Lesson summary
Topic. Differentiation of vowels of the first and second row.
Target. Teaching children to distinguish vowels s - and orally and in writing.
Equipment. The text of the poem by S. Pogorelovsky "Oh, and problems in Mishka's notebook", a table with vowels of the first and second rows.
Course progress.
I. Organizing time.
The speech therapist invites students to remember and name the vowels of the first and second rows.
II. Repetition of previously covered material.
The speech therapist invites students to remember how second-row vowels are formed. Posts a table with vowels of the first and second row.
Offers to compare pairs of vowels a - i, o - e, u - u, e - e, s - and. The similarity of these pairs in articulation and the difference in spelling are revealed.
Speech therapist. These vowels are called paired. In order not to confuse them when writing, we will learn to distinguish between them.
III. Poem work.
Listen to the poem.
What do you see, cow, Bear through the "s",
Strict and harsh? Teach Mishka -
Teddy bear through "a" Turn into a mouse.
Wrote a cow, Cat grab a mouse!
Write you Will quitter know.
Speech therapist. Compare the words "Bear" and "mouse" in meaning and spelling. (The speech therapist writes these words on the board.) What are the letters of these words?
IV. Differentiation s - and in syllables.
Exercise 1. Listen to the syllables. Say which vowel you hear.
a) py, you, we, sy, ry, dy, would, ky;
b) pi, ti, mi, si, ri, di, bi, ki
How do you pronounce the consonants you heard first and then? (Hard, soft.)
What sound here affects the softening of consonants?
Task 2. Repeat the syllables after the speech therapist.
py - pi - pi, ti - you - ti, sy - sy - si, ri - ry - ry, dy-di - dy
Task 3. Write the syllables in two lines: with s - in the first, with and - in the second.
we, si, sy, mi, ry, ri, ti, you, ky, ki, li, pi, py, ly
Task 4. Complete the words by inserting the syllables given in brackets.
gri ... (would), whether ... (py), le ... (pi), bo ... (would), ru ... (ki), ry ... (would), la. .. (py), but ... (gi), books ... (gi), so ... (you), ke ... (dy), be ... (gi), ked ... (ry), ko ... (you), ka ... (tee)
v. Summary of the lesson.
Speech therapist. What sounds and letters did we learn to distinguish today?
1. Insert a missing letter s or and. Write down the words. Read them.
r...s, m...s, m...r, s...r, k...t, r...s, b...t, m...lo, l. ..pa, L...yes, k...but, R...ta, s...ro, s...la, m...l..., v...l.. ., v...l..., l...s..., r...l..., p...l..., p...l...
2. Complete the words by adding a letter s or and.
legs.., table..., books..., poppy..., cheese..., scrap..., ball..., san..., beads..., chickens..., salt ..., sor...
3. Change the words according to the model. Name the last syllable in the resulting words, then the last letter.
Sample: garden - gardens, dy, s.
goat-…, owl-…, fly-…, game-…, wasp-…, rose-..., lemon-…, boot-…, dog-…, glass-…, bush-…, lynx-…, ship-..., table-..., pile-...
4. Write down the words, dividing them into syllables. Underline the syllables with and different pencils.
mountains, flies, cinema, fish, vari, sori, mosquitoes, lanterns, crackers, fishermen, markets, whales, fish, small fish
5. Write the words graphically, write the letters s, and.
(The speech therapist calls the word, the students depict it graphically, given the number of syllables, write a letter above the corresponding syllable s. or and.)
juices, soap, geese, damp, honeycombs, pitchforks, pieces, bushes, stamps, cards, goats, boots, fishermen, leaves, wagons, crackers, patterns, lessons, music, bubbles, motors
6. Make words with letters y, and. Compare these words in meaning and sound. Make a verbal sentence with each word.
pitchfork
7. Write down the words, underline and different pencils. Explain why after the letters w, w wrote a letter and(remember the rule).
mice, reeds, tire, skis, knives, fats, cars, extinguished, galoshes, decided, width, survived, mushrooms, mugs, springs, silence, height, burned out, embroidered
8. Read the sentences. Write the words with the letter s in one column, with and - in another, with the letters s and and - in the third.
Dad drank. Rita bought soap. Tanya has a toothache. Nina has beads. Smoke comes out of the chimney. Plum trees grow in the garden. It's damp in the forest. The car has new tires. Misha has lilies of the valley.
Sweet and soap.
Mila did not like soap. But Mila did not whine.
Mom Milu soap soap. Sweet young lady.
9. Dictionary dictations.
smoke, sweet, soap, fish, cows, themselves, lessons, true story, was, saw, mushrooms, wolves, foxes, bushes, hares, bears, carpets, crabs, ponds, floors, kids, mice, once upon a time, ears, mushrooms, mosquitoes, silence, spring, puddles, roofs, swifts, turns
Explain word: turns.
10. Verification dictations.
Mila and Nina washed Sima. Misha and Vitya are kids. Nina washed Misha. Mila washed Vitya. In winter, the fish went to the bottom of the river. The children were looking for acorns. The chickens dug the beds. Wolves howled at night.
