Summary of a speech therapy lesson on the topic “Vowel sounds and letters”

CHILDHOOD GUIDE

Summary of a speech therapy lesson on the topic “Vowel sounds” for children of senior preschool age with OHP

Olga Anatolyevna Kharitonova, teacher-speech therapist of MBDOU No. 14, Yartsevo, Smolensk region.

Objectives: - to develop the ability to hear and identify vowels of the first row; - develop long continuous oral exhalation; - develop visual and auditory attention and memory, tactile sensations; - cultivate a caring attitude towards each other.

Equipment: mirrors; subject pictures; “magic” shoes (knitted booties); plastic vowels; sound house; cards with a series of letters (vowels and consonants).

Articulation gymnastics Tale of a cheerful tongue Teacher-speech therapist: Once upon a time there lived a little tongue in his house. The doors in the house opened and closed. (Children open and close their mouths). One day, the tongue came out of the house, looked to the right, then to the left (do the “Clock” exercise), then reached up to the sun and lay down on the porch (the “Spatula” exercise). Suddenly a breeze blew, the tongue quivered (exercise “Arrow”), hid in the house and closed the house and closed the door behind itself. At home, the tongue gave the kitten milk. The kitten lapped up the milk (exercise “Delicious Jam”), then licked its lips and yawned sweetly. The tongue looked at the clock, it was ticking: tick-tock (exercise “Clock”). The kitten stretched and went to bed. And outside, the sun hid behind the clouds, it became cool, and an angry “z-z-z” was heard. Who do you think it was? Children: Mosquito. Speech therapist teacher: The big mosquito sang: z-z-z, and the little one sang along with him: z΄ - z΄ - z΄.

Gymnastics for hands (su-jok) I will squeeze the ball tightly and change my palm. “Hello, my favorite ball!” - Each finger will say in the morning. He hugs the ball tightly and doesn’t let it go anywhere. Only gives it to his brother: Brother takes the ball from his brother. Two little goats butted the ball and gave it to the other kids. I roll circles on the table (hand), I don’t let go from under my hands. I swing it back and forth, right and left - as I want. Each finger can dance on the ball. I knead the ball with my finger, I roll the ball along my fingers. My ball doesn’t rest – it walks between my fingers. I'll play football and score a goal in my palm. Top left, bottom right - I roll him bravo. I’ll turn it around, and you check – it’s on the top right now!

Children sit in a circle on the carpet and are given “magic shoes” containing plastic vowel letters. Speech therapist teacher: Close your eyes and feel the shoe. What was hidden in it? Children: Vowel sounds [a], [o], [u], [e], [s]. Speech therapist teacher: What do you think the topic of our lesson will be called? Children: Vowel sounds and letters.

Game "Fly, butterfly!" Goal: development of long-term continuous oral exhalation. Equipment: 2-3 bright paper butterflies. Progress of the game: The teacher shows the child butterflies and invites them to play with them. - Look how beautiful the colorful butterflies are! Let's see if they can fly. The teacher blows on butterflies. - Look, they're flying! How alive! Now you try to blow. Which butterfly will fly farthest? You can blow for no more than 10 seconds with pauses to avoid dizziness.

Game “Guess the Sound” The speech therapist teacher shows the articulation of vowel sounds, and the children name them in chorus.

Logorhythmics Children stand in a semicircle and sing vowels, accompanying the movement: [a] – arms smoothly spread to the sides; [o] – arms are raised up in the form of an oval; [y] – arms are extended forward, fingers clenched into a fist; the index finger is pulled forward; [and] – straight arms are raised up, fingers are clenched into a fist, the index finger is pulled forward; [s] - fingers are clenched into a fist, hands are bent under the chin, fists are “turned out.”

Game “The most attentive and fastest” Children receive cards. Speech therapist teacher: Look carefully at the letters. Cross out only the vowels: AVSHBEUKSHSYFTPEKOTIENUAM. The children do it. Speech therapist teacher: Look at the crossed out letters. Which one is the odd one out? Why? Children: Vowel and, because she is from the second row.

