Summary of a lesson on stuttering correction in preschoolers. Individual lesson with a child who stutters

Lesson summary at the stage of development and consolidation of free speech skills with second grade students.

Topic: “Pronouncing short phrases, expressiveness of speech.”

Equipment:

1. Spelling dictionaries.
2. Individual cards with the poem “Kind Words” by O. Driz.
3. Individual cards with the text of N. Nosov’s story “Dunno and

old man."

1. A series of narrative paintings “On the Bus”.

Goals:

1. Strengthening the skills of correct speech breathing.
2. Relieving tension in the muscles of the articulation organs.
3. Developing the skills of smooth, coherent speech.
4. Strengthening the ability to pause after short sentences.
5. Training in pronouncing phrases with different intonations.
6. Practicing skills and abilities accurately, clearly, correctly assimilate and

give information.

1. Dialogue speech training.
2. Formation of an active position in the team and an active role in

process of communication.

1. Cultivating attention, switchability, politeness.

Progress of the lesson.

1. 1. Relaxation “Magic sleep”.
2. 2. Exercise for training voice and breathing “Clock”.

Children follow the speech therapist’s hand and clearly pronounce: “Tick-tock.” The hand is down - the voice is quiet, the hand is raised - the voice becomes louder.

1. 3. Repetition of learned speech rules:

• Children collectively recite a learned poem about the rules of speech:

We are always calm!

We always speak beautifully, boldly and slowly.

We speak clearly, clearly, because we are in no hurry.

We observe pauses and emphasize the percussive sound.

• Repetition and consolidation of learned speech rules:

First think about what you want to say.

Take a light breath through a smile.

Start talking right away.

In each word, highlight the stressed vowel sound.

Speak short sentences in one breath and pause.

1. 4. Communicate in short phrases.

Speech therapist. - Today we will try to remember the rules of behavior. How you should behave in public places and what you should say in different situations.

• Now listen to the poem “Kind Words”:

Kind words are not laziness

Repeat to me

Three times a day.

I'll just go out the gate,

To everyone going to work,

Blacksmith, weaver, doctor

"Good morning!" I scream.

"Good afternoon!" I shout after

Everyone going to lunch.

"Good evening!" that's how I greet you

Everyone rushing home for tea.

Tell me, what other kind words do you know? (Children list the words of greeting and farewell: hello, glad to see you! Goodbye, see you, good night, good night; words of gratitude and praise: thank you, thank you, well done, very nice; words that accompany requests and appeals: please, be kind, be kind, if it doesn’t bother you).

Now read the poem out loud, following the rules of speech. (Children read the poem one by one).

Read the words of greeting. (“Good morning!”, “Good afternoon!”, “Good evening!”).

With what intonation are they pronounced? (With an exclamation point).

With what other intonation can we pronounce words and phrases? (With affirmative and interrogative).

Let's practice saying short phrases with different intonations.

The sun is shining brightly (.!?) I have learned my homework (.!?) There are a lot of mushrooms and berries in the forest (.!?)

You congratulated your grandmother on the holiday (.!?) The lilacs bloomed in the garden (.!?) Natasha helped her mother wash the dishes (.!?)

• Speech therapist. - Let's work with a spelling dictionary. Open the dictionary starting with the letter M. Read the seventh word (store). - Make a proposal with him.

Open the dictionary starting with the letter A. Read the first word (lampshade). Make up with him

offer.

Open the dictionary to page 212. Read the twentieth word from the bottom (buy).

Make a proposal with him.

Open the dictionary starting with the letter B. Read the word seventeenth from the bottom (grandmother).

Make a proposal with him.

Make a sentence using all four words.

• Conversation on the series of narrative paintings “On the Bus.” Children are encouraged to answer questions with complete answers.

Speech therapist. -Who do you see in the picture? (In the picture we see two girls).

What are the girls' names? (Children call girls).

Where does the action take place? (The action takes place on a bus).

Who got on the bus? (An old lady got on the bus.)

What did she do? (She stood next to the girls.)

What did Katya do when she saw the old woman? (Katya gave way to her grandmother).

What did Katya say? (Katya said: “Please sit down.”

What did Katya do? (Katya acted politely and respectfully).

What can we call it? (Katya can be called well-mannered and exemplary).

• Physical education (movement with speech accompaniment).

A rooster was walking along the shore.

Slipped into the river - bang!

The rooster will know that from now on

You need to watch your step!

• Reading N. Nosov's story about Dunno.

First, the story is read by a speech therapist, and the children follow along using individual cards.

Dunno and the old man.

Dunno wandered wherever his eyes looked. Suddenly he saw some old man fighting off a dog with an umbrella. Dunno rushed to the rescue, pulled the dog away, sat the old man on a bench and said: “Please rest!”

A miracle happened here! The old man turned into a wizard and, handing Dunno a magic wand, said: So you did three good deeds: you saved me from the dog, offered me a rest and said “Please.”

After this, the children read the story in a chain.

Then they read by role.

Speech therapist. - What was the first good deed that Dunno did? (Dunno saved the old man

from a dog).

What's the second one? (Dunno suggested the old man to rest).

What's the third one? (Dunno said to the old man “Please.”

What good deeds do you do? (Children talk about how they

help adults in the house, in the yard, in the garden. About how they take care of the younger ones

brothers and sisters. How they help out their comrades. How to take care of

animals and help birds in winter).

What kind words do you say? (Children list words of greeting and

farewells, words of gratitude and praise, words that accompany

requests and appeals).

• Game "Guess the object".

