Speech therapy lesson on syllable structure. Outline of a speech therapy lesson (middle group) on the topic: Outline of a speech therapy lesson on the development of the syllabic structure of words in preschoolers with level II SEN on the topic of Train travel."
Tasks:
Correctional and educational (to expand knowledge about the world around us; to teach how to apply the skills and knowledge acquired in class);
Correctional and developmental (to develop the syllabic structure of a word based on vowels, words of classes II, III, IV; to develop the tempo-rhythmic organization of speech; to develop fine motor skills; to develop auditory perception, attention, thinking, imagination);
Correctional and educational (develop the ability to listen carefully to the teacher and other children; develop cooperation skills).
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Municipal budgetary preschool educational institution
Ozersky urban district
"Kindergarten compensatory type No. 53 "Fairy Tale"
Speech therapy session summary
on the development of the syllabic structure of words in preschoolers with level II OHP
on the topic "Train Travel"
Prepared by a speech therapist teacher
Palazhnikova E.V.
Ozersk
2016
Tasks:
- Correctional and educational (to expand knowledge about the world around us; to teach how to apply the skills and knowledge acquired in class);
- Correctional and developmental (to develop the syllabic structure of a word based on vowels, words of classes II, III, IV; to develop the tempo-rhythmic organization of speech; to develop fine motor skills; to develop auditory perception, attention, thinking, imagination);
- Correctional and educational (develop the ability to listen carefully to the teacher and other children; develop cooperation skills).
Equipment: toys, homemade long and short trains, driver's cap, toy railway and train, pipes, vowel symbols, clothespins, object pictures, "magic bag"
Preparatory work: looking at the painting “Train”, talking about the parts of the train, its purpose, the sounds the train makes, a story about the profession “Machinist”.
Progress of the lesson:
- Long short.
Children, I invite you to travel by train. Look, there are two trains at the station: a long one and a short one. Help the toys find the right train. Listen carefully to what I will call the toys. If the name of the toy is long, we need to put it on a long train, and if the name of the toy is short, we need to put it on a short train.
Cat, tumbler (matryoshka), hedgehog, bear cub, monkey, beetle.
All the toys found their place. It’s time for us too, let’s build our own train. I will be the driver, and you passengers, stand behind me. Are passengers ready to travel?
The locomotive puffed
And he brought the trailers.
Chug-chug-chug, chug-chug-chug,
He rushes along the rails at full speed.
- Train sounds (tempo-rhythmic organization of speech).
What sounds does a train make? - phonogram
Knock like wheels. Sound like a locomotive. Whistle like a driver.
/// /, // // //, // ///, / // /
- Singing combinations of 3 vowel sounds.
Our 1st stop is the sound girls. What song is the girl singing? (a, y, and, uh, o)
And we will sing songs: AUI, OIE, etc. (individually, together)
- Pronouncing syllable chains.
We play with our fingers
We call syllables.
Pa-pa-ba (touch each syllable with the spread fingers of both hands)
Ta-da-ta (clench and unclench your fists for each syllable)
Ma-mo-mu (for each syllable, connect and spread the fingers on both hands), etc.
- Laying out words syllable by syllable (clothespins or beads).
The locomotive began to puff/ And the carriages were carried away. / Chukh-chukh-chukh, chuk-chukh-chukh, / Rushes along the rails at full speed.
We came to visit Buratino. Hello, I have a book with riddles, try to guess.
Sleeping in the booth
The house is guarded.
Who goes to the owner
She lets you know. (Dog)
TO red berry is pleasant,
Fragrant, aromatic,
It grows on thorny bushes,
He gives us harvests several times! (Raspberries)
Made from rubber.
Bought in a store
Jumps loudly
In the hands of a child!(Ball)
AND yellow-bellied, fragrant,
It's probably sour
Added to tea for taste
Tell me what they call it? (Lemon)
I was digging the ground -
Not at all tired.
Who dug for me?
He's tired. (shovel)
AND x loved by adults and children,
And all the monkeys in the world,
They ripen on the palm tree,
They come to us from hot countries! Banana
Tape your word and post it using clothespins. Pronouncing words syllable by syllable.
- Magic bag.
The locomotive puffed...
Dunno offers to find out what's in the bag. Listen to what Dunno says. Clap if Dunno says the word correctly.
