1. To teach a child to distinguish from a number word, which differs from the rest in syllabic structure.
2. Learn to distinguish between animate and inanimate objects, learn to ask appropriate questions: who is it?what is this?
3. Teach the child to clearly pronounce the sound [E].
4. Exercise the child in pronouncing words of a complex syllabic structure.
6. Teach your child to reflect interrogative and narrative intonation in writing with a dot and a question mark.
Task 1. An adult pronounces a series of words, and the child listens carefully and names a word that differs from the others in its syllabic structure:
poppy - buck - so - banana; catfish - com - turkey- house; lemon - wagon - cat - bud; poppy - cancer - broom - tank.
Task 2. Acquaintance with the sound [E].
Guess the riddle, name the first sound in the riddle:
Lives without a body
Speaks without language.
Nobody sees him
And everyone hears. ( Echo)
An adult shows in front of a mirror and explains to the child the articulation of the sound [E]:
Lips in a smile;
The teeth are close;
- the wide tip of the tongue touches the lower teeth, the back of the tongue is raised;
The neck "works".
Sound symbol [E]: the girl reproachfully says to the kitten:« EEE...» (see color insert). Characteristics of the sound [E]: the sound [E] is a vowel, it can be sung (tongue, lips and teeth do not interfere with the free passage of air). Designation: red circle.
What do fishermen say when a fish is off the hook? "Uh...h!"
Task 4. Didactic exercise "Clap your hands if you hear the sound [E]":
uh, uh, uh, uh, uh, uh...; eh, ah, uh, eh...; Emma, Anna, Edik, echo, Olya.
pte-kte-bde-where; kte-bde-where-pte.
Task 6. Find an extra word in a row (by the presence or absence of sound [E]):
bus, echo, orange, watermelon; this, echo, Edik, antennae.
Task 7. Remember the names of people starting with the sound [E] (Ella, Edik, Edward, Eleanor, Emma).
Task 8. From a number of drawn objects, select those in the name of which there is a sound [E].
Task 9. Speak words that are complex in syllable structure with the child in syllables, explaining to him the meaning of these words. Divide words into syllables. Find the longest and shortest word. If possible, make a sentence with each word:
tightrope walker, squadron, electric welder, electric locomotive, electric iron, tour guide, electrician, crew, electrical appliance, eucalyptus, elevator.
Task 10. Explain to the child that all animate objects answer the question: who is it?, and inanimate objects - to the question: what is this?To learn to ask questions to animate and inanimate objects.
Continue row:
Who is it? It's a girl, a cat, a dog...
What is it? It's a car, a table, a jacket...
Didactic game "The fourth extra" (on the basis of animation or inanimate objects):
car, plane, table, Grandpa; crow, nightingale, chair, cow.
Task 11. Acquaintance with the letter E.
Letter E opened her mouth:
Either he yawns, or he sings.
O. Hoffman
What else does the letter E look like?
The letter E from the fingers: the thumb and forefinger of the right hand form a semicircle, and the index finger of the left hand forms the "tongue" of the letter E.
Letter games.
Task 12. Independent sound-syllabic analysis of the word Edik: drawing up a diagram from circles; laying out of the letters of the split alphabet, reading, cheating.
Reading sentences with interrogative and declarative intonation. Recording sentences under dictation with the help of an adult, reflecting interrogative and narrative intonation in writing (use of a period and a question mark).
Who is this? It's a cat. Who is this? This is Edik. Who is it here? This is a fly.
Topic number 25. Sounds [C], [C "]; [C] - [C"]. Letter C
Correction-developing tasks.1. Continue to teach the child to find in a row a word that differs from others in its syllabic structure.
2. Learn to pronounce the sounds [C] and [C"] correctly, differentiate them by ear and in pronunciation.
3. Learn to replace the sound in words with the sound [C] in a different position, monitor the change in the meaning of the word with a change in one sound in it.
4. Introduce prepositions with(co), practice using them.
5. Learn to distribute sentences, count the number of words in them.
6. Learn to analyze words and sentences.
Task 1. An adult invites the child to carefully listen to a series of words and name a word that differs from the rest in its syllabic composition:
scoop - dwarf- wreath - skating rink, heel - fleece - cat- tub, branch - cow- cage - grid, skating rink - house - skein - stream.
Task 2. Acquaintance with the sound [C].
Listen to the tongue twister (the sound [C] is pronounced exaggeratedly by adults). What sound is often heard in it?
