Sounds to ky speech therapy lesson. Outline of a lesson in speech therapy (senior group) on the topic: "differentiation of sounds k-k on the lexical material" vegetables

Pochinskaya Evgenia
Abstract of a speech therapy lesson with children of the preparatory school group “Sounds [K] and [K ’]. Letter K"

Target:

consolidate a clear pronunciation of the sounds [K] and [K "], introduce the letter K.

Tasks:

1. Development phonemic hearing(differentiation of sounds [K] and [K "] by ear).

2. Continue to teach children to distinguish and use the concepts of "soft sound" and "hard sound".

3. Teach transformation reverse syllables into straight lines.

5. Acquaintance with prepositions K, OT.

6. Learn to print syllables and words with the studied letter.

Equipment:

sound symbol [K] ( heavy rain) and sound [K "] (light rain); picture for the fairy tale "Letter K"; blue and green circles (two for each child); house of consonant letters; individual notebooks for children; simple pencils; subject pictures (poppy, wild boar, cat, whale, hamster, snowball, window, nettle, brick, cutlet, strawberry, candy); pictures of a stone and a feather (for the game "Hard - soft sound"); primers for the number of children; syllabary table.

Lesson progress

Organizing time

The game "Follow the instructions" (learning prepositions)

Speech therapist: "Follow my instructions":

- “Masha, come to the window. What did you do? ("I went to the window").

- “David, go to the closet. What did you do?"

- “Vanya, step away from the table. What did you do?"

- “Kostya, come to the door. What did you do?" etc.

Acquaintance with the sounds [K] and [K "]

Speech therapist: “I bet you can’t guess my riddle? (Children argue about what they can guess). Well, then listen:

Branches crunch in the forest

Here and there.

Looking for acorns.

(Boar)

Speech therapist: "Well done! Guessed! Of course it's a boar. What sound do you hear at the beginning of the word "boar"? (children's answers).

Today we will get acquainted with the sound [K]. When we pronounce the sound [K], the lips are free, the tip of the tongue is below, the neck is “silent”.

Shall we pronounce the sound [K]? (children pronounce, speech therapist monitors articulation).

Who will tell everything about the sound [K]?

One child says (with the help of a speech therapist): “The sound [K] is a consonant, hard, deaf. We mark it with a blue circle.

Speech therapist: “The sound [K] has a brother - the sound [K "]. Let's call it correctly: “Kb - Kb - Kb." Who will tell about the sound [K"]?

One of the children: "The sound [K"] is a consonant, soft, deaf. Let's designate it with a green circle."

phonetic exercise

Speech therapist: “Look at this picture (showing the sound symbol). The sound [K] is similar to how rain is dripping. Show me how it drips?".

Children: KKKKKKK.

The speech therapist demonstrates the sound symbol [K"]: “Look at this. What is shown here? (light rain). Show how it rains?”.

Children: "K - K - K - K - K".

Differentiation of sounds [K] and [K "]

The opposite game

Speech therapist: “I suggest playing the game “On the contrary”.

KA - KY (children) KY - KA

KU - KU KU - KU

KY - KI KI - KY

KE - KE KE - KE

KO - KYO KYO - KO

The game "Make no mistake!"

Speech therapist: "I name syllables and words, and you show a green circle if you hear the sound Kb and a blue circle if you hear the sound K."

K - T - KY - PB - V - MY - PAKYA - KA - MAK - MIG - porridge - crayfish - carousel - FEED - KISSEL - CUBE - Katya - MOVIE

Game "Live Sounds"

Speech therapist: “The sounds [K] and [K"] want to play with you, because they are alive and change places all the time.

AK - KA IK - KI

V. Working with pictures

On the table are pictures depicting a stone and a feather (arranged vertically). The teacher explains: “Tell me what is drawn here? What do you think the stone feels like? (solid). And the pen? (soft). The boar brought us a lot of pictures and asks us to help him divide the pictures into two groups: next to the stone there will be pictures in which there is a solid sound [K], and near the feather there will be pictures with soft sound[TO"]".

Children take a picture, name it, determine softness - hardness come to the table and put it on the corresponding symbol.

Introduction to the letter K

Speech therapist: “The sounds K and Kb are denoted by the letter K (showing the letter). The letter K lives in the house of consonants (search for it in the house).

Reading the fairy tale "Letter K"

One day a stranger came to the city of Letters. All the letters ran up to her, began to ask her name. And she invited them to give her a name themselves. Then the letters began to ask her:

What do you love the most?

Sweets, meatballs, strawberries.

What do you love to do the most?

Eat, paint, swim!

And we know! And we know! - the letters shouted, - you are the letter K!

Letter K raised up right hand, put her right leg aside and said:

Certainly! What a beauty I am!

