Sadovnikova I.N. Writing disorders and overcoming them in younger schoolchildren

Theme. Stunning voiced consonants in the middle of a word.

Purpose. Observe the discrepancy between the norms of pronunciation and the norms of spelling, practice the students in checking questionable consonants.

1. Consider and name the subject pictures (in pairs):

a) cup - spoon

b) branch - boat

In each pair of words, select the third sound:

a) in both words is heard (pronounced) w;

b) in both words is heard (pronounced)

Compare the spelling of the considered words.

Find out in the conversation that stunning voiced consonants g and d in the words of a spoon, the boat is explained by the neighborhood of the deaf consonant k. If you eliminate this neighborhood, the sounds will ring out, without distortion: a spoon, a boat. Clarification of consonants contributes to the adjacent vowel (e, o).

Stunning can occur with any of the paired voiced consonants. In this case, the voiced consonant is pronounced as its double deaf consonant:

b c d e f

↓ ↓ ↓ ↓ ↓ ↓

p f k t w s

2. Consider examples of stunning voiced consonants in words (when deaf consonant follows voiced):

Pronunciation: Writing:

Eyes - Glaski eyes

Beard - borotka little beard

Nail - Nocti nails

Skirt - skirt skirt

Book - book book

Sleeves - handy sleeve

3. In the middle of the words cup, a branch met two deaf consonants: sc, mk. To make sure that there is no contradiction between pronunciation and spelling, we turn to the same vowels for help: the calyx, the twig.

4. Check out questionable consonants in words:

... - Shop ... - Fur coat ... - Matryoshka

... - notebook ... - tile ... - strip

... - herring ... - cover ... - fairy tale

It is worth a hut on chicken no-kah. Kak-rain water. The dog sleeps in the bouque. On this mountain-ke grows Morko-ka. The berets are turning green on the handle. Slow raspberry has ripened on the top. They run along the road board yes da no-ki. (Skiing.)

6. Insert after checking the missing consonants:

The fish is small, but the ear is weak. Sit down beside, speak la-com. On we-ku and ko-ka beast.

By the way expensive goose-com

goose army walks gokkom.

Appeared in yellow shu-ke -

farewell to two scorl! (Chick.)

Gold falls from a century

monies (Leaves.)

He will clap over the color and share his memory. (Bee.) (A.Rozhdestvenskaya.)

7. Find words corresponding to these schemes. Verbally check the consonant in the middle of the words:

The scale (cup, cat, tower, mouse, pap, drying, puff, pig, bear, bump, midge,

Shka (stick, flatbed, brooch, bun, baby, lid)

Shka (shirt, coil, pillow, frog, okroshka, drying)

Shka (bro, tire, top, potatoes, old woman)

Zhka (leg, spoon)

Zhka (buckle, stitch, cup, book)

Zhka (haircut, cap, shavings, earring, mitten, cover)

Zhka (Russula, zipper, step)

Dka (boat, tub, booth, grandfather)

Dka (bed, breast, summary, strand)

Dka (riddle, neighbor, otgadka, landing, arbor)

Dka (intelligence, wiring)

Tka (thread, mesh, branch, fleece, baby)

Tka (cell, tile, throat, whip)

Tka (field cap, tent, attempt)

Tka (tablet, candy, bed)

Ska (helmet, mask, fishing line, nipple)

Ska (paint, footnote, slip)

Ska (stroller, note, strip, signboard)

Ska (registration, sausage, suspension, subscription)

Zka (mating)

Zka (pointer, grease, tear, fairy tale, a bunch)

Zka (birch, tie, tenderloin, putty)

Zka (loading, trimming)

8. Observation of the stunning voiced consonants at the end of words is carried out similarly to the previously described consideration of cases of stunning in the middle of words.

Check questionable consonant at the end of a word:

a) verbally - with throwing the ball or raising the corresponding consonant letter;

b) in writing (selectively).

Sample: ice - ice (d).

p - b - soup, crab, tooth, snowdrift, ice hole, volley, hawk, log house;

d - t - garden, plant, mole, honey, people, seine, ice, labor, pilot;

w - w - baby, hut, rye, lily of the valley, knife, ruff, hedgehog;

c - h - frost, watermelon, story, load, nose, eye, who, coward;

f - v - beak, closet, shoes, scarf, carrot, sowing, giraffe, eyebrow;

to - d - knock, iron, ravine, flag, coast, step, friend, apron.

l - in p - d s - g in - - g d - - s c - - d g - b d - - g

Words for reference:

lion, lov; glad, kind, row; snow, stack, syleg, syllable; enemy squeal; eye, weight, nibbled; trail, shame, arch; hump, mushroom, coat of arms, rude, grob; friend, duty

Pattern: flowering meadow (s), bitter onion (onion).

Pond - rod, fruit - raft, young - hammer, ice - years, mouth - gender, runoff - stack, Serb - sickle, mushroom - flu.

Who loves a truer, that people honor. Bro yes live. In the language of me-, and under the language of le-. Thank you, frost, that snow nano-. No ru-, no no, but he can draw. Drink, eat, and the truth re-s. What is the root, tako and flat.

Three wise men in one pelvis

set off by sea in a thunderstorm.

But rather an old ta,

my story would have been longer. (S. Marshak.)

Eight but, like eight ru-,

embroider silk round-.

The master in silk knows only.

Buy, flies, shel-! (Spider.) (V.Fetisov.)

12. Write out after checking dubious consonants data below the word in two columns on the presence of a voiced or deaf consonant:

a) a book, cover, tea-tree, paper, paper, sapo-ka, katu-ka, raw-ka, spin-ka, tele-ka, cover, gray-ka, road, trip, circle, structure;

b) boo-ka, kok-ka, kor-ka, prai-ka, su-ka, mo-ki, klu-ka, pro-ka, horse, ko-ka, river, No-cue, re-cue, follow-ups, shkad-chik, hand-chik, blik, eye;

c) no-, head-, country-, head-, report-, sapo-, circle-, wave-, corner-, table-, my-, top-, small-, gada-, pok-, kamy-, gara-, solda-, ball-, ulo-, prli-, hand-, fish-.

Differentiation of phonemes having acoustic-articulatory similarities (continued)

Sounds C - W

1. Highlighting the sound from the word. The selection of the sound w from the word.

2. Consideration of their articulation.

3. Compare by articulation (emphasizes the difference). Learn isolated sounds by silent articulation.

4. To correlate the sounds with the letters, w.

5. Differentiate them in syllables of various types; verbal reading of syllable tables; writing - dictation.

6. To compare words-paronyms by meaning and sound, to make sentences with them:

disputes - spurs fable - the tower managed - rustled

7. Indicate from which poem the following lines are taken. Mark words that differ only in one sound:

He shouted: “What a joke! And I came back,

I'm going the second day! And I came to Leningrad! ”(S.Marshak.)

8. Write the words in two columns (by the presence of s, w):

brought, sewed, sleepers, slept, paint, baby, spring, cherry, poetry, fluff, sand, grandfather, extract, wasps, mustache, shirt.

9. Determine the place of sound in words (push a number out of the row):

c - pump, thanks, cashier, pines, descended, Russian, laughed, fluffy, banger, pranks, smart, fragrant, highway, six;

w - the old woman, flakes, making a noise, funny, a shepherd, hear, come, huts, crumble, cones, rustle, become loud, naughty.

10. Modify the verbs on the pattern, noting the alternation with - w:

a) verbally - throwing the ball; b) in writing. Sample: ask - I ask.

write - scratch - wear - ask -

knead - bite - paint - chicken -

ask - dance - mow - weigh -

Underline the letter s, w.

11. Clearly repeat:

Checkers on the table, cones on the pine.

The cat sleeps and sees the mouse.

Bush rustles - scythe past hurries.

Hurry up - make people laugh.

Our cat is with us, your cat is with you.

Rustle dry leaves. The shepherd boy put out the fire. I hear whistling gopher. Noise tops of pines. It's time to stir fragrant hay. The silence was broken by the rustling of reeds. Plums and pears will ripen soon.

1. To isolate the indicated consonants from the words (in the initial position).

2. Compare the sounds of articulation.

3. To correlate the sounds with the letters h, w.

4. Differentiate in syllables (in pronunciation, by hearing, in a letter).

5. Oral dictation of words (raise the letter h or g):

sign, press, pity, ice cream, freeze, roast, slides, awakening, drifting, carving, mode, lace, cloves.

6. Record the dictation of the word in two columns (by the presence of C or W):

fire, fence, voiced, crammed, soot, snakes, reaping, duty, caused, squeeze, friends, friendly, jump, winter, come to life, turn, load.

