We distinguish, etc. Abstract of a speech therapy lesson: “Differentiation of sounds - in words, sentences and coherent speech”

Sound

Sound D

Articulation of sound.

See the sound T. The difference is that when pronouncing the sound D, the soft palate is lowered, the vocal folds are closed, and the voice is added. Vibration of the larynx is felt.

Sound production.

1 way: by imitation.

Method 2: from the sound T. The child places one hand on the speech therapist’s larynx, the other on his own. The speech therapist pronounces the sounds T - D in turn. Draws the child’s attention to the vibration of the larynx when pronouncing the sound D.

Practical material on sound automation D.

1. Repeat the syllables.

Yes Yes Yes	Yes Yes Yes	Yes Yes Yes
Yes-do-do-dy	Do-doo-da-do	Do-do-dy-da

2. Repeat the words.

Sound at the beginning of a word: Dam, give, lady, date, Danya, dacha, Dasha, distance, gift, free; smoke, melon, smoke, haze, breath, breathe, hole, hole; don, house, house, dock, milking, daughter, domino, wash, get, finish, drink, top up, rain, road, good, doctor; oak, Dunya, duma, blow, arc, perfume, oak, think, shower, soul, stuffy, blew, blew, hollow, pipe.

Sound in the middle of a word: Food, water, trouble, weather, throw, Luda, medal, pedal, prowess, deck, dishes, freedom, settlement, environment, ore, blow, pencil, fence, joy, stage, barrier, reward, fashion, berries, waterfalls, gardens, plants, trails, fruits, ponds; milk, whistle, walker, young; I’ll go, I’ll find, I’ll fall, air, inflated, sorcerer, put, rainbow.

Confluence of consonant sounds in syllables and words:

Two, two, bottom; food, dlo, dra, dro, other.

Two, twenty, twice; two, deuce, yard, janitor, mongrel, yard, palace; bottom, fashionable, tray, vessel, okay; surrendered, squeeze, give up; meanness, meanness, breakdown; drama, fight, dragon, drape, drag, tease; fraction, crush, thrushes, tremble; friend, other, friends, squad, friendship.

3. Repeat the sentences.

Dasha is at home. Danya at the dacha. The house has a shower. The lady is walking along the road. She has a melon. Dunya thinks: “I won’t fall.” Dasha has a hole in her dress. The road is visible in the distance. There is a woodpecker in the hollow. Danya received a medal. A janitor sweeps the yard. The wind is blowing outside. Dunya plays the pipe. There are a lot of berries near the pond. Danya and Dasha are picking berries. Dani has a dacha. The dacha is far away. Our home on the Don. Don is a river. Ships are moving along the Don. There is an oak tree in the garden. The sorcerer built a palace. My daughter has a pencil. Danya and Dasha are friends. They don't have twos. In the forest you need to breathe fresh air. Luda, it's time to go home.

4. Repeat pure sayings.

Yes - yes - yes - the water is running. Doo - doo - doo - I will find you. Do - do - do - the beep sounds. Hey, hey, hey, the gardens are blooming.

5. Repeat proverbs and sayings.

One for all and all for one.

The fur coat is new, but there is a hole in the hem.

You can’t even pull a fish out of a pond without difficulty.

I walked through the forest, but didn’t see any firewood.

They don't give anything for free.

A quarrel will not lead to good things.

6. Repeat the tongue twisters.

Daria gives Dana melons.

Don, don, don - the cat's house caught fire.

Oh, doo-doo, doo-doo, doo-doo - I’ll find you anyway.

Rainbow-arc, rainbow-arc - don't let it rain!

7. Repeat the riddles.

He makes noise in the field and in the forest,

But it doesn’t get into the house.

And I won't go anywhere

While he's walking.

(Rain)

A white pillar stands on the roof

And it grows higher and higher.

Now he has grown to the skies -

(Smoke)

New dishes, but all with holes.

(Sieve)

There is a mountain in the yard, and water in the hut.

(Snow)

There is water all around, but drinking is a problem.

(Sea)

8. Learn a poem.

Animal trainers!

Give me some sugar quickly!

For a long time the animals taught you,

So that they would be given an award.

(V. Berestov)

9. Game “Give me a word.”

An adult invites the child to listen to poems and suggest the right word at the end of each of them.

Our boy walks with difficulty,

For the first time he goes around... (house).

Rain! Rain! We need

Disperse... (at home).

I'll sew him new legs,

He will run again... (path).

10. Game “Name it kindly.”

The adult asks the child to affectionately name the following objects:

House - (house)	pipe - (pipe)
Oak - (oak)	hole - (hole)
Road - (path)	smoke - (smoke)

11. Game “Be careful.”

The adult invites the child to listen to the story and name all the words with the sound D that appear in it.

Here is Aunt Lyuda's house. The house has a garden. Aunt Luda is a gardener. Apple trees, plums and raspberries grow in the garden. Aunt Luda loves to take care of her garden. In autumn she collects a lot of fruits. Aunt Luda distributes apples, plums, and raspberries to her friends.

Articulation of sound: see sound D. The difference is that when pronouncing the sound Дь, the tip of the tongue is lowered behind the lower teeth.

Sound production.

1 way: by imitation.

Method 2: The child pronounces the sound D. At this moment, the speech therapist lowers the tip of the tongue behind the lower incisors with a spatula.

Practical material on sound automation Дь.

1. Repeat the syllables.

Dya-dya-dya	Dya-di-de-du
Dya-dya-dya	Du-de-de-di
Dya-dya-dya	Dya-du-de-de

2. Repeat the words.

Sound at the beginning of a word: Uncle, woodpecker, woodpeckers; Dima, Dina, sofa, ding-ding, marvel, diet, wild, marvelous, dictation, dialogue, diploma, announcer; day, maiden, demon, money, girl, Denis, ten, detail, dolphin, business, do, tree, December; tar, turf, tug; inch, dunes, Thumbelina.

Sound in the middle of a word: Nadya, Fedya, Vadya, water, ice, Volodya, tramp; idea, cadet, put on, vision, attack, clothes, week, poodle, lot, blanket, cologne; one, Edik, bears, bandit, beef, nails, rains, acorns, melody, ice floe, people, lady, swans, alarm clock, refrigerator, surprise, radio, homeland, parents, wander, crocodile; all-terrain vehicle; leads, budenovka, puts; viper, turkey.

3. Repeat the sentences:

Nadya, Fedya, Volodya are children. Vadya carries acorns. The girl Nadya is sitting on the sofa. The poodle climbed under the blanket. The children saw a dolphin. One week left until December. Wild bears live in the forest. Uncle put on his Budenovka. Fedya was alone on the ice floe. Children plant trees. Monday is the first day of the week. Denis drove an all-terrain vehicle. Nadya was woken up by the alarm clock. Volodya looked into the refrigerator. The children were seated on the sofa.

4. Repeat pure sayings.

Dya - dia - dia - uncle is coming. De - de - de - the day has come. Di - di - di - come here. Di - di - di - don't wake up. De - de - de - be in trouble. Du - du - du - that's a turkey. Dya - dia - dia - the woodpecker knocks.

Do everything skillfully.

Day is like a day, but the year is not the same.

Without knowing the case, do not judge.

Summer day - for a winter week.

A small deed is better than a big idleness.

What is born in the summer will be useful in the winter.

6. Repeat the tongue twisters.

The woodpecker was hammering the tree,

I woke up my grandfather with a knock.

Denis did not sit idle -

He ate candy all day.

7. Repeat the riddles.

Between two lights I was alone in the middle.

(Nose)

Who is coming,

Who's leaving

Everyone leads her by the hand.

(Door)

It walks and walks across the sea,

And it will reach the shore

This is where it will disappear.

(Wave)

Its spring and summer

We saw dressed

And in the fall from the poor thing

Everyone's shirts were torn off.

(Tree)

8. Learn a poem.

Swans, swans,

White swans.

The swans were flying

And they sat down on the water.

We sat down, sat,

We flew again.

9. Game “Give me a word.”

The adult invites the child to suggest the right word at the end of each poem.

I have never seen so many splinters

No, I'm not jealous... (to the porcupine).

Bunnies and squirrels are happy,

The boys are happy and... (girls).

In the forest to the chirping and whistling

The forest telegraph operator knocks:

"Great, buddy blackbird!"