Sanka is carrying Sonya on a sled.
Sledge - lope, Sanka - from his feet,
Sonya - bang in a snowdrift!
An adult shows in front of a mirror and explains to the child the articulation of the sound [С]:
Lips in a smile;
The teeth are close;
The wide tip of the tongue is behind the lower teeth, the lateral edges of the tongue are pressed against the upper teeth;
Cold air flows through the center of the tongue (control hand at the mouth);
The neck is "silent".
Sound symbol: Dad is watering the garden with a hose: SSSSS...(see color insert). Characteristics of the sound: consonant (the tongue creates a barrier to air), solid, deaf. Designation: blue circle.
Task 3. Phonetic exercise.
Let's inflate the wheel with a pump: C, C, C, C, ... (sharp jerky pronunciation of the sound after the adult).
Task 4. Didactic exercise "Clap your hands if you hear the sound [C]":
s, p, m, s ...; sa, ma, wa, su...; as, am, us ...; Sonya, Sanya, braid, bed, house, wheel, milk, forest...
Task 5. Repeat a series of syllables for an adult:
sa-so-su-sy; as-os-us-is; hundred-hundred-stu-stu; ast-ost-ust-ist.
Repeat after an adult a series of syllables with the voice highlighting a syllable:
sa-sa-so, su-su-su...
Task 6. Didactic exercise "Say the opposite":
sa-as, as-sa, co-os, sta-ast, ast-sta ...
Task 7. Finish the word with syllables:
SA: whether..., ko..., klyak..., ro..., cry...; SY: o..., u..., bu..., ko..., ve..., cha....; SOK: ne..., ku..., but..., le..., vol..., colo..., naked...
Task 8. Guess riddles, name the first sound in riddles.
Doesn't speak, doesn't sing
And who goes to the owner,
She lets you know. ( Dog)
At the bottom, where it is quiet and dark,
A mustachioed log lies. ( catfish)
Under the roof - four legs,
On the roof - soup and spoons. ( Table)
The white stone melts in your mouth. ( Sugar)
Task 9. From a number of drawn objects, select those in the name of which there is a sound [C], determine the place of the sound in words, divide them into syllables. Find the longest and shortest word.
Task 10. Find an extra word in a row (at the place of the sound [C] in the word). In case of difficulty, use the card and the blue circle:
sleigh, owl, forest, soup; sock, airplane, pussy; forest, belt, nose, belt.
Task 11. Remember as many types of dishes as possible, in the name of which there is a sound [C], explain the purpose of each item:
samovar, frying pan, pressure cooker, salt shaker, sugar bowl, crouton bowl, gravy bowl, glass, soup bowl, salad bowl.
Task 12. Didactic exercise "Explain the meaning of words, name the place of the sound [C] in these words." Which word has the sound [C] twice?
Leaf fall (leaves fall), snowfall - ..., vacuum cleaner - ..., scooter - ..., plane - ..., gardener - ..., arborist - ...
Task 13. Didactic exercise "Change the word, make a sentence with each word."
Replace the first sound in a word with the sound [S]:
little - fat, Klava - ..., Tonya - ..., side - ..., house - ..., bow - ..., fashion - ...
Replace the last sound in the word with the sound [S]:
tank - bass, Rome - ..., lion - ..., knife - ..., labor - ..., hunger - ...
Replace the third sound in the word with the sound [C]:
foot - weasel, brand - ..., school desk - ..., hill - ..., pitching - ..., daughters - ...
Task 14. The adult offers the child to add the sound [C] to the word. What word will work?
Troika (construction), outfit - ..., treasure - ..., fur - ..., bag - ...
Task 15. Learn tongue twisters:
Sa-sa-sa - here comes the wasp.
Su-su-su - I'm not afraid of a wasp.
Sy-sy-sy - no wasp.
So-so-so - Sonya has a wheel.
As-as-as - I drink kvass.
Os-os-os - the dog has a nose.
Is-is-is - I eat rice.
Us-us-us - I eat mousse.
Aska-aska - Sonya has a mask.
Oska-oska - Sonya has a nipple.
Claim-claim - Sonya has a bowl.
Uska-uska - Sonya has a blouse.
Task 16. Acquaintance with the sound [C].
Sound symbol: a thin jet of water flows from the tap: ssss...(see color insert). Characteristics of sound: consonant, soft, deaf. Designation: green circle.
Task 17. Didactic exercise "Clap your hands if you hear the sound [C]":
s, drink, m, s ...; xia, me, pi, si ...; ah, ah...; Sima, blue, linden, saw, sit, goose, tree...
