Practical lesson on differentiation g k. Topic: differentiation of consonants g k

Lesson summary on the topic: “Differentiation of sounds and letters G–K in writing”

Subgroup lesson

Goal: differentiation of sounds and letters G-K

Tasks:

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

Correctional and developmental: develop phonemic hearing, analysis and synthesis; develop memory, attention, logical thinking.

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

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

Progress of the lesson

1. Organizational moment.

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

I swam in the water and stayed dry.

(goose)

Not an animal, not a bird, but a nose like a knitting needle.

(mosquito)

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

2. Message about the topic of the lesson:

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

Children describe the sounds.

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

3.Articulation gymnastics

"Smile-pipe"

"Fat and thin"

"Spatula"

"Needle"

"Swing"

4. Listen carefully and repeat the syllables

ga - ga - ka gy - gy - ky ko - go - ko

gu - gu - ku go - go - ko ku - gu - ku

ku - ku - gu ky - ky - gy ko - go - ko

5. Game “Say the Word.”The speech therapist shows a written word with a missing syllable. Students name this syllable. Words are remembered syllable by syllable.

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

6. Game “The leaves are trembling - they are not trembling.”

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

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

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

cucumbers, peas, carrots, onions.

8. Physical exercise.

Now guys, stand up
Raise your hands slowly
Squeeze your fingers, then unclench them,
Hands down and stand like that.
Lean right, left
And get down to business again.

9. Make sentences from these words and read

Differentiation G – K in words

Target: development of the ability to distinguish sounds and letters g-k orally and in writing.

Progress of the lesson:

I. Repetition.

Guys, let's remember what a sound and a letter are.

(We pronounce and hear sounds, but we see and write letters)

II. Introduction to the topic

Listen to S. Pogorelovsky’s poem “How Mishka made his grandfather angry.” And then answer the question: What was Misha’s mistake?

Misha writes to Mikhail:

“Grandfather Gerasim scored a goal.”

Everyone reads and exclaims:

Hey old man, he scored a goal!

Submit to all newspapers

Grandfather's portraits!

No,” said the grandfather angrily, “

Mishkin, give me a portrait in them!

He wrote a dictation at school,

And I was thinking about football.

That's why KOL

Turned into a GOL

And for this GOAL

He got a KOL!

What was Misha's mistake?

What two meanings does the word KOL have?

Name the first sounds in words - KOL, GOL.

What do these sounds have in common (sounds K, G - consonants)

How are these sounds different? (the sound g is voiced, and k is unvoiced)

III. Consolidation.

Match sounds with lettersk, g

Exercise: find the letter corresponding to the sound [k]; find the letter corresponding to the sound [g].

Game “Say the Word.” Pick up the corresponding letter.

I heard: at the gate

Meowed loudly... (cat)

The soup turned out not bad at all

It contains potatoes and... (peas)

Why is Kim cheerful?

He is going to... (school) today

I can run fast

And down the street... (running)

In the morning to the river along a wonderful road

Tanned ones run quickly...(legs)

For a sick person

I need a doctor, I need...(pharmacy)

Frosty days are coming

We need skis and... (skates)

Your iron tongue

I hide it under the cap

Calling for a lesson

And my name is... (bell)

Game "One - many" with throwing the ball.

Exercise: change the words so that after the consonant G or To a vowel appeared.

Iron-... hammer-...

Leaf-...shore-...

Ravine-...boot-...

Tie-... ball-...

Working in a notebook using cards

Exercise: Complete the missing letter in the words G or To. Write the test word in brackets.

Sne..., kula..., pau..., pillars..., zamo..., pidzha..., kabu..., shlan...,

know..., market..., club..., vra...

IV. Physical exercise.

How are you? The children answer: “That’s it!” and show

How are you swimming? The children answer: “That’s it!” and show

How are you running? The children answer: “That’s it!” and show

Are you looking into the distance? The children answer: “That’s it!” and show

Are you looking forward to lunch? The children answer: “That’s it!” and show

Are you following? The children answer: “That’s it!” and show

Do you sleep at night? The children answer: “That’s it!” and show

Are you naughty?... The children answer: “That’s it!” and show

Working with cards

Syllable composition.

Exercise: Arrange the pictures under numbers 1,2,3 depending on the number of syllables in the word. Write the words in 3 columns.

List of pictures: guitar, nail, eye, compass, cat, geese, ball, braids, peas, rake, cabbage, dog, socks, dove.

V. Homework

Exercise: Solve the crossword puzzle. Mandatory condition: select words only those whose names have a sound G or To.

Byverticals: 1. Books that children learn from.

Horizontally: 2.What remains after burning wood.

3. Spring bird.

4. Male name.

5. Crustacean inhabitant of the sea.

6. That which is threaded into a needle.

7. Type of shoes.

8. Carefully wound threads.

9. Type of agricultural implements.

VI. Bottom line.

- what letters were distinguished in the letter?

How to check for a dubious consonant at the end of a word?

K.G.U “Special (correctional) boarding school

for children with disabilities"

City of Ridder Education Department

East Kazakhstan region

Speech therapist: Shamonaeva E.V.

