Sounds [П], [Пь], letter P
Target: introduce children tothe letter P and the sounds [p] and [p’].
Tasks :
Educational:
clarify the articulation of sounds [P], [Пь];
improve the skills of phonemic analysis and synthesis;
learn to determine the position of sound in words;
introduce children to the graphic image of the letter P;
teach analysis and synthesis of syllables AP, OP, UP.
Educational:
develop auditory memory, attention and perception;
develop the ability to concentrate;
develop the ability to control impulsive actions;
teach children to throw out accumulated tension (anger) in an acceptable form.
Educational:
develop the skill of clear pronunciation of sounds [P], | Пь|;
develop the ability to work throughout the lesson.
Equipment: subject pictures (postman, pig, rooster); pictures for making words from the first sounds (listed during the lesson); envelopes with tasks; letters; sound houses; blue and green chips.
Move classes:
1. Organizational moment.
Psycho-gymnastics (allows children to relieve emotional stress, corrects the emotional-volitional sphere).
Picture quarreling roosters.
Draw the piglets who were afraid of the wolf.
Now look at each other, smile, call each other affectionately (After this, the children sit down).
Lesson topic message .
(A painting of a postman is exhibited, envelopes are shown.)
Look who it is? (It's the postman)
What did he bring us? (Letters)
What is the first sound in the word "postman"? (Sound P)
- What is the first sound you heard in the word “letters”? (Sound [Пь])
Guess what sounds we will talk about today? (About the sounds [P], [ Py])
Characteristics of sounds [ P |. [Пь|.
Say the sound [P].Whatyou see? (Lips compress and unclench)
Try reading the sound [P].
It turns out? (No)
This means that the sound [P| vowel or consonant? (Consonant).
Which house will we put him in? (In blue) (Blue house on display)
Place your hand on your throat and make the sound. Is the voice sleeping or ringing? (sleeping)
So, is the sound [P] unvoiced or voiced? (Deaf)
What sound do we pronounce firmly [П] or [Пь]? (Sound [P|)
How do we pronounce the sound [Пь]? (Soft)
What word did I tell you that starts with [Пь]? (Letter)
The sound [Пь] is the brother of the sound [П], we will designate it with a green circle and put it in a green house.
Now tell me, what is the sound [P]? (Consonant, hard, voiceless)
Now let's play (Development of auditory perception). I will call the sounds [П] [Пь], and you will raise a blue circle ifwill hearhard sound, or green if you hear a soft sound.
Pencil case, rooster, desk, vacuum cleaner, glove, saw, song, dog, bee, park, field, gift, tomato, Friday, stove, Petya, peacock.
Training exercises aimed at forming a clear phonetic-phonemic image of sounds.
Do you want to know who sent us the letters?(We want)Then guess the riddle. There is a snout in front, a hook in the back, a back in the middle, and a bristle in the back (Piglet). What is the first sound in this word? ([P])
He sat on the fence, sang and shouted, and when everyone gathered, he stopped and fell silent (Rooster) - [Py].
So, who are the letters from? (From the pig and the rooster) These are not simple letters, but task letters. But we can open them only after you repeat the syllables after me: PA-PO-PU AP-OP-UP PA - PA - PO
Now tell me which syllable is extra? PA-PU-PU-KA (KA)
Look what the pig sent us (Development of auditory memory, attention and perception).
First letter.
Development of phonemic synthesis.
Piglet asks you to guess what words will come out of the sounds that I will say at his request:P... o... l P... i... l... a P... a... u... k P... a... r
What sound do words begin with? ([П], [Пь])
What word starts with [Пь]? (Saw)
Development phonemic analysis and synthesis.
Piglet invites you to make words from the first sounds of the names of the pictures (Pictures are presented).
Owl, mustache, cannon (the word "soup").
Slab, snail, bread (the word "fluff");
Moon, orange, scarf, watermelon (the word “paw”);
Panama hat, antenna, rose (the word "steam").
What is the common sound in all words? ([P]).
Name words starting with the sound [P] (Pooh, par.)
Name the word where the sound [P| at the end (Soup)
Where is the sound [P| in the middle? (Paw)
(This task is aimed at determining the position of the sound [P] in words)
Game: "Speak." Developing the ability to control impulsive actions.
The little pig wants to play with you. I will ask you simple questions, but you can answer them only when I say: “Speak!”
What day of the week is tomorrow?Pause. Speak! (Friday)
What is the name of a cup, plate, pan in one word?Pause. Speak! (Dishes)
Which hand do you hold a spoon when you eat?Pause. Speak! (Right)
4. Physical education minute.
- Now let's rest. If this word is “on the floor”, then we squat; if it is “on the ceiling”, then we raise our hands up: plinth, lamp, parquet, whitewash, rug, spider.
Clap your hands when you hear the sound P
The spider arrived at the market.
The spider brought goods to the flies.
He hung it on an aspen tree:
“Which of you wants a web?”
Clap your hands when you hear the sound [Peep]
B, T', P', T', F', P', K', P', M', P'. Bya, pya, si, pi, te, pe, vu. Lump, aspen, fir, tower, rowan, foam, back, penny, piggy bank. Now back to work.
Introducing the graphic image of the letter P.
Now let's see what he sent uscockerelBut to complete his task, you need to find out how to write the letter P. Look, here is the letter P. What does it look like? (On the crossbar, on the goal)
Listen, I'll tell you a poem about the letter P.
The letter P looks like a bridge. A passerby is walking along the bridge.
And below, a steamer floats through the passage.
So, what tasks has the cockerel prepared for you?
Second letter.
1. Restoring the graphic image of the letter P.
The cockerel asked me to give you these leaves. You see, the letter P is broken here. Fix it, please (Children are given pieces of paper with the letters P, which are missing some elements).
