Speech therapy lesson sound h. Synopsis of the speech therapy lesson "Sounds"

The science of the shortcomings of speech, which studies how to eliminate them, as well as special exercises for the language - speech therapy. Not only children, but also adults turn to this science in order to pronounce sounds correctly and beautifully and be successful in any business where you need to convince, inspire, share information with other people. To correct speech defects, regular speech therapy exercises for children and adults are used.

Some parents experience speech problems with their children

In our article you will find helpful tips and for yourself to acquire skills correct articulation, as well as a lot of valuable tricks for correcting the pronunciation of sounds by your children.

In order to achieve high results in business and have the ability to persuade, it is necessary not only to speak fluently, but also to express your thoughts clearly and legibly. Not everyone immediately manages to master this science, so there are various practices to improve skills.

Speech therapy exercises for adults

Slurred speech is also observed in adults, so ask your friends if you have any flaws in pronunciation. You can simply record a few phrases on the recorder, and then carefully listen to your voice.

There are speech therapy exercises for adults, the main of which is the memorization and study of tongue twisters. If it is better for children to offer in a playful way, then it is enough for adults to give a task to practice the skill.

Problems with pronunciation in most cases are easily corrected after a course of regular classes.

So, everyone must observe the following rules during training:

• read the tongue twister 3-4 times;
• repeat it slowly, speaking clearly and distinctly;
• when everything comes out to pronounce correctly, you can speed up the pace;
• it is important to pronounce all sounds with high quality, and not quickly;
• short tongue twisters need to be spoken in one breath.

For adults and for kids, the same tasks are suitable:

1. clack your tongue, depict how a horse gallops;
2. smile, and try to reach the palate with your tongue;
3. imagine that you are licking honey from your lips without touching the corners of your lips;
4. press the tongue between the teeth and move it up and down.

To make sure that the tasks performed are correct, use the mirror. To track progress, read an excerpt from a story with an expression or a poem, paying attention to all punctuation marks.

Speech therapy exercises for children

All speech therapy exercises for children should be performed unnoticed by the baby, so that all this is a serene pastime in a playful way.

You can invent comic names for each task, because the child loves associations, sometimes the most unexpected. So, the guys will like things like "Horse", "Chickens".

Having identified the problematic sounds, you can choose certain exercises to correct the problem.

Completing tasks contributes to the development of the baby's articulation apparatus, allows you to remove pronunciation flaws, and form the necessary speech skills.

• "Gate": you need to open your mouth wide to relax your lips, repeat 6 times.
• "Scapula": put the tongue on the lower lip.
• "Vase": put the tongue on the upper lip, repeat 5 times.
• "Ball": inflate one or the other cheek, as if a ball is rolling in the mouth.

The pronunciation of the baby will be clear if you take words with a large number of consonants for training: plate, girlfriend, foreign tourist, karateka, bunch, bed, mug, jump. They need to be spoken daily and trained to hear every sound.

Speech therapy exercises for hissing sounds

Children often fail to pronounce the hissing words correctly for a long time, sometimes they need to train until school. It is good if the environment of the child speaks and can correct the pronunciation of the baby. Consider which speech therapy exercises for hissing sounds are most relevant. They are suitable for both adults and kids, if such problems exist.

Speech therapy exercises for the letter zh

It is important to know what to do when articulating. So, first we round the lips and round them, the teeth do not close, the edges of the tongue are pressed against the teeth, and it forms a bucket. We exhale air with the addition of a voice when pronouncing a hissing f.

Here are the main speech therapy exercises for the letter zh:

• "Accordion" to strengthen the muscles of the tongue in a vertical position: open your mouth, smile, and press your tongue against the palate. Open and close your mouth 5 times.
• "Pie": open your mouth and smile, twist your tongue, lifting the edges. Count to 15 and then repeat.

Lessons to correct a defect in the pronunciation of sound

They can also be used when practicing the pronunciation of other sibilants.

