EntranceTopic: differentiation of consonant sounds g-k. Lesson summary on the topic “differentiation of g-k in words, sentences” Differentiation of sounds g-k in writing assignments
Differentiation G – K in words
Target: development of the ability to distinguish sounds and letters g-k orally and in writing.
Progress of the lesson:
I. Repetition.
Guys, let's remember what a sound and a letter are.
(We pronounce and hear sounds, but we see and write letters)
II. Introduction to the topic
Listen to S. Pogorelovsky’s poem “How Mishka made his grandfather angry.” And then answer the question: What was Misha’s mistake?
Misha writes to Mikhail:
“Grandfather Gerasim scored a goal.”
Everyone reads and exclaims:
Hey old man, he scored a goal!
Submit to all newspapers
Grandfather's portraits!
No,” said the grandfather angrily, “
Mishkin, give me a portrait in them!
He wrote a dictation at school,
And I was thinking about football.
That's why KOL
Turned into a GOL
And for this GOAL
He got a KOL!
What was Misha's mistake?
What two meanings does the word KOL have?
Name the first sounds in words - KOL, GOL.
What do these sounds have in common (sounds K, G - consonants)
How are these sounds different? (the sound g is voiced, and k is unvoiced)
III. Consolidation.
Match sounds with lettersk, g
Exercise: find the letter corresponding to the sound [k]; find the letter corresponding to the sound [g].
Game “Say the Word.” Pick up the corresponding letter.
I heard: at the gate
Meowed loudly... (cat)
The soup turned out not bad at all
It contains potatoes and... (peas)
Why is Kim cheerful?
He is going to... (school) today
I can run fast
And down the street... (running)
In the morning to the river along a wonderful road
Tanned ones run quickly...(legs)
For a sick person
I need a doctor, I need...(pharmacy)
Frosty days are coming
We need skis and... (skates)
Your iron tongue
I hide it under the cap
Calling for a lesson
And my name is... (bell)
Game "One - many" with throwing the ball.
Exercise: change the words so that after the consonant G or To a vowel appeared.
Iron-... hammer-...
Leaf-...shore-...
Ravine-...boot-...
Tie-... ball-...
Working in a notebook using cards
Sne..., kula..., pau..., pillars..., zamo..., pidzha..., kabu..., shlan...,
know..., market..., club..., vra...
IV. Physical exercise.
How are you? The children answer: “That’s it!” and show
How are you swimming? The children answer: “That’s it!” and show
How are you running? The children answer: “That’s it!” and show
Are you looking into the distance? The children answer: “That’s it!” and show
Are you looking forward to lunch? The children answer: “That’s it!” and show
Are you following? The children answer: “That’s it!” and show
Do you sleep at night? The children answer: “That’s it!” and show
Are you naughty?... The children answer: “That’s it!” and show
Working with cards
Syllable composition.
Exercise: Arrange the pictures under numbers 1,2,3 depending on the number of syllables in the word. Write the words in 3 columns.
List of pictures: guitar, nail, eye, compass, cat, geese, ball, braids, peas, rake, cabbage, dog, socks, dove.
V. Homework
Exercise: Solve the crossword puzzle. Required condition: select words only those whose names have a sound G or To.
Byverticals: 1. Books that children learn from.
Horizontally: 2.What remains after burning wood.
3. Spring bird.
4. Male name.
5. Crustacean inhabitant of the sea.
6. That which is threaded into a needle.
7. Type of shoes.
8. Carefully wound threads.
9. Type of agricultural implements.
VI. Bottom line.
- what letters were distinguished in the letter?
How to check for a dubious consonant at the end of a word?
Subject
(teacher-speech therapist: N.V. Nekrasova, MS(k)OUVIIIkind)
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
to clarify the acoustic-articulatory characteristics of these sounds, to carry out comparative analysis; at
learn to determine the position of a sound in a word;
learn to differentiate the letters G - K in writing.
Corrective: develop phonemic awareness, phonemic awareness.
Educational: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
Equipment: cards - symbols, cards with a written task for each child, notebooks, ICT.
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Subject : Differentiation of sounds G-K, G’-K’
(teacher-speech therapist: N.V. Nekrasova, MS(k)OUVIII type)
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
clarify the acoustic-articulatory characteristics of these sounds, conduct a comparative analysis; at
learn to determine the position of a sound in a word;
learn to differentiate the letters G - K in writing.
Corrective: develop phonemic hearing, phonemic perception.
Educational: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
Equipment: cards - symbols, cards with a written task for each child, notebooks, ICT.
Progress of the lesson:
I. Organizational moment. (Slide 1)
Breathing exercises.
Report the topic of the lesson.
Guess the riddles:
Sound [K]:
I am a pied, I am a corydalis.
Where-where! - I shout briefly.
I scream and the street hears:
She laid an egg...(Chicken)
Sound [G]:
Strives to pinch your legs,
I drive him off the road:
"Get away! I'm not afraid of you!"
"Ga-ha-ha!" - laughs... (goose)
What sounds do words begin with?
II. Main part. (Slide 2)
- Clarification of the acoustic-articulatory characteristics of sounds [G] - [K].
Tell me, is the sound [G] a consonant or a vowel? Why?
Voiced or voiceless? Why?
Is the sound [K] a consonant or a vowel? Why?
Voiced or voiceless? Why?
This means that the sounds [G] - [K] are paired.
- Differentiation of sounds at the syllable level: (Slide 3)
Work in a notebook (task 1,2): (See appendix to notes)
Determine which symbol refers to which sound?
Find all the letters G and K. Underline the voiced consonant sound G with two lines, the voiceless consonant sound K with one line.
- Guess the syllables made using vowels and symbols, name them.
- Syllables:
A E I
Yu O A
Ball game.
The speech therapist throws the ball to the child, names the syllable with ringing sound. The child must return the ball to the speech therapist and name the syllable with a voiceless consonant.
Ga-ka, go-ko, gu-ku, gi-ki... etc.
Game "In the store". (Slide 4)
The gnome went to the store. Help him buy only those things whose names contain the sounds G - G'. Write down the words.
