Articulation of the sound G
The articulation of the sound [G] is the same as that of the sound [K], only with the participation of the voice. The lips are neutral and take the position of the next vowel. The teeth are open. The tip of the tongue is lowered and touches the lower incisors. The lateral edges of the tongue are pressed against the upper back teeth. The back of the tongue forms a bridge with the palate. The soft palate rises and closes the passage into the nasal cavity. The vocal folds are open. The exhaled stream explodes the bridge between the tongue and the palate, resulting in a characteristic sound. The vocal folds close and vibrate.
Natalya Teremkova: Get it together. Speech therapy puzzles. Sounds of early ontogenesis, Г, Гь, К, Кь
Natalya Ernestovna Teremkova is a speech therapist with many years of experience in practical work with children.
Honorary worker of education of the Russian Federation. “Natalia Teremkova’s School” is a unique material for play activities with a child to correct all groups of sounds. Natalia Teremkova’s manuals are known to every practicing teacher - in preschool educational institutions, in private kindergartens and in development centers. Speech therapist teachers receive fully methodologically developed material for organizing systematic classes. Parents are given the opportunity to consolidate the results of classes with their child at home. The games are simple and accessible; any interested parent can figure them out. The set includes five albums aimed at reinforcing the sounds of early ontogenesis in children of different age groups. The purpose of the kit is to automate and differentiate problematic sounds, enrich the child’s vocabulary, develop visual perception, attention, spatial orientation and fine motor skills. Classes are organized in the form of an entertaining game: the child assembles puzzles using visual cues and helps funny characters complete exciting tasks. Album No. 5 “Get it together. Speech therapy puzzles. The sounds Г, Гь, К, Кь" is part of a kit designed to reinforce (automate) the correct pronunciation of sounds of early ontogenesis in children of different age groups. The purpose of the manual: - To help specialists and parents diversify the process of automating sounds using a playful form of activities with children. — Help replenish children’s vocabulary. — To develop in children through games voluntary attention, its switching and concentration, visual perception, spatial orientation, fine motor skills of the fingers. Something to remember! It is recommended to start playing with puzzles after the child has been introduced to sounds under the guidance of a speech therapist. What are speech therapy puzzles? Puzzles contain specially selected pictures and serve to automate the sounds of early ontogenesis G, G', K, K'. The sound automation technique is based on incorporating sound into words. The automated sound is consistently fixed in all positions of the word - at the beginning, in the middle, at the end. — The speech material presented in puzzles for consolidating the sounds being studied is maximally freed from the use of sonorant sounds L, L, completely freed from the use of hissing sounds, sonorant sounds R, Rub. — Speech material, including whistling sounds (S, Z), is presented separately and labeled. Puzzles contain specially selected pictures and serve to automate the sounds of early ontogenesis G, G', K, K'. How to choose the right puzzle for a sound reinforcement game? It is necessary to carefully review the list of puzzles and the footnote to them. For a lesson with your child, choose a puzzle with the speech sound that has already been assigned to the child by the speech therapist and which needs to be reinforced. Important to remember! In speech therapy work with children, one should follow the rule: when automating (fixing) sounds, do not use words containing sounds that the child pronounces defectively! Hide
Automation of the sound [G] at the beginning of words with merging consonants
Repeat the words clearly, emphasizing the sound [g] in your voice.
drive bend anger bend nest
rook pear loud mane mushrooms
nails wilderness clay gloss glaze
depth eye gladiolus edge thunder penny load mushroom
make-up vulture gram milk mushroom primer
pear letter engraver rodent comb
We ALWAYS explain all words that a child does not understand!!!
