Municipal autonomous preschool educational institution "Kindergarten of a combined type No. 50" of the Balashikha urban district, Balashikha city.

“Consolidating the skills of pronunciation of the sound [w] in conversational speech.”

Open speech therapy lesson in a pre-school group. “Consolidating the skills of pronunciation of the sound [w] in conversation”

Target: consolidate the correct pronunciation of the sound [sh] in colloquial speech.

Tasks:

1. Correctional and educational:

- teach children to answer questions accurately and completely;
— form a lexical and grammatical structure;
— to train children in sound-letter analysis and word synthesis;
— consolidate the skill of pronouncing the sound [w] in syllables, words, phrases, sentences, in connected and colloquial speech.

2. Correctional and developmental:

— development of phonemic hearing and phonemic perception;
- development of attention, memory, imagination, logical thinking, through guessing riddles and asking problematic questions;
- development of fine movements of the fingers.

3. Correctional and educational:

— formation of a positive attitude towards participation in the lesson;
- ability to listen to peers and speech therapist;
- nurturing friendly relationships, nurturing perseverance;
— to cultivate a linguistic flair for the native language, the desire to speak correctly.

Equipment: computer, 2 recordings of instrumental music, a didactic speech therapy toy (the hippopotamus Zhuzha - for performing articulatory gymnastics with bioenergoplasty, plot pictures, balls with Su-Jok springs, a train with cars for determining the sound in a word, Whatman paper with exercises.

Progress of the lesson:

1. Organizational moment.
- Hello guys.
Say hello to your guests.
Every day, always, everywhere:
In class, in play
That's right, we say it clearly,
We're not in a hurry.
Have a seat.

2. Today we will show our guests how to correctly and beautifully learn to pronounce the sound [w].

3. Articulation gymnastics.
All the guys in order
In the morning they do exercises,
Our tongue wants too
Be like kids.
Will he help us with this?
(children's answers: hippopotamus Zhuzha).

The tongue is familiar to us, children,
We will greet him with a smile.
This tongue has come (smile, show tongue).
He has now gone to the right.
I saw everything I needed to see
And he walked to the left (exercise “Clock”).
I walked around quite a bit,

The sun is shining in the morning - it's time to visit your aunt!
Auntie cheek
Waiting for his nephew.
Pancakes with poppy seeds
She bakes for lunch (exercise “Pancakes”).
I cooked porridge, made tea,
I even opened a jar of jam.
Auntie niece
He greets you cheerfully.
Tea for him with jam
He immediately suggests (exercise “Cup”, stick your tongue between your lips and blow on the tip of your tongue on imaginary steam, cooling the tea).
Oh, how delicious
Sweet jam, (exercise “Delicious jam”)
Yes, and semolina porridge -
Simply delicious.
He ate very little
I opened the window wide (exercise “Hippos”).
Under the window - blah, blah, blah -
The turkeys are chatting.
Turkey speech
Nobody understands.
Turkeys on the swing
They nod cheerfully.
Ride Tongue
“Blah, blah, blah! - offer (exercise “Swing”).
Give Tongue a doo-doo
And five more balls
Roll the mosquitoes!
Inflating the balloons
“Sit down, mosquitoes! ”(pronounce the sound “Shhsh” for a long time).
Our Tongue played
He went to bed and said nothing.

4. Clarification of articulation.

Let's remember how to pronounce the sound "SH".
— What happens to the lips, teeth, how is the tongue positioned?
Children's answers.
- What kind of air?
Children's answers.
— What does the voice do when we pronounce the sound “SH”: sleeps or sings songs? Put your whole hand on your neck, say shhhh…. Was it quiet in the house or was the voice singing songs and the walls of the house were shaking?
Children's answers.
— Guys, what is the sound “SH”: a vowel or a consonant?
- Voiced or voiceless?
- Hard or soft?
Children's answers.
What does the sound “Ш” sound like (like the hissing of a goose or snake).
- You and I pronounce syllables, words, but can we see the sounds?
- No, we see and write letters.
- What letter represents the sound “Ш” in writing?
- Let's turn the sound “Ш” into the letter Ш.
Together with the children we recite the poem:
We can't see the sound
And we can’t take it in our hands.
We can only hear the sound
And also to say it.
We put on dresses to the sounds,
We turn sounds into letters (Draw a letter with a finger in the sand).

5. Exercise “Make Sounds.” Hiss along with the goslings, running your finger along the paths from the goslings to each vowel and vice versa from the vowel to the goslings. Repeat each syllable. What syllables did you get?

6. Finger gymnastics (with Su-Jok springs).

The bear was walking towards his den
Yes, I stumbled on the threshold
“Apparently, there is very little strength
I saved up for the winter,”
I thought so and went
He's looking for wild bees.
All bears have a sweet tooth,
They like to eat honey without haste,
And having eaten, without worry
They snort in their den until spring.

7. Now, let’s play the game “Say a Word.”

Based on the pictures, name the answers, highlighting the sound Ш, determine where the sound Ш is located in the word: at the beginning, in the middle or at the end of the word and place them in the appropriate houses (trays).
*I will be a master like our uncle Evdokim;
Making chairs and tables, painting doors and floors.
In the meantime, I make (toys) myself for my sister Tanya;
*In the underground, in the closet she lives in a hole,
Gray baby, who is it? (mouse) ;
*Didn’t advance a single step out of stubbornness (donkey);
*I sewed a shirt for the bear, I’ll sew him... (pants);
* The goldfinch sings all day long in a cage on the window.
He has entered his third year, but he is afraid of... (cats);
*Clinging to the rear tire, the bear rides on... (car);
* The squirrel dropped a cone, the cone hit (the bunny);
* It's dark at night. It's quiet at night. Fish, fish, where are you (sleeping);
* You know this girl,
She is sung in an old fairy tale.
She worked, lived modestly,
I didn’t see the clear sun,
There is only dirt and ash around,
And the beauty's name was (Cinderella);
*In winter, during fun times
I'm hanging on a bright spruce.
I shoot like a cannon,
My name is (cracker);
*Who will color our album?
Well, of course (pencil);
*Look at me
You can open the doors
And on my shelves
It costs a lot!
I am taller than everyone else, like a giraffe:
I'm big, beautiful (wardrobe).

10. Exercise “Rhymes”. Listen to the beginning of the phrase and complete it with suitable words. The pictures will help you cope with the task. The last word of each rhyme phrase must end with a syllable repeated in its first part. For example: Shock-shock-shock, shock-shock-shock, grandfather is carrying a bag.

Shi-shi-shi, shi-shi-shi - the kids are playing.
Ush-ush-ush, ush-ush-ush - I'll take a hot (shower).
Ash-ash-ash, ash-ash-ash is blue (pencil).
Ishni-ishni-ishni- ripen (cherries).
Shock-shock-shock, shock-shock-shock - woke us up (cockerel).

11. Exercise “Correct the sentence” (listen to the sentences, find and correct errors, based on pictures on Whatman paper A4).

A letter is written to grandfather.
Our mouse caught the cat.
My grandmother bought a spool of thread.
The pebble found Pasha.
A coat hanger is hung on the fur coat.
Reeds sit in a frog.
The lilies of the valley found Natasha.
They put a bag inside the potatoes.
The mouse has a cat in its paws.
Masha put her head on her hat.
The lawn flies over the bumblebee.
Misha put the helmet on.
There is a scarf on a bear at the neck.
Pasha traces a pencil with a frog.

12. Physical education minute “The bear got out of the den.”
The bear crawled out of the den,
I looked around on the threshold. (turns left and right).
He stretched out of sleep: (stretching his arms up).
Spring has come to us again.
To quickly gain strength,
The bear's head was twisting. (head rotation).
Bent back and forth (bending forward and backward).
Here he is walking through the forest.
The bear is looking for roots
And rotten stumps.
They contain edible larvae -
Vitamins for the bear. (tilts: touch your left foot with your right hand, then vice versa).
Finally the bear had his fill
And he sat down on a log. (children sit down).

13. Game “Who is more, who is less? » Compare two objects and answer the questions in complete sentences. Don't forget to pronounce the "Sh" sound correctly. For example. Who is bigger: a frog or a monkey? A monkey is bigger than a frog. Who is smaller? The frog is smaller than the monkey (pictures are given the opposite size than in reality: the monkey is small, and the frog is large).

Who is bigger: a cat or a midge? Who is smaller?
Who is bigger: a mouse or a baby? Who is smaller?
Who is bigger: a frog or a cuckoo? Who is smaller?
Who is bigger: grandma or grandpa? Who is smaller?
Who is bigger: a bear or a monkey? Who is smaller?

14. Exercise “New words”.
Let's turn some words into others.
Replace the first sound in words with the sound Ш. For example: PAR-BALL.
SLIPPER-HAT
FUR LIPS
STOMP-WHISPER
SOAP-AWL
SPORES-SPURS.

15. Game "Cat and Mouse". Listen to the story about the cat Masha, retell it based on the pictures (chain text).

Alyosha has a cat, Masha.
The cat Masha catches mice.
The mice run away from the cat.
The cat is big, agile, she catches up with the mice.

16. Visual gymnastics (to music, a speech therapist reads poetry, and children perform oculomotor movements in accordance with the text).
Let's do some exercises for the eyes, because they also need rest (all movements are performed only with the eyes).
"Happy week."
All week in order,
The eyes are doing exercises.
On Monday, when they wake up,
The eyes will smile at the sun,
Look down at the grass
And back to heights.
On Tuesday there are hours of eyes,
They look here and there,
They go left, they go right
They will never get tired.
On Wednesday we play blind man's buff,
Close our eyes tightly.
One two three four five,
Let's open our eyes.
We close our eyes and open
So we continue the game.
On Thursdays we look into the distance
There's no time for this,
What's near and what's far
You should look at your eyes.
We didn't yawn on Friday
The eyes ran around.
Stop, and again
Run in the other direction.
Even though Saturday is a day off,
We are not lazy with you.
We look for corners,
To make the pupils move.
We'll sleep on Sunday
And then we'll go for a walk,
To harden your eyes
You need to breathe air.
- Without gymnastics, friends, our eyes cannot live!

17. Summary of the lesson. Guys, what did we do in class? What did you enjoy the most and what were the challenges? Children's answers.
Our lesson has come to an end, everyone did a very good job, well done to all of you, goodbye. They say goodbye to the guests and leave.

