So I bring to your attention a simple, but very long recipe for cooking ...
Ishmukhametova Liya Zufarovna
teacher speech therapist
MADOU CRR d / s No. 254
Purpose: clarification and automation of the sound Ш in speech. Introduction to the letter Sh.
Correctional and educational: - teaching the acoustic-articulation characteristics of the sound Ш based on different kinds control; - consolidation of concepts: “consonant sound”, “syllable”, “word”; - to consolidate the ability to determine the sound Ш in syllables, words;
Correction-developing: - automation of the pronunciation of the sound Ш in isolation, in syllables, words; - development phonemic hearing and perception; – improvement of fine and general motor skills and coordination of movements; - development of breathing and voice; - development of basic mental processes: attention, memory, thinking.
Correctional and educational: - to cultivate the skills of cooperation, mutual understanding, goodwill, independence.
Equipment: Pictures with sound Sh, Image of the hero - Nyusha; Pictures "What does beech Sh look like"; Type-setting canvas with letters; scheme - sound characteristics. A chest with subject pictures; envelopes for each child: envelope No. 1 “Find Buku Sh”; envelope No. 2 letter Ш, syllables ША, ШУ from the split alphabet; envelope No. 3 letter constructor; envelope No. 4 with a stencil of a capital and small letter.
Lesson progress:
1. Organizational moment. The one whose name contains the sound N, K, M, A will sit down. 2. Message of the topic of the lesson. (A guest came to our lesson today and brought pictures. Name the pictures and determine the common sound in words. That's right. Today in class we will remember the sound Sh and get acquainted with the letter Sh; What do our lips, teeth and tongue do when we pronounce the sound Sh?)
Articulation of sound (position of lips, teeth, tongue, passage of air, voice) - lips are free;
Bagel lips.
A wide tongue at the top forms a “cup”.
A warm air stream goes through the center of the tongue.
The neck is "silent".
3. Characteristics of sound by acoustic features. (Guys, what can we tell about this sound?) Sound [Ш] - consonant, solid, voiced, denoted in blue. 4. The game “ Catch the sound"(-Nyusha wants to see how attentive you are. I will name the words, and if you hear the sound [Ш], clap.)
r, b, f, w, r, s, h, w ...; ra, zha, shu, ry, so, shi ..; ar, osh, am, ur…; cancer, frost, cat, hedgehog, fur coat, games, reeds, axe, suitcase. (Well done! You are very attentive!)
5. Determining the place of sound in a word. (Nyusha has prepared a chest with a task for you, take out the picture and find the place of the sound Sh in the word. Well done, they completed the task.)
6. Acquaintance with the letter Sh. (The sound Ш is indicated by the letter Ш. Remember the rule about sounds and letters. (A card with the image of the letter “Ш” is displayed). We see and write letters, and we hear and pronounce sounds. Look at the letter and try to come up with what she looks like.
Nyusha also likes to play with letters, that's what she did!)
Shura stirred the hay,
I forgot the pitchfork in the hay.
Ah, the stool is good!
Turned over, and the letter Sh.
The letter "Sh" is very simple,
How the fence stands, straight,
But Hisses, Noises, ShurShit,
Shepelyavo says,
Like two teeth fell out
How will I learn it?
7. "Find the letter."
(Nyusha is going to go for a walk with the beech Sh, it's cold outside, and the letter has no hat, let's give the letter Sh a real hat. We take out the envelope with the number ... we find the letter Sh and draw a hat for it. Now the letter Sh can safely go for a walk.)
8. Physical minute. "Giraffe has spots"
9. Laying out the letter “Ш” from the elements of the letters. (Help Nyusha remember what the letter Sh looks like. Tell me, what elements does the letter Sh consist of? How are they located? Three sticks are located vertically, and the fourth is horizontal. Lay it out. Turn the letter Sh into the letter M, what needs to be done for this? and now again turn it into the letter Sh, Nyusha liked how you can turn letters.)
10. Reading syllables and words. Let's insert the letter Sh into the box office letters. The letter W made friends with the letters A, U. We take out the letter W and syllables from the envelope and put them in a house. And now let's read them for Nyusha.
