Today, almost all children know letters and the alphabet already in early childhood. However, it is recommended to learn letters without naming the letters as they sound in the alphabet. Letters must be taught with sounds. When talking about the letter “B”, it is necessary to call it [b], and not “be”. This is necessary so that it will be easier for the child to combine letters into syllables and words.

However, the world of sounds does not end there. And when the baby grows up, he will have to master such concepts as vowel sounds, hard, soft, paired, voiceless and voiced consonants. I invite you to talk today about such different sounds. We will talk about this in a fairy-tale form, in a form closest to children's perception. I invite you to phonetic tale . This is an expanded version of the tale of sounds, presented in.

So, friendly letters live in a hospitable place. And sounds created a large Kingdom called Phonetics.

Kingdom of sounds - Phonetics

In the kingdom of sounds of the Russian language Phonetics we lived together and got along vowels And consonants sounds. Each sound had its own house. For vowels, the houses were painted red, and for consonants, blue. But the roofs of all the houses were white and changed on their own when the sounds visited each other.

Total in the kingdom 42 inhabitants: 6 vowel sounds [a], [e], [o], [u], [i], [s] and 36 consonants. They lived amicably and often visited each other. And every time they visited each other, magic happened: as soon as they held hands, new sounds were created for new words.

Vowel sounds loved to be sung. Therefore, there was always music playing in their houses. But with consonant sounds it was not possible to sing at all. But they were very pliable and always “agreed” with the vowels in everything. At the same time, they could become hard or soft . For example, the sound [p]. In a word "saw" sounds soft, but in words "dust"- firmly. And all because the sound [i] softened the [p], and the sound [s], on the contrary, made it harder.

This is how consonant sounds, joining hands with vowels, become soft or hard at their request.

However, there were also “naughty” sounds in the kingdom. And although they lived in blue houses and were called consonants, they did not want to change in any way. And this happened on the day when, sitting idly on benches, they argued about who was more important: vowels or consonants. And sounds [and],[w] And [ts] decided to become independent and not obey anyone, especially vowel sounds. They proclaimed themselves to be hard sounds that would never, under any circumstances, become soft! And to prove their firm decision, they painted the white roofs of their houses dark blue.

But compliant and non-conflicting sounds [sch],[th] And [h] They were very upset and afraid that the balance of the ratio of sounds in the kingdom would be upset and decided to remain soft forever. And so that all the residents of Phonetics knew about this, they painted the roofs of their houses green.

However, soon 2 more inhabitants appeared in the kingdom of Phonetics - soft and hard signs. But they did not violate the unity of the sound world. The soft sign helped the consonants become soft, and the hard sign helped the consonants become hard. They built themselves white houses and everyone lived peacefully and amicably.

But the inhabitants of the Kingdom of Phonetics were famous not only for their hard and soft characters. Many of them had and still have their own special preferences. Some sounds loved the sound of falling leaves, while others loved the sound of rain. They even built separate quarters for themselves so that in one the bell always rings loudly, and in the other, as if under a dome, it is dull and noisy... This is how they appeared voiced and voiceless consonants . And a river flows between the blocks.

So in the quarter with the bell the sounds [r], [l], [m], [n], [y], [b], [g], [v], [d], [z], [z] settled . And in a quiet quarter - [p], [f], [t], [w], [s], [k], [x], [ts], [h], [sch]. And some letters became so friendly that they connected their houses with bridges. So there is a bridge between the sounds p-b, f-v, t-d, sh-zh, s-z and k-g. This paired consonants .

This is how the amazing Kingdom of Phonetics lives. The sounds visit each other, change, adjust, make noise, shout, sing... They have fun. And in this fun words are born, from them the sentences that make up our speech. By the way, speech happens... However, we’ll talk about this another time.

How to learn soft and hard consonants

These are the complex relationships between sounds. To make it easier for my son to draw phonetic diagrams of words, he and I made very convenient clouds. Using them, it is very easy to determine the hardness or softness of consonant sounds.

Read about how we taught hard and soft consonants using clouds.