One student conceives a thing from the room or on the street. Children ask questions:

Is this thing in our room? -What size is it? -What shape? -What is this thing made of? -How does it serve people?

5. Summary of the lesson.

The speech therapist notes the successes of each child. Some spoke smoothly and observed pauses. Someone remembered everything quickly and was very active. Someone spoke better than in the last lesson, etc.

This material will help all specialists working with people who stutter.

Having studied in detail various methods for correcting stuttering, I came to the conclusion that one of the main aspects in working with the preparatory stage is the correct speech breathing. I developed author's breathing exercise system, which allows the child to master the correct inhalation and long exhalation.

As a result of the use of these exercises in correctional work with children who stutter, an increase in the duration of exhalation is observed, and the vital capacity of the lungs has increased. This means that with the correct inhalation, the child will be able to draw in enough air, and when exhaling, he will have enough of it to pronounce the phrase. But the most important thing is that this system allows you to properly get air during a conversation, without causing stuttering in speech.

Author's system of breathing exercises

Consists of nine exercises.

Breathing exercise system:

1 week - exercises 1 and 2 are performed - 2 times a day for 5 minutes.
Week 2 - 1-3 exercises - 2 times a day for 5 minutes.
Week 3 - 2-4 exercises - 2 times a day for 5-10 minutes.
Week 4 - 1- 4 - 5 exercise - 2 times a day for 10 minutes.
Week 5 - exercise 1-5 (hold your breath as long as possible.)
Week 6 - 1-6 exercise - 2 times for 15 minutes.
Week 7 - 1-7- 2 times for 10-15 minutes.
8-9-10 weeks - 1-8 exercises 2 times a day for 10-15 minutes.
Week 11-12 – 1-7-8-9 exercises 2 times a day for 10-15 minutes. Let's connect speech. For children, we first select short words, then long ones (instead of counting).

Summary of an individual lesson with a child who stutters at the preparatory stage using breathing exercises

Cause relaxation of the muscles of the legs and arms in contrast to tension and relaxation,
- master the technique of diaphragmatic-costal breathing using breathing exercises;
- development of articulatory motor skills;
- develop the ability to use correct speech techniques;
- improving non-verbal communication methods.

1. Relaxation exercises:

For the hands: relaxation and tension of the hands, forearms, shoulders: “Fists”, “Pendulum”, “Crane”, “Deer”, “Swimmer”.
- for legs: “Bends forward, to the sides”, “Mill”, “Sagging”, “Weightlifter”.

2. Breathing exercises. Perform exercises 1 to 4.

3. Massage of the muscles of the articulatory apparatus.

For lips: “Smile”, “Tube”, “Bite the lower lip”, “Bite the upper lip”.
- for the tongue: “Watch”, “Bumps”, “Fish”, “Tasty jam”, “Chatterbox”.
- for the lower jaw: lowering, raising, moving left and right.

Making the sound "r".

5. Pronouncing vowel sounds (a, o, u, e, y, i): after inhaling, while exhaling smoothly, stretch out the vowels one by one.

6. Consistent pronunciation of two vowels: aaaaoooo, aaaauuuu, aaaaiii, etc. Three-aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaand in different combinations.

7. Work on the rhythm: clapping the rhythmic pattern at a medium tempo, first up to 2, 3, 4, 5, etc. up to 10. Stepping to the count: walk to the count at an average pace.

8. Exercises to perform expressive movements and gestures: facial gymnastics (show joy, evil, sadness, shyness).

9. Development of lexical and grammatical categories on the topic “Autumn”.

Summary of individual work at the main stage using breathing exercises

Cause relaxation of the muscles of the neck and speech apparatus in contrast to tension and in presentation;
- use of breathing exercises;
- use correct speech techniques when pronouncing phrases;
- Development of phonemic perception;
- Development of articulatory motor skills;
- formation of expressive speech;
- consolidate new speech skills in communication (dialogical speech)

1. Relaxation gymnastics:

Perform neck exercises:

A) sitting, lean on the table with your arms bent at the elbows, put your head on your hands and completely relax.

B) while sitting, slowly turn your head without raising it, from right to left and from left to right (with maximum amplitude);

C) standing, raise your arms, clasp your fingers at the back of your head, spread your elbows and shoulders to the sides. Smoothly, without jerking, move your head back, overcoming the resistance of your hands. Feel the tension, throw your hands down and relax. Return to initial position.

D) standing, move your head as far back as possible, fix your palms on your forehead, spread your elbows to the sides, slowly tilt your head forward, overcoming the resistance of your hands, and tense up. Return to starting position, relax.

D) while sitting, slowly tilt your head forward so that your chin rests on your chest and back until it stops.

2. Breathing exercises 1-7-8 exercises for 10-15 minutes. Let's connect speech. For children, we first select long words (instead of counting and short words).

3. Articulation gymnastics for making sounds. Automation of delivered sounds.

4. Pronouncing phrases with their gradual lengthening.

5. Development of phonemic perception: sound analysis of a word consisting of three sounds.

6. Game “Tricky Questions” - development of thinking, memory, imagination.

Summary of individual work at the final stage using breathing exercises

Cause relaxation of the muscles of the body, legs in contrast to tension, relax these same muscles according to the idea.
- complicate and expand verbal communication at home and in public places: increase the volume and duration of statements in various situations;
- build confidence, speech courage;
- develop coherent speech;
- practice sounds in speech, be able to differentiate them.

1. Relaxation gymnastics: for the torso, legs.

a) sitting straight, elbows on hips. Lean forward freely, head down, relax, arms freely fall down. In a relaxed position, perform light rocking of the body from side to side.

