Sound [L]

Preparatory stage

Lesson 1.

The development of spatialperception. Relaxation

Birds are preparing for flight. They have strong wings (voltage). Flight imitation (relaxation).

- Look and tell me which bird is in front of you. Looking around and see who is behind you. Who do you see on the left, right?

Magpie

Forty, forty.

Forty-Beloboka.

Porridge cooked

On the threshold of the jump

Guests glycal.

Guests in the yard -

Porridge on the table.

This is on a plate,

This is on a saucer,

This is in a cup,

This is in the bowl,

And this did not give anything.

- You did not wear water,

You did not cook porridge.

- here's a spoon

Swari yourself kishash.

Here is a stump

There is a deck,

Here firewood,

Hot water here.

Massage or self-massage

Breath exercise

Development of proper diaphragmal breathing.

The game assignment "The ball is a sinter".

- Make a deep breath. Your tummy became like a ball. Exhaled air - a smell formed.

A static exercise on the development of the mouth of the mouth "blows the winds strong, the winds are blowing weak." Dressing on leaves.

- Image of sad storks. They do not want to leave the native edges. Smile to them, pass your good mood.

Exercises for lips

"The chicks widely opened the beaks and ask food." Open widespread mouth, as when pronouncing sound [a]. The jaws and teeth are strentered and still, the teeth are open to a width of 1.5 fingers. Language to put on the bottom of the oral cavity. Hold this position to the bill up to 5, then up to 7. Close the mouth.

"The green woodpecker says goodbye to the nightingale." Pronunciation of soundness kiei-Kiei-Key.Reveal your mouth, smile, exposing all the teeth. Hold the lips and teeth in this position to the bill up to 5, then close the mouth.

Exercises for language

"The tongue breaks through the door slot. He wants to say goodbye to birds. " Take the tip of the tip of the teeth with the extension of it forward.

"The keys of different birds." Show what a wide beak by duck. Widely open your mouth, put a wide language on the bottom lip and hold the bill up to 5-7.

"Beak Stork". Drop the mouth narrow and sharp tongue. In case of difficulties, it is difficult to offer a child to tongue to candy or another subject.

"Songs of chicks."

- Once, in the summer, in the forest clearing, the chicks learned to sing.

Sounds: aaaa, oo-ooooo, uuuu, yyyyywith extended articulation; With a change in the strength and height of the voice.

The game "Catch the sound". Sounds [C], [С], [l], [З], [Ш], [z], [l], etc., are pronounced, [l], and others. The child should clap his hands if he hears the sound [l].

Is there any sound [l] in words lun, Swallow, fell, Mahal, woodpecker, nightingale?

Lesson 2.

Vegetables or muzzles are decomposed on the tables.

- Look and tell me that you see ahead, that is behind, it is from the right, to the left of you. Where was the carrot - in the ground or on the bushes?

Relaxation

- I turn you into vegetables. Sale seedlings. Plants grow, stretch to the sun (voltage). The sun was positive, vegetables were called (relaxation).

Development of Motoric Hands

Five fun fingers went to the garden.

Affairs they have a lot, things are not a bit:

Rip tomatoes, dig up potatoes,

Pull the carrot

Cut dill and disrupt peas.

Happiness exercises

Learning properly diaphragmal breathing. Inhale the nose, pause (on account 1, 2), long exhalation of mouth.

Training calm, short breath and free, smooth, elongated exhalation. "The wind is buzzing." Operate the mouth and pronounce the sound [y] on one exhale.

Mimico-articulation exercises

"What a big watermelon!" Surprise with the pronouncement of sound: "Oh-oh-oh-oh!".

"Goat in the garden."

- Showing a tricky goat, which decided to enjoy cabbage. Show how the hostess in the goat was angry. Image scary gorgeous scarecrow, show how ravens were frightened.

Pass the emotional state of mom, cleaning and cutting onions. Show how the grandfather was surprised, seeing a huge turnip on his garden.

