Summary of a subgroup speech therapy lesson in a preparatory group with FFN “Journey to the land of sound and the letter Z” outline of a speech therapy lesson (preparatory group) on the topic. Summary of a subgroup speech therapy lesson in preparatory school
Subgroup speech therapy session on automation of sound L in the preparatory group
Davidyuk O.N. Teacher-speech therapist MKDOU kindergarten "Beryozka" Listvenichny villageOn the topic: "To the aid of Uncle Misha"
(Children climb a gymnastic inclined staircase onto a boat built from soft modules)
Teacher speech therapist: Be careful, the ladder is swaying and you can hear the sound: l-l-l. What sound is heard? (children's answers: l-l-l).
4. Strengthening articulation and sound characteristics
Teacher speech therapist: All passengers on board, it's time to meet the captain. It turns out that the captain, a big fan of puzzles, has encrypted his name. Let's try to figure it out?
(children use the articulation pattern to determine the captain’s name)
Teacher speech therapist: Of course, the captain's name has an L sound, then you probably know what his last name is? (children's answers: Agree), what is the character of our captain? (children's answers: hard), and the voice? (children's answers: Voiced)
Teacher speech therapist: So, today the Consonant sound L with a strong character and a ringing voice will be our captain and will accompany us on our journey.
5. Automation of sound at the syllable level
All passengers on board, take your seats, we are heading out to the open sea.
(a slide with an image of seagulls over the sea is projected onto the screen)
Teacher speech therapist: Do you hear them shouting something to us: kla-kly-klo; plu-plo-plu; sl-slu-slo. They probably wish us a safe journey. Let's thank the seagulls in their language: klu-kla-kly, kla-klo klu. And we’ll tell them to see you soon, plo-plo-plo, slo-sla-slu. (Children repeat the syllables)
(a slide with an image of spring is projected onto the screen)
Teacher speech therapist: Look, we are approaching some shore. What time of year reigns here? (Children's answers: Spring)
- Is it time for us to leave? (children's answer: No)
- So, let's sail further.
(a slide with an image of the sea is projected onto the screen)
6. Exercise to develop fine motor skills of the hands
Teacher speech therapist: Look quickly my friend, fish are swimming around.
(a slide with an image of fish is projected onto the screen)
Do you and I know a game about fish? Shall we play? Show your fish. (finger gymnastics)
Fishes swim in the water
Fishes have fun playing
Fishes, fishes, naughty girls,
Try to catch them.
The fish arched its back
Catching a bread crumb
The fish waved its tail
The fish quickly swam away.
(a slide with an image of summer is projected onto the screen)
- Are we going to search? (children's answers: Autumn).
Teacher speech therapist: We continue our journey.
(a slide with an image of dolphins is projected onto the screen)
7. Exercise to develop a vocabulary of antonyms
Teacher speech therapist: Look who it is? (children's answers: dolphins).
- What are they doing? (children's answers: They play ball).
Teacher speech therapist: That's right, dolphins play ball. One dolphin throws, and the other does the opposite... (children's answers: Catches).
Teacher speech therapist: Let’s play the ball game “Say the opposite”: summer is warm - and winter is ...., lemon is sour - and sugar is ..., a feather is light - and a stone is ..., tea is hot - and ice cream is .....
(an image of autumn is projected onto the screen)
(a slide with an image of a mouse is projected onto the screen)
Teacher speech therapist: This is probably the same mouse that sent us the telegram. Let's show him how we sailed on the sea and who we saw.
8. Physical exercise “The sea is agitated”.
9. Exercises to develop phonemic hearing and perception
Teacher speech therapist: I think he’s showing us something, let’s take a closer look.
Teacher speech therapist: Have you guessed what it is? (children's answers: maybe it's a map).
Teacher speech therapist: Of course, this is the map we need to follow. Who should we find first? (Bunny), then let's go to someone... (to the hedgehog). Next we will go looking for... (squirrel). And then … (cat). Look and remember. Do you remember? Well, you go along the path and find the bunny. Don't forget to say hello. (children in the hall are looking for a bunny)
Teacher speech therapist: Hello Bunny! Would you mind sharing some vegetables with us?
Teacher speech therapist: The bunny allowed us to collect only those vegetables whose names contain the sound L (children choose vegetables with the sound l: onion, eggplant, beets).
For the curly tuft
I dragged the fox out of the hole.
Very smooth to the touch
Tastes like sweet sugar.
Teacher speech therapist: Well, we collected vegetables, picked mushrooms, picked nuts, caught fish, let's take the supplies to Uncle Misha. He's probably already tired of waiting for us, but by the way, so is he.
(a slide with an image of Uncle Misha is projected onto the screen)
Sections: Speech therapy
Type of lesson: Development of lexical and grammatical categories and coherent speech.
