Differentiation z to x sentence. Topic: differentiation of consonants g-k

Lesson 1

Lesson objectives:

§ develop auditory differentiation of sounds K and G;

§ develop the ability to correlate the sounds K, G with the letters K and G;

§ develop phonemic hearing;

§ Expand words knowledge;

§ develop attention and logical thinking;

§ develop self-control.

Material for the lesson

1. How many times does the sound G appear in the poem? Find a word with a soft G sound.

Between themselves for centuries

Live in harmony G and K

And K doesn’t get offended,

When she is replaced by G,

What is similar in appearance to a heron?

And he stands on one leg.

Let's remember by heart -

This is pride, this is sadness.

All words starting with G are needed -

They are so needed in speech!

I think I won't be mistaken -

G - like a dove,

G - like a goose.

G - mushrooms, peas, biscuits,

city, gas, decanter, newspaper.

How many times does the sound K appear in the poem? Name words with a soft K sound.

K - cinema, compote, cutlet,

Book, paints and candy,

Lace, ship, whale - Do you hear,

K - sounds everywhere!

Rabbit, chickens, cat and cat,

And cabbage and potatoes,

Clover, cacti and maples,

Evergreen cypress.

Viburnum bush, cedar grove,

Oh, what a generous language we have!

T. Sinitsina

We remind you!

The sound G is sonorous, the voice is involved in its formation, the vocal cords vibrate. If you place your palm on the neck, you can feel vibration.

2. Test yourself! Compare sounds:

§ Place your palm on the neck. If vibration is felt, trembling is a ringing sound; if there is no trembling, it is dull.

§ Cover your ears with your palms and pronounce the voiced sound G and the unvoiced sound K.

To help the beginning speech therapist.

"These voiceless voiced ones"

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

The simplest test of repetition of syllabic sequences with oppositional sounds immediately reveals this problem.

Correction of this defect can also be complicated by minimal dysarthric disorders, in which vocal function suffers.

To work with such a disorder, a speech therapist has to select a lot of lexical material to differentiate oppositional sounds and use a variety of play techniques to maintain the child’s interest in the activity.

I hope that the notes I offer will help my colleagues when preparing subgroup, group and individual lessons on this topic.

Lesson notes.

Topic: “Differentiation of sounds K - G based on words and sentences.”

Goals:

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

Equipment:

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

Progress of the lesson.

1. Organizational stage.

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

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

“I go to the second eye. This training cat is very difficult. I recently got a goal. Come to the bones, we’ll go to the crust.”

How many of you understood what Ilyusha was talking about?

How should I say it correctly?

What sounds does Ilya confuse? (K and G)

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

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

Stage 2: Indicative.

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

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

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

How are they different from each other?

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

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

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

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

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

Listen to me make this sound. Did anyone hear the voice? (No).

So what sound is this? (Deaf)

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

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

How are they different? (The sound G is voiced).

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

Twins Kolya and Galya have a birthday. They were brought gifts, but the guys mixed them up. Let's help the kids sort out their gifts! If the name has the sound G, it’s a gift for Galya, and if it’s K, it’s a gift for Kolya.

Children sort out object pictures - skates, a globe, a book, a book, pencils, a board game, gladioli, cubes.

4. Exercise for developing linear memory.

A) - Tell me what Kolya received as a gift? (skates, book, pencils, cubes.)

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

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

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

Name all the objects whose names contain the sound K.

Name all the objects whose names contain the sound G.

4. Differentiation of sounds K and G in words.

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

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

A) Based on object pictures: Write syllable by syllable the names of the objects depicted (horses, wolf, window, skirt, mushroom, leg, book, needle).

Formation of phoneme analysis operations.

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

The results are checked out loud with the subgroup.

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

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

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

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

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

D) Repeat words that contain the sound G:

Berry, song, laugh, load, magpie, mustard, be sad.

D) We will play the game: “Replace the sound.”

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

What will you do? (Children must repeat the instructions, so the speech therapist checks that the instructions are clear).

Tracing paper is a pebble, a grotto is a mole, caviar is a needle, Galina is a viburnum, a voice is a spike.

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

E) Write down the answers:

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

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

Red paws
They pinch your heels,
Run without looking back.
(Goose)

G) Complete the sentences, choosing the words that make sense:

The football player scored against...
A sharp...
(Goal, count)

A mouse drags a huge grain hole into a hole...

In winter, the park is filled with snow... (Crust, slide)

A child's voice sounded...

They arrive at the outpost...

