Lesson summary "differentiation between g and k in words." Individual lesson on differentiation of sounds, - Journey for cones Notes of speech therapy classes on differentiation of sounds
In classes outside the correctional group, children with speech disorders receive correctional assistance in portions, and not daily, like children in a speech therapy group.
The main forms of organizing work in this case are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and are designed for a 6 or 12 month training period.
At the same time, there are practically no programs, scripts and notes for this type of classes today.
In order to solve this problem, I developed this lesson.
This lesson is the final lesson on the topic “ Differentiation of sounds S-SH».
The sounds - S, Ш are placed at the beginning and in the middle of the correctional work of the speech therapist and, as a rule, their production does not cause great difficulties, as well as subsequent automation.
Differentiation of these sounds is quite difficult for children, but these sounds occur frequently in words.
If these sounds are delivered and introduced into speech, and differentiation is not sufficiently worked out, then the child’s speech “whistles” and “lisps.”
Failure to consolidate sounds in speech subsequently leads to problems in writing.
Therefore, it is the differentiation of sounds that should be given great importance.
This lesson summarizes a complex of correctional techniques, such as: articulation and finger gymnastics, differentiation of sounds in syllables, words, phrases, and text.
In my studies I pursued the following goals:
Development of the articulatory apparatus;
Without this, it is impossible for children to produce sounds and speak clearly. Moreover, today the muscles in children are poorly developed.
Development of phonemic hearing;
This is one of the most important moments of speech therapy work.
The ability to hear a sound and find its location in a word will help the child pronounce the sound correctly in each specific case.
Prevention of dyslexia and dysgraphia at school.
Development of fine motor skills of the hands;
It has long been known that the development of speech centers is closely related to the development of fine motor skills of the fingers.
Creating positive motivation for exercise;
As a rule, children with speech disorders have low motivation. If something in class is difficult, the child loses interest, yawns, and gets distracted. Therefore, the playful form of classes, the active use of demonstration material: plot pictures, and frequent changes in activities encourage the child to actively participate in the class and maintain his attention throughout the class.
The lesson is conducted with children selected according to the appropriate diagnoses and level of preparation for this type of lesson.
Summary of an individual lesson on differentiating sounds [С], [Ш]
"Journey for Cones"
Topic: Sounds of S-Sh.
Goal: Differentiation of sounds [S] - [W].
1. Educational:
- clarify the child’s understanding of the sounds [S], [SH].
2. Corrective and developmental:
Develop mobility of the articulatory apparatus;
- clarify the idea of the articulatory structure of the sounds [S], [Sh];
- develop phonemic hearing for the sounds [С], [Ш];
- develop speech breathing;
- development of fine motor skills of the hands;
- differentiation of sounds [С], [Ш] in syllables, words, sentences, text.
3. Educational:
- create positive motivation for classes;
- cultivate self-control over speech, the desire to practice.
Equipment:
- individual mirror;
- squares of blue, green and red;
- ball;
- plot pictures.
Progress of the lesson
1. Organizational moment
Guys, today we have an unusual activity. I invite you to visit your grandmother’s village and take a walk in the pine forest. Want to? Then close your eyes and imagine that we are now in the forest. Open your eyes. Show me how big the trees are there.
Children raise their hands.
A warm breeze blew: shhhh, the leaves rustled.
Children move their fingers very quickly.
A cold wind blew: ssss, the pine trees swayed.
Children sway and wave their arms.
The wind has died down - neither leaves nor branches move anymore.
Children relax.
The wind blew again.
The children tense again, sway and wave their arms, then relax again.
Well done, have a seat.
2. Report the topic of the lesson
Let's remember: how did the foliage rustle in the warm breeze? (Sh-sh-sh-sh) How did the cold wind blow? (S-s-s-s) Today we will repeat the sounds S, Sh.
The letters C and Ш are attached to the board. What are these letters called? What rule do we know? (We read and write letters, and we speak and hear sounds).
Let's remember the characteristics of sounds.
