You can begin to differentiate only after the sound has been delivered and automated.
Pronounce (read) syllables.
cha-ta cha-cha
something something
chi-you chi-ti
wow wow wow
oh-oh-oh-oh-oh-oh
ach-at ach-yat
at-ach yat-ach
wow wow
ich-it itch-ich
ta-cha-cha you-chi-ti
so-so-so-so-so
tu-chu-tu
Cha-cha, cha-cha: cup-heavy, seagull-lazy, slurp-yelp, rock-roll, grumble-twirl, moo-pitch, grandchildren-ducklings, rabbits-kittens, twist-twist.
Cho-cho, cho-cho: tank-drip, bang-chick, barrel-duckling, read-cauldron, bunny-kitten, black-dark, clear-aunt, combed-hewn, overnight stay, twine-dark, soaked- swept, baked-braided.
Chu-tu, chi-ti: chuk-bale, rubber-iron, closet-tulip, chizhik-hush, shoulders-lashes, bunny-umbrella, moo-flies, sharpen-roll, sheepskin-web.
What-then: why-then, swing-wanted, treatment-wattle fence, black-dark, evening-wind, black-tolerate, black-crowded, stalk-teremok, black-headed-dark-headed, black-haired-dark-haired.
Ach-at: kalach-wish, trumpeter-cut, kumach-catch, doctor-take, jump-search, cry-send.
Oh-oh, uh-oh, yach-yat: pound-weed, pull-pull, ball-crumple, beam-dirty, mighty-bend, harness-five.
Ich-it, ech-et: game-drive, sword-have, bake-sing, lie-down, stove-Petka, speech-look, river-radish, take care-whiten, leak-put on, bake-sing.
Pronounce (read) words with sounds [h] and [t]:grandchildren, wolf cubs, little hares, badgers, little rabbits, little jackdaws, cloud, piglet, chiseled, clean, sharpened, flying, forelock, four, chair, leaf, ditties, trumpeter, pound, excellent, Tanya, mast, dream, mail, wheelbarrow, cloud, little thing, twig, thread, window;
teacher, drawing, crackling, tractor, pulling, repair, guard, flow, bird, first aid kit, flowing, teach, treat, be silent, pump, moo, print, scream, read, sneeze, growl, stick out, answer.
Pronounce (read) phrases and sentences.
Hot iron. Warm stove. Dark clouds. Someone else's kitten. Dark closet. Cast iron boiler. Heavy bag. Braided twine. Birds are flying. The boys are rolling a wheelbarrow. There are bricks in the wheelbarrow. The woodpecker chisels the trees, but he does not maim them, he only heals them. Birds are waiting for the sun, birds are singing songs. They hit the ball, but it doesn’t cry and just jumps. The owl hides during the day and hunts at night. Evening came and the wind died down. Clouds floated across the sky. Tuchek - four things.
Puzzles.
They knock, strum, walk all the time, but not a person. (Watch)
He walks, cuts a wave, grain flows from the pipe. (Harvester)
Along the way, along the way I'm having fun.
And read me from the end - I will sharpen the knife. (The wheel is a touchstone)
Five boys, five closets.
The boys went into dark closets.
Each boy goes to his own closet. (Glove)
A cloud made of iron,
And the cloud has a handle.
This cloud is in order
She walked around the garden bed. (Watering can)
Badger Grandmother
I baked pancakes,
Treated two grandchildren -
Two pugnacious badgers.
But the grandchildren didn’t have enough to eat,
The saucers are knocking with a roar.
Come on, how many badgers are there?
Are they waiting for more and are silent?
(G. Belozerov)
If only the Christmas tree had legs,
She would run along the path.
She would dance with us,
She would have clicked her heels.
And at our gates
The miracle tree is growing.
Miracle-miracle-miracle-miracle
Wonderful!
Not the leaves on it,
Not flowers on it,
And stockings and shoes,
Like apples!
(K. Chukovsky)
Learn poems by heart.
Our Tanya.
Our Tanya is crying loudly,
She dropped a ball into the river.
- Hush, Tanechka, don’t cry,
The ball won't drown in the river!
(A. Barto)
Who wants what?
Wants your kite
Soar into the sky towards the clouds.
The acorn wants to become faster
A mighty tree.
He wants a field, he wants a garden
Sunny weather.
They want to live peacefully and amicably
There are peoples on earth.
(S. Pogorelovsky)
Now I'll show you something. Here are three eggs. Of course, you think that the eggs are bird eggs? And I thought so when I saw four such eggs in the leaves. I didn’t see the bird, and I was curious to find out whose eggs these were.
Three days later I was in that place again. The bird was gone again, but the testicles were lying there. They were swollen, and in one there was a hole: a bird’s nose was about to stick out.
The hole grew larger, and a dark snake crawled out of the egg. That's it, birdie! So I couldn’t tell a bird’s egg from a dinner egg.
I took three eggs. Here they are. Very similar to birds, it is not easy to distinguish them.
(According to N. Sladkov)
A spider weaves a web. Thread by thread, cell by cell, he wove a web. He wove it, and hid himself: “If a fly gets into a big web, we’ll eat.”
A tit bird was flying. I hit a spider's web. Thread by thread, cell by cell, the whole web tore apart and flew away.
