Summary of an individual speech therapy lesson on sound automation l. Summary of an individual speech therapy lesson on sound automation Summary of sound automation l in sentences

SYNOPSIS of an individual lesson on sound pronunciation correction

Topic: “Automation of the sound [L] in syllables and words”

Completed by: teacher-speech therapist

MADOU "CRR - kindergarten No. 10

"Sun"

Davlyatyanova G. A.

Target: automation of the sound [L] in syllables and words.

Training objectives:

Clarify articulation and correct isolated sound pronunciation [L].

Continue to teach correctly, pronounce the sound [L] in syllables and words.

Exercise in determining the presence and location of sound [L] in words.

Continue to teach correctly, use the preposition BY.

Learn to agree past tense verbs in masculine and feminine gender and number (fly, swam)

Differentiation of the pronunciation of sounds [L] and [R] in connected speech.

Corrective tasks:

Develop articulatory motor skills, attention, coordination of movements with speech, visual memory; thinking, spatial orientation, fine motor skills.

Educational tasks:

Cultivate a sense of self-confidence, a sense of empathy, perseverance, and efficiency.

Equipment:

Subject pictures: puddles, lamp, horse; articulatory gymnastics exercise diagrams, “Horse”, “Swing”, “Steps”; “cobweb” from a paper napkin, a series of plot pictures about the path of Aibolit, “syllable paths of frogs”, a drawing of mountains on a sheet of paper in a box for graphic dictation, rubber toys: 4 frogs, technical teaching aids: presentation on a PC.

Progress of the lesson:

Organizing time. Development of phonemic hearing

Articulation gymnastics.

Development of speech breathing - a directed air stream. Exercise "Focus"

Automation of the sound [L] in reverse syllables (using a PC).

Introducing words with a straight syllable with a combination of consonants into a phrase. Conjugation of the verb to swim in the present tense.

Gymnastics for the eyes.

Graphic dictation.

Physical exercise.

Summary of the lesson.

Progress of the lesson:

Organizing time.

Speech therapist: Today you and I will go on a journey. And the sound that is heard in words will help us puddles, lamp, horse. What sound is this? Whose song is this? Right. This is an airplane song.

Surprise moment. Look, Aibolit has come to us. He urgently needs to get to Africa to cure sick animals. Aibolit asks us to help him, he is already old, and is not sure that he can cope with all the obstacles on the way. Do you agree to help?

Child: Yes.

Articulation gymnastics.

Speech therapist: Look, Aibolit brought us a map of the route. From it we see that we have to start our journey from the road. Let's get on the horse and ride.

Articulation exercise: "Horse"

Speech therapist: We drove along the road and came to a rubble. To dismantle this rubble you will have to work hard: we lift and remove tree trunks from the road;

Articulation exercise: "Swing"

Speech therapist: We move these logs further into the forest so that people and animals don’t have to step over them like we do on steps.

Articulation exercise:"Steps"

Child: performs exercises for the tongue.

Development of speech breathing - a directed air stream. Exercise "Focus"

Speech therapist : So we went along the road and reached the forest, we are making our way through the forest, look, there is a thin cobweb hanging everywhere, which sticks to our faces. Shall we blow it off our faces? We took a smooth, deep breath, raised the tongue with a cup and exhaled so that the “cobwebs” flew off the nose.

A child performs the Focus exercise.

Automation of the sound [L] in straight syllables.

Speech therapist : We walked, we walked through the forest, and reached a swamp. And frogs live in the swamp, they sing their songs and do not listen to us. This frog sings - LA-LA-LA, repeat after her, the second one sings - LY - LY - LY, the third - LO-LO-LO, and the fourth - LU - LU - LU. Let's try to sing their songs together, what will happen? Can you repeat it? And don’t forget, our frogs are funny and we should have a wide smile! (clarification of sound articulation)

The child repeats after the speech therapist:

LA-LY-LO-LU LY-LO-LU-LA

LO-LU-LA-LY LU-LA-LY-LO

Automation of the sound [L] in reverse syllables.

Speech therapist : Well, the frogs ask us what brought us to such the depths of the forest. They can help us get around the swamp if we follow the trail exactly and repeat the magical syllable paths.

The child performs a task on the tablet of syllable paths (No. 1) of frogs, (presentation on a PC) moving his finger from one hummock to another, pronouncing the reverse syllable at the same time; if he pronounces it incorrectly, he returns to the previous hummock (water lily leaf - when pronouncing reverse syllables with iotated vowel sounds) – tablet No. 2 (presentation on PC)

AL-OL-UL-YL-OL-UL-YL-AL..

YAL-EL-YOL-YUL-YAL-YUL-EL-YOL…

Automation of the sound [L] in straight syllables, with a confluence of consonant sounds.

Speech therapist: There is a river ahead of us, oh, it’s deep! A raft will help you cross, but where is it, who will understand? Mosquitoes were flying around, well, you can’t see a thing! Help us frogs clear the shore of mosquitoes! And we will help you too - repeat the syllable paths after them.

The child repeats syllabic paths with a combination of consonant sounds. Tablet No. 3

SLA-SLY-SLO-SLU PLA-PLY-PLO-PLU

SHLA-SHLY-SHLO-SHLU GLAH-GLULY-GLLO-GLLU, etc.

Introducing words with a straight syllable with a combination of consonants into a phrase. Conjugation of the verb to swim in the present tense.

Speech therapist: Look what's that in the distance? This is it, our raft! Let's get on the raft and float down the river.

What are you doing? /swimming/,

On what? /on a raft/.

How to say it correctly in one sentence? /I'm floating on a raft.

Just say the same about me, Aibolit, our guests and everyone together. /I am sailing on a raft, you are sailing on a raft, he is sailing on a raft, she is sailing on a raft, we are sailing on a raft, they are sailing on a raft./

Gymnastics for the eyes.

Speech therapist: We swam past the boulders along the river. We sailed to the shore. And in front of us is a mountain. Look up, can you see its top? Now look down at your feet, where is the path? Look to the right and then to the left: is there a safer path?

A child performs eye exercises.

Development of fine motor skills, auditory perception and orientation on a sheet of paper and in a cage.

Speech therapist: I think it will be more reliable if the path between the mountains is sketched out for each of us, you never know what could happen to each of us. Take out your notebook and write down the “path.”

The child performs a graphic dictation pattern under dictation.

Physical exercise.

Speech therapist: Now we’ve reached the top of the mountain, what to do next? Eagle offered to carry him to the coast of Africa by air. The eagle and I flew.

The child performs the physical exercise “We fly high, we fly low...” Speech therapist: Shall we play while we fly?

Guess what I'm talking about: about a butterfly, about airplanes, or about a beetle? Complete the sentence:

They flew...;

Flew….;

Flew...;

Guess what I'm talking about: a shark, a steamboat or fish? Complete the sentence:

Sailed...;

We sailed...;

Floated...

Bottom line.

Well done, now we have reached the shores of Africa, here Aibolit and I will say goodbye and repeat for him our way so that he doesn't forget how to get home.

First he rode along the road, made his way through the forest, swam over the waves, climbed the mountains, flew on an eagle and reached Africa. What sound did we travel with today? Well done, this concludes our lesson.

Target: strengthening the correct pronunciation of sounds [L] in speech.

Tasks:

Developing self-control during sound pronunciation;

Development of phonemic processes;

Exercise in the formation and use of nouns with diminutive suffixes;

Enrichment of vocabulary with related words;

Expanding and clarifying the vocabulary on the lexical topic of the lesson;

Development of thinking, memory, imagination;

Development of organ articulation;

Development of the respiratory apparatus;

Development of fine motor skills;

Cultivating perseverance.

Equipment: subject pictures, individual mirror, card diagram for design.

Speech material: riddle text, tongue twister text, material for completing lexical and grammatical tasks

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Summary of an individual speech therapy lesson on sound automation [L] in words and phrases.

Target: strengthening the correct pronunciation of sounds[L] in speech.

Tasks:

Developing self-control during sound pronunciation;

Development of phonemic processes;

Exercise in the formation and use of nouns with diminutive suffixes;

Enrichment of vocabulary with related words;

Expanding and clarifying the vocabulary on the lexical topic of the lesson;

Development of thinking, memory, imagination;

Development of organ articulation;

Development of the respiratory apparatus;

Development of fine motor skills;

Cultivating perseverance.

