Synopsis of individual speech therapy session
on the formation of the syllabic structure of the word for children 4-5 years old.
Theme: Fairy tale "Turnip"
Target: Formation of the syllabic structure of the word.
Correctional and educational tasks:
- Formation of the ability to make a simple common sentence;
- Expansion, clarification and activation of the dictionary;
- Answer questions in one word;
- Strengthening the ability to negotiate a proposal;
- Consolidation of the correct pronunciation of the vowel sounds "E", "U", and sound series with the sound "M".
Correction-developing tasks:
- Activation of speech activity.
- Development of attention, thinking, visual and auditory memory, phonemic hearing.
- Formation of a smooth long exhalation.
- Development of general, fine and articulatory motor skills.
Correctional and educational tasks:
- Formation of a positive attitude to the lesson.
Equipment : Soft toy "Cat - Murka", pictures with characters from the fairy tale "Turnip"; box with beans; paper butterflies; a bag with pictures: "Bear", "Airplane", "House", "Ball", "Ball", "Bow", "Cat", a path with traces of a cat.
Lesson progress
Introductory part.
Speech therapist: Hello! Look who came to our class today? This cat is Murka. Say hello to Murka.
The child greets.
Speech therapist : Murka brought us something.
A box with beans, and in it are hidden pictures with the heroes of the fairy tale "Turnip".
Speech therapist : Look what pictures are hidden in the beans?
The child takes out pictures from a box of beans and puts them on the table (grandfather, grandmother, granddaughter Masha, Bug, cat, mouse, turnip).
Speech therapist: Who is this?
Child: Grandfather, woman, etc.
Speech therapist: What fairy tale are all the characters from? What is this fairy tale?
Child: Turnip.
II. Main part.
Speech therapist: Murka loves this tale very much and asks for help to tell it. Will you help?
Child: Yes!
Speech therapist: Grandfather planted ... What?
Child: Turnip.
Speech therapist: What kind of turnip has grown?
Child : Big big (shows).
Speech therapist: Grandfather became a turnip ... What to do?
Child: Pull (shows).
Speech therapist : Pull-pull - pull-pull, and pull out .... What?
Child: Can't.
Speech therapist: Whom did the grandfather call?
Child: Grandmother (shows).
Speech therapist : Who planted the turnip?
Child: grandfather.
Speech therapist : Who helped grandfather pull the turnip?
Child : Grandmother, Masha, dog-Bug, cat, mouse.
Speech therapist : Well done, Murka liked how you helped tell the tale.
Breathing exercises "Butterfly"
Butterflies cut out of paper lie on the table.
Speech therapist : Look who is this? How many butterflies! Let's blow on the butterflies so that they fly (at the same time make sure that the child makes a long smooth exhalation).
The child blows butterflies in turn.
Speech therapist : Well done, all the butterflies scattered.
Physical education "Magic bag"
Speech therapist : Murka brought us something else, a magic bag with pictures. Look what is this?
Child: Airplane.
Speech therapist : The plane is flying, the plane is buzzing. How is the plane buzzing? Repeat and show.
Child : "U-U-U" (shows).
Speech therapist: Who is this?
Child: Bear.
Speech therapist: The bear goes and sings a song: "E-E-E." Repeat and show.
Child : "Uh-uh" (shows).
Speech therapist : How does the bear sing loudly?
Child : "Uh-uh" (shows).
Speech therapist : How does the bear sing softly?
Child : "Uh-uh" (shows).
Didactic game "Syllabic path".
Speech therapist : And now let's "walk" with Murka's fingers along the magic path (There is a path with traces of a cat on the table).
Speech therapist: Step on the footprints and say: "MA-MA-MA."
Child : “MA-MA-MA (walks with his fingers along the path).
It also goes with the syllables "MO", "MU", "WE".
Didactic game "Look and find the picture"
Speech therapist : Murka has something else in the magic bag. Get it.
