Tasks for preschoolers differentiation to r. Topic: differentiation of consonants r-k

Speech therapy lesson in 3rd grade

Topic. 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:

Developing:

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:
Laid an egg ... (Chicken)

Sound [G]:

Strives to pinch the legs,
I drive him out of the way:
"Get out! I'm not afraid of you!"
"Ha-ha-ha!" - laughs ... (goose)

How can they be called in one word? (Poultry)

Why do we call them home? (They live in the yard, with people, 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.

Refinement of the acoustic-articulation characteristics of sounds [G] - [K].

Let's compare the sounds G-K and say how they are similar and how they differ.

Put your hand on your throat. Say the sound G.

Look at the sound articulation profile - the lips are open, the teeth are open, the tongue rests against the sky and creates a barrier to the air, the voice sounds.

Sound G - consonant, solid, sonorous.

Make a K sound.

Look at the sound articulation profile - the lips are open, the teeth are open, the tongue rests against the sky and creates a barrier to the air, the voice does not sound.

Sound K - consonant, solid, deaf.

So the sounds [G] - [K] are paired.

Work in notebooks: write down the number.

The speech therapist pronounces to the students, a syllable with a ringing sound. The children must name and write down a syllable with a deaf consonant sound.

Ga - ka, go - ko, gu - ku, gi - ki

Pronunciation of tongue twisters with the sounds of G-K.

Ha-ha-ha - the geese went out to the meadows.

Ka-ka-ka - our tree is high.

Go-go-go - I will not see anyone.

Ko-ko-ko - it's easy to go with the flow

Gu-gu-gu - a lot of bees in the meadow

Ku-ku-ku - Katya poured flour.

Insert the missing syllable GA or KA. Write in a notebook.

DU ... (GA), RU ... (KA), BUT ... (GA), DORO ... (GA), MOUNTAIN ... (KA), FORK ... (KA), MYSTERIES ... (KA), RADU ... (GA), VET ... (KA), RO ... (GA), BEL ... (KA), VERYOV ... (KA), ANSWER ... (GA).

CHECK YOURSELF

Fizminutka.

Complete the sentences using reference words, underline k -r.

Liquid milk, but sour cream ……………..

Raspberries are sweet, and viburnum ……………..

The stream is narrow, and the river ……………..

Sing well together, but …………….. separately.

Words for reference: _tired, _orkaya, wide_aya, _to speak.

Match the disks with words that are opposite in meaning.

Write the words in pairs with r or k.

sorrow - joy

cleanliness - dirt

rich - poor

sunrise - sunset

loud quiet

Insert the letters g or k into the words.

Write the words in pairs on the board.

bark - mountain

count - goal

slide - crust

tracing paper - pebbles

Differentiation of sounds at the text level.

Read the text, fill in the missing letters G or K.

The dog gnaws ... awns. On Thursday, ... awns will come to us. Grisha loves bread ...orca. On Monday, the whole class went to ... orca. An interesting and ... ra was 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 the lesson?

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, Gera, 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 in sound and meaning. What are the sounds of these words? Orally make up 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 a letter G or to over the corresponding syllable. Write the corresponding word under the diagram.

chickens, weight, injection, caviar, road, shop, pocket, rolling pin, weather, cover, bell, giant, city, formidable, block, brigade, heels, pigeons, boots, jump rope, heel.

6. Working with pictures. (It is carried out similarly to the previous task, you can use pictures from task 4.)

7. Change words to include 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...

kocher... soba... ram... shovels... take... ma... zinru... wa

ro...tyma...ronybo...thy bit...sem...vet...nor...

Raji...reta...pitan...cheli

9. Complete the words by adding a syllable ha or ka.

but... cap... saber... tele... ve... mountains... sapo... uro...

ru... vra... chambers... cable... re... day... patches... riddles...

10. Insert the missing letter in the words G or to.

u...ol, va...he, u...sus, po...ode, u...ol, lava...a, ...stone, ...usto, ...mouth , ... rafin, I ... ode, ... al ... ah, ... al ... ah, s ... az ... ah, I ... od ... ah, ... olub .. .a, for ... hell ... ah, ... born ... odil

11. Change the words so that after the consonant G or to. a vowel appeared.

iron—... hammer—... claws—... sheet—... shore—... nails—...

ravine - ... canopy - ... elbows - ... tie - ... boots - ... light - ...

stack—... ball—... soft—...

12. Add the letter r missing in the words or to. Write the correct word in brackets.

dream..., kula..., curd..., pau..., ro..., pillars..., zamo..., colander..., pidja..., dru..., kablu ..., hose ..., gon ..., din ..., knowing ..., sharp ..., ryno ..., plu ..., club ..., lu ..., four. ..

13. Answer the questions in one word. Write down the answers. Underline d and to different pencils.

Questions: What is on the back of a camel? (Or feature camel.)

What is the name of the type of swing woven from ropes (in the form of a net)?

What remains on the table after cutting 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 the common television antenna installed?

How is temperature measured?

Words for reference: hump, hammock, crumbs, fly rattle, thunder, park, on the roof, thermometer.

14. Guess riddles. Write down the clues. Underline the letters g, k. different

pencils.

What kind of beast in cold winter

Walking through the woods hungry?

Five boys

Five closets;

Dispersed boys

In dark closets

Every boy

Into your closet.

Without a head, but with a hat.

One leg, and that without a boot.