List of used literature:

1. Automation of the sound Ш in game exercises. Preschooler's album / L. A. Komarova. -M. : GNOM Publishing House, 2011.-32 p.
2. Azova E. A., Chernova O. O. Learning the sounds [w], [z]. Home speech therapy notebook for children 5-7 years old. – M.: TC Sfera, 2010. – 32 p. (Game speech therapy).
3. Spielochka and Buzzer. Speech therapy games / I. V. Baskakina, M. I. Lynskaya. – M.: Iris-press, 2010. – 32 p. : ill. – (Popular speech therapy).
4. Speech therapy. Preparatory group. Lesson developments. / Comp. O. I. Bochkareva. – Volgograd: ITD “Corypheus”. – 128 p.
5. Internet resources: riddles, physical exercises, oculomotor exercises.

Transcript

1 RUSSIAN FEDERATION YAMAL-NENETS AUTONOMOUS DISTRICT DEPARTMENT OF EDUCATION MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN “TEREMOK” NOTES OF Speech Therapy CLASSES CYCLE OF CLASSES ON PHONETIC-PHONEME CORRECTION TICH SPEECH IMPORTANCE Teacher-speech therapist: Barabanshchikova N.N. Muravlenko

2 Lesson 1 TOPIC: “Sound and the letter U.” Goal: 1. Clear pronunciation of sound. 2. Isolation of the initial stressed vowel. 3. Agreement of sentences using pictures (use of nouns in the nominative and accusative singular cases). 4. Introducing the letter U. Equipment: subject pictures (iron, boa constrictor, snail, duck, ear, duckling, washbasin, spider, beehive, letters, pipe, kitchen, rooster, willow, oak, alarm clock, antenna, machine gun, shoes) , individual mirrors, demonstration card with the letter U, notebooks, pencils, cut-out alphabets. PROGRESS OF THE CLASS. 1. Organizational moment. 2. Articulation gymnastics and hand gymnastics. 3. Introducing the topic of isolating the sound [U] from the words: street, smart, Ulya. 4. Prolonged pronunciation of the sound [U]: a) by a speech therapist; b) children (in choir, individually); c) in a quiet and loud voice; d) observation of the position of articulatory organs (in mirrors), air flow, voice; e) sound characteristic [U]: a vowel is sung. 5. Isolating the sound [U] by ear (with eyes closed): a) from a series of vowels: ua, au, ui, iu, ou, ou, ai, io, aui, aiu iua, uia; b) from the words: smart girl, stork, fishing rod, oriole, teaches, August, (spider, chicken, cat, rooster, hammock, shoes, slippers). 6. Isolation of the stressed initial vowel in syllables and words: uh, ah, oh, their, eh, um, am, he, Anya, Olya, Ulya. 7. Physical education moment. 8. Isolating the sound [U] by ear and in pronunciation based on the subject pictures on the panel: pronouncing the pictures, selecting pictures for the sound [U]. 9. Recalling previously discussed pictures using the sound [U]. 10. Introducing the letter U: looking at a card with the letter U, finding it in the cut alphabet, tracing the outline, printing the letter on the board and in notebooks. 11. Recalling previously examined pictures on U. 12. Exercise in composing sentences, completing sentences started by a speech therapist with the obligatory use of previously presented pictures on U: A (duckling) swims in the river. A duck quacks loudly on the shore. The child has (ear) pain. Mom turned on the electric (iron). A (snail) sits on a leaf. A huge (boa constrictor) lives in the forest.

3 Mom is cleaning (the washbasin). 13. Summary of the lesson. - We learned the sound and letter U. - The sound [U] is a vowel. Homework: 1. Game “What has changed?” - exercise with four pictures. 2. Game “Name the first sound” - highlighting the first stressed vowel in a word. 3. Game with the ball “Name the first sound” (mind, duck, ear, ah, ah, Olya, smart, Anya, street). 4. Printing the letter U on the asphalt.

4 Lesson 2 Topic: “Sound and letter A.” Goal: 1. Clear pronunciation of sound. 2. Isolation of the initial stressed vowel (repetition). 3. Analysis of a sound series of two vowels. 4. Development of attention and memory. 5. Agreement of sentences based on subject pictures (use of nouns in indirect singular cases). 6. Introducing the letter A. Equipment: subject pictures (machine gun, album, antenna, bandage, bow, iron, quince, alley, car, studio, nuclear-powered ship, Panama hat, T-shirt, shoes, slippers, duckling), individual mirrors, card with image of the letter A, notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment (remembering geometric shapes). 2. Articulation and breathing exercises. 3. Repetition of the sound [U], recalling previously discussed pictures in U. 4. Introduction to the topic of isolating the sound [A] from the words: August, stork, address, author, Annushka. 5. Pronouncing the sound [A], observing articulation, characterizing (the sound is pronounced by a speech therapist, children, choir and individually). Conclusion: the sound [A] is a vowel. 6. Isolating the sound [A] by ear (with eyes closed): a) from a series of vowels: ua, ay, ai, iu, ia, ao, uia, iua; b) from reverse syllables: al, up, op, am, ah, uh, im, he; c) from the words: alphabet, pineapple, angel, turkey, England, smart, vegetable, (shoes, slippers, bow, bandage, riot, book). 7. Analysis of the sound series from two vowels of the game: “Guess how many sounds I will pronounce”, “Guess and name the sounds”: ay ua ai ia iu ui ao oa 8. Isolating the sound [A] in pronunciation in words using subject pictures: A) choral speaking; B) selection of pictures for A game “Fourth wheel”; C) games for the development of attention and memory with the remaining pictures on A: “What’s missing?” - 6 pictures; "What changed?" - 4 pictures. 9. Reinforcing the use of indirect cases of singular nouns with the game “Finish the sentence” (based on subject pictures on A, but without relying on clarity):

5 They put a television on the roof. Soldiers shoot from. Children paint with paints. Mom makes jam from... Children walk in the garden. 10. Physical education minute (finger gymnastics). 11. Introducing the letter A: looking at the demonstration card, finding the letter in the cut alphabet, tracing the outline of the letter A, printing the letter on the board and in notebooks. 12. Summary. - What sound did you study? - What sound is that? - Why is it a vowel? - What other vowel sound do you know? Game “Guess the word” (the first vowel A or U is missing):.ho,.automatic,.fabric,.antenna,.lbom,.tyug,.washbasin,.dav,.mnik,.taka,.car,.cast. Homework: 1. Game “Count and name the sounds” - sound analysis (ay, yay). 2. Games “What has changed?”, “What has disappeared?” - development of attention and memory.

6 Lesson 3 Topic: “Sounds [A], [U].” Goal: 1. Clear pronunciation and comparison of sounds [A], [U]. 2. Isolation of stressed and unstressed sounds [A], [U] at the beginning of a word. 3. Reproduction of sound series of three vowel sounds. 4. Analysis of a sound series of three vowels. 5. Distinguishing between masculine, feminine and neuter nouns in relation to the cardinal numerals one, one, one. Equipment: object pictures (iron, boa constrictor, snail, ear, duckling, duck, album, antenna, machine gun, car, washbasin), notebooks, pencils, magnetic alphabet (demonstration), cut alphabet. Progress of the lesson. 1. Organizational moment (remembering and naming pictures in [A], [U]). 2. Articulation and breathing exercises. 3. Guessing the sounds [A], [U] by articulatory pose. 4. Pronunciation, comparison, characteristics of sounds [A, U]. 5. Distinguishing by ear the sounds [A] [U]: a) in the sound row: a, y, y, a, i, y, a (one row of the team claps on the sound [A], the other row on [U]) ; b) in a syllabic series: ah, uh, um, am, uk; c) in a series of words: army, pineapple, student, stork, fishing rod, angle, artist, aviation, vinegar, pattern, alphabet, dinner, morning. 6. Distinguishing sounds [A] [U] in pronunciation: a) pronouncing words using subject pictures; b) selection of pictures for sound [U]; c) selection of pictures for sound [A]. (Children take the pictures to the tables, turn them over after setting them to memorize.) 7. Physical education minute. 8. Reproduction of sound series of three vowels: aau uau aau uua aua waa 9. Analysis of a sound series of three vowels (see 7): a) name the first sound; b) name the last sound; c) count the sounds. 10. Exercise with magnetic and cut alphabet “Lay out the letters.” 11. Game “Telephone” - remember and name your picture. An exercise in distinguishing and using the gender of nouns. 12. Lesson summary:

7 - What sounds did we remember today? - What sounds are these? - Why are they vowels? Homework: 1. Reproduction of sound series of three vowels. 2. Game “Echo” - naming the first sound ([A], [U]) in words. 3. Game “Count and name the sounds” (three vowels). 4. Game “Guess the picture.” 5. Ball game: recalling pictures and naming them with cardinal numbers one, one, one.

8 Lesson 4 Topic: “Sound and letter I.” Goal: 1. Clear pronunciation of sound. 2. Analysis of a sound series of three vowels. Reproduction of sound series of three vowels. 3. Exercise in the use of the nominative plural of nouns with endings and, -a. 4. Development of attention and memory. 5. Introducing the letter I. Equipment: subject pictures (willow, turkey, Inna, Ivan, linden, elevator, bandage, lily, raspberry, bow, viburnum, gate, alarm clock, iron, snail, shoes, oak), subject pictures for exercises in the formation of the nominative plural of nouns (melon, fly, leg, horse, book, poppy, rooster, snail, iron, spider, house, window, duckling), individual mirrors, notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment (remembering pictures on [U], [A]). 2. Articulation and breathing exercises. 3. Repetition of the studied vowels [A], [U]. 4. Introducing the topic of isolating the sound [I] from the words: games, oriole, willow, Needles, Inna. 5. Pronunciation of the sound [I] (by a speech therapist, children), observation of the position of the articulatory organs, sound, sound characteristics: a vowel is sung. 6. Isolating the sound [I] by ear: a) from a number of vowels: ay, io, iu, ai, aoi; b) from the syllabic series: ap, their, im, um, at, it, ut, an; c) from the words: toffee, April, hut, engineer, apricot, pineapple, scared, corner, surprised...; d) from the names: Anna, Inna, Olya, Alla, Ivan, Anton, Ilya. 7. Sound analysis of a series of three vowels: aui, aiu, uia, uai, iua, iau (determination of the first sound, the last, complete analysis, determination by ear of the number of sounds, reproduction of sound series). 8. Physical education minute. 9. Isolating the sound [I] in pronunciation: a) pronouncing pictures; b) selection of pictures for sound [I]; c) games to develop attention and memory with these pictures: “What has changed”, “Guess the indicated picture”. d) finishing sentences with the word willow (from the picture) in indirect cases: The children planted a small one in the yard. All summer they looked after.

