Summary of an individual-subgroup speech therapy lesson on sound automation "Forest Games". Lesson summary on sound automation in syllables, words and phrasal speech Automation with in syllables and words lesson
Dear colleagues, I present to your attention a summary of a lesson on automating the sound [Ш] in syllables, words and phrasal speech. Many people know that sometimes automating the sound in a child’s speech takes much more time than producing it. Therefore, only daily hard work gives positive results. And in order for a child to be interested in studying, it is very important to conduct the lesson in an interesting playful way, or even better, to take him on an exciting journey with fairy-tale characters.
I hope that you will appreciate the summary of the subgroup lesson I have developed and add it to your pedagogical treasury.
Topic: “Automation of the sound [Ш] in syllables, words, phrasal speech”
Lesson form: subgroup (senior speech therapy group)
Goal: automate the sound [Ш] in syllables, words, phrasal speech;
1. Correctional and educational: consolidate the correct pronunciation of the sound [Ш] in syllables, words, phrasal speech;
2. Correctional and developmental: continue to develop phonemic hearing and perception, develop skills in sound analysis and synthesis, expand and clarify vocabulary, develop logical thinking;
3. Correctional-educational: Cultivate politeness, a sense of kindness and mutual assistance. Equipment: pencils, worksheets, fairy-tale hero mouse Mouse.
Progress of speech therapy session
1. Organizational moment.
Every day, always, everywhere:
In class, in play
That's right, we say clearly,
We're not in a hurry.
– Guys, now I’ll tell you an interesting story. Once upon a time there lived an ill-mannered Mouse named Mouse. He didn’t say “Good morning” or “Good night” to anyone. All his friends were angry with him - they didn’t want to be friends with him. And his mother advised him that he needed to be polite to everyone. The mouse decided to improve. I brushed my teeth, combed my hair and got ready to go. He decided that from now on he would be polite to everyone and would always be happy to help his friends. And so our little mouse got ready to set off. And you guys are invited by the mouse on a journey. Shall we go with our friend? For this, you and I need to prepare. Let's do the following articulation exercises.
(a fairy-tale hero appears - the toy mouse Mouse)
2. Articulation exercises:
“Pancake”, “Cup”, “Delicious jam”, “Mushroom”, “Horse”.
3. Subject message. Guys, what sounds are repeated in the words Mouse and Little Mouse? That's right, these are the sounds [w] and [m]. Today we will consolidate the pronunciation of the sound [w].
4. Articulation analysis. — What do our lips do when we pronounce the sound [w]? The lips move forward, they look like a donut.
What does our tongue do when we pronounce the sound [w]? The tongue rises to the palate, behind the upper teeth.
What kind of warm or cold air comes out of the mouth when we pronounce this sound? Place your palm to your mouth and check.
5. Fixing isolated sound [w]. Our mouse Mouse was walking across the lawn and heard someone hissing in the grass. The mouse looked carefully and saw a little snake. He did this: “Sh-sh-sh-sh-sh”, because he could not find his way home. Mouse Mouse helped his little friend get to his house. Let's try to hiss like that too. Run your finger along the path, saying clearly: “Sh-sh-sh...”
6. Characteristics of sound [w]. Guys, tell the mouse Mouse all about the sound [w]. What is he like?
1) Consonant or vowel? (consonant, because the thread breaks, the song is not sung, is indicated in blue and lives in a blue castle).
2) Hard or soft? (always firm, children bang with hammers).
3) Voiceless or voiced? (deaf, children cover their ears with their hands).
7. Development of phonemic hearing.
Mouse Mouse, getting ready to go, put all his things in a bag. Guys, if you hear the sound [sh] when naming things, then clap your hands. In the mouse's bag: slippers, pants, socks, tie, jacket, shirt, scarf, coat, hat.
8. Reproduction of forward and backward syllables. Game "Rhymes".
The little mouse Mouse is walking along the path and composing poetry. Listen, guys, to what he does:
Sha-sha-sha- the mother washes the baby.
Shu-shu-shu - I'm writing a letter.