Winter.
Winter came. The winds are blowing. Snowdrifts all around. Quiet in the forest. The birds have flown away. The animals went into burrows.
Children are happy with winter. They got on their skis. They took the sled and ride down the mountain. Rollers are poured.
Differentiation a - z
1. Listen to the syllables.
Say which vowel you hear.
ma, na, sa, ka, la, pa, ra, ta, fa, wa
me, nya, sya, kya, la, pya, rya, tya, fya, vya
What do the consonants that you heard first and then sound like?
Which vowel influences the softening of consonants?
2. Compare words small, crushed meaning and writing. Say what letters these words differ in.
3. Say the syllables in pairs. Highlight the vowels in the syllables.
Sample: ma - me, ah, me.
ma-mya ta-tya la-la wa-vya yes-dya
pa-pya sa-sya ra-rya ka-kya ba-bya
4. Listen, memorize and repeat the series of syllables.
ta - cha - ta ma - me - ma bya - ba - bya ra - rya - ra - rya
cha - ta - cha me - ma - me ba - bya - ba rya - ra - rya - ra
5. Write the syllables in two lines: the first with the letter a, the second with the letter ya.
la, la, sya, ta, sa, pa, pya, rya, la, ra, ba, bya, vya, yes, va, ya
6. Complete the word by adding the letter a or z. Write down these words.
mo..., Zo..., Mil..., Mish..., snake..., fish..., sea..., earth..., grass..., countries..., this..., seed..., sedge..., vym..., mountains...
7. Finish the word by adding a syllable with a letter a or I. Write down these words.
Wa-..., O-..., Ma-..., Ka-..., I-..., nya-..., ba-..., ra-..., bass- ..., mo-...,. stra-..., dog-..., bese-..., sobo- ..., be-..., seme-..., lebe-...
8. Write off words by inserting a missing letter a or me.
b...k, r...d, m...k, vr...h, s...d, m...h, v...h, t...h, m. ..so, k...sha, d...dya, gr...dy, r...dy, gr...chi, shl...pa, v...li, vr... gi
9. Write down the words graphically, write the vowels a, i above the corresponding syllable.
Sample: a) ________ a __; b) _____ a_ _I__.
a) fish, belt, rows, hide and seek, yarn, spinning wheel, dirt, belt;
b) ducklings, wilted, wagons, ripe, dirty, button accordions, blue, any
10. Write down the words, dividing them into syllables, underline the letters and I pencils of different colors.
board, brand, snake, belt, army, brothers, blot, stork, scarlet, sluggish, old, earthly
11. Compare pairs of words in meaning and spelling. Make up a sentence with each word. (Orally.) small - crumpled glad - a row of blockages - withered garden - sit down
12. Read the sentences. Write out words with the letter o in one column, with the letter i in another, with letters and I - to the third.
Our Maya is small. Natasha dug the hole herself. Masha took the ball. Borya was looking for berries. Lyuba crushed clay. God, sit down and read a book yourself. Allah is small, but smart.
13. Write down the sentences, insert the missing letter a or z.
Have V ... whether s ... in ... whether rum ... shki. Ir..., an... and V...l... games...whether in pr...tki. Ir... drove..., and V...l... and an... were r... house. N...d... and D...sh... ed...t l...fsh. Kol...r...d, he pop...l in the first r...d.
14. Vocabulary dictation.
himself, sit down, glad, rows, shaft, sluggish, doctor, time, meat, mint, beacon, snake, bright, meat, fish, boiled, udder, seed, viburnum, raspberry
15. Test dictations.
The duck has ducklings. The cat has kittens. The fox has cubs. The bear has cubs. The cow has calves. Moose has calves.
Raya and Maya eat raspberries. Cherry and apple trees in the garden. Mint is a useful herb. No rain. The grass withered. There was an old rag on the floor.
Differentiation about - yo
1. Read the words nose, carried . Compare these words in meaning, sound and spelling. Think about what letters these words differ in.
2. Listen to pairs of syllables. Say how the consonants sound in each pair, which letter affects the softening of the consonants.
mo - myo so - sho ro - ryo wo - wo bo - bo
po - pyo to - te lo - le but - ne fo - fe
3. Say the syllables in pairs.
om - eat from - et then - te ko - kyo in - vo
os - yos or - yor sho - so ryo - ro ol - yol
4. Remember and repeat the rows of syllables.
mo - myo - mo mo - myo - mo - myo that - cho - that that - cho - that - cho
myo - mo - myo myo - mo - myo - mo cho - that - cho cho - that - cho - that
5. Write the syllables in two lines: with the letter o in one line, with the letter yo - to another.
from, yo, om, yom, sho, so, po, pyo, op, yor, lo, le
6. Write down the words graphically, write the letters o, e.
bonfire, ruff, goat, village, salt, donkey, catfish, funny, salmon
7. Compare pairs of words in meaning and spelling. Orally come up with a sentence with each word.
cart - carried, nose - carried, ox - led
8. Insert the missing letters o, yo in words.
tel...n...k, goat...n...k, ut...n...k, fox...n...k, lamb...n...k, puppy...k, foal...n...k
9. Write down sentences. Underline the letters o yo different pencils. Divide the underlined words into syllables.
In field birch grows. She has a white trunk and green leaves. By the birch in spring earrings. Rooks on the birch made nests.