The web twitches - the spider thinks: “I got a big fly.”
The spider looks - no fly, no cobweb.
(I. Dilaktorskaya)
We wish you success!
Elena Razenkova
Speech therapy session with a group of 2nd grade students diagnosed with FFND “Differentiation of sounds [t’] - [ts] and letters t-ts”
Speech therapy session with a group of 2nd grade students diagnosed with FFND
Topic: Differentiation of sounds [t] - [ts] and letters “t-ts”
Target: differentiation of sounds [t] - [ts] and letters “t-ts” in syllables, words and sentences.
Tasks:
1) - clarify the comparison of articulation of sounds [t - ts];
Develop phonemic differentiation of sounds [t - ts] in an isolated position; in syllables, words and sentences;
Clarify the spelling of letters denoting sounds [ т - ц ]
2) develop sound analysis of words
3) improve inflection skills
4) develop students’ visual gnosis.
5) develop students’ coherent speech.
1 Organizational moment
Greetings.
"Grammar exercise".
Reb. Postman Pechkin brought an envelope to each of you. Open and see what they sent you (3 subject pictures)
Name what is shown in the pictures.
(students take turns naming their subjects).
Now let's make word changes.
1. Let's call you affectionately. (pencil)
2. One - many (pencil-pencils)
3. “Greedy” (This is my pencil)
4. I don't have (I don't have a pencil)
5. I’ll give you a gift (I’m giving Misha a pencil)
2 Introduction to the topic.
Overlaid images appear on the board
(digit, chicken, telephone, sheep, flower)
Look at the board, name the objects that are hidden here.
Find the extra word (telephone, because all words begin with the sound [ts], and this word starts with the sound [t]
So today our lesson topic is “Differentiation of sounds [t-ts].”
Tell me what letters represent these sounds (t-ts)
Let's write t-ts in notebooks.
Let's pronounce and listen to these sounds.
Are these sounds similar? How?
But we need to learn to distinguish between them. Let's characterize the sounds.
[t] - agree, deaf. ,soft, (plosive anterior lingual) short
[ts]-ag., deaf. ,solid. (Whistling) long
3 Differentiation [ть - ц] in syllables (orally)
Reb., I will tell you syllables with sounds [t-ts], if you hear the sound [t] raise the letter “t”, if you hear the sound [ts]-, then raise the letter “ts”
(The speech therapist names the syllables: cha-te, ti-tsi, atya-atsa, ota-otsa, qi, ti, at, ots, ut, it)
Let's write down a few syllables in notebooks.
(ty-tsa, tso-cho, tsu-tyu, tsy-ti) Let’s underline the letter “t” with a green pencil, and the letter “c” with a blue pencil.
4 Differentiation [t - ts] in words
(students write down words using diagrams in their notebooks)
Chicken-t___,
(Words: chicken, now, telephone, TV, king, queen, marten, bird, chick, whole, endure, shadow)
5 Physical education minute.
Game "Dwarves and Giants"
Children are divided into 2 teams, 3 people team for the sound “t”, 3 people team for the sound “ts”. Each child has a table with the corresponding letter.
The speech therapist reads a poetic text or names words, and the students “grow” by raising the corresponding words. letter or squat, which indicates that there is no sound in the word.
6 Sound analysis + differentiation [t - ts]
Pictures appear on the board, children lay out the sound diagram of the word.
7 Look at the board and insert the missing letters “t” or “c” (orally)
sick. A.
See The beginning of the sentence is written on the board in the left column, and the end in the right column. You need to make the correct sentences, choosing an ending that is appropriate in meaning.
Doctors perform surgery on a dungeon
Vegetables ripen in hospital
A prisoner sits in a circus
Clown performing in the theater
The singer sings in the dungeon
(Students write down sentences in a notebook)
Summarizing.
What sounds did we work on today?
Name the main differences between the sound th and the sound ts.
Grading
Publications on the topic:
Synopsis of frontal correctional activities for children with FFDD “Differentiation of sounds [D]-[D’], letter D” Summary of frontal correctional activities in the compensatory group for children with FFDD Author-compiler: Lyudmila Vladimirovna.
Summary of a group speech therapy lesson for 1st grade students with OHP “Differentiation of sounds [F]-[W]” Summary of a group speech therapy lesson for 1st grade students with ODD. Topic of the lesson: “Differentiation of sounds Zh-Sh.” Purpose of the lesson: consolidation.
Lesson summary in the Russian language for second grade students of a correctional school, type 8 “Differentiation of letters and sounds [v]-[f]” State budgetary educational institution "Mendeleev School for Children with Disabilities".
Speech therapy individual lesson “My friendly family. Differentiation of sounds [L]-[R]" Goal: To strengthen in children the ability to coordinate adjectives with nouns in gender and number. Tasks: Automate y.
Speech therapy lesson “Differentiation of sounds [L], [R]” Group lesson in a preparatory group for children with phonetic speech underdevelopment. Topic: Differentiation of sounds: l-r, l-ry, l-ry.
Speech therapy lesson for 5th grade students of the VIII type correctional school “Differentiation of letters SH-Zh and sounds [SH]-[Zh]” Topic: “Differentiation of letters Zh-Sh and sounds [sh-zh] in syllables, words and phrasal speech.” Objectives: 1. To consolidate knowledge about consonant sounds and letters.