Speech therapist: “The letter K wants to settle in your notebooks. Let's put it in a notebook! (children draw the letter K from the fairy tale in their notebooks).

Typing and reading letters, syllables and words in a notebook

Speech therapist: “Do you want to learn how to write the letter K? What elements does it consist of? (The letter K has three sticks). Let's write it in a notebook! (children print a letter according to the model of a speech therapist).

Finding the letter K among other letters in the split alphabet.

The speech therapist shows the children cards with syllables: "Let's read the syllables with the letter K."

Analysis of the AK syllable, printing of the AK syllable in notebooks.

Working with the alphabet (reading)

The speech therapist shows the children a picture: MAK.

What is it? What is the first sound in this word? (Sound M). What sound do we hear after M? (sound A). What is the last sound in the word MAC? (TO).

On the board, the speech therapist writes the word MAK. “Read what I wrote? Let's give the letter K - MAC.

Typing the word MAC in a notebook.

Summary of the lesson

Speech therapist: “What sounds did we meet today?” (individual responses of children).

- “What letter do we designate the sounds K and KY?”

- "Where does the letter K live?"

- What did you like about the lesson? (individual responses of children).

Related publications:

Summary of the speech therapy lesson "Letter C, sounds [s] - [s ']" Theme: Letter C, sounds s, sing Form: Journey to the country of Zvukarii. Tasks: 1. To acquaint with the articulation of sounds with, s, fix the visual.

Abstract of a speech therapy lesson on teaching literacy for children with FFNR “Sounds [L] and [L ']. Letter L" PURPOSE: To introduce children to the sounds L, L, and the letter L. OBJECTIVES: Correctional and educational: To introduce children to the mechanism of education.

Abstract of a speech therapy lesson on teaching literacy in the preparatory group for children with OHP “Sounds [X] - [X`]. Letter X" SUMMARY OF A SPEECH THERAPY LESSON ON TEACHING LITERACY IN THE PREPARATORY GROUP FOR CHILDREN WITH OHP Topic: “Sounds X - X`. Letter X. Lexical.

Synopsis of a speech therapy lesson in a school-preparatory group for children with mental retardation “Sounds [P] and [P ']. Letter P" Program tasks: Correctional and educational: - to clarify the correct pronunciation of sounds [P] and [P"]; - to consolidate the concept of "consonant sound".

Summary of GCD on teaching literacy in the group preparatory to school “Sounds [k] - [k ']. Letter K" Tasks: to form in children the ability to hear the sounds "k-k", give them a description, highlight these sounds in words (at the beginning, middle and end.

Topic: "Sounds [K] - [K]"

Correctional and educational goals. Introduce the sound [КЬ]. To consolidate the skills of clear pronunciation and discrimination of sounds [Kb] - [K]; to consolidate the understanding of the softness of consonants; to teach the division of words into syllables and the compilation of syllabic schemes, to form the ability to complete sentences using pictures.

Correctional and developmental goals. Raise speech activity develop communication skills, coherent speech, phonemic processes. Develop visual perception and attention, spatial thinking, fine and gross motor skills.

Correctional and educational. To cultivate the skills of cooperation in the game and in the classroom, goodwill, independence, activity.

Equipment: whale toy, toy cat, subject pictures (swing, braids, jacket, cap, kitten, whale, bricks, cap, kangaroo); pillow sound symbols ( pads sewn from green fabric) and "stone" ( ); sheets of paper with a label in the left upper corner, felt-tip pens by the number of children.

Lesson progress

Organizing time

Ball game "Select the sound"

Beginning speech therapist: "Catch the ball, call your name - highlight the first sound of the name."

The teacher and the children throw the ball to each other, each child pronounces his name, stretching the first sound (A-A-Anya, etc.)

Introduction to sounds. Clarification of articulation and pronunciation of sounds [Kb] - [K]

Speech therapist- Guys! Did you recognize our guests? Draws children's attention to toys.

This is to tint. The teacher pronounces the word, highlighting the first consonant.

Pronounce it like me. Children repeat the word, highlighting the sound with their voice[TO].

What sound is heard at the beginning of a word? ( children's answers)

Similar work is done with the wordto egg.

Speech therapist together with children gives comparative characteristic sounds[TO] – [Kb], based onskills previously learned by childrenacquired through exposure to other sounds. Tactile control of the air stream coming out of the mouth, vibration vocal cords when pronouncing sounds.

Sound [K]- consonant, because - it is not sung, deaf, because it is pronounced without a voice (hand control at the neck), hard.

Sound [Kb] - consonant, because - is not sung, deaf, because it is pronounced without a voice, soft.

When pronouncing sounds [Kb] - [K] - the tongue is "slide" - pressed against the palate in the depths of the mouth.

