Sound C. Preparatory stage, sound production. How to teach a child to pronounce sounds at home? Exercises for training complex sounds Speech therapy exercises for pronouncing sounds

Many children experience minor difficulties with speech and articulation, but, as a rule, by the age of 5–7 years such problems disappear on their own. The child’s speech apparatus develops, sound production improves, and the baby begins to speak clearly. There are also problems that, without proper attention to them, persist throughout life. This may require a speech therapist or independent speech therapy and articulation exercises. The sooner you start correcting and overcoming speech disorders, the easier this process will be for the child. You can start sound production yourself - in most cases, speech therapy and speech therapy exercises are not difficult.

In speech therapy, the production of a sound is a special process that combines the development of pronunciation skills of a certain letter, as well as the formation of a connection between kinesthetics, vision and the nervous system. Thus, during the production, the child learns to pronounce the letter on demand in various combinations and in isolation.

Children often encounter problems with the pronunciation of whistling sounds - these can be sigmatisms (when, instead of the sound s or s, the child pronounces a distorted version of them), or parasigmatisms - in this case, the whistling sound is replaced by some other one (forelingual, hissing).

Sound production is very, very important. The fact is that any speech disorders affect the nervous system. Incorrect or impaired sound pronunciation can cause the following diseases:

dysgraphia - various disorders of written speech, automatic rearrangement of letters during writing, substitution of letters, etc.;
dyslexia - the inability to adequately read text and put letters into coherent text;
dyslalia - serious disturbances in the pronunciation of certain sounds.

How to say the sound S and soft S

The correct pronunciation of sibilants depends on the shape of the tongue muscle - you need to make sure that the tongue is in the correct position. Normal pronunciation occurs like this: a relaxed, flat tongue is pressed against the teeth with its lateral edges, and its tip rests against the base of the lower front incisors. The tongue takes the shape of a hill and has a hollow in the middle part.

If the baby did not part with the pacifier in childhood, then he probably has an even, flat tongue, and the cleavage and transition are poorly expressed. If there is no hollow, with the help of which a stream of air is formed when exhaling, then a stream that forms whistling sounds will not appear.

Correct articulation of S and S

The lips should be stretched in a slight smile so that the teeth are exposed. The gap between the teeth is no more than two millimeters. The relaxed tip of the tongue is fixed on the lower dentition. The anterior segment of the dorsum of the tongue forms a cleft with the upper incisors, while the middle of the dorsum of the tongue rises towards the hard part of the palate. The side edges of the tongue are pressed against the teeth, the soft part of the palate is raised and pressed against the pharynx, thereby blocking air access to the nasal cavity. The ligaments should be relaxed at this time, without vocal vibration.

Exercises for pronunciation of the sounds С and Сь

To develop the correct pronunciation of the sound Сь, you will need to perform phonemic awareness exercises. Before doing the exercises, make sure that the child knows how to pronounce the sounds S and S (there have already been classes of this kind), and is able to distinguish between the sounds D and T, as well as V and F.

The best exercises that help develop phonemic awareness and come close to the correct pronunciation of the sounds C and S are based on sound imitation. Offer your child several pictures that show:

ordinary pump;
a bicycle tire punctured by a nail;
a balloon with air coming out of it.

The set of pictures may differ depending on the age and interests of the child, the main thing is to clearly show, using examples accessible and understandable to the child, how the sounds S and S differ. Continue sound memorization exercises by guessing sounds, or developing phonemic awareness skills.

Correct articulation when pronouncing the sound C

The tip of the tongue is fixed on the lower teeth, the lips are very apart in a smile and do not overlap the teeth, the teeth are almost closed. The air should be released with force, feeling its movement along the groove. If you bring your palm to your mouth and pronounce the sound C, you will feel a cool air stream on your skin.

After the exercises with the sound Сь are completed, you can move on to the sound С. It is important to explain the difference to the child, show it clearly and let him feel kinesthetically and articulatory the difference between the sounds С and Сь. Emphasize that when pronouncing the sound S, the child smiles, while a hard, dull S causes a grimace, more like a grin.

Preparatory exercises

First of all, you need to identify the ability to release a stream of air with force. You need to take in air, blow with force through your lips, folded into a tube. You can control the stream of air with your hand (for adults), but it is better to let a child blow a piece of cotton wool, a feather or a small piece of paper from his hand.

To better feel the formation of the groove during the pronunciation of S or S, you need to perform exercises for flexibility and mobility of the tongue. You need to stretch out your tongue and calmly place it on your lip. You need to place a smooth stick, match or toothpick along the tongue (where the groove appears) and then press down to make a groove appear. The teeth are wide open, the lips are slightly rounded, in this position you need to blow out a strong stream of air several times. Exercises should be repeated until the results are consolidated.

Over time, you can move on to a more complex version of this exercise - repeat the same thing, but without a stick.

To correctly pronounce the sound C, you need to control the position of your tongue and lips, and also feel the stream of cool air that moves along the tongue during pronunciation. If for some reason you cannot pronounce the sound C correctly, you should return to the preparatory exercises and go through them again; only after this is it possible to automate the pronunciation.

