Differentiation of sounds K-T-G-D
teacher-speech therapist MDOU
"Kizilsky kindergarten No. 3"
With the normal development of speech, the sounds of "early ontogenesis" K, G, T, D are assimilated by preschoolers by the age of 2-3.
One of the common defects in pronunciation is the replacement of the sounds K, G with the sounds T, D.
In the literature, enough attention is paid to the production and automation of back-lingual sounds K, G (,),
However, in the practice of working for last years Increasingly, one has to meet with cases of replacing the sounds T, D with the sounds K, G by children of preschool age.
When working with such children, difficulties arose in finding lexical material for the automation of the sounds T, D and their differentiation with the sounds K, G.
To solve this problem, we have selected lexical material for the correction of sounds T, D
1. Formation of perception of sounds T, D.
- "Clap (raise your hand, flag, chip) when you hear the sound T, D)".
Sounds are called interspersed with any sounds except G, K.
- "Clap, (raise your hand, flag, chip) when you hear a syllable (ta, that, from, dy, to)".
One of these syllables is called interspersed with any other syllables that do not contain the sounds G, D.
- "Clap your hands (raise your hand, flag, chip) when you hear a word with the sound T: (work, loto, cloud, fog, mouth, table)"
- "Clap your hands (raise your hand, flag, chip) when you hear a word with a D sound"
(gardens, melon, smoke, daughter, outfits)
One of these words is called interspersed with any other words.
2. Isolated pronunciation of the sound T, D).
Multiple isolated pronunciation of sound based on symbols or pictures (woodpecker and wheels)
"How do the wheels of the train knock? - t-t-t,
How does a woodpecker knock on a tree? - d-d-d.
The teacher alternately shows the pictures - the child pronounces the sounds T or D
3.Automation of sound T in slo gakh
ta-ta-ta, so-and-so, tu-tu-tu, you-you-you, ta-tu-that, tu-ta-you, that-you-that,
at-yat-ut, yut-et-it, at-at-at, ut-ut-ut, it-it-it, yat-yat-yat, yut-yut-yut, et-et-et, etc. d.
4. Automation of sound D in syllables
yes-yes-yes, do-do-do, do-do-do, doo-doo-doo, de-de-de
yes-dy-do, de-do-du, ada-ode-udu, uda-ode-ida, etc.
5. Automation of the T sound in words.
there, that, Tanya. Tolya, Tonya, Tom, Tamara, shoes, pedestal, axe, pipe, here, cloud;
salad, dressing gown, salute, light, hello, mouth, mole, ticket, brother, sheet, writes, squeaks, flies,
flight, pilot, plane, howls, sings, draws, sculpts, beats, sleeps, sews, carries, carries, sits, does, lies, erases, reads, licks, offends;
old, curtain, hard, notes, table, chair, bus, wolf cubs, guys, girls, calves, lambs, chickens, ducklings, piglets, foxes, goslings, puppies
6. Automation of sound D in words.
house, smoke, ladies, Danil, blow, give, melon, hole, think, firewood, oaks, yard, daughter, dacha, distance, give, door, yard, Dasha, give,
gardens, throws, outfits, melon, beard, cold, give out, dishes, water, here, trouble, medal, pedal, ice, it is necessary, rows, next to, palms, dinners, victory, team, pyramid, shower, hollow, perfume,
7. Automation of sounds T, D in phrases and sentences
(simultaneous pronunciation of sounds T and D is allowed)
Tanya is making a salad. Tamara has new shoes. Tonya and Tolya are painting. Airplanes fly there. Tonya sews a bathrobe and curtains. An ax and a pipe lie near the pedestal. The boys and girls are on the bus. The plane flies behind the clouds. The brother sits on a chair at the table. Dasha gave Danil new pencils. Smoke comes out of the chimney. There's a fountain there.
Wolf cubs and foxes hid in the forest. Smoke comes from the chimney. Danila's house stands far from the gardens. Tolya and Dasha go to dinner. Opened the door, it became cold. Danil and Tolya are washing their hands, they will have lunch. The bucket is filled with cold water. Tamara has a plane, he flies in flight. Gardens here, houses there.
