Target:
Strengthen the skill of distinguishing sounds k, g in syllables, words, phrases.

Main goals:

• develop phonemic hearing, attention, memory, logical thinking.
• consolidate the skills of clear pronunciation of the sounds G and K in syllables, words, phrases;
• develop sound analysis skills;
• development of coherent speech;
• development of fine motor skills;
• to cultivate children's interest in activities;
• foster a sense of collectivism;
• teach rules of conduct in various activities;
• ensure motor activity in various activities.

Equipment:

• Computer
• interactive board
• cash register letters
• notebooks
• pens (colored)
• CDs with music
• box with cards “seasons”
• bells.

Organizing time. Report of the duty officer in the groupse:introduction of the duty officer (name), day of the week, how many people are in the group, who is absent from the group.
Speech therapist:- Hello guys, what time of year is it outside? (spring) You and I will play the game “What’s behind what.” You have pictures of the seasons on your table, arrange them in order starting with the season winter. At what time of year do the following natural phenomena occur? Listening to the sounds of nature (rain, thunder). What does rain consist of (water and droplets). What sounds come at the beginning of words thunder And a drop? That's right, what sounds are we going to talk about today? The guys came to visit us today: droplet and thunder. What are they like? Look at them? (Slide No. 2) Here is a letter from them (speech therapist reads a message from the guests). Let's cheer them up. We will carry out all their tasks correctly, maybe later they will smile at us.

1. Children are asked to characterize the sounds K and G according to the diagram.(Slide No. 3)
2. Speech exercise “Repeat after me”(Slide No. 4) Vocabulary material: Ka-ga-ka ky-ky-gy go-ko-go Ke-ge-ke ku-gu-ku ak-ug-ok
3. Didactic exercise “Ring the bell”(Slide No. 5) . Guys, now we are going to play with bells. You must ring the bell only when you hear words with sound K: garage, commander, basket, fire, chicken, croak, truck, boar, nail, pear.
4. Finger gymnastics using su-jok(Slide No. 6) . This finger is the thickest, the strongest and the biggest! This finger is for showing it off! This finger is the longest and it stands in the middle! This ring finger is the most spoiled! And although the little finger is small, it is dexterous and daring!
5. Work in notebooks(Slide No. 7) . Speech therapist: Whose notebook is this? (Children's answer: This is my notebook of Sasha, Dima, etc.) Guys, you have pictures in your notebooks. You must circle with green paste those pictures where there is a G sound, and blue paste - where there is a K sound.
7. Physical minute (to the children’s song “At the Giraffe”)(Slide No. 8) .
8. Didactic game “Collect beads”(Slide No. 9) . (on the children’s table there is a cord and beads in blue and red colors). Speech therapist: There are beads on your table. What color are they? (blue, red). Guys, please tell me what sounds we represent with red and what sounds we use with blue? (children's answer). Under dictation of words, children do a sound analysis of words: goal, bark, bush, guests.
9. Summary of the lesson. Development of coherent speech(Slide No. 10). -Guys, who can tell me what sounds we made the most today? Are these sounds the same or different? Look at the board, has the mood of our guests changed? Guys, everyone will now come up with a proposal about our guests.
10. Assessment of children's activities.

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Attention! Slide previews are for informational purposes only and may not represent all the features of the presentation. If you are interested in this work, please download the full version.

The main contingent of special (correctional) classes VIII are children diagnosed with “mild” or “moderate” mental retardation. The severity of disorders in a particular child varies and depends on many factors: time and degree of exposure to the damaging factor, heredity and the environment in which the child was raised. All components of cognitive activity are impaired. These disorders are especially clearly visible in the speech development of children in this category. There is a violation of all its components: sound pronunciation and phonetic-phonemic processes, poor vocabulary, unformed grammatical structure of speech. The most difficult to corrective work are dysgraphia and dyslexia. The main task of a speech therapist is to develop a child’s cognitive interest in activities, which will allow correctional work to be carried out as effectively as possible.

I believe that this training should not be a simple “coaching”, therefore all the material used in the classes is based on gaming technologies and is aimed at developing thinking, memory, attention, logic, etc. In addition, multimedia presentations provide an invaluable service in this regard. Their use in the work of a speech therapist in special (correctional) classes allows one to achieve better results in mastering topics. Bright pictures, animation, and musical fragments attract the attention of students and allow them to maintain interest in the exercises throughout the lesson.