3. Comparison of sounds S, Ш according to articulatory and acoustic characteristics (similarities and differences)
4. Articulation and finger gymnastics
Look, guys, who came to us? (Pictures are attached to the board - a boy and a girl) That's right, these are our friends - Sasha and Masha. They will go with us to the village to visit their grandmother. Let's put a personal mirror in front of ourselves and do the exercises.
Articulation gymnastics.
Fat grandchildren came to visit (puff out our cheeks),
With them, they are thin - just skin and bones (we suck in our cheeks).
Grandparents smiled at everyone (lips in a wide smile, upper and lower teeth visible),
They reached out to kiss everyone (lips move forward).
In the morning we woke up with a smile on our lips (again a wide smile).
We brushed our upper teeth (wide tongue behind the upper teeth)
Right and left, inside and outside (corresponding movements with a wide tongue).
We are also friends with the lower teeth (repeating these movements with the tongue in the position behind the lower teeth).
We will compress our lips and rinse our mouths (alternately puffing out our cheeks - the lips do not allow air to pass through),
And we puff on the samovar as much as we can (simultaneously inflating both cheeks and then releasing air through the lips).
We’ll put the saucers down and they’ll put pancakes in for us (the wide tongue rests on the lower lip).
We blow on the pancake - not on the cheeks, not past (blow on a wide tongue).
We chew the pancake, wrap it up and bite it (chew the tongue spread out, then bite it, wrapping it behind the lower teeth),
Pancake with delicious raspberry jam (we lick the upper lip from front to back with a wide tongue).
We will put the cups so that they can pour tea (we bend the wide tongue upwards with a cup),
We blew on our nose - we cooled the tea (blow upward from the “cup”).
We drank tea - no one was offended (“the cup” moves back and forth).
The breakfast was delicious - we licked our lips (the tip of our tongue licks our lips in a circle).
Finger gymnastics.
Well done boys. Now you can go into the forest. But for a walk in the forest we need not only strong legs, but also arms.
Let's do hand exercises:
Clenching your fingers into fists;
- rotation of fists;
- arching of the hands;
- connection of fingers.
5. Differentiation of sounds [С], [Ш] in syllables.
Guys, let's remember how sounds are friends with each other? (The consonant is friends with the vowel.)
So sounds, if we are friends with them, will help us get through the bumps. (Children each stand at their place. The speech therapist throws the ball to the child and pronounces the syllables. The child repeats and throws the ball to the speech therapist.)
sa - sha sa - sa - sha
so - sha sa - sha - sha
su - shu sa - sha - sa
sy-shi sha - sha - sa
sha - sa sha - sa - sa
sho - so sha - sa - sha
shu - su
shi - si
6. Differentiation [С], [Ш] in words.
The children take their seats.
Speech therapist: “Oh! What happened here? Sasha and Masha came up with words for you with the sounds S and Sh, but when the wind blew, these sounds were lost. Let’s help Sasha and Masha return the sounds to their place” (if the children have difficulties, you can hand out pictures depicting these objects).
The child must name the word and determine the location of the sound in the word (at the beginning, in the middle, at the end).
Game "Guess the word"
Ishka. uba we. b
. ova. Oroka
. Kamya. anki
. harp apogi
Speech therapist: “Sasha has prepared a task for you (cards are distributed to the children). Divide these words into syllables and make a sound diagram.”
8. Differentiation of sounds [С], [Ш] in purely speaking.
Well done boys! You did an excellent job. And now, in order for us to come to the forest edge, we need to walk along the paths and repeat the correct sayings correctly. (Children get up, take turns catching the ball and repeating pure sayings).
Checkers on the table, cones on the pine tree.
Sashka knocked off the bumps with his hat.
Pasha went on foot -
He carried a bag of sand.
Our big fluffy cat is sitting on the window.
And your little funny cat leaves the window.
Keshka ate the pawn in a hurry.
The old women dried the dryers.
