Synopsis of the speech therapist teacher's lesson differentiation d t. Synopsis of the speech therapy lesson "differentiation of paired consonant sounds d and t". Game "Catch the Sound"

Topic: Differentiation T - D in syllables and in words

Purpose: Formation of the ability to distinguish and distinguish between the sounds of T-D in oral and written speech; clarification, expansion and activation of the dictionary; improvement of a detailed educational statement; development of attention, memory, stability and arbitrariness of activity.
Equipment. Pictures, signal cards, digital series. Toys: kitten, teddy bear, sets of geometric shapes, cards, colored pens, tangram.

Lesson progress

1. Organizational moment

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

2. Articulation gymnastics

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

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

4. Breathing exercises:

the balloon is deflating, the balloon is inflating. We move the walls.
Relaxation: Ah, this spring sunny day.

5. Updating existing knowledge

What is sound?
- What is a letter?
- What are the sounds?
How are vowels pronounced?
- What are they?
How are consonants pronounced?
What are consonant sounds?
- What is a syllable?
What is longer syllable or word?

6. Explanation of new material

In the city of sounds and letters, there are always a lot of interesting poems and riddles, proverbs and tongue twisters. Speak a familiar tongue twister in the style of a robot: The woodpecker lived in an empty hollow, the oak was hollowed out like a chisel.

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

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

7. Consolidation of new material

1). We listen and remember syllabic rows.

8. Finger gymnastics

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

9. Open your notebooks and write down the date

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

10. Listen to the words and mark them graphically.

Above the corresponding syllable, write the letters t and d.
Melon, road, woodpecker, ice rink, acorns.

11. Physical Minute.

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

12. Consolidation of new material

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

13. Summary of the lesson

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

Synopsis of pronunciation classes in the senior group

(Held at parent meeting)

Prepared and conducted Kuzmina Tatyana Vyacheslavovna ,

teacher speech therapist

Michurinsk, Tambov region

Lesson topic:"Differentiation of sounds t - d".

Target:

1. Fixing the correct pronunciation of sounds t, d.

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

3. Dictionary work on the topic "House".

4. Consolidation of the skill of analyzing monosyllabic words.

5. Making sentences with prepositions.

Equipment: board, typesetting canvas, sets for diagrams, toy phone, house model, doll, monkey toy.

Lesson progress

I. Orgmoment. Children have pictures that begin with vowels. Sit down according to instructions. First, those who have the first sound in the word a, y, and, oh, e.

The term "vowel sound" is repeated.

II. Main part.

1. Goal setting.

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

2. Comparison of sounds t, d.

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

The game "Broken phone" (transformation of syllables). tells the children that a telephone was installed in our house, only he confuses the sounds t, d, shows how the telephone works. Then the children themselves transform the syllables ta-tu-to-you into the syllables yes-du-do-dy.

3. Naming words with sounds t, d.

Game "Magic Cube".

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

4. Analysis of the word Vol.

Sound line work.

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

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

What is the first sound? (T) What is that sound? (consonant) What circle will denote the sound t? (in blue) Put a blue circle in the first box.

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

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

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

5. The speech therapist draws attention to the house and offers to play the game "Who knows the parts of the house more"

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

6. Memorizing the poem "Tom".

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

Grandma at home, grandfather at home

Only Tom is not at home

Where is our Tom?

- She's at the house.

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

The speech therapist puts the doll behind the house, in the house, in front of the house, near the house, and the children make sentences. (Toma is standing near the house)

8. Team competition "Who knows more words with sounds t, d."

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

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

Synopsis of a speech therapy lesson: "Differentiation of sounds

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

Target:

Development and consolidation of articulatory motility.

Comparison and selection of distinctive and common moments in the articulation pattern of these sounds.

The difference in sounds in syllables, words, sentences.

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

Enrichment of vocabulary with words on the topic "Professions".

Cultivate perseverance, diligence.

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

During the classes

1. Look who came to our class again today?

Dima Lentyaykin

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

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

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

3. What letter denotes the sound D? T?

4. Comparison by articulation.

How are these 2 sounds different?

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

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

6. The next task is this: write down the first letter of each syllable.

Yes, dy, that, dro, tla, two, tmi, labor, for.

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

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

Names of pictures: bow, ax, cake, duck, melon, sneakers.

Let's check the task.

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

coffee__

city__

in__

spade__

natural

just __

piglet__

stars__

good__

children__

borough__

cold__

9. Work on cards. Take the green card. Insert the missing letters D or T in the words:boro_a, _at_ochka, s_rela, svis_ok, po_ruga, po_boro_ok, cry_ka.

