Lesson 1
Spatial orientation Cross orientation. - Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. With your left hand touch your right cheek. “We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger. Exercise for developing a long exhalation “Let's warm up our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times. Lip exercise “Surprise”. Round your lips and pull them forward. Make the sound [o]. Exercises for the tongue “The tongue looks for a crack in the fence.” Insert a wide tongue into the gap between the teeth. "Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold in this position for a count of up to 10. Coordination of breathing, articulation and phonation Game tasks “The boat rocks on the waves.” Drawing wavy lines in a box of millet cereals. Development of phonemic perception Isolating the sound [w] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, by, gy. The words hat, lump, fur coat, jar, shirt, raspberry.
Lesson 2
Exercise for developing a long exhalation “Football”. Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”. “Let’s put out the candle.” Exhale evenly and slowly into the candle flame. Pronouncing the vowel sounds a-i, a-u, e-s-o on one exhalation with exaggerated articulation. Exercises for lips “Wide tube”. Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of up to 6. Exercises for the tongue “Delicious jam”. Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times. “The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6. “Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue “Conversation between the Cuckoo and the Owl.” Pronouncing syllables and sounds ku-ku, ku-ku, ku-ku; uh-uh, uh-uh, uh-uh with a change in intonation. Development of phonemic perception Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy. The words cuckoo, owl, sparrow, fox, beetle, bumblebee, etc. The child raises his hand or claps his hands if he hears the sound [w].
Lesson 3
Exercise to develop a long exhalation: Close your wide tongue on your upper lip, bring a strip of paper (just above your nose). Blow on a paper plume (the air stream should go obliquely upward). "The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice. Exercise for lips Alternating exercises “Smile” and “Pipe”. Exercises for the tongue “The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin. “Let’s hide our teeth.” Cover the upper teeth with a wide tongue, then the lower ones. “Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue “Playing the drum.” Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands. Development of phonemic awareness Definition of the sound [w] in words. Find toys that have the sound [sh] in their names. (Matryoshka, rattle, Cheburashka, bear, machine, ball.) Determining the position of the sound [w] in the words ball, bear, baby.
Lesson 4
Exercise for developing a long exhalation “Focus”. Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward. Lip exercise “Elephant trunk”. Round your lips and pull them forward. Hold your lips in this position for a count of up to 6. Exercises for the tongue “Swing”. Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum. Place the tip of your tongue under your upper lip, then tear it off with a click. "Cup". - Prepare a “cup”, I will treat you with juice. What juice will you drink? — Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue. Development of the voice, switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue “Conversation of the Naf-Naf and Nuf-Nuf piglets.” Pronouncing the syllables na-na-na, ny-ny-ny, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm). Development of phonemic perception Find pictures on the topic “Clothing”, the names of which contain the sound [w]. Determining the position of the sound [sh] in the words hat, scarf, shirt, pants, shower. Arrange the pictures on the typesetting canvas. Place objects in the names of which the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.
Dictionary of clothes. Letter Ш
SHAMAR - outerwear, a smaller variety of Gupeland, open at the front, lined with fur, with large sleeves hanging loosely along the floor.
CHAPERON (from the French chaperon) - 1) A hood with a short cape covering the shoulders. 2) Short coat with a hood.
SHAPOKLYAK - a folding cylinder (with a closing mechanism, invented in 1835). Until 1914 it was part of the men's ballroom toilet.
SHAMIZETTE - a short shirtfront to cover a deep neckline on a dress.
COAT - a robe with cotton wool and fur, covered with cotton fabric, satin or plush.
TRAIN - an elongated end of a garment that trails along the ground behind. He deliberately enlarged and lengthened the figure, making it more impressive and sublime.
SHAGREN (French) – soft, rough leather made from goat, sheep and other skins, with a special pattern; fabric with the same pattern.
SHALVAR, SHALVARY - traditional women's trousers among the peoples of the Caucasus (see Shalwars).
SHAWL (French < Ar., Pers.) – a woven or knitted cloth of different types and sizes that covers the shoulders. Originally a strip of material of eastern origin, back in the 15th century. In Kashmir, thin shawls were made from the wool of Tibetan goats. During the Directory, after Napoleon's Egyptian campaign, cashmere shawls appeared in France, and with the light hand of Josephine Beauharnais, Napoleon's wife, who was then a trendsetter in French fashion, the cashmere shawl gradually came into general use not only in France, but throughout Europe. The future empress had up to 400 shawls in her wardrobe and wore them on dresses, used them as bedspreads, and made pillows for her dogs. The expensive cashmere shawl remained in fashion until the coronation of Louis Philippe, when the British put on sale a cheap fake of a real cashmere shawl. In India, these shawls are still held in high regard.
SHALVARA, SHAROVAR (pers.) - traditional men's and women's clothing among the peoples of the East; trousers that are very wide at the hips, often gathered at the waist, tapering towards the shins.
CHAMAR (French) - in the 16th century. men's outerwear with one or two sleeves, fastened in several places with precious buckles. Cossack type clothing.
SHAMSHURA is a traditional headdress of married women among the peoples of Eastern Europe: a kind of cap with a loose round or semicircular base, mainly under a scarf.
SHANZHAN (French) – fabric made of natural or artificial silk with a two-color iridescent effect.
SHAP (French) - in the 12th century. women's raincoat with sleeves and hood.
SHAPAN (Kaz., Kar.) – the same as chapan.
CHAPTERON (French) – in the 12th – 15th centuries. a type of hood with a long “tail”. Under the chaperone they wore a small round cap or a hat with large brims. In the 14th century this was the name of a headdress in the form of one or two long pieces of fabric laid around the head like a turban, with the ends hanging down to the shoulders.
HAT is the general name for a piece of clothing that covers the head. In Rus' there was only one hat - both in summer and in winter, only for the winter it was lined with fur; the top was sometimes embroidered with different patterns, decorated with stringed pearls or even precious stones. An example of such a hat is the famous Monomakh hat (weighing 2 pounds 20 spools without sable).
In the 17th century The hat in Russia acquired enormous dimensions in height.
Gorlatnaya hat – 15-17 centuries. in Muscovite Rus', the ceremonial headdress of the boyars (male, female): a tall cylinder, expanding at the top. It was sewn from the necks of fur-bearing animals: silver foxes, arctic foxes, martens, sables; the bottom was made of velvet or brocade.
CHAPO-BONNET, or BONNE (French) - a richly decorated ladies' hat that came into fashion at the end of the 18th century; could be worn with a veil, which was tied under the chin.
CHAPeau DE SOIS (French) - in the 13th century. a female headdress of the crown type, which was worn by noble women with a narrow white bandage covering the forehead, hairstyle and chin.
CHAPeau DE FLEUR (French) - in the 13th century. men's headdress in the form of a hoop decorated with flowers.
CHAPOT-HOOD (French) - in the 19th century. a hat with a hard brim for evening walks; in England, and then in Europe, a long veil was lowered from the fields, ending in lace.
SHAPOKLYAK (French) - a men's headdress that appeared in the 30s. 19th century, in Paris: a folding cylinder with a special mechanism inside that allowed the hat to be folded longitudinally; this was necessary, since the man had to enter the living room with his hat in his hand. Until 1914 it was part of the ballroom toilet. Indoors it was worn folded, under the arm.
BASQUE CAP is a traditional Basque headdress that entered world fashion through France in 1928: small in size, made of soft fabric, round in shape.
SHARVALI - traditional trousers among Georgians (see Shalvars).
SHARLAKH (German) – fabric and paint of bright red color; the dye was obtained from a certain type of insect, from the roots of madder or from sandalwood. Used for formal wear.
CHARLY - high quality sheep wool from Saxon merino sheep, grown not on open pastures, but indoors. It has a very thin, long, uniform fiber of pure white color. The wholesale price is four times higher than for regular sheep wool. Named after the Charly farm near Melbourne (Australia), where this wool was first obtained.
CHARME3 (French) – thick silk cloth.
THAROVARY – see Shapvara.
CHATELEIN (French) – chain for jewelry; special chain for watches. The chatelaine of the 18th century was often a chain richly decorated with ornaments, precious stones, enamels, and carvings, consisting of wide links.
SCHAUBE (German) - men's outerwear of the first half of the 16th century; in Germany, the upper part of the sleeves was made with a huge puff. Clothes of a similar cut were common in most countries of Western Europe at that time.
CHEVALIER (French) – two narrow curled strings of mustache on the upper lip. The distance between the mustache and the nose is shaved. Worn with mush, they were fashionable in the 17th century.
CHEVIOT (English) – soft, slightly fleecy, plain-dyed twill weave fabric. Woolen, half-woolen, cotton and staple cheviot are produced. Used for sewing men's, women's and children's suits and coats. Named after the Highlands in Scotland.
CHEVRETTE (French) – chrome-tanned leather made from sheep skins. Used for making shoe uppers and haberdashery.
CHEVREAU (French) – soft chrome-tanned leather made from goat skins. Used to make the uppers of elegant shoes.
CHEVRON (French) - a galloon patch on the sleeve of a uniform, usually in the form of an acute angle, to determine military ranks and the number of years of service for long-term conscripts.
