Presentation "differentiation of paired consonants" presentation on speech therapy on the topic. Differentiation of paired consonants and letters G and K
Subject:
"Differentiation of paired consonants"
1-4 grades
Equipment: Speech therapy train “Obuchaika” (our own, patented by GLOBAL PATENT), interactive sandbox, music, ICT technologies.
Target:
Learn to apply the rule in words when writing paired consonants at the end and in the middle of words in Russian language lessons, reading, and in life.
2.Regulatory:
Be able to write and explain the spelling of words with paired consonants. Be able to distinguish these letters in a letter.
3 . Personal:
We learn to help each other; ask questions both to the speech therapist and to a peer; be attentive at all stages of the lesson.
ORGANIZATIONAL MOMENT
Let the crackling frost ring (poem)
Let the wind disperse the clouds
Let him knock on our window
The sun is shining through our window
Gather guests in a small group
We have been waiting for you for a long, long time.
The one who strives for something new -
Not afraid of seminars and lessons!
ARTICULATIVE GYMNASTICS IN MOVEMENTS
We invite everyone toactive charging .
The song “Gnomes” plays and students perform articulation exercises on the carpet to the music, following the movements of the speech therapist.
Hands up, tongue up
Hands down, tongue down.
Hands up, tongue down.
Hands down, tongue up.
Circular movements with your hands and tongue left and right.
Lyrics of the song: Dwarves, gnomes, we are a tiny people...
Mystery: (student)
I went into the green house
I spent more than a day there.
This house turned out to be
In another distant city. (Train)
Student's message about the train . (Dialogue)
Do you know that a train is a ground mode of transport. It can be passenger or cargo. In Russia we had two masters, the Cherepanovs, father and son, who built the first railway and the first steam locomotive. This road was 3 km. What do you think is this a short way or a long way? (this is a very short way)
Now the railways are thousands of kilometers long.
Let's go on a train journey.
STC lesson
Passengers buy tickets. (dialogue)
The one who names the cities starting with “A” will receive a ticket.
(Astrakhan, Arkhangelsk, Azbest (Sverdlovsk region) Achinsk (in Tatarstan), Aleksandrovsk, Abakan,
We name words based on vowel sounds. (Children are given tickets if they name the words correctly)
A TICKET will be issued.
Let's hit the road. And we get to the station
PLAY (children read independently)
What are we going to do at this station?
Play
Repeat everything after me
PA-nan (banana) words appear
What's wrong with this word?
Determine the first letter and attach it to the locomotive (b)
stomachfactory d octor - shaded text
SHA GRU olv
After each word, students identify the first letter in the word in the top row.
Conclusion? What letters are these?
Who can determine which letters will live in the bottom row?
Look at the main cast and decidetopic of today's lesson.
Paired consonants?
How many wheels does a locomotive have? (3)
And for good reason.
Wheels are symbols of what we will learn in class.
1.Know the rule of paired consonants.
2.Write words with this rule.
3.Explain the spelling of words with paired consonants at the end and in the middle of words.
Let's go to the next station
GUESSING GAME (not continuous text)
There is a special task under your desk, look and get it, and you guests will also look and find it.
Guys, what is this? (candy wrappers)
What do they feel like? (slippery, smooth, etc.)
What about the smell? (sweet)
What's unusual about them? (there are holes). It needs to be eliminated by guessing the letter. One student names, and all the others listen carefully, either agree with the answer or disagree.
Styopa...ka, sk..ki, iri..., rom..ki, dandelions..., short..ka, eyes..ki,
Find a couple: using the same candy wrapper, find yourself a match among the guests. If you agree, then be sure to make a house out of your hands.
Where are these letters missing? (in the middle and at the end of words)
And I have such an interesting character (Lisa from the Barboskin cartoon).
What is she like? Name as many adjectives as possible. (interesting, funny, funny, illiterate)
And she has a candy wrapper of cute girlfriends.
Guys, is it possible to guess everything in Russian? (children's answers)
No, Russian is one of the most difficult languages in the world. All words must be checked when writing.
EXPLAINER
What are we going to do at this station?
