group lesson on automating the sound "SH" in words and sentences, suitable for preparatory and senior DOW groups. The lesson uses various methods and work techniques (sand therapy, mnemotables).
Open lesson in speech therapy on automation of sound Sh.
Theme: "Adventure in the autumn forest."
Purpose of the lesson:
- Improving the skills and abilities of practical communication by means of creating a stimulating development environment.
Tasks:
1. Educational:
- To teach children to consistently and accurately convey what they saw, taking into account the development of the plot.
- To teach the ability to answer questions of a problem-search nature.
- Teach special movements and their implementation by children.
- Learn to build compositions in the sand according to the model.
- Fix ideas about the world around.
2. Corrective:
- Consolidate skills correct pronunciation sound (Ш) in syllables, words.
- Develop articulation and fine motor skills.
- Develop phonemic awareness.
- Develop speech breathing
- Learn how to change the power of your 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.
- Practice matching nouns with numbers.
4. Educational:
- Build positive motivation in class.
- Cultivate Skills speech communication, listening skills.
Equipment :
- invitation letter; wooden spoons; bear Misha; trays with sand; tubules; subject pictures Elephant, Shoulder, Calyx, Horse, Mushroom; autumn leaves; mimic tables; subject pictures with sound Ш; toys (mouse, frog, horse, cat, monkey, bear);
Lesson progress:
Organizing time.
(Behind the door).
Speech therapist: - Hello guys, today our lesson will be unusual.
I invite you to visit the forest,
I suggest you play there.
So, are you ready to go to the forest?
Children: Yes!
(Clarify if you need to greet guests)
Speech therapist: Guys, look at what forest we are in.
Hello forest!
Dense forest,
Full of fairy tales and wonders!
What are you making noise about?
On a dark, stormy night,
What are you whispering to us at dawn
All covered in dew, like in September?
Who is hiding in your wilderness?
What kind of animal? What bird?
All open do not hide:
You see, we are ours.
(A spider descends with a leaf, a letter on the leaf)
Speech therapist: - Oh, guys, look, a spider came down to us, on a maple leaf, and here something is written “Hello guys, I’m Mishka Toptyshka, I invite you to visit, meet and play different games I will be very glad to meet you!”
Well guys, shall we accept the invitation?
Speech therapist: then let's hit the road, and here's the bear's house, now I'll knock!
Main part.
Speech therapist: - So we found the bear's house, let's knock? (Knocks but no one opens). What happens, maybe the bear forgot that he invited us to visit and fell asleep?
Look here lie various musical instruments, now we will play them, and wake up the bear, take the guys any instruments you like, you are familiar with these instruments, and the first to play ...
(Children take turns playing different instruments)
Bear: - Who sat down, who will manage? Who woke me up?
Speech therapist: - The bear is the guys! You yourself invited us to visit, come out soon!
M: - Oh, it's you guys, I'm very glad, but first try to guess my riddles
(The bear plays the instrument, and the children guess it)
M: - Hello guys, I'm very glad to see you! Well done, all my musical riddles have been guessed!
Speech therapist: can you guess riddles? (yes) well then... make a riddle!
D: Shaggy, mustachioed, drinks milk, sings songs. (cat)
M: Koska.
There is one funny bird in the forest
All day long he sings “coo-coo”:
No way can he learn to sing like a rooster - "crow". (cuckoo)
M: Cuckoo.
Speech therapist: - Guys, how to speak correctly?
D: - Cat, cuckoo!
Speech therapist: I realized what a problem the bear has, he cannot pronounce the sound Sh correctly.
M: can you help me, tell me how to pronounce this sound correctly?
Speech therapist: help the bear?
Speech therapist: - But in order for us to teach the bear to speak beautifully, I suggest that we first wake up our tongues. Let's sit on the stumps.
(Speak) (Children take turns blowing through the tube on the tubercles, under which there are pictures, take them out and perform the appropriate exercises).
Each of you has a tray with sand, pictures are hidden under it, in order to get them, you need to blow sand off it with a cocktail tube, do not forget that we inhale through the nose, exhale through the mouth into the tube.
- "Elephant"
- "Shovel"
- "Cup"
- "Delicious jam"
- "Horse"
- "Mushroom"
L: Well, did you guys stretch your tongues?
M: Oh, I'm tired! Let's get some rest!
Fizminutka (if you have fun).
Pronunciation of an isolated sound (SH). (wind noise sounds)
L: - 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.
Analysis of sound articulation (SH).
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".)
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 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, shto)
Leaves rustle differently. Let's repeat their songs (syllabic sequences with a change in rhythmic pattern, reliance on mnemonic tables No. 2,
3) ish-ish-ish - ish-ish
shosh-shosh-shosh - shosh-shosh
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
M: - what beautiful autumn bouquets, and if we all throw leaves, what will happen. But in my clearing, there are still many interesting leaves! Let's go see?
D: Let's go!
(They come to the clearing, where pictures are drawn on the leaves)
M: - Guys, I have populated a cape and I will put it in this lukosko.
L: - The guys are not just leaves, they have various pictures drawn on them! I suggest that you collect all the leaves with pictures in the name of which there is a sound Sh, and put them in a basket, and then give them to the bear so that he does not forget how to pronounce them! Only you guys speak beautifully, and you, bear, listen and remember.
(Children collect leaves in a basket)
M: - can you tell me more, I started something else, it seems to me that someone is hiding here!
(shows a box of sand)
L: We'll find out now.
I found a bear.
- I found a cat.
- I found a horse.
- I found a frog.
- I found a pig.
- I found a lamb.
L: Who was hiding?
D: Animals.
L: - the favorite game of these animals is hide and seek, turn away, now one of them will hide in a bag, and you will have to guess, turn around, oh, someone is making noise in the bag, who is it? (the speech therapist puts the toys in the bag).
Vanya, hide all the animals in the bag, oh, how they make noise, Vanya, try to guess who is making noise in the bag, etc.
Naughty in the bag ...
Summary of the lesson.
M: - Guys, I found some letters in the box.
L: - you know, bear, that they can be folded into syllables, and syllables into words. Let's read what word got the word.
D: Balls!
M: - Oh guys, for the fact that you helped me so well, I will give you these balls! Thank you very much for teaching me how to pronounce the Sh sound correctly, and it's time for me to return home!
L: - Guys, did you like to play with the bear? What sound did the bear learn to speak? What did you like? It's time for us to go back to kindergarten!
Articleeva A.G.,
teacher speech therapist
Topic: "Sound [SH]"
Target
Tasks:
Equipment:
Lesson progress:
1. Org. moment:
Teacher speech therapist
The bumblebee and the hornet lived noisily,
On a sewing machine
Coats, hats, pants
Unprecedented width.