Articulation exercises

Wide smile - you need to keep your lips in a smile (similar to pronouncing the sound and), while controlling the tension of your lips - your teeth should be open.
Whistling - with clenched teeth, you need to stretch your lips with a tube, as when whistling.
When both exercises are mastered, you need to alternate them with a slow count, rhythmically and measuredly.
Brushing your teeth is a good exercise for articulation; it is done like this: lips are open in a wide smile, the tip of the tongue strokes the teeth - first the upper ones, from bottom to top and from left to right, then the lower ones.
It is useful to perform the following exercises in turn.
The clock hand - the lips are open in a smile, the teeth are slightly open, the tip of the tongue alternately touches the corners of the mouth. It is necessary to control the immobility of the lower jaw (the chin should not move).
Swing - with this exercise you can achieve high tongue mobility. A relaxed, wide tongue rises as far as possible to the tip of the nose, then extends towards the chin. After this, the tongue rises to the upper lip and falls to the lower, then touches the space between the upper teeth and the lip, and then rests on the space between the lower teeth and the lower lip. You need to make sure that your tongue remains flat and wide at all times, and your lips do not hug the line of your teeth.

Automation Exercises

Sound production begins with identifying problems in pronunciation, then it is necessary to prepare the speech apparatus and oral cavity for correct pronunciation, learn to pronounce the sound correctly, set up easy pronunciation and automate it. To do this, the following method is used: you need to gradually introduce sound, first into syllables, then into simple and complex words, then into sentences and free speech.

Isolated pronunciation is achieved by repeatedly pronouncing an isolated sound while constantly monitoring the movement of the teeth, tongue and lips.

When the child begins to easily perform simple and complex articulation exercises and produces sounds correctly, the pronunciation of forward and backward syllables should be introduced into the lesson. Straight syllables - Sa, Sy, Se, So, Su. Reverse - Ac, Ys, Es, Os, Us. Automation of soft X is also important - Xia, Xiu, Xi, Syo and in the reverse position.

Producing sound (automation) in independent speech is the most difficult stage; it’s hard to get used to speaking correctly, so in everyday life and in everyday life you need to focus on erroneous pronunciation and strive for the correct one.

Sound production and automation in speech therapy are determined not only by the need to establish pronunciation, but also to overcome incorrect conditioned reflex connections and ligaments.

Not only the production of sounds is important, but also the automation of pronunciation; the lips and tongue must automatically take the desired position in order to pronounce the sound correctly. Automation in live conversational speech can be done by memorizing poems and songs - speech therapy pays great attention to nominal rhythmic exercises. If you have difficulty selecting suitable material, you can always watch a video that shows the correct automation of sound using songs, poems and tongue twisters.

Elena Startseva
Individual speech therapy session on making the sound “C”.

ABSTRACT INDIVIDUAL LESSONS ON SOUND PRODUCTION [C]

SUBJECT: SOUND"WITH".

TARGET: sound production"WITH".

TASKS:

EDUCATIONAL:

Develop the ability to pronounce correctly sound"With";

Give characteristics and correct articulation sound"With";

Teach to pronounce sound"With" isolated, in syllables, words, sentences.

CORRECTIONAL AND DEVELOPMENTAL:

Develop motor skills of the articulatory apparatus, phonemic hearing;

Develop the ability to understand spoken speech;

Develop mental processes: attention, memory, thinking.

Develop gross motor skills.

EDUCATIONAL:

Increase the child’s self-esteem and help improve his emotional well-being.

EQUIPMENT: articulation scheme sound, pictures from sound"With", circles of vowels and consonants sounds, scheme syllables, words, sentences, toy "owl", pictures with articulatory gymnastics.

Progress of the lesson:

1. Organizational moment.

Today we will go to the magical city where consonants live sounds and letters. A wise bird lives in this magical city. What's her name? (owl). That's right - it's an owl! And today we will be as wise as this bird. From what sound does the word owl begin? (With)

The wisest bird in the world is the owl

He hears everything, but is very stingy with words.

He weighs everything, but rarely, very rarely chats.

This is what many of us lack. (T. Taran)

2. Development of phonemic hearing.

What is it sounds? Listen and remember. " Sounds listen carefully and pronounce carefully! Speak calmly, clearly, so that everyone understands.” Remember: sounds we hear and pronounce; sounds speeches in writing are indicated by letters; we write, see and read letters.

Which the sound we hear when do we inflate the wheels with a pump? Let's pretend pump: stand up straight, clench your fingers into fists, put hands in front of you and move your hands up and down. The air leaves the pump and whistles: s-s-s-s-s.

A game "Choose a picture". Select pictures that start with sound"With", Where sound"With" in the middle of a word, at the end. Which one? sound"With", in a word "sled", "fox", "nose". Before what sound is heard"With" in a word "fox".

3. Articulation gymnastics.

To charge, guess riddle:

“I was digging the ground,

Not at all tired

And who helped me?

He's tired."

What is this? Of course the spatula. Try making your tongue a spatula.

Exercise "Spatula".

Performance: smile, open your mouth slightly. Place your wide tongue on your lower lip. Hold him in this position. Counting to yourself to five.

Now do these things with your tongue movement: put your tongue with a spatula, bring the spatula into the house (into mouth); lower your shoulder blade behind your lower teeth, try to keep your tongue calm and not tremble or move.

Let's do an exercise "Brushing our teeth".

Performance: Smile, open your mouth slightly, brush your lower teeth with the tip of your tongue, making movements from side to side; Brush your lower teeth carefully from the inside again.

Exercise "Reel".

Performance: mouth open. Lips in a smile. Place the tip of the tongue behind the lower incisors. Lightly press the incisors with the tip of your tongue and pass along the tongue "breeze", can be heard sound"With".

