Technological map of speech therapy classes. Technological map of an individual speech therapy lesson “Automation of sound Technological map of a speech therapist in kindergarten
Speech therapy teacher:
Date: 02/08/2017
Topic: Vowels A, O, U, Y, E.
Lesson type: reflection (generalization, consolidation)
Equipment:
Cards - gymnastics exercises, vowels A, O, U, E, S from the split alphabet, computer game "Piggy Banks" from the software and methodological complex "Logomer", album "I am learning to speak and read", Smileys
Goal: to consolidate the concept of the vowel sounds A, O, U, Y, E and the ability to isolate them in syllables and words.
Educational:
Strengthen both motor and auditory images of vowel sounds of the first row;
Develop sound analysis skills;
Corrective:
Continue to develop visual memory and attention;
Work on developing tic hearing;
Educational:
Form a responsible attitude towards completing tasks;
Develop the ability to listen carefully to instructions and follow them correctly;
Lesson stage | Teacher activities | Student activity | Formable ECUs |
|||
personal | regulatory | educational | communicative |
|||
1. Motivation for educational activities. Mood for class | Hello! We always speak beautifully, boldly and slowly! She stands like a ladder, begins the Alphabet. It’s like a Hoop, if I want it I’ll swing it on the road. Like a twig in any forest, you will see the letter... We learned from the owl that there are no words starting with the letter... E-hey-hey! – the screamer screams, his tongue sticking out of his mouth. What letters do you think we will talk about today? | Students tune in to the lesson, solve riddles and name the topic of the lesson. | Formation of motivation for learning and purposeful activities. | Development of the ability to accept goals and voluntarily engage in activities. | Isolating essential information from the text. | Development of the Skills of educational cooperation with the teacher. |
2. Articulation gymnastics. | Cards are offered with images of the names of articulatory gymnastics exercises. - "Dough" - “Squirrel and nuts” Needle" - "Hamster" - "Hippopotamus" - "Horse" - "Smile" | Students take turns taking cards, name them, show them, and perform the corresponding exercise together. | Parenting is goal-oriented. Practicing the accuracy of articulatory movements. | Develop the ability to correlate your actions with given patterns. | Ability to use signs and symbols. | Ability to listen to your interlocutor and follow instructions accurately. |
3. Updating knowledge, fixing difficulties in a trial learning activity. | Repetition. What is a letter? What is sound? Why are A, O, U, Y, E called vowels? What color are vowel letters? Working with cards of vowel letters (guessing the letter based on the teacher’s silent articulation). A plane is flying in the air! Now it flies quietly “U”, and now it flies loudly “U”! The girl cries softly “Oh”, and now loudly “Oh”! Work on the development of phonemic hearing. - “Catch the vowel sound.” Clap your hands when you hear the sound A (this happens with each sound). A-O-U-A-Y-E-A-U-Y-U-O - E Differentiation of sounds in syllables Working with the Logomer program. Game "Piggy Banks". Determining the place of sound in the word scheme. Place groceries in baskets. Look at the word patterns. page 35 “I am learning to speak and read” | Students update previously acquired knowledge about the concepts of “Sound and letter”, “Vowels”. Analyze the articulation of the sound and select the corresponding card with the letter and reproduce it. Listen carefully to the teacher and respond with a clap when they hear the given sound. Click on the sound coins, reproduce the syllable and put the coin in the piggy bank with the corresponding letter. They look at the picture, pronounce the names of the products, select a generalizing concept, determine the place of the sound “Y” in the word and arrange the products in accordance with the diagram of the word indicated on the baskets (the first is the given sound in the middle of the word, the second is at the end of the word). | Formation of a responsible attitude towards completing tasks. | Develop the ability to actively participate in activities, switch from one to another. | Develop the ability to work with information that is simple in content and structure. | Ability to ask for help and accept help. |
4. Primary consolidation in external speech. | Determine the names of the pictures, highlight the first sound and assemble the corresponding letter from them. | They independently examine, determine the first sound in a word, select pictures for a given sound and collect the corresponding letter. | Formation of independence in completing educational tasks. | Develop the ability to correlate your actions and their results with given patterns. | Develop the ability to observe and understand images. | Developing the ability to collaborate with the teacher and peers. |
5. Reflection of activity. Relieving emotional stress, analyzing students’ work in class. | What sounds and letters did we talk about today? Guys, which task did you find the most difficult and which was the easiest? What did you like about the lesson? Did you enjoy working out? | Self-analysis of work in the lesson. | Awareness of the need to study sounds. | Develop the ability to evaluate the results of your activities. | Developing the ability to make simple generalizations. | Developing the ability to express your thoughts. |
Lyudmila Abramova
Technological map of individual speech therapy classes “Automation of sound [Ш]”
Routing
individual speech therapy session
on the topic:
« Sound Automation"SH" in syllables, words, phrases, sentences, poems and proverbs.”
