A speech therapist's lesson on the differentiation of sounds. Differentiation in oral and written speech Sentences with letters p t

Correction-developing tasks.

Continue to teach the child to find in a row a word that differs from the rest in sound composition.

To teach auditory-pronunciation differentiation of sounds [P] - [T] - [K].

Introduce the child to the use of the preposition on, reinforce the correct use of prepositions in speech on, under

Continue to learn to produce a sound-syllabic analysis of words with a confluence of consonants.

To acquaint the child with the use of a question mark at the end of a sentence, to exercise in reading sentences in compliance with interrogative and declarative intonation.

Exercise 1. An adult clearly pronounces a series of words, and the child listens and names a word that differs from the others in its sound composition:

screw - screw - bandage- screw; minute - minute - coin- minute; ticket - ballet - ballet - ballet; buffet - buffet - bouquet - buffet; pipe - booth - dudka - dudka.

Task 2. Didactic exercise "Clap two (three, four ...) times less (more) than me." The adult claps his hands several times (the child closes his eyes at the same time) and invites the child to clap two (three, four ...) times more (less) than the adult did.

Task 3. Differentiation of sounds [P] - [T] - [K]. Guess riddles, name the first sound in riddles:

Mu-mu-mu, milk to whom? (Cow)

The golden bottom turned to the sun. (Sunflower)

The eagle flies

Through the blue sky

Wings spread out

The sun has dimmed. (Cloud)

An adult recalls with a child the articulation of sounds [P], [T], [K], characteristics and designation (see topics No. 10, 13, 19).

Task 4. Didactic exercise "Finish the word." The adult pronounces the beginning of the word, and the child finishes only its last sound (syllable).

P, T, K: airplane..., co..., su..., ma..., kato..., ban..., bean..., veno..., bodice... , bile ..., balle ..., veni ...;

KA, TA, PA: honor..., mar..., steam..., li..., kas..., shirt...

Task 5. Match the words to the first syllable:

PA: -ra, -rohod, -rum, ... PU: -la, -shock, ... PY: -pour, -tat, ... PO: -la, -dry, ...

KA: -ta, -sha,... KU: -rit, -ritsa,... KO: -la, sy,...

TA: -nya, -sya, ... TU: -kan, -esok, ... TO: -la, -nya, ...

Task 6. Repeat after the adult a series of syllables:

pa-pa-ta, pa-ta-pa, ta-pa-pa, ta-pa-ta...;

ka-ta-ka, ta-ka-ka, ta-ka-ta, ka-ta-ta...;

pa-ta-ka, ka-ta-pa, pa-ka-ta, ta-pa-ka...;

who-who-who-who; act-oct-ukt-ict...;

pta-pto-ptu-pty; apt-opt-upt-ipt...

Task 7. From a number of drawn objects, select those whose names contain the sound [K], then the sound [P], then the sound [T], divide the words into syllables, determine the place of the sound in the words (if difficult, use a card and a blue circle). Make up a sentence with each word.

Task 8. Replace the sound [K] with the sound [T] in words. What words will come out? Make sentences with each pair of words:

Kolya - Tolya, like - ..., comedian - ..., save - ..., bump - ..., bunch - ..., pitching - ...; rock - mouth, current - ..., side - ..., marriage - ..., poppy - ...

Task 9. Recall riddles, tongue twisters with sounds [P], [T], [K] (see topics No. 10, 13, 19).

Task 10. Find an extra word in a row (by the presence of sounds [P], [T], [K]):

braid, floor lamp, roof, rat; pipe, panties, carpet,

trolleybus; ferry, steam, Tolya, ponds; trolleybus, tram, jumper, coward.

Task 11. Name the first and last sound in the words:

wallet, parachute, tank, cat, cube, cake,

ceiling, trampling, hood, kitten, reed.

Task 12. Independently pick up words with sounds [P], [T], [K], divide them into syllables. Name the longest and shortest word.

Task 13. Learn tongue twisters:

From the clatter of hooves, dust flies across the field.

The weaver weaves fabrics for Tanya's scarves.

A spider under the ceiling, a scarf under a cap.

Task 14. Exercises for the development of coordination of speech with movements:

Tiki-tock, tiki-tock. Head tilt left and right.

So the walkers knock.

Tuki-so, tuki-so. Drink alternately with the right and left hand-

That's how the wheels roll. draw circles in front of you.

Current-current, current-current. Bang your fists.

