Outline outline of frontal speech therapist classes for schoolchildren. Summary of speech therapy classes in elementary school
Make children need to communicate with people. To cultivate the ability to listen and hear the teacher. To activate the active and passive vocabulary on the lexical topic: "Pets". Ability to recognize and name animals by pictures.
To form a holistic perception of objects (images of animals).
Development of speech breathing, general and fine motor skills... Development of visual, auditory attention. Development of thinking. Improving the grammatical structure of speech. The development of coherent speech. Tasks are realized through game situations.
The summary of the lesson on the topic "Differentiation T-D" is presented in the framework of the modern speech therapy classes... During the work, the elements are used project activities: ability to follow instructions, compare the result with what was required to be done; inclusion of individual tasks depending on the zone of proximal development of each child. Development will be useful teachers-speech therapistsworking at school.
Target audience: for speech therapist
The summary of the lesson on the topic "Letter to Santa Claus" is presented with elements of brain gymnastics. During the working hour, an atmosphere of interest and mystery is introduced. An acquaintance with the rules of writing a letter takes place, as well as attention is paid to the Ozhegov dictionary. Children are active partners of the teacher throughout the entire correction. This approach meets modern requirements.
Target audience: for speech therapist
The summary of the lesson on the topic "Differentiation of S-Sh sounds" is presented using the techniques of accompaniment by the methods of motor correction. Ensuring the interaction of the right and left hemispheres is the basis of intellectual development. In the lesson, children form the topic of the lesson, accept and save the educational problem, search for the necessary information. Form self-esteem based on successful performance.
Target audience: for speech therapist
Abstract individual lessons by differentiation sounds w-w... Designed for children of average school age... A colorful presentation helps keep your child interested and focused throughout the session. In the lesson, the child has the opportunity to independently complete tasks on the computer.
Target audience: for speech therapist
OUTLINE OF THE SUBGROUP LOGOPEDIC LESSON ON CORRECTION OF DISORDERS
Topic: differentiation of sounds [p] and [p '] in words.
Lexical topic: a journey to the city of professions.
Technologies: play (travel-lesson), information and communication.
Purpose: to develop the ability to distinguish between the sounds [p] and [p '] on the material of words.
Tasks:
Educational:
- train to distinguish between the sounds [p] and [p '] in words;
- to develop auditory attention, phonemic analysis, synthesis and representations;
- update and clarify the meaning of words on the lexical topic "Professions";
- develop the skill of word formation in a suffix way;
Correctional and developmental:
- develop logical thinking, communication skills and skills;
Educational:
- to educate curiosity, cognitive activity and interest in learning activities generally.
Target audience: for grade 4
Synopsis of an individual lesson on the automation of sound Ш in the middle of a word. Designed for children of senior preschool and primary school age. The desire to help and treat Stepshka with carrots keeps the child's interest and attention throughout the lesson. Special assignments for schoolchildren train reading and writing skills.
Target audience: for speech therapist
Summary of an individual lesson on differentiation sounds ssh in syllables. Designed for children of senior preschool and primary school age. A colorful presentation helps keep your child interested and focused throughout the session. In class, the child has the opportunity to independently complete tasks on the computer.
Explanatory note.
Methodical topic of the lesson: speech therapy games library.
The topic of the lesson, called for children: developing game contests, combined lexical topic "School".
Purpose of use gaming technologies : instilling interest in speech therapy classes at school.
The audience: 2-3 classes of a comprehensive school.
Place of occupation in correctional program: is held at the beginning of the school year as the first lesson or during extracurricular activities as an extracurricular activity.
Technologies used:
Health-saving.
Equipment: computer: screen, projector, signal cards, balls for class decoration, sweet prizes for all participants.
Anticipated correctional and developmental results:
development of phonemic hearing;
expansion of the active dictionary;
development of thinking, memory, attention;
development of learning motivation.
References.
Ozhegov's Explanatory Dictionary.
Marshak S.Ya. "That's how absent-minded"
Russian folk proverbs, sayings, riddles.
Puzzles and charades about school.
Trainers for the eyes.
Synopsis of the open lesson "Speech therapy game library" for students in grades 2-3
Course of the lesson:
1) Introduction.
Speech therapist: Hello, dear guys! Today we called our lesson a speech therapy game library. Throughout the lesson we will be accompanied by a cheerful, tireless, mischievous ... (a slide with the image of Dunno appears, the children call him) Dunno. He is very glad to meet us and wants us to say hello with both hands at once (children greet with their right hand with their friend's left hand, and with their left with their right hand; crosswise). Well done!
