Notes of speech therapy classes on lexical topics. Preparatory group

Notes of speech therapy classes on lexical topics. (preparatory group)

TOPIC: "VEGETABLES".

Tasks: form the plural of nouns;
affectionate suffixes;

and rhythm of speech;

Equipment: pictures of vegetables, a ball, material for the game “Where is whose shadow?”
Progress of the lesson:
1. Org. moment. Finger gymnastics “CABBAGE”
Speech therapist. Guess the riddle:
She grows in your garden bed, Dressed in noisy silks. We are preparing tubs for her and half a bag of coarse salt.
Children. Cabbage!
Speech therapist. Let's prepare cabbage for the winter.

Knock! Knock! Knock! Knock!
There is a knock in the house.
We chopped cabbage
Grinded
Salted
And they stuffed it tightly into a tub.
Everything is fine with us now. (Rhythmic strikes with the edges of the palms on the table.)

(Grasping movements with both hands.)
(The index and middle fingers rub against the thumb.)
(Blows both hands on the table.)
(They dust off their hands.)
2. Introduction to the topic. (pictures of vegetables)
What other vegetables do you know?
Where do vegetables grow? (on the ground, underground)
How to collect vegetables that grow on the ground. on a bush? (plucked, cut)
How do they collect vegetables that grow underground? (dig up, 3. pull out)
3. Game “Pick a sign”

Tomato-tomato carrot-carrot
Cucumber - cucumber pumpkin - pumpkin
Onion - onion beet - beetroot
Garlic - garlic cabbage - cabbage
Peas-peas potatoes-potatoes
5. Game “One - Many”
Tomato-tomatoes
Cucumber - cucumbers
Pumpkin - pumpkins
Zucchini - zucchini
Eggplant - eggplant

3 times.)

7. Game “Name the juice, salad.”
Carrot juice - carrot
Cabbage juice - cabbage
Beetroot juice
Cucumber salad - cucumber
Pea soup - pea
8. Game “Where is whose shadow?” (find the shadows of vegetables)

Game "Give me a word."
Where in winter it was empty in summer... cabbage grew.
From the ground, by the forelock, we pull a juicy...carrot.

TOPIC: "VEGETABLES".

Objectives: -learn to change nouns by case;
- learn to coordinate nouns with adjectives;
- learn to compose simple sentences;
-development of attention, memory, thinking.
story, ball.
Progress of the lesson:
(pictures of vegetables)
Before we ate it, everyone had time to cry. (onion)

A round side, a yellow side, a bun sitting on a bed.
It grew firmly into the ground. Who is this? (turnip)

As I put on a hundred shirts, I gritted my teeth. (cabbage)

I am growing in the ground in a garden bed, red, long, sweet. (carrots)

In the summer in the garden, fresh, green, and in winter in jars - delicious,
salted cucumbers)

How mysteries grew in our garden bed -
Juicy and large, so round.
They turn green in the summer and turn red in the fall. (tomatoes)
2. Game “What is missing”
Name all this (pictures of vegetables) in one word. (Vegetables)
eyes. What happened?)
3. Game “Pick a sign”
Carrots (beets, turnips, cabbage) - (what kind?) – tasty, crispy, orange, large, round, healthy, juicy, large, small….
Onion (cucumber, tomato, garlic, zucchini) - (which?) - tasty, crispy, red, large, round, healthy, juicy, large, small, bitter….
4. Compose a simple sentence (based on a picture).
For example: “I have a green cucumber,” etc.
5. Game “Name the juice, salad.”
Carrot juice - carrot
Cabbage juice - cabbage
Beetroot juice
Cucumber salad - cucumber
Potato salad - potato
Pea soup - pea
Zucchini caviar - zucchini
6. Physical education lesson “Harvest”.
Let's go to the garden and collect the harvest. (marching)
We will drag carrots (“Drag”)
And we'll dig up some potatoes. ("Dig")
We will cut a head of cabbage, (“Cut”)
Round, juicy, very tasty, (They show the circle with their hands -
3 times.)
Let’s pick a little sorrel (“Tear”)
And let's go back along the path. (marching)

7. Compiling a story according to plan:
-What is this?
-what colour?
-Where does it grow?
-What does it taste like?
-what shape?
For example: “This is a cucumber. It is green and grows on the ground. The cucumber is juicy, tasty, crispy. It's oval. You can make cucumber salad from cucumbers.”
Analysis of stories.
8. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Cabbage, carrots, apple, garlic.
Cucumber, orange, carrot, pumpkin.

TOPIC: "FRUITS".

Goal: - expansion and activation of the dictionary.
Tasks: -form the plural of nouns;
-learn to form nouns with diminutive-
affectionate suffixes;
- learn to coordinate nouns with numerals;
- learn to form relative adjectives;
- develop phonemic awareness;
- develop coordination of speech with movement, work on tempo
and rhythm of speech;
- develop fine motor skills;
- form visual-object gnosis.

Equipment: pictures of fruits, ball.
Progress of the lesson:
1. Org. moment. Finger gymnastics “COMPOT”.

starting with more.)
We will chop the pear.
Squeeze the lemon juice
We'll put in some drainage and sand.
Let's treat honest people.

2. Introduction to the topic. (Pictures depicting fruits).
Name all this (pictures of fruits) in one word (fruit).
What other fruits do you know?
Where do fruits grow? (on trees, on bushes; in hot countries, in our area; in gardens).
3. Game “Pick a sign”
Pear (plum) - (what?) – tasty, healthy, soft, green, oval, sweet, juicy, large, small….
Banana (lemon, peach, orange) - (which one?) – tasty, sour, yellow, large, round, healthy, juicy, large, small,….
Apple (what?) - juicy, sweet, ripe, hard,….
4. Game “Big-small”
Apple - apple lemon - lemon
Orange - orange banana - banana
Apricot - apricot tangerine - tangerine
Plum - cream (cream) pear - pear

5. Game “One - Many”
Apple - apples lemon - lemons
Orange - oranges banana - bananas
Apricot – apricots mandarin – tangerines
Plum - plums pear - pears
Peach - peaches fruit - fruit

I stand on my toes,
I get the apple
I run home with an apple,
My gift to mom.

7. Game "Count the fruits."
One lemon, two lemons,...five lemons (orange, banana, peach,
apricot).
One pear, two pears,...five pears (plum).
One apple, two apples,...five apples.
8. Game “Guess what I want juice or jam.”
I want apple...
I want apple...
I want pear...
I want pear...
I want apricot...
I want apricot...
I want orange...
I want peach...
I want plum...
I want banana...
9. Game “What shall we cook?”
From lemon - lemon juice;
From banana - banana puree;
From apple - apple jam;
From pears – pear compote (orange, peach, plum).
From fruits – fruit salad.
What are more apples or tomatoes?

