Differentiation of sounds g k on a writing task. Topic: differentiation of consonants g-k

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

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

Task 2.Write syllables with letters g and k:

a) Galya, Kolya, Gulya, cat, dove, lips, fist, piece, weights, Hera, movie, 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.

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

Hill - crust; grotto - mole;

guests - bones; caviar - needle;

count - goal; Galina - viburnum;

Exercise4. Look at the pictures. Determine the presence of sounds g, k in the names of these pictures. Arrange the pictures in three columns according to the presence of the sounds g or k, g and k

An approximate list of pictures (selected by a speech therapist); bush, pear, boots, rainbow, roof, heating pad, accordion, cubes, jumping rope, matryoshka, pillow, hammock.

Task 5.Listen to the words. Draw their diagrams. Write the letter g or k above the corresponding syllable. Write the corresponding word with the subcircuit.

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

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

Task 7.Change the words so that they contain the letters k or g. Underline the letters g and k with different pencils.

City - town needle -..., newspaper -.... mushroom -..., decanter - ..., head- .... dove- ..., lips- ..., voice - ..., mountain- ..., accordion-...,

Task 8.Complete the words by adding the syllable ga or ka.

Ru... nit... ...zeta kocher... ma...zin

but... bit... ...razhi soba... ru...va

ro... sem... ...reta ram... mouth... ty

lu... vet... ...pitan shovels... maroons

re... nor... ...cheli take... bo...ty.

Task 9.Complete the words by adding sdog gi or ki.

But... cap... saber... tele... ve... gor... sapo... uro... ru... vra... palat... kabl... re. .. day... patches... riddle... .

Task 10.Fill in the missing letter g or k in the words.

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, ...lub...a, for...hell...a, ...ro...odil.

Task 11.Change the words so that a vowel appears after the consonant g or k. "

Iron - ... hammer - ... claws - ... leaf - ... shore - ... nails - ... ravine - ... log - ... elbows - ... tie - ... boot - ... light - ... stack - ... ball - ... soft - ... .

Task 12.Complete the missing letter g or k in the words. Write a test word in brackets.

Sne..., kuda..., tvoro..., pau..., ro..., pillars..., zamo..., durgshla..., pidzha..., other... kabl ..., shlan..., gon..., gama..., know..., sharply..., ryno..., plu..., club..., lu..., four ....

Parse the words according to their meaning: colander, jail

Task 13.Answer the questions in one word. Write down your answers. Underline r and k with different pencils.

Questions.

What's on a camel's back? (A characteristic feature 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. thunder, park, on the roof, thermometer.

Task 14.Guess the riddles. Write down the answers. Underline the letters in them G, with different pencils.

Without a head, but with a hat. What kind of animal is it in the cold winter? One leg, and without a boot. Walking through the forest hungry?

We always walk together. Five boys, looking like brothers. Five closets;

We are at lunch - under the table. The boys went their separate ways, and at night - under the bed. In dark closets,

Every boy Red paws In his own closet. They pinch your heels, run without looking back.

Black, agile. Small, remote, Screams; "Krack!" He passed through the earth, an enemy to worms. I found Little Red Riding Hood.

He is a rocker and a bed. The white dove is good to lie on. She flew into the house. -He is in the garden or in the forest. What, where have you seen, will sway in the air. She told me everything. Guess: nail, wolf, boots, gloves, geese, mushroom, rook, hammock, newspaper.

Syllabic dictation (with pronunciation of syllables).

Carnation, bell, head, dove, daisies, strawberry, horizon, heels, dusk, loud, ground, jackdaw, lid, jug, heel, pear, brigade, 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, tracing paper, deep, pebble, boot, pie, poppy, hammock, horned, horn.

Differentiation G - to in sentences

Training exercises

Exercise 1. Complete the Sentences by choosing words that make sense.

guests - bones The dog is chewing...

They will come to us by Thursday....

slide - crust Grisha loves bread...

On Monday the whole class went to...

goal - count Galkin Kolya scored in the goal....

The builders drove in the first...

pebbles - tracing paper There is a lot of sea...

The copyist has a lot... 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....

Grain 2.Make up phrases by matching the words in point a with the words from point b that are appropriate in meaning.

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

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

Task 3.Write out pairs of words from the sentences 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 pigeons 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.