4. Sound production.

Look at the mirror. Are your lips and tongue working correctly?

The mouth is open. Lips in a smile. Place the tip of the tongue behind the lower incisors. Lightly press the incisors with the tip of your tongue. Skip by language "breeze", can be heard sound"With". Place the palm of your hand to your mouth, what "breeze" you feel: warm or cold? (a cold stream of air is felt.)

5. Articulation analysis.

Let's check if your lips and tongue are working correctly?

Smile;

Place the tip of the tongue on the lower incisors (teeth);

Press the lateral edges of the tongue tightly against the upper lateral teeth;

There is a strong, cold stream of air running down the middle of the tongue.

6. Securing the isolated sound.

A game "Say the word". The wisest owl wants to play with you. She asks: “from what sound begins the word"owl"? To avoid mistakes, say the word by pulling first sound – SSSova. Which the sound you heard? Sound"With". This is the beginning of a word.

Now get ready to listen to the end of the word. Which sound you hear at the end of the word "owl"? Say it slowly, emphasizing the last one. sound. This sound"A". get ready to listen carefully sounds, standing in the middle of a word. Say it listening: OWL. Does this word have sound"O"? Where is he standing?

Name it sound, what does your name begin with? Which one is the first? sound is heard; in the middle; last the sound of your name.

Now we are ready for the owl game "Say the word".

Name a fruit whose name begins with sound"With". (plum)

Name the animal whose name sound"With" stands in the middle of a word (fox).

Name the flower whose name ends sound"With". (narcissus)

7. Consolidation sounds in syllables.

Let's say a new one sound in syllables.

Repeat: sa-sa-sa-sa - what a cunning fox.

As-as-as-as – neat boy Vlas.

Os-os-os-os – there are a lot of wild wasps in the hollow.

So-so-so-so - the owls roll the wheel.

Sy-sy-sy-sy - the catfish grows a mustache.

Ys-ys-ys-ys - a lot of rats have multiplied.

8. Consolidation sound in words.

Say it sound"With" in words.

Dream - nose

Mask – cash register

Bag – mousse

Beans – Assol

Scythe - wasp

9. Consolidation sound in sentences.

Repeat: Sonya loves squash. The sun is shining gently.

10. Homework.

General articulation gymnastics.

Coloring a plum.

11. Summary classes.

Today we learned a lot about sound"With". What organs of articulation help us pronounce sound"With"? (lips, tongue, teeth)

Say it sound"With" again. Well done!

Most domestic speech therapists agree that learning to pronounce the sound R correctly and fluently is one of the most difficult speech tasks for children. Few of them cope with it independently and on time. However, not only specialists, but also parents themselves can help them. With the help of elementary speech therapy exercises to produce the sound R.

Sound R: right-wrong

The sound R is one of the most difficult sounds in the Russian language. To reproduce it, refined movements of the speech apparatus, sufficient vibration and amplitude of the tongue and other physiological “achievements” are required. It is not surprising that most children experience certain difficulties in forming the correct pronunciation of the sound R.

As a rule, there are not so many options for involuntary distortion of the sound R among the younger generation. The most common children's “bullying” of the sound R:

The sound just skips and falls out. This is especially true for words where the sound R is between vowels: sa_ai(instead of a barn), ha_azh(instead of a garage), ma_oz(instead of frost);
Instead of the sound R, the sound L, Y or Y is obtained: Kojowa(instead of a cow), Luke(instead of hand) klaska(instead of paint), fish(instead of fish);
The sound R is pronounced recognizable, but not typical for the Russian language (bilingual children especially often “sin” with this). A child may not pronounce the sound “firmly”, as is typical for our speech, but, for example, grate (as is customary in French), or vibrate excessively (as is typical in English).

How to check the pronunciation of the sound R in a child? First, ask your baby to “growl” - in other words, say the sound R several times on its own, and not as part of any words. Then have the child repeat after you words like: crow, king, grass, order, etc. If the child is unable to pronounce the single sound R, then the first thing you have to do is to practice exactly this - teach the baby to pronounce the sound R by itself. If the child “growls” “excellently”, but pronounces the sound R incorrectly in words, then correct pronunciation should be practiced primarily in the syllables: ra-ro-ru-ri-ar-or-ir, etc.

Release the R sound from the reins

Since the article deals specifically with “home” exercises for producing the R sound in children, the first step is to remind you: even if you, full of parental love and speech therapy enthusiasm, decided to independently teach your baby to roar loudly no worse than a tiger cub and without embarrassment declare a rhymed story about a bitten Greek at family matinees, then you still need at least one, initial, consultation with a professional and experienced speech therapist.

The fact is that often the inability to correctly pronounce the sound P is explained not so much by a poorly developed articulatory apparatus, low mobility of the tongue and similar problems, but by the individual structure of the hyoid ligament - the so-called “frenulum”. And only a doctor can determine this nuance.

In most cases, the underdevelopment of the “frenulum” (due to which the baby’s tongue simply does not reach the upper palate, which makes it difficult to pronounce a number of sounds, including the sound R) can be leveled through daily exercises and special massage. But sometimes there are cases when this ligament needs to be trimmed in order for the tongue to acquire the proper range of motion. It is this dilemma - to cut or not - that a speech therapist can resolve. Moms and dads, don’t worry - modern doctors in most cases are inclined to the method of stretching the “frenulum” by performing special speech therapy exercises, including exercises for producing the sound R.

