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  • Individual speech therapy lesson “Automation of sound“ L ”in words and sentences”. Summary of notes on sound automation l in the senior group

Individual speech therapy lesson “Automation of sound“ L ”in words and sentences”. Summary of notes on sound automation l in the senior group

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 have a 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.


Summary of GCD for sound automation [l]
  "Sea trip with a Luntik."

Synopsis of Emelyanova N.V. teacher - speech therapist MADOU "Kindergarten No. 273" Perm.
  I present to you the compendium directly - educational activities on the automation of sound L.
  This development will be interesting for educators and speech therapists who deal with older preschool children. Sound Automation [l] Correctional and educational:  consolidation of the correct articulation and sound characteristics [l], automation of sound [l] in isolated form, in words, syllables, sentences and pure phrases, practice the correct use of prepositional-case constructions, learn to name nouns in the plural.
Corrective-developing:  develop articulatory motility and facial muscles, develop phonemic hearing, develop memory and logical thinking, develop fine and general motility.
Correctional and educational:  cultivate perseverance, patience.
Equipment:  split picture “Luntik”, picture Luntik, picture “Ship”, sous-jock spring, set of pictures “Food”, ball, coloring pictures.
GCD progress:
1.Organizational moment.  The speech therapist greets the children and offers to guess who will come to them today for a lesson and with whom they will go on a sea voyage.
Speech therapist:  Hello guys. Today we will go with you on a sea voyage. But we will not sail alone. Want to know who we are going on a trip with? To do this, you need to collect from a few pictures one whole picture.
2. The development of the integrity of perception.
  The game "Collect the picture."
Speech therapist:
  Children of the whole earth know
  Who fell on them from the moon
  This is a little animal
  Who could guess?
  Children collect a picture of Luntik.
Speech therapist:
  That's right, this is Luntik. He came to us from the moon. His road was long and difficult, and he was very tired. Let Luntik rest a bit, and we will show him what we have already learned.
3. Psycho-gymnastics.
Speech therapist:  Let's show how we were delighted with the appearance of Luntik: let's say joyfully: “A – A – A!”
  And now we’ll smile together at Luntik and say: “AND – AND – AND!”
  And now we’ll be surprised at his appearance on our planet: “O – O – O!”
  And now we’ll show how sad we are when he flies back: “U-U-U”
4. Articulation gymnastics.
Speech therapist:
Luntik rested and is ready to go with us on a sea voyage. But before traveling you need to eat. Let's bake pancakes and eat them with delicious jam (the children perform the “Pancake” and “Tasty jam” exercises), and now we will check how we can transfer the sea roll (the “Swing” exercise)
   And here is our ship.
  Exhibited a picture of the boat.
  See how big a sail our boat has (exercise “Sail”)
5. Securing an isolated pronunciation of sound [l].
Speech therapist:  We are well prepared and ready to hit the road.
  The game "Ship".
Speech therapist:  We board our ship and go on a sea voyage with the song of the ship “L - L - L”
  Children make a sound L
Speech therapist:  Tell Luntik how to pronounce the sound L?
  The speech therapist along with the children repeats the correct articulation of the sound A: the lips are smiling, the teeth are open, the tongue is wide, the tip of the tongue is behind the upper teeth, we blow on the cheeks.
Speech therapist:  Tell me, is the sound [l] vowel or consonant?
Children:  Consonant.
6. Automation [L] in syllables.
Speech therapist:  While we were repeating the sound of L, our ship approached the island. See how many beautiful seashells on this island. Let's collect seashells for Luntik. In the meantime, collect, repeat the syllables after me: ala-ulu-ilu-olo. (Children collect shells and repeat syllables at a speech therapist.)
7 Automation [l] in words.
Speech therapist:
  How many seashells we have collected. Now you can play. Luntik loves to play ball. Let's show him the game "One - Many"
  The game "One-Many" (a speech therapist throws the ball to children and calls the words in the singular, and the children form the plural from them)
  Bee - Bees
  Rock - rocks
  Shark - Sharks
  Saw - Saws
  School-schools
  Sleepers - sleepers
8. The development of phonemic hearing.
  Game "Feed the Luntik"
Speech therapist:  Well done! You did an excellent job with this task. And now it's time to relax a bit. Luntik very hungry. Will we feed him?
Children:  Yes.
Speech therapist: We will choose for Luntik those products in the name of which there is a sound [l]
  Children are invited to choose pictures in the name of which there is a sound L (apple, sausage, milk, strawberry, roll)
9.  Physical education.
Speech therapist:  After a hearty lunch, Luntik offers us to play with him.
  Game "Saw" Children in pairs, holding hands cross-wise, sawing "logs" (lower pair of hands) and recite:
  Earned a saw
  Buzzed like a bee
  I sawed a piece
  I jumped on a bitch
  Cracked and became -
  Start over!
10. Automation [l] in sentences.
  Game: “Where did Luntik hide?” Making sentences with prepositions.
Speech therapist:  Luntik likes to hide different objects.
Look at the pictures and answer the questions:
  Where did Luntik hide carrots? (apple, pumpkin)
Children answers  (Luntik hid the carrots on a chair.
  Luntik hid the apple in a box. Luntik hid the pumpkin under the bench.)