Speech therapy exercises for the sound h

There are also speech therapy exercises for the sound h:

• "Fungus" for stretching the hyoid frenulum: the mouth is open, the lips are stretched, and the tongue touches the palate so that its edges are pressed tightly. Repeating, you need to open your mouth wider.
• "Focus": stick out the tongue, smiling, lift the tip, blow off the cotton wool from the nose. Repeat 5-6 times.

Such exercises help strengthen the muscles of the tongue and develop its mobility, which is useful when pronouncing hissing.

Speech therapy exercises for the letter sh

There are also speech therapy exercises for the letter sh:

• "Cup": put the tongue on the lower lip, and then lift it up and hold for a few seconds. Repeat 8 times.
• "Football": stretch your lips with a tube and blow on a cotton ball in the shape of a ball, trying to get into an impromptu goal.

Sound troubleshooting

These tasks should be performed during the games every day, so that the child's articulation apparatus develops and pronunciation improves.

Speech therapy exercises for consonants

Often, both adults and children have difficulty pronouncing certain consonants, so speech therapy exercises for consonant sounds are needed to correct speech.

Speech therapy exercises for the letter l

Consider now speech therapy exercises for the letter l:

• "Train whistle": Stick out your tongue and hoot loudly.
• “Song of the tongue”: you need to bite your tongue and sing “lek-lek-lek”.
• "Painter": you need to press your tongue with your teeth and move it up and down, as if painting a house.

Practicing movements for the correct pronunciation of the sound l

If the training is intended for children, then you can come up with a game in which you will need to complete these tasks.

Speech therapy exercises for the letter c

Let us now analyze speech therapy exercises for the letter c:

• show how the pump inflates the wheel;
• depict how the wind blows;
• convey how the balloon blows off;
• show what you hear when you blow into a bottle with a narrow neck.

In order to bring the child closer to understanding what they want from him, put a toothpick on his tongue and ask him to press it with his teeth, smile and blow out the air.

Speech therapy exercises for the sound r

Let's find out speech therapy exercises for the sound r, which is the most problematic for all children:

• “Brushing your teeth”: you need to drive the tongue over the teeth inside in different directions.
• "Musician": open your mouth, drum your tongue on the alveoli, pronouncing "d-d-d", reminiscent of drum roll. You can check the correctness of the execution by holding a piece of paper to your mouth. It should move from the air flow.
• "Dove": you need to drive the tongue along the upper lip back and forth, copy the bird "bl-bl-bl".

Training for the language of the correct pronunciation of the sound r

These training tasks help to overcome the most difficult sound for kids, as the articulatory apparatus will be more mobile. Following this, you can begin to select words with the letter r.

Speech therapy exercises for sound t

Sometimes simple sounds are difficult for people to pronounce correctly when it is difficult to understand the meaning of a word or even a statement. These problems must be dealt with. And here are the most effective speech therapy exercises for the sound t:

• the tip of the tongue touches the upper teeth and say "t-t-t";
• imitating a knock-knock hammer or a tick-tick clock;
• we walk with the baby along the road, repeating “top-top-top”;
• learning the tongue twister "Dust flies across the field from the clatter of hooves."

How to do exercises for the correct pronunciation of the sound t

It will also be useful to repeat these exercises every day in order for the training to be effective. Keep track of what your baby is listening to, as speech is formed depending on how we perceive sounds by ear. Make sure that all family members do not "lisp" and do not use words in a diminutive form in front of the baby.

Speech therapy exercises for stuttering

All speech therapy exercises for stuttering are aimed at developing fluency of speech. Try to relax the baby before classes, use game forms works most suitable for childhood.

Let's get acquainted with the most necessary tasks in such a situation:

• Read the poem to calm music without words, at first small, and over time complicate the task.
• Clap your hands for the vowel sounds that occur in the word.
• "Conductor": chant a few words, syllables, vowel sounds, focusing on waving your hands and observing the rhythm.
• "Carousel": you need to walk in a circle, repeating the phrase "We are fun carousels opa-opa-opa-pa-pa."

Remember that it is imperative to pay attention to speech breathing during classes. Start each session gradually and smoothly, and then you can pick up the pace if you are doing well.

Problems with speech and articulation are solved with time and through daily training, willpower and motivation.