TOPIC: "FRUITS".

Goal: - development of coherent speech.
Objectives: -learn the categories of genitive and dative cases;
- learn to form relative adjectives;
- learn to compose a description story (according to the diagram);
Equipment: pictures of vegetables, diagram for drawing
story, ball.
Progress of the lesson:
1. Org. moment. Guessing riddles. (pictures showing
fruit)
Monkeys love to eat ripe...(bananas)

Round, ruddy, I grow on a branch,
Adults and little children love me. (apple)

Ripe, juicy, aromatic, I look like an apple.
If you cut it in half, you will find a pit inside. (peach)

Balls hang on the branches, blue from the heat. (plum)

We have one “last name”: we are a family of citrus fruits.
I am the orange's younger brother, I am rich in vitamins. (mandarin)

2. Game “What is missing”
Name all this (pictures of fruits) in one word. (fruits)
(Children close their eyes, cover one of the pictures. Children open
eyes. What happened?)

3. Game “Guess what fruit I’m talking about”
Tasty, healthy, soft, green, sweet, juicy appetizing. (pear)
Sour, yellow, oval, healthy, juicy. (lemon)
Juicy, sweet, ripe, firm, red. (apple)
Delicious, yellow, soft, long. (banana)
Tasty, healthy, soft, blue, oval, sweet, juicy, small. (plum)
Delicious, orange, round, healthy, juicy, large. (orange)

4. Game "Let's treat the animals."
Children take turns treating the animals with fruit. “I’ll give an apple to the bear” (bunny, baby elephant,...).

5. Game “What shall we cook?” (based on pictures)
The children take turns saying what they will cook.
“I’ll make some apple juice. I'll make apple jam.
I'll make pear compote. I'll make pear jam.
I'll make apricot jam. I'll prepare apricot juice.
I'll make some orange juice. I'll make peach jam.
I'll make plum jam. I’ll make some banana juice.”
6. Physical education minute. (improvisation of movements to the beat of a poem)
I stand on my toes,
I get the apple
I run home with an apple,
My gift to mom.
7. Finger gymnastics “COMPOT”.
We will cook compote (hold left palm
You need a lot of fruit. Here: “bucket”, index
with the finger of the right hand they “interfere.”)
Let's chop the apples (bend fingers one at a time
starting with more.)
We will chop the pear.
Squeeze the lemon juice
We'll put in some drainage and sand.
We cook, we cook compote. (Again “cook” and “stir.”)
Let's treat honest people.

8. Compiling a story according to plan:
-What is this?
-what colour?
-Where does it grow?
-What does it taste like?
-what shape?
-What can you cook from it?
For example: “This is a lemon. He is yellow. Lemon grows on a tree. It is sour and oval. Lemon is healthy. They put it in tea. Lemon can be used to make lemon juice.”
Analysis of stories.
9. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Apple, tomato, lemon, banana.
Plum, pear, peach, cucumber.
Pear, banana, lemon, apple.

TOPIC: “FOREST. MUSHROOMS. BERRIES".

Goal: - expansion and activation of the dictionary.

affectionate suffixes;
- learn to form relative adjectives;
- consolidation of understanding and practical use in speech
prepositions;
- consolidation of verbs in speech: “search”, “pluck”, “collect”

Progress of the lesson:
1. Org. moment. Finger gymnastics.
starting with more.)

big.)
For lingonberries, for viburnum.
We'll find strawberries
And we'll take it to my brother.
2. Introduction to the topic. Game "Walk in the Forest". (Picture from the forest.)
A forest is a big house where different plants, animals and birds live.
We are going to the forest. “Who will you see in the forest?” or “What will you see in the forest?”
The children answer: “I will see trees. I'll see bushes. I will see flowers. I will see animals. I will see birds. I will see mushrooms. I will see berries."
We name the mushrooms (from the pictures) - porcini mushroom, boletus, russula, honey fungus, chanterelles, boletus - edible mushrooms; fly agaric, toadstool are poisonous mushrooms.
We call wild berries (from the pictures) - lingonberries, raspberries, blueberries, cranberries, blueberries, blackberries, strawberries.
3. Game “Big-small”

Leaf-leaf bird-bird
Flower-flower branch-twig.
4. Game “One - Many”
Mushroom - mushrooms berries - berries
Tree - trees bush - bushes
Leaf - leaves bird - birds
Flower - flowers branch - branches
Bough-bough trunk-trunks.

All the little animals are on the edge
They are looking for milk mushrooms and trumpet mushrooms.
The squirrels were jumping
The saffron milk caps were plucked.
The fox ran
I collected chanterelles.
The bunnies were jumping
They were looking for honey mushrooms.
The bear passed by

6. Game “What shall we cook?”
Mushroom soup
From raspberries - raspberry jam
From blueberries - blueberry jam
From strawberries - strawberry jam
From cranberries - cranberry jam
From lingonberries - lingonberry jam
7. Game “What is this?” (finish the sentence and repeat it in full).
Birch, aspen, oak are...(trees).
Hazel, rosehip, lilac are...(bushes).
Chamomile, cornflower, forget-me-not are...(flowers).
Honey fungus, russula, fly agaric are... (mushrooms).
A mosquito, a grasshopper, a beetle are...(insects).
Cuckoo, owl, eagle are...(birds).
A hare, a fox, a wolf are...(wild animals).
8. Game “Mosaic” (put a mushroom out of 6 triangles).
9. Game “Who, where, where” (answers to questions based on the picture).
Where is the caterpillar? And so on.

10. Summary of the lesson. Remember what they talked about.
Answer the question.
In a clearing near an oak tree, a mole saw two fungi,
And further away, near the aspen trees, he found another one.
Who is ready to tell me how many fungi the mole found?

TOPIC: “FOREST. MUSHROOMS. BERRIES".

Goal: - development of coherent speech.
Objectives: - teach how to form gender of nouns. case;
- learn to form relative adjectives;
- consolidation of verbs in speech: “search”, “pluck”, “collect”;
- training in retelling;
- develop fine motor skills, auditory attention, thinking.

Equipment: pictures of a forest, mushrooms, berries, a ball.
Progress of the lesson:
1. Org. moment. Game "Give me a word."
Near the forest on the edge, decorating the dark forest,
It grew motley, like parsley, poisonous... (fly agaric).