The dog was gnawing... (Guests, bones)

5. Pronunciation rule:

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

It turns out that you not only need to hear well, but also know the rules! And not only know, but also learn to apply it.

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

iron - irons
ravine - ravines
tie - ties
haystack - haystacks
shore - shores
boot - boots

2) What letter do we write in the words?

Snow was falling on the threshold.
The cat baked himself a pie.
In the meantime, I sculpted and baked,
The pie flowed away like a stream.
Make your own pies
Not from snow - from flour.

3) The game “Who will be the first to reach the finish line?”

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

The result of a speech therapy session.

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

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

What sounds did we compare and differentiate today? (K and G).

Describe the sound “K” (consonant, voiceless)

Describe the sound “G” (consonant, voiced)

How to check the letter at the end of a word?

Assessing children's work in class.

E.M. Toporkova,
highly qualified speech therapist teacher,
GBOU secondary school No. 1995 Moscow

Summary of frontal speech therapy session

« Differentiation of sounds [G]-[K]»

Educational:learn to distinguish sounds[G] - [K]; highlight sounds[G] - [K] among other sounds, syllables, words; clarify the acoustic-articulatory characteristics of these sounds, conduct a comparative analysis; learn to determine the position of a sound in a word; learn to differentiate the letters G - K in writing.

Corrective:develop phonemic hearing, phonemic perception.

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

Equipment: subject pictures, cards - symbols, cards with a written task for each child.

Progress of the lesson:

I.Organizing time:

Report the topic of the lesson.

At the edge of the forest, high on a branch

In the morning the cuckoo sings: “KOO-KOO, KOO-KOO, KOO-KOO!”

Below a river runs along yellow sand,

The cuckoo sings loudly: “KU-KU, KU-KU, KU-KU!”

GA-GA-GA - the goose cackles,

I'm proud of my family

To the goslings and to the goose

I keep looking and can’t see enough.

II. Clarification of the acoustic-articulatory characteristics of sounds [G] - [K].

Tell me, is the sound [G] a consonant or a vowel? Why?

Voiced or voiceless? Why?

Is the sound [K] a consonant or a vowel? Why?

Voiced or voiceless? Why?

This means that the sounds [G] - [K] are paired.

III. Formation of phonemic perception, operations of phonemic analysis and synthesis.

determine the presence/absence of a given sound among other sounds.

Instruction 1:

[G] among other sounds:

G, k, n, m, p, g, l.

Instruction 2:

Show the symbol card when you hear the sound[TO] among other sounds:

G, k, n, m, p, k, l.

determine the presence/absence of a given sound in syllables.

Instruction 1:

Show the symbol card when you hear the sound[G] in syllables:

Instruction 2:

Show the symbol card when you hear the sound[TO] in syllables:

Ga-ka-ga-ha-ogo – uku – ygy.

determine the presence/absence of a given sound in words.

Instruction 1:

Show the symbol card when you hear the sound[G] in words:

Instruction 2:

Show the symbol card when you hear the sound[TO] in words:

Game - caviar - goal - count - game - caviar.

Determine the position of a sound in a word:

Instruction 1:

Locate the sound[G] :

NEWSPAPER, HORNS, ACCORINA, DOVE, RAINBOW, FIRE, MUSHROOM, NEST.

Instruction 2:

Locate the sound[TO] in words and distribute them among the cars:

BOAR, RIVER, CANCER, STONE, WINDOW, HAMster, CABBAGE, WOLF.

insert the missing syllable GA or KA (orally with throwing the ball):

Instructions:

I’ll throw the ball and name part of the word, and you insert the missing syllable GA or KA:

DU...(GA), RU...(KA), BUT...(GA), DORO...(GA), GOR...(KA), VIL...(KA), RIDDLE...(KA), RADU...(GA), VET... (KA), RO...(GA), BEL...(KA), VEREV...(KA), OTVA...(GA).

IV. Physical minute:

We stomp our feet

We clap our hands

We nod our heads.

We raise our hands

We give up

And we turn our heads.

V. Differentiation of letters G - K in writing.

1. Distribution of words into 2 groups (in writing):

Instructions:

In the 1st column write down words with the letter G, and in the 2nd column - with the letter K:

FORTRESS, BRICK, DEPTH, VEGETABLE GARDEN, ROOKS, SUNSET, STORE, JUMP.

2. Insert the missing syllable GA or KA (in writing):

Instructions:

Insert the missing syllable GA or KA into the words:

…- EMPTY, ... - ZETA, ... - TER, ... - RAGE, ... - LITKA, ... - PEL, ... - NAVA, ... - RANDASH.

