Differentiation of speech material. Differentiation of sounds h and t material on speech therapy on the topic

Differentiation of sounds [h] - [t] in syllables, words and sentences.

Teacher - speech therapist Nadezhda Nikolaevna Sidorova

Target: practice clear pronunciation and teach children to differentiate the sounds [h] - [t].

Tasks:

develop phonemic awareness and phonemic awareness; auditory and visual attention and memory;

develop articulatory motor skills;

teach children to compare sounds according to acoustic and articulatory characteristics;
train in sound-letter analysis of words;

strengthen spatial orientation skills;

develop motor skills of fine and gross motor skills;

teach to work in a team, listen to friends’ answers, give complete answers;

develop coherent speech.

Progress of the lesson

I. Organizational moment

Turn to each other

And shake hands with a friend.

Raise your hands up everyone

And move at the top

Let's say cheerfully “Hurray!”

It's time to start the lesson!

1. Gymnastics for the eyes. (slide 2)

L. – Follow the Turtle with your eyes. Where will it lead us? And she will lead us to visit the tongue! Let's say hello to the tongue.

D. - Hello, tongue!

L. – And, of course, our beloved friend wants to play with us!!!

2. Articulation gymnastics (slide 3)

1. "Smile"

Puppy smiles

Teeth on display.

I could do the same

Here look. Now.

2. “Proboscis”

The baby elephant is pulling his proboscis,

He's about to get a banana.

Fold the sponges into a tube

And show the baby elephant.

3. "Spatula"

The dog is tired and breathing tiredly.

And she didn’t even start running after the cat.

The wide tongue will rest, lie down,

And again the dog runs after the cat.

4. "Cup"

Let's bend the edges of the tongue,

Do the same as me.

The tongue lies wide

And, like a cup, deep.

5. “Delicious honey”

All the people know this:

The bear loves delicious honey.

He licks his lip with his tongue

And he will sit closer to the honey.

6. "Swing"

Above the oak, above the spruce

We took off on the swing.

Tell me, would you be able to

Using your tongue to “pump a swing”?

7. "Watch"

Language is like the pendulum of a clock,

Ready to swing again and again.

The kitten smiles

He, like you, tries.

3. Guessing riddles.

I'll turn the magic circle and my friend (phone) will hear me
What always goes, but never leaves its place (clock)
Miracle box - there is a window in it, and in the window there is a movie (TV)

II. Topic message

L. - What sounds are heard at the beginning of riddle words? Today we will study the sounds of h and th, listen to them, and compare them.

III. Learning new material

1. Comparative characteristics of sounds. (slide 5, 6)

L. – Say the sound [T’]. What position does the tongue take? (The tip of the tongue rests on the lower teeth, the back of the tongue is curved steeply and is pressed with the front part against the tubercles behind the upper teeth. Under the pressure of exhaled air, the front part of the tongue breaks away from the tubercles. The vocal cords rest, the throat does not tremble). Describe the sound [T’].

L. -Correct, consonant, deaf, soft.
L. – Say the sound [CH]. What position does the tongue take? (The lips are slightly pushed forward and rounded. The tip of the tongue touches the palate (behind the tubercles). The lateral edges of the tongue are tightly pressed to the molars. The back of the tongue is raised. Under the pressure of exhaled air, the tip of the tongue comes off the palate. The vocal cords are resting, the throat does not tremble. Give a description sound [H].

L. -That's right, consonant, deaf, always soft.

2. Game “Name the sounds” (slide 7)

L. – Now an arrow will appear on the screen. If the arrow points upward, then we call the sound..., if downward the sound.... Why? And Cipollino will help us figure out where what sound is.

3. Game "Catch the Sound"

L. -Listen to the sounds. If you hear the sound Ch, stand up. If you hear the sound T’, sit down.

A). isolated sounds: th, th, ch, th, ch, ch, th, ch, th, th, ch.
b). in syllables: cha, cha, chi, ti, te, che, chu, tyu, those, che.
V). in words: kittens, bunny, duckling, umbrella, ray, shoulders, cobweb, trumpeter, five, bull.

IV. Physical education

Pinocchio stretched
Once - bent over,
Two - bent over,
He spread his arms to the sides,
Apparently I didn't find the key.
To get us the key,
We need to stand on our toes.

V. Consolidation of the topic.

1. Exercise “Syllable chains”. (slide 8)

L. – Let’s help Cheburashka and Tiger Cub figure it out and separate the syllables. We will give the syllable containing the sound CH to Cheburashka, and the syllable containing the sound T’ to the tiger cub.

2. Game "Fourth wheel". (slide 9)

L. – Look at the screen. And help me remove the extra picture. Explain why.

Telephone, suitcase, kettle, garlic.

Pinocchio, kitten, duckling,Cheburashka.

3. Exercise “In the Corner of the Letter Eater.” (slide 10)

Letters are scattered on the tables from which words must be formed. You will work in teams(Children sit at tables standing in semicircles opposite each other. There is an easel between the teams.) On the easel (each team has its own word on both sides) there are letters.

L. - According to my instructions, you find the desired letter, write it in the prepared diagram from left to right. Then we read the resulting word (rook, tiger).

