Pautova T.I., teacher-speech therapist of MBDOU “Kindergarten No. 11 “Bell” in Gorno-Altaisk.”
Topic: Sound “L”
Goal: Automation of the sound “L” in words and sentences.
Objectives: 1. Reinforce the pronunciation of the sound L in words and sentences.
2. Enrich your vocabulary with prefixed verbs.
3. Develop phonetic perception.
4. Develop articulatory motor skills.
5. Develop self-control.
Equipment: walnuts, pictures: wood, children; balls with syllables; circuit for sound characterization; album, object pictures for the sound L (shovel, doll, table, chalk, horse, saw); labyrinth “riddle”; picture “Tender Sun”, felt-tip pen.
Progress of the lesson:
1.Org. moment. Report the topic of the lesson.
Today in class we will learn how to correctly pronounce syllables and words with sound L.
2. Hand massage. Articulation gymnastics.
I want to tell you a story. On a tall tree, a walnut grew among the leaves. One day the wind blew (Let's blow hard like the wind) The nut came off and fell from the branch onto the path and rolled. (The child is offered a walnut.) Push him with your fingers, show him how he rolls . (The child rolls a nut on the table.) The children were walking and saw Nut. Let's come up with names for them with a sound L. (Lada and Volodya). The children picked up Orek and took him with them to the playground. The children began to slide down the slide, Nut also wanted to, so they made a slide for him. (The back of the child’s palm is pressed against the table, a nut is placed on the fingertips. Covered with the second palm and rolled from the fingertips to the wrist and back. Moves are performed back and forth). Then Lada and Volodya ran to ride the carousel. And for Nut they made this carousel. (Hands are in a horizontal position. The nut is between the palms. Circular movements are made in one direction, then in the other direction) Ride your Nut too. Lada and Volodya sat on the swing and swayed. And Oreshek is with them. (Articulation exercise “Swing”). They were in a good mood. The children smiled. (Articulation exercise “Smile”). There was a river flowing next to the park. The children boarded the ship under sail and sailed on the ship. (Articulation exercise “Sail”). The children put the nut under the tree and went on for a walk. . (Put the nut on the table)
3. Characteristics of the sound L according to articulatory and acoustic characteristics.
An airplane was flying over the park. His engine hummed like this: L-L-L-L.
Let's remember how we make a sound L. What position are our lips in? ( Smiling) Where is the tip of the tongue? (Above. Behind the upper teeth.) How we pronounce sound L– with or without voice? Does it sound hard or soft? Vowel or consonant sound L? Let us characterize the sound according to the diagram. ( Consonant, hard, voiced.) When the plane rose high, its engine sounded quiet. And when the plane descended low, it hummed loudly. Let's hum like this. (The child pronounces the sound quietly and loudly)
4. Pronunciation of the sound L. Reading syllables.
Lada and Volodya met a gnome in the park. He was sad. All his balloons scattered throughout the park. The gnome asked the children to help him collect the balls. To do this, you will need to read the syllables written on the balls. Let's help them. (Reading the syllables LA, LO, LU, LY and gluing the balls onto a sheet with drawn strings)
5. Pronunciation of the sound L in syllables.
The gnome was delighted and shouted to his friends: “ La-lo-la!" The children asked the gnome if he would share with them: “ Pla-pl-pla?" They began to ask for the gnome “ Chlo-chlo-chlo" (with the request). The gnome answered affirmatively that he would share: “ Dla-dlo-dlu" Lada and Volodya were delighted: “ Vla-vla-vla!“The gnome gave the children a ball. They moved on.
6. Determination of the position of the sound L.
The children went to the store and bought an album with stickers. The pictures had sound L. Name them. Volodya said that the pictures should be pasted like this: with the sound L at the beginning of the word on the page with this diagram:
with the sound L in the middle of the word to this diagram:
- Four brothers stand under one roof. (Table)
- What kind of animal is it in the cold winter?
- I was digging the ground -
- Without fins among the depths
- The grandfather is sitting, dressed in a hundred fur coats.
Walking through the forest hungry? (Wolf)
Not at all tired.
And who dug for me?
He's tired. (Shovel)
A dolphin swims underwater. (Submarine)
Whoever undresses him sheds tears. (Onion)
Name the false guessing pictures that Baba Yaga placed.
