Topic: Differentiation T - D in syllables and words

Goal: Formation of the ability to isolate and distinguish sounds T-D in oral and writing; clarification, expansion and activation of the dictionary; improvement of a detailed educational statement; development of attention, memory, stability and voluntary activity.
Equipment. Pictures, signal cards, number series. Toys: kitten, bear cub, sets of geometric shapes, cards, colored pens, tangram.

Progress of the lesson

1. Organizational moment

The one who names words consisting of three syllables will sit down.
Today we are going to our magical city of sounds and letters. But first, we need to prepare our speech apparatus. We sat down comfortably. Hands on knees.

2. Articulation gymnastics

"Smile." The thumbs and index fingers of the right and left hands are joined together. Steel fingers clenched into a fist.
"Tube". Thumbs and index fingers joined together. Without opening, they move forward.
"Spatula". The right and left palms are turned outward.
"Cup". Cup-shaped palms.
"Horse". Children march in place.
"Fungus". The mushroom has grown - the legs are slightly bent, the knees look to the sides, the arms are raised above the head and bent at the elbows.
Aging mushroom. The muscles relax, the mushroom ends up on the ground.

We show the vowels a, o, u, y, e with movements.
Gorka - we take the vowels out from under the bed and throw them on the closet and back.

4. Breathing exercises:

the balloon deflates, the balloon inflates. We move the walls.
Relaxation: Ah, this spring sunny day.



5. Updating existing knowledge

What is sound?
- What is a letter?
- What sounds are there?
- How are vowel sounds pronounced?
- What are they?
- How are consonants pronounced?
- What are the consonant sounds?
- What is a syllable?
- Which is longer, a syllable or a word?

6. Explanation of new material

In the city of sounds and letters there are always a lot of interesting poems and riddles, proverbs and tongue twisters. Say a familiar tongue twister in robot style: A woodpecker lived in an empty hollow, chiseling the oak tree like a chisel.

What sounds are most often found in this tongue twister? (D-T)

From this series, name sounds similar in articulation: o, t, i, d, p, u. How are they similar? Comparison.

7. Consolidation of new material

1).We listen and memorize syllable series.

8. Finger gymnastics

Self-massage.
Count your fingers. What words have the sounds d and d?
(seventh, ninth, tenth)
What words have the sounds t and t?
(second, third, fourth, fifth, sixth, ninth, tenth).
Which words have both sounds? (ninth, tenth)
What words do not have these sounds?

9. Open your notebooks and write down the date

Encrypt the words: if you hear a word with the sound d, draw a circle, if the word has a sound t, draw a square.
plate, pipe, traces, rooster.
Now let's decipher these words. So...

10. Listen to the words and label them graphically.

Write the letters t and d above the corresponding syllable.
Melon, road, woodpecker, skating rink, acorns.

11. Physical exercise.

Game "Listen to the Claps"
One clap - stand up like a heron;
Two claps - stand up like a soldier;
Three claps - frog

12. Consolidation of new material

1) Sound-letter analysis of words based on pictures: duck, melon.
2) The kitten loves all objects that have the sound t or t, and the bear cub loves objects that have the sounds d and d. They took some of these objects with them on the road, but while they were driving, all the objects got mixed up, help them sort out their luggage .
Shovel, picture, plate, star, sneakers, trumpet, honeycomb, pumpkin, apron, radio.
Place objects with sounds t and t next to the kitten, and objects with sounds d and d next to the teddy bear.
3) Compare pairs of words by sound, spelling, meaning. Duck - fishing rod. Write the words in your notebook. Make a proposal.
Conclusion: sounds and letters should not be confused.

13. Lesson summary

So:
Sound is what we...
The letter is what we...
Voiced consonant sounds are... D-D
Voiceless consonants are... T-T
In writing, the sounds d and d are indicated by a letter.
In writing, the sounds t and t are represented by a letter.

Abstract speech therapy session

“Differentiation of letters T and P in writing”

Target: Learn to differentiate the letters T and P in writing

Tasks:

1) Consolidation of the motor skill of writing the letters t and p based on kinetic sensations;

2) Develop sound-letter analysis and synthesis;

3) Develop syllabic analysis and synthesis;

To form concepts about the meaning-distinguishing role letters p-t;

Development of visual attention;

Cultivate interest in the activity.

Equipment : Demo cards p-t, images of Dunno, Malvina, Chippolino, postman Pechkin, “The Magic Box” with the letters p, t, i, n, To made of wire, cardboard,table for the game "Bee", cards - words,rubber ball.

Progress of the lesson:

1) Organizational moment

Repeat the tongue twister correctly:

From the clatter of hooves

Dust flies across the field.

2) Introduction to the topic

- What sounds are most often repeated in a tongue twister?
(I hang it on the board and give it to the children.)

What letters will we talk about in class?How are these letters similar and different?

- Pay attention to the same elements of letters p-t:
n - as if...hiding in t, and in T there is an additional element.
So, what conclusion can we draw?

(These letters have similarities, so they are easy to confuse)

3)Learning new things

Establishing a kineme-grapheme connection

Today we, together with the heroes of different fairy tales, will learn to distinguish lettersp.t. Dunno was the first to come to visit us.Why do you think it was called that?

(doesn’t know much, is in a hurry to do it quickly,makes a lot of mistakes).

Dunno does not complete one leg of the letter T, so everyone laughs at him.

Malvina, our next guest, will tell Dunno how to remember

writing letters p -t.

We will listen to Malvina and learn together with Dunno.

At the letter T - three legs, the word three begins with T, This is a difficult letter.

The letter p - pair (two) legs the word pair begins with p, it's a simple letter.

Do you remember how to distinguish a letter? p from t? "vice versa?"

Write with your finger in the airT (one, two, three), on the table (1-2,3).

Let's try to draw letters p, T using threads.

What did you notice? (different lengths).

Now we will learn to find letters p, T with eyes closed.

Game "Magic Chest".

Malvina and Dunno often play the game “Magic Box”. Now we will play this game:

You will choose a letter blindfolded and recognize it.

What did Dunno learn by playing this game?

Finger gymnastics.

Are your fingers tired? Let's do some gymnastics.Let's massage each finger.

Didactic game"Bee"

What is that sound ? (Sounds like a bee buzzing)

Right. A bee has flown to us!