Equipment: subject pictures, individual mirror, card diagram for design.

Speech material:riddle text, tongue twister text, material for completing lexical and grammatical tasks.

Progress of the lesson.

1. Organizing time.Introduction to the lexical topic.

And mom has

And dad has

And my daughter has

And my son has

And the cat has

And the dog has

To get to know him

You have to say it out loud. (Name)

2. Breathing exercises.

Game “Warming our hands”:blow on your palms, changing the force of exhalation.

Game “Breathe through our nose”:alternately inhaling and exhaling air, now through the right and now through the left nostril.

3. Articulation gymnastics.

Repetition of previously practiced articulation exercises.

Isolated pronunciation of the sound [L] in front of a mirror.

4. Automation of sound.

Completing lexical and grammatical tasks.

Game “Repeat”. Pronouncing words-names following a model.

Larisa, Volodya, Mila, Nikolay, Ilona, ​​Vlad, Alla, Ruslan, Svetlana, Yaroslav, Klava, Slava, Vlada, Pavel, Zlata, Kirill, Clara, Danil, Mikhail.

Game “Catch It”.Select (clap your hands) the names of the girls/boys and repeat.

- Game “Memorize”" Memorization and consistent repetition of words. The number of words gradually increases, starting from two and ending with the child’s capabilities.

Alla has nail polish, a doll, a spinning top, a table, a scarf, and strawberries.

(For example: Alla has varnish. Alla has varnish, a doll. Alla has varnish, a doll, a top.

Alla has a bow, a doll, a top, a table...)

Slava has a bow, a saw, soap, a chair, a ball, and a pin.

Game “Make it up.”Formation of related words (surnames) from objects (proposed pictures).

Pigeon, squirrel, shovel, spoon, wolf, elk, falcon. (For example: Orlov Kirill)

Game “Make it up.”Formation of nouns with diminutive suffixes.

Ex. “Remember.”

Learning tongue twisters:

Listening to a sample;

Joint speaking with a speech therapist;

Self-pronunciation by a child.

La-la-la, la-la-la -

Mila was sailing in a boat,

Klava was sitting in the boat,

I sang songs with Mila.

5. Development of fine motor skills.

Game “Constructor”.

Designing faces from counting sticks.

6. Summing up the lesson.

Stage sound automation R in words.

Target: formation of the sound side of speech.

Corrective educational task:teach how to perform articulation exercises in full, automate sound R in words.

Corrective and developmental task:develop visual and auditory attention, fine motor skills, voice, speech breathing.

Correctional and educational:cultivate a positive attitude towards the lesson, independence, control over one’s own speech.

Equipment: picture of Pinocchio, presentation of a slide show of vegetables, paper bees on strings, picture of Pinocchio with friends, two squares with lined squares, four planar images of a square and a circle, ten buttons,planar images of two pipes (musical): large, small.

Progress of the lesson

I. Organizational moment.

Speech therapist. Today Pinocchio came to your lesson.

He wants to show you the slides.

The slides show: tomato, potato, peas, corn, broccoli.

Slide show.

Speech therapist. Look carefully at these pictures, name them.

How can you call in one word everything that you saw in the pictures?

Child. Vegetables.

Speech therapist. What common sound is found in all these words?

Child. Sound R.
II. Report the topic of the lesson.

Speech therapist. Today in class we, together with Pinocchio, will learn to pronounce the sound beautifully and correctly R .
III. Articulation of sound.

The child's response is heard.
IV. Characteristics of sound.

The child's response is heard.
V. Breathing exercises.

Speech therapist. When Pinocchio was coming to visit you, he saw bees flying towards him.

Display of paper bees on strings.

Speech therapist. Look at the bees and blow on them, imagine that they are flying.
VI. Articulation gymnastics.

1. Painter.
2. Delicious jam.
3. Turkey.
4. Drummer.

VII. Speech exercises.

Speech therapist . Buratino loves to play the trumpet.

He has two of them and they sound differently.

The big trumpet sounds harsh, and the small one sounds gentle, soft.

Two pictures depicting two pipes are displayed in front of the child: a large one, a small one.

The speech therapist alternately shows pictures and pronounces syllables, and the child repeats.

RA - RO - RU

RY - RU - RA

RU-RA-RY
VIII. Development of phonemic hearing.

Didactic game "Sound mosaic".

On the table in front of the child lies a square, divided into several squares. And also there are geometric shapes: circle, square. The speech therapist has the same square and geometric figures.

Speech therapist. Look what interesting figures Pinocchio brought you.

Let's play a game. I will now pronounce words with sound R , listen to them carefully.

If I say a word with sound R , put a small square in the first square, and if I say a word in which there is no sound R , then put a circle in the next square.

Words: potatoes, tomatoes, cabbage, onions, peas, radishes.

The speech therapist, together with the child, places the corresponding figures on his square.

Then two squares (speech therapist and child) are compared with each other.
IX. An exercise to develop fine motor skills and voice.

Speech therapist. Look, this picture shows Pinocchio with his friends. He will give you this picture if you follow the magic path.

The speech therapist takes out buttons of different sizes from the smallest to the largest in two rows of five buttons and places them in the picture.

Speech therapist. Now I will pronounce the words, and you listen to them carefully and repeat, pressing the buttons with your fingers, starting with the smallest buttons, while speaking in a whisper, and then louder and louder.

The child repeats the words, pressing the buttons, alternately with all fingers in order, starting with the thumb and ending with the little finger, so he walks along the path and reaches the picture depicting Pinocchio with his friends.

Words: cakes, pears, tomatoes, cucumbers, carrots.
X. Exercise in forming the instrumental case.

Speech therapist. Look at the picture and tell me what Pinocchio treats his friends with.

Child. Grapes, cake, marshmallows, pears
XI. Summary of the lesson. Performance assessment.

Speech therapist. Did you enjoy working with Pinocchio?

Child's answer.

What sound did you learn to pronounce beautifully in class?

Child. Sound R.

Topic: Automation of the sound [s] in syllables.

Target: Continue working on the correct pronunciation of the sound [s] in syllables.

Tasks:

1 .Work on automating the sound [s] in straight syllables.

2. Development of speech breathing.

3. Development of articulatory muscles, tongue muscles.

4. Development of fine motor skills: lacing.

5. Development of mental processes: attention, memory.

6. Development of phonemic awareness.

7. Development of the lexical and grammatical structure of speech.

Equipment: a small bowl of water, two paper boats (origami), a whistle, pictures: sled, cheese, fox, dishes, braid; ball; lacing.

Progress of the lesson

I.Org.moment

Today we will go on a journey on small boats. Who's in charge on the ship?

That's right, captain.

II. Main part

1.Development of speech breathing

You will be the captain of this ship, and I will be the captain of this. Let's organize a competition. Whose is faster? (blow a long stream of air in the middle)

So we swam to the shore. We must blow the whistle (the child blows the whistle)

2. Finger gymnastics “Mice”

Hearing our signal, the mice came running.

One day the mice came out (we moved the fingers of both hands on the table).

See what time it is (pull back the sleeve on your left arm with your right hand)

One, two, three, four (put your elbows on the table and bend four fingers in turn)

The mice pulled the weights (we clench and unclench our fists)

One, two, three, four, five (bend five fingers one by one)

And we went for a walk again (we move the fingers of both hands on the table).

3.Articulation gymnastics

On the shore we met our friends and rejoiced “Smile”, kissed “Tube”.

Friends invited us to visit. They poured us tea in the “Cups”. Let's show you. They treated us to “Delicious jam” (circular movements with a wide tongue across the lips).

4. Automation of the sound [s] in syllables

Now let's play the game "Repeat"

Sa-sa-sa

So-so-so

Su-su-su

Se-se-se

Sy-sy-sy

I will ask you, and you will answer me:

L.: Sa-sa-sa? R.: Sa-sa-sa.

So-so-so? So-so-so.

Now you ask me? (they just switched roles).

