What is the stunning of a voiced consonant sound. Phonetic law of stunning consonants

2.16. Consonant combinations 1. A double consonant is pronounced at the junction of a prefix and a root or a root and a suffix, if two identical consonants or two consonants differ only in voicedness / deafness between two vowels. Double consonant pronunciation

4. Features of reading consonants

Country of voiceless consonants

Country of deaf consonants What is the CPSU? Silent consonants. In every joke, there is a share of a joke. The same communists, dispersed in different parties, create lawlessness, plunder the country, rob its people. I didn't come up with this, these are quotes from the election speeches of deputies

Voiceless consonants

Glasnost deaf consonants Few facts. President Putin said before the elections that the main feature of the President is decency. A couple of months after the election, he divorced his wife Lyudmila, leaving the old woman to live out her old age in loneliness and longing, saying at

irina shaeva
Prevention of violations of written speech. Deafening defect of voiced consonants

Advice for parents

« Prevention of violation of written speech. Deafening defect of voiced consonants».

Novokuznetsk

MBDOU "Kindergarten No. 279"

Teacher - speech therapist: Shaeva I. N.

The reasons are the underdevelopment of phonemic hearing (a person's ability to analyze and synthesize speech sounds, i.e. hearing, providing perception sounds of a given language, lack of coordination in the work of the vocal and articulatory apparatus, hearing loss, paresis of the vocal folds, etc. In some cases, the vocal cords may, as it were, be late with switching on or, conversely, with switching off.

Can this child be helped? Undoubtedly. And the sooner the better. Therefore, special attention must be paid to the correction sound pronunciation as early as possible. If a stun defect not eliminated in a timely manner, it manifests itself later in writing, which leads to new problems, lower school performance.

More than anything defects deafness manifests itself when pronouncing paired sounds. Most often observed deafening of voiced consonants, i.e. voice defect. Stunning voiced consonants: consonants B, V, D, D, F, Z are pronounced dully, without a voice, like P, F, K, T, W, S (pulka, kolof, sheleso, etc.)

These deficiencies are most common in children with late speech development and in children who are hard of hearing. It is necessary to distinguish them from the rarer cases, when all sounds pronounced in a whisper due to a sore throat or a strong fright.

A specific flaw characteristic of the pronunciation of all ringing sounds regardless of the method and place of formation, hardness and softness, their reproduction is in the form of corresponding paired deaf sounds("females", "pike" instead of a castle, beetle; "terevo", "bite",

"pulka" instead of a tree, geese, bun)

Preparatory exercises for correction deafening of voiced consonants:

Alternately playing either a soundless inhalation and exhalation, then a groan on inhalation and exhalation.

Comparison of loud and whispered pronunciation of vowels sounds both short and long.

All exercises should be done by controlling the vibration of the larynx.

As mentioned above, the reasons violations of the pronunciation of voiced and unvoiced consonants are underdevelopment of phonemic hearing.

Phonemic hearing is a very important concept for mastering speech, and then literacy. letters. It assumes the accuracy of auditory perception, sound discrimination, sound analysis of speech. The period of greatest sensitivity to the development of phonemic hearing falls on the age of 4-5 years. How to help with this? Playfully, of course!

"Living alphabet"

Cards with the image of letter pairs are laid out in front of the child on the table with the image up: F - W, B - P, V-F, G-K, D-T, Z-S. Items are shown on other cards. At the command of the leading player, objects are selected whose names include one or another letter, and they are laid out in piles. The one who picks up the most cards wins. The game continues until they are all taken apart. At the second stage "heaps" sorted according to the letter of the pair. Having mastered "card" set of objects you can go to the advanced version: search indoors (in an apartment, in a house) what's in the title includes given by the presenter sound.

"We carry goods"

Toy trucks (or painted ones, each marked with one letter) can only transport things that begin with the same letter. The destination must also be named with the same letter. For example, "M" transports soap or flour and takes them to the store.

"Confusion"

The facilitator calls comic slips in poetic lines, and the child guesses how to correct them. for example:

The Russian beauty is famous for her goat.

The mouse drags a huge grain hill into the mink.

The poet finished the line, put his daughter at the end.

It rained last night, he poured water into the kidney.

Most importantly - do not turn games into learning activities, let it be fun and interesting! Start with a simple one, gradually moving to a more complex one, do not overload the child and complete the game on time. And then, in addition to the development of phonemic hearing, you will help in the development of attention, memory and imagination.

Good luck, success and pleasure in joint leisure time with children!

Related publications:

Frontal lesson in preparation for learning to read and write "Differentiation of hard and soft consonants" Purpose: To consolidate the skill of distinguishing between hard and soft consonants. Repeat the basic ways of depicting the softness of consonants in writing.

Summary of an individual lesson on sound automation [L '] with a confluence of consonants Objectives: automation of the sound L with the confluence of consonant sounds in syllables, words, phrases, sentences, the formation of a grammatical structure,.

Summary of physical education classes in the senior group: "Pilots - pilots" (prevention of posture and flat feet). Purpose: prevention of postural disorders and flat feet in children through the use of gymnastic balls (fitballs) and gymnastic sticks.

Summary of classes in exercise therapy. Prevention and violations of flat feet "Legs stomp along the path" Synopsis of exercise therapy prevention and violations of flat feet "Legs stomp on the path." Physical education instructor: ChDOU "Children's.

Summary of the lesson in the preparatory group "Journey to the country of vowels and consonants" Lexical theme: "Autumn". Objectives of the lesson: 1. Development of skills in syllabic and phonemic analysis, phonemic representations. 2. Expansion and refinement of the dictionary.

Advice for parents. Prevention of posture disorders for preschool children. Advice for parents. Prevention of postural disorders in preschool children. Physical education instructor MBDOU "Kindergarten No. 3" Avdeeva.

Subject. Stunning of voiced consonants in the middle of a word.

Target. Observe the discrepancy between pronunciation norms and spelling norms, exercise students in checking dubious consonants.

1. Consider and name subject pictures (in pairs):

a) cup and spoon

b) branch - boat

In each pair of words, select the third sound:

a) in both words, sh is heard (pronounced);

b) in both words one hears (pronounced) d.

Compare the spelling of the considered words.

Find out in a conversation that the stunning of voiced consonants w and d in the words spoon, boat is explained by the proximity of the deaf consonant to. If this neighborhood is eliminated, the sounds will sound loudly, without distortion: spoon, boat. The adjacent vowel (e, o) contributes to the clarification of consonants.

Stunning can occur with any of the paired voiced consonants. In this case, the voiced consonant is pronounced like its paired voiceless consonant:

b c d e f h

↓ ↓ ↓ ↓ ↓ ↓

p f k t w s

2. Consider examples of stunning voiced consonants in words (when a voiced consonant is followed by a voiceless consonant):

Pronunciation: Writing:

Eyes - glasses eyes

Beard - beard goatee

Nail - nails nails

skirt - skirt skirt

booklet - booklet book

Sleeves - sleeve cuff

3. In the middle of the words cup, branch, two deaf consonants met: shk, tk. To make sure that there is no contradiction between pronunciation and spelling, let's turn to the same vowels for help: cup, twig.

4. Check doubtful consonants in words:

... - shop ... - fur coat ... - matryoshka

... - notebook ... - tile ... - strip

... - herring ... - cover ... - fairy tale

There is a hut on chicken legs. There is rain water in the ca-ke. The dog sleeps in the boo-ke. This ridge grows carrots. On the edge, bere-ki turn green. Sweet raspberries ripened on the clearing. Boards are running along the road, but no-ki. (Skis.)

6. Insert missing consonants after checking:

Ry-ka is small, but the ear is sweet. Sit down side by side and talk la-com. On we-ku and ko-ka beast.

Along the way, goose sha-com

the goose army marches on.

Appeared in a yellow shu-ke -

goodbye, two shells! (Chick.)

Falling from the golden ve-ki

coins. (Leaves.)

He will pat on the flower and share the fur. (Bee.) (A. Rozhdestvenskaya.)

