Shipilova E.N., teacher-speech therapist, Municipal Educational Institution "Kaplinskaya Secondary School", Starooskolsky district, Belgorod region. LESSON OBJECTIVES • Learn to distinguish p, t in syllables, words, sentences, text. • Practice mechanical hand movement skills. • Develop the ability to coordinate words, analyze sentences, and the ability to form a new word from the original one. • Develop visual gnosis, mnesis, spatial representation. • Develop graphic skills, speech, attention, thinking, vocabulary. • Cultivate a caring attitude towards nature, a sense of beauty, kindness, and responsiveness. EQUIPMENT Individual mirrors; “wonderful bag”; painted cloud; flower meadow; paints; candle for writing words on flowers; a guide to differentiating the letters p, t; cards with syllables and letters; paper ribbons with the names of fairy-tale characters; pictures of flowers; proposals on whatman paper; individual punch cards and cards with rows of letters; associative pictures (what objects the letters resemble). * * * Organizational moment Speech therapist. Hello children. Each of you must take a picture out of the “wonderful bag” and name the fairy-tale character depicted on it. Children call, the speech therapist hangs out paper ribbons with the letters p, t highlighted: Doctor Aibolit Ugly Duckling Puss in Boots Gold Fish Stupid Mouse Golden Cockerel Sleeping Beauty Little Red Riding Hood
Look carefully and tell me which letters are highlighted? Children. Letters p, t. Speech therapist. You need to learn to distinguish these letters in writing in syllables, words, sentences. Which of you can guess the name of the fairy-tale hero I am holding? Children. Dunno. Speech therapist. Who wrote the book about Dunno? Children. N. Nosov. Speech therapist. What are the names of Dunno's friends? Children. Znayka, Toropyzhka, … . Speech therapist. I want to introduce you better to Toropyzhka. Analysis of letters Speech therapist. Because of his haste, he did not have the patience to add the third leg to the letter t, and the t only ended up with two legs. Toropyzhka writes: “I want candy.” And it turned out: “I want confepa.” Everyone laughed at him. Then the kid went to Znayka and told about his misfortune. And Znayka asks: “What letter will you write at the beginning of the word “three”?” “T,” Toropyzhka answers. “So remember,” says Znayka, “that the letter t has three legs. The word “three” will help you not to make a mistake and not confuse the letter t with the letter p, which only has a pair of legs. Remember this and stop rushing!” There are also students among you who confuse p and t. Therefore, today we will complete a number of tasks to help distinguish between these letters. Look at them and name the main difference. Children. The letter t consists of three elements, and p - of two. Speech therapist. How are they similar? Children. When writing, the first element is repeated. Speech therapist. What objects are p, t similar to? (Shows associative pictures.) Children answer. Write the letters p, t with your finger on the table, and then in the air. Children do it. And now I will dictate the numbers that need to be written down in the notebook. Remember how many elements the letters t and p have? Under each written number, sign the letter that has the given number of elements. The children do it. Let's complete the next task with cardboard cards. A series of letters are written on them. Remove the tracing paper and place the outline on the desired letter. The children do it. Let's remember how many legs p and t have. Find these letters in the pictures and write down only the letters p, t from the names of the colors. Children perform a graphic dictation. Articulation gymnastics Speech therapist. In individual mirrors you will see how the sounds [p], [t] are pronounced. Where is the tongue when pronouncing the sound [t]? Children. Behind the upper teeth. Speech therapist. What kind of interference occurs when pronouncing the sound [p]? Children. Lips. Speech therapist. Right. We encounter an obstacle in the form of teeth and lips. We cannot sing them with our voice, which means both sounds will be consonants. If we put our hand to the neck, we can determine whether they are voiced or unvoiced. Brain gymnastics Speech therapist. Guys, which of our “duty” sounds is found in the name of this flower? (Shows a picture of a dandelion.) Our sounds are not here. But this flower will help you do a breathing exercise: take a deep breath and blow away the fluff. Children perform 5 times. We were blowing so hard that the wind rose and it got colder. Let's put on the “Hats”: from top to bottom - put them on, from bottom to top - take them off. Children wrap their ears 5-7 times. The cap was taken off. Your head is tired, lower it to your chest, turn it left and right. Children perform the “Clock” exercise 5-7 times. Raise your right hand and rub your neck, then your left hand and rub the back of your head. Working with the syllable Speech therapist. While we were warming up, Dunno's friends decided to invite everyone to their city. There are a lot of flowers there, so they named their city... Children. Floral. Speech therapist. The kids in this city love flowers very much. Which one of you likes flowers? Who knows how to care for them? Children. You need to water, weed, tie up tall bushes so they don’t break, and fertilize the soil. Speech therapist. Well done, right. Who will tell you how to treat flowers growing in a field, forest, meadow? Children. Do