Task 18. Repeat after an adult and memorize a series of words. What is the same sound in all these words?
Blue, herring, titmouse, sieve, mesh.
Task 19. From a number of drawn objects, select those in the name of which there is a sound [C "], determine the place of the sound [C"] in each of the words, make a sentence with each word.
Task 20. Learn tongue twisters:
Xia-Xia-Xia - we saw a goose.
Se-se-se - I'm going on a goose.
Si-si-si - bring hay.
As-as-as - crucian swims.
Task 21. Differentiation of sounds [С] - [С"].
Didactic exercise "Say the opposite":
sa-sha, sha-sa, ..., as-as, as-as...
Finish the word with a suitable sound ([C] - [C"]):
gu..., but..., sing..., lo..., holo...
Repeat a series of syllables for an adult:
sa-sa-sa, sa-sa-sa, sa-sa-sa, sa-sa-sa, sa-sa-sa, sa-sa-sa.
Name an extra word in a row (according to the presence of sounds [C] and [C "]):
sled, blue, Owl Bag; elk, goose, whole, nose.
Didactic exercise "Give gifts to Sonya and Sima" (pick up words with sounds [C] and [C"]).
Didactic exercise "Big - small" - an exercise in word formation (pay attention to the appearance of the sound [C "] in the formed word):
nose - spout, dog - ..., coconut - ..., pump - ..., wheel - ..., pine - ..., braid - ..., pineapple - ...
Make sentences with the word Sima(Sonya). Distribute offers. Count the number of words in each of them. Name the first and last word in the sentence. For example:
Sonya drinks juice. Sonya drinks tomato juice. Sonya drinks fresh tomato juice. Sonya drinks delicious fresh tomato juice.
Learn tongue twisters:
Senya and Sanya have catfish with a mustache in their nets.
A wasp has not a mustache, not a mustache, but a mustache.
Task 22. Introduction to prepositions with, co.
An adult offers the child to complete tasks: pick up the ball from the floor, take a book from the table, and asks the child questions: “Where did you get the book from? Where did you pick up the ball from? The child answers. An adult draws the child's attention to the use of prepositions with, with and explains their meaning and graphic representation.
Name the preposition in sentences:
Katya got up from the bench. Masha drinks tea with cookies.
Insert the right preposition in the sentences ( with, with):
I took... the table cup. The boy is carrying a bag... with books.
Make a sentence with words:
Dormouse, earth, leaves, raise, with; Sima, leaves, earth, dry, raise, with; Vasya, autumn, earth, leaves, raise, s; Sonya, bench, got up, co.
Task 23. Acquaintance with the letter C.
letter With it's easy for me to write.
With like a sickle, curved and sharp.
V. Kovshikov
What else does the letter C look like?
The letter of the fingers: the index and thumb of the left hand form a semi-oval.
Letter games.
Task 24. Sound-syllabic analysis of words, drawing up diagrams from circles; laying out of the letters of the split alphabet, reading, cheating.
Sima, juice, glass, glasses.
Reading, writing off sentences, counting the number of words in sentences, finding a preposition and determining its place in a sentence:
Here is Sim. Sima has a glass. Sima has juice. Tima and Dima have glasses. There's juice.
SLIDE #1
Topic: Sound and letter e E.
Goals:
- Introduce students to the vowel sound [e], letters E e
- Work on the development of phonemic hearing, sound analysis and synthesis.
- Learn to write capital and lowercase e
- Build and improve reading skills.
- Enrich the vocabulary of words with the sound E.
- To form the skills of sound analysis and synthesis of syllables, reading syllables.
- Develop speech, memory, attention, fine motor skills.
- Cultivate positive motivation in learning.
SLIDE #2
Organization of the beginning of the lesson
check buddy
Are you ready to start the lesson?
Everything is in place,
Everything is good:
Books, pens and notebooks.
Today we have guests, they came to see what you have learned during this time
Children.
We anxiously awaited the guests,
And everyone is a little tired.
Don't judge too harshly
We learned a little
Game "Guess the bug"
The one who connects the halves of the letters will sit down and say what letter they got? Teacher:
Kids, I forgot to introduce one more guest. This is a doll in a red dress. She will help us throughout the lesson, but she does not say her name, she told me that at the end of the lesson the children themselves will read her name and find out her name.
- How is a sound different from a letter?
Repetition of the past. Knowledge update.