Tanya is there. Here is Tom. Here are your shoes. I think Danny is sleeping. The rabbits left footprints. Tom takes lipstick. Pigs are sleeping in the garden. Dad turns the screw. The boys are playing loto. Tanya takes out dominoes. The foals are at home. Grandpa is chopping wood. Grandpa has a beard. The squirrels are sitting in a hollow. There is water in the shower. Friends eat melon. Tolya walks across the bridge.
8.Differentiation of sounds K-T,
Differentiation of sounds K-T by ear.
1. Alternate naming of isolated sounds. Game "Rain - train". Instructions: "When I say "rain" you say the sound K, when I say "train" you say the sound T.
2. Game "Palm-fist".
The child shows his palm if he hears a syllable with the sound T, clenches his palm into a fist if he hears a syllable with the sound K.
Differentiation of sounds K-T in syllables
Repetition of one, two and three syllables with the sounds K-T.
ka - ta - ka, ta-ta - ka, ta-ka, ka-ta, something, that-ko, tu-ku, ku-tu, at-ak, at-ak, ut-uk, uk - ut
to-to-to, to-to-to, to-to-to, to-to-to, ak-at-ak, yat-yak-yat, from-ok-ok,
you-ky-ky, it-ik-ik, ik-it-ik, ka-ta-ka, ku-ku-tu, aka-ata, oto-oko,
ita-ika, tla-kla, ank-ant, ink-int, fta-fka, etc.
. Differentiation of sounds K-T in words
tank, cat, weed, crib, gate, bush, captain, current, rope, tassel, swallow, scarf, parsley, cheesecake, joke, couch, hammer, bone, plate, current, jumps, whines, pumpkin, office
paints, hood, rolls, digs, drags, branch, duck, room, hooves, skating rink, skein, so, cage, potato, candy, jacket, knock, hammer, boat.
9.Differentiation sounds G-D
Differentiation of sounds G-D by ear.
1. Alternate naming of isolated sounds. Game "Geese-woodpecker". Instruction: "When I say "Geese", you pronounce the sound G, when I say "Woodpecker", you pronounce the sound "D".
2. Game "Palm-fist".
The child shows his palm if he hears a syllable with the sound G, clenches his palm into a fist if he hears a syllable with the sound D.
Differentiation of sounds Г-Д in syllables
Repetition of one, two and three syllables with the sounds G-D.
Ga-da, dy-gee, go-do, do-go-do, doo-doo-goo, gee-dy-gee, oga-ode, oda-oga-oga, gna-bottom, gra-dra-dra, dly-gli-gli, etc.
Differentiation of sounds Г-Д in words
catches up, cities, berry, girlfriend, rainbow, vegetable gardens, road, guesses, weather, guess T
10.Differentiation of sounds K-T, G-D in sentences
Katya has a red sweater. Bunny eats carrots. Danil plays as a tank. This is a gift from his friend Sergei. There are bones on the plates. The puppy is whining near the garden. The cow eats grass. Dasha walks with Tanya. Tolya reads a newspaper and a book. There are parsley on the plates. Galya and her friend work in the garden. The hammer is on the table. A bunny jumps under a bush. The road goes along the garden. Galya paints the house. After the rain, a rainbow is visible. Thunder rumbles over the house. The story is about a good dwarf. The guys go to the rink. Tolya and Galya are skating on the rink. Katya reads the fairy tale "Puss in Boots". Natasha was bitten by a mosquito. Vaska the cat loves milk and sour cream. Kolya drags a huge pike from the river with a fishing rod. A rainbow is visible over the city. The parrot sits in a cage. A cat and a whale are drawn on the card. Potatoes grow in the garden. Geese graze far away.
Katya collects a bouquet. A fly is flying in the room. The house has two floors. Kolya eats cake. There is a cactus on the table. The sailor looks through binoculars. I go to the pharmacy for cotton wool. Tanya puts on a jacket. There is a chest of drawers in the room. Mom puts on a headscarf. There are sweets on the plate. Grandfather is pulling a turnip. The stork's nest is high. There is a bus at the stop. A cat is sitting on the window. The spider spins a web. Katya has a beautiful bow. Grandpa sees a hippopotamus.