We always walk together

Similar as brothers.

We are at dinner - under the table,

At night, under the bed.

red paws

Pinch on the heels

Run without looking back.

Black, nimble

Shouts: "crack!"

Worms are the enemy.

He has a rocking chair and a bed.

It's good to lie on it.

Is he in the garden or in the forest

Shows on weight.

small, distant

Passed through the earth

I found the red cap.

Dove is white

Arrived at the house.

What, where did you see

She told about everything.

Answers: nail, wolf, boots, gloves, geese, mushroom, rook, hammock, newspaper.

15. Dictations.

Warning dictation

Methodical instructions. The speech therapist draws word schemes on the board, writes a letter over the corresponding word G or to. After the students write the dictation, they check it using the diagrams given on the board. .

chief, milk mushrooms, rolling pin, gloomy, heating pad, weights, head, geography, cry, biography, garden bed, cart, deep, fist, eyes, hammock, guests, rooks, cap, column, bones, pencil, viper, ties.

Posyllabic dictation (with pronunciation of syllables)

carnation, bell, head, dove, daisies, strawberries, horizon, heels, twilight, 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, ice rink, clusters, cabbage, game, caviar, cal-ka, deep, pebbles, gooseberries, boots, pie, poppy, hammock, horned, horn

Differentiation r - to in sentences

1. Complete the sentences by choosing the right words.

guests - the dog gnaws bones ....

On Thursday we will...

hill - crust Grisha loves bread ....

On Monday the whole class went to

goal - Galkin Kolya scored into the goal ....

The builders drove the first ....

pebbles - tracing paper There are many on the sea ... .

The copier 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, choosing words from paragraph a that are suitable in meaning from paragraph b.

a) bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep

b) accordion, porridge, ribbon, milk, bow, city, voice, goslings, gouache, well

3. Write out pairs of words from sentences that are interconnected in meaning, with letters g, k. Underline the letters g, k pencils of different colors.

The sky was covered with a thundercloud. Gulya feeds the pigeon every day. Grisha loves buckwheat porridge. Mom washed the baby with a soft sponge. There is a bay horse in the stable. We ate hot potatoes. Alenka has running skates. Our team played in blue jerseys. Kolya scored a goal. Was interesting game. The red jacket is hanging on a chair.

4. Think up and write down sentences with these phrases. Underline the letters g, k.

clusters of viburnum bunches of grapes a sack of potatoes

a handful of cereals jumped high galloped

spoke loudly fed pigeons gnawed on a bone

dug the beds nodded his head painted with gouache

made a riddle bought an accordion basked in the sun

rolled down the hill jumped along the road swayed in a hammock

played the violin disappeared over the horizon jumped over the ditch

5. Insert words with letters that are suitable in meaning into the sentences g, k. Underline the letters g, k in these words.

Today at the lesson we guessed .... blew strong wind, ... thunder. Cuckooing in the forest.... Red fluttered on the house .... Galya winds the threads in .... A small, gray meowed... The car was driving along the asphalt .... Galya paints the picture with color ... . In the forest, the guys gathered white ... and ripe ... . The rain stopped, and ... the sun. Grisha... on a sled with... .

6. Insert the missing letters in the words. Emphasize consonants g, k.

Summer morning.

The sky is... blue. Bree...hell worked for lu...y. ... olkhozni ... and they brought fragrant hay and ... made it a hundred ... a. A large herd requires a lot...oh...orma. From ... the form depends ... the quantity and ... the quality of the young ... but. Molo ... oh they are sent to ... orod. From...the tribe...olkhozni...and get other...food...you.

Zucchini.

Abacho ... - fat ...

Le... on... row... at —

And silently....

He lies on ... a row ... e

From May,

Tins without lifting.

Small and big.

Little ... th Manya

Little... oh shovel... oh

Carefully sun...opal

Small ... th ... row ... at.

Little...th seed

In ... a row ... I planted,

Small...im fenced

E ... oh oh ... gave birth.

I thought...

For her job:

"Probably will grow

Small...th something.”

But I was wrong ... rap ... oh

I'm in my do...hell...e:

Veli...an watermelon

He grew up here on ... a row ... e.

At the school site.

Spring has come. The sun is strong ... soaring. Noisy be ... ut stream ... and. On ... olyhvet ... oh, almost ... and appeared. Bri...hell s...olny...s on the o...orode. They... sing... rows and... make... flower beds. Oh...those help...the pioneers.

7. Answer the questions complete sentences. Write them down. Underline the letters g, k.

Questions: What birds arrive in spring?

Where do vegetables grow?

Which hero city is located on the Neva River?

Where do the pioneers go in the summer?

Who coos and who cackles?

How is hay raked?

What bird is chirping in the forest?

Where do daisies, porridge and bluebells grow?

8. Make sentences from these words, changing them according to their meaning.

Gnaw, under, bone, dog, porch. Basking, on, viper, sun. Collective farmers, in, stack, hay, stack. Covered, all around, with snow, everything. Beneath, bent over, snow-covered, branches, bushes, and, trees. Class, our, went, exhibition, paintings, on, graphics, i. Starlings, from, warm, larks, rooks, and, countries, are returning. The road, strewn, all, with pebbles. We went, on, in a crowd, Octobrists, pro-walk.

Topic. Differentiation W-F in words, sentences.

