Differentiation of sounds Ch-Shch in preschool children. Speech material

Differentiation of sounds Ch-Shch in preschool children. Speech material

Games to differentiate the sounds Ch-Sch for preschoolers
Purpose: differentiation of the sounds Ch-Sch. Objectives: 1. To develop in preschoolers correct sound pronunciation, the ability to differentiate the sounds Ch-Shch in their speech, and to use them correctly. 2. Using a didactic game, diversify the work on consolidating correct sound pronunciation and interest children. Description: Dear colleagues, let me present you this time with games from your collection for differentiating the sounds of Ch-Shch.
These games contribute to the formation of correct sound pronunciation in a child’s speech, develop memory, attention, thinking, fine and gross motor skills. These games can be conducted by both a speech therapist and a teacher. This work will be useful to speech therapists, speech therapists, educators, and parents. Contents
“Repeat, don’t be mistaken” Cha-cha-cha, Seagull-sorrel-and-candle, Chi-schi-chi, Chizhik-box-two candles, Cho-cho-chok, Devil-brush-fist, Chu-chu-chuk , Chubchik-pike-rubber. “Guess” The adult asks the child to guess what sound is heard in the word - “Ch” or “Sh”.
Having heard the word, the child must show the corresponding letter - “Ch” or “Sh”. If the child does not yet know the letters, then they can be replaced with pictures of “train” - “Ch”, and “brush” - “Sh”. Listen carefully and guess!
Select the right sounds! Tea, sorrel, treat, meet, twitter, stocking, bee, doctor, pike, seagull, vegetable, box, grove, silent, task, meeting, drags, granddaughter, streams, defender. “Giant” The teacher suggests saying something about someone who will be even bigger.
A huge bull is a bull.
A huge wolf is a wolf. A huge beetle is a bug. A huge spider is a spider. A huge cancer is a treasure. A huge hamster is a hamster. “Tell me about who is which” The dog growls. He …. growling The bull moos. He …. mooing. The cat is purring. He …. purring. The chicken clucks. She …. clucking. Vanya is crying. He …. crying. Masha is silent. She …. silent. The rooster crows. He …. screaming. Finger game “Professions” The postman carries the mail, He throws newspapers into the box. We imitate how
the saleswoman “throws” the bread, Tasty, fresh, fragrant.
We say “Ah!” and imitate how we smell.
The cleaning lady cleans, cleans, washes, sweeps the floor.
We imitate cleaning.
The watchmaker is repairing the watch, He's used to squinting his eyes.
We squint our eyes.
Teachers teach children, So that you and I know a lot.
We point to the other child and to ourselves. Ball game “Professions” The task is aimed at differentiating the pronunciation of the sounds Ch-Shch, at developing word formation skills.
The teacher rolls the ball to begin a sentence, and the child rolls the ball to complete the sentence. In case of difficulty, the adult begins the word denoting the profession, inviting the child to add the suffix “schik”. Sharpens knives... grinder. Stela inserts…. glazier. Shoes sew... shoemaker Cleans shoes... cleaner Repairs the watch... watchmaker. Working on the tap... crane operator Carrying things... porter.

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Lesson summary on the topic: “Differentiation of sounds and letters [h'] - [h'] in sentences and text”

Lesson summary on the topic: “Differentiation of sounds and letters [h'] - [h'] in sentences and text”

Target:

teach children to differentiate sounds and letters [h'] - [h'] in sentences and text.

Tasks:

Educational

:

1. Clarification and comparison of the articulation and sound of the sounds [h'] and [h'].
2. Repetition of the characteristics of the sounds [h'] and [h'].
3. Development of sound-letter analysis skills.
4. Repetition of the spelling rule chu-shu, cha-sha.
5. Improving the ability to work with deformed sentences.
6. Development of the ability to compose a story based on a series of plot pictures.
7. Expanding and clarifying vocabulary.
8. Improving reading skills.

Corrective

:

1. Development of phonemic perception of sounds [h'] - [h'].
2. Development of visual perception of the letters [h'] - [h'].
3. Development of spelling vigilance.
4. Development of auditory attention, auditory memory, logical thinking.

Educational:

1. Nurture children's initiative and respect for each other.
2. Increase children's motivation to learn.
3. To cultivate moral qualities in students.

Formed universal educational actions:

Regulatory:

1. Find mistakes, both with the help of an adult and independently.
2. Finish what you start.

Cognitive:

1. General education:

1. Identify and formulate a cognitive goal.
2. Monitor and evaluate the results of your activities.

Equipment

: noisy pictures, object pictures with the sounds [h'] - [h'], cards with sentences with errors and with a deformed sentence, a series of plot pictures, text with missing letters Ch and Sh, a picture for each child.

Progress of the lesson.

1. Organizing time.

Speech therapist:

The one who can name the picture on the screen that is hidden from us will sit down.

There are noisy pictures on the screen, the names of which contain the sounds [h'] - [h'].

