Lesson notes on differentiating sounds and. Lesson notes "differentiation of sounds s and w in syllables, words, sentences" Lesson notes on the differentiation of sounds in the Federal State Educational Standard

Lesson objectives:

• clarify the articulation of sounds [s], [sh];
• consolidate the correct pronunciation of sounds [s], [w];
• learn to distinguish these sounds by ear;
• develop phonemic hearing;
• repeat the gender differences of nouns;
• repeat the category of number of nouns.

I. Org. Moment

Look carefully at the pictures. These cheerful fairy-tale people are called Sonya and the Joker.

These little men have prepared many interesting tasks for us.
- What sound does the name of the first character begin with? [With]
- What sound does the name of the second hero begin with? [w]
- Today we will learn to distinguish between these two sounds.

II. Main stage

Clarification of articulation patterns.
- Let's show Sonya how we can whistle. The lips are in a smiling position, and the tongue rests on the lower teeth. The teeth are located close to each other. The air passes through the middle of the tongue.
- Now, let’s “hiss” for the Joker. The lips are a mouthpiece, slightly extended forward. Teeth spaced apart. The cup-shaped tongue rises behind the upper teeth.
- Look at the picture. Our guests have a favorite task - flying on an airplane. When an airplane gains altitude and flies upward, it makes a sound [w], when it flies down, it makes a sound [s]. Put your finger on the beginning of the journey. Let's help the plane fly around all the high mountains.

Work at the syllable level.

Sonya loves raspberries very much. When he picks berries, he sings his song: “Sa-sa-sa,” “so-so-so,” “su-su-su, “sy-sy-sy.” Let's pick berries together with Sonya. We put our fingers on the drawing, walk through the raspberries, humming a song.

The joker really loves strawberries. When he picks berries, he sings his song: “Sha-sha-sha”, “sho-sho-sho”, “shu-shu-shu”, “shi-shi-shi”. Let's pick some berries with the Joker.

Work at the word level.

Sonya and Shustrik are very good friends and love to play together. Today they mixed up all their things again. Help your friends share them. Sonya's things begin with the sound [s], and the Joker's things begin with the sound [w].

What things will Shustrik take for himself? (hat, shorts, balls, fur coat).
- What things will Sonya take for herself? (dust-cover, bag, boots, sled).
- Name a picture with which we can say: “He’s mine” (savok)
- Name the pictures with which we can say: “She is mine” (bag, hat, fur coat)
- Are there any pictures here to which we will say: “It’s mine”? (No)
- Which pictures will we say: “They are mine?” (shorts, sleds, balls, boots)

Work at the level of phrases.

Our friends are great inventors. They love to come up with different word combinations. Can you? Come up with 3 signs for each word.
- What kind of fur coat? (The fur coat is warm, the fur coat is big, the fur coat is shaggy)
- What kind of shorts? (Shorts are short, shorts are comfortable, shorts are blue)
- What kind of hat? (What kind of hat? (Knitted hat, multi-colored hat, beautiful hat)
- What kind of balls? (Balloons, light balloons, beautiful balloons)
- What kind of bag? (Comfortable bag, roomy bag, women's bag)
What kind of Savok?

Work at the supply level.

Look at the pictures. Their names are very similar, be careful. Show the lid, the rat, the ears, the mustache, the teddy bear, the bowl, the helmet, the porridge.
- Let's come up with sentences with each picture. Don't forget to pronounce the sounds [s] and [sh] correctly.

III. Lesson summary

What sounds did we play with today? [s] and [w]
- Let’s remember 5 words that have the sound [s] and 5 words that have the sound [w].
- Let's complete the last task. It is necessary to color only those pictures whose names contain the sound [w]. Words containing the sound [s] must be circled with a simple pencil.

1. Timofeeva Oksana Vasilievna

2. Teacher speech therapist

3. Municipal budgetary preschool educational institution "Kindergarten No. 195" of a compensatory type

Timofeeva Oksana Vasilievna

Teacher speech therapist

MBDOU "Kindergarten No. 195" of compensatory type

Topic: "Differentiation of sounds S-Sh"

Goal: Consolidation of pronunciation and differentiation of sounds “S-Sh”.

Tasks:

1. Reinforce the correct pronunciation of the sounds [s], [w] in syllables, words, phrases, and in phrasal speech;

2. Teach children to distinguish these sounds by ear and pronunciation;

3. Learn to listen carefully to an adult’s speech, recognize the correct and incorrect use of case endings of nouns;

5. Form phonemic hearing;

6. Develop speech breathing;

7. Continue to form the grammatical structure of speech.

Progress of the lesson.