Shi-shi-shi - there are kids in the clearing.
Ash-ash-ash-give me a pencil.
Osh-osh-osh - I have a knife.
Ush-ush-ush - warm shower.
Ish-ish-ish - I have a baby.
Oshka-oshka - there’s a cat on the window.
Ishka-ishka is a little mouse.
Guys, can you sing these songs? (children clearly pronounce rhymes with the sound [w])
9. Sound-letter analysis.
Before the mouse Mouse had time to finish singing the last song, he unexpectedly met a hedgehog on his way. The mouse greeted the hedgehog, and he invited him to play a game. The game is called "Find the Word". The mouse readily agreed and began to think. Guys, each of you has sheets of assignments on your desks. Let's help the mouse determine the location of the sound [sh] and correctly draw “paths” from the word to the diagram.
10. Physical exercise.
Well, now we’ll relax a little and play. Children sit on chairs, take the “steering wheel” in their hands, slowly rotate it, chanting:
Started the car: Sh-sh-sh-sh-sh-sh!
Inflated the tire: Sh-sh-sh-sh-sh-sh!
Smile more cheerfully
And let's go quickly!
(repeat 2-3 times).
11. Lexico-grammatical games and exercises.
Formation of relative adjectives: And after Mouse has played, he loves to eat tasty food.
What kind of millet porridge?
What kind of cherry juice?
What kind of pear compote?
What kind of chocolate candies?
Children clearly pronounce words with the sound [sh]: millet, cherry, pear, chocolate.
12. Game "4-odd".
The mouse continued his journey. And I met more and more new friends. This time he met a naughty bear and helped him complete the task. Guys, let’s play the game “4 extra”. Clearly pronounce the extra word with the sound [w] (cherry, hat, awl, cat). Pictures with objects are displayed on the board:
13. Exercise “Complete the sentence using the pictures.”
Well, this time it was necessary to help the little frog, who could not formulate sentences correctly. Listen and complete the sentences using the correct picture (the picture is displayed on the board). Repeat the entire sentences, clearly pronouncing the sound [w].
Misha has a new...
Dad is going to...
Dasha found...
Masha helps...
14. Riddles.
And now, guys, the mouse Mouse has prepared riddles for you. Do you like to solve riddles? Let's guess them, and the pictures will help us with this (the pictures are on the board). Speak the answer clearly with the sound [w].
Although velvet paws,
But they call me “scratchy.”
I catch mice deftly,
I drink milk from a saucer.
In the green hut
Girlfriends live
Like beads, round,
Emerald and small.
I'm sitting on horseback
I don’t know on whom.
I'll meet an acquaintance -
I'll jump off and pick you up.
Green raft
Floats along the river.
There's a beauty on the raft
The sun smiles.
Who am I - guess for yourself.
I pull a sleigh in winter,
That they glide easily through the snow.
In the summer I pull a cart.
Two bellies, four ears.
It will snow in the morning -
We take the sled out into the yard,
Don't forget to put on your jacket
And warm.....
This bird will never
Doesn't build nests for chicks.
Who is this?
15. Result of the speech therapy session.
Guys, who did we travel with today? What sound did we learn to pronounce? Let's say goodbye to our guest and promise him that we, too, will always be polite to everyone.
Target: sound automation [C]
Tasks:
Correctional - educational: automate the sound [C] in syllables and words; practice isolating sounds from words.
Correctional and developmental: develop the mobility of the articulatory apparatus; continue to develop phonemic hearing and perception; develop memory, thinking, attention; develop fine motor skills.
Correctional and educational: to form positive motivation, the desire to correctly pronounce the sound [C]; develop self-control over speech.
Equipment: mirror, painting material, picture in the form of a butterfly, dot drawing “Dog”, coloring book “Butterfly”.
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Abstract
individual lessons
"Sound Automation [C]
in syllables and words"
Prepared by:
Teacher speech therapist
Savosina T.A.
Saratov, 2015
Summary of an individual lesson on audio automation [C]
Target: sound automation [C]
Tasks:
Correctional - educational: automate the sound [C] in syllables and words; practice isolating sounds from words.
