Technological map for a speech therapy lesson kindergarten. Technological map of an individual speech therapy lesson “Automation of sound. What kind of bird? Where did she fly into? What
What position do the lips take when we pronounce the sound "L"?
3. Isolated pronunciation of sound.
Show me how to pronounce this sound correctly.
Horn for a long time L-L-L
Say abruptly L, L, L.
Sound automation work
L: Let's go back to our winter fairy tale.
"The old elk calls the animals
Hey, over here! Hurry, hurry!
You forgot? Because today
There will be a New Year's holiday!
L: In order for these inhabitants to find themselves in the clearing, you need to complete several tasks.
a) automation in syllables
L: For this animal to gallop, you need to repeat the syllables after me:
LA-LA-LA AL-AL-AL
LO-LO-LO OL-OL-OL
LU-LU-LU UL-UL-UL
LY-LY-LY YL-YL-YL
b) automation in words and sentences
Speech therapist demonstrates a figurine of affection
L: Do you know the name of this animal?
(A large image of a weasel appears on the screen)
weasel- a small predatory animal of white color.
L: You need to place a weasel to the left of the tree. The child takes the figurine and comments on his actions - I PLACED THE WEASEL TO THE LEFT OF THE TREE.
L: In order for these forest dwellers to appear in the clearing, you need to solve riddles:
Who is cold in winter
Wandering angry, hungry ... ( wolf)».
L: Put the wolf in front of the tree. The child comments I PUT THE WOLF IN FRONT OF THE TREE
L: And why did the wolf come?
D: skiing
"Knocks all the time
Trees are hollowed out
But they don't hurt
It only heals... (woodpecker)».
L: And how does a woodpecker heal trees?
L: Plant a woodpecker under the tree. The child comments I PLANTED A WOODPECKER UNDER A TREE.
L: And this inhabitant of the forest wants to play a finger game with you
c) Work on the development of fine motor skills of the fingers
After gymnastics, the speech therapist demonstrates the figurine capercaillie
L: Who is it? (if children find it difficult to answer, the speech therapist calls himself)
This is a capercaillie. Do you know why it's called that? ! Capercaillie - from the word "deaf". He is called so because when he starts to sing his song, he becomes deaf and does not hear any sounds. When it stops, it starts to hear again. Plant a capercaillie to the right of the tree.
R: I PLANTED A CLOCK GRINDER TO THE RIGHT OF THE TREE.
d) Work on the development of graph-motor skills
L: And this little animal really wants you to draw his portrait.
(children are given envelopes in which there are tasks of varying complexity.
1) for a child with mathematical preferences :
squirrel outline, made with a thin dotted line, which must be circled strictly along the line and connected by numbers (easy option)
draw a contour of a squirrel by points, following a digital cipher (difficult option)
2) for a child with artistic abilities:
the contour of a squirrel, made with a thin dotted line, which must be circled strictly along the line (easy option);
squirrel outline made with a thin dotted line with missing elements (complex option)
L: Who did you get?
D: squirrel
e) Work on the development of the grammatical structure of speech.
L: Our squirrel is very capricious. She invites you to play with her again and name all the inhabitants of the clearing as if there are many of them.
D: Moose - moose - a lot of moose
Weasel - weasel - a lot of weasel
Woodpecker - woodpeckers - many woodpeckers
Capercaillie - capercaillie - many capercaillie
Wolf - wolves - many wolves
Protein - protein - a lot of protein.
L: Put the squirrel on a stump
R: I PLANTED A SQUIRREL ON A STUMP
e) Work on the formation of the skill of sound analysis
Determine which scheme fits the name of each animal or bird:
- The beginning of the word - weasel, elk
- Middle of the word - wolf, squirrel, capercaillie
- End of the word - woodpecker
f) Practicing a clear pronunciation of sound in pure speech
L: Look, the name of the New Year tree also has the sound “L”. Let's say something about her. I offer the following phrases:
Individual and choral pronunciation:
"LU-LU-LU - we are around the Christmas tree at the ball
LO-LO-LO - our Christmas tree is warm
LA-LA-LA - our Christmas tree is small
LY-LY-LY - we trampled the floors.
L: Now it remains to decorate the Christmas tree and the animals will begin a fabulous holiday.
(New Year's melody is heard)
L: Let's say goodbye to our little animals and birds and wish them a happy New Year.
