Speech therapy session summary
on the development of lexical and grammatical means of the language
in children of a preparatory school group with general speech underdevelopment
Topic “Creative plural of nouns”
Target: development of lexical and grammatical means of language.
Tasks:
educational:
Teach children to correctly form nouns in the instrumental plural using different types of endings of a given case form;
correctional and developmental:
Continue to teach how to answer the teacher’s question in a complete sentence,
Develop the ability to coordinate words in sentences,
Develop a sense of language;
educational:
Develop self-control over speech in children.
Equipment: typesetting canvas, subject picture “Tiger Cub Builder”, subject pictures depicting tools, animals, vegetables, fruits, nature.
Vocabulary material: activate children's vocabulary on the topic “Professions” and other lexical topics.
Preliminary work: reading followed by discussion of D. Rodari’s fairy tale “What Crafts Smell Like” and S. Marshak’s poem “Mail”, learning the correct use of the instrumental case form of nouns in the singular.
Progress of the lesson
1. Organizational moment.
The speech therapist invites children to answer the question “Who will you be?” (Each child speaks out and sits down.)
2. Announcement of the topic.
People talk and say...(words). The words agree, are friendly and it turns out... (sentence). Today we will learn how to make sentences again.
3. Stage of training using frontal visual material.
Game "Tiger Cub Builder".
(The speech therapist places a picture of a construction tiger cub on a typesetting canvas.) Now you will come up with a fairy tale yourself, and I will help you. This is a tiger cub. Look at the picture and tell me who the tiger cub works for? (Children answer.) Correct! The tiger cub works as a builder. Who does he work with? (A picture is displayed depicting little mice / or any other animals/) (Children's answers in full sentences.) What do the little mice do? (Children's answers in full sentences). That's right, little mice work as builders. (The speech therapist pronounces sentences, highlighting the endings of nouns in the instrumental case with his voice and asks the children to pronounce them the same way.) He decided to build a school in the forest and called his friends for help. (The speech therapist nearby displays object pictures depicting other animals and asks questions for the children to make sentences.) Who did the tiger cub start working with? (Children's answers in full sentences.) To prevent the structure from collapsing, the work must be monitored. Who was the tiger cub watching? (Children's answers in full sentences.) What did the builders hammer the nails with? What did you saw with? What did you chop with? (Children's answers in full sentences.) The elk cubs could not chop with axes, and the tiger cub began to laugh at them. Who was the tiger cub laughing at? Who did you apologize to? (Children's answers in complete sentences.) Finally, the school was built. There is a lot of garbage around. What did the animals use to remove garbage? (Children's answers in full sentences.)
Game "Good gnomes".
(An image of gnomes, as well as fruits and vegetables, is displayed on the typesetting canvas.) Good gnomes lived in the same forest. They came to admire the school and brought treats for the workers - fruits and vegetables. (Showing pictures with treats, the speech therapist asks the children to answer: what did the good gnomes treat the animals with? Children answer the question in a complete sentence. For example, “The good gnomes treated the animals with apples”)
Ball game.
The animals worked, got a treat and decided to play with a ball. And we'll play. (The speech therapist asks a question and throws the ball to the child. The child answers the question with one or two words and throws the ball to the teacher.)
What are they looking at? What are they stomping on?
What do they listen to? What are they clapping for?
What do they bite? What do they shake?
What do they scratch? What do they smile about?
What do they do? Why are they frowning?
What are your eyes covered with? What do they see?
4. Physical education minute.
Performing movement according to the text of the poem.
5. The stage of consolidating acquired skills in working with individual visual material.
(The speech therapist puts an image of a pilot on the typesetting canvas.) Name who controls the planes. (Children's answers. For example, “Planes are controlled by pilots and pilots.”) Our plane flew high, high. Now we find out what the plane was flying over? (The children have pictures on their tables with houses, people, mountains, forests, etc.) Be careful and listen to the task. Look at the pictures. The one I name will come out with his picture and correctly say what our plane was flying over? (The child comes out, puts a picture on the board and answers with a complete sentence).
6. Summary.
What do you think it takes to become a pilot, driver, builder, tailor...? (Children's statements.) That's right! To get a profession you need to study.
Notes on dysgraphia for 5th grade students with mild mental retardation
Subject: " Changing nouns by case»
Goals: educational –
— fix the change of animate nouns in the singular by case,
— consolidate the use of case endings of animate nouns in the singular,
— consolidate the practical use of animate nouns in the singular in phrases,
- consolidate the differentiation of sounds B and P in syllables, words, sentences,
- activate vocabulary on the topic “Pets” using the example of a cow, dog, goat, cat.
correctional –
– development of phonemic processes (hearing and perception),
— correction of the correct spelling of lowercase letters B and P,
- development of fine and articulatory motor skills,
Equipment: mirrors, syllable table, image of letters B and P,
sound characteristics table, capital letter patterns,
word cards (change by case),
text cards with missing endings,
cards with names of cases with questions,
pictures of animals (cow, dog, cat, goat),
cards of animal body parts, cards of animals with babies,
animal cards with food,
subject picture “Grandfather’s Gift”,
computer program "Delfa-142".
