Educational, developmental, educational tasks of speech therapy classes. The development of articulatory praxis, the pronunciation of sound in isolation, the development of fine motor skills of the fingers. The development of phonemic perception, the consolidation of sound in words, syllables.
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Individual speech therapy lesson by setting the sound [c]
Introduction
Target: sound setting [ts].
Tasks:
· Correctional and educational:
o to characterize and correctly articulate the sound [c];
o to form the ability to correctly pronounce the sound [ts], by imitation;
o teach to pronounce the sound [c] in isolation.
· Correction-developing:
o develop a general, small, articulatory motility; correct air stream; phonemic perception;
· Correctional and educational:
o increase the child's self-esteem, help improve his emotional well-being.
o maintain interest in speech therapy classes.
Materials: invitation card, footpath with autumn leaves PowerPoint Presentation,
STUDY PROCESS
1. Organizational moment
- Hello, I'm very glad to see you.
- Look, we got an invitation card, let's read it.
Reading a postcard. The sound expert and one of his friends invite us to visit, but we will only find out who this friend is when we reach the city. Shall we accept the invitation of the Soundmaster and his friend?
- But getting there is not so easy, we have to go through the magical garden and complete all the tasks that the Sound Knower left us, and only then we can get to the place. Do you agree to help me and do all the tasks diligently?
- Then go! sound phonemic perception syllable
2. Cultivate a strong long-lasting directional smooth air jet
- This is a garden, but all the paths in it were covered with autumn leaves. And the first task from Zvoznayka is to clear the paths, but without touching the leaves with your hands. How cunning, Soundmaster! How can we do it?
(If the child does not guess, you can ask leading questions. For example: How does the breeze clean the paths?)
Smile, put the wide front edge of the tongue on the lower lip, cover it with the upper lip, leaving a small gap, blow on the tongue
- Excellent, you removed all the leaves and cleared the paths, we continue on our way!
3. Development of articulatory praxis
- Oh, look what an interesting bush is growing in this garden.
- The sound expert asks us to remember what exercises for the tongue these pictures indicate and perform them beautifully.
Child.Names the picture and performs the exercise, looking in the mirror.
"Spatula"
Description: The mouth is open, the tongue is calmly put on the lower lip, hold it wide on the lower lip for 3-7 seconds.
Our tongue is like a spatula -
Very even, very smooth.
And such a shovel
And it's nice to dig.
"Punish the naughty tongue"
Description: Ex. "Spatula", slap on the tongue with the upper lip with the words "five-five-five." Keep a wide tongue in a calm position with an open mouth counting from 1 to 10.
Guilty tongue
Couldn't say anything.
We'll slap him
We slap our lips.
"Brushing teeth"
Description: Smile, show your teeth, open your mouth, and “clean” your lower teeth with the tip of your tongue, making movements from side to side with your tongue.
I brush my teeth clean, clean
Both outside and inside;
I want to always
They were white.
"Slide"
Description: smile, open your mouth, the tip of the tongue rests under the lower teeth, raise the wide tongue with a “slide”. Hold your tongue for 5-10 seconds.
We have a long hill!
We'll ride now.
You stay on the hill
Smoothly, roll slowly.
Speech therapist. Well done and you did a great job with this one.
4. Topic message. Sound staging
- And what is this picture? Draws the attention of the child to the picture with articulation. This Zvoznayka left us a fairy tale about the sound [ts], but the fairy tale is not simple - with movements. I will read it, and you show it?
Explanation of the articulation of sound.