B) body turns with circular rotations hands (“mill”).

C) sitting on the edge of a chair, tilt your torso slightly forward, freely swing your arms, body, and shoulders down.

D) standing, freezing in a stretched position, complete relaxation of the whole body, “sagging.”

D) standing, imitation of lifting a barbell with tension and relaxation of the whole body after lowering it.

E) sitting, body straight, while inhaling, tighten your abdominal muscles and hold in this position for several seconds, exhaling and relax as much as possible.

G) Exercise “Pull the rope.”

2. Breathing exercises-1-7-8 exercises for 10-15 minutes. Retelling the text in your own words.

4. Differentiation of difficult to pronounce sounds (if necessary).

5. Sound synthesis of words, work with patterns of syllables, words, sentences.

6. Development of coherent speech - compiling stories based on a series of paintings, and then based on the painting.

7. Development mental processes game “Remember and name”, “What is extra”.

Zhgutova Irina Vladimirovna,
teacher speech therapist.
Municipal budget
preschool educational institution
kindergarten No. 1 compensating type
Kurganinsk

Abstract speech therapy session with older children who stutter preschool age at the stage of question-and-answer speech.

"Journey to the Magic Forest" Lexical topic: "Wild animals"

Gichko Olga Mikhailovna.

Speech therapist teacher, compensatory kindergarten No. 2, Kirov district, St. Petersburg.

Correctional and educational goals:

1. Consolidate the idea of ​​wild animals.

2. Activation of the dictionary on the topic: wild animals,

3. Constructing a sentence with prepositions: in, from, on, with, for, because of, the formation of possessive adjectives and agreement with nouns, the use of the prepositional case of a noun, the selection of a verb to a noun, the agreement of numerals with a noun.

4. Consolidation of the skill of sound analysis of words.

5. Consolidating knowledge about the image of a letter.

6. Consolidation of the ability to correctly ask and answer questions with complete answers.

Corrective and developmental goals :

1. Development of prolonged speech breathing, Development of prosodic components of speech.

2. Development of auditory and visual attention, perception, memory.

3. Development of optical-spatial concepts

4. Development of personal qualities: activity, curiosity, independence, the ability to apply acquired knowledge in independent activities, develop the ability for self-esteem.

5.Development of universal prerequisites for educational activities: The ability to listen to an adult and follow his instructions.

6.Development of the emotional sphere of children, imagination.

7.Development muscle tone, facial muscles.

Correctional and educational goals:

1. Cultivation of sustainable interest in the activity, initiative, desire for active work,

2. Fostering a sense of camaraderie and collectivism.

3. Fostering a humane attitude towards wild animals.

Equipment:

Magnetic board, computer, flannelgraph with a set of details on the topic: “Winter” (snowflake, tree, snow falling, snowdrift, woodpecker, titmouse)

Audio recording "Winter" "Relaxation melody"

Costume of the Old Man - Lesovich.

Modules - stumps, snowballs, path with footprints,

Subject pictures depicting wild animals

Pictures depicting animal dwellings (hole, den, hollow, bush.)

Pictures depicting emotions: sadness, dissatisfaction, surprise, joy.

Pictures depicting a hare: on a stump, jumped off a stump, into a snowdrift, crawled out of a snowdrift, behind a tree, from behind a tree. (for individual work by number of children)

A colored envelope contains 5 pictures of a wild animal (wolf, fox, hare, squirrel,)

Preliminary work:

Getting to know emotions. Work on the duration of speech exhalation. Strengthening the skill of using a computer correctly. Reading fiction on the topic: “Wild animals.”

Progress of the lesson:

Organizing time.

Speech therapist: Guys, let's say hello to the guests. Hello.

Now let’s remember how to speak correctly and beautifully:

1. Be attentive, do not disturb others, listen first, then answer.

We talk together. They disperse to the place. We sat down on the chairs.

2 .Relaxation with music.

Speech therapist: Children, look and imagine that we are in a winter forest. (Turn on the music)

Let's close our eyes and listen to music.

Turn off the music. We open our eyes.

Speech therapist: - What was the music like?

Children: The music sounded gentle. The music sounded beautiful. The music sounded

calm.

Speech therapist: What did you imagine to the sounds of this music?

Image of pictures on the board.

Children: Snow is falling, snowflakes are spinning, frost is crackling, trees are rustling,

a bird flew somewhere, etc.

3. Speech with movements: “We came to the winter forest.”

Speech therapist: In order not to freeze in the winter forest, you and I will warm up .

We have arrived in the winter forest! There are so many miracles around here!

To the right is a birch tree in a fur coat, to the left is a Christmas tree looking at us.

Snowflakes are spinning in the sky. And they lie quietly on the ground.

So the bunny galloped along. He ran away from the fox.

This is a gray wolf prowling, He is looking for prey.

We'll all hide now! Then he won't find us!

Only the bear sleeps in its den, and will sleep through the whole winter.

4.Riddles about wild animals

A forest boy comes out from behind the tree.

I'm an old forest guy walking through the forest to keep things in order.

Hello guys, I'm glad you came to my property?

Lesovichok: - Do you know who lives in my forest? Children: - Yes!

Lesovichok: I’ll tell you riddles.

We will answer one by one, to whom I point.

Sit on the stumps and listen.

1.Look at this - It’s all burning like gold,

He walks around in an expensive fur coat, his tail is fluffy and large. (Fox)

2. He scours the forest day and night, looking for prey day and night.

He walks and wanders silently, his gray ears stick up. (Wolf)

3. There is a fungus hanging on a twig. Who could have hung it?

I’ll push apart the small spruce forest, I’ll hide - I’ll see... (a squirrel).

