Speech therapy in the senior group. Synopsis of a speech therapy lesson on the topic: "Sound and letter H" Analysis of a speech therapy lesson sound h

| e; y; e; s; a; o; e; i; and; yu |
Statement of consonant sounds and letters: | | | | | | | | | | | | | | | | | | | |
Difficult consonants: b;p | w;w | h;s | g;k | s;c | w;f | r;l | p;l | r;p;l | s;s;ts | h;zh;sh;shch;ts;x |

All speech therapy material provided on the site, you can use as a speech therapy aid! Speak words clearly pronouncing letters and syllables. Classes with a specialist and computer programs will help the child improve memory and attention. Articles and exercises from the site () will help you understand if your child is speaking correctly.

Setting the sound Ch

Purpose: to teach a child to pronounce a normalized sound h.

Equipment: a diagram of the structure of the articulatory apparatus when pronouncing the sound h; probe, spatula; pictures-symbols, subject pictures.

Setting the sound h in various ways.

1. By imitation:

The child is offered a sample of sound pronunciation in combination with game images (grasshopper chirping, etc.); at the same time, visual control over the correct articulation, tactile (tactile) sensations are used.

2. From the merger of the constituent parts of the affricate h:

The child is invited to exhale the sounds t", u: first slowly, then quickly and sharply (together).

3. From reference sound:

The child is invited to pronounce the syllable, paying attention to the bond of the tongue with the alveoli, gradually moving the tongue back; you can additionally imitate the movement of the tongue with your hands.

4. From reference sound with mechanical assistance:

The child is invited to pronounce the sound / syllable th / th, paying attention to the tongue with the alveoli, gradually pushing the tongue back with a spatula wound over the tongue;

The child is invited to pronounce the sound th, at the same time lightly press the corners of the mouth with your fingers and stretch your lips forward - with a “mouthpiece”: the tip of the tongue is then pushed back, the sound h is heard.

Correction of violations of the pronunciation of the sound /h/

The child is invited to raise the tip of the tongue to the “tubercles” behind the upper teeth and pronounce the combination “at”. At the same time, the speech therapist, pressing the corners of the child's lips with his fingers, pushes them forward. It turns out "ah".

SETTING THE SOUND

Articulation gymnastics exercises are the same (see W, G).

Ch - consonant, oral, occlusive-slit, anterior-lingual, deaf, soft ..

Normal setting when pronouncing a sound.

• 1) The tip of the tongue is raised to the front of the palate (to the alveoli). The lateral edges of the tongue are pressed against the upper molars. When exhaling, the tip of the tongue rebounds sharply from the palate, and the tense edges of the tongue relax.
• 2) The lips are slightly pushed forward and rounded.
• 3) Teeth are close together or closed.
• 4) The air is exhaled with a push and passes in the middle of the tongue; on the palm, raised to the mouth, a warm stream of air is felt.
• 5) The sound h is deaf and soft.

PREPARATORY EXERCISES

Initially, it is necessary to test the possibility of setting the sound by ear, by imitation. The teacher pronounces the sound, syllables, words, and the child repeats. If the sound by imitation is not obtained, it is necessary to proceed to the implementation of a set of exercises.

An exercise. Pronouncing a sound that imitates the sound T.

1) Open your mouth. Rest the tip of the tongue against the alveoli (but not against the upper teeth). The teeth are open to the width of a finger. The lips are open and tense, the corners of the lips are slightly stretched. Inhaling, with force to blow air. In this case, the tip of the tongue sharply rebounds from the alveoli, and the edges of the tongue move away from the upper molars. A dull solid sound is heard, simulating the sound t. Now slowly, then quickly pronounce this imitating sound. Making a normal sound t differs from the imitating one in that the tip of the tongue rests on the upper front teeth.

Note. The tip of the tongue rests not on the alveoli, but on the upper teeth. Although the sound t will also be heard, but the tongue does not work correctly, the goal of the exercise is not achieved. The position of the tip of the tongue is well checked using two mirrors.

2) Repeat the previous exercise with slightly rounded lips and close teeth.

