No. 1DIFFERENTIATION OF SOUND S-SH IN SYLLABLES
SHA - SAOSH - ASSA - SHA - SASTA - STA - STA
SA – SHAOS – OShSO – SHO – SOSTO – SHTO – STO
SHO - SAUCE - USHSU - SHU - SUSTU - SHTU - SHTU
SO – SHOIS – ISHSY – SHI – SYSTY – SHTY - STY
SHU – SUES – ESHSE – SHE – SEASA – ASHA – ASA
SU – SUYUSH – YUSA – SA – SHAOSO – OSHO – OSO
SHI - SY YAS - YASHSHO - SO - SHOUSU - USHU - USU
No. 2 DIFFERENTIATION OF SOUNDS S - SH IN WORDS
Sasha, drying land, drying, I'm in a hurry, I'll make you laugh, I'll write off, I'll scribble, I'll hear, a poem, too, little son, sunshine, nightingale, dried, glass, funny, hastily, successfully, mockery, grin, fragrant, fluffy, obedient, silent, chance, rustle, six, procession, sixth, highway, shepherd, road, chuckle, rumor, invasion, journey.
No. 3 DIFFERENTIATION OF SOUNDS S - SH IN SENTENCES
Cheerful shepherd. Obedient baby. Fluffy cat. Funny poems. Dangerous journey. Lifeboat. Soldier's overcoat. Fluffy hat. Steel helmet. Thick sleepers. Funny joke. Noisy class. Sweet chocolate. Fluffy snow. Big dog. Mowed meadow. Noisy highway. High tower. Salty waves. Foamy shampoo. Blue shawl. Fox hat. Fragrant lily of the valley. The reeds rustle. Backwoods. Forest edge. Ripe cherry.
Six kittens are hungry. They sewed a fur coat for Shura. If you hurry, you will make people laugh. The clumsy bear walks through the forest, collects pine cones, and sings a song. Early in the morning the cockerel gave a ringing voice. Sasha eats dry food. The sky was already breathing autumn, and the sun was shining less and less often. Long live the scented soap and the fluffy towel. Your gray cat is sitting on the roof. Wear a hat and galoshes in the slush. Sonya has a fluffy hat. Sasha's father is a miner. A fat bumblebee buzzes over a rosehip bush. The soldier brought the spy to headquarters. A basket of cherries is on the table. The cockerel sat on the pole. The pine forest smells good of fragrant resin. In the silence, the rumble of an airplane can be heard far away. Lesha caught a large mustachioed catfish. Kids enjoy listening to funny rhymes. A fluffy cat sits on the window. Natasha salted the porridge. Sasha successfully entered sixth grade.
No. 4 DIFFERENTIATION OF SOUNDS S -SH IN A SENTENCE
In a quiet whisper, Sonya told fairy tales to the kids. Sasha has a sweet tooth and loves chocolate. The entire sixth grade laughed at Masha’s funny joke. The rustle of aspen leaves can be heard in any weather. The master forcefully stuck the awl into the sole of the boot. The shepherd put up a hut at the edge of the forest under the aspen trees. The old lady has salty shellfish in her tub. There are six Sashas and five Mishas in our class. The cat laps porridge from a bowl. The dog was poured porridge into an old soldier's bowl. Masha made a bear mask. Sasha sewed an eared bear for his son. The mice washed the bowls for Mishka. Six little mice rustle in a hut. Six mice carried six pennies. In the silence of the swamp, the reeds rustle silently. Sonya dreamed horrible dream It's like an elephant is dancing in the bedroom. Six poles. Sasha dries the dryers. How many ears do six frogs have? How many ears do six pillows have? A cat has six kittens, a mouse has six little mice, and a frog has six little frogs. The crumbs are crumbled, the meat is dried, and the stew is stewed. Throw this brooch away. You have to be able to not make noise here. If you start adding salt, there’s no need to be naughty. Our ambassador went the wrong way. Our Irishka has sweet toffees. The rat does not sit on the roof. We've been telling jokes for six days. The midge flies, and the pug barks. There is a rock by the sea, a scale by the instrument. There is a helmet on his head, and porridge in the bowl. The baby has a pacifier, and the plowman has a bipod. The awl was sharp, but it had little strength.
No. 5 DIFFERENTIATION OF SOUNDS IN TEXT
There is silence in the forest in autumn. You can only hear the wind rustling in the tops of the trees and the rustling of dry leaves falling to the ground.
There's an oil can sitting under the tree. The oiler has stripes on its slippery cap. This fluffy squirrel bit me. But apparently someone scared the squirrel away. That's why she didn't take the oil can.
In August, squirrels are dried by boletus, boletus, and white on the branches. They are preparing supplies. In winter, a squirrel will find a fragrant dried mushroom and eat it. And a well-fed one is warmer and more fun.
FLUFF DOG.
Sasha had a dog, Fluff. Sasha went to school. I left the dog at home. Fluff naughty. Fluff tore the napkin off the table. A cup, spoon, and knife fell to the floor.