We wish you success!

| e; y; e; s; a; o; e; i; and; yu |
Statement of consonant sounds and letters: | | | | | | | | | | | | | | | | | | | |
Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |

All speech therapy material provided on the site, you can use as speech therapy manual! Speak words clearly pronouncing letters and syllables. Classes with a specialist and computer programs will help the child improve memory and attention. Articles and exercises from the site () will help you understand if your child is speaking correctly.

Setting the sound Ch

Purpose: to teach a child to pronounce a normalized sound h.

Equipment: a diagram of the structure of the articulatory apparatus when pronouncing the sound h; probe, spatula; pictures-symbols, subject pictures.

Setting the sound h in various ways.

1. By imitation:

The child is offered a sample of sound pronunciation in combination with game images (grasshopper chirping, etc.); at the same time, visual control over the correct articulation, tactile (tactile) sensations are used.

2. From the merger constituent parts affricates h:

The child is invited to exhale the sounds t", u: first slowly, then quickly and sharply (together).

3. From reference sound:

The child is invited to pronounce the syllable, paying attention to the bond of the tongue with the alveoli, gradually pushing the tongue back; you can additionally imitate the movement of the tongue with your hands.

4. From reference sound with mechanical assistance:

The child is invited to pronounce the sound / syllable th / th, paying attention to the tongue with the alveoli, gradually pushing the tongue back with a spatula wound over the tongue;

The child is invited to pronounce the sound th, at the same time lightly press the corners of the mouth with your fingers and stretch your lips forward - with a “mouthpiece”: the tip of the tongue moves back, the sound h is heard.

Correction of violations of the pronunciation of the sound /h/

The child is invited to raise the tip of the tongue to the “tubercles” behind the upper teeth and pronounce the combination “at”. At the same time, the speech therapist, pressing the corners of the child's lips with his fingers, pushes them forward. It turns out "ah".

SETTING THE SOUND

Exercises articulatory gymnastics the same (see W, W).

Ch - consonant, oral, occlusive-slit, anterior-lingual, deaf, soft ..

Normal setting when pronouncing a sound.

• 1) The tip of the tongue is raised to the front of the palate (to the alveoli). The lateral edges of the tongue are pressed against the upper molars. When exhaling, the tip of the tongue rebounds sharply from the palate, and the tense edges of the tongue relax.
• 2) The lips are slightly pushed forward and rounded.
• 3) Teeth are close together or closed.
• 4) The air is exhaled with a push and passes in the middle of the tongue; on the palm, raised to the mouth, a warm stream of air is felt.
• 5) The sound h is deaf and soft.

PREPARATORY EXERCISES

Initially, it is necessary to test the possibility of setting the sound by ear, by imitation. The teacher pronounces the sound, syllables, words, and the child repeats. If the sound by imitation is not obtained, it is necessary to proceed to the implementation of a set of exercises.

An exercise. Pronouncing a sound that imitates the sound T.

1) Open your mouth. Rest the tip of the tongue against the alveoli (but not against the upper teeth). The teeth are open to the width of a finger. The lips are open and tense, the corners of the lips are slightly stretched. Inhaling, with force to blow air. In this case, the tip of the tongue sharply rebounds from the alveoli, and the edges of the tongue move away from the upper molars. A dull solid sound is heard, simulating the sound t. Now slowly, then quickly pronounce this imitating sound. Making a normal sound t differs from the imitating one in that the tip of the tongue rests on the upper front teeth.

Note. The tip of the tongue rests not on the alveoli, but on the upper teeth. Although the sound t will also be heard, but the tongue does not work correctly, the goal of the exercise is not achieved. The position of the tip of the tongue is well checked using two mirrors.

2) Repeat the previous exercise with slightly rounded lips and close teeth.

An exercise. Pronouncing the sound h, transitional from the sound imitating the sound t.

