Differentiation of sounds g to on the letter of the task. Differentiation g - k in words Training exercises

GOU TsVR "Blue Bird"
Moscow city

Lesson summary for grade 1 on the topic "Differentiation of sounds G-K, G'-K'"

Prepared by:
Korotkova Galina Viktorovna

teacher additional education

GOU TsVR "Blue Bird"

Moscow

Topic: "Differentiation of sounds G-K, G'-K'."
Purpose of the lesson: Distinguishing consonant sounds G - K, G'-K'.Tasks: Educational: - learning to differentiate sounds G-K;- consolidation of the concepts of "hard - soft" sound;- consolidation of the concept of "vowel" and "consonant sound";- strengthening the ability to divide words into syllables;- consolidation of knowledge about possessive adjectives;Developing: - development of auditory and visual perception;- development of phonemic hearing;- development of attention, logical thinking;-development of coherent speech;Educational: - educate interest in classes;- developing the ability to work in a team;- cultivating a friendly attitude towards colleagues,- developing the ability to listen to others.
Equipment: "city of sounds" - a demonstration poster with cell pockets (appendix 1),split pictures of sounds from the notebook "On the way to the ABC" (Appendix 2), glove puppet "Baba Yaga",a flower with four petals, each petal has a task,two posters "Fairy Glades",demonstration pictures "stove" and "broom",a chest with pictures of tails, a pointer.

Organizing time. Introductory part.

Didactic game "Collect a word": the group is divided into 2 teams,

Baba Yaga, we have fulfilled all your desires, let's release the animals toBaba Yaga gives the chest, and instead of animals there are only their tails.
B.Ya. : Guess whose tail, and he will immediately go to his master.After guessing, the tails are given to Baba Yaga, and she goes to the forest to distribute them to animals.

Summarizing.

What are the sounds that make their way through barriers called? What consonant sounds did we save from the captivity of Baba Yaga? What is the difference between G and G'? G and K? How to determine how many syllables are in a word? Whose tails did we return to their owners?

References:

Buneev R.N., Buneeva E.V., Kislova T.R. “On the way to the ABC”, part 4 Balass 2008 Illarionova Yu.G. "Teach children to guess riddles", M: Enlightenment, 1995. Collection "1000 and one riddle", M: Pilgrim, 1996. Kislova T.R. “On the way to the ABC. Guidelines to parts 3 and 4 "Balass 2008

Attachment 1.

city ​​of sounds
Appendix 2

P e h k a

M e t l a

Help for a beginner speech therapist.

"These deaf sonorous"

It is no secret that one of the most common disorders in the phonetic and phonemic underdevelopment of speech in a child is the difficulty of differentiating consonants into voiceless and voiced. The child can correctly pronounce words with paired consonants, but in the speech of another person it is difficult to distinguish them.

The simplest test for the repetition of syllables with oppositional sounds immediately reveals this problem.

Correction of this defect can be hampered by minimal dysarthria disorders, in which the voice function suffers.

To work with such a violation, a speech therapist has to select a lot of lexical material to differentiate oppositional sounds, use a variety of game techniques to keep the child interested in the lesson.

I hope that the outline I propose will help colleagues in the preparation of subgroup, group and individual lessons on this topic.

Abstract of the lesson.

Topic: "Differentiation of sounds K - G on the material of words and sentences."

Goals:

1. Development of phonemic hearing: teach children to differentiate sounds K and G by ear.
2. Formation of operations of phonemic analysis: awareness of the position of the phoneme in the word.
3. To teach children in practice to apply the rule of writing consonants K and G at the end of a word.
4. Development of the psychological base of speech: the development of visual linear memory.

Equipment:

• subject pictures: horses, wolf, window, skirt, mushroom, leg, needle, book, boy, girl, skates, globe, pencils, cubes, garland, board game, gladioli; pictures of a boy, a picture of a girl;
• cards with words in which the letters K and G are missing;
• flashcards with pairs of words to complete sentences;
• plot picture "Children in the forest pick mushrooms and berries."

Course progress.

1. Organizational stage.

Task: using the example of paronymic words to show the meaning correct pronunciation sounds.

My nephew Ilyusha lives in another city, studies, like you, in the second grade. Yesterday he called me and said:

“I go to the second eye. This training cat is very difficult. Recently got a goal. Come to the bones, we will go to the crust.