Program section: Differentiation of paired voiced and voiceless consonants

Lesson topics:

• Corrective – “Sound differentiation” TO” - “G” in words, phrases, sentences.
• Grammar – “Consonants” TO” - “G”, spelling words with voiced and voiceless consonants at the end of words.
• Lexical – “Birds”

• Develop the skill of phonemic analysis and synthesis using words of different sound structures;
• To develop the ability to select words that are suitable in meaning for composing phrases and sentences;
• Strengthen the ability to check the spelling of words with voiced and voiceless consonants at the end of the word
• Activate vocabulary on the topic “Birds”
• Develop spatial orientation, color perception
• Cultivate emotional responsiveness and perseverance in achieving goals

Equipment: computer, multimedia presentation, “pyramids” for sound characteristics, notebooks, pens.

Progress of the lesson

I. Organizational moment

Hello guys. I'm very glad to see you in class. We're all in different moods right now. Look carefully at the slide and choose a bird of the color that matches your mood at the moment. ( Slide 2)

Students look at a picture of birds. Name the color of the selected bird. Depending on the chosen color, the teacher assesses the child’s condition at the first stage of the lesson.

II. Main part

Determining the topic of the lesson

Guys, guess who I'm talking about:

He's so lilac
He waves his hand cheerfully.
He fell to us from the Moon -
Very kind, we know.
(Luntik)

Who is the following poem talking about:

At the furry hooligans
Insatiable appetite
One leaf, two leaves,
The third one is hanging in the hole.

That's right, these are caterpillars.

Guys, name the sixth sound in the name Luntik (sound K). What letter in the letter represents the sound K? (letter K).

Name the first sound in the word caterpillar.

(sound G) What letter in the letter represents the sound G? (letter G).

Reporting the topic and purpose of the lesson

Guys, try to guess what sounds we will distinguish today in class.

Right. The topic of our lesson is “Sounds “K” - “G”. We will learn to distinguish these sounds in words, phrases and sentences, and Luntik and the caterpillars will help us with this.

Repetition of sound characteristics

Describe the sound

“K” - consonant, voiceless, hard

Describe the sound “G”

“G” - consonant, voiced, hard

What do these sounds have in common?

How are they different?

Each student has three pyramids, with four sides. On the edges of the pyramids is depicted:

• pyramid - red and blue circles
• pyramid - bell crossed out, bell not crossed out
• pyramid – stone and grass

Students rotate the pyramids with the desired edge. Thus, they characterize the sounds “_ TO_” - “_G _” and say their answer.

Game “Hide and Seek” (slide 4)

Guys, look carefully at the screen. What do you see? (Many cells. Numbers are written in the cells.) I suggest our heroes play “Hide and Seek”. Now they will appear in one of the cells and disappear. And you name the cell number. (click on number)

(Answer #24)

Now I will name the route of movement of Luntik and the caterpillars, and you will determine in which cell they are now.

From the cell with the number 24 - 1 cell up, 2 to the right, 1 up

Name the number behind which our heroes are hiding. (22)

Let's check. Here are our heroes and the first task number 22. (to go to the slide, click on the square with the number that appears)

Exercises to determine the presence of sounds "TO" - "G" in words. (slide 5)

Pictures will appear on the slide. If the name of the object shown in the picture contains the sound “K”, raise your right hand, if the sound “G” - raise your left hand, and if “K” and “G” together, then both hands. Be careful.

We completed the first task. And again we determine the route of Luntik and the caterpillars: from No. 22- 1 cell up, 1 left, 2 down. What number do you think Luntik and the caterpillars are behind? (No. 9)

Second task.

Exercises to determine the place of sound in picture names

Here are four groups of pictures. Look at the pictures carefully. Determine the position of the sound “K” in words.

Name the number of the group of pictures in which the sound “K” always comes first (Slide 6).

1. saucepan, helmet, glass

2. chicken, duck, squirrel

3. pencil, candy, bell

4. books, ruler, paper clip

In which group of pictures does the sound “G” always come third? (Slide 7)

wagon, grapes, globe

rainbow, pear, peas

frog, snowman, needles

button, tape recorder, horns

If you answer correctly, when you click on a number, its color changes; if you answer incorrectly, it will not.

And again we are looking for heroes. From No. 9 - 1 cell to the right, 3 up, 2 to the left. Give the cell number. (No. 10)

Let's see what task is hidden behind it.