It is possible to assign the letter CH and the sound [CH] to a child without the help of speech therapists, but by organizing independent systematic lessons. There are many interesting ways to help children understand how the language needs to be rearranged in order to produce the articulatory correct sound [CH].
Age of the child and readiness of the speech apparatus
If a 3-4 year old child does not pronounce the sound and the letter CH, this is still within the normal range, since the articulation of the sound [CH] is complex:
- the tip of the tongue rises to the palate, bending like a hook so as to touch the alveoli of the upper teeth from the inside;
- for a short moment it sticks to the roof of your mouth;
- then the entire body of the tongue sharply falls down.
Such complex articulation of the sound [H] is available to children from 5 years old. The child is ready to pronounce it if he has already mastered the sounds , and [Ш].
Listen to the sound formation [Ch] and you will hear that the sound consists of a soft [t’] and a sharp [sch’].
Sound characteristics [H]:
The sound [CH’] is consonant, dull, always soft.
Sound setting [h]
The articulation of the sound [H] can be set in 3 ways:
- Using part [t’]: pronounce this sound at a very fast pace so that the tip of the tongue reaches the base of the upper incisors from the side of the palate. Then start wrapping it, as if stroking the tubercle at the roots of the teeth - the alveoli. And at the same time you need to stretch the corners of your mouth wide, as if in a smile.
- Using two components [t’] and [sch’]: smiling widely, first slowly, and then faster and faster, pronounce alternately [t’] and [sch’]. Speed allows them to merge and achieve clear articulation of sound.
- Explain sound formation by breaking down the process into stages: for the exercise you need a piece of paper or a chocolate bar. It rests on the tip of the tongue and the child is asked to stick it over the hole, which is located between the upper incisors on the inside. To do this, you must first feel this place, and then send your tongue on a “task” with a piece of treat. To fix chocolate or paper, you need to apply force, which will serve and allow you to automate the movement of the tongue.
In all cases, it is necessary to sit the child in front of a mirror and focus on ensuring that he follows his movements in the reflection. Some parents ignore this rule, but speech therapy sessions are much more productive with visual control of the positions of the mouth and tongue.
Articulation gymnastics
First, you need to “warm up” your tongue, because this organ is a large muscle. Here are some exercises to help prepare her for work:
- “Cleaning your teeth”: you need to run your tongue along the inside of your upper teeth. This needs to be done at increasing speed. It is important that it comes into contact with the base of the teeth - the place where they meet the gum. This is where the alveoli are located.
- “Mushroom”: this task will help those children who had problems with other sounds due to a short frenulum. The baby needs to stretch his lips in a smile and press his wide tongue against the upper palate. The wider the mouth is open, the better the result.
- “Sweets”: put toffee or chocolate on the tip of your tongue and stick it to the upper palate near the front teeth. It is important to keep your mouth wide open. Unlike the sound production exercise, the child does not need to pronounce it, because the task is to strengthen the muscle.
If the child likes to do this, then it can be placed at the end of the articulation block and from there move on to pronouncing the sound [Ch]: first, the exercise is without sound, and then it is complicated by the need to pronounce [Ch].
Correct articulation
The exercises described above clearly demonstrate that the production of the sound [H] is possible in several ways, which differ in the method of sound production:
1. Use of a reference sound and correct placement of successive movements of the tongue:
- The baby is asked to always pronounce soft [t’] and at the same time concentrate on ensuring that the tongue is tightly adjacent to the alveoli. Then the specialist shows how to curl the tongue towards the larynx from this position. A spatula is used for this. If the isolated sound [t’] is difficult for him, you can replace it with [at’];
- the child is asked to say [t’] and at the same time press the corners of his mouth with his fingers, stretching his lips out like a tube. With this position of the lips, the tongue automatically slides back.
2. Using the effect of merging parts [H]:
- you need to ask the baby to consistently but quickly pronounce the hard voiceless [t], followed by [sch]. At first this is done slowly, and then with increasing tempo of acceleration. It is important that the pronunciation is formed while exhaling.
3. Exercise using a playful form of imitation:
- imitate the chirping of a grasshopper or “call” ducks – “kacha-kacha”;
- read poetry to the child: the adult reads the lines and pauses in those places where the child should utter a sound.
4. Use reference sounds:
- ask to pronounce the sound “t”, focusing on the correct position of the tongue. As the child pronounces, accompany the sound formation with the movement of a bending palm.
It is difficult for a non-specialist to determine which method is suitable for a child. To do this, parents can alternately use each of these exercises. Based on the results of the work, its effectiveness is assessed. The main thing is not to stop at the fact that the child is able to differentiate the sounds [t’] and [h], because the articulatory skill has not yet been consolidated.
Sound automation [h]
To automate pronunciation, the following sequence of exercises is used:
- first pronouncing direct and then reverse syllables: cha-ach, uch-chu, cho-och;
- pronouncing one- and two-syllable words with [h] at the end: ball, game, bulls, bird;
- pronunciation of words where the sound is in the middle: barrel, duck, spiders;
- pronouncing words that begin with [h]: teapot, cast iron, Chukotka;
- reading or pronouncing phrases with sound, pairing them: tea cups, leather suitcase, stump-stump, cat-cat.