An exercise. Pronouncing the sound h, transitional from the sound imitating the sound t.

1) Open your mouth. Raise the tip of the tongue to the alveoli. Tightly press the lateral edges of the tongue to the upper teeth (suck the tongue to the palate). In order for the tongue to stick to the palate, the clatter exercise is useful. The teacher with thumb and forefinger presses (from bottom to top) on the edges of the child's tongue. A stretched "bridle" is visible between the fingers. Taking a deep breath, with a strong expiratory push, make a sound imitating the sound t. The sound h will be heard. The edges of the tongue should not come off the upper molars and weaken. Air comes out in the middle of the tongue when the tip of the tongue rebounds sharply from the alveoli. The distance between the teeth in the exercise is equal to the width of the finger. The teeth are not covered by the lips.

Note. At the moment of exhalation, along with the tip of the tongue, its edges also move away, instead of a sound h a sound that mimics sound is heard t; to exclude this, the teacher should press the edges of the tongue against the palate with his fingers; the tip of the tongue rests on the upper teeth, and not on the alveoli, and a sound can be heard t.

2) Repeat the exercise with your fingers, but on your own.

3) Perform the exercise without using your fingers. The teeth in the exercise are brought together, the lips are pushed forward and rounded.

Note. It is allowed to pronounce (read) syllables and words using fingers. When reading words, fingers are used only to pronounce syllables with the sound h.

When setting the affricate h, the speech therapist invites the child to pronounce the syllable and at this time, placing a spatula or probe under the front edge of the tongue, raises it to the alveoli of the upper incisors. At the same time, the speech therapist slightly presses the corners of the mouth with his fingers, pushing his lips forward. With this position of the tongue and lips, instead of the syllable at, one hears ach, instead of ot - och, instead of ut - uch, etc. As the child fixes this sound in his kinesthetic and auditory representation, he begins to pronounce it independently (without mechanical assistance) in reverse and direct syllables, and then in words and phrases. In addition, oral and written exercises are needed to differentiate this sound and the sounds s and ts.

The science of the shortcomings of speech, which studies how to eliminate them, as well as special exercises for the language - speech therapy. Not only children, but also adults turn to this science in order to pronounce sounds correctly and beautifully and be successful in any business where you need to convince, inspire, share information with other people. To correct speech defects, regular speech therapy exercises for children and adults are used.

Some parents experience speech problems with their children

In our article you will find useful tips for yourself on acquiring the skills of correct articulation, as well as a lot of valuable tricks for correcting the pronunciation of sounds by your children.

In order to achieve high results in business and have the ability to persuade, it is necessary not only to speak fluently, but also to express your thoughts clearly and legibly. Not everyone immediately manages to master this science, so there are various practices to improve skills.

Speech therapy exercises for adults

Slurred speech is also observed in adults, so ask your friends if you have any flaws in pronunciation. You can simply record a few phrases on the recorder, and then carefully listen to your voice.

There are speech therapy exercises for adults, the main of which is the memorization and study of tongue twisters. If it is better for children to offer in a playful way, then it is enough for adults to give a task to practice the skill.

Problems with pronunciation in most cases are easily corrected after a course of regular classes.

So, everyone must observe the following rules during training:

• read the tongue twister 3-4 times;
• repeat it slowly, speaking clearly and distinctly;
• when everything comes out to pronounce correctly, you can speed up the pace;
• it is important to pronounce all sounds with high quality, and not quickly;
• short tongue twisters need to be spoken in one breath.

For adults and for kids, the same tasks are suitable:

1. clack your tongue, depict how a horse gallops;
2. smile, and try to reach the palate with your tongue;
3. imagine that you are licking honey from your lips without touching the corners of your lips;
4. press the tongue between the teeth and move it up and down.

To make sure that the tasks performed are correct, use the mirror. To track progress, read an excerpt from a story with an expression or a poem, paying attention to all punctuation marks.

Speech therapy exercises for children

All speech therapy exercises for children should be performed unnoticed by the baby, so that all this is a serene pastime in a playful way.

You can come up with comic names for each task, because the child loves associations, sometimes the most unexpected. So, the guys will like things like "Horse", "Chickens".