Exercises for lips

"Angry Storam". The hostess put an angry ps to watch the garden. Rising upper lips. Show only upper teeth. Soundature av-Av-Av-Av.

"Angry Bulldog". Pulling down the bottom lip, only the bottom teeth are exposed.

"Wide tube." The puppy saw this wide pipe and decided to climb there. The teeth are closed, the lips are elongated with a wide "tube."

Exercises for language

"The tongue goes to visit the nose." A wide tip of the tongue to lift to the nose and close the upper lip.

"Delicious Watermelon". Ate watermelon, licking the sponge. Circular movements of the tongue on the surface of the lips from left to right, and then the opposite.

"Zucchini, zucchini, showing your barrel." Heat the tip of the tongue, raise the top teeth and hold it in such a bill to 4-5.

"Onion feathers."

- Show some sharp feathers at Luka.

Drop the mouth is a narrow and sharp tongue and hold in such a bill to 5.

"Shovel". We will dig potatoes. Need a shovel. Put a wide tongue on the bottom lip. Hold the bill to 5.

"Suriable frightenment learn to speak, and then sing songs." Sound row ah-o, o-and s, ah-oh-oh.

Development of phonderatic perception

for, La, Shu Lu Chi, Lians

onions, eggplant, shovel, digging, squared, cleaned.

Where the sound is heard [l] in the word onion? Sound designation [l] with color symbol. Put a blue circle on a strip of paper with labels, indicating the beginning, middle and end of the word.

Lesson 3.

Games "Molchanka", "What heard?", "What sounded?".

Happiness exercises

Learning properly diaphragmal breathing. Inhale the nose, pause (on account 1, 2), exhale mouth.

Training calm, short breath and free, smooth, elongated exhalation.

"Steamer buzzing." Switching the mouth and pronounce the sound [s] on one exhale.

Development of Motoric Hands

To visit my finger big

Came straight to the house:

Index and medium

Unnamed and last

Misinchik-baby

Knocked on the threshold:

- Knock-Knock.

Mimico-articulation exercises

- Pass with the help of Mimics your mood, condition, intention and attitude towards another person.

nice - unpleasantly happy - upset

satisfied - unhappy is angry - kind

happy - unfortunate indignant, yarosen - good

break - a cowardly distressed - cheerful

fearless - scared is exhausted - Bodr

calm - angry obedient - disobedient

cheerful - Peacon

Exercises for lips

"Angry Bulldog". Rising upper lips. Show only upper teeth. Can be pronounced sounding aV-AV-AV-AV(Low voice).

Pulling down the bottom lip, only the bottom teeth are exposed.

"Big Round Branca." The teeth are closed, the lips are elongated with a wide "tube."

"Small bubble".

Exercises for language

"Clock hands". Circular movements of the tongue on the surface of the lips from left to right, and then the opposite.

"The tongue goes to visit the nose." A wide tip of the tongue to lift to the nose and omit on the bottom lip.

"Scratching teeth." Scratch up the tip of the tip of the tip.

"The tongue came to visit the teeth." To open your mouth wide, the tip of the tongue to press to the upper teeth and hold the account 5-7.

"Slaring Komarika."

"Teases of beech and bjaki." Slogging bi-Bi, Be-Bi, Bi-Bye, Ba-Biaquiet and loud voice, fun and sad.

Development of phonderatic perception

"Catch the sound." Sound selection [l] from a slope for, La, Shu, Lou, Chi, Lians.

Determining the position of the sound [l] in words palm, lamp, light bulb.

Lesson 4.

Development of auditory perception

"Guess the sounds." Guessing the sounds produced by the speech therapist for the screen (playing musical instruments).

Exerciseson the breath

"Foal fry snocks." Dial into light air and blow it with force, forcing the lips to vibrate.