The child takes out and lays out pictures on the table: a house, a ball, a ball, a bow, a cat. The speech therapist names the pictures. Then he offers to show where: a house, a ball, a ball, a bow, a cat. The child shows.
Speech therapist : (shows pictures in turn) “What is this?”.
Child: house, ball ...
III. Final part.
Speech therapist: Who came to visit us today?
Child: Murka.
Speech therapist : What fairy tale did we tell Murk?
Child: Turnip.
Speech therapist: Murka really liked our fairy tale. What other pictures did Murka bring us (show).
Child : "Bear", "Airplane".
Speech therapist: Well done! You did well today. Murka gives you pictures depicting the heroes of the fairy tale "Turnip". At home, be sure to tell this story to mom and dad.
Department of Education of the Administration of the City District of Kolomna
Municipal Preschool educational institution
Kindergarten No. 15 "Firefly"
Abstract open class on the formation of the syllabic structure of a word using logarithmic exercises
"Sound Automation [W] in
syllables and words"
Teacher - speech therapist: Desinova N.A.
Kolomna 2010
Goals:
fix articulation and isolated pronunciation of the sound [w];
continue to learn how to pronounce the sound [w] correctly in syllables and words;
learn to identify the presence of sound in words;
to consolidate the ability to divide words into syllables;
exercise in education plural nouns;
develop auditory perception, attention, the ability to coordinate movements with speech, fine motor skills.
Equipment: toy mouse card “Journey of a little mouse”, subject pictures with symbols on the back, subject pictures for the “Shopping” exercise, autumn leaves, punched cards, symbols of sounds.
Course progress.
Organizing time.
- Today you will meet a little mouse and go on a little trip with it. She even prepared a map that will not only show the way, but also help not to confuse or forget anything. Look, everything is drawn on the map here. What do you see at the very beginning? (House.)
- A mouse lives in this house behind a high fence.
Articulation gymnastics.
- The mouse woke up (exercise "Window"), opened the window (exercise "House opens") and went out onto the porch (exercise "Shovel"). The breeze blows on the mouse (exercise "Blow off the shoulder blades"). The mouse had to put on a warm blouse (exercise “The tongue greets upper lip"). The mouse went to drink tea from a cup (exercise "Cup"). I drank one cup of tea, another, the third with delicious jam (exercise "Delicious jam"). Then the mouse played a little with a fluff (Focus exercise) and went to the door (Sail exercise). And there is a strong wind blowing outside. (Onomatopoeia Sh - Sh - Sh - Sh).
Wind
The breeze rustles with foliage: Children rhythmically rub their palms.
Shu-shoo-shoo, shoo-shoo-shoo.
He hums loudly in the pipes:
Ooh, ooh, ooh Rhythmically clapping overhead
Kicks up dust.
Bom-bom-bom, boom-bom-bom. Rhythmically stomp their feet
It blows everywhere, all around.
Gom-gom-gom, gom-gom-gom. Rhythmically lean to the side
It can cause a storm.
Fear, fear, fear, fear! Raise your arms to the side and
The elephant can't resist either. make rotational movements.
Ah-ah, ah-ah. They shake their heads rhythmically.
Sound pronunciation [w].
- See what is drawn near the house? (There is an image of leaves on the map.) The mouse ran along the path of dry leaves: w - w - w.
- Let's go after her and rustle like leaves. I will start the word, and you and the mouse will rustle louder to finish it:
we... du... kams... small... karanda... lands
gua fini.. shala
Pronunciation of the sound [w] in syllables (using symbols and gestures).
-Where does the path lead to? Here are the reeds. The mouse loves to hear how they rustle. Listen to the reeds and rustle like they do (pronunciation of syllables using symbols and gestures):
sha - shi - sho - shu
walked - walked - walked
shpo - shpa - shpu
And who is hiding in the reeds here? This is a duck. The duck was frightened and flapped its wings. Show how she does it:
ashka - ashka; oshka - oshka; ear - ear.