Having identified the problematic sounds, you can choose certain exercises to correct the problem.

Completing tasks contributes to the development of the baby's articulation apparatus, allows you to remove pronunciation flaws, and form the necessary speech skills.

• "Gate": you need to open your mouth wide to relax your lips, repeat 6 times.
• "Scapula": put the tongue on the lower lip.
• "Vase": put the tongue on the upper lip, repeat 5 times.
• "Ball": inflate one or the other cheek, as if a ball is rolling in the mouth.

The pronunciation of the baby will be clear if you take words with a large number of consonants for training: plate, girlfriend, foreign tourist, karateka, bunch, bed, mug, jump. They need to be spoken daily and trained to hear every sound.

Speech therapy exercises for hissing sounds

Children often fail to pronounce the hissing words correctly for a long time, sometimes they need to train until school. It is good if the environment of the child speaks and can correct the pronunciation of the baby. Consider which speech therapy exercises for hissing sounds are most relevant. They are suitable for both adults and kids, if such problems exist.

Speech therapy exercises for the letter zh

It is important to know what to do when articulating. So, first we round the lips and round them, the teeth do not close, the edges of the tongue are pressed against the teeth, and it forms a bucket. We exhale air with the addition of a voice when pronouncing a hissing f.

Here are the main speech therapy exercises for the letter zh:

• "Accordion" to strengthen the muscles of the tongue in a vertical position: open your mouth, smile, and press your tongue against the palate. Open and close your mouth 5 times.
• "Pie": open your mouth and smile, twist your tongue, lifting the edges. Count to 15 and then repeat.

Lessons to correct a defect in the pronunciation of sound

They can also be used when practicing the pronunciation of other sibilants.

Speech therapy exercises for the sound h

There are also speech therapy exercises for the sound h:

• "Fungus" for stretching the hyoid frenulum: the mouth is open, the lips are stretched, and the tongue touches the palate so that its edges are pressed tightly. Repeating, you need to open your mouth wider.
• "Focus": stick out the tongue, smiling, lift the tip, blow off the cotton wool from the nose. Repeat 5-6 times.

Such exercises help strengthen the muscles of the tongue and develop its mobility, which is useful when pronouncing hissing.

Speech therapy exercises for the letter sh

There are also speech therapy exercises for the letter sh:

• "Cup": put the tongue on the lower lip, and then lift it up and hold for a few seconds. Repeat 8 times.
• "Football": stretch your lips with a tube and blow on a cotton ball in the shape of a ball, trying to get into an impromptu goal.

Sound troubleshooting

These tasks should be performed during the games every day, so that the child's articulation apparatus develops and pronunciation improves.

Speech therapy exercises for consonants

Often, both adults and children have difficulty pronouncing certain consonants, so speech therapy exercises for consonant sounds are needed to correct speech.

Speech therapy exercises for the letter l

Consider now speech therapy exercises for the letter l:

• "Train whistle": Stick out your tongue and hoot loudly.
• “Song of the tongue”: you need to bite your tongue and sing “lek-lek-lek”.
• "Painter": you need to press your tongue with your teeth and move it up and down, as if painting a house.

Practicing movements for the correct pronunciation of the sound l

If the training is intended for children, then you can come up with a game in which you will need to complete these tasks.

Speech therapy exercises for the letter c

Let us now analyze speech therapy exercises for the letter c:

• show how the pump inflates the wheel;
• depict how the wind blows;
• convey how the balloon blows off;
• show what you hear when you blow into a bottle with a narrow neck.

In order to bring the child closer to understanding what they want from him, put a toothpick on his tongue and ask him to press it with his teeth, smile and blow out the air.

Speech therapy exercises for the sound r

Let's find out speech therapy exercises for the sound r, which is the most problematic for all children:

• “Brushing your teeth”: you need to drive the tongue over the teeth inside in different directions.
• "Musician": open your mouth, drum your tongue on the alveoli, pronouncing "d-d-d", resembling a drum roll. You can check the correctness of the execution by holding a piece of paper to your mouth. It should move from the air flow.
• "Dove": you need to drive the tongue along the upper lip back and forth, copy the bird "bl-bl-bl".