7. Determine the place of sound in the word (work with digital series):

w - ripped, brings, splinter, immediately, cut, fastened, arrogant, ran, mimosa, froze, unclenched;

f - jump, curd, lighten up, irritation, order, disintegrate, disarm.

8. Change the words on the pattern, noting the alternation of W - W:

a) verbally - throwing the ball; b) in writing.

Sample: carry - I drive.

cut - ... smear - ... say - ...

lick - ... threaten - ... order - ...

slide - ... ship - ... refuse - ...

I-we gave it, we gave it to him. Well, on-one fur coat, well, on-s sleigh. E-Ik half-yt in ravine-ek. T-ate loads of v-s. -call singing stree she heard and is far. Ours -venno-other. The early song - singing in la-uri - the savior - the ring.

10. Suggestions for analysis and recording:

In winter, early lights are on. The old spring is rusted. There used to be no railways. Residents of Zaporozhye use gas. Fresh hay was brought on carts. We ran to the near lake. Already frost puddles. We made a fire. Zina needs a narrow elastic band. Ranka from splinters healed quickly. The detachment is located in the birch forest. The smell of birch mixed with the smell of ripe strawberries.

Pinning threads

1. Listen to the poem

LETTERS AND LETTERS

If we don't take action,

boy Petya - that's the trouble! -

the letter "sha" and the letter "er"

never master

Instead of the word "good"

he says, “holoso.”

Instead of the word "parachute"

he says, palasut.

And now the opposite:

other letters are not like

he loved after a year

the letter "sha" and the letter "er".

Instead of the word "wheel"

petya writes - "Punch".

Instead of the word "vacuum cleaner"

writes schoolchild "pyreshosh". (V.Lifshits.)

What difficulties did Petr have in pronouncing sounds? Did he learn to pronounce difficult sounds? Is Petit all right in the letter? How could you help this boy?

2. Repeat and solve riddles. Mark in the text whistling and hissing consonants:

Thrown off with Egorushka

golden feathers.

Made us Egorushka

tears pour without goryushku. (Bow.)

Planted a seed -

raised the sun. (Sunflower.) (A. Christmas.)

3. Listen to the text of N.Sladkov “Trees”. When re-reading the text of the card, restore the missing consonants s, s, w, w:

a) verbally (raise the appropriate letter);

b) in writing (enter the letters in the slots of the card):

Come into the woods and palm trees with palm, as if the old friends pat-pin. -tangs are warm, like a body -the: swaying slightly, as if dy-at ...

And the faiths are buzzing then, thunderingly, now la-kovo. Lie-blah-green i-yykami.

To-tvolu pr-loni-esya, as to the shoulder of a friend. The shoulder is smooth, slippery - this is a young birch. -tank in pimples-kah - this is about ina. Or bark and boron dannaya, as ka-a-lona. This is an oak tree.

In th and th with trees shoulder to shoulder. And I want to -ti-palms their hands-branches and firmly in-it.

1. To isolate sounds from words.

2. Compare by articulation.

3. Relate to letters.

4. Differentiate in words like:

- Asya - Asya Syasch ... Schis ...

5. Dictation of a series of syllables.

6. To make sentences with the words: boarded, gap.

7. Arrange in two rows the subject pictures, in the names of which there are specified sounds. Determine the place of the sound with "in the names of the pictures of the first row; the place of the sound u - in the names of pictures of the second row.

8. Differentiate sounds with "- u in words verbally (raising the corresponding letters):

goldfinch, village, blue, sorrel, beeping, sieve, brush, crouched, autumn, forgiveness, cheeks, fun, spring, things, food, letters, cave, braid, pike, ash, crate, pinch, hoarse, frail.

9. Insert the missing letters s ", u: a) verbally, lifting the letters; b) in writing, emphasizing them with colored pencils:

Poison tre-it trya-in-u

-let-cuckerel sea-ina hru-tya-iy

comrade-and-he-e-al-ta-il-i

sv-tya-bleu-tya-iy no-il-ik infusion

10. Form verbs of given nouns. Sample: shine - shine.

squeak - splash - crack - search - whistle - wax -

On the sports field is always fun. Angry frost crackling. Slap the blue wave. Got crucian from pike. A bonfire lit the trunks of the pines. Glazier inserted glass. The porter carries things. The puppy was squinting from the sun. My friend and I visit the pool. On the rink shiny ice. On the branches sparkling hoarfrost. Today it is forbidden to visit the sick. Winter twilight was gathering fast. Find nouns in the text. In the classroom, good lighting.

1. To isolate the sounds of p and l from words (in the initial position).

2. Compare by articulation.

3. To correlate with the letters p, l.

4. Differentiate in the syllables of various types (verbally; dictation).

5. Practice practicing the following syllables, verbally including them in words:

ral (removed, sunbathed, chose, disassembled, moved ...)

roll (overwhelmed, ripped ...)

steering wheel (steering ...)

dug (dug, rummaged ...)

llyar (case, painter ...)

ler (propeller ...)

lire (jeweler ...)

row (trusted, lost, stuck, checked ...)

rel (watched, burned, shot ...)

reel (spoke, gave, believed ...)

lehr (controller ...)

lure (velor, hair ...)

roel (eagle ...)

rue (pan ...)

6. Differentiate p and l in words (a two-column entry is aurally):

crucian, boat, floated, good, bad, order, wind, hide, paddle, bucket, fence, felt boots, doll, samovar, dump truck, poster.

7. Determine the place of sound in words (work with digital series):

l - spilled, swam, stroked, dug, separation, divider, verb, glider, broke, quail, full moon, agriculture, white-stemmed, spilled, lair;

p - fitting, jumped, plumbing, ice hole, proletarian, teased, embraced, corridor, character.

8. Paste the missing letters:

a) verbally (pick up the letters); b) in writing:

to-s-etso, co-ab-i, g-e-ka, pee-eu-ok, ve-nu-xia, gene-a-, neo-en-et, esca-ato-, ba-e- ina, sve-oh, ze-ka-o, bib-ioteka-b, te-his-amma, we-that-bt, bu-it, apr-e, b-oga, k-es-o , cast-yu-la, kont-o-ё-.

Underline the letters p, l.

9. Suggestions for analysis and recording:

Klava tore ripe plums. Fishermen returned in the evening. The field was planted with clover. The sister untied the handkerchief. Torrential rain thundered on the roof. My brother and I sailed along the Volga. In the creek, the boat ran aground. Crayfish tossed in a bucket. Valera and Larisa fed rabbits.

10. From the data below the verbs form new ones by means of the prefix “once” (under-), underline p and l with colored pencils.

Sample: Ironed - smoothed.

lazy - ... looked - ... returned - ...

broke - ... rushed - ... warmed - ...

sinker - ... dug - ... cooked - ...

11. Auditory dictation:

It was hot. The guys swam in the pond. A friend dozed on the shore. Valera splashed water on Druzhka. Friend loudly growled. The children played for a long time and sunbathed on the beach.

Peas

In one pod sat next to a pea. A week has passed. Suddenly the pod opened. The peas were merrily rolling on the boy’s palm. The boy loaded a gun and a pea shot. Three peas flew to the roof. There they were pecked by pigeons. One pea rolled into the ditch. She let sprout. Soon he turned green and became a curly bush of peas.

12. Record graphically dictation text.

(Dictated text.) (Writing in notebooks.)

TRESOR pp

There was a lock on the door. - p l -

Locked up sitting puppy, r l -

All gone and one - l - -

in the house they locked him. - - pl -

We left Trezor - l pp

unsupervised, unsupervised, - pp - p

and therefore the puppy is - - -

spoiled everything that I could. RRL - - -

Ripped on the doll dress,

hare tore a shred of wool,

into the hallway from under the bed

our shoes are dragged.

Under the bed drove the cat -

the cat was left without a tail.

Found a corner in the kitchen -

headlong into coal,

crawled out black - do not know.

He climbed into the jug - turned over,

almost choked up

and lay down on the bed

We are a puppy in water and soap

two hours washcloth washed.

No way now his

let's not leave one! (S. Mikhalkov.)