(Chair, Christmas tree, lamp, ball, squirrel)
8. Practical mastery of prefixed verbs.
Then Volodya told Lada about how he visited his grandmother in the village in the summer and went for a walk in the forest. I will tell the story for Volodya, and you help me lead the story. Add a word similar to the word WALKED.
I was walking through the forest, and there was a wave...( found). Then I go to the forest...( went), into the thicket of the forest...( came in) and to the hut...( came up), then to the hut...( came in), there’s nothing there...( found), further…( went). To the tree I...( came up), there I am sweet honey...( found). Along the path...( went) and to grandma...( came).
9. Pronunciation of the sound L in sentences.
Volodya brought a photograph from the village. Look at her. What's the sun like in summer? ( affectionate)
Look at the photo and tell me, who and what is the sun caressing with its rays? Draw rays from the sun to each picture with a felt-tip pen. Answer according to the diagram_______ ________ ________ .
(The sun caresses the bells.
The sun caresses the bee. Etc.)
Volodya gave this photo to Lada.
Evening came. The children went home.
Our lesson has come to an end. I liked the way you practiced today. What sound did we learn to pronounce correctly?
Goal: to develop sound pronunciation skills [L] in forward and backward syllables and words.
Tasks:
Correctional and educational:
- automate sound [L] in syllables, words, sentences.
Correctional and educational:
- develop interest in activities
- the ability to control your speech.
Correctional and developmental:
- development of motor skills of the speech apparatus
- fixing the correct pronunciation of a given sound in syllables, words, sentences
- development of visual-spatial functions.
Equipment: mirror, pictures, map, diagram for sound analysis.
1. Organizational moment.
Speech therapist: Hello! I am very glad to see you! How are you doing? How are you?
Sit comfortably, don’t forget to keep your back straight. Let's remember where each of our classes begins?! That's right, from charging. Look in the mirror and go through the motions.
2. Articulation gymnastics
Speech therapist: To speak correctly and beautifully, you need to do gymnastics for the tongue, lips and cheeks.
- "Smile-Proboscis"
- "Spatula" - "Needle"
- "Swing"
- "The steamer is humming"
- "Delicious jam"
3. Breathing exercises
Speech therapist: Look, I have this bee, let’s blow and see how it flaps its wings while flying.
Instructions: (We inhale through our nose, exhale through our mouth through our lips into a tube, do not raise our shoulders, do not puff out our cheeks)
4. Introduction to the lesson
Speech therapist: Today we have a guest in class. Listen to the riddle and try to guess who it is?
She buzzes over the flower,
It flies so quickly towards the hive,
She gave her honey into the honeycomb;
What is her name?! (Bee)
Speech therapist: Correct! This is a cheerful and kind bee, and her name is Lolo. She got a little lost and really wants to return to her home in her fairyland, Beeland. And she got lost because she was looking for someone who could help her remember how to pronounce the sound L.
Let's help Lolo return home and remember how to pronounce the L sound.
5. Analysis of articulation of sounds. Characteristics of sound.
Speech therapist: Tell Lolo how to pronounce the sound correctly [L].
[L]
Speech therapist: Sound [L] consonant or vowel?
Child: Agreeing
Speech therapist: Why?
Child: Sound [L] consonant because there is an obstruction in the mouth.
Speech therapist: Voiced or deaf?
Child: Voiced.
Speech therapist: Why is he loud?
Child: When pronouncing a sound [L] the neck is trembling.
Speech therapist: Hard or soft?
Child: Solid
Speech therapist: Well, now let's go! We have a map with which we will help Lolo get to her country. This card is unusual, you need to move the index finger of your right hand and make a sound [L].
6. Sound automation [L] in syllables.
Speech therapist: So we got to the first point. We are greeted by a singer bee, she loves to fly on the lawn and sing songs. And she wants you to sing with her too.
la-la-la ala-ala-ala
lu-lu-lu ulu-ulu-ulu
ly-ly-ly yly-yly-yly
lo-lo-lo olo-olo-olo
7. Sound automation [L] in words.
Speech therapist: And now we’ve reached the second point, and this bee invites you to learn how to write poetry. Think of a word that rhymes and repeat the entire poem. Don't forget to pronounce clearly and correctly [L].
La-la-la, delicious honey brings...
Child: (bee).
Lu-lu-lu, we saw...
Child: (bee).
Lol-ly-ly, we were scared...
Child: (bees).