SILK – natural silk is obtained from the cocoon of the silkworm. Its homeland is China, where from the 3rd century. BC. up to 4 c. the secret of its production was maintained. Only finished fabrics were supplied to Europe. According to the Chinese, silk shines like gold and flows like water. In the 18th century brown colors of various shades were in fashion, which were called, for example, “a flea in milk fever”, the color of a “young flea”, “an old flea”, “the back of a flea”, “the belly of a flea”. In the middle of the 19th century. Silk is in fashion again, but in white, soft pink and blue colors - women in dresses made of this silk resembled “fluttering clouds”.
Currently, lye production is developed mainly in France and England. Switzerland, Italy; In addition, artificial silk is produced; it owes its appearance to the French chemist Chardonnay, who prepared it from collodion dissolved in ether with alcohol.
CHEMI3 (French) - during the early Middle Ages, a linen shirt.
CHEMISETTE (French) - in the 17th century. Men's small soft taffeta lined jacket; it was worn over a shirt made of thin linen. In the 50s 19th century -the name of the insert covering the neckline of the bodice, in everyday dresses had a starched turn-down collar; shirtfront.
CHEMISIER (French) is a modern classic blouse, originating from an ancient men's shirt.
CHENILLE (French) - in the 17th century. part of the morning costume of secular young people. This French word, as well as clothing, once in Russia, underwent some changes and turned into an overcoat.
CHENS (French) – Frankish men's outer shirt, trimmed with a motley border or embroidery. In the 13th century Chance turns into shemiz.
WOOL – cotton fabric produced using combined and patterned weaving; resembles woolen fabric. Used for sewing women's and children's dresses.
OVERCOAT (original French) - a specially cut uniform coat with a fold on the back and a strap, which became widespread in the second half of the 19th century.
The Nikolaevskaya overcoat is a type of European coat with a cape in Russia: a men's outer dress with a wide, waist-length collar in the form of a cape, was popular in the first half of the 19th century.
CHIGNON (French) – a woman’s hairstyle made of hair gathered at the back of the head (sometimes with false hair); false hair.
FLY - in old times in Rus', a silk scarf, an addition to a woman’s suit; panel, a piece of whole fabric; towel, handkerchief, veil (often embroidered with pearls, under the fly the bride was taken to the crown); garter apron, without bodice; insert panel, firmware.
PATCHWORK SEWING, or PATCHWORK, is one of the traditional types of folk art. Different peoples have products made from scraps that have been preserved for a long time and are real works of art.
For a long time in Rus', blankets and rugs were made from pieces of fabric, but, as a rule, they were sewn together haphazardly, as necessary. Over time, this art was forgotten and returned to us from overseas under the name patchwork. It turned out that if you take this sewing seriously, you can make magnificent things, from rugs and blankets to blouses, vests and jackets. But this very labor-intensive and painstaking technique requires great care and precision,
Quilt - translated from English means “quilted blanket”, and differs from patchwork in that it certainly has three layers: a top assembled from scraps, an interlining and a lining. A real quilt is quilted by hand.
CHIFFON (French) – light, dense cotton or silk fabric of plain weave. Cotton chiffon is used mainly for children's underwear and pillowcases. Silk chiffon is used for blouses, scarves, and scarves.
SHLAFOR (Dutch), or SHLAFROK (German) - comfortable, warm, home-made men's clothing that appeared in Russia at the beginning of the 18th century; This is a wide robe with a kimono cut, brought by the Dutch to Europe from the East. It was usually sewn from spectacular patterned fabrics - damask, satin, brocade, damask, and colorful imported printed fabric. Warm dressing gowns were made with fur or quilted with cotton wool. Worn over a camisole or shirt. You could even receive guests in an elegant dressing gown.
In France, the dressing gown appeared in the 17th century. and how home clothes replaced justocor.
TRAIN (German) – the elongated end of a dress, one of the most elegant elements of a formal ladies' dress. It gave a slim figure and emphasized nobility. During the late Gothic period, it was brought into fashion by the famous beauty Agnes Sorel (1422 - 1450).
In the 18th century the train on court dresses usually consisted of a separate piece of fabric and was attached to the shoulders or waist. The length of the train depended on the nobility of the person who wore it. The largest train was on the coronation dress of Queen Catherine - its length was about 70 m, width 7 m, it was carried by 50 pages.
A HAT is an element of clothing “whose appearance and names change daily,” wrote V. Dahl.
Only in ancient times did a headdress have a purely practical significance; They covered their heads from the sun or rain. Usually the Greeks and Romans went without hats. In the Middle Ages, it was primarily a decoration, and even a luxury item. Hats took on a wide variety of shapes, trimmed with fur, feathers, and precious stones. Wearing them was considered mandatory, and even in the 19th century they said: “If a lady is not wearing a hat, then she is not a real lady!”
A hat a la Wellington - a bicorne hat (the brim is flattened at the front and back), fashionable in the early 19th century. Named after the English commander.
A hat a la Gainsborough is a women's hat with a wide brim and a low crown, similar to the hats depicted in portraits by T. Gainsborough (1727-1788).
A hat a la Rembrandt, a la Rubens - a wide-brimmed felt hat that came into fashion in the 16th century, especially in the Netherlands, so named because it is often present in the paintings of the mentioned artists.
Castor hat - a hat made of felt (although not always with beaver hair), or from castor, fashionable in the 18th century.
The “kibitka” hat is a women’s headdress of the Restoration period: deep-set, with wide straight brims that covered the entire face in profile.
A cowboy hat is a wide-brimmed hat worn by the cattlemen of the Wild West, variations of which appear from time to time in men's and women's fashion.
“Mont-au-ciel” hat – in the 17th century. in France, a women's headdress with a wire frame, which was worn in a high hairstyle.
Peacock hat - a men's headdress with narrow brims and a high crown in the 14th -16th centuries; the fields in front widen, forming a visor over the forehead. The hat was decorated with a large number of peacock feathers.
Poyarka hat - in Russia - a hat made from poyarka, that is, from the wool of a first-cut lamb.
“Anthony Eden” hat – a black felt hat, fashionable in the 30s. 20th century Foreign Minister Eden Eden wore a similar hat at the time.
SHOELACES - in the pre-button era, they were used to fasten two parts of clothing. With the advent of buttons, laces did not disappear; they were especially fashionable in the 16th century. Landsknechts, for example, used them to fasten vamps and trousers together. Later, the ends of the laces were decorated with metal tips (in Spain - puntas).
SHOLI is a traditional Afghan men's clothing: a long cotton blanket that replaces outerwear.
SHORTS (English) - short trousers that women and men wear as sports (and sometimes just fashionable) clothing.
HIGHWAYS (French) – from the 12th century. long, leg-fitting stockings-pants made of fabric, often made of fabric of different colors. In the 17th century – see Knickers.
SCOTT - light multi-colored fabric of twill weave with more or less large cells; Woolen, cotton, semi-silk, silk, and staple tartans are produced. Tartan of all types is used mainly to make skirts, women's and children's dresses, and men's outer shirts.
PINS - used in the early Bronze Age to fasten clothing; they were made from horns, bone fragments, etc. Later they began to be used to preserve women’s hairstyles, and as decoration they entered not only women’s but also men’s fashion.
SHOES (German) - at the end of the 18th century. in Russia, the name for cloth, lined, less often leather, tops with hooks or buttons, leggings. Later, men's shoes with laces began to be called this.
SHTOF (German) – dense one-color fabric with a large pattern. Used for curtains, upholstery, sewing dressing gowns.
STRIPS (German) – loops sewn to trousers, leggings, and various types of overhead tops.
FUR COAT - outer swinging men's and women's clothing made of fur or with fur, loose fit. It was known back in Ancient Rus'.
A Hungarian fur coat is a long fur cape.
The Polish fur coat had a narrow collar and spacious sleeves with fur cuffs.
The Russian fur coat was a source of pride in Moscow Rus'; They even stayed in it in the room with guests. It was sewn only with fur inside, covered with various fabrics on top, it was massive and long, and tied in front with laces. The sleeves went down almost to the floor; in front, up to the elbow, they had slits for passing through the arms; the large turn-down collar and cuffs were fur.
Tursky fur coat - in the 15th - 17th centuries. In Muscovite Rus', ceremonial clothing was usually worn saddle-back. It was long with relatively short and wide sleeves.
SHUGAI - in the 15th - 17th centuries. in Muscovite Rus', short women's outerwear with a cut-off back at the waist, a peplum gathered into puffy ruffles, and long tapered sleeves; Shugai could have a fur collar or fur trim.
SHUSHUN - in Muscovite Rus', a long women's sundress, without gathering, flared at the hem due to wedges, with false sleeves.
Source:
- R. V. Zakharzhevskaya “History of costume: From antiquity to modern times”
- Rusanov Vladislav Adolfovich “Encyclopedia of ancient clothing”
Lesson 5
Exercise for developing a long exhalation “A strong wind blows leaves.” Place a wide tongue (“spade-toy”) on the lower lip. Blowing with the formation of a “groove” along the midline. Lip exercise “The trunk of a big elephant and a small elephant.” Alternating wide and narrow “tubes”. Exercises for the tongue Repetition of exercises from previous lessons. "We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click. "Rose petal". The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue “Conversation of Hippos.” Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation. Development of phonemic perception Determination of the position of the sound [sh] in the words Shura, Masha, Natasha, kre-pysh, shorty, silly, naked.
