Frontal lesson in the preparatory speech therapy group on the topic: "Sound [w]"
Abstract of the frontal lesson in the preparatory speech therapy group on the topic: "Sound [w]"
Naletova Ekaterina Anatolyevna, teacher-speech therapist of the MDOU kindergarten of a combined type No. 17, the city of Podolsk, Moscow RegionMaterial Description: The proposed material can be used in whole or in part by speech therapists of preschool educational institutions working with children with general underdevelopment of speech in the group preparatory to school (6-7 years old). It's no secret that the shortcomings of oral speech in a child must be eliminated before the start of schooling. Otherwise, the child is threatened with writing disorders such as dysgraphia and dyslexia. In order to prevent the above violations, the abstract describes in detail the work with children in a playful way, aimed at automating the sound [w] in preschoolers at different stages, the development of general, fine and articulatory motor skills, facial muscles, as well as breathing and voice. Game exercises for the development of phonemic hearing and perception, improvement of the skill of sound-syllabic analysis and synthesis, development of word-formation and inflection skills are presented.
Goals:
Correctional and educational:
- to consolidate the concept of the mechanism of sound formation [w];
- continue to teach children to give the acoustic-articulation characteristics of the sound [w] based on various types of analyzers;
- to develop word-formation and inflection skills.
Correction-developing:
- automate the sound [w] in children in syllables, in words and sentences;
- develop general, fine and articulatory motor skills;
- to develop breathing, voice, facial muscles in children;
- develop phonemic hearing and perception;
- develop sound-syllabic analysis and synthesis;
- clarify and expand the vocabulary;
- develop attention and memory
Correctional and educational:
- educate children in self-control over speech;
- educate children to be observant
Equipment: colored symbols for laying out sound patterns, story pictures, a profile of the acoustic-articulation sound image [sh], object pictures depicting various types of transport and subject pictures for sound [sh], sentence schemes, the Fun Train manual, a multimedia board and a projector.
STUDY PROCESS
Organizing time:
Today we have guests. Guys, what transport do you think they used to get to our garden? The one who will name any type of transport will sit down.
1. Message of the topic of the lesson:
The game "4 extra".- I will name 4 modes of transport, and you, please, select one extra from them (airplane, helicopter, car, hang glider). Explain why?
An extra car, because it is a ground transport, and an airplane, a helicopter and a hang glider are air transport.
-Today we will ride in a car and at the same time we will constantly monitor the correct pronunciation of the sound [w]. What sound in the word machine did I highlight with intonation?
-Sound [w].
Sound characteristic [w] according to articulatory and acoustic features:
What do lips do when we pronounce the sound [w]?
- Lips are rounded.
-Where is the language?
- Behind the upper teeth.
- Which tongue, narrow or wide?
- The tongue is wide, cupped.
- Is there an obstruction in the mouth?
-Language creates a barrier, so the sound [w] is a consonant.
Does the sound [w] sound hard or soft?
-Sound [w] is always solid.
-How do we pronounce the sound [w], with or without a voice?
The sound [w] is a consonant, always a hard, deaf sound. The child at the blackboard indicates the sound [w] with a color symbol.
2. Development of phonemic hearing.
Isolation of the sound [w] in a series of sounds (s, s, h, sh, u, s, s, sh, c, sh ...)
-I will make similar sounds, and you clap your hands when you hear the sound [sh].
3. Automation of sound [w] in words, sentences.
I will name the word, and you will replace the first sound in it with the sound [w] and name the resulting word.
Slipper - hat Glow - jackal Dar - ball
Cup - checker Flange - hose Soap - awl
Stomp - whisper Joint - bayonet Lips - fur coats
Mouse - bump Sorry - shawl Mage - step
In parallel, the meaning of new words is explained.
4. Determining the position of the sound [w] in words.
Fun train game.- Passengers will ride in the first car, in the name of which the sound [w] is at the beginning of the word, in the second - in the middle, in the third - at the end of the word.
In the word cap, the sound [w] is at the beginning of the word.
Game "Word Lost"
- I will read you poetry, and if I mix something up, you correct my mistake
With a friend we played ...... cups
They drank tea from white ... ... checkers.