The first letter is in the upper right corner. Write it down.

The second one is in the lower left corner. Write it down.

Thirdthe letter is in the upper left corner. Write it down.

The fourth letter is in the lower right corner. Write it down.

Read what words you came up with. The first team (“rook”) reads first. And now the second team (“tiger”).

Let's analyze your words. What colored pencils do you need?

How many vowel sounds are there in a word? Name it. How many consonants are there in total? How many are solid? Name it. How many soft ones? Name it.

4. Exercise “Guess the sound.” (slide 11)

Children are given sheets of paper with pictures and chips on which the letters of the lesson are written.

L. -Now I will pronounce words with these sounds. As soon as you hear one of these sounds, you must cover the picture with the desired chip.

Cookies, cup, picture, tiger cub, cauldron, bricks, pumpkin, sandwich, marshmallow, washcloth, kettle, miner.

Finger gymnastics (slide 12)

Bees on the Christmas tree

One hand on the table, resting on the elbow,

fingers spread out (Yolka).

On the other hand, the fingers are closed in a ring

("hive"). We press the “beehive” to the “Christmas tree”.

Long needles grow on the Christmas tree.

We look into the hive.

Here is the hive. Where are the bees?

We'll knock on this house.

We bang our fists on each other.

Who lives in it?

The needles have moved apart...

We spread our hands.

Where are you? Fly out, bees!

Starting to fly out:

We move our fingers one by one, simulating flight.

little bees

One two three four five!

5. Exercise “The letter is lost” (slide 13, 14)

Children are given sheets of paper on which words are written with missing letters.

L. – Fill in the missing letters.

Rooks, umbrella, duckling, doctors, silence, kitten, suitcase, little house, swing, cobweb, dark, trumpeters, bricks, bunny, boots, grandchildren, ducklings, cup, clouds, guests, children, five.

6. Exercise “Repeat without making mistakes” (slide 15)

L. – There are words written on the screen, read them.

Ball, stove, bangs, honestly, why, clearly, stove, river.

L. – Replace the sound [h] in each word with the sound [th] and read the resulting words.

Knead, sing, chick, closely, then, aunt, Petka, radish.

7. Exercise “Agree a word” (slide 16)

Ach-ach-ach, let's buy Tanya...(kalach)
Ooh, ooh, ooh, we are glad to have friends... (to help)
Uch-uch-uch, wind, wind you... (mighty)
You drive flocks... (clouds)
Ich-ich-ich, let’s lay a brick... (brick)
At-at-at, let's have fun... (dance)
Whoa, whoa, whoa, we need a nut... (crack it)
Whoop-whoop-whoop, I’ll blow the pipe... (blow)
It-it-it, the cat wants... (to drink)

8. Pure sayings (slide 17)

L. – Read the phrases on the screen and write them down from memory.

Four turtles have four hatchlings.
Our Tanya is crying loudly, she dropped a ball into the river
Cheburashka, Cheburashka, nose like a black bug.
Five kittens are hungry.

9. Retelling the text based on pictures (slide 18)

The speech therapist reads the text, pointing to the pictures. Then the children retell the text in a chain based on pictures and write down the text from memory.

VI. Summary of the lesson.

L. - Guys, what did we do today? That's right, we distinguished between the sounds CH and Т. Which game did you like best? Today you all did an excellent job with all the tasks and actively participated in the lesson. Thank you all. Well done!

Cha - cha ach - at cha - cha - cha

Cha - cha yach - yat cha - cha - cha

Cho - te at - ach cho - cho - cho

Cho - cho yat - yach te - cho - te

Chi-ti och-ot chi-ti-chi

Ti - chi ich - it ti - chi - ti

Chu - tyu ut - uch chu - tyu - chu

Ty - chu - chu - chu - chu - chu

Jaw, repair, clean, neat, celandine, reader, a little, smell, seal, be silent, download, receive, treat, teach, wet, sharpen, mosque, leak, bird, roach, chick, teaching, reading, confluence.

The car is rolling. The calf moos. The teacher is reading. Hot iron. Heavy pack. Cramped closet. Five checks. Braided twine. Dark night. Sharpen the sword. Warm roll. Receive change. Weed the lentils. Bend the key. Five textbooks. Tight shelf. Warm kettle. To drink tea. Use the stove.

PART No. 2 DIFFERENTIATION OF SOUNDS PART IN SENTENCES, POEMS

The topic is cleaning shoes. Petya is sitting on the stove. A tulip has four stamens. The bird flew out of the cage. A night light glows in a dark room. There is almost no water left in the kettle. Tema repaired my aunt’s cast iron boiler. You need to send Galochka by email. The children threw the ball with enthusiasm. the children wanted to swing on the swings. A black cloud is crawling across the sky. The girl lost her umbrella. Theme came across the stove in the dark. The ball rolled into the closet. The dog Chapa yapped at the bunnies and ducklings. A soldier was cleaning a cauldron of barley porridge. Auntie has kittens, ducklings, calves, and hares. In the evening, in the dark, Tanechka and Olechka lost their way and ran into a fence. We need to light the stove and bake cookies for the guests. Children, drink warm milk and eat cookies. Go to the closet and grab some flour and tea. The teacher told the students to prepare an essay on a free topic by Monday.

