Goals: Fix the correct pronunciation of the sound th in speech, to learn to determine the position of sound in words, to form an adjective from a noun, to coordinate an adjective with a noun, to form the ability to compose a descriptive story.
STUDY PROCESS
I. Organizational moment.
The speech therapist offers to sit down to the one who answers:
- What is the difference between a sound and a letter?
- what are the sounds (vowels, consonants);
- why are they called vowels;
- who will name the word in which the first sound is a vowel;
- talk about consonants;
- think of consonant words.
II. Learning new material.
1. The teacher's assistant quietly launches a paper airplane into the classroom. And it shows a map where the chest with the treasure is located. According to a given route (for example: two steps forward from the window, one step to the right, three forward, etc.), the children find the chest.
2. The speech therapist offers to guess the riddle in order to open the chest:
"Tail in the yard,
Nose in a kennel.
Who will turn his tail
He'll get in."
3. Children take pictures from the chest one by one (t-shirt, snake, watering can, glue, tram, bench, balalaika, beehive, parrot, sparrow, coffee pot, yogurt) and put on an easel, pronouncing what is shown in the picture.
Speech therapist. What sound is found in these words? (Sound th)
4. Sound characteristic th : this sound is consonant, sonorous, always soft.
5. Determine the position of the sound th in every word.
Each child has a "speech ruler" on the table. 1 . Children work independently, one child comments.
Reference words: glue, ant, parrot, T-shirt, bench, sparrow, iodine, kettle, barn, ruler, tram, trolleybus, Dunno, yogurt, hero.
III. Getting to know the letter th.
1. The speech therapist offers to consider the letter and answer what it looks like, what letter.
“Y as And in your notebook
To Y not to be confused with And,
Write a tick at the top.”
2. “Print” a letter th in a notebook.
3. “Guess the word” (letters vary in height).
BUT ky M a T-shirt
Speech therapist. The resulting word “print” in a notebook.
4. Sound-syllabic analysis of the word “shirt”.
The word at the blackboard is parsed by one child. At the same time, all the children lay it out at the tables. The child at the blackboard intonation divides the word into syllables, sequentially singles out sounds, names them in isolation, characterizes them (vowel, hard or soft consonant) and marks them with the corresponding chip.
Speech therapist. To which of these sections: “Dishes”, “Furniture”, “Clothes”, “Transport”, does the word MIKA refer to?
IV. Fizkultminutka.
Imitation of putting on movements: hats, scarves, coats, scarves, mittens. Zippers, buttons, laces.
V. Consolidation of knowledge on the topic “Clothes”:
1. The game “What weighs? What lies?”
The speech therapist distributes pictures of clothes to children. On the flannelgraph there is a picture depicting a cabinet. Each child names the clothes in his picture, while indicating its location in the closet (hang it or put it on a shelf).
- Description of one item of clothing according to the scheme (1. color; 2. material; 3. parts of clothing; 4. seasonality of clothing; 5. for whom the clothing is intended; 6. actions with clothing 2. The task is performed in a chain (one child starts, and the other continues).
- The speech therapist invites the children to listen to the sentence, find an error in it and pronounce it correctly.
a) Olya / winter / has a hat and a fur coat.
b) Masha / spring / coat.
c) In the summer Anya put on a /white/ dress.
VI. Summary of the lesson.
Speech therapist. What sound are we talking about today? ( th) Recall the words in which there is this sound.
1 “Speech ruler” is a card with overlay chips to determine the position of the sound in the word (beginning, middle, end)
2 Tkachenko T.A. If the preschooler does not speak well. - St. Petersburg: Accident, 1998. - 112 p., 33 sheets. ill.: whether.
And again for you rubric learn letters. As you guessed correctly, today we have a consonant letter "Y". Why consonant? And make a sound. So how easy is the sound? Of course, it meets obstacles, the tongue and teeth interfere.
At the beginning of a word you will meet this sound not so often, but in the middle and at the end of the word as much as you like. So start with, come up with words with the sound "Y". Lay out or sculpt a letter.
I'm just offering to help you practical material: art word, games, tongue twisters, riddles.