9. Differentiation of sounds [С], [Ш] in the text.
Speech therapist: “We walked along the paths and where did we come? And here’s where!” (A picture depicting a pine forest is attached to the board.) The children take turns repeating sentences with a speech therapist and memorizing the text. Then images are attached to the board: pine tree, pine cones, bag. Based on these pictures, children take turns retelling the text one sentence at a time.
Text:
Sasha and Masha went into the forest to get pine cones. Here is the edge of the forest. There is a tall pine tree at the edge. The pine tree has thick fluffy branches. High - large cones hang on the very top of the head. The cones fall down noisily. There are a lot of cones under the pine tree.
Sasha and Masha collect cones in a bag. They rush home with a bag of cones. From behind you can hear the sound of a pine forest.
Lesson summary
Speech therapist: “Well, guys, you and I were in the forest. Our lesson has come to an end. Let's remember: What sounds did we pronounce most often today?
Let’s clarify the articulation of sound: what were the sponges, teeth, tongue doing, what was the air stream like, was the neck singing or not?”
Assessment of speech activity
You worked great today and pronounced the sounds correctly. With you in the group you will take pine cones that we collected in the forest (the speech therapist gives the children pine cones for crafts).
Semenyuk Yulia Sergeevna,
teacher speech therapist
GOU TsRR No. 1688 Moscow
Tasks:
Correctional and educational: clarification and comparison of the articulation of sounds S-Sh; consolidate the ability to correctly pronounce them in speech, differentiate them in words, phrases, sentences; continue to teach how to correctly form relative adjectives, teach how to correctly compose complex sentences with the conjunction A.
Correctional and developmental: develop phonemic hearing, visual perception, fine motor skills, attention, memory.
Corrective education: fostering a caring and attentive attitude towards people, self-control.
Equipment: telegram, Su Jok rings, 2 dolls, sandbox, small toys (dog, bag, wheel, elephant, car, cat, ball, horse), outline images (dog, bag, wheel, elephant, car, cat, ball horse) , subject pictures (juice, soup, salad, cheesecake, pate, porridge, sausage, cheese, rice, marshmallow, pineapple, bacon, sprats, millet, chocolate, pear), ball.
Progress of the lesson
1. Organizational moment
Today I received a telegram from sisters Sonya and Shura, let's see what it says.
The girls invite us to their birthday.
Shall we go visit them?
2. Main part
· Breathing exercise"Breeze"
The road lies ahead of us through the forest. A warm wind blew in the forest, Sh-Sh-Sh-Sh. And we'll blow Sh-Sh-Sh-Sh. And now the cold breeze is blowing S-S-S-S. And we'll blow S-S-S-S.
What sound did we make when we sang the warm wind song?
What sound did they make when they sang the song of the cold wind?
What sounds do you think we will distinguish during the lesson?
Clarify the articulation of the S sound and the Sh sound. Show with your hand the position of the tongue for these sounds (S - “Pancake” palm, Sh - “Cup” palm)
· Finger gymnastics with Su Jok rings
We put the ring on our finger and pronounce the syllable with the sound S (SA), take it off - the syllable with the sound Ш (ША). Etc.
· Game "Gift Shop"
You can’t come to your birthday empty-handed; you need gifts. And now we will “buy” them.
From the sandbox, with our eyes closed, we take out toys, determine by touch what it is, call it a toy (dog, bag, wheel, elephant, car, cat, ball, horse).
After you have taken out all the toys, ask.
What toys do you think we will give to Sonya and which to Shura? Why?
Distribute the toys between the Sonya and Shura dolls.
· Drawing up proposals based on the model.
Example: I will give Sonya a dog, and Shura a car.
I will give Sonya a bag, and Shura a cat.
I will give Sonya a wheel, and Shura a ball.
I will give Sonya an elephant, and Shura a horse.
· Did. game "Products"
The sisters were preparing for our arrival and therefore went to the store for groceries. Look how much they bought (subject pictures: sausage, cheese, rice, pastille, pineapple, bacon, sprats, millet, chocolate, pear). What do you think Sonya bought and what did Shura buy?
