Summary of a subgroup speech therapy lesson
For children of senior preschool age
Progress of the lesson:
1. Organizational moment.
- Hello guys! The one whom my voice calls will sit quietly on the chair! (The speech therapist calls the children one by one, the children sit on chairs.)
An image of two girls and a letter appears on the interactive board (slide 2).
— Zhanna and Shura received a letter from their friend Zvukovich (the speech therapist takes out an envelope). The sound guy writes that he has lost two sounds, and he asks the girls to find them for him. Let's help Zhukovich together with Zhanna and Shura? Then let's hit the road!
2. Introduction to the topic.
- First of all, we need to find out what sounds are lost? We learned that one of these sounds lives at the beginning of the name Zhanna. What sound is this? (Sound [F].) Indeed, this sound is one of Zhanna’s favorite sounds, so she decided that she would look for this particular sound.
— The second sound lives at the beginning of the name Shura. What sound is this? (Sound [Ш].) This sound is one of Shura’s favorite sounds, so she will look for it.
3. Articulation gymnastics. The following image appears on the interactive whiteboard.
— We went out into the yard together and there was a fence in front of us (exercise “Fence”). (Slide 3.)
In the yard behind the fence we saw a swing and decided to swing on it (exercise “Swing”). (Slide 4.)
Then we spun around on the carousel (we licked our lips in a circle). (Slide 5.)
We were tired and wanted to drink juice from a straw (exercise “Pipe”). (Slide 6.)
4. Characteristics of sounds.
— Zhanna and Shura decided to remember how these sounds were pronounced and began calling them. Shura called: “Sh-sh-sh.” Her lips were rounded in the shape of a window, her tongue rose upward in the shape of a cup. “I understand,” said Shura, “This is a hard consonant sound!” Zhanna also began to call her favorite sound: “Zh-zh-zh.” Her lips also became rounded, and her tongue became like a cup. “And I understood!” - Zhanna exclaimed, - “My sound is also consonant, and also hard!”
“Oh, but these sounds are so similar! How can we tell them apart? - said Shura.
- Guys, let's tell the girls how to distinguish these sounds. Let's pronounce the sound [Ш] and place our palm on our throat. Does our throat tremble when we pronounce [Ш]? Is the sound [Ш] voiced or unvoiced? (The neck does not tremble, the sound [Ш] is dull.) Let's say the sound [Zh] together and put our palm on the throat. Does our throat tremble when we pronounce [F]? Is the sound [F] voiced or unvoiced? (The neck trembles, the sound [F] is ringing.)
- Right! Now Zhanna and Shura know that the sound [Zh] is voiced, and the sound [Ш] is unvoiced.
5. Didactic game “Confusion”. On their trip, Zhanna and Shura took objects with their favorite sounds, but these objects got mixed up in their backpack. Let's help them figure it out. Presentation on differentiation (slides 7-13).
6. Didactic game “Which one?” Which? Which?" Let's come up with phrases with these words, but the word we come up with should also contain the sounds [Ш] or [Х], for example: yellow pear (slide 14 from the presentation).
7. Exercise to develop fine motor skills.
— Shura told me this warm-up exercise, an interesting one about her balloon. Repeat after me.
Balloon.
Hot air balloon, hot air balloon. Flexion-extension of the hands
Naughty, naughty. "Rings"
He ran away with the wind. "Lock"
And where to? Didn't say. 3 claps, hands behind your back.
(F. Bobylev.)
8. Practicing clear pronunciation of sounds and developing intonation expressiveness of speech. (Slide 15.)
— There is a bright summer sun outside, which accompanies us on our journey.
Listen to the poem:
The sun extended its yellow palms,
The sun ran into the field along the path.
- Listen, what sounds are highlighted in the voice? Name them.
- Pay attention to how the sounds [SH] [ZH] are pronounced correctly.
- Pronounce these sounds clearly articulated (one at a time, two at a time, together).
- In which words did you hear the sound [Ш] [Ф].
- So we found the lost sounds [SH] [F].
- Say the rhyme, clapping the rhythm;
- fun and loud, quiet and sad;
- emphasizing the word sunshine;
- with a questioning intonation, posing a question from the word yellow.
(Lopatina L.V., Pozdnyakova L.A. Speech therapy work on the development of intonation expressiveness of speech of preschool children: Textbook.)
8. Summary of the lesson.
Our adventures have come to an end. We found sounds that were missing from Zvukovich! Zvukovichok sincerely thanks his friends, and Zhanna and Shura thank you guys from the bottom of their hearts, because you helped them a lot, they couldn’t have done it without you!
A presentation is attached to the work .
Differentiation of sounds Zh-Sh for preschoolers. Speech material
Differentiation of sounds SH-Zh in preschool children.
Goal: differentiation of the sounds SH-Zh. Objectives: 1. To develop in preschoolers correct sound pronunciation, the ability to differentiate the sounds SH-Zh in their speech, and to use them correctly. 2. Using a didactic game, diversify the work on consolidating correct sound pronunciation and interest children. Description: It is known that didactic games are an effective means of speech therapy work with children.
