Prepared by the teacher - speech therapist Saltanova Lyudmila Genrievna
State public institution of the Samara region
"Regional rehabilitation center for children and adolescents with disabilities"
Goals:
1. Automation of the correct pronunciation of the sound "Sh" in words, phrases.
2. Development of phonemic perception.
3. Development of phonemic analysis and synthesis.
4. Activation and enrichment of the nominative dictionary on the topic "Furniture".
5. Development of the skill of word formation of nouns with the help of diminutive suffixes.
6. Practical use of nouns in the form of the genitive case.
7. Practical use of nouns in the form of a singular plural.
8. Development of spatial orientation on the plane.
9. Development of coherent speech.
Corrective goal: development of visual perception, thinking, attention, memory.
Equipment: allowance "Friends of Shipolina", allowance "Who is more?"; manual "Playing with the sound" Sh "; manual “What did the artist forget to draw?”; flannelgraph on the topic “Furniture”; panel “Room”; manual “The Fourth Extra”; manual “The mice came out ...”.
Lesson progress
Organizing time.
Speech therapist: This is Shipolina. Shipolina is glad that you learned how to pronounce the sound Sh correctly and wants to play with you.
Shipolina wants to introduce you to her friends who also know how to hiss. Let's hiss together: Shhhhh...
Introductory part.
Clarification of the articulation of the sound "Sh":
- When we pronounce the sound "Sh", the tip of the tongue is wide and rests on the upper teeth.
- The lips are rounded and pushed forward.
- The teeth are close together, the upper and lower are exposed.
- The air stream is warm, goes along the midline of the tongue, is easily felt with the back of the hand brought to the mouth.
- The sound "Sh" is consonant, deaf, hard. The sound "Sh" lives in the letter "Sh".
Speech therapist: Help the children launch the balloon: shhh.
Swipe your finger along the path along which the snake is crawling: shhh.
Show how the goose hisses: shhhh..
Main part
1. The game "In the store!"
Speech therapist: Shipolina loves to go shopping. Guess what items she bought pick a rhyme!
Shock-shock-shock - bag
Ishka-ishka - bear, etc.
2. Game "Pick up a sign"
Sample: Sewing ... (machine), playful .... (baby) ...
3. The game “Who is more?
Speech therapist: Shipolina drew pictures. In the pictures, the objects turned out to be the same size, but in reality they are not. Tell her which item is actually bigger and which one is smaller.
4. Game "Pick up the action"
Speech therapist: Listen to the words and choose the appropriate pictures for them.
Sample: Already (What is he doing?) hisses.
5. The game "The fourth extra"
Speech therapist: Shipolina drew pictures for you. Name them, which picture is superfluous, explain why! Ladle, cup, clapperboard, knife.
Benefit "The Fourth Extra".
Fizminutka.
Mice came out once, (walk)
See what time it is. (palm to forehead, turn to the side)
One, two, three, four (clap)
The mice pulled the weights. (moving hands from top to bottom)
Suddenly there was a terrible ringing. (cover ears with hands)
The mice ran away. (run)
Main part
6. Game "Tell me a word!"
Speech therapist: Shipolina invites you to her house.
What items will we see in her apartment? (Wardrobe, chair, bedside table, hanger, stool, etc.)
How can they be called in one word? (FURNITURE)
Shipolina invites you to compose a little poetry. I will start the poem, and you will finish: finish the last word!
Fluffy Vaska is a rogue and a bully -
He stole a sausage, lay down on my ... (sofa)
Looking at the pictures in the book is interesting
Sitting on a soft with a back .... (armchair)
If you're tired of playing
Then you lie down on ... (bed)
Vasya jumped and jumped
And, of course, tired.
What would Vasya rest
He needs to sit down on ... (chair)
I look a little like a table
There are in the kitchen and in the hallway,
I rarely go to the bedroom
And my name is ... .. (stool)
7. Game "One-Many"
Speech therapist: I will name one piece of furniture, and you will name many.
I'll say "cupboard" and you say "cupboards" and so on.
8. Game "Name a small object!"
Speech therapist: I will name a large object, and you - a small one. For example, a closet - a locker. Etc.
9. The game "What is missing?"
Speech therapist: Shipolina asked the artist to draw pictures. Only the artist kept forgetting to draw something. Help the artist, tell me what is not in each picture.
The child needs to answer the question “what is not?”, Forming the genitive case from the right words.
