Speech therapy lesson oral and written speech. Speech therapy classes to eliminate and prevent violations of oral and written speech

Sections: Primary School

Goals:

• learn to differentiate consonant sounds [С '] and [Щ] based on articulation; learn not to mix sounds in speech and letters in writing;
• improve the skills of sound-letter analysis;
• exercise in word formation;
• activate vocabulary;
• develop phonemic awareness, memory, attention.

Equipment:

• memo-algorithm for describing the articulation of each of the studied sounds,
• cards with words (letters С, Щ are omitted),
• colour pencils,
• individual mirror.

Plan:

1. Organizing time. Isolation of sounds [С '], [Щ] from words sat down, cracks.

What are the sounds of these words?

Lesson topic message.

2. Description of the articulation of sounds [С '], [Щ].

We pronounce these sounds based on an individual mirror, with exaggerated articulation, using an algorithm reminder (the child describes the position of the lips, teeth and tongue).

[C '] - lips in a smile, teeth are visible and close together, but not closed, the wide tip of the tongue is behind the lower incisors; the middle part of the back becomes more arched than when pronouncing the sound of a hard C.

[Щ] - lips are pushed forward and slightly rounded, teeth are visible and close together, the wide tip of the tongue is raised to the upper teeth.

3. Characteristics of sounds [C '], [Sch].

Establishing similarities and differences in the characteristics of sounds.

Similarity:

Sounds [C '], [Щ] - consonants, because when pronouncing sounds, there is an obstacle to the exit of the air stream; both sounds are deaf, because the vocal cords are open and the voice does not sound; both sounds are soft.

Important: the sound [Щ] is always soft.

Differences:

Sound [C '] - whistling;

Sound [Sh] - hissing.

4. Working with symbols. Symbols are written on the board.

"Be careful, look -
If the arrow is up - make noise,
Down arrow - whistle!

Under the lower position of the arrow, the sound [C '] is encrypted; under the upper position of the arrow, the sound [Ш] is encrypted.

The child deciphers conventional signs and names sounds, following the position of the arrow and feeling the position of the tongue.

5. Actualization of basic knowledge on the topic.

Solve the riddle.

We returned from a trip
They brought a lot of things.
Who will help these things
Bring us to a taxi? (Porter)

The plot picture “Porter carries things” appears on the flannelgraph (from the “Professions” series)

Let's write the answer in a notebook and make a sound-letter analysis of this word according to the proposed scheme:

• put the stress in the word;
• count the number of vowels and divide the word into syllables;
• give a description of each sound;
• how many voiced and how many deaf consonants in a word;
• how many hard and how many soft consonants are in a word;
• how many letters in this word and how many sounds;

6. Differentiation exercise [C '] - [Щ] in words.

The child receives a card with printed words (letters С, Щ are omitted) and instructions:

Insert the missing letters С or Щ into the words with pencils of different colors, underline the “extra word” on each line and explain your choice of the “extra” word:

Pi - a, pen - ia, to - eat, pi - um;

Svi - cha - y, - or - a, but - il - ik, ta - silt - I;

Vyu - y - I, - tekol - ik, - uril - I, negnu - y - I;

7. Exercise in the word formation of nouns using a suffix

Seeking The words are written on the board: nose, boot, mustache, hair, voice, strength.

I invite you to visit the country of the Giants. These people are extraordinary. They have large facial features, wear clothes and shoes huge size, have a loud voice and unusual strength. Having examined the picture with the image of the Giant, let's try to talk about him with the help of new words. The words written on the board should be changed so that they take on an augmentative meaning, even a little scornful.

8. Automation of sounds, [Щ] in a sentence. We follow the correct pronunciation of mixed sounds. Conjugation of verbs according to the model:

I carry nets. We are dragging nets. You carry nets. You are dragging nets. He drags nets. She drags nets. They are pulling nets.

Conjugate in the past tense:

Hang the blue coat in the closet.

9. Graphic dictation of sentences. Work in a notebook.

In this task, we don’t write words, we encrypt each word, as it were, with the letter designations С or Ш. If Сь, Ш are not found in the word, then we put a dash, and encrypt the prepositions with the V sign.

Senya has a box. The following entry will be in the notebook: V C sh.