That's how the hammer hits.

Tuki-tok, tuk-tok. Knock heels.

So the heel knocks.

Task 15. Getting to know the proposal

Adult: invites the child to look at the pictures and answer the questions: “What is the car driving for? (On the way) What is the ant crawling on? (According to the leaf.) ”The adult draws attention to the preposition according to, explains its meaning and graphic representation.

Make up a sentence from words, name a preposition:

tractor, field, ride, by;

Insert the necessary preposition into the sentence (on, under, by):

The cat is sleeping... couch. The spider crawls... the wall. Tolya rides... on horseback.

The pavlik is sitting... like a poplar. The bird sits... poplar.

The caterpillar crawls... into the tree. The parrot sits... on a poplar branch. The car is driving... the road.

Task 16. Sound-syllabic analysis of words with a confluence of consonants. Laying out diagrams from circles.

who, fir, slippers, tank, tanks, bird, birds, button, buttons.

Laying out words from the letters of the split alphabet, reading, copying, visual dictation.

Reading sentences with interrogative and declarative intonation:

Who is there? Here is a bird; Who is there? Tug birds. Who is there? Here is Tim. Who is there? Tom is here.

IN last years in written works students, we are increasingly encountering errors that experts call graphic. These include underwriting the elements of a letter or building up unnecessary ones, mixing letters that are similar in optical or kinetic characteristics, mirror writing. This type of specific writing disorders is not associated with the state of children's oral speech. In these cases, a child with sufficient visual acuity does not seem to see or feel the difference in the outline of optically and kinetically similar letters.
For most students, as they master the process of writing, graphic errors usually soon disappear by themselves. However, in some children, such writing disorders are persistent and require special corrective work.
This development is a block of two lessons on correcting one of the types of graphic errors - violations of letter discrimination P – T . These letters have a kinetic and optical similarity, as a result of which they are often confused in their written work by students with insufficiently formed spatial representations and difficulties in the dynamic and kinetic organization of movements.
The main goal of the presented block of classes is to consolidate the connection between the phoneme - article - grapheme - kinema. To achieve this goal, all analyzers are included, the coordinated work of which ensures the process of writing: speech-motor, speech-auditory, visual and motor
The presented classes are designed for students of the 2nd grade and correspond to the average level of development of children 7-8 years old.
The lessons are designed in such a way that they can be used in practical activities not only school speech therapists but also teachers primary school.

1st lesson

Topic: Letter differentiation P – T .

Goals:

  • improving letter differentiation skills p - t
  • development of visual-spatial representations;
  • development of visual analysis and synthesis;
  • improving the ability to switch attention;

Equipment:

  • drawings “Jeans” (Figure 1) and “Footprints” (Figure 2);
  • “encryption cards” (Figure 3, Figure 4);
  • letter cards PT(Figure 6);
  • cards for individual work(Figure 7);
  • individual mirrors.

STUDY PROCESS

I. Organizational moment.

Refinement of spatial relationships.

  • Put the notebook in the far right corner of the table.
  • Who is sitting to your right?
  • Where is Sasha sitting relative to you? (right left)
  • Define the left and right pocket of the jeans (Figure 1).
  • Determine which footprint - right or left - is imprinted in the sand (Figure 2).

II. Work on the topic.

1. - What printed letters“hid” in this figure (Figure 3)? ( T, P, G)

D. Because P, T are voiceless consonants, and G is voiced.)

– What capital letters are “hidden” in this letter (Figure 4)? ( T, P, G)

What letter is missing? Why? ( G - voiced.)

What lowercase letters are “hidden” here? ( p, t, g)

What letter is missing? Why? ( g - voiced.)

Output: writing letters p - t it seems that they can be confused.

2. The speech therapist reads the fairy tale "Toropyzhkina's trouble."

On the first of September, together with other kids, Toropyzhka went to school. There he quickly learned to read and write. But at the same time, this is what happened to him.
Because of his eternal haste, he did not have enough patience with the letter T add the third leg, and it turned out for his letter T only two legs. Toropyzhka writes: “I want a candy”, but it turns out he: “I want a candy P he writes to a friend: “Let's go for a walk”, and a friend reads: “Let's go for a walk P b”.
Everyone began to laugh at Toropyzhka. He went to Znaika and told him about his misfortune. And Znayka asks him: “what letter will you write at the beginning of the word“ three ”? "T" - answers Toropyzhka. “So, remember,” says Znayka, “what the letter has T three legs. The word "three" will help you not to make mistakes and not confuse the letter T with a letter P which has only two legs. Remember this and stop rushing!”

