Project "Difficult Sounds"
Project name:Difficult sounds.
Project Manager:Timoshenkova Nadezhda Georgievna
Project type:creative.
Project participants:speech therapist, primary school students, parents.
Relevance:
Sounds are the main building material of human speech, and only with their clear, accurate transmission can speech be understood correctly, and therefore serve as a means of communication.
Correct pronunciation is necessary for a child for confident communication, successful learning, competent reading and writing, and harmonious development. According to scientific research, approximately 40% of children in our country, whose speech should be formed, incorrectly pronounce the sounds of their native language, and the number of such children is not decreasing.
Impaired sound pronunciation is not only a cosmetic defect, but also a serious obstacle to a child’s mastery of written language. It negatively affects the child’s emotional state, his self-esteem, the formation of personality traits, and communication with peers.
Problem:
Violations of sound pronunciation in children lead to the phenomena of dyslexia and dysgraphia when studying at school.
Target:
correction of children's sound pronunciation through entertaining visual and didactic material.
Tasks:
Arouse children's interest in correctional activities.
To develop the sound culture of speech in the interrelation of different speech tasks: the formation of the grammatical structure of speech, vocabulary work and coherent speech.
To form and improve the sound culture of speech in children (to develop articulatory motor skills, diction, intonation expressiveness, phonemic perception).
To promote the formation of a sound culture of speech in children with special needs in all types of activities: in classes, in games, in routine moments.
Develop children's communication skills, develop self-confidence.
To form emotional contact between parents and children, to enrich child-parent relationships through joint creative activities.
Project stages
Preparatory:
study the experience of famous teachers working on this topic and the experience of colleagues;
create a developmental environment in the group (speech corner) and classrooms;
prepare educational and gaming material for individual and group work with children;
Conduct diagnostics of children and questionnaires with parents.
Main stage:
develop sound culture of speech in all classes and lessons
carry out speech development at school and at home using entertaining material
involve parents in the process of automating assigned sounds (homework, “For you, parents” corner, consultations, conversations, open classes)
designing individual folders with tasks for sound automation
The final stage:
diagnostics of children.
Parent meeting.
parent survey.
Description of the project: strategy and mechanisms for achieving the goals (methods, forms, means of implementation).
To implement the project in correctional classes, we use the following methods and techniques:
verbal: (pure sayings, proverbs, riddles, sayings, poems, stories);
visual (demonstration material);
practical: (board games, didactic games and exercises, crosswords, puzzles).
The use of riddles, stories, crosswords, and puzzles makes the lesson more emotional and interesting. The use of learning tools such as a computer will help make the process of implementing assigned tasks more interesting. Every speech therapist has computer games and programs for developing sound pronunciation.
Without the participation of parents, I think it is impossible to achieve this goal. That’s why I hold parent meetings where we tell them what successes we have achieved. We also conduct workshops and consultations, where we teach parents how to study at home. The school has a corner “For you, parents,” where recommendations are given both on the development of speech sound culture and on other sections of the program. Questionnaires are conducted periodically.
Project implementation schedule.
Estimated date of the event
Event name
September
Diagnostics
October
Parent meeting “Diagnostic results and planned correctional and speech therapy work for the year”
November
Master classes for parents on sound automation. Design of the stand “For you, parents”
December
Design of individual folders with tasks, crossword puzzles, and pictures to automate sounds
January
Consultations for parents and teachers
February
Open classes for parents
March
Participation of children in a festive concert for mothers
April
Correct Speech Week
May
Final lessons
Expected result:
children's interest in learning activities will increase;
the quality of sound pronunciation will improve;
the level of development of mental processes will increase.
This project can be used by speech therapists in working with children with sound pronunciation disorders not only at speech centers in secondary schools, but also in correctional schools, as well as in kindergartens, as the number of children with sound pronunciation disorders is increasing.
Assessment of the effectiveness of project implementation:
A diagnostic examination revealed positive dynamics in the development of:
sound pronunciations;
mental processes;
communicative functions of speech.
Further development of the project:
publication of the project;
holding a master class with teachers on this topic;
development of methodological recommendations for parents and teachers.
This project is expected to be used:
in working with newly arriving children in 1st grade;
introduction of innovative technologies to improve the correctional and educational process;
exchange of experience with colleagues.