Lesson 6
Exercise for developing a long exhalation “The wind is noisy.” Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble. "The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth. Lip exercises Repetition of exercises from previous classes. Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth). Exercises for the tongue Repetition of exercises from previous lessons. "Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer. Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue. Hippo Booby learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bdya-bde, bde-bdya-bdi. Development of phonemic perception Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w]. Producing the sound [sh] The position of the organs of the articulatory apparatus when pronouncing the sound correctly [sh] The lips are slightly rounded and stretched forward in a “tube”. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth. Techniques for producing sound [w] Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam. Formation of a visual image of the sound [w] Showing the articulatory profile. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation. Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth. Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue. Plastic representation of the shape of the tongue with the hands. With your right hand, depict the shape of the tongue as a “cup”, and with your left hand, the palate. Setting the sound [w] according to R.I. Levina (1965) Setting the sound [w] by imitation Raise the tongue to the upper lip and exhale air evenly, forcefully, controlling the air stream with the back of the hand. Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue over the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w]. Setting the sound [w] based on the sound [t] Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion. Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from the sound [t] to the sound [w]: t-t-tshshsh. Subsequently, the noise lengthens and is freed from the previous sound [t]. Setting the sound [w] on the basis of the sound [r] Pronounce the drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r]. Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue. Setting the sound [w] on the basis of the sound [s] Place the tongue behind the lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. Using the fingers of your right hand, lightly press on your cheeks and push your lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os while simultaneously lifting the tongue with a probe or spatula. Setting the sound [w] on the basis of the sound [h] Pronounce the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.
Sound [sh]
Preparatory stage
Lesson 1
Spatial orientation
Cross orientation.
- Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. With your left hand touch your right cheek.
“We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger.
Exercise to develop a long exhalation
“Let’s warm our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times.
Lip exercise
"Astonishment". Round your lips and pull them forward. Make the sound [o].
Tongue exercises
“The tongue is looking for a crack in the fence.” Insert a wide tongue into the gap between the teeth.
"Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold in this position for a count of 10.
Coordination of breathing, articulation and phonation
Game tasks
"The boat rocks on the waves." Drawing wavy lines in a box of millet cereals.
Development of phonemic awareness
Isolation of the sound [ш] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, by, gy.
The words
hat, lump, fur coat, jar, shirt, raspberry.
Lesson 2
Exercise to develop a long exhalation
"Football". Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”.
“Let’s put out the candle.” Exhale evenly and slowly into the candle flame.
Pronouncing vowel sounds a-i, a-u, e-s-o
on one exhalation with exaggerated articulation.
Lip exercises
"Wide tube" Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of 6.
Tongue exercises
"Delicious jam." Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times.
“The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6.
“Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Conversation between the Cuckoo and the Owl." Pronouncing syllables and sounds ku-ku, ku-ku, ku-ku; uh, uh, uh
with a change in intonation.
Development of phonemic awareness
Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy.
The words
cuckoo, owl, sparrow, fox, beetle, bumblebee,
etc. The child raises his hand or claps his hands if he hears the sound [w].
Lesson 3
Exercise to develop a long exhalation
Close the wide tongue on the upper lip, bring a strip of paper (just above the nose). Blow on a paper plume (the air stream should go obliquely upward).
"The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice.
Lip exercise
Alternating exercises “Smile” and “Pipe”.
Tongue exercises
“The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.
“Let’s hide our teeth.” Cover the upper teeth with a wide tongue, then the lower ones.
“Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"We play the drum." Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy
with the movement of the index fingers of both hands.
Development of phonemic awareness
Definition of the sound [ш] in words. Find toys that have the sound [sh] in their names. ( Matryoshka, rattle, Cheburashka, bear, car, ball.
)
Determining the position of the sound [sh] in the words ball, bear, baby.
Lesson 4
Exercise to develop a long exhalation
"Focus". Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward.
Lip exercise
"Elephant's trunk". Round your lips and pull them forward. Hold your lips in this position for a count of 6.
Tongue exercises
"Swing". Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum.
Place the tip of your tongue under your upper lip, then tear it off with a click.
"Cup".
- Prepare a “cup”, I will treat you with juice. What juice will you drink?
— Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue.
Development of the voice, switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
"Conversation between the piglets Naf-Naf and Nuf-Nuf." Pronouncing the syllables na-na-na, ny-ny-ny, well-well-well, but-but-but
with a change in stress and intonation (fearful, confident, angry, calm).
Development of phonemic awareness
Find pictures on the topic “Clothing” whose titles contain the sound [w]. Determining the position of the sound [sh] in the words hat, scarf, shirt, pants, shower.
Arrange the pictures on the typesetting canvas. Place objects in whose names the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.
Lesson 5
Exercise to develop a long exhalation
“A strong wind blows the leaves.” Place a wide tongue (“shovel”) on the lower lip. Blowing with the formation of a “groove” along the midline.
Lip exercise
"The trunk of a large elephant and a small elephant." Alternating wide and narrow “tubes”.
Tongue exercises
Repetition of exercises from previous lessons.
"We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click.
"Rose petal". The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Conversation of Hippos." Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy
with a change in intonation.
Development of phonemic awareness
Determination of the position of the sound [sh] in the words Shura, Masha, Natasha, strong, short, silly, naked.
Lesson 6
Exercise to develop a long exhalation
"The wind is rustling." Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble.
"The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth.
Lip exercises
Repetition of exercises from previous lessons.
Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth).
Tongue exercises
Repetition of exercises from previous lessons.
"Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Hippo Booby learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bdia-bde, bde-bdia-bdi.
Development of phonemic awareness
Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].
Sound setting [w]
The position of the organs of the articulatory apparatus when pronouncing the sound [w] correctly
The lips are slightly rounded and extended forward like a tube. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth.
Techniques for sound production [w]
Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia
The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam.
Formation of a visual image of sound [w]
Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.
Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth.
еёё129 Drawings for tasks used at the sound automation stage [с]
Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue.
Plastic image of the shape of the tongue using the hands
With your right hand, draw a “cup” shape of the tongue, and with your left hand, the palate.
Setting the sound [w] according to R.I. Levina (1965)
Setting the sound [sh] by imitation
Raise your tongue to your upper lip and exhale air evenly and forcefully, controlling the air stream with the back of your hand.
Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue over the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w].
Arranging the sound [sh] based on the sound [t]
Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.
Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from the sound [t] to the sound [w]: t-t-tshshsh.
Subsequently, the noise lengthens and is freed from the previous sound [t].
Arranging the sound [w] based on the sound [r]
Make a drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r].
Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue.
Arranging the sound [w] based on the sound [s]
Place your tongue behind your lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. Using the fingers of your right hand, lightly press on your cheeks and push your lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os
with simultaneous lifting of the tongue with a probe or spatula.
Arranging the sound [w] based on the sound [h]
Make the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.
- Automation of the sound [Сь] in forward and backward syllables
- Sound automation [Сь] in isolated form
- Automation of sound [C] in isolated form
- Automation of the sound [С] in reverse syllables
- Automation of the sound [С] in straight syllables
- Speech material for automating the sound [С] in phrases and sentences
- Automation of sound [С] in words
- Summary of an individual speech therapy lesson Topic: “Automation of the sound [S] in syllables, words, sentences”
- Summary of individual lessons. Topic: “Sound Automation [R]”
- Automation of sound [Ш]
- Sound automation [H]
- Sound automation [F]
- Sound automation [Ш]
- Summary of individual speech therapy sessions. Topic: “Automation of the sound [L] in syllables, words, sentences”
- "Automation of the [S] sound in syllables, words and phrases." Summary of an individual developmental lesson on the correction of rhinolalia
Lesson 1
Automation of the sound [sh] in open syllables Development of articulatory motor skills Note. In further work, articulation exercises are carried out taking into account the individual characteristics of the child’s motor skills and the nature of his speech impairment. Development of memory, attention Memorization and reproduction of syllables in combination with the movement of the fingers. Game tasks “Fingers walk on the table”: sha-sha, sha-sha; sha-sha-sha, sha-sha-sha, sha-sha-sha; shi-shi, shi-shi. "Conversation between a mouse and a mouse." Pronouncing syllables with a change in intonation: shi-shi-shi, shi-shi-shi, shi-shi-shi; sha-shi-sho-shu; shi-sha-sho-shu. - Which syllable is extra? Sha-sha-sha-shi, sha-sha-sha-sa. “Let’s come up with names for the dolls.” Ma...(sha), Da...(sha), Sa...(sha), Mi...(sha), Nata...(sha), Katya...(sha). - Complete the syllable. We... (shi), small... (shi), kama... (shi), pi... (shu). - Which syllable is missing? Ma...na (shi). Analysis and synthesis of syllables What is the first sound in the syllable sha? Name the second sound. The sound [sh] alone is boring. Let's invite the sound [u] to it. The sound [w] has become friends with the sound [y]. What syllable did you get? - Find a picture whose title contains the syllable shu. (Fur coat, joke.) Introducing the letter sh
Sound automation exercises [Ш]. Card 2
Date of:___________
1. Perform articulation gymnastics.
2. Pronounce the sound [Ш] for a long time.
3. Pronounce the syllables, clearly pronouncing the sound [Ш].
sha sha - shu sha - sho - shu sho shi - sho shi - shu - she shu she - sha sho - sha - shi sho - she she - shi - sha she shu - shi shu - she - sho
4. Pronounce words, clearly pronouncing the sound [Ш].
shawl tire noise seam hat awl jester silk washer neck fur coat shock chess boss joke whisper
shampoo thorns joker jackal overcoat skimmer naughty rosehip champignon shaman sewing
5. Game "One-many"
Tire-tire step-steps
hat-...overcoat-...puck-...shaman-...neck-...shampoo-...joke-...