Progress of the lesson
Organizing time:
Speech therapist:
- Good afternoon guys!
The school day continues and class begins.
We always speak beautifully, clearly and slowly,
We definitely remember what we taught in class.
Preparatory stage:
Speech therapist:
— Take the mirrors. Let's do some exercises for the language:
“Turkey is chattering”, “Frog”, “Tube”, “Swing”, “Clock”.
- Let’s take a deep breath and, as we exhale, make a vowel sound.
AAA, inhale-exhale: OOO, inhale-exhale: YYY, inhale-exhale:
UUU, inhale-exhale: EEE.
- Why are these sounds called vowels? (The air comes out freely, they can be sung or pulled).
Main stage
Acoustic-articulatory characteristics
Speech therapist:
- Little mice, gray coats, long tails, squeak: pee-pee-pee.
— The gun scares the flies. He says loudly: bang!
- Guys, how does the mouse squeak? (Peep-pee-pee)
- How does a gun scare you? (Boom-boom).
— Today we will continue our work on distinguishing the consonants B and P.
- Take the mirrors and pronounce the sounds B and P. What sounds are these, how are they similar, how are they different?
Children's answers: These are consonant sounds. There is a barrier in the mouth, the lips compress and unclench, the tongue is motionless, the air stream is short and intermittent. The P sound is unvoiced, the B sound is voiced.
Speech therapist:
- We hear and pronounce sounds, but we see, read and write - what? (Letters).
Let's remember the poem about the letter B:
« Letter B with a big belly, wearing a cap with a long visor".
- Let's remember the letter P: " The letter P is a doorway.”
Development of phonemic processes
Speech therapist:
- Let's read the syllables in pairs according to the table: with the letter B - loudly, with P - quietly.
(BA-PA, BO-PO, BU-PU, BU-PA, BE-PE).
- Now repeat after me the syllables in reverse: PA - (BA), PO-(BO), PY-(BE), PU -(BU), PE-(BE).
- Let's write small letters B and P in the air.
- Trace the letters B or P along the dotted lines on the pieces of paper when you hear these sounds in the words: weak, rough, large, bun, sausage, hollow, drops, boots, shovel, heel.
- We continue to circle the letters after hearing the sounds in the sentence:
Barrels were placed on the grass. The buds are swelling on the trees.
An old fence fell down. There is a strong lock on the gate.
- We check how many B sounds you heard and circled the letters (8), how many P (10).
Physical education minute:
- Let's get up, rest - when we hear the sound B, we raise our hands up, on P - we lower them down: P, B, P, P, B, PA, BY, BE, PU, AP, OP, album, folder, paper, briefcase, banana, cabbage, apple, turnip. Bori has an older brother, Pavlik. There is a bouquet of flowers on the shelf.
Development of lexico-grammatical structure of speech
Speech therapist:
- Well done, let's sit down and guess the riddles:
“Soft paws, but scratches in the paws”. Who is this? (Cat)
“He’s friends with the owner, he guards the house, he lives under the porch, his tail is like a ring.”. Who is this? (Dog)
“When she’s hungry she moos, when she’s full she chews, she gives milk to the kids.”. Who is this? (Cow)
“He walks and walks, shaking his beard. He asks for herbs: me-me, give me some delicious grass.”. Who is this? (Goat)
- Name it in one word: cow, goat, cat, dog - who is it? (These are pets).
Why are they called that?
Children's answers: they live near a person, he feeds them, builds houses for them, takes care of them, and animals bring him benefits.
- Words cow, cat, dog, goat answer the question Who? And in Nominative case have an ending A. (Write on the board).
- Take the cards and add endings to the words in the first line with the question Who? (-A).
Children add endings:
Who?cows..., goats..., cats..., dogs...
- Name it, y Whom Do animals have horns? (a cow), who has a mustache (a cat), who has a beard (a goat), who has a tail in a ring (a dog).
- Let's repeat: horns (who?) on a cow, mustache (who?) on a cat, a beard (who?) on a goat, a ringed tail (on whom?) on a dog.
— Words in Genitive case answer the question Whom? And they have endings - Y, -I. (Write on the board)
- Add endings to the words in the second line with the question on the cards Whom?
who?at cows..., goats..., cats..., dogs...
- Now let’s play a game: “Who will we give what food?” Let's connect the food with arrows to the animal:
To whom?
—Who will we give the cabbage to? (goat). Who wants a bone? (to the dog). Who wants some weed? (to the cow). Who wants a fish? (to the cat).
— Nouns in Dative case answer the question To whom? And have endings – E. (Write on the board)
To whom? In the third line:
To whom?cows..., goats..., cats..., dogs...
Now let’s remember what baby animals are called. Let's look at the pictures and name it By whom? they are drawn.