- Balcon lost. Let's help my mother to find it. Call him: "AU!" Do not hear the bobcon. Cook: "A-oh! A-and-e! "

Mimico-articulation exercises

"Mushroom Smork." To shove the face. Stretch the muscles of the face. Frown eyebrows. "Angry old-headed ladner."

"Good and evil wizards." "Swear - Murmusya."

Exercises for lips

"Hyperships." "Sponges hid." Firmly squeeze the tense lips so that they turn into a thin thread. Hold the lips in this position at the expense of up to 3, then smear.

"We will show and hide all the teeth." Oscal with subsequent lips closure.

"Teeth play hide and seek."

- We first show the upper teeth, and the bottom hrying. Now hide the upper teeth, and the bottom will show.

"Knead the dough for the ram." Movement of lips with the inclusion of cheek muscles.

"Big and Little Branca." Alternation with a wide and narrow "tube".

Exercises for language

"The tongue plays hide and seek with the upper lip." Close up with a wide tongue upper lip, then click on, opening and closing your mouth.

"Cup" outside of the mouth.

- I brought you a treat. Prepare a cup. Today you have a clay cup, with thick edges.

Alternation of the exercise "Powers" - "Blasting".

Printing syllable combinations. "Diaceptions Lachats." Slogging would be-Ba, bu-bo; Ba-bu boo-boquiet and loud voice, fun and evil.

Development of phonderatic perception

The game "Catch the sound [s]". The words sani, strawberry, rainbow, table, chair, goat, poppy, goal, Masha.

"Right wrong". A number of words are pronounced correctly and with a modified composition of sounds, for example: doll, Vukla, Fist, Bulak, Lob, Nob,and the children answer, the word correctly or incorrectly.

Determining the position of the sound.

- where the sound is heard [l] in words onions, bulbs? Where the sound is heard [l] in words table chair?

Lesson 5.

Development of lubber memory. Execution of instructions from 2—3 actions

"Come to the table, take a monkey, put her on the chair and sit down to the mirror."

Mimico-articulation exercises

"Monkey-crushing". Exercise exercises. Surchant eye, alternate opening and closing eye, etc. Express fright, joy, chagrin and other emotions.

Exercises for lips

I will show a monkey. Test a tongue under the upper lip. Then lower the tongue under the bottom lip.

Raising and lowering both lips in 4 reception. Upper lift, lower omit. Lower lift, upper lower.

"Banana and Orange". The monkey loves bananas and oranges. Treat it. Smile, sick lips (banana), pull the lips with a wide "tube" (orange). Alternation with a wide and narrow "tube".

Exercises for language

"The monkey swinging on the Liaans." A wide language first rises to the nose, and then falls to the chin.

"Message a leader monkey about danger."

- Do you know how monkeys give signals about danger?

"Boltushka". The mouth is open, the lips do not close the teeth. The teeth are open on the width of the finger, the jaws are stationary. Quickly led across the sky (with the inclusion of voice) intensely curved tongue tongue.

"Monkeys swear and lay down." Print of syllable combinations mna-mna-mna, numerous(whisper, quiet and moderate power); mNU-MNA, MNU, MNA-MNU(dissatisfied and satisfied and tone).

Development of phonderatic perception

The game "Catch the sound [l]. Sounds are pronounced [p], [l], [Ш], [l], [g], [l]; Sound ly, Sha, La, Ru, Lu, Lo, Ro,and then words rose, lamp, puddle, rainbow, palm,and the child raises his hand or claps his hands, having heard the sound [l].

Determining the position of the sound.

- where the sound is heard [l] in the word sun? In a word jumped! In a word fallen!

Lesson 6.

Development of spatial perception

"Where did the bell sound?" The child closes his eyes, and the teacher produces actions with the bell, changing the location.

Relaxation

"The hedgehog curled into the ball."

Here he rolled his hedgehog in the ball,

Because he is a product.

Irina Gurova

Tasks:

Correctional educational:

Clarify the pronunciation of vowels.

Continue to develop sound analysis and synthesis skills, phonderatic representations.

