Summary of an individual speech therapy lesson on the topic “Differentiation of sounds - in syllables, words, phrases and sentences. Lesson notes on differentiation of sounds, differentiation of whistling sounds Notes of speech therapy classes on differentiation
Subject:
Differentiation of SH-Zh sounds in syllables, words and sentences.
Target:
Teach the child to distinguish between the sounds Ж and Ш. Identify them in words and sentences.
Tasks:
Form articulatory, general and fine motor skills.
To form phonemic perception based on a clear distinction between sounds according to the following characteristics: deaf - voiced.
Develop a sense of rhythm, auditory perception, phonemic hearing, attention, memory.
Be able to differentiate sounds in words.
Develop coherent speech.
Equipment
Ball, toys: beetle, snake; schematic pictures, computer game “Lay Out the Pictures”,
Organizational moment
Today we will go to the forest to meet fairy-tale characters. Look who's flying towards us! Bug! Listen carefully to what the beetle tells you. The speech therapist takes the beetle toy and says: “Hello, I’m a BUTTER, I was in such a hurry to meet you that I lost my BUT!”
The speech therapist turns to the child: “Who is this? What did you lose? What sounds did the beetle mix up? What sound is heard in the word beetle? What sound is heard in the word cap? We will teach the beetle not to confuse the sounds Sh-Zh.
Main part
Go to the mirror and show the beetle the exercises that need to be done in order to pronounce sounds correctly.
1. Articulation exercises
1. - “Fence” - “Window” - “Bridge” - “Shovel” - “The shovel digs” - “Delicious jam” - “Focus” - “Warm wind” - the snake hisses - Sh-Sh-Sh.
2. - “Fence” - “Window” - “Bridge” - “Shovel” - “The shovel digs” - “Delicious jam” - “Focus” - “Warm wind” - the beetle is buzzing - J-J-J.
2. Speech breathing exercises.
Singing syllables in one exhalation. Development of phonation “speech” breathing.
zha zhu zhi zhi
zha zhu zhu zhi
sha sho shu shi
sha sho shu shi she
3. Differentiation of sounds in syllables.
Prepare for sound analysis. Continue working on the formation of the syllable structure. Develop fine motor skills.
The speech therapist asks the child to guess from the description who is hiding in the forest behind the Christmas tree. Based on the description, the child recognizes the snake. The Snake appears.
What sound does a snake make when it hisses Ш or Ж?
Game "Stag beetle". Logorhythmic exercise. Develop auditory perception, fine motor skills, memory, voice, intonation expressiveness. Strengthen the ability to perform movements in accordance with music and song lyrics.
The child guesses the song based on the melody. He sings it, performing movements corresponding to the text:
Here the stag beetle flies -
The very first strongman
Hands are located at chest level. Fingers clenched into fists. Throwing your arms forward while unclenching your fingers.
At him, at the beetle
There are horns on the head.
Hands are located at chest level. The child moves his “horns”, raising his second and third fingers up. On the word horns, he changes the position of his fingers, exposing the second and fourth fingers.
Game “Clap - Stamp” For the syllable ZHA - clap your hands, for the syllable SHA - stamp your foot. Pronunciation of syllables one by one, then complicated by the number and change of syllables, observing a rhythmic pattern. (For example: ZHA-ZHA, clap 2 times, SHA-SHA-SHA, stomp 3 times, then vice versa). This exercise develops a sense of rhythm, auditory perception, phonemic hearing, and attention.
4. Isolating the sounds Zh - Sh from words.
Learn to differentiate sounds in words.
The speech therapist asks the child to teach the beetle to correctly pronounce the sounds Ш - Ж in words. Computer game “Lay out the pictures.” Pictures with the sound Ш should be moved to one basket, and with the sound Ж - to another.
5. Learning and pronouncing pure sayings.
Once upon a time lived on a pine tree
Two big shots.
Once upon a time we lived under a pine tree
Two funny mice.