11.Differentiation of sounds K-T, G-D in tongue twisters
Ta-ka, ta-ka - we saw a beetle
Ik-it, ik-it - the plane flies
That-ko, that-ko - he will fly away
Ka-ta, ka-ta - we let the cat in
Ut-uk, ut-uk - we plant onions in the garden
Ak-at, ak-at - Katya tears the salad
Ky-you, ky-you - there are bridges on the river
At-ak, at-ak - there is a tank in the garden
Aha-hell, aha-hell - there is a high fence
Don-gon, don-gon - there is an empty car
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The main contingent of special (correctional) classes of type VIII are children with a diagnosis of "mild" or "moderate" degree of mental retardation. The degree of severity of disorders in a particular child is different and depends on many factors: the time and degree of impact of the damaging factor, heredity and the environment in which the child was brought up. All components of cognitive activity are disturbed. These disorders are especially evident in the speech development of children of this category. There is a violation of all its components: sound pronunciation and phonetic-phonemic processes, poverty of the dictionary, unformed grammatical structure of speech. The most difficult for correctional work are dysgraphia and dyslexia. The main task of a speech therapist is to develop a child's cognitive interest in classes, which will make it possible to carry out corrective work as efficiently as possible.
I believe that this training should not be a simple “training”, therefore all the material used in the classes is based on gaming technologies and is aimed at the development of thinking, memory, attention, logic, etc. In addition, multimedia presentations provide an invaluable service in this. Their use in the work of a teacher-speech therapist of special (correctional) classes allows you to achieve better results in mastering topics. Bright pictures, animation, musical fragments attract the attention of students and allow you to maintain interest in the exercises throughout the lesson.
Section of the program: Differentiation of paired voiced and voiceless consonants
Lesson Topics:
- Correctional - “Differentiation of sounds“ TO” - “G” in words, phrases, sentences.
- Grammar - “Consonants” TO” - “G”, spelling of words with voiced and voiceless consonants at the end of words.
- Lexical - “Birds”
- Develop the skill of phonemic analysis and synthesis on the material of words of various sound structures;
- To form the ability to select words that are suitable in meaning for compiling phrases, sentences;
- To consolidate the ability to check the spelling of words with voiced and deaf consonants at the end of a word
- Activate the dictionary on the topic “Birds”
- Develop spatial orientation, color perception
- Cultivate emotional responsiveness, perseverance in achieving goals
Equipment: computer, multimedia presentation, “pyramids” for sound characteristics, notebooks, pens.
Lesson progress
I. Organizational moment
Hello guys. I am very glad to see you at the lesson. Now we are all in a different mood. Look carefully at the slide and choose a bird of the color that matches your mood in this moment. (slide 2)
Students look at the picture of birds. Name the color of the selected bird. Depending on the chosen color, the teacher assesses the condition of the child at the first stage of the lesson.
II. Main part
Determining the topic of the lesson
Guys, guess who I'm talking about:
He's purple
Waving his hand cheerfully.
He fell to us from the moon -
Very kind, we know.
(Luntik)
Who is the following verse talking about?
At furry hooligans
insatiable appetite,
One leaf, two leaves,
The third one is hanging in a hole.
That's right, these are caterpillars.
Guys, name the sixth sound in the name Luntik (sound K) What letter denotes the sound K? (letter K).
What is the first sound in the word caterpillar.
(sound G) What letter in the letter denotes the sound G? (letter G).
Presentation of the topic and purpose of the lesson
Guys, try to guess what sounds we will distinguish today in class.
Right. The topic of our lesson is “Sounds “K” - “G”. We will learn to distinguish these sounds in words, phrases and sentences and Luntik and caterpillars will help us in this.
Repetition of characteristics of sounds
Describe the sound
"K" - consonant, deaf, hard
Describe the sound "G"
"G" - consonant, voiced, hard
What do these sounds have in common?
How do they differ?