Explain the spelling of these words. Let's help Lisa.
To explain we must remember and know what? Rule.
One student speaks.
To write a paired consonant, you need to choose a test word so that there is a vowel after the consonant.
What is the main condition in this rule?
After the consonant there was a vowel.
A letter is missing.
Where is it missing?
And you can explain the writing of your words on candy wrappers.
Everyone has an individual task. One explains, and all the others listen carefully, either agree or disagree.
Stepashechka - stepashka, fairy tale - fairy tales, irisochka - iris, space - space,
Conclusion: if you completed the task, place your chip in the green car, and if you didn’t find the test word, then put the chip in the red car.
CHECK (work in groups)
Interactive sandbox
I tell you the words, and you just write down the correct letter.
Fairy tales, birch trees, oak, tooth, soup, snow, frost, voice, garage, boa constrictor.
Z, z, b, b, p, d, z, s, g, c - who has this?
Conclusion: place the chip in the green car. Some have 1-2 mistakes in the blue car, some have 3-4 mistakes in the red car.
Let's evaluate our work.
GENERALIZATION, REFLECTION (associative bush)
What are we going to do at this station?
Generalize
Select all the cards that fit our theme
Correct: b-p
d-t z-s g-k w-f v - f
pair of consonants, voiced, voiceless, rule.
With errors: z-ts, sh-sh, vowels.
What about the ticket?
ASK (Non-continuous text)
Homework
| Bile... No. 1 Lower row... Go... ... | Bile... No. 2 Upper row... Go... ... |
| Bile... No. 3 Upper row... Come on..... | Bile... No. 4 Lower row... Go... ... |
| Bile... No. 5 Upper row... Go... ... | Bile... No. 7 Lower row... Go... ... |
| Bile... No. 6 Lower row... Go... ... | Bile... No. 8 Upper row... Go... ... |
Insert the missing letter and write the test word.
Topic: Differentiation of paired consonant sounds d-t, d’-t’
Goals
:
correctional and educational:
Differentiation of sounds [д-т,д’-т’] in oral speech and writing in syllables, words and phrases;
Strengthen the articulatory structure of sounds, the characteristics of sounds;
Strengthen the ability to form words, agreeing an adjective with a noun;
Develop the ability to insert missing letters into words;
Corrective and developmental:
Develop gross motor skills, coordinate movements and speech;
Develop attention, memory, thinking;
Develop phonemic awareness;
-Hello guys.Gymnastics for the eyes: - Look, the sun is smiling at you, follow her only with your eyes. Now smile at each other and sit down.
2.Articulation gymnastics. Every day, always, everywhere,
During the lessons in the game,
That's right, we say clearly,
We are never in a hurry
- And for this we need to do exercises for the lips and tongue. Take the mirrors and do gymnasticsfor lips : “Smile”, “Tube”, “Donut”;
for language “Cup”, “Watch”, “Swing”, “Horse”3. Statement of the topic and purpose of the lesson.
- Today in class we will be builders. In a wordbuilder what sound is repeated 2 times? (sound t)
- And we will buildhouse . Name the first sound in the word house. (Sound d) Take the mirrors.
- What do these sounds have in common: t and d. (They are consonants because there is a barrier. They are paired)
- What creates a barrier? (tongue and upper teeth)
- What can you say about the lips? (Lips in a smile)
Symbols appear on the board, i.e. sound people.
- How are these sounds different? (t-voiceless, d-voiced) (Sounders have an earpiece and a bell)
- Paired consonants t-d are friends with vowels and form syllables. Follow the pointer.
and I
oh yeah
TatTYu
dsdAnd
uh uh- What did you notice? (Sound t with vowels I row sounds firm, but with vowels II row - softly. Similar with sound d)
- What conclusion will you draw? (d and t can be soft or hard.)(sound players have legs)
- Who can name the topic of our lesson? (children's answers). Open your notebooks, write down the date and topic of our lesson “Paired consonants d-t”. Today in class we will learn to distinguish sounds, etc.4. Differentiation of consonants d-t in syllables. -To build a house you need to lay a foundation. The foundation is the foundation of the house. And we build the foundation from syllables. I will pronounce the syllables, and if you hear the soundT , then write it down in the first line, and if you heard , then - to the second line. Draw the conditionals
notation at the beginning of the line (☊, ʎ )
Children take turns working at the board:
Ta, do, then, cha, dya, you, de, do, tu, yes
- Well done, you did a great job.