Consolidating the visual image of the letter P and development concentration.
The cockerel asks you to find and underline all the lettersP(letters known to them are written on the sheets of paper lying in front of the children).
A P U I P L P
Game "Little Ghosts". Release of accumulated tension (anger).
The cockerel also wants to play with youlittle onesgood ghosts. We wanted to misbehave a little and scare each other. According to my clap, you will make the following movement with your hands: arms bent at the elbows, raised, fingers spread out and sayscaryvoice sound [U]. If I clap quietly, you will speak quietly, if I clap loudly, you will frighten loudly. But remember that we are kind ghosts and only want to misbehave a little.
Well done! There was enough mischief. Let's become children again.
Development of auditory perception.
Practicing the pronunciation of sounds [П], [Пь] in sentences.
The cockerel wants you to say tongue twisters, and I checked who can say them faster and more correctly.
Petya was sawing a stump with a saw.
From the clatter of hooves, dust flies across the field.
Summary of the lesson. Assessment of children's work. Well done! You did a great job, what sounds did we study today? ([П], [Пь]) Name one word with the sound [П].
Egorova O.V. Sounds P, Pb, B, B. Speech material and games on automation and differentiation of sounds in children 5-7 years old.- M.:"Publishing house" Gnome and D", 2005. - 24 p.
This manual is addressed to speech therapists, teachers of speech therapy groups, and parents. Its main task is to help the child learn the correct pronunciation of the sounds P, Pь, B, B.
The manual offers practical material on production, automation and differentiation of these sounds. The manual contains a variety of lexical material, descriptions of games and individual exercises.
Egorova Olga Vladimirovna
Teacher-speech therapist GOU - combined kindergarten No. 1547
Moscow
Sounds P, Pь, B, B
Speech material and games on automation and differentiation of sounds for children 5-7 years old
Publisher - A. Kazakov
Editor - N. Ilyakova
Corrector - I. Maksimova
Cover - N. Zalipaeva
Original layout - A. Komoloe
LLC Publishing House GNOM and D E-mail: gnom_ logoped@ newmail. ru
Delivered for recruitment 09/08/04. Signed for publication on November 20, 2004. Offset printing. Volume 1.5 p.l. Format 60x90/16. Circulation 2,000 copies. Order No. 1293.
Printed in accordance with the quality of the slides provided at the DPK Rospatent, Domodedovo, Kashirskoe sh., 4, building 1.
© Egorova O.V., 2004. ISBN 5-296-00535-Х © Design by Gnome and D Publishing House, 2005.
Introduction
Speech is one of the most important human functions. In the process of speech development, higher mental processes and the ability for conceptual thinking are formed. Speech communication creates the necessary conditions for the development of various forms of activity. To raise a full-fledged personality, it is necessary to eliminate everything that interferes with the child’s free communication with peers and adults.
Deficiencies in sound pronunciation significantly distort a child’s speech. The child may have omissions, substitutions, and deficiencies in the differentiation of sounds. All this makes the child’s speech difficult to understand for others and limits the child’s speech activity.
Correcting deficiencies in sound pronunciation is one of the most important tasks of a teacher. The child must learn to correctly pronounce all the sounds of his native language. Recently, there are more and more children who have impaired pronunciation of not only whistling, hissing or sonorous sounds, but also simpler sounds, such as D, T, N, P, B, etc.
Benefit structure
Work on each sound includes 3 sections:
Articulation of sound.
Sound production.
Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).
Automation of any sound should begin with syllables. Only when the child learns to correctly pronounce sounds in syllables can he move on to words and sentences. At
when working with words, it is necessary to practice sound in different positions: at the beginning, in the middle and at the end of the word; in words with a combination of consonants.
At the final stages of sound automation, children are offered pure sayings, proverbs, tongue twisters, riddles, poems, stories, and games. Speak pure sayings and proverbs at a calm pace, paying attention to the fact that the automated sound is pronounced clearly and correctly. Tongue twisters should be pronounced slowly at first, clearly articulating the sounds, then at a normal pace. Only when the child can pronounce the tongue twister accurately can you repeat it at a fast pace. When working with riddles, encourage children not only to guess them, but also to repeat them, since the text of the riddles contains an automated sound. It is advisable to learn poems. This helps not only to consolidate sound, but also to develop memory. Read stories to your child calmly and expressively so that he can remember and retell them. Play games in a lively manner, encouraging the child’s correct answers.
When sounds that are similar in pronunciation are automated, it is necessary to carry out work to differentiate them. Differentiation of sounds should begin with syllables, gradually moving on to words, sentences, poems, etc.
This manual is intended for speech therapists, teachers of speech therapy groups, parents of children with deficiencies in sound pronunciation.
Sound P
Articulation of sound
The lips are first calmly closed, then open with an instant exhalation of air. The distance between the incisors and the position of the tongue depends on the next vowel sound. The soft palate is raised, the vocal folds are open, the air stream is jerky.
Sound production
way: by imitation.
way: the speech therapist asks the child to pronounce a syllable pa, blowing on a ball of cotton wool or a strip of colored paper.
1. Repeat the syllables.
Pa - pa - dad - By - pu - py Up - op - unitary enterprise
By - By - by Py - By - pu - pa Up - yp - up
Pu - pu - pu Po - pa - pu - py Eup - up - op
Py - py - py Pu - py - By - pa Up - op - up
2. Repeat the words.
Sound at the beginning of a word: Pan, pie, pass, page, spider, fall, package, paste, finger, Paul, chamber, stick, tow, steam, park; dust, dust, vacuum cleaner, fawn, crumpet; sing, sweat, floor, post, train, help, kidney, soil, mail, regiment, shelf, crawl, tomato, port, spanking; pud, fluff, path, pouf, pouf, launch, cannon, bunch, bullet, scarecrow, powder.