Prepared:
teacher- speech therapist
MKDOU "Kindergarten"
"Smile" Zhizdry
Abramova L.V.
Zhizdra - 2015
Technological map of individual speech therapy classes
teachers- speech therapist Abramova Lyudmila Valentinovna
Group (number,
speech therapy report) Group No. 2 ( "Gnomes")
Speech therapy report: ONR (level 3).
Subject Sound Automation classes"SH"
Type classes"New knowledge"
Used technologies 1. Technology based on an activity approach.
2. Health-saving technologies.
3. Information and communication technologies.
4. Technology gradual formation of mental actions.
Target lessons Automate sound"SH" in syllables, words, phrases, sentences, poems and proverbs.
Objectives Correctional and educational Corrective and developmental Corrective and educational
Strengthening the correct articulatory pattern during pronunciation sound [Ш];
Ability to pronounce clearly sound [Ш] in syllables, words, phrases, sentences, poems and pure sayings;
Development of phonemic perception and hearing;
Ability to compose sentences from words;
Ability to coordinate nouns with numerals;
Expansion and activation of vocabulary;
Improving the skills of analysis and synthesis of words.
Develop articulatory and fine motor skills;
Develop a sense of rhythm, auditory attention, memory, thinking;
Developing self-control skills;
Cultivating activity and attentiveness in class;
Nurturing the need for verbal communication;
Cultivating interest in classes;
Fostering a sense of pride in the beauty and sound of the native language.
Prerequisites for universal
educational activities Personal UUD: Regulatory UUD: Communication UUD: Educational UUD:
Form motivation for learning and purposeful cognitive activity;
Carry out cognitive and personal reflection.
Develop the ability to express your assumptions based on working with speech material;
Perform educational activities in a loud speech and mental form.
Develop the ability to listen and understand others;
Ability to work in pairs;
Negotiate and come to a common decision in joint activities, including in situations of conflict of interests.
Develop the ability to find and structure information;
Develop the ability to present information and extract it from diagrams;
Based on the analysis of objects, draw conclusions
generalize, classify according to characteristics;
Find answers to questions.
ICT tools,
hardware Hardware security: laptop.
Presentation " Sound Automation"SH".
Organizational structure speech therapy session
Stage Stage duration Methods
and methods of work Forms of organizing the activities of pupils Activities
teachers- speech therapist activities
pupil
Motivations - to create conditions for the pupil to develop an internal need for inclusion in the educational process;
Form attitudes towards a healthy lifestyle and implementation in real behavior.
2 minutes Showing a sample exercise, pictures-symbols Individual Picture display-symbol of articulation exercise with reciting a poem Performs articulatory gymnastics.
II. The stage of Knowledge Updating is to update the learned methods of action sufficient to build consolidation of knowledge and their generalization (reproduces and records the knowledge necessary to build new knowledge).
