Target: consolidation of knowledge about the sounds and letters G-K.
Tasks:
Educational
- distinguishing the sounds G-K by ear, in pronunciation and in writing in syllables and words;
- consolidation of the articulatory patterns of G-K sounds;
- differentiation of sounds by voicedness and deafness;
- strengthening the skills of sound analysis and synthesis.
Developmental
- development of fine and general motor skills, coordination of movements and speech,
- development of cognitive mental processes: attention, memory, thinking,
- development of phonemic processes.
Educational
- creating a situation of success,
- stimulation of speech activity.
Equipment: multimedia projector, screen, cut-out pictures, task cards, su-jok massagers, “miracle fingers” massagers, tape recorder.
Progress of the lesson
I. Organizational moment– psycho-gymnastics with elements of massage. Sounds like relaxation. music.
Hello guys and guests! A new day has come, you have come to a speech therapy session. Now I will smile at you, and you will smile at me and smile at each other. It’s so good to have guests here with us today. They came to see how you can work.
Show 1st slide.
The sun extended its palms to us,
The sun called us to the fairy-tale paths,
We'll spin around with the sun
Let's make friends with sounds!
The sun invites you to do a facial massage with him and warm up the muscles of the face and palms:
“Sun” (using a mirror - put the mirrors in the working position).
The sun sends from the sky
Ray, ray, ray
(movements along the forehead from the middle to the temples)
And he boldly accelerates them
Clouds, clouds, clouds
(smooth zigzag movements on the forehead)
The ray gently warms
Cheeks, cheeks, cheeks
(rubs cheeks)
Puts the sun on your nose
Dots, dots, dots
(tapping finger on nose and cheeks)
Children's freckles turn golden
They really like it.
(spiral movements along the cheeks and chin)
Take massage balls in your hands and let’s do the exercise.
1. “Ball”
Take the ball in your hands and place it on your palm.
Twist and turn, rub each finger.
The fingers will be strong, the letters will all be beautiful.
We took out the spring.
The finger is thick and big, it went into the forest to pick plums.
A pointer from the threshold showed him the way.
The middle finger is the most accurate; it knocks plums off the branch.
Nameless eats. And the little finger is gentleman,
Plants seeds in the ground.
2. “Monkey.”
The monkey washed his paw with soap
Every finger is in order.
Here I lathered BIG,
Rinse it with water.I didn’t forget the POINTER,
Wash off both dust and paint.
MEDIUM lathered diligently:
It was probably the dirtiest.NAMELESS rubbed with paste -
The skin immediately turned red.
And I quickly washed my LITTLE FINGER:
Apparently he was afraid of soap.
Well done.
II. Main part.
1. Development of logical, non-verbal thinking, visual perception.
Look at the desk. Each of you has an envelope on your desk. It contains a cut picture, you need to assemble it into a single whole.
Tell me who you see in the picture. (DWARF)
Right. This is a gnome, but not an ordinary gnome, but the Zvukovichok Gnome, who lives in the land of sounds and letters. He came to our lesson today and prepared many interesting tasks for you. Show 2nd slide.
2. Introduction to the topic.
One day Zvukovichok ended up in a poultry yard. This is what he saw there. Look, and then think and tell me, what is the topic of our lesson? What will we be working on? Show 3rd slide.
Early in the morning, a flock of geese headed towards the water, shouting solemnly: “Ha-ha-ha.”
Meanwhile, the chickens were running around the yard, collecting bugs and worms. And they raised such a cry when they found prey that everyone in the area heard them cackling: “Ko-ko-ko.”
Tell me, who lived in the poultry yard? (Chickens, geese)
How can they be called in one word? (Poultry)
Why do we call them homemade? (They live in people's yards, and people take care of them).
Who's to say? What is the topic of our lesson? How did you determine? (goose - sound g, chickens - k)
Show 4th slide.
That's right, we will work with the sounds g and k, we will learn to distinguish them by ear, designate these sounds with the letters G-K and distinguish them in writing.
3. Comparative characteristics of G-K sounds.
Tell everything you know about these sounds, compare the sounds G - K and say how they are similar and how they differ.
Take the mirrors and place your hand on the neck. Say the sound G.
Show 5th slide.
Look at the profile of sound articulation - lips are open, teeth are open, the tongue rests on the palate and creates a barrier to the air, the voice sounds.
The sound G is a consonant, voiced, and can be hard or soft in a word.
Say the sound K. Show the 5th slide.
Look at the profile of sound articulation - the lips are open, the teeth are open, the tongue rests on the palate and creates a barrier to the air, the voice does not sound.
The sound K is a consonant, unvoiced, and can be hard or soft in a word.
4. Designation of sounds g - letters in writing and when reading.
Show the 6th slide.
How do we denote the sound G in writing? (letter Gg)
How do we denote the sound K in writing? (letter Kk)
5. Syllable exercise. Show the 7th slide.
Now listen to Zvukovich’s songs and repeat them. We work in a chain.
- GA-GO-KA-KO
- GOO-GEE-KOO-KEE
- KO-GO-GO-KO
- KOO-GU-KOO-GU
- KA-GA-KA-GA
- GO-KO-KO-GO
- GU-GU-KOO-KOO
6. “Guess the riddles.”
Zvukovichok also prepared riddles for you.
Guess the riddles, name the guessing word and determine what sound it begins with. Show the 8th slide.
Black, agile,
Shouts “krak” -
The enemy of worms (Rook)Who sits on the tree, on the branch,
Counting: “Ku-ku-ku-ku” (Cuckoo)Hisses, cackles,
He wants to pinch me.
I'm going, I'm not afraid.
Who is this? This is... (Goose)Clucking, clucking,
He will call the children
He will gather everyone under his wings. (Chicken)The muzzle is mustachioed,
Striped fur coat,
Washing frequently
But I don’t know about water. (Cat)
Look at the guessing pictures and tell me which one is the odd one out and why? (cat; all birds, but she is an animal).
III. Physical exercise.
Show the 9th slide.
Now let’s rest a little and show Zvukovich how we can recite poetry with our hands. Stand up, everyone.
On the mountain we see a house.
Lots of greenery around.
Here are the trees, here are the bushes
Here are the fragrant flowers.Make a “house” with your hands
Wave-like movements of the hands
Draw trees and bushes with your hands
Use your fingers to show a bud that is bloomingThere's a fence surrounding everything
Behind the fence is a poultry yard.
We are opening the gates
We quickly run up to the house
We knock on the door: “knock-knock-knock”
Someone is coming to our doorDraw a fence with your fingers
Stroke the table with your palms
Use your hands to show the gate
Run your fingers across the table
Tap your fist on the table
Palm to ear - listen.
We came to visit a friend and brought gifts. Hands forward, palms up.
7. Work in notebooks.
And Zvukovichok came to our knock, he offers to open the notebooks and work in them. Show the 10th slide.
Let's write down the date and topic.
8. “Syllabic mosaic”
The sound boy found mysterious words on the way to our lesson. He tried to read them, but he failed. Help him insert syllables into words Show the 10th slide:
Each student is given an individual task card.
(after completing the task, mutual verification)
9. Exercises for the eyes.
Show the 11th slide.
And now our friend Zvukovichok found himself in the forest.
Follow moving objects with your eyes.
11. Automation of sounds r - r in syllables, words and phrases.
Show Zvukovich how you perform gymnastics for the tongue.
Show the 12th slide.
Hippo;
Frog;
We brush our teeth;
Horse.
Automation of sounds in words.
Say clearly what object is depicted.
Show the 13th slide.
12. Game “trap”.
The sound guy offers to play the game “trap” with him. Whoever gets into it is eliminated from the game. Shall we play? The task is to repeat the sentence correctly.
The grass mows down Roman.
The horse's mane is thick.
The weight lifts Borya.
The grass is overgrown with the path.
Rita ate cheesecake for breakfast.
What did you learn by doing this exercise?
IV. Summary of the lesson.
Show the 14th slide.
Assessing student work in class
Conclusion (what they did, what sounds they learned to distinguish)
Zvukovichok came
He brought us a chest.
Help yourself, enjoy,
And come back on Tuesday.
One day, Old Man Zvukovichok came to the collective farm yard. Geese and chickens lived in the collective farm yard. That's what Zvukovichok saw there. Early in the morning, a flock of geese headed towards the water, shouting importantly: “Ga-ga-ha...” And meanwhile the chickens were rushing around the Yard, collecting bugs and worms. And they raised such a cry when they found prey that even the geese on the pond heard them.
How did the chickens scream? “Ko-ko-ko...” The geese, returning home in the evening, looked at them displeasedly, cackling loudly: “Ga-ha-ha...” The chickens did not pay attention to them and clucked in their own way: “Ko-ko-ko...”
