Exercise 1.Listen to the words, name the syllables with the sound g or k.
b) caviar, needle, meadows, Igor, game.window, fire, meadows, river.
Task 2.Write syllables with letters g and k:
a) Galya, Kolya, Gulya, cat, dove, lips, fist, piece, weights, Hera, movie, 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.
Task 3.Compare pairs of words by sound and meaning. What sounds do these words differ in? Orally make a sentence with each word:
Hill - crust; grotto - mole;
guests - bones; caviar - needle;
count - goal; Galina - viburnum;
Exercise4. 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 the sounds g or k, g and k
An approximate list of pictures (selected by a speech therapist); bush, pear, boots, rainbow, roof, heating pad, accordion, cubes, jumping rope, matryoshka, pillow, hammock.
Task 5.Listen to the words. Draw their diagrams. Write the letter g or k above the corresponding syllable. Write the corresponding word with the subcircuit.
Chickens, weights, injection, caviar, road, shop, pocket, rolling pin, weather, lid, bell, giant, city, formidable, block, brigade, heels, pigeons, boots.
Task 6,Working with pictures. (This is done in the same way as the previous task; you can use pictures from task 4.)
Task 7.Change the words so that they contain the letters k or g. Underline the letters g and k with different pencils.
City - town needle -..., newspaper -.... mushroom -..., decanter - ..., head- .... dove- ..., lips- ..., voice - ..., mountain- ..., accordion-...,
Task 8.Complete the words by adding the syllable ga or ka.
Ru... nit... ...zeta kocher... ma...zin
but... bit... ...razhi soba... ru...va
ro... sem... ...reta ram... mouth... ty
lu... vet... ...pitan shovels... maroons
re... nor... ...cheli take... bo...ty.
Task 9.Complete the words by adding sdog gi or ki.
But... cap... saber... tele... ve... gor... sapo... uro... ru... vra... palat... kabl... re. .. day... patches... riddle... .
Task 10.Fill in the missing letter g or k in the words.
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, ...lub...a, for...hell...a, ...ro...odil.
Task 11.Change the words so that a vowel appears after the consonant g or k. "
Iron - ... hammer - ... claws - ... leaf - ... shore - ... nails - ... ravine - ... log - ... elbows - ... tie - ... boot - ... light - ... stack - ... ball - ... soft - ... .
Task 12.Complete the missing letter g or k in the words. Write a test word in brackets.
Sne..., kuda..., tvoro..., pau..., ro..., pillars..., zamo..., durgshla..., pidzha..., other... kabl ..., shlan..., gon..., gama..., know..., sharply..., ryno..., plu..., club..., lu..., four ....
Parse the words according to their meaning: colander, jail
Task 13.Answer the questions in one word. Write down your answers. Underline r and k with different pencils.
Questions.
What's on a camel's back? ( Characteristic sign 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.
Task 14.Guess the riddles. Write down the answers. Underline the letters in them G, with different pencils.
Without a head, but with a hat. What kind of animal is it in the cold winter? One leg, and without a boot. Walking through the forest hungry?
We always walk together. Five boys, looking like brothers. Five closets;
We are at lunch - under the table. The boys went their separate ways, and at night - under the bed. In dark closets,
Every boy Red paws In his own closet. They pinch your heels, run without looking back.
Black, agile. Small, remote, Screams; "Krack!" He passed through the earth, an enemy to worms. I found Little Red Riding Hood.
He is a rocker and a bed. The white dove is good to lie on. She flew into the house. -He is in the garden or in the forest. What, where have you seen, will sway in the air. She told me everything. Guess: nail, wolf, boots, gloves, geese, mushroom, rook, hammock, newspaper.
Syllabic dictation (with pronunciation of syllables).
Carnation, bell, head, dove, daisies, strawberry, horizon, heels, dusk, loud, ground, jackdaw, lid, jug, heel, pear, brigade, 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, boot, pie, poppy, hammock, horned, horn.
Differentiation G - to in sentences
Training exercises
Exercise 1. Complete the Sentences by choosing words that make sense.
guests - bones The dog is chewing...
They will come to us by Thursday....
slide - crust Grisha loves bread...