Project type: pedagogical.
Project participants: speech therapist, primary school students, teachers, educators, parents.
Relevance:
Sounds are the main building material of human speech, and only with their clear, accurate transmission can speech be understood correctly, and therefore serve as a means of communication.
Correct pronunciation is necessary for a child for confident communication, successful learning, competent reading and writing, and harmonious development. According to scientific research, approximately 40% of children in our country, whose speech should be formed, incorrectly pronounce the sounds of their native language, and the number of such children is not decreasing.
Impaired sound pronunciation is not only a cosmetic defect, but also a serious obstacle to a child’s mastery of written language. It negatively affects the child’s emotional state, his self-esteem, the formation of personality traits, and communication with peers.
Problem:
Violations of sound pronunciation in children lead to the phenomena of dyslexia and dysgraphia when studying at school.
Hypothesis:
Let us assume that the use of a complex of entertaining material will contribute to the development of sound culture of speech.
correction of children's sound pronunciation through entertaining visual and didactic material.
Tasks:
- Arouse children's interest in correctional activities.
- To develop the sound culture of speech in the interrelation of different speech tasks: the formation of the grammatical structure of speech, vocabulary work and coherent speech.
- To form and improve the sound culture of speech in children (to develop articulatory motor skills, diction, intonation expressiveness, phonemic perception).
- To promote the formation of a sound culture of speech in children with special needs in all types of activities: in classes, in games, in routine moments.
- Develop children's communication skills, develop self-confidence.
- To form emotional contact between parents and children, to enrich child-parent relationships through joint creative activities.
Project stages:
Preparatory:
- study the experience of famous teachers working on this topic and the experience of colleagues;
- create a developmental environment in the group (speech corner) and classrooms;
- prepare educational and gaming material for individual and group work with children;
- Conduct diagnostics of children and questionnaires with parents.
Main stage:
- develop the sound culture of speech in all classes and lessons: correctional, reading, mathematics, music, art activities, etc.;
- carry out speech development in all routine moments: morning reception, correctional work, walk, educational activities, using entertaining material;
- involve parents in the process of automating the delivered sounds (folding folders, a corner “Tips from a speech therapist,” consultations, conversations, open classes).
The final stage:
- diagnostics of children.
- Parent meeting.
- parent survey.
- open final session.
Description of the project: strategy and mechanisms for achieving the goals (methods, forms, means of implementation).
To implement the project in correctional classes, we use the following methods and techniques:
- verbal: (fairy tales, proverbs, riddles, nursery rhymes, sayings, poems);
- visual (demonstration material);
- practical: (role-playing, active, didactic, theatrical games, exercises).
The use of riddles, nursery rhymes, and fairy tales makes the lesson more emotional and interesting. The use of learning tools such as a computer will help make the process of implementing assigned tasks more interesting. Every speech therapist has computer games and programs for developing sound pronunciation.
To attract educators and teachers to correctional and speech therapy work, I conduct consultations, master classes and seminars for them.
Without the participation of parents, I think it is impossible to achieve this goal. That’s why I hold parent meetings where we tell them what successes we have achieved. We also conduct workshops and consultations, where we teach parents how to study at home. The school has a corner “Advice from a speech therapist”, where recommendations are given both on the development of speech sound culture and on other sections of the program. Questionnaires are conducted periodically.
Project implementation schedule
Estimated date of the event |
Event name |
September 2014 |
Diagnostics |
October 2014 |
Parent meeting “Diagnostic results and planned correctional and speech therapy work for the 2014-15 school year. year |
November 2014 |
Workshop with the participation of children for educators “Articulation exercises for speech therapy hours” |
December 2014 |
Poetry competition “Winter Sorceress” |
January 2015 |
Seminar-workshop for primary school teachers “Automation of sounds in speech using gaming techniques” |
February 2015 |
Open classes for teachers “Sound [R] in words and sentences”, “Sound [L] in syllables and words.” |
Open lesson for parents “Holiday for Mothers”. |
|
April 2014 |
Correct Speech Week |
Final lessons |
Expected result:
- children's interest in learning activities will increase;
- the quality of sound pronunciation will improve;
- the level of development of mental processes will increase.
