Svetlana Khodakovskaya
Summary of the lesson "Differentiation of sounds [g] - [k]"

Goals classes:

Develop auditory differentiation of sounds K and G;

Develop the ability to relate sounds K, G with the letters K and G,

Develop phonemic hearing;

Expand words knowledge;

Develop attention, logical thinking;

Foster self-control.

Material to occupation:

1. How many times in the poem did I meet sound G?

Find a word with soft sound G.

Between themselves for centuries

Live in harmony G and K

And does not fall K into offense,

When it is replaced by G,

That looks like a heron

And on one leg.

I think I won't be mistaken -

We will remember G by heart - G - like a dove, G - like a goose.

This is pride, this is sadness. Mushrooms, peas, biscuits,

All words in G are needed - City, gas, decanter, newspaper.

In speech, they are so needed!

How many times in the poem did I meet sound K?

Name words with soft sound K.

Rabbit, chickens, cat and cat, K - cinema, compote, cutlet,

And cabbage, and potatoes, Book, paints and candy,

Clover, cacti and maples, Lace, ship, whale -

Evergreen cypress. Do you hear K - sounds everywhere!

Viburnum bush, cedar grove,

Oh, what a generous language we have.

We remind you!

Sound G - voiced, the voice participates in its formation, the vocal cords vibrate. If you put your palm to the neck, vibration is felt.

2. Test yourself! Compare the sounds:

a) Place your palm on the neck. If vibration is felt, shaking is sonorous sound if there is no tremor - deaf.

b) Cover your ears with your palms and say voiced sound Г and voiceless К.

3. Game "Echo"... Repeat syllables:

ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha ha

goo-ku-ku ha-ka-ha-ko-ko-ko-ko-ko-ko.

4. Name the first sound in a word:

Goose, newspaper, cabbage, bush, garage, cat, caterpillar, pigeon, chickens, nest, book, city, cinema.

5. Determine which sound in the word - G or K and his a place:

Cat, poppy, gas, vegetable garden, riddle, T-shirt, shores, pie, wagon, tanks, horns, fire, jackdaw, leg, slide, gander.

6. Think, what does the letter G look like?

What does the letter K look like?

7. Draw these letters with closed eyes on the sand, on the palm of your hand, in the air. Draw the letter G.

Lay out these letters from small objects.

8. Think about what elements they consist of uppercase letters Gg and Kk?

9. Read the words with the letter G, then with the letter TO:

10. "Who is bigger?"

It is necessary to think up and write down as much as possible. words: starting with the letters Г, К; having them in their composition.

11. Insert the letter K in green, G - blue. When writing down, pronounce the words aloud by syllable.

Pisces ... ah, ... asha, but ... ah, rada ... a, mar ... a, ... apusta, ball ... he, ... azeta, dear ... ah, oh ... on, oh ... but, boo ... varied, ... itara, ... eroy , ... osmosis, ... omnata, ... uvshin.

12. Outcome classes.

Related publications:

Summary of the lesson "Differentiation of sound [S] - [Z] in words" Lesson summary “Differentiation of sound [S] - [Z] against the background of the word. Purpose: Differentiation of sound [S] - [Z] in words. Correctional educational goals:

Summary of the lesson "Differentiation of sounds [W], [W]" Directly - educational activities in preparatory speech therapy group... Compiled by: teacher - speech therapist Shamova Tatiana Viktorovna.

Target: consolidation of knowledge about sounds and letters Г-К.

Tasks:

Educational

• discernment sounds G-K by ear, in pronunciation and in writing in syllables, words;
• consolidation of articulatory patterns of sounds Г-К;
• differentiation of sounds by voicing-deafness;
• consolidation of the skill of sound analysis and synthesis.

Developing

• development of fine, general motor skills, coordination of movements and speech,
• development of cognitive mental processes: attention, memory, thinking,
• development of phonemic processes.

Educational

• creating a situation of success,
• stimulation of speech activity.

Equipment: multimedia projector, screen, cut pictures, cards with tasks, su-jok massagers, “miracle fingers” massagers, tape recorder.

Course of the lesson

I. Organizational moment- psycho-gymnastics with massage elements. Relaxation sounds. music.

Hello guys and guests! A new day has come, you have come on speech therapy session... Now I will smile at you, and you will smile at me and smile at each other. It's so good that guests are here with us today. They came to see how you can work.

Show the 1st slide.

