Individual lessons on sound setting perspective plan. Individual plan of logocorrection work

The main directions of speech correction work

Types of activities

Note

Development of articulatory motor skills:

Articulation exercises;

Speech therapy massage;

Self-massage of the tongue, lips

Individual

Formation of the correct sound pronunciation:

Development of phonemic processes

Individual, group

Clarification, enrichment of the dictionary by topics: mushrooms;

Baby animals; Food;

Transport

Group

Work on the syllabic structure of unfamiliar and difficult to pronounce words

Individual

Improving the grammatical structure of speech:

The use of nouns in the genitive plural;

Coordination of numerals with nouns;

The use of non-declining nouns in speech

Individual, group

Improving the psychological base of speech:

expanding the volume of visual and auditory memory;

Development of verbal thinking

results

Performing articulation exercises for setting whistling sounds: "Fence", "Lonaiochka", "Let's clean the lower teeth."

Self-massage of the tongue, lips:

- "Let's punish the naughty tongue";

- "Bite the upper and lower lips";

Articulation exercise "Comb".

Sound setting [e] (mixed method).

Game "What has changed?" ("Mushrooms" theme)

Performing articulation exercises for setting whistling sounds: "Fence", "Spatula", "Clean the lower teeth", "Pussy is angry."

Speech therapist massage of the tongue, lips.

Sound setting [s] (mixed method).

Classification of picture material (Theme "Mushrooms") on the basis of: edible, inedible

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

Preparatory stage

Total number of lessons:

FN (dyslalia)

dysarthria 8-14

1. Formation of psychological readiness for classes.

1. Setting on joint activities with the speech therapist teacher to eliminate speech impediments and regular classes in the office.

1. Formation of the concepts "Speech, Sounds of speech".

2. Development of strength and mobility of the organs of articulation.

3. Formation of diaphragmatic breathing, prolonged phonation expiration and soft voice attack.

1. Conversation about what “speech” is, how it is formed, what sounds are the sounds of speech and how they are pronounced (demonstration of a poster with a picture oral cavity and etc.).

2.Articulatory gymnastics. Teaching the techniques of performing exercises of the general complex (static and dynamic exercises).

3. Respiratory gymnastics (with tactile control); games: "Fun spinner", "Drive the ball into the hole", "Whistle"; Fixed exhalation with sounds: x-x-x, f-f-f.

4. "Singing" of vowel sounds (with an average voice power) U - U, AU - AU, AIU

5. Finger gymnastics, lacing, mosaic, games with elastic bands, beads, etc.

2. Development of tactile perception.

3. Development of hand-eye coordination.

4. Development of a sense of rhythm (perception and reproduction of the rhythm of claps).

1.Articulatory gymnastics (static and dynamic exercises).

2. Game "Magic bag".

3.Drawing patterns, drawings on a dotted line, shading, etc.

4. Rhythmic claps “Show the card with a number - how many beats did you hear”, “1 11 111 1111”, “Listen to the series of claps”. Selection of a card for a given rhythmic pattern. (based on clarity)

1. Further acquaintance with the concept of "sound".

2. Development of auditory attention and auditory memory. Differentiation by ear is not speech sounds.

3. Development of strength and mobility of the organs of articulation.

1.Conversation with children / child about what sounds are heard and produced (speech and non-speech), ways of their formation

2. Game “Guess which box sounded right now”, “Find a pair for a sounding box” “Take two similar sounding boxes”; "Guess what sounds."

3. Articulation gymnastics (static and dynamic exercises).

4. Finger gymnastics, games with beads.

1. Communication of knowledge about the methods of forming speech sounds.

2. Development of auditory attention and auditory memory. Distinguishing by ear of speech sounds.

3. Development of articulatory motor skills.

4. Formation of diaphragmatic breathing, prolonged phonation expiration.

5. Development of hand-eye coordination.

1. Conversation about how the sounds of speech are formed; demonstration of a poster with a picture of the oral cavity, placing the palm of the hand on the throat (tactile control during vibration of the vocal folds).

