Homework for the sound p and p. Synopsis of a speech therapy lesson in the senior group “Sounds (P - Pb), letter P
Sections: speech therapy
Target: Literacy education.
Tasks:
1. Refine the articulation of the sound [П].
2. Develop the skill of sound-letter analysis and synthesis of direct and reverse syllables AP, OP, UP, PA, PO.
3. Introduce the letter P.
4. Teach reading syllables with the letter P.
5. Develop phonemic hearing, logical thinking, attention, memory.
6. Continue to develop fine and general motor skills.
Equipment: subject pictures, sound description scheme, counting sticks, colored chips to designate sounds, the letter P, split alphabet (per child), puzzle pictures, geometric shapes with letters.
Vocabulary activation and enrichment: sound, syllable, word, scheme, vowel, consonant ( sound), deaf, hard, soft.
Methodological techniques: visual, verbal, practical, game, use of the artistic word, questions, assessment.
Lesson progress
1. Organizational moment.
Children, name the vowel sounds. Name the words that begin with the sound A, U, O, I.
2. Post subject. Introduction to sound.
Today we will get acquainted with a new sound and letter, and which one you will soon find out.
The speech therapist exposes pictures with Piglet and a ball.
Look at the pictures. Who do you see in the first picture? Piglet hurries to congratulate the Donkey on his birthday, brings him a balloon as a gift. What happened next? Piglet stumbled, fell on the balloon and the balloon burst. Here's what's left of the ball.
Let's inflate the balloons using the cheeks:
Inflate the balloon quickly.
He gets big.
Suddenly the ball burst
The air came out
He became thin and thin.
What sound did you hear when the balloon popped? (Sound P).
Today we will get acquainted with a new sound and the letter P.
3. Articulation of sound [P] and its characteristics (using a circuit to characterize the sound)
The speech therapist shows the articulation of the sound [P], the children repeat:
P! We put our lips together.
Sound [P] - a vowel or a consonant? (Consonant).
Why do you think so? (Outgoing air meets a barrier - lips).
The sound [P] is deaf. This can be checked: put your palm to your throat and say P-P-P - the neck is silent.
The sound [P] in syllables and words can be hard or soft. Listen: [P] - solid: PA, PO, PU, PE, PY. What sound [P] - hard or soft? (Solid).
The sound [P?] is soft: PYA, PE, PI.
The speech therapist gives an example of the characteristics of the sounds [P] and [P?].
Pictures with a palm tree and letters are exhibited.
What is the first sound in the word PALMA? Describe the sound [P].
Children characterize sounds based on the scheme:
Sound [P] - what? (Consonant, deaf, hard, indicated in blue).
What is the first sound in the word LETTERS. Describe the sound [P?].
Sound [P?] - what? (Consonant, deaf, soft, indicated in green).
4. The game "Be careful!"
Children have blue and green mugs on their tables. The speech therapist pronounces syllables, words.
Hear the sound P - raise the blue circle, hear the sound [P?] - raise the green circle.
The speech therapist pronounces syllables, then words.
Syllables: pa, pe, ap, po, pu, pi, op, pya, pe, pi, pa;
Words: pyramid, pillow, vacuum cleaner, penguin, web, gun, saw, rooster.
5. Game "Live sounds".
How many sounds did I say AP, PI, SOUP, SPIDER, SAW, STOP, STEAM.
Name the first sound, the second, ...
Sound [P] soft or hard? Where is it heard - at the beginning or at the end of the word?
6. Fizminutka "We will clap, we will stomp."
We clap so many times now (speech therapist shows the number 3)
We drown now so many times (speech therapist shows the number 2)
And now we turn back
And we smile at each other.
In what words did the physical minutes hear the sound [P]? (Clap, stomp, turn around).
7. Acquaintance with the letter P. The connection between sound and letter.
Let's get acquainted with the letter P. (Showing letters to children).
What does the letter P look like? (Answers of children).
Let's lay out the letter P from sticks. Now let's write the letter P in the air.
How is a sound different from a letter? (We pronounce and hear sounds, but we see and write letters.)
8. Work with split alphabet.
Find the letter P in the split alphabet.
9. Reading syllables and words with the letter P.
The letter P wants to make friends with vowels. Let's help her.
A) The speech therapist hangs puzzle pictures on the board.
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We will solve puzzles by the first sounds, find the necessary letters in the split alphabet and read the syllables. (Children solve puzzles, lay out letters and read syllables: AP, UP, IP, OP).
B) The speech therapist hangs a poster on the board with geometric shapes in which letters are written.
Name the geometric shapes. Find letters in them that are different from others.
Make a word out of them and read it. (Children lay out the word PAPA from the letters of the split alphabet).
10. Summary of the lesson.
What sound are you familiar with?
What is this sound?
Why is the sound [P] consonant?
Remember and name the words in which there is a sound [P].
Well done! ( Speech therapist gives children five stickers).
Makhmetova Natalya Sergeevna
Open lesson "Concepts of sound [n] - [n '], letter p, voiced and deaf sound"
Topic: « Concepts sound P, pi sound, letter P, voiced and dull sound»
Target: introduce children to letter P and sounds [p] and [p '].
Tasks:
1. Educational:
Refine articulation sounds [ P ], [Пь];
Improve the skill of phonemic analysis and synthesis;
Learn to position sound in words;
Introduce children to graphics letter P;
To teach the analysis and synthesis of syllables AP, OP, UP.
2. Educational:
Develop auditory memory, attention and perception;
Develop the ability to concentrate;
Develop the ability to control impulsive actions;
Teach children to throw out accumulated tension in an acceptable form (anger).
3. Educational:
Cultivate clear pronunciation skills sounds [ P ], | Pi|;
Cultivate the ability to work throughout lessons.