Org moment.

Speech therapist:

- One, two, three, four, five - stand in a circle to play! A new day has come, let's greet it with a smile. I will smile at you, and you will smile at each other. We are calm and kind, we are friendly and generous.

- Take a deep breath through your nose and breathe in kindness, beauty, health, and exhale through your mouth all the resentments, anger, grief(Lyrical music plays.)

(Children inhale and exhale three times)

Now, look who came to visit us? (two little bears)

Mishutki didn't get enough sleep. They need invigorating gymnastics. And gymnastics for the ears will help you become cheerful.

Come to me, my friend,

And quickly sit down in a circle.

Find your ears

And show me quickly.

I'll pull the ears forward and then back.

Like teddy bears, the children sit in a row.

Don’t forget: everyone should have an ear massage.

Now let’s rub our cheeks together in a circle:

This is how we will develop the memory of forgetful little bears.

One, two, three - I'll say four, five and six and seven.

Don’t forget: everyone needs a cheek massage!

To make the mischievous bears think better, we will stroke their foreheads

Plush rogues.

One, two, three - I'll say four, five, and six, and seven.

Don’t forget: everyone should get this massage!

Our bears have rested and are sitting quietly in a row.

They know: the guys will benefit from a massage!

Articulation, differentiation of sounds [S-Sh] by articulatory and acoustic

signs.

I am Whistle, I love to whistle, but can you guys whistle? (show, explaining the articulation of sound)

I am Shumok, I like to hiss, and you will show me. How can you hiss? (show, explaining the articulation of sound)

Differentiation of isolated sounds in a game "Arrows".

Children are given cards with an arrow; for the sound [Ш] they show an arrow up, for the sound [С] - down.

The wind rustles in the leaves: sometimes it whistles, sometimes it rustles.

Rustling Shhh, whistling Sssss, rustling..., whistling… etc.

(arrow up, down)

Differentiation of sounds [С] and [Ш] in syllables d/i " Repeat after me"

sha – sa shu – su ash – yas osh – os sho – so shi – sy ush – us

sa - sha su - shu yash - ash shi - is so - sho sy - shi esh - EU

Didactic game “Say the word.”

Also, our Mishutkas are great jokers. Listen to what they came up with:

One evening the old ladies

We drank tea and gnawed...drying.

Cat on the pillow

He washes his ears with his paw.

The old lady goes to bed, groaning,

Puts it under your head... pillow.

The old lady baked donuts

And folded the donuts V...a bowl.

Physical exercise. Performing movements in accordance with the text.

Well done boys! Let's play with our little bears.

Sha - sha - sha - we walk slowly,

Sa-sa-sa-blue skies,

Shu - shu - shu - I’ll crumble crumbs for the birds,

Su - su - su - and I'll bring some water,

Shi - shi - shi - our children are good,

Sy - sy - sy - we need to hide our noses,

Oshki - oshki - oshki - clap our hands.

Differentiation of sounds in the game " Whistling - hissing fairy tale."

Put bear hats on children. As the story progresses, children choose pictures with sounds [S-SH].

We lived, we lived, we lived,

Didn't know any worries... (dog, cat, mouse and pig)

They were bored with nothing to do.

That’s when I flew to them... (cuckoo and magpie)

I brought them an invitation

For a fun birthday(who?) (foxes, frogs)

How happy the girlfriends were!

They started trying on outfits...(hat, sundress, scarf, boots.)

Quickly in bright boxes

All the gifts were laid out. (ball, bag, samovar, fur coat)

Two girlfriends were in such a hurry,

What we decided to go…. (by scooter, by car)

The birthday girl met

And I treated my girlfriends... (cheese, salad, juice, sugar, pear, chocolate, porridge)

And then all the guests stood up,

They took the tools in their paws(violin, harmonica)

Songs and dances began here...

It's a pity, the end of the whole fairy tale has come.

Pronunciation of sounds [S-Sh] in phrasal speech (children take turns repeating after the speech therapist)

Let's show our guests how correctly we can repeat pure sayings.

The mice will wash the bowl for the bear.

The cat sleeps, but sees the mouse.

Among naughty girls and naughty girls,

Big bumps from pranks.

Six little mice rustle in the reeds.

The cow Mashka eats porridge.

Fluffy cat dries in the sun

Fur on the back, tail and ears.

Sasha eats sushi, and Masha eats cheesecakes.