- And among you there are such Hurry-ups who confuse letters P And T ? (Yes)

Let's learn to distinguish between them.

3. Differentiation of letters p - t (Figures 5, 6).

Speech therapist: At the letter P two ( P ara) legs. In the word "couple" the first sound [p]
At the letter T T ri legs. In the word "three" the first sound is [t].
How many sticks are on the first line of your card? (Figure 7)

Children: Two. Pair.

Speech therapist: What letter can be written with them?

Children: P .

Students circle the sticks like a letter P. We carry out similar work with three sticks on the second line. From them, respectively, the letter is obtained T.

4. Differentiation of sounds [p] - [t] (work with individual mirrors).

  • Clarification of the articulation of the sound [p]: consonant, deaf, explosive, instantaneous, an obstacle to the air stream - closed lips (we show the movements of the lips with the fingers of the leading hand).
  • Clarification of the articulation of the sound [t]: consonant, deaf, explosive, instantaneous, an obstacle to the air stream - the tip of the tongue rests on the upper front teeth (we show the movements of the tongue with the fingers of the leading hand).
  • Comparison of sounds [p] - [t] by articulation.

General: consonants, deaf, explosive, instant.

Miscellaneous: place of obstruction: [p] - lips, [t] - teeth.

Observation of the features of the articulation of these sounds, the change in the place of formation of sounds.

Output: remember our "supports":

Sound [n] - “explode” lips; letter P - a pair of elements (legs).

Sound [t] - the tongue rests on the teeth; letter T - three elements (legs).

IV. Fizminutka

We memorize the tongue twister, tapping out the rhythm first with the leading hand, then with both hands. Then we tell a tongue twister, tapping out the rhythm synchronously with our hands and feet.

From the clatter of hooves
Dust flies across the field.

5. Work with individual cards (Figure 7).

Speech therapist:“The numbers 2 and 3 are written on the third line. Remember how many legs the letters have P And T and write under each number the corresponding letter.”

2 2 3 2 3 3 2 3 3 2 2 3
P P T P T T P T T P P T

6. Working with a syllabary table (handwritten font). Reading syllables in chorus.

pa - that
after that
pu - that
you - you 		ap - at
ip - it
ep - et
yap - yat

How do the syllables in the first column differ from the syllables in the second column? ( In the first column the syllables are direct, in the second column they are reversed.)

What line is missing in the first column? Why? ( Last. The consonants n and t are reversed.)

7. Write down the words. Insert letters instead of sticks P or T .

IIlaIIIok, IIiraIII, kaIIusIIIa, IIIaIIpoints, avIIIomaIII, IIlaneIIIa

Collective verification of the correctness of the task.

    • What planets do you know?

8. The speech therapist dictates the word, the students hear the sound [p] or [t] out of it and write the corresponding letter in the air with the index finger of the leading hand, while pronouncing the support words: p - pair, t - three (the task is performed with closed eyes).

Ka T ok, sa P oh, novos T and, to P eyka, with P white, salyu T

Remember the words I dictated to you.

- Match the word-subject to the word "ripe".

9. Words with missing letters are written on the board

How many words are written on the board?

- Read them by inserting letters P or T .

Who saw six words here?

Pupils go to the board, substitute one and the other letter instead of a dash, getting paronyms. Explain the meaning of words, orally compose sentences or phrases with each of them. Then the students write down the resulting three pairs of words in notebooks, signing under the letter P number 2, and under the letter T- 3. (There must not be a restored record on the board, otherwise the work will be reduced to mechanical copying.)

V. Summary of the lesson.

What new did you learn in class today?

- How are the letters different? P And T ?

P And T while pronouncing the support words “pair” and “three”.

2nd lesson

Topic: Letter differentiation p - t .

Goals:

  • strengthening letter differentiation skills p - t , having kinetic similarity;
  • development of visual gnosis;
  • improving the skills of sound-letter analysis and synthesis;
  • development of memory, control actions;
  • development of independence and activity;
  • developing the ability to communicate in a team.

Equipment: letter cards p, t ;

  • letter cards five ;
  • subject pictures (shoes, duck, shelf, lamp, notebook, dress).

    STUDY PROCESS

    I. Organizational moment.

    Speech therapist:“The one who calls the word that begins with the sound [p] will sit down.”