And signs... (woodpecker).

10. Game “One - many”.

An adult names an object in the singular, a child - in the plural.

11. Retell the story.

The adult invites the child to listen to the story and then retell it.

Dima drew a tree. There is a small pond near the tree. Magnificent white swans swam in it. Dima showed the drawing to his mother. “Dima, how beautiful,” said my mother. Dima was happy.

After the sounds D, Дь have been introduced and automated, it is necessary to differentiate them so that the child does not confuse the hard and soft variants of pronunciation.

Practical material on differentiating the sounds D – Дь.

1. Repeat the syllables.

3. Repeat the sentences.

Danya is sitting on the sofa. In a body of water, water is visible and invisible. Dima is not alone at home. Bears love honey. At home - brownie, V water - water. Uncle Fedya gave honey to the bear. Nadya was eating melon. Ada has a reward on her chest. Hollow - a hole in a tree. There are fruit trees in the village. Volodya congratulated Danya. Luda saw a camel. Danya saw swans. Monday is a weekday on the calendar. Dana was given a poodle. There is cold water in the bucket. Fedya goes home. Denis is walking along the road. My daughter has acorns. Danya brought nails.

4. Repeat pure sayings.

Yes - yes - yes - how young. Dya-da-dya - uncle is coming. Du - du - du - I'm walking through the garden. Du - du - du - let's give honey to the bear. Di - dy - di - there are swans in the pond. Dy - di - dy - I know all the moves. De - de - de - we are happy about the victory.

5. Repeat proverbs and sayings.

A friend in need is a friend indeed.

Friendship is an assistant in business.

A tree is precious in its fruits, but a man is precious in its deeds.

Life is given for good deeds.

6. Repeat the tongue twisters.

Grandfather Dodon played the pipe,

Dimka's grandfather hurt him.

A woodpecker is hammering a tree,

Day after day crushes the bark.

Daria gives Dina melons.

7. Repeat the riddles.

Many arms, but one leg.

(Tree)

A lanky man walked

I got stuck in the cheese.

(Rain)

Not alive - but walking,

Motionless - but leading.

(Road)

Into a golden ball

The oak tree hid.

(Acorn)

8. Learn poems.

Rain, rain,

Don't rain!

Rain, rain,

Let me get home

Gray-haired grandfather.

(A. Kondratyev)

Bon Voyage

We wish:

Bon Voyage!

It will be easier

Go and go.

Will lead, of course,

Bon voyage

Also to the good

Something.

(E. Blaginina)

9. Game “Hard - Soft”.

There are blue and green squares in front of the child. If the words spoken by the adult contain the hard sound D, then the child picks up a blue square. If the sound is soft Дь - a green square.

Tree, gardener, Denis, star, house, oak, children, blow, Dima, miracle, dacha, Nadya, Danya, blanket, domino, woodpecker, smoke.

10. Game “Make sentences”.

The adult asks the child to make sentences based on the following reference words:

11. Retell the story.

The adult asks the child to listen to the story and then retell it.

Dana was given a dog for her birthday. Danya thought for a very long time what to name his new friend.

I'll call him Dick. He will grow big and strong and protect me. Right, Dick?

And the dog immediately responded to this name. She came up to Dana, wagged her tail, and licked Dana on the nose. That’s how Danya’s dog became Dick.

Training exercises

Exercise 1.Read the syllables in pairs. Tell me what sounds these pairs of syllables differ in.

yes - ta ta - yes uncle - tya - dya dyatya do-to-do-do - te to-do te-de do - tu tu - du du-ty tu-du de-te dy - you you - dy di - ti ti - di tu - du.

Task 2.Listen to the syllables, write down the first letter of each syllable.

Ta, dia, po, do, then, you, dy, do, ti, te, de, de, then, tu, tu, du;

tla, for, tlo, dlo, tlya, dli, tly, dra, tra, tru, lie.

Task 3.Listen to the sound combinations, write down only the consonant:

Ada, ata, ode, ota, utu, udu, go, iti, udu, udi, uti.

Task 4.Listen, Remember the rows of syllables, repeat them in same sequence:

ta - da - ta tu - doo - tu ta - da - ta - da da - ta - da doo - tu - doo da - ta - da - ta

tu-du-du-tu

du-tu-tu-du.

Task 5.Read and repeat the syllable sequences:

to-do-to to - to - do- to to -do - to - to di - ti - di ti - di - di - di di - ti - di - ti di - uncle du - du - du - t you - dy - you - dy de - te - de be - te - te - de de - te - de - te.

Task 6.Write down the syllables and sound combinations in two lines: in the first - with the letter d, in the second - with the letter t:

a) Yes, ta, tu, de, te, tu, tu, du, dy, you, then, do, di, ti;

b) ada, ata, atu, adu, odu, otu, uda, uta ute, ude, udi, uti.

Exercise7. Write down syllables and sound combinations from dictation:

Yes, then, before, you, you, dy, ti, de, those, du, tu; hell, atu, ote, ode, go, iti, yuta, food, these.

Differentiation d - t in words

Exercise 1.Listen to the words, name which sound - d or t - a) is at the beginning of the word, b) is in the middle of the word.

Sample answer a: a) in the word house there is a sound d;

b) in the word rooster - the sound t.

a) House, smoke, there. Tom, dark, share, roofing felt, think, quietly, shoes, friend, aphid, for, friendship, difficult, work;

b) rooster, branch, buckets, wind, weather, victory, dishes.

Task 2.Listen to the words, write down the syllables with the letters d or lit , write down these syllables.

Melons, body, business, breathe, quiet, sofa, perfume, you, fog, gardens, honeycombs, cats, I'm going, go, traces, rainbow, victory, quiet, trumpet, grass, dragon, wall, broom, other, difficult.

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

House - volume;

dacha - wheelbarrow;

Dima - Tim;

daughter - dot;

shower - mascara;

business - body;

fishing rod - duck;

fruits - rafts;

day is shadow.

Task 4. Look at the pictures. Determine the presence and location of the sounds d, t in the names of these pictures.

Exercise7. Write down the words in three columns: in the first - with the letter d, in the second - with the letter that, in the third - with the letters d and t. Divide three or more complex words into syllables.

There, difficult, notebook, date, touched, reached, wind, cloud, blew, knocking, elegant, moved away, countries, hit, fog, dragged, dozed off, doors, whistle, trumpet, girlfriend, grass.

Task 8.Complete the words by adding the syllables yes or ta.

Task 9.Complete the words by adding the syllables du or tu.

May for...small forgot... ...May for...sew...

Ha pros...yes at... ...goy po...sew...shka

Task 10.Complete the words by adding the syllable di. or tee.

de... ...ho lu... banks...ki

howl... ...tetra... howl...those

uh... ...hiy lu...ki in...those.

Task 11.Change the words by adding the syllable te. Write down the resulting words syllable by syllable.

Sample: come in-voy-di-te.

Go - ..., leave - ..., come - ..., move away - ..., find - ..., come in - ..., move away - ..., put on - ..., think - ..., erase -

Task 12.Change the words by adding the prefix do. Write down the resulting words.

Sample: drag - drag.

Heat - .... melt - .... pull - ..., hold -..., carry - ..., drink-..., run-..., eat-..., move - ..., knock -..., endure - ..., pound - ....

Task 13.Change the words by adding the prefix from. Write down the resulting word syllable by syllable.

Sample: melted - melted.

Gave - ...” dragged - ..., divided -..., pressed - ..., sharpened - ..., pulled - ..., melted - ..., pushed - .... gave - ....

Task 14.Fill in the missing letter d or t in the words.

Trak...or, boro...a, s...reoa, vor...a, gr...usnik, zavo...noy, ve...ka, ver...ro, pogo. ..a, jelly...i, m6lo...ok, o...blanket, fan...er, capus...a, steam...a, y...point, ...e ...ra...b, ...ozh...ik, s...a...o, ...ru...but.

Task 15.Copy the words by inserting the missing letter d or t. Explain why you inserted this particular letter:

A) Duck - y...ochka, berry - yago...ka, weather - sunny...ka, herring - sele...ka, boat - lo...ka, joke - shu...ka,

notebook - tetra...ka, twig -ve,..ka, baby - de...ka, lining-lining.-.ka; .

b) sweet - ate...ky, mark - sharp, smooth - smooth, rare - s...ky, short d - short;

c) ridge - ridge...ka, scarf - pla.-.ki, patch - patch...ka, strands-spun...ka.