1. Formulating the purpose of the lesson.

Speech therapist:

Guys, what sounds do the names of these pictures begin with?

Children

: from sounds [h'] - [h'].

Speech therapist:

What do you think we will do in class today?

Children

: learn to distinguish between the sounds [h'] - [h'].

Speech therapist:

Right, have we already learned to distinguish these sounds in syllables, words and phrases? Today we will work with sentences and text. Open your notebooks, write down the date and topic of the lesson.

The speech therapist writes on the board: Chh-Shch

1. A minute of penmanship

We'll start with a moment of penmanship. Please write down the compounds and syllables that are written in your notebooks. Write slowly and carefully.

1. Clarification and comparison of the articulation and sound of the sounds “sh” and “zh”.

Speech therapist

: Let's pronounce the sound together [h'], now [h'].

Children

: [h'], [w'].

Speech therapist

: How are your lips positioned when you made these sounds?

Children

: with: [h'] in the form of a tube, with [sch'] - like a donut, a mouthpiece, that is, slightly stretched out in a smile

Speech therapist

: And where is the tongue located?

Children

: behind the teeth, the tip is raised up, the edges of the tongue are pressed against the upper molars.

Speech therapist

: So the position of the tongue when pronouncing these sounds is similar?

Children

: Yes.

Speech therapist

: Is the position of the lips different?

Children

: Yes.

1. Characteristics of sounds [h'], [h']

Speech therapist

: Okay, let’s also remember, are the sounds [h'], [h'] consonants or vowels?

Children:

consonants.

Speech therapist

: Right. Hard or soft?

Children:

soft.

Speech therapist

: Well done! Voiceless or voiced?

Children:

Deaf.

The speech therapist calls one child to the board. The child places a symbol of soft voiceless consonants - green headphones - under the sounds written on the board.

1. Development of phonemic analysis skills

Speech therapist

: Great, look at the pictures on the screen and name the words that have the sound [h'].

Children:

key, watch, pen, cup, gloves

1. Correct errors in a sentence

Speech therapist:

Well done, and now I invite you to be teachers of the Russian language and check these sentences (hands out cards). Take red paste and correct the mistakes.

1. Letters are placed in a mailbox.
2. There are a lot of chuk and bream in the river.
3. Mom put on a black cry.
4. I peeled the vegetables for the borcha.
5. Birds are chirping in the roar.
6. They catch lechs with a fishing rod.

Children read out the resulting sentences.

Speech therapist:

Tell me, what spelling rule is associated with the sounds [h'], [h']?

Children

: spelling chu-shu, cha-sha

1. Working with deformed sentences.

Speech therapist:

Very good. Now go to the board. Pull out the papers. Look what is written on them. What do you think the task will be?

Children:

make up a sentence from the words and insert the missing letters CH, Ш

Speech therapist:

That's right, make up and write your sentence on the board.

Each child is given a card with words

1. hi_niks, mining, i_ut, forest, in.
2. _init, _asy, _asov_ik.
3. Grandmother, cooks, _Abel, from, _and.

Speech therapist

: Let's check and underline the spellings.

Children take turns reading sentences and underlining spellings.

1. Compiling a story based on a series of plot pictures

Speech therapist

: Well done! Look at the pictures on the screen. Do you think they are related?

Children:

Yes

Speech therapist:

We will try to compose a story with you based on these paintings.

Children make up a story.

1. Differentiation of sounds [h'], [h'] in the text.

Speech therapist:

Well done boys. I also made up a story based on these pictures (distributes to everyone). Read it and write the letter CH or Ш in the spaces where the letters are missing.

Children read independently and insert letters.

Then they read the text out loud one by one.

Mitya and Chapa were alone at home. The boy was playing with cars on the table. He didn’t notice his mother’s favorite cup and touched it with his hand. The cup fell and broke. Suddenly my mother’s steps were heard in the corridor. She entered the room and saw a broken cup on the floor. "Who did it?" - Mom asked. Mitya quietly answered her: “This is Chapa.” “Really Chapa?” - Mom asked. Mitya silently nodded his head. Mom took a broom and swept up the fragments from the floor. And then she chased Chapa out into the street. Mitya looked guiltily at the dog and suddenly began to cry: “Mommy, I broke the cup, don’t send Chapa away. I accidentally". The mother hugged her son and said: “I’m very glad that you confessed. Honesty is the most important quality in people.”

Conversation based on text.

1. Summing up the lesson:

Speech therapist:

Great, guys! So, what sounds did we learn to distinguish today in class?

Children

: [h'] - [w'].

Speech therapist:

Right. Describe these sounds.

Children

: sounds [h'], [h'] consonants, soft, deaf.

1. Reflection:

Speech therapist

: Right! Well done! Evaluate your work in class by looking at our traffic light. You tried really hard today! Thank you very much. As a reward for your efforts, I give you coloring books. The lesson is over.