SHA UM MAMA MASHA
SHU AM MARA NOISE
ASH MA MURA SHUR
USH MU RAMA URAH
11. Outlining and shading letters in notebooks.
(Nyusha suggests circling the letter Sh in a notebook. We open the notebooks, we need to retreat two cells from above, two cells to the left, we put the capital letter Sh in this corner, with our left hand we firmly press the letter to the notebook, she
must be immovable. Take a pencil and carefully trace the letter. We draw the lines 1 time, circle. From the capital letter, we retreat two cells to the right, apply the Small letter w, align it with the bottom line and circle it. After tracing the letters, we will hatch them with vertical lines. Look at the board: put the pencil in the upper left corner and draw down along the cell, draw vertical lines. We shade. Who shaded, put the notebooks on the edge of the table).
12. Summing up the lesson.
Let's remember what we talked about in class today?
What tasks did we do?
Svetlana Stolbova
Speech therapy lesson. Topic: sound and the letter "Sh".
Goals:
Develop phonemic awareness
Automate sound [W] in words, syllables, text
Ability to find places sound in a word
Fix pronunciation sounds in words
Teach inflection
Consolidate a skill sound-letter and sound-syllabic analysis of words
Acquaintance with letter W
Development of fine motor skills (learn to accompany speech with hand movements)
Develop attention, thinking, memory
Expand words knowledge
Explanation of the spelling of proper names
Equipment:
Pictures from sound [W], envelopes with individual cards, flashlights, schemes, figurines of the cartoon characters "Masha and the Bear", a notebook, a pencil, stencils depicting a hedgehog, " syllabus"
Lesson progress:
1. Organizing moment - name the first sound in name.
2. Attention game "The Fourth Extra".
Four pictures are exhibited, of which the "extra" sound [W], which is in different positions ("tire", "machine", "bucket")
Speech therapist: "Guys, what sound we hear most often in the names of these pictures?
Suggested Answer: « Sound"sh"
3. Speech therapist: "Guys, let's practice pronouncing sound [W] is correct. Take your mirrors, please."
Articulation gymnastics.
"Fence", "Tube", "Window", "Shovel", "Swing", "Cup", "Delicious jam"
To the sound came out nice,
Wider tongue and higher.
Breathing exercises "Inflate the Ball".
4. Feature sound.
[Ш]-consonant, always hard, deaf, hissing.
They started the car - Sh-Sh-Sh!
Pumped up the tire - Sh-Sh-Sh!
Smiled more cheerfully
And let's go quickly!
Children imitate the movement of the car and go to visit the heroes of the fairy tale.
5. Task for automation sound
Speech therapist: “Oh, trouble, guys! A hedgehog without needles runs along the road. He must have gotten sick. Can we help the hedgehog? He will show us the way to our heroes.”
(children on the template draw needles to the hedgehog, saying sound [W])
6. Playback syllabic rows:
A) sha-sho-shu
B) ash-osh-osh-ysh
Yosh-ash-osh-ush
B) asha-osha-isha
Ashi-yeshy-ishy
D) shma-shmo-shmoo
Went-went-went
chitogovorka:
Shi-shi-shi - the kids quieted down.
Sho-sho-sho - we walk well.
Shu-shu-shu - I sit and do not rustle.
Sha-sha-sha - our Masha is good.
7. Task: highlight the given sound by ear(flashlights).
Appear fairy-tale heroes, Masha and the Bear.
Masha: "Guys, did you call me?"
Speech therapist: "Guys meet sound [W]. Would you like to help us?"
Children highlight sound[SH] using flashlights in:
A) in syllables
B) in words
B) in a poem
We were with the mouse
Drinking tea from cups
They ate cheesecakes,
Cakes and donuts.
The mouse played
On the harmonica
Danced from the heart
She became fun.
Speech therapist: "Mishutka learns to speak, correctly pronounce sounds. Place sound in the word to look for and clearly name it.
8. Game "Find sound in a word» - With speech therapist pictures are hung on flannelgraph.
9. Sound analysis of words("Masha" and "Misha")
10. Game "I-you-he-they-we": (changing words according to the model).
A) I interfere and you interfere, he interferes and she interferes, they interfere and we interfere.