Other reasons for incorrect pronunciation of the sound R

Inactive articulatory apparatus. NOTE: In this case, you should focus not so much on directly producing the sound R, but on... grimacing! In a playful way, stimulate your baby to actively “move in the mouth” - let him stick out his tongue, twist it into a tube (children love this!), try to reach his nose or chin with his tongue, move his jaws, bare his teeth, stretch his lips in an “ah” smile. la Cheshire cat” and so on and so forth. All these funny pranks will quickly strengthen the facial muscles and develop the mobility of the speech organs.

Phonemic hearing impairment. NOTE: As a rule, phonemic hearing disorders (when a child hears the speech structures of adults, recognizes them and tries to reproduce them in his speech) manifests itself in the fact that a child aged four or more misses letters/sounds in words when speaking or reading. confuses voiced and voiceless consonants, as well as soft and hard consonants (for example: love- loobof, nanny- nana, door- hard, stool- diaburedka and so on.)

“Problems” in speech breathing. NOTE: Speech breathing is the basis for proper adequate sound production. The most common speech breathing disorders are usually chronic runny nose, enlarged adenoids, some immune diseases, and diseases of the cardiovascular system. To develop proper speech breathing, we use our own special gymnastics (where speech is combined with physical exercises), which is usually prescribed by a speech therapist, adapting to the individual characteristics of the child.

Science has proven that the ability to pronounce complex sounds - including the sound R - is determined not only by the developed articulatory apparatus and the characteristics of the speech that the child constantly hears, but partly also genetically.

If there are no serious physiological reasons for the child’s diction problems, then get recommendations on speech gymnastics from a speech therapist and start daily exercises.

Now is the time for speech therapy exercises

You should seriously think about producing the sound R if the child is five years old and has not yet learned to growl and purr “cleanly” and loudly. They still swim in his aquarium smiles, fly into the sky Shaiiki, and they give milk koevs...

The first consultation with an experienced speech therapist will enrich you with knowledge of exactly what problems your baby has with the articulation apparatus, and what specific exercises you should practice with him. But in addition to special gymnastics, there is also a more or less common set of exercises for all cases of producing the sound P, which you also have to perform daily with your baby. Get ready for the fact that you will spend an average of half an hour a day on this, and the whole epic of mastering pronunciation can last for a year and a half.

As a rule, the production of the sound P, as well as other sounds, is divided into three stages:

first you must teach your child to confidently pronounce this sound in isolation, on its own;
then you should master confident pronunciation of sounds in syllables and words;
and only then train the sound in continuous speech, sentences and tongue twisters.

In everyday life, you can often observe the opposite picture: parents hang over the child, jabbering tongue twisters and calling on the child to immediately repeat what was said. Alas, this tactic almost always fails - the child gets scared and refuses to train at all.

The key to success: patience and work

Be patient and go from simple to complex. Fortunately or unfortunately, the speech therapy task is fundamentally different, for example, from trying to teach someone to swim - if you can learn to float on the water and flounder your limbs overnight, then, alas, it’s definitely not possible to pronounce sounds correctly. Because what plays a role here is not so much the technique of execution, but the gradual development and strengthening of the articulatory apparatus.

Remember one simple rule: any activity, including speech therapy exercises, should bring pleasure and positive emotions to the child. How you achieve this is your problem, not the baby's. And only if your offspring is happy to perform speech gymnastics (and keep in mind that it is easy for you to move your tongue and pronounce different sounds, but for a baby this is always a huge amount of work, discomfort, and sometimes even certain painful sensations), you will achieve success.

Invent fun and amusing activities for your child with the sound/letter P, turn daily speech exercises into a funny game, and never (even as a joke!) tease your baby - and you yourself will not notice how the child will become firmly “friends” with all the sounds of his native speech . Even with something as insidious as the sound R.

Warm-up exercises

Making the sound R is a daily exercise. Each of which begins with a warm-up and “warming up” of the articulatory apparatus. The most effective warm-up exercises:

Exercise "Paint brush". The baby should smile and open his mouth slightly. Next, as if with a brush, he should “stroke” the upper palate with his tongue - from the upper teeth and as deep as possible towards the throat. Repeat the exercise 10-12 times.

Exercise "Pendulum". As in the first case, you need to smile and open your mouth. Slightly stick your tongue forward and swing it from side to side - from the right corner of your mouth to the left and so on. About 10-20 times.

Exercise "Accordion". We smile again and open our mouth. We press our tongue to the upper palate, as if we are going to pronounce a soft and long sound “n”. Without changing the position of the tongue, we open our mouth as wide as possible, then close it, open it and close it. About 15-20 times.

“Brushing our teeth.” Starting position - smile and open your mouth. Using the tip of the tongue, we move along the inner surface of the upper teeth from left to right, as if we are “sweeping” them. We do the exercise 10-15 times. Then, without changing the starting position, we alternately press the tongue against each upper tooth from the inside, as if checking whether it is in place.

Exercise "Mosquito". A very fun exercise! The baby should open his mouth and move the tip of his tongue behind his front teeth. In this position, try to pronounce the sound “z-z-z”, then move the tongue back, this time resting it on the upper palate at the base of the teeth and pronounce “z-z-z” again.

All these exercises perfectly develop the articulatory apparatus, strengthen the muscles and gradually stretch the “frenulum”. However, to practice the “R” sound, special staging exercises are needed.

