Differentiation g - k in words Training exercises. Speech therapy lesson "Differentiation K - G

Goals:

1. To consolidate the ability to differentiate consonants k-r in oral and written speech.

2. Development of phonemic perception.

3. Development and improvement of the grammatical structure of speech.

4. Development of coherent speech.

Equipment: signal cards, cards for mnemonic reception, sets of cards for individual work, Schulte tables, number series,

Lesson progress

1. Organizational moment

Kinesiology exercises ("rings", "lizginka", "ear-nose", pretics).

2. Repetition of the material covered.

What sounds did you work with in the last lesson?

Characteristics of sounds. What is the similarity, difference?

Comparison of the articulation of sounds with their graphic representation (mnemonic device: the letter k is a stork carrying a straw in its beak, a crane, the letter g is a goose, a hook).

3. Reporting the topic of the lesson.

In the lesson, we continue to learn to distinguish between consonants k-g in oral and written speech.

4. Consolidation of the material covered.

1) Differentiation of sounds in syllables.

a) Listen syllable chains and repeat in the same sequence:

ka-ka-ga ku-gu-ku ga-ka-ga ko-ko-go go-go-ko gee-ky-ky

ki-gi-ki kyu-kyu-gyu gya-gya-kya kyo-gyo-kyo ge-ge-kyo gya-kya-kya

b) Write the syllables in two lines in different colors (with the letter G - blue ink, with the letter To - with a simple pencil):

gee. you

Examination.

2) Differentiation in words.

a) Work with signal cards: bitter, labial, loud, small, buckwheat, blue, red, beautiful, hot, deep, accordion, porridge, ribbon, milk, onion, city, voice, goslings, well.

b) Game "Merry family" /development of phonemic representations, development of phonemic analysis, mental activity/

c) Cross out the number corresponding to the place of the given sound in the word.

1 2 3 4 5 6 7 8 9 10 holidays

1 2 3 4 5 6 7 8 9 10 fireman

1 2 3 4 5 6 7 8 9 10 dahlia

1 2 3 4 5 6 7 8 9 10 frog

1 2 3 4 5 6 7 8 9 10 kangaroo

1 2 3 4 5 6 7 8 9 10 bike race

1 2 3 4 5 6 7 8 9 10 calculator

Verification: compare with writing on the board

G) Game "Decipher the word": rainbow, bell, napkin, shop, jump rope, matryoshka.

e) Work on individual cards.

Insert the missing letters k, g in different colors:

s...az...a, ...amen, ...refin, for...hell...and, ...ro....odil, ...mouth, po...ode , ... olub ... a

Examination.

Physical pause

3. Differentiation in phrases

To the words from the first column, match the words from the second in meaning to make phrases:

Write down the resulting phrases. Letters k, g underline with different colors.

Examination.

4. Differentiation in sentences.

Work on individual cards.

Correct the words in the sentence:

A red crib grew under the tree. A gray hornbeam crawled onto the shore. Goth licks milk. The pirate buried a glade under an oak. The boy screamed at the top of his voice. Loves Lyubochka gompot. A bite is pinching us by the heel. There is a bark in the yard, this crust is made of ice.

5. Differentiation in connected speech.

Reading the fairy tale "How to cook compote":

A cat, a goat, a chicken, a cow and a rabbit lived in the same yard. Once a cat came out into the yard and shouted: "Listen everyone, I read in old book how to cook compote!

"Well, how do you cook it?"

"Bring everyone all the most delicious, the rest - for me."

The whole company went to look for the most, the most delicious. And the cat, meanwhile, made a fire and hung a cauldron of water over it. The goat came first and brought a cabbage stalk. Then a hen came and brought five grains of corn. The cow brought watermelon peels, and the rabbit brought clover. The cat himself took out a piece of sausage from his pocket. When the water boiled, the cat threw the stalk, watermelon rinds, corn, clover and sausage into the cauldron and closed the lid. After a while he rang the bell:

"Done! Eat to your health!"

Friends tried, they spit:

"Compote is called! Eat yourself!"

"Why did it turn out so tasteless" - the cat thought gloomily.

Why do you think the cat failed compote?