4. The scythe does not have a den, he does not need a hole.

Legs save you from enemies, And bark protects you from hunger. (Hare)

5. He is big and club-footed, They say he sucks his paw.

He can roar loudly, What kind of animal is this? (Bear). - together.

Children solve riddles.

Well done. You are good at solving riddles.

Lesovichok: What to call these animals? Children: Wild animals.

Lesovichok: Why are they called that? Children - They live in the forest.

Lesovichok: Oh, I’ve been sitting too long, I’ll run with you, check out my possessions and come back, and you can take a walk.

5.Breathing exercise Speech therapist: Let’s take a breath of fresh, frosty air.

Oh! What air! Children spread their arms and take a deep breath.

Oh! What frosty air.

What transparent and clean air! How to breathe well.

It is very beautiful in the winter forest. Everything is covered with white, fluffy snow.

6. Psycho-gymnastics The goal is to teach how to regulate muscle tone and facial muscles.(cards with faces on the board)

Speech therapist: What happened? What's around? Noise and din from all sides - the bunny galloped up.

He ran away from his mother. The bunny is small, he doesn’t always obey, and sometimes his mother

he is scolded or punished. And when he is obedient, his mother praises him and caresses him.

And this causes the bunny to have different moods. I'll call you bunny

mood, and you choose the right card.

Speech therapist: The bunny is sitting on a tree stump and is sad:

Move the corners of your lips down. Convey a sad look.

Children show facial expressions of sad mood

Speech therapist: lost in the forest and cannot find his mother, angry with himself.

The child takes the desired picture with the face.

Children show facial expressions of an angry mood

Speech therapist: the bunny saw a familiar squirrel.

The child takes the desired picture with the face.

Children show facial expressions of surprise.

Speech therapist: don’t be sad, we’ll play with you and look for mom.

The child takes the desired picture with the face.

Children show a smile. Well done!

7. Snowball game “We’ll rest a little and go play in the snow.”

The speech therapist offers a box of snowballs.

Speech therapist: Children, let’s pick up a snowball. Let's make a lump and throw it away. Let's shake the snow off our hands.

Children perform movements.

8. " Where did the bunny hide? (Construction of a sentence with prepositions: in, from, on, with, for, because of, (with pictures)

The bunny ran to look for his mother, and we sat down at the table. Choose pictures for yourself and look at them. I remind you. I will ask, and you will answer in a complete sentence.

The speech therapist asks the children questions:

Where did your bunny jump? - My bunny jumped into a snowdrift.

Where did your bunny come from? My bunny crawled out of the snowdrift.

Where is your bunny? - My bunny is standing on a stump.

Where did your bunny jump from? - My bunny jumped off the stump

Where did the bunny hide? - The bunny hid behind a tree.

Where did the bunny come from? - The bunny looked out from behind the tree. Good girl!

9. Game "Whose Traces" (formation of possessive adjectives and agreement with nouns)

Lesovichok: I'm back, I need your help. The animals followed throughout the forest and confused me. I don’t know where, whose traces? I can't find anyone.

Lesovik: Choose your tracks. Children choose and stand near the tracks.

Lesovichok: Whose tracks did you choose?

Child - I chose hare tracks.

Lesovichok: Whose tracks did you choose?

Child - I chose squirrel tracks.

Lesovik: Stas, whose tracks did you choose?

Child - I chose wolf tracks.

Lesovichok: Sasha, whose tracks did you choose?

Child - I chose fox tracks.

Guys, follow the tracks that you have chosen, and we will see where these tracks lead you.

The children followed the tracks and each stopped at their own place.

Lesovichok: Where did the fox tracks lead you?

Child: Fox tracks led me to a fox hole.

Lesovichok: Where did the squirrel tracks lead you?

Child: Squirrel tracks led me to a tree with a squirrel hollow.

Lesovichok: Where did the hare's tracks lead you?

Child: The hare's tracks led me to a bush.

Lesovichok: Where did the wolf tracks lead you?

Child: The wolf's tracks led me to the wolf's lair.

10. Game “Where does anyone live?” (use of the prepositional case of a noun)(Cross survey.)

Speech therapist: Guys, now you will ask each other questions about your animal and answer them.

Children ask questions to each other.

Sasha: where does the wolf live?

Child: The wolf lives in a den.

Stasik: Where does the fox live?

Child: The fox lives in a hole.

Estuaries: Where do squirrels live?

Child: The squirrel lives in a hollow

Kirill: Where is the bunny hiding?

Child: The bunny is hiding under a bush.

Bogdan: Where does the bear spend the winter?

Child: The bear spends the winter in a den.

11. “Who performs these actions?”(selection of verb to noun)

Lesovik: How great it was for you to ask and answer questions. And now I’ll ask you around.

Speech therapist: Then go to the board.

The child answers and puts a picture on the board with the image of an animal.

Forester: Tracks, runs, howls... child... wolf

Forester: Sneaking, running, cunning...... child.....fox

Lesovik: Jumping, scared, trembling... ... child ... hare

Woodman: jumps, jumps, hides in a hollow…. child...squirrel.

12.« Count the animals » 1,2,3,4.5.(agreement of numerals with a noun

Child - One Wolf, two wolves, three wolves, four wolves, five wolves.

Child: one hare, two hares, three hares, four hares, five hares.

Child: one fox, two foxes, three foxes, four foxes, five foxes

Child: one squirrel, two squirrels, three squirrels, four squirrels, five squirrels.

