Synopsis of GCD on the differentiation of sounds - in the senior group. Abstract of the lesson on the topic "Differentiation of sounds S-Sh"; for children of senior preschool age The game "Smart Boards"
Theme. Sh-S sounds.
The goal is to differentiate the sounds sh-s.
1. To consolidate the skill of differentiating whistling and hissing sounds according to articulatory features, in syllables, words, picture names, in a phrase;
2. Correct and develop auditory attention when performing exercises for the differentiation of sounds, an exercise for the transformation of syllables, develop phonemic perception by differentiating isolated sounds, in syllables, words; work on correcting memorization, saving and playback when selecting pictures for a specific sound; fine motor skills hands when performing finger gymnastics exercises; the skill of a coherent oral statement to work on the retelling of a chain text; develop a semantic guess with the help of the game "Confusion".
3. to cultivate the desire to bring the work begun to the end, goodwill, the ability to listen to the interlocutor.
Equipment. Individual handout.
1. Organizational moment.
Today we are going on a little trip. The map will not only show the way, but also help not to confuse or forget anything. Look, everything is drawn on the map here. Here is the house where the mouse and the elephant live. They will travel with us. Let's hit the road!
What do you see at the very beginning? (snowflake and snake)
2. Repetition.
Clarification of the articulation of sounds С and Ш.
Let's show the mouse and the elephant how the cold breeze blows and how the snake hisses.
Exercise "Cold breeze".
Exercise "Snake hisses."
Characterization of sounds by articulatory features.
Let's remember how we pronounce these sounds correctly. What do our lips, teeth, tongue do when we pronounce the sound [w], [s]?
For sound Sh
Lips are rounded.
The teeth are close, visible.
The wide tip of the tongue is raised to the tubercles.
The air stream is warm.
For sound C
Lips in a smile.
Teeth - close, visible.
The tip of the tongue is wide, behind the lower teeth.
The air stream is cold.
3. Reporting the topic of the lesson.
Traveling around the map, we will learn to distinguish between the sounds C and Sh. And the mouse and the elephant will help us.
The development of phonemic perception. The game "Attentive ears".
Now you will listen carefully. If you hear the sound [w], raise the snake, if the sound [s] - a snowflake: sh, p, s, t, a, r, sh, l, ko, sha, ma, so, you, ash, uk, as, hat, ice rink, bananas, car, boots, wagon, mustache, lesson, forest, boat, kid.
4. Consolidation of new material.
Differentiation of sounds in syllables. "Say the opposite."
SA - SHA AS - ASh
SO - SHO OS - OSH
SU - SHU US - USH
SY - SHY ES - ESH
Finger gymnastics.
LITTLE MOUSE
Little mouse
He runs around the city, We run the fingers of both hands on the table or knees.
He looks at everyone through the windows, Folding his fingers in a round window, we look into it.
And threatens with a finger: We threaten with a finger
“And who didn’t lie down in the crib? Hands are pressed with palms to each other.
They lie on the back of one of the hands on the table (knees).
Who doesn't want to sleep? We turn our hands over to the other side.
So naughty
I will tickle! "We tickle with our fingers one or the other palm.
Differentiation of sounds in words.
What does the map tell us? There is a path ahead, in order to walk along it, you need to help the elephant choose pictures that have the sound [s] in their names, and the mouse - pictures that sound [sh] in the names. The mouse will collect his pictures in a bag, and the elephant - in a bag.
Cherry, rooster, pear, socks, lily of the valley, fly, currant, apple, cabbage, sledge, reed, doll, bus, snail, hat.
What did the mouse put in the bag? (The mouse collected a cherry, a pear, a lily of the valley, a reed, a hat).
What did the elephant find? (Elephant found socks, currants, cabbage, sled, bus).
Remember these pictures.
Compilation and retelling of the story "Birthday of the mouse."
We walked along the path and found an envelope. Let's see what's in it. Here is a picture. Yes, this is a twisted story. Help me break it down!
Mouse Birthday.
The mouse invited to the birthday ... (elephant).
The elephant gave her ... (daisies).
Daisies liked ... (mouse).
The mouse treated the elephant ... (pineapple).
Listen to our story.
Now you try to tell me.
But how to return home? The map will help us. Here is the familiar path. Remember the pictures that the mouse and the elephant collected, and go back along the path.