10. The game "Clean the room!"
(flanelegraph, panel "Room")
Speech therapist: Let's help Shipelochka clean up the room! Let's put everything in its place! We put the dishes in the buffet. Books are on the shelf. etc.
Outcome
Speech therapist: So our games with Shipolina ended. What sound are we playing with? What games did you like the most?
Natalya Akhtyamova
Abstract of the individual lesson "Automation of sound [Ш] in syllables and words"
Target: automate the sound [w] in syllables and words.
Tasks:
Educational:
Keep learning to pronounce correctly sound [w] in syllables and words.
Fix articulation and isolated pronunciation sound [w].
Continue to form a long, directed air jet.
Learn to recognize the presence sound in words.
Strengthen the ability to find a place sound in a word.
Exercise in the formation of the plural of nouns.
Activate vocabulary child with adjectives (prickly, round, tall, fluffy, vociferous, fragrant, colored, green).
Educational:
Develop phonemic hearing, attention, memory, fine motor skills of hands.
Educational:
Cultivate interest in activities through play.
Cultivate self-control skills.
Education of curiosity, creative imagination.
preliminary work:
Learning articulation exercises for sound [w].
Learning finger gymnastics "Mouse with soap paws of soap".
Work on general speaking skills.
Equipment:
Map "The Journey of a Little Mouse"; cards for articulation gymnastics; stencil images of leaves with pictures drawn on them; picture "Goose in the reeds" (overlay images); basket; subject pictures for the exercise "Apple orchard"; pencil; pictures of happy and sad mice.
Course progress.
The speech therapist invites the child to look at the picture.
Look at the clearing is a house. Who do you think lives in it? (child's answer). You will know it when you solve the riddle.
Underground, in a closet
She lives in a mink.
gray baby,
Who is this? (mouse)
That's right, it's a mouse. Her name is Shusha.
Let's remember what the lips and tongue do when we say this sound. Which one comes out air: warm or cold?
Speech therapist: Shusha decided to go on a short trip and invites us to come with her. She made a map that would not only show the way, but also help not to confuse or forget anything.
Look, everything is drawn on the map here.
What do you see at the very beginning?
(House.)
Shusha woke up early in the morning and washed her face.
And we will wash with her.
Finger gymnastics.
The mouse washed its paw with soap
(with one hand "wash" another)
Each finger in order.
(pointer finger touch each finger)
Here soaped Big,
("soap")
After rinsing with water.
I did not forget the Pointer,
Wash off dirt and paint.
Medium lathered diligently
Probably the dirtiest one.
Nameless rubbed with paste -
The skin immediately turned red.
And little finger quickly washed:
He was very afraid of soap!
(quickly and carefully "soap" little fingers)
(Karelskaya E.)
And started to recharge. And we will do exercises with her. Because we need a lot of strength to travel.
Articulation exercises: "Shovel", "Bagel", "Cup"
An exercise "Shovel".
The tongue is wide and smooth.
It turns out a spatula.
An exercise "Bagel".
I'll put my lips in a bagel,
I will show everyone my teeth.
An exercise "Cup".
Our tongue has grown wiser.
He managed to make a cup.
You can pour tea there.
And drink with sweets.
An exercise "Focus".
I blow, I blow, I blow
And I get on the nose.
Speech therapist: Look, a breeze blew, tree branches swayed, leaves rustled. Come on and we will show you how the leaves rustle (for a long time
pronounces sound [w]). Sh-sh-sh-sh-sh.
Shusha did exercises and suddenly she wanted to play with a balloon. If it is badly kept, then it starts to come out air: sh-sh-sh. Listen carefully and clench your fists tightly when the ball starts to go down:
S, F, W, X, W, W, H, W.
SHA, SA, SHU, ZHI, SHI.
HAT, TOAD, FUR COAT, BOOTS, CAR.
Speech therapist: Shusha played with a ball and went for a walk.
See what is painted near the house? (The map shows leaves.)
Shusha ran along the path of dry leaves: sh-sh-sh. Let's go after her and rustle like leaves. I will start word, and you rustle louder with the mouse so that it finish: we ... du ... kama ... small ... pencil ...
(I show and name a piece of paper with a picture drawn on it, and the child finishes the last sound.)
Yes, to the pond. Here are the reeds. Shusha likes to listen to how they rustle. Listen to the reeds and rustle like they do (the child shakes his arms raised above his head and says syllable chains):
sha-shu-sha; shi-sho-shi;
she-sha-shu; sha-shi-sho.