Training for the language of the correct pronunciation of the sound r

These training tasks will help to overcome the most difficult sound for babies, as the articulatory apparatus will be more mobile. Following this, you can begin to select words with the letter r.

Speech therapy exercises for sound t

Sometimes simple sounds are difficult for people to pronounce correctly when it is difficult to understand the meaning of a word or even a statement. These problems must be dealt with. And here are the most effective speech therapy exercises for the sound t:

• the tip of the tongue touches the upper teeth and say "t-t-t";
• imitating a knock-knock hammer or a tick-tick clock;
• we walk with the baby along the road, repeating “top-top-top”;
• learning the tongue twister "Dust flies across the field from the clatter of hooves."

How to do exercises for the correct pronunciation of the sound t

It will also be useful to repeat these exercises every day in order for the training to be effective. Keep track of what your baby is listening to, as speech is formed depending on how we perceive sounds by ear. Make sure that all family members do not "lisp" and do not use words in a diminutive form in front of the baby.

Speech therapy exercises for stuttering

All speech therapy exercises for stuttering are aimed at developing fluency of speech. Try to relax the baby before classes, use playful forms of work that are most appropriate for children.

Let's get acquainted with the most necessary tasks in such a situation:

• Read the poem to calm music without words, at first small, and over time complicate the task.
• Clap your hands for the vowel sounds that occur in the word.
• "Conductor": chant a few words, syllables, vowel sounds, focusing on waving your hands and observing the rhythm.
• "Carousel": you need to walk in a circle, repeating the phrase "We are fun carousels opa-opa-opa-pa-pa."

Remember that it is imperative to pay attention to speech breathing during classes. Start each session gradually and smoothly, and then you can pick up the pace if you are doing well.

Problems with speech and articulation are solved with time and through daily training, willpower and motivation.

We wish you success!

CHA-CHA-CHA - vat, tea, teapot, seagull, cup, head of cabbage, dacha, cloud.
CHI-CHI-CHI - clean, siskin, siskin, balls, rolls, larva.
CHU-CHU-CHU - a miracle, a forelock, cast iron, an eccentric, I want, I am silent, pearls.
CHE-CHE-CHE - a tank, a bull, a bunch, an icon, a shoulder, a barrel, study, a liver.
CHE-CHE-CHE - check, whose, cookies, learning, swing, why, scarecrow.

5. Clean tongues (repeat clearly and slowly)

6. Stick pictures (or draw) in the name of which the sound Ch is heard.

SOUND CH. (№2)

1. Articulatory gymnastics (complex for hissing).

3. Automation of sound Ch in words.

АЧ-АЧ-АЧ - crying, rich man, kalach, pitching, successfully, problem book, doctor, rook.
OC-OC-OC - daughter, night, barrel, tussock, daughter, kidney, dot, milky, locks.
UCH-UCH-UCH - beam, cloud, granddaughter, bunch, mighty, quotes, Bug, better.
ICH-ICH-ICH - game, wild game, testicle, water, nickname, plate.

4. Clap your hands if you hear the sound Ch.

Tina, butterfly, bank, net, key, heron, brush, glasses, bow, chocolate,
night, daughter, Easter cake, Tanechka, miracles, pump, ball, vegetables, stove, candle.

5. Repeat words in pairs.

Rolling - bump, barrel-wheelbarrow, granddaughter-thorn, sheep-ring, bridle-stove,
swallow girl, fishing rod hoop, key glasses, butterfly slippers.

6. The game "Call it affectionately"

7. Guess the riddle, draw a riddle.

SOUND Ch. (#3)

1. Articulatory gymnastics (complex for hissing).

2. Automation of sound Ch in syllables.

3. Name the pictures in the name of which the sound Ch is heard.

4. Automation of sound Ch in words.

Zucchini, shoes, cloud, bugs, bunches, spiders, ringlet,
sheep, bulls, wildlings, beginners, barley, washcloth, rocking chair, badge,
shoulder, heel, piglet, barrel, smoked, baked, wolf cub,
hare, kalachi, sheepskin, wolf, why, worms, closet, eccentric,
cast iron, crying, donut, learned, pilot, wolf, hare, soaked,
overnight stay, odorous, darling, cucumber, mustard, evening, transfer.