    II. Repetition.

    There are 4 letters scattered on the board: t, b, i, p.

    Make a word out of these letters. (Five)

    Name the consonants of this word. (P, t)

    How are these sounds similar? (They are consonants, deaf, explosive, soft in this word, have paired hard sounds)

    How are these sounds different? (The place of the barrier: [p] - closed lips, [t] - the tip of the tongue rests on the upper front teeth)

    - We show the difference in the articulation of the sounds [p] and [t] with the help of the fingers of the dominant hand.

    - What are the names of the letters denoting the sounds [p] and [t]? (Bae and te)

    – How are they similar? (They are made up of the same elements)

    - What is the difference? (At the letter P- two (pair) legs, and the letter T- three)

    Output: the letters are similar in spelling, therefore, in order not to confuse them, we remember the “supports”:

    • sound [p] - lips “explode”; letter P - a pair of elements (legs);
    • sound [t] - the tongue rests on the teeth; letter T - three elements (legs);

    III. Work on the topic.

    1. We encrypt the words: instead of a word with a sound [p], we draw two sticks (II) in notebooks, and instead of a word with a sound [t] - three sticks (III). Put commas between words.

    The speech therapist says: P program, T arakan, salfe T ka, with P testicles, P os T avil.

    The entry in the notebook looks like this: II, III, III, II, II III.

    How many words did we encrypt? (Five)

    How many badges did you write down? (Six)

    - Why? (The last word had sounds and [p] and [t].)

    - Remember the encrypted words, based on the number of sticks: II – P , III – T .

    - What is the wrong word? (“Set” - firstly, it has both the sound [p] and the sound [t], and, secondly, this word is a verb, and the rest are nouns)

    Circle the sticks so that you get encrypted letters.

    2. Working with pictures boots, duck, shelf, lamp, notebook, dress.

    - Arrange the pictures on the typesetting canvas in two rows - according to the presence of the sound [p] or [t] in the word.

    - Why did you put the picture “dress” in the third row? (Because there is both sound [p] and sound [t])

    What picture is missing? Why? (Duck. This is a bird, Living being, the rest of the pictures are inanimate objects)

    The speech therapist removes the pictures or closes them.

    - Remember the pictures, in the name of which there was a sound [p]. (shelf, lamp)

    - Remember the pictures, in the name of which there was a sound [t]. (Duck, shoes; notebook - there are two sounds here [t])

    What word did we miss? (The dress)

    3. Read the words by inserting the missing letters P or T .

    . ihon . e . I
    . e . ditch . Anya
    . e . ear . amara
    . imoshenko . avel
    . ihomirov . Olya

    - What are these phrases? (These are the names and surnames of people)

    How are people's first and last names spelled? (capitalized)

    - Write down the names and surnames, inserting the missing letters P or T (the supports are the same - the capital letter P has a pair of legs, the capital letter T has three legs).

    IV. Fizminutka.

    Snack

    sips
    From toes to toes!
    We'll stretch, we'll stretch
    Let's not be small!
    We are growing, growing, growing!

    4. Write down the sentences by choosing from the brackets the words that make sense.

    Few (use, shelf) from lazy people. Hanging above the table (pedestal, shelf).

    The ship comes to (cake, port). The winner of the quiz was presented with a beautiful (cake, port).

    5. Graphic dictation.

    Students are tasked with isolating only the sounds [n] and [t] by ear. Words that do not contain these sounds are indicated by a dash when writing; containing one of the sounds are indicated by one corresponding letter; containing both sounds - by two letters in the sequence in which they follow in the composition of the word. If one sound occurs twice in a word, then the letter is repeated twice. Each sentence is written on a new line, because there are no capital letters and dots in such a record.

    Collective verification of the task.

    IV. Summary of the lesson.

    – What did we do today? (Trained to distinguish letters P And T.)

    - How are the letters different? P And T ?

    - What is the difference between the sounds [p] and [t]?

    Students write in the air with their dominant hand, eyes closed, letters P And T while pronouncing the support words “pair” and “three”.

    material to test

    To check the assimilation of the topic “Differentiation of letters P – T ” you can give the following task.

    - Read the text. Orally answer the questions. Write the text from memory.

    (The speech therapist writes the words on the board P RIGO T JVI T BE And P LAS T MASS with missing letters P And T . After the children read the text and answer the questions, the speech therapist asks them to copy the words from the board syllable by syllable. Then the students read the text again and write it from memory.)