The child remembers the pictures.
And we will return home by a short way.
"Confusion". Here is the house of the mouse and the elephant. The animals entered the house and began to compose poems and mixed everything up.
Help them, correct their mistakes:
The cat catches the "bowl"
Mom washes the mouse.
In front of the kids
The "Rat" is being painted by painters.
The fireman wears a "porridge",
Sasha ate a "helmet".
Misha is dancing in Masha,
The porridge was given to the "mask".
5. Summary of the lesson.
Well done! With this our journey came to an end.
What sounds have we learned to distinguish?
What did you like about the lesson?
Synopsis of GCD in senior group
Topic: "Differentiation of sounds (s) - (sh)"
Prepared by: teacher Samuseva N.N.
MBDOU Kindergarten No. 27 "Mickey Mouse"
Age Group: Senior (5-6 years old)
Form of organization: subgroup
Equipment: a laptop, a presentation, individual mirrors, a soft toy cat Snowflake, sound patterns (s), (sh), subject pictures with sounds (s) and (sh), a ball, Pictures: bag, mouse, accordion, cherries, chamomile, pencil, bump, reed, sundress, cheese, scoop, boots, bowl, snowman, helmet, pineapple.
Vocabulary work: activate and enrich vocabulary
Preliminary work: reading a hissing fairy tale, memorizing a tongue-twister,
Individual work:
Topic: "Differentiation (s) - (sh)"
Purpose: to differentiate sounds (s), (sh) in syllables, words.
Correctional and educational: to consolidate the skill of distinguishing sounds (s) and (sh) in syllables, words,
Correction-developing: to develop phonemic hearing, phonemic perception.
Correctional and educational: cultivate self-control over speech, perseverance.
Organizing time
Hello guys! A new day has come, let's meet it with a smile. I smile at you and you smile back at me. Take a deep breath through your nose and inhale goodness and health into yourself, and exhale all resentment and grief through your mouth.
Q: A cat came to visit us today. What her name is, I won't tell you. Guess the riddle and find out what the cat's name is.
Came to visit
Crystal star.
Sat on the palm -
Melted from the heat. (Snowflake)
Main part
1. Articulation gymnastics
Guys, today we will learn to distinguish between sounds (s) and (sh).Snowflake cat wants to learn how to pronounce her favorites correctlysounds. Let us help her with this. And for starters, together with the cat Snezhinka, we will perform articulation gymnastics in order for us to beautifully, clearly pronounce sounds, words. Exercises: “Slide”, “The breeze blows from the hill”, “Cup”, “We blow from the cup”.
"Gorka" ("bridge")
Smile, open your mouth, put the tip of your tongue behind your lower teeth, set a wide tongue with a “slide”. Hold in this position by counting from 1 to 5-10.
"The wind is blowing from the hill"
Smile, open your mouth. Set the tongue to a "slide", and then calmly and smoothly blow in the middle of the tongue. The air must be cold.
"Cup"
Smile, open your mouth and set your tongue at the top in the shape of a cup.
"Focus" ("We blow from a cup")
Smile, open your mouth, put the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and there is a small groove in the middle. Then gently blow up on the nose.
Q: Take the mirrors and say these sounds (s) and (sh)
2. Characterization and comparison of articulatory profiles of sounds (s) and (sh).
Q: Guys, let's remember how we pronounce the sounds (s) and (sh)
R: When we pronounce the sound Ш - we round the lips, the teeth are distant, the tongue is raised up with a “cup”, the voice does not work, a warm air stream passes through the middle of the tongue, the sound is consonant and hard;
R: When we pronounce the sound (s) - the lips are in a smile, the teeth are close together, the tongue is behind the lower teeth, the voice does not work, a cold air stream passes through the groove of the tongue, the sound is consonant and hard.
Q: How do these sounds differ from each other?
Conclusion of children: Sounds differ in the position of the lips and tongue.
3. Isolation and distinction of sounds [s] - [w] in syllables:
Q: I name syllables, and you use the diagram to show: sound [s] - ↓, sound [w] -
sha, then, so, su, shi, ash, ok, is, osh, shi, os, sa.