This project can be used by speech therapists in working with children with sound pronunciation disorders not only in correctional schools, but also in general education schools, as well as in kindergartens, as the number of children with sound pronunciation disorders is increasing.
Assessment of the effectiveness of project implementation:
A diagnostic examination revealed positive dynamics in the development of:
- sound pronunciations;
- mental processes;
- communicative functions of speech.
Risk assessment and measures planned to minimize the impact of such risk factors:
- weak material and technical base (purchase of new visual and didactic aids, games);
- difficulties in interacting with parents (using new forms of working with parents, taking into account a person-oriented approach).
Further development of the project:
- publication of the project;
- holding a master class with teachers on this topic;
- development of methodological recommendations for parents and teachers.
This project is expected to be used:
- in working with newly arriving children in 1st grade;
- introduction of innovative technologies to improve the correctional and educational process;
- exchange of experience with city teachers.
Bibliography:
- Zhukovskaya R.I. Raising a child through play. M. 1975
- Osmanova G. A., Pozdnkova L. A. Games and exercises for the development of general speech skills in children. St. Petersburg 2007
- Pozhilenko E. Introducing children to the environment and developing speech // Preschool education, 2005, No. 1.
- Falkovich T.A., Barylkina L.P. Speech development, preparation for mastering writing. M.: VAKO, 2007-288 p.
- Mezentseva M. Speech therapy in pictures. M.: JSC "OLMA Media Group", 2011. - 192 p.
- Skvortsova I.V. Speech therapy games. M.: OLMA Media Group, 2014.-128 p.
- Bulanovich N.I., Ryzhankova E.N. Learning to pronounce sounds. St. Petersburg: Litera Publishing House, 2007.-32p.
teacher-speech therapist MOU "Secondary school r.p. Ozinki"
1. Design work passport.
Project title: “Difficult sound - I am your friend.”
Project manager: teacher-speech therapist Nadezhkina Inna Viktorovna.
Academic subject: speech therapy.
Academic disciplines close to the topic of the project: reading, Russian language, fine arts, technology.
Project participants: students of the speech therapy center, parents, speech therapist teacher.
Project type: creative.
Objective of the project:
to involve each student in an active cognitive creative project when creating the book “Difficult Sound - I am Your Friend” - understandable, useful and accessible to children with speech disorders,
learn to present your work in the form of a book page, choose tools and materials to implement your creative ideas,
to foster in children an interest in creative interaction when working together.
Objectives: Development of creative abilities, aesthetic taste, the ability to independently work with various sources in obtaining the necessary knowledge, developing research skills, developing the ability to apply one’s knowledge in practice when creating a creative product - a book, developing the ability to independently make decisions and exchange information, replenish active students' supply of elements of oral folk art.
Project question: Is it possible, through the efforts of children in a speech therapy group and their parents, to create a book that would be useful for children with speech disorders?
Equipment: paints, markers, scissors, paper, stencils.
The expected product of the project: the book “Difficult Sound - I am your friend.”
Stages of work:
Creation of a working group.
Analysis of existing benefits.
Choosing a direction of activity.
Development of the structure of the future book.
Analysis of the collected material.
Illustration of selected material.
Testing in action, exchange of experience.
Presentation.
Distribution of roles in the project team.
Role of the teacher:
coordinate the entire process of educational creative activity,
help children find sources of information,
be a source of information yourself
support and encourage student activity in working on the project.
The role of students and parents: creating one page of the book.
Relevance of the project.
To increase the effectiveness of correctional work in speech therapy classes, along with other types, research activities are used.
Speech disorders in children are almost always accompanied by more or less pronounced impairments in the formation of cognitive, general educational and communication skills. Consequently, project activities should be aimed at the formation and development of children's communication skills, skills of preparing for classes, proper time management, planning and self-control. It is advisable to conduct speech therapy classes with schoolchildren with oral speech disorders according to a program based on the interaction of an adult and a child. Interaction contributes to teaching the speech-language pathologist child to independently search for ways and means of solving his own problems. The child ceases to be an object of pedagogical influence and becomes an active participant in creative activity, the purpose of which is to activate his own resources in the process of learning and development.
The project method provides a child with a unique opportunity to realize their fantasies and combine them with the dream of adulthood. Children of different levels of preparedness are able to work on the project. The main thing is to help the child believe in himself. The child most fully and clearly perceives what was interesting, what he found and proved himself.