VI. Lesson summary:

Speech therapist: What sounds did we learn to distinguish? How are these sounds different?

Goals:

1. To strengthen students’ ability to distinguish the consonants G-K in oral and written speech;

4. Development of coherent speech;

Equipment: signal cards, tape recording, punched cards, card with the text “The mouse got scared”, 2 paper wheels.

Progress of the lesson.

I. Organizing time.

II. Repetition of covered material . What sounds did you work with in the last lesson? Characteristics of sounds (consonants, K - voiceless, G - voiced). What are the similarities and differences between the articulations of these sounds?

Game "The letter is lost."

Find the lost letters in words.

Ora...orka book...and doro...a

...fish in the dream...ovik...oshka...mouth.

no...and Ni...ita...rokodil.

III. Reinforcing the material covered.

1. Differentiation of G-K sounds in syllables.

Write the syllables in two lines: with G - in the first, with K - in the second.

KY, KO, GI, GYA, KYO, AGA, AKA, GAK, KACH.

2. G-K differentiation in words.

1) Working with signal cards using tape recording.

Bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep, accordion, porridge, ribbon, milk, onion, city, voice, goslings, well.

2) Where are there more words (in the left or right wheel)? Read clockwise and in the opposite direction, but always in a row.

(Answer: on the right - sand, juice, mowing, eye; on the left - scythe, wasp, dock

Vocabulary work: eye, code.

3) Change the words so that a vowel appears after the consonant G or K.

IRON - IRONS HAMMER -

LEAF - SHORE -

ravine - canopy -

TIE - BOOTS -

HACK - CLOCK -

4) Answer the interrogations in one word. Write down the answers, Underline G and K with different pastes.

Questions:

What's on the camel's back?

What is the name of the type of swing woven from ropes in the form of a network?

What remains on the table after cutting the bread?

What rumbles during a thunderstorm?

What is the name of the green area in the city?

How is temperature measured?

Words for reference: hump, hammock, crumbs, thunder, park, thermometer.

3. G-K differentiation in sentences.

a) Complete the sentences by choosing words that suit their meaning.

guests-bones The dog gnaws….

On Thursday they will come to us...

slide-crust Grisha loves bread....

On Monday the whole class went to...

Galina-viburnum blooms in the garden....

Katya's friend's name is...

caviar game. There was an interesting thing going on in the yard....

Black one is very useful....

Read the sentences.

b) Working with punched cards: Insert words with the letters G, K into the sentences that have the appropriate meaning.

Today in class we guessed ____________.

A strong wind blew and __________ thunder.

______________ is crowing in the forest.

Galya colors the picture with colored _____________.

In the forest, the guys collected white __________ and ripe ___________.

The rain stopped and the sun __________.

Read the sentences, name the main parts of the sentence.

Speech therapy physical minute.

4. G-K differentiation in connected speech.

Letter from memory. Listen to the story. Write it down as you remember it.

The mouse was scared.

The mouse went to the market. The mouse bought cheese and put it in her bag. When she returned to her house, the first star lit up. The mouse ran through the forest. She got lost in the darkness. Suddenly the mouse sees two eyes glowing between the trees. “It’s probably a cat,” the mouse got scared and ducked under a stump. And when the sun rose, the mouse realized that she was afraid of the windows of her house.

Read the recorded story.

IV. Summary of the lesson. What did you learn in class?

Speech therapy session plan No. 41

Topic: DIFFERENTIATION OF CONSONANTS J-SH.

Goals:

1. To develop in students the ability to differentiate the consonants Ж, Ш in oral and written speech;

2. Development of phonemic awareness;

3. Development and improvement of grammatical structure;

4. Development of coherent speech;

5. Development of memory, thinking, attention.

Equipment: syllable table, tables for mnemonic devices, individual cards with tasks; pictures: beetle, ball, acorn, hat, frog, toad, cake, pear, jasmine, eggplant, car, tire, whatnot, galoshes, gooseberry.

Progress of the lesson.

I. Organizing time.

II. Repetition of covered material.

What sounds did you work with in the last lesson? Name it voiced or deaf. What are the similarities and differences between the articulation of these sounds?

Game “Say the Word.”

You must choose words with any of these sounds.

What's that creak, what's that crunch? Mikhail played football

What kind of bush is this? And scored into the goal...(GOAL).

How can there be no crunch?

If I... (CABBAGE). Boats are sailing on the sea,

People with oars...(ROWING).

Round, crumbly, white.

She came to the table from the fields. The buds of the willow burst with a crash.

Salt it a little. On the river the ice cracks in the night.

