Speech therapy exercises to distinguish between paired consonants. Logopedic notebook "differentiation of paired consonants"

Difficulties in differentiating phonemes that have an acoustic-articulatory similarity in junior schoolchildren lead to confusion of letters in writing. Confusion indicates that the writer singled out a certain sound in the composition of the word, but chose the wrong letter to designate it. According to the acoustic-articulatory similarity, paired voiced-voiced consonants are often mixed: b-p, v-f, d-t, s-s, g-k, sh-zh. The features of the pronunciation of the sounds of these pairs are in the same articulation patterns.

At the same time, voiced consonants are pronounced with more participation of the voice than deaf ones. In a speech stream, especially when pronouncing words in a whisper, when students dictate to themselves, the differences between these sounds are “blurred”. The child is guided by articulation, and insufficiency phonemic representations and differentiation characteristic of children with speech defects, is decisive in the occurrence of such specific errors. Mixings are observed in a clear position: “snowy”, “kartovel”, “shuravl”, “round”, “stoked”, “toiled”. Errors are persistent.

In order for correctional work to be effective, it is necessary to observe the following general didactic requirements and principles of corrective speech therapy activities: sequence, phased formation of mental actions, consistency, reliance on different analyzers, and an integrated approach. Consider the system corrective work on the example of paired consonants c-z:

1. We select sounds from words in the initial position according to subject pictures.

2. We refine the articulation and sound of the mixed sounds. At the same time, we rely on visual, auditory, kinesthetic analyzers. We correlate the sound and the letter using mnemonic techniques. This is especially important for first-graders, who have instability in correlating a phoneme with a grapheme, the connection between meaning and meaning has not been strengthened. visually letters. For example, the sound "Z" is a song of a mosquito. When pronouncing a sound, we put our palm to the throat, we feel the vibration of the vocal cords.

3. Differentiate sounds and letters in syllables. Task types:

• Read syllables according to syllabic tables in pairs, selectively (only with the letter s, z)

• Show (write down) the first syllable in the words: teeth, soups, north, zebra, hare, sled, hear, evil, beets, stars, etc.
• Show (write down) the last syllable of words: carry, carry, frost, scales, benefit, dew, etc.
• Show (write down) the second syllable of words: they threw, cut, mowed, drove, called, sent, goat, foal, etc.
• Think of a word that starts with the given syllable.

4. Differentiate sounds in words. Task types:

• Read and write the words, inserting the missing letters C, Z.
• Read and write the words, adding the appropriate syllables:
  SA-ZA: va__, gla__, Li__, li__, past__, o__, flask__, miracle__, next__, gro__, pol__, polo__.
• Change the underlined letter to C or Z to get a new word:
  
• Run syllabic word patterns indicating the letters C, Z: drifts, shone, smeared, see through, green, gold, pines, stepped, strawberries, etc.
• Arrange pictures (words) in two columns according to the presence of sounds C, Z.
• Puzzles. Write down the answers, make a syllable scheme or encrypt, indicating the serial numbers of the letters C, Z

a) Not caring about the weather, he walks in a white sundress,
And in one of warm days May gives her earrings (Birch) - Z5

b) Gold coins fall from a branch ( Autumn leaves) - С2 С3
Why then is he considered a bird? (Ostrich) - С1С6

c) The striped horses play hide-and-seek all day long. (Zebras) - Z1

• Working with pairs of words in which sounds and letters C, Z are semantic distinguishers:

b) insert a letter in the context: prickly ro_a, cold ro_a; _to pour water, _to pour a dog.

c) Complete the sentence with a word from the pair:
Mowing the grass ..., nibbling the grass ... (scythe, goat)

d) Make a sentence with each word of the pair.

5. We differentiate sounds and letters in phrases and sentences.

• Insert the letters s, z into the words of phrases, sentences (proverbs):

• Make up phrases, choosing words from brackets:

• Insert letters into phrases. In which words do consonants require verification?

• Insert the missing words in the sentences - the names of the pictures:

Children blinded ... . Elder sister went to…. On ... Zoya forgot her scarf.