13 “.Isolate the sound in the word”

Speech therapist: Lesovichok, do you have a school in the forest?

Lesovichok: Yes! I will soon go to study there.

Speech therapist: We are also preparing for school. We already know how to distinguish sounds in a word.

Let's remember what vowel sounds you know. Children answer: A, o, y, i, e, s.

Look at the board. Speech therapist: Who is this? The child is a wolf.

Speech therapist: What is the vowel sound in the word: wolf.

Child: The word wolf has one vowel sound o

Speech therapist: Who is this? The child is a fox.

Speech therapist: What are the vowel sounds in the word: fox.

Child: The word fox has two vowel sounds and, a.

Speech therapist: Who is this? The child is a bear.

Speech therapist: How many vowel sounds are in the word: bear.

Child: The word bear has two vowel sounds: i, a

Speech therapist: Who is this? The child is a bunny.

Speech therapist: How many vowel sounds are in the word: bunny.

Child: The word bunny has two vowel sounds, a, a.

14. Computer game “Make a word from letters” »

Lesovik: Guys, let's find out what they do at the forest school. There is a crocodile teacher at school, his name is Croco. He is smart and kind.

Let's split into two teams.

Speech therapist: Collect from letters the word fox. And Lesovichok will see whose team can do it faster?

The child clicks on the correct letter. Well done! We played with the word fox.

15. “Make a sentence with the word” : l titmouse, hare, wolf, squirrel, bear.

Speech therapist: Lesovichok, we know how to come up with our own sentences with the word fox.

Children: The fox is catching up with the hare. The bunny is hiding from the fox. Squirrel on a branch

gnaws nuts. A wolf stalks its prey.

Speech therapist: Which proposal did you like best?

16.Relaxation with music. " Magical dream"

Speech therapist: We will go to a magical clearing. Lie down, close your eyes and

Listen to music. Children lie down on the carpet, close their eyes and relax to the music.

Speech therapist: Imagine you are lying on warm sand. You feel good and pleased.

Your breathing is even and calm. You feel the warm rays of the sun. Rays

warm your hands, feet, face. One of the rays touched your lips and

drew you a smile. You feel good about these touches. Do you feel

yourself as part of nature. You will carry this smile with you and give it to your friends.

Stretch your arms up, inhale and open your eyes to the count of three. Your walk

was wonderful. We sat down. We stretched ourselves. Got up.16.Result. Where have you been? What did you like? Well done! You did well. The forest boy left gifts for you under the Christmas tree.

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Summary of individual speech therapy classes on stuttering correction, preparatory group.

Phonemic topic: “Differentiation of sounds Ж and Ш in words.”

Target :

• learn to distinguish the consonant sounds Ж and Ш in words.

Tasks:

1. Teach auditory-pronunciation differentiation of Zh and Sh.
2. continue to learn how to determine the sequence of sounds in a word, improve the skills of sound-syllable analysis.
3. continue to introduce the term “sound”
4. teach expressively, perform a poem, intonationally convey the diversity of its sound, use natural pauses, stress, convey your attitude to the content.
5. develop the ability to understand a learning task and complete it independently.
6. develop the skill of self-control and self-esteem.

Equipment:

1. Object pictures for the sounds Zh and Sh.
2. Notebook for speech therapy work

Progress of the lesson:

1. The speech therapist invites the child to listen carefully to the poem:

The rain poured out of the cloud,
I washed the hedgehog's thorns,
The hedgehog is happy, fed, washed,
He sleeps sweetly on the crib.

Where did the rain come from?

What did the rain do7

What happened to the hedgehog?

Make sure that the child answers with lines from the poem.

Pay attention to the fact that the child emphasized the intonation sound Zh in the poem. Read the poem again with the intention of memorizing it.

2. Exercise for relaxation, removal, muscle tone “The trees are making noise”

Yura, now you and I will do something very interesting exercise. Repeat after me:

The trees are “noisy” - raise your arms above your head and wave them in both directions.

(to music)

3. Development of phonemic hearing. Articulation comparison (commons and differences)

Didactic exercise “Find out by description” The speech therapist asks the child to guess by articulation what kind of sound it is.

The speech therapist shows in front of the mirror and explains the articulation of sound.

• the neck is silent.

Please repeat and say the sound.

What is that sound?

What is he like?

Child: -sh-sh-sh- this is the sound Sh, consonant, always hard, deaf.

The speech therapist shows the articulation of the sound J.

• lips are rounded and slightly extended forward,
• a wide tongue at the top forms a “cup”
• a warm air stream flows through the center of the tongue
• the neck works.

Repeat mine and say it.

What is that sound?

Child: -w-w-w sound w, consonant, always firm, sonorous

4. Differentiation of sounds Zh and Sh.

Didactic exercise “clap your hands.”

Yura, I will say the words, and you listen. When you hear the sound Zh, clap your hands.

• F, w, w, f...,
• Zha, sha, zho...,
• Zhora, fur coat, cat, hedgehog...,

Game "On the contrary".

I will pronounce words with the sound Ш, and you, on the contrary, with the sound Ж

• Sha ———Zha
• ZHA———Sha
• Zhi———-Shi
• Shi———Zhi…

Repeating a series of syllables:

• Zha-sha-zha,
• Zha-zha-sha,
• Sha-zha-zha,

Complete the word with the appropriate syllable:

• SHI (zhi)
• GRU….(shi)
• Lu….(zhi).,
• Skis),
• Ears),
• U... (zhi),
• Er...(shi),
• Crew)
• Kama...(w)

A couple of words.