When you read the text, which letter did you most often meet K or G? Remember and name the words with the sound K, the sound G.

Answer the following questions about the content of the story:

1) Who lived in the yard?

2) What did the cat tell his friends?

3) What did the animals bring to the cat for compote?

4) Did your friends like the treat of the cat?

Fairy tale retelling.

5. Bottom line. Reflection.

You did a great job in class today. I am proud of you because you took another step towards success today. And now with applause answer my questions:

Have you been successful?

Did you feel comfortable?

Synopsis of a speech therapy lesson for grade 1 children with mental retardation

Topic: Differentiation sounds Mr. in syllables and words
Description: I offer you a summary of the lesson of correctional work for children 6-7 years old with mental retardation. This abstract is aimed at knowledge and ideas about the world around speech development, which implies the possession of an extensive vocabulary, the basics of the grammatical structure of speech.

Goals. To consolidate the correct pronunciation of the sounds g, k, the ability to perform sound analysis of words.

Demo material. Ball.

Handout. Cash registers of letters.

Lesson progress

Organizing time.
The speech therapist asks the children a riddle:
Eat a worm, drink some water;
Looking for bread crumbs
And then I'll lay an egg
I'll feed the kids.
(Hen)

Main part
Characteristics of sounds k, g.
What is the first sound in the word chicken? (Sound to.)
What is the letter for the k sound? (letter K.)
- Find the letter K in the box offices of letters.

What other sound does this letter represent? (Sound k.)
- Compare the sounds k and k. (When pronouncing a sound, the tongue is “slide”. The sound k is hard, the sound k is soft.)
- Guess the riddle:

The clothes are white and the legs
Wearing red boots.
They will go out of fashion - that's the trouble!
He will never take them off.
(Goose)

What is the first sound in the word goose? (Sound g.)
- Find the letter G in the box offices of letters.
What other sound does the letter G stand for? (Sound gh.)
- Compare the sounds r and r.
How are the sounds g and k similar? (When they are pronounced, the lips do not change their position.)
- What is the difference? (When pronouncing the sound g, the neck “trembles”, when pronouncing the sound k, the neck “does not tremble.”)

Game exercise "Repeat, do not make a mistake"
The speech therapist pronounces chains of syllables and invites the children to repeat them: ha - ha - ka - ha; ki - ke - ge - kyo; gyu - gi - gi - k - gyo; ku-gu-gu-ku-gu.

Game "Change the word"
The speech therapist pronounces the words with the sound k and throws the ball to the children in turn. They replace the sound k with the sound g and throw the ball back.
Words: ear (voice), viburnum (Galina), bones (guests), bark (mountain), etc.
Then the speech therapist pronounces words with the sound g, and the children replace it with k.
Words: game (caviar), corner (prick), goal (stake), etc.

Physical education minute
The game "Who moves how?"
Speech therapist to show children how birds move (chickens, roosters, turkeys walk on the ground; ducks, geese walk on the ground and swim in the water).

Game "Icicles"
Long and short icicles are drawn on the board. Large letters are written in long icicles, small letters are written in short ones. The speech therapist suggests that the children first make up a word from the letters in long icicles, then in short ones. (Chicken, goose.)

Game "Rearrange the syllables to make a word"

The speech therapist pronounces words by rearranging the syllables in them. Children must guess what the word is and name it.
Words: ka-dush - in (turkey), tu - shock - pe (cockerel), le - chick - nok (chicken).

Board work
Reading words by numbers (chicken).
Sound analysis of the word head.

Summary of the lesson
The speech therapist summarizes the material studied in the lesson.

Once the Old Man Zvukovichok got to the collective farm yard. Geese and chickens lived in the collective farm yard. That's what Zvukovichok saw there. In the early morning, a herd of geese headed for the water, shouting importantly: “Ha-ha-ha ...” And meanwhile the chickens rushed around the Yard, collecting bugs and worms. And they raised such a cry when they found prey that even the geese on the pond heard them.

How did the chickens cry? "Ko-ko-ko ..." The geese, returning home in the evening, looked at them with displeasure, cackling loudly: "Ha-ha-ha ..." The chickens did not pay attention to them and clucked in their own way: "Ko-ko-ko ..."