5. The game "Call it affectionately"

SOUND CH. (#4)

1. Articulatory gymnastics (complex for hissing).

2. Automation of sound Ch in syllables.

3. Determine the position of the sound H in words.

4. Automation of sound Ch in words.

Mail, mast, postal, postman, reverence, reading, soil, Chukchi, excellent student.
Cup - badge - stockings - scarecrow - melon
Shoulder - chain mail - liver - shepherd - kalachi
Washcloth - bees - rubber - larva - turtle
Luck - hook - miracles - donut - dandelion

5. Learn the riddle, draw the answer.

Five boys, five closets.
The boys dispersed into dark closets -
Each boy in his closet. (fingers and glove)

6. The game "Who's doing this?"

LESSON OBJECTIVES

Educational:

1. To consolidate the skills of distinguishing and pronouncing the sound [H] in syllables, words, phrases. Refine the articulation, give a description.
2. Exercise children in the ability to highlight the sound [H] against the background of the word and from the word, select pictures, come up with words with a given sound.
3. To consolidate the ability to determine the position of sound in a word.
4. Continue to form sound-syllabic analysis and synthesis of words.
5. Practice making sentences based on key words.
6. Introduce children to the graphic image of the letter H. Continue to teach the transformation of words; read words and sentences.
7. To consolidate the ability to form nouns with diminutive suffixes.

Corrective:

1. Develop phonemic awareness.
2. Develop the ability to concentrate.

Educational:

1. To develop the ability to listen to the speech of an adult and each other.
2. To cultivate the ability to work throughout the lesson.

EQUIPMENT

“Letter” from Grandfather Literalist, a ball, individual mirrors, planar images of fairy-tale characters (Cheburashka, Thumbelina, Chippolino), a camomile with object pictures on the petals (with the sound “Ch”), a musical mallet, an answering stick, squares of three colors for sound analysis, cash desks of letters and syllables, doll “Stubble”, a chest with the letter C.

STUDY PROCESS

1. Org. Moment.

Guys, let's join hands and smile at each other to create a good mood. And to make the mood even more wonderful, we will call a sunbeam. Gymnastics for the eyes “Sunny Bunny”:

2. Post subject.

Before starting the lesson, we will check our mailbox (we find a letter from Grandfather Letters). Read who this letter is from.

Letter from Grandfather

Guys, Grandfather Bookmaker tells us bad news. Scarecrow stole a new letter, which we were supposed to meet today. We need to find her. To do this, we must guess what the letter is. And the game “Call it affectionately” (with a ball) will help us.

Ball-ball, key-key, squirrel-squirrel, cup-cup, dog-dog, spoon-spoon, fork-fork, suitcase-suitcase, watch-watch, etc.

Have you guessed what the same sound is heard in all these words? That's right, this is the sound [H], which is denoted by the letter H in the letter. So, we must find the letter today ... H. And to find this letter, we first take a closer look at the sound [H]. Sit down at the tables, take the mirrors and clearly pronounce the sound [H].

3. Articulation of sound [H]

(The lips are pushed forward and rounded. The tip of the tongue touches the palate. The lateral edges of the tongue are firmly pressed against the upper molars. The back of the tongue is raised. When pronouncing a sound, the tip of the tongue comes off the palate.)

4. Sound characteristic [H](consonant, always soft, voiceless) .

5. Differentiation of sound [H] from other sounds, in syllables, words.

I will pronounce sounds and syllables, and if you hear the sound [H], clap your hands.

And now the speech exercise “Don't yawn, catch the ball and repeat” (pronunciation of syllables). Ah-och-uch-ich, cha-cho-choo-chi, acha-ocho-uchu-icchi; chna-chno-chnu-chni; what-what-what-honor, etc.

And I have an answer stick. Whoever gets the wand in their hands will call the word with the sound “H” (children come up with words with this sound).