Speech therapist: And the bee also wants us to solve the puzzle. Look carefully at the cards. What is shown here. What else do you see? Right! Syllable. What word will you get if you combine a syllable with a word?
8. "Rebus"
Boo (shop) What a word?
Ku (varnish) What a word?
Cub (onion) What a word?
9. Physical exercise.
Speech therapist: The bee is a little tired. Let's relax with her.
Here's the bee's exercise.
Do it in order.
Quickly stand up and smile.
Reach higher, reach higher.
Well, straighten your shoulders,
Raise and lower.
Turn left, turn right,
Touch your hands with your knees.
10. Automation of sound in words.
A game "Where the sound hid" .
Speech therapist: This bee brought a beautiful box. Look what's in it. Yes, there are a lot of pictures, in the name of which each object has a sound hidden [L]. Determine the place of the sound in words: at the beginning, in the middle or at the end of the word.
(Baps, horse, bicycle, donkey, football, swallow, saw, hammer, wolf, stick, chalk, flippers, bun, violet, table, hanger, bow, boat).
11. Automation of sound in sentences.
Speech therapist: Here we are almost at the country of the bee Lolo, the last point left. Here we are met by a bee who wants to make us laugh with funny suggestions. Let's listen to them and put them together correctly.
Speech therapist: Mila ate salad.
Child: Mila ate salad.
Speech therapist: Paul fell into a chair.
Child: The chair fell on the floor.
Speech therapist: Half the onion Mila.
Child: Mila, half the onion.
Child: Hurray! So we reached the country of Beeland! And they helped Lolo remember the sound L.
12. Summary of the lesson.
Speech therapist: What sound did we repeat today?
Child: Today in class we repeated the sound [L].
Speech therapist: How to pronounce it correctly?
Child: When pronouncing a sound [L] the lips are in a smile, the teeth are open, the tip of the tongue is pressed against the tubercle behind the upper teeth.
Speech therapist: What is he like?
Child: Sound [L] consonant, hard, sonorous.
Speech therapist: Our lesson has come to an end. It's time to say goodbye to Lolo. It's time for her to return home.
Sections: Speech therapy
Goals:
- Correctional and educational: developing a critical attitude towards one’s speech; developing the ability to keep the tongue calm; performing correct articulation of sound; consolidation of the skill of pronunciation of the sound “l” in syllables and words.
- Correctional and developmental: development of fine motor skills, visual and auditory attention, skills of sound-letter analysis and word synthesis; development of phonemic hearing; development of mobility and flexibility of the tip of the tongue, the ability to control it; development of perception and orientation in space, development of the concept of “right” and “left”.
- Correctional and educational: instilling interest in classes, the ability to control oneself, instilling neatness and discipline.
Speech material: syllables and words with the sound [l], forward and reverse syllables with the sound [l], riddles, speech warm-ups, names of objects, animals, vegetables, etc.
Equipment: articulatory sound profile [l]; object pictures, “Luntik and his friends”, a box of lentils, syllable rows, manuals for automating the sound “l”, computer, workbook, fountain pen, colored pencils of three colors (blue, red, green).
Progress of the lesson
I. Organizational moment.
1. Setting the topic and goals of the lesson.[slide 1](see presentation)
– Today you and I will continue to learn how to beautifully and correctly pronounce the sound [l] in syllables and words. A mysterious animal that cannot read or write came to visit us. The letters in his name are mixed up, he doesn’t know how to put them together correctly. He will sit quietly and watch your work. If you complete all the tasks, then we will find out the name of our guest, and we will be able to see him on the computer screen. Shall we help him?
II. Main stage.
– Let’s sit upright, keep our backs straight, hands on our knees.
1. Articulation gymnastics.
– First, let’s set the tongue to work.
“Proboscis Frog”, “Spatula”, “Punish the naughty tongue”, “Delicious jam”, “Swing”, “Steamboat”, “Turkey”, “Painter”, “Cleaning the upper teeth”, “Catch the sound [l]” .
Game "Football", "Storm in a glass". Exercise “Aw!”
“I inhaled air through my nose, filled my lungs with air, and now I exhale and shout: “Awww!” long, long. But the guest doesn’t hear us. What voice will we call him with? (Loud). Let's call him - inhale through your nose, exhale long and loudly: “A-oo-oo-oo!”
3. Development of fine motor skills of the fingers.[slide 2 ]
– Konstantin, our guest arrived from an amazing planet, the name of which begins with a sound that we are learning to pronounce correctly. (This planet is the Moon.)