FINGER GYMNASTICS
- Differentiation of sounds at the word level:
Game "Beehive"
The Dwarf's friend the bear cub Gosha breeds bees, help the bees find their hive. (Work in notebooks).
Insert the missing syllable GA or KA. Write it down in your notebook. (Slide 5)
DU...(GA), RU...(KA), BUT...(GA), DORO...(GA), GOR...(KA), VIL...(KA), RIDDLE...(KA), RADU...(GA), VET... (KA), RO...(GA), BEL...(KA), VEREV...(KA), OTVA...(GA).
TEST YOURSELF (Slide 6)
PHYS. JUST A MINUTE
- Differentiation of sounds at the level of phrases.
Working with cards
Make up phrases together with the Gnomefrom the words of the first and second columns, write down, underline the letters G and K:
Red sausage
High tie
Smoked cockerel
Test yourself (Slide 7)
VIEW GYMNASTICS
- Differentiation of sounds at the text level.
Read the text, insert the missing letters. Write down the text, underline the letters G and K.(Slide 8).
The dog is gnawing...on the bones. On Thursday...osts will come to us. Grisha loves bread...orca. On Monday the whole class went to... orca. There was an interesting and...ra going on in the yard. Very useful black and...ra. Alina is blooming in the garden. Katya's friend's name is...Alina.
Target: consolidation of knowledge about the sounds and letters G-K.
Tasks:
Educational
- distinguishing the sounds G-K by ear, in pronunciation and in writing in syllables and words;
- consolidation of the articulatory patterns of G-K sounds;
- differentiation of sounds by voicedness and deafness;
- consolidation of skill sound analysis and synthesis.
Developmental
- development of fine and general motor skills, coordination of movements and speech,
- development of cognitive mental processes: attention, memory, thinking,
- development of phonemic processes.
Educational
- creating a situation of success,
- stimulation of speech activity.
Equipment: multimedia projector, screen, cut-out pictures, task cards, su-jok massagers, “miracle fingers” massagers, tape recorder.
Progress of the lesson
I. Organizational moment– psycho-gymnastics with elements of massage. Sounds like relaxation. music.
Hello guys and guests! A new day has come, you have come to speech therapy session. Now I will smile at you, and you will smile at me and smile at each other. It’s so good to have guests here with us today. They came to see how you can work.
Show 1st slide.
The sun extended its palms to us,
The sun called us to the fairy-tale paths,
We'll spin around with the sun
Let's make friends with sounds!
The sun invites you to do a facial massage with him and warm up the muscles of the face and palms:
“Sun” (using a mirror - put the mirrors in the working position).
The sun sends from the sky
Ray, ray, ray
(movements along the forehead from the middle to the temples)
And he boldly accelerates them
Clouds, clouds, clouds
(smooth zigzag movements on the forehead)
The ray gently warms
Cheeks, cheeks, cheeks
(rubs cheeks)
Puts the sun on your nose
Dots, dots, dots
(tapping finger on nose and cheeks)
Children's freckles turn golden
They really like it.
(spiral movements along the cheeks and chin)
Take massage balls in your hands and let’s do the exercise.
1. “Ball”
Take the ball in your hands and place it on your palm.
Twist and turn, rub each finger.
The fingers will be strong, the letters will all be beautiful.
We took out the spring.
The finger is thick and big, it went into the forest to pick plums.
A pointer from the threshold showed him the way.
The middle finger is the most accurate; it knocks plums off the branch.
Nameless eats. And the little finger is gentleman,
Plants seeds in the ground.
2. “Monkey.”
The monkey washed his paw with soap
Every finger is in order.
Here I lathered BIG,
Rinse it with water.I didn’t forget the POINTER,
Wash off both dust and paint.
MEDIUM lathered diligently:
It was probably the dirtiest.NAMELESS rubbed with paste -
The skin immediately turned red.
And I quickly washed my LITTLE FINGER:
Apparently he was afraid of soap.
Well done.
II. Main part.
1. Development of logical, non-verbal thinking, visual perception.
Look at the desk. Each of you has an envelope on your desk. It contains a cut picture, you need to assemble it into a single whole.
Tell me who you see in the picture. (DWARF)
Right. This is a gnome, but not an ordinary gnome, but the Zvukovichok Gnome, who lives in the land of sounds and letters. He came to our lesson today and prepared many interesting tasks for you. Show 2nd slide.
2. Introduction to the topic.
One day Zvukovichok ended up in a poultry yard. This is what he saw there. Look, and then think and tell me, what is the topic of our lesson? What will we be working on? Show 3rd slide.
Early in the morning, a flock of geese headed towards the water, shouting solemnly: “Ha-ha-ha.”
Meanwhile, the chickens were running around the yard, collecting bugs and worms. And they raised such a cry when they found prey that everyone in the area heard them cackling: “Ko-ko-ko.”
Tell me, who lived in the poultry yard? (Chickens, geese)
How can they be called in one word? (Poultry)
Why do we call them homemade? (They live in people's yards, and people take care of them).
Who's to say? What is the topic of our lesson? How did you determine? (goose - sound g, chickens - k)
Show 4th slide.
That's right, we will work with the sounds g and k, we will learn to distinguish them by ear, to designate these sounds letters G-K and distinguish them in writing.
3. Comparative characteristics of G-K sounds.
Tell everything you know about these sounds, compare the sounds G - K and say how they are similar and how they differ.
Take the mirrors and place your hand on the neck. Say the sound G.
Show 5th slide.
Look at the profile of sound articulation - lips are open, teeth are open, the tongue rests on the palate and creates a barrier to the air, the voice sounds.
The sound G is a consonant, voiced, and can be hard or soft in a word.
Say the sound K. Show the 5th slide.
Look at the profile of sound articulation - the lips are open, the teeth are open, the tongue rests on the palate and creates a barrier to the air, the voice does not sound.
The sound K is a consonant, unvoiced, and can be hard or soft in a word.
4. Designation of sounds g - letters in writing and when reading.
Show the 6th slide.
