Final speech therapy lesson"Sound-syllabic analysis of words of different syllabic structure". Work on the sound-syllabic composition occupies a large place in speech therapy work. Those children who do not cope in the classroom master this material in more detail in other variations on remedial classes. Taking as a basis the methodology of the Bulgarian teacher G. Lozanov, we build a lesson, focusing on the level of preparedness of students, on the complexity speech disorder on the potential of the child. The following methods of correction formed the basis for the construction of classes:
Relaxed concentration of attention (color - orange hat, orange keys, "lights", kinesiology exercises that promote the development of interhemispheric connections, activate memorization, attention stability, improve attention, spelling, clear perception, speech, improve mental activity, reading).
- lack of fatigue (frequent physical minutes, change of activities)
- the use of the student's reserve capabilities, namely 1) the use of kinesthetic sensations - complex words can not only be seen and read, but also picked up (the "Keys" manual), the vowel can be felt with the hand and ("lights"), and not just look at her. 2) to see how consonants and vowels sound, how the pronunciation of soft consonants differs from hard ones (observation of articulation in the mirror). 3)
- a wide variation of learning conditions (printed notebooks, written and oral work, game moments).
- situation of free communication
- no ratings
- the use of the material "lateral vision" (shade of communication, the rhythm of the lesson background, colors)
Topic: "Sound-syllabic words of various syllabic structures"
OBJECTIVES: 1) To consolidate the ability to differentiate vowels and consonants according to articulatory and acoustic features.
2) Learn to distinguish between hard and soft consonants and designate them in writing.
3) Learn to determine the number of vowels in a word depending on the number of syllables.
4) Learn to correctly coordinate words in phrases and sentences.
5) Develop phonemic hearing, perception,
6) Expansion of visual horizons?
7) To cultivate accuracy, cleanliness, respect for things.
EQUIPMENT: fairy tale hero gnome Lyapa, individual mirrors, signal cards "Lights", manual "Letters crumbled", manual "Keys", didactic material for the formation of sound-syllabic analysis and synthesis.
STUDY OF THE LESSON: 1. Organizing moment.
Speech therapist: Hello! Today in the lesson we will consolidate the ability to determine the number of syllables and sounds in a word, distinguish between vowels and consonants, hard and soft consonants, and compose words from letters. But let's take it in a different form. I suggest that you play the role of teachers, and your student will be the little gnome Lyapa, who still does not know how to speak correctly and makes many mistakes in his speech.
2. Kinesiology warm-up.
Speech therapist: - But first we will put on the same hat as Lyapa’s, take it off, put it on, ... (children perform the “Hat” exercise - massage of the auricles, improves attention, spelling, clear perception, speech).).
- Now you will give him the first lesson - the definition of left and right sides. Extend your right arm and make a horizontal figure eight to the right, left, ...
Now the same, but with the left hand, ... With both hands. (exercise "Lazy eights" activates memorization, stability of attention).
- Well done, but most of all Lyapa liked how he performed this task ..., so the gnome will lie on his desk. And we will open notebooks and write down the number.
3. Articulation gymnastics.
Speech therapist: - Friends, let's remember how vowels and consonants are pronounced.
Children: - Vowels are pronounced freely, with an open mouth, and consonants meet an obstacle: lips, tongue, palate, ... (work with individual mirrors).
Speech therapist: - And how are hard and soft consonants pronounced?
Children: - Soft is pronounced with a "smile".
Speech therapist: - Clap when you hear a soft consonant (Crackers game):
la, stu, ryo, du, clo, ya, tre, se, you, sleep.
- He did very well ..., and Lyapa goes to visit him.
4. Working with sounds in monosyllabic words.
Speech therapist: - Let's remember how consonants are pronounced? (there is an obstacle). In the next task, we will teach Lyap to distinguish a consonant sound from words. I will read the words, you - write down only the first and last consonant in your notebook, and your student and I will see who works how.
wolf, elephant, lion, mole, tiger
Give a common name to these words (animals).