Exercising in dividing words to syllables.

Continue to learn to change nouns by case.

Correctional-developing:

Develop articulation, common, finger motility; Coordination of speech with movements.

To form the kinesthetic sensations of called vowel sounds.

Promote the development of visual and auditory perception, attention; Memory, thinking.

Develop alphabetic gnosis.

Educational:

Continue to learn carefully listen to the teacher and each other.

Rail the ability to interact together in the group.

Material:

Colored brushes, symbols of sounds, red houses from cardboard, ball, cards with letters, red pencils, subject pictures, cards with rebus.

Structure occupation:

I. Organizational moment. Development of finger and articulating motility, normalization of tone of brushes and fingers. Setting the goal of classes.

one). Children sit beyond the tables. There is a massage game "This finger ...".

The speech therapist offers each child to take a brush in my right hand and stroke every finger, starting with the big, under the text:

This finger wants to sleep,

This finger is jumping in bed!

This finger fell asleep ...

This finger torn.

Quieter, quieter, do not make sure.

Brothers will not wake.

Finger stood up, cheers!

It's time to go to the kindergarten!

After that, the children shift brushes into another hand. The game is held for the second time.

Speech therapist: "What word was often found in the poem? (This). What is the first sound in this word? Vowelny he or consonant? This is a vowel sound. Today we will remember vowels: listen and distinguish them.

2) Articulating gymnastics using pictures.

The speech therapist shows children pictures for which children remember familiar exercises and perform them: "chicks", "tube", "fence", "smile", "frog", "bagel".

II. The overall characteristics of vowel sounds.

The speech therapist conducts a brief conversation about vowels:

What vowels do you remember?

Why are they called vowels?

What house "live" vowel sounds?

What color are we labeled them with a circle?

Reading a poem with demonstration of symbols of sounds (from the manual Z. E. Agranovich).

The vowels pull a song ringing:

Can laugh

Can moan

Can swing in the cradle of Alenaka,

Can drill

And scream

Can buzz as steamers -

The vowels pull loudly and for a long time!

Speech therapist: "How many vowels do we know with you?"

III. Clarification of articulation of vowels. Guessing vowels on silent articulation. Analysis of the sound row of 2, 3, 4 vowels.

Speech therapist: "Now I will pronounce vowel sounds very quiet, almost without voice. And you are guessing my lips, what are the sounds. " The speech therapist reproduces the silent articulation of vowels. Children call them loud. After that, the silent combination of vowels with their subsequent analysis is reproduced:

"AU". What did I say? What is the first sound you heard? What is the second sound? How many sounds? "

Similarly, work is carried out with the sound of "AIU", "OEIA".

IV. Development of sound analysis skills, phonderatic representations.

one). Sound selection from the beginning of the word. Playing ball.

The speech therapist throws the ball with the ball, calling the word, and the children define the first sound, and returning the ball, called it. It is desirable that children meet the offer: "In the word Duck, the first sound" y ". In the game, the words in which the first vowel costs under the stress is used, then without emphasis:

Speech therapist: "Now you will come up with a few words with a vowel sound at the beginning of the word."

2). Allocation of vowel sound from the end of the word. Work is carried out similarly:

the shops

aloe and others.

Speech therapist: "And now you will come up with a few words with a vowel sound at the end of the word."

3). Allocation of vowel sound from the middle of the word. Game "Guess the sound."

Children get pictures from speech therapist. Each child calls the item depicted in the picture, defines the vowel sound that is in the middle of the word. Pictures for playing: Mac, Onion, Smoke, Mayor, House, Kit.

Speech therapist: "Try to come up with a few words in which the vowel sound is in the middle (children's answers). So, where can vowel sounds be located? They can be at the beginning, middle and end of words. "

V. Fastening knowledge about the group-forming function of vowels.

The speech therapist offers children to remember and repeat the rule: "How many vowels in the word, so many syllables". Then there is a syllable analysis of the words "Li-Ca", "Ku-Ni-Ca" (showing relevant pictures). After that, the speech therapist suggests only the vowels of these words: "Fox" - "and", "A"; "Cute" - "y", "and", "a".