6. Determination of the place of sound in a word, sound analysis of words.

Guys, we got so carried away that we forgot that we need to find the letter C. Grandfather Letters Specialist sent us helpers. And the first assistant hurries to help us, who is it - correctly, this is Thumbelina (illustration).

Thumbelina will tell us the way if we complete her task. There is a chamomile on the board, on the petals of which there are pictures with the sound [H]. Children choose a petal for themselves and determine the place of the sound “Ch” in the names of the pictures. Now, lay out the sound analysis of your word. The good guys got the job done. And Thumbelina sends us to the next hero.

This hero is Cheburashka (illustration).

7. Dividing words into syllables.

And Cheburashka prepared a task for us, which is called: “Tap the word” (children divide words into syllables, tapping them with a musical mallet).

Well done and done this job well! Cheburashka says that only one brave fairy-tale hero knows where Chuchelka hid the letter C. And this is Chippolino (illustration).

8. Drawing up proposals.

But Chippolino also has his own task, he invites you to come up with funny sentences about our assistants (children come up with sentences).

Chippolino really liked your suggestions, so he gives a hint: “Read the word by the first sounds, and you will guess where Scarecrow hid the letter C.

(Children guess the word "chest").

So the letter is in the chest and we need to find it. (Children find a chest and a hidden Scarecrow).

Speech therapist: There was a chest and Scarecrow here.

Why did you steal the letter?

Scarecrow: I wanted to have my own letter H, because there are two of them in my name, and I don’t even know how to write it.

Speech therapist: But the guys must also know this letter, otherwise they will not be able to read and write words with the letter H. Guys, tell me how you write the name Chuchelka without the letter H (children: “Welka”).

Scarecrow: Oh, how ugly it turned out.

Speech therapist: Do not you like it?! Then ask the guys for forgiveness and return the letter.

Scarecrow: Sorry guys. Now I’ll give you the letter, it’s in my chest (pronounces the words) “Chest, chest, open your barrel” (can’t open) Guys, help me, let’s say these words together, clearly highlighting the sound “H” (children pronounce, the chest opens, Scarecrow takes out the letter and gives it to the children)

Speech therapist: Well done! Guys, let the Scarecrow sit in our lesson and teach the letter H with us (the Scarecrow remains).

9. Acquaintance with the letter Ch.

Children sit at tables.

Guys, who will tell Scarecrow how the sound differs from the letter (children's answers)

Look, here is the letter C. What does it look like?

H - you correctly decided, they write the same way as “4”.

Only with numbers, friends, we must not confuse letters.

What elements does it consist of (From two vertical sticks and one horizontal). Stand up and write this letter in the air, and now with your right hand on your left palm and vice versa, and also on each other's backs. And now make a window from the palms and draw the letter H in the air from ceiling to floor, look through the window with our eyes. Printing a letter in a notebook.

10. Work at the box office, word transformation.

And now let's open the cash desks and find where the letter H lives (floor, window). Put the word Tea on the top strip, and how to make the word Chaika from the word tea, and the Cup from the word Chaika. Well done, we clean the cash registers.

11. Reading sentences

And the last task from Chippolino, Cheburashka and Thumbelina is in envelopes. These envelopes contain words. Your task is to make sentences from these words and read them.

12. The result of the lesson.

So we got acquainted with the sound and the letter Ch. What can you say about this sound?

Name the words with the sound [h].

Chuchelka, did you enjoy working with us? Then come to us again, and the guys and I want to give you the letter H so that you have your own letter.

Scarecrow: Thank you, and I also have a sweet surprise for you, its name also has the sound [H], guess what it is? (chupa-chups) Chupa-chups are in my chest, help me open it, remember the magic words: “Chest, chest, open your barrel a little.”

Scarecrow treats the children and leaves.

Guys, you tried hard today, listened carefully, answered well, everyone was great!

Topic of the lesson: Differentiation of sounds [h - t '].

Lesson type: explanation of new material.

Group: ONR-3.

Class: 1st.