7. Choose words that match these patterns. Orally check the consonant in the middle of words:

Shka (cup, cat, tower, mouse, porridge, drying, donut, ingot, bear, bump, midge,

Shka (stick, bowl, brooch, bun, crumb, cover)

Shka (shirt, reel, pillow, frog, okroshka, drying)

Shka (brother, tire, top, potato, old woman)

Zhka (leg, spoon)

Zhka (buckle, stitch, mug, book)

Zhka (haircut, cap, shavings, earring, mitten, cover)

Zhka (russula, fastener, footboard)

Dka (boat, tub, booth, grandfather)

Dka (bed, breast, summary, strand)

Dka (mystery, neighbor, guess, landing, gazebo)

Dka (reconnaissance, wiring)

Weaving (thread, mesh, branch, fleece, baby)

Weaving (cage, tile, throat, whip)

Weaving (cap, tent, attempt)

Tka (pill, candy, crib)

Ska (helmet, mask, fishing line, nipple)

Ska (paint, footnote, typo)

Ska (sidecar, note, stripe, signboard)

Ska (registration, sausage, pendant, subscription)

Zka (knitting)

Zka (pointer, lubricant, teardrop, fairy tale, bundle)

Zka (birch, tie, tenderloin, putty)

Zka (loading, trimming)

8. Observation of the stunning of voiced consonants at the end of words is carried out similarly to the earlier consideration of cases of stunning in the middle of words.

Check for a doubtful consonant at the end of a word:

a) verbally - with throwing the ball or raising the corresponding consonant letter;

b) in writing (selectively).

Sample: ice - ice (d).

p - b - soup, crab, tooth, snowdrift, ice hole, volley, hawk, log house;

d - t - garden, plant, mole, honey, people, seine, ice, labor, pilot;

w - w - baby, hut, rye, lily of the valley, knife, ruff, hedgehog;

s - s - frost, watermelon, story, cargo, nose, eye, cart, coward;

f - v - beak, closet, shoes, scarf, carrot, sowing, giraffe, eyebrow;

k - g - knock, iron, ravine, flag, coast, step, friend, apron.

l – c r – e s – d c - - d d - - h s - - d d- -b d - - d

Reference words:

lion, catch; glad, kind, row; snow, stack, lay down, syllable; enemy, screech; eye, load, gnaw; trace, shame, vault; hump, mushroom, coat of arms, rude, rowing; friend, debt.

Sample: flowering meadow(s), bitter onion(bulb).

A pond is a rod, a fruit is a raft, young is a hammer, ice is years, a mouth is a genus, a stock is a haystack, a Serb is a sickle, a mushroom is a flu.

Whoever loves labor, people honor him. Bro-yes, yes, they live. In the language of myo-, and under the language of le-. Thank you, moro-, that the snow is covered. Without ru-, without but-, but he knows how to draw. Drink, eat, and tell the truth. Kako-root, tako-and plo-.

Three wise men in one bowl

set sail on the sea in a thunderstorm.

Bu-b is simpler than the old one,

my story would be longer. (S. Marshak.)

Eight but-, like eight ru-,

embroidered with silk.

The master in silk knows tol-.

Buy flies, go-! (Spider.) (V. Fetisov.)

12. After checking the doubtful consonants, write out the data below the words in two columns according to the presence of a voiced or deaf consonant:

a) book-ka, kry-ka, cha-ka, ko-ka, boom-ka, boots-ki, katu-ka, raw-ka, straight-ka, tele-ka, cover-ka, gray-ka, doro-ka, opu-ka, kru-ka, stru-ka;

b) bula-ka, kno-ka, koro-ka, popra-ka, su-ki, mo-ki, klu-ki, pro-ka, losha-ka, ve-ka, kolya-ka, re-cue, no-cue, re-cue, sle-ki, shka-chik, hand-chik, bli-ko, gla-cue;

c) but-, gla-, strau-, holo-, report-, sapo-, kru-, vol-, vra-, table-, mine-, tor-, small-, baga-, like-, kamy-, gara-, soldier-, ball-, ulo-, prili-, hand-, fishing-.

Differentiation of phonemes with acoustic-articulatory similarity (continued)

Sounds S - W

1. Isolation of the sound from the word. Isolation of the sound sh from the word.

2. Consideration of their articulation.

3. Compare by articulation (the difference is emphasized). Recognize isolated sounds by silent articulation.

4. Match the sounds with the letters s, sh.

5. Differentiate them in syllables of various types; orally - reading syllabic tables; writing - dictation.

6. Compare the words-paronyms by meaning and sound, make sentences with them:

disputes - spurs fable - tower managed - rustled

7. Indicate from which poem the following lines are taken. Mark in them words that differ in only one sound:

He shouted: “What a joke! And I came back

I'm on my second day! And he came to Leningrad! (S. Marshak.)

8. Write the words in two columns (according to the presence of s, w):

brought, sewn, sleepers, slept, paint, baby, spring, cherry, poems, fluff, sand, grandfather, extract, wasps, mustache, shirt.

9. Determine the place of sound in words (push the number out of the row):

c - pump, thank you, cashier, pines, went down, Russian, laughed, fluffy, sausage, pranks, nimble, fragrant, highway, six;

sh - an old woman, peeling, making noise, funny, shepherd boy, I hear, step on, huts, crumble, bumps, rustle, make a noise, play pranks.

10. Change the verbs according to the model, noting the alternation from - sh:

a) verbally - with throwing the ball; b) in writing. Sample: ask - I ask.

write - scratch - wear - ask -

knead - bite off - paint - chicken -

ask - dance - mow - weigh -

Underline the letters s, sh.

11. Clearly repeat:

Checkers on the table, pine cones.

The cat sleeps and sees the mouse.

The bush rustles - obliquely hurries past.

Hurry up and make people laugh.

We have our cat, you have your cat.

Dry leaves rustle. The shepherd put out the fire. I hear the whistle of a gopher. The tops of the pines are rustling. It's time to stir up fragrant hay. The rustle of reeds broke the silence. Plums and pears will soon ripen.

1. Isolate the indicated consonants from the words (in the initial position).

2. Compare sounds by articulation.

3. Match the sounds with the letters h, g.

4. Differentiate in syllables (in pronunciation, by ear, in writing).

5. Oral dictation of words (raise the letter z or g):

sign, press, pity, ice cream, freeze, fried, slides, awakening, blowing snow, carving, mode, lacy, carnation.

6. Write down the words under dictation in two columns (according to the presence of h or g):

fire, fence, sonorous, crammed, soot, snakes, harvest, on duty, called, squeezed out, friends, friendly, jump, winter, came to life, circled, loaded.

7. Determine the place of the sound in the word (working with the digital series):

h - tore, brings, splinter, immediately, cut, tied, arrogant, fled, mimosa, freeze, unclenched;

g - jump, curd, unclench, irritation, order, decompose, disarmament.

8. Change the words according to the model, noting the alternations of h - f:

a) verbally - with throwing the ball; b) in writing.

Sample: carry - I drive.

cut - ... smear - ... say - ...

lick - ... threaten - ... order - ...

slide - ... load - ... refuse - ...

To him we gave, to him we gave. Well, on my fur coat, well, on my sleigh. Yo-ik half-yet in a ovra-ek. Heavily loaded in-s. -vonkoe singing stri-she can hear and-far away. Our -veno is named differently. An early song - apel in la-uri - avoronok - smelly.

10. Suggestions for analysis and recording:

Lights are lit early in winter. The old spring is rusty. Before there were no railroads. Residents of Zaporozhye use gas. Wagons brought fresh hay. We ran to a nearby lake. The puddles are already frozen. We kindled a fire. Zina needs a narrow elastic band. The splinter wound healed quickly. The detachment is located in a birch forest. The smell of birch mingled with the smell of ripe strawberries.

Fixing the topic

1. Listen to a poem

PETER AND LETTERS

If we don't take action,

boy Petya - that's the trouble! -

the letter "sha" and the letter "er"

will never master

Instead of the word "good"

he says - "holo".