Look, guys, there are chanterelles here, honey mushrooms there,
Well, these, in the clearing, are poisonous... (toadstools).

There are many white legs along the forest paths
In multi-colored hats, noticeable from a distance.
Don’t hesitate to collect, these are... (russula).
Finger gymnastics.
One, two, three, four, five, (fingers of both hands “hello”,
starting with more.)
We're going for a walk in the forest. (both hands “go” with the index and
middle fingers on the table.)
For blueberries, for raspberries, (Bend your fingers, starting with
big.)
For lingonberries, for viburnum.
We'll find strawberries
And we'll take it to my brother. (both hands “go” with the index and
middle fingers on the table.)
2. Game “What is there a lot of in the forest?” (drawing up proposals)
For example: “There are a lot of mushrooms in the forest. Mushrooms grow in the forest."
Mushroom - mushrooms - a lot of mushrooms berry - berries - a lot of berries
Tree - trees - many trees bush - bushes - many bushes
Leaf - leaves - a lot of leaves honey fungus - honey mushrooms - a lot of honey mushrooms
Flower - flowers - many flowers branch - branches - many branches.
3. Game “What shall we cook?” (based on pictures)
I'll make mushroom soup from mushrooms.
I'll make raspberry jam from raspberries.
I'll make blueberry jam from blueberries.
I will make strawberry jam from strawberries.
I'll make cranberry juice from cranberries.
I will make lingonberry jam from lingonberries. And so on.

4. Physical education minute. "FOR MUSHROOMS"

(They jump in a squat and pick imaginary mushrooms.)

(They run and collect imaginary mushrooms.)

(They jump while standing and “pick” mushrooms.)

(They waddle, at the end of the line they stomp with their right foot.)

5. Learning to retell. Ya. Tayts “For mushrooms”.
Grandmother and Nadya went to the forest to pick mushrooms. Grandfather gave them a basket and said:
- Well, whoever gets the most!
So they walked and walked, collected and collected, and went home. Grandma has a full basket, and Nadya has only half. Nadya said:
- Grandma, let's exchange baskets!
- Let's!
So they came home. Grandfather looked and said:
- Oh yes Nadya! Look, I've gained more than my grandmother!
Here Nadya blushed and said in the quietest voice:
- This is not my basket at all... it’s completely grandma’s.
Q: Why did Nadya blush and answer her grandfather in a quiet voice?
-Where did Nadya and her grandmother go?
- Why did they go into the forest?
- What did grandfather say when he saw them off into the forest?
- What were they doing in the forest?
- How much did Nadya gain and how much did grandma gain?
- What did Nadya say to her grandmother when they went home?
- What did grandfather say when they returned?
- What did Nadya say?
Repeated reading.
Children's retellings.
Analysis of stories.
6. Summary of the lesson. Remember what they talked about.
Answer the question.
As soon as I went into the bushes, I found an aspen boletus,
Two chanterelles, a boletus and a green moss.
How many mushrooms did I find? Who has the answer?

Goal: - expansion and activation of the dictionary.
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to form relative adjectives;
- select adjectives for the noun;
- agreement of nouns with numerals;
- develop fine motor skills, auditory attention, thinking.
Equipment: pictures of autumn, leaves, ball.
Progress of the lesson:
1. Org. moment. Finger gymnastics. "AUTUMN"

The wind flew through the forest,
The wind counted the leaves:
Here's an oak one,
Here's a maple one
Here is a carved rowan tree,
Here from a birch tree - golden,
Here is the last leaf from the aspen tree
The wind blew it onto the path.

2. Introduction to the topic.
What time of year is it now? (autumn)
What are the autumn months? (September October November)
What are the signs of autumn? (rain, falling leaves, cold, wind, vegetables, fruits, mushrooms).
3. Game “Big - small”
A gnome came to visit. He is from a fairyland. In the land of the gnome, everything is small, that’s why they talk about everything affectionately. And we will speak kindly.
Mushroom - fungus, mushroom berry - berry
Tree - sapling - bush - bush
Leaf-leaflet sun-sun
Flower-flower branch-twig
Forest - forest grass - grass
Rain - rain - wind - breeze
cloud-cloud
4. Game “One - many”
Mushroom - mushrooms berry - berries
Tree - trees bush - bushes
Leaf - leaves puddle - puddles
Rain - rains branch - branches
Bough - bitch cloud - clouds.
5. Physical education minute. "FOR MUSHROOMS"

(They jump in a squat and pick imaginary mushrooms.)

(They run and collect imaginary mushrooms.)

(They jump while standing and “pick” mushrooms.)

(They waddle, at the end of the line they stomp with their right foot.)
5. Game “On the contrary”

6. Game “Pick a sign.”
Autumn (what?) – early, late, golden, rainy, sunny, fruitful, cold,…
Leaves (which ones?) – yellow, red, multi-colored, dry,…
7. Game “Name the leaf” (based on pictures).
Birch, oak, rowan, linden, maple, aspen,…
8. Game “1, 2, 5”
One oak, two oaks, five oaks;
(maple, poplar, leaf)
One linden, two lindens, five lindens;
(pine, viburnum, aspen)
9. Summary of the lesson. Remember what they talked about.
Game "Fourth wheel".
Birch, aspen, lilac, oak.
Rosehip, hazel, lilac, linden.

TOPIC: “AUTUMN. CHANGES IN NATURE".

Goal: - development of coherent speech.
Objectives: - learn to extend sentences with adjectives;
- learn to compose a story based on a picture based on a diagram.
- learn to form gender nouns. case;
- learn to select antonym words;
- develop fine motor skills, attention, thinking.
Equipment: painting with the image of autumn, flannelgraph, pictures for the flannelgraph, supporting pictures.
Progress of the lesson:
1. Org. moment. Guessing riddles.
When does this happen? (Autumn)
It makes noise in the fields and in the forest, but it won’t get into the house.
And I don’t go anywhere while he goes. (Rain)
Gold coins fall from a branch. (Leaves)

2. Game “What’s missing?”
(picture on flannelgraph).

3. Game “What has changed?”
(picture on flannelgraph).

4. Game “On the contrary”
Tree tall - short leaf wide - narrow
Trunk thick - thin trees wet - dry
Path dirty - clean day short in autumn - long in summer

5. Spreading sentences with adjectives.
Autumn has come. Cold, rainy, late autumn has arrived.
It's raining. It's cold, fine, drizzling rain.
The wind blows. A strong, cold wind is blowing.

