Preparatory stage
Lesson 1
Breathing exercises
"Harmonic". I. p. - stand straight, lower your hands. Place your palms on your stomach and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation power.
"Cold wind". Having typed air into the lungs, with force to blow through the lips extended forward with a tube. Bring the back of your hand to your mouth. A sharp, beating cold stream should be felt.
Game exercises
"Smile". "We are happy to meet a friend." Stretch your lips in a smile to the limit and hold them in a tense position for a while. The teeth are closed. Repeat 3-4 times.
"Monkey monkeys". Movement with closed lips to the right and left side. (In case of difficulty, help with index fingers.)
Exercises for spreading and strengthening the lateral edges of the tongue
"Track". Put a wide spread tongue on the lower lip and hold it in this position for a count of up to 5.
"The tongue is looking for a crack in the fence." Protrusion of the spread tongue between the teeth and biting it. (There should be teeth marks on the tongue.)
"The tongue sleeps on the crib." Lowering the back of the tongue. Press the tip of the tongue to the lower incisors, lower the back.
Note. In case of difficulty, invite the children to cough, yawn, while the soft palate involuntarily rises and the root of the tongue descends. You can interest children with an offer to meet or say hello to a small tongue.
Isolation against the background of syllables and words of the sound [s] among sounds that are distant in acoustic and articulatory features.
Game "Catch the sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy , ba.
If a child singles out a sound from a sound or syllabic range, the words poppy, cheese, bough, shelf, son, bun, lamp, catfish are given.
Pronunciation of vowel sounds with a change in the strength and height of the voice.
"Let's sing a lullaby to the doll": ah-ah-ah-ah-ah-ah-ah-ah-ah.
"Teeth hurt": oh-oh-oh
"Steamboat whistle": woo.
Lesson 2
Breathing exercises
Development of expiratory force
Blowing through a tube. Blowing soap bubbles. Comparison of the duration of exhalation.
Pronunciation of the sound [f] (long exhalation), pronunciation of the sound [t] (short exhalation).
Development of the correct direction of the air stream along the midline of the tongue
Blow the paper snowflake off your palm. Whose snowflake will fly farthest?
Exercises for the lips and facial muscles
"We are having fun". "Smile". Lips in a smile, teeth close to 2 mm.
"Sponges swing on a swing." Teeth and lips clenched. Alternately raise the corners of the mouth with the help of the fingers.
“Sleep, peephole, sleep, other. The right eye sleeps - wakes up. The left eye sleeps - wakes up. Alternately opening and closing the eyes.
Language exercises
"Tongue lights up." Lay the tongue on the bottom of the mouth. "The tongue dived to the bottom of the river." "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.
"The tongue crawls through the crack in the door." Biting the tongue with teeth from the tip to the middle and vice versa.
"Monkey Teasers". Put a wide tongue on the lower lip and pronounce the syllables pya-pya-pya-pya-pya.
"Conversation of dogs Barbosa and Pushka". Pronunciation of syllabic combinations pa-ba, py-by, po-bo, pu-boo in a whisper, quietly and loudly.
Development of phonemic perception
Isolation of the sound [s] among sounds similar in acoustic and articulatory features. Sounds: [s], [h], [s], [w], [c], [s]. Syllables: sa, za, so, sha, tso, su, zy, sy. The words dog, bunny, sun, fur coat, boots, garden, etc. The child raises his hand or claps his hands if he hears the sound [s].
Lesson 3
Breathing exercises
Development of expiratory force
"Extinguish the candle." The development of an intense intermittent exhalation with the pronunciation of fuuuuu.
Development of the correct direction of the air stream along the midline of the tongue
"The storm howls." Bring a bottle with a narrow neck to the lower lip and blow. If there is noise, then the air jet is directed correctly.
Exercises for the lips and facial muscles
"The monkey is smiling, and the baby elephant is ready to drink some water."
Lips in a smile (hold count up to 5-6). Alternating positions - lips in a smile and a "tube".
“Teeth hurt on the right side. Teeth hurt on the left side. Alternately raising the corners of the mouth while closing the corresponding eye.
Language exercises
"Raindrops are pounding on the roof." Bite a wide tongue with your teeth and pronounce the syllables ta-ta-ta-ta-ta-ta.
"Shovel". Put a wide tongue on the lower lip so that the lateral edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, offer to squeeze the lips tightly, then stretch them in a smile and squeeze the tongue between them.
Exercises for the formation of the ability to form a bow with the upper molars with the lateral edges of the tongue
"The baby learns to pronounce the sound [and]." Lower the tip of the tongue behind the lower teeth and pronounce the sound [and]. Make sure that the “dimple” in the tongue is exactly in the middle.