At this hour gold will not buy honor.

At all hours there is no honest honor

Quiet hour, will give way.

Quiet hour. He needs honor as

The arrows go light.

On my toes Glad to sell it

At this dishonorable hour,

Quiet hour. But, as everyone knows,

The dishonest have no honor.

Why did you rush, little bird?

To the spring, where the water flows?

I came here for a drink

Wash the little chicks!

Ш No. 1 AUTOMATION OF THE SOUND Ш IN DIRECT SYLLABLES, WORDS

SHA – SHO – SHU SHI – SHE – SHA

SHO – SHU – SHA SHE – SHU – SHA

SHU – SHA – SHO SHI – SHU – SHE

SHE – SHU – SHO SHU – SHI – SHA

Repeat words with stressed syllables:

Shawl, mine, step, ball, puck, mongrel, earflaps, little mice, big, breathe, horse, chess, noodles.

Walked, whisper, rustle, silk, cockerel, powder, fluff, bag, big, comb, left, found, came.

Sew, awl, screen, wider, write, reeds, jug, ruffs, kids, mistake, machine, sewed, decided.

Joke, Shura, jokes, noise, fur coat, bear, carcass, writing, breathing, asking, wearing, neck, neck, neck, decision, target, collar.

Repeat words with unstressed syllables:

Naughty, jackal, naughty, yours, ours, Dasha, Misha, Natasha, Alyosha, roof.

Joker, screw, scale, tinsel.

Rosehip, wide, hiss, mice, ears, lilies of the valley, palms, reeds, pea, good, silence, junior.

SH No. 2 AUTOMATION OF THE SOUND OF SH IN PURE SPOKERS

Sha - sha - sha - hat Sha - sha - sha - mother washes the baby

Sho - sho - sho - seam Shu - shu - shu - I’m writing a letter.

Shu - shu - shu - fur coat Sho - sho - sho - I say well.

Shi - shi - shi - tire Shi - shi - shi - as good as boots.

She-she-she-neck

The reeds are whispering something. - I write really well.

It's a duck in the reeds. – I’ll write whatever you want.

Sha-sha-sha, sha-sha-sha Shi-shi-shi, shi-shi-shi

Come out of the reeds! “Eat porridge” - write

She-she-she, she-she-she Shu-shu-shu, shu-shu-shu

There's no duck in the reeds. - I’ll write that.

Shi - shi - shi, shi - shi - shi Sho - sho - sho, sho - sho - sho

Are the reeds whispering something? - I see you write well.

Ш No. 3 AUTOMATION OF THE SOUND Ш IN WORDS, PURE SPEAKS, PHRASES

Sha - sha - sha - our Masha is good.

Sho - sho - sho - we say good.

Shu - shu - shu - help the baby.

Shi - shi - shi - there are kids in the clearing.

Stamp, headquarters, darning, corkscrew, curtains, thing, steering wheel, bayonet.

Seamstress, seams, closet, box, school, schoolboy, skin

Hose, slag, sail, helmet, sail, boat, hat.

Bumblebee, schnitzel, lace, sleepers, twine, spatula, hairpin, spy.

Our school. Sewing machine. Noisy naughty people. Silk shawl. Fragrant shampoo. Dasha's hat. Rose hip husk. Joker Mishutka. the reeds rustle. Tower spire. Car school. Hockey puck. Complete calm. Long hose. Stewed spinach. Wardrobe. Bobbin of thread. Sticky mouse. Soft pillow. Green frog. Lush bun. Hockey stick. Little midge. Fragrant lilies of the valley. Our grandmother. Stuffy room. Warm fur coat. Rosehip thorns. Natasha's galoshes. Smooth seam. Rifle bayonet. Mom's heels. Big bumblebee. Tires for the car. Deep mine. A spool of silk. Millet porridge. Silk darning. Fluffy hat.

Here's the porridge. Dasha is eating porridge. Shura has a new fur coat. Pasha has a fur coat and a hat. The kid goes to school. There are reeds by the river. The reeds are noisy. Natasha writes. A car is making noise on the road. Our kitten is naughty. Lilies of the valley are good.

Ш No. 4 STOCKING THE SOUND Ш IN BACKWARD SYLLABLES, WORDS

AS – OSH – USH YSH – USH – OSH

YSH – YOSH – YUSH YSH – ISH – YUSH

ASH – YASH – YUSH ISH – YSH – ASH

YOSH – YASH – USH YSH – ISH – YESH

Ours, yours, arable land, tower, porridge, shirt, chamomile, bug, pencil, cup.

Baby, midge, window, basket, palm, pea, potato, okroshka, cat.

Shower, ears, cannon, fly, edge, frog, pillow, reel, cuckoo, wah, cheesecake, shell.

Lid, baby, donut, tower, monkey, tire, baby, reed.

Goulash, plaque, Yasha, Alyosha, fish, flatbread, matryoshka, pour, drink, eat, rub, take.

Nuts, pawns, pegs, eat, cherry, bear, extra, boy, scream, remain silent, grumble.

Ш No. 5 AUTOMATION OF THE SOUND Ш IN WORDS, PURE SPEAKS AND

OFFERS

Bashlyk, shoe, muffler, chestnut.