Skryagina Alina Igorevna
Job title: teacher speech therapist
Educational institution: MBDOU No. 407
Locality: Samara city
Material name: Methodical development
Topic: Technological map of a subgroup speech therapy lesson
Publication date: 16.01.2017
Chapter: preschool education
Technological map of a subgroup speech therapy session with children with general underdevelopment of speech
Prepared by: speech therapist Skryagina Alina Igorevna
MBDOU "Kindergarten No. 407" Samara
FULL NAME. speech therapist Skryagina Alina Igorevna Age of the child, speech therapy conclusion) 5 years Speech therapy conclusion: General underdevelopment of speech of the third level, erased dysarthria 5 years Speech therapy conclusion: General underdevelopment of speech of the third level, erased dysarthria Topic of the lesson “Swallow visiting. L sound. Type of lesson "Consolidation of knowledge" Technologies used Technology based on the activity approach. Health saving technologies. The technology of the phased formation of mental actions The purpose of the lesson is to automate the correct pronunciation of the sound [L] in words, sentences within the framework of the topic migratory birds Tasks Clarify and consolidate the articulation of the sound [l] Automate the pronunciation of the sound [l] in words, phrases To consolidate the idea of migratory birds Planned results Subject Metasubject
Development of mobility of organs of articulation in the process of performing articulation gymnastics; Consolidation of the correct articulation pattern when pronouncing the sound [L]; Automate the pronunciation of the sound [l] in words, Develop phonemic perception by highlighting the sound [l] against the background of the word Systematize the child's ideas about migratory birds Activate the use of new words in various syntactic constructions. Strengthen the ability to use simple common sentences. To consolidate the ability to form nouns with the help of diminutive suffixes –chk-, -shk- To consolidate the ability to build proposed case constructions with prepositions for, on, under. To consolidate the ability to form the dative case for them. Nouns Regulatory UUD: to teach to accept and save the learning task. Develop cognitive research activities (observe, analyze, nutrition). Communicative UUD: develop the ability to listen to the teacher to the end develop the ability to express one’s assumption develop the ability to build and maintain a dialogue Personal UUD: form motivation for learning and purposeful cognitive activity. To cultivate a positive attitude towards birds, to prevent aggression towards birds. To cultivate interest in the natural world and to form a sense of responsibility for migratory ones; to carry out cognitive reflection; spring park image, ball.
Organization and structure of speech therapy classes
Stage Duration of the stage Methods and techniques of work Forms of organization of students' activities Activities of a speech therapist Activities of students Planned results UUD I Stage Motivation - to create conditions for the pupil to have an internal need to be included in the educational process 3 minutes oral Subgroup So that the tongue would obey us and help beautifully say you need to do gymnastics Our lips are smiling. Keep a smile counting up to 10 Pancake-needle Swing Brush your teeth Painter Cup Sail A bird flew to our lesson today, solve the riddle and find out what kind of bird it is. She lives under the roofs, She builds her nest of clay, She fusses all day She doesn’t sit on the ground, She flies high in the clouds, Eating midges on the fly, A sweetheart in a black tailcoat, What’s her name? ....
.(Martin)
Children perform articulation exercises in front of a mirror Guess the riddle Swallow Regulatory UUD: learn to accept and save the learning task. Communicative UUD: develop the ability to listen to the teacher to the end; develop the ability to express your opinion
II. Stage of actualization of knowledge
-
to update the studied methods of actions sufficient to build new knowledge and their generalization (reproduce and fix the ZUN necessary to build new knowledge); Duration of the stage Methods and techniques of work Forms of organization of students' activities Activities of a speech therapist Teacher activities of students Planned results UUD 8 min Oral, analytical-synthetic Subgroup 1 Swallow brought her favorite sound with her. Guess what that sound is. What is the first sound you hear: Swallow. Sound [L] How to pronounce it correctly? What are lips doing? Where should the tongue be?
2 Swallow asks us to help her friends
other birds will return home.
But the birds
want to play with you. Child
closes his eyes. they hid
Need to find.
Nightingale, oriole,
Optional: swift, rook
What are these birds called? Why? 3 Let's remember what parts the bird consists of? You need to assemble the bird and name its body parts. Here's a hint. 4 Optional: The swallow wants to ask you for help. It is necessary to determine where the other bird will carry the sound [l]. At the beginning (in the beak), in the middle (in the paws) or at the end (in the tail) oil, mule, spoon, stick, beam, goat, shelf, skis, floor, paw, jackdaw, chalk. They remember that at the sound L they smile, and bite their tongue with their teeth. They look for birds in the office, then they call the birds: nightingale, oriole, rook, swift. They indicate the common naming of birds: Migratory. Determine why such a name. They add up a diagram of a bird from parts and name the parts of the body: Head, beak, torso, wings, tail, paws. Determine the place of sound [l] in words. Regulatory UUD: to teach to accept and save the learning task; To develop cognitive and research activities
Stage III physical minute - to form attitudes towards a healthy lifestyle and implementation in real conduct Duration of the stage Methods and techniques of work Forms of organizing students' activities Activities of a speech therapist Teacher activities of students Planned results UUD 2 min Showing a sample of performing exercises oral, analytical and synthetic Subgroup Performs a physical minute together with the student, the Black Rook walks across the field, It is important to raise his legs, (they walk, raising their knees high) Walks along the thawed patches, (and waving his arms (wings). He finds worms in the ground. Perform movements according to the model Personal UUD: form motivation for learning and purposefully IV consolidation and assimilation of knowledge - Assimilation of knowledge and the ability to apply it in different educational tasks Duration of the stage Methods and techniques of work Forms of organization of students' activities Activities of a speech therapist Teacher activities of a student Planned results UUD Oral, analytical and synthetic Subgroup wai
The game "Gathering grain"
The journey home is a very long journey, it takes a lot of strength. Birds are hard. How do you think you can help them? Where do they get the strength to travel? Need a good meal! Need to collect grain Determine the need for food for birds before flying. Name the pictures in the name of which the sound l
for the birds. But not just like that, a picture is drawn under the grain, you need to name it and pronounce the sound L beautifully in it. Then we can take this grain with us and feed it to the birds. bell, cloud, fork, dress, table, flag, chocolate, spoon, bow, puddle, lacquer, lamp, acorn. If the child correctly names the sound in the word, then this grain is sent to the feeder. And if not, then the grain remains, the pronunciation is corrected, the child tries again Now the birds are returning from warm countries. They have to find their own food, but this is very difficult in early spring. How can you help them?