The development of phonemic perception.
What does the map tell us? There is a path ahead, in order to go along it, you need to select only those pictures in the name of which there is a sound [w]. Select the desired pictures, divide them into syllables and lay them out in the form of a track.
We go along the path with the mouse, and the pictures behind us turn over.
(There is a symbol on the back of each picture.)
Pronunciation of the sound [w] in words.
- Along the path, the mouse led us to the store. Can you tell me what she saw there? I will start and you will continue.
The mouse bought a lot ... (She lays out pictures in front of the child: a fur coat, a car, a scarf, a cup, a pear.)
- And the mouse bought herself, name what she bought, and determine the place of the sound [w] in words (word scheme): hat, pencil, matryoshka,
speech exercise with movements.
Clock
The mouse climbed for the first time, Slowly raise their hands up. See what time it is. Suddenly the clock said: “Bom!”, One clap above the head. The mouse rolled over. Hands drop quickly. The mouse climbed a second time. Slowly raise your hands up. See what time it is. Suddenly the clock said, “Bom, bom!” Two cottons. The mouse rolled over. Hands drop quickly.
The mouse climbed for the third time. Slowly raise your hands up. See what time it is. Suddenly the clock said: “Bom, bom, bom!” Three cottons. The mouse rolled over. Hands drop quickly.
Game exercise for the development of memory.
But how to return home? The map will help us. Here is the familiar path. Remember what is shown in the pictures.
Let's collect the leaves. And every leaf is a mystery. Do you want to solve them?
Kids draw together, They have... pencils in their hands.
Wears a bright comb. Our cheerful ... cockerel.
Here is a little gray ... mouse running.
Tires rustled softly. This is going to us ... a car.
Mom asks Masha: "Cook little brother ... porridge."
The mouse takes a shower
Washes the tail, washes ... the ears.
Finger gymnastics.
The mouse washed its paws with soap. Rhythmically rubbed
Each finger in order. palm on palm.
Here's a big lather, Rubbing your fingers
Rinse it with water. Alternately.
I didn't forget the pointer
Wash off dirt and paint.
Average lathered diligently,
Probably the dirtiest one.
The nameless rubbed with paste,
The skin immediately turned red.
And the little finger quickly washed,
He was very afraid of soap.
Work with punched cards.
The mouse invites you to play with cards. Pictures are drawn on the cards, and under each picture there is a window. Find all the pictures that have the sound [Ш] in their names and fill in the boxes under these pictures. (Then they remove a punched card from the sheet, connect the icons with lines and get the letter Ш).
Introduction to the letter Sh.
Summary of the lesson.
- It's time for us to say goodbye to the mouse. You helped her a lot today! And what sound helped us in our lesson? (W - w - w).
Attached files
Synopsis of a subgroup speech therapy lesson
«"" Syllabic analysis and synthesis of words
Purpose: development of syllabic analysis and synthesis skills.
Tasks:
Educational:
To consolidate children's knowledge about the role of vowels in the syllable section;
Develop the skill of isolating vowel sounds from words;
Develop the ability to determine the number and sequence of syllables in words;
Learn to differentiate words of various syllabic structures;
Activate students' vocabulary.
Correction-developing:
Develop auditory perception and word memorization skills;
Develop logical thinking in exercises for analytical and synthetic activities;
Develop hand-eye coordination.
Correctional and educational:
Develop the ability to work in a team;
To cultivate a desire for the result of activity;
Raise interest in learning by increasing motivation.
Health saving:
Use elements of physical activity;
Use oculomotor exercises.
in sl
ogah, words, sentence.
Lesson progress:
I .Org. moment. Greetings.1.2. P preparatory
stage
On the table is a figure of a gnome
- Hello guys!
Attention!
The long-awaited call is given,
The lesson starts.
Let's repeat the rules:
Our ears are attentive
Our eyes carefully
Our heads
we say
Today to our lesson, came fairy tale hero.
Look who is it?
