General underdevelopment of speech, level 3. §3

Lesson notes for children with disabilities, level 3 preschool age

Lesson topic“Vowel sounds A, O, U, I, Y.”

Tasks:

correctional and educational: teach children to give comparative characteristics to the sounds A, O, U, I, Y;

correctional and developmental: to consolidate the concepts of “vowel sound”, “sound”;

consolidate the concept of the place of sound in a word: sound at the beginning of a word, at the end of a word;

isolate vowel sounds from sound combinations, words, as well as do a sound analysis of sound combinations of 2, 3 vowel sounds;

develop phonemic processes;

develop articulatory motor skills, fine motor skills of the fingers, general motor skills, breathing;

correctional and educational: to cultivate respect for comrades, self-control, the ability to work in a team, goodwill, responsiveness.

Materials and equipment: symbols of vowel sounds, teaching aids “House”, “Stencil”, object pictures for vowel sounds, attributes for the game “Living Sounds”, musical accompaniment, caps on the head with a picture of a bee, writing.

Progress of the lesson:

Speech therapist: Children, look what the postman brought to our group today. This is a letter. Do you want to know from whom? You need to guess the riddle: The Striped Mistress

Flew over the lawn

Will fuss over the flower

That's right, bee! This is a letter from a bee. Only it is not quite ordinary, it is sound. Let's listen to it together.

Letter from a bee.

J-J-J I am a bee, my name is Maya!

I've been flying across fields all my life.

I was flying in the meadow and couldn’t collect honey.

I flew onto the lawn, but I couldn’t make it there either.

There are flowers of unusual beauty on that lawn!

But the flowers are not simple, all flowers are sound.

To collect honey, I need to guess the sounds!

I know a lot of sounds, I just need help.

You have to complete the tasks, I have to collect the honey as quickly as possible.

Help, don’t be lazy and you’ll be treated to some honey!

Speech therapist: Well, guys, let's help the bee collect honey? We will complete tasks from sound flowers, and the bee will collect honey on the magic lawn! I think she will treat us to this delicious honey!

Guys! I think we'll be more comfortable if we can fly? We need to turn into bees!

To turn into bees, we need to dress up! (children put bee caps on their heads).

Speech therapist: Flying by colors and completing tasks,

Tasks for us, honey for the bee,

The flight has begun!

1. We got ready, took off and flew to the first!

Game “Petal”. A picture is pasted on the back of each daisy petal. It is necessary to determine the first sound in the word of the name of the picture (the number of petals corresponds to the number of children)

Speech therapist: - What can you call all these sounds? (vowel sounds).

What do they have in common? (Vowels are sung, there is no barrier to the air coming out of the neck).

What are the differences? (In the position of the mouth and lips).

2. Ready, take off! They flew to a flower! (which one? - second).

Exercise: Repetition of syllable series, pure phrases, as well as an exercise for the development of breathing and voice.

Speech therapist: Guys! Be careful and repeat correctly!

A-A-A - the child’s mouth is wider.

U-U-U - I call all the children to me.

E-I-I - pull your mouth to your ears.

Y-Y-Y - lower the sponge down.
O-O-O - the kids have a great time

AN-AN-ON-ON sound combinations: AOU YAO UYI

PA-PO-PU-PU

AV-OV-UV-IV

Breathing exercise: - I.P. Hands up. Inhale and as you exhale, pronouncing the sound O, lower your hands down with increasing strength of your voice. Then, raising your hands up, pronounce the sound O from the loudest to the quietest.

3. Ready, take off! They flew to a flower! (which one? - third).

Exercise: Determine the number of sounds in the sound combination. Make up a diagram of these sound combinations using symbols. Play the game “Live Sounds”.

Speech therapist: Guys, do you hear?

Children: Yes! Someone is screaming.

Speech therapist: What is the person shouting? In my opinion... (AU).

Children: AU! (someone got lost).

Speech therapist: Repeat what you heard.

Children: AU-AU-AU.

Speech therapist: This is a sound combination. So? How many sounds did you hear in total? Which one is the first? What's the second one? Make the sound combination AU from the symbols.

Children complete tasks.

(The next sound combination is UA - this is how a baby cries).

Analysis and synthesis of sound combination UA,

- “Game of living sounds” (sound analysis of the sound combination OYI)

4. Guys! It seems to me that I need to rest a little (what is the count? - fourth flower with treble clef).

To gain strength for the bees,

We need to dance. Dynamic pause “Bee”.

5. We rested, flew, flew over to a flower! (which one? – fifth).

Exercise: Answer the riddle. In the stencil windows, draw the corresponding symbols of sounds (definition of the first vowel sound in a word; and one sound (І) of the last sound in a word).

Speech therapist: To complete the task,

You need to stretch your fingers.

Children sit at tables and stretch their fingers with an exercise machine (prickly plastic ball “Su-jok”).

Then perform the tasks:

Riddles: 1. Sound O

Well done winged guys

Striped dresses

Although tiny in stature

If they bite you, it will be bad! (wasps).

2. Sound U

He's floating on the sheet

Like a boat on the wave.

He is a faithful friend to housewives,

Electric….(iron).

3. Sound I

Covers everyone in the world,

Whatever he sews, he doesn’t put on! (needle).

4. Sound A

I'm standing on the roof

Above all the pipes! (antenna).

5. Sound Y – position of the sound: at the end of the word.

They made a hole, dug a hole,

The sun is shining, but they don't know (the moles).

Speech therapist: Well done, guys! Let's continue our journey!

6. Ready, take off! They flew over to a flower!

Exercise: Collect a cut picture and in the word title of the picture determine the place of the given sound in the word.

Speech therapist: Guys, this is a difficult task and before completing it you need to train your eyes. (Exercise “Keen Eye” - determine what you saw in the picture).

For the strong subgroup - the position of the sound at the end of the word, for the weak subgroup - the first sound in the word.

Speech therapist: Well, guys! You have completed all the tasks that the sound flowers have prepared for you. How many were there in total? What was the most difficult? Which one is the most fun? Which of the tasks did you like the most? And now……..

We are going to fly away from the clearing and again in the group we are turning into kids!

Speech therapist: You guys are great! All the flowers flew around!

Have you dealt with everything, are you tired?

All tasks were completed!

Well, our bee is a hard worker,

I collected all the honey, good girl!

Well, will you treat us? This will amuse us! – there is a knock on the door, they brought a gift (a pot of honey).

Children treat themselves to honey and share their impressions of the activity.

Speech therapist: Guys, there’s also a note from a bee!

Thank you guys!

Help me, well done!

And Maya the bee says thank you from the bottom of her heart!

Children thank the bee for the honey.

The lesson ends.

“Speech therapy lessonAutumn" Click on the picture to enlarge

Time required: 25 minutes

Target: enrichment of vocabulary.

Tasks:

correctional educational

1. expansion of ideas about autumn signs;

2. clarification of the dictionary on the topic “Autumn”;

3. Formation of performing simple sound analysis.

correctional and developmental

1. improvement of dialogical speech;

2. development of phonemic hearing;

3. formation of a long smooth exhalation;

4. development of fine motor skills.

correctional and educational

1. fostering respect for nature;

2. fostering a friendly attitude towards each other.

Equipment: doll-autumn, plot pictures, sheets with a prepared, drawn tree trunk, leaves - birch, rowan, aspen, poplar, chopped multi-colored leaves, glue.

Preliminary preparation

Observing autumn changes in nature while walking, collecting autumn leaves.

Progress of the lesson

№ p/p

Lesson stages, time interval

Contents of the stage

Children's activities

1.

Organizational moment.

1 min.

Hello guys.

Speech therapist. Listen carefully to the riddle, tell me the answer.

Came without paints

And without a brush

And repainted all the leaves.

Well done! Right.

Greetings from teachers.

Autumn.

2.

Introduction to the topic.

Formulating the topic of the lesson.

1 min

Speech therapist. Yesterday you went for a walk and observed changes in nature. Tell me guys, what time of year do you think we will talk about today? Look who came to visit us. A doll in an autumn costume is placed on the table.

Of course, the beautiful Autumn came to visit us.

About autumn.

Autumn.

3.

The main stage of the lesson.

10 min.

b) development of prolonged directed exhalation.

c) simple sound analysis

Speech therapist. Guys, let's try to write a story for our guest.

Remember your morning walk, look out the window, and tell me what the weather is like today?

(children's answers are accompanied by plot pictures)

Well done!

This means that we can say that in autumn the weather is very often cloudy and rainy.

While walking, you observed the leaves on the trees. What changes have occurred? How, in one word, can we say about leaves painted in different colors? What kind of leaves? (Multicolored).

Let's repeat this word together (children repeat the word together with the speech therapist).

Well done!