Vi. Fizkultminutka. Development of common motility. The formation of the kinesthetic sensations of the vowel sounds of the phonetic rhythm (Dateshidze T. A.):

Pumping vowels with long smooth movement of hands:

"A": Widespread hands forward - to the sides.

"U": smooth movement of both hands forward.

"Oh": smooth movement of both hands on the parties - up.

"And": smooth movement of both hands on the parties.

"S": sit down, brushes in cams, hands bent in the elbows.

"E": Smooth movement of hands on the parties down.

VII. Development of alphabetic gnosis.Smart finger game.

The speech therapist offers children to decompose the cards with letters on the table in the order in which he will call them: e, o, and, and, y, s. Then the speech therapist calls vowel sounds in any order, and the children show the corresponding letters.

Speech therapist: "What have I called? (Sounds). What did you show? (letters). " Reminder RULES: "We pronounce the sound and hear, and let the letters we see and write."

VIII. Development of the grammatical system of speech. Changing nouns by case. Work on the proposal.

Speech therapist: "Now I will pronounce suggestions. But the last word in each of them will not be named, but I'll show you a picture. And you need to find and show the letter that indicates the first sound of this word and repeat the offer completely ":

Winter came after .... (Autumn) - "O".

They put a new roof ... (antenna) - "A".

Sveta has a lot ... (toys) - "and".

Soldier shoots ... (automaton) - "A".

The bees live in ... (hive) - "U".

Kolya read a story about ... (Eskimos) - "E".

In rainy weather on a path crawled ... (snails) - "U".

IX. Development of graphic skills.

one). Connect pictures with the desired letters (first sound).

2). Printing phrases under dictation with red pencils: "AU", "Eio", "Uyao".

X. Summing up the lessons.

Speech therapist: "What sounds did we remember today with you? What games did we play?

Children answer questions. The speech therapist gives a differentiated assessment of the activities of pupils, noting the successes of each of them, gives each child a picture and a picture, completing the lesson reading a poem:

Having studied all the vowels,

You can easily,

Like a magician or wizard,

Turn words.

As an application, I propose an interactive game "The letter is lost", in which children should find the desired letter and return it to the word.

Abstract of individual speech therapy

Preparatory stage to the layout [s]

Objectives:

Clarification of the acoustic and articulation characteristics of the sound [C].

Developing certain positions of the articulation organs, for the correct pronunciation of sound [s].

Development of long-term directional air jet.

Development of small motility.

Development of attention, memory.

Equipment: mirror; pencil; cotton ball; small ball; The developing game "Pick up in meaning."

Travel course:

Organizing time

Instruction: Hello! What's your mood? Today we will be with you exercise for your tongue so that it is with you strong and obedient. But before we proceed to the exercises for your tongue, we will dismiss your fingers so that they are also obedient and clever.

Finger gymnastics:

A) "Fingers greet" - Contact us in turn of the pillow of the right and left hand (large with a large, index with index, etc.), and then "strong handshake" - pressure of the pillows of fingers.

B) "Solar rays" - squeeze your fingers, not extinguishing the "lock".

IN) Rubing palms with a hexagon pencil with a gradual increase in effort.

D) Little ball put between palms, making circular movements, gradually increasing pressure and pace.

2 . Clarification of acoustics-articulation characteristics of the sound [C], the production of the articulation of the structure and long-term directional air jet.

Articulating gymnastics:

BUT) "Smile"

B) "Fence"- The upper jaw is on the bottom, lips in a smile.

C) "Teach the tongue to obey" - Outlook the mouth, a wide relaxed tongue to put on the bottom lip. Pulling tongue lips, utter "Py, Pi, Py" on one exhale.