A real bee is a very hardworking insect; it works all day long,

collects nectar, moving from one flower to another.

Our bee is also hardworking, but she does not fly along the flower path, but alongletter field. Instead of nectar, she collects letters. If a bee collects themright, then she will have a word.

You and I can help her, are you ready? Attentively listen to my commands and write down the letters with the bee on themmakes a stop. (1 person at the board)

1st letter T. Flew further to the left and stopped about. down, down, left-ch up -t up -a What word did you come up with? Mail - What is the 1st letter in the word? 4th?

- Write down the combination Fri to the end of the line, speaking out loud.

Sound-letter analysis

Let's read the word again: Mail

Letters end up in the post office before they reach us.

Who delivers letters from the post office? Postman (hanging out the word)

- Remember who delivers mail in the village Prostokvashino? (Pechkin).

The postman Pechkin appears

Look, Pechkin also brought us a letter, but onlywhen we complete the task.

Take the card.

I will dictate the words, you write out only the letters p, t. If a word contains both letters, or two identical ones, then write them in the same cell.First fill out the 1st side, etc.

row: pencil case bird suit slippers

row: roller drops lost master

Let's check how you completed the task.(check cards on the board)

Now we can open the envelope. Cippolino sent it to us. He worked ingarden and very tired. He asks us for help. Let's help Cippolino plant different vegetables.

To do this, you need to divide the words into syllables and write down the syllable that containsletter p or t. (get it?)

We work: Tomatoes, pumpkin, potatoes, dill, lettuce, cabbage.

While we were helping Chippolino, Dunno also received a letter and couldn’tread it, help him. You need to return the syllables to their place and you will get a word of two syllables.

Let's look at one word together:TI - PAWS - what word? Read all words:

PORT-TO PEL-PE LO-TEP

Dunno thanks you for your help.

Fizminutka

I I throw the ball, if the word contains [p], then return the ball, replace it with [t] and vice versa,kidneys (dots) cake (port) car (pack) - rested?

Malvina and Dunno often play scouts, encrypting words.You and I will also play this game. You need to decipher the writing on the board.

//avlin, u///ka, las///glasses,///games, hippo ///, //they,

What do // dashes mean? /// dashes?

How to say it in one word? (all lines are separate)Write down the names of the birds in your notebook, underline p, t.

Well done! I completed the task. We made good scouts.

4) Generalization of what has been learned

Look at the board, what is written on the board.

We will not //у///а///ь letters // and /// in //letter.

5) Summary

What letters did you learn to distinguish?

How can you tell them apart?

What mistakes will you not make again?

Summary of a pronunciation lesson in the senior group

(Held at a parent meeting)

Prepared and carried out Kuzmina Tatyana Vyacheslavovna ,

speech therapist teacher

Michurinsk, Tambov region

Lesson topic:“Differentiation of sounds t – d.”

Target:

1. Consolidation correct pronunciation sounds t, d.

2. Comparison of sounds t, d, their differentiation.

3. Vocabulary work on the topic “Home”.

4. Consolidating the skill of analyzing monosyllabic words.

5. Making sentences with prepositions.

Equipment: board, typesetting canvas, kits for diagrams, toy telephone, house model, doll, toy monkey.

Progress of the lesson

I. Organizational moment. Children have pictures that begin with vowel sounds. Sit down according to instructions. First, those whose first sound in the word is a, u, i, o, e.

The term “vowel sound” is repeated.

II. Main part.

1. Goal setting.

The speech therapist shows a model of the house and asks what it is? (This is a house) Children say the word house in chorus and one by one. Determine the first sound in the word house - d. Then he shows the children a monkey and says that its name is Tom. Children pronounce this word and determine the first sound. The speech therapist reports that today we will talk about the sounds t, d.

2. Comparison of sounds t, d.

Children name these sounds and remember that they cannot be sung. These sounds are consonants. The sound t is deaf, the sound d is voiced (check what the little voice is doing, ringing or sleeping).

Game “Broken Phone” (transformation of syllables). tells the children that a telephone has been installed in our house, only he confuses the sounds t, d, and shows how the telephone works. Then the children themselves transform the syllables ta-tu-to-you into the syllables yes-du-do-dy.

3. Naming words with sounds t, d.

Game "Magic Cube".

There are 4 windows of red, green, yellow and blue. The called child tosses the cube and opens a window of the same color as the top of the tossed cube. At the same time, he composes a phrase (I open the red window). He takes out a picture, determines what sound is in the word (t or d) and puts it on the right shelf. (On the first shelf there is a picture of a house, on the second there is a monkey Tom).

4. Word Analysis Vol.

Work on the sound line.

The speech therapist pronounces the word, opening the windows - sounds on the ruler.

Children determine that three windows opened and lit up, which means there are 3 sounds in the word Tom. The windows must be filled with circles - sounds.

What's the first sound? (T) What sound is that? (consonant) Which circle will we use to denote the sound t? (blue) Let's put a blue circle in the first window.

What sound is heard at the end of a word? (m) What sound is that? (consonant) What circle will we designate? (blue)

Two windows were filled, leaving one in the middle. Look carefully at my mouth, it will tell you. (T-o-o-o-m) What sound did my lips make? (o) Yes, the lips are round with the sound o, which means the second sound is o.

How many sounds are there in total? (three: vowels-1, consonants-2)

5. The speech therapist draws attention to the house and offers to play the game “Who knows the most parts of the house”

Children compete by naming windows, walls, ceilings, doors, floors...

6. Memorizing the poem “Tom”.

The speech therapist pays attention to the girl, the children come up with a name for her (the name begins with the sound t - Tonya, Tanya, Toma)

Grandma at home, grandpa at home

Only Tom is not at home

Where is our Toma?

- She is standing near the house.

7. Making sentences with prepositions “Where is Tom?”

The speech therapist places a doll behind the house, in the house, in front of the house, near the house, and the children make up sentences. (Tom is standing near the house)

8. Team competition “Who knows more words with the sounds t, d.”

First, the children take turns coming up with words with the sound t, then d. Do not repeat the words. For every word - forfeit. The team that names the most words with both sounds wins.

9. At home, children come up with words with the sounds t, d.

The author is pleased, it’s not difficult for you - click “I LIKE”

Target: Differentiation of sounds [D] - [T].