Letter "Y"
Merry Poems
| Iodine is good, iodine is not evil. In vain you scream: "Oh-oh-oh!" - Slightly seeing a bottle with iodine. Iodine sometimes, of course, burns, But heal faster Iodine smeared wound. V. Lunin A bird flies over the gate, But he does not sit on the gate. E. Tarlapan I have a needle and thread I learn to sew from my mother. If I prick my finger I will fill the wound with iodine. |
Oh-oh and ay-ay - Oh oh oh! – said Oh-oh. - I, my friend, am quite big! - You go, take a walk, All will pass! - said Ay-ay. G. Vieru Because the comma Sitting on her shoulders. V. Kozhevnikov Yogi Ivan would help May a yogi live beyond the sea. |
Patter
Distressed magpie
Returns from class.
The whole lesson chatted with the jay
And returned home with a deuce.
Proverbs and sayings
1. Do not have a hundred rubles, but have a hundred friends.
2. Make new friends, but don't lose old ones.
3. Don't be afraid of the cold. Wash up to your waist.
Games
The game "Who is more."
Think of words with the sound [y] at the beginning (iodine, yogi, iota), in the middle (T-shirt, watering can, snake), at the end of a word (May, tea, edge).
The game "Transformation of words."
Change the words so that they indicate a request, an order, a call to action: worth ( stop), washes ( my), builds ( system), sings
(sing), decides ( decide), plays ( play), repeats ( repeat), swims ( swim), thinks ( think).
The game "Where is the sound."
The teacher invites the children to determine the position of the letter "y" in the words: strong, jockey, puck, iodine, ruler.
The game "Recognize the sound."
Clap your hands once if you hear the sound [th] in the words: fox, husky, player, face, washbasin, nightingale, bus, trolleybus, scissors, car, snake, name, tea.
Game "Tell me a word".
Game Curious.
- What is your name? (Andrei.)
- What do you like for breakfast? (Egg.)
- What type of transport do you prefer? (Tram, trolleybus.)
Where do you like to go on your day off? (To the museum.)
What do you use to collect water to water the flowers? (Into the watering can.)
- What fruit do you like? (Ivo.)
– What drink do you like? (Tea.)
The game "The letter is lost."
Insert the missing letters in the words:
sha - ba, hero -, tram -, study - those.
The game "Transformation of words."
1. Insert missing letters into words:
Answer: T-shirt, nut, bunny, husky, gang;
watering can, rail.
2. Change each word so that it contains the letter "y".
Builder ( construction), cast ( watering can), hare ( bunny), reader ( read), winter ( winter).
Game "Entertaining models".
Make up words according to the following patterns.
1. - - th (May, bark, tea, howl, fight.)
– – th – – (T-shirt, T-shirt, seagull, jay, nut.)
2. - - ai (Edge.)
- - - ah (Shed, deprive.)
– – – – ah (Custom, occasion.)
- - - her (Museum, lyceum, jockey, wheatgrass.)
Riddles
Well, my dears, yours practical advice replenished with one more letter, this letter "Y".
1. Lesson about the letter I
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2. Riddles with a generalizing word on AND
Girlfriend holding on to my ear
The century runs with me as a single stitch. ( needle and thread)
You can always find it in the forest.
Go for a walk and meet.
It is prickly like a hedgehog,
In winter in a summer dress. ( Spruce)
Angry touchy
Lives in the wilderness of the forest.
Too many needles
And not a single thread. ( Hedgehog)
This is miscellaneous items and what brings them together? - Needles!
How many syllables does this word have? - Out of three!
Why? - Since there are 3 vowel sounds.
What syllable is stressed? - Second.
3. Game "TV Broken" (idea from here)
The adult says the sound And and lays out a card with a picture - the child needs to finish the word.
(and) pear, (and) head, (and) zbushka, (and) rice, (and) zum, (and) Indian
4. Drawing up visual sound combinations from cards:
IA, AIU, OAI, UI
5. Development of phonemic perception
a) clap (or raise a card with the letter I) on the sound [and] from the sound range:
A I O K N U I I A I S O U I
b) repeat only the words with the sound “and”:
Willow, quince, duck, turkey, game, smile, bus, name, corner, July, needle...
6. Exercise with lids - we move the lid beads for each line:
And my grandfather has.
Grandma has one too.
And my mom has it.
And dad has one.
And we have.
To know him
You have to say it out loud.
(Name)
Name the names of boys and girls, and if the child hears the sound [and] in the name, then he needs to clap his hands:
Anya, Ulya, And van, And lya, Anton, And nna ...