In the nets of bream. Sima cooks cabbage soup. Vasya has ticks. Grove near the village. In the aspen grove. Goldfinches on aspens.

10. Summary of the lesson.

What did you learn in class?

What sounds were you working on?

speech therapy classes to correct the pronunciation of phonemes and automate sounds.
When correcting shortcomings in the pronunciation of sounds, the stage of primary production is distinguished correct articulation sound. At this stage, the ability to correctly reproduce the disturbed sound in isolation or in the simplest syllables is acquired.

At the second stage, the sound is automated into a persistent skill. There are no clear boundaries between these stages. One stage gradually flows into another. Feature the first stage is a reliance on analyzers (visual, auditory, kinesthetic). This makes it easier to reproduce and control the desired articulation according to the pattern. The second stage is characterized by the restriction and then the complete rejection of visual control.

In order to prevent monotonous and monotonous work on fixing the pronunciation of sound, it is necessary to select interesting material and conduct it in the form of a game. Exercises aimed at automating sounds also help to improve the work of the articulatory apparatus (movements of the lips, tongue, lower jaw), movements of the hand and fingers, the development of attention and observation, memory and thinking.
On the speech therapy classes you can pay great attention to drawing and application, which, in addition to artistic taste, also performs corrective tasks: development of small movements of the fingers and preparation of the hand for writing, improvement of visual attention and memory, development of spatial orientation and thinking.
In the work, you can use nursery rhymes and tongue twisters that reinforce the pronunciation of defective sounds. We conduct exercises in sound analysis and synthesis, they prepare children for learning to read and write.

I would like to give some advice to parents to comply with the following conditions:

1. You need to do it daily (15-20 minutes). If a child has increased fatigue, we give the material in doses, dividing one lesson into 2-3 separate lessons.
2. It is better to start each lesson with a warm-up. fine motor skills, i.e. for hands and fingers, as well as 2-3 minute articulation mini gymnastics.
3. In speech therapy classes, it is necessary to achieve a clear, correct and long pronunciation of the sound on one exhalation, changing the strength of the voice (in a whisper, loudly, quietly ...).
4. Exercises for the pronunciation of syllables and words must be combined with the training of auditory and visual attention and memory, sound analysis, logical thinking.
5. After completing the work and a month-and-a-half-month break, all speech therapy classes should be repeated at an accelerated pace and in an abbreviated form, in order to more firmly consolidate the acquired skills.

Synopsis of a speech therapy lesson

Topic. Sentence. Word.

Goals: to consolidate the concepts: “oral and written speech”, “word”, “sentence”, “text”. Develop skills language analysis and synthesis: dividing the text into sentences, sentences into words and making sentences from words; develop the articulatory apparatus, thinking, coordination of speech with movement, graphomotor skills; to form the duration, smoothness, strength of arbitrary speech breathing. Clarify children's ideas about the structure of the human body and the purpose of individual parts of the body, consolidate orientation in space. Cultivate the ability to listen to yourself and others; develop personal responsibility for the performance of work.

Equipment: Dragon toy, an envelope with written tasks for children, a computer, subject and plot pictures.

STUDY PROCESS

Organizing time

Repeat:

SA-sa-sa- here comes the wasp.

So-so-so - Sonya has a wheel.

Os-os-os - Sanya has a dog.

Su-su-su - in the forest they saw a forest.

II. Articulation gymnastics and breathing exercises.

Guys, today we will do gymnastics for our tongue so that it pronounces sounds correctly. Place mirrors in front of you on the desk.

1. delicious jam.

2. Needle.

3. Spatula.

4. Punish the naughty tongue.

5. Cup.

Breathing exercise - Sultans.

III. Work on the topic.

Guys, the Dragon has sent us a letter! And in the envelope is a letter with tasks.

Tell me what speech is for? (To communicate, to speak.)

What is the speech like? (Oral and written.)

How do we use spoken language? (Oral speech we hear and pronounce.)

What written or oral speech is the letter that Whelp wrote? (Written speech.)

Yes, if it weren’t for written language, would the Little Dragon be able to communicate with us? (No, I couldn't.)

To know what is written or printed, one must learn to read.

Review the drawings. Who in the drawings uses oral speech, and who uses written language?

Make a word from letters.

If you rearrange the letters, what new word will you get?