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

10. Fizminutka with the ball. The game "Cat Everything is the other way around." If you tell him: "Big house", he says: "Little house." What will the cat answer if you tell him:

Rich man -
thick tree -
Liquid soup -
Short tape -
Dirty dishes -
sharp knife -
Quick step -
young tree -
A dark room -
Warm wind -

11. Write down the words in 2 columns by the presence of D or T:

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

Examination:

bucket

branch

dishes

pipe

rainbow

knock

doors

grass

12. Work on cards.

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

Examination: thermometer, pills, cloth, thread, hammer, chisel.

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

Examination: doctor - thermometer, pills; tailor - fabric, thread; builder - hammer, chisel.

13. Work on cards.

On the blue card - the game "The Fourth Extra". It is necessary to insert the missing letters D or T and in each line find and underline the “extra” word:

Voro_a, century, o_uvanchik, steam_a.

Pogo_a, milk_ok, wind_ro, o_eyalo.

_ru_no, _was_expected, _abure_, _cancer_or.

Examination:

gate, branch,dandelion , desk.

Weather, hammer, bucket, blanket.

Difficult, waited, stool, tractor.

14. And now let's read the letter of Dima Lentyaykin. He has some words in the envelope.

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

Examination:

15. Bottom line. What new did Dima Lentyaikin and you learn today? What sounds did you learn to hear? What can we say about them?

Synopsis of a speech therapy lesson:

"Differentiation K - G (K' - G')"

Goals and objectives:

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

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

Improve the ability to switch attention;

Improve skills of control and self-control.

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

Lesson progress

Organizing time.

Work on the topic.

1. Acoustic-articulatory image of sounds. connection with the letter.

Make a word according to the first sounds of words:

slide, dill, family

What word came out? (goose)

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

What is the first sound in the word goose?

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

What is the pair of the G sound? Why?

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

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

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

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

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

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

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

1) The game "Attentive ears" (with the obligatory finding of a sound in a word, control of the work of the vocal cords along the throat).

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

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

2) The game "Cryptists"

And now let's encrypt the words and write down only the letters K or G (with the obligatory presence of a sound in a word, control of the work of the vocal cords along the throat).

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

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

Check the note with the note on the board. Decipher the words.

Reading a syllabary.

GA - KA - GA

GO - KO - GO

GU - KU - KU

GE - GE - KY

KI - GI - KI

KYU - GU - KYU

Gyo - Kyo - Gyo

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

4) Write down the syllables from dictation.

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

- Circle the letter K - in brown, G - with a simple pencil.

Check the record (speech therapist reads)

Say how many syllables with a voiced consonant, how many with a deaf one.

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

We read in sequence.

5) Fizminutka.

In the morning the gander got up on its paws

In the morning the gander got up on its paws, (Stretched, hands up - inhale-exhale.)

Ready to charge. (Jerks of hands in front of the chest.)

Turned left, right (Turns left and right.)

Did the squat right (Squats.)

Cleaned the fluff with a beak, (Head tilts left and right.)

Hurry to the desk - plop! (Sit down.)

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

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

Each student has one picture, the children come one at a time to the board.

What is the best word for these pictures? (Birds)

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

To which group do we assign the picture?

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

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

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

The wagtail is a small bird of the passerine order with a constantly swaying long narrow tail.

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

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

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

7) The game "What's gone?"

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

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

8) Correction test.

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

Wagtail.

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

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

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

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

(number of letters: G - 12, K - 27)

Stunning voiced consonants

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

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

a) cup and spoon

b) branch - boat



In each pair of words, select the third sound:

a) in both words, sh is heard (pronounced);

b) in both words one hears (pronounced) g. Compare the spelling of the considered words.

Find out in a conversation that the stunning of voiced consonants w and d in the words spoon, boat is explained by the proximity of the deaf consonant to. If this neighborhood is eliminated, "the sounds will sound loudly, without distortion: spoon, boat. The adjacent vowel (e, o) contributes to the clarification of consonants.

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

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

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

4. Check doubtful consonants in words:

…-Shop

…-strip

...-Coat

…-herring

…-Matryoshka

…-cover

…-Notebook

…-fairy tale

…-Tile

…-lid

There is a hut on chicken legs. There is rain water in the ca-ke. The dog sleeps in the boo-ke. This ridge grows carrots. On the edge, bere-ki turn green. Sweet raspberries ripened on the clearing. Boards are running along the road, but no-ki. (Skis.)

Synopsis of a speech therapy lesson

Differentiation of sounds "s" and "c" in words and sentences

Goals:

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

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

Refinement and activation of the dictionary.