Game "Feed the birds"
Here we have harvested the grain. And where can we put grain, bird feed now? What is the name of? feeder! Who will be fed now? Who is visiting us? (swallow, oriole, nightingale). Who will you give this grain to? Etc
Game "Say kindly"
You fed the birds, now they want to play. I will tell you a word and a bell, a cloud, a fork, a dress, a table, a flag, chocolate, a spoon, a bow, a puddle, varnish, a lamp, an acorn. They determine the need to feed the birds in the spring. They take grain in turn and call to whom he will give it. To whom? Swallow, Oriole, Nightingale. They catch the ball in turn and form a noun, with the help of diminutive suffixes, bird, nest, wing, head, paw, paw, paw. nightingale boat apple Regulatory UUD: to learn to accept and save the learning task. Develop cognitive and research activities Communicative UUD:
throw the ball. And you must say this word of affection. And throw it back to me. bird - nest - wing head - paw - Nightingale - Boat - Apple - Shelf - Fist -
Game "Say the other way around"
The child is invited to listen to the sentence and finish the word opposite to the one named in meaning, the word is the other way around. It is dark outside at night, and during the day ... (light). Pepper is bitter, and sugar ... (sweet). The fairy in fairy tales is kind, and the witch ... (evil) The candle is hot, and the ice cream ... (cold). It is warm in summer, and in winter ... (cold). The cobweb is thin, but the rope can be ... (thick) The butterfly is light, and the crow ... (heavy) Pierrot is sad in the fairy tale, and Pinocchio ... (cheerful) Additionally: the cam shelf Catch the ball in turn and ends the sentence with the antonym Light, sweet, evil , cold, cold, fat, heavy, cheerful Children take the bird in turn and plant it according to the instructions, and then independently voice where the bird is planted, navigate in space on a horizontal surface, determine the location, indicate the location using prepositions, choose the correct prepositional cases - constructions, controls the correct pronunciation of the sound L in a constructed sentence to develop the ability to listen to the teacher to the end; develop the ability to express your opinion
Game "Plant the bird"
What kind of bird? Where did she fly into? What
do you see in the park?
Place the nightingale on the bench, under the Christmas tree, place it to the right of the flower bed, place it behind the flower bed, etc. Where does the nightingale sit? Child's answer: The nightingale is sitting on a flower bed. V. Stage Reflection to form an adequate understanding of the reasons for the success / failure of educational activities; Duration of the stage Methods and techniques of work Forms of organization of students' activities Activities of a speech therapist Teacher activities of students Planned results of UUD
2 min Oral, analytical-synthetic Subgroup
So we helped the birds! fed
chicks, escorted them to their nests! Martin
thank you very much.
What's her favorite sound you learned
is it correct to pronounce today? At your place
happened?
What are the benefits of birds? Birds pollinate plants, destroy caterpillars and other harmful insects. That's why you can say: "birds are our helpers." In addition, birds decorate forests, parks and gardens. Songbirds delight us with their singing. What would the world be like without birds? What can we do to make the birds living on earth feel good? Answer questions, evaluate their efforts Communicative UUD: develop the ability to listen to the teacher to the end; develop the ability to express one's assumption; develop the ability to build and maintain a dialogue Personal UUD:. Cultivate a positive attitude towards birds, prevent aggression towards birds; Cultivate interest in the natural world and form a sense of responsibility for migratory ones; carry out cognitive reflection
- Metasubject:
Regulatory UUD
Communicative UUD:
- Working with an auditory message
- Dialogue with a speech therapist
Personal UUD
Stages
Teacher activity
I
Hello Pasha!
I will remind the rule of speech: “Today we play like this - we always answer briefly, We are not in a hurry to speak, we think more, we are silent.”
Today we are going on a journey. And where - you will find out by guessing the riddle:
The green house is always open
It is covered with a carved roof.
It is full of fairy tales and miracles -
What is this? This is ... (Forest)
II
- Relaxation
The eyelashes go down.
The eyes are closed.
We rest in peace. (2 times)
We fall asleep with a magical dream.
Our hands are resting.
The legs also rest.
Resting. fall asleep. (2 times)
The neck is not tense
And ras-sla-a-ab-le-na.