And who is hiding in the reeds here? This is a goose. The goose was frightened and flapped its wings. Show how he does it (the child says syllables, imitating the flapping of wings with your hands):
ash-ash; osh-osh;
ish-ish; ear-ear
Speech therapist: The Mouse walked, walked along the path and approached the river, and there are not several boards on the bridge. We need to heal him. On the left we put those pictures in the title of which sound"SH" meets first the words, in the center - if sound occurs in the middle, and on the right are those pictures in the title of which sound"SH" at the end the words. To everyone word we will choose a sign. What kind of rosehip? (barbed)
What ball? (round)
What wardrobe? (tall)
What cat? (fluffy)
What is the lily of the valley? (fragrant)
What kind of pencil? (color)
What frog? (green)
Who did we meet along the way? Black cat. Wants to catch a mouse.
Dynamic pause.
Here comes the black cat
Hiding, waiting for the mouse.
The mouse will go around the mink
And it won't hit the cat.
Speech therapist: The mouse ran away from the cat and ran further along the path. The mouse led us to the apple orchard. Shusha began to collect apples in a basket, but only those with a picture on the back of them. sound [w]. (In front of a child Pictures: fur coat, egg, car, plate, duck, shoes, wardrobe, pillow, bed, chestnut, pencil, frog, window). Let's help Mouse. Together we picked a lot of apples.
Now let's play a game "One is Many". (playing with words that were put in the basket).
Speech therapist Q: How do you get back home? The map will help us. Here is the familiar path. And then we'll go down the short path. On the map, it is marked with a barely visible line. Take a pencil and draw lines so that our path is clearly visible. (The child draws a pencil along the dotted lines).
Here is Shushi's house. It's time for us to say goodbye to the mouse. You helped her a lot today!
What are we today sound learned to pronounce?
Our walk has come to an end. And if you were interested, take a funny mouse with you, but if not, then a sad one.
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Image Library:
Tasks:
1. Educational: clarify children's ideas about sound (Sh).
2. Corrective:
- to consolidate the skills of the correct pronunciation of the sound (Ш) in syllables, words, sentences, tongue twisters;
- develop articulation and fine motor skills;
- develop phonemic awareness;
- develop speech breathing;
- learn to change the strength of the voice;
- develop clarity of diction, intonation expressiveness.
3. Developing:
- to consolidate the ability to determine the place of sound in a word;
- develop the ability to combine sounds into words;
- develop attention, memory, thinking;
- exercise in agreeing nouns with numerals;
- exercise in the ability to grammatically complete the sentence.
4. Educational:
- create positive motivation in the classroom;
- to cultivate the skills of verbal communication with a toy and with each other, the ability to listen.
Equipment: toys (Masha and Mishka), symbols of sounds (color designation), “Sound Mosaic” manual, chips of red and green color, mnemonic tables “Leaves”, mnemonic tables of tongue-twisters cut into cards, autumn dry leaves or cut leaves from paper, subject pictures with sound (Sh), a basket with cones and nuts, small toys with sound (Sh), a bag, balloons.
Lesson progress
1. Organizational moment.
We are invited to visit the forest,
They offer to play there.
Speech therapist shows the children an invitation, reads it: "I'm waiting for everyone in the forest house, we'll play, we'll have a rest."
Shall we visit? (Yes)
Let's go along the path to the forest,
We will find a house in the meadow.
Children sit on chairs. The speech therapist shows a picture of a forest house.
2. Development of phonemic hearing.
Development of a sense of rhythm, auditory attention, memory. Exercise "Knock like me."
Who is waiting for us at the house? To find out, you have to knock like me.
Children take turns repeating the rhythmic pattern by knocking on wooden spoons.
The speech therapist takes out toys (Mishka and Masha).
Mishka lives in the house. Masha often visits him. What is the same consonant sound you hear in their names - Mishshka, Mashshsha? (sound (SH))
Mishka found out that you are learning to pronounce their favorite sound with Masha correctly and decided to invite you to visit to play with the sound (Sh) together.
3. Articulation gymnastics with elements of finger gymnastics.
The bear suggests first waking up the tongues so that they try to speak. Let's show what we see in the forest, and fingers will help us:
Wide paths in the forest exercise for the tongue "Scapula", turn the palms with the back side down).
