Speech therapy session in the senior group of the Federal State Educational Standard. Notes on speech therapy for the senior group. Examples of notes for open speech therapy sessions

Valeria Chetvyorkina

overview group speech therapy session in the senior group.

Subject: In the world professions.

Goals:

Educational: expand your understanding of people's professions. Clarify and expand your vocabulary on this topic. Improve skills in constructing complex sentences. Develop speech activity, dialogical speech (by answering questions).

Corrective: Develop general, articulatory, fine motor skills, facial muscles, breathing. Strengthen the skills of sound, sound syllable analysis and synthesis. Develop attention, thinking, memory.

Educational: Develop self-control over speech. Cultivate a respectful attitude towards people of different professions. To form cognitive interest and desire to learn. Develop the ability to work in a team.

Equipment: construction set, dummies of vegetables and fruits, 2 hoops, a basket of groceries, a magic bag, mnemonic tables, cut-out pictures, a Beetle toy.

Progress of the lesson

1. Organizing time.

Invented by someone simply and wisely

Say hello when meeting:

Good morning!

Good morning! - the sun and the birds.

Good morning! - smiling faces.

Let everyone become kind, trusting,

AND Good morning lasts until evening.

Guys, come to us today guests came to class to take a look at our work. Wish them good morning.

2. Announcement of the topic classes.

Guys, today we are going on a trip to another country - Profession! We'll go there by train. Please tell me what it's called person's profession who drives the train?

That's right, driver! Well, who wants to be a machinist? Well, the driver has been chosen, half the job is already done! And I will be the conductor! What is this such a profession? What does a conductor do? (checks passengers' tickets). Now attention! In order for you to get on our train you need to solve riddles. Whoever guesses the answer gets a train ticket.

3. Guessing riddles.

Tell me who is so delicious

Prepares cabbage soup,

Smelling cutlets, salads, vinaigrettes,

All breakfasts, lunches? (cook)

We get up very early

After all, our job is to transport everyone in the morning

To work. (driver)

We must fight fire

We are partners with water.

People really need us,

Answer quickly, who are we? (firemen)

Who is the most useful in days of illness?

And cures us of all diseases? (doctor)

Love nature respect the elderly? (teacher)

The master will do the hairstyle

Hairdryer, brush and comb.

The curls will curl lushly.

He will fluff up his bangs with a brush,

Everything in his hands is burning -

He will change appearance! (hairdresser)

Among the clouds on high

We are building a house together

So that in warmth and beauty

They lived happily in it. (builders)

4. Articulation gymnastics.

Well, has everyone taken their seats? But for some reason our train is in no hurry to depart! We probably haven’t completed some task yet. Let's take a look at my magical guide to the country Professions? Oh, it says here that we haven’t done gymnastics for our tongue yet!

1. Hippo mouth opened,

I held it. Then he closed it.

We'll tease the hippopotamus -

I want to make fun of him.

(We repeat the exercise 3-5 times. We give the child time to rest and relax. We offer to swallow saliva. We repeat the exercise again 3-4 times).

2. The puppy smiles

Teeth on display.

I could do the same

Here look. Now.

(We spread the corners of the lips wide, exposing clenched teeth. Return the lips to a calm position. Give the child time to rest and relax. We suggest swallowing saliva. Repeat the exercise 3-4 times).

3. The baby elephant pulls its proboscis,

He's about to get a banana.

Fold the sponges into a tube

And show the baby elephant.

(We stretch our lips forward, as if for a kiss, and hold them in this position for 3-5 seconds. We return our lips to a calm position. We give the child time to rest and relax. We offer to swallow saliva. We repeat the exercise 3-4 times).

4. Kitten loves milk:

You pour it - and there’s not a drop in a moment.

Lacquers quickly and easily

"With a spatula" sticking out his tongue.

(Wide open your mouth, make 4-5 movements with a wide tongue, as if lapping milk. We close our mouth. Remove the tongue. We give the child time to rest and relax, and offer to swallow saliva. Repeat the exercise 3-4 times).

5. Language is like the pendulum of a clock,

Ready to swing again and again.

The kitten smiles

He's just like you tries.

(Opening our mouth, we stretch our lips into a smile, stretch out our tongue, tense it, touch the sharp tip of our tongue to the left and then to the right corners of our lips. We make sure that the tongue moves through the air, and not along the lower lip, so that the lower jaw does not swing. We perform 6-8 times. Remove the tongue and close your mouth. We give the child time to rest and relax, and offer to swallow saliva. Repeat the exercise 3-4 times).