Stage duration Methods
teachers- speech therapist activities
pupil
2 min Practical: analytical-synthetic. Individual - Let's remember how the curtain rustles the wind: sh-sh-sh-sh.
Describe what your lips do? Teeth? Where is the tongue? What position is he in? Let's say this one exhalation sound. Let's check what kind of breeze is coming out?
Does air come out of your mouth freely? There is an obstacle to the air stream - this is the tongue. So this one sound, Which? (Consonant.) How do we pronounce it, angrily or affectionately? (Angrily.) Sound"SH"– hard consonant. Put your hand on the neck repeat: sh-sh-sh-sh. Is our throat trembling or is it sleeping? Right, sound"SH"- deaf.
Exercise "Knock like me".
Pronunciation syllables with sound"SH".
Characteristic sound"SH".
Sha - shu - shi, Ashka - ear - ishka, Shi - sha - shu, Ishka - ashka - ear, Shu - shi - sha, Ushka - ishka - ashka.
Discovery of new knowledge. - awareness of what exactly is the insufficiency of their knowledge, skills or abilities.
Fixing the place where the difficulty arose, the correlation of their actions at this place with the methods studied and determining what knowledge or skill they lack to solve the difficulty
Stage duration Methods
and methods of work Forms of organization of student activities Activities
teachers- speech therapist
Activity
pupil
5 min Practical:
analytical-synthetic Individual Automation of the sound [sh] in words.
So we came to our friends. And Masha and Mishka are cleaning up the house. Let us help them put things in the closets - one closet for Mishka, the other for Masha. Think about what things might be in Masha’s closet, and what things might be in Mishka’s?
Exercise “Connect the syllables into a word, find picture» .
The bear has several favorite objects, you can guess which ones if you connect the syllables correctly.
Shka-tul-ka.
Chocolate.
Po-va-resh-ka.
Coil.
In Masha's closet... (hat, fur coat, shawl).
In Mishka's closet... (stick, cannon, checkers).
Pronouncing words.
Application of new knowledge in practice.
Stage duration Methods
and methods of work Forms of organization of learning activities Activities
teachers- speech therapist activities
pupil
11 min Practical Individual Exercise“Split the word into parts by clapping your hands.”.
Now let’s clap our hands for each resulting word, dividing it into parts.
A game "Call me kindly" (PC).
Exercise "Count it".
Target: the ability to coordinate numerals with nouns.
Masha collected pine cones for Mishka. How many cones did Masha collect?
Masha has 6 cones. Listen and repeat.
Automation [w] in sentences.
Our friends have prepared another game for you. We need to come up with a proposal for each of the proposed schemes.
What is shown in the first diagram? (Bag, arrow, cherry)
What do you think is in the bag? Answer in a complete sentence.
Come up with proposals for the second and third schemes.
Sound Automation[w] in poems.
Let's tell a poem for Mishka. Listen and repeat me:
Hat and fur coat -
Here is our Mishutka.
Exercise “Match objects to signs”.
Affectionate, big, hot (Sun)
Small, spruce, brown (cone)
Green, transparent, quiet (frog)
Beautiful, white, swamp (water lily)
Exercise: “Remember and repeat the phrases after the announcer”. (Work with PC).
Divides the word into parts with claps.
Shka-tul-ka.
Chocolate.
Po-va-resh-ka.
Coil.
Bread - bread.
Hare - little bunny.
The sun is the sun.
A hut is a hut.
Rooster is a cockerel.
Starling - starling.
Nightingale - nightingale.
The cherry lies in a bag.
The kid plays with balls. Masha collects lilies of the valley.
Repetition of the poem.
Working with subject pictures.
Repetition of pure sayings.
Fizminutka - to form attitudes towards a healthy lifestyle and implementation in real behavior.
Stage duration Methods
and working methods
Forms of organizing student activities Activities
teachers- speech therapist
Activity
pupil
Showing a sample of an exercise performed by a child Group
Performs physical exercises together with a student Fizminutka " “Our Masha was cooking porridge” Our Masha was cooking porridge.