    In the morning a doctor came to the classroom and said that tomorrow the guys would be given injections under the shoulder blade. Gotta get ready.
    The next day, Vitalik brought a plastic spatula with him.

    – Did Vitalik understand the doctor correctly?

    Why do you think he didn't understand the doctor?

    Literature:

    1. Beltyukov V.I. Interaction of analyzers in the process of perception and assimilation of oral speech. - M., "Pedagogy", 1977

    2. Volina V.V. We learn by playing. - M., "New school", 1994

    3. Efimenkova L.N. Oral and writing primary school students. - M., "Enlightenment", 1991

    4. Kornev A.N. Reading and writing disorders in children. - SPb., "M and M", 1997

    5. Edited Levina R.E. Speech deficiencies in primary school students. - M., "Enlightenment", 1965

    6. Sadovnikova I.N. Written language disorders and their overcoming in junior schoolchildren. - M., "Vlados", 1995

    7. Yastrebova A.V. Overcoming the general underdevelopment of speech in primary school students of educational institutions. - M., "Arkti", 2000

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    Slides captions:

    Performed by the teacher-speech therapist MBOU TsPK Karimova Natalya Viktorovna Differentiation of letters П-Т

    Parrot in an openwork cage He sang a song to his neighbor. Repeated my voice, We laughed once. A tiger is the same cat, only a little bit wild. The same ears, the same tail, Just a little taller. What sound is repeated at the beginning of each line?

    Write correctly

    Write correctly

    Letter P Letter T Differentiation of letters П-Т

    Distinguish the number of elements

    Lips Teeth Tongue Vocal cords П П П Close Close stronger Open Lies down Do not work T T Open Open Tongue behind the upper teeth, the tip works. The language is tense. The position of the organs of articulation does not work

    PA- TA- PA ON-PU-TU TI- PI-TI IT- IP-UT YT- AT- FROM EP-OP-AP Read the syllabary tables

    2a-3a 3y-2y-3y i2-i3 2i-3i 2e-3e-2e a3-a2 2u-3u 3u-2a-3u o3-o2-i3 Decipher and write down the syllables

    III enemy siro II salu III II avlinzaka III II ira III la II ka s III anok III ance II o III III ol II a halo II zhel III ok II la III ok II o III olokru II pas III epi III op III Scouts game

    Vel.. nez.. letz kru.. ..xi.. mara.. rakan PA TA..rus..mint.. porotnik.. relka.. buretka.. nya.. sha Insert the syllables "PA" or "TA and read the words

    T P P T Determine the place of the sound in the word

    P T T T Determine the place of the sound in the word

    PT T P Determine the place of the sound in the word

    Olo -no -os-el Ka-ok -e-uh Sa-og -as -ila -os-avil -o-emnel Insert letters P or T

    A tree is rooting in the ground, Sparks are soldered in green ashes, An oak tree is cooked in a stomach, A jelly is cooked in a thin shell. What did the Bunny mix up?

    On nettles, as on a tile, Boiled snail tea. Come in for a cup of tea, Who is not afraid of nettles. Physical education minute

    PBRYUOGDCHYUGTBORDVGDYBYUR DZYYAZHZZHEZLIELDLZHKZH Cross out all the letters that appear in the line 3 times and connect the rest.

    happened Mailbox Well done! test yourself

    Hanging above the table (pedestal, shelf). The Ugly Duckling (became, slept) is a beautiful bird. The ship comes to (cake, port). Vitya was presented with (port, cake). Few (use, shelf) from lazy people. Write the sentences, choosing from the brackets the words according to the meaning

    Help the bears complete the bridges

    Sweat Steppe Tread Rags Greenhouse Replace n with t

    Top Sing Confused Hide and Seek Buttonhole Test Yourself

    hammer - hammer Stitches - matches Cap - reel Drop - katlya Totugay - parrot Find the correct spelled word

    Well done! Thanks for attention!


    On the topic: methodological developments, presentations and notes

    Synopsis + presentation of a speech therapy lesson on the correction of optical dysgraphia. Differentiation of the letters P and T; 4th grade

    SUMMARY OF A SUB-GROUP SPEECH THERAPY LESSON ON CORRECTION OF OPTICAL DYSGRAPHY[[("type":"media","view_mode":"media_large","fid":"7473987","attributes":("alt":"","class" :"media-image","height":"...