Task 16. For these words, select test words so that after the consonants d, t a vowel appeared. Write these words down.

Sample: bush - bushes, notebook - notebooks.

cold-... ice-... ticket-... robe-... factory - ...

record - ... city-... nail-... bear-... pond-...

dinner - ... ice drift-... bridge-... hi-... rod-...

trail - ... parade - ... milk mushroom - ... mole-... year-...

brother-... raccoon-... plane-... hail-...

Task 17. Insert the missing letter d or t into the words. Write the test word in brackets.

Sample: city(s).

barely..., bare..., whip..., pr..., gra..., salyu..., zavo..., drank..., ogoro..., sa..., vinogra..., ala..., plaka..., como..., barely..., barely..., chocolate..., marmela..., droz..., glue... .

Task 18. Answer the questions in one word. Write down the answer words. Underline the letters d, t in them."

Questions.

What is the weather like in winter?

What is the weather like in summer?

What days are there in summer?

What days are there in winter?

What is the name of the tool used to make holes in the wall?

Words for reference: warm, cold, short, long, drill.

Task 19.. Name and write down the following concepts in one word:

The last month of the year, the first month of spring; the last month of summer, the first day of the week; third day of the week; fifth day of the week.

Task 20. Guess the riddles. Write down the answers. Underline the letter d or t.

Round, not a month. Yellow, not oil. Sweet, not sugar.

With a tail, not a mouse.

I'm a fluffy ball

I turn white in a clean field,

And the breeze blew -

A stalk remains.

It goes between villages and fields, I do it at any time of the year, and people still walk along it. And in any bad weather

Colored rocker,

It hung in the sky.

Very quickly at any hour I will take you underground.

Guess: melon, dandelion, road, rainbow, subway

Task 21.Solve the crossword puzzle.

Methodical instructions. Students are given cards with a crossword puzzle. On the board there is a description of the items that are included in the crossword puzzle. Required condition: select for the crossword only those words in the names of which there is sound d or T.

Vertical: 1. Educational accessory for classroom and homework.

							4 6 8

Horizontal: 2. A punctuation mark that is placed at the end of a sentence.

3. A tool used by a blacksmith.

4. The substance found in the thermometer. .

5. A piece of classroom equipment on which students write.

6. Forest bird. .

7. Mesato, where children have fun in winter.

8. Sudden attack of troops. ---- Words for right k: vertical: 1. Notebook.

Horizontally; 2. Dot. 3. Hammer. 4. Mercury, 6. Board. 6.

Woodpecker. 7. Ice rink. 8.Attack.

Differentiation d - t in sentences

Training exercises

Exercise 1.Complete the sentences by choosing the appropriate word.

dacha - wheelbarrow In the summer we lived in a small...

Tolya carried bricks to...

daughter - period At the end of the sentence you should put...

Mom led the little one by the hand....

shower - mascara For drawings you need...

Cold... useful to everyone.

fishing rod - duck A gray girl was swimming on the lake...

The fisherman needs a good...

fruits - rafts Delicious fruits have ripened in the garden....

We floated along the river....

day - shadow Under the tree-...

Today is good....

board - longing In sister Alyonushka's heart...

Rotted in the fence....

chair - blown away The wind... the last leaves.

Move the guest... Move... closer.

passed-became Kolya... an engineer.

Brother... final exam.

Task 2.For the words from point a, select the words from point b that are suitable in meaning:

a) Cold, thick, heavy, copper, younger, ancient;

b) Melody, bucket, grass, sister, trumpet, wind;

a) Commodity, summer, copper, swan, icy, berry;

b) Rain, trains, places, pipe, flock, water.

Task 3.Write word combinations with letters from the sentence d, t. Underline the letters d, t different pencils.

Example: A cold wind has been blowing all day. Cold wind.

The sun shines dimly. Cold wind is blowing. Cold rains often occur. The last leaves are falling from the trees. The birds flew to warm countries. The days have become short. Dima always has clean notebooks. The students wrote a difficult dictation. Alyosha fell ill and was given a thermometer. Cold showers are beneficial. There was an old dacha by the pond. The girl collected cold water from a wooden well.

Task 4.Come up with and write down sentences with each phrase. Underline the letters d, t.

It's a difficult matter. Shady garden. Difficult task,

Blank notebook. Oak pillars. Heavy bucket.

Sweet cake. Smooth ice. Last leaves

Differentiation of consonants D - T in words and sentences

Lesson objectives:

Formation of the ability to clearly pronounce and distinguish by ear the sound features of voiced and voiceless consonants [D] - [T], [D'] - [T'] in words and sentences. Practical mastery of the correct spelling of words with the letters D, T.

Development of phonemic analysis and synthesis.

Enriching children's vocabulary using the topics “Birds” and “Professions”.

Development of auditory attention, speech-auditory, visual memory, verbal-logical thinking.

Formation of motivation for learning, active mental activity, independence, and emotional state of each student.

Nurturing a culture of verbal communication.

Equipment:

Pictures;

punch cards;

stencils of letters D, T;
sound cubes;
magnetic stripes indicating syllables;
magnetic chips with the letters D, T;
yellow and black pencils.

Progress of the lesson

I. Psychological attitude(choral greeting).

Good afternoon everyone.
We are not too lazy to study.
Let's work - listen and write and learn.

II. Introduction to the topic of the lesson.

Listen carefully and tell me if I’m saying everything correctly:

The student wrote a sentence on a line and put daughter at the end.

Where is the mistake? What sounds are mixed up? Which is correct? What do you think we will distinguish between sounds and letters?

III. Report the topic of the lesson.

IV. Comparative characteristics of the sounds [D] and [T].

What do these sounds have in common? What is the difference?

Let us prove that the sound [T] is dull, like a dark polar night. Let's listen to the poem and highlight the repeating sound. We use a black sound cube (a cardboard cube filled with dull-sounding objects), controlled by hand.

It's snowing quietly.
White snow, shaggy.
We will clear the snow and ice
In the yard with a shovel.

Why is the sound [D] voiced? Let's prove it.

Our fingers turned into raindrops and took turns knocking on the roof (yellow sound cube with a bell inside).

Rain, rain, no rain, (rain knocks rarely - often, slowly - quickly)
Rain, rain, wait.
Come out, come out, sunshine, (alternately touching each finger to the thumb)
Golden bottom.

V. Development of phonemic processes using the lexical theme “Birds” (game “Attentive Ears”).

To listen better, we massage our ears (“thinking cap”).

I'll check how attentive your ears are. Take the letter T in your left hand, and D in your right. Raise the letters D, T when you hear the sounds [D], [D’], [T], [T’] in the words respectively. Remember the words that I say - we will play a chain of words.

Bustard, wagtail, stork, swans, ostrich, woodpecker.

What are the names of the items I listed in one word? Ask each other questions about birds. Repeat the names of the birds.

VI. Physical education moment.

Swans fly, flapping their wings.
They bent over the water and shook their heads.
They know how to hold themselves proudly and upright.
Quietly, calmly they sit on the water.

VII. Development of visual gnosis and graphomotor skills.

A woodpecker has arrived - he won’t understand anything. Which letter is hidden? Trace the contours of the letters (the student at the board traces with a pointer, the rest with his hand in the air).

What bird does the lowercase letter D look like?

Which letter should we not confuse the letter T with?

VIII. Encrypting words using pictures (game "Cryptographers").

Let's encrypt the words denoting people's professions (based on pictures):

salesman

astronaut

trainer

We remember and write down these words based on diagrams.

IX. Making up word combinations (game “Spiderweb”).

For the words from the first column, select words from the second column that are suitable in meaning.

X. Working at the blackboard as a teacher for a student (game “Teacher”).

Read the pairs of words:

shower - mascara

day - shadow

board - melancholy

fruits - rafts

How do the words in pairs differ?

Come up with words close in meaning to the word “melancholy.” Make a sentence with each word.

The “teacher’s” assessment of his activities.

XI. Working with punched cards with subsequent mutual verification.

Complete the sentence by choosing the appropriate word from the left column. Write down 1-2 sentences of your choice. Underline the letter D in yellow, the letter T in black.

XII. Guessing puzzles. Compiling a tongue twister.

Guess the rebus, write down the tongue twister from memory.