- Where do these animals live? (in the forest).
- Now I will name objects that can also be found or heard in the forest, and you write down the second consonant, listen carefully:
thrush, maple, trunk, rod, whistle, knock, mushroom.
- He did both tasks very well ..., and Lyapa goes to visit him.
5. Division into syllables of disyllabic words.
Speech therapist: - Guys, the forest is the place where our gnome lives. His house is at the edge of the forest. And who will tell me what parts the house consists of?
Children: - Roof, chimney, windows, walls, porch, doors, ...
Speech therapist: - Let's teach Lyapa to count the syllables in words (the speech therapist calls the word, the children determine the number of syllables with claps).
- You noticed that these words have two syllables. This means that there should be two vowels when writing. Vowels are red, in each word two red lights will light up. He will write the first word on the board ... and mark the vowels with “light” (the “lights” manual).
- Our hero liked this task so much that he also wanted to make words, but lost the letters. We'll have to help him.
6. Kinesiology exercise.
Speech therapist: - To see the lost letters, to be more attentive, we will perform the following exercises:
- Fists forward, look at me, spread our fingers and slowly spread our arms. When we can't count fingers, we stop. So 3-4 times (exercise "Cams", increases visual volume, activates interhemispheric interaction).
- Now let's look for the letters below. Lower your head and slowly shake it to the left to the right (the "Clock" exercise improves mental activity, reading).
7. Compilation of two-syllable words from letters.
Speech therapist: - Scattered letters were found, and what words will come out of them? (allowance on the sheets "Letters crumbled"):
n, r, o, r, i
m, k, o, o, p, t
s, a, k, t, e, t, b, p
- Write the words in your notebook. Determine the number of syllables. The most ingenious turned out to be ..., so Lyapa poisons himself to him.
8. Compilation of phrases from three-syllable words.
Speech therapist: - Did you notice what words the gnome came up with? He probably wants to invite us into the house and treat us to a pie. But you can't enter the house without the keys. We have a whole bunch of keys with words. We will open the lock when we teach Lyap to form phrases. Choose two of these to make sense. Write down the phrases in your notebook. Find words consisting of three syllables, write the number of syllables above this word (the "Keys" manual, three-syllable words are divided into syllables, vowels are highlighted in red).
curtains on
o-kosh-ki
neat
house
smells
cabbage
There are curtains on the window, a neat house, it smells of cabbage.
9. Vocabulary work.
Speech therapist: - Who knows what the word neat means? What similar word can replace neat?
Children: - Neat, well-groomed, clean.
Speech therapist: - Right. Make a phrase with this word (tidy room, neat clothes, neat person). Write down the phrase in your notebook.
- And about which of you can you say that he is neat? What are you doing for this?
Children: - We clean the room, take care of our things, observe the rules of personal hygiene.
Speech therapist: - The gnome liked how he coped with this task ..., so Lyapa will sit with him.
Children: - In a tidy house it smells like cabbage. Pie, probably with cabbage. Let's share how to cook cabbage.
10. Finger gymnastics.
We chop cabbage, (they tapped with the edge of the palm)
We rub cabbage, (rubbed palms together)
We salt the cabbage, (salted with fingers)
We eat cabbage. (clenched-unclenched fists)
11. Working with didactic material.
Speech therapist: - We taught our friend a lot. We will also show how we work in a printed notebook. There are all the exercises that we performed in class, only in small quantities. When completing tasks, we repeat what you taught the dwarf. While you are doing, Lyapa and I are learning from you.
12. Kinesiology exercise.
Speech therapist: - We've worked - we'll have a rest. Let's play "Ear Nose" (left hand behind the nose, right hand behind the ear. Clap - changed hands. So 3-5 times).
12. Bottom line.
- So what did we teach the little student?
- What exercises do you remember?
- Thanks for good lesson, see you!