Got out of the mink ... .. bump
A mouse fell on her.
My sister and I sewed dishes ... ..
And clothes for dolls ... ... washed
Crying bitterly ... ... poor ball
Air flew away ... .. Garik
The balloon has flown. Let's make a diagram of the last sentence.
How many words are in a sentence? What is the first word? What is the last word?
5. Dynamic pause.
Speech with movement.
Cars are racing madly
One-one-one-one holding the steering wheel
Their backs rustle along the highway
Sha-shu-she-shi stomp their feet
At the end of a long journey
Ash-sh-sh-ish palm at the forehead
A whisper is heard: she-sho-shu, she-sho-shu palms with a mouthpiece
This is the tire whispering to the tire: “I’m no longer in a hurry - shoo-shoo” on the exhale, with a decrease in the strength of the voice
6. Syllabic-sound analysis.
In a car with a burst tire, a teddy bear came to us. While the tire is being glued in the auto repair shop, we will lay out a syllabic-sound analysis of the word MISHKA.
Child at the blackboard: bear is one word. It has 2 syllables: mish-ka
In the syllable MISh-:
The first sound [m`] is a consonant, soft, sonorous sound. I will mark it with a green square.
The second sound [and] is a vowel sound, I will designate it with a red square.
The third sound [w] is a consonant, always a hard, deaf sound, I will designate it with a blue square.
In the syllable -KA:
The first sound [k] is a consonant, hard, deaf sound, I will designate it with a blue square.
The second sound [a] is a vowel sound, I will designate it with a red square.
How many sounds are there in the word bear? How many syllables?
-What needs to be changed in the sound scheme so that we get the word CAT?
-It is necessary to remove the first green square and put a blue one, because in the word CAT the first sound is K - a consonant, hard, deaf sound.
7. Formation of the lexical and grammatical structure of the language.
Knock on the door. They bring an envelope.
- Guys, they brought us a letter from Shpuntik. He writes that friends from Sunny City gave him a car along with special pictures. The pictures show the actions that the machine can perform. Please help me name these.
o a car pulls up to the house o a car pulls into the garage
o the car drove away from the house o the car drove uphill
o the car drove up to the garage o the car drove off the mountain
o the car leaves the garage o the car crosses the river
o the car comes around the corner
Children take turns calling the actions of the machine, which are depicted on the multimedia board.
Game Say the opposite.
There are plot pictures on the tables of children, the one who has the opposite action to that depicted on the screen answers. On the screen: the car drove off the mountain. The child replies: "My car drove up the mountain."
The game "Guess the transport."
Guessing objects by the name of their parts.
- Body, cab, wheel, steering wheel, headlights.
- This is a car (picture on the screen)
- Wings, cockpit, tail, motor.
- This is a plane.
- Deck, anchor, cabin, stern, bow.
- It's a ship.
- Wagons, compartments, electric locomotives.
- It's a train.
Children have subject pictures depicting various types of transport on the tables. On multimedia plot pictures depicting the highway, the sea, the railway and the sky. Children correlate their subject picture with the plot on the screen.
Child: The car is driving along the road, this is ground transportation.
The train travels on the railroad, this is rail transport.
An airplane (helicopter) flies in the sky, it is air transport.
A ship (boat, boat) floats on water, this is water transport.
The train rides in the subway, this is an underground transport.
A motorcycle (bicycle) rides on the road, this is land transport.
Summary of the lesson
What sound are we talking about today? Describe the sound [w].
- What types of transport do you know? To denote the sound [w] in the next lesson, we will get acquainted with the letter Sh.
Target: Learn to differentiate the sounds L, L′ in words.
- Develop sound-letter analysis skills.
- Develop phonemic hearing, activate the selection of words with the sounds L, L′.
- Strengthen the ability to form possessive adjectives.
- Develop visual attention, the ability to navigate on a sheet of paper.
- Develop fine and general motor skills, coordination of speech with movement.
- To form the skills of cooperation, mutual understanding, goodwill, independence.
Dictionary: words with sounds L, L′.