Consolidating the spelling rules for voiced and voiceless consonants at the end of a word Game “Make no mistake” (slide 8).

The caterpillars filled in the missing letters in the words. Check if they completed the task correctly. Write the words in your notebook, correcting mistakes.

The task is checked and the spelling rule for words with voiced and voiceless consonants at the end of the word is reinforced. Test words are selected

Health-saving moment for the eyes of the “Duck”. (slide 9)

And now Luntik and the caterpillars suggest you rest a little. Look carefully at the slide and follow moving objects with your eyes.

Making up phrases. Agreement of adjectives with nouns in gender, number and case.

Our friends have already moved to another place. Let's find them. From No. 10 – 2 cells down, 1 to the left, 2 down. Give the cell number. (No. 7)

Assignment: Make up word combinations by choosing suitable words for the pictures.

• Domestic (geese)
• Electric kettle)
• Striped (tiger)
• Ripe (berries)
• Checkered shirt)
• Multicolored (rainbow)

Read the resulting phrases. Name the words that answer the question “Who?” (geese, tiger). Remember and name the birds whose names contain the sounds “K” or “G” (rook, starling, cuckoo, swallow, lark, wood grouse, pigeon, etc.).

Writing proposals

Make sentences from the given words and pictures. And write them down in your notebook.

A girl chases geese to the river.

In the spring, starlings took up residence in the birdhouse.

Swallows have built a nest under the roof of our house.

Plastic studies

Each bird has its own habits. Draw birds (goose, chicken, penguin, parrot...)

Homework

Today in class we talked a lot about birds. They remembered the names of the birds, made up sentences, and showed pantomime.

Homework. Make up three sentences about birds and write them down in your notebook

III. Lesson summary.

Guys, our lesson is coming to an end. What is the topic of our lesson?

Stand up and raise your hands up if you think you understand the topic completely.

Stand up, those who believe that more work needs to be done on this topic.

Goals:

1. To strengthen students’ ability to distinguish the consonants G-K in oral and written speech;

2.

3.

4. Development of coherent speech;

5.

Equipment: signal cards, tape recording, punched cards, card with the text “The mouse got scared”, 2 paper wheels.

Progress of the lesson.

I. Organizing time.

II. Repetition of covered material . What sounds did you work with in the last lesson? Characteristics of sounds (consonants, K - voiceless, G - voiced). What are the similarities and differences between the articulations of these sounds?

Game "The letter is lost."

Find the lost letters in words.

Ora...orka book...and doro...a

...fish in the dream...ovik...oshka...mouth.

no...and Ni...ita...rokodil.

III. Reinforcing the material covered.

1. Differentiation of G-K sounds in syllables.

Write the syllables in two lines: with G - in the first, with K - in the second.

KY, KO, GI, GYA, KYO, AGA, AKA, GAK, KACH.

2. G-K differentiation in words.

1) Working with signal cards using tape recording.

Bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep, accordion, porridge, ribbon, milk, onion, city, voice, goslings, well.

2) Where are there more words (in the left or right wheel)? Read clockwise and in the opposite direction, but always in a row.

(Answer: on the right - sand, juice, mowing, eye; on the left - scythe, wasp, dock

Vocabulary work: eye, code.

3) Change the words so that a vowel appears after the consonant G or K.

IRON - IRONS HAMMER -

LEAF - SHORE -

ravine - canopy -

TIE - BOOTS -

HACK - CLOCK -

4) Answer the interrogations in one word. Write down the answers, Underline G and K with different pastes.

Questions:

What's on the camel's back?

What is the name of the type of swing woven from ropes in the form of a network?

What remains on the table after cutting the bread?

What rumbles during a thunderstorm?

What is the name of the green area in the city?

How is temperature measured?

Words for reference: hump, hammock, crumbs, thunder, park, thermometer.

3. G-K differentiation in sentences.

a) Complete the sentences by choosing words that suit their meaning.

guests-bones The dog gnaws….

On Thursday they will come to us...

slide-crust Grisha loves bread....

On Monday the whole class went to...

Galina-viburnum blooms in the garden....

Katya's friend's name is...

caviar game. There was an interesting thing going on in the yard....

Black one is very useful....

Read the sentences.

b) Working with punched cards: Insert words with the letters G, K into the sentences that have the appropriate meaning.

Today in class we guessed ____________.

A strong wind blew and __________ thunder.

______________ is crowing in the forest.

Galya colors the picture with colored _____________.