Hedgehog.
Alyosha was in the forest. He carried mushrooms. On the path he saw hedgehog. The hedgehog ran to the tree. Alyosha is not touched hedgehog.
Us to sleep does not give?
10. Write down the sentences by inserting the missing letter o or ё.
L ... nya priv ... s in ... s hay. We heard r...in the bull...in. Do t...ti P...does have t...lka T...mka. Bee ... lka does m ... d. L ... shi n ... vye. tap...chki.
11. Vocabulary dictation. Dark, stomp, darn, chalk, swept, heifer, push, buckets, cake, hastily, brooms, glasses, table, tears, clown, maples, willows, water, trunk, freeze, salt
12. Warning dictations.
Thanks, the frost that caused the snow. Leva led an ox. We go to the house. The boat has new oars. A big bite of fish began. The school has a maple. Vova swept the floor.
Maple.
Ros maple. Maple is high. The maple has a beautiful leaf. Syoma and Borya sat by the maple tree.
Hedgehog.
The hedgehog lives with Lyova. The hedgehog has needles. Lyova feeds the hedgehog with milk. Leni also has a hedgehog.
Ruff and bream.
Uncle Lyonya is a fisherman. He caught a lot of fish. Here is the bream. Here is ruff. Ruff and bream are tasty fish.
Differentiation u - u
Exercise 1. Read the words bow, hatch. Compare these words for meaning and spelling. Say what letters these words differ in.
Task 2. Read the syllables of the first and second lines.
moo, well, poo, su, ku, du, tu, ru, gu
mu, nu, pyu, eu, kyu, du, chu, ryu, gyu
What is the difference between the pronunciation of consonants in the syllables of the first and second lines. What letter will you write after soft consonants?
The opposite game.
The speech therapist calls a syllable with a hard consonant, students with a soft one, highlight vowels with their voice u, u.
Sample: Speech Therapist Students
Task 3. Write the syllables in two columns: with a letter y - in the first, with the letter u - in the second.
boo, byu, chu, tu, lu, lu, ryu, ee, ru, su, pyu, poo
Task 4. Write down the syllables from dictation, underline the vowel. (Syllables from previous assignments are used.)
Task 5. Write the words graphically, write the letters u, u.
Ulya, Yulia, bow, boughs, sing, mine, whirlpool, Lyuba, draw, hands, tulle, coward, sleep, drool, shoes, mica, seal, service, underpants
Words for explanation: tulle, mica.
Task 6. Read the poems. Write out words with letters at in one column, with the letter u - in another, with letters u, u - to the third.
On the lesson.
In class I read
I draw and I count.
I quietly raise my hand.
If asked, I answer.
My companion.
On the floor of the spinning top while I
As I can, I launch
I would rather grow up
I will launch a satellite into the sky.
Task 7. at or Yu.
Lei, ...la, s...tnik, ...rta, pl...s, min...s, sl...x, kra...ha, ...lita, ... litas
Task 8. Change the words according to the model. Underline the last letter of the modified word. Sample: write - write.
write - ..., shout - ..., sing - .... fly - ..., sleep - ..., read - ..., twirl - ..., swing - ..., watch - ..., squeak - ..., crack - ..., talk - ...
Task 9. Fill in the missing letter at or Yu.
Kat...sha feeds k...r. K...ry put grains. L...sha l...bit l...k. ... la put on ... bku. L...ba and L...sha g...la...t. I get up... early... three. Il...sha rice...et vaz... .
Task 10. Write down suggestions. Underline the letters u, u different pencils. Divide the underlined words into syllables.
Lucy was washing her neck. Sonya was heating the iron. Petya and Nyura feed the turkey. Lyuba loves quince. Yura and Ulya together teach lessons.
Task 11. Read the poems. Write words with letters u, u. Answer the questions.
Who loves what. About Yulenka.
Yura - raspberries. Julia - Yulenka - Yula,
Nyura - rowan. Yulia was nimble.
Lelya - swede. Sit in place Yulka
Kohl - cranberries. I couldn't for a minute.
And our Seryozha loves raisins.
Questions: What was Yulia like?
Why was she called brisk?
12. Vocabulary dictation
a) graphic dictation with highlighting letters u, u;
b) the same words are recorded under the dictation of a speech therapist.
Lyuba, Lusha, Pavlusha, skirt, turkey, kraushka, old woman, hook, parsley, swing, walk, write, chirp, cut, wash, play, draw, sing
13. Test dictations.
Mom bought Ilyusha Yulu. Luda came to Ilyusha. They launched the top on the floor. Yula spins and buzzes. Funny toy - spinning top.
Lyuba stood up near the oak. We love to look at Luba.
There was a hut at the edge of the forest.
The October people are friendly guys: they read and draw, play and sing, live happily.
Once, in a cold, winter season, I came out of the forest - it was very cold.