And now two syllables at the same time:
sa - sha sho - so shu - si
su - shi shu - su as - ish
2. Repeat chains of syllables in the same sequence:
sa - sha - so sy - shi - se
so - sho - so sy - shi - sy
so - sho - su su - shi - so
asa - asa - asha asu - ashu - asu
osho - osho - osho wasp - wasp - oshi
usa - usa - usa usa - usa - usa
sshu - sshu - sshi ashi - ashi - aces
4. Finger gymnastics
Glasha cooked porridge, (cook porridge)
I fed Sasha porridge, (we bend our fingers at the same time on two
I fed Pasha, Dasha, hands)
Misha, Masha and Natasha.
I put porridge in bowls (we fold our palms for a cat)
For dogs and cats.
She put the porridge in a bowl, (squeeze the fist, stick out the little finger,
For mice to eat porridge. move it up and down)
5. Work on tongue twisters (normal pace, slow, fast).
pine cones,
Checkers on the table.
Our gray cat was sitting on the roof
And your gray cat was sitting higher.
Q: Name the words that have the sound (s).
Q: Name the words that have the sound (sh).
6.Didactic game"4 extra"
Q: Guys, look the cat Snowflake doesn't know how to do the exercise "4 extra". Can we help her?
D: Dog, cat, pig, sable. Can you name them in one word?
D: No. There is an extra sable here, because this is a wild animal, and the rest are domestic. Etc.
Hat, mouse, fur coat, socks.
Boots, bus, scooter, car.
Wardrobe, wall, glass, sofa.
Dog, cat, pig, sable.
7. Didactic game "Say the opposite".
Q: I will throw a ball to each of you and say words with sound (s) while you throw me the ball back and name words sound (sh).
Helmet - porridge
Bear bowl
Day-jokes
Spores - spurs
Saika - gang
Force-awl
roof rat
8. Didactic game "Fishing".
Q: Snowflake the cat also loves to go to the river to fish. Let's go fishing with her. But our fish are not simple, but with pictures.
Children use fishing rods to “catch fish” and name the picture that depicted on it.
Girls are fish with sound (s), and boys are with sound (sh)
Sh - a bag, a mouse, an accordion, cherries, a camomile, a pencil, a cone, a reed.
C - sundress, cheese, scoop, boots, bowl, snowman, helmet, pineapple.
B: Well done, you did a great job.
Final part
- What have you learned today?
– Did you like to play with the cat Snowflake?
- What do you remember the most?
- You answered well, played, Snezhinka also liked you very much. She learned a lot about the sounds S, Sh.
Sounds Sh and S - friends,
Ш - hisses, and С - whistles.
Let's never forget!
Homework: come up with words with sounds (s) and (w) for the game "Treat".
Speech therapy subgroup lesson in the senior group
"Differentiation [c] - [w] "
Target: Differentiation of sounds [s] - [w] in syllables, words, sentences and coherent speech.
Target : Exercise children in the correct pronunciation and distinction between the sounds "C" and "SH" in syllables, words and sentences.
Develop phonemic hearing, diction, speech breathing, voice power.
Tasks:
Exercise children in the correct pronunciation and discrimination of sounds [s] - [w] in syllables, words, sentences and coherent speech;
Clarify the correct articulation of sounds [s] - [w];
Fix auditory images;
Develop syllabic analysis and synthesis;
Develop visual and auditory attention, memory, speech breathing;
Cultivate interest in learning process;
Continue to teach children to answer the questions correctly, monitor their answer and the answer of other children.
Equipment:
Projector;
a computer;
presentation "Differentiation [c] – [w];
individual mirrors;
ball;
pictures (plum, hoop, bike, watermelon);
letters - C, O, B, A for each child;
2 envelopes with pictures (in the first envelope, pictures on [C] - (bus, globe, shower, cactus), in the second on [W] - (hat, bucket, mouse, beads);
STROKE:
SLIDE number 1. Screensaver
Speech therapist: When we play, our eyes look and see everything, ears listen and hear everything, hands do not interfere, but only help, the head thinks.
Speech therapist: Guys,guess my riddle, and you will find out who came to visit us.
Even though he's a bitch, he's good looking! Did you know who it is? Of course...(Krosh).
SLIDE #2. The image of Krosh appears
Speech therapist: That's right, it's Krosh. He got into trouble. Krosh played in computer game and got lost in it. In order for him to return to his friends Smeshariki, you need to complete difficult tasks. Are you ready to help Krosh?