- pure phrases and poems saturated with this sound are the final part of speech therapy work on automation.
Automation of sound [h] in phrases and sentences 
Automation of sound [h] in pure language 
Differentiation of sounds [h]-[t], [h]-[ts], [h]-[sch],
The problem of separation of sounds [h]-[t] is typical for children who are learning to pronounce this sound in one language. The differentiation of sounds [ts]-[h]” and [h]-[h] is relevant for children from bilingual families. This replacement is typical for foreign languages of the Altai family.
For differentiation, the child is asked to pronounce syllables, words, phrases, sentences containing the sounds [h]-[t], [h]-[ts], [h]-[sch].
Differentiation of sounds [h] - [ts] in poetry 
Differentiation of sounds [h]-[sh’] in syllables 
Differentiation of sounds [h]-[w’] in words 
Differentiation of sounds [h]-[sh’] in texts 
Differentiation of sounds [h] - [w’] in poetry
Description of work: This summary of a speech therapy lesson will be useful for speech therapists, primary education teachers, speech pathologists and students. This lesson is aimed at developing articulation, developing phonemic perception and hearing, and correcting writing and reading. The lesson presents areas of correctional work in the form of systematization and clarification of existing educational knowledge, skills and abilities.
Lesson form: group.
Student age: 3 special (correctional) class for children with disabilities.
Subject: Differentiation of sounds C - T in words.
Preliminary work:
Clarification and comparison of the articulation and sound of the sounds C and T.
Development of speech-auditory memory.
Development of pronunciation differentiation of sounds C and T in syllables.
Equipment:
Object pictures, “traffic lights”, house cards, blackboard, chalk, notebooks, pens, cards with letters, images: Kingdom, streets, squares, boulevards and avenues.
Program content:
Purpose of the lesson: improve the ability to differentiate the sounds C and T in words.
Tasks:
Clarify the comparative characteristics of the sounds [ts] and [t].
Exercise children in selecting words for given sounds.
Develop phonemic hearing, attention, memory and fine motor skills.
Develop phonemic analysis and synthesis of words with sounds [ts] and [t].
Develop the ability to work both independently and in a team.
Lesson plan:
Organizing time.
Setting up for the lesson.
Repetition of what has been learned:
a) Game "Echo"
b) Characteristics of sounds [ts] and [t]
Work on the topic:
Training exercises:
a) Game “Traffic Light”
b) Street of “Lost Sounds”
Finger gymnastics.
Consolidating new material:
Exercises:
a) Boulevard "Savvy"
b) Avenue “Guess”
c) Street “Gather”
Summarizing.
Move
Organizing time.
Today we have guests! Let's say hello to them.
Guys, to find out where we will be today, we need to determine which sound comes first in the name of this object.
For example, what is the first sound you hear in the word elephant? Name more words with the sound [s]. Similarly with the sound [v].
C Aplya is important, big-nosed, and stands like a statue all day.
A East lived with us in the summer, and in the winter he stayed somewhere.
R fish with specks, polka dots, with fins, but without legs.
WITH The old elephant is sleeping calmly - he can sleep standing up.
T The Arakan lives behind the stove, it’s a warm place.
IN The wolf asked the crow to call the wolf to the phone.
ABOUT Slick was angry today: he found out that he was an ass.
So what is this word, guys? Let's read it together with emphasis.
This is the Kingdom!
What do you think the Kingdom is? (children's answers). Remember the kingdoms from fairy tales (underwater, the kingdom of Tsar Berendey, etc.)
Today we will enter the magical Kingdom.
Setting up for the lesson.
And now, we invite you to visit the Kingdom. To pass through the gates of the Kingdom, you need to say the magic words (children repeat after the speech therapist):
Oh, how I want to work!
I want to do everything.
To be proud of your work,
Let the work continue!
I am both cheerful and strong,
I'll do all the work.
I will show my will
I will keep my word!
Repetition of what has been learned.
The gate is open. Welcome! Go to your seats.
Today we will continue to listen, pronounce and distinguish sounds correctly.
You know guys, every kingdom has a name and ours has one too, sounds live in it, and you have to guess which ones!
A) Game "Echo"
Repeat the syllables and say which two consonant sounds are repeated in them. And whoever repeats it correctly, sits down.
Ta-tsa-ta, tso-to-tso, tsu-tsu-tu, you-you-tsy, atsa-ata-atsa, oto-otso-oto, utsu-utsu-utu, ytsy-yty-yty.
What consonant sounds were repeated. That's right, these are the sounds [ts] - [t].
So, this is the “Kingdom of sounds [ts] - [t].”
b) Characteristics of sounds [ts] - [t]
Please describe the sounds.
The sound [ts] is a consonant, dull, always hard.
The sound [t] is consonant, dull, hard.
Work on the topic.
A)- You know, guys, we have a new obstacle on our way. You can approach the Kingdom by crossing the road. And to cross the road you need a traffic light. Our traffic light is magical. It will be blue.
Why do you think? (because hard consonants are indicated in blue).
And since the sound [ts] is also dull, in order to distinguish it from the sound [t] there will be a circle at the traffic light?