The speech therapist posts a picture of the foundation of the house on the board.5. Differentiation of consonants d-t in words.
- Now we need to build the walls.
1.Word formation:
Wooden walls - what kind of walls? - wooden walls
Walls made of stone...
Walls made of glass...
Walls made of plastic...
Rubber walls...
And we will havewalls of words. Development of auditory attention:
I will name the words, if you hear the sound t- clap your hands, if d- stomp your feet.
The game is called "Stomp, Slam"
Stove, board, house, saw, drill, tool, cement, hammer, brick, glass, wall, ceiling.
- And for the walls to be strong, we need to encrypt these words.
Game "Cryptor". Rules of the game: The speech therapist names the word, the children need to highlight the sound t(d), use the sound ruler to determine the place of the sound in the word and “encode” the word they hear.
One student works at the board, the rest do it in notebooks.
Check: t4, d1, d1, d1, t4t10, t6, t5, t2, t2, t3.
The speech therapist hangs a picture of the wall of the future house on the board.Physical exercise. Gymnastics for the eyes.
Well, guys, stood up together,
They raised their arms to the sides.
One - sit down, two - rise
And they swayed on their feet.
They turned their heads and sat down quietly at the desk.
2. Work using cards.
- We built the walls of our house from words. Don't you think something is missing?
(Not enough windows .) We will fill the windows with the letters d-t. Take the cards. Instead of the boxes, insert the missing letter d or t.
Molo☐ OK,☐ rel, spa☐ spruce, nails☐ b,ins☐ rumen☐ , With☐ eklo.
What word did you doubt? (Nail) What rule helped you write this word correctly? So the windows appeared. You completed the task.6. Differentiation of consonants d-t in phrases.
- And we will build the roof from phrases, i.e. Let's connect the sign and the object. We will agree adjectives with nouns. “Wear” magic glasses (Children have glasses with glass of different colors)
- I will name the object, and you add a word-attribute, i.e. color.
Speech therapist: wall - (which one?) Student: yellow wall (red wall, green wall, etc.).
floor-…
window-…
walls-…
- You did an excellent job. Well done!
The roof of the house appears on the board.
- Look how the house turned out. What is the most important thing in the house? (children's answers: purity, kindness, understanding, respect, mutual assistance, etc.)7. Summary. - What did you do in class today? (learned to distinguish between the sounds t and d)
- Who will characterize the sound t? (e)
Reflection . -There are flowers in front of you: red, yellow, blue.
If you liked the lesson, you succeeded, and you are in a great mood, then take a red flower.
If you haven’t completed some task and are in a good mood, then take a yellow flower.
If you didn’t complete the tasks, it was difficult for you and you leave in a bad mood, then take a blue flower.
Go out to the board and pin your flower next to the house. All the best!
Abstract developedspeech therapist teacherShipelevaOksana Nikolaevna
Topic: “Differentiation of paired consonant sounds and letters K-G” with 2nd grade students of a general education school who have writing and reading impairments caused by immaturity of phonetic-phonemic perception and associated analysis and synthesis”
Audience: 2nd grade students of a general education school who have writing and reading impairments caused by immaturity of phonetic-phonemic perception and associated analysis and synthesis
Correctional: “Differentiation of paired consonant sounds and letters
K-Gisolated, in syllables, words, sentences"
Goals: consolidate knowledge about the sounds K-K, G-G, skills of correct pronunciation and discrimination of the sounds K-K, G-G in words, phrases, sentences, and text; develop the skill of sound-letter and syllabic analysis and synthesis;
Strengthen the ability to differentiate the sounds G-K based on voicedness and deafness;
Teach the correct construction of phrases and sentences;
Form coherent speech when composing a story;
Correctional and developmental:
Develop gross motor skills, coordinate movement and speech;
Develop fine motor skills;
Develop phonemic perception; - develop cognitive mental processes: attention, memory, thinking, perception; — enrich and update the dictionary; - develop creativity, control and self-control skills.