2. Compare the sounds of articulation (similarity, difference).

3. Differentiate them (orally and in writing) in syllables like:

ha - ka ha ha aha - aka - aha

4. Differentiate sounds in words (match words by meaning, sound and spelling). Verbally include in phrases:

year - cat - move could - mok - moss

gadki - tubs - huts group - grit - fragile

5. Differentiation of sounds in words:

a) verbally - raise the letters g, k, x;

b) in writing (selectively - words available by spelling):

passer-by, jumping, warming up, ordered, sunrise, sunset, snoring, stooping, steamer, jumps, turned on, addend, tufted, tuft, shaft, deaf, shirt, shirt, buttoned, buckle, quietly, ticked, buckwheat, frail, character, characteristic, hockey, hamster, laughter, peas, nut, crash, tiny, snapping up, touchy, intersection.

6. Determine the place of sound x in words (by digital number):

the kitchen, wood grouse, laughed, coolness, fluttered, giggling, devastation, crunching, quietly, quietly, buckwheat, chernouhiy, breezing, turtle, roar, laughing.

7. Suggestions for analysis and recording:

Good pictures in the book. We all go to the rink. The snow is soft as fluff. On the shore of the bay is a lighthouse. Rooks go for a plow. Ice brittle on the river. On the dry sand basked viper. In the hot sun dried up and torn from the peas pods.

8. Auditory dictation:

Tick ​​lived a cat Gulka. Gulka had tiny kittens. They lived in a corner. Once a rooster took to the window. Gulka rushed at the cock. The fight began. The cat's eyes sparkled, and the feathers flew from the rooster. The mistress came and kicked out the cock.

9. Graphic dictation:

In winter, I found a beaver hut on the river. At the top of her snow melted. There are traces of wolves around. It can be seen, hungry tramps came. Shed above is smeared with mud. Dirt from the cold petrified. Only wolves could claw the hut with claws.

In the spring I wanted to take a look at the beavers' households. Quietly go to their hut. Suddenly a bird flew out of the brushwood and let it chatter. The beavers heard her cry and instantly disappeared.

1. To isolate sounds from words.

2. Compare the sounds on the articulation (to draw students' attention to the sound composition of affricates c: together pronounced components of t and c).

3. Differentiate them in syllables of various types (verbally, in writing).

4. Differentiation in words:

a) match the meaning and sound:

the light - the color of the saber - the heron of the villages - the whole to reduce - to bloom;

b) raise the appropriate letter:

virgin, sent, falcon, appreciate, fingers, belt, rails, pollen, hay, friday, wheel, ring, wall mounted, towel, finger coat, sable, marten, street, border, stripe, three hundred, twenty, pepper, transplant, officer, show, score, percent, tail, father, oats, singer.

Ini-a, -toli-a, -peat, -i-terna, -pi-a, -cook-s, le-tni-a, -arna-a, gu-eni-a, -mol-e, ne-s, -ena, re-ny, me-i-.

6. Change words by pattern.

Sample: Spit - kositsy, wanderer - wanderer.

fox - ... companion - ... peer - ... sister - ... herald - ... godson - ...

7. Repeat patters:

Horse with lazy, fox with sly.

Seven-color flower, Seven-flower flower.

8. Suggestions for analysis and recording:

Over the forest the sun. Lilac blossomed. It was already dawn. The bush whistles tit. The fox snatched the chicken. The bird echoed with its chicks. A flower bloomed on a dry rock. Caterpillars appeared in the gardens. Sheep lagged behind her flock. Horse piled oats. At dawn, the starlings sang.

1. To isolate sounds from words.

2. Compare by articulation (consider the sound composition of affricates h: fused components t "y").

3. Differentiate in pronunciation and writing in syllables like:

chi chi che te te

4. Differentiate sounds in words-paronyms (juxtaposition of words in meaning and sound, making oral sentences with them):

cup - hard to hide - strand river - radish

ball - knee bang - chick stove - sing

scratching - healed evening - wind whips - shoulders

5. Differentiate sounds in words (raise the corresponding letters).

swing, like, duckling, learning, penknife, picture, barrel, kitten, wicker, baked, honorary, twisting, twisting, cricket, dripping.

6. Write the words under the dictation in two columns (by the presence of sounds h, t ").

doctor, take, five, take care, news, blizzard, Thursday, wiped, evening, crying, paid, subtraction, wash, bee, flew, treated, some water, led.

h - pounded, scarecrow, dots, metropolitan, thousand, unpacked, pod, briefcase, hanging around, too, resourceful, upright, flowing;

t "- endure, blackcock, lose, heaviness, part, demand, reading, teacher, third, enlarge, pull, quarter, skullcap, clean.

8. Modify the verbs on the pattern, watching the alternation of sounds h - t "at the base of the verbs.

Sample: twirl - I twist - he twists.

fly - I ..., he ... shine - I ..., he ...

roll - I ..., he ... draw - I ..., he ...

to thresh - I ..., he ... twist - I ..., he ...

notice - I ..., he ... bang - I ..., he ...

but: want-yahucho- he wants (to shake off completely).

9. To conjugate a verb to want to learn, draw, read, in combination with verbs.

10. Compose phrases with words to a tee, a little bit.

11. Name the words that include these syllables:

Chit - teach, instruct, treat, help out

Chat - print, silent, scream, knock, bore, grumble

Tech- - first aid kit, place, leak

Tich- Bird

12. Clearly repeat the proverb, pateshka, riddle:

To teach is to sharpen the mind. Flowing river, baking stove.

Five boys, five closets.

All the boys went to dark closets -

every boy is in his closet. (Gloves.)

13. Suggestions for analysis and recording:

Squirrel hides nuts in a secluded place. It is necessary to repair the switch. The girl wants to sit in the shade. Run the pillow case with a hot iron. It's time to heat the stove. At the gate moos another calf. It is nice in the winter evening to lie on a warm stove.

14. The verbs given below should be written in two columns according to the questions:

what to do? what to do?

to teach to accustom

To distinguish, distinguish, receive, receive, meet, meet, tame, tame, mark, mark, enable, enable.

Speech therapist draws the attention of students to the difference in semantic shades of these related words. Verbally include them in phrases (sentences). For example:

It is not easy to tame wild animals, but they can be tamed. I had to meet hares in the winter, but I still could not meet the fox. It should be noted daily missing in the journal. And today it is necessary to note them.

Letters are different letters

Thin feather in a notebook

oh at school ...

You-ita and multiply,

kids do not hurt

y at school, y at school, y at school!

G - add two

by syllables -it words

oh at school ...

Good love books

and review-willows were

y at school, y at school, y at school! (M. Plyatskovsky.)

1. To isolate sounds from words (in the initial position).

2. Compare by articulation:

h (t "sh") - explosive, short sound. Both sounds are soft.

u (sh "sh") - slotted, long sound. Have a common component.

3. Orally and in writing differentiate in syllables like:

cha - schA schA - cha - schcha thash schach

4. Differentiate word-paronyms:

bangs - brushed brushes - beads

cry - cape mark - post

to be able - the power to clean - to protect

Make a sentence (verbally) with these words.

5. Learn the sound on the background of the word (raise the appropriate letter h or y):

Fatherland, returned, being, increase, store, champion, body, hairstyle, buckwheat, slums, dense, stubble, garlic, mason, cleaner, bird cherry, future.

6. Repeat the rule of writing syllables cha, scha, chu, schu.

Write the dictation of the word in two columns by the presence of h or u:

mail, sad, squeak, stocking, candle, mercy, sadness, sorrel, tutu, goldfinch, pike, evening, things, lot, thousand, cheek, start, someone else's, looking.

7. Determine the place of sound in words (by digital number):

h - rays, brick, ham, exception, infinite, sunny, partially, too, slit, tickle, extremely;

u - monster, cleaning, returning, square, defended, broadcasting, vegetable store, pasture.

Ahhhhhhhhhhh

Eto-ka aa-ee-ok

that-il-ikasov-uk-aud-e

9. To form a comparative degree of surrendered adverbs.

Sample: clearly - clearer, thicker - thicker.

small - sweet - sharp - firm -

easy - sharp - thick - simple -

biting - loud - often - clean -

Underline the letters h and y with colored pencils.

10. Modify verbs according to the pattern, noting the alternation of S-sh, sh - sh, t - h, k - h.

Sample: roll - I'm rolling, sad - I'm sad.

to stay - to clean - to cry - to place -

look for - twirl - let go - to treat -

forgive - splash - pay - rinse -

draw - ride - forgive - fly -

11. Suggestions for analysis and recording:

Rooks scream in the grove. On the bait tremendous bream. Predatory animals looking for prey. Swallows chirping happily. Fog is gathering over the river. Hazel grub finds food under the snow. At night, the bats leave their shelters and fly for prey. By night frost grows stronger. A rare ray of light will look into this dense thicket. In the evening, nothing foreshadowed the storm. The candle dimly lit the room.