6. Pronounce sentences, clearly pronouncing the sound [Ш].
The mine is noisy. Mom has a silk shawl. The jester makes up jokes. Mom will sew a fur coat. The boss doesn't like noise or jokes. There are thorns on the rosehip. The naughty ones were making noise and playing pranks. Someone hisses over the rosehip. It is convenient to remove the champignons with a slotted spoon.
Lesson 2
Automation of the sound [sh] in reverse syllables Development of articulatory motor skills Work on the voice Pronunciation of the syllables ish-ish-ish, ish-ish-ish, ash-ash-ash, osh-osh-osh, ush-ush-ush on behalf of the heroes of the fairy tale “ Masha and the Bear" (with a change in intonation). Memorization and reproduction of syllable series ish-ish-ash, ish-ish-ash, ish-ish-ash-ush, ish-ish-ash-ush Analysis and synthesis of syllables - Repeat the syllables sha-shi-sho. Listen again. Sha-shi. Which syllable disappeared from the series? (Sho.) Sho-shu-shi-sha. Sho-shu-shi? (Sha.) - Listen and repeat the syllables ish-ish-ish. What new syllable appeared? Ish-ish-ash. - Let's “make friends” two sounds - the vowel [a] and the consonant [w]. What syllable will be produced if the first sound is [a], and next to it is [w]. Indicate sounds with color symbols (red and blue circles). - What is the first sound in the syllable ish? What's the second sound? - Name the second sound in the syllable osh? Composing the syllables ish, ish, ash from letters of the split alphabet. Development of phonemic perception Game “Speech Lotto”. Selection of pictures whose names contain the sound [w] from a number of others. The teacher names the words, and the child finds pictures with the sound [w].
Sound automation exercises [Ш]. Card 3
Date of:___________
1. Perform articulation gymnastics.
2. Pronounce the sound [Ш] for a long time.
3. Pronounce the syllables, clearly pronouncing the sound [Ш].
sha sha - shu sha - sho - shu sho shi - sho shi - shu - she shu she - sha sho - sha - shi sho - she she - shi - sha she shu - shi shu - she - sho
4. Game “Change sentences”
I move my legs. (You..., We..., You..., He..., She...They...) I will put on a fur coat and a hat. I'm buying shampoo. I smell rose hips.
5. Replace the first sound in the word with the sound [Ш]
Slipper-hat Magician-... Call-... Distance-... Fairy-... Lips-...
6. Game “Count the words” (1-2-5)
one fur coat two fur coats five fur coats...
Words: hat, tire, joke, thorn, joker.
7. Pronounce sentences, clearly pronouncing the sound [Ш].
Misha washes his neck and ears. The car has new tires. Mashenka, give me the turret. They are sewing a new fur coat for Mashutka. The seam is visible on the fur coat. I am wearing a new fur coat and hat. Cockerel, cockerel, look out the window!
Lesson 3
Automation of the sound [w] in syllables (intervocalic position) Development of articulatory motor skills “The little mice are whispering.” Pronouncing syllable combinations yshi-yshi-yshi, asha-asha-asha, usha-usha-usha, ishi-ishi-ishi, osho-osho-osho, ashu-ashu-ashu, oshi-ishi-ashi on behalf of the little mice (including facial exercises). Development of phonemic perception - Name the place of sound in the syllables sha, ash, asha. Where is the sound [w] heard in the words Shun (mouse's nickname), mouse, mouse?. Reading the syllables sha, sho, shi Development of auditory memory and attention Following instructions of 2-3 actions. - Go to the closet. Take the mouse. Place the mouse between the matryoshka doll and the horse, and then sit down.
Summary of a subgroup speech therapy lesson on automating the sound [sh] at the end of a word
Publications on the topic:
Photo report of an individual speech therapy lesson on sound automation [P] based on the lexical topic “Transport” Goals of the lesson: 1. Expand the child’s knowledge and understanding on the topic “Transport”. 2. Continue to automate the sound “r” in words and phrases.
Abstract of an individual speech therapy lesson “Automation of the sound [h] in words (sound in the middle of a word)” Topic: Sound [h]. Goal: automate the sound [h] in words (sound in the middle of a word). Main objectives: Correctional and educational: - exercise in.
Summary of an individual speech therapy lesson on automating the sound [L'] in words and sentences The lesson is conducted on the material of the lexical topic “Summer. Forest". Objectives: Correctional and educational: - Strengthen the pronunciation of the sound [l'].
Summary of an individual speech therapy lesson on automating the sound [R] in words and sentences Goal: to automate the sound [R] in words and sentences. Objectives: Correctional and educational: - reinforce the correct pronunciation of sounds.
Summary of an individual speech therapy lesson on automating the sound [L] in syllables, words, sentences Goal: to automate the sound [L] in syllables, words, sentences. Objectives: Educational: - reinforce the correct pronunciation of the sound [l].
Summary of the subgroup speech therapy lesson “Automation of the sound [P'] in words and sentences” Goal: automation of the sound [Pb] in words and sentences. Objectives: Correctional and educational: - automate the pronunciation of sounds in words.
Summary of a subgroup speech therapy lesson on the topic “Sounds [S] - [W]” Municipal budgetary preschool institution “Kindergarten No. 66 “Squirrel” Summary of a subgroup speech therapy lesson on the topic.
Summary of a subgroup speech therapy lesson on sound automation [Ш] in words and simple sentences “On a visit to Mishka.” Summary of a subgroup speech therapy lesson using ICT and speech therapy game health-saving technologies for automation.
Summary of the subgroup speech therapy lesson "Such different transport" in the preparatory group for children with special needs. Summary of the subgroup speech therapy lesson "Such different transport" in the preparatory group for children with special needs using ICT.
Summary of a subgroup lesson on automating the sound [S] in the senior group in the form of the quest game “Treasure Journey” Goal: to consolidate the pronunciation of the sound [S] in syllables, words, sentences. Objectives: Correctional and educational: - clarify and improve.
Lesson 4
Automation of the sound [ш] in syllables with a combination of consonants Development of articulatory motor skills Working on the voice Memorizing and reproducing a syllabic series in combination with movement. Game exercise “We are weightlifters.” Shta-shta, shta-shta; piece-piece-piece-piece (raise and put down the barbell). "Conversation between Cheburashka and Tumbler." - What, what, what. (angrily) - Shty-shty-shty? (Good-naturedly. Why are you so angry?) - Wow. (Affectionately. Let's be friends.) - What-what-what? (Interrogative. Do you agree?) - What-thing-thing-thing. (Affirmative. I agree.) Development of phonemic awareness - Find pictures whose names contain the sound [w], and put them next to the letter w. Pictures are laid out in front of the child, the names of which contain the sounds [w] and [z]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words. Reading the syllables ush, shu; oh, sho
Album for staging and sound automation [SH] “The Journey of the Shushi Snake”
Svetlana Shishkina
Album for staging and sound automation [SH] “The Journey of the Shushi Snake”
The album consists of several colorfully designed pages, leafing through which, the child performs various tasks in a playful way. The first pages are devoted to practicing articulatory gymnastics exercises: “ The snake loves to travel , it invites you with it. Meet her friends and they will help your tongue do the exercises...” Each exercise for making hissing sounds : “Smile”
,
“Bagel”
,
“Window”
,
“Pancake”
,
“Delicious jam”
,
“Cup”
.
After practicing the exercises, the child is invited by the snake to visit his friends. It is necessary to guide your index finger along paths of different textures (sandpaper, beads, buttons)
and
“sing”
the snake’s favorite song (hiss)
.
At the snake " Shushi "
I have a girlfriend Masha.
She is studying at school. Masha and Shusha invite you for a walk. - Oh! A cloud covered us. This is mushroom rain. Look what unusual drops fall from the cloud! Each drop makes its own sound . will help us pronounce these sounds and make vowels friends with the sound Ш. (the child pronounces closed syllables ash, osh, ush, ish, esh, ish)
. While we were pronouncing the syllables, the rain passed.
You and I ended up in a berry meadow. There are so many strawberries growing here! The snake Shusha likes to stock up for the winter. Do you want to help her? You need to collect the berries for jam in a jar and compote in a jug. Each berry has a picture on it. If the word begins with the sound Ш , then we put the berry in a jar, and if the word ends with the sound Ш , then we put the berry in a jug.