9 In the spring, green leaves bloomed on. Children play happily under the greenery. They placed a bench under theirs. Together with the teachers, they planted flowers around. 10. Exercise in the use of the nominative plural of nouns, the game “Echo”: melon poppy - spider - fly - rooster - house - leg - snail - swan - horse - duck - turkey - book - iron - ruler - window - duckling - gate Getting to know the letter I: - looking at the letter, - finding it among others, - tracing the outline, typing. 12. Summary of the lesson: - pronouncing the sound [I] - characterization; - recalling pictures in I. Homework: 1. Game for attention “What has changed?” 2. Game “Count and name the sounds” (oui, aiu, iua, iau, oi, oi, ui) 3. Reproduction of sound series (cm 2) 4. Printing sounds on the asphalt [I].

10 Lesson 5 Topic: “Sounds [P] [P]. Letter P." Purpose: 1. Consolidating pronunciation and distinguishing sounds [P] [P] [B] 2. Isolating the last voiceless consonant. Sound analysis and synthesis of reverse syllables ap, up, un. 3. Compiling and transforming sentences based on plot pictures according to the model of agreement of present tense verbs with nouns in number. 4. Introducing the letter P. 5. Exercises with the split alphabet: composing, reading, typing reverse syllables. Equipment: subject pictures (peony, bow, loaf, letters, peacock, Panama hat, paper, pelican, rooster, alarm clock, coat, machine gun, spider, parrot, five, cobweb, clearing, linden, stump, horseshoe, stove), subject pictures (Petya (Polya) sings. Children sing. Petya (Polya) sweeps. Petya (Polya) pours water. Petya (Polya) pours water. Petya (Polya) waters peonies), individual mirrors, notebooks, pencils, cut-out alphabet books. Individual colored marks on children's seats (any shape). Progress of the lesson. 1. Organizational moment (naming individual marks by color). 2. Articulation and breathing exercises. 3. Repetition and characteristics of the studied vowels. 4. Introducing the sounds [P], [P]: a) highlighting the repeating sound [P]: sheaf, stupid, clap, panama; pronouncing it by a speech therapist, children; sound characteristics: a non-vowel consonant is not sung, the labial lips are actively involved; b) highlighting the sound [P]: rash, sing, scale, Petya, five; c) alternate pronunciation, observation of articulation and sound. Conclusion: [P] solid up, up, un; [P] soft up, up, up; 5. Distinguishing [P]-[P] by ear (emphasis P): a) pa, pya, po, pe, pu, py, pi, pyu, ap, op, ap, ip; b) dust, five, heel, top, sing, drink, desk, spider, rooster, letter, steamer; c) Game “On the contrary”: pa-pa-pa pi-pya-pya ap-ap-ap ap-ap-ap p-po-po pi-pya-pya op-op-op op-op-op pu-pu -pu - up-up-up py-py-py - top-top-top-

11 6. Differentiation in pronunciation by pictures: a) pronouncing the names of pictures on the panel; b) selecting pictures for the sound [P], playing with them to develop attention and memory “Name the indicated picture.” c) selection of pictures for the sound [P] game for attention and memory “Remember, repeat, put” (3-4 pictures). 7. Physical education minute. 8. Sound analysis of the reverse syllables ap, op, up, un: a) highlighting the first vowel; b) highlighting the last vowel; c) complete analysis of the syllable; d) synthesis of the reverse syllable. 9. Reproduction of syllable series: up-op-up ap-op-up-ip ap-up-op op-up-ip-ap op-up-ap up-ip-ap-op 10. Composing and transforming sentences based on plot pictures depicting a simple action, using questions and following the example: Polya sings. Petya sings. The children are singing. An exercise in agreeing the number of present tense verbs with nouns. 11. Getting to know the letter P: looking at the letter, finding it, tracing the outline, printing them. 12. Summary of the lesson: - What sounds were studied? - What are they? - Remember the pictures. - Game “Guess the last sound”: hundred., chlo., deep., pot., su., then..

12 Lesson 6 Topic: “Sound and the letter T.” Goal: 1. Clear pronunciation of sound. 2. Differentiation by ear T-D-K. 3. Isolating a consonant from a sound series (t, d, k, p). 4. Sound analysis of reverse syllables at, from, ut, it. reproduction of syllable series. 5. Making sentences based on the plot picture using questions, combining them into a story. 6. Coordination of cardinal numbers 1, 2, 5 in the nominative and accusative cases and nouns. 7. Introducing the letter T, typing. Equipment: subject pictures (tank, shoes, cotton wool, duck, house, smoke, whale, cat, bandage, bow, loaf, skating rink, machine gun, hunter, hammock, trunk, candy, rooster, pumpkin, slippers, gate, jacket, ticket , elevator, melon), plot picture “Tolya and Tom are sculpting”, individual mirrors, notebooks, pencils, cut-out alphabet books. Progress of the lesson. 1. Organizational moment (remembering pictures on [P]-[P]). 2. Articulation and breathing exercises. 3. Repetition of familiar vowels and consonants, comparison. 4. Acquaintance with the sound [T]: a) isolation by ear from the words: cake, court, gymnast, tail, bridge, tram, plate, bedside table, threads, coat, mark; b) sound pronunciation by a speech therapist and children, observation of articulation and sound, characteristics: consonant, dental. 5. Differentiation of T-D-K by ear: a) in the sound series: t, d, t, k, d, p, t; b) in the words: tom, house, cop, top, that, sweat, poppy, smoke, tank, spider, like, so, dad, shoes, bridge, sheaf, fist, tail; c) according to the pictures on the panel: the speech therapist pronounces all the pictures, the children select and pronounce the pictures on T. 6. Exercise for the development of attention and memory with selected pictures (remembering the previously discussed pictures on T “Guess the indicated picture” - 6 pictures on the panel are upside down) . 7. Sound analysis of reverse syllables: up up ip op at from it from Name the last sound. What is he like? Name the first sound. What is he like? How many sounds are there in a syllable?

13 8. Reproduction of syllabic series: At-ot-ut-it From-ut-it-at Ut-it-at-ot It-at-ot-ut 9. Fzkultminutka. 10. Getting to know the letter T: looking at it, looking for it, tracing the outline, typing. 11. Exercises with a split alphabet: compiling (following the analysis), transforming and reading reverse syllables: ap, up, ip, it, ut, at, followed by printing three of them. 12. Compiling a story based on a plot picture: a) looking at the picture; b) naming or selecting names starting with T: Anya, Masha, Tolya, Olya, Lena, Polya, Alya, Edik, Kolya, Tolya, Pavlik; c) finding and naming objects using the sound [T]; d) making sentences using questions: What is this? Who is this? What is Tolya doing? Kolya? What is he/she sculpting? What does Tolya have? Then we? e) combining sentences into a story: Here is the room. This is Tolya. This is Tom. Tom is making a duck. Tom has a duck. Tolya is sculpting a tank. Tolya has a tank. e) memorizing the story. 13. Coordination of cardinal numbers 1,2,5 in the nominative and accusative cases and nouns, agreement of sentences: Toma has 1 duck. (2.5) Tolya has 1 tank. (2.5) Tom made 1 duck. (2.5) Tolya built 1 tank. (2.5). 14. Summary of the lesson. Pronunciation, characteristics of the sound T, recalling pictures, finishing words: bin., ban., lif., hobo., pole., football., hockey., co., ki., female..

14 Lesson 7 Topic: “Sounds [P] [T].” Purpose: 1. Consolidating pronunciation and distinguishing sounds. 2. Isolating the last voiceless consonant in a word. 3. Exercise in the formation and use of possessive adjectives with the suffix in-. 4. Sound analysis and synthesis of reverse syllables, exercises with split alphabet, reading and typing. 5. Consolidating the agreement of cardinal numbers 1, 2, 5 and nouns. Equipment: subject pictures (peony, bow, loaf, letters, peacock, Panama hat, paper, pelican, rooster, alarm clock, coat, machine gun, spider, parrot, five, cobweb, pole, linden, stump, horseshoe, stove, tank, shoes , cotton wool, house, duck, smoke, whale, cat, bandage, bow, loaf, skating rink, machine gun, hunter, hammock, trunk, candy, rooster, pumpkin, slippers, gate, jacket, ticket, elevator, melon) on the tables children, a plot picture “Family”, two panels, notebooks, pencils, cut-out alphabet books. Progress of the lesson. 1. Organizational moment (remembering pictures on P T). 2. Breathing and articulation gymnastics. 3. Repetition of sounds [P], [T]: pronunciation, comparison, characterization. 4. Reproduction of syllable series: ap-at ap-at-ap at-ap at-ap-ap ap-ap-at at-at-ap ap-at-at ap-at-ap (the same with the vowels U, I ); pa-ta pa-ta-ta ta-pa pa-pa-ta ta-pa-pa pa-ta-pa ta-ta-pa ta-pa-ta 5. Sound analysis, synthesis, transformation of reverse syllables: a) analysis syllables: ap, at, it, ip, up, ut; b) transformation: ap-at-ip-it-ip-up-ut; c) synthesis (negotiation): a + p (t) = an (t) y + t (p) = ut (p) and + p (t) = un (t) 6. Exercises with split alphabet: composition, transformation , reading reverse syllables (see 5 b). 7. Physical education lesson with a patter: From the clatter of hooves, dust flies across the field. (With acceleration of pronunciation and movements).

15 8. Distinguishing by ear and pronunciation of the sounds [P] [T] in words: a) highlighting words with [P], then with [T] from a tongue twister; b) the game “Two slats” with pictures on [P] and [T] on the children’s tables); c) selecting pictures with [P], then with [T] at the end of the word. 9. Formation and use of possessive adjectives with the suffix in-: a) according to the subject pictures on the panel according to this example: Kolya has a rooster. This is Colin the Rooster. Tom has a duck. This is Tomina's duck. b) selection of phrases of nouns with possessive adjectives for the plot picture “Family”. Petya's car, dad's coat, Tanya's cubes, Petina's jacket. 10. Consolidating the agreement of cardinal numbers 1,2,5 and nouns, completing sentences: Early in the morning 1 rooster crows. Early in the morning 2 roosters crow. Early in the morning 5 roosters crow. Mom buys 1 loaf. (2, 5). The fields are watered by 1 peony (2, 5). 2 cats meow under the porch (5). Tonya ties 1 bow (2, 5). There is 1 duck and 1 duckling swimming in the lake. (5, 5) 1 pumpkin has grown in the garden (2, 5). There is 1 linden tree in the garden (2, 5). Tom puts on 1 jacket (2, 5). 11. Summary of the lesson: - What sounds were compared? Comparing them. - Game “Finish the word”: co., bod., oko., st., ban., bin., clo., sn., wine., pot., balle., bile., siro., topo., hobo ., halo.. - Game “Run to me” - who has pictures with P, T at the end of the word.