After all, the truth is delicious... (POTATOES). And nests are made without delay

The first ones on the branches... (ROOKS).

Who will color our album?

Well, of course... (PENCIL).

III. Getting to know new material.

1. Isolation of sounds. What is shown in the picture? (BEETLE, BALL) from the beginning of words based on subject pictures. Select the first sound. Characteristics of sound. (Similar work with the second sound).

2. Clarifying the articulation of sounds, establishing their similarities and differences.

3. Comparison of the articulation of sounds with their graphic representation.

This letter is wide Ah, the stool is good!

And it looks like a beetle, Turned around - and the letter - Ш!

And at the same time it’s definitely a beetle

It will make a buzzing sound: J-J-J.

4. Differentiation J-SH.

A) in syllables(syllable table).

1) Read the syllables in pairs. Tell me what letters distinguish these pairs of syllables.

ZHA-SHA ZHU-SHU SHA-ZHA SHU-ZHU

ZHO-SHO ZHI-SHI SHO-ZHO SHI-ZHI

2) Listen to syllables and sound combinations. Write down only the consonants.

ZHA, SHI, SHA, ZHI, SHU, SHU, ZHO, SHO, SHTA, ZhDA, SHTU, WAITING, WAITING, WENT, ZHNE, SHTY, SHTI, ZHNI.

Count the number of letters, determine which letters have more.

3) Listen to the rows of syllables. Repeat them in the same sequence. Write it down.

zha-sha-zhu zhu-shu-zhu zha-sha-zha-sha

sha-zha-sha shu-zhu-shu sha-zha-sha-zha.

b) Differentiation of Ж, Ш in words.

1) Syllable auction. Think of words with a syllable (lark, heat, sting, etc.); with the syllable SHA - ball, hat...

2) “Ladder”. Accept words that begin with Ж, Ш.

SHUR FATS

IRON PLAYING NAUGHTY

THE CRANE RUSHES

3) Clap syllables. Listen to the words, clap with your palms the number of syllables included in the word.

noise, beetle, toad, hat, fur coat, steps, made noise, gurgled, naughty, pedestrian, swifts, guarded, leather, bag, interfered, midge, foal, bear cub, school, fat.

4) Compare pairs of words by sound and meaning. Say what sounds these pairs of words differ in. Orally make a sentence with each word.

BALL-HEAT Naughty-STING

SHAWL-SORRY EARS-PUZZHI

5) Look at the pictures. Determine the presence and place of the sounds Ж, Ш in the names of the pictures.

Approximate list of pictures: acorn, hat, frog, toad, cake, pear, jasmine, eggplant, car, tire, whatnot, galoshes, gooseberry.

6) Insert the missing syllable ZHI or SHI into the words. Write these words down. Before writing down the words, repeat the spelling ZHI-SHI.

7) Writing words in two columns (in different pastes):

WINDOW, CRANE, HUT, SISK, BEACH, LILY OF THE LILY, LAMPSHAD, HAT, MUG, BAG.

Read the words of the 1st column, the second.

V) Differentiation Ш, Ж in sentences.

1) Insert the missing words with the letters Ж or Ш into the sentences.

Croaked in the swamp...

Misha drank milk from...

Grandma bakes delicious...

The cat catches...

Tourists carry water...

Words for reference: mugs, pies, frog, mouse, flask.

Read the sentences. Find the main members of the sentence.

Speech therapy physical minute.

G) Differentiation Zh - Sh in connected speech.

Working with cards. Read the texts, memorize them and write them down from memory. (Each student, having received a card with an individual task, reads the content, memorizes it. Then turns the card over and writes from memory. After completing the work, turns the card over again and checks the correctness of what was written. In addition, the card contains an additional task).

Card No. 1

Mystery

Uphill is a piece of wood, and downhill is a horse.

Guess the riddle, write the answer. Remember how to write ZHI, SHI.

Card No. 2

They are alike

Spruce looks like a hedgehog:

The hedgehog is covered in needles, and so is the Christmas tree.

Remember how you can check the consonant at the end of a word.

Card No. 3

Mystery

On track came out legs.

You won't butt.

I touched them a little bit

The horns hid again.

Guess a riddle. Match the highlighted words with test words.

Card No. 4

Family

Mouse in mug green.

Made some porridge millet.

There are a dozen kids

Waiting for dinner

Pay attention to how the highlighted words are written. Write these words syllable by syllable.

Card No. 5

Mystery

I have three girlfriends, each has one mug,

How many mugs do all my girlfriends have?

Guess a riddle. Write the answer. Find test words in the text for the highlighted words.