- Calves (with whom?) with a cow, kids (with whom?) with a goat, kittens (with whom?) with a cat, puppies (with whom?) with a dog.
- Let's repeat with whom? (Cow, goat, cat, dog). Nouns in Instrumental case answer the question By whom? And they have endings - OH.
- Add endings to words with questions By whom? On the fourth line:
By whom?cows..., goats..., cats..., dogs...
Physical education minute:
Let's play the game "Five Calves" with our fingers:
This calf drinks milk.
This calf has gone far.
This calf is chewing grass.
This calf kicks with its hooves.
This calf moos: “Why did everyone leave, I’m bored alone!”
Speech therapist:
— Now let’s look at the painting “Grandfather’s Gift.” Name Whom? You see from pets. Who do we see?
Children's answers: I see a cow, a goat, a cat, a dog.
— Nouns in Accusative case answer the question Whom? And have endings –U. (Write on the board).
— Add endings -U in words with a question Whom? On the fifth line:
Who (do I see)?cows..., goats..., cats..., dogs...
- Let's repeat: about whom? We talked to you today
(About a cow, about a dog, about a cat, about a goat).
— Nouns in Prepositional case answer the question about whom? And have endings –e.(Write on the board).
— Add endings -e in words with questions about whom? In the sixth line:
about whom?O cows..., goats..., cats..., dogs...
Work with text:
Read the sentences, insert the missing endings. Write down, underline the letters B with two lines and P with one line.
My grandmother had a cow in the village... Pestrukha. Grandmother gave the cows... fresh hay. Every day I milked my cows... The cows... Pestrukha had a lot of milk. The grandmother was proud of her beloved cows... and talked about the cows... to her grandchildren, treating them to milk, sour cream, and cottage cheese.
Fixing the material:
- Let's repeat what case endings nouns have in the singular. (Reading the table on the board).
— What sounds did you work with? What are they, how are they different?
Let’s consolidate the differentiation of sounds B and P on the computer game “Delpha-142”: “Which picture starts with the same letter?” (Letters. Pictures).
— Let’s reinforce the use of words in a sentence using a computer game: “Choose the correct form of the word.” (Sentence. Choose the form of the word)
teacher speech therapist
Zamyatina Natalya Vladimirovna
GKOU SO "SKOSHI 111", Ekaterinburg
Klygina S.B., teacher-speech therapist, Togliatti, MBU kindergarten No. 69 “Vetochka”.
Subject: Accusative case of singular nouns.
Goal: Learn to use singular nouns correctly
in the accusative case.
Objectives: 1) learning to distinguish between animate and inanimate
singular nouns in the accusative case;
2) learning to change the initial form of nouns by putting them
in the accusative case;
3) consolidation of the skill of composing simple common
sentences of 3 words according to a subject-graphic scheme;
4) consolidation of the ability to isolate an object in a sentence
message and predicate, that is, what is communicated about the subject;
5) consolidation of the concepts “sentence”, “word-object”,
“word-action”;
6) development of search activity in children to choose languages
means through associative word games and games like
“semantic absurdities” (“Confusion”);
7) development of dialogical speech;
Equipment: subject picture “Animals and birds in autumn”;
model diagram for drawing up proposals; subject
pictures: birds, south, hare, fur, squirrel, mushrooms, hedgehog, hole,
den, bear; story pictures with a closed part
“Mom is washing...”, “The boy is holding...”; poem
“Gathered and flew” by E. Golovin and the story “In Autumn”.
Progress of the lesson.
1. Org. moment. Associative word game “Name the words”.
L.: Let's remember and say words about autumn. These can be words-objects and words-actions, I start - rain. Who will continue?
D.: falling, not warming, clouds, leaves, etc. (whoever correctly names the word sit down and gets a point on the abacus).
2. Introduction to the topic.
L.: Today we will talk about what animals and birds do in the fall. (The subject picture “Animals and Birds in Autumn” is exhibited).
3. Studying new material.
1) Consideration of the plot painting “Animals and Birds in Autumn.” Finding and naming living and inanimate objects.
L.: This picture shows different objects: living and inanimate. How do we ask about living things?
D: Who is this?
L.: Find them in the picture, ask about them and name them.
D: Who is this? Bear. Who is this? Hare. Etc.
L.: How do we ask about inanimate objects?
D: What is this?
L.: Find inanimate objects, ask about them and name them.
D: What is this? Tree. What is this? Hollow. Etc.
L.: If I ask “What do you see?”, will you have to name living or inanimate objects?
D.: Non-living.
L.: And if I ask “Who do you see?”, what objects should you name: living or inanimate?
D.: Alive.
L.: So, listen to the question carefully and answer with a complete answer. What do you
D.: I see a stump. I see a bush. Etc.
L.: Who do you see?
D: I see a bear. I see a hedgehog. Etc.
2) The use of nouns in the accusative case, consolidation of the work of composing sentences from 3 words according to an object-graphic scheme using object pictures.