1) Open your mouth. Raise the tip of the tongue to the alveoli. Tightly press the lateral edges of the tongue to the upper teeth (suck the tongue to the palate). In order for the tongue to stick to the palate, the clatter exercise is useful. The teacher with thumb and forefinger presses (from bottom to top) on the edges of the child's tongue. A stretched "bridle" is visible between the fingers. Taking a deep breath, make a sound imitating the sound t with a strong expiratory push. The sound h will be heard. The edges of the tongue should not come off the upper molars and weaken. Air comes out in the middle of the tongue when the tip of the tongue rebounds sharply from the alveoli. The distance between the teeth in the exercise is equal to the width of the finger. The teeth are not covered by the lips.

Note. At the moment of exhalation, along with the tip of the tongue, its edges also move away, instead of a sound h a sound that mimics sound is heard t; to exclude this, the teacher should press the edges of the tongue against the palate with his fingers; the tip of the tongue rests on the upper teeth, and not on the alveoli, and a sound can be heard t.

2) Repeat the exercise with your fingers, but on your own.

3) Perform the exercise without using your fingers. The teeth in the exercise are brought together, the lips are pushed forward and rounded.

Note. It is allowed to pronounce (read) syllables and words using fingers. When reading words, fingers are used only to pronounce syllables with the sound h.

When setting the affricate h, the speech therapist invites the child to pronounce the syllable and at this time, placing a spatula or probe under the front edge of the tongue, raises it to the alveoli of the upper incisors. At the same time, the speech therapist slightly presses the corners of the mouth with his fingers, pushing his lips forward. With this position of the tongue and lips, instead of the syllable at, one hears ach, instead of ot - och, instead of ut - uch, etc. As the child fixes this sound in his kinesthetic and auditory representation, he begins to pronounce it independently (without mechanical assistance) in reverse and direct syllables, and then in words and phrases. In addition, oral and written exercises are needed to differentiate this sound and the sounds s and ts.

Sections: Primary School

Purpose of the lesson:

1. to consolidate the skills of a clear pronunciation of sound;
2. learn to distinguish sound in syllables, words, sentences, phrases;
3. develop phonemic processes;
4. learn syllabic analysis, selection of words for schemes;
5. observe the spelling of sound combinations CHA and CHU;
6. exercise in the selection of antonyms;
7. teach how to work with a deformed proposal;
8. observe the ambiguity of the word;
9. develop phonemic awareness, attention, memory, logical thinking.

• exercise on the formation of correct speech breathing;
• 4x - stroke breathing (with a delay of up to 10, up to 15);
• Singing the quatrain "Our Tanya is crying loudly."

Write the capital letter H as many times as there are sounds in the title of the second picture.
Write down the lowercase letter h as many times as there are sounds in the title of the third picture.

2. I dictate words, and you write down only 1 syllable.
MIRACLE, HOURS.
And now - only 2 syllables.
CLOUD, I WANT.
Let's read. What syllables were written? Once again, the rule for writing the sound combinations CHA and CHU. ( Write CHA with the vowel A, CHU write with the vowel U).

• Riding himself, and legs behind the ears? GLASSES.
• I carry it in my briefcase, I write in her notebook.
• A wonderful little thing - a self-writing ... PEN.
• Tail in the yard, nose in the kennel,
• Whoever turns it will enter the house. KEY.
• My sister owl is a smart head. OWL.
• The sun has a lot of them.
• Warm the field, meadow, road. RAYS.
• It is needed to pour juice or drink hot tea. A CUP.
• I have no legs, but I walk
• There is no mouth, but I'll tell you the time. WATCH.
• If something hurts - do not cry, the wise will help you ... DOCTOR.
• Hanging pear, you can not eat. BULB.
• Hot, lemon flavored
• With jam and honey, or mint! TEA.
• A white bird is circling over the sea. GULL.
• You hit - they don't cry, you throw it up - they jump. BALLS.

2. Name your pictures - guesses. Is there a word among the names of the pictures that fits this scheme? Write this word down in your notebook. The following diagram, write the second word in a notebook next to the first. And the last scheme, after this word, put a full stop. Read the words you wrote down.

What was Anna's first word? KEY.
Can you tell me what is the key?
(on the board are pictures of a door key, a treble clef and a spring)
A key is a special tool needed to open a lock.
What is in the second picture?
This is an unusual key. It is called violin and opens the musical string.
What is shown in the third picture ?
And this spring is also called the key.
There are many different keys: the key is a spring among the stones.
Treble clef, curled key and regular door key.
That's how many meanings the word key has. Words that have multiple meanings are called polysemantic.