What other changes in nature occur in the fall? Where do the birds go?

What reserves do animals make for the winter?

That's right, well done!

Now let’s once again, together, looking at the pictures, repeat our story about autumn.

(All pictures are on display)

Well done! We have put together a very good story.

Guys, let's take our leaves and blow on them. (The leaves lie on the cardboard. A thread is threaded through them and secured, the second end of the thread is secured to the cardboard. The cardboard is brought to the level of the child’s mouth).

Well done! We got real leaf fall.

Guys, let's remember the words about autumn and its signs that we said today, but all these words must begin with the sound O.

Right. What other words can you name that also begin with the sound O. Look carefully at the pictures. Well done! All these words (Autumn, Cloud, Orange, Vegetables) begin with the sound O.

There are many gray clouds in the sky, the sun hid behind the clouds. It starts to rain.

The leaves turned yellow, red, orange, and some were still green.

Birds fly south.

Squirrels collect mushrooms and nuts. Mice collect grains.

Autumn has come. The sun hid behind the clouds. The weather outside is cloudy. It rains more and more often. The leaves on the trees became multi-colored: red, yellow, orange. Birds fly south. Animals are preparing for winter. The squirrel collects mushrooms and nuts. Mice collect grains.

Children inhale air through their nose, stretch out their lips with a straw, and blow on the leaves without puffing out their cheeks.

Cloud, autumn

Vegetables, orange

4.

Fizminutka

2 min.

Educator. You have done a very good job, now let's rest a little. The teacher and speech therapist perform exercises together with the children.

Leaf fall, leaf fall,

Yellow leaves are flying.

Circling along the path

They fall under their feet.

Music is playing.

Children do exercises

Children run around pretending to be leaves

They spin in place, spin around holding hands.

They squat slowly.

5.

Drawing

10 min.

Educator. We had a rest, and now listen to the poem “Autumn Leaves.”

The birdhouse was empty, the birds flew away,

Leaves on trees don't sit well either

All day today everyone is flying and flying...

Apparently, they also want to fly to Africa.

Guys, who remembers what the time is called when the leaves fall from the trees? Let's say this word FALL FALL together.

Well done! I suggest you arrange leaf fall for our guests yourself. To do this, take blank sheets. Tell me, what is drawn on your sheets? That's right, a tree trunk. Now take the glue in your hands and carefully apply it to the tree branches. Next, glue the cut pieces of leaves to create a tree crown. Now try to show how the leaves fall. To do this, apply glue to a piece of a leaf and place it next to the tree, do not forget to stick the leaves on the grass. Well done, you have achieved real leaf fall. (All work is laid out on the table. Children examine the work.)

Our AUTUMN thanks you for your work and says goodbye until the next lesson.

The children take their seats.

The picture is displayed.

Children, together with the teacher, pronounce the word Falling Leaves.

Children apply glue to a leaf next to the branches and stick on pieces of leaves.

6.

Lesson summary

1 min.

Teacher, speech therapist. Guys, we really liked the way you worked today. Let's remember what we did today?

Goodbye.

We made up a story. The first sound in words was highlighted. Blow on the leaves. We did leaf fall.

Goodbye

Topic: “Pets”

Goal: Development of attention, memory, thinking, speech.

Tasks:

Expanding passive and active vocabulary on the topic

Development of verbal-logical thinking, spatial imagination, visual and auditory perception

Development of voluntary attention, its volume and concentration

Development of phrasal speech

Development of fine motor skills

Development of children's imagination through the transformation of an object into a new image.

Equipment: disk with a fairy tale, object pictures, finger puppets.

Progress of the lesson

1. Organizational moment

One day on a sunny summer day, pets came out for a walk on the lawn. And some animals remained in their houses. Who do you think?

Sit down at your desks, and now we will find out who lives in each colored house.

2. Game “Guess whose voice?”

The windows of the red house open where the image of a pig is hidden

- What color is the pig's house? (red)

(Dog – green, cat – blue, cow – yellow, horse – white)

3. Listening to the fairy tale “Turnip”

- And now we invite you to listen to the fairy tale “Turnip”. Who knows this fairy tale?

- Which pets are found in this fairy tale?

4. Dramatizing a fairy tale

- In front of you are finger puppets, choose heroes from this fairy tale.

- In the fairy tale, the heroes called for help, just as you would call. Let's try it.

Who was the first to call for help? (grandfather)

- Who did you call? (grandmother)

- Grandfather called grandma “Grandma, please come and help me pull out the turnip”

- So in your life, when you need help, you can ask for it.

5. Game “Puzzle - pets”

- Now let’s send the pets for a walk on the lawn. (Each child is looking for his place for a pet)

6. Origami

-And now we suggest you make a fairy tale hero out of paper - a dog.

(model creation – dog)

7. Summary of the lesson

- What do you remember? What did you like most?

Summary of a lesson on logorhythmics in the middle group for children 4-5 years old with special needs on the topic “Forest. Mushrooms".

topic: “Forest. Mushrooms"

Tasks:

- development of memory, attention, optical-spatial functions;

- auditory functions;

- motor sphere, manual motor skills;

- articulatory motor skills;

- sound pronunciations.

Equipment: pictures of mushrooms, rhythmic pattern (drops), multi-colored leaves.

IIntroductory part

1. Dynamic exercise. Children enter the hall to the music, raising their knees high.

Along the paths, along the paths,

Let's go for a walk in the forest,

Maybe in the autumn forest

We'll find the boletus.

IIMain part.

2. Development of fine motor skills “We are going to look for mushrooms”

One, two, three, four, five

Bend each finger.

We're going to look for mushrooms

The index and middle fingers of the right hand “walk” along the left palm.

This finger went into the forest

This finger found a mushroom

This finger began to be cleaned

This finger ate everything

Bend each finger

That's why I got fat

Show thumbs up.

3. Guys, look how many mushrooms there are around, let's name them by syllable.

Game: “stomp - stomp”

(bo-ro-vik, o-pyo-nok, li-sich-ka, ry-zhik, under-be-ryo-zo-vik).

4. Development of voice power.

Game: “Echo” (half of the children are “mushroom pickers”, the other half are “echo”)

We walked through the forest and picked mushrooms

And we got lost.

We shout in the forest: AU! AU! (mushroom pickers)

And the answer to us: oh, oh. (echo)

5. Formation of tempo and rhythm.

It often rains in autumn. The rain has its own song. The rain is dripping and singing, the droplets drip either slowly “drip-drip-drip” (we hit the palm of the left hand with the finger of the right hand), then quickly “drip-drip-drip” (at a fast pace, on the other hand).

Now let's sing a rain song based on the drawing. A large drop means that you need to sing slowly, and small drops mean that you need to sing quickly. Listen to me sing this song.

Drip-drip-drip-drip Drip-drip-drip-drip

6. Breathing exercises.

One, two, three, hold hands

And stand in a circle.

Breathing exercise “Wind”

Guys, what color are the leaves on the trees? (red, yellow, green).

A breeze blew, the leaves rustled and flew to the ground.

- a light breeze is blowing - f-f-f-f

- and shakes the leaf like this - f-f-f-f (smooth hand movements with a small amplitude)

- a strong breeze is blowing - f-f-f-f

- and shakes the leaf like this - f-f-f-f (movements with large amplitude)

7. Articulation gymnastics.

Guys, we remembered what mushrooms grow in the forest.

A mushroom has also grown in our hall, let's look for it.

Here it is, on the mirror, come here.

- fungus - horse

- accordion

8. Musical chant.

The wind blows, the leaves sway and sing their songs.

- aspen – a-a-a-a

- rowan - and-and-and-and

- birch – o-o-o-o

- oak – ooh-ooh-ooh

9. Song “And my mother and I will go to the forest”

10. Phys. just a minute

We walked, walked, walked

Steps in place

Found a mushroom

Showing hands the silhouette of a mushroom

Bent down and plucked

Imitate movements

By

text

Added to cart

And then we went further

Steps in place

11. Outdoor game “Mushroom picker”

Night, the mushroom picker and the “mushrooms” (children) are sleeping, crouched down, clasping their heads in their hands.

To the accompaniment of fast music, the children “mushrooms” run away, and the mushroom picker catches them.

12. Relaxation

Children lie down on the carpet, the melody “Small waves are playing” by T. Gomez sounds (audio collection “The Magic of Nature”).

Summary of a lesson on the development of coherent speech in the preparatory group for children with special needs “Spring”

Goals:

Development of thought processes

Development of coherent speech

Equipment: sun, joy-ray, fear-ray, sadness-ray.

Org. moment

Basic Part

It was spring. The sun was shining brightly, from which many rays scattered in different directions. But one prankster little ray decided to go on a journey. Think about what he did. (ran, jumped, galloped, shone)

Who did you wake up?

