Staging sound c summary of the lesson. "Automation of the delivered sound in syllables, words and sentences" individual speech therapy lesson - a lesson in the lower grades. Viewing the contents of the document "Summary of an individual lesson on automation with
Target: sound setting [ts].
Tasks:
- Correctional and educational:
- give a description and correct articulation of the sound [ts];
- to form the ability to correctly pronounce the sound [ts], by imitation;
- teach to pronounce the sound [c] in isolation.
- Correction-developing:
- develop general, fine, articulatory motor skills; correct air stream; phonemic perception;
- improve the ability to understand spoken language;
- develop the WPF.
- Correctional and educational:
- increase the self-esteem of the child, contribute to the improvement of his emotional well-being.
- maintain interest in speech therapy classes.
Materials: an invitation card, a toy Zvoznaika and a hedgehog, a manual for the development of an air stream (on the theme of autumn), an easel with a picture of a tree or its layout, cards for performing articulatory gymnastics, a card with a conditional sound symbol [C].
STUDY PROCESS
Speech therapist. Hello, child's name, I'm very glad to see you.
Child.
Speech therapist. Look, we got an invitation card, let's read it.
Reading a postcard. The sound expert and one of his friends invite us to visit, but we will only find out who this friend is when we reach the city. Shall we accept the invitation of the Soundmaster and his friend?
Child.
Speech therapist. But getting there is not so easy, we have to go through the magical garden and complete all the tasks that the Sound Knower left us, and only then we can get to the place. Do you agree to help me and do all the tasks diligently?
Child.
Speech therapist. Then go!
2. Cultivate a strong long-lasting directional smooth air jet
Speech therapist. Here is this garden, but all the paths in it were covered with autumn leaves. And the first task from the Sound Knower is to clear the paths, but without touching the leaves with your hands. What a cunning sound expert! How can we do it?
(If the child does not guess, you can ask leading questions. For example: How does the breeze clean the paths?)
Child. Blow.
The child is offered a benefit and an image of a tree, from which 2-3 leaves extend in different directions. They must be blown to the side (under the tree).
Speech therapist. Excellent, you removed all the tracks (a), we continue on our way!
3. Development of articulatory praxis
Speech therapist. Oh, look what an interesting bush is growing in this garden.
The speech therapist draws the child's attention to the image of a bush on an easel (a magnetic board or its layout) located next to the mirror. Instead of leaves, there are pictures on it (shovel, pie, boat, reel, slide) for performing articulatory gymnastics. In a less visible place, so that this picture was found last, a picture is attached with an articulatory pattern of sound[ts].
Speech therapist. The sound expert asks us to sit on a chair in front of the mirror, remember what exercises for the tongue these pictures indicate and perform them beautifully.
Child.Names the picture and performs the exercise, looking in the mirror.
Speech therapist. Well done and you did an excellent job with this task.
4. Formation of the articulation pattern of sound [ts]
Speech therapist. And what is this picture? Draws the attention of the child to the picture with articulation. This Zvoznayka left us a fairy tale about the sound [ts], but the fairy tale is not simple - with movements. I will read it, and you show it?
Child.
Explanation of the articulation of sound.
The text of a fairy tale for reading to a child by an adult |
actions performed by a child at the request of an adult |
| A breeze in a dark and damp cave. It is guarded by the tongue, which lay down on the floor of the cave, stretched out, you can’t get around it. | knock lower teeth against upper open your mouth put a wide spread tongue on the bottom of the mouth |
| Suddenly, the tongue raised its back to the ceiling and with its sides pressed against the upper teeth, now it is even more difficult for the breeze to get out | make the tongue slide: press the side edges to the upper molars, and rest the tip of the tongue against the lower teeth. |
| But as soon as the tongue with its front part bends down to the lower teeth, deciding to whisper with them. The breeze immediately rolls down his back like a hill. It slides right down to the bottom teeth. | leaving a small distance between the teeth, blow on the tip of the tongue for a long time, pronounce the sound [s]. |
| The teeth do not have time to close and block the path of the breeze, a small gap remains between them. | smile, slightly exposing your teeth, opening them (distance 1-2 mm). |
| the tongue is angry with the teeth for not holding back the breeze. the tongue descends to the lower teeth with its front part, and with its back it strongly knocks on the upper teeth. | holding the tip of the tongue behind the lower teeth, pronounce the sound [t] several times. |
| after a blow of the tongue, the breeze rolls down his back and jumps sharply into the narrow gap between his teeth. | distinctly repeatedly pronounce the sounds [t] and [s] together (get the sound c) bring the palm to the mouth, feel the jerky movements of air. |
Speech therapist. Well done guy did a great job. Remember that with a quick pronunciation -TS - in this position of the tongue, the sound [ts] is obtained.