Tasks:

Educational: develop auditory differentiation of sounds [D] - [T].;

develop the ability to correlate the sounds [D] - [T] with the letters D and T;

Corrective: develop phonemic hearing, phonemic perception. Clarification and comparison of articulation and characteristics of sounds [D] - [T]. Differentiation of sounds [D] - [T] in syllables, words, phrases, sentences, texts.

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

Equipment: cards with written assignment for each child, notebooks, ball.

Progress of the lesson:

I .Organizational moment.

1.Greeting. Recording a number.

2. Breathing exercises “Snowflake”.

3.Message about the topic of the lesson.

1). Select the first sounds from the words melon, pumpkin.

2). From this series, name sounds similar in articulation: o, t, i, d, p, u.

3). Name the first sound in the words: Dasha, Tonya, poplar, house, tank, rain, mud, slippers, Dina, money, shadows, pulls, warm, day, dunes.

II . Main part.

Clarification of the acoustic-articulatory characteristics of sounds [D] - [T].

Describe the sound [D] - consonant, voiced, hard.

[D’] – consonant, voiced, soft.

Describe the sound [T] - consonant, deaf, hard.

[T’] – consonant, deaf, soft.

Writing in notebooks.

Differentiation of sounds [D] - [T] in syllables.

Form syllables with the sounds [D] - [D’], [T] - [T’] Write the resulting syllables and sound combinations in your notebook.

3. Playing with the ball.

The speech therapist throws the ball to the child, names the syllable with ringing sound. The child must return the ball to the speech therapist and name the syllable with a voiceless consonant (and vice versa).

ta - yes dia - da ta - da da - da

to - do - de - de - de - de - de

tu - du du - du - du - du - du

you - dy di - ti ti - di tu - du

4. Write down syllables and sound combinations in two lines: in the first - with the letter D, in the second - with the letter T.

a) yes, ta, tu, de, te, tu, du, du, dy, you, then, do, di, ti

b) ada, ata, atu, adu, odu, otu, uda, uta, ute, ude, udi, uti

5. Differentiation of sounds [D] - [T] in words.

Complete the words by adding the syllable yes or ta.

be... ...bungoro... nature...

cof... ...that thief... pig...

in... ...what boro... free...

wa... ...ry goose... good...

ducklings are hatching... full...

6. Determine the presence and place of the letters d, t in words. Make diagrams of these words. Select the letters d, t from the words. Write the letters D, T above the word diagrams.

plate, can, girlfriend, work, coat, hard, difficult, touched, traveler, reached, radio, stooped, factories, commander

7. Physical exercise with a ball. The game “Everything is the other way around”.

Rich man -

Thick tree -

Liquid soup -

Short tape -

Dirty dishes -

Sharp knife -

Quick step -

Young tree -

Dark room -

Warm wind -

8. Differentiation of sounds at the level of phrases.

Working with cards

Make up phrases from the words of the first and second columns, write them down, underline the letters D and T:

LONG ROAD

Rainy weather

TOMATO PASTE

Have a good day

Thin waist

striped SWEATER

COZY HOME

GOOD GRANDFATHER

9. Differentiation of sounds [D] - [T] in sentences.

Complete the sentences using the pictures. (The speech therapist selects the pictures! Dasha draws with colored... (pencils).

The nails are driven in... (hammer).

They carry water... (bucket).

Firewood is chopped (with an axe).

They are digging the earth... (shovel).

They catch fish... (fishing rod).

The children are sitting at... (desk).

Tolya ran behind... (at home).

The boy runs after... (girl).

Grandfather paid for... (slippers).

Dima hid behind... (curtain).

Lush... (grass) grows in the meadow.

The hay was stacked in... (stack).

Various... (berries) grow in the forest.

At the edge of the forest grow... (oaks).

10. Differentiation of sounds [D] - [T] in connected texts. Dictation.

Write syllable by syllable and pronounce the syllables. With subsequent checking and syllable-by-syllable underlining.

Difficult day.

Tolya and Dasha helped grandfather in the garden. They pulled the grass, loosened the beds, planted parsley and lettuce. The children worked in the garden all day. It was a difficult day. The children are happy - they worked hard.

III Summary of the lesson.

What sounds did we work with today in class?

Describe these sounds.

IV Homework.

Summary of speech therapy lesson: "Differentiation of sounds

[d] - [t] in words, sentences and coherent speech"

Target:

Development and consolidation of articulation motor skills.

Comparison and identification of distinctive and common points in the articulatory structure of these sounds.

Differences in sounds in syllables, words, sentences.

Development of sound analysis and synthesis, phonemic perception of these sounds: finding the place of sound in words.

Enrichment of vocabulary with words on the topic “Professions”.

Cultivate perseverance and hard work.

Equipment: picture of a boy, isographs, cards for comparing articulation, pictures with diagrams, a ball, pictures with professions, words of proverbs, individual cards for children, cards with the letters D and T, colored pencils, notebooks.

Lesson progress

1. Look who came to our lesson again today?

Dima Lentyaykin

Why is he called that, remember? He came again to see how you work. Look, he came with some kind of letter. But we'll read it later. Now let's start working.

2. Look at the isographs. Solve them (house, tractor).

Name the first sounds in these words. (D-T)

3. What letter represents the sound D? T?

4. Comparison by articulation.

How are these 2 sounds different?

Today we will learn to distinguish between the sounds D and T.

5. I will pronounce words to you, and if you hear the sounds D or T, raise the corresponding letter:Fishing rod, duck, reel, tub, shower, mascara, blew, knock, girlfriend, smart, country, business, body.

6. Next task like this: write down the first letter of each syllable.

Yes, dy, tu, dro, tla, two, tmi, tru, for.

Let's check which letters you wrote down. (d, d, t, d, t, d, t, t, d)

7. Pictures are hung on the board. You need to color the square corresponding to the place of the sound D or T in the word-name of the pictures. What color pencil will we need? (blue)

Picture names: bow, axe, cake, duck, melon, sneakers.

Let's check the task.

8. Now be careful. Complete the words by adding the syllable yes or ta (orally):

coffee__

city__

in__

shovel__

nature__

just__

pig__

stars__

good__

guys__

borough__

cold__

9. Work using cards. Take a green card. Fill in the missing letters D or T in the words:boro_a, _o_ochka, s_rela, svis_ok, po_ruga, po_bor_ok, patch.