The hare jumps from bump to bump (exercise for the language "Swing", alternately raise and lower the hands up and down).
Squirrel clicks nuts (exercise for the language "Horse", exercise with fingers "Clicks").
Mushrooms grow under the trees (exercise for the tongue and fingers "Fungus").
- Gather mushrooms in a basket ( exercise for the language "Cup", exercise with fingers "Basket").
Let's hide behind the trees (an exercise for the language "Hide and Seek", exercises with fingers "Into the fist", "From the fist").
4. Pronunciation of an isolated sound (Ш).
A breeze blows in the forest, shakes the branches of trees, the leaves rustle (W - w - w ...).
Children depict with their hands how the wind shakes the branches of trees, and pronounce the sound (Ш) for a long time.
5. Analysis of sound articulation (Ш).
What do sponges, teeth, tongue do when we pronounce the sound (Ш)? ( Lips "Ring", teeth "Fence" with a small slit, tongue at the top and similar to "Cup".)
6. Sound characteristic (Sh).
Get your fingers ready. We bend them into a fist and talk about the sound (Ш):
- Sound (Ш) - consonant or vowel? (consonant);
- What is the barrier to sound (Sh)? (teeth, tongue);
- Voiced or deaf? (deaf);
- Hard or soft? (solid);
- What color do we represent? (blue).
Find the sound symbol (Sh) on the board.
Children show the color designation of the sound (Ш) (blue circle with a cap).
7. Automation of sound (Sh) in syllables.
Auditory differentiation of syllables. Work on the power of the voice. Reliance on mnemonic tables "Leaves". Coordination of speech with movement.
Leaves are falling in the forest. What is the name of this natural phenomenon? (leaf fall)
Leaves fall and rustle their syllable songs. Listen carefully to which syllable-song is different (based on mnemonic table No. 1):
sha - sho - sha - sha (sho)
ash - ush - ush - ush (ash)
Name the first and last syllable:
sha - sho - shu - shi (sha, shi)
shta - shtu - shty - shto (shta, what)
Leaves rustle differently. Let's repeat their songs (syllable series with a change in rhythmic pattern, based on mnemonic tables No. 2, 3):
sha-sha - sha-sha-sha
shku-shku - shku-shku-shku
ish-ish-ish - ish-ish
shosh-shosh-shosh - shosh-shosh
And now let's play the game "Quiet - loudly vice versa." If the leaves rustle loudly, then you can barely hear. If you hear a quiet rustle, then you rustle loudly.
Children reproduce syllabic rows, depicting with their hands how leaves fall and change the strength of the voice:
sha - asha - sha - asha
woo - woo - woo - woo
Let's collect an autumn bouquet of leaves. Repeat after me syllabic songs, try not to make mistakes and collect leaves.
Children reproduce a series of syllables. An autumn leaf is taken for each syllable, making a bouquet out of them.
sha-sho-shu-shi
ash - osh - ush - ish
8. Development of phonemic hearing.
Distinguish between correct and incorrect pronunciation of sound (Ш). Exercise "Right - wrong."
Manual "Sound Mosaic".
Sour berries redden in forest clearings. What is it called? (cranberry)
Let's lay out a pattern of berries. If you hear the correct sound (Ш) put a red chip, if it's wrong - a green chip. I remind you that the chips are laid out from left to right, starting from the top row.
The speech therapist alternates between correct and incorrect pronunciation of the sound (Ш) in words. Children lay out a pattern of chips on a tablet.
What came out of the red chips? (cross)
9. Automation of sound (SH) in words.
A Christmas tree is superimposed on a subject picture with sound (Ш). Children use a piece of the image to name the object drawn in the picture and remove the Christmas tree. Exercise "Guess what the object."
The bear hid various objects in the forest. Guess what the trees are?
10. Automation of sound (SH) in sentences.
Think about what things Masha can have in her closet, and what things Mishka can have?
Children choose and lay out pictures with the words:
Masha has in her closet ... (shampoo, hat, coil, fur coat, matryoshka, gouache).
Mishka has in the closet ... (stick, pencil, shorts, shirt, awl, chess).
11. Consolidation of the skill of sound analysis of words.
Determining the place of sound (Ш) in words. Exercise "Put it on the shelves."
Let's help Mishka put things in order. Let's put things in the closet on the shelves. On the top shelf we put objects with the sound (Ш) at the beginning of the word. On the middle shelf, objects with a sound (Ш) in the middle of the word, and on the bottom shelf - at the end of the word.