Equipment: subject pictures (postman, piglet, rooster); signal cards); envelopes with tasks;
Methods and techniques for working with children:
Demonstration (consideration)
Practical Methods:
An exercise;
Game Methods:
An imaginary situation in expanded form;
The game "Clap your hands"
verbal methods:
The teacher's story;
Plan lessons:
1. Organizational moment
2. Post topic lessons
3. Feature sounds"P", "p"
4. Work with the textbook
5. Physical education
6. Consolidation of the studied material
7. Summing up lessons
Lesson progress:
I. Organizational moment.
Psycho-gymnastics (allows children to relieve emotional stress, corrects the emotional-volitional sphere).
Depict quarreling roosters.
Depict the pigs who were afraid of the wolf.
Now look at each other, smile, call each other affectionately (After that, the children sit down).
II. Topic message lessons.
(The teacher invites children to guess riddles)
1. For apartments and houses
Many letters, telegrams
He brings to the addressees.
What's his name guys? (Postman)
2. Pink back,
And on it a bristle,
Guinea pigs baby
Call him... (piggy)
3. Scarlet scallop,
Ruffled caftan,
Double beard.
4. From - for faraway lands
Rushing paper crane
But dived into the mailbox (Letter)
What is the first sound in a word"postman"? (Sound P)
What is the first sound you heard in a word "rooster"? (Sound [Pi])
Guess what sounds shall we talk today? (O sounds [P], [Пь])
III. Characteristic sounds [P |. [Pi|.
Speak sound [P]. What do you see? (Lips compress and unclench and create a barrier to air)
Try to sing along sound [P].
It turns out? (Not)
Means, sound[P| vowel or consonant? (Consonant).
What house are we going to put him in? (In blue) (The blue house is on display)
Put your hand on your throat, say sound. Is the voice sleeping or ringing? (asleep)
Means, sound [P] voiceless or voiced? (Deaf)
Which sound do we pronounce firmly [П] or [Пь]? (Sound [P|)
What color do we mean solid sound? (in blue)
How do we pronounce sound [Pi]? (Soft)
What color do we designate soft sound? (Green)
What is the first sound in postman? Solid sound [P]
What is the first sound in a word"rooster"? [pi]
Name the first sound in a word"piggy"[P]?
Name the first sound in a word"letter"[pi]
Now tell me what sound [P]? (Consonant, firm, deaf) .
IV. Work with the textbook.
Hear what sounds are made by sound-tooths: "P", "p". Say them too. Are they vowels or consonants? (Consonants). Which one is on the left sound? (Solid, what color shall we designate it? (in blue). Which one is on the right sound? (Soft, what color shall we designate it? (Green). Guys, Gramoteika is washing the dishes. Name what he already washed? (Ladle, bowl). Let's circle these objects around the office and draw the diagrams. What is the first sound in a wordladle? [P], what color will we designate it on the diagram? (in blue). What is the first sound in a word"bowl"? [Пь], what color is indicated on the diagram? Get to know letter P. Listen, I'll tell you a poem about letter P.
The letter P looks like a bridge,
A passer-by is walking across the bridge.
And down through the aisle
The steamer is sailing.
Guys, how many sticks does it consist of letter"P"? (out of three). Take three pencils and put this book on your desk. Sounds P and P are denoted by this letter. Let's write this letter. Consider the drawing. Read what the mouse squeaked when it saw the cat? [PI]. What did the cat do? Read. [AP]. Write these words. How sounds in every word? (two). What is the first sound in a word"Pi"? [pi] (Soft). What color shall we mark? (Green). What is the second sound? [AND]. What color shall we mark? (in red). Color the diagram under the word "Up" on one's own.
V. Physical education.
And now let's rest.
Once - got up, stretched,
Two - bent, straightened,
Three - in the hands of three claps,
Three head nods.
Four - arms wider.
Five - wave your hands.
Six - sit quietly at the desk.
If this word "on the floor", then we squat if "on the ceiling" then we raise our hands up: plinth, lamp, parquet, whitewash, carpet, spider.
Clap your hands if you hear sound [P]
The spider came to the market.
The fly-spider brought the goods.
He hung it on an aspen:
"Which of you wants cobwebs?"
VI. Consolidation of the studied material
Now let's play (Development of auditory perception). I'll call sounds [P] [P], and you will raise a blue circle if you hear a solid sound, or green if you hear soft sound.
Pencil case, rooster, school desk, vacuum cleaner, glove, saw, song, dog, bee, park, field, gift, tomato, Friday, stove, Petya, peacock.
And now, guys, I suggest you repeat syllables: PA, PYA, PO, PYO, PY, PI, PU, PYU, PE, PE, MA. Tell me which syllable is extra? (MA).
The guys in front of you are sheets with letters. I ask you to emphasize only letters"P". A P U O P I E S P M Y P Y Z P
VII. Summarizing lessons. Evaluation of children's work. Well done! They coped with the task perfectly, which sounds we studied today? ([P], [Pi]) Name one word sound [P].
^Topic number 13. Sounds [P], [P "]; [P] - [P"]. Letter P
1. Teach your child to recognize loved ones by voice.
2. Learn to perform graphic exercises.
3. Learn to clearly pronounce the sounds [P], [P "], differentiate both by ear and in pronunciation.
4. To teach a child to pronounce a series of syllables with a confluence of agreeing sounds.
5. Develop phonemic representations in a child.
6. Learn to analyze the word on your own dad, make sentences based on key words.
Task 1. Didactic exercise "Recognize by voice" (developed auditory attention).
The adult invites the child with his eyes closed to recognize the voices of his family members and friends.
Task 2. Didactic exercise "Continue the line." The adult invites the child to continue the line:
Task 3. Acquaintance with the sound [P].