L.: Now let’s make sentences about how animals and birds prepare for winter in the fall according to our scheme. (A model-scheme of the proposal is exhibited).
How many words should there be in a sentence?
L.: Show on the diagram where the word-object you will talk about should be. (Children show).
And where should there be an action word that tells about the subject. (Children show).
To make sentences, I have prepared pictures for you. Let's name some of them. What is this?
D.: Burrow, den, mushrooms, south, fur.
L.: Choose 2 pictures that you need to make a proposal, fill out the diagram and “read” your proposal.
(Each child selects the pictures he needs, inserts them into the diagram, voices his sentence, counts the number of words in the sentence, selects the word-object and the word-action in his sentence).
Sample sentences:
A squirrel dries mushrooms.
The hare changes its skin.
The hedgehog makes a hole.
The bear is looking for a den.
Birds fly south.
4. Physical minute.
A) Speech with movements:
L.: Children turn into birds. “Fly” and say the words.
The birds were flying (the children move chaotically around
They sat on the branches in the room and “waving” their arms)
We sat down and sat. (squat down)
B) “Semantic absurdities.” I. “Confusion” (with a ball) to find inconsistencies in the content of a speech message, transform a deformed phrase, consolidate the understanding of the accusative case of nouns.
L.: Correct the sentence if you hear that there is something wrong in it.
The mushroom dries out the squirrel.
The skin changes the hare.
Mink makes hedgehog.
The den is looking for a bear.
The hare catches the fox.
Children correct sentences.
C) Finger gymnastics “Birds”.
L.: Let’s remember finger gymnastics about birds.
Children do the exercise and pronounce the words.
This nightingale bird (children bend one finger on both
This bird is a sparrow, hands, starting with the big one)
This owl bird
Sleepy little head.
This waxwing bird
This carostel bird,
This bird is an angry eagle. (waving crossed arms)
Birds, birds, go home. (waving their hands and running to their chairs)
5. Consolidation of new material.
Associative word games.
1) I. “Guess” - looking at plot pictures with a closed part and composing sentences according to the diagram, coming up with the last word.
L.: Make up a sentence based on this picture and our diagram (a plot picture with a closed part is presented; in the model diagram, “?” is put in place of the last word). Listen carefully to the question. Guess who mom washes?
Children give several answers:
Mom washes the child.
Mom washes her brother.
Mom washes the kitten. Etc.
L.: What does mom wash?
D: Mom is washing the cup. Mother is washing the dishes. Mom is washing the floor. Etc.
L.: Who is the boy carrying? (a plot picture with a closed part is presented).
D.: The boy is carrying a dog. The boy is carrying his little sister. Etc.
L.: What is the boy carrying?
D: The boy is carrying a bag. The boy is carrying a toy. Etc.
2) I. “Give me a word.”
A) L.: I am reading a poem in which some words are missing. Guess which ones and tell me.
We packed up and flew
Birds on a long journey.
Under the roots of an old spruce
The bear is making ... (den).
The hare dressed in white fur,
The bunny felt warm.
The squirrel carries it for a month
Mushrooms in reserve in ... (hollow).
B) L.: I read the story, and you suggest the words that are missing in the sentence.
The autumn sun shines dimly and warms weakly. In autumn, dark clouds cover... Cold autumn drizzles from them... . Yellowed... are falling from the trees. Birds fly away to warm... Animals change summer... The squirrel pinned on a branch…. Under the old spruce the bear arranges for himself...
1) A test task to distinguish between the nominative and accusative cases (based on subject pictures for making sentences).
L.: Think and say correctly.
What is this? Who is this? What did the artist draw?
Who is this? Who did the artist draw?
D.: Nora - hole.
Squirrel - squirrel.
Hedgehog - hedgehog.
Bear - bear.
Den - den.
2) L.: What did you learn today? What will you tell your mom this evening?
D.: I learned to answer questions correctly and find living and
inanimate objects. Etc.
L.: Let's count the bones.
(children count the number of tiles collected during the lesson and determine the winners). Thank you for the lesson, you can be free.
The formation of inflection in preschoolers with general speech underdevelopment is carried out taking into account the patterns of normal ontogenesis of interaction in the development of vocabulary, morphological and syntactic systems of the language. In the process of correctional and speech therapy work, a gradual complication of speech forms, tasks and speech material is recommended.
At the initial stage of work, the standardization of inflection in dialogical speech is carried out (at the level of phrases, sentences), and later - the consolidation of inflection in connected speech.
Program for the formation of inflection in preschool children with general speech underdevelopment
Formation of inflection of nouns.
1. Differentiation of nominative singular and plural nouns:
Plural forms with endings -ы, -и, -а, -я.
- 2. Formation of prepositional constructions of singular nouns:
- accusative;
- Genitive;
- dative;
instrumental case.
3. Mastery of singular prepositional-case constructions.
- Genitive;
- 4. Consolidation of prepositional plural forms:
- accusative;
- instrumental case;
accusative.
