Individual lesson on sound automation l. The outline of the lesson on speech therapy on the topic: Speech therapy lesson: Automation of sound (L)

Tasks:

Educational:

• to fix the correct pronunciation of sound [l] in syllables, words, sentences.

Correction:

• to develop a holistic perception, memory, fine motor skills, attention, phonemic hearing;
• enrichment and expansion of vocabulary;
• reinforce sound analysis and synthesis skills;

Educational:

• to cultivate independence, interest in occupation.

Equipment

• cubes-symbols for articulation gymnastics, a set of subject pictures: bast shoes, fork, horse, bicycle, donkey, football, swallow, saw, hammer, wolf, stick, chalk, flippers, roll, violet, table, hanger, bow, boat, figures from the paper of the cartoon characters "Luntik".

Class progress

1. Organizational moment.

Today we received a letter. From whom - guess for yourself. I give a hint: he is a cartoon character. He has a lot of friends.

The game "Yes-no."

(children ask questions, trying to identify the hero)

Yes, this is Luntik. Let's see what's in the envelope. Yes, there is some kind of map. Luntik writes that he got lost and can only be found using this card and the tasks that are attached to it.

And here is the first task.

2. Articulation gymnastics.

Luntik's girlfriend, Mila, does not know how to pronounce the sound –L-, but really wants to learn. Let's help her. But first, let’s repeat everything we know about this sound (add the sound profile from the cubes).

Repeat the exercises:

• Fence
• Brushing teeth
• Swing
• Steamboat
• We pronounce in isolation - L-L-L

You are well done. We coped with the first task. And you get the first clue. (4 steps straight)

Children, rising from the table, take 4 steps and place the pointer in this place.

3. Automation of sound [L] in syllables.

To get the second clue, you need to help the little bee collect nectar from the flowers. (We fly down the dorge to the chamomile ... bell ... strawberries .., pronouncing syllables)

• la la la
• ala-ala-ala
• lou lou lou
• ulu Ulu Ulu
• ly-ly-ly
• yıl-yıl-yıl
• lo lo lo
• olo olo olo

After completing the task, the children receive the following hint and move the pointer.

4. The formation of sound analysis skills.

To get a new clue, you need to arrange apples with baskets along with Kuzya.

• 1 - words, where L is at the beginning of the word.
• 2- words, where L is in the middle.
• 3- words, where L is at the end of the word.

5. TRIZ game technique “getting into the picture”.

We are on the lawn with Mila, Kuzey and Little Bee. Close your eyes and imagine: The sun is shining, flowers are blooming, birds are singing, butterflies are flying.

(musical accompaniment)

Speech therapist: “Continue the suggestions:

I feel with my hands ... (cold wet snow, delicate sticky leaves, etc.)
  I listen .... (bird singing, creek ringing, droplet ringing)
  I smell ... (Flowers, freshness, moisture, leaves)

6. Automation of sound [L] in sentences.

Guys, caterpillars are always wrecking. They mixed up the sentences that the little bees composed. Help unravel them.

• Salad ate Milu.
• The sleigh carries Glory.
• Paul fell into a chair.
• Football left for dad.
• The shoulder blade took Lola.
• Palms washed Claudia.
• The doll bought Lusha.
• Onion weighed Milu.
• A white scarf put on Alla.

7. Physical education.

Now let's take a walk through the magic clearing.

“We love to play with Luntik -
  How grasshoppers ride
  And how the bees fly.
  They sat quietly on the flowers.
  We sighed and fell asleep. "

The child performs exercises:

• rides on two legs;
• waving his hands;
• squats down;
• hands under the cheek.

8. The development of phonemic hearing.

Well, now let's earn the following clue. Toad Clave and Mile It is necessary to collect pictures that have a sound -L-
  (pronounce the words: Klava rode, rode, ... .. saw.) Get another prompt.

9. Development of creative abilities.

Of the collected words make up a story (catalog method).