I cooked porridge, kids fed:
Gave this one
Gave this one
Gave this one
Gave this one
But she didn’t give it to this.
He played a lot of pranks.
He broke his plate.
Isorhythmics
Stage duration Methods
and methods of work Forms of organization of student activities Activities
teachers- speech therapist activities
pupil
4 min Practical: choosing the right wording, oral, grammatical
By level of independence: after explaining the task Individual
Reads a poem.
Performs actions based on what has been heard
Reflection
To form an adequate understanding of the reasons for the success/failure of educational activities;
Form adequate self-esteem based on criteria "good student".
Stage duration Methods
and methods of work Forms of organization of student activities Activities
teachers- speech therapist activities
pupil
3 min Practical, comparison. Individual Game"Labyrinth".
Run your finger along the path, saying clearly sound"Shhh" (Picture on PC) .
What are we today learned to pronounce the sound?
Is our the lesson has come to an end. And if you were interested, take it with you happy bear, well, if not, then sad.
Working with the track on a PC, answering the question, choosing Mishka.
Literature.
1. Andreeva G. N. Speech therapy classes on the development of coherent speech in primary schoolchildren. In 3 hours: a guide for speech therapist / edited by. R.I. Lalaeva. – M.: VLADOS, 2012.
2. Arushanova A. G. Speech and verbal communication of children. Formation of grammatical structure of speech 3-7 years. M.: Mozaika-Sintez, 2005.
3. Miklyaeva N.V., Miklyaeva Yu.V., Slobodnyak N.P. Correction and development classes in kindergarten. Methodological recommendations for specialists and educators of preschool educational institutions. M.: Sfera, 2008.
4. Levchuk E. A. Grammar in fairy tales and stories. St. Petersburg ,2003.
5. Mironova S.A. development of speech of preschoolers in speech therapy classes. ,M. ,2007.
Technological map of the lesson
Information about the speech therapist (full name, place of work, available category, requested category)___________________________________________
___________________________________________________________________________________________________________________________
Item: frontal speech therapy session Class 2 Program, manual:
Lesson topic: Differentiation J - E. Type of lesson: consolidation of the material covered
Equipment:
Characteristics of the learning capabilities and previous achievements of students in the class for which the lesson is designed: students speak
regulatory AUD: 1) determine the topic and purpose of educational activities with the help of a speech therapist and independently; 2) compare your actions with a standard (sample).
cognitive UUD:1) differentiate J - E in syllables and words; 2) master sound analysis and synthesis; 3) distinguish vowels from consonants and consonants by hardness and softness.
communicative UUD:1) they can express their thoughts orally only according to an algorithm; 2) defend your point of view only on the initiative of the speech therapist; 3) do not always know how to listen to the answers of others.