Speech therapist:  Well done! You have completed the task, and now let's return to our ship. We have to go back. And on the way back we will tell a poem about Luntik.
11.Automation [l] in pure language.
  The children at the speech therapist repeat the clean phrase and massage their fingers with the spring of Su - Jok.
  La-la-la, Luntik stands at the table.
  Lu-lu-lu, we will come up to the table.
  Ly-ly-ly, Luntik washed all the tables.
  La la la, Luntiku bee carries honey
  La la la la Luntik, how are you?
12.  The result of the lesson.
Speech therapist:  So our journey came to an end.
  What tasks were difficult for you?
  What games did you like?
13.  Assessment of the work of children.
Speech therapist:
  You played well, and Luntik is very grateful to you and gives a picture - a coloring - as a keepsake of our journey.

Individual speech therapy lesson: “Automation of sound [l]. Russian folk tale "Turnip"

Appointment:  The lesson is designed for speech therapists. (Child with visual impairment (amblyopia), OHR Level 4
TARGET:  Automate sound / L / in syllables, words and sentences.
Tasks:  pronouncing sound [l].
  - Exercise in the correct pronunciation of the sound [l] in syllables and words.
  -To strengthen the skill of distinguishing sound [l] from a series of words.
  -Continue to learn to form prefixed verbs.
  -Exercise in the formation of antonyms
  -Activate vocabulary, develop logical thinking.
  - develop speech breathing;
  - develop articulation apparatus;
  - develop phonemic perception;
  - develop grammar and coherent speech;
  - to form and develop auditory and visual attention, fine motor skills and memory.

Equipment:

the heroes of the desktop theater "Repka", a plate with peas, an empty plate, a mirror.

Course progress:

there is a house, figures are hidden behind the house.

1. Organizational moment.

Guess the heroes of what fairy tale we meet in class today:
To harvest,
  Grandfather had to call:
  Grandmother, granddaughter,
  Bug cat
  Yes, even a little mouse.
  So I sat tight in the ground
  Yellow big ... (turnip).

2. Articulation gymnastics.

Grandfather woke up (The child puts the figure of his grandfather)opened the window (exercise "Window")  and started doing exercises (exercise "Swing")  Drank a cup of tea (exercise "Cup")  with jam (exercise "Tasty jam")  . Grandfather came into the garden (exercise "Fence")  and decided to plant a turnip, began to dig a hole (exercise "Shovel"). Started turnip grow (exercise "Sail").
  A child performs exercises in front of a mirror.

2. He watered it in the morning and evening:
  - l-l-l (Draws the child’s attention to the position of the tongue while pronouncing the sound [l].)

Around the turnip grass weeds: -la-la-la, lo-lo-lo, ly-ly-ly, le-le-le, lu-lu-lu.
  Loosened the earth: al-ol-ul, ol-ul-yl, ul-yl-el, yl-el-al.
  And when the turnip grew, he began to pull it:   pla-pla-ple, klo-klu-kly, sla-sla-slu.
  But it can’t stretch.
A child repeats syllabic chains after a speech therapist.
4.