Examination: beard, pipe, arrow, whistle, girlfriend, chin, patch.

10. Physical exercise with a ball. Game "The Cat is the Other Way Around". If you tell him: “ Big house", he says: "Little house." What will the Cat answer if you tell him:

Rich man -
Thick tree -
Liquid soup -
Short tape -
Dirty dishes -
Sharp knife -
Quick step -
Young tree -
Dark room -
Warm wind -

11. Write the words in 2 columns according to the presence of D or T:

Branch, bucket, dishes, pipe, rainbow, knock, grass, doors.

Examination:

bucket

branch

dishes

pipe

rainbow

knock

doors

grass

12. Work using cards.

Now look at the card white. You need to guess which word is “broken.” Complete these words.

Examination: thermometer, tablets, fabric, thread, hammer, chisel.

Look at the board. What professions are shown here? (doctor, tailor, builder). Who has a card with the name of an item that is suitable for a doctor, a tailor, a builder?

Examination: the doctor - a thermometer, pills; to a tailor - fabric, threads; to the builder - a hammer, a chisel.

13. Work using cards.

On the blue card is the game “Fourth Wheel”. You need to insert the missing letters D or T and in each line find and underline the “extra” word:

Voro_a, ve_ka, o_uvankik, steam_a.

It's rainy, it's milky, it's cool, it's cold.

_ru_but, _awed_, _abure_, _cancer_or.

Examination:

Gate, branch,dandelion , desk

Weather, hammer, bucket, blanket.

Difficult, waited, stool, tractor.

14. Now let’s read Dima Lentyaykin’s letter. He has some words in the envelope.

Who guessed what would come out of these words? (proverb). How do you understand the meaning of this proverb? Write it down in your notebook from memory.

Examination:

15. Summary. What new did Dima Lentyaykin and you learn today? What sounds did you learn to distinguish? What can we say about them?

Speech therapy lesson summary:

“Differentiation K - G (K’–G’)”

Goals and objectives:

Learn to distinguish sounds and letters K-G, K'-G' orally and in writing.

Improve phonemic processes, speech-auditory memory, enrich vocabulary.

Improve your ability to switch attention;

Improve control and self-control skills.

Equipment: diagram of the acoustic-articulatory image of sound, support cards for the letters K, G “goose”, “beak”; explanatory dictionary, computer, handouts.

Progress of the lesson

Organizational moment.

Work on the topic.

1. Acoustic-articulatory image of sounds. Connection with a letter.

Make up a word based on the first sounds of the words:

slide, dill, family

What word did you get? (goose)

What letter does a goose look like? (support card for the letter G - “goose”)

What is the first sound in a word goose?

Give a description of the sound G (according to the scheme of the acoustic-articulatory image of sound)

What pair does the sound G have? Why?

Give a description of the sound K (according to the scheme of the acoustic-articulatory image of sound)

What does the letter K look like? (card support for the letter K - “beak”)

Name the main difference between the sounds: g - voiced, k - deaf.

How did you determine? (when pronouncing the sound G - the neck trembles, when pronouncing the sound K - no)

What do you think we will learn today? (distinguish between sounds and letters K, G) For what? (to spell them correctly and not confuse them)

Children are asked to make support cards for the letters G and K.

1. Differentiation of sounds and letters K, G in isolated form, in syllables, words.

1) Game “Attentive Ears” (with the obligatory finding of the sound in the word, control of work vocal cords along the neck).

Determine what sound is in the words and show support cards with the letter K or G.

Mushrooms, roof, cat, pear, sleeves, berries, rainbow, leg, boots, napkin.

2) Game “Cryptographers”

Now let's encrypt the words and write down only the letters K or G (with the obligatory location of the sound in the word, control of the functioning of the vocal cords along the neck).

Pigeon, roof, cat, mushrooms, loon, kangaroo, pear, berries

(g, k, k k, g, g g, k g, g, g)

Check the note against the note on the board. Unscramble the words.

Reading the syllabic table.

GA – KA – GA

GO - KO - GO

GU – KU – KU

Gee - Gee - KY

KI - GI - KI

KY - GY - KY

GYO - KYO - GYO

Reading in chorus, in a chain, from top to bottom, from bottom to top, selectively; We find syllables with soft consonants and hard consonants. Children's attention is drawn to the clear pronunciation of voiced and voiceless consonants.

4) Write down the syllables from dictation.

Ga, gyu, ku, ky, ge, ku, gyo, kya, gee.

- Circle the letter K with brown color and G with a simple pencil.

Check the recording (read by speech therapist)

Tell me how many syllables have a voiced consonant and how many have a voiceless consonant.

Read the syllables with a voiced consonant and with a voiceless consonant.

We read in sequence.

5) Physical exercise.

In the morning the gander stood up on his paws

In the morning the gander stood up on his paws, (Stretched, arms up - inhale and exhale.)

Got ready to charge. (Jerks of hands in front of chest.)

Turned left, right, (Turns left and right.)

I did the squat properly, (Squats.)

I cleaned the fluff with my beak, (Tilts the head left and right.)

Hurry up to your desk - splash! (Sit down.)

6) Arrange the pictures into two groups: with the letter K in the first, with the letter G in the second.

Subject pictures: duck, wagtail, goose, magpie, bullfinch, starling, crossbill.

Each student has one picture, the children go one by one to the board.

What general word can you choose for these pictures? (Birds)

Guys, I also have a picture. Who can tell what the name of this bird is? (Wagtail)

Which group should we assign the picture to?

Why? (the sounds K and G are in one word)

Have you heard of this bird before? Let's see what the dictionary says about it.

Children are divided into two subgroups: the first subgroup searches in explanatory dictionary, the second - in computer program.

The wagtail is a small passerine bird with a long, narrow tail that constantly swings.

Tell me, which word is the most difficult of the birds presented? Divide this word into syllables.

In which word do you think the sound K is in 1st place, 2nd, 5th; sound Гь – in 4th place (The task is performed using digital series).

Which picture matches the diagram? (red, blue, blue, red - duck)

7) Game “What’s missing?”

First, the speech therapist teacher removes one picture at a time, then all the pictures.