Equipment: a table with pictures in the name of which sounds L, L′, chips, pictures: coat, dress, tights, scarf, shawl, blouse, shawl, vest, swimming trunks, swimsuit; picture Alien.
Course progress.
I. Organizational moment
Say hello to guests
Smile to everyone around you.
Give a hand to a friend on the left
And quickly get up in a circle.
We are calm and kind, we are friendly, we are healthy. Take a deep breath through your nose and breathe in freshness, kindness, beauty. Exhale through your mouth all the resentment and grief.
Look at the table.
What I ask, then call.
| Onion | Watering can | Moon |
| Sheet | Boat | Fox |
Who is depicted in the upper right cell;
In the lower left cell;
Top row, middle;
In the upper left cell;
In the lower right cell;
Bottom row in the middle?
Highlight the first sounds in words. (L, L′).
Today we have landed a space dish, look here. Who flew on it? ( Alien.) Why is it called that? ( He came to us from another planet.)
The guest addresses the children in his own language, the children repeat:
LA-LA-LA (how to say hello);
LU-LU-LU (with joy);
LY-LI-LI (with chagrin).
What is your name? (Lolik.)
Lolik flew to our earth to learn more about our planet and about objects. Let's tell him. Take a card with your name on it and sit down at the tables.
II main part.
1. What are you sitting on? ( on the chair). Where are the cards? ( on the table). The words chair table similar? How? ( analysis of words at the board and at the tables with colored chips, and then lay out the letters).
What is the word for these items? ( Furniture.) What is the last sound in this word? ( le- consonant, soft).
2. And now we will tell Lolik what clothes we wear (pictures: coat, dress, tights, scarf, shawl, blouse, shawl, vest, swimming trunks, swimsuit). Arrange the pictures to the blue and green chip (sounds L - L).
3. Let's tell Lolik what we eat. Remember the dishes in the name of which there are sounds L, L (salad, goulash, belyashi, cutlets, jelly); guess the berries and fruits: the first sound is I, the last is O (apple); the last syllable ZHAN (eggplant); the first syllable is MA, the last is HA (raspberry); the first sound is C, the last is A (plum); the last syllable is mon (lemon).
4. Listen to what fruits and berries Lolik chose: (we pronounce with the wrong accent, the children correct) raspberry, lemon, plum.
Physical education "Frog"
Exercise activates the central nervous system, improves mood.
I.P. - standing, legs together.
Imagine that we have become a frog.
We bend the "legs", press them to the chest. Being in this position, we squat slightly and take a breath. While exhaling, pronouncing “kva-a-a”, we suddenly make a sharp jump forward, spreading our arms and legs in a jump.
Warm rain dripping
The grass has grown.
The frog croaks:
"Kwa-kva-kva-kva-kva!"
Tired of midges -
It's time to swallow it!"
Feel. Did you like frog jumping? Why? What was the mood like?
5. What other animals in the name of which have the sound L live on our planet? (wolf, squirrel, elk), and name the animals with the sound L (fox, deer).
6. Let's play the game "Whose, whose, whose?" (with a ball).
Paws of a wolf (wolf);
The muzzle of a fox (fox), etc.
7. Make sentences with the words: elk, deer, squirrel, wolf(children make sentences, lay out diagrams, determine how many words are in a sentence).
8. Our guest liked our place, he learned a lot of interesting things. Lolik wants to ask you questions, try to answer them.
What would happen if all the animals and birds suddenly disappeared on earth?
What will you do if you see an unextinguished fire in the forest?
What can be done for our planet to prosper? (reasoning of children).
Guys, what does it mean to be inquisitive? Ask your questions about the Earth, about space.
III. Summary of the lesson
Our guest says goodbye to us, he leaves you an encyclopedia in which you will find answers to your questions.
What did we do today? What was interesting, what task seemed difficult? D / s, complete the tasks on the sheets “Sounds L, L ′”.
Topic: “Trip to Prostokvashino” (sounds P and Pb, letter P)
Target: to consolidate the skills of clear pronunciation and discrimination of sounds P and Pb; fix the image of the letter R.