Purpose: To memorize the graphic appearance of letters. Associating sounds with letters
SLIDE #3
Game "Half-letter"
- Once the letters went for a walk, suddenly a cloud came running, it started to rain. The letters are hidden under red and blue umbrellas. Only the lower halves of the letters are visible.
- - What are the letters hidden under the red umbrella.? Why? What sounds are called vowels?
- - And what letters are hidden under the blue umbrella? Why? What sounds are called consonants?
What umbrella was our guest hiding under? Why? (her name starts with a vowel)
V l m k s h o a y
Slide #4
Reading two-letter open direct syllables.
The sun came out, the vowels came out in the sun.
Read the letters
- chorus
- individually.
Consonants were called.
- What do consonants form with vowels?
(syllables)
read the resulting syllables.
- chorus
- individually.
B A
X O
K U
C Y
slide number 5
Reading words.
Purpose: formation of the skill of reading words.
- what can be composed of syllables? This is how our letters approached the forest, began to play with words. Read the received words.
We are l
ma la
Doll
u pa la
slide number 6
Played hide and seek. The vowels were hidden. Insert vowels.
V-v-O A
- Read what is the word?
- Why are these words capitalized?
SLIDE 7
Consonants began to hide. Insert consonants into words.
U - - a to k l
- Read the word you got.
Introduction to the lesson.
The letters entered the forest and got lost.
- Show how the letters got lost in the forest.
Children speak and show.
The letters went far into the forest and got lost.
Lost letters in the forest (sad)
Everyone screamed ay (loudly)
No one responds (sadly) only echo resounds
Our echo to us returns (quietly) ow! Ay!
SLIDE 8
Reading a poem on a slide
- How do you understand the word echo?
(reflected sound)
- who heard the echo and where?
- What is the first sound in the word echo?
The topic of the lesson.
- Say the sound in chorus
- individually
- What signal is indicated?
Characteristic.
- Describe the sound
Vowel
The first row indicates the hardness of the consonant
slide 9.
Letter display.
- The sound e is denoted by the letter e
e– Letter E with a huge mouth
And huge language.
Hey - gay! - the screamer screams.
The tongue is sticking out of the mouth!
slide 9.
Element-by-element analysis of a letter.
What are the elements of the letter e?
Of the two - the left semi-oval and a small horizontal line.
Which letter has the same semi-oval in its spelling?
Slide number 10.
Comparison of letters e and s.
“The letter e on s marvels, as if looking into a mirror. There is a resemblance for sure, only there is no language!”
- How are these letters similar?
Semi-ovals
- what makes them different from each other.
With right semioval, no horizontal line
E left semi-oval, there is a horizontal line.
Alphabet work.
Let's show our guests how we read.
- Open the primer, we will read the syllables and words.
Reading syllables and words.
- Teacher
- Chorus
- individually
What have we read?
syllables
The words.
Conversation on the picture of the primer.
- Look at the color picture in the primer.
- Who is in the picture?
- What are the kids doing?
- What toy is the girl washing?
- What toy is the boy washing?
- Who will the story be about?
Reading a story.
teacher
I will read the story, and you listen carefully, in order to read it also correctly and expressively, try to follow with your eyes where I read.
Talking about the content of the story
What was the girl's name?
What was the boy's name?
Reading the story to the students.
- By word chain
- . Offers.
PHYSICAL MINUTE.
slide number 12
Letter LETTERS Ee
Now you will learn how to write the letter that means the sound e
slide number 13
- Display on the blackboard by the teacher
We begin to write the letter e below the top line, from left to right we write a semi-oval. Touching the top line, lower the semi-oval line down, round to the left, touching the bottom line, continue the smooth line to the right, cross the semi-oval with it below the middle of the working line.
slide number 14
Show letter on slide.
- Showed willingness
- Look at the screen and write lowercase e in the air.
- Write in your notebook, following the pattern, a lowercase letter e to the end of the line
- letter e
slide number 15
Capital letter E.
I show, you look carefully.
We begin to write the letter E above the middle of the non-working line, from left to right we write a semi-oval. Touching the additional ruler, lower the semi-oval line down, round to the left by touching the bottom ruler. we write the second element - a horizontal line, below the middle of the working line.
Show letter on slide. No. 12
Let's write a capital letter in the air, looking at the screen.
Write e to the end of the line.
Letter of syllables.
Write the syllables according to the model. –
We prescribe syllables without interruption.
Et, uh
What does a person say when he succeeded.