I sew and you...
I darn and you...
I write and you...
I'm in a hurry and you...
B) I darn pants for a teddy bear.
11. Game "Divide words into syllables"
Speech therapist: "tired of the bear sleeping in the den, he divides the words into syllables".
Mice, mouse, fur coat, hat, car, frog...
Speech therapist: “Guys, open the envelopes, take a picture. This is a gift to Masha and Misha.” (children see hang pictures in " sound house")
There is a house in the meadow,
Well, the way to the house is closed.
I open the gate
I invite you to visit the house,
Say words by syllables
And hurry to the gate.
12. Physical education "The bear walked, walked, walked ..."
13. Introduction to letter.
a) Speech therapist: "What is the difference sound from a letter?»
b) Display letters
c) Name letters and sound.
d) Explanation of the spelling of proper names
14. Children type letter, syllables, words (Masha, Misha)
15. Finger gymnastics
A car was walking down the street
There was a car without gasoline,
There was a car without a driver,
No traffic light.
Went on her own, not knowing where
The car was running.
16. Bottom line lessons
Masha:
"Oh, thanks, kids!
I will treat you all with a carpet!
Misha:
"Oh, thank you, kids!
I will treat everyone with a delicious cone!
The lack of pronunciation of all hissing (Sh, Zh, Ch, Shch) is called sigmatism, which is similar to the whistling sigmatism (S, 3, C). This is due to the fact that hissing and whistling general way education, in which a directed stream of air passes through the gap, along a groove located along, in the middle of the tongue.
The types of sigmatism are the same as those of whistlers.
Interdental-lateral sigmatism- the tip of the tongue falls between the front teeth, and one edge of the tongue (right or left) comes off the molars, causing the entire tongue to turn to the side.
Lateral sigmatism- both edges of the tongue (or one) come off the molars, which forms a gap between the edge (edges) of the tongue and the molars. Air rushes into the resulting gap, and the tip of the tongue rests against the palate, which results in an unpleasant squelching sound.
Labiodental sigmatism- Lips bulge forward. The upper incisors are pressed against the lower lip, forming a gap with it, where the air current rushes. The tongue does not take part in the formation of sound, a sound close to F is heard.
buccal sigmatism- the tongue lies passively at the bottom of the mouth. Air puffs out both cheeks.
Softened sound Sh- as a rule, a softened pronunciation of the sound Ш occurs with its lower articulation or as a result of the position of the tip of the tongue being too close to the front teeth.
Nasal sigmatism (or partial nasality)- a defect occurs if, during the pronunciation of Ш, the soft palate descends and air enters the nasal cavity.
Replacing the sound Ш with other sounds(e.g. C, T, etc. both correctly and incorrectly articulated) is called parasigmatism and refers to a specific defect.
SETTING THE SOUND
If the child has the correct articulation of the C sound or has mastered its pronunciation, staging the sound Sh is not difficult.
1. It is best to set the sound Ш from the sound С. To do this, invite students to pronounce C (long sound s-s) or the syllable SA and at the moment of pronunciation, lift its tip of the tongue with a spatula, probe or finger by the upper teeth, onto the alveoli. Instead of S or SA, you hear Ш or ША. Focusing the child’s attention on the upper position of the tip of the tongue (make sure that he does not stick his tongue into the palate!), offer to listen to what happened: “Said SA, but what happened?”
2. It is easy to put the sound Ш from the sound Р, slowing down the vibration of the tip of the tongue with mechanical assistance(probe). You can stop the “peals” of the sound R, for example, with the word “stop!”, offer to hold the articulation and remember the place behind the upper incisors where the sound R was pronounced. At “this place”, behind the upper teeth, say “sa” and listen to what happened . The sound Sh can also be derived from the whispered sound R.
3. In exceptional cases, you can put the lower sound Sh, pushing the tip of the tongue back with a spatula at the moment of pronouncing a long sound C - ss. The delivered sound is fixed in syllables, words and is automated in separate phrases, sentences and texts.
Normal setting of the organs of articulation when pronouncing the sound "Sh".