Purpose: to teach a child to connect randomly selected objects into a single storyline, to form the ability to compose a fairy-tale text according to a model in which there are two heroes (positive and negative) with their own goals; their friends helping to achieve these goals; a certain place.

The structure of a large group of fairy tales includes the following components: the positive and negative hero, the evil caused by the negative hero, the struggle of the positive hero with this evil. Friends and sorcerers can come to the aid of one and the other hero.

I went for a walk (traveling, watching ...) ... Where?

Met someone evil? What evil did this negative hero do to everyone?

Our hero had a friend. Who! What was he like? How could he help the protagonist? What happened to the evil hero?

Where did our friends live?

What did they do?

Having completed the task, they receive the last clue: 4 steps to the right. Find Luntik with a sweet surprise.

10. The result of the lesson. Reflection.

You and I were able to find a lost Luntik.

Let's remember who we helped today? What tasks did you do? What did you like? Well, Luntik and his friends say goodbye to you. See you again.

Babkova Olga Sergeevna,
  teacher speech therapist
  MBDOU d \\ s No. 6,
  Rasskazovo, Tambov region

Related Articles:

ABSTRACT

individual lessons in sound pronunciation

Automation

sound L in syllables and

in words

Purpose: pronounce the sound correctly and clearlyL in syllables and words.

Tasks:

educational:

1. To formulate the concept of “consonant sound”, to clarify the features of articulation of soundL;
2. To form skills in the formation of past tense verbs;
3. To consolidate their use skills. noun in the form of the genitive.

corrective:

1. Automate soundL   in syllables and words.

developing:

1. Develop articulatory and fine motor skills;
2. Develop phonemic perception, auditory control;
3. Develop attention, memory, thinking.

educational:

1. To foster self-control over speech, the ability to listen to speech

Speech therapist.

Methodical techniques:

1. game motivation;
2. imitative performing and speech exercises;
3. games;
4. encouragement.

Materials and equipment:

Mila doll, ball, cards for determining the position of soundL in the word

subject pictures: glass, ball, chalk, ball, pencil case, fork, cup, pencil.

Preliminary work:

1. The formation of articulation skills necessary for the correct pronunciation of soundL.
2. Practicing fine motor exercises.
3. Testing reference sounds.
4. Sound settingL.

Follow up work:

Sound automationL in pure language, in phrases, in coherent speech.

Class progress

I. Organizational moment.

Prepared for the lesson. Listen to me carefully, try to complete all tasks correctly.

II. Main part.

1. Articulation gymnastics.

Speech therapist: We will do exercises for the tongue so that it moves well and correctly, clearly pronounces sounds and words.

Repetition of articulation exercises:

for lips:   alternation "Zaborchik" - "Tubule";

for language:   “Calyx”, “Tasty jam”, “Steamer is buzzing”.

The child does exercises according to the instructions of a speech therapist.

2. Finger gymnastics.

Speech therapist:   Do what you call without errors.

Legs, backs and seat - Left palm vertically up.

Here is a surprised chair for you. A cam is attached to its lower part.

The table has four legs, Left hand in the cam, on top of the cam

Top cover, like a palm. palm falls.

3. Communication of the purpose of the lesson.

Speech therapist: A doll Mila came to our class. Today with her we will repeat syllables and words with soundL.

4. Acoustic-articulating image of sound.

Speech therapist : Remember when we make a soundL   what do sponges do?

They are smiling.

Speech therapist : What does the tongue do?

It rises by the upper teeth to the tubercles (if practiced dental articulation). Or:

The tip of the tongue is sandwiched between the teeth.

Speech therapist:   We give a sound characteristicL.

Sound l consonant, sonorous, firm.

5. Syllabic gymnastics.

The child reproduces a series of syllables for a speech therapist, accompanying the finger-gymnastics pronunciation “Fingers greet” (the fingers of the leading hand alternately touch the thumb).

al-ol yal -el al-ol-ul-il

ol-ul el-yul ul-yl-al-ol

ul-ul yul-yol il-ul-ol-al

6. Speaking words at a speech therapist.

Ball, small, shaft, hall, gave, chair, chalk, sat, sang, goal, shaft, floor, was, soap, whined, chalk, led, donkey, goat, beat, drank, pitchfork, glass, pencil case, injection, football.