Gone, cockerels, grandmother, grandfather, Alyonushka, Burenushka, jerboa, lily of the valley, cub, bottom, feather, speck

Pole, belly, crumb, finish, feed, cut, divide, saw, give.

Ash - ash - ash - give me a pencil. Ashka - Ashka - the insect is flying.

Osh - osh - osh - I have a knife. Oshka - oshka - there is a cat on the window.

Ush - ear - ear - warm shower. Ear - ear - frog - frog.

Ish - ish - ish - I have a baby. Ishka - Ishka - a little mouse.

The cat catches the mouse. Alyosha, put on your shirt. The guys are playing cat and mouse. The cat has ears on the top of its head. Natasha peels potatoes. Baby, put on your galoshes. There is a cup on the table with a spoon in it. The sparrow is pecking the grains. Masha went to school. Mom sews on a sewing machine. Grandma has a silk shawl. Dasha washed her hair with shampoo. Lusha's hat fell under the hanger. Natasha and Misha found lilies of the valley. There are many bobbins and spools in the Machine Box. Masha sewed a hanger on Pasha’s overcoat. Lusha put on a fur coat, hat, scarf, felt boots and went for a walk with Natasha. Alyosha found a lot of mushrooms and champignons. Lusha sewed pants and a hat for the naked girl. A large bumblebee flew over a fragrant linden tree.

Kirishi

Introduction

We present to your attention a manual aimed at developing the ability to differentiate the sounds T-H by children aged 5 - 8 years.

This notebook presents a system of exercises for differentiating the sounds Th–Ch. The differentiation of T-H sounds is carried out according to the traditional scheme. First, children are offered speech material and game exercises to differentiate difficult sounds in syllables, then in words, phrases, phrases, sentences, poems, and texts.

The material collected in the notebook helps make working with preschoolers exciting and varied. During all game exercises, not only the ability to differentiate sounds is practiced, but also work is carried out on the development of all components of the speech system (lexical side, grammatical structure of speech, pronunciation side of speech, coherent speech). It also allows you to pay attention to the development of fine motor skills, mental processes, social, personal and communicative development of the child’s personality.

Working in this notebook helps to prevent dysgraphia in a timely manner. Depending on the complexity of the child’s speech defect and the stage of correctional work, games and tasks can be used in combination by the speech therapist.

The manual is intended for speech therapists of preschool and school educational institutions, teachers of correctional groups, and parents.

Differentiation of sounds Ch – T`

Differentiation of sounds Т`-Ч in syllables

Exercise 1. Say (read) the syllables.

Cha - cha - atya - ach acha - atya

What - very - very - very - very

Chi - ti it - ich teach - utu

Che - te et - ech ichi - iti

Chu - tu ut - uch eche - ete

Exercise 2. Game exercise “Say the opposite”

Ti - ..., che - ..., cha - ..., etc.

Exercise 3. Game exercise “Soundtrack” (Appendix, sheet 1). Help the squirrel reach the oak tree. “Ride” the finger of your right (left) hand in circles, saying the squirrel songs: cha-cha-cha-cha, etc.

Differentiation of sounds Т`-Ч in words

Exercise 1."Couples." Say the words in pairs.

cha-cha

cup-heavy swing-roll grandchildren-ducklings

Lazy seagull grumbling and twirling rabbits and kittens

slurp-yelp moo-paving twist-twist

what - those, what - those

tank-drip barrel-duckling bunny-kitten

bangs-chick read-cauldron black-dark

clear-aunt combed-hewn overnight stay-trip

twine-darkness soaked-swept baked-braided

chu-tu, chi-ti

chuk-bale rubber-iron closet-tulip

Chizhik-hush shoulders-lashes bunny-umbrella

moos-flies sharpen-roll sheepskin-web

what - those

why-then swing-wanted treatment-wattle fence

black-dark evening-wind blacken-endure

blackness-crampedness stalk-teremok kalach-desire

ach - at

trumpeter - cut down jump - look for red salmon - catch cry - send a doctor - take

och (och) -ot, uch-ut, yach (yach) -yat

pound-weed ray-dregs

pull-pull mighty-bend

ball-mash-harness-five

ich (ich) - it, ech (ech) - to eat

game-drive stove-Petka protect-whiten
sword-have speech-look flow-put on
bake-sing river-radish bake-sing
lie down

Exercise 2. Say (read the words).

Teacher, drawn out, crackling, tractor, pulled, repair, guard, flow, bird, first aid kit, flowing, teach, treat, be silent, pump, moo, seal, shout, read, sneeze, growl, stick out, answer, bored, honor, slurp, grumble, tea party, viscous, flair, jaw, repair, clean, neat, celandine, reader, just a little, smell, print, be silent, receive, wet, sharpen, mosque, leak, bird, roach, chick, reading, confluence.

Exercise 3. Game exercise “Name it affectionately.” Name the word affectionately so that the sound Ch appears in it.

Wind - little breeze, boat - ...., duckling - ..., heifer - ..., cauldron - ..., ticket - ..., broom - ..., wicker - ..., iron - ..., tulip - ..., teremok - ..., telephone - ..., suit - ..., five - ..., shadow - ..., tube - ..., cart - ....