Card No. 6

Mystery

It grows in our melon patch,

As soon as you cut it, the juice flows,

It tastes fresh and sweet,

It's called...

Guess a riddle. Choose a test word for the word FRESH. Pay attention to how the highlighted word is spelled. Write it down syllable by syllable.

IV. Summary of the lesson. What did you learn in class?

Speech therapy session plan No. 42

Speech therapy session in 3rd grade

Subject. Differentiation G-K in words, sentences.

Goals:

4. Development of coherent speech;

Tasks:

Educational:

learn to distinguish sounds [G] - [K];

highlight the sounds [G] - [K] among other sounds, syllables, words;

learn to differentiate the letters G - K in writing.

Corrective:

Educational:

1. Organizational moment.

Guess the riddles:

Sound [K]:

I am a pied, I am a corydalis.
Where-where! - I shout briefly.
I scream and the street hears:
She laid an egg...(Chicken)

Sound [G]:

Strives to pinch your legs,
I drive him off the road:
"Get away! I'm not afraid of you!"
"Ga-ha-ha!" - laughs... (goose)

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

Why do we call them homemade? (They live in people's yards, and people take care of them).

What sounds do words begin with?

Today in the lesson we will distinguish between sounds and letters G-K.

II. Main part.

Clarification of the acoustic-articulatory characteristics of sounds [G] - [K].

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

Place your hand on the neck. Say the sound G.

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

The sound G is a consonant, hard, sonorous.

Say the sound K.

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

The sound K is a consonant, hard, dull.

This means that the sounds [G] - [K] are paired.

Work in notebooks: write down the number.

The speech therapist pronounces to the students a syllable with a voiced sound. The guys must name and write down a syllable with a dull consonant sound.

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

Pronouncing pure phrases with G-K sounds.

Ha-ga-ga - the geese came out into the meadows.

KA-ka-ka - our tree is tall.

Go-go-go - I won't see anyone.

Ko-ko-ko - it’s easy to swim with the current

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

Ku-ku-ku - Katya poured flour.

Insert the missing syllable GA or KA. Write it down in your notebook.

DU...(GA), RU...(KA), BUT...(GA), DORO...(GA), GOR...(KA), VIL...(KA), RIDDLE...(KA), RADU...(GA), VET... (KA), RO...(GA), BEL...(KA), VEREV...(KA), OTVA...(GA).

CHECK YOURSELF

Physical exercise.

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

The milk is liquid, and the sour cream……………..

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

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

It’s good to sing together, but …………….. separately.

Words for reference: _tired, _orkaya, _wide_aya, _vorovit.

Select words on the disks that have opposite meanings.

Write the words in pairs, inserting r or k.

grief - joy

cleanliness - dirt

rich - poor

sunrise - sunset

loud quiet

Insert the letters g or k into the words.

Make up the words in pairs on the board.

kora - mountain

count - goal

slide - crust

tracing paper - pebbles

Differentiation of sounds at the text level.

Read the text, insert the missing letters G or K.

The dog is gnawing...on the bones. On Thursday...osts will come to us. Grisha loves bread...orca. On Monday the whole class went to... orca. There was an interesting and...ra going on in the yard. Very useful black and...ra. Alina is blooming in the garden. Katya's friend's name is...Alina.

III Summary of the lesson.

What sounds did we work with today in class?

Describe these sounds.

Additional task

1. Listen to the words, name the syllables with the sound g or To.

b) caviar, needle, meadows, Igor, game, window, fire, meadows, river

2. Write down the syllables with the letters g and k.

a) Galya, Kolya, Gulya, cat, dove, lips, fist, piece, weights, Hera, cinema, walk

b) mushrooms, crooked, mane, warms, roof, pear, rattles, blade, glues, screams

c) sleeves, berries, take care, helps, buys, jumps, camps

d) rainbow, leg, legs, boots, needle, napkin, hands, branches, cage

3. Compare pairs of words by sound and meaning. What sounds do these words differ in? Orally make a sentence with each word.

slide - crust guests - bones stake - goal tracing paper - pebbles

trot - mole caviar - needle Galina - viburnum voice - ear

4. Listen to the words. Draw their diagrams. Write the letter G or To above the corresponding syllable. Write the word corresponding to it under the diagram.

chickens, weights, injection, caviar, road, shop, pocket, rolling pin, weather, lid, bell, giant, city, formidable, block, brigade, heels, pigeons, boots, skipping rope, heel.