Next task "Sharpshooter"
.
The snake Shusha invites you to the “Shooting Range”
.
To “get into”
a picture, you need to select a diagram for it, indicating the position of
the sound and a number indicating the number of syllables in the word.
To consolidate the visual image of the letter Ш, the child is offered the task “Lay Out”
letter from parts using a stencil.
Another interesting task that will not leave any child indifferent: “ Boat Trip ”
.
Here the child “seats the “passengers”
- pictures.
Depending on the number of syllables in a word, a number is set using a button - “cabin number”
.
The next task is also to determine the number of syllables in the word “Seat the guests in apartments”
and the development of phonemic awareness “Circle the pictures whose words begin with
the sound Ш. ” The child is also offered a marker to complete the task “Trace the letter with dots
. In conclusion, on the last pages pure proverbs are offered for memorization.
Thus, tasks proposed in a playful way are completed by the child with great pleasure.
Lesson 5
Automation of the sound [ш] in syllables with a combination of consonants Development of articulatory motor skills Work on the voice Game exercise “Conversation of monkeys.” Memorizing and reproducing syllables with the inclusion of facial exercises. - Shma-shmo. (sad) - Shma-isho-shmo (with grief) - Shma-shmo-shmo-shmo? (interrogatively) - Shna-shno. (offended) - Shna-shno-shnu. (approvingly) - Shna-shno-shnu-shna! (joyfully) Game exercise “Monkeys peel bananas.” Coordination of speech with hand movements - imitation of the movements of monkeys. Shva-shvo; seam-shwo-shvu; seam-seam-seam-seam. Development of phonemic awareness - Find pictures that have the sound [sh] in their names and put them next to the letter sh. Pictures are laid out in front of the child, the names of which contain the sounds [w] and [s]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words. Composing syllables from a split alphabet. Reading syllables
Lesson No. 6
Automation of the sound [ш] in syllables with a combination of consonants Development of articulatory motor skills Work on voice and facial expressions Game task “Conversation with aliens.” - Shko-shko-shku. (surprised) - Sla-shl-slu-shl. (with indignation) - Shpa-shpo-shpu-shpa. (with sadness) - Shl-shl-slut. (with apprehension) - Shmi-shni-shpi! (joyfully) Development of phonemic awareness - Match the pictures to the letters. For the letter w put pictures whose names contain the sound [w], for the letter w - pictures whose names have the sound [z], for the letter s - pictures whose names have the sound [s]. The teacher names the pictures, and the child selects the desired picture and places it next to the corresponding letter. Composing and reading syllables Tasks used at the stages of automation of the sound [sh] in words, phrases, sentences and connected speech Automation of the sound [sh] in words with the syllables sha, sho, shu, shi, she Pronounce the words correctly Ball, balls, hat, puck, niche, noodles, checkers, naughty, yours, ours, porridge, roof, donkey, hanger, little mice, horse, chess, champignons. Driver, rustle, bag, fluff, pot, cockerel, strap, comb, mouse. Noise, jester, fur coat, joke, teddy bear, screw, scale. Ears, tire, thorns, awl, sewing, mice, screen, lilies of the valley, reeds, babies, galoshes, car, cotton grass, silence, ladle, jug, water lily, driver, pea, rose hip. Neck, pole, target, millet, couch, collar, rustle, hornet, pebble, mousetrap, mulberry. Tasks Name the objects. Pronounce the words clearly. Determine the place of the sound in each word. Divide the words ball, hat, hanger, champignons into syllables. Guess the word I have in mind. In this word, the first syllable is ve, the last is ka. Collect words from scattered syllables. The word has the following syllables: sha, we, ta. Figure 10. (See color insert.) Children: Misha, Masha, Dasha, Lusha, Ksyusha, Lesha, Pasha, Sasha, Alyosha, Andryusha. What are the girls' names? Natasha is taller than Masha. Katyusha in a hat. Ksyusha in a hat. Who is taller - Misha or Pasha? Who is older - Lesha or Andryusha? Who is smaller - Dasha or Sasha? Who has the puck? Who has the balls? Who's wearing a hat? Who has a scarf on his neck? Who has the car? Who's standing? Who's walking? Drawing Sewing machine, passenger car, washing machine. Name the objects in one word. How do you turn the word car into the word tire? Repeat the words step, steps, step, step. These words are called cognates. Fill in the missing letter and pronounce the words clearly. ...ar...arf...aiba...ariki Tell me the right word. The jumper jumps with... (pole). The train is driven by... (driver). The hole can be pierced... (with an awl). We admire... (water lily, lilies of the valley). Pour the milk into ... (jug). Pour water... (with a ladle). The driver drives... (the car). Which syllable is missing? Ti...na (silence), ma...na (car). Name words with the syllables sha, shi, shu. Why were bushes and trees called that - rosehip, mulberry? The wild rose has prickly thorns. Silkworm caterpillars (silkworms) are grown on mulberry trees. Silkworm caterpillars feed on mulberry leaves. They spin cocoons from silk threads, in which they transform into pupae. Cocoons unravel and weave silk fabrics. Automation of the sound [w] in words with the syllables ash, ush, osh, ish, ish, esh Pronounce the words correctly Tower, turret, cup, shirt, daisy, bug, pencil. Shower, mascara, cannon, edge, cuckoo, toy, reel, feeder, shell, frog, pillow, tub, grandfather, grandmother, fluff, jerboa. Finish, little house. Midge, cat, crumb, windows, peas, basket, palm, potato, okroshka. Mouse, mouse, baby, reed, donut, tower, lid, baby, monkey, tire. Nuts, sturdy, rattle. Tasks Say it kindly. Cherry is a cherry, a cat is a cat, a mouse is a mouse. Which letter is lost in these words? Kotka, skein, wash, cone. Why was the first dish called okroshka? Rebus. A teapot, a bus, a fur coat, a bush, an orange. Name the objects. Highlight the first sound in the names of objects. Make up a word from these sounds. (Cup.) Automation of the sound [w] in words with a combination of consonants Pronounce the words correctly Headquarters, barbell, pants, stack, stamp, darning, curtain, corkscrew, steering wheel, thing, bayonet. Wardrobe, box. Hat, helmet, boat. School, student. Sleepers, twine. Tasks Replace the sound [p'] with the sound [t'] in the word spire. What word did you get? (Calm.) Syllable chain. Mouse - reel - reel. Say it kindly. Hat - hat, fur coat - fur coat, pants - pants, shirt - shirt, cone - cone, hat - cap, mouse - mouse, ball - ball, reel - reel. Choose rhymes. Pictures and words. Two columns of drawings. Mouse - quiet, cat - midge, baby - cat - cloudberry, ka-dushka - coil - pillow - girlfriend, hut - tub, toy - cuckoo, pillow - frog, bear - mouse, cone - Quiet, guns - ears, dryers - flies, old woman - cheesecake, window - basket, okroshka - potatoes, cockerel - scallop. "Is it correct?" The guns are firing, the cannons are baking. A cat grows in a swamp, a cloudberry sits under the table. There are toys on the tree, and cuckoos in the hands of the children. "Useless and useful advice from the old woman Shapoklyak." Salt frogs in tubs. Place the cuckoo on your pillow to sleep. Throw the coils at the windows of the hut. Place the midge in the basket. Don't litter in the hut. Salt the volushki in a tub. Treat the old lady to cheesecake. Don't kill frogs! Take care of the cuckoos! Repeat the helpful tips first. Why can other advice be called useless? What's extra? Make up the letters for the girl's name and the name of her clothes. A, K, A, P, M, Sh, B, L, U, R, F. - Which letter is lost? ...stranded, Roma...ka, carto...ka. - How are these words different? Moshka is a cat. A hat is a boat. The fur coat is a joke. Sleeper - noodles. How are they similar? "What's going where?" Flutters in ... (tub), feathers in ... (pillow). “What to whom?” For the baby - a rattle, for the kids - toys, for the old lady - cheesecakes, for Mashenka - cherries, for Mishenka - pants, a shirt, for the frog - a midge, for Cheburashka - a chamomile, for the cockerel - grains. Automation of the sound [ш] in phrases Complete the word. Woolen..., woolen..., woolen..., woolen..., fluffy..., fluffy..., fluffy..., fluffy..., big..., fragrant..., wide..., good.... Choose the right words. What are you doing? Tell me about yourself. I... (walk, breathe, wave); listening music); spoon soup ... (stir); problems... (solve); with a needle... (sew). Tell me about Misha. Misha, with your eyes... (look, blink, look); ears... (listening); with your feet... (you walk, you walk, you run, you walk); with your hands... (catch, throw, wave, do); door... (open, close); ball... (catch); with a doll (playing); pencil... (draw); by car... (you drive); on the plane... (flying). Imagine that mom sent Masha to the store. We will guess what she is doing and tell her about it. You go to the store... (enter), groceries... (choose), money... (pay), groceries in the bag... (put), home... (bring), out of the bag... (put out), in the refrigerator... (put). Tell me about yourself. I will ... (write a letter), and