5. Prepositional-case plural constructions.
Formation of inflection of nouns
1. Differentiation of nominative singular and plural nouns.
- The plural form is fixed in the following sequence:
- with ending -ы (table - tables);
- with the ending -i (ball - balls);
- with the ending -a (house - home);
with the ending -ya (chair - chairs).
- The differentiation of nominative singular and plural nouns is carried out on the basis of the game “One - Many”. In this game, the child must necessarily accompany speech with a gesture.
- This is a mouth, and this is... (mouths).
- This is the ear, and this is... (ears).
- This is a stump, and this is... (stumps).
- This is a lion, and this is... (lions).
- This is a brother, and this is... (brothers).
This is a house, and this is... (at home).
2. Formation of prepositional constructions of singular nouns.
When working with nouns in the nominative case, you should pay attention to the differentiation of the meanings of animateness and inanimateness. Some words can name living objects, and therefore the question is raised to these words: Who? Other words denote non-living objects and answer the question: What?
Game “Living - non-living words”
Children are asked to put a corresponding question to the subject pictures.
What? (Sun, flower, stream...)
Who? (Hedgehog, grandfather, grandmother...)
Game "Who? What?"
Who's worth it? (Boy, grandmother, mother, cow.)
Worth what? (Village, house, tree.)
Game "Be careful"- to form accusative forms
Ironing what? (Skirt.)
Stroked whom? (Kitten.)
Soaped what? (Hands.)
Washed whom? (Puppy.)
When working on forms of the genitive case, the following sequence is recommended:
- nouns m.r. with the ending -а, -я (ball, bridge, pencil, table);
- nouns s.r. with the ending -a, -ya (eggs, rings, buckets);
- nouns with the ending -и, -ы (moons, desks, girls).
Game "No one?"
Children are asked to answer questions using nouns in the genitive case.
Who was the hostess feeding? (Puppy, kitten, duckling...)
Did the wolf scare anyone in the forest? (Hedgehog, fox, hare...)
When forming a system of inflection for dative case nouns, the following sequence is recommended:
- nouns m.r. with the ending -у, -у (hedgehog, rooster, horse);
- nouns s.r. with the ending -у, -у (window, bucket, ring);
- nouns m.r. with the ending -e and zh.r. with the ending -a, -ya (fox, goat, bee).
Game "Lost and Found"
Who should I give a fox fur coat to? Mane and tail? Spots and fangs? Horns and hooves?
The most productive ending for the instrumental case is -ом, the ending -о appears later, so there is the following sequence:
- nouns m.r. with the ending -ом, -е (key, knife, ax, heat);
- nouns s.r. with the ending -ом, -е (egg, ring, sun);
- nouns m.r. with ending -а, -я in v.p. and f.r. with the ending -oy, -ey (saw, scythe, paw, cloud);
- nouns with the ending -yu (door, notebook, bed).
Game “How can I help?”
Can I cut with what? (Saw.)
What do I eat cutlets with? (With a fork.)
What do I draw with? (Pencil.)
What do I iron things with? (Iron.)
3. Mastery of prepositional-case constructions of singular nouns.
Accusative
Game "Finish the sentence"
The seller stood behind ... (counter).
The sun hid behind... (clouds).
The boy gets on ... (bus).
The girl put the books on ... (shelf).
Dative
Game "Fairy Tale"
You must complete the sentence by correctly using the noun in the dative case.
Piglet came to visit...
The old man came to...
The prince is in a hurry to...
Instrumental case
Game “Who is with whom? Who with what?
The boy goes with... (father).
The girl goes with... (mom).
The girl plays with ... (cat).
The boy plays with ... (car).
Prepositional
Game "Food for Animals"
The bear dreams of... (fish).
The cat dreams of... (milk).
The dog dreams of... (bone), etc.
4. Consolidation of non-prepositional forms of plural nouns.
Dative
Game "Treat the animals"
Let's give a carrot... (to the hare).
Let's offer a bone... (to the puppy).
Let's pour milk... (to the kitten).
Let's pour some grains... (to the chicken).
Instrumental case
Game "Journey"
We will go to Australia for... (crocodiles, kangaroos...).
We will go to Eurasia for... (elephants, tigers...).
We will go to the Arctic for... (polar bears, seals...).
Genitive
Game "Who Lives Where?"
In the north there are a lot of... (bears, seals, walruses).
There are a lot of...
There are a lot of...
Accusative
Game "Hello!"
Hello, I see... (Kolya).
Hello, I see... (Lena).
Good afternoon, I see... (Tamara).
5. Formation of prepositional-case constructions of plural nouns.
Prepositional-case constructions with plural nouns are of little use and are very difficult for preschoolers with SLD; their assimilation occurs over a long period of time according to the same patterns as mastering prepositional-case constructions of singular nouns.
1. Agreement of 3rd person present tense verbs with nouns:
Differentiation of 3rd person singular and plural verbs.