What sound does a traffic light without a circle correspond to? (sound [t]) And which one - with a circle? (sound [ts])
Game "Traffic Light"
The speech therapist names words with the sounds [ts] - [t], and the children raise the corresponding “traffic light”.
Words: heron, skein, masher, sun, chicken, finger, shoes, cat, axe, chicken, hammer, well, soap dish, room.
Well done guys! We didn't make a single mistake.
b)- And now we find ourselves in the kingdom of sounds [ts] - [t]. There are extraordinary streets, squares, avenues and boulevards here.
The first street we came to is:
Street of Lost Sounds
- It often happens that sounds from words are lost. And we denote sounds in writing with letters, in our case these are the letters C - T.
The speech therapist gives the children cards with the task.
We need to insert the letters C – T into the words. We have prepared our pens.
Words: si...e..., buttons...a, ...ve...ok, pya...ni...tsa, ...pumpkin, ...arapine, onion...a, cucumber..., ice cream..., ...ve...nik, ...plate, stake...o, edges... a, ...an...or, kana..., mo...o...ikl.
Finger gymnastics.
We go to
Veselinka Square
Our delicate flowers
The petals are blooming.
The breeze breathes a little,
The petals are swaying.
Our scarlet flowers
The petals close
Quietly falling asleep
They shake their heads.
Consolidation of new material.
Boulevard "Savvy"
Here you need to open your notebooks and write down the number.
Distribute and write the words in three columns (the words are written on the board). In the first column you need to write down words in which the letter C appears. In the second column - words with the letter T. And in the third - words with the letters C-T.
Be careful.
Let's check if you wrote the words correctly (children read).
b)- And now we are at
Avenue "Guess"
Puzzles:
Yellow lumps, light as cotton wool! They run after the quotation. Who is this? ... (chickens)
Along the narrow path - a head and horns. Who crawls so slowly and carries his own house? (snail)
A vegetable with a pungent, pungent taste. (pepper)
White in winter, gray in summer. He doesn’t offend anyone, but he’s afraid of everyone. (hare)
It falls from a branch into a river and does not sink, but floats. (sheet)
There are no more friendly mushrooms than these, adults and children know - they grow on tree stumps in the forest, like freckles on the nose. (honey mushrooms)
Without windows, without doors, the room is full of people. (cucumber)
I was born to glory, my head is white and curly. Who loves cabbage soup, look for me. (cabbage).
V) And so we came to
Street "Gather"
Now you will have envelopes, and you will become wizards if you guess the secret word they contain.
Each child has cut-out letters in their envelopes, from which they must form words containing the letters C-T.
Children read the words they come up with and write them down in a notebook.
Words: tit, egg, figure, dance, poplar, coupon, knitting needle, price, flower, stage, scarf, scissors.
Summarizing.
Let's remember words with sounds [ts] - [t]. Who remembered three words, and who remembered five words more? (children's answers)
Today in class you were attentive and distinguished the sounds [ts] - [t] without errors.
What did you like most?
Well done! You did a good job!
Lesson 1
DIFFERENTIATION [C]-[T`]isolated and in syllables
Goal: to teach to distinguish the sounds [ts] and [t`] isolated and in syllables
Tasks:
- improve sound-letter analysis;
- continue work to improve syllabic analysis and synthesis;
- learn to differentiate the concepts of “word” and “syllable”;
- improve word formation skills.
Equipment: Application for each student, mirrors.
***
Organizational moment
- Look at the pictures - what do they have in common? (The sun, stairs, and birds are drawn on them)
- What common sound do we hear in all these words? (Sound [ts])
- Find the difference in the pictures (Task 1) (There is no flower in one of the pictures)
- Find out the name of the flower by the first letters of the words written on its petals (Task 2)
- Start with a word written with a capital letter. (Children answer: tulip)
- What is the first sound in the word tulip? (Sound [t`])
Lesson topic message
- What sounds in the spoken words can be confused? (Sounds [ts] and [t`])
- The topic of today’s lesson is the sounds [ts] and [t`].
Sound characteristics [t`]
Name the first sound in the words: warm, tiger, telephone;
Name the last sound in the words: sing, walk, sew
Give him a description. (Consonant, voiceless, soft.)
Repeat it several times like a clock ticking: “tut-tut-tut”
Didactic exercise “Clap your hands if you hear the sound [T`]”:
Th, and, m, a, p, k, s, t; you, those, me, mi; ah, oh, um
What letter do we denote the sound [t`]? (Letter "te")
- Guess the riddles, write down only the first letter of the guess word.
Huge cat
The entire fur coat is striped. (Tiger)
No arms, no legs, but he’s climbing uphill. (Dough)
No matter how long you walk on it -
He will run ahead. (Shadow)
Should always be in order
Your school (notebooks)
Finish the last syllable in the words:
TY: VI, Ka, Mi, Nas;
TI: put, month, carried, pass
Characteristics of sound [ts]. Working in front of a mirror.
- Remember how the sound [ts] is formed. Description of the articulation of sound [Ts].
- How is the sound [Ts] made? (If you pronounce two sounds very quickly - [t] and [s])
The speech therapist shows the child in front of the mirror and explains to the child the articulation of the sound [Ts]:
lips in a smile;
the teeth are close together, but not closed;
the front part of the tongue first closes with the upper teeth, then a gap is formed between them - behind the lower teeth;
Phonetic exercise: the grasshopper chirps: TTSTSTS..