Drawing up proposals for the picture:

- Guys, look at the pictures and make sentences for them.

Leaves fall.

It rains often.

Birds fly south.

People are sunbathing on the beach.

The children went to school.

Can you tell me which of the above sentences is redundant? (People are sunbathing on the beach.)

Why? (All the other sentences are about autumn, but "People are sunbathing on the beach" is about summer.)

Drawing up graphic schemes of proposals.

Guys, what are your suggestions now? (Text.)

Why do you think so? (Offers combined common theme- "Autumn".) Give a title to the text. (Autumn.)

What is the text? (The text consists of sentences.)

What does the offer consist of? (A sentence is made up of words.)

The first word in a sentence is spelled with what letter? (FROM capital letter.)

What separates one sentence from another in spoken language? (Pause - stop.)

What separates one sentence from another writing? (A period, question mark, or exclamation mark.)

Are the words in a sentence written together or separately? (Separately.)

Let's remember how you can write a sentence without knowing the letters. Each sentence can be written down, marked with a diagram. This makes it easier to determine how many words are in a sentence and how many sentences we said.

The beginning of a sentence is shown by a dash protruding above the strip to the left, and the end of the sentence by a dot to the right of the strip.

Guys, the Dragon has prepared another task for you! Make graphic diagrams of these proposals.

Let's check who correctly compiled the graphic schemes of the proposals.

VI. Fizminutka

Dragon. (presentation)

VII. Determination of the boundaries of sentences in the text.

Guys, let's do one more task! Read the text. Determine how many sentences it contains. Mark the beginning and end of each sentence.

In autumn, there is silence in the forest, only the leaves rustle underfoot, suddenly a pine branch cracked, and the squirrels started a game.

VI I. Determination of body parts in Pinocchio.

Today we will find out what parts of the body a person has, why a person needs them. To know the structure of your body means to know yourself.

Guys, what part of the human body is the most "smart"? (Head).
Everyone should have a very smart head.

What other parts of the human body can you name and show?

There are nails on our fingers, On our hands - wrists, elbows.
Crown, shoulders, forehead and chest And don't forget the shoulder blades.
Hips, heels, two feet, Shin and ankle.
There are knees and a back, But she is only one.
We have two ears and two earlobes on our heads.
Eyebrows, cheekbones, and temples, And eyes that are so close.
Cheeks, nose and two nostrils, Lips, teeth - look!
Chin under the lip. This is such a person.

Name it in one word: head, back, nose, mouth - what is it? (Body parts).

The body has arms and legs.

Guys, tell me the parts of the arm / shoulder, elbow, palm, fingers, nails /.

What parts of the leg do you know? /thigh, knee, shin, foot, fingers, nails, sole, heels/.

And what animals do not have is faces.

Do you know what other body parts pets don't have, but humans do? /palm, fingers, nails, elbows, hands/.

Show right hand, stamp your left foot, turn your head to the right.

Noun formation plural.

Ball game: "One - many."

And now we will play the game "One is a lot", I name one object, and you name a lot.

Ear - ears, neck -, eye -, hair -, head -, forehead -, mouth -, nose -, cheek -, finger -, elbow -, eyebrow - ....

Agreement of a noun with a numeral.

Game Think and Answer. Let's help Drakosha and Pinocchio

How many eyes do two children have? /two children have four eyes/

How many ears do three boys have? /those boys have six ears/

How many fingers are on the left hand? / there are five fingers on the left hand /

How many noses do three girls have? /three girls have three noses/

The formation of nouns with the help of diminutive suffixes and with the help of the suffix "ISCH".

not a nose - but ... / nose /, and the other / nose /.

not a mouth - but ... /mouth/, and the other /mouth/.

arms, legs, forehead, eyes, hair)

The use of antonyms. Game: "Say the other way around"

sad face - / cheerful /

hair dark - / light /

hair long-/short/

straight hair - /curly/

big nose - /small/

fat thin/

high Low/

Polysemy of words.

Guys, there are words that sound the same but have different meanings.

Nose - at the plane, at the ship, at the teapot;

Peephole - in the door, near the potatoes;

The neck is at the bottle, at the child;

Back - at the chair;

Brushes - paint brush, grape brush;

Tongue - at the boot, cake;

Legs - by the chair, by the mushroom.