Equipment: Mirrors, pictures, in the name of which there are sounds C-C, cards with the letters C-C, chips.

STUDY PROCESS

1. Organizational moment.

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

Each student calls his chain from the place.

Example:

A-O-U-S

K-G-D-F. etc.

Speech therapist: what did you say now?

Students: sounds.

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

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

3. Breathing exercise.

Deep breath. While inhaling, slowly raise straight arms to chest level with palms forward. Hold the breath. Concentrate the breath in the middle of the palm (feeling of a “hot coin”). Slow exhalation to the sound U. Exhaling, at the same time we draw geometric shapes in front of us with both hands (circle, square, triangle).

a) With the sound E we sing the melody of the song “A grasshopper was sitting in the grass”.

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

4. Repetition of a new theme Distinguishing sounds and letters S-Ts.

Speech therapist:

The bird flapped its wings and squeaked softly: piss-pisssss.

The hostess did not find the chickens and went looking for chick-chick-chick-zzt.

Guys, how did the bird squeak? Piss.

What did the mistress of the chickens call? Chick.

The topic of the lesson.

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

How is the C sound formed?

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

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

How is the C sound formed?

With this sound, the teeth are exposed in a “smile”, drawn together or closed. The jet of air goes simultaneously to the tip of the tongue and front teeth. The tip of the tongue, resting on the lower teeth, rises sharply with its back to the sky and also falls sharply. The air jet is interrupted: a bow occurs. The air jet is jerkily applied to the front teeth. You can feel it with the back of your hand.

The jet of air is cold and rubs against the front teeth.

Differentiation C, C in syllables, words.

a) Reproduction of syllable rows:

As-as-atz

Atzl-atzl-asl

As-at-as

Asl-acl-acl

As-ac-ac

Atzl-asl-asl

b) Transformation of syllables, words.

As-atz

Sa-tsa

tsok juice

color-light

Os-ots

So-tso

Tsel-sel

Saber heron

Us-uts

Su-tsu

bang bass

Flower-light

Is-its

Sy-tsy

hay price

Boots-beads

c) Speech therapist:Oral dictation of words. Guys, raise a card with a letter if the word contains the corresponding sound. (Numbers, compasses, station, steps, pump, acacia, stadium, clever, modest.)

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

What is the letter C.
With a claw at the end.
claw-scratch,
Like a cat paw.

Differentiation C C in syllables, words in writing.

e) Individual work on cards.

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

Naso ..., zaya ..., vacuum cleaner ..., square ..., forge ..., matro ..., qua ..., ice ..., deck ..., bore ..., a couple ....

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

Speech therapist: How can you combine some words? Give them a generic name. (Dishes.)

We check.

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

Check in pairs.

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

5. Physical minutes.

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

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

The wind was blowing strong
All the trees shook.

(Tilts of the body back and forth.)

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

(Squatting.)

We warmed up from the heart of the school desk, let's hurry.

(Children sit at their desks.)

6. Consolidation of what has been learned. Whiteboard work

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

Development of a sense of rhythm.

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

Snow flutters, spinning
It's white outside.
And turned puddles
Into the cold glass.
Where the finches sang in summer
Look today!
Like rose apples
On the branches bullfinches.

7. Physical minute: Performed standing. The speech therapist pronounces the words. If the word has a sound C, the children spread their arms to the sides, if C - they clap their hands.

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

8. Bottom line

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

Why did we do all this?

Children:

We learned to distinguish between sounds and letters C and C.

Summary of speech therapy classes.

Subject: Differentiation [h] - [u] in phrases and sentences.

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

2) development of visual perception;

3) development of fine motor skills;

4) differentiation [h] - [u] in phrases and sentences;

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

6) exercise in agreeing numerals with nouns;

7) an exercise in the formation of real participles of the present tense, the coordination of participles with nouns;

8) exercise in conjugation of verbs in the present tense;

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

10) enrichment of the dictionary;

11) development of memory.

Equipment: card with superimposed contours of images of 4 puppies; ball; subject pictures - a key, a barrel, a brush, a suitcase, a fishing rod, a brush; demonstration pictures - pike, bream.

Lesson progress

Exercise for the development of the kinesthetic basis of hand movements.

"Frog"

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

Exercise for the development of the kinetic basis of hand movements.

"Mouse - clean"

The mouse washed its paw with soap

(with one hand to "wash" the other),

Each finger in order

(with index finger touch

to each finger of the other hand).

That's lathered Big

(with all fingers, first with the right,

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

Rinse it with water.