A productive type of activity is fertile ground for the implementation of the principle of activity, which is that a person learns 10% of what he hears, 50% of what he sees, 90% of what he does.
2. Pedagogical description of the project.
Knowledge acquired without interest, not colored by one’s own positive emotions, does not become useful. During class, the child writes, reads, answers questions, but this work does not affect his thoughts and does not arouse interest. He is passive. Of course, he learns something, but passive perception and assimilation cannot be the basis of solid knowledge. Children remember poorly because learning does not captivate them. You can always find something interesting and exciting in life, in learning the Russian language. You just need to find it and serve it to the children, which will encourage them to make similar finds and discoveries.
In speech therapy classes, children can not only learn something, but also try, experiment, and gain knowledge on their own. Children are natural explorers and take part in various research activities with great interest.
The project does not tell children that they will be solving a specific pedagogical problem. They are told the name and goals of the project, and within a few minutes the children are immersed in the problem of the project and are already drawing, cutting, gluing, and writing something out.
Children, without knowing it, quite independently, activate their knowledge, putting it into practice in an unfamiliar situation.
The main task of a speech therapist is to teach a child to learn. The success of the cognitive activity of a schoolchild with speech disorders depends on the fulfillment of a number of conditions, in particular on ensuring the child’s emotionally prosperous position.
Creating a situation of success in one’s activities is the main condition for cultivating a positive attitude towards learning. Success is inner comfort, the joy that everything is not so difficult and bad.
The teacher helps the teacher achieve effective positive motivation for learning by creating a mysterious, fascinating world for the emergence of cognitive and social motives.
The conceived project “Difficult sound - I am your friend” helps children not only gain research skills, but also gives the speech therapist the opportunity to realize many correctional, pedagogical and educational goals and objectives, involving children in creative activities that correspond to the mental and physical capabilities of children with disabilities. speech disorders.
The project is conceived as a collective activity. For a student facing problems in his studies, cooperation provides an opportunity to receive additional support from children and a speech therapist, overcome fears and self-doubt, and learn to be independent and responsible. Often throughout the school day, such students feel lonely and unsuccessful. It is additional classes with a speech therapist that can and should become a source of joy and self-confidence for them, providing them with the opportunity to feel the support of others. It is in such classes that a student who himself is experiencing difficulties in studying can help another to cope with problems, thus helping himself (let’s remember the most effective method - “I learn by teaching others.”)
Joy, fun, relaxedness, and some mystery attract children. They develop endurance, perseverance, and empathy.
Watching children, you can see how they perk up and try to do the best they can. They respond painlessly to comments and mistakes and try to correct them. Children do not feel tired or experience discomfort.
Upon completion of work on the book, each student organizes a presentation of his/her page in order to summarize the acquired knowledge and skills, increase students’ self-esteem, and give children a mindset for further educational success. Students independently evaluate the results achieved, as well as evaluate the successes and failures of other children.
While working on the project, students become interested in speech therapy classes. They learn to plan their activities, use various sources of information, select the necessary materials, express their opinions, create the final product - the material carrier of project activities, evaluate themselves and others. The result obtained proves that there are no mediocre children; you just need to provide the child with timely help and let him believe in his abilities.
Each student in the speech therapy group is the creator of one book page. Children are given a specific creative task, which they complete together with their parents, and the teacher-speech therapist pursues his important correctional pedagogical goals and objectives at each stage. Let's try to describe the value of using each task in working with children in the speech therapy group.
Stage 1. “Choose a picture whose title contains the given sound.”
Corrective goals: To develop the ability to determine the place of a sound in a word, to develop spatial orientation when placing a picture on the alphabet page.
Research objectives: Develop the ability to find several options for solving a problem and choose the most suitable one.
Educational goals: To develop independence when working with educational material, a sense of responsibility when performing one’s task.
Stage 2 “Choose tongue twisters and tongue twisters in which the given sound is often found.”
Corrective goals: Develop phonemic awareness and the ability to highlight letters in the text; practice diction, voice strength, expressiveness.
Research objectives: Develop the ability to work with literary sources.
Educational goals: Develop self-control skills.