5.Exercises to develop phonemic awareness

I will name the words, and you will clap if you hear the sound [s].

(Garden, son, cat, ship, spring, pipe, dishes, captain, sun, sunset).

6.Game to develop visual attention and memory

Game “What has changed?”: sled, cheese, fox, dishes, scythe.

7.Development of graphomotor skills

Every sailor should know how to tie his boots. Show me how you can do it (lace).

8. Development of the lexical and grammatical structure of speech

"Plural of objects"

Let's play with the ball. I will name one object, and you will name many such objects, for example, I say a sock, and you should say socks.

Home - home

Gnome - gnomes

Table – tables

Garden – gardens

Juice - juices

III.Final part

What did we sail today? Where were you? Who were you?

Topic: Sounds Z-S
Tasks:

1. Learn to differentiate the sounds [s] and [z] based on sound and articulatory characteristics
2. practice syllabic analysis of words,
3. learn to form nouns with a diminutive meaning
4. develop integrity of perception

Equipment: object pictures whose names contain the sound s; chips for drawing up sentence and word diagrams

Speech material:snowdrift, snow removal

Progress of the lesson:

Org. moment
Identify the letter by touch.(N,W)
What sounds do they represent?
Comparison of sounds by articulatory and acoustic characteristics
The speech therapist suggests, looking in the mirror, to pronounce the sound s for a long time and pay attention to the position of the lips.
The lips are smiling, teeth are visible.
And now let’s whistle again for a long time, angrily, show how the air comes out of the pump, and tell us where the tip of the tongue is hidden (the tip of the tongue is hidden behind the lower teeth)
What stream of air comes out when we pronounce the sound: cold or warm? Place your hand to your mouth and say s.
(if someone says that it is warm, compare x and c).
Teeth prevent air from leaving the mouth freely when we pronounce the sound [s]. Vowel or consonant sound [s]? Let's try to sing it. What's happening? (This consonant sound)


The sound Z is similar. Please note that the sound is sonorous.
"Catch the Sound"
Game “Who (what) do I see?” ("Lock")
Name the pictures.

Call me kindly

Game “Let's make beads” (differentiation N-W)
(the speech therapist shows a picture. The child determines which sound - S or Z - is present in them. If S, lays out a yellow chip, Z - purple)

Game "Snowdrifts" (definition of the syllabic structure of a word)

Sound-letter analysis of the word (goat)
How many sounds are in the word soup?
3 cells - sound lives in each window
What's the first sound?
What is he like? (according to TV)
Which chip should we take? (blue)
What's the second sound? What sound is this? Take the required chip. This is a vowel sound.
Name the third sound. What do we know about him? (acc., TV, v.) (Blue chip)
Last sound?
Let's read what we have compiled.
Where is the sound that we are studying today? (in 1st place). Point it out with your finger.
How many vowel sounds are there in a word? Show them.
What if I replace the sound? What word will it be? (braid)

Compose sentences with a given word. Drawing up a proposal outline.
Make up sentences with the word soup.
What's the first word? Let's denote it with a stripe.
Take the diagrams and post them.
We put a period at the end.
How many words are there in a sentence?
Task: Distribute proposals.

Repeat:
We collect strawberries.
Sonya fell asleep.
Dew glistens on the rose.
Lisa looks at the goat.
There is a vase of roses on the table.
There is an umbrella near the bag.

Exercise “Composing pure sayings”

Summarizing

Individual lesson
Subject: S-SH differentiation
Tasks:

1. Learn to differentiate the sounds [s] and [sh] based on sound and articulation characteristics
2. expand your vocabulary on the topic “Furniture”
3. learn to carry out syllabic analysis of words
4. develop phonemic awareness
5. practice using prepositions under, for, on
6. practice orientation on a sheet of paper
7. develop short-term visual memory
8. develop stability of attention

Equipment: object pictures whose names contain the sounds s, sh; ball, picture “Find the differences”
Speech material: shelf, armrests, desk, bookcase

Progress of the lesson:
1.Articulation gymnastics
Exercise "Bagel"
Exercise "Tube"
Exercise "Cup"
Exercise "Frog"
Exercise "Proboscis"
Exercise “Frog-proboscis”

2. Characteristics of the sounds sh, s according to articulatory and acoustic characteristics
What did the lips do when they pronounced Sh? (lips moved forward)
Did they look like a bagel or a straw? (they were round like a donut)
What did your tongue do when you pronounced Sh? (The tongue rose to the palate, behind the upper teeth)
Put your hand to your mouth and say sh.
Teeth prevent air from freely leaving the mouth when we pronounce the sound [w]. Vowel or consonant sound [sh]? Let's try to sing it. What's happening? (This consonant sound)
Is this sound voiced or dull? Why? Let's put our hand to the neck. Is your voice trembling? (sound dull)
We make a sound angrily (this is a hard sound)
What chip will we use to denote sound?
Similarly, the sound S.

3. Game “Catch the Sound”
1) Clap when you hear the sound sh

1. Sh-s-z-sh-z-sh
2. Fur coat, bag, school, salt, bear, ear, mustache, tire

4. Synthesis of syllables and words. (Ball game)
I throw out sounds, and you return the syllables to me: sh, a. Which syllable will you return? : (Syllable SHA)
S-a, S-u-k, …. u-s-s, k-u-s-t, sh-u-b-a

5. Lay out the cards
The child is asked to sort the pictures into two groups: s-sh.

6. Orientation on a sheet of paper
Following instructions:
- Place the elephant at the top of the sheet, the bag at the bottom, etc.

7. Lay it out as it was
The child is instructed to remember the pictures and their location.
The speech therapist swaps the pictures. The child needs to arrange the pictures as they were originally.

8. Work on the syllabic structure of the word “Snowdrifts”
The child is asked to hide the picture under the desired snowdrift (according to the number of syllables)

9. Game "Find the differences"
Which room is in the picture?
Name the furniture that is in this room.
The speech therapist clarifies the names of the furniture parts.
Find the differences between these pictures.

10. Summing up.

Target: automation of sounds [Р] and [Р’] in free speech
Tasks:
Correctional and developmental: continue to develop the speech apparatus, speech breathing; develop fine motor skills; practice sonorous sounds in words, phrases and sentences.
Educational: consolidate knowledge about the seasons; strengthen the ability to use verbs; Continue learning to convert singular and plural nouns.
Educational: uniting the children's team.
Progress of educational activities

1. - Hello, guys! Today we will go to the cheerful country of Rychandia. All the residents of this country are really looking forward to us, because they hope that we will help them learn to pronounce all the sounds of speech beautifully and correctly, especially their favorite sounds [R] and [R’]. But to get there, we will need to fly on balloons, which we will now inflate with you.

2. - So you and I ended up in the cheerful country of Rychandia. Meet its inhabitants.
Also in this country there lives a cheerful little man called Tongue, who invites you guys to do exercises for your tongues. Sit down at the tables, move the mirrors towards you.

In this house, my friend, the cheerful Tongue lives.
Oh, he’s a smart boy and a bit of a naughty boy.
Little man - The tongue turned on its side,
Looks right, looks left,
And then forward again,
Let's rest a little here. (Watch)
-Language looked out the window, and it was light on the street.
Our tongue stretched out and smiled at us widely,
And then he went for a walk, sunbathing on the porch. (Spatula)
-He lay down on the porch, ran on the swing,
He took off boldly, but it’s time to get down to business. (Swing)
-The hammer knocks: knock, knock, He’s the tongue’s best friend.
Nails, a hammer and pliers are the things a carpenter needs. (Hammer)
-And here’s a can of paint nearby, update the fence nearby. (Painter)
-I’ll play with the horse, I’ll play the harmonica for it. (Horse)
-The sun disappeared behind the mountain, Tongue went home,
He bolted the door, lay down in bed and fell silent. (Nest)

3. – And you and I will go further. Look what's on our road? This is a wonderful bag. What's in it? (Didactic game “Wonderful bag”. Children take out objects from the bag whose names contain the sound [P].
Games with objects from a wonderful bag. (“The fourth odd one,” “What is missing,” “What has changed”).