How do we denote the sound G in writing? (letter Gg)
How do we denote the sound K in writing? (letter Kk)
5. Syllable exercise. Show the 7th slide.
Now listen to Zvukovich’s songs and repeat them. We work in a chain.
- GA-GO-KA-KO
- GOO-GEE-KOO-KEE
- KO-GO-GO-KO
- KOO-GU-KOO-GU
- KA-GA-KA-GA
- GO-KO-KO-GO
- GU-GU-KOO-KOO
6. “Guess the riddles.”
Zvukovichok also prepared riddles for you.
Guess the riddles, name the guess word and determine what sound it begins with. Show the 8th slide.
Black, agile,
Shouts “krak” -
The enemy of worms (Rook)Who sits on the tree, on the branch,
Counting: “Ku-ku-ku-ku” (Cuckoo)Hisses, cackles,
He wants to pinch me.
I'm going, I'm not afraid.
Who is this? This is... (Goose)Clucking, clucking,
He will call the children
He will gather everyone under his wings. (Chicken)The muzzle is mustachioed,
Striped fur coat,
Washing frequently
But I don’t know about water. (Cat)
Look at the guessing pictures and tell me which one is the odd one out and why? (cat; all birds, but she is an animal).
III. Physical exercise.
Show the 9th slide.
Now let’s rest a little and show Zvukovich how we can recite poetry with our hands. Stand up, everyone.
On the mountain we see a house.
Lots of greenery around.
Here are the trees, here are the bushes
Here are the fragrant flowers.Make a “house” with your hands
Wave-like movements of the hands
Draw trees and bushes with your hands
Use your fingers to show a bud that is bloomingThere's a fence surrounding everything
Behind the fence is a poultry yard.
We are opening the gates
We quickly run up to the house
We knock on the door: “knock-knock-knock”
Someone is coming to our doorDraw a fence with your fingers
Stroke the table with your palms
Use your hands to show the gate
Run your fingers across the table
Tap your fist on the table
Palm to ear - listen.
We came to visit a friend and brought gifts. Hands forward, palms up.
7. Work in notebooks.
And Zvukovichok came to our knock, he offers to open the notebooks and work in them. Show the 10th slide.
Let's write down the date and topic.
8. “Syllabic mosaic”
The sound boy found mysterious words on the way to our lesson. He tried to read them, but he failed. Help him insert syllables into words Show the 10th slide:
Each student is given an individual task card.
(after completing the task, mutual verification)
9. Exercises for the eyes.
Show the 11th slide.
And now our friend Zvukovichok found himself in the forest.
Follow moving objects with your eyes.
11. Automation of sounds r - r in syllables, words and phrases.
Show Zvukovich how you perform gymnastics for the tongue.
Show the 12th slide.
Hippo;
Frog;
We brush our teeth;
Horse.
Automation of sounds in words.
Say clearly what object is depicted.
Show the 13th slide.
12. Game “trap”.
The sound guy offers to play the game “trap” with him. Whoever gets into it is eliminated from the game. Shall we play? The task is to repeat the sentence correctly.
The grass mows down Roman.
The horse's mane is thick.
The weight lifts Borya.
The grass is overgrown with the path.
Rita ate cheesecake for breakfast.
What did you learn by doing this exercise?
IV. Summary of the lesson.
Show the 14th slide.
Assessing student work in class
Conclusion (what they did, what sounds they learned to distinguish)
Zvukovichok came
He brought us a chest.
Help yourself, enjoy,
And come back on Tuesday.
Speech therapy session in 3rd grade
Subject. Differentiation G-K in words, sentences.
Goals:
1.
2.
3.
4. Development of coherent speech;
5.
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
learn to differentiate the letters G - K in writing.
Corrective:
Educational:
1. Organizational moment.
Guess the riddles:
Sound [K]:
I am a pied, I am a corydalis.
Where-where! - I shout briefly.
I scream and the street hears:
She laid an egg...(Chicken)
Sound [G]:
Strives to pinch your legs,
I drive him off the road:
"Get away! I'm not afraid of you!"
"Ga-ha-ha!" - laughs... (goose)
How can they be called in one word? (Poultry)
Why do we call them homemade? (They live in people's yards, and people take care of them).
What sounds do words begin with?
Today in the lesson we will distinguish between sounds and letters G-K.
II. Main part.
Clarification of the acoustic-articulatory characteristics of sounds [G] - [K].
Let's compare the sounds G - K and say how they are similar and how they differ.
Place your hand on the neck. Say the sound G.
Look at the profile of sound articulation - lips are open, teeth are open, the tongue rests on the palate and creates a barrier to the air, the voice sounds.
The sound G is a consonant, hard, sonorous.
Say the sound K.
Look at the profile of sound articulation - the lips are open, the teeth are open, the tongue rests on the palate and creates a barrier to the air, the voice does not sound.
The sound K is a consonant, hard, dull.
This means that the sounds [G] - [K] are paired.
Work in notebooks: write down the number.
The speech therapist pronounces to the students a syllable with a voiced sound. The guys must name and write down a syllable with a dull consonant sound.
Ga-ka, go-ko, gu-ku, gi-ki
Pronouncing pure phrases with G-K sounds.
Ha-ga-ga - the geese came out into the meadows.
KA-ka-ka - our tree is tall.
Go-go-go - I won't see anyone.
Ko-ko-ko - it’s easy to swim with the current
Gu-gu-gu - a lot of bees in the meadow
Ku-ku-ku - Katya poured flour.
Insert the missing syllable GA or KA. Write it down in your notebook.
DU...(GA), RU...(KA), BUT...(GA), DORO...(GA), GOR...(KA), VIL...(KA), RIDDLE...(KA), RADU...(GA), VET... (KA), RO...(GA), BEL...(KA), VEREV...(KA), OTVA...(GA).
CHECK YOURSELF
Physical exercise.
Complete the sentences using reference words, underline k -g.
The milk is liquid, and the sour cream……………..
Raspberries are sweet, and viburnum……………..
The stream is narrow, and the river……………..
It’s good to sing together, but …………….. separately.