Goals:

1. Learn to distinguish consonant sounds and letters in oral and writing;

2. Development phonemic perception;

3. Improving the grammatical structure;

4. Development of coherent speech;

5. Development of attention, memory, thinking.

Tasks:

Educational:

learn to distinguish sounds [З] - [С];

highlight the sounds [З] - [С] among other sounds, syllables, words;

refine the acoustic articulation characteristics these sounds, conduct a comparative analysis; learn to determine the position of sound in a word;

learn to differentiate the letters Z - C in a letter.

Corrective: develop phonemic awareness phonemic perception.

Developing: develop skills in the operations of phonemic analysis and synthesis; develop visual perception thinking, auditory and visual memory.

1. Compare pairs of words in sound and meaning.

tooth - soup, rose - dew, goat - braid, Zoya - soy

2. Listen to the words, raise the letter z or s if you hear a sound in the word

from or h.

juice, umbrella, bough; tooth, sleep, steel, ringing, unsteady, well-fed, bundle, care, harsh, watermelons, vaseline, eight, wax, bubble, vasi-lek, bubble

3. Determine the presence and location of sounds s, h: in words

An approximate list of words: exhibition, beauty, bison, kvass, glass, wagons, winter, winter, spring, glass, fence.

elephant, nose, shutters, snake, watermelons, monkey, castle, sledge, ostrich.

4. Listen to the words. Name and write down: a) initial syllable; b) final "syllable.

a) sleigh, honeycomb, Zoya, Sonya, teeth, dry, full, salute, sunset, winter, blue, sat down, greenery, seed, Sema, sons

b) braid, 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 c. Underline the syllable with z or s. (You can use the words of the previous tasks.)

6. Insert the missing letters in the words.

Takan, ... akon, ... calmly, ... sweet, ... loy, ... work, ... catch, ... health, ... tin, ... a... lonka , ... draw... your, ... pa... for, ... anave... ka, ... o... wearable, ... ali... at, ... o ...tap, ...a...tap, ...ano...a

7. Add the missing syllable with the letter z or With.

ta..., ko..., ko..., wa..., u..., ro..., boo..., ro..., wa...

Words should not be repeated, if difficult, a speech therapist can give pictures:

basins, braids, goats, vase, vases, mustaches, roses, beads, dews.

8. Finish and write the word by adding syllables:

a) for or sa:

whether ... ... po ... bot pi ... tel

Whether ... ... mok ... disgusting you ... whether

ko… …har…die…la

past… …burned…whether…la

b)PSorsg.

but ... vol ... but ... on ... wat

wa... moro... curtain... on... to sleep

ro... streko... capri... po...pat

9. Add a prefix to these words per, name and write down the resulting words.

Sample: carry - carry.

knit, shine, carry, carry, wear, sit down, lay, salt, litter, ask

10. Make word patterns, write the sounds z, s over the corresponding syllable.

Sample: fence s, note s.

plums, fence, tail, call, shepherd, shop, planted, blacksmith,geese,greens, treated, wither, convene, rang, belated, star, sow, compose, ripen, note, chill, 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: curtain, zebra, elephant, glass, plum, watermelon, cabbage, nest.

12. Change the word so that a vowel appears after the consonants z, s, underline and name the last syllable.

Sample:elm - yaPS, forest - lesa.

eye - ... nose - ... frost - ... oats - ... dirt - ...

belt - ... watermelon - cargo - ... compass - ... order - ...

pump - ... diver - ... taste - ...

bus - ... skid - ... coward - ... cart - ...

13. Change the word so that a vowel appears after the consonants z, c. Underline this vowel. Explain how to check for a voiced consonant in the middle of a word.

Sample: low - bottom about k, stroller - stroller about chka.

low - ... narrow - ... close - ... slippery - ...

fairy tale - ... birch - ... 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 ... cue (uz e nky), red ... ka (red about chka).

kra...ka, sovho..., tr..., zaka..., der...kki, bli...ko, take...ka, ove..., gla..., vku .... water..., bus..., trolleybus..., how... cues, no... ko, turn... ka, svyat...ka

15. Read the poem. Find test words in the text for words times, vaz. Write out the words in pairs. Match the word to the word pelvis

Never!

Maybe twenty thousand times

Drop the iron basin.

A porcelain vase

You can never drop.

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, the letter c with blue. Choose a test word for voiced consonants. Write the underlined words in syllables.

sled, sat down, glorious, smell, once, radish, exercise, stadium,sled, beautiful, pink, fabulous, frosty, eyes, note, low, pointer, signboard, paint, narrow,curtain,huddledspreading,light up, plasticine, ambush, gape.

17. Vocabulary dictation (based on the graphic scheme of the word).

Methodical instructions:

a) the speech therapist pronounces the word, the 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, greenery

forced, gold, sparkled, smartass, frozen, herd, sleep, fell asleep, froze, shepherd, stocks, frosts

Approximate list: eyes, hair, sled, pine, fire, strawberries, cabbage, basket.

18. Guess riddles. Write down the clues. Underline the letters z, s. Write the underlined words syllable by syllable.

Methodical instruction. The speech therapist writes out a riddle on the board or individual cards. Students read the riddle and complete the task. The correctness of the completed task is checked in the course of work.

Gray in summer, white in winter. This predator is talkative.

thief,fussy

Silver pendants - Chatterboxwhite-sided.

A trace of the January frost - And her name is ....

White-barreled ....Word to explain: fussy.

Words to explain:

pendants, pearls.