12. Dictation:

The noise was approaching at an alarming speed. Crunched and cracked boughs. Heard frequent tramp. It raced a large herd of wild boars. It burst from the thicket into the clearing. Boars hurry to escape from a predatory tiger. The trees swayed from their powerful run.

1. To isolate sounds from words.

2. Compare on articulation with the refinement of the sound composition:

c = TC, h = t "u".

3. Learn the sound in isolation by silent articulation.

4. To correlate the sounds with the letters q, h, noting the similarity of the lower element of the letter q with the chain link and the upper element of the letter h in the handwritten font with the gull's wing. (Remember: the lower position of the tongue tip on the sound Q is the lower element of the letter; the upper position of the tongue tip on the sound is H and the upper element of the letter.)

5. Differentiate in reading syllables like:

ca - ca ca - ca - ca chac

6. Selectively record syllables under dictation.

7. Differentiate sounds in words (raise the corresponding letter):

towel, sand, combed, gypsy, finger, sentry, acacia, bird cherry, trailer, well done, good job, cleaned, whole, swing.

8. Write the syllables of cha and chu (repeating the corresponding rule):

Sy, mol-, stu-, tu-, wind-, nato-, -shechka, mining-, -lan, -joi, saran-.

a) ud-a, zarni-a, -ablya, -asto, ladder-a, mischievous-a, mischievous-yel, sku-al, merry-ak, pri-alyt, lived, grief-iy, soapy ;

b) an ancient, -arevi-, ox-and-a, a-well-a-a, -ep-ka, mountains-and-a, -asti-a, clues-and-a, -yo-ka, -veto -ki, -love-ek, -ornil-a, -vyya-ok, u-eni-a, otli-no-a, u-astni-a, le-ebni-a, pad-eri-a, -perepi -but.

10. Change the words on the pattern, noting the alternation of c - h. Pattern: porch - porch, end - tip.

11. Insert the alternating letters C and H in these nouns and adjectives:

Sample: face - personal, mill - mill.

a tooth - a tooth - a creative creature - a creative one

table-a-table left-handed-singing

sunshine - sunshine ovs - ova s

horse - horse cucumber - cucumber

12. Suggestions for analysis and recording:

Silence reigns in the dense forest. Black clouds sucked the sun. Birds bothering all day. It will be Friday after Thursday. Weavers weave chintz. The stream is smaller than the river. Cuckoo lays eggs in other people's nests. Father cleans the onion. We cleared the snow from the porch. The girl was awakened by the rays of the sun. Tits looking for insect larvae. The wolf smelled a man. On the branches of trees, birds make nests, lay eggs and hatch nestlings. Starlings and swallows fly first to the south. There, the king Kashchei is languishing over gold.

13. Dictation (auditory or graphic):

a) Olga and Zoya - sisters. Girls love to sew. Mom bought daughters needles, scissors and colored thread. The whole evening the girls embroidered flowers.

b) Why does a man keep a sheep? From sheep to man is a great benefit. Sheep wool is usually made in various clothes. Leather goes on boots. Meat is eaten. People breed sheep. In the summer they are grazed on meadows with lush grasses. With the onset of cold weather, sheep are placed on warm sheepfolds.

14. Texts for selective dictations:

a) Why do migratory birds fly in spring at different times? Rook arrives in March, and swallow only in early May. The reason is the ability to find food. Rook will be fed by the fact that will find on the thawed patch. The swallow catches catch in the air. Had the swallows come flying in March, when there are no black flies, they would die of hunger.

b) Flowers and trees have their spring schedule. Willow blooms in April, and lily of the valley - at the end of May. The apple-tree will never bloom before the bird cherry, and the bird cherry before birch. In the spring, just by a flowering branch, find out which month this year is. If hazel blooms - it's April. If there are earrings on a birch tree - the beginning of May, and the spring lilac flowering ends.

CORRECTIONAL WORK AT THE LEXICAL LEVEL

MAIN TASKS OF WORK

This work should be started by clarifying and replenishing the vocabulary volume of students on the suggested list of topics suggested below. The main tasks of lexical work:

On the quantitative growth of the dictionary (due to the assimilation of new words and their meanings);

2) qualitative enrichment of the dictionary (by mastering the semantic and emotional hues of the meanings of words, the figurative meanings of words and phrases);

3) cleansing the dictionary of distorted, colloquial and slang words.

Pupils practice syllable and morphemic analysis and word synthesis; the phenomena of polysemy, synonymy, antonymy and homonymy of both words and morphemes are observed.

§one. IDENTIFICATION OF ACTIVE DICTIONARY RESERVES OF STUDENTS

Words denoting items: fruits, vegetables, trees, flowers, animals domestic and wild, birds domestic and wild, toys, educational things, tools, transport, furniture, professions, etc. (students should know the specific and generic names, be able to group them, comparing with adjacent groups, noting the similarities and differences).

Words denoting signs:  color, size, shape, taste, material and other qualities of objects (on the material of the above groups of objects).

Action Words:  ways of moving, eating, giving voice, working actions, etc.

1. Call actions (throwing the ball):

The snowstorm (what is it doing?) - sweeps, thunder ..., the sun - ..., rain - ..., lightning - ..., wind - ..., snow - ..., frost - ... .

2. Name another item with the same attribute:

The chalk is white (and the snow is white), the belt is narrow (and the tape is narrow), the melon is yellow (and the pumpkin ...), the river is fast (and the stream ...).

3. Compare:

to taste - lemon and honey, onions and grapes;

in color - cornflower and cloves, pear and plum;

strength - rope and thread, paper and fabric;

along the width there is a road and a path, a stream and a river;

in height there is a house and a hut, a bush and a tree.

4. Listen to the riddle, select the words for voice actions. Explain why rhymes help solve this riddle:

I bark with everyone

with any owl

and every song is yours

i sing with you.

When in the distance the ship

the bull on the river is roaring,

I roar too;

Yy yy! (Echo.) (K. Chukovsky.)

5. Guess the subject by its signs or actions:

Round, striped,

From the garden taken.

Sugar and scarlet became -

eat, please! (Watermelon.)

Flies, beeps,

legs long pulls,

case does not miss -

will sit down and bite. (Mosquito.)

Who is this gardener?

Watered cherries and gooseberries,

watered plums and flowers

washed herbs and sheets.

And as twilight came,

they told us on the radio

he will come tomorrow too

and water our garden. (Rain.)

Then the poem is read along the lines. Along the way, relevant images are considered. Children with the help of a speech therapist or independently supplement the verbs with a noun. For example, waving a handkerchief, chopping wood, etc.

After this, the speech therapist offers the children to restore the poem from the pictures:

a) the speech therapist calls the name, and the children - the action;

b) remember the name of the action.

a) Masha ... (waves).

Pasha ... (plowing).

Kohl ... (stabs).

Fields ... (flight).

Valya ... (knocks).

Katya ... (rolls).

Light ... (shines).

Sonya ... (sleeping).

Tonya ... (drowning).

b) Waving ... (Masha).

Plowing ... (Pasha).

It pricks ... (Kolya).

Flying ... (Fields).

Knocks down ... (Valya).

Rolls ... (Katya).

Shines ... (Light).

Sleeping ... (Sonya).

Sinking ... (Tonya).

§2. REFINEMENT AND EXTENSION OF STUDENTS DICTIONARY RESERVE

Words - "weeds."

Listen to the poem:

Words are different

there are non-binding.

Here, for example, to Volodya

stuck the word "like."

He will never say yes.

Will you have lunch?

It seems yes.

Ask Volodya:

Are you a pioneer? - "Yes, sort of."

Worked in the garden?

And he again: "Yes, sort of."

Words are different:

good, simple,

words are idle,

unnecessary, empty. (And Barto.)

In the subsequent conversation to find out what words litter the speech of schoolchildren, without adding meaning to the statements. Recommend disaccustomed to obsessively repeating words (well, this, here, means, etc.).

Words - "buddies" (synonyms)

1. From the data below, pick up words in pairs that are close in meaning, albeit different in sound composition:

a) twig, sadness, alphabet, month, doctor, horse, hard, before, pours;

b) rod, sadness, alphabet, moon, doctor, horse, hard, before, flows.

2. Indicate the fourth “superfluous” word (with a different meaning than the other words):

Sad, sad, dull, deep;

Brave, sonorous, brave, courageous;

Weak, brittle, long, fragile; strong, distant, durable, reliable;

Understand, understand, remember, comprehend;

To think, to go, to think, to think.