Name those sounds in pairs of words by which the words differ from each other:

• HEAT - BALL
• Pity - SHAWL
• FRY – FRY

Lay out the pictures.

Divide the pictures into two piles:

Objects whose names contain the sound Ш, and objects whose names contain the sound Ж.

The speech therapist names the whole word, and the child names it by its sounds.

• CAT
• SKIS…

Pure talk.

Pure sayings for the sounds Ш and Ж.

When pronouncing the last syllable, learn to emphasize the sound Ш and Ж intonationally.

1. Shi-shi-shi, what the reeds whisper.
2. Sha-sha-sha, it's a duck, come out of the reeds.
3. She-she-she, there is no longer a duck in the reeds.
4. Zha-zha-zha, the hedgehog has needles.
5. Zhu-zhu-zhu, somehow I came to the hedgehog.
6. Live - live - live, show me the hedgehog...

Paste into your notebook pictures with images of objects whose names contain the sounds Ш and Ж.

Didactic exercise “Give Zhanna a gift.”

Yura, let’s give Zhanna gifts for the sound Ж at the beginning of a word, and for the sound Ш in the middle of a word.

I will give Zhanna:

• acorn
• lark

Remember the letters that represent the sounds Zh and Sh.

I invite you to get acquainted with the material that I use for individual work with children. Each summary is developed in accordance with the methods used in stuttering correction: relaxation exercises, respiratory and voice exercises, speech exercises for coordinating words with movement, thematic poetic material, speech games for cultivating a calm pace of speech in sentences.

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Lesson No. 1

Flapping your arms like a bird's wings means tension, lowering your arms means relaxation.

Wave your hands as if saying goodbye - tension - hands relaxed - Roundabout Circulation hands.

Clench your fists - tension, lower your hands - relaxation.

2. Breathing exercises.

The child is offered:

Put out the candle. First you need to inhale through your nose (without raising your shoulders or throwing your head back), and then calmly exhale onto the candle through your mouth, making a long whispering sound fffffff

Blow the cotton wool from your palm and then check to see whose cotton wool flew away further.
-it is suggested to smell the flower while inhaling (inhale through the nose, exhale through the mouth)

Onomatopoeia of a locomotive whistle -uuuuuuu (loud-quiet)

Game “Echo”: one pronounces loudly “A” - the other quietly responds “a” (also with the vowels “O”, “U”, sound complexes “AU”, “AO”, “UA”, “OA”)

4. Speech exercises for coordinating words with movement.

1. Cultivating a calm pace when pronouncing the rhyme. The game of counting rhymes is played slowly, clearly pronouncing each word.
“We learned to count:
One two three four five!"
Measured movements of the finger regulate the tempo and make the pace of text pronunciation accessible to the child.
The counting table is pronounced 4-5 times,

2. Cultivating a calm pace of speech in an outdoor game with a ball. For example, we pronounce the names of friends: on the swing of the ball we say the first syllable, on the second syllable we throw the ball: Vo - va.

3. Speech exercises counting from one to five - under the ball. Every word is a throw to the floor.

4. Saying a rhyme while clapping:

I love mommy very much -4 claps

My dear mother - 4 claps.

Gently kiss - 2 claps

Dear mother -2 claps.

5. Speech Board games . Cultivating a calm pace of speech in a three-word sentence.
For these activities, any subject lotto is used.
The adult shows with his voice at what pace the child should pronounce the name of the picture they took, and then offers to name the pictures at the same pace.

I have a cockerel. - I have_ a fish. - I_ have_ a squirrel

Lesson No. 2

1. Relaxing movements (relaxation)

"Deer". “Let’s imagine that we are deer, let’s show what kind of antlers a deer has.” (Raises crossed arms above his head with fingers stretched out wide, then checks the degree of tension in each child’s muscles.) “It’s hard to hold your hands like that. Tension is unpleasant. Place your hands on your knees. Hands relaxed.

Exercise to relax your abdominal muscles

"Swing" For a child in a lying position, a light toy is placed on his stomach in the diaphragm area. An adult pronounces a rhyme:

Swing up (inhale)

Swing down (exhale),

Hold on tight, my friend.

"Ball". “Let's imagine that we are inflating a balloon. Place your hand on your stomach. Inflate your stomach as if it were a balloon. The abdominal muscles tense. Shoulders don't rise. We exhaled air as if a balloon had burst.

2. Breathing exercises.

- "Fly, feather!" Place a feather on the child’s palm and invite him to blow so that it flies. -differentiation of oral and nasal breathing:a) inhale through the nose, exhale through the nose b) inhale through the nose, exhale through the mouth

Singing sound A-A-A on a smooth exhalation. (same with the sounds O, I, U, E)

Singing sound complexes AU, AUO, AUI, AUE, AO, AOU, AOE, AOI.

Cultivating a calm pace when pronouncing rhymes. (the child has a ball in his hands, on the stressed syllable he moves towards and away from himself)

I dropped the jug

And I smashed it on the floor

1, 2, 3 - catch the ball, mommy!

Cultivating a calm tempo of speech while playing with a tambourine. For example, we pronounce words: for each beat of the tambourine we pronounce the word syllable by syllable. Dictionary: ba-nan, li-mon, ki-vi, gru-sha, dy-nya, man-da-rin, a-pel-sin.

Speech exercises under the ball. Each stressed syllable is a throw of the ball to the floor.

Dictionary from the fairy tale “Turnip”: turnip, grandfather, grandmother, granddaughter, bug, cat, mouse.

5. Speech board games. Cultivating a calm pace of speech in a sentence of three words, then in four words.

I have_an orange. I have a sweet orange. I have_lemon. I have_sour_lemon. Dictionary: names of fruits.