The sun extended its palms to us,
The sun called us to the fairy-tale paths,
We'll spin with the sun
Let's make friends with sounds!

The sun invites you to do a facial massage with him and warm up the muscles of the face and palms:

"Sunny" (using a mirror - put the mirrors in the working position).

The sun sends from the sky
Ray, ray, ray
(movements on the forehead from the middle to the temples)
And they boldly disperse
Clouds, clouds, clouds
(smooth zigzag movements on the forehead)
The ray gently warms
Cheeks, cheeks, cheeks
(rubbing their cheeks)
The sun puts on the nose
Points, points, points
(tap your nose and cheeks with your finger)
Freckles of children
They really like it.
(spiral movements along the cheeks and chin)

Take the massage balls in your hands, do the exercise.

1. "Ball"

Take the ball in your hands, put it on your palm.
Twist and twist, rub each finger.
The fingers will be strong, the letters will be beautiful.

We got the spring.

The finger is thick and big, and went into the forest for plums.
Pointer from the threshold, showed him the way.
The middle finger is the most accurate, it knocks the plums off the branch.
The nameless one eats. And the little finger is the lord,
Planting bones in the ground.

2. "Monkey".

Monkey soap soap paw
Each finger is in order.
Here I have soaped BIG,
After rinsing it with water.

I did not forget the INSTRUCTION,
Having washed away both dust and paint from it.
MEDIUM washed diligently:
The dirtiest was probably.

UNNAME rubbed with pasta -
The skin turned red immediately.
And the little finger quickly soaped:
Apparently he was afraid of soap.

Well done.

II. Main part.

1. Development of logical, non-verbal thinking, visual perception.

Look at the desk. Each of you has an envelope on his desk. It contains a cut picture, you need to assemble it into a single whole.

Tell me who you see in the picture. (DWARF)

Right. This is a gnome, but not a simple gnome, but the Sound Gnome, who lives in the land of sounds and letters. He came to our class today and prepared a lot for you interesting tasks... Show the 2nd slide.

2. Introduction to the topic.

Once Zvukovichok got to the poultry yard. This is what he saw there. Look, and then think and tell me, what is the topic of our lesson? What are we going to work on? Showing the 3rd slide.

In the early morning, a flock of geese headed for the water, shouting importantly: "Ha-ha-ha."

And the chickens, meanwhile, were running around the yard, collecting bugs and worms. And they raised such a cry, finding prey, that everyone in the neighborhood heard them clucking: "Ko-ko-ko."

Tell me, who lived in the poultry yard? (Chickens, geese)

How can they be called in one word? (Poultry)

Why do we call them home? (They live in the yard, with people, and people take care of them).

Who will say. What is the topic of our lesson? How was it determined? (goose - sound g, chickens - k)

Showing the 4th slide.

That's right, we will work with the sounds r and k, we will learn to distinguish them by ear, designate these sounds letters Г-К and distinguish them in writing.

3. Comparative characteristics sounds of GK.

Tell us everything you know about these sounds, compare the sounds G - K and tell me how they are similar and how they differ.

Take the mirrors and put your hand on the neck. Say the sound G.

Showing the 5th slide.

Look at the profile of the articulation of the sound - the lips are open, the teeth are open, the tongue rests against the sky and creates an obstacle to the air, the voice sounds.

The sound Г is a consonant, voiced, in a word it can be hard and soft.

Make a sound K. Show 5th slide.

Look at the profile of the articulation of the sound - the lips are open, the teeth are open, the tongue rests against the sky and creates an obstacle to the air, the voice does not sound.

The sound K is a consonant, deaf, in a word it can be hard and soft.

4. The designation of sounds g - letters in writing and when reading.

Showing the 6th slide.

And how do we designate the sound Г in writing? (with the letter Гг)

And how do we designate the sound K in writing? (with the letter Kk)

5. Syllabic charging. Show 7th slide.

Now listen to the songs of Zvukovicka and repeat them. We work in a chain.

• HA-GO-KA-KO
• GU-GI-KU-KI
• CO-GO-GO-CO
• KU-GU-KU-GU
• KA-GA-KA-GA
• GO-CO-CO-GO
• GU-GU-KU-KU

6. "Guess the riddles."

And Zvukovichok has prepared riddles for you.

Guess riddles, name the answer word and determine what sound it starts with. Show 8th slide.