Teacher speech therapist
Child
Teacher speech therapist
2. Main body:
Teacher speech therapist:
Teacher speech therapistProboscis smile
(Child performs).
(Child performs).
Teacher speech therapist :- The next exercise is called " horse
Voiced or deaf?
Hard or soft?
9. The connection of sound with a letter
Look at the letter W
The letter is very good
Because from her
You can do E and Y.
I wrote the letter W:
Three poles and a sleeper below.
(Child performs).
Teacher speech therapist:
Game "Do not confuse":
Teacher speech therapist:
Teacher speech therapist:
Child: Sh - sh - sh (repeat several times).
(repeat 2 times)
(Slide 3).
Teacher speech therapist:
Child:- Cherry and chocolate.
Game "1-2-5":
Teacher speech therapist
Child:
Teacher speech therapist:
Gymnastics for the eyes.
Teacher speech therapist: - Dima, we talked with you that now winter is coming. And our sound [Ш] has prepared winter things. It is necessary to put winter things in the closet, in the name of which there is a sound [Ш]. (Slide 6).
Child:- I'll put in the closet ... a hat.
I'll put in the closet ... a fur coat.
I'll put in the closet... leggings.
Teacher speech therapist:- Well done.
3. Final part:
Teacher speech therapist
Child:- Yes. Liked.
Teacher speech therapist
Encouragement of the child.
View document content
"Summary of a speech therapy lesson on the topic: "Sound (Sh)""
Synopsis of individual speech therapy session.
Topic: "Sound [SH]"
Target: automation of sound [Ш] in syllables, words and sentences.
Tasks:
Fix the correct pronunciation of the sound [Ш] in syllables, words, sentences;
Develop phonemic perception;
Develop articulatory motility;
Improve the ability to coordinate numerals with nouns;
Practical use prepositional case combinations.
Develop sound-letter analysis words.
Cultivate self-control skills;
Encourage activity and attentiveness in the classroom;
Equipment: presentation, cotton ball, gate, pictures, glass pebbles.
Lesson progress:
1. Org. moment:
Teacher speech therapist: - Hello Dima! Today we will go to visit the same sound. And to find out which one, you need to carefully listen to the poem and hear what sound is most often found there:
The bumblebee and the hornet lived noisily,
On a sewing machine
Coats, hats, pants
unprecedented width.
Teacher speech therapist: - Tell me, please, what sound is more common?
Child: - The most common sound is [Ш]. (Slide 1).
Teacher speech therapist: - That's right, it's the sound [Ш]. And today we will go to visit him by car. But before we hit the road, we need to prepare and do gymnastics for the lips and tongue.
2. Main body:
Breathing and articulatory gymnastics
Teacher speech therapist: - What season is it now? By what signs do we know that winter has come? Let's roll a snowball and play unusual winter football with you. To do this, we will blow on a snowball so that it hits the gate. Inhale through the nose, exhale through the mouth smoothly and continuously.
Teacher speech therapist:- The next exercise is called " Proboscis smile". You need to smile broadly, and then stretch your lips into a proboscis.
(Child performs).
(Child performs).
Teacher speech therapist:- The next exercise is called " horse". You need to click your tongue, as if a horse is jumping.
The next exercise "Focus" let's blow on a snowflake.
Imagine that there is a blizzard outside and cold snowflakes fall on our faces, blow off the snowflake, pronouncing the sound Sh.
Acoustic-articulation characteristic (slide)
When we pronounce the sound Ш, what is the position of the teeth, lips, tongue?
Let's characterize the sound Sh?
What is the vowel or consonant?
Voiced or deaf?
Hard or soft?
When we were driving through the snowy streets in a car, she had a flat tire, How the air comes out of the wheel: Shh. shsh. (the sound is pronounced quietly, smoothly, with a transition to a whisper). Let's pump up the wheel with the pump, take the pump in our hands and pump it: Shhhhh (the sound is pronounced loudly, abruptly).
9. The connection of sound with a letter
What is the letter for the "sh" sound?
Look at the letter W -
The letter is very good
Because from her
You can do E and Y.
I wrote the letter W:
Three poles and a sleeper below.
We can write the letter Ш, put it out of sticks, touch it, see it.
And the sound "Sh" to hear and pronounce.
10. Development of fine motor skills.
Lay out the letter ША from counting sticks.
(Child performs).
Teacher speech therapist:- Look at what beautiful house our sound lives. (Slide 2). And next to him lives his neighbor sound [C]. They often go to visit each other and play different games. So they offer us to play the game and relax a little.
Game "Do not confuse":
Teacher speech therapist:- I will call a sound, syllable or word with the sounds [Ш] or [С], and when you hear [Ш] raise your hands up, and when you hear the sound [С] - lower your hands down.
s, w, sa, su, shi, sy, shcha, puck, elephant, hut, salute, salute, naughty.
Teacher speech therapist:- Our sound has a pet - a snake. Let's show how she hisses.
Child: Sh - sh - sh (repeat several times).
Let's say syllables together with the snake.
(repeat 2 times)
The game "What did you buy in the store?"(Slide 3).
Teacher speech therapist:- Before our arrival, our sound [Sh] went to the store and bought a lot of products. Let's see what he bought, and we will name only those products in the name of which there is a sound [Ш]. (If the child finds it difficult, then we call all the products and determine the presence of the sound [Ш]).
Child:- Cherry and chocolate.
Game "1-2-5":
Teacher speech therapist: - And now let's count the items:
Child:
1 chocolate, 2 chocolates, 5 chocolates. (Slide 4).
1 cherry, 2 cherries, 5 cherries. (Slide 5).
Teacher speech therapist:- You're doing fine. All correctly counted and named.
Gymnastics for the eyes.
What holiday are we waiting for with the winter coming?
The game "Determine the place of the sound in the word":
Speech therapist: - Arrange the pictures in 3 columns:
1st Sound Sh is at the beginning of a word;
2nd Sound Sh stands in the middle of the word;
3rd Sound Sh stands at the end of the word.
Game "Preparing clothes for winter":
Teacher speech therapist: - Dima, we talked with you that winter is coming. And our sound [Ш] has prepared winter things. It is necessary to put winter things in the closet, in the name of which there is a sound [Ш]. (Slide 6).
Let's put things in the closet with him:
"I'll put it in the closet ...", and you name the thing that you put.
Child:- I'll put in the closet ... a hat.
I'll put in the closet ... a fur coat.
I'll put in the closet... leggings.