• Find the mistakes in the sentences:

On the branches of a birch we noticed a flock of bullfinches. On the dragonfly chamomile - golden eyes.

• Make sentences from the words:

a) there are a lot of fairy tales, Sonya knows, interesting; b) feeders, children, hang, trees, on;

6. Differentiate sounds and letters in texts.

• Write the text, inserting the missing words with the letters C, Z into the sentences.

It's cold... Snow covered the ground with white... (with what?). Aspens and (what?) ... put on ... (what?) fur coats. At the porch tall ones grew ... (what?). Snow... (what does it do?) bright sparkles in the sun. Frost (what did he do?) glass ... (what?) Patterns. The kids are running ... (with what?) Up the hill.

Reference words: tablecloth, birches, snowdrifts, sleds, snowy, high, shines, sparkles, sparkles, painted, decorated, fabulous, intricate.

• Statement on questions and plan.

Tuzik. Vasya has a dog Tuzik. Tuzik sits by the fence. Vasya gives him bones. Tuzik gnaws bones.

Birch. There is a tall birch in the garden. Chaffinch's nest on the birch. He dragged leaves into the nest. The finch sings loudly.

Brave Thrush. Cat Vaska strayed from home. He began to search for his own food. Once the cat noticed a thrush's nest. Vaska's eyes sparkled. He climbed to the very hollow and launched his paw. Drozd rushed at Vaska. He began to peck at his nose and eyes. The cat got scared and started to run.

Gourmand. Marquis's cat was very strange. she loved sweet Honey. Once the Marquise was basking in the sun. Then she smelled a familiar scent. The cat opened its green eyes and moved towards its cherished goal. In front of the hive, Marquise stood up on her hind legs. She put her sweet little muzzle into the hive. And suddenly there was a loud cat screech. Marquise rushed into the bushes.

Plan. 1. Strange cat.
2. Familiar smell.
3. Left without honey.

Correction goal: To learn to distinguish voiced and deaf consonants [p-b] in oral speech and in writing.

Lexical topic: Enrich active and passive vocabulary on the topic “Art. Its types"

Development of non-speech processes:

Develop phonemic processes;
- Develop fine motor skills and tactile sensations;

Equipment: plot pictures on the topic “Art. Its types”, stencils (birch, poplar), handouts for each student in the form of logs and rafts, punched cards, semolina, spacing, workbooks, pens.

Lesson progress

I. Organizational part.

Greetings. Seating at workplaces.

II. Lesson topic message.

Today we have guests for class. Look who is it? (Girl and boy) They are brother and sister. Our heroes live in Magic country. Let's get to know them. Introduce your name.

But they won’t give you their names so easily, you have to guess for yourself. I have only one hint. The names of these children begin with consonants [p] and [b].

You guessed right. Their names are Polina and Boris. What sound do children's names begin with?

Describe these sounds. What are they?

Work with individual mirrors, comparison of articulation modes.

Today for the lesson we will distinguish paired consonant sounds [p-b] in syllables and words.

III. Presentation of new material.

An evil wizard took our heroes from their castle. And in order to return home, they need to overcome various trials. Let's help them.

1. The first test is a swamp. In order to pass through it, Polina and Boris will have to jump over swampy bumps. And you will help them with this.

I will name the syllables, and you must memorize them and repeat them in the same sequence. If you make a mistake, one of the heroes will fall into the swamp. And you will have to save him, repeat these syllables two more times.

2. Well done, you helped overcome the first obstacle. Polina and Boris went to further way and found themselves on the edge of a cliff. To get to the other side, our heroes need to go through a narrow hanging ladder. Some of the boards are rotten, and in order not to fall into the abyss, you need to complete the following tasks.

Encrypt words with the letters "P" and "B", indicating their place in the word with a number. According to the model: Opera - P 2, ballet - B 1.

Words: opera, ballet, performance, premiere, audience, singer, ticket, writer, poet, easel, palette.