Task 1. Comparative characteristics of the sounds [g] and [k].
Teacher. Who lived on the collective farm yard?
Child. Geese, chickens.
Teacher. How can they be called in one word?
Child. Birds.
Teacher. What kind of birds are these?
Child. Homemade.
Teacher. Why?
Child. Because they live in people's yard, people take care of them.
Teacher. How did the geese scream?
Child. Ga-ga-ga.
Teacher. How did the chickens scream?
Child. Co-co-co.
Teacher. What sound does the word "geese" begin with?
Child. From the sound [g].
Teacher. What sound does the word “chickens” begin with?
Child. From the sound [k].
Teacher. How are these sounds similar and different?
Child. These sounds are similar in that they are hard consonants. They differ in that the sound [g] is voiced, [k] is unvoiced.
We remind you!
The sound [g] is sonorous, the voice is involved in its formation, the vocal cords vibrate. If you place your palm on the neck, you can feel vibration.
Check yourself! Compare the sounds
- Place your palm on the neck. If a vibration is felt when pronouncing a sound, it is a voiced sound; if there is no vibration, it is a dull sound.
- Cover your ears with your palms and pronounce a voiced sound [g] and a voiceless sound [k].
Task 2. Game “Name the first sound in the word.”
Goals: highlighting the first sound in words, distinguishing between the sounds [g] and [k].
Words: goose, newspaper, cabbage, bush, garage, cat, caterpillar, pigeon, chickens, nest, book, city, cinema.
Task 3. Game “Songs”.
Target: distinguishing the sounds [g] and [k] in syllables and words.
Listen carefully and repeat the songs of geese and chickens.
Syllables:
ga - ga - ka gy - gy - ky ko - go - ko
gu - gu - ku go - go - ko ku - gu - ku
ku - ku - gu ky - ky - gy ko - go - ko
Words containing sounds [g] and [k]: sip, claws, sponge, blueberry, whistle, jackdaw, gosling, corner.
Task 4. Game “Insert the correct word.”
Target: distinguishing sounds [g] and [k] in words.
I dug it out once... (mole) In the mountain there is a huge... (grotto).
Got a bag... (bones) And he invited... (guests).
From afar... (walked) To feast with him... (jackal).Y. Kozlovsky
Task 5. Repetition of phrases with clear pronunciationwith the sounds [g] and [k]: fortune telling with cards, ugly duckling, caterpillar cocoon, fine line, cabbage pies, sip of juice, bluestone, blueberry compote, guess the riddle.
Task 6. Pronouncing pure phrases with clear pronunciation of the sounds [g] and [k]:
ga - ga - ga - the geese came out into the meadows;
ka-ka-ka - our tree is tall;
go-go-go - I won’t see anyone;
ko - ko - ko - it’s easy to swim with the current;
gu - gu - gu - a lot of bees in the meadow;
ku - ku - ku - Katya poured flour.
Task 7. Repeating sentences with clear pronunciation of the sounds [g] and [k].
Gosha is skating on the skating rink.
Kolya loves to eat biscuits.
Katya has a blue bow in her braid.
The floor is laid with blue tiles.
A large caterpillar sits on a bush.
Galya bought zucchini, cabbage, and cucumbers.
Mom bought a parrot.
Katya was herding geese.
Katya has threads and needles on her shelf.
A pigeon pecks a cranberry.
Task 8. Repeating tongue twisters with clear pronunciation of all sounds.
Cat thread ball
He rolled into a corner.
Kostya took Gosha to visit.
Klava put the onion on the shelf,
Nikolka called to her.
Spanking in single file
Gander with gander.
Pigeon, goose and jackdaw -
That's the whole counting rhyme.
The Christmas tree has pins and needles.
There is a jackdaw in the yard,
There are pebbles on the shore.
Gregory carried the pie across the threshold.
He stood on the peas and fell on the threshold.
Task 9. Repetition of poetic texts with clear pronunciation of the sounds [g] and [k].
They bought it for me at the store
Blue suit and blue,
A pleated skirt with polka dots,
And beautiful boots.
No, we shouldn't have decided
Give the cat a ride in the car.
The cat is not used to riding
The truck overturned.
The sun was walking across the sky
And it ran behind a cloud.
The bunny looked out the window -
It became dark for the bunny.
K. Chukovsky
The goose cackles and cackles.
I don’t understand what he wants?
I want clean water
Sunflower seeds and lentils.
Task 10. Retelling.
Grisha and Kolya went into the forest. They picked mushrooms and berries. They put mushrooms in a basket, and berries in a basket. Suddenly thunder struck. The sun has disappeared. Clouds appeared all around. The wind bent the trees towards the ground. It began to rain heavily. The boys went to the forester's house. Soon the forest became quiet. Rain stopped. The sun came out. Grisha and Kolya went home with mushrooms and berries.
Task 11. Finger game.
Goals: development of fine motor skills; distinguishing the sounds [g] and [k] in a poetic text.
On the mountain we see a house. Make a “house” with your hands.
Lots of greenery around. Wave-like movements of the hands.
Here are the trees, here are the bushes. Draw trees and bushes with your hands.
Here are the fragrant flowers. Show the bud with your fingers,
blooming flower.
There is a fence surrounding everything. Use your fingers to show the fence.
Behind the fence is a clean yard. Stroke the table with your palms.
We open the gates, show the gates with our hands,
as the gates come off.
We quickly run up to the house. Run your fingers across the table.
We knock on the door: Knock on the table with your fists.
"Knock-Knock!"
Someone is coming to knock on us... Put your palm to your right ear.
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, gooseberry.
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
Lesson 1
Lesson objectives:
§ develop auditory differentiation of sounds K and G;
§ develop the ability to correlate the sounds K, G with the letters K and G;
§ develop phonemic hearing;
§ Expand words knowledge;
§ develop attention and logical thinking;
§ develop self-control.
Material for the lesson
1. How many times does the sound G appear in the poem? Find a word with a soft G sound.
Between themselves for centuries
Live in harmony G and K
And K doesn’t get offended,
When she is replaced by G,
What is similar in appearance to a heron?
And he stands on one leg.
Let's remember by heart -
This is pride, this is sadness.
All words starting with G are needed -
They are so needed in speech!
I think I won't be mistaken -
G - like a dove,
G - like a goose.
G - mushrooms, peas, biscuits,
city, gas, decanter, newspaper.
How many times does the sound K appear in the poem? Name words with a soft K sound.
K - cinema, compote, cutlet,
Book, paints and candy,
Lace, ship, whale - Do you hear,
K - sounds everywhere!
Rabbit, chickens, cat and cat,
And cabbage and potatoes,
Clover, cacti and maples,
Evergreen cypress.
Viburnum bush, cedar grove,
Oh, what a generous language we have!
T. Sinitsina
We remind you!
The sound G is sonorous, the voice is involved in its formation, the vocal cords vibrate. If you place your palm on the neck, you can feel vibration.
2. Test yourself! Compare sounds:
§ Place your palm on the neck. If vibration is felt, trembling is a ringing sound; if there is no trembling, it is dull.
§ Cover your ears with your palms and pronounce the voiced sound G and the unvoiced sound K.
1. Listen to the words, name the syllables with the sound g or To.
b) caviar, needle, meadows, Igor, game, window, fire, meadows, river
2. Write down the syllables with the letters g and k.
a) Galya, Kolya, Gulya, cat, dove, lips, fist, piece, weights, Hera, cinema, walk
b) mushrooms, crooked, mane, warms, roof, pear, rattles, blade, glues, screams
c) sleeves, berries, take care, helps, buys, jumps, camps
d) rainbow, leg, legs, boots, needle, napkin, hands, branches, cage
3. Compare pairs of words by sound and meaning. What sounds do these words differ in? Orally make a sentence with each word.
slide - crust guests - bones count - goal tracing paper - pebbles
4. Look at the pictures. Determine the presence of sounds g, k in the names of these pictures. Arrange the pictures in three columns according to the presence of sounds. G or k, g And To.
An approximate list of pictures selected by a speech therapist: bush, pear, boots, rainbow, roof, heating pad, accordion, cubes, jumping ropes, matryoshka, pillow, hammock.
5. Listen to the words. Draw their diagrams. Write the letter G or To above the corresponding syllable. Write the word corresponding to it under the diagram.
chickens, weights, injection, caviar, road, shop, pocket, rolling pin, weather, lid, bell, giant, city, formidable, block, brigade, heels, pigeons, boots, skipping rope, heel.