Target: To consolidate children’s knowledge about animals of hot countries and the North, to enrich and activate vocabulary in the names of these animals, the features of their habitat.
Tasks:
Correctional and educational:
- Improve the ability to independently compose stories about animals in a logically consistent and grammatically correct manner.
- Activate and improve vocabulary on the lexical topic of the lesson.
- Form a grammatical structure of speech, practice using complex compound adjectives.
- To form phonemic hearing, the ability to conduct sound analysis of words.
- Automate the correct pronunciation of sounds.
Correctional and developmental:
- Develop coherent speech.
- Develop visual perception and fine motor skills through didactic games.
- Develop logical thinking, memory, imagination, emotions.
Educational:
- Cultivate goodwill, cooperation skills, activity, and initiative.
- Develop the ability to adequately evaluate your work in class.
- Foster love and respect for nature and animals.
Preliminary work: conducting classes on speech development on the topics “Animals of hot countries”, “Animals of the North”, reading additional educational and fiction on a given lexical topic, watching presentations on the topic “Animals of hot countries and animals of the North”, listening to recordings with animal voices.
Equipment: magnetic board, magnets, pictures of animals, team icons (snowflake and sun), a “magic” bag with chips for dividing into teams, chips for assessing children’s activities, pictures for dividing animals into groups (north, south, predators, herbivores), cards with mixed up words (dish - ver), sound circuits words and cards with the names of animals, envelopes with images of an elephant and a walrus, word diagrams - signs (for selecting adjectives), templates for shading, pencils, plates and semolina, pictures for self-esteem. laptop.
| Stage | Activities of a teacher | Children's activities |
| 1.Org.moment | Hello children! Listen carefully and tell me who came to visit us today? Listening to the voices of animals from hot countries and the North (tiger, monkey, zebra, elephant, polar bear, whale). |
Children listen and name the animals whose voices they hear. |
| 2. Motivation and goal setting | We listened to the voices of animals, and today we will have a quiz of experts. Who can say what topic the experts will discuss? This is the topic “Animals of hot countries and the North”. We will repeat and consolidate the names of these animals, their habitat, what they eat. Let's play and draw. But we need to prepare for our lesson. Listen to the rules of conduct: And then together we can discover something new! We'll start the lesson with a riddle. Guess the riddle: Who will guess the riddle? Let's do it articulatory gymnastics |
: “Smile” - “Tube”, “Fat people” - “Skinny people”, “Spatula” - “Watch”. Children listen to the teacher. Name the topic of the lesson. They guess the riddle. |
| Perform articulation gymnastics. | 3. “Send the animal home” And since our animals are from different places, let's help them return to their native lands. But we need to split into two teams. Everyone will come up and pull out an object from the “Magic Bag” (children pull cards with a picture of a snowflake and the sun out of the bag). Now we have two teams of experts! |
Take a seat at the tables with your image on it. Now help the animals return home. |
| One person at a time, approach the board and place the animals where they live. Children are divided into teams and seated at tables with the “Snowflakes” and “Sunshine” logos. |
In turn, each expert comes out and identifies the animal to its homeland. 4. “Why?” Answers on questions. Selection of words - signs And tell me, please, young experts:
|
A giraffe has a long neck - long-necked |
| An elephant has big ears - big-eared | The seal has thick skin - thick-skinned
|
A kangaroo has a baby kangaroo |
| The doe has a fawn The penguin has a baby penguin |
I will ask you to leave your tables and come to me. You each have a simple pencil on your desk. The task for the teams is to see who can quickly shade the images of animals with lines from top to bottom. On command they started - you run up to your places and begin to hatch. | Whoever finishes raises his hand! |
| Children come up to the teacher, listen to the assignments and begin to stroke on command. | 7. “Predators and Herbivores” Well done! You did a great job of stretching your fingers and toes! Now we have to remember what the animals of the Hot countries and the North eat. Which two large groups we know? |
Predators and herbivores. Let's divide the animals into two groups. You can also name what exactly they like to eat. |
| Children answer the teacher's question. | The animals are distributed into two groups, on a board with the image “Meat” and “Grass”.