Lips open slightly.
Breathe easily. smooth. deep.
The tension has gone.
And the whole body is relaxed. (2 times)
The sun is shining now.
Our hands are warm.
The sun is hotter now.
Our feet are warm.
Breathe easily. smooth. deep.
Lips warm and flaccid
But not at all tired.
Lips open slightly.
Everything is wonderfully relaxing. (2 times)
We understand what it is.
The state of rest. (2 times)"
long pause
"We rested calmly,
They fell asleep with a magical dream.
It's good for us to rest!
But it's time to get up!
We clench our fists tightly,
We raise them higher.
Stretch! Smile!
Everyone open your eyes and stand up!”
What music was played?
Where does the wolf live? (in the lair)
Where does the fox live? (in the hole)
Where does the squirrel live? (in the hollow)
7. Su-jok therapy
There was a hedgehog (we show the massage ball). It was prickly (grasp the palm of the right, then the left hand).
Once, he went for a walk (we roll in a circle on the palm of our hand). He came to the clearing, saw a short path and ran along it (we roll from the palm to the little finger and back), returned to the clearing (we roll in a circle on the palm of our hand), again ran through the clearing (we roll between the palms in a circle), noticed the river, ran along it bank (rolling on the ring finger), returned to the clearing again (between the palms), sat, rested, basked in the sun, saw a long path and ran along it (rolled on the middle finger), returned to the clearing and saw a hill, decided to climb there ( slightly raise the index finger (slide) and drive the ball over it). Then the hedgehog rolled down and again ended up in a clearing (moving in a circle in the palm of your hand), saw a tree and ran around it (we roll around the thumb, raising it).
The hedgehog became hot, he stuck out his muzzle towards the cool breeze.
Breathing exercises: Inhale through the nose, exhale into the palm of the hand, repeat 2 times.
Open the ball and take out the massage ring. We alternately put it on each finger of the leading hand, moving up and down several times.
The hedgehog walked so cheerfully through the forest that he did not notice how it was getting dark. Evening came. Satisfied with the walk, he will go home (close the ball, roll between the palms).
8. Game, describe the animal.
What wolf? (evil, grey)
IIIstage. reflective
Who did you meet in the forest?
View document content
"Technological map of a speech therapy lesson to overcome stuttering at the stage of short answers"
Technological map of a speech therapy lesson to overcome stuttering at the stage of short answers
Topic:"Walking in the Forest"
Correction program compiled on the basis of methodological recommendations Arutyunyan L.Z.
Lesson type: Lesson on generalization and systematization of knowledge
Class type: individual
Student age: 4 years
Logopedic conclusion: OHP III, dysarthria. Stuttering of moderate severity of articulatory-respiratory localization of zero degree of fixation.
Purpose of the lesson: automation of the skill of fluent speech at the stage of short answers on the lexical topic: "Wild animals of the forest"
Tasks:
automate the skill of fluent speech at the stage of short answers
to consolidate the skill of relaxation;
to expand ideas about the beauty of the forest, about the wild animals of our forests (appearance, behavior, cubs);
contribute to the development of an elongated speech exhalation, soft voice delivery, a sense of tempo and rhythm, and intonation expressiveness.
Planned results:
Subject:
Automating the skill of fluent speech at the stage of short answers
Updating knowledge about the animals of our forests
Metasubject:
Regulatory UUD
Ability to follow game plan
Ability to control your actions
Communicative UUD:
Working with an auditory message
Dialogue with a speech therapist
Personal UUD
Formation of a sense of mutual assistance
Formation of activity and motivation for inclusion in the process of voice, respiratory and speech work
| Stages | Teacher activity | Children activities | |
| Istage. Motivation for activity | Hello Pasha! Today our lesson will be visited by many guests-teachers. Let's smile and say hello! I will remind the rule of speech: “Today we play like this - we always answer briefly, We are not in a hurry to speak, we think more, we are silent.” Today we are going on a journey. And where - you will find out by guessing the riddle: The green house is always open It is covered with a carved roof. It is full of fairy tales and miracles - What is this? This is ... (Forest) Where are we going with you today? But before the trip, we need to have a good rest and gain strength. | Greetings. Guesses the riddle | Regulatory UUD |
| IIstage. Organizational and search activities | Breathing exercise "Ball" To begin with, we will remember how to learn how to breathe correctly. Inflate and deflate the balloon in the stomach. Relaxation Close your eyes and listen to the sounds: Eyelashes fall... long pause "We rested calmly, What music was played? We received a letter. From whom? They ask you to help them: all the animals have lost their babies and cannot find them. Can we help animals? Then we go to the forest. Look, we have paths leading into the forest. Choose the path we're going to take. So we entered the forest. And then we are met by the first animal, who is it? (hare) 3. The hare is very hungry, can we help him find food? 4. We set off along another path and find ourselves in a clearing where all the animals of the forest that have lost their cubs have gathered. Every animal needs to find its baby. 5. Pasha, what is the air like in the forest? Let's breathe in the clean forest air. Stand up straight. Repeat after me: Ah! 6. Look, there is a forester's house in the forest, which is protected by animals from hunters. But do you know where animals live in the forest? Where does the wolf live? (in the lair) Where does the fox live? (in the hole) Where does the squirrel live? (in the hollow) Where is the bunny hiding? (under a bush) Where the bear hibernates (in a den) 7. Su-jok therapy Look, two hedgehogs came running to us, let's play with them? There was a hedgehog (we show the massage ball). He wasbarbed