Words for reference: _tired, _orkaya, _wide_aya, _vorovit.
Select words on the disks that have opposite meanings.
Write the words in pairs, inserting r or k.
grief - joy
cleanliness - dirt
rich - poor
sunrise - sunset
loud quiet
Insert the letters g or k into the words.
Make up the words in pairs on the board.
kora - mountain
count - goal
slide - crust
tracing paper - pebbles
Differentiation of sounds at the text level.
Read the text, insert the missing letters G or K.
The dog is gnawing...on the bones. On Thursday...osts will come to us. Grisha loves bread...orca. On Monday the whole class went to... orca. There was an interesting and...ra going on in the yard. Very useful black and...ra. Alina is blooming in the garden. Katya's friend's name is...Alina.
III Summary of the lesson.
What sounds did we work with today in class?
Describe these sounds.
Additional task
1. Listen to the words, name the syllables with the sound g or To.
b) caviar, needle, meadows, Igor, game, window, fire, meadows, river
2. Write down the syllables with the letters g and k.
a) Galya, Kolya, Gulya, cat, dove, lips, fist, piece, weights, Hera, cinema, walk
b) mushrooms, crooked, mane, warms, roof, pear, rattles, blade, glues, screams
c) sleeves, berries, take care, helps, buys, jumps, camps
d) rainbow, leg, legs, boots, needle, napkin, hands, branches, cage
3. Compare pairs of words by sound and meaning. What sounds do these words differ in? Orally make a sentence with each word.
slide - crust guests - bones stake - goal tracing paper - pebbles
trot - mole caviar - needle Galina - viburnum voice - ear
4. Listen to the words. Draw their diagrams. Write the letter G or To above the corresponding syllable. Write the word corresponding to it under the diagram.
chickens, weights, injection, caviar, road, shop, pocket, rolling pin, weather, lid, bell, giant, city, formidable, block, brigade, heels, pigeons, boots, skipping rope, heel.
6. Working with pictures. (This is done in the same way as the previous task; you can use pictures from task 4.)
7. Change words so that they contain letters To or d. Underline the letters geek different pencils.
city - town needle - ..., newspaper - ..., mushroom - ..., voice - ..., decanter - ..., bark - ..., head -..., dove -..., lips - ..., accordion - .. .
8. Complete the words by adding a syllable ha or ka.
nit... ...zeta ru... but... ro-... lu... re...
poker... dog... ram... shovel... take... ma...zinru...va
ro...tyma...roneybo...ty bit...sem...vet...nor...
Razhi...reta...pitan...cheli
9. Complete the words by adding a syllable ha or ka.
but... cap... saber... tele... ve... mountain... sapo... uro...
ru... vra... chambers... kabl... re... day... patches... riddle...
10. Fill in the missing letter in the words G or To.
u...ol, va...on, u...sus, po...oda, u...ol, lav...a, ...amen, ...usto, ...usty , ...rafin, I...oda, ...al...a, ...al...a, s...az...a, I...od...a, ...olub.. .a, for...ad...a, ...ro...odil
11. Change the words so that after the consonant G or To. a vowel appeared.
iron—... hammer—... claws—... leaf—... shore—... nails—...
ravine - ... canopy - ... elbows - ... tie - ... boot - ... light - ...
haystack—... ball—... soft—...
12. Complete the missing letter g or To. Write a verification word in brackets.
sne..., kula..., tvoro..., pau..., ro..., pillars..., zamo..., dursla..., pidzha..., other..., kabu..., shlan..., gon..., gama..., know..., acute..., ryno..., plu..., club..., lu..., four. ..
13. Answer the questions in one word. Write down your answers. Underline g and To different pencils.
Questions: What's on a camel's back? (Or a characteristic sign of a camel.)
What is the name of a type of swing woven from ropes (in the form of a net)?
What remains on the table after cutting the bread?
What toy do the youngest children like to play with?
What rumbles during a thunderstorm?
What is the name of the green area in the city?
Where is a common television antenna installed?
How is temperature measured?
Words for reference: hump, hammock, crumbs, rattle-fly, thunder, park, on the roof, thermometer.
14. Guess the riddles. Write down the answers. Underline the letters in them g, k. different
pencils.
What kind of animal is it in the cold winter?
Walking through the forest hungry?
Five boys
Five closets;
The boys went their separate ways
In dark closets,
Every boy
In your closet.
Without a head, but with a hat.
One leg, and that one without a boot.
We always walk together,
Similar as brothers.
We are at dinner - under the table,
And at night - under the bed.
Red paws
They pinch your heels,
Run without looking back.
Black, agile
Shouts: “Krack!”
The enemy of worms.
He is a rocker and a bed.
It's good to lie on it.
Is he in the garden or in the forest
Will sway on the weight.
Small, remote
Passed through the earth
I found Little Red Riding Hood.
Dove is white
She flew into the house.
What did you see where?
She told me everything.
Guess: nail, wolf, boots, gloves, geese, mushroom, rook, hammock, newspaper.
15. Dictations.
Warning dictation
Methodical instructions. The speech therapist draws diagrams of words on the board and writes a letter above the corresponding word. G or To. After the students write a dictation, they check it using the diagrams given on the board .
main, milk mushrooms, rolling pin, gloomy, heating pad, weights, head, geography, cry, biography, bed, cart, deep, fist, eyes, hammock, guests, rooks, cap, column, bones, pencil, viper, ties.
Syllable-by-syllable dictation (with pronunciation of syllables)
carnation, bell, head, dove, daisies, strawberry, horizon, heels, dusk, loud, ground, jackdaw, lid, jug, heel, pear, brigade, collective farmers, mug, squirrel, onion, grief, bitter
Test dictation
letters, maple, rake, drop, radish, walk, walk, exhibition, piggy bank, smooth, snowdrifts, skating rink, bunches, cabbage, game, caviar, cal-ka, deep, pebble, gooseberry, boot, pie, poppy, hammock, horned, horn
Differentiation g - To in sentences
1. Complete the sentences by choosing words that suit their meaning.
guests - bones The dog gnaws....
