Differentiation of paired vowels O-E (grade 2)
1.
Read and guess the riddle. Write the missing letters into the guess word.
R
l
You can’t say “bird” about him. He is majestic and strong. two wings with a large span and a powerful beak. Both fearless and mighty He soars above the mountain steep.
Describe the sounds. Can we call them pairs? Why?
________________________________________________________________________________________
2.
Read the syllables in pairs. Which vowel is an indicator of softness, which is an indicator of hardness?
NO – NYO RYO – RO SO – SHO TRO – THREE
BO – BYO TO – TO LE – LO STO – STO
MO – MIO DYO – DO KO – KYO GRO – GRE
VO – VE PYO – PO ZO – ZO SMO – SMIO
________________________________________________________________________________________
- Find each picture a place in the table.
Yo –
2
Yo –
3
ABOUT -
3
Yo –
4
ABOUT -
2
ABOUT -
5
________________________________________________________________________________________
4.
Read the columns of words. Explain the meaning of the underlined words.
eagle averted swept beaver ceiling ice
the donkey drove the frozen boxer the city floor polisher
swelling report brought carpet settlement new settlement
oats flight hooked boycott flight scraped
________________________________________________________________________________________
5.
Read the pure twisters first, and then the tongue twister.
le - lo - lo
– round hollow
lo sho – so – so
– big ring
so
te – te – that
- Dad has a dolo
to ro - ryo - ro
- a full bucket of
poplar
- the poplar put on a warm scarf.
________________________________________________________________________________________
- Fill in the missing letters ABOUT
or
Yo
. Read it.
s__l, bear__m, p__le, k__chka, cheek__, nest__zda, ring__, nails, s__mga, earrings, jump__k, boiled, pl__h__y, cheerful, sv__kla
7.
Help
Dunno
insert the correct syllable. What words did you get? Read it.
you___ku___check
great___lok
le___chek kolo___chek
but___check the fuck___nok
ho___check side___ry
___tank ___flat
________________________________________________________________________________________
8.
Insert the missing
letters O
or
E. Read it. Call all the words one common word.
chick__n__k tel__n__k k__t__n__k
fox__n__k ut__n__k sl__n__n__k
lamb__n__k foal__n__k p__r__s__n__k
A game
"Find mom."
1 2 3 4 5 6 7 8 9
________________________________________________________________________________________
- Match the cups and saucers to make word combinations.
green clown coat
warm light
jacket scarf funny
________________________________________________________________________________________
- Choose only the correct letter from the brackets and cross out the extra one. Read it.
- L
(
oh, yo
)
you listen for the sake of
(
oh, yo
)
. - Bee yes
(
o, e
)
t m
(
o, e
)
d. - P
(
o, e
)
var nes
(
o, e
)
t pir
(
o, e
)
g. - (Oh Yo
)
tets priv
(
o, e
)
z in
(
o, e
)
z hay. - At Buratin
(
o, e
)
long n
(
o, e
)
s. - (Oh Yo
)
la cleans sch
(
o, e
)
tk
(
o, e
)
th coat
(
o, e
).
II. The main part of the lesson. 1. Differentiation of vowels O - E in words
1. Differentiation of vowels O - E in words.
Speech therapist: Do you remember, in her stepmother’s house, Cinderella had to do difficult and dirty work. But the girl coped with all the tasks perfectly. Let's remember what kind of work she had to do. Make up phrases with the action words written on the cards. Picture hints will help us cope with this task.
| Cards | Cards with pictures |
| with action words | pictures |
| WATERED | flowers |
| CLEANED | potato |
| CARRIED | water |
| SOAP | floor |
| I was going through it | corn |
| DID | hairstyles |
| darning | linen |
| WEEDED | roses |
Speech therapist: Help Cinderella sort the grains. Distribute the word-objects into three columns: with the letter E in the first column, with the letter O in the second, and with the letters O - E in the third column (task 6, p. 10).
Choose attribute words for these words and write down phrases. Highlight the letters O - E and the consonants before them (task 7, p. 10).