(grasp the palm of the right, then the left hand). Let's wish the hedgehog good night: Good night! 8. Game, describe the animal. You and I saw different forest animals. Tell me, what kind of fox? (sly, redhead) What hare? (cowardly, grey) What wolf? (evil, grey) What bear? (clubfoot, brown) | Performs the exercise "Ball": on inhalation, the stomach rises, on exhalation it falls. The child lies with his eyes closed in a state of relaxation, listening to the sounds of nature Gentle, quiet, calm From animals (animals). Agree to help Selects the path, depending on which the next task will be selected. And he walks along the path. Chooses among the proposed items the products that the hare eats and lists them. Names the animal and its cub and attaches them to the magnetic board. Clean, fresh Inhale: arms raised up, On exhalation, we lower our hands and say: Ah! Responds and holds up the appropriate dwelling card. Repeats all movements for a speech therapist The child describes the color and character of the animals. | Cognitive UUD Communicative UUD Personal UUD Cognitive UUD Communicative UUD Personal UUD |
| IIIstage. reflective | Our walk through the forest has come to an end. Let's go back down the path. Where have we been today? Who did you meet in the forest? What speech rules did you follow? | Regulatory UUD Communicative UUD Subject UUD |
Municipal budgetary educational institution
Secondary school No. 4
Routing
speech therapy session
Teacher speech therapist
Korostelina Galina Konstantinovna
2014
Target block.
Topic of the lesson
Setting the sound [Ж].
Purpose of the lesson
Clarification of the articulation of the sound /zh/, staging the sound /zh/, fixing in an isolated pronunciation;
Development of speech motor skills;
Development of phonemic perception and phonemic analysis;
Fixing the connection between sound and letter / w /
Planned result:
Personal Skills
Meta Item Skills
Item Skills
Feeling the need for learning, evaluation, self-esteem.
Cognitive Skills: definition of the sound pronunciation algorithm, analysis of the correct sound pronunciation, construction of a logical chain of reasoning, independent selection and formulation of a cognitive goal, use of sign-symbolic means.Regulatory Skills: the ability to control one's readiness for work. Analyzing your work: find errors, establish their cause, control your actions, the ability to plan and perform actions, correlate your actions with a known algorithm.Communication skills: the ability to listen and hear each other, enter into a dialogue with the teacher, accept and maintain the learning goal and objectives, express one's thoughts in accordance with the set learning objectives.
1. Clarification of the articulation of the sound /zh/, setting the sound /zh/, fixing in an isolated pronunciation.
2. Development of speech motor skills;
3. Development of phonemic perception and phonemic analysis;
4. Fixing the connection between sound and letter / w /
Tool block.
Tasks of the lesson: 1. Fformation of a kinesthetic image of the sound [p] (sensations of the position of the organs of articulation);
2. Formation of practical skills and abilities to use corrected (phonetically clean, lexically developed, grammatically correct) speech.
3. Development of phonemic hearing and perception.
4. Development of attention and memory.
5. Strengthen the ability to correlate sounds with letters and symbols.
Lesson type: acquisition of new knowledge.
Means of education:
Equipment: mirror.
Didactic material: letter cards, sound articulation profile, subject pictures.
Organizational and activity block
Stages of the lesson
Teacher activity
The activity of the teacher
Cognitive
Communicative
Regulatory
Actions taken
Formed
ways of doing things
Implemented
actions
Formed
ways of doing things
Actions taken
Formed
ways of doing things
1. Organizational moment.
1. Creates an emotional mood:
Every day, always, everywhere
In the classroom, in the game -
We speak boldly
And we sit quietly.
2 .Makes a riddle:
In this house there are red doors
There are white animals near the doors.
Animals love sweets and buns.
Solve the riddle.
Extract essential information from the text of the riddle.
Update life experience.
Interacts with the teacher while guessing the riddle.
Ability to listen to the interlocutor.
Express your thoughts in accordance with the task.
Controls the correctness of the answer.
Ability to listen in accordance with the target setting.
Accept and save the learning goal and objectives.
2. Articulation gymnastics
"The Tale of the Merry Tongue"
1. For lips :
This house is a mouth. The doors to the house open and close. Like this: mouth open: “smile”
Mouth closed: “pipe”
“frog boys”
Pull the lips straight to the ears - the frogs really like it,
They smile, laugh, and their eyes are like saucers.
“elephant guys”
I imitate an elephant, I pull my lips with my proboscis.
For language : In this house, my friend, a cheerful tongue lives.