VII. Automation of sound [Ш] in sentences.
The game "Complete the sentences on the pictures"
We put things in the closet, now the sound Ш asks to complete the sentences with pictures to read the sentences.
Teacher speech therapist:- Well done.
3. Final part:
Teacher speech therapist: - So it's time to say goodbye to our sound.
Did you like visiting the sound [Ш]?
Child:- Yes. Liked.
Teacher speech therapist: - He also liked it very much, and he invites you to come to visit him again.
Encouragement of the child.
Violation of hissing sounds is called sigmatism or parasigmatism. Depending on the features of pronunciation, there are:
- Interdental pronunciation when the tongue is pushed between the teeth, and the sound takes on a lisping tone.
- Nasal sigmatism, in which a peculiar acoustic effect (nasal tone) is heard. Air during pronunciation rushes into the nasal cavity and a sound is heard that looks like a deep "X".
- Lateral sigmatism. It can be either unilateral or bilateral. The sound takes on a squishy tone.
- Dental parasigmatism. The tongue rests on the edges of the upper front teeth. As a result, the voiced “Sh” is replaced by “T” (hat-slipper, fur coat-tube).
- Labiodental parasigmatism. The voiced “Sh” is replaced by “F” (shar-headlight, bus-fin, shower-duff). It often happens with the wrong bite.
- Whistling parasigmatism. During it, the hissing sound is replaced by a whistling, that is, instead of “Sh”, “S” is pronounced. (scarf-sarf, seam-owls, car-machine).
Sigmatism is a defect in the pronunciation of the sound itself, and parasigmatism replacing it with another sound.
Sometimes children completely exclude sound from coherent speech (hat-up, mouse-moon). Sometimes there is a problem of differentiation of sounds.
The child cannot correctly identify desired sound in speech, confuses it with another sound, does not recognize it by ear.
How to check the pronunciation of the sound Sh in a child
Although the methodology speech therapy examination quite capacious and often requires the help of a specialist, You can test your child's speech at home. What tasks should parents set for themselves?
Sound test includes: isolated pronunciation, as well as in syllables, words, phrases and sentences.
To check the pronunciation of an isolated sound, you need to ask the child to repeat different sounds After you.
Need to know that a violation of hissing may include not only the “Sh” defect. Other hissing may suffer: "F", "Sch", "H", "F".
To check the pronunciation of sound in syllables, you need to ask the baby to repeat the syllables after you: SHA, SHO, SHU, SHI, ASHA, OSHO, WUSHU, ASh, USh, OSH, etc. In syllables, Sh should be in a different position. This approach will make the survey more complex.
Then we proceed to the next stage. Need check the pronunciation of a sound in words. There are many wonderful manuals, cards, manuals, games and albums on sale that are very popular with young children. Speech therapists often use them.
You can purchase (or download online) wonderful album by O.B. Inshakova or buy a special set of cards. In this set there will be cards with the image various items or animals.
If you can draw or are computer literate, you can make your own flashcards. Thus, you will not make the child bored. Choose words in such a way that the sound takes a different position in them.
An example set of words:
- at the beginning of a word: shawl, chess, chocolate, hat, cap;
- at the beginning of a word in a confluence of consonants (when another consonant is pronounced after the sound “Ш”, and not a vowel): helmet, lace, bumblebee, curtain, school, hat;
- in the middle of a word: porridge, horse, bag, mice, wallet, collar;
- at the end of the word: shower, mouse, ladle, baby, lily of the valley, reeds, pencil, ink.
You can offer your child play the game "Call me affectionately"(Cat - cat, hat - hat, etc.). Sample words: pants, horse, Pasha, Natasha, baby, sun, bread, winter, stone, hostess.
The next step is sentences and phrases. Sentences should be selected in such a way that they include several words with the sound "Sh" at once.
You can invite the child to repeat easy phrases, sentences or tongue twisters: Sheela Shura fur coat or The mouse has ears on top.
Collocations: balloon, silk shorts, a playful little mouse, a big hut and others.
Reasons for mispronunciation
Physiological features of the structure of the organs of speech: malocclusion, sky high, short bridle language, too large tongue etc.
Long term use. This leads to malocclusion, which causes the mispronunciation of many sounds. Especially often because of this, hissing and whistling sounds suffer.
Some parents like to "lisp" with the baby. As a result, the child hears the wrong speech and begins to imitate the elders.
Parental speech disorder. If mom or grandmother speaks incorrectly, then the baby may begin to copy their speech.
Too much high requirement adults. At the same time, parents do not show the baby correct articulation, but insistently demand to repeat after them (say "fish").
developmental delay. When memory, thinking, attention are not fully formed, speech development also suffers.
Hearing loss or hearing sounds.
It is worth noting that speech impairment can be primary and secondary.
Primary Violation characterized by the fact that speech suffers paramount. The speech defect becomes the main violation (with dyslalia).
If we're talking about secondary violation, then bad speech becomes not an independent defect, but a consequence. Underdevelopment mental functions leads to incorrect formation of speech (ONR, ZPR, etc.).
Speech therapy exercises for the correct pronunciation of the sound Ш
Warm-up exercises
This stage can be called preparatory. At this stage, you should special exercises or articulatory gymnastics.
It will help the baby stretch and increase the mobility of the organs of speech. This includes exercises for the lips, tongue, breathing.
Breathing Exercises
Football game. An adult invites a child to play football in an unusual way. From improvised means, you need to make a gate on the table in the center (from cubes or cups).
One gate for the child, and the other for yourself. Then invite the child to make cotton balls together. Cotton balls should be placed on the edge of the table opposite the goal.
The kid is invited to blow on a piece of cotton so that he flew into the gate. In order to exhale properly, you need to smile broadly and put your tongue on your lower lip and blow.
Focus game. An adult puts a piece of cotton on the tip of the baby's nose. The child should smile, open his mouth a little and put the wide edge of the tongue on upper lip. The lateral edges of the tongue should be pressed, and a “groove” is formed in the center.
The baby should blow on the cotton wool so that it rises up. Air passes through the center of the tongue.
Lip exercises
"Elephant Proboscis". The child must alternately make a wide and narrow "tube" with his lips. To do this, the lips must be in the position of pronouncing the sound “O”, and then “U”. You can only move your lips, and the sounds are not pronounced aloud.
Alternating exercises "Tube" and "Smile". It is necessary to ensure that the child smiles widely, and the “tube” turns out to be narrow (as with the sound U).
"Astonishment"(lips should be in the position of the sound “O”).
Tongue warm-up exercises
"Cherry jam". With the wide edges of the tongue, you need to lick the lower lip (in one direction, and then in the other).
"Horse". Ask the child to “click” his tongue like a horse rides.