sew up a hole in the dress ... (sew up). Automation of the sound [w] in sentences and in coherent speech Sentences of two words The kids are making noise. The mouse rustles. Natasha writes. Misha is a naughty guy. Ksyusha is big. Three word sentences The cat catches up with the mouse. Katyusha buys chess. The cockerel pecks the cherries. Mashenka eats chocolate. Pasha is fixing a hanger. The cat knocked over the jug. Natasha found a pebble. Mashenka was given a scarf. Make three-word sentences with the following words: cone, cuckoo, Misha, car, top. If you were an artist, what could you draw with the sound [w]? Sentences of four or five words or more Aunt Dasha is sewing a shirt. Grandma is darning Misha's panties. Uncle Pasha is plowing the arable land. Masha puts Mishka on a shirt and pants. The car has rubber tires. A bug sits on a large daisy. Volnushki are salted in a tub. Frogs croak at the forest edge. A cone fell on the mouse. Peas were scattered on the path. The bear is sitting in the car. The mouse fell into the mousetrap. The frog jumped onto the water lily. Natasha plays with a teddy bear. Grandfather plays checkers with Misha. Grandfather is lying on the couch. Masha hangs her fur coat in the closet. Lusha washed her neck and ears in the shower. Grandmother and Alyonushka sat down on a log. Sentences with conjunctions a, and Dasha and Pasha play chess. Alyonushka has a basket, and Mashenka has a mug. Pasha built a turret, and Misha built a house with a roof. The porridge is eaten with a spoon, and the compote is drunk from a cup. Dashenka plays with a matryoshka doll, and Misha plays with a toy car. Alyonushka took the bowl and fed the cat. Yasha went out to the edge of the forest and saw a cuckoo there. Tasks Distribution of proposals. What is Dasha doing? Dasha is sewing. What does Dasha sew? Dasha is sewing pants. What does Dasha sew on? Dasha sews pants on a sewing machine. Who does Dasha sew pants for? Dasha sews pants for a bear on a sewing machine. Complete the sentences with. The bunny has long... (ears). Here sits a green frog... (abdomen). The kids are walking to... (school). The pie is good, inside... (curd). Mushrooms in a tub, grandfather in ... (hut). Name the extra word in the sentence. The rose hips have prickly thorns and bumblebees. A frog sits on a water lily, a tub. The cat rolls a reel, a rattle. Who can I contact like this? Please do for me... I ask you, please help... Contact me with a request. Unprecedented. Figure 14. (See color insert.) Cuckoo in a hood. The cat drives the car. Frog in the air in a hot air balloon. Mouse in a hat. Horse in boots. The bear dances with the mouse. The mouse catches the cat. Come up with fable sentences. "Learning to think." Development of cognitive processes. Find the differences. Drawing of Confused Masha and a girl dressed correctly. Clothes on girls. Scarf, hat, shoe laces, fur coat, mittens. What can’t Masha go for a walk without in winter? To the beach? What will Masha wear to kindergarten? Figure 16. (See color insert.) Cats of different colors, a mouse, a wardrobe. The cat is on the closet, under the closet, behind the closet. Where does the tabby cat sit? Where is the red cat? Where is the mouse peeking from? Topics for composing stories and fairy tales “Birds”. Why are they called that? Avocet, pintail, shoveler, broadtail, broadmouth, mockingbird, stonewall. turnstone, warbler, moorhen. Which bird sits higher than the others? Which bird is on the left and which is on the right? "Visiting Cheburashka." Key words: Cheburashka, Mishutka, monkey, Tumbler, Matryoshka, Parsley, lily of the valley, chamomile. "The Adventures of Sharik and Pushka." Key words: cart, hut, grandfather, grandmother, cheesecake, Alyonushka, hut, river, shell. “Mishutka Toropyzhka is looking for friends.” Key words: mouse, cone, frog, bumblebee, obedient hedgehog, naughty hedgehog. “How the bear Toptyzhka visited the kindergarten.” Key words: Natasha, Masha, tumbler, matryoshka, machine, ball, naughty, noise, closet, books. "Teremok". Write your own fairy tale about the little mansion. Use the words frog-frog, mouse-norushka, cockerel - golden comb, bunny-coward.
Sound automation exercises [Ш]. Card 1
Date of:___________
1. Perform articulation gymnastics.
2. Pronounce the sound [Ш] for a long time.
3. Pronounce the syllables, clearly pronouncing the sound [Ш].
sha-shi-she sha-shi-shi sha-she-she shi-she-sha she-shi-shi she-sha-sha she-sha-shi shi-sha-sha shi-she-she
4. Pronounce words, clearly pronouncing the sound [Ш]. (In case of incorrect pronunciation of the sounds [R] and [L], do not pronounce the underlined words)
Step, ball, scarf, puck, mine, hat, little mice, earflaps, decide, interfere, breathe, horse, noodles, chess.
Yours, ours, porridge, Dasha, Masha, Lyosha, Pasha, Misha, Natasha, Andryusha.
Tire, awl, sew, breathe, write, reeds, kids, bruise, mistake, car, jug, sewed, decided.
Overcoat, hiss, wide, rose hips, ears, mice, galoshes, lilies of the valley, pea, junior, silence.
Neck, pole, six, wool, target, collar, decision.
Rustle, bag, fluff, top, pot, cockerel, strap, big, mouse, walked, silk, whisper, left, found, came, entered.
Screw, joke.
Seamstress, seams, wardrobe, box, school, schoolboy, skin, slag, helmet, boat, hat, bumblebee, schnitzel, lace, sleepers, spy, headquarters, darn, curtain, thing, steering wheel, bayonet,
5. Pronounce syllables and words, clearly pronouncing the sound [Ш].
sha-sha-sha - step sha-sha-sha - porridge shi-shi-shi - sew shi-shi-shi - mice sho-sho-sho - seam sho-sho-sho - whisper shu-shu-shu - noise shu -shu-shu - I'll bite
6. Pronounce sentences, clearly pronouncing the sound [Ш].
Masha has lilies of the valley. The reeds are noisy. The mouse has little mice. Ilyusha kicks the puck. Alyosha hurt his leg. Pasha and Timosha have cars. They bought Alyosha a large earflap hat. Masha is carrying a jug. Dasha has a silk shawl. Misha is rolling the car.
Automation of sound [sh] based on plot
“Birthday of the doll Masha” Material: toys (doll Masha, Bear, Matryoshka, Parsley, cat, mouse, horse, Tumbler); subject pictures (cherry, car, reel, pillow, hat, wardrobe, etc.); color symbols of sounds, sound-letter city, cash registers, typesetting canvas. Course of the lesson Organizational moment We brought you gifts. Whoever wants it will take it. Here is a doll with a bright ribbon, Tumbler, and an airplane.
Depict the actions of wind-up toys: the doll walks, the Teddy Bear dances, the Tumbler rocks, the horse gallops. Message about the topic of the lesson A doll is brought in. This is Masha. The sound [sh] is pronounced with emphasis. - Remember the names that have the sound [sh]. (Sasha, Natasha, Katyusha, Ksyusha.) Say the name Masha affectionately. (Mashenka.) Today Mashenka invites us to her birthday. We will visit her and get acquainted with the new sound [w].
Characteristics of the sound [sh] according to articulatory and acoustic characteristics - Mashenka does not yet know how to pronounce the sound [sh], let's teach her. What do our lips do when we pronounce this sound? (They stretch out like a tube.) Where is the tongue? What is it - narrow or wide? (The tongue is wide, “cupped.”) How do we pronounce the sound [w] - with or without voice? Does it sound hard or soft? Vowel or consonant sound [sh]? Bend your fingers and repeat what sound [w]. (Consonant, hard, voiceless.) Designation of the sound [w] with a color symbol.
Pronunciation of the sound [w] in syllables - The mice heard about Masha’s birthday and whispered: “Sha-sho-shi (questioningly - will Masha invite them to her birthday). Shu-sho-shu (with a request). Shta-shto-shtu (affirmative). Shva-shvo-shvy (joyfully).” Pronunciation of the sound [w] in words. Determining the position of the sound. Case management - Who did Masha invite to her birthday? Toys are on display (Cockerel, Parsley, Matryoshka, Tumbler, mouse with little mice, Mishutka, cat, dog Sharik). Determining the position of the sound [w]. — What did the guests give Mashenka? First, name the gifts in the name of which the sound [w] is heard at the beginning of the word. (Balloon, hat, chocolate, scarf, fur coat, curtains.) And now - with the sound [w] in the middle of the word. (A car, a frog, a cup, cherries, a rattle, a reel, a book.) And also name gifts in the name of which the sound [w] is heard at the end of the word. (Ladle, pencil, brooch.) Development of phonemic awareness. Sound-syllable analysis of the words Masha, porridge - Mashenka invites us to play the games “Sound Lost”, “Sound Got Lost”. What sound is lost in the words we...ka, ko...ka, lay down...ka, mo...ka? Children name the missing sound and the whole word. - What sound got lost and got out of place, what sound was lost in the following words: tkaf, mytka, kata, mata? (The sound [t] got lost and took the place of the sound [w], which disappeared. The “correct” words are wardrobe, mouse, porridge, Masha.) Let’s show Masha how we designate sounds with circles. How do we designate words and syllables? Children lay out diagrams of the words Masha, porridge. - How are these words different? How are they similar? Physical exercise Children play the game “Cat and Mice”.