Grass in the yard, firewood on the grass.

Homework: repeat the tongue twister clearly, first slowly, then faster.

XIII. Collective compilation of the story “Winter” using key words and plot pictures.

Each student has an envelope with words of the same color. Make sentences from words, insert the letters D and T. Read the sentences in order of the colors of the rainbow. Make up a story based on the pictures. Student consultant working.

IX. Summary of the lesson.

What sounds and letters did you learn to distinguish? What was difficult? What did you like? What new did you learn?

Thank you everyone for your work!

da-ta ta-da da-ta ta-da

do-do-do-to-to-to-to-to

duh duh duh duh duh duh duh duh duh duh duh duh duh duh duh duh duh duh duh

you-you you-you di-ti ti-di

2. Listen to the syllables, write down the first letter of each syllable.

ta, dia, do, then, you, dy, do, cha, te, de, de, tu, tu, du, tla, for, tlo, dlo, aphid, dli, tly, dra, tra, tru, other

3. Listen to sound combinations, write down only the consonant.

ada, ata, ode, ota, utu, udu, go, iti, udu, udi, uti

4. Listen, remember the rows of syllables, repeat them in the same sequence.

ta - yes - yes tu - doo - tu ta - yes - ta - yes tu - doo - tu - doo

yes - ta - yes doo - tu - doo da - ta - da - ta doo - tu - tu - doo

5. Read, memorize and repeat the syllable sequences.

then - to - then that – to – to - then that – to – then – to

di - ti - di ti - di - di - ti di - ti - di - ti

cha - dia - cha doo - tu - doo - tu you - dy - you - dy

de - te - de de - te - te - de de - te - de - te

6. Write down syllables and sound combinations in two lines: in the first - with the letter d, in the second - with a letter T.

a) yes, ta, tu, de, te, tu, du, du, dy, you, then, do, di, ti

b) ada, ata, atu, adu, odu, otu, uda, uta, ute, ude, udi, uti

7. Write down syllables and sound combinations from dictation.

yes, then, before, ta, you, dy, ti, de, those, du, tu, adu, atu, ote, ode, go, iti, yuta, food, these

Differentiation d - t in words

1. Listen to the words, name what sound d, t a) stands at the beginning of a word; b) stands in the middle.

Sample answer: a) in a word house - sound d;

b) in a word rooster - sound T.

a) house, smoke, there, Tom, dark, share, roofing felt, think, quietly, shoes, friend, aphid, for, friendship, difficult, labor

b) rooster, branch, buckets, wind, weather, victory, dishes

2. Listen to the words, write down the syllables with letters d or T., write down these syllables.

melons, body, business, breathe, quieter, sofa, perfume, you, fog, gardens, honeycombs, cats, going, go, traces, rainbow, victory, quiet, trumpet, grass, dragon, wall, broom, other, difficult

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

house - tom daughter - point fishing rod - duck

dacha - wheelbarrow shower - carcass fruits - rafts

Dima - Tim's business - body day - shadow

4. Look at the pictures. Determine the presence and location of sounds d, t in the titles of these pictures.

An approximate list of pictures selected by a speech therapist: house, grass, garden, honeycomb, chair, arrow, bucket, gate.

5. Determine the presence and location of letters d.t in words. Make diagrams of these words. Select the letters d, t from the words. Write the letters d, t over word patterns.

plate, can, girlfriend, work, coat, hard, difficult, touched, traveler, reached, radio, stooped, factories, commander

6. Detect sounds d, t in the names of the pictures. Make diagrams of words. Write the letter d or T above the word diagram. Write the corresponding word under the diagram.

An approximate list of pictures: shovel, melon, pumpkin, rainbow, slippers, napkin, bucket, plate, apron.

7. Write down the words in three columns: in the first - with the letter d, in the second - with a letter T, in the third - with letters d And T. Divide three or more complex words into syllables.

there, difficult, notebook, date, touched, reached, wind, cloud,. blew, knock, smart, moved away, countries, hit, fog, dragged, dozed off, doors, whistle, trumpet, friend, grass, found, dragging, blossom.

8. Change words by adding a prefix before. Write down the resulting words.

Sample: drag - drag.

drown-.... melt-..., pull-..., hold-..., carry-..., drink - ..., run - ..., eat - ..., move - ..., knock - ..., endure - ..., pound - ...

9. Change words by adding a prefix from. Write down the resulting word syllable by syllable.

Sample: melted - melted.

gave - ..., dragged - ..., divided - ..., pressed - ..., sharpened - .,., pulled - ..., melted - ..., pushed - ..., gave - ...

10. Complete the words by adding a syllable Yes or ta.

city... boro... goose... ...ta

be... ...boon nature... coffee...

ra... pig... vo... ...coy

freedom... va... ...ry good...

ducklings are hatching... full...

11. Complete the words by adding syllables du or that.

Man for... little forgot...

May has...sewed...

Ha pros...yes at...

Goy...sew...shit

12. Complete the words by adding a syllable di or you.

de... ...ho lu... banks...ki

howl... ...tetra... howl...those

uh... ...hiy lyu...ki vo...those

13. Change words by adding a syllable those. Write down the resulting words syllable by syllable.

Sample: come in - howl-di-te.

go-..., leave-..., come-.... move away-..., find-..., come in - .... move away - ..., put on - ..., think - ..., erase - ...

14. Fill in the missing letter in the words d or T.

truck...or, boro...a, s...rela, vor...a, gr...usnik, zavo...noy, ve...ka, ver...ro, logo. ..a, jelly...and, milk...ok, o...blanket, fan, cap...a, steam...a, y...point, ...e ...ra...b, ...ozh...ik, s...a...o, ...ru...but

15. Copy the words by inserting the missing letter d or T. Explain why you used this particular letter.

a) duck - y...ochka, berry - yago...ka, weather - weather...ka, herring - sele...ka, boat - lo...ka, joke - shu...ka, notebook - tetra...ka, twig - ve...ka, baby - de...ka, lining - lining...ka

b) sweet-sweet..., sharp-sweet..., smooth-smooth..., rare - rare, short - short

c) ridge - ridge...ka, scarf - pla...ki, patch - patch...ka, strands - straight...ka

16. Select test words for these words so that after the consonants d, t a vowel appeared. Write these words down.

Sample: bush - bushes, notebook - notebooks.

17. Insert the missing letter into the words d or T. Write the test word in parentheses.

Sample: city(s).

sle..., golo..., knu..., pr..., gra..., salyu..., zavo..., saw..., ogoro..., sa..., vinogra..., lard..., plaka..., como..., next..., next..., chocolate..., marmela..., droz..., kles...

18. Answer the questions in one word. Write down the answer words Underline the letters in them d, T.

Questions: What is the weather like in winter?

What is the weather like in summer?

What days are there in summer?

What days are there in winter?

What is the name of the tool used to make holes in the wall?

Words for reference: warm, cold, short, long, drill.

19. Name and write down:

last month of the year

first month of spring;

last month of summer

first day of the week;

third day of the week;

fifth day of the week.

20. Guess the riddles. Write down the answers. Underline the letter d or from.

Round, not a month. I'm a fluffy ball

Yellow, not oil. I turn white in a clean field,

Sweet, not sugar. And the breeze blew -

With a tail, not a mouse. A stalk remains.

She walks between villages and fields, I am at any time of the year

And people keep walking along it. And in any bad weather

Colored rocker, very fast at any hour

It hung in the sky. I'll take you underground.

Guess: melon, dandelion, road, rainbow, subway.

21. Solve the crossword puzzle.

Methodical instructions. Students are given cards with a crossword puzzle. On the board there is a description of the items that are included in the crossword puzzle. Mandatory condition: select words for the crossword only those whose names contain the sound d or t.

Vertical: 1. Educational accessory for classroom and homework.

Horizontal: 2. A punctuation mark that is placed at the end of a sentence.

3. A tool used by a blacksmith.

4. Substance found in a thermometer.

5. A piece of classroom equipment on which students write.

6. Forest bird.

7. A place where children have fun in winter.

8. Sudden attack of troops.

Words for reference: vertically: 1. Notebook. Horizontal: 2. Point. 3. Hammer. 4. Mercury. 5. Board. 6. Woodpecker. 7. Ice skating rink. 8. Attack.