6. Physical education minute. "FOR MUSHROOMS"

(They jump in a squat and pick imaginary mushrooms.)

(They run and collect imaginary mushrooms.)

(They jump while standing and “pick” mushrooms.)

(They waddle, at the end of the line they stomp with their right foot.)
8. Finger gymnastics. "AUTUMN"

(Bend one finger on both hands.)
(Calmly place their palms on the table.)

9. Compiling a story based on a picture based on a diagram.
Cold autumn has arrived. The sky in autumn is gray, gloomy, and there is often light rain. Cold wind is blowing. The leaves turn yellow and fall to the ground. The grass dries and turns black. Birds gather in flocks and fly away to warmer regions. I like autumn because there are beautiful trees in autumn.

10. Summary of the lesson. Remember what they talked about.

TOPIC: "TOYS".

Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to select adjectives for nouns;
- develop coordination of speech with movement;
- develop fine motor skills;
- develop auditory attention;
- carry out and verbalize 1-2 step instructions.

Progress of the lesson:

And cheerful Cipollino,
And a kitten and a baby elephant.

2. Introduction to the topic. (pictures of toys, toys)
What was considered in finger gymnastics? (toys)
Name your favorite toy.
Everyone wants to have a lot of toys?
Let's play.
3. Game “One - Many”
Ball – balls elephant – elephants
Car - cars doll - dolls
Duck - ducks bear - bears
Bunny – bunnies cube – cubes
Matryoshka - nesting dolls scoop - scoops
Drum – drums bucket – buckets
4. Game “Big - small”
There are a lot of toys, and now let’s call them affectionately.
Ball - ball - balls elephant - elephant - elephants
Car - machine - cars doll - doll - dolls
Duck - duck - ducks airplane - airplane - airplanes
Hare - bunny - bunnies bucket - bucket - buckets
Matryoshka - matryoshka - nesting dolls scoop - scoop - scoops

5. Game “What is what?”
Dunno has a lot of toys, but he doesn’t know what they are made of. Toys are made from different materials. Let's help Dunno.
Who knows what toys are made of? (made of wood, iron, plastic, rubber, fabric, paper,...).
If a toy is made of wood, what is it? (wooden)
If a toy is made of iron, what is it? (iron)
If a toy is made of plastic, what is it? (plastic)
If a toy is made of rubber, what is it? (rubber)
If a toy is made of paper, what is it? (paper)
If the toy is made of plush, what is it? (plush)
If a toy is made of glass, what is it? (glass)

6. Physical education “Ball”.
. would hit the ball)

They bounce like balls.

7. Game “Do what I say and say what you did.”
- Katya, take the typewriter from the table and give it to Timur.
- What have you done?
- Timur, what did you do?
- Alina, take the doll from the table and give it to Zhenya.
- What have you done?
- Zhenya, what did you do?
- Nikita take the ball from the table and give it to Grisha.
- What did you do?
- Grisha, what did you do?
- Pasha, take the bear from the table and give it to Lera.
- What did you do?
- Lera, what did you do?
- Vova, take the bunny from the table and give it to Ulyana.
- What did you do?
- Ulyana, what did you do?
- Kirill take the chicken from the table and give it to Anya.
- What did you do?
- Anya, what did you do?

8. Game “Which, which, which”
Toys (what?) – small, large, beautiful, colorful, soft, favorite….

9. Game “Mine, mine, mine, mine.” (based on pictures)
Mine is a ball, a plane,….
Mine is a doll, a car,...
Mine is a bucket...
Mine are toys, blocks, dolls,...
10. Summary of the lesson. Remember what they talked about.
“Help Andryushka.”
Andryushka arranged the toys in two rows.
Next to the monkey is a teddy bear.
Together with the fox there is a bunny with a scythe.
Following them are a hedgehog and a frog.
How many toys did Andryushka place?

TOPIC: "TOYS".

Goal: - development of coherent speech.
Objectives: -learn the categories of the genitive case;
- differentiate prepositions on, under;
- strengthening the ability to select adjectives for
noun;
- learn to compose sentences using a model;
- learn to write a story - description;
-develop attention and thinking.

Equipment: pictures of toys, ball, toys.
Progress of the lesson:
1. Org. moment. Finger gymnastics “TOYS”
On a large sofa in a row, (alternately clapping and
Katina's dolls are sitting: banging their fists)
Two bears, Pinocchio, (bend all their fingers one by one.)
And cheerful Cipollino,
And a kitten and a baby elephant.
One two three four five. (bend fingers alternately)
We help our Katya (alternately clap and
We count the toys. knocking fists).
Guessing riddles.
He was small in stature and galloped away from me. (ball)
There are girls hiding in this young woman,
Every sister is a little prison.
Red cheeks, colorful scarves.
Merry people clap their hands...(matryoshka dolls)
When April takes its toll and the streams run, ringing,
I jump over her, and she jumps over me. (jump rope)
Today everyone is rejoicing: in the hands of children
Balloons are dancing with joy...
I received these miracle bricks as a gift.
Whatever I put together, I break, I start all over again. (constructor)
2. Game “What’s missing?”
(picture on flannelgraph).

3. Game “Which, which, which”
Let's say what kind of toys we have.
Toys (what?) – small, large, beautiful, colorful, soft, favorite, rubber, wooden….
Doll (what?) – elegant, beautiful, big, talking,….
Car (what?) - beautiful, big, passenger car, truck,….
The ball (what?) is beautiful, colorful, small,...
The plane (which one?) is beautiful, toy, plastic,...

4. Game “What is what?” (making sentences according to the model)
Toys are made from different materials.
The matryoshka is made of wood, which means it is wooden.
The machine is made of iron, which means it is iron.
The cube is made of plastic, which means it is plastic.
The ball is made of rubber, which means it is rubber.
The airplane is made of paper, which means it is paper.
The bear is made of plush, which means it is plush.
The dog is made of glass, so what is it like? (glass)

5. Game “Where are the toys”
(drawing up proposals for the action being demonstrated)
The cube is on the table, and the machine is under the table.
The doll is on the table, and the matryoshka doll is under the table. And so on.

6. Physical education “Ball”.
One, two, jump, ball. (waves your right palm like
would hit the ball)
One, two, and we'll jump. (rhythmic jumps on
Girls and boys wearing socks, hands on the belt)
They bounce like balls.

7. Game “1, 2, 5”
One ball, two balls, five balls. (elephant, cube, scoop, drum, bunny,
bear)
One car, two cars, five cars. (doll, duck,
matryoshka)
one bucket, two buckets, five buckets.