6. Working with pictures. (This is done in the same way as the previous task; you can use pictures from task 4.)

7. Change words so that they contain letters To or d. Underline the letters geek different pencils.

city - town needle - ..., newspaper - ..., mushroom - ..., voice - ..., decanter - ..., bark - ..., head -..., dove -..., lips - ..., accordion - .. .

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

nit... ...zeta ru... but... ro-... lu... re...

poker... dog... ram... shovel... take... ma...zinru...va

ro...tyma...roneybo...ty bit...sem...vet...nor...

Razhi...reta...pitan...cheli

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

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

ru... vra... chambers... kabl... re... day... patches... riddle...

10. Fill in the missing letter in the words G or To.

u...ol, va...on, u...sus, po...oda, u...ol, lav...a, ...amen, ...usto, ...usty , ...rafin, I...oda, ...al...a, ...al...a, s...az...a, I...od...a, ...olub.. .a, for...ad...a, ...ro...odil

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

iron—... hammer—... claws—... leaf—... shore—... nails—...

ravine - ... canopy - ... elbows - ... tie - ... boot - ... light - ...

haystack—... ball—... soft—...

12. Complete the missing letter g or To. Write a verification word in brackets.

sne..., kula..., tvoro..., pau..., ro..., pillars..., zamo..., dursla..., pidzha..., other..., kabu..., shlan..., gon..., gama..., know..., acute..., ryno..., plu..., club..., lu..., four. ..

13. Answer the questions in one word. Write down your answers. Underline g and To different pencils.

Questions: What's on a camel's back? (Or a characteristic sign of a camel.)

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

What remains on the table after cutting the bread?

What toy do the youngest children like to play with?

What rumbles during a thunderstorm?

What is the name of the green area in the city?

Where is a common television antenna installed?

How is temperature measured?

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

14. Guess the riddles. Write down the answers. Underline the letters in them g, k. different

pencils.

What kind of animal is it in the cold winter?

Walking through the forest hungry?

Five boys

Five closets;

The boys went their separate ways

In dark closets,

Every boy

In your closet.

Without a head, but with a hat.

One leg, and that one without a boot.

We always walk together,

Similar as brothers.

We are at dinner - under the table,

And at night - under the bed.

Red paws

They pinch your heels,

Run without looking back.

Black, agile

Shouts: “Krack!”

The enemy of worms.

He is a rocker and a bed.

It's good to lie on it.

Is he in the garden or in the forest

Will sway on the weight.

Small, remote

Passed through the earth

I found Little Red Riding Hood.

Dove is white

She flew into the house.

What did you see where?

She told me everything.

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

15. Dictations.

Warning dictation

Methodical instructions. The speech therapist draws diagrams of words on the board and writes a letter above the corresponding word. G or To. After the students write a dictation, they check it using the diagrams given on the board .

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

Syllable-by-syllable dictation (with pronunciation of syllables)

carnation, bell, head, dove, daisies, strawberry, horizon, heels, dusk, loud, ground, jackdaw, lid, jug, heel, pear, brigade, collective farmers, mug, squirrel, onion, grief, bitter

Test dictation

letters, maple, rake, drop, radish, walk, walk, exhibition, piggy bank, smooth, snowdrifts, skating rink, bunches, cabbage, game, caviar, cal-ka, deep, pebble, gooseberry, boot, pie, poppy, hammock, horned, horn

Differentiation g - To in sentences

1. Complete the sentences by choosing words that suit their meaning.

guests - bones The dog gnaws....

They will come to us on Thursday....

slide - crust Grisha loves bread....

On Monday the whole class went to

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

The builders drove in the first...

pebbles - tracing paper There are a lot of things at sea... .

The copyist has a lot...

Galina - viburnum blooms in the garden....

Katya's friend's name is...

caviar - an interesting game was going on in the yard....

Very useful black... .

2. Make up phrases by matching the words in paragraph a with words from the paragraph that are suitable in meaning b.

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

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

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

The sky was clouded with a thundercloud. Gulya feeds the pigeon every day. Grisha loves buckwheat porridge. The mother washed the baby with a soft sponge. There is a bay horse in the stable. We ate hot potatoes. Alenka has cross-country skates. Our team competed in blue jerseys. Kolya scored a goal. It was an interesting game. A red jacket hangs on a chair.