Sasha loves sushi, Sonyushka loves cheesecakes.

The old woman listened to the cuckoo crowing at the edge of the forest.

Sasha and Masha laughed merrily.

Six fluffy cats and a mouse were scared.

Repetition of proverbs and sayings. Explain their meaning, name words with the sound [S] and with the sound [SH].

You can't spoil porridge with oil. If you hurry, you will make people laugh.

What goes around comes around. Less words, more action.

Don't rush with your tongue, but hurry with your deeds.

Exercise “Correct fables.”

The cat is afraid of the mouse.

There were fresh boards lying on the street.

Lazy braids rested on them.

Misha and Masha were lying in a stroller.

They were, of course, twins.

Two little mice

They also go to kindergarten.

In our house there are little gray ones sitting on the window... (braids).

Who colored our album? Well, of course... (pencil).

Bottom line.

Literature.

E.G. Karelian “Speech therapy alphabet for talkers and literate people” M. “Drofa” 2007)

Lebedeva I.L. Difficult sound, you are our friend! Sounds Ш, Ш, Ж. Ventana-Count,
2008.

Trofimova N.N.
Teacher-speech therapist, MADOU TsRR - d/s No. 116

Goal: to learn to differentiate the sounds [s] and [w] in syllables, words and sentences.

Correctional and educational:

Clarification and comparison of the articulation of sounds S-Sh; consolidate the ability to correctly pronounce them in speech, differentiate them in words, phrases, sentences; continue to learn how to divide words into syllables; learn to coordinate adjectives with nouns, learn to construct a phrase.

Correctional and developmental:

Develop phonemic hearing, visual perception, fine motor skills, attention, memory.

Correctional and educational:

Cultivating a caring and attentive attitude towards people, self-control.

Equipment:

Object pictures for differentiating the sounds S and Ш in words and sentences.

Organizational moment (creating positive motivation for the lesson).

Game exercise “Fourth wheel”

Highlighting extra words: orange, apricot, pineapple, snail.

Why is snail an extra word? What vowel sounds do you know?

What other sounds are there? Why are they called consonants?

Main part.

1. Topic message.

I received a letter from Sonya and Shurik. In their letter they ask for help. An evil witch bewitched the young princess, turning her into an old woman. And to help her we need to complete tasks. Shall we help?

2. Isolating the first sound in words.

Tell me what is the first sound you hear in the words “Sonya” and “Shurik”.

Today we will learn to distinguish between the sounds S and Ш in syllables, words, and sentences.

3. Clarification of articulation. Comparative characteristics of the sounds S and Sh.

What are the sounds S and Sh?

[S] - consonant, hard, deaf.

[Ш] - consonant, hard, deaf.

4. Game exercise “Repeat”.

Listen carefully, repeat carefully.

5. Isolating the sounds S and Ш from a number of other sounds.

Raise the symbol (circle) if you hear the sound C and the symbol (rectangle) if you hear the sound Ш.

S, m, a, w, s, n, o, w, w, s, etc.

6. Guessing words with missing sounds.

There are pictures on the table; you need to listen carefully to the word with the missing sound and find the right picture.

(..apka,...uba,..umka,..ova,..akhmaty,..caf.)

7. Dividing words into syllables.

Arrange the pictures correctly, in a train with one window; the pictures have one syllable name. In a train with two windows, pictures with two syllables in the name, etc.

(cuckoo, cat, ball, pillow, owl, pineapple, soup, dishes, bag).

8. Game exercise “Find a pair.”

You need to find a couple of pictures for the sounds S and Sh, which are united by one lexical theme.

Table-cabinet,

Flip-flop sandals,

Scarf sundress,

Dragonfly bumblebee.

9. Game exercise “Highlight the word.”

Find a picture in the name of which you can hear the sound S and circle it with a felt-tip pen. Then find a picture in the name of which you can hear the sound SH and circle this picture with a felt-tip pen.

10. Guessing the riddle. Selection of sign words and action words to solve the riddle.

“At the threshold he cries, hides his claws,

He will quietly enter the room,

He will purr and sing." (Cat).

Tell me which cat? Choose words of signs whose names contain the sounds S and Sh. (fluffy, funny, nimble, big.)

Tell me what a cat can do? Choose action words in the name of which you can hear the sounds S and Sh. (sleeping, eating, eating, making noise, being naughty.)

11. Agreement of nouns with adjectives.

We said the cat is fluffy, but who can be fluffy, fluffy, fluffy? Choose pictures (snow, blanket, bunnies).