    Zhelamskaya O.V.
    speech therapist, Pskov, MBOU

    Topic: Differentiation of letters n - t.

    Educational:

    Automate the graphomotor skill of writing the letters n - t in syllables, words, phrases, sentences.

    Differentiate the letters n-t on the letter.

    Corrective:

    Practice spatio-temporal representations.

    Develop visual gnosis and mnesis.

    Develop phonemic analysis and synthesis.

    Develop attention, thinking, memory.

    Develop fine motor skills hands

    Develop the skill of self-control.

    Complete the active dictionary.

    Translate words from passive vocabulary to active vocabulary.

    Educational:

    To cultivate positive educational motivation, the desire to attend speech therapy classes.

    Equipment: computer, multimedia presentation, handouts

    task cards, cut elements of letters, colored

    pencils, pen, simple pencil, mirrors, notebooks,

    colored cards with letters, cards for sound-letter

    word analysis, napkins, glue, suns, clouds.

    Course progress.

    I organizational moment.

    1. Children take their seats according to the cards on the tables (the first letter of his name).

    2. Articulation gymnastics. ("Grandchildren")

    II main part.

    1. Communication of the topic and purpose of the lesson.

    Read the poem to yourself, then aloud. What letter is repeated at the beginning of each line. (slide 1)

    Today in the lesson we will talk about the letters p-t and their spelling.

    2. Articulation mode.

    Speak sounds p-t again, what did you notice? (Sound [p] - “explode” lips. Sound [t] - tongue rests on teeth).

    What letters represent these sounds? See how they are written (slide 2.3).

    3. Graphic image of letters.

    What elements do these letters consist of, how many elements?

    Construct the letters of our lesson from the elements.

    4. Work in a notebook.

    Open your notebooks, write down the number. Write a whole line of alternation letters p-t. slide 4.

    5. Reading syllables.

    Read the syllables (regular, encrypted) Slide 5.6.

    6. Work in a notebook.

    I suggest you play a very interesting game called scouts. I encrypted the words with the letters of our lesson, try to guess what words I wrote down. Scout game. (Task on cards)

    III the enemy of the siroII salyuIII

    II avlin zaka III II and III

    laIIka sIIIanok ​​IIIanets

    IIoIII IIIolIIa haloII

    yolk IIIok IIlaIIIok IIoIIIok

    cereal IIIeIIface IIoIIIoII

    Fizkultminutka.

    7. Work with cards.

    Connect word patterns and pictures. Slide 7.

    p p t t t p t t p t

    8. P-T differentiation in words. Working with the slide 8.

    Insert the syllable PA or TA, read the resulting words.

    Physical education for the eyes.

    9. Composition of words. (slide 9)

    "White boats"

    10. Differentiation of P-T in sentences. (Working with cards.)

    Read the sentences. Underline the appropriate words.

    * Hanging above the table (pedestal, shelf).

    * Ugly duck(slept, became) a beautiful swan.

    * Multiferry transported passengers to (cake, port).

    * Dad brought delicious (port, cake) to the children.

    Name the words whose meaning you did not understand. (An interpretation of incomprehensible words is given.)

    11. Working with a deformed proposal.

    Make up sentences from these words, write them in a notebook.

    1. blood, NikiIIIa, uIIIrom, 2 heal3.

    2. IIrochiIIIal, An3on, 2oves3b.

    3. Sёs3ry, IIIanya, and, Ka3ya.

    III Final part.

    1. Summary of the lesson.

    What letters were discussed in class today?

    How many elements and the letter P? Show on your fingers.

    How many elements does the letter T have? Show.

    2. Reflection.

    You have suns and drops on your tables. Whoever understood everything today, and easily put the sun in the notebook, who had some difficulties, put in a drop.

    3. Evaluation of children's activities.

    Synopsis of a frontal speech therapy lesson with students in grade 2.

    Topic: "Differentiation of letters p - t, P - T by kinetic similarity.

    Goals:

    1. To teach to distinguish between kinetically similar letters p - t, P - T by developing clear visual-motor coordination in isolation, in syllables, words.
    2. To consolidate the ability to work on sound-letter, syllabic analysis and synthesis, 3. To consolidate the ability to use the rules learned in the class.
    3. To develop optical representations, visual and auditory attention, tactile perception, spatial orientation, memory, logical thinking.
    4. Cultivate interest in speech therapy classes desire to work on your speech.