Sound in the middle of a word: Anapa, fall, stomp, drip, dig, bathe, buy, attack, foot, paw, clap, crowd, tulips, hat, constipation, parka, scratch, croup, path; trenches, hoof, spray; soot, boot, bast shoe, pressure.
Sound at the end of a word: Top, stage, blunder, sap, tsap, arap, snoring, drape, ladder.
Confluence of consonant sounds in syllables and words: Pka, pna, mpa; pla, ply, plo, plu; great, great, about, great Firebox, hill, foot, shock, lamp; flame, planet, swim, swimming trunks, cry, plastic, plasticine; swim, quicksand; raft, fruit, bad, bad, hollow, nozzle, bowl; rogue, plow, wander; truth, rule; jump, jumper; simply, a sheet; twig, pond.
3. Repeat offers.
Pasha was tending sheep. The page raised a finger. The regiment goes to the port. Buds appeared on the trees in the park. The locomotive let off steam. The lamp is on at the post office. Pavel went to Anapa. The crowd clapped. The vacuum cleaner swallows dust. Pushka's paws got wet. Berries fell from the hollow. Paul teaches the rule. The scarecrow guards the fruit. The gun fires: poof. Dad buys cereal. Pavel set off. There is dust on the floor, you need a vacuum cleaner.
4. Repeat pure sayings.
Pa - pa - pa - small grains.
Poo-poo-poo - we bought cereal.
Py - py - py - there is no more cereal.
Pa-pa-pa-papa is coming.
Pu-pu-pu-I'm going to Anapa.
I hit the sky with my finger.
From the clatter of hooves, dust flies across the field.
I got up late and lost the day.
I didn’t study when I was young - I lost my life.
Confession is half the correction.
6. Repeat the tongue twisters.
There is a priest on a head, a cap on the priest, a head under the priest, a priest under a cap.
A couple of birds fluttered and fluttered - Yes, and fluttered out.
The field is not weeded, The field is not watered, He asks the pole to drink - The pole needs to be watered.
7. Repeat the riddles.
Who grazes sheep and goats, A friend came out from under the snow,
Where the meadow is overgrown with grass? And suddenly it smelled like spring.
(Shepherd). (Snowdrop)
The golden sieve of black houses is full. (Sunflower) The hut was built without hands, without an axe. (Nest)
8. Learn poems.
The spider brought goods to Mukham for ripe nuts.
For nuts and mushrooms, He hung it on an aspen tree:
What will be born under the oak trees - Which of you desires a cobweb?
What grows under the maples
Under the green linden trees. (V. Orlov)
9. Game “Give me a word.”
The adult invites the child to suggest the right word at the end of each poem.
And from the wind and from the heat, I am growing in a red cap
It will protect you from the rain. Among the aspen roots.
How sweet it is to sleep in it! You'll see me a mile away -
What is this?.. (Tent). My name is... (boletus).
The plane is prepared
He will go to... (flight).
10. Game “One-many”.
An adult names an object in the singular, a child - in the plural.
Tomato - (tomatoes). A gun - (guns).
Spider - (spiders). Pillow - (pillows).
Shelf - (shelves). Tent - (tents).
11. Retell the story.
The adult invites the child to listen to the story and then retell it.
Styopa went on a hike. First, Styopa took the train to the forest. I went down the path into the forest. There he found a beautiful clearing and set up a tent on it. A river flowed near the tent. Styopa swam in the river and lay down on the grass to sunbathe. How good it is to relax!
Sound Пь
Articulation of sound
Cm. sound P. The difference is that when pronouncing the sound Pb, the lips are tensed much more, and the tongue is arched, its tip rests on the lower incisors.
Sound production
way: by imitation.
way: the child pronounces a syllable pi. Gradually, the sound I is pronounced more briefly and dullly, without stretching the lips too much, the sound Pb is obtained.
1. Repeat the syllables.
Pya - five - five five - pyu - pi ap - oops - up
Pyu - pyu - pi pi - ne - Pya pip - hey - jupe
Pi - pi - pi pu - ne - pi yap - ip - jupe
Pe - ne - pe Pi - five - pyu swell - ap - oops
Pyo - pyo - pyo Pyo - pi - hello - jupe - ip
2. Repeat the words.
Sound at the beginning of a word:
Inch, five, nickel, heel, spots, fifth anniversary; drink, beer, peony, squeak, letter, food, saw, pilot, penguin, feast, pie; stump, sing, oven, foam, Petya, singing, rooster, song, sand, stove, cookies, pencil case, pelican, feather, glove, change; puree. Sound in the middle of a word:
Again, honey mushrooms, drown, boiling water, boil, snore; finish, drink, captain, finish, write down, sawdust, piggy bank; finish singing, hum, sniff, bake, sing, drops, drops, snore, in defiance; in advance, tapers, sappers, thimble; hood.
Sound in end of the word:
Swamp, rash, swell (swell).
Consonant clustersounds in syllables and words:
Tpi; sleeping, sleeping, sleeping; ple, ple, ply.
Take a sip; sleep, hibernation; sleeping, back, back, spiral; sing, swaddle, first, in front; captivity, captive, splash, splash; film, whip; plop, drown, sniffle, bun, snore.
3. Repeat the sentences.
Grandma baked pies. We drank tea with cookies. The rooster crowed early. We sang our favorite song. This stove bakes well. We had a feast on the sand. Petya, don’t pour sand. I want to sing. The children were sawing a tree stump. Petya has five mushrooms. The rooster has beautiful feathers. Petya is a pilot. Petya has a pencil case in his backpack. There was foam left from the soap. These pies are from the oven. Petya carries peonies. Honey mushrooms grow on stumps. It's a break at school. Penguin on an ice floe. Petya celebrated his fifth birthday.