(N.V. Nishcheva “Fun Gymnastics”)

OK it's all over Now! Go!. /pronouncing the syllable on one exhalation TU-TU-TU/ (development of speech breathing)

5. Station one! "CONSTRUCTION"

Who do you think works at this station? (builders).

Let's think about what kind of people professions building a house?

Who lays the brick? (Mason)

Who finishes the walls and ceilings? (plasterer)

Who paints the walls and ceilings? (painter)

Who installs the glass? (glazier)

Who welds the pipes? (welder)

Who works on the crane? (crane operator)

Who drives the excavator? (excavator operator)

Can a driver work at a construction site? (yes, he brings bricks, concrete, slabs, sand to the construction site by truck)

Let’s build a house with you too. Which ones do you think geometric shapes can we build a house?

Well, you and I stop being little children and turn into BUILDERS! Now you will take one part at a time and build a house. But parts are not just given - they are sold. You can buy them by calling the first or last sound.

Dima, what part will you take?

I'll take the cube.

Okay, please tell me, what is the first sound in the word Cube?

The first sound in the word cube is [K].

Well done Dima, get your part.

Well done, everyone completed the task. And look what a beautiful house we built.

What is the name of a house if it has two floors? (double decker) Five floors? Many floors?

What is the name of a house that is built of brick? From blocks? Made of wood? (brick, block, wood)

L. Profession builder - important and necessary profession.

6. Finger gymnastics.

Finger gymnastics "Builders".

We are builders, we are building (knock fist on fist)

We will build a lot of houses.

Lots of roofs and ceilings (bend the fingers on both hands in turn)

Lots of windows, walls, floors,

Many rooms and doors

Lots of elevators, stairs, floors.

The residents will have fun (clench and unclench your fingers)

Housewarming in the new house (in words "housewarming" raise your hands up)

7. Station two! Oh, feel how delicious it smells! We arrived at the Kukhonnaya station!

Who do you think could work at such a station?

That's right, cook! What does a cook do? What does he need for this?

In order for us to leave this station we need to complete two tasks!

First task! “Come on, repeat it!”

At-at-at - we eat salad, (in unison)

From-from-from - delicious compote, (in unison)

Ut-ut-ut - they give us soup, (girls)

At-at-at - washed the grapes, (boys)

It-it-it - the spoon shines, (Vasya and Kolya)

Ta-ta-ta – this is delicious. (in unison).

Task two!

Now we will split into two teams. I'm the head chef today. Who remembers what they call him (Chef). They will salt the vegetables in this pan. (red hoop) and cook compote in this (blue hoop). All children receive item: either a fruit or a vegetable. You move freely around the hall to the sound of a tambourine. As soon as he stops playing and "vegetables", And "fruits" must take your seats in"pans". Whoever makes a mistake loses.

Well done! We get on the train. Go!

8. Station three! "Trading"

Who do you think works at this station?

That's right, seller!

Now I invite each of you to play the role of a seller and help your buyer choose the right product. There are various products in front of you. I will describe to you the qualities of a particular product. You need to guess it and put it in the shopping cart.

1. Tasty, healthy, maybe cow or goat. (Milk)

2. Sweet, it can be milky, black and even white. (Chocolate)

3. Red, ripe, juicy. (Apple)

4. Sour, yellow, oval. (Lemon)

5. Orange, round, sweet and sour, delicious. (Orange)

6. Green, elongated, refreshing, juicy. (Cucumber)

9. Gymnastics for the eyes.

Now, guys, get on the train. We need to move on! But they accidentally told me that there would be a difficult task at the next station. And for this, we need to prepare our eyes.

The beetle flew up to the crane,

Buzzed and sang “W-w-w.”

So he flew to the right,

Everyone looked to the right.

So he flew to the left,

Everyone looked to the left.

It buzzed and spun. “W-w-w.”

And he landed on the ground.

10. Fourth station!

Well, guys, let's go on a journey with you to our last station. Go! Oh, guys, there is no name written on this station! Strange! It seems that everything at this station professions are mixed up! And we need to help them! Ready?

First task! "Magic bag!"

You need to put the pen into the bag and feel what is in it. And try to determine who will need it!

Task two! "Collect a picture".

We have lost pictures from professions! Let's collect them. (children form pairs and collect pictures).