Used Books:
1. I.S. Lopukhina “Speech therapy. Sounds, letters, words
2. E.V. Mazanova "Correction of acoustic dysgraphia"
3. "Speech therapy at school", ed. V.S. Kukushina.
4. S. A. Belolipetsky "Method of innate academic performance"
Marina Markina
Summary of the lesson "Formation of the syllabic structure of words"
Subject: "Magical Journey to the Forest".
Target: Formation of the syllabic structure of words.
Age: preparatory group.
Tasks:
1) Formation of the syllabic structure of 3 compound words with an open syllable based on the material of syllables and words;
2) audio automation "with" in syllables, words;
3) the use of prepositions in speech (in, on, under, singular and plural nouns
4) formation prosodic aspect of speech.
Equipment: pictures with mushrooms, pictures for articulation exercises, cards with syllables, pictures with caterpillars, basket, ball.
Lesson progress:
Organizing time:
Speech therapist: Hello, my name is Marina Andreevna, what is your name?
Child: (child answers)
Speech therapist: Very nice, today you and I will go on a magical journey into the forest. For this we need to close our eyes. Well done, now open up. Look, you and I ended up in a magical forest in a clearing. (pictures with mushrooms are laid out on the table). What do you see?
Child: Mushrooms.
Speech therapist: You are right, well done.
Under the birch, by the path
The mushroom grows on a thick stem.
We can't get past
We will put the mushroom in a basket.
Now let's play a little.
A game "What so much?". I'll put a mushroom in the basket, and you? (and I'm a boletus). So there will be a lot of things in the basket? (boletus) (russula, honey mushrooms, boletus).
Speech therapist: And now let's have a little rest and play with our tongue, okay?
Child: Good.
articulation exercises.
- "Let's brush our teeth"
- "Cup"
- "Swing"
- "Football"
- "Fungus"
Speech therapist: Now let our tongue rest, and we will play with our fingers, come on?
Child: Let's.
Fine motor skills.
finger game "Mushrooms"
In the meadow - a fat man.
(The right hand is clenched into a fist and raised in front of him.)
White mushroom - boletus.
(The palm of the left hand is covered with the fist of the right.)
And under it, trembling a little,
(The left hand remains, the right hand is removed.)
The snail raised its horns.
(The index and middle fingers of the right hand are raised, the thumb holds the rest, you can slightly rotate your hand.)
Speech therapist: Now let our fingers rest, and we will play another game with you.
A game "Say syllables» .
SA-sa-sa (child)- sled (picture - speech therapist)
So-so-so - juice
Su-su-su - soup
Sy-sy-sy - son, etc.
Speech therapist: Well done. Now let's play a game "Echo"
A game "Echo". I will pronounce syllable, and you repeat it several times, quieter and quieter. (SA-sa-sa, so-so-so, su-su-su, sy-sy-sy, etc.)
Speech therapist: Do you like to play with the ball?
Child: Like.
Speech therapist: Then let's play a very interesting game called "One-Many". To do this, we need to get up from the table, take the ball and stand against each other. I toss you a ball and name the mushrooms in the singular. And you to me in the plural.
Fizminutka with the ball. "One-Many".
Russula - .... (russula)
Borovik - ...
Fox - ...
Honey agaric - ...
Fly agaric - ...
Speech therapist: Good girl, now let's do the next task.
Sound analysis. (AU, UA, AI, IA, IU, UI).
Isolation of the first sound
Selecting the last sound
Determining the number of sounds in a sound combination.
Speech therapist: Well done. Now we'll play the game "Long and short the words»
A game "Long and short the words» .
I'll call the words and you raise arrow: long if word long or short if word is short:
Mushroom, boletus, forest, house, fly agaric, honey agaric, stump.
Speech therapist: Now let's look at the picture. What do you see there?
Child: Caterpillar.
Speech therapist: And now let's look at the pictures and say where she sits.