Speech therapist: Let's help Krosh solve riddles and answer questions.
Any prescription, any advice,
And the best doctor (there is no other!),
And there is enough wisdom for everyone,
And she does not forget sports... (Sovunya).
Speech therapist: What is the first sound in the wordSOVUNIA.
Speech therapist:
He is a romantic, he is a dreamer
He is afraid of heights.
Gore is an ardent contemplator,
With Nyusha - the muse of beauty.
To be inspired
Will commit sharp turn,
What is this creation?
Surely…(Barash).
Speech therapist: What is the last sound in the wordBARASH.
Speech therapist: Today we will play with sounds [c] - [w], distinguish them and compare. And since Krosh still does not know how to pronounce and distinguish sounds [c] - [w], we will teach him.
Speech therapist: And Krosh's friend will help us, listen to a riddle about him and answer, who is he?
SLIDE number 3. An image of Kopatych appears
Speech therapist: That's right, this is Kopatych, he will show us the symbols of sounds.
SLIDE number 4. Consolidation of the auditory image (based on comparison with non-speech sounds).
Speech therapist: What does the sound sound like?c]? Look at the picture, who do you see?
Speech therapist: Dwarf watering flowers from a watering can. Water pours - s-s-s-s-s-s. Let's make the sound [c]. (This sound is consonant, hard, deaf).
Speech therapist: What does it look likesound[w]? The picture shows a snake. What she does? She stuck out her tongue and hisses: shhhhhhhh. Let's make a sound[sh]. (This sound is consonant, hard, deaf).
SLIDE No. 5. Clarification of the articulation of sounds [s], [sh]. Differentiation of isolated sounds [s], [sh].
Speech therapist: Let's make the sound [c] and look in the mirror: we stretch our lips in a smile, the teeth are closed, the tip of the tongue is behind the lower teeth. Look at the picture shown by Krosh. This is how lips look when we pronounce the sound [c]. Below is the sound symbol - the lips are rounded, the tip of the tongue is raised up.
SLIDE number 6. Name what sound the symbol means.
Speech therapist: Krosh offers to play. He shows a symbol, and you name a sound (symbols appear one at a time on the slide, children name sounds and pronounce syllables).
SLIDE number 7. Decipher the syllables.
Speech therapist: Krosh's syllables are encrypted. Symbols are drawn instead of the letters "S", "Sh". Try to decipher them and read the syllables.
SLIDE number 8. Choose a picture.
Speech therapist: Select onlythose pictures that have the sound [c]. (Wasp, cherry, hat, apricot, fox, pear).
SLIDE #9.
And now we select pictures in the names of which there is a sound[sh]. (Ball, bicycle, sausage, bag, matryoshka).
SLIDE number 10. Choose a letter.
Speech therapist: Krosh has a difficult task. He needs to determine what sound in the name of the picture [c] or [w]. (Boots, geese, pot bag, scarf, wallet).
Speech therapist: Done, well done! Then we will have to go by train to help Krosh, take the flowers that are on your plates with you.
Fizminutka "Train"
We go, we go, we go for a long time,
(children depict with their hands how the wheels are spinning)
This path is very long.
(walking with a wide stride)
We'll get to Moscow soon
(children run around)
There we can rest.
(children squat)
In our train the wheels are knocking,
(children perform stomping with their feet, hands on their belts)
Our train is running(children run around)
And the wind whistles
S-s-s-s-s-s-s-s-s.
(children raise their hands up and wave to the right, to the left)
And smoke billows from the chimney
Sh-sh-sh-sh-sh-sh-sh.
You can see the station, and friends again,
It's time for us to work hard!
And now, my friends,
Find your chairs!
(Children are divided into teams next to the chairs according to the color of the flowers)
The game "The Fourth Extra"
Speech therapist: Look, guys, the envelopes are lying, and there is a new task for you in them.
Krosh needs help to determine which picture is superfluous here. To find out, you need to determine the presence of the sound [S] or [Sh] in the name of each picture.
Ball game "Finish the word."
Speech therapist: Guys, look!
The ball lies next to us,
And something quietly says:
Catch me now
Insert sounds [C] and [W] into words.