Child.
Speech therapist. This tale is about the sound [ts]. Repeat together [c] (when the child repeats the sound, once again pay attention to the correct articulation).
Child.
5. Development of speech attention
Speech therapist. We ended up with you in a colored clearing, and I suggest you take a break and play a little.
Child.
Speech therapist. Listen carefully to each task, and then accurately complete it, but only when you hear the word - "REQUEST".
Please put your hands up.
Hands down.
Request: hands to the sides.
Hands forward.
Sit down.
Please stand up.
Jump on one leg.
Request: turn around
Please clap your hands.
Put your hands down.
Request: stomp with your right foot.
And now the left.
Request: tilt your head to the right and left
Sit down.
Get up!
Please put your hands on your belt and jump.
Speech therapist. We had a great rest, played, and continued on our way.
Child.
6. Pronouncing a sound in isolation, getting to know its visual symbol.
Speech therapist. Here is a new task from the Sound Knower. Look closely at the picture and remember (speech therapist shows a picture of a baby stroller - a visual symbol of sound) The new sound [ts] is similar to the one we ask you not to make noise. Hush, hush, the baby is sleeping! CCCC! Repeat!!
Child.
Speech therapist. Well done you are doing well.
7. Development of fine motor skills of the fingers.
Speech therapist. And here is our Zvukoznayka and his friend. Who is this?
Child. Hedgehog.
Speech therapist. Done, right, Hedgehog. Hello Zvoznaika, hello Hedgehog!
Child.
Speech therapist. And we know the game with fingers about the Hedgehog, let's show it to our friends.
Child.
Speech therapist.
"Hedgehog"
One hand (the palm is unclenched, the fingers are spread out) is a hedgehog, the fingers of the other hand are forest animals. The kid squeezes each finger of the other hand with one hand.
Speech therapist. Excellent!
8. Development of phonemic perception.
Speech therapist. The hedgehog offers to play his favorite game "Catch the Sound". As soon as you hear the sound [ts], clap your hands.
Speech material: w, s, k, c, t, c, s, m, p, c.
Speech therapist. Well done well played.
9. Outcome, performance evaluation.
Speech therapist. So our journey ended, we got to Zvukoznayka, visited his friend Hedgehog and it's time to return to kindergarten. And let's remember what sound we met in a fairy tale and played with it.
Child.
Speech therapist. Correctly with the sound [c], you did a great job (a) and for this Sound Knower gives you a gift.
Synopsis of the frontal lesson in preparatory school speech therapy group on the topic:
"Sound C. Automation of sound C in connected speech
(retelling based on the mnemonic table) "
Target: Consolidate knowledge of the consonant sound C. Continue to learn to retell.
Tasks:
1. Correctional and educational:
Fix the correct pronunciation of the sound C.
Exercise in the ability to determine the number of syllables in words.
Exercise in sound-syllabic analysis of words.
Continue to practice making sentences according to the scheme.
Strengthen your retelling skills.
2. Correction-developing:
Develop phonemic hearing, attention, memory.
Develop logical thinking.
3. Correctional and educational:
Cultivate endurance, perseverance.
Equipment: Chicken toy, pictures for sound C, cards for sound analysis, sentence scheme, paired pictures, mnemonic table.