The speech therapist asks to characterize the sound - consonant, always hard, dull.
If necessary, the speech therapist can offer additional support:
Type. arms bent at the elbows, hands at the level of the diaphragm, tightly clenched into fists;
- we reproduce the downward movement of our hands and initially pronounce sharply, loudly interdental T, then the tongue, under strong tension, independently moves deeper into the oral cavity;
- the dynamics are very strong, when the pace accelerates, first the foot completely comes off the floor, then the toe does not come off, only the heels work, then the foot does not come off, the knees work, and finally, at a very fast pace, the knees are straight, the thigh muscles are tense, the hands are level diaphragms;
C - arms bent at the elbows, hands in front of the chest, palms facing away from you, fingers open;
- “Pump up the pump”: the palms are brought forward, slightly upward and, working with the shoulder girdle, they lower down with tension, at the end of the play the hands are clenched into fists, they hit the hips, the knees bend, relaxation;
- the dynamics are strong.
C - I.p. as on T, clenched fists rise above the head, sharply unclench, pronounce t and without an interval in movement and pronunciation we switch to movement and pronouncing a long S. By reducing the time of movement and pronouncement to a minimum, we get C. All that remains for automation is the short movement “Splash” ( up). The muscle dynamics are double.
What do the sounds [ts] and [t`] have in common? (both consonants, unvoiced)
- Is there a difference between the sounds [ts] and [t`]? (Yes, in hardness - softness)
CONCLUSION: The sound [ts] is always hard, and the sound [t`] is soft.
Distinction between [Ц] - [Т`] in syllables
- Read the syllables (Task 3) in a chain.
Ats - ots - uts - its at - ot - ut - it tsyts - birds
- Complete the chain of syllables according to the model (Task 4). Read it out loud.
- Remember the names of the forest inhabitants. Fill in the lines so that each word contains the syllable -CA (Task 5).
The speech therapist asks children leading questions like: “What should we name the tiger cub’s mother?”
Words for reference: tigress, bear, she-wolf, lioness, fox.
- Restore the correct order of syllables and write down the words. (Task 6)
Children write on the board: kitten, chicken, hen, calf.
- How do we emphasize hard and soft consonants? (According to the “Harmony” program, hard ones have one, and soft ones have two features).
- Underline the letters C and T in the words respectively.
Independent work. Read it. Underline the words with a pencil and write down the syllables. (Task 7)
Check: petit, circus, chain, tsa, tyap, flow, color, heat, pte, bale, shadow, ter, cer, target, ots, retch.
Bottom line
- What sounds did we talk about today?
- How are they similar? What is the difference?
Student performance assessment
- House. exercise. Think of as many words ending in -ets as possible. (Hint to the speech therapist: backpack, cucumber, swimmer, dance, well, pepper, palace, daredevil, blacksmith, fool, fugitive, lollipop, seller, little finger, brother, finger.) (Task 8)
Distinction between C and T` in syllables
13 EMBED PBrush 1415
1. Find the difference in the pictures.
2. Game “What is the name of the flower?” stork nose
Find out the name of the flower first
letters of words written on his bee tiger
petals.
___________________________ yula fox
Read the syllables.
Tsa - tso - tsu - qi tya - tyo - tut - tsat - tsat
Ats - ots - uts - its at - ot - ut - it tsyts - birds
4.Complete the chain of syllables according to the pattern.
Tsa - tsa - tsa tsa - tsa - tsa - tsa - tsa - tsa
Tso - te - ____ te - tso - ____ tso - te - ____- ____
Tsu - tsu - ____ tsu - tsu - ____ tsu - tsu - ____ - ____
Tsy - tee - ____ tee - tsy - ____ tsy - tee - ____ - ____
5.Remember the names of the forest inhabitants. Fill in the lines so that each word contains the syllable -CA.
_______________________________
_______________________________
_______________________________
_______________________________
6. Restore the correct order of syllables and write down the words, emphasizing the letters C, T
te - ko - nok _________________
ply - tsy - nok _________________
ku – tsa – ri _________________
te – nok – le _________________ 7. Read. Underline the words with a pencil and write out the syllables: peti, circus, chain, tsa, tyap, tek, color, tep, pte, bale, shadow, ter, cer, goal, ots, retch.
_________________________________________________________________
8. Come up with as many words ending in –ets as possible
__________
Note. This task can be used to differentiate [t] and [t`]
-Look at the picture. How are the pairs of words different? Make up a sentence with each of the words (orally). What is the same sound found in the words chopper and six?
Lesson 2
DIFFERENTIATION [C]-[T`] in words
Goal: to learn to distinguish between the sounds [ts] and [t`] in words.
- expand your understanding of the world around you;
- develop thinking
***
Organizational moment
Checking homework.
- Look at the pictures. (Task 1) Read.
- What words are missing in the sentences (stage - wall).
- Do these words sound the same? (No).
- What is the difference? (In the word “scene” we hear the sound [ts], and in the word “wall” we hear the sound [t`]
Lesson topic message
- Today in class we will continue to learn to distinguish between the sounds [ts] - [t`] in words.