White as snow, the house is open on all sides,

In honor of everyone. The house has thousands of columns.

Got in the mouth - Overcolumnstents,

There he disappeared. Undercolumns- carpets.

Here they live on carpets,

Explain the expression: And in the columns,

"in honor of all." And in tents.

Word to explain: tent.

Goldensieve meltssnowball,

There are a lot of black houses. The meadow came to life.

How many blackDomkov, the day is coming.

So many whitetenants. When it happens.

Snow on the fields, Hoarfrostsparkles,

Ice on the rivers. When does it happen?

Answers: bunny, magpie, birch, forest, sunflower, sugar, winter, spring.

Fill in the sentences with the missing words that make sense.

tooth - soup Zoya's root ached ... .

Grandma cooked delicious ... .

goat - braid Zina has a beautiful, magnificent ... .

Wandered into the garden ....

swell - rash The patient had a red rash ....

Terrible in the swamp...

salt - pour Cucumbers must be ... brine.

It is necessary ... cucumbers for the winter.

sowing - pharynx The patient has red ... .

Spring has begun...

anger - drain No need ... a dog.

The rest of the water can be ... .

2. Finish the phrase with one word containing the sound s or z.

Sample: Knit a sock.

Carry... . Bring in... . Carry.... Bring... . To knit... . Tie up ....

Reference words: bag, newspaper, sled, knot, socks.

3. Make phrases using the words of paragraphs a and b.

a) frosty, cheerful, interesting, sonorous, striped. Kremlin-left, tall, sultry, unsteady

b) fairy tale, air, song, sang, desert, fence, stars, zebra, bog

4. Make up phrases, choosing the words of the first line that are suitable for meaning from the second. Then make up sentences with these phrases.

a) samovar, lake, bus, bell, nightingale, grasshopper, snake

b) froze, boiled, crawled away, whistled, slowed down, chattered, rang

5. With each phrase, make up and write down sentences.

Ripe watermelon. Severe frost. Hibernation.

Burnt back. Angry dog. Healthy teeth.

Old umbrella. Frosty air. Ripe ear.

Caring sister. A brave deed. Starry sky.

6. Write out from the texts the words with the letters z, s. Underline the letter z with a green pencil, the letter With - blue.

Wait for us.

Smile, moon, laugh.

Soft light, spread around.

Let two beams in front of us

They lay down like rails.

We'll get off the ground.

So let's take off that only the stars

They'll pass by!

Don't be afraid - we'll be back

Alive, unharmed.

Charger.

In order

Line up!

For charging

All!

We grow bold

In the sun

Tanned.

Our feet

Fast.

Tags

Our shots.

The days began to noticeably decrease. Twilight comes quickly. The night sky is covered with clouds. Not a single star is visible on it. Dawn comes late.

The bell rang and the children quickly took their seats. The snow quickly covered the hare tracks. Ripe watermelons brought to the collective farm market. Collective farmers mowed ripe oats in time.

golden meadow.

We lived in the village. We had a meadow in front of the window. Dandelions grew in the meadow, and the meadow was all golden. It was very beautiful.

Once I got up to fish. I looked out the window and saw that the meadow was not golden, but green. When I went home in the afternoon, the meadow was all golden again. I began to observe. By evening the meadow was green again. Then I picked a dandelion and examined it. It turned out that he closed himself, hid his golden petals in a green cup.

When the sun rose, I could see the dandelions open and the meadow turn golden again.

What interesting flowers, dandelions: they go to bed in the evening and get up in the morning.

(ByM. Prishvin.)

7. Insert the appropriate words into the sentences.

It rang... and the students entered.... It started to rain, people opened up.... The plane took off... and.... After... spring comes. Grandfather came to the Christmas tree to the children .... The sun... not enough. Here they come ... and winter ... .

8. Make sentences from these words.

Behind, the dog, the fence, barked. Teeth, at, ached, Sony, strongly. For, the dog was chasing a hare. I took a hare, a dog, a trace. The song broke off, suddenly, sonorous. B, stack, snake, hay, crawled away. Zvon-ko, in, sang, garden, nightingale. Petals, Sonya, and, collected, Zoya, roses. On, sparkled, bushes, dew.

roses and a vase, a dragonfly and a grasshopper, a basin and a saucepan, an elephant and a zebra, a snake and a mongoose.

Differentiation h — With in connected texts

Instead of dots, insert the missing letter z or s.

Winter.

Na... dumb... ima. There were ... heavy frosts ... s. ...ina in...yala...anki and went up the hill. She rode ... on ... anks from a hill. Behind her ran ... obakaTre ... op. Not afraid...I...inamoro...ah.

Birch.

In... hell, take... ka. Bere ... ka was ... hooting. On the bere...kegne...to...apple. ... an apple is so ... feces in anger ... up to ... tiki.

Carnation.

Look, look, take everything ... s - ... yerkala

What kind of red ... ny light? From ... green ... flowed.

It's wild... wild

A new great day is coming. Squirrel pe ... enki sings

Yes, nuts in ... e play ... em,

…in the morning from the frost ... but the nuts are not about ...

On ... are ... venyatber ... s. In ... e ... shells ... gold.

Topic. Differentiation W-F in words, sentences.

Once the Old Man Zvukovichok got to the collective farm yard. Geese and chickens lived in the collective farm yard. That's what Zvukovichok saw there. In the early morning, a herd of geese headed for the water, shouting importantly: “Ha-ha-ha ...” And meanwhile the chickens rushed around the Yard, collecting bugs and worms. And they raised such a cry when they found prey that even the geese on the pond heard them.