Instead of the word "parachute"

he says - "palasut".

And now vice versa:

other letters are not an example,

he fell in love in a year

the letter "sha" and the letter "er".

Instead of the word "wheel"

Petya writes - "sidekick".

Instead of the word "vacuum cleaner"

the schoolboy writes "pyreshoshi". (V. Lifshitz.)

What difficulties did Petya have in pronouncing sounds? Did he manage to learn to pronounce difficult sounds? Is everything all right with Petya in the letter? How can you help this boy?

2. Repeat and solve riddles. Mark the whistling and hissing consonants in the text:

Threw off from Yegorushka

golden feathers.

Yegorushka made us

pour tears without goryushka. (Onion.)

Planted a seed

raised the sun. (Sunflower.) (A. Rozhdestvenskaya.)

3. Listen to the text of N. Sladkov "Trees". When re-reading independently according to the text of the card, restore the missing consonants s, z, w, zh:

a) orally (raise the corresponding letter);

b) in writing (write letters in the slots of the card):

Enter the forest and stroke the trees with your palm, as if you are patting your old friends on the pin. -barrels are warm, like a body -willow: they sway a little, as if breathing ...

And the ver-ins are buzzing now loudly, then la-kovo. Li-tya mutter with green ya-ychki.

Lean towards the trunk, as if to the shoulder of a friend. The shoulder is smooth, slippery - this is a young bere-a. -trunk in pimples - this is an o-ina. Or a bark and-boro-dennaya, like a ko-a-womb. This is oak.

In-th-and-n with trees shoulder to shoulder. And I want to ti-t-tip with the palms of their hands-branches and hit hard.

1. Isolate sounds from words.

2. Compare by articulation.

3. Match with letters.

4. Differentiate in words like:

se - sche ascha - asya syasch ... schis ...

5. Dictation of a series of syllables.

6. Make sentences with the words: sat down, slots.

7. Arrange in two rows subject pictures, in the name of which there are indicated sounds. Determine the place of the sound c" in the names of the pictures of the first row; the place of the sound u - in the names of the pictures of the second row.

8. Differentiate sounds from "- u in words orally (raising the corresponding letters):

goldfinch, village, blue, sorrel, squeaks, sieve, brush, sat down, autumn, forgiveness, cheeks, fun, spring, things, food, letters, cave, braid, pike, ash, box, nibbles, hoarse, frail.

9. Insert the missing letters s", u: a) orally, raising the letters; b) in writing, underlining them with colored pencils:

Yadu tre-it trya-ina -uril-ya

-etka -ekotal mor-ina hru-ty-y

comrades-and po-eyal po-e-al ta-il-ya

s-ty-y ble-tya-y but-il-ik infusion-y

10. Form verbs of given nouns. Sample: shine - shines.

squeak - splash - crackle - search - whistle - wax -

The playground is always fun. An angry frost crackles. A blue wave splashes. The carp got it from the pike. The fire illuminated the pine trunks. The glazier put in the glass. The porter carries things. The puppy squinted in the sun. My friend and I visit the pool. Shiny ice on the rink. On the branches sparkling frost. Today it is forbidden to visit the sick. The winter twilight was rapidly gathering. Find nouns in the text. There is good lighting in the classroom.

1. Isolate the sounds r and l from words (in the initial position).

2. Compare by articulation.

3. Correlate with the letters p, l.

4. Differentiate in syllables of various types (oral; recording from dictation).

5. Practice pronouncing the following syllables, orally including them in words:

ral (removed, sunbathed, chose, dismantled, moved ...)

roll (overcame, ripped ...)

rudder (helmsman...)

dug (dug, dug...)

lyar (case, painter ...)

ler (propeller...)

lir (jeweler...)

row (trusted, lost, stuck, tested...)

rel (looked, burned, shot ...)

ril (said, gave, believed...)

ler (controller...)

lyur (velor, hair...)

roar (eagle...)

Rul (pan ...)

6. Differentiate r and l in words (entry in two columns - from hearing):

crucian, boat, sailed, good, bad, order, wind, hide, oars, buckets, fence, felt boots, doll, samovar, dump truck, poster.

7. Determine the place of sound in words (work with the digital series):

l - shed, swam, stroked, tore, separation, divider, verb, glider, broke, quail, full moon, agriculture, white-barreled, lazy, lair;

p - fitting, jumped over, plumbing, ice hole, proletarian, teased, braved, corridor, character.

8. Insert the missing letters ril:

a) orally (raise the letters); b) in writing:

k-y-tso, ko-ab-i, g-e-ka, pe-eu-ok, ve-well-xia, gene-a-, pe-ep-et, eska-ato-, ba-e- ina, sve-o, ze-ka-o, bib-ioteka-b, te-eg-amma, ve-to-et, bu-it, ap-e-b, b e-oga, k-es-o , cast-yu-la, cont-o-e-.

Underline the letters r, l.

9. Suggestions for analysis and recording:

Klava tore ripe plums. The fishermen returned in the evening. The field was sown with clover. The sister untied the handkerchief. Downpour rumbled on the roof. My brother and I sailed on a steamboat along the Volga. The boat ran aground in the creek. The crayfish tossed and turned in the bucket. Valera and Larisa fed the rabbits.

10. From the verbs given below, form new ones by means of the prefix raz- (razo-), underline r and l with colored pencils.

Sample: Ironed - smoothed.

lazy - ... looked - ... returned - ...

broke - ... torn - ... warmed - ...

loaded - ... dug - ... boiled - ...

11. Auditory dictation:

It was hot. The children swam in the pond. The friend was dozing on the beach. Valera splashed Druzhok with water. The friend growled loudly. The children played and sunbathed for a long time on the shore.

PEA

Peas sat side by side in one pod. A week has passed. Suddenly the pod opened. The peas rolled merrily into the boy's palm. The boy loaded a gun with peas and fired. Three peas flew to the roof. Pigeons pecked them there. One pea rolled into the ditch. She sprouted. Soon it turned green and became a curly bush of peas.

12. Record the text graphically under dictation.

(Dictated text.) (Entry in notebooks.)

TRESOR pp

There was a padlock on the door. - r l -

The puppy was locked up, r l -

All are gone and one - l - -

they locked him in the house. - - rl -

We left Trezor - l rr

without supervision, without supervision, - rr - r

and so the puppy - - -

spoiled everything he could. rrl - - -

Tore the dress on the doll

pulled out a tuft of wool from a hare,

into the hallway from under the bed

stole our shoes.

Got the cat under the bed

the cat was left without a tail.

Found a corner in the kitchen -

plunged headlong into the coal,

got out black - do not know.

Climbed into the jug - turned over,

nearly choked

and lay down on the bed

We are a puppy in water and soap

washed for two hours with a washcloth.

No way now its

we won't leave one! (S. Mikhalkov.)

2. Compare sounds by articulation (similarity, difference).

3. Differentiate them (orally and in writing) in syllables like:

ha - ka - ha aha - aka - aha

4. Differentiate sounds in words (match words in meaning, sound and spelling). Orally include in phrases:

year - cat - move could - mok - moss

nasty - tubs - huts group - krupka - fragile

5. Differentiation of sounds in words:

a) orally - raise the letters g, k, x;

b) in writing (selectively - words available for spelling):

passerby, jumped, warm up, ordered, sunrise, sunset, snoring, bend down, steamboat, jumps, turned on, term, crested, tufted, deafened, deafened, shirt, shirt, buttoned, clasp, quietly, ticked, buckwheat, frail, character, characteristic, hockey, hamster, laughter, peas, walnut, rumble, tiny, snapped up, touchy, crossroads.

6. Determine the place of the sound x in words (according to the digital series):

kitchen, capercaillie, fluffed up, coolness, fluttered out, giggle, devastation, crunch, quietly, quietly, buckwheat, black-eared, led, turtle, roar, laughed.