2. The game "Who called?"

3. Articulation gymnastics (general complex (static and dynamic exercises)).

4. Game "Fun spinner", "Exhale air in three pushes".

5. Outline drawings, shading.

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

4. Preparatory stage

2. Development of a sense of tempo, rhythm.

3. Development of coordination of movements.

1. Formation of ideas about the variety of speech sounds in children.

2. Development of articulatory motor skills.

3. Formation of diaphragmatic breathing, prolonged phonation exhalation.

1. Conversation about sounds different in sound and ways of their formation.

2. Articulation gymnastics (general developmental complex (static and dynamic exercises)).

3. "Autumn leaf fall", pronouncing syllables on a prolonged exhalation, breathing exercises with movements.

5; 6. Speech-movement games and exercises.

1. Acquaintance with sound (articulation, acoustic features, method of forming a given sound).

5. Development of attention and visual. memory.

1. Conversation about how this sound is formed; showing articulation in front of a mirror, showing the profile of a given sound, imitating the position of the tongue with a hand; placing the palm of your hand on your throat (tactile sensations of vibration of the vocal folds). Acquaintance with the symbol for this sound.

2.Articulatory gymnastics (learning a set of special exercises aimed at forming the correct articulatory structure of the sound being studied); imitation games.

3. Respiratory gymnastics; the game "Drive the ball into the goal"; "Autumn leaf fall".

5. Games "Find 10 differences", "What's gone?"

(dislalia)

dysarthria

1. Development of digital motor skills.

2. Development of a sense of rhythm.

1. Consolidation of knowledge about sound (articulation, acoustic features, method of forming a given sound, a card - a symbol of sound).

2. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation; formation of kinesthetic sensations, kinesthetic analysis and representations.

1. The game "Clap your hands if I said correctly"

2. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games.

3. Games with beads; lacing; game "Cinderella".

4. Rhythmic claps without visual control. "Listen to the series of accented beats, show the card for the number of beats,"

"Slap the rhythm" (without reliance on visualization) - isolated strikes, a series of simple strokes.

2. Preparation for the analysis of the sound composition of the word. Isolation of the 1st stressed vowel sound in a word

4. Formation of intonational expressiveness of speech and logical stress.

2. Pick up the desired card (sound symbol) when you hear the sound.

3.Voice exercises. Pronouncing a sentence with a change in voice strength "Katya bought flowers" (quietly, loudly, in a whisper, calmly; with different intonation (interrogative ( ANDUO ?, A HaveOh ?, ay ABOUT?) narrative, exclamatory intonation. ";

4. Dialogue using different semantic intonation (an affirmative answer to the question posed).

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

Prepare

solid stage

Total number of lessons:

(dislalia)

dysarthria

1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation.

2. Development of the skill of distinguishing correctly pronounced sounds by ear.

1. Analysis and synthesis of a number of vowels (ay, ay).

2. The game "4th extra" (three words begin with the sound under study, and one with the other).

3. Game "Live Sounds".

4. Finger gymnastics (static and dynamic exercises); "Friendly family"; "Salting cabbage", "Fingers greet", "Castle", etc.

1 Formation of the correct articulation pattern of the studied sound; development of strength and mobility of the organs of articulation.

2. Isolation of sound from a number of syllables and words.

3. Analysis of the reverse syllable of the AP type. Isolation of the last consonant from words like MAK.

4. Development of digital motor skills.

1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound).

2. "Clap your hands if you hear a sound ..".

2. The game "4th extra" (3 words begin with the sound under study, and one with the other).

3. The game "Live sounds", "Select only those pictures in the names of which the sound ___ is heard at the end of the word."

4.Finger gymnastics (static and dynamic exercises

1. Isolation of the initial consonant and the subsequent vowel from words such as MAC.

2. Development of digital motor skills.

1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games.

2. Respiratory gymnastics (special exercises) "Focus"; Blow into the bubble.

3. "Select only those pictures in the name of which the sound under study is heard at the beginning of the word" "Pick up the card-symbol of the vowel sound that you hear in the middle of the word."

4. Finger gymnastics, lacing, mosaic, games with an elastic band, etc.

1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation.

2. Formation of prolonged phonation expiration.

3. Formation of skills of sound analysis and synthesis. Analysis of the direct syllable of the SU type.

4. Mastering the available rhythmic patterns of words like : ta- that, that- that; ta-ta-ta, ta- that-that.

1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games.