We also said that the cat is funny. And who can be funny, funny, funny? Select the pictures and say the phrase (gnome, movie, clowns).

12.Analysis and synthesis of the words “soup”, “noise”.

All cats love milk soup, make a diagram of the word “soup”.

Scheme discord. Name the first (second, third) sound. Give a description, determine the number of sounds and syllables in a word.

When a cat is well-fed, it begins to play, run, play pranks and create...

Guess what word will come out if in the word “soup” we replace the first sound with the sound Ш, and we replace the last sound in the word “soup” with the sound М. (noise)

Analysis and synthesis of the word “noise”. Analysis of the word scheme.

13. Isolating words based on the sounds S and Ш from the text. Retelling a story using pictures to accompany the text.

Listen to the story and then try to name all the words starting with the sounds S and Sh.

“Sasha has a cat, Musya. Musya has a long mustache. She catches mice. The mice run away from Musya. The cat Musya is big, smart, she catches up with the mice.”

Try to retell the story yourself.

14.Result of the lesson.

We completed many tasks and now I think we managed to help Sonya and Shurik. Let's take a look at the photo of the enchanted princess.

The spell is broken, we've done it!

What sounds did we learn to distinguish today in syllables, words, sentences?

“Differentiation of sounds S-Sh”

Topic: "Toy Store"

Objectives: 1. Strengthen the articulation of sounds, exercise the ability to distinguish sounds with -sh in words, phrases and sentences.

2. Form phonemic hearing and perception.

3. Updating and replenishing vocabulary on the topic “Toys”.

4. Improving the grammatical structure of speech.

5.Form skills and abilities, coordinate pronoun and noun.

6.Develop attention, memory, thinking.

Equipment: pictures of toys - shelves, mirror, ball.

Organizing time:

1. Telling riddles:

We need to buy bread

Or give a gift, -

You and I will take the bag,

And we go outside

There we walk along the shop windows and go in

Children's answer: to the store.

2. Main part:

Today you and I will go to a toy store, but in order to get there, you need to correctly and clearly pronounce the names of the toys. To do this, you need to complete the first task: articulatory gymnastics, now we will remember and show it: (Exercises: “Frog”, “Calyx”, “Mushroom”, “Horse”, “Accordion”, “Focus”).

3. Look carefully, there are shelves in front of you, they are empty, now we will put toys there: on 1 - where the sound [c] is heard, on 2 - where the sound [w] is heard (bear, elephant, car, cannon, dump truck, matryoshka, airplane, soldier)

4. Well done! Now let’s sing a song about our toys:

Shi - shi - shi - like toys are good,

Sho - sho - sho - we play well,

Si - si - si - you bring toys to the house,

Sa - sa - sa - miracles happen.

5. Game “Correct the mistakes”. Listen carefully to the sentences, find semantic errors in them and say them correctly.

Sonya bought toys. The doll loves to play with Shura. Sasha smashed the ball through the window. The machine played with Semyon.

6.. Ball game “Say the opposite.” Catch the ball - repeat the syllables.

Sa-sa-sha sha-sha-sa

Sy - shi - sy shi - sy - shi

As - as - ash ash - ash - as

Os - os - osh osh - osh - os

Us - ush - ush ush - ush - ush

There are funny toys on our shelf:

Funny hedgehogs (running in small steps in a circle),

Funny frogs (jumping),

Funny bears (walk like bears)

Funny deer (hands to head, fingers spread),

Funny walruses (move sideways),

Funny seals (running sideways).

7. A task aimed at the ability to select nouns with the corresponding gender for a pronoun.

Look carefully at the shelves with toys, name the toys about which you can say: “He is mine...”, “She is mine...”, “They are mine...”.

8. Lesson summary:

What sounds did we work with today?

Remember and name the toys that have the sounds [c] and [w]

Summary of a lesson on differentiating sounds [D] - [T] in syllables, words, sentences.

EQUIPMENT:
cards with articulation gymnastics;
letters "D" and "T";
subject pictures: melon, chair, pencil, house, plate, cabbage, bucket, slippers, bus, duck, fishing rod;
cards with words: duck, fishing rod;

ORGANIZING TIME
He who wants to talk must speak out
Everything is correct and clear, so that everyone can understand it.
We will pronounce everything correctly and clearly,
So that it is clear to everyone.
- In order to speak beautifully, we must do articulatory gymnastics.