Remember words with the sound K, with the sound G.

8) Corrective test.

Within 5 minutes, cross out the letter G, circle the letter K; count the number of letters.

Wagtail.

The wagtail is slender and graceful. Its back and sides are gray, its belly is white, the upper part of its chest, tail and wings are black, shiny, decorated with white feathers at the edges.

The wagtail arrives in early spring, when there is still ice on the rivers and lakes.

Wagtails usually make their nests in bushes along the banks of rivers and streams. After all, near the water it is easier for them to get food for themselves and their chicks. Mosquitoes, moths, midges, butterflies, and beetles are the favorite food of wagtails.

At the end of summer it gets colder, insects hide, and wagtails, joining in small flocks, fly to Africa and South Asia.

(number of letters: G – 12, K – 27)

Stunning of voiced consonants

Target. Observe the discrepancy between pronunciation norms and spelling norms, exercise students in checking dubious consonants.

1. Consider and name the subject pictures (in pairs):

a) cup - spoon

b) branch - boat



In each pair of words, highlight the third sound:

a) in both words the word sh is heard (pronounced);

b) in both words d. is heard (pronounced). Compare the spelling of the words considered.

Find out in a conversation that the deafening of the voiced consonants w and d in the words spoon, boat is explained by the proximity of the voiceless consonant k. If you eliminate this proximity, the sounds will sound loudly, without distortion: spoon, boat. The neighboring vowel (e, o) helps clarify the consonants.

Devoicing can occur with any of the paired voiced consonants. In this case, the voiced consonant is pronounced as its paired voiceless consonant (see table):

2. Consider examples of deafening of voiced consonants in words (when a voiced consonant is followed by a voiceless consonant):

3. In the middle of the words cup, branch, two voiceless consonants met: shk, tk. To make sure that there is no contradiction between pronunciation and spelling, let’s turn to the same vowels for help: cup, twig.

4. Check doubtful consonants in words:

…-Shop

…-strip

...-Coat

…-herring

…-Matryoshka

…-cover

…-Notebook

…-fairy tale

…-Tile

…-lid

The hut stands on chicken legs. It contains rainwater. The dog is sleeping in the box. Carrots grow in this garden. The birch trees are turning green at the bottom. On the way out, a sweet raspberry ripened. Boards and feet are running along the road. (Skis.)

Speech therapy session summary

Differentiation of sounds “s” and “ts” in words and sentences

Goals:

Improving the skills of differentiating sounds and letters S-C in oral and written speech.

Improvement phonemic processes, skills of sound-letter analysis and synthesis; development of attention and memory.

Clarification and activation of the dictionary.

Equipment: Mirrors, pictures, the title of which contains sounds S-Ts, cards with letters S-C, chips.

PROGRESS OF THE CLASS

1. Organizational moment.

The students are standing at the door. The speech therapist lists sound chains in each student's ear and asks them to remember them. The child goes to his place.

Each student names his chain from his place.

Example:

A-O-U-Y

K-G-D-F. etc.

Speech therapist: what did you say just now?

Students: sounds.

2. Repetition of the topic: “Vowels, consonants. Their differentiation."

The speech therapist reminds you of the difference in the formation of vowels and consonants (the presence or absence of an obstacle).

3. Breathing exercise.

Take a deep breath. While inhaling, slowly raise your straight arms to chest level with your palms facing forward. Hold your breath. Concentrate your breathing on the middle of your palm (sensation of a “hot coin”). Exhale slowly to the sound U. Exhaling, we simultaneously draw in front of us with both hands geometric shapes(circle, square, triangle).

a) Using the sound E we sing the melody of the song “A grasshopper sat in the grass.”

b) Exercises for lips and tongue: “Smile”, “Tube”, massage of the tip of the tongue (biting), “Painter”, “Horses”.

4. Repetition new topic Distinguishing sounds and letters S-C.

Speech therapist:

The bird flapped its wings and quietly squeaked: piss-piss-pissss.

The owner did not find the chickens and went to look, chick-chick-chick-tsk.

Guys, how did the bird squeak? Piss.

What did the owner call the chickens? Chick.

Lesson topic message.

Speech therapist: Today we will continue to learn to distinguish consonants S-C. Take the mirrors and pronounce these sounds S, C. How are they similar? How are the sounds different?

How is the sound C formed?

At this sound, the teeth are almost closed and all are naked in a “smile.” The corners of the mouth are pulled to the sides. The tongue rests on the upper part of the lower teeth - it takes a position as with the sound “I”. In this case, a stream of air is directed to the front teeth.

When we pronounce the sound “C”, the flow of air is smooth and cold.

How is the sound C formed?

With this sound, the teeth are exposed in a “smile”, brought together or closed. A stream of air goes simultaneously to the tip of the tongue and the front teeth. The tip of the tongue, resting against the lower teeth, rises sharply with its back to the sky and also sharply descends. The air stream is interrupted: a bow occurs. The air stream is jerkily applied to the front teeth. This can be felt on the back of your hand.

The air stream is cold and rubs against the front teeth.

Differentiation of S, C in syllables and words.

a) Reproduction of syllable series:

As-as-ats

Atsl-atsl-asl

As-ats-as

Asl-atl-atl

As-ats-ats

Atsl-asl-asl

b) Transformation of syllables, words.

Ac-ac

Sa-tsa

Cock-clop

Color-light

Os-ots

So-tso

Tsel-sel

saber heron

Us-uts

Su-tsu

Bang-bass

Tsvetik-svetik

Is-its

Sy-tsy

Price-sen

Boots-beads

c) Speech therapist:Oral dictation of words. Guys, pick up a card with a letter if the word contains the corresponding sound. (Numbers, compass, station, steps, pump, acacia, stadium, smart girl, modest one.)

d) Speech therapist:Pick up the card with the letter C , trace it with your index finger, draw it in the air, write it in your notebook. Pick up a card with the letter C, trace it with your index finger, draw it in the air, write it in your notebook.

This is the letter C.
With a claw at the end.
Scratchy claw
Like a cat's paw.

Differentiation of C in syllables, words in writing.

d) Individual work by cards.

Speech therapist: Guys, insert the missing letters s or q into the words.

Naso..., zaya..., vacuum..., skvore..., kuzne..., matro..., kva..., leden..., deck..., bore..., couple....