7. Suggestions for analysis and recording:

Nice pictures in the book. We all go to the skating rink. Snow is soft as fluff. Lighthouse on the shore of the bay. The rooks follow the plow. Fragile ice on the river. A viper basked on the dry sand. In the hot sun dried up and torn from the pods of peas.

8. Auditory dictation:

Galka had a cat called Gulka. Gulka had tiny kittens. They lived in a corner. Once a rooster flew up at the window. Gulka rushed at the rooster. A fight started. The eyes of the cat sparkled, and the feathers flew from the rooster. The mistress came and kicked out the rooster.

9. Graphic dictation:

In winter I found a beaver hut on the river. The snow melted at the top. Wolf tracks all around. Apparently, hungry vagrants came. The top of the hut is smeared with mud. The mud was hardened by the cold. Only the wolves could scratch the hut with their claws.

In the spring I wanted to look at the household beavers. Quietly approach their hut. Suddenly, a bird fluttered out of the brushwood and let's chirp. The beavers heard her cry and immediately disappeared.

1. Isolate sounds from words.

2. Compare the sounds by articulation (draw students' attention to the sound composition of the affricate ts: conjointly pronounced components t and s).

3. Differentiate them in syllables of various types (orally; in writing).

4. Differentiation in words:

a) compare in meaning and sound:

light - color saber - heron sat down - whole to reduce - to bloom;

b) raise the corresponding letter:

virgin land, sent, falcon, appreciate, fingers, belt, rails, pollen, hay, Friday, wheel, ring, wall-mounted, towel, coat, sable, marten, street, border, lane, three hundred, twenty, pepper, transfer, officer, exhibition, assessment, percent, tail, father, oats, singer.

Ini-a, -toli-a, -epit, -and-thorns, -pi-a, -kvor-s, let-tni-a, -aharni-a, gu-eni-a, -oln-e, ne-s, -ena, re-ni-s, me-i-.

6. Change the words according to the model.

Sample: braid - braid, wanderer - wanderer.

fox - ... companion - ... peer - ... sister - ... herald - ... godson - ...

7. Repeat tongue twisters:

A horse with laziness, a fox with a cunning.

Seven-flower, seven-flower, seven-flower.

8. Suggestions for analysis and recording:

Sun above the forest. The lilac blossomed. It's already dawn. A tit whistles near the bush. The fox grabbed the chicken. The bird was calling to its chicks. A flower bloomed on a dry rock. Caterpillars appeared in the gardens. The sheep has left its flock behind. The horse was loaded with oats. At dawn, the starlings sang.

1. Isolate sounds from words.

2. Compare by articulation (consider the sound composition of the affricate h: conjointly pronounced components t "u").

3. Differentiate in pronunciation and writing in syllables like:

ti - chi che - te - che tich chat honor

4. Differentiate sounds in paronymic words (comparison of words in meaning and sound, making oral sentences with them):

cup - hard to hide - strand river - radish

ball - knead bangs - chick oven - sing

scratched - tesal evening - whip wind - shoulders

5. Differentiate sounds in words (raise the corresponding letters).

swing, wanted, duckling, learning, pen, picture, barrel, kitten, wicker, baked, honorary, twisting, twisting, cricket, flowed.

6. Write down words under dictation in two columns (according to the presence of sounds h, t ").

doctor, take, five, save, news, blizzard, Thursday, wiped, evening, crying, paid, subtraction, washing, bee, flew, treated, some water, drive.

h - knocked, scarecrow, dots, capital, one thousand, printed out, pod, suitcase, stick out, too, resourceful, sincere, flowing;

t "- endure, black grouse, lose, heaviness, part, demand, reading, teacher, third, increase, pull, quarter, skullcap, clean.

8. Change the verbs according to the model, following the alternation of sounds h - t "in the stem of the verbs.

Sample: twirl - I twirl - he twirls.

fly - I ..., he ... shine - I ..., he ...

roll - I ..., he ... draw - I ..., he ...

thresh - I ..., he ... twist - I ..., he ...

notice - I..., he... beat - I..., he...

but: to want -yahochu- he wants (to conjugate completely).

9. Conjugate the verb want in combination with the verbs to teach, draw, read.

10. Compose phrases with words exactly the same, a little bit.

11. Name words that include these syllables:

Chit - teach, instruct, heal, help out

Chat - seal, be silent, shout, knock, get bored, grumble

Tech - first aid kit, place, leak

Tich - a bird

12. Clearly repeat the proverb, nursery rhyme, riddle:

To teach is to sharpen the mind. The river flows, the stove bakes.

Five boys, five closets.

All the boys went to dark closets -

each boy - in his closet. (Gloves.)

13. Suggestions for analysis and recording:

The squirrel hides the nuts in a secluded place. You need to fix the switch. The girl wants to sit in the shade. Iron the pillowcase with a hot iron. It's time to fire up the stoves. A strange calf lows at the gate. It's nice to lie on a warm stove on a winter evening.

14. Write the verbs below in two columns in accordance with the questions:

what to do? what to do?

accustom accustom

Distinguish, distinguish, receive, receive, meet, meet, tame, tame, mark, note, include, turn on.

The speech therapist draws the attention of students to the difference in semantic shades of these related words. Orally include them in phrases (sentences). For example:

It is not easy to tame wild animals, but they can be tamed. I had to meet hares in winter, but I have not yet managed to meet a fox. Those who are absent should be noted daily in the journal. And today we must celebrate them.

Letters are different letters

With a thin pen in a notebook

wow at school...

You-it-and multiply,

don't hurt kids

w-at at school, w-at at school, w-at at school!

To -four add two,

by syllables -ita-th words

wow at school...

Good love books

and responsive

w-at at school, w-at at school, w-at at school! (M. Plyatskovsky.)

1. Isolate sounds from words (in the initial position).

2. Compare by articulation:

h (t "w") - explosive, short sound. Both sounds are soft.

u (w "w") - slotted, long sound. They have a common component.

3. Orally and in writing differentiate in syllables like:

cha - cha cha - cha - cha chach chach

4. Differentiate words-paronyms:

bangs - lye brushes - rosary

crying - cloak mark - place

be able - power to clean - protect

Make sentences (orally) with these words.

5. Learn the sound against the background of the word (raise the corresponding letter h or u):

Fatherland, returning, creature, increase, storage, champion, torso, hairstyle, buckwheat, slums, dense, stubble, garlic, mason, cleaner, bird cherry, future.

6. Repeat the rule for writing the syllables cha, shcha, chu, shu.

Write the words under dictation in two columns according to the presence of h or u:

mail, sad, squeak, stocking, candle, mercy, sadness, sorrel, pack, goldfinch, pike, evening, things, plot, thousand, cheek, start, stranger, looking.

7. Determine the place of sound in words (according to the digital series):

h - rays, brick, ham, exception, endless, sunny, partially, too much, lye, tickle, extremely;

u - monster, clean, return, squares, defended, broadcasting, vegetable store, pasture.

A-a-yo-ki-i-u

Eto-ka-a-e-e-ok

then-il-ik-aces-ik-udovi-e

9. Form a comparative degree of given adverbs.

Sample: clear - clearer, thick - thicker.

small - sweet - vigilant - strong -

easy - sharp - thick - simple -

bitingly - loudly - often - cleanly -

Underline the letters h and w with colored pencils.

10. Change the verbs according to the model, noting the alternation of st-u, sk - u, t - h, k - h.

Sample: roll - I roll, be sad - I'm sad.

visit - clean - cry - place -

seek - twirl - let - treat -

forgive - splash - pay - rinse -

draw - jump - forgive - fly -

11. Suggestions for analysis and recording:

Rooks are screaming in the grove. There is a huge bream on the rod. Predatory animals are looking for prey. Swallows chirp merrily. Fog thickens over the river. The hazel grouse finds food under the snow. At night, bats leave their shelters and fly for prey. By night, the frost is getting stronger. A rare sunbeam will look into this dense thicket. From the evening there were no signs of a storm. The candle dimly lit the room.