How did the chickens cry? "Ko-ko-ko ..." The geese, returning home in the evening, looked at them with displeasure, cackling loudly: "Ha-ha-ha ..." The chickens did not pay attention to them and clucked in their own way: "Ko-ko-ko ..."

Exercise 1. Comparative characteristics sounds [g] and [k].

Teacher. Who lived in the collective farm yard?

Child. Geese, chickens.

Teacher. How can they be called in one word?

Child. Birds.

Teacher. What are these birds?

Child. Home.

Teacher. Why?

Child. Because they live in people's yards, people take care of them.

Teacher. How did the geese cry?

Child. Ha-ha-ha.

Teacher. How did the chickens cry?

Child. Ko-ko-ko.

Teacher. What sound does the word "geese" begin with?

Child. From the sound [g].

Teacher. What sound does the word chicken begin with?

Child. From the sound [k].

Teacher. How are these sounds similar and how are they different?

Child. These sounds are similar in that they are solid consonants. They differ in that the sound [g] is voiced, [k] is deaf.

We remind you!

The sound [g] is sonorous, the voice is involved in its formation, the vocal cords vibrate. If you put your hand on the neck, you can feel the vibration.

Check yourself! Compare the sounds

• Put your hand on your throat. If a tremor is felt when pronouncing a sound, it is a voiced sound, if there is no trembling, it is deaf.
• Close your ears with your palms and make a voiced sound [g] and a deaf [k].

Task 2. The game "Name the first sound in the word."

Goals: highlighting the first sound in words, distinguishing between sounds [g] and [k].

The words: goose, newspaper, cabbage, bush, garage, cat, caterpillar, dove, chickens, nest, book, city, cinema.

Task 3. The game "Songs".

Target: distinguishing sounds [g] and [k] in syllables and words.

Listen carefully and repeat the songs of the geese and chickens.

syllables:

ha - ha - ka gee - gee - ky ko - go - ko

goo goo goo goo goo goo

ku - ku - gu ky - ky - gee ko - go - ko

Words that contain sounds [g] and [k]: sip, claws, sponge, blueberry, beep, jackdaw, gosling, corner.

Task 4. The game "Insert the correct word."

Target: distinguishing between sounds [g] and [k] in words.

Opened once... (mole) In the mountain there is a huge ... (grotto).

Got a bag... (bones) And invited... (guests).

From afar... (walked) At a feast to him ... (jackal).Ya. Kozlovsky

Task 5. Repetition of phrases with a clear pronunciationsounding sounds [g] and [k]: read the cards, ugly duck, caterpillar cocoon, thin line, pies with cabbage, a sip of juice, blue stone, blueberry compote, guess the riddle.

Task 6. Speaking tongue twisters with a clear pronunciation of sounds [g] and [k]:

ha - ha - ha - the geese went out to the meadows;

ka - ka - ka - our tree is high;

go - go - go - I will not see anyone;

ko - ko - ko - it is easy to go with the flow;

gu - gu - gu - a lot of bees in the meadow;

ku - ku - ku - Katya poured flour.

Task 7. Repetition of sentences with a clear pronunciation of sounds [g] and [k].

Gosha is skating.

Kolya likes to eat biscuits.

Katya has a blue bow in her braid.

The floor is tiled in blue.

A large caterpillar sits on a bush.

Galya bought zucchini, cabbage, cucumbers.

Mom bought a parrot.

Katya looked after the geese.

Katya has threads and needles on the shelf.

The dove pecks at the cranberry.

Task 8. Repeating tongue twisters with a clear pronunciation of all sounds.

Kitten thread ball

Rolled into a corner.

Kostya drove to visit Gosha.

Klava put the bow on the shelf,

She called to herself Nikolka.

spank in single file

Goose with a goose.

Dove, goose and jackdaw -

That's the whole count.

The tree has needles.

In the yard - a jackdaw,

On the shore - pebbles.

Grigory carried the pie over the threshold.

He stood on the peas and fell on the threshold.

Task 9. Repetition of poetic texts with a clear pronunciation of sounds [g] and [k].

I was bought in a store

Blue suit and blue

Pleated and polka dot skirt

And nice boots.

No, in vain we decided

Ride the cat in the car.

The cat is not used to riding

Overturned a truck.

The sun walked across the sky

And it ran over the cloud.

Hare looked out the window -
It got dark.

K. Chukovsky

The goose cackles and cackles.

I don't understand what he wants?

I want clean water

Seeds and lentils.

Task 10. Retelling.

Grisha and Kolya went into the forest. They picked mushrooms and berries. They put mushrooms in a basket, and berries in a basket. Suddenly thunder boomed. The sun has disappeared. Clouds appeared all around. The wind bent the trees to the ground. There was a big rain. The boys went to the forester's house. Soon the forest became quiet. Rain stopped. The sun came out. Grisha and Kolya went home with mushrooms and berries.

Task 11. Finger game.

Goals: development fine motor skills; distinction in the poetic text of sounds [g] and [k].

On the mountain we see a house. Fold the “house” with the hands.

Lots of greenery around. Wave-like movements of the hands.

Here are the trees, here are the bushes. Hands depict trees, bushes.

Here are fragrant flowers. Show the bud with your fingers,

blooming flower.