A game " Speech charging"

Alternate pronunciation and comparison of sounds [Kb] - [K] by a speech therapist and children in chorus and individually.

Choral repetition of speeches.

Beginning speech therapist: "Listen carefully - repeat diligently."

AK - AK - AK - MAK AKI - AKI - AKI - MAKI

UK-UK-UK-KNOCK UKI-UKI-UKI-KNOCK

OK - OK - OK - JUICE OKI - OKI - OKI - JUICES

IR - IR - IR - SHOUT IKI - IKI - IKI - SHOUTS

Words: poppies, knocks, juices, screams - children try to name themselves.

The opposite game

Replacement [K] - [K]. Speech therapist pronounces ka, what about children - EP(KY - KI etc.)

Isolation of the sound [КЬ] by ear.

Game "Pillow - stone"

The speech therapist calls the words, and the children show the pillow symbol ( pads sewn from green fabric), if you hear a sound [Kb] and "stone" ( small natural pebbles dyed blue color ) if you hear a sound [TO].

From syllables: KO, KI, AK, KE, IKK, KYO, KYA, UK, KYU

From the words: cat, whale, cat, pussy, yogurt, cinema, coffee, brick, crust, ship, hunters, boil, candy, ducks, room, wreath, felt boots

The game "How many times will I say "kya"?

Beginning speech therapist: "Listen carefully and count diligently." Children's individual responses.

To I - To I, To I, To I am KA, KA - To I, To I - To I am KA, KA - KA - To I, To I am KA To I, To I

Fizminutka

The beginning of a speech therapist: "In order for the children not to get tired, you need to jump together"

Girls to and and boys to and,

Jumping like rabbits to and,

They stomp their feet, they clap their hands.

heads to and squat quietly.

Highlighting the sound [K] in pronunciation from pictures.

Game "Kitten or Kitten"

Children have upside down pictures on the tables, in the name of which there are sounds [K] or [TO]. On the board is a picture of a whale under green roof and kitten under blue roof.

At the expense of ONCE - the children move the picture towards themselves.

On the count of TWO, the children turn the picture over.

At the expense of THREE - put your hands in front of you and look at the picture.

Children take turns going to the board and saying: "I'm a kitten because I have a cube" or "I'm a kitten because I have a cap." Attach pictures (with a magnet) under the image of a kitten or whale.

Lost words game

Children complete the sentences according to the pictures attached to the board. The speech therapist starts, and the children continue. (Children repeat the sentence in full)

Nikita has a new checkered ... (cap)

Blue swims in the ocean ... (whale)

Children swing on ... (swings)

Varya has long blond hair ... (braids)

At the zoo, children saw ... (kangaroo)

Formation syllabic structure the words

Game "Telegraph"

Dividing words into syllables with the help of handclaps according to selected pictures for sound [K]: cap, whale, kangaroo, bricks, brushes.

Drawing on the board and on sheets of paper schemes of the syllabic composition of these words ( speech therapist gives a sample of execution on a marker board)

Answers on questions ( formation of analytical activity)

What is the shortest word? Why do you think so?

What is the longest word? Why?

7. Summary of the lesson

Speech therapist What sounds did you hear in class?

What color are soft consonants?

What color are solid consonants?

What game did you like to play?

You all tried hard today, worked hard together! Well done!

Today we will learn a new sound. This sound is in paints, in cats, in caramels, in sneakers, in a computer, in cabbage and even in crocodiles.

Guessed? yes it is the sound [to].

Bring your hand to your mouth and you will feel how the jet of air comes out of your mouth with a push. Bring the back of your hand to your throat and say [to].

Describe this sound ... That's right, it is consonant, hard, deaf.

1. Name the items. What do all these things have in common...

All these words start with the sound [to].Give a description of the sound ... Compare the words "candy" and "jelly". What conclusion can be drawn? … The sound is hard and soft.

2 . Determine by ear which word has a sound [to].

cat - lips - ice rink; hammock - fly - tank; Galya - flour - wagon.

3. Repeat…

ak-ak-ak-bak, poppy, so;		ok-ok-ok-tok, side, juice, dock;
uk-uk-uk-tuk, beech, grandson, spider;		yk-yk-yk-bull;
ik-ik-ik-peak, broom, date;		ek-ek-ek- century, running, snow;
yak-yak-yak-lighthouse, yak.

4. Guess the word, which ends with the sound [to]:

uro…, dru…, stu…, sapo…, then…, kri…, suro…, veni…, cord…, poro…, kato…, zamo…, delusional…, knowing…, clo…, tres….

5. The names of what pictures sound like?

6 . Repeat tongue twisters.