WOLF AND OWL.
You and I, Owl, are the same in everything: you are gray and I am gray, you have claws and I have claws, you are a predator and I am a predator. Why do people greet us differently? They praise you - they praise you, they curse me - they curse me. There is no truth on earth!
And you, Wolf, what are you eating?
Yes, more and more fat lambs, goats, and calves...
You see now! And I'm all about harmful mice. That’s why they don’t greet us based on our clothes. but on business. Although you and I are similar, we are not the same thing at all!
THE WINTER VACATION.
There was a big winter holiday at school - a Christmas tree. The children waited a long time New Year, but the holiday has arrived. There was a large beautiful Christmas tree in the middle of the hall. Various toys hung on it: chocolate balls, bears, horses, crackers and many other toys. Children danced around the Christmas tree and sang a song:
Hello, our Christmas tree!
Hello, Santa Claus!
Show us grandpa
What did you bring in the bag?
Then the children went for a walk outside. Misha came running and said:
Guys, let's play in the snow!
“Okay, we will,” said Masha.
“Very good,” said Natasha.
The children played snowballs, it was a lot of fun. Misha, Katyusha and Masha made a snow woman. Then the mother came and took the children home.
No. 6 DIFFERENTIATION OF SOUND S-SHV TEXTS
Sasha and Sima went to the cinema on Saturday. Children love cartoons. On Saturday they watched a funny film about a cat and a mouse. About how a little eared mouse defeated a big fluffy cat. How could the baby defeat such a giant? Yes, it’s just that the mouse was small and funny, but smart and kind. And the giant cat was stupid and evil. He wanted to eat all the little mice in the world. And the mouse saved his friends, he didn’t think about himself. That's why he won.
The mother mouse ran, the little mouse had a strange dream,
She began to call the cat to be her nanny. That he was not a mouse, but an elephant,
Come to us, aunt cat, that he came to Africa,
Rock our baby. Lay down in the elephant's bed.
The cat began to sing to the mouse: I began to sleep and there I saw a dream,
Meow, meow, sleep, my baby, that he is a mouse and not an elephant,
Meow, meow, let's go to bed, And why isn't he sleeping in Africa?
Meow, meow, on the bed! And he’s home again.
Stupid little mouse “What a strange dream I have!” -
He answers her awake: Waking up in a dream, he thought
You sing very sweetly. “Am I an elephant?” Or a mouse?
S – SH No. 7 DIFFERENTIATION OF SOUNDS IN POEMS
A car was walking down the street, the cockerels were flying,
The car was driving without gasoline, but they didn’t dare to fight,
There was a car without an engine, If you were too cocky,
The car was driving without a driver, you could lose some feathers.
I went where I didn’t know, If I lost my feathers -
The car was moving... groovy. There would be nothing to worry about.
BUNICAL DREAM
A squirrel from a branch to his little house - Mouse, mouse, why don’t you sleep,
She was dragging a cone. Why are you crunching straw?
The squirrel dropped a pine cone, - I'm afraid to fall asleep, sister,
It hit Mishka straight. I'll dream about a mustachioed cat!
Mishka groaned and groaned -
A lump appeared on my nose.
The bunnies were dragging a big carrot, the frog was jumping -
They took a small bite of the carrot, eyes on the top of their heads.
Then I wanted to take another bite, Hide from the frog,
Then... there was nothing left to drag. Mosquitoes and flies.
S – SH No. 8 DIFFERENTIATION OF SOUNDS IN TONGUES
Cones on the pine tree, checkers on the table.
There are six naughty girls in the hut.
Sasha knocked over a bump with his hat.
Mother gave Romasha whey from yogurt.
Our gray cat was sitting on the roof, and your gray cat was sitting above.
Forty mice walked, carrying forty pennies, two smaller mice carried two pennies each.
I sewed a fur coat and sewed a skirt.
I sewed a hat and sewed a slipper.
Sasha sewed a hat for Sanka.
You can hear a rustling in the reeds, There's a tiny midge on the window
It makes a noise in the ears. The cat deftly catches it with its paw.
In the silence of the night near the hut, our sail is sewn conscientiously,
The rustle of the reeds is barely audible. Even the storm will not frighten us.
Masha came to grandma, and grandma cooked porridge for her.
Sit down, welcome guest, the semolina porridge will cool down.
But Masha waves her hands:
I don't want your porridge!
Differentiation [S] [W]
Exercise No. 1
Complete the sentence by choosing a rhyme. Learn, tell without confusing the sounds [S] and [SH].
Placed in a bowl...
Firefighter put on...
Sleeping sweetly in the den...
On the table with salad...
Worn on the face...
Our cat's name is...
Basket of words: helmet-porridge, bowl-bear, Masha-mask.
Exercise No. 2
Divide into syllables. Make a diagram of the word. Don’t forget the rule: “The number of vowels in a word, the number of syllables.”