Oh, and he is a smart boy and a little naughty
So he went out for a walk, sunbathe on the porch (the tongue lies on the lower lip)
“shovel" - put your tongue with a shovel, hold it a little,
He lies quietly and does not tremble at all.
Here a light breeze blew and the tongue shivered (tongue"arrow") hid in the house and closed the door behind him (remove the tongue, close his mouth).
And in the yard the sun hid behind the clouds and the rain drummed on the roof (we knock on the teeth with our tongues, we say “d-d-d-d”).
The tongue did not get bored at home, the ceiling was whitened)
“Painters” (we are painters today - we will whitewash the ceiling).
The tongue looked at the clock, it was ticking: “tick-tock” (mouth open, lips in a smile, touch the corners of the mouth with the tip of the tongue)- "clock"
“It's time for me to sleep too, ”thought the Tongue.
Performscertain
positions of the articulatory organs.
Use symbolic means.
Interacts with the teacher during the performance of articulatory gymnastics.
Ability to listen to the interlocutor.
Express your thoughts, actions in accordance with the task.
Controls the correct execution of gymnastics.
Clarifies, corrects, supplements as necessary.
The development of correct, full-fledged movements and certain positions of the articulatory organs necessary for the correct pronunciation of sounds, and the combination of simple movements into complex ones.
3. Statement of the learning problem
There are several pictures on the board: a beetle, a spider, a bird.
The speech therapist reads the riddle:
Zhu-zhu-zhu
Zhu-zhu-zhu
I'm sitting on a branch
I'm sitting on a branch
I keep repeating the letter
Knowing firmly this letter
I repeat in spring and summer.
Who is that buzzing on the branch? Find a picture.
What is the first sound in the word "beetle"? This sound resembles the buzzing of a beetle.
Today we will learn how to pronounce the sound /zh/. For this, it is necessary that the lips and tongue work well.
Formulates the topic of the lesson:
"Staging the sound J",
goal: learn how to pronounce the sound J.
Independently identify and formulate cognitive goals and objectives.
Name the topic and purpose of the lesson.
Interacts with the teacher, answering the question.
Ability to listen and interact with the teacher.
Formulate your statements.
Produces self-control.
4. Sound setting /F/)
(the technique of staging is used by voicing the sound /sh/).
Put your hand on your throat. Make the sound /sh/, and now say it loudly, so that the neck trembles. It turns out the sound /g/.
After a long pronunciation, it is clarified that the beetle is buzzing like that.
The speech therapist corrects and refines the articulation of sound.
Analyzes and compares the pronunciation of sounds.
Listen to the teacher.
Answer the teacher's question.
Control, correct, evaluate the partner's actions.
The ability to express one's thoughts in accordance with the tasks and conditions of communication.
Plan and draw up a plan, a sequence of actions.
5. Dynamic pause.
Performs movement with children.
Hedgehog is preparing for records,
Will play sports.
The hedgehog strains its paws,
Raises the bar up.
Holds 1, 2, 3, 4, 5
You can lower the bar.
Hedgehog squats low
And walks on the pebbles
Returns back.
Relaxation is nice.
Self-control of the task.
6. Clarification of articulation /zh/ (in front of the mirror)
Let's say the sound /w/ again. What position are the lips in?
In what position are the teeth - closed or open?
Where is the tip of the tongue?
The tip of the tongue is raised upward, but does not touch the upper teeth. The tip of the tongue and the lateral edges are curved and cup-shaped.
The speech therapist shows the position of the tongue with the help of the hand.
What does the tongue look like? (cup).
Answers the teacher's questions.
Analyzes the articulation structure of organs.
Establishes a connection between the movement of the articulatory muscles and their sensation.
Answers the teacher's questions.
Ability to listen and engage in dialogue.
Ability to express your thoughts in accordance with the tasks.
Self-control of the task.
Accept and save the learning goal and objective.
Supplement, clarify.
Develop the correct, full-fledged movements of the articulatory organs necessary for correct pronunciation.
7. Fixing isolated sound / w / in onomatopoeia
sing "beetle song": say sound w-w-w for a long time on one breath.
pronounces sound w-w-w.
Establishes a connection between the movement of the articulatory muscles and the perception of sound by ear.
Listen to the teacher.
Ability to reproduce onomatopoeia.
Self-control of the task.
Develop the correct, full-fledged movements of the articulatory organs necessary for correct pronunciation.
8. Development of phonemic analysis
A) The game “Catch the sound” (clap your hands when you hear the sound /g/)
From a number of sounds: M, F, B, R, F, L, F ....
From a series of syllables: zha, wa, lo, jo, du, zhu ...
From a number of words: toad, glass, jump, shovel, TV, giraffe ....
B) Distribute the pictures under the diagrams:
AND_____________
(at the beginning of a word)
AND_______
(in the middle of a word)
Previously, children characterize the sound /zh/: consonant, solid, sonorous.
Pictures on the board: skis, giraffe, acorns, jacket, vest, pajamas, hedgehogs, magazine.