- How are the sounds [ts] - [t`] similar? (Both consonants, voiceless)
- What is the difference? ((The sound [ts] is always hard, and the sound [t`] is soft)
Distinguishing the sounds [ts] and [t`] in words
- Write down the appropriate words.
Tim took the stage. Tyoma paints the wall.
Read the words (Task 2). Write them in three columns: 1 - with Ts, 2 - with T`, 3 - with Ts, T'. (Children read the words and explain in a chain)
Words: Number, sun, warmth, pharmacy, chick, greenhouse, policeman, interest, bird.
Listen to the riddles (Task 3). Write down the answers in the form of syllable patterns, writing in the letters C, T.
For example: __ __ ts_ - “chicken”, Clucking, clucking
Convenes children
He gathers everyone under his wing.
(Chicken)
Two rings, two ends,
And in the middle there is a carnation.
(Scissors)
Over the mountains, over the valleys
He wears a fur coat and a caftan.
(sheep)
It might break
It might get cooked.
If you want - into the bird
It may turn.
(Egg)
Miracle box. It has a window.
There is a movie in that window.
(TV)
I'll turn the magic circle
And my friend will hear me.
(telephone)
Strokes everything
What concerns
And if you touch -
Bites.
(iron)
What grows in summer
Does it fall in the fall?
(leaves)
No windows, no doors,
The room is full of people.
(cucumber)
- Read the words, inserting the missing letters C, T` (Task 4). Underline the “extra” word (greenhouse)
From these words, write down those words that denote parts of the human body. (Task 5).
- Underline them accordingly: hard [ts] - with one line, soft consonant [t`] - with two. (According to the “Harmony” program)
Fingers, whips, face, picture, body, heart, towel.
Bottom line
- What types of work did you like?
- Evaluation of student work.
- House. task (Task 9). Come up with words with the sounds [C], [T `]: at the beginning, in the middle and at the end of the word.
- at the end of a word: ________________________________________________
Distinction between C and T` in words
_______________________
_______________________
Look at the pictures. Read it. Insert words that make sense.
Tim went to ________. The theme colors _________.
2.Read the words. Write them down in three columns: 1 - with C, 2 - with T, 3 - with C, T.
Number, sun, warmth, pharmacy, chick, greenhouse, interest, bird.
Ts T` Ts, T`
_________________ __
·___________________ _______________________
___________________ _____________________ _______________________
3. Write down the answers in the form of syllable patterns, entering the letters C, T.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Read the words, inserting the missing letters C, T. Underline the “extra” word
Pevi____a, writing____elni____a, ____epli____a, educational____elni____a.
5. From these words, write down those words that denote parts of the human body. Fingers, whips, face, picture, body, heart, towel.
__________________________________________________________________
__________________________________________________________________
5. Think of words with the sounds [C], [T]: at the beginning, in the middle and at the end of the word. Write these words, emphasizing C, T`.
- at the beginning of the word: _______________________________________________
In the middle of a word: _____________________________________________
At the end of the word: ________________________________________________ Lesson 3
DIFFERENTIATION [C]-[T`] in phrases
Goal: to learn to distinguish between the sounds [ts] and [t`] in phrases.
Tasks: - continue work on the formation of sound-letter analysis and synthesis;
- learn to distinguish by ear the sounds [ts] and [t`] in words, to distinguish them from each other;
- develop the ability to formulate a sentence intonationally and indicate it in writing;
- develop the grammatical structure of speech (coordination);
- learn to write a sentence.
Equipment: Application for each student.
***
Organizational moment
- Checking homework.
- What is shown in the picture? (Tent, circus)
- Read a poem about the circus to yourself. (Task 1)
In the big arena Irka
The imka clown performs.
Games came to the center of the arena,
We all became silent out of fear.
- What letters are missing in the words? (Letters C and T).
- Fill in the missing letters.
Lesson topic message
- Remember - what is the difference between the sounds [ts] and [t`]?
- Today in class we will continue to learn to distinguish between the sounds [ts] and [t`] in phrases.
Exercises to distinguish between the sounds [ts] and [t`] in phrases
- Read (on the board) in different ways the following phrase: “The p_i_s have come” (Task 3)
- What letters are missing in the words? (“ts” and “t”)
- joyfully:
- with a question:
- as message:
- Write down the sentences by inserting letters and the correct punctuation mark. (The birds have arrived! The birds have arrived? The birds have arrived.)
Fill in the missing letters C or T (Task 4)
- Make up phrases by choosing suitable words from different columns. Connect them with arrows. (Children go to the board in a chain, the rest go to their notebooks)
____heavy mo_____iv
dance___evalny s____eclo
____fir ____e
multicolored sleeves____s
____deep position___en___e
____warm buttons____a
Check: heavy chain, dance motif, whole glass, multi-colored towel, dark button, warm mittens.
Read the words: meow, fly, dream, moo, crawl, jump, cluck, growl. (Task 5)
- Write down who can do what according to the model.
Game “Confusion” (Task 6)
- Make up and write down sentences according to the scheme:
WHO? WHAT IS HE DOING? WHERE?
Swamp, by, heron, walking.
Live, birdhouse, in, starling.
A handsome black grouse is hiding in a clearing.
Tree, woodpecker, sit, on.
Collective check: A heron walks through the swamp. The starling lives in a birdhouse. A handsome black grouse is hiding in a clearing. A woodpecker sits on a tree.