4. – Now let’s move on. You know, guys, that in the country of Rychandia, just like in ours, there are winter, spring, summer and autumn. Only the residents can’t remember what goes for what. Let's help them. (Didactic game "Seasons")

After winter comes spring, there will be no time to sleep again.
After spring there will be summer - let’s not forget about it.
And then autumn comes, even though we don’t ask for it.
And after autumn comes winter, it will freeze everything.

(Children roll tennis balls across the clearing of the seasons and name the signs of each season).

5. – And now we will go to the garden of the residents of cheerful Rychandia and see what they have grown. Maybe they need help with the harvest. (Didactic game “Let’s Harvest”).
- Look, guys, what’s happening in the garden, aren’t you surprised? Do vegetables and fruits grow in their proper places? What did our merry fellows mix up? Where should vegetables actually grow? Where should fruits grow? (In the pictures: vegetables grow on trees, and fruits grow on beds).

Didactic game “Big - small”
Potato - potato
Carrot - carrot
Radish - radish
Turnip - turnip
Tomato - tomato
Cucumber - cucumber
Didactic game “One - many”.

6. Well done, guys! Now let's see what animals live in the country of Rychandia.

Didactic game “Animals and their cubs”
Cow - calf
Ram - lamb
Rabbit - baby rabbit
Pig is a piglet.

7. Okay, guys! It's time for us to return. Oh, what is this ball lying in our path? Let's play.Didactic game “On the contrary”.
We will now open our mouths to say the opposite:

Cold – hot
Bad - good
Cheerful - sad
Dull – sharp

8. Well done, guys! Well, let's go back by car:
Starting the truck:
ra - ra - ra;
ar - ar - ar.
Starting the tractor:
ro - ro - ro;
or - or - or.
Starting the van:
ru - ru - ru;
ur – ur – ur.
We start the length:
ry - ry - ry;
yr - yr - yr.

9. Summary of the lesson. Our journey has ended and we have returned home. Let's remember what and who we saw in the cheerful country of Rychandia. What did we do today in Rychandia? Did you enjoy your trip to Rychandia?

Topic: Sound [R]

Target: automate the sound [P] in syllables.
Tasks: develop sound pronunciation skills, phonemic hearing, attention, voluntary memory; develop pronunciation self-control skills.
Equipment: toys, cards with images of objects.

1. Organizational moment.
The speech therapist draws the child’s attention to the proposed toys (lion, cat, squirrel, chicken). He says that the lion can pronounce the sound [R] in syllables, but the others cannot. Invites the child to help teach toys to pronounce the sound [R].
2. Articulation gymnastics.
Ex. “Proboscis Smile” (at tempo)
Ex. “Swing” (wide tongue)
Ex. "Calyx" (mouth wider)
3. Clarification of sound articulation [P]. Making a sound

(quiet, loud).
4. Pronouncing straight syllables.
The child is asked to pronounce the syllables by moving the toy (lion) parallel to the other toys, as if pronouncing for each of them:
A)
RA-RA-RA RU-RU-RU
RO-RO-RO RY-RY-RY
B) Game "Who said a different syllable"
The speech therapist tells the child that all the toys have learned to pronounce syllables and now want to play. The child is asked to listen carefully to the chain of syllables and find the “extra” syllable that is different from all the others.
(If it is difficult for a child to complete this task, then the speech therapist pronounces the syllables, pointing to the toys one by one, as if they were saying it, and offers to show which of them said the other syllable)
IN) Game "Repeat Correctly"
The child is asked to repeat the chain of syllables correctly.
RA-RO-RU
RU-RO-RA, etc.
(if it is difficult for the child, then the speech therapist pronounces the syllables, pointing to the toys)

G) Game "Agree a Word"
The speech therapist invites the child to look at cards with images of objects and clarifies the names. The child needs to finish the last syllable and point to the word that the speech therapist suggested.
Go...ra sha...ry ut...ro kengu...ru
But...ra go...ry per...ro
Dy...ra coma...ry ved...ro
chickens lake...ro

tomatoes

D) Game "Who is faster?"
The speech therapist speaks to the child. That they will pronounce the syllables together, while moving the chips around the playing field; whoever pronounces the syllable incorrectly misses a turn.

5. Summary.
- Today you correctly pronounced the words in all syllables, you were attentive - you correctly found the extra syllable, the hidden pictures. In the next lesson we will learn to pronounce the sound [R] in words.

Topic: Sound [R]

Target: automate the sound [R] in words.
Tasks: develop skills of inflection and agreement; develop phonemic hearing, attention, voluntary memory, thinking; develop pronunciation self-control skills.
Equipment: toys, set of pictures.

1. Organizational moment.
- I have prepared interesting tasks and pictures for you. Today we will continue to learn how to correctly pronounce the sound [R] in words.
2. Reflected pronunciation - Game “Repeat.
The child is asked to repeat the words, pronouncing the sound [P].
A) shirt, rocket, lynx, kangaroo, pea, giraffe.
B)
hole-hole, mosquito balls,
mountain chickens, lynx fish.
3. Naming words from pictures – Game “Name the Pictures”
- Look at the pictures, they are all familiar to you. Name them. Right

pronouncing the sound [R].
Pencil, pen, axe, fly agaric, tiger, mosquito, cheese, drum, pyramid.
4. Negotiation of proposals.
The child is asked to listen to the sentence and finish the last word using pictures (from the previous game).
Misha plays on...
Masha was eating a sandwich with...
In summer they bite painfully...
In the forest the guys saw red...
Grandfather chops wood...
The bird has lost its...
At the zoo you can see...
We are drawing…
Roma collected colorful...
5. Development of voluntary memory - Game “Memorize”
- For the next game, let's choose 3 pictures for ourselves (you can take pictures from previous games). We will make a chain out of them, laying out our pictures one by one. Name the picture, show me and turn it over. In order to put my picture, I need to remember what is shown in the pictures in the chain.
When the chain of words is laid out, the speech therapist invites the child to remember and pronounce the words again (the words are listed from left to right each time, you can point to them in the chain while pronouncing the words). Then you can hold a competition: the speech therapist and the child take turns pointing to any picture in the chain and asking “What’s there?” After the answer, the picture is turned over, and a chip is taken for the correct answer.
6. Formation of the skill of determining the position of sound in words:
Game "Fold the pattern"
The child is offered cards with pictures. You need to pronounce the words, determine the position of the sound [P] and place the chip in the appropriate window. After all the chips are laid out, the child is given a “checker”.

7. Game “We are learning the sound [R].
The speech therapist invites the child to recite the poem from the card (see L.N. Smirnova, p. 18).

Listen to me tell you, then you repeat, and the pictures will help you.

7. Summary
- You pronounced the sound [R] correctly, finished words from pictures, remembered the entire chain of words. In the next lesson we will learn to pronounce the sound [P] in sentences.

Topic: Sound [R]

Target: automate the sound [R] in sentences.
Tasks: develop skills in composing sentences with a given word and according to a pattern, work with deformed phrases; practice in

inflection; develop sound pronunciation skills, phonemic hearing, attention, verbal and logical thinking; develop pronunciation self-control skills.
Equipment: dolls, pictures (trumpet, drum, harp), cards with sentence diagrams (the card shows a child, then

a few dashes for making up words and an image of some object whose name should be used in a sentence), a card for the game “Who is faster?” (on the map there are pictures with the sound P in the title in a scattered order, all pictures are connected by red and blue arrows in the direction from start to finish).

1. Organizational moment.
- Today we will learn to pronounce the sound [R] in sentences, and the dolls of Raya and Roma will help us with this.
2. Repetition of sentences.
Roma has a drum. Roma plays the drum.
Roma has a trumpet. Roma plays the trumpet.
Raya has a harp. Raya plays the harp.
3. Exercise in conjugating verbs.
Loading pears into a truck.
Paint the crab with red paint.
Be friends with Roma.
4. Drawing up proposals based on schemes.
- Now we will make sentences about Raya and Roma, using these diagrams. (If the child is unable to compose a sentence on his own, then the speech therapist asks a question based on the content: for example, in the diagram there is a boy and a truck, the speech therapist asks: “What is Roma playing with?”)