personal UUD: rejoice at your successes and the successes of your classmates; 2) respectful attitude towards each other during the lesson
Goal and objectives as planned learning outcomes, planned level of achievement:
Type of planned learning activities | Learning activities | Planned level of achievement of learning outcomes | |
Subject UUD (know, be able to) | Reinforce methods of differentiation between Y and E in words and phrases. Learn to apply acquired knowledge in practical activities. Match adjectives with nouns. units and plural | ||
Metasubject | Cognitive UUD | Be able to identify essential information from a source. | |
Regulatory UUD | Determine the topic and purpose of educational activities with the help of a speech therapist and independently. Plan your actions based on the algorithm. | ||
Communicative UUD | Be able to express your assumptions, justifying the answer. Carry out joint activities. | ||
Personal UUD | Conduct self-assessment based on the success of educational activities. |
Lesson stage, stage time | Stage tasks | Methods teaching techniques | Forms of educational interaction | Activities of a speech therapist | Student activities | Formed UUD and subject actions |
Motivational-target stage 5 min. | Psychological mood for the lesson, activation of attention. Ensure that existing knowledge is updated. Organize goal setting independently or with the help of a speech therapist. | Game moment Conversation | Frontal | 1. Offers learning to reproduce the rhythm. 2. Organizes student activities aimed at updating existing knowledge. | They clap the rhythm and write the number in their notebook. Identify the same sound in words. Determine the topic and purpose of the lesson. | Personal: Ability to have a positive attitude towards work. Cognitive: Communicative: Regulatory: Determine and understand the goals of educational activities. |
Indicative stage 5 minutes. | Organize an algorithmic statement on your own or with the help of a speech therapist? | Conversation | Individual. Frontal | Working with mirrors. | The articulation of sounds is compared and characteristics of the sounds are given. | Cognitive: Ability to identify common sounds in words Communicative: Express your thoughts |
Search and research stage 1-2 min. | Organize a search for a solution to the problem. (How will we differentiate?) | Conversation Technique of placing the back of your hand under the chin | Frontal Individual. | Invites students to identify ways to distinguish sounds. | They independently name ways to distinguish sounds. | Cognitive: The ability to name ways to distinguish sounds. Communicative: Express your guesses. |
Practical stage 20 minutes. | Ensure the application of knowledge in practice. | Exercise Demonstration. Game method. | Individual. Frontal Group | Offers a number of tasks to practice acquired knowledge. | Subject: Cognitive: Retrieve information. Find your way around your knowledge system. Gain new knowledge. Regulatory: Monitor the process and results of activities. Communicative: |
|
Reflective-evaluative stage 8-9 min. | Evaluate the results of their activities. They plan their actions to improve the result. Express opinions orally. | Individual | Dialogue between speech therapist and child, identifying difficulties that have arisen. Guided questions from a speech therapist, allowing the child to understand the next step to achieve results at a higher level. | Difficulty in further planning actions to improve the result. | Personal: Self-esteem ability. Communicative: The ability to adequately use verbal means to formulate one’s judgments. Listening skills. Regulatory: Plan further actions to improve the result. |
Technological map of speech therapy classes.
FULL NAME.
Gerzhina Tamara Ivanovna
speech therapist teacher
Group
(class, speech therapy
conclusion)
Lesson topic
Type of activity
Used
technologies
Purpose of the lesson
0 grade, subgroup lesson.
Speech therapy conclusion: FFNR.
Sound Zh. Letter Zh.
"Discovery of new knowledge"
1. Technology based on the activity approach.
2. Health-saving technologies.
3. Information and communication technologies
Technology of gradual formation of mental actions
Formation in preschoolers of the skills necessary for the correct pronunciation of the sound [zh]. Development
phonemic hearing.
Tasks
Educational
Correctively
developing
Educational
Health-saving
It is assumed that by
end of class
students will:
differentiate
concepts of “sound”, “letter”;
know articulatory
posture of sound [zh];
indicate in writing
sound being studied.
Promote development
skills:
correct
pronunciation of the sound /F/
And
correct
develop dialogical
speech through formation
answer
complete
proposal;
correct
develop
attention
phonemic
And
auditory
And
Create conditions
providing
positive interest in
topic being studied.
Contribute to the creation
conditions ensuring:
skills formation
self-control;
mastery of necessary
independent skills
educational activities.
Create settings for
healthy lifestyle and
implementation in real
Plan the volume of material with
taking into account
increased
child's fatigue:
maintain proper posture
child;
observe the security regime
vision;
promote
favorable
psychological climate;
alternate static and
dynamic tasks.
creation
visual
attention,
logical
perception;
correct speech
breath;
develop
attention and perception;
develop small and
articulatory
And
general motor skills;
develop
memory,
thinking;
And
correct
personal
develop
quality,
emotionally
volitional sphere (skill
self-control
perseverance);
express your thoughts
competently, accurately, clearly.