"Cup". The mouth is open. Lower the wide tongue onto the lower lip, and then lift its tip and lateral edges up. A depression forms in the middle part of the tongue.
"Swing". Raise and lower the wide tongue behind the teeth, touching it with the tip of the upper gum, then the lower one.
Development of phonemic perception
Very often, children not only experience difficulties in pronunciation certain sounds, but also cannot distinguish (recognize) them in speech.
Game "Catch the Butterfly". This exercise can be used during the verification phase phonemic perception and for its development too.
An adult offers to catch a butterfly with his palms, which is called "Sh". The adult makes sounds, and the baby clap his hands when he hears the desired sound.
If the child has other sounds disturbed, it is not recommended to give them in this exercise. If the baby has difficulty distinguishing hissing sounds (for example, he confuses “Sh” and “F”), you can offer to play in such a way that he clap for the sound “Sh” and raise his hands up for “F”.
Exercise to determine the position of sound in a word
It is suitable for older children. preschool age. You need to pronounce the words and ask them to determine where the sound “Sh” is located (at the beginning, middle or end of the word).
Words can be: hat, cat, cannon, baby, strong man, screw, shorts, sword.
Sound staging exercises Ш
To achieve the pronunciation of an isolated sound, you can use a spatula or a simple spoon to put the tongue in the correct position.
If the child pronounces “C” well, ask him to pronounce this sound for a long time (s-s-s-s-s) or the syllable “SA”, and at this time lift the tip of the tongue with a spoon by the upper teeth, to the alveoli (“S " will turn into "Sh").
At this point, try to switch the child's full attention to how he pronounces the sound. He must understand and remember the correct position of the organs of articulation.
Many speech therapists try to put the sound "Sh" from "R". When the child pronounces a long "P", you need to stop the vibration of the tip of the tongue with a spoon or spatula. The "R" sound is best pronounced in a whisper.
The setting of sounds is carried out in stages. As a rule, the sound is worked out first in syllables, and then in words, phrases and sentences. This process is called audio automation.
For, to work out the sound in syllables, the child is invited to repeat: SHA - SHA - SHA, SHO - SHO - SHO, SHE - SHE - SHE, SHU - SHU - SHU; ASHA - OSHO - WUSHU, etc.
After the sound is well worked out in syllables, you can proceed to automation in words. First, words are selected where Sh is at the beginning of the word:
- USA: puck, scarf, mine, step;
- SHO: chocolate, rustle, seam;
- SHU: smart, Shurik, Shura, noise;
- SHE: rustle, whisper, six, wool;
- SHI: cipher, tire, dogrose, helluva lot, thorns.
After that, words are selected, where the sound takes a position in the middle and end of words.
At the next stage practicing pronunciation in sentences. You can teach your child to speak tongues or short quatrains, ask to repeat phrases or make up a story from a set of words: How scary a mouse is to live in a burrow or The cuckoo sewed a hood. How funny the cuckoo is in it.
To compose a story, you need to give the child a series key words: matryoshka, ball, sherty, wardrobe, hat, Natasha, Pasha. Give a title to your story (how the bear visited kindergarten, how Mishka and Natasha celebrated their birthday).
The kid must compose a story based on the suggested words.
There are many interesting speech therapy aids on sale.. They contain different Interesting games, sets of syllables, words, sentences, poems that can be used for homework with a child.
Try to fantasize more, present tasks in an interesting way.
When should you contact a speech pathologist?
Fine, by the age of 4-5 years, the child should form the correct speech.
If you notice that the child speaks incorrectly, you need to try to correct it yourself. If there is no positive result, it is worth contacting a specialist.
Many parents turn to a speech therapist for advice. A speech therapist can conduct a comprehensive speech examination, identify the type of violations and give recommendations to parents on correcting these violations.
A speech therapist can show you how to work with a baby, pick up good exercise for homework.
When speech disorder acts as a secondary violation, the help of a specialist is required.
If you began to notice that the child is lagging behind in development from his peers, there is no phrasal speech after three years, the behavior of the baby is different from others, be sure to consult a specialist for examination.
In order for a child to develop correctly and in a timely manner, adults should pay a lot of attention to him and deal with him.
If you notice that the baby has a disturbed sound pronunciation, you need to try to correct it.
Wrong speech will interfere with communication with peers, successful learning and may lead to associated defects.
Synopsis of a frontal speech therapy lesson on teaching literacy: “The sound [Ш] and the letter “Ш”
Explanatory note
All children with speech impairments studying in correctional schools Type VIII, have a logopedic psychological and pedagogical diagnosis - systemic underdevelopment of speech. Learning to read and write for these children is a very difficult process. Therefore, for a more solid assimilation of the program by the pupils, in practice the method is used when the speech therapist teacher conducts frontal exercises dedicated to introducing students to new letter and lessons on the differentiation of letters, and further work carried out by an elementary school teacher.
Synopsis of a frontal speech therapy lesson on teaching literacy.
Systemic underdevelopment of speech,IIIlevel. 1 class. 35 minutes
Themes: educational: “The sound [Sh] and the letter “Sh””;
lexical: "Pets".
Goals: I. Correctional and educational:
1. Formation of ideas about the articulum of sound [w].
2. Formation of ideas about the letter "Sh".
3. Formation of a connection between the acoustic-articulatory image of the sound [w] and the visual, graphomotor images of the letter “Sh”.
4. Formation of the skill of sound analysis and synthesis of syllables, words with the sound [w].
5. Enrichment of the dictionary on the topic "Pets".
II. Correction-developing:
1. Development phonemic hearing on the material of syllables, words with the sound [w].
2. Development of articulatory, manual and general motor skills.
4. Improvement grammatical structure speech (the formation of words - antonyms).
5. Development visual attention and perception.
III. Correctional and educational:
1. Education humane treatment to animals.
2. Education careful attitude to the equipment.
3. Development of the speech skill of attention to one's own speech and the speech of the interlocutor.
Equipment: 1) scheme "Vowel sound"; 2) scheme "Consonant sound"; 3) phoneme articulation profile [w]; 4) the scheme of articulation of the phoneme [w]; 5) the scheme of the characteristics of the phoneme [w]; 6) card "Letter" Ш ""; 7) the game "Let's go to the landmarks"; 8) demonstration letters of the split alphabet "Sh", "A", "X", "O", "U", "U", "M"; 9) pictures "Bukvograd" No. 1, No. 2; 10) illustration to the verse “Tili-bom, tili-bom…”; 11) a card with the image of contours of domestic animals superimposed on each other (according to the number of children); 12) strips of paper (according to the number of children); 13) counting sticks; 14) red chips, 2 for each child; 15) chips of blue color 2 for each child; 16) envelopes (according to the number of children); 17) ball; 18) picture “Find the letter “Sha” (according to the number of children); 19) card "Ladder of vowels"; 20) the letters of the split alphabet "M", "a", "w", "a" in a set for each child; 21) picture for reflection "Tree and birds"; 22) individual mirrors according to the number of children; 23) pictures of pets or toys to perform articulatory gymnastics(goat, kitten, puppy).
preliminary work : learn with the children the verse “The long-awaited call is given ...”, place in individual envelopes for students one strip of paper, 2 red chips, 2 blue chips, split alphabet letters: uppercase M, lowercase a, a, w. Lay out the cards (equipment 11) face down and prepared envelopes on the desks.