And the mice hissed:
Hey, you're up there on the tower,
Come down, bigwigs!
The cones were surprised:
Wait, mice!
We'll call you to the tower
And, as in a fairy tale, we will live.
6. Changing words. Ball game. The speech therapist throws the ball on the floor, calling out a word with the sound Ш, the child catches and throws the ball back, calls the same word, replacing the sound Ш with Ж:
Sew - live Living - sewing
Shawl - sorry Zhito - sewn
Play naughty - sting Lying - Lesha
Joke - creepy Smear - wave
Ears - snakes Bait - patch
7. Physical education minute. " Wind"
The wind is blowing in our faces!
(Blow and wave your hands in front of you)
The tree swayed
(Raised their arms above their heads and swayed)
The tree is getting higher and higher.
(We stretched our arms up, rising onto tiptoes.)
The wind is getting quieter and quieter.
(Slowly lower your arms and sit down)
8 Make up sentences about a hedgehog, a beetle, a mouse and pronounce them with different intonations.
9. Stories of chain structure.
Develop coherent speech. The speech therapist reads the story, the child retells it using schematic pictures.
1) There is a lawn near the forest.
Zhenya was walking on the lawn.
Zhenya saw a beetle.
The beetle was sitting on a blackberry.
Zhenya put the blackberries in the jug.
A beetle was buzzing pitifully in Zhenya’s jug.
Zhenya felt sorry for the beetle.
Zhenya planted a beetle on a blackberry.
2) Shura went to the Chapiteau circus.
In Chapiteau the jester joked and made people laugh.
The jester told funny jokes.
The jester's jokes made Shura laugh.
10. Summing up the lesson.
sent
Vashchenko Natlya
teacher speech therapist
Tasks:
Correctional and educational: clarification and comparison of the articulation of sounds S-Sh; consolidate the ability to correctly pronounce them in speech, differentiate them in words, phrases, sentences; continue to teach how to correctly form relative adjectives, teach how to correctly compose complex sentences with the conjunction A.
Correctional and developmental: develop phonemic hearing, visual perception, fine motor skills, attention, memory.
Correctional and educational: fostering a caring and attentive attitude towards people, self-control.
Equipment: telegram, Su Jok rings, 2 dolls, sandbox, small toys (dog, bag, wheel, elephant, car, cat, ball, horse), outline images (dog, bag, wheel, elephant, car, cat, ball horse) , subject pictures (juice, soup, salad, cheesecake, pate, porridge, sausage, cheese, rice, marshmallow, pineapple, bacon, sprats, millet, chocolate, pear), ball.
Progress of the lesson
1. Organizational moment
Today I received a telegram from sisters Sonya and Shura, let's see what it says.
The girls invite us to their birthday.
Shall we go visit them?
2. Main part
· Breathing exercise"Breeze"
The road lies ahead of us through the forest. A warm wind blew in the forest, Sh-Sh-Sh-Sh. And we'll blow Sh-Sh-Sh-Sh. And now the cold breeze is blowing S-S-S-S. And we'll blow S-S-S-S.
What sound did we make when we sang the warm wind song?
What sound did they make when they sang the song of the cold wind?
What sounds do you think we will distinguish during the lesson?
Clarify the articulation of the S sound and the Sh sound. Show with your hand the position of the tongue for these sounds (S - “Pancake” palm, Sh - “Cup” palm)
· Finger gymnastics with Su Jok rings
We put the ring on our finger and pronounce the syllable with the sound S (SA), take it off - the syllable with the sound Ш (ША). Etc.
· Game "Gift Shop"
You can’t come to your birthday empty-handed; you need gifts. And now we will “buy” them.
From the sandbox, with our eyes closed, we take out toys, determine by touch what it is, call it a toy (dog, bag, wheel, elephant, car, cat, ball, horse).
After you have taken out all the toys, ask.
What toys do you think we will give to Sonya and which to Shura? Why?
Distribute the toys between the Sonya and Shura dolls.