Bottom line
- What types of tasks did you like?
Assessment of student activities.
House. exercise.
- Come up with and write down phrases so that each word contains the letter C. For example: aiming at the target, scratched his face, a whole egg, sugar in a sugar bowl, a tit with a caterpillar.
Distinction between C and T` in phrases
1. Game “The letter is lost” - insert the lost letter C or T`13 EMBED PBrush 1415
- joyfully: ___________________________________
- with a question: _________________________________
- as message: ______________________________
4. Insert the missing letters C or T. Make up phrases by selecting words from different columns. Connect them with arrows.
____severe
dance___evalny
____fruit
different___colors
____dark
____warm
mo_____iv
s___eklo
____eep
sleeves____s
po___en___e
buttons____a
5. Read the words: meow, fly, dream, moo, crawl, jump, cluck, growl.
Write down who can do what according to the model.
Example: A dog can bark.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Words for reference: tiger, starling, student, kitten, hare, calf, caterpillar, chicken.
6. Game “Confusion” - make up and write down sentences.
Swamp, on, heron, walk. ___________________________________________________
Live, birdhouse, in, starling. ________________________________________________
__________________________________________________________________________
Hiding in a clearing, a handsome black grouse._________________________________
__________________________________________________________________________
Tree, woodpecker, sit, on. ___________________________________________________
Lesson 4
DIFFERENTIATION [C]-[T`] in texts
Goal: to teach to distinguish between the sounds [ts] and [t`] in texts.
Tasks: - continue work on the formation of sound-letter analysis;
- learn to highlight and formulate sentences:
- learn to select words that are appropriate in meaning in a sentence;
- learn to determine the sequence of sentences in the text;
- learn to differentiate the concepts “sentence” - “text”;
- develop hand-eye coordination.
Equipment: application for each student.
***
Organizational moment
- Make up a new word using the first letters of the words: chicken, stork, parrot, swallow, lizard. (Heron)
-Which of these words is redundant? (A lizard is not a bird)
- Summarize the remaining words. (Birds)
- Count the number of letters, sounds, syllables in the word “BIRDS”.
Lesson topic message
- Remember what we talked about in previous lessons.
- What is the difference between [ts] and [t`]?
- Today we will continue to learn to distinguish these sounds in texts.
Exercises to distinguish between [ts] and [t`] in texts
- Read the story, inserting the appropriate words. (Task 2)
- Write the words into the text.
The bird helped.
Aunt Tanya had a gold ring on her finger. Aunt Tanya once walked across a bridge over a swamp and dropped a ring into the water. She was very upset. And suddenly he sees a large heron walking through the swamp. The heron came closer, stuck its long beak into the water and took out an expensive ring.
Read the story. Do you understand it? (no) (Task 3)
- Why don’t we understand the meaning in this text? (because the sequence of sentences is broken).
- Place numbers in the empty cells to show the correct sequence of sentences.
Collective verification.
Birds
5. The birds began to peck food. 1. There was a tree growing near the house. 4. Petya and Katya poured bread crumbs for them. 2. Birds sat on the branches of the tree. 3. These were jackdaws.
Final test. Dictation.
Winter bedding
In the summer, every bush will let you spend the night. Where do animals and birds sleep in winter? It's freezing outside. Everyone sleeps in their own bedroom. The fox lay down in a warm bed in her hole. The squirrel fell asleep in the moss nest. The she-bear lies in her den. The beaver sleeps in a hut made of logs. He coated the walls with silt and covered the roof with earth.
The tit settled down for the night under a bush. The frost is weaker there. Black grouse fell asleep in the snowy feather bed. The wind doesn't blow there. The old sparrow decided to take a nap in the birdhouse. (76 words) (According to N. Sladkov)
Words for reference: black grouse, den.
Bottom line
- Assessment of student activities
- House. task. (Task 4). Read, inserting the missing C, T. Underline them. Learn it by heart.
The sheep bleated proudly:
“I look like from___a.
And I’m proud that my o___e___
Young____ among the over____"
Distinction between C and T` in texts
1. Compose a new word using the first letters of the words: chicken, stork, parrot, swallow, lizard: ______________________________
Which word is missing? _____________________________
Summarize the remaining words: _________________________________
Indicate the quantity: in the word BIRDS - ____letters
________________sounds
_________________syllable
2. Read the story, inserting words that suit their meaning. Underline the letters C and T.
The bird helped.
Aunt Tanya had a gold ________________ on ________________. Passed it once
Tanya walked across the bridge over ___________________ and dropped _________________ into the water.
She was very upset. And suddenly he sees: a big one is walking along ______________________
___________________ came closer, stuck her long beak into the water
and took out an expensive ________________.
Words for reference: ring, aunt, finger, swamp, heron.
3. Read. Establish the correct sequence of sentences by indicating their order in the empty cells.
Birds
The birds began to peck food. There was a tree growing near the house. Petya and Katya poured
give them crumbs of bread. Birds sat on the branches of the tree. These were jackdaws.
4. Read, inserting the missing C, T. Underline them. Learn it by heart.
The sheep bleated proudly:
“I look like from___a.
And I’m proud that my o___e___
Young____ among the ove____"!
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