Lesson progress
1. Organizing time
Children greet the speech therapist teacher while standing, reciting the verse:
The long-awaited call is given,
The lesson starts.
Let's sit straight, don't bend over
We'll get to work.
Teacher speech therapist: Hello. Sit down. Today we will continue our journey through the country of knowledge and the city of Bukvograd.
2. Activation of knowledge
Teacher speech therapist: Let's remember which letters we have already settled in our houses (a speech therapist shows a picture, or a slide: equipment 9, No. 1).
Children: A, O, U, ES, Ha, uh.
Teacher speech therapist: What sounds do these letters represent?
Children: A, O, U, C, X, X, X, M, M.
Teacher speech therapist: We settled them in different houses: why?
Children: because sounds A, O, U- vowels and are marked in red, sounds M, S, X- hard consonants and are indicated in blue, and the sounds Мь, Сь, Хь are soft consonants and are indicated in green.
Teacher speech therapist: And how did we determine that these are vowel sounds, and these are consonants?
(The speech therapist shows a picture, or a slide: equipment 1, 2).
"Vowel" scheme "Consonant" scheme
Children: When we pronounce vowel sounds, the air stream passes through oral cavity(mouth) is free and does not encounter obstacles (barriers), and when we pronounce a consonant sound, the air stream meets an obstacle.
Teacher speech therapist: Well done. That's right.
Teacher speech therapist: Hear a song coming from the red house. Let's sing a song of vowel sounds AOUUA.
(Rev. 19, while singing (softly-louder-loudly-quietly-quietly) we draw a ladder in the air with our hand, going first up, then down, emphasizing the change in voice).
Children: AOOOA, AOOOA, AOOOA.
4. Special articulation gymnastics
Teacher speech therapist: In Bukvograd, as in any other city, animals live: cats, dogs and others. Here is a kid pulling sponges.
(Equipment 22, 23. First, the speech therapist shows a picture or a toy, then demonstrates the exercise, after which the children perform the exercises in front of a mirror. Exercises for lips : "Proboscis", "Tubule", "Speaker" counting up to 7 each).
Exercises for the lower jaw :
Teacher speech therapist: Let's show the kid how we can open and close our mouths. First, we open our mouth a little and hold it in this position - one, two, three, four, five. Now open your mouth wide and hold - one, two, three, four, five. Now let's cover our mouth a little - one, two, three, four, five. Now let's close. And all over again. (The exercise is performed 3 times).
Exercises for language :
Teacher speech therapist: Here is a tired dog, look at her tongue. Let's show the dog how the tongue can rest (Spatula exercise counting up to 7 three times). But the kitten bent the edges of the tongue up, and it turned out to be a cup (exercise "Cup" counting up to 7 three times). This kitten is drinking milk. Repeat after him (exercise is performed 3-5 times).
Exercise for the formation of a long air jet :
Teacher speech therapist: But a fly flew in and sat on the puppy's nose. You need to blow it off. Remove a strip of paper from your envelopes. Take it by one end, and attach the other to your nose, like me. From the tongue we will make a “cup” and blow. The air will rise up through the tongue and blow the fly off the nose, and the paper will show us whether we are doing the exercise correctly or not.
(The exercise is performed three times. The speech therapist monitors the correctness of the children's performance of all exercises).
5. Theme announcement
Teacher speech therapist: Blow off the fly. A fly flew over Bukvograd. Flies, flies and hears such words. And you listen, and then tell me, what sound do you hear more often than others? U on shhh she lo shhh adki shhh color brushing shhh okraki.
Children: Sound [w].
Teacher speech therapist: That's right, now think and say (formulate) the topic of our lesson, what sound will we talk about today?
Children: Today we will talk about the sound [w].
Teacher speech therapist: Yes. Today we will analyze the sound [w] and get acquainted with the letter that stands for the sound [w].
6. Isolated sound pronunciation
Teacher speech therapist: Let's all hiss together like a goose. Sh-sh-sh.
(The speech therapist teacher with his right hand depicts a goose opening and closing its beak). Teacher speech therapist: Sh-sh-sh.
(The speech therapist teacher with his left hand depicts a goose opening and closing its beak. The children do everything together with the speech therapist teacher).
7. Analysis of sound articulation
Teacher speech therapist: And how do we get the sound [w], how do we pronounce it? Say the sound [w] in front of the mirror, pay attention to your lips, teeth. Let's analyze the articulation of the sound [w].
(The speech therapist shows a picture, or a slide: equipment 3, and in the course of the explanation correlates the information with the image).
Phoneme articulation profile[w]
Teacher speech therapist: When we pronounce the sound [w], our lips Teeth close, but not closed. Language wide, in the form of a cup raised up.
(For an additional demonstration, we use a manual model, that is, we depict a cup with a hand).
Teacher speech therapist: The tip of the tongue is behind the upper teeth and slightly pulled back. The lateral edges of the tongue are pressed against the upper molars. vocal folds open, no vibration.
(We use tactile control: we press the back of the hand to the throat). Teacher speech therapist:air jet wide, long. Sh-sh-sh, sh-sh-sh, sh-sh-sh. (Equipment 4)
Phoneme articulation scheme [w]
8. Sound characteristic
Teacher speech therapist: And tell me, please, when we pronounce the sound [w], do we create a barrier to the air stream?
Children: Yes, we bring our teeth together, raise our tongue.
Teacher speech therapist: And if there is an obstacle, then the sound according to the characteristic ...... ..
Children: consonant.
Teacher speech therapist: And it is marked……..
Children: in blue.
Teacher speech therapist: Correctly. The sound [w] is consonant in characterization, always solid, the sound [w] is deaf, since the vocal folds are open, so we did not feel the vibration in the throat. Sh-sh-sh-sh-sh.
(Speech teacher shows picture: equipment 5)
Phoneme characteristics scheme [w]
Children: Sh-sh-sh-sh-sh.