How to distinguish between voiced and voiceless consonants

And a very simple technique helped us make it easier for the child to distinguish between voiced and voiceless consonants. When naming the sound, press your palm to your neck. If the sound is ringing, then vibration (tremor) of the vocal cords is felt. If the sound is dull, there will be no vibration.

For the same purposes, we used the picture with houses and bridges across the river, which you saw above.

Enjoy your acquaintance with the world of Phonetics!

All the best!

We invite you to watch a fascinating video on our video channel "Workshop on the Rainbow"

The speech therapy center accepts children who have difficulty mastering writing and reading.
This inability to write and read is known as dysgraphia (writing disorder) and dyslexia (reading disorder).

An analysis of dysgraphic writing errors over a long period of my practical work showed that these errors occur mainly due to the fact that the child’s phonemic awareness is not sufficiently developed. As a result, he does not imagine the sound composition of the word, which leads to a violation of the differentiation of phonemes, and this manifests itself in the replacement of phonetically similar sounds when reading and the corresponding letters in writing, although in oral speech most often there are no similar replacements.

Project goals:

1. Formation of phonemic hearing.
2. Development of clear differentiation of acoustically close sounds.
3. Development of sound analysis skills; grammatical structure of speech; enrichment of vocabulary.
4. Development of fine motor skills of the hands and higher mental functions (memory, attention, thinking).

Tasks:

• Develop the ability to distinguish between paired voiced and voiceless consonants.
• Develop knowledge that a paired consonant at the end of a word can be replaced by another consonant, so paired consonants need to be checked.
• Give the concept that before a vowel sound, a consonant sound is not replaced by another sound, and words in which there is a vowel after a consonant can be test words.
• Develop the ability to compare consonant letters in test and tested words.

The notebook includes assignments in the following areas:

Phonetic
- grammatical
- spelling
- graphic

The material for working on pairs of consonants in the notebook is arranged in a certain sequence, taking into account gradual complication and includes words with mixed sounds:

1. Clarification of the articulation of sounds, their acoustic characteristics (tables of paired consonants).
2. Isolating sounds against the background of a syllable (reading and repeating syllables).
3. Formation of the ability to determine the presence of sounds in a word (reading pure phrases, words).
4. Forming the ability to associate a pair of sounds with the corresponding letters (proofreading test).
5. Formation of phonemic analysis and synthesis (tasks to practice the sound structure of a word, finding the place of a sound in a word).
6. Completing missing letters (paired consonants).

All sections of “Distinguish Consonants” include material for practicing the spelling “spelling of paired consonants at the end of a word.” This is a table in which students write the test word before the word being tested, which allows them to write based on the test (gardens - garden). Before each such task, the child has the opportunity to repeat the rule. Which ultimately leads to memorizing it and successfully applying it.

According to the primary school curriculum for the Russian language, testing is carried out on a phonetic basis, using phonetic knowledge.

The use of tongue twisters, tongue twisters, and funny poems helps children consolidate the correct pronunciation of sounds, practice diction, and promote the development of the vocal apparatus, tempo and rhythm of speech. Tongue twisters develop phonemic hearing. The children understand how important it is to pronounce each sound in a word correctly: if you make a mistake, you will end up with a different word and it will not be clear what is being said.



The notebook contains grammatical tasks, the purpose of which is to ensure the full formation of grammatical structure. These are inflection tasks: forming adjectives from nouns; agreement of numerals with plural nouns, the use of prepositions; and on word formation: the formation of possessive adjectives (“Who has whose?”), the formation of nouns using diminutive suffixes, work on understanding prepositions and their correct use in coherent speech.

Throughout all classes, work is carried out to expand, clarify, consolidate, activate vocabulary, and combine exercises on sound analysis of each word with clarification of its meaning. At the beginning of each section, a Pencil Dictation is offered. This is one of the exercises to correct dysgraphia. After a thorough analysis of all spelling patterns, children take dictation and write down a short text, 3-5 sentences, followed by independent checking.