Differentiation d - t in sentences

1. Complete the sentences by choosing a word that makes sense.

dacha - car In the summer we lived on a small... .

Tolya carried bricks to... .

daughter - period At the end of the sentence you need to put... .

Mom led the little one by the hand... .

shower - mascara For drawings you need... .

Cold... useful to everyone.

fishing rod - duck A gray duck was swimming on the lake... .

The fisherman needs a good... .

fruits - rafts. Delicious fruits have ripened in the garden... .

They floated along the river...

day - shadow Under the tree... .

Today is good... .

board - longing in my sister Alyonushka's heart...

Rotted in the fence... .

the chair was blown away by the wind... the last leaves.

Bring the guest... . Move... closer.

passed - Kolya became... a pioneer.

Brother... final exam.

2. For the words from point a, select the words from point b that are suitable in meaning.

a) cold, thick, heavy, copper, younger, ancient

b) melody, bucket, grass, sister, trumpet, wind

a) commercial, summer, copper, swan, icy, berry

b) rain, trains, places, pipe, flock, water

d, t. Underline the letters d, t.

Sample: A cold wind blows all day. Cold wind.

4. Come up with and write down sentences with each phrase. Underline the letters d, t.

It's a difficult matter. Blank notebook. Sweet cake.

Homemade chair. Difficult task. Heavy bucket.

Last leaves. Fragrant lily of the valley. Shady garden.

Oak pillars. Smooth ice. Old refrigerator.

5. Complete the sentences using pictures. (Pictures are selected by a speech therapist)

Dasha draws with colored... (pencils). The nails are driven in... (hammer) They carry water... (bucket). Firewood is being chopped... (axe). They dig the earth... (shovel), catch fish... (fishing rod). The children are sitting at... (desk). Tolya ran behind... (at home). The boy runs after... (girl). Grandfather paid for... (slippers). Dima hid behind... (curtain). Lush... (grass) grows in the meadow. The hay was stacked in... (stack). Various ... (berries) grow in the forest. At the edge of the forest grow... (oaks).

6. Fill in the missing words with a letter d or T.

Tolya... to the dandelion, and it flew around. Lena stood on her toes and... reached the crossbar. Dasha quickly... to the station. The children helped their grandmother... carry a heavy bag home. ... the wind, and it poured strong.... The sun hid behind... . The children solved a difficult...

Words for reference: touched, reached, reached, convey, blew, rain, cloud, task.

7. Fill in the missing words in the sentences. Choose test words for them.

Sample: There is strong ice on the river (ice).

On the river strong... . For the winter... he climbs into a den. Moscow is very big.... In the spring it begins on the river.... A metallurgical plant is being built in the city... . The fisherman was catching... fish. It broke... and the fish swam away. A passenger passenger floats down the river... .

8. Fill in the sentences with the missing preposition. from or before.

The boat sailed... shore. The raft floated unnoticed... to the shore. ... the station... the village was not far away. ...Monday...Tuesday is one day. Dima helped his mother carry her bag... home. The train has left... the station. ...Moscow...Petropavlovsk is better to fly by plane. The kid reached... the top step.

9. Copy the sentences by inserting the missing letter d or T.

E...and state...or u...e...and in...the village. ...I...I treated...il...e...her with me...om. Guys...puss...or a lick...on the...e. Soon le...o...e...will come and go...to the forest for the berries. ...at... ...lows. Boo...u...and jelly...and. ...she vi...el on...the tree...I...la. ...I...ate...hit...a tree. ...f...ya Na...asha - ...vornik. Every...y...she...me...e... ...ro...uar. An... she... has long... points. ...the girl was feeding her...glass. Na...I and Va...ik bu...u...cut...the moat.

10. Fill in the missing letters in the words. Match the highlighted words with test ones.

The dog took next... . Our city... stand... on the river bank. I wished...and dropped...ate our sa.... Lena bought ticket... to the cinema. Our pr... frozen We will sing...at the ball... . Sail along the river... ...too bad... . Tourists went to looks like... . Gra... beat ours pose...ki. Who love... labor..., that love...and I honor... . Pioneers are coming... to pair... . This pr... rich in fish. Tolya broke the wire... . We're on the path saw...saw barely... . In the spring, the pioneers dug up a vegetable garden... . Tima has a sconce... . Go...to the station train... . Grandma cooked delicious both... .

11. Answer the questions in complete sentences. Write down these sentences. Underline the letters in the words d, t. Write polysyllabic words syllable by syllable.

What do you use to fry potatoes? Where do fruits grow?

What do acorns grow on? Who is beaking the bark?

Who do they ride? How many days are there in a week?

Where do vegetables grow? Where do you write down your homework?

12. Read the words. Make sentences out of them. Write it down.

Go, Tanya, to, and, Dasha, theater. Blow, in, cold, October, winds. Fall, leaves, from, the last, trees. The ducks are ready for long flights. You, red one, must comply with the line. In winter, the days become shorter and the nights become longer. Herd, calves, two, herd, shepherd. The fruits are ripe in the garden. Live, moles, earth, under. Squirrels, love, acorns, nuts, etc.

Differentiation d - t in connected texts

The axes are sharp for the time being.

The axes are still sharp.

A woodpecker is sitting on a branch.

A woodpecker is hammering a tree.

One day beats, two beats

Your nose will hit the sky.

The axes were knocking for the time being.

For the time being, the axes were knocking.

There is grass in the yard.

There is firewood on the grass.

Don't chop wood

In the middle of the yard.

2. Dictations.

Visual dictations.

Check with syllable underlining.

Volodya was going to his grandfather’s apiary. It was getting dark. Volodya sees something under the tree. He thought it was a bear, but it was a bush. Volodya felt funny.

The dreary autumn lasts for a long time in the middle zone. Rain, wind, cold. Everything is covered with a gray haze of fog. All living things are waiting for Mother Winter to come.

Auditory dictations.

Write syllable by syllable and pronounce the syllables.

Difficult day.

Tolya and Dasha helped grandfather in the garden. They pulled the grass, loosened the beds, planted parsley and lettuce. The children worked in the garden all day. It was a difficult day. The children are happy - they worked hard.

Factory.

Dima's brother works at a factory. He is a worker. Cars are made at the factory. Brother loves his plant. He's a drummer. Dima also wants to work at the factory.

Test dictations.

Winter came. It's cold outside, freezing. Trees, roofs of houses, roads - everything is covered with snow. The rivers were covered with ice. Happy kids. They are having fun running with their skates onto the ice.

Spring.

The day was warm. Dima and Volodya were walking near the dacha. The boys approached a tall tree. They saw a spring near the tree. Dima and Volodya approached the spring. They bent down and drank water with their palms. The water was cold as ice.

In the village.

Grandfather has a house in the village. There is a pond near the village. In the summer Tema visited his grandfather. Grandfather gave Tema a fishing rod. Tema went to the pond and fished. He threw the fish into a bucket. Is it hard work to catch fish?

Creative dictation.

Compose and write a story using key words.

dacha, rested, Dima, carried, heavy, buckets, water, watered, beds, grew, radishes, currants, worked hard.

Differentiation v - f

1. Listen to the words mittens, apron. Name the first sound in these words. Describe these sounds.

2. From this series of sounds, name sounds that are similar in articulation: v, a, f. u.

3. Match the first sound in these words, pick up the card with the corresponding letter.

Vanya, Faina, cotton wool, candy wrapper, beans, felt boots, flag

4. Form syllables and sound combinations.

o a a u a e u e

Differentiation v - f in syllables

1. Read the syllables in pairs. Tell me what sounds these pairs of syllables differ in.

va - fa fa - wa fya - vya ve - fe fe - ve

vo - pho pho - vo fe - ve vu - fyu fi - vi

woo - fu fu - woo fe - ve vi - fi ve - fe

you - fy fy - you fyu - vu vyo - fyo fya - vya

2. Listen to syllables and sound combinations, write down the first letter of each syllable.

va, you, fa, vo, fo, fu, you, ve, fe, fi, vi, vya, fya, vyu, fyu, fla, vla, flu, flo, vlu, vlo, fly, vly, vra, fra, fru, lie, vry, fle, vle, vlya, flya, free, fre, flu, vlu