    Equipment:

    • “Magic chest”, images of characters from different fairy tales, computer, presentation, tablets with symbols of classes, typesetting board, velvet paper letters, individual notebooks for children, mirrors, articulation profiles of sounds [p] and [t], tape recorder, audio recordings, bee , a parcel from the postman Pechkin, coloring pages, task cards.

    Lesson progress

    I. Organizational moment.

    L: Guys, today guests came to our lesson. Let's greet them.

    L: So, our lesson begins. To get ready for work, let's remember our motto.

    W: Listen! Think! Do not be lazy! Learn to write correctly!

    L: Sit down.

    II. Setting the goal of the lesson.

    L: Today we will make a trip to the country where the heroes of different fairy tales live. Now, each of you must get out of " Magic chest» picture and name fairy tale hero shown on it.

    Children take out a picture and call the fairy-tale hero: Aibolit, Little Red Riding Hood, Gold fish, Puss in Boots, Pinocchio.

    L: All these characters will help us formulate the topic of our lesson. The topics of our classes always have the main word. Which?

    W: We distinguish.

    A card with the word "Distinguish" is posted on the board.

    L: And what we will distinguish today, we will find out if we look at the computer screen.

    The names of the heroes of fairy tales are written on the screen with the missing letters p and t

    • Aiboli-
    • Red Sha-Point
    • Bura-ino
    • Golden Fish
    • Ko- in Sa-og

    L: So, guys, what letters are missing in the names of fairy tale characters?

    U: The letters n, etc. are missing.

    L: Let's check it out.

    The names of fairy-tale characters with inserted letters appear on the computer screen.

    • Aibolit
    • red Riding Hood
    • Pinocchio
    • Gold fish
    • Puss in Boots

    L: What letters will we distinguish today?

    T: We will distinguish between the letters n and so on.

    Cards with the letters P p - T t are hung on the board.

    L: Pay attention, guys, that we will distinguish between uppercase written letters and lowercase written letters. Let's read the topic of the lesson "Distinguish P p - T t"

    L: How are these letters similar and how are they different?

    W: They answer.

    L: Pay attention to the identical elements of the letters n and t: n is, as it were, “hidden” in t. And in t there is an additional element, that is, they differ in the number of elements.

    L: Yes, today we will distinguish between the letters p and t by spelling. Guys, why did I capitalize all these words?

    W: Because these are the names of fairy tale characters. And we write all proper names with a capital letter.

    III. The main part of the lesson.

    a) Establishment of the kinema-grapheme connection. Letter analysis.

    L: Guys, let's remember this fairy-tale hero. Who is it? (image of Dunno on the board).

    W: This is Dunno.

    L: What fairy tale is he from?

    U: "The Adventures of Dunno and His Friends", "Dunno on the Moon".

    W: N. N. Nosov.

    L: Dunno has a friend, Hurry. (Image on a typesetting canvas). Why do you guys think it's called that?

    W: Because he is always in a hurry.

    L: That's right, now, I will tell you a story that happened to Toropyzhka, and you listen carefully and remember what Toropyzhka did wrong.

    Reading the fairy tale by L. N. Efimenkova "Toropyzhkina trouble."

    On the first of September, together with other boys and girls, Toropyzhka went to school. There he quickly learned to read and write. But at the same time, this is what happened to him. Because of his eternal haste, he did not have the patience to add the third leg to the letter “t”. Toropyzhka writes: “I want a candy”, but it turns out: “I want a candy”. He writes a note to a friend: "Let's go for a walk!", But it turns out: "Let's go for a walk!" Everyone began to laugh at Toropyzhka. He went to Znayka (the image of Znayka is exhibited on the typesetting canvas) and told about his misfortune. And Znayka asks: “What letter will you write in the word“ three ”? “T,” answers Toropyzhka. “So remember,” says Znayka, “that the letter “t” has three legs, and the letter “p” has a pair of legs, that is, two. Remember this and stop rushing."

    L: Guys, what mistakes did Toropyzhka make in writing?

    W: He mixed up the letters n, etc.

    L: What did Znayka advise him? Do you remember how to distinguish letters?

    W: He taught him how not to confuse the letters. The letter t, T has three legs, the word three begins with m. And the letter p, P has a pair of legs.

    L: Among you guys, there are also students who confuse these letters. Therefore, today we will perform a series of tasks that help distinguish these letters.