Children determine the place of the sound (Ш) in the word and lay out the pictures on the shelves. Then they name all the items on each shelf, checking the correctness of the task.
12. Automation of sound (Sh) in words.
Agreement of numerals with nouns. Exercise "Count".
Masha has collected forest treats for Mishka. Count how many cones and nuts are in the basket?
Children take out cones (nuts) from the basket and count:
One bump, two bumps...
One nut, two nuts...
What is more in the basket? What is less in a basket?
13. Phys. minute.
Attention exercise "Tick-tock, Masha, wake up."
Look, Masha got tired and fell asleep. We will walk around her quietly so that she does not wake up. But to the words “Masha, wake up”, you must wake her up by taking Masha in your hands. Let's check who is the most attentive and fastest of you.
Tick - tock, Masha ... sleeps for one hour,
Tick - so, Masha ... sleeps for two hours,
Tick-tock, Masha ... sleeps for three hours,
Tick-tock, Masha... wake up.
14. Automation of sound (SH) in sentences.
The development of fine motor skills. Exercise with fingers "Man".
Mishka has many friends. Let's find them.
Children, depicting a “walking little man” with their fingers, choose a toy with the words:
I walked, walked, walked and ... (a mouse, a frog, a horse, a cat, a monkey, a bear) I found.
How can you call all the friends of Mishka in one word? (beasts, animals)
The animals want to play Hide and Seek with you. Look, they hid in a bag (the speech therapist puts the toys in the bag).
Development of visual, tactile memory. Exercise "Who makes noise in the bag?".
Children identify the toy by touch and take it out of the bag with the words:
Noisy in the bag...
Development of visual attention, memory. Exercise "Who is naughty in the bag?".
Children close their eyes. The speech therapist puts some toys in the bag. Opening their eyes, the children should determine which toys are gone:
Naughty in the bag ...
15. Automation of sound (Sh) in tongue twisters.
Development of clarity of diction, intonation expressiveness.
Masha and Mishka, we've learned some tongue twisters about you. Want to listen to them. (Yes very). But first, the guys will collect pure words.
Mnemotables are cut into cards (Fig. No. 4). Children select pictures of their tongue-twisters from the mixed cards, compose it and tell it (mnemonic tables No. 5,6).
Our Masha washes her neck and ears under the shower.
Mishka has bumps, Mishka has bumps.
And now let's try to tell tongue twisters on behalf of Masha and Mishka. How would they pronounce them?
Children pronounce tongue twisters, changing their voice (for Masha - in a high voice, for Mishka - in a low voice).
16. The result of the lesson.
What sound did you make the most today?
What game would you like to play again?
What was difficult for you?
17. Evaluation of children's speech activity.
You did a great job today, pronouncing the sound (Ш) correctly.
Masha and Mishka liked to play with you. So that you do not forget about them, they have prepared surprises for you with sound (Sh).
Make a "Basket" out of your fingers. The bear will put the sounds there. You will connect them and find out what Masha and Mishka want to please you with:
W, a, p, s (balls).
Children are given balloons.
References:
- Kodolbenko E.A. Encrypted phrases. M., 2011.
- Konovalenko V.V., Konovalenko S.V. Automation of sounds in children. M., 2007.
- Smirnova L.N. We teach the sounds of Sh, S. M., 2002.
- Shkolnik Yu.K. speech therapy. M., 2006.
Ekaterina Frolova
Outline of an individual speech therapy lesson "Automation of sound [Ш]"
Outline of an individual speech therapy lesson« Sound Automation [W]» .
Subject: « Sound Automation [W]»
Child: Masha, 5 years old. 6 months, OHP (level 3)
Target lessons: Automation of the sound Sh in syllables, words and sentences.
Tasks:
To develop the movement of the lips forward, exposing the upper and lower teeth; to strengthen the muscles of the lips, their mobility;
To work out the upward movements of the tongue, developing its mobility. Promote
stretching of the hyoid ligament;
Fix the correct pronunciation of the phoneme;
Develop fine motor skills of fingers;
Refine articulatory and acoustic image sound Sh;
Specify the characteristic sound;
Fix the graphic image of the letter W;
Formation of the ability to identify a given sound in words, syllables, isolated;
Improve the dynamic organization of movements;
To form the skills of forming nouns with diminutive suffixes;
To teach the skills of agreeing numerals with nouns in units. and many others. number;
Automate Sh sound in text;
Develop auditory memory;
Develop verbal and logical thinking;
To form motivation for cognitive activity;
Cultivating a positive emotional and value attitude towards others.