If a child finds a mistake, there is no need to cross it out or leave dirt in the notebook. You just have to erase the incorrectly written letter with an eraser and the work remains clean and neat. When checking the work with a speech therapist, it is also necessary to indicate the error only with a dot over the incorrect letter or subsequently with a line in the margin. The notebook is then returned to the child to review and correct errors. The child again has the opportunity not to cross out, but to erase his mistakes and write correctly. The goal was achieved: the errors were found by the child himself, corrected, and the notebook is in excellent condition.

At the end of each section there is a “Knowledge Test”. In this exercise, the child is offered tasks on the ability to differentiate acoustically close sounds, apply the studied spelling “spelling of paired consonants at the end of a word,” and help the speech therapist find out how much the child has mastered this rule.

This notebook is convenient for both the child and the speech therapist. It contains many tasks aimed at differentiating acoustically close sounds and at forming all components of speech. The child does not have to rewrite tedious cards with tasks, but only insert a letter, fill out a table, add a preposition, and can use a pencil or pen of their choice. The notebook allows the speech therapist not to waste time selecting the necessary material for each lesson and to update cards and pictures annually.

I believe that by studying with this “Speech Therapy Notebook”, walking with the child step by step through its pages, teachers will be satisfied with the result.

Speech therapy notebook “Distinguish between paired consonants.”

Hard and Soft Consonant Sounds is a set of twenty cards that are an excellent teaching material for teaching reading and developing a child's understanding of terms such as “soft” and “hard” sounds. These cards can be used with equal success for home grammar lessons and for teaching classes in kindergartens and early childhood development schools. We offer you a color version of the cards. Soft consonants are colored green, hard consonants are blue. By printing them on a color printer and pre-cutting them, you can use them to demonstrate hard and soft sounds.

According to the hardness and softness of the sound, the consonants form fifteen pairs: [b] - [b'], [c] - [v'], [g] - [g'], [d] - [d'], [z] - [z'], [p] - [p'], [f] - [f'], [k] - [k'], [t] - [t'], [s] - [s'], [m] - [m'], [n] - [n'], [p] - [p'], [l] - [l'] and [x] - [x']. For example, the letter “R” in different words can be pronounced hard – “fish” and softly – “river”. To indicate softness, a special icon is used: [‘].

But there are sounds that have no pair for softness. For example: [y'], [h'], [sh'] are always soft, and [zh], [w], [ts] are always hard. All other nouns are soft if they are followed by the vowels i, yu, ё, e, i or ь, and hard if they are paired with other vowels and consonants.

On our website, parents and kindergarten teachers can download Hard and Soft Consonant Sounds cards for free. There are other sets of cards that will help you prepare your child for school yourself.

Game - presentation on distinguishing paired voiced and voiceless consonants "Find a neighbor"

Purpose of the game: teach children to identify paired voiced and voiceless consonants by ear, develop phonemic awareness, enrich children’s vocabulary.
Teaching a preschooler to read and write is one of the most difficult activities. A future first-grader must be able not only to read and be proficient in sound-letter analysis, but also to correctly use the terms “sound,” “letter,” “syllable,” “word,” and “sentence.” Also distinguish between vowels and consonants, hard and soft, voiced and voiceless consonants. But not all children, even those who pronounce sounds correctly, distinguish between paired voiced and voiceless consonants. This presentation will help children identify sounds at the beginning of a word and find words with paired sounds. Game exercises develop phonemic awareness, since the first sounds of words are very similar in sound, and you need to be very careful to distinguish them. While playing, the child will become familiar with pairs of voiced and voiceless consonant sounds: [b] - [p], [d] - [t], [g] - [k], [v] - [f], [z] - [s ], [g] - [w]. Please note that the sounds are called paired because they are pronounced almost identically. The only difference is that the first sounds are pronounced with a voice, they are voiced, and the second sounds are pronounced without a voice, they are voiceless.

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On the topic: methodological developments, presentations and notes

Didactic game “The fourth odd one” (voiced and unvoiced consonants)

The didactic game "The Fourth Odd One" (voiced and voiceless consonants) contains colorful picture material and will help the child consolidate the ability to differentiate consonant sounds by voicedness and voicelessness...