16 Lesson 8 Topic: “Sounds [K] [K]. Letter K." Goal: 1. Clear pronunciation and distinction of sounds. 2. Sound analysis and synthesis of reverse syllables, conversion to direct ones. 3. Reproduction of syllable series. 4. Compiling a story based on a plot picture using questions. 5. Exercise in the use of the genitive singular of Nouns. 6. Introducing the letter K, typing, exercises with split alphabet. Equipment: subject pictures (horse, cat, skates, book, spider, tank, turkey, poppy, lighthouse, wreath, kitchen, cap, hunter, cubes, cranberry, penny, skirt, boots, pipe, alarm clock, candy, window, coffee pot , elevator, hammock, leg, trunk, Panama hat), plot picture “Kittens”, notebooks, pencils, cut-out alphabet books. Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Repetition of previously studied vowels and consonants, comparison 4. Acquaintance with the sounds [K] [K]: a) isolation by ear from the words: rabbit, stick, shoe [K]; whale, kefir, package [K]; b) pronouncing alternately [K] [K] by a speech therapist, children (in choir, individually); c) characteristics of sounds: both consonants (not sung), one hard [K], the other soft [K] 5. Distinction [K] [K]: a) in syllables: ka, kya, ko, kyo, ki, ke, ku, ky, ak; b) in words: cat, whale, crust, cat, pussy, kilo, cube, brick, ship; c) Game “On the contrary”: ka kya ak ak ko - ok ku - uk ky - yk - d) according to the pictures on the panel: - pronouncing the names of all the pictures; - selection of pictures on [K], then on [K] (pictures on G, X, T, P remain). 6. Definition of the last consonant in the word game “1-2-3”. 7. Sound analysis and synthesis of reverse syllables: ak, ok, uk, ik; Transformation of syllables: ak ka, ok-ko, uk-ku, ik-ki. 8. Reproduction of syllable series:

17 ak-ok-uk-ik ka-ko-ku-ki ok-uk-ik-ak ko-ku-ki-ka uk-ik-ak-ok ku-ki-ka-ko ik-ak-ok-uk ki-ka-ko-ku 9. Physical education minute. 10. Getting to know the letter K: looking at it, looking for it, tracing the outline, typing. 11. Exercises with a split alphabet: drawing up reverse syllables following the analysis, reading, converting into straight ones, analysis, reading: ak-ka uk-ku ik-ki printing 6 syllables: ak-ka uk-ku ik-ki. 12. Compiling a story based on the plot picture “Kittens”: a) selection of names starting with K: Tanya, Toma, Valya, Katya, Polya, Petya, Kolya, Tolya, Dima, Sanya; b) conversation: How many kittens does Aunt Katya have? Who does Aunt Katya give the kitten to? How will Kolya treat the kitten? c) memorizing the story: Aunt Katya has five kittens. Aunt Katya gives one kitten to little Kolya. Kolya will have a kitten. Kolya will love the kitten. 13. Exercise in the use of the genitive case of singular nouns: a) recalling the names of the previously discussed pictures in [K] [K]; b) drawing up sentences based on individual pictures (from memory): I don’t have a horse. 14. Summary of the lesson. Game “Finish the word”: ma., may., veni., veno., tan., indu., gama., pau., hunting., cube., boot..

18 Lesson 9 Topic: “Sounds [P] [T] [K].” Goal: 1. Clear pronunciation and distinction of sounds. 2. Reproduction of syllable series like pa-ta-ka. 3. Sound analysis of a direct word. 4. Typing direct syllables pa, pu, ta, tu, ka, ku under dictation following analysis. 5. Practical use of prepositions. Equipment: subject pictures (peony, bow, loaf, letters, peacock, Panama hat, paper, pelican, rooster, alarm clock, coat, machine gun, spider, parrot, five, cobweb, clearing, linden, stump, horseshoe, stove, tank, shoes , cotton wool, duck, house, smoke, whale, cat, bandage, bow, loaf, skating rink, hunter, hammock, candy, pumpkin, slippers, gate, jacket, ticket, melon horse, skates, book, poppy, lighthouse, wreath, cap, cubes, cranberries, skirt, boots, pipe, alarm clock, candy, window, leg, Panama hat), notebooks, pencils, cut alphabet, magnetic alphabet (demonstration). Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Guessing the sounds [P], [T], [K] by articulatory posture. 4. Pronunciation comparison, characteristics of sounds [P], [T], [K], 5. Isolation of sounds [P], [T], [K] at the beginning of the word game “Echo”: stove - P cat K spider P parrot P candy K stomp K tank T slippers T wicket K kitchen K ottoman T cubes K etc. 6. Distinguishing sounds [P]-[T]-[K] in pronunciation based on subject pictures: a) pronouncing words based on pictures; b) game for developing attention “What has changed?”; c) selecting pictures first on [P], then on [T], on [K] (children take the pictures to the tables, turn them over after setting them to memorize). 7. Reproduction of syllable series: pa-ta-ka pa-ka-ta ta-ka-pa ta-pa-ka ka-pa-ta ka-ta-pa (Same with the vowels O, U, Y). 8. Physical education minute. 9. Sound analysis of straight syllables: pa ta ku pu tu ku

19 folding them from letters of the magnetic and split alphabet. 10. Typing straight syllables. 11. Game “Little words are lost”, finishing the preposition on or under: The cat is sleeping on the couch. The spider is sitting on the wall. The cat is sitting on the sofa. Tolya is riding a horse. The coffee pot is on the table. The chicken walks through the poplar tree. The shoes are on the sofa. Katya stands like a poplar. The book is on the table. A parrot sits on a poplar branch. 12. Consolidating the use of prepositions on, for composing sentences with these prepositions based on individual pictures and the reference word sofa. 13. Summary of the lesson: - game “Remember and name” (3-4 words for the sounds being studied); - game “Run to me” (remembering words starting with [P], [T], [K]); - game “Finish the word” (so., su., co., ma., to., ba., cato., ban., bin., wine., lif., bile., sn., balle., veni .).

20 Lesson 10. Topic: “Sound and the letter O” Goal: 1. Clear pronunciation of the sound. 2. Emphasizing the sound [O] (under stress after a consonant). 3. Reproduction of syllable series (ko-po-to, ko-to-po, etc.). 4. Exercise in the formation and use of the genitive plural of nouns, drawing up sentences based on subject pictures with the word a lot according to this model. 5. Introducing the letter O, typing, exercises with split alphabet. Equipment: subject pictures (house, cat, horse, moss, lemon, skating rink, windows, window, sink, coat, wreath, carriage, trunk, loaf, can, legs, deuce, poplar, perch, sheet music, horseshoe, room, jacket , binoculars, album, peony, hoopoe, hunter, bandage, cotton wool, shoes), story picture “Rink”, notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment (remembering pictures in A, U, I). 2. Breathing and articulation gymnastics. 3. Repetition of studied vowels: guessing by articulatory posture, pronunciation, comparison. 4. Introducing the topic based on the results of the game “The Fourth Wheel”: a) cat, hare, bear, fox, cow, goat, dog, perch, radish, lemon, cucumber, pumpkin sofa, bed, window, chair; b) recalling the names of highlighted pictures, reproducing a number of words: cat perch lemon window; c) isolating the sound [O] from a given series of words. 5. Pronouncing the sound [O], characterizing the sound, observing articulation and phonation. 6. Isolating the sound [O]: a) from the sound series: o, a, u, i, u, o, i, a, o, a, u, o, i, e; b) from the syllabic series: at, from, op, un, ok, it, then, pa, Ki, ko, ku, po, ut; c) from a number of words: fence, cabbage, vegetable, tail, old man, cat, rooster, glass, toad, motor, beetle, taxi, cake, cardboard; 7. Formation of sound analysis skills: a) isolating a vowel after a consonant in a direct syllable, transformation: ka - ko pu - po te - to ti to b) reproducing syllable series from straight syllables with the sound [O]: po-to-ko po -to-to-to-to-to-to

21 ko-po-ko-to-po c) highlighting the sound [O] after a consonant by stress in words using pictures game “1, 2, 3” - finding pictures with [O] at the beginning of a word, at the end of a word; - looking at the remaining pictures. Conclusion: the sound [O] in the middle of the word (after a consonant). 8. Physical education minute. 9. Getting to know the letter O: looking at it, looking for it, tracing the outline, typing. 10. Exercises with a split alphabet: composing following the analysis, transforming and reading syllables: Ok - ko op - po ot - that 11. Exercise in the formation and use of the genitive case of nouns (singular and plural), composing sentences with words based on individual pictures many, none according to the model: a) selection of names based on the sound [O]: Tanya, Dina, Shura, Toma, Tolya, Dima, Vasya, Petya; b) Game “There is not much”: Tolya has a lot of lemons. Tomy has no lemons (lemon). 12. Summary of the lesson. - Pronunciation and characteristics of the sound [O]. - examination of the painting “Rink”. - coming up with words with the sound [O] for this picture: Kolya, Tolya, Toma, Tonya, skating rink, water (if necessary, help from a speech therapist: Come up with names with the sound O. What are Tolya and Kolya doing? What will happen here? Who will Tolya and Kolya be skating Kolya?).