Grandfather called ... grandmother

A grandmother runs, scatters out of a pea’s pocket, and from the words the sound [l] loses. Pick up a pea and say the word correctly:
  ..ampa pi..a hundred ..
  .. we are a loaf .. about the foam ..
The child shifts the peas from the table into a plate and pronounces the words.
  They pull the turnip, but they can’t pull it out.

A child puts a figure of a grandmother after his grandfather.

They called ... granddaughter.

And the granddaughter sits in front of the mirror, preens, and asks the mirror: “Am I sweet?” And the mirror answers her: “Sweet”. “Am I glorious?” I am cheerful? Am I obedient? I am brave? Am I affectionate? ”
  What did the granddaughter answer the mirror?
The child responds with an affirmative intonation.
  The granddaughter ran into the garden, but on the way mosquitoes bumped into her. She claps her hands, catches mosquitoes, and when she hears a sound [l], she joyfully shouts: “Caught!” Help the granddaughter, listen carefully to the words: boat-spoon-cat, stick-can-beam, booth-roll -bourke, table-chair- knock.
The child puts the figurine of granddaughter.

Granddaughter came running into the garden. They pull the turnip, but they can’t pull it out.

6. They were tired, they decided to rest.

Finger gymnastics.

finger exercise "Grandfather" - show your hands upside down imaginary beard.
  finger exercise "Grandma" - show how to tie a scarf under a chin.
  finger exercise "Turnip" .- with two hands, top down, draw a circle in the air with a pointed tip below - in the shape of a turnip.
  finger exercise "Bow" .- fold the fingers of both hands with a pinch and connect the fingertips in the form of a figure eight.
   finger exercise "Dog". - middle, ring and thumb pull out, connect the pads - this is the "face" of the dog. Lift the index finger and little finger up - these are “ears”.
  finger exercise "Cat" - connect the middle and ring fingers with the big one so that it turns out a ring - this is the “face” of the cat. Lift the index finger and little finger - so cat ears stick out.
   finger exercise "Mouse" - connect the tips of the middle and ring fingers with the thumb. Bend the forefinger and little finger and press the tips to the middle and ring fingers.

They called ... a bug

But the Bug and the Cat are arguing at this time: The Bug speaks the word, and the Cat is arguing with her, help the Cat. Say the other way around game
  Labor is laziness. Easy is difficult.
  Friends are enemies. Easy - hard.
  Hardworking - lazy.
  Old is young. Well-fed - hungry.
  Light heavy.
  A bug and a cat came running, but they couldn’t pull out the turnip.

The child puts the figures Bugs and Cats behind the grandmother.

8. Then they called ... a mouse.

Game "Speak a word."  My mouse heard that her name is. Speech therapist shows on the mouse figure.
   out of the house ... ran out
  along the path ... ran.
  Through the bridge the river ... ran across
   to the garden ... ran
  at the gate ... ran in,
  close to grandfather ... ran up.
A child puts a mouse figure behind a cat.

They pulled everything together and pulled the turnip!

A speech therapist pulls out a turnip layout.

9. The result of the lesson.

So the fairy tale ended. Why do you think the turnip was pulled out?
The child explains. (Because they pulled everything together, helped each other)

Municipal state special (correctional) educational institution, pupils with disabilities special (correctional) general boarding school of the VIII type, Poronaysk.

Subject

Date: 01/27/12.

Speech therapist: Pisareva T.S.

Synopsis of individual speech therapy classes

Subject : Automation of sound (L) in syllables, words, sentences, text.

purpose

Tasks:

Correctional and educational:

Correctional and Developing:

Enrichment of vocabulary on the theme of "Transport";

Correctional and educational:

Type of activity: fastening

Equipment: Demo  :a computer; slides.

Handout

Vocabulary work:)

Organization Form: individual.

Methods and techniques

: oral response

Pedagogical technologies:

gaming technology;

computer techologies.

Stroke:

1. Organizing moment. (Mobilizing part of the lesson)

Hello Sergey! I suggest you determine what your mood is today. (Bad, good, excellent) "Emoticons".