Grass appeared from under the snow.

In the forest, a bear woke up in a den.

The buds began to swell on the trees.

Snowdrifts are melting all around and streams are flowing.

The first flowers appeared in the clearings - snowdrops.

The birds flew in and began to build nests.

Independent story (based on cards)

Riddles-explainers

During our trip, our little ray met his brothers - the little rays, and they decided to play riddles. Guess what I saw today?

- long, transparent, melting (icicle )

- on a white blanket - a black hole (thawed patch )

- runs, murmurs, shimmers (stream )

- swell, burst, turn green (kidneys )

3) Mimic sketches

Our ray of spring is surprised and rejoices (joy). And his other brother was scared. What have you done? I dissolved the icicle and ruined the blanket of snow (feign fear). And the third brother, little ray, was simply sad (sadness). I began to write poetry, but could not find the words.

Poems (words - homographs)

The snow is melting, the stream is flowing,

The branches are full of doctors (rooks )

Warm spring now

Many barrels on the branches (kidney )

The spring sky is before us,

T-shirts fly over the waves (seagulls )

The snowball is melting, the meadow has come to life,

The shadow is coming, spring is coming (day )

Fizminutka

Let's go with the spring rays into the forest to the clearing (listen to music). Resolving contradictions. Here a dispute arose between the rays: “Is spring good or bad?”

Spring is good because...

Spring is bad because...

MFO (focal object method)

The rays got tired of the argument and went home. How did the ant get here?

What ant?

• Small

  Fast

  Hardworking

  Nimble

What beam?

• Small, when the sun shines weakly, not very brightly.

  It's fast, when you catch it on the mirror and move your hand quickly.

  Hardworking when a large snowdrift or a lot of snow immediately melts.

  Fast when it can melt snow in different places in one day.

Ant message.

The ant was carrying an envelope with a message, let's try to find out using morphology. tables:

Summary of a lesson in the senior group for children with level III ODD on the topic “Walk in the forest.”

Target: clarification, expansion and activation of vocabulary on covered topics:

“Forest”, “Insects”, “Flowers”.

Tasks:

Correctional educational :

Enrich your vocabulary with adjectives and verbs.

Develop coherent speech, learn to retell according to a picture plan.

Develop phonemic analysis and perception.

Improve the skill of syllabic analysis of words.

Strengthen the skill of agreeing numerals with nouns.

Strengthen the skill of forming nouns using diminutive suffixes.

Reinforce the use of prepositions.

Strengthen the skill of grammatical formatting of sentences.

Correctional and developmental :

Develop spatial functions.

Develop auditory attention and memory.

Work on changing the strength of your voice, smooth speech exhalation.

Work on coordinating speech and movement.

Correctional and educational :

Develop the ability to work in a group.

Foster a sense of love and respect for nature.

Equipment: magnetic board; typesetting cloth; ball; “train” with two

carriages, subject pictures depicting flowers, animals, insects;

cards with word schemes; direction cards; picture plan for retelling.

Progress of the lesson.

I . Organizational moment.

(Creating an emotionally positive background.)

Speech therapist.

I want to tell you a riddle about the month of spring.

The distance of the fields is green,

The nightingale sings.

The garden is dressed in white,

The bees are the first to fly.

Thunder rumbles.

Guess what month this is? (May)

What month of spring is May?

Children.

The third and last month of spring.

Speech therapist.

Spring is in full swing. Bird cherry blossoms. The insects woke up. Warm, sunny days have arrived. Now it’s so good to be outside the city, in nature. Would you like our lesson to take place in the forest today?

II . Main part.

1. Activating children’s knowledge on the topic “Forest”.

Speech therapist.

Who lives in the forest?

Children.

Animals, birds, beetles, lizards, butterflies.

Speech therapist.

What is there no forest without?

Children.

No trees, grass, bushes.

Speech therapist.

What does the forest give to humans, animals, birds?

Children.

The forest gives people clean and fresh air, saves them from heat and heat, provides shade and coolness, gives them mushrooms, berries, firewood... Animals and birds have shelter and food.

2. Differentiation of consonants by hardness - softness.

Speech therapist.

Look, there is a train on the platform. Let's take our seats in the carriage.

(sit on chairs)

There are two more empty carriages here. Let's help passengers find their seats. Animals with a hard “l” sound in their names will travel in the first carriage, and animals with a soft “l” sound in the second carriage.

(children distribute the animals among the carriages)

3. Activation of the pronunciation of the sound “l” in syllables, development of auditory attention and memory, development of voice strength.

Speech therapist.

Well, our train is leaving. And while we're driving, let's agree on what we'll call each other if someone lags behind. What does a person shout when he gets lost?

Children.

AU!

Speech therapist.

And we will call each other differently. Listen carefully and repeat after me: LA-LO-LU-LY

LO-LO-LY-LA

Now let’s play the game “On the contrary”. When I call you loudly, you answer quietly, and vice versa.

4. Development of smooth speech exhalation.

Speech therapist.

While you and I were playing, the train reached the desired station. We get out of the carriage.

Look how nice it is in the forest. Let's say in one breath: “Oh, how beautiful!” (Children repeat.)

5. Enriching the vocabulary with adjectives and verbs.

Speech therapist.

What beautiful words can we say about the forest?Forest Which?(big, huge, dense, dense, beautiful, winter, autumn, coniferous, deciduous, birch, oak, pine, green, necessary...)

Forest what does it do?(grows, makes noise, turns green, sheds leaves, lives, breathes, purifies the air, makes me happy...)

6. Improving the grammatical structure of speech (formation of cognate words).

Speech therapist.

Let's form words of one family from the wordFOREST and let's play ball.

Give the forest a loving name.(little forest, little forest)

Who looks after the forest?(forester)

Who grows the forest?(arborist)

What are the berries that grow in the forest called?(forest)

What do you call a fairy-tale hero who lives in the forest?(forester, forester)

Who is cutting down the forest?(lumberjack)

7. Development of phonemic analysis skills.

Speech therapist.

Look, guys, how loud and cheerfultrickle on our way. But there are so many unnecessary objects around that clog it up. Let's clean up the stream.

(Children collect pictures. Ready-made diagrams of words are hung on the carpet.)

Who or what is in your pictures? Say the names of the pictures.

Children.

Beetle, elk, catfish, wasps, chain, mustache.

Speech therapist.

Place your pictures under the diagrams that match the words.

8. Coordination of speech with movement.

We came to the forest meadow,

Lifting your legs higher

Through bushes and hummocks,

Through branches and stumps.

Who walked so high -

Didn't collide, didn't fall.

9. Development of the grammatical structure of speech (coordination of numerals with nouns).

Speech therapist.

How beautifulflower meadow we have arrived. I propose to play the game “Yes or no” in this clearing.

(Cards with images of various colors are laid out on the floor.)

Choose your flowers. The first player will say what he has in the picture. For example: “I have two dandelions.” The next player will continue: “I don’t have two dandelions, but I have five daisies,” and so on in a circle.

10. Development of phonemic hearing (singling out the first sound in a word).

Speech therapist.

Look what unusual flowers still grow here. There are pictures on their petals.

Determine which petal is the odd one out. Pay attention to the first sounds of words.

(Children complete the task.)

11. Improving the grammatical structure of speech (use of prepositions, formation of nouns with diminutive suffixes).

Speech therapist.

Who do we see in this clearing?

Children.

Insects.

Speech therapist.

You must go through the cells in the direction indicated on the cards and tell where the insects are.

Children.

A grasshopper jumps from blade to blade of grass.

The dragonfly landed on a lily.

An ant crawls out of an anthill.

A ladybug crawls on a leaf. Etc.

Speech therapist.

Call insects affectionately.

(Mosquito - mosquito, dragonfly - dragonfly, bee - bee, beetle - bug, ant - ant. Etc.)

12. Development of coherent speech.

Children tell the story “Working Bees” based on the plan diagram.

13. Improving the skill of syllabic analysis of words.

Speech therapist.

It's time for us to return. Let's get on the train and help the animals take their seats. Place in the first carriage those animals whose names have two syllables, and in the second carriage those animals whose names have three syllables.

III . The final part.

Here we are at home. What did you like? What do you remember?

(The speech therapist evaluates the children’s work.)

General speech underdevelopment (hereinafter referred to simply as GSD) is a pathology that is very common among modern preschoolers. Doctors conditionally divide this diagnosis into:

• speech is not present at all (OSP level 1);
• The child’s vocabulary is very poor and does not correspond to the norm for peers at his age ();
• speech is present, but the meaning of words and sentences is greatly distorted (OSP level 3);
• When composing phrases and sentences, noticeable errors in grammar are made (ONP level 4).