Game “Scattered Pictures” “Houses” with the vowels a, o, u, s are laid out around the room. Children find them and name them. Then they draw out four cards with pictures (house, table, poppy, beetle, cancer, smoke, cat...). Speech therapist teacher: You need to isolate the vowel sound from the name of the picture and “place” it in your house. Children perform by checking the correct placement of the pictures. Now remember and name the pictures that you laid out. The children do it.

Game “Guess what I’ll write” (dermolexia technique) Children stand in a circle. Speech therapist teacher: Close your eyes, stretch your palm forward. What letter did I write? (He approaches everyone and “writes” a letter on his palm with his finger.) Now open your eyes and find a picture on the carpet whose name contains this sound, and stand on it. The children do it. Let's check. Everyone names their sound and picture, and the rest, if they agree, clap their hands. Summary of the lesson Speech therapist teacher: Children, what have you learned to do?
What did you like? The children answer. On vacation with the letters Sounds T - D The journey of a grain of sand. Sounds [P-P']. Letter P Magic sounds of a barrel organ >

MAGAZINE Preschooler.RF

Developed by a speech therapist teacher at MBDOU “Kindergarten No. 119”

Kuzina Anna Viktorovna

Nizhny Novgorod 2019-2020 academic year G..

The purpose of the lesson is to form in children a complete articulatory-acoustic image of the vowel sounds [a, u, i, ы, о], to establish a connection between the sounds and the corresponding letters.

Tasks:

Correctional educational:

— to develop in children the ability to distinguish vowel sounds.

Correctional and developmental:

• develop sound-syllable analysis of words in children (form the skills of phonemic analysis and synthesis)
• develop the ability to determine the positions of sounds in words
• develop phonemic processes

— consolidate the concept of “vowel sound” .

Correctional and educational:

- Encourage children to work in a team, listen and listen to each other.

Equipment: reference symbols and diagrams, kits for drawing up diagrams, cut-out alphabet, “Sound Train” , mirrors for each child, notebooks, pencils.

Type of lesson: frontal or subgroup

Used literature: Gomzyak O.S. We speak correctly at 6-7 years old. Notes of frontal lessons of the first period of study in the preparatory school logogroup / O.S. Gomziak. – M.: GNOM Publishing House, 2021. – 104 p.

Progress of the lesson (plan)

I. Organizational moment.

II. Main part:

1. Announcing the topic of the lesson;
2. Development of articulatory motor skills (lip exercises: depict the pronunciation of vowel sounds [a, u, i, ы, o] with your lips);
3. Acoustic-articulatory image of sounds [a, y, i, s, o];
4. Development of phonemic hearing (definition of the last and first sound in the words viburnum, boilers, oar, duck, willow);
5. Finger gymnastics;
6. Connection of sounds and letters (search for letters in a split alphabet);
7. Reading syllables with the letters A, O, U, I, Y, K (ak, ok, uk, ik, yk, ka, ko, ku, ky, ki);
8. Determining the position of sounds in the words needle, iron, window, ball, smoke, dividing words into syllables (drawing up a syllabic diagram), becoming familiar with the rule “As many vowels in a word, there are as many syllables” );
9. Physical education lesson (images of vowels using movements, poses);
10. Laying out words from the letters of the split alphabet: tick-tock-tock-tock-tick, reading words;

III. Summing up the lesson, reflection.

Progress of the lesson

I. Organizational moment.

The speech therapist greets the children and asks them to guess vowel sounds from silent articulation.

Children guess the sounds and sit down.

II. Main part:

1. Announcing the topic of the lesson.

Speech therapist: “Guys, we have already become acquainted with the vowel sounds [a, u, i, y, o]. Today they all came to visit us together .

The speech therapist puts up symbols on the board: “Lips” - denoting the concept of “Sound” , “Boy singing into a microphone” - a symbol of the concept “Vowel Sound” , and geometric symbols of vowel sounds (according to T.A. Tkachenko) (see Appendix)) .

2. Development of articulatory motor skills.

The speech therapist hands out mirrors to children for individual work : “Try to depict the pronunciation of vowel sounds with your lips .

3. Acoustic-articulatory image of sounds [a, y, i, ы, о].

Speech therapist: “Why are these sounds called vowels? What color do we mark them with?” .

Children's answers.

4. Development of phonemic hearing.

The speech therapist displays pictures of viburnum, cats, and an oar on a magnetic board and asks to identify the last sound in the words; in the pictures, duck, willow - the first sound in the words.