2. Introduction to the topic. The topic of the lesson will tell you these pictures. (Liner, pilot)

This is the Liner - an air mode of transport, ... .. Slide No. 3

What is the first sound in a word (Liner)

A pilot is a profession, a person who operates a liner in the sky.

3. Post topics. Today we will continue to work with sound (L).

Today we will go on a short trip on a liner.

Are you a pilot.

4. Travel training.

a) Motility for hands "Fist-rib-palm."

b) Articulatory gymnastics. (so that the tongue is strong and clearly pronounces our sound, we perform gymnastics for the tongue). (exercises are performed at the count of up to five: the number of exercises is 5)

Exercises “Smile”, “Spatula”, “Punish the naughty tongue”, “Swing”, “Calyx”. “Fungus.” Pronunciation of sound (Л-Л-Л- repeatedly and abruptly; alternately in a whisper, quietly, loudly). "The steamer is buzzing" -Y-Y-Y (loudly, quietly, in a whisper)

c) Characterization of sound (L) - lips in a smile, teeth are drawn together, the tip of the tongue is raised to the upper teeth. It is a consonant sound, solid.

b) Breathing exercises (inflating cheeks at the same time and alternately).

5. Automation of sound (L) in syllables and words.

Fly over the mountains. Slide №4

(pronunciation of syllable series: la-lo-lu-ly; al-ol-ul-yl)

Each pilot must hear and recognize the sound of the liner.

Game: Traffic Controller". If you hear a sound (L), then raise the signal. L - green signal, no (L) - red signal.

Words (lamp, helm, saloon, pilot, rocket)

What words did you remember?

What words are incomprehensible?

What word is superfluous?

We fly over the fields. Slide number 5. The game "The most attentive».

(lily of the valley, onion, squirrel, woodpecker,) remember how they are located. Now say them in the same sequence. Show with a digit the place of sound in a word.

We continue our journey. The game "Creep". Slide №6. Sounds scattered in the sky, collect scattered sounds and you get the word.

  (o l a b c o) - cloud- say the word kindly (cloud), and if there are many of them - clouds.)

(selection of words - actions; attribute).

Cloud over the sky what does? (floating); what color cloud (white)

6. Sound Automation (L) in the proposal, short text. The task is the composition of the sentence from words: (work on the card - cloud, floats, white, sky, by). - number of words in the sentence. Repeat the sentence.

We got a telegram.

L: I will read you a telegram, and if you hear the sound (L) “Catch it with your hand”

L: repeat after me.

Through the blue sky

On a white - white cloud

Our liner floats to the house,

Like in a soft boat.

Self-speaking. (2 times)

7. House.

8. The result.   So our journey ended. What sound helped us travel?

Let's check your mood. "Emoticon".

Introspection of speech therapy lessons.

Lesson topic : Automation of sound (L) in syllables, words, sentences, text.

When preparing the lesson, the following was taken into account: student characteristics: age; logopedic conclusion: impaired sound pronounced by the insufficiency of all means of the language with a predominance of the semantic side of speech of the type "General underdevelopment of speech level III; health saving factor.

At a speech therapy lesson, the following was decided

purpose : to form practical skills and skills to use corrected (phonetically clean, lexically developed, grammatically correct) speech.

Tasks:

Correctional and educational:

To clarify the correct pronunciation of sound (L) in syllables, words, sentences;

Correctional and Developing:

To develop phonemic processes through exercises in determining the place of sound in words, to consolidate the skills of sound analysis and synthesis;

The development of the grammatical structure of speech;

Enrichment of vocabulary on the theme of "Transport"

Develop mental operations.

Correctional and educational:

Raise interest in speech therapy classes through the use of gaming techniques.

Type of activity: fastening and systematization of acquired knowledge and skills.

Equipment: Demo  :a computer; slides.

Handout : Signals green and red, cards.

Vocabulary work:activate words in speech (liner, pilot)

Organization Form: individual.

Methods and techniques : verbal, practical, demonstration; game situation; game exercises.

Forms, methods and means of learning outcomes: oral response

individual survey, work on the card.

Pedagogical technologies:

gaming technology;

health saving technologies;

computer techologies.