22 Lesson 11 Topic: “Sounds [Y] [L].” Goal: 1. Correct pronunciation and discrimination of sounds. 2. Consolidation of ideas about the softness of consonants. 3. Exercise in distinguishing between masculine, feminine and neuter nouns, correlating the possessive pronouns mine, mine, mine with nouns. 4. Practical mastery of verb conjugation in the present tense (without the 2nd person singular). 5. Prefix verbs - making sentences based on plot pictures. 6. Formation of relative adjectives from the names of trees: linden, maple, poplar, viburnum, etc. Equipment: subject pictures (lemon, lion, ribbon, deer, tulips, linden, bread, beak, spruce, album, raspberry, cage, ruler, elevator, snail, clearing, swan, peacock, pelican, waffles, coat, felt boots, wicket , lighthouse, linen, kopeck, skirt, yacht, T-shirt, coffee pot, berries, sink, deuce, quince, parrot, button accordion), plot pictures on prefix verbs from the verb pour (water tulips, pour water, pour out), plot picture “Children help mom." Progress of the lesson. 1. Organizational moment (remembering pictures on [K] [K]). 2. Breathing and articulation gymnastics. 3. Isolating the sound [L] from words: ruler, glue, lily, steel. 4. Pronunciation and characteristics of sound [L]: consonant, smooth, soft. 5. Isolating the sound [L] by ear, pronunciation, differentiation [L] [Y]: a) la, ya, li, al, ay, y, lyu, Yul, yu, le, spruce, e; b) tree, apple, hedgehog, ice, south, people, hatch, Julia, Lyuba, Lena, ate, spruce, log; c) according to the pictures on the panel: - pronunciation, selection of pictures on [L]; - composing phrases with possessive pronouns mine, mine, mine (according to this example: This is my lion). 6. Sound analysis and synthesis of reverse syllables: al, Ol, ul, il. 7. Reproduction of syllable series: al-ol-ul-il la le lyu li, etc. 8. Exercise in the use of prefixed verbs from the verb to pour: a) making sentences based on plot pictures using questions: Lena waters the tulips. Kolya waters the tulips.

23 Olya pours water into the watering can. Tolya pours water into a watering can. Luda pours water from a watering can. Lenya pours water from the watering can. b) transformation of singular present tense verbs into plural: Lena and Kolya are watering the tulips. Olya and Tolya pour water into a watering can. Lyuda and Lenya pour water from the watering can. c) transformation of plural verbs of the present tense into the plural of the past tense: Lena and Kolya were watering the tulips. Olya and Tolya poured water into a watering can. Lyuda and Lenya were pouring water from a watering can. 9. Conjugation of present tense verbs according to the model (2nd person singular excluded): Water the lilies. Sculpt a deer. Pecking cranberries. 10. Physical education lesson with tongue twisters: We drove, we got to a maple tree, we drove around a maple tree and went home (the same with linden, spruce, poplar). 11. Compiling a story based on the painting “Children Help Mom”: a) formation of full names: Tolya Anatoly Lena Elena Ilyusha Ilya b) selection of names of trees and shrubs with the sound [L]: poplar, maple, linden, viburnum, raspberry; c) conversation: What is Elena doing? Who does Elena help? What are Anatoly and Ilya doing? What will there be a lot of here? d) combining answers into a story, memorizing: Children help their mother. Elena helps her mother wash the windows. Anatoly and Ilya are digging holes. There will be a lot of maples, lindens, poplars, viburnums, and raspberries. 12. Formation of relative adjectives from the names of trees and shrubs Game “Let's arrange alleys in the new garden”: From maples, maple From poplars, poplar 13. Result of the lesson: - pronouncing the sound [L], characterization; - game “Finish the word”: tu.., mo.., e.., yu.., ugo.., me.. from linden linden from viburnum viburnum.

24 Lesson 12. Topic: “Sounds [Х] [Х]. Letter X" Purpose: 1. Clear pronunciation and distinction of sounds, familiarization with the letter X. 2. Identification of the initial consonant before the vowel. Sound analysis and synthesis of a direct syllable. 3. Reinforcing the concept of soft consonant. 4. Development of attention, memory, thinking. 5. Consolidating the agreement of cardinal numbers 1, 2, 5, 9 and nouns. 6. Strengthening the distinction between nouns by gender and correlation with the possessive pronouns my, mine, mine. Equipment: subject pictures (kitchen, bread, fly, flies, rooster, roosters, trunk, hockey, hunter, barn, hut, hake, yacht, muskrat, needles, ottoman, ear, moss, bay, fir), notebooks, pencils, split alphabet. Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Repetition of the studied consonants, distinguishing between hard and soft by ear: T T P P K K 4. Introduction to the topic of isolating the sounds [Х] [Х] from a number of words (at the beginning of the word): Tail, hill, crunch, character, chorus , hut, cunning, chemistry, surgeon, predator. 5. Pronunciation of sounds, comparison, characterization, familiarity with the letter X. 6. Formation of skills in sound analysis and synthesis: a) sound analysis of a straight syllable ha: highlighting the vowel, the consonant in front of it, determining the number of sounds; b) transformation of direct syllables ha-ho-hu-he-hi with subsequent analysis. 7. Exercise in distinguishing [X] [X]: a) in the sound series: k, x, k, x, t, x, k, x, k, k, x; b) in a syllabic series: ha, kya, hya, ki, hi, them, ik, heh, ka, ho, oh, heh; c) in a series of words: hut, walk, fur, cunning, muskrat, surgeon, poetry, firecracker, artist, halva, predatory, round dance; d) in the game “On the contrary”: ha-ha-ha hya-hya-hya ho-ho-ho he-he-he he-he-he he-he-he he-he-he he-he-he uh- uh-uh uh-uh-uh e) in the exercise with pictures on the panel, the game “The fourth odd one”: kitchen, fly, rooster, flies rooster, hake, yacht, trunk

25 roosters, hut, yacht, fluff hunter, moss, ottoman, fir 8. Exercise with pictures to develop attention and memory game “Remember, repeat, put down” (3 pictures: hake-flies-roosters) 6 options. 9. Physical education lesson: Ha-ha-ha and ha-ha-ha saw a rooster, Hee-hee-hee and hee-hee-hee the roosters sang in the field. 10. An exercise in coordinating cardinal numerals and nouns, the game “” (remembering the names of the previously discussed pictures on X). Sample: 1-kitchen, 2-kitchen, 5-kitchen, 9-kitchen, etc. 11. Guessing objects according to description with the goal of memorizing the guesses: Soft, fragrant, tasty, fresh, with a crispy crust. (Bread) With a red comb, pecking at the grain, singing loudly. (Rooster) Soft, but not bread, fluffy, but not fur, white, but not snow. (Pooh) Small, black, flying around the room, noisy, buzzing. (Fly) Game “Remember, repeat” (in a chain). 12. Exercises with a split alphabet (composition based on analysis, transformation and reading of syllables): ah-ha-hap-hat-hak oh-ho-hop-hok-hot ih-hi-hik-hip-hit 13. Printing the letter X , syllables: ah, ha, hap, hat, hack. 14. Result of the lesson: - pronunciation, characteristics of sounds [X]-[X]; - recalling pictures first on [X], then on [X] in combination with the possessive pronouns my, my, my ball game. (Remember the pictures on [X] for the word mine, etc.).

26 Lesson 13. Topic: “Sounds K X”. Purpose: 1. Pronouncing and distinguishing sounds. 2. Sound analysis and synthesis of words like fluff, cat. 3. Consolidating the agreement of cardinal numerals in the indirect case and nouns, completing sentences. 4. Exercises with split alphabet. 5. Typing from dictation of syllables and words. Equipment: subject pictures on [K], [X] (horse, cat, skates, book, spider, tank, turkey, poppy, lighthouse, wreath, kitchen, cap, hunter, cubes, cranberry, penny, skirt, boots, pipe , alarm clock, candy, window, coffee pot, elevator, hammock, trunk, Panama hat, leg, on X: kitchen, bread, fly, flies, rooster, roosters, trunk, hockey, hunter, barn, hut, hake, yacht, pine needles, ottoman, moss, ear, fir), notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Introduction to the topic of pronunciation, comparison of sounds (short, short [K], long [X]). 4. Distinguishing [K] [X]: a) in sound series: p, p, k, x, t, k, x, p; b) in syllable rows: ah, ak, op, ho, uh, ku, them, ha; c) in a series of words: cracker, paint, crocodile, acrobat, round dance, crispy, potato, carnival, brushwood, brag; d) in words based on pictures: choral pronunciation, selection of pictures for [K], [X] two teams; e) reproduction of syllable series: ka-ha-ha ha-ha-ka ka-ka-ha ha-ka-ka ka-ha-ka ha-ka-ha, etc. e) game “On the contrary”: ka ha ak ah sokh sok mah mac ko ho ok oh moh mok wave dunk ku hu uk uh bang bang fly flour ky hy yk ykh sukh suk khatka tub ke he ek eh 5. Formation of sound analysis skills and synthesis (collective exercises): a) sound analysis, synthesis, transformation, exercises with split alphabet: o + x = oh - ok tok - that top - sweat a + x = ah - ak how so knock tok cat who

27 6. Physical education minute. 7. Exercise in the use of cardinal numbers 1, 2, 5, 9 in oblique cases with nouns, the game “Say further” (complicated by the child remembering the name of an individual picture on [K] or [X]): Early in the morning we heard two vocalists singing. (1, 5, 9) The children bathed five crows in the river. (1, 2, 9) The swallow brought nine to her chicks. (1, 2, 5) Mom put a bouquet of five scarlet ones on the table. (9) There are five wide ones in the room. (2, 1, 9) The children put together a house of nine. (5) The children played with five. (2, 1, 9) The athletes went to sea in two. (1, 5, 9) Words: rooster, horses, flies, poppies, windows, cubes, kittens, yachts. 8. Lesson summary: - pronouncing and comparing sounds [K] [X]; - game “Finish the word” (with the sound [K] or [X]): lu., mo., me., so., peso., pu., ma., lopu., su., air., noso., zap., veni., may., success., veno., gama.. - game “What has changed?” (6 pictures on [K], [X]).