7. Game "One-Many"

Boar - boars	cabin - cabins,	stone - stones,
ditch - ditches	trap - traps,	horse - horses,
cat - cats,	rope - ropes,	comet - comets
candy candy,	team - teams	room - rooms.

8. The game "Hide and Seek". Name the pictures.

9. Say a word

Today Tanya for the first time

Comes with a bouquet on the first… (Class).

"I hit the green!" -

Crying bitterly... (crocodile).

What's the creak, what's the crunch?

What is this bush?

How to be without a crunch,

If I… (cabbage).

Round, vague, white,

She came to the table from the fields.

You salt it a little.

The truth is delicious... (potato)? (V. Nisherenko)

The tree breathes with leaves

The fish wiggles its gills.

People through the nose and mouth

Absorb… (oxygen).

He loves everyone forever

Who would not come to him,

Guessed? This is Gena

This is Gena... (crocodile)

Foal every day

Growing up and becoming... (horse).

Who will color our album?

Well, of course… (pencil).

Substituting the barrel of the sun,

Lying in the garden... (zucchini).

Rushing like a bullet, I'm ahead

Only the ice creaks

Let the lights flicker!

Who is carrying me?... (Skates.)

A bird chirps in the forest at night.

She's afraid to name herself...

- Ku-ku ... Ku-ku, -

The edge does not sleep.

And this bird's name is... (cuckoo).

Bush in the forest, grows in the garden

And blooms with a white umbrella.

Will ripen red like raspberries

But it's bitter... (viburnum).

And here is the letter! Letter To- a real coquette! Look, she has Candy in her hand! Our letter also has two Pigtails. The letter K is simply Beauty!

1. Color the big letter blue and the small one in green on the left side of the picture. Shade the letter in the pattern. Find and color the letter To on the right side of the picture .

2. Connect with a letter To only those items whose names begin with sounds [to] or [k`].

3. Underline the same letter as on the bottom left side of the picture. Circle all the letters To on right.

4. Connect the dots in numerical order and color the result. What is the difference between the squares on the right?

5. Look carefully at the letters, find similarities and differences.

6. Find hidden letters To. Circle them.

7. Identify the letter in the wrong position.

8. Circle and color only those balls on which the letter To written correctly. Connect them with strings with Carlson.

9.

10. Game "Magic Chain" 1. Turn: goat- in wolf, in fox, in leopard.Goat– pose – sex, – regiment – wolf.

Goat- pose - vine - pocket - magnifying glass - linden - a fox.

Goat- bark - kara - fara - farce - leopard.

2. Turn cat in mouse.

Cat- midge – mouse.

11. Game "Add a syllable - get a word"

12. Game "Syllabic Lotto"

1. Read the syllables and make words with them. (Kalina, braids, Clara, roof, chickens.)

2. Think of words in which the syllable ka first ( stone, boat, skating rink), in the middle ( decade, blockade, overpass), last ( grid, branch, bowl).

13. Game “Merry arithmetic”

1. BOAR - AN + BOW =? (Heel.)

2. Measles - b + idol - l + p \u003d? (Corridor.)

3. Kva + cancer - ak + tira =? (Flat.)

4. Cat + tree - ka =? (Boiler.)

5. Cedar - dr + dewdrop =? (Kerosinka.)

6. Kar + then + paramedic - dsher =? (Potato.)

7. Kar + consonant n = ? (Carp.)

8. Kar + punctuation mark = ? (Card.)

14. Game "Find the word"

...abl, ...zhik, ...zina, ...obka, ...fly.

Answer: ship, shortbread, basket, box, feeder.

What other words do you know that begin with the syllable core and from a syllable car?

15. And r a "Magic letter"

Add one letter to the words and get six new words.

Answer: fisherman, regiment, tray, mosquito, treasure, crab.

16. Game "Find the words"

17. And gr a “Where more words»

Determine where there are more words (in the left or in the right wheel). Read clockwise and in reverse direction, but always in a row

18. Crosswords

Answer: porch, compote, cat, skates, bed.

19.

The signalman holds two flags.
With flags, he is like a letter To .

Take an orange pencil and paint over those parts of the drawing in which you see letters. TO .

20. We write a letter

21.

