Let's help Pump inflate his bike's tires! (Imitation of inflating bicycle tires.)
Well done!
3. D/game “Traps”.
Pump has a favorite game, and he invites us to play it.
I will name different sounds, if you hear the sound [s], then catch it by clapping your hands.
M-r-s-t-s-p-f-sh-s-s
MA-ra-ta-sa-fo-so-tu-pu-sha-su
4. Automation [s] in syllables.
The pump is tired. Let him rest, and we will sing him a song with his favorite sound.
sa-sa-sa as-as-as
sy-sy-sy ys-ys-ys
so-so-so os-os-os
su-su-su us-us-us
5. Automation of the sound [s] in words.
I’ll tell you a secret: Pump loves gifts, not simple ones, but those with the sound [s] in the name.
(On the board there are subject pictures: dog, elephant bus, cat, pineapple, wasp. Students name the pictures in chorus, individually.)
Which picture is the odd one out? Why?
Here's the problem, the pump doesn't know where the sound [s] is hiding. (Determining the place of a sound in a word.)
What's happened? Wasps surrounded the Pump. How many are there? Let's count?
6. Automation sound [s] in phrases.
D/game “1-2-3-4-5”
(One wasp, two wasps, three wasps, four wasps, five wasps.)
Let's drive them away by saying our favorite Pump sound. (Ssss)
7 . Automation sound [s] in sentences.
Guys, who is this? (This is an elephant.)
What is the elephant doing? (The elephant is sleeping.)
The old elephant sleeps peacefully
He can sleep standing up. (Learning by heart.)
III. Lesson summary
Who did you play with during the lesson?
What is Pump's favorite sound?
Individual lessons with a speech therapist are necessary to establish and automate correct sound pronunciation. This method of work is necessary for children with speech pathologies and physiological disorders of the articulatory apparatus.
Classes are devoted to the production and automation of groups of phonemes or individual sounds. The topic of today's lesson: “Sound [S]”. During the lesson we use methods of sound production [С] and [Ш], developed for correctional work with preschoolers.
Goals
- Staging and automation of sound [C].
- Fixing sounds in isolated positions, in syllables, in words and sentences.
- Production of whistling sounds, their differentiation.
Tasks
Educational:
- Setting and assigning the phoneme [C] in reflected repetition to the teacher, independently.
- Enrichment of the dictionary.
Corrective:
- Formation of syllabic analysis skills.
- Fixing the sound [S] in isolation, in syllables, words, sentences.
- Development of thinking, memory, attention.
- Development .
- Development of motor skills of articulation organs and fingers.
Educational:
- Maintaining interest in learning and working with a speech therapist.
- Cultivating hard work.
- Developing the skill of controlling sound pronunciation.
Equipment
To conduct the lesson in a fun way, you will need a toy (for example, a bear, an elephant), a mirror, a sound ruler, cards with letters and images of objects, and syllable diagrams.
Progress of the lesson
Organizing time
Good afternoon, Zakhar (child’s name). Today we will meet a guest. He came to us to see what you were doing in class, to help you do exercises and play.
Come on, let's meet him. The elephant's name is Semyon. How are you?
We got acquainted, now we’ll tell the elephant what we’ll do today.
Let's learn how to pronounce the sound [C] correctly and repeat exercises to warm up the face, fingers, and tongue. Let's look at interesting pictures from fairy tales and come up with our own story. And Semyon will help us and learn too. What sound does the elephant's name begin with? (the child answers), and your name is Well done.
Game “Hear and Clap”
Goal: to develop phonemic awareness.
- Let's play a game. I will name the words, and you will clap your hands if you hear the sound [C].
Sleigh, broom, elephant, owl, cat, bag.
- Well done. The elephant praises you too. He is proud of you, wants to be just as smart and attentive.
Now let's get ready to warm up.
Articulation gymnastics
To produce the sound [C], articulatory gymnastics must be used. Completing tasks helps to relax the muscles, feel the position of the oral organs, and set them up for work. This stage cannot be excluded from speech therapy sessions.
Massage:
Repeat the steps after me. Rub your palms and fingers. Stroke yourself on the cheeks, forehead (3-4 times). Move your hands to your ears, rub the earlobes (3-4 times). Rub over the lips, under the chin (3-4 times).
Articulation exercises:
Performed in front of a mirror or without it, the child repeats the movements after the teacher.
