Tasks:
Correctional and educational:
- activate and consolidate vocabulary on the topic “Trees”;
- development of inflection and word formation skills;
- development of lexical and grammatical skills, exercise in the use of relative and complex adjectives, in coordinating them in gender, number, case;
Correctional and developmental:
- improvement of the processes of perception, attention, memory, thinking,
- development of general, fine and facial motor skills, emotional-volitional sphere through the use of elements of psycho-gymnastics, massage, logorhythmics.
Correctional and educational:
- cultivate self-control;
- cultivate a desire to actively work in class.
Progress of the lesson:
I. Organizational moment.
Psycho-gymnastics
Guys, please tell me, what time of year is it now? (Autumn)
Let's imagine that we are all autumn leaves. We are all different in shape, we grew on different trees and we are all different colors and shades. And also autumn leaves can have different moods: cheerful, sad, angry. Leaves can be dreamy, enthusiastic or surprised. Let's depict the different emotions of autumn leaves.
Some leaves started a fun game. Let's portray fun and joy!
And others laugh at the fun game.
Someone is sad about the past summer. Let's pretend to be sad.
And someone is angry at the wind, which tore him from his native branch.
Someone was surprised when a bird sat on a branch. Let's act surprised.
Well done guys, they perfectly conveyed the emotions of autumn leaves.
II. Main part.
1. View the presentation “Autumn Forest”. Subject message.
Guys, let's sit down at the tables and look at the screen, I have prepared a short film for you and I invite you to watch it. (view presentation, COMMENTS)
Guys, what did we just see on the screen? (forest, trees, autumn)
And what do you think we will talk about today? (About trees).
Yes, right.
2. Didactic game “Name the tree.”
On the board there are subject-themed pictures.
Differentiation of deciduous and coniferous trees.
Let's remember what types of trees there are (deciduous, coniferous)
Why are deciduous trees called that? (why conifers?)
Guys, let's look at the board and name the deciduous trees. (Birch, linden, aspen, maple, poplar, willow, rowan). And now coniferous trees. (Fur tree, pine tree).
Okay guys, you completed this task.
3. D/game “Parts of a tree”.
Let's remember what trees are made of, name and show the parts of the tree. (Name and show: roots, trunk, bark, branches, leaves, crown, fruits (catkins, seeds, acorns, cones, nuts, berries).
Well done, you know well what trees are made of.
4. D/game “Say with the word “autumn” (with a ball).
Guys, let's play with you a little, I throw a ball to one of you and say a word. And you repeat my word, but with the word “autumn” and return the ball to me.
leaf - ...autumn leaf
branch - ... autumn branch
tree - ... autumn tree
forest - ... autumn forest
grove - ... autumn grove
bouquet – ... autumn bouquet.
Well done!
5. D/game “Choose words - signs.”
Guys, let's look at the trees and find beautiful words, how can we say about trees? What are they? For example, what kind of birch?
- birch (which one?) –... slender, white-trunked, curly
- oak (which?) –... mighty, powerful, strong, hardy
- rowan -... thin, elegant, beautiful
- maple – ...carved, beautiful, curly, shady
- linden – ...beautiful, sticky, healing
- willow -... spreading, weeping
- spruce, pine (which ones?) –... evergreen, prickly, fragrant, coniferous.
Guys, tell me why they say that...
- curly birch?
- mighty oak
- prickly spruce
- shady maple
Well done guys, you completed this task well.
6. D/game “Which branch are the kids from?”
Guys, I have fallen leaves here, I’ll give them to you now and we’ll look at them and determine which trees these leaves fell from?
What tree is this leaf from? So what is he like?
- from birch - birch leaf
- from aspen - aspen leaf
- from oak – oak leaf
- from linden - linden leaf
- from maple - maple leaf.
And you coped with this task perfectly.
7. D/game “Choose words - actions.”
Tell me, please, what do the leaves do in the fall? (...they turn yellow, turn red, rustle, wither, fall, spin, dry, rustle).
Well done.
8. Physical exercise “Autumn leaves”.
Guys, let's take a little rest, get up from your seats and come here. Look here there are a lot of fallen leaves, take two leaves in one hand and the other, and repeat after me.
We, autumn leaves,
They sat on the branches,
The wind blew and they flew.
We were flying, we were flying
And they sat down quietly on the ground.
The wind came again
And I picked up all the leaves,
Twisted them around
And he lowered it to the ground.
Leaf fall!
Well done, leave some leaves, come to me and take a look...