    L: Let's do it again:

    The letter t has three legs, the word three starts with t, it is a difficult letter.
    The letter p has a pair of legs (two), the word pair begins with p, this is a simple letter. (poster on the blackboard).

    L: Let's write the letters with your finger on the desk: write lowercase written letter t "one-two-three" - the letter turned out - t, "one-two" - the letter turned out - p.

    b) The game "Magic chest".

    In the game, letters are recognized based on kinetic sensations. Children take out the letters p and t made of velvet paper from the “Magic Chest”, and recognizing them by touch, call them.

    L: How did you recognize the letter? What did they rely on when recognizing?

    Student responses.

    c) Performing an exercise in a notebook:

    Write down the corresponding letters under the numbers (exercise in a notebook for work on distinguishing between kinetically and optically similar letters) ex. 1 page 9.

    d) Articulatory differentiation of sounds:

    L: In individual mirrors you will see how the sounds [p] and [t] are pronounced. Where is the tongue located when pronouncing the sound [t]?

    W: Behind the upper teeth.

    L: And what kind of interference occurs when pronouncing the sound [p]?

    L: Right. We meet a barrier in the form of teeth and lips. We cannot sing these sounds with our voice, so they are both consonants. If we put our hand to the neck, we can determine whether they are voiced or deaf.

    Children determine.

    e) Development of syllabic analysis and synthesis skills, exercise in a notebook:

    L: Guys, look, a portrait of which fairy-tale hero is located in our notebook?

    U: In our notebook there is a portrait of the Old Man - Lesovichka.

    L: What is he carrying in his hands?

    W: He carries buckets in his hands.

    L: What is written on them?

    U: The syllables pa and ta.

    L: What does he suggest we do?

    W: He suggests that we insert syllables with letters into words.

    L: Let's do the first column of the exercise together (the first column of words is written on the board).

    Joint debriefing. Children name the syllable that they will insert in the missing place. Reading the entire word. Aim children at the fact that if the word is spelled incorrectly, then the whole meaning of the word is lost. Remember the rule about writing proper names. Children perform the second column of the exercise on their own, then reading words with the letters n, etc.

    e) Fizminutka from Pinocchio.

    Pinocchio stretched,
    Once - bent over
    Two - bent over
    Raised hands to the side
    Apparently the key was not found.
    To get us the key
    You have to get on your toes.

    (Children recite the poem, performing movements).

    g) Didactic game"Bee" (highlighting letters in words).

    The game is aimed at developing visual perception. The buzzing of a bee sounds.

    L: What is that sound?

    W: It's a bee buzzing.

    L: Right. A bee has arrived! A real bee is a very hardworking insect. All day long she works, collecting nectar, moving from one flower to another. Our bee is also industrious, but it flies not over a flower field, but over an alphabetic field. Instead of nectar, she collects letters. If the bee collects them correctly, she will get a whole word. Listen carefully to my commands and write down the letters on which the bee stops - and at the end of the journey you will be able to read the received word.

    The first letter on which the bee sank is in the fourth line, the third column -t. Then she flew two letters to the left - p, then she sat down three letters to the right - y, then the bee flew three letters up - d. What word did you get? Work.

    The first letter on which the bee sank is in the third line, the fifth column is p., then the bee flew one letter to the left - o, then one letter to the left and one letter up - l, then one letter up - e. What did the word work? Field.

    The first letter on which the bee sank is in the third line, the fifth column is p. Then it flew one letter to the left and stopped - o, then two letters down, to the left - h. Up - m. Up - a. What word did you get?

    W: Mail. (One student writes the word on the board, with a capital letter).

    L: What is the first letter in this word, what is the fourth?

    U: The first letter is p, and the fourth is m.

    h) Sound-letter analysis of words.

    L: What do they do at the post office? Who delivers letters?

    W: Postman.

    L: Guys, someone brought us a package (an audio recording from the m \ f "Vacations in Prostokvashino" sounds) - a letter is shown.

    U: The parcel was brought to us by the Postman Pechkin. (hero image)

    L: Guys, in the name of this hero there are letters that we distinguish today?

    L: Guys, but we will be able to open the package only when we complete the task. (Children are given leaflets with a grid of 2/4 cells applied to them). I will dictate words, and you must write down only the letters n or t from them. If the word contains both letters or two identical letters, then they must be written in one cell.

    1 - row: pencil case, finger, suit, slippers.
    2 - row: skating rink, drops, tank, parrot.

    Table for checking on the computer screen.

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