Equipment: A paper envelope with an invitation, an image of Little Raccoon, an image of a basket with a jar of jam and bagels, sound path with the image of a snake, the image of a forest house, the image of a watchdog, a box with letters, images of fabulous heroes: Chipolino, Pinocchio, Shapoklyak, Cheburashka, Malvina, Shrek, Vintik, Shpuntik, Funtik, Sharik, image of a labyrinth with daisies, balloon.
Org. moment.
Speech therapist:
Hello Masha! Today I received an envelope. Do you want to know what is in it?
Masha:
Speech therapist: (opens envelope, shows invitation, reads it)
And it contains an invitation from Tiny Raccoon: "I'm waiting for everyone in the forest house, we'll play, we'll have a rest". Shall we visit?
Masha:
Main part.
Speech therapist:
We will not visit empty-handed. Let's see what I got in Baby Raccoon's basket. (Shows an image of the basket from which visible: a jar of jam and bagels). I made him a jar of jam. Let's do an exercise "Delicious jam."
Smile, open your mouth and lick your lip with your tongue in the shape of a cup, making movements from top to bottom. You can continue to move and put your tongue in your mouth without destroying "cups".
Masha is doing the exercise.
Speech therapist reads a poem:
As if jam lies on the lip -
I lick it "cup" into your own mouth.
Speech therapist:
What else is in the basket:
Masha:
Bagels.
Speech therapist:
Let's do an exercise "bagel".
We close our teeth, round our lips and slightly stretch forward. When performed, both upper and lower teeth should be visible. We hold "bagel" counting up to 5-10.
Masha performs the bagel exercise.
Speech therapist reads a poem:
We depicted a bagel -
Smoothly rounded lips.
They can't be closed now.
"Bagel" must be kept.
Speech therapist:
There is a lot of free space left in our basket. Let's pick some mushrooms.
We will find a hundred mushrooms in the forest,
Let's go around the clearing.
We won't take it to the box
Pale bastard.
We will search all the oaks,
Christmas trees and aspens
And good mushrooms
I'll put it in a basket.
Show me how you can do the exercise "fungus".
Smile, open your mouth wide, stick your tongue to the palate so that the hyoid ligament is stretched ( "stipe"). Hold in this position for 5-10 seconds.
Masha is doing an exercise "fungus".
Speech therapist reads a poem:
I open my mouth wide
It's like I'm about to click.
I suck my tongue on the palate
Jaw down - and all the study.
Speech therapist:
In order to find out which sound today we will learn how to pronounce correctly, you need to listen carefully poem:
What a strange noise all around
The leaves rustle my friend.
Autumn has come to the door
It's time to wear a hat and scarf." ( Speech therapist pronounces exaggeratedly sound [W])
Did you guess what sound are we going to pronounce today?
Masha:
Yes, sound Sh.
Speech therapist:
That's right, today we will learn how to pronounce correctly sound Sh.
We almost came to Little Raccoon's house, but a snake crawled out onto the path, which began to leave patterns behind it. (traces) and hiss. Let's wait until she crawls, and then follow her footsteps. ( Speech therapist gives the child an image of a snake and a patterned path). First, draw along the lines with your finger, and then with a pencil. Don't forget to hiss like a snake.
Masha does the exercise and hisses: SHSHSHSH.
Speech therapist:
What do sponges, teeth, tongue do when we pronounce sound Sh?
Masha:
Lips "Ring", teeth "Fence" with a small slit, the tongue is at the top and looks like "cup".
Speech therapist:
And what air do we exhale when we pronounce sound Sh?
Masha:
The air is warm.
So we came to Little Raccoon's house. His house is guarded by a dog named Sharik. Which sound the first in the word Sharik?
Masha:
Speech therapist:
Correctly, sound Sh. Sound(W)- consonant or vowel? ;
Voiced or deaf? ;
Hard or soft?
Masha:
Consonant, deaf, hard.
Well done, right. Little Raccoon, in order to entertain his guests, has prepared interesting tasks:
(speech therapist gives the child a box with letters inside).
Speech therapist:
Open the box and take out the letters that are in it. Look at them carefully and show the consonant letter that is the house sound Sh.
Masha lays out the letters, looks for the letter Sh and shows it speech therapist.