The syllables are repeatedly repeated: KA-KA-KA-…, KO-KO-KO-…, KU-KU-KU-…, KE-KE-KE-…, KY-KY-KY-….
KA: porridge, kalach, treasury, Cossack, pencil, Katya, galoshes, zucchini, croaks, etc.
KO: cat, cat, Kolya, measles, kite, spears, colt, bone, Kostya, whooping cough, etc.
KU: chicken, bag, doll, cuckoo, sash, piece, Easter cake, cube, jacket, etc.
More complicated - in the middle: shark, falcon, vocals, station, Maxim, starling, etc.
"Sweet words - inexhaustible source sound [TO] at the end of the word: table - table, finger - finger, nose - nose, house - house, etc. Of course, the “affectionate” version of the word should be remembered by the child. Game " Sweet words» good to hold with the ball.
Word formation will give a huge material for fixing the sound K:
"Animals and their babies" : cat-kitten, fox - fox, wolf - wolf cub, bear - bear cub, starling - starling, rook - rook, beaver - beaver, etc.
"Professions and occupations of people": student - student, smart girl - smart guy, fashionista - fashionista, sea - seafarer, fish - fisherman, fire - firefighter, yard - janitor, etc.
Having worked out the sound [K] on the material of words, proceed to tongue twisters :
Ka-ka-ka, ka-ka-ka: this wall is high.
Ka-ka-ka, ka-ka-ka: who came from afar?
Ko-ko-ko, ko-ko-ko: let's throw the ball high.
Co-co-co, co-co-co: we will hear the sound easily.
Coo-coo-coo, coo-coo-coo: here is a cuckoo on a bitch.
Ku-ku-ku, ku-ku-ku: I bake pies for everyone.
Ak-ak-ak, ak-ak-ak: a Cossack rides a horse.
Ok-ok-ok, ok-ok-ok: we jump over bumps and jump!
Ook-uk-uk, uk-uk-uk: what kind of knock is that?
Yk-yk-yk, yk-yk-yk: our cat jumps on the carpet!
Tongue Twisters , - This aerobatics in the pronunciation of any sounds:
A blacksmith forged a horseshoe on an anvil.
Cuckoo cuckoo bought a hood. The cuckoo put on a hood: how funny he is in a hood!
Karl the dwarf was tumbling on the carpet.

There is a kvochka walking around the yard,
Leads children around cages.
Buy a pile of spades.
The Turk smokes a pipe, the Turk pecks at the grits.
Our river is as wide as the Oka.
Like the Oka, our river is wide.
So, like the Oka, our river is wide.
Near the bell.
I was sitting at the Oka, eating apples.
Mow, spit, while dew.
Dew down - and we go home.
Klava put the bow on the shelf,
She called to herself Nikolka.
Konstantin stated.
If Kolya is around a collie,
That and the collie near Kolya.
There is a goat with a scythe goat,
There is a goat with a barefoot goat,
There is a goat with a slanting goat,
There is a goat with a barefoot goat.
BUT poetic texts can be found in any children's books:
We bought a cat
For the holiday boots.
Combed her mustache
Sewed new shorts.
But how do you put them on?
The tail has nowhere to go.
P. Voronko.
The cat caught mice and rats
Rabbit leaf cabbage gnawed.
S. Marshak.
- Cat-cat, go to the dock,
Tell me about the spikelet!
- Spikelet, my friends,
He's skinny like me!
G. Vieru.
The porridge ripened in the meadow.
Cow Masha eats porridge.
Masha likes lunch:
There is nothing tastier.
A. Shibaev.

Fixing the sound [G] in the child's speech

Fixing the sound [G] goes in the same sequence as [K]: syllables, words, tongue twisters, texts, tongue twisters.
GA: gas, newspaper, lawn, jackdaw, clamor, loon, walkway, hammock, harbor, accordion, etc.
GO: hunger, city, guest, proud, throat, turtledove, mountains, highlander, hound, gong, etc.
GU: goose, goose, lips, walk, ghouls, gusli, crowd, thicket, etc.
Ha-ha-ha, ha-ha-ha: Whose leg hurts?
Ha-ha-ha, ha-ha-ha: the leg no longer hurts.
Ha-ha-ha, ha-ha-ha: the leg gets stuck in the hay.
Goo-goo-goo, goo-goo-goo: I can help you.
Goo-goo-goo, goo-goo-goo: a titmouse sits in the snow.
Goo-goo-goo, goo-goo-goo: the goose will be sown in the meadow.
Go-go-go, go-go-go: the horse laughs: “Go-ho-go!”

Poetic texts with sound [G]:

The goose bought himself an accordion,
But I'm a little sloppy.
The harmonica sang well
Hissed like a goose.
(G. Vieru)
Goose
— Ha-ha-ha! - the goose cackles.
- I'm proud of my family!
For goslings and goose
I look, I don't look!
(N. Koyotarev)
Bullfinches sit in the snow:
They sit in the snow - and no gu-gu.
In vain the owls guard them
On a snowy meadow.
(A. Pudval)
The rook was swinging in a hammock,
Geese are in the waves on the river.
Pigeons flew by
And perched on a branch.
The branch is swinging
It works out well.
(A. Pudval)

Tongue Twisters with the sound [G] are quite complex:

There is a loon in the nest, a loon has a pair of chicks.
Ganna ate a dumpling, Herman a pink salmon.
Gander after gander slaps in single file.
The gander looks down on the gander.
Oh, the gander will pluck the sides of the gander.
The gorilla told them, she said,
She spoke, she spoke, she spoke.
The jackdaw sat on the fence,
Rook started a conversation with her.
The galley messenger was burned.
Like on a hill, on a hill
There are thirty-three Yegorkas:
One Yegorka, two Yegorkas, three Yegorkas...