Bread-bread...ah, soup-soup...ah, candy-candy...ah, sugar-sugar...ah, cracker-rusk...ah.

Speech therapist: How can you combine some words? Call them a general word. (Dishes.)

Let's check.

Speech therapist:Write the names of the pictures: chicken, pine, heron, owl.

Check in pairs.

Speech therapist: Which word is extra? Why? (Pine.)

5. Physical exercise.

There is a pine tree in the yard,
She reaches for the sky.
Poplar grew up next to her,
He wants to be more authentic.

(Standing on one leg, children stretch, arms up, then the same on the other leg.)

The wind was blowing strong,
All the trees shook.

(Tilt the body back and forth.)

Let's squat together -
One, two, three, four, five.

(Squat.)

We warmed up to our hearts' content and we'll hurry up from our desks.

(children sit at their desks.)

6. Consolidation of what has been learned. Work at the board

Speech therapist: Name the pictures(pictures of birds) and arrange them under the letters C and C. (Children do tasks on the spot and at the blackboard.) How can these pictures be divided into two groups? What, in one word, can you call the pictures? (Birds.) From dictation, write down words with the letters C in the first column, with the letter C in the second column. Determine by ear the place of the studied sounds in the words: Heron, tit, jay, starling, owl, bullfinch, sveristel.

Development of a sense of rhythm.

Speech therapist: Guys, listen to the poem and add the missing word to the rhyme (underlined for the teacher), taking into account the poetic size.

The snow flutters spinning,
It's white outside.
And they turned puddles
In the cold glass.
Where the finches sang in summer
Look today!
Like pink apples
On the branches bullfinches.

7. Physical exercise: Performed while standing. The speech therapist pronounces the words. If the word contains the sound C, children spread their arms to the sides, if C, they clap their hands.

Sheep, watch, ring, compass, pine, pollen, cheese, towel, wheel, bushes. (Children sit down).

8. Summary

Speech therapist: guys, today you pronounced syllables and words, replaced sounds and letters in syllables and words, laid out pictures.

Why did we do all this?

Children:

We learned to distinguish sounds and letters S and C.

Speech therapy lesson notes.

Subject: Differentiation [h] – [h] in phrases and sentences.

Goals: 1) development of the kinesthetic and kinetic basis of hand movements;

2) development visual perception;

3) development fine motor skills;

4) differentiation [h] – [h] in phrases and sentences;

5) an exercise in word formation of qualitative adjectives from nouns;

6) an exercise in agreeing numerals with nouns;

7) exercise in education active participles present tense, agreement of participles with nouns;

8) exercise in conjugating verbs in the present tense;

9) exercise in inflection of nouns. in V.p.;

10) enrichment of the vocabulary;

11) memory development.

Equipment: card with overlaid outlines of 4 puppies; ball; subject pictures - key, barrel, brush, suitcase, fishing rod, brush; demonstration pictures – pike, bream.

Progress of the lesson

Exercise to develop the kinesthetic basis of hand movements.

"Frog"

Bend your index finger and little finger and pull them back (eyes). Bend the ring and middle fingers and press them to the middle of the palm (mouth). Place your thumb horizontally on the nails of your middle and ring fingers.

Exercise to develop the kinetic basis of hand movements.

“The mouse is a neat guy”

The mouse washed its paw with soap

(with one hand “wash” the other),

Each finger in order

(with your index finger touch

to each finger of the other hand).

Here I lathered up the Big one

(all fingers first with the right one,

then “soap” the thumb with your left hand),

Rinse it with water.

I didn’t forget the Pointer,

Washing off both dirt and paint

(similar movements

with index fingers).

The middle one lathered diligently,

It was probably the dirtiest

(similar movements with middle fingers).

Nameless rubbed with paste,

The skin immediately turned red

(similar movements with ring fingers).

And Littlefinger quickly washed:

He was very afraid of soap

(with quick movements, “soap” your little fingers).

Petya brought home a squeaking puppy. Who did Petya bring home?

Word formation of adjectives from nouns.

The puppy was fed food prepared with milk. What food did you feed the puppy? (dairy food)

And food made from vegetables. What food did you feed the puppy? (vegetable food)

Cleaned the puppy with a brush. How did you clean the puppy?

Agreement of numerals with nouns.

The puppy grew up and made friends. Count how many puppies are playing on the property. To do this, outline each puppy with a simple pencil. (1 puppy, 2 ..., 3 ..., 4 puppies. 4 puppies play on the site.)

Formation of active present participles, coordination of participles with nouns.

One day the puppies decided to take a walk near a small oak tree. And so our puppy hit the road. Along the way he met a lot of interesting things. Name what the puppy saw, following the example: read, student - reading student.

Sway, branches. Knock, engine. Race, car. Miss you, man. Sneeze, kitten. Print, machine. Treat, doctor. Let's begin, teacher. Miss you, woman. Crackle, bitch. Scream, man.

Inflection of nouns Im.p. in V.p.

The puppy walked along the path and reached the river. In this river there is a fish, the name of which contains the sound [у]. (bream, pike)

Name a predatory fish. Tell me, what kind of fish is in the river? (The river is home to predatory pike and bream.)

Pike and bream love to play hide and seek: they hide various things and then look for them.

Name the things that pike and bream hide. (key, barrel, brush, suitcase, fishing rod, brush)

The speech therapist removes 1 picture, the child answers: Pike and bream are looking for a key (barrel, brush, suitcase, fishing rod, brush).

Conjugation of verbs in the present tense. (with ball)

I admire the chirping of birds.

You admire the chirping of birds.

He admires the chirping of birds.

She admires the chirping of the birds.

We admire the chirping of birds.

You admire the chirping of birds.

They admire the chirping of birds.

Four puppies.

Once in the green grove, four puppies made an appointment with the little oak tree.

The tall grass tickles the sides, four puppies are frolicking in the wild.

Then they came across a large river, and four puppies swam in it.

“Now it’s good to drink some milk,” the four puppies decided in the evening.

"Goodbye! Goodbye! See you! Bye!" -

Four puppies were returning home.

Speech therapy session summary

“Emphasis. The semantic role of stress. Syllabic-rhythmic structure of words"

Goals: to show children the semantic and phonetic role of stress; train them in pronouncing and identifying the stressed vowel sound in words.

