Tasks for differentiating sounds h y c. Differentiation of sounds h and t material on speech therapy on the topic

Exercise 1.

Remember the position of the speech apparatus for the correct pronunciation of these sounds. Practice the sounds CH and SH separately. Make sure that Ch and Щ are not pronounced firmly.

H - H - H W - W - W

Exercise 2.

Practice Ch and U in syllables:

CHI-SCHI CHA-SCHA

CHE-SHCHE CHU-SHCHU

TI - CHI IT - ICCH CHISHI SCHICH CHISCH - SCHICH

THOSE - WHAT TO EAT - WHAT IS MORE CHECK WHAT - CHECK

TYA - CHA YAT - YACH CHASHCHA SHCHACHA CHIACH - SHCHCHCH

YOU - CHECK

TYU - CHU YUT - YUCH CHYUSCHU SHCHUCHYU CHYUSHCH - SHCHUCH

TI - CHI IT - ICCH CHISHI SCHICH CHISCH - SCHICH

EXERCISE 3.

Practice H and SC in words and phrases:

HONOR SHIELD

CHEEK READER

SWING TWIST

CRY BREAM

HONOR MERCY

SEAGULL CLICK

thicket blasphemy

bird cherry IVY

DREAM CLOAK

SCOUT PIKE

MICHMANN philistinism

SKETCH TONGS

Scales at the pike, bristle at the pig.

The swallow ends the day, and the nightingale begins.

Dry leaves on knots.

The river flows, the stove bakes.

The golden sieve of black houses is full,

How many black houses

So many white people.

A small flower blooms - there will be a strawberry.

Wolves roam - looking for food.

From under Kostroma, from under the Kostroma region, four men were walking.

The one who lives the real life

Who has been accustomed to poetry since childhood,

Forever believes in the life-giving,

Full of reason Russian language.

N. Zabolotsky

And sprinkles with a generous hand

Chervonets of Yamskaya's servants.

N. Nekrasov

On Simakov's kind, cheeky face, eternally embarrassed eyes quickly ran.

V. Tendryakov.

My feet felt the red-hot rubble of the highway through the soles.

M. Garshin

The panache of words, the meaning of which is not entirely clear to those who flaunt, is noticeable in many, and this is very bad.

M. Gorky

1. Texts for control check

DICTIONAL CLARITY OF ALL SOUNDS.

(Proverbs, riddles, poems, tongue twisters,

fairy tales and sayings)

Understand the content, identify pauses and logical stresses. Understand the diction and orthoepic features of the proposed texts.

Proverbs

When working on proverbs, practice the wide sound of vowels.

Proverbs about the Motherland.

A man has one mother, and he has one Motherland.

For your Motherland, do not spare either strength or life.

A man without a homeland is like a nightingale without a song.

The native side is the mother, the alien side is the stepmother.

On the other side, and the spring is not red.

On the native side and a pebble is familiar.

The foreign side dries without wind and chills without winter.

That bird is stupid, which does not like its nest.

Everyone has their own side.

When the sun is warm, when the Motherland is good.

Proverbs about the word.

The word is tin.

Do not joke with a word - a word hurts more than an arrow.

The razor scratches, but the word cuts.

From one word to forever a quarrel.

The word is not a butt, but people die from it. Do not chat at random - put the words in harmony.

To speak without thinking, to shoot without aiming.

By the way, keep silent, what a big word to say.

The word is not an arrow, but clings to the heart.

Birds are fed, and people are deceived by a word.

A sweet tongue will pull a snake out of its hole.

A kind word is more valuable than wealth. On a kind word, no thanks to anyone.

An affectionate word that spring day.

A kind word is better than a soft pie.

An affectionate word breaks a bone. Other praise is worse than scolding.

The same word, but it would not be so to say.

Do not rush about flattering speeches, do not get angry at the rude truth.

He stands firmly in the word, to whom the word is dear.

Without giving a word, be strong, but giving, hold on.

A living word is more valuable than a dead letter.

Exercise 1. Select the initial sound c or h from the words heron, seagull. Give a description of the sounds q and h: a) similarity (consonants, deaf, voiced); b) difference: the position of the tongue (for the sound c - the tongue below, for the sound h - the tongue above).