- Smile
We stretch the sponges as far as possible to the sides. We hold the smile for a few seconds, then relax the muscles. 2-3 repetitions.
- Spatula
We smile, open our mouth, and place our tongue on our lower teeth. We slap our tongue on our lips and say: “Bya, five, five, bya.”
- Jam
We lick our lips as if they were smeared with a sweet treat.
- Needle
Stick out your sharp tongue, pull it out as far as possible, and now hide it back. Repeat.
Well done. Our tongue and lips are ready for the lesson.
Breathing exercises
Helps the child relax, take a break from articulations, and get ready for further work. Do 2-3 breathing exercises with your preschooler.
- Puffing out our cheeks
Come on, let's make Semyon laugh. Let's show him how a fish breathes underwater. Take air into your mouth and puff out your cheeks. Try not to release it right away, hold it. Then puff up one cheek, then the other.
- Trumpeter
Pull the sponges into a tube. Take air into your lungs and blow it out through a thin slit in your mouth, as if you were blowing out a candle.
Finger gymnastics
Now let's stretch our fingers. Let's make a “Lock”, “Ring Fist”.
Sound production
The main part of the lesson. The sound [C] is produced using a mirror. The child must follow the movements of the articulatory apparatus. Fix the correct positions of the lips and tongue. These exercises and methods can be used as ways to create whistling sounds in future classes.
- First, let's tell the elephant how we pronounce the sound [C]. Show what the tongue, lips, teeth do, how the air passes. Let's remember together.
- Fold your lips into a smile, clench your teeth, relax your tongue and place it at the bottom of your mouth. Its tip should rest against the lower teeth. Exhale into your palm. Do you feel that the air is cold and coming out in a thin stream? Well done. Let's do it again.
- Remember that the consonant C can be hard or soft, it is always unvoiced. Can you name a few words where C is soft. I call the word Sema. Try to come up with it.
- And now words where C is hard. I call the word, dream. It's your turn.
- Let's look at the pictures. They depict fruits. Name those that begin with S.
- The child is offered color images: plum, pineapple, currant, cucumber, tomato, peach, etc.
- Now let's talk for a long, long time. Ssssssss. Let's sing a song to Semyon, as if we were inflating the tires with a pump. S-S-S.
The production of the C sound in dysarthria is accompanied by vowel sounds. We pronounce the syllables su, sa, then the small words soup, dog. We sing not a separate phoneme, but syllables with vowels.
The production of the sound C is similar to the correction of the pronunciation of the phoneme Ш. The tongue takes the same position, the lips stretch to the sides.
Mechanical method
If a preschooler cannot cope with pronunciation on his own, use the production of the sound C with the help of a teacher and a spatula, toothpick, and fingers. The mechanical method of extracting a phoneme helps the child feel. Understand the correct positions of the cheeks and tongue, control the process of exhaling air during articulation.
Sound production:
- Place the toothpick on the child's tongue. It is immersed in the oral cavity by 1.5 - 2 cm.
- The child forms a groove on his elongated tongue and blows air along it. You can press on the toothpick, lowering your tongue to the lower palate. You will hear whistling sounds when you exhale.
- Place your tongue and toothpick in different positions, look for the right position for the clearest phonation.
Sound Automation
Pay special attention to sound automation. This stage of work is important for consolidating the norms of sound pronunciation in free speech. We automate sound in syllables, words, sentences, stories.
To automate the sound [S], syllable patterns will be required. The sound [S] should be hard, soft, and in different positions. After pronunciation, be sure to analyze the pairs, compare them by sound and meaning.
- in syllables
Come on, let's read the cards with you. Repeat after me, look in the mirror at the movements of your lips and tongue. Tighten them up.
Sa-sa-sa - what a beauty.
Si-si-si, don't miss it.
Se-se-se, don’t go to your place.
The set of syllables may differ from the one given, use open, closed isolated syllables to set the sound s, use the same cards, phonemic sets for consolidation.
- in words
Now let's move on to the words. Pronounce it correctly, don't rush.
Automation of the sound [S] in words at the end, in the middle, at the beginning of a word.
Look at the cards. What is shown in the pictures?
- in sentences
You can use plot pictures from books and collections of fairy tales. The child is asked to repeat sentences and phrases after the teacher. Then compose your own text based on the proposed vocabulary.
- in the texts
Look at the picture. What do you see?