The information below contains a detailed description of level 3 OHP: its causes, symptoms and treatment methods. It is important for all parents to understand that pathology at the 3rd stage can be completely eliminated if you do not let the situation get worse and devote enough time to corrective work and the development of your baby.

Causes and signs of pathology

General underdevelopment of level 3 speech occurs in many preschool children, because its manifestation is influenced by several factors. Not in all cases, the occurrence of this pathology even depends in any way on the parents; sometimes it is acquired in childhood or is formed in the mother’s womb without the influence of any external factors.

1. how long the child’s state of underdevelopment lasts;
2. when exactly did the deviations begin?
3. what symptoms appear most often;
4. how severe is the pathology;
5. what diseases the child suffered previously.

Based on a general objective assessment of all these indicators, an individual course of treatment is drawn up. Corrective work for level 3 OHP has the following goals:

• establishing the correct sound pronunciation and correct construction of words in a sentence ();
• development of grammatical speech skills;
• complication of verbal expression of thoughts, development of the skill to express themselves more deeply and in detail;
• establishing the constant use of complex sentences in speech.

The main process of correction of level 3 OHP takes place under the supervision of qualified doctors. After the speech therapist has issued a conclusion confirming the presence of pathology and establishing its form, he prescribes a number of therapeutic measures that can restore the child’s development at the right pace.

In addition to the work that is carried out during therapeutic sessions, speech therapists strongly recommend that parents spend as much time as possible working independently with their child. One of the most effective measures used by parents is the game “Catch the Syllable” or “Catch the Word”. Its point is to dictate to the child several ready-made words that will contain the same syllable (or sentences with words - in another version of the game). The baby must hear this syllable (word) and name the other elements of speech in which it is present.

This game is also interesting for the child, because he spends time with his parents, and is useful for parents, because with its help they can accurately determine at what stage the baby’s OHP is currently being developed.

Prevention

The best prevention for any child is, of course, the attention of parents. Since level 3 OHP is much easier to treat, recovery from this stage of deviation is not very difficult, but it is still better to prevent it altogether. To eliminate risks, parents can take the following measures:

1. at a young age, protect the child as best as possible from viral and infectious diseases;
2. devote a large amount of time to developing communication skills - communicate with the baby and support his desire to communicate with peers, help in resolving any misunderstandings;
3. prevent possible brain injuries;
4. stimulate speech activity in a child as much as possible from a very early age.

In conclusion

Of course, the baby must develop independently - parents should not be there at his every step. However, we should never forget that any pathologies develop only because they were not noticed by adults in time.

Therefore, if there are suspicions of any developmental abnormalities, it is better to play it safe and consult a doctor for advice, and when fears are confirmed, take action immediately.

Depending on the severity of the speech development condition, classes with children include different exercises. The state of general underdevelopment of speech requires complex classes that stimulate both the formation of a lexical vocabulary in children and the grammatical aspect, articulation, memory and attention.

OHP level 1

Level 1 speech underdevelopment in children is characterized by the presence of babbling speech with the active help of facial expressions and gestures. The lexical vocabulary is limited to onomatopoeias and syllables that sound similar to the words the child needs. The grammatical part of speech is not developed; even if phrases of several words are constructed, they are absolutely not consistent with each other. At the same time, auditory and visual attention and memory are impaired.

In correctional classes, the main emphasis is on expanding the child’s active and passive vocabulary, developing attention, improving fine motor skills and the functioning of the articulatory organs.

Games and exercises:

• To improve the perception of non-speech sounds, the game “What does it sound like?” is used. The child is invited to listen to various everyday sounds (the rustling of paper, the sound of pouring water), the sound of musical instruments or toys. Then, having heard familiar sounds, the child must show what kind of object makes them.
• The game of blind man's buff is also good for activating auditory attention. Blindfolded, children must catch the leader clapping his hands, focusing on the sound.
• To expand the lexical vocabulary, didactic games are played - “Who came?”, “Parts of the body”, “Fruits and vegetables”, etc. The toys are shown to the child and their names are pronounced clearly. After this, the children must name the objects themselves.
• “Clap like me!” - the teacher claps his hands several times at different tempos, the children must reproduce the rhythmic pattern.
• To develop fine motor skills, drawing, modeling, finger games, picking through cereals, and playing with sand are used.
• “Look Carefully” - coloring game. According to the instructions of the adult, the child must color only the necessary images in the picture (only fruits or vegetables or animals).

OHP level 2

Children with level 2 ODD use both words and babbling utterances in communication. The grammatical side of speech seriously suffers - there is no agreement between the noun and the verbs, words denoting the attribute or quality of an object are not used. Word formation skills are not available to the child.

In addition to working with the above problems, it is also necessary to carry out work on staging the pronunciation of sounds, as well as the development of phonemic analysis and synthesis.

Exercises:

• To improve phonemic awareness, games are offered to identify the desired phoneme. For example, the “Catch the Sound” exercise. The adult pronounces the word clearly and not very quickly, while the child must clap his hands or hit the table with his palm when he recognizes the desired sound.
• “Who made a mistake?” A similar game, but slightly changed. The teacher pronounces words, replacing a certain phoneme in them, and children must stomp or raise their hand when the word is pronounced correctly.
• The "Clap Your Hands" game gets a little more complicated. Now the claps will separate the syllables. We pronounce the word syllable by syllable, marking each of them with a clear clap.
• To develop the articulatory apparatus, children are required to do “Tongue exercises.” The tasks are offered from simple to complex and taking into account the individual needs of the child.
• "Who's the little one?" - a game to develop word formation skills. The teacher shows pictures of adult animals and their babies, clearly pronouncing their names. Intonation distinguishes the method of word formation. Now the child must say what is the name of the baby in the picture?
• Work is also being carried out to study word agreement. For example, using the game of finding a toy. The teacher hides an object, and the child must follow the instructions to find it (UNDER a chair, BEHIND a book, etc.).
• The development of coherent speech is carried out within the framework of discussion of game moments and fairy tales. The adult asks the children questions - who came to class? Where did the bun roll to?
• Games and exercises for the development of motor skills remain extremely relevant. Children are offered lacing, appliqué, shading and coloring. Finger games and exercises are included in every lesson.

OHP level 3

In children with general underdevelopment of speech at level 3, the presence of phrasal speech is noted, but it appears to be a variant with very “lame” grammatical structure and pronunciation. The agreement of words in a sentence, changes in gender, number and cases suffer; some sounds, even those that sound correctly individually, are pronounced unclearly during coherent speech or are replaced by others.

At the same time, children have a fairly extensive vocabulary and can briefly talk about some event, using even complex sentences. However, there are impairments in all aspects of speech.

Speech therapy classes include exercises covering all aspects of speech - grammatical, phonemic and lexical.

Exercises and games:

• "Professions". To expand the vocabulary, the names of professions are studied. The game uses cards depicting people of a particular specialty - children must name them correctly. Another option is to match the card to a person of a certain profession with images of a form or tools that suit him. A prerequisite is to name all the concepts correctly.
• “Whose tail?” To master the norms of word formation, a game with cards is offered, in which you need to choose the right tail for an animal. And name it correctly! (Whose tail? - Fox, bear, etc.).
• “What is he like?” In this game, children expand their vocabulary and learn to use adjectives in speech. The teacher shows the object and asks what it is. (For example, a ball is round, bouncy, rubber).
• Another version of this game is to search for an item based on its description. The child must find the one the teacher is talking about from the toys placed on the table.
• The game "It's the other way around" teaches children to use antonyms. The teacher throws the ball to the child and says the word (“long”), the child must say the word with the opposite meaning (“short”) and throw the ball back.
• You can also play “One and Many” with a ball. The teacher pronounces the word in the singular, the child must say the plural form.
• To develop coherent speech, stories based on pictures are used. Children enjoy looking for the correct order of pictures with various events, and then (first with the help of leading questions) they compose a short story.
• The concentration of auditory attention is developed by games such as “Come up with a word.” Children need to name a word that starts with a given sound. Subsequently, the task can be complicated - the sound can be at the end of the word or in the middle.
• “Assemble a pyramid” - we string the rings, slowly pronouncing the words. How many syllables, so many rings.

General speech underdevelopment can become a serious problem for the child and his parents. Therefore, it is very important to begin corrective measures as early as possible. An experienced speech therapist will help you cope with speech disorders, but this will take time. Timely consultation with a specialist will help avoid many difficulties.

Dudnik Oksana Ivanovna

Speech therapy classes for children with general speech underdevelopment of levels 2–3
(1st year of study)
Speech therapy classes for children with general speech underdevelopment, level 2–3 WINTER
Subject“Winter” (lesson No. 1)
Target:
- agreement of adjectives with nouns;
- selection of definitions for nouns.
Equipment: subject and subject pictures about winter, snowflakes (chips).