8. Physical exercise |
And they screamed in fear: |
| What is it! This is re” - this is groin! |
Children do physical exercises. 9. “Tangled Words” It was on Sunday, The elephant has birthday The guests sang, had fun, They were spinning around in a round dance, 1,2,3,4,5 – They were spinning like that, they were spinning like that, That they flew into pieces! |
Help gather guests! There is a piece of paper with confusing words on your desks. Try to guess who came to the elephant's birthday party. |
| Children solve words. | Name the animals that came to visit the elephant.
|
What sounds are indicated in blue? – hard consonants |
What sounds are indicated in green? – soft consonants
|
Two words: walrus and elephant. | |
| Walrus - skss, elephant - ssks. | Children open the envelopes and make sound patterns for the words walrus and elephant. Then they make words for the opposing team. 11. Summary. Reflection Our quiz has come to an end. Tell me, how did you feel during the lesson? Today we talked about animals of hot countries and the North, we remembered and clarified from the name what they eat and what their young are called. We repeated the sound patterns and made words from them. |
We played and drew. Thank you, experts! Children answer questions. |
They draw faces on semolina.
This lesson will help automate the sound “C” in isolated form, in syllables, words and sentences, generalize and systematize children’s knowledge about wild animals. Strengthen children's ability to form the plural of nouns. Develops phonemic hearing, perception, general, fine and articulatory motor skills, and facial muscles in children.
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Preview: Abstract of the open subgroup
speech therapy session
In the pre-school group
"Journey to a fairy forest."
Compiled by: Rudnik Anna Iosifovna
Speech therapist teacher at MDOU No. 126
Goals:Educational:
Clarify the articulation of the sound C, work on automating this sound in isolated form, in syllables, words, sentences. Summarize and systematize children's knowledge about wild animals. To strengthen children’s ability to form the plural of nouns using the material of the lexical topic “Wild Animals”. Corrective:
Educational: Work on speech breathing, the rhythmic side of speech. Strengthen children's ability to take a deep breath and exhale smoothly, slowly. Develop attention, memory, thinking. Develop in children: phonemic hearing, perception; general, fine and articulatory motor skills; facial muscles.
Develop self-control of speech in children. Cultivate endurance, patience, perseverance, and the ability to work in a team. Equipment:
An easel, a model of a forest, butterflies cut out of paper, a magnetic theater (fox, owl, hare, bear, Grandma Zvukozhka), tennis balls for massage, a bell, a girl Alice, a set of figurines depicting wild animals, a manual “Magic Mirror” - three interconnected mirrors.
Progress of the lesson.
Organizing time
/Establishing emotional contact/
Children and speech therapist stand in a circle Speech therapist:
All the children gathered in a circle.
I am your friend and you are my friend,
Let's hold hands tightly
And let's smile at each other.
I'll look at your faces
Who should I make friends with here?
My name is Anna Iosifovna, what’s your name? Answer me, say your name affectionately and the 1st sound in your name. (Mashenka - M, Nikita - N).
Finger gymnastics.
Guys, I just saw a magpie fly up to the window, knock on the window and make such a joyful and loud noise. I wonder what she wanted to communicate? Oh, look, what's that there?
The speech therapist finds the letter and reads it.
Get ready soon
On an unusual trip
Forest secrets await you,
The path calls to the forest.
Guys, you want to go into the forest, meet the heroes of fairy tales and play interesting games. (-Yes!)
Let's hold hands so we don't get lost.
Into the forest along a fairytale path
We'll get there straight.
Here we are in the forest!(a forest appears on the multimedia board)
Hello forest, dense forest,
Full of fairy tales and miracles!
Who is hiding in your wilderness?
What kind of animal? What bird?
Open everything, don’t hide it.
You see, we are our own!
What forest did we come to? (autumn, beautiful, fabulous, wonderful, dense, magical...)
Breathing exercise.
Massage of fingers.
The speech therapist finds a basket with balls - suns.
Exercise "Sun".
- The sun doesn't provide much warmth in the fall; it's not as warm as in the summer. Let's ask him to give us some more warm days.
I'll draw the sun.
On your palm.
Let it shine
At least for fun.
The golden sun is walking
In clear, clear skies.
Rays pour on the forest and meadow
And for all the children around.
Children return the balls - suns - to the basket.
There are many animals living in the forest, let's remember them. Think about the name of which animal contains the 1st sound L, Z, V, M, E, B.
Well done boys! What do we call them all together? (Wild animals).
Working on rhythm. Rhythmic game "Woodpecker"
Who is that beating out an unusual rhythm on wood? What bird? (that's right, woodpecker)
The woodpecker gave us a bell. How beautifully it rings, it invites us into a fairy tale.
The children sit down.
Children sit on stump chairs in front of an easel.
Articulation gymnastics “Fairy Tale”
All the guys in order
In the morning they do exercises.
Our tongue wants too
Be like kids.
Oh! It seems like we are already in a fairy tale... |
A fairy tale about a fox - a red beauty.
Speech therapist. Once upon a time there lived a red-haired Fox on the edge of the forest.(music sounds, Fox appears).And everything was fine with her, but the Fox did not know how to pronounce the sound S. She sits on the edge of the forest and cries. Suddenly he sees that butterflies have arrived.