(distribute the corresponding pictures between Sonya and Shura)
List everything that Shura bought, and now everything that Sonya bought.
· Did. Game "Cooks"
Sonya and Shura prepared treats, each with their own. Guess what Sonya cooked and what Shura (subject pictures: juice, soup, salad, cheesecake, pate, porridge).
(Sonya prepared juice, soup and salad. Shura prepared cheesecake, pate and porridge.)
· Did. game “Which one?” Which?"
It is played like a ball game.
The speech therapist throws the ball and says: “What kind of rice soup?”
The child catches the ball and answers: “Rice soup.” Etc.
(Pineapple juice, meat salad, sprat pate, millet porridge, cheesecake with chocolate)
· Game "4 extra"
There is always entertainment during the holidays, so the sisters have prepared a game for you, “4 extra.”
(remove extra card)
Sausage, rice, cheese, millet.
Chocolate, pear, rice, bacon.
Pastila, sprats, pineapple, cheese.
Soup, juice, porridge, salad.
3. Bottom line
It's time to say goodbye to Sonya and Shura. And what sounds helped us get to know these girls?
Summary of an individual lesson on differentiating sounds t-d for children of senior preschool age
Yaskova Maria Mikhailovna teacher-speech therapist MADOU No. 21 “Iskorka”, BerdskThis development is designed for children of senior preschool age and is intended for speech therapists, teachers of preschool educational institutions, and parents.
Target: Correction of sound pronunciation and differentiation of sounds, etc.
Tasks:
Reinforce the correct pronunciation of the sound [k] in isolation, in a syllable, in words, in sentences, learn to differentiate the sounds [t] and [d] in words.
Develop auditory and visual attention, phonemic perception, thinking and memory.
Generate interest in speech therapy classes.
Equipment: toy locomotive, dolls Danya and Tanya, object pictures (cat, kitten, dog, puppy, duck, duckling; locomotive, girl Tanya and boy Danya, Dunno), cards, audio recording with the sound of a passing locomotive.
Progress of the lesson:
I Organizational moment- Listen, what do you think is coming towards us?
- That's right - a steam locomotive.
Look at the stations there are animals, name them. Subject pictures are laid out (cat, kitten, dog, puppy, duck, duckling).
These animals are rushing to the guys, help them get into the carriages.
- Which animals would you put in one carriage, why?
- What sound do you hear in all the words?
- That's right, [k].
To pronounce this sound correctly, we will do articulatory gymnastics.
II Articulation gymnastics
Exercise "Smile-pipe"
.
- Smiled on a sunny day,
We played the pipe doo-doo.
Exercise "Brushing your teeth"
Exercise "Swing"
- After sitting on the swing
and flew up to the sky.
III Sound characteristics
- How does the sound sound? (k-k-k) tell me where the tongue is when you pronounce the sound [k]. What position are your lips in? Now pronounce the sounds [t] and [d], tell me how they sound.
IV Differentiation of sounds [t] and [d] in words.
- While we were doing gymnastics, the animals arrived. Let's meet their friends. Dolls appear (a boy - Danya and a girl - Tanya).
The boy's name is Danya, and the girl's name is Tanya (the pictures are laid out on the table).
- What is the first sound in the name of a boy and a girl? Cards with words are laid out on the table (tom, trill, wheelbarrow, ink, dot, dacha, house, dacha, drill, shower).
- Whose words do you think these are, give them to the guys. Explain your actions.
- Tanya and Danya love to play, let's play with them.
-If you like to play,
You need to quickly sit down and stand up.
Hands to the sides, raise
And rub your palms.
And then a little ears,
To make it better to listen.
V Differentiation of sounds in words that sound similar.
- The guys have a friend Dunno (a picture is posted).
He was given an assignment at school, but he got everything mixed up. Help Dunno understand the sentences. Listen to the sentences and pronounce them correctly.
- Fruits are floating along the river. Rafts are maturing on the branches.
- Draw water from the coil. Unwind the threads from the reel.
- I'm reading a fat house. The architect draws a volume.