1) The speech therapist shows the children two pictures with the general caption “There are mugs on the table.”

The children silently read the signature. The speech therapist asks to show a picture that matches the caption. Children read aloud a sentence in which the word mugs is pronounced either as mugs or as mugs.

The speech therapist associates a change in the meaning of a word with a shift in emphasis.

Students observe the sound of these words and are convinced that the stressed vowel is pronounced louder and longer than unstressed vowels: circles: circles.

The second proposal is also being considered. I'm crying. I'm crying.

2) To confirm the conclusion about the semantic-distinguishing role of stress, pairs of words are considered:

castle - castle; cotton - cotton; squirrels - squirrels; shelves - shelves; vnital - subtracted; horse racing - horse racing. Sentences are composed orally and the stressed vowel in the word is highlighted.

Thick breads have been born - There will be a lot of fragrant bread.

3) Listen to the poems, remember the meaning of homograph words:

I am a collection of cards. From stress

My two values ​​depend.

If you want, I’ll turn it into a title^

Shiny silky fabric.

(Atlas - atlas)

I am a herbaceous plant

With a lilac flower,

But change the emphasis -

And I turn into candy.

(Iris - iris)

We are a stand for the sawyer,

We are the coachman's seat,

But try and put it on

We have a different emphasis -

Be careful with us

We gore with our horns.

(Goats are goats)

In subsequent lessons, the mastery of these words is checked.

4) Solve riddles; remember the stress place in the guess words:

It grows in our melon patch, When you cut it, the juice flows, It tastes fresh and sweet, It’s called... (watermelon).

The dishes made from me are thin, soft white and ringing, and have been fired for a long time. I call myself... (porcelain).

Letters-icons, like soldiers on a parade, are lined up in a strict order. Everyone stands in an appointed place, and everything is called... (alphabet).

5) Oral dictation on the topic “Stressed vowels.” The speech therapist distributes sets of vowel letters to children. Having heard a word, students pronounce it together (i.e., without dividing into syllables), but with the voice on the stressed vowel, raising the corresponding vowel letter.

a) The speech therapist emphatically pronounces the stressed vowel, but without dividing the word into syllables:

raspberry, order, pigeons, darling, eight, rocket, gate-CC, poetry, collar, dragonfly, dragonfly, jumping rope, jumper, ducklings, duckling, cheerful.

b) The words are pronounced in the usual manner, without exaggerated emphasis on the stressed vowel:

cardboard, paper, products, store, pioneer, telephone, this, fulfilled, birch, this, telegraph, alphabet, nettle, watermelon, catalogue, porcelain, sheet, library.

6) The speech therapist dictates words from previous assignments. Students write down only stressed vowels (through busy).

Voices are heard outside the door. Zina has no voice today. These mountains are high. A herd grazes on the mountainside. We know the rivers of our Motherland. A path runs along the river bank. Our legs got tanned. I can't stretch my legs. A crow is smaller than a raven. Pick up the floors and wash the floors. I wash my little sister.

8) Consider pairs of words. Orally make up phrases or sentences:

hands - hands

chalk - chalk

lakes - lakes

buckets - buckets

my - my

I'm melting - I'm melting

9) Graphic dictation: the text is written using stressed vowels alone: ​​Text:

It often rains in autumn.

o a u and

The water washed away the roads.

a y o

My feet are stuck in clay.

I'm about and

It's difficult to get to school.

u a o

BIRD HOUSE

We have this custom: As soon as it snows, we’ll hang the plank bird house on a twig. Above the plank house there is a din from morning to night. How fun the winged, fluttering guests are!

10) Children have sets of subject pictures (from 8 to 12) and numbers 1; 2; 3, which indicate the place of a stressed syllable in a word. Group the pictures into three columns:

bag

watermelon

boots

felt boots... basket... phone...

11) “Learn your name.” The speech therapist taps out the rhythm (the stressed syllable is louder). Those children whose names correspond to the rhythm they heard stand up:

Schemes of syllable-rhythmic structure of words

Two difficult words

1) Name the picture. Clap the syllables: a stressed syllable is a loud clap, an unstressed syllable is a quiet clap. The stressed syllable is longer, and therefore some pause is needed after a loud clap.

2) Consider the diagrams, “read” them, i.e. clap:



3) Arrange the pictures in accordance with the diagrams.

4) Write down the words below under the diagrams in two columns with pronunciation and clapping of the rhythm (they are written on the board). In such exercises, it is especially important to develop in children the experience of observing the movement of stress in groups of words with the same root, without drawing the students’ attention to unstressed vowels at this stage:

lamp, hare, bear, fish, fisherman, spring, winter, wintry, piece, Thursday, squirrel, sea, sea, fireworks, river, small river;

circle, round, Tuesday, second, repeat, waves, wave, said, fairy tale, say, blue, chenille, Wednesday, average, white, whitewash, black, blacken, cooks, cook, oars, oar...

Three syllable words

5) Write down the words given on the board under the diagrams:

a) walk, girl, pencil, conversation, horizon, vegetables, crow, Friday, sparrow, commander, newspaper, apples, village, milk, vegetable garden, cabbage, street, car, clothes, pies, once, wheat;

b) dictionaries, word, cherry, cherry, jumped out, skipping ropes, galloped, threat, threatened, jumpers, menacing, told, fairy tale, said, learned, student, unlearn, vegetable, vegetables, birch forest.

6) Graphic recording of the text given on the spruce board on a card (each sentence on a new line).

Text on the board:

Note in notebooks:

A spider weaves a web.

xXxxxXXx

Weaved, hid:

X xxXx...

“If a big fly hits us, we’ll eat.”

A tit bird flew past.

Hit the spider's web.

The spider thinks:

“I caught a big fly.”

Speech therapy session summary "Root. Words with the same root"

Lesson objectives:

clarify ideas about the concepts of “cognate words”, “root”;

developing the ability to recognize and select words with the same root;

cultivate neatness.

Lesson progress

Organizational part.

The long-awaited call was given,
Let's start our lesson.

) Listen to the texts. Mark words that have the same root.

The spring gives birth to a river, and the river pours and flows through all of Mother Earth, through the entire Motherland, feeding the people. Threat, look how smoothly it comes out: spring, Motherland, people. All these words are like relatives.