Educational:- create situations of success; - cultivate a sense of responsibility and mutual assistance; - increase speech activity.
During the classes
I. Organization of the beginning of the lesson.Report the topic of the lesson.
1. Development of visual-spatial concepts and orientation.
The speech therapist instructs students:
Turn to face each other. Show your neighbor's right shoulder. Show your neighbor's left hand. - Sit so that Artyom sits between Misha and Kolya, and Alina sits next to Misha.
II. Main part
1.Primary updating of the topic and purpose of the lesson.
How many times does the sound G appear in the poem? Find a word with a soft G sound.
Between themselves for centuries
They live in consonants 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 important 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 - it 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
Do you think the sounds K and G are vowels or consonants? Are they paired or unpaired? Which sound is voiced and which is dull? Students' answers. - Describe the sounds.
2. Differentiationsounds of classes at the levelsyllable.
First, let's practice our ears in playing with the ball.
Game “Repeat, take your time! And make sure you don’t make a mistake!” (with the ball).
The speech therapist names the syllable rows and throws the ball to the children, they, in turn, repeat the syllables suggested by the speech therapist and return the ball:
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Ga-ka, go-ko, gu-ku, gee-ky, ko-go, ku-gu, ky-gy, kya-gya, gyo-kyo, gyu-kyu, gi-ki. |
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3. Underline the letter G in a row of letters: TGPNHPRGDLGNSHGTSTCHGSHGPG VAGDGHGEGHZSHCHGPROGMISGTB YUZHGLDGTGUVGYASITGZHGKHDGIK igatgsygshschgutsgtpgiagnshhgchg Underline the letter K in the row of letters: UVKPNRNZHKHKPRKCHPRKIMT LKDLKTKHKZHVAPKPRKSMIT kzhdlkzhkxzshklozhkxkchtik prknklditkzhkxktiskmprknegek Underline the letter K with a green pencil and G with a blue pencil. KKHTGKGZHKNGCHTGUKHZHKTGKCH UGTHKZHKTGKMITGKHPGZHKSH KDGTVKIGNHKZHGTLGCHKRGVGL igklhtgchgukldktngtsgvkpgshglkkhgk |
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4. Differentiation [k] – [G] in words. Match words with letters and indicate the necessary sounds. When writing down, pronounce the words out loud, syllable by syllable. Pisces...a, ...asha, but...a, rad...a, mar...a, ...apusta, ball...on, ...azeta, doro...a, oh...on, oh...but, bu...var, ...itara, ...eroy , ...osmosis, ...waterproofing. How many K's did you write in which words? How many letters G are in which words? Checking the task. How many of you completed this task without errors? Well done! Read the words, insert the necessary syllables and indicate the sounds: Ga-ka ru-, no-, ro-, re-, nit-, sem-, vet-, nor-. Gu-ku -ritsa, -nitsa, -biki, - kick, kick, score. Gi-ki no—, ve—-, ru—, re—, cap—, fla—, gor—, utyu—. Fizminutka Are you probably tired? And so everyone stood up. Hands raised and shook - These are trees in the forest. Arms bent, hands shaken - The wind blows away the dew. To the side of the hand, wave it smoothly - These are the birds flying towards us. We'll show you how they sit quietly - Wings folded back Eye exercises: Close your eyes tightly for 3-5 seconds, then open them, repeat 5 times; Look at the upper right corner, lower left, lower right, etc. Close your eyes and draw with your eyes 8. 