All around a fence. Show the fence with your fingers.

Behind the fence is a clean yard. Stroke the table with your palms.

We open the gates, show the gates with our hands,

as the gate opens.

We quickly run to the house. Run your fingers across the table.

We knock on the door: Knock on the table with your fists.

"Knock-Knock!"

Someone comes to us to knock ... Put your palm to your right ear.

Summary of the lesson on the topic: "Differentiation of sounds and letters G-K in writing"

Subgroup lesson

Purpose: differentiation of sounds and letters G-K

Tasks:

Correctional and educational:to teach children to distinguish between the letters K and G and the sounds they represent in syllables, words, phrases and sentences;

Correction-developing: develop phonemic hearing, analysis and synthesis; develop memory, attention, logical thinking.

Correctional and educational:to cultivate accuracy when making notes in notebooks, the ability to listen to comrades.

Equipment: written words with a missing syllable; subject pictures; ball.

Lesson progress

1. Organizational moment.

Hello children. Today we will start our lesson with riddles.

Bathed in water and stayed dry.

(goose)

Not a beast, not a bird, but a nose like a knitting needle.

(mosquito)

What is the first sound you hear in the word "goose", "mosquito"?

2. Message of the topic of the lesson:

We will distinguish between the letters G and K and the sounds they represent.

Children describe sounds.

-[g]-consonant, voiced, in writing it is denoted by the letter G.
- [k] - consonant, deaf, in writing it is indicated by the letter K.

3. Articulation gymnastics

"Smile-tube"

"Fat Skinny"

"Shovel"

"Needle"

"Swing"

4. Listen carefully and repeat the syllables

ha - ha - ka gee - gee - ky ko - go - ko

goo goo goo goo goo goo

ku - ku - gu ky - ky - gee ko - go - ko

5. The game "Tell me a word."The speech therapist shows the written word with a missing syllable. Students name this syllable. Words are remembered by syllables.

RU -, - ZETA, MA - ZIN, SOBA -.

6. The game "Leaves tremble - do not tremble."

The speech therapist calls the words, if the children hear in the word [g] - move their fingers (leaves tremble), if they hear [k] - the leaves do not tremble.

7. Work with pictures.Children receive a set of pictures.

Write the words in two columns1-with the letter G, 2-with the letter K

cucumbers, peas, carrots, onions.

8. Physical Minute.

Now guys get up
Raise your hands slowly
Squeeze your fingers, then unclench,
Hands down and so stand.
Lean right, left
And get back to work.

9. Make sentences from these words and read

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

The main contingent of special (correctional) classes of the VIII type are children with a diagnosis of “mild” or “moderate” degree mental retardation. The degree of severity of disorders in a particular child is different and depends on many factors: the time and degree of impact of the damaging factor, heredity and the environment in which the child was brought up. All components of cognitive activity are disturbed. These disorders are especially evident in the speech development of children of this category. There is a violation of all its components: sound pronunciation and phonetic-phonemic processes, poverty of the dictionary, unformed grammatical structure of speech. The most difficult for correctional work are dysgraphia and dyslexia. The main task of a speech therapist is to develop in a child cognitive interest to classes, which will allow you to carry out corrective work as efficiently as possible.

I believe that this training should not be a simple “training”, therefore all the material used in the classes is based on gaming technologies and is aimed at the development of thinking, memory, attention, logic, etc. In addition, multimedia presentations provide an invaluable service in this. Their use in the work of a teacher-speech therapist of special (correctional) classes allows you to achieve better results in mastering topics. Bright pictures, animation, musical fragments attract the attention of students and allow you to maintain interest in the exercises throughout the lesson.

Section of the program: Differentiation of paired voiced and voiceless consonants

Lesson Topics:

• Correctional - “Differentiation of sounds“ To” - “G” in words, phrases, sentences.
• Grammar - “Consonants” To” - “G”, spelling of words with voiced and voiceless consonants at the end of words.
• Lexical - “Birds”

• Develop the skill of phonemic analysis and synthesis on the material of words of various sound structures;
• Develop the ability to choose the right words for word combinations, offers;
• To consolidate the ability to check the spelling of words with voiced and deaf consonants at the end of a word
• Activate the dictionary on the topic “Birds”
• Develop spatial orientation, color perception
• Cultivate emotional responsiveness, perseverance in achieving goals

Equipment: computer, multimedia presentation, “pyramids” for sound characteristics, notebooks, pens.

Lesson progress

I. Organizational moment

Hello guys. I am very glad to see you at the lesson. Now we are all in a different mood. Look carefully at the slide and choose a bird of the color that matches your mood in this moment. (slide 2)

Students look at the picture of birds. Name the color of the selected bird. Depending on the chosen color, the teacher assesses the condition of the child at the first stage of the lesson.

II. Main part

Determining the topic of the lesson

Guys, guess who I'm talking about:

He's purple
Waving his hand cheerfully.
He fell to us from the moon -
Very kind, we know.
(Luntik)

Who is the following verse talking about?

At furry hooligans
insatiable appetite,
One leaf, two leaves,
The third one is hanging in a hole.

That's right, these are caterpillars.

Guys, name the sixth sound in the name Luntik (sound K) What letter denotes the sound K? (letter K).

What is the first sound in the word caterpillar.

(sound G) What letter in the letter denotes the sound G? (letter G).