An adult invites the child to consider a series of pictures with images of the following objects: a cup, a plate, a saucepan, a kettle, a frying pan, and answer the question: what word can all these objects be called? (Dishes.) What is the first sound heard in the word tableware?
An adult shows in front of a mirror and explains to the child the articulation of the sound [П]:
At first, the lips are closed, then they open with an instantaneous release of air;
The neck is "silent".
Sound symbol: The samovar is boiling: PPPPP...(see color insert). Characteristics of sound: consonant sound (sponges create a barrier to air), solid, deaf. Designation: blue circle.
Task 4. Phonetic exercise. Porridge on the stove puffs: puff! puff! puff!
Task 5. Didactic exercise "Clap your hands if you hear the sound [P]":
P, m, t, m, p ...; pa, ma, we...; ap, op, um...; Pasha, Pavel, Katya, Masha, Fields, Polina, Pavlik, Sonya, Pavlusha, Prokop, Prokopushka, Vanya...
Name full and diminutive names starting with the sound [P].
Task 6. An adult invites the child to listen carefully and repeat a series of syllables with a confluence of consonants:
Pta-pto-ptu-pty; pty-pta-pto-ptu...
Task 7.
Pa-ap; on-...; ...ap-pa; op-...
Task 8. Working with pictures:
Clearly name all the pictures in a row, the games “What has changed?”, “What is missing?”;
From a number of drawn objects, select only those in the name of which there is no sound [P];
List the remaining items that have the sound [П] in their names, determine the place of the sound in words - the beginning, middle, end of the word (in case of difficulty, use a card and a blue circle);
Remember the names of all the pictures proposed for consideration.
Task 9. An adult asks the child to add the first sound [P] to the word. What is the new word?
Ears - guns, Ulya - ..., Olya - ...
Task 10. Paste pictures with images of objects in the name of which there is a sound [P] into a notebook.
Task 11. An adult invites the child to pick up words according to the task: the sound [P] is at the beginning of the word, in the middle of the word, at the end of the word:
Shelf, shovel, soup.
Task 12. Learn tongue twisters:
Pa-pa-pa - cereal on the table.
Py-py-py - no cereal.
Op-op-op - all hands clap.
Whoop-oop-oop - we ate soup.
Task 13. Acquaintance with the sound [P "].
Didactic exercise "Tell me a word."
Rises at dawn
Singing in the yard
Scallop on the head.
Who is it?... ( Cockerel)
An adult asks a child a question: “What is the first sound in the guess word?”
Sound symbol: a small kettle is boiling: sip sip...(see color insert). Characteristics of sound: consonant, soft, deaf. Designation: green circle.
Task 14. Phonetic exercise.
The chicks squeak: wee-wee-wee!
Task 15. Didactic exercise "Clap your hands if you hear the sound [P "]":
Drink, t, m, drink ...; ya, me, pi, ti...; pen, saw, milk, cow pies...
Task 16. An adult invites the child to listen to the words, remember them, name the same first sound:
Petya, cockerel, pie, saw, pencil case, song.
Task 17. Choose words according to the first syllable:
PI: -la, -horn...; PE: -retz, -chen, -kar...
Task 18. Learn a tongue twister:
Pee-pee-pee - buy a pie.
Task 19. Differentiation of sounds [P] - [P "]. Didactic exercise "Clap your hands if you hear the sound [P]":
P, p, p, p...
Didactic exercise "Say the opposite":
Pa-pya, po-...; pi-pa, pi-...
Guess riddles, name the first sound in riddles:
toothy animal
Gnawing with a whistle oak. ( ^ Saw)
Natket, weave,
Sit down and wait for prey. ( Spider)
I wake everyone up on time
I don't wind up the clock though. ( Rooster)
Filled with fluff
Lies under the ear. ( Pillow)
Pick up words with sounds [P] and [P"].
Learn tongue twisters:
Polya went to weed parsley in the field.
Again, five guys found five mushrooms near the stump.
Quail quail and quail in the woods hid from the guys.
A couple of birds fluttered, fluttered - and fluttered out.
Task 20. Acquaintance with the letter P.
On the path from the gate
Kindergarten went on a hike.
^ O. Hoffman
What does the letter P look like?
The letter P from the fingers: the index fingers are lowered down, the tips of the thumbs are connected, the remaining fingers are clenched into a fist.
Letter games.
Task 21. Independent sound analysis of the word dad(drawing up a diagram from circles, finding repeated sounds), drawing up a word from the letters of the split alphabet, finding the same letters. Reading, writing in block letters from dictation.
Making sentences based on key words. The adult calls the words in order and asks the child to make a sentence out of these words. In this case, the child's attention should be drawn to the correct word order in the sentence.
Dad, newspaper, reads; dad, nail, hammer, clogs; dad, peeling potatoes.
^
Topic number 14. Sounds [B] - [P]; [B "] - [P"]
Correction-developing tasks.
1. In the game, teach the child to recognize animals and birds by voice.
3. To teach auditory-pronunciation differentiation of sounds: [B] - [P], [B "] - [P"] (differentiation of voiced and deaf, hard and soft consonants).
4. Continue to teach syllabic analysis and synthesis of words without a confluence of consonants.
5. Learn to make sentences on key words.
6. Learn to analyze and compare words.
7. To consolidate the child's knowledge of elementary spelling rules (work with a sentence).
Task 1. Didactic exercises "Collective farm yard", "In the forest" (development of auditory attention).
Task 2. Didactic exercises "Collective farm yard", "In the forest".
Similar to task 1, but the child himself imitates the voices of animals and birds, and the adult guesses whose voice it is.
Task 3. Differentiation of sounds [B] - [P].
Name the first identical sound in words:
Baton, bun, bagel ...