4. Repeat pure sayings.
Pe-pe-pe - specks in the cereal. Drink, drink, drink - finish the water!
Pee-pee-pee - don't sniff. Pi-pi-pi - mine knowledge.
5. Repeat the proverb.
They write not with a pen, but with their mind.
6. Repeat the tongue twisters.
Petya was sawing a stump with a saw. The stumps have five honey mushrooms again. Sawdust is flying from under the saw.
7. Repeat the riddles.
Kolya and Lena are having fun - I wake everyone up on time,
This means - ... (turn). At least I don’t wind the clock. (Rooster)
There is a hut made of bricks, the wood is eaten by an eater,
Sometimes cold, sometimes hot. (Bake) One hundred teeth in one row. (Saw)
8. Learn poems:
Petya, Petya, Cockerel the Rooster was asked by the children:
I spent the whole day learning the poem - Why is your name Petya?
And he remembered the line, This is how Petya answered the children:
Only one - ku-ka-re-ku. - I can sing well.
(R. Farhadi)(I. Konkov)
9. Game “Give me a word.”
The adult invites the child to suggest the right word at the end of the poems.
This is an airplane, I took flour and took cottage cheese,
It flies... (pilot). Baked crumbly... (pie).
If you know everything, Suddenly they see: standing by the wheels,
That's what you'll get at school... A huge disheveled...
(five). (dog).
10. Game “Complete the sentence.”
The adult names the sentences and invites the child to complete them with appropriate words with the sound Пь. Beautiful flowers bloomed in the garden... (peonies). The boy put it in the mailbox... (letter). After classes it starts... (turn). Early in the morning I started crowing... (rooster). The pies are baked in... (oven).
11. Game “Be careful.”
The adult invites the child to listen to the story and name all the words with the sound Пь that appear in it.
Olya and Petya are relaxing in the village. Petya and his grandfather are sawing wood. Firewood is needed for the stove to light it. Mom will bake pies in the oven. Olya will make jam filling for the pies. What delicious oven pies!
Differentiation of sounds P - Pb
After the sounds P, Pb have been introduced and automated, it is necessary to differentiate them so that the child does not confuse the hard and soft variants of pronunciation.
Practical material on differentiating the sounds P - Pb
1. Repeat the syllables.
Pa - pya Py - pi Pu - pyu Po - pyo
Pya - pa Pi - py Pyu - pu Pyo - po
Pya - pa - pya Pi - py - pi Pyu - pu - py Pyo - po - pyo
Pa-pya-pa Py-pi-py Pu-py-pu Po-py-po
2. Repeat the words.
Sing - drink Finger - hoop Drip - droplets
Floor - sang Pony - stump Bath - buy
Shelf - file Flight - pilot Dust - saw
Pyshka - pawn Search - squeak Path - path
3. Repeat the sentences.
Pavel sings a song. Petya is vacuuming up dust. Petya made a scarecrow for the garden. Pavel met the captain. There are a lot of letters in the mail. Petya bought tulips. The rooster flaps his wings. The rooster crowed early in the morning. Our captain has new boots. Petya cut his finger. Pavel was sitting near the stove. Polya sat down on a stump. A familiar song sounded on the radio. Petya sat on the last desk. Petya's dad is a captain. Petya swam in the pond. Polya buys a rooster. Dad is sawing wood with a saw. Polya put on gloves. In the forest we came across honey mushrooms.
4. Repeat pure sayings.
Py-pi-py - they made some diggings. Pi - py - pi - flood the stove. Pa-pa-pa-papa is coming. Pa - pap - pap - the hat fell. Pee - pee - pee - don't wheeze.
5. Repeat proverbs and sayings.
Pour from empty to empty.
What is written with a pen cannot be cut out with an axe.
6. Repeat the tongue twisters.
The hippopotamus stomps on the heels of the hippopotamus. The rooster sings about colorful birds, about lush feathers, about down.
7. Repeat puzzles.
Five brothers will be born together, but of different heights. (Fingers)
First they put him in the oven.
How will he get out of there?
Then they put it on a dish.
Well, now call the guys!
They will eat everything one piece at a time. (Pie)
Two bellies, four ears. (Pillow)
8. Learn poems.
Parsley - the mischief brought
To the very pole
He cleared the ice floe in five minutes,
Well then -
Penguin jacket.
(G. Satir)
Bird exercise
The bird wants to wake up
The bird sings a song,
Because a bird with a song
Waking up is more interesting.
Berestov
9.
Game "Solid"- soft".
There are blue and green squares in front of the child. If the words spoken by an adult contain a hard P sound, then the child picks up a blue square. If the sound is soft, it is a green square.
Transition, pony, field, stump, pencil case, locomotive, drank, bullet, Fields, pie, gun, foam, fingers, spider, backing away.
10. Game “Make sentences”.
The adult asks the child to make sentences based on the following reference words:
Fields - pie. Pasha - honey mushrooms.
Postman - letters. The captain is a steamer.
Petya - tomatoes. Petya is a train.
11. Retell the story.
The adult invites the child to listen to the story and then retell it.
Petya has a friend Pasha. He lives in another city. Pasha's birthday is coming soon. Petya decided to congratulate his friend. The boy sat down at the table, took out paper and a pen from his pencil case and began to write. The letter turned out to be long. How many wishes it contained for Pasha!
- I'll take the letter to the post office as soon as possible. Here's Pashapouting when he gets it!