On Monday the whole class went to...
goal - count Galkin Kolya scored in the goal....
The builders drove in the first...
pebbles - tracing paper There is a lot of sea...
The copyist has a lot... 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....
Grain 2.Make up phrases by matching the words in point a with the words from point b that are appropriate in meaning.
a) Bitter, labial, loud, small, buckwheat, blue, hot, red, beautiful, deep;
b) accordion, porridge, ribbon, milk, onion, city, voice, goslings, gouache, well.
Task 3.Write out pairs of words from the sentences 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. Was interesting game. A red jacket hangs on a chair.
Task 4. Come up with and write down sentences with these phrases. Underline the letters g, k:
Viburnum bunches;
bunches of grapes;
a bag of potatoes;
a handful of cereals;
jumped high;
galloped;
fed the pigeons;
gnawing on a bone;
dug the beds;
nodded his head;
painted with gouache;
asked a riddle;
basked in the sun;
rolled down the hill;
galloped along the road;
swung in a hammock;
playing the violin;
over the horizon;
jumped over
Task 5. Insert words with letters that make sense in the sentences g, k. Underline the letters G, to in these words.
Today in class we guessed... A strong wind blew, ... thunder. In the forest he was crowing.... There was a red fluttering on the house.... Galya was winding the threads in.... A small, gray one meowed... The car was driving along the asphalt.... Galya is painting a picture with colored.... In the forest, the guys picked white... and ripe.... The rain stopped, and... the sun. Grisha... on a sled with...
Task 6. Fill in the missing letters in the words. Underline the consonants g, k.
Summer morning.
The sky... is blue. Bri.. .da worked at the lu.. .u. People carried fragrant hay and... stored 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...villagers...they get other products.
Abacho...-fat...
Le... on... row... u-
Immolcho...
He lies on...near...e
Without lifting the tin.
Small and big.
Little ... Manya I thought ... looking at Little ... oh shovel ... oh To her work:
Carefully fell... “Little... y... row... will probably grow up.” A little... something.” Small...ok seed But I made a mistake...rep...o I planted it in...a row, I'm in my do...hell...e:
The little one... over the fence... ...an watermelon E...oo...gave birth. 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 in the...greenlights. Bri...ada sh...olni...ov on the...garden. They...are falling down...the rows and...throwing...the flower beds. First graders help older kids.
Exercise7. Answer the questions in complete sentences. Write it down their. Underline the letters in them g, k.
"What birds come in spring? Where do vegetables grow?
What is the largest city after Moscow located on the Neva River?
Where do the guys 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?
Task 8.Make sentences from these words, changing them according to 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; under, bent, snow, branches, bushes, and trees; class, our, went, exhibition, paintings, on, graphics, and; starlings, from, warm, larks, rooks, and, countries, are returning; the road is strewn, all with pebbles; Let's go for a walk in a crowd, guys.
Differentiation g - k in connected texts
Training exercises
Exercise 1. Read the tongue twisters and write them down from memory.
Subject: K-G differentiation(Lesson - presentation)
Goal: To strengthen children’s ability to distinguish the sounds k, g in words and sentences;
Improve your skill sound analysis and synthesis;
Strengthen the skill of writing proposals;
Instill a love of reading;
Develop attention and thinking.
Equipment: computer, multimedia device, interactive board, cards, number series, letters k, g, pencils
Lesson – presentation “K-G differentiation”
During the classes
1. Organizational moment
Continue the series of words that relate to the same generalization
cranberries, strawberries, gooseberries…….
pencil, textbook, compass………..
gladiolus, poppy, chamomile……………
boots, felt boots, sneakers………..
2. Report the topic of the lesson. Slide number 2
L. - Look carefully at the pictures, name them
D. - cactus, bell
L. - Guys, what do these words have in common?
D. These words begin with the sound k.
L. - Name a pair for this sound
D. - For the sound k, the sound g
L. - That's right, guys.
L. Who guessed what sounds we will study today?
D. We will study the sounds k, g
L. That’s right, we will learn to distinguish the sounds k-g
2. Articulation gymnastics.
L. -Guys, so that you pronounce all the sounds correctly, let’s do a few exercises for the tongue
- “Delicious jam”
- “Watch”
- "Horse"
- "Swing"
L. - Well done, your tongues did a good job
3. Reading tongue twisters. Slide number 3
Characteristics of sounds. Sound similarities and differences.