You coped with this task as well, and our heroes successfully reached the other shore. Now let's remember what words you encrypted. All these words we can combine into general theme? What? (Art)

Who can say what art is? What do we mean by this word?

Art is a creative reflection of reality in artistic images.

What kinds of art do you know? Work with plot pictures depicting various types of art (architectural buildings, sculpture, painting, theater and ballet performances)

Look at the pictures and say the name this species art.

3. Polina and Boris moved to the other side and ended up in a fairy forest. Trees grow in this forest, look at what. These are poplar and birch.

Now I will give you stencils that you will have to circle, birch should be located on the worksheet on the right, and poplar on the left.

What paired consonants are found in the names of the trees you have circled? Write the letter "B" under the birch, and "P" under the poplar. So that our heroes go through a fairy forest. It is necessary to write down the words correctly, under each tree, emphasizing the consonants "p, b".

Words: sing, fight, stick, beam, board, port, barrel, kidney, arable land, tower, fence, constipation, butterfly, daddy.

4. And you coped with this task, Polina and Boris found themselves in a clearing, near the river. But suddenly flew strong wind, dark clouds covered the sky, and it began to rain. So that it ends soon, and our heroes can continue their journey, you must add words from the letters written in disorder. In this case, you need to guess which letter has turned into a drop of "P" or "B".

The words: stick, mushroom, fence, shovel

5. The rain has stopped, but the small stream has turned into a wide river. And in order to get over it, you need to build a raft of logs. Now I will distribute the “logs” to you, and you will have to connect them.

The "logs" will be firmly connected when you complete the task correctly. It is necessary to inscribe words in each log. In the log where the number 1 is written, you will write down words in which the sound [b] is at the beginning of the word. In the log, with the number 2 - words where [b] is in second place, etc.

The words: sides, hump, wallpaper, oak, forehead, bolt, bread, convoy.

Well, now the raft is ready, now you need to cross the river on it. You must complete a similar task, only now with the sound [p].

Words: finger, recession, carp, smell, soup, raft, volley, descent.

6. Our heroes made it to the shore. They were very tired and decided to make a halt. Let's take a break and do a little exercise.

Everyone left the tables and stood on the carpet. Now I will recite a poem, and you must listen carefully to it and perform the movements that are mentioned.

We are tourists, we are on the road. Have fun, feet!
Exhale easier, inhale deeper. The path is not close, the path is far.
At the river reach, they picked up the oars.
Let the oarlocks fasten: We are taught to row.
Quietly we will land on the shore and stand on tiptoe.
Let's stretch up a little - the clouds will become closer.
We entered the dense forest, the branches bend to the ground:
Bend lower, lower, make your way under the branches.
We will rest in the clearing, and we will pick a bouquet of flowers.

IV. Consolidation.

So we warmed up, and now let's continue our journey.

1. The next obstacle on the way was the mountains. To overcome them, you need to correctly fill out the punch cards that I will now distribute by reading the words and inserting the missing letters “p” or “b”.

Words: ... ok, ... ol, su ..., zu ... s, ... lins, for ... or, ... tree, that ... glasses, ... big, ka ... whether, chlo ... ok, ... patch, ... sluzka, ... alto, ... antique, then ... or, oh ... oi, ... a ... point, ... oh ... shops, ... oh ... tree, ... oh ... more, ... oh ... ducky, ... oh ... food, ... oh ... oishche, ... ro ... olka.

2. The mountains are left behind, but here is another test - this is a hot desert. Look what I have on the racks. This is a manga. Now we will write the letters "P" or "B" on it, and this will depend on what sound is found in the words that I will call.

Words: poster, scarf, alarm clock, care, boots, help, dishes, paper, pioneer, work, pilot, fighter, pie, brooch, bottle, bracelet.

3. Here the castle appeared. But he is guarded by guards. So that they miss Boris and Polina, you must answer the questions in one word. Write the answer in a notebook, the letters "P", "B" - underline.

1. Who is fishing?
2. Which tree has white bark?
3. Where do rye and wheat grow?
4. Where do cranberries and lingonberries grow?