3. In the following phrases specify the words close to the meaning:

Fresh food, food supply, delicious food;

The exterior of a stranger, the appearance of a person, the appearance of a hero, the appearance of a guest;

Unknown shrub, unfamiliar handwriting, unknown poet;

Fast horse, fast train, fast river, hasty departure;

Awkward puppy, awkward movement, awkward teenager, angular gait;

Valuable cargo, heavy burden, hand luggage, bulky luggage.

4. Explain which of the words of each line is used more often in colloquial speech, which one - in book speech. List words that have a disapproving tone:

Arrived, arrived, rolled;

Came, came, said;

Rushed, rushed, pounced;

Burst, intrude, break in;

Bounced, recoiled, shied.

5. Listen to the tale "Tiger-lion and lion-tiger":

The tiger-lion is a lion-tiger, only the other way around. And they all have the opposite. Tiger-lion striped: black stripe, yellow, black. yellow.

The lion tiger is the opposite. First yellow, then black.

And they have different manes. The lion-tiger is shaggy. The tiger lion is shaggy. In the lion-tiger, the right ear is shorter than the left. Tiger-lion is not like that. He has a left longer than the right. Here is a tiger lion.

The tiger-lion was small at first, and then became large. He became big and went to himself - left, right, left, right and growled like a big one: rrry!

The tiger lion, in spite of it, was not big at first, and then became not small and growled in its own way: yrrr! - and went right, left, right, left. And he twisted his tail along the road, not twirling like a tiger-lion.

And they went, of course, who where. Lion-tiger at the edge of the forest. Tiger-lion on the edge of the forest. The tiger lion went for a run. Tiger-lion ran to walk.

And where did they come from? Tiger lion from fiction. But the tiger-lion, of course, from fiction. (E. Izmailov.)

Find out how the children understood the meaning of the tale. When re-reading, consider how the author in different words gives the same image.

Words - "enemies" (antonyms)

1. To find in the text words having the opposite meaning:

Strange forest in September - in it is near spring and autumn. Yellow leaf and a green blade of grass ... A warm sun and a cold wind. Wilting and flourishing. Song of birds and silence. Sad and joyful!

(According to N.Sladkov.)

2. Insert into the proverbs the missing words: big, small:

Stumps knocked ... cart. ... business is better ... idleness. Even the most ... tree grew out of ... seed. In ... boat ... do not put the load. ... hook ... you can't fish a fish.

3. Select antonyms for the selected words:

Summer  day - for a week. Have short  crazy ... language For the sake of new  boyfriend ... do not leave. Early  bird sock cleans, and ... eyes tears. Full  spike clinging to the ground, and ... to the sky stretches. Know more, and say ...

4. Consider two pencils: short and long. Listen to the poem:

Pencil, that sad?

"There was a big one, and the baby became."

Well, but your master

there was a baby, and he became big.

5. To retell the content in your own words, using words with the opposite meaning (first - then, was - became and DR.).

a) close in meaning to the words sad, sad;

b) opposite to them in meaning.

“SINTERED”

There was once a very sad man. Well, since he was sad, he had to be sad. Yes, that's just one sad very sad. And he went to look for someone to mourn together.

He sees - a willow stands by the river. Weeping willow. "Here, - he thinks, - what river she cried." And asks:

Are you a willow, sad or sad?

Sad, says willow, and sad too.

Come with me and watch over.

She agreed willow went. They walk across the field, they see a stork. It is a stork, beak hung.

Why, stork, beak hung?

Because I'm not cheerful.

And we are funny. Go with us!

They walked, they walked, they see a sad rain coming.

Go, dull, to us in the company.

Does it really matter where to go, - the rain answers and followed them.

They walked, walked, stopped, and began to call all those sad to themselves. A lot of all sorts of sad gathered. They were delighted to each other.

Wow, - shout, - how many of us! Well, now we mourn as we should!

Happily in sad hide-and-seek played, with laughter the gloomy ones started. A gloomy dance brought - almost burst out laughing. They sang a sad song - they clutched their bellies.

It turns out that sadness together is not so sad! (E. Izmailov.)

7. Name the word with the opposite meaning (throwing the ball):

day - ..., morning - ..., sunrise - ..., spring - ..., winter - ..., tomorrow - ..., early - ... close - ..., low - ..., rarely - ..., slowly - ..., spacious - ..., joyfully - ..., dark - ..., sat down - ..., took - ..., found - .. ., I forgot - ..., dropped - ..., I littered - ..., straightened - ..., light - ..., tall - ..., sick - ..., clean - ..., frequent - ..., hard - ....

8. Specify antonyms in proverbs:

Dear party - a mother, and a stranger - a stepmother. Labor feeds, laziness spoils. Sing well together and speak apart. He knew how to make mistakes, learn and get better. The nearest neighbor is better than distant relatives. One mind is good, but two is better. A friend argues, and the enemy confirms. Gently laid down, but hard to sleep.

9. Insert the missing words, comparing them by value:

Far away my knock is heard around.

Worms I ... and trees .... (Woodpecker.) (B.Timofeyev.)

10. Find antonyms to the selected words:

Sand on the beach dry, and at the water .... Crossing the street, look left, and then... . You must enter the bus through the back  the door, and go out through .... In the train, the grandfather slept on bottom  shelf, and I'm on ... shelf. Petr usually rosyand after the illness he ... Lake shore small, so what is next... .

11. Insert into the text the missing words today, tomorrow, in accordance with the meaning of the statement:

"... I learn, and ... take a walk," - says lazy.

"... I will take a walk, but ... I will learn," says the diligent. (K. D. Ushinsky.)

Frost spring is special. The ear, which is in the shadow, is frozen, and which is burning in the sun. From the green aspens - drops, but the droplets do not reach the ground, freeze into ice on the fly. On the sunny side of the trunks the water glistens, the shadowy one is covered with a crust of ice. During the day snow melts and burns, and frost snaps at night.

(According to N. Sladkov.)

13. To the data below, select words with the opposite meaning from the previous text:

in the shade - (in the sun).

Freezing - .... In the afternoon - .... Droplets - .... Solar - ... . Water - ...

The word "twins" (homonyms)

1. Listen to the poem:

I walked with a bag over my shoulder

i see it beats the key in the ravine.

Leaning over the key

I dropped the key in the water.

I rummage along the bottom,

over the water back wildebeest.

If I can't find the key,

How will I get home? (V. Lifshits.)

What two words are written and pronounced the same, but have completely different meanings?

2. To make sentences from these phrases:

Transparent key, treble clef, broken key;

Acute spit, long spit, sand spit;

Spicy marigolds, fragrant marigolds;

Well-aimed onions, green onions;

Coniferous forests, scaffolding;

Shallow mink, fluffy mink.

3. Find in the text words that sound the same. Retell the text, replacing the same words with others that are close in meaning:

Does not want oblique

mow with a scythe.

Says: "Spit Spit."

4. Indicate both meanings of each of the words below.

Sample: Checkers is a game. Checkers are a weapon.

column< ворот < быки <

cats< горн < овсянка <

5. Explain the meaning of the highlighted words:

Minutes and hours are running.

They are accurate by the clock. (V. Kremnev.)

Under the nut bush mink.

Lives in mink mink. (S. Kosenko.)

How many words have words? (multiple words)

1. Listen to the poem:

In a strange country in a strange

where you and me will not be,

shoe black tongue

in the morning lacquer milk

and a whole day out the window

peep eyes potato.

The bottle neck sings,

gives concerts in the evening,

and a chair on bent legs

dancing to the harmonica.

In a strange country in a strange

Why don't you believe me? (I. Tokmakova.)

In relation to what subjects the words are used: tongue, peephole, neck, leg? When applied to whom they are usually used?

What words in the poem have a figurative meaning?

2. Replace highlighted words with others that are close in meaning:

Rain went  and not passes.

Rain going, though not walks.

He will pour watches in a row

on rooftops, on the road, -

about this cloud they say,

though speak  can not. (A. Barto)

The rain no longer poured, but whispered sleepily. He whispered, whispered and fell silent. (N. Sweet.)

What other words can be characterized rain? (Dripping, dribbling, knocking, ...).

4. Replace the verb runs close to the meaning:

time is running, the river is running, grain is running out of the bag, milk is running out of the pan.

Is it necessary to replace this verb in the sentence: Does the fox run across the field?

5. Explain the meaning of the highlighted words:

They say: watch stand,

say watch hurry,

say watch are coming,

but a little bit behind.

We looked with Mishka together,

and the clock are hanging  in place. (V.Orlov.)