Correctional and developmental: develop the mobility of the articulatory apparatus; continue to develop phonemic hearing and perception; develop memory, thinking, attention; develop fine motor skills.
Correctional and educational: to form positive motivation, the desire to correctly pronounce the sound [C]; develop self-control over speech.
Equipment: mirror,picture material,picture in the form of a butterfly, dot drawing “Dog”, coloring book “Butterfly”.
Progress of the lesson
1. Organizational moment.
Speech therapist: A butterfly came to visit us. Let's show the butterfly how our tongue can do it and what exercises it knows.
2. Articulation gymnastics.
Speech therapist: Show your teeth and keep a fence.
Exercise "Fence". Exercise "Tube".
Alternating “Fence-Tube”. Exercise "Swing".
Exercise "Scapula". Exercise “Pussy is angry.”
Exercise "Clock". Exercise “Brushing your teeth.”
Exercise “Count the teeth.” Exercise “Crunch with the tongue.”
3. Air jet.
Speech therapist: While we were doing the exercises, the butterfly was sitting on a flower. Let's help her take off.
4. Isolated pronunciation of the sound [s].
Speech therapist: To fly, a butterfly needs a breeze. Show me how the breeze blows.
Child: (pronounces for a long time) S-s-s-s-s-s-s-s-s
5. Automation in syllables
Speech therapist: While our butterfly was flying, I completely forgot all the words that I knew. Let's help her remember them. I will say the beginning of the word, and you will add the ending.
Speech therapist: Li...Ko...O...Ve...Cha...Bu...U...Abrik...Kakt...Glob...Under...Avtob...
Child: sa...sa... sa...sy... sy... sy... sy... os... us... us...os...us
6. D/i “Catch the Sound”
Speech therapist: I will pronounce sounds (syllables, words). As soon as you hear the sound [c], catch it - clap your hands.”
a number of sounds: [s, w, r, s, t, m, s, l, s, ...],
A series of syllables: la, sa, ry, you, sy, mo, so, ru, ...
A few simple words: with ok, house, with anki, with umka, cat, etc.
7. Automation in words.
Speech therapist: The butterfly brought us pictures. Let's take a look and name what it is:
Child: Sleigh, boots, chest, bag, dog.
Speech therapist: Now say each word affectionately.
Child: Sleigh, boots, chest, handbag, dog.
8. Physical education minute.
In the morning the butterfly woke up (pull the arms up)
Smiled, stretched (we smile at each other)
Once - she washed herself with dew (we show how she washes herself)
Two - gracefully spun (we make a circle around its axis)
Three - bent over and squatted (we bend over and squat)
At four, it flew away (we wave our arms, showing how a butterfly flies).
7. Fine motor skills.
Speech therapist: The butterfly brought you a task. Circle the dots and say who it is. Child: Dog.
8. Summary of the lesson.
Speech therapist: the butterfly wants to know words with the sound [C] you learned to pronounce in class. Let's remember.
They are given a picture of a butterfly and asked to color it at home.
Summary of an individual speech therapy lesson on sound automation[h]
"Visiting Bunny"
Yaskova M.M.., teacher-speech therapist MADOU No. 21, Berdsk
Goals:
Reinforce the correct pronunciation of the sound [z] in isolation, in a syllable, in words, in sentences.
Develop auditory and visual attention, phonemic perception, thinking and memory.
Generate interest in speech therapy classes.
Equipment: pictures (Bunny, basket with apples), plot picture, cut picture.
Progress of the lesson:
Organizing time
Look who will be doing exercises with us today? A picture is posted.
Of course it's a bunny.
1. Articulation gymnastics.
"Elephant - frog";
“Knead the dough”;
"Pancake";
“Let’s brush our bottom teeth”;
"The cat is angry";
"Pump";
"Mosquito".
2. Characteristics of the sound [Z] according to acoustic and articulatory characteristics.
Today the bunny will help us pronounce his favorite sound [z] correctly.
Why is he a favorite?