Lesson progress:
Org.moment
Speech therapist: The one who slams and determines how many syllables are in the word will sit down. (picture on children's tables: flowers, chain, chicken, egg, heron, ring, puddle, circus, marten, mitten, street)
Speech therapist: Now guess the riddle:
Appeared in a naked coat:
Farewell, two shells! (Chick).
Speech therapist: There was a chicken named Chick at the mother of a chicken. And he came to our class today.
What is the first sound heard in the name Chick. Let's tell Chick about the sound Ts, what kind of sound it is, give it a description (consonant, deaf, hard; indicated by a blue box). Articulation of the sound C (the tip of the tongue rests on the lower teeth, lips in a smile. The back of the tongue bends and hits. The air comes out jerkily, it is cold). Let's play with the sound C, and our magic chest with tasks will help us.
Speech therapist: To open the chest, you need to say magic spells.
Voice Charging:
Ats-ots-uts tsa-tso-tsu tsva-tsvo-tsvu
Itz-its-atz tsy-tsy-tsy tsvy-tsvo-tsva
Ots-ots-atz tso-tsu-tsy tsvu-tsvy-tsvo
Speech therapist:
Next task: What word did I think of: Chick or face. (show diagram).
How many vowels are in the word - Chick. Determine the place of the sound Ts in the word (lay out on the diagram). Lay out the word-person (sound-syllabic analysis).
"Come up with sentences for pictures according to the scheme: a living object, a word-action, an inanimate object."
.
(Children are offered paired pictures, according to which they make sentences: flower singer, cucumber seller, towel swimmer, ring princess, etc. For example: The seller sells cucumbers.)
Fizkulminutka.
The chicken naps on the porch - tse-tse-tse
Tsarapych went out onto the porch - tso-tso-tso
Do not touch the scratchy fellow - tsa-tsa-tsa
We drove the cat off the porch - tsa-tsa-tsa
The chicken is just great - ets-ets-ets
(movements in the text, children pronounce and clap their hands on syllables)
Speech therapist: Now we will listen to an interesting story about what happened one day to a chicken. The story is called "Chicken Chick"
The hen had five chicks, one of them was called Chick. For days on end, the chicken taught them to drink water from a saucer, to peck at caterpillars. Once Chick saw a beautiful butterfly on a flower and ran after it. He was near the well, stood on tiptoe and wanted to look into it. It's good that the heron managed to grab the naughty Chick and take him home to his mother chicken.
Questions about the content of the story:
– How many chickens did the hen have?
– What was the name of one of the chickens?
– What did the hen teach the chicks all day long?
– What did Chick see once?
– Who helped Chick?
Re-reading with the installation of retelling (display, analysis of the mnemonic table).
Retelling by children based on a mnemonic table.
Summing up the lesson. Story analysis. What was difficult, what did you like? Children's self-esteem. Chick thanks the children, says goodbye and gives candy.
Bredikhina Natalya Sergeevna
teacher - speech therapist of KSU "OSSHI No. 1 for children with OVR" city of Shakhtinsk, Karaganda region
Purpose: To consolidate the pronunciation of the sound [Ц] in an isolated form, in syllables, words and sentences.
Educational - clarification of the articulation of sound [C], automation of sound in isolation, in syllables, words, sentences, clarification of an isolated position; to teach to perform articulation exercises to develop the sound [C] in full; to teach to give an acoustic-articulatory characteristic of sound; improve the skills of sound analysis and synthesis.
Correction - the development of speech motor skills; development of phonemic hearing; development of precise hand movements. Develop articulatory motor skills and speech pronunciation skills; develop visual and auditory attention, memory, tactile sensation, development of fine motor skills;
Educational - Educate cognitive activity, interest in the study of the material, attention to the sound of one's own speech. Cultivate accuracy, organization in work.
Қүral zhabdyқtar: Mirror, items for finger gymnastics, ball, subject pictures, workbook, presentation, symbol of sound, pictures, in the name of which there is a sound [C], sound ruler, cards for determining the place of sound in a word, sound signals, Su-Jok massager, napkins.