D) "Wide Language"- To smile, open the mouth, put a wide front edge of the tongue on the bottom lip. Hold the language on the lip, so that the edges touches the corners of the mouth. The lip is not converted, not strain. Hold so tongue to account up to 5.

E) "Clean the teeth" - To smile and take the language on the inside of the lower teeth from the side to the side, then up-down.

E) "Language Sold" - To smile, show your teeth, open the mouth, the tongue rests in the teeth. Strain language to the bill up to 5.

G) "Drive the ball into the gate" - To smile, put a wide front edge of the tongue on the bottom lip and, how to pronounce the sound of [F], blow the rut to the opposite edge of the table.

H) "blow off snowflake" - To smile, put a wide front edge of the tongue on the bottom lip and, how long to pronounce the sound [f], blur the cotton ball is "snowflake" with palm.

3. Development of attention, memory.

The game "Pick up in meaning."

Instruction: Divaness all objects drawn in the game. You will select a double picture picture in meaning to each subject on big maps and explain why they fit each other.

4. Outcome

Today we are doing today, you performed everything right, was attentive, well done!

An abstract of individual classes.

Subject: "Sound [C]. Preparatory stage"

Objectives:

Continue learning to perform articulation exercises for sound [s] in full.

Form a long-term directional air jet.

Exercise in distinguishing words close to sound.

Learning to determine the presence of sound [s] in a row of sounds.

Continue to learn to form a nouns names of the parent.

Develop Mimic and intonation expressiveness, memory, attention, holistic perception, fine motor.

Secure the names of the main colors.

Equipment:

Book with a fairy tale "Kolobok" with illustrations; Cards with article. exercises; Skinny pictures (pine, sledge, pump or kettle); balls, uneven tracks; Fraw picture depicting the ball.

1. Organizational moment.

Sit down in front of the mirror more comfortably, today in the class we will tell a fairy tale. Did you recognize this fairy tale? What is it called? Kolobok

2. Articulating gymnastics.

Lived - Grandfather da Baba were. They lived in a house for a high fence. (The symbol of the articulation exercise "The fence") lived, did not live. In the morning they cleaned their teeth. So .... (Ex. "Clean the teeth") grandmother Mesal dough and baked grandfather Pancakes. (Ex. "Pancake). Grandfather loved pancakes very much, so as not to burn the blowing on them. That's the way .... (Ex. "Ostudi Pancake") lived at grandmother with a dog's dog. She wound up her back. That's the way .... (Ex. "Pussy back wounds") a cat caught mice, because they prevented her sleep, they were singing all the time: "Pi Pi Pi." That baked grandma somehow not pancakes, but a bunker, but put it on the window to come together. Bored began to lie the ball, he jump, but rolled along the path.

3. Perception of sound at the beginning of words

I met a bun ... who? Hare. What did the bang bang?

Using my task, then I will not eat you.

(The speech therapist exposes pictures: Pine, Sledge. Requests to listen carefully and say: "Yes," only when the word is called correctly.)

Funky Tanks Shanki Hanks Xianki Xeanquet Sledge Tyanki Sledge Puccakes

Fafna Khahna Pine Fasna Symen Syana Sasha Sashan Sakhna Tasna

4. Formation of long-term directional air jet.

Hare loves to play football. Let's take him a goal.

5. Sound perception in the sound stream

Rolled kolobok further. And towards him a wolf. The wolf punctured the wheel, he needs to pump it into a pump. Pump whistle SSSS. The wolf will pump the wheel, and you, if you hear that the pump is working correctly, slamming your hands.

6. Development of shallow motility

Help the bear go through a narrow track, and then it is very clumsy. (Walking with fingers on the rough track)

One, two, three, four, five

We will help Mishke.

One, two, three, four, five

There will be fingers to walk.

Finger gymnastics with balls.

This handle is right, This handle is left.	Children show the right, then the left palm. On the palms of the balls.
I click on the ball, I do charging.	Alternally compress and squeeze palms.
Will be a strong right There will be a strong left.