PROGRESS OF THE CLASS
1. Organizational moment. The speech therapist invites children to listen and repeat the following chains of words:
snow - snowfall - snowflakes
blizzard - blizzard - blizzard
sleds - skis - slides
fur coat - felt boots - hat
2. Introduction to the topic. The speech therapist asks the children what these words refer to. Did they guess what we would talk about in class? Children name as many signs of winter as possible. The speech therapist helps them with questions.
3. The speech therapist takes a giraffe toy and reports that a guest has arrived for class from distant, hot Africa. He has never seen winter and asks the children to tell about it. And the giraffe will pass on the children's stories to all the animals in Africa. A frontal conversation is held with children about the signs of winter. It is clarified that this is the coldest time of the year, when a lot of snow falls, people dress in warm clothes. The trees are bare and frozen, many birds fly away to warmer climes, wild animals survive the winter.
4. Physical education minute. The second time you can repeat the exercise with a different “yes-yes-yes” rhythm.
Are you and I frozen? Yes, yes, yes.
Are we chattering our teeth? Yes, yes, yes.
Are we clapping our hands? Yes, yes, yes.
Are we stomping our feet? Yes, yes, yes.
5. Selection of definition words for nouns. The speech therapist says that now you will need to say as many words as possible about snow, snowflakes, wind, frost. For each word, the child receives a snowflake or chip. At the end of the exercise, the chips are counted.
6. Agreement of adjectives with nouns. Game “What am I thinking about?” Several pictures are hung on the board depicting the sun, clouds, snowfall, clouds... The speech therapist names the adjective, and the children select the appropriate word based on the picture. Another option is for children to finish the sentence in this way, then repeating the entire sentence, for example: “A cold... wind is blowing. Clouds are floating across the sky.”
7. Summary of the lesson. “What time of year were you talking about?”

Subject“Winter” (lesson No. 2)
Target:
- activation of the dictionary on the topic;
- clarification of predicative vocabulary on the topic;
- consolidation of spatial representations (bottom, top, left, right, next to);
- development of attention, memory, thinking.
Equipment: sticks, two beautiful boxes.

PROGRESS OF THE CLASS
1. Organizational moment. Game "Name a pair of words." The speech therapist names words in pairs. For example: sled - slide, skates - ice, winter - frost, snow - snowdrift, slide - skis, snow - snowman, blizzard - wind, ice - river... First option: the speech therapist says the first word, the child - the second. Second option: children independently name the pairs of words they hear.
2. Development of fine motor skills. Exercise “Snowflakes are flying.” Palms-clouds - above the table. We touch the table top with each finger in turn, while counting: one snowflake, two snowflakes....
3. Consolidation of spatial concepts. Children consider several options for snowflakes. Then they independently lay out the one they like from the sticks, discussing their actions. “I put a short stick on the right, another similar one next to it, and a long stick on the bottom...”
4. Clarification of the predicative vocabulary. The speech therapist invites the children to listen to Dunno’s essay on the topic “Winter.” Offers to correct errors.
Winter has come. It became warmer. White fluffy snow fell. The bright sun shines all day. The trees were covered with green leaves. Children launch boats.
5. Physical education minute. See lesson number 1.
6. Expansion of the verb dictionary. Game "Let's collect words." The speech therapist suggests answering the question: “What does snow do?” There are many words you can choose; To prevent them from getting lost, we will put them in a beautiful winter box. One team - to one, the other - to another. Children, having named the word, put the chip in their box. “What is the snow doing? - It goes, falls, lies, covers, sparkles, spins, turns silver, melts, crunches... What does ice do? “It melts, sparkles, cracks, breaks, shines, glows, covers, crumbles...” At the end, they count which team has more words in the box.
7. Development of thinking and memory. The speech therapist asks the children to guess the riddle. The children who guessed it are asked: “What words suggested that the answer was a snowflake?” He suggests learning the riddle and telling it to your parents at home.
Look - it flies, sits on its nose
It will melt immediately. (Snowflake)
8. Summary of the lesson. Remember what we did in class.

Subject“Winter fun” (lesson No. 3)
Target:
- mastering some forms of inflection: singular and plural nouns, nouns in the genitive case;
- mastering the skill of drawing up a simple proposal to demonstrate actions and pictures.
Equipment: pictures depicting winter sports equipment, the painting “Winter” (with unfinished moments).

PROGRESS OF THE CLASS
1. Organizational moment. Game "One - many". Skate - skates, hockey stick - hockey sticks, puck - pucks, snowflake - snowflakes, snowdrift - snowdrifts, icicle - icicles, slide - slides, frost - frost, blizzard - blizzards, blizzard - blizzards, snowball - snowballs, Snow Maiden - Snow Maiden...
2. Introduction to the topic. The speech therapist asks the children to guess riddles. Picture clues are put on the board.
The river is flowing - we are lying down, there is ice on the river - we will run (skates).
On a walk, runners are the same length.
These horses are red, and their names are... (skis).
They stood there all summer, waiting for winter.
We waited until the time was right and rushed down the mountain (sleigh).
Hit this pancake with a stick, don’t spare your strength,
As soon as she flies through the gate, everyone says “Hurray!” shout hunting (puck).
I'm not an ordinary stick,
And a little curled.
Playing hockey without me
Not interesting for children (stick).
“What are these items for? - For games in winter, for winter fun. “What games can you come up with with sleds, ice skates, skis, a stick and a puck?”
3. Formation of singular and plural nouns in the genitive case. Game "Who is attentive." The speech therapist offers the children a picture and says that the artist forgot to draw some objects on it. Who will find them and answer the question of what was not in the picture (skate, skis, hockey stick, stick, gate, shovel, sled, feeder)?
4. Physical education minute. Imitation of actions: making snowballs, skiing, driving a puck into the goal, throwing snowballs.
5. Making a sentence in the past tense. Game “We won’t tell you where we were, but we’ll show you what we did.” Two children agree to demonstrate some action that reflects children's winter fun. They show him. The rest guess and discuss them. “Olya and Sasha were skating. Dima and Oleg were making snowballs.”
6. Drawing up a simple sentence based on a plot picture. For example: “The children are making a snowman. The girls are skating."
7. Summary of the lesson. “Remember what subjects I asked you riddles about at the beginning of class. Why do we need them?

Subject“Winter” (lesson No. 4)
Target:
- activation of the dictionary on the topic “Winter”;
- consolidation of spatial representations (bottom - top, left - right, top);
- development of coherent speech, composing a story based on a picture.
Equipment: painting “Sasha and the Snowman”, manual “Different Snowmen”, geometric figures.