Distinguishing sounds c and h in syllables

Task 2. Pronounce the syllables in reflection. Highlight the sounds h and c.

CA -CHA CHA - CA CA - CHA - CA - CHA

CO -CHO CHO - CO CO - CHO - CO - CHO

TSU -CHU CHU - TSU TSU - CHU - TSU - CHU

CHI - CHI CHI - CHI CHI - CHI - CHI - CHI

CE -CHE CHE - CE CE - CHE - CE - CHE

CHACH – CHOCH CHUTS – TSUCH CAC – CEC

Task 3. Remember and reproduce the rows of syllables.

CA -CHA -CA CA -CHA -CHA AC - AC - AC

CHA -CA -CHA CHA -CA -CA ACH -AC -AC

Task 4. Complete the words by adding the syllables tsa or cha. Say the words in full.

Wind..., street..., yes..., butt..., smart..., fox. .. , sea otter... , stoli... , verge... , se... , measles. .. , zarni ... .

Task 5. Complete the words by adding the syllables tso or cho. Say the words in full.

Lee..., plea..., yay..., grief..., letter... .

Task 6. Complete the words by adding the syllables tsy or chi. Say the words in full.

Zai..., gra..., me..., birdie..., lu..., host..., they say..., cucumber..., kirpi..., young..., ass... chick... .

Task 7. Change the words so that the sound h appears. Say a pair of words.

Sample. Hare is a bunny.

Face- .... Voditsa- .... Chintz- ....

Ring - .... Finger - .... Sheep - ....

Hare - .... Casket - .... Crown -

End- .... Pepper- .... Tripe- ....

Starling - .... Cucumber - ....

Chick - .... Well done - ....

Task 8. Say the words in reflection.

a) Kettle, scratch, heron, seagull, street, street, cloud, ring, face, washcloth, shoulder, sugar bowl, hook, egg, boy, chicken.

b) Teacher, mustard, prince, she-wolf, particle, chain, inkwell, flowers, flower girl, student, clinic, stepdaughter.

Task 9. Memorize and reproduce rows of words.

Pepper - pepper - pepper; knitting needle - match - match; chintz - chintz - chintz; scar - scar - healed; mill - mill - grind.

Task 10. Consider pictures. Name them. Pictures are selected by a speech therapist.

Task 11. Select the pictures in two columns according to the presence of sounds q and h.

Approximate list of pictures: chain, starling, egg, bee, grasshopper, flowers, heron, seagull, cup, saucer, etc.

Task 12. Raise the blue circle if you hear the sound q in the word, and the white circle if you hear the sound h, both circles if you hear both sounds.

Sounds c and h in phrases and sentences

Task 13. Pronounce the word combinations in reflection.

a) Cup and saucer. Flower girl with flowers. Cucumber with garlic.

b) songbird. Colored cup. Learned heron. Manual starling. Black chicken. Goulard. Black pepper. Radiant sun. Gilded ring. Songbird.

Task 14. Answer the questions using previously worked out phrases: what with what? Which? What? Which? What?

The speech therapist names two or three phrases and asks them a question. For example: a cup with a saucer; florist with flowers. What's with what? Children should answer: Cup and saucer. Flower girl with flowers.

Task 15. Express your sentences. Answer the questions in full sentences.

What is he doing?

The baby is crying. The hare is jumping.

The girl is swinging. The fox is sneaking.

The boy laughs. The chicken cackles.

The butterfly is spinning. The firefly glows.

The cavalry is running. The machine gunner takes aim.

Cherry blossoms. Kidneys burst. The barley is earing. The oven is heating up. The water is pouring.

Task 16. Finish the offer. Say it in full.

The cavalry rushes .... The firefly is glowing.... The machine gunner is aiming.... The kidneys are bursting.... The water is pouring....

The girl is swinging on ... (swing). A butterfly is circling over ... (a flower). The fox creeps up to ... (hare). The hare jumps from ... (foxes).

Task 17. Say the sentences in reverse.

There is spring water in the well. A hen walks with chicks. The stairs lead to the attic. Put the pepper in the pepper box. A kalach with candied fruit is baked in the oven. The boy hooked a worm on a fishing rod. The bird flies to the chicks. The blacksmith knocks at the forge.