VI Automation of sounds [k], [t] in different positions in words.
- Repeat the words after me.
zucchini lump Cossack cube heel tangle piece skate jamb doll
sleds tanks kids branches helmets masks mice caps front sights
gymnast guitar fleece spend give throw watch potatoes herring.
VII Summary of the lesson
- It’s time for Tanya and Dana to say goodbye to us. Did you like the games and tasks that we did together with the guys? What sounds did we encounter most often today?
1. Timofeeva Oksana Vasilievna
2. Teacher speech therapist
3. Municipal budgetary preschool educational institution "Kindergarten No. 195" of a compensatory type
Timofeeva Oksana Vasilievna
Teacher speech therapist
MBDOU "Kindergarten No. 195" of compensatory type
Topic: "Differentiation of sounds S-Sh"
Goal: Consolidation of pronunciation and differentiation of sounds “S-Sh”.
Tasks:
1. Reinforce the correct pronunciation of the sounds [s], [w] in syllables, words, phrases, and in phrasal speech;
2. Teach children to distinguish these sounds by ear and pronunciation;
3. Learn to listen carefully to an adult’s speech, recognize the correct and incorrect use of case endings of nouns;
5. Form phonemic hearing;
6. Develop speech breathing;
7. Continue to form the grammatical structure of speech.
Progress of the lesson.
Org moment.
Speech therapist:
- One, two, three, four, five - stand in a circle to play! A new day has come, let's greet it with a smile. I will smile at you, and you will smile at each other. We are calm and kind, we are friendly and generous.
- Take a deep breath through your nose and inhale kindness, beauty, health, and exhale through your mouth all the grievances, anger, grief(Lyrical music plays.)
(Children inhale and exhale three times)
Now, look who came to visit us? (two little bears)
Mishutki didn't get enough sleep. They need invigorating gymnastics. And gymnastics for your ears will help you become cheerful.
Come to me, my friend,
And quickly sit down in a circle.
Find your ears
And show me quickly.
I'll pull the ears forward and then back.
The children sit in a row like teddy bears.
Don't forget: everyone should have an ear massage.
Now let’s rub our cheeks together in a circle:
This is how we will develop the memory of forgetful little bears.
One, two, three - I'll say four, five and six and seven.
Don’t forget: everyone needs a cheek massage!
To make the mischievous bears think better, we will stroke their foreheads
Plush rogues.
One, two, three - I'll say four, five, and six, and seven.
Don’t forget: everyone should get this massage!
Our bears have rested and are sitting quietly in a row.
They know: the guys will benefit from a massage!
Articulation, differentiation of sounds [S-Sh] by articulatory and acoustic
signs.
I am Whistle, I love to whistle, but can you guys whistle? (show, explaining the articulation of sound)
I am Shumok, I like to hiss, and you will show me. How can you hiss? (show, explaining the articulation of sound)
Differentiation of isolated sounds in a game "Arrows".
Children are given cards with an arrow; for the sound [Ш] they show an arrow up, for the sound [С] - down.
The wind rustles in the leaves: sometimes it whistles, sometimes it rustles.
Rustling Shhh, whistling Sssss, rustling..., whistling… etc.
(arrow up, down)
Differentiation of sounds [С] and [Ш] in syllables d/i " Repeat after me"
sha – sa shu – su ash – yas osh – os sho – so shi – sy ush – us
sa - sha su - shu yash - ash shi - is so - sho sy - shi esh - EU
Didactic game “Say the word.”
Also, our Mishutkas are great jokers. Listen to what they came up with:
One evening the old ladies
We drank tea and gnawed...drying.
Cat on the pillow
He washes his ears with his paw.
The old lady goes to bed, groaning,
Puts it under your head...pillow.
The old lady baked donuts
And folded the donuts V...a bowl.
Physical exercise. Performing movements in accordance with the text.
Well done boys! Let's play with our little bears.