Lesson progress
I. Organizational moment. (Greeting in the state language. Creating an emotionally positive background for the lesson).
Today we will go on a journey to a fairy-tale land. Want? Then listen. (Slide No. 2) In a certain kingdom, in a certain state, an evil witch has overtaken many clouds in the sky, and for many days now the sun has not been seen, it is raining. The King was sad. Only brave, courageous knights can help remove the evil curse. Let's help the inhabitants of this country to return the sun. To do this, you need to complete all the tasks correctly. Are you ready? Then let's start.
Before starting the lesson, let's repeat the rules:
· Our ears listen attentively.
· Mouth - on the lock.
Our eyes notice and remember everything.
· Speak clearly and loudly.
II. preparatory exercises.
1) Massage of the muscles of the face (self-massage, massager).
2) Massage of the muscles of the tongue (massager).
3) Mimic gymnastics (on cards).
4) Articulation gymnastics. Breathing exercise. Isolated pronunciation of sound [C] - slide No. 3:
There is a magic mirror in this fabulous country. Look what it shows us. This is a story about a tongue.
The tongue woke up early in the morning, and his house - his mouth - was closed. Then he began to knock on one cheek, then on the other (ex. "Bumps").
The mouth opened, the tongue looked out, but the teeth did not want to let it in and began to bite (ex. "Dough").
Then the tongue decided to brush his teeth. We clean the teeth of the upper and lower (ex. "Brushing teeth").
The teeth liked it, and the mouth began to smile. We smile broadly and show clean teeth (ex. "Fence").
The tongue went for a walk, saw a swing and decided to swing (ex. "Swing"). And then he went to ride down the hill (ex. "Gorka").
Look, there are balloons here. Let's do the same for you" balloon' and inflate it.
The fingers of both hands are in a "pinch" and touch the tips (see figure). In this position, we blow on them (breathing exercise “Inflate the balloon”). Gradually, the fingers take the form of a ball - slide number 4.
Imagine that the balloon burst and deflates: "Sssssssssss." Now the ball is blown away like this: "Ts-ts-ts ..." fingers take their original position.
III. Sound automation [C] .
1. Automation of sound [C] in tongue twisters. (Slide number 5)
Tsa-tsa-tsa - here is a sheep.
Tse-tse-tse - I'm going to the sheep.
Tsu-tsu-tsu - I lead a sheep.
Tsy-tsy-tsy - no sheep.
2. Automation of sound [C] in words. (Slide number 6)
Look carefully and name the objects in the name of which there is a sound [C]. (Blacksmith, chicken, windmill, cucumber, button, circus, scissors, flower).
Who is out of place here? (Dog). Why? (There is no [C] sound in the word "dog")
3. Automation of sound [C] in words. Development of phonemic hearing. Determining the position of the sound [C] in words. (Slide number 7)
A hare, a chicken, a chicken, a sheep and a heron will go on a journey with us. We need to put them in wagons. Tell me where the sound [C] is hidden in these words (at the beginning, middle or end).
(A chicken and a heron ride in the first car, a chicken and a sheep in the second, a hare in the third)
4. Fixing the visual image of the letter [C]. Development of visual perception. (Slide number 8)
We will also take the letter "C" with us. Look at how it's spelled and think about what it looks like. Draw in your notebook. Look what my "C" looks like.
5. Finger exercise.
Self-massage of the fingers and palms with a ball and a Su-jok ring. The movements are accompanied by lines of the poem.
- Eight by the road,
Nine in the meadow...
What do you think, rain?
Can I help?
- Two - under the old spruce,
Near the haystack - six ...
What do you think rain
Can't you count?
- I'm in a hurry to count all the daisies.
Ten at the edge, under the aspen - five ...
Well, how do I count. How long until trouble!
All of a sudden I don't have enough water for everyone.
6. Written work with the letter "C".
1) Work in notebooks.
2) Work on individual cards.
7. Formation of nouns in a suffix way. (Slide number 9)
In a fairy-tale land lives a magical echo. Let's play with him. Form words according to the model.
soup - tureen
sugar - sugar bowl
candy - candy
bread - bakery
IV. Fizminutka. (slide number 10)
We met another inhabitant of a fairy-tale country - a heron. Let's do an exercise with you. "Heron" (alternately we stand on the right, then on the left leg, arms to the sides).