· Drawing up proposals based on the model.
Example: I will give Sonya a dog, and Shura a car.
I will give Sonya a bag, and Shura a cat.
I will give Sonya a wheel, and Shura a ball.
I will give Sonya an elephant, and Shura a horse.
· Did. game "Products"
The sisters were preparing for our arrival and therefore went to the store for groceries. Look how much they bought (subject pictures: sausage, cheese, rice, pastille, pineapple, bacon, sprats, millet, chocolate, pear). What do you think Sonya bought and what did Shura buy?
(distribute the corresponding pictures between Sonya and Shura)
List everything that Shura bought, and now everything that Sonya bought.
· Did. Game "Cooks"
Sonya and Shura prepared treats, each with their own. Guess what Sonya cooked and what Shura (subject pictures: juice, soup, salad, cheesecake, pate, porridge).
(Sonya prepared juice, soup and salad. Shura prepared cheesecake, pate and porridge.)
· Did. game “Which one?” Which?"
It is played like a ball game.
The speech therapist throws the ball and says: “What kind of rice soup?”
The child catches the ball and answers: “Rice soup.” Etc.
(Pineapple juice, meat salad, sprat pate, millet porridge, cheesecake with chocolate)
· Game "4 extra"
There is always entertainment during the holidays, so the sisters have prepared a game for you, “4 extra.”
(remove extra card)
Sausage, rice, cheese, millet.
Chocolate, pear, rice, bacon.
Pastila, sprats, pineapple, cheese.
Soup, juice, porridge, salad.
3. Bottom line
It's time to say goodbye to Sonya and Shura. What sounds helped us get to know these girls?
Target: continue to teach children to distinguish between hearing and writing R And L in words and sentences.
Tasks: 1. Continue to teach children to identify the distinctive features of the sounds R and L;
2. Improve the skill of sound-letter analysis;
3. Continue teaching children to add a word that is missing in meaning;
4. Exercise students in dividing words into syllables;
5. Continue working with the deformed phrase;
6. Develop verbal and logical thinking.
Lexical material: words and sentences with sounds R And L.
Equipment: demonstration cards, subject pictures, notebooks, colored pens, ball.
Progress of the lesson.
1. Organizational moment.
Speech therapist: Listen to the boys' names and identify the last sound: Arthur, Victor, Vladimir. Highlight the first sound in animal names: Lucky, Lace, Laura.
Speech therapist: What sounds will we work with today?
Speech therapist: Today we are working with sounds R And L.
2. Introduction to the topic.
1) Clarification of the characteristics of the sounds R and L.
What is the R sound? Consonant, hard, but can be soft, sonorous.
What is the sound of L? Consonant, hard, but can be soft, sonorous.
2) Clarification of the articulatory patterns of sounds.
Where is the tongue when we pronounce R? Behind the upper teeth, the tip of the tongue is wide, tense and trembling, the “motor” is working.
Lips are half-opened, teeth are open.
Where is the tongue when we pronounce L? It is raised by the upper teeth and pressed there. The lips are smiling, the teeth are visible.
3. Vocabulary dictation.
Speech therapist: Here are pictures of animals. We distribute them into two groups: in the left column with the sound L (the speech therapist hangs a card with the letter L on the board), in the right column with the sound P (the speech therapist hangs a card with the letter P on the board): fox, giraffe, tiger, elephant, zebra, wolf, dolphin, cow, horse.
4. Task “Which letter is missing?” The speech therapist hangs cards on the board one by one with the words:
Ko_eso, ha_akte_, p_akat, v_evo.
Ko_ido_, ap_e_b, _asme_, p_i_oda.
Gene_a_, ze_ka_o, ba_e_ina, p_hoho.
Speech therapist: We read the words, determine the missing letter. Which word is "superfluous"?
Why is it redundant?
5. Playing with the ball "On the contrary."
Speech therapist: I say the words, you replace R with L:
frame - lama, city - hunger, rice - fox, game - needle, hot - pathetic, cancer - varnish.