Lesson No. 3

1. Relaxing movements (relaxation)

“Fists” - Performed while sitting. Place your hands loosely on your knees,

legs slightly apart. Clench your fingers tightly into a fist and hold for a few seconds. Then straighten your fingers and calmly place them on your knees.

“Icicle” Performed while standing. Imagine that an “icicle is hanging”, raise your arms up and, standing on your tiptoes, try to stretch out as much as possible, tensing your whole body. After the words “the sun will rise and the icicle will fall,” lower your hands, relaxing them.

2. Breathing exercises.

A) " Balloon" - during exhalation the sound “f-f-f” is pronounced. The child's hand on the diaphragm controls inhalation and exhalation.

A child inflates the balloon “F_F_F”

Mom inflates the balloon “F_F_F_F”

The balloon is inflated by dad "F_F_F_F_F_"

b) Inhale while counting slowly. (Inhale to the count of 1-2-3; exhale: 4-5-6-7 to 15). An adult keeps the count.

“We’re cradling the doll” - pull A - a-a-a-a-a. Pronounced loudly - quietly.

“Teeth hurts” - pull O - o-o-o-o-o. The sound is pronounced loudly - quietly.

On one smooth exhalation, pull two vowels twice -

Aaaaaaaaaaaaaaaaaaaaaaa, etc.

AOAO AUAU AIAI AEAE UAUA UOUO UIUI UEUE

4. Speech exercises for coordinating words with movement.

We'll go down the path

And we will find the basket.

I pick up vegetables

And I'll put it in the basket.

5. Speech board games.

a) The child takes a vegetable and says the phrase “I have a tomato.” “I have a cucumber,” etc. Then the phrase gradually builds up: “I have a red tomato, it’s a vegetable.” “I have a green cucumber, it’s a vegetable.”

b) The game "What's missing?"There are pictures of vegetables on the table. The child closes his eyes. The adult removes the picture. What's missing? Answer: There are no cucumbers.

Game “Say Kindly”Cucumber is a cucumber. (Potatoes, carrots, beets, tomatoes)

Game "1-3-5" For example: “One cucumber, three cucumbers, five cucumbers. Etc." (potatoes, carrots, beets, tomatoes, cucumbers).

Lesson No. 4

1. Relaxing movements (relaxation)

Castle" - Performed while standing. Legs apart, arms down, fingers intertwined. Raise your hands with intertwined fingers behind your head, tense and sharply lower your hands while relaxing.

2. Breathing exercises.

“Blow out the candle” - the child holds a strip of paper at a distance of about 10 cm from his lips. Slowly and quietly blow on the candle so that the “flame” of the candle is deflected.

“Forced exhalation” - inhaling through your nose, make a quick, sharp exhalation through your mouth (mentally pronounce the combination “hu”). Repeat 7-10 times.

At the same height, you need to try to pronounce a combination of the sound M with any three vowels, then a new breath - and a new combination.

Exercise sequence:

. At the same height, you need to pronounce a combination of the sound N with any three

Vowels, and then a new breath - and a new combination. Subsequence

The exercises are the same as in the previous exercise.

4. Speech exercises for coordinating words with movement.

A) Vanka-stand-up, Vanka-stand-up

Squat, squat.

Be obedient, look what,

We can't handle you.

B) Walking through the names of toys with visual support. Words: ku-bik, ma-shi-na, ball-chik, pi-ra-mi-da, i-grush-ki, ba-ra-ban, mish-ka, so-bach-ka.

IN) Agreement of a noun with a personal pronoun.For example, this is my doll.
Mine is a doll, a car, a dog, a pyramid, a spinning top, a matryoshka;
mine is a ball, a bear, an elephant.

G) Formation of nouns with the diminutive suffix “Call it affectionately”
Ball - ball, doll - doll, bear - target, bear,
car - car, dog - dog, pyramid - pyramid.

Lesson No. 5

1. Relaxing movements (relaxation)

“Tanning” - Performed while sitting. Legs extended forward, legs raised, leg muscles tense. Then the legs lower, rest, and relax. Repeat several times.

a) In one breath, derive combinations of the sound M with three vowels - A, O, U and I, E, Y. Try to pronounce all sounds at the same height. The length of sounds characterizes a certain melody - “singing intonation”.

b) Take an imaginary ball, determine for yourself what size it is and start “playing”, hitting it on the floor. At the same time, count to 10, hitting the ball at each count so that it “bounces off the floor.” Make sure that the sound is not tense.

c) As you inhale, smell the scented handkerchief, and as you exhale, say the word Fine.

d) While exhaling smoothly, we pronounce the names of pets:

goat-goat-kid cat, cat, kitten bull – cow – calf

dog – cat – cow dog – dog – puppy

3. Speech exercises for coordinating words with movement.

a) - Kitty, kitty, kitty! -

Julia called the kitten.

Don’t rush home, wait! -

And she stroked it with her hand.

b) Walking through the names of domestic animals: cat-ka, so-ba-ka, ko-ro-va, ko-za, horse, ko-tyo-nok, te-lyo-nok, rabbit-lik, po-ro -sho-nok.

c) “Who shouts how.” The child places his leading hand on his thigh near his knee and makes light pressure with his fingers while pronouncing each word of the sentence, excluding conjunctions. In this way, he reproduces the rhythmic-intonation pattern of the phrase: he synchronizes speech with the movements of the fingers of the leading hand.

The cat and kittens meow. (3 clicks) The dog and puppies bark. The horse and foals neigh.