2. Strengthening the skills of agreeing adjectives with nouns in gender and number.
Speech therapist: With your help, Cinderella quickly completed the tasks, but the evil stepmother is angry. She has already prepared the next task. Connect the words to form phrases (the words are written on cards).
Say them.
How do consonants sound before vowels in the lesson, explain the choice of vowels. Write down the phrases (write on the board)
and indicate the vowels O - E and the consonants before them in the words.
| Cards with words- | Cards with words- |
| objects | signs |
| ROSES | HOLIDAYS |
| WATER | WOOD |
| BOILER | PINK |
| FLOOR | WHEAT |
| GRAINS | CAST IRON |
| HAIRSTYLES | SPRING |
| CLOTH | GARDEN |
| WEEDS | DRESSED |
3. Development of logical thinking.
Speech therapist: The previous task turned out to be difficult, but with your help, Cinderella successfully overcame this obstacle too.
One evening, Cinderella heard that there would be a ball in the palace. The girl really wanted to go there. The stepmother promised to take her to the ball, but only after all the housework was done. Cinderella agreed.
Let's make Cinderella's work easier and try to help her fulfill her cherished desire. Guess the riddles, then Aunt Sorceress will appear and fulfill Cinderella’s wish.
Sticky buds. What they dug out of the ground,
Green leaves. Fried, boiled,
With white bark - What we baked in the ashes,
It's under the mountain. (Birch) A
then salted it?
(Potatoes)
He came, filled the tubs, diligently watered the beds, opened the windows noisily, and then danced. Wandered around the rooftops to his heart's content and went back to the field. (Rain)
White flowers, tassels, Winter glass
The fruits are black with bones. it flowed in the spring.
(Bird cherry) (Ice)
4. Work at the sentence level.
Speech therapist: Cinderella managed to do the work while we were solving riddles. And here comes Aunt Sorceress. She gave the girl a carriage, horses, and a beautiful ball gown. And the little page presented Cinderella with glass slippers.
Cinderella hurries to the ball. She will have fun and dance all night, but as soon as twelve o'clock strikes, she needs to return.
Compose sentences from individual words and name words that contain the vowel letter E to indicate the softness of consonants (the words are written on cards).
A horse stands under a maple tree.
To the little crow, a crow is flying.
Field, feeding, elephant, on, baby elephant, with.
The little fox runs like a fox.
Barn, under, swallows, roof, nest, built.
5. Development of phonemic awareness at the sentence level. Differentiation of consonants before the vowels O - E at the sentence level (task 8, p. 10).
Speech therapist: The clock strikes twelve times - it’s time to leave the ball. Cinderella is in such a hurry that sparkling letters fly out from under her heels. Insert the letters into the words correctly and read the resulting sentences. Write them down and indicate the consonants before the vowels O - E. R__s green_cl_n. St_pa bears_t_ntic. V_t weighty kl_un Kl_pa. Janitor m_l dv_r. Al_na has full dicks.
Differentiation in hearing and pronunciation of isolated sounds L - Y
Take pictures-symbols of the sounds L and Y from Appendix 1. Listen carefully and remember how the motor boat (L) hums, how the spinning top (Y) hums.
Pay attention to the position of the tongue (the tip of the tongue rises to the sound L, and lowers to the sound Y). Pointing at both pictures in turn, pronounce the corresponding sounds in a drawn-out manner. Repeat 5 times.
Differentiation of sounds L - J in straight syllables with the same vowel sounds
Repeat the individual sounds L and J using the symbol pictures from Appendix 1. Watch the position of the tongue (the tip of the tongue rises for the sound L, and the tip of the tongue falls for the sound Y). Speak clearly first in 2 and then in 3 syllables. Do the exercise until all syllable rows are pronounced correctly.
Remember that when reading each of the iotized letters i, e, yu, e, 2 sounds are pronounced: YA, YO, YU, YE.