7. A game for the development of phonemic perception.

Speech therapist:   Check the box if you hear a word in the wordL.

Words: shovel, machine, saw, bucket, hammer, scoop, needle, scissors, awl,

Broom, brush.

8. Selection of pictures for a given sound.

The game "Pick and Call."

Speech therapist:   Mila went to the store. Help Mila buy things that sound in the nameL.

Subject Pictures:   glass, ball, chalk, ball, pencil case, pencil, chair.

Speech therapist:   Well done, you chose the right one. Mila is happy.

9. The game "What is gone?". The use of them. noun in RP

Pictures selected in the previous game are put on a typesetting canvas. The child remembers them, closes his eyes, the speech therapist removes one picture.

Speech therapist:   Look what not?

Child:   No ... (n. In the form of the genitive).

10. Physical education.

Speech therapist: I will show and name what I do, and you repeat my actions and say what you did.

Speech therapist: Child:

I get up. I wake up.

I put down a chair. I put down a chair.

I raise my hand. I raised my hand.

I'm jumping. I jumped.

I sit on a chair. I sat on a chair.

I take the pen. I took the pen.

I write. I wrote.

11. The game "Many - one"(with a ball).

Speech therapist: Change the word, remember the soundL at the end of the word.

Speech therapist: Child:

tables - table

injection - injections

floors - floor

halls - hall

pencil cases - pencil case

goals - goal

glasses - a glass

woodpeckers - woodpecker

12. Determining the position of sound A in a word.

Speech therapist:   Where in the word was the sound hiddenL   (at the beginning, in the middle, at the end of the word). Work with a sound ruler.

The words:   hall, lamp, baby, bench, shelf, injection.

III. The result of the lesson and assessment of the child's activity.

Speech therapist: Our lesson is over. What sound did we learn to pronounce correctly today? You did a good job today. Mila also liked the way you said, doing the tasks.

Pautova T.I., speech therapist teacher MBDOU “Kindergarten No. 11“ Bell ”of the city of Gorno-Altaysk”.

Theme: Sound “L”

Purpose: Automation of the sound “L” in words and sentences.

Tasks: 1. Fix the sound pronunciation   Lin words and sentences.

2. Enrich vocabulary with prefixes.

3. Develop phonetic perception.

4. Develop articulatory motility.

5. Educate self-control.

Equipment: walnuts; pictures: tree, children; syllable balls; circuit for characterizing sound; album, subject pictures on the sound L (spade, doll, table, chalk, horse, saw); a labyrinth of "riddles"; picture “Affectionate sun”, felt-tip pen.

Course progress:

1.Org. moment. Lesson topic message.

Today in the lesson we will learn to pronounce syllables and words with sound correctly L.

2. Hand massage. Articulation gymnastics.

I want to tell you a story. On a tall tree among the leaves grew Walnut. Once the wind blew (Let's blow hard like the wind).The nut came off and fell from the branch onto the path and rolled. (A walnut is offered to the child).   Push it with your fingers, show how it rolled . (The child rolls the nut on the table).   The children walked, saw Walnut. Let's come up with names with sound L. (Lada and Volodya) Children raised Walnut and took with them to the playground. The children began to ride the hill, Walnut also wanted to, they made a hill for him. (The child’s palm is pressed back to the table, a nut is placed on the fingertips. It is covered with the second palm and rolled from the fingertips to the wrist and back. Movements are made back and forth).   Then Lada and Volodya ran to ride on the carousel. And for Walnut they made such a merry-go-round. (Hands are in horizontal position. Walnut between palms. Circular movements are made in one, then in the other direction)   Roll your Nutlet too. Lada and Volodya sat on a swing and swayed. And a Nut with them. (Articulatory exercise “Swing”).   They were in a good mood. The children were smiling. (Articulation exercise "Smile").   Near the park a river flowed. Children boarded the ship under sail and sailed on the ship. (Articulation exercise "Sail").   The children put nuts under the tree and went for a walk on. . (Put the nuts on the table)

3. Characterization of sound L by articulatory and acoustic signs.

A plane flew over the park. His motor was buzzing like this: L-L-L-L.