Day Night,
Morning evening,
Speak - SILENT
Enable - OFF,
White black,
Dirty - CLEAN,
Rarely - OFTEN
Finish - START.

Work at the supply level
You have word cards on your desks. From these words you need to make correct sentences. Read your suggestions.
slide 6.
Anechka collected berries in the forest.
interesting Katya composed a fairy tale.
I bought a wonderful book Mom.
cheerful Children sang a ditty.
Find a word with the letter H in your sentence
Make up a new sentence from the found words.
Anya composedchugumchacarcass.
Write the sentence in your notebook on a new line. How do we write the first word? What will we put after last word? What rule should we remember in order to correctly write the words WONDERFUL and CHASTUSHKA.

Show Coconut - red-eared turtle from a living area.

Photo for memory with guests.

Sound and letter [H].

Lesson objectives:

Correctional and educational goals:

clarify the articulation of the sound [H].

fasten correct pronunciation sound[H]in syllables, words, sentences.

To consolidate the concepts of "sound", "vowel sound", "consonant sound", "word", sentence.

Practice making sounds[H]at the end, beginning and middle of words.

exercise in sound analysis words.

Clarify, activate the dictionary on the topic "Seasons". Improve the grammatical structure of speech (plural formation of nouns).

Exercise children in the ability to work with tables.

Practice making sentences.

Develop diaphragmatic breathing.

Correction-developing goals:

develop phonemic processes, perception, imagination, general and fine motor skills.

Correctional and educational goals:

educate activity, initiative, responsiveness,ability to work in pairs.

Lesson progress:

1 . Articulation and breathing exercises.

a) « small fence»

The upper jaw rests on the lower, lips in a smile.

b) « pussy angry»

Bend up and move forward the back of the tongue, the tip of the tongue is pressed against the lower teeth.

in) « Let's brush our teeth»

smile, show teeth, open your mouth and tip of your tongue« clean up» lower front teeth, making first movements of the tongue from side to side, then bottom to top.

G) « Freeze the chin»

Pull the lower lip under the upper one and blow cold air down the chin for a long time, perform silently and on one exhale.
( Exercises are performed using individual mirrors .)

Work on the development of phonemic hearing.

a). Correct and clear repetition of the chimes:

Cho-cho-cho, cho-cho-cho - My shoulder hurts.

Choo-choo-choo, choo-choo-choo - If it hurts, go to the doctor.

Choo-choo-choo, choo-choo-choo - No, I don't want to see a doctor.

Cha - cha - cha, cha - cha - cha - I will cry at the doctor's.

Chi - chi - chi, chi - chi - chi - Doctors help us.

Choo-choo-choo, choo-choo-choo - Well, then I'll go to the doctor.

Doctors are not only in people, but also in watches. Who knows what the watch doctor is called?

b) learning tongue twisters. (Slide number 2).

A watchmaker who fixes watches for us.

3. Introduction to sound[ h"]

The speech therapist reads a poem (Slide No. 3).

The sky got higher

A gray-haired snowdrift ran away,

This only happens...

Children complete the poem all together, add a word (in spring)

Children remember the signs of spring (snow melts, birds fly in, children build birdhouses).

Which bird flies to us the very first you will find out if you guess the riddle.

black, nimble,

Shouts: "Krak!",

Worms are the enemy.

(Slide number 4). (rook)

What is the last sound in the word rook? "H"

– Let's make a sound [ H" ]. What position do the lips take when pronouncing a sound [ H" ] ? (lips bulging out ed, disclosed). – What is the position of the upper and lower teeth? ( At the sound[ H"] ?)
– How language works? Where is he located? ( At the sound [ H" ]?) . The tip of the tongue may be at the lower teeth. – Place your palms on the neck with the back of your hand. Does it shake or not? Why? ( The neck is sleeping).
– If you bring your palms to your mouth and make a sound [ H" ], we feel cold or warm? (warm).