They will come to us on Thursday....
slide - crust Grisha loves bread....
On Monday the whole class went to
goal - Kolya Galkin scored into the goal....
The builders drove in the first...
pebbles - tracing paper There are a lot of things at sea... .
The copyist has a lot...
Galina - viburnum blooms in the garden....
Katya's friend's name is...
caviar - an interesting game was going on in the yard....
Very useful black... .
2. Make up phrases by matching the words in paragraph a with words from the paragraph that are suitable in meaning b.
a) bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep
b) accordion, porridge, ribbon, milk, onion, city, voice, goslings, gouache, well
3. Write out from the sentences pairs of words that are related to each other in meaning, with letters g, k. Underline the letters g, k pencils of different colors.
The sky was clouded with a thundercloud. Gulya feeds the pigeon every day. Grisha loves buckwheat porridge. The mother washed the baby with a soft sponge. There is a bay horse in the stable. We ate hot potatoes. Alenka has cross-country skates. Our team competed in blue jerseys. Kolya scored a goal. It was an interesting game. A red jacket hangs on a chair.
4. Come up with and write down sentences with these phrases. Underline the letters g, k.
bunches of viburnum bunches of grapes bag of potatoes
a handful of cereals jumped high galloped
talking loudly, feeding the pigeons, gnawing on a bone
dug the beds, nodded his head, painted with gouache
asked a riddle, bought an accordion, basked in the sun
rolled down a hill, jumped along the road, swung in a hammock
played the violin disappeared over the horizon jumped over a ditch
5. Insert words with letters that make sense in the sentences g, k. Underline the letters g, k in these words.
Today in class we guessed... . Blown strong wind, ... thunder. Cuckooing in the forest... . Red fluttered on the house... . Galya winds the threads in... . The little gray one meowed... The car was driving along the asphalt... . Galya colors the picture with colors... . In the forest, the guys collected white... and ripe... . The rain has stopped and... the sun is shining. Grisha... on a sled with... .
6. Fill in the missing letters in the words. Emphasize the consonants g, k.
Summer morning.
The sky...is blue. Bri...da worked at lu...u. ...farmed...and brought in fragrant hay and...made it into a hundred...a. A large herd requires a lot of food. The... quantity and... quality of the milk... depends on... the form. The youth is sent to...the city. From...the...farm...and they get other...products.
Zucchini.
Abacho... -fat...
Le... on... row... at -
And silently... .
He lies on...near...e
From May,
Without lifting the tin.
Small and big.
Little Manya
Small... oh shovel... oh
Carefully sun...fell
Small...row...row...y.
Small seed
I planted it in...a row,
Small...them with a fence
E...oh o...gave birth.
I thought...lya
For her work:
“He will probably grow up
A little... something.”
But I was wrong...rep...oh
I'm in my hell...
Great watermelon
I grew up here a...near...e.
At the school site.
Spring has come. The sun is shining strongly. The stream...is noisy. Almost...appeared in the...greenlights. Bri...ada sh...olni...ov on the...garden. They...are falling down...the rows and...throwing...the flower beds. Oh...the octobers...will help the pioneers.
7. Answer the questions in complete sentences. Write them down. Underline the letters in them g, k.
Questions: What birds fly in in the spring?
Where do vegetables grow?
Which hero city is located on the Neva River?
Where do pioneers go in the summer?
Who coos and who cackles?
How do you rake hay?
What bird calls in the forest?
Where do daisies, porridge and bells grow?
8. Make sentences from these words, changing their meaning.
Gnaw, under, bone, dog, porch. The sun was basking in the viper. Collective farmers, in, stack, hay, stack. Covered all around with snow, everything. Bent under the snow were branches, bushes, and trees. Class, ours, went, exhibition, paintings, on, graphics, etc. Starlings, from warm, larks, rooks, and, countries, are returning. The road is strewn with pebbles. We set off, in a crowd, for a pro-walk.
Subject. Differentiation Z-S in words, sentences.
Goals:
1. Learn to distinguish consonant sounds and letters in oral and written speech;
2. Development phonemic awareness;
3. Improvement grammatical structure;
4. Development of coherent speech;
5. Development of attention, memory, thinking.
Tasks:
Educational:
teach to distinguish sounds [Z] - [S];
highlight the sounds [Z] - [S] among other sounds, syllables, words;
clarify the acoustic and articulatory characteristics of these sounds, conduct a comparative analysis; learn to determine the position of a sound in a word;
learn to differentiate the letters Z - S in writing.
Corrective: develop phonemic hearing, phonemic perception.
Educational: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
1. Compare pairs of words by sound and meaning.
tooth - soup, rose - dew, goat - braid, Zoya - soybean
2. Listen to the words, raise the letter z or s if you hear a sound in the word
s or s.
juice, umbrella, branch; tooth, sleep, steel, ringing, unsteady, well-fed, fagot, care, harsh, watermelons, Vaseline, eight, waxy, bubble, washi-lek, vial
3. Determine the presence and location of sounds s, h: in words
An approximate list of words: exhibition, beauty, bison, kvass, glass, carts, winter, winter, spring, glass, fence.
elephant, nose, shutters, snake, watermelons, monkey, castle, sleigh, ostrich.
4. Listen to the words. Name and write down: a) initial syllable; b) final syllable.
a) sleigh, honeycomb, Zoya, Sonya, teeth, dry, full, fireworks, sunset, winter, blue, sat down, greens, seed, Sema, sons
b) scythe, goat, carry, carry, noses, goats, roses, dew, scales, carts, carry, carry
5. Listen to the words. Write them down in two lines: the first with the letter z, the second with the letter s. Underline the syllable with z or s. (You can use words from previous tasks.)
6. Fill in the missing letters in the words.
Takan, ...akon, ...peacefully, ...ladkiy, ...loy, ...abota, ...lovo, ...dorovye, ...tin, ...a...lonka , ...drav...tvoy, ...pa...for, ...anave...ka, ...o...native, ...ali...at, ...o ...tavit, ...a...tavit, ...ano...a
7. Complete the missing syllable with the letter z or With.
ta..., ko..., ko..., va..., u..., ro..., bu..., ro..., va...