- That's right, you need to make a letter out of lentils that represents this sound.
– You have completed the first task, I open the first letter in the hero’s name (letter – L).
3. Acoustic-articulatory characteristics of sound. [slide3]
The position of the lips, teeth, tongue, the work of the vocal cords, and the air stream are considered.
– Remember and show how the organs of articulation work when pronouncing the sound [l] correctly. What do the lips do when we pronounce the sound [l]? Where is the tongue? (The lips are stretched in a smile, the teeth are visible, the tongue rests on the upper teeth, the edges of the tongue are lowered and allow the escaping air stream to pass through.)
4. Pronunciation of sound in isolated form.
5. Acoustic characteristics of sound.
– Konstantin, the sound [l] is pronounced with a barrier. What is he like? (Sound [l] consonant.)
- Let's connect it with the vowels of the 1st row. (LA, LO, LU, LY, LE.) How will it sound? (Firmly.)
- Why? (Vowels of the 1st row give the hardness of the consonant sound.)
– Please determine what color chip represents this sound? (Blue.)
– I open the next letter of the hero’s name (letter U).
6. Development of phonemic awareness.
Game “Catch the word with the sound “l”.
– Clap your hands if you hear a word with the sound [l].
Boat, hand, carpet, table, skis, moon, pyramid, elbow, bow, cap, roof, globe, faucet, shark, soap.
– I open the next letter of the hero’s name (letter H).
7. Dynamic pause.
8. Sound automation[l] in syllables and words. [slide4]
Sound training using analogues of words. Repetition of syllables, emphasizing stress with voice and clapping.
LA la laLA la
lo lo lo lo lo
LU lu lu lu lu LU
LY LY LY LY LY LY
Game "Find the letter"
- Let's find the letters L among these letters and name them, and then we will circle the legs of all the letters L so that they can travel with us.
– I open the letter of the name (letter T).
La-la - paws la-la - lamp
Lo-lo - horse lo-lo - spoon
Lu-lu - bow lu-lu - magnifying glass
Ly-ly - skis ly-ly - pitchforks
Game “Fix the Garland”
- New Years is soon. The letter L decided to decorate the tree for the New Year. What's a Christmas tree without a garland? But several bulbs in the garland burned out. Let's help L find them. On burnt out light bulbs L at the end of a syllable. And on working light bulbs L... (at the beginning of the syllable). Read all the syllables.
Children choose working multi-colored light bulbs and decorate the Christmas tree with them..
- Where else besides the Christmas tree can you hang garlands?
10. Working on the concepts of “right”, “left”, “under”, “above”, “between”.
– With your right hand, grab your left ear; show your right eye with your left hand;
– With your left hand, grab the back of your head, with your right hand touch your right knee.
Game "Riddles of the sound L". [slide 5]
- There is a shelf L in the room. First, name what is on the top shelf, then - on the bottom and finally - on the rest. Now L will ask you questions. Try to answer them correctly.
– What is to the right of the apple? (Beet)
– What is to the left of the doll? (Yula)
– What is under the onion and to the right of the spoon? (Hammer)
– What is between the spatula and the hammer? (Onion)
– What is under the spinning top and above the fork? (Apple)
7. Game "Fourth wheel".[slide6]
– Find an extra picture in the row, explain your choice.
Elk, squirrel, wolf, fox;
cow, squirrel, goat, dog.
– I open the letter (letter I).
11. Game “Make words from syllables” and come up with a sentence with these words. [slide7]
Syllables: MA, LYSH; SKIS.
– I open the last letter (letter K).
– Now you know the name of our hero, his name is LUNTIK. [slide 8]
III. Summary of the lesson.[slide9] (see presentation and music)
– What sound was reinforced during the lesson?
– Did you like the lesson?
DO No. 10 "Alma"
Speech therapist: Balmagambetova.G.K.
Summary of individual lessons
"Sound Automation [L]"
Goal: automate the sound [l] in syllables, words, phrases.
Correctional and educational:
Develop the correct articulation pattern when pronouncing the sound [l].
Practice clearly pronouncing the sound [l] in syllables, words,
Corrective and developmental:
Develop phonemic awareness,
Develop a smooth exhalation
Develop auditory and visual attention,
Develop fine motor skills.
Corrective - educational:
Cultivate perseverance and self-control.