6. Working with pictures. (This is done in the same way as the previous task; you can use pictures from task 4.)
7. Change words so that they contain letters To or d. Underline the letters geek different pencils.
city - town, needle - ..., newspaper - ..., mushroom - ..., voice - ..., decanter - ..., bark - ..., head - ..., dove - ..., lips - ..., accordion - .. .
8. Complete the words by adding a syllable ha or ka.
nit... ...zeta ru... but... ro... lu... re...
kocher... dog... ram... shovel... take... ma...zin ru...va
ro...ty ma...rons big...bit...sem...vet...nor...
Razhi...reta...pitan...cheli
9. Complete the words by adding a syllable hh or kch.
but... cap... saber... tele... ve... mountain... sapo... uro...
ru... vra... chambers... kabl... re... day... patches... riddle...
10. Fill in the missing letter in the words G or To.
u...ol, va...on, u...sus, po...oda, u...ol, lav...a, ...amen, ...usto, ...usty , ...rafin, I...oda, ...al...a, ...al...a, s...az...a, I...od...a, ...olub.. .a, for...ad...a, ...ro...odil
11. Change the words so that after the consonant G or To. a vowel appeared.
iron-... hammer-... claws-... leaf-... shore-... nails-...
ravine - ... canopy - ... elbows - ... tie - ... boot - ... light - ...
haystack-... ball-... soft-...
12. Complete the missing letter g or To. Write the test word in brackets.
sne..., kula..., tvoro..., pau..., ro..., pillars..., zamo..., dursla..., pidzha..., other..., kabu..., shlan..., gon..., gama..., know..., acute..., ryno..., plu..., club..., lu..., four. ..
13. Answer the questions in one word. Write down your answers. Underline g and To different pencils.
Questions: What's on a camel's back? (Or a characteristic sign of a camel.)
What is the name of a type of swing woven from ropes (in the form of a net)?
What remains on the table after cutting the bread?
What toy do the youngest children like to play with?
What rumbles during a thunderstorm?
What is the name of the green area in the city?
Where is a common television antenna installed?
How is temperature measured?
Words for reference: hump, hammock, crumbs, rattle, thunder, park, on the roof, thermometer.
14. Guess the riddles. Write down the answers. Underline the letters in them g, k. different
pencils.
What kind of animal is it in the cold winter?
Walking through the forest hungry?
Five boys
Five closets;
The boys went their separate ways
In dark closets,
Every boy
In your closet.
Without a head, but with a hat.
One leg, and that one without a boot.
We always walk together,
Similar as brothers.
We are at lunch - under the table,
And at night - under the bed.
Red paws
They pinch your heels,
Run without looking back.
Black, agile
Shouts: “Krack!”
The enemy of worms.
He is a rocker and a bed.
It's good to lie on it.
Is he in the garden or in the forest
Will sway on the weight.
Small, remote
Passed through the earth
I found Little Red Riding Hood.
Dove is white
She flew into the house.
What did you see where?
She told me everything.
Guess: nail, wolf, boots, gloves, geese, mushroom, rook, hammock, newspaper.
15. Solve the crossword puzzle.
Vertically: 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.
Words for reference: by verticals: 1. textbooks.
Horizontal: 2. coals, 3. rook, 4. Egor, 5. crab, 6. thread, 7. boots, 8. ball, 9. rake.
16. Dictations.
Warning dictation
Methodical instructions. The speech therapist draws diagrams of words on the board and writes a letter above the corresponding word. G or To. After students write a dictation, they check it using the diagrams given on the board.
main, milk mushrooms, rolling pin, gloomy, heating pad, weights, head, geography, cry, biography, bed, cart, deep, fist, eyes, hammock, guests, rooks, cap, column, bones, pencil, viper, ties.
Syllable-by-syllable dictation (with pronunciation of syllables)
carnation, bell, head, dove, daisies, strawberry, horizon, heels, dusk, loud, ground, jackdaw, lid, jug, heel, pear, brigade, collective farmers, mug, squirrel, onion, grief, bitter
Test dictation
letters, maple, rake, drop, radish, walk, walk, exhibition, piggy bank, smooth, snowdrifts, skating rink, bunches, cabbage, game, caviar, tracing paper, deep, pebble, gooseberry, boot, pie, poppy, hammock, horned, horn
Differentiation g - To in sentences
1. Complete the sentences by choosing words that suit their meaning.
guests - bones The dog gnaws....
They will come to us on Thursday....
slide - crust Grisha loves bread....
On Monday the whole class went to
goal - count Galkin Kolya scored into the goal....
The builders drove in the first...
pebbles - tracing paper There are a lot of things at sea... .
The copyist has a lot...
Galina - viburnum blooms in the garden....
Katya's friend's name is...
caviar - an interesting game was going on in the yard....
Very useful black... .
2. Make up phrases by matching the words in paragraph a with words from the paragraph that are suitable in meaning b.
a) bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep
b) accordion, porridge, ribbon, milk, onion, city, voice, goslings, gouache, well
3. Write out from the sentences pairs of words that are related to each other in meaning, with letters g, k. Underline the letters g, k pencils of different colors.
The sky was clouded with a thundercloud. Gulya feeds the pigeons every day. Grisha loves buckwheat porridge. The mother washed the baby with a soft sponge. There is a bay horse in the stable. We ate hot potatoes. Alenka has cross-country skates. Our team competed in blue jerseys. Kolya scored a goal. It was an interesting game. A red jacket hangs on a chair.
4. Come up with and write down sentences with these phrases. Underline the letters g, k.
bunches of viburnum bunches of grapes bag of potatoes
a handful of cereals jumped high galloped
talking loudly, feeding the pigeons, gnawing on a bone
dug the beds, nodded his head, painted with gouache
asked a riddle, bought an accordion, basked in the sun
rolled down a hill, jumped along the road, swung in a hammock
played the violin disappeared over the horizon jumped over a ditch
5. Insert words with letters that make sense in the sentences g, k. Underline the letters g, k in these words.
Today in class we guessed... . A strong wind blew, ... thunder. Cuckooing in the forest... . Red fluttered on the house... . Galya winds the threads into... . The little gray one meowed... The car was driving along the asphalt... . Galya colors the picture with colors... . In the forest, the guys collected white... and ripe... . The rain has stopped and... the sun is shining. Grisha... on a sled with... .
6. Fill in the missing letters in the words. Emphasize the consonants g, k.
Summer morning.
The sky...is blue. Bri...da worked at lu...u. ...farms...and transported fragrant hay and...baled it in a hundred...a. A large herd requires a lot of food. The...number and...quality of the young depends on...the form. The youth is sent to...the city. From...the...farm...and other products are obtained.
Zucchini.
Abacho... -fat...
Le... on... row... at -
And silently... .
He lies on...near...e
Without lifting the tin.
Small and big.
Little Manya
Small... oh shovel... oh
Carefully sun...fell
Small...row...row...y.
Small seed
I planted it in...a row,
Small...them with a fence
E...oh o...gave birth.
I thought...lya
For her work:
“He will probably grow up
A little... something.”
But I was wrong...rep...oh
I'm in my hell...
Great watermelon
I grew up here a...near...e.
At the school site.
Spring has come. The sun is shining strongly. The stream...is noisy. Almost... appeared on the bare branches. Bri...ada sh...olni...ov on the...garden. They...are falling down...the rows and...throwing...the flower beds. The O...Tyabryats will help the pioneers.
7. Answer the questions in complete sentences. Write them down. Underline the letters in them g, k.
Questions: What birds fly in in the spring?
Where do vegetables grow?
Which hero city is located on the Neva River?
Where do pioneers go in the summer?
Who coos and who cackles?
How do you rake hay?
What bird calls in the forest?
Where do daisies, porridge and bells grow?
8. Make sentences from these words, changing their meaning.
Gnaw, under, bone, dog, porch. The sun was basking in the viper. Collective farmers, in, stack, hay, stack. Covered all around with snow, everything. Bent under the snow were branches, bushes, and trees. Class, ours, went, exhibition, paintings, on , graphics, etc. Starlings, from warm, larks, rooks, and, countries, are returning. The road is strewn with pebbles. We set off in a crowd for a walk.
Differentiation g - to in connected texts
1. Read the tongue twisters and write them down from memory.
The gorilla told them, he said, The whole attic is already on fire,
She spoke, spoke, sentenced. Pigeons are fighting in the window.
The dove pecks at the grain. Don't drive your horse with a whip,
And drive the horse with oats.
Like on a hill, on a hill
Thirty-three Yegorkas are sitting.
2. Dictations
Visual dictations
Write the highlighted words syllable by syllable.
Take care of your books.
Take care of yours textbooks. Not fold the corners pages. Use a bookmark. Don't make notes with a pen. Then your books will be in order.
Walk.