Characteristics of the child: student in grade 3; age-10 years is trained according to the program ISKOSHI-8 type. Logopedic conclusion: spoken language impairment expressed by the inferiority of all language means with a predominance of inferiority of the semantic side of speech of the type "General speech underdevelopment level III". (Art. F. Dysarthria - a group of wheezing, hissing - interdental pronunciation was disturbed; sound (L) - was not present in the speech); direct open bite.

Visits speech therapy classes from grade 1

The work traced the complexity and interconnection of tasks using a variety of methods and modern technologies.

In the lesson, the structure of an individual lesson on correcting sound pronunciation was observed

Finger gymnastics

Articulation gymnastics

Breathing exercises

Work on sound pronunciation (in syllables. Words, sentences, text)

Phonemic perception

Mental processes

In the lesson, various analyzers were used to consolidate the sound:

Visual;

Auditory;

Tactile-muscular;

Motivational.

I believe that a good psychological situation was established at the lesson, as an organized beginning of the lesson was observed. The connection between the content of the lesson and the interests of the child was traced.

Correctional orientation of the lesson: special exercises for the development of the higher mental functions of the child are selected. (“Extra word”; “Most attentive”, “Creep”). Enrichment of the dictionary with plural nouns, diminutive suffix; compilation of a simple common sentence; enrichment of the dictionary on the topic "Transport"; Regular reinforcement of reading skills. The development of coherent speech in increasing complexity.

I believe that it was possible to implement the tasks.


CONSPECT OF THE INDIVIDUAL LOGOPEDIC EMPLOYMENT ON THE THEME “AUTOMATION OF SOUND L IN WORDS AND SUGGESTIONS”

Purpose: sound automation L in words and sentences.

Tasks:

Correctional and educational: to consolidate knowledge of the articulatory structure when pronouncing the sound A, to consolidate the ability to form the plural of a noun, to strengthen the ability to select objects by analogy, and to improve the grammatical structure of speech.

Corrective-developing: to develop an articulation apparatus,speech breathing, voice, visual perception, thinking, fine motor skills,

Correctional and educational: Nurture perseveranceinterest in further work on the background of successfully completed tasks.

Equipment:   card with an apple tree with syllables, a daisy, a pencil, a ball, a card with windows, for automating the sound L in the middle of the word, a card for automating the sound L in the phrase.

Progress:

    Organizing time.

L : Hello Igor! I am very glad to see you today so vigorous, beautiful and cheerful.

    Facial muscle massage and facial gymnastics.

L:   Let's stretch ourselves a little

"Amazing" - raise eyebrows.
"Impactors" - raise eyebrows, open your mouth.
"Smiles" - smile, showing his teeth, and with his mouth closed.
"Frowning" - frowning eyebrows.
“Serdilki” - frowning eyebrows, puffing out cheeks.
"Grips" - frown, lower the tips of the mouth down

    Work on breathing .

    Exercise "Hedgehog."   Turn the head left and right. At the same time, with each turn, take a short, noisy breath with your nose (like a hedgehog). The exhalation is soft, involuntary through open lips.Repeat 4-6 times.

    Lips "tube."   Full exhalation through the nose, drawing in the stomach and intercostal muscles. Fold lips, pull in air sharply, fill lungs to capacity. Make swallowing movement. Pause for 2-3 seconds, then raise your head up and breathe out air through your nose smoothly and slowly.Repeat 4-6 times.

    Articulation gymnastics.

L: To pronounce the sounds correctly and beautifully, we will start the lesson with articulatory gymnastics.

    Smile Smile, show closed teeth. Keep your lips in this position until the score is 5-10. Then return the lips to their original position. Repeat 3-4 times

    Swing. Smile, open your mouth. To the account"One-two" alternately rest against the tonguenow in the upper, then in the lower teeth. Bottomwhile the jaw is motionless.

    Painter . Smile, open your mouth. Wide contongue chick pat the palate from the teeth to the mountainslu. The lower jaw should not move.

    We clean the upper teeth. Smile, open your mouth. Cumlump of tongue “clean” the upper teeth withinner side by moving the tongueright left.