Butterflies. Why are you crying, Fox - red beauty?
Fox. How can I not cry if...
Speech therapist. And the fox told the butterflies that he couldn’t pronounce the sound C.
Fox. Can you tell me, butterflies, who can teach me?
Butterflies. You first blow on us, otherwise a cloud will come and wet our wings with rain - it’s difficult to fly.
Fox. How can I blow? I don't know how...Who can help me?
Children blow 3 times.
Butterflies. Thank you, children! Now our wings are dry and we can fly again. And the Owl will help you learn to pronounce the sound C(Disappear).
Speech therapist. The red-haired Fox sits, cries, and the Owl flies past.(music sounds)
Owl. Hello, Fox - red beauty!
Fox. Hello.
Owl What are you crying about?
Speech therapist. The Fox told the Owl that she couldn’t pronounce the sound C.
Owl. It seems that I can help your grief. My children friends will help us.(Children tell)
Tongue wide as low as possible
The tip is closer to the lower teeth,
A stream of air runs through the middle of the tongue.
Smile and whistle
Make the sound S-S-S!
Fox. S-S-S! Oh, what a beautiful sound!
Owl. Now you can play games with S sound.Guys, they will teach you.
Speech therapist. Let's teach the fox to play games“We will blow high...”
What sound is this? (consonant). It can be soft or hard.
Game "Wizards"
sa-sa-sa - sya-sya-sya, so..., su..., sy..., se...
Children do exercises.
Fox. Oh, how interesting. Thanks to the children and you owl for helping me.
Speech therapist. Please, answered the owl. And only the fox saw her. She sits as before on the edge of the forest and smiles, and Bunny walks past.(music)
Hare. Hello, red fox! Why are you smiling?
Fox. How can I not smile? Previously, I didn’t know how to pronounce the Sound C, but the owl taught me
Hare. I'm happy for you! Maybe you can help me too? Let's determine in the title of which picture the sound C is hard, and in which the sound С is soft.
Fox. Of course, I will help you and the guys will help us
Hare. Thank you. Well done, you distributed the words correctly. But it's time for me to leave.
She sits and suddenly hears someone flying.
Granny Sound-Heark. -Who learned to pronounce the sound C? There will be something to eat. Now I will eat it in all words.I eat the S sound in words and change the meaning of the words.
There was a GARDEN - it became.. HELL, There was LAUGHTER - it became.. FUR.
Speech therapist. - I invite the most fearless and courageous to enter into battle with Grandma Sound-Eater. ...PEACEFUL, ...DUCKS, ...EARS, ...TREASURE, ...CAT,...OUTFIT, ...PAWN, ...TRAVELER,...THREE, ...PORT.
Speech therapist. - Hooray! We defeated the Sound-Eater.
Fox. I am so glad. I even wrote poetry. Repeat after me.
Sa-sa-sa - a fox is sitting under a bush. Sy-sy-sy - the fox has cubs!
So-so-so - the fox's tail is like a wheel.
Speech therapist. - The Fox is sitting, and the Bear is walking past, bending the bushes to the ground.(Music plays, a bear appears)
Bear. Hello, Fox - red beauty!
Fox. Hello, Mishenka. Why are you so sad?
Bear. Yes, I received a letter. But everything about it is wrong. I don't know how to fix it.
Speech therapist. - Now we will help you. I read a sentence to you, if everything is correct in it, you clap, if there is an error, you raise your hand up.
The bear has a fox tail.
A squirrel has a squirrel tail.
The fox has a wolf's scent.
The fox lives in a squirrel hollow.
The hare has bunny ears.
The deer has antlers.
Hedgehog loves honey.
Bear. Thank you guys for the science.
The bear left - only the fox saw him.
Speech therapist. Goodbye Fox - red beauty. We're glad we were able to help you. Let's go further through the fairy forest.
Physical education lesson “How are you living?”
The magic bell rings and invites us to visit the girl Alice. Alice visited the fabulous Wonderland through the Looking Glass. She brought a magic mirror with her and wants to show us various miracles, and you will correctly name everything that Alice shows.
Speech therapist. The story is more wonderful
You've hardly heard:
Today we will remember the fairy tale
"Alice in the Wonderland"
Wide spread of mirrors
He will call us to the Looking Glass...
Guys, look: we have
There are animal figurines.
We're neat now
We will put them here.
(showing a place in front of the mirror)
Let's take one animal
Let's put it in front of the mirrors...
And what do we see? That's wonderful!
There are many animals in front of us!
Who is this? (hare) And now I’ll put it next to Alice’s wonderful mirror. Who do we have now? (hares). Who do we see in Alice through the looking glass? (bears, wolves, squirrels, foxes, hedgehogs, etc.).