not trample or tear large bouquets. Speech therapist. What are the names of flowers growing in a forest, meadow, field? Children. Forest, meadow, field. Speech therapist. We must take care of flowers and all plants in general, so that everything around us is beautiful and clean; Our mood and health depend on it. That's why the kids in the flower city are so kind and sympathetic. I want to perform a small miracle for the residents of the flower city. Here in front of you lies a flower meadow (shows cards), but some of the flowers on it are colorless. Let's turn them into bright and beautiful ones. One child paints the flower in the upper right corner. What do you think it's called? Child. Cornflower. Speech therapist. What color did you paint it? Child. Blue. Speech therapist. Look, a miracle really happened - an inscription appeared on the flower. What is this word? Children. Syllable. Speech therapist. This flower tells us that we need to complete several tasks with the syllable. I noticed that Dunno hides syllables that need to be inserted into these pockets. (The letters p, t are written on the pockets.) Let’s complete the following task with punched cards. Below, under the syllables, write the number of elements that make up the letters p, t, i.e. numbers 2 and 3. Check them by taking out pieces of paper from the punch cards. If my numbers and yours match, then everything was done correctly. The children do it. You did a great job, so you can color the next flower – a tulip. Where is he located? Child. In the lower left corner. Speech therapist. What is written on the tulip? Child. Word. Working with the word Speech therapist. This flower indicates tasks that need to be completed with words. The first one is written on the board. There, instead of two sticks we will insert the letter .., and instead of three -... Read the words, write them down. The children do it. Complete the following task yourself. Choose p, t and substitute these words into the given words, writing them down. Let's check. The children do it. That's right, well done. Now let’s help the largest flower, the yellow daisy, bloom. Where is it? Children. In the lower right corner. Speech therapist. What word appeared? Children. Phrase. Working with the phrase Speech therapist. What is a phrase? The children answer. Compose it by substituting the desired letter. The meaning of the phrase depends on the correct choice. Heavy empty (p-t)achka (p-t)ara old dance And now write down the phrase from dictation, underline p, t. Captain of the fleet. Trampled the grass. He let me go for a walk. Woven bast shoes. The children do it. The next child will color the flower that is in the row of bells. Where is this row? What color are the bells painted? Where is the unpainted flower? Children. In the middle. Speech therapist. What word appeared? Children. Offer. Working with the proposal Speech therapist. Read the sentence and substitute the word that matches its meaning.
The ship arrives at (port - cake). Little (no use) from a lazy person.
How to understand this proverb? It’s not for nothing that they say: “Work feeds, but laziness spoils.” Write this proverb in your notebook, underline p, t. Children do it. Now your task is to read the sentences that are written in a column. You need to underline all the letters p and t on the board. The next flower is in the bottom row. It grows in the tropics. What word appeared? Children. Text. Working with text Speech therapist. From the text, write down the words in three columns: p; T; p, t. The forest stands like a solid wall. Slender palm trees froze. Variegated parrots sit on the branches. Spiders are hiding in the grass. Monkeys jump on branches. Write down the following text graphically, writing out only the “standard” letters. White petals were scattered over the burdocks, nettles, and all kinds of green grass: the bird cherry was fading. But the elderberry blossomed and underneath it there were strawberries. Some lily of the valley buds also opened. The grown oats stand like green soldiers across the black field. Relaxation exercises Speech therapist. Children, you have done a great job, so now we will relax, imagining that we are lying in a flower meadow and looking at the sky. (Hangs out a white cloud.) It’s like I’m lying on the grass, On green, soft grass. The sun is warming now, Our hands are warm. Breathe easily, evenly, deeply. Result of the speech therapist lesson. Today you studied the letters p, t, their differences and similarities. Thank you for your help. The lesson is over. Goodbye.
Summary of the speech therapy lesson “differentiation of paired consonant sounds d and t.”
The speech therapy session is designed to work with a group of 1st grade students who have mild general speech underdevelopment.
View the contents of the document “Summary of a speech therapy lesson “differentiation of paired consonant sounds d and t.”.”
SUMMARY OF Speech Therapy Lesson
with a group of 1st grade students with mild general speech underdevelopment.
Spent:
teacher-speech therapist of a speech therapy center at secondary schools I-III degrees. No. 15 Makeevka
Topic:
Differentiation of paired consonant sounds D and T.
Lexical topic:
Seasons
.
clarify and compare the articulation and sound of T-D sounds, correlate them with letters;
develop skills in sound-letter, syllabic analysis and synthesis of words with sounds T-D;
develop students’ ability to navigate in space;
clarify and expand vocabulary;
develop coherent speech.