- The tip of the tongue in the form of a "cup" is raised to the front of the palate (near the alveoli);
- The lateral edges of the tongue are adjacent to the upper molars;
- The muscles of the tongue are not too tense;
- The lips are rounded and pushed forward in the form of a "mouthpiece";
- Small gap between teeth
- The air is exhaled evenly in the middle of the tongue;
- On the palm, raised to the mouth, a warm stream of air is felt.
- The voice motor does not work.
Preparatory exercises for the sound "Sh".
Lip exercises . Close your teeth. Round the lips and stretch forward, as when pronouncing the sound "O". The corners of the lips should not touch. The lips do not cover the teeth. Relax your lips and repeat the exercise several times.
Note. The lips are too stretched forward (as when pronouncing the sound "U"). In this case, the corners of the lips are in contact and, therefore, are involved in the work, while they should be motionless. In addition, an additional obstacle is created for the outgoing air.
Exhalation exercise . Round your lips and, inhaling, evenly, with force, exhale the air. Control of the exercise with the palm of the hand - a warm jet is felt. Ignore the position of the tongue. Repeated exercise to achieve the necessary air strength in the child.
Tongue exercise . Raise the tongue to the front of the palate with a flat stick (the flat end of a teaspoon) placed under the tongue. Raise the tip of the tongue to the palate. Open your teeth to the width of one and a half fingers. Round lips. Hold your tongue up for a while. Repeat the exercise many times.
Repeat the exercise without using the stick. In this case, the tongue should rise freely and be held against the palate.
An exercise . Pronunciation of a long sound "Sh". Raise the tongue to the front of the palate with a flat stick. Without taking out the sticks, close your teeth. Round and stretch the lips forward, while the corners of the lips should not touch. Evenly, with force, exhale air, controlling the jet with the palm of your hand. A long sound "Sh - Sh - Sh" is heard.
1. Automate the sound [w] in syllables, words, sentences.
2. Extract sound from words, divide words into syllables.
3. Phonemic analysis of words like CAT.
4. Introduce children to the letter Sh.
5. Read direct and reverse syllables.
EQUIPMENT: subject pictures, pencil cases, letters, sticks, toys.
STUDY PROCEDURE.
1. Organizational moment.
The children are seated.
Guys, look, we have guests. Let's get up, turn to the guests and say hello.
- Today at the lesson we will get acquainted with a new sound. But first, let's remember how a sound differs from a letter. (We pronounce and hear sounds, and we write and read letters).
We can't see the sound
And we can't take it.
We can only hear the sound
And also to say it.
What two groups are all sounds divided into? (Sounds are divided into vowels and consonants).
How do vowels differ from consonants? (When pronouncing a vowel sound, the air does not encounter obstacles and therefore the sound can be pulled for a long time. The consonant sound does not stretch, because when it is pronounced, the air encounters obstacles).
The vowels are drawn to the ringing song.
They may cry and weep.
AT dark forest call and call
But they do not want to whistle and grumble.
And the consonants agree
Whisper, whisper, creak,
Even snort and hiss,
But they don't want to sing.
2. Reporting the topic of the lesson. Sound characteristic [w] articulatory and acoustic features.
Now we will talk about the new sound. And the music from the famous and beloved cartoon will help us in this.
Children listen to music.
Guys, name the heroes of the fairy tale "Crocodile Gena and his friends." (This is Cheburashka, the girl Galya, the lion Chandr, the old woman Shapoklyak, the rat Lariska, etc.).
Listen to who sings this song (Cheburashka's song sounds). Look who came to visit us today.
The speech therapist puts a Cheburashka toy on the desk.
Cheburashka came to complain to us about one harmful old woman who interferes with doing good deeds and helping people. Have you guessed who it is? (Shapoklyak).
A drawing depicting the old woman Shapoklyak is put up on the board.
Correctly. Maybe today she will see our occupation, such smart and diligent children, and she will also become smarter and kinder. Can we help her with this?
Do you know why the old woman's name is Shapoklyak? She was named after the ancient headdress she wears.
So, what is the first sound we hear in the old woman's name? (This is the sound [w]).