Games for differentiating voiced and voiceless consonants

The proposed didactic games develop the ability to differentiate voiced and voiceless consonants, highlight the first consonant in a word and identify it by its deafness (voicedness). Games are used by educators...

Goals.

1. Reinforce the concept of voiced and voiceless consonants.
2. Exercise children in distinguishing voiced and voiceless consonant sounds by ear and with the help of tactile sensations.
3. Develop phonemic awareness.
4. Develop skills in sound analysis and synthesis.
5. Develop thinking and memory.
6. Cultivate attention to linguistic phenomena.

Equipment.

1. Demonstration material: symbols of voiced and voiceless consonants. (Picture 1)
2. Subject pictures: grass, spider, flowers, rosehip, blueberry, strawberry, poppy, chamomile, beetle, mushrooms, bell, grasshopper, horsetail, ant, woodpecker, mole, elephant, currant, goats, braids.
3. Toys: Button (Figure 35) in a box and Shaggy (Figure 36) in a basket.
4. Signs with the inscriptions: “path” and “path”, “stone” at a fork in the road. Illustrations for the fairy tale “Turnip”.
5. Handouts: notebooks, blue and green pens, pencils, cards with individual tasks, kits for drawing up diagrams.

Progress of the lesson

I. Organizational moment

L. - The one who names the word in which the first sound is a consonant will sit down.

II. Repetition

L. - What sounds are called consonants?

D. - Consonants are those sounds, when pronounced, the exhaled air stream encounters an obstacle.

L. - What are the consonant sounds?

D. - There are consonant sounds: hard and soft, voiced and voiceless.

L. - That's right. Let's talk about voiced and voiceless consonants.

What consonant sound is called voiced?

D. - A consonant sound that is pronounced with a voice is called voiced.

L. - What consonant sound is called voiceless?

L. - How can you feel whether a consonant is voiced or voiceless?

D. - You can put your palm to the neck, pronounce a sound, and if your palm feels a trembling, then the vocal cords are working, the sound is pronounced with the voice, it is ringing. If the palm does not feel trembling, then the vocal cords are not working, the voice is not formed, the sound is pronounced without a voice, it is deaf.

You can make the sound with your ears closed. If there is a ringing in the ears, then it is a ringing sound. If there is no ringing in the ears, then the sound is dull.

L. - Well done.

Today in class we will practice distinguishing between voiced and voiceless consonant sounds. Let's start.

III. Differentiation of sounds by voicedness - deafness.

1. Distinguishing isolated sounds by voicedness - deafness.

L. - I will pronounce a sound, and you will ring an imaginary bell if the sound is ringing and cover your ears with your palms if the sound is dull. (Sound symbols are displayed on the board)

Z F X L P SCH N G H F R

L. - You distinguish between voiced and voiceless consonants well. This will help you cope with the next task.

2. Distinguishing between voiced and voiceless consonants in syllables.

What do you need to know?

D. - We need to find out where the path is and where the path is.

L. - What is the first sound in the word path?

D. - In the word path, the first sound [t] is a voiceless consonant.

L. - So the path consists of syllables...

D. - ...with voiceless consonants.

L. - What is the first sound in the word path?

D. - In the word path, the first sound [d] is a voiced consonant.

L. - So the track consists of syllables...

D. - ...with voiced consonants.

L. - Who guessed where the path is?

R. - This is the path, because here all the syllables have dull consonants.

L. -I will check the first syllable, you will check the rest.

In the syllable (po) there is a consonant sound [p], it is unvoiced.

L. - We found a path, so this is a path? Check it out!

D. - In the syllable (ma) there is a consonant sound [m] - it is voiced...

(Check the remaining syllables and put the pointers correctly).

L. - Well done, you coped with this task too. Shall we go along the path? But wait guys

I’ve been looking at this box and this basket for a long time. Why are they here, on our way?

(The speech therapist takes out a toy from the basket, and then a second one). (Figure 4)

Oh, Shaggy, how did you end up here? Now I can guess who is hiding in this red box. Button, come out! Meet guys, these are inseparable friends: Knopochka and Lokhmatik. They really wanted to get to your class, so they hid here. What to do with them? Shall we take them with us? Then let them help us distinguish between voiced and voiceless consonants.