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The text of a fairy tale for reading to a child by an adult |
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A breeze in a dark and damp cave. It is guarded by the tongue, which lay down on the floor of the cave, stretched out, you can’t get around it. |
knock lower teeth against upper open your mouth put a wide spread tongue on the bottom of the mouth |
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Suddenly, the tongue raised its back to the ceiling and with its sides pressed against the upper teeth, now it is even more difficult for the breeze to get out |
make the tongue slide: press the side edges to the upper molars, and rest the tip of the tongue against the lower teeth. |
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But as soon as the tongue with its front part bends down to the lower teeth, deciding to whisper with them. The breeze immediately rolls down his back like a hill. It slides right down to the bottom teeth. |
leaving a small distance between the teeth, blow on the tip of the tongue for a long time, pronounce the sound [s]. |
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The teeth do not have time to close and block the path of the breeze, a small gap remains between them. |
smile, slightly exposing your teeth, opening them (distance 1-2 mm). |
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the tongue is angry with the teeth for not holding back the breeze. the tongue descends to the lower teeth with its front part, and with its back it strongly knocks on the upper teeth. |
holding the tip of the tongue behind the lower teeth, pronounce the sound [t] several times. |
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after a blow of the tongue, the breeze rolls down his back and jumps sharply into the narrow gap between his teeth. |
distinctly repeatedly pronounce the sounds [t] and [s] together (get the sound c) bring the palm to the mouth, feel the jerky movements of air. |
- The good guy did great. Remember that with a quick pronunciation -TS - in this position of the tongue, the sound [ts] is obtained.
This tale is about the sound [ts]. Repeat together [c] (when the child repeats the sound, once again pay attention to the correct articulation).
5 . Pronunciation of sound in isolation, signvengeance with its visual symbol
Speech therapist. Here is a new task from the Sound Knower. Look closely at the picture and remember (speech therapist shows a picture of a baby stroller - a visual symbol of sound) The new sound [ts] is similar to the one we ask you not to make noise. Hush, hush, the baby is sleeping! CCCC! Repeat!!
- Well done you are doing well.
6 . Development fine motor skills fingershands
- And here is our Zvukoznayka and his friend. Who is this?
- Done, right, Hedgehog. Hello Zvoznaika, hello Hedgehog!
- Let's play a game for fingers "Hedgehog"
One hand (the palm is unclenched, the fingers are spread out) is a hedgehog, the fingers of the other hand are forest animals.
- Excellent!
7 . Developmentthe idea of phonemic perception
- The hedgehog offers to play his favorite game "Catch the Sound". As soon as you hear the sound [ts], clap your hands.
Speech material: w, s, k, c, t, c, s, m, p, c.
8 . Consolidation of sound in syllables
YATS - YATS - YATS - HARE
EC - EC - EC - DANCE
AC - AC - AC - MONTH
9 . Consolidation of sound in words
Listen and guess riddles.
He likes to gnaw carrots,
He eats cabbage very cleverly,
He jumps here and there,
Through fields and forests
Grey, white and oblique
Who, tell me, is he?
The house is round, the house is white,
The house was at first whole,
And how it finally cracked
So it jumped out... chick)
He is in pimples, green,
Delicious fresh and salty.
Tomato friend and brother
Salads are so good with them!
This slender fellow
Crispy, thin...( cucumber)
10 . Reinforcing sound in sentences
Look at the pictures and complete the sentence correctly.
The dog bit Sonya for ....
On a tall pine sits a small ....
Shoe horses in the smithy...
Speech therapist. Well done well played.
11 . Outcome, evaluation of activitiesti
- . So our journey ended, we got to Zvukoznayka, visited his friend Hedgehog And let's remember what sound we met in a fairy tale and played with it.
- Correctly with the sound [c], you did a great job, completed all the tasks correctly, and for this Sound Knower gives you a gift.
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The purpose of the lesson: "Automation of the sound C in words, in sentences."
Correctional and educational:
to form the ability to use the sound C in words, phrases and sentences;
activate vocabulary;
exercise in agreeing numerals with nouns up to 5;
make sentences based on the picture.
Correction-developing:
improving skills sound analysis words, determining the place of sound;
development of articulatory, general, fine and facial motor skills;
fixing the exact combination of speech and movement, the intonational side of speech.