PROGRESS OF THE CLASS
1. Organizational moment. Game "Name the winter word."
2. Consolidation of spatial concepts. The speech therapist asks the children to guess a riddle.
They didn’t raise me, they made me out of snow.
They cleverly replaced the nose with a carrot.
Eyes are coals, hands are knots (snowman).
“What words helped you guess who this riddle is about?” Next, the children build a snowman from geometric shapes according to the speech therapist’s instructions (step by step).
3. Development of coherent speech. Examination of the painting “Sasha and the Snowman”. “What time of year is depicted in the picture, how did you guess? Why was the boy so surprised? Now you have named the words snow, snowman, snowfall, snowflake, bullfinch. Listen again, I will repeat them. Have you guys noticed that these words are similar to each other, like relatives? They are relatives and relatives.
Or maybe someone guessed which of these words is the most important? That's right - the word "snow". And now I will tell you one interesting story. The boy Sasha went out into the yard and saw a big snowman. Sasha looks and is surprised. Where did he come from here? And the children from the kindergarten made a snowman during a walk. Now we’ll tell Sasha how they sculpted it. First you need to remember where the children started sculpting, what they did next, where they put the smallest lump, what they made the eyes and nose from? What did they put on the snowman’s head?” (listen to 1-2 stories).
4. Physical education minute.
Like snow on a hill, snow, raise your hands up
And under the hill there is snow, snow, they squat
And there is snow on the tree, snow, the branches of the tree show
And under the tree there is snow, snow, they squat
And a bear sleeps under the tree, they depict a bear
Quiet, quiet, don't make noise. they shake a finger
5. Listen to 1-2 more stories. They evaluate who did it more interesting.
6. Development of logical thinking. Game "Find the difference between these snowmen." Children are given pictures of 2-4 snowmen, differing in some details. Offer to find them
7. Summary of the lesson.
Topic “Wild animals in winter” (lesson No. 5)
Target:
- activation and expansion of the vocabulary on the topic;
- improving dialogue skills, the ability to ask questions independently.
Equipment: series of paintings “Wild Animals in Winter”.
PROGRESS OF THE CLASS
1. Organizational moment. Game "What kind of animal?" “Today we will talk about the animals that live in our forests.” Children stand in a circle. The first child has a ball in his hand. He raises the ball up and says: “Here is a beast.” Children: “What kind of animal?” Child: “This is a wolf” (passes the ball to another, and the game continues). Children, without repetition, list the animals that live in our forests.
2. Development of fine motor skills. Children use their fingers to depict a hare, hedgehog, fox, and wolf.
3. Speech therapist: Guys, close your eyes, and I’ll ring the silver bell. Oh, we found ourselves in a winter forest. There is white, fluffy snow all around. Silence. But then a branch snapped. Let's see who it is there in the clearing (the painting series “Moose”, “Winter” is on display). Who is that in the snowy clearing? That's right, moose. Let's find out how they live in the winter forest. The child is put on a moose cap. The children ask him questions.
Children: Are you cold?
Moose: No, I have grown a warm undercoat. And I'm moving all the time.
Children: What do you eat in winter? How do people help you? Etc.
Speech therapist: Let's move on. Snow began to fall from the thick spruce tree. Who's that jumping there? (the painting series “Squirrel” is exhibited). The child is put on a squirrel cap. Children ask questions.
Children: Who are you? - I'm a squirrel. -Who are you running from? - A marten is chasing me, she is my enemy. -Where will you hide? - In the hollow. - What do you eat in winter? How do you escape the frost?
Speech therapist: Somehow we felt cold. Let's play to make it warmer.
4. Physical education minute. Set of exercises “Let’s warm ourselves up.”
5. Speech therapist: Let’s continue our journey through the winter forest (the painting series “Fox” is on display). The child has a fox cap on his head.
Children: Fox, what are you looking out for here?
Fox: Look, you see, the park is coming from the snow.
Children: Who's there?
Fox: This is my friend the bear. He has a den here under the snow. He sleeps in it.
Children: What are you doing? What kind of food do you find? How do you keep warm in cold weather?
Speech therapist: And here are our favorites - bunnies. Let's come closer and ask them to talk about how they live in the winter forest (picture series “Hares”).
Children: Hares, what are you doing?
Hare: We eat hay.
Children: Who prepared it for you?
Hare: People put up a haystack in the summer.
Children: Are you cold? Why did you change your fur coat? What else do you eat?
Speech therapist: Now be quiet. Who is that there in the clearing?
Children: These are wolves (picture-series “Wolves”).
Speech therapist: Yes, a whole pack of wolves is resting in a clearing (the conversation with wolves is similar). We took a walk through the winter forest. Even a little tired. It's time to go home. Close your eyes. Rings the bell. So we returned from the forest to our kindergarten.
6. Summary of the lesson. “Who did you meet in the winter forest? Who haven’t we met today?”
Topic “Wintering birds” (lesson No. 6)
Target:
- activation and expansion of the vocabulary on the topic;
- consolidation of a general concept;
- use of the preposition on;
- development of coherent speech: the ability to retell a short story.
Equipment: feeder, pictures of birds.
PROGRESS OF THE CLASS
1. Organizational moment. Game "Binoculars". Children look through binoculars and answer the question. Where can you see birds now? (On the roof, on the fence, on the feeder, on a tree branch, in the snow, etc.)
2. Consolidation of material on the topic. The speech therapist asks us to name the birds that we meet on a walk, in the park, in the kindergarten area (tit, sparrow, bunting, pigeon, magpie, crow, wren, crossbill, goldfinch, waxwing, jackdaw). Pictures depicting these birds are exhibited. “These birds stayed with us for the winter. These are wintering birds. They are not afraid of the cold. What do you think they eat in winter? - Birds find rowan trees, lilac seeds, pine cones, and seeds of various herbs. - Yes, it’s difficult to find food in winter. How can we help birds survive the long, cold winter? “You can hang feeders and put food in them: grains, seeds, bread crumbs, cereal.”
3. Use of the preposition na in a sentence. Game "Birds at the Feeder". The feeder is hung. Children have pictures of wintering birds. The child comes out and places his bird on the feeder. The action is discussed: “A tit flew to the feeder. A dove flew to the feeder.”
4. Physical education minute. Game "Sparrows are warming themselves." Children “fly”, “pecking”, “jumping”, “flapping their wings”, “chirping”.
5. Development of coherent speech. Speech therapist: “All the birds pecked and flew away. There is only one tit left. Listen to the story about her. The titmouse is easy to recognize. She has a yellow chest with a black tie, snow-white cheeks. On the head is a black velvet cap. It is difficult for a small bird to find food in winter. So help the bird: feed it bread and seeds.” After questions about the text and repeated reading, 3-4 stories are heard.
6. Summary of the lesson. Name the wintering birds again based on the pictures.
WILD ANIMALS
Topic “Wild Animals” (lesson No. 1)
Target:
- activation and expansion of the vocabulary on the topic;
- formation of a general concept;
- practical use of nouns in the instrumental case without a preposition and the prepositional case of nouns with the preposition in;
Equipment: pictures of wild animals.
PROGRESS OF THE CLASS
1. Organizational moment. Game “You, my friend, don’t yawn, answer my question.” The speech therapist asks children a wide variety of questions, for example: “What time of year is it now? Is cucumber a vegetable? How many legs does a chicken have? What fairy tale does Mikhailo Ivanovich live in?”
2. Development of fine motor skills. Exercises “Going to the forest”, “Trees”.
3. Introduction to the topic. The speech therapist says that no one is visible in the forest, you need to take binoculars (exercise “Binoculars”). Pictures of wild animals appear on the board - a hare, a boar, a moose, a bear, a fox, a hedgehog... Children one after another name these animals: “I see...”. The speech therapist makes a generalization: “Who is this? Where do they live? Who gets food for them? Who makes the home? “These are the animals we call wild.”
4. Use of nouns in the instrumental case. The speech therapist asks us to imagine a situation when wild animals come to visit us. What could we treat them to?
Hare - carrots, cabbage (it is specified that in the forest he eats tree bark, grass, leaf branches, young shoots).
Squirrel - nuts, mushrooms, cones.
Bear - raspberries, honey, fish.
Elk - branches, hay, grass.
Hedgehog - apples, mushrooms, milk.
You can display pictures with the listed food, children will have the opportunity to make a choice based on them.
5. Physical education minute. "Three Bears"
The three bears walked away, the children walked in a circle,
Dad was big, big, hands up,
Mom is a little shorter, her arms are at chest level,
And my little son, just sit down,
He was very small, swaying in a squat,
He walked around with rattles. rattles “ring”
6. Expanding the vocabulary of adjectives. The speech therapist tells the children about whom the bears met in the forest on the way home. First they met a cunning red fluffy fox (it is specified what kind of fox it was). They also met a cowardly white long-eared hare and a small, jumping, big-eyed squirrel. And also a huge, kind, horned elk, a round, prickly hedgehog. An angry hungry toothy wolf. After the conversation, you can once again clarify who the bears met with.
7. The use of nouns in the prepositional case with the preposition v. “It took a long time for the bears to get home, and finally they came. What is the name of their house? - Den." The speech therapist reports that the other animals they came across along the way were also in a hurry to go home, and asks the children to name them at home. The squirrel (where?) - into the hollow, the wolf - into the den, the bunny - under the bush, the fox - into the hole.