28 Lesson 14. Topic: “Sound and letter Y.” Goal: 1. Reinforce the correct pronunciation of the sound, familiarize yourself with the letter Y. 2. Sound analysis of syllables without consonant clusters. Playing sound sequences with the sound [І]. 3. Formation and use of the nominative plural of nouns ending in s. 4. Consolidating the formation and use of possessive adjectives with the suffix in-. 5. Printing the letter Y and syllables with it. Equipment: subject pictures (smoke, melon, berries, lemons, bows, lips, Panama hats, peonies, tulips), subject pictures for the formation of the nominative plural of nouns (elevator, stove, carriage, bathtub, lemon, boa constrictor, sofa, maple, willow, linden, oak, telephone, bow, lion, cat, peony, bandage, jacket, eagle owl, candy, antenna, album, machine gun, Panama hat), notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Familiarization with the topic, pronouncing the names of pictures on [ы] displayed on the panel, memorizing, highlighting the sound [ы], pronunciation, characterization of the sound. 4. Getting to know the letter Y: looking at it, looking for it, tracing the outline, typing. 5. Exercises with a split alphabet: sound analysis, synthesis, folding letters and transforming syllables: yp py you yt yk ky hy y pyh typ typ 6. Reproduction of syllable series: Py-ty-ky-hy py-ky-hy-ty yk-yk-yp-yt You-ky-hy-py py-hy-you-ky yk-yp-yt-yh Ky-hy-py-you py-you-ky-hy yp-yt-ykh-yk Hy -py-you-ky ky-hy-you-py you-hy-ky-py 7. Physical education minute. 8. Exercise in the formation and use of the nominative plural of nouns and possessive adjectives with the suffix in- -

29 compiling and transforming sentences based on subject pictures according to this example: Dad has carriages. These are daddy's cars. Tony has tulips. These are Tonina's tulips. Children choose pictures on the panel and, after completing the task, take them to their tables. 9. Games for the development of attention and memory: a) “Telephone” - recalling the names of pictures in Y in a chain. b) “What has changed?” - with 6 pictures. c) “What’s missing?” - with 9 pictures. d) “Name the picture” - with 6 pictures. 10. Summary of the lesson: - what sound did you get acquainted with today? - what is he like? - pronunciation, characteristics of the sound [Y].

30 Lesson 15. Topic: “Sounds Y and”. Goal: 1. Reinforce correct pronunciation and distinguish sounds. 2. Sound analysis of words like whale, dust. Drawing up sound composition diagrams. 3. Consolidating the formation and use of the nominative plural of nouns. 4. Compiling a story based on a plot picture using questions. 5. Consolidating the formation of relative adjectives. Equipment: subject pictures for [И], [И] (smoke, melon, berries, lemons, bows, lips, Panama hats, peonies, tulips), subject pictures for the formation of the nominative plural of nouns (elevator, stove, carriage, bathtub, lemon, boa constrictor, sofa, maple, willow, linden, oak, telephone, bow, lion, cat, peony, bandage, jacket, eagle owl, candy, antenna, album, machine gun, Panama hat, house, window, iron, poppy, duck, spider, rooster, sponge, kitchen, gate, horse, washbasin, duckling, calf, fawn), subject picture “There will be a garden”, subject pictures (trees), notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Subject message. 4. Pronunciation, characteristics of sounds. 5. Distinguishing [И] [И] (two commands): a) in the sound series: a, y, s, i, o, y, a, i, a, s; b) in the syllabic series: yk, ik, ki, ky, py, ti, pi, you, yt, ip, them, y, hy; c) in the words: wash, Misha, drank, dusty, hooves, appetite, leave, breathe, write, letters, son, scarf, blue, stretcher; d) from the pictures on the panel. 6. Game “On the contrary”: Py pi be beat You ti howl vi We mi forget to score Ky Ki whine thread Hey he howl curl No dust saw You see whine for the thread Dy di floors poly Observation of changes in consonants in these transformations. Conclusion: before [I] the consonants become soft (the preceding consonants are softened).

31 7. Sound analysis of words: whale, tick, dust, puff. 8. Drawing up sound composition diagrams: whale, teak, dust. 9. Exercises with split alphabet, adding letters to word patterns. 10. Consolidating the formation and use of the nominative plural of nouns game “Echo” with pictures based on the model: Mak poppies Wagon wagons House home a) words with the sound [I] at the end of the word; b) words with the sound [ы] at the end of the word; c) the remaining pictures for the sound [A] at the end of the word. 11. Compiling a story based on the plot picture “There will be a garden.” a) selection of names with the sound [I]: Dima, Vitya, Inna, Alik; b) selection of tree names with the sound [I]: linden, willow, viburnum; c) compiling a story using questions: What is this? This is home. What house is this? This is a new house. What do you see near the house? There is a clearing near the house. Who's in the clearing? Children in the clearing. What are the children's names? (who is this?) This is Alik, Dima, Vitya, Inna. What are they doing? Vitya is digging holes. Dima and Alik are watering. And Inna helps Vita dig holes. What will happen here? There will be lindens, willows, and viburnum. d) learning a story. 12. Consolidating the formation of relative adjectives game “Which leaf, which branch? what kind of log? (pictures used: linden, willow, poplar, oak, maple, viburnum). 13. Summary of the lesson. - pronunciation and characteristics of sounds; - recalling the names of pictures in [И], [И].

32 Lesson 16. Topic: “Sounds of M-M. Letter M" Purpose: 1. Pronunciation and discrimination of sounds [M] - [M]. 2. Sound analysis of words like poppy, Tim. Drawing up sound composition diagrams. 3. Capital letter. 4. Transformation of a deformed phrase. 5. Introduction to the letter M. 6. Typing syllables, words with the letter M. Equipment: subject pictures (poppy, moss, lighthouse, Panama hat, sink, album, raspberry, furniture, fly, house, house, smoke, T-shirt, plane, catfish, seven, room, hammock, gnome, lemon, bear, machine gun, machine gun, paper), notebooks, pencils, cut alphabet. Progress of the lesson. 1. Organizational moment (name the studied vowels, consonants). 2. Breathing and articulation gymnastics. 3. Introducing the topic of isolating [M]-[M] from the words: Hammer, deli, tram [M]; Teddy bear, pyramid, seven [M]. 4. Pronunciation and characteristics of sounds: M consonant, hard, labial. M consonant, soft, labial. Introducing the letter M. 5. Sound analysis, word transformation, composing words from letters of the split alphabet, composing word diagrams: mak mok kom tom tam Tim. 6. Physical education minute. 7. Discrimination of sounds [M]-[M]: a) game “On the contrary”: ma my am am am crumpled mo - om - Mila mu - um - dear we - ym - crumpled b) reproduction of syllabic series: ma-ma-mya me-my-ma ma-my-my me-ma-ma ma-my-ma me-ma-my, etc. c) in words based on the pictures on the panel: - first select the pictures on [M]

33 - using the remaining pictures on [M], words with the sound [M] at the end, beginning, middle of the word are selected and the place of the sound [M] in the words is determined. 8. Development of attention and memory of the game “What has changed?”, “Name the indicated picture”, “Remember, repeat, put” (with pictures on [M]). 9. Exercises with a deformed phrase (game “Confusion”): Galya, Panama, summer, put on Album, Katya, buy, new Raspberry, children, summer, water Put on, Kolya, T-shirt, new Katya, kittens, aunt, five, y Album, Vanya, new, glue Bear, children, glade, see, on Lemon, Petya, buy - Fly, room, fly, in Dima, machine gun, lift 10. Summary of the lesson. - pronunciation and characteristics of sounds [M] [M] - game “Train” - recalling the names of the previously discussed pictures on [M]-[M].

34 Lesson 17. Topic: “Sound and the letter C” Goal: 1. Reinforce the correct pronunciation of the sound [C], familiarize yourself with the letter C. 2. Determine the place of the sound in a word. 3. Dividing words into syllables. Sound-syllable analysis of words like soup. 4. Compose a sentence with a given word using an object picture. 5. Consolidating the formation of the plural of nouns. 6. Compiling a story based on a plot picture using questions. Equipment: subject pictures on [C] on the panel, plot picture “Sonya and the Dog,” sets for drawing up diagrams, notebooks, pencils, cut-out alphabet books. Progress of the lesson. 1. Organizational moment (remembering words starting with hard consonants). 2. Breathing and articulation gymnastics. 3. Introduction to the topic: a) guessing riddles: Lies under the porch, tail in a ring. (Dog) A hundred clothes - all without fasteners. (Cabbage) Fluffy tail, fleecy fur, lives in the forest, steals chickens in the village. (Fox) A fable bird flies, and inside people sit, talking to each other. (Airplane) b) pronouncing the resulting series of words game “Remember, repeat”; c) highlighting the sound [C]. 4. Pronouncing the sound [S], characteristics: consonant, whistling, hard. 5. Reproduction of syllable rows: sa-so-su-sy as-os-us-ys hundred-sto-stu-sty ast-ost-ust-yst so-su-sy-sa os-us-ys-as hundred- stu-sty-sta ost-ust-yst-ast su-sy-sa-so us-ys-as-os stu-sty-sta-hundred ust-yst-ast-ost sy-sa-so-su ys-as -os-us sty-sta-sto-stu yst-ast-ost-ust 6. Isolation of sound [S], differentiation S-S - Z-SH-Ts-Sh: catfish, brush, bunny, dog, noise , became, plane, teeth, sit down, heron, dishes, lilac, fur coat, kvass, blue, sleep, crack, dump truck, tray, sunset. 7. Pronouncing words with sound [C]: a) pronouncing pictures on the panel; b) the game “Finish the sentence” - completing sentences with words in the singular or plural based on the pictures on the panel: Tall (pine trees) grow in the forest. At the edge of the forest stands a slender (pine) tree. The leaves on the trees turned yellow. Sonya draws a maple leaf. Dogs are barking loudly on the street at night. There lives a big and smart (dog) in our yard. Mom put clean (glasses) on the table. She picked up a glass (glass). c) pronouncing the remaining pictures, determining the place of the sound [C] in words.

35 8. Making proposals based on individual pictures: a) selection of names starting with C: Tanya, Katya, Sonya, Dima, Sanya, Tolya; b) composing and pronouncing sentences according to the example: Sonya eats soup from a bowl. 9. Physical education lesson with a tongue twister: We flew into coconuts, like wasps. And the coconuts are high, and the coconuts are far away. 10. Dividing words into syllables; familiarization with game methods of determining syllable composition. 11. Sound-syllable analysis of the word soup, drawing up a word diagram. 12. Introducing the letter C: looking at, searching for, contouring, typing. 13. Exercises with split alphabet: sound analysis, synthesis, transformation following analysis: as sa sam - som us su suk soup 14. Typing syllables and words: as os us is sa so su si sam som suk soup 15. Composing a story using plot picture “Sonya and the Dog”: a) choosing a name for the girl starting with [C] Sonya; b) selecting words in [C] for this picture: bench, pine, dog, bush, piece, garden, tall c) writing a story using questions: What is this? Where is the house located? Where is the tall pine tree? What's under the pine tree? Sonya and the dog Who is sitting on the bench? Who's sitting at the bench? What's wrong with Sonya? Who does Sonya give a piece of bread to? Here's the house. The house has a garden. There is a tall pine tree in the garden. There is a bench under the pine tree. Sonya is sitting on the bench. Sonya has a piece of bread. A dog is sitting by the bench. Sonya gives the dog a piece of bread. 16. Summary of the lesson: - What sound did you become familiar with? - What is he like? - game “Guess the word”: le., poya., fiku., anana., compa., cla., kva., uku., pump., no., autobu., poko., vinegar..