Correctional and educational:
upbringing moral qualities: kindness, care for our smaller brothers, responsiveness.
Equipment: illustrations based on the fairy tale "Ryaba the Hen", a song about the sound C, colored pencils, a pen, a chicken, chickens, an egg, a syllabary, a kinder surprise, cereals, bags of cereals, a flash game “Who sounds”.
Lesson progress
I. Organizational moment.
Artem, let's greet everyone who came to visit us today to listen to how beautifully you learned to pronounce sounds. And we will give them a smile and wish them a good mood for the whole day.
Look and guess what kind of fairy tale it is (The child is invited to look at the picture "Ryaba Hen").
1. Psycho-gymnastics "Sad - fun."
Speech therapist - Artem, what do you think was the mood when the grandmother saw that the mouse had broken the egg.
Speech therapist: Yes, my grandmother really felt sad. (showing the shell)
Speech therapist: show what the grandmother's face has become.
Speech therapist: - And what was the mood of the grandmother when the chicken laid the "golden egg"? Yes, that's right - fun. (I show the "golden egg" - painted yellow).
2. Articulation gymnastics for sound [c].
Speech therapist: Well, in order for the tongue to make beautiful sounds, we must do exercises for the tongue. (The child, looking at the pictures, performs articulation gymnastics)
1) "Smile - a tube";
2) "Shovel";
3) "Let's brush our teeth";
4) "Angry cat";
5) "Hammer - water";
6) "Quietly the doll is sleeping."
3. Speech therapist: Listen, think and say who you are talking about.
There was a white house
wonderful house,
And something rattled in him,
And he crashed from there too,
A living miracle ran out.
So warm
So fluffy and golden. (I show chickens in a box of 5 pieces).
II. Main part.
1. Speech therapist: Artem, do you think our chickens pronounce the sound C correctly?
Show them how to pronounce the sound [ts] correctly. (Find in the picture and say only the sound C).
Speech therapist: Well done!
2. Automation of sound C in direct and reverse syllables.
Speech therapist-And now you read these syllables and find out how chickens communicate with each other. (reads the syllables on the sheet).
Tsa-tsa-tsa, tsa-tsa-tsa
Tso-tso-tso, ots - ots - ots
Tsu-tsu-tsu, tsu-tsu-tsu
Tsy-tsy-tsy, yts - yts - yts
3. Automation in a nutshell.
Speech therapist: Repeat after me:
Tsa-tsa-tsa - there is no seller at the egg.
Tso-tso-tso - here is an egg.
Tsy-tsy-tsy - they are strong fighters.
Tse-tse-tse - a fly on an egg.
Tsu-tsu-tsu - call the chicken.
Speech therapist: You are smart!
Speech therapist: Artem, look at the screen. How can you tell who is here? Correctly. birds. Each bird makes sounds, and we will hear it and guess who makes what sounds (flash game). Who is the chicken with?
Artem: Hen with chickens
Speech therapist: Right.
Speech therapist: Look how quietly our chickens are sitting, they are ready to listen to a fairy tale.
4. Reflected pronunciation.
5. Fizminutka "Chickens".
Speech therapist: Our chickens are hungry, and we have to feed and drink them.
Speech therapist: do you think they like to peck? Child (millet).
But before feeding, we will now choose from all the proposed cereals, what? That's right - millet (I suggest: buckwheat, beans, semolina, peas. That's right, it is as round, small and yellow as they are), and now I propose to determine by touch where the millet is. (Bags with cereals).
Speech therapist: You see how they peck millet funny, and now let's pour some water in a saucer for them.
Speech therapist: Artem, you learned a rhyme, tell me, please.
6. Automation in words.
Now show the chickens how you beautifully say the sound [ts] in words and determine where the sound ts is at the beginning of a word, in the middle of a word or at the end of a word, and now color the pictures. (sheet with a diagram, a song about the letter C)
7. Speech therapist: Look at the picture, let's try to compose together short story about our heroes. (The child composes according to the sentence scheme).