3. Listen to sound combinations. Write down only the consonants.

afa, ava, ova, ofa, yva, ufa, ifa, eva, efa, ufo, uvo

4. Listen, remember the rows of syllables, repeat in the same sequence.

fa - va - fa fa - va - va - fa

va - fa - va wa - fa - fa - va

fu - woo - fu woo - fu - woo - fu

woo - fu - woo fu - woo - fu - woo

5. Read, memorize and write down the rows of syllables in the same sequence.

wo - fo - pho pho - wo - pho - wo wo – fo – pho – wo

fi - vi - fi woo - fu - woo - fu fi - vi - vi - fi

fya - vya - fya fyo - vyo - fyo - vyo you – fy – you – fy

ve - fe - ve vue - vue - vue - vue fe - ve - ve - fe

6. Write down syllables and sound combinations in two lines: one with the letter v, the other with the letter f.

va, fa, fu, ve, fe, you, fy, fyu, vyu, wu, vi, fi, fe, ve, afa, ava, ufa, uva, ofe, ove, eve, ife, ova, uvya, uvi, Ufi

7. Write down syllables and sound combinations under dictation (material from the previous task is used).

Differentiation v - f in words

1. Listen to the words. Determine the presence of sounds v, f.

ABOUT sample: a) In a word cotton wool - sound V.

b) In a word torch - sound f.

a) focus, gate, factory, collar, apron, flag, goalkeeper, rotate, flute, time, phlox

b) envelopes, candy, jacket, forge, bed, coffee, napkin

2. Listen to the words, write down the syllables V or f.

a) cotton wool, Faya, photo, lantern, pitchfork, Vanya, vase, carts, eagle owl, wind, torch, fan, focus, broom, Fanya

b) owls, willow, cabinets, willows, scarves, sofa, sofas, owl

c) candy, advice, sweatshirt, owl, snorted, howled, scattered, gun carriages, sundress, mitten, scarves, coffee

3. Compare pairs of words by sound and meaning. Tell me what sounds these words differ in. Orally make a sentence with each word.

Fenya - Venya, owl - sofa, vase - phase, moisture - flask

4. Listen to the words. Make diagrams of these words, write the letter V or f above the corresponding syllable.

fruit, bed, ravine, box, stick, pour in, wick, snort, caftan, Africa, potatoes, purple, cheerful, waffle, flannel

5. Look at and name the pictures. Arrange them in three columns: in the first - with the sound in, in the second - with the sound f, in the third - with sounds V And f.

An approximate list of pictures selected by a speech therapist: transom, nightingale, shoes, phlox, violets, waffles, cherries, apron, coffee pot, owl, vase, traffic light.

6. Write on the left in three columns: in the first - with the letter V, in the second - with a letter f, in the third - with the letters in and f. Underline the letters in, f Using different pencils, explain the highlighted words.

nightingale, cheesecake, cap, elevator operator, sign, waffle iron, coffee pot, owl, mothballs, festival, paddle, cart, wrapped, soufflé, farm, fruit, keeps up, raven, date, scarf, manufactory, tumbling, candy bowl.

7. Complete the words by adding syllables with letters v, f.

Sample: cabinets.

bro - ... key - ... shka - ... black - ...

with - ... sli - ... with - ... ball - ...

8. Fill in the missing letters in the words.

a) ...lakon, ...agon, ...orota, ...toroi, ...lyus, ...orona, ...orobey, ...orma, ...rukty, ... ortochka, ...igura, ...ratar, ...ilm, ...lot, ...yarket, ...oto, ...orel, ...ether, ...ichr, ... ichor

b) ci...ra, pro...od, s...ertok, ke...ir, s...ekla, sara...an, ko...er, liter...ter, sli...a, slick...solo, solo...ey, per...th, sal...et

c) ...if...y, ...hand...y, ...or...al, ...yellow...yy, ...lanel...yy, th.. .orly...y, ...ar...or, ...e...ral, ...is...al, ...otog...ia, ...a... ...... pulls... out

9. Listen to the words. Repeat them syllable by syllable. Determine in which syllable the sound in or is heard f. Write the words syllable by syllable, underline the letters v, f different pencils. (The speech therapist dictates the words as they are written.)

traffic light, camel, manufactory, grinds, grinder, coffee pot, coffee maker, surname, alphabet, dislocation, flannel, fruit, purple

10. Change the words so that after the consonants in, f a vowel appeared.

Sample: scarf - scarves, lion - lions.

wardrobe - ... eyebrow - ... bodice - ... sleeve - ...

blood - ... lion - ... scarf - ... branch - ...

drain - ... sowing - ... ditch - ... skif - ...

11. Complete the missing letter. Write the test word in brackets.

ro..., shka..., le..., ball..., sow..., kro...b, vet...b, bro...b, carrot...b, bread ...

12. Answer the questions in one word. Write down the answer words. Determine the presence of letters in, f in words.

Apples, pears, lemons are...?

Cabbage, cucumbers, beets, carrots are...?

The second month of winter is ....

The last month of winter is... .

The vessel in which coffee is brewed is... .

The good sorceress is... .

Words for reference: fairy, coffee pot, fruits, vegetables, February, January.

13. Solve the crossword puzzle. (See guidelines for sounds d - t.)

Vertically: 1. Youth Festival.

Horizontally: 2. Light fixture on the front of the machine. 3. Drink. 4. Fruit. 5. A vehicle located in the house. 6. Male name. 7. Room for sheep. 8. A fruit that grows in the Caucasus. 9. Geometric shape.

Words for reference: festival, headlights, coffee, plum, elevator, Ivan, barn, quince, oval.

Differentiation in - f in sentences

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

owl - sofa We saw in the forest... .

Mom bought a new one... .

moisture - flask In spring there is a lot of... in the fields.

The tourists didn't have... .

2. Make up phrases by matching the words in point a with the words from point b that are suitable in meaning. Underline the letters in, f different pencils.

a) fresh, purple, flannel, beautiful, porcelain, fruit, high

b) figure, sundress, kefir, vase, jacket, porcelain, candy

3. Write out letter combinations from the sentence v, f.

We went to the dacha in the first carriage. At the dacha we ate fresh fruit. A tall figure of an unfamiliar man appeared on the road. The magician showed funny tricks. Vova did not see the date tree. Fresh vegetables and fruits are good for everyone. The air is humid today. We drank tea with fruit sweets. The north wind is blowing. The children hung multi-colored flags on the Christmas tree.

4. Come up with and write down sentences with these phrases.

waffle cake holey caftan wooden gate

beautiful flag porcelain vase spring water

delicious trout beautiful bottle tin flask

new shoes purple sweater date tree

5. Complete the sentences using pictures. (The speech therapist selects the pictures.)

The (elevator) does not work in our building. Faya made compote from (plum). Fedya lit the road (a lantern). Vera put on a flannel jacket. The car was missing one (headlight). The guests drank tea with fruit (sweets). Red (flags) were flying on all the houses. Vera decided to ventilate the room and opened the window. Our telephone (wire) broke.

6. Fill in the missing words in the sentences. Check the consonants in, f at the end of a word.

The woodpecker has a long... . It has... a long neck. The carpenter built it... for the sheep. Vera often has a sore throat. Grandma knitted her a new one... . In the morning Fedya drinks tea or... . Fedin's dad grinds parts at the factory, he works... . You have to cross the road on time, you have to look at... . Night-bird-... . ... they see poorly during the day, but they see well at night. Plums, apples, pears are... . Potatoes, beets, turnips are... . At night our street is illuminated... . There is a man on duty near the elevator...

7. Copy the sentences by inserting the missing letters into the words.

In the class they showed an educational...ilm. In winter you need to open...the window. ...Arya put on the ball... and...the shorts. Anyusha has a fur coat. On a hike you need...onari and...thighs. U...ichi no...th...hurry.

8. Copy the text. Insert the missing letters. Emphasize them.

A park.

There is a beautiful park near our house. The ontans are beating in the park. Near...Ontans there are flowering...trees and...a tra...a growing like a high wall. On...the trees...the sparrows...are chirping cheerfully.

9. Answer the questions in complete sentences. Write them down. Underline the letters in, f different pencils. Write polysyllabic words syllable by syllable.

Questions: Where are candies made?

Where do tourists pour water?

What do they hang on houses on holiday?

What are the roads in the city covered with?

What is opened in winter to ventilate the room?