Exercises for making the sound R

Some of the simplest exercises suitable for independent daily speech gymnastics include the following:

1 The child opens his mouth and presses the tip of his tongue to the base of the upper teeth, rhythmically and quickly pronouncing the sound “d-d-d.” After a couple of seconds, ask him, without stopping, to blow strongly on the tip of his tongue (that is, try to say “d-d-d” while exhaling forcefully). The sound R will not work yet, but the baby should feel a noticeable vibration of the tongue and gradually remember it.
2 For the next exercise you will need a special speech therapy spatula (it can be purchased in specialized stores, pharmacies and online stores). Nowadays, they are made quite comfortable for the baby, often with the smell of caramel, chocolate or fruit. Use it very carefully, but confidently, without timidity. So: to begin with, ask the child, opening his mouth wider, to pronounce the sound “w-w-w”, gradually moving the tongue closer to the base of the upper teeth. Give him a couple of seconds to get used to it, and then carefully insert the spatula under your child’s tongue and begin to rhythmically (but not too much!) swing it left and right, creating vibration. At this time, the child should blow strongly on his sound “zh-zh-zh” - this way he will feel the vibration created by the air and the vibrations of the spatula.
3 Ask your baby to open his mouth wide and at the same time pronounce the syllable “z-z-za”, moving his tongue as far back as possible. At this time, as in exercise 2, slip a spatula under his tongue and rhythmically move it left and right. If this speech therapy exercise is performed correctly, you should hear a fairly distinct “R” sound.
4 In the same way, ask the child to pronounce the sound “z-z-zi” with his mouth open, and do the same manipulations with the spatula as in the previous exercise. In this case, the softer sound R is used, which is used in words like “rhyme”, “rice”, “drawing”...

It is known that in his youth Lenin was very complex because of his burr. And at one time, the future leader of the world proletariat paid great attention to exercises on producing the sound R. Since the articulation of the sound R is similar to the articulation of the sound D, he trained on words in which D and R stand side by side. Often from Volodya’s room one could hear the speech therapy “mantra”: fight, firewood, tease...

You are the “teacher of the year”!

Since children are great repeaters, at every opportunity, do not be lazy to show your child how well and skillfully you pronounce the sound R. In fact, you are your child’s best teacher and mentor.

Lean closer to him so that he not only hears you, but also sees the position of your lips and facial expressions. Most often, this is how children learn to pronounce sounds by imitating a carbon copy. Be a patient (and at the same time funny, smiling!) example for your child - and he will definitely master the correct pronunciation. And be patient - it can take from several days to several months to practice each exercise for producing the sound P.

As soon as you hear that your child is able to more or less successfully pronounce the sound R in exercises, start practicing syllables like “ra-ri-ru-ro” or “ara-tra-ura-or-mur” - that is, all sorts of combinations the sound P and vowels (so that the sound P itself is at the beginning of the syllable, and in the middle, and at the end). Then move on to individual simple words, such as “fish-hand-murzik-arka-ball-cow” and others (again, the sound P should appear in different places in the words). And only when the child pronounces words confidently and correctly, proceed to continuous speech.

Many parents perceive difficulties with pronouncing the sound R as a serious problem. They involve a host of pediatricians and speech therapists in the “trouble,” and they begin to frighten the child with future difficulties in communication... If you are a conscious and loving parent, stop this “hysteria” in its infancy! Teach your child to deal with difficulties (including pronunciation) in a friendly, calm, and humorous manner. And if you manage to turn speech therapy into an exciting game, you and your child will win in any case - either he will master the sound R, or he will learn to “tolerate failures” while remaining a confident person.

Target: Development of auditory differentiation in students [z]-[s], [z’]-[s’].

Tasks:

Educational:

consolidation of knowledge about the mechanism of formation of sounds [з], [з’], [с], [с’] and their acoustic features;
activation of the dictionary on the topic “Animals”.

Correctional and developmental:

development of articulatory motor skills;
consolidation of kinesthetic sensations on articulatory images of sounds [s], [s’], [z], [z’];
strengthening the connection between sound images of letters and their graphic representation;
consolidation of correct pronunciation and distinction of sounds in syllables, words, sentences;
development of visual analysis and synthesis skills;
strengthening reading and writing skills;
development of auditory-verbal perception, attention and memory.

Educational:

formation of a positive motive for speech therapy classes, self-control skills, accuracy when performing written work;
fostering respect for the animal world.

Equipment: individual mirrors, goal-setting algorithm, sound articulation analysis scheme, articulation profiles of sounds, text, tables of syllables, words.

Progress of the lesson

I. Organizational moment.

Psychological mood.

Speech therapist:

Every day - always, everywhere -
In class, in play
We speak boldly and clearly
And we sit quietly.

II. Autotraining.

– I came to a speech therapy session.

– I listen carefully to the speech therapist.

– I pronounce all sounds clearly and correctly.

– I write beautifully and accurately.

– I check every word, every syllable, every letter.

III. Articulation gymnastics:

“smile”, “cleaning the bottom teeth”, “hill”, “cat is angry”, “step over the bottom teeth”, “groove”.

IV. Determining the topic of children's activities.

Speech therapist: Well done guys, you have prepared the articulatory apparatus well for work. You will determine the topic of our speech therapy lesson yourself if you listen to the poem and answer the questions.