In the forest, the guys collected white __________ and ripe ___________.

The rain stopped and the sun __________.

Read the sentences, name the main parts of the sentence.

Speech therapy physical minute.

4. G-K differentiation in connected speech.

Letter from memory. Listen to the story. Write it down as you remember it.

The mouse was scared.

The mouse went to the market. The mouse bought cheese and put it in her bag. When she returned to her house, the first star lit up. The mouse ran through the forest. She got lost in the darkness. Suddenly the mouse sees two eyes glowing between the trees. “It’s probably a cat,” the mouse got scared and ducked under a stump. And when the sun rose, the mouse realized that she was afraid of the windows of her house.

Read the recorded story.

IV. Summary of the lesson. What did you learn in class?

Speech therapy session plan No. 41

Topic: DIFFERENTIATION OF CONSONANTS J-SH.

Goals:

1. To develop in students the ability to differentiate the consonants Ж, Ш in oral and written speech;

2. Development of phonemic awareness;

3. Development and improvement of grammatical structure;

4. Development of coherent speech;

5. Development of memory, thinking, attention.

Equipment: syllable table, tables for mnemonic devices, individual cards with tasks; pictures: beetle, ball, acorn, hat, frog, toad, cake, pear, jasmine, eggplant, car, tire, whatnot, galoshes, gooseberries.

Progress of the lesson.

I. Organizing time.

II. Repetition of covered material.

What sounds did you work with in the last lesson? Name it voiced or deaf. What are the similarities and differences between the articulation of these sounds?

Game “Say the Word.”

You must choose words with any of these sounds.

What's that creak, what's that crunch? Mikhail played football

What kind of bush is this? And scored into the goal...(GOAL).

How can there be no crunch?

If I... (CABBAGE). Boats are sailing on the sea,

People with oars...(ROWING).

Round, crumbly, white.

She came to the table from the fields. The buds of the willow burst with a crash.

Salt it a little. On the river the ice cracks in the night.

After all, the truth is delicious... (POTATOES). And nests are made without delay

The first ones on the branches... (ROOKS).

Who will color our album?

Well, of course... (PENCIL).

III. Getting to know new material.

1. Isolation of sounds. What is shown in the picture? (BEETLE, BALL) from the beginning of words based on subject pictures. Select the first sound. Characteristics of sound. (Similar work with the second sound).

2. Clarifying the articulation of sounds, establishing their similarities and differences.

3. Comparison of the articulation of sounds with their graphic representation.

This letter is wide Ah, the stool is good!

And it looks like a beetle, Turned around - and the letter - Ш!

And at the same time it’s definitely a beetle

It will make a buzzing sound: J-J-J.

4. Differentiation J-SH.

A) in syllables(syllable table).

1) Read the syllables in pairs. Tell me what letters distinguish these pairs of syllables.

ZHA-SHA ZHU-SHU SHA-ZHA SHU-ZHU

ZHO-SHO ZHI-SHI SHO-ZHO SHI-ZHI

2) Listen to syllables and sound combinations. Write down only the consonants.

ZHA, SHI, SHA, ZHI, SHU, SHU, ZHO, SHO, SHTA, ZhDA, SHTU, WAITING, WAITING, WENT, ZHNE, SHTY, SHTI, ZHNI.

Count the number of letters, determine which letters have more.

3) Listen to the rows of syllables. Repeat them in the same sequence. Write it down.

zha-sha-zhu zhu-shu-zhu zha-sha-zha-sha

sha-zha-sha shu-zhu-shu sha-zha-sha-zha.

b) Differentiation of Ж, Ш in words.

1) Syllable auction. Think of words with a syllable (lark, heat, sting, etc.); with the syllable SHA - ball, hat...

2) “Ladder”. Accept words that begin with Ж, Ш.

SHUR FATS

IRON PLAYING NAUGHTY

THE CRANE RUSHES

3) Clap syllables. Listen to the words, clap with your palms the number of syllables included in the word.

noise, beetle, toad, hat, fur coat, steps, made noise, gurgled, naughty, pedestrian, swifts, guarded, leather, bag, interfered, midge, foal, bear cub, school, fat.

4) Compare pairs of words by sound and meaning. Say what sounds these pairs of words differ in. Orally make a sentence with each word.

BALL-HEAT Naughty-STING

SHAWL-SORRY EARS-PUZZHI

5) Look at the pictures. Determine the presence and place of the sounds Ж, Ш in the names of the pictures.