We all really love to play. So today we are waiting for a variety, exciting, interesting taskswhere everyone can express themselves. For each correct answer, you will be awarded a colored token, and at the end of the lesson we will determine our winner. So here we go!
2) Speech therapist:
One day the letters played
They stood out of order in the word,
But how can they find a place?
Words cannot be understood at all.
And the letters cry loudly, together:
Who will arrange us the way we need it?
(Words appear on the slide:
CENIO autumn)
LASHKO (school)
BYATARE (guys)
ZHBADRU (friendship)
GROW (joy)
Speech therapist: See, guys, what wonderful words we have. How important it is that each letter in a word stands in its place.
3) Speech therapist: Guys, we received an urgent letter. Who is its author? We will find out quickly if we guess the first letters of the names of the pictures. (The pictures appear on the slide one by one: Nose, raccoon, star, note, watermelon, yogurt, horse, stork). I think you guessed it. Of course it is…. (Dunno) That's right, this is our mischievous and inventor Dunno. What does he write? You can't understand anything! Again, Dunno confused everything:
What a day? I'm driving the second jokes! I would like to get to the tiger cubs as soon as possible, at school they have difficult answers!
Well done! You see, you need to use the words in the right meaning. Everything becomes clear at once.
4) Contest of riddles from Dunno:
There was a lesson, but he was silent-
Apparently he was waiting for a change.
The lesson just ended
Ranged loudly…. (call)
We will write the whole lesson,
It will be useful to us ...… (notebook)
He worked the whole lesson
It creaked from effort.
I lay down to rest on the board.
Well, of course it is .... (chalk)
All drawings will erase in a moment,
If it is used. (Elastic)
She lives in a textbook
He finds the pages he needs,
And he knows, apparently, in advance,
What topic are we going through. (Bookmark).
Speech therapist: Guys, on what topic did our Dunno riddles choose? (About school)
Dunno wants, like you, to study at school and become an exemplary student. True?
5) Physical minutes.
Speech therapist: Together with Dunno, our computer friend helps us today. And now he will help our eyes to rest. (slide with an eye trainer to the music)
6) Speech therapist: And in order to get you a boost of vivacity, Dunno and I have prepared funny poems for you. You must be very attentive and answer yes or no. Ready? (Yes!) (Pay attention)
Into rhyme give me an answer
The word "yes" or the word "no".
Only you take your time
Don't fall on the hook!
Does the school have a labor lesson? (Yes)
Is borsch a healthy food? (Yes)
After breakfast, lunch? (Yes)
Do the missiles have wheels? (No)
Do we go to the office with a smile to the dentist? (No)
Do we need light in the evening? (Yes)
Eat a gasoline bike? (No)
Are you always funny? (Yes!)
Speech therapist: And now it's time
Guess us, kids,
Puzzles, charades,
So that we are all happy! (Slide with puzzles about school)
Solving charades and puzzles is interesting game! They train on the mind, memory and attention! Now we will become two teams, and each team will receive their task. (Speech therapist makes 3 charades, rebus for each team)
You will find my first syllable then
When in the boiler
boiling water
TA is the second syllable,
But in general-
your school table (Desk)
The beginning is called a tree,
The end is my readers,
Here in the book there is a whole
And there are them in every line. (Letters)
The first preposition,
The second is a summer house,
And sometimes the whole
solved with difficulty. (A task)
With K I'm on the wall at school
Mountains, rivers are on me.
I won't hide from you -
I also stand at school. (Card-desk)
I cannot go into the branchy forest -
My horns are stuck in the branches
But trade me L for S -
And the leaves of the forest will all wither (Deer-autumn)
I am in the notebook
Oblique and straight.
And finally, sometimes
I will line you up. (Ruler)
8) Speech therapist. Our Dunno, seeing how great you have guessed all his riddles, coped with difficult puzzles and charades, wants to become just as smart and knowledgeable. Let's give him now useful tips... And, of course, Russian proverbs will help us.
Next game-competition for knowledge of Russian proverbs. Complete the proverb (slide with the beginning of proverbs about learning)
Learning is light and ignorance is darkness.
Learning is always useful.
What I have firmly learned is remembered for a long time.
Guess is good, but knowledge is better.
He who loves science knows no boredom.
Learn - sharpen the mind.
Speech therapist: School .. What role does it play in our life? (At school we learn to read and write, we acquire new knowledge). I think that proverbs about the role of knowledge in human life will be useful not only to Dunno, but also to you.
8) Summing up the results of the lesson.
Speech therapist: Today in class we talked a lot about school. Even Dunno wanted to come to us and study with us. The speech therapy game library made us think about a lot. Let's think about what important things were discussed today?