Differentiation yo - yu
Exercise 1. Read the words hedgehog, skirt. Name the initial sounds. Remember how vowels are formed yo, yu. Compare these vowels by the articulation of the lips.
a) yum, em, yot, yut, yun, yon, her, yus, yor, yul, yur, ur
b) myo, mu, nyo, nu, sho, ryo, shu, le, ryu, lu, chu, vo
c) yum, mu, nu, yon, yor, ryu, ryo, yol, le, yur, yos
Task 3. Listen, memorize and pronounce the series of syllables.
yom-yum myo-myu cho-chu yot-yum myo-myo
yum-yom mu-myo chu-cho yut-yot myo-myo-myo
Task 4. Listen to the words. Name only the vowel ё or ю.
south, hedgehog, Julia, Alyosha, Yura, led, everything, everything, skirt, eagle
Task 5. Write the syllables in two lines: the first with the letter yo, in the second - with a letter Yu.
yo, mu, yum, myo, eu, sho, yus, nu, yun, no, ryu, ryo
Task 6. Write down the words. Underline the letters yo, yu pencils of different colors.
south, honey, June, ruff, July, maple, Lenya, Styopa, Nyura, hedgehog, yurt
Task 7. Write the words graphically. Write letters above the corresponding syllable yo, yu.
maple, nimble, carpet, dish, plane, flux, beets, oats, plus, cranberry, boat, fire
Task 8. Complete the sentences according to the model.
Sample: a) Yura sings - children sing; b) Children sing - Yura sings.
Yura sings - children ... . crow viet-birds ... .
seamstress sews-seamstresses ... . chicken pecking chickens ... .
Lyuba drinks - children ... . it's raining, it's raining...
Distribute the sentences according to the model.
Sample: a) Yura sings a song; b) Children sing songs.
children sing-Yura ... . birds twist-raven ... .
seamstresses sew-seamstress ... . chickens peck-chicken ... .
children drink-Lyuba ... . it's raining, it's raining...
Task 9. Write down suggestions. Insert the missing letters.
L...nya l...bit from...m. L...yeah l...bit s...clo. L...ba ate kl...kwu. Al ... wears ... bku. ... ra head ... l ... lu. From birch ... zy and cl ... on the pad ... t leaves ... . Tel ... nok got into ov ... s.
Vocabulary dictation.
maple, beak, bite, give, sleep, field, linen, yours, mine, junk, hatch, onion, ice, mica, tears, on the edge, on the ground, carried, loach, twist, nests, everything, everything
Test dictations.
Rooks make their nests on the birch. Leva has new slippers. You must have your own comb. Loaches climb over the fence. Bay-bayushki-bayu, do not lie down on the edge. Above the hut hangs a loaf of bread. (Moon.) The birds gathered in a flock. Alyosha found a prickly hedgehog under the Christmas tree.
Styopa and Alyosha sing their favorite songs. I'm standing on the edge of a cliff. Grandma loves wheat cakes. The store sold buns and sweet cakes. Give me my towel and my comb. Put on a warm jacket and a blue skirt. The school has a maple. We love to sit by the maple. Bees hum, birds sing.
Training exercises
1. Read word pairs. Compare them in meaning and spelling.
small - crushed bow - hatch ditch - roar
glad - a row of carts - carried soaps - mil
2. Write down the words. Emphasize soft consonants. Name the vowels that come after soft consonants.
salute, sieve, fur, dog, ball, meat, rice, pants, mint, uncle, buckets, forest, honey, peace, body, scales
3. Write out the words in pairs. Orally come up with sentences with each pair of words.
Sample: glad - row.
Dyoma, circle, hook, houses, cart, row, carried, washed, wasps, mil, axes, glad
4. Insert the missing words into the sentences.
happy - rows Children planted vegetables. Tried to make it even...
Harvested in autumn. All were... .
carried the nose of Pinocchio ... a golden key.
He likes to stick his... everywhere.
spit-spit..., spit, until the dew.
Luba has long ... .
Bear-Cat... caught... .
Test dictations
Vocabulary dictation
oats, box, meat, Fanya, nearby, Lyuda, Lusya, people, Lenya, name, wandered, loves, southern, all sorts, bright, melts, sing, all, all, all, club, salmon, hide and seek, ducklings, cozy, apple tree, berry, bubbles, lakes, birches, calves
Auditory dictations
Guideline: the speech therapist pronounces the highlighted words in syllables.
Lenya loves apples. Lucy loves cherries. Aunt Tanya bought raisins, Birds fly away South. Luba is everywhere keeps up. Olya and Fedya dance well. Small Lyuba is very curious.
ducklings swam in the reeds. Soon the chicks will chirp in the nests. Woodpeckers chirp on the birches. Calves grazed in the meadow and lambs. bloom apple trees and pears. Small ones squeaked in the box chickens.
Spring came. The sun pours light and warmth on the earth. murmur streams. Leaves are turning green on the trees. Appeared first bees. Birds build new nests.
Visual dictations
Guidelines. The speech therapist writes a sentence on the board.
Misha and Irina love their mother. They always help her. Children sweep the floor, wash dishes, dust. In the evening everyone watches TV together.