The loon flew over the barn,
And in the barn sat another loon
Total loons - a pair ..

An excellent training for fixing soft sounds - tongue twisters and tongue twisters:
Ki-ki-ki, ki-ki-ki: the trees are very high.
Ke-ke-ke-, ke-ke-ke: the kitten is sleeping in the corner.
Gi-gi-gi, gi-gi-gi: you caught the ball, now run!
Gi-gi-gi, gi-gi-gi: Gena, help mom!
Gi-gi-gi, gi-gi-gi: don't forget the boots.
To the sound of K
At the mouse in a mink
Crumbs and crusts.
In the pantry at the mouse
Pieces of carpet.
At the mouse
Cracklings in a mug.
The mouse in the tub
Wave mushrooms.
In a mouse bowl
leaven leftovers,
And in the cellar
Cheese and sausages.
Hooks on the door
Chains, locks...
(I. Lopukhina)

Fixing the sound [X, Xb] in the child's speech

Clean tongues with [X], [X"]:

Ha-ha-ha, ha-ha-ha: a flea jumps on the floor.
Hu-hu-hu, hu-hu-hu: we didn't catch a flea.
Hee-hee-hee, hee-hee-hee: the paws of a flea are fast.
He-he-he, he-he-he: we know the tale of the flea.

Phrases with sounds [X], [X"]:

Collect dry brushwood.
A cunning ferret caught a hamster.
The chameleon has a long tail.
Khariton collected brushwood.

Poetic texts with sounds [X], [X"]:

The hamster is hoarse from crying:
- Does the ferret get the flu?
Oh, ferret, what a liar you are,
I will die of laughter!
(A. Pudval)

Laughing
Mila laughed loudly
A chuckle landed in my mouth.
Ha ha ha! Suddenly - boom! - fell
And she lost her mix.
(F. Bobylev)
Boastful chameleon.
The chameleon boasted of its tail
Tailed predators. Then…
What happened to him, to his tail?
“No chameleon, no tail.
After all, predators have no post.
The story, alas, is simple.

(E. Karelskaya)

Hamster
Hamster, hamster, hamster -
Striped barrel.
Hamster gets up early
Cleans paws, drinks water.
Homka cleans up the hut
And goes to charge:
One, two, three, four, five,
Homka wants to become strong!
(A. Kamenchuk)
Ferret hunter
The ferret went to the chicken coop to hunt,
Yes, the Corydalis in a hurry woke up.
Wake up the Rooster
On Khorya from above boo!
The polecat with fear barely took its legs.
Oh, and it hurts, and it's insulting to tears!
And he sits and grumbles under the alder:
- That chicken coop is bad, bad! ..
(V. Suslov)
The ferret went to the tree to the wolf,
He took the cracker quietly.
Now the ferret is his flapper
It frightens the animals like a cannon.
(G. Sapgir)
Do you want to become a giant?
Get on stilts!
Ahh, ohh, laughter, laughter.
Buffoons above all!
(V. Berestov)

Tongue Twisters with sounds [X], [X"]:

Delicious halva - praise the master.
Laughing letter X
Laughed: "ha-ha-ha!"
Prokhor and Pahom rode on horseback.

The fly-pity sat on the ear. Municipal Autonomous Preschool Educational Institution

child development center Kindergarten №94

Subject: "Differentiation of sounds K-Kb"

School prep group.

Teacher - speech therapist of the first qualification category

Chukova Larisa Mikhailovna

Tomsk

Tasks:: to teach children to differentiate sounds K-K;

continue to learn how to make sentences with a given word;

to consolidate the concept of "related" words, the formation of related words;

to consolidate skills and orientation skills on a sheet of paper;

consolidate skills sound analysis and synthesis of words;

develop flexibility and mobility of individual parts of the body: speech apparatus and both hands /bioenergy plastics/;

development of general and fine motor skills:

development of phonemic hearing, perception, memory;

education of attention, memory.

Equipment: subject pictures, word scheme, signal cards, plot pictures, doll "Beauty Fairy", "Beauty Tree", magic lumps, magic wand, d / game "Magic Card".

Lesson progress:

1. Organizational moment:

They checked the posture, spread the shoulder blades,

Breathe in peace, breathe out stress.