Name the same last sound in words:
Soup, sheepskin...
Compare the articulation of the sounds [P] and [B] (find the common and the difference, paying attention to the "work of the neck"); recall the characteristics of the sounds [P] and [B], designation.
Didactic exercise "Clap your hands if you hear the sound [P]":
P, b, b, p ...; ba, pa, po, boo...; Borya, bots, folder, grandma, dad, woman...
Didactic exercise "Say the opposite":
Pa-ba, ba-...; boo-poo..., poo-...
Repeat after an adult a series of syllables:
Pa-ba-ba, ba-pa-pa, pa-ba-pa, ba-pa-ba, ba-ba-pa, pa-pa-ba...
Didactic exercise "Make a word from syllables":
Pa-ro-move, ba-ra-ban, pa-ra-chute, boo-zi-na.
Didactic exercise "Divide the word into syllables" (an adult invites the child to pronounce the word by syllables, clapping his hands for each syllable pronounced). What is the longest word?
Tomatoes, dad, granny, gift, beads, paper.
Name an extra word in a row (according to the presence of sounds [P] and [B]):
Jar, Panama, sandwich, bottle; peacock, button, stick, ram.
From a number of drawn objects, choose with the sound [B] ([P]) in the names.
Pick up words with sounds [P] and [B].
Recall riddles for the sounds [P] and [B] (see topics No. 12, 13).
An adult offers the child to replace the sound [P] with the sound [B] in words. What words did you get?
Kidney - barrel, steam - ..., sweat - ..., sing - ..., dad - ..., arable land - ..., pass - ..., right - ..., stick - .. .
Task 4. Differentiation of sounds [B "] - [P"].
Name the first sound in the words:
Hippo, squirrel, bison ([B"]).
Name the first sound in the words:
Petya, the first, saw ([P"]).
Compare the articulation of sounds [P "] and [B"], paying attention to the "work of the neck", recall the characteristics and designation of sounds.
Didactic exercise "Clap your hands if you hear the sound [B"]":
Be, drink, drink, be...; pya, bya, bi, pi ...; birch, squirrel, writing...
Didactic exercise "Say the opposite":
Pya-bya, pi-...; beep, beep...
Repeat for an adult a series of syllables:
Weep-beep-beep, beep-beep-beep, beep-beep-beep, beep-beep-beep, beep-beep-beep, beep-beep.
Remove the superfluous from a number of pictures (according to the presence of sounds [P "] and [B"] in the words), while the adult does not name the picture:
Squirrel, birch, rooster, hippo...
Recall riddles for the sounds [P "] and [B"] (see topics No. 12, 13).
Remember words with sounds [B "] and [P"], determine the place of sounds in these words (in case of difficulty, use a card and green circles with and without a bell).
An adult offers the child to replace the sound [P "] with the sound [B"] in the word. What is the new word? Make sentences with these words.
Task 5. Differentiation of sounds [B] - [P], [B "] - [P"].
Name voiced and voiceless consonants; name hard and soft consonants.
The adult calls the word, and the child raises the corresponding letter from this word (B - P).
Learn tongue twisters.
The bull is stupid, stupid bull.
The bull's lip was blunt.
Task 6. Sound-syllabic analysis of words grandmother, dad(laying out schemes of words from circles, comparing the sound composition of words, finding common and differences in schemes).
Laying out words from the letters of the split alphabet. An adult asks a child a question: “What letters should be replaced in the word dad, to turn the word dad in a word woman?»
Reading, writing off words, sentences:
Here is dad. Here is a grandmother.
Drawing up sentences on key words (draw the child's attention to the word order in the sentence and the agreement of the members of the sentence):
Baba, knit, socks; wood, dad, chop.
Egorova O.V. Sounds P, Pb, B, B. speech material and games on automation and differentiation of sounds in children 5-7 years old.- M.:"Publishing house" Gnome and D", 2005. - 24 p.
This manual is addressed to speech therapists, educators of speech therapy groups, parents. Its main task is to help the child learn the correct pronunciation of the sounds P, Pb, B, B.
The manual offers practical material on the production, automation and differentiation of these sounds. The manual contains a variety of lexical material, descriptions of games and individual exercises.
Egorova Olga Vladimirovna
Speech therapist teacher GOU - kindergarten of combined type No. 1547
Moscow
Sounds P, Pb, B, B
Speech material and games on automation and differentiation of sounds in children 5-7 years old
Publisher - A. Kazakov
Editor - N. Ilyakova
Corrector - I. Maksimova
Cover - N. Zalipaeva
original layout - A. Komoloe
OOO Publishing house GNOM and D E-mail: gnome_ logoped@ newmail. en
Handed over to the set 08.09.04. Signed for publication on 20.11.04. Offset printing. Volume 1.5 p.l. Format 60x90/16. Circulation 2,000 copies. Order No. 1293.
Printed in accordance with the quality of the provided transparencies in the WPC of Rospatent, Domodedovo, Kashirskoye sh., 4, p. 1.
© Egorova O.V., 2004. ISBN 5-296-00535-Х © Design by Gnom i D Publishing House, 2005.
Introduction
Speech is one of the most important human functions. In the process of speech development, higher mental processes and the ability for conceptual thinking are formed. Speech communication creates the necessary conditions for the development of various forms of activity. To educate a full-fledged personality, it is necessary to eliminate everything that interferes with the free communication of the child with peers and adults.
Disadvantages of sound pronunciation significantly distort the speech of the child. The child may experience omissions, substitutions, deficiencies in the differentiation of sounds. All this makes the child's speech incomprehensible to others, limits the baby's speech activity.
Correcting the shortcomings of sound pronunciation is one of the most important tasks of the teacher. The child must learn to pronounce all the sounds of his native language correctly. Recently, more and more children have appeared who have impaired pronunciation of not only whistling, hissing or sonors, but simpler sounds, such as D, T, N, P, B, etc.