Exercise 4. Game exercise “Sound track”

Help the little bunny get to the prize as quickly as possible. “Jump” in circles with your finger and name the pictures. (Appendix, sheet 2)

Exercise 5. Game exercise "Teremok". Help the little bunny get to the tower. Move from one bump to another using the arrows, naming the pictures. (Appendix, sheet 3)

Exercise 6. Game exercise “Find the word” (development of positional analysis skills)

Name the picture emphasizing the sound Ch or T`. Which house should we put this picture in? (Appendix, sheet 4)

Exercise 7. Game exercise “The third wheel”

Name the picture, choose the odd one out, explain why you decided so. (Appendix, sheet 5)

Differentiation of sounds Т`-Ч in phrases

Exercise 1. Repeat (read) the phrases.

Exercise 2. Game exercise “Count.” Agreement of numerals with nouns.

Name who you met in the clearing, count. Say a lot with the word. (Appendix, sheet 6)

Exercise 3. Game exercise “Give me a word”

Differentiation of sounds Т`-Ч in pure tongues

Exercise 1. Repeat (read) the sayings

Chi - chi - chi - chi - we lost the keys.

Cha - cha - cha - cha - oh, how hot the stove is!

Those - che - those - che - I dream of a roll.

Chu - tu - chu - chu - I'll turn off the light now.

Cho - cho - cho - cho - my left shoulder hurts.

Chu - chu - chu - chu - I’ll light a candle now.

Cha - cha - cha - cha - the candle is burning.

Chi - chi - chi - chi - we sat around the candle.

Chi - chi - chi - chi - they began to eat rolls.

Chi - chi - chi - chi - rolls from the oven.

Eat - eat - eat - eat - do you want to sit with us?

Tim - chom - tim - chom - let's treat you to kalach.

Differentiation of sounds Т`-Ч in sentences

Exercise 1. Repeat (read) the sentences.

The topic is cleaning shoes. Petya is sitting on the stove. A tulip has four stamens. The bird flew out of the cage. A night light glows in a dark room. There is almost no water left in the kettle. Tema repaired my aunt’s cast iron boiler. You need to send Galochka by email. The children threw the ball with enthusiasm. The children wanted to swing on the swings. A black cloud is crawling across the sky. Evening came and the wind died down. The girl lost her umbrella. The owl hides during the day and hunts at night. Theme came across the stove in the dark. The ball rolled into the closet. The dog Chapa yapped at the bunnies and ducklings. A soldier was cleaning a cauldron of barley porridge. Birds are waiting for the sun, birds are singing songs. The woodpecker chisels the trees, but he does not maim them, he only heals them.

Exercise 2 . Repeat (read) the couplets.

Grandfather Ilyich is not at all averse

Help us build a house.

Oh, we froze on the river

Let's sit on the stove now.

I had a chick standing

Looking sadly from under the bangs.

Bug and spider

They sat down together on a branch.

The little duckling swims after the duckling

He rows quickly with his paws.

Exercise 3. Game exercise “Sound track”. - Help the bunny get to the prize as quickly as possible. “Jump” with your finger in circles while pronouncing the sentence: “The little bunny bent down on the phone. The little bunny jumped from the phone to the seagull." etc. (Appendix, sheet 2)

Exercise 4. Game exercise "Teremok". Help the little bunny get to the tower. Move from one hummock to another using the arrows, pronouncing the sentence: “The little bunny jumped on the clock” or “The little bunny jumped on the hummock with the clock” (improving the ability to use prepositions in speech). (Appendix, sheet 3)

Exercise 5. Game exercise “Turtle”.

Help the turtle get to the island. Follow only the pictures in the names of which you hear the sound Ch; you cannot step on pictures with the sound T`. (Appendix, sheet 7)

Exercise 6. Game exercise “Timka and Chapa”.

Help Timka and Chapa get ready for the trip. Put items with the sound T in their names in Timka's cart, and items with the sound Ch in Chape's suitcase. For example: “Iron. In the word iron I hear the sound T`. I’ll put Timke’s iron in the cart.” “Timka has an iron, notebook, etc. in his cart.” (Appendix, sheet 8 - 9)

Exercise 7. Game exercise “Fun Train”. (development of syllabic analysis skills).

Help passengers take their seats. In the first carriage there will be a passenger whose name has one syllable, in the second - two, in the third - three, and in the fourth - four syllables. Name the passenger by dividing the word into syllables using claps. Draw a path to the trailer with the required number of windows. For example: “Ball. The word ball has one syllable. The ball will go in the first trailer." (Appendix, sheet 10)

Exercise 8. Game exercise "About"

Tell me what's next to the iron?

What's next to the dress?

What's next to the picture?

What's next to the light bulb?

What's next to the tulip? (Appendix, sheet 5)

Exercise 9. Game exercise “Grasshopper”. (Development of spatial orientation skills, formation of the ability to use prepositions in speech)

At the beginning of the game, the child places a grasshopper figurine on the “picture”. Then listens to the speech therapist’s instructions, for example: “The grasshopper took 2 steps up, one to the right. Where did the grasshopper jump?” The child gives the answer: “The grasshopper jumped on the rook.” Next, the speech therapist may ask the following questions:

What's to the left of the grasshopper?