Tasks: I teach children to listen carefully to the speech of an adult, to correctly understand logical and grammatical constructions; to consolidate the skills of clear pronunciation and distinguishing between the sounds P and Pb in words and sentences; develop phonemic perception; improve the skills of analytical and synthetic activities, develop the sound-syllabic representations of children; to fix the graphic image of the letter P, carrying out the prevention of dysgraphia; improve the practical use of nouns in indirect cases; II to develop auditory attention, auditory and visual memory; III to develop the skills of educational activities (the ability to answer questions with complete sentences, control the delivered sounds)
Material: phone, symbols of the sounds P and Pb, flannelograph, figures, pictures: train, village, pen, pictures on topics with sounds P and Pb and without sounds, a toy Zvukedik - evil and good, tokens, a ball, the letter P, letters of the split alphabet, counting sticks.
Lesson progress:
I Organizing moment. The one who answers will sit down, did I say the sentences correctly:
- The cart is carrying a horse. (No, but how is it right?); 2. The cat caught the mouse; 3. The horse is carrying the cart; 4. The mouse caught the cat; 5. The lantern is illuminated by the street; 6. The street is illuminated by a lantern.
II (Phone rings) "Hello! Hello Matroskin! Hello Sharik! Are you inviting us to visit? Thanks for the invitation. Goodbye!" The guys, the cat Matroskin and the dog Sharik invite us to visit the village of Prostokvashino. Do you want to go to Prostokvashino? Matroskin and Sharik have favorite sounds. Guess what these sounds are, I will highlight them with my voice: Matrrroskin, Sharrrik. (P and Pb).
Today, at the invitation of the cat Matroskin and the dog Sharik, we will go to Prostokvashino and remember the sounds P and Pb.
III (Display of symbols of sounds) The dog growls menacingly: rrrr. The little puppy growls: rrrr. What does our tongue do when we pronounce these sounds? Is the mouth closed or open? What are lips doing? Describe the sounds P and Pb.
IV Game "Catch the sound". We catch the sounds P and Pb with our palms. Close your eyes: r, b, m, r, ra, zha, rya, byu, am, ru; cancer, cat, fish, house, primer, hedgehog, suitcase, axe,…
- Since we are going to visit, we need to buy gifts for the inhabitants of the village of Prostokvashino. We go shopping. An evil Zvukoedik settled in the store. The sound-eater eats the sounds P and Pb in words. We pass the Zvukoedik, we correct the words: ... epka, ... fish, b ... yucca, g ... ear, topo ..., snows ... Well done, we corrected all the words correctly, and the evil Zvukodyk turned into a good Zvukovichka. And we will go shopping in the store, you need to buy gifts only with the sound P or Pb. Alyosha will go to a furniture store; Ksyusha - to the grocery store, Grisha - to the dishware store; Nikita - to the store "Products for giving"; Vlad - to the dishware store. What did you buy? What is the sound in your word, where is it?
VI Gifts have been prepared, we get on the train, let's go. (Showing a picture) And here is the village of Prostokvashino. (Showing figurines on a flannelograph) Who is waiting for us? (Uncle Fyodor, cow Murka, dog Sharik, cat Matroskin, calf Gavryusha, postman Pechkin). In what names is the sound P (Fedor, Matroskin, Murka) heard, and in which are the sound Pb (Gavryusha, Sharik)? Who do we greet? (With Uncle Fyodor, the dog Sharik, the cat Matroskin, the cow Murka, the calf Gavryusha, the postman Pechkin.) Who and what did we bring as a gift? Ksyusha, to whom and what will you give?
VII Matroskin wants to play the game "Whatever happened" with you. Look at the pictures, memorize them, close your eyes, now Matroskin, he will remove some picture. Whatever happened?
VIII Uncle Fedor offers to play the game “Think of a word by the first syllable”: Ra-ra-ra, the game begins, I ask you to name the words from the syllable Ra (rocket, rackets, wound, rainbow, work, radio, shell, crayfish, …) (Give tokens)
Fizminutka. Uncle Fyodor has a large garden, we will help him dig up the beds.