Black, nimble,
Shouts "krak" -
Enemy to worms (Rook)

Who sits on the tree, on a bitch,
The account is kept by: "Ku-ku-ku-ku" (Cuckoo)

Hisses, cries,
He wants to pinch me.
I'm not afraid.
Who is this? This is ... (Goose)

Clucking, clucking,
Convene children
He will gather everyone under his wings. (Hen)

Mustache muzzle,
Striped fur coat,
Washes his face often
But he doesn't know water. (Cat)

Look at the puzzle pictures and tell me which one is superfluous and why? (cat; all birds, and she is an animal).

III. Physical minute.

Showing the 9th slide.

And now we will have a little rest and show Zvukovichka how we can recite poetry with our hands. Stand up everyone.

On the mountain we see a house. Lots of greenery around. Here are the trees, here are the bushes Here are some fragrant flowers.	Fold the "house" with the hands Wave-like hand movements Draw trees, bushes with your hands Use your fingers to show the bud that is blooming
Surrounds everything with a fence Behind the fence is a poultry yard. We open the gate We quickly run up to the house We knock on the door: "knock-knock-knock" Someone is coming to knock on us	Draw a fence with your fingers Stroking the table with your palms Show the gate with your hands Run your fingers across the table Bang your fist on the table Palm to ear - listen.

We came to visit a friend and brought some presents. Hands forward, palms up.

7. Work in notebooks.

And Zvukovichok came to our knock, he offers to open notebooks and work in them. Showing the 10th slide.

Let's write down the date, subject.

8. "Syllabic mosaic"

On the way to our lesson, the soundman found mysterious words. He tried to read them, but he failed. Help him insert syllables into words. Show 10th slide:

Each student is given an individual task card.

(after completing the task, mutual check)

9. Exercises for the eyes.

Showing the 11th slide.

And now our friend Zvukovichok found himself in the forest.

Follow moving objects with your eyes.

11. Automation of sounds p - ry in syllables, words and phrases.

Show Sonic how you do uvula gymnastics.

Showing the 12th slide.

Hippo;

Frog;

We brush our teeth;

Horse.

Automation of sounds in words.

Speak clearly which subject is depicted.

Showing the 13th slide.

12. The game "trap".

Zvukovichok offers to play a game "trap" with him. Whoever gets into it is out of the game. Let's play? The task is to repeat the sentence correctly.

The grass mows Roman.

A thick horse has a mane.

Kettlebell lifts Borya.

The grass is overgrown with a path.

Rita had a cheesecake for breakfast.

What did you learn from this exercise?

IV. Lesson summary.

Showing the 14th slide.

Assessment of student work in the lesson

Conclusion (what they did, what sounds learned to distinguish)

Zvukovichok came
He brought us a chest.
Help yourself, enjoy
And come back on Tuesday.

Target:
Strengthen the skill of distinguishing sounds k, g in syllables, words, phrases.

Main goals:

• develop phonemic hearing, attention, memory, logical thinking.
• to consolidate the skills of a clear pronunciation of the sounds G and K in syllables, words, phrases;
• develop the skill of sound analysis;
• the development of coherent speech;
• development of fine motor skills;
• to instill in children an interest in classes;
• foster a sense of collectivism;
• teach the rules of conduct in various activities;
• to provide physical activity in various types of activity.

Equipment:

• A computer
• interactive board
• cash register letters
• notebooks
• pens (colored)
• CDs with music
• box with cards "seasons"
• bells.

Organizing time. Group attendant's reporte:introduction of the attendant (name), day of the week, how many people are in the group, who is not in the group.
Speech therapist:- Hello guys, what time of year are we on the street? (spring) You and I will play the game "What's behind what's going on." You have pictures of the seasons on your table, arrange them in order starting with the season winter... What time of year are the following natural phenomena? Listening to the sounds of nature (rain, thunder). What rain is made of (water and droplets). What sounds are at the beginning of words thunder and droplet? Right, what sounds are we going to talk about today? The guys came to visit us today a drop and a thunder. What do they look at them? (Slide number 2) Here is a letter from them (speech therapist reads a message from guests)... Let us cheer them up. We will carry out all their tasks correctly, maybe later they will smile at us.