Articulation of sound (tongue in a cup, lips rounded), characteristic (consonant, solid, deaf).
This sound has a peculiarity, it is never soft, always hard. What character's name has this sound in it? (Cheburashka).
In what part of the word do we hear it? (The sound [w] is heard in the middle of a word).
3. Sound automation [w] in syllables.
Cheburashka was coming to our lesson from afar. He walked through the forest and listened. And the forest was noisy: “Ash-osh-osh-ish! (Cheburashka became alert).
Shta-shtu-shtu-shta! (frightened.) "But then the leaves whispered:" Shu-shu-shu. And Cheburashka calmed down. What sounds did you hear in the whisper of the leaves? (Sounds [w], [y].) Complete them with the sound [m]. What word came out? (Noise.) "Scatter" the sounds of the word noise. How many sounds are in it?
4. Phonemic analysis of words.
Look who met Cheburashka on the way (bear, cat).
Phonemic analysis of the words bear, cat.
5. Sound automation [w] in words.
Cheburashka came out of the forest and came to us.
a) The game "Name the picture." Pictures of various colors are displayed. At the edge grew ... (daisies, lilies of the valley, porridge), on the river ... (water lilies, capsules). On the bank of the river, Cheburashka saw ... (pebbles), on a pine tree - ... (cones), on a hazel tree - ... (nuts). They grew under the bush ... (waves). What bird did Cheburashka see on a tree? (Cuckoo.)
b) The game "Add a word."
The speech therapist speaks on behalf of Cheburashka, and the children help lead the story.
I walked through the forest and a wave ... (found). Then I went into the forest ... (went), into the thicket of the forest ... (went) and to the hut ... (went), then into the hut ... (went), nothing was there ... (found), further ... (went). To the tree I ... (went up), there I am sweet honey ... (found). Along the path ... (went) and to your lesson ... (came).
c) Game: "Lay out the pictures." Dividing words into syllables.
Cheburashka walked along the road and saw 3 houses.
There are three houses on the board (one-story, two-story and three-story). The children have pictures on the table. Children should arrange their pictures into houses depending on the number of syllables in the word.
6. Fizminutka (carried out on the carpet).
Listen to the poem and do the actions.
Make a circle!
Wider circle!
Right friend.
Left friend.
We're going in circles
Let's sing a song.
Our group is friendly.
We live happily.
Now get your hands ready.
Boys and girls are friends in our group.
We will make friends with you little fingers.
One, two, three, four, five
Start counting again.
One, two, three, four, five
We've finished counting.
7. Sound automation [w] in sentences. Analysis of the composition of the proposal.
Now make a sentence with your word. The sentence must have five words. Show Cheburashka how we denote the words in the sentence. Offer analysis.
Cheburashka wants to play rhyming words with you. Look, he brought you an envelope. Here are written "mixed" verses. Listen carefully and correct mistakes (children repeat the correct sentences in full).
With a friend, we played cups ... (checkers).
They drank tea from a white checker ... (cups).
A bump came out of the mink ... (mouse).
A mouse fell on her ... (bump).
Cones were sitting under the bush ... (mice).
Mice hung on a pine tree ... (cones).
A cat flew in the air ... (midge).
The midge lapped milk ... (cat).
There was a cat on the table ... (bowl).
There was a bowl on the floor ... (cat).
8. Acquaintance with the letter Sh: tracing along the contour, typing it with a finger on the table, composing from sticks.
Oh, and there seems to be something else in the envelope. Look, these are letters.
Reading syllables. Rule: the letter Y never follows the letter Sh.
9. RESULTS OF THE LESSON.
Our guests enjoyed the activity very much. Now the Old Woman Shapoklyak will no longer misbehave and, like you, will go to school.
Let's remember what we talked about today? Name the words with the sound [w].
The lesson is over.
Prepared and conducted
teacher-speech therapist Martyanova K.N.
OBJECTIVES: clarification of sound articulation "SH" , pinning correct pronunciation sound "SH" in syllables, words, sentences; highlighting words with sound "SH" from a number of others; determining the place of sound in a word; strengthening the skill of forming prefixed verbs; development of attention, memory.