Presentation of the topic and purpose of the lesson

Guys, try to guess what sounds we will distinguish today in class.

Correctly. The topic of our lesson is “Sounds “K” - “G”. We will learn to distinguish these sounds in words, phrases and sentences and Luntik and caterpillars will help us in this.

Repetition of characteristics of sounds

Describe the sound

"K" - consonant, deaf, hard

Describe the sound "G"

"G" - consonant, voiced, hard

What do these sounds have in common?

How do they differ?

Each student has three pyramids, with four sides. On the faces of the pyramids are depicted:

• pyramid - red and blue circles
• pyramid - the bell is crossed out, the bell is not crossed out
• pyramid - stone and grass

Pupils rotate the pyramids with the desired face. Thus, they characterize the sounds “_ TO_” - “_G _” and say their answer.

The game "Hide and Seek" (slide 4)

Guys, look carefully at the screen. What do you see? (Many cells. Numbers are written in the cells). Our heroes propose to play hide and seek. Now they will appear in one of the cells, and disappear. And you name the number of the cell. (click on number)

(Answer #24)

Now I will name the route of movement of Luntik and the caterpillars, and you will determine in which cell they are now.

From the cell with the number 24 - 1 cell up, 2 to the right, 1 up

Name the number behind which our heroes are hiding. (22)

Let's check. Here are our heroes and the first task under number 22. (to go to the slide, click on the square with the number that appears)

Exercises to determine the presence of sounds "TO" - "G" in words. (slide 5)

Pictures will appear on the slide. If there is a “K” sound in the name of the item shown in the picture, raise right hand, if the sound “G” is left, and if “K” and “G” are together, then both hands. Be careful.

Completed the first task. And again we determine the route of Luntik and caterpillars: from №22- 1 cell up, 1 left, 2 down. What number do you think Luntik and the caterpillars are behind? (#9)

Second task.

Exercises for determining the place of sound in the names of pictures

There are four groups of pictures in front of you. Look carefully at the pictures. Determine the position of the sound "K" in words.

What is the number of the group of pictures in which the sound “K” always comes first in a row (Slide 6).

1. saucepan, helmet, glass

2. chicken, duck, squirrel

3. pencil, candy, bell

4. books, ruler, paper clip

In which group of pictures is the sound "G" always the third in a row? (Slide 7)

wagon, grapes, globe

rainbow, pear, pea

frog, snowman, needles

button, tape recorder, horns

If the answer is correct, when you click on a number, its color changes, if it is incorrect, it does not.

And again we are looking for heroes. From number 9 - 1 cell to the right, 3 up, 2 to the left. Name the cell number. (#10)

Let's see what task is hidden behind it.

Fixing the spelling rule for voiced and deaf consonants at the end of the word The game “Make no mistake” (slide 8).

The caterpillars inserted the missing letters into the words. Check if they did the right thing. Write the words in your notebook, correcting the mistakes.

The task is checked, the rule of spelling of words with voiced and deaf consonants at the end of the word is fixed. Selected test words

Health-saving minute for the eyes "Ducks". (slide 9)

And now Luntik and the caterpillars offer you a little rest. Look carefully at the slide and follow the moving objects with your eyes.

Composition of phrases. Adjectives agree with nouns in gender, number and case.

Our friends have already moved to another place. Let's find them. From number 10 - 2 cells down, 1 to the left, 2 down. Name the cell number. (#7)

Task: Make up word combinations, choosing the right words for the pictures.

• Domestic (geese)
• Electric kettle)
• Striped (tiger)
• Ripe (berries)
• Checkered shirt)
• Multicolored (rainbow)

Read the resulting phrases. Name the words that answer the question "Who?" (geese, tiger). Remember and name the birds in the names that have the sounds “K” or “G” (Rook, starling, cuckoo, swallow, lark, capercaillie, dove, etc.).

Making proposals

Make up sentences using the given words and pictures. And write them down in your notebook.

The girl chases the geese to the river.

In the spring, starlings settled in the birdhouse.

Under the roof of our house, the swallows built a nest.

Plastic studies

Each bird has its own habits. Draw birds (goose, chicken, penguin, parrot...)

Homework

Today in class we talked a lot about birds. They remembered the names of birds, made sentences, showed pantomime.

Homework. Make three sentences about birds and write them in your notebook

III. Summary of the lesson.

Guys, our lesson is coming to an end. What is the topic of our lesson?

Stand up and raise your hands up those who think they understand the topic completely.

Stand up those who think that more work needs to be done on this topic

Target: consolidation of knowledge about the sounds and letters G-K.

Tasks:

Educational

• distinction sounds G-K by ear, in pronunciation and writing in syllables, words;
• consolidation articulation patterns sounds G-K;
• differentiation of sounds according to voicing-deafness;
• skill consolidation sound analysis and synthesis.

Educational

• development of fine, 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, split pictures, task cards, su-jok massagers, miracle fingers massagers, tape recorder.

Lesson progress

I. Organizational moment- psycho-gymnastics with elements of massage. Sounds relaxing. music.

Hello guys and guests! A new day has come, you have come to a speech therapy lesson. Now I will smile at you, and you will smile at me and smile at each other. It's good to have guests here with us today. They came to see how you can work.

Show 1st slide.

The sun stretched out its palms to us,
The sun called us to fairy paths,
With the sun we will circle
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:

“Sunshine” (using a mirror - put the mirrors in working position).

