Speech therapy lesson notes - Differentiation of sounds [K] - [X]
Olga Babkova, speech therapist
The “Program of education and training in preschool educational institutions” clearly defines the tasks of children’s speech development for various age groups and provides for the prevention and correction of sound pronunciation disorders.
There are 2 stages in the work on the formation of sound pronunciation.
• Sound production in isolated utterance. • Automation of it in combination with other sounds in words, phrases.
Techniques for staging and correcting sounds are varied. They are described quite fully in the specialized literature. In addition, in my work I pay great attention to exercises on differentiating sounds by ear. The perception of sound stimulates correct pronunciation, and clear, conscious articulation, in turn, contributes to better discrimination of sounds and their isolation from the composition of the word.
Summary of speech therapy lesson Differentiation of sounds [K] - [X]
Target:
- distinguishing similar-sounding sounds. - correct use of them in words, syllables and sentences.
Equipment: materials for analysis, subject pictures, toys.
Progress of the lesson.
1. Org. moment.
— Today we have many guests. - Let's say hello! - Who came to us? (Cat). - What did he bring? (Brushes and paints). - Who do you think he is? (Artist). — The hamster Kiryukha came with him. - Guys, have you guessed what sounds we will study today? ([k] and [x]) - The cat scattered envelopes while going to kindergarten. Help him find them. —Where did you find the envelopes? — The cat said that in your envelopes there are words with the sounds [k] and [x]. You must determine what sound is in the word and where it belongs. If -x-, we will give the picture to the hamster, if -k-, then to the cat.
2. Today we repeat the sounds [k] and [x].
- How are they similar? - What is the difference?
3. Didactic games:
• Echo • Repeat after me • Say the opposite
4. Physical education minute.
Breathing exercise “Singers.”
5. — The cat and the hamster liked the way you did the exercises. They ask you to show what else you can do:
-What are words made of? - What is sound? - What sounds are there? - Why are A, O, U vowels? — How do vowels differ from consonants?
6. Analysis of the word CAT.
7. And now we will give the task to the Cat: Cat, love, milk.
Cat: - Oh, I didn’t understand anything!
“But now the guys will make the words friendly, and you will understand everything.” (Analysis of the proposal.)
8. The cat brought us another envelope. Let's see what's there?
• Riddles about letters. • Isographs. • Game “Add and read.”
9. Summary of the lesson.
- Summary of speech therapy individual lesson [Differentiation of sounds, letters S-C in words, phrases]
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- Summary of an individual speech therapy lesson [Automation of whistling sounds]
- Speech therapy lesson notes [Sound and letter Ш]
- Summary of a speech therapy lesson on sound automation [Ш]
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Differentiation of sounds and letters K-X
Abstract and presentation of the open lesson “Differentiation of sounds and letters K-X”
Topic: Differentiation of sounds and letters K – X.
Goal: To consolidate the studied sounds and letters K – X.
Objectives: 1. Continue to teach children to give acoustic-articulatory characteristics of the sounds K - X. 2. Teach auditory - pronunciation differentiation of the sounds K - X. 3. Develop phonemic perception. 4. Learn to differentiate graphic images of the letters K – X and correlate them with the designated sounds. 5. Improve the skills of syllabic, sound-letter analysis and synthesis. 6. Enrich and activate vocabulary. 7. Learn to coordinate a numeral with a noun. 8. Develop fine and gross motor skills. 9. Develop memory, attention, thinking. 10. Develop skills of organized behavior.
Equipment:
Scenery: screen, forest, pond, path. Balloon; dolls; multimedia technology; pictures depicting viburnum, chestnut, gooseberry, maple; plasticine; plates; cards depicting the letters K – X; cards - trains; signs dividing words into syllables; subject pictures depicting cranberries, raspberries, forests, linden, willow, strawberries; crossword puzzle with a picture of a panda, lynx, duck, oak tree; cards depicting the letters P, R, U, D; key; sets for sound-letter analysis; image of a fly; chest; box.