We wandered around the zoo
They approached each cell.
And they looked at everyone -
Fox, zebra, lynx, rabbits.

- Guys, who is this poem about?

– What is the third sound in the word “fox”?

– Is the first sound in the word “hares”?

– Is there the last sound in the word “lynx”?

– Is the first sound in the word “zebra”?

– How many of you guessed what the topic of our lesson is?

Children formulate the topic of a speech therapy lesson.

V. Goal setting.

Speech therapist: Guys, now please determine the goals of our lesson.

What should we learn? ( Annex 1, goal setting algorithm)

Children:

– We must learn to clearly and correctly pronounce the sounds [z] – [s], [z’] – [s’].

– We must learn to hear and distinguish the sounds [z] - [s], [z'] - [s'] among other sounds.

– We must learn to form sentences with these words.

Speech therapist: Well done boys! Today the Desi monkey will help us. She has prepared very interesting tasks for you. But in order for you and Desi to correctly pronounce the sounds [s], [s’], [z], [z’], you need to know their articulation well.

VI. Analysis of sound articulation.

(Appendix 2). Students answer based on the sound articulation analysis algorithm and articulatory profiles.

Speech therapist: Guys, take the mirrors, put them in working position and say the sound [s]?

– In what position are the lips?

– Say the sound [z]. What can you say about lips?

– When pronouncing the sound [s], in what position are the teeth?

– Now let’s watch the language. We pronounce the sound [s]. Where is the tongue?

- And when pronouncing the sound [z]?

(Similar work is carried out with soft consonants; the speech therapist draws the children’s attention to articulatory and acoustic differences in sounds).

VII. Characteristics of sounds.

Speech therapist: Well done! Now let's move on to the characteristics of sounds.

After a detailed analysis of the articulation of sounds, it will be easy for you to characterize the sounds.

(Appendix 3, children characterize sounds based on an algorithm).

[s] – acc.; deaf; TV
[z] - according; ringing; TV
[s’] - agree; deaf; soft.
[z ‘] – according; ringing; soft

Speech therapist: Guys, how are these sounds similar and different?

(Using vibration control of sounds, we once again clarify the differences in the pronunciation of these sounds).

VIII. The connection between sound and letter.

Speech therapist: Who can tell me which letter represents the sounds [z] and [z’]?

– What letter is the sound [s], [s’]?

- Guys, look what the letters look like WITH And Z? (Printed and handwritten letters are posted).

WITH?

– What elements does a handwritten letter consist of? Z?

– Guys, look at the wonderful flower Desi drew for us.

-What makes it so unusual?

(The miracle flower consists of letters Z, S. Students show and name all the letters).

– Lay out letters from strings, boys – a letter WITH, and the girls - Z.

IX. Development of graphomotor skills.

Speech therapist: Desi has prepared cards with encrypted letters for you. You will need to decipher these letters and write them down in your notebooks. (Cards with deformed letters Z and S are distributed).

X. Development of phonemic hearing functions.

Speech therapist: Now we will distinguish sounds among other sounds, in syllables, in words and sentences. I will pronounce sounds, syllables, words, sentences, and as soon as you hear the sounds [з], [з'] or [с], [с'], pick up the card with the corresponding letter.

Sounds:[p'], [p], [z'], [t], [s], [g], [s'], [t'], [p], [s'], [z], [ m'], [s], [k], [z], [v], [s'], [m], [p'], [s], [l'], [z].

Syllables: ro, zu, si, wu, zan, ras, zen, sen, twi, lzu, pet, tars, clear, zry, lyank, ksyu, fte, zedr, syatv, kvar, mzyu.

Words: wolf, bison, mink, ermine, elephant, fox, rhinoceros, monkey, bison, elk, zebra, lynx, goat.

Offer: Desi is a talented monkey. She loves to paint. (A picture is posted).

XI. Physical exercise.

Speech therapist: Guys, you're a little tired. Do the exercises with me.

Under a palm tree in a clearing
The monkeys were resting.
Left foot stomp, stomp.
Left hand clap, clap.
Right foot stomp, stomp.
Right hand clap, clap.

XII. Consolidation and differentiation of sounds in syllables, words, and sentences. Formation of writing and reading skills.

Reading syllables: SA - ZYA, SO - ZO, SU - ZYU, SY - ZI, SE - ZE, FOR - SYA, ZO - SIO, ZY - SI, ZE - SE. (Read quietly, loudly, with intonation of admiration, surprise - development of the prosodic side of speech).

Speech therapist: Now be careful, read syllables only with letters WITH or Z.

We read syllables with elements of speed reading: ro, zu, si, vu, zan, ras, zen, sen, twi, lzu, pet, tars, cleave, zry, lyank, ksyu, fte, zedr, syatv, kvar, mzyu. (Syllables are presented on cards within a second).

- Well done, you read the syllables well, and now let’s write down those syllables with letters Z And WITH that you remember. Write beautifully and accurately.

– And now Desi and I will go to the zoo. (A large poster with a picture of a zoo is hung up). Desi once lived in this zoo.

- Guys, name the animals that live in the zoo.

– Name those animals whose names contain the sounds [s], [s’].

- Now name the animals whose names contain the sounds [з], [з'].

– Guys, the wind and rain ruined the signs with the names of the animals. (A table with deformed words is hung up, the children read them.)

Sound and syllabic synthesis of words.