Regulatory UUD:
develop skills
express your opinion
assumption;
teach to accept and
save the learning task.
behavior.
Communicative UUD:
develop listening skills
and understand others;
learn to work in pairs.
Cognitive UUD:
develop the ability to find and
structure information;
develop skills
provide information and
extract it from diagrams, tables;
based on object analysis
draw conclusions
generalize, classify
according to signs.
Universal
learning activities
Personal UUD:
create motivation
to learning and
targeted
educational
activities.
create conditions for
education
positive interest
to the subject being studied.
ICT tools,
Hardware
Hardware: computer, liquid crystal panel.
Basic presentation “Articulation gymnastics. A set of exercises for pincers.”
Equipment
Individual mirrors, speech therapy spatulas, sound diagrams, graphic profile of the articulation of the sound F,
demonstration picture “Beetle”, handout pictures for the sound Zh, audio song “We are Beetles”, counting sticks
Organizational structure of speech therapy classes.
Stage
Duration
no stage
Methods
and working methods
Forms
organizations
activities
children
Activity
speech therapist teacher
Activity
children
Stage I
Motivations
II. Stage
Updates
knowledge
create conditions for the emergence of an internal need for inclusion in the educational process;
5 minutes
Frontal
Let's study and get healthy.
Sample Show
execution
exercises,
ICT
Execute
breathing exercises:
“Boat” “Let’s warm our palms.”
articulation gymnastics:
“Smile Tube”, “Mushroom”,
“Brushing teeth”, “Cup-saucer”
cake", "Delicious jam" "Sail"
update the learned methods of action sufficient to build new knowledge and generalize them (reproduce and
record the knowledge necessary for constructing new knowledge);
consolidate acquired knowledge about the articulation of sound [g].
Duration
Activity
Activity
Methods
no stage
and working methods
speech therapist teacher
children
Forms
organizations
activities
3 min
Practical
Frontal
children
1. Showing correct articulation of sound
[and]:
When pronouncing the sound [zh], lips lightly
elongated and rounded, the teeth are close together, but
do not touch, the distance between them
23 mm, tongue “cupped” up behind
upper teeth, near the alveoli, air
warm, stream directed in the middle
language, a voice sounds.
Accepted the correct position of the lips and
tongue and buzzed.
1. Articulate while looking at yourself
mirror, repeating after the speech therapist.
Then pronounce the sound [zh] for a long time.
III. Stage
Identification
places and
causes
difficulties
awareness of what exactly is the insufficiency of their knowledge, skills or abilities.
fixing the place where the difficulty arose, the correlation of one’s actions at this place with the methods studied and
determining what knowledge or skill they lack to solve the problem:
setting the sound [zh], developing the correct articulation of the sound, consolidating it in syllables and in isolation.
Duration
Activity
Methods
Forms
no stage
and working methods
5 minutes
Practical:
oral,
analytical
synthetic
organizations
activities
students
Frontal
speech therapist teacher
1. Game “Hello, little finger!”:
finger gymnastics (thumb
alternately touches the pad with
while pronouncing the rest of the syllables
according to the table of vowels:
BUZZZZZZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZHZH with You
2. – Let’s play little bugs.
Let's buzz, spreading our wings.
3. Work in pairs:
They turned to each other and said
sound [zh]. Pay attention to your
Activity
students
1. Do the exercise,
pronounce syllables.
2. Pronounce a long sound [zh],
spread their arms to the sides.
3. Pronounce the sound [zh], compare,
pay attention to mistakes.
articulation and articulation of the neighbor.
Compare.
4. The speech therapist points out mistakes and
shortcomings.
IV. Stage
Explanations
(mining)
new
knowledge)
UD goals and method of their implementation:
students in a communicative form formulate the specific goal of future educational actions that eliminate the cause
difficulties (what knowledge is needed and what needs to be learned);
propose and agree on the topic of the lesson, which the teacher can clarify,
determine the means for constructing knowledge (new knowledge) (using what? - studied concepts, algorithms, models, methods
records).