Speech therapist. – Thank you Alice for the magical, extraordinary game.
Bottom line. - We visited a magical land with you, met different heroes, and we need to return to the group.
Path, path, guide us
We will follow you, and you will lead.
Lead through the field, stream and ravine,
But why are you spinning around like that!
The path obeyed and became straight
And she quietly returned us home.
Guys, did you enjoy being in the forest, visiting a fairy tale? Well done to all of you. Let's say goodbye to the guests.
Goodbye!
Subject: Sound Z.
Target: formation of phonetic phonemic awareness sound Z.
Progress of the lesson:
1. Organizational moment.
The one who names any syllable will sit down.
2. Introduction to the topic.
Guys, now I’ll tell you a riddle.
“He doesn’t bark, doesn’t bite, and doesn’t let him into the house.”
Highlight the first sound in the word.
Z-lock.
Who guessed what sound we will learn today?
Today we will learn to hear and speak the sound Z correctly.
3. Learning new things.
A) Setting the sound Z.
We took the mirrors. When we say the sound Z, the tip of our tongue rests on our lower teeth, our lips smile. Let's try to say together - Z-Z-Z.
When we say the sound Z, our throat trembles. Put your hand to the neck, say Z-Z-Z, and now S-S-S. How are these sounds different?
Z- the neck is trembling, C- the neck is not trembling.
Try, you tell me, you tell me, etc.
Now repeat the syllables after me:
PS-PS-PS
The one for whom I place the toy on the table will say.
ZA-ZA-ZA, AZNA, AZMA, etc.
B) Exercise in auditory perception of sound Z.
There are pictures on the board: bunny, goat.
Let's listen, where is the sound Z hidden in the word BUNNY?
At the beginning of the word.
And in the word GOAT?
In the middle of a word.
There are cards on the board.
In the right column we will put those pictures in which words with the sound Z are at the beginning of the word, in the left column - in the middle of the word.
Words: snake, TV, bell, hall, station, exercise, goat, vase, mimosa.
Children go out one at a time and put a picture in the left or right column, while pronouncing the word emphasizing the sound Z.
There is a picture “Rose” on the board.
Guys, “Rose” is a word, it consists of parts. Let's count the parts of this word
Rose (Children clap).
How many parts?
What were we doing now?
Divide the word into syllables.
What is a syllable?
A syllable is part of a word.
Let's count how many syllables are in the word HALL?
One. (Children clap).
Mi-moza.
Three. (They clap).
Ring.
Two. (They clap).
Guys, we will denote a word with a long green stripe, and syllables with small yellow stripes.
On the flannelgraph there is a diagram of the word “mimosa”. How many syllables?
How many yellow stripes do you need?
The words “snake”, “goat”, birch are understood in the same way.”
We put the strips on the edge of the table.
On the board there is a picture depicting one object.
What is this?
This is a vase.
There is a vase on the table, but if we say: There is a vase on the table... What?
Vases. (a picture is displayed).
Similarly: goats - goats, rose - roses, mimosa - mimosa.
5. Physical exercise.
We straightened our backs
And they brought their shoulder blades together,
We walk on our toes
And then on your heels.
6. Pictures on the board: vase, mimosa.
Make sentences with these words.
Mimosa stands in a vase. Mom bought a mimosa and put it in a vase. Dad gave mom a mimosa and a vase.
Today in class we learned to hear and pronounce the sound Z.
Lesson analysis.
The topic, purpose and content of this lesson correspond to long-term plan work. There is a unity of correctional, educational and educational tasks. The speech therapist prepared the preschoolers for the upcoming work, spoke in a language accessible to children about the purpose of the lesson and attracted their attention with the help of interesting exercise. Visual aids were used during the lesson. All stages of the lesson were followed. The speech therapist skillfully combines various techniques, which are entertaining exercises for children and at the same time have speech correction value for the teacher. The lesson included a combination of individual and subgroup work. The speech therapist easily establishes contact with the children and maintains interest in the lesson throughout its duration. The speech therapist’s speech is characterized by accessibility, emotionality, and expressiveness. During the work, the teacher constantly monitors the children’s speech, gives them a role model, and teaches them how to construct a sentence correctly when answering. Provides necessary assistance when errors and difficulties are identified. The lesson plan has been completed, the goals of the lesson have been achieved, the children have mastered the lesson material.
Summary of a subgroup speech therapy lesson in the preparatory group.
Topic: Sound Z.
Target: consolidation correct pronunciation sound Z. Sound analysis and synthesis of a straight syllable. Agreement of adjectives with nouns.
Progress of the lesson:
1. Organizational stage.
Children stand around the speech therapist.
Guys, today we are going to the zoo. Let's call there and tell them we're leaving.