We took the spatulas
The beds were dug up.
Picked up a rake
The beds were leveled.
Seeds in rows
Together we planted
And then water
Watered warm.
IX Ball game "Find a place for sound." Insert into the word in which I will call the sound P or Pb. It should be the second: a pud - a pond, a cat - ..., a battle - ..., a bale - ..., a chopper - ..., heels - ..., a cat - ...
X Pechkin loves to compose poems, listen to what poem Pechkin came up with about Uncle Fyodor, it has a lot of words with the sounds P and Pb:
Have Fedora garden
In him carrot growing
And peas, and tomatoes
Beside garden Fedora
Basically there tomatoes.
I read again, for each word with the sounds P and Pb, you take a counting stick.
Count how many sticks you have, how many words with the sounds P and Pb were in the poem?
XI Together with the inhabitants of Prostokvashino, we remembered the sounds P and Pb. What letter represents these sounds? (Show letter R)
The letter R is not difficult to write
Right to the stick carefully
We will draw a flag.
And you get a checkbox.
What are the elements of the letter R? What are these elements? The calf Gavryusha wrote letters on the board. Are all letters spelled correctly? Cross out the wrong letters.
XII Uncle Fyodor will soon go to first grade, just like you. Guess what you need to write to Uncle Fyodor at school. I will scatter this word into sounds, and you prepare your hands, “collect” the sounds into a whole word
Sound-syllabic analysis of the word PEN, lay out this word from the letters.
Summary of the lesson. Guys, it's time for us to go back to kindergarten. Who did we visit? What sounds were repeated? Boarded the train.
1. Lesson topic message
SPEECH THERAPIST: Today the playful Sasha came to our lesson and brought interesting games(Presentation).
For each correctly completed task, you will receive a part of the picture, and at the end of the lesson you will be able to assemble the whole picture from these parts.
What consonants do you hear in the name Sasha?
2. Breathing exercises "Let's help Sasha inflate the balloon"
Inhale through the nose, on the exhale we pronounce s-s-s (the ball is deflated)
Inhale through the nose, on the exhale we pronounce sh-sh-sh (inflate the balloon)
SPEECH THERAPIST: So, what sounds are we going to work with today?
3. Comparative characteristics of sounds
Sasha's first task is to compare the sounds [С] and [Ш]
SPEECH THERAPIST: -Remember the nature of the sounds [C] and [W]. How are they similar, how are they different?
The sounds [s] and [w] are consonants - when we pronounce them, the air meets an obstacle (tongue). They are both hard, deaf.
They differ in that when pronouncing the sound [s] - the tip of the tongue falls behind the lower teeth (↓), and when we pronounce the sound [w] - the tip of the tongue behind the upper teeth ()
The sound [C] has a soft brother - [C '], and the sound [Ш] is always hard.
These sounds live in different letters. The sound [s] in the letter C, and the sound [w] in the letter Sh.
Well done boys.
The first piece of the picture appears on the board.
4. Differentiation of isolated sounds.
Sasha is very fond of playing ciphers - this is the profession of people who read encrypted letters.
Game "Cryphers"
Pronounce the sounds according to the pattern, where the arrows indicate the position of the tongue: ↓↓, ↓, ↓, ↓, ↓↓, ↓↓
The second fragment of the picture appears on the board.
5. Differentiation of sounds in syllables. Echo game
The third task is to repeat the syllables in the correct order.
sa-sha-sa as-ash-as sho-so-sho
osh-osh-osh su-su-shu us-us-ush
The third fragment of the picture appears on the board.
6. Finger gymnastics "Builders"
8. Differentiation of sounds in words.
The fourth task - "Say a new word"
a) Replacing the sound С with the sound Ш (words-paronyms)
juice - ... fable - ... bowl - ...
day -... helmet - ... mustache - ...
The fourth fragment of the picture appears on the board.
B) Unfolding pictures
Fifth task - "Put the tools on the shelves"
SPEECH THERAPIST: -Guys, you have not forgotten that Sasha is a little naughty with us - he loves to play, play pranks. And now he went into the garage to his dad and it so happened that Sasha scattered all the tools. Let's help Sasha put the tools on their shelves.