Stage 3. “Make puzzles with a given letter.”
Corrective goals: Develop spatial imagination when working with letters.
Research objectives: To develop creative imagination, independence in decision making, the ability to defend one’s point of view, the ability to find and correct errors in one’s own work and the work of other children, the ability to provide assistance in a group when solving common problems.
Educational goals: To cultivate aesthetic taste, respect for the work of others and pride in one’s own work.
Stage 4. “Create a crossword puzzle with pictures whose names begin with a given sound.”
Corrective goals : To develop the ability to determine the place of a sound in a word, recognize an object by its contour, and correct fine motor skills.
Research objectives: To develop the ability to select the desired drawing from a given series.
Educational goals: Cultivate accuracy and thrift.
Stage 5. “Design a book page according to the model.”
Corrective goals: Develop spatial orientation; correct fine motor skills.
Research objectives: Develop the ability to work according to a model, find and correct your mistakes, plan your activities, time and resources.
Educational goals: Cultivate pride in your work and the work of your friends.
Pure twisters and tongue twisters develop logical thinking, teach figurative accurate words, help enrich children's vocabulary and automate sounds.
Introducing children to folk art not only helps to enrich children’s speech, but also makes their inner world richer. Also, speech material, constructed according to the laws of rhythm and rhyme, serves a specific didactic purpose: to maximally replenish the lexical material with a given sound.
Children are asked to compose a rebus with a given letter only after they become familiar with ready-made rebuses and the rules for their construction. Then the student is given the task of composing a rebus with his or her letter, and the others to guess it. Thus, students create themselves, evaluate the puzzles of other children, having the opportunity to compare their work with others. If the child himself cannot complete the task, then there is the opportunity to turn for help to those students for whom composing the puzzle did not cause difficulties.
Designing the page of the book “Difficult Sound - I am Your Friend” requires perseverance and accuracy. Improving manual motor skills contributes to the development of speech function. This stage also develops the ability to distinguish letters and trains switching attention. Each stage of work on a book should have its own specific product.
All stages correspond to search and creative techniques and help to develop research skills in accordance with the individual and mental characteristics of each child.
Thus,With the help of children from the speech therapy group and their parents, we created a book that will be useful for children with speech disorders,made a presentation of the book “Difficult Sound - I am your friend.” Then we presented this book to first-graders who study at a speech therapy center.
Purpose of the lesson:
- preparing children for literacy;
- integration of educational areas: social and communicative development, speech development, cognitive development, physical development into the correctional process
Lesson objectives
Educational:
- consolidate the skills of correct pronunciation of sound (P);
- strengthen sound analysis skills
Educational:
- develop visual and auditory perception, phonemic processes, proper breathing skills, attention
Educational:
- cultivate a desire to share acquired knowledge and skills
Equipment
- tables, chairs, multimedia installation;
- computer program “Games for Tigers”;
- object pictures, toys, the name of which contains (P) in different positions;
- images of a vegetable garden, fruit trees, a store counter, a zoo, a china cabinet, a feeding trough;
- tiger costume
Organizing time
Children enter the hall and greet the guests gathered there.
There is a knock on the door and an adult dressed as a tiger cub enters the room.
Tiger cub. “Hello,” “ladies”! My name is "Tiglenok". I can “gnaw” “bark” “llllll”.
Speech therapist. Hello, Tiger Cub. You growl not scary at all and you pronounce the words incorrectly.
Tiger cub. What is wrong with my words?
Children. You don't pronounce the sound (R).
Tiger cub. What should I do? In the forest they made me laugh.
Speech therapist. I think the guys will try to help you.
Topic message
Speech therapist. Guys, today in class we will teach Tiger Cub to correctly pronounce the sound (P), distinguish it among other sounds, and find it in words. And during our lessons we will play interesting games with you. I hope that the difficult sound (P) will be a friend for the Tiger Cub!
Work on correct pronunciation of sounds and breathing.
Speech therapist. Tiger cub, the guys, like you, didn’t know how to pronounce (R) correctly.
When everyone goes to kindergarten
The guys have come
Then many sounds say
Could not,
They didn’t know how to whistle and hiss,
They didn’t want to growl or crack.
But they practiced a lot and diligently and now they “growl” beautifully. Listen.