Which of you understood what Ilyusha was talking about?

What was the right way to say it?

What sounds does Ilyusha confuse? (K and G)

And what happened to the words when he mispronounced the sounds? (They have changed their meaning, their meaning.)

Who will now say why you need to pronounce sounds correctly? (So ​​that we are understood, and we can convey our thoughts).

Stage 2: Approximate.

Purpose: To clarify the articulation of the sounds K and G, to show their similarities and differences.

Speech therapist: Today we will learn to compare and distinguish between sounds that Ilyusha confused.

But first, let's remember what sounds are? (vowels and consonants)

How do they differ from each other?

What sounds will we compare and distinguish? (K and G).

Let's remember what we know about the sound K. (This is a consonant sound).

And why? (There is an obstruction in the mouth)

Let's all pronounce this sound together and feel the position of the lips and tongue. (Children and speech therapist say aloud.)

What prevents the air from escaping freely, what forms a barrier in its path? (The back of the tongue arches, closes with the sky, preventing the air from escaping. Therefore, the air breaks through with noise).

Listen to me pronounce this sound. Has anyone heard a voice? (Not).

So what is this sound? (Deaf)

Let's all pronounce the sound G together and give it a description. (The sound G is vowel. There is a barrier in the mouth - the back of the tongue arches, closes with the sky and prevents air from passing through).

How are the sounds K and G similar? (Both sounds are consonants, when pronouncing both sounds, the barrier is the tongue)

And how are they different? (Sound G - voiced).

3. Phonemic analysis: highlighting the sounds K and G and determining their position in the word.

Twins Kolya and Gali have a birthday. They brought gifts, and the guys mixed them up. Let's help the kids sort out the gifts! If there is a G sound in the name, this is a gift for Gali, and if K - for Kolya.

Children disassemble subject pictures - skates, a globe, a book, a book, pencils, a board game, gladioli, cubes.

4. Exercise for the development of linear memory.

A) - What did Kolya get as a gift? (skates, book, pencils, cubes.)

What did Galya get as a gift? (globe, book, board game, gladioli).

B) - Find objects in the picture whose names contain the sounds K and G

A plot picture is put on the board: Children in the forest pick mushrooms and berries.

Name all the objects that have the sound K in their names.

Name all the objects that have the sound G in their names.

4. Differentiation of sounds K and G in words.

What sounds were we looking for when sorting out presents? (K and G)

How do we record sounds? (Letters Ka and Ge)

A) According to subject pictures: Write in syllables the names of the depicted objects (horses, wolf, window, skirt, mushroom, leg, book, needle).

Formation of phonemic analysis operations.

Name the first picture. What sound are you making? Where did you make this sound? (at the beginning, at the end, in the middle of a word)

The results are checked out loud together with the subgroup.

B) On the cards: insert the missing letters in the words.

Guess which of the four words is superfluous (for example, all with the sound K, and one with the sound G).

Strawberries, grapes, chicken, doll.
Needle, doves, picture, geese.
Lambs, cow, garland, gymnasts.
Bullfinch, basket, paper, mountain.
Rainbow, hand, buttons, snowman.
Cuckoo, berries, parrot, peas.

C) - I will say the words, and you will repeat only those where you hear the sound K:

Dahlia, frog, teacher, write down, soon, potatoes, chicken, paper, cinema.

D) Repeat the words in which there is a sound G:

Berry, song, laugh, load, magpie, mustard, grieve.

E) We will play a game: "Change the sound."

Write the words in your notebook, changing the sounds K to G and vice versa.

What will you do? (Children must repeat the instruction, so the speech therapist checks if the instruction is clear).

Tracing paper - pebbles, grotto - mole, caviar - needle, Galina - viburnum, voice - ear.

Tell me what happened. Explain the meaning of the words.

E) Write down the answers:

Lots of dresses, lots of crunch.
What is her name?
(Cabbage)

Without a head, but with a hat.
One leg, and that without a boot.
(Mushroom)

red paws
Pinch on the heels
Run without looking back.
(Goose)

G) Complete the sentences by choosing the right words:

Football player scores...
A sharp one was driven into the ground ...
(Goal, count)

The mouse is dragging into a huge grain mink ...

In winter, snow is poured in the park ... (Crust, slide)

There was a childish ...