The car is shamina, ours, mashi, car.
Boots - boots, boots, boots, boots.
Milk - moko, mokolo, momoko.
Rooster - rooster, rooster, rooster.
Sofa - vidan, dvan, sofa, sofa.
- Reflection.
The locomotive began to puff... Our journey ended. We returned to kindergarten. Did you like what you remember most?
Literature
- Tkachenko T.A. Correction of violations of the syllabic structure of words. Album for individual work with children 4-6 years old for the manual “Learning to speak correctly.”
- Agranovich Z.E. “Correction of violations of the sound-syllable structure of words in children” - St. Petersburg, “Childhood-Press”
SUBJECT. The syllabic structure of the word.
TASKS. Give the concept of the syllabic role of a vowel. Learn to isolate vowels from words. Learn to divide words into syllables. Develop phonemic hearing and phonemic perception. Develop visual perception. Cultivate perseverance, accuracy, responsibility, hard work, discipline.
EQUIPMENT. Pictures: ball, bow, house, duck, windows, aster; sound mosaic; notebooks, pens, rulers, pencils; material for making diagrams of words, letters on magnets, magnetic board; pictures: scarf, circle, roses, doll, snail, corn; cards with graphic exercise; words on the board; red pencils.
I. Org moment. | Listen to the words, name the vowel sound. Noise, poppy, catfish, leaf. | |
II. Articulation gymnastics | Fence. Smile without tension so that the front upper and lower teeth are visible. Watch. Tick tock, tick tock The clock goes like this. (Movement of the narrow tongue left - right). Turkey. Move the wide front edge of the tongue along the upper lip back and forth, first without voice, then with voice. | |
III. Repetition | 1.- Look at the pictures. Name them. Select the first sound. Is it a vowel or a consonant? Why? 2. Sound mosaic. Consonant M O S U T Y K E R | Pictures: ball, windows, duck, house, bow, asters; sound mosaic |
IV. Message of the topic, explanation of the material. | Listen to what I have to say. Ry. Is it clear what I wanted to say? Bah. It's clear? Fish. Is it clear now? At first, parts of the word were spoken, so it was not clear. When the parts came together, a word emerged. Part of a word is called a syllable. How many syllables are in the word "FISH"? How many vowels are there in this word? A word always has as many syllables as vowels. Each syllable has one vowel. The topic of our lesson: “Syllabic structure of a word.” We will learn to divide words into syllables, isolate vowels from words, and make diagrams of words. | |
V. Development of fine motor skills. | Finger gymnastics Pickling cabbage We chop cabbage. (Sudden movements with straight lines brushes down and up) We are three carrots. (Movement of fists towards yourself and from myself). We salt the cabbage (“Sprinkling salt from a pinch”). We are pressing cabbage. (Clenching fingers into fists). | |
VI. Training exercises. Physical exercise. | 1. Listen to the words. Name the vowels. Determine the number of syllables. Draw the syllable patterns of the words and label the vowels. bugs and paper brother and notes about s bridge about fishermen 2. Match the pictures to the diagrams. 3. Write down the words, dividing them into syllables, emphasizing the vowels: sleigh, vase, stick, ball, work, picture, hand, fisherman, soldiers. | Notebooks, pens, rulers, pencils, material for making diagrams of words, letters on magnets, magnetic board. Pictures: circle, scarf, roses, doll, snail, corn; material for making word diagrams, red pencils. Summary of a subgroup speech therapy lesson «"" Syllable analysis and word synthesis Goal: development of skills in syllabic analysis and synthesis. Tasks: Educational: To consolidate children's knowledge about the role of vowel sounds in the syllabic division; Practice the skill of isolating vowel sounds from words; Develop the ability to determine the number and sequence of syllables in words; Learn to differentiate words of different syllabic structures; Activate students' vocabulary. Correctional and developmental: Develop auditory perception and word memorization skills; Develop logical thinking in exercises on analytical and synthetic activity; Develop hand-eye coordination. Correctional and educational: Develop the ability to work in a team; Foster a desire for results; Cultivate interest in acquiring knowledge by increasing motivation. Health saving: Use elements of physical activity; Use oculomotor exercises. in sl oh, words, sentences.” Progress of the lesson: I .Org. moment. Greetings.1.2. P preparatory stage There is a figure of a gnome on the table - Hello guys! Attention! The long-awaited call was given, The lesson begins. Let's repeat the rules: Our ears are attentive Our eyes are attentive Our heads We say Today a fairy-tale hero came to our lesson. Look who it is? He brought us something in a box. Let's open the box. What is this? Children greet those present They are listening. They're watching They think Clear and loud. This is a gnome These are pictures
At- PS
Key
Turtle
No point
Lizard Yes, there are different objects drawn on these cards, you needhighlight in the name of each itemfirst syllable
. And from these syllables create a new word. prizes – at; What did the gnome come up with for us? ADVENTURES. So, the Dwarf invites us to take part in the adventure. The speech therapist shows the children a picture and names the depicted object, the students clap the word, dividing it into syllables and highlighting the first syllable in the words prizes – at; key - key; turtle – what; thread - neither; lizard - me. Adventures 1.3. Development of articulatory motor skills. Articulation gymnastics. There are cards on the table depicting articulation exercises.