6. In which of the data below phrases the word earth is used in the meaning of the planet, land, territory, soil, land?

The earth of the fathers, the rotation of the earth, the sandy earth, saw the earth, the earth of the reserve

7. Come up with sentences with the following phrases:

Friendly class, clean class;

Native language, get "language", bite the tongue, the language of the bell.

8. Listen to the riddle:

Everywhere, everywhere we are together

inseparable we go.

We walk through the meadows,

along the green shores

down the stairs we run,

along the street we walk ...

But a little evening on the threshold,

we remain without legs.

And legless - that's the trouble! -

neither there nor here.

Well, let's go under the bed,

we will sleep there quietly.

And when the legs come back,

let's go on the road again! (Children's shoes.) (K.Chukovsky.)

Highlight words in the text that indicate movement. In what value (literal or figurative) is used the expression We remain without legs. Use the same expression in the second meaning.

9. Explain the direct and figurative meaning of expressions:

lather the neck, bite the tongue, untie the hands, hold the tail; hang your ears, clap your eyes, put your hands down, put a footrest, sit on the oars, roll up your sleeves.

§3. Word Analysis and Synthesis of Words

Theme. Making words from syllables, dividing words into syllables.

Purpose. Explain that a syllable is a part of a word that does not contain the meaning of the word; repeat the rule about the syllabic role of vowels.

1. Hanging a patterned canvas, on it are syllables: (mon), (li), (but), (ki), (hal), (va). Children read their chorus. Then the speech therapist reads a poem:

What kind of Lee? What kind of mon?

There is no meaning in the sounds!

And as they say "lemon" -

immediately will be sour!

What kind of CI? What kind of BUT?

People are completely unknown!

And as they say "movie" -

immediately it will be interesting!

What the HAL? What kind of BA?

here is another mystery.

And as they say "halva" -

it will immediately become sweet! (E. Uspensky.)

2. The division into syllables.

a) name the picture (words from 2 - 3 direct syllables);

b) divide the words into syllables with loud pronouncement and slamming:

c) compare in these words the number of vowels with the number of syllables; make a conclusion about the syllabic role of vowels.

d) draw up a scheme:

[geese] [forty]

3. "Many - one." The source material is a group of words or corresponding subject pictures.

For example: geese - goose (children pronounce and slam syllables, compare the number of vowels and syllables in them).

Balls, poppies, cats, moose, crayfish, whales, houses, mushrooms, tables, hedgehogs, nails ...

4. Group the subject images by the number of syllables in the title. On the board are drawn (and on the tables the students lay out of the strips) schemes:

___________ __________ ____________

___ ___ ___ ___ ___ ___

Each student has a set of subject pictures, which he has in three columns. The division into syllables is carried out independently, with a quiet pronouncing and slamming.

In conclusion of this work, it is possible to conduct mutual and frontal verification of the task.

5. Turn a monosyllabic word into a two-syllable (on the model), throwing the ball.

For example: key - key.

Ball, umbrella, mouth, house, cat, bow, table, forehead, ball, nail, screw, scarf.

6. Turn a two-syllable word into a three-syllable (words from the previous assignment and similar):

bow - bow - bows.

7. Add a syllable to make a word (while throwing the ball):

solo (ma), etc.

8. Come up with a series of words so that the last syllable of one word becomes the first syllable of the next, for example:

fish - ram - wound - galoshes - tire, etc.

9. Come up with (choose from any text) five words to each scheme. Write in three columns, underlining the vowels:

_____ __________ ______________

___ ___ ___ ___ ___ ___

elephant ste ra p i am

10. The development of a sense of rhythm. Listen to the poem, add to the rhyme the missing word, taking into account the poetic size:

PROMPT WORD

Smooth, smooth flowed verse,

Suddenly stumbled and fell silent

he waits and sighs:

words are missing!

To again, good luck

the verse flowed like a river

help him a little bit

tell me a word!

I am sissy sandals

said trustingly:

We are afraid of tickling

big shoemaker ..... (brushes)

Your assistants - look -

a dozen friendly brothers.

How nice to live when they

work is not afraid

and like a good boy

obedient to each ........ (finger)

Golden and young

this week became gray,

and a day after two

Bald head.

I'll hide it in my pocket

Former......... . (dandelion)

Although we have four legs,

We are not mice and not cats.

Though we all have backs,

we are not sheep or pigs.

We are not horses, even on us

you sat down a hundred times.

To rest your feet,

Sit down on ..... (stool)

Look, look -

stretched from the sky thread!

What a thin thread

he wants to sew the earth with the sky?

Do not answer - wait

guess under ....... (rain) (E. Serova.)

11. Theme. Analysis and synthesis of words obtained by permutation of syllables.

Purpose. To attract students' attention to the sequence of syllables, which is a distinctive factor in reading and writing a series of words.

1. The words are written on the blackboard:

happy - our - pump -

boar - burrow - which -

canopy - swing - veins - reed -

Exercise should be performed in the following order:

a) read the words out loud, make sentences or phrases with them;

c) then the first row names only the first syllable, the second row names the second;

d) to rearrange syllables, first the second row names its syllable, then the first row names its own;

e) to synthesize a new word that children themselves hear in such pronunciation, verbally compose sentences with the received word;

e) write the words in pairs on the model: happy - hole,

g) note the importance of taking into account the sequence of syllables in the course of reading and writing.

Rhode, -khodka, silence-, pa-ma, Mali-, spider-, -went, thorny-, weighing, weight-, gly-;

nose-, - but, och-, zam-, knight-, -ty, mar-, -nul, kus-, ruch-, -pit.

sa or you:

kol-, par-, -har, kus-, solda-, -dy, kar-, po-dil, god-kry, kro-, polo-, hala-, li-, lis-;

lo or ka:

soo, so-so, so-that, soba, mo-co, sa-, music-, fun-, soro-go-juice, -lina, pillow, moda, izvu-, mo- -current.

4. Write the words made up of these syllables:

ka, her, li ri, ku, ca chik, no, cuz boc, ba, ka

ke, ra, ta, heel, ca bo, ra, ta, well, mi

min, v, ta, av, bus la, ku, and cho, vi, but

§four. TYPES OF SYLLAGES

1. To carry out a sound analysis of direct (ma) and reverse (s) syllables, make their schemes, where vowels and consonants are marked with different colors:

2. Under the dictation, write in accordance with the scheme - (in two columns):

he, lu, you, ate, yak, ry, yut, us, we, them, shi, oh, re, whether, ha, you ...

3. Make a diagram of syllables that have three sounds (direct closed and syllables with a concatenation of consonants):

● ○ ● ● ● ○ ○ ● ●

4. Dictation of syllables (entry under the diagrams):

ost, enk, ram, tru, shil, walked, grew, ist, chte, eats, cor, sva, vre, inc, ple, zn, goal, wildebeest, where, cat, who, son, dreams, three, shooting, tru, evil, hall.

5. Oral dictation (hearing the syllable, the children show the appropriate scheme).

6. From the series of subject pictures, select those whose names correspond to the scheme.

7. Group two-syllable words made up of combinations of direct and reverse syllables in accordance with the schemes (in 3 columns):

●○●○ ●○○● ○●●○

spider fish morning

The words are written on the blackboard:

hare, sea, fur coat, tree, field, pike, nursery, lighthouse, river, sleep, summer, brightly, eat, cheeks, poet, if, digs, winter, dimple, barks, field, skirt, sings.

In this work, students focus their attention on the position of vowels in the word.

8. To conduct a comparative sound analysis of monosyllabic words consisting of four to five sounds with a concatenation of consonants. Group the data below in accordance with the diagrams:

●●○● ●○●● ●●○●●

plan horn fruit

bandage, cross, brother, crane, bush, crunch, blossom, coat of arms, anthem, circle, squeal, bread, maple, bow, front, mushroom, light, wax, start, descent, ringing, umbrella, syllable, sound, whistle, doctor, flag, wolf, cake, tail, height, knock, cry, sense, squeak, enemy, friend, shine, thunder, thrush, soil, cedar, grade.

When performing this task, you should first determine the number of sounds: if four, then focus on the first two schemes; if five, then on the third scheme; then select the place where the consonants flow together: at the beginning of a word, at the end, at the beginning and end of a word (underline the concatenation of consonants).

9. To consolidate the skills of word-sound analysis of words in similar tasks:

●○● ●○ ●○●● ●●○ ●○

ver - ba tiger gri -

top, banner, spring, march, joke, link, plum, slide, words, pear, silk, turnip, beasts, wolf, snow, rain, sense, knock, twig, door;

●●○● ●○ ●○ ●○● ●●○ ●○●

roofs of the cave los flage

shines, cream, book, carpet, peephole, around, grass, flower, crumbled, loud, giraffe, matches, circle, owl, stick, door, rabbit, chair, believed.

§5. BROADCAST IN WORD

The main didactic tasks in studying this topic are to teach children the following actions:

a) imitating, b) independently;

2) determine the stressed vowel in the pronunciation of another and in his;

3) to reproduce the rhythm of the word with the release of the stressed syllable (tapping, slamming);

4) recognize the word by its auditory pattern;

5) according to the visual scheme;

6) learn some orthoepic norms;

7) determine the stressed vowel in the process of writing words;

8) determine the unstressed vowel in the root, requiring verification;

9) to check the unstressed vowel by stress (by selecting test words).

Theme. The emphasis in the word.

Purpose. Show children meaningful and phonetic role of stress. Train them in pronouncing and defining a striking vowel sound in words.

1. Speech therapist shows children two pictures with a common signature / On the desk there are circles. /. Children silently read the signature. The speech therapist asks for a picture corresponding to the signature. Children read aloud sentences in which the word circles are pronounced as circles, then as circles. Changing the meaning of a word is associated with moving the stress. Pupils observe the sound of these words and make sure that the stressed vowel is pronounced louder and longer than unstressed vowels.

Also considered the second sentence. I'm crying. I'm crying.

2. In confirmation of the conclusion about the meaning-differentiating role of stress, pairs of words are considered:

lock - lock, cotton - cotton, squirrels - squirrels, shelves - shelves, deducted - subtracted, jumps - jumps.

Oral sentences are drawn up and the stressed vowel in the word stands out.

3. Listen to the verses, remember the meaning of homographs:

I am a collection of cards.

From stress

two of my values ​​depend.

You want to turn

Dissimilation  (from the Latin. dissimilis-dissimilar) - this is a rasprodobenie two or more consonant sounds that are within one word, for any acoustic-articulatory signs. “If assimilation is characterized by the interaction of two neighboring sounds, then very often sounds that are in the same word that are not in close proximity to each other are dissimilated” 13.

Dissimilation may be progressive (for example, vernacular pronunciation spill  instead    ice holeor modern literary februaryin place of the old   february 14 ). However, more often there are cases of regressive dissimilation, when the first consonant is “repelled” from the second one, it is dissimilated with it by some sign, as, for example, in colloquial pronunciation   bomb  as bonba.

The consonants can be dissimilated by different signs; in accordance with this, there are two most frequently encountered types of dissimilation.

but) Dissimilation by the method of education.  For example:

soft -   my [hk] obut   soft - me [bow].

The difficult-to-pronounce combination of two explosive consonants - [y] + [k] - is replaced by a combination of a slit [x] with an explosive [q]. Or an example:

boring - sku [shn] about.

Affricata [h], i.e. the slot-hole sound, must in this word be combined with the hole-pass sound [n], i.e. in the articulation of both sounds there is a bunch. This combination is considered difficult to pronounce, therefore the bow-slot sound [h] is replaced with a slot sound [br].

b) Dissimilation at the place of education  (it occurs mainly in popular speech and is a violation of the orthoepic norm, for example:

bomb - bo [nb] a.

The difficult-to-pronounce combination of two labial-consonant sounds [m] and [b] is replaced by a combination of the labial-labial sounds [b] with a front consonant [n].

Stunning voiced consonants at the end of a word

Stunning  - is the replacement of voiced pair consonants in the absolute end of a word with deaf consonants. It should be noted that, in contrast to assimilation and dissimilation, the stunning of paired voiced consonants at the end of a word is not caused by any objective reasons (for example, the adaptation of speech organs to the pronunciation of two neighboring sounds). We well know that any Russian person when learning foreign languages ​​(for example, English) is freely rebuilt and ceases to be stunned by final consonants. Hence, the process of stunning can be considered a phonetic phenomenon traditional for the Russian language. Stunning examples: pillar - table [p], meadow - lu [k], dirt - grya [s ’].

Task number 25.    Break the words into two groups: 1) words, in which assimilation occurs by voicing-deafness; 2) words in which there is no assimilation.

Malleable, rod, dissuade, repel, arbitrator, pleasant, laying, spoon, din, knock, life, brought, with a friend, a quorum.

Task number 26 . Determine in what words assimilation occurs by voicing, in which - by deafness. Transcribe these words.

Carving, mowing, fighting, traffic jam, request, wagon, echo, plow, kindle, laugh, sign, repel.

Task number 27.   Transcribe sentences, underline words in which assimilation occurs by voicing-deafness.

You - as an echo of the forgotten hymn In my black and wild fate (A. Blok).

And it blows with ancient beliefs Her elastic silks, And a hat with mourning feathers, And a narrow hand in the rings (A. Blok).

Come here even the Russian Tsar, We will not stand up from the glasses. (N.Yazykov).

4. There is a crush behind the windows, foliage is crowding, And the sky is not picked up from the roads. Everything was quiet. But what was that first! Now the conversation is wrong and kind. (B.Past.)

Task number 28.   Spread the words into three groups, where a) softness assimilation occurs regularly; b) is optional; c) does not occur. In case of difficulty, refer to the Russian Orthoepic Dictionary of Language.

Bindweed, gossip, haughty, crucifixion, knitting, crossroads, dried, glistened, candles, edging, bath attendant, nest, clay, nails, brushes, branches, perhaps, do, rook, bear, bright, noon.

Task number 29.   Transcribe the words. Note the presence or absence of soft assimilation (assimilative softening).

Thrust, tip, the thinnest, above, cumin, with a lamp, shrank, pins, requiem, pity, a fountain, a mason, poor thing.

Task number 30.   Write down and transcribe words in which there are different types of assimilation (according to voiced-deafness, hardness-softness, complete), as well as words with stunning consonants at the end of a word.

The blind donkey had strayed off the road (he had set off on a long journey), but by nightfall my madman had wandered into the thicket so that he could not move back or forward (Krylov).

Hello, you are my beautiful prince! That you are quiet like a rainy day? (Pushkin).

From the tower, Prince Guidon escapes, greets dear guests. (Pushkin)

Silently walked around the house, did not wait for anything. They brought me to the patient, And I did not recognize him. (Ahm.)

Shaking karbovantsi And slowly blowing smoke, Solemn strangers We go to the city of his native (Tsvetaeva)

In vain in the days of great advice, Where places have been given to the highest passion, The poet’s vacancy is left: It is dangerous, if not empty. (Past.)

And instantly it sinks into everyday life, as if into a dark abyss without a bottom ... And silence will slowly rise over the precipice with the seven-color arc. (Block)

All put on a coat today And zadurut for overgrown drops, But no one of them will notice, Again, I washed down with bad weather. (B.Past.)

Task number 31. Determine which laws in force in modern language led to the appearance of the following homophone:

The mouth is a clan, the congress will be eaten, from a fairy tale - and fairy tales, from the shackles - and such is carriage - wax, light - sanctify, bring - reduce, elm - elm, and grandfather - dressed.

Theme. Stunning voiced consonants in the middle of a word.

purpose. Observe the discrepancy between the norms of pronunciation and the norms of spelling, practice the students in checking questionable consonants.

1. Consider and name the subject pictures (in pairs):

a) cup - spoon

b) branch - boat

In each pair of words, select the third sound:

a) in both words is heard (pronounced) w;

b) in both words is heard (pronounced). Compare the spelling of the words considered.

Find out in the conversation that stunning voiced consonants g and d in the words of a spoon, the boat is explained by the proximity of the deaf consonant k. If you eliminate this neighborhood, "sounds will ring out without distortion: a spoon, a boat. The neighboring vowel (e, o) contributes to clearing the consonants.

Stunning can occur with any of the paired voiced consonants. In this case, the voiced consonant is pronounced as its double deaf consonant (see table):

2. Consider examples of stunning voiced consonants in words (when deaf consonant follows voiced):

3. In the middle of the words cup, a branch met two deaf consonants: MK, mk. To make sure that there is no contradiction between pronunciation and spelling, we turn to the same vowels for help: the calyx, the twig.

4. Check out questionable consonants in words:

It is worth a hut on chicken no-kah. Kak-rain water. The dog sleeps in the bouque. On this mountain-ke grows Morko-ka. The berets are turning green on the handle. Slow raspberry has ripened on the top. They run along the road board yes da no-ki. (Skiing.)