Arriving at the gate...

The dog gnawed ... (Guests, bones)

5. Rule of pronunciation:

The sound "G" at the end of the word is deafened, and the sound "K" is heard.

It turns out that it is necessary not only to hear well, but also to know the rule! And not only to know, but also to learn how to apply it.

1) Change the words so that after the consonant G or K a vowel appears (orally):

iron - irons
ravine - ravines
tie - ties
stack - stack
shore - coast
boots - boots

2) What letter will we write in words?

Snow fell on the threshold.
The cat baked himself a cake.
In the meantime, sculpted and baked,
The pie flowed in a stream.
Make your own pies
Not from snow - from flour.

3) The game "Who will come to the finish line first?"

On the board, two students must insert the letters K and G that are missing at the end of the words, explain the rule and choose a test word.

Summary of speech therapy.

Our lesson has also come to an end. Who can say what we did in class today?

Why is it important to pronounce sounds correctly? (To correctly understand and convey in words the meaning, that is, your thought).

Purpose: to consolidate knowledge about the sounds [G, G "- K, K"] and the letters G, K.

Tasks:

Educational:

1. To form the ability to differentiate sounds [G, G "- K, K"] by ear and in pronunciation: in syllables, words, phrases, sentences, text;
2. fasten articulation patterns sounds [G] - [K];
3. Improve the skill sound analysis and synthesis.

Developing:

1. Develop fine motor skills be able to coordinate movements and speech;
2. Develop cognitive mental processes: attention, memory, thinking;
3. Develop phonemic processes.
4. Develop communication skills, the ability to listen, express your point of view, come to a compromise solution, argue and non-aggressively defend your position.

Educational:

1. Cultivate a communication culture.

Course progress.

I. Organizational moment.

Hello guys! It's a new day, you've come on speech therapy lesson. Smile at me, smile at each other.
- Please take a deep breath through your nose and lift your right shoulder. Imagine that you breathe in freshness, kindness and beauty. today! Now exhale. Once again: inhale through the nose, raise the left shoulder, exhale through the mouth. And last time- inhale and exhale. Well done.
- In order to speak correctly, beautifully, let's take mirrors, perform articulation gymnastics for language.
"Fence"
"Tubule"
We alternate: "Tube" - "Fence"
"Shovel"
"Slide"
We alternate: "Shovel" - "Hill"

II. Introduction to the topic of the lesson.

Guess the riddles:
1. Who is on the tree, on the bitch
The score is: "Ku-ku, ku-ku"? (cuckoo)
What is the first sound in the word cuckoo.
2. I respect water very much in any bad weather.
I stay away from dirt
Clean gray.... (goose)
What is the first sound in the word goose.
- What paired consonants will we work on distinguishing in class?
- Write the date in your notebooks.

III. Work with training tasks.

Today in the lesson we will be helped by a gnome. It is shown on the slide. He will give us tasks on the computer. Get ready to do his job.

Task number 1. Clarification of the characteristics of sounds [k, k "- g, g"].

Pronounce the sounds [k, k "- g, g"].
1. Choose the correct characteristic of sounds [g], [g "] - [k], [k"]
a) Sounds [Г], [Г "] - vowels, voiced
Sounds [K], [K "] - vowels, deaf
b) Sounds [G], [G "] - consonants, deaf
Sounds [K], [K "] - consonants, voiced
c) Sounds [Г], [Г "] - consonants, voiced
Sounds [K], [K "] - consonants, deaf (correct answer)
2. Choose the correct characteristic of sounds [g], [g "] - [k], [k"]
a) Sound [G] - consonant, voiced, soft
Sound [G "] - consonant, voiced, solid
b) Sound [G] - consonant, voiced, solid
Sound [G "] - consonant, voiced, soft (correct answer)
c) Sound [K] - consonant, sonorous, soft
Sound [K "] - consonant, voiced, solid
d) Sound [K] - consonant, deaf, hard
Sound [K "] - consonant, deaf, soft (correct answer)
3. Sounds [G] - [K] relate to each other as:
a) Hard - soft consonants
b) Stressed - unstressed vowels
c) Paired consonants (correct answer)
d) Vowels-consonants
Development of phonemic hearing and sound analysis skills.

Task number 2. Isolation of sounds [G], [G "] - [K], [K"] from words.