Exercise 1. Comparative characteristics sounds [g] and [k].

Teacher. Who lived in the collective farm yard?

Child. Geese, chickens.

Teacher. How can they be called in one word?

Child. Birds.

Teacher. What are these birds?

Child. Home.

Teacher. Why?

Child. Because they live in people's yards, people take care of them.

Teacher. How did the geese cry?

Child. Ha-ha-ha.

Teacher. How did the chickens cry?

Child. Ko-ko-ko.

Teacher. What sound does the word "geese" begin with?

Child. From the sound [g].

Teacher. What sound does the word chicken begin with?

Child. From the sound [k].

Teacher. How are these sounds similar and how are they different?

Child. These sounds are similar in that they are solid consonants. They differ in that the sound [g] is voiced, [k] is deaf.

We remind you!

The sound [g] is sonorous, a voice is involved in its formation, vocal cords vibrate. If you put your hand on the neck, you can feel the vibration.

Test yourself! Compare the sounds

• Put your hand on your throat. If a tremor is felt when pronouncing a sound, it is a voiced sound, if there is no trembling, it is deaf.
• Close your ears with your palms and make a voiced sound [g] and a deaf [k].

Task 2. The game "Name the first sound in the word."

Goals: highlighting the first sound in words, distinguishing between sounds [g] and [k].

The words: goose, newspaper, cabbage, bush, garage, cat, caterpillar, dove, chickens, nest, book, city, cinema.

Task 3. The game "Songs".

Target: distinguishing sounds [g] and [k] in syllables and words.

Listen carefully and repeat the songs of the geese and chickens.

syllables:

ha - ha - ka gee - gee - ky ko - go - ko

goo goo goo goo goo goo

ku - ku - gu ky - ky - gee ko - go - ko

Words that contain sounds [g] and [k]: sip, claws, sponge, blueberry, beep, jackdaw, gosling, corner.

Task 4. The game "Insert the correct word."

Target: distinguishing between sounds [g] and [k] in words.

Opened once... (mole) In the mountain there is a huge ... (grotto).

Got a bag... (bones) And invited... (guests).

From afar... (walked) At a feast to him ... (jackal).Ya. Kozlovsky

Task 5. Repetition of phrases with a clear pronunciationsounding sounds [g] and [k]: fortune telling, ugly duckling, caterpillar cocoon, thin line, pies with cabbage, a sip of juice, blue stone, blueberry compote, guess the riddle.

Task 6. Speaking tongue twisters with a clear pronunciation of sounds [g] and [k]:

ha - ha - ha - the geese went out to the meadows;

ka - ka - ka - our tree is high;

go - go - go - I will not see anyone;

ko - ko - ko - it is easy to go with the flow;

gu - gu - gu - a lot of bees in the meadow;

ku - ku - ku - Katya poured flour.

Task 7. Repetition of sentences with a clear pronunciation of sounds [g] and [k].

Gosha is skating.

Kolya likes to eat biscuits.

Katya has a blue bow in her braid.

The floor is tiled in blue.

A large caterpillar sits on a bush.

Galya bought zucchini, cabbage, cucumbers.

Mom bought a parrot.

Katya looked after the geese.

Katya has threads and needles on the shelf.

The dove pecks at the cranberry.

Task 8. Repeating tongue twisters with a clear pronunciation of all sounds.

Kitten thread ball

Rolled into a corner.

Kostya drove to visit Gosha.

Klava put the bow on the shelf,

She called to herself Nikolka.

spank in single file

Goose with a goose.

Dove, goose and jackdaw -

That's the whole count.

The tree has needles.

In the yard - a jackdaw,

On the shore - pebbles.

Grigory carried the pie over the threshold.

He stood on the peas and fell on the threshold.

Task 9. Repetition of poetic texts with a clear pronunciation of sounds [g] and [k].

I was bought in a store

Blue suit and blue

Pleated and polka dot skirt

And nice boots.

No, in vain we decided

Ride the cat in the car.

The cat is not used to riding

Overturned a truck.

The sun walked across the sky

And it ran over the cloud.

Hare looked out the window -
It got dark.

K. Chukovsky

The goose cackles and cackles.