Duration
Activity
Activity
Methods
no stage
and working methods
speech therapist teacher
children
Forms
organizations
activities
children
Frontal
8 min
Clearly
demonstration
s: schemes,
tables.
Practical:
comparison
choice
correct
wording
filling
sound circuits.
Describe the sound [zh].
1. Let’s say it again and try
determine what sound this is?
2. Vowel or consonant?
3. Let’s pronounce the sound firmly.
What color square will we use?
sound Zh?
4. Can you pronounce it softly?
5. Is this sound voiced or unvoiced?
6. Why?
7. Let us remember the articulatory posture and
let's determine what exercises
Let's draw a diagram of the sound.
8. Let's get acquainted with the letter that
1. Children pronounce.
2. Consonant.
3. [f].
Blue.
4. No.
5. Voiced.
6. When articulating it we
We use our voice. Working
vocal cords.
7., Wide “tube” lips
Teeth “fence”
Tongue "cupped" (bent
up arrow).
represents this sound in writing. (Show,
demonstration picture “Letter Zh”.
Look carefully at the letter
Count how many elements a letter has
AND?
9. Laying out from counting sticks
letter J.
Now take the counting sticks and
Place the letter Z on the desks.
8. Writing a letter with your index finger
finger in the air.
9.Work with counting sticks
Activity
students
to form attitudes towards a healthy lifestyle and implementation in real behavior.
Duration
Activity
Methods
Forms
no stage
and working methods
speech therapist teacher
organizations
activities
and students
group
2 minutes
Sample Show
execution
exercises.
Performs physical exercises together with
logopaths
Purely speaking:
Can a hedgehog run?
Can the toad wait?
Can the beetle buzz, buzz?
Coordination of words with movements:
The hedgehog can run!
The toad can wait!
Maybe, maybe the beetle is buzzing!
learning a new way of acting;
perform standard tasks in a new way in the form of communicative interaction (frontally, in groups, in pairs)
actions;
speaking the execution out loud.
Development of phonemic hearing.
Duration
Activity
Methods
Forms
speech therapist teacher
Activity
students
ь stage
and working methods
3 min
Clearly
demo:
organizations
activities
students
Steam room
Determining the place of a sound in a word.
Arrange object pictures into
Work in pairs together
V. Stage
Fizminutka
VI. Stage
Fastenings,
spoken
in the outside
speeches
subject
Pictures.
3 (three) lines: w; f; g.
arrange the pictures according to
sign of the sound [zh] at the beginning of a word, in
middle, at the end.
create conditions in the classroom that ensure the development of self-control skills
promote the acquisition of necessary skills for independent learning activities
Duration
Activity
Methods
Forms
no stage
and working methods
speech therapist teacher
organizations
activities
students
Activity
students
7 minutes
Practical
written
individual
Work in a notebook.
I will name the words, and you write
the letter Zh in word schemes, defining
sound position (by ear)
Write the letter yourself.
to form an adequate understanding of the reasons for the success/failure of educational activities;
to form adequate self-esteem based on the criteria of a “good student.”
Duration
Activity
Methods
Forms
no stage
and working methods
speech therapist teacher
organizations
activities
students
Activity
students
VII. Stage
Self-employed
good job
VIII. Stage
Reflection
2 minutes
analytical
synthetic
Frontal
individual
Check your notes with mine on the board (
on the reverse side).
Give yourself a badge of honor.
Rate your entries with the following icons:
What position do the lips take when we pronounce the sound “L”?
3. Isolated sound pronunciation.
Show me how to pronounce this sound correctly.
Honk L-L-L for a long time
Say L,L,L abruptly.
Sound automation work
L: Let's go back to our winter fairy tale.
"The old elk calls the animals
Hey, over here! Hurry, hurry!