The gnome came to our lesson to learn how to correctly pronounce sounds, form syllables and words, because he does not always succeed in this. Let's practice with him. Performing articulation exercises 1.4. Development of speech exhalation.
To pronounce speech sounds well, you need to be good at performing breathing exercises. So the Dwarf offers us to do some breathing exercises. Doing breathing exercises II. Main part. 2.1. Report the topic of the lesson. 2.2. Vowel sounds. Guessing vowel sounds by articulation and choice of words for thissound .
Today we will study sounds and letters; we will form syllables and words from letters. We will also show our guest how well you can divide words into syllables. The gnome wants to know: "How do sounds differ from letters?" Who knows whatthe sound I want to say . I'll show you, and you try to guess the sound by articulation. You just named the sounds: A, O, U, I, E What sounds are these?How to call these in one wordsounds ? vowels or consonants ? Who can say why they are vowels? Now let's try to surprise our Dwarf andlet's choose the word that starts one of these vowels sounds. So... Which sounds Are we choosing our words now? The sounds we listen to and speak We read and write letters Children guess the sounds from the articulation of the speech therapist: A, O, U, I, E These are vowel sounds. Children name words and select pictures:A IST, ABOUT SLICK, U TKA, AND GLY, E MU,...?..... - A, O, U, I, E 2.3. Work onallocation vowel sounds from words. Definitionvowel sound by ear in words"Which Is the vowel sound hidden in the word? »
And now the Dwarf wants to put his things in order and asks you to help him do this. You need to determinevowel in the middle of each word and put the picture in the correct house: Pictures: wA r, hat b, DO m, kAnd t, lAnd st, MA k, lat k, wat k, kO t, CY R, MY sew. Children take a picture and name the word, determinevowel which is in the word and put the picture in the correct house. 3. Consonants. 3.1. Characteristics of consonant sounds. 3.2. Work by definition withvowel sounds at the beginning of words. Definition vowel sound by ear in words
3.3. Differentiation of vowels and consonants . Consolidating the skill of identifying the “fourth extra” based on the vowel-consonant feature. Our guest did not go to school and does not know the characteristicsconsonant sounds . Let's tell himabout consonants . What happens in our mouth when we pronounceconsonants ?. What obstacle could there be? The Gnome has many fairy-tale friends, he wanted to invite them to ride the train. Let's help them place themselves correctly. On each carriage is written the consonant with which his friend's name begins.
We'll go by train While the friends were traveling on the train, they decided to play the game "Four Ted". We can play with them too. Let's try. I give you cards with letters written on them, you need to determine which letterextra in each line and why. A – U – K – I M – T – P – O S – O – E – M V–T–P–O Children give a descriptionconsonants . A blockage forms in the mouth and air does not flow freely. The barrier is created by the lips, teeth and tongue Students cross out the extra letter and explain their choice. (K because he consonant, and the rest vowels ) (Oh because he vowel, and the rest consonants ) (M because he consonant, and the rest vowels ) (Oh because he vowel, and the rest consonants ) Children do exercises. The guys post pictures of animals in parts of the house Children arrange the syllables (words) in the correct order. 4. Physical education minute. 5. Determining the number of syllables in a word. Activation of the dictionary. Practicing skills in determining the number of syllables in words.