Ex. "Where is the caterpillar sitting?"
under the fungus
On the fungus
in the fungus
Near the fungus
Speech therapist: Well done. Now find mushrooms that fit word"my" (by pictures).
(boletus, chanterelle, russula, fly agaric, boletus, honey agaric)
Speech therapist: What a fine fellow you are, you coped with all the tasks. Now let's close our eyes and head back.
Here we are back. Tell me, did you enjoy playing with me today?
Child: Liked.
Outcome lessons.
Speech therapist: Then let's remember what we did today on lesson? (charging with a tongue, fingers, pronounced syllables, played in "echo", played with the ball in "one-many", played games "What so much", "long and short the words» , told "where the caterpillar sits").
Speech therapist: Well done. I really enjoyed playing with you. Thank you very much. Goodbye.
Related publications:
Speech therapy work to overcome violations of the syllabic structure of words in children with visual and speech impairments In speech therapy work with children, overcoming the shortcomings of sound pronunciation is often brought to the fore and the importance of development is underestimated.
As you know, most children with severe speech disorders have a violation of the syllabic structure of the word to one degree or another. Violation.
Consultation for educators "Formation of the syllabic structure of the word in children with ONR" Working with non-verbal material 1. "Learn musical instrument". Goal: Development of auditory gnosis. Material: subject pictures with the image.
Summary of the lesson: "Formation of the syllabic structure of the word" (type 7 - three-syllable words with a closed syllable) Purpose: 1. To teach clearly, to pronounce the words of the syllabic structure of the 7th type. 2. Learn to navigate in space. 3. Develop logical thinking.
Syllabic structure correction Language acquisition is difficult mental process. Speech begins to form only when the brain, articulatory apparatus.
Corrective possibilities of musical activity in the formation of the syllabic structure of the word in children with OHP level III It is known that music has a beneficial effect on the development of personality. It is a means of aesthetic, moral, mental education.
Formation of the syllabic structure of words
Target: Strengthen the ability to correctly pronounce the sound "r"
Tasks:
1) Learn to pronounce the sound "r" in words with open syllables;
2) Continue to form the syllabic structure of 3 compound words with closed syllable;
3) Keep learning to do sound analysis monosyllabic words;
4) To consolidate the ability to divide words into syllables (2-3 syllables);
5) To consolidate the ability to coordinate nouns with numerals;
6) Develop mental processes (memory, attention, logical thinking).
Lesson progress:
1). Artistic gymnastics:
“Let's brush the upper teeth”, “Swing”, “Fungus”, “Horses”.
2). Introduction to the topic.
The game "4 extra" (by ear). Name an extra word: Masha, Olya, Luda,Roma.
Shirt, raincoat, coat, fur coat.
A bike,rocket, car, motorcycle.
eggplant, cherry,fish, zucchini.
L - d: So, extra words -Roma, shirt, rocket, fish. What is the same sound in all these words? (R). Today we will continue to learn how to pronounce this sound correctly.
3 ) . The game "Say the syllables." The child pronounces 3 syllables, and the speech therapist says the word and shows the picture.
Ra - ra - ra - cancer (rocket, frame, rainbow, satchel)
Ro-ro-ro-mouth (rose, robot, feather, bucket)
Ru - ru - ru - hands (shirt, planer, sail, kangaroo)
Ry - ry - ry - fish (lynx, mountains, chickens, mosquitoes)
4). Echo game. I will name the syllable, and you repeat it several times, quieter and quieter. (ra-ra-ra…)
5). Pronunciation of syllables with a change in rhythmic pattern (change in stress).
Ra-ra-ra, ra-ra-ra, ra-ra-ra. Roo-roo-roo, roo-roo-roo, roo-roo-roo.
Ro-ro-ro, ro-ro-ro, ro-ro-ro. Ro-ro-ro, ro-ro-ro, ro-ro-ro.
6). Negotiating sentences based on pictures.