5. Exercise in making simple sentences with a given word. Game "Who is faster?"
The speech therapist and the child take red and blue chips and stand at the start: whoever has the blue chip moves along the blue arrows. Who has red - in red. You can move the chip only after you have come up with a sentence with the given word under the chip. They move in turns, the speech therapist corrects the child’s sentences as necessary and achieves a clear pronunciation of the sound R.
6. Working with a deformed phrase. Game "Confusion".
Paint, paint, Raya, fence - Roma paints the fence.
Mom, a sweater, Roma, bought -
Pencil, lost, Raya, new -
Bitten. Roma, mosquito
Paradise, desk, sit, behind -
Roma, stamp, stick, envelope, on.
7. Summary.
- Today you pronounced words correctly in all words, you were attentive - you composed sentences correctly. In the next lesson we will learn an interesting proverb and compose a story based on the picture.

Summary of an individual lesson: Automation of the sound [Zh] in words and sentences

Goal: to practice the correct pronunciation of the sound [zh] in words and sentences.

Progress of the lesson.

“Hippos”, “Knead the dough”, “Delicious jam”, “Sail”, “Cup”.

Mystery

I don't buzz when I sit
I don't buzz when I walk
I don't buzz when I'm working,
And I buzz when I'm spinning. (bug)

What sound do we hear at the beginning of a word?

Sound [zh].

Let's buzz like bugs.

W-w-w

Once upon a time there lived a beetle. He loved to play different games. Let's play the game “Traps” with the beetle. Clap your hands when you hear the sound [z].

s-f-s-r-z-f-f-l-z-sh
zhi-ra-zha-tso-sho-zhu-shu-zi

III. Working with syllables.

The beetle liked playing with you. The beetle can sing songs, try to sing the beetle's songs too.

"Songs"

Zha-zha, zha-zha-zha.
Jo-jo, jo-jo-jo.
Zhu-zhu, zhu-zhu-zhu.
Zhi-zhi, zhi-zhi-zhi.

IV. Working with words.

The beetle had a friend, guess who it is?

There was a pillow with needles lying between the trees.
She lay quietly, then suddenly ran away.
(Hedgehog)

Working from a picture.

Who is in the picture?

- How long does it take?
- Count them.

V. Game “One - Many”

Game “Big - small” (games played with a ball).

The speech therapist calls the word in the singular and throws the ball to the child, the child returns the ball, calling the word in the plural.

Beetle - beetles.
Hedgehog - hedgehogs.
Hedgehog - hedgehog.
A bug is a bug.
Hedgehog is a hedgehog.

VI. Working with a plot picture.

Make a sentence based on the picture.

Sample proposals:

A hedgehog walks in the rain.
The hedgehog has a yellow coat.

A hedgehog carries an acorn.

A beetle lives under a leaf.

VII. Summary of the lesson.

Who did you play with during the lesson?

What sound was often pronounced in words?

Topic: Automation of sound [Ц] in words and sentences.

Goals and objectives:

Practice the correct pronunciation of the sound ts in words, sentences,

Continue learning to answer questions in detailed sentences.

Equipment: mirrors, subject pictures, subject pictures, ball.

During the classes.

I. Articulation gymnastics

“Smile”, “fence”, “proboscis”, “donut”, “knead the dough”, “brush our teeth”, “slide”.

II. Phonemic awareness.

Mystery.

He appeared in a yellow fur coat,
Goodbye two shells! (chick)

What sound do we hear at the beginning of a word?
- What sound is it?
- When we pronounce the sound ts - lips in a smile, the tongue rises up and down.

Once upon a time there lived a chicken. He loved to run away from his mother and play “Traps” with his brothers and sisters. Let's play the game “Traps” with the chicken. Clap your hands when you hear the sound ts.

m-r-ts-sh-z-ts-h-f-r-ts
ma-sha-tsa-ro-tso-zhu-shu-tsu

III. Working with syllables.

The chicken liked playing with you. He suggests playing the game “Ball”.

Ball game.

Throw the ball and repeat the syllable.

ats-ots-uts-yts-ets
tsa-tso-tsu-tsy

IV. Working with words.

Mystery.

Clucking, clucking,
Convenes children
He gathers everyone under his wing. (chicken)

The hen can't find the chick. She calls, but he doesn’t respond. Help her call the chicken.
- What are the names of the chickens? (chick-chick-chick)
- The chicken heard his name called and ran to the other chickens.

Working from a picture.

How many chicks does a chicken have?
- Count the chickens.

V. Working with phrases.

Working from a picture.

The hen collected all the chickens.
Chicks and chicken
All day outside.
Chickens near the hen
Chickens on a hen
Chickens under the hen.

- Tell me, where are the chickens?

VI. Working with a proposal.

Working with a plot picture.

VII. Summary of the lesson.

The hen admired the chickens,
If she's not a chicken, she's a smart girl.

Who did you play with during the lesson?
- What sound did you work with?

Lesson summary “Automation of sound [L] in words, phrases, sentences”

Goals:

Automate the sound [L] in words and sentences;
- develop spatial orientation;
- develop the ability to evaluate one’s activities;
- to cultivate in children a friendly attitude towards others and a love of nature;
- stimulate attention, teach how to quickly and accurately respond to sound signals;
- develop auditory attention, phonemic perception, intonation expressiveness;
- activate the dictionary by theme "Birds" ;
- consolidate the ability to form plural nouns in the nominative case, nouns in the genitive case, possessive adjectives, and coordinate numerals with nouns;
- formation of correct reading skills.

Equipment: picture-symbol of the sound [L], “bird house”, object pictures with images of birds, task cards “Find the letter L”, geometric shapes with letters, cards with a reading task, cut-out plot picture for each child, pictures “ Find differences".

Progress of the lesson:

1. Organizational moment

A new day has come. I will smile at you, and you will smile at each other and our guests. And think how good it is that we are all here together today. We are calm and kind, we are friendly and affectionate. We are healthy. Take a deep breath through your nose and breathe in freshness, kindness and beauty. And exhale through your mouth all the resentments, anger and grief.
- Let's start the lesson!

2. Updating the topic of the lesson

Listen to a funny tongue twister and determine which sound is repeated more often than others?

The jackdaw sat on a stick,
The stick hit the jackdaw.

What sound do you think we'll be working on today?
- Yes, we will work on the sound [L], we will pronounce it in words and sentences.
- What needs to be done in order to pronounce all sounds well? (Articulation exercises).

3. Articulation exercises.

Let's do exercises for the tongue.

"Watch"
"Swing",
"Delicious jam"
"Let's punish the naughty tongue"
"Let's brush your upper teeth"
"Painter",
"Turkey",
"Horse".

4. Characteristics of sound based on articulatory and acoustic characteristics.

Remember what you need to do to pronounce the sound [L] correctly?

Narrow tip of the tongue
Up, rests against the teeth,
And the lips are smiling.
On the sides of the tongue
The air is moving.
L - it will turn out melodious,
Smooth, gentle and sonorous.

Describe the sound [L]. (Consonant, hard, sonorous).
- Select the sound symbol [L]. (Boy in a blue jacket with a bell).
-What does this sound sound like? Listen! (The plane flies and hums.) (A picture symbol of the sound [L] is displayed).
- Say the sound [L]! Try to watch the pronunciation of the sound [L].

5. “Clap your hands if you hear two sounds [L] in a word.”

He came up, swam, pricked, planted, did, closed, climbed, stroked, dropped, adjusted, burned, saw, caught, broke, swallowed, spit, bell, burst, crocodile, listened, served, heard, disappeared, received, smiled, alphabet, balalaika, gladiolus.

6. Letter L.

What letter in the letter represents the sound [L]? (Letter L).
(A letter is set).
- Write this letter in the air.
Working with a card.
- Find the hidden letters "L". Circle them.
- Well done, you found a lot of letters “L”. Each of you will receive a fragment of a picture for a well-completed task, and at the end of the lesson you will create a whole picture.

7. Development of orientation in space.

Before you are geometric shapes.
- Place a square in front of you,
Place a triangle to the left of the square,
Place a rectangle to the right of the square,
put a circle between the square and the rectangle,
Place a rhombus between the triangle and the square.