What's under the grasshopper? Etc. (Appendix, sheet 5)

Exercise 10. Game exercise “Who is behind whom?” (development of visual perception, improve the ability to use the preposition “for” in speech)

Tell me who is following whom? For example: “The kitten follows the swallow”, etc. (Appendix, sheet 11)

Exercise 11. Game exercise “Stargazer Kitten”. (Use of the preposition NA; agreement of adjectives with nouns, formation of nouns using diminutive suffixes).

Look at the stars in the sky with your kitten. Example answer: “The kitten (astrogazer) saw a telephone on a yellow star, and a telephone on a yellow star.” (Appendix, sheet 12)

Exercise 12. Game exercise “Make a sentence”

Make up a sentence about Katya and Vita using the diagrams, based on the pictures. For example: Katya... ball. - Katya is rolling the ball. (Appendix, sheet 13)

Exercise 13. Game exercise “Give me a word” (enrichment of verb vocabulary)

What can a bee do? (sting, fly, buzz, circle, collect nectar, etc.)

What can a doctor do? (treat, give injections, take temperature, give medicine, write a prescription, etc.)

What can a boy do? (play, run, jump, help, clean, repair, etc.)

What can a bell do? (grow, bloom, decorate, delight, smell, wither, etc.)

Differentiation of sounds Т`-Ч in poems

Exercise 1. Say (read) poems.

Why did you rush, little bird?

To the spring, where the water flows?

I came here for a drink

Wash the little chicks!

It's time on all the clocks

Quiet hour, quiet time

Shooters walk on their toes

At this hour, quiet time.

Spider made from long thread

Weaved a web on the branches.

The bug gapes

It will fall into his net.

The spider's thread is thin

But he won't release the beetle.

Stork long-legged

Lost my way in the evening.

The firefly lit the lantern,

Helped me find the way to the house.

F. Bobylev

Bee.

A bee flew towards us.

At the window glass

Spinning, trying,

It doesn't work!

I want to be friends with a bee,

I'll open the window for her:

Fly away to freedom

Bring honey on your paws.

V. Stepanov

Turtle

I wanted turtles

Wash your shirt.

I tried to remove it through the legs.

Wait, - the hedgehog laughs, -

Try it over your head -

But they both tried in vain.

Maybe it's better through a ponytail?

Then it began to rain cheerfully.

The turtle is very happy:

The shirt became clean.

F. Gurinovich

Joy in the Forest

There is great joy in the forest:

The bunny plays on the violin!

He made the violin himself,

I taught myself to play.

All the hares sat under the sticky tree,

They began to sing along with him.

I. Muraveyka

Exercise 2. Recite the poem with a helper. (Working with a su-jok ball, finger gymnastics)

Differentiation of sounds Т`-Ч in texts

Testicle

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)

Exercise 2.

Spider

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.

(N. Dilaktorskaya)

Exercise 3. Pronounce (repeat) texts

Chip poet

Spider Chip wants to become a poet. “You just need to feel exactly what words to connect, and the verse is ready,” thought the spider. Chip dreams of writing poems about how sticky leaves emerge from the buds in the spring, about the light webs spiders weave, and what songs small birds sing.

Chip really wants to write a lot of poems, and boys and girls will read them and notice how many miracles there are in the world.

(Alifanova E.A., Egovora N.E.)

Exercise 4. Task 1. Tell a story with pictures.

Boots for a spider.

Once upon a time there lived a tiny one on a spider's web
. An autumn breeze came and blew the cobwebs away. He sits under a bush, sad. He's cold. A bird flew by and dropped . I wanted to open . He walked up to the box, climbed onto it, and then got off. I pulled the ribbon and it couldn't open!

Jumped out from behind the box
.

Grasshopper - grasshopper, help me open the box? - said .

The two of them began to pull the ribbon - it didn’t work!

Flew up. It flew around the box. Flew into the box. It flew out from behind the box. She sat down on the box.

Butterfly, help me open the box! - said .

Three of us pulled the ribbon - the box did not open!

Flew up.

Bee - bee, help me open the box! - said .

The four of us pulled the ribbon and opened the box! And there -
! They began to measure: - big, - small, - a little too big. The spider began to try on the shoes. The boots fit: warm, soft, comfortable. Now the spider is not afraid of the autumn breeze!

(Rachkova E.A., Mikhailova E.V.)

Task 2. Count the shoes on the spider's legs (Appendix, sheet 14)

Task 3. Color the shoes with colored pencils. Tell us what kind of boots you got.

List of used literature:

Alifanova E.A., Egorova N.E. Speech therapy rhymes and miniatures. Moscow, 2001, pp. 76-79

Bogomolova A.I. Speech therapy manual for classes with children. – Ed. School. TM, LLP Publishing House "Biopolis", St. Petersburg, 1996, 208 pp.;

Gerasimova A., Zhukova O., Kuznetsova V. Speech Pediatric Encyclopedia for Preschool Children, Ed. house "Neva", St. Petersburg, 2004, pp. 598-607

Printed board game “Five Puppies” - speech therapy lotto for children 4-7 years old

Electronic pedagogical library /

GBOU secondary school No. 760 named after. A.P. Maresyeva,

kindergarten No. 997

Literacy training.