3. Game "Live Sounds". Drawing up sound schemes.

4. Pronunciation of a series of syllables (from correctly pronounced sounds) with intonation of a certain syllable given by a speech therapist teacher, selection of a card for a given rhythmic pattern.

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

Prepare

solid stage

Total number of lessons:

1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation.

2. Formation of prolonged phonation expiration.

1. Formation of skills of sound analysis and synthesis. Analysis of words like SPC.

2. Development of auditory attention and memory for a linear series consisting of 4, 5, 6 elements.

1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games.

2. Respiratory gymnastics (special exercises).

3. Determination of the position of the studied sound in words. “Divide the pictures into two groups according to the place of the sound in the word”, drawing up sound schemes.

4. Pronunciation of a series of syllables in a certain sequence (correctly pronounced), the speech therapist names objects in a certain sequence, and the child lays them out in a given sequence (from memory).

(dislalia)

dysarthria - 8-15

1. Formation of the correct articulation structure of the studied sound; development of strength and mobility of the organs of articulation.

2. Formation of prolonged phonation expiration.

1. Formation of skills of sound - syllabic analysis and synthesis of words such as TEETH.

2. Development of fine motor skills of hands and visual attention.

1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); imitation games.

2. Respiratory gymnastics (special exercises).

3.Dividing words into parts (syllables), drawing up a sound-syllable scheme, selecting words for a sound or syllable scheme.

4. Collecting beads (on a card with a specific pattern).

Conducting elementary manual massage of the collar and articulation zones, passive articulation exercises for the lips and tongue.

Stage

Summoning (staging)

sound

Number of lessons:

(dislalia)

dysarthria

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

1. Formation of prolonged phonation expiration.

2. Development of finger motor skills and grapho-motor skills.

3. Respiratory gymnastics "Let's warm the hands", "Pump", "Focus", "Leaf fall".

4. Finger gymnastics, tracing patterns, drawings on the contour, shading, games with puzzles, mosaics, lacing, gymnastics, etc.

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

3. Formation of prolonged phonation expiration.

4. Development of the HMF.

1. Articulation gymnastics (special exercises); static / dynamic exercises, performed actively / passively; imitation games.

2. The evocation / production of sound by using techniques (imitation (imitation method), with mechanical assistance and mixed).

3. Respiratory gymnastics "Let's warm the hands", "Butterfly", "Focus", "Leaf fall", "Let's drive the ball into the goal."

4. Games "What's gone?", "Find the artist's mistake", etc.

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

3. Formation of prolonged phonation expiration

4. Development of grapho-motor skills

1. Articulation gymnastics (special exercises); static / dynamic exercises, performed actively / passively; imitation games;

2. Calling / staging sound by applying techniques (imitation (imitation method), with mechanical assistance and mixed)

3. Respiratory gymnastics (special exercises aimed at forming the correct air stream)

4. Trace patterns, drawings on the contour, hatching

1. Development of the strength and mobility of the organs of articulation.

2. Formation of prolonged phonation expiration.

3. Making sound

5. Development of digital motor skills.

1. Articulation gymnastics (special exercises aimed at the formation of the correct articulatory structure of the studied sound); static / dynamic exercises, performed actively / passively; imitation games.

2. Respiratory gymnastics (special exercises aimed at forming the correct air stream).

3. The evocation / production of sound by applying techniques (imitation (imitation method), with mechanical assistance and mixed method).

5. Finger gymnastics passive / active, static exercises, dynamic exercises, hand massage.

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

3. Development of grapho-motor skills and finger motor skills.

4. Development of the HMF.

1. Articulation gymnastics (special exercises); static / dynamic exercises, performed actively / passively; imitation games.

2. The evocation / production of sound by using techniques (imitation (imitation method), with mechanical assistance and mixed).

3. Trace patterns, contour drawings, shading, games with puzzles, mosaics, lacing, finger gymnastics, etc.

4. Games "find 10 differences" "extra 4", etc.

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

4. Assimilation of available rhythmic patterns of words like : ta- that, that- that; ta-ta-ta, ta- that-that.

1. Articulation gymnastics (special exercises); static / dynamic exercises, performed actively / passively; imitation games.