Rooks, starlings and swallows are the first to fly south. The children fed the chick with worms and caterpillars. The cuckoo lays eggs in other people's nests. Dandelions bloom on the side of the road.

Task 18. Say the proverbs in reflection.

The sun in winter is like a stepmother: it shines, but does not warm.

The sun in summer is like a stove: it warms everyone. A cloud flies across the sky like a black eagle.

Task 19. Consider pictures. Make suggestions.

Task 20. Make sentences from words.

Birds, feed, chicks. Children, water, cucumbers, and, garlic. The boy, at the window, is knocking. Flowers, in, garden, bloom.

Lesson number 1.

Topic: Sounds of the letters Ch-Sch.

Stage: Differentiation of sounds in isolation, in words, in sentences.

• Clarify the articulation of sounds, highlighting similarities and differences.
• Achieve a clear differentiation of sounds based on reliance on sound symbols.
• Teach the skills of word formation and inflection.
• Expand your active vocabulary.

Equipment: projector, computer, ind. mirrors, cards - symbols, schemes of sounds.

Presentation 1);

Lesson plan.

1. Org. moment.
2. Differentiation of isolated sounds and letters.
3. Differentiation in syllables.
4. Fizkultminutka.
5. Word differentiation.
6. Word formation.
7. Inflection.
8. Evaluation of children's activities.
9. Summarizing.

Lesson progress

I. Organizational moment.(Slide 2)

We must learn:
- to hear and distinguish consonants close in pronunciation CH and SH;
- clearly pronounce consonants close in articulation CH and Щ;
- read syllables and words with the letters H and W;
- Change words correctly.

II. Differentiation of isolated sounds and letters.

1. - Guys, having heard the sound [H], clap your hands: W, H, F, W, H, H, W, F, H, W.

2. - Guys, when can we hear the sound [Щ] on the street? (Slide 3)

- The janitor is sweeping the yard with a broom and the sound [Sch-Sch] is heard.

3. - What organs of speech are involved in the pronunciation of the sound [Щ]? (Slide 4)

• the cup-shaped tongue is raised up to the alveoli, forming a gap in this place;
• a stream of warm air runs smoothly in the middle of the tongue;

- And now you tell us how we pronounce the sound SH.

Based on the symbols, the student tells the structure of the organs of articulation with the sound SH.

(Slide 5)

4. - Guys, when can we hear the sound [H] on the street? (Slide 6)

– Grasshopper chirps: [H, H, H]

5. - What organs of speech are involved in the pronunciation of the sound [H]? (Slide 7)

• The lips are pushed forward and rounded;
• In the work of the tongue, two points are distinguished: 1) the tip of the tongue closes with the upper incisors (at their roots);
• 2) the tongue moves back a little and in the form of a cup is raised up to the alveoli, forming a gap in this place;
• a jet of warm air jerkily comes out of the mouth;
• the sound is always pronounced softly;
• vocal cords do not work, the sound is muffled.

- And now you tell us how we pronounce the sound [h].

Based on the symbols, the student tells the structure of the organs of articulation at the sound [H].

(Slide 8)

6. - What are the similarities and differences between the modes of articulation of the sounds [Ш] and [Ч]?

Based on the symbols, the student names the similarities and differences in the modes of articulation of the sounds [Ш] and [Ч]. (Slide 9)

- The same position of the lips, the tongue is in the upper position, warm air comes out of the mouth, both sounds are always soft, muffled.

Air comes out of the mouth in different ways: with the sound [Sch] - smoothly, with the sound [H] - jerkily.

7. Comparison of letters. (Slides 10, 12)

8. Comparison of characteristics of sounds. (Slides 11, 13)

III. Differentiation in syllables.

Reading syllables:
a) reverse (Slide 14)
b) direct (Slides 15, 16)
c) in the middle of syllables (Slide 17)

IV. Fizkultminutka.

(Slide 18)"Matryoshkas".

V. Differentiation in words.

1. Determining the place of the sound [Щ] in the words: brush, bream, puppy, box.

2. Determining the place of the sound [H] in the words: ball, girl, gloves, cup.

VI. Word formation.

The game "Big-small".

Puppy - puppy, box - box, brush - brush, pike - pike.