Equipment:
pictures of the seasons, subject pictures, didactic material, algorithm, syllabic scheme.
I. Organizational moment.
Guys, guests came to our lesson today. Let's take our seats and meet the guests.
The one who can name the names of the seasons in the pictures will sit down. Look at the pictures and
determine what time of year is depicted on each of them.
What time of year is it now? (winter).
II. Main part.
Guys! Cheerful gnome brothers came to visit us from the fairy forest. One's name is T
Onyk, another
Donik
. They came to find out what we had already learned in class and, of course, to learn a lot from us.
Characteristics of sounds T-D.
T
Onik and
Donik
believe that they have the same names. Is it so? Let's try to determine what the difference is in these names.
That's right, the first sounds of names are different. Name these sounds.
Now let's remember the characteristics of sounds D
and
T.
_
Say T
and
D.
_
What do lips do? Teeth? Language? (The tongue hits the upper teeth, the mouth is slightly open, the lips are smiling).
Place your hand on the neck and listen to whether the neck rings when pronouncing the sound D
?
Is this sound pronounced with or without a voice? (with a voice, ringing).
Now say the sound T
and listen, does your throat ring when you pronounce this sound?
(No).
The sound is pronounced without a voice
(voiceless).
What is the difference? (the sound “T” is unvoiced, and the sound “D” is voiced)
How are the sounds similar? (The tongue knocks on the upper teeth, the lips smile, the air stream meets an obstacle, both sounds are consonants. They can be hard and soft).
2. Correlation between sound and letter.
What are the sounds in writing indicated by? (letters)
Remember what letter elements we need to write lowercase letters and compose these letters.
The letter D is like this house, T has turned into an antenna
We will live in it for a long time. And I found myself on the roof
3. Differentiation of sounds in syllables. Let's help Tonic and Donik understand the scheme.
Look at the diagram, compose and read the syllables. What is a syllable?
Write down the syllables in pairs according to voicedness - voicelessness on the board.
Indicate in them the presence of the sounds studied in the lesson.
4. Determine which sound in the word is D or T and the place of the sound in the word. Help Tonic collect pictures with the sound T, and Donik with the sound D:
Gift, glass, reel, machine, gate, house, gardener, postman, artist, seller, trough. Explain the meaning of each word. Make up sentences with these words.
5. Differentiation of sounds in words.
Now let’s play with the gnome brothers the game “What is where?”
We will write down the guessed word in a notebook and highlight the letters T-D.
Pictures: melon, chair, pencil, house, plate, cabbage, bucket, slippers, bus
.
What's in the top left corner? What sound do we hear in this word? ( cabbage _ _
). In the word cabbage I hear the sound “T”, it is consonant, unvoiced, which means I write the letter T, highlight the letter T.
What's in the top right corner? ( plate _
)
What's in the bottom right corner? What sound do we hear in this word? ( chair ) _
What's above the house? What sound do we hear in this word? ( slippers _
)
What's to the left of the house? What sound do we hear in this word? ( pencil ) _
What is between the pencil and the chair? ( house _
)
What's to the right of the cabbage? ( dynya _
)
What's underneath the cabbage? ( bus _ _
)
Now let’s ask a question for each word: Which one? Which? Which?
6. Game “The letters ran away.”
Help the gnomes find the missing letters from the words:
7. Working with the proposal.
a) Help the gnomes ( compose and write down phrases and sentences ):
b) Read the sentences , choosing words that match their meaning from brackets. Name
We raise our hands up
We don't offend anyone:
Turned left, right
Bent down and stood up
And they sank into place.
9. Working with text.
The gnomes have brought us new tasks. Tonic brought us the text, and Donik wants to hear a little story from you:
a) Read the text, replacing the blue chips with a letter
T, and green chips with the letter D.
It's autumn now. The sun is bright and dim. _ue_ cold_fan. Hour_o and_u_ _ozh_i.
_none of them are short.
What is the text about? About what time of year?
How does the sun shine in autumn?
Read selectively: about the sun, about the wind, about the rain, about the days. Copy by inserting letters.
b) Look at the algorithm
(the meaning of the word “algorithm” is clarified.
Answering the questions from the table, write a short story about Winter.
Guys, you are so great! You taught the gnomes to distinguish sounds and letters D
and
T.
_
They were taught to identify these sounds in words and sentences. Learned how to write short stories. Tonic and Donik brought you small gifts for your good work (children receive pictures with coloring pages for the sounds D and T).
Learn the poem and write it down from memory, emphasizing the letters D and T.