9. The relationship of sound to letters
Teacher speech therapist: We have analyzed the sound [w]. But what does the letter that stands for the sound [w] look like? Look.
(Equipment 6).
Teacher speech therapist: It is called the letter [sha]. Together…
Children: Letter [sha].
Teacher speech therapist: What elements does the letter [sha] consist of?
Children: From sticks.
Teacher speech therapist: And how many sticks and how are these sticks arranged? Look: one, two, three - three sticks are located from top to bottom, vertically, and one is located horizontally, from left to right. Let's write the letter "Sh" in the air.
Teacher speech therapist: Now take out the counting sticks and build the letter [sha] on the desk. (Children lay out the letter "Sh". The speech therapist monitors the correctness of the assignment by the children).
Teacher speech therapist: What letter did you post?
Children: The letter [sha].
Teacher speech therapist: And what is the characterization of the letter [sha]?
Children: The letter [sha] is a consonant, solid and is indicated in blue.
Teacher speech therapist: Everything is correct. Well done.
10. Development of visual-spatial orientation (fine motor skills). Dictionary Refinement
Teacher speech therapist: Various animals live in the open spaces of the city of Bukvograd, and each animal gives a voice in its own way. (A speech therapist teacher in the text depicts each animal with a hand, and the children repeat).
Teacher speech therapist: The cat meows: "Meow, meow." What is the cat doing?
Children: The cat meows.
Teacher speech therapist: The dog barks: “Wow, woof.” What is the dog doing?
Children: The dog is barking.
Teacher speech therapist: The cow lows: "Moo-oo-oo." What is the cow doing?
Children: The cow is mooing.
Teacher speech therapist: The goose cackles: "Ha-ha-ha." What is the goose doing?
Children: The goose cackles.
Teacher speech therapist: The horse neighs: "Y-hoo." What is the horse doing?
Children: The horse neighs.
Teacher speech therapist: The goat bleats: "Me-uh-uh." What is the goat doing?
Children: The goat is bleating.
Teacher speech therapist: The chicken cackles: "Ko-ko-ko." What is the chicken doing?
Children: The chicken cackles.
Teacher speech therapist: And what do we call all these animals together?
Children: Pets.
Teacher speech therapist: Correctly.
11. Development of phonemic hearing
Teacher speech therapist: Each of you take out a blue chip from your envelope. I will name sounds, syllables, words, and if you hear the sound [w], then raise the blue chip.
A, O, W, M, H, W, T, R, W
TA, MA, AM, ASh, SHA, OK, OSH
MOUTH CAT BALL POCK NOISE
HORN GRASS LILY OF THE VALLEY.
(Students do the task).
12. Work on syllabic structure. Sound analysis syllable
Teacher speech therapist: Imagine: air has accumulated in the hose, and now it comes out and makes a noise Shhhh. In the word shshshshlang the first sound ... ..
Children: Sh-sh-sh.
Teacher speech therapist: Let's build the letter [sha] from the fingers, which means the sound [sh].
(The speech therapist, turning his back to the students, demonstrates a manual model of the letter “Sh”. From the clenched fist of the left hand, turned with the back to the face, straighten three fingers up: index, middle and ring fingers. From the clenched fist of the right hand, straighten to the left forefinger. We put the index finger of the right hand on the base of the fingers of the left hand. Pupils repeat all the actions for a speech therapist teacher).
Teacher speech therapist: Look at your letter. Let's call her.
Children: The letter "Sh".
Teacher speech therapist: Now take out of your envelopes the chips of red and blue flowers(Equipment 14, 15).
Teacher speech therapist: We denote the syllable ША by chips. What is the first sound in this syllable? Sh-Sh-Sh-A.
Children: The first sound is [w].
Teacher speech therapist: What chip will we designate it?
Children: Blue chip.
Teacher speech therapist: Why?
Children: Because he agrees.
Teacher speech therapist: Correctly. Listen, what is the second sound? W-A-A-A.
Children: The second sound [a].
Teacher speech therapist: What chip will we designate it and why?
Children: A red chip because it's a vowel.
Teacher speech therapist: Are there other sounds in this syllable?
Children: No. The syllable Sha has two sounds.
13. Dynamic pause
(Equipment 10). The speech therapist asks the students to rise from their seats.
Teacher speech therapist:
Tili-tili-tili-bom! ( We depict with our hands raised up, as we beat the bells).
The cat's house caught fire. ( Straightened palms are reduced above the head, connecting the fingertips and depicting the roof of the house).
The cat jumped out Jump in place).
Her eyes popped out. ( We bring clenched fists with the back of the hand to the eyes. Then, from the eyes, we throw our fists forward, straightening our arms in front of us and opening our fist, that is, straightening our fingers).
A chicken runs with a bucket
Fill the cat's house, ( We take our hands to the sides, depicting a rocker, and jump from foot to foot in place).
And a horse with a lantern, ( We walk in place, arms extended forward, as if holding an imaginary lantern in our hands.).
And a dog with a broom, ( Tilt forward. Hands down, swing your arms left and right).
Gray hare with a leaf. ( Straightened up. Hands in front of you at chest level. We put the palms of our hands together - sheet).
Once! Once! Once! Once! ( Hands are lowered along the body. Mahi with straight arms in front of you: down, up, down, up).
And the fire went out. ( We slowly squat, depicting a fading fire).
(The teacher-speech therapist asks the students to take their places).
14. Classification of objects
Teacher speech therapist: Consider the picture.
(Equipment 10).
Teacher speech therapist: Does the picture show a cat, a chicken, a dog, a horse and a hare? Who do you think is superfluous and why?
Children: An extra hare, because it belongs to wild animals, and the rest of the animals are domesticated.
Teacher speech therapist: Correctly.
15. Sound-syllabic analysis of a word with a graphic notation
Teacher speech therapist: One girl lives in Bukvograd, and her name is Masha. Let's analyze the word MASHA.
(The speech therapist on the board performs graphic recording words I_____).
Teacher speech therapist: Masha is the name of a girl, it is always written with a capital, capital letter. Let's count how many syllables are in the word "Masha". Ma-sha.
(Children slap the syllables).
Children: Two syllables.
Teacher speech therapist: Name the first syllable.
Children: The first syllable is MA.
Teacher speech therapist: Name the second syllable.
Children: Second syllable Sha.
(The speech therapist on the board indicates the number of syllables. Graphic recording is carried out with pronunciation).
(Children lay out the word scheme on the desk with the help of counting sticks).
Teacher speech therapist: The word "Masha" has two syllables. The first is MA, the second is SHA.
Let's take the first syllable. M-M-M-A. First sound...