Two shelves appear on the board __________
___________↓
Tell me, which tools will we put on the top shelf, and which ones on the bottom? Why?
The fifth fragment of the picture appears on the board.
9. Physical education "Different professions"
I - the driver - washed the car, | Left hand on the belt, circular movements with the right hand ("Wash the glass") |
He sat behind the wheel and arched his back. | "Turn" the steering wheel |
The engine hummed and the tires They rustled at the car. | "winder" movement |
The janitor sweeps the yard, The janitor removes rubbish. | Imitation of work with a broom |
Our security guard Boldly looks into the darkness. | "Look" from under the palm |
A shoemaker's boots For any sew legs | Marching in place |
Horseshoes will be nailed to the boots | The fist of the right hand knocks on the palm of the left |
And dance without stopping. | Hands on the belt, alternately put the right and left legs on the heel |
10. Reading syllables ( Presentation)
The sixth task - read the syllables and words.
SPEAKER: When you compared sounds, you said that the sound [C] lives in the letter C, and the sound [Ш] lives in the letter Sh. Now let's read the syllables and words with these letters.
11. Sound analysis of the word
A) Sound analysis of the word DRYING
b) Compilation of the word DRYING from the letters of the split alphabet.
The sixth fragment of the picture appears on the board.
12. Differentiation of sounds in a sentence. Memorizing tongue twisters according to a mnemonic scheme, with oculomotor gymnastics.
The seventh task is to learn a tongue twister
The shoemaker sewed boots
centipede boots.
A mnemonic diagram appears on the screen in the presentation.
Well done! And you have completed this task.
The seventh fragment of the picture appears on the board.
13. Differentiation of sounds in the text (Count how many sentences are in the text)
Sasha's mother is a seamstress. Mom's name is Svetlana. She has a sewing machine at home. Sasha's mom is a real craftswoman! He sews shorts, then a shirt.
For the first proposal, we draw up a diagram.
The eighth fragment of the picture appears on the board.
Olga Krivorotova
Synopsis of a frontal speech therapy lesson in the preparatory group for school "Differentiation of sounds [H] - [T ']"
Goals:
correctional educational:
Give children a concept of the mechanism of education sounds Ch - T in comparative terms;
To form coherent speech skills;
correctional and developmental:
Teach children differentiate sounds Ch - T in syllables, words and sentences;
Develop mental activity;
Develop phonemic hearing and perception;
Learn to coordinate speech and movement;
Perform exercises aimed at preventing dysgraphia;
correctional and educational:
Cultivate independence, observation;
To develop in children the skills of self-control of speech.
Equipment: table of acoustic-articulation image sound, chips, game guide "Where shall we put what?", pencils, notebooks, charting kits, mirrors, subject pictures depicting various plants, pictures that contain CH sounds, Th.
Lesson progress
1. Organizational moment.
The one who will name the words with the letter L will sit down.
1. General relaxation.
I put my hands on my knees
And now a little laziness.
The tension has flown
And the whole body is relaxed.
Our muscles are not tired
And they became even more obedient.
2. Articulation gymnastics.
Slowly open and close your mouth.
The same with tilting the head back.
Release your jaw with your hand.
Movement of the jaw to the right and left.
Kiss (butterfly kissed a flown flower).
And then she sang a thoughtful song (a card with a song from sounds) .
Alternate protrusion of the tongue back and forth.
After "kiss" the flower of the butterfly has pollen left, lick the upper lip. "Delicious jam".
Ay, ay, let's cheer the Butterfly up. chant the vowels sounds.
II. Exercises to develop pronunciation and literacy.
1. Announcement of the topic.
Speech therapist: Look at the blackboard, what kind of objects do you see?
Children: Phone, watch.
Speech therapist: Highlight the first word sound.
Children: H, T.
Speech therapist: Give these sounds acoustic-articulation characteristics.
Children: Sound Ch - consonant, deaf, always soft, denoted in green.
Sound Th - consonant, deaf, soft, denoted in green.
Speech therapist: What about these two sound different?