I don't understand what he wants?

I want clean water

Seeds and lentils.

Task 10. Retelling.

Grisha and Kolya went into the forest. They picked mushrooms and berries. They put mushrooms in a basket, and berries in a basket. Suddenly thunder boomed. The sun has disappeared. Clouds appeared all around. The wind bent the trees to the ground. There was a big rain. The boys went to the forester's house. Soon the forest became quiet. Rain stopped. The sun came out. Grisha and Kolya went home with mushrooms and berries.

Task 11. Finger game.

Goals: development of fine motor skills; distinction in the poetic text of sounds [g] and [k].

On the mountain we see a house. Fold the “house” with the hands.

Lots of greenery around. Wave-like movements of the hands.

Here are the trees, here are the bushes. Hands depict trees, bushes.

Here are fragrant flowers. Show the bud with your fingers,

blooming flower.

All around a fence. Show the fence with your fingers.

Behind the fence is a clean yard. Stroke the table with your palms.

We open the gates, show the gates with our hands,

as the gate opens.

We quickly run to the house. Run your fingers across the table.

We knock on the door: Knock on the table with your fists.

"Knock-Knock!"

Someone comes to us to knock ... Put your palm to your right ear.

Olga Shesterikova
Abstract of the frontal speech therapy lesson on the topic "Differentiation of sounds [G] - [K]"

Target: differentiation of sounds [k] - [g] according to sonority-deafness and letters K G when reading and writing

Tasks:

To learn to differentiate sounds [k], [k] - [g], [g] by sonority - deafness in syllables, words and sentences and the letters K - G when reading and writing;

Improve sound analysis and synthesis, train the ability to determine the position of given sounds in words;

Fix the rules for writing paired voiced and deaf consonants at the end of a word,

Improve the ability to correlate sound and letter;

Continue teaching correct use in the speech of unchangeable words;

keep teaching sound-letter analysis the words;

To improve the coherent speech of children;

Develop articulatory motor skills, prosodic elements of speech;

improve cognitive processes: visual and auditory perception, memory, thinking, logic;

Develop a common and fine motor skills, graphomotor skills, coordination of speech with movement;

To instill in children the desire for cooperation, initiative, interest in learning to read and write.

Game "Handshake"

Speech therapist: In the land of consonants

Big Trouble

The king is sad in the morning

Sighs, "Oh, yes, oh."

The king invites us

Visit your castle

Help him order

Restore in the country.

Children walk along the paths and sit down.

(Lesson topic message).

Speech therapist: Here the gates open, adventures begin.

(The speech therapist puts two clowns on the magnetic board).

Two brothers live in the country

Silent and loud sound

It gets very difficult

Distinguish them by ear.

Those brothers at each other

They are so similar

What's deaf? Where is the voice?

The king cannot understand.

Speech therapist: Consider pictures. What is drawn on the balls of the clown on the left? (faucet, cat, brushes, whale) What sounds do these words begin with? (From consonant sounds k, k).

What is drawn on the balls of the clown on the right? (guitar, goose, pear, kettlebell). What sounds do these words begin with? (From consonant sounds r, r).

Speech therapist: What sounds can't the king hear? ([k], [k] - [g], [g]).

Comparison of sounds [k], [k] - [g], [g],

Speech therapist: Pronounce the sound [r]. First loudly, then in a whisper.

Speech therapist: What sound did the sound [g] turn into?

Let's explain to the king how it happened?

(Similarly with the sound [g]).

How do the sounds [k], [k] differ from the sounds [g], [g]?

Children: The sounds k, ky are deaf, they are pronounced without a voice, and the sounds [g], [g] are voiced.

Speech therapist: How to check that the sounds [g], [g] are voiced?

Children: You need to put your hand on your throat and make a sound.

If the throat trembles

So the ringing sound is running.

Speech therapist: We ended up in the palace garden. There are many coniferous trees and shrubs here. What is the name of the fruit coniferous tree? (Cone). Take the bump, let's massage our hands.

Children roll a bump between their palms, saying:

At the pine, at the fir, at the Christmas tree

Very sharp needles.

But even stronger than the spruce forest,

The juniper will prick us.