36 Lesson 18 Topic: “Sound [С]” Purpose: 1. Reinforce the correct pronunciation of the sound [С]. 2. Sound-syllable analysis of the words goose, geese. 3. Diminutive suffixes of nouns (use). 4. Agreeing adjectives with nouns in gender. 5. Exercise in the use of possessive adjectives with the suffix in-. 6. Reading syllables (sa, as, so, os, su, us, si, is). Equipment: subject pictures (net, seven, eight, ten, goose, gazebo, autumn, cornflower, taxi, letter, letters, orange, goslings, pig, fox cubs, herring, geese, jelly, forest, suit, stroller), a series of paintings for exercises in agreeing adjectives with nouns (blue, -yaya, -ee), sets for drawing up diagrams. Progress of the lesson. 1. Organizational moment. 2. Breathing and articulation gymnastics. 3. Introducing the theme of the game “Odd Four”, “Remember, Repeat”: Cornflower, peony, carnation, marigold - cornflower Stork, heron, woodpecker, goose - goose Cake, herring, candy, orange - orange Tomato, onion, herring, pumpkin - herring 4. Pronunciation, articulatory posture of the sound [C], characteristics: consonant, soft, whistling. 5. Isolation by ear (with eyes closed): a) from a number of syllables: so, xia, tya, cha, zya, shcha, och. axis, ot, syu; b) from a number of words: foxes, grandchildren, square, five, strawberry, hen, shepherd, monkey, ladder, song, cave, teapot, autumn, oatmeal, aspen, leaves, stepped, school, scooter, turtle, lizard. 6. Substitutions [С] [С] in syllables and words of the game “On the contrary”: a) sa sya as-as is is s so - os - es su - us - yas sy - ys - yus - se - es - es - b ) garden sit down braids mow wasps axes noses carry weight all salt villages kvass kvass full sieve sons of blue soma Syoma 7. Isolating the sound [С] in pronunciation from the pictures on the panel:

37 a) pronouncing words from pictures; b) highlighting words in [C] game “Find the error”; c) determining the place of the sound [С] in the words game “1,2,3”; d) the formation of possessive adjectives in in- Compiling sentences according to the model: This is Lyusino’s letter. This is Vasya's gazebo. 8. Physical education minute. 9. Dividing words into syllables using claps (with individual pictures, silent pronunciation). 10. Sound-syllable analysis, drawing up word diagrams (collectively): goose, geese. 11. Coordination of adjectives with nouns in gender, selection of pictures (objects) for the signs blue, blue, blue, (ash, ash, ash), composing sentences with these words. 12. Exercise in word formation of nouns with a diminutive meaning using diminutive suffixes game “Big Little”: dog doggie ladder ladder wheel wheel nose - song - pump tail - fable - vacuum cleaner leaf - pine - coconut 13. Isolating words with sound [C] from the story “The Fox and the Goslings”, retelling. Fox and goslings Geese and goslings were grazing in the clearing. The geese and goslings ate their food and went to bed. And then a fox came out of the forest. The geese are sleeping and do not see the fox. The fox grabs one gosling and runs away with it into the forest. A fox is carrying a gosling to his (hungry) cubs. The foxes are full. They are full and happy. 14. Summary of the lesson. - What sound were you familiar with? - pronunciation, characteristics of sound [С]. - recalling words starting with [C].

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Target: Development of clear differentiation of sounds [s-sh] in syllables and words.

Tasks:

1. Correctional and educational: improve reading techniques using the material of syllabic tables, activate vocabulary on the topics: “Shop”, “Vegetables and fruits”, “Toys”.
2. Correctional and developmental: develop phonemic hearing and perception (sound-letter and syllabic analysis and synthesis of words), develop visual-spatial perception, articulatory motor skills, work on developing the level of concentration and distribution of attention, auditory attention and memory, analytical thinking.
3. Correctional and educational: to develop skills of cooperation, a positive attitude towards participation in the lesson, and a responsible attitude towards completing tasks.

Equipment:

• magnetic letters,
• syllables,
• mirrors,
• typesetting canvas,
• syllable tables,
• stickers with images of vegetables and fruits,
• pictures of a counter,
• "price tags"
• cards - “money” - syllable patterns,
• toys,
• chips for performing sound analysis,
• stickers with images of animals.

Organizing time.

Game "Let's get to know each other."

We stand in a circle, holding on with our little fingers. The first player says his name, the second - the name of the previous one and his own, etc.

Development of sound-letter analysis and synthesis.

If you complete the task correctly, you will find out where we will go today.

Now I will compliment you and praise you. Your task is to highlight the third sound of each word and designate it with the corresponding letter:

• behind M Ready
• st A expedient
• before G adlivable
• etc A amazing
• ra Z twisted
• etc AND lying down
• By N fidgety

Children lay out the word “STORE” from the letters of the magnetic alphabet on the board.

Syllable analysis.

What should we take with us to the store?

You have cards under your tabletops. What is this? (Syllables).

Why do you think these are syllables? (Each part has a vowel).

Make words from these syllables:

• bag
• wallet

(A wallet is a small pocket bag for money.)

Why do we need these items?

Today, for your correct answers, I will give you this “money”. And why, you will find out a little later.

Characteristics of sounds “s-sh”. Articulation gymnastics.

Highlight the first sound in the word “bag”. Say it. In what position are the lips ("smile"), teeth (“fence”), language (“brushing our teeth”), air jet (cold narrow air stream along the “groove”) (The sound C is a consonant, because there is an obstruction, the sound is voiceless - the vocal cords do not work, it is hard.)

Highlight the third sound in the word “wallet.” Say it. In what position are the lips (“window”), teeth (“closer”), language ("cup"), air jet ( strong, warm, wide). Describe this sound. (The sound Ш is a consonant, because there is an obstruction, the sound is voiceless - the vocal cords do not work, it is always hard.)

What is the main difference between these sounds? (When pronouncing these sounds, the position of the tongue and lips is different.)

For correct answers: cards - “money”<Приложение 1 >.

Report the topic of the lesson.

Look closely at the typesetting canvas. Who can name the topic of the lesson?

Today we will not only go to the store, but we will also learn to distinguish the sounds “s-sh”.

Development of phonemic hearing.

And to do this, let’s work a little with the syllabic table<Приложение 2 >. I name the syllable, your task is to find this syllable in the table as quickly as possible and place your index finger on it.

Syllables: sho, sy, su, si, sha, so, shu, sa, shi.

Development of visual-spatial perception.

So, we go to the store. Name the products you see (pear, peach, beet, cabbage, parsley, potato, radish, plum) <Приложение 3 >. What store did we go to?

The seller did not have time to put the products on the shelves<Приложение 4 >. Shall we help her?

• place the pear on the top shelf on the left;
• to the right of the pear - potatoes;
• under potatoes - cabbage;
• place radishes on the second shelf on the right;
• above the radish - peach;
• between potatoes and peaches - plum;
• under the pear - beets;
• to the left of the radish is parsley.

Name what you put on the first shelf (pear, potato, plum, peach); to the second shelf (beets, cabbage, parsley, radishes).

The seller is very grateful to you, you helped her put the products on the shelves.

For correct answers: cards - “money”.

Development of analogical thinking.

Look closely at the first shelf. What's extra? (Potato.)

Why? (This is a vegetable, and everything else is fruit).

Look at the second shelf. What's extra? (Parsley.)

Why? (In the word “parsley” the sound is “sh”, and in all other words it is “s”).

For correct answers: cards - “money”.

Differentiation of letters "s-sh".

But in the store, each product is signed and the price is indicated on it. Let us help the seller sign the price tags<Приложение 5 >. But something is wrong here, what exactly? (The letters “s” and “sh” are missing).

Fill in the missing letters “s” or “sh” in the words.

Name the words in which you wrote the letter “s”, “sh”.

You completed the task. ( cards - “money”)

Development of syllabic analysis.

Let's go to the next store. What store were we in? (In a toy store).

You have money, but you can only buy that toy whose name matches the pattern on your card - “money”, i.e. The name of the toy should have the same number of syllables as in the diagram. Please note that the diagram shows which syllable contains the sound “s” or “sh”. You must clearly pronounce the word syllable by syllable and give the “money” to the seller.

Development of sound analysis.

Choose any toy from those you bought. Perform a sound analysis of this word.

Summary of the lesson.

What stores did we visit today? What other stores do you know?

What sounds did we name most often today? What is their main difference?

Reflection.

At the beginning of the lesson, I said that you are attentive, smart, diligent. I was not mistaken! Well done!

Choose a sticker that has the sound “sh” in its name as a reminder of today’s lesson.

Lexical

• activation and enrichment of the vocabulary on the topic “Ground transport”;
• clarification and consolidation of knowledge about the main purposes of transport (passenger, cargo, special);
• repeating the meaning of traffic lights;
• updating of words denoting the components of a truck.

Grammar

• development of skills in constructing statements and reasoning;
• an exercise in the formation of plural nouns, strengthening the ability to coordinate a numeral with a noun.

2. Corrective and developmental:

• development of children's mental activity;
• development of fine and gross motor skills;
• development of ingenuity and intelligence in children;
• development of memory and attention;
• development of coordination of speech with movement;
• development of dialogical speech (ability to answer teacher’s questions).

3. Educational:

fostering independence and activity in the classroom.

Equipment:

• demonstration material - drawings depicting ground transport;
• circles made of colored cardboard: YELLOW, RED, GREEN;
• a cardboard truck for repeating “The Joke” using a poster;
• a poster depicting the components of a truck;
• markers.

Lexical material:

Ground transportation: passenger car, bus, trolleybus, tram, train, truck, excavator, fire truck, ambulance

Priority educational areas:"Cognition", "Communication"

Expected result (for a speech therapist teacher): Organize activities for students to consolidate knowledge about ground transport.

Expected result (for students): Consolidate knowledge about ground transport, improve the grammatical aspect of speech using the material of this topic.

Lesson time – 30 minutes

Progress of the lesson:

I. Organizational moment

Target: Activate substantive vocabulary on the topic “Transport”.

Speech therapist: Hello guys, today we have a very interesting lesson, and you will soon understand for yourself what it is dedicated to. Today you will not just be students, you will be car drivers! Take one upside-down card each and get into your cars (they sit at desks, with images of ground transport on the back of the chairs).