Theme “Sounds of Ch-T”

Teacher - speech therapist O.N. Panyushkina

Moscow 2015

Goals:

Reinforcing the correct pronunciation of sounds.

Differentiation of sounds in pronunciation and writing.

Exercise in correct verb usage want.

Strengthening the construction and use of complex sentences.

Sound-letter analysis of words.

Continue teaching how to outline a sentence.

Strengthening typing and reading skills.

1.Organizing moment.

What sound is repeated in the words: telephone, Katya, shadow, five? (Sound Th)

What sound is repeated in the words: teapot, barrel, cloud, sword? (sound Ch)

Today we will talk about the sounds “t” and “ch”

Clarify the articulation of sounds. Describe each sound.

2.Reproduction of syllable series.

At-ach-at

Ech-e-e-ch

Oh-oh-oh

3. Game “Sound Lost”

Listen to the poem, find and correct the mistake.

The sea turns blue above the waves,

T-shirts (seagulls) fly over the waves.

Fear wolves and golden eagles

A wild boar (shepherd) grazes sheep in the mountains.

Having eaten your fill of fish,

The nut (seagull) was resting at sea.

There are no roads in the swamp.

I jump and jump over cats (bumps)!

4. Differentiation of sounds in words.

Object pictures with the sounds “Ch” and “T” are displayed on the board. Children select pictures with the sound “Ch”, then with the sound “Ty”. When naming an object in a picture, they analyze where the sound is located: at the beginning of the word, in the middle or at the end.

5. Differentiation of sounds in the text.

From the poem you read, select words with the sound “Th”, then with the sound “Ch”.

Why did you rush, little bird?
To the spring, where the water flows?
- I came to get a drink,
Wash the small chicks.

6. Exercise in using the verb want in the present tense:

A) conjugation according to the model:

Want to study well.

B) finishing complex sentences according to the example:

I take chalk because I want to write a sentence.

I need a pencil...

I'm learning letters...

Katya is getting dressed...

Children doing exercises...

We put on our sports uniforms...

Tanya took a pencil...

We took umbrellas...

7. Physical education minute.

8. Sound-letter analysis of words.

Isolating vowels and consonants, drawing up word diagrams:

glasses, bird, evening.

9. Typing sentences from dictation.

Repetition of the rules for writing a sentence, drawing up a diagram.

Our Vitya is a strong man.

Emphasize all soft consonants.

What sounds and letters did we talk about in class?

Divide the children into 2 teams. Team "H" and team "T". Which team will name the most words with their own sound?

TOPIC: Ch-T differentiation*

Plan – summary of an open speech therapy lesson with a group of second grade students

(reading and writing impairment caused by phonemic underdevelopment of speech)

Goals:

Educational: clarify the articulation of sounds [ch’], [t’], develop phonemic hearing, sound-letter analysis operations, practice the correct correlation of sounds with letters when writing and reading words, phrases, sentences; word formation; enrich and activate the vocabulary; clarify the idea of the basic units of language - syllable, word, phrase, sentence, text; consolidation of spelling rules.

Correctional and developmental: develop auditory and visual memory, mental operations (analysis, analogies, generalizations, comparisons).

Educational: to cultivate love and respect for nature, interest in the native language and speech therapy classes.

Equipment: individual mirrors, cards with letters h, t everyone has it; audio cassette “Sounds of the forest”; ball, rows of words (task No. 6), printed according to the number of students; an image of a clearing with daisies, images of insects (bee, bug, grasshopper, butterfly) with the names of the games written on the reverse side; tasks for establishing simple analogies, printed according to the number of students, envelopes with a set of words for making sentences.

During the classes.

1. Organizational moment. Checking readiness for class. Name educational supplies with the sound [h’] (pen, textbook); with the sound [t’] (notebook, rod).

2. Topic message. Why did I ask you to name words with the sounds [ch’], [t’]?

On the board and in notebooks we write down the date and topic “ Distinguish h - t" Today in class we will go on a journey, and you can guess where when you listen to these sounds (listening to the audio cassette “Sounds of the Forest” for 1-2 minutes).

Where are we? (In the woods). How did you guess? We listened to sounds.

Were these speech or non-speech sounds? Why do you think so?

3. Clarifying the articulation of sounds. Sometimes non-speech sounds are very similar to the sounds of our speech. The song of a bird may resemble some sound: [t’-t’-t’]. Move the mirrors towards you and get ready to correctly repeat the sound [t’]: smile, bring your teeth together, relax your tongue, lower its tip to the lower teeth, press the middle of the tongue at the top, and the edges of the tongue to the upper molars. We exhale sharply so that the tongue bounces off the palate. Describe the sound [t']: consonant, voiceless, soft (has a hard pair [t]). Guys, have you forgotten that we are in the forest? How should you behave here?

There is one sign that will remind you of this (raise your index finger vertically to your lips, pronounce [ch’]). Look in the mirror, get ready to repeat this sound: slightly move your lips forward, round them, bring your teeth together, relax your tongue. Raise the wide tip of the tongue to the tubercles behind the teeth, but do not press.