Goals:

Educational:

To consolidate the skills of distinguishing and clearly pronouncing sounds [h - t '] in syllables, words and phrases;

learn to make words;

to form operations of sound-letter analysis;

activate vocabulary;

work on a sentence, form a grammatical structure,

to consolidate the skills of retelling, reading skills;

Correction-developing: develop phonemic hearing, memory, attention, logical thinking;

Educational: to cultivate love for nature, interest in the native language and speech therapy classes.

Equipment: individual mirrors, cards with the letters h, t for each, an audio cassette "Sounds of Nature", a ball, an image of a meadow with daisies, images of insects (bee, grasshopper, butterfly) with the names of games written on the back, digital rulers by the number of students.

Lesson plan:

Organizational moment. Goal setting. Motivation of educational activity.

Refine articulation of sounds

Associating sounds with letters

Repeating rows of syllables with throwing the ball

Riddles

Fizminutka

Work on word formation

Didactic game "Change the word"

Ear massage

Retelling the story "Titmouse"

Lesson progress:

Organizing time.

Speech therapist: Hello children!

Children: Hello!

Speech therapist: Sit down.

Goal setting. Motivation of educational activity.

Speech therapist: Now I'll see which of you is the most attentive. Whoever answers my question faster and correctly will sit at the desk.

What is the 3rd sound in the word "handle"

Children: Sound "Ch"

Speech therapist: 2nd sound in the word "rod"

Children:"t'" sound

Speech therapist: 3rd sound in the word "cloud"

Children:"h"

Speech therapist: 1st sound in the word "notebook"

Children:"t'" sound

Speech therapist: 3rd sound in the word "Katya"

Children:"t'" sound.

Speech therapist: What sounds do you think we will study today?

Children: Sounds "h" and "t'"

Speech therapist: Correctly. We will learn to differentiate the sounds ch-t`. Today in class we will go on a journey, and where, you will guess for yourself when you listen to the sounds.

(Listening to the audio cassette "Sounds of the Forest")

Speech therapist: Where did we end up?

Children: In the woods

Speech therapist: And how did you guess?

Children: We heard the birds singing, the noise of the trees

Speech therapist: Are these speech or non-speech sounds?

Children: Non-speech

Refine articulation of sounds.

Speech therapist: Sometimes non-speech sounds are similar to the sounds of our speech. The song of a bird may resemble the sound (t' - t' - t'). Take the mirrors in your hands and get ready to repeat the sound "t" correctly. Smile, bring your teeth together, relax your tongue, lower its tip to the lower teeth, press the middle of it at the top, and the edges of the tongue to the upper molars. We exhale sharply so that the tongue bounces off the palate. Let's characterize it.

Children: This is a consonant sound, deaf, soft (has a solid pair of "t")

Speech therapist: Guys, have you forgotten that we are in the forest? How should you behave here?

Children: Quiet, don't make noise.

Speech therapist: There is one sign that will remind you of this.

(The speech therapist brings the index finger vertically to the lips and pronounces “h”).

Speech therapist: Look in the mirror and get ready to repeat that sound. The lips are slightly pushed forward, rounded, the teeth are brought together, the tongue is relaxed. Raise the wide tip of the tongue to the tubercles behind the teeth, but do not press. Lower the middle of the tongue to form a recess, press the lateral edges to the upper molars. Exhale air. Let's characterize the sound "h".

Children: The sound "h" is consonant, deaf, always soft.

Speech therapist: The sounds "ch" and "t'" are close in sound. When we pronounce them, the organs of speech occupy a similar position. But these are different sounds and in writing they are indicated by different letters. Let's remember how these letters are written, and write them on the board.

(One student goes to the blackboard and writes down the letters “h” and “t”).

Associating sounds with letters.

Speech therapist: Now we will play . I I will name syllables and words, and you will raise the letter corresponding to the sounds: (cha, cha, che, te, chu, tu, at, och, ut, ich, tea, tulle, blizzard, teach, kitten)

Speech therapist: Well done. You are very attentive and did a good job.

Repetition of rows of syllables with throwing the ball.

Speech therapist: Guys, if you carefully listened to the sounds of the forest, then you probably heard that each bird has its own song. Let's repeat after them.