10. Make up sentences based on supporting words.

Window, Vera, close. Vova, tie up an apron. At night, eagle owl, it’s good to see. U, gate, goalkeeper, stand. Faina, give, Vera Fedorovna, violets. Vera Fedorovna, put, in, violets, porcelain vase. Sheep, live, in, barn. Varya, purple, find, cornflowers.

Differentiation in - f in connected texts

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

Fimka is visiting Fomka. Our Filat is never to blame.

Fimka visiting Fomka. Our Filat is never to blame.

2. Dictations.

Visual dictation

Check with syllable underlining and pronouncing syllables.

Methodical instructions. The speech therapist writes a proposal on the board. Children read this sentence, then it is erased. Students write it from memory. The rest of the proposals are dealt with in the same way.

Our garden.

Beets, carrots and beans grow in our garden. Weeds prevent vegetables from growing. We pull out the weeds. We grow good vegetables. All fall we will be eating vegetables grown in our garden.

On the farm.

Varya Filippova works on a farm. There are cows and beautiful funny calves on the farm. Varya feeds the cows and calves. From the farm, milk is sent to stores. In the summer, schoolchildren work on the farm. They dig up grass. Boys and girls work happily and friendly on the farm.

A word to explain: they dig.

Auditory dictations

Write syllable by syllable, pronounce the syllables.

The school cafeteria sold waffles. Put a pencil case, primer and notebooks in your briefcase. The room has a table, a bed, a sofa and a sofa. Potatoes, carrots, beans - vegetables. Vera drew a lion and a giraffe. February is a winter month. There are thirty-three letters in the alphabet. Flags flutter at the gates.

Mom bought two meters of flannel. She made a jacket for Valya from flannel. Valya liked the flannel jacket. She was hanging the jacket in the closet. The grandmother knitted a sweatshirt for her granddaughter. Valya wears a new sweatshirt to the skating rink.

Test dictations

There are beautiful fountains near the school. Levkoy and phlox bloomed near the fountains. There is an orchard behind the school. In autumn we will pick ripe fruits. Our dining room always has fresh fruits that we grow ourselves.

Birdie.

Vanya and Faya heard a knock. It was a bird knocking on the window with its beak. Vanya opened the window and let the bird into the room. The bird flew in. All winter the children looked after the bird. Spring has come. Vanya opened the window and released the bird into the wild.

Compose and write down stories based on key words.

Fedya is a football player.

Fedya, football, will, football player, volleyball, scores, sweater, goal, puts on.

Vera, physical education, dislocated, volleyball, left shoulder joint, doctor, visited, Fedya, Varya, dates, fruits, waffles, recovered.

Presentation

Listen to the story. Divide it into parts. Give each part a title. Make an outline for the story.

Methodical instructions. The speech therapist writes down the plan on the board, writes out difficult words and phrases: Great Patriotic War, Pskov region, fascist patrol, liberation day, hidden, village council, children's first and last names. After the students write the presentation, invite them to check it with each other, highlighting errors with a simple pencil.

Four brave ones.

The Great Patriotic War was going on. The Nazis captured the Pskov region. They mocked everything that was dear to the Soviet people.

Pioneers Fedya Ivanov, Vanya Pikalev, Vera Fedoseeva and Volodya Frolov decided to save the bust of V. I. Lenin from enemies. The bust stood in the collective farm club. The guys made their way into the club. They carefully wrapped the bust in their jackets. Under the nose of a fascist patrol, they jumped out the window and got out of the village. The bust was hidden in a safe place. When the Nazis were driven away, the brave pioneers pulled the bust out of its hiding place.

Now the bust of V.I. Lenin again stands in the premises of the village council.

Differentiation g - To

Lesson notes

Subject. Distinguishing between sounds and letters g - k.

Target. Teach students to distinguish sounds and letters g - k in syllables.

Equipment. Posters, diagrams, letters.

Progress of the lesson.

I. Organizing time.

Students are divided into two groups: “geese” and “chickens”. The speech therapist gives the signal: “Geese.” The “geese” students raise their voices and sit in the second row. At the signal: “Chickens” - the “chickens” students sit in the first row.

II. Introduction to the topic.

The speech therapist asks the students whether they have guessed what sounds we will be working with today.

Students. With sounds G And To.

III. Isolating sounds g, k from words.

The speech therapist reads S. Pogorelovsky’s poem “How Mishka made his grandfather angry.”

Mishka-Mikhail writes: Mishkin, give me a portrait in them!

“Grandfather Gerasim scored a goal.” I wrote a dictation at school,

Everyone reads and exclaims. I was thinking about football.

Hey old man, he scored a goal! That's why the count

Give it to all newspapers Turned into a goal

Grandfather's portraits! And for this goal

No,” said the grandfather angrily, “he received a stake.”

Questions: What was Mishka’s mistake?

What two meanings does the word stake have?

Speech therapist. Name the first sounds in words count, goal What do these sounds have in common? (Sounds g, k- consonants.) How are these sounds different? (Sound G- sonorous, To- deaf.)

IV. Isolating sounds g, k from syllables.

a a a a a a

o o o o o o

g u k u k u u g u

y y y y y

and and and and

Exercise 1. Listen to the syllables, write down the initial letter of each syllable. (The speech therapist dictates the syllables, students write the letters in their notebooks.)

ka, gu, gy, ki, gi, ko, go, kyo, ge, kya; kra, cro, gra, kra, gru, gra, gro, gree, cree, cro, gryo

Task 2. Listen to sound combinations, write down only consonants. (The work is performed in the same way as the previous one.)

oko, ogo, uka, oki, ogi, aka, aha, ogo, uko, oki, ogi

Task 3. Listen and remember the rows of syllables, repeat them in the same sequence.

ga - ka - ga ka - ga - ka go - ko - go ko - go - ko ku - gu - ku

Task 4. Write down the syllables and sound combinations in two lines: in the first - with the letter g, in the second - with the letter To.

gy, ky, ka, ga, gu, ku, ke, ge, aka, aha, oka, oga, uka, igo, him, ogo, yoki, egi

Tell me how many syllables have a voiced consonant and how many have a voiceless consonant. How many sound combinations are with a voiced consonant and how many with a voiceless consonant?

V. Summary of the lesson. Speech therapist. What sounds did we learn to distinguish in syllables today?

Municipal state educational institution

"Talmen secondary school No. 6"

Talmensky district of Altai Territory

Regional competition "Innovation Project"

Subject: speech therapy

Group speech therapy lesson project

“Differentiation [D] - [T]”

2nd grade

Technology: health-saving

Nomination: correctional and developmental education

Prepared by: speech therapist teacher

Nazarenko Tatyana Viktorovna

Talmenka-2014

Explanatory note

Various types of written speech disorders are not uncommon in schools, so correction of dysgraphia remains very relevant. Dysgraphic errors are specific writing errors that are not related to the application of the grammatical rules of the native language. The causes of the disorders may be underdevelopment of phonemic hearing (difficulties in distinguishing by the sound and pronunciation of sounds), leading to displacement of letters in words. Violation of language analysis and synthesis (the ability to divide text into sentences, sentences into words, words into syllables, syllables into sounds\letters) leading to: incorrect placement of periods in sentences, writing the first words of sentences with a small letter, spelling several words together or dividing writing of parts of one word, violation of the sequence of writing letters in a word, their omissions, insertions, substitutions. The proposed lesson is designed for 2nd grade speech therapy group students with reading and writing impairments caused by NVONR. It is aimed at developing skillsdifferentiate sounds in isolation, in syllables, words in a sentence by ear and correctly designate them in writing. The lesson uses self-assessment for each task, with the help of chips of different colors, students evaluate their success on this topic. Red chip - completed the task, yellow - experienced difficulties, green - could not complete the task.

The proposed lesson corresponds to current educational programs, therefore, when preparing for the lesson, it can be used by a teacher-speech therapist in the classroom.Having carried out reflection at the end of the lesson, I see the need for such classes, since this form increases interest in the lesson and students better understand this topic.

Target: To create conditions for students to establish the difference between voicedness and deafness, to learn to successfully differentiate sounds in isolation, in syllables, words in a sentence by ear and to correctly designate them in writing. Clarification of sound articulation.

Tasks:

Educational:

Form positive learning motivation.

Build skilldifferentiate sounds in isolation, in syllables, words;

Correctional and developmental:

Develop gross motor skills.