Letter syllable eh.
Add to the syllable eh the vowel oh, what word did you get?
Slide
Work at the box office
Sound-letter analysis of the word echo
Spread at the box office with signals and letters
Examination.
- Divide the word echo into syllables.
- name the first syllable
- name the second syllable
- name the first sound
- Vowel or consonant
- What signal is indicated.
- What is the second sound?
- Vowel or consonant
- Voiced or deaf
- hard or soft
- Name the third sound.
- Vowel or consonant?
Without closing the cash register, on the primer, write down the word in a notebook, dictating to yourself.
Word on the board.
Surprise moment.
- Insert the missing letter in the word and you will find out the name of our guest doll.
- In order for the guest to appear in the classroom, sing a song about the echo.
- Emma brought the Echo cartoon. We won’t have time to look at the class, look at the preparation.
Summary of the lesson.
What sound are you familiar with?
What letters did you learn to write?
Back forward
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Back forward
Goals:
- Introduce children to the sound and letter E.
- To teach the correlation of sound with a letter and symbol, to introduce the norm of articulation of sound E.
- Development of phonemic perception, sound analysis and synthesis.
- Enrich the vocabulary of words with the sound E.
- To form the skills of sound analysis and synthesis of syllables, reading syllables.
- Raising love and respect for loved ones.
Equipment: Mirror for each child, pictures: ESKIMO, SCREEN, KARATE, POET, card (pasted into each student's notebook) (Appendix 2), insert cards for sound-letter analysis for each child with colored circles, “Magic bag” with plastic letters.
Lesson progress
1. Organizational moment.
Speech therapist: Hello guys. Where are you now, what occupation? (To the speech therapist). Why go to a speech therapist? (To pronounce sounds correctly, speak correctly.) Where do you come to school from? (From home). Who lives in your house? (Mom, dad, etc.) Who is waiting for you at home from school? (Family.) Tell me about your families.
2. Acquaintance with the topic of the lesson through sound analysis. (Presentation 1)
1. Introduction to the topic. (Slide 1).
- Today in the lesson we will learn to speak correctly, clearly and beautifully. Today we will go to visit one interesting family. And why is it interesting you tell me yourself. (Slide 2).
- Look and tell me, what is the name of your mother? (Emma.) Dad? (Eric.) Brother? (Edik.) sister? (Elya.)
Who noticed something interesting? (There is a dog - Elf). Let's read the name of this interesting family in unison. (Epikov family). What sound do we hear at the beginning of each name? ([E])
- That's right, today we are learning to pronounce the sound E correctly and designate it in writing with the letter E. And the Epikov family will help us with this.
3. Articulation of sound e.
1. Acquaintance with the norm of articulation. (Mirrors.)
Correct articulation of the sound [e] - consider the profile. (Slide 3).
Speech therapist: Let's take a look at our profile and you tell me what you see.
What's going on with the lips? (Lips stretched into a smile.)
- Where is the language? (The tongue is slightly forward, it is raised.)
Speech therapist: The tongue is slightly advanced and raised. The tip of the tongue is at the lower teeth, the back of the tongue is raised. The exhaled air does not encounter any barriers in the mouth. A jet of air passes freely through the nasal or oral cavity. The vocal cords are tense and shifted, they work, the throat trembles (there is a voice). We try to pronounce the sound e with children.
- Is there a barrier to pronouncing the sound? Does the throat tremble? (Yes.)
- So what is the sound of E? (He sings, stretches). We try to sing, stretch.
If the sounds are sung and stretched we call them..? (vowels.)
1st child reads a poem:
Air flows freely through the mouth
There are no different barriers
The voice is involved, the voice is calling,
The sound is called vowel.
- How will we designate the sound E, what color? (Red because it's a vowel.)
(Slide 4).
2. Logarithmics. Show sound E.
Speech therapist: Let's get up, show the sound e.
(Slide 5).
(I.P. - Hands in front, raised at the level of the diaphragm. Fingers are rounded, elbows are not straightened to the end. Movements - when pronouncing (E), the hands are spread apart, slightly rise up, the fingertips fall on the shoulders, the elbows go down a little. The chin rises at first, and at the end it falls. (E) is pronounced with an increase in the beginning, and then in the attenuation range.
Dynamics - at the beginning, slight muscle tension, then into tension, then - complete relaxation.)
The speech therapist shows the movements and asks the children to repeat the exercises, doing the exercises with the children 5-6 times.