The bunny brought us apples with sounds in a basket, let's name them. 
FOR ZO ZU ZY AZ OZ UZ
Pictures are laid out (basket, apples)
3. Physical exercise.
On a green lawn, a bully bunny lives (jumping)
The bunny loves to twirl, bow,
Stomp your feet, clap your hands.
The bunny liked the way you danced with him.
He suggests playing the game “Repeat, don’t make a mistake.”
Ball game.
pronouncing clearly the syllables AZA, AZO, AZU, AZY, OZA, OZO, OZU, OZY
Throw the ball and repeat the syllables.
4. Automation of sound in words.
Development of auditory attention and memory
Repeat “words are friends” in threes:
Hall – castle – factory;
Vase – base – phase;
Goat - vine - pause;
Splinter - mimosa - birch;
Eyes - thunderstorm - fidget;
Lisa - visa - suck up.
5. Development of auditory attention.
Game "HUNTER".
The speech therapist pronounces a number of sounds, syllables, and words.
Clap when you hear the sound [z].
6. Distinguishing between singular and plural nouns.
Game “Say the other way around” (with a ball).
The speech therapist names one object, children must name many objects
(goat - goats, vase - vases, watermelon - watermelons, castle - locks, fence - fences,
birch-birches, star-stars, umbrella-umbrellas)
7. Pronunciation of the sound [z] in a sentence.
The little bunny loves pure talk.
Let's write simple sayings for him with the word goat.
Behind - behind - behind there is a goat in the meadow
Zu-zu-zu together we herd the goat
Threat - zy - zy the goat's bell
For - for - for go home goat.
Look, the sun has come out. A picture is posted.
Oh! Look who's sitting on our rays?
That's right, these are sunbeams.
What are they like? Golden.
Please seat them on those objects in which you hear the sound [z].
And say: this bunny sat on a birch, ... a rose, ... 
Cinderella was getting ready for the ball and discovered that someone had ruined her wonderful dress. Who do you think did this?
Let's help Cinderella put together her dress.
The child is offered a cut picture.
Summing up.
Who did we meet today? Did you like Bunny's games and tasks?
What was the first sound we encountered today?
Sections: Working with preschoolers
Objective of the lesson: automating sound pronunciation [C]
Lesson objectives:
- Reinforce the correct pronunciation of the sound [C] in syllables and words.
- Improving articulatory motor skills;
- Develop auditory attention, thinking, creative imagination;
- Develop gross and fine motor skills, tactile sensations.
- Improve syllabic analysis skills;
- Teach the child to listen carefully to the adult’s speech and answer questions;
- Develop phonemic awareness;
- Develop attention, thinking, fine motor skills;
- Develop coherent and figurative speech;
- Develop perseverance and self-control skills
Equipment:
A noisy drawing with the image of a wasp, a mirror, a cutting picture, a ball, paper models of wasps, a Zvukoznaika toy, pictures of the rules of behavior in a speech therapist’s office, a Su-jok ball.
DURING THE CLASSES
ORGANIZING TIME
L.: Hello, do you remember who is waiting for you here?
L.: That’s right, Zvukoznayka, let’s say hello to him.
Let's say “hello” with our hands,
Let's say “hello” with our eyes,
Let's say “hello” with our mouth.
The child and the Zvukoznaika greet each other.
L.: Zvukoznayka missed you very much, and he wants to tell and show you a lot.
L.: But first, let’s remember our rules, what these signs are on our wall and what they mean.
Speech therapy room signs: 1. Do not put your hands in your mouth.
2. Listen carefully to the speech therapist
L.: Well done, visiting Zvukoznayka, you shouldn’t put your hands in your mouth, and you also need to listen carefully.
MAIN PARTZvukoznaika has a guest today, try to guess who it is.
Look carefully at the picture and listen to the riddle.
Zvukoznayka ate jam
Yes, how his eyes bulge out
flew to visit him
striped…..!!
Who is visiting Zvukoznayka?
L.: That's right, it's a striped wasp.
What sound do we hear in the middle of the word wasp?