8. Writing a descriptive story.
This is a Masha doll. The doll has a head, blond hair, blue eyes, black eyelashes and eyebrows. There is a torso, arms and legs. She is wearing a white dress and white shoes. Masha doll is a toy. They play with her. WITH
The doll must be handled carefully.

9. Summary of the lesson. Remember what they talked about. What did you like?

TOPIC: “OUR BODY”

Goal: - expansion and activation of the dictionary.
Tasks: - form the plural of nouns;
- learn to form nouns with diminutive
affectionate suffixes;
- learn to select words - antonyms;
- practical use of the preposition na in speech;
- learn to use possessive pronouns in speech;
- develop fine motor skills.

Equipment: pictures of a person, a ball, pictures, a doll, Doctor Pilyulkin.

Progress of the lesson:
1. Org. moment. Finger gymnastics (repetition of previously learned exercises).

2. Introduction to the topic.
Doctor Pilyulkin came to visit. He will introduce us to those parts
bodies we don't yet know.
This is (head). What's on your head? (On the head there is hair, face, ears.)
What's on the face? (eyes, nose, mouth, cheeks, chin, eyebrows).
What's on your hand? (fingers, nails, elbow)
What's on your leg? (knees, heels, toes, nails).
What's on the body? (belly, chest, back, hips).

3. Game “One - many”
The doctor cured many people, which means he cured more than one nose, mouth….
The doctor treated the eye - eyes leg - ... mouth - mouths
nose - ... hand - ... forehead - ...
ear - ... finger - ... belly - ...

4. Game “What do you have and what does the doll have?”
You have a face, and the doll has a face.
You have ears, and the doll has ears.
You have eyes, and the doll has eyes.
You have a leg, and the doll has a leg.
You have a cheek, and the doll has a cheek.
You have a belly, and the doll has a belly.
You have a forehead, and the doll has a forehead.
You have a nose, and the doll has a nose. Etc.

5. Game “On the contrary” (based on pictures).
Tall girl – (short girl).
Dark hair – (light hair).
Hair long – (short)
Curly hair – (straight)

The boy is fat - (the boy is thin). Strong – (weak).
A sick person is (healthy). Elderly – (young).
Cheerful - sad.

6. Physical education minute.

7. Game “Mine, mine, mine, mine.” (based on pictures)
Mine – (forehead, nose, etc.) Mine – (face, body, etc.)
Mine - (arm, back, etc.) Mine - (legs, ears, etc.)

8. Game "Find the mistake."
They jump with their hands and touch with their feet.
They smell with their eyes and look with their nose.
They eat with their ears and listen with their mouths.
They clap their feet and stomp their hands.
They take it with their nails and scratch it with their hands.

9. Summary of the lesson. Remember what they talked about.
What did you like?

TOPIC: "OUR BODY".

Goal: - development of coherent speech.
Objectives: - to master the categories of the genitive case;
- learn to coordinate nouns with numerals;
- learn to select nouns for adjectives;
- teach retelling;
- teach solving riddles;
-develop attention and thinking.

Equipment: numbers, ball.
Progress of the lesson:
1. Org. moment. Guessing riddles.
They live across the street, but don’t see each other. (eyes)

People always have it, ships always have it. (nose)

If it weren’t for him, they wouldn’t have said anything. (language)

Five brothers will be born together, but of different heights. (fingers)

All their lives they have been racing, but they can’t overtake each other. (legs)

One speaks, two watch and two listen. (tongue, eyes, ears)

2. Game “What is not visible?” (parts of the face and body are covered)

3. Game “What can you say about...”
Small - nose, mouth, finger.
Small - arm, leg, head.
Small - ear.

4. Game “1, 2, 5”
One nose, two noses, five noses. (eye, mouth, finger)
One cheek, two cheeks, five cheeks. (arm, leg, head)
One ear, two ears, five ears.

5. Physical education minute.
With the left handle - on the shoulder, with the right handle - I'll twist it,
On your toes and on your heels, that’s when you run out of charge.
Game “Ear, nose, hand...” (show what they call it).

6. Retelling the story “What are hands for” (E. Permyak)
Petya and grandfather were great friends. We talked about everything.
Grandfather once asked

Speech therapy classes- a section with notes on group, frontal, individual speech therapy and logorhythmic classes, as well as integrated classes, master classes on non-traditional teaching methods. We are confident that the materials posted here will be interesting and informative not only for specialists in children's educational institutions, but also for parents who show a sincere interest in the development of their child.

Experienced specialists share their knowledge here, and for beginning speech therapists, the presented notes will help them plan their classes correctly and in a fun way.

Classes with a speech therapist. Materials and notes.

Contained in sections:
Includes sections:

Sounds. Differentiation and automation of sounds. Correction of sound pronunciation

By groups:

Showing publications 1-10 of 7309.
All sections | Speech therapy classes

Target: Development of coherent speech. Correctional – educational tasks: Expanding and clarifying ideas about the library and the librarian profession. Expansion and activation of the dictionary on the topic (library, librarian, reading room, subscription, shelving, form, book depository...

Summary of the speech therapy lesson “Nature's Pantry. People's work in autumn" Abstract speech therapy session on the topic"Nature's pantry. People's work in autumn" Target: introducing children to the concept of vegetables, mushrooms, berries, and people’s labor in the fall. Tasks: corrective – educational: - teach children to form nouns with diminutives...

Speech therapy classes - Summary of speech therapy classes on the topic “Late Autumn”

Abstract of a speech therapy lesson Topic: “Late Autumn” (frontal speech therapy lesson on the formation of lexical and grammatical means of language) Educational goals: - consolidate and clarify children’s knowledge about autumn, autumn changes in nature; - expand and intensify...

Image library "MAAM-pictures"

Summary of the speech therapy lesson “Clothing. Shoes. Hats" Summary of a speech therapy lesson on the topic “Clothing. Shoes. Hats". Goal: “To form the lexical and grammatical structure of speech on the topic “Clothing. Shoes. Hats"". 1. Correctional and educational: - practice agreeing nouns with adjectives; - practice in...

Summary of the lesson “Clothing” in the senior speech therapy group Topic: “Clothing” senior group (speech therapy) Correctional and educational goals: Expand and activate the vocabulary on the topic. Improve the grammatical structure of speech, learn to form high-quality adjectives; learn to agree nouns in gender, number,...

Abstract of GCD on logorhythmics “Food”"Food". Abstract of GCD on logorhythmics Progress of GCD: Speech therapist: Hello, children. Today we will talk about food. Now you can name what you like to eat. Didactic game “Catch and name” Speech therapist: How to name it in one word? Children: Products...