Work on the development of articulatory motor skills;

Expand your vocabulary;

Develop phonemic awareness and self-control skills;

Educational:

Cultivate the desire to speak correctly and beautifully;

Cultivate interest in classes.

Didactic tools:

Pictures whose names contain [D], [T]. Letters "D" and "T" according to the number of students. Individual mirrors, balls, syllable table,

interactive board.

Formed UUD:

 Regulatory: determine the purpose of educational activities, develop the ability to control, and adjust one’s actions.

 Cognitive : relate objects to known concepts.

 Communicative: learn to formulate your thoughts in oral speech, taking into account educational speech situations, and interact in a group.

Planned results of the lesson:

Subject: Students willbe able to distinguish the sounds [D], [T], by voicedness - deafness. Differentiate the sounds [D], [T], in isolation, in syllables, words, in a sentence.

Metasubject: Students will be able to correctly perceive and retain information by ear, and perform actions according to verbal instructions.

Personal: Students will be able to evaluate themselves.

Lesson stages

2. Organizational and preparatory stage.

2.1.Exercise for developing fine motor skills (using balls)

2.2. Articulation gymnastics

Main part of the lesson

3.1. Differentiation of sounds [D], [T].

3.2. Differentiation of sounds [D], [T] in syllables

3.3. Differentiation of sounds [D], [T] in words

Physical education minute

(speech with movement)

3.4. Differentiation of sounds [D], [T] in a sentence

4. Reflection

5. Summary of the lesson

Names of the day of the week, date of the lesson. Remembering the months of the year I - XII ), days of the week. -The one who names the months, days of the week, with the sounds [D], [T], will sit down.

The little ones went out for a walk and started playing with balls:

-Hello index finger!

-Hello thumb!

-Hello middle finger!

-Hello thumb!

-Hello ring finger!

-Hello thumb!

-Hello little finger!

-Hello thumb!

And now the fingers began to play football and call for the ball.

We need to play with the sun, we’ll throw the ball up!

And now we’re stroking the ball here and there, that’s it!

Rate yourself!

"Fence"

Our lips smiled
They went straight to my ears.
You try “And-and-and” say,
Show me your fence.

"Tube"

A baby elephant came to visit us,
Amazing child.
Look at the baby elephant
Pull your lips with your proboscis.

"Clock" "Pendulum"

One after another, one after another,
The arrows are moving in a circle.
You lick both lips
Show me how the arrows move.

Pendulum back and forth
He does it like this: “One - two”

The mint moves in the clock:
To the left is a tick, and to the right is like that.
You can do this:
Tick and so, tick and so?

I rested and stretched,

Turned left, right,

Like this: tick-tock, tick-tock.

"Swing"

And now the swing is up,
We pull, we pull to the skies.
Down is their flight now,
And no one is lagging behind.

"Punish the naughty tongue"

Your tongue is mischievous,
He doesn't listen to you.
Punish him quickly:
“Five-five, five-five, five-five-five!”

"Pancake"

We baked some pancakes

Cooled on the window,

We will eat them with sour cream,

Let's invite mom to dinner.

"Cup"

Our tongue has grown wiser.
He managed to make a cup.
You can pour tea there.
And drink it with sweets.

"Pussy is angry"

Our pussy got angry:
They forgot to wash her bowl.
Don't come close to her -
Pussy can scratch!

"Horse"

Clack-clack-clack along the pavement -The horse is coming towards you and me.Click your tongue fasterMay she come soon.

"Drummer"

Let's take the drum in our hands,
And let's start playing on it.
The tongue was raised up
“D-d-d-d” they knocked.

( Isolation of differentiating consonants from syllables)

Which word is missing? Why?

Girl, doctor, car, daughter.

(Message of the topic of the lesson)

Differentiation [D], [T],

Comparison of [D], [T], by articulation.Speech therapist shows students portraits of sounds[D] and [T]. Guys, let's compare the sounds with their graphic representation.

1) Game “Catch the Sound” [D], [N] [R], [T] [M], [D] [S], [V] [T], [K] [D], [T] Let's now open the notebooks, write down the letters, alternating “d” and “t”, in a line with pronunciation.Rate yourself!

2) The game “Repeat, take your time, and make sure you don’t make a mistake.” Yes-ta-da, then-do-youDoo-doo-too, you-you-youTla-dlaTmo-dmoTwo or twoThree-threeGuys, repeat after me the syllable sequence: da-ta-da, ta-da-ta, da-da-ta.Now we write down the syllable series da-ta-da, ta-da-ta, da-da-ta in a notebook and then read it.Rate yourself!

Guys, pay attention to the board, I suggest you insert the letters “d” and “t” into the words

Now try to insert the letters that represent the sounds yourself. [D] and [D], [T] and [T] and write the words in your notebook. Let's check if you completed the task.Rate yourself!

Shla MaTRyona and OgorodA.

BydbiteToh found UdOdA.

AnddOdto her: "Dy-dy-dy!

ITdon't sing to bothdy!

To the womanTI'll run away

Dast she to meTto the enemy!

Guys, while we were resting our lettersD and T got everything mixed up. Let's restore the correct spelling of words. Read. What happened?

Now, from memory, reconstruct the text from the plot pictures

What did I like?Where was it easy for me? Where was it difficult?What do you need to work on?

What sounds did we compare today in class?How are they similar and how are they different?

Students name months, days of the week, for example: MarchT , d December, Mondayd spruce forest, inT ornik,
Students move the ball with their fingers, accompanying them with words.

Roll the ball on the table from hand to hand.
Throw the ball up.
Roll the ball along the outer and inner palm.
Children choose chips according to their self-esteem.

Do the exercises.

Student answers.

Students look in individual mirrors, make sounds[D], [T]

They clap to the sounds [D], [T]

Students choose chips according to their self-esteem

Children repeat syllables with visual supportRepeat without visual support:
Read syllables according to a syllabic table

Students complete the speech therapist's assignment in their notebooks
Students choose chips according to their self-esteem

Students come to the board if they wish.

Students complete the speech therapist's assignment in their notebook.

Students choose chips according to their self-esteem
Students perform movements and speak together with the speech therapist.

Children's answer - text

Students choose chips according to their self-esteem

Lay out the chips and answer questions.

Children's answers

Regulatory UUD: accept the goal of performing actions and planning joint activities.

Regulatory UUD: highlighting and realizing what has already been learned and what still needs to be learned, assessing the quality and level of assimilation.Cognitive UUD: master a number of articulation exercises. Personal UUD: the ability to self-assess based on criteria for successfully completing exercises.

Communicative UUD: the ability to accurately and correctly perform the tasks of a speech therapist. Formulate your own opinion and position. Regulatory UUD: understand the purpose of performing actions Cognitive UUD: recording individual difficulties in performing exercises

Regulatory UUD: understand the purpose of performing actions

Communicative UUD: form your opinion and position. Use verbal means adequately, construct a monologue, and master the grammatical structure of speech. Cognitive UUD: Make comparisons, establish a cause-and-effect relationship in the range of phenomena being studied. Make judgments about an object, its structure, properties and connections. Communicative UUD: the ability to accurately and correctly perform the tasks of a speech therapist. Formulate your own opinion and position. Personal UUD: the ability to self-assess based on criteria for successful performance.

References.

Krupenchuk, O. I. Teach me to speak correctly! Speech therapy manual for children and parents. / O. I. Krupenchuk. - St. Petersburg : Litera Publishing House, 2001. - 208 p.

Kukushina V.S. “Speech therapy at school” edited by V.S. Kukushina - publishing center "Mart" Rostov-on-Don 2010

Uzorova, O. V. Finger gymnastics. / O. V. Uzorova, E. A. Nefedova. - M., Ast, Astrel, 2002. – 94 p.

Sirotyuk A. L. Correction of education and development of schoolchildren. / A. L. Sirotyuk. – M.: TC Sfera, 2002. – 80 p.

Correction of written speech grades 1-4 N.P. Meshcherikova, E.V. Zubovich, S.V. Leontyev Volgograd edition 2009

Grodilova V.I., M.Z. Kudryavtseva “Collection of exercises for correcting deficiencies in writing and reading”\a manual for classes with children of primary school age - KARO St. Petersburg 2008
Disc “Interactive speech games” Federal State Educational Standard, “TRAINER FOR THE DEVELOPMENT OF COMMUNICATION SKILLS”