Approximate list of pictures: acorn, hat, frog, toad, cake, pear, jasmine, eggplant, car, tire, whatnot, galoshes, gooseberries.

6) Insert the missing syllable ZHI or SHI into the words. Write these words down. Before writing down the words, repeat the spelling ZHI-SHI.

7) Writing words in two columns (in different pastes):

WINDOW, CRANE, HUT, SISK, BEACH, LILY OF THE LILY, LAMPSHAD, HAT, MUG, BAG.

Read the words of the 1st column, the second.

V) Differentiation Ш, Ж in sentences.

1) Insert the missing words with the letters Ж or Ш into the sentences.

Croaked in the swamp...

Misha drank milk from...

Grandma bakes delicious...

The cat catches...

Tourists carry water...

Words for reference: mugs, pies, frog, mouse, flask.

Read the sentences. Find the main members of the sentence.

Speech therapy physical minute.

G) Differentiation Zh - Sh in connected speech.

Working with cards. Read the texts, memorize them and write them down from memory. (Each student, having received a card with an individual task, reads the content, memorizes it. Then turns the card over and writes from memory. After completing the work, turns the card over again and checks the correctness of what was written. In addition, the card contains an additional task).

Card No. 1

Mystery

Uphill is a piece of wood, and downhill is a horse.

Guess the riddle, write the answer. Remember how to write ZHI, SHI.

Card No. 2

They are alike

Spruce looks like a hedgehog:

The hedgehog is covered in needles, and so is the Christmas tree.

Remember how you can check the consonant at the end of a word.

Card No. 3

Mystery

On track came out legs.

You won't butt.

I touched them a little bit

The horns hid again.

Guess a riddle. Match the highlighted words with test words.

Card No. 4

Family

Mouse in mug green.

Made some porridge millet.

There are a dozen kids

Waiting for dinner

Pay attention to how the highlighted words are written. Write these words syllable by syllable.

Card No. 5

Mystery

I have three girlfriends, each has one mug,

How many mugs do all my girlfriends have?

Guess a riddle. Write the answer. Find test words in the text for the highlighted words.

Card No. 6

Mystery

It grows in our melon patch,

As soon as you cut it, the juice flows,

It tastes fresh and sweet,

It's called...

Guess a riddle. Choose a test word for the word FRESH. Pay attention to how the highlighted word is spelled. Write it down syllable by syllable.

IV. Summary of the lesson. What did you learn in class?

Speech therapy session plan No. 42

Differentiation G – K in words

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

Progress of the lesson:

I. Repetition.

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

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

II. Introduction to the topic

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

Misha writes to Mikhail:

“Grandfather Gerasim scored a goal.”

Everyone reads and exclaims:

Hey old man, he scored a goal!

Submit to all newspapers

Grandfather's portraits!

No,” said the grandfather angrily, “

Mishkin, give me a portrait in them!

He wrote a dictation at school,

And I was thinking about football.

That's why KOL

Turned into a GOL

And for this GOAL

He got a KOL!

What was Misha's mistake?

What two meanings does the word KOL have?

Name the first sounds in words - KOL, GOL.

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

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

III. Consolidation.

Match sounds with lettersk, g

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

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

I heard: at the gate

Meowed loudly... (cat)

The soup turned out not bad at all

It contains potatoes and... (peas)

Why is Kim cheerful?

He is going to... (school) today

I can run fast

And down the street... (running)

In the morning to the river along a wonderful road

Tanned ones run quickly...(legs)

For a sick person

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

Frosty days are coming

We need skis and... (skates)

Your iron tongue

I hide it under the cap

Calling for a lesson

And my name is... (bell)

Game "One - many" with throwing the ball.

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

Iron-... hammer-...

Leaf-...shore-...

Ravine-...boot-...

Tie-... ball-...

Working in a notebook using cards

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

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

IV. Physical exercise.

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

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

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

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

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

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

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

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

Working with cards

Syllable composition.

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

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

V. Homework

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

Byverticals: 1. Books that children learn from.

Horizontally: 2.What remains after burning wood.

3. Spring bird.

4. Male name.

5. Crustacean inhabitant of the sea.

6. That which is threaded into a needle.

7. Type of shoes.

8. Carefully wound threads.

9. Type of agricultural implements.

VI. Bottom line.

- what letters were distinguished in the letter?

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