Pronunciation of the sound [w] in sentences. Complementing sentences - Mishutka suggests playing the game “Prompt the Word.” He names two words, and you add another word to make a sentence. Masha - porridge. (Loves. Masha loves porridge.) Misha - a fur coat. (Misha wears a fur coat.) The frog is a midge. (The frog ate the midge.) The cat - the mouse. (The cat caught the mouse.) Determining the number of words in sentences. Sound [w] in coherent speech - The guests began to tell different stories. Listen to what Tumbler said about his friend Natasha. Give Natasha a bear. Natasha is walking with the bear. She puts pants on the bear. Natasha loves the bear. Children restore, correct and retell the text. Reading the syllables sha, shu, sho, shi - Remember, the letter sh is never friends with the letter s, but only with the letter i. “Write the letter w with i!” Working with split alphabet. Make up the word tire. - What syllable is missing in this word to create the new word machine? (Syllable ma.) Make up the word Masha. Lesson summary
Visual and didactic guide “Interesting cards” on sound automation [Ш]
Galina Kostyuk
Visual and didactic guide “Interesting cards” on sound automation [Ш]
I made this manual using the picture designer from the Mersibo development portal. It consists of 4 cards of A-4 format. On the front side there is a house and pictures that “live” in this house. On the reverse side there is a description of the game exercises used in working with the manual. I selected the pictures in such a way that the words contained a minimum of sonorities. Cards for whistling automation from this manual were published earlier.
Children are happy to study using these cards, they are interested, hence the name “Interesting Cards”.
Visual and didactic aid “Interesting cards”. Automation of sound Sh.
Goal : Automation of Ш in words, in sentences; development of phonemic perception, grammatical structure, coherent speech.
Card No. 1 Automation Ш at the beginning of a word.
GAME EXERCISES:
“Repeaters” The child repeats the names of the pictures after the adult (hat, fur coat, rose hip, thorns, cone, jester, helmet, bumblebee, chess, boat, hose, tire, box, sword, wardrobe, school, awl).
“Name the object and get a chip” The child names the pictures independently and receives a chip for pronouncing the word correctly.
“Hide and seek” The child closes his eyes, the adult covers several pictures with chips. The child opens his eyes and names the pictures that are “hidden.”
“Name the furniture” (vehicles, plants, clothes, etc.)
“One is many” 1st child (or adult) - closet, 2nd child - cabinets, etc.
“What words live in the house?” The adult closes the card, the child names the words that he remembers.
“Telegraph” The child divides words into syllables (claps, taps, lays out with chips).
“Continue the sentence” The adult says the beginning of the sentence, the child finishes. For example:
A shaggy bumblebee flies over a rosehip bush. Rosehip branches have prickles (thorns).
“What is between, what is” The child makes sentences according to the model: The fur coat is between the hat and the rosehip.
“I don’t have something, but I have something” 1st child (or adult) - I don’t have a hat, but I have a fur coat. 1st child - I don’t have a fur coat, but I have a rosehip.
“Select an object for action” flies (bumblebee, grows (rosehip, stands (wardrobe), floats (boat).
Card No. 2 Automation Ш in the middle of a word.
GAME EXERCISES:
“Repeat” The child repeats the names of the pictures after the adult (chestnut, chestnuts, porridge, Masha, earflap hat, bear, grandfather, grandmother, cockerel, frog, pillow, cuckoo, cat, mouse, Antoshka, window, cone tower, car).
“Name the object and get a chip” The child names the pictures independently and receives a chip for pronouncing the word correctly.
“Hide and seek” The child closes his eyes, the adult covers several pictures with chips. The child opens his eyes and names the pictures that are “hidden.”
“Name the furniture” (vehicles, plants, hats, etc.)
“One is many” 1st child (or adult) - grandmother, 2nd child - grandmothers
“What words live in the house?” The adult closes the card, the child names the words that he remembers.
“Telegraph” The child divides words into syllables (claps, taps, lays out with chips).
“Continue the sentence” The adult says the beginning of the sentence, the child finishes. For example:
There are (cones) hanging on the pine tree. (The cat) is sitting on the window. The cat is catching up with (the mouse).
“What is between, what is?” The child makes sentences according to the model: Porridge is between the chestnuts and Masha.
“I don’t have something, but I have something” 1st child (or adult) - I don’t have a chestnut, but I have chestnuts. 1st child - I don’t have chestnuts, but I have porridge.
“Pick up an object for action” flies (cuckoo, grows (chestnut, stands (tower), rides (car).
Card No. 3 Automation Ш at the end of a word.
GAME EXERCISES:
“Repeaters” The child repeats the names of the pictures after the adult (goulash, pencil, baby, reed, finish, crumb, shower, cub, mouse, lily of the valley).
“Name the object and get a chip” The child names the pictures independently and receives a chip for pronouncing the word correctly.
“Hide and seek” The child closes his eyes, the adult covers several pictures with chips. The child opens his eyes and names the pictures that are “hidden.”
“Name the products” (plants, school supplies, etc.)
“One is many” 1st child (or adult) - toddler, 2nd child - toddlers
“What words live in the house?” The adult closes the card, the child names the words that he remembers.
“Telegraph” The child divides words into syllables (claps, taps, lays out with chips).
“Continue the sentence” The adult says the beginning of the sentence, the child finishes. For example:
The cook prepared delicious (goulash). A fragrant (lily of the valley) blossomed in the garden.
“What is between, what is” The child makes up sentences according to the model: The pencil is between the goulash and the baby.
“I don’t have something, but I have something” 1st child (or adult) - I don’t have goulash, but I have a pencil. 1st child - I don’t have a pencil, but I have a baby.
“Pick up an object for action” squeaks (mouse, grows (reeds, laughs) (baby, rides (car, smells (lily of the valley).
Card No. 4 Automation of the sound Ш at the beginning, in the middle, at the end of a word
GAME EXERCISES:
“Repeaters” The child repeats the names of the pictures after the adult (hat, shawl, tire, hat, wardrobe, cup, horse, car, shower, bun, stick, mouse, hut, pillow, midge, frog, reeds, grandfather, tower, cat) .
“Name the object and get a chip” The child names the pictures independently and receives a chip for pronouncing the word correctly.
“Hide and seek” The child closes his eyes, the adult covers several pictures with chips. The child opens his eyes and names the pictures that are “hidden.”
“Name the words in which the sound Ш is at the beginning” (in the middle, at the end)
“Name the insects” (dishes, plants, pets, people)
“Pick up an object for action” flies (midge, grows (reeds, stands (wardrobe), drives (car)
“One is many” 1st child (or adult) – cup, 2nd child – cups
“What words live in the house?” The adult closes the card, the child names the words that he remembers.
“Telegraph” The child divides words into syllables (claps, taps, lays out with chips).
“Continue the sentence” The adult says the beginning of the sentence, the child finishes. For example:
A fluffy (cat) is sitting on the window.
“What is between, what is” The child makes sentences according to the model: The shawl is between the hat and the tire.
“I don’t have something, but I have something” 1st child (or adult) - I don’t have a hat, but I have a shawl. 2nd child - I don’t have a shawl, but I have a splint.