Children: differ in articulation, on sound H - articulation posture "Bagel", and on sound TH -"Smile", "Fence".
Speech therapist: Today we will learn to distinguish sounds Ch - T.
2. Development of phonemic hearing.
The game "Catch sound» .
Speech therapist: On the sound H - stomp, a sound t -"clap".
Ch, P, Th, A, Ch, N, Th, I, V.
3. Communication sounds and letters. The letters H and T are printed on the board with the missing elements. Children restore and name letters.
4. Differentiation of sounds in syllables, words, sentences and texts.
Playback syllabic rows: cha-cha-cha-cha ti-ti-chi-ti tu-chu-chu-ti, etc.
The game "Vice versa".
Ball - knead Stove - sing
Evening - wind Pechka - Petka
III. Phys. minute “Hey guys, hey-gay…”.
Hey guys hey gay
We cut vegetables for cabbage soup,
We cut cabbage
The soup will be delicious.
We peel potatoes
We clean very well.
We will grate carrots
Red head.
And then, and then
We'll cut the tomato
And the head of the beam
And a clove of garlic.
We'll salt the soup
We'll salt the soup
Try blueberry.
Work in notebooks:
Task number 1
Restore the letters and read the words:
Wind, evening.
Sound analysis of the words evening, wind.
Coloring sound word scheme WIND EVENING.
Making sentences with the words evening and wind (words must be in the same sentence).
Offer analysis.
Task number 2. Graphic scheme of the proposed proposal.
IV. finger game "Stroke my palms hedgehog." with a su-jok ball
Stroke my palms, hedgehog,
You're prickly, so what.
I want to stroke you
I want to get along with you. (text movements)
V. Exercises for the development of the lexical and grammatical side of speech. The game "Where are we going to plant?"
VI. Task number 3 (in notebooks).For the game, a special manual is used. A garden, a vegetable garden, a forest are drawn on sheets of paper. And next to it are pear, tomato, radish, mushroom, cherry, spruce.
Children need to combine subject pictures with garden, garden and forest plants.
Children connect pictures and comment on their own. actions: These are cucumbers. Cucumbers are vegetables. We will plant their seeds in the garden in the garden. This is raspberry. Raspberry is a berry. We will plant her bushes in the garden. This is a boletus mushroom. It grows in the forest." Etc.
Task number 4. Carry out hatching according to the pattern.
Carrot, raspberry, mushroom.
VII. Outcome lessons and evaluation of children's work. What kind sounds we learned to distinguish today?
1. Describe these sounds.
The choice of words that sound Ch is in the middle of a word.
The choice of words that sound t is at the beginning of a word.
Dividing words into syllables. Scheme.
V. Reflection.
Speech therapist: think if it was easy for you to complete the proposed tasks today, raise cheerful"smiley" if it's hard - sad "smiley" .
Related publications:
Abstract of the frontal speech therapy lesson Differentiation of sounds [B] - [P], letters B - P. (preparatory group) Topic: differentiation of sounds [B] - [P], letters B - P. Purpose: strengthening the skill of differentiating sounds [B] - [P], letters B - P. Tasks: Educational:.
Synopsis of a frontal speech therapy lesson with children of a preparatory group for school with TNR (ONR) "The sound and the letter H" Purpose: to promote the formation of ideas about the sound and the letter Ch. Tasks: Correctional and educational: - to contribute to the formation of the image.
Synopsis of the frontal speech therapy lesson in the preparatory group "Sounds [A], [U] and letters A, U" Purpose: acquaintance with the sounds [a, y], letters A, U. Tasks: To consolidate the articulation and pronunciation of the studied sounds; Develop phonemic.
Abstract of the frontal speech therapy lesson in the preparatory group of children with ONR "Our city of Togliatti" Topic: Drawing up a narrative story based on the painting "Accident on the Street". Purpose: To consolidate the ability to compose a narrative story.
Synopsis of a frontal speech therapy lesson in the preparatory school group "Frosts rush to the aid of Santa Claus" Objectives: Educational: consolidate knowledge about the characteristic features of winter; clarify and expand children's knowledge about winter;