V. Summary of the lesson.

The guards let our heroes through. They ended up in the castle and were very happy to return home. During the trip they learned a lot. What did you find out? What paired consonants did we distinguish today for the lesson?

Municipal budgetary educational institution

"Secondary school with. Amurzet"

Synopsis of a group speech therapy lesson

for 2nd grade students

with general underdevelopment of speech

Topic: Differentiation of paired consonants B-P

Sukhman Natalya Borisovna

With. Amurzet, 2016

Class: 2

Lesson duration: 40 minutes.

Topic: Differentiation of paired consonants B-P.

Target: Improving the skill of differentiating sounds and letters B-P in oral and written speech.

Tasks:

Correctional and educational:

To consolidate the ability to compare the correct articulation and characterization of sounds [b-p]; to form the ability to correlate sounds with letters; differentiate sounds in syllables, words and sentences;

To consolidate the concepts: sound - letter; voiced - deaf, syllable;

- prevention of letter substitutions;

Enrich and expand vocabulary;

Improve the lexical and grammatical structure of speech;

Correction-developing:

Develop phonemic processes;

Develop mental processes: memory, attention, thinking;

Develop communication skills.

Educational:

To cultivate the ability to work collectively, in a group;

Develop skills of control and self-control;

- to cultivate accuracy, perseverance in the classroom.

Equipment : workbooks, cards with letters, with tasks, subject pictures, a ball.

Expected results:

After studying this topic, students can:

Know: position of the organs of articulation correct pronunciation sounds [b, n], the concept of sound - beech, voiced - deaf, syllable.

Be able to: associate sounds with letters give articulation and acoustic performance sounds [b, n], differentiate the sounds [b-p] at the level of syllables, words and sentences.

Lesson progress

I . Organizing time.

Psychogymnastics.

- Guys, good morning! It's a wonderful new day. Now I will smile at you, and you will smile at me and smile at each other. It's good that we're here with you today. We are calm and kind, we are friendly and affectionate! We are all healthy! Please take a deep breath through your nose. Imagine that you breathe in freshness, kindness, beauty today! Now exhale. Inhale again and exhale. And last time inhale and exhale. Well done! Let's smile at each other again and start our lesson.

Guys, what date is today? What month? What about the time of year? Let's write today's date in a notebook.

II. Main part.

1. Reporting the topic of the session

1. Development of logical thinking.

Listen and guess riddles.

Made from boards
And put on a belt.
And this dish keeps
Summer harvested from the garden.
(Barrel.)

On branches -
Dense lump.
Dozing in it
Green leaf.
(Bud.)

2. Formulation of the topic of the lesson.

– How do these words sound? What sounds will we work with today?

– Today in the lesson we will learn to distinguish between sounds [B] - [P]

2. Comparative characteristics of sounds (similarity and difference)

Take the mirrors and say these sounds B, P.

What are the similarities and differences between the sounds?

similarity - What position do the organs of articulation take when pronouncing these sounds?

Lips: close, the air stream meets an obstacle.

Tongue and teeth: do not work.

Difference - vocal cords:

B - work (tactile sensation - hand on the neck).

P - do not work (tactile sensation - hand on the neck).

So what is the B sound? (consonant, voiced)

What is the P sound? (consonant, deaf).

So it sounds like a pair. Why are they paired? (the organs of speech work the same way, except for the vocal cords).

3. Correlation of sounds with letters.

- On the letter, the sound B, which letter is indicated? (showing a letter on a card, writing a capital and small letter in a notebook).

- And the sound P, what letter stands for? (showing a letter on a card, writing a capital and small letter in a notebook).

4. Differentiation of sounds and letters at the syllable level.

Guys, tell me, what can you divide the words into? (syllables)

What must be in each syllable? (vowel) Why do we need to be able to divide words into syllables? (to translate words correctly)

1. Clap your hands once if you hear a syllable with sound[b].

By - bo - pu - would - boo - py - ba

Clap your hands once if you hear a syllable with sound[P].

