Summary of a speech therapy lesson on the topic: “Differentiation of vowels s-i”
Lesson notes
Lesson in 2nd grade.
Topic: Differentiation S-I
Goals:
-develop the ability to distinguish between hard and soft consonants and designate them in writing with the letters Y-I.
-form phonemic perception, improve syllabic-sound analysis and synthesis of words.
Progress of the lesson
Warm-up: finger gymnastics. Guys, today we will talk about 2 sounds, and try to guess which ones for yourself. To do this you must decipher the words. Otherwise they hid behind the numbers - but I’ll help you a little. Here's a hint: A I L M Y K O S
1 2 3 4 5 6 7 8
Here are the codes 4231 and 4531.
Which of you guessed what words were hidden (Mila, soap). Let's compare these 2 words? How are they similar (that they have 2 syllables, identical letters). Now tell me how they differ? (Y-I) Which of you guessed what sounds we are visiting today? What sounds are these? Let's first pronounce the sound I - look at each other. What does the mouth do? Now let’s pronounce the sound Y. And what does the mouth do? What sounds are these? Today you must learn to distinguish these sounds orally and in writing.
Listen to the syllables:
You, py, we, sy, ry, dy. Ti, pi, mi, si, ri, di. How are the consonants that were in the first row pronounced and how are they pronounced in the second row?
Now let’s write the syllables in two columns. The first column will contain I, and the second column will contain Y. Two work at the board, and the rest are on the spot. And then we check. Here are the syllables: we, si, sy, mi, ry, ri, ti, you, ky, ki, li, pi, py, ly.
Let's play a little: I throw you a ball and name it when there is only one object, and you throw it back to me and name it when there are many of them and name them if the sounds Y and I occur. Words: rose, horse, table, chair, cone, reed, mouse, lynx, goat, pen, pencil...
Now I will tell you the words, and you will take turns writing them down graphically at the board. Words: juices, soap, stamps, cards, patterns, music, pitchforks, and the word carriages is in place.
Now write down these three words in your notebook: mice, reeds, skis. Look at them carefully, read and tell me what rule do you see? But we know that the sound I softens consonants, and in this case, why doesn’t it soften?
Let's play a little more - I throw you a ball, and you tell me a word with the sounds Y, I.
Now let's check ourselves. I give you cards with missing letters, and you must insert them. And then we’ll check everything together. Tell me how you guessed where to insert I and where Y?
Card
M...R, R...S, S...R, K...T, M...LO, L...PA
Now let’s write down this sentence graphically: Nina and Mila washed Sima.
Summary: what sounds did we talk about today? What are they? What did we learn to do with them?
Lesson analysis.
Lesson type: developmental, correctional.
Stages: organizational moment, setting the topic and goals, differentiation of sounds in syllables, words, sentences.
Result: All the children were busy. Discipline is supported by lesson density. Elemental content: vowel sounds. Terms “Sounds, letters, syllable, word, sentence”, singular and plural.
Skills: the ability to distinguish between a vowel and a consonant, the ability to divide words into syllables, the rules for writing “zhi-shi”. Creative activity: the children themselves came up with words with the sounds Y-I. The material has been mastered. Developmental skills6 testing and self-control. Educational effect: everything was based on positive emotions, i.e. positive motivation for learning activities was fostered.