It is necessary to distribute the pictures under the schemes: under the first scheme there are pictures, in the name of which the sound /zh/ at the beginning of the word, under the second scheme - /zh/ in the middle of the word.
C) Determination of the place of sound /zh/ in a word according to the digital series: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
The speech therapist pronounces the words: dinner, leather, fire, boots, spring.
Claps his hands when he hears a sound.
Describes the sound. Distributes pictures under diagrams.
Determine the place of the sound in the digital series.
Perception of sound by ear.
Sound analysis.
Definition of sound in words.
Definition of sound in words.
Listen to the teacher.
Answer the teacher's question.
Ability to listen and engage in dialogue.
Plan collaboration with the teacher.
Self-control of the task.
.
Be able to listen in accordance with the target setting.
Accept and save the learning goal and objective.
Supplement, clarify.
9. Fixing the connection between the sound and the letter “Zh”.
Show the letter "g". What does she look like?
Make a letter out of sticks.
Pick up pictures with sound /w/.
Associates a sound with a letter.
Establishing a connection between sound and letter.
Listen to the teacher.
Answer the teacher's question.
Ability to build monologues.
Self-control of the task.
Clarify, correct, supplement as necessary.
Be able to listen in accordance with the target setting.
Accept and save the learning goal and objective.
Supplement, clarify.
10.Result
Department of Education of the Administration of Bratsk
Municipal budgetary educational institution
"Secondary school No. 39 named after P.N. Samusenko"
Outline of a speech therapy lesson
"The sound [I] and the letter I"
Developed by Lebedeva Yu.V.
teacher speech therapist
Bratsk -2015
Topic. The sound [I] and the letter "I".
Purpose: To introduce the vowel sound [I] and the letter I.
Educational:
Introduce articulation and sound characteristics [I],
Learn to distinguish the vowel sound [I] from syllables, words,
Introduce the correct spelling of the letter I,
Develop the skills of indicating the softness of consonants in the scheme.
Correction-developing:
To form the functions of phonemic perception and phonemic and syllabic analysis and synthesis,
To develop attention, the ability to analyze, the skills of working on an algorithm,
Expand words knowledge,
Develop information reproduction skills.
Educational:
Build learning motivation
Learn to ask practice questions.
Type of lesson: a lesson in the assimilation of new knowledge.
Forms of work of students: frontal, individual.
Necessary technical equipment: a computer, individual mirrors, cards with syllables, cards with word schemes, cards with green and red colors, the Delfa speech therapy simulator, massage balls, a labyrinth, a backlit sandbox.
Used technologies: sand therapy, ICT technologies, health-saving, gaming, learning achievement assessment technology.
| The main stages of the organization of educational activities | |||||||||
| Formed ways of activity |
|||||||||
| Didactic and visual material used | Teacher activity | Student activities | Cognitive | Communicative | Regulatory |
||||
| Stage 1. Statement of the educational task, motivation of educational activity. Knowledge update | Sandbox. Puzzles. Shines in the clean river The back is silver. (Fish) There are no legs, but I walk, there is no mouth, but I will say: When to sleep, when to wake up. (Watch) The hut is new - there is no tenant. The tenant will appear, the hut will fall apart. (Egg) White cotton wool floats somewhere The lower the wool, the closer the rain. (Cloud) In winter, a star In the spring - water. (Snowflake) On the alphabet page Thirty-three heroes. Wise men-bogatyrs Every literate knows. (Letters) Video fragment of the poem "A and B sat on the pipe" | Challenge of already existing knowledge. Organization of individual-collective work. A sandstorm has occurred in a distant space galaxy. Everything is mixed up in space: products, animals, natural phenomena. Let's help the locals find all the items. Guess the riddle and name the last sound in the riddle. Draw the answer in the sand. The storm was so strong that the inhabitants forgot their names. Need help. Watch the cartoon, listen to the poem. What will be the main sound in the lesson today? What are the names of the inhabitants of the planet? (aliens) Definition of the topic of the lesson. | Guess riddles, highlight the last sound in the answer, draw a guess in the sand. Highlight the sound [and] in the poem. Determine the topic of the lesson. | The ability to navigate in their system of knowledge and realize the need for new knowledge. Ability to identify and formulate cognitive goals | The ability to express thoughts verbally the ability to use speech to regulate one's behavior | The ability to determine the purpose of educational activities with the help of a teacher, accept and maintain the learning goal and task. |
|||
| Stage 2.Articulation gymnastics | Listen to the message. Tell me what is it about? Unclear? Of course, because the aliens do not know our rule. And we know. Let's stretch our tongue. A) Compress lips tightly, stretch into a smile at the expense of 1-2-3-4-5 B) Clean the inner surface of the lower teeth with the tip of the tongue. | Repeat the rule: Who wants to talk He must speak Everything is correct and clear To be clear to everyone. We will talk And we will speak So right and clear To be clear to everyone. | Ability to clearly pronounce words. Control articulation movements with a mirror |
||||||