12. Dictation:

The noise was approaching with alarming speed. The branches crunched and cracked. There was a frequent thud. It was a large herd of wild boars rushing past. It burst out of the thicket into the clearing. Boars hurried to escape from a predatory tiger. The trees swayed from their powerful run.

1. Isolate sounds from words.

2. Compare by articulation with clarification of the sound composition:

c \u003d ts, h \u003d t "u".

3. Learn the sound in isolation by soundless articulation.

4. Match the sounds with the letters q, h, noting the similarity of the lower element of the letter q with the link of the chain and the upper element of the letter h in the handwritten font with the wing of a seagull. (Remember: the lower position of the tip of the tongue on the sound C - and the lower element of the letter; the upper position of the tip of the tongue on the sound H - and the upper element of the letter.)

5. Differentiate in reading syllables like:

tsa - cha tsa - tsa - tsa chats

6. Selectively write down syllables from dictation.

7. Differentiate sounds in words (raise the corresponding letter):

towel, sand, combed, gypsy, finger, sentry, acacia, bird cherry, trailer, well done, well done, cleaned, whole, swing.

8. Enter the syllables cha and chu (repeating the corresponding rule):

Sy, they say-, stu-, tu-, wind-, NATO-, -shechka, mined-, -lan, -joy, saran-.

a) good-a, zarni-a, -aplya, -asto, flattering-a, mischievous-a, mischievous-at, sku-al, fun-ak, pri-alit, -ate, burning-th, soap-a ;

b) -arevna, -arevi-, vol-i-a, u-itelni-a, -epo-ka, mountains-i-a, -asti-a, klu-i-a, -ulo-ki, -veto -ki, -elove-ek, -ernilni-a, -ervya-ok, u-eni-a, otli-ni-a, u-astni-a, le-ebni-a, pad-eri-a, -erepi -a.

10. Change the words according to the model, noting the alternation of c - h. Sample: porch - porch, end - tip.

11. Insert alternating letters q and h into these nouns and adjectives:

Sample: face - personal, mill - mill.

tooth- - tooth-creative - - creative

stoli-a - stoli-ny left- - singing

sunny-e - sunny ow-s - ow-th

horse- - horse-ny cucumber- - cucumber-ny

12. Suggestions for analysis and recording:

Silence reigns in the dense forest. Black clouds covered the sun. Birds fuss all day long. After Thursday there will be Friday. Weavers weave chintz. The stream is smaller than the river. The cuckoo lays eggs in other people's nests. The father is cleaning the onion. We cleared the snow from the porch. The girl was awakened by the rays of the sun. Tits look for insect larvae. The she-wolf sensed the man. On the branches of trees, birds make nests, lay eggs and hatch chicks. The starlings and swallows are the first to fly south. There, King Kashchei languishes over gold.

13. Dictations (auditory or graphic):

a) Olechka and Zoya are sisters. Girls love to sew. Mom bought needles, scissors and colored threads for her daughters. The whole evening the girls embroidered flowers.

(b) Why does the man keep the sheep? Sheep are of great use to man. Sheep wool is usually used to make various clothes. Leather goes to boots. The meat is edible. People raise sheep. In summer they are grazed in meadows with succulent herbs. With the onset of cold weather, sheep are placed in warm sheepfolds.

14. Texts for selective dictations:

a) Why do migratory birds arrive at different times in spring? The rook arrives in March, and the swallow only in early May. The reason for this is the ability to find food. The rook will be full of what he finds in the thawed patch. The swallow catches prey in the air. If the swallows happened to arrive in March, when there are no midges yet, they would die of hunger.

b) Flowers and trees have their own spring schedule. Willow blooms in April, and lily of the valley - at the end of May. An apple tree will never bloom before a bird cherry, and a bird cherry before a birch. In the spring, it’s easy to find out by a flowering branch what month of the year it is. If hazel blossoms, it's April. If there are earrings on a birch - the beginning of May, and spring ends with the flowering of lilacs.

CORRECTIONAL WORK AT THE LEXICAL LEVEL

MAIN OBJECTIVES OF THE WORK

This work should begin with clarifying and replenishing the vocabulary of students on the list of topics proposed below. The main tasks of lexical work:

О quantitative growth of the dictionary (due to the assimilation of new words and their meanings);

2) qualitative enrichment of the dictionary (by mastering the semantic and emotional shades of the meanings of words, the figurative meaning of words and phrases);

3) cleaning the dictionary from distorted, colloquial and slang words.

Students practice syllabic and morphemic analysis and word synthesis; observe the phenomena of polysemy, synonymy, antonymy and homonymy of both words and morphemes.

§one. DETECTING STUDENTS' ACTIVE VOCABULARY

Words for things: fruits, vegetables, trees, flowers, domestic and wild animals, domestic and wild birds, toys, educational items, tools, transport, furniture, professions, etc. (students should know the species and generic names, be able to group them, comparing them with adjacent groups, noting similarities and differences).

Words denoting signs: color, size, shape, taste, material and other qualities of objects (based on the above groups of objects).

Action words: ways of moving, eating, giving voice, work activities, etc.

1. Name the actions (throwing the ball):

Snowstorm (what does it do?) - sweeps, thunder -..., sun - ..., downpour - ..., lightning - ..., wind - ..., snow - ..., frost - ... .

2. Name another object with the same feature:

White chalk (and white snow), narrow belt (and narrow ribbon), yellow melon (and pumpkin...), fast river (and stream...).

3. Compare:

to taste - lemon and honey, onions and grapes;

by color - cornflower and carnation, pear and plum;

by strength - rope and thread, paper and fabric;

in width - a road and a path, a stream and a river;

in height - a house and a hut, a bush and a tree.

4. Listen to the riddle, highlight the words denoting voice actions. Explain why rhymes help solve this riddle:

I bark with everyone

with every owl

and every song of yours

I sing along with you.

When the steamboat is away

roar like a bull on the river,

I also roar;

Woo! (Echo.) (K. Chukovsky.)

5. Guess the object by its signs or actions:

round, striped,

Taken from the garden.

Sugar and scarlet became -

eat please! (Watermelon.)

Flying, squeaking

drags long legs,

chance will not miss -

sit down and bite. (Mosquito.)

Who is this gardener?

Poured cherries and gooseberries,

watered plums and flowers,

washed the herbs and leaves.

And how dusk came

we were told on the radio

that tomorrow he will come

and water our garden. (Rain.)

The poem is then read line by line. Along the way, the corresponding pictures are considered. Children with the help of a speech therapist or independently complete verbs with nouns. For example, he waves his handkerchief, splits firewood, etc.

After that, the speech therapist invites the children to restore the poem from the pictures:

a) the speech therapist calls the name, and the children - the action;

b) remember the name by action.

a) Masha ... (waving).

Pasha ... (plows).

Kolya ... (tunes).

Fields ... (flight).

Valya ... (tumbles).

Katya... (rolls).

Light ... (shines).

Sonya... (sleeping).

Tonya... (drowns).

b) Waving ... (Masha).

Plow ... (Pasha).

Collet ... (Kolya).

Flight ... (Fields).

Knocks down ... (Valya).

Rolls ... (Katya).

Shines ... (Light).

Sleeping... (Sonya).

Drowning... (Tonya).

§2. REFINED AND EXPANDED STUDENTS' VOCABULARY

The words are "weeds".

Listen to the poem:

Words are different

are unrelenting.

Here, for example, to Volodya

the word "like" stuck.

He will never say yes.

Will you have lunch?

Like yes.

Ask Volodya:

Are you a pioneer? - "Yes, sort of."

Did you work in the garden?

And he again: “Yes, sort of.”

Words are different:

good, simple,

words are empty

useless, empty. (And Barto.)

In the subsequent conversation, find out which words clog the speech of schoolchildren without adding meaning to the statements. Recommend to unlearn obsessively repetitive words (well, this, that means, etc.).

Words - "buddies" (synonyms)

1. From the words below, pick up in pairs words that are similar in meaning, although different in sound composition:

a) twig, sadness, alphabet, month, doctor, horse, solid, earlier, pours;

b) rod, sadness, alphabet, moon, doctor, horse, hard, before, flowing.