Boys Let's go for a walk in the forest. There they looked for mushrooms and berries. Kolya found a lot of mushrooms. He had boletus, milk mushrooms, nigella Grisha picked a lot of berries. Home came running children satisfied. Kolya is full basket mushrooms Grisha has a whole jar of berries.
Auditory dictations
Write syllable by syllable with pronunciation.
Jackdaw and pigeons.
Pigeons coo on the roof. Grisha fed the pigeons. A jackdaw was jumping around the pigeons. The jackdaw was hungry. She screamed loudly. She always fed near the pigeons. Grisha threw a handful of cereal to the jackdaw. The jackdaw pecked and flew away. The pigeons did not touch the jackdaw.
The storm has passed.
In the evening a thunderstorm came. She grumbled for a long time in the forests. Lightning struck the distant haystacks. Suddenly the rain stopped. The thunder died down. We lit a fire and warmed ourselves up. Night birds were screaming in the ravine. Finally, everything calmed down and we fell fast asleep.
Three peas.
There were peas in one pod. They felt good. Suddenly there was a blow. The pod opened and the peas rolled into the boy's palm. The boy loaded the gun with peas and fired. Two peas flew onto the roof. There they were eaten by pigeons. One pea rolled into the groove. It sprouted there. And later the sprout became a bush.
Grisha and the geese.
Mom let Grisha go for a walk. There were geese in the meadow: a goose, a goose and two goslings. Grisha wanted to pet the little goslings. The goose became worried and began to laugh. And the goose arched its neck and pecked Grisha painfully on the leg. Grisha was scared, but did not cry. He never touched the geese again.
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 scurried under a tree stump. And when the sun rose, the mouse realized that she was afraid of the windows of her house.
Differentiation w - w
1. Select the first sound from words beetle, fur coat. Describe the sounds f, w.
2. Tell me which of these sounds are similar in articulation: t, f, b, w.
3. Name the first sound in the words: Shura, Zhanna, sting, hot, mine, acorns, seam, six, belly, tire, Zhora.
4. Form syllables. Say them together.
w o sh o w w
a o a and o u a u
Differentiation w - w in syllables
1. Read the syllables in pairs. Tell me what letters distinguish these pairs of syllables.
zha - sha zhu - shu sha - zha shu - zhu
sho - zho zhi - shi sho - zho shi - zhi
2. Listen to syllables and sound combinations. Write down only their first letters.
zha, shi, sha, zhi, zhu, shu, sho, zho, zhe, she; shta, waiting, shtu, waiting, waiting, went, zhne, shty, shti, zhni
3. Listen to sound combinations. Write down only the consonants.
azha, asho, ears, ozhu, oshu, snakes, azhi, ashi, oshi, ishi, like, already, hedgehog, eat, snake, ears
4. 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 sh-zhi-zhi-shi
sha-zha-sha shu-zhu-shu sha-zha-sha-zha zhi-shi-shi-zhi
5. Write down syllables and sound combinations in two lines: with the letter w - in one, with the letter z-in the other. (Syllable series from previous tasks are used.)
6. Write down syllables and sound combinations under the dictation of a speech therapist (Material from tasks 2, 3 is used.)
Differentiation f - w in words
1. Listen to the words. Determine the presence and place of sounds in these words f, w. Write down the corresponding letters.
a) noise, beetle, toad, vein, awl, hat, fur coat, step, sting, steps, rustled, gurgled, twine, barbell, slag, reaper, naughty, waited, pants, regretted
b) cat, midge, puddle, skis, leather, boundary, interfered, bag, leather, baby, swifts, guarded, pedestrian, circled
2. 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 sewn - zhito lived - sewed fumble - fry
shawl-sorry sew-live sting-shawls crush-circle
sewed - lived naughty - stung ears - snakes Lusha - puddle
3. Look at the pictures. Determine the presence and location of sounds f, w in names of pictures.
An approximate list of pictures selected by a speech therapist: acorn, hat, frog, toad, cake, pear, jasmine, eggplant, car, tire, whatnot, floors, galoshes, gooseberry.
4. Listen to the words. Determine the presence and location of sounds in them f, w. Make diagrams of words. Write down the letters f, w above the corresponding syllable.
school, skier, cold, roof, galoshes, car, giraffe, red, bag, sparrow, foal, everyone, important, fluff, scallop
5. A similar task with pictures. (The speech therapist does not pronounce the name of the picture, but only shows it. Pictures of previous tasks are used.)
6. Listen to the words, write down the syllables with the letter and or w.
sting, awl, lived, sewed, shawls, ball, beetles, balls, chew, walk, alive, Zhenya, neck, heat, knives, burden, good, good, wake up, wear, drive, skis, Masha, pears, lilies of the valley, good, machine, bag, hedgehog, hung, lampshades, bear cub, blackberry, mouse, dozen, knives, respect, hash, multiplication, movement, yolk, magazine, darning, harvest, darning, gills, school, thing, fat, millstones, little thing
7. Listen to the words. Name the syllables with f, w. Write the syllables in two lines: in one - with the letter and, to the other - with a letter w.(Words from previous tasks are used.)
8. Insert the missing syllable into the words sha or Ms. Write these words down.
ka... Mi... lap... we... that
lu... Yes... roof... e... that
Lu... sa... bar... kalo...
Ma... ly... sar... ku...et
co... lo... Past... st...
9. Insert the missing syllable into the words live or shi. Write these words down.
we... cover... polo... ma... on
ly... leader... dock... du... on
but... ska... drink... lu... tsa
lu...slo...this...pol...la
ma... stri... keyboard... ma...nist
10. Insert the missing syllable into the words zhu or shu. Write these words down.
vis... stu... thief... of... the world
but... look... polo... on... chalk
pi... about... naka... pi...cha
si... ska... write... s...
re... special... dock... ...ground
le... lay... hold... ...right
11. Complete the word by adding a syllable jock or shock. Say the whole word and write it down.
me..., pu..., pry..., lu..., small..., pyro..., utu..., ver..., tvoro..., paw..., hundred..., sapo..., sne..., petu..., kore..., sti..., pasta..., kru..., fla...
12. Change the words according to the example: drove - I drive, wrote - I write.
drove-... circled-... said- ...
wrote- ... waved- ... hurried- ...
wore- ... served- ... drove- ...
sat- ... put- ... dried- ...
13. Write down the words in three columns: in the first - with the letter and, in the second - with a letter w, h third - with letters f, w.
lying, writing, circling, waving, putting it down, regretting it, jacket, together, living, galoshes, lace, having dinner, reel, gooseberry, window, shower, holding, cutting, crane, stuffy, horse, must, waiting, lawn, beetles, basket, window
14. Fill in the missing letters in the words. Underline the letter and yellow pencil, w - black.
a) ...uba, ...uk, ...um, kra...a, ...ivoy, vi...nya, vra...da, li...niy, bulls... nickname, smart...en, w...alka, pe...ka, fo...lation, movement, should...en, ti...e, closer, cottage cheese, ...irin, paper..., ...pores, ...burnt, gooseberry, this...erka
b) ...a...ki, mo...e...b, ...ur...al, ...ive...b, le...i...b, . ..tani...ki, ...ari...b, ma...e...b, ...me...b, ...ur...it
15. Change the word so that after the consonants and. w a vowel appeared. Name and underline the last syllable. Remember the rule “Devoicing voiced consonants at the end of a word.”
Sample: baby - small w And.
luggage-... naked-... already-... swift-...
floor- ... knife- ... ladle- ... mouse- ...
soutache- ... hedgehog- ... walrus- ... beach- ...
hut - ... siskin - ... mirage - ... stained glass window - ...
16. Change the word so that after the consonants f, w a vowel appeared. Remember the rule “Deafening voiced consonants in the middle of a word.” Emphasize the vowel after the letters f, w.
Sample: mug - mug.
pillow-...matryoshka-...spoon-...bowl-...
girlfriend-... matting-... midge-... stitch-...
frog-... old lady-... shavings-... fly-...
cat- ... haircut- ... cap-... plump-...
jogging- ... mug- ... window-... reel-...
17. Fill in the missing letters in the words and or w. Write the test word in brackets. Underline the vowel that comes after the letter z or w in the test words.
pod...ka, friend...ka, doro...ka, moro...ka, but...ka, luk...ko, ov...ra...ki, okay...ki, gray...ki, crumbs...ka, paper...ka, shirt...ka, side...ka, cover...ka, hut...ka, roma...ka, boil. ..ka, lepe...ka, boots...ki, igru...ki, piro...ki
18. Listen to the beginning of the poem, answer the question: What else was in Zhenya’s pocket? Write the named words syllable by syllable. (The speech therapist requires you to name words with and or w. If children have difficulty, the speech therapist can offer pictures.)