(K. Pauspovsky)

HOW DO WORDS GROW?

Once upon a time, many years ago, a strange garden was planted. It was not an orchard - it was only a word. This word, the root word, soon began to grow and brought us fruit - There were many new words. Here are some seedlings from the garden for you. Here are some more landings nearby. But here is the gardener, The gardener goes with him. It is very interesting to walk in the verbal garden!

(E. Izmailov)

2) Are the following pairs of words close in meaning?

cow - calf horse - foal pig - piglet sheep - lamb

3) Indicate the root in the words:

mountain - grief - burned water - drove

painted - rice hiss - rosehip

- Are the words in each row close in meaning? Are they related, although they have the same “twin” roots in spelling and pronunciation?

4) Write down groups of related words:

a) underwater, lead, driver, watery, watery, groovy, transfer, water, conductor, water carrier;

b) grieved, sunbathed, hillock, mountaineers, sorrowful, burning, mountainous, saddened, mountainous, fire victims, will burn out.

5) Write down those phrases that are acceptable in speech: butter; old old man; make jam; do

case; workwork; treat a guest; sing songs; fry a roast; write a letter; start over; finish to the end; take a bite; explain clearly; curl up like a vine; walk shaken; to paint; scream; stare with eyes; to whiten with whitewash; I don’t know; sharpen with a sharpener; mow with a scythe.

6) Insert the missing words with the same root as the highlighted words:

A fairy tale is coming soon... but not soon.... That's enough for you, good fellow, grief.... This is not the first time the wolf has had winter.... The young grows, and the old.... On... and cancer is a fish. Every living thing wants...

7) Listen to the poem by E. Izmailov. Find related words in the text.

An icicle hangs - pure ice.

Nobody sucks an icicle.

And lollipops are not made of ice,

And you can always take them into your mouth.

It's time to finally tell us

Icicle sweet candy.

Then an icicle of ice

We will also rename it.

And let along the roofs and over the porch

There will be a lot of lollipops hanging,

And in stores for children

Icicles will be in great demand.

Why does the poet suggest renaming icicles into candies?

8) “Tricky questions”:

§ Why doesn’t the rosehip hiss?

§ What is the mountain grieving about?

§ Who doesn't have water?

§ Which spoon contains a lie?

§ How to draw with rice?

§ Where did you dip the perch?

§ Does each capital have a hundred faces?

Difficult words

1) Read the poem and indicate:

a) related words;

b) a compound word made up of two roots:

Once upon a time there was a couple in the world,

He looked gray and old,

But with boiling water

He danced like a young man.

It flowed from the teapots,

It swirled over the pots,

No useful things to do

I couldn't do it at all.

Once upon a time there was a word move

In the word exit, in the word entrance,

In the word walkers knocked

And on the march it walked into the distance.

So the steam and progress lived.

They lived apart, but

They were connected together -

They swam on the water.

The steamship goes by ferry,

In pairs go steam and move.

(E. Izmailov)

2) In complex words, highlight the roots (with an arc) and the connecting vowel e or o between the roots (with a circle):

steam locomotive, floor polisher, airplane, helicopter, icebreaker, vacuum cleaner, steel worker, haymaker, mousetrap, windbreak, dead wood, book lovers, beekeepers.

3) Find complex words in the text; indicate from which roots they are formed:

Ice drift began on the Volga. Yesterday there was snowfall. The beekeeper showed us the apiary. Haymaking has already begun. Beautiful autumn leaf fall. The loggers returned home. The sound of a waterfall can be heard from afar. The fisherman checked his fishing rods. The pedestrian walked five

kilometers. The navigator discovered a new island. Travelers talked about distant countries.

4) Indicate complex words in the text:

Seven in the department -

everything is in order! Pustoved

adjusted his beret. Nethercutter

sharpened the question. Chatterbox

filled the cauldron. Idle man

looked proudly. Pustoley

called: “Faster!” Pustovar

got hot. Hollower

kept records of everything...

The smoke is thick towards the sky, but the cauldron is empty!

(V. Ivanov)

- What one word can replace all the complex words mentioned in poem 5?

Speech therapy session summary

"Word formation. Formation of new words using prefixes"

Lesson objectives:

clarify ideas about the concept of “prefix”;

development of the ability to recognize, select and highlight prefixes in words;

develop the ability to listen to other students.

Move lesson

Organizational part.

The long-awaited call was given,
Let's start our lesson.

1) Name opposite actions using the prefixes from-, you (with throwing the ball); make up word combinations with some of them.

stick - unstick

bring in - take out

bring - ...

invest - ...

tie - ...

let in -...

get used to - ...

get in -...

fasten - ...

roll in -...

bring -...

fly in -...

2) Are the prefixes in these Ions similar or different in meaning?

pushed - pushed

redeemed - redeemed

we smeared - smeared

built - built

/and,/ironed - ironed

frightened - frightened

3) What prefixes (for-, from-) can express the beginning; and what is the end of the actions indicated by the verbs below: thundered, shone, made noise, knocked, bloomed, laughed.

5) Write down phrases by selecting the appropriate prefix for the verb from the data below:

in-, from-, under-, behind-, over-, on-, race-, with-:

-run into the room; -put a chair;

- write a letter; -take mushrooms;

- knit a wound; -crack a nut-

- to hit a nail; - wrap the doll;

- swing on a swing; - mix up letters.

6) Write down, choosing the appropriate word:

The car... past the house.

Grandma is visiting us. (arrived, passed)

The plane made...

In Moscow, passengers will make...(boarding, transfer)

From the trees... leaves.

Birds... to the south. (fly away, fly away)

7) Under the cards with words, arrange them in 2 columns that are appropriate in meaning. verbs from the data below:

pierced - nailed frozen - frozen

stitched - sewed pierced - pinned

Orally make sentences with these phrases.

8) Write down words with prefixes in two columns:



placed, moved, pillow, footrest, plantain, divided, thought, window sill, made friends, blew, duvet cover, armrest, dozed, trimmed, trimmed, fought, choked, assented, served

9) How do the words differ:

hail - response

typos - imprints

craft - fake

clause - excuse

delivery - stand

hint - saying

Make up word combinations with them.

Speech therapy session summary

Forming words using suffixes

Speech therapy session