Benefit structure
Work on each sound includes 3 sections:
Sound articulation.
Sound setting.
Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).
Automation of any sound should start with syllables. Only when the child learns to correctly pronounce the sound in syllables, you can move on to words and sentences. At
working with words, it is necessary to work out the sound in different positions: at the beginning, in the middle and at the end of the word; in words with a confluence of consonants.
At the final stages of sound automation, children are offered tongue twisters, proverbs, tongue twisters, riddles, poems, stories, games. Speak tongue-twisters, proverbs at a calm pace, paying attention to the fact that the automated sound is pronounced clearly and correctly. At first, tongue twisters should be pronounced slowly, clearly articulating sounds, then at a normal pace. Only when the child can accurately pronounce the tongue twister, you can repeat it at a fast pace. When working with riddles, invite children not only to guess them, but also to repeat, since automated sound is found in the text of riddles. Poetry is desirable to learn. This contributes not only to fixing the sound, but also to the development of memory. Read the stories to the child calmly, expressively, so that he can remember and retell them. Play games in a lively manner, encouraging the correct answers of the baby.
When sounds that are similar in pronunciation are automated, it is necessary to work on their differentiation. The differentiation of sounds must begin with syllables, gradually moving on to words, sentences, poems, etc.
This manual is intended for speech therapists, teachers of speech therapy groups, parents of children with deficiencies in sound pronunciation.
Sound P
Sound articulation
The lips are at first calmly closed, then open with an instant exhalation of air. The distance between the incisors and the position of the tongue depends on the next vowel. The soft palate is raised, the vocal folds are open, the air jet is jerky.
Sound staging
way: by imitation.
way: the speech therapist asks the child to pronounce the syllable pa, blowing a ball of cotton wool or a strip of colored paper.
1. Repeat the syllables.
Pa - pa - dad - on - pu - py Up - op - pack
By - on - by Py - on - pu - pa Pack - yp - up
Pu - pu - pu po - pa - pu - py Yp - up - op
Py - py - py Pu - py - on - pa Pack - op - up
2. Repeat the words.
Sound at the beginning of a word: Pan, share, pass, page, spider, fall, package, paste, finger, Pavel, chamber, stick, tow, steam, park; dust, dusting, vacuum cleaner, fawn, donut; sing, sweat, floor, post, train, help, kidney, soil, mail, regiment, shelf, crawl, tomato, port, spanking; pud, fluff, path, pouf, ottoman, launch, cannon, bunch, bullet, scarecrow, powder.
Sound in the middle of a word: Anapa, fall, stomp, drip, dig, bathe, buy, attack, foot, paw, clap, crowd, tulips, hat, constipation, parka, scratch, croup, trail; trenches, hoof, spray; soot, boot, bast shoes, pressure.
Sound at the end of a word: Top, stage, tyap-blunder, sap, tsap, arap, snore, drape, ladder
The confluence of consonants in syllables and words: Pka, pna, mpa; pla, pla, plo, pl; right, right, about, right Firebox, hill, foot, mop, lamp; flame, planet, swim, swimming trunks, cry, plastic, plasticine; swim, quicksand; raft, fruit, bad, bad, hollow, nozzle, bowl; rogue, plow, stray; truth, rule; jump, jumper; just a sheet; rod, pond.
3. Repeat suggestions.
Pasha was tending sheep. The page raised a finger. The regiment goes to the port. Buds appeared on the trees in the park. The locomotive released steam. The post office light is on. Pavel went to Anapa. The crowd clapped. The vacuum cleaner swallows dust. Fluffy's paws got wet. Berries fell from the hollow. Paul teaches the rule. The scarecrow guards the fruits. The gun fires: poof. Dad buys cereal. Paul went on his way. There is dust on the floor, you need a vacuum cleaner.
4. Repeat tongue twisters.
Pa - pa - pa - small grits.
Pu - pu - pu - we bought cereals.
Py - py - py - no more cereals.
Pa - pa - pa - dad is coming.
Pu-pu-pu-I'm going to Anapa.
Got a finger in the sky.
From the clatter of hooves, dust flies across the field.
Got up late - lost the day.
In his youth he did not study - he lost his life.
Recognition is half the correction.
6. Repeat tongue twisters.
There is a pop on a shock, a cap on the priest, A shock under the priest, a pop under the cap.
A couple of birds fluttered, fluttered - Yes, and fluttered out.
The field is not weeded, The field is not watered, He asks for a field to drink - It is necessary to water the field.
7. Repeat the riddles.
Who grazes sheep and goats, A friend came out from under the snow,
Where the meadow is overgrown with grass? And suddenly it smelled like spring.
(Shepherd). (Snowdrop)
The golden sieve of black houses is full. (Sunflower) A hut was built without hands, without an axe. (Nest)
8. Learn poems.
For ripe nuts, Muham spider brought goods.
For nuts, mushrooms, He hung it on an aspen:
What will be born under the oaks - Which of you wants cobwebs?
that grow under the maples,
Under the green lindens. (V. Orlov)
9. The game "Tell me a word."
The adult invites the child to suggest the right phrase at the end of each poem.
And from the wind, and from the heat, I grow in a red cap
Will cover you from the rain. Among aspen roots.
And how sweet it is to sleep in it! You will see me a mile away -
What is it?.. (Tent). I'm called... (boletus).
The plane is ready
He will go to... (flight).
10. Game "One-Many".
The adult calls the object in the singular, the child - in the plural.
Tomato - (tomatoes). A gun - (guns).
Spider - (spiders). Pillow - (pillows).
Shelf - (shelves). Tent - (tents).