Speech therapist:
-Next mission: A game "Catch sound» . Clap your hands when you hear sound"SH". H, S, W, B, C, F, W, L, M, W.
Now clap when you hear a syllable that has sound"SH".
Po, Sha, To, Shu, Ma, Pu, Shi, Mi, Sho.
Masha claps.
Speech therapist:
And now it's time to loosen up a bit. Little Raccoon has prepared for us such a fun charging:
Animal charger.
One - squat, two - jump.
This is a rabbit load.
And the foxes how to wake up (rub eyes with fists)
They like to stretch (stretch)
Be sure to yawn (yawn, covering mouth with hand)
Well, wag your tail
(moving hips to the side)
And the wolf cubs bend their backs (bend forward in the back)
And lightly jump (light jump up)
Well, the bear is clubfoot (arms bent at the elbows, palms joined below the belt)
Paws wide apart (feet shoulder width apart)
One, then both together (stepping from foot to foot)
Long time treading water (swinging the torso to the side)
And to whom charging is not enough - starts all over again.
Masha is exercising.
Speech therapist:
The next task that Little Raccoon offers us "add a syllable". I will pronounce the syllables, and you will add the syllable Sha. Let's see what we can do.
Ka, cha, kry, paws….
Masha adds syllables and pronounces the words: porridge, bowl, roof, noodles.
Speech therapist:
And now, you will add the syllable shi.
Kama, clavi, small, grue….
Masha adds a syllable and pronounces the words: reeds, keys, kids, pears.
Speech therapist:
The next game is called "Tell me how I am". I will pronounce tongue twisters, and you repeat after me.
Sha-sha-sha-our Masha is good
Sho - sho - sho - I study well
Shu-shu-shu, shoo-shoo-shoo- I wave my hand to you
Ash-ash-ash, ash-ash-ash - we built a hut
Osh - osh - osh, osh - osh - osh, I have a brooch on my blouse
Masha repeats for speech therapist.
Speech therapist:
A lot of fairy-tale heroes have gathered today at Little Raccoon. Let's find out which one of them has a name that starts with sound Sh. I will point and name the hero, and you will clap when I name the one whose name begins with sound Sh. (Speech therapist shows pictures with images of heroes and calls their names).
Chipolino, Pinocchio, Shapoklyak, Cheburashka, Malvina, Shrek, Cog, Shpuntik, Funtik, Sharik.
Masha claps when she hears the words: Shapoklyak, Shrek, Shpuntik, Sharik.
Speech therapist:
Which of these fairy tale characters do you like the most?
Masha names the hero.
Speech therapist:
You have the opportunity to give this hero a bouquet of flowers. To do this, you need to go through the maze, count and collect all the daisies. ( Speech therapist gives the child a drawn maze with the image of daisies.)
Masha runs her finger through the maze and thinks: one chamomile, two daisies ... five daisies.
Speech therapist:
The next game is called "Call it sweetly". Listen to the words, call them affectionately.
Ball, hat, shorts, bag, bump.
Masha:
Ball, hat, shorts, bag, bump.
Speech therapist:
We had fun visiting, but it's time for us to go home. After all, visiting is good, but home is better. Let's say goodbye to Little Raccoon and repeat phrase: Being a guest is good, but being at home is better.
Masha:
Being a guest is good, but being at home is better.
Speech therapist:
We will follow the same path back through the forest. I propose to collect a bouquet of lilies of the valley and give them to my mother. Repeat after me suggestions: (speech therapist reads one sentence at a time, and the child repeats)
Lilies of the valley love shade under oak trees. You will come to the place where the lilies of the valley are. Lilies of the valley are visible. And on the unmowed meadow there are chamomiles and mouse peas. Near the river, reeds. The wind sways the reeds. They rustle, breaking the silence. You will pick lilies of the valley - and go home. Good lilies of the valley!
Masha repeats the text one sentence at a time.
Final part.
Speech therapist:
Is our class comes to an end but we don't say goodbye sound Sh. He will visit you today. At home, you and your parents will complete the new tasks that are in your notebook. (Speech therapist pastes homework assignments into the child's notebook)
sha - sho - shu shi - she - sha
sho - shu - sha she - shi - sho
shu - sho - sha shi - shu - she
she - shu - sho shu - shi - sha
sound Sound
Exercise number 2. Count to five.
One reed, two reeds .... five reeds.