(All letters should be in their places in the word, they should not be confused; you need to use words in the desired valuethen everyone will understand you;
It takes a lot of work to become literate)
And now let's express our thoughts and feelings about the speech therapy game library (the speech therapy game library is ... Children come up with words that they would like to express their emotions from the lesson: interesting, cool, exciting, etc.)
Speech therapist: Who became the winner of our speech therapy game library today? (Tokens are counted and a medal is awarded to the winner)
Today there are many more winners, this is Dunno, who wanted to go to school, and all the guys who took an active part in our event. Well done! (Sweet prizes are given out)
Abstract lessons by speech therapy
Theme : Differentiation sounds [ from ], [ w ].
goal : teach to distinguish the sounds [s], [w] by ear.
Tasks:
Educational: to teach to distinguish sounds [s], [w] by ear in syllables, words, in a phrase, to read syllables with these sounds, to consolidate the correct articulatory structure of sounds [s] - [w].
Correctional : develop articulatory, fine and general motor skills, phonemic hearing, coherent speech, develop the skills of inflection and word formation.
Educational: foster a culture of behavior in class, respect for didactic material,foster interest in the lesson
Plan:
Introductory part
1. Org. moment (2-4 min)
Main part
1. Post a topic (2 min)
2. Comparison of the articulation of sounds (2 min)
3. Characteristics of sounds (2 min)
4. Playing with arrows (to develop phonemic hearing) (2 min)
5. Game "Change words" (inflection) (2 min)
6. Physical education (the exercise is aimed at developing general motor skills) (2 min)
7. Pronunciation of sounds [s], [w] in pure phrases (exercise for the development of coherent speech) (3 min)
8. Pronunciation of sounds [s], [w] in rhymed phrases. Word formation (3 min)
9. The game "Lay things out" (the exercise is aimed at developing coherent speech) (2 min)
10. Reading syllables (2 min)
11. Self-massage of hands and fingers (5 min)
Final part
Summing up (2 min)
The time limit for the lesson is 40 minutes.
Course of the lesson:
Introductory part
1. Org. moment .
Speech therapist: “Imagine the children that we are now in the forest. Show me how big the trees are. "
Children raise their hands.
Speech therapist: "a warm breeze blew shhh, leaves rustled."
Children move their fingers quickly, quickly.
Speech therapist: "I blew cold wind s-s-s, the pines swayed. "
Children sway and wave their hands.
Speech therapist: "The wind has quieted down - neither leaves nor branches move."
Children relax.
Speech therapist: "And now they sat down quietly."
The children sit down.
Main part
Articulation gymnastics:
Speech therapist: And now we will perform exercises for the lips and uvula (according to oral instructions and showing the speech therapist, children perform articulatory gymnastics "Smile tube", "Let's punish the naughty tongue", "Swing", "Brush our teeth", "Fungus", "Cup",
Breathing exercises -converter
1. Topic message :
Speech therapist: "How did the foliage rustle from the warm breeze?"
Children: "Sh-sh-sh".
Speech therapist: "How did the cold wind blow?"
Children: "S-s-s".
Speech therapist: "Today we will repeat the sounds [s], [w]."
2 ... Comparison of the articulation of sounds:
Speech therapist: “Let's remember how to pronounce the sound [s] correctly. You need to smile. Rest the wide tip of the tongue against lower teeth... Bring your hand to your mouth, a cold stream of air should come out. "
Children pronounce the sound [s].
Speech therapist: “Now let's say the sound [w], for this you need to open your mouth, round the lips and slightly stretch them forward, raise the wide tongue and make a" cup ", pronounce the sound [w]. Bring your hand to your mouth, a warm stream of air should come out. "
Children pronounce the sound [w]
3. Characteristics of sounds .
Speech therapist: "Let's remember the sound [with] what"?
Children: “-He is a consonant, because exhaled air in the mouth meets an obstruction; deaf, because the voice does not ring; can be as hard as a nut and soft as cotton wool "
Speech therapist: “Well done! And the sound [w] "?
Children: “He agrees, because exhaled air meets an obstruction in the mouth; deaf, because the voice does not ring; he is always hard as a nut. "
We draw a conclusion .
whatcommon in soundsssh ? They are consonant, deaf.
Than theydiffer?