– Guys, guess the name of the animal and write it down: the second syllable is RA, the first is ZEB; the first sound is [l], the second is [o], and the last is [s’].

- Guys, the letters have escaped from the words. WITH And Z. Insert the letters, read and write the words in your notebook. A table of words is posted:

whether...and
...ayats
fish
both...yana
...obaka
co...a

- Guys, which of these words is superfluous? Why?

- Guys, there are traces of animals left in the forest. Whose footprints are these?

(Children form possessive adjectives: fox, hare, lynx, etc.)

Speech therapist: Guys, finish the sentence with a suitable word:

The fox is cunning, and the hare...
The elephant is big, and the gopher...
The bear is clumsy, and the monkey...
The leopard is spotted, and the zebra...

(One of the sentences is written down in a notebook.) Before recording, children name in chorus the 5 laws of sentences:

– To write correctly, it is very important to firmly know the five laws of sentences:

the first word in a sentence is written with a capital letter;
each word is written separately;
names of people and names of animals are written with a capital letter;
prepositions and conjunctions are written separately;
There is a period at the end of the sentence.

(After writing down a sentence, students must check it with the example on the board, emphasizing the vowels).

Speech therapist: Guys, a monkey escaped from our zoo. Let's read the text about this.

(The text is distributed to the children. First choral reading, and then in a chain).

Pretender.
In zoo There lived a monkey named Desi. One morning Desi suddenly got sick. She refused from eating, moaning. Doctor I decided that the animal had eaten too much. The monkeys were given medicine and left. Desi instantly recovered. During the examination she pulled out the key is from the caretaker's pocket. To them she opened cage and began to walk around the zoo. Desi was hired for her intelligence to the circus.

After reading, supporting (highlighted) words are left, using which children retell the text.

XIII. Summing up.

Speech therapist: Well done boys! Our lesson has come to an end, remember what goals you set at the beginning of our lesson. Do you think you have achieved them? What were the difficulties? How did you overcome them? What feelings are you experiencing now?

Well done! You did a good job. I am proud of you!

As they grow up, our children expand their vocabulary more and more. Their need to talk is growing every day. Unfortunately, most babies have problems pronouncing certain sounds. Is it possible to teach a baby to pronounce sounds correctly at home or will the help of a speech therapist be needed to eliminate speech defects?

What causes incorrect pronunciation?

The most common mistake adults make when communicating with their child is imitating his speech. We lisp with the little man, often distorting the words. It turns out that our speech drops to the level of a baby. Instead of speaking with young children as best we can, pronouncing all sounds and letters clearly, we deliberately make our speech unclear.

Since the child does not hear the correct speech from you, he will not be able to remember it and repeat it. Therefore, in order for your baby to learn to speak correctly, your speech must be clear and intelligible.

The reason for the incorrect reproduction of individual sounds may be a structural feature of the speech apparatus

The ligament under the tongue is shorter than it should be, making it difficult to move.
Normal speech is hampered by the size of the tongue (too small or, on the contrary, too large).
Very thin or, conversely, plump lips, which makes their articulation difficult.
Deviations in the structure of the teeth or jaw.
A defect in the hearing aid that prevents you from hearing certain sounds and, therefore, from pronouncing them correctly.

Parents can easily correct some speech defects on their own. The baby experiences the main difficulties when pronouncing hissing sounds - Zh, Ch, Sh, Shch, the letters P, as well as Z, G, K, L, S and C.

How to help your child pronounce hissing sounds?

Teaching a child to pronounce the letters Zh, Ch, Sh, and Sh is a little easier than, for example, the letter R. Most often, children have a problem with the pronunciation of hissing Zh and Sh. At the same time, the sound Sh is not as annoying to the ear as the incorrectly pronounced Zh .

Usually the problem with hissing occurs because the baby is unable to relax the tongue and stretch it so that the edges touch the upper lateral teeth.

Therefore, the baby needs to be taught a few simple exercises.

Let's relax the tongue . Place your tongue on your lower teeth, like a pancake, and tap it with your upper teeth, saying “Ta-ta-ta.” After this, the tongue should lie relaxed. Then you need to slap it with your upper lip and say “Pa-pa-pa.”
Lifting the tip of the tongue upward . To complete the task, you need chewing candy or gum (it will be a good motivation for your child). You need him to open his mouth 2-3 cm, spread his tongue over his lower lip, sticking out its tip. Place a piece of candy on it and ask your child to stick it to the roof of his mouth behind his upper teeth. Make sure your baby only uses his tongue and not his jaw.
Blow air through the middle of the tongue . Place a small piece of cotton wool on the table. Let the baby smile and position the tongue as in the previous task. The baby’s task is to blow the cotton wool to the other end of the table without puffing out his cheeks. At the same time, he must pronounce something like the letter F.
Blowing cotton from your nose . The child opens his mouth slightly, places his tongue so that there is a groove in the middle of it, and the edges almost meet. We place a piece of cotton wool on the nose. The baby should take a deep breath of air through his nose and exhale sharply through his mouth. The cotton wool should fly up.
We pronounce the sounds Zh and Sh . Ask the baby to pronounce the syllable SA, the tongue should be behind the teeth at this time. Then you need to move the tongue deeper into your mouth. As we move towards the alveoli, the sound from S turns into Sh. To get the sound Zh, we repeat the exercises, first pronouncing the syllable ZA.
More words with Zh and Sh . Remember or come up with rhymes or tongue twisters where the letters Zh and Sh are often found in words. Repeat them with your child several times.
We pronounce the letter H . If your baby has increased tongue tone, it will be more difficult for him to cope with the exercise at first. The sound CH consists of TH and Sh. First, the tongue should hit the alveoli, pronouncing TH, and then relax, passing the sound Sh through the slit. These two sounds, first slowly and then faster, should merge into one Ch. After several trainings, the baby will succeed !