Let's remember how we make a sound   L. What is the position of our lips? ( Are smiling) Where is the tip of the tongue? (Above. Behind the upper teeth.) How do we pronounce sound L   - with or without a voice? Does it sound hard or soft? Vowel or consonant L? We give a sound characteristic according to the scheme. ( Consonant, Solid, Voiced.) When the plane rose high, its engine sounded quiet. And when the plane went down low, it hummed loudly. Let’s sound like that. (The child makes a sound quietly and loudly)

4. Pronunciation of sound L. Reading syllables.

Lada and Volodya met a gnome in the park. He was sad. All of his balloons flew into the park. The dwarf asked the children to help him collect the balls. To do this, you will need to read the syllables written on the balls. We will help them. (Reading the syllables LA, LO, LO, LA and sticking balls on a sheet with drawn strings)

5. The pronunciation of the sound A in syllables.

The gnome was delighted and shouted to his friends: “ La-lo-la!" The children asked the gnome if he would share with them: “ Pla-pla-pla?" They began to ask the gnome “ Chlo Chlo Chlo" (with the request). The gnome affirmatively answered that he would share: “ Dl-dl-dlou" Lada and Volodya rejoiced: “ Vladovlah!”The dwarf gave the children a ball. They went further.

6. Determining the position of sound L.

Children went into the store and bought an album with stickers. Pictures were with sound L. Name them. Volodya said that the pictures should be glued like this: with the sound L at the beginning of the word on the page with this diagram:

with the sound L in the middle of the word for this pattern:

1. Four brothers are standing under one roof. (Table)
2. What a beast in the cold winter

Is he hungry in the woods? (Wolf)

3. I dug the earth -

I'm not tired at all.

And who was digging me

He was tired. (Shovel)

4. No fins in the depths

Underwater dolphin swims. (Submarine)

5. Grandfather is sitting, dressed in a hundred fur coats.

Those who undress him shed tears. (Bow)

What are the false riddles that the Baba Yaga placed.

(Chair, Christmas tree, lamp, ball, squirrel)

8. Practical learning of prefixes.

Then Volodya told Lada about how he visited with his grandmother in the village in the summer and went there for a walk in the forest. I will tell for Volodya, and you help me lead the story. Add a word similar to a word WELL.

I walked through the forest, and a thunder ... ( found). Then I'm into the forest ... ( went), in the thicket of the forest ... ( stopped by) and to the hut ... ( came up), then to the hut ... ( stopped by), there is nothing ... ( found), further…( went) To the tree I ... ( came up), there I am sweet honey ... ( found) On the track ... ( went) and to grandma ... ( has come).

9. The pronunciation of the sound A in sentences.

Volodya brought a photograph from the village. Look at her. What summer sun? ( affectionate)

  Look at the photo and tell who and what caresses the sun with its rays? Draw a felt-tip pen from the sun rays to each picture. Answer according to the scheme

_______ ________ ________ .

(The sun caresses the bells.

The sun caresses a bee. Etc.)

This photo Volodya gave Lada.

Evening came. The children went home.

Our lesson came to an end. I liked the way you did today. What sound did we learn to pronounce correctly?

Objectives:

• Correctional and educational: the formation of a critical attitude to his speech; developing the ability to keep the tongue in a calm state; performing proper articulation of sound; consolidation of the pronunciation pronunciation of the sound “l” in syllables, words.
• Correctional and developmental: the development of fine motor skills, visual and auditory attention, the skill of sound-alphanumeric analysis and synthesis of words; development of phonemic hearing; development of mobility and flexibility of the tip of the tongue, the ability to manage it; development of perception and orientation in space, working out the concepts of “right” and “left”.
• Correctional and educational: fostering interest in classes, the ability to control oneself, fostering accuracy, discipline.