P. Articulation gymnastics. /Bioenergoplastics/:

"Smile" - "Piglet"

"Horse" / rode on a horse, making clicks with the thumb and middle fingers along with the tongue.

“Catching snowflakes” / work mandible, showing with the hand, “aaam!”

"We suck on an icicle - a lollipop."

“The throat hurts” / cough: kkkha - kkkha!

Sh. Message of the topic of the lesson.

Speech therapist: - I walked along the path, walked ... and I found lumps, but the lumps are not simple, silvery, magical. Could there be something or someone hiding in them? Our sensitive ears listen attentively, the head thinks, and skillful fingers work.

Instruction: -At times- they took the lumps in their hands, they unfolded them for two, they gently smoothed them with their fingers for three, they called the word for four, determined the first sound in the word.

Children: -CAT. The first sound in the word CAT is [К[. Whale. The first sound in the word KIT-[Кь].

Speech therapist: -That's right, well done! Today we will distinguish between the sounds K-K.

1U.characteristics of sounds [K], [Kb] according to articulatory and acoustic features. Designation of pderjd with color symbols.

Speech therapist: - Children, what can you say about the sound [K]? ([Kb]?)

Children: -Sound [K] - consonant, deaf, hard sound. Marked in blue. - The sound [КЬ] is a consonant, deaf, soft sound. Marked in green.

U. Development of phonemic perception.

D / game: "Catch the sound." (Show the sound card)

K: K, P, T, K, K, M, T, K,

Kb: Kb, T, Kb, Kb, Nb, K, Kb

U.D / game "On the contrary"

Speech therapist: - Take a magic wand, on the contrary, name the syllable. I call a syllable with solid sound[K], and you, on the contrary, with a soft sound [Kb]:

KA - KYA KO -KYO KY -KI KU - KYU KE - KE

Speech therapist: Lived - there was a CAT and a KIT.

CAT - huge, just scary!

Kit was small, homely.

Speech therapist: Is that right? How should I say it?

We lay out the scheme of the word (long strip-word) CAT

Let's say the word and listen to ourselves: KOOOT

Name it: [K]. What is this sound?

Children: - sound [K] - consonant, solid, deaf sound, denoted by a blue square.

(lay out the sound [K] (blue square).

Children: -KOOOOT

Speech therapist: -Name it.

Children: - Sound [O] - vowel sound, denoted in red.

(Children complete the word scheme.)

Speech therapist: -Check if all the sounds of the word are already highlighted. Read your diagram.

Children: - No, the word is not finished.

Children: - KO T. Sound [T] - consonant, hard, dull sound.

Speech therapist: - Children, let's check, did we get a word? We read, we allocate sounds with our voice, we sing a vowel sound: KOOOOOOOT.

(Children read in chorus and one at a time.)

How many consonants are in a word? What are they?

How many vowels are in the word CAT? What is the vowel sound?

Speech therapist: Well done! We lay out the scheme of the word KIT.

(Children put a long strip-word in front of them.)

Speech therapist: - Let's say a word and listen to ourselves: KIIIIT.

Children: -KIIIT. The first sound is [КЬ]. It is consonant, soft, deaf - a sound, indicated in green.

Speech therapist: - Well done! Which side did you put the green square on?

Children: - On the left, this is the beginning of the word.

Children: - KIIIIIIIIT. The second sound is the vowel sound [I]. Marked in red.

Speech therapist: Well done! Check if all the sounds of the word are already selected. Read your word.

Children: - No. The last sound in the word KIT T. [T] is a consonant, hard, deaf sound.

Speech therapist: - Let's read, did we get a word?

(Children read according to the scheme: KYIIIIIIIT).

Children: - It turned out the word KIT.

Speech therapist: Well done! Children look at our word patterns. How are word patterns similar?

Children: - There are 3 sounds in the word CAT, 3 sounds in the word KIT.

In the word CAT there is 1 vowel sound, and in the word KIT there is 1 vowel sound.

The word CAT has 2 consonants, and the word KIT has 2 consonants.

xsh. Summary of the lesson. Speech therapist: - Pass the magic wand, what you liked in the lesson - name it!

Municipal Autonomous Preschool Educational Institution

Child Development Center - Kindergarten No. 94

Class

Theme: "Sound R"

(second lesson)

preschool group

Speech therapist of the first qualification category

Chukova Larisa Mikhailovna

Tomsk

Target:

Anchoring correct pronunciation sound "R";

Strengthening the ability to determine the place of sound in a word;

Sound-letter analysis and synthesis of a word from two syllables;

Making sentences with a given word;

Development of phonemic perception;

Development mental activity children;

Development of memory, attention to a linear series;

Development of fine motor skills, hand-eye coordination

Equipment:

Subject pictures: rose, bouquet of roses, signal cards, chips - sounds, letters, syllabaries, table mirror, "letter P".