L. - What is the first sound in the word Button?

D - In the word Button, the first sound [k] is a consonant, unvoiced.

L. - Here you go, Button, headphones are a symbol of dull sound. (Picture 1)

What is the first sound in the word Lokhmatik?

D. - In this word, the first sound [l] is a voiced consonant.

L. -Take, Shaggy, the ringing bell. (Picture 1). And now - let's go!

(The speech therapist reads the inscription on the stone).

Along the path you will go
There you will find a clearing.

(Children read the chain of syllables in chorus).

L. - So we came to the clearing. And there’s nothing on it!

On the board are pictures: grass, blueberries, currants, spider, flowers, strawberries, beetles, mushrooms, poppy, butterfly, dragonfly. (Figures , , , , , , , , , , )

3. Distinguishing between voiced and voiceless consonants at the beginning of a word. Teamwork.

L. - What is the first sound in the word clearing?

D. - In the word clearing, the first sound is [p], it is consonant, unvoiced.

(The speech therapist attaches a symbol of deaf consonants - headphones, above the pictures).

L. - In the “deaf” clearing you should leave only those pictures in the name of which the first sound is deaf.

(Children classify the pictures, removing unsuitable ones from the board).

D. - Grass – the first sound in this word is [t], it is consonant, unvoiced. The grass must be left in the clearing. Mak - in this word the first sound is [m], it is consonant, voiced. We'll remove the poppy from the clearing. Etc .

L. - The button says that daisies always grow in the clearing (Figure 16), and grasshoppers jump in the grass (Figure 17). (Pictures are displayed on the board) Shall we leave these pictures?

D. - We’ll leave the grasshopper, but we need to remove the daisies, because in this word the first sound [r] is a consonant, voiced.

4. Distinguishing between voiced and voiceless consonants at the beginning of a word. Independent work with cards.

L. - Everyone has a piece of paper like this (Figures , , , , , ). In the middle of the sheet there is a clearing, on the sides there are pictures. It is necessary to connect with the clearing those pictures in the name of which the first consonant sound is unvoiced. Complete the task.

L. - Name what you placed in your remote clearing?

(Children take turns naming words starting with a voiceless consonant).

5. Distinguishing between voiced and voiceless consonants at the end of a word. Work in notebooks.

L. - Now let’s play the game “Third Wheel”.

(The speech therapist shows pictures of a woodpecker, a mole and an elephant). (Figures , , )

Who's the third wheel here?

D. - The woodpecker is superfluous, because it is a bird, and the mole and elephant are animals.

L. - You can check it another way. “Write down” these words in order and determine the last sound in the word.

Children depict the word schematically by drawing a stripe. At the end of the strip, a blue square is drawn, depicting a hard consonant sound. They put a dot over ringing sounds (bell). Tell me, who is the odd one out now?

D. - The mole is superfluous, because in this word the last sound is a consonant, but in other words the last sound is voiced.

(The speech therapist shows pictures: an ant, a bell and a horsetail). (Figures , , )

L. - Who is the third wheel here?

D. - The ant is superfluous. This is an insect, and the bluebell and horsetail are plants.

L. - Check by the last sound in the word. Who's the third wheel?

(Children in the notebook do similar work)

D. - The ant is superfluous. The last sound in this word is a voiced consonant, and in other words it is voiceless.

L. - What pictures can we place in a remote clearing?

D. - Mole, bell and horsetail.

L. - We have a wonderful clearing. Who will we give the clearing to - Button or Shaggy? And for you, Shaggy, in your basket we will collect pictures whose names begin with a voiced consonant. Here's a beetle, poppy, mushrooms and strawberries. Guys, what pictures will you give to Lokhmatik?

(The speech therapist walks past the children with a basket. Children, imitating the movement, “put pictures” in a basket, naming words from an individual card with a voiced consonant at the beginning).

Now let's say goodbye to toys.