One hut, two huts…. five huts.
One coat, two coats.......five coats.
One school, two schools….…five schools.
One awl, two awls….…five awls.
Make sure that when you pronounce sound[w] the tip of the tongue was raised to the alveoli, and the lateral edges of the tongue were adjacent to the upper lateral teeth. Sound[w] to pronounce it for a long time and firmly.
Explain to the child the meaning of unfamiliar words.
Speech therapist:
What did we do today lesson? What did you like the most?
Masha:
We learned how to pronounce sound Sh. I liked collecting daisies through the maze.
Speech therapist:
You did a good job today, you said it right sound Sh. Take this fun ball. (Speech therapist give a child a balloon.
Goals:
Correctional and educational:
W to strengthen articulation and isolated pronunciation of the sound Sh, continue to teach how to correctly pronounce the sound Sh in syllables and words, learn to determine the presence of sound in words, exercise in the formation of plural nouns by Im.P.
Correction-developing:
Develop articulation and fine motor skills; phonemic hearing; force of oral exhalation; visual attention, memory, thinking.
Correctional and educational:
To cultivate a cognitive interest in speech therapy classes, a positive emotional attitude to the lesson.
Course progress.
1. Organizational moment: Speech rule:
Every day, always, everywhere
In the classroom, in the game
Loud, clear, speaking
And we are never in a hurry!
2. Reporting the topic of the lesson. " Today, you and I will continue to learn how to pronounce the sound Sh.
3. Articulation-finger game training(exercises for sound Sh)
Fairy tale: Once upon a time there was a mouse. She woke up in her house, opened the window and went out onto the porch, basked in the sun ("Shovel") and the mouse went home to drink tea from a cup ("Cup"). She drank one cup of tea, another, a third. She remembered that she had jam and a bagel (“Delicious jam”, “Donut”). Then the mouse saw a fluff and decided to play with it a little (“Focus”).
4. Development of phonemic hearing.
Suddenly she wanted to play with a balloon. If you hold it badly, then air begins to come out of it: shhhh. Listen carefully and firmly clench your fists when the ball starts to descend: S, F, W, X, W, F, H, W, SHA, SA, SHU, ZHI, SHI, HAT, TOAD, FUR COAT, BOOTS, CAR
(The speech therapist pronounces sounds, syllables, words, and the child distinguishes the sound Sh, syllables with the sound Sh, words with the sound Sh).
5. Analysis of articulation
- Lips rounded and slightly forward
- Teeth close together but not touching
- The wide tip of the tongue is raised to the alveoli, but not pressed against them.
- The middle part of the tongue bends down.
- The lateral edges are pressed against the upper molars.
A wide, warm air jet passes evenly across the middle of the tongue
Sound game: « The snake hisses ": inhale through the nose, exhale: Sh-Sh-Sh-Sh
6. Negotiating the last sound
And then she wanted to play hide and seek. The mouse hid in its house and quietly rustles: sh - sh - sh. Why is she so snarling? She is looking at her pictures. Let's look and rustle together with the mouse: we ..., du ..., kamy ..., small ....
(The speech therapist shows and calls the picture to the child, and he finishes the last sound.)
7. Automation in syllables.
The mouse sat down at the piano and sang rustling songs. Listen to them and sing along with the mouse: sha - shu - sha, shi - sho - shi, she - sha - shu, sha - shi - sho.
(The child “plays” the “piano” with his fingers and pronounces syllable chains.)
And then she went to gnaw nuts: asha yshi esh ush ash
(The child pronounces syllables, connecting fingers on both hands)
8. Automation in words.
A) The mouse went for a walk, but cannot find the path. Help her. You need to select only those pictures in the name of which there is a sound Sh, and put them out of the pictures
track.
b) the mouse decided to go to the store on the way. The mouse saw many different objects.
(Pictures are laid out in front of the child: a fur coat, a car, a wardrobe, a pillow, etc.).
The game "One - many" is held:
fur coat - fur coats, car - wardrobe - hat - pillow -
Well, now it's time for the mouse and home.
d) The mouse came home and began to compose poetry. And to make it easier for the mouse, tell her the last words.
Wears a bright comb, the mouse takes a shower,
our cheerful ... washes his tail, washes ...
Here the baby runs, Tires rustled softly -
Gray ... It's coming to us ....
9. The result of the lesson. It's time for us to say goodbye to the mouse. You helped her very well today! And what sound helped you in class?