Examples of words starting with the letter “b”
#WordsWords starting with the letter "b"—Words ending with the letter "b"Axis, spruce, be, measles, lie, ointment, motherWith the letter "b" in the middle of the wordDarkness, alliance, barrier, broth, balmWords containing several letters "b"Herring , false, sew up, slide, flash Countries—Cities—Animals—Vegetables, fruits and berries—Professions—All names starting with the letter “b” Male names—Female names—Automation of the [G] sound in the middle of words
Repeat the words clearly, emphasizing the sound [g] in your voice.
yaga bliss leg horns snow
blizzard book gang rainbow cart
navaga courage hoe pie shack
transom tramp benefit fire gaff mound wagon corral
cackle shoulder straps nail run around
needle garden land weather conversation
highlands begonia polygon agate luggage revolver tan pugach
brigade delegate Rogatina wealth can absenteeism dragoons lagoon figure
jaguar cast iron joker frog jumping
We ALWAYS explain all words that a child does not understand!!!
Word combinations with the sound g: repeat 2-3 times clearly, emphasizing the sound [g] with your voice.
eggnog rotten pear
mountain ridges huge city
border garrison organist play
bunches of grapes parchment paper
loud voice weather forecast
mountain meadows cast iron fence
Exercise “Come up with a word combination based on the pictures.” For example: Talking parrot dirty boots
Words containing two r sounds.
Repeat the words clearly, emphasizing the sound [g] in your voice.
eider gangrene gogol verb
loon gangster cackle squiggle
We ALWAYS explain all words that a child does not understand!!!
Sentences with the sounds G and G'
I caught up with him and overtook him. I'll catch up with Oleg in no time.
Goga had been sick with the flu for a long time. Galya was chasing pigeons.
The pigeons flew into the dovecote. I'm running through the meadow.
Galya asked a riddle. Goga has scales.
Hera plays the oboe. There are huge granite mountains in the Urals.
Cucumbers grow in the garden bed. The goose cackles: “Ha-ha-ha!”
Rooks build nests in trees. Watermelons are loaded into the wagons.
Penguins are standing on the shore. The road is covered with pebbles.
The factory whistle is blowing. Goga has weights.
Gena helps a friend. Gena plays the anthem on the oboe.
Dry your feet on the threshold. Geranium leaves evaporate enough moisture.
Eternal glory to the heroes. The flag has a coat of arms.
Because of the blizzard, friends will not come. There are many camps on the banks of the Volga.
Gena and Galya eat oatmeal porridge. Gena asks Gera to play the guitar.
Galya pouted. The children's camp is located near the mountain.
Red flags are hanging in the city. Goga's leg hurts.
Exercise “Come up with sentences based on pictures.” For example: Grisha plays the guitar.
Preparing for literacy training “Introduction to the sounds [g], [g'] and the letter G”
Organized educational activities in a preparatory group for school: Preparation for teaching literacy “Sounds [g], [g
'
].
Letter G." Prepared by: Somova N.N.
Tasks:
- introduce children to the sounds [g] and [g'],
- to develop the ability to differentiate the sounds [g] and [g'] by hardness - softness,
determine the place of new sounds in words;
- introduce the image of the letter G;
- develop phonemic awareness, attention, coherent speech, logical thinking, and the ability to work in a team;
— to cultivate interest in learning literacy and reading, a sense of camaraderie, independence, and discipline.
MOVE GCD
1.
Organizational moment ( game situation to stimulate interest and emotional mood).
- Guys, now we will go to the magical land of sounds and letters. Who lives in that country? (sounds and letters)
-How do sounds differ from letters? (We hear and pronounce sounds, and we see, read and write letters).
- What are we going to do in this country? (Get to know new sounds, letters and play with them).
- But what sounds we will get acquainted with today, riddles will tell you. Guessing words begin with new sounds.
The invisible giant is beating a drum in the sky. (thunder)
What kind of miracles are these? In the forest we hear voices, the guys are sitting around the fire, singing and looking at her. To make it suddenly sound, first pluck the string. And there are seven or six strings, We cannot count its merits. It’s easy for everyone to sing to it, Tell me, what’s its name?.. (Guitar)
- What sounds will we get acquainted with today? ([g], [g'])
“Close your eyes and I’ll say the magic words.” And we will find ourselves in a magical land of sounds and letters.