And finally the third task! “Tell me about the algorithm!”

Children are given cards with pictures. They attach the desired picture and talk about the given professions.

11. Returning home. Bottom line classes!

Where were we today?

Which station did you enjoy completing the tasks at most? Why?

Oh, guys, did you hear someone's footsteps outside the door? Let's take a look? Look, they brought us a parcel post. Who brought it to us? And there are gifts in it. It was the residents of the fourth station who thanked you for your help.

Nomination “Methodological work in preschool educational institutions”

Lesson notes designed for older children preschool age with general speech impairment.

Target: Development of coherent speech using mnemonics.

Tasks:

• activation of the dictionary on the topic “Insects”;
• consolidation and development of the ability to write a descriptive story based on plan-scheme;
• strengthening the ability to correctly coordinate numerals and nouns;
• development of attention, visual perception, fine motor skills, memory;
• nurturing love and respect for native nature.

Demo material: toy “Bee”, plan diagram for compiling a descriptive story of an insect, picture with a schematic image of a butterfly, ball, paper bees, pictures of insects.

Handout: boxes with counting sticks, cards with images of insects.

Progress of the lesson

Organizing time. The speech therapist and children are part of the group.

Speech therapist: Children, guests came to our lesson today. Say hello to them (say hello).

Speech therapist: Stand in a circle next to me (takes the ball). Let's play a game.

"Say it the other way around"(the speech therapist throws a ball to the child, who returns the ball back - all this is done simultaneously with a verbal selection of antonym words):

The mosquito is evil, but the butterfly is the opposite- good.
The bumblebee is big, and the ladybug...- small.
The bee is useful, but the fly...- harmful.
The wasp lives on the street, and the cockroach...- Houses.
The grasshopper is jumping, and the ant...- crawls.
The beetle is buzzing, and the spider...- is silent.
The dragonfly flies quickly, and the mosquito...- slowly.

Speech therapist: What are a mosquito, a fly, a grasshopper, a butterfly?

Children: Insects.

Speech therapist: What other insects do you know?

Children: Dragonfly, ant, cockroach, etc.

Speech therapist: One insect flew to us today. Guess who it is:

Drinks the juice of fragrant flowers,
Gives us both wax and honey.
She's nice to everyone
And her name is... (bee).

Speech therapist(shows the Bee toy): She arrived not alone, but with her bees. Oh, guys, look, what did the bees bring us?

Children: Flowers.

Speech therapist: That's right, flowers (the speech therapist takes the first flower and sees the task). Guys, the flowers are not simple, there is something written on them, let’s read it. (The speech therapist reads the first task).

Speech therapist: Guys, the bee invites us to meet her friends. But first we must find them. Look at our clearing, and whoever found it, raise your hand. Begin your statement with the words “I found...”.

(Children take turns naming the hidden insects. The speech therapist hangs the corresponding picture on the board).

Speech therapist: Here they are - the bee's friends! Guys, do you know that among insects there are beneficial and harmful insects. Name the beneficial insects.

Children: Butterfly, bee, ant.

Speech therapist: What benefits do bees, butterflies, and ants bring?

Children: Bees pollinate flowers and give us honey and wax. Ants carry seeds of many plants throughout the forest. Butterflies pollinate flowers.

Speech therapist: Name the harmful insects.

Children: A fly spreads germs, a caterpillar eats plant leaves, and a mosquito.

Speech therapist: Listen carefully to the second task (takes the second flower and reads the task). Guys, the bee invites you to tell us about her insect friends using this diagram.

Speech therapist(opens the next petal): Bee invites us to play a game called “Guess who I am?”

(Selecting a noun for the verb that matches its meaning, playing with a ball)

Flutters (who) - butterfly
Buzzing - beetle
The mosquito is ringing
Bee collects honey
Stings - wasp
Jumping - grasshopper
An ant is working
flies - dragonfly.

Speech therapist: Guys, let's show the bees how beautiful we can buzz and ring.

Children: Z-z-z-z, z-z-z-z.

Speech therapist: Now let's repeat after the bee:

Zha-zha-zha - we saw a hedgehog.
Zhi-zhi-zhi - Hedgehogs live under the bush.
Zhi-zhi-zhi - hedgehogs are running.
Zhu-zhu-zhu - let's give milk to the hedgehog.
Zhu-zhu-zhu - I’ll help the hedgehog.
Jo-jo-jo - I'm driving a Peugeot.