7. Development of holistic perception, fixing the main colors.

There was a chanterelle, dropped her toy, and could not collect. Help the chanterelle, she then does not eat our kolobka. What color is your ball?

8. Outcome

That's the fairy tale, and who listened - well done, and who helped tell - clever !!!

Who met a kolobok first? (hare) ......

Sound S.

Preparatory stage

Continue learning to perform articulation exercises for sound [s] in full.

Form a long-term directional air jet.

Exercise in distinguishing words close to sound.

Learning to determine the presence of sound [s] in a row of sounds.

Fasten the names of vegetables, fruits and corresponding
Summarizing concepts.

Develop mimic expressiveness, memory, attention,
Holistic perception, shallow motorcy.

EQUIPMENT

Book with a fairy tale "Teremok" with illustrations; Cards with liners for the exercise "Lunch": Pan (soup) - peas; Salad (salad) - carrots; Plate (mashed potatoes - potatoes; Cup (compote) - pear; Pies - Apple; Subject pictures (bone, pan, sausage); Cut the picture with the image of vegetables.

1. Organizational moment.

Speech therapist. Sit down in front of the mirror more comfortably, today in the class we will tell a fairy tale. (Makes a book with a fairy tale "Teremok".)Did you recognize this fairy tale? What is it called?

The child answers.

Stands in the field of teremok (opens the 1st page of the book),it is behind the fence (Exercise "Fence").It runs past Mouse-Norushka. He knocked, but no one answers her. Then the mouse tried the door to open (Exercise "Gate").a door

opened. The mouse was first frightened, then I was surprised, and then I was glad.

The child after the speech therapist performs the appropriate mimic movements.

Entered the teremok and began to live there.

Crawled order in teremk (Exercises "Kneep the tongue," Pass on the tongue ")and villages rest (Exercise "Shovel").

2. Jumping past a frog-cuckoo. I saw teremok, stopped on the porch (Exercise "Shovel"),asks: "Who lives in the teremchka?" (The child helps to pronounce the phrase.)The mouse let the frog, became together
live. Milled the stove (the child blows on the tip of wide
language)steel cook dinner.

Let's see what they have for lunch today. Pea soup, what is he? .. (Pea.)Mashed potatoes, what? .. (Potato.)Carrot salad, what? .. (Carrot.)Compote from pears, what? .. (Pear.)Pieces from apples, what? .. (Apple.)

3. I rope past the hare (Next page opens).He stopped and says: "Let me go to the teremok." A W.
It is full of fruit basket.

Fingering game "Fruits"

Here is a hare

Dimochny fruits in a basket:

Apples and pears.

Help, eat!

Peaches and plums,

Ripe, beautiful!

Look at Ranet!

Tastier these fruits are not!

(The child repeats behind the movement of the movement with fingers.)The basket is heavy, it was not easy to carry a hare (child

blowing on the tip of a wide language).Launched a hare in teremok and

they began to live together.

4. Runs past a fox-sister (opens next
page).Runs, the tails traces notice (the exercise
"Clean the lower teeth").She dreams of a tasty dinner.

Show, what a chanterelle dreams, when you hear proper word.

Bottom - a cat - bone.

Chupchik - Tumull - Supric - Supchik.

Shushishka - Sucking - Phosphka - Sausage.

I saw a chanterelle of teremok, knocked (the child says the desired phrase)and asked to live in the terchemaker. They began to live together.

5. The wolf runs past - a gray barrel carries with him
then bag I could not resist, dropped the bag, scattered everything from it.

Help the wolf all gather (The child collects a split picture "Vegetables").

What dropped the top? How to call in one word? (Calls.)

Knuckled top (It welcomes the desired phrase).Let him in teremok.