What does Zhenya not have in her pocket?
Screws, nails, threads, pieces of paper...
An approximate list of pictures: acorn, reel, piece of iron, bobbin, pencil, knife, machine.
19. Answer the questions in one word. Write down your answers. Underline the letters f, w. Write difficult words syllable by syllable.
Who's buzzing?
Who wrote The Tale of the Goldfish?
What berry grows on thorny bushes?
What do fish breathe?
What do they hang on the Christmas tree?
Who's Afraid of Cats?
Who is the mouse afraid of?
What does a lacemaker knit?
Who's croaking in the swamp?
20. Guess the riddles, write down the answers, underline the letters f, w. Write out words with letters z from the text of the riddle, w.
Methodical instructions. The speech therapist can write riddles on the board or on individual cards. Each student should have two riddles.
Running along the path
Boards and legs.
Girlfriends are different heights
They don't look alike.
They all sit next to each other,
And just one toy.
He makes noise in the field and in the garden,
But it won't get into the house.
And I'm not going anywhere
As long as he goes.
Under the pines, under the fir trees
There is a ball of needles lying around.
This funny animal is made of plush.
There are paws, there are ears.
Give some honey to the beast
And make him a den.
The muzzle is mustachioed,
Striped fur coat,
Washing frequently
But I don’t know about water.
What they dug out of the ground, holding a cane with their hand,
Fried, boiled? I've been waiting for you for a long time.
What we baked in the ashes, You will eat me and the bone
Did you eat and praise? Plant in your garden.
Guess: skis, hedgehog, matryoshka, teddy bear, cat, rain, potatoes, cherry.
21. Dictations.
Auditory dictations
Methodical instructions. The speech therapist invites students: a) draw a graphic diagram of the word they heard and write the letter and or w above the corresponding syllable; b) write words, dividing them into syllables; c) write words, pronouncing them syllable by syllable.
a) lid, cranes, toys, lawn, okroshka, iron, foal, naughty girl, spring, top, firecracker, circled, played naughty, ran
b) carefully, panties, pea, lawn, shirt, pencil, noisy, bearish, carefully, berezhok, humpback, gatehouse, old lady
c) pillow, car, kite, waited, greedy, everyone, skin, mug, noodles, cold, rustle, thirst, checkers
Visual dictation
Methodical instructions. The speech therapist writes three or four words on the board. Students read these words. Words close. Students write them from memory. Then the speech therapist opens the words written on the board and invites the students to check their work.
An approximate list of words: lace, luggage, lily of the valley, already, floor, hut, reeds, grandfather, pies, spoon, grandmother, chamomile, paths, shirts, sparrows.
Writing words from pictures
(The speech therapist shows pictures without naming them; students write down their names.)
List of pictures: skis, frog, flags, hat, pillow, hedgehog, pine cone, circle, foal, crane, giraffe, scarf, spotlight.
Differentiation f - w in sentences
1. Write down the sentences, changing the words according to the model.
A) I'm waiting - you're waiting; I will show - you will show; I'm lying - you're lying
I'm waiting... I'll show you... I'm cutting... I'm frying...
I press - ... I smear - ... I respect - ... I lie - ...
I chew - ... I regret - ... I hold - ... I am on duty - ...
b) you cut - I cut
you cut - ... you fry - ... you have dinner - ...
you smear - ... you lie - ... you sit - ...
you regret-... you hold-... you look-...
2. For the words from the first column, select words from the second column that are suitable in meaning. Write down the resulting phrases.
3. For the words in the first column, select words from the second column that are suitable in meaning. Write down the resulting sentences. Underline the letters f, w different pencils.
a) Zhenya is laughing
grandma is buzzing
horses writes
Masha knits
shemale is on duty
grandpa is running
b) the reaper rustles
Shura is circling
the lacemaker is chewing
horse knitting
Shemale eats dinner
4. Insert suitable words into the sentences. Write down the resulting sentences.
heat - Zhenya's ball is yellow... .
Shura has a strong...
shawl - sorry Mom bought a new one... .
We... have to say goodbye to summer.
snakes - the hare's ears are long... .
Not dangerous at all.
lived - sewed... - there was an old man and an old woman by the very blue sea.
For the New Year's ball, the guys... make their own costumes.
naughty - the Wasp stings strongly... .
Zhenya... in class.
Lusha is a big puddle after the rain... .
She put on a woolen hat.
5. For each phrase, make up and write down a sentence. Underline the letters z, w different pencils.
big bag greedy bear tiny mouse
fresh cottage cheese yellow circle leather hat
nimble foal living corner small snowball
scary battle fatty roast needed cars
6. Copy the sentences, change the meaning of the words given in brackets. Underline the letters f, w.
You (knit) mittens. I (knit) a scarf. You (to be on duty) in class today. I (to be on duty) in the hall. You (to fry) potatoes. I (to fry) fish. You (lie) on the sofa. I (to lie) on the sofa. You (to butter) the bread. I (to spread) the bread with jam.
7. Complete the sentences based on the pictures. Write down the resulting quatrain.
With (mice) in the rye
Made friends (hedgehogs).
Gone into the (reeds)
And in the rye - not a soul.
Pictures: mice, hedgehogs, reeds.
8. Write down proverbs and sayings, dividing words into syllables. Underline the letters w, w..
A good gardener is a good gooseberry.
As you live, so will your reputation.
What goes around comes around.
You can't get bread by lying down.
Once you get burned, you'll be careful twice.
(The speech therapist explains the meaning of proverbs and sayings. Then invites students to learn and write down any proverb from memory.)
9. Fill in the missing words in the sentences. Write down the resulting sentences in their entirety.
It poured torrential all day... . I'm sitting on a pebble and holding a notebook in my hands... . I'll sew him new ones... and he'll run on... again. Hush, ..., the cat is sitting on our... . These guys don't fight, they always play... . Oktyabrya-... guys.
10. Fill in the missing words with letters into the sentences and or w. Check your consonants f, w in the middle of a word.
There was a croak in the swamp... . Masha and Zhanna are good... . Misha drank milk from... . Grandma bakes delicious... . The cat catches... . The mouse is afraid... . They are eating soup... .The dressmaker has an even... . Funny toy - ... . Tourists carry water into... .
Words for reference: frog, girlfriends, mugs, pies, mouse, cats, spoon, stitch, matryoshka, flask.
11. Fill in the missing letters in the words and or w.
The guys...ran to their mother. ...enya vy...et grandfather...ke...aket. Ko...ka is flying on the le...anka. In...a corner...there we are...and. ...hurray...is around...cola. Po...ar sweat...or...ar. Ma...ina babu...ka...ivet on the second floor. The guys... were running... across the lawn.
There are le...ali marks on the body... Mi...and put...a book...in...the cafe. Granny picked onions...to gooseberries. ...enya...eats Nat...e...e...ok for poop... . ...kolniks should...be with each other..but. ...Anna and Sere...a polo...or f...a in...apku. Yes...and I dropped the flag...in the lu...u.
12. Fill in the missing letters in the words f, w. Write the test words in brackets. Underline the test vowel.
There is a cup on the table. Mo... got into my eye. I'm wearing grass on my body. Grandfather...is...waiting in the corner. The fence stands at the edge of the forest. So the willow dressed up in white sulphurs. Far away on the lake a frog is croaking. Petya made...there are bottles. The snowstorm sweeps the paths. The rom...s took off their white shirts.
13. Make sentences from these words. Underline the letters z in them, w.
Chizhik, in, Masha, in, cage. In, snakes, grass, rustling. On, the schoolchildren ran out, the track, the treadmill. Grisha, yellow, beetle, found, path, on. The little red foal ran across the lawn. School holidays are approaching already.
Ball, ears, suddenly, alert. He hears someone else's steps. Uh, Masha, hedgehogs live. Wet, rain, from, clothes. We found acorns and put them in a bag. Zhenya, yellow, colors, pencil, circle.
14. Answer the questions in complete sentences. Write down your answers.
Where does the stork live?
What do you call a cat, horse, dog?
What do you put in a bookcase?
How do you cut paper?
Which animal has the longest neck?
What birds coo?
What is the name of a boy's outerwear?
Differentiation f - w in connected texts
1. Read the texts. Memorize them and write them down from memory. Complete the optional task.
Methodical instructions. The speech therapist writes out proverbs, riddles, etc. on an individual card. Each student, having received such a card, reads the content, memorizes it, then turns the card over and writes from memory. After completing the work, he turns the card over again and checks the correctness of what was written. In addition, the card may contain 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 number 3.
Mystery.