2. Differentiation of present tense verbs of the 1st, 2nd, 3rd person:
differentiation in the singular;
differentiation in the plural;
differentiation of 1st, 2nd, 3rd person singular and plural.
3. Agreement of past tense verbs with nouns in gender and number:
- agreement of verbs and nouns in the masculine gender;
- agreement of verbs and nouns in the feminine gender;
- agreement between verbs and nouns in the neuter gender.
Formation of verb inflections
Much attention is paid to the formation of inflection of the verb and its agreement with the noun, since the verb in a sentence most often acts as a predicate. In this regard, the following speech material is used in work on the formation of verb inflection in preschoolers with ODD.
1. Agreement of verbs of the 3rd person present tense with nouns in number.
Differentiation of 3rd person singular and plural verbs
Speech material: walking - walking, standing - standing, speaking - talking, silent - silent, singing - singing.
2. Differentiation of present tense verbs of the 1st, 2nd, 3rd person.
Differentiation of singular verbs
Game "Obedient Child"(1st person singular)
Speech therapist. Now I will ask you to do something, and you, an obedient child, answer what you are doing, showing a picture.
Go! - I'm coming!
Stop! - I am standing!
Run! - I am running!
Read! - I am reading! etc.
Game “What did mom ask?”(1st-2nd person singular)
The speech therapist asks questions, and the child answers.
Are you running? (I am running.)
Are you carrying? (I carry.)
You are eating? (I eat), etc.
Game "Tell about him"(1st-3rd person singular)
The speech therapist reads the first couplet to the children and shows how it needs to be changed, then pronounces only the couplet from the first column, inviting the child to change it himself.
I'm running, running, running,
I don't stand still.
He runs, runs, runs,
He doesn’t stand still, etc.
Differentiation of plural verbs
Game "Friendly Guys"(1st-2nd person, plural)
We are going and you are going...
We sing and you... (sing).
We take, and you... (take).
We carry, and you... (carry).
3. Agreement of past tense verbs with nouns in gender and number.
Game "He, She, They"
Agreement of past tense verbs in gender and number. By asking a question, for example, “What was the bear doing?” or “What was the doll doing?”, the speech therapist points to the corresponding picture. When a question is asked with the pronouns he, she, they, the speech therapist gestures to show two pictures at once.
What was the bear doing? - He slept.
What was the doll doing? - She slept.
What they were doing? - They slept.
What was the bus doing? - He was driving.
What was the machine doing? - She was driving.
What they were doing? - They were driving, etc.
Formation of inflections of adjectives
1. Correlating masculine, feminine, neuter singular and plural nouns with the pronouns he, she, it, they.
2. Teaching the correct agreement of words.
Automation of speech skill, i.e. strengthening the ability to correctly coordinate words.
Formation of inflections of adjectives
The lack of correct agreement of adjectives with nouns in gender and number can be observed in all children with OHP, without exception. At the same time, agreement with words of the feminine singular is usually rarely violated, but agreement with nouns of the neuter (“blue sky”), masculine (“white bunny” instead of white), and plural (“white bunny”) noticeably suffers. the flags are white" or "the balloons are airy").
The formation of inflection of adjectives in preschoolers with OHP is carried out at a later stage, when children have basically mastered the system of inflection of nouns, since adjectives “take on” one or another grammatical meaning, one or another form depending on the form of the noun.
Difficulties in mastering the system of inflection of adjectives are associated with their late appearance in children’s speech. The work of teaching children to correctly agree words-features with nouns in gender and number can be divided into three stages:
1) preparatory - learn to correlate masculine, feminine, neuter singular nouns with the pronouns he, she, it, they; consolidate the continuous pronunciation of combinations like -ny, -my, etc.;
2) the main one is to teach children the correct agreement of words;
3) final - to consolidate the ability to correctly coordinate words.
At the preparatory stage, work is carried out using objects and toys in the following sequence.
1. Speech therapist. Children, all the names of objects can be divided into several groups; for this you need to learn how to select the appropriate word for the names: he, she, it or they.
First, let's divide the pictures into two groups. (Shows a sample.) Here is a pear. The word “pear” can be replaced with the word she. The items we are talking about will make up the first group. Here's the ball. This word can be replaced with the word he. The items we are talking about will make up the second group.
Further, feminine and masculine singular nouns are divided into these two groups. Initially, in order to help children correctly correlate nouns with pronouns he, she, you can pay attention to the fact that if the word “breaks off” (ball, bunny, closet, etc.), then it can be replaced with the word he (which also seems to “break off”). If the word can be “pulled” (mom-ah, roof-ah), then we replace it with the word she.
2. When children learn the correlation of feminine and masculine nouns with the words he, she, similar work is carried out with neuter nouns (it), i.e. a third group of names is formed. To begin with, you should select pictures whose names have an accented ending (wheel, bucket, window), and then add the rest.
3. After the children correctly divide objects into these three groups (he, she, it), the speech therapist explains that when there are two or more objects, they can be said about them.
Sequence of work at the main stage.