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

Viburnum bunches;

bunches of grapes;

a bag of potatoes;

a handful of cereals;

jumped high;

galloped;

fed the pigeons;

gnawing on a bone;

dug the beds;

nodded his head;

painted with gouache;

asked a riddle;

basked in the sun;

rolled down the hill;

galloped along the road;

swung in a hammock;

playing the violin;

over the horizon;

jumped over

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

Today in class we guessed... A strong wind blew, ... thunder. In the forest he was crowing.... There was a red fluttering on the house.... Galya was winding the threads in.... A small, gray one meowed... The car was driving along the asphalt.... Galya is painting a picture with colored.... In the forest, the guys picked white... and ripe.... The rain stopped, and... the sun. Grisha... on a sled with...

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

Summer morning.

The sky... is blue. Bri.. .da worked at the lu.. .u. People carried fragrant hay and... stored it in a hundred... a. A large herd requires a lot of food. The...number and...quality of the young depends on...the form. The youth is sent to...the city. From...the...villagers...they get other products.

Abacho...-fat...

Le... on... row... u-

Immolcho...

He lies on...near...e

Without lifting the tin.

Small and big.

Little ... Manya I thought ... looking at Little ... oh shovel ... oh To her work:

Carefully fell... “Little... y... row... will probably grow up.” A little... something.” Small...ok seed But I made a mistake...rep...o I planted it in...a row, I'm in my do...hell...e:

The little one... over the fence... ...an watermelon E...oo...gave birth. 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. First graders help older kids.

Exercise7. Answer the questions in complete sentences. Write it down their. Underline the letters in them g, k.

"What birds come in spring? Where do vegetables grow?

What is the largest city after Moscow located on the Neva River?

Where do the guys 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?

Task 8.Make sentences from these words, changing them according to 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; under, bent, snow, branches, bushes, and trees; class, our, went, exhibition, paintings, on, graphics, and; starlings, from, warm, larks, rooks, and, countries, are returning; the road is strewn, all with pebbles; Let's go for a walk in a crowd, guys.

Differentiation g - k in connected texts

Training exercises

Exercise 1. Read the tongue twisters and write them down from memory.

Summary of a speech therapy lesson for 1st grade children with mental retardation

Goals. Strengthen the correct pronunciation of the sounds g, k, and the ability to perform sound analysis of words.

Demonstration material. Ball.

Handout. Cash desks letters.

Progress of the lesson

Main part
Characteristics of sounds k, g.
- What is the first sound in the word chicken? (Sound k.)
- What letter represents the sound k? (Letter K.)
- Find the letter K in the box of letters.

What other sound does this letter represent? (Sound k.)
- Compare the sounds k and k. (When pronouncing a sound, use the tongue as a slide. The sound k is hard, the sound k is soft.)
- Guess the riddle:

The clothes are white and the legs
Wearing red boots.
They will go out of fashion - that’s the problem!
He'll never take them off.
(Goose)

What is the first sound in the word goose? (Sound of g.)
- Find the letter G in the box of letters.
- What other sound does the letter G represent? (Sound g.)
- Compare the sounds g and g.
- How are the sounds g and k similar? (When pronouncing them, the lips do not change their position.)
- What is the difference? (When pronouncing the sound g, the neck “trembles”; when pronouncing the sound k, the neck “does not tremble.”)

Game exercise “Repeat, don’t make a mistake”
The speech therapist pronounces chains of syllables and invites the children to repeat them: ga - ga - ka - ga; ki – ke – ge – kyo; gyu - gi - gi - k - gyo; ku - gu - gu - ku - gu.

Game "Change the word"
The speech therapist pronounces words with the sound k and throws the ball to the children one by one. They replace the k sound with the g sound and throw the ball back.
Words: ear (voice), viburnum (Galina), bones (guests), bark (mountain), etc.
Then the speech therapist pronounces words with the sound g, and the children replace it with k.
Words: game (caviar), corner (prick), goal (stake), etc.

Physical education minute
The game “Who moves how?”
The speech therapist will show the children how birds move (chickens, roosters, turkeys walk on the ground; ducks, geese walk on the ground and swim in the water).

Game "Icicles"
Long and short icicles are drawn on the board. Large letters are written in long icicles, small letters are written in short ones. The speech therapist suggests that children first make up a word from the letters in long icicles, then in short ones. (Chicken, goose.)

Game “Rearrange the syllables to make a word”

The speech therapist pronounces words by rearranging the syllables in them. Children must guess what the word is and name it.
Words: ka –dyush – in (turkey), tu – shock – pe (cockerel), le – chick – nok (chicken).

Work on the board
Reading words by numbers (chicken).
Sound analysis of the word head.

Lesson summary
The speech therapist summarizes the material studied in class.

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.