Words should not be repeated; if there is difficulty, a speech therapist can give pictures:
basins, braids, goats, vase, vases, mustaches, roses, beads, dew.
8. Complete and write the word, adding syllables:
a) for or sa:
li... ...pog...bota pi...tel
Li... ...mok...disgusting...li...
ko... ...har ...pogipi...la
past... ...burned...weight...la
b)PSorsg.
but... hair... it's... hard... on...
va... moro... curtain... on... fall
ro... streko... capri... po...sat
9. Attach a prefix to these words behind, name and write down the resulting words.
Sample: carry - bring.
knit, shine, carry, carry, wear, sit down, lay, salt, litter, ask
10. Make diagrams of words, write the sounds z, s above the corresponding syllable.
Sample: fence z, note z s.
plums, fence, tail, bell, shepherd, shop, planted, blacksmith,geese,greens, treated, wither, convene, rang, be late, star, sow, compose, ripen, note, catch a cold, ambush, fall asleep.
11. Look at the pictures. Name them. Make a diagram of these words. Write the letters z, s. Write down the words, divide them into syllables.
Approximate list: zebra, zebra, elephant, glass, plum, watermelons, cabbage, nest.
12. Change the word so that after the consonants з, с a vowel appears, underline and name the last syllable.
Sample:elm - vyaPS, forest - lesa.
eye - ... nose - ... frost - ... oats - ... dirt - ...
belt - ... watermelon - weight - ... compass - ... order - ...
pump - ... diver - ... taste - ...
bus - ... skid - ... coward - ... cart - ...
13. Change the word so that a vowel appears after the consonants z, s. Emphasize this vowel. Explain how to check for a voiced consonant in the middle of a word.
Sample: low - bottom O k, stroller - stroller O chka.
low - ... narrow - ... close - ... slippery - ...
fairy tale - ... birch tree - ... stroller - ... pointer - ...
putty - ... bandage - ... paint - ... mask - ...
chisel - ... request - ... impudent - ... radish - ...
14.Insert the missing letter z or s. Write the test word in brackets. Underline the vowel with which you checked these consonants.
Sample: u...kiy (uz e nky), kra...ka (kras O chka).
kra...ka, sovkho..., tru..., zaka..., der...kki, bli...ko, bere...ka, ove..., gla..., vku .... vodola..., autobu..., trolley..., how many...cues, no...ko, povya...ka, holy...ka
15. Read the poem. Find test words for words in the text once, vaz. Write the words in pairs. Match the test word to the word pelvis
Never!
Maybe twenty thousand times
Drop the iron basin.
And a porcelain vase
You can't drop it even once.
After all, twenty thousand times
We need twenty thousand vases. (A. Kondratiev.)
16. Write the words in three columns: with the letter z - in the first, with the letter s - in the second, with the letters z, s - in the third. Underline the letter z with a green pencil and the letter c with a blue pencil. Choose a test word for the voiced consonants. Write the highlighted words syllable by syllable.
sled, sat down, nice, smell, once, radish, exercise, stadium,sled, beautiful, pink, fabulous, frosty, eyes, note, low, pointer, sign, paint, narrow,curtain,clogged upspreading,light up, plasticine, ambush, gape.
17. Vocabulary dictation (based on a graphic diagram of the word).
Guidelines:
a) the speech therapist pronounces the word, Students give graphic image of this word, write the letters z, s, then write the whole word.
rubber, music, treated, ripe, splinters, cloth, piece, spring, greens
forced, gold, sparkled, arrogant, frozen, herd, sleeping, fell asleep, froze, shepherd, supplies, frost
Approximate list: eyes, hair, sled, pine, fire, strawberries, cabbage, basket.
18. Guess the riddles. Write down the answers. Underline the letters z, s. Write the highlighted words syllable by syllable.
Methodical instructions. The speech therapist writes out a riddle on the board or individual cards. Students read the riddle and complete this task. The correctness of the completed task is checked as work progresses.
Gray in summer, white in winter. This predator is talkative.
Thief,fussy,
Silver pendants - Chirpingwhite-sided
A trace of January frost - And her name is….
White-trunked….Word to explain: fussy.
Words to explain:
pendants, pearls.
White as snow, the house is open on all sides,
In honor of everyone. There are thousands of columns in the house.
Got in the mouth - Abovecolumnstents,
There he disappeared. Undercolumns- carpets.
They also live on carpets here,
Explain the expression: And in the columns,
"in honor of all." And in tents.
Word to explain: tent.
Goldensieve meltssnowball,
There are plenty of black houses. The meadow came to life.
How many little black onesdomkov, the day is coming.
So many little white onesresidents. When does this happen?
Snow on the fields, Frostsparkles
Ice on the rivers. When does this happen?
Guess: bunny, magpie, birch, forest, sunflower, sugar, winter, spring.
Fill in the missing words with the correct meaning into the sentences.
tooth - soup Zoya has a root pain... .
Grandma cooked a delicious...
goat - braid Zina has a beautiful, lush... .
Wandered into the garden...
rash - rash The patient had a red... rash.
It's scary in the swamp...
salt - pour the cucumbers with... brine.
We need... cucumbers for the winter.
sev - pharynx The patient has red... .
Spring has begun...
anger - drain There is no need... the dog.
The remaining water can be...
2. Complete the phrase with one word containing the sound s or z.
Sample: Knit a sock.
Carry... . Bring... . Bring... . Deliver... . To knit... . Tie up... .
Words for reference: bag, newspaper, sled, knot, socks.
3. Make up phrases using the words in points a and b.
a) frosty, cheerful, interesting, ringing, striped. Kremlevskie, tall, sultry, unsteady
b) fairy tale, air, song, sang, desert, fence, stars, zebra, bog
4. Make up phrases, matching the words in the first line with words that are suitable for meaning from the second. Then create sentences using these phrases.
a) samovar, lake, bus, bell, nightingale, grasshopper, snake
b) froze, boiled, crawled away, whistled, braked, chattered, rang
5. Make up and write down sentences with each phrase.
Ripe watermelon. Severe frost. Hibernation.