Yasha and his friends - yoongi. They are on a big yacht. Young sailors practice maritime techniques. They y-right-la-yut with a yacht. The boys set sail. Raise and o-pus-ka-yut anchor. They stand behind the steering wheel. Their captain is with them everywhere.
Words written in syllables, write in full.
Lesson topic: Differentiation of letters Yo - Yu (sounds O - U).
Target: improving the ability of children to distinguish between the sounds Yo and Yu and the letters corresponding to them in writing.
Tasks: learn to distinguish between sounds and letters Yo - Yu;
Enrich children's vocabulary;
Develop auditory and visual attention and memory.
Equipment: cards with tasks according to the number of students.
Course progress.
- Org.moment. - Hello guys. The one who calls the word that begins with the sound Yo or Yu sits in place.
2. Consider the plate: yo = yo, yu = yu. Compare by SKU- tion vowels about and y, included in yo and Yu(underlineddifferent degrees of mouth opening - additional control hand under the chin)
u (u) -"narrow" sound, the chin does not fall,
o (yo)- a mouth solution about one finger between the tooth; mi (respectively, the chin falls).
a) from—ut well—but b) et—yut myo—myu
mind - om ro - ru om - yom chu - those
mustache - os gu - go yoon - yong ryu - ryo
Oh - wow then - tu yos - yus le - lyu
4. Vowel differentiation about— at in words (reflected pronunciation with raising the corresponding letters):
litter, bough, fluff, sokh, soup, goose, catfish, chair, table, elk, circle, elephant, bow, dispute, ringing, sound, knock, moan, bush, bone, chorus, descent, sport, knock, lesson, clown, empty, prick, fluff, lace, piece, thick, fall asleep, groundhog, vacation.
5. Compare the meaning and sound of the word:
goal - hum juice - knock point - cloud of bitches - juice
move - thin cable - coward table - chair trickle - building
6. Differentiation yo and Yu in words (raise the corresponding letter):
tree, hedgehog, southern, spinning top, skirt, reception, taiga, union, eagle, yurt, cabin, border, salute, young, linen, gun, shelter, shelter lay down, cozy, shriveled up, film, plush, maple, stick, wove, plus, bloomed, loves, everywhere, pilot, key, distant.
7. Match the meaning and sound of the word
beak - nibble plus - plyos
8. Change the words according to the model, observing the alternation yo - yu in verb endings:
Sample I I give— he gives we give— they give
I sing - ... We sing - ...
I sew - We sew -.
9. Write sentences, inserting suitable words from brackets:
Give me... a towel and... a comb (mine, mine). Take ... soap and ... a brush (your own). Iron... the dress and... the jacket (your, mine).
10. Make sentences with these words and phrases. Underline letters yo, yu:
on the ground, above the ground; the whole field, the whole river; all the sea, all the earth; all the way, all the time; all sour cream, all butter.
11. Texts for a commented letter, for dictation:
The school has a maple. We love to sit by the maple. The bees are buzzing. Birds are singing.
Yura and Lyova were at Aunt Olya's. Aunt bought them a horse and a top. She gives the horse to Yura, and the spinning top to Lyova.
The poor hedgehog is squirming. A cloud floats across the sky, a barrel across the sea floats.
The choir sings a song. Schoolchildren sing well. The hatch leads into a dark hold. The sun pours rays on the earth. It rains in autumn; The shepherd whip. In spring, rooks make nests. The hunter takes a gun. We will pick ripe cranberries.
12. The result of the lesson: - What did we do today at the lesson?
How are the sounds Yo and Yu similar?
What is the difference between the articulation patterns of the sounds Yo and Yu?
Praise, encouragement.
Application No. 1
a) from - ut b) et - yut
mind - om myo-mu us - os om - yum
ro - ru ty - ty
oh-uh yoon-young then - that ryu - ryo
well - but es - yus
gu-go le-lu
Application №2
Give me... a towel and... a hairbrush. (mine, mine).
Take... soap and... a brush. (one's own).
Iron... the dress and... the jacket. (your, yours).
Kataeva S.L., teacher-speech therapist of MAOU “Secondary School No. 140”, Perm.
Purpose: Formation of students' skills to distinguish between sounds [yo] - [yu] by ear and letters yo-yu in writing.
1. Learn to differentiate letters yo-yu, to give an acoustic-articulatory characteristic of their constituent sounds.
2. To form the ability to distinguish letters e-yu in syllables and words in writing.
3. Activate and enrich the vocabulary of students.
4. To consolidate the skills of letter and syllabic analysis of words, as well as the skills of finding the place of stress in a word.
5. Form the correct meaningful reading.
6. Develop auditory attention.
7. Cultivate a respectful attitude towards comrades and develop the skills of mutual checking
8. Continue developing skills for adequate self-assessment of one's activities.
Equipment:
1. Presentation for the lesson in Microsoft Office PowerPoint.
2. Computer, projector, screen.
3. The letters Yo, Yu from the split alphabet.
4. Individual mirrors.
5. Sound rulers (number series).
6. Notebooks with a printed crossword puzzle, pens, pencils.
7. Board, chalk.
Lesson progress:
. Greetings. . Organizing time:2. Gymnastics to improve auditory perception.