Speech therapy classes - Summary of speech therapy classes using ICT technologies “Fruits, vegetables, berries”

“Fruits, vegetables, berries” Outline. Goal: to consolidate children's knowledge about fruits, vegetables, berries. Objectives: - expand, enrich and activate the vocabulary on the topic; - consolidate the ability to form the plural of nouns; - practice the education of relatives...

Goal: To instill in children a caring attitude and respect for bread and the people who raised it; - Expand children’s knowledge about the importance of bread in human life; - Introduce children to the process of growing bread; - To give an idea of how bread came to our table; Revert...

Summary of an individual speech therapy lesson on the development of coherent speech “Autumn in the Park” Theme: Autumn in the park. Goals: Correctional and educational: Expand the child’s understanding of autumn changes in nature. Clarify, enrich, activate the vocabulary on the topic. Improve the syntactic side of speech (composing complex sentences; understanding...

The structure of a speech therapy lesson on the formation of the lexical and grammatical structure of speech The structure of a speech therapy lesson on the formation of the lexical and grammatical structure of speech. General speech underdevelopment is a disorder in which a child with normal hearing and initially intact intelligence finds all components of the speech system unformed: phonetics,...

Speech therapist is a very creative profession. Each professional has his own achievements, interesting findings, and a special approach to his studies. Speech therapists use various techniques to correct pronunciation and form a child’s speech.

Many preschool children need the help of a speech therapist. Simple pronunciation defects are successfully corrected at speech therapy centers in kindergartens and during private lessons with a speech therapist. But there are complex speech disorders - alalia, stuttering, dysarthria, general speech underdevelopment, the correction of which requires very long and painstaking work by a speech therapist, teachers and parents of the child. For children with severe speech impairments, there are specialized preschool institutions or speech therapy groups at regular kindergartens. For such children, it is important not only to correct pronunciation, but also to form the lexical and grammatical structure of the language, develop speech, and prepare them for learning to read and write. The success of further education at school and socialization in society depends on this. Parents should carefully follow all the recommendations of the speech therapist, do homework and exercises with the child, and daily consolidate the skills and knowledge acquired in class. Only the joint efforts of parents and all specialists working with the child will help overcome difficulties, teach him to speak correctly and beautifully, and study successfully at school.

For your material to be included in this section, post a post in your personal blog on the website and add the words “Speech therapy classes” (without quotes) in the bottom field of “Categories”.

Lexical

activation and enrichment of the vocabulary on the topic “Ground transport”;
clarification and consolidation of knowledge about the main purposes of transport (passenger, cargo, special);
repeating the meaning of traffic lights;
updating of words denoting the components of a truck.

Grammar

development of skills in constructing statements and reasoning;
an exercise in the formation of plural nouns, strengthening the ability to coordinate a numeral with a noun.

2. Corrective and developmental:

development of children's mental activity;
development of fine and gross motor skills;
development of ingenuity and intelligence in children;
development of memory and attention;
development of coordination of speech with movement;
development of dialogical speech (ability to answer teacher’s questions).

3. Educational:

fostering independence and activity in the classroom.

Equipment:

demonstration material - drawings depicting ground transport;
circles made of colored cardboard: YELLOW, RED, GREEN;
a cardboard truck for repeating “The Joke” using a poster;
a poster depicting the components of a truck;
markers.

Lexical material:

Ground transportation: passenger car, bus, trolleybus, tram, train, truck, excavator, fire truck, ambulance

Priority educational areas:"Cognition", "Communication"

Expected result (for a speech therapist teacher): Organize activities for students to consolidate knowledge about ground transport.

Expected result (for students): Consolidate knowledge about ground transport, improve the grammatical aspect of speech using the material of this topic.

Lesson time – 30 minutes

Progress of the lesson:

I. Organizational moment

Target: Activate substantive vocabulary on the topic “Transport”.

Speech therapist: Hello guys, today we have a very interesting lesson, and you will soon understand for yourself what it is dedicated to. Today you will not just be students, you will be car drivers! Take one upside-down card each and get into your cars (they sit at desks, with images of ground transport on the back of the chairs).

Speech therapist: Now, one by one, we will name who has what is shown in the picture. I will begin. I have a truck...(The children continue along the chain.) What is the name of all this, in one word?
Children: Cars, transport.

Speech therapist: That’s right, so you named the topic of the lesson yourself, it’s transport! This is exactly what we will talk about.

II. Main part

Conversation with children on the topic “Types of transport”

Purpose of the conversation: Review the main types of transport.

Speech therapist: In the last lesson I told you about types of transport. Which ones do you remember? I'll help: what kind of transport is it that moves underground? — underground; transport that moves on what water?, on the sky? — air, on the ground? – ground.
Children: Ground, air, water and underground.

Speech therapist: Well done, you tried to remember all types of transport, but today we will talk about one of them that surrounds us every day - ground transport.

Speech therapist: So, guys, the transport that moves on the ground is ground. Name the ground transport that you see every day on the streets of our village.

Children: Cars, trucks, buses, etc. What other ground transport do you know? Those who find it difficult to answer, look at your chairs, there are clues there!

Children: trolleybuses, trams, etc. (if there is difficulty, images are shown).

Speech therapist: Well done guys, you were attentive and accurate. So, we named: cars and trucks, buses, trams, trolleybuses.

Physical education lesson “Machine”

Target: Practice coordination of speech and movement.

Speech therapist: Let's stand at our seats and repeat after me.

Doesn’t fly, doesn’t buzz, (We push our hands forward twice, then put them on our belts.)
A beetle is running down the street. (We extend our arms to the sides twice, then place them on the belt.)
And they burn in the beetle’s eyes (We push our hands up twice and place them on our belts.)
Two shiny lights (Sit down.)

Speech therapist: Think and tell me, what is transport needed for?
Children: It transports people and goods.

Speech therapist: Well done, every day we see different vehicles on the streets that transport goods and people. But cars are created not only to drive or transport goods. There are cars that are designed to provide assistance in various situations. They are called special or service vehicles. Garbage trucks remove garbage, snow plows and sprinklers clean roads, ambulances help people who have had an accident or those who need medical help, etc. To help us remember some of these cars, I suggest you guess the transport that I encrypted for you. Two people will need to rearrange the letters on the board in reverse order, and the rest will check!