EQUIPMENT: game exercises in the form of a presentation in the Power Point program "Let's help Masha" , interactive whiteboard, projector, laptop.
STUDY PROCEDURE.
- Org. moment.
- Repetition of the past.
Remember the names of summer clothes (winter, demi-season).
3. Post subject.
Acquaintance with the topic at the end of the game "Guess the Riddles"
(presentation - slide number 2)
The text of the riddle appears on the screen, the speech therapist reads the riddle.
The children are asked to solve the riddle. A picture appears on the screen.
Guessing pictures: hat, fur coat, lily of the valley, bump.
Name all the clues. What is the common sound in these words? (W)
Let's get to know the sound today. "SH" .
4. Refine articulation of sound "SH" .
Visit "comes" Masha (presentation - slide number 3)
Let's help Masha learn how to pronounce the sound correctly "SH" .
The lips are slightly extended forward, we raise the tongue by the upper teeth: Sh-Sh-Sh ...
(Children in front of mirrors make a sound "SH" ) .
Let's blow together with Masha air balloons: Shhhhh… (Slide number 4)
The balls have flown away.
Sound characteristics are given "SH" - consonant, deaf.
Children remember that the sound "SH" always solid.
5. Development of phonemic hearing.
A) Presentation is used "Let's help Masha" (slide number 5)
The speech therapist names the pictures shown on the slide. Children should clap their hands when they hear a word with a sound "SH" .
The correctness of the task is checked by pressing "mice" to the picture on the screen. (Applause sounds).
6. Fixing the correct pronunciation of sound "SH" in syllables, words.
a) D / and "Speak a word" (presentation - slide number 9-11)
The speech therapist begins the word, the children, with the help of a picture, finish with a syllable with sound "SH" :
WE-… (SHI) MA - ... (SHA) MI-… (Shka)
HALO - ... (SHI) KA - ... (SHA) PU-… (Shka)
KAMS - ... (SHI) PA-… (SHA) KO-… (Shka)
SHI-… (Shka)
B) - Remember which words with sound "SH" did you catch?
(Hat, bear, hat, shower, car).
Let's help Masha determine the place of the sound "SH" .
Determine the location of the sound "SH" (beginning, middle, end of word)
(The correctness is checked using slides No. 6-10 by pressing "mice" on the
1st, 2nd or 3rd box under the picture - respectively the beginning, middle or end of the word).
7. Physical Minute.
Children form a small circle holding hands. The speech therapist says that it is a small ball. into words "big ball" The children form a large circle, taking small steps back. into words "ball burst" children put their hands down, squat down and say: "Shhh" .
The game is repeated two or three times.
8. Fixing the correct pronunciation of sound "SH" in offers.
Di "Studio" .
Children are invited to go to the studio.
On the board is a poster depicting an atelier.
What do they do in the studio? (Sewn in the atelier).
Who sews clothes? (A seamstress sews clothes in the atelier).
Our seamstress's name is Masha.
What objects with sound "SH" in the title you see in the atelier? (Cupboard, sewing machine, reels, hangers…)
Masha has a lot of orders today, but first of all she will sew only those clothes that have a sound in their name "SH" .
On the board pictures: fur coat, felt boots, shirt, pants, dress, hat, coat, jacket, cloak, T-shirt, sweater, shorts, tights, varez (w) ki, scarf...
What clothes will Masha sew? (Children answer with a full sentence. Sample answer: "Masha will sew a fur coat" .)
9. Formation of words with the help of prefixes.
Let's go back to the studio and help Masha sew. Now Masha will sew a fur coat.
So, you need a fur coat ... (STITCH).
For this sleeve in a fur coat you need ... (SWITCH).
The hem on the fur coat is necessary ... (HEM).
You need buttons for a fur coat ... (SWIN ON).
The pattern on the fur coat is necessary ... (EMBROIDE).
If the fur coat is large, you need it ... (SUIT).
If you don't like the coat, you can ... (RESOLVE).
If suddenly the fur coat breaks, it can be ... (SWITCH).
What sound did you get acquainted with in class? What is this sound?
Remember words with sound "SH" that we spoke in class.