3. Voice charging.
. Main part:1. Definition of the topic and purpose of the lesson.
2. Work with individual mirrors.
3. Reading a syllabary.
4. The game “Attentive ears” (distinguishing yo-yu in syllables)
5. Graphic dictation words with the definition of the place of the letters ё-yu in the word by
digital line.
6. Physical education minute (Ball game “Replace Yo with Yu”).
7. Work with words-paronyms.
8. Work with a crossword puzzle (letter, syllabic analysis, stress).
. Summing up, summarizing.. Self-esteem. . Verification task.. Evaluation of the work of students by a speech therapist.|
slide number |
Lesson stage |
Activities of a speech therapist |
Student activities |
| . Greetings. |
Appeals to children: The bell rang and fell silent, The lesson starts. We listen carefully We work diligently. |
They stand near the desks, greet the speech therapist. |
|
|
.Organizing time: 1. Clarification of temporary concepts. 2. Gymnastics to improve auditory perception 3. Voice charging |
Asks children questions: What is today's date? What day of the week is today? What will tomorrow be like? Day after tomorrow? What day of the week was yesterday? The day before yesterday? Write today's date in your notebook. Appeals to children: To prepare to listen carefully and think well, we will do the following exercises: 1. Bend and unbend the upper part of each ear. Ears should be warm. 2. Press the dimple at the tragus of the ear, press it, release and press again, release. 3.Massage your earlobes. 4. In a circular motion, massage both ears at the same time, first in one direction, then in the other. Offers children: And now let's do speech exercises, say a tongue twister. The speech therapist shows an example of pronunciation: Alena and Yulia go for a walk in July. Let's read together And now in chorus on their own. And now in pairs. |
Listen to questions, answer them. Open notebooks, write down the number. Listen to the speech therapist, then perform the exercises shown to them. The children are listening. Look at the slide, read to yourself. Read aloud in chorus with a speech therapist. They pronounce on their own. Children pronounce the tongue twister from memory to a neighbor on the desk. |
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slide number 6 slide number 7 № 10, 11, 12, 13, 14, 15, 16, 17 |
. Main part: 1. Definition of the topic and purpose of the lesson 2. Work with individual mirrors 3. Reading a syllabary 4. The game “Attention- lugs” 5. Graphic dictation of words 6. Physical education minute 7. Working with paronyms 8. Crossword work "Say a word" |
Says to the children: Today we will distinguish between two letters, and which ones you will learn by guessing riddles:The whole family go for a walk At night along the paths Hedgehog-father, hedgehog-mother And the child... Spin on a sharp leg It buzzes like a bug. If he wants, he will jump a little, If you want - lie on the barrel. Asks children: Name the first letters in our guesses. The topic of our lesson “Distinguishing letters yo - yu” What should you learn in class? That's right, distinguishing between the letters ё-yu in syllables and words. Write these letters in a notebook in 2 columns. Are the letters ё - yu similar? Which letters are vowels or consonants? What sounds do these letters represent? What sound do they have the same? What are the different sounds? How can you feel it? And how do the organs of speech change when pronouncing these sounds? Take a mirror and say yo, yu? What are you observing? Quite right, if you pronounce these sounds correctly, you can feel the difference in both sound and articulation. The speech therapist shows a sample of reading. Now read one by one. Neighbor checks. Let's practice distinguishing the letters ё-yu by ear. The game “Attentive ears”: Show the letter Yo or Yu from the cut alphabet if you hear the sounds corresponding to it. Pronounces syllables: me, zyu, ate, yut, du, ve, ne, ryu, cho, byu, le, lu, izyu, ale, oz. And now let's practice distinguishing yo-yu in words, I will pronounce the word for you, and you write it down graphically, denoting only the letters ё, yu, as well as the place of the letter in the word, using a sound ruler. 1) youth, fireworks, housing, 2) pole, maple, iron, 3) southern, oars, eagle, 4) lay down, cabin, Lyuba, 5) computer, rope, flight, 6) pilot, cranberry, pond. Let's take a break, play ball, replacing the letter e with u. Throws the ball to the student, says the word: Have you come across words that are unfamiliar in meaning? The speech therapist explains the word plyos. Now read the sentences given on the screen, inserting the words that fit the meaning. Well done! And now let's play the game "Tell the word." Carefully read the riddle to the end, and then select a word that fits the meaning of the rhyme, write down the answer in the cells of the crossword puzzle, put the stress, divide it into syllables for transfer. The speech therapist coordinates the work of students, if necessary, helps them. |