Automation of sound [sh] based on the plot of the fairy tale “The Adventures of the Cowardly Bunny”
Material: toys (Playful Teddy Bear, Cowardly Bunny, Jumping Frog, Little Mouse); subject pictures (cuckoo, bumblebee, cherries, daisies, lilies of the valley, water lilies, porridge, wavelets, russula, egg capsules); images of trees, huts, symbols of sounds and words, split alphabet. Course of the lesson Organizational moment Psychophysical gymnastics. Toys are shown. - This is the Naughty Bear, the Cowardly Bunny, the Jumping Frog, the Little Mouse. Depict the characters' movements with facial expressions and gestures. Report the topic of the lesson. Characteristics of the sound [ш] by articulatory and acoustic characteristics - What identical sound did you hear in the names of our guests? (Sound [sh].) Today we will repeat the sound [sh] together with them. What sound is this? Children give a description of the sound [w]. Pronunciation of the sound [w] in syllables. Analysis and synthesis of the word noise - The cowardly bunny ran towards us and listened. And the forest rustled: “Ash-osh-ush-shi!” (The bunny became wary.) Wow! (The coward got scared.)” But then the leaves whispered: “Shu-shu-shu.” And the Cowardly Bunny calmed down. What sounds did you hear in the whispering of the leaves? (Sounds [w], [y].) Complete them with the sound [m]. What word did you get? (Noise.) “Scatter” the sounds of the word noise. How many sounds does it have? Pronunciation of the sound [w] in words - A cowardly hare ran out of the forest and came running to us. Now we will find out who and what he saw along the way. Pictures of various colors are displayed. On the edge of the forest grew... (daisies, lilies of the valley, porridge), on the river... (water lilies, egg capsules). Guess by the sounds [w], [m'], [e], [l'], who was sitting on the daisy? (Bumblebee.) On the bank of the river, the Cowardly Bunny saw ... (pebbles), on a pine tree - ... (cones), on a hazel tree - ... (nuts). Under the bush grew... (wortlings, russula). What bird did the Cowardly Bunny see in the tree? (Cuckoo.) Determining the position of the sound [w] in words. Selection of rhymes - The cowardly bunny wants to play rhyming words with you. Match his words with other words with similar endings: tire... (car), cat... (midge), frog... (pillow), fly... (gun), mouse... (bear). Where is the sound [w] heard in these words? (In the middle of the words.) And here comes the naughty Bear. He will read “mixed up” verses to you, and you listen and immediately correct the mistakes. My friend and I played cups... (checkers). We drank tea from a white checker... (cup). A cone came out of the hole... (mouse). A mouse fell on her... (bump). There were cones sitting under the bush... (mice). There were mice hanging on the pine tree... (cones). A cat was flying in the air... (midge). The midge... (cat) lapped milk. There was a cat on the table... (a bowl). There was a bowl sitting on the floor... (cat). Pronunciation of the sound [w] in sentences. Analysis of the composition of the sentence - The naughty bear came up with “confusions” not only in verses, but also in sentences. "The rails lie on the noodles." What are the rails on? (The rails lie on the sleepers.) How are the words sleeper and noodles similar? Now let’s correct the rest of his confusing sentences. "Natasha carries a boat." (Natasha wears a hat.) “Grandfather is playing with the car.” (Grandfather plays the harmonica.) “The mouse catches the cat.” (The cat catches the mouse.) Come up with your own confusion sentences. Show the naughty Bear how we designate the sentence and words. Proposal analysis. Practical mastery of prefixed verbs - Listen to the playful Mishka’s story about how he came to us. The speech therapist speaks on behalf of the playful Mishka, and the children help lead the story. - I was walking through the forest and a wave... (found). Then I went into the forest... (went), into the thicket of the forest... (went) and to the hut... (went), then into the hut... (went), nothing there... (found), then... (went). I ... (approached) to the tree, there I found sweet honey ... (found). Along the path... (went) and to your class... (came). Physical exercise - Now listen to the poem and do the actions.
We walked through the forest, walked, walked, and only found a pine cone. The children ran further and met a frog. Jumping frog - eyes on the top of the head. Hide from the frog, mosquitoes and flies!
Children pretend to be a jumping frog, frightened mosquitoes and midges flying away, and then invite the Jumping Frog to an activity. Pronunciation of the sound [w] in poems - The jumping frog decided to tell us about what recently happened to the naughty bear.
A squirrel from a branch to its little house. She was dragging a cone. The squirrel dropped a cone and hit Mishka straight. Mishka groaned and groaned: A lump jumped up on his nose!
Children repeat the poem together with the speech therapist. Reading and transforming words. Sound-letter analysis of the word bear - What similar words did you hear? (Bear, cone.) Indicate the word bear with circles. How many syllables and sounds does it have? Make up this word from the letters of the split alphabet. Now make up new words by replacing the letters in the word bear. (Mouse, fly, midge, cat.) Reading G. Yudin’s fairy tale “How the Mouse Played Naughty” - And here comes the Little Mouse. Who is she with? (With a mouse of Mice.) She wants to tell a fairy tale about her naughty little mouse. Listen carefully and remember words with the sound [w]. Reading a fairy tale. Development of phonemic awareness - Who remembered words with the sound [w]? Name them. Children's answers. Composing words from the letters of the split alphabet at the request of the children. Result of the lesson.
We play with the sound “SH”, we name the words clearly...
Summary of a speech therapy session with children of senior preschool age with special needs, using ICT
Target
: creating conditions for correcting the sound side of speech.
Educational objectives
: consolidate the acoustic-articulatory characteristics of the sound “sh”, consolidate the clear pronunciation of the sound “sh” in isolation, in syllables, words and phrases, sentences; strengthen the ability to divide words into syllables.
Correctional and developmental
: develop articulatory motor skills, improve fine and gross motor skills, develop phonemic processes, develop mental processes, the emotional sphere of the child.
Educational tasks
: to cultivate self-control over speech, cognitive interest, the ability to listen to interlocutors, to form mutual understanding, independence, initiative.
Equipment
: soft toys depicting Smeshariki cartoon characters (Krosh, Barash, Nyusha, Losyash, Shusha); audio recording of the “Round Song” from the animated series, individual handouts (for the game “Clean up the Closet”, “Rhyming Words”), mirrors, cartoon character chips, flags, multimedia presentation accompanying the lesson.
Progress of activities
(Children go to the group. The phonogram “Round Song” from the cartoon “Smeshariki” plays. Krosh runs in with a map of the area.
)
Krosh
: Guys, hello.
And my friends and I came to you from the country of Smeshariki. Do you know such a country? ( Children's answers
.) I am very glad that you are following our adventures.
Everything was fine with us, as always, but one time we quarreled with Nyusha, I was tired of her making fun of me all the time. He says that I am not yet very good at pronouncing one sound. And she said that for this we need to do something there. I still didn't understand what to do. And so, Nyusha advised me to come to your kindergarten, to the “Flower Town” group. She said that the children of this group are just now learning to speak different sounds correctly and clearly. Can you help me learn how to pronounce the sound “Sh” correctly? ( Children's answers
.) Do you happen to know what needs to be done for this?
( Children's answers
.) Guys, I keep talking and talking, but do you even know who I am, what my name is?
( Children's answers
.) I also want to know your names.
I just ask you to say your name syllable by syllable so that I remember. ( Children take turns calling their names syllable by syllable
.)
Krosh
: Well done, I remembered your names, and now I will introduce you to my friends!
Here, listen to a poem about them. ( Draws attention to Smesharikov’s toys
.)
There are balls in the world, Balls-Smeshariki. Here is a ram, his name is Barash. Wise elk, name is Losyash. The nimble rabbit is me, the Snake Shusha is good! A plump piggy, nicknamed Nyusha. ( The phonogram turns on - Shusha hisses
.)
Krosh
: Guys, what song does Shusha sing?
( Children answer
.)
Krosh
: Have you guessed what the common sound is in the names of my friends?
( Children answer
.) This is the sound “SH”.
Today we will play with it and continue to learn how to pronounce it correctly. ( Game self-massage is carried out. Children rub the parts of the body whose names appear in the text
.)
There are nails on our fingers, On our hands there are wrists, elbows, Top of the head, neck, shoulders, chest And don’t forget the tummy! Hips, heels, two feet, lower leg and ankle. There are knees and a back, but there is only one!
Krosh
: And now it’s time to stretch your tongue.
For this we need mirrors. ( Children take places at the tables where the toys are located. A complex of articulatory gymnastics is carried out
.)
Krosh
: Let's do eye exercises now, friends.
( Children perform visual gymnastics, then breathing exercises
.)
Krosh
: Listen, this is Shusha again reminding us what sound we will play with today.
Guys, tell me how to pronounce this difficult sound correctly. ( Children's answers.
)
Krosh
: And now Shusha herself wants to play the game “Signalers” with you.
( Children take flags.
)
Here is your flag - don’t yawn, If you hear the sound “Sh” - raise it! ( Shusha pronounces the words.
)
Krosh
: Guys, I suggest you rest a little.
( A playful self-massage-physical exercise “Walk” is carried out
.) Shusha also likes to come up with different syllabic rhymes. We will walk one after another in a circle, repeating after her.
1. SHA-SHA-SHA-SHA - I walk slowly 2. I walk slowly - SHA-SHA-SHA-SHA 3. SHU-SHU-SHU-SHU - I’ll raise my hands higher 4. I’ll raise my hands higher - SHU-SHU -SHU-SHU 5. We had a good rest - SHO-SHO-SHO-SHO
Shusha
: Well done, you played great.
Losyash decided to clean up his closet and put everything in its place. You need to select only those pictures whose names contain the sound “Ш”. You need to put hats on the top shelf, outerwear on the middle shelf, and shoes on the bottom shelf. ( Children complete the task individually. Then there is a check on the screen. We find errors and explain
.) Barash would like to play rhyming words with you.
Look at the pictures, the names of which pictures sound similar, put these pictures in pairs. ( Pronouncing the sound “Ш” in words
.)
Krosh
: Guys, Nyusha has been gone for a long time!
I'm already starting to worry. ( The “Round Song” sounds. Nyusha appears and greets the guys.
)
Krosh
: Nyusha, I am so happy! Now you won't make fun of me. I began to pronounce the sound “Sh” correctly, the guys helped me with this. They are true friends.
Nyusha
: I’m very happy for you and for the guys who also already know how or are still learning to pronounce this difficult “Sh” sound.
I also want to play with you. ( Nyusha gives tasks to the children and invites the children to play in the gym. Smeshariki says goodbye to the guests
.)
Elena Golikova, teacher-speech therapist
MBDOU "Kindergarten of compensatory type No. 49" Bratsk, Irkutsk region
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