Sample: sasha – sa-sha; a/a;
Sasha the driver
drying cowgirl
highway fur
darling old lady
Exercise No. 3
Read the story carefully. Remember words with sounds [s] and [sh]. read the story again. Retell it.
Masha and Sasha were walking home from school along the street. And ahead of them was an old woman. It was very slippery. The old lady slipped and fell.
Hold my books! – Sasha shouted, handed Masha his backpack and rushed to help the old woman.
When Sasha returned, Masha asked him:
Is this your grandmother?
No, Sasha answered.
Mother? – the girlfriend was surprised.
No.
Well, aunt? Or a friend?
“No, no,” answered Sasha. It's just an old lady.
Exercise No. 4
Name things affectionately. Write it down. Underline the letters [s] and [w]
Poem - …. Coward -….
Nightingale -…. Old woman -….
Sasha - …. Shepherd -….
Glass - …. Sun - ….
Exercise No. 5
Pick up possessive adjective to a noun. Complete the task according to the example
Example: a mouse has a mouse tail
The cat has……. For a horse - ..... For a rooster - ........
The mouse has……. For a dog - ...... For a bear - ....
Exercise No. 6
Repeat the words in pairs, first slowly in front of the mirror, then faster. Draw your child's attention to the meanings of the words:
Saika - gang Day - jokes
Knocks - things Rock - scale
Stopper - corkscrew Spores - spurs
Joint - bayonet Shame - scar
Juice - shock Cattle - sheet
Style - calm
Exercise No. 7
Repeat a couple of words:
Yours – you Ours – us
Tower – fable Scary – red
Porridge - helmet Cup - often
Arable land - pasta Shirt - sausage
Grosh - grew, went - grew
Reed – kumiss Yashka – clear
Stick - chandelier Pawns - songs
Bags - revenge Teddy bear - bowl
Cherry - hanging Poems - vice
Swift - rice Solve - cut
Disturb - write Horse - landing
Naughty - salute Miner - sapper
Hut – salad Sage – napkin
Porridge - cash register Roof - rat
Noodles – sausage Good – strip
Ushanka - sleigh
Exercise No. 8
Game “Say the other way around”:
Getting D's is bad, but A's...(good).
The grass is low and the tree ... (high).
The stream is narrow, and the river... (wide).
Mustard is bitter, and sugar ... (sweet).
It is dark at night, and during the day...(light).
The gnome is small, and the giant...(big).
After rain the ground is damp, but in the heat... (dry). The tortoise crawls slowly, and the hare runs... (fast).
Change the sentence:
I hear a chuckle. You.. He (she). .We you they..
Exercise No. 9
Repeat the phrase three times, gradually speeding up the pace. Check the correct pronunciation of s-sh sounds.
A gray-haired grandfather, an old grandmother, pine cones, a cheerful baby, a noisy class, salty waves, a rosehip bush. Dry cakes, fluffy cat, fragrant lily of the valley, funny poems, The Cherry Orchard, delicious noodles, big dog, tablespoon, sweet chocolate, forest edge, striped bumblebee.
Exercise No. 9
Slowly and clearly pronounce the sentences (2-3 times), controlling correct articulation.
The elephant has big ears. Lesha caught a large mustachioed catfish. The cat eats porridge from a bowl. Dasha has delicious cherries. The basket is on the window. The cuckoo crows merrily. Alyosha loves salad, and Sveta loves chocolate. A fluffy cat sits on the window. The pine forest smells of fragrant resin. In the silence you can hear the rumble of an airplane. Kids listen to funny rhymes. The cockerel sat on the pole. Masha has a fluffy cat. The shepherd hurries home.
Exercise No. 10
Learn:
I sewed a shirt for a bear.
I'll sew some pants for him.
I need to sew a pocket on them
And put a handkerchief.
Porridge was cooked on the stove,
Where is our big spoon?
Exercise No. 11
Adult reading tells the child a story and invites him to first answer the questions and then retell it.
Pine
Sasha and Masha went into the forest for pine checkers. Here is the edge of the forest. There is a tall pine tree at the edge. The pine tree has thick fluffy branches. And high up, at the very top of the head, there are big cones. The cones fall noisily down to the ground. There are a lot of cones under the pine tree. Sasha and Masha raise their cones. They rush home with a bag of cones.
Questions: why did Sasha and Masha go to the forest? Where is the tall pine tree? what's on the pine tree? What's at the very top of your head? How do cones fall down? What is there a lot under the pine tree? What are Sasha and Masha doing under the pine tree? Where are the children rushing to?
Fluff and Masha
Sasha's dog is Fluff. Dasha has a cat, Masha. Fluff loves bones, and Masha loves mice. Fluff sleeps at Sasha’s feet, and Masha sleeps on the couch. Dasha sews a pillow for Masha herself. Masha will sleep on the pillow.
Questions: Who is with Sasha? Who's with Dasha? What does Fluffy like? What does Masha like? Where does the fluff sleep? Where does Masha sleep? What does Dasha sew for Masha? Where will Masha sleep?