Speech material:   syllables and words with sound [l], direct and reverse syllables with sound [l], puzzles, speech workouts, names of objects, animals, vegetables, etc.

Equipment:   articulation sound profile [l]; subject pictures, “Luntik and his friends”, a box with lentils, syllable lines, manuals for sound automation “l”, computer, workbook, fountain pen, colored pencils in three colors (blue, red, green).

Class progress

I. Organizational moment.

1. Setting the topic and purpose of the lesson.[slide 1]   (see presentation)

- Today we will continue to learn to beautifully and correctly pronounce the sound [l] in syllables and words. A mysterious animal flew in to visit us, who does not know how to read and write. The letters in his name are messed up, he does not know how to fold it correctly. He will sit quietly and watch your work. If you cope with all the tasks, then we will find out the name of our guest, and we will be able to see him on the computer screen. Will we help him?

II. The main stage.

- We sit upright, hold our back correctly, hands on our knees.

1. Articulation gymnastics.

- First, set up the tongue to work.

“Proboscis frog”, “Spatula”, “Punish a naughty tongue”, “Tasty jam”, “Swing”, “Steamboat”, “Turkey”, “Painter”, “Clean the upper teeth”, “Catch the sound [l]” .

The game "Football", "Storm in a glass." Exercise “Au!”

- I breathed air through my nose, filled my lungs with air, and now I exhale and shout: “Aw, oooh!” For a long, long time. But the guest does not hear us. What voice will we call him? (Loud). Let's call him - inhale with his nose, exhale long and loudly: “Ahhh!”.

3. The development of fine motor skills of the fingers.[slide 2 ]

- Konstantin, our guest flew from an amazing planet whose name begins with a sound that we learn to pronounce correctly. (This planet is the moon.)

- That's right, you need to put out a letter from lentils, denoting this sound.

- You coped with the first task, I open the first letter in the name of the hero (letter - L).

3. Acoustic-articulating characteristic of sound. [slide3]

The position of the lips, teeth, tongue, the work of the vocal cords, the air stream is considered.

- Remember and show how the articulation organs work when the sound is pronounced correctly [l]. What do lips do when we make a sound [l]? Where is the tongue located? (The lips are extended in a smile, the teeth are visible, the tongue rests on the upper teeth, the edges of the tongue fall and pass the outgoing air stream.)

4. Pronunciation of sound in isolated form.

5. Acoustic characteristic of sound.

- Konstantin, the sound [l] is pronounced with an obstruction. What is he like? (Sound [l] consonant.)

- Connect it with vowels of the 1st row. (LA, LO, LO, LA, LE.) How will it sound? (Firmly.)

- Why?   (Vowels of the 1st row give the hardness of the consonant sound.)

- Please determine what color the chip indicates this sound? (Blue.)

- I open the next letter of the name of the hero (letter U).

6. The development of phonemic perception.

The game "Catch the word with the sound" l ".

– Clap your hands if you hear a word with a sound [l].

Boat, hand, carpet, table, ski, moon, pyramid, elbow, bow, hood, roof, globe, crane, shark, soap.

- I open the next letter of the name of the hero (letter H).

7. Dynamic pause.

8. Sound Automation[l]   in syllables and words. [slide4]

Sound training on word analogs. Repeating syllables, highlighting drums with voice and pops.

La la la la

lo lo lo lo lo

Lu lou lou lou lou lou

ly ly ly ly ly ly

Game "Find the letter"

“Let's find the letters L among these letters and name them, and then circle all the letters L on the legs so that they can travel with us.”

- I open the letter of the name (letter T).

La la - paws la la - lamp

Lo-lo - horse lo-lo-spoon

Lu-lu - bow lu-lu - magnifier

Ly-ly - ski ly-ly - pitchfork

Game "Fix the garland"

- New Years is soon. The letter L decided to decorate the Christmas tree for the New Year. And what kind of tree without a garland? But in the garland, several bulbs burned out. Let's help L find them. On burned out bulbs L at the end of the syllable. And on serviceable bulbs L ... (at the beginning of the syllable). Read all the syllables.

