Card index of tasks for differentiating sounds [L] - [L] card index for speech therapy on the topic

Summary of individual-subgroup speech therapy sessions

Type of activity: discovery of new knowledge. Group of children according to the structure of speech impairment: ONR - 3rd level. Age of children: 6-7 years - preparatory group Topic: Sounds L - Ry Priority educational area: Speech development Integration of educational areas:

• Social and communicative development
• Cognitive development
• Physical development
• Artistic and aesthetic development

Goal: Differentiation of sounds L - R in syllables, words and phrases.

Speech therapist's notes - Differentiation of sounds L - L

Topic: “Differentiation of sounds L - L”

Goal: - teach, differentiate sounds by ear and pronunciation.

Tasks:

• improve the skills of sound-syllable analysis and synthesis;
• teach, listen carefully to the speech of an adult, correctly understand logical and grammatical structures;
• continue to learn how to make sentences with a given word;
• learn to isolate words with given sounds from the text;
• consolidate the ability to select related words;
• strengthening the skill of agreeing adjectives with nouns.

Equipment: handouts, pictures, game “Train”, “sun”.

Progress of the lesson

1. Ogre. moment.

Finger gymnastics “Swallow”.

Game "Answer questions".

Brother calls sister home. Who is home? (Brother). Lena listened to Misha. Who spoke? (Misha). Vanya walked ahead of Petya. Who was last? (Petya). Forest behind the house. What's ahead? (House). The bus is driving ahead of the truck. What's behind? (Truck) A cat is bigger than a dog. Who is smaller? (dog) The boy is taller than the girl. Who's lower? (Girl) Grandfather is older than grandmother. Who is younger? (Grandmother) Oak is taller than birch. What's below? (birch)

Train game

Determine the number of syllables in a word. In the first carriage there are pictures with one syllable in the title. In the second car there are pictures with two syllables in their titles. In the third car there are pictures with three syllables in the name. (stork, starling, heron, crane, lily, snowdrop, cornflower, oak, maple, spruce). For example: My picture will travel in the first carriage because the word spruce has one syllable. How can you call the “passengers” in the first carriage in one word? What is this? (trees). How can you call the “passengers” in the second carriage in one word? Who is this? (birds). What kind of birds are these? (passengers) How can you call the “passengers” in the third carriage in one word? What is this? (flowers). Young green leaves appear on the trees. Migratory birds arrive from warm countries. The first flowers are blooming. What time of year does this happen? (in spring) Remember and name related words to the word spring – spring, freckles, freckles,….

2. Introduction to the topic.

The sun appears without any rays. What is the third sound heard in the word - sun (L) Today let’s remember the sounds L and L. Remind the articulation of the sound L:

• lips in a slight smile;
• the teeth are visible and close together;
• the narrow tip of the tongue is raised by the upper teeth, pressed;
• the neck "works".

(pronounce)

What prevents the air stream from coming out of the mouth? (tongue, teeth) Characteristics of sound. (consonant, hard, voiced). (given by the child) The symbol is sound. Designation. Articulation of the sound L:

• lips in a slight smile;
• the teeth are visible and close together;
• the tip of the tongue is raised by the upper teeth, pressed against the tubercles;
• the neck "works".

(pronounce)

What prevents the air stream from coming out of the mouth? (tongue, teeth) Characteristics of sound (consonant, hard, voiced). Symbol sound. Designation.



3. Game "On the contrary"

4. Game “Catch the Sound”.

(one team “catches” the sound l, the other - the sound l) La, la, lo, le, ate, slu, walked, walked, crowbar, ice, viburnum, wicket, ear, log, cold, stripe….

5. Game “Finish the word” (l or l)

One hundred..., st..., po..., ugo..., foam..., bo..., so..., mo..., ro....

6. Game "Guess"

lapi, ka-pol, lashko, dyshlan, lo-mo-tok, pa-lota, lakuk, kalozh, ka-bel, baklum, toch-laska, shad-ka-lo.

7. Complete the word and lay out a diagram of this word..

Come up with a sentence with one of the words (snail, elephant, fox). How many words are there in a sentence? Is there an excuse?

8. Physical education minute.

(remember where is right and where is left) Touch your left ear with your right hand. Touch your left knee with your left hand. Jump on your right leg three times. Jump on your left leg twice.

Game “What Can You Say About” (white, white, white, green, green, green.)

9. Isolating sounds (L, L) from the story.

“The Fox and the Goslings” Lucy was herding geese and goslings in a clearing near the forest. A fox jumped out of the forest. She saw geese and goslings. The fox hid behind the bushes. The geese and goslings ate and lay down in the clearing to sleep. They didn't see the fox. The fox crept up and grabbed one of the goslings. The fox carried the gosling away to her hungry cubs.

Count how many sentences are in the story.(8)

10. The sun continues to smile, but what is the sun missing? (rays)

Come up with words with the sound l (long rays) and with the sound li (short rays).

11. Summary of the lesson.

What sounds did we compare? Describe the sound l (l). What did you like about the lesson?

Author of the material: Medvedkova Nadezhda Gennadievna

Also on topic:

Group lesson for children with phonemic speech underdevelopment

Tasks:

Correctional and educational:

• To develop the ability to distinguish the sounds L - R by acoustic characteristics;
• To develop the ability to distinguish the sounds L - R by articulatory features;
• consolidate the pronunciation of the sound L - R - in syllables, words and phrases.
• developing the skill of sound analysis of words with the sounds L, R

Correctional and developmental:

• develop the ability to encode and decode information,
• continue to develop visual and auditory attention and thinking,
• improve phonemic perception and sound analysis skills of words;
• develop speech activity, coordination of speech with movement, fine and fine motor skills.
• improve inflection and word formation skills.

Correctional and educational:

• continue to develop skills of cooperation, goodwill, and initiative.
• develop the ability to respect nature.

Planned results (goals): the child can use speech to express his thoughts and construct a speech utterance in a communication situation, can identify sounds in words and analyze the word, differentiate sounds by ear, developed gross and fine motor skills, actively interacts with peers and adults , participates in joint games, has a developed imagination.

Correct articulation of the sound “L”

For “L” to sound without distortion, the speech organs must be in the following position:

• The teeth are not clenched, there is a small distance between them.
• The tip of the tongue is in good shape, touching the gums at the upper incisors, the tongue is lowered in the middle and on the sides, and slightly raised at the base.
• The air stream passes between the tongue and cheeks on both sides.
• The vocal cords create the sound of the voice.

Now look at the articulatory profile of the sound “L” and test yourself by answering the questions:

The structure of the speech organs of the soft “L” differs in the position of the tongue - its middle part is closer to the upper palate.

How to pronounce the letter “L” if there are speech disorders?