Speech therapist: Listen to the phrase and say in which word both the voiceless and voiced sound are hidden. The tree has needles.

Children: The sounds [k] and [g] are hidden in the word needles.

D / I “Determine the place of the sound in the word” [k], [k] - [g], [g].

The king has a magic tree in the garden. They like to rest on it. different birds. But the clown brothers were so naughty that the birds fluttered from their familiar branches and now they don’t know which one to sit on.

Speech therapist: Consider word patterns.

(The diagrams indicate the place of sounds [k], [k], [g], [g].

Speech therapist: According to the scheme, determine which branch the birds will sit on (swallow, crossbill, chaffinch, bullfinch, dove, parrot).

Children: The dove will sit on the upper left branch, because at the beginning of the word there is a sonorous sound Mr.

D / I "Say a word"

The mischievous brothers confused the king. Help him figure out what he's talking about.

Today (guests) came to us. - The dog has a bowl (bones).

Here is a high (mountain). - The birch has (bark).

Swims in the sea (whale). - And the tourists are led (guide).

Speech therapist: Guys tell me who is the guide?

(A guide is a person who accompanies tourists and tells them about the sights.)

Speech therapist: Now I will be your guide, we will visit the royal castle.

Finger gymnastics

On the stairs we walk the middle and forefinger of the right hand

We remember everything around: they “walk” along the bent fingers of the left

In the royal castle, the fingers of both hands are interconnected

Lancet arches. pads, palms do not touch

And the columns are slender, hands are clenched into fists

The pediments are triangular. Fingers folded into a triangle

All the trees above - the left hand is clenched into a fist

Spire on a sharp roof. Right palm attached to the fist.

Fizminutka in a circle

White cloud children hold hands, forming a narrow circle

Rose above the roof raise your hands above your head

The cloud rushed to Pull itself up with its hands; smooth

Higher, higher, higher swinging arms overhead from side to side

The wind is a cloud Hands describe through the sides down

Caught on a twist. big circle and lower them;

The cloud turned to join hands and make a wide circle.

Into a thundercloud.

Speech therapist: Guys, let's blow in such a way as to dispel the thundercloud.

Breathing exercise "Wind"

We take air with our nose,

We do not raise our shoulders.

Cheeks do not puff out

The air is exhaled.

Mobile game "Live syllables"

Children have multi-colored plates of different geometric shapes. Syllables are written on the tablets. Children march through the group scattered to the music. As soon as the music stops, the children should form groups according to the color and shape of the signs. Then the children should stand in this order to make words (cactus, jackdaw, checkers, chess, reel, boots, reeds, cannon, sword, cat, dog, mouse)

good weather again

Syllables went for a walk.

The music barely subsides

Assemble into words.

You have to stand up right.

Mastering the rules for writing a consonant at the end of a word.

Speech therapist: Guys, the king is confused. The mischievous clowns hid the letters g - k from the names of the pictures. Let's remind the king how to check which letter to write. (Children read a poem, a speech therapist puts pictures on a magnetic board).

A voiced sound at the end of a word

He pretends to be his brother.

It sounds almost silent

That is, it is deafening.

To write correctly

You need to check the letter.

You, my friend, do not yawn,

Feel free to change the word:

Poppy on poppies, meadow - meadows.

You will always be smart.

Exercise "Enter a letter"

Let's help the king choose the right letters.

Pie - pies, spider - spiders, boots - boots, wolf - wolves.

What is in the picture? (stack, haystack).

What letter should be added at the end of the word? (letter g)

How to check? (We need to change the word. One stack, two stacks), etc.

Speech therapist: Now let's close our eyes.

And we will return to the garden from the fairy tale.

Do you remember where we were, what we did? (We visited the city of consonant sounds. We helped the king to distinguish between the sounds k and g, ky and gy.

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The course of the lesson: 1. Organizational moment. The children enter the room. Fizminutka "Invented by someone ..." Invented by someone simply and wisely At a meeting, say hello:.

Back forward

Attention! The slide preview is for informational purposes only and may not represent the full extent of the presentation. If you are interested this work please download the full version.