The cow and calves moo. The pig and piglets grunt.

d) “Who loves what?” The dog loves meat. (3 clicks) The horse loves hay. The cat loves milk. The goat loves hay. The rabbit loves carrots and cabbage.

D) “Correct the mistake” The cat has a kid. The cow has a piglet. The dog has a kitten.

The goat has a puppy. The rabbit has a calf.

Lesson No. 6

1. Relaxing movements (relaxation)

“Curious Varvara” - Performed while sitting.

Turn your head to the left, try to see as far as possible. Muscles are tense. We return to the starting position, looking straight. The neck muscles are relaxed. Then the head is turned to the right.

Raise your head up and look at the ceiling. Tilt your head back more, strain your neck. Straighten up, relax.

Slowly lower your head down, tense your neck muscles. Straighten up, relax.

“Wind-up Toys” - Transform into a wind-up toy. Turn around yourself. The toy is broken - freeze in a certain position, feel the tension, relax.

2. Breathing exercises.

“Balloon” - during exhalation the sound “f-f-f” is pronounced.

“Geese” - hands on the belt. Slowly tilt your torso forward, without lowering your head down, and say “g-a-a-a” in a drawn-out manner.

“Slide” Inhale to a slow count. (Inhale to the count of 1-2-3; exhale: 4-5-6-7 to 15).

a) Counting to ten in one breath in three different heights; After each count to 10, you need to stop to take a breath and hear the next pitch.

b) As you inhale, smell the scented handkerchief, and as you exhale, say the word Fine. Pronunciation should be calm, slow in syllables: good-ro-sho. Then, as you exhale, say a phrase in two or three words: “Very good,” “Smells very good.”

4. Speech exercises for coordinating words with movement.

a) Three bears were walking home

Dad was big, big

Mom is a little shorter

And my son is just a little baby

He was very small - he walked around with rattles.

b) Walking through the names of wild animals: fox, wolf, bear, bunny, little fox, wolf cub, bear cub, little hare.

V) Game "Who Was Who".Answers in complete sentences. The child places his dominant hand on his thigh near his knee and makes light pressure with his fingers while pronouncing each word of the sentence, excluding conjunctions. Thus, he reproduces the rhythmic-intonation pattern of the phrase: he synchronizes speech with the movements of the fingers of the leading hand.

The bear was (a bear cub). -3 clicks. The hedgehog was (a hedgehog). The fox was a fox cub. The moose was (calf). The wolf was (a wolf cub). The squirrel was (a baby squirrel). The hare was (a little hare).

5. Conversation on the topic.

What do wild animals eat?

Which animal stores for the winter?

What kind of reserves are these?

What is the name of a bear's home? - Den. Wolf? - Lair. Foxes, hedgehogs? - Nora. Squirrels? - Hollow. Where do wild animals live? - A bear lives in a den, a wolf - in a den, a hedgehog, a fox - in a hole, a squirrel - in a hollow. The hare sleeps under a bush.

6. Retelling the fairy tale “Teremok” in roles together with an adult.

Lesson No. 7

1. Relaxing movements (relaxation)

- “Barbell” - Performed while standing. Imagine that you are lifting a heavy barbell. They bent down and picked up the barbell. Fists clenched, slowly raise our hands. They are tense, it’s hard to hold the barbell. We got tired and dropped the barbell. The arms are relaxed and hang freely along the body.

- “Let's sunbathe” - Performed while sitting. Legs extended forward, legs raised, leg muscles tense. Then the legs lower, rest, and relax. Repeat several times.

2. Breathing exercises.

WITH walking on a chair. Inhale, relax your abdominal muscles, begin to inhale, inflating the balloon in your stomach. Pause (holding your breath). Exhale, pull in your stomach as much as possible. Pause. Inhale. When inhaling, the lips extend into a tube and “drink” the air with a noise.

Sitting on a chair. Breathing only through the left, and then only through the right nostril (while using the right nostril to close thumb right hand, the remaining fingers look up, and the little finger of the right hand is used to close the left nostril). Breathing is slow and deep.

"Bird voices" Pronounce syllable combinations and phrases in one exhalation, changing the tone of your voice. Chicken: “Ko-ko-ko.” Chickens: “Peep-pee-pee-pee-pee.” Chicken: “Whack-whack, it ran off in the bushes.” Duck: “Quack-quack-quack-quack, where is the water?”

4. Speech exercises for coordinating words with movement.

A) The chicken went out for a walk, to nibble some fresh grass,

And behind her are chickens - yellow kids.

"Ko-ko-ko, ko-ko-ko, don't go far,

Row with your paws, look for grains!”

Cockerel, cockerel,

Golden comb.

oil head,

Silk beard.

Look out the window

I'll give you some peas.

b) Game “Who Was Who.”Answers in full sentences with light finger pressure as you pronounce each word. The chicken was chicken (3 clicks). The goose was a gosling. The duck was a duckling. The turkey was a turkey.

V) Ball game. "One-many"Walking words syllable by syllable. Chicken - chickens, rooster-roosters, turkey-turkeys, duck-ducks, goose-geese, duckling-ducklings, gosling-goslings, turkey poults.

d) "Correct the mistake" » The duck has goslings; the turkey has chickens; chicken - ducklings; the goose has turkey poults.

d) "Say it the other way around"The duck is big, and the duckling... (small.) The chicken is young, and the rooster... (old). A goose has a long neck, and a chicken….(short).

E) “Call me kindly » Cock-cock, hen-hen, chick-chick, duckling-duckling, beak-beak, wing-wing, tail-tail, feather-feather, egg-testicle.