1. Look at the pictures. In which group of pictures do the words contain the sounds [Г - Г "]?
Suggested pictures:
- cow, pear
- basket, crown
- mushroom, guitar
- corn, pomegranate
- In which group of words are there sounds [g - g "]? Write down these words, underline the letter g.

2. Look at the pictures. In which group of pictures do the words contain the sound [k]?
Suggested pictures:
- mushroom, kettlebell
- feeder, peas
- mosquitoes, rooks
- chickens, goats
- Name the pictures in each group.
- In which group of words does the sound [k] occur? Write these words, underline the letter k in them.

3. Find an extra picture? Why is it extra?
Suggested pictures:
- mushroom, mountains, picture, thermometer
- cage, trough, sneakers, thunderstorm
- Name the pictures in each group. What word is missing?

4. Read and guess the riddles. In the name of which riddle do we hear the sound [k]?
a) Black, agile flies,
There are enough worms on arable land,
In the summer he goes to the plowman,
And in the winter he leaves with a cry. (rook)
b) red paws,
Long neck,
Heel pinching -
Run without looking back. (goose)
c) does not speak, does not sing
And who goes to the owner, -
She lets you know. (dog)
Gymnastics for the eyes.
Blink your eyes. Repeat 5-6 times. Close your eyes. Perform circular movements with your eyeballs. eyes closed right and left. Repeat 2-3 times on each side.

Task number 3. Sound letter analysis of words

1. What word scheme corresponds to this picture?
Suggested pictures: cage, frog.
There are 4 schemes for each word.
By the way, the cell is the correct scheme number 2
By the way, the frog is the correct scheme number 4

2. Look at the pictures. In what word does the sound [r] stand in the same place as in the word cucumber?
Suggested pictures: carrot, goose, vegetable garden, anchor, shoes, cabbage.
- Say the word cucumber. What is the number of sound [r]? (second)
- Name the objects shown in the pictures.
What words have the [r] sound?
- In what word is the sound [g] the first?

3. Name the pictures. Determine what sounds [G - G "] or [K - K"] in these words, select the appropriate schemes for them.
Suggested pictures: mushroom, pear, key.

- Determine which sounds [g - g "] or [k - k"] in given word. Select the appropriate scheme.
Mushroom - letter g, scheme No. 2
Pear - letter g, scheme No. 1
The key is the letter k, scheme No. 1

4. Determine what sound [g] or [k] is in the word, what is its value?
Suggested pictures: mittens, grapes.
- Can you tell me what is in the picture?
- What is the sound [g] or [k] in this word. Determine what number it is worth.

Fizminutka.

To begin with, we turn our heads.
Turnover and turnaround, and then vice versa.
We raise our hands up, slowly lower them down.
We pull them up again. Well, my friend, do not be lazy!
Turns left - right, it's easy fun.
We all know for a long time - there is a wall, and there is a window.
We squat quickly, deftly. Here, the trick is already visible.
To develop muscles, you need to squat a lot.
And now walking in place is also interesting.
Our vacation is over, guys, it's time for us to go to school again.

Task number 4 Recovery of words and sentences with the letters G - K.

1. Insert the missing letters g or k into the words.
Mouse _ a, _ oshka, ma _azin, doro _ a, wa _ he
(mouse, cat, shop, road, wagon)

2. In the spelling of which words are the syllables GA - GU - GI omitted?
GA: ru __ (ka), vu __ (ha), but __ (ha), re __ (ka), soba __ (ka), du __ (ha).
GU: (gu) _ si, (ku) __ ry, (gu) __ son, (gu) __ dock, (ku) __ rort.
GI: (ki) __ but, (gi) __ mnast, kru __ (gi), kni __ (gi), shirt __ (ki).

3. In the spelling of which words are the syllables KA - KO - KI omitted?
KA: (ka) __ mice, (ha) __ zeta, mountains __ (ka), one hundred __ (ha), vet __ (ka).
KO: (ko) __ for, wa __ (go) n, (ko) __ nk, (ko) __ leno, (go) __ nk.
KI: (ki) __ heels, (gi) __ ri, (ki) __ length meter, on __ (ki) p, (gi) __ hyena.
- Determine which words are missing these syllables.