(Children read the verse line by line).
Rrr! - the rocket is bursting upward!
Rrr! - the lynx growls angrily.
Rrr, - the robot rumbles evenly.
Rrr, try to start the engine.
Karrr,” the crow shouts to us.
You too will growl, Tiger Cub!
Speech therapist. For your tongue to learn to growl, it must take the correct position in your mouth. (The children continue the poem, and the speech therapist demonstrates, using the “Games for Tigers” computer program, the correct tongue position for pronouncing the sound (P)).
Rrr! - Let's get down to studying!
Rrr! – tongue wide – to the palate!
Tongue, leading edge
Up, press on the gums.
Blow on the tip of your tongue
To shake more.
Rrr - rolling and loud,
Rrr - rumbling and ringing!
Speech therapist. And there is also a secret. To make the tongue tremble... . Now let’s ask the children what is needed for this?
Children. Exhale for a long time onto the tip of the tongue.
Speech therapist. I suggest you, Tiger Cub, together with the guys, do some interesting and useful breathing exercises. (Computer program “Games for Tigers”, block “Prosody”, section “Breathing”).
Tiger cub. Rrrrr! Ulla! I learned!
Speech therapist. Well done! But not in all your words the sound (P) lives in its place. In order to correct this, you need to learn to hear all the sounds in words and be able to distinguish them. The guys will help you again. But first we invite you to play.
Physical exercise. Games: “Two Monkeys”, “Book”, “Rabbit” from the book “Tell Poems with Your Hands”.
Work on strengthening the skill of sound analysis.
Speech therapist. Tiger cub, children will now select only those pictures whose names contain the sound (P). (Each child is offered his own set of playing field and subject pictures: fruit trees and images of fruits, garden beds - vegetables, feeder - birds, store counter - products, zoo - animals, china cabinet - dishes. Children select the necessary pictures and place them on the playing table field, periodically answering questions from the speech therapist or Tiger Cub about why this image was chosen.)
Speech therapist. Tiger cub, are you ready for another test? If yes, then the guys will show how they determine the place of a sound in a word. (Computer game “Games for Tigers”, exercise “Train”).
Tiger cub. Now I'm a real tiger. Rrrrr!
Speech therapist. We're happy for you. To consolidate success, I propose to recite a poem together with our smart guys. (Three children read excerpts from a poem by P. Vysotsky, and the Tiger Cub adds onomatopoeia).
I won't tell anyone
Why
The tigers roar: " G-r-r",
The crows cry: " Car-r- R",
The horses wheeze: “ Hrrrr»,
The shutters creak: " Skrrrr».
I won't tell anyone
Why
Kenar sings: “ Tew-ir-r-r»,
A helicopter is flying: " Dr-r-r»,
The tractor roars: " Tr-r-r»,
The boat is sailing: " Shrrrr
And no one will guess
What
Tigers roar
The crows are screaming
The shutters are creaking
The horses snore
To teach all the kids
Difficult " r-r-r-r"
Speak out!...
Summary of the lesson.
Speech therapist. The guys and I hope that the difficult sound (R) has become your friend, Tiger Cub. And you, children, successfully taught our guest the correct pronunciation of the rebellious sound, selected pictures with the given sound without errors, found its place in the word and read poetry perfectly. Well done!
Speech therapy project “Difficult sound, you are my friend. Sound "L".
Theme: “Journey through the land of the sound L”
Target: automation of the sound “L” in syllables, words, sentences.
Tasks: consolidate the correct pronunciation of the sound “L”;
increase parents' interest in the correction process; develop the child’s thinking and creative abilities; develop phonemic hearing and fine motor skills; create positive motivation for the activity;
Technologies used: gaming technology, health-saving technology;
Project type: individual, practice-oriented, research and creative.
Implementation period: during the entire period of sound correction.
Project participants: child, speech therapist, parents.
Expected outcome of the project: correct and conscious pronunciation by the student of the sound “L” in all words and sentences;
Preliminary work: formation of articulatory skills necessary for
correct pronunciation of the sound L; practicing fine motor skills exercises; setting the sound L;
Follow up work: Automation of the sound L in pure speech, in phrases, and in coherent speech.
Equipment: Game panel with islands of speech therapy tasks; basin with water.