Elder sister
Sasha has a sister, Natasha. Natasha is six years older than Sasha. She is in sixth grade. IN free time Natasha takes Sasha on a sled, plays checkers with him, and helps him build airplanes. On Sunday Natasha takes Sasha to the cinema. Sasha loves his older sister Natasha.
Questions: What is Sasha’s sister’s name? How many years is Natasha older than Sasha? What class is Natasha in? How do Natasha and Sasha spend their free time? Where does Natasha take Sasha on Sunday? Who does Sasha love?
Exercise 1. a) Select initial sounds from words: sleigh, hat.
b) Compare the sounds s and sh by articulation.
How are these sounds similar?
What is the difference between these sounds?
Task 2. Select the initial sounds from words. The speech therapist pronounces the words, emphasizing the first sound with his voice, and the children repeat it.
Sample. Catfish (s), noise (sh).
Himself, noise, shawl, sleigh, bag, neck, lard, branch, walked, tire, strength, blue, sugar, rustle.
Task 3. a) Pronounce the sound s or sh with the support of the speech therapist’s hand.
The speech therapist reminds children that when pronouncing the sound c, the tongue is located below, behind the lower teeth, and when pronouncing the sound w, the tongue rises up, behind the upper teeth. If the hand is raised up, children pronounce the sound sh, down - s.
S Shs Shs Shs Sh S, etc.
b) Pronounce the sound s and sh along the supporting arrows.
The speech therapist shows the children cards with images of arrows pointing up or down, and the children pronounce the corresponding sound.
Sample, with w
c) Pronounce the sound s and sh according to the conventional symbols.
The speech therapist reminds children that when pronouncing a sound with
lips smile, when pronouncing the sound sh - lips with a mouthpiece. The speech therapist shows the children cards with symbols: s, w. Children pronounce the corresponding sound.
Task 4. Say the syllables reflectively.
SA – SHA SHA – SA ASA – ASHA
SO – SHO SHO – SO ASO – ASHO
SU – SHU SHU – SU ASU – ASHU
SY – SHI SHI – SY ASY – ASHI
SE – SHE SHE – SE ASE – ASHE
Game "On the contrary".
The speech therapist pronounces a syllable with the sound s, children with the sound and, and vice versa.
Sample: SA SHA SO SHO
SHA SA SHO SO
SU SHU SHI SY
Task 5. Remember and reproduce a number of syllables.
SA-SHA -SA SHA -SA-SHA SHA-SHA -SA
SO-SHO -SO SHO -SO-SHO SA -SA-SHA
SU-SHU -SU SHO -SU-SHU SHU-SHU -SU
Task 6. Listen to the words: a) Highlight the initial syllable. The speech therapist emphasizes the syllable the children highlight with their voice.
Sample. Sleigh (sa), shawl (sha).
Sleigh, shawl, dry, tire, lard, awl, honeycomb, neck, catfish, steps, boot, damp, sewed, sat down, noise.
b) Highlight last syllable. Sample. Fox (sa), I wear (shu).
Fox, porridge, noses, braids, ours, carry, kids, cat, Masha, mice, carry, yours, Lusha, Alice.
Task 7. Complete the word by adding the syllables sa or sha based on the pictures (selected by the speech therapist). Say the whole word.
Li... (sa), on... (sha), ring... (so), halo... (sha), roof... (sha).
Add the syllables sy or shi. Say the whole words.
U.. .(shi), u.. .(sy), but.. .(sy), we.. .(shi), roofs.. .(sy), roofs.. .(shi).
Task 8. Say the words in pairs in a reflective manner.
mustache - ears nose - knife
rat - roof socks - legs
bowls - bears us - ours
What sounds do pairs of words differ in?
Ears - mustache; rat - roof; fable - tower; us - ours;
you - yours.
Exercise 9. Look at the pictures. Name them.
Task 10. Say the words reflectedly.
Dry, hurry, fluffy, drying, freckles, highway, shepherdess, rhyme, laugh, old lady, heard, hurried, made me laugh, made me laugh, squawk, smart, driver, smart.
The speech therapist finds out whether children understand the meaning of these words.
Task 11. Remember and name a number of words.
To hurry - hastened - haste; sew - sewed - embroider; dry - dried - dried - drying - dried.
Task 12. Remember words similar to the word dry.
Task 13. Answer the questions in one word. The speech therapist monitors the clear pronunciation of the sounds s and sh.
Who's driving the train?
What shines for people during the day?
What is the body of a cat or dog covered with?
What other word can be used to describe small bagels?
The teacher read the story to the children, and the children laughed.
What was the story?
Task 14. Complete the sentences with one word.
The speech therapist reads an excerpt from K. Chukovsky’s poem “Moidodyr”. He starts a sentence, the children finish it with one word.
Long live soap... (scented). And a towel... (fluffy). And dental... (powder). And thick... (comb).
Task 15. Select the pictures in three columns: with the sound s, with the sound w, with the sound s and sh.
The pictures are selected by a speech therapist.