He brought us something in a box. Let's open the box. What is it?
Children greet those present
Listen.
Watching
think
Clear and loud.
It's a gnome
These are pictures
At- PS
key
Turtle
Not a point
Lizard
Yes, there are different things drawn on these cards,
you needhighlight in the title of each itemfirst syllable
. And from these syllables to form a new word.
prizes - at;
key - key;
turtle - che;
thread - neither;
lizard i.
What did the gnome come up with for us,
Guess the syllables?
We put syllables into a word on the table.
ADVENTURES.
So, the Dwarf invites us to take part in adventures.
The speech therapist shows the children a picture and names the depicted object, the students slap the word, dividing it into syllables and highlight the first syllable in the words
prizes - at; key - key; turtle - che; thread - neither; lizard i.
Adventures
1.3. Development of articulatory motor skills. Articulation gymnastics.
On the table are cards with the image of articulation exercises.
The gnome came to our lesson to learn how to pronounce sounds correctly, make up syllables and words, because he does not always succeed in this. Let's train with him.
Performing articulation exercises
1.4. The development of speech exhalation.
To pronounce speech sounds well, one must be able to perform well breathing exercises. Here the Dwarf offers us to do some breathing exercises.
Doing breathing exercises
II. Main part.
2.1. Lesson topic message.
2.2. Vowel sounds.
guessing vowels by articulation and selection of words for thissound .
Today we will deal with sounds and letters, we will add syllables and words from letters. And also we will show our guest how well you know how to divide words into syllables.
The gnome wants to know:
"What is the difference between sounds and letters?"
Who knows whatthe sound i want to say .
I will show you, and you try to guess the sound by articulation.
You just named the sounds: A, O, U, I, E
And what are these sounds?How to call thesesounds ?
vowels or consonants ?
Who can say why they are vowels?
And now let's try to surprise our Gnome andpick a word that starts one of these vowels sounds. So...
Which sounds are we choosing words?
The sounds we hear and speak
Letters we read and write
Children guess sounds by the articulation of a speech therapist:
A, O, U, I, E
These are vowel sounds.
Children name words and select pictures:BUT IST, O SLIC, At TKA, And GLY, E MU, ....?.....
- A, O, U, I, E
2.3. Work onallocation vowels from words.
Definitionvowel sound by ear in words"Which Is the vowel sound hidden in the word? »
And now the Dwarf wants to put his things in order and asks you to help him do it. You need to definevowel in the middle of each word and put the picture in the right house:
Pictures: wa r, sat b, Dabout m, kand t, land st, Ma k, lat k, wat to, toabout t, CS R, MS sh.
Children take a picture and name a word, determinevowel, which is in the word and put the picture in the right house.
3. Consonants.
3.1. Characteristics of consonant sounds.
3.2. Work on the definition ofvowels at the beginning of words.
Co definition vowel sound by ear in words
3.3. Differentiation of vowels and consonants . Consolidation of the skill of highlighting the "fourth extra" on the basis of a vowel-consonant.
Our guest did not study at school and does not know the characteristicsconsonants . Let's tell himabout consonants .
What happens in our mouth when we sayconsonants ?.
What barrier can there be?
Gnome has many fabulous friends, he wanted to invite them for a ride on the train. Let's help them get it right. On each car is written a consonant, which begins the name of his friend.
We'll go by train
We will take all our friends with us.
We will seat everyone in the wagons,
We will find a place for everyone!
While the friends were on the train, they decided to play the game "Extra Four". We can play with them too. Let's try.
I give you cards on which letters are written, you need to determine which lettersuperfluous in each line and why.
A - U - K - I
M - T - P - O
S - O - E - M
V–T–P–O
Children describeconsonants .
A blockage forms in the mouth and air does not pass freely.
The barrier is created by lips, teeth and tongue
Students cross out the extra letter and explain their choice.