4. Choose the right word for the meaning.
Soon (guests, bones) will come to us. Near the house grew (dense, bush) currants.
Sitting on the roof of the house (year, cat). Behind our house (mountain, bark).
How many words are in the first sentence? Write down this offer. Draw a diagram for it.
Similar work is carried out with the second, third, fourth sentence.

5. Find words that are misspelled.
Today at the lesson we guessed riddles (riddles). blew strong wind, cremated (rattled) chrome (thunder). A cuckoo (cuckoo) is humming (cuckooing) in the forest. Galya paints a garten (picture) with colored crayons (pencils). In the forest, the guys picked white cribs (mushrooms) and ripe yakodas (berries). The rain stopped and the sun came out. (Sun).

V. Summary of the lesson. Reflection.

What sounds did you work on in class today?
Did you manage to complete all the tasks?
In what tasks did you make mistakes?
What rating would you give yourself?

K. G. U "Special (correctional) boarding school

for children with handicapped»

City of Ridder Department of Education

East Kazakhstan region

Speech therapist: Shamonaeva E.V.

Ridder 2012 - 2013 academic year

Topic: Differentiation of sounds [ to] and [r]

Educational: consolidate children's knowledge of the differentiation of sounds [ to] and [g], learn to distinguish sounds [ to] and [r] in an isolated form, in syllables, words, phrases, sentences and in coherent speech. To form the ability to correctly complete the tasks proposed by the teacher.

Developing: develop, phonemic awareness, memory, attention, thinking, spelling vigilance, students' vocabulary, organs of articulation, sensory sphere.

Correct speech skills

Educational: to cultivate interest in correctly sounding speech, interest in the subject through the use of different methods and techniques.

During the classes:

Org. PPN moment

The bell rang and class began.

Reporting the topic and objectives of the lesson

Today our lesson will not be quite ordinary, because many guests have come to us, and we will arrange competitions. And before the competition, athletes always warm up, that is, they prepare, and we will also do a little warm-up now.

Finger gymnastics (sort the beans by color: white on one plate, red on another)

Articulation gymnastics: doing exercises in front of a mirror - " delicious jam, Painter, Brush your teeth (inside and outside), Gorka»

Gymnastics for the eyes

Here we are prepared, warmed up and ready for the competition, but let's remember

What is our speech? (sounds, syllables, words, phrases, sentences, connected speech).

For which two large groups share sounds? (vowels and consonants)

What are the consonants? (hard and soft, voiced and deaf)

What two groups are vowels divided into? (showing softness and hardness of consonants).

7 . Clarification of the articulation of sounds [ to] and [r]

BUT) clarification of the correct articulation of sound [r]

1) lips in a smile

3) the tip of the tongue is lowered down, the back of the tongue touches the hard palate.

5) Characteristics of the sound G - consonant, sonorous, hard, soft.

B) clarification of the correct articulation of sound [ to]

1) lips in a smile

2) teeth are close together, but open

3) the tip of the tongue is lowered down, the back of the tongue is lowered to the soft palate.

5) Characteristics of the sound K - consonant, deaf, hard, soft.

1 task "Listen carefully"

A sound row is offered if students hear the sound [g] - raise the red circle if the sound [ to] - raise the blue circle.

M K L G R S K A G I G W K O F K X G T V K Z G

Task 2 "Say the opposite."

The speech therapist pronounces syllables, children should name the syllable in reverse

KA GU YAK OG

KE IG UK GA

YUG UK GE CO

KEY GO AC GO

3 task "Encryption"

Where can there be a sound in words (at the beginning, in the middle and at the end)

ABKEVGAERMIOUTM ( aquarium, hippo)

WOLGIUTRKEATS(snail, cucumber)

PBOAPBUOGCHAKYA ( parrot - butterfly)

SCAOPMOPGAIS(boots, compass)

RYABDLUOGKAO(rainbow, apple)

GPIETRASRIAK(guitar - peach)

UGTUKS(duck, goose)

GKLAORBTUAS(globe, map)

4 task "Truck"

Children perform a task on a computer, and in parallel, work is underway on cards - to connect the pictures in the title, which have a sound with the corresponding letter.

5 task "Literacy"

Recall the spelling rule for paired consonants. Words are offered, children must insert the missing letter and pick up a test word.

Task 6 "Make phrases"

What groups are words divided into?