This is Boris and Slava. The boys gathered in the forest. I will tell you them too, and you will repeat them.
Slava and Boris gathered in the forest. They want to see the pine trees and listen to the nightingale sing. They took their dog Strelka with them.
The child repeats the story. Correcting irregularities in sound pronunciation. Focus on the problematic sound.
Now come up with a short story about our guest, the elephant Semyon. I will offer you a few words to use in the text: elephant, scooter and pump.
The preschooler is given a few minutes to think about it at will. The text is being compiled. The teacher monitors phonetics, grammar, and syntax.
Do you like to solve crosswords? I have prepared a crossword puzzle for you with words with the sound [S]. Try to guess it.
Lesson summary
Today you and I learned a lot of new things, we learned to pronounce the sound [S] better. Say it again. Well done!
At home, repeat the tongue twisters: “Robin Bobbin eats all day, and he is not too lazy to chew. He ate a whole apricot, he began to peel the coconut,” “Took Sanya with him to the sleigh hill,” “Mow, scythe, while the dew is on.”
Let's say goodbye to Semyon and invite him to the next lesson.
Goal: automate the sound [s] in the middle of a word.
Tasks: educational:
Continue work on developing the muscles of the articulatory apparatus;
Automate the sound [s] in words in intervocalic position;
Continue to learn to hear and isolate the sound [s] in words in intervocalic position;
Practice solving riddles by highlighting essential features;
Practice the formation of singular and plural genitive nouns through the game “What’s missing?”;
correctional and developmental:
Activate mental activity based on the “finish the sentence” game;
Develop visual perception and constructive praxis by collecting cut-out pictures;
educational:
Cultivate perseverance and curiosity.
Equipment: toy - fox Alice, box - parcel; subject pictures: beads, scales, fox, braid, wheels, wasp, sand, noses, watches, mustaches, masks, hair.
Progress of the lesson.
1. Today the fox Alice came to visit us. Let's show her what
Your tongue can do the exercises.
Articulation gymnastics: “tube”, “smile”, “fence”, “let’s brush our teeth”, “angry cat”, “breeze”.
2. Now let’s teach Alice to pronounce the sound [s]. The lips are smiling, the teeth are set in a fence, the tongue rests on the lower teeth, a stream of air passes through the middle of the tongue.
3. And now Alice will tell you different words, and you clap your hands when you hear a word with the sound [s]:
fox - goat - writer - reader - piece - tray - line - stroke.
4. Fox Alice received the package, let's see what's there. There are so many different pictures in the package! Please name what is drawn here (beads, scales, fox, braid, wheels, wasp, sand, sock, watch, mustache, hair). Where is the [s] sound in all these words? ( In the middle of a word.)
5. Alice likes to play the game “say the word.” Play with her.
Ko( sa), track( sa), ne( juice), ve( sy), co( sy), boo( sy), hair( sy), But( sy).
6. Alice will tell you riddles. Try to guess them! (Based on pictures.)
They walk day and night, but do not leave their place. ( Watch.)
Bent into an arc
In the summer - in the meadow,
In winter - on a hook. ( Scythe.)
Four brothers run together along the same road,
But they won’t catch up with each other. ( Wheels.)
Red-haired cheat
Chicken steals cleverly. ( Fox.)
7. And now Alice will play the game “what’s missing?” with you. Look
Look carefully at the pictures, what's missing? (Pictures: wasp, braid, scales, mustache, noses, masks.)
8. Listen to what Alice will tell you... (Finish the sentence game based on pictures.)
Yesterday I was bitten on the nose... ( wasp).
A cunning, red-haired girl lives in the forest... ( fox).
Sonya has beautiful long... ( hair).
Grandfather has gray hair... ( mustache).
Mom has new red ones... ( beads).
Dry in the sandbox... ( sand).
The car has four ( wheels).
10. Look, Alice brought you two pictures. One is whole, and the other was cut into pieces by someone. Collect it, please. (Cut picture “Foxes”.)
Well done! If you have completed difficult tasks, Alice the fox gives you a picture.
11. Summary of the lesson. What tasks did you perform? Which tasks did you like most? Assessing the child’s activity in the classroom.
Topic: Automation of the sound [s’] in syllables, words, phrases.
Goal: to consolidate the clear pronunciation of the sound [s’] in syllables, words, and phrases.