Correct [C].
1. Psycho-gymnastics
Facial exercises
L.: Here is a mirror that will help us depict how Zvukoznayka met the wasp:
L.: – Zvukoznayka ate jam
Let's feign pleasure
- Yes, my eyes bulged out
Now let's act surprised
– A striped wasp flew to visit him.
Let's show how Zvukoznayka was happy with his guest.
L.: Well done, you did great.
2. Articulation gymnastics
L.: Now let’s show Zvukoznayka and his guest what our tongue can do.
- "Swing".
Smile.
Open your mouth.
On the count of 1, place the tip of the tongue behind the upper teeth.
On the count of 2, place the tip of the tongue behind the lower teeth.
- "Slide".
Open your mouth slightly. Press the lateral edges of the tongue against the upper molars. Place the tip of your tongue against your lower front teeth. Hold in this position for 15 seconds.
- “Let's brush our teeth.”
“Brush” the lower teeth from the inside with the tip of your tongue (from left to right, from top to bottom). The lower jaw is motionless.
- "Coil".
Place the tip of the tongue against the lower front teeth, and press the lateral edges of the tongue against the upper molars. Roll the wide tongue forward and move it deep into the mouth.
- “Fence.”
Smile, exposing your closed teeth with tension.
3. Exercise to form the correct air stream.
“Let’s help the bees fly.”
“Paper bees” are suspended above the table; let’s gently blow on them. Make sure that the child does not puff out his cheeks while performing the exercise.
4. Working with syllables.
L.: The striped wasp flew well, and while she is resting, we will play an interesting game “Ball”.
Game "Ball".
L.: Throw the ball and repeat the syllable.
The speech therapist says a syllable, the child will repeat the heard syllable in response.
| sa - so - su - sy | as – os – us – ys |
| hundred - hundred - stu - sty | ast – ost – mouth – yst |
| hundred - stu - sty - hundred | ost - mouth - yst - ast |
| stu - sty - hundred - hundred | mouth - yst - ast - ost |
| sty – hundred – hundred – sty | yst – ast – ost – mouth |
5. Development of fine motor skills.
Finger gymnastics using su-jok therapy.
L.: Well done, now it’s time to play with our magic rings and balls.
6. Working with cut pictures.
L.: The Wasp brought a picture as a gift to Zvukoznaika, but accidentally tore it, help me put it back together.
L.: You did an excellent job with this task, well done.
7. Learning pure talk - enumeration.
L.: And Zvukoznayka also prepared interesting sayings for us. Let's say them together, pay close attention to the sound [C], it should sound clear and beautiful.
Sa-sa-sa, sa-sa-sa -
They threw away their belts.
Sa-sa-sa, sa-sa-sa -
The dog was bitten by a wasp.
Sa-sa-sa, sa-sa-sa -
The mower sketched the oats.
Sa-sa-sa, sa-sa-sa -
We wrote down the addresses.
Sa-sa-sa, sa-sa-sa -
Oksana has sausage.
8. Phonemic awareness.
Game “Catch the Sound”.
L.: I will say the words, and when you hear the sound [S], clap.
Bass, chair, horse, kvass, herd, wasp, book.
SUMMARIZING.
It's time to say goodbye to Zvukoznaika, he really enjoyed playing with you. Remember who came to visit Zvukoznaika today?
What did the wasp bring with it? What sound did we play with?
Well done, Zvukoznaika will be waiting for you to visit.
Summary of individual speech therapy sessions
on sound automation[l] in syllables, words, sentences.
"Cheerful Frog"
Target: automation of the sound [l] in syllables, words, sentences.
Tasks:
Automate the sound [l] in open syllables, at the beginning of a word, in sentences.
Develop articulatory and fine motor skills, speech breathing.
Strengthen the ability to use plural nouns and coordinate nouns with numerals.
Develop skills in forming nouns using diminutive suffixes.
Develop attention and self-control.
Equipment:
Computer presentation Microsoft Power Point, mirror, bell.