Special equipment:

YSCHOMOP YAROX Ambulance
ANISHAM JANRAJOP Fire truck

Traffic signals

Speech therapist: You cope well with tasks. And now we will repeat the traffic lights. Do you know what the red signal means? Children (...) And yellow, green? (Children answer).
Speech therapist: Right. The red light tells us: - Stop! Dangerous! The path is closed! Yellow: Wait for the signal to move. The green light is open for us.

Speech therapist: Guys, imagine yourself as drivers for a few minutes. Rotating an imaginary steering wheel with our hands, we will quickly rush along conditional paths, turning left and right. And you, as drivers, must react correctly to green, red, yellow signals. When I show the red circle, you “freeze” (you can call the presenter)

And at the end of our lesson, in order to better remember transport, I suggest you connect the drawn car and its outline (individual cards are offered on which it is proposed to connect drawings of transport and their silhouettes with lines)

III. Bottom line

Speech therapist: What did we talk about today?
Children: About ground transport.

Speech therapist: What other groups can transport be divided into according to purpose?
Children: For passenger, cargo and special.

Synopsis of a frontal speech therapy lesson on the lexical topic “Kindergarten”

for senior logogroup

Lesson objectives:

Correctional educational:

teach the ability to agree nouns with possessive pronounsmy my.

Correctional and developmental:

practice case endings of singular nouns;

consolidate, activate and expand children's knowledge on the topic;

expand and activate the vocabulary of verbs.

Correctional and educational:

to cultivate children's interest in words and the ability to work individually.

Equipment: toy - Hedgehog, photographs of kindergarten premises, object pictures depicting a cake, cupcake, tea, juice, book, ball, pyramid.

Progress of the lesson

Organizing time.

Speech therapist (holding a toy in his hands - hedgehog - and on his behalf greets the children): Hello guys! I'm a funny hedgehog. I decided to open a kindergarten in the forest kingdom, but I don’t know how to do it. Will you tell me about your kindergarten?(Yes!)

Announcement of the topic.

Speech therapist: Well, guys, today we will try to tell Hedgehog about what a kindergarten is and what we do here. Now listen carefully!

Introductory conversation.

Kindergarten

The first kindergarten was opened in Scotland. And in Russia, kindergartens appeared more than a hundred years ago. Teachers with special education work with children here. Classes in kindergartens alternate with games, work with rest.

In classes, children get acquainted with the world around them, learn drawing, modeling, design, singing, basic literacy and mathematics. Children develop speech and thinking, they are taught to listen and understand the teacher’s explanations, and to complete their work. Children are taught to observe natural phenomena, develop a love for it and respect for the work of people. Kindergarten prepares children for school.

Development of lexical and grammatical categories.

Speech therapist: And now, with your help, I will give Hedgehog a tour of the kindergarten.

Game "Where does this happen?" Can be carried out game using photographs of kindergarten premises.

Undressing (where?) - ...(In the locker room.)

Wash your hands, wash your face -...(In the washroom.)

Learn to speak correctly...(In the speech therapy room.)

They play, study, draw -...(In the group room.)

They dance, they sing -... (In the music room.)

Sleeping -... (In the bedroom.)

They run, jump - ... (In the gym.)

Cut, cook -...(In the kitchen.)

They examine, listen, treat -...(In the medical office.)

Formation of singular and plural nounsRoom - rooms - many rooms, bedroom - bedrooms - many bedrooms, corridor - corridors - many corridors, locker room - locker rooms - many locker rooms, office - offices - many offices, hall - halls - many halls, playground - playgrounds - many platforms, veranda - verandas - many verandas, swimming pool - swimming pools - many pools, game - games - many games, kitchen - kitchens - many kitchens, toy - toys - many toys.

Speech therapist: Guys! The hedgehog is our guest. Let's treat him and give him gifts.

Game "Gifts" And a treat for the Hedgehog." Each child has object pictures on the table depicting a doll, cake, apples, tea, juice, book, ball, mushrooms, etc. Children take them and take turns making sentences with wordsI'll treat you AndI'll give it to you (depending on the picture).

This is my juice. I'll treat the Hedgehog with juice.

It is my book. I will give Hedgehog a book, etc.

Speech therapist: And now I invite you and Hedgehog to a fun physical education session.

Physical education minute. Performing movements according to the text of the poem.

Two slams, two slams, hedgehogs, hedgehogs.

(fingers forward)

Anvil, anvil, scissors, scissors.

(fist to fist)

They jumped and jumped: bunnies, bunnies.

(jumping in place)

Come on, let’s say it louder, let’s say it louder: “Hello!”

Speech therapist: Guys! Hedgehogwants should I say something?(The speech therapist leans towards the toy and listens.) He is very ashamed, but he forgot what you do in kindergarten. Let's help the Hedgehog remember: I will show you pictures, and you will tell me what and where you do.

Game "Pick up the action." The speech therapist calls

room, and the children say what it is forin kindergarten.

In the medical office (what are they doing?) - ... (They examine, listen, vaccinate, bandage.)

In the music room (what are they doing?) - ...(They dance, sing, celebrate holidays.)

In the gym (what are they doing?) - ... (They jump, run, train, play sports, compete.)

In the speech therapy room (what are they doing?) - ... (They tell stories, play, guess, learn to speak correctly.)

In the kitchen (what are they doing?) - ... (Cook, boil, fry, cut, bake, pour, distribute.)

In the locker room - ...

In the group room -...

In the washroom -...

In the bedroom - ...

Summary of the lesson.

Speech therapist: What did we talk about in class to the cheerful Dwarf? Why did he come to us?

What do children do in kindergarten?

Victoria Maygurova
Summary of an open lesson for a speech therapist teacher “Journey to the Land of Sounds”

Notes of the teacher-speech therapist Maigurova V.V.

Topic: “Journey to the Land of Sounds”

Objectives: To introduce children to the concept of “sounds”, their varieties, methods of education; give the concept of “letter”, form phonemic perception, develop skills of sound analysis and synthesis, enrich and clarify children’s vocabulary on the topics: “Transport”, “Organs of speech”, exercise children in selecting words - antonyms, develop skills of correct speech breathing, improve fine and articulatory motor skills, coordination of movements with speech pronunciation, develop prosodic components of speech. Develop a psychological speech base (attention, memory, logical thinking, imagination, cultivate a friendly attitude with peers in joint activities, activate the cognitive interest of children.

Material: multimedia equipment, screen, Zvukovichok doll, individual mirrors, according to the number of children. a bell, a set of cards with vowel letters, symbols of vowel sounds, a carpet, circles with numbers from 1 to 10

Progress of activities:

Speech therapist: - Guys, Zvukovichok came to visit us. Children, do you like to travel? Would you like to go on a trip? I invite you to a magical land.