5. Differentiation[To] - [G] Vphrases. Read the phrases, inserting the missing letters G or K.. Name the words you don’t understand. Write the phrases correctly. -razdi - -alina -isti wine-rada mesho— -potatoes—orst—rupas jumped high-o-rum-o-oral cheerful and -ra -drank -armoshka 6. Differentiation in sentences. Make sentences from these sets of words. Arrange them in order to make a story. Write down the story and highlight the letters G-K. Squirrel, hurry up. To the nest. She jumps behind the fir cones. Climb, squirrel, into a warm nest. In, forest, swirling, blizzard. There will be delicious food. U. animal, k, pantry. Squirrel, get out of the nest. 7. Development of skills in language analysis and synthesis. Working at the text level. Read the sentences from the previous task. Tell me, is it possible to make a story out of these sentences? Change the order of the sentences so that you can read the story “Squirrel”. Lesson summary. Task: analyze and evaluate the success of achieving the goal, outline prospects for further work. What did we learn in class? (We learned to distinguish between sounds and letters “G-K”). What interesting things did you learn? Why did we learn to distinguish between sounds and letters “G – K”? (In order to correctly write words with the letters “G – K” and not confuse them when writing). Choose a “Magic Man” that suits your mood. Well done, everyone chose funny people. I am very glad that you liked the lesson! Everyone worked well and tried their best. In the next lessons we will continue to work on differentiating the sounds and letters “G - K”. |
Consonants and letters Zh - Sh The toad offered the toad delicious blackberry jam. -Blackberry? – she asked – Well then, I guess I’ll eat it! Three little mice rustle in the silence of the night, If they suddenly hear the cat, Then they rustle more quietly.
Which letters will come to visit the TOAD, and which ones will visit the MOUSE? W F F W W W F F ShSh w. SH F
Direct and reverse syllables ZHA ZHU ZH ZH ZHY ZHYA - AZH OZH UZH EZH IZH YUZH YAZH SHA SHO SHU SHE SHI - ASH OSH USH YESH ISH
Finish the word by adding the syllable SHOCK or JOK MEADOW BAG PU SHOCK JUMP IRON KRU ZHOK FL JOK SNOE JOK GOR SHOK BABY PIE ROOF SWEETHET BOOTS COCKER COOK CHEEPHEARD PORO SHOCK
Fill out the table P S R V L P O S O A I K T D P M R G R R R U O A E U O O I SH ZH W J K K K O K K A I A K A A Place under ear Shoes Flower Warm your hands in the cold Amphibian animal Dough product Cold soup A hairdresser makes something for a client
Fill out the table B A S H A G A K S G M A T U I G A ZH L A S H R A M Y ZH R I S H L Y ZH R ASH Z Packed belongings of passengers Temporary housing made of tree branches Room for cars Swamp plant A bird similar to a swallow. A Hungarian meat dish. A vision in the desert.
Big and small fly jogging old lady spoon cap haircut donut mug - fly fly jogging old lady spoon cap haircut donut mug
hedgehog snake siskin mouse knife floor bucket walrus beach baby Many - one - hedgehog snakes siskin mice knives floor buckets walruses beaches kids
Me and YOU Change the words according to the example: I'm waiting - you're waiting I'm chewing I'm cutting I'm sorry I'm frying I respect I'll show I'm on duty - you're chewing you're cutting you're sorry you're frying you respect you'll show you're on duty
F - W in sentences Insert into sentences that match the meaning of the word This trouble can be solved. Old pants need to be relived. Don't be afraid of your ears. The lynx has tassels on the tips of its snakes. Zhenya has a strong ball. Shura has a yellow fever. The wasp is very naughty. During lessons, Zhora stings. Mom bought a woolen pity. It is very sad for friends to part.
Make sentences using words and pictures Threw off the white Throwed off the daisies white shirts. Hedgehogs made friends with mice in the rye.
Make sentences using words and pictures Snezhana and collected Snezhana collected blackberries and gooseberries. runs after a nimble A nimble foal runs after a horse.
Correct the misspelled sentence Scarf put Zhenya in the woolen closet. Zhenya put the wool scarf in the closet. The leather bag had a passenger in its hands. The passenger was holding a leather bag. Giraffes have small necks and long horns. The giraffe has a long neck and small horns. The treadmill went out to the schoolchildren. The schoolchildren took to the treadmill.