11. Retell the story.
The adult invites the child to listen to the story and then retell it.
Styopa went on a hike. First, Styopa took the train to the forest. He went down the path into the forest. There he found a beautiful clearing and pitched a tent on it. A river flowed near the tent. Styopa swam in the river and lay down on the grass to sunbathe. What a good rest!
Sound Pb
Sound articulation
Cm. sound P. The difference is that when pronouncing the sound Pb, the lips are much more tense, and the tongue is arched, its tip rests on the lower incisors.
Sound staging
way: by imitation.
way: child pronounces a syllable pi. Gradually, the sound And is pronounced more briefly and deafly, do not stretch the lips much, the sound Pb is obtained.
1. Repeat the syllables.
Pia - five - pya pya - pyu - pee up - oops - upp
pyu - pyu - pyu pi - ne - Pya ip - ep - yup
Pi - pi - pi pyu - ne - pi yap - unp - yup
Pe - ne - ne pi - five - pyu yp - up - oops
Pyo - pyo - pyo Pyo - pi - upp - yup - unp
2. Repeat the words.
Sound at the beginning of a word:
Span, five, nickel, heel, spots, five years; drink, beer, peony, squeak, letter, food, saw, pilot, penguin, feast, pie; stump, sing, oven, foam, Petya, singing, rooster, song, sand, stove, cookie, pencil case, pelican, feather, glove, change; puree. sound in the middle of a word:
Again, mushrooms, drown, boiling water, boil, snore; finish drinking, drink, captain, add, write, sawdust, piggy bank; sing, sing, sniff, bake, sing, drops, drops, snore, in spite of; in advance, tapers, sappers, thimble; hood.
Sound in end of word:
Swamp, rash, swell (p).
consonant clustersounds in syllables and words:
TPI; sleep, sleep, spe; ple, ple, ple.
Take a sip; sleep, hibernation; sleeping, back, back, spiral; sing, swaddle, first, in front; captivity, prisoner, splash, splash; film, whip; plop, drown, sniff, bun, snore.
3. Repeat the sentences.
Grandma baked pies. We drank tea with cookies. The rooster crowed early. We sang our favorite song. This oven bakes well. We had a feast on the sand. Petya, don't throw sand. I want to sing. The children sawed the stump. Petya has five mushrooms. The rooster has beautiful feathers. Peter is a pilot. Petya has a pencil case in his backpack. Soap left behind foam. These pies are from the oven. Petya is carrying peonies. Honey mushrooms grow on a stump. Change at school. Penguin on the ice. Petya celebrated his fifth birthday.
4. Repeat tongue twisters.
Pe-pe-pe - specks in the croup. Drink, drink, drink - drink water!
Pee-pee-pee - do not sniff. Pi-pi-pi - mine knowledge.
5. Repeat the proverb.
They write not with a pen, but with the mind.
6. Repeat tongue twisters.
Petya was sawing a stump with a saw. The stumps again have five mushrooms. Sawdust is flying from under the file.
7. Repeat the riddles.
Kolya, Lena are having fun - I wake everyone up at the time,
This means - ... (turn). I don't wind up the clock though. (Rooster)
There is a brick hut, The eater eats the wood,
It's cold, it's hot. (Bake) One hundred teeth in one row. (Saw)
8. Learn poems:
Petya, Petya, Rooster, the Rooster was asked by the children:
The whole day I studied a rhyme - Why is your name Petya?
And he remembered the line, So Petya answered the children:
Only one - ku-ka-re-ku. - I can sing well.
(R. Farhadi)(I. Skates)
9. The game "Tell me a word."
The adult invites the child to suggest the right word at the end of the poems.
This is a plane, I took flour and took cottage cheese,
It flies... (pilot). Bake crumbly... (pie).
If you all know, Suddenly they see: standing at the wheels,
What you get at school... Huge disheveled...
(five). (dog).
10. The game "Complete the offer."
The adult names the sentences, invites the child to complete them with appropriate words with the sound ПЬ. Beautiful flowers bloomed in the garden... (peonies). The boy put in the mailbox... (letter). After class starts... (turn). Crowed early in the morning... (rooster). Pies are baked in ... (oven).
11. The game "Be careful."
The adult invites the child to listen to the story and name all the words with the sound Pb that occur in it.
Olya and Petya are resting in the village. Petya and his grandfather are sawing firewood. Firewood is needed for the stove to kindle it. Mom will bake pies in the oven. Olya will make jam filling for pies. What delicious pies from the oven!
Differentiation of sounds П - ПЬ
After the sounds P, Pb are set and automated, it is necessary to differentiate them so that the child does not confuse hard and soft pronunciation options.
Practical material for the differentiation of sounds П - ПЬ
1. Repeat the syllables.
Pa - pya Py - pi Pu - pyu Po - pyo
Pya - pa Pi - py Pyu - pu Pyo - po
Pi-pa-pi Pi-py-pi Pi-pu-py Pi-po-py
Pa-pya-pa Py - pee - poo Poo-poo-poo
2. Repeat the words.
Sing - drink Finger - hoop Drip - droplets
Sex - sang Pony - stump Bathe - buy
Shelf - file Flight - pilot Dust - saws
Donut - pawn Search - squeak Path - path
3. Repeat the sentences.
Paul sings a song. Petya vacuums the dust. Petya made a scarecrow for the garden. Pavel met the captain. There are many letters in the mail. Petya bought tulips. The rooster flaps its wings. The rooster crowed early in the morning. Our captain has new boots. Peter cut his finger. Pavel was sitting near the stove. Fields sat on a stump. A familiar song played on the radio. Petya sat on the last desk. Petya's dad is a captain. Petya swam in the pond. Polya buys a rooster. Dad saws wood with a saw. Paula put on gloves. In the forest we came across honey mushrooms.