"Donkey Song". Pronunciation of sound combinations ia.
"Boat". Stick your tongue out of your mouth and fold it in a boat ("groove-com"). If the exercise does not work out, you can put a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect various mushrooms in a basket - russula volushka, flywheel, etc.
Development of the switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue
Pronunciation of vowels i-u, u-i, i-e, e-i; i-i-e; i-i-e-yu.
Development of phonemic perception
Isolation of sound [s] from words. Find toys that have the sound [s] in their names from a number of others (owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in the words owl, baby elephant, forest, nose.
Lesson 4
Breathing exercises
Development of expiratory force
Development of the correct direction of the air jet along the center line
"The sleigh went down the hill." Smile, lower the tip of the tongue behind the lower teeth, raise the back with a “hill”. Make an exhale.
The development of a prolonged strong exhalation during prolonged pronunciation of the sound combinations iffff, iffff.
Lip exercises
Lips in a smile (count up to 10).
"The boat is rocking on the waves." Alternately lifting up the corners of the mouth (with and without the help of hands).
Language exercises
"The tongue is sick and lies in bed." Open your mouth wide and cough (the tongue involuntarily falls to the bottom of the mouth). Lay the tongue with a “path” on the bottom of the oral cavity so that a small tongue appears. (Keep in this position for as long as possible.)
"Teasers". Put a wide tongue on the lower lip and pronounce: bya-bya-bya-bya-bya, pya-pya-pya-pya-pya-pya (with a change of intonation).
The tongue is a "groove" inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When blowing into the bubble, a round slit involuntarily appears in the tongue.
"Funny Clowns" Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors. Pronouncing the sound combination i-hee-hee.
Development of switchability of the organs of the articulatory apparatus
"The tongue swings on a swing." Pronouncing the syllables i-la, i-la, i-la, gradually increasing their number on one exhalation.
Development of phonemic perception
Distinguishing words that are similar in sound: bear - bowl, helmet - porridge, cheese - sharok, salt - play pranks (based on pictures).
Finding pictures, in the name of which there is a sound [s], on the topics "Vegetables" and "Fruits".
Lesson 5
Development of expiratory force
Development of the correct direction of the air stream along the midline of the tongue. "The breeze shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.
Lip exercises
"The hippopotamus opened his mouth, the hippopotamus asks for rolls." smile. On the count of "one" tightly compress your lips, on the count of "two" open your mouth wide.
Language exercises
Pronounce and, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the lateral edges of the tongue until a recess is obtained in the middle part of the tongue.
"Funny kids". The starting position is the same. Pronounce the sound combinations ihi-hee, ihi-hee, ihi-hee.
"Alien Talk" Pronunciation of the syllables ti-ti-ti, tya-tya-tya, te-te-te (with a change of stress and intonation).
Development of phonemic perception and simple types of phonemic analysis
- Is there a sound [s] in the words cabbage, beets, radishes, beans, lettuce, garlic?
- Find vegetables that have the sound [s] in their names. Where is the sound [s] in the word salad? In the word garlic? In the word cabbage?
Development of logical thinking
The game "The Fifth Extra". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra image.
Lesson 6
Development of expiratory force
Development of the correct direction of the air stream along the midline of the tongue
smile. Lower the tip of the tongue behind the lower teeth, raise the back with a “hill”, exhale.
Lip exercises
Raising and lowering the upper lip, exposing the upper teeth.
Alternating raising and lowering the corners of the mouth.
Language exercises
Keep the tongue “groove” outside the mouth motionless, and then open the lips wide, then touch the “groove” with them.
The game "I am not me." The speech therapist pronounces phrases, and the children answer: "And I" or "Not me." For example, a speech therapist says: "I love chocolate." And the children answer: "And I, and I, and I." "I like to chew a cup." Children: "Not me, not me, not me."
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
Pronunciation of syllabic combinations pti-pti-pti, ptya-ptya-ptya; bird-bird, bird-bird; ptt-ptt-ptt-ptt.
Development of phonemic perception
"Choose and name." Arrange in two piles pictures with the image of objects in the name of which there are sounds [s] and [sh].
Determine the position of the sound [s] in the words sled, boots, owl, bus.
Sound setting [s]
The position of the organs of the articulatory apparatus with the correct pronunciation of sound [s]
The teeth are close together and are at a distance of 1 mm. Lips stretched as if smiling. The tongue rests against the lower incisors, a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is deaf, pronounced without the participation of the voice.