(Slides 21, 22, 23, 24)

VII. Inflection.

Game "One - many"

Wolf cub - cubs, pike - pike.

(Slides 25, 26)

VIII. Evaluation of children's activities. (Slide 27)

- Carefully follow the flight of the bee, mentally connect the letters. What word came out? Yes, you are smart today, because the whole lesson worked well, you completed all the tasks correctly.

IX. Summarizing. (Slides 28, 29)

What did we learn in class?

What task was the most difficult?

Draw your mood.

Lesson number 2.

Topic: Sounds of the letters Ch-Sch.

Stage: Differentiation of sounds in sentences, in texts.

• To achieve a clear differentiation of sounds by ear and in pronunciation.
• Develop phonemic awareness.
• Develop visual and auditory attention.
• To form a positive motivation for learning activities;
• Expand your active vocabulary with participles.

Equipment: projector, computer, ind. mirrors, cards with the letters H, S.

Software: Presentation made in Power Point ( Presentation 2);

Lesson plan.

1. Org. moment.
2. Word differentiation.
3. The formation of the sacraments.
4. Fizkultminutka.
5. Differentiation in sentences and verses.
6. Differentiation in writing.
7. Summary of the lesson.

Lesson progress

I. Organizational moment. (Slides 2, 3)

We must learn:
- to hear and distinguish consonants close in pronunciation CH and Щ in words and sentences;
- clearly pronounce consonants close in articulation CH and Щ in words and sentences, rhymes;
- read words and sentences with the letters H and W;
- to form new words correctly.

We will learn to speak clearly, beautifully and correctly.

II. Differentiation in words(auditory and pronunciation).

1. The game "Signals".

- Signal which sound you heard in the word: Ch, u, or both sounds? Show the card with the corresponding letter.

Miracle, gap, gorge, school, fishing rod, night, help, she-wolf, torch, things.

2. The game "Guess what words are hidden among the letters." (Slides 4, 5)

- Explain how you understand the words: barrel, grove, puppy, brush?

3. The game "Speak a word, naming the subject affectionately." (Slide 6)

Appeared in the sky ... ( cloud)
The drops are already falling.
Splashing in the river ... ( pike)
Fishermen rush to the river.

III. The formation of the sacraments.

The game “Speak the couplet”. (Slides 7, 8, 9).

Speech therapist: The lion roars, roars, roars.

What lion? ….

Children: – growling.

Speech therapist:- The dog grumbles, grumbles, grumbles.

What song?

Children: – grumbling.

Speech therapist:- The bull mooing, mooing, mooing.

What bull?

Children: – Mooing.

Speech therapist: And the rooster crows, cries, cries.

What is he?

Children: – Screaming.

Speech therapist: The hammer knocks, knocks, knocks.

What kind of hammer?

Children: – knocking.

Speech therapist: The bell sounds, sounds, sounds.

Children: – Sounding.

IV. Fizkultminutka.

(Slides 10-17)

V. Differentiation in sentences and verses.

1. Where do we meet the sounds [H] and [U]? (Slide 18)

Speech therapist reads:

The sound “Ch” is “teapot” and “cups”,
Tea is drunk with the sound
And “Sch” is “clicks” and “box”,
That sound from the word goodbye.

- In what words did you hear the sounds [H] and [Sh]?

2. “Brushes” (Slide 19)

Speech therapist reads:

I brush my teeth with this brush
This brush - shoes.
I clean my trousers with this brush,
I need all three brushes.

Speech therapist:

- Give complete answers to the following questions:
What is the name of the brush you use to clean your teeth?
- Teeth are cleaned with a toothbrush.

- Shoes are cleaned with a shoe brush.
What is the name of the brush used to clean shoes?
- Clothes are cleaned with a clothes brush.
What are these brushes doing? (Slide 20)
- Sweep the floor with a floor brush.
- Comb the hair with a massage brush.
- Bottles, cans are washed with a dish brush.

3. Read the rhyme (along the chain), clearly pronouncing the sounds [H] and [Sh]. (Slide 21)

Lightning flashes brighter and brighter
The clouds are thicker, thicker.
Drops more, more, more.
More rain, more rain!

VI. Differentiation in writing.

1. Read the sentence, inserting the missing letters: H or W (with verification)

(Slide 22)

Fuck _uplye _egle.