“On the snow sits a large, gray .... (picture of a crow)."
"Petya bought a new ... (drum)"
"Mom has a new, green ... (bucket)."
"On the king's head was a golden ... (crown)."
7). listen to the words(you can show pictures): corn, chamomile, trough, ax, rhinoceros, cow.
What can move here on its own? What can't?
Which words refer to animals? What to plants?
Fizminutka. Ball game "Say kindly." (syllabic structure)
Wind - (breeze) sugar - (sugar) evening - (evening)
Stream - (brook) boat - (boat) fan - (fan)
City - (town) pie - (pie)
9). Working with cards.
Arrange the cards in a column.
Name the words in the top row from left to right;
Name the words in the bottom row from right to left;
Choose any 2 cards, memorize the words and name them;
Find words with three syllables (parts) that can be clapped 3 times.
Find objects that match the word "my".
10). Sound analysis of words:cancer, mouth (pictures and diagram).
11). Game "1,2,3,4,5".Agreement of nouns with numerals. (sparrow, pyramid, ram)
12). Games for the formation of the syllabic structure of words.
“Think and answer” - “What do they cut wood with?” - (with an ax.)
"Where does the bush grow?" -(behind the fence)
"What do they drink tea with?" - (with sugar)
"What does a sailor look after?" - (behind the boat)
"What makes a musician happy?" - (guitar)
“What did Grandma treat Nata to?” - (kefir)
“What did the children treat their mother to?” - (peas)
"What does mom fan herself with when she's hot?" - (fan)
A game"Syllabic Lotto".
thirteen). The development of fine motor skills."Lay Down the Rocket"
Methodical development of speech therapy classes.
Subject. Syllables. The syllabic composition of the word. Acquaintance with one-, two-, three- and four-syllable words. Correlation with the syllabic scheme.
Group: Violation of reading and writing due to phonemic underdevelopment of speech
Grade: Grade 2
(speech therapy correctional and developmental group lesson).
Lesson #1
Lesson type:
"Consolidation of new material on the topic syllabic structure of the word. Correlation with the syllabic scheme.
Objectives: Determine
1. - Define syllable-forming role of vowels in a word.
To teach children to divide words into syllables, highlighting vowels.
2. - Understand the importance of syllable order in reading and writing.
3. - Be able to determine the order of syllables in a word;
Tasks:
1. Educational :
* knowledge (to form the concept of the syllable-forming role of vowels in a word)
* skills (to teach children to correctly divide words into syllables, highlighting vowels; to learn to determine the order of syllables in a word); teach how to make graphic diagrams of the syllabic structure of words
* general educational: possession of the main types of answers;
* the ability to make comparisons, evidence, determine the purpose of the work;
* own methods of control and mutual control, self-and mutual assessment;
* be able to work collaboratively.
. educational task.
Bring up:
* perseverance;
* restraint;
* discipline;
* organization;
* respect for the team.
3. Developmental task:
* development of speech, thinking, visual perception and visual memory;
* develop spelling vigilance and phonemic hearing;
* consolidate the skills of mental actions (perform the operations of analysis, synthesis, the ability to observe, draw conclusions);
* develop fine motor skills hands;
* to form the ability to compose a detailed educational statement.