List of suggested pictures: beets, Shower, wardrobe, socks, chamomile, forest, radish, bag, sun, icicle, checkers, grandmother, old woman, drying, highway.
Task 16. Determine the place of sounds s and sh in words. Old lady, highway, sunshine, scary, smart.
Task 17. Complete the sentence with one word using the reference pictures.
The hare has long... (ears). The cat has long... (whiskers). There is a rustling noise under the floor... (rat). The house has a new... (roof). Sasha helped... (to the old lady). Shura has new... (boots).
S-sh sounds in sentences
Task 18. Say the phrases reflectively.
Gray-haired grandfather. Fluffy snow. Fragrant hay. Red pencil. Dry buds. Funny story. Mossy swamp. Terrible beast. Silky grass. Silk head, butter beard.
The speech therapist finds out whether the children understand these phrases.
Task 19. Answer the questions. Say the entire sentences.
Sample. What kind of snow? Fluffy. (The snow is fluffy.)
What pencil? What story? What animal? What kind of grass? What kind of head? What kind of beard? What kind of hay? What kind of swamp? What kind of cones?
Who has a silken head and an oily beard?
Task 20. Listen to the suggestions. Answer the questions.
Reeds grow in the swamp. The reeds are thick and tall. Sasha and Sima cut the reeds.
What grows in the swamp?
What reed?
Who cut the reeds?
Task 21. Say the sentences in reflection.
The cuckoo crows merrily. Masha drinks jelly. Sasha is carrying pears. The shepherd hurries home. My sister sewed a shirt for Sasha. The elephant has big ears.
Task 22. Make up sentences based on plot pictures about Sasha and Masha.
Who is doing the right thing?
Task 23. Say proverbs, sayings, and sayings in a reflective manner. Memorize the speech therapist's choice. Find out the meaning of each proverb and saying.
As you make your bed, you will sleep. Oh, what a frost, all the windows are covered!
Take care of your nose in the extreme cold. Sits with his legs dangling, like noodles on a spoon
Don't rush with your tongue, but hurry with your deeds. Stands like a cat over a mouse.
Owl, owl, Big little head. Stands like a reed over a river.
You can't plow a field with songs. Leaves? whispering as if they were alive,
If you hurry, you will make people laugh. A the time will come- and they will make noise. Nine mice pulled together -
The lid was pulled off the tub.
You hurry and hurry, but there is no time to rest.
The cat will shed the tears of a mouse.
Task 24. Say the tongue twisters at three speeds: slow, medium and fast.
The speech therapist monitors the clear pronunciation of the sounds s and sh.
The pine tree makes noise from sleep,
The pine tree rustles from sleep.
Sasha is small,
Sasha is nice.
Sasha washed his ears with soap.
Task 25. Listen to the riddles. Find the answers. Learn them by heart. Make riddles to your mom, dad, grandma, and your friends.
The speech therapist displays pictures depicting answers to riddles.
I'm sitting by the window,
I look at it for the whole world.
(TV.)
And the roof is with me.
(Turtle.)
I'm a fluffy ball
I turn white in a clean field.
And the wind blew -
A stalk remains.
(Dandelion.)
I left the house
And took out the roof.
Returned home
Worth Antoshka
On one leg.
Smooth, fragrant,
Washes clean.
I stand on a thick leg,
I stand on a smooth leg.
Under the brown hat
With velvet lining.
(Porcini.)
(P. Russ-Silver.)
Lesson notes.
Subject. Sounds s and sh.
Goals:
- practice in correct pronunciation and distinguish the sounds [С]-[Ш] in syllables, words, phrases and sentences;
- consolidate knowledge about the articulation of sounds, learn to characterize sounds;
- consolidate the ability to determine the presence and place of sounds [С]-[Ш] in words, develop phonemic hearing and perception;
- develop the skill of sound analysis of words and the ability to divide words into syllables;
- practice agreeing adjectives with nouns;
- learn to compose sentences with prepositions and sentence diagrams with given prepositions;
- develop gross and fine motor skills, attention, memory;
- continue to form a long-lasting directed air stream.
Equipment: doll; tables with letters; bus toy; tables with arrows; toys for the sounds [s] and [sh]; houses with sounds [s] - [w]; store with pictures: airplane, bear, tumbler, elephant, hat, dog, tower; symbols of sounds to create a word diagram; split alphabet; chest with balls; ball; apples with words in which the letters S – Sh are missing; sentence diagrams; breathing exercises diagram; Pictures.
Progress of the lesson
I. Organizational moment.
A child comes in and says hello!
Look how many guests we have. They all came to see how you can speak correctly and beautifully. Shall we show them this?
II. Articulation gymnastics. (Slide 2)
Show how happy you are to our guests, smile. (Exercise " smile”).
Exercise "Swing"
I swing on a swing
Up - down, up - down,
I'm rising higher and higher
And then I go downstairs.
- My tongue is tired.
Exercise “Spatula”
Place the tongue with a spatula
And hold it a little.
The tongue needs to be relaxed
And keep it counted,
One two three four five -
The tongue can be removed.