    "The steamer is buzzing." Smile, bite the tip of the tongue and pronounce the sound “Y” for a long time. In this case, a solid sound “L” is heard.

    "Needle"

Open your mouth, stick your tongue far forward, tighten and make it narrow. Hold in this position for 15 seconds, then remove the lower teeth, do not close your mouth, repeat 5-10 times.

    “Tasty jam”

Put a wide tongue on the lower lip, and then lick the upper lip from top to bottom, removing the tongue by the upper teeth. Do not move the jaw.

    Lesson topic message.

L: Let's remember what sound we worked with in the last lesson?

AND: With the sound of L.

L: Correctly. Today wewe will continue to work with the sound L, but we will learn to pronounce it not only in words but also in sentences.

    Refinement of articulation of sound. Isolated pronunciation and subsequent characterization.

L:   And let's remember what characteristic we gave to this sound?

AND: Sound L consonant, solid, sonorous.

L: When we pronounce the sound of Llips open - Teeth open - Tip of tongue raised by upper teeth. An air stream goes along the sides of the tongue - The voice rings (hand on the throat) Repeat L-l-l-l-l.

AND: L-l-l-l

    The introduction of sound into syllables, words.

L:   I want to treat you with delicious and ripe apples. But there are ripe and unripe apples on the apple tree. So that you are not mistaken, I collected only ripe apples, I signed them. Read syllables on apples. Unripe apples are those on which the syllable AL is written. Circle them with a green pencil and draw leaves for them, let them ripen. Circle the ripe apples (with the remaining syllables) with a yellow pencil and draw arrows from them inbast basket.

    Automation of sound L at the beginning of a word.

L: Well done, you picked all the ripe apples. Now look at the table in front of you is a daisy. You need to pick petals with the image of objects in the name of which is the sound of L.

(Pictures on a camomile: Swallow, vase, pencil, spade, bow, mittens, watch, lily of the valley)

    Sound automation L at the end of a word. Ball game.

L: And now, I propose to play the ball. I will throw the ball to you and call the word in the plural, and you will have to say in the singular. For example, candy.

L: Tables -

AND: Table.

L: Injections

AND: An injection.

L: Floors

AND: Floor.

L: Halls

AND: Hall.

L: Cases -

AND: Pencil case.

L: Goals

AND: Goal.

L: Glasses

AND: Wineglass.

    Fizminutka.

You and I did a good job, let's take a little rest and stretch our legs.

One - get up, pull yourself up
Two - bend, bend
Three - three claps in the hands, three nods on the head.
Four feet wider.
Five - wave your hands
Six - sit quietly at the table.

    Automation of sound L in the middle of a word.

L: Now let's play. You need to name the pictures drawn in the windows, and then pick up the missing picture by analogy and draw an arrow from it into an empty window.


    Automation of sound L in phrases.

L: The next exercise is called Riddles. Your task is to find out what I'm talking about. I will name the first word, and you have to choose the second suitable one, and then name the whole phrase completely.

L:   Full..

AND:   Bottle. Full bottle.

L:   Cheerful..

AND:   Soldier. Cheerful soldier.

L:   Broken..

AND:   Dump truck. Broken Dump Truck.

L:   Silk ..

AND:   Blouse. Silk blouse.

L:   Warm..

AND:   Sheepskin coat. Warm sheepskin coat.

L:   Ripe ..

AND : Strawberry. Ripe strawberries.


    Sound automation L in sentences.

L: Well done, you did a very clever job, but there’s one more, one last. I decided to have fun and came up with funny suggestions. Listen to them carefully and correct the mistakes.

L: Salad ate Milu.

AND: Mila was eating salad.

L: Paul fell into a chair.

AND: A chair fell on the table.

L: Football left for dad.

AND: Dad left for football.

L: Palms washed Claudia.

AND: Klava washed his palms.

L: Onion weighed Milu.

AND: Mila weeded the onion.

    Summarizing the lesson.

L:   Our lesson has come to an end. I want to praise you, you did a very good job today. Please tell me, what sound did we fix today?

AND:   Sound L.

L :   What was your favorite assignment?

AND :   (answers)

L :   All the best, you can go.