1. The chicken laid an egg.
2. Chicken Chick hatched from an egg.
3. Chick likes to walk under the acacias.
4. Flowers bloom under the acacias.
5. Caterpillars sit on flowers.
6. Caterpillars look at the Chicken.
8. Work on the dictionary.
Speech therapist: Each cub has its own mother. The mother of a chicken is a chicken.
Let's look at the picture together with you and call all the mothers.
Let's find the mother of a fox cub - this is a fox, the mother of a bear cub is a bear, the mother of a colt is a donkey, the mother of a tiger cub is a tigress, the mother of a camel is a camel, the mother of an eaglet is an eagle, the mother of a lamb is a sheep, the mother of a cunning is a marten)
Speech therapist: Clever called everyone correctly.
What sound did we learn to pronounce beautifully today?
You did an excellent job with all the tasks today, and Ryaba Hen also laid a difficult Egg for you, but with a surprise.
Color the picture at home with the sound [c] and the letter C.
Where do we start? What will we do first?
Guys, birds also learn sounds in the forest. Under the tree is a board with a task.
Our lips, tongue
They do it all the time.
They need to know how
Sounds are coming!
Now we will find out how the sound [C] is obtained. Take the mirrors, say the sound [C].
Lips open or closed when making a sound C?
Are your teeth open or closed?
Is the tip of the tongue up or down?
And the back of the tongue?
Bring your hand to your mouth and make a sound C. What kind of air jet: warm or cold, long or short?
Now put your hand on your neck and make a sound C. Are the vocal folds trembling or not?
Guys, is the air jet meeting an obstacle?
Is the sound [C] voiced or deaf?
Sound [C] soft or hard?
This sound is always hard, it does not have a soft sound younger brother.
Guys, now we know how the sound is formed, we can pronounce it like a starling. Turn around yourself and turn into a starling.
Well done, starlings, now I can let you fly through the forest, listen to other birds chirp. But be careful, there are many predators in the forest! If you hear the sound [C], stop and in no case do not move, so the predator will not notice you. The teacher alternately names sounds, syllables.
Turn around yourself and turn into guys.
Birds flew through the forest
And a little tired.
Guys, look at the birds sat on the branches of a tree to rest. Let's carefully come and see.
Look at the bottom branch of the tree, who is there?
STARLING, SPARROW, CROW, CUCKOO - songbird.
HERON, DOVE, WOODPECKER, SWALLOW - a bird of prey.
FIREBIRD, PENGUIN, PARROT, FLAMINGO - fabulous bird.
TIT, WILD GOOSE, WILD DUCK, SWAN - not a migratory bird, not a waterfowl.
Starling, heron, firebird, titmouse - all birds are different. Do they have something in common?
Where will the birds live now?
Guys, let's help the birds settle into the house. In the first birdhouse, birds will live in the names of which the sound [Ts] at the beginning, etc.
Words: starling, heron, tit, firebird.
Done with the first task! Everyone knows about sound. Now the second.
What is it about? What can we see, write and read?
What is the difference between sound and letter?
Now we will get acquainted with the letter! This is the letter C.
Letter C - hook at the bottom,
As if with a faucet tank.
Guys, look at the letter C there is a hook, a tail.
How many sticks make up the letter C?
Are all sticks the same length? (show the same, longest, shortest).
How to write the letter C? SLIDE! One is a medium stick, two is a long stick, three is medium, leaving a small tail, four is short.
Now we are familiar with the letter C, we can return it to its place! The teacher unfolds the poster.
Elena Solovieva
Abstract individual lessons"Automation of sound [ts] in syllables"
Lesson 2
AT syllables syllables.
Target: automate the sound [ts] in reverse syllables, in syllables(intervocalic position, in direct open syllables.