(K because he consonant, and the rest vowels )
(Oh because he vowel, and the rest consonants )
(M because he consonant, and the rest vowels )
(Oh because he vowel, and the rest consonants )
The children are doing the exercises.
The guys place pictures with images of animals in parts of the house
Children arrange the syllables (words) in the correct order.
4. Physical education.
5. Determining the number of syllables in a word.
Dictionary activation.
Practicing the skills of determining the number of syllables in words.
6. Work with deformed words. Determine the order of syllables in a word.
We conclude that it is necessary to observe the order of syllables in a word.
While the friends were on the train, they sat up a bit and want to warm up.
Are you tired?
Well, then everyone stood up together.
They stomped their feet,
They clapped their hands.
Twisted, turned
And everyone sat down at the desks.
We close our eyes tightly
We count up to 5 together.
We open, we blink
And we continue to work.
In the meantime, friends have arrived at the house where the Dwarf lives and now they want to stay in rooms so that everyone has enough space.
We must help him.If there is one syllable in the name of a friend of the Gnome, we will put him in that part of the house where there is one window), two syllables - in that part of the house where there are two windows, three syllables - where there are three windows ...
CAT, ELEPHANT, GIRAFFE, ZEBRA, TURTLE, HIPPO
The animals had a good time with their friend Gnome, and when they returned to their home they wrote a letter. But the words in the letter crumbled into syllables. Let's help the Gnome read the words.
Here are the words written
You can't understand them right away.
We will turn the syllables
And the word makes sense.
We have made an excitinghum about ku.
The dwarf has prepared for usgift on ki.
It wasfunny.
Goodwere playing .
7. The result of the lesson.Summing up children get a sticker with a picture of gnomes.
lessons.
Who came to visit us?
We did a great job, I hope you enjoyed our lesson? Thank you bye.
Analysis of a speech therapy lesson
The lesson was conducted with children who have systemic underdevelopment of speech against the background of intellectual insufficiency caused by RDA. The lesson on the topic "Differentiation of vowels and consonant sounds and letters, violation of the syllabic structure in syllables, words, sentences occupies an important place in the system of classes on the topic being studied, organized in accordance with a long-term plan of individual correctional and developmental work.
The following tasks were set during the lesson:
1. Correctional: The development of auditory memory.
2. Educational:.
3. Educational:Cultivate interest in the activity.
The goal and objectives are set according to the content of the lesson. The goals were fulfilled in the unity of correctional-developing, educational and educational tasks. Problem solving is achieved by various methods and techniques: verbal, visual, practical.
The main stages are built sequentially and are interconnected. There was a transition from one stage to another. Each stage of the lesson prepared the children for the next work. The time between each stage of the lesson is distributed appropriately, in accordance with the capabilities of the child and the objectives of the lesson. The session lasted no more than 20 minutes.
All material is selected in accordance with the speech and age capabilities of children. speech material corresponds to the goals and objectives of the lesson. Practical, visual, verbal methods of work were used in the lesson. The following didactic principles were taken into account: the principle of visualization of learning, the principle of consciousness and activity of learning, the principle of accessibility of the communicated knowledge, the principle of a differentiated and individual approach. All these principles were implemented in the lesson.
The lesson included an exercise for the development of speech expiration, an exercise for the development of fine motor skills, as well as an exercise for the development of the emotional-volitional sphere. The speech material was selected taking into account the capabilities of the child, the level of his speech development, and age characteristics. The child worked actively during the lesson. The result has been achieved.
Target: Development of sound analysis and synthesis.
Tasks:
Educational:
- To consolidate the knowledge of pupils about sounds, letters and syllables.
- Develop the ability to divide words into syllables, highlight the stressed syllable, determine the number of syllables in a word.
- Learn syllabic analysis and synthesis.
- To consolidate knowledge of the fairy tales of K.I. Chukovsky.
Corrective:
- Correction of phonemic hearing.
- The development of fine motor skills of the hands.
- Correction of visual and auditory perception based on the analysis and synthesis of words., Work with visual material.