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

bunches of viburnum bunches of grapes bag of potatoes

a handful of cereals jumped high galloped

talking loudly, feeding the pigeons, gnawing on a bone

dug the beds, nodded his head, painted with gouache

asked a riddle, bought an accordion, basked in the sun

rolled down a hill, jumped along the road, swung in a hammock

played the violin disappeared over the horizon jumped over a ditch

5. Insert words with letters that make sense in the sentences g, k. Underline the letters g, k in these words.

Today in class we guessed... . A strong wind blew, ... thunder. Cuckooing in the forest... . Red fluttered on the house... . Galya winds the threads in... . The little gray one meowed... The car was driving along the asphalt... . Galya colors the picture with colors... . In the forest, the guys collected white... and ripe... . The rain has stopped and... the sun is shining. Grisha... on a sled with... .

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

Summer morning.

The sky...is blue. Bri...da worked at lu...u. ...farmed...and brought in fragrant hay and...made it into a hundred...a. A large herd requires a lot of food. The... quantity and... quality of the milk... depends on... the form. The youth is sent to...the city. From...the...farm...and they get other...products.

Zucchini.

Abacho... -fat...

Le... on... row... at -

And silently... .

He lies on...near...e

From May,

Without lifting the tin.

Small and big.

Little Manya

Small... oh shovel... oh

Carefully sun...fell

Small...row...row...y.

Small seed

I planted it in...a row,

Small...them with a fence

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

I thought...lya

For her work:

“He will probably grow up

A little... something.”

But I was wrong...rep...oh

I'm in my hell...

Great watermelon

I grew up here a...near...e.

At the school site.

Spring has come. The sun is shining strongly. The stream...is noisy. Almost...appeared in the...greenlights. Bri...ada sh...olni...ov on the...garden. They...are falling down...the rows and...throwing...the flower beds. Oh...the octobers...will help the pioneers.

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

Questions: What birds fly in in the spring?

Where do vegetables grow?

Which hero city is located on the Neva River?

Where do pioneers go in the summer?

Who coos and who cackles?

How do you rake hay?

What bird calls in the forest?

Where do daisies, porridge and bells grow?

8. Make sentences from these words, changing their meaning.

Gnaw, under, bone, dog, porch. The sun was basking in the viper. Collective farmers, in, stack, hay, stack. Covered all around with snow, everything. Bent under the snow were branches, bushes, and trees. Class, ours, went, exhibition, paintings, on, graphics, etc. Starlings, from warm, larks, rooks, and, countries, are returning. The road is strewn with pebbles. We set off, in a crowd, for a pro-walk.

Subject. Differentiation Z-S in words, sentences.

Goals:

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

2. Development of phonemic awareness;

3. Improving grammatical structure;

4. Development of coherent speech;

5. Development of attention, memory, thinking.

Tasks:

Educational:

teach to distinguish sounds [Z] - [S];

highlight the sounds [Z] - [S] among other sounds, syllables, words;

clarify the acoustic and articulatory characteristics of these sounds, conduct a comparative analysis; learn to determine the position of a sound in a word;

learn to differentiate the letters Z - S in writing.

Corrective: develop phonemic hearing, phonemic perception.

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

1. Compare pairs of words by sound and meaning.

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

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

s or s.

juice, umbrella, branch; tooth, sleep, steel, ringing, unsteady, well-fed, fagot, care, harsh, watermelons, Vaseline, eight, waxy, bubble, washi-lek, vial

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

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

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

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

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

b) scythe, goat, carry, carry, noses, goats, roses, dew, scales, carts, carry, carry

5. Listen to the words. Write them down in two lines: the first with the letter z, the second with the letter s. Underline the syllable with z or s. (You can use words from previous tasks.)

6. Fill in the missing letters in the words.

Takan, ...akon, ...peacefully, ...ladkiy, ...loy, ...abota, ...lovo, ...dorovye, ...tin, ...a...lonka , ...drav...tvoy, ...pa...for, ...anave...ka, ...o...native, ...ali...at, ...o ...tavit, ...a...tavit, ...ano...a

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

ta..., ko..., ko..., va..., u..., ro..., bu..., ro..., va...

Words should not be repeated; if there is difficulty, a speech therapist can give pictures:

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

8. Complete and write the word, adding syllables:

a) for or sa:

li... ...pog...bota pi...tel

Li... ...mok...disgusting...li...

ko... ...har ...pogipi...la

past... ...burned...weight...la

b)PSorsg.

but... hair... it's... hard... on...

va... moro... curtain... on... fall

ro... streko... capri... po...sat

9. Attach a prefix to these words behind, name and write down the resulting words.

Sample: carry - bring.

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

10. Make diagrams of words, write the sounds z, s above the corresponding syllable.

Sample: fence z, note z s.

plums, fence, tail, bell, shepherd, shop, planted, blacksmith,geese,greens, treated, wither, convene, rang, be late, star, sow, compose, ripen, note, catch a cold, ambush, fall asleep.