Subject

(teacher-speech therapist: N.V. Nekrasova, MS(k)OUVIIIkind)

Tasks:

Educational:

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

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

clarify the acoustic-articulatory characteristics of these sounds, conduct a comparative analysis; at

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: cards - symbols, cards with a written task for each child, notebooks, ICT.

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Subject : Differentiation of sounds G-K, G’-K’

(teacher-speech therapist: N.V. Nekrasova, MS(k)OUVIII type)

Tasks:

Educational:

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

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

clarify the acoustic-articulatory characteristics of these sounds, conduct a comparative analysis; at

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: cards - symbols, cards with a written task for each child, notebooks, ICT.

Progress of the lesson:

I. Organizational moment. (Slide 1)

Breathing exercises.

Report the topic of the lesson.

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)

What sounds do words begin with?

II. Main part. (Slide 2)

1. 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.

1. Differentiation of sounds at the syllable level: (Slide 3)

Work in a notebook (task 1,2): (See appendix to notes)

Determine which symbol refers to which sound?

Find all the letters G and K. Underline the voiced consonant sound G with two lines, the voiceless consonant sound K with one line.

• Guess the syllables made using vowels and symbols, name them.
• Syllables:

A E I

Yu O A

Ball game.

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

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

Game "In the store". (Slide 4)

The gnome went to the store. Help him buy only those things whose names contain the sounds G - G'. Write down the words.

FINGER GYMNASTICS

1. Differentiation of sounds at the word level:

Game "Beehive"

The Dwarf's friend the bear cub Gosha breeds bees, help the bees find their hive. (Work in notebooks).

Insert the missing syllable GA or KA. Write it down in your notebook. (Slide 5)

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).

TEST YOURSELF (Slide 6)

PHYS. JUST A MINUTE

1. Differentiation of sounds at the level of phrases.

Working with cards

Make up phrases together with the Gnomefrom the words of the first and second columns, write down, underline the letters G and K:

Red sausage

High tie

Smoked cockerel

Test yourself (Slide 7)

VIEW GYMNASTICS

1. Differentiation of sounds at the text level.

Read the text, insert the missing letters. Write down the text, underline the letters G and K.(Slide 8).

The dog is gnawing...on the bones. On Thursday...osts will come to us. Grisha loves bread...orka. 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.

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

Tasks:

Educational

• distinguishing the sounds G-K by ear, in pronunciation and in writing in syllables and words;
• consolidation of the articulatory patterns of G-K sounds;
• differentiation of sounds by voicedness and deafness;
• strengthening the skills of sound analysis and synthesis.

Developmental

• development of fine and general motor skills, coordination of movements and speech,
• development of cognitive mental processes: attention, memory, thinking,
• development of phonemic processes.

Educational

• creating a situation of success,
• stimulation of speech activity.

Equipment: multimedia projector, screen, cut-out pictures, task cards, su-jok massagers, “miracle fingers” massagers, tape recorder.

Progress of the lesson

I. Organizational moment– psycho-gymnastics with elements of massage. Sounds like relaxation. music.

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

Show 1st slide.

The sun extended its palms to us,
The sun called us to the fairy-tale paths,
We'll spin around with the sun
Let's make friends with sounds!

The sun invites you to do a facial massage with him and warm up the muscles of the face and palms:

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

The sun sends from the sky
Ray, ray, ray
(movements along the forehead from the middle to the temples)
And he boldly accelerates them
Clouds, clouds, clouds
(smooth zigzag movements on the forehead)
The ray gently warms
Cheeks, cheeks, cheeks
(rubs cheeks)
Puts the sun on your nose
Dots, dots, dots
(tapping finger on nose and cheeks)
Children's freckles turn golden
They really like it.
(spiral movements along the cheeks and chin)

Take massage balls in your hands and let’s do the exercise.

1. “Ball”

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

We took out the spring.

The finger is thick and big, it went into the forest to pick plums.
A pointer from the threshold showed him the way.
The middle finger is the most accurate; it knocks plums off the branch.
Nameless eats. And the little finger is gentleman,
Plants seeds in the ground.

2. “Monkey.”

The monkey washed his paw with soap
Every finger is in order.
Here I lathered BIG,
Rinse it with water.

I didn’t forget the POINTER,
Wash off both dust and paint.
MEDIUM lathered diligently:
It was probably the dirtiest.

NAMELESS rubbed with paste -
The skin immediately turned red.
And I quickly washed my LITTLE FINGER:
Apparently he was afraid of soap.

Well done.