Kolobok rolled, and there were boxes on the road.
Kolobok was surprised and rolled into the box.
L. - Guys, let’s read a tongue twister
L. - Guys, go to the board and underline the letters k, g
L. - Let's make a sound to
L. - Describe the sound of k.
D. - Sound k is consonant, hard, dull
L. - Let's pronounce the sound g
L. - Describe the sound g
D. - The sound g is consonant, hard. Voiced
L. - How do sounds differ from each other?
D. - The sound g is voiced, the sound k is unvoiced
L. - How are the sounds similar?
D. - Sounds k, g, consonants, hard.
3. Guessing by the silhouette of objects (cards) slide No. 4
L. - Guys, circle the pictures whose names include the sound
D. - apple, T-shirt, bag, snowman
L. - Well done.
4. Game “Show the letter”
L. - I will say a lot of words, and if you hear, show me the letter k Guitar, doll, shark, mushroom, spider, gnome, nails, stamp, jar, mouse
L. - Name words with the sound g
D. - guitar, gnome, mushroom
L. - Now name the words with the sound k
D. - doll, shark, spider
L. - Well done
5. Working with number series
L. - Place number lines in front of you.
I will say a word, and you must say what sound it is.
L. - In the word mushroom, what is the sound g
D. Sound g first
L. - shark
D. In the word shark the sound is to the second
L. Spider
D. - In the word spider the sound is k fourth
L. - nails
D. - In the word nails, the sound g is the first
6. Add the names of the pictures slide No. 5, 6
L. - Guys, fill in the missing letters
D. - book
D. -circles
D. - cabbage
D. - pumpkin
D. - corn
D. - gnome
L. - Well done. Guys!
7. Physical exercise
We knock with a hammer, (tapping fists against each other)
Build new house we want.
Who will live in the house? (exercise “House”)
Who will be friends with us? (they clench and unclench their fingers)
- Girls and boys, little fingers! (exercise “Fingers say hello”)
8. Game “Syllable Lotto”
L. - I say the beginning of the word, and you continue it.
L. The beginning of the word ha
D. - newspaper, gazelle, viper
L. - The beginning of the word ka
D. - reel, porridge, picture
L. - The beginning of the word gu
D. - Geese, horn, lips
L. - The beginning of the word ku
D. - chicken, cube
7. Guessing riddles
Under the pine tree by the path
Who is standing among the grass?
There is a leg, but no boots,
There is a hat, but there is no head. (mushroom) slide number 8
This restless bird
Same color as birch:
Vereshchunya, white-sided,
And her name is .....(forty) slide number 9
Multi-colored rocker
It hung over the river. (rainbow) slide number 10
A piece of paper in the morning
They bring us to our apartment
On one such sheet
Lots of different news. (newspaper) slide number 11
Hairy, green,
She hides in the leaves.
Although there are many legs,
Still can't run. (caterpillar) slide number 12
He will weave, he will weave,
He sits and waits for prey. (spider) slide number 13
9. Word analysis
L. - Name the answers
L. - Name the shortest word.
D. - The shortest words are goose, spider
L. - Name the longest word.
D. - The longest word is caterpillar
L. - How many sounds are there in the word spider?
D. -The word spider has 4 sounds
L. - Name the sounds in order
D. - p,a,u,k
Name the vowels in this word.