Compose phrases

prickly pear

clay rainbow

square cucumber

yellow jug

brick parrot

Sour Boots

talking cube

colorful hedgehog

salty garage

task "Come up with a proposal"

Come up with sentences with the word combinations.

8 task "Talker"

Learning tongue twisters

We bought Yegorka a sled for a slide

All winter Yegorka rode a hill.

7 . The result of the lesson, awarding the winners. What sounds did we work with today, how are these sounds similar, how do they differ

Introspection of the lesson

Topic: Differentiation of sounds [k] and [g]

it frontal lesson, which was attended by students of grade 3, with diagnoses: OHP level 3 and a violation of sound pronunciation

Goals:

Educational: to consolidate children's knowledge of the differentiation of sounds [k] and [g], to learn to distinguish the sounds [k] and [g] in an isolated form, in syllables, words, phrases, sentences and in coherent speech. To form the ability to correctly complete the tasks proposed by the teacher.

Developing: to develop, phonemic hearing, memory, attention, thinking, spelling vigilance, student vocabulary, organs of articulation, sensory sphere.

Correct speech skills

Educational: to cultivate interest in correctly sounding speech, interest in the subject through the use of different methods and techniques.

This topic planned in common system speech therapy work. speech material corresponds to the topic and objectives of the lesson, which was built logically and consistently. The form of conducting and methods of the lesson contributed to the activation of the mental activity of the students, which made the lesson a single whole, captured the feelings of the children. At the lesson she taught to think constantly, helping with questions and assignments. During the lesson, a protective regime was observed, and the methods and techniques used did not cause overwork in children. The lesson was carried out individually - a differentiated approach - it was possible to trace when working on a computer. The tone and speech of the teacher were friendly, conducive to communication and joint work with kids. The children were very active in the class and did the tasks with great pleasure. The theme of the lesson is revealed, the goals are achieved.

Differentiation of sounds K-T-G-D

teacher-speech therapist MDOU

"Kizilsky Kindergarten Number 3"

With the normal development of speech, the sounds of "early ontogenesis" K, G, T, D are assimilated by preschoolers by the age of 2-3.

One of the common defects in pronunciation is the replacement of the sounds K, G with the sounds T, D.

In the literature, enough attention is paid to the production and automation of back-lingual sounds K, G (,),

However, in the practice of working for last years Increasingly, one has to meet with cases of replacing the sounds T, D with the sounds K, G by children of preschool age.

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 have chosen lexical material for the 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)".

Sounds are called interspersed with any sounds except G, K.

- "Clap, (raise your hand, flag, chip) when you hear a syllable (ta, that, 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, loto, cloud, fog, mouth, table)"

- "Clap your hands (raise your hand, flag, chip) when you hear a word with a D sound"

(gardens, melon, smoke, daughter, outfits)

One of these words is called interspersed with any other words.

2. Isolated pronunciation of the sound T, D).

Multiple isolated pronunciation of sound based on symbols or pictures (woodpecker and wheels)

"How do the wheels of the train knock? - t-t-t,

How does a woodpecker knock on a tree? - d-d-d.

The teacher alternately shows the pictures - the child pronounces the sounds T or D

3.Automation of sound T in slo gakh

ta-ta-ta, so-and-so, tu-tu-tu, you-you-you, ta-tu-that, tu-ta-you, that-you-that,

at-yat-ut, yut-et-it, at-at-at, ut-ut-ut, it-it-it, yat-yat-yat, yut-yut-yut, et-et-et, etc. d.

4. Automation of sound D in syllables

yes-yes-yes, do-do-do, do-do-do, doo-doo-doo, de-de-de

yes-dy-do, de-do-du, ada-ode-udu, uda-ode-ida, etc.

5. Automation of the T sound in words.

there, that, Tanya. Tolya, Tonya, Tom, Tamara, shoes, pedestal, axe, pipe, here, cloud;

salad, dressing gown, salute, light, hello, mouth, mole, ticket, brother, sheet, writes, squeaks, flies,

flight, pilot, plane, howls, sings, draws, sculpts, beats, sleeps, sews, carries, carries, sits, does, lies, erases, 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 sound D in words.

house, smoke, ladies, Danil, blow, give, melon, hole, think, firewood, oaks, yard, daughter, dacha, distance, give, door, yard, Dasha, give,

gardens, throws, outfits, melon, beard, cold, give out, dishes, water, here, trouble, medal, pedal, ice, it is necessary, rows, next to, palms, dinners, 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 is making a salad. Tamara has new shoes. Tonya and Tolya are painting. Airplanes fly there. Tonya sews a bathrobe and curtains. An ax and a pipe lie near the pedestal. The boys and girls are on the bus. The plane flies behind the clouds. The brother sits on a chair at the table. Dasha gave Danil new pencils. Smoke comes out of the chimney. There's a fountain there.