F - W in the text Read and copy the text Once upon a time there was a cheerful person in the world. He loved to make people laugh. The greedy man, the hard worker, the smart salesman, and the good-natured one laughed at his jokes. They all loved because he gave good things to people,
Presentation “Sunbeam” Questions: Who did the sunbeam hit? How did the lark behave? What was the lark's song about? Difficult words: nest, perked up, fluttered out
Municipal budgetary educational institution
“Secondary school with. Amurzet"
Summary of group speech therapy session
for 2nd grade students
with general speech underdevelopment
Topic: Differentiation of paired consonants B-P
Teacher speech therapist:Sukhman Natalya Borisovna
With. Amurzet, 2016
Class: 2
Lesson duration: 40 minutes.
Subject: Differentiation of paired consonants B-P.
Target: Improving the skill of differentiating sounds and letters B-P in oral and written speech.
Tasks:
Correctional and educational:
Strengthen the ability to compare the correct articulation and characteristics of sounds [b-p]; develop the ability to correlate sounds with letters; differentiate sounds in syllables, words and sentences;
Reinforce the concepts: sound - letter; voiced - voiceless, syllable;
- prevention of letter substitutions;
Enrich and expand your vocabulary;
Improve the lexical and grammatical structure of speech;
Correctional and developmental:
Develop phonemic processes;
Develop mental processes: memory, attention, thinking;
Develop communication skills.
Educational:
Develop the ability to work collectively, in a group;
Develop control and self-control skills;
- cultivate accuracy and perseverance in classes.
Equipment : workbooks, cards with letters, with tasks, subject pictures, ball.
Expected results:
After studying this topic, students can:
Know: the position of the organs of articulation with the correct pronunciation of sounds [b, p], the concept of sound - beech, voiced - voiceless, syllable.
Be able to: relate sounds to letters, give articulatory and acoustic characteristics of sounds [b, p], differentiate sounds [b-p] at the level of syllables, words and sentences.
Progress of the lesson
I . Organizing time.
Psycho-gymnastics.
- Guys, good morning! A new wonderful day has arrived. Now I will smile at you, and you will smile at me and smile at each other. It's so good that we are here with you today. We are calm and kind, we are friendly and affectionate! We are all healthy! Please take a deep breath through your nose. Imagine that you are breathing in the freshness, kindness, and beauty of today! Now exhale. Inhale again and exhale. And the last time, inhale and exhale. Well done! Let's smile at each other again and begin our lesson.
Guys, what date is today? What month? What about the time of year? Let's write today's date in our notebook.
II. Main part.
1. Report the topic of the lesson
1. Development of logical thinking.
Listen and guess the riddles.
Made from boards
And put on a belt.
And these dishes keep
Summer harvested from the garden.
(Barrel.)
On the branches -
Dense lump.
Slumbers in it
Green leaf.
(Bud.)
2. Formulation of the topic of the lesson.
– What sounds are different between these words? What sounds will we work with today?
– Today in class we will learn to distinguish between sounds [B] - [P]
2. Comparative characteristics of sounds (similarities and differences)
Take the mirrors and say these sounds B, P.
What are the similarities and differences between sounds?
Similarities - What position do the organs of articulation take when pronouncing these sounds?
Lips: close, the air stream meets an obstacle.
Tongue and teeth: not working.
Difference - vocal cords:
B - work (tactile sensation - hand on the neck).
P – do not work (tactile sensation – hand on the neck).
So what is the sound B? (consonant, voiced)
What is the P sound? (consonant, voiceless).
So these are paired sounds. Why are they paired? (the organs of speech work the same way, except for the vocal cords).
3. Correlating sounds with letters.
- In writing, the sound B is represented by which letter? (showing a letter on a card, writing capital and lowercase letters in a notebook).
- And what letter is the sound P? (showing a letter on a card, writing capital and lowercase letters in a notebook).
4. Differentiation of sounds and letters at the syllable level.
Guys, tell me, what can words be divided into? (syllables)
What must be in each syllable? (vowel) Why do we need to be able to divide words into syllables? (to hyphenate words correctly)
1. Clap your hands once when you hear a syllable with the sound[b].
Po - bo - pu - would - bu - py - ba
Clap your hands once when you hear a syllable with the sound[P].