1. Children are invited to characterize the sounds K and G according to the scheme.(Slide number 3)
2. Speech exercise "Repeat after me"(Slide number 4) Vocabulary material: Ka-ga-ky-ky-gy-go-kogo Ke-ge-ke ku-gu-ku ak-uh-ok
3. Didactic exercise "Ring the bell"(Slide number 5) . Guys, now we are going to play with bells. You should only ring the bell when you hear words with sound K: garage, commander, basket, fire, chicken, croak, truck, boar, nail, pear.
4. Finger gymnastics using su-jok(Slide number 6) . This finger is the thickest, the strongest and the largest! This finger is for showing it! This finger is the longest and it stands in the middle! This finger is nameless, he is the most spoiled! And the little finger, though small, is dexterous and daring!
5. Work in notebooks(Slide # 7) . Speech therapist: Whose notebook is this? (Children's answer: This is my notebook for Sasha, Dima, etc.) Guys, you have pictures in your notebooks. You should circle those pictures with green paste where there is a sound G, and blue with paste - where there is a sound K.
7. Physi-minute (to the children's song "At the Giraffe")(Slide number 8) .
8. Didactic game "Collect the beads"(Slide number 9) . (on the table the children have a lace and beads of blue and red colors). You have beads on your table. What color are they? (blue, red). Guys, please tell me, what sounds do we designate in red, and in blue? (children's answer)... Under the dictation of words, children do sound analysis words: goal, bark, bush, guests.
9. The result of the lesson. Development of coherent speech(Slide number 10). - Guys, who will answer me, what sounds did we make the most today? Are these sounds the same or different? Look at the board, has the mood of our guests changed? Guys, everyone will come up with an offer about our guests now.
10. Assessment of the activities of children.

Back forward

Attention! Slide previews are for informational purposes only and may not represent all presentation options. If you are interested in this work, please download the full version.

The main contingent of special (correctional) classes of type VIII are children diagnosed with “mild” or “moderate” degree of mental retardation. The severity of disorders in a particular child is different and depends on many factors: the time and degree of exposure to the damaging factor, heredity and the environment in which the child was brought up. All components of cognitive activity are impaired. These disorders are especially evident in the speech development of children of this category. There is a violation of all its components: sound pronunciation and phonetic-phonemic processes, the poverty of the vocabulary, the lack of grammatical structure of speech. The most difficult for corrective work are dysgraphia and dyslexia. The main task of a speech therapist is to develop a cognitive interest in classes in the child, which will make it possible to carry out corrective work as efficiently as possible.

I believe that this training should not be a simple “coaching”, therefore all the material used in the classroom is based on gaming technologies and is aimed at developing thinking, memory, attention, logic, etc. In addition, multimedia presentations provide invaluable service in this. Their use in the work of a speech therapist of special (correctional) classes allows you to achieve better results in mastering topics. Bright pictures, animation, musical fragments attract the attention of students and allow maintaining interest in the exercises throughout the lesson.

Section of the program: Differentiation of paired voiced and voiceless consonants

Lesson topics:

• Correctional - "Differentiation of sounds" TO” - “G”In words, phrases, sentences.
• Grammatical - "Consonants" TO” - “G”, Spelling of words with voiced and voiceless consonants at the end of words.
• Lexical - "Birds"

• To develop the skill of phonemic analysis and synthesis on the material of words of various sound structures;
• To form the ability to select words that are suitable in meaning for the compilation of phrases, sentences;
• Strengthen the ability to check the spelling of words with voiced and voiceless consonants at the end of a word
• Activate the dictionary on the topic "Birds"
• Develop spatial orientation, color perception
• To cultivate emotional responsiveness, persistence in achieving the set goals

Equipment: computer, multimedia presentation, “pyramids” for sound characteristics, notebooks, pens.

Course of the lesson

I. Organizational moment

Hello guys. I am very glad to see you in class. Now we are all in a different mood. Look carefully at the slide and choose the color of the bird that matches your mood in this moment. (Slide 2)

Students examine the image of birds. The color of the selected bird is named. Depending on the chosen color, the teacher assesses the child's condition at the first stage of the lesson.

II. Main part

Determining the topic of the lesson

Guys, guess who I'm talking about:

He is so lilac
He waves his hand cheerfully.
He fell to us from the moon -
Very kind, we know.
(Luntik)

About whom the following poem speaks:

Shaggy hooligans
Insatiable appetite
One leaf, two leaf,
The third hangs in the hole.

Quite right these are caterpillars.

Guys, name the sixth sound in the name Luntik (sound K) What letter in the letter denotes the sound K? (letter K).

What is the first sound in the word caterpillar?

(sound Г) What letter in the letter denotes the sound Г? (letter D).

Communication of the topic and purpose of the lesson

Guys, try to guess what sounds we will distinguish today in the lesson.