Tanned back. Angry dog. Healthy teeth.
Old umbrella. Frosty air. Ripe ear.
Caring sister. A brave deed. Starry sky.
6. Write out words with letters z, s from the texts. Underline the letter z with a green pencil, the letter With - blue.
Wait for us.
Smile, moon, laugh.
Soft light, spread around.
Let two rays stand before us
They will lie like rails.
We'll get off the ground.
So let's take off that only the stars
They'll rush past!
Don't be afraid - we will be back
Alive and unharmed.
Charger.
In order
Line up!
To charge
All!
We grow up brave
In the sun
Tanned.
Our feet
Fast.
Tags
Our shots.
The days began to noticeably decrease. Dusk is coming quickly. The night sky is overcast. Not a single star is visible on it. Dawn comes late.
The bell rang and the children quickly took their places. The snow quickly covered the hare's tracks. Ripe watermelons were brought to the collective farm market. The collective farmers mowed the ripe oats on time.
Golden meadow.
We lived in the village. In front of our window there was a meadow. Dandelions grew in the meadow, and the meadow was all golden. It was very beautiful.
One day I got up to fish. I looked out the window and saw that the meadow was not golden, but green. When I walked home in the afternoon, the meadow was again all golden. I began to observe. By evening the meadow turned green again. Then I picked a dandelion and examined it. It turned out that he had closed himself and hid his golden petals in a green cup.
When the sun rose, I could see the dandelions opening and the meadow turning golden again.
What interesting flowers, dandelions: they go to bed in the evening and get up in the morning.
(ByM. Prishvin.)
7. Insert words that make sense into the sentences.
It rang... and the students entered.... It began to rain, people opened.... The plane took off... and.... After... spring comes. Grandfather came to the children's Christmas tree... . The sun... is not enough. Here they come... and winter... .
8. Make sentences from these words.
Behind the fence, the dog barked. My teeth hurt a lot, Sonya. The dog was chasing the hare. Took a hare, a dog, a trail. The song stopped, suddenly, ringing. In, haystack, snake, hay, crawled away. The nightingale sang in the garden, ringing. Petals, Sonya, and Zoya collected roses. There was dew on the bushes sparkling.
roses and a vase, a dragonfly and a grasshopper, a basin and a pan, an elephant and a zebra, a snake and a mango bush.
Differentiation s - With in connected texts
Instead of dots, insert the missing letter z or s.
Winter.
Na...stupila...ima. There were...silent frosts. ...ina...yala...anki and went up the hill. She rode...ankas down the slide. Running after her...obakaTre...or. Not afraid...I...inamoro...ah.
Birch.
In...hell be...ka. Bere...ka was...whooping. On the... keg... up to... the apple. ...the apple was so...calculated in anger...until...tiki.
Carnation.
Look, look, everyone is taking ... mirrors
What kind of red light? From...green...flowed.
This is wild...dika
A new day is dawning. The baby squirrel sings
Yes, he eats nuts,
…This morning from the frost... and the nuts are not rotten
On...are...venyatber...s. The...e...shells...are hollow.
Subject. Differentiation Z-Z in words, sentences.
Differentiation of sounds K-T-G-D
teacher-speech therapist MDOU
"Kizilsky kindergarten No. 3"
With normal speech development, the sounds of “early ontogenesis” K, G, T, D are acquired by preschoolers by the age of 2-3 years.
One of the common defects in pronunciation is the replacement of the sounds K, G with the sounds T, D.
In the literature, sufficient attention has been paid to the production and automation of the rear lingual sounds K, G (,),
However, in practice, work for last years We are increasingly encountering cases of replacing the sounds T, D with the sounds K, G by preschool children.
When working with such children, difficulties arose in finding lexical material for the automation of the sounds T, D and their differentiation with the sounds K, G.
To solve this problem, we selected lexical material for correction of sounds T, D
1. Formation of perception of sounds T, D.
- "Clap (raise your hand, flag, chip) when you hear the sound T, D)."
The sounds are named interspersed with any sounds except G, K.
- “Clap (raise your hand, flag, chip) when you hear the syllable (ta, tu, from, dy, to).”
One of these syllables is called interspersed with any other syllables that do not contain the sounds G, D.
- “Clap your hands (raise your hand, flag, chip) when you hear a word with the sound T: (work, lotto, cloud, fog, mouth, table)”
- “Clap your hands (raise your hand, flag, chip) when you hear a word with the sound D”
(gardens, melon, smoke, daughter, outfits)
One of these words is named interspersed with any other words.
2. Isolated pronunciation of the sound T, D).
Repeated isolated pronunciation of a sound based on symbols or pictures (woodpecker and wheels)
"How do the train wheels rattle? - t-t-t,
How does a woodpecker knock on wood? - d-d-d.
The teacher shows the pictures one by one - the child pronounces the sounds T or D
3. Automation of T sound in layer gah
ta-ta-ta, to-to-to, to-to-to, you-to-you, to-to-to, to-to-to, to-you-to,
at-yat-ut, yut-et-it, at-at-at, ut-ut-ut, it-it-it, yat-yat-yat, ut-ut-ut, et-et-et, etc. d.
4. Automation of the sound D in syllables
yes-yes-yes, do-do-do, do-do-do, do-do-do, do-do-do, de-de-de
yes-dy-do, de-do-du, ada-oda-udu, uda-oda-ida, etc.