Children: The first sound [m], consonant, is indicated by a blue chip.
(A speech therapist teacher draws a blue circle on the board under the line indicating the first syllable (instead of drawing a circle, you can use a blue magnet). Students, respectively, place a blue chip on the desk).
Teacher speech therapist: M-A-A-A. Second sound...
Children: The second sound [a], a vowel, is indicated by a red chip.
(The speech therapist on the board under the line indicating the first syllable draws red next to the blue circle. Students on the desk next to the blue chip put a red one).
Teacher speech therapist: How many sounds are in the first syllable?
Children: Two sounds: first [m], second [a].
Teacher speech therapist: Name the second syllable in the word "Ma-sha".
Children: In the word "Masha" the second syllable is ША.
Teacher speech therapist: Let's take a look at the second syllable. (The second syllable is parsed similarly).
Teacher speech therapist: You and I already know the letters that stand for all these sounds, and we can print the word "Masha". Take out the letters of the split alphabet from the envelopes and make the word "Masha" (op. 20). Remember that names are capitalized.
(Children lay out a word from the letters of the split alphabet. The speech therapist monitors the correctness of the assignment).
Teacher speech therapist: Let's read in unison: Masha.
(The speech therapist teacher asks the students to remove the chips, the letters of the split alphabet in an envelope, fold and remove the counting sticks).
16. Graphical analysis proposals with a note
Teacher speech therapist: Our Masha loves animals very much. She takes care of them, takes care of them. What does it mean? What she does?
Children:(Answers of children. For example, feeds, walks, grazes, bathes, washes, combs, heals, plays, etc.)
Teacher speech therapist: Masha is feeding the cat. This is an OFFER! Let's make a diagram of this proposal in a notebook.
(The speech therapist teacher asks the students to open notebooks for printing, take a pencil, count required amount cells and put a point from which students will start writing in a notebook).
Teacher speech therapist: Let's count how many words are in the sentence: "Masha feeds the cat."
Children: There are three words in this sentence.
Teacher speech therapist: The first word….
Children: The first word is Masha.
Teacher speech therapist: Written with...
Children: It is written with a capital (capital, capital) letter.
(The speech therapist teacher makes a graphical entry on the board, and the students in the notebook I____)
Teacher speech therapist: Second word....
Children: The second word is "feed".
Teacher speech therapist: Remember that words are written separately from each other.
I____ _____)
Teacher speech therapist: Third word....
Children: The third word is "cat".
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook I____ _____ _____)
Teacher speech therapist: End of our offer?
Children: Yes. You need to make a point.
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook I____ _____ _____.)
Teacher speech therapist: We have drawn a SCHEME OF THE OFFER.
Teacher speech therapist: Which words of the sentence "Masha feeds the cat" have the sound [w]?
Children: Masha, cat.
Teacher speech therapist: Where does the word "Masha" stand in the count?
Children: At the first place.
Teacher speech therapist: Let's mark it with a flag.
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook I__ F_ _ ____ ____.)
Teacher speech therapist: And where is the sound [w] in the word "Masha"? In what syllable?
Children: In the second syllable.
Teacher speech therapist: Where in this syllable?
Children: On the first.
(The speech therapist teacher on the board completes the graphic record, and the children in the notebook
I___ F____ _______ ______.)
Teacher speech therapist:“Masha feeds the cat.” Where does the word “cat” stand in a row?
Children: On the third place.
Teacher speech therapist: Let's mark it with a flag.
(The speech therapist teacher on the board supplements the graphic record, and the students in the notebook
I___ F____ _______ __F_ ___.)
(The speech therapist asks the students to put away their notebooks and pencils).
17. Development of higher mental functions (attention, thinking)
(Equipment 7). 
Teacher speech therapist: Look. Our Masha walked, walked and came to a crossroads. What is a "crossroads"? This is when at first there was one road, and then it split into several (we show in the picture), for example, as in the picture into three, and maybe two and four. Let's say together: CROSSROADS. Let's go with Masha along the paths and read the words. Find the way according to these landmarks (cards are displayed at the top - landmarks of the route, children choose the road according to the landmarks and read the word).
(Route: bush, tree, house. The speech therapist calls the student to the picture, offers to take a pointer, leading the pointer along the road to read the word and explain his choice. Then the speech therapist asks the student to go to his place and explains the meaning of the word, for example, show is bright stage performance or entertainment, this performance is very colorful and interesting, for example, a performance in a circus. The speech therapist changes the cards indicating the route: bush, mushroom, house. Road with the word "NOISE". Held similar work. The speech therapist changes the route: a bush, a house, a tree. Road with the word "SHAH". Similar work is being done.)
(An example of explaining the meaning of words: SHAH - a rich, revered nobleman in Eastern countries, lord. An action in the game "Chess" when a threat to the king is created by an attack by some opponent's piece; NOISE - sounds that have merged into a discordant, usually loud sound: from movement, for example, the noise of a train ; from voices - screams, quarrels of discussion).
18. Development of visual attention and perception
Teacher speech therapist: Well done all the tracks passed. Now take the cards that are on your desk, turn them over and carefully examine the image (r. 11). Masha got to her house. Decided to feed the animals. She shows concern for them. And all people should take care of the animals, be responsible for those who were taken to live in the house. If you have an animal, you take care of it all its life. Now find the mother of the puppy in the picture. This is….
Children: dog.
Teacher speech therapist: Circle her. (Children trace the outline of the image of the animal with a small pointer or finger). Now find the mother of the lamb. This is….
Children: sheep.
Teacher speech therapist: Circle her. Now find the mother of the calf. This is….
Children: cow.
Teacher speech therapist: Circle her.
Children: Horse.
Teacher speech therapist: Circle her. What is the name of the baby horse?
Children: Foal.
Teacher speech therapist: What other animals do you see in the picture?
Children: Goat.
Teacher speech therapist: Circle her. What is the name of the baby goat?
Children: Kid.
Teacher speech therapist: What other animals do you see in the picture?
Children: The cat.
Teacher speech therapist: Circle her. What is the name of the baby cat?
Children: Kitty.
Teacher speech therapist: There is one more animal left in our picture.
Children: This is a pig.
Teacher speech therapist: Circle her. What is the name of the baby pig?
Children: Piglet.
Teacher speech therapist: All these animals belong to the same group. Name this group.
Children: This is a group of pets.
19. Improving the grammatical structure of speech
Teacher speech therapist: Correctly. Well done. Now let's play the reverse game.
(Equipment 17. The speech therapist takes turns approaching the students, asks a question and throws the ball. The student answers question asked and throws the ball back to the speech therapist. The speech therapist throws the ball to the next person, etc.)