2Calling / staging sound through the use of techniques (imitation (imitation method), with mechanical assistance and mixed).

3. Game "Live sounds"; drawing up sound schemes for words.

4. Pronunciation of a series of syllables (only correctly pronounced sounds are used) with the intonation of a certain syllable given by the speech therapist teacher, selection of a card to a given rhythmic pattern.

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

Stage

Evocation

(staging)

sound

Number of lessons:

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

1. Formation of skills of syllabic analysis and synthesis.

2. Development of HMF and digital motor skills.

1. Articulation gymnastics (special exercises); static / dynamic exercises, performed actively / passively; imitation games.

2. Calling / staging sound by applying techniques (imitation (imitation method), with mechanical assistance and mixed).

3. Division of words into parts (syllables) Compilation of sound schemes, selection of words for the sound scheme.

4. Nikitin's cubes (“Collect the cubes so that you get

(Dislalia)

FFNR,

Dysarthria 5-8

1. Development of strength and mobility of the organs of articulation.

2. Making sound.

1. Formation of skills of sound - syllabic analysis and synthesis.

1. Articulation gymnastics (special exercises); static / dynamic exercises, performed actively / passively; imitation games.

2. The evocation / production of sound by using techniques (imitation (imitation method), with mechanical assistance and mixed).

3. Drawing up sound-syllabic schemes, selection of words for the sound-syllable scheme.

4. Speech-movement games and exercises.

Stage

Automation

sound

Number of lessons:

(dislalia)

FFNR,

Dysarthria -16

1. Consolidation of the skill of correct pronunciation of a sound in isolation in direct syllables and words.

2. Development of grapho-motor skills and finger motor skills.

1. Assimilation of available rhythmic patterns of words like : ta- that, that- that; ta-ta-ta, ta- that-that.

2. Development of auditory memory for a linear series of words.

1,3,4. Repeated pronunciation of the delivered sound (exaggerated), onomatopoeia, reflected pronunciation of syllable rows

(long, intermittent, quiet, loud, in a whisper, with the intonation of a certain syllable, in a certain sequence), pronouncing words (sound at the beginning of a word).

2. Outline drawings, shading, repetition of the ornament.

1. Consolidation of the skill of correct pronunciation of sound in direct syllables, words and pure phrases containing these syllables.

2. Development of a sense of tempo, rhythm, coordination of movements.

3. Development of attention and visual memory.

1, 3.4. Reflected pronouncing of syllabic rows, words and pure phrases

(sound at the beginning of a word), containing these syllables, independent naming of words from the picture, games "Tell me a word!", "What's gone?", "What has appeared?"

2. Speech-motor games and exercises (pronouncing pure phrases in the rhythm of the march).

1. Consolidation of the skill of correct pronunciation of sound in direct syllables, sound complexes such as the GHA, words (sound in the middle of a word).

2. Development of the skill of syllabic analysis and synthesis.

4. Development of fine motor skills.

1, 3. Reflected pronunciation of various sound complexes, words (sound in the middle of a word), pure phrases; game "Whom or what did the artist draw?"

2. Game "Add a given syllable to the beginning / end of a word and say the whole word" (ball game).

4. Finger gymnastics (static and dynamic exercises),

Game "Hedgehog" (attaching clothespins to the "hedgehog" pattern with pronouncing syllables, words).

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

1. Consolidation of the skill of correct pronunciation of sound in reverse syllables, in words and phrases containing these syllables.

2. Development of a sense of tempo, rhythm, coordination of movements.

3. Development of visual attention and visual memory for a linear series.

4. Extension of lexical and grammatical competence.

1,3, 4. Reflected pronunciation of syllable series, words (sound at the end of a word) and pure phrases containing these syllables; self-naming of the objects shown in the picture, and naming the objects / pictures from memory in a certain sequence (simultaneous presentation of 3,4,5 pictures) of the game "One-Many" "Say affectionately" (you can use the ball).

2. Speech-motion games and exercises (pronouncing pure phrases, conducting).

5 1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words.

2. Assimilation of available rhythmic patterns of words.

3. Development of auditory memory for a linear series of words.

4. Development of grapho-motor skills and finger motor skills.

1,2, 3. Reflected pronunciation of syllable rows with intonation highlighting a certain syllable, in a certain sequence, given by a speech therapist); pronouncing words with a confluence of consonants.