I did not forget the Pointer,

Wash away dirt and paint

(similar movements

with index fingers).

Average lathered diligently,

Probably the dirtiest

(similar movements with middle fingers).

The nameless rubbed with paste,

The skin immediately turned red

(similar movements with ring fingers).

And Littlefinger quickly washed:

He was very afraid of soap

(with quick movements to “soap” the little fingers).

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

Derivation of adjectives from nouns.

The puppy was fed food cooked in milk. What food was the puppy fed? (dairy food)

And food made from vegetables. What food was the puppy fed? (vegetable food)

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

Agreement of numerals with nouns.

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

Formation of real participles of the present tense, agreement of participles with nouns.

Once the puppies decided to take a walk near a small oak tree. And so our puppy is on his way. Along the way, he met a lot of interesting things. Name what the puppy saw, according to the model: read, student - reading student.

Swing, branches. Knock, engine. Run, car. Bored man. Sneeze, kitten. Print, machine. Treat, doctor. Get started, teacher. Bored, woman. Crack, bitches. Scream, man.

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

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

Name a predatory fish. Tell me, what kind of fish is found in the river? (There are predatory pike and bream in the river.)

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

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

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

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

I admire the chirping of birds.

You admire the chirping of birds.

He admires the chirping of birds.

She admires the chirping of birds.

We admire the chirping of birds.

You admire the chirping of birds.

They admire the chirping of birds.

Four puppies.

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

The high grass of the side tickles, four puppies frolic in the wild.

Then they met a large river, and four puppies bathed in it.

“Now it would be good to drink milk,” four puppies decided in the evening.

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

Four puppies returned home.

Synopsis of a speech therapy lesson

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

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

1) The speech therapist shows the children two pictures with the general caption "Mugs on the table."

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

The speech therapist associates the change in the meaning of the word with the movement of the stress.

Pupils observe the sound of these words and make sure that the stressed vowel is pronounced louder and longer than unstressed vowels: circles: circles.

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

2) In support of the conclusion about the semantic role of stress, pairs of words are considered:

castle - castle; cotton - cotton; proteins - proteins; shelves - shelves; vnital - subtracted; jumps - jumps. Sentences are made orally and the stressed vowel in the word is highlighted.

Thick bread was born - There will be a lot of fragrant bread.

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

I am a collection of cards. From stress

Two of my values ​​depend.

If you want, I'll turn it into a name ^

Shiny silky fabric i.

(Atlas - atlas)

I am a herbaceous plant

With a purple flower

But rearrange the accent -

And I turn into candy.

(Iris - iris)

We are a stand for the sawyer,

We are the coachman's seat,

But try to put

We have a different emphasis -

Be careful with us

We gore with horns.

(Goats - goats)

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

4) Solve riddles; remember the place of stress in the words-guesses:

It grows on melon, As you cut it, the juice flows, It tastes fresh and sweet, It is called ... (watermelon).

From me, thin dishes, Pale white and sonorous, They have been burned for a long time. I am called ... (porcelain).

Letters-badges, like fighters on a parade, In strict order built in a row. Everyone stands in the agreed place, And everything is called ... (alphabet).

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

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

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

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

cardboard, paper, products, store, pioneer, telephone, sort of, completed, birch, this, telegraph, alphabet, nettle, watermelon, catalog, porcelain, sheet, library.

6) The speech therapist dictates the words from the previous tasks. Pupils write down only stressed vowels (through busy).

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

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

hands - hands

chalk - chalk

lakes - lakes

buckets - buckets

my - mine

melt-melt

9) Graphic dictation: the text is written in one stressed vowels: Text:

It often rains in autumn.

o a u and

The water washed out the roads.

a s o

Knitted feet in clay.

i oh and

It is difficult to get to school.

u a o

BIRD HOUSE

We have such a custom: A little snow will fall - We will hang a wooden birdhouse on a knot. Above the wooden house From morning till night there is a din. How fun for the winged, fluttering guests!

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

bag

watermelon

boots

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

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

Schemes of the syllable-rhythmic structure of words

Two-syllable words

1) Name the picture. Slap syllables: stressed syllable - loud clap, unstressed - quiet. The stressed syllable is more drawn out, and therefore, after a loud clap, some pause is needed.

2) Consider the schemes, "read" them, i.e. slap:



3) Lay out the pictures in accordance with the diagrams.

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

lamp, hare, bear, fish, fisherman, spring, winter, winter, piece, Thursday, squirrel, sea, marine, salute, river, small river;

circle, round, Tuesday, second, repeat, waves, wave, said, fairy tale, I will say, blue, chenille, Wednesday, medium, white, whitened, black, blacken, cooks, cook, oars, oar ...