Practice your pronunciation with different short rhymes. For example:

There were jackdaws visiting the wolf cubs,
There were wolf cubs visiting the jackdaw cubs,
Now the wolf cubs are making noise like jackdaws,
And like wolf cubs, the jackdaw cubs are silent.

Learning to pronounce the letter R

The baby begins to pronounce the letter R well only at the age of 5-6 years. If your baby has not yet reached this age, do not panic ahead of time.

There are usually some problems associated with the letter P

The little man does not make a growling sound at all , it simply falls out of his words. This happens when the letter P is located between vowels. For example, a garage sounds like “ha - already.”
The baby replaces the sound R with L, Y or Y . It turns out that instead of a rose - “vine”, red - “yzhy”, magpie - “jay”.
The baby pronounces the sound R, but not the way it should sound in Russian . It either vibrates, like the British, or grates, which is typical for the French.

You can correct deficiencies in pronouncing the letter P by doing some exercises. It’s better to perform them while sitting and keeping your back straight. In this case, the child must see himself in the mirror.

This way he can see how well he completes the task.

Sail . The child needs to open his mouth wide and lift the tip of his tongue behind his upper teeth. Bend the lower part of the tongue forward slightly and press the edges upward against the molars. You need to repeat this 3 times in a row for 10 seconds.
horse . You need to press your tongue tightly against the roof of your mouth and then quickly release it. This will produce a sound reminiscent of the clopping of hooves. Repeat the task at least 10-15 times.
Turkey . Draw an angry turkey with the baby. The child should throw the tongue out of the mouth, pushing it between the teeth. In this case, you need to pronounce sounds similar to “bl-bl”. The task is performed at a slow pace, gradually speeding it up.
Let's bite our tongue . Stick the end of your tongue out and open your mouth in a smile. Then slowly bite your tongue with your teeth.
Brushing our teeth . The baby needs to smile widely and move the tip of his tongue along the inner wall of the upper teeth, without moving the lower jaw.
Who has it longer? Invite your baby to compare who has the longest tongue. Will he be able to reach his chin or the tip of his nose?
Woodpecker . You need to open your mouth wide and tap your tongue hard on the inside of the gums near the upper teeth. At this time you need to say “d-d-d.”

To prevent your child from getting tired from numerous exercises, take breaks and invite him to roar like a lion. To consolidate the emerging successes, you can additionally learn tongue twisters and words that contain the letter R with your child.

Pronouncing the letters Z, S and C correctly

When a child does not pronounce the letter S, at the same time he cannot pronounce the other whistling letters and syllables - Z, Ts, Зь, Сь. The reason for this is an underdeveloped articulatory apparatus.

Special exercises will also help correct the situation.

Get the ball into the goal . The purpose of this task is to learn how to release a long, directed stream of air. Make gates on the table using blocks or other toys. Roll a loose cotton ball. The kid must, with his lips folded into a tube, blow on the ball and drive it into the gate. While performing the exercise, you should not puff out your cheeks, and the blown air should flow in one long stream, without interruption.
Song of the tongue . With your mouth slightly open, you need to place your tongue on your lower lip. Then you need to spank with your sponges - “five-five-five” (the tongue sings). The air comes out in a smooth stream without interruption. Then, opening your mouth wide, hold the soft tongue on your lower lip so that it does not curl up. It is necessary that the edges of the tongue touch the corners of the mouth.
Pancake . It is important to teach your baby to relax his tongue. To do this, he must smile and place the leading edge of his tongue on his lower lip. The smile should not be tense, and the tongue should only hang slightly from the lip.
Brushing our teeth . The exercise is similar to the task for the letter P, only we will brush the lower teeth rather than the upper ones.

The letter Z is paired with the letter C, so its production is done in the same way as the sound C.

The sound T consists of two sounds - T and S, which quickly move from one to another. It is important to teach your baby to separate one sound from another. Ask your baby to say first the long sound “shhhhh”, and then the short “shhhh, tshh, tshh” sound. As a result, the baby will make the sound C.

What about K and G?

The sounds K, G and X belong to the back of the tongue, which implies a high rise of the tongue when pronouncing them. When a child does not pronounce these letters, most often his tongue is simply lazy (with the exception of congenital pathologies that only doctors can correct). To make your tongue work, you need to do exercises.

Slide downhill . Place a cotton ball on your baby's palm. The baby should open his mouth slightly, hold the root of his tongue in a raised position, and lower the tip of it. Then you need to quickly exhale so as to blow the cotton wool from your palm. The sound will be K.

spoon . Ask your baby to say “ta-ta-ta” slowly. Take a teaspoon and gently move your tongue away by pressing on the front of the back of it. Instead of “ta”, the baby will first get “cha”, and then “kya”. Continuing to press on the tongue, catch the moment when the baby produces a clean “ka.” He needs to remember what position his tongue was in at that moment. Don't worry if it doesn't work out right away.

Regardless of the exercises you do with your child to pronounce which letter, after class, repeat with him as many words, rhymes or songs with this letter as possible.