4. Repeat tongue twisters.
Py - pi - py - made digs. Pi - py - pi - flood the stove. Pa - pya - pa - dad is coming. Pa - pya - pa - the hat fell. Pi - py - pi - do not wheeze.
5. Repeat proverbs, sayings.
Pour from empty to empty.
What is written with a pen cannot be cut down with an axe.
6. Repeat tongue twisters.
Behind the hippopotamus, the hippopotamus stomps. A rooster sings about colorful birds, About lush feathers, about fluff.
7. Repeat puzzles.
Five brothers will be born together, And different heights. (Fingers)
First they put him in the oven.
How will he get out of there?
They put it on a dish.
Well, now call the guys!
Everyone eats a piece. (Pie)
Two bellies, four ears. (Pillow)
8. Learn poems.
Parsley - the mischievous brought
To the very pole
He cleared the ice floe in five minutes,
Well, then -
Penguin jacket.
(G. Satir)
bird exercise
The bird wants to wake up
The bird sings a song
Because a bird with a song
Wake up more interesting.
Berestov
9.
The game "Solid- soft".
In front of the child are blue and green squares. If in the words spoken by the adult there is a solid sound P, then the child raises the blue box. If the soft sound is ПЬ - a green square.
Transition, pony, field, stump, pencil case, locomotive, drank, bullet, Fields, pie, cannon, foam, fingers, spider, backwards.
10. The game "Make sentences."
The adult asks the child to make sentences on the following key words:
The fields are a pie. Pasha - again.
Postman - letters. The captain is a ship.
Petya - tomatoes. Petya is a train.
11. Retell the story.
The adult invites the child to listen to the story, and then retell it.
Petya has a friend Pasha. He lives in another city. Pasha has a birthday soon. Petya decided to congratulate his friend. The boy sat down at the table, took out paper, a pen from a pencil case and began to write. The letter is long. How many wishes to Pasha were in it!
- I'll take the letter to the post office as soon as possible. Here is Pashapouts when he gets it!
B sound
Sound articulation
Cm. sound P. The difference lies in the fact that the soft palate is lowered, the vocal folds are closed, the voice is added. When pronouncing the sound B, the vibration of the larynx and cheeks is felt.
Sound staging
way: by imitation. The child pronounces ba - ba - ba, while slightly puffing out his cheeks.
way: based on the sound P by adding a voice. The child feels the vibration of the larynx when pronouncing the sound B.
way: The child blows through close, relaxed lips, slightly puffing out his cheeks. At the moment of blowing, the voice turns on. The speech therapist puts the index finger under the lower lip parallel to it and makes sharp movements up and down. Then the child himself puts his finger. Gradually, the finger is removed.
1. Repeat the syllables.
Ba- ba - ba Ba- bo - boo - would
Boo - boo - boo Bo - ba - boo - would
Would - would - would Boo - bo - would - ba
Bo - bo - bo Would - boo - bo - ba
2. Repeat the words.
Sound at the beginning of a word:
Tank, ball, button accordion, bath, bow, base, banana, loaf, bank, head, luggage, ballet, salmon, balance, hook, ram, bazaar, badger; side, bob, boots, pain, boots, boron, Borya, beard; riot, beads, storm, bouquet, paper, letter, booth, roll, mound, alarm clock; bull, life, was, true story, epic, goby.
Sound in the middle of a word: Luba, fur coat, toad, fish, wild boar, dog, estate, wedding, shirt, planer, request; lips, teeth; trunk, album, sable, bus, care, fence, work; ABC.
consonant clustersounds in syllables and words:
Bvo, bvi, bni, bdu, bde, bgo; blah, blah, blah, blah, blah; bra, bra, bro, bra, bra.
Circle, wrap around, hug, hug, think about, deprive, overtake; blank, vobla, bliss; block, blockade, notebook, blond, cover; get lost, wander; highlight, pancakes, dish, saucer; bra, brother, bravo, back, breaststroke, zebra, brother; break, kick; ford, armor, eyebrows, brooch; bryakat, razor, apricot.
3. Repeat the sentences.
Luba has a beautiful fur coat. Lyuba has a big bow. The elephant has a long trunk. Boris has a toothache. Lyuba eats bananas. My brother has a notebook. Brother shaves with a razor. Katya was very happy with the brooch. The pancakes were on a plate. There was a brooch on the blouse. Beads on Lyuba. Boris has a bun. Borya eats pastry. Grandma cooked mushrooms. Behind the fence is a boar. The dog barks at the toad. Lyuba is learning the alphabet. Borya saw a zebra. Next to the bull is a bull. Borya circles the pictures. The album has a tower. Boris has a beard.
4. Repeat tongue twisters.
Ba - ba - ba - ringing trumpet. Would - would - would - there is a bull.
I-would-would-paint the poles. Bo - bo - bo - put on a clog.
Boo-bu-bu-buy me a pipe. Bo - bo - bo - lay sideways.
5. Repeat proverbs, sayings.
There would be a hunt, work will boil. If, yes, if only, mushrooms grew on the stove. I love to warm up so as not to get burned. To be afraid of misfortune, and happiness does not happen. If there were no snow, there would be no trace.
6. Repeat tongue twisters.
Borya had beans, and the woman had mushrooms. If a woman had beans, A woman Bore would cook beans.
All beavers are kind to their cubs.
Borya gave Ira toffee, Ira Borya - barberry.
Beavers go to boron cheeses.
The bull-calf lay in bed, Do not lie down, get up, bull-calf!