On track came out horns. I touched them a little bit
You won't butt? The horns hid again.
Guess a riddle. Match the highlighted words with test words.
Card number 4.
Family.
Mouse in a mug green There are a dozen kids
Made some porridge millet Waiting for dinner.
Pay attention to how the highlighted words are written. Write these words syllable by syllable.
Card number 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 number 6.
Mystery.
It grows in our melon patch,
How cut it- juice flows,
It tastes fresh and sweet,
It's called... .
Guess a riddle. Match the test word to the word fresh Pay attention to how the highlighted word is spelled. Write it syllable by syllable.
2. Read the texts. Divide them into sentences. Underline the letters f, w different pencils.
Pioneer.
A large cloud covered the sky, it began to rain, the kids were walking home from school near the puddle house, the pioneer Shurik Nikashin helped the kids, he put a board through the puddle, the kids walked through, they were happy.
In the village.
Misha and Zhenya lived in the village in the summer; they saw a combine there; this machine reaped and threshed wheat; the collective farm reaped a large harvest.
Storm.
The kids went into the forest, the sun was covered by a heavy cloud, the rain poured down, the kids ran to the hut.
Sunbath of a viper.
Every morning a viper crawls onto a dry stump; it crawls with difficulty; its blood has cooled in the cold; its blood has cooled in the sun; it comes to life and crawls, rustling, after mice and frogs.
3. Dictations. Visual dictation.
Check with syllable underlining.
Autumn came.
A cold wind blows from the north. Yellow leaves are falling from the trees. It rains day and night. The cry of cranes can be heard in the sky. Autumn came.
High water.
Spring has come. Streams ran from the mountains. One night, the residents of our village woke up from noise. It was the noise of the river. Ice floes piled on top of each other. On one ice floe a wet little hare was moving. He was shivering from the cold. Suddenly the wind blew and washed the ice floe to the shore. The bunny jumped onto land and ran.
Auditory dictations. Write with syllable-by-syllable pronunciation.
Zhurka.
Misha found a crane behind the garden. The crane had a wounded wing. He couldn't fly. Misha took the crane home and began to look after it. He called the crane Zhurka. Zhurka soon recovered. Zhurka lived well with Misha.
Telegram from the forest.
We were on duty in the trees near the den. Suddenly the big head of a bear appeared. Two bear cubs followed the bear. The bear went into the forest, the cubs ran after her, jumping.
Letter from memory
Methodical instructions. The speech therapist reads the text in full. Reviews difficult or unclear words with students. Then the text is read again. After which the students write the text as they memorized it.
Natasha ran out onto the meadow. She saw a beetle on the road. The beetle lay with its belly up. There's no way he can fly away. Natasha felt sorry for the beetle. She turned the beetle over with a branch. The beetle flapped its wings, buzzed and flew away.
A game of "cat and mouse".
On the lawn, Zhanna, Lesha and Zhenya played “cat and mouse”. Zhanna was the “cat”, and Zhenya was the “mouse”. Zhanna caught Zhenya. Zhanna caught Zhenya. Then Lesha was the “cat”, and Zhanna was the “mouse”.
Methodical instructions. The children's names are written on the board.
4. Compose and write a story from these words and phrases.
Grandfather.
grandfather, lived, gatehouse, guarded, granddaughter Masha, dinner
After the rain.
Seryozha, Shura, ran, lawn, puddle, toad, ran up, jumped into the puddle, sorry, toad, left
in a hut, a hut on the lawn, a large oak tree, the weather is hot and stuffy, bumblebees are buzzing, clouds have rolled in, it is raining, raindrops, together, on the roof of the hut
Come up with a title for this story.
5. Presentations (on issues).
Sunbeam.
A ray of sunshine flew and hit the lark. The lark perked up, flew out of the nest, rose high and sang a song: “Oh, how nice it is in the fresh morning air! How good!”
Questions: Who did the sun ray hit?
How did the lark behave?
Disassemble and write down the words syllable by syllable nest, perked up.
Toad.
Once upon a time there lived a toad. Every day she caught many bugs. She did not chew them, but directly swallowed them. The toad was greedy. But the toad got tired of living in the swamp slurry. The toad thinks: “We must run to other lands.” The toad thought and “ran.” The crane saw the toad and swallowed it.
Questions: Where did the toad live?
Who was she catching?
What was the toad like?
What is the toad tired of?
What did the toad do?
What happened to the toad?
Training exercises
1. Write down the letters in two lines: one with voiced consonants, the other with voiceless consonants.
b, t, d, p, d, c, w, f, g, h, j,
2. Match the voiced voice with a paired unvoiced consonant. Write down these pairs.
b, d, h, g, c, d, p, t, s, w, f, k
(The speech therapist gives voiced and voiceless consonants mixed.)
3. Think of words with voiced consonants.
4. Listen to the syllables, write down: a) the initial letter of each syllable; b) only a voiced consonant; c) only a voiceless consonant.
ba, ta, po, du, zy, shi, zhi, ve, fa, bu, sy, te, ku, gi; dru, tra, plo, zva, blue, shka, zhmy, fla, vli, spa, klu, gra
5. Independently come up with and write down 5 syllables, where the first sound is a voiced consonant. Then 5 syllables, where the first sound is a voiceless consonant.
6. Pronounce the syllables in a reflective manner, replacing a dull sound with a voiced sound and vice versa. Methodical instructions. The speech therapist names a syllable or sound combinations with an initial voiced voice, students write with a voiceless one and vice versa.
7. Listen to the words, write down: a) the initial letters of each word; b) only a voiced consonant; c) only a voiceless consonant.
road, bouquet, notebook, path, stick, block, nails, three, flag, mole, school, mug, nail, raft, friend, crane, fleet, fabric, health, fairy tale
8. Select a syllable from the beginning of a word with a voiced consonant, then with a voiceless consonant. Write down the syllables.
fish, container, beetles, tire, mountain, bark, houses, fog, heat, arc, pigeons, lantern, cotton wool, dawn, dirt, late, difficult, eyebrows, circles, mushrooms, grass, moisture, glass, pear, vision, goalkeeper.
9. Fill in the missing syllables in the words. (The speech therapist selects pictures for these words) An approximate list of pictures: dog, pillow, fish, pigeons, beetles.
so...ka, po...ka, ry..., ...lu..., ...ki
10. Fill in the missing letters in the words.
zha...a, ...ima, do..., ...oro...a, ...ol, ...etka, for...ota, ...rug, ...rac , ...rat, ...o...di, ...uket, ...e...ry, ...a...eta, ...ruzy, ar...u.. .y
11. Write down only one voiced consonant in a word.
Methodical instructions. The speech therapist pronounces the word, the students repeat this word, name the voiced consonant in it and write it down in a notebook. Schemes of words are on the board.
house, sides, star, buzzer, beads, clothes, base, vase, victory, branch, sound
12. Listen to the words. Write them down syllable by syllable, underline the paired consonants.
hut, lips, nest, beard, eyebrows, truck, neighed, wander, fungus, hello, thank, thermometer, possibly thrush, lark
13. Change the voiceless consonant into Narn and the voiced consonant.
Sample: Tom - house.
wheelbarrow - ..., dot - .... volume - ..., body - ..., rafts - ..., shadow - ..., duck - ..., kidney - ..., stick - ..., sang-..., dust-..., drank- ..., lock - .... soup - ..., dew - ..., soy - ..., luggage -.. .. cat - ..., mole - ..., bark - ..., caviar - ..., crust - ..., background - ...
14. Vocabulary dictation.
fence, Tuesday, teeth, fish, fungus, oaks, door, pigeons, Motherland, factories, paper, task
15. Write down the words and select test words for them.
Sample: oak - oaks, mug - mug.
blackbird, tooth, soup, ladder, swift, baby, grotto, city, garden, warehouse, brother, plow, meadow, scarf, eyebrow, blood, eye, basin, cube, fireworks, hornbeam, siskin, hedgehog, knife, cold, hunger, shavings, mug, boat, beets, skirt, tub, fleece, branch, baby, forging, fairy tale, knitting, frying pan, herring, cup, spoon, box, book, mitten, saucer, boat, neighbor, light, girlfriend, toy, firecracker, rope
16. Fill in the missing words in the sentences.
Rooks build strong... . Rusty ones were pulled out of the board... The squirrel lives in... . After Monday comes... There were grapes in the vase... . It rang... . The patient was given... . The temperature is measured... . Alyosha has a younger... ... beat the cucumbers.
Words for reference: nests, nails, hollow, Tuesday, grapes, bell, thermometer, brother, hail, thermometer.