Trisyllabic words

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

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

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

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

Blackboard text:

Notebook entry:

Weaves a web spider.

хХххХХх

Weaved, hid:

X xxx...

"If a big fly gets in, we'll hire you."

A titmouse flew by.

I hit the web of a spider.

Spider thinks:

"The big fly got caught."

Synopsis of a speech therapy lesson "Root. Root words"

Lesson Objectives:

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

development of the ability to recognize and select single-root words;

cultivate accuracy.

During the classes

organizational part.

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

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

The spring will give birth to a river, and the river flows, flows through all the hired mother earth, through the whole Motherland, feeds the people. Threat, look how well it turns out: a spring, a Motherland, a people. All these words are like relatives.

(K. Pauspovsky)

HOW DO WORDS GROW?

Somehow many years ago We planted a strange garden. There was no fruit garden - He was only a word. This word, the word-root, began to grow soon And brought us fruit - There were many new words. Here are seedlings from the garden. Here are more landings nearby. And here is the gardener, The gardener is walking with him. It is very interesting to walk in the verbal garden!

(E. Izmailov)

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

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

3) Indicate the root in words:

mountain - mountain - burned water - drove

drew - rice sizzle - wild rose

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

4) Write out groups of related words:

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

b) grieved, tanned, hillock, highlanders, woeful, burning, mountainous, mournful, mountainous, fire victims, burn out.

5) Write out those phrases that are acceptable in speech: oil with oil; old old man; make jam; do

case; work work; treat a guest to sing songs; fry roast; write a letter; start over; finish to the end; bite off a piece; explain clearly; curl up; walk shaking; paint with paint; shout out; stare with eyes; to whiten with whitewash; don't know; sharpen with a sharpener; mow with a scythe.

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

Soon a fairy tale... but not soon enough.... Enough for you, well done, grief.... It's not the first winter for a wolf.... The young grows, but the old.... On... and cancer is a fish. Every living thing wants...

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

Hanging icicle - pure ice.

Nobody sucks an icicle.

And lollipops are not made of ice,

And you can always take them in your mouth.

It's time to call us at last

Icicle sweet lollipop.

Then an icicle of ice

We will also rename.

And let along the roofs and over the porch

Lots of lollipops will hang

And in shops for children

Icicles will be in great demand.

Why does the poet suggest renaming icicles to lollipops?

8) "Tricky Questions":

§ Why does not the wild rose hiss?

What is the mountain mourning about?

§ With whom is water not associated?

§ Which spoon contains a lie?

§ How to draw with rice?

Where did the perch go?

§ Does each of the capitals have a hundred faces?

Difficult words

1) Read the poem and indicate:

a) related words;

b) a compound word made up of two roots:

He lived and was in the world of couples,

In appearance he was gray and old,

But with boiling water

He danced like a young man.

It flowed from teapots,

He swirled over the pots,

No useful things

Didn't know how to do it at all.

Once upon a time there was a word move

In the word exit, in the word entrance,

The word walkers pounded

And in the campaign walked into the distance.

And so the steam and the move lived.

They lived apart, but

Together they were connected -

They floated on the water.

The ferry is sailing,

In pairs go steam and move.

(E. Izmailov)

2) Highlight the roots (arc) and the connecting vowel e or o between the roots (circle) in compound words:

locomotive, polisher, plane, helicopter, icebreaker, vacuum cleaner, steelworker, hayfield, mousetrap, windbreak, deadwood, book lovers, beekeepers.

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

Ice drift began on the Volga. Yesterday there was a snowfall. The beekeeper showed us the apiary. Haymaking has already begun. Beautiful autumn leaves. The lumberjacks have returned home. The sound of a waterfall can be heard in the distance. The angler checked his rods. The pedestrian walked five

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

4) Indicate complex words in the text:

Seven in the department -

everything is in business! Pustoved

corrected the beret. Void

sharpened the question. Pustomol

filled the cauldron. Wastemaker

looked proudly. Pustoley

urged: "Hurry!". Pustovar

brought up the heat. Voidreader

kept track of everything...

To the sky the smoke is thick, And the boiler is empty!

(V. Ivanov)

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

Synopsis of a speech therapy lesson

"Word formation. The formation of new words with the help of prefixes"

Lesson Objectives:

clarify ideas about the concept of "prefix";

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

develop the ability to listen to other students.

move lesson

organizational part.

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

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

stick - unstick

bring in - take out

bring - ...

put in...

bind - ...

let in...

get used to - ...

get in...

fasten...

roll in - ...

bring - ...

fly in...