Right. The topic of our lesson is “Sounds“ K ”-“ G ”. We will learn to distinguish these sounds in words, phrases and sentences and will help us with this Luntik and caterpillars.

Repetition of the characteristics of sounds

Characterize the sound

"K" - consonant, voiceless, hard

Characterize the sound “G”

"G" - consonant, voiced, solid

What do these sounds have in common?

How do they differ?

Each student has three pyramids with four sides. On the faces of the pyramids is depicted:

• pyramid - red and blue circles
• pyramid - bell crossed out, bell not crossed out
• pyramid - stone and grass

Pupils turn the pyramids to the desired side. Thus, they characterize the sounds “_ TO_” - “_G _ ”And say their answer.

The game "Hide and Seek" (slide 4)

Guys, look closely at the screen. What do you see? (Many cells. Numbers are written in the cells). Our heroes propose to play "Hide and Seek". Now they will appear in one of the cells and disappear. And you tell me the number of the cell. (click on the number)

(Answer # 24)

Now I will name the route of movement of Luntik and the caterpillars, and you will determine in which cell they are now.

From the square with the number 24 - 1 square up, 2 to the right, 1 up

Name the number behind which our heroes are hiding. (22)

Let's check. Here are our heroes and the first task number 22. (to go to the slide, click on the appeared square with a number)

Exercises to detect the presence of sounds "TO" - "G" in words. (slide 5)

Pictures will appear on the slide. If the name of the object shown in the picture contains the sound “K” raise your right hand, if the sound “G” is your left, and if “K” and “G” are together, then both hands. Be careful.

We coped with the first task. And again we determine the route of Luntik and caterpillars: from no. 22- 1 cell up, 1 to the left, 2 down. What do you think, behind what number are Luntik and caterpillars? (No. 9)

Second task.

Exercises to determine the place of sound in the names of pictures

Here are four groups of pictures. Examine the pictures carefully. Determine the position of the sound "K" in words.

What is the number of the group of pictures in which the sound “K” is always the first in a row (Slide 6).

1.pan, helmet, glass

2.chicken, duck, squirrel

3. pencil, candy, bell

4.books, ruler, paperclip

In which group of pictures does the “G” sound always come in third in a row? (Slide 7)

wagon, grapes, globe

rainbow, pear, peas

frog, snowman, needles

button, tape recorder, horns

If the answer is correct, when you click on the number, its color changes, if it is incorrect, it is not.

And again we are looking for heroes. From number 9 - 1 cell to the right, 3 up, 2 to the left. What is the number of the cell. (No.10)

Let's see what task is hidden behind him.

Securing the spelling rule for voiced and voiceless consonants at the end of the word Game “Don't be mistaken” (slide 8).

The caterpillars inserted missing letters into the words. Check if they completed the assignment correctly. Jot down the words in a notebook while correcting mistakes.

The task is checked, the spelling rule of words with voiced and voiceless consonants at the end of the word is fixed. Check words are selected

Health-saving minute for the eyes "Ducks". (slide 9)

And now Luntik and caterpillars suggest you rest a little. Look closely at the slide and follow the moving objects with your eyes.

Compilation of phrases. Coordination of adjectives with nouns in gender, number and case.

Our friends have already moved to another location. Let's find them. From number 10 - 2 cells down, 1 to the left, 2 down. What is the number of the cell. (No. 7)

Assignment: Make up phrases, choosing suitable words for the pictures.

• Domesticated (geese)
• Electric kettle)
• Striped (tiger)
• Ripe (berries)
• Checkered shirt)
• Multicolored (rainbow)

Read the resulting phrases. Name the words that answer the question "Who?" (geese, tiger). Remember and name the birds in their names that have the sounds "K" or "G" (Rook, starling, cuckoo, swallow, lark, wood grouse, pigeon, etc.).

Drafting proposals

Use the suggested words and pictures to make sentences. And write them down in a notebook.

The girl drives geese to the river.

In the spring, starlings settled in the birdhouse.

The swallows have built a nest under the roof of our house.

Plastic sketches

Each bird has its own habits. Depict birds (goose, chicken, penguin, parrot ...)

Homework

Today in class, we talked a lot about birds. They remembered the names of the birds, made sentences, showed pantomime.

Homework. Make three sentences about birds and write them in your notebook.

III. Lesson summary.

Guys, our lesson is coming to an end. What is the topic of our lesson?

Stand up and raise your hands in the air for those who think they have understood the topic completely.