1. First, two groups of pictures are placed in front of the children (he, she). The speech therapist takes a picture from a group of objects (for example, a plate) and asks, emphasizing the ending -ya in his voice: “Plate. What is she like? For the purpose of visual reinforcement, you need to use a conditional graphic record ____I, explaining
that the stripe is a word, and at the end the letter ya is written, since in the word you hear ya. The speech therapist asks you to remember this letter, then places a piece of paper with the letter I under the pictures of the group she.
2. The same work is carried out with a group of objects he and the letter й (___ й) with those children who did not remember the letters used. Outside of class, special work is needed to quickly recognize (read) them. It is important to note that in each lesson, first the entire series of pictures of one group is practiced, for example, he, then a series of pictures of the she group. Only after this will children learn to quickly find the desired form of an adjective. Pictures of these two groups can be shown mixed. This technique allows you to master the coordination system.
3. Work with a group of pictures is carried out according to the same pattern (_____ e). The speech therapist removes the word strip and continues working on the material of some pictures.
4. Similar work is carried out with pictures of the oni group.
Automation of the skill of correctly agreeing adjectives with nouns in gender and number is the task of the final stage.
1. First, the names of the colors are worked out.
Game "Lay out the pictures"
Children put together different object pictures according to the color on the playing field.
2. Using special speech exercises, relative adjectives are practiced.
Game "Scullion"
Let's make some soup from vermicelli? - vermicelli, from peas - pea, from rice - rice, etc. Next, the use of adjectives with opposite meanings is practiced (the game “Everything is the other way around”).
3. Possessive adjectives are practiced using noun phrases to form: tail (masculine), muzzle (feminine), ear, feather (neuter), traces (plural).
4. The skill of agreeing nouns with adjectives in coherent speech is strengthened. For example, children are given a diagram to describe an apple:
"This Apple. It's red. Small. Round. Solid. Delicious. Fragrant."
Visual material for the formation of inflections is selected taking into account the lexical and grammatical topic; grammatical blocks are distributed from simple to complex and according to the principle of concentricity.
Manual “Magic Cube” (for children 5-6 years old).
Game "Who is bigger?"
Goals: enrich verbal and predicative vocabulary; strengthen the ability to coordinate words in gender and number.
Equipment: cube, subject pictures.
Game “Pick an object by shape”
Goal: to consolidate the ability to coordinate a noun with an adjective.
Equipment: cube, cards depicting geometric shapes.
Game "Make a proposal"
Goals: to consolidate the ability to construct sentences and use prepositions correctly.
Equipment: cube, story pictures.
Game “Who Lives in the House?”(for children 5-6 years old).
Here is the house.
Who lives in it? Gnome?
Or maybe the game lives in it?
It's time for us to look here.
What a gift here!
Listen to the rules of the game!
Game options:
Game “Whose head? Whose tail?(orange, large cube)
Goal: to improve the skill of forming possessive adjectives.
Game "Say it Right"(yellow, large cube)
Goal: to teach correctly, to coordinate nouns with numerals.
Game “Come up with action words”(pink, large cube)
Goal: learn to form verbs from nouns.
Game "Tell a story"(red, large cube)
Goal: to develop coherent speech.
Game "Who does what?"(raspberry, large cube)
Goal: expand the verbal dictionary on the topic “Professions”.
The game “Who moves how?”(blue, large cube)
Goal: expand the verbal dictionary on the topic “Transport”.
Game "Chamomile"(for children 5-6 years old)
Goal: to consolidate general concepts - vegetables, fruits.
Game "Scullion"(for children 4-6 years old)
Goals: to develop word formation skills; activate your vocabulary; expand your understanding of the world around you.
Contents: the speech therapist distributes “pots”, children examine different types of cereals, clarify the names of products and dishes that can be prepared from them; compare how vermicelli differs from pasta, peas from beans, etc., then form adjectives, for example: vermicelli, millet, rice, pea. These adjectives are introduced into sentences of various models: “You can cook pea soup from peas,” “I will put rice in a saucepan and cook rice porridge,” etc.
Game "Sort by color"
Goals: consolidate the name of the colors; learn to agree nouns with adjectives.
Game "Smart Train"
Goal: learn to replace nouns with words he, she, it; distinguish between feminine, masculine and neuter words.
Shamsutdinova L.A.,
teacher speech therapist
Summary of a lexical and grammatical lesson in the preparatory group on the topic: “Word inflection. Formation of nouns in the plural using the lexical topic “Professions”
Goals:
- Expansion and activation of the subject dictionary on the topic “Professions”.
- Consolidating the ability to form the plural form of nouns in the masculine genitive case.