For-for-for - here comes the goat.
For-for-for- here is a dragonfly flying.
For-for-for- the doll has blue eyes.
Zu-zu-zu - I'll feed the goat.
Zu-zu-zu - I'm not afraid of a goat.
Forget it - no goat.
Phra-zy-zy - I have two goats.
Zya-zya-zya - we saw ide.
Zi-zi-zi - bring some tires.

The speech therapist picks off the fourth flower. This flower says that our bee wants to turn us into centipedes. Get up on your feet and repeat after me.

Physical exercise “Centipede”.

1. A centipede walked (children walk with a rhythmic step, slightly springing)
On a dry path.
2. Suddenly it began to rain: Drip-drip-drip! (children stop and crouch.)
- Oh, forty paws will get wet!
3. I don’t need a runny nose (children walk with their knees raised high, as if they are walking through puddles),
- I’ll go around the puddles!
4. I won’t bring dirt into the house (the children stop and shake one leg),
- I’ll shake each paw! (shakes the other leg).
5. And then I’ll stomp (children stomp their feet)
- Oh, what thunder from the paws!

Speech therapist: Well done boys! Take a seat. Which flower do we pick off?

Children: Fifth.

Speech therapist: Guys, our bee asks us to count whether all her babies are in place. Shall we help the bee? Let's start counting. One bee, two bees and...

Speech therapist: Guys, let's see what the smallest bee has prepared for us.

Speech therapist: And now the bees offer us to play with counting sticks. (Tears off a flower). Guys, take the counting sticks out of the boxes and make a butterfly out of them. You can look at the sample, or you can come up with your own butterfly. (Children complete the task).

Speech therapist: Well done! You have completed all the tasks. Now lie back, close your eyes and listen to me.

Relaxation (to music):

Eyelashes droop, eyes close
We rest peacefully, fall asleep in a magical sleep,
The tension has flown away and the whole body is relaxed.
It's like we're lying on the grass
On green soft grass.
The sun is shining now.
Our hands are warm,
Our feet are warm.
Breathe easily, evenly, deeply.
Our hands are resting
The legs also rest
They rest and fall asleep.
It's good for us to rest,
But it's time to get up.
Let's raise our heads higher
And let's breathe easily.
Oh, how it smells like spring here.
But it's time for us to go home!

Lesson summary

Our lesson has come to an end. Tell me, who did we talk about today? (We talked about insects.)

What did you like most? What was difficult for you? (Children answer questions).

Speech therapy session in the senior group

Abstract of the GCD on speech therapy “At Cinderella’s Ball”

Rakutina Elena Viktorovna. Teacher - speech therapist MBDOU "Komsomolsky" kindergarten» Kungursky district, Perm region
Description: Notes on speech therapy nodes for senior group kindergarten on differentiating the sound “L - L”. Children reinforce the pronunciation of given sounds in a playful way.
Target:
strengthening the skills of distinguishing the sounds L-L in coherent speech.
Tasks:
continue to teach how to differentiate sounds by hardness and softness, sound analysis, and drawing up sentences using diagrams;
form the plural of nouns, coordinate nouns with numerals;
develop phonemic awareness, coherent speech, imagination, thinking, attention, memory, general and fine motor skills;
develop facial muscles.
strengthen the ability to work in pairs 1. Organizational moment
- Hello guys.
- Do you love to travel?
- What type of transport can you travel by?
- Yes, you can travel by transport, or you can mentally go on a trip. Guess the riddle:
She ran away from the prince so quickly,
That she even lost her shoe.
(children's answers)
- I propose to go on a journey through the fairy tale “Cinderella”, written by Charles Perrault.
- Who are the main characters of this fairy tale? (children's answers).
Psycho-gymnastics.
- Place mirrors and depict on your faces the good Fairy, the evil stepmother, the sad Cinderella, the surprised face of the prince.

2. Subject message.
-Together with “Cinderella” we will repeat the correct pronunciation of the sounds l – l.

3. Sound characteristics.
-Take some air into your tummy and pronounce the sound l. What sound is this? (Consonant, hard, sonorous). The sound is soft.