The sun sends from the sky
ray, ray, ray
(movements along the forehead from the middle to the temples)
And they boldly disperse
Clouds, clouds, clouds
(smooth zigzag movements on the forehead)
The ray gently warms
Cheeks, cheeks, cheeks
(rubbing cheeks)
The sun puts on the nose
Dots, dots, dots
(tap finger on nose and cheeks)
Children's freckles gild
They like it very much.
(spiral movements on the cheeks and chin)

Take the massage balls in your hands, let's do the exercise.

1. "Ball"

Take the ball in your hands, put it on your palm.
Twist and turn, rub each finger.
The fingers will be strong, the letters are all beautiful.

Got the spring.

The finger is thick and large, he went into the forest for plums.
Index 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-mister,
Plants bones in the ground.

2. "Monkey".

Monkey washing paw with soap
Each finger is in order.
Here soaped BIG,
Rinse it with water.

I did not forget the POINT,
Wash off the dust and paint.
MIDDLE lathered diligently:
Probably the dirtiest one.

UNNAMED rubbed with paste -
The skin immediately turned red.
And the MIDDLE quickly washed:
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 split picture, you need to assemble it into a single whole.

Say who you see in the picture. (DWARF)

Right. This is a gnome, but not a simple gnome, but a Dwarf Zvukovichok, who lives in a country of sounds and letters. Today he came to our lesson and prepared a lot for you interesting tasks. Show 2nd slide.

2. Introduction to the topic.

Once Zvukovichok got to the poultry yard. Here is what he saw there. Look, and then think and say, 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 for the water importantly shouting: "Ha-ha-ha."

And the chickens, meanwhile, rushed around the yard, collecting bugs and worms. And they raised such a cry, finding prey, that everyone in the district heard their clucking: “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 home? (They live in the yard, with people, and people take care of them).

Who will say. What is the topic of our lesson? How was it determined? (goose - sound g, chickens - k)

Show the 4th slide.

That's right, we will work with the sounds g and k, we will learn to distinguish them by ear, designate these sounds letters G-K and distinguish them in writing.

3. Comparative characteristics of sounds Г-К.

Tell everything you know about these sounds, compare the sounds G - K and say how they are similar and how they differ.

Take a mirror and put your hand on the neck. Say the sound G.

Show the 5th slide.

Look at the sound articulation profile - the lips are open, the teeth are open, the tongue rests against the sky and creates a barrier to the air, the voice sounds.

The sound G is a consonant, voiced, in a word it can be hard and soft.

Say the sound K. Show the 5th slide.

Look at the sound articulation profile - the lips are open, the teeth are open, the tongue rests against the sky and creates a barrier to the air, the voice does not sound.

The sound K is a consonant, deaf, in a word it can be hard and soft.

4. Designation of sounds g - letters in writing and when reading.

Show the 6th slide.

And how do we denote the sound G in writing? (letter Gg)

And how do we denote the sound K in writing? (letter Kk)

5. Syllabic exercises. Show the 7th slide.

Now listen to the songs of the Soundman and repeat them. We work in a chain.

• GA-GO-KA-KO
• GU-GI-KU-KI
• KO-GO-GO-KO
• KU-GU-KU-GU
• KA-GA-KA-GA
• GO-KO-GO
• GU-GU-KU-KU

6. "Guess riddles."

And Zvukovichok prepared riddles for you.

Guess the riddles, name the guess word and determine what sound it begins with. Show the 8th slide.

Black, nimble,
Shouts "crack" -
Worms enemy (Rook)

Who sits on the tree, on the bitch,
The score is kept by: “Ku-ku-ku-ku” (Cuckoo)

Hissing, cackling,
Wants to pinch me.
I'm going, I'm not afraid.
Who is this? This is ... (Goose)

cackle, cackle,
He will call the children
He will gather everyone under his wings. (Chicken)

mustachioed muzzle,
striped coat,
Washes often
And I don't know about water. (Cat)

Look at the answer pictures and tell me which one is missing and why? (cat; all birds, but she is an animal).

III. Fizminutka.

Show the 9th slide.

And now let's rest a bit and show Zvukovichka how we can recite poems 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 fragrant flowers.	Fold the “house” with the hands Wavy hand movements Hand draw trees, bushes Fingers show a bud that opens
Surrounds all the fence Behind the fence is a poultry yard. We open the gate We quickly run to the house We knock on the door: “knock-knock-knock” Someone is coming to us	Draw a fence with your fingers Stroke the table with your palms Show the gate with hands Run your fingers across the table Bang 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 notebooks and work in them. Show the 10th slide.

Write down the date, subject.

8. “Syllabic Mosaic”

On the way to our lesson, the sound guy found mysterious words. He tried to read them, but he couldn't. Help him insert syllables into words Show 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 Soundman how you do tongue exercises.

Show the 12th slide.

Hippo;

Frog;

We brush our teeth;

Horse.

Automation of sounds in words.

Say clearly which object is depicted.

Show the 13th slide.

12. The game "trap".

The soundman offers to play the game “trap” with him. Whoever hits it is out of the game. Shall we play? The task is to repeat the sentence correctly.

The grass mows down Roman.

The mane has a thick horse.

Kettlebell raises Borya.

The grass is overgrown with a path.

Cheesecake ate Rita 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 did they do, what sounds did they learn to distinguish)

Zvukovichok came
He brought us a bag.
Eat, enjoy
And come back Tuesday.