Bu - po - pe - ba - po - pa - would

2. Game with throwing the ball "Say the opposite."

Ba - ..., bo - ..., bu - ..., be - ..., would - ....

Pu-…, po-…, py-…, pe-…, py-…

3. Repeat the syllables in the same sequence.

By - bo - by

Pa-ba-pa

py - would - py

Boo-poo-boo

Boo-poo-boo

What are we learning to do now? (We learned to distinguish sounds [b - n] in syllables).

5. Differentiation of sounds and letters at the word level.

1. Solve riddles.

Determine which sound is in the guess and place the picture under the corresponding sounds [b, n].

Friendly with the owner

The house guards

Lives under the porch

And a ring tail. (dog)

I walk next to the janitor,

I'm shoveling snow all around.

And I help the guys

Make a hill, build a house.

(shovel)

In the garden by the path
The sun stands on a leg
Only yellow beams
He is not hot.
(Sunflower.)

Moved by the flower
All four petals.
I wanted to rip it off
And he took it and flew away.
(Butterfly.)

2. Work with the digital series - determine the place of the sound [b, p] in words (raise the corresponding number):

[b] - caring, prib⁴ ory, b¹bab³ushka, monkey, tambourine;

[n] - lamps ⁴ a, p¹rip ⁴ omnil, p¹cherep ⁵ Christmas tree.

Sh. Dynamic pause.

Exercises to differentiate the right and left parts of the body:

a) This is the left foot, this is the right hand.

We have the left ear, but this is the right eye.

This is the right leg left hand,

We have the right ear, but this is the left eye.

b) Stand on one leg - ka,

Like you're a solid soldier.

Right leg - to the chest,

Look, don't fall.

Now stay on the left

If you are a brave soldier.

(Children perform movements according to the given instructions in accordance with the text.)

3. Work on individual cards:

Insert P - green, B - blue.

…auk, ...ara..an, ...anan, a...teka, ...ugovitsa, a..elsin, ...enal, ...ulka, shai...a

4. Work on the card. (Children work on options.)

Reason according to the model: since in the word “fish” before a you can clearly hear b, therefore in the word “fish” I write b.

sculpt -le ... ka

hawks - hawks ...

fragile - fragile ... cue

tangle - tangle ... ki

strong - strong ... cue

robok - ro ... cue

sliver - sche ... ka

smile - alas ... ka

hat - sha ... ka

What are we learning to do now? (We learned to distinguish sounds [b - n] in words).

6. Differentiation of sounds and letters at the sentence level.

A couple of words on the board:

Splash - sparkle

Barrels - kidneys

Crow - space

How are the words different? (one letter)

Correctly! And what else?

The words differ in meaning. Let's prove it.

Card work:

Complete the sentences by choosing the correct word:

(splash, sparkle)

Waves in the blue sea...

They rolled out onto the grass ....

(kidneys, barrels)

They swell on the trees ....

In the yard ... a rooster.

(sang, space)

It is necessary to eliminate ... in knowledge.

- What has this mission taught us? ( letters must not be confused, otherwise the meaning of the word will change).

IV . Summary of the lesson.

- Our lesson is coming to an end, and finally I offer you the game “Does this happen?” Correct the sentences:

The web spins the spider.

The bud sits on a bee.

The boots were bought by my brother.

Ceiling under the lamp.

Birch appeared on the buds.

The rooster ate the bear.

The hairdresser bakes bread.

Notebooks grow on trees.

What sounds were heard in class?

– How are they similar? How are they different? (trainers give articulation and acoustic characteristics to sounds)

List of used sources.

Efimenkova L.N. Correction of oral and written speech in primary school students. M., Enlightenment, 2001.

Mazanova E.V. Correction of dysgraphia in younger students. (Set of benefits), M., 2007.

Mezhetskaya T.G. We distinguish letters and sounds: Propaedeutics of violations of written speech, M., 2009.

Sadovnikova I.N. Violation of written speech and their overcoming in younger schoolchildren. M.: "Vlados", 1995.

Internet resources.