Equipment for the lesson:
* netbooks by number of children
* workbooks
* cards on printed basis
* computer game "Collect a word from syllables"
* didactic game "Cashier of syllables on magnets"
Lesson Plan
| Lesson stage | Methods and techniques | Time (min) |
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| Org. moment. Goal setting, motivation for learning activities. | a) Methods of transferring information through practical activities. Methods of verbal transmission of information and auditory perception of information. b) Methods of visual transmission of information and visual perception of information. c) Methods of information transfer with the help of practical activities and its tactile kinesthetic perception. d) emotional. e) cognitive. e) Volitional. g) Social. | a) conversation b) Experimental problem Observation c) Practical exercises Computer game d) Incentives Creating a Success Situation e) Creation problem situation f) Making demands on students Information about required learning outcomes g) Creating a situation of mutual assistance | ||
| II. Formation of concepts about the syllabic composition of the word. |
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| Fizminutka. | ||||
| Card work | a) Written b) Self-control c) Oral d) Methods of transferring information through practical activities. e) Methods of verbal transmission of information and auditory perception of information. f) Methods of visual transmission of information and visual perception of information. | a) Individual survey front question "Silent Poll" c) Self-control according to the model Form of organization of the lesson - uneven-aged | ||
| Development of graphic skills. |
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| Consolidation of the gone material |
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| Summing up the lesson. |
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Lesson progress
I. Org. moment. Goal setting, motivation for learning activities.
Target: correctly divide words into syllables.
Task: determine the topic of the lesson. Update information about what our speech, sentence, word and syllable consists of.
The one whose name consists of two syllables, three, four will sit down.
“Children, what did we just do? What do you think the topic of today's lesson will be? That's right, today we'll talk about syllables, dividing words into syllables.
The speech therapist suggests remembering that our speech consists of sentences, sentences of words, words of syllables, and syllables of sounds.
II. Formation of concepts about the syllabic composition of the word.
Task 1. Game "Telegraph".
Target: Explain how words are divided into syllables. Remember the rule - "how many vowels in a word, so many syllables."
Task: to form the skills of syllabic analysis.
The speech therapist invites the children to name the pictures and divide these words into syllables. Pronounce words in syllables, highlighting vowels with your voice - from monosyllabic words, from two-syllables, from three-syllables. Clap the number of syllables. Answer the question: “Guys, in what ways can a word be divided into syllables?” (you can put your hand to your chin and count the number of pushes or chant and clap your hands, but the most reliable way is to count the number of vowels in the word).
The speech therapist, together with the students, concludes: "How many vowel sounds in a word, so many syllables."
List of pictures: moss, catfish, soup, hat, cotton wool, mustache, raspberry.
Task 2. Graphic representation of syllables.
Target: explain the principle of drawing up a graphic scheme of the syllabic structure of words. Remember the rule - "how many vowels in a word, so many syllables."
Task: to teach how to make graphic schemes of the syllabic structure of words.
Speech therapist: “Guys, put a question to the word lion. (Who is this? - a lion). The word "lion" denotes an object, we graphically depict it with one line. (Speech therapist shows on the board, students - in notebooks). How many vowels are in a word? (One), then there is one syllable in the word: ___, what is the vowel in the word? (e), means the graphic scheme of the word lion: e ".
Similarly, other words are depicted graphically. If the word has two vowels, then the word has two syllables, two parts, if three vowels - three syllables.
The speech therapist suggests depicting the words graphically, inscribing the corresponding vowel above each syllable. (Students one by one go to the board and complete the task, the rest - in notebooks).
Word list: fly - u a, shirt - u u a, bubbles - u u, cake - oh,
music - wow, carp - a, parrot - wah, ant - wah.
Target: make words from syllables.
Task: learn to correctly determine the sequence of syllables in a word.
The syllables are written on the board. Students work each on their own netbook. The speech therapist invites students to make words from syllables.
III. Fizminutka.
1. Cross Orientation Exercises:
Grab your left ear with your right hand and left hand put on a belt;
The right hand - on the head, and the left - behind the head;
With your left hand, show your right elbow, and put your right hand on your left shoulder.
2. Gymnastics for the eyes.
They closed their eyes, opened them, looked to the right, to the left, up, down.
Pointer reading.
Read expressively.
3. Ball game.
Throwing the ball to each other, students need to turn one-syllable words into two-syllables, two-syllables into three-syllables. For example: ball - balls - balls.
Word list: house, year, cat, elephant, nose, garden, elk, catfish, tiger, mouse, hedgehog.
VI. Card work.(each student gets a card)
Task: write text without errors.