Equipment: cube with articulation gymnastics, container with water, colored table tennis ball, box, sticks, flower details (white and colored), flamingos, cage, castle, box in the form of a pit.
Progress of the lesson:
Organizing time.
- Hello. Sit on the chair. Today you and I will go to a fairy tale. To get into it, close your eyes (The speech therapist puts a lock and a cage with a bird on the table). Open your eyes and listen to the beginning of the fairy tale. Once upon a time there lived a beautiful bird. She couldn’t pronounce the sound L. And they told her that there was a wizard living in the castle who would help her pronounce this sound. And the bird went to him. But it turned out to be an evil sorcerer. He imprisoned her in a cage. Flamingos need saving.
Report the topic of the lesson.
- Shall we help? Let's save her from the sorcerer? You and I will learn to pronounce the sound L. At the same time, we will teach the bird. But the road to the castle is not easy. The sorcerer has set traps for us and in order to get around them, we need to complete tasks. But I'm sure you can handle them easily.
Main part.
Articulation gymnastics.
– There is the first trap on our way. Stone. You see that the stone is not simple. Having completed all these tasks, we will roll him off the path.
On each side of the cube there is a picture corresponding to the articulation exercise:
Fence
The driver arrives
Well, ahead is a fence.
It also slows down and reverses.
And so eight times in a row.
Open your mouth wider
Hold one, two, three, four.
If the tongue jumps,
“A-a-a” we sing, and he lies down!
We baked some pancakes
Cooled on the window,
We will eat them with sour cream,
Let's invite mom to dinner.
I'll raise my tongue
And I'll paint the ceiling
Move back and forth
Our tongue is very happy!
Well done, you did well. You and I removed the stone.
Developing a smooth exhalation.
- And we reached the river. But the sorcerer broke the bridge, and now we cannot cross to the other side. It's good that the boat remained.
(In front of the child is a rectangular container with water, with a colored tennis ball on the water. The child blows on the ball).
Development of phonemic hearing. Game "Catch the Sound"
– Now we come to the next trap. This is a hole that the sorcerer dug so that various animals could fall into it. Let us fill it up with you. I will tell you the words now. Listen carefully. If a word contains the sound L, you throw a stone into the hole.
Varnish, poppy, table, stop, bark, wax, sofa, window, chalk, chair, house, paw.
You're doing a great job. Now the animals will definitely not fall into the trap.
Su-Jok therapy "Gnomes"
Look, here's another obstacle. An evil sorcerer has blocked a passage on the road, let's deal with this.
Once upon a time there were gnomes
In a wonderful house.
Dwarf dad chopped wood,
The dwarf son carried them into the house,
Mama the gnome cooked soup,
The dwarf daughter salted it,
The gnome-grandmother was knitting,
Auntie the gnome was doing the laundry,
Grandfather opened the window,
Invited all my friends to visit
Game "Colorless Flowers".
“You and I ended up in a clearing, but look: the flowers are colorless.” Apparently the sorcerer tried his best here too. But I know how we can add color to the flowers. To get a colored petal, you need to pronounce two syllables with the L sound correctly:
al-ol, ol-ul, ul-el, el-al, la-lo, lo-lu, lu-ly, ly-la,
(The child repeats the syllables after the speech therapist and changes the white petal to a colored one).
Physical exercise.
“I think that you and I are a little tired of avoiding the sorcerer’s traps.” Let's rest a little.
(The child repeats the words and movements after the speech therapist)
Look carefully at the screen and name those pictures where there is the sound “L”.
Pictures appear on the screen. The child answers.
Game white "Color"
Game “What did Alla do”
– Well, you and I have come to the castle of the evil sorcerer. (The cage has been removed, the baby elephant is standing in front of the castle). He was watching us all this time, saw how you deftly avoided his traps, that he got scared and ran away.
Summary of the lesson.
- What a great guy you are. And he didn’t fall into the traps, and he drove away the sorcerer, and he freed the Bird. Did you enjoy the lesson? Which task did you like? What was difficult to do?
ABSTRACT
individual lessons in sound pronunciation
Automation
sound L in syllables and
in words
Target: pronounce the sound correctly and clearly L in syllables and words.
Tasks:
educational:
- Form the concept of “consonant sound”, clarify the features of sound articulation L;
- Develop skills in forming past tense verbs;
- Strengthen the skills of using it. noun in the genitive case form.
correctional:
- Automate sound L in syllables and words.
developing:
- Develop articulatory and fine motor skills;
- Develop phonemic awareness, auditory control;
- Develop attention, memory, thinking.
educational:
- Develop self-control over speech, the ability to listen to speech
Speech therapist.