Children choose healthy multi-colored light bulbs and decorate the Christmas tree with them..

- Where besides the Christmas tree, you can hang garlands.

10. Testing the concepts of “right”, “left”, “under”, “above”, “between”.

- With your right hand grasp the left ear; with your left hand show your right eye;

- Hold the back of your head with your left hand, touch your right knee with your right hand.

The game "Riddles of Sound L". [slide 5]

- In the room there is a rack L. First, name what is on the top shelf, then on the bottom and at the end on the others. Now L will ask you questions. Try to answer them correctly.

- What is to the right of the apple? (Beet)

- What is to the left of the doll? (Yula)

- What is under the bow and to the right of the spoon? (Hammer)

- What is between the shoulder blade and the hammer? (Bow)

- What is under the broom and above the fork? (An Apple)

7. The game "Fourth Extra".   [slide6]

- Find an extra picture in the row, explain your choice.

Moose, squirrel, wolf, a fox;

cow, squirrel, goat, dog.

- I open the letter (letter I).

11. The game "Make words from syllables" and come up with a sentence with these words. [slide7]

Syllables: MA, LYS; SKIING.

- I open the last letter (letter K).

- Now you know what is the name of our hero, his name is LUNTIK.   [slide 8]

III. The result of the lesson.   [slide9]   (see presentation and music)

- What sound was fixed in class?

- Did you like the lesson?

  Alevtina Bobova
  Synopsis of the individual lesson “Automation of sound L in syllables, words”

Goals:

Educational:

1. Activation sound in speech;

2. Syllable Automation, words.

Corrective-developing:

1. The development of phonemic perception;

2. The development of respiration;

3. The development of fine motor skills;

4. The development of visual acuity and analytical-synthetic activity.

5. Development of visual functions.

6. The development of the grammatical structure of speech.

Equipment:

Paper sail, subject pictures, color sticks, mirror.

Plan lessons.

Organizing time.

1. Articulation gymnastics:

lip exercises:

"smile" (score up to 10)

"Tube" (score up to 10)

alternation "smile"-"Tube" (up to 5 times)

exercises for the tongue:

“Let's clean our teeth”

"Sail"

"The cat lap milk"

"Turkey is a talker"

2. Respiratory gymnastics:

“Let's sail for a sail”

"Sing"

3. Determining the position of the articulation organs in sound L.

4. Characteristic sound l.

5. The development of phonemic hearing: recognition sound on the background of a syllable and a word. The game "Catch sound» .

Build a boat from the counting sticks.

7. Pronunciation syllabic row.

10. Alignment of a noun with a numeral.

Summarizing

The course of the lesson.

Organizing time.

Speech therapist. Hello Radmir! Guess riddle:

Before we ate it,

All managed to cry. (bow)

Look at the pictures and listen carefully to what sound is in all words? bow, acorn, ski. (with every in a word   speech therapist uploads a picture)

Child: L

Speech therapist: Correctly! Today we will say sound l.

1. Articulation gymnastics.

But first, we look in the mirror at ourselves and do exercises for lips:

"smile" (score up to 10)

"Tube" (score up to 10)

alternation "smile"-"Tube" (up to 5 times)

exercises for the tongue:

1. “Let's clean our teeth”   (the mouth is open, the child leads the tip of the tongue along the upper teeth from the inside, first from side to side, then along the front incisors from top to bottom).

purpose

2."Sail"

purpose: Learn to hold the tip of the tongue behind the upper teeth.

Counted adult:

"1,2,3,4 - you can raise the sail" (the child holds the tip of the tongue behind the upper teeth).

Counted:

"1,2,3,4,5 - you can lower the sail" (the tongue drops, the mouth closes)

3."The cat lap milk".

purpose

We make lacquer movements under score:

"1,2,3,4,5 - we are like cats again".