Sound B
Articulation of sound
Cm. sound P. The difference is that the soft palate is lowered, the vocal folds are closed, and a voice is added. When pronouncing the sound B, vibration is felt in the larynx and cheeks.
Sound production
way: by imitation. The child pronounces ba - ba - ba, while you need to slightly puff out your cheeks.
way: based on the P sound by adding a voice. The child feels vibration in the larynx when pronouncing the sound B.
way: The child blows through close, relaxed lips, slightly puffing out his cheeks. At the moment of blowing, the voice turns on. The speech therapist places the index finger under the lower lip parallel to it and makes sharp movements up and down. Then the child himself places his finger. Gradually the finger is removed.
1. Repeat the syllables.
Ba - ba - ba Ba - bo - boo - would
Boo - boo - boo Bo - ba - boo - would
Would - would - would Boo - bo - would - ba
Bo - bo - bo Would - boo - bo - ba
2. Repeat the words.
Sound at the beginning of a word:
Buck, ball, button accordion, bathhouse, bow, base, banana, loaf, bank, bashdya, luggage, ballet, balyk, balance, hook, ram, bazaar, badger; side, bob, boots, pain, boots, boron, Borya, beard; riot, beads, storm, bouquet, paper, letter, booth, bun, mound, alarm clock; bull, life, was, byle, epic, bull.
Sound in the middle of a word: Lyuba, fur coat, toad, fish, boar, dog, estate, wedding, shirt, plane, request; lips, teeth; trunk, album, sable, bus, care, fence, work; ABC.
Consonant clustersounds in syllables and words:
Bvo, bwi, bni, bdu, bde, bgo; blah, blah, blah, blah, blah; bra, bra, bro, bra, bri.
To circle, to encircle, to embrace, to embrace, to think over, to deprive, to overtake; blank, roach, bliss; block, blockade, notepad, blond, cover; get lost, wander; glare, pancakes, dish, saucer; bra, brother, bravo, back, breaststroke, zebra, brother; break, kick; ford, armor, eyebrows, brooch; rattle, razor, apricot.
3. Repeat the sentences.
Lyuba has a beautiful fur coat. Lyuba has a big bow. An elephant has a long trunk. Bori's teeth hurt. Lyuba eats bananas. My brother has a notebook. Brother shaves with a razor. Katya was very happy with the brooch. The pancakes were on a plate. There was a brooch hanging from her blouse. Lyuba is wearing beads. Bori has a bun. Borya eats baked goods. Grandma cooked mushrooms. There's a wild boar behind the fence. The dog barks at the toad. Lyuba is learning the alphabet. Borya saw a zebra. Next to the bull is a bull. Borya circles the pictures. A tower is drawn in the album. Bori has a beard.
4. Repeat pure sayings.
Ba-ba-ba - a ringing trumpet. Would - would - would - the bull is coming.
I wish I could paint the pillars. Bo - bo - bo - put on her clogs.
Boo-boo-boo - buy me a trumpet. Bo - bo - bo - lay on her side.
5. Repeat proverbs and sayings.
There would be a hunt, work would begin to boil. If only there were mushrooms growing on the stove. I like to warm myself so as not to get burned. To be afraid of misfortune will never lead to happiness. If there wasn't snow, there wouldn't be a trace.
6. Repeat the tongue twisters.
Bori had beans, and the woman had mushrooms. If the woman had beans, Baba Borya would cook the beans.
All beavers are kind to their beavers.
Borya gave toffee to Ira, and Ira to Borya gave barberry.
Beavers go into the pine forests.
The little bull is lying down, don't lie down, get up, little bull!
7. Repeat the riddles.
Little Katyusha sat on the top of her head, Not a moth, not a bird - Holds two pigtails. (Bow)
Everyone goes around this place: Here the earth is like dough; There are sedges, hummocks, mosses, and no support for your feet. (Swamp)
Fish in the sea, tail on the fence. (Ladle)
A piece of bread hangs above my grandmother's hut. (Moon)
They have teeth, but they don’t know toothache. (Rake)
8. Learn poems.
Little bull, The drum butted the ram.
Red-haired barrel, Buh! - and the drum burst.
He steps with his feet,
Shakes his head.
Where is the herd? Mooo!
It's boring to be alone!
(V. Berestov).
9. Game “Give me a word.”
List of used literature
1. Alifanova E.A., Egorova N.E. Speech therapy rhymes and miniatures: A manual for speech therapists, educators and parents. - M.: Publishing house GNOM and D, 2001.
Gegeliya N.A. Correcting pronunciation deficiencies in schoolchildren and adults. - M.: Vlados, 1999.
Entertaining alphabet studies / Comp. V.V. Volina. - M.: Enlightenment,
Kozak O. Riddles and tongue twisters. - St. Petersburg: Union, 1997.
Kozyreva L. M. Speech therapy manual. - M.: School, 2000.
Leongard E.I. Formation of oral speech and development of auditory perception
Maksakov A.I. Does your child speak correctly? - M.: Education, 1982.
Russian proverbs and sayings/Ed. V. P. Anikina. - M.: Fiction, 1988.
Collection of riddles/Comp. M.T. Karpenko. - M.: Education, 1988.
Sukhin I.G. Funny tongue twisters for “naughty” sounds. -Yaroslavl: Development Academy: Academy Holding, 2002.
Tumanova T.V. Correcting sound pronunciation in children. - M.: Publishing house GNOM and D, 2000.
Introduction 2
Differentiation of sounds P - Pb 10
Differentiation of sounds B - B 20
Differentiation of sounds B - P 23
Sections: Speech therapy
Target: Literacy training.