6. Physical education minute.
We sharply straighten our arms and bend them back.
One-two, one-two, one-two, one, let's warm up now. (Hands in front of chest, jerks with arms.)
Let's squat, one-two-three, don't mess around, look.
We continue to squat, one-two-three-four-five. (Squats.) Step in place. We walk in formation to calm our breathing. (Walk in place.)
Although it's nice to warm up, it's time for us to study again. (Children sit at their desks.)
7. Task “Choose a word.”
Speech therapist: Complete the sentences by choosing the words that make sense from the data below the line. How do the last words sound different? What about the meaning?
Children receive cards with the text:
This beast is called... frame
the carpenter made the window... . lama
... - river animal varnish
The store sells… . cancer
Be careful with the sharp neck... . a game
The children were carried away by the interesting… . needle
In Africa it is very… . it's a pity
... to wake up the baby early. Hot
8. Task “Make a sentence from the given words.”
Speech therapist: I say words, you make a sentence out of them, changing their meaning: Volodya, pencil, bought, red, mom.
Put Raya to bed, doll, to sleep.
Write sentences in a notebook. Underline the letter L with one line, and the letter R with two lines.
9. Speech therapist: Listen to the poem and remember the words with sound R:
The counting begins:Speech therapist: Name the words that you remember.
On birch the jackdaw sat down,
Two crows, sparrow,
Three magpies , nightingale.
Speech therapist: Now remember the words with sound L(reads the counting rhyme again).
Which sound has fewer words? L.
10. Summary of the lesson. Repetition of the characteristics of the sounds R and L.
How do we pronounce the sound R (L)? What is the sound R (L)?
Name words with the sound R and with the sound L.
Summary of individual speech therapy classes ondifferentiation HYPERLINK "https://www .google .ru /search ?newwindow =1&biw =1366&bih =691&q =%D 0%B 4%D 0%B 8%D 1%84%D 1%84%D 0%B 5 %D 1%80%D 0%B 5%D 0%BD %D 1%86%D 0%B 8%D 0%B 0%D 1%86%D 0%B 8%D 1%8F + %D 1%81-%D 1%88&spell =1&sa =X &ei =3Es -VO 3lE -XPygPox 4HAAw &ved =0CBgQvwUoAA " And sounds [s] – [w]
Subject: sounds [s] – [w]
Tasks:
Correctional and educational:
Strengthen the skills of distinguishing and correct articulatory pronunciation of sounds [C] - [Ш] in speech.
Correctional and developmental:
Developing the skill of communicative behavior when answering questions.
Development of the skill of coordinated movements of the fingers while performing a series of exercises.
Development of mobility of the articulatory apparatus when performing articulatory gymnastics.
Development of the skill of composing a simple sentence based on a plot picture.
Development of the skill of distinguishing sounds [s] – [w].
Correctional and educational:
Develop self-control over the position of the tongue at the time of speech.
Foster a culture of behavior in the classroom.
Formation of initial study skills.
Equipment:
Story picture; images with sounds [s] – [w]; images of the main characters; massage ball.
Progress of the lesson
№ p/p
Lesson stage
Content
Org. moment
Hello! I'm glad to see you. Let's start our lesson.
Articulation gymnastics
Spatula
(Let our tongue restLet him take a little nap)
Swing
(On the swingI'm rockingUp down,Up down,And I rise higher and higher,And then I flydown)
Delicious jam
(Oh and delicious jam!
Sorry, it stayed on my lip.
I'll raise my tongue
And I'll lick the rest. )
Cup
(Put your tongue wide
And raise the edges.
It turned out to be a cup,
Round cup )
Painter
(We've been working since morning
It's time to paint the ceiling
Lower your jaw
Raise your tongue to the roof of your mouth.
Drive back and forth -
Our painter is happy to work.)
Let's clean behind the upper teeth
(Brushing my teeth, brushing my teeth
Both outside and inside.