Read the word. (Birds).
(Children receive the second fragment of the picture).
-Who do you think we will talk about today? (About birds).
- What birds do you know? (Children's answers).

8. Determining the presence of the sound [L] in the names of birds.

And birds whose names contain the sound [L] can live in our bird house.
- What kind of birds are these?
- I will display pictures, and if you recognize the bird, raise your hand and name it.
- Oriole - no other bird in our forest has such bright golden feathers;
- goldfinch - its forehead and throat are red, its black wings have yellow stripes;
- the nightingale is the most famous singer in Russia.
(Each of the children names all the birds that inhabit the house).

What bird's name begins with the sound [L]? (Martin).
- What birds' names end with the sound [L]? (Woodpecker, eagle, goldfinch).
- Where is the sound [L] in the names of other birds? (In the middle of a word).

9. Formation of plural nouns in the nominative case.

There is one bird of each species in our house, and if there were many of them, what would we name them?
(Woodpecker - woodpeckers, etc.)

10. Agreement of numerals with nouns.

I will name the number, and you will name the same number of birds I indicated.
- 5. (Five woodpeckers).
- 3. (Three swallows). Etc.

11. Formation of genitive nouns. Game "Who is missing"

How do birds move? (They fly).
- Birds love to fly from place to place. There are five birds left in our bird house. Remember who is in the house. Close your eyes.
- No one? ...

12. “Find the names of the birds”

Now let's see how you remember the names of the birds. Read the words, underline only the names of the birds.

goldfinch wings dove oriole
nightingale capercaillie paws beak
tail swallow nuthatch woodpecker
jackdaw torso eagle head

What names did you find in the first column? (Goldfinch, nightingale, jackdaw). Check, is everyone like this?
Etc.
- What words did you leave unemphasized? (Tail, wings, body, paws, beak, head).
- What do these words mean? (Body parts of birds).

13. Formation of complex adjectives

How do birds differ from each other? (Size, color).
- The jackdaw has black wings. What kind of jackdaw? (Black-winged).
- The woodpecker has a red head. What woodpecker? (Redhead).
- The swallow has short legs. What swallow? (Short-toed).
- The oriole has yellow feathers. What kind of oriole? (Yellowfin).

14. Formation of possessive adjectives

What about the beak of a dove? (Pigeon).
- The beak of a nightingale? (Nightingale).
- The beak of a wood grouse? (Glukhariny).
- Jackdaw's beak? (Galochy).

15. Active pause. "Be careful!"

Let's relax a little, play a game and see who is the most attentive.
- If I say the word “bunnies”, you will jump, “horses” - as if hitting the floor with a “hoof”, “crayfish” - back away, “birds” - wave your arms, “stork” - stand on one leg.

16. Formation of new words using prefixes

Read the word. (Flying).
- Make up new words using the written parts.
(U-, for-, under-, from-, pere-, on-, about-, you-, on-, in-).
- How do you understand the meaning of these words?

14. Making proposals. Working with the proposal diagram.

Now, with any of the words you named, make a sentence about the bird you like.
- Make a diagram of your proposal on a piece of paper.
- How many words are in your sentences?
- Why is there a line with a corner in the first place? (Start of sentence, capital letter).
- What sign is at the end of the sentence? (Dot).

15. Work on intonation expressiveness.

What other punctuation marks can be at the end of a sentence?
- If there is an exclamation point at the end of a sentence, what is it called? (Exclamation). How should we read it? (Brightly, cheerfully, exclaiming, enthusiastically).
- Say your sentence with an exclamatory intonation.
- And if there is a question mark, how do we pronounce the sentence? (Interrogatively).
- Say your sentence interrogatively.

16. Drawing up a cut picture.

Now you have a sufficient number of fragments of the picture.
- Collect a picture.
- What is shown in the picture?
- Look at the picture of your desk neighbor! The pictures are slightly different.
- Leave the cut pictures on your desks, I’ll give you two pictures to take home.
- Try to find the differences at home, make up a short story based on the picture, remember the names of the birds we talked about today, let adults help you write down the names of the birds on the back of the picture.

17. Reflection.

There are white envelopes on your tables. Take out their contents. Glue a sun, a cloud or a cloud on the top of the sheet, depending on what mood you were in during the lesson.
- Glue the little man to the place of the “rock of knowledge” that you reached in today’s lesson.

Thanks for the lesson. You can go to your class.

Additionally:

“Which word doesn’t work?”

Dove, dove, blueness, dove, dovecote.
- Nightingale, nightingale, advice, nightingales, nightingale.
- Oriole, pigeon, goldfinch, badger.
- Jackdaw, feeder, wood grouse, swallow.

Summary of an individual speech therapy lesson [Automation of whistling sounds

Goals: strengthening the skill of correctly pronouncing sounds [С], [Сь], [З], [Зь], [Ц].

Objectives: development of articulatory motor skills, speech breathing, automation of skills of correct pronunciation of whistling sounds, introduction of sounds into a child’s speech, development of attention and memory, phonemic perception.

Equipment: individual visual material.

Lesson plan:

1. Organizational moment.

2. Automation of the sound [S] in words, phrases, simple sentences.

3. Automation of the sound [Сь] in words and phrases.

4. Automation of the sound [Ц] in words.

5. Differentiation of sounds [S]-[C] in syllables.

6. Automation of sound [З] in words, phrases, sentences.

7. Automation of sound [Зь] in words and phrases.

Progress of the lesson:

1. Organizational moment.

Articulation gymnastics, breathing and vocal exercises (performed by a child in front of a mirror under the speech instructions of a speech therapist: “Frog”, “Elephant”, “Shovel”, “Angry Pussy”, “Pocket”, “Trampoline”; “Pipe”, “Breeze” ", "Stream".

Introduction to the topic of the lesson.

2. Sound automation [C].

Clarification of the articulatory structure of the sound [C], pronunciation of the sound.

Sound automation [C]:

In words rich in sound [C]: composition, method, descent, etc.;
- in phrases: salty soup, ripe cabbage, brave soldier, etc.;
- in sentences: there is a chair at the table, seedlings were planted in the garden, get up soon, etc.

3. Automation of sound [Сь].

Clarification of the articulatory structure of the sound [Сь], pronunciation of the sound.

Sound automation [Сь]:

Dynamic pause (the child pronounces speech material while performing one or another action; in this case, the student must, if the sound is pronounced correctly in the words, take a step forward, moving towards the designated goal):

Pronouncing words rich in sound: system, neighbors, thank you, etc.;

In static positions at the mirror:

In phrases: blue cornflowers, ten words, etc.

4. Sound automation [TS].

Clarification of the articulatory structure of the sound [Ts], pronunciation of the sound.

Sound automation [TS]:

Individual demonstration material used:

In words (at the end, beginning, middle): fighter, end; heron, chain; sheep, ring, etc.

The game “What is missing” is for the development of attention and memory, practicing grammatical categories: singular genitive case of nouns.

In words with rich sounds [Ts]: kisses, aims, clings, etc.;

5. Differentiation of sounds [S] - [C].

Dynamic pause (the child pronounces speech material while performing one or another action; in this case, the student must, if the sound is pronounced correctly in words, take a step forward, moving towards the designated goal, a step back - if the task is completed incorrectly):

Pronouncing chains of syllables perceived by ear: sa-tsa, tso-so, su-su-tsu, etc.

6. Sound automation [Z].

Clarification of the articulatory structure of the sound [Z], pronunciation of the sound.

Sound automation [Z]:

In words rich in sound [З]: barker, splinter, notch, etc.;
- in phrases: familiar music, knowledge of the language, forgot an umbrella, etc.;
- in sentences: Zoya has a new umbrella, familiar music is playing, Zakhar stopped by the factory, etc.

7. Automation of sound [Z].

Clarification of the articulatory structure of the sound [Зь], pronunciation of the sound.

Sound automation [Z]:

Dynamic pause: (the child pronounces speech material while performing one or another action) - pronouncing words rich in sound [Зь]: zigzag, winter, turn green, etc.;

In static positions at the mirror: - in phrases: green grains, a snake crawling on the ground, etc.