17. Fill in the missing letters in the words.
Like on...an orc, on a...orc there are three...t...t...ri E...orks. The fields... were sown with corn... oh. Currants grew in the pine tree. The fruits have dried up in the gardens. All...o...ry...o...ry for s...o...o...ryat. In...the zoo...they vi...e...at...ditches and shooting ranges. For...the faith...the re...vonk rejoiced.
18. Independent work.
Card No. 1.
Matryoshka dolls.
Blow in pipes, hit in spoons!
They came to visit us nesting dolls.
wooden spoons,
The matryoshkas are rosy.
Match the highlighted words with test words.
Pay attention to how the word is spelled wooden, write it down syllable by syllable.
Card No. 2.
Girlfriends.
We walked girlfriends By path,
There were them a little bit:
Two Matryonas, three Matryoshkas
And one Matryoshka.
Match the highlighted words with test words.
Card number 3.
Patter.
Beavers live in our river,
Beavers are kind, beavers are kind.
Underline the paired consonants.
19. Test dictations.
The pond was wide. A willow tree bent low over the water. A large oak tree grew on the shore. There is a gazebo near the oak tree. There was a boat at the shore. In the distance there was a deep ravine. A narrow path led to the forest.
Summer.
The guys run to the pond. There is a large meadow on the shore. There is mowing going on. The entire collective farm is at work. Grandfather Ivan puts hay on the cart. Petya climbed onto the cart. Zhenya led the horse into the yard.
Autumn.
It's been raining all day. There is dirt and puddles on the porch. The bread and potatoes were removed from the field long ago. The bear climbed into the den. Winter is coming soon.
Pond.
There is a pond near our camp. A narrow path leads from the house to it. Birch and oak trees grow along the banks of the pond. We often go boating on the pond. The water in the pond is clean and smooth. Fish flash in the calm water.
20. Listen to the story. Answer the questions with words from the text.
Winter.
Winter has come. Petya put on a warm fur coat, hat and mittens. I went out into the garden. There was snow on the paths in the garden. There was a snowdrift near the gazebo. Smooth ice glistened on the pond. The boys were skating on the ice. Petya got into the sled and slid down the slide. Questions: What time of year is it?
How did Petya dress?
Where did he go?
Where was the snow?
Where is the snowdrift?
What sparkled on the pond?
What were the boys doing?
What did Petya do?
Differentiation s - w
1. Select from words sleigh, hat initial sounds. Name the first sound in words sleigh, hat. Describe these sounds. Compare them by articulation. Tell me how these sounds are similar and what is their difference.
2. From these sounds, name similar ones in articulation: o, s, p, y, w.
3. Say, then write down the letters s, w, leaning on the hand of the speech therapist. (The speech therapist reminds students that when pronouncing a sound, the tongue is located at the bottom of the oral cavity, behind the lower teeth, and when pronouncing a sound w the tongue rises up behind the upper teeth. If the hand rises up, then we pronounce the sound w, down - sound s.)
Write down the letters s, w, relying on the arrows.
Methodical instructions. The speech therapist writes arrows pointing up and down on the board, students write down the letter With or w.
Sample: ¯ ¯
c) Write down the letters c, w under the dictation of a speech therapist.
d) Write down the letters c, w according to conventional symbols.
(The speech therapist reminds students that when pronouncing a sound, the lips stretch into a smile, when pronouncing a sound w lips are rounded. For the conventional sign we write the letter s, for O - sh.)
Sample: - O - O O - O - -O
s w s w w s w s s w
4. Read the syllables and sound combinations.
a o y and o e and and
Differentiation With - sh in syllables and sound combinations
1. Read the syllables and sound combinations in pairs.
sa – sha sha – sa asa – asha osha – wasp
so – sho sho – so oso – osho asha – aso
su - shu shu - su usu - wushu ashu - asu
si – shi shi – sy isi – ishi asho – aso
se - she she - se ese - yes she ashe - ose
Tell me what sounds these pairs differ in.
2. Listen to the syllables. Write the first letter of each syllable.
sa, sha, shu, su, shi, si, sy, se, she, sho, so, se; sla, went, went, sli, ska, shko, shka, spa, shpa,
shpu, slyo, shti
3. Listen to sound combinations, write down only consonants.
asha, asa, ushu, usu, mustache, yshi, usi, esi, yesha, yusa, ushe
4. Listen, memorize, repeat and write down the rows of syllables in the same sequence.
sa - sha - sa sha - sa - sha sa - sha - sa - sha
so - sho - so sho - so - sho sho - so - sho - so
su - shu - su shu - su - shu su - shu - shu - su
5. Write down syllables and sound combinations in two lines: one with the letter With, to the other - with a letter w.
sa, se, she, su, shu, shi, si, sho, se, syu, sha, sta, walked, shpo, ate, slu, shlu, ska, shka, shku, sku, asha, ushu, usu, mustache, mustache, isi, ishe, oshi, oshi
6. Write down syllables and sound combinations from dictation. (Use material from previous assignments.)
Differentiation s - w in words
1. Listen to the words, highlight the sounds with, w, write down the corresponding letters.
a) from the beginning of the word:
garden, shawl, bough, noise, awl, strength, sleigh, hat, chair, storm, bayonet, table, joke, ball, cheese
b) from the middle of a word:
mask, cat, bowl, midge, reel, oil, leaf, mouse, helmet, ears, mustache, fable, lid
c) from the end of the word:
shower, kvass, ours, penny, nose, reed, baby, focus, voice, galosh, hair, pebble, cactus, forest
2. Copy the words. Underline the syllables in them with w, s.
sleigh, sewed, dry, lard, neck, awl, catfish, steps, salt, fur coat, nightingale, chocolate, hiss, raw, boot, noise, grey, fox, porridge, noses, braids, ours, Masha, wear, wear, pasha, carries, tub, bite, weighs, car, handsome, eats, mice, mustache, pillow, aspen, pigtail, mower, cheesecake
3. Determine the presence and location of sounds s, w in names of pictures. (The speech therapist selects the pictures.)
4. Compare pairs of words by sound and meaning. What sounds do these pairs of words differ in? Make a sentence orally with each word.
fable - tower rat - roof ears - mustache
helmet - porridge jokes - day bear - bowl
5. Complete the word by adding syllables.
a) sa or sha:
li-... ko-... Mi-... kol-... but-...
ka-... su-... roof-... flask-... ro-...
b) sy or shi:
li-... u-... but-... ro-... shala-... hair-...
co-... u-... we-... roofs-... kama-... small-...
6. Listen to the words. Determine the presence and location of sounds from, w in them. Make diagrams of these words, write the letters s, w above the desired syllable, and under the diagram - the word corresponding to it.
old lady, motley, drying, top of the head, cabbage, scarf, cheesecake, cones, brother, shepherd, sun, driver, hear, palms, mockery, rhyme, scary
7. Copy the words, insert the missing letters s or w.
a) game...ka, pet...try, ...kaf, kru...ina, beautiful, ...katulka, ..talnoy, ...it, golo..., maku...ka, me...to, ri...k, ...agat, cut...it, ..strong, kama..., ...o...tav, ply.. .ka, pi...k, karanda..., you...iv, radi...ka, marty...,ka, ...pu...til...ya, ...ur. ..it, cro...ki, naked...and...ty,...and...ka
b) ...tra...but, ...e...t, pu...i...ty, pu...you...ka, ...me...inka, . ..u...ki, pa...tu...ok, ma...ini...t, ...u...three, be...tra...ny, ... u...ukal...ya, ve...well...ki,...ti...ok
8. Answer the questions. Determine the presence and location of sounds s, w in words. Write down the answer words.
Who's driving the train?
Who shines during the day?
What is the name of a person who tends a herd of cows?
What is the body of a cat or dog covered with?
What other word can be used to describe small bagels?
The children listened to the story and laughed. What was the story?
What are the small spots on the face called?
What is the name of the road on which cars travel?
Words for reference: driver, sun, shepherd, wool, drying, funny, freckles, highway.
9. Complete the sentences.
Long live soap... .
And a towel... .
And dental... .
And thick...
Words for reference: fragrant, fluffy, powder, scallop.
10. Vocabulary dictations
Methodical instructions. The speech therapist offers students:
a) draw a diagram of the word and write the letters c, w above the corresponding syllable; b) write words, dividing them into syllables; c) write words, pronouncing them syllable by syllable.
a) hats, dry wood, heard, rustling, fell, fluffy, heard, made me laugh, spring, fluff, noisy, scales, galoshes, plane, bicycle, bus, aster, went, found, brooch, pawn, wing, side, rush
b) rhyme, poetry, grandfather, nightingale, little head, listened enough, listened, naughty, woolen, gear, hastily, heard, wool, pole, procession, invasion, journey, came, lilies of the valley
c) words from the paragraph are used A or b at the choice of a speech therapist.