Listen to a speech therapist They pronounce the answer: Answer: Answer: Distinguish yo-yu They work in a notebook. Answer: no These are vowels of the second row. The letter ё means [th, o] The letter u means [th, y] You can hear with your ears. They pronounce yo, yu, looking in the mirror. They answer: When we pronounce ё, the mouth opens wider, the chin drops, and when yu - the mouth is narrow, the chin does not fall. The children are listening. They read one at a time, with mutual verification. They put the letters ё, u in front of them. Listen and show desired letter. Listen to the task. Take sound lines. In turn, they go to the blackboard, write down the words, graphically: 1) y1____, __y4__, ____ё5 2) ___ y4__, __ y3__, __ y3__, 3) y1___,_ё2___, __ё3___, 4) __e5__, ___e3__, I _e2__, 5) ___ 6___, ___ 4 __, 6)_e2___, __o3__, Listen to instructions They catch the ball, name a new word, throw it back to the speech therapist: Look at the slide, listen to the speech therapist. They look at the screen, take turns commenting. Everyone raises the correct letter. One at a time, students read riddles, guess them, write down the word, put stress in it, divide it into syllables for transfer. One at a time, students take turns going to the blackboard, writing down the word, commenting on their actions, the rest work in a notebook. The word is not transferred. |
| . Summing up, summarizing |
Asking questions: What did you learn in class today?What ways of discernment did you learn? |
Answer: We learned to distinguish yo, yu in syllables and words.By hearing and by the position of the organs of speech. |
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| . Self-esteem |
Invites children to evaluate their skills in distinguishing between the letters ё, yu in syllables and words on a self-esteem scale. |
They draw a scale and evaluate their skills in distinguishing between the letters ё, yu on a self-esteem scale. |
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| . Test task |
Write the names of the pictures in 2 columns, add 1 of your own words in each column. |
Perform a test task. |
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slide number 32 |
. Evaluation of the work of students by a speech therapist |
Checks the correctness of the work of students in the notebook, puts an assessment. Sees off. |
Mark the errors, if any. Say goodbye to the speech pathologist. |
TOPIC. Differentiation of sounds Yo - Yu in words and sentences.
GOALS. Correctional and educational.
Learn to distinguish between the letters Yo - Yu, based on the kinesthetic sensations of the work of the lips and on visual perception.
Learn to characterize sounds, highlighting similar and distinctive points.
Exercise in independent writing from pictures, making sentences from words.
Practice the skills of correctly connecting the letters Yo, Yu with other letters.
Refine and enrich vocabulary.
Correctional - developing.
Develop phonemic awareness and phonemic perception.
Develop speech breathing, articulatory motility, improve diction.
Develop fine and gross motor skills.
Correctional and educational.
Cultivate verbal attention.
To cultivate composure, accuracy, self-control when writing.
EQUIPMENT. Mirrors. Rebuses. Lettering cards. Picture cards: hedgehog, iron, duckling, hockey stick, wheels, trousers, chandelier. Offer cards. Rulers, pencils, pens, notebooks.
Lesson stages | Visual and handout material |
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I. Organizing time Development of diction | We will talk And we will speak Everything is correct and clear To be clear to everyone. | |
II. Topic message Development of phonemic processes | Guess the puzzles. To do this, make up the names of the children from the first letters of the names of the pictures. (Lyuba. Lenya). Name the second letter in the word LOVE. (Yu) What is the second letter in the word LENYA. (Yo) The topic of our lesson is "Distinguish Yo - Yu". We will learn to distinguish Yo - Yu in words and sentences, correctly write words with the letters Yo, Yu. | |
III. Articulation gymnastics Development of articulatory motor skills. | To make the lips and tongue work well, we will do gymnastics. Your lips straight to your ears I will stretch like a frog. And now I'm an elephant - I have a trunk. The shovel was digging Digging, digging Then she subsided Apparently very tired. Tick tock, tick tock The clock goes like this. | |
IV. Work on diction | Speak, do not rush, but look, do not make a mistake. Above the hut hangs a loaf of bread. The tree has needles. | |
V. Sound articulation analysis | When we pronounce Yo, our lips are a wheel. When we pronounce Yu, our lips are a tube. | |
VI. Finger gymnastics Development of fine motor skills Preparing your hand for writing | In order for the fingers to write beautifully, we will do gymnastics. There was a lock on the door. Who could open it? Pulled, twisted They knocked and opened. | |
VII. Formation of calligraphic skills | Open notebooks. Write the date. Write the letters U, Yu and their connections with other letters. Use the cards for a sample. |
Lesson summary on the topic " Yo-Yu differentiation in syllables, words" is intended for students in grades 2-3 with reading and writing disorders due to phonemic speech disorders.
Yo-Yu differentiation in syllables, words
Goals:
Educational:
- clarification and comparison of articulation and sounding of sounds [yo] - [yu];
- to form the ability to distinguish letters e-yu in syllables, words;
- to form the skills of phonemic analysis and synthesis;
- enrich vocabulary;
Corrective:
- develop auditory attention, phonemic hearing;
Educational:
- cultivate independence, respectful attitude towards comrades.
Equipment: bell, subject pictures (pig, cow, hedgehog, sheep), (notebook, whirligig, pencil case, paints), soft toy "Hedgehog", mirrors, pictures of clouds and droplets, pictures of leaves with rebuses, pictures of mushrooms with words.
Lesson progress
I. Organizational moment.
The bell rang and hushed.
The lesson starts.
We listen carefully
We work diligently.