Dear colleagues, this time I offer you games from my collection to differentiate the sounds SH-Zh. These games contribute to the formation of correct sound pronunciation in a child’s speech, develop memory, attention, thinking, fine and gross motor skills. These games can be conducted by both a speech therapist and a teacher. This work will be useful to speech therapists, speech therapists, educators, and parents. Content
Finger game “Ring Fingers” Come on, fingers,
in the rhythm of each line we clench our fingers into a fist.
Lined up!
We will bend our fingers into rings, in the rhythm of each word we make rings when the thumbs touch the index, middle, ring and little fingers of both hands.
Our fingers will help.
In the rhythm of each line, we clench our fingers into a fist.
Name words and syllables!
In the rhythm of each word, we make rings when the thumbs touch the index, middle, ring and little fingers of both hands.
SHA-ZHA-SHA
In the rhythm of each line, we connect the thumb into a ring with the index, middle, and ring fingers of the right hand.
BALL-TOAD-AND NOODLES,
Do the same with the fingers of the left hand.
Zha-SHI-ZHA,
In the rhythm of each line, we connect the thumb into a ring with the index, middle, and ring fingers of the right hand.
HEAT-MACHINE-AND BETWEEN,
We do the same with the fingers of the left hand.
SHI-ZHI-SHI,
In the rhythm of each line, we connect the thumb into a ring with the index, middle, and ring fingers of the right hand.
EARS-SKIS-KIDS,
Do the same with the fingers of the left hand.
SHI-ZHI-SHI,
In the rhythm of each line, we connect the thumb into a ring with the index, middle, and ring fingers of the right hand.
KNIFE-TIRES-FLOORS.
We do the same with the fingers of the left hand.
“Guess”
The adult asks the child to guess what sound is heard in the word - Ж or Ш. Having heard the word, the child must show the corresponding letter - Ж or Ш. If the child does not yet know the letters, then they can be replaced with pictures of Snakes (Ш) and Beetle (F).
Listen carefully and guess!
Select the right sounds! - animal, school, ice cream, car, ball, toad, came running, skis, seamstress, grandmother, found, yellow, put, lay, Shura, crane, mouse, fat. “Complete the word in the sentence” It is necessary to add the syllable SHI or ZHI at the end of the sentence.
Little ones go to kindergarten... (SHI).
Mom has sharp but... (ZHI). There are f... (ZHI) running around in the forest. From the rain on the roads lu... (ZHI). The hare has long ears... (SHI). We live in the basement... (SHI). In winter we take sleds and skis... (ZHI). The towers have beautiful roofs... (SHI). It is necessary to add the syllable SHU or ZHU at the end of the sentence.
I quickly want... (ZHU).
I'm in a tree... (ZHU). I am that light... (SHU). I found leaves in the garden... (ZHU). I wrote a letter... (SHU). I saw a bird in a tree... (ZHU). In the morning, brother, I will... (ZHU). I wave my hand to my mother... (SHU). “Guess the riddles” Clubfoot is looking for pine cones in the forest.... (bear)
He sits on a tree, “Zhu-zhu-zhu” always repeats.....
(beetle)
He is afraid of the cat, The little gray animal is rushing into the hole.
Were you able to guess it? (mouse)
A thorny ball is running, It looks like a Christmas tree with its thorns.
Well, of course, this is ... (hedgehog)
Tail with patterns, Legs with spurs, Beard and comb.
Who is this? (cockerel)
Long legs, long neck, We haven’t seen a longer animal, It walks with its head held high, Spotted with a long neck….
(giraffe)
A little animal with a round belly lives in a swamp.
The little animal will eat both a mosquito and a fly..... (frog, toad)
Finger game “Natasha’s Birthday” Zhenya, Zhanna, Masha, Dasha -
Bend the fingers on one hand.
Everyone congratulated Natasha.
My wife’s gift is a huge book. We bend the fingers on the other hand when naming gifts.
Zhannine's gift is a funny monkey, Machine's gift is a big bear cub, Dasha's gift is a ginger kitten.
How happy our Natasha is with the gifts from Zhenya, Zhanna, Masha and Dasha! Finger game “Mushrooms” Misha walked, walked, walked, the index and middle fingers “walked” along the table.
Misha found a mushroom.
We imitate a mushroom - place a fist on the edge and cover it with the half-bent palm of the other hand.
Misha put a porcini mushroom on a thick stem into a basket.
We depict a basket with half-bent fingers;
imitate how to put a mushroom in a basket. Misha walked, walked, walked,
his index and middle fingers “walked” along the table.
I found the mushroom again.
We imitate a mushroom - place a fist on the edge and cover it with the half-bent palm of the other hand.
Red hat with white polka dots,
Making a gloomy face.
Misha will crush this mushroom with his foot.
He imitates how he will “crush” - we press with our index finger on the table.
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