4.1 Trace the "Sun" template;

4.2 Cutting this template with scissors.

4.3; 1. game "Sunbeams" (attaching clothespins to the "Sun" pattern, accompanied by the pronunciation of syllables).

1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words of different syllabic composition and in pure phrases,

2. Development of auditory attention and auditory memory in a linear series.

3. Expansion of lexical and grammatical competence.

2. Pronunciation of words of different sound-syllable composition, called the teacher-logopedist in a certain sequence.

3. Games "Who lives where?" "Who works with what?" "What is the item made of?" "Say the opposite", "Greedy" (mine, mine, mine, mine), guessing riddles; (you can use a ball).

2. Development of the phonological side of speech.

3. Expansion of lexical and grammatical competence.

4. Development of grapho-motor skills and finger motor skills

1. Reflected pronunciation of syllable series, words containing these syllables, and pure phrases; self-naming of the items shown in the picture.

2. The game "4th extra" (3 words begin with one sound, and the 4th with another).

3. Games "Who moves how", "Who gives a voice?" "Who knows what?"

4. Outline drawings, laying out various figures with sticks or rubber bands, finger gymnastics (static and dynamic exercises.), "Repeat the pattern" on a sheet of paper.

1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words of different syllable composition and pure phrases containing these syllables.

2. Formation of skills in sound analysis and synthesis.

3. Expansion of lexical and grammatical competence.

4. Development of visual-spatial perception.

2. Working with sound schemes.

3. "Listen to the words and tell me which one means transport (fruit, shoes, etc.)" "What sounds does it make?"

4. "Name the picture that is in the upper left

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

1. Consolidation of the skill of correct pronunciation of a sound in syllables with a confluence of consonants, in words of different syllabic composition, pure phrases, nursery rhymes.

2. Formation of skills of sound-syllabic analysis and synthesis.

3 Expansion of lexical and grammatical competence.

1. Reflected pronunciation of syllables, words with the studied sound, pure phrases; self-naming words from the picture.

2. Choose a word for a given sound, syllable; pick up pictures with the sound under study in the title; game "Add a syllable / sound and name the resulting word entirely."

3. Games "Say a word", "Tell me what the item / soup / juice will be, etc ... if it is made / prepared from ...".

1. Consolidation of the skill of correct pronunciation of a sound in syllables (direct, reverse, with a confluence of consonants), in words of various syllable composition, pure phrases.

2. Development of the phonological side of speech.

3. Formation of skills in sound analysis and synthesis.

4. Extension of lexical and grammatical competence.

1. Reflected pronunciation of syllables, words with the studied sound, pure phrases; self-naming words from the picture,

2. Naming only those pictures with the sound under study in the name;

determination of the position of the sound in these words.

3. Work with sound schemes (selection of words with the studied sound to sound schemes, drawing up sound schemes). Games: "Add sound", "Insert missing sound"; solving puzzles, charades.

4. Games "Tell me a word", "What Buratino dreams of."

2. Formation of lexical and grammatical competence.

4. Development of visual-spatial perception.

1.2. Memorizing and pronouncing tongue twisters, pure twisters and nursery rhymes.

2. Drawing up a proposal for a plot picture and its distribution; working with a deformed phrase; game "Fix me".

3. Reflected repetition of sentences of various compositions with the preservation of the sequence and the number of words in them.

4. "Name the picture to the right of ..., to the left of ...".

1.Fixing the correct pronunciation of the studied sound in phrases and sentences.

2. Formation of skills in language analysis

3. Expansion of lexical and grammatical competence.

1.1. Conjugated and reflected pronunciation of phrases, sentences containing words with the sound under study.

1.2. Learning and pronouncing tongue twisters and pure twisters.

2. Isolation of the word containing the studied sound from the composition of the sentence, determination of the position of this word in the sentence, drawing up the sound-syllable scheme of the given word.