D. - In this word vowels a, y
L. - Name the consonant sounds.
D. - Consonants sounds p,k
D. - This word has 2 syllables
L. - Why?
D. - Because the word has 2 vowel sounds a, y.
L. Name the vowel sounds in the word caterpillar
D. - In the word caterpillar the vowels are u, e, i, a
L. - How many syllables are there in this word?
D. - This word has 4 syllables.
L. - Why?
D. - Because there are 4 vowel sounds.
L. - Name words in which only hard consonants are heard.
D. - Hard consonants are heard in the words forty, rainbow, spider
L. - How many sounds are in the word forty?
D. - The word forty has 6 sounds
10. Making sentences using words using guesses.
L. - Make up sentences with any words - guesses.
D. - There was a mushroom growing by the road.
D. - I saw a rainbow.
D. - The boy drew a spider.
11. Making up phrases.
L. Read the words in the left column
Harmonic
City
Porridge
L. - Read the words in the right column.
D. - labial
Beautiful
Buckwheat
L. - Using these words, make up phrases, but be careful.
L. What do you think still needs to be done?
D. - Make friends with words
L. - Read the received phrases
D. Harmonica, beautiful city, buckwheat porridge.
L. Well done.
12. Summary of the lesson.
L. - What sounds did we learn to distinguish?
D. - We learned to distinguish the sounds k, g
L. - Well done, guys. It was a pleasure to work with you.
L. - Goodbye. The lesson is over.
Subject
(teacher-speech therapist: N.V. Nekrasova, MS(k)OUVIIIkind)
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
to clarify the acoustic-articulatory characteristics of these sounds, to carry out comparative analysis; at
learn to determine the position of a sound in a word;
learn to differentiate the letters G - K in writing.
Corrective: develop phonemic hearing, phonemic perception.
Educational: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
Equipment: cards - symbols, cards with a written task for each child, notebooks, ICT.
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Subject : Differentiation of sounds G-K, G’-K’
(teacher-speech therapist: N.V. Nekrasova, MS(k)OUVIII type)
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
clarify the acoustic-articulatory characteristics of these sounds, conduct a comparative analysis; at
learn to determine the position of a sound in a word;
learn to differentiate the letters G - K in writing.
Corrective: develop phonemic hearing, phonemic perception.
Educational: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
Equipment: cards - symbols, cards with a written task for each child, notebooks, ICT.
Progress of the lesson:
I. Organizational moment. (Slide 1)
Breathing exercises.
Report the topic of the lesson.
Guess the riddles:
Sound [K]:
I am a pied, I am a corydalis.
Where-where! - I shout briefly.
I scream and the street hears:
She laid an egg...(Chicken)
Sound [G]:
Strives to pinch your legs,
I drive him off the road:
"Get away! I'm not afraid of you!"
"Ga-ga-ha!" - laughs... (goose)
What sounds do words begin with?
II. Main part. (Slide 2)
- Clarification of the acoustic-articulatory characteristics of sounds [G] - [K].
Tell me, is the sound [G] a consonant or a vowel? Why?
Voiced or voiceless? Why?
Is the sound [K] a consonant or a vowel? Why?
Voiced or voiceless? Why?
This means that the sounds [G] - [K] are paired.
- Differentiation of sounds at the syllable level: (Slide 3)
Work in a notebook (task 1,2): (See appendix to notes)
Determine which symbol refers to which sound?
Find all the letters G and K. Underline the voiced consonant sound G with two lines, the voiceless consonant sound K with one line.
- Guess the syllables made using vowels and symbols, name them.
- Syllables:
A E I
Yu O A
Ball game.
The speech therapist throws the ball to the child, names the syllable with ringing sound. The child must return the ball to the speech therapist and name the syllable with a voiceless consonant.
Ga-ka, go-ko, gu-ku, gi-ki... etc.
Game "In the store". (Slide 4)
The gnome went to the store. Help him buy only those things whose names contain the sounds G - G'. Write down the words.
FINGER GYMNASTICS
- Differentiation of sounds at the word level:
Game "Beehive"
The Dwarf's friend the bear cub Gosha breeds bees, help the bees find their hive. (Work in notebooks).
Insert the missing syllable GA or KA. Write it down in your notebook. (Slide 5)
DU...(GA), RU...(KA), BUT...(GA), DORO...(GA), GOR...(KA), VIL...(KA), RIDDLE...(KA), RADU...(GA), VET... (KA), RO...(GA), BEL...(KA), VEREV...(KA), OTVA...(GA).
TEST YOURSELF (Slide 6)
PHYS. JUST A MINUTE
- Differentiation of sounds at the level of phrases.
Working with cards
Make up phrases together with the Gnomefrom the words of the first and second columns, write down, underline the letters G and K:
Red sausage
High tie
Smoked cockerel
Test yourself (Slide 7)
VIEW GYMNASTICS
- Differentiation of sounds at the text level.