Techniques for setting sound [s]
Auditory perception of sound. Creating an auditory image of sound
Game tricks. "Whistles". "Winter storm".
Formation of a visual image of sound
Showing the articulatory position of the sound on the model or articulation scheme. Articulation profile display.
Formation of a kinesthetic image of sound (sensation of the position of the organs of articulation)
Showing the position of the organs of articulation with the help of fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if these were the lower teeth).
Description of the position of the organs of articulation when pronouncing the sound [s].
Open mouth. Lower the tip of the tongue to the lower incisors so that a gap forms in the middle of the tongue. Exhale evenly with force. It should sound like [s].
Note. If a “groove” does not form along the midline of the child’s tongue, put a stick along the tongue. Close your teeth as far as the wand allows, and pronounce the sound [s]. Do the same exercise with slowly removing the stick from the mouth to the teeth and out, then repeat several times without using the stick.
Correction of hissing sigmatism according to M.E. Khvattsev (1959)
1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered near the lower gums.
2. Blowing out on the tongue when it is in a low position.
3. The tongue is set in a deep “groove”, and the sound [s] is pronounced. Then gradually the depth of the "groove" decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of sound [s]. Fixation in syllables, words, and then the transition to normal articulation.
2. The child pronounces the sound [r] lingeringly, and then, doing the same, push the tongue forward as far as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Whisper the sound combination ihi, and then repeat it with clenched teeth.
4. Pronunciation of a combination with tension.
Correction of labiodental sigmatism
Show that during the pronunciation of the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternation of lip movements with a successive change of their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is applied in the form of pushing the lower lip down with a spatula. Drawl pronunciation [s], and then syllables and words that begin with it.
Correction of interdental sigmatism
Clench your teeth and, without unclenching them, pronounce [s] lingeringly. (At first, the sound is pronounced with clenched teeth.)
Pronunciation of syllables and words with clenched teeth. Gradually they move to the normal pronunciation of the phoneme.
Dental sigma correction
Showing the correct articulation of the phoneme. Using a profile picture. Reliance on kinesthetic sensations (feel a cold jet on the back of the hand with the correct pronunciation of the sound [s]).
Articulation exercises
Protruding tongue between teeth.
Protrusion of the tongue with a "groove" with the mouth open.
Curvature of the back of the tongue upwards with the tip of the tongue resting on the gums of the lower incisors.
Hissing sigmatism correction
Distinguishing between the correct and incorrect sounding of the sound [s] (whistling - hissing).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the help of the hands.
Having achieved the correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use the interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Lateral sigma correction
Achieve the formation of a "groove" in the midline of the tongue.
As a base, use the sound [t]. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling the jet of air on the hand.
At the next stage of work, the child is invited to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [c], in which sounds [t] and [s] are heard.
Gradually, during the exercises, the sound [s] lengthens, and then separates. After that, the child can be explained that this is a correctly pronounced sound [s].
Use of mechanical assistance.
The child is offered to pronounce the sound [f], pushing the tongue as far forward as possible and resting its tip on the lower teeth. Whistling noise should be added to the noise characteristic of the sound [w].
Reliance on the sound [x].
Pronounce a combination of ihi in a whisper, and then pronounce the same sound combination with clenched teeth. At the same time, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s "].
Correction of nasal sigmatism
Work out the correct direction of the air stream, closing the passage to the nasal cavity by raising the palate. Development of correct articulation of the tongue.
Sound replacement correction [s] to [t], [d]
1. Insertion of a spread tongue between the teeth.
2. "Groove" with an open mouth.
3. Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
Massage is performed with hypercorrection of the affected side:
- patting of the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (more often on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping with a spatula or fingers on the tongue;
- a very light pat on the affected lateral edge of the tongue.
Articulation gymnastics
Exercises for the lips and facial muscles
Teeth and lips clenched. Alternately raise the corners of the mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of the mouth calm. Lift the corner of the mouth affected by paresis to produce two or three times, healthy - one.
Language exercises
1. Smile, put the tongue on the lower lip, then move the tongue to the right side and bite the left edge of the tongue with your teeth. Return to starting position.
2. Smile, put the tongue on the lower lip, slightly move the tongue to the left side and bite the right edge of the tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth over your tongue.
4. Smile, put your tongue on your lower lip, move your tongue to the left side and slide your teeth over your tongue.
5. Biting the lateral edges of the tongue.
For the affected side, the number of exercises is doubled.