5. Finger gymnastics.

Speech therapist: “And now, gymnastics for the fingers. Let's use our fingers to draw the letters corresponding to the vowel sounds .

6. Connection of sounds and letters.

Speech therapist: “I name the sound, and you find the corresponding letter. Let's review the difference between a sound and a letter. We hear and pronounce sounds. We see and write letters .

The speech therapist names the sounds, and the children look for the corresponding letters in the split alphabet, fix the difference between a sound and a letter based on the diagram (see Appendix).

7. Reading syllables with the letters A, O, U, I, Y, K.

Speech therapist: “For each letter A, O, U, I, Y, attach the letter K, read the syllables (AK, OK, etc.). Now swap the letters and read the syllables (KA, KO, etc.) .

Children complete the task.

8. Determining the position of sounds in the words needle, iron, window, ball, smoke, dividing words into syllables (drawing up a syllabic diagram), becoming familiar with the rule “As many vowels in a word, as many syllables” ).

Speech therapist: “Guys, look at the pictures. Name the picture and say which of the given sounds is present in their name. Where is this sound? .

Children name the picture, determine the position of the vowel sound in the word and, using the “Sound Train” , place a red chip on the 1st, 2nd, or 3rd car depending on the position of the sound (see Appendix).

The speech therapist hangs a diagram for syllabic analysis on the board and gives a reference symbol indicating “Syllable” - an apple and part of an apple: “Guys, now determine how many syllables there are in these words and draw a syllabic diagram in your notebooks” (see Appendix).

The speech therapist introduces children to the rule: “The number of vowels in a word, the number of syllables .

9. Physical education minute.

Speech therapist: “Let's rest a little. Depict vowel letters using movements and poses .

Children complete the task.

10. Laying out words from the letters of the split alphabet: tick-tock-tock-tock-tick, reading words.

Speech therapist: “Now let’s make words from letters and read them .

III. Summing up the lesson, reflection.

Speech therapist: “Guys, what topic did we meet today? What task do you remember most? Name the vowel sounds and describe them. Thank you for your work!” .

The speech therapist notes the children's answers and praises them for the lesson.

Application

Sound Vowel sound Word and syllable

Scheme for distinguishing letters and sounds -

Sound train (formation of positional sound analysis)

Syllable scheme

How to pronounce vowel sounds so that your speech sounds clear

In Russian phonetics there are 43 sounds - 37 consonants and only 6 vowels. Consonant sounds are responsible for information - if we say “thank you” or “please”, everyone will understand that this means “thank you” and “please”. If we say “aio” or “oauya”, then it will be an incomprehensible set of sounds, the meaning of which is incomprehensible even in context. If there are few sounds in a language and they do not have any informational load, does that mean they are not so important? Not at all, vowel sounds are sometimes more important than consonants:

• thanks to vowel sounds, spoken speech has intonation
• With the help of vowels we can divide speech into syllables
• vowel sounds help emphasize words and make speech dynamic
• without vowel sounds the existence of logical stress is impossible
• by the pronunciation of vowels, we determine where a person comes from
• It is the vowel sounds that make oral speech clear and intelligible

Consonant sounds are not realized independently in speech. The lips always take the form of vowels even before we begin to pronounce any consonant sound. It is interesting that for people who, for various reasons, have lost their vocal cords or muscles, a large number of methods and devices have been developed for the formation of vowel sounds. Even in the text, the absence of vowels makes it difficult to understand the meaning.

“turn darkness into the light of slavery” - ten consonants have three vowels, and in the Russian language you can write just as sweetly as in Italian... Radishchev A. N., Journey from St. Petersburg to Moscow, 1790

Among speech therapists there is a rule “To achieve good diction and correct pronunciation of consonants, pay attention to vowels.” Therefore, as a practicing speech therapist with experience, I want to share with you several techniques that I use in my work. They will help you make your speech clear and easy:

1. Always pronounce all vowels in a word, especially stressed ones - this will give your speech expressiveness and clarity.
2. Practice the correct pronunciation of consonant sounds along with vowels - this will help you achieve the right effect faster.
3. The strongest vowel sounds that help achieve clear diction are the Y sound and the E sound. We unwittingly add them when several consonants follow in a row in a word, for example, “Yaroslavl.” And we add the sound E to speech when we want to show that we are looking for a suitable word for our statement.
4. The word “vowel” in Russian is used not only to designate a group of sounds. Public information is information that is available to society without restrictions. In pre-revolutionary Russia, deputies were called “glasny” - Glasny of the City Duma.