Ridder 2012 - 2013 academic year

Topic: Differentiation of sounds [ To] and [r]

Educational: consolidate children’s knowledge of sound differentiation [ To] and [g], learn to distinguish sounds [ To] and [d] in isolated form, in syllables, words, phrases, sentences and in coherent speech. Develop the ability to correctly perform tasks proposed by the teacher.

Developmental: develop, phonemic hearing, memory, attention, thinking, spelling vigilance, student vocabulary, organs of articulation, sensory sphere.

Correct speech skills

Educational: to cultivate interest in correct-sounding speech, interest in the subject through the use of different methods and techniques.

During the classes:

Org. PPN moment

The bell rang and the lesson began.

Communicating the topic and objectives of the lesson

Today our lesson will not be quite ordinary, because many guests have come to us, and we will organize competitions. And before competitions, athletes always warm up, that is, prepare, and we will also do a short warm-up now.

Finger gymnastics (sort the beans by color: white in one plate, red in another)

Articulation gymnastics: doing exercises in front of a mirror - “Delicious jam, Painter, Let’s brush your teeth (inside and outside), Slide”

Gymnastics for the eyes

Now we have prepared, warmed up and are ready for the competition, but let's remember

What does our speech consist of? (sounds, syllables, words, phrases, sentences, coherent speech).

What two large groups are sounds divided into? (vowels and consonants)

What consonants can there be? (hard and soft, voiced and unvoiced)

What two groups are vowel sounds divided into? (showing softness and hardness of consonants).

7 . Clarifying the articulation of sounds [ To] and [r]

A) clarification of the correct articulation of sound [g]

1) lips in a smile

3) the tip of the tongue is lowered down, the back of the tongue touches the hard palate.

5) Characteristics of the sound G - consonant, voiced, hard, soft.

B) clarification of the correct articulation of sound [ To]

1) lips in a smile

2) teeth are close together, but not closed

3) the tip of the tongue is lowered down, the back of the tongue is lowered towards the soft palate.

5) Characteristics of the sound K - consonant, dull, hard, soft.

1 task “Listen carefully”

A sound series is offered, if students hear the sound [g] - raise a red circle, if the sound [ To] – raise the blue circle.

M K L G R S K A G I G Sh K O F K X G T V K Ts G

Task 2 “Say the opposite.”

The speech therapist pronounces the syllables, the children must name the syllable backwards

KA GU YAK OG

KE IG UK GA

YUG UK GE CO

KI GO AK GO

3 task “Encryption”

Where can the sound appear in words (at the beginning, in the middle and at the end)

ABKEVGAERMIOUTTM ( aquarium, hippopotamus)

WOLGIUTRKEATS(snail, cucumber)

PBOAPBUOGCHAKYA ( parrot - butterfly)

SKAOPMOPGAIS(boots, compass)

RYABDLUOGKAO(rainbow, apple)

GPIETRASRIAC(guitar – peach)

UGTUKSAI(duck, goose)

GKLAORBTUAS(globe, map)

Task 4 “Truck”

Children complete a task on the computer, and at the same time they work on cards - connecting the pictures in the name, which have a sound with the corresponding letter.

5th task “Literature”

Remember the spelling rule for paired consonants. Words are offered, children must insert the missing letter and choose a test word.

Task 6 “Make up phrases”

What groups are words divided into?

Make up phrases

prickly pear

Clay rainbow

Square cucumber

Yellow jug

Brick parrot

Sour boots

Talking cube

Multicolored hedgehog

Salty garage

task “Come up with a proposal”

Come up with sentences using the phrases you have compiled.

Task 8 “Talker”

Learning tongue twisters

We bought Egorka a sled for a slide

All winter Egorka rode on the slide.

7 . Summary of the lesson, awarding the winners. What sounds did we work with today, how are these sounds similar, how are they different?

Self-analysis of the lesson

Topic: Differentiation of sounds [k] and [g]

This is a frontal lesson, which was attended by 3rd grade students diagnosed with level 3 OHP and impaired sound pronunciation

Goals:

Educational: consolidate children's knowledge of differentiating the sounds [k] and [g], teach to distinguish the sounds [k] and [g] in isolated form, in syllables, words, phrases, sentences and in coherent speech. Develop the ability to correctly complete tasks proposed by the teacher.

Developmental: develop, phonemic hearing, memory, attention, thinking, spelling vigilance, student vocabulary, organs of articulation, sensory sphere.

Correct speech skills

Educational: to cultivate interest in correct-sounding speech, interest in the subject through the use of different methods and techniques.

This topic is planned in the general system of speech therapy work. The speech material corresponds to the topic and goals of the lesson, which was structured logically and consistently. The intensification of students’ mental activity was facilitated by the form and techniques of the lesson, which made the lesson a single whole and captured the children’s feelings. During the lesson, she taught me to constantly think, while helping with questions and assignments. During the lesson, a protective regime was observed, and the methods and techniques used did not cause overwork in the children. The lesson was carried out individually - a differentiated approach - which could be observed when working on a computer. The teacher's tone and speech were friendly, conducive to communication and collaboration with children. The children were active during the lesson and completed the assigned tasks with great pleasure. The topic of the lesson is revealed, the goals are achieved.

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...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.

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.