Didn't get sick, didn't get dark,
Don't let them turn yellow. )
Finger gymnastics
Here you go, massage ball. Now we'll play with him.
This ball is not simple
All prickly like this
Place between your palms
We'll rub their palms
We roll it up and down
We develop our hands
Can you roll the ball in a circle?
Toss to each other
One two three four five-
It's time for us to rest!
Self-massage of biologically active zones
You know that everyone often gets sick in the spring? And so that we don’t get sick, we need to get a massage! Do you like being massaged?
« So that your throat doesn’t hurt, we will stroke it boldly,
(stroke your neck with your palms with gentle movements from top to bottom
)
To avoid coughing or sneezing, you need to rub your nose
(rub the wings of the nose with your index fingers )
We will also rub our forehead and hold our palm"visor"
(place your palms to your forehead « visor » and rub it with side-to-side movements )
"Fork" do it with your fingers, massage your ears skillfully!
(Spread your index and middle fingers and rub the ear area )
We know, we know, yes, yes, yes, we are not afraid of colds! (Rub your palms together) »
Announcing the topic of the lesson
Today, two boys will come to visit us, and their names are Whistler and Whisperer.
Do you know these boys? Let's get to know them, okay?
Comparison of sounds [s] – [sh] by articulation
Look who's coming towards us. This is Whistler. Whistler has a gift for us. What did he bring? It's a teapot! What sound does our kettle make when it boils? (ssssss)
Lips in a smile. The tip of the tongue rests on the lower teeth. There is a strong cold stream of air in the middle of the tongue (if the stream does not seem cold, for comparison we pronounce the sound X)
Knock, knock, knock, who's knocking on the door? The boy Whisper came to see us.
Oh, look, who's in his arms? It's a snake! What sound does a snake make? (sh-sh-sh-sh)
The lips are elongated like a donut (mouthpiece). The tip of the tongue is raised behind the upper teeth. In the middle of the tongue there is a warm, wide, smooth stream of air.
You and I must feed our friends, because they came to visit us!
But here's the problem: Whistler eats only food that has sound in it"WITH ", and Whisperer, loves food in which there is sound"Sh"
Let's feed Whistler first! Tongue down: SA-SA-SA
Sugar, butter, sausage. What sound is repeated often?
Now, let's feed the Whisperer! Tongue up: SHA-SHA-SHA
Shish kebab, porridge and noodles. What sound is repeated often?
We fed our guests! The boys are happy and well-fed!
Development of phonemic hearing
Our friends Whistler and Whisperer wanted to play hide and seek. And hid in words. You must find them. As soon as you hear the sound"WITH " you have to clap your hands. And when you hear the sound"Sh", you have to stomp your foot.
(ears - mustache, jokes - day, porridge - helmet,Mashka is a mask, Mishka is a bowl, a rock is a scale, a joint is a bayonet,style - calm, mars - march, you -yours, cape - mouse)
Well done, you found Whistler and Whisperer!
Fizminutka
We washed our hands with soap.
We washed our feet with soap.
That's how nice it is,
Palms, palms!
We cooked some porridge
Stir with a spoon.
That's how nice it is,
Palms, palms!
We made palms
House for matryoshka.
That's how nice it is,
Palms, palms!
Little Hen Pestrushka
They crushed the crumbs.
That's how nice it is,
Palms, palms!
Hands clapping
Legs danced.
That's how nice it is,
Palms, palms!
Palms lay down
Rest a little.
That's how nice it is,
Palms, palms!
Working at the syllable level
The whistler really liked the way you clapped your hands, that he even started singing his own song, let's sing along with him: Sa-sa-sa, so-so-so, su-su-su, sy-sy-sy. Whisperer also liked our song, and he began to sing along: Sha-sha-sha, sho-sho-sho, shu-shu-shu, shi-shi-shi.