Tasks:
1. Clarify the articulation of the sound [P].
2. Develop the skill of sound-letter analysis and synthesis of forward and backward syllables AP, OP, UP, PA, PO.
3. Introduce the letter P.
4. Teach reading syllables with the letter P.
5. Develop phonemic hearing, logical thinking, attention, memory.
6. Continue to develop fine and gross motor skills.
Equipment: subject pictures, sound description diagram, counting sticks, colored chips to indicate sounds, letter P, split alphabet (per child), pictures-puzzles, geometric shapes with letters.
Activation and enrichment of the dictionary: sound, syllable, word, pattern, vowel, consonant ( sound), dull, hard, soft.
Methodological techniques: visual, verbal, practical, gaming, use of literary words, questions, assessment.
Progress of the lesson
1. Organizational moment.
Children, name the vowel sounds. Name words that begin with the sounds A, U, O, I.
2. Subject message. Getting to know sound.
Today we will get acquainted with a new sound and letter, and you will soon find out which one.
The speech therapist displays pictures with Piglet and a ball.
Look at the pictures. Who do you see in the first picture? Piglet hurries to congratulate Donkey on his birthday, bringing him a balloon as a gift. What happened next? Piglet tripped, fell on the ball and the ball burst. This is what's left of the ball.
Let's inflate the balloons using our cheeks:
Quickly inflate the balloon.
He's getting big.
Suddenly the balloon burst
The air has come out -
He became thin and thin.
What sound did you hear when you popped the balloon? (Sound P).
Today we will get acquainted with a new sound and the letter P.
3. Articulation of sound [P] and its characteristics (uses a circuit to characterize the sound)
The speech therapist shows the articulation of the sound [P], the children repeat:
P! – we will put our lips together.
Is the sound [P] a vowel or a consonant? (Consonant).
Why do you think so? (The escaping air meets a barrier - the lips).
The sound [P] is dull. You can check this: bring your palm to your throat and say P-P-P - the throat is silent.
The sound [P] in syllables and words can be hard or soft. Listen: [P] - hard: PA, PO, PU, PE, PY. What sound [P] is it - hard or soft? (Solid).
The sound [P?] is soft: PYA, PE, PI.
The speech therapist gives a sample description of the sounds [P] and [P?].
Pictures with a palm tree and letters are displayed.
Name the first sound in the word PALMA. Describe the sound [P].
Children characterize sounds based on the diagram:
Sound [P] - what? (Consonant, voiceless, hard, indicated in blue).
Name the first sound in the word LETTERS. Describe the sound [P?].
Sound [P?] - what? (Consonant, voiceless, soft, indicated in green).
4. Game “Be careful!”
The children have blue and green mugs on their tables. The speech therapist pronounces syllables and words.
Hear the sound P - raise the blue circle, hear the sound [P?] - raise the green circle.
The speech therapist pronounces syllables, then words.
Syllables: pa, pe, ap, po, pu, pi, op, pya, pe, pi, pa;
Words: pyramid, pillow, vacuum cleaner, penguin, web, cannon, saw, rooster.
5. Game “Live Sounds”.
How many sounds did I say AP, PI, SOUP, SPIDER, SAW, STOP, STEAM.
Name the first sound, the second,...
Is the [P] sound soft or hard? Where is it heard - at the beginning or at the end of the word?
6. Physical exercise “We clap, we stamp.”
We will clap so many times now (speech therapist shows number 3)
We'll drown so many times now (speech therapist shows number 2)
And now we'll turn around
And let's smile at each other.
In which words did the physical minute students hear the sound [P]? (Let's clap, stomp, turn around).
7. Introducing the letter P. The connection between sound and letter.
Let's get acquainted with the letter P. (Show the letter to the children).
What does the letter P look like? (Children's answers).
Let's make the letter P from sticks. Now let's write the letter P in the air.
How does a sound differ from a letter? (We pronounce and hear sounds, and we see and write letters.)
8. Working with split alphabet.
Find the letter P in the split alphabet.
9. Reading syllables and words with the letter P.
The letter P wants to make friends with vowels. Let's help her.
A) The speech therapist hangs puzzle pictures on the board.
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Let's solve the puzzles using the first sounds, find the necessary letters in the split alphabet and read the syllables. (Children solve puzzles, lay out letters and read syllables: AP, UP, IP, OP).
B) The speech therapist hangs a poster with geometric shapes in which letters are written on the board.
Name the geometric shapes. Find letters in them that are different from others.
Make a word out of them and read it. (Children make out the word DAD from the letters of the cut alphabet).
10. Summary of the lesson.
What sound were you introduced to?
What sound is this?
Why is the sound [P] consonant?
Remember and name words that have the sound [P].
Well done! ( Speech therapist gives children "A" stickers).
^Topic No. 13. Sounds [P], [P"]; [P] - [P"]. Letter P
1. Teach your child to recognize close people by their voice.
2. Learn to do graphic exercises.
3. Teach to clearly pronounce the sounds [P], [P"], differentiate both by ear and in pronunciation.
4. Teach the child to pronounce a series of syllables with a combination of consonant sounds.
5. Develop phonemic awareness in the child.
6. Learn to independently analyze a word dad, make sentences based on supporting words.
Task 1. Didactic exercise “Recognize by voice” (developed auditory attention).
The adult invites the child, with his eyes closed, to recognize his family members and friends by their voices.
Task 2. Didactic exercise “Continue the line.” The adult invites the child to continue the line:
Task 3. Introducing the sound [P].
The adult invites the child to look at a series of pictures with images of the following objects: cup, plate, saucepan, kettle, frying pan, and answer the question: what word can be used to call all these objects? (Dishes.) What is the first sound heard in a word dishes?
An adult shows in front of a mirror and explains to the child the articulation of the sound [P]:
At first the lips are closed, then they open with an instant release of air;
The neck is “silent”.