Each student has three pyramids, with four sides. On the faces of the pyramids are depicted:
- pyramid - red and blue circles
- pyramid - the bell is crossed out, the bell is not crossed out
- pyramid - stone and grass
Pupils rotate the pyramids with the desired face. Thus, they characterize the sounds “_ TO_” - “_G _” and say their answer.
The game "Hide and Seek" (slide 4)
Guys, look carefully at the screen. What do you see? (Many cells. Numbers are written in the cells). Our heroes propose to play hide and seek. Now they will appear in one of the cells, and disappear. And you name the number of the cell. (click on number)
(Answer #24)
Now I will name the route of movement of Luntik and the caterpillars, and you will determine in which cell they are now.
From the cell with the number 24 - 1 cell up, 2 to the right, 1 up
Name the number behind which our heroes are hiding. (22)
Let's check. Here are our heroes and the first task under number 22. (to go to the slide, click on the square with the number that appears)
Exercises to determine the presence of sounds "TO" - "G" in words. (slide 5)
Pictures will appear on the slide. If there is a “K” sound in the name of the item shown in the picture, raise right hand, if the sound “G” is left, and if “K” and “G” are together, then both hands. Be careful.
Completed the first task. And again we determine the route of Luntik and caterpillars: from №22- 1 cell up, 1 left, 2 down. What number do you think Luntik and the caterpillars are behind? (#9)
Second task.
Exercises for determining the place of sound in the names of pictures
There are four groups of pictures in front of you. Look carefully at the pictures. Determine the position of the sound "K" in words.
What is the number of the group of pictures in which the sound “K” always comes first in a row (Slide 6).
1. saucepan, helmet, glass
2. chicken, duck, squirrel
3. pencil, candy, bell
4. books, ruler, paper clip
In which group of pictures is the sound "G" always the third in a row? (Slide 7)
wagon, grapes, globe
rainbow, pear, pea
frog, snowman, needles
button, tape recorder, horns
If the answer is correct, when you click on a number, its color changes, if it is incorrect, it does not.
And again we are looking for heroes. From number 9 - 1 cell to the right, 3 up, 2 to the left. Name the cell number. (#10)
Let's see what task is hidden behind it.
Fixing the spelling rule for voiced and deaf consonants at the end of the word The game “Make no mistake” (slide 8).
The caterpillars inserted the missing letters into the words. Check if they did the right thing. Write the words in your notebook, correcting the mistakes.
The task is checked, the rule of spelling of words with voiced and deaf consonants at the end of the word is fixed. Selected test words
Health-saving minute for the eyes "Ducks". (slide 9)
And now Luntik and the caterpillars offer you a little rest. Look carefully at the slide and follow the moving objects with your eyes.
Composition of phrases. Adjectives agree with nouns in gender, number and case.
Our friends have already moved to another place. Let's find them. From number 10 - 2 cells down, 1 to the left, 2 down. Name the cell number. (#7)
Task: Make up word combinations, choosing the right words for the pictures.
- Domestic (geese)
- Electric kettle)
- Striped (tiger)
- Ripe (berries)
- Checkered shirt)
- Multicolored (rainbow)
Read the resulting phrases. Name the words that answer the question "Who?" (geese, tiger). Remember and name the birds in the names that have the sounds “K” or “G” (Rook, starling, cuckoo, swallow, lark, capercaillie, dove, etc.).
Making proposals
Make up sentences using the given words and pictures. And write them down in your notebook.
The girl chases the geese to the river.
In the spring, starlings settled in the birdhouse.
Under the roof of our house, the swallows built a nest.
Plastic studies
Each bird has its own habits. Draw birds (goose, chicken, penguin, parrot...)
Homework
Today in class we talked a lot about birds. They remembered the names of birds, made sentences, showed pantomime.
Homework. Make three sentences about birds and write them in your notebook
III. Summary of the lesson.
Guys, our lesson is coming to an end. What is the topic of our lesson?
Stand up and raise your hands up those who think they understand the topic completely.