On one foot in the swamp
The heron stands all day long.
nosed heron
Stands like a statue.
V. Automation of sound [C] in sentences. (slide number 11)
1) Tell me the last word in the sentence. This word must have the sound [C] - slide number 11.
The dog bit Sonya on ... (finger)
Lives in a birdhouse ... (starling)
On the threshold of the wigwam stands ... (Indian)
The messenger arrived with a letter to ... (palace)
A big one grew in the greenhouse ... (cucumber)
2) Compilation of sentences for pictures with given words (slide No. 12)
Make sentences with the words: dress, laugh, ride, study, wipe, bathe. Do not forget to pronounce the sound [C] clearly and correctly.
VI. Summary of the lesson. Reflection.
Well done! You helped the inhabitants of the fairy kingdom. The clouds dispersed, it became light, the sun appeared. Look what the sun is doing It laughs, rejoices that you are so smart!
Tell me what you liked the most What sound do we often meet today?
References
1. Lessons of a speech therapist. Correction of speech disorders / N.S. Zhukova - M.: Eksmo, 2008. 120 p.
2. We play, listen, imitate - we get sounds. V.V. Tsvyntary - M .: CJSC Tsentropoligraf, 2004. - 63 p.
3. Home notebook No. 1 for fixing the pronunciation of whistling sounds C, Z, C / V.V. Konovalenko, S.V. Konovalenko - "Gnome and D", 2002. - 48 p.
Synopsis of correctional and educational activities "The Adventures of Chicken Little" for children older than school age
Purpose: teaching children how to maintain health, stimulating working capacity, thinking and speech activity.
Correctional and educational tasks: clarify the pronunciation of the sound [ts]; develop phonemic hearing, improve the sound-syllabic analysis of words. Correction-developing tasks: to develop intonational expressiveness of speech, thinking, auditory memory, visual perception, coherent speech, speech breathing.
Correctional and educational task: to form mutual understanding, goodwill, independence, initiative, responsibility.
Equipment: mirrors, individual schemes, subject pictures, finger puppets "chickens", cane puppets: a horse, a chicken, a fox, a hare, a bear, a plot picture "In the yard".
1. Organizational moment.
Speech therapist:- One, two, three, four, five - start playing in a circle! A new day has come, let's meet it with a smile. I smile at you, and you smile at each other. We are calm and kind, we are friendly, affectionate.
- Take a deep breath through your nose and inhale kindness, beauty, health into yourself, and exhale all resentment, anger, grief through your mouth (Lyric music sounds.)
2. Reporting the topic of the lesson.
Speech therapist: Children, guess the riddle: “He appeared in a yellow coat, goodbye, two shells. Who is it?" (Chick)
Psycho-gymnastics: Depict a chicken sitting in an egg. Show how he gets out of the shell: first he stuck out his head, then the right wing, then the left. Chicken in the rain, chicken basking in the sun.
Listen to the story that once happened to the chicken Chick. The chicken brought her chickens out into the yard to take a walk, look for worms. And the chicken Chick was the most naughty, at first he looked out from under the gate, saw a flower bed (I show a large flower: color therapy is blue) and decided to go smell the flowers, then he played catch-up with a grasshopper, then he studied the path of the caterpillar for a long time and ... got lost.
A chicken doll appears
Chick: What should I do, how to find my way home.
(Audio recording of horse hooves tsk-ts-ts sounds)
Chick: Oh, do you hear that strange sound?
Speech therapist: Children, who do you think is jumping? (Horse) How do her hooves clatter? (ts-ts-ts)
Today we will study the sound [ts] and help Chick to return home.
3. Sound characteristic
Pronounce the sound [c], observing the articulation in the mirror. Children analyze the pronunciation of the sound [c] according to the scheme. The lips are in a smile, the teeth are close together, but not closed, the wide tip of the tongue is lowered behind the lower teeth, the back of the tongue is pressed behind the upper teeth. A strong air jet breaks this barrier. The voice doesn't work.