Sound symbol: The samovar is boiling: PPPPP...(see color insert). Characteristics of sound: consonant sound (sponges create a barrier to air), hard, dull. Designation: blue circle.
Task 4. Phonetic exercise. The porridge on the stove puffs: puff! puff! puff!
Task 5. Didactic exercise “Clap your hands if you hear the sound [P]”:
P, m, t, m, p...; pa, ma, we...; up, op, mind...; Pasha, Pavel, Katya, Masha, Polya, Polina, Pavlik, Sonya, Pavlusha, Prokop, Prokopushka, Vanya...
Name full and diminutive names starting with the sound [P].
Task 6. An adult invites the child to listen carefully and repeat a series of syllables with a combination of consonants:
Pta-pto-ptu-pta; pt-pt-pt-pt...
Task 7.
Pa-ap; By-...; ...ap-pa; oops...
Task 8. Working with pictures:
Clearly name all the pictures in a row, games “What has changed?”, “What has disappeared?”;
From a number of drawn objects, select only those whose names do not have the sound [P];
List the remaining objects whose names contain the sound [P], determine the place of the sound in words - the beginning, middle, end of the word (if it is difficult, use a card and a blue circle);
Remember the names of all the pictures proposed for consideration.
Task 9. An adult asks the child to add the first sound [P] to the word. What new word did you get?
Ears are cannons, Ulya is ..., Olya is ...
Task 10. Paste into the notebook pictures with images of objects whose names contain the sound [P].
Task 11. An adult invites the child to select words according to the assignment: the sound [P] is at the beginning of the word, in the middle of the word, at the end of the word:
Shelf, shovel, soup.
Task 12. Learn pure sayings:
Pa-pa-pa - there is cereal on the table.
Py-p-p-p - no cereal.
Oop-op-op - everyone clap their hands.
Whoop-whoop-whoop - we ate soup.
Task 13. Introducing the sound [P"].
Didactic exercise “Say the word.”
Rises at dawn
Sings in the yard
There is a comb on the head.
Who is this?... ( Cockerel)
An adult asks the child a question: “What is the first sound in the guess word?”
Sound symbol: a small kettle is boiling: drink...(see color insert). Characteristics of sound: consonant, soft, dull. Designation: green circle.
Task 14. Phonetic exercise.
The chicks squeak: pee-pee-pee!
Task 15. Didactic exercise “Clap your hands if you hear the sound [P"]”:
Py, t, m, p...; five, me, pi, ti...; pen, saw, milk, cow pie...
Task 16. An adult invites the child to listen to the words, remember them, name the same first sound:
Petya, cockerel, pie, saw, pencil case, song.
Task 17. Choose words based on the first syllable:
PI: -la, -rog...; PE: -rets, -chen, -kar...
Task 18. Learn a pure phrase:
Pee-pee-pee - buy a pie.
Task 19. Differentiation of sounds [P] - [P"]. Didactic exercise “Clap your hands if you hear the sound [P]":
P, drink, drink, p...
Didactic exercise “Say the opposite”:
Pa-pa, po-...; pi-pa, pi-...
Guess the riddles, name the first sound in the riddles:
Toothed animal
The oak tree gnaws with a whistle. ( ^ Saw)
He will weave, he will weave,
He sits and waits for prey. ( Spider)
I wake everyone up on time
At least I don’t wind the clock. ( Rooster)
Stuffed with fluff
Lies under the ear. ( Pillow)
Find words with sounds [P] and [P"].
Learn tongue twisters:
Polya went to weed parsley in the field.
Again, five guys found five honey mushrooms near a tree stump.
He quailed the quail and hid the chicks in the copse from the guys.
A couple of birds fluttered, fluttered, and fluttered out.
Task 20. Introducing the letter P.
Along the path from the gate
The kindergarten went on a hike.
^ O. Hoffman
What does the letter P look like?
The letter P from the fingers: the index fingers are lowered down, the tips of the thumbs are connected, the remaining fingers are clenched into a fist.
Letter games.
Task 21. Independent sound analysis of a word dad(drawing a diagram from circles, finding repeating sounds), composing a word from letters of a split alphabet, finding identical letters. Reading, writing in block letters under dictation.
Making sentences based on supporting words. The adult names the words in order and asks the child to make a sentence from these words. In this case, you should draw the child’s attention to the correct word order in the sentence.
Dad, newspaper, reads; dad, nail, hammer, hammers; Dad is peeling potatoes.
^
Topic No. 14. Sounds [B] - [P]; [B"] - [P"]
Corrective and developmental tasks.
1. In the game, teach your child to recognize animals and birds by their voices.
3. Teach auditory-pronunciation differentiation of sounds: [B] - [P], [B"] - [P"] (differentiation of voiced and voiceless, hard and soft consonant sounds).
4. Continue to teach syllabic analysis and synthesis of words without a combination of consonants.
5. Learn to make sentences using reference words.
6. Learn to analyze and compare words.
7. Strengthen the child’s knowledge of basic spelling rules (working with sentences).
Task 1. Didactic exercises “Collective farm yard”, “In the forest” (development of auditory attention).
Task 2. Didactic exercises “Collective farm yard”, “In the forest”.
Similar to task 1, but the child himself imitates the voices of animals and birds, and the adult guesses whose voice it is.
Task 3. Differentiation of sounds [B] - [P].
Name the first identical sound in words:
Loaf, bun, bagel...
Name the same last sound in the words:
Soup, sheepskin coat...
Compare the articulation of the sounds [P] and [B] (find the commonality and difference, paying attention to the “work of the neck”); remember the characteristics of the sounds [P] and [B], designation.
Didactic exercise “Clap your hands if you hear the sound [P]”:
P, b, b, p...; ba, pa, po, bu...; Borya, bots, dad, grandma, dad, grandma...