2. Acquaintance with the sounds
[g ], [g
'
] (characterization of sounds using a diagram)
- Open your eyes.
- Say: “G.” What is the sound [g], consonant or vowel? (consonant) Why? (not sung) Voiced or voiceless? (voiced, it is pronounced loudly, sonorously and does not make noise) Hard or soft? (solid)
— Do you think the sound [g] has a sibling? (yes, sound [g'])
- Say the sound [g']. Tell me what is he like? (consonant, voiced, soft)
3.
Games to develop auditory attention.
1) Game “Signalers”.
- Can you tell the brothers [g] and [g'] apart from each other?
- I will make sounds, and you will light the lights.
- Now, on the contrary, I light a light, and the one I point to pronounces the sound [g] or [g'].
- Look, you still have a red light. Why wasn't it lit? ([g] and [g'] are consonant sounds, and the red light indicates a vowel sound)
2) Game “Zvukoezhka”.
— The sound-eater flew in, and he ate the sounds in the words.
- I will pronounce the word without the first sound, and you will pronounce it correctly.
…rusha (pear), ..nom, …truck, …rose
..Irya, ....Ilsa, ...Eroy, ..newspaper, ...Rome, ..relief, ...tray
- What sounds did the Sound Eater eat? ([g], [g']).
3) Game “Sound nesting dolls”.
“We’ve learned to tell brothers apart, so we can play.” Close your eyes.
(the teacher places the “Sound Apple Tree” and “Sound Matryoshka Dolls” on the board; on the “apples” are drawn a tiger, a hippopotamus, a dove, geese, a nest, skittles, books, a pear, a rainbow, hats)
-We will pick apples and treat the Matryoshka dolls.
— Do the Matryoshkas eat all the apples? (No, the blue nesting doll is apples with a picture in the name of which there is the sound [g], the green one is with the sound [g']).
- On the cards, mark the place of the sound in the word with a blue or green apple.
- Nest. Which nesting doll is this apple for? (for blue, there is a sound [g], it is hard, the first in the word)
- Hippopotamus. Which nesting doll is this apple for? (for green, there is a sound [g'], it is soft, located in the middle of the word)
Working with other pictures.
- Which nesting doll will eat an apple with caps? (None, because in the word “caps” there are no sounds [g], [g']).
Physical education minute
Conducted by a child.
4. Introducing the letter G.
- Brothers G and G have the same mother - the letter G. Here she is. This is the letter G.
-What does the letter G look like?
He carried the letter on his shoulder,
I was mowing the grass in the meadow.
— Why is the letter G painted blue and green?
5. Fixing the image of a new letter.
Game “Collect a letter” (four envelopes, each containing the letter G cut into several parts)
- Look! Sounds and letters have prepared a surprise for us. Let's look into the envelopes. Are there any pieces here? What do you think this is?
Children are divided into four groups and collect letters.
6. Speech games.
1) Game “Say the opposite”
- Let’s play the game “Say the other way around”, but today there will be one rule - in all words the first sound is [g]: quiet, cheerful, sweet, liquid, clean, rough, tender.
2) Game “Finish the sentence”
- I’ll start a sentence, and you finish with a word whose first sound is [g] or [g'].
Galya has blue... (eyes).
... (carnations) grew in the flowerbed.
The potter sculpted from clay... (pot)
Thunder rumbles during ... (thunderstorm).
In the meadow they cackle... (geese).
7. Summary. Reflection.
“Now it’s time for us to go back to kindergarten.” Close your eyes. I will say the magic words.
– What sounds did we encounter during our journey? How are they similar? What is the difference?
- Why did we learn to distinguish sounds, get acquainted with the letter G? Where will you use this knowledge later? (read correctly, write correctly)
-What did you like best? What was difficult?