And now, the boys wanted to sing at the same time, this is what they came up with:
Sasha; sa-sa-sha; sa-sha-sa; sha-sa; sha-sha-sa; shu-su-shu; so-so-sho; sy-shi-shi.
What different songs we made!
Working at the word level
Look around!
Whisperer and Whistler scattered their things and they got mixed up. Let's help separate them. Whistler's things begin at the sound"WITH ", and the Whisperer, to the sound"Sh"
Working at the level of phrases
Our friends are great inventors.
They painted several pictures. Do you know what is shown on them?
Big dog, what other kind of dog is there? (small, evil, kind)
Brave mouse, what other kind of mouse is there? (cowardly, gray)
Funny bear, what is a bear like? (big, kind)
Blue cover, what kind of cover is there? (red, yellow, small)
Working at the proposal level
Look at the pictures. Their names are very similar, be careful. Show the lid, the rat, the ears, the mustache, the teddy bear, the bowl, the helmet, the porridge.
Let's see the picture the girls drew!
Name who you see in the picture.
The boy's name is Sasha, and the dog's name is Sharik.
What did the dog see and where did it run? (I saw a flower and ran to it)
Who flew out of the flower? (wasp)
What did the wasp do? (bite on the nose)
SA-SA-SA-bitten on the nose by a wasp!
What a great guy you are!
Now the time has come to speak"Goodbye " to our friends Whistler and Whisperer. It's time for them to go home.
Lesson summary
Assessment
Did you enjoy playing with Whistler and Whisperer?
They liked you too!
Well done today!
Homework
It is necessary to color only those pictures whose names contain the sound [w]. Words containing the sound [s] must be circled with a simple pencil.
Ksenia Ivanova
Lesson notes on differentiating sounds [D]-[T]
Target: Teach children to distinguish consonants sounds d-t and letters d-t isolated, in syllables, words, sentences.
Tasks:
Correctional educational:
Clarify articulations sounds d-t, establish differences in voicedness and deafness, relying on visual and kinesthetic analyzers.
Develop phonemic awareness.
Improve skills sound-letter, sound-syllable analysis of words with complex syllabic structure.
Reinforce the concept of a meaningful role sounds and letters d-t.
Activate and enrich students' vocabulary (knowledge about professions).
Correctional and developmental:
Develop attention, memory, thinking.
Develop fine, gross and articulatory motor skills.
Educational:
Cultivate a desire to help others.
Foster independence.
Instill interest in professions.
Progress of the lesson:
1. Organizational moment:
What time of year is it now? Name all the spring months. What day of the week is it today? What time of day is it now? Name the months whose names include sound [d] or [t](March, August, September, October, December).
2. Subject message classes:
- Listen to the riddle:
"Treats small children,
He looks through his glasses
Treats birds and animals.
Kind. (Dr. Aibolit)» (picture)
Define first sound in the word doctor(first sound d) .
Determine the last one sound in the word Aibolit(last sound t) .
What do you think is the topic of our today? classes?
3. Clarification of articulation sounds.
Look in the mirror, say sound t. Where is the tip of the tongue? Say sound d. Where is the tip of the tongue? (behind the upper teeth)
4. Characteristics sounds d-according to the scheme.
Give a full description sounds t,d.
Children. [t] – consonant, deaf, hard.
[d] – consonant, voiced, hard.
Children find similarities and differences sounds d-t.
Art. Gymnastics "Deniska's exercise".
5. Reading syllables according to the syllable table.
We read the syllables (1 column, 2 column, 3 column, 1 line, 3 line, 4 line, 2 line)
Yes - ta ta - yes ata - hell
Do – that – do – do – odo
Du - tu tu - du utu - udu
Dy - you you - dy aty - hells
6. Selection sounds from words.
To us at class Another fairy-tale character has arrived. Who is this? (picture – postman Pechkin).
Pechkin brought us three envelopes with letters. To open one of them, you need to select d-sounds from words: milkmaid, plasterer, gardener, artist, shepherd, tailor, salesman, pilot, postman.