And call them out loud!
Globa… (with), du..(w), but…(with), small… (w), anana…(with), lands…(w), focu…(with), cactu…(with).
Speech therapist: We complicate the task, insert the syllables SY and SHI into words:
But…(sy), about…(sy), ve…(sy), small...(shi), boo…(sy) , to…(sy), we... (shi).
Speech therapist: Guys, what sounds did we play in class?
What does the sound [S] sound like? How is it pronounced?
What does the sound [Sh] sound like? How is it pronounced?
Remember and name the words with the sound [C], with the sound [W]?
SLIDE number 15. Well done!
Speech therapist: Krosh says goodbye to you,but promises to return soonwith new games and interesting tasks. Thank you very much for your work, the lesson is over.
SLIDE number 16. Thank you for your attention.
1. Oksana Timofeeva
2. Teacher speech therapist
3. Municipal budgetary preschool educational institution " Kindergarten No. 195 "compensating type
Timofeeva Oksana Vasilievna
Teacher speech therapist
MBDOU "Kindergarten No. 195" compensating type
Topic: "Differentiation S-Sh sounds"
goal: Consolidation of pronunciation and differentiation of sounds "S-Sh".
Tasks:
1. Fix the correct pronunciation of the sounds [s], [w] in syllables, words, tongue twisters, in phrasal speech;
2. To teach children to distinguish these sounds by ear and in pronunciation;
3. To teach to listen carefully to the speech of an adult, to 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.
Course progress.
Organizational moment.
Speech therapist:
- One, two, three, four, five - start playing in a circle! A new day has come, let's meet it with a smile. I smile at you, and you smile at each other. We are calm and kind, we are friendly, generous.
- Take a deep breath through your nose and inhale kindness, beauty, health into yourself, and exhale all resentment, anger, grief through your mouth(Lyric music plays.)
(Children breathe in and out three times)
And now, look who came to visit us? (two teddy bears)
Mishutki didn't get enough sleep. They need invigorating gymnastics. And gymnastics for the ears will help to become cheerful.
Come to me buddy
And sit down in a circle.
Find your ears
And show me soon.
I will pull the ears forward, and then back.
Like teddy bears, the children sit in a row.
Don't forget: ear massage should be done by everyone.
And now let's rub the cheeks together in a circle:
So we will develop the memory of forgetful bears.
One, two, three - I'll say four, five and six, and seven.
Don't forget: Cheek massage is for everyone!
To make mischievous bears think better, we stroke their foreheads
Plush crooks.
One, two, three - I'll say four, five, and six, and seven.
Don't forget: everyone should do this massage!
Our bears rested, quietly sitting in a row.
They know: the benefits of massage will be for the guys!
Articulation, differentiation of sounds [S-Sh] according to articulatory and acoustic
signs.
I'm Whistle, I love to whistle, can you guys whistle? (show, explaining the articulation of sound)
I am Shumok, I like to hiss, and you will show. How can you hiss? (show, explaining the articulation of sound)
Differentiation of isolated sounds in the game "Arrows".
Children are given cards with an arrow, they show an arrow up to the sound [Ш], and down to the sound [C].
The wind rustles in the leaves: now it whistles, now it rustles.
Rustles Shsh, whistles Ssss, rustles ..., whistles… etc.
(arrow up, down)
Differentiation of sounds [С] and [Ш] in syllables d / and " Repeat after me"
sha - sa shu - su ash - yas osh - os sho - so shi - sy ush - us
sa - sha su - shu yash - ash shi - isso - sho sy - shi esh - EU
Didactic game "Say a word."
And also, our Bears are big jokers. Hear what they came up with:
One evening an old woman
We drank tea and ate... drying.
The cat on the pillow
Washes with a paw ... ears.
Goes to bed, groaning, old woman,
Puts under the head... a pillow.
The old woman baked donuts
And folded donuts in... a bowl.
Fizminutka. Performing movements in accordance with the text.
Well done boys! Let's play with our bears.
Sha - sha - sha - we walk slowly,
Sa - sa - sa - blue skies,
Shu - shu - shu - I'll crumble the birds,
Su - su - su - and I'll bring some water,
Shi - shi - shi - our kids are good,
Sy - sy - sy - we need to hide our noses,
Eyes - eyes - eyes - clap our hands.