II. The main part of the lesson.
1. The message of the topic of the lesson.
Look carefully at a number of pictures and tell me which one is superfluous?
(hedgehog, because this is a wild animal, and the rest are domestic)
Look at the next row of pictures.
(Here is an extra top, as this is a toy, and the rest is school supplies.)
What is the first letter in the words "hedgehog" and "yula". (Yo-Yu)
Correctly. Today in the lesson we will learn to distinguish between the letters ё-yu in syllables, words. And so that we would not be bored, I invited a hedgehog to visit us.
Tell me, what time of year is it? (autumn)
Correctly. List the main signs of autumn. (days are shorter, rainfall is more frequent, temperatures are lower, leaves change color and fall, birds fly to warmer climes, and animals molt and stock up for the winter)
What does a hedgehog do in autumn?
Hedgehogs begin to prepare for winter in early autumn. They look for a deep hole, which is almost 2 meters deep, otherwise, in a cold winter with severe frosts, hedgehogs can simply freeze and not survive. They warm it with dry leaves and moss, clog the hole and hibernate.
We will also help the hedgehog prepare for winter.
2. Refinement of articulation of sounds.
But first, back to our topic. Tell me, how are the letters ё-yu similar?
(vowels of the second row, indicate the softness of the consonant)
(cunning, "iotized" denote 2 sounds)
What is the difference?
Yo - means 2 sounds [yo]
Yu - means 2 sounds [yu]
Take a mirror and say Yo, then Yu. What do you observe? (…)
That's right, if you pronounce the sounds correctly, you can feel the difference in sound and articulation. When we say ё, the mouth opens wider, the chin drops, and the lips are rounded. When pronouncing yu, the mouth is narrow, the chin does not fall, the lips are strongly extended forward in the form of a tube.
Try to determine by my articulation what I pronounce, e or yu.
3. Distinguishing sounds by ear.
And now let's play the game "Who is attentive" with the hedgehog. I say a series of syllables and you repeat after me:
Ryu-ryo-ryu le-le-lu me-mu-myo syu-syu-sho nu-nyo-nyu de-du-du
4. Distinguishing syllables in writing.
Open your notebooks, write down the number and listen to the rules of the next game, which is called "On the contrary." I dictate a syllable with the letter ё or ю, and you change ё to ю or ю to ё and write down a pair. For example, yom-yum. yut-yet, everything, everything, etc.
- The hedgehog has prepared the next game for you. Look at the hedgehogs, they have leaves with rows of letters entangled in their needles. We circle the letter Yo with an oval, and emphasize Yu with two lines.
Well done! And now exchange hedgehogs and check if everything is correct. Maybe someone missed the right letter or crossed out the extra one?
5. Physical minutes.
There lived a prickly hedgehog in the forest,
Was a ball and without legs,
(Hug their shoulders)
He did not know how to clap - Clap-clap-clap,
(Clap hands).
He did not know how to stomp - Top-top-top.
(Perform "stomp").
He did not know how to jump - Jump-jump-jump
(Jump on two legs).
Move your nose only
Sniff-sniff-sniff.
And the guys came to the forest,
Found a hedgehog in the forest
Taught to clap - Clap-clap-clap,
(Clap hands).
Taught to stomp - Top-top-top.
(Perform "stomp").
Taught to jump - Jump-jump-jump,
(Jump on two legs).
And don't sniff your nose.
6. Distinguishing words in writing.
Look at the desk. The wind picked up and drove the clouds. Clouds with words in which syllables flew out. In order to drive these clouds away, we need to correctly arrange the syllables in them to make words.
Write the words in your notebook and underline the syllables that you have inserted.
Here we drove the clouds. But because of the strong wind, the leaves attacked. And the leaves are not simple, but with puzzles.
Cranberry camel donkey.
Write these words in your notebook and underline the y-y.
Well done! The hedgehog will take these leaves into the mink to insulate it.
And at the end of the lesson, let's help the hedgehog pick mushrooms so that he can properly eat before a long hibernation.
See what interesting mushrooms.
What did you notice?
Can be divided into pairs.
Ples - plus
nibble - beak
Slippers - boats
(Words are similar, differ by one letter)
Correctly! These are paronyms. They also have different meanings. Ples is a city in Ivanovo region and a wide body of water between the islands, rifts, bends. River splash. Lake pool.
Plus is the symbol for the addition operation.
Peck is an action on the verb peck. Today is a good bite.
The beak is an organ of birds, turtles, cephalopods and platypus, formed by elongated toothless jaws, dressed in a horn cover - ramfoteka. The functions of the beak are very diverse, which is reflected in the diversity of its forms.
Slippers are house shoes.
Boats is the general name of a small deckless seagoing vessel for transporting people and goods, as well as for rescuing personnel on the water.
7. Summing up the lesson.
So you and I helped the hedgehog prepare for winter, and at the same time we learned to distinguish between e-yu.
What did you like?
And the hedgehog says thank you very much and has prepared small gifts for you.
Zakharova Natalya Fedorovna,
teacher speech therapist,
MAOU "Gymnasium No. 4",
city of Sterlitamak