2. Indicate the fourth "extra" word (with a different meaning than the rest of the words):

Sad, mournful, dull, deep;

Brave, sonorous, bold, courageous;

Weak, brittle, long, fragile; strong, distant, durable, reliable;

Understand, understand, remember, comprehend;

Think, go, think, think.

3. In the following phrases, indicate words that are close in meaning:

Fresh food, food supply, delicious food;

The appearance of a stranger, the appearance of a person, the appearance of a hero, the appearance of a guest;

Unknown bush, unfamiliar handwriting, unknown poet;

Fast horse, fast train, fast river, hasty departure;

Clumsy puppy, awkward movement, clumsy teenager, angular gait;

Valuable cargo, heavy burden, hand luggage, bulky luggage.

4. Explain which of the words of each line is used more often in colloquial speech, which in book speech. Indicate words that have a disapproving connotation:

Arrived, arrived, rolled;

Came, complained, showed up;

Rushed, rushed, pounced;

Broke in, intruded, broke in;

Bounced, recoiled, shied away.

5. Listen to the fairy tale "Tiger-lion and lion-tiger":

A tiger-lion is a lion-tiger, just the other way around. And they are all the other way around. Tiger-lion striped: black stripe, yellow, black. yellow.

Lion-tiger - vice versa. First yellow, then black.

And their manes are different. The lion-tiger is shaggy. The tiger-lion is shaggy. The right ear of the lion-tiger is shorter than the left. Tiger-lion is not like that. His left is longer than his right. Here is a tiger-lion.

The tiger-lion was at first small, and then became large. He became big and went to himself - left, right, left, right and growled like a big one: rrry!

Lion-tiger, to spite him, at first was not big, and then became not small and roared in his own way: yrrr! - and went right, left, right, left. And he twisted his tail along the road, and did not turn it like a tiger-lion.

And they went, of course, who goes where. Lion-tiger at the edge of the forest. Tiger-lion on the forest edge. The tiger lion went for a run. The tiger lion ran for a walk.

And where did they come from? Lion-tiger from fiction. But the tiger-lion, of course, from fiction. (E. Izmailov.)

Find out how the children understood the meaning of the fairy tale. When reading again, consider how the author gives the same image in different words.

Words - "enemies" (antonyms)

1. Find words in the text that have the opposite meaning:

A strange forest in September - it has spring and autumn nearby. A yellow leaf and a green blade of grass... Warm sun and cold wind. Decay and flourish. The song of birds and silence. Sad and happy!

(According to N. Sladkov.)

2. Insert missing words into proverbs: big, small:

The stump overturned ... the cart. ... business is better ... idleness. Even the most... tree grew from... a seed. They don’t put cargo in ... a boat. ... crochet ... you can't fish out fish.

3. Choose antonyms for the highlighted words:

summer day - for ... a week. At short mind... language. for the sake of new dude...don't leave. Early the bird cleans the sock, and ... it tears through the eyes. Full the ear leans towards the earth, but ... reaches for the sky. Know more and say...

4. Consider two pencils: short and long. Listen to the verse:

Pencil, why are you sad?

“He was big, but he became a baby.”

Well, but your master

was a baby, but became big.

5. Retell the content in your own words, using words with the opposite meaning (first - then, was - became and DR.).

a) close in meaning to the words sad, sad;

b) they are opposite in meaning.

"SAD"

There lived a very sad man. Well, since he was sad, he had to be sad. Yes, only one is very sad to be sad. And he went to look for someone to grieve together.

He sees - a willow stands by the river. Weeping willow. “Here,” she thinks, “what a river she cried.” And asks:

Are you, willow, sad or sad?

I am sad, - says the willow, - and I am sad too.

Come with me and mourn together.

Willow agreed, went. They are walking across the field, they see a stork. There is a stork, its beak hung.

Why, stork, hung its beak?

Because I'm not happy.

And we are unhappy. Go with us!

Walked, walked, they see, a dull rain is coming.

Come, dull, to our company.

Does it matter where to go, - the rain answers and followed them.

They walked and walked, stopped and began to call all the sad ones to their place. A lot of sad people have gathered. They rejoiced at each other.

Wow, - they shout, - how many of us! Well, now let's get down to it!

They joyfully played sad hide-and-seek, with laughter they started gloomy tags. They started a gloomy round dance - they almost burst with laughter. They sang a sad song - they grabbed their stomachs.

It turns out that being sad together is not so sad! (E. Izmailov.)

7. Name a word with the opposite meaning (throwing the ball):

day - ..., morning - ..., sunrise - ..., spring - ..., winter - ..., tomorrow - ..., early - .... close - ..., low - ..., rarely - ..., slowly - ..., spacious - ..., joyfully - ..., dark - ..., sat down - ..., took - ..., found - .. ., forgot - ..., dropped - ..., littered - ..., straightened - ..., light - ..., high - ..., sick - ..., clean - ..., frequent - ..., hard - ... .

8. Indicate antonyms in proverbs:

The native side is the mother, and the alien side is the stepmother. Work feeds, laziness spoils. Sing well together, but speak apart. Know how to make a mistake, know how to get better. A near neighbor is better than distant relatives. One mind is good, but two is better. A friend argues, and an enemy agrees. Softly spread, but hard to sleep.

9. Insert the missing words, comparing them by meaning:

Far away my knock is heard around.

To worms I..., and to trees... . (Woodpecker.) (B. Timofeev.)

10. Pick up antonyms for the highlighted words:

Sand on the beach dry, and by the water ... . Crossing the street, look left, and then... . You must enter the bus through back door, and exit through ... . On the train, grandfather slept on bottom shelf, and I'm on ... a shelf. Petya usually rosy, and after the illness he ... . On the shore of the lake petty, what next... .

11. Insert the missing words into the text today, tomorrow in accordance with the meaning of the statement:

“... I'll study, but ... I'll take a walk,” says the lazy one.

“... I’ll take a walk, but ... I’ll study,” says the diligent one. (K. D. Ushinsky.)

Frost in the spring is special. The ear that is in the shade freezes, and that in the sun burns. From green aspens - drops, but the droplets do not reach the ground, they freeze on the fly into ice. Water glitters on the sunny side of the trunks, the shady side is covered with a crust of ice. Snow melts and burns during the day, frost snaps at night.

(According to N. Sladkov.)

13. For the words below, select from the previous text words with the opposite meaning:

in the shade - (in the sun).

Freeze - ... . Day - ... . Droplets - ... . Sunny - ... . Water - ... .

Twin words (homonyms)

1. Listen to the poem:

I was walking with a bag over my shoulder,

I see a key beating in the ravine.

Leaning over the key

I dropped the key into the water.

I rummage in the key along the bottom,

I bend my back over the water.

If I don't find the key

How will I get home? (V. Lifshits.)

What two words are spelled and pronounced the same but have completely different meanings?

2. From these phrases, make sentences:

Transparent key, treble clef, broken key;

Sharp spit, long spit, sand spit;

Sharp marigolds, fragrant marigolds;

Accurate onion, green onion;

Coniferous forests, scaffolding;

Shallow mink, fluffy mink.

3. Find words in the text that sound the same. Retell the text, replacing the same words with others that are close in meaning:

Doesn't want oblique

mow with a scythe.

He says: "Kosa spit."

4. Indicate both meanings of each of the words below.

Sample: Checkers is a game. Checkers are weapons.

Column< ворот < быки <

cats< горн < овсянка <

5. Explain the meanings of the highlighted words:

Minutes and hours pass.

They are kept accurate by the clock. (V. Kremnev.)

Mink under a walnut bush.

Lives in a mink mink. (S. Kosenko.)

How many meanings do words have? (multiple words)

1. Listen to the poem:

In a foreign country, in a wonderful

where not to be you and me,

black tongue boot

in the morning laps milk,

and all day in the window

peeping potatoes.

The bottle neck sings

gives concerts in the evening,

a chair with curved legs

dancing to the harmonica.