(Individual mirrors are used during work.)

Conclusion:sound [h" ] consonant, deaf, always soft.

Working with pictures.

Development of phonemic hearing.

a) Look at the picture and name the fourth extra item. Glasses, butterfly, hooks, hoop. (Slide number 5).

b) Look at the blackboard. Listen carefully as I name objects (slide number 6). Clap your hands 1 time if the sound [H" ] is at the beginning of a word; clap your hands 2 times if the sound [h" ] is at the end of a word;

raise your hand up if the sound [h" ] is in the middle of a word.

Sound-letter analysis of words.

Barrel, kettle, turtle, watch, glasses, key, swing, kalach, slippers, ball.

Word chart on the board. Choose the words for this diagram. (Slide number 7). (Kalach, ball, points).

4. Game for the development of memory. (Slide number 8).

Various objects are shown on the screen, look carefully and remember them.

Close your eyes, imagine that you are on the seashore, you hear the sound of the surf, the cry of seagulls, the warm sun caresses your hands, feet, face. Breathe easily, evenly, deeply. Your body is not tense and relaxed. Breathe easily, evenly, deeply.

And now you open your eyes. Stretch your hands up and continue our lesson.

Remember the names of which objects began with a sound[ H"] . Name these items.

5. Acquaintance with the letter Ch.

Sound [H" ] is denoted by the letter H. Now I will show how a simple vertical stick can be turned into the letter H. To do this, I will add such an element on the left side at the top. You see the letter C. What does this letter look like? (grasshopper ....)

- The spellings of the letter H are written on the board (Slide No. 9). Give the numbers of the correct letter C.

What letter represents the sound [h" ]?

Development of tactile sensations(each student is given a card with glued with sandpaper letter).

And now we will do interesting task. I will give everyone a card with a letter. You will have to close your eyes and not peep, but determine by touch which letter is on your card. You can name a letter only when I touch your hand

6. Cross out the letter H in the text.

Who lives in hours?

I know that seagulls live in the sea, shepherds live in the mountains, and teapots live in the kitchen. Turtles live in the sand, worms live in the ground, and a stuffed animal in the garden. Besides, I know that the siskin lives in the nest, the cricket lives in the attic, and there are mice in the old suitcase.

But who lives in the clock, I still do not know. No matter how many times I unscrew them, there is nothing there but wheels and cogs. Who then lives there? Miracles!

(G. Yudin)

7. Reading syllabaries. (Slide number 10).

ACH - OC - UCH - ICH - ECH - YCH - JCH

CHKA - CHKO - CHKU - CHKI CHTA - WHAT - CHTU - CHTY CHNA -CHNO - CHNU - CHNY

ABC - POINT - UCH - IHK

CCA - CCHO - CCHU - CCHI

AF - OKCH - UHF - IKCH ATF - EF - UTF - ETF ALF - VLF - ULF - ELF

8. Lexico - grammar exercises:

The Gnome came to visit us, he loves everything small. Help the Gnome name the items correctly. (Slide number 11).

a) the formation of words with a diminutive - pet meaning:

b) the formation of possessive nouns (slide No. 12, 13, 14, 15), (Whose tail, whose coat, whose ear?):

Hare, hare, hare, hare, hare;

Squirrel, squirrel, squirrel, squirrel, squirrel;

Wolf, wolf, wolf, wolf, wolf;

Cat, feline, feline, feline, feline.

9. Exercise "teapot" (development of general speech skills, creative imagination. Coordination of speech with movement.

I am a teapot, a grumbler, a troublemaker, a madcap, (Children stand, bending one arm, on the spout

kettle)

I'm showing you my belly. The other is held on the belt. The tummy is inflated.

I boil tea, bubbling and shouting: They stomp with both feet.

Hey people, I want to drink tea with you. Make invocative movements with the right hand.

10. Work in a notebook.

On the desk you have elements of an uppercase and lowercase letter C. Collect the letter C.

How many elements does the lowercase letter "h" have? At the capital letter "H"? (2)

Open your notebooks and write a line of the letter "H" in capital letters and a line of the letter "h" in lowercase.