Stand up for those who think there is more work to be done on this topic

Chest http://www.eduscapes.com/sessions/smartboard/treasure2.jpg

The rest of the pictures with

Theme

(teacher-speech therapist: N.V. Nekrasova, MS (k) OUVIIIspecies)

Tasks:

Educational:

learn to distinguish sounds [G] - [K];

to highlight the sounds [G] - [K] in a number of other sounds, syllables, words;

clarify the acoustic - articulatory characteristics of these sounds, conduct comparative analysis; at

to determine the position of the sound in the word;

learn to differentiate the letters G - K in writing.

Correctional: develop phonemic hearing, phonemic perception.

Developing: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.

Equipment: cards - symbols, cards with a written assignment for each child, notebooks, ICT.

Download:

Preview:

Theme : Differentiation of sounds G-K, G'-K '

(teacher-speech therapist: N.V. Nekrasova, MS (k) OUVIII type)

Tasks:

Educational:

learn to distinguish between sounds [G] - [K];

to highlight the sounds [G] - [K] in a number of other sounds, syllables, words;

to clarify the acoustic - articulatory characteristics of these sounds, to conduct a comparative analysis; at

to determine the position of the sound in the word;

learn to differentiate the letters G - K in writing.

Correctional: develop phonemic hearing, phonemic perception.

Developing: develop skills in the operations of phonemic analysis and synthesis; develop visual perception, thinking, auditory and visual memory.

Equipment: cards - symbols, cards with a written assignment for each child, notebooks, ICT.

Course of the lesson:

I. Organizational moment. (Slide 1)

Respiratory gymnastics.

Message of the topic of the lesson.

Guess the riddles:

Sound [K]:

I am a pestle, I am a crested.
Where-where! I shout briefly.
I shout, and the street hears:
Passed a testicle ... (Chicken)

Sound [H]:

Strives to pinch the legs
I drive him out of the way:
"Get out! I'm not afraid of you!"
"Ha-ha-ha!" - laughs ... (goose)

What sounds do words begin with?

II. Main part. (Slide 2)

1. Clarification of acoustic-articulation characteristics of sounds [G] - [K].

Tell me, is the [G] sound a consonant or a vowel? Why?

Voiced or deaf? Why?

And the sound [K] is a consonant or a vowel? Why?

Voiced or deaf? Why?

So the sounds [Г] - [К] are paired.

1. Differentiation of sounds at the syllable level: (Slide 3)

Work in a notebook (task 1,2): (See the annex to the synopsis)

Determine which symbol, what sound refers to?

Find all the letters Г and K. Underline the voiced consonant sound Г with two lines, the voiceless consonant sound К with one line.

• Guess the syllables composed using vowels and symbols, name them.
• Syllables:

А Е И

Yu O A

Ball game.

The speech therapist throws the ball to the child, calls the syllable with a sonorous sound. The child must return the ball to the speech therapist and name the syllable with a dull consonant sound.

Ha - ka, go - ko, gu - ku, gi - ki ... and so on.

Game "In the store". (Slide 4)

The gnome went to the store. Help him to buy only those things, the names of which contain the sounds G - G '. Write down the words.

FINGER GYMNASTICS

1. Differentiation of sounds at the word level:

Game "Beehive"

Gnome's friend Gosha the bear breeds bees, help the bees find their hive. (Work in notebooks).

Insert the missing syllable GA or KA. Write it down in your notebook. (Slide 5)

DU ... (HA), RU ... (KA), BUT ... (HA), DORO ... (HA), GOR ... (KA), VIL ... (KA), ZAGAD ... (KA), RADU ... (HA), VET ... (KA), RO ... (HA), BEL ... (KA), VEREV ... (KA), OTVA ... (HA).

CHECK YOURSELF (Slide 6)

PHY. A minute

1. Differentiation of sounds at the level of a phrase.

Work on cards

Compose phrases with the Dwarffrom the words of the first and second columns, write off, underline the letters G and K:

Red sausage

High tie

Smoked cockerel

Test yourself (Slide 7)

Spectacular gymnastics

1. Differentiation of sounds at the text level.

Read the text, insert the missing letters. Copy the text, underline the letters G and K.(Slide 8).

The dog gnaws ... awn. On Thursday ... awns will come to us. Grisha loves bread ... orc. On Monday, the whole class went to ... an orc. In the yard was an interesting and ... ra. Very useful black and ... ra. Alina is blooming in the garden. Katya's friend's name is ... Alina.