In a foreign country, in a wonderful

Why don't you believe me? (I. Tokmakova.)

In relation to what objects are the words used: tongue, eye, neck, leg? To whom are they usually used?

What words in the poem have a figurative meaning?

2. Replace the highlighted words with others that are close in meaning:

Rain went and not passes.

Rain goes, though not walks.

He'll pour hours on end

on the roofs, on the road, -

clouds about this they say,

though speak can not. (A. Barto)

The rain no longer poured, but sleepily whispered. He whispered and whispered and was silent. (N. Sweet.)

What other words can describe rain? (Drips, drips, knocks, ...).

4. Replace the verb runs close in meaning:

time is running, the river is running, grain is running out of the sack, milk is running out of the pot.

Is it necessary to replace this verb in the sentence: The fox runs across the field?

5. Explain the meaning of the highlighted words:

They say: hours stand,

say: watch hurry,

say: watch go,

but a little behind.

Mishka and I watched together

and the clock hanging in place. (V. Orlov.)

6. In which of the following phrases is the word earth used in the meaning of planet, land, territory, soil, edge?

The land of the fathers, the rotation of the Earth, the sandy land, we saw the land, the land of the reserve.

7. Come up with sentences with the following phrases:

Friendly class, clean class;

Native language, get "tongue", bite the tongue, the tongue of the bell.

8. Listen to the riddle:

Everywhere, everywhere we are together

we go inseparable.

We walk through the meadows

along green shores

running down the stairs,

walking down the street...

But a little evening on the threshold,

we are left without legs.

And the legless - that's the trouble! -

neither here nor there.

Well let's get under the bed

we'll sleep there.

And when the legs return

Let's hit the road again! (Children's shoes.) (K. Chukovsky.)

Highlight the words in the text that indicate movement. In what meaning (literal or figurative) is the expression used We are left without legs. Use the same expression in the second meaning.

9. Explain the direct and figurative meaning of expressions:

soap your neck, bite your tongue, untie your hands, tuck your tail; hang out your ears, flap your eyes, lower your arms, trip, sit on the oars, roll up your sleeves.

§3. SYLYL ANALYSIS AND SYNTHESIS OF WORDS

Subject. Composing words from syllables, dividing words into syllables.

Target. Explain that a syllable is a part of a word that does not contain the meaning of the word; repeat the rule about the syllabic role of vowels.

1. A type-setting canvas is hung out, on it are the syllables: (mon), (li), (no), (ki), (hal), (wa). Children read them in unison. Then the speech therapist reads the poem:

What is Lee? What is MON?

There is no meaning in the sounds!

And how do they say "lemon" -

immediately becomes sour-sour!

What is CI? What is NO?

People don't know at all!

And as they say "cinema" -

will immediately become interesting!

What is HAL? What is VA?

here's another riddle.

And as they say "halva" -

It's going to be sweet in no time! (E. Uspensky.)

2. Division into syllables.

a) name the picture (words of 2 - 3 direct syllables);

b) divide words into syllables with loud pronunciation and clapping:

c) compare the number of vowels in these words with the number of syllables; draw a conclusion about the syllable-forming role of vowels.

d) draw up diagrams:

[geese] [magpie]

3. "Many - one." Source material - a group of words or subject pictures corresponding to them.

For example: geese - goose (children pronounce and slap syllables, compare the number of vowels and syllables in them).

Balls, poppies, cats, moose, crayfish, whales, houses, mushrooms, tables, hedgehogs, nails...

4. Group subject pictures by the number of syllables in the title. On the board are drawn (and on the tables the students lay out from the strips) schemes:

___________ __________ ____________

___ ___ ___ ___ ___ ___

Each student has a set of subject pictures, which he arranges in three columns. The division into syllables is carried out independently, with soft pronunciation and clapping.

At the end of this work, it is possible to conduct a mutual and frontal verification of the task.

5. Turn a monosyllabic word into a two-syllable one (according to the model) by throwing the ball.

For example: key - key.

Ball, umbrella, mouth, house, cat, bow, table, forehead, ball, nail, screw, scarf.

6. Turn a two-syllable word into a three-syllable one (words from the previous task and similar ones):

bow - bow - bows.

7. Add a syllable to make a word (while throwing the ball):

solo (ma), etc.

8. Think of a series of words so that the last syllable of one word becomes the first syllable of the next, for example:

fish - ram - wound - galoshes - tire, etc.

9. Come up with (choose from any text) five words for each scheme. Write in three columns, underlining the vowels:

_____ __________ ______________

___ ___ ___ ___ ___ ___

elephant

10. Development of a sense of rhythm. Listen to the poem, add the missing word to the rhyme, taking into account the poetic size:

PROMPT A WORD

Smoothly, smoothly flowed verse,

Suddenly he stumbled and fell silent,

he waits and sighs:

words are missing!

To go on a good journey again

the verse flowed like a river,

help him a little

say a word!

I'm sissy-sandals

confidently said:

We are afraid of tickling

big shoe...... (brushes)

Your helpers - look -

a dozen friendly brothers.

How nice it is to live when they

not afraid of work

and like a good boy

obedient everyone ....... . (finger)

golden and young

turned gray in a week

and two days later

Bald head.

I'll hide it in my pocket

Former......... . (dandelion)

Even though we have four legs,

We are not mice or cats.

Although we all have backs,

we are not sheep or pigs.

We are not horses, even on us

you have sat hundreds of times.

To rest your feet

Sit on.... (chair)

Look, look -

threads were pulled from the sky!

What a thin thread

wants to sew the earth with the sky?

If you don't answer, wait

Guess under....... (rain) (E. Serova.)

11. Theme. Analysis and synthesis of words obtained by rearranging syllables.

Target. To draw students' attention to the sequence of syllables, which is a semantic factor when reading and writing a number of words.

1. The words are written on the board:

happy - our - pump -

boar - hole - what -

canopy - swing - veins - reeds -

The exercise must be performed in the following order:

a) read the words aloud, make sentences or phrases with them;

c) then the first row calls only the first syllable, the second row - the second;

d) to rearrange syllables, first the second row calls its own syllable, then the first row - its own;

e) synthesize a new word that children themselves hear in such pronunciation, orally make sentences with the received word;

f) write the words in pairs according to the model: glad - a hole,

g) note the importance of taking into account the sequence of syllables in the course of reading and writing.

Rod, -walker, hush-, pa-ma, Mali-, pauti-, -walked, voro-, za-veski, weight-, gli-;

nose-, -but, och-, deputy-, horse-, -you, mar-, -null, kus-, ruch-, -pit.

sa or you:

kol-, steam-, -khar, kus-, soldier-, -dy, kar-, po-dil, god-ri, kro-, polo-, hala-, li-, fox-;

lo or ka:

in-sy, in-zhu, golden-toy, dog-, mo-ko, sa-, muses-, fun-, soro-, go-juice, -lina, pillow-, mo-doy, hut-, mo- -current.

4. Write down words made up of these syllables:

ka, ney, li ri, ku, tsa chik, no, kuz boch, ba, ka

ke, ra, ta ni, pyat, tsa bo, ra, ta ta, well, mi

min, vee, ta then, av, bus la, ku, and chok, vee, but

§4. TYPES OF syllables

1. Conduct a sound analysis of direct (ma) and reverse (am) syllables, draw up their schemes, where vowels and consonants are indicated in different colors:

2. Write down under dictation in accordance with the scheme - (in two columns):

he, lu, you, ate, yak, ry, yut, mustache, we, them, shi, oh, re, li, ha, you...

3. Make diagrams of syllables that have three sounds (direct closed and syllables with a confluence of consonants):

● ○ ● ● ● ○ ○ ● ●

4. Dictation of syllables (record under the diagrams):

ost, enk, ram, rub, shil, walked, grew, ist, che, eats, cor, sva, vre, ink, pli, knowing, goal, wildebeest, where, cat, who, son, dreams, three, shooting gallery, rub, evil, hall.