Objectives: Educational: Consolidation of syllabic analysis skills
Correctional and developmental: development of phonemic processes
Educational: developing control over one’s own speech
Equipment: 2 toys (piglets), toy house, wardrobe, costume, paper flowers and leaves, counting sticks, picture maze.
Progress of the lesson
I. Org. moment
Guess the riddle and find out who will come to our class today. Crochet tail, heel nose. Who is this? (Piglet).
Right. This is what we have. (The speech therapist shows the toy). And his name is Sema. He is going to go visit his friend Masyana.
II. Articulation gymnastics
In order to go on a visit, you need to wash, get dressed, dress up. Sema goes to brush her teeth. How does Sema brush his teeth and tongue? (Example: brush your lower teeth, clean your tongue). Sema brushed his teeth and smiled. How did Sema smile? (Exercise smile).
III. Face massage
And now Syoma is washing his face. And we wash our face,
We rub our cheeks together.
Wash your nose, ears, forehead,
So we washed ourselves and moved on.
VI. Mimic gymnastics
Sema thinks about what to wear. He remembered that he had a suit and was happy. (Show how happy Sema was).
I opened the wardrobe and didn’t find the suit. I was surprised. Then I got upset. (How surprised, upset?).
I found a suit. I was happy. (How happy were you?).
V. Articulation analysis
What sound do I emphasize in the names SEMA, MASYANYA. Say it.
What shape do your lips take when you pronounce the sound [s’]? Where is your tongue when you pronounce this sound?
VI. Sound Characteristics
Tell me what you know about the sound [s’]?
Is the sound [s’] a vowel or a consonant? Hard or soft? Voiced or voiceless?
VII. Breathing exercises
The wind blew and autumn leaves flew into the room. They urgently need to be removed. Syoma alone can’t cope quickly, help him. (Blowing paper leaves off the surface of the table. Control over the air stream that should come from the tongue is required.)
VIII. Development of phonemic hearing in syllables
Pig Sema came up with a game for his friend and wants to consult with you: do you think Masyanya will like such a game? I name the syllables, and as soon as you hear the sound [s’], you clap your hands.
- SYA-; -SE-; - RY-; - YAS-; - AXLE-; -BA-; -AR-; -ASH-; ETC.
IX. Consolidating sounds in syllables, developing a sense of rhythm
Well, it's time to hit the road. But the trouble is, the door slammed shut. Piglet Sema cannot get out of the house. To open the door, you need to cast a spell. I'll try to help you. Repeat after me.
SYA - SYA; SYA - SYA - SYA; ya - ya; ya - ya - ya;
SIO - SIO; SIO - SIO - SIO; Yos - Yos; Yos - Yos - Yos;
SY - SY; SYU - SYU - SYU; Yus - Yus; Yus - Yus - Yus;
The last spell turned out to be correct and the door opened.
X. Fixing sounds in words
"Picture Labyrinth" Look how confusing the path is. Now you and Sema will walk along this path, and so as not to get bored, sing the song s’ - s’ - s’. On this path you will meet baby animals and birds, be prepared! (The child runs his finger through the maze, naming the cubs that he meets along the way: elk calf, lynx calf, piglet, fox cub, gosling.)
XI. Finger gymnastics
Let's count who you met?
(The child names the cubs and bends his fingers.)
You said hello to everyone you met. Who did you say hello to?
(He lists who he greeted (he said hello to the little fox, to the gosling, to the calf of elk, etc.), while connecting the thumb to the other fingers one by one.)
XII. Development of phonemic hearing in words
You have come to a boring clearing, there is not a single flower on it. Let's try to decorate it? I will name the words, and you will repeat after me. As soon as you hear the sound [s’], you will put the flower in the clearing. (SIEVE, DESK, SEVEN, CANCER, VILLAGE, PIG, NOTEBOOK, LETTER, NET, PEN, CHITCH).
XIII. Syllable analysis
There is a river in front of you. There is no way to cross it. We need to make a bridge. To do this, break down the words into syllables. How many syllables are in a word, so many shelves you put. (JELLOW, Ribbon, GOOSE, TEN, NORTH, SIEVE, ELK. LYNX, ORANGE).
XVI. Nouns agree with adjectives
So you got to Masyanya, and he meets you. Tell me, Masyan, who did you meet? What are they?
(We met a calf, a gosling, etc. A gosling - small, yellow, etc. a calf - ...., a piglet ...