The language has stopped listening to us, we need to punish it.
Exercise “Let’s punish the naughty tongue.”
It is customary to treat guests to tea, let's show what kind of cups we have.
Exercise "Cup".
Place the tongue with a spatula
And raise the edges,
It turned out to be a cup
Round cup.
We will bring the cup into the house.
Press its edges to your teeth.
III. Breathing exercises(based on the diagram). (Slide 3)
You tried and spent energy, let's restore our breathing by looking at the hint diagram.
IV. Introduction to the topic. (Slide 4)
Another guest came to us today - this is a doll.
She said her name was Fafa.
Have you ever heard such a name?
Also, the doll said that she couldn’t pronounce some sounds and asked us to teach her how to pronounce these sounds correctly.
Shall we help her with this?
But first we need to understand the name of our guest.
And here is the first task.
The doll hid the letters of her name among these letters. Find them and read her name.
V. Message about the topic of the lesson.
What is the name of our guest? (Sasha).
Tell me, what consonants do you hear in the name Sasha?
Today in class we will continue to learn how to clearly and correctly pronounce and distinguish by ear the consonant sounds [s] and [w] and teach Sasha to speak.
Now you and I will go on a journey. What transport will we take? Choose a vehicle with the sounds [s] or [sh].
We'll go by bus. But first you need to pump up the tires. (Slide 5)
We quickly picked up the pump
And the tires were tightly inflated: shhhh.
We got on the bus. Sit on the chair.
We are sitting on the bus (Slide 6)
And we look at the stream.
Quietly the stream rings,
He clearly tells us: ssss.
1. Articulation of sounds. (Slide 7)
Clarification of the correct position of the tongue when pronouncing the sounds [s] and [w].
While we're on the bus, let's tell Sasha how to pronounce sounds.
Say the sound [S]. Where is the tongue? (at the bottom). Arrow down. What position are your lips in? (fence in a smile). What kind of air comes out of the mouth? (cold).
What else can you call the sound [S]? (whistling). The sound [S] is consonant, hard, dull.
Say the sound [SH]. where is the tongue located? (top).Arrow up. What position are your lips in? What kind of air comes out of the mouth? The sound [Ш] is consonant, hard, dull.
What else can you call the sound [Ш]? (hissing).
Pronounce the sounds according to the diagram where the arrows indicate the position of the tongue.
2. Differentiation of sounds [С] - [Ш] by ear and in pronunciation:
The first stop is “Chistogorkino”. (Slide 8)
Repeat after me.
Tongue up - sha-sha-sha, porridge, crumpet and noodles.
Tongue down - sa-sa-sa, butter, cheese and sausage.
Tongue up – sha-sha-sha, ears, neck and soul.
Tongue down - sa-sa-sa, eyes, back and braid.
Sa-sha-sa Us - ear - must
sho - so - sho ash – os – ush
Sha - sha - sha - the mother washes the baby.
Shu - shu - shu - I’m writing a letter to you.
Sa-sa-sa - a fox is running in the forest.
So - so - so - Vova has a wheel.
3. Differentiation of sounds [С] and [Ш] in words. Determining the number of syllables in words. (Slide 9)
You need to find 6 - 10 toys in the chest, the names of which contain the sounds S and Sh. The toys need to be placed in their own houses, but they need to be settled on floors; if the word has one syllable, we put it on the first floor, if there are two syllables, we put it on the second floor. if three, then on the third. (There are two houses on the table, one for the sound [Ш], the other for [S]).
Name the objects you found.
4. Didactic game“Change the word”: (Slide 10)
Next stop “Replace - ka”. Game with meow.
Replace the sound [С] with the sound [Ш].
Sasha has already learned to correctly pronounce the sound [S] and pronounces it in all words that contain the sound [SH]. Fix Sasha.
5. Selection of attributes for objects. Didactic game “What can you say about?” (Slide 11)
We stopped at a store.
Look at the store windows and see what interesting items are sold here. Which of these items can you say about? big? (- ah, - oh, - s) Airplane, elephant, tower.
What can we say about fluffy? (- ah, - oh, - s) Porridge, dog, hat, bear.
A funny? (-th, -s, -oh) Tumbler, dog, etc.
6. Dynamic pause. (Slide 12)
One two three four five
We can all count
We also know how to relax.
Let's put our hands behind our backs.
Let's raise our heads higher
And let’s breathe easily...
One, two! - head up,
Three four - wider arms.
One - get up, pull yourself up,
Two - bend over, straighten up
Three clapping hands, three claps,
Three nods of the head.
Four - arms wider,
Five - wave your arms,
Six - sit quietly at the table.
7. Sound analysis words by Sasha. (Slide 13)
Stop “Schemkino”. Yes (Slide 14)
It is necessary to lay out a diagram of the name - Sasha.
How many syllables are in the word Sasha? Name them.
What is the first sound in the syllable “SA”? Second?
What's the second syllable? What sound does the second syllable begin with?
What sounds are in the second syllable?