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

pushed - pushed

redeemed - redeemed

we smeared - smeared

built - built

/and,/stroked - smoothed

frightened - frightened

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

5) Write down the phrases, choosing the appropriate prefix for the verb from the data below:

in-, from-, under-, for-, re-, on-, race-, with-:

- run to the room - put a chair

- write a letter; - take mushrooms;

- to knit a wound; - split the nut -

- beat a nail; - wrap the doll;

-to swing on a swing; - confuse letters.

6) Write down, choosing the appropriate word for the meaning:

Car... past the house.

To visit us ... grandmother. (arrived, passed)

The plane made...

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

From trees... leaves.

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

7) Under the cards with words, arrange in 2 columns suitable in meaning verbs from the data below:

pierced - nailed frozen - frozen

stitched - sewn pierced - pinned

Orally make sentences with these phrases.

8) Write out words with prefixes in two columns:



put, moved, pillow, footboard, plantain, divided, thought, window sill, made friends, blew, duvet cover, armrest, dozed, cut, trimmed, fought, choked, agreed, serve

9) What is the difference between words:

call - response

typos - imprints

craft - fake

excuse - excuse

supply - stand

hint - hint

Make up sentences with them.

Synopsis of a speech therapy lesson

Forming words with suffixes

Speech therapy lesson

The lesson has the following goals: Clarification and comparison of the articulations of sounds D-T, consolidating children's knowledge of sounds, Development of phonemic hearing, development of visual attention and memory. The session is accompanied by a presentation. The characters Danya and Tanya help to increase students' motivation to study. new topic.

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Differentiation T-D in syllables and words

Goals

educational:-distinguishing sounds T-D by ear, in syllables and words, in writing;

Clarification and comparison of articulations of sounds T-D:

Distinguishing sounds by sonority - deafness;

Fixing the singular and plural forms of nouns in speech;

- vocabulary exercises;

developing: - development of skills in phonemic analysis and synthesis of words with sounds T-D;

• development of thinking, memory, attention;
• coordination of movements and speech;

educational:

Increased speech activity;

Raising the desire to speak correctly and beautifully;

Creating a situation of success;

Equipment: Multimedia projector, screen, notebooks, emoticons for mood assessment.

I. Organizational moment.

Hello! Today we have a speech therapy lesson. Let's repeat our speech:

Speech therapist: Who wants to talk,

He must speak.

So right and clear

To be clear to everyone.

Students: We will talk

We will pronounce

So right and clear

For everyone to understand!

II. Main part

1. Psycho-gymnastics.

Speech therapist: Look, guests came to our lesson ( slide 1) .(By mouse clicks, drawings of smiling and disgruntled children appear on the screen).

Picture each of them. Who will we invite to our class?

Tanya and Danya will be our guests.

2. Work on pictures (slide 2). What do the words Tanya and Danya mean? (names of children). These are very similar names. And how do they differ? What is the first sound in the name Danya? What is the first sound in the name Tanya? Let's check: are the other sounds the same or different? What is the second sound in the name Danya (a), in the name Tanya (a), What is the third sound in the name of the boy (n), the third sound in the name of the girl (n). What is the last sound in the word Danya (I), and in the word Tanya (I). (slide 2). One sound has changed, but the whole word has changed.

Danya's full name is Danil. Tanya is the full name of Tatiana.

How are these names different? Sounds D-T.

1. Lesson topic message (slide 3).

We will learn to distinguish these sounds, and in order to pronounce it better, we will perform articulatory gymnastics.

1. Articulation gymnastics. Breathing exercises.

"Malyar", "Swing", "Woodpecker", "Machine gunner".

What exercises did you do? (for language development).

Lip exercises: “Smile - a tube”, “grin”, “Hid lips”.

What exercises did you do? (for lips).

The following exercises are for the development of breathing.

“Candle”, “Let's blow off a feather from the left hand (from the right hand)”, “In the spring forest”.

“Let's blow on butterflies” (yellow, red, blue).

What exercises did you do? (for the development of breathing).

5. Refinement of sound articulation D.

Speech therapist: Say the sound D in front of the mirror. What is the position of the lips? What is the position of the teeth? What is the position of the tongue? Let's check: does our neck tremble? If it trembles, then the sound is sonorous (slide 4).

Say the sound T in front of a mirror. What is the position of the lips? What is the position of the teeth? What is the position of the language? Let's check: does our neck tremble? If it does not tremble, then the sound is muffled(slide 5).