Differentiation of sounds in the game Whistling - hissing fairy tale.
Put on teddy bear hats for children. Children in the course of the tale choose pictures with sounds [S-Sh].
Lived - were, lived,
Didn't know any worries... (dog, cat, mouse and pig)
They were bored with nothing to do.
Here - then flew to them... (cuckoo and magpie)
Brought them an invitation
For a happy birthday(who?) (foxes, frogs)
How happy the girls were!
Started trying on outfits... (hat, sundress, scarf, boots.)
Fast on the boxes bright
Spread out all the gifts. (ball, bag, samovar, fur coat)
Two girlfriends were in such a hurry
What did you decide to go…. (by scooter, by car)
Birthday girl met
And treated my friends… (cheese, salad, juice, sugar, pear, chocolate, porridge)
And then all the guests got up,
Tools in paws took(violin, harmonica)
Songs, dances began here ...
Too bad it's the end of the story.
Pronunciation of sounds [С-Ш] in phrasal speech (children take turns repeating after a speech therapist)
Let's show our guests how we can repeat tongue twisters correctly.
Mice to the bear will wash the bowl.
The cat sleeps and sees the mouse.
At naughty and naughty,
From pranks big bumps.
Six mice rustle in the reeds.
Cow Masha eats porridge.
Fluffy cat in the sun dries
Fur on the back, tail and ears.
Sasha eats dryers, and Masha - cheesecakes.
Sasha loves drying, Sonyushka loves cheesecakes.
The old woman listened to the cuckoo on the edge of the forest.
Sasha and Masha laughed merrily.
Six fluffy cats and mice got scared.
Repetition of proverbs and sayings. Explain their meaning, name words with the sound [S] and with the sound [Sh].
You won't spoil the porridge with butter. Hurry up and make people laugh.
What goes around comes around. Less words, more action.
Do not hurry with your tongue, but hurry with your deeds.
Exercise "Correct Fables".
The cat is afraid of the mouse.
Fresh boards lay outside.
Lazy braids rested on them.
Misha and Masha were in the carriage.
They were definitely twins.
two little mice
They also go to kindergarten.
In our house, gray ones are sitting on the window ... (koski).
Who colored our album? Well, of course ... (pencil).
Outcome.
Literature.
E.G. Karelian "Speech therapy alphabet for talkers and literate" M. "Bud" 2007)
Lebedeva I.L. Difficult sound, you are our friend! Sounds Sh, Shch, Zh. Ventana Graf,
2008.
Purpose: To teach children to distinguish between sounds С and Ш by acoustic and articulatory features.
Exercise in pronouncing words with sounds С and Ш of varying difficulty (in conjunction with consonants, with the presence of oppositional sounds in one word).
To consolidate the ability to use the power of the voice, voice modulation, fluency of speech.
Develop attention, memory, creative imagination, logical thinking.
Material: snowflakes, mirrors, tables of sounds С and Ш, mnemonic table, table "Power of voice".
Mittens puppet theater: dog, monkey, frog, bear, duck. Spruce, pine, cones, rattles, cards (punched cards), envelopes, workbooks, pencils, a snowdrift of riddles.
Lesson progress
Organization of children
Guys, on this winter day we gathered to play, joke and speak beautifully.
So that we can understand each other
We must all know the rules of speech.
Give me a word:
Who wants to talk
He must ... (pronounce)
Everything is correct and clear
So that everyone was ... (understandable).
We will talk
And we will ... (pronounce)
So right and clear
So that everyone was ... (understandable)
Main part
articulation exercises.
Let's wake up the tongue with a charge!
(with mirror)
Smile - proboscis - tube. 5 p.
Tongue on the lower lip - (1-5) 5 p.
Slap on the tongue 6-8 p.
Bite your tongue 6-8 p.
Click 5-6 p.
"White the ceiling" 5-6 p.
"Swing" 5 p.
"Pendulum" 6 p.
"Slide - coil"
Refinement of the articulation pattern of oppositional sounds
We are now learning to distinguish between sounds: one of them is whistling (C), the other is hissing (SH).
How are they pronounced?
Intonation - expressive exercise
Snowflakes are always welcome in winter. Here they fall easily, beautifully and fall on your palm. How many rays! What an intricate pattern! Enjoy the snowflakes!