Sha - sha - sha - we walk slowly,
Sa-sa-sa-blue skies,
Shu - shu - shu - I’ll crumble crumbs for the birds,
Su - su - su - and I'll bring some water,
Shi - shi - shi - our children are good,
Sy - sy - sy - we need to hide our noses,
Oshki - oshki - oshki - clap our hands.
Differentiation of sounds in the game " Whistling - hissing tale."
Put bear hats on children. As the story progresses, children choose pictures with sounds [S-SH].
We lived, we lived, we lived,
Didn't know any worries... (dog, cat, mouse and pig)
They were bored with nothing to do.
That’s when I flew to them... (cuckoo and magpie)
I brought them an invitation
For a happy birthday(who?) (foxes, frogs)
How happy the girlfriends were!
They started trying on outfits...(hat, sundress, scarf, boots.)
Quickly in bright boxes
All the gifts were laid out. (ball, bag, samovar, fur coat)
Two girlfriends were in such a hurry,
What we decided to go…. (by scooter, by car)
The birthday girl met
And I treated my girlfriends... (cheese, salad, juice, sugar, pear, chocolate, porridge)
And then all the guests stood up,
They took the tools in their paws(violin, harmonica)
Songs and dances began here...
It's a pity, the end of the whole fairy tale has come.
Pronunciation of sounds [S-Sh] in phrasal speech (children take turns repeating after the speech therapist)
Let's show our guests how correctly we can repeat pure sayings.
The mice will wash the bowl for the bear.
The cat sleeps, but sees the mouse.
Among naughty girls and naughty girls,
Pranks cause big bumps.
Six little mice rustle in the reeds.
The cow Mashka eats porridge.
Fluffy cat dries in the sun
Fur on the back, tail and ears.
Sasha eats sushi, and Masha eats cheesecakes.
Sasha loves sushi, Sonyushka loves cheesecakes.
The old woman listened to the cuckoo crowing at the edge of the forest.
Sasha and Masha laughed merrily.
Six fluffy cats and a mouse were scared.
Repetition of proverbs and sayings. Explain their meaning, name words with the sound [S] and with the sound [SH].
You can't spoil porridge with oil. If you hurry, you will make people laugh.
What goes around comes around. Less words, more action.
Don't rush with your tongue, but hurry with your deeds.
Exercise “Correct fables.”
The cat is afraid of the mouse.
There were fresh boards lying on the street.
Lazy braids rested on them.
Misha and Masha were lying in a stroller.
They were, of course, twins.
Two little mice
They also go to kindergarten.
In our house there are little gray ones sitting on the window... (braids).
Who colored our album? Well, of course... (pencil).
Bottom line.
Literature.
E.G. Karelian “Speech therapy alphabet for talkers and literates” M. “Drofa” 2007)
Lebedeva I.L. Difficult sound, you are our friend! Sounds Ш, Ш, Ж. Ventana-Count,
2008.
galina cousin
Summary of the speech therapy lesson “Sound differentiation (S-SH)”
TARGET. Differentiation and strengthening correct pronunciation sounds(WITH, (W) in syllables, in words, in phrases.
TASKS:
Development of phonemic awareness;
Development of general and fine motor skills, speech breathing;
Activation of mental processes: perception, attention, memory, imagination, thinking;
Vocabulary enrichment;
Formation of the child’s self-control skills over his own speech;
Formation of phonemic analysis and synthesis skills.
Stimulating children to speak;
Cultivating a good attitude towards each other.
Equipment: toys (cat, dog, pictures with sounds(S-Sh, manuals for breathing exercises
Progress of the lesson.
1. Organizational moment.
Psycho-gymnastics.
Imagine, children, that we are now in the forest. Show me how big the trees are there.
(Children raise their hands).
A warm breeze blew: Sh-Sh-Sh, the leaves rustled.
(Children quickly and quickly bend and straighten their fingers)
A cold wind blew: S-S-S, the pine trees swayed
(Children sway and wave their arms.)
The wind has died down - neither leaves nor branches rustle anymore.
(Children relax)
The wind blew again.