6. Characteristics of sounds (similarities and differences) (slide number 6).

7. Correlation with letters (slide No. 7).

The letter D is like a house, T - this letter is a hammer!

But only with one window. Knock-knock-knock yes tok-tok-tok!

8. Development of phonemic perception.

Let's play the game "hear the sound". If you hear the sound D, make a roof over your head with your hands, If you hear the sound T, make it with your hands T (speech therapist shows): raise your left hand and put your right hand on it.

Hear the sounds of the lesson among other sounds:

a) a, m, e, s, t, y, t;

b) in syllables: ap, om, yes, mustache, tyo, ku, ya, ry, tyu;

c) in the words: uncle, mom, aunt, son, ear, grandfather.

9. Differentiation in syllables (slide number 8).

Reading syllables. Which group of syllables, first or second, did you read firmly? (1). What group of syllables was read softly? (2). Where is the tongue located when reading soft syllables? (at the lower teeth).

Reading syllables with a confluence of consonants. (slide number 9).

10. Physical education minute "Days of the week."

On Monday I washed

On Tuesday I swept the dust

On Wednesday I baked kalach,

Played ball all Thursday.

On Friday I washed cups of soap

I bought a cake on Saturday.

All girlfriends on Sunday

Invited for a birthday!

As children call, sentences appear on the screen ( slide number 10).

Guys! What did we repeat? (days of the week). Name the days of the week (choral pronunciation).

Which days of the week have D and T activity sounds in their names??

11. Differentiation in words (slide number 11).

Look at the pictures and say which items we will give to Dana and which

Tanya? (work on the slide).

12. The game "Big - small" (slide number 12).

The speech therapist calls the object, the children form words with a diminutive - affectionate suffix (house - house).

13. Finger game with speech accompaniment "Hello, golden sun!" (Slide No. 13).

14. Differentiation of sounds D-T in writing (slide No. 13).

Insert the missing letters D-T into the words and read.

1. Work in notebooks.

Write down pairs of words notebook(slide number 15). Underline the letter D with two strokes and the letter T with one stroke.

III. Summary of the lesson. Reflection.

• evaluation of student work in the classroom;
• conclusion: what sounds were distinguished?
• students' assessment of their mood using emoticons.

Preparation task: color the drawings and read the tongue twisters to the sounds of D-T.

Danya and Tanya say goodbye to you and say "Well done, see you soon!"(Slide number 16).




State Educational Institution of the Republic of Moldova "Povodimovsky boarding school

Teacher Ivanova G.N.

Class - 2

Speech therapy lesson "Differentiation of sounds T-D in syllables, words, sentences."

Purpose: Clarification and comparison of articulation and sounding of sounds T, D.

Tasks:

1. Correctional and educational:

Consolidate children's knowledge of the sounds td;

To teach to differentiate sounds etc. in syllables, words,

offers;

Enrich children's vocabulary;

2. Correctional development:

Develop phonemic awareness

Development of logical thinking;

Development of visual perception;

Development of sound analysis skills;

Development of hand-eye coordination;

3. Correctional and educational:

Develop the ability to listen to a teacher, friend;

Development of the ability to work in a team (do not interrupt each other);

To form the ability to answer questions with detailed statements;

Cultivate kindness towards each other.

Equipment: tables with syllables; cards with words written on them, sentences, a poster with tongue twisters.

Course progress.

Organizing time.

Hello guys!

And so, we begin our lesson with you. And now the one who will correctly answer my questions will sit down.

Tell me please. What is today's date? What month? What season? And what day of the week?

Everyone sat down and calmed down.

Today in the lesson we will get to know the sounds -T- and -D- better.

Correctly form the topic of our lesson “Differentiation of sounds T - D

What do we need to know to distinguish between them?

We need to clearly pronounce these sounds and the letters T and D, i.e., know the correct articulation pattern, distinguish, compare by sound, how they differ, how they are written.

In order to speak beautifully, we must do exercises.

Gymnastics for the face.

Finger gymnastics.

Breathing exercises

Gymnastics for the tongue. (of course, for the mobility of our speech apparatus)

And what should we be like for work?

Attentive

inquisitive

independent

active

ingenious

benevolent.

And so where do we start? Of course with self-massage.

A. Self-massage.

We rub the pillows. Wash, wash once, wash twice, wash three.

We rub our ears where our speech centers are located. One two, three, four well done.

And now we pull the earlobes. We pull, we pull. One two three four.