Bu - by - pe - ba - by - pa - by
2. Game with throwing the ball “Say the opposite”.
Ba - ..., bo - ..., bu - ..., be - ..., would - ....
Pu-..., po-..., py-..., pe-..., py-...
3. Repeat the syllables in the same sequence.
By - by - by
Pa-ba-pa
Py - py - py
Boo-boo-boo
Boo-boo-boo
What have we learned to do now? (We learned to distinguish sounds [b - p] in syllables).
5. Differentiation of sounds and letters at the word level.
1. Guess the riddles.
Determine what sound is in the answer and place the picture under the corresponding sounds [b, p].
He is friends with the owner,
The house is guarded
Lives under the porch
And the tail is a ring. (dog)
I walk next to the janitor,
I'm shoveling snow around.
And I help the guys
Make a slide, build a house.
(shovel)
In the garden by the path
The sun is standing on its leg
Only yellow rays
He's not hot.
(Sunflower.)
Moved by the flower
All four petals.
I wanted to rip it off
And he took it and flew away.
(Butterfly.)
2. Working with numbers – determine the place of the sound [b, p] in words (raise the corresponding number):
[b] – caring, arrival⁴ ory, b¹ab³ushka, monkey, tambourine;
[p] – lamps ⁴ ah, rip ⁴ remembered, skull ⁵ Christmas tree.
Sh. Dynamic pause.
Exercises to differentiate the right and left parts of the body:
a) This is the left leg, this is the right hand.
Our ear is left, but this is our right eye.
This is the right foot, this is the left hand,
Our ear is right, but this is our left eye.
b) Stand on one leg - ka,
It's like you're a steadfast soldier.
Right leg to the chest,
Yes, be careful not to fall.
Now stand on the left,
If you are a brave soldier.
(Children perform movements according to given instructions in accordance with the text.)
3. Work on individual cards:
Insert P in green, B in blue.
…auk, ...ara..an, ...anan, a...teka, ...ugovitsa, a..elsin, ...enal, ...ulka, shai...a
4.Work using a card. (Children work according to the options.)
Reason according to the example: since in the word “fish” before a you can clearly hear b, therefore in the word “fish” I write b.
fish-fishsculpt-le...ka
hawks - hawks...
fragile - fragile
ball - balls... ki
strong - strong
timid - ro...ky
sliver - cheek...
smile - smile...ka
cap - sha...ka
What have we learned to do now? (We learned to distinguish sounds [b - p] in words).
6. Differentiation of sounds and letters at the sentence level.
A few words on the board:
Splashing - sparkling
Barrels - buds
Sang - space
How are the words different? (one letter)
Right! And what else?
Words differ in meaning. Let's prove it.
Card work:
Copy the sentences by choosing the appropriate word:
There are stars in the blue sky...(splash, shine)
There are waves in the blue sea... .
They rolled out onto the grass… .
(buds, barrels)
They swell on the trees... .
There is... a rooster in the yard.
(sung, space)
It must be eliminated... in knowledge.
- What did this assignment teach us? ( You should not confuse the letters, otherwise the meaning of the word will change).
IV . Summary of the lesson.
- Our lesson is coming to an end, and finally I offer you the game “Does this happen?” Correct the sentences:
The web weaves a spider.
The bud sits on a bee.
My brother bought the boots.
There is a ceiling under the lamp.
A birch tree appeared on the buds.
The rooster ate the bear.
The hairdresser bakes bread.
Notepads grow on trees.
What sounds were distinguished during the lesson?
– How are they similar? How are they different? (teachers give articulatory and acoustic characteristics of sounds)
List of sources used.
Efimenkova L.N. Correction of oral and written speech in primary school students. M., Enlightenment, 2001.
Mazanova E.V. Correction of dysgraphia in primary schoolchildren. (Set of manuals), M., 2007.
Mezhetskaya T.G. Distinguishing between letters and sounds: Propaedeutics of written speech disorders, M., 2009.
Sadovnikova I.N. Disorders of written speech and their overcoming in primary schoolchildren. M.: “Vlados”, 1995.
Internet resources.
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