Wolf cubs and foxes hid in the forest. The smoke is coming from a pipe. Danila's house stands far from the gardens. Tolya and Dasha go to dinner. Opened the door, it became cold. Danil and Tolya are washing their hands, they will have dinner. Poured in a bucket cold water. Tamara has a plane, he flies in flight. Gardens here, houses there.

Tanya is there. Here is Tom. Here are your shoes. I think Danny is sleeping. The rabbits left footprints. Tom takes lipstick. Pigs are sleeping in the garden. Dad turns the screw. The boys are playing loto. Tanya takes out dominoes. The foals are at home. Grandpa is chopping wood. Grandpa has a beard. The squirrels are sitting in a hollow. There is water in the shower. Friends eat melon. Tolya walks across the bridge.

8.Differentiation of sounds K-T,

Differentiation of sounds K-T by ear.

1. Alternate naming isolated sounds. Game "Rain - train". Instructions: "When I say "rain" you say the sound K, when I say "train" you say 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, something, that-ko, tu-ku, ku-tu, at-ak, at-ak, ut-uk, uk - ut

to-to-to, to-to-to, to-to-to, to-to-to, ak-at-ak, yat-yak-yat, from-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 sounds K-T in words

tank, cat, weed, crib, gate, bush, captain, current, rope, tassel, swallow, scarf, parsley, cheesecake, joke, couch, hammer, bone, plate, current, jumps, whines, pumpkin, cabinet

paints, hood, rolls, digs, drags, branch, duck, room, hooves, skating rink, skein, so, cage, potato, candy, jacket, knock, hammer, boat.

9.Differentiation sounds G-D

Differentiation of sounds G-D by ear.

1. Alternate naming of isolated sounds. Game "Geese-woodpecker". Instruction: "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 sounds Г-Д in syllables

Repetition of one, two and three syllables with the sounds G-D.

Ga-da, dy-gee, go-do, do-go-do, doo-doo-goo, gee-dy-gee, oga-ode, oda-oga-oga, gna-bottom, gra-dra-dra, dly-gli-gli, etc.

Differentiation of sounds Г-Д in words

catches up, cities, berry, girlfriend, rainbow, vegetable gardens, road, guesses, weather, guess t

10.Differentiation of sounds K-T, G-D in sentences

Katya has a red sweater. Bunny eats carrots. Danil plays as a tank. This is a gift from his friend Sergei. There are bones on the plates. The puppy is whining near the garden. The cow eats grass. Dasha walks with Tanya. Tolya reads a newspaper and a book. There are parsley on the plates. Galya and her friend work in the garden. The hammer is on the table. A bunny jumps under a bush. The road goes along the garden. Galya paints the house. After the rain, a rainbow is visible. Thunder rumbles over the house. The story is about a good dwarf. The guys go to the rink. Tolya and Galya are skating on the 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. The parrot sits in a cage. A cat and a whale are drawn on the card. Potatoes grow in the garden. Geese graze 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 go to the pharmacy for cotton wool. Tanya puts on a jacket. There is a chest of drawers in the room. Mom puts on a headscarf. There are sweets on the plate. Grandfather is pulling a turnip. The stork's nest is high. There is a bus at the stop. A cat is sitting on the window. The spider spins a web. Katya has a beautiful bow. Grandpa sees a hippopotamus.

11.Differentiation of sounds K-T, G-D in tongue twisters

Ta-ka, ta-ka - we saw a beetle

Ik-it, ik-it - the plane flies

That-ko, that-ko - he will fly away

Ka-ta, ka-ta - we let the cat in

Ut-uk, ut-uk - we plant onions in the garden

Ak-at, ak-at - Katya tears the salad

Ky-you, ky-you - there are bridges on the river

At-ak, at-ak - there is a tank in the garden

Aha-hell, aha-hell - there is a high fence

Don-gon, don-gon - there is an empty car