Olya, Semyon, And grief, Sasha, Vera, Masha, And nga, Alyosha, Pavel, And ra, Nastya, Vasya, Kolya, Anna, And rma, Klava
7. The game "One-many" (an adult throws the ball to the child, naming the word in singular, the child needs to be thrown back, naming the word in the plural)
sock - socks
needle -
box -
a door -
mug -
turkey -
a toy -
glove -
thread -
snowflake -
boy -
fork -
a drop -
girl -
umbrella -
boot -
8. Form adjectives-antonyms
high Low
wide narrow
big small
bad - good
cold - hot
9. Game "What is superfluous?" ("The Fourth Extra")
Several pictures or objects are laid out and it is necessary to determine in which picture there is no sound AND (or just by ear).
1= bear, fox, wolf, tiger
2= glasses, wasps, willow, turkey
10 Wonder Tree
You need to choose pictures (inscriptions) in the name of which there is a sound And and "hang" on a tree like leaves. I made such a tree (print out on A4) and sheets of paper (A5) for it - I give empty sheets, so that you yourself can enter the necessary words there:
11. Find the hidden letter I
12. Tale about the brothers Ik and Ish ()
There were two brothers. One was called Ie, and the other - Ishch. Ik was small, and Ish was huge (showing "portraits"). Ik had a house, and Ish had a house. And now I want you to help me tell about Ika.
(The game exercise "Finish the sentence" is being conducted).
Ick doesn't have a mouth, but...
Ick doesn't have a nose, but...
Ik doesn't have an eye, but...etc.
And what about Ish? If it's that big, it means it's all very big.
Ishch doesn't have a mouth, but...
Ishch does not have a nose, but ...
Seeking doesn't have an eye, but... and so on.
Many years have passed, but people have not forgotten about the brothers. If they want to name a small object, they think of their brother Ike. If it is necessary to name objects of huge size, then they remember brother Ishche.
In the names Ik, Ish there is a common sound. Name it please.
13. Find all the letters I and circle them (
Correction-developing tasks.
To teach the child to listen carefully to the speech of an adult, to correctly understand the logical and grammatical constructions.
Teach your child to pronounce the sound [Y] correctly.
Improve the skills of analytical and synthetic activities, develop the child's sound-syllabic representations.
Learn to analyze sentences, find prepositions and words with a certain sound in a sentence.
Learn to transform words.
Learn to write short sentences under dictation in compliance with elementary spelling rules.
Exercise 1. Didactic exercise"What's right?" An adult reads a sentence to a child. The child listens carefully, determines whether the sentence is correctly or incorrectly pronounced. If a mistake is made, the child corrects it.
The cart is carrying a horse. The cat caught the mouse. The horse is pulling the cart. The mouse caught the cat. The lantern is illuminated by the street. The street is illuminated by a lantern.
Task 2. Acquaintance with the sound [Y]. An adult invites the child to listen to a series of words and name the last sound in the words:
sparrow, stream, burdock.
An adult shows in front of a mirror and explains to the child the articulation of the sound [Y]:
- lips slightly in a smile;
- teeth are close;
- the tip of the tongue behind the lower teeth, the back of the tongue is raised to the hard palate, forming a gap through which the air stream passes;
- neck "works".
Characteristic sound: consonant sound (the tongue creates a barrier to air), sonorous, solid. Designation: blue circle with a bell.
Task 3. phonetic exercise.
How do they scream in fear? - Ouch! Ouch! Ouch!
Task 4. Consider a number of drawn objects, name them, select only those in the name of which there is a sound [Y], determine the place of the sound [Y] in words:
T-shirt, fly, books, house, tea, shed, seagull, burdock.
Task 5. Finish the word with a syllable. What is the same last sound in the first syllable of all words?
CA: mai..., guy..., tea..., bark..., zai...
Task 6. Guess riddles, determine the place of the sound [Y] in all riddle words, divide them into syllables, come up with a sentence with each word.
From the hot well
Water flows through the nose. (Teapot)
Grew up in the field, angry and prickly,
Needles in all directions. (burr)
Task 7. Recall the types of transport in the names of which there is a sound [Y] (tram, trolleybus). Divide words into syllables, determine the place of the sound [Y] in these words.
Task 8. An adult calls 3-5 words with the sound [Y], and the child must listen carefully and repeat all the words in the same sequence.