Stand up those who think that more work needs to be done on this topic
Subject
(speech therapist: N.V. Nekrasova, MS (k) OUVIIIspecies)
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
clarify the acoustic and articulatory characteristics of these sounds, conduct comparative analysis; at
to determine the position of a sound in a word;
learn to differentiate the letters G - K in writing.
Corrective: develop phonemic awareness, phonemic perception.
Developing: develop skills in the operations of phonemic analysis and synthesis; develop visual perception thinking, auditory and visual memory.
Equipment: cards - symbols, cards with a written task for each child, notebooks, ICT.
Download:
Preview:
Subject : Differentiation sounds G-K, G'-K'
(teacher-speech therapist: N.V. Nekrasova, MS (c) OU VIII type)
Tasks:
Educational:
learn to distinguish sounds [G] - [K];
highlight the sounds [G] - [K] among other sounds, syllables, words;
clarify the acoustic and articulatory characteristics of these sounds, conduct a comparative analysis; at
to determine the position of a sound in a word;
learn to differentiate the letters G - K in writing.
Corrective: develop phonemic awareness, phonemic perception.
Developing: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.
Equipment: cards - symbols, cards with a written task for each child, notebooks, ICT.
Lesson progress:
I. Organizational moment. (Slide 1)
Respiratory gymnastics.
Lesson topic message.
Guess the riddles:
Sound [K]:
I am a pied, I am a corydalis.
Where-where! I shout briefly.
I scream, and the street hears:
Laid an egg ... (Chicken)
Sound [G]:
Strives to pinch the legs,
I drive him out of the way:
"Get out! I'm not afraid of you!"
"Ha-ha-ha!" - laughs ... (goose)
What sounds do words begin with?
II. Main part. (Slide 2)
- Refinement of the acoustic-articulation characteristics of sounds [G] - [K].
Tell me, is the sound [Г] a consonant or a vowel? Why?
Voiced or deaf? Why?
Is the sound [K] a consonant or a vowel? Why?
Voiced or deaf? Why?
So the sounds [G] - [K] are paired.
- Differentiation of sounds at the syllable level: (Slide 3)
Work in a notebook (task 1.2): (See the appendix to the abstract)
Determine which symbol refers to which sound?
Find all the letters G and K. Underline the voiced consonant sound G with two lines, the voiceless consonant K with one line.
- Guess the syllables made up with vowels and symbols, name them.
- Syllables:
A E I
YU O A
Ball game.
The speech therapist throws the ball to the child, calls the syllable with a ringing sound. The child must return the ball to the speech therapist and name a syllable with a dull consonant sound.
Ga - ka, go - ko, gu - ku, gi - ki ... etc.
Game in the store. (Slide 4)
The gnome went to the store. Help him buy only those things in the names of which there are sounds G - G '. Write down the words.
FINGER GYMNASTICS
- Differentiation of sounds at the word level:
Game "Beehive"
Gnome's friend Gosh the bear cub breeds bees, help the bees find their hive. (Work in notebooks).
Insert the missing syllable GA or KA. Write in a notebook. (Slide 5)
DU ... (GA), RU ... (KA), BUT ... (GA), DORO ... (GA), MOUNTAIN ... (KA), FORK ... (KA), MYSTERIES ... (KA), RADU ... (GA), VET ... (KA), RO ... (GA), BEL ... (KA), VERYOV ... (KA), ANSWER ... (GA).
CHECK YOURSELF (Slide 6)
PHYS. MINUTE
- Differentiation of sounds at the level of a phrase.
Card work
Make phrases with the Gnomefrom the words of the first and second columns, write off, underline the letters G and K:
red sausage
high tie
smoked cockerel
Check yourself (Slide 7)
VISUAL GYMNASTICS
- Differentiation of sounds at the text level.
Read the text, fill in the missing letters. Write the text, underline the letters G and K.(Slide 8).
The dog gnaws ... awns. On Thursday, ... awns will come to us. Grisha loves bread ...orca. On Monday, the whole class went to ... orca. An interesting and ... ra was going on in the yard. Very useful black and ... ra. Alina is blooming in the garden. Katya's friend's name is ... Alina.