6. Physical education minute.

L. - Stand up, show how you walked to the clearing.

We came to a forest clearing, (Children are walking)
Raising your legs higher -
Through bushes and hummocks,
Through branches and stumps.
Collected berries (Bends forward)
And they kept score:
Two berries in a mug (Each finger in turn touches the thumb)
Two berries in your mouth.

L. - Who remembers what berries grew in our clearing? (Blueberries, currants and strawberries)

L. - A ringing path awaits us. Will you follow it?

(Speech therapist reads on stone)

And you will go along the path -
Maybe you'll find a cat.

Strange.
sonorous track
Past the fast river
Under the name Weasel,
Along the tall birches
She took us to a fairy tale.

L. - What is the first sound in the word fairy tale?

D. - The first sound is [s], it is consonant, unvoiced.

L. - Very strange. We walked along the ringing path...

(There is a sign on the board with the inscription: a ringing fairy tale)

Ah, this ringing fairy tale! So, we were not mistaken.

On the board are illustrations for the fairy tale “Turnip”. (Drawings, )

Did you find out what the fairy tale is?

But what is it?

Poor, poor, poor book
The grandmother is crying in it, and the granddaughter, and the mouse
A big disaster happened in a fairy tale
The cat has gone, they don’t know where.

The fairy tale would like to become sonorous. They decided to drive the cat away first. The cat was offended, said “meow,” wagged its tail, and ran away from the book.

In the fairy tale, everyone is now crying endlessly.
There is no former ending to this fairy tale.
Return the cat to its place quickly!
Help a fairy tale become a sonorous one!

L. - What happened in this fairy tale?

D. - The cat left the fairy tale.

L. - We must first find out why the cat was driven away.

7. Isolation and characteristics of the first sound in a word. Solving a logical problem. Work in notebooks.

L. - We will write down all the heroes of the fairy tale. It is enough to record the first sound. What is the first sound in the word turnip?

D. - The first sound is [p", it is consonant, soft, sonorous. Let's draw a green square and put a bell above it - a dot.

L. - Work independently.

L. - Who guessed why the cat was driven away?

D. - All the heroes of the fairy tale begin with a voiced consonant, and the cat begins with a voiceless consonant. If you remove the cat, the fairy tale becomes ringing.

L. – But why is everyone crying then?

D. - They can’t pull out a turnip without a cat. The fairy tale cannot end.

L. - How can we return the cat to the fairy tale?

D. - Come up with a name for her that begins with a voiced consonant. (Murka)

L. - What will change?

D. - Let’s change the sound [k] to [m], it is sonorous. Now that's the whole fairy tale ringing.

L. - Well done, guys! And they helped the fairy tale become a bell, and the cat was returned. We need to call her. Close your eyes and gently say: kitty-kitty-kitty, Murochka, come back!

After this, the children are shown the happy ending of the fairy tale. (Figure 32)

8. Working with paronyms. Sound analysis of a word. Word transformation.

L. - Here's a riddle from your grandfather and grandmother: They are cutting grass with a deaf person. With a voiced sound - the leaves are eaten.

Pictures are displayed on the board: goats, braids. (Drawings, )

D. - The grass is cut with scythes, the leaves are eaten by goats.

L. - Make a sound diagram of the word goat. Make a sound diagram of the word braid. Are all sounds the same in these words?

D. - No. The third sound in the word goat is voiced, and in the word braid it is unvoiced.

L. - How else do these words differ?

D. - They have different meanings.

L. - What happens if the sound [z] is changed to [s]?

D. - The goats will turn into braids.

L. - We have seen how one sound can change the meaning of a word. Listen to the sentences and correct the mistakes in them:

Once upon a time there was a spit with kids.

Which word is wrong?

D. - Error in the word scythe. Instead of the sound [s], you need to pronounce the sound [z]. Once upon a time there lived a goat with kids.

Crow! I carry the goat on my shoulders, I want to whip the fox. Get out fox!

D. - There is a mistake in the word goat. You need to change the sound [z] to the sound [s]. I'm carrying a scythe.

IV. Bottom line. Voiced and voiceless consonants cannot be confused. You will not make such mistakes, because you have learned to distinguish between voiced and voiceless consonant sounds. You did a good job. Well done.