4. Pronunciation of sounds l - l in syllables and words.

What was Cinderella like? (Affectionate, sweet, kind).
- What kind of work did she do? Tell me the right words. Cinderella floors... (washed, swept, wiped, scraped), stove... (heated), dinner... (cooked, cooked), linen... (washed, rinsed, ironed), beds... (digged, weeded), dishes... (soaped, cleaned).
- How are these words similar? What syllable do they end on? (The syllable la).
- At the balls, people not only dance, but also sing. Game "Conductor". Boys pronounce the syllable LA, and girls pronounce the syllable LA. I will lead our choir. (To the tune of the song “A Christmas tree was born in the forest”)
- Why was the girl called “Cinderella”?
- What is ash?
- What was Cinderella’s dress dirty with?
-What did she dream about?
- How can we help her?
- Do her work for her and make her dreams come true.

5. Development of fine motor skills of the hand.
- We work in pairs: girls collect beans, boys collect onions.
- What is the last sound in the word “beans”? Divide this word into syllables. How many syllables?
- Where is the L sound in the word? (Beginning, middle, end). How many syllables?
-Which of these words is longer?
Formation of adjectives.
- What will Cinderella wear to the ball?
- What can you make a dress from? (Fabric samples)
- If we take silk, what kind of dress will it be? (Silk). From satin - satin, from linen - linen.

6. Development of language analysis and synthesis.
- The fairy wanted to give beads, but they fell apart. Help me collect. What is the first sound in the word BAL? What color do we use? That's right blue. The second sound in this word? What color? That's right, the vowel is in red. The last sound is a consonant, in blue.

7. Pronunciation of sounds in sentences.
-Where did the Fairy send Cinderella? (The fairy sent Cinderella to the garden)
- Look at the screen and name what is shown in one word. (Vegetables)
- What vegetable do we need, describe it without naming it. Scheme (shape, size, color, what is the use). What can Cinderella make from pumpkin?
(Pumpkin porridge, pumpkin soup, pumpkin jam)
Education plural nouns "One is many"
- Look at the screen and tell what items Cinderella needs to get to the ball (horse - horses, dress - dresses, shoes - shoes, scarf - scarves, mouse - mice, lizard - lizards).
Agreement of nouns with numerals.
-Look at the diagram and make a sentence based on it.
(Cinderella has 1 (3, 5) dress. Cinderella has 1 (3,5) ribbon).
-The pumpkin was turned into a carriage, the mice into horses, the lizards into servants. The dress turned into a golden, beautiful outfit. Cinderella is ready to go to her first ball.

8. Analysis of the verbal composition of the sentence.
- Cinderella went to the ball. Make a diagram of this sentence from word strips.
- What word can replace the word went? (Left, rushed, got there)
- Which road was Cinderella driving? (Straight, winding, wavy)
- Draw a winding path in the sand with both hands.

9. Physical exercise.
- Cinderella was at the ball. What was she doing there?
(I met, danced, moved in, laughed, danced)
- Now we will dance a waltz together with Cinderella. Boys, invite girls.
Clarification of the semantic meaning of the word “midnight”.
- Cinderella didn’t notice the time, but suddenly the clock struck midnight.
- How do you understand this word?

10. Development of coherent speech.
- Tell me what happened next.
- How did you find Cinderella?
- How did the fairy tale end?

11. Summary of the lesson.
- How did we help Cinderella?
- What was interesting to you, what difficulties did you experience?
- Thanks for the work.

Objectives of the lesson.

Consolidating clear articulation of vowel sounds [a], [u], [i], [o]; rules about vowel sounds.

Development of phonemic hearing, memory and attention.

Speech therapist: - Guys, let's look out the window. It's cold and cloudy outside, we frowned. Then we looked at each other, saw the bracelets on our hands and were surprised. We liked how unusual we looked - we smiled.

Speech therapist: - Before starting the journey, let’s remember how dexterous our tongue is.

Exercises:

Smile-pipe

Self-massage of the face based on symbols.

Speech therapist: - To make our cheeks rosy, we will do a facial massage according to my prompts.

The sun woke up

The forehead was touched

He held a ray of light

And stroked it.

Stroking movements.

Card 2. Drawing: rain.

Rain, rain, more fun

Drip, drip, don't be sorry!

Just don't kill us!

Don't knock on the window in vain!

Tapping movements.

Card 3. Pattern: zigzag.

A finger walks along the path:

Up and down, up and down.

Your cheeks will be rosy:

Up and down, up and down.

Zigzag movements.

Card 4. Drawing: apple.

The fingers went out for a walk,

They began to pick apples.

What a wonderful picture:

The basket became full.

Pinching movements.

Card 1. Drawing: sun.