After that we pronounce together:

"1,2,3,4,5 - we are like boys again".

4."Turkey is a talker"

purpose: Develop the ability to bend the tip of a flattened tongue up.

"Chatting"   widely spread tongue on the upper lip, as if stroking her: “BL - BL - BL”

2. Respiratory gymnastics:

Speech therapist. And now we will send the ship to sail (blow on a paper steamer, take a deep breath through the nose, exhale through the mouth)

Well done! Now sing. Take a deep breath through your nose, your mouth is closed. On the exhale we sing II-I. Exhale through the mouth. First we sing softly, then loudly. Then it is quiet, then loud.

3. The position of the articulation organs in sound L

Speech therapist: Now look in the mirror and howl steamboat: l-l-l

(baby pronounces)

Speech therapist: What do our lips do?

Child: Lips in a smile.

Speech therapist: Is the mouth open or closed?

Child: The mouth is open, the distance between the upper and lower teeth is 1 finger.

Speech therapist: Where is the tip of the tongue?

Child: The tip of the tongue rests on the inside of the upper teeth.

Speech therapist: What air does it come out of?

Child: Warm.

Speech therapist: Where does the air go?

Child: In the middle of the tongue.

Child: Yes, he lives.

Speech therapist: Well done!

4. Characteristic sound l

Speech therapist. Radmir sound l what? Vowel or consonant?

(child : Sound L consonant)

Is he voiced or deaf?

(child : he's voiced)

Hard or soft?

(child : solid)

Now tell yourself the whole description sound f.

(child : l-consonant soundhard, clear)

5. The development of phonemic hearing

Speech therapist. Clap your hands when you hear in syllable sound.

la, yes, for, Ms., och, of, lo, uch, shu, ly, tsa, sa, ol.

Speech therapist. Hear word with sound   L - raise the sail drawing, as if at that time the steamer was buzzing.

the words: CANDY, LOTTO, CAP, TOKEN, SMILE, KNIVES, BUNK, PUSHES, Sliver, SCREW, BUCKET, DAGGER, GLOBE STAR, HOLIDAYS.

6. Exercise for the development of visual acuity and analytical-synthetic activity.

Build a boat out of colored sticks.

7. Pronunciation syllabic row

Speech therapist. Repeat after me, follow me pronunciation:

Al-al-al - too small La-la-la - there you go!

All-ol-ol - washed floor Lo-lo-lo - I feel warm

Ul-ul-ul - the wind blew Lu-lu-lu - on the floor

Il-il-il - grass mowed Ly-ly-ly-my floors

El-El-El-White Chalk

Well done!

8. Development of analysis and synthesis.

Speech therapist. Before you, Radmir, the pictures are upside down. Turn the picture over, call it and say where it stands sound l: at first the words, mid, end.

(acorn, eggplant, skier, table)

9. Exercise to relieve visual fatigue.

Speech therapist. And now we will sail our boat. A wave in the sea will swing it to the right, then to the left, then raise it, then lower it down. You watch the boat carefully so that nothing happens to it, okay?

Exercise:

Starting position - sitting.

1. 5 oscillatory eye movements in horizontal: right - left, then left - right.

2.5 vibrational eye movements in vertical: up - down and down - up.

3. Close your eyes tightly for 3-5 seconds, and then open for 3-5 seconds.

10. Matching a noun with a numeral

Speech therapist. Let's look at this picture. What is it? Let's count. (Speech therapist puts five numbers and a table in front of the child)

Child. One table, two tables, three tables, four tables, five tables.

11. The formation of past tense verbs of the first person singular.

Speech therapist. Play the game "Yakane". I'll start, and you will say as if you already did it.

I get up - I got up. I write - …

I sit down - I ... I bet - ...

I draw - ... I raise - ...

I'm falling -. I'm buying - …

Summarizing

Speech therapist. And so, Radmir, what sound   did you and I say today? What did you do on occupation?

(answers)

You're doing great today! Goodbye!