Getting to the study of this topic, clearly understand that in the pronunciation of consonant sounds, with voiced and deaf pair, there are defects in voicing and stunning.

Sounds of each pair ([б] - [п], [д] - [т], [г] - [к], [в] - [ф], [з] - [с], [ж] - [ш ] and their soft pairs, the sounds [w] and [w] do not have soft pairs) have the same articulation modes and differ from each other by the participation of the voice and by a somewhat lower voltage of the speech organs and the air stream for voiced sounds.

Defects in voicing and stunning can occur when:

Reduced physical hearing;

Unformed phonemic processes;

Types of voicing and stunning defects

1) Defects vozvoncheniya, i.e. replacement of voiced consonant sounds with their deaf pair (Daddy went f pani - “Grandma went to the bathhouse”).

As a special case of this defect, we consider the so-called insufficient voicing: for example, the voicing of only explosive sounds suffers, the slotted voiced ones are saved (I got sick of my head and throat - “My head and throat ached”).

2) Defect of stunning (In the hair, it is attached by a gang of Land - “Tied a ribbon in the hair”), which is caused by the mixing of the pair of voiced and deaf sounds.

Stunning voiced consonants are observed more often than deaf voices.

Considering the methods of correcting these defects in pronunciation, pay attention to the sequence of work.

Correction of deficiencies in the pronunciation of voiced consonants should begin with slit sounds, and with the simplest of them on the articulation of sound [in]. After it, they move to the sounds [3] and [g], and then to the explosive sounds in the sequence [b] - [d] - [g].

Preparatory exercises:

The alternate reproduction of a silent breath and you doha, then moan on the inhale and exhale;

Comparison of the loud and whisper pronunciation of vowel sounds, both jerky and long.

All exercises should be done by controlling the vibration of the larynx.

General techniques for making voiced sounds

The speech therapist makes a ringing sound, while the child touches his throat with a hand and feels a shake in her area (to perceive the vibrations of the vocal folds, you should apply the back of the hand to the throat). Then he himself utters this sound, holding at the same time one hand on his larynx, and the other on the speech therapist's larynx. As a result, a ringing sound is often obtained. It is useful to gently shake the throat with your fingers to cause the vocal folds to vibrate.

Vowel sounds are consistently pronounced, each in a whisper, and then loudly, and then go directly to the similar pronunciation of the desired consonant.

For example, the sound pitch [з]:

whisper - [a]; loud - [a];

whisper - [e]; loud - [e];

whisper - [and]; loud - [and];

whisper - [s]; loudly - [s].

It is important that the adjacent articulations of vowel and consonant be similar: [and] - [s], [o] - [w], [y] - [v], [a] - [k].

To ring explosive consonants, sounds on one exhalation are pronounced in a whisper — a. but. but. a ... loud - a. but. but. and ... in a whisper - oh. about. about. oh ... loud oh about. about. oh ... a whisper - eh. er er uh ... loud - uh. er er uh ... in a whisper - t. t. t. t ... loud - d. dd e.

Slot sounds are sometimes easy to ring in this way: the consonant is pronounced in a whisper, and then, without interrupting, a voice is given.

You can achieve a sound reversal due to a direct transition to it from one of the sonor [m], [n], [l], [p] (for example, mmmba, nnnba) or by using the combination of a voiced sound that you need to call with one of the sonors between the vowels (for example, adma, adna, adra, etc.).

If these methods do not give the desired results, then for the formulation of each sound resort to specific techniques.

As noted, work begins with fricative sounds [3] and [g] as being easier to learn. The source is used sound [in], which is usually pronounced correctly, voiced.

If the sound [in] is absent, then at first they try to put it from [f] by switching on the voice (f - in). If this technique does not lead to success, then the child is offered to keep his lips tightly closed on a powerful sounded exhalation so that a humming sound is formed. When you do the exercise, you need to periodically open your mouth widely - you’ll get the sounds of wa-wa-wa (laby-labial [in]). In front of the mirror, the articulation of sound is specified [at].

Mechanical help is possible: a speech therapist with a finger on an exhalation brings the lower lip of the child closer to the upper incisors. It turns out a long lip-dental [in]. Work on the sound necessarily supported by control over the vibration of the larynx.

The sound [s] is placed from the support slot [c] with mechanical assistance: with prolonged pronunciation [c], the lower lip is pressed to the base of the lower incisors with a finger. It turns out: vvvzzz. Gradually isolated sound is obtained without mechanical assistance;

Having established speech organs in the articulation unit [s], the child, against the background of continuous voice sounding [e] ([s]) on one long exhalation, repeatedly extends the tip of the tongue forward, slightly touching the edges of the upper and lower incisors, but so that the air can pass through the interdental space. At the same time, a distinct salary is heard.

The sound [f] occurs when you turn on the voice at the time of a long pronunciation [w] (w __ __ f __ __). The sound [w] in case of need can be delivered also from the ringing [s]. During the pronunciation of this sound, the tip of the tongue gradually, without losing its tremor, rises upward (mechanical assistance is possible), approaches the articulatory structure of the sound [w] and is fixed in this position by subsequent exercises.

Significantly greater difficulties may arise when setting ringing explosives [b], [d] and [g].

It is advisable to start with sound [b]:

The sound [b] is first given as a sample in a number of syllables: ba-ba-ba. In this case, it is useful to somewhat lengthen the moment of pronouncing the sound, when the voice sounds even with closed lips, before the explosion. When moving from syllable to syllable, the voice should sound continuous. The child must be given the opportunity to perceive this series of syllables, both by ear and by touch of the vibrations of the larynx and cheeks. In some cases, it is advisable to first pronounce the sound [b] with some swelling of the cheeks. With this pronunciation, it is easier to reproduce the delay on the occuring moment;

Another technique is based on the formulation of sound [b] from the lip-lip [c] (see above). Having received a buzzing sound [in], articulated by two close lips, the speech therapist applies an extended forefinger horizontally between the lower lip and the chin of the child, after which a quick up-and-down movement of the finger produces alternate closing and opening of the lips. It turns out multiple [b] (bbbb ...). Gradually, the movement of the finger slows down, which leads to the appearance of a series of syllables with undefined vowels, averages between [e] and [s] (bebebe ... or byby ...). The role of mechanical assistance is gradually decreasing, soon it is already possible to carry out further automation of sound in speech and without it.

Sound assimilation [b] serves as a base for setting [e]:

First of all, we should use the analogy, having suggested to the child, holding a hand on the larynx, to pronounce such pairs of syllables: fa - va, sa - za, sh - zha, pa - ba, ta - yes;

If the first method turns out to be ineffective, then you should try to cause a sound [d] by pronouncing the word “yes” after a number of preceding syllables with a sound [b] (bababad ...), controlling the vibration of the larynx. Often in such cases the sound [d] is obtained as if by inertia;

If this technique does not give the desired effect, you should use the "workaround" path, which consists in the following. The syllables of the ba-baba are pronounced ... Then the same exercise is done when the tongue is pushed between the teeth. You should have inter lip [d], the sound is something between [d] and [b]. Such articulation should be fixed in syllables with vowels (yes, do, dy; hell, ado, hell).

Then you can go to the interdental [e]. To do this, while pronouncing the syllables yes-yes, when inter-lip articulation, you need to lift the upper lip with your fingers. The tongue will automatically press against the upper incisors, and you will get an interdental [e], which can be easily transformed into a normal, notched tooth as a result of pre-compression of teeth.

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Theme. Stunning voiced consonants in the middle of a word.

purpose. Observe the discrepancy between the norms of pronunciation and the norms of spelling, practice the students in checking questionable consonants.

1. Consider and name the subject pictures (in pairs):

a) cup - spoon

b) branch - boat

In each pair of words, select the third sound:

a) in both words is heard (pronounced) w;

b) in both words is heard (pronounced). Compare the spelling of the words considered.

Find out in the conversation that stunning voiced consonants g and d in the words of a spoon, the boat is explained by the proximity of the deaf consonant k. If you eliminate this neighborhood, "sounds will ring out without distortion: a spoon, a boat. The neighboring vowel (e, o) contributes to clearing the consonants.

Stunning can occur with any of the paired voiced consonants. In this case, the voiced consonant is pronounced as its double deaf consonant (see table):

2. Consider examples of stunning voiced consonants in words (when deaf consonant follows voiced):

3. In the middle of the words cup, a branch met two deaf consonants: MK, mk. To make sure that there is no contradiction between pronunciation and spelling, we turn to the same vowels for help: the calyx, the twig.