Speech therapist: -What is the sound [c]? Children: (Sound [ts] - consonant, always hard, deaf.)
4. Exercise in pronunciation with elements of su-jok therapy, development of motor skills, prosodic components of speech.
Speech therapist: Horse Queen will show us the way
a.) Pronunciation of the poem
Pronunciation of the poem with the tapping of each syllable with the fingers of both hands alternately from the thumb to the little finger (applicator casts).
Tsok-tsok-tsok!
You are a horse, gray side.
You knock with a hoof,
Let us go home soon.
b.) pronunciation of syllables
gallops cheerfully over the pebbles: tsa-tso-tsa-tso
neatly jumps over streams: ats-ots-uts
climbs heavily uphill: tswa-tsvu-tsvy
Horse: Go from the well two cells to the right and one down. Yats-za sits under the tree there, he will show you the way further. (One of the children performs a move on a sheet lined in a box)
Speech therapist: Children, and who is this Yats-za? (Hare).
5. Pronunciation of sound in words, development of phonemic representations.
Hare: I'll tell you the way if you help me name the words a). Game "Be Careful" - Look at the picture "In the yard." Name a word with the sound [ц], in which there is one syllable (two syllables, three syllables).
(Chain; eggs, porch, flowers, sheep, starling; stairs, chicken, chickens, greenhouse, cucumbers, well.)
Hare: Go two cells down and three to the left, there is someone waiting for you near the old mill (Children guess the word fox by the first sounds)
6. Development of auditory attention and memory, sound-syllabic analysis and synthesis of the word "chicken".
Fox: Oh, what wonderful children. Do you want to play with me
The game "Remember-repeat" with elements of self-massage
Open up third eye
Teach us soon. Massaging a point on the bridge of the nose
Our memory will be better
You check it out yourself. We massage the points on the temples.
Suggested words heron, ring, scissors, flowers
Starling, singer, lollipop, well done
Fox: Tell me, what is the name of the mother of the chicken?
Children: Chicken.
Sound analysis words chicken
Speech therapist:
How many syllables are in the word chicken? (Three)
-Name the first syllable. (Koo)
How many sounds are there, name them. (K, y)
The syllables "ri" and "tsa" are parsed similarly.
Children independently lay out the scheme of the word.
Fox: Well done, you did everything right. Go four cells down and one to the right, there is someone sitting in the clearing, eating candy.
Speech therapist: Guess who is sitting in the clearing. In the name of this animal, the first sound is [m], the last is [a], her cubs are small cubs.
Bear: You guessed it right, well done. Smell how my flowers smell.
7. Formation of a long speech exhalation, relaxation.
Exercise "Oh, how the lollipop smells!"
Now rest in my clearing, and then I will show you the way further.
Muscle relaxation "Magic rug"
Together with the speech therapist, the children take the edges of the rug. All together raise it up, taking a breath, as you exhale, lower the rug down, drawl out: “Uuuuuuuuuuuuuuuuum”. The exercise is repeated 3 times.
Then the rug is spread out, the children stand around it and say the “magic” words: “One, two, three - rest!” Then the children go to the mat, make a circle (sun) and lie down with their heads in the center of the circle (calm music sounds)
Eyelashes fall...
Eyes are closing...
We are resting calmly ... (2 times)
We fall asleep with a magical dream ...
Our hands rest...
Get heavy, fall asleep ... (2 times)
The neck is not tense
She is relaxed...
Lips slightly open...
So nice to relax. (2 times)
Breathe easily, evenly, deeply.
We are having a great time.
We fall asleep with a magical dream ...
It's good for us to rest
But it's time to get up.
8. Prevention of visual fatigue and myopia.
Speech therapist: Look, what a beautiful butterfly flies over the clearing.
Let's follow the flight of a butterfly with our eyes. (Simulator "Butterfly")
Children follow with their eyes along a given trajectory.
Bear: Well, guys, did you have a rest? Listen to where you go next: go three cells to the right and one up, there on the outskirts of the village is the house in which the chicken lives.