9. D/game – classification.
Guys, look and tell me, what do we see here? (Lots of oaks)
Tell me, what is the name of the forest where the oak trees grow? (Dubrava)
(Also: Many pines - pine forest; many birches - birch grove)
Well done! Tell me, what is the name of the forest in which all the trees grow? (mixed)
Now I’m going to suggest you make a mixed forest from different trees, let’s sit down at the tables... but before you make a mixed forest, tell me what’s on your tables? (bumps)…
10. Massage with the gifts of nature.
Guys, let's recharge ourselves with energy from the gifts of nature - let's massage our hands with cones. Repeat after me.
Circular movements of the bump are performed between the palms and the back of the hands, accompanied by speech.
You pine cones
Give it to all the kids
Strength and health
Dexterity, beauty,
Joy and fun
Intelligence and kindness!
Well done, put the cones in the basket...
11. Task for the development of fine motor skills.
Now take the bags in which each of you has a cut-out picture of a tree, each with their own. You must collect these pictures.
(collect cut pictures)
Okay, now name the tree you got. So we have a mixed forest.
Well done! Well, now it’s time to go to the group, since our lesson is coming to an end. Let's say goodbye to the trees and wish them all the best. I will tell you what to wish, and you must repeat these wishes when addressing the trees.
Wish the trees that they...
- grew - grow
- get healthy - get healthy
- turn green - turn green
III. Summary of the lesson.
Okay, what did we talk about today? (About trees).
Assessment of children's activities in the classroom.
All the children studied well today, answered the questions, and completed the assignments. The lesson is over.
Shurshova Yu.G.,
teacher speech therapist
Summary of frontal speech therapy classes for children of the older group with stuttering.
Topic: “Food”.
Target: expansion and activation of the vocabulary on the topic of food.
Tasks:
Correctional and educational: the formation of adjectives from nouns, their agreement with given nouns; the formation of nouns with diminutive suffixes in the singular; the formation of plural nouns in the nominative and genitive cases; the formation of relative adjectives; the formation of qualitative adjectives. Correctional and developmental: teach the ability to observe sensations in the body, identify and compare muscle sensations (tension - relaxation, hardness - softness, heaviness - lightness). Correctional and educational: formation of cohesion and friendly attitude of children towards each other. Equipment: pictures of food, ball, paper bags with food.
Progress of the lesson.
1. “Magic dream.”
Now I will read poetry, and you close your eyes. The "Magic Dream" begins. You won’t really fall asleep, you’ll hear everything, but you won’t move or open your eyes until I give you permission. Listen carefully and repeat my words to yourself, no need to whisper, relax calmly with your eyes closed. The “magic dream” will end when I say: “Open your eyes! Get up!
Attention, a “magic dream” is coming...
Eyelashes droop...
Eyes are closing...
We are resting peacefully...
Our hands are resting...
The legs also rest...
Resting...falling asleep...
The neck is not tense.. and relaxed...
Lips part slightly...
Breathe easily... evenly... deeply...
Stretch! Smile!
2. Conversation on the topic.
L. -What are food products?
D. - This is what we eat.
Name the food products.
L. -What is made from milk?
D. - Sour cream, kefir, cottage cheese, cheese, butter, yogurt, etc. are made from milk.
L. - What is made from meat?
D. - Sausages are made from meat.
L. - What can you bake from flour?
D. You can bake cakes, pancakes, pies, bread, loaves, buns, etc. from flour.
3. Game "Cooks"
L. - Let's become cooks and prepare a lot of delicious dishes! Let's start with soup.
“What soup?”
Vegetable soup – vegetable soup
From meat -
From fish -
From milk -
From chicken -
With peas -
With mushrooms -
* “What porridge?”
Porridge with milk - milk porridge
From millet -
From semolina -
From buckwheat -
From oatmeal -
From pearl barley -
* “What juice?”
Raspberry juice - raspberry juice
From orange -
From tangerine -
From a pear -
From plum -
From strawberries -
4. Physical education “In the store”
We came to the store.
We bought: one cake,
Buns - two,
Cheesecakes - three,
And we bought kiwis - four at once!
(Children walk in place. Stretch forward their arms, slightly bent at the elbows, clasping them in front of them. Show one finger. Clap your hands 2 times and show two fingers, then clap your hands 3 times and show three fingers. Turn your fists and show four finger.)
5. Game “What’s missing?”
What's missing? (The box of chocolates, cheese, carton of milk, and sausage are gone.)