Task 9. name superfluous word in a row (according to the presence of the sound [Y] in the words):
T-shirt, seagull, nut, sofa; stupid, young, big, city.
Task 10. Pick up as many words as possible that answer the question “what?”. What is the same last sound in all these words?
Cheerful, brave, good...
Task 11. Remember as many words with the sound [Y] as possible.
Name words with the sound [Y], consisting
from one syllable (May,..),
from two syllables (bunny, ...),
of three syllables (trolleybus, ...),
of four syllables (balalaika, ...).
Task 12. Replace the third sound in words with the sound [Y]. What words did you get? Make sentences with each pair of words:
Cup - seagull, paw - ..., fishing line - ..., river - ..., hat - ..., midge - ...
Task 13. Answer the question: what words will you get if you remove the sound [Y] from them?
T-shirts - poppies, reiki - ..., likes - ..., jays - ...
Task 14. Learn vocabulary:
Ah-ah-ah - May is coming soon.
Uy-yy-yy - wind, blow.
Oh-oh-oh - take me with you.
Hey hey hey - drink some water.
Task 15. Learn a poem and then recite it by clapping your hands for each syllable.
What sound is often heard in the poem?
IODINE
Yod is good, Yod is not evil.
In vain you scream: "Oh-oh-oh!" -
Slightly seeing the glass.
Iodine, sometimes, of course, burns,
But heal faster
Iodine smeared wound.
V. Lunin
Task 16. Make up sentences from words. (Analysis of sentences, finding a preposition and a word with the sound [Y], determining their place in a sentence, recording a sentence scheme.)
Bunny, sit, bush, under; Seagull, sea, fly, over; Tram, ride, city, by.
Task 17. Introduction to the letter Y.
Here's a short one, take a look.
Three needles, thread on top.
V. Kovshikov
What else does the letter Y look like?
Letter games. Differentiation of letters I - Y.
Task 18. Independent sound-syllabic analysis of words, writing block letters, reading words:
may, tea, kettle.
Converting words using split alphabet letters:
bunny - T-shirt - nut - gang - seagull.
Writing sentences under dictation, reading:
Who's here? Zina is here. Zina has a bunny. Dima is here. Dima has a T-shirt. Seema is here. Sima has a seagull.
Anna Panina
"The sound [Y] and the letter Y." Synopsis of GCD in the preparatory group for children with TNR
Synopsis of GCD.
Topic: "Sound and letter Y".
Integration educational areas: "Knowledge", "Communication".
Types of children's activities: communicative, productive.
Goals:
Correctional and educational:
To give children a concept of the mechanism for the formation of the sound Y;
Correction-developing:
Automate the sound Y in syllables, words, sentences;
Develop general, fine and articulatory motor skills;
Develop graphomotor function;
Develop phonemic awareness;
Develop processes of analysis and synthesis;
Develop attention, memory, thinking;
Correctional and educational:
To educate children in a respectful attitude towards each other;
Equipment: planar images of the heroes of "Slysh, Bukovka"; pictures for the studied sound; image of the letter Y; syllabary table; cards with printed syllables and individual letters; magnetic alphabets; workbooks "Gromoteika"; CD "ABC"
I. Organizational moment.
Examining the picture "Yogi".
Who is it? What can he do? Today we have a difficult and serious work to do, we will practice like yoga. (Game for attention "polite request".
II. Main part
1. Post subject.
Today our friends Slysh and Bukovka are visiting us. new history. One day, Slysh and Bukovka spent their weekends in the park, which had a huge swing. Of course, our friends wanted to ride them. But as soon as they got closer, shaggy dog, guarding the swing, growled menacingly:
Rrr, wait, the passage is closed.
But why? Bukovka was surprised. - Look how many children ride together on these swings.
Rrr, - answered the dog, - I let only those visitors who can complete my tasks.
We are ready to fulfill them,” Slysh replied.
Okay, say, quickly and without mistake, a tongue-twister:
"One firewood, two firewood, three firewood."
Slysh repeated the tongue-twister without a single mistake. Can you guys do that?
The game "Repeat the tongue twister." Invite the children to repeat the tongue twister three times without straying.
Slysh completed the tasks, and the dog missed his friends. Slysh and Bukovka sat on a huge swing. Bukovka sat on a bench, Slysh firmly grabbed the handles, and began to swing the swing.
They swayed slowly and low at first, and then began to sway faster, stronger and higher. The swing soared up, and then went down with a cheerful whistle: "y-y-y", "y-y-y"! The friends were breathtaking, and they wanted to scream with joy and happiness, the wind blew their clothes, whistled in their ears, and the swing kept creaking: “yyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy… When the friends had ridden enough, they got down to the ground, thanked the shaggy dog and went for a walk in the park.
Slysh remembered the swing song. He stretched his cheerful tongue, remembering a few exercises.
2. Development of articulatory motility.
Tongue exercise. Let's practice the tongue together with Hear. (Perform the exercise 5-7 times.)
"Big swing" - smile, open your mouth, raise the tip of your tongue to upper lip, lower to the bottom.
"Little rockers" - smile, open your mouth, raise the tip of the tongue by the upper teeth, lower it by the lower ones.
3. Demonstration of the acoustic-articulatory image of sound.
Y-y-y, - said Slysh. (The tongue did not want to let in air - he arched his back, pressed it to the palate, but the air still hummed merrily.)
Task - "Make a sound." Guys, say the sound [th | without error, in accordance with the described articulation. Follow the correct position of the lips, tongue, neck and breathing.
Hear wanted to know more about the new sound, and he tried to describe it.
Task "Describe the sound." Let's help Hear describe the sound [th].
When we pronounce the sound Y, does the air meet an obstacle in the way?
If the air meets an obstruction when pronouncing this sound, what sound is it? (Consonant.)
What prevents the air from passing freely (the tongue, which is pressed against the sky with its back, interferes with the air).
Is this sound voiced or deaf? (To answer your question, the children cover their ears with their palms and pronounce the sound [th]. If the ears “buzz”, this sound is sonorous, if they don’t buzz, it’s deaf. You can also put your hand to the neck to check).
Listen to me and tell me, is this sound soft or hard? (Pay attention to the children that this sound is always soft).
Now let's give complete description sound Y and dress our sound player (Call the child to the board): this sound is consonant, voiced, can only be soft.
4. Development of phonemic hearing. (Work in workbooks).
Bukovka drew pictures. (name all).
Color the circle green if you hear the sound Y in the word.
5. Acquaintance with the letter Y.
Slysh asked Bukovka: “Can you write the letter that denotes this sound?” And the letter took her magic pencil and wrote the letter Y. (Demonstration of a card with a letter).
What does the letter Y look like?
The letter Y is called "and-short"
Y as And in your notebook.
Not to be confused with Y
Write a tick at the top. (V. Stepanov).
What elements does it consist of?
Designing a letter with pencils; typing the letter Y in workbook. (before writing the letter - exercises for the eyes).
III. Dynamic pause(rhyme "Yoga").
IV. Fixing the material.
1. Reading syllables.(according to the syllable table ah, oh, uy, hey, yy).
2. Reading a word Yogi (T-shirt, parrot, laying out the letters of the magnetic alphabet.
Bukovka wrote the letters O, G, J. Think about what word can be made from them? (She wrote the syllables KA, MAY; PO, PU, GAY).
Type this word in magnetic alphabet.
V. Final part.
From what new letter met?
What sound does it represent?
Settle the Letter Y in the right house.
Listening to a song about the letter Y.
Evaluation of children's activities.
Related publications:
“The sound [R] and the letter R. Spring is walking towards us with quick steps.” Lesson in the preparatory speech therapy group for children with ONR Objectives: To develop the speech of children in various activities. To form and systematize children's knowledge about characteristics spring.
Synopsis of a frontal speech therapy lesson with children of a preparatory group for school with TNR (ONR) "The sound and the letter H"
Purpose: to promote the formation of ideas about the sound and the letter Ch. Tasks: Correctional and educational: - to contribute to the formation of the image.
Synopsis of a speech therapy lesson in a preparatory speech therapy group for school for children with TNR “Sound [B]. Letter B" Lesson 3 Correctional and educational goals. Activation and updating of the dictionary on the topic "Clothes, shoes, hats". Improvement.
Synopsis of GCD on teaching literacy in the preparatory school group “Sound [D] and letter D” Abstract of a lesson on teaching children to read and write in a group preparatory to school. Topic: Sound and the letter "D". Program content: 1. Acquaintance.