5. Oral dictation (hearing a syllable, the children show the corresponding diagram).

6. From a number of subject pictures, select those whose names correspond to the scheme

7. Group two-syllable words made up of combinations of direct and reverse syllables, in accordance with the schemes (in 3 columns):

●○●○ ●○○● ○●●○

spider fish morning

The words are written on the board:

hare, sea, fur coat, tree, field, pike, manger, lighthouse, river, sleep, summer, bright, ate, cheeks, poet, if, digs, winter, hole, barks, field, skirt, sings.

In this work, students focus on the position of vowels in a word.

8. Carry out a comparative sound analysis of monosyllabic words consisting of four to five sounds with a confluence of consonants. Group the data below the words according to the diagrams:

●●○● ●○●● ●●○●●

fruit bugle plan

bandage, cross, brother, crane, bush, crunch, blossomed, coat of arms, anthem, circle, squeal, bread, maple, bow, front, mushroom, light, wax, start, descent, ringing, umbrella, syllable, sound, whistle, doctor, flag, wolf, cake, tail, growth, knock, scream, meaning, squeak, enemy, friend, shine, thunder, thrush, soil, cedar, sort.

When performing this task, you should first determine the number of sounds: if four, then focus on the first two patterns; if five, then on the third scheme; then highlight the place of the confluence of consonants: at the beginning of the word, at the end, at the beginning and end of the word (underline the confluence of consonants).

9. To consolidate the skills of syllable-sound analysis of words in similar tasks:

●○● ●○ ●○●● ●●○ ●○

ver - ba tiger gri - would

top, banner, spring, March, joke, link, plums, slide, words, pear, silk, turnip, animals, wolf, snow, rains, sense, knock, branch, doors;

●●○● ●○ ●○ ●○● ●●○ ●○●

cover ka los flag

shines, cream, book, carpet, peephole, all around, grass, flower, crumbled, loudly, giraffe, matches, circle, owl, club, door, rabbit, armchair, believed.

§5.STRESS IN THE WORD

The main didactic tasks in studying this topic are to teach children the following actions:

a) by imitation, b) independently;

2) determine the stressed vowel in the pronunciation of another and in one's own;

3) reproduce the rhythm of the word with the emphasis on the stressed syllable (tapping, slapping);

4) recognize a word by its auditory scheme;

5) according to the visual scheme;

6) learn some orthoepic norms;

7) determine the stressed vowel in the process of writing words;

8) determine the unstressed vowel in the root, requiring verification;

9) check an unstressed vowel with stress (by selecting test words).

Subject. Word stress.

Target. Show children the semantic and phonetic role of stress. Train them in pronouncing and identifying the stressed vowel sound in words.

1. The speech therapist shows the children two pictures with a common caption /Mugs on the table./. Children silently read the signature. The speech therapist asks to show a picture corresponding to the signature. Children read aloud sentences in which the word mugs is pronounced either as mugs, or as mugs. A change in the meaning of a word is associated with a shift in stress. Students observe the sound of these words and make sure that the stressed vowel is pronounced louder and longer than unstressed vowels.

The second proposal is also being considered. I'm crying. I'm crying.

2. In support of the conclusion about the semantic role of stress, pairs of words are considered:

castle - castle, cotton - cotton, squirrels - squirrels, shelves - shelves, subtracted - subtracted, jumps - jumps.

Sentences are made orally and the stressed vowel in the word is highlighted.

3. Listen to verses, remember the meaning of homograph words:

I am a collection of cards.

From stress

two of my values ​​depend.

If you want, I will turn

in the title

Such a process as the stunning of consonant sounds in the flow of speech is a phenomenon with which not only people who have received education in the "language", philological profile, but also speech therapists and their visitors are familiar with firsthand. By itself, this process is natural, but in some cases it becomes the cause of many problems. In particular, stunning a word at the wrong moment can create an unpleasant impression on the speaker's speech. And in the case of foreign languages, completely distort the meaning of the spoken word and put the person in an extreme position. It is for this reason that one should deal with the occurrence of stunning the consonant in the wrong place and begin solving this problem. Since the early start of work on it largely determines the speed of obtaining the result and its level.

Speech and sound changes

Pronouncing individual sounds clearly is a fairly simple task, but there is almost no need for it. It is resorted to only in the process of working on new sounds. Human speech is a stream of sounds in which individual elements influence each other in one way or another, changing their "neighbors" in a certain way and changing independently.

Both vowel sounds (for example, they can change or lose some of their characteristics, receive overtones) and consonant sounds (they can, for example, become similar to each other, fall out, become voiced or deafened) can be subject to changes. Some of these phenomena are the pronunciation norm, some are typical for the Russian language, while others can be found only when studying a foreign language. In any case, changes in sounds in the flow of speech are an inevitable phenomenon, especially clearly noticeable in the example of consonant sounds.

Consonant changes in the flow of speech

The most common change in the consonant sound in the Russian language in the flow of speech is assimilation. The essence of the phenomenon denoted by this lies in the likening of one sound to another according to some attribute. Assimilation itself is of several types. For example, it can be divided into complete and incomplete. An example of complete assimilation can be found in the word "sew", where the sound "s" at the beginning of the word is completely likened to the sound "sh" following it. Examples of incomplete assimilation and in which words the consonant is stunned include the "d" in the word "undermining". Assimilation can also be divided into regressive and progressive. The first is the effect of the subsequent sound on the preceding consonant. The second, respectively - set.

Voicing of consonants

Voicing of consonants is a fairly common phenomenon, one of the most frequent in the flow of speech, along with stunning sound. Most often found in several positions:

• In the case of finding a sound at the junction of morphemes. For example, in the words "request", "collection" and "deal", the deaf consonant at the junction of parts of the word is voiced, turning into its pair.
• When a voiced sound is found at the junction of a word and a preposition in front of it, as, for example, in the phrases "to the house" and "from the dacha".
• At the junction of a word with a particle behind it.

The voicing of a consonant sound is largely due to its environment in the flow of speech and the process of incomplete assimilation. And both regressive and progressive.

Stunning voiced consonants

The most common and most typical phenomenon in the Russian language, which is considered the norm. This is the stunning of a consonant at the end of a word. Especially when it is followed by a pause. Examples of words with stunning consonants at the end are "oak", "tooth", "garden". Many options can be specified. In these situations, the stunning of the consonant has a physiological basis. Due to the fact that a pause follows the spoken word, at the moment of pronunciation it begins to come to a state of rest, to work with less stress. As a result, the consonant sound loses its sonority. Also, consonants can be stunned if they are in front of other voiceless consonants (the incomplete assimilation mentioned above).

However, it happens that sometimes a person does not utter voiced sounds at all, deafening them, or some group of sounds. This does not always make the speech incomprehensible, but it greatly complicates the understanding of what the speaker wants to convey to his interlocutor. As a rule, such excessive stunning is noticeable already in childhood and is corrected by classes with a speech therapist, who, with the help of special exercises, helps the child to master the correct articulation.

Working on pronunciation

As mentioned above, stunning is a natural process in some cases. This is quite normal. However, sometimes it happens that a person unconsciously, for some reason, deafens a consonant where it should remain voiced. Such situations become a problem that needs to be addressed, including the help of a speech therapist.

If stunning is a speech problem, it has several possible causes. What? For example, the stunning of consonants may be due to the malfunction of the vocal cords or the lack of formation in a person of the processes of recognizing spoken sounds. One way or another, correcting pronunciation has several stages:

• work on slotted sounds;
• working on a sequence of explosive sounds.

Brief summary

Stunning a consonant sound is an inevitable and natural process. In some cases it is part of the pronunciation norm of the Russian language, in others it is a mistake that should be worked hard to correct. In addition, for a number of reasons, some people involuntarily deafen sounds in the wrong place. But even such cases can be corrected. Work on the correct pronunciation of sounds is necessary, including in order for the speaker's speech to meet the standards of the language, to be understandable to his interlocutor. Moreover, correct speech is the key to a good first impression of a person. And the first impression, as you know, can affect a lot, but it can be very difficult to correct it.