- Strengthen the skill of using words with a complex syllabic structure (three-syllable words with two clusters, four-syllable words with a cluster in the middle, words with six syllables)
- Development of auditory attention (learn to listen attentively to the speech of a speech therapist), logical thinking (guessing riddles, finding an extra object)
- Teach children to make a common sentence using a scheme like:
Preposition + adverbial place + particle not + predicate + noun
Lexical material:
1. Words with complex semantics: baker (a person who bakes bread), rescuer (a person who helps people in trouble)
2. Words with complex syllable structure (builder, policeman, librarian, screwdriver, hairdresser)
Equipment: subject pictures on the lexical topic “Professions”
Progress of the lesson
Stage 1. Activation of the subject dictionary on the topic “Professions”. Development of logical thinking.
Organizing time
Speech therapist: Good afternoon, good hour!
I'm so glad to see you.
They looked at each other
And everyone sat down quietly.
(Children sit in their seats.)
Speech therapist: Guess the riddle:
Tell me who is so delicious
Preparing cabbage soup
Salads, vinaigrettes?
Children: Cook (photos of people of different professions are on the table in front of the children)
Speech therapist: Correct. Pasha, come to me, find a photo of the cook and place it in the upper left corner of the board.
Speech therapist: Next riddle:
Who is the most useful in days of illness?
And cures us of all diseases?
Children: Doctor
Speech therapist: Correct. Galya, come to me, find a photo of the doctor and place it in the upper right corner of the board.
Speech therapist: Next riddle
The house has ten floors,
There are a thousand people in the house.
Who built this house
The house we live in?
Children: Builder.
Speech therapist: Correct. Artem, come to me, find a photo of the builder and place it between the photos of the cook and the doctor.
(similarly, you can ask other children to hang other photographs on the board)
Speech therapist: Who guessed what we will talk about today?
Children: About professions.
2 Training stage. Teach children to form the plural of masculine genitive nouns with the ending “-е”.
The speech therapist places pictures on the board depicting people’s professions in the singular and plural and gives the children the following instructions:
Speech therapist: Listen to how different it sounds:
one doctor, and many doctors;
one teacher and many teachers
(the speech therapist exaggerates the endings of words)
Speech therapist: What changes in the word doctor and doctors?
Children: end of the word
Speech therapist: Let's try together - one teacher, and many others?
Children: teachers
Speech therapist: one rescuer, but many?
Children: lifeguards
(similar to the words writer - writers, baker - bakers, driver - drivers, builder - builders).
Physical education lesson (consolidating the skill of using words with a complex syllable structure)
Children are invited to go out onto the carpet.
Speech therapist: Let's play with the ball. I will throw you a ball and name the carpenter's tools, and you will catch the ball and divide the words into syllables. Hammer
1st child: Mo-lo-tok. Three syllables
Speech therapist: Screwdriver
2nd child: Wow. Three syllables
And so on with the words: plane, drill, axe, scissors, awl.
(The speech therapist shows the children pictures of a hammer, screwdriver, plane, drill, axe, scissors, awl).
Stage 3. Teach children to form the plural of masculine nouns in the genitive case with the ending “-ov”.
Game "Travel with Dunno"
Speech therapist: (mysteriously) Dunno traveled with short friends in a magical land. There they got lost, and Dunno decided to find them.
Speech therapist: He found Doctor Pilyulkin where there are many others?
1st child: Doctors
Speech therapist: Where is he?
Children: in the clinic, in the hospital
Speech therapist: He found the musician Guslya where there are many others?
2nd child: Muzykantov
Speech therapist: Where is he?
Children: at a party, at a concert
Speech therapist: Did he find the artist Tube where there are many others?
3rd child: Artists
Speech therapist: Where is he?
Children: at the exhibition
Speech therapist: Did he find Chef Syrupchik where there were a lot of people?
4th child: Cooks
Speech therapist: Did he find the poet Tsvetik where there are many others?”
5th child: poets
Speech therapist: Where is he?
Children: in the kitchen
(similar to the professions of astronaut, fisherman, janitor, machinist, tractor driver)
Stage 4a (practical consolidation of the ability to form the plural of masculine nouns in the genitive case with the endings “-ee” and “-ov”.
Game "Finish the sentence"
Speech therapist: Guys, this morning the postman sent me a letter, but it got wet on the way and the last words disappeared. Let's try to name them.
Speech therapist: There is a lot of work at the hairdresser...
1st child: hairdressers
Speech therapist: There’s a lot of work at a construction site...
2nd child: construction workers
Speech therapist: There is a lot of work in the store...
3rd child: sellers
Speech therapist: A lot of people keep order in the city...
4th child: policemen
Speech therapist: The plant is guarded by many...
5th child: watchmen
Speech therapist: There’s a lot of work in the library...
6th child: librarians
Stage 4b. Teach children to compose a sentence using a scheme like:
(Preposition + adverbial place + particle not + predicate + noun)
Speech therapist: Come up with a proposal based on the diagram. I do the task first. For example, you won’t meet teachers or doctors at a construction site.
You won't meet policemen, cooks, etc. in the library.
Lesson summary
Speech therapist: Guys, what did we talk about today? What did you like most about the lesson? The one who remembers comes out: are there many people in the hospital? etc.