8. Fixing the material. A poem is being read.
A brown bear is sleeping in a den, a bunny is trembling under a bush,
A red fox is in a hole, a hedgehog is sleeping in dry grass.
The she-wolf is sitting in the den, and the squirrel is watching from the hollow.
The names of wild animals' dwellings are once again fixed. Children learn the poem with the teacher in the evening.
9. Summary of the lesson. “Who did you meet today? Why do we call them wild?
Topic “Wild Animals” (lesson No. 2)
Target:
- we continue to expand and activate children’s vocabulary on the topic;
- practicing the practical use of possessive adjectives;
- practical use of nouns in the instrumental case.
Equipment: pictures of wild animals, cut into pieces, houses of a hare and a fox.
PROGRESS OF THE CLASS
1. Organizational moment. Reading the poem “Who sleeps where” (in chorus, see lesson No. 1).
2. Development of fine motor skills. Exercises “Hedgehog” and “Bunny”.
3. Use of possessive adjectives. The speech therapist hangs two pictures on the board: an ice house for a fox and a bast house for a hare, and suggests recalling the fairy tale “The Fox and the Hare.” “Whose ice house? - Foxes. - Whose bast? - A hare. - What happened to the fox's house? - Melted. “Who drove the uninvited guest out of the hare’s hut?” “To celebrate, the hare invited guests to the house. Now we will find out who." A fox's tail can be seen from behind the house. “Whose tail is this?” In the future, the situation with hare ears, hedgehog needles, bear paws, and moose antlers is discussed.
4. Use of a noun in the instrumental case. On the children's tables there are object pictures depicting vegetables, fruits and berries. The speech therapist says that all the guests have gathered and sat down at the set table. “What can you treat your guests to?” The child picks up the appropriate picture and says: “We’ll treat the hedgehog with an apple. Let's treat the squirrel with nuts. We’ll treat the hare with carrots, etc.”
5. Physical education minute. Game "Who is faster". Children have pictures with parts of animal bodies. First, it is specified what is drawn in the pictures: a fox tail, a hedgehog’s body, a bear’s paw, fox ears, etc. The children begin to run around the group, but at a signal from the speech therapist, they begin to put together pictures of a fox, a bear and a hedgehog. Who will be faster, whose portrait will we see first? After the end of the competition, ask a question whose portrait you got.
6. Development of memory, use of a noun in the genitive case. Game "Who is missing". “The animals visited the hare, it’s time to say goodbye, and now we will find out who left first.” Children remember who visited the hare and who is no longer there. Then the children close their eyes, and at this time the speech therapist removes one picture of the animal. Children determine who is missing. “The wolf, the bear, the elk are gone.”
7. Fixing the material. Game "Who do I see in the forest." The speech therapist gives instructions according to which the children-hunters begin to move from an imaginary line (house). They must say the phrase: “I see... (fox, bear, moose, hedgehog, wolf).” Having named an animal, take a step forward. The winner is the one who comes closest to the second line - the “forest”.
8. Summary of the lesson. “Who were we visiting today? Who else came to visit?”
Topic “Wild Animals” (lesson No. 3)
Target:
- enriching children's vocabulary with nouns denoting young wild animals;
- practical use of singular and plural nouns in the nominative and genitive cases;
- practicing the practical construction of a simple sentence.
Equipment: subject pictures: wild animals and wild animals with cubs, ball.
PROGRESS OF THE CLASS
1. Organizational moment. Ball game "Tell me, whose tail?"
2. Development of fine motor skills. The fingers turn into little men and go into the forest (exercise “Walk”). During the exercise, the speech therapist asks questions: “Who lives here? Why do we call them wild?
3. The use of nouns in the nominative and genitive cases. The speech therapist asks riddles.
In summer he wanders without a road,
Between pines and birches,
And in winter he sleeps in a den,
Hides your nose from the frost.
(Bear)
A redhead with a fluffy tail, she lives under a bush. (Fox)
White in winter, gray in summer,
He doesn’t offend anyone, but he himself is afraid of everyone. (Hare)
Gray, toothy, prowls the fields,
Looking for calves and lambs. (Wolf)
Pictures of the guessed animals are displayed on the board. The speech therapist reports that all animals have small cubs. Pictures of wild animals with babies are exhibited. “Who is the fox? - The fox has cubs. - Does the fox have many people? - Little foxes. Children answer in a similar way about other cubs - hedgehogs, bear cubs, squirrels, hares, etc.
4. Formation of the plural of a noun. Game "One - many".
Fox cubs - little fox,
hedgehog - hedgehog,
bear cubs - bear cub,
wolf cubs,
bunnies - bunny,
baby squirrels - little squirrel.
5. Physical education minute. Baby wild animals love to play in the clearing. Children are invited to portray little cubs frolicking in a clearing (to the sound of a gramophone record).
6. Consolidation of new material. Game "Find your mom." Children are given pictures of wild animals, and the speech therapist is given pictures of their babies. The speech therapist explains that the animals started playing and got lost. We need to help them find their mothers. The speech therapist shows a picture and asks questions: “Who is this? Who has his mother? What's your mother's name? Who is this fox?..”
7. Summary of the lesson. Children are given animal silhouettes. "Who is this? Who did I give you?"
Topic “Wild Animals” (lesson No. 4)
Target:
- activation of the dictionary on the topic;
- expanding the vocabulary of adjectives;
- development of coherent speech;
- development of fine motor skills, attention, memory.
Equipment: subject pictures of wild animals and their young.
PROGRESS OF THE CLASS
1. Organizational moment. Game “Who came to visit whom?” Pictures of wild animals with babies are displayed on the board. Children answer the speech therapist’s question: “Who came to us? “A fox came to visit with her cubs, etc.”
2. Expanding the vocabulary of adjectives. Game "Who knows more words?" (definition words are selected for wild animals).
Fox (what?) - fluffy, red, cunning, fast, careful...
Hare (which one?) - cowardly, fast, long-eared, white, fleet-footed, fluffy, shy, fearful...
Bear (what?) - clubfooted, clumsy, brown, strong...
3. Development of fine motor skills. "The Tale of the Hares." “Once upon a time there were two hares (hares are depicted with fingers). One boasts: “I can move my ears quickly - like this” (we move our ears). - And I can (we move the “ears” on the other hand). - And I know how to fold ears (folds one at a time). - And I can (show on the other hand). - And I know how to walk on my ears (two fingers-ears move on the table). The mother bunny saw the braggarts and said: “Come on, braggarts, quickly clean your ears” (two fingers rub against each other).
4. Development of coherent speech. Pictures of wild animals are laid out on the table in front of the children. The speech therapist informs the children that now they will learn to write riddles according to the following pattern: “This is a wild animal. Lives in our forests. She is red, fluffy, cunning. Lives in a hole, eats mice. Who is this?" The speech therapist draws the children's attention to the fact that the animal itself is not named, but is only told about it. Children come up with their own riddles based on their pictures. The animal about which the riddle is being written is depicted on the fingers. 5-6 riddles are heard, and at the end of the exercise it becomes clear whose riddles turned out better, like real ones.
5. Summary of the lesson. “What did we do in class today?”
Topic “Wild Animals” (lesson No. 5 - KVN)
Target:
- consolidation of acquired knowledge about wild animals;
- practical use of possessive adjectives and nouns in the instrumental case;
- development of coherent speech;
- development of attention, memory;
- development of strong-willed qualities, the ability to apply knowledge in an unusual environment.
Equipment: pictures of wild animals, animals with babies, pictures with an artist’s mistake, for the development of coherent speech (pictures-schemes).
PROGRESS OF THE CLASS
The speech therapist plays the role of presenter and explains the conditions of the competition to the children.
1. Warm up. Each team is asked three questions.
Who lives in the den? Who lives in a tree?
What does a hare eat in winter? Who loves raspberries?
Who has a forest growing on his forehead? Which hind legs are longer than the front ones?
2. Auction. Teams take turns naming wild animals, and the last team to name the animal wins.
3. “Who came with whom?” Pictures of wild animals with babies are displayed on easels. Representatives from teams (three people each) must correctly say who came to visit.
Fox with two cubs. A hedgehog with three hedgehogs.
A hare with two bunnies. Squirrel with one baby squirrel.
A she-wolf with three cubs. A mother bear with two cubs.
4. Attentive competition (find the artist’s mistake). Team representatives determine what mistakes the artist made in his paintings. The winner is the one who finds and names all the mistakes correctly.
The fox has bear ears. The hedgehog has bunny ears.
The fox has a hare's tail. The hedgehog has a squirrel tail.
5. Homework. Each team does their homework. It consists of the following: it is necessary to tell the opposing team a riddle about a wild animal in any form - in the form of a descriptive story, text, dramatization...
6. Pathfinders. Each team is offered a picture diagram “Footprints in the Snow.” We need to guess whose footprints these are, come up with and tell a story.
7. Name the animal differently. Remember as many names as possible for the hare (for one team) and the fox (for the other).
Hare - bunny, bunny, bunny, bunny, hare, long-eared, coward...
Fox - fox, fox, fox, red, cheat, Fox Patrikeevna...
8. The jury sums up the results. Names the best answers, the best players. All KVN participants are awarded prizes.
POTENTIAL BIRD
Topic “Poultry” (lesson No. 1)
Target:
- activation and expansion of the vocabulary on the topic;
- exercise in using predicative vocabulary;
- mastering the skill of coordinating numerals with nouns.
Equipment: pictures of poultry, a record of ducklings dancing.
PROGRESS OF THE CLASS
1. Organizational moment. “Who will become who when he grows up?” (A little hare is a hare, a bear cub is a bear, a calf is a cow, a lamb is a sheep, a tadpole is a frog...)
2. Introduction to the topic. The speech therapist invites the children to listen to the poem “In the Poultry Yard.”
Our ducks are quack-quack-quack in the morning,
And the turkey in the middle of the yard - ball-ball-ball,
Our geese by the pond - ha-ha-ha,
Our chickens out the window - co-co-co,
And how Petya the Cockerel will sing to us cuckoo early in the morning.
“Who did I name in this poem?” Children list. Pictures are displayed on the board - chicken, duck, turkey, goose. “How can you name everyone you see in these pictures in one word? Who is this? - These are birds. - Why did you decide that these were birds? - Because they have a beak, wings, a body covered with feathers, 2 legs. - These birds live next to humans, he takes care of them. So what kind of birds are these? - Poultry."
3. Expansion of the verb dictionary. Game "What is he doing?" Children are divided into two teams. The game takes place in the form of a competition. Who can name more words when answering the question?
The goose (what is it doing?) - cackles, swims, walks, stands, lies, eats, nibbles, carries, hatches, hisses...
The chicken (what is it doing?) - runs, pecks, rakes, drinks, carries, hatches, eats, takes off, walks, calls, clucks, clucks, clucks...
Find out which words refer only to chicken (clucks, clucks...).
Which ones only go to the goose (hisses, cackles...).
5. Agreement of numerals with nouns. Game "Bird Kindergarten". “Early in the morning, the mother birds brought the chicks to the bird kindergarten. Who came here? Pictures are displayed. “Chickens, goslings, turkey poults, ducklings. All day the chicks played, had fun and even sometimes quarreled. Their mothers came in the evening to pick them up, but everyone was confused. How can mothers find their chicks?” There is a picture of a “chicken” on the board. “How does a hen call her chicks? - Co-co-co, co-co-co, chickens, let's go home. - Who ran up to her? - Chickens. - Who did the chicken go home with? - With chickens (similarly with other birds). - All the chicks were taken apart. Let's count how many chicks the chicken has. - One chicken, two chickens...”
6. Summary of the lesson. “Who were we talking about in class today?”
Topic “Poultry” (lesson No. 2)
Target:
- activation and expansion of the vocabulary on the topic;
- mastering the skill of coordinating numerals with nouns;
- an exercise in using the preposition under.
Equipment: pictures of poultry, pictures of poultry chicks for each child, plot picture “Bird Yard”, geometric shapes.
PROGRESS OF THE CLASS
1. Organizational moment. Children will sit at the tables, whose place is at the table on the right, on the left.
2. Development of fine motor skills. "Scallop". “Petya, Petya the cockerel, show me your comb.” The fingers are clasped together. The ends of the fingers of the right hand press on the top of the back of the palm of the left hand, bending it so that the fingers of the left hand stand up like a cock's comb.
3. Development of spatial thinking and imagination. “Peter the Cockerel - whose dad is this? - Chicken. - Who is the chicken's mother? “The chicken’s mother is a chicken.” Next, the children lay out chicken geometric figures: two circles, two triangles, two sticks. First, they lay out the chicken’s beak, “look down, peck,” and then independently move the triangle-beak as if the chicken is “drinking.”
4. Repetition of material. "Bird Family" The speech therapist shows a picture of a chicken, and the children name its parents. Pictures of a rooster and chicken are placed side by side. The whole family is called again. Similarly: duck - drake - duckling, goose - goose - gosling, turkey - turkey - turkey.
5. Physical education minute. Duckling dance.
6. Agreement of numerals with nouns. Game "Count the Chicks". Each child has a picture with one or another number of poultry chicks. The children say: “I have two ducklings. I have five turkey poults. I have one gosling. I have five chickens...”
7. Comparison of two birds: goose - chicken. On the board there are large pictures depicting a goose and a chicken. “Let's see how these birds are similar? - Both have wings, beaks, legs, neck, torso, body covered with feathers... - Now let’s find the differences. - The goose is larger, the chicken is smaller. The goose is all white, the chicken is mottled. The neck of a goose is long, that of a chicken is short. The beak of a goose is blunt, while that of a chicken is sharp. A goose’s paws are thicker, a chicken’s paws are thinner.”
8. Use of the preposition under. Scene picture “Poultry yard”, “A turkey, a chicken, a goose, a duck were walking around the yard. Suddenly, out of nowhere, a dog jumped out. She barked loudly. Everyone got scared and rushed to hide. The chicken hid under the porch, the duck climbed under the firewood, the turkey ran under the bench, and the goose sat under a bush. They sit and wait for the uninvited guest to leave the yard. Who was walking in the yard? Who were the birds afraid of? Where did you hide?
9. Summary of the lesson.
Topic “Poultry” (lesson No. 3)
Target:
- strengthening the skill of agreeing numerals with nouns;
- development of coherent speech, retelling a story.
Equipment: pictures, flannelograph based on the fairy tale by K.I. Chukovsky "Chicken".
PROGRESS OF THE CLASS
1. Organizational moment. Game “Who has how much?” Each child has a picture with a different number of poultry. The children say: “I have two geese. I have three turkeys. I have five ducks...”
2. Repetition of material. Game "Match a Pair". There are pictures on the board: goose, turkey, rooster, duck. Children select a pair and name them.
“A goose is a goose, a turkey is a turkey, a duck is a drake, a rooster is a hen.”
3. Reading a fairy tale by K.I. Chukovsky “Chicken” (with its display on flannelgraph).
Once upon a time there lived a chicken. He was small. Here it is. But he thought that he was very big, and raised his head importantly. Like this. And he had a mother. Mom loved him very much. Mom was like this. She fed him worms. And there were worms like this. One day a black cat attacked my mother, like this. The chicken was left alone at the fence. Suddenly he sees: a big beautiful rooster flew up onto the fence, stretched his neck like this. And he shouted at the top of his lungs: “Ku-ka-re-ku!” And he looked around importantly: “Am I not a daredevil? Am I not a great guy? The chicken really liked it. He also stretched his neck, like this. And with all his might he shouted: “Pee-pi-pi! I'm a daredevil too! I’m great too!” But he tripped and fell into a puddle, just like that. A frog was sitting in a puddle. She saw him and laughed: “Ha ha ha! You're a long way from being a rooster! And there was a frog like this. Then the mother ran up to the chicken. She felt sorry for him, just like that.
4. Physical education minute. Duckling dance.
5. Retelling the story. The speech therapist suggests first retelling the fairy tale to everyone together, then in parts, from the beginning to the end.
6. The speech therapist invites the children to think about what the mother said to the chicken, what words. Listen to all the options offered by the children. Rate.
7. Summary of the lesson. List all the characters in the fairy tale "Chicken".
BIRDS
Topic “Migratory birds” (lesson No. 1)
Target:
- expansion of the dictionary on the topic;
- activation of the predicative vocabulary;
- improve the ability to conduct dialogue and ask questions;
- development of memory and attention.
Equipment: pictures of migratory birds, wintering birds.
PROGRESS OF THE CLASS
1. Organizational moment. “Name the signs of spring” (with a ball). The child names one sign of spring and passes the ball to the next one.
2. Development of fine motor skills. Exercise “The bird is flying”, “Feed the chicks”.
3. Introduction to the topic. The speech therapist asks the children to guess riddles.
Black, agile, shouts “krak”, enemy of worms (rook).
There is a palace on the pole. There is a singer in the yard. And his name is... (starling).
Whoever is at the Christmas tree is counting the bitch: “Ku-ku. Cuckoo"? (cuckoo).
If he wants, he will fly straight, if he wants, he will hang in the air,
It falls like a stone from the heights. And in the fields he sings, sings (the lark).
He flies to us with warmth, having traveled a long way.
Models a house under the window from grass and clay (swallow).
Wanders through dirty swamps, catches frogs in them,
Clueless jumpers (heron, crane).
The answers are put on the board (pictures). All the birds are named again, together and individually. “How to call everyone in one word? Who is this? - Birds. - Why do you think these are birds? Why haven't we seen these birds in winter? - They flew to warmer climes. - What do you call birds that fly to warmer regions in winter and return again in spring? - Migratory birds."
4. Development of logical thinking. Game "The fourth one is extra." 3 migratory birds and 1 wintering bird are exhibited; 3 wintering birds, 1 migratory; 2 wintering birds, 2 migratory; all migratory.
5. Expansion of the verb dictionary. Find as many words as possible to answer the question: “What can a bird do? (a chip for each word, at the end - who has more) - Twist, carry, carry, feed, run, jump, fly, sing, hatch, catch, peck, put aside...”
6. Physical education minute. Game "Birds Learn to Fly". Imitation: stretched your legs, squatted a little, and flew. “Who is that flying? - I'm a rook. I am a starling...”
7. Ability to ask questions. Game “Guess what bird we wished for?” On the board there are pictures of birds (3-4 pieces). One child leaves the group. The rest agree and wish for one bird. The child can ask only three questions (the game is played 3-4 times).
8. Summary of the lesson. Who were we talking about today? List migratory p
For the full text of the material Speech therapy classes for children with general speech underdevelopment of levels 2–3, see the downloadable file.
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