The sun woke up

The forehead was touched

He held a ray of light

And stroked it.

Stroking movements.

The beginning of the journey.

Speech therapist: - The road to the Land of Vowel Sounds lies through the autumn forest.

And now - let's go!

Children walk through the group like a snake to the music.

Speech therapist: - Guys, who is that sitting on the stump?

Children: - Kolobok!

Speech therapist: - Hello, Kolobok! We are going to the Land of Vowel Sounds. Do you want to come with us? Guys, let's take Kolobok with us!

Speech therapist: - Here we are! What's that on the tree?

Children: -These red circles are symbols of vowel sounds.

The speech therapist attaches symbols to the board.

Speech therapist: - Kolobok saw something under the tree. Look, this is a Fairytale chest! Let's take a seat and find out what's inside.

Sound-letter analysis.

Here is a picture: a boy is lost in the forest, he is calling his friends. What is he shouting?

Children: - AU.

Speech therapist: - How many sounds did we hear? (2). What is the I sound? [a] What is the II sound? [y].

What sounds are these? (Vowels)

What chips will we use to denote them? (Red circles).

What letters are needed to represent these sounds in writing? (A;U).

Place your rugs so that the red stripe is on the left.

The speech therapist lays out chips and letters on the board, children - on individual mats.

Speech therapist: - There are other pictures in the Fairytale Chest. (Puts out a picture of a “crying baby”). How does a baby cry?

The sound-letter analysis “UA” on the board is performed by a child called by a speech therapist, all children on individual mats.

The speech therapist displays a picture of a “donkey.”

Speech therapist: - How does a donkey scream?

Sound-letter analysis “IA” is performed by all children on individual mats independently.

Self-control.

Speech therapist: - Each of you will check whether he completed the task correctly. If everything is correct, place a drop of autumn rain on your rug.

That's a lot of drops! After such rain, you can go for mushrooms!

Physical exercise “We’ll go to the woods.”

We'll go into the woods and find a fungus. Children are marching.

In a smart, light chocolate hat. Depicts a hat.

Don't hide it, fungus, cover your face with your hands.

From the guys, your side! Hands on the belt.

Speech therapist: - Kolobok says that someone is hiding under this fungus. Yes, this is his friend, Clever Caterpillar and her friends.

(Sit down.)

Game with the Caterpillar.

The caterpillar wants to play with you. She really likes vowel sounds, especially the [a] sound. There are also pictures in the Fairytale Chest: watermelon, poppy, snail, shark. Determine the place of the sound [a] in these words. If the sound is at the beginning of the word, place the chip on the caterpillar’s ​​head, if in the middle, on the abdomen, at the end, on the tail.

Caterpillar's letters.

Speech therapist: - The caterpillar liked the game, but it’s time for her and her friends to return home. As a farewell, she brought each of you a letter on autumn leaves. Read your letter and trace each letter with your fingers.

Working with a proposal.

Speech therapist: - It’s time for us too. But how will we return to kindergarten?

Kolobok: - I will help you, but first you help me. Today I wanted to write a story about autumn, but the wind scattered all the words. Tell me how to say it correctly?

The tree fell from its leaf. -A leaf fell from a tree.

The tree hangs on a pine cone. -The cone is hanging on the tree.

The birch tree blows in the wind. - The wind blows on the birch tree.

Kolobok: - Thanks, guys! The path to kindergarten lies through syllabic paths.

Syllable tracks.

Each child has an object picture. Children take turns walking along syllable paths, determining the number of syllables in their word.

Kolobok: - Here we are back! Thank you for an interesting journey, I am returning to my fairy tale.

Final lesson with children of the senior group on differentiating the sounds [S] and [Ш] in a syllable and word. The lesson uses elements of fairy tale therapy. The guys complete all the tasks, helping the heroes of fairy tales overcome the obstacles caused by the Miracle - Yudo. Children visit Little Red Riding Hood, Dunno, the Snow Queen and Baba Yaga. Parents are present at the lesson, helping children in differentiating sounds by ear and syllable analysis.

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Preview:

Municipal budget preschool educational institution- kindergarten No. 10 “Ogonyok”

Journey to the land of fairy tales

Open lesson in the senior group

Teacher-speech therapist Polynskaya O.N.

2016

Goals:

• Differentiation of sounds [С] - [Ш] in a syllable and word.
• Improving articulatory motor skills.
• Development of phonemic hearing.
• Development of syllabic analysis.
• Improving lexical and grammatical categories - the formation of diminutive forms of nouns.