| Progress of the lesson | Assignments, instructions from a speech therapist | Children's answers |
| 1. Organizational moment | I welcome you to my class. Today our meeting is not an easy one, guests have come to us. Be very attentive and smart today, don’t interrupt each other, answer with complete answers. (The ball flies in) Guys, look, they sent us some kind of message. Let's all sit down in our seats and listen to what it says: “Hello, dear guys! Forest dwellers are writing to you. There was trouble in our forest house. Our friend the bunny fell into a trap. We, the forest dwellers, ask you to come to the rescue and free the little bunny. Our neighbor the frog says that he knows how to help the little bunny, and she has something that will save him. But she hid it in a chest and promised to give it back if you get to the forest, completing various tasks. But the road to the forest is not easy. It consists of pebbles. Do you need to find out which of the forest inhabitants took them? If you guess correctly, they will accompany you on your journey to the forest. Guys, don't leave the little bunny in trouble, goodbye. Good luck!" Guys, we need to go help! Do you think we can handle it? Then let's go! | Yes |
| 2. Introduction to a new topic | Guys, let's take a look around. Look, here is the path that the animals wrote to us about, let’s follow it, but there aren’t enough pebbles here, who will come first to our aid? - Listen carefully (riddle): The owner of the forest wakes up in the spring, And in winter, to the howl of a blizzard, He sleeps in a snowy hut. What task has the bear prepared for us? Here is a task for smart kids. Why are the pictures all together here? Maybe this question makes it difficult for you. Well, think about what unites them?” (Pictures on the screen: viburnum, gooseberry, chestnut, maple.) | Bear These are trees and shrubs. Start with the sound K. |
| 3. Exercise “Clap” | Clap when the last sound in the word is K: moss, current, fluff, poppy, tank, gunpowder, juice, peas, light, whistle, shepherd, rooster. What other sound have you heard at the end of words? | X |
| 4. Explanation of new material | Today we will play with sounds familiar to you TO , Place your palm on the neck. Say the sound K. Is the neck working or sleeping? Say the sound X. Does the neck work or not? What can we say? How are these sounds similar? What is the difference? | K is pronounced briefly, and X is pronounced for a long time) Sleeps No Sounds K, X are voiceless) Both consonants, voiceless, hard) Sound K pronounced abruptly, quickly, the air comes out with a push. |
| 5. Introducing letters - modeling | It dances with one paw, and waves the other paw, and at the same time the letter K is like the antennae of a beetle. X walks along the road: Hands up, legs wider. (letters on the screen) Take plasticine and make the letters K and X. Mishka, well, we did a good job, give us a pebble. | |
| 6. Exercise “Hear the sound” | Cunning cheat, red head, fluffy tail - beauty! And her name is... Guys, put the trains in front of you, take a card with the letter k in your right hand, and a card with the letter x in your left hand. I will name words, if the sound K or X is the first in the word, put a card with the letter denoting this sound in the first window, if you hear a sound in the middle of the word, then put the card in the middle window, if the sound is the last in the word - in the last window. Words: cat, robe, current, yacht, gunpowder, alphabet, moss, bush, fluff, ear, law, fir, poppy, com. Well, fox, give us a pebble. | Fox |
| 7. Exercise “Count the syllables” | Who will bring us the next task? Who walks around gloomy and hungry in the cold autumn? Who is this? “A familiar eagle owl once told me here that my name has only one syllable. I ask you guys, you will teach me, And divide the names of the pictures by syllables.” - Guys, let's teach the wolf to divide words into syllables? (I open a demonstration board for dividing words into syllables (1, 2, 3 syllables), children take turns taking pictures, determine the number of syllables in a word and put the picture in the appropriate column) Pictures: forest, raspberries, linden, cranberries, strawberries, willow. Well, wolf, did the guys complete the task well? Give us our pebble. | Wolf |
| 8. Physical education minute | Guys, let's get up and rest a little, because we have a long way to go. Repeat after me the words and movements. Once - squat. Sit down. Two - jump. | |
| 9. Game “Live Letters” | We are missing the last pebble, who will bring it to us? Lives in a mink, gnawing on crusts. Be careful, what task has she prepared for us? (I open a crossword puzzle on the screen.. The crossword puzzle consists of 4 windows. There is a picture in each window. Children pronounce the words sequentially, highlight the first sound of each word, go to the board and stand sequentially, like the sounds in the word, they are given a card with a picture of a letter indicating given sound. They pronounce the sounds again and say the word that came out) Well done guys, for this the mouse will give us the last pebble. It was not without reason that the mouse thought of the word pond, who will give us the next task? | Mouse Pond |
| 10. Exercise “Parse the word” | Green like grass, Her song: “Kwa-kwa.” - Well, we got to the frog, which is called a frog. Without you, she cannot understand what words we have. (There is a fly on the screen. Children prepare individual diagrams and chips. We perform sound-letter analysis of the word). Tell me guys, if you replace the sound x in the word fly with the sound k, what word will you get? Well done guys, you completed all the tasks and for this the frog will give us something that will help save the little hare (a water lily with a key inside). | Frog Flour |
| 11. Summing up the lesson | Guys, let's get up, hold hands and go into the forest along the pebbles. (Music plays. We reach the forest, open the chest with the key and save the bunny from the trap). “Thank you guys, you saved me, I want to hear how you got here.” Let's guys tell the bunny who helped us? How did we guys go? Let's count how many pebbles lay on our way. Masha will pass, and we will all count together. How many pebbles have we passed? Did you guys like our trip? Then let's say thank you to the guests. And you all did a very good job and today the bunny will treat you with a sweet treat for his salvation. Our lesson is over. | Wild animals helped us. We walked on the pebbles. One pebble, two pebbles, etc. to 10. We passed 10 pebbles. Yes Thank you |
with logoneurosis
“Differentiation of sounds [K] [X]”
Teacher speech therapist
highest qualification category
Anfilova Eleonora Valerievna
Yaroslavl
2015
Goal: to develop the skill of drawing up diagrams of syllables and words
Equipment:
- Circuit for characterizing sounds
- Subject pictures: cat, hamster, bank, letters, loaf, bull, broom, wreath, hammock, sponge, deuce, turkey, wild boar, cabin, stone, book, books, chest of drawers, skate, horses, horse, groom, coffee, coffee pot , cube, kitchen, T-shirt, poppy, lighthouse, windows, window, perch, hake, hamster, skirt, lamb, fur, moss, fly, sea buckthorn, butt, hunter, rooster, fluff, ear, hut, huts, bread, trunk , yacht
- Word Diagram Kits
- Notebooks, counting sticks
- Reading table
Progress of the lesson.
- Organizing time.
- repetition of what has been learned.
Name the last sound: moss, current, fluff, poppy, tank, gunpowder, juice, peas, light, whistle, shepherd...
- game "Guess the word"
ma(k), fur(x), pu(x), peso(k), veni(k), air(x), nose(k), petu(x), veno(k), mo(x), gama(k), vdo(x), okhotni(k), vydo(x), (x)ata, ku(x)nya, (k)ot, ya(x)ta, mu(x)a.
- consolidation of what has been learned. Characteristics of sounds [k], [x].
- speech warm-up.