Fixing the auditory image of sound
Teaching the correct pronunciation of the sound [s] in isolated sound
Game exercises
“A cold wind is blowing”, “A song of water flowing from a tap”, “Water flows over pebbles”, “The wind whistles in the pipe”, “Air comes out of the wheel”, “Punctured tire”, “Pump”, “Pump air into the wheel ”, “Punctured ball”, “Steam comes out of the pan”, “Kettle with a whistle”.
Automation of sound [s] in syllables
Lesson 1
Automation of sound [s] in direct syllables
Repeat the exercises above:
1) sticking a spread tongue between the teeth;
2) the tongue lies on the "bottom";
3) tongue "groove";
4) lips in a smile.
Development of memory, attention
Memorization and reproduction of the syllable row in combination with the movement of the fingers.
Game tasks
“Snowflakes are falling”, “We are making snowballs”, “We are rolling a snowman”.
Identification of the stressed syllable.
Sa-sa; sa-sa; sa-sa-sa; sa-sa-sa; sa-sa-sa.
Sy-sy; sy-sy; sy-sy-sy; sy-sy-sy; sy-sy-sy.
Sa-sy-so-su; sy-sa-so-su.
Which syllable is extra? Sa-sa-sa-sy.
Repeat the syllables: sa-sy-so. Listen again. Sa-so. Which syllable has disappeared from the row? (Co.) So-su-sy-sa. So-su-sy? (Sa.)
Analysis and synthesis of syllables
What is the first sound in the syllable sa? What is the second sound? How many sounds are in the syllable sa?
- The sound [s] "made friends" with the sound [e]. What syllable did you get?
- Is there a sound [s] in the words juice, son, bag, dump truck?
Tapping out the rhythmic pattern of the words juice, bag, dump truck.
Introduction to the letter c
Lesson 2
Sound automation [s] in reverse syllables
Development of articulatory motor skills
Lips in a smile.
The tongue with a “groove” outside the mouth is motionless, and the lips either open wide or touch the “groove”.
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Note. In further work, articulation exercises are selected taking into account the individual characteristics of the child's motor skills and the nature of the speech disorder.
Voice work
Pronouncing the syllables is-is-is, ys-ys-ys, as-as-as, os-os-os, us-us-us on behalf of the heroes of the fairy tale "Teremok" with different intonation.
Memorization and reproduction of syllabic rows: is-ys-as, is-is-as, is-is-as-us, is-is-as-us.
- What is the extra syllable? Is-is-as; ys-ys-is.
- What syllable appeared? Is-is-as; ys-ys-as.
Analysis and synthesis of reverse syllables
- What syllable will it turn out if I “give” you the sound [a], and then - [s]. Mark the syllable with color symbols (red and blue circles).
What is the first sound in the syllable sy? What is the second sound?
- What is the second sound in the syllable os?
Compilation of syllables is, ys, as from the letters of the split alphabet.
Development of phonemic perception
Selection of pictures, the words-names of which contain the sounds [h], [w], [t], [c], [h].
Game "Botanical Lotto". Find only vegetables. Find fruits. Put vegetables and fruits in the basket, in the name of which there is a sound [s].
Name the missing syllable in words like ... (tus), ana ... (us).
Lesson 3
Automation of sound [s] in syllables (intervocalic position)
Development of articulatory motor skills
Lips in a smile.
The tongue is a "groove" inside the mouth.
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Coordination of breathing, articulation and phonation
"A fox teaches fox cubs to talk." Pronunciation of syllabic combinations ysy-ysy-ysy, asa-asa-asa, usa-usa-usa, isa-isy-isy, oso-oso-oso, asu-asu-asu, wasp-isa-asy on behalf of Fox and foxes ( high and low voice with a change in intonation).
Development of phonemic perception
- Name the place of the sound in the syllable. The syllables are called sa, as, asa. Where is the sound [s] heard in the words fox, elephant, Barbos!
Reading syllables sa, so, sy
Development of auditory memory and attention
Execution of orders. Get up from the chair, go to the table and take the fox.
Execution of instructions from 2-3 actions.
- Take the donkey, put it on a chair and sit down at the table. Take the fox, put it between the elephant and the dog; go to the chair and then sit down.
Lesson 4
Development of articulatory motor skills
Pronunciation of syllabic combinations with the movement of hands: stu-stu-stu (we walk up the stairs); hundred-hundred-hundred (put glasses on the table).
Coordination of mimic gymnastics with breathing, articulation and phonation: hundred-hundred-hundred (angrily); sta-sta-sta (good-naturedly). Why are you so angry? Hundred-hundred-stu-sta (affectionately). Let's make it up.