Course progress.

1. Organizational moment:

D / ball game "Throw the ball, repeat the word."

Speech therapist: Cancer, hand, robot, fish, rose, market.

Speech therapist: - The one who repeats the words that we repeated will sit down.

P. Introduction of the topic:

Speech therapist: -Children, what do you think, what sound will we repeat today?

Children: -Today we will repeat the sound [P].

Speech therapist: Well done! That's right, today we will repeat the sound [P].

Sh. Characteristics of sound R. D / game "Explainers".

Speech therapist: -Do you think the sound [R] is a vowel or a consonant?

Children: - The sound [R] is a consonant sound.

Speech therapist: Explain why the sound [R] is a consonant sound?

Children: - When we pronounce the sound [R], the air goes through the mouth and meets an obstacle.

Speech therapist: - Explain what obstacle the air meets on its way?

Children: - Language. The tongue is pulled up behind the upper teeth and trembles as the air passes through the mouth.

Speech therapist: - Let's check!

- "We're riding a horse":

I rode to the house on a horse

And he said to her loudly: "Trrrrrr ....!"

“We fly on an airplane, we start the engine - rrrr ... ...!”

Children, explain what position the tongue is in when we pronounce the sound [R]? lips? teeth?

Children: - When we pronounce the sound [P], the tongue is at the top behind the upper teeth.

Lips parted and smiling.

The teeth are open.

Speech therapist: - Explain why the sound [R] is voiced or deaf? Checking!

Children: - Sound! Because it is pronounced with a voice, we checked it with the back of the hand.

Speech therapist: Well done! Everything is well explained! We bend our fingers, we tell everything about the sound R.

Children (curling fingers, tell): Sound [R] - consonant sound, ringing sound, solid sound.

1U. Fixing the correct pronunciation of the sound [R] in words, determining the place of the sound in the word.

Speech therapist: - You have pictures on your tables. Assignment, listen carefully:

"1,2,3 - look at the picture,

Name the word correctly, determine the place of the sound in the word!

Speech therapist: Well done!

U. The development of phonemic perception.

Speech therapist: -Children, listen to a series of syllables, name the syllable that is repeated 2 times:

Ra-ra-ro-ro-ro-ro-ra-ro ro-ro-ra-ro

ar-ar-or-ur ur-yr-ar-ar ur-ur-ur-ar

U1. Associating sound with letter. D / game "Memory".

Speech therapist: -Children, look at the pictures on the "letter R", remember the words, I will close the "letter R", and you put as many word strips on the table as you remember the pictures - words.

Children perform on the tables.

Speech therapist: - We name the words.

The children are called.

Speech therapist: I open the “letter P”, and you check - we pronounce the picture words in order.

U!!.FKM. Tired! Now we will rest:

Together it is fun to walk through the open spaces, ...

USh. Sound letter analysis and synthesis of a word from 2 syllables. D / game "Riddles". Work with schemes.

Speech therapist: -Children, I made a word. (Children put a strip-word in front of them).

This word has 4 sounds. (Children lay out 4 squares under the strip - sound).

This word has 2 vowel sounds. (Children lay out 2 short strips - syllables)

Guess what word I guessed?

Children: - No.

Speech therapist: - Why did you put 2 short strips?

Children: - Because you said that there are 2 vowels in the word. We know the rule: -How many vowel sounds in a word, so many syllables.

Speech therapist: Well done! I give the following hint: in the first syllable there is a vowel [O], located at the end of the syllable. (Children lay out the sound [O]).

In the second syllable - the vowel sound A is at the end of the syllable. (Children lay out the vowel sound [A]).

Now you probably guessed what word I thought of? (Children: - No).

Listen to the following prompt: the sound we repeat today is at the beginning of a word, it is heard firmly. (Children lay out the sound [P]).

Designate the sound [P] with the letter P. (Children lay out the letter P). Guess what word?

Now I will give you one last hint. This word means the most beautiful and delicate flower, it is called the "queen of flowers" and it has prickly thorns. Who guessed, mark the sound in the second syllable, what sound? Turn the sound [Z[ into the letter Z.

We read the word: ROOOO-ZAAA, select consonant sounds and sing vowel sounds. Well done! (Reading the word to children.)

Speech therapist: - Children, and if the first letter in the word ROSE is large - what will this word mean?

Children: - The name of the girl, the name of the woman. Because we know: the names are capitalized.

1X. Compilation of sentences with a given word. (Pictures).

X1. Summary of the lesson:

Today we tried to pronounce the sound [Р] clearly, correctly, and we succeeded.

I give you the "letter R" to fulfill homework. You need to pick up words - pictures with sound [P] and stick them on the letter P or draw words - pictures with sound [P].