- Explain spelling.
- Chu, shu write with the letter y.
Write the sentence in your notebook, underlining the spelling.

2. Read the tongue twister, inserting the missing letters: H or W (with verification)

(Slide 23)

Etkoy _i_u I _enka, _kchu his sides.

3. Read the nursery rhyme, inserting the missing letters: H or W (with verification)

(Slide 24)

Uka lived in the river.
_ with a fine chalk water.
_and cooked for the guests.
Invited three le_ey.
They told everyone le_i:
_and _kookies are good!

VII. Summary of the lesson. (Slide 25)

• What sounds and letters did we learn to distinguish today?
• Which one is pronounced short, abruptly? Why?
• Which one is pronounced for a long time? Why?
• Well done! You tried your best in class. Thank you all for the lesson. (Slide 26)

References.

1. Lopukhina I.S. speech therapy. Exercises for the development of speech. “Delta” S. - P. 1999.
2. Paramonova L.G. Speak and write correctly "Delta" "Aquarium" 1996.
3. Rau E.F., Rozhdestvenskaya V.I.,“Correction of pronunciation deficiencies among schoolchildren” M. Enlightenment ”1969.
4. Konovalenko V.V., Konovalenko S.V. Notebooks for fixing sounds. (Sounds "CH, SH").

Municipal budgetary preschool educational institution

Kindergarten No. 25 "Cheburashka", Tuapse

Node abstract

For speech development

In the senior speech therapy group

Topic: "differentiation of sounds h-sh"

Educator: Shilova K.S.

Target:

- develop the ability to differentiatesounds Ch - Shch (in isolation, in syllables, words, in phrasal speech).

Educational tasks:

To consolidate the practical use of nouns in the genitive plural;

Continue to form a phonemic representation (find pictures with the desired sound).

Development tasks:

Develop phonemic awareness;

Develop memory, attention, thinking.

Massage with pencils stimulates speech development, promotes mastery of fine finger movements, improves tissue trophism and blood supply to the fingers.

Educational tasks:

To develop children's attention, interest in the lesson by including gaming and entertaining moments in it;

To develop self-control over the speech of children.

Preliminary work:pronunciation of tongue twisters, guessing riddles on sounds w-h

Equipment: sound picture cards H and W, ball, magnetic board, pencils.

Lesson progress

1. Organizational moment

D / and with the ball “One is a lot” - The kids got on the meadow and made a circle. (Cloud, light bulb, brush, bream, barrel, ball, box, kalach, puppy, raincoat, vegetables, key).

2.Main part

Isolated pronunciation of sounds w-sh

On the board are pictures depicting a deflated balloon and a steam locomotive.

Guys, what is shown in the first picture? (deflated balloon) What sound do we hear when the balloon deflates the sound - sch- let's pronounce it sh-sh-sh-sh well done. What is in the other picture? (locomotive) What sound do we hear when a locomotive rides, let's pronounce it ch-ch-ch-h well done.

W health-saving technologies (self-massage of hands with pencils) alternate isolated pronunciation of sounds w-sh.

Guys, look what I have prepared for you (I distribute pencils). Let's sing the song "ball" and "locomotive" with you. Let's put a pencil on one palm, cover it with the other. We roll the pencil between the palms from the fingertips to the wrists and make sounds w-sh. Well done.

Echo game. Listen carefully and tell me how I am.

Cha-cha-cha choo-choo-choo

Shcha-shcha-shcha shcha-shcha-shcha

Chi-chi-chi Che-che-che

Shchi-shchi-shchi Shche-shche-shche

Dynamic pause game "Ball"

And now we'll play, I'll turn you into balls

You are not kids anymore

Not girls and boys

And funny balls!

So jump in and ride!

Girls and boys jump like balls.

The ball bounced and bounced

I ran into a needle...

He's getting lower and lower

Air is blown out quietly.

And now let's play like this, if I say [h] - you jump like balls, and if [u] - show how the air comes out of the ball. Well done.

- Differentiation of sound in words.

- Guys, I'll give you pictures now, look at what is drawn on them (children say in turn what is drawn in each picture)

The guys on our board hang pictures with symbols of sounds h is a locomotive and w it's a burst balloon. Let's repeat what sound we hear when a balloon deflates. sh-sh-sh-sh and now when the locomotive rides ch-ch-ch-h well done.