The speech therapist calls on the phone and imitates a dialogue.
At the end of the dialogue, the speech therapist becomes upset and ends the conversation with the words: “Of course, we will try to help.”
Guys, there's a problem at the zoo. All the animals ran away. We were asked to help. Only our zoo is unusual, because it is in our group. Let's go to the tables - the cells. All the animals left us letters.
The speech therapist takes out a piece of paper with a riddle from the envelope.
And the letters contain riddles, if you solve them, they will come back.
What kind of forest animal is this?
Did you stand up like a post under a pine tree?
And stands among the grass,
Are your ears bigger than your head? (bunny).
Pretending to be a colorful ribbon
Sliding through the green grass,
Twisting, bending
Crawling along the ground... (snake)
He is grazing in the reserve,
Like a whirlwind rushes across the prairie.
He is powerful, brave, formidable,
This beast's name is... (buffalo)
Horned, not a deer.
It is the cow who gives milk, not the cow. (goat).
While solving riddles, the speech therapist puts animal toys on the table.
All our animals returned to the zoo. Who lives in our zoo? (bunny, goat, bison, snake).
Intonationally, the speech therapist identifies the sound Z in words.
Guys, which of you is the most attentive? What sound is repeated most often in all these words? The sound Z came to our lesson today.
2. Main part. Introducing the sound Z.
1).- Guys, there is a fairy meadow in our zoo. Do you want to visit there?
(The quiet music “Forest Stream and the Sounds of the Forest” is turned on, and the speech therapist sits on the carpet with the children).
Here we are. Sit down in the clearing and close your eyes. Can you hear the birds singing? But not only birds live here, but also someone else. Listen: Z-Z-Z. Who is that ringing?.. (mosquito).
The speech therapist holds in his hands a picture of a mosquito.
Look, I caught this mischief maker and now the one on whose shoulder he sits will ring his neighbor’s ear. How should you ring?
The speech therapist approaches each child and he, observing correct articulation, pronounces the sound Z for a long time.
2) - Well done, they helped the mosquito well. Now let's remember what vowel sounds we sing? And now we will play a game called “Live Sounds”. This game requires four guys. Those children whose name I pronounce will come up to me, showing a green traffic light.
The speech therapist calls 4 children. They are given rulers depicting symbols of vowel sounds:
Guys, now you are not just children, but children-symbols. Olya, what sound does this symbol represent?
The speech therapist reminds all remaining children of the graphic representation of vowels.
And Seryozha will be a new sound. Which one?
Guys, the sound Z appeared near what vowel? What happens if you combine them? How many sounds are there in a syllable? Which one is the first? What's the second one?
The syllables are formed: FOR, ZO, ZU, ZY.
3) – Guess the riddle:
It saves you from the rain, but gets you wet.
Although it gets wet, it doesn't get wet. (Umbrella)
And I have a magic umbrella for you. Each of you, if I touch him with an umbrella, will name a syllable with our new sound and vowel that I will pronounce. (FOR, ZO, ZU).
4) - Now let's remember nursery rhymes with the sound Z.
Behind, behind, behind, behind, there is a goat standing here.
Zy-zy-zy, zy-zy-zy- the goat doesn’t have enough hay.
Zu-zu-zu, zu-zu-zu, we untied the goat.
The speech therapist repeats the nursery rhymes together with the children, then the nursery rhyme is recited by the child whom the speech therapist touches with an umbrella. The sound Z stands out intonationally.
(While the speech therapist is reciting nursery rhymes with the children, the teacher places 6 envelopes in the group).
5) - Now come everyone to me. Now we will play the game “Find the envelope”. Each envelope is in a designated place, and I will tell you where. Taking the envelope, you sit down in your seat, but do not open the envelope. Misha, your envelope is lying between the table and the chair. Pasha, yours is on the table. Katya, take the envelope that lies under the table. Vitya, your envelope is lying near the chair. Dima, yours is under the chair. Olya, your envelope is on the chair.
Game "Fourth wheel".
Having opened their envelopes, children must put aside the picture that does not fit the others:
1 envelope: ball, car, doll, goat.
2 envelope: elephant, bear, squirrel, umbrella.
3 envelope: jacket, scarf, mittens, snake.
4 envelope: potatoes, cabbage, carrots, star.
5 envelope: cat, dog, cow, vase.
6 envelope: shovel, watering can, bucket, mosaic.
Children put aside the picture that does not match the others. The sets consist of such pictures that a picture with a word containing the sound Z is superfluous.
Name the extra picture. Pasha, put your picture on the board.
Children display their extra pictures, first naming them.
The last child is asked what sound is repeated in all these words; first the child lists all the objects depicted in the pictures.
6) Physical exercise “Bunnies”.