4. Acquaintance with the letter e.
Speech therapist: We hear and pronounce sounds, and in writing we designate them with letters that we see and write. Let's look at the letter e.
1. Examining the stylized letter E. (Slide 6).
Speech therapist:
- The letter E with a huge mouth
And huge language.
Hey - gay! - the screamer screams.
The tongue is sticking out of the mouth!
- Look and tell what elements the letter E consists of?
(Right semi-oval and stick in the middle.) (Slide 7).
The semicircle looks to the right,
In the middle of the tongue, my friend.
- Select the elements that are necessary for the letter E. (Slide 8).
1-2 children go to the board, explain what elements are needed and why.
Speech therapist: We made the sound e, now let's show the letter e with our fingers. (Slide 9).
- Let's build the letter e from the fingers.
Let's move the right hand to the left.
3 fingers directly direct skillfully:
Index with big
Let's unite in a semicircle.
Let's look at the build
The letter E is our creation.
2. The game "Find the letter E".
- Let's see who among us is the most attentive and finds the letter e in different alphabets. One by one, the students come to the blackboard and show the letter.
(4 different images of the alphabet.) (Slide 10, 11, 12, 13).
3. We write the letter E. (Slide 14).
(The speech therapist explains how the letter E is spelled.)
Pupils in notebooks prescribe the capital and lowercase letter e.
4. The game "Magic bag" (with letters).
Speech therapist: Guys, I have an interesting game for you - “Magic Bag”.
In this bag are the letters that we have studied, put your hand into the bag, do not look, feel for the letter and say:
-It's a letter...
Come with a bag to each child.
5. Phonetic charging.(Slide 15).
Speech therapist: In our friendly family, everyone loves to have fun and sing. - Since the e- vowel is sung and dragged on for a long time, let's try to sing it together with our family members.
- Each family member sings his own song, help mom, dad and children sing in turn, but be careful, do not get confused - find and sing your own sound, depending on who owns these items. (For example, the 1st student comes out, he sings with his mother Emma - E - M)
- What did you sing? (Syllables.) (Slide 16).
Then each child names a direct and reverse syllable. Once again, we read the syllables in chorus.
- EM ME
- EN NE
- EC CE
- ES SE
6. Physical education.
- In our Epikov family, all children love not only to sing, but also to play sports. The boy Edik offers us to depict something, and what it is, you tell me later.
- Edik loves physical education,
He will show us a figure.
Left foot forward
And then her back
And then forward again
And we'll stay for a while.
Right leg, look
Take you aside
Put on the heel, up the toe
And pull her friend.
I bend my right hand, I hold it across.
Well, on the left, friends up, higher,
As I.
Our palm is like a flag
Wave to me buddy.
This is a button and a lace -
Electric bell.
We'll call left, right,
Here is such a fun.
Speech therapist: What did Edik want to show us? (letter E.)
7. Fixing.
1. The place of sound in a word.
Distribute 1 picture to each student, the children name the objects shown in the pictures. The student who received the picture makes a sound-letter analysis in the form of a diagram in a notebook. Orally we divide into syllables, determine the place of the sound in the word: at the beginning, in the middle, at the end, then we check each scheme individually.
(ESKIMO, SCREEN, KARATE, POET).
2. Work in a notebook - the task "Find the letter e in words."
Speech therapist: You have the following task: help little Edik find all the letters E, circle e in a circle with a red pencil. Color your favorite picture.
8. Finger gymnastics.
Speech therapist: We have worked hard and are tired, we will help our fingers to rest.
"Family".
This is where the family met.
I'm glad to see you.
We have invited everyone to visit.
Everyone was taught to say hello.
Nod in greeting
Maybe finger number 5.
Nameless may be lower.
Medium - not offended by force,
This one knows everything.
And the kids love this one!
(Alternately bend the fingers on two hands towards each other, starting with the little finger and ending with the thumbs).
9. Fixing.
1. Development of speech.
Speech therapist: A girl from our family - Elya Epikova loves riddles, she prepared one for you too. We listen carefully, try to guess.
It is found in the mountains
With you, with me, communicates,
Do not argue in conversation -
What you say, then repeats. (Echo.)
We draw up a scheme of the word on the cards - inserts, orally do a sound analysis of the word. ( Appendix 1)
We are working on the grammatical structure of speech. Each child makes up phrases and sentences.
What is an echo like? (Loud, quiet, funny, etc.)
- Make up your own proposal about the echo. (Edik and I listened to the echo. I heard a loud echo in the forest. Etc.)