VIII. Development of non-speech processes.

XI. Summary of the lesson

«

Prepared by:

teacher

Stopkina Svetlana Grigorievna

Lesson topic: « . Spoken and written speech. Features of oral speech "

Lesson type: complex game

Target:

- create conditions for students to discover types of speech and its functions;

- .nurture and promote sustainable cognitive interest and attention to their own speech and those around them.

- solve problem situations.

Tasks:

To form expressive coherent speech in children.

To form the ability to determine the mood of a person by facial expressions and gestures, to express their opinion on the topic.

- to form an understanding of the features of oral and written speech.

- learn how to make proposals and proposals according to schemes.

Develop memory, attention, speech, thinking and observation.

Equipment:

Multimedia

A computer,

Projector,

Presentation

Handout individual material.

Lesson progress

I. Organizational moment

1. Theme announcement

Slide 1. Spoken and written speech. Features of oral speech»

II .- I will read riddles to you, and you tell me what form of speech, oral or written, they reminded me .

Slide 2

Riddles: “The field is white, the sheep are black” (letters)

“The white pebble melted, left its mark on the board” (chalk)

“One speaks, two look, two listen” * (mouth, eyes, ears)

III -- Definition of spoken and written language .

Slide 3

When is speech called written? (we write, read)

When is speech called oral? (we speak and hear)

IV - Features of oral speech.

( problem situation)

Slide 4 (pictures with gestures, facial expressions)

What features of oral speech do you know?

What are gestures?

What is mime?

Show in the pictures facial expressions of joy, sadness, fear, anger, surprise.

Physical education minute "The radiant sun loves to jump."

Let's get some rest. Everyone got up, and now, together with me, we perform movements to the music “The radiant sun loves to jump.”

Slide 5

V ---Guys, today "Pinocchio" came to visit us from the fairy tale of Alexei Tolstoy "The Golden Key or the Adventures of Pinocchio".

He invites you to play with the heroes of this fairy tale, and for the correct answer (golden key)

Connect the symbols (facial expressions) that fit the fairy tale illustrations.

What language do the characters in this story use? Why?

VI- Problem situations

Slide-6

2. --A worker of one of the factories was asked to tell the students about his profession. (What speech will he use?)

VII . Scene from the fairy tale "Little Red Riding Hood"

Slide-7

(I use the features of oral speech: gestures, facial expressions, sound)

VIII Outcome. Generalization.

slide-8

Letter from the postman "Pechkin"

(What speech was used?)

Drawing up proposals for the Pechkin schemes

In order to most fully and accurately express their thoughts, the child must have sufficient vocabulary, so work on oral speech begins with the expansion and improvement of the vocabulary. At the same time, the word is considered not only as a lexical unit of the language, but also as a grammatical and syntactic unit suggestions. By introducing children to words denoting an object, an action, and a sign of an object, we are thereby preparing a platform for further work on the proposal. Work on the word must be combined with the development of figurative thinking, visual and auditory perception, attention and memory.

Lesson notes

Lesson 1

Topic. Word.

Target. Assimilation of the concept of "word" as part of a sentence, its lexical meaning. Practical assimilation of words denoting living and inanimate objects. Development of visual attention and memory.

Equipment. Pictures depicting animals and inanimate objects, objects in the speech therapist's office.

Course progress.

I. Organizational moment.

The speech therapist introduces students to the office, says who and where will sit during classes, explains the purpose of speech therapy classes.

II. Proposal work. The speech therapist calls a sentence of two words: Children poured. Then he asks questions: Who is this proposal about? (About children.)

What did you learn about children? (Children poured.) Did you find out what the children poured? (No.) Let's add another word to the sentence: The children poured in the food. What have you learned now? (That the children poured food.) Did you find out to whom the children poured food? (No.) Let's add another word: The children poured food for the birds. What have you learned now? (That they poured food for the birds.) Let's add one more word: In winter, the children poured food for the birds. What else have you learned? (That the children fed the birds in the winter.) We added one word to the sentence and each time we learned more and more. The more words in a sentence, the more we learn. Now answer me: what does the proposal consist of? (From words.) In order to learn how to compose complete sentences need to know a lot different words. This is what we will be doing today in class.