Our next gymnastics

b. Finger gymnastics:

WE SHARE ORANGE

MANY OF US AND HE IS ONE

THIS IS A HEDGEHOG SLICE

THIS IS A SLICE FOR CHIZH

THIS IS A SLICE FOR BELVAT

THIS IS A SLICE FOR HARES

THIS IS A BEAVER

A FOR THE WOLF SHELL

V. Breathing exercises.

And now we sat down evenly, the backs are straight, let's relax, dream. As if we were somewhere in the forest in the fresh air, in a flower meadow.

Let's take a deep breath with our nose - one, our tummy is puffed up - two, exhale into a tube - three.

And now prepare napkins and mirrors. We will do

Articulation gymnastics.

"Malyar", "Frog and Elephant", "Swing"

And now let's massage our tongue and remember the exercise "Drummers"

Let's prepare our wide tongue, and with me with the words.

“We will press the tongue with our teeth ta-ta-ta, ta-ta-ta.

And then we press our lips ta-ta-ta, ta-ta-ta. Well done.

Let's do one more exercise.

d. Gymnastics for the lower jaw.

“The monkeys came running and began to tease the hostess”

But how did they become? Let's move the jaw. Forward-backward. We put forward, we work.

And now side to side, left to right. Amazing.

Well done, you did a good job and your articulatory apparatus is ready for further work.

2. Comparative characteristics of sounds.

Describe our sounds

Say the sounds T and D. Are the lips the same position? (same)

How do we pronounce these sounds? The lips are slightly parted, the tip of the tongue rests on the upper teeth, the exhaled air destroys this barrier with an “explosion”.

Consonant sounds.

Put your hand on the neck and listen, does the neck tremble when you pronounce the sound D? (trembling) Is this sound pronounced with or without a voice? (With voice).

Now pronounce the sound (T) and listen to whether the neck trembles when pronouncing this sound (does not tremble). This means that the sound is pronounced without a voice.

What conclusion can we draw?

T - consonant, deaf, pronounced without the participation of the voice.

D - consonant, sonorous voice participates in pronunciation.

3 . Game "Catch the Sound"

And now let's check how you distinguish these sounds by ear and play the game "Catch the sound". I will pronounce different sounds for you, and if you hear the sound T, clap your hands, and if you hear the sound D, stamp your foot.

4. Correlation of sound and letter.

Sounds when writing and reading

Designated by what? (letters) (posted)

Remember what elements of letters we need to write lowercase letters.

To begin with, we will write letters in the air, and then

with we construct these letters from shoelaces.

5. Physical education (musical)

"The giraffe has spots, spots everywhere"

6. Differentiation of sounds in syllables.

Now guys, we already know the difference between the sounds T D. We will read the syllables in a chain.

(a syllabary table is posted)

What do syllables form?

7. Differentiation of sounds and letters in words.

(card work)

I will give you cards, and you put the desired letter t or d in place of the dots. If there is an arrow up, then we put the letter D, and if the arrow is down, then we write T.

(weather, package, water, cotton wool, woodpecker, school desk, bucket, house, tom, duck, fishing rod, branch, rain).

Picture work.

Pictures are posted: fishing rod, duck

How many sounds are in the word: fishing rod, duck? (6)

These are very similar words: duck, fishing rod.

And how do they differ?

What is the second sound in the word rod? (e)

What is the second sound in the word duck? (T)

(The words duck-rod are hung on the board)

Look, they changed one letter, but the whole word changed. That is why it is important to work without mistakes, not to confuse them when pronouncing and writing.

8. Differentiation in the offer.

Tell me, do the words related in meaning form what? (offers)

Our next task. Finish the sentences. You need to put the right word in the place of dots.

Guys, now you already know how our sounds differ and therefore you will clearly pronounce pure tongues.

(reading tongue-twisters on the poster)

I think now that you will try not to make any more mistakes, let's not confuse the letters.

9. Summing up.

Please tell me what did we learn in the lesson?

(we learned to distinguish between sounds and letters D T)

What was interesting in the lesson?

What was difficult for you in class?

What did you understand in the lesson?

How do they differ from our sounds?

10. Reflection.

Guys, listen to me carefully, if you worked well in the lesson and everything worked out for you, and you didn’t meet any difficulties and didn’t get confused with the sounds T and D, then raise the green chip.

And if you did a great job, but got a little confused with the sounds T and D, then a yellow chip.

And if it was difficult and boring at the lesson and nothing worked out, then raise the red chip.

I want to tell you guys that you worked very well today: actively, diligently, attentively, independently. I think that now you will not confuse these sounds. And if anyone has any difficulties, then you will definitely succeed.

Thank you for the lesson. Everything was great, you guys are great.

And now the lesson is over. Goodbye.