(Children tense again, sway and wave their arms, then relax again)
2. Subject message classes.
How the foliage rustled warm breeze? (SH-SH-SH)
How did the cold wind blow? (S-S-S)
Today we will repeat sounds S-Sh. Guests came to us, guess Who:
“I won’t let a stranger into the house, I’m sad without the owner” (Dog)
“Shaggy, mustachioed, drinks milk, sings songs.” (Cat)
Is in these words sounds(WITH) And (W) and where are they located? (Children's answers)
The dog and cat want to play with you. Let's warm up.
3. Articulation gymnastics:
Playful - tongue,
Rotike lives in the house.
I opened the window with my tongue,
And it's warm outside.
Our tongue stretched out
He smiled at us widely,
And then I went for a walk,
Harness your horse.
Then I saw the painter.
It's time to paint the ceiling.
There's a can of paint next to it.
The fence needs to be updated.
We got tired and sat down,
Ride on the swing.
Turkeys walked by
They chattered and became boring.
A woodpecker was hammering a tree nearby.
He found bugs there.
Our tongue walked.
I learned a lot of new things.
He was a little tired.
He returned to his house.
4. Breathing exercises
Game “Warming your hands”: blow on your palms, changing the strength of your exhalation.
Game “Breathe through the nose”: alternately inhaling and exhaling air, first with the right and then with the left nostril.
5. Pronunciation S-SH sounds in syllables.
A game "Remember and Repeat"
SA-SA-SHA SO-SO-SHO ASHA - ASA-ASHA
SHI-SY-SHI SU-SHU-SU ASHI-ASY-ASY
ASH-ASH-AS US-USH-US ASH-AS-AS
6. Pronunciation sounds s-sh in words
A game "Vice versa"
SASHA-SHASHKA SHOCK-JUICE SHUT-COURT
YOUR JOKES - YOUR EARS-MUSTACHES
GO - AMBASSADOR CHIFON-SIPHON SCALE-ROCK
POOR-HELMET BEAR-BOWL FABLE-TOwer
A game “Let’s give pictures to a dog and a cat”
(Set of pictures with sounds(WITH) (W).)
7. Physical exercise "Cat"
“The window opened and a cat came out onto the ledge
The cat looked up, the cat looked down.
She turned to the left and followed the flies with her eyes.
She smiled, stretched and sat down on the ledge.”
8. Pronunciation sounds in pure tongues
Let's remember the fair saying about the cat.
“Our big fluffy cat is sitting on the window.
And your little funny cat left the window"
And today we will learn a new phrase
“We bought boots for the cat for the holiday,
They combed her mustache and sewed new pants.”
9. Word formation. Confusion rhymes.
The dog wanted to play a game with you - confusion, replacing "confused" sounds and the words are correct.
The cat catches "bowl", Firefighter wears "porridge",
Mom washes "mouse". Sasha was eating "helmet"
In full view of the children, Misha dances in "Mashka"
"Rat" painters are painting. They gave me candy "mask"
10 Pronunciation sounds from, sh in sentences.
Answer the questions. Determine availability and location sounds in words.
1. Who is driving the train? driver
2. What shines during the day? Sun
3. What is the name of the person who tends the flock? shepherdess
4. What is the body of a cat or dog covered with? wool
5. What other word can be used to describe small bagels? drying
6. The children listened to the story and laughed. What was the story? funny
7. What are the small spots on the face called? freckles
8. What is the name of the road along which cars travel? highway
11. Development of phonemic awareness.
A game "Catch sound»
I will name the words, and you clap your hands if the word contains sound(S, raise your hand if you hear sound(W).
Words are called: bear, mask, son, saber. car, boots, Misha, Masha, salt, sled, hat, fur coat, bus, table, checkers, cones
12 Summary classes
Guys, the cat and dog really liked the way you played with them, they will come to visit you again. What games did you like to play? (Children's answers)
Today you pronounced syllables and words, selected suitable words for poems, learned simple phrases, played different games.
Why did we do all this?
Children: "We learned to distinguish sounds S and Sh.»
Well done everyone, they tried very hard.