(Speech therapist distributes snowflakes to children)
Remember, we learned the poem:
(Mnemonic table on the board)
We will pronounce it differently, the hand with the snowflake is the conductor.
(Table with circles - "The power of the voice")
To the meadow, to the meadow
Quietly falling snow (quietly)
But suddenly a breeze blew -
Our snowball is spinning (louder)
All the fluffs are dancing
White snowflakes (loud)
(The speech therapist asks the child individually)
Breathing exercises:
Blow out the snowflake.
When a leaf falls - it's leaf fall,
Stones in the mountains are falling - this is a rockfall
And when it snows, it's ... (snowfall)
So let us have a snow blizzard!
Finger exercises:
Sit down guys. Look:
Oh, how much snow has fallen!
Maybe your hands are cold!? Warm them up.
(X - X - X breathing exercises)
Move your fingers, warm up!
a) "Fingers say hello"
b) "Rings"
c) "Palm up, palm down, put on the side and squeezed into a fist."
(Right, left, both)
d) “Twist and twirl” (At different paces they draw with their hands, with the eyes of “dynamic eights”)
Search for a relevant concept
I have a riddle for you. Guess:
"I come with gifts,
I shine with bright lights,
smart, funny,
On New Year I'm in charge
Let it be like a prickly hedgehog
But for the guys of all, I’m better!”
(Christmas tree)
Differentiation of sounds С and Ш by ear.
We recently had fun at New Year's Eve. Visiting the Christmas tree were fairy-tale heroes, animals. They also wanted to sing songs and dance.
Teach them to speak correctly:
(Individually, children demonstrate the position of the tongue to the sounds С and Ш, repeat the word with voice modulation)
Let's repeat with me:
Cheese, hat, snow, fur coat, sour cream, sugar, crumbs.
Well done!
A syllable is a rhythmic exercise with a melodic pattern.
(Children are given rattles)
Let's sing with you a winter song with the syllable "LA", then with the syllable "SA" and "ShA".
(The melody “A Christmas tree was born in the forest” is used)
And now we will have "Shipulki" and "Whistles" to play separately and together!
We'll have a whole orchestra! And I will be a conductor and I will show who will play now.
Differentiation of sounds C - W in words:
We will play the game "Where are the kids from?"
This basket contains cones.
Let's see what tree they grew on:
On the pine - cones, with the sound "C", and on the spruce with the sound "Sh".
Hang them on branches.
(Children sort cones with pictures with the sound "C" -
on a pine, with the sound "Sh" - on a spruce.)
Differentiation of sounds С and Ш on cards in words.
Guys, you received letters from Dunno. Help him figure out the pictures.
Think about how to pronounce the words - the names of the pictures? Count the parts of words, draw beads.
(Children work individually with cards, determining the number of syllables)
Clarification of the figurative meaning of words.
Children, what can grow?
What grows in summer? (plants)
And in autumn? (puddles, mushrooms)
And in the spring? (the day when the night decreases, leaves, flowers)
And in winter? (icicles)
And we have grown a snowdrift with riddles.
Search for an appropriate concept with imitation of movements, pantomime.
Sasha will take the first lump of snowdrift.
(The speech therapist reads the brought riddle and invites the child to draw a guess. Perform with the children.)
The long-eared gray hare turned into a white hare.
The bear stopped roaring, the bear fell into hibernation in the forest.
Who's to say, who knows when it happens? (in winter)
He entered - no one saw,
He said no one heard.
He blew on the windows and disappeared
And a forest grew on the windows. (Freezing)
We are nimble sisters
Run fast masters
We lie in the rain, we run in the snow,
This is our regime. (Skiing)
Oh, it's snowing! I'm taking my horse out.
For a rope - a bridle through the yard I lead him,
From the hill I fly on it, and I drag it back. (Sled)
He was a black cloud at first
He lay down in white fluff on the forest,
Covered the whole earth with a blanket,
And in the spring it completely disappeared. (Snow)
I was raised, made of snow,
Instead of a nose, they deftly inserted a carrot
Eyes - coals, lips - knots.
Cold, big, who am I? (Snowwoman)
What is a table among the birches in the open air?
He treats birds with grain and bread in frost. (feeder)
Outcome.