Didactic exercise “Say the opposite”:
Pa-ba, ba-...; boo-poo..., poo-...
Repeat after the adult a series of syllables:
Pa-ba-ba, ba-pa-pa, pa-ba-pa, ba-pa-ba, ba-ba-pa, pa-pa-ba...
Didactic exercise “Make a word from syllables”:
Pa-ro-hod, ba-ra-ban, pa-ra-shute, boo-zi-na.
Didactic exercise “Divide the word into syllables” (the adult invites the child to pronounce the word syllable by syllable, clapping his hands for each spoken syllable). Think about which word is the longest?
Tomatoes, dad, granny, gift, beads, paper.
Name the extra word in the series (based on the presence of sounds [P] and [B]):
Jar, Panama, sandwich, bottle; peacock, button, stick, ram.
From a number of drawn objects, choose with the sound [B] ([P]) in the names.
Find words with sounds [P] and [B].
Remember the riddles for the sounds [P] and [B] (see topics No. 12, 13).
The adult invites the child to replace the sound [P] with the sound [B] in words. What words did you get?
Kidney - barrel, steam - ..., sweat - ..., sing - ..., dad - ..., arable land - ..., pass - ..., right - ..., stick - .. .
Task 4. Differentiation of sounds [B"] - [P"].
Name the first sound in words:
Hippopotamus, squirrel, bison ([B"]).
Name the first sound in words:
Petya, first, drank ([P"]).
Compare the articulation of the sounds [P"] and [B"], paying attention to the “work of the neck”, remember the characteristics and designation of the sounds.
Didactic exercise “Clap your hands if you hear the sound [B"]”:
Beat, drink, drink, beat...; five, bya, bi, pi...; birch, squirrel, write...
Didactic exercise “Say the opposite”:
Pyaa, pyaa...; beep, beep...
Repeat after the adult a number of syllables:
Beep beep beep beep beep beep beep beep beep beep beep beep beep
Remove the extra one from a series of pictures (based on the presence of sounds [P"] and [B"] in the words), while the adult does not name the pictures:
Squirrel, birch, rooster, hippopotamus...
Remember the riddles for the sounds [P"] and [B"] (see topics No. 12, 13).
Remember words with sounds [B"] and [P"], determine the place of sounds in these words (if you have difficulty, use a card and green circles with and without a bell).
The adult invites the child to replace the sound [P"] with the sound [B"] in the word. What new word did you get? Make up sentences with these words.
Task 5. Differentiation of sounds [B] - [P], [B"] - [P"].
Name voiced and voiceless consonant sounds; name hard and soft consonant sounds.
The adult names the word, and the child raises the corresponding letter from this word (B - P).
Learn tongue twisters.
Bull, blunt-lipped, blunt-lipped bull.
The bull's white lip was blunt.
Task 6. Sound-syllable analysis of words grandma, dad(laying out diagrams of words from circles, comparing the sound composition of words, finding commonalities and differences in the schemes).
Laying out words from the letters of the cut alphabet. An adult asks a child a question: “Which letters should be replaced in the word dad, to turn a word dad per word woman?»
Reading, copying words, sentences:
Dad is here. There's a woman here.
Making sentences based on supporting words (draw the child’s attention to the order of words in a sentence and coordination of sentence members):
Baba, knit, socks; wood, dad, chop.
Topic: Sound P (P, Letter P)
1.Org. moment
Guys, remind me what sound a steam locomotive makes?(P-p-p.)
What sound can a small train make?(POP-POP-POP.)
You probably guessed what sound we will talk about today in our lesson???( Sound P).
Let's characterize this sound.
Do you think this sound is a vowel or a consonant?? (consonants are sounds that are pronounced with the teeth, lips, tongue)
Why did you classify it as a consonant?? (during pronunciation, air meets an obstacle, and lips are involved in the formation of sound)
When we pronounce these sounds, is our voice sleeping or ringing?
Let's check!!!and determine whether our sound is voiced or unvoiced!
Right ! THIS sound is DEAF - it is pronounced deafly and we cannot pronounce it loudly!
2. DETERMINING THE PLACE OF A SOUND IN A WORD.
HAT, PAUK, P BEECH, P ROCK, PILLOW
Someone will knit, someone will sew,
The one that lives on the head
And in the cold it is not replaceable,
It will warm your ears in winter.
(A cap)
Lives in a dark corner
Weaving a silk thread.
He sneaked in here
I was planning to build a new house.
(Spider).
Housewife
Flew over the lawn
He will fuss over the flower,
He will share the honey.
(Bee).
Who's screaming in the yard?
Wake us up at dawn?
He has feathers - fluff!
And his name is...!(Rooster)
Stuffed with fluff
Lies under the ear.
(Pillow)
3. game "NAME THE WORDS"
Now guys, name the words with sound P in any position.
For example: dill, soup, steamer, ferry, shelf, stick, poodle, Pasha, turtle, etc.
Words with the sound P"
For example: droplet, saw, peony, singing, song, etc.
4. Reading the syllabic table
PA | CA | SHA |
ON | RO | MA |
PU | SHU | RY |
PASHA PORRIDGE MASHA OUR ROMA PUMA SHURA BALLS PANAMA
5.Sound and syllable analysis of a word
Guys, look at the board, you see the word SAIL
How many sounds are in a word?
How many vowels?
What sounds are consonants?
How many letters are there in a word?
What is the difference between a sound and a letter?
Let's determine how many syllables are in a word?(2
Name the first syllable, the second.
Which syllable is stressed?
LOOK CAREFULLY AT THE WORD SAIL AND TELL WHAT WORDS ARE “HIDDEN” IN IT