3. The game “finish the sentence”, “correct the sentence”, “listen to the sentence and answer the question to it”, etc.

1. Consolidation of the correct pronunciation of the studied sound in verses, texts.

2. Development of a sense of tempo, rhythm, coordination of movements.

3. Development of coherent speech skills.

1. Pronunciation of tongue twisters, poems, in the studied sound.

2. Speech-motor games and exercises, logo-rhythmic exercises.

3. Drawing up stories based on plot pictures and a series of plot pictures.

1. Pronunciation of tongue twisters, poems saturated with the sound under study

2. Composing a story based on key words or with a creative end.

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

Stage

AutomationsoundNumber of lessons

1. Consolidation of the correct pronunciation of the studied sound in verses, texts, coherent speech.

2 Developing skills in language analysis

1. Development of coherent speech skills.

2. Development of attention, thinking.

1. Pronunciation of tongue twisters, verses with the studied sound

3. "Remember all the words with sound__ that you heard in the story"; work on drawing up sound-syllable schemes.

4. Game "Find the artist's mistake" (with an explanation).

(dislalia) 10

FFNR,

dysarthria 16

1. Expansion of phonetic and phonological competence

2. Development of coherent speech skills

1. Development of verbal and logical thinking.

1. Memorizing and pronouncing tongue twisters, verses, saturated with the sound being studied.

1.2. Compilation of sound schemes of words used in these games.

2. Writing a descriptive story (using diagrams and symbols)

3. Game "Explain a word", "4th extra" (with an explanation).

Stage

Differentiating sounds

Number of lessons:

(dislalia)

FFNR,

dysarthria 14

1.Fixing the correct pronunciation and distinction of sounds in syllables, words.

1. Development of the skills of sound analysis and synthesis.

2. Development of visual-spatial perception.

3. Expansion of lexical and grammatical competence.

1. Alternating pronunciation of syllables, words (in pairs); pronouncing words containing both sounds, naming pictures, playing "Tell me a word", "4th extra".

2. The game “Divide the pictures into two groups” (the principle of separation is the presence of a particular sound under study in the composition of a word).

3. Game "Add the desired sound to the beginning / end of the word and say the whole word"

4, 5. "Tell me where the picture is (relative to the other / others between, under, etc. ...".

2. Development of phonological competence.

3. Development of the skills of sound analysis and synthesis.

4. Extension of lexical and grammatical competence.

1; 4. Alternating pronunciation of syllables, words (in pairs); naming pictures, Games "Say the opposite" (syllables), "What Buratino dreams of."

2. "Divide the pictures into three / four) groups" (with the pronunciation of words) (the principle of separation is the presence of one or another sound under study in the word; both sounds in the word at the same time, or the absence of the studied sounds in the word).

3. "Add the desired sound / syllable to the beginning / end of the word and name the whole word" "Make a sound-syllable scheme of the resulting word").

"Choose a subject picture for the sound-syllabic scheme."

1. Consolidation of correct pronunciation and distinction of sounds in syllables and words.

3. Development of the skill of determining the rhythmic patterns of words.

4. Extension of lexical and grammatical competence.

1.4. Alternating pronunciations of syllabic rows, pronouncing words containing both sounds, naming pictures, playing "the 4th extra" (3 words with one sound, and the 4th with the 2nd studied sound

2. "Add the desired sound / syllable to the beginning / end of a word", working with sound-syllable schemes.

3. Determination of the rhythmic pattern of words: wata- thatthat.

4. "Divide the pictures into two (three / four) groups" (the principle of separation is the presence of one or another sound under study in the composition of the word; both sounds in the word at the same time, or the absence of the studied sounds in the word); the game "Hide and seek (For whom / for what did the gnome hide with?) "

1. Consolidation of correct pronunciation and distinction of sounds in syllables, words, pure phrases.

2. Development of skills of sound / syllable analysis and synthesis.

3. Development of visual attention, memory.

4. Extension of lexical and grammatical competence.

1, 4. Alternating pronouncing of syllabic rows, pronouncing words containing both sounds, naming pictures, playing "What, who was Petya happy"; learning pure phrases.

2. "Add the desired sound / syllable to the beginning / end of a word", working with sound schemes.

3. Look at the picture (plot picture), find on it and name only those objects in the name of which there is a sound ... / both sounds. "Call all these words from memory without looking at the picture."

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

5 1. Consolidation of correct pronunciation and distinction of sounds in phrases, sentences and pure phrases.