8. Summary of the lesson. Assessment of the child's activity.

Summary of individual speech therapy lesson "Producing sound C"

Goals:

1. Achieve the correct sound of the “C” sound.
2. Train the mobility of the articulatory apparatus.
3. Develop fine motor skills of the fingers.
4. Strengthen the ability to relax.
5. Develop lower diaphragmatic breathing based on three-phase breathing.
6. Develop phonemic awareness.
7. Enrich your child's vocabulary.
8. Develop correct, clear diction; neatness and posture.

Equipment:

bi-ba-bo “Little Ostrich” toy, pictures, sound profile, doll, music cassette, tape recorder.

Progress of the lesson

1. Organizational moment.

(Creating an emotional mood in a child).

Look what little ostrich came to our lesson today!
- What is your name?
- Ftipan.
- For some reason we didn’t understand what your name is.
- Ftipan.
- Ah, I think I guessed it. Is your name Stepan?
- Yes, yes (the baby ostrich waves his head). Ftipan, Ftipan!
- Sasha, what sound do you think our friend Stepan cannot pronounce?
- Well, of course, the sound “S”.
- Can you and I help him learn to pronounce the sound “S”?(Yes, we will help).
“But first we’ll show him how to relax.”
- Sit in the chair.(Calm music sounds, relaxation is carried out).

2. Relaxation.

“Everyone can dance.
Jump, run, draw,
But not everyone knows how to relax and rest yet!
- Listen, and do as I do. Inhale and exhale (twice).
Look, we are deer
The wind rushes to meet us
The wind died down
Let's straighten our shoulders
Hands back on your knees
Now a little laziness.
Hands are not tense
And relaxed.....
Ostrich chicks, girls and boys know
Now your fingers are resting,
Breathe easily….evenly….deeply.”

So our game ended, we rested a little, calmed down, learned to listen carefully, and most importantly, together with our baby ostrich, we felt how nice it is when our hands are not tense and relaxed.

Well, now it’s time to learn to pronounce the “S” sound.

Let's do the exercises that our cheerful tongue loves so much.

3. Articulation gymnastics.

(Lip exercises are performed).

1. Exercise “Smile”.

Pull your lips straight towards your ears
Frogs really like it.
Smiling... Laughing...
And their eyes are like saucers.

(Perform the “Smile” exercise 5-7 times, lips stretched in a smile, teeth exposed).

2. Exercise “Tube”.

My lips are a tube -
They turned into a pipe.
I can blow loudly:
Doo-doo, doo-doo-doo,
Doo-doo, doo-doo-doo.

(The exercise is performed with closed teeth, lips extended forward 5-7 times).

3. Exercise “Smile-tube”.

(Exercises “1” and “2” alternate 5 times).

Now let's play with our tongue. Look, Stepan, how we will do this and remember.

(Tongue exercises are performed).

1. Exercise “Spatula”.

Place your tongue with a spatula.
And hold it calmly.
The tongue needs to be relaxed
And keep it under counting:
One two three four five!
The tongue can be removed.

Listen and do this exercise as I tell you: “Put your relaxed tongue on your lower lip, make sure that the sponge does not curl up, then put the shoulder blade in your mouth, lower it behind your lower teeth, try to keep your tongue calm, not moving or trembling.” ”(5-7 times).

2. Exercise “Punish the naughty tongue”

Put your tongue on your lip,
Say five-five-five
Muscles relax...
The spatula turns out...
You keep her accountable...
Until five...until ten...

3. Exercise “Slide”.

That's a slide, what a miracle!
The tongue arched out elastically:
The tip touches the teeth,
The sides are going up!

4. Exercise “Brushing my teeth”

Am brushing my teeth,
Am brushing my teeth.
And outside...
And inside.
Didn't get sick, didn't get dark,
Don't let them turn yellow.

We perform the exercise like this: smile, open your mouth slightly, “brush” the lower teeth with the tip of your tongue, making movements from side to side, “brush” carefully again the lower teeth from the inside.

4. Diaphragmatic breathing:

Now imagine that we went into the forest, it’s so fresh there, it smells so good! Let's breathe:

If you're walking in the forest
We need to breathe air!
Breathe like me.
Exhale - pfft
Pause
Return of breath - pfft
Pause.
Return of breath - s-s-s-s
Pause.
Return of breath - pfft
Pause.
Return of breath - s-s-s-s.

Look what kind of boats we have sailing in the “sea”(a container with water in which boats float is placed in front of the child).Let's blow on him so that he can quickly swim to the other shore.

Let's take a little rest and look at this picture, in which everything is drawn about the sound “C”(we consider the acoustic-articulatory profile and analyze the articulation of the sound “s”).

Acoustic - articulatory profile of the sound “C”

Look and tell me what the sponges do when pronouncing the sound “s”?
- Child – smiling.
- What remains between the teeth?
- The child is a gap.
- Is the tongue narrow or wide?
- The child is wide.
- Where does the tip of the tongue rest?
- Child - in the upper teeth.
- Tongue, what else does it do?
- Child – bends over like a slide.
- What kind of air stream?
- Child (at a distance, applies the back of his hand to the neck and checks the air stream) - Cold.
- Check with your palm whether this sound is dull or voiced?
- The child is deaf.
- What kind of sound is this, hard like a nut or soft like cotton wool?
- A child can be both hard and soft.

Let's try again to make lips, teeth, tongue, as we just talked(the child does).

Let's stand up and prime the pump(the child makes imitation movements, as if he is “pumping up a pump”, leaning forward and pronouncing the sound s-s-s-s, the adult monitors the articulation of the sound).

5. Motor skills of the fingers:

Let's now show little ostrich Stepan how our pens work:

Don't be afraid, it's a goose
I'm afraid of him myself
The goose stands and cackles
He wants to pinch you.

6. Phonemic hearing:

Listen carefully and clap your hands when you hear the “S” sound.

(F, Z, S, C, F, S, Z, W, C, S, W...)

Now raise your hand when you hear a syllable with the sound “S”: ZHA, SA, SHO, JO, SU, CA, FOR, SHO...

Listen and say the syllables that I tell you:

SA-SO-SU; SY-SA-SE; SU-SE-SY

Today Sasha and Sima came to visit us to look at the Little Ostrich, give them toys (pictures) along with our Little Ostrich - Sasha with the sound “S”, Sima - with the sound “S”. The child hands out pictures or toys and pronounces each sentence: “I will give Sasha has a picture of a sleigh, and Sima has a picture of a goose.”

Well done! I did everything right!

Now the time has come to finish our lesson, look again at the profile of the sound “C” and tell us about it: about the tongue, lips, teeth, “breeze” (air stream), how they behave when you pronounce the sound “C”(the child remembers the full articulation of the sound “C”).

Well, Little Ostrich, have you learned to pronounce your name correctly and beautifully?
- So what is your name? Say Little Ostrich's name together(Stepan).
- Right! Well done!
- I think that now you will always correctly pronounce all words with this beautiful “S” sound.

Individual lesson

Target: automate the sound [l] in syllables, words, phrases.

Tasks:

Correctional and educational:

Develop the correct articulation pattern when pronouncing the sound [l].

Practice clearly pronouncing the sound [l] in syllables, words,

Corrective and developmental:

Develop phonemic awareness,

Develop a smooth exhalation

Develop auditory and visual attention,

Develop fine motor skills.

Corrective - educational:

Cultivate perseverance and self-control.

Equipment : cube with articulation gymnastics, container with water, colored table tennis ball, box, balls for creativity, paired pictures, flower details (white and colored), elephant, cage, castle, box in the form of a pit, small animals: lion, zebra , hippopotamus, monkey, tiger.

Preliminary work : learning the “Sorcerer” warm-up/

Progress of the lesson:

I. Organizing time.

- Hello. Sit on the chair. Today you and I will go to a fairy tale. To get into it, close your eyes ( The speech therapist puts a lock and a cage with a baby elephant on the table). Open your eyes and listen to the beginning of the fairy tale. Once upon a time there lived a baby elephant. He couldn’t pronounce the sound L. And they told him that there was a wizard living in the castle who would help him pronounce this sound. And the baby elephant went to him. But it turned out to be an evil sorcerer. He imprisoned him in a cage. The baby elephant needs to be saved.