You forgot? After all, today
There will be a New Year's holiday!
L: In order for these inhabitants to find themselves in the clearing, you need to complete several tasks.
a) automation in syllables
L: For this animal to gallop, you need to repeat the syllables after me:
LA-LA-LA AL-AL-AL
LO-LO-LO OL-OL-OL
LU-LU-LU UL-UL-UL
LY-LY-LY YL-YL-YL
b) automation in words and sentences
Speech therapist demonstrates a weasel figurine
L: Do you know the name of this animal?
(A large image of a weasel appears on the screen)
Weasel- a small white predatory animal.
L: You need to place the weasel to the left of the tree. The child takes the figurine and comments on his actions - I PLACED THE WEASEL TO THE LEFT OF THE TREE.
L: In order for these forest inhabitants to appear in the clearing, you need to solve riddles:
"Who in the cold winter
Wanders angry, hungry...( wolf)».
L: Place the wolf in front of the Christmas tree. The child comments - I PUT THE WOLF IN FRONT OF THE TREE
L: What did the wolf come with?
D: Skiing
"Knocks all the time
Trees are hollowed out
But it doesn't hurt them
But it only heals... (woodpecker)».
L: How does a woodpecker heal trees?
L: Place the woodpecker under the tree. The child comments - I PLANTED A WOODPECKER UNDER A TREE.
L: And this forest dweller wants to play a finger game with you
c) Work on developing fine motor skills of the fingers
After gymnastics, the speech therapist demonstrates the figure capercaillie
L: Who is this? (if children find it difficult to answer, the speech therapist calls himself)
This is a capercaillie. Do you know why it is called that? ! Capercaillie - from the word “deaf.” They call him that because when he starts singing his song, he goes deaf and doesn’t hear any sounds. When it goes silent, it starts to hear again. Plant the wood grouse to the right of the tree.
R: I PLANTED THE CARCIECERY TO THE RIGHT OF THE TREE.
d) Work on the development of grapho-motor skills
L: And this little animal really wants you to draw its portrait.
(children are given envelopes containing tasks of varying difficulty.
1) for a child with mathematical preferences :
the outline of a squirrel made with a thin dotted line, which must be traced strictly along the line and connected by numbers (easy option)
draw the outline of a squirrel point by point, following the digital code (complicated version)
2) for a child with artistic abilities:
the contour of the squirrel, made with a thin dotted line, which must be traced strictly along the line (easy option);
outline of a squirrel made with a thin dotted line with missing elements (complex version)
L: Who did you get?
D: squirrel
e) Work on the development of the grammatical structure of speech.
L: Our squirrel is very capricious. She invites you to play with her and name all the inhabitants of the clearing as if there were many of them.
D: Moose - moose - a lot of moose
Caress - caresses - a lot of caresses
Woodpecker - woodpeckers - many woodpeckers
Wood grouse – wood grouse – many wood grouse
Wolf - wolves - many wolves
Squirrel - squirrels - a lot of squirrels.
L: Put the squirrel on a tree stump
R: I PUT A SQUIRREL ON A STUM
e) Work on developing the skill of sound analysis
Determine which scheme the name of each animal or bird fits into:
- The beginning of the word is weasel, elk
- The middle of the word is wolf, squirrel, capercaillie
- The end of the word is woodpecker
f) Practicing clear pronunciation of sound in pure tongues
L: Look, the name of the New Year’s tree also has the sound “L”. Let's tell something about her too. I offer these pure sayings:
Individual and choral speaking:
“LU-LU-LU - we are around the Christmas tree at the ball
LO-LO-LO - our Christmas tree is warm
LA-LA-LA - our Christmas tree is small
LY-LY-LY - we trampled the floors."
L: Now all that remains is to decorate the Christmas tree and the animals will have a fabulous holiday.
(New Year's melody is heard)
L: Let's say goodbye to our little animals and birds and wish them a Happy New Year.