Equipment:

Storyteller costume, chest with a book of fairy tales and souvenir stickers with an image fairy-tale heroes, presentation of slides with the image of Miracle Yudo, soundtrack of the music “Visiting a Fairy Tale”, imagesLittle Red Riding Hood, Dunno, Snow Queen, Baba Yaga.

On the desk :

letters S and Sh on cards, a river, logs of a “gentle bridge” with images of objects for the formation of diminutive nouns, a composite image of crystals with images of objects with sounds [ S] and [Sh],

In children:

mirrors, napkins, on plates for children: signal cards, cards with pictures for dividing words into syllables.

For parents:

signal cards, cards with pictures for dividing words into syllables, reminders for parents on differentiating sounds S-Sh and Z-Zh.

Progress of the lesson:

I. Organizational moment.

Storyteller: (The speech therapist comes in dressed as a Storyteller to the soundtrack of music, sits down, the children stand around).

Hello guys! Today I want to read you a fairy tale that is in my magic chest, now I will open it.

But where is he? (alarming music sounds, the voice of Miracle Yudo):

If you don't get your chest of fairy tales, look for it if you can! But you won’t find it until you help the heroes of fairy tales complete my tasks!

Storyteller:

Guys, this Miracle Yudo has enchanted our fairy tales! Shall we help them break the spell?

Sit down at the tables quickly.

II. Articulation gymnastics.

Storyteller:

And in order to help the heroes of our favorite fairy tales, we need to prepare our tongue well in order to complete the tasks, remember the fairy tale about the Cheerful Tongue.

(performing articulatory gymnastics).

III. Development of phonemic hearing.

Storyteller:

So, guys, we found ourselves in a fairy tale aboutLittle Red Riding Hood.

(Little Red Riding Hood on screen).

Guys, before we hit the road, let's remember how the sounds differ S and Sh when do we pronounce them?

1. Let's help Little Red Riding Hood get to her grandmother. To do this, you need to go through a forest in which the echo has disappeared. But the echo is not simple, but magical. You must repeat the syllables correctly

SA - SHA, SO-SHO, SU-SHU, SI-SHI, SE-SHE, AS-ASH, OS-OSH, US-USH, IS-ISH, YAS-YASH, YUS-YUSH, SO-SHO, SA- SHA, SU-SHU

2. And now the sounds have disappeared in the forest, help Little Red Riding Hood find them. You need to turn on the red signal card if you hear the sound[WITH] , and blue - if you hear a sound[SH] . But we can’t do it without the help of our parents!

SHA - SO - USH - SHE - SU - SHU - IS - SHO - YUS - ASH - SYA

Well done, we passed the forest, we helped Little Red Riding Hood get to her grandmother.

IV. Differentiation[S] - [W] in a word. (Division into syllables).

Storyteller:

And now, guys, we are visiting Dunno.

(On the screen Dunno).

Let's help him figure out the pictures whose names contain our sounds. They are on your table. You need to put the syllables on your palm using claps. But we can’t cope alone, we’ll ask our parents to help us.

Well done, you helped Dunno!

V. Physical education minute.

Tired on the road! Let's rest! Come out into the circle!

The wind is blowing in our faces.

The tree swayed.

The wind is quieter, quieter, quieter.

The tree is getting higher and higher!

VI. Differentiation[S] - [W] in a word

Storyteller:

And now we are in a fairy tale aboutSnow Queen.

On the screen The Snow Queen).

Let's help Gerda cast a spell on Kai, for this you need to collect magic crystals, 1 with pictures, the name of which has a sound[S], another [W]

(on the screen there is the Snow Queen, on the board S, W. Children go to the board and collect crystals, naming objects.)

VII. Work on lexical and grammatical categories.

Storyteller:

Guys, on the way to the chest with fairy tales I got up Baba Yaga

(on screen Baba Yaga)

She will let us through if we cross the bridge across the river, but it is broken, we need to fix it. The bridge is not simple, but affectionate, on each log there is an object that must be named affectionately.

VIII. Summary of the lesson.

Storyteller:

Well done! Our guys are very friendly and smart!

Oh! What is this? This is our chest of fairy tales!(a chest appears)Fairy tales will remain with us, and we will learn what they contain another time. (The book of fairy tales remains in the group) You deserve fairy tale stickers as a memory of our journey!

And parents - reminders.