Progress of the lesson:
1. Organizational moment.
Listen carefully and guess the riddle:
Not a beast, not a bird,
Afraid of everything.
Catching flies -
And splash into the water! (Frog)
Today you will hear a story about a cheerful frog.
Once upon a time there lived a cheerful little frog. Every morning he did exercises.
2. Articulation gymnastics in front of a mirror.
“Smile” - “Tube”
"Spatula" - smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip, hold it while counting 1-5, 1-10.
"Punish the naughty tongue" - the position of the tongue is as in the “Scapula” exercise, - the tongue lies on the lower lip, slapping it with your lips and pronouncing “PYa-PYA-PYA-PYA”. The tongue should not tense at this time or “run away” into the mouth.
"Delicious jam" - open your mouth slightly, the tongue moves along the upper lip from bottom to top, but not from side to side (as if licking jam). The lower jaw should be motionless.
"Turkey" - open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip and say: bl-bl.
"Swing" - smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold it in this position for a count from 1 to 5, then lift your wide tongue behind your upper teeth and also hold it for a count from 1 to 5. Make sure that only the tongue works, and the lower jaw and lips remain motionless.
"Horse" - smile, show your teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking).
Suddenly a breeze blew. Smile, open your mouth slightly, bite the tip of your tongue with your front teeth and blow (check the presence and direction of the air stream with a cotton swab, make sure that the air does not come out in the middle, but from the corners of your mouth).
After charging, the frog jumped in the swamp from leaf to leaf and said: l-l-l.
The child clicks the mouse on the frog and says: l-l-l.
3. Sound characteristics[l] according to articulatory-acoustic characteristics.
To correctly pronounce the sound [l], what should your lips, teeth, and tongue do?
Lips in a slight smile.
Teeth are close together.
The tip of the tongue rests on the alveoli.
The middle part of the tongue rises.
The lateral edges are omitted.
The back of the tongue is raised.
The air stream passes along the sides of the tongue.
4. Sound automation[LH]in syllables, words.
The frog heard the ringing of bells. Click on the bell and say:
la la-li la-li-le
li le-le li-la-li
le lu-la le-le lu
lyo-lyo-lyo-lyo
lyu li-le ly-li-la
Slide 5. Game “Greedy”
The frog loves to name pictures. Click on the pictures and say: my watering can, my forest my summer, my lion, my tapes.
Slide 6. Game “One - Many”
The frog loves to play the game “One - Many”. Click on the slide and say: hatch - hatches, ruler - rulers, buttercup - buttercups, leaf - leaves.
Slide 7. Game “Say Kindly”
The little frog loves to call everything affectionately. Click on the pictures and say:
ice - ice
flax - lenok
linden - sticky
fox - little fox, fox
lemon - lemon
Slide 8. Game “Who’s missing?”
Help the frog name who is missing? Click on the pictures and say: no fox, no people, no Lida, no Lenya.
Slide 9. Game “Count”
one lemon, two lemons, three lemons, four lemons, five lemons.
Slide 10. Game “Count”
one swan, two swans, three swans, four swans, five swans.
5. Finger gymnastics "Frogs"
Two green frogs
They gallop towards the pond along the edge.
(Clench your hands into fists and place them on the table, fingers down. Straighten your fingers sharply - the hand seems to jump above the table, and place your palms on the table. Then sharply clench your fists and put them on the table again. Repeat several times).
6. Sound Automation[LH]in sentences.
Slide 11. Exercise “Finish the sentence”
Help the frog finish the sentences. Click on the pictures and repeat the sentences.
Mushrooms grow in....(forest).
A cunning red-haired... (fox) lives in the forest.
They put sour... (lemon) in tea.
In autumn, .... (leaves) fall from the trees.
The plane is controlled by... (pilot).
Slide 12. “Make a proposal”
Little Frog loves to make sentences based on pictures. Try it too. Click on the slide and make sentences based on the supporting pictures.
For example: Lena took the ribbon. In summer it rains. Swans are flying in the sky.
7. Summary.
Well done. You helped the frog wonderfully and did a good job.
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