Now you will attach pictures in words that have sound h to the locomotive and the pictures in the words of which there is a sound sch to the balloon. (children take turns calling what they have drawn in the pictures and attaching them to a specific card with the sound that they have in the word). Well done.

Pronunciation of speech.

Now I will read you a poem in which there are sounds h and w, and you will repeat after me.

I will quickly list you

What I brush with this brush.

With this brush I clean the dress,

I clean my shoes with this brush

1. Clean tongues (repeat clearly and slowly)

2. Speak clearly first 2 and then 3 syllables.

2. Speak pairs of words clearly. Check out their meaning.

Hot cheeks. Hot soup. I'm looking for a grinder. I'm looking for a suitcase. Barbed brush. Smoked bream. Flying butterfly. Attending doctor. Dairy food. Responsible student. Mailbox. Durable shield. Tweet. Juicy vegetables. I'm teaching a friend. Black puppy. Cleaning lye. Alien things. Clean room. I'm cleaning the kettle. A wonderful meal.

3. Speak every word clearly.

Little things. Wolf. Tablet. Screaming. Dreaming. Silent. Responsible.
Hands. Bored. Grinder. Student. Watchmaker. Thicket. Cleaner. Monster. I'm cleaning. Click. Click. Puppy. Sliver. brush. Cheeks. Pike. Box.

4. Determine the position of the sound H, W in words

5. Listen to pairs of words and make sentences with them.

Raincoat - dry cleaning. Cave - barrels. Repair - a box. Meeting - square.
Count - check. The river is a rod. Drag - bricks. Turtle is a puppy.
Chebureki comrades. Closet - things. Box - keys. Switch - room.



Differentiation of sounds Ch - Sch (No. 3)

For example: A boy who is reading a book. Reading boy.
The girl who is bored. (Bored girl.)
The boy who answers at the blackboard. (Answering boy.)
The girl who dreams. (Dreaming girl.)
The girl who is silent. (Silent girl.)
The boy who plays. (Playing boy.)
The girl who is studying. (Student girl.)

The puppy is dragging a plank into the thicket.
Our Tanechka has dimples on her cheeks.
There are big bats in the cave.
The daughter was treated to cabbage soup and smoked bream.
The ball jumped in the attic, they are looking for the ball on the sand, in vain the girl and the boy are looking for the ball.
Two puppies in the attic were nibbling on a brush in the corner.

Our Taechka has T-shirts in a drawer.
The monster has monstrous tentacles.
Thumbelina on a sliver, Thumbelina has a brush.
With a brush, I scratch the puppy, tickle his sides.
In vain, a predatory wolf roams in the grove.
The puppy at the pike licked the scales.

Differentiation of sounds Ch - Sch (No. 4)

1. According to the model, select and pronounce new words so that the sound Shch appears.

The boy who swims. (Swimming boy.)
A girl who meets a friend. (Meeting girl.)
The girl who smiles. (Smiling girl.)
The boy who dances. (Dancing boy.)
The girl who spins. (Whirling girl.)
The girl who laughs. (Laughing girl.)
The girl who cries. (Crying girl.)

2. Slowly say each rhyme 3-5 times.

The hares were dragging a large carrot, they bit off a little bit of the carrot, then they wanted to bite off more, then ... there was nothing to drag.
I run barefoot over bumps in the meadow to the river, and the grass tickles, I want to laugh!
The spider arrived at the market, brushed his goods with a brush, shouted: “A wonderful novelty! Flies! Come on! Gossamer!"
The black, clean puppy got something on his side, the boy took the brush in his hands, and began to clean the side of the puppy. The puppy endured for two hours, could not bear it any longer. He began to wag his tail, begging for mercy: “Why should I clean my side? I'm not a cape, I'm a puppy!"

3. Speak tongue twisters clearly, first at a slow and then at a fast pace, while maintaining clarity and volume of pronunciation.

I clean my coat, I clean it, I clean it.
The watchmaker, narrowing his eyes, repairs the watch for you.
A puppy in the country drags everything into a box.
The puppy, like a lamb, has fur in small rings.
A bristle at a pig, scales at a pike.