Pictures of food items are placed, children look at them, then close their eyes, and the speech therapist removes one item. Children open their eyes and see what is missing.
6. Game "Cake".
What do we need for the cake?
For the cake we need an egg, sugar, milk, flour, butter, decoration
Each child is one of the components.
One child is a pastry chef.
This is how the cake turned out: beautiful, happy!
7. Game "Shop"
Speech therapist: Guys, where do they buy food?
Children: Groceries are bought in the store.
Speech therapist: Correct.
Now we will play the game “Shop” and go buy groceries.
When purchasing groceries, remember to use polite words.
I will be a seller. And who are you?
Children: Buyers.
Speech therapist: Children walk around the office (imitating a trip to the store, the speech therapist hands out bags of groceries to the children. The children sit in their seats and look at what they bought)
D. I bought 2 cartons of milk, etc.
8. “Call me kindly”
Soup - soup, butter - butter, pancake - pancake, pancake, cookies - cookies, cutlet - cutlet, noodles - noodles, cottage cheese - cottage cheese, bagels - lambs, bread - bread, cake - cake, jam - jam, porridge - porridge, raisins - raisin, caviar - caviar, marmalade - marmalade, peas - pea.
9. “One is many”
Soup - a lot of soup(s),
cabbage soup - a lot of cabbage soup,
cutlet - cutlet,
milk - a lot of milk,
pie - pies,
jellied meat - a lot of jellied meat,
sausage - sausages,
juice - juice,
porridge - porridge,
noodles - a lot of noodles.
10. "Count"
One cutlet - two cutlets - five cutlets,
one fried cutlet - two fried cutlets - five fried cutlets,
one pie - two pies - five pies,
one lush pie - two lush pies - five lush pies.
One milk porridge - two, three, four, five
11. “Name it after the example”
Frying potatoes means what are they? - fried;
Cooking beets means what kind of beets are they? - boiled;
steam turnips - ... (steamed);
freeze cranberries - ... (frozen);
pickle tomatoes - ... (pickled);
preserve cucumbers - ... (canned);
salt the cabbage - ... (salty).
12. Summary
Summing up the lesson! What did you like about the lesson? What new did you learn? What exercise (game) did you like, etc.
Lesson objectives:
Introduce children to the letter I;
Develop general and fine motor skills of children;
To develop children's skills in handling handouts.
Equipment: mirrors, letter I, plasticine
Progress of the lesson
Speech therapist: Hello, guys. Now the one who can tell me a word that begins with the sound A will sit down (each child thinks and says a word that begins with the sound A, then sits down).
Now guys, we will play with you:
1) Game “Listen, repeat!”. The speech therapist asks the children to repeat a series of words. Guys, I will tell you words, and you must remember them and repeat them, okay? (Children: yes)
Mack - bak - yes.
Tok-tok-tok.
Bull - buck - side.
Dam - house - smoke.
2)Development of gross motor skills “Autumn”. Okay, well done, you all completed this task. And now we all get up and repeat the movements after me.
|
The birdhouse is empty, |
They wave their arms and flap their wings. |
|
Leaves don't sit on trees either. |
They squat. |
|
All day today, everyone is flying, flying... |
They get up, walk in a circle and wave their arms. |
|
Apparently, also to Africa They want to fly away. |
They run in circles. |
3) Development of fine motor skills “Cranes”. Well done! And now you and I will play with our fingers.
|
Cranes fly lazily. |
Swings with crossed hands. |
|
With green fir trees, With birches and maples, With valleys, with lakes, With native expanses. |
Bend one finger at a time, starting with the thumb. |
5) Announcing the topic of the lesson.
Introducing the letter I. The speech therapist shows the letter I. Now guys, look at what the letter I looks like.
Guys, remember that we see and write the letter, and we hear and pronounce the sound, remember? (Children: yes) Repeat!
6) Development of phonemic hearing.
Repetition of sounds following the speech therapist: I, O, A, I, etc.
Guys, let’s now each stand up one by one and repeat the sounds that I say to you, okay? (Children: yes)
7) Physical education minute.
Well done! We are all tired and it’s time for us to rest, we all get up and repeat the movements after me.
Performing movements according to the text of the poem.
We'll walk on our toes
We'll walk on our heels.
We're going like all the kids.
One-two, one-two!
And like a clubfooted bear.
8) Fixing the letter I in the text.
Well done! Everyone sat down in their places, and now listen to the riddle and try to guess it.
Speech therapist: Listen, don’t yawn,
Guess the riddle!