Lower the middle of the tongue to form a depression, press the side edges against the upper molars. Exhale. Describe the sound [h’]: consonant, deaf, always soft.

Conclusion: the sounds [ch'] and [t'] are similar in sound. When we pronounce them, the speech organs occupy a similar position. But these are different sounds, and in writing they are indicated by different letters.

4. Correlating sounds with letters. Show the letter corresponding to the sounds in the syllables: cha, cha, te, che, chu, chi, tyu, ti, at, ach, ut, uch.

5. Repeating rows of syllables while throwing the ball.

Every bird in the forest has its own song. Let's try to repeat after them: those - those - che,

che - che - those, te - che - those, chi - ti - ti, chi - ti - chi, etc.

6. Reading series of words with a task. Now we will go to a forest clearing, and we will walk along a path as long as the chain of words that we will read. We read whole words and try to remember them:

night - nights - siskins - live - burn - speech - speeches - balls - crush - wash - dig - enchantment - part.

Close the card. Remember the names of birds, parts of the day. Explain the meaning of the penultimate word. Why is “b” written in the words “night” and “speech”?

poems - quiet - sneezed - read - teach - knock - clean - often - parts - lead - guests - a handful.

Name the word that answers the question Which?

We entered a forest clearing (picture on the board). And here are the forest dwellers. Guess who they are:

a) From a branch to a path, from grass to a blade of grass

A spring jumps - a green back.

b) The housewife flew over the lawn.

He will fuss over the flower and share the honey.

c) It flutters from flower to flower, when it gets tired, it rests.

d) I’m not a simple cow, I don’t give milk.

I fly from flower to flower, at points on the back and sides.

We attach images of a grasshopper, a bee, a butterfly and a bug to the daisies. We repeat the words again. What do they have in common? (can be called in one word, all words have the sound [h’]).

8. Word formation. Correlation of sound and letter. The forest inhabitants invite us to play. Each of them brought a game.

The first game is for the insect whose name has the longest word (grasshopper). The student who correctly identifies the word turns the picture over and reads the name of the game: “Don’t mix up the letters!” The grasshopper asks to name the baby birds and animals and write down these words. But first we show the letters (h or t):

for a hare - (hares) for a wolf - (cubs)

in a squirrel - (baby squirrels) in a magpie - (magpies)

in a cat - (kittens) in a duck - (ducklings)

What letter will we write after h? Why? Which birds and animals (of those named) do not live in the forest?

9. Simple analogies. Correlation of sound and letter.

The next game is played by an insect whose name contains the second sound [h’] (bee). Read the title on the back of the picture: “Which word would be appropriate?” Speech material is printed according to the number of students

butterfly grasshopper

fly, chirp, catch, jump

dandelion siskin

bird stem, plant, ground

Read the two words on the left. How are they related? Read the word on the right. Connect it in meaning with one of the words below as the first with the second.

Write down these couple of words in your notebook:

grasshopper - jump, dandelion - plant.

10. Physical exercise.

In the clearing, as if in a fairy tale, daisies grew together

(we slowly get up from a sitting position).

When the breeze blows, the stem bends

(tilt to the sides, arms up).

He will bend down to the ground, and not just once, but three times (downward bends).

He will look around and reach for the sun (hands on the belt - turns, hands up - stretch).

11. Making up phrases.

The third game is played by an insect, in whose name [h’] is the third in a row (bug).

We read the title: “The Word is Lost.” Guess it:

dark, stormy, big... What is this? (cloud) what kind of cloud?

Name only one word with the sound [t’].

Write down “dark cloud”. We got a phrase - two words connected with each other. Find the main word, pose a question from it to the dependent one.

We make up phrases in the same way: clean, deep, transparent... What is this? (river) what river? Choose a word with the sound [h'].

12. Drawing up proposals. Work with text.

The butterfly’s last game (“Collect a sentence”).

What can you “assemble” a proposal from? What does the sentence express?

How to show its beginning and end in a letter? Every student

on the table there is an envelope with a set of words for making a sentence

(h, t are missing).

Make up a sentence by laying out the words on your desk,

fill in the missing letters in the words. After checking

The teacher writes down the sentences in a notebook.

The task is performed with musical accompaniment.

lentils

https://pandia.ru/text/78/007/images/image004_45.jpg" width="152" height="114 src="> 2 Pair to pair. Read the first couple of words. How are they related? Read the word on the right above the line. Connect it in meaning with one of the words below in the same way as the words of the first pair .

A) butterfly grasshopper

fly, chirp, catch, jump

b) siskin dandelion

https://pandia.ru/text/78/007/images/image006_39.jpg" width="149" height="112 src=">

G) forget speak

remember chat, be silent, sing

d) treat learn

https://pandia.ru/text/78/007/images/image008_30.jpg" width="211" height="150 src="> Rays.

1. Where did the sun’s rays go? (on a long journey)

2. What did they bring to the leaves, flowers and herbs? (warmth and light)

3. Where did the buds and buds burst? (on cherries and bird cherry)

5. Where did the little ray of light look? (to the yard)