II. Report the topic of the lesson.

- Shall we help the baby elephant? Let's save him from the sorcerer? You and I will learn to pronounce the sound L. At the same time, we will teach the baby elephant. But the road to the castle is not easy. The sorcerer set traps for us and in order to get around them, we need to complete tasks. But I'm sure you can handle them easily.

III. Main part.

1. Articulation gymnastics.

– There is the first trap on our way. Stone. You see that the stone is not simple. Having completed all these tasks, we will roll him off the path.

On each side of the cube there is a picture corresponding to the articulation exercise:

Fence

The driver arrives
Well, ahead is a fence.
It also brakes backwards.
And so eight times in a row.

Window

Open your mouth wider

Hold one, two, three, four.

If the tongue jumps,

“A-a-a” we sing, and he lies down!

Pancake

We baked some pancakes

Cooled on the window,

We will eat them with sour cream,

Let's invite mom to dinner.

Painter

I'll raise my tongue

And I'll paint the ceiling

Move back and forth

Our tongue is very happy!

Well done, you did well. You and I removed the stone.

2. Development of a smooth exhalation.

- And we reached the river. But the sorcerer broke the bridge, and now the animals cannot cross to the other side. Let us transport them with you. It's good that the boat remained.

(In front of the child is a rectangular container with water, with a colored tennis ball on the water. A child blows on a ball, a speech therapist rearranges the animals one by one).

Transported everyone, well done.

3. Development of phonemic hearing. Game "Catch the Sound"

– Now we come to the next trap. This is a hole that the sorcerer dug so that various animals could fall into it. Let us fill it up with you. I will tell you the words now. Listen carefully. If a word contains the sound L, you throw a stone into the hole.

Varnish, poppy, table, stop, bark, wax, sofa, window, chalk, chair, house, paw.

You're doing a great job. Now the animals will definitely not fall into the trap.

4. Game “Colorless Flowers”.

“You and I ended up in a clearing, but look: the flowers are colorless.” Apparently the sorcerer tried his best here too. But I know how we can add color to the flowers. To get a colored petal, you need to pronounce two syllables with the L sound correctly:

al-ol, ol-ul, ul-el, el-al, la-lo, lo-lu, lu-ly, ly-la,

(The child repeats the syllables after the speech therapist and changes the white petal to a colored one).

5. Physical exercise.

“I think that you and I are a little tired of avoiding the sorcerer’s traps.” Let's rest a little.

(The child repeats words and movements after the speech therapist)

6. Didactic game “One-many”.

– Well, you and I have come to the castle of the evil sorcerer. ( The cage is removed, the baby elephant stands in front of the castle). He was watching us all this time, saw how you deftly avoided his traps, that he got scared and ran away. And when he ran, he swept the pictures off his table and they all got mixed up ( The speech therapist posts paired pictures on the topic of the profession). Of course, you and I helped the baby elephant, he thanks you for your help. But we can't leave such a mess here. Let's clean up and let all the animals of the forest live in the sorcerer's castle.

(Find paired professions and name one or many).

IV. Summary of the lesson.

- What a great guy you are. And he didn’t fall into the traps, and he drove away the sorcerer, and he freed the baby elephant. Did you enjoy the lesson? Which task did you like? What was difficult to do?

(Child's answers.)

Individual lesson on correcting sound pronunciation “Automation of sound [L]” (using health-saving technologies).

Teacher speech therapist

Vlasova L.V.

GBOU Secondary School 863 SPDO No. 2

Wellness tasks:

— development of facial muscles, articulatory apparatus;

— development of speech and physiological breathing;

— receptor effect on the hands, development of fine motor skills;

— prevention of visual impairment;

— development of general motor skills;

- development of imagination and thinking.
Target: automation of the sound [L] in words and phrases.
1. Correctional educational objectives:

— automate the pronunciation of sound in words, phrases;

- strengthening the skill of dividing words into syllables;

- reading monosyllabic words without consonant clusters;

— consolidation of the skill of forming nouns with diminutive suffixes;

— overcoming agrammatisms in speech (word combination noun + numeral);

— clarification and expansion of vocabulary (antonyms);
2. Corrective and developmental:

— development of the kinetic basis of articulatory movements;

— development of sensory and motor functions;

— development of language analysis and synthesis functions;

— development of cognitive processes through their constant activation during the lesson;

- development of the grammatical, lexical, syntactic structure of speech.

3. Correctional and educational:

— fostering positive motivation in educational activities;

— education of the correct sound culture of speech.

Equipment: gaming simulators for the development of breathing, a su-jok ball, subject pictures on sound [L], a picture of “Clouds” with monosyllabic words written on the clouds without a consonant cluster, cut cards with numbers, stickers with animals, illustrations.

Progress of the lesson
1. Organizational moment. Psycho-gymnastics.
“Look, it's a swallow. Do you know this bird? Depict how a swallow flies and enjoys the warmth. But the kite has arrived, the swallow is afraid for her chicks.

And now the kite has flown away, and the swallow is enjoying the sun.”

2.Message about the topic of the lesson .

What sound does the word “swallow” begin with? Today we will continue to learn how to pronounce this sound. Where do we always start a lesson? That's right, from charging.

3. Articulation exercises.

“Smile-proboscis”, “Bunny thinks”, “Baby Elephant”, “Swing”, “Let’s brush our teeth”, “Delicious jam”, “Turkey”, “Delicious candy”.

4. Breathing exercises (development of physiological breathing and speech breathing).

A) Use of gaming simulators to develop the strength and depth of exhalation “Train Engine”, “Bird in a Cage”, turntables.

B) Game “Thread”: Inhale through the nose, draw air into the stomach and, as you exhale, pull the call [L], winding an imaginary thread around your hand, the exhalation thread should turn out to be long.

1. Pure talk. Self-massage with su-jok balls.

We recite simple sayings and massage our palms and fingers. Make circular movements with the ball on your palm, then longitudinal movements with the ball on each finger (left, right hand).

Ly-ly-ly - the swallows are small.

Ly-ly-ly - the clouds are white.

La-la-la - the swallow is cute.

La-la-la - the swallow is doing well.

Lu-lu-lu - I saw a bee.

Lu-lu-lu - enjoys the warmth.

Lo-lo-lo – it’s so light in summer!

Lo-lo-lo – it’s so warm in summer!

6. Game "Change the word." Self-massage with su-jok rings.

“Say the word affectionately” (diminutive suffixes of nouns). For each word we put on and take off a ring from our finger.

Speech material: horse, tent, apple, T-shirt, doll, saw, head, milk, dove, voice.

7. Dynamic game “Islands”: dividing words into syllables. “Say the opposite” (antonyms).

On the floor there are “islands” - squares with the numbers 1,2,3,4.

“Pronouncing the word syllable by syllable, jump from island to island. How many syllables are in a word, you must jump to that island. Say it the other way around:

Nesmeyana sad, Buratino-;

the strongman is strong, and the baby is;

the fairy is good, and the witch is;

grandpa is old and dad is old;

shallow puddle, river-;

bitter tablet, candy -;

feather light, rod-;

the kettle is hot, snow-;

black earth, snow-;

the dog is well-fed, the wolf...

8. Game "Cloud". Visual gymnastics.

A) Noun + numeral. “Look what's drawn here. Let’s count how many clouds there are (one cloud, two clouds…..six clouds.”

B) Read what is written on the clouds: varnish, bow, fret, forehead, floor, count.

B) Exercise “Cloud”.

We draw clouds with our eyes: in a circle - 3 times clockwise, 3 times counterclockwise and lying figure eights - in different directions).

9. A moment of relaxation.Artificial palming using the Bates method:

Close your eyes and cover them with your palms. The palms are folded crosswise so that the joints of the first phalanges of the little fingers overlap each other. Cross your fingers on your forehead. The palms must be cupped so that they do not put pressure on the eyeballs. The point of intersection of the little fingers “sits” on the hard part of the bridge of the nose.

10. Game “Nonsense”: “Look carefully and tell me what the artist drew incorrectly?”

11. Summary of the lesson. Well done, choose a sticker from the star as a reward. [L] (bishop). In the next lesson, I'm sure you'll do even better.