Guys, what types of transport do you know?

Children's answers: ground, air, water, magic.

Speech therapist: - And we will go on a carpet airplane.

Children, take tickets with seat numbers. Please proceed and take your seats according to your ticket number.

Wind chimes sound.

Speech therapist: - So that we can quickly get to a magical land. and during the flight we were not afraid, we will perform relaxation breathing exercises.

“Deep breath through the nose” (Left hand control on the stomach)

“Long exhalation through the mouth” (Right hand control at the mouth)

Children, close your eyes, open them. When we hear the sound of a bell.

Physical education minute “Curious Varvara”

Speech therapist: - Children, we have arrived in a magical land. Let's see where we end up.

Curious Barabara

Looks left

Looks to the right

Looking up

And looks down

Neck muscles tense

Let's go back

It feels so good to relax.

(We return to the starting position).

Speech therapist: - Children. Was it quiet during the journey or did you hear something? How do we distinguish sounds?

Children's answers: - We distinguish sounds with the help of our ears - the organs of hearing.

Experimental work

Children, look at the screen (letters appear on the screen).

Now let’s come to me and close our eyes (at this moment speech sounds are heard).

Speech therapist: - What did you see on the screen?

Children's answers: - We saw letters on the screen. But they didn't hear. Letters are a visible image.

Speech therapist: - What did you hear?

Children's answers: - We heard sounds, but did not see.

Speech therapist: - Children, we are going to the city of Zvukograd. The sounds of our speech live there.

"We are in the city of speech sounds

Let's go and wait to meet you

With native sounds

They live there after all

And we have a desire

speak beautifully

And everyone without exception

Surprise today"

Guys, people have an invaluable gift - Speech. Animals can make sounds, but this is not speech; they cannot talk to each other.

Working with mirrors (familiarization with the speech organs)

How do we make sounds? Guess the riddles.

You can pull them with a pipe

Or just open them

Even our teeth are begging

Open wider - (lips)

When we drive, they work,

When we don't eat, they rest,

We won't clean them. They will get sick - (teeth).

He's used to jumping in his mouth

Our naughty (language).

Game “What sounds are there” (selection of antonym words)

The sounds are:

high - low,

quiet - loud,

rough - tender

long - short,

There are also sounds:

warm - cold

Bring the back of your hand to your mouth and blow on it while singing the “Snakes” song:

Shhhhhhhhhhhhhhhhhh….

Children, what kind of air flow?

Children's answer: The air stream is warm

Now raise your palm and sing the “Pump” song.

What air stream?

Children's answers: The air stream is cold.

Finger gymnastics.

I'll rub my palms hard,

I'll twist each finger,

(Rubning the palms; grab each finger at the base and with a rotational movement reach the nail phalanx.)

I'll say hello to him,

And I'll start pulling out.

I'll wash my hands later

(Rub your palm against your palm.)

I'll put my finger in your finger,

I'll lock them up

(Fingers in the “lock.”)

And I'll take care of the warmth.

I'll let my fingers go

(Unlock your fingers and move them.)

Let them run like bunnies.

Speech therapist: - Children. In order to speak beautifully and clearly, we need to train our speech organs. Let's do some articulation gymnastics (gymnastics are done at a table in front of a mirror)

1) – Name the first sound in the words:

“I open my mouth wide, I hum a cheerful sound” - aaaaaaaa.

2) – Name the first sound in the words:

“Our lips make a wheel sound” - oooooh.

3) – Name the first sound in the words:

“I stretch my lips like a trumpet and sing the sound” - uuuuuu

4) – Name the first sound in the words:

And - And - And

“Pull your lips to your ears and you will get a sound” - aiiiiii

5) – Name the first sound in the words:

E – E – E

“Ege - gay! The sound guy is screaming, his tongue is sticking out of his mouth” - uh

6) – Name the last sound in the words: cats, tables,

Y – Y – Y

“Well, show your teeth and sing quickly” - yyyyy

Speech therapist; - The sounds were all different, but very friendly, since they all loved to sing. Their voices sounded beautiful and clear.

Let's try to sing like them. (Children sing together with a speech therapist, who accompanies the singing of vowels by moving his hand in the air along a horizontal line).

Sounds walked around the world and sang loudly. For this they began to be called VOWELS and were given red shirts. If the sounds were put on these shirts, then they became visible and turned into letters. But as soon as the shirts were taken off, the sounds became invisible again.

Choose symbols for each - a sound, its letter.

Children match letters to sound symbols.

Speech therapist: - Guys, our journey ends. What have we learned about sounds?

Children's answers: - We hear and pronounce sounds, but we do not see them.

Speech therapist: - What have we learned about letters?

Children's answers: - We see and write letters, but we don’t hear them.

Speech therapist: - Children, let's say thank you to Zvukovich for the educational journey. Now we take our places, close our eyes, count to 10 and back.

Here we are back at kindergarten! Did you enjoy our trip?

Children's answers.

Publications on the topic:

The use of musical exercises and songs in the process of automating sounds in the work of a speech therapist teacher at a speech center Automation of assigned sounds is one of the urgent tasks in the work of a speech therapist in the sound culture of speech. I am active in my classes.

Summary of an integrated lesson by a teacher-defectologist and a teacher-speech therapist in a preparatory group for children with mental retardation GBOU Gymnasium No. 1748 "Vertical" JV DO "Teremok" SYNOPSIS OF AN INTEGRATED LESSON FOR A SPECIFIC DEFECTOLOGIST AND A Speech-Language Pathologist TEACHER IN A PREPARATORY ROOM.

Summary of the open integrated lesson “Journey to the Land of Sounds” Summary of an open integrated lesson. Senior group. (Compiled by O.V. Melnichenko) Topic: “Journey to the Land of Sounds” Purpose: Consolidate.

Summary of a lesson on speech development “Masha’s Journey to the Land of Sounds” Goal: development of auditory attention and phonemic perception. Objectives: Educational: - introduce vowel sounds; - secure.

Summary of joint activities of a speech therapist teacher with children with special needs “Journey to the autumn forest” Correctional educational goals: to introduce the sound “I”. Correct articulation of the “I” sound. Be able to determine the place of sounds in words. Expand.

Notes of speech therapy classes on lexical topics

Eyes for toys

Children's educational games, lessons, crafts There are two ways to make a sun

Calendar-thematic planning in the senior group for the month of October calendar-thematic planning (senior group) for those