5. Automation of the T sound in words.
there, Tom, Tanya. Tolya, Tonya, Tom, Tamara, shoes, cabinet, axe, pipe, here, cloud;
salad, robe, fireworks, light, hello, mouth, mole, ticket, brother, leaf, writes, squeaks, flies,
flight, pilot, plane, howls, sings, draws, sculpts, beats, sleeps, sews, carries, carries, sits, does, lies, washes, reads, licks, offends;
old, curtain, hard, notes, table, chair, bus, wolf cubs, guys, girls, calves, lambs, chickens, ducklings, piglets, foxes, goslings, puppies
6. Automation of the sound D in words.
house, smoke, ladies, Danil, blowing, giving, melon, hole, thinking, firewood, oaks, yard, daughter, dacha, distance, giving, door, yard, Dasha, giving,
gardens, throws, outfits, melon, beard, cold, give out, dishes, water, here, trouble, medal, pedal, ice, necessary, rows, nearby, palms, lunches, victory, team, pyramid, shower, hollow, perfume,
7. Automation of sounds T, D in phrases and sentences
(simultaneous pronunciation of sounds T and D is allowed)
Tanya makes a salad. Tamara has new shoes. Tonya and Tolya are drawing. Airplanes fly there. Tonya sews a robe and curtains. An ax and a pipe lie near the cabinet. Guys and girls are sitting on the bus. The plane flies behind a cloud. The brother is sitting on a chair at the table. Dasha gave Danil new pencils. Smoke is coming from the chimney. There's a fountain there.
Wolf cubs and fox cubs hid in the forest. Smoke is coming from the chimney. Danila’s house is far from the gardens. Tolya and Dasha go to dinner. They opened the door and it became cold. Danil and Tolya wash their palms; they will have lunch. Cold water is poured into a bucket. Tamara has a plane and is taking off. Here are gardens, and there are houses.
Tanya is there. Tom is here. Here are your shoes. I think Danya is sleeping. The bunnies left tracks. Tom takes the lipstick. Piglets are sleeping in the garden. Dad tightens the screw. The guys are playing lotto. Tanya takes out dominoes. The foals are standing near the house. Grandfather chops wood. Grandfather has a beard. Baby squirrels are sitting in a hollow. In the shower water is coming. Friends eating melon. Tolya walks across the bridge.
8.Differentiation of sounds K-T,
Differentiation of K-T sounds by ear.
1. Alternate naming of isolated sounds. Game "Rain - Train". Instructions: “When I say “rain”, you pronounce the sound K, when I say “train”, you pronounce the sound T.”
2. Game "Palm-fist".
The child shows his palm if he hears a syllable with the sound T, clenches his palm into a fist if he hears a syllable with the sound K.
Differentiation of sounds K-T in syllables
Repetition of one, two and three syllables with the sounds K-T.
ka - ta - ka, ta-ta - ka, ta-ka, ka-ta, ko-to, to-ko, tu-ku, ku-tu, at-ak, at-ak, ut-uk, uk - ut
to-to-ko, to-to-to-ku, to-to-to, to-to-to, ak-at-ak, yat-yak-yat, o-ok-ok,
you-ky-ky, it-ik-ik, ik-it-ik, ka-ta-ka, ku-ku-tu, aka-ata, oto-oko,
ita-ika, tla-kla, ank-ant, ink-int, fta-fka, etc.
. Differentiation of K-T sounds in words
tank, cat, grass, crib, gate, bush, captain, current, rope, tassel, swallow, scarf, parsley, cheesecake, joke, couch, hammer, bone, plate, current, jumps, whines, pumpkin, office
paints, hood, rolls, digs, drags, branch, duck, room, hooves, skating rink, skein, so, cage, potatoes, candy, jacket, knock, hammer, boat.
9.Differentiation G-D sounds
Differentiation of G-D sounds by ear.
1. Alternate naming of isolated sounds. Game "Geese-Woodpecker". Instructions: “When I say “Geese”, you pronounce the sound “G”, when I say “Woodpecker”, you pronounce the sound “D”.
2. Game "Palm-fist".
The child shows his palm if he hears a syllable with the sound G, clenches his palm into a fist if he hears a syllable with the sound D.
Differentiation of G-D sounds in syllables
Repetition of one, two and three syllables with the sounds G-D.
Ga-da, dy-gy, go-do, do-go-do, doo-doo-gu, gee-dye-gye, oga-oda, oda-oga-oga, gna-dna, gra-dra-dra, dly-gly-gly, etc.
Differentiation of G-D sounds in words
catches up, cities, berries, friend, rainbow, vegetable gardens, road, guesses, weather, guess T
10.Differentiation of sounds K-T, G-D in sentences
Katya has a red jacket. The bunny eats a carrot. Danil plays as a tank. This is a gift from his friend Sergei. There are bones on the plates. The puppy whines near the garden. The cow eats grass. Dasha is walking with Tanya. Tolya reads a newspaper and a book. There is parsley on the plates. Galya and her friend are working in the garden. The hammer lies on the table. A bunny is jumping under a bush. The road runs along the garden. Galya is painting the house. After the rain a rainbow is visible. Thunder rumbles over the house. The fairy tale talks about a good gnome. The guys go to the skating rink. Tolya and Galya are skating at the skating rink. Katya reads the fairy tale “Puss in Boots.” Natasha was bitten by a mosquito. Vaska the cat loves milk and sour cream. Kolya drags a huge pike from the river with a fishing rod. A rainbow is visible over the city. A parrot sits in a cage. A cat and a whale are drawn on the card. Potatoes grow in the garden. Geese are grazing far away.
Katya collects a bouquet. A fly is flying in the room. The house has two floors. Kolya eats cake. There is a cactus on the table. The sailor looks through binoculars. I'm going to the pharmacy for cotton wool. Tanya puts on a jacket. There is a chest of drawers in the room. Mom puts on a scarf. There are sweets on the plate. Grandfather pulls a turnip. The stork's nest is high. There is a bus at the stop. A cat is sitting on the window. The spider weaves a web. Katya has a beautiful bow. Grandfather sees a hippopotamus.
11.Differentiation of sounds K-T, G-D in pure tongues
Ta-ka, ta-ka - we saw a beetle
Ick-it, ick-it - the plane flies
Now, now, now - he will fly far away
Ka-ta, ka-ta - we let the cat in
Ut-uk, ut-uk - planting onions in the garden
Ak-at, ak-at - Katya tears the salad
Whoa, whoa, whoa - there are bridges on the river
At-ak, at-ak - there is a tank in the garden
Aha-ada, aha-ada, - there is a high fence
Don-gon, don-gon - there is an empty carriage