"Words are reversed." (Slide number 16)

Write in your notebook the words consisting of one syllable. (tea, weaver).

Work in pairs . Repair the deformed words. Make suggestions with them.

KA - EVER - ABOUT CH - KA - LI YES - FOR - CHA

BA - KA - BOCH DE - KA - VOCH HA - PU - CHE

12. The result of the lesson. Reflection.

What sound are you familiar with? Give a description given sound. What letter is it?

Draw your mood on emoticons. What is your mood? Sad, funny, calm.

Goals:

Educational

1. Acquaintance with the sound and the letter Ch.

2. Sound-syllabic analysis and synthesis of words and sentences.

3. Determining the position of sound in a word.

4. Dividing words into syllables.

5. Activation of the dictionary and the development of coherent speech.

Corrective:

1. Clarification of the articulation of the sound Ch.

2. Development of phonemic perception and phonemic representations.

3. Correction motor functions by means of relaxation.

4. Development of clear coordinated movements in conjunction with speech.

5. Consolidation of melodic-intonational and prosaic components, creative fantasies and imagination on a speech therapist's sample of speech.

Educational:

1. activity education, creativity, moral and aesthetic feelings.

Visibility:

1. Illustrations of fairy tale characters.

2. Basket with toys: kettle, ball, fishing rod, glove, turtle, matches, bee, chest.

3. Pictures for highlighting syllables: Chipolino, clock, key, barrel, tea, shelf, girl, turtle.

4. Chest.

5. Schemes for determining the place of sounds in a word.

6. Mnemotable.

7. Touch panel.

8. Cass of letters and syllables.

9. Individual handout.

10. Alphabet.

11. Individual touch panels, threads, Velcro.

12. Boats.

Lesson progress .

I.Organizing time.(In the lobby hung up pictures of fairy tale characters

The speech therapist conducts the game "Guess the hero of the fairy tale."

Speech therapist's conversation about Russian folklore and its meaning.

Comparative characteristics of r.n. fairy tales and fairy tales of the peoples of the world.

II. Main part. (In the room)

1. Musical chant "Visiting Grandma"

Alright, alright, alright.

We're going to visit grandma

To our dear grandmother,

Grandma Fun.

The kids are coming to visit her. Lovely grandchildren.

Here comes the cockerel

Proudly raised the comb Red beard,

important gait

The cat is very good

Walks slowly, slowly.

Sit, wash

Wiped with a paw

duck dove

Walking around the yard.

Duck waddling leads the children

Here are the funny guys

Pink piglets.

They have a snout nose,

The tails stick out in a crochet.

Alright, alright, alright.

Where we go? To Grandma!

Speech therapist:"For a long time we walked,

Our legs are tired

We'll get some rest

And let's start the lesson. (Children sit on the carpet). Speech therapist: “You didn’t guess what sound and letter we will meet today in class? It’s not for nothing that we met Chippolino, Hen Ryaba, Little Boy, Havroshechka on the way ...

Children: "With the sound and the letter H."

Speech therapist: "I promised you an unusual lesson, and therefore today one of the heroines of the R.S. will be with us. But for her to appear, let's say magic words."

Children in chorus: "One, two, three

Miracle, miracle come to us"

2. The Fox appears.

Fox: "They say I'm red,

They say shameless

Eat chicken, they say

Eat ducklings, they say

Yes, they are roosters

They talked nonsense."

The fox greets the children: "Here I am, did you recognize me?" (Children answer)

Fox: "Do you know what other people call me?"

Children: "Fox-sister, fox-Patrikeevna, fox-beauty."

Fox: "Why do they call me that?"

(children's answers)

Fox: "Do you want to be as beautiful as me?"

3. Massage "Fox"

Lisonka woke up in the morning,

Paw stretched to the right,

Paw stretched to the left,

The sun smiled softly.

(Movements are performed according to the text)

She clenched all her fingers into a fist,

Rubbing all the paws became-Handles, legs and sides.

What a beauty!

(All massaging movements are performed from the periphery to the center: from the hand to the shoulder, from the foot to the thigh, etc.)