Task 1. Read the text syllable by syllable. Look for mistakes. Write the text correctly.
Ltom the wolf is full. And in winter he is hungry. The birds have flown away. The animals will hide. Zmoy gloomy wolves prowling through the forest, looking for dobcha.
Development of graphic skills.
Target: develop visual gnosis, orientation in space and on a sheet of paper.
Task: draw the shape of a bunny in the cells, following the instructions of the speech therapist.
VI. Consolidation of the material covered.
Didactic game"What's in the picture?"
Target: to consolidate the ability to determine the correct order of syllables in a word.
Task: pull out a card with a picture, determine what is shown on it and make up a word-answer. If everything is done correctly, the player takes the card with the picture for himself, and returns the cards with syllables to their place. Then the second participant composes a word for a new picture. The one with the most picture cards wins.
VII. Summing up the lesson.
What have you learned today? What did you learn new? Which of the tasks presented in the lesson caused difficulties?
Textbooks and further reading
Z.E. Agranovich “Speech therapy work to overcome violations of the syllabic structure of words in children”, St. Petersburg, “Childhood-Press”, 2001.
S.E. Bolshakova Overcoming violations of the syllabic structure of the word in children, TC "Sphere", Moscow, 2007.
V.T. Pigeon " Graphic dictations”, Moscow, “Vako”, 2010.
L.N. Efimenkov “Correction of oral and writing students primary school”, Moscow “VLADOS”, 2003.
L.N. Efimenkova, I.N. Sadovnikova "Correction and prevention of dysgraphia in children", Moscow, "Enlightenment" 1972.
R.I. Lalaeva “Speech therapy work in correctional classes”, Moscow, “VLADOS”, 2001.
SUBJECT. Syllabic structure the words.
TASKS. Give the concept of the syllable-forming role of the vowel. Learn to extract vowels from words. Learn to divide words into syllables. Develop phonemic awareness and phonemic perception. Develop visual perception. To cultivate perseverance, accuracy, responsibility, diligence, discipline.
EQUIPMENT. Pictures: ball, bow, house, duck, windows, aster; sound mosaic; notebooks, pens, rulers, pencils; material for drawing up schemes of words, letters on magnets, magnetic board; Free Images: scarf, circle, roses, doll, snail, corn; cards with graphic exercise; words on the board red pencils.
I. Organizational 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 a narrow tongue to the left - to the right). Turkey. Move the wide front edge of the tongue along the upper lip back and forth, first without a voice, then with a 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 topic, explanation of the material. | Hear what I have to say. Ry. Is it clear what I wanted to say? Ba. Understandably? Fish. Is it clear now? At first parts of the word were spoken, so it was not clear. When the parts are connected, a word is obtained. Part of a word is called a syllable. How many syllables are in the word fish? How many vowels are in this word? There are always as many syllables in a word as there are vowels. Each syllable has one vowel. The theme of our lesson: "The syllabic structure of the word." We will learn to divide words into syllables, extract vowels from words, make word schemes. | |
V. The development of fine motor skills. | Finger gymnastics Salting cabbage We cut cabbage. (Sharp movements in straight lines tassels up and down) We three carrots. (Movement of fists towards you and from myself). We salt the cabbage, (“Sprinkling salt from a pinch”). We eat cabbage. (Clenching fingers into fists.) | |
VI. Training exercises. Fizminutka. | 1. Listen to the words. Name the vowels. Determine the number of syllables. Draw the syllable schemes of the words, write the vowels. bugs y and paper y a a brother a notes o s bridge o fishermen s a and 2. Match the pictures to the diagrams. 3. Write down the words, dividing them into syllables, underline the vowels: sleigh, vase, stick, ball, work, picture, hand, fisherman, soldiers. | Notebooks, pens, rulers, pencils, word charting material, letters on magnets, magnetic board. Pictures: circle, scarf, roses, doll, snail, corn; material for drawing up schemes of words, red pencils. |