Speech therapist: Now, one by one, we will name who has what is shown in the picture. I will begin. I have a truck...(The children continue along the chain.) What is the name of all this, in one word?
Children: Cars, transport.

Speech therapist: That’s right, so you named the topic of the lesson yourself, it’s transport! This is exactly what we will talk about.

II. Main part

Conversation with children on the topic “Types of transport”

Purpose of the conversation: Review the main types of transport.

Speech therapist: In the last lesson I told you about types of transport. Which ones do you remember? I'll help: what kind of transport is it that moves underground? — underground; transport that moves on what water?, on the sky? — air, on the ground? – ground.
Children: Ground, air, water and underground.

Speech therapist: Well done, you tried to remember all types of transport, but today we will talk about one of them that surrounds us every day - ground transport.

Speech therapist: So, guys, the transport that moves on the ground is ground. Name the ground transport that you see every day on the streets of our village.

Children: Cars, trucks, buses, etc. What other ground transport do you know? Those who find it difficult to answer, look at your chairs, there are clues there!

Children: trolleybuses, trams, etc. (if there is difficulty, images are shown).

Speech therapist: Well done guys, you were attentive and accurate. So, we named: cars and trucks, buses, trams, trolleybuses.

Physical education lesson “Machine”

Target: Practice coordination of speech and movement.

Speech therapist: Let's stand at our seats and repeat after me.

Doesn’t fly, doesn’t buzz, (We push our hands forward twice, then put them on our belts.)
A beetle is running down the street. (We extend our arms to the sides twice, then place them on the belt.)
And they burn in the beetle’s eyes (We push our hands up twice and place them on our belts.)
Two shiny lights (Sit down.)

Speech therapist: Think and tell me, what is transport needed for?
Children: It transports people and goods.

Speech therapist: Well done, every day we see different vehicles on the streets that transport goods and people. But cars are created not only to drive or transport goods. There are cars that are designed to provide assistance in various situations. They are called special or service vehicles. Garbage trucks remove garbage, snow plows and sprinklers clean roads, ambulances help people who have had an accident or those who need medical help, etc. To help us remember some of these cars, I suggest you guess the transport that I encrypted for you. Two people will need to rearrange the letters on the board in reverse order, and the rest will check!

Special equipment:

YSCHOMOP YAROX Ambulance
ANISHAM JANRAJOP Fire truck

Traffic signals

Speech therapist: You cope well with tasks. And now we will repeat the traffic lights. Do you know what the red signal means? Children (...) And yellow, green? (Children answer).
Speech therapist: Right. The red light tells us: - Stop! Dangerous! The path is closed! Yellow: Wait for the signal to move. The green light is open for us.

Speech therapist: Guys, imagine yourself as drivers for a few minutes. Rotating an imaginary steering wheel with our hands, we will quickly rush along conditional paths, turning left and right. And you, as drivers, must react correctly to green, red, yellow signals. When I show the red circle, you “freeze” (you can call the presenter)

And at the end of our lesson, in order to better remember transport, I suggest you connect the drawn car and its outline (individual cards are offered on which it is proposed to connect drawings of transport and their silhouettes with lines)

III. Bottom line

Speech therapist: What did we talk about today?
Children: About ground transport.

Speech therapist: What other groups can transport be divided into according to purpose?
Children: For passenger, cargo and special.

Victoria Maygurova
Summary of an open lesson for a speech therapist teacher “Journey to the Land of Sounds”

Notes of the teacher-speech therapist Maygurova V.V.

Topic: “Journey to the Land of Sounds”

Objectives: To introduce children to the concept of “sounds”, their varieties, methods of education; give the concept of “letter”, form phonemic perception, develop skills of sound analysis and synthesis, enrich and clarify children’s vocabulary on the topics: “Transport”, “Organs of speech”, exercise children in selecting words - antonyms, develop skills of correct speech breathing, improve fine and articulatory motor skills, coordination of movements with speech pronunciation, develop prosodic components of speech. Develop a psychological speech base (attention, memory, logical thinking, imagination, cultivate a friendly attitude with peers in joint activities, activate the cognitive interest of children.

Material: multimedia equipment, screen, Zvukovichok doll, individual mirrors, according to the number of children. a bell, a set of cards with vowel letters, symbols of vowel sounds, a carpet, circles with numbers from 1 to 10

Progress of activities:

Speech therapist: - Guys, Zvukovichok came to visit us. Children, do you like to travel? Would you like to go on a trip? I invite you to a magical land.

Guys, what types of transport do you know?

Children's answers: ground, air, water, magic.

Speech therapist: - And we will go on a carpet airplane.

Children, take tickets with seat numbers. Please proceed and take your seats according to your ticket number.

Wind chimes sound.

Speech therapist: - So that we can quickly get to a magical land. and during the flight we were not afraid, we will perform relaxation breathing exercises.

“Deep breath through the nose” (Left hand control on the stomach)

“Long exhalation through the mouth” (Right hand control at the mouth)

Children, close your eyes, open them. When we hear the sound of a bell.

Physical education minute “Curious Varvara”

Speech therapist: - Children, we have arrived in a magical land. Let's see where we end up.

Curious Barabara

Looks left

Looks to the right

Looking up

And looks down

Neck muscles tense

Let's go back

It feels so good to relax.

(We return to the starting position).

Speech therapist: - Children. Was it quiet during the journey or did you hear something? How do we distinguish sounds?

Children's answers: - We distinguish sounds with the help of our ears - the organs of hearing.

Experimental work

Children, look at the screen (letters appear on the screen).

Now let’s come to me and close our eyes (at this moment speech sounds are heard).

Speech therapist: - What did you see on the screen?

Children's answers: - We saw letters on the screen. But they didn't hear. Letters are a visible image.

Speech therapist: - What did you hear?

Children's answers: - We heard sounds, but did not see.

Speech therapist: - Children, we are going to the city of Zvukograd. The sounds of our speech live there.

"We are in the city of speech sounds

Let's go and wait to meet you

With native sounds

They live there after all

And we have a desire

speak beautifully

And everyone without exception

Surprise today"

Guys, people have an invaluable gift - Speech. Animals can make sounds, but this is not speech; they cannot talk to each other.

Working with mirrors (familiarization with the speech organs)

How do we make sounds? Guess the riddles.

You can pull them with a pipe

Or just open them

Even our teeth are begging

Open wider - (lips)

When we drive, they work,

When we don't eat, they rest,

We won't clean them. They will get sick - (teeth).

He's used to jumping in his mouth

Our naughty (language).

Game “What sounds are there” (selection of antonym words)

The sounds are:

high - low,

quiet - loud,

rough - tender

long - short,

There are also sounds:

warm - cold

Bring the back of your hand to your mouth and blow on it while singing the “Snakes” song:

Shhhhhhhhhhhhhhhhhh….

Children, what kind of air flow?

Children's answer: The air stream is warm

Now raise your palm and sing the “Pump” song.

What air stream?

Children's answers: The air stream is cold.

Finger gymnastics.

I'll rub my palms hard,

I'll twist each finger,

(Rubning the palms; grab each finger at the base and with a rotational movement reach the nail phalanx.)

I'll say hello to him,

And I'll start pulling out.

I'll wash my hands later

(Rub your palm against your palm.)

I'll put my finger in your finger,

I'll lock them up

(Fingers in the “lock.”)

And I'll keep it warm.

I'll let my fingers go

(Unlock your fingers and move them.)

Let them run like bunnies.

Speech therapist: - Children. In order to speak beautifully and clearly, we need to train our speech organs. Let's do some articulation gymnastics (gymnastics are done at a table in front of a mirror)

1) – Name the first sound in the words:

“I open my mouth wide, I hum a cheerful sound” - aaaaaaaa.

2) – Name the first sound in the words:

“Our lips make a wheel sound” - oooooh.

3) – Name the first sound in the words:

“I stretch my lips like a trumpet and sing the sound” - uuuuuu

4) – Name the first sound in the words:

And - And - And

“Pull your lips to your ears and you will get a sound” - aiiiiii

5) – Name the first sound in the words:

E – E – E

“Ege - gay! The sound guy is screaming, his tongue is sticking out of his mouth” - uh

6) – Name the last sound in the words: cats, tables,

Y – Y – Y

“Well, show your teeth and sing quickly” - yyyyy

Speech therapist; - The sounds were all different, but very friendly, since they all loved to sing. Their voices sounded beautiful and clear.

Let's try to sing like them. (Children sing together with a speech therapist, who accompanies the singing of vowels by moving his hand in the air along a horizontal line).

Sounds walked around the world and sang loudly. For this they began to be called VOWELS and were given red shirts. If the sounds were put on these shirts, then they became visible and turned into letters. But as soon as the shirts were taken off, the sounds became invisible again.

Choose symbols for each - a sound, its letter.

Children match letters to sound symbols.

Speech therapist: - Guys, our journey ends. What have we learned about sounds?

Children's answers: - We hear and pronounce sounds, but we do not see them.

Speech therapist: - What have we learned about letters?

Children's answers: - We see and write letters, but we don’t hear them.

Speech therapist: - Children, let's say thank you to Zvukovich for the educational journey. Now we take our places, close our eyes, count to 10 and back.

Here we are back at kindergarten! Did you enjoy our trip?

Children's answers.

Publications on the topic:

The use of musical exercises and songs in the process of automating sounds in the work of a speech therapist teacher at a speech center Automation of assigned sounds is one of the urgent tasks in the work of a speech therapist in the sound culture of speech. I am active in my classes.

Summary of an integrated lesson by a teacher-defectologist and a teacher-speech therapist in a preparatory group for children with mental retardation GBOU Gymnasium No. 1748 "Vertical" JV DO "Teremok" SYNOPSIS OF AN INTEGRATED LESSON FOR A SPECIFIC DEFECTOLOGIST AND A Speech-Language Pathologist TEACHER IN A PREPARATORY ROOM.

Summary of the open integrated lesson “Journey to the Land of Sounds” Summary of an open integrated lesson. Senior group. (Compiled by O.V. Melnichenko) Topic: “Journey to the Land of Sounds” Purpose: Consolidate.

Summary of a lesson on speech development “Masha’s Journey to the Land of Sounds” Goal: development of auditory attention and phonemic perception. Objectives: Educational: - introduce vowel sounds; - secure.

Summary of joint activities of a speech therapist teacher with children with special needs “Journey to the autumn forest” Correctional educational goals: to introduce the sound “I”. Correct articulation of the “I” sound. Be able to determine the place of sounds in words. Expand.