(The teacher puts on cheerful music, and the children, together with the speech therapist, perform rhythmic movements to it).
Raise your shoulders, jump like bunnies.
Jump, hop, hop, hop, let's sit down on the grass.
Let's listen to the silence and eat carrots.
Hush, hush, jump high, lightly on your toes!
7) The speech therapist together with the children approaches the flannelgraph on which the cells are attached. The speech therapist inserts a picture of a goat into a special hole, and then changes it to a picture of goats.
Guys, all the animals returned to their home in their cages. A goat lives in this cage. And in the cages... (goats).
The speech therapist takes turns replacing the animals, and the children answer questions about who lives where.
8) – Three dolls wanted to come to visit us: Katya, Masha and Zoya. What doll do you think will come to us? Her name starts with the sound Z.
The speech therapist puts the Zoya doll on the table.
Our Zoya loves everything naughty and funny. Even her guests can be said to be funny. Look who came to visit Zoya? (Bunny). What kind of bunny does Zoya have? (Funny)
The speech therapist puts a bison and a goat on the table and asks similar questions.
9) - Guys, the Zoe doll recently had a birthday. And her friends gave her... But now you will understand what they gave her.
Zoya's story.
Zoya was given...
The speech therapist shows the children an umbrella and places it near the doll.
Zoya went outside without...
It started to rain and Zoya returned home to get her...
Zoya took shelter from the rain under...
Zoya tied a beautiful ribbon to...
This is the story about Zoya.
3. Summary of the lesson.
Guys, what was the sound like when we visited today? You have learned many words with this sound. Now name the words with the sound Z that you remember.
The speech therapist interviews all the children, and those who named the words correctly pick up small pink squares specially scattered from the floor by the teacher. Whoever has the most squares is given an umbrella by the speech therapist, which the child sticks in his notebook.
Lesson analysis.
The topic of this lesson fully corresponds to its purpose and content. The lesson material is selected in accordance with the correctional and developmental program. The lesson corresponds to the long-term work plan and the age of the child. The lesson demonstrates the unity of correctional, educational and educational tasks, i.e. A speech therapist works not only to eliminate the lack of sound pronunciation, but also gives the student new knowledge and develops positive character traits in him. During the lesson, preschoolers are concentrated, listen carefully to the teacher and follow all his instructions. The teacher complies with sanitary and hygienic requirements when conducting classes and makes extensive use of visual aids. All structural components are preserved in the lesson. The speech therapist often encourages children, encourages them, and thereby maintains a positive attitude throughout the lesson. During the lesson, the teacher constantly monitors the children’s speech (shows surprise if the child makes a mistake in the statement). The speech therapist provides measured assistance to the preschooler in case of difficulty and makes demands taking into account the child’s personality. The lesson includes psycho-gymnastics. The teacher gives all the material from simple to complex, taking into account the principles speech therapy work. The plan was fully implemented, the goal of the lesson was achieved.
Preparatory group classes
Type of lesson: traditional
View:cognitive-speech
Subject:"Journey through the Zoo"
Target:Automation of the sound l and l` in syllables, words and sentences
Tasks:
Goals:
Formation of practical skills andskills to use corrected (phonetically pure, lexically developed, grammatically correct) speech;
- clarification and expansion vocabulary on the topic “Zoo”.
Correctional and developmental:
Elimination of defective pronunciation of the sounds “l” and “l”;
- development of breathing, phonemic hearing and perception, grammatical structure of speech;
- improvement of general motor skills and coordination of movements.
Correctional and educational:
Fostering love for living nature and caring for others.
Preliminary work: pronouncing the sounds “l”, “l’” in syllables, words, phrases. Reinforcing the pronunciation of these sounds at home with parents. Work in speech therapy notebooks. Games for identifying sounds: “Find the sound in the word”, “The fourth odd one”, etc.
Equipment:computer, screen,multimedia projector, object pictures, mirrors, panicles, a wonderful bag, seeds, tray, velvet paper, napkins, orange, apple.
Progress of the lesson
1. Ogre moment:
Guys, s Today guests came to our lesson, they smile at you. And you will smile at your guests. Smile at each other. Smile for me too.
Well done, take your seats.
- Today we have an unusual activity, and to find out why it is unusual, you need to answer a question from the work of Samuil Yakovlevich Marshak - “Where did the sparrow have lunch?”
We will visit the zoo. Attention to the screen. ( slide number 1 )
2. Determining the purpose of the lesson:
Guys, who do you see on the screen? (
slide number 2
)
(zoo: lion, elk, elephant, camel). And who is it? (animals)
- Let's see who else lives in the zoo? (
slide number 3
)
(birds: pelican, swan, woodpecker, pigeon). And who is it ? (birds)
- What unites them, what sound is present in all the names of these animals and birds? (The correct sound is “l” and “l”) (
slide number 4
)
Speaking out the purpose of the lesson : today in our lesson we will continue to consolidate the pronunciation of the sounds “l” and “l” in syllables, words and sentences.