6. Working with deformed words. Determining the order of syllables in a word. We conclude that it is necessary to maintain the order of syllables in a word. While the friends were traveling on the train, they sat a little too long and want to stretch their legs. Are you probably tired? Well, then everyone stood up together. They stomped their feet, Hands patted. Twirled, twirled And everyone sat down at their desks. We close our eyes tightly, We count to 5 together. Open, blink And we continue to work. Meanwhile, friends have arrived at the house where the Dwarf lives and now want to settle into rooms so that there is enough space for everyone. We need to help him.If there is one syllable in the name of a Gnome friend, we will place him in that part of the house where there is one window), two syllables - in that part of the house where there are two windows, three syllables - in the part where there are three windows... CAT, ELEPHANT, GIRAFFE, ZEBRA, TURTLE, Hippopotamus The animals had a good time with their friend the Dwarf, and when they returned to their home they wrote a letter. But the words in the letter crumbled into syllables. Let's help the Gnome read the words. Here are the words written We made an excitinghum about ku. The gnome prepared for usgift By ki. Wasfunny. Finewere playing . 7. Summary of the lesson.Summing up children receive a sticker with a picture of gnomes. classes. Who came to visit us? We did a great job, I hope you enjoyed our lesson? Thank you bye. Analysis of a speech therapy session The lesson was conducted with children who have systemic speech underdevelopment against the background of intellectual disability caused by RDA. A lesson on the topic “Differentiation of vowels and consonant sounds and letters, violation of the syllabic structure in syllables, words, sentences occupies an important place in the system of lessons on the topic being studied, and is organized in accordance with a long-term plan for individual correctional and developmental work. The following tasks were set during the lesson: 1. Correctional: Development of auditory memory. 2. Educational:. 3. Educational:Cultivate interest in the activity. The goal and objectives are set in accordance with the content of the lesson. The goals were achieved in unity with correctional and developmental, educational and educational tasks. Solving problems is achieved by various methods and techniques: verbal, visual, practical. The main stages are built sequentially and are interconnected. There was a transition from one stage to another. Each stage of the lesson prepared the children for subsequent work. The time between each stage of the lesson is distributed expediently, in accordance with the child’s capabilities and the objectives of the lesson. The lesson lasted no more than 20 minutes. All material is selected in accordance with the speech and age capabilities of children. The speech material corresponds to the goals and objectives of the lesson. Practical, visual, and verbal methods of work were used during the lesson. The following didactic principles were taken into account: the principle of visualization of learning, the principle of consciousness and activity of learning, the principle of accessibility of communicated knowledge, the principle of a differentiated and individual approach. All these principles were implemented in the lesson. The lesson included an exercise for the development of speech exhalation, an exercise for the development of fine motor skills, as well as an exercise for the development of the emotional-volitional sphere. The speech material was selected taking into account the child’s capabilities, level of speech development, and age characteristics. During the lesson the child worked actively. The result was achieved. Individual speech therapy session on the formation of the syllable structure of words Final speech therapy lesson “Sound-syllable analysis of words of different syllabic structures.” Work on sound-syllable composition occupies a large place in speech therapy work. Those children who do not cope well in class master this material in more detail in other variations during remedial classes. Taking the methodology of the Bulgarian teacher G. Lozanov as a basis, we structure the lesson, focusing on the level of preparedness of the students, the complexity of the speech disorder, and the existing potential of the child. The following correction techniques formed the basis for the construction of classes: Relaxed concentration of attention (color - orange cap, orange keys, “lights”, kinesiological exercises that promote the development of interhemispheric connections, activate memorization, stability of attention, improve attention, spelling, clear perception, speech, improve mental activity, reading). Topic: “Sound-syllables of words of different syllabic structures” OBJECTIVES: 1) To consolidate the ability to differentiate vowels and consonants based on articulatory and acoustic characteristics. EQUIPMENT: fairy-tale hero gnome Lyapa, individual mirrors, signal cards “Lights”, manual “Letters Scattered”, manual “Keys”, didactic material on the formation of sound-syllable analysis and synthesis. Used Books: 1. I.S. Lopukhina “Speech therapy. Sounds, letters, words" Popular |