7. Repeat the riddles.
At little Katyusha He sat on the top of his head Not a moth, not a bird - Holds two pigtails. (Bow)
Everyone bypasses this place: Here the earth is like dough; Here sedge, tussocks, mosses, No foothold. (Swamp)
Fish in the sea, tail on the fence. (Ladle)
Above the grandmother's hut hangs a loaf of bread. (Moon)
They have teeth, but they do not know toothache. (Rake)
8. Learn poems.
Little bull, Drum butted the ram.
Red-haired barrel, Boom! - and burst the drum.
He steps with his feet,
Shakes his head.
Where is the herd? Moo!
Boring alone!
(V. Berestov).
9. The game "Tell me a word."
List of used literature
1. Alifanova E.A., Egorova N.E. Speech therapy rhymes and miniatures: A guide for speech therapists, educators and parents. - M.: Publishing house GNOM and D, 2001.
Hegelia N.A. Correction of pronunciation deficiencies in schoolchildren and adults. - M.: Vlados, 1999.
Entertaining ABC / Comp. V. V. Volina.- M .: Enlightenment,
Kozak O. Riddles and tongue twisters. - St. Petersburg: Soyuz, 1997.
Kozyreva L. M. Speech therapy manual. - M.: School, 2000.
Leonhard E. I. The formation of oral speech and the development of auditory
Maksakov A.I. Does your child speak correctly. - M.: Enlightenment, 1982.
Russian proverbs and sayings / Ed. V. P. Anikina. - M.: Fiction, 1988.
Collection of riddles / Comp. M.T. Karpenko. - M.: Enlightenment, 1988.
Sukhin I.G. Funny tongue twisters for "naughty" sounds. -Yaroslavl: Academy of Development: Academy Holding, 2002.
Tumanova T.V. Correction of sound pronunciation in children. - M.: Publishing house GNOM and D, 2000.
Introduction 2
Differentiation of sounds П - ПЬ 10
Differentiation of sounds B - B 20
Differentiation of sounds B - P 23
Abstract of a speech therapy lesson with pupils of 6-7 years old on teaching the elements of literacy
Topic: Sounds [p-p "], the letter "P".
Target: introduce the sounds [p-p "] and the letter "P".
Correctional and educational tasks:
Clarify the articulation of sounds [p-p "];
Differentiate sounds according to hardness-softness;
To consolidate the ability to highlight the initial consonant sound [p] in words
and determine its place in the word.
Correctional and developmental tasks:
- develop phonemic awareness, visual attention and
perception, connected speech,
Correctional and educational tasks:
- to form mutual understanding and mutual assistance in the classroom.
Equipment: pictures for sounds [p-p "] , card with the letter "P", ball, counting sticks.
Lesson progress
1 . Organizing time
Guys, today an unusual guest came to our lesson, and who is it, you
have to guess. Listen to the riddle: "Behind - a hook, in front - a patch."
That's right, this is a pig, and his name is Donut. I want to tell you about
our guest's story.
2. Reporting the topic of the session
- One day the little piggy Donut went for a walk in the park. And suddenly he heard
someone is crying and calling for help. Donut looked around and
I saw that it was a small bird crying. "Please help, I have
the chick fell out of the nest, ”the Donut bird asked. The chick was lying on
hemp and plaintively squeaked: wee-wee-wee. Piglet took a stick, put it on it
chick and raised it, and then put it in the nest. And mother bird is happy
sang a song about the good pig Donut.
What sound is repeated in the words: donut pig, bird, chick.
That's right, sound [p].
3. Articulation sounds [p-p "] and their characteristics
Let's make this sound together.
The lips are closed, the air stream breaks the closed lips.
- Sound [n] vowel or consonant? (Consonant). Why?
Sound [n] - deaf, hard, pronounced with lips.
And the sound [n "] is also deaf, but soft.
4. Physical education
Leaning in with the clap
and then we get up with cotton.
Down and up, down and up
Come on, clap, louder than everyone!
Let's jump on one leg.
Like an elastic ringing ball.
Let's jump on the other one too.
We can jump for a very long time.
Turn your head smoothly
We look to the left, we look to the right.
We'll get some rest
And let's go to work.
5. Choose a word with sounds [p-p "] (with a ball)
cat-bowl spider beetle
barrel-kidney cottage cheese-pie
horse-pony jam-biscuits
ditch-panama spirit-fluff
flower-shawl var-par
jackdaw-stick will-field
6. Exercise "Fix the word"
Guys, Donut offers to play a little. I will name incomprehensible words. You need to substitute the sound [p] at the beginning of the word and name it correctly
alka, auk, asta, ear, lot, ugovitsa, ochta, olka, point.
7. Didactic exercise "Finish the word"
And now let's play the other way around, we will add the sound [p] to the end of the word.
su... (n), ukro... (n), kar... (n), ser... (n), tra... (n), tulu... (n), klo. ..(P)
8. Exercise "Determine the place of sound in words"
Donut, goes to forestry school, but can't locate sound in
let's help him.
A donut will give each of you a picture, and you tell me where our
sounds: at the beginning, in the middle or at the end of a word.
9 . Introduction to the letter P.
Guys, look at how the letter "P" is written. What does she look like?
(On the horizontal bar, on the doorway)
Lay out the letter "P" from the sticks. How many sticks do you need? (Three sticks)
Listen to the verse about the letter "P".
The letter "P" in the gym.
They called it a crossbar.
Well - ka, darling, do not be lazy,
Come and pull up.
10. Work in a notebook. Printing letters "P"
Open your notebooks and write the letter "P". And we will also print the syllables AP, OP.
11. Summary of the lesson
What sounds are we talking about today? (With sounds [p-p "])
What letter represents these sounds? (Letter "P")
What words for the sounds [p-p "] do you remember? (Rooster, pony, spider, school desk)
Staging sounds in children
Business idea: private speech therapy room
Synopsis of a speech therapy lesson in the senior group “Sounds (P - Pb), letter P