2. Development of phonetic perception.
In the Epikov family, everyone leads an active and correct lifestyle, the Epikovs love to travel, today they went to the mountains. But there was such a situation.
(Slide 17).
The speech therapist reads a poem:
- ERIK AND EDIK ARE LEFT BACK,
EDELWEISS THEY WERE LOOKING FOR.
ELYA - CALL, IN ANSWER - ONLY
ECHO,
ELE IS NOT LAUGHTERING.
- What happened in the forest? Who got lost? What is edelweiss? Who doesn't find it funny? Why? Who can help?
– In a family, it is important to live together, to help in trouble, to obey the elders.
Name in this poem all the words that begin with the sound E. How many such words? (Erik, Edik, Elya, edelweiss, echo - 5 words).
10. Development of spatial orientation
Game "What has changed?" (Presentation 2.) (4 slides, 4th - check.)
– Tell us what has changed? (Remember the names of the members of the Epikov family and tell me who is on the left, right, in the middle, etc.)
11. The result of the lesson.(Slide 18).
What letter did you meet? (Uh) What did they do in class? (They learned to speak correctly and beautifully, pronounced the sound E.)
Who helped us? (Epikov family.)
Literature:
- Kozhevnikova D.V., Kozhevnikov P.V. Home speech therapist. Practical guide. - St. Petersburg: Science and Technology, 2009.
- Mazanova E.V. Correction of acoustic dysgraphia. Summaries of classes for speech therapists. Publishing house: GNOM i D., 2008.
- Mukhina A.Ya. Speech-motor rhythm. - M., AST: Astrel; Vladimir: VKT: 2009.
- Pozhilenko E.A. The magical world of sounds (a manual for speech therapists) - Humanit. Publishing house VLADOS, - M., 1999.
Correction-developing tasks.
To teach a child to single out a word from a series that differs from the rest in syllabic structure.
Learn to distinguish between animate and inanimate objects, learn to ask appropriate questions: who is it? what is this?
Teach the child to clearly pronounce the sound [E].
Exercise the child in pronouncing words of a complex syllabic structure.
To teach a child to reflect interrogative and narrative intonations in writing using a dot and a question mark.
Exercise 1. An adult pronounces a series of layers, and the child listens carefully and names a word that differs from the others in its syllabic structure:
poppy - buck - so - banana; catfish - com - turkey - house; lemon - wagon - cat - bud; poppy - cancer - broom - tank.
Task 2. Acquaintance with the sound [E]. Guess the riddle, name the first sound in the riddle:
Lives without a body
Speaks without language.
Nobody sees him
And everyone hears. (Echo)
An adult shows in front of a mirror and explains to the child the articulation of the sound [E]:
Lips in a smile;
The teeth are close;
The wide tip of the tongue touches the lower teeth, the back of the tongue is raised;
The neck "works".
Sound symbol [E]: the girl reproachfully says to the kitten: "Eee..."
Characteristic sound [E]: the sound [E] is a vowel, it can be sung (tongue, lips and teeth do not interfere with the free passage of air). Designation: red circle.
Task 3. phonetic exercise.
What do fishermen say when a fish is off the hook? "Uh...h!"
Task 4. Didactic exercise "Clap your hands if you hear the sound [E)":
uh, uh, uh, uh, uh, uh...; eh, ah, uh, eh...; Emma, Anna, Edik, echo, Olya.
Task 5. Repeat a series of syllables for an adult:
pte-kte-bde-where; kte-bde-where-pte.
Task 6. Find an extra word in a row (by the presence or absence of sound [E]):
bus, echo, orange, watermelon; this, echo, Edik, antennae.
Task 7. Remember the names of people starting with the sound [E] (Ella, Edik, Edward, Eleanor, Emma).
Task 8. From a number of drawn objects, select those in the name of which there is a sound [E].
Task 9. Speak words that are complex in syllabic structure with the child in syllables, explaining to him the meaning of these words. Divide words into syllables. Find the longest and shortest word. If possible, make a sentence with each word:
tightrope walker, squadron, electric welder, electric locomotive, electric iron, tour guide, electrician, crew, electrical appliance, eucalyptus, elevator.
Task 10. Explain to the child that all animate objects answer the question: who is it?, and inanimate objects - to the question: what is this? Learn to ask questions to animate and inanimate objects.
Continue row:
Who is it? It's a girl, a cat, a dog...
What is it? It's a car, a table, a jacket...