Tasks:
1. Development of articulatory muscles, muscles of the tongue.
2. The development of speech breathing.
3. Development of fine motor skills.
4. Work on automation of sound [s] in reverse syllables, in syllables(intervocalic position, in direct open syllables.
5. Development of phonemic perception.
Lesson progress
I.Org. moment
Today we will go on a trip on small boats. And who is in charge of the ship?
That's right, captain.
II.Main part
1. Development of speech breathing
You will be the captain of this ship, and I of this one. Let's organize a competition. Whose is faster? (we blow a long air jet in the middle)
So we swam to the shore and signaled: u-u-u-u
2. Finger gymnastics "Mice"
Having heard our signal, the mice came running.
The mice came out once .
See what time it is (move the sleeve on the left hand with the right hand)
One two three four (put your elbows on the table and bend four fingers in turn)
The mice pulled the weights (clench and unclench fists)
One, two, three, four, five (we bend five fingers in turn)
And go for a walk again (we touch 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 tea for us "Cups". Let's show. treated "Delicious jam" (circular movements with a wide tongue on the lips). And forest mushrooms "Mushroom".
4. Refine articulation sound(C)
Our grasshopper friends were delighted with our meeting and chirped. Let's remember what sound made by a grasshopper? (C-C-C). Let's remember the articulation of this sound. (Lips in a smile, tongue behind lower teeth). Tell me what it is sound? (consonant)
5. Automation of sound [ts] in reverse syllables
The grasshopper crackled Ts-Ts-Ts, and then
AD - AD - AD - AD - AD
OC – OC – OC – OC – OC
CA - CA - CA - CA - CA
YTS - YTS - YTS - YTS - YTS
IC - IC - IC - IC - IC
EC - EC - EC - EC - EC
Yots - Yots - Yots - Yots - Yots
UTs - UTs - UTs - UTs - UTs
YTS - YTS - YTS - YTS - YTS
6. Automation of sound [ts] in direct syllables
The mice offered to play the game "Repeater".
CA - CA CA CA CA
DH – DH DH DH DH
TsU - TsU TsU TsU TsU
TSY - TSY TSY TSY TSY
CE – CE CE CE CE
7. Sound automation[c] in intervocalic syllables
And the chickens offered to sing song:
ACA - ACO - ACU - ACI - ACE
UCA – UCO – UCU – UCIO – UCE
YTSA - YTSO - YTSU - YTSI - YTSE
ECA - ECU - ECU - ECI - ECE
OCA - OSC - OCA - OCI - OCA
ICA – ICO – ICU – ICI – ICE
8. Phonemic analysis of the word chicken. Vocabulary work.
Suddenly the chicken saw some leaves. Can't figure out what's in there. Try to collect the picture you.
(Picks up the drawing, cut into pieces).
Who is in the picture? (Chicken).
And who is she? (Chicken is a poultry).
Where is sound(C? (in the middle of a word)
Divide the word chicken into syllables, How many syllables in this word?
9. Bottom line:
We did very well today. Tell me with what sound we played today? Did you like it occupation? Our friends say goodbye to you and ask you to fulfill homework that they have prepared for you.
Related publications:
Synopsis of the individual correctional lesson "Automation of sound [p] in syllables" Municipal government preschool educational institution « Kindergarten"Smile", Zhizdra The structure of the individual correctional.
Synopsis of an individual speech therapy lesson “Automation of sound [L] in syllables and words. Our guest - Luntik" Purpose: to correctly and clearly pronounce the sound [L] in syllables and words. Tasks: Correctional and educational: -automate the sound [L] in syllables,.
Synopsis of an individual speech therapy lesson "Automation of sound [C] in syllables, words" Synopsis of an individual speech therapy lesson “Automation of sound [C] in syllables, words” Speech therapist Vishnyakova OA Purpose: to automate.
Purpose: to automate the sound [r] in syllables, words. Tasks: Correctional and educational: - to consolidate correct pronunciation sound [p].
Abstract of an individual speech therapy lesson. Topic: Automation of sound [Ж] in syllables and words. ("Visiting the Beetle Jean") Purpose: automation of sound [Ж] in syllables, words. Tasks: correctional - educational: to clarify articulation and isolated pronunciation.
Abstract frontal lessons in preschool speech therapy group on the topic:
"Sound C. Automation of sound C in connected speech
(retelling based on the mnemonic table) "
Target: Consolidate knowledge of the consonant sound C. Continue to learn to retell.
Tasks:
1. Correctional and educational:
Fix the correct pronunciation of the sound C.
Exercise in the ability to determine the number of syllables in words.
Exercise in sound-syllabic analysis of words.
Continue to practice making sentences according to the scheme.
Strengthen your retelling skills.
2. Correction-developing:
Develop phonemic hearing, attention, memory.
Develop logical thinking.
3. Correctional and educational:
Cultivate endurance, perseverance.
Equipment: Chicken toy, pictures for sound C, cards for sound analysis, sentence scheme, paired pictures, mnemonic table.
Lesson progress:
Org.moment
Speech therapist: The one who slams and determines how many syllables are in the word will sit down. (picture on children's tables: flowers, chain, chicken, egg, heron, ring, puddle, circus, marten, mitten, street)
Speech therapist: Now guess the riddle:
Appeared in a naked coat:
Farewell, two shells! (Chick).
Speech therapist: There was a chicken named Chick at the mother of a chicken. And he came to our class today.
What is the first sound heard in the name Chick. Let's tell Chick about the sound Ts, what kind of sound it is, give it a description (consonant, deaf, hard; indicated by a blue square). Articulation of the sound C (the tip of the tongue rests on the lower teeth, lips in a smile. The back of the tongue bends and hits. The air comes out jerkily, it is cold). Let's play with the sound C, and our magic chest with tasks will help us.
Speech therapist: To open the chest, you need to say magic spells.
Voice Charging:
Ats-ots-uts tsa-tso-tsu tsva-tsvo-tsvu
Itz-its-atz tsy-tsy-tsy tsvy-tsvo-tsva
Ots-ots-atz tso-tsu-tsy tsvu-tsvy-tsvo
Speech therapist:
Next task: What word did I think of: Chick or face. (show diagram).
How many vowels are in the word - Chick. Determine the place of the sound Ts in the word (lay out on the diagram). Lay out the word-person (sound-syllabic analysis).
"Come up with sentences for pictures according to the scheme: a living object, a word-action, an inanimate object."
.
(Children are offered paired pictures, according to which they make sentences: flower singer, cucumber seller, towel swimmer, ring princess, etc. For example: The seller sells cucumbers.)
Fizkulminutka.
The chicken naps on the porch - tse-tse-tse
Tsarapych went out onto the porch - tso-tso-tso
Do not touch the scratchy fellow - tsa-tsa-tsa
We drove the cat off the porch - tsa-tsa-tsa
The chicken is just great - ets-ets-ets
(movements in the text, children pronounce and clap their hands on syllables)
Speech therapist: Now we will listen to an interesting story about what happened one day to a chicken. The story is called "Chicken Chick"
The hen had five chicks, one of them was called Chick. For days on end, the chicken taught them to drink water from a saucer, to peck at caterpillars. Once Chick saw a beautiful butterfly on a flower and ran after it. He was near the well, stood on tiptoe and wanted to look into it. It's good that the heron managed to grab the naughty Chick and take him home to his mother chicken.
Questions about the content of the story:
– How many chickens did the hen have?
– What was the name of one of the chickens?
– What did the hen teach the chicks all day long?
– What did Chick see once?
– Who helped Chick?
Re-reading with the installation of retelling (display, analysis of the mnemonic table).
Retelling by children based on a mnemonic table.
Summing up the lesson. Story analysis. What was difficult, what did you like? Children's self-esteem. Chick thanks the children, says goodbye and gives candy.