And then with her palm she slapped a little.

I began to stroke the arms, legs

And quite a bit on the side.

Well beauty - Fox!

(Showing off, perform half-turns of the body to the right and left, putting your hands on your belt and straightening your back)

How good is that!

Teacher (uses a toy "fox" and "hare").

Behind the Fox, a shady path,

Bunny jumps - jump and jump.

He prepared a box for the fragrant berry.

(Mishka and Bunny treated raspberries. And the Hare called his rabbit friends to taste the berries and play).

4. Fox: "CH-CH-CH-CH" (Isolated sound pronunciation)

Fox: "I hear a sound, but I don’t understand where. No way Malanya’s tea is boiling. What sound did I make?"

Working with sound:

1. Articulation structure;

2. Sound characteristic;

3. Finding a sound in a number of other sounds, syllables, words. Game "Find the sound"

4. Exercise for relaxation and consolidation of muscles "Basket"

5. (On the carpet) Children guess riddles and determine the position of the sound in the guess words. Game: "Determine the place of the sound in the word"

Orientation exercise in space “Find the chest”

6. Working with a mnemonic table to reinforce the use of prepositions in speech

The fox and the children utter the magic words: "Chest, chest, open your barrel for us."

7. Game "Telegraph". Children determine the number of syllables in a word.

8. Musical round dance for pronouncing the sound "Ch" in speech.

Chu - choo - choo - I will spin a round dance.

Cha - cha - cha - we chop firewood on the shoulder.

Chi - chi - chi - knock on your knees.

Ah - ah - ah - we'll jump like a ball.

The fox runs away.

III. Malanya exit.

Malanya: What a clatter, what a noise.

The kid chuckled

Headache in the morning

I've been waiting for you since morning

She melted the oven, started the dough,

I baked kalachi, and almost set the table.

Yes, I'm tired in the morning

It's time to take a rest.

Malanya invites children to play.

Musical game: "At Malanya." (A game for the development of tempo, rhythm "Echo".

At Malanya with an old woman Lived in a small hut

seven sons,

All without eyebrows

With these ears

With such noses

With such a mustache

With a head like this

Here with such a beard!

They didn't drink, they didn't eat,

Everyone was looking at Malanya,

And everyone did this...

Malania leaves.

IV. The children go to the tables.

Work with the letter is carried out by a speech therapist

1. game-exercise"Find a letter."

2. Game-exercise: "What does the letter look like?"

3. Work with the poem "Number 4". (V. Stepanov.)

H - you made the right decision - They write the same way as 4.

Only with numbers, friends,

We must not confuse the letters

4. Working with individual touch panels: laying out letters from threads and Velcro.

5. Drawing a letter with a finger in the palm of your hand, in the air and on the shoulder of a friend.

6. Finger game " Kindergarten".

On the big sofa in a row

Tannin's dolls are sitting:

Two bears, Pinocchio,

And cheerful Chipolino,

And a kitten, and an elephant,

1 , 2, 3, 4, 5.

7. Working with the cash register: finding a letter, laying out a chain (syllable, word).

8. Sound analysis and synthesis of the received word.

9. Game exercise "Come up with a proposal"

v. Phys. minute. Game for coordination of speech with the movement "Window"

What is this strange phenomenon?

Suddenly a wall appeared - It is very strong.

Is it a door or a window?

We are destined to check ...

It's still a window.

It's just dirty!

Well, friends, let's wash the glass - It will become light in the room.

VI. Speech therapist:While we were playing, reading, analyzing, we completely forgot about the old,

cardboard chest, and he wants to tell us something. Phonogram with the speech of the chest).

Malanya exit. Malanya's monologue about future fate chest (Phonogram of the speech of the chest). Malanya's dialogue with children about happiness.

VII. Summary of the lesson.

Speech therapist: "Did you enjoy the trip? What do you remember most? Why?"

Malanya: "I also want to give you a small piece of happiness from myself. I invite you, children, and our guests to tea with cookies, kalachi and pies"

Speech therapist: "And in the next lesson, we will continue our journey to the land of sounds and letters"