ARTICULATIVE GYMNASTICS
Exercises: “Painter”, “Frog and Baby Elephant”, “Swing”.

Well done, you did a good job and your articulatory apparatus is ready for further work.

DEVELOPMENT OF PHONEMATIC PERCEPTION
- Look at the object pictures and name them. (Duck, fishing rod).
- How many sounds are in these words? (6 sounds).
- These are very similar words to “duck-fishing rod”.
- How do they differ?
- In the word “fishing rod” the second sound is [D].
- In the word “duck” the second sound is [T].
The words “duck” and “fishing rod” are posted on the board.
- Look, they changed one letter, but the whole word has changed.
- Today we will learn to distinguish between the sounds [D] and [T] and the letters “D” and “T”, so as not to confuse them in writing.

COMPARATIVE CHARACTERISTICS OF SOUNDS
- Let's characterize our sounds.
- Say the sounds [D] and [T]. Is the position of the lips the same when pronouncing these sounds? (Equal).
- How do we pronounce these sounds? The lips are slightly parted, the tip of the tongue rests on the upper teeth, the exhaled air “explosively” destroys this barrier. Consonant sounds.
- Place your hand on the neck and listen, does the neck tremble when pronouncing the sound [D]? (Trembles).
- Is this sound pronounced with or without a voice? (With voice).
- Now pronounce the sound [T] and listen, does your throat tremble when pronouncing this sound? (Doesn't shake). This means that the sound is pronounced without a voice.
- We can draw a conclusion. The sound [D] is pronounced with a voice, it is sonorous and is determined by the letter “D” in writing and when reading. And the sound [T] is pronounced without a voice, it is deaf and is determined by the letter “T” in writing and when reading.
[T] - consonant, deaf, pronounced without voice.
[D] - consonant, voiced, voice is involved in pronunciation.

RELATIONSHIP OF SOUND AND LETTER
- Sounds in writing and when reading are indicated by what? (In letters).
- Remember what letter elements we need to write lowercase letters and compose these letters.
- Tell me, if you put a consonant and a vowel sound together, what do they form? (Syllable).

DIFFERENTIATION OF SOUNDS IN SYLLABLES
- Look at the diagram, compose and read the syllables.
- Write the syllables in pairs according to voiced-voicelessness. (Write on the board).
- Indicate in them the presence of sounds studied in the lesson.
T
\
A O U
D

TA, TO, TU;
- YES, DO, DU;
- What is formed from syllables? (Words).
- Open your notebooks, move down 2 lines and write down today’s date.

DIFFERENTIATION OF SOUNDS IN WORDS
- Now let's play the game “What is where?”
- We will write down the guessed word in a notebook and highlight the letters with which we are working today.
Pictures: melon, chair, pencil, house, plate, cabbage, bucket, slippers, bus.
- What sound do we hear in the word “cabbage”?
(In the word “cabbage” we hear the sound [T]. It is consonant, unvoiced. So, we draw a bell without a tongue. We write the letter “T”).
- What sound do we hear in the word “house”.
(In the word “house” we hear the sound [D]. It is consonant, sonorous. So, we draw a bell with a tongue. We write the letter “D”).
The rest of the words are analyzed by analogy.
“The guys did a good job with this task.”
- Tell me, what do words that are related to each other in meaning form? (Offers).

DIFFERENTIATION OF SOUNDS IN A SENTENCE
- Make sentences from these words and think about what kind of story can come out of these sentences.
U, house, in the village, grandfather.
Pond, villages, approx.
In the summer, Tyoma, was with his grandfather.
- Read what you got.
- Write down each of your sentences in a notebook and find our letters in it.
- Highlight our letters, as we did in words.
- Sentences related to each other in meaning form what? (Story).
- Let's try to put our sentences so that we get a story.
(Grandfather has a house in the village. There is a pond near the village. In the summer, Tyoma was with grandfather.)
- Come up with a continuation of our story.
(I option: He went fishing in the summer. There were a lot of fish in the pond. Tyoma likes to relax in the village in the summer.
Option II: Grandfather gave Tyoma a fishing rod. The boy went fishing every morning. He gave the fish to Vaska the cat. The boy loves fishing very much.)
- How can we title our text?

RESULT OF THE LESSON
- What sounds did we learn to distinguish in our lesson? ([t], [d]).
- Give a brief description of these sounds.
[t] - consonant, deaf, pronounced without voice.
[d] - consonant, voiced, voice is involved in pronunciation.
- Why did we learn to distinguish these sounds?
(To write without errors).