8. Comparison of words that differ in one sound and letter.
Stop “Guess”? (Slide 15)
Guess what one word needs to end the sentence. Pictures will help you (jester, mouse, mask, porridge, helmet).
9. Reading words with missing letters S-SH; making sentences with given words using prepositions.
Stop “Yablochnaya”. (Slide 16-17)
Look how beautiful the apples are! You need to collect all the apples, but the apples are not simple; they have words printed on them, in which the letters “S” and “W” are missing.
Pick an apple, insert the missing letters and read the resulting words.
Name the missing sounds in the words?
Now come up with sentences with these words, using the preposition that is written on a piece of paper and lay out the diagram of each sentence. After completing the task, put the apple in the basket.
VI. Summary of the lesson. (Slide 18)
Well done, you helped our guest learn to distinguish between the sounds [S] - [W]. She was so happy that she ran away and didn’t have time to say goodbye, she asked me to give you a gift and a huge thank you.
In classes outside the framework correctional group children with speech disorders receive correctional assistance in portions, and not daily, like children in a speech therapy group.
The main forms of organizing work in this case are individual and subgroup classes. Our classes are short-term (15-20 minutes), short-term (2-3 times a week) and are designed for a 6 or 12 month training period.
At the same time, there are practically no programs, scripts and notes for this type of classes today.
In order to solve this problem, I developed this lesson.
This lesson is final lesson on this topic " Differentiation sounds S-Sh ».
Sounds - S, Ш are placed at the beginning and in the middle correctional work speech therapist and, as a rule, their placement does not cause great difficulties, as well as subsequent automation.
Differentiation of these sounds is quite difficult for children, but these sounds occur frequently in words.
If these sounds are delivered and introduced into speech, and differentiation is not sufficiently worked out, then the child’s speech “whistles” and “lisps.”
Failure to consolidate sounds in speech subsequently leads to problems in writing.
Therefore, it is the differentiation of sounds that should be given great importance.
This lesson summarizes a complex of correction techniques, such as: articulation and finger gymnastics, differentiation of sounds in syllables, words, phrases, text.
In my studies I pursued the following goals:
Development of the articulatory apparatus;
Without this, it is impossible for children to produce sounds and speak clearly. Moreover, today the muscles in children are poorly developed.
Development of phonemic hearing;
This is one of the most important points speech therapy work.
The ability to hear a sound and find its location in a word will help the child pronounce the sound correctly in each specific case.
Prevention of dyslexia and dysgraphia at school.
Development fine motor skills hands;
It has long been known that the development speech centers is closely related to the development of fine motor skills of the fingers.
Creating positive motivation for exercise;
As a rule, children with speech disorders have low motivation. If something in class is difficult, the child loses interest, yawns, and gets distracted. That's why game uniform classes, active use demonstration material: story pictures, frequent change activities encourage the child to actively participate in the lesson and maintain his attention throughout the lesson.
The lesson is conducted with children selected according to the appropriate diagnoses and level of preparation for this species classes.
Summary of an individual lesson on differentiating sounds [С], [Ш]
"Journey for Cones"
Topic: Sounds of S-Sh.
Goal: Differentiation of sounds [S] - [W].
1. Educational:
- clarify the child’s understanding of the sounds [S], [SH].
2. Corrective and developmental:
Develop mobility of the articulatory apparatus;
- clarify the idea of the articulatory structure of the sounds [S], [SH];
- develop phonemic awareness to sounds [С], [Ш];
- develop speech breathing;
- development of fine motor skills of the hands;
- differentiation of sounds [С], [Ш] in syllables, words, sentences, text.
3. Educational:
- create positive motivation for classes;
- cultivate self-control over speech, the desire to practice.
Equipment:
- individual mirror;
- squares of blue, green and red;
- ball;
- plot pictures.
Progress of the lesson
1. Organizational moment
Guys, today we have an unusual activity. I invite you to visit your grandmother’s village and take a walk in the pine forest. Want to? Then close your eyes and imagine that we are now in the forest. Open your eyes. Show me how big the trees are there.
Children raise their hands.
A warm breeze blew: shhhh, the leaves rustled.
Children move their fingers very quickly.
Blown cold wind: ssss, the pine trees swayed.
Children sway and wave their arms.
The wind has died down - neither leaves nor branches move anymore.
Children relax.
The wind blew again.
The children tense again, sway and wave their arms, then relax again.
Well done, have a seat.
2. Report the topic of the lesson
Let's remember: how did the foliage rustle in the warm breeze? (Sh-sh-sh-sh) How did the cold wind blow? (S-s-s-s) Today we will repeat the sounds S, Sh.
The letters C and Ш are attached to the board. What are these letters called? What rule do we know? (We read and write letters, and we speak and hear sounds).
Let's remember the characteristics of sounds.
3. Comparison of sounds S, Ш according to articulatory and acoustic signs(similarities and differences)
4. Articulation and finger gymnastics
Look, guys, who came to us? (Pictures are attached to the board - a boy and a girl) That's right, these are our friends - Sasha and Masha. They will go with us to the village to visit their grandmother. Let's put a personal mirror in front of ourselves and do the exercises.