Let's remember where we start our work. (That's right, from articulation gymnastics).
3. Articulation gymnastics:
Fat grandchildren came to visit
They are thin - just skin and bones.
Grandmother and grandfather smiled at everyone,
They reached out to kiss everyone.
They brushed their upper teeth
Right and left, inside and outside.
We are also friends with the lower teeth.
We will press our lips together and rinse our mouths,
And we puff on the samovar as much as we can.
We’ll put out saucers and they’ll put pancakes for us.
We chew the pancake, wrap it and bite it.
Pancake with raspberry jam is delicious.
The breakfast was delicious, we licked our lips.
4. Self-massage of the face is carried out:
We rub our hands (children rub their palms)
And warm up (clap hands)
And your face with its warmth
Gently wash (swipe across face from top to bottom)
Fingers rake everything bad thoughts(rake-like movements with fingers from the middle of the forehead to the temples)
We rub our ears,
From top to bottom we quickly (rub ears)
We bend them forward,
We pull down by the lobes,
And then with my hands,
We touch the cheeks.
5. The correct sound production is given:
Narrow tip of the tongue
Up against the teeth.
The teeth are slightly closer together
The lips are smiling.
6. Repeat syllables and words
Al-al-al ul-ul-ul
Ol-ol-ol yl-yl-yl Il-il-il
Al-al-al - shaft ol-ol-ol - table
Al-al-al - gave ol-ol-ol - count
Al-al-al - ball ol-ol-ol - floor
Al-al-al – hall ol-ol-ol – dol
7. Reading pure sayings:
La-la-la-there lived a squirrel in the forest
Lo-lo-lo-belkin house hollow
Lu-lu-lu-squirrel jumps along the trunk
Ly-ly-ly - squirrels have small ears.
(slide No. 5) - Look at how the letter “L” is written, move your finger in the air, and now look on the table in a box you have a variety of objects, choose which ones you like best and make the letter “L”.
8. Breathing exercise "Breeze"
The speech therapist suggests playing with a broom. Shows how to blow on paper strips, then offers to blow on the children.
Imagine that this is a magic tree. The breeze blew and the leaves rustled on the tree! Like this! Now you blow!
9. Automation of sound in words and sentences.
Let's go back to our zoo, guys. Today in class we are reinforcing the sounds “l” and “l’”. Look at the animals. What animal do you think is the odd one out here? ( slide number 6 ) (Yes, that’s right, an extra animal has appeared. Why is it extra? Because there is no “l” sound in the word giraffe)
Has anything changed now? ( slide number 7 ) (a bee appeared). She is superfluous because she is not an animal, but an insect.
9. Physical exercise:( slide 8 )
We kick - top top / movements according to the content of the text /
We use our hands - clap-clap
We are with our eyes - blink-wink / hands on the belt; we blink our eyes/
We shoulders - chick-chick / hands on the belt; shoulders up and down/
One - here, two - there / hands on the belt; turns right-left/
Turn around yourself. /perform movements according to the content of the text/
Once - they sat down, twice - they stood up,
Everyone raised their hands up.
They sat down and stood up. They sat down and stood up.
Vanka - standing up as if they became
All hands were pressed to the body.
And they began to make jumps,
Like my funny ball.
10. Consolidation
( slides No. 9, 10, 11, 12)
Tell me, an elephant is ... (what?) big, kind, a lion is shaggy, an elk is horned, a camel is two-humped, etc.
Did you have a good walk around the zoo? (Yes.) It's time to take a break.
Guys, I found out that at the zoo they give the animals fruit. I suggest you identify, with your eyes closed, what fruits are given to the animals at the zoo. Describe these items. Please close your eyes.
Game “Identify the sound in a word”
There are different pictures on the table.
The one with the orange collects pictures with the sound “l”
And the one with the apple - with the sound “l”
11. Lesson summary:( slide 13 ).
Now it's time for us to say goodbye to our animals.
- What would you wish for them?
- Well done boys. We had a good time today, walked around the zoo.
Did you like our walk, and tell us what exactly it was. What else were we doing?What sounds did you try to pronounce correctly today?(reinforced the sounds “l” and “l” in words and sentences). Are these sounds vowels or consonants? Is the "l" sound hard or soft? Where does the tongue rise and rest when pronouncing them? ( Well done! You did a great job in class today. I liked it very much. And I'm in a good mood. That's it. What is yours? Take the mirrors and see what mood you are in, show me...