The pig is running
Iron back. (Needle and thread.)
9) Face massage . Well done, right! And now you and I will play with our hands and fingers. Everyone got ready.
Stroking, pinching, tapping, wave-like movements, stroking (according to the general rules).
Development of facial muscles. Well done! And now we will play with our faces, we will pretend to be sad, sad, happy, smile, etc.
Express a state of sadness and sadness (“You say goodbye to the flying birds”); depict joy (“The birds have returned to their native lands”).
10) Game "Plasticine". Guys, now you and I will use this letter and glue birds from plasticine. (The speech therapist gives the children the letter I and plasticine. The children take the plasticine, make little birds out of it and glue it to the letter I).
11) Lesson summary .
Speech therapist: What letter and sound did we meet today?
Children: With the letter and sound I.
Speech therapist: Did you like our lesson?
Assessment of children's work.
Speech therapist: Well done, guys, you all worked out very well today. For this I give you all the letter I as a gift.
Summary of the frontal lesson "Kolobok's Journey" in the senior speech therapy group.
Summary of a speech therapy session aimed at developing the phonetic-phonemic aspect of speech in children using health-saving technologies
Durneva Marina Alekseevna, teacher-speech therapist, MBDOU kindergarten No. 17, Kamensk-Shakhtinsky.Description: This lesson was conducted in a senior speech therapy group. When preparing the lesson, the emphasis was on the lexical topic “Autumn”. This lesson will be useful for speech therapists and preschool teachers.
Goals and objectives:
Correctional and educational:
teach children to characterize the sounds [y] and [a], and select words for a given sound.
introduce children to the sound [p] and the method of its characterization based on articulatory and acoustic features;
introduce the concept of a “voiceless consonant” and the location of the sound at the beginning of a word;
learn to isolate sounds in syllables and words.
Correctional and developmental:
develop general, fine and articulatory motor skills of children;
develop phonemic processes;
develop breathing and voice;
consolidate the concepts: “sound”;
improve children's communication skills;
increase speech activity;
develop melodic-intonation and prosodic aspects of speech;
develop mental processes;
increase performance and endurance.
Correctional and educational:
to cultivate in children the ability to finish what they start, perseverance and the ability to handle handouts.
Equipment: pictures of fairy tale characters, leaves with pictures, a river, a bridge, counting sticks, pictures for articulation gymnastics, an illustration of the “Letter P,” a tape recorder, a board.
Progress of the lesson:
1. Organizational moment.Speech therapist: To be polite, you need to say hello
Everyone I meet, children know this.
You say hello, and in response it will sound
Children: Hi Hi!
Speech therapist: Let's say hello to our guests (children say hello).
Now let's say hello to each other.
Logorhythmics “Hello palms” (development of communication skills, proactive behavior, speed of reaction).
2. Main part.
Teacher: Guess the riddle: I didn’t tremble before the wolf,
Ran away from the bear
And the fox's teeth
Still got caught... (bun)
Let's come up with our own fairy tale about Kolobok.
Who will help us with this? (clever mind)
Then let's do some brain exercises. It will help you become attentive, active, relieve tension, fear, irritation and improve your achievements!
Kinesiological exercises.
“Ear – nose – cotton” - with your left hand, grab the tip of your nose, and with your right hand, grab the opposite ear. At the same time, release your ear and nose, clap your hands, change the position of your hands “exactly the opposite.”
"Fist - rib - palm."
Who else will help us? (tongue).
Articulation gymnastics.
Children perform exercises according to the text they heard and the picture they saw:
“We open our mouth - home, who is the boss in that house?
The owner in it, the tongue, rested on his lip with a spatula (“Spatula”).
The tongue goes out for a walk, it goes around the house (lick lips in a circle).
Who is here and who is there? He looks around (“Watch”).
He sees: the lips are very flexible, deftly reaching for a smile (“Fence”),
And now, on the contrary, the lips stretch forward (“Elephant”).
The tongue has become a painter, carefully painting the house (“Painter”).
He found himself on a swing, flying up and going down (“Swing”).
Who could guess? Our tongue is like a fungus! ("Fungus")
The tongue became an accordion, played and did not get tired (“Accordion”).
Tired of transformations: Tongue licks jam (“Tasty Jam”).
He loves to eat sweets, and then he gallops like a horse (“Horse”).
Well, now are you ready to come up with an interesting fairy tale? Then let's begin. Grandma baked Kolobok. And now we’ll show you how she baked it.
Finger gymnastics “Let’s bake a bun” - development of fine motor skills.