2. Expansion of lexical and grammatical competence.

3. Development of memory for a linear row of words in a sentence.

1. Conjugated and reflected pronunciation of phrases, sentences, pure phrases containing words with the sounds under study.

2. Drawing up a proposal for a plot picture and its distribution, working with a deformed phrase.

1. Consolidation of correct pronunciation and distinction of sounds in phrases and sentences.

2. Expansion of lexical and grammatical competence.

3. Development of memory for a linear series of words in a sentence.

1.1. Conjugated and reflected pronunciation of syllabic series, words, phrases, sentences, pure phrases containing words with the sounds under study

1.2. Learning tongue twisters.

2. The game “finish the sentence”, “correct the sentence”, “listen to the sentence and answer the question to it”, etc.

3. Reflected repetition of sentences of various composition with the preservation of the sequence and the number of words in it.

1. Consolidation of correct pronunciation and distinction of sounds in phrases, sentences, pure twisters and tongue twisters.

2. Development of language analysis skills.

3. Extension of lexical and grammatical competence

4. Development of fine motor skills of hands.

1.Conjugated and reflected pronunciation of phrases, sentences, tongue twisters and pure words containing words with the sounds under study

2. Isolation of words containing the studied sounds from the composition of the sentence, determination of the position of these words in the sentence, make up a sound scheme of one of the words.

3. Drawing up sentences for key words.

4. Finger gymnastics, the game "Cinderella".

2. Development of coherent speech skills.

3. Development of verbal and logical thinking.

4. Development of attention and visual memory.

1. Memorizing poetry, and pronouncing tongue twisters saturated with the studied sounds.

2. Drawing up a story based on a plot picture.

3. 4. Game "5th extra" (with an explanation), (there are 5 objects in the picture; the child must remember them, name them, highlight the extra ones and explain why he is extra).

1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech.

3. Development of verbal and logical thinking.

4. Development of coherent speech

1. Pronunciation of poems and tongue twisters saturated with the studied sounds

2. “Make a word from the first sounds of the following words …….”.

3. Game "Explain a word" (with an explanation).

4. Drawing up a story based on a series of plot pictures.

1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech.

2. Development of coherent speech skills.

3. Development of verbal and logical thinking.

4. Development of auditory memory and attention.

2. Coming up with a story based on key words.

3. The game "4th / 5th extra" (with an explanation) (the child, after listening to 4-5 words, must remember them, name them in a certain sequence, highlight the extra and explain why it is superfluous).

Stage of work

Lesson objectives

Lesson objectives

Types of jobs

1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech.

2. Development of skills in language analysis and synthesis.

3. Development of verbal and logical thinking, attention.

4. Development of coherent speech skills.

5. Development of grapho-motor skills.

1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds.

2; 5.Connect all points with a line and name the object that turned out; make a sound-syllable scheme for this word.

3. Game "Find the artist's mistake" (with an explanation).

4. The creative ending of the story.

1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech.

2. Development of coherent speech.

3. Development of verbal - logical thinking.

1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds.

2. Working with deformed text.

3. Game "Explain proverb / saying".

4. "Trace and shade"; "Repeat ornament".

1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech.

2. Development of coherent speech.

3. Development of memory for a linear series.

4. Development of skills in language analysis and synthesis.

1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds.

2. Retelling a short story.

3, 4. Repeat the 2nd sentence from the story you listened to; name the 2nd word from this sentence and make a sound scheme for it.

1. Consolidation of correct pronunciation and distinction of sounds in verses, texts, coherent speech.

2. Development of coherent speech.

3. Development of verbal and logical thinking.

4. Development of grapho-motor skills.

1. Pronunciation of verses, phrases and tongue twisters, saturated with the studied sounds.

2. Drawing up a descriptive story.

3. Game "Explain a word."

4. Graphic dictation.

Stage V

Formation of communicative competence

Number of lessons

individually for each child

1. Formation of skills and abilities of error-free use of speech sounds in all communication situations.

2. Development of coherent speech.

1, 2. Conversation on a given topic; composing stories based on plot pictures and a series of plot pictures; compilation of descriptive stories, story based on key words, creative ending of the story, retelling of small stories, dramatization of fairy tales.

Game "Explain a word" "4th extra"

(with explanation), etc.