Articulation gymnastics.
Fat grandchildren came to visit (puff out our cheeks),
With them, they are thin - just skin and bones (we suck in our cheeks).
Grandparents smiled at everyone (lips in a wide smile, upper and lower teeth visible),
They reached out to kiss everyone (lips move forward).
In the morning we woke up with a smile on our lips (again a wide smile).
We brushed our upper teeth (wide tongue behind the upper teeth)
Right and left, inside and outside (corresponding movements with a wide tongue).
We are also friends with the lower teeth (repeating these movements with the tongue in the position behind the lower teeth).
We will compress our lips and rinse our mouths (alternately puffing out our cheeks - the lips do not allow air to pass through),
And we puff on the samovar as much as we can (simultaneously inflating both cheeks and then releasing air through the lips).
We’ll put the saucers down and they’ll put pancakes in for us (the wide tongue rests on the lower lip).
We blow on the pancake - not on the cheeks, not past (blow on a wide tongue).
We chew the pancake, wrap it up and bite it (chew the tongue spread out, then bite it, wrapping it behind the lower teeth),
Pancake with delicious raspberry jam (lick with a wide tongue upper lip front to back).
We will put the cups so that they can pour tea (we bend the wide tongue upwards with a cup),
We blew on our nose - we cooled the tea (blow upward from the “cup”).
We drank tea - no one was offended (“the cup” moves back and forth).
The breakfast was delicious - we licked our lips (the tip of our tongue licks our lips in a circle).
Finger gymnastics.
Well done boys. Now you can go into the forest. But for a walk in the forest we need not only strong legs, but also arms.
Let's do hand exercises:
Clenching your fingers into fists;
- rotation of fists;
- arching of the hands;
- connection of fingers.
5. Differentiation of sounds [С], [Ш] in syllables.
Guys, let's remember how sounds are friends with each other? (The consonant is friends with the vowel.)
So sounds, if we are friends with them, will help us get through the bumps. (Children each stand at their place. The speech therapist throws the ball to the child and pronounces the syllables. The child repeats and throws the ball to the speech therapist.)
sa - sha sa - sa - sha
so - sha sa - sha - sha
su - shu sa - sha - sa
sy-shi sha - sha - sa
sha - sa sha - sa - sa
sho - so sha - sa - sha
shu - su
shi - si
6. Differentiation [С], [Ш] in words.
The children take their seats.
Speech therapist: “Oh! What happened here? Sasha and Masha came up with words for you with the sounds S and Sh, but when the wind blew, these sounds were lost. Let’s help Sasha and Masha return the sounds to their place” (if the children have difficulties, you can hand out pictures depicting these objects).
The child must name the word and determine the location of the sound in the word (at the beginning, in the middle, at the end).
Game "Guess the word"
Ishka. uba we. b
. ova. Oroka
. Kamya. anki
. harp apogi
Speech therapist: “Sasha has prepared a task for you (cards are distributed to the children). Divide these words into syllables and make a sound diagram.”
8. Differentiation of sounds [С], [Ш] in purely speaking.
Well done boys! You did an excellent job. And now, in order for us to come to the forest edge, we need to walk along the paths and repeat the correct sayings correctly. (Children get up, take turns catching the ball and repeating pure sayings).
Checkers on the table, cones on the pine tree.
Sashka knocked off the bumps with his hat.
Pasha went on foot -
He carried a bag of sand.
Our big fluffy cat is sitting on the window.
And your little funny cat leaves the window.
Keshka ate the pawn in a hurry.
The old women dried the dryers.
9. Differentiation of sounds [С], [Ш] in the text.
Speech therapist: “We walked along the paths and where did we come? And here’s where!” (A picture depicting pine forest). The children take turns repeating sentences with a speech therapist and memorizing the text. Then images are attached to the board: pine tree, pine cones, bag. Based on these pictures, children take turns retelling the text one sentence at a time.
Text:
Sasha and Masha went into the forest to get pine cones. Here is the edge of the forest. There is a tall pine tree at the edge. The pine tree has thick fluffy branches. High - large cones hang on the very top of the head. The cones fall down noisily. There are a lot of cones under the pine tree.
Sasha and Masha collect cones in a bag. They rush home with a bag of cones. From behind you can hear the sound of a pine forest.
Lesson summary
Speech therapist: “Well, guys, you and I were in the forest. Our lesson has come to an end. Let's remember: What sounds did we pronounce most often today?
Let’s clarify the articulation of sound: what were the sponges, teeth, tongue doing, what was the air stream like, was the neck singing or not?”
Assessment of speech activity
You worked great today and pronounced the sounds correctly. With you in the group you will take pine cones that we collected in the forest (the speech therapist gives the children pine cones for crafts).
Semenyuk Yulia Sergeevna,
teacher speech therapist
GOU TsRR No. 1688 Moscow