Children use signal cards to highlight d-sounds from words.
How to call all these words in one word? (Children: professions).
7. Sound-letter and sound-syllable analysis of words.
Now you can open the first letter. “Dear children! Help us find our things! Residents of the City of Masters".
Who do you think lives in the City of Masters? (masters)
Who is a master? (Children answer)
A master is a person of any profession who knows his job well. List the professions that you remember (children remember).
Now let's see who needs help.
Children take pictures that depict objects for a particular profession, place it opposite the desired picture and They say: “A tailor, an artist, a doctor, a builder need this.”
Name the items that contain sounds d,T.
(The tailor has threads, tape. The builder has a wheelbarrow, tape measure, bucket. The doctor has pills, a suitcase, a robe. The artist has brushes, an easel, a palette).
Which ones? sounds d,t in words: tailor, doctor, artist, builder.
Fizminutka
Finger gymnastics:
Here's the fence. There are cracks in the fence. - Press the fingers of your right hand towards each other. Spread your fingers.
They wanted to get their fingers through them.
The Pointer got stuck behind him. - Indicate. finger of the left hand between the pointers. and the middle finger of the right,
The middle peasant wanted to climb through - in vain! - the middle finger of the left hand between the middle and ring fingers of the right,
Nameless – no success! - bend the little finger several times - straighten it, then wave it. Release each finger in turn from captivity.
Did at least one pass? Certainly!
puny little little finger
Helped the brothers:
I got them all out of the cracks.
8. Game "Vice versa". To open the second letter, you need to change sound in a word and name the resulting word (ball game):
Speech therapist Child
dacha car
fruit rafts
creators palaces
9. Consolidating the concept of the semantic-distinguishing role of the letters d, t.
- Open the second letter: "Children! Help me finish the poem and read what comes out. Poet"
Cards in which you need to fill in the missing ones letters: d-t
Let's call it a book. om They float along the river. s
We will build it for housing. ohm They turn green on the branches. s
Here's the cart. This. achka Architects - .artists
It's called a house in the garden. Achka They build wonderful ones. thieves
Conclusion: if you write D instead of the letter T in a word, the meaning of the word will change.
10. Working with a crossword puzzle. (Open the third letter). "Dear Guys! We got into an argument. Who is the most important resident in the City of Masters?” To do this, solve the crossword puzzle "Who's doing what?"
1. PHOTOGRAPHER Who takes photographs?
2. SELLER Who is selling?
3. PLASTERER Who plasterers?
4. MILKMAN Who milks the cows?
Who guessed who is the most important in the City of Masters? (Work)
11. Selection of related words.
Choose related words to the word labor that answer the question what? (difficult, hardworking, laborious). What word combines these words? (Work). What is the common part of related words called? (Root)
12. Differentiation letters d-at the sentence level.
Let us remember the wisdom of the people about work. Read the proverbs, fill in the missing letters d-t (individual cards); writing in a notebook and spelling reading in a chain.
Without. RU. not you. You will also find fish from the river. A. Who love. .ru., .gogo people ch.u. .
RU. feed., and laziness spoils.. What. RU. s, .such bad. s.
13. Summary classes.
Publications on the topic:
A speech therapist lives in a world of sounds. Often these are incorrect, “clumsy” sounds of the children with whom he is “fighting.” This is not the first year I have been working with children.
Big wash! Dear colleagues! I present to your attention the game “Big Laundry!”, which I made for work on automating sounds.
Synopsis of a frontal speech therapy lesson on differentiating sounds “S” - “W” “Journey to Grandma Stesha in the Village” Objectives: 1. Correctional and educational: - clarify the child’s understanding of the sounds [S], [SH]; - train children to answer the speech therapist’s questions.
Summary of an individual speech therapy lesson on sound automation [L] and differentiation of sounds [S]-[S’] Topic: sound L, sounds S-S. Tasks: I---automate the sound L in syllables, words, sentences; – develop phonemic awareness at work.