Summary of individual speech therapy lesson Automation of sound [s']
Topic: Automation of the sound [s'] in syllables, words, phrases.
Goal: to consolidate the clear pronunciation of the sound [s'] in syllables, words, phrases.
Objectives: Educational: Consolidation of syllabic analysis skills
Correctional and developmental: development of phonemic processes
Educational: developing control over one’s own speech
Equipment: 2 toys (piglets), toy house, wardrobe, costume, paper flowers and leaves, counting sticks, picture maze.
Progress of the lesson
I. Org. moment
Guess the riddle and find out who will come to our class today. Crochet tail, heel nose. Who is this? (Piglet). Right. This is what we have. (The speech therapist shows the toy). And his name is Sema. He is going to go visit his friend Masyana.
II. Articulation gymnastics
In order to go on a visit, you need to wash, get dressed, dress up. Sema goes to brush her teeth. How does Sema brush his teeth and tongue? (Example: brush your lower teeth, clean your tongue). Sema brushed his teeth and smiled. How did Sema smile? (Exercise smile).
III. Face massage
And now Syoma is washing his face. And we wash our face, rub our cheeks together. Wash your nose, ears, forehead, wash your face and move on.
VI. Mimic gymnastics
Sema thinks about what to wear. He remembered that he had a suit and was happy. (Show how happy Sema was). I opened the wardrobe and didn’t find the suit. I was surprised. Then I got upset. (How surprised, upset?). I found a suit. I was happy. (How happy were you?).
V. Articulation analysis
What sound do I highlight in the names SEMA, MASYANYA. Say it. What shape do your lips take when you pronounce the sound [s']? Where is your tongue when you pronounce this sound?
VI. Sound Characteristics
Tell me what you know about the sound [s']? Is the sound [s'] a vowel or a consonant? Hard or soft? Voiced or voiceless?
VII. Breathing exercises
The wind blew and autumn leaves flew into the room. They urgently need to be removed. Sema can’t cope quickly on his own, help him. (Blowing paper leaves off the surface of the table. Control over the air stream that should come from the tongue is required.)
VIII. Development of phonemic hearing in syllables
Pig Sema came up with a game for his friend and wants to consult with you: do you think Masyanya will like such a game? I name the syllables, and as soon as you hear the sound [s'], you clap your hands. - SYA-; -SE-; - RY-; - YAS-; — AXLE-; -BA-; -AR-; -ASH-; ETC.
IX. Consolidating sounds in syllables, developing a sense of rhythm
Well, it's time to hit the road. But the trouble is, the door slammed shut. Piglet Sema cannot get out of the house. To open the door, you need to cast a spell. I'll try to help you. Repeat after me. SYA - SYA; SYA – SYA – SYA; ya – ya; ya - ya - ya; SIO – SIO; SIO - SIO - SIO; Yos - Yos; Yos - Yos - Yos; SY – SY; SY – SY – SY; Yus - Yus; Yus - Yus - Yus; The last spell turned out to be correct and the door opened.
X. Fixing sounds in words
"Picture Labyrinth" Look how confusing the path is. Now you and Sema will walk along this path, and so as not to get bored, sing the song s' - s' - s'. On this path you will meet baby animals and birds, be prepared! (The child runs his finger through the maze, naming the cubs that he meets along the way: elk calf, lynx calf, piglet, fox cub, gosling.) XI. Finger gymnastics Let's count who you met? (The child names the cubs and bends his fingers.) You greeted everyone you met. Who did you say hello to? (He lists who he greeted (he said hello to the little fox, to the gosling, to the calf of elk, etc.), while connecting the thumb to the other fingers one by one.)
XII. Development of phonemic hearing in words
You have come to a boring clearing, there is not a single flower on it. Let's try to decorate it? I will name the words, and you will repeat after me. As soon as you hear the sound [s'], you will put a flower in the clearing. (SIEVE, DESK, SEVEN, CANCER, VILLAGE, PIG, NOTEBOOK, LETTER, NET, PEN, CHITCH).
XIII. Syllable analysis
There is a river in front of you. There is no way to cross it. We need to make a bridge. To do this, break down the words into syllables. How many syllables are in a word, so many shelves you put. (JELLOW, Ribbon, GOOSE, TEN, NORTH, SIEVE, ELK. LYNX, ORANGE). XVI. Agreement of nouns with adjectives So you have reached Masyanya, and he meets you. Tell me, Masyan, who did you meet? What are they? (We met a calf, a gosling, etc. A gosling - small, yellow, etc. a calf - ...., a piglet ...
XV. Bottom line
Author of the material: Gondar Elena Alekseevna
Also on topic:
Automation of sound [С] in sentences
Automation of the sound [s] in words, sound at the beginning of the word
The child repeats the words. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows along the midline of the tongue. SA: Sad, sa-ni, sa-mo-kat, say-ka, sam, Sa-nya, sa-po-gi, sa-bo, sa-u-na, sa-dok, Sav-va, so- by-ti-e, so-vok, so-vet, so-va; SO: juice, sleep, catfish, so-ya, so-da, So-fya, So-nya, sop-ka, sot-nya, soy-ka, so-you, sleepy; SU: soup, sum-ka, sub-bo-ta, sud-no, suk-no, su-ho, sun-duk, su-e-ta, day-ki, su-khoi; SY: son, full, son, sleep.
Automation of sound [C] in sentences of 7 - 8 words:
- Sanya has pineapple and cabbage in her bag.
- Savva has a ficus, and Sonya has a cactus.
- Sonya and Sanya go to a dog show.
- Sanya has a catfish with a mustache in the jar.
- In our garden there are bushes and tall pines.
Visualization of automating the sound “C” in phrases and sentences will be a good help in your lessons with children.
Automation of the sound [s] in words, sound at the end of the word
Repeat the words, clearly pronouncing the sound C (emphasizing with your voice)
The child repeats the words. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows along the midline of the tongue.
AS: kvass, bass, us, po-gas, a-na-us. OS: nose, braid, under-nose, braid. US: taste, kak-tus, u-kus, fo-kus, av-bus, fi-kus, min-nus. YS: cape, ku-mys. IS: Denis. YOS: dog, o-ves, o-tes, o-carried. EU: weight, wood, on-weight. JS: in the middle.
Automation of the sound [s] in words, sound in the middle of the word
The child repeats the words. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows along the midline of the tongue.
SA: o-sa, ko-sa, pi-sat, bite-sat, po-sad-ka, gu-sak, An-fi-sa; AS: pass-ta, pass-tuh, us-ta-no, kas-kad, kas-ka, mas-ka, o-pas-no; SO: sand-sok, ku-sok, but-sok, bo-soy, o-so-ka, you-so-kiy, po-ya-sok; OS: post, wax, bridge, ki-osk, tail; SU: no-su, pa-su, po-su-da; US: bush, empty, ka-pus-ta, aug-gust, fo-kus-nick; SY: ve-sy, bu-sy, gu-sy-nya, sy-sy, ko-son; YS: high-stupid, you-stav-ka; IS: squeak, mis-ka, disk, a-ist, a-is-tyo-nok, pi-a-nist, tan-kist; EU: place, place, place, place, place, spring; YS: bust; JS: clear.