Differentiation s - w in proposals
1. Change the phrases according to the example
a) you wear - I wear; b) I wear - you wear
you ask - ... I ask - ...
you're in a hurry - ... I'm in a hurry - ...
you're sleeping - ... I'm turning it off - ...
you extinguish - ... I draw - ...
you draw - ... I pour - ...
you pour - ... I sow - ...
you sow -...
2. Complete the sentences by choosing the appropriate words.
porridge - they gave Gaucher a helmet... .
Firefighters have iron... .
bear - bowl Sonya bought a teddy... .
Give it to the dog... with soup.
the roof is a rat. We need to change the old one... .
We saw a big scary...
ears - whiskers The elephant has big... .
Grandpa has fluffy... .
tower - fable We saw the Kremlin... .
In class we read... Krylov.
3. Make up phrases by matching the words in the first column with words from the second column that have the same meaning. Underline the letter with a blue pencil, letter w - black.
a) cheerful highway b) high oats
clear cowherd blue tower
dry sun wool ball
interesting cat dried scarf
gray travel fluffy snow
4. Compose and write down sentences, matching the words in the first column with words from the second column that lead in meaning. Underline the letters s and w.
a) the pine tree is in a hurry b) the leaves are grazing
Sonya is drying, the old lady is sewing
the mice are noisy the sun is drying
the reeds rustle the shepherdess crumble
5. Come up with and write down sentences with these phrases.
delicious noodles pine cone fragrant lily of the valley
six balls seven cars eight nesting dolls
go sledding, take a shower, paint a wall
cherry orchard ten scarves senior driver
you send a letter, you hurry to school
6. Complete the sentence by inserting the missing word with the letters s, w, underline the inserted letters.
Sasha gave way... Cockerel, cockerel, golden..., olive..., silk... . The cat sits on... and warms itself on... . Sasha has only one in his dictation... . The swallow has made nests... under... . Sasha and Lesha are brothers. Lesha is younger than Sasha, and Sasha... Lesha. Sanya studies in a new... . Cars rushed along... .
7. Copy the sentences by inserting the missing letters c, w.
Cuck...ka ve...elo cuckoos,...and...and not...gru...i. Pa...tu...ok...go...go home. ...e...sew...sew...a...e shirt...ku.
Ma...and no...it's a woman...kin...umka. ...a...e...tra...but. He's a worker...and...ka. Both...tel...b and...pi...b. ...Anto is standing...on one leg.
Joke.
Ve...elaya...taru...ka U...tala...it...taru...ka
It's day...today...is coming. And...ate at the gate,
Behind a round roll... A with a round roll...
A fu...y...cat is walking. Play put...til...I'm a cat.
8. Make sentences from these words, changing their meaning. Write down the resulting sentences.
Sasha, under, collect, pine cones. Dry, rustling, under, leaves, feet. Covered, fluffy, snow, bushes. In a hurry, Sasha, school. In a clearing, in a forest, lily of the valley, fragrant, grows. Sonina, grandma, tells stories, good. We listened to Little Red Riding Hood about a fairy tale. Sasha and Shura helped the old lady cross the highway.
Differentiation s - w in connected texts
1. Listen to tongue twisters. Remember them, write them down from memory.
Cones on the pine tree, checkers on the table.
Our gray cat was sitting on the roof,
And your gray cat was sitting above.
I sewed a shirt for a bear
I'll sew some pants for him.
The mice stood on stilts,
To get as tall as possible.
2. Dictations. Visual dictations
Fluff.
We have a cat. His name is Fluff. Fluffy's ears are pointy, his mustache is long, his fur is fluffy and silky.
In the forest.
It's good in the forest in the summer. The gentle sun is shining. Tall pines rustle. Misha collects cones under the pine trees and puts them in a bag.
Auditory dictation
A hut in the forest.
The sun is shining brightly. Dew glistens on the grass. You can hear the cuckoo cuckoo. The children were building a hut in the forest. When they completed the construction of the hut, they began to run around it barefoot.
Lesson notes
Subject. Proverbs.
Target. Teach children to understand the meaning of proverbs and not to mix letters when writing. s, w.
Progress of the lesson.
I. Organizing time.
The speech therapist asks students to name one word each with the sound s and w. Determine the place of these sounds in the word. Name the syllable with these sounds. After completing the task, students sit down in their seats.
II. Working with proverbs.
The speech therapist reads the first proverb: If you hurry, you will make people laugh. Finds out the meaning of the proverb. If there is any difficulty, the speech therapist himself explains its meaning.
The proverb is repeated by the students. Then one student writes it on the board, the rest in notebooks.
The speech therapist introduces students to the second proverb: You can't plow a field with songs. Finds out the meaning of this proverb. Next comes the same work as with the first proverb.
Third proverb: Don't rush with your tongue, but hurry with your deeds. The work is carried out similarly to the previous proverbs.
III. Working with texts.
The speech therapist invites students to listen to stories and answer questions.
Sanya and Lesha went into the forest to collect dry wood. Sanya walks through the forest, looks under every birch tree, and looks for dry twigs in the hazel grove. And Alyosha walks through the forest and sings songs. Sanya and Alyosha went out to the edge of the forest. Sanya has a big armful of dry wood, and Alyosha has empty hands.
The meaning of the words is revealed: armful, dry wood.
Question: Think about which proverb would fit this story. (You can’t plow a field with songs.)
Dad told Sasha and Masha that tomorrow they would go to the theater to watch an interesting fairy tale. You have to get up early and do everything on time so as not to be late for the start of the performance.
Masha got up early, washed, dressed, and quickly ate. Sasha lay in bed for a long time, ate his porridge poorly and had no time left. Sasha hurries and gets dressed. Finally, everyone left the house. Masha looked at Sasha and laughed: Sasha didn’t have a tassel on her hat. He put his hat on inside out, and his boots point in different directions. Questions: Why did Sasha dress like that?
What proverb fits this story? (If you hurry, you will make people laugh.) Misha was with his grandfather. Grandfather has a big garden.
“Tomorrow I have a lot of work in the garden,” said the grandfather, “I need to pick pears and dig up potatoes...
“I’ll do everything myself: I’ll pick pears, dig a basket full of potatoes,” Misha promised.
In the morning grandfather and Misha went to the garden. Grandfather was picking pears. Misha picked several pears and ate them. The pears were fragrant and juicy. Then Misha looked at the insects on the leaves and caught a bumblebee.
Where are your pears, where is your basket of potatoes? - Grandfather asked. Questions: Did Misha keep his promise?
Why didn't he keep his promise? Which proverb fits this story? (Don’t rush with your tongue, but hurry with your deeds.)
IV. Selection of texts for proverbs.
The speech therapist draws the students' attention to the fact that the stories did not have titles. Invites students to choose a suitable proverb instead of the title of the story.
The speech therapist names one of the proverbs, for example: “You can’t plow a field with a song.”
Students select a story that makes sense and retell it. Work is carried out similarly with other proverbs and stories.
V. Recording stories from memory.
The speech therapist invites students to remember and write down any story from previous assignments. In the title of the story, write a proverb that goes with it. VI. Summary of the lesson.
Speech therapist. Today you got acquainted with proverbs and understood their meaning. If among you there are children like Misha, Alyosha and Sasha, remind them of these proverbs and do not forget them yourself.
1. Listen to the story “Muska the Cat.” Write what Muska was like.
Muska the cat.
Sasha had a cat, Muska. Muska was gray. Her fur was shiny. Muska has pointy gray ears and a mustache. Muska has a beautiful fluffy tail. When Muska is angry, she moves her tail. Sasha gives Muska meat, porridge and milk.
2. Listen to the story. Answer the questions. Come up with a title for the story.
Two frogs fell into a jug of sour cream. The frogs floundered in the sour cream for a long time. One frog got tired and did not flounder, but sank to the bottom. The other frog continued to flounder. She floundered and floundered and made a lump of butter out of the sour cream. Then she climbed onto the lump of butter and jumped out of the jug. And the first frog remained at the bottom of the jug. Questions: Which frog did the right thing?
Who can name a suitable proverb for this story? Proverb for reference: Patience and work will grind everything down.
Differentiation s - and
1. Say it in words hare, beetle first sound. Describe the sounds s, and. Compare them by articulation. Name the similarities and differences between these sounds.
2. Say which of these sounds are similar in articulation: a, z, u, w.
3. Write down the letters z, and:
a) leaning on the speech therapist’s hand;
b) on the arrows;
c) on conventional icons;
d) under the dictation of a speech therapist.
4. Read the syllables and sound combinations together.
z o z o z z
a o y and o e and and