I—I I—La la—I—La I—La—I
Le - e e - le le - e - le e - le - e
Le - e e - le le - e - le e - le - e
Liu - yu yu - lyu lyu - yu - lyu yu - lyu - yu
Differentiation of sounds L - J in straight syllables with different vowel sounds
Repeat the individual sounds L and J using the symbol pictures from Appendix 1. Watch the position of the tongue (the tip of the tongue rises for the sound L, and the tip of the tongue falls for the sound Y). Speak clearly first in 2 and then in 3 syllables. Do the exercise until all syllable rows are pronounced correctly.
La - eli - yu le - yu - la
Liu - I le - e le - e - li
E - do I - do I - do I - love
Yu - le e - la la - e - le
Differentiation of sounds L - J in different words
Repeat the individual sounds L and Y using the symbol pictures from Appendix 1. Watch the position of your tongue. Repeat a couple of words clearly. Clarify the meaning of unfamiliar words.
♦ In cases of difficulty, give the child the opportunity to listen to each word from the pair and, looking at the pictures - symbols, name the sound L or Y contained in it.
Yana - Lyalya, May - mile, skirt - love, hedgehog - lying, yacht - strap, iodine - ice, south - hatch, eat - climb, ride - summer, sing - flight, sneak - quinoa, cabin boy - cranberry, barely - foliage, give - far, mine - moth, stomp - poplar, bite - sack, fight - pain, soybean - salt, flock - stood up.
Differentiation of sounds L - J in combinations of words (pronoun + verb). Development of inflection skills
Take the pictures of a boy and a girl from Appendix 2. Imagine that the children did the same actions as you yesterday. Name what they did, changing the action word according to the model. Speak each combination of words clearly 3-4 times.
♦ In cases of difficulties, you should repeat the sounds L, Y separately, looking at the pictures - symbols from Appendix 1, or remind about the position of the tongue (the tip of the tongue rises to the sound L, and lowers to the sound Y).
For example: I sing
-
and they sang.
I nod and
they nodded.
I know - and they (knew), I can - and they (knew), I sing - and they (sang), I give - and they (gave), I throw - and they (threw), I nod - and they (nodded), I buy - and they (bought), I stomp - and they (stomped), I dust - and they (dusted), I saw - and they (sawed), I pour - and they (poured), I I glue - and they (glued), I drink - and they (drank).
Differentiation of sounds L - J in one word - the name of an object
Speak every word clearly. Clarify the meaning of unfamiliar words. If you pronounce one word easily, repeat 3-4 words.
Spruce, glue, watering can, ruler, linen, waist, pecks, lily, rut, alley, Julia, Ilya, Ulyana, Emelya, logs, beehives, July, stakes, fun, festivities, car, wedges.
Differentiation of sounds L - J in one word - action
Take the pictures of a boy and a girl from Appendix 2. Imagine that the children are performing the indicated actions, and clearly say their names. Clarify the meaning of unfamiliar words. If you pronounce one word easily, repeat 3-4 words.
They cut, saw off, file, peel off, paste, glue, paste, glue, peep, peek, peek, douse, pour, pour out, water, top up, watch, go, drive away, drive around, drive off, leave, drive over, drive up, fly away, surprise.
Differentiation of sounds L - J in a combination of words - the name of an object and its attribute
Speak each pair of words clearly. Clarify the meaning of unfamiliar words. If you pronounce a combination of words easily, repeat them at a fast pace 3-4 times, while maintaining intelligibility and loudness of pronunciation.
Pronouncing combinations of words rich in mixed sounds at a fast pace helps them to be consistently distinguished both by ear and in pronunciation.
Light logs. Maple Alley. Favorite spruce forest. Long ruler. Purchased spruce. Coal dust. Sticky wick. New hive. Bed sheets. Linen linen. Raspberry watering can. A car. Watered lily. Little Julia. Slippery track. Car track. Lemon cocktail. Sticky glue. Distant Antalya. Sticky leaves. Healing broth. Swan wedges. Wasp waist. Poplar leaves. Deer glade.