(One of the children makes a move)
Speech therapist: And here is the house in which the chicken Chick lives. (The picture “Chickens in the yard” is exhibited) They saw the chickens of Chick, were delighted and invite them to play with them, to invent dreams-fictions.
9. Development of coherent speech.
Children come up with a dream-fiction about what happened to the chicken and the object that is drawn in the picture.
10. Reflection.
Speech therapist: Today we did a good deed, helped the chicken find its way home. And who helped us and showed the way? (Answers of children).
Municipal budgetary preschool educational institution « Kindergarten No. 8 of the combined species of the Novooskolsky district of the Belgorod region.
Prepared by a speech therapist teacher MBDOU d / s No. 8:
Work description. The abstract of the lesson can be used in their work by speech therapists, defectologists and students of pedagogical universities. The material is designed for children of preschool and primary school age. The lesson can be useful in the prevention and correction of acoustic and articulatory-acoustic types of dysgraphia.
Target: To teach children to distinguish sounds [C] - [C] in isolation, in syllables and correctly designate them in writing.
Tasks:
correctional and educational:
consolidate knowledge of the consonants C, C.
to learn to distinguish sounds c-s in isolation, in syllables.
correctional-developing:
develop phonemic awareness and perception,
develop visual and auditory attention;
develop visual and auditory memory;
correctional and educational:
foster a culture of behavior;
to form humanistic values
develop the ability to hear and listen to the teacher;
to educate children in self-control over speech and behavior;
STUDY PROCESS
1. Org. moment
We are going on a trip today. You can't travel without tickets. You have tickets on the table, they are still empty and not valid. To find out who we will go to today, fill them out. To do this, you need to listen very carefully to the words that I will name, to find the indicated letters.
So let's get started:
last letter of the word finger.
First letter of the word address.
Then write the second letter of the word April,
the third letter of the word saw
And the first letter of the word Apple.
Now let's fill in the second ticket.
Write 1 letter of the word juice,
the second letter of the word sea,
1 letter of the word thief,
And the last letter of the word map.
Speech therapist: “Kamilya, did you guess who we are going to visit?”
Child: "To the stork and the owl."
Speech therapist: “To get to them, we need to name the first sound in the name of each bird. What is the first sound in the word heron?
Child: "In the word heron, the first sound is [C]."
Speech therapist: "What is the first sound in the word owl?"
Child: "In the word owl, the first sound is [C]."
Remember the articulation of sounds [C] - [C]. Dress up the Sounders.
Remember the characteristics of these sounds.
Sound [C]. When pronouncing the sound [C], the lips are located in a smile. The tongue is tense, rests on the lower teeth. The air jet is cold and long. When pronouncing the sound [C], the air meets an obstacle, which means the sound is consonant. The throat does not sound, so the sound is deaf. The sound [C] is hard, but it has a soft brother [C '].
Sound [C]. When pronouncing the sound [C], the lips are located in a smile. The tongue is tense, rests on the lower teeth. The air jet is cold and short. When pronouncing the sound [C], the air meets an obstacle, which means the sound is consonant. The throat does not sound, so the sound is deaf. The sound [C] is always solid.
Fill in the table according to the characteristics of sounds.
So, you and I have reached our owl and heron. It turned out that they can sing very beautiful songs in their own language.
Here the owl sang her song, let's sing with her: SA-SO-SU-SY-SE (we sing a syllabary table).
And then the heron sang, and we, along with her: TSA-TSO-TSU-TSY-TSE
Our birds are still those cunning, they encrypted the letter, here it is.
The speech therapist says: "[C], [C], [C], [C], [C], [C]". The letter is not finished, help to continue the chain.
The child continues the chain: "[C], [C], [C], [C], [C], [C]".
The owl and the heron have prepared another one for us interesting task. Divide the words into syllables and write the first syllable. Here are the words they gave us:
Heron, price, sleigh, honeycomb, clatter, whole, salute, soot, clogs, gypsies.
Summary of the lesson. What sounds did we hear? What is the difference between the sound [C] and [C]? What task did you like the most? What task was difficult?