6. It goes past the big ... (next page opens)bear. Stopped near Teremka (Exercise "Shovel")and knocked loudly. (Hesitates the desired phrase
Loud, angry voice.)Hid all the beasts in the teremke, are afraid of the bear (holds the tip of the tongue behind the lower
teeth).Did not let the bear in teremok. Then he climbed on
Teremok. Skiphel teremok: sch-s.

As soon as you hear that teremok creaks, crying loudly animals: "Run!" Listen carefully: f, s, sh, t, s, with ...

Broken bear teremok (blowing on the tip of a wide language),but you helped beasts, warned them. Nobody suffered!

Here's a fairy tale (the book closes),and who listened - well done! And who helped her helped, he is smart!

Sound statement [s]

Secure the correct execution of articulation exercises.

Continue the formation of a long direction
stuffy jet.

Learn correctly pronounce sound [s] with mechanical
Power and imitation.

Continue to learn the sound of [C] from a number of sounds.

Continue learning to form relative adjectives.

Exercise in the correct use of forms of vinitive and genitive case of the only number of nouns names.

Develop attention, spatial orientation, chalk
Kui Motorika.

EQUIPMENT

Toy-teaser "Kid"; Long thin wand for the sound [s]; Subject pictures depicting objects of dishes (kettle, cup, spoon, plug, plate); Patties (dysfunction or plane images); Set of fish.

1. Organizational moment.

Speech therapist. Today I want to introduce you to the baby. He is still small and knows how much nothing. So he wants to learn.

2. Kid smiles to you, and you smile (Exercise "Smile").The kid has no teeth, show him what
you fucking teeth (Exercise "Fence").Let's teachi
Toddler show the tongue to the shovel, but first pour out
By tongue: Py-five-five (exercise "punish naughty
tongue ").Now put a flat tongue on the bottom sponge. So it turned out the blade! (Exercise "Shovel", accompanied by work with a toy-teaser.)

Tired kid, decided to rest. And tongue tired. Put it on the bottom lip and go to him so that the tongue rested (Exercise "Wind").From the breeze, the tongue was cold. Hide it for the lower teeth (The exercise "Language Sleep").Well done!

3. The baby was hungry. Come on with his tea. Nalme
Water in the kettle: s-s-s. Teach the baby whistling like a driver whistles from under the tap (Sound [s] with mechanical help).

4. The kettle is already boiling. He must witness: S-C-s. how
Only you will hear that the kettle boiled, tell the baby
"Breaks!". Listen carefully: t, s, in, s, s, sh, s, p, f, p.

Let's show how the kettle whistles: S-C-C (Sound [s] with mechanical help, then imitation).

5. The kid will drink tea with pies. Look at how much
Here pies. This cake with raspberries, he is crimson. And this
Pie with apples, what is he?

This cherry pie, what is he? .. (Cherry.)This pate with strawberries, what is he? .. (Strawberry.)This cake with different berries, what? .. (Berry.)This pate with different fruit, what is he? .. (Fruity)

6. Failed the baby, went dishes to wash. Crane water
whistles: sch-s (Stopping sound with mechanical help,
Then to imitate).

What kind of dishes did the baby wash? What did he wash? (Shows the picture "Cup".)Now what's not on the table? (Similar work with the rest of the pictures.)

I removed the kid dishes in the locker, creaked the door: S-C-C (Statution of imitation sound, with difficulty mechanical assistance).

7. The baby went to the river, and we will go along with
Him. He looked into the water, and there float fish. Show him
Fish, which flood right. And now those are floating
in. The baby wants to feed the fishes, the lap in the water of the crumb:
C-S. (Stretching the imitation sound, with difficulty with
Mechanical help).

8. Before you leave the river, the baby wants to play with
Fish.

Fingering game

In our river there and here the fish float, my friend.

The child repeats only the movement behind the speech therapist.

9. Outcome classes.

Speech therapist. Today, you not only got acquainted with the baby, but once again I learned myself and learned the baby to pronounce the sound [s]. You already work well, and in the next lesson it turns out even better!