(Speech therapist pronounces syllables and throws the ball to the child). The child reflected repeats the syllables: te-te-che, che-che-te, chi-ti-chi, chi-ti-ti, at-ach-at, ot-oh-oh

Speech therapist: Well done, and they coped with this task.

Riddles

Speech therapist: And so we came to a forest clearing.

(an image of a clearing with daisies is posted on the board).

Speech therapist: And then there are the forest dwellers. Guess who they are?

a) From a branch to a path, from grass to a blade of grass

A spring is jumping - a green back.

Children: Grasshopper.

Speech therapist: The housewife flew over the lawn.

Pat the flower and share the honey.

Children: Bee.

Speech therapist: From flower to flower flutters, gets tired - rests.

Children: Butterfly.

(We attach images of a grasshopper, a bee, a butterfly to the daisies).

Speech therapist: Let's repeat the words again. What do they have in common?

Children: these words can be called one word, all words have the sound "h".

Speech therapist: Where is the "h" sound in these words? Pick up the sound rulers and determine its place.

Children: In the word "bee" - in 2nd place, in the word "butterfly" - in 5th place, in the word "grasshopper" - in 6th place.

Speech therapist: and now we will jump, grasshoppers.

Fizminutka.

Raise your shoulders

Jump, grasshoppers.

Jumping gallop. Stop. Sat down.

They ate grass, they listened to Silence.

Higher, higher, high. Jump on your toes easily.

Word formation.

Speech therapist: Forest dwellers invite us to play. Each of them brought a game. The first game is played by the insect whose name has the longest word. Who is it?

Children: Grasshopper.

Speech therapist: Right.

(The student who correctly identified the word turns the picture over and reads the name of the game).

Children:"Don't mix up the letters."

Speech therapist: The grasshopper asks to name the cubs of animals and birds. But first, let's show the letters "h" and "t".

(Children name baby animals).

In a hare - (hares), in a wolf - (wolf cubs), in a squirrel - (squirrels), in a magpie - (magpies), in a cat - (kittens), in a duck - (ducklings).

Speech therapist: What letter will we write after "h"?

Children: The letter "a", because the combination "cha" is written with the letter "a".

Speech therapist: The next game is for an insect, in the name of which the sound “h” is in 2nd place.

Children: This is a bee.

Working with paronyms.

Speech therapist: We read the task on the back of the picture.

Children: Change the word by replacing "h" with "t".

(The words are written in a column on the board: ball, evening, weaver, stove, stove, honestly).

Speech therapist: Now you will take turns going to the blackboard and writing down a couple of words, changing “h” to “t”. We work collectively at the blackboard and in notebooks. Let's circle our letters in circles with pencils of different colors, ("h" - green, "t" - blue).

(At the same time, work is being done on the lexical meaning of each pair of words).

Speech therapist: You got acquainted with the new word "weaver". Let's make sentences with this word, and write the most beautiful sentence in a notebook.

Speech therapist: And now let's mark the vowels in each word and divide the words into syllables.

Ear massage.

Speech therapist: Massage the earlobes, then the entire auricle, rub the ears with your hands.

Retelling of the story "Titmouse"

Speech therapist: And the last game of the butterfly. She offers us to find the sounds "h" and "t" in the story. Now I will read the story, you listen carefully and try to retell it.

Speech therapist: Who is this story about?

Children: About the tit.

Speech therapist: How did she end up with children?

Children: She flew into the window.

Speech therapist: How was she with the children?

Children: They took care of her.

(After the conversation, 2-3 students retell the text, then all students remember the words with the necessary sounds).

The cold winter has come. A titmouse flew to the window. The children opened the window, and the titmouse flew into the room. The bird began to peck at the bread crumbs on the table. All winter the titmouse lived with children. And in early spring they took a cage, went into the forest and released a bird. The titmouse flew and sang merrily.

Summing up the lesson.

Speech therapist: Well, guys, we have completed all the tasks of the forest dwellers. They were satisfied. What sounds are we talking about today?

Children: About the sounds "h" and "t'".

Speech therapist: What did you learn in class? Well done. The lesson is over. Goodbye.

Children: Goodbye.