Development of phonemic perception
- Find pictures that have the sound [s] in their names and put them next to the letter c.
Pictures are laid out in front of the child, in the name of which there are sounds [s] and [h]. The teacher calls the words, and the child finds the right picture. Determining the position of sound in 2-3 words.
Reading syllables mustache, su, os, so
Lesson 5
Automation of sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Coordination of breathing, articulation and phonation.
game exercise
"Jugglers". We toss the balls and pronounce the syllables:
sma-sma-sma-sma; smu-sma-smu;
smy-smy-smy-smy; sleep-sleep;
smo-smo-smo-smo; sleep-dreams;
smu-smu-smu-smu; sleep-dreams-sleep;
sma-smo-smu; sw-sw-sw-sw.
(Children draw waves with their fingers.)
Development of phonemic perception
Ball game.
- Catch the ball if you hear the sound [s] in the word.
- Find pictures with the sound [s] in their names; put them to the letter c. Pictures are laid out in front of the child, in the name of which there are sounds [s] and [ts]. Is there a sound [s] in the word heron? Is there a sound [s] in the word owl?
The teacher calls the words, and the child finds the right picture. Determining the position of sound in 2-3 words.
Composing syllables from a split alphabet. Reading syllables
Lesson 6
Automation of sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Work on voice and facial expressions
Game task "Conversation of the Rhinoceros with the Elephant":
- Sfa-spho; sfu-sfu. (surprised)
- Sla-slo; slu-sly. (with apprehension)
- Sla-slo-slu; sba-sbo-sbu-sby. (sadly)
- Spa spa; spa-spa-spa! (joyfully)
- Asma-asta; aspa-asfa. (disappointed)
Development of phonemic perception
- Is there a sound [s] in the word hat? Is there a [s] sound in the word socks? Divide the pictures into two piles. To the letter sh put pictures with the sound [sh], to the letter c - pictures with the sound [s].
The teacher pronounces the words, and the child selects the right pictures. Determining the position of the sound [s] in the words elephant, rhinoceros, weasel.
Reading syllables
Tasks used at the stages of sound automation [s] in words, phrases, sentences and coherent speech
Automation of sound [s] in words with syllables sa-sy-so-su
Pronounce the words correctly
Garden, yourself, yourself, yourself, sleigh, saber, net, sugar, salute, carp, saiga, boots, lettuce, salad bowl, salad bowl, napkin, samovar, sundress, sardine, sausage, plane, gardener, gardener, sandals, seedling, bag, saxaul, braids, scales, watches.
Son, cheese, cheese.
Catfish, sleep, Sonya, owl, magpie, nightingale.
Soup, bag, cracker, drying.
Find a word within a word.
Dump truck (self, shaft, catfish, little, bacon), killer whale (spit, wasp), scraper (clean, whale, tick).
What sound is missing from the word? Sledge, sled. Complete the syllables with the word juice.
le
ne
ku suk yoyoyo115
cha
sing
Automation of sound [s] in words with sound combinations as-os-us-ys-is
Pronounce the words correctly
Kvass, stork, coconut, ficus, focus, cactus, class, apricot, pineapple, dust-suck, space, crocus, koumiss.
Change the sound in a word.
Juice - litter - catfish; voz - nose; dew - braid - braids - dew.
Find identical objects (contour and color images). Figure 1. (See color insert.) Stork, vacuum cleaner, leaf, coconut.
Automation of sound [s] in words with the sound combination st and syllables sta-sto-stu-sta
Pronounce the words correctly
Bridge, post, crust, pole, leaf, tail, brushwood, platform, perch.
Flock, statue, figurine, glass, chisel, machine tool, shutters.
Mortar, foot, cold, icy, steps.
Shame, joint, docking, skirmish.
Think of seven words that begin with the syllable hundred-.
One hundred ... (l), one hundred ... (d), one hundred ... (p), one hundred ... (g), one hundred ... (n), one hundred ... (forehead), one hundred. ..(forest).
Replace one sound (one letter).
One hundred - table - stop - stop - stack - groan - table - pillar.
Knock - chair - table - steel - steel.
Knock - bough - knock - stock.
Squeak - search.
What is common between the words pine, pump, vacuum cleaner, whistle, whistle, whistle? (They have two sounds [s].)
Pick up the flip words. Pine - pump.
Pick a couple.
Hay - stack, fox - tail, stairs - steps, leg - foot, puff - dough, cabbage - leaf.
Rebus. Leopard, stork, lynx, skunk, platypus, cat. (Badger.)
Name the birds and animals. