Subgroup speech therapy lesson
Differentiation S - W
Prepared
Teacher speech therapist
Tabakova Yulia Vyacheslavovna
2011 academic year
Subject: Differentiation S-Sh.
Goals:
Correctional and educational: clarify and compare the articulation of sounds, to learn to differentiate the letters С-Ш, to give their comparative characteristics, to form the ability to distinguish between letters С-Ш in syllables, words, sentences;
Correction-developing:develop sound analysis and synthesis, phonemic hearing and perception, logical thinking, memory, spatial and temporal representations;
Correctional and educational: to cultivate a culture of speech, to instill interest in classes.
Equipment: ball, individual mirrors, subject pictures, cards for individual work, colored pencils, articulation profiles and sound schemes.
Course progress.
1. Organizational moment.
Hello guys!
Before we start working on the topic of the lesson, let's remember:
What day of the week is today?
What day was yesterday?
What will tomorrow be like?
What is the name of the first day of the week?
What is today's date? What month? Remember the winter months? What is the first month of winter? Second? Third?
Well done! Set to work!
2. Work on the topic of the lesson.
1. Formulation of the topic of the lesson.
Today we will continue to work on mixed sounds, and which ones you will learn when you guess the riddles (by the first sound of the answer):
Petting - biting, teasing - biting ( With both).
I’m sitting on horseback, I don’t know on whom, I’ll meet a friend, jump off, welcome ( w app).
Vocabulary work: welcome - Greet, say hello.
Well done! We will work on the sounds [s-sh]. And the topic of our lesson sounds like this: "Differentiation of S-Sh."
2.Articulation of sounds[s-sh].
Sound [s]
The lips are stretched in a smile, the teeth are bare, the tip of the tongue rests on the lower incisors (it turns out "Bridge", scheme ↓).
Sound [w]
The lips are rounded and slightly pushed forward, the teeth are bare, the tongue is raised to the anterior edge of the hard palate in the form of a "calyx", diagram.
Thus, when pronouncing the sound [s] - it turns out “Bridge”, and when pronouncing the sound [w] - “Cup”.
In addition to these variants of distinguishing sounds that we can see, there is another sign by which we can feel the difference between these sounds.
We put our palm to our lips and try to pronounce the sound [s] - cold air, and the sound [w] - warm.
Remember! Now let's check!
2.Characteristics of sounds[s-sh].
Sound [s] - consonant, solid, paired, deaf.
The sound [w] is a consonant, solid, paired deaf.
3. Development of phonemic hearing.
Using the scheme, let's try to pronounce encrypted sounds:
↓ ↓ ↓ ↓ ↓
w s s s s s s s
4. Primary consolidation of knowledge.
1.Isolation and distinction of sounds [s] - [w] in syllables:
I name syllables, and you show with the help of the diagram: sound [s] - ↓, sound [w] -
sha, then, so, su, shi, ash, ok, is, osh, shi, os, sa.
And now two syllables at the same time:
sa - sha sho - so shu - si
su - shi shu - su as - ish
2. Repeat chains of syllables in the same sequence:
Sa - sha - so sy - shi - se
So - sho - so sy - shi - sy
So - sho - su su - shi - so
Asa - asa - asha asu - ashu - asu
Oso - osho - wasp wasp - wasp - oshi
Ssho -ssho -sssssssssssssssssssssssssssssssssssssssssssssssssssssssssshes
Sshu - sshu - sshi ashi - ashi - aces
3. Work on the tongue twister (normal pace, slow, fast).
Pine cones
Checkers on the table.
Our gray cat was sitting on the roof
And your gray cat was sitting higher.
4. Work on sound analysis.
In the cards it is necessary to cross out the number corresponding to the place of the sound [s] or [w] in the word.
glass (1) cat (3)
bridge (3) roof (4)
old lady (1, 6) icicle (1, 3)
matryoshka (6) snow (1)
5. Physical education minute.
At the beginning of the lesson, we recalled temporal representations, and now we recall spatial ones:
Raise your right hand (lower)
Raise your left hand (lower)
Show left hand right ear
Show left knee with right hand
Show the right eyebrow with the right hand.
6.Group work.
Sort pictures into two groups:
1 - in names that have a sound [s]
2 - in names that have the sound [w]
7.Change words according to the model (game with throwing the ball).
Ask - I ask
hasten - I hasten to ask - I will ask
wear - wear paint - paint
knead - mesh dance - dance
bite off - bite off mow - kosha.
8. Gymnastics for the eyes.
Pupil movements left - right, up - down, circular movements of the pupils. Close your eyes tightly for 10-20 seconds. Relax your muscles, open your eyes. Massage the eyelids with fingertips. Lightly stroke yourself with your fingers on the eyelids, eyebrows, around the eyes.
9. Work in notebooks.
Open your notebooks and write down the number.
Task: Write off the words, insert the missing letters es, sha. Highlight them with colored pencils.
The game ... ka, five ... triy, ... caf, red ... ive, ... spool, ... tal, ... it, naked ..., maku ... ka, me ... then, ri ..., ... gat, cut ... it, ... strong, kamy ... , spit ... ka, pi ... k, pencil ..., vy ... vyvot, radish ... ka, marches ... ka, ... ur ... it, kro ... ki.
Checking the written words.
5. Summing up.
Well done boys! Let's remember again what topic we were working on today?
What letters are we working on? What sounds do they represent?
What was the hardest thing?
Who has the best results?
Class is over, goodbye!
Municipal preschool educational institution Kindergarten of compensatory type No. 26
Synopsis of the individual lesson "Differentiation of sounds [s] -[ w] »
prepared by speech therapist Viktorova Elena Sergeevna
Vologda, 2016
Tasks:
- To form the ability to form relative adjectives from nouns.
- To consolidate the formation of a diminutive form of the word of nouns.
- Fix the agreement of the adjective with the noun vmuzh., fem. R., unit h., Im.p.
- Fix the agreement of the numeral with the noun in female, singular, I.p.
- Differentiate sounds [s] - [w] in words and phrases.
- Form the correct speech breathing.
- Develop auditory and visual attention, memory, thinking, phonemic perception
- Develop fine motor skills.
Equipment: subject pictures, counting sticks.
Lesson progress
Organizing time.
Speech therapist: Look, we have guests today, say hello.
Speech therapist: Every day, always, everywhere,
In the classroom, in the game
Loud, clear, speaking
And we are never in a hurry!
Speech therapist: Tell me, what season is it now?
Child: Now the season is autumn.
Speech therapist: Right. Come with me, let's do finger exercises.
Finger gymnastics "Autumn"
The wind flew through the forest, (Smooth wave-like movements with the palms.)
The wind counted the leaves: (Bend one finger on both hands)
Here is oak
Here is maple
Here is a rowan carved,
Here from a birch - golden,
Here is the last leaf from the aspen (Calmly lay their palms on the table.)
The wind threw on the path.
Breathing exercises.
Speech therapist: The leaves have fallen from the trees. It's getting cold outside and it's snowing. Let's show how the wind blows. We inhale through the nose without raising the shoulders, exhale through the mouth without puffing out the cheeks. (breathing exercises, we blow on cotton wool)
Speech therapist: Well done. Now we are going to play a game called"Hear the Sound" (development of auditory attention).
I will pronounce different sounds, when you hear the sound [S] - clap your hands, and when you hear the sound [Ш] - raise your hands up.
The speech therapist pronounces the sounds: a, y, w, i, s, o, w, s, x, s, d, x, w. Syllables: ma, sa, ko, wu, sha, we, zo, shu, would, se. Words: nose, hand, hat, dog, cheese, cotton wool, fur coat (with closed articulation).
Differentiation of sounds [s] - [w] in words and phrases.
Ex. "Living - non-living"
Speech therapist: Look and find pictures with images of living objects and put them on the right (owl, dog, catfish, fox), and put pictures with images of inanimate objects on the left (car, fur coat, bump, closet). Name them.
Child: On the right, I put pictures of an owl, a dog, a catfish and a fox. On the left, I put pictures of a car, a fur coat, a bump, a wardrobe.
The game "What? Which? Which?" (formation of relative adjectives from nouns,agreement of an adjective with a noun)
Speech therapist: Think and say, a glass of glass, what kind of glass is this?
Child: Glass cup.
Speech therapist: A plastic tray, what kind of tray is this?
Child: Plastic tray.
Speech therapist: An iron pan, what kind of pan is this?
Child: Iron saucepan.
Speech therapist: A cup made of porcelain, what kind of cup is this?
Child: Porcelain cup.
Speech therapist: Well done!
Ex. "The Fourth Extra" (reinforce general concepts)
Speech therapist: Look carefully at the pictures and tell me who is extra? (cat, glass, tray, pan)
Child: An extra cat is a pet, and a glass, a tray and a saucepan are dishes.
Game "Merry Account" (coordination of the numeral with the noun)
Speech therapist: Well done. Let's count how many cats? (cats are located on the sheet in random order, the child counts)
Child: One cat, two cats, three cats, four cats, five cats.
Ex. What was missing? (development of visual attention, memory)
Speech therapist: Now look at the pictures (pineapple, jug, compass, reeds, scooter, hat). Name them. Look again and remember. Close eyes. Open up, tell me what's missing? (the game is played several times)
Child: There is no pineapple.
The hat was gone.
The scooter is gone.
The jug was gone.
The game "Call it affectionately" (formation of a diminutive form of the word)
Speech therapist: Listen carefully, I will tell you a big object, and you tell me a small one. Airplane.
Child: Airplane.
Speech therapist: Horse.
Child: Horse.
Speech therapist: Bag.
Child: Handbag.
Speech therapist: Mouse.
Child: Mouse.
The development of fine motor skills.
Speech therapist: Well done. Lay out the mouse house (lays out the mouse mink along the contour with a cord).
Summary of the lesson.
Speech therapist: this concludes our lesson. You're great, you've done all the work!
In classes outside the correctional group, children with speech disorders receive correctional assistance in portions, and not daily, like children in a speech therapy group.
The main forms of organization of work in this case are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and are designed for 6 or 12 months of study.
At the same time, there are practically no programs, scenarios and notes for this type of training today.
In order to solve this problem, I developed this lesson.
This lesson is the final lesson on the topic " Differentiation of sounds S-Sh».
Sounds - С, Ш are placed at the beginning and in the middle of the correctional work of a speech therapist and, as a rule, their production does not cause great difficulties, as well as subsequent automation.
The differentiation of these sounds is quite difficult for children, and in words these sounds are often found.
If these sounds are set and introduced into speech, and differentiation is not worked out enough, then the child’s speech “whistles” and “lisps”.
Failure to consolidate sounds in speech subsequently leads to problems in writing.
Therefore, it is the differentiation of sounds that should be given great importance.
This lesson summarizes a set of corrective techniques, such as: articulatory and finger gymnastics, differentiation of sounds in syllables, words, pure phrases, text.
In my study, I pursued the following goals:
Development of the articulatory apparatus;
Without this, the production of sounds and clear speech of children is impossible. Especially today, the muscles in children are poorly developed.
Development of phonemic hearing;
This is one of the most important moments of speech therapy work.
The ability to hear a sound, find its location in a word will help the child to correctly pronounce the sound in each case.
Prevention of dyslexia and dysgraphia at school.
Development of fine motor skills of hands;
It has long been known that the development of speech centers is closely related to the development of fine motor skills of the fingers.
Creating a positive motivation for the lesson;
As a rule, children with speech disorders have low motivation. If something in the lesson is given with difficulty, the child loses interest, yawns, gets distracted. Therefore, the game form of classes, the active use of demonstration material: plot pictures, frequent changes in activities encourage the child to actively participate in the lesson, support his attention throughout the lesson.
The lesson is conducted with children selected according to the appropriate diagnoses and level of preparation for this type of lesson.
Synopsis of an individual lesson on the differentiation of sounds [S], [W]
"Journey for the Cones"
Subject: Sounds of S-Sh.
Purpose: Differentiation of sounds [C] - [W].
1. Educational:
- clarify the child's understanding of the sounds [C], [W].
2. Correctional - developing:
Develop the mobility of the articulatory apparatus;
- to clarify the idea of the articulation structure of sounds [C], [W];
- develop phonemic hearing for the sounds [C], [W];
- develop speech breathing;
- development of fine motor skills of hands;
- differentiation of sounds [С], [Ш] in syllables, words, sentences, text.
3. Educational:
- to form a positive motivation for classes;
- educate self-control over speech, the desire to practice.
Equipment:
- individual mirror;
- blue, green and red squares;
- ball;
- plot pictures.
Lesson progress
1. Organizing moment
Guys, today we have an unusual lesson. I invite you to visit your grandmother's village and take a walk in the pine forest. Want to? Then close your eyes and imagine that we are now in the forest. Open your eyes. Show me how big the trees are.
Children raise their hands.
A warm breeze blew: shhh, the leaves rustled.
Children move their fingers very quickly.
A cold wind blew: ssss, the pines swayed.
Children sway and wave their hands.
The wind has died down - neither leaves nor branches move anymore.
Children relax.
The wind blew again.
Children tense up again, sway and wave their arms, then relax again.
Well done, have a seat.
2. Reporting the topic of the session
Let's remember: how did the leaves rustle from the warm breeze? (Shhhhh) How did the cold wind blow? (S-s-s-s) Today we will repeat the sounds S, Sh.
The letters C and W are attached to the board. What are these letters called? What rule do we know? (We read and write letters, and we speak and hear sounds).
Let's remember the characteristics of sounds.
3. Comparison of sounds С, Ш by articulatory and acoustic features (similarities and differences)
4. Articulation and finger gymnastics
Look guys, who came to us? (Pictures are attached to the board - a boy and a girl) That's right, these are our friends - Sasha and Masha. They will go with us to the village to the grandmother. Let's put an individual mirror in front of us and do the exercises.
Articulation gymnastics.
Fat grandchildren came to visit (we puff out our cheeks),
With them, thin - only skin and bones (we draw in our cheeks).
Grandparents smiled at everyone (lips in a wide smile, upper and lower teeth are visible),
They all reached out to kiss (lips stretch forward).
In the morning we woke up - in a smile of the lips (again a wide smile).
We brushed our upper teeth (wide tongue behind the upper teeth)
Right and left, inside and outside (corresponding movements with a wide tongue).
We are also friends with the lower teeth (repetition of these movements with the tongue in the position behind the lower teeth).
We will squeeze our lips and rinse our mouth (alternate puffing of the cheeks - the lips do not let air through),
And we puff with a samovar that there is urine (simultaneous inflation of both cheeks, followed by the release of air through the lips).
We put saucers - they put pancakes on us (a wide tongue lies on the lower lip).
We blow on the pancake - not on the cheeks, not past (blow on a wide tongue).
We chew the pancake, wrap it up and bite it (we chew the flattened tongue, then we bite it, wrapping it by the lower teeth),
Pancake with delicious raspberry jam (we lick the upper lip with a wide tongue from front to back).
We put the cups so that they pour tea (we bend the wide tongue up with a cup),
They blew on the nose - we cooled the tea (blow from the "cup" up).
They drank tea - no one is offended (“the cup” moves back and forth).
Breakfast was delicious - we will lick our lips (the tip of the tongue licks the lips in a circle).
Finger gymnastics.
Well done boys. Now you can go to the forest. But for a walk in the forest, we need not only strong legs, but also handles.
Let's do gymnastics for the hands:
Clenching fingers into fists;
- rotation of the fists;
- arching of the hands;
- connecting the fingers.
5. Differentiation of sounds [С], [Ш] in syllables.
Guys, let's remember how sounds are friends with each other? (The consonant is friends with the vowel.)
Here are the sounds for us, if we are friends with them, they will help us get through the bumps. (Children stand each at their place. The speech therapist throws the ball to the child and pronounces syllables. The child repeats and throws the ball to the speech therapist.)
sa - sha sa - sa - sha
so - sha sa - sha - sha
su - shu sa - sha - sa
sy-shi sha - sha - sa
sha - sa sha - sa - sa
sho - so sha - sa - sha
shu - su
shi - si
6. Differentiation [C], [W] in words.
The children sit down.
Speech therapist: "Oh! What happened here? Sasha and Masha came up with words for you with the sounds S and Sh, but when the breeze blew, these sounds were lost. Let's help Sasha and Masha return the sounds to their place ”(if the children are having difficulty, you can distribute pictures of these objects).
The child must name the word and determine the location of the sound in the word (at the beginning, in the middle, at the end).
Game "Guess the word"
Ishka. bad we are. b
. ova. orok
. kamya. Anki
. arf. apogee
Speech therapist: “Sasha has prepared a task for you (cards are given to children). Divide these words into syllables and make a sound scheme.
8. Differentiation of sounds [C], [W] in tongue twisters.
Well done boys! You did an excellent job. And now, in order for us to come to the forest edge, we need to walk along the paths and repeat the tongue twisters correctly. (Children stand up, take turns catching the ball and repeating tongue twisters).
Checkers on the table, pine cones.
Sashka's hat knocked the bumps off.
Pasha went on foot -
Carried a bag of sand.
Our big fluffy cat is sitting on the window.
And your little funny cat leaves the window.
Keshka ate a pawn in a hurry.
The old women dried the dryers.
9. Differentiation of sounds [С], [Ш] in the text.
Speech therapist: “We walked along the paths and where did we come? But where!” (A picture of a pine forest is attached to the board). Children behind a speech therapist take turns repeating sentences and memorizing the text. Then images are attached to the board: pine, pine cones, bag. Based on these pictures, the children take turns retelling the text one sentence at a time.
Text:
Sasha and Masha went to the forest for pine cones. Here is the edge of the forest. At the edge stands a tall pine tree. On a pine tree there are dense fluffy branches. High - large cones hang on the very top of the head. Cones fall down with noise. There are many cones under the pine.
Sasha and Masha collect cones in a bag. With a bag of cones, they rush home. Behind you can hear the sound of a pine forest.
Summary of the lesson
Speech therapist: “Well, guys, you and I visited the forest. Our lesson has come to an end. Let's remember: What sounds did we make most often today?
We clarify the articulation of the sound: what did the lips, teeth, tongue do, what was the air jet, did the neck sing or not?
Evaluation of speech activity
You did a great job today and pronounce the sounds correctly. You will take pine cones with you to the group, which we collected in the forest (the speech therapist distributes cones to children for crafts).
Semenyuk Yulia Sergeevna,
teacher speech therapist
GOU TsRR No. 1688 Moscow
Galina Kuzina
Synopsis of the speech therapy lesson "Differentiation of sounds (S-Sh)"
TARGET. Differentiation and fixing the correct pronunciation sounds(WITH, (W) in syllables, in words, in phrases.
TASKS:
Development of phonemic perception;
Development of general and fine motor skills, speech breathing;
Activation of mental processes: perception, attention, memory, imagination, thinking;
Dictionary enrichment;
Formation of the child's skills of self-control over his own speech;
Formation of phonemic analysis and synthesis skills.
Encouraging children to verbal expression;
Cultivating a good relationship with each other.
Equipment: toys (cat, dog, pictures from sounds(S-Sh, manuals for breathing exercises
Course progress.
1. Organizing moment.
Psychogymnastics.
Imagine, children, that we are now in the forest. Show me how big the trees are.
(Children raise their hands).
A warm breeze blew: Sh-Sh-Sh, the leaves rustled.
(Children quickly and quickly bend and unbend their fingers)
A cold wind blew: S-S-S, the pines swayed
(Children sway and wave their hands.)
The wind has died down - neither leaves nor branches rustle anymore.
(Children relax)
The wind blew again.
(Children tense up again, shake and wave their arms, then relax again)
2. Post topic classes.
How rustled the leaves warm breeze? (SH-SH-SH)
How did the cold wind blow? (S-S-S)
Today we will repeat S-Sh sounds. Visitors came to us, guess Who:
“I won’t let a stranger into the house, I’m sad without a master” (Dog)
“Shaggy, mustachioed, drinks milk, sings songs.” (Cat)
There are in these words sounds(WITH) And (W) and where are they located? (children's answers)
The dog and the cat want to play with you. Let's loosen up.
3. Articulation gymnastics:
Shalunishka - tongue,
Rotike lives in the house.
Opened the tongue window
And it's warm outside.
Our tongue stretched out
Smiled broadly at us
And then he went for a walk
Harness your horse.
Then I saw the painter.
It's time to paint the ceiling.
Here is a can of paint next to it.
The fence needs to be updated.
Tired and sat down
Ride on the swing.
The turkeys walked by
They chatted, they spoke.
A woodpecker was chiseling a tree nearby.
He found bugs there.
Our tongue walked.
Learned a lot.
He got a little tired.
He returned to his house.
4. Breathing exercises
The game “We warm our hands”: blow on the palms, changing the strength of the exhalation.
The game “Breathing through the nose”: alternately inhaling and exhaling air, then with the right, then with the left nostril.
5. Pronunciation S-Sh sounds in syllables.
A game "Remember and Repeat"
SA-SA-SHA SO-SO-SHO ASHA - ASA-ASHA
SHI-SY-SHI SU-SHU-SU ASHI-ASY-ASY
ASH-ASH-AS US-USH-US ASH-AS-AS
6. Pronunciation S-Sh sounds in words
A game "Vice versa"
SASHKA-SHASHKA SHOCK-JUICE SHUT-COURT
JOKES-DAY YOUR - YOU EARS-MUSTCAPS
WENT - AMBASSADOR CHIFON-SIPHON SCALE-ROCK
KASHKA-HAZKA BEAR-BOWL FABLE-TOWER
A game "Let's give pictures to a dog and a cat"
(A set of pictures from sounds(WITH) (W).)
7. Physical Minute "Cat"
“Here the window swung open, the cat came out on the ledge
The cat looked up, the cat looked down.
She turned to the left, looked at the flies.
She smiled, stretched and sat down on the ledge "
8. Pronunciation sounds in speeches
Let's remember the catchphrase about the cat.
“Our big fluffy cat is sitting on the window.
And your little funny cat left the window"
Today we are going to learn a new idiom
“We bought boots for the cat for the holiday,
They combed her mustache, sewed new pants "
9. Word formation. Rhyming confusion.
The dog wanted to play a game with you - confusion, replacing "confusing" sounds and the correct words.
cat catches "bowl", firefighter wears "porridge",
mom washes "mouse". Sasha ate "helmet"
In front of the kids, Misha is dancing in "mashka"
"Rat" painters paint. They gave me candy "mask"
10 Pronunciation sounds from, w in sentences.
Answer the questions. Determine availability and location sounds in words.
1. Who is driving the train? driver
2. What shines during the day? Sun
3. What is the name of the person who tends the flock? shepherd boy
4. What is the body of a cat or dog covered with? wool
5. What is another word for small bagels? drying
6. The children listened to the story and laughed. What was the story? funny
7. What are the small specks on the face called? freckles
8. What is the name of the road on which cars drive? highway
11. Development of phonemic perception.
A game "Catch sound»
I will name the words, and you clap your hands if the word contains sound(S, raise your hand if you hear sound(W).
The words are called: bear, mask, son, saber. machine, boots, Misha, Masha, salt, sled, hat, fur coat, bus, table, checkers, bumps
12 Total classes
The guys, the cat and the dog really liked how you played with them, they will still come to visit you. What games did you enjoy playing? (children's answers)
Today you pronounce syllables and words, choose the right words for poems, learn tongue twisters, play different games.
Why did we do all this?
Children: We have learned to distinguish sounds C and W.»
All the guys did a great job.
Abstract of an individual speech therapy lesson for grade 2
Topic: Differentiation of sounds [С] - [Ш].
Target: to teach to differentiate the sounds [s] and [w] in syllables, words, sentences.
Tasks:
Correctional and educational: fixing the correct pronunciation of sounds [s] and [w]; differentiating sounds [s] and [w] according to acoustic and articulatory features in syllables and words, sentences; their definition during the sound-syllabic analysis of words.
Correction-developing: the development of fine and articulatory motor skills, the development of phonemic hearing and auditory attention, the improvement of the grammatical standing of speech, the enrichment of students' vocabulary and the stimulation of children for complete speech utterances through various training exercises and educational games.
Correctional and educational: education of the ability to listen and clearly follow the instructions of a speech therapist teacher; the formation of control over one's own speech, the upbringing of positive motivation for learning activities.
Equipment: thematic pictures, task cards, a mirror, a notebook and a pen.
Lesson plan:
I. Organizational moment
Greetings
II. main stage
Articulation gymnastics
Breathing exercises
Lesson topic announcement
Training exercises
III. Summing up the lesson
IV. Homework
STUDY PROCESS:
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child activity |
Equipment |
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I. Organizing moment |
The schoolboy Pasha writes Hat, puck, porridge Mouse, midge, joke, Chess, teddy bear. And now in another verse: Let's build an airplane Let's fly over the forests Let's fly over the forests And then back to mom. |
Greets, determines the sounds of Sh, S. |
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II. main stage Articulation gymnastics |
Let's remember what needs to be done in order to pronounce these sounds correctly. We begin our exercise for the tongue and lips: "Smile", "Fence", "Pancake" count to 5 / cooled, “Brushing teeth” (from the inside up / down; from the outside), pressed the tongue to the lower teeth, "Cup" (count up to 10), "Delicious jam" (5 times), "Malyar" (5 times), "Horse" |
The child does articulation exercises. |
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Breathing exercises |
And what else is needed for the sounds of our speech to sound correctly and be understood by others? Breathe correctly: 1. "Coachman": a speech therapist and a child take turns playing the role of a horse (clacking) and a coachman (with closed lips they say "whoa-oo-oo") - we develop exhalation strength. 2. “We warm our hands”: we blow on our palms, changing the force of exhalation. |
The child does breathing exercises. |
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Announcement of the topic of the lesson. |
Today we will distinguish between the sounds S and S. |
The child gives an affirmative answer. |
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Sound Articulation Analysis Characteristics of sounds |
Let's remember how these sounds are obtained and give them a description: Pronounce the sound [s] "Song of the snake" - Shhhh. Now let's give a description of these sounds: (general - consonants, deaf, paired; the difference - the sound C - is hard and soft, and the sound Ш is always hard). What are the letters for these sounds? Let's name them and write: the letter [es] and the letter [sha]. |
The child listens, makes sounds. The sound "C" - lips in a smile, the tip of the tongue rests on the lower front teeth, a cold stream of air goes through the middle of the tongue. The vocal folds don't work. The sound "Sh" - the lips are stretched forward, the tongue takes the form of a cup, is at the top, in the middle of the tongue there is a warm air stream of air. The vocal folds don't work. Let's show The child characterizes the sound [C] - consonant, voiced, solid. The child characterizes the sound [Ш] - consonant, deaf, always hard. The child names and prescribes sounds. |
Mirror, notebook, pen |
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S-Sh differentiation in syllables |
1. The game "Old and young parrot": repeat after me like a parrot: You've made a wonderful young parrot! 2. Now we read the syllables according to table from left to right: 3. Try to repeat the tongue twisters after me: SA-SA-SA - a fox lives under a pine tree. SHAH-SHAH-SHAH - we walk slowly. SU-SU-SU - I bring honey to Sonya. SHU-SHU-SHU - we are preparing porridge. CO-CO-CO - the car has a wheel. SHO-SHO-SHO - very good in summer. SY-SY-SY - we are not afraid of wasps. You did great! |
The child repeats. The child is reading. The child repeats. |
Table with syllables |
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S-Sh differentiation in words |
4. If I say a word with the sound [c], you should lower the handles down, and if I say a word with the sound [w], you raise the handles up: JUICE, NOISE, SPIDER, FLUSH, STEP, CATFISH, SOUP, TIRE. You are very attentive! Good girl! 5. Compare pairs of words in sound and meaning: Card #1 KASHKA-HAZKA; BEAR - BOWL; MASHKA - MASK; RAT - ROOF; DAYS - JOKES; MUSCLE - EARS; FABLE - TOWER. 6. Now please fill in the missing letters and say the extra word: Card number 2 ... ashka, we ... and, kry ... a, bir ... a, ma ... ina, katu ... ka. Play this a series of words from memory (in direct and reverse order). It was a difficult task and you did it well! 7. Finish the word by adding the syllable SA or SHA: Card number 3 whether-…, ka-.., ko-.., su-.., kry-…, ring-…, flask-…, but-…, ro-…. Did a great job! 8. Children choose pictures whose names contain sounds [S, W], lay them out into two groups and determine the place of the sound in the word (pictures are presented to the child). Well done! 9. You need to answer all questions with a complete answer: Who is lifting the bar? (weightlifter) Who plays chess? (chess player) Who plays hockey? (hockey player) Who drives the trains? (driver) And who drives a taxi? (taxi driver) Who plays the piano? (pianist) Who plays the guitar? (guitar player). What words did we get (taxi - taxi driver, guitar - guitarist)? - single root. 10. Rhyming confusion: Help return sounds and words to their place and pronounce rhymes correctly. The cat catches the "bowl" Mom washes the mouse. In front of the kids The "Rat" is being painted by painters. The fireman wears a "porridge", Sasha ate a "helmet". Misha dances in the "mashka" The candy was given to the "mask". You did it! |
Child raises/lowers hands. The child explains the meaning of the words. The child completes the task. The child completes the task. The child arranges the pictures in two piles. The child answers. The child restores the correct order of sounds and words. |
Task card Task card, notebook, pen Task card subject pictures |
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S-Sh differentiation in sentences |
11. Change phrases according to the model: Card number 4 You wear - I wear Are you in a hurry - Are you sleeping - You draw - You pour - you sow - I wear - you wear I ask - I'm in a hurry - I'm drawing - I pour - 12. Make up phrases, choosing words from the second column that are suitable in meaning to the words of the first column: Card number 5 Merry Highway Yasnoe shepherd dry sun Interesting cat gray journey You've picked the right one! 13. Make up sentences with these phrases: Card #6 Delicious noodles, fragrant lily of the valley, sledding, washing in the shower. You've got some great full sentences! |
The child completes the task. The child completes the task. The child completes the task. |
Task cards |
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III. Summary of the lesson |
What sounds did we hear today? Let's repeat the rule. What did you like about the lesson? How do you evaluate your work (if everything worked out - raise your right hand up, if not everything - your right hand to chest level, nothing happened - put your right hand down). |
Tongue up… shh. Tongue down...sss. The child answers. The child evaluates himself. |
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IV. Homework |
Write the sentences with the missing letters: Kuku ... ka ve ... eat cuckoo. Sa…not…et gr…u. Pa…tu…ok…ne…it home. Se ... tra ... sewed Sa ... e shirt ... ku. |
Table with syllables
Card #1
KASHKA-HAZKA; BEAR - BOWL; MASHKA - MASK; RAT - ROOF; DAYS - JOKES; MUSCLE - EARS; FABLE - TOWER;)
Card number 2
... ashka, we ... and, kry ... a, bir ... a, ma ... ina, katu ... ka.
Card number 3
whether-…, ka-.., ko-.., su-.., kry-…, ring-…, flask-…, but-…, ro-….
Card number 4
You wear - I wear
Are you in a hurry -
Are you sleeping -
You draw -
You pour -
you sow -
I wear - you wear
I ask -
I'm in a hurry -
I'm drawing -
I pour -
Card number 5
Merry Highway
Yasnoe shepherd
dry sun
Interesting cat
gray journey
Card #6
Delicious noodles, fragrant lily of the valley, sledding, washing in the shower.
Write the sentences with the missing letters:
Kuku ... ka ve ... eat cuckoo. Sa…not…et gr…u. Pa…tu…ok…ne…it home. Se ... tra ... sewed Sa ... e shirt ... ku.