The main contingent of special (correctional) classes of type VIII are children with a diagnosis of "mild" or "moderate" degree of mental retardation. The degree of severity of disorders in a particular child is different and depends on many factors: the time and degree of impact of the damaging factor, heredity and the environment in which the child was brought up. All components of cognitive activity are disturbed. 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, poverty of the dictionary, unformed grammatical structure of speech. The most difficult for correctional work are dysgraphia and dyslexia. The main task of a speech therapist is to develop in a child cognitive interest to classes, which will allow you 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 classes is based on gaming technologies and is aimed at developing thinking, memory, attention, logic, etc. In addition, multimedia presentations provide an invaluable service in this. Their use in the work of a teacher-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 you to maintain 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.
• Grammar - “Consonants” TO” - “G”, spelling of words with voiced and voiceless consonants at the end of words.
• Lexical - “Birds”

• 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 compiling phrases, sentences;
• To consolidate the ability to check the spelling of words with voiced and deaf consonants at the end of a word
• Activate the dictionary on the topic “Birds”
• Develop spatial orientation, color perception
• Cultivate emotional responsiveness, perseverance in achieving goals

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

Lesson progress

I. Organizational moment

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

Students look at the picture of birds. Name the color of the selected bird. Depending on the chosen color, the teacher assesses the condition of the child at the first stage of the lesson.

II. Main part

Determining the topic of the lesson

Guys, guess who I'm talking about:

He's purple
Waving his hand cheerfully.
He fell to us from the moon -
Very kind, we know.
(Luntik)

Who is the following verse talking about?

At furry hooligans
insatiable appetite,
One leaf, two leaves,
The third one is hanging in a hole.

That's right, these are caterpillars.

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

What is the first sound in the word caterpillar.

(sound G) What letter in the letter denotes the sound G? (letter G).

Presentation of the topic and purpose of the lesson

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

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

Repetition of characteristics of sounds

Describe the sound

"K" - consonant, deaf, hard

Describe the sound "G"

"G" - consonant, voiced, hard

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 are depicted:

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

Pupils rotate the pyramids with the desired face. Thus, they characterize the sounds “_ TO_” - “_G _” and say their answer.

The game "Hide and Seek" (slide 4)

Guys, look carefully 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 name the number of the cell. (click on 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 cell with the number 24 - 1 cell 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 under number 22. (to go to the slide, click on the square with the number that appears)

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

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

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

Second task.

Exercises for determining the place of sound in the names of pictures

There are four groups of pictures in front of you. Look carefully at the pictures. Determine the position of the sound "K" in words.

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

1. saucepan, helmet, glass

2. chicken, duck, squirrel

3. pencil, candy, bell

4. books, ruler, paper clip

In which group of pictures is the sound "G" always the third in a row? (Slide 7)

wagon, grapes, globe

rainbow, pear, pea

frog, snowman, needles

button, tape recorder, horns

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

And again we are looking for heroes. From number 9 - 1 cell to the right, 3 up, 2 to the left. Name the cell number. (#10)

Let's see what task is hidden behind it.

Fixing the spelling rule for voiced and deaf consonants at the end of the word The game “Make no mistake” (slide 8).

The caterpillars inserted the missing letters into the words. Check if they did the right thing. Write the words in your notebook, correcting the mistakes.

The task is checked, the rule of spelling of words with voiced and deaf consonants at the end of the word is fixed. Selected test words

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

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

Composition of phrases. Adjectives agree with nouns in gender, number and case.

Our friends have already moved to another place. Let's find them. From number 10 - 2 cells down, 1 to the left, 2 down. Name the cell number. (#7)

Task: Make up word combinations, choosing the right words for the pictures.

• Domestic (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 the names that have the sounds “K” or “G” (Rook, starling, cuckoo, swallow, lark, capercaillie, dove, etc.).

Making proposals

Make up sentences using the given words and pictures. And write them down in your notebook.

The girl chases the geese to the river.

In the spring, starlings settled in the birdhouse.

Under the roof of our house, the swallows built a nest.

Plastic studies

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

Homework

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

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

III. Summary of the lesson.

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

Stand up and raise your hands up those who think they understand the topic completely.

Stand up those who think that more work needs to be done on this topic

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

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