“Collecting flour from bottom to bottom” - children spread their fingers wide, then clench them into a fist.
“Kneading the dough” - children move the fingers of one hand over the palm of the other clockwise, then change the position of their hands.
“Roll out the dough” - rub your palm against your palm.
“Make a Kolobok” - put palm on palm - “roll the ball.”
Grandma baked Kolobok. I put it in the window to cool. The bun lay and lay. He jumped off the window and rolled (children perform the movement to the music).
Logorhythmics “Let's take a walk” (development of communication skills, initiative behavior, speed of reaction).
And there is a river on the way. How do we get to the other side?
Children offer answer options (swim across by boat, on a speedboat, on a ship).
Speech therapist: You can walk across the bridge. But the bridge is not simple, this bridge is sound. The one who names words with the sound A or U will pass. Children name the words and walk across the bridge.
He crossed the river, sat down on a tree stump and sang (the children sing to the music):
1. I left my grandmother
I left my grandfather.
That's what kind of bun I am,
Kolobok is a ruddy side.
2. Oh, how good I am!
How I love myself!
Many hugs,
I inhale through my nose.
Breathing exercise “Hug your shoulders” (according to A. N. Strelnikova).
Children stand straight and straight, their legs are slightly narrower. Than shoulder width apart; arms are bent at the elbows, raised to chest level and spread to the sides. In this case, one hand should be placed slightly lower.
On the count of “one”, we hug ourselves so that the elbows are close to each other in one place, the arms form a triangle - inhale!
After making 4 inhalation movements, you need to rest for a few seconds and perform this exercise again 4 times. And so 4 times, 4 inhalation movements.
A bunny runs past. The Hare saw Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, let’s play instead.” The Hare thought and agreed.
Game "Collect leaves".
Leaves are scattered around the room, children are spinning like leaves to the calm music. The music stops playing, everyone must take 1 leaf.
There is a picture on the reverse side.
Look at the picture and say the word.
What is the first sound in this word?
In all the words we encountered the sound “P”. Let's say it again and watch how we do it.
Does the air come out easily or does it meet a barrier?
What kind of barrier is this? (lips).
So will the sound “P” be a vowel or a consonant? (consonant)
Now place your hand on the neck and pronounce the sound “P”. Is the neck silent or trembling? (silent)
This means that the sound is dull.
And in writing this sound will be indicated by the letter “P” - showing the letter.
Bunny says that he has instructions on how to make the letter “P” from sticks, but he won’t understand anything. Let's help him.
The letter P is a doorway.
We'll take three sticks.
Let's fold the two into a straight path.
We'll put the third one on top.
Have you figured out how to make the letter “P” from sticks? Then go behind the tables and fold this letter for the bunny.
The hare thanks the children and leaves.
As soon as the hare ran away, the Wolf ran to meet Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, let me tell you what I learned about the sound “P.” The wolf thought and agreed.
The Wolf was surprised by Kolobok’s knowledge and said: “Okay, I won’t eat you. But you have to play with me.”
Game for the development of phonemic hearing “Clap-stomp”
The wolf thanks the children and leaves.
Only the Wolf ran away, the Bear goes to meet Kolobok and says: “Kolobok, Kolobok - I will eat you.” And Kolobok says: “Don’t eat me, let me tell you what I learned about the sound “P.”
Children repeat the characteristics of the sound “P” - the sound “P” is consonant and unvoiced, denoted by the letter “P”.
The Bear was surprised and said: You know about the sound “P”, but not everything. This sound can also be indicated by the color blue because it is a consonant. I won't eat you if you complete my task.
Game "How many sounds?"
The speech therapist pronounces the syllables AP, UP. Children name sounds in syllables, characterize them and lay out diagrams.
The bear thanks the children and leaves.
As soon as the Bear has left, the Little Fox comes along. She saw Kolobok and said: “Kolobok, Kolobok - I’ll eat you.” And Kolobok says: “Don’t eat me, I’ll tell you a poem”:
Pa-pa-pa - there is cereal on the table.
Py-p-p-p - no cereal.
Oop-op-op - everyone clap their hands.
Whoop-whoop-whoop – Vanya’s soup is delicious.
Yip-ip-ip - Philip came to us.
Whoop-whoop-whoop – we ate the soup.
The fox listened to the poem and said: Okay, I won’t eat you, but first let’s play a game.
Pa-pa-pa, here comes the fox!
Pa-pa-pa, so I’ll eat Kolobok!