- Enrichment vocabulary pupils.
- Correction of thought processes, based on the game “4th extra”
Educational:
- Strengthen the ability to work in a group, in pairs.
- Cultivate a love of reading.
- Cultivate motivation for learning.
Materials and equipment: Multimedia installation, board, typesetting canvas, boards with carnations and rubber bands.
Lesson progress
I. Organization of the lesson.
Everyone got up nicely, straighten your backs, smile at each other. Those whose name consists of 2 syllables, of 3 syllables will sit down.
II. Presentation of the topic and objectives of the lesson.
- Guys, today in the lesson we will remember what a word, syllable, letter, sound is.
III. Main part.
A type-setting canvas is hung on the board, on it are syllables: mon, li, but, ki, hal, wa.
Let's read in chorus.
What have we read now? (Children: Syllables.)
The speech therapist reads a poem: (Appendix) Slide 2.
What is Lee? What is Mon?
There is no meaning in the sounds!
And how do they say "lemon" -
It will immediately become sour-sour!What is Ki? What is No?
People don't know at all!
And as they say "cinema" -
It will get interesting right away!What is Hal? What is Va? -
Here's another riddle.
And how do they say "halva" -
It will be sweet and sweet in no time!(E. Uspensky)
Eduard Uspensky is a contemporary children's writer. Slide 3.
What is the difference between a syllable and a word? (Children: Words have meaning.)
Today in the lesson we will remember the works children's writer K.I. Chukovsky. In 2012, it will be 130 years since the birth of Korney Ivanovich.
Nikolay Vasilievich Korneichukov. slide 4.
I have a basket in my hands different subjects and pictures, your task is to guess them and complete tasks
So, I invite you to a country called "Chukokkala". Slide 5.
1st Task. The word crumbled, it is necessary to correctly arrange the letters and read the name of the subject. slide 6.
Samovar. Slide 7.
Sound-letter analysis of the word. Post a word plan. Which of the heroes of Chukovsky's works does this item belong to? Fly-Tsokotuhe. “Fly-Tsokotuha” 1924
slide 8.
(Children lay out word schemes.)
2nd Task - What is this item? (BANDAGE.) slide 9.
Find the extra syllable in the words and find out who owns the bandage.
DOB ON THE RYY DOC WU TOR AI BEHIND HURTS Slide 10-12
- What is the name of the story? “Aibolit” 1929 slide 13.
3rd Task.
Pictures of animals are attached to the board. slide 14.
- What kind of fairy tale are these animals? "Telephone" 1926 slide 15.
Divide words into syllables and highlight the stressed syllable. slide 16.
Elephant, monkeys, bear, gazelles, hares, hippopotamus.
Work in a notebook.
Write the words in your notebook and complete the task.
Check
4th Task. slide 18.
Rubber band game.
Carnations are stuffed on the board (50x50). Pulling, rubber bands on cloves, depict:
Candle, stove, pillow, pie.
From which fairy tale are the objects? “Moydodyr” 1923 Slide 19, 20.
5th Task.
The game "4th extra". Slide 21.
Bicycle, ball, dog, tram
Why is it redundant?
With about tank . slide 22.
Divide the word into syllables, find the stressed syllable. Dictionary word.
Post the word on the board.
It is necessary to remember the spelling of the unstressed vowel o.
Their what fairy tale words? "Cockroach" 1921 slide 23.
6th Task.
K.I. Chukovsky.
Let's write a sequence. How do we see K.I. Chukovsky today?
(Who?) Chukovsky. Slide 24, 25.
(What?) Kind, smart.
(What does it do?) Teaches, captivates, ridicules, intrigues.
(Meaningful words about him.) He loves children, has a rich imagination, writes with humor, arouses interest.
(The essence, the result.) Children's writer
IV. Generalization.slide 26.
How to determine the number of syllables in a word? (By the number of vowels.)