When pronouncing a soundfrom lips smile, the tip of the tongue rests on the lower teeth; the air jet is cold. When pronouncing a soundw the lips are pushed forward with a tube, the tongue is raised to the palate with a cup; the exhaled stream of air is warm
4. Playing with arrows (the exercise is aimed at developing phonemic hearing).Schemes are inserted [S] - [W] -
Speech therapist: “Everyone has cards with arrows on their tables. Now we will play with the sounds [s], [w]. I will name the syllables first, and then the words, if you hear the sound [s] - pick up the card with the arrow that points down. If you hear the sound [w] - lift the card with the arrow that points up. " Syllables: sha, sa, mustache, shu, so, ash. Words: strength, bag, strength, nose, mouse, mustache, ears.
Children are doing the task.
5. Game "Change words" (inflection)
Speech therapist: “I will name the words. If you hear the sound [s] in a word, replace it with [w] and you get a new word. For example: mustache - ears. "
Children: "A day is a joke, a helmet is a porridge, a bowl is a bear, a rat is a roof, a cape is a mouse, a fable is a tower."
Speech therapist: "Well done."
6. Physical education (the exercise is aimed at developing general motor skills).
On the shelf of our funny toys
(standing, hands on the belt)
Funny hedgehogs and funny frogs.
(walking in place, jumping in place)
Funny bears, funny deer,
(walking sideways, showing deer antlers with our hands)
Funny walruses and funny seals.
(jumping to the sides).
7. Pronunciation of sounds [s], [w] in pure phrases (exercise for the development of coherent speech).
Speech therapist: “I wanted the sounds [s], [w] to laugh with us and they came up with pure talk-fables. With the words of an elephant, a fox and a shower:
lon-lon-lon, an elephant rides on a shovel.
Sa-sa-sa, a fox sits on the moon.
Ush-ush-ush, the elephant and the fox ate a shower. "
Children repeat phrases together with a speech therapist.
8. Pronunciation of sounds [s], [w] in rhymed phrases. Word formation.
Speech therapist: "Now a bird will fly to us, in the name of which there is the syllable" kush ". Who is it"?
Children: "Cuckoo".
A picture of a cuckoo is hung on the board.
Speech therapist: “The cuckoo told us that the sounds [s], [w] came to the Scarecrow, who lives in the Magic Land of OZ. He mixed up in words not only sounds, but also words. Let's go to him. Close your eyes".
The plane figure of the Scarecrow is exposed.
Speech therapist: “Now open your eyes. And here is the Scarecrow. Look how upset he is. Hear what he said:
"The cat catches the" bowl ", the mother washes the" mouse ".
“The firefighter wears a porridge, Sasha ate a helmet.
"The Bear is dancing in" Masha ", the candy is further" mask ".
For the Scarecrow to return the sounds [s], [w] and correct words into place, form for him kind words from the words that I will now name: affection ... (affectionate), glory ... (glorious), obedience ... (obedient), courage ... (bold). Hurrah! The scarecrow returned the "confused" sounds to their place and guessed the correct words.
Listen carefully to the phrases and correct mistakes:
The cat catches the "bowl", the mother washes the "mouse".
Children: "The cat catches the mouse, mom washes the bowl."
Speech therapist: "The firefighter wears a" porridge ", Sasha ate a" helmet ".
Children: "The fireman is wearing a helmet, Sasha was eating porridge."
Speech therapist: "The Bear is dancing in the" Masha ", the candy is further" mask ".
Children: "The Bear is dancing in the mask, the candy is on to Masha."
9. The game "Lay things out" (the exercise is aimed at developing coherent speech).
There are two pictures on the board: a wardrobe and a bag.
Speech therapist: “Take the pictures that are on your table. If the name of your picture contains the sound [s], you put this item in your bag, and if the sound [w] - in the closet. For example, I'll put the bear in the closet. "
Children are doing the task.
Speech therapist: "Let's thank the Scarecrow for interesting tasks!"
Children: "Thank you!"
10. Reading syllables.
Speech therapist: “We decided to make a trip with sounds [s], [w]. We will go with them. The sounds [s], [w] approached the Red Castle. What sounds live in it?
Children: "Vowels".
Speech therapist: "Let's make friends with sounds [s], [w] with vowels." Reading syllables according to the scheme: sa, so, su, ac, wasp, us, sha, sho, shu, ash, osh, ush.
11. Self-massage of hands and fingers.
Speech therapist: “Now let's take pencils in our hands. Place the pencil on your right hand and place your left on top. We roll the pencil to the left and to the right "(rubbing the palms of the palms with a hexagonal pencil with a gradual increase in efforts)
12. Work in a notebook and at the blackboard
The cards contain words with missing letters C and W:
"Table, hat, sock, mouse, grandfather, fur coat, fairy tale, forest, cabbage, frog."
Assignment: enter the missing letters and distribute in 2 columns.
At first, all the words are spoken with the children, they write letters at the blackboard in turn, distribute them in 2 columns, then they are performed in a notebook with support on the blackboard.