Topic: Differentiation of paired consonants d-t, d'-t' Goals : correctional and educational:
Differentiation of sounds [d-t, d’-t’] in oral speech and in writing in syllables, words and phrases;
fasten articulation sounds, characteristics of sounds;
To consolidate the ability of word formation, agreement of an adjective with a noun;
To form the ability to insert missing letters into words;

Correction-developing:

Develop general motor skills, coordinate movements and speech;
Develop attention, memory, thinking;
Develop phonemic perception;

Khadakhanova TatyanaSokratovna
teacher-speech therapist, MBOU of Irkutsk secondary school No. 21

A lesson with a group of 2nd grade students with a speech conclusion “a violation of written speech due to phonetic and phonemic underdevelopment of speech”.

Topic: Differentiation of paired consonants and letters G and K.

Lexical theme "Flowers".

Goal: Improving skills phonemic perception and hearing.

Tasks: 1. Learn to distinguish between similar acoustic features sounds - paired consonants G and K in words and sentences; to consolidate in children the ability to characterize sounds; improve sound analysis words. To fix the spelling "spelling of paired consonants at the end and in the middle of a word", to learn to select test words.

2. To educate in children the ability to purposefully work according to the teacher's instructions and according to a given algorithm. Cultivate a culture of detailed, reasoned responses.

3. Correction of auditory perception, purposefulness of activity and such processes of attention as concentration and switching.

Equipment: mirrors, notebooks, pens, pencils, a picture with objects for the sounds G and K, carved elements of the written letters G and K, an algorithm for characterizing sounds, cards with the text of a poem, cards with color names for the number of students.

The course of the lesson: 1. Organizational moment.

What day is today, month? What season? What season comes after winter? Although winter is a fun time of the year, we are all a little tired of it and today we will imagine a warm, gentle summer and visit him. And In what fairy tale do the seasons change places? ("12 months")

Let's remember magic words brothers months.

What is a snowdrop? Why is this flower named so?

What is the last sound in this word.

Working with mirrors

2. Work at the level of sounds.

A) Give a description of the sound according to the algorithm (the speech therapist writes down the characteristics of the sounds on the board).

What are the similarities between the sounds G and K? (similar articulation - that's why they are paired) And what is their difference? (one is voiced and the other is deaf). A tactile way to check the deafness and sonority of sounds.

B) Exercise for the development of phonemic perception.

Here's how many K's I can name:

PAN, COFFEE POT, BOX, BED, COW, APARTMENT, PICTURE, CARPET, PANTRY, GATE, CHEST, CORRIDOR…

Oh, that's enough! And the letter can get tired!

But what can you name in G?

Children name words with the sound G. Find as many words as you can in the picture with the sound G. We hear and pronounce sounds. How do we write them down? (using letters)

2. Work at the letter level. Written and printed letters. Uppercase and lowercase. (on the board images of letters)

Where do we use capital letters? Give an example. (Give the name, city, patronymic or nickname of the animal).

Do the letters G and K have similarities or not?

A) lay out written letters from the elements

B) write down the printed and written letters, the sounds they represent and the characteristics of the sounds

B) write capital and lowercase letters in the outlines of objects.

2. Short dictation.

I pronounce the words, and you write down only the letters G or K.

Fizminutka.

3. Work with cards. Read the poem, insert desired letters G and K.

Hen in earrings

Cockerel in boots

Duck in a skirt

Goose in a sheepskin coat

Goat in a sundress

And a goat in a caftan,

Cow in a mat -

There is no more expensive!

4. Work at the word level.

"Make two bouquets." Write the flowers in two columns.

Words on the cards: gladiolus, dahlia, carnation, hyacinth, magnolia, bell, cactus, water lily, poppy, chamomile, marigold.

5. Work with a phrase.

Flower shop game.

You are a flower seller. Praise your flowers so that they are well bought. (children select word signs to describe flowers: beautiful, fresh, fragrant, beautiful, etc.)

Compose and write down phrases noun + adj. (one child works at the blackboard).

6. The result of the lesson. -What sounds and letters did you and I distinguish? What did you learn new?