Exercises

Read combinations of sounds and words aloud, emphasizing the emphasis in your voice. aouy - you aouy - we aouy - you // aouy - smoke aouy - bull aouy - cheese // aouy - alas aouy - was aouy - son //

Name what is shown in the pictures as quickly as possible. Remember that the main emphasis should be on vowel sounds.

ZOYA IN THE DIAMOND POSE - ZINA IN THE SNAKE POSITION

Speech therapy exercises for vowel sounds

Speech therapy exercise for pronouncing the sound “A” 1) Articulation gymnastics

Extend the sound “A” for a long time, rocking the doll in your arms (mouth wide open).

2) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “A” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

3) Repeat onomatopoeia

Af – af (dog). Kwa – kwa (frog).

4) Ladushki

We play “Ladushki”, pronouncing the sound “A” loudly and clearly:

Oh, okay, okay, they baked pancakes, put them on the window (turn your hands palms up), forced them to cool (blow on your palms).

Speech therapy exercise for pronouncing the sound “U”

1) Articulation gymnastics

Exercise Tube. We make the sound “U” for a long time, while stretching out our lips like a tube.

2) Onomatopoeia

Mu - mu (cow), do - do (pipe), ua - ua (the baby is crying), ku - ka - re - ku (the cockerel is singing).

3) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “U” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

4) Train game

Learn and repeat the following nursery rhyme with your child:

5)Game "Echo"

The game is as follows. First say “AU” loudly with your child, then repeat “AU” quietly.

Speech therapy exercise for pronouncing the sound “I”

1) Articulation gymnastics

We hold out the sound “I” for a long time (while keeping our lips in a smile).

2) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “I” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

3) Onomatopoeia

and - and - and - go - go (horse), pi - pi (mouse).

4) Play the following game with your child. Give your child a steering wheel for this and teach him the following nursery rhyme:

Game "Chauffeur"

Speech therapy exercise for pronouncing the sound “O”

1) Articulation gymnastics

Ask your child to round his mouth and extend his lips slightly forward. Extend the sound “O” for a long time.

2) A game

Play the following game with your child: “Oli’s doll has a toothache.”

In this game you need to put your palms to your cheeks, shake your head and chant: “Oh - Oh - Oh!” Try to have your child repeat all the tasks after you.

3) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “O” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

4) Onomatopoeia

ko - ko (chicken), but - but (ridden on a horse).

5) cat house

Learn and repeat the following nursery rhyme with your child:

Speech therapy exercise for pronouncing the sound “E”

1) Articulation gymnastics

Ask your child to round his lips into an oval and extend his lips slightly forward. We hold out the sound “E” for a long time.

2) A game

Play the following game with your child. Together with him you need to first depict large bears. To do this, emit the sound “E – E – E!” in a low voice for a long time. Then repeat, also in a high voice, “uh-uh-uh!”, imitating little bears.

3) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “E” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

4) This is my family

Playing with fingers. Bend your fingers on the child’s palm, while repeating a funny nursery rhyme:

Speech therapy exercise for pronouncing the sound “Y”

1) Articulation gymnastics

The wolf growls. Portray an angry wolf with your child. Clench your fists and frown. Ask your child to also clench his teeth in a grin. Extend the sound “Y” for a long time.

2) Fingers say hello

Each finger of the right hand, starting with the index, touches the thumb of the same hand in turn. At this time, we pronounce the sound “Y” with each contact. An adult can help the baby if he himself cannot connect his fingers correctly.

3) Wash your hands

Play this simple game with your child. To do this, you just need to wash your hands while repeating a funny nursery rhyme:

4) A game

The goal of the next game is to teach the child to distinguish the unvoiced sound “Y” from the voiced “I”. Place two pictures in front of the child: with a bear and a mouse. The child must show you where the mouse is and where the bear is.