II. Main part.

1. Development of logical, non-verbal thinking, visual perception.

Look at the desk. Each of you has an envelope on your desk. It contains a cut picture, you need to assemble it into a single whole.

Tell me who you see in the picture. (DWARF)

Right. This is a gnome, but not an ordinary gnome, but the Zvukovichok Gnome, who lives in the land of sounds and letters. He came to our lesson today and prepared many interesting tasks for you. Show 2nd slide.

2. Introduction to the topic.

One day Zvukovichok ended up in a poultry yard. This is what he saw there. Look, and then think and tell me, what is the topic of our lesson? What will we be working on? Show 3rd slide.

Early in the morning, a flock of geese headed towards the water, shouting solemnly: “Ha-ha-ha.”

Meanwhile, the chickens were running around the yard, collecting bugs and worms. And they raised such a cry when they found prey that everyone in the area heard them cackling: “Ko-ko-ko.”

Tell me, who lived in the poultry yard? (Chickens, geese)

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

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

Who's to say? What is the topic of our lesson? How did you determine? (goose - sound g, chickens - k)

Show 4th slide.

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

3. Comparative characteristics of G-K sounds.

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

Take the mirrors and place your hand on the neck. Say the sound G.

Show 5th slide.

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, voiced, and can be hard or soft in a word.

Say the sound K. Show the 5th slide.

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, unvoiced, and can be hard or soft in a word.

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

Show the 6th slide.

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

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

5. Syllable exercise. Show the 7th slide.

Now listen to Zvukovich’s songs and repeat them. We work in a chain.

• GA-GO-KA-KO
• GOO-GEE-KOO-KEE
• KO-GO-GO-KO
• KOO-GU-KOO-GU
• KA-GA-KA-GA
• GO-KO-KO-GO
• GU-GU-KOO-KOO

6. “Guess the riddles.”

Zvukovichok also prepared riddles for you.

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

Black, agile,
Shouts “krak” -
The enemy of worms (Rook)

Who sits on the tree, on the branch,
Counting: “Ku-ku-ku-ku” (Cuckoo)

Hisses, cackles,
He wants to pinch me.
I'm going, I'm not afraid.
Who is this? This is... (Goose)

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

The muzzle is mustachioed,
Striped fur coat,
Washing frequently
But I don’t know about water. (Cat)

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

III. Physical exercise.

Show the 9th slide.

Now let’s rest a little and show Zvukovich how we can recite poetry with our hands. Stand up, everyone.

On the mountain we see a house. Lots of greenery around. Here are the trees, here are the bushes Here are the fragrant flowers.	Make a “house” with your hands Wave-like movements of the hands Draw trees and bushes with your hands Use your fingers to show a bud that is blooming
There's a fence surrounding everything Behind the fence is a poultry yard. We are opening the gates We quickly run up to the house We knock on the door: “knock-knock-knock” Someone is coming to our door	Draw a fence with your fingers Stroke the table with your palms Use your hands to show the gate Run your fingers across the table Tap your fist on the table Palm to ear - listen.

We came to visit a friend and brought gifts. Hands forward, palms up.

7. Work in notebooks.

And Zvukovichok came to our knock, he offers to open the notebooks and work in them. Show the 10th slide.

Let's write down the date and topic.

8. “Syllabic mosaic”

The sound boy found mysterious words on the way to our lesson. He tried to read them, but he failed. Help him insert syllables into words Show the 10th slide:

Each student is given an individual task card.

(after completing the task, mutual verification)

9. Exercises for the eyes.

Show the 11th slide.

And now our friend Zvukovichok found himself in the forest.

Follow moving objects with your eyes.

11. Automation of sounds r - r in syllables, words and phrases.

Show Zvukovich how you perform gymnastics for the tongue.

Show the 12th slide.

Hippo;

Frog;

We brush our teeth;

Horse.

Automation of sounds in words.

Say clearly what object is depicted.

Show the 13th slide.

12. Game “trap”.

The sound guy offers to play the game “trap” with him. Whoever gets into it is eliminated from the game. Shall we play? The task is to repeat the sentence correctly.

The grass mows down Roman.

The horse's mane is thick.

The weight lifts Borya.

The grass is overgrown with the path.

Rita ate cheesecake for breakfast.

What did you learn by doing this exercise?

IV. Summary of the lesson.

Show the 14th slide.

Assessing student work in class

Conclusion (what they did, what sounds they learned to distinguish)

Zvukovichok came
He brought us a chest.
Help yourself, enjoy,
And come back on Tuesday.