11. Look at the pictures. Name them. Make a diagram of these words. Write the letters z, s. Write down the words, divide them into syllables.

Approximate list: zebra, zebra, elephant, glass, plum, watermelons, cabbage, nest.

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

Sample:elm - vyaPS, forest - lesa.

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

belt - ... watermelon - weight - ... compass - ... order - ...

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

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

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

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

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

fairy tale - ... birch tree - ... stroller - ... pointer - ...

putty - ... bandage - ... paint - ... mask - ...

chisel - ... request - ... impudent - ... radish - ...

14.Insert the missing letter z or s. Write the test word in brackets. Underline the vowel with which you checked these consonants.

Sample: u...kiy (uz e nky), kra...ka (kras O chka).

kra...ka, sovkho..., tru..., zaka..., der...kki, bli...ko, bere...ka, ove..., gla..., vku .... vodola..., autobu..., trolley..., how many...cues, no...ko, povya...ka, holy...ka

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

Never!

Maybe twenty thousand times

Drop the iron basin.

And a porcelain vase

You can't drop it even once.

After all, twenty thousand times

We need twenty thousand vases. (A. Kondratiev.)

16. Write the words in three columns: with the letter z - in the first, with the letter s - in the second, with the letters z, s - in the third. Underline the letter z with a green pencil and the letter c with a blue pencil. Choose a test word for the voiced consonants. Write the highlighted words syllable by syllable.

sled, sat down, nice, smell, once, radish, exercise, stadium,sled, beautiful, pink, fabulous, frosty, eyes, note, low, pointer, sign, paint, narrow,curtain,clogged upspreading,light up, plasticine, ambush, gape.

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

Guidelines:

a) the speech therapist pronounces the word. Students give a graphic image of this word, write the letters z, s, then write the whole word.

rubber, music, treated, ripe, splinters, cloth, piece, spring, greens

forced, gold, sparkled, arrogant, frozen, herd, sleeping, fell asleep, froze, shepherd, supplies, frost

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

18. Guess the riddles. Write down the answers. Underline the letters z, s. Write the highlighted words syllable by syllable.

Methodical instructions. The speech therapist writes out a riddle on the board or individual cards. Students read the riddle and complete this task. The correctness of the completed task is checked as work progresses.

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

Thief,fussy,

Silver pendants - Chirpingwhite-sided

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

White-trunked….Word to explain: fussy.

Words to explain:

pendants, pearls.

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

In honor of everyone. There are thousands of columns in the house.

Got in the mouth - Abovecolumnstents,

There he disappeared. Undercolumns- carpets.

They also live on carpets here,

Explain the expression: And in the columns,

"in honor of all." And in tents.

Word to explain: tent.

Goldensieve meltssnowball,

There are plenty of black houses. The meadow came to life.

How many little black onesdomkov, the day is coming.

So many little white onesresidents. When does this happen?

Snow on the fields, Frostsparkles

Ice on the rivers. When does this happen?

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

Fill in the missing words with the correct meaning into the sentences.

tooth - soup Zoya has a root pain... .

Grandma cooked a delicious...

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

Wandered into the garden...

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

It's scary in the swamp...

salt - pour the cucumbers with... brine.

We need... cucumbers for the winter.

sev - pharynx The patient has red... .

Spring has begun...

anger - drain There is no need... the dog.

The remaining water can be...

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

Sample: Knit a sock.

Carry... . Bring... . Bring... . Deliver... . To knit... . Tie up... .

Words for reference: bag, newspaper, sled, knot, socks.

3. Make up phrases using the words in points a and b.

a) frosty, cheerful, interesting, ringing, striped. Kremlevskie, tall, sultry, unsteady

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

4. Make up phrases, matching the words in the first line with words that are suitable for meaning from the second. Then create sentences using these phrases.

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

b) froze, boiled, crawled away, whistled, braked, chattered, rang

5. Make up and write down sentences with each phrase.

Ripe watermelon. Severe frost. Hibernation.

Tanned back. Angry dog. Healthy teeth.

Old umbrella. Frosty air. Ripe ear.

Caring sister. A brave deed. Starry sky.

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

Wait for us.

Smile, moon, laugh.

Soft light, spread around.

Let two rays stand before us

They will lie like rails.

We'll get off the ground.

So let's take off that only the stars

They'll rush past!

Don't be afraid - we will be back

Alive and unharmed.

Charger.

In order

Line up!

To charge

All!

We grow up brave

In the sun

Tanned.

Our feet

Fast.