| Stage 3. Preparation for active and conscious assimilation of the material Practicing proper breathing and a strong air jet | Speech therapy simulator "Delpha" | Organization of joint activities. Generalization of articulation and characteristics of sound [and]. Let's look in the mirror articulation of the vowel "I". Lips stretched into a smile. The teeth are visible. Tip of the tongue pressed against the lower teeth, the back of the tongue is strongly arched. Say the sound "I". Is there a barrier when we pronounce the sound "I"? So, which sound "I" - a vowel or a consonant? Remember: the sound "I" is a vowel. Our aliens are very dark. Let's make a fire in the field. | Show the articulation of the sound [and]. Describe the sound. Associate sounds with letters. Approach the simulator "Delpha". Blow out a strong air stream. Control the exhalation on the screen. | The ability to listen, hear, analyze, compare, differentiate, draw conclusions. | Ability to organize and carry out joint activities. | The ability to evaluate the correctness of one's actions |
|||
| Fizminutka | ball maze | Let's help our alien get home. When the alien reaches the target, everyone together must utter the sound [I] | They hold the labyrinth in their hands and direct the ball to the target. | Collaborate with comrades to achieve the assigned goal | Coordinate movements |
||||
| Stage 4. Primary assimilation of new knowledge | long balloons Coloring for interactive whiteboard http://poskladam.ru/bukvy/10.html | The sound [I] is denoted by such a letter "I". What elements do we need to write the letter and? Two straight sticks There is a strap between them. It's from bottom to top to the right It goes upside down. What does the letter I look like? Let's color our letter on the board. Let's lay out the letter I with the help of balls. | Coloring the letter Y on the interactive whiteboard Spread the capital letter And from the balls | The ability to highlight the main idea of the task and build a sequence of their actions. | The ability to be critical of one's own opinion and accept the point of view of another person. | The ability to independently analyze the conditions of the assignment based on the selected guidelines. |
|||
| Syllables for a magnetic board Bi, gi, vi, di, pi, mi, li. Squares of green, blue, red colors. | The letter I softens the consonant that comes before it. Read the syllables. What are the aliens' names? (bi, gi, vi, di, pi, mi, li) Lay out the syllable diagram. | Reading syllables. Lay out the scheme of syllables. | Ability to act according to a given algorithm. | Compare the correct answer with yours |
|||||
| Exercise with massage balls | Massage ball for each child | Once upon a time there were Bi, Gi, Vi, Di, Pi And they all worked together, together, look. Bi - cooked, Gi-water wore, Vi - cooked porridge, Dee - salted soup. Pi - sang songs to everyone, danced, kneaded our fingers | Massage the ball with each finger of both hands. Removal of muscle tone, development of reaction speed, attention |
||||||
| Workbooks | Writing a written letter Both capital and lowercase. Consider the letter AND written. What are the elements of a letter? Capital (loop, 2 straight inclined, 2 hooks). We put the handle 1/3 from the bottom in the upper additional line, in the middle third part we write out a loop, go down in a straight inclined line, turn in place, go up the hook 1-2 mm above the top line of the working line, write out the “secret”, according to “ secret "down, turn in place, hook to the middle. Lowercase (2 straight oblique, 2 hooks). We put the pen on the top ruler of the working line, go down in a straight inclined line, turn in place, climb the hook to the middle, write “secret”, according to the “secret” straight inclined line down, turn in place, hook to the middle | Prescribe the written letter I in workbooks | Correlate the correct spelling of the letter with the completed task |
||||||
| F a minute | Gymnastics for the eyes | Help aliens clean up the galaxy. We follow our friends. | Children follow a moving object with their eyes, which contributes to the prevention of eye diseases and the removal of eye strain. |
||||||
| 5 stage. Primary consolidation and systematization of knowledge | Pictures with diagrams: elephant, rose, sleigh, forest, fox, bow, whale, leaf, stork on the desk Demonstration material with the same pictures. | Organization of educational interaction and discussion of emerging issues. Development of appropriate skills and abilities. Individual assistance in case of difficulty. Organization of a frontal check Select only those pictures in the names of which have the sound [I] Determine the place of the sound [AND] in the word, mark this place on the diagram with a red square. | Complete the task as directed by the teacher. Find cards, lay out a red square in place of the sound [AND] | Ability to conduct sound analysis and synthesis. Reflection of the methods and conditions of actions, control and evaluation of the process and result of the action. Ability to analyze according to specified criteria. | Ability to participate in discussion; listen and understand others, express their point of view. Be critical of your opinion. Ability to organize and carry out joint activities, take into account the position of students. To ask questions. | Ability to deal with the complexity of a task the ability to control one's actions during work, The ability to make changes in the result of their activities, based on the assessment of this result by the student himself, the teacher. |
|||
| Stage 6 Summarizing Reflection | What sounds did you hear in class? ([AND]) Sound [I] vowel or consonant? What letter represents the sound [I]? Conducting reflection: Which tasks did you like? | Answer the teacher's questions. Evaluate their work. | Ability to generalize knowledge, analyze, control and evaluate the result. | Ability to answer questions, listen and understand | Ability to follow through step by step |
||||