Didactic game "The fourth extra" (on the basis of animation or inanimate objects):
car, plane, table, Grandpa; crow, nightingale, chair, cow.
Task 11. Introduction to the letter E.
The letter E opened its mouth:
Either he yawns, or he sings.
O. Hoffman
What else does the letter E look like?
The letter E from the fingers: the thumb and forefinger of the right hand form a semicircle, and the index finger of the left hand forms the "tongue" of the letter E.
Letter games.
Task 12. Independent sound-syllabic analysis of the word Edik: drawing up a diagram from circles; laying out of the letters of the split alphabet, reading, cheating.
Reading sentences with interrogative and declarative intonation. Recording sentences under dictation with the help of an adult, reflecting interrogative and narrative intonation in writing (use of a period and a question mark).
Who is this? It's a cat. Who is this? This is Edik. Who is it here? This is a fly.
1. In accordance with what sounds are denoted by letters, all letters are divided into vowels and consonants.
Vowels 10:
2. In Russian, not all speech sounds are indicated, but only the main ones. In russian language 42 basic sounds - 6 vowels and 36 consonants, while number of letters - 33. The number of basic vowels (10 letters, but 6 sounds) and consonants (21 letters, but 36 sounds) also do not match. The difference in the quantitative composition of the main sounds and letters is determined by the peculiarities of Russian writing.
3. In Russian, hard and soft sounds are denoted by the same letter.
Wed: sir[sir] and ser[sir].
4. The six basic vowels are represented by ten vowels:
[and] - and (cute).
[s] - s (soap).
[a] - a (May) and I (my).
[about] - about (my) and yo (Christmas tree).
[e] - uh (This) and e (chalk).
[y] - at (ku st) and Yu (yu la).
Thus, to denote four vowel sounds ([a], [o], [e], [y]) there are two rows of letters:
1) a, o, e, y; 2) i, e, e, u.
Note!
1) I, e, e, u are letters, not sounds! Therefore, they are never used in transcription.
2) The letters a and i, o and e, e and e denote respectively: a and i - sound [a]; o and e - sound [o], e and e - [e] - only under stress! For the pronunciation of these vowels in an unstressed position, see paragraph 1.8.
5. The letters i, e, e, yu perform two functions:
after a consonant they signal that the preceding consonant denotes a soft consonant:
Xia du[with’ hell], se l[s' el], sho l[s’ ol], here[with’ oud];
after vowels, at the beginning of the word and after the dividing b and b, these letters denote two sounds - the consonant [j] and the corresponding vowel:
I -, e -, e -, u -.
For example:
1. after vowels: chewing t[zhujo t], shave t[br'eju t];
2. at the beginning of a word: e l , i to ;
3. after the separation b and b: ate l[sje l], view n[v’ju n].
Note!
1) The letters i, e, e after the hissing letters w and w do not indicate the softness of the preceding consonant. The consonants [zh] and [sh] in the modern Russian literary language are always solid!
Shil[shul], tin[zhes't'], walked[shol].
2) The letter and after the consonants w, w and c denotes the sound [s].
Shil[shul], lived[live], circus[circus].
3) Letters a, y and o in combinations cha, cha, choo, cha, cho, cho do not indicate the hardness of the consonants h and u. The consonants [h '] and [u '] in the modern Russian literary language are always soft.
chum[ch'um], (five) pike[sh'uk], part[h'as't'], Shchors[Sch'ors].
4) b at the end of a word after hissing is not an indicator of softness. It performs a grammatical function (see paragraph 1.11).6. The sound [ j ] is indicated in writing in several ways:
after vowels and at the end of a word - with the letter y;
May[maj].
at the beginning of a word and between two vowels - using the letters e, e, u, i, which denote a combination of the consonant [j] and the corresponding vowel;
E l , i to .
the presence of sound [ j ] is also indicated by dividing b and b - between the consonant and vowels e, e, u, i.
Ate l[sje l], view n[v’ju n].
7. The letters ъ and ь do not represent any sounds.
Dividing b and b signal that the following e, e, u, i denote two sounds, the first of which is [j].
Non-separating b:
1) indicates the softness of the preceding consonant:
stranded[m'el'];
2) performs a grammatical function.For example, in the word mouseь does not indicate the softness of the preceding consonant, but signals that the given noun is feminine.
For more information on the spelling of ъ and ь, see paragraph 1.11. The use of b and b.
Exercises for the topic "Sounds of speech and letters"
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