Final part
Summarizing:
Speech therapist: “What sounds did we talk about today? Characterize these sounds. "
Children's answers.
Goal:Development of a clear differentiation of sounds [ssh] in syllables and words.
Tasks:
- Correctional educational:to improve the technique of reading on the material of syllabic tables, to activate vocabulary on the topics: "Shop", "Vegetables and fruits", "Toys".
- 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 the development of the level of concentration and distribution of attention, auditory attention and memory, analytical thinking.
- Correctional and educational:to form the skills of cooperation, a positive attitude towards participation in the lesson, a responsible attitude to the performance of tasks.
Equipment:
- magnetic letters,
- syllables,
- mirrors,
- typesetting canvas,
- syllabic tables,
- stickers with images of vegetables and fruits,
- pictures of the counter,
- "Price tags"
- cards - "money" - syllabic schemes,
- toys,
- chips for performing sound analysis,
- stickers with the image of animals.
Organizing time.
Game "Let's get to know".
We stand in a circle, hold on with our little fingers. The first player calls his name, the second - the name of the previous one and his own, etc.
Development sound-letter analysis and synthesis.
If you complete the task correctly, you will find out where we will go with you today.
Now I will compliment you, praise you. Your task is to highlight the third sound of each word and designate it with the corresponding letter:
- per Mwonderful
- st Arational
- before Dadorable
- etc Adoubled
- ra Ztwisted
- etc ANDlying
- by Hkeen
Children lay out on the blackboard the word "SHOP" from the letters of the magnetic alphabet.
Syllabic analysis.
What will we take with us to the store?
You have cards under the countertops. What is it? (Syllables).
Why do you think these are syllables? (Each part has a vowel.)
Compose words from these syllables:
- a bag
- purse
(A wallet is a small pocket bag for money.)
Why do we need these items?
Today, for your correct answers, I will give you such "money". And why, you will find out a little later.
Characteristics of the sounds "s-sh". Articulatory gymnastics.
Highlight the first sound in the word "bag". Pronounce it. In what position of the lips ("smile"), teeth ("Fence"), tongue ("Brush our teeth"), air jet (cold narrow air jet along the "groove") (Sound C is a consonant, because there is an obstacle, deaf - vocal cords do not work, solid.)
Highlight the third sound in the word "wallet". Pronounce it. In what position of the lips ("Window"), teeth ("Brought together"), tongue ("cup"), air jet ( strong, warm, wide)... Characterize this sound. (Sound Ш - a consonant, because there is an obstacle, deaf - the vocal cords do not work, always solid.)
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"<Attachment 1 >.
Lesson topic message.
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 "ssh".
Development of phonemic hearing.
And for this we will work a little with the syllabic table.<Appendix 2 \u003e. I name a syllable, your task is to find this syllable in the table as soon as possible and put 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) <Appendix 3 \u003e. Which store did we come to?
The seller did not have time to put the products on the shelves<Appendix 4 \u003e. Can we help her?
- put the pear on the top shelf on the left;
- to the right of the pear - potatoes;
- under the potatoes - cabbage;
- put radishes on the second shelf on the right;
- over the radish - peach;
- between potatoes and peaches - a plum;
- under the pear - beets;
- to the left of the radish - 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 analogous thinking.
Look closely at the first shelf. What's superfluous? (Potato.)
Why? (This is a vegetable and everything else is fruit.)
Look at the second shelf. What's superfluous? (Parsley.)
Why? (In the word "parsley" the sound is "sh", and in all other words - "s").
For correct answers: cards - "money".
Differentiation of the letters "s-sh".
But in the store, each product is signed and the price is indicated on it. Let's and we will help the seller to sign the price tags<Appendix 5 \u003e. But something is wrong here, what exactly? (The letters "s" and "w" are missing).
Insert the missing letters "s" or "w" into the words.
Name the words in which you entered the letter "s", "sh".
You have completed the task. ( cards - "money")
Development of syllabic analysis.
We go to the next store. Which store are we in? (In a toy store).
You have money, but you can only buy the toy, the name of which corresponds to the scheme on your card - "money", i.e. the name of the toy should contain the same number of syllables as in the diagram. Please note that the diagram shows in which syllable the sound "s" or "sh" is. You must clearly pronounce the word by syllable and give the "money" to the seller.
Development of sound analysis.
Choose any toy you bought. Execute sound analysis this word.
Lesson summary.
What stores have we visited 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, intelligent, diligent. I was not mistaken! You are great!
Choose a sticker in the name of which has the sound "sh" in memory of today's lesson.
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