Project Description
| Stages | Activities of a speech therapist | Child activity |
| Organizational moment | Tell me, what sound do we learn to pronounce correctly? What sound were we imitating? | Sound "L". I imitated the ship's signal. And the ship was made of paper together with you. But the paper ship got wet and could not sail for long. At home I asked my dad to make a wooden ship, I also helped him. Then we tested it in the bathroom with a lot of water. My ship did not sink and I realized that wood does not sink in water, but paper does. |
| Lesson topic message | Today you and I will travel on the ship that you made together with your dad and we will continue to beautifully pronounce the sound “L”. You will be the captain of the ship. The captain must be strong, dexterous, give commands clearly and clearly. And our tongue must be strong. | |
| Performing articulatory gymnastics | Exercise for the lips “Smile” Exercises for the tongue: “Spatula”, “Delicious jam”, “Accordion”, “Drum”, “Mushroom” | Doing exercises |
| Consolidating isolated sound pronunciation | Let's show you how your ship signals? And so, let's sail! An island is visible in the sea ahead. | Makes the sound L-L-L. |
| Automation of the sound “L” in syllables. | Let's moor to the island. It turns out to be a singing island. All the inhabitants of this island invite you to sing with them. You are in a cheerful mood, the sea is calm, let’s sail on. | Pronounces syllable rows: |
| Automation of the “L” sound in words | There is another island ahead. Let's give a signal and moor. Some mysterious island. Probably the inhabitants of this island want to ask you riddles. Game “Unusual Riddles” Don’t yawn like a yawn, don’t nod with a nod, but rather, use a reflective puzzle, solve the riddles. Riddles-joke with subject pictures: eyes, horse, hammer, lightning, palm, bee, cloak. Staring eyes, crying eyes, blinking eyes, squinting eyes, winking eyes; -Gurney, cart, skipping rope, neighing, clattering - horse; - Hammer, hammer, knocker - hammer; Grabbers, smoothers, spankers, squeezers, palm holders; -Flyer, buzzer, stinger, pollinator - bee; -Put on, warmer, waterproof - raincoat; -Sparkle, flasher, scarecrow, threat - lightning. | The child gives the signal L-L-L Guess the riddles |
| Development of phonemic hearing and perception | We sail further, there is another island ahead. We give the signal and moor. What awaits us on this island? The inhabitants of this island speak unusually, let's guess what words they wanted to tell us in their language. -UA-PUDDLE -AA - STICK -OA-BOAT -AA - FINS -UOA – T-SHIRT IOA-NEEDLE AOA-DUMP TRUCK Now let’s teach the residents how to play the game “In which house is the sound hidden?” You name the pictures and determine where the sound is located (beginning, middle, end) | Guess words using pictures. Connects pictures with word patterns. |
| Fizminutka Development of facial expressions and emotions. | "Holiday Island" A game to develop attention and coordination of movements “Ear, nose, shoulder, knee" (adult intentionally confuses instructions with movement) Speech warm-up with the ball “Say the opposite” The fairy is kind, but Baba Yaga... (evil). -Pierrot is sad, and Pinocchio...(cheerful). Papa Carlo is elderly, and Buratino... (young). The friend is smart, but the enemy... (stupid). | The child performs, trying not to confuse the movements and the adult’s instructions. |
| Automation of sound -L - in sentences. | We see an island ahead, we moor to the island of “Laughter”. The inhabitants of this island decided to make us laugh and came up with funny proposals. Listen to them carefully and correct any mistakes. There is a sky on the moon. Mom made beets from the salad. Refrigerator in sausage. The head is on the scarf. Kalach ate Slava. The apple squeezed the juice out of Mila. Waves float on the boat. | The speech therapist reads an incorrect sentence to the child, and the child tries to correct the error by ear. If difficulties arise, the child can find the picture and, based on it, correct the mistake |
| Summary of the lesson Reflection. | Our journey on such a wonderful ship has come to an end for today. Did you enjoy traveling? How do you think you did in your travel lesson today? What was your favorite island task? But our journey does not end. We will continue “Journey to the Land of the L Sound” in the next lesson. Thanks for the lesson |
The notes were compiled and conducted by a speech therapist teacher
Sokolova Lyudmila Alexandrovna.