Teacher speech therapist: The cat has long hair, and the cow ... (we throw the ball to the student).
The child who was thrown the ball: short (throws the ball to the speech therapist).
Teacher speech therapist: The horse is big, and the cat .... (little). The bull is strong, but the calf .... (weak). The horse is tall, and the dog .... (low). In a goat, the hairs of the wool are straight, and in a sheep .... (curly). The lamb is thin, and the pig .... (fat). A cow has a short coat, and a cat ... (long). A lamb has soft wool, and a pig has a bristle ... (hard). The cat's claws are sharp, and the dog's ... (blunt). The kitten's paw pads are soft, and the foal's hooves ... (hard).
20. Homework
Teacher speech therapist: Listen to the homework. Think of words that start with the sound [sh], or that have the sound [sh] in the middle or at the end of the word. Find all the letters "sh" that are hidden in the picture among the objects. (Equipment 18).
21. Summary of the lesson
Teacher speech therapist: Today we met with the letter "Sh". Let's put it together with our fingers. (Students together with a speech therapist perform the task)
Teacher speech therapist: Let's write the letter "Sh" in the air.
(Writing in the air with pronunciation).
Teacher speech therapist: What is the sound of the letter "sha"?
Children: sound [w].
Teacher speech therapist: Let's remember the articulation of the sound [w]. (Analysis of articulation together with children based on the articulation scheme). When we pronounce the sound [w], our lips rounded and slightly pushed forward. Teeth close, but not closed. The tongue is wide and raised. The tip of the tongue is behind the upper teeth and is slightly pulled back. The lateral edges of the tongue are pressed against the upper molars. vocal folds open, no vibration (tactile control). air jet wide, long. Sh-sh-sh.
Teacher speech therapist: Describe the sound [w].
Children: The sound [w] is consonant, hard and deaf.
Teacher speech therapist: and is marked……..
Children: in blue. (Rev. 5)
Teacher speech therapist: Correctly. The sound [w] is consonant, deaf, the vocal folds are open, there is no vibration, and it is always solid. And the letter "Sh" is a consonant, solid. Let's populate the letter "Ш" in our house (op. 9 No. 2).
22. Reflection
Teacher speech therapist: One tree grows in Bukvograd, to which birds flock. (Equipment 21).
Teacher speech therapist: Listen carefully: to whom everything was NOT UNDERSTOOD in the lesson, he will plant a bullfinch with a red breast on a tree. Whoever understood something in the lesson, did not understand something, will plant a titmouse with a yellow breast on a tree. And to whom everything was UNDERSTOOD in the lesson, he will plant a sparrow with a green twig on a tree.
(Children come up, choose birds and plant birds on a tree). 
Teacher speech therapist: That's how many birds flew to our tree (The number of bullfinches, tits, sparrows is counted).
23. Evaluation of the work of children in the classroom
Teacher speech therapist evaluates the work of children in the classroom. For example: - I really liked how they worked at the lesson today (names the children). And ……… could work better. I think that by the next lesson you will catch up, and everyone will work for five. Our work with you is over. Now you and ... (the teacher's name is called) will practice reading the letter "Sh".
The speech pathologist leaves classroom teacher spends with students dynamic pause and reinforces the skill of reading words with the letter "Sh" in the primer.
Abstract of an individual speech therapy lesson. Subject: "Sh" sound
Program content:
Automate sound (sh) in syllables, words, text.
Learn to agree nouns with numerals.
To fix the names of wild animals and their cubs.
Develop fine motor skills (learn to accompany speech with hand movements).
Equipment:
Flannelgraph: wild animals on magnets; two sheets of paper; two markers; two frogs (toys).
Lesson progress:
Speech therapist:
Hello. Today we will continue to learn beautifully, to pronounce the sound (Ш). First you need to prepare the language for the lesson and perform articulation exercises: A fence, a straw, a wide tongue, blow on a wide tongue, a horse, a fungus, an accordion, a cup, a cup on the upper teeth, hiss like a snake.
Finger game "Playing the piano"
When pronouncing the syllables sha - sho - shu - shi - she, the child imitates playing the piano, pressing each finger in turn to the surface of the table, starting with the thumb and vice versa.
Finger game "Hello finger"
(Left hand - ashka - oshka - ear - oshka -, right hand- oshta - ushto - ishty - ashty), each finger touches the thumb.
Speech therapist:
Repeat the words after me: closet, school, box, corkscrew, pants, bayonet, headquarters, darn, curtain, bumblebee. Finish the word the same way: Babu - shka; grandfather -; mi -; pu-; katu—; under -; to -; mo - ; py -; oops - ... .
Speech therapist:
Mom darns the teddy bear's pants.
Game: "I - you - he - we - you - they"
Darn panties
Teddy bear.
Speech therapist:
Guess a riddle.
Jumping animal -
Not a mouth, but a trap.
Will fall into a trap
And a mosquito and a fly.
Who is it?
Child.
Frog.
Speech therapist:
That's right, frog.
Count how many of them sit in the swamp?
Now tell me about two frogs.
Child:
They live in the swamp
We saw -
The children came
They admired
The heron crept up to -
She wanted to eat
The children talked about
Teacher speech therapist.
And let's play with our frogs.
A dialogue is played out between the child and the teacher - a speech therapist.
Where are you coming from
Frog frog?
- From the market home,
Dear friend!
- What did you buy?
- A little bit of everything:
I bought kvapusta, kvasol and kvartoshka.
Speech therapist:
Imagine that this is a swamp in the forest. Look, the animals are in trouble in the forest. They lost their babies. Help the cubs find their parents.
Didactic game "Animals and their cubs"
Held didactic game. Well done. Now we will make a gift to each other. Take a marker and a sheet of paper. Repeat everything I say and draw exactly like me (with your right hand).
Speech therapist:
Lived, there were two brothers. One was named Mishka, the other Timoshka. They dug a well. Covered with straw to keep warm. They surrounded him with a fence. Two pipes protruded from behind the fence. There is a stove, nothing to heat. Mishka goes to the forest for firewood. Rides, rides, thump in the hole, rides, rides, thump in the hole. Lost. Climbed up the tree. Looks: two pipes are visible. Get off the tree and go home. Hello Timoshka. Here's a cat for you.
Summary of the lesson:
Tell me what did you do in class? Thank you so much today, you're great!
About everything in the world:
In 1930, The Rogue Song, a film about the kidnapping of a girl in the Caucasus Mountains, was released in the US. Actors Stan Laurel, Lawrence Tibbett and Oliver Hardy played local crooks in this film. Surprisingly, these actors are very similar to the characters...