Read the text, insert the missing letters. Write down the text, underline the letters G and K.(Slide 8).
The dog is gnawing...on the bones. On Thursday...osts will come to us. Grisha loves bread...orca. On Monday the whole class went to... orca. There was an interesting and...ra going on in the yard. Very useful black and...ra. Alina is blooming in the garden. Katya's friend's name is...Alina.
Summary of frontal speech therapy session
« Differentiation of sounds [G]-[K]»
Educational:learn to distinguish sounds[G] - [K]; highlight sounds[G] - [K] among other sounds, syllables, words; clarify the acoustic-articulatory characteristics of these sounds, conduct a comparative analysis; learn to determine the position of a sound in a word; learn to differentiate the letters G - K in writing.
Corrective:develop phonemic hearing, phonemic perception.
Educational:develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
Equipment: subject pictures, cards - symbols, cards with a written task for each child.
Progress of the lesson:
I.Organizing time:
Report the topic of the lesson.
At the edge of the forest, high on a branch
In the morning the cuckoo sings: “KOO-KOO, KOO-KOO, KOO-KOO!”
Below a river runs along yellow sand,
The cuckoo sings loudly: “KU-KU, KU-KU, KU-KU!”
GA-GA-GA - the goose cackles,
I'm proud of my family
To the goslings and to the goose
I keep looking and can’t see enough.
II. Clarification of the acoustic-articulatory characteristics of sounds [G] - [K].
Tell me, is the sound [G] a consonant or a vowel? Why?
Voiced or voiceless? Why?
Is the sound [K] a consonant or a vowel? Why?
Voiced or voiceless? Why?
This means that the sounds [G] - [K] are paired.
III. Formation of phonemic perception, operations of phonemic analysis and synthesis.
determine the presence/absence of a given sound among other sounds.
Instruction 1:
[G] among other sounds:
G, k, n, m, p, g, l.
Instruction 2:
Show the symbol card when you hear the sound[TO] among other sounds:
G, k, n, m, p, k, l.
determine the presence/absence of a given sound in syllables.
Instruction 1:
Show the symbol card when you hear the sound[G] in syllables:
Instruction 2:
Show the symbol card when you hear the sound[TO] in syllables:
Ga-ka-ga-ha-ogo – uku – ygy.
determine the presence/absence of a given sound in words.
Instruction 1:
Show the symbol card when you hear the sound[G] in words:
Instruction 2:
Show the symbol card when you hear the sound[TO] in words:
Game - caviar - goal - count - game - caviar.
Determine the position of a sound in a word:
Instruction 1:
Locate the sound[G] :
NEWSPAPER, HORNS, ACCORINA, DOVE, RAINBOW, FIRE, MUSHROOM, NEST.
Instruction 2:
Locate the sound[TO] in words and distribute them among the cars:
BOAR, RIVER, CANCER, STONE, WINDOW, HAMster, CABBAGE, WOLF.
insert the missing syllable GA or KA (orally with throwing the ball):
Instructions:
I’ll throw the ball and name part of the word, and you insert the missing syllable GA or KA:
DU...(GA), RU...(KA), BUT...(GA), DORO...(GA), GOR...(KA), VIL...(KA), RIDDLE...(KA), RADU...(GA), VET... (KA), RO...(GA), BEL...(KA), VEREV...(KA), OTVA...(GA).
IV. Physical minute:
We stomp our feet
We clap our hands
We nod our heads.
We raise our hands
We give up
And we turn our heads.
V. Differentiation of letters G - K in writing.
1. Distribution of words into 2 groups (in writing):
Instructions:
In the 1st column write down words with the letter G, and in the 2nd column - with the letter K:
FORTRESS, BRICK, DEPTH, VEGETABLE GARDEN, ROOKS, SUNSET, STORE, JUMP.
2. Insert the missing syllable GA or KA (in writing):
Instructions:
Insert the missing syllable GA or KA into the words:
…- EMPTY, ... - ZETA, ... - TER, ... - RAGE, ... - LITKA, ... - PEL, ... - NAVA, ... - RANDASH.
VI. Lesson summary:
Speech therapist: What sounds did we learn to distinguish? How are these sounds different?