Methodical techniques:
- gaming motivation;
- imitative-performing and speech exercises;
- games;
- encouragement.
Materials and equipment:
Mila doll, ball, cards for determining sound position L in the word
subject pictures: glass, ball, chalk, ball, pencil case, fork, cup, pencil.
Preliminary work:
- Formation of articulatory skills necessary for correct pronunciation of sounds L.
- Practicing fine motor skills exercises.
- Practicing reference sounds.
- Sound production L.
Follow up work:
Audio automation L in pure phrases, in phrases, in coherent speech.
Progress of the lesson
I. Organizational moment.
We got ready for class. 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 and clearly pronounces sounds and words.
Repetition of articulation exercises:
for lips: alternating “Fence” - “Tube”;
for language: “A cup”, “Delicious jam”, “The steamer is humming”.
The child does exercises according to the instructions of the speech therapist.
2. Finger gymnastics.
Speech therapist: Do whatever you call it without mistakes.
Legs, backs and seat – Left palm vertically up.
Here is a chair for your surprise. A cam is attached to its lower part.
The table has four legs, left hand in a fist, on top of the fist
The lid is like a palm on top. the palm drops.
3. Communicate the purpose of the lesson.
Speech therapist: The doll Mila came to our lesson. Today, together with her, we will repeat syllables and words with sound L.
4. Acoustic-articulatory image of sound.
Speech therapist : Let's remember when we pronounce a sound L, what do sponges do?
They smile.
Speech therapist : What does the tongue do?
It rises by the upper teeth to the tubercles (if dental articulation is being practiced). Or:
The tip of the tongue is caught between the teeth.
Speech therapist: Let's characterize the sound L.
Sound L consonant, voiced, hard.
5. Syllable gymnastics.
The child reproduces a series of syllables for the speech therapist, accompanying the pronunciation with finger exercises “Fingers say hello” (the fingers of the leading hand alternately touch the thumb).
al-ol yal-el al-ol-ul-il
ol-ul el-yul ul-il-al-ol
st-il yul-yol il-ul-ol-al
6. Pronouncing words with a speech therapist.
Ball, small, shaft, hall, gave, chair, chalk, sat down, sang, goal, shaft, floor, was, washed, whined, chalk, led, donkey, goat, beat, drank, pitchfork, glass, pencil case, injection, football.
7. Game to develop phonemic awareness.
Speech therapist: Raise the flag if you hear the sound in the word L.
Words: shovel, machine, saw, bucket, hammer, scoop, needle, scissors, awl,
Broom, brush.
8. Selection of pictures for a given sound.
Game "Pick up and name."
Speech therapist: Mila went to the store. Help Mila buy things that have a sound in their names L.
Subject pictures:glass, ball, chalk, ball, pencil case, pencil, chair.
Speech therapist: Well done, you made the right choice. Mila is happy.
9. Game “What’s missing?” Using it. noun in R.p.
The pictures selected in the previous game are placed on the typesetting canvas. The child remembers them, closes his eyes, and the speech therapist removes one picture.
Speech therapist: Look, what's missing?
Child: No... (noun in the genitive case).
10. Physical education minute.
Speech therapist: I will show and name what I do, and you repeat my actions and tell me what you did.
Speech therapist: Child:
I get up. I wake up.
I put up a chair. I put up a chair.
I raise my hand. I raised my hand.
I'm jumping. I was jumping.
I sit down on a chair. I sat down on a chair.
I take the pen. I took the pen.
I write. I wrote.
11. Game “Many – One”(with a ball).
Speech therapist: Change the word, remember the sound L at the end of a word.
Speech therapist: Child:
tables - table
injection - injections
floors - floor
halls - hall
pencil cases - pencil case
goals - goal
glasses - glass
woodpeckers - woodpecker
12. Determining the position of the sound L in a word.
Speech therapist: Where is the sound hidden in the word? L (at the beginning, in the middle, at the end of the word). Working with a sound line.
Words: hall, lamp, baby, bench, shelf, injection.
III. Summary of the lesson and assessment of the child’s activities.
Speech therapist: Our lesson is over. What sound did we learn to pronounce correctly today? You did well today. Mila also liked the way you spoke and completed tasks.