How many vowels are there in Russian? (ten)
What is the difference between sound and letter? (We hear the sound, we write the letter.
How is stress placed in a word? (Pronounce the whole word, you share the percussion sound with your voice.)
v. Summary of the lesson.
Did you like the country called “Chukokkala”?
Well done guys, you've done all the work! Show your knowledge and skills.
Bibliography:
- Barsukova L.A. other. Speech therapy at school: practical experience. Second edition, corrected and enlarged. Publishing Center “March”, 2005.
- Sadovnikova I.N. Violation writing in younger students. – M.: Enlightenment, 1983.
Annotation. The material is addressed to speech therapists. The attention of speech therapists is offered a summary of the final lesson on the formation of the syllabic structure of the word.
Program content:
- to consolidate the ability of children to divide words into syllables.
- exercise in the transformation of syllables.
- exercise in the selection of syllables for schemes.
- exercise in the selection of words for diagrams.
- learn to select words-relatives to the noun "Forest".
- learn to make words from letters.
- practice making new words from letters given word"Photo".
- develop thinking when solving puzzles.
- educate the ability to listen to the answers of other children.
Lesson progress
1. Organizing moment:
"The one who says the opposite syllable will sit down"
sa-as po-op ho-oh af-fa
in-ni tu-ut zu-uz zu-uts
ka-ak by-yb ha-ag mo-om
2. Introduction to the topic:
“Once a fairy-tale hero went to a forest school. And what is his name, you can now guess. The word is encrypted, it must be guessed by the reference numbers.
35167248
zaniken
a) In order for him to enter the forest, you need to pick up words-relatives to the word "Forest"
(wood, forester, copse, forest belt). Pick up related words using puzzles.
Dunno went into the forest, whether he walked for a long time, whether it was short, suddenly, he sees a PALICE in front of him.
What is a palisade? (fence, in which the stakes are often to each other)
In order for Dunno to go inside, it is necessary to divide the word "palisade" into syllables.
Let's help him!
b) Dunno passed by and saw a forest school. The teacher there was a wise owl. She handed out pictures to the animals, they need to be resettled on steamers. How many portholes - so many syllables should be in the name of the pictures. Let's try to sort out the pictures.
c) Then the owl invited the animals to determine whether their scheme fits the words that she will call them. Let's try it too. I will name the words, and you will go to the board if the word fits your scheme.
AAA (PANAMA), OA (VOBLA), AOA (CAP)
And now let's lay out the syllables to the schemes.
Schemes: SG (ma, but, zu), GS (er, it, osh), SSG (hwa, fty, sku), SGS (mit, ball, dock)
Fizkultminutka.
The owl offered to play.
You will squat when you hear words that have "SHK" sounds nearby.
(cat, mask, frog, tower, note, potato)
Now nodo stomp if you hear words that have sounds next to them: “TR”
(mole, bed, lemonade, troika, notebook, red, cheesecake, cake, meter)
d) Work on stress.
While everyone was playing:
An evil wizard has come to the forest.
It's terrible and big.
He waved his hands
I bewitched the shock.
And what happened? There was a word mugs, but it became mugs. All the water splashed, splashed everyone. There was a word stomp, but it became stomp. All the animals nearly drowned. There was a word of arrows, there were arrows who pointed guns at animals. The animals became alarmed, began to beg the magician to return the accent to its place. The wizard agreed if the animals would help him get back over the mountain. And for this it is necessary to determine which word was conceived from the following syllables: TA - VO - RO (gate)
Part the mountain, and behind it the gate! And the wizard left.
e) Everyone was delighted and decided to collect words from the letters (a-r-k, i-r-m, a-sh-r).
Then the owl offered to compose new words from the letters of the word “Photography”.
(photo, mountain, mouth, count, tiger, game, shooting gallery, horns, company, kettlebell)
3. The result of the lesson:
“Well done! Everyone did different things. What task did you enjoy doing the most?
Rebrova E.V.,
teacher speech therapist