Py-poy-poy, and I’ll hide from the Fox!
Pa-pa-pa, you won’t catch Kolobok!
Children, standing in a circle, chant the words. In the center of the circle is the Fox, behind the circle is Kolobok. Having sung all the words, the children raise their clasped hands high up, making “collars.” And the Fox catches up with Kolobok, running after him around the circle. When the music ends, the game stops.
Fox Kolobok didn’t catch him, got offended and ran away.
Relaxation exercise “Kolobok is resting.”
Children sing the words of Kolobok:
Children (singing): I was tired, I was in a hurry,
I almost got lost.
I'll lie in the clearing
And I'll look at the sky.
If they lose, children lie down on the carpet and rest.
(The speech therapist invites the children to come to the table and organizes a greeting).
Speech therapist: Look at the object pictures that lie in front of you. What do they show?
Speech therapist: Let those children sit down who have furniture in the pictures whose name begins with the sound [k].
Speech therapist: Now those children whose sound [k] is in the middle of the name of the furniture will sit down.
Speech therapist: Well done!
(The speech therapist moves the pictures to the middle of the table and adds to them a few more pictures depicting furniture: a sofa, a sideboard, an ottoman, a chair, a table, a pouf, a couch, a rocking chair, a stool. The speech therapist invites the children to name the furniture shown in the pictures, and then distributes game lotto fields).
Speech therapist: Choose pictures with furniture whose name has as many syllables as there are dots drawn in each square of your playing field. Cover the squares with the corresponding pictures. The first one to complete the task will win.
(The speech therapist monitors how the children complete the task and stops the game if a mistake is made. The speech therapist determines the winner and rewards him with a sticker).
(The speech therapist removes the lotto and places a picture on the magnetic board).
Speech therapist: Katya invited us to visit. Tell us what kind of furniture is in Katya’s room. Be sure to note what goes where.
Speech therapist: That's right. It was a difficult task, but you did it.
Speech therapist: Let's play! Stand up and get your hands ready:
One two three four,
There is a lot of furniture in the apartment.
We'll hang the shirt in the closet,
We'll put a cup on the buffet.
To rest your legs
Let's sit on the chair for a while.
And when we were fast asleep,
We were lying on the bed.
And then me and the cat
We sat at the table.
They drank tea and jam together.
There is a lot of furniture in the apartment.
Speech therapist: Well done! Sit down.
(The speech therapist distributes to the children photocopies of the picture “Visiting Katya”, pencils and colored pencils).
Speech therapist: Now take a simple pencil and circle any piece of furniture in the picture, and then color it.
Speech therapist: Tell us what kind of furniture you got. First, select words to characterize it that answer the question “Which?”
(The speech therapist offers to determine the best storyteller and rewards him with a sticker).
(The speech therapist invites the children to go to the carpet and sit in a circle. He places flat images of a toy closet, shelf and buffet on the carpet, and scatters pictures on the carpet with images of toy dumbbells, a rattle, an accordion, a jug, a glass, a cup, bread and halva.
Speech therapist: Now arrange things in this way: in the closet - all the items whose names contain the sound [g], on the shelf - all the items whose names contain the sound [k], to the buffet - in the names of which there is the sound [x].
(The speech therapist evaluates the children’s work).
(The speech therapist invites the children to the table and distributes notebooks)
Speech therapist: Open your notebook. What furniture do you see in the picture on the left?
Speech therapist: Listen to the poem about the table and tell me the word:
The cats sat under the table,
And above them there is a table without...
Speech therapist. What are we going to finish drawing at the table now?
Speech therapist: Take simple pencils and finish drawing the leg. Try to keep it straight and as long as the leg on the left side.
Speech therapist: Well done! Now think about what pencil you can use to paint a table if it’s wooden?
Speech therapist: Paint the table.
Well done! Close your notebooks.
Speech therapist:
Guess and tell me what kind of furniture the poem is talking about:
If you want to sleep,
Waiting for you in the bedroom...
To rest your legs
Just sit on...
Let's drink tea with pies
At lunch...
It’s not too crowded for you to sit, kids,
Four of us on...?
How nice for our Tanya
Lie on...
He stood for many years -
Grandma's old...
Frosts are not scary if
You are sitting in a cozy...
At the clean Lyubochka's
Always in order. …
Sweater, jacket, warm scarf
Carefully fold into...
Made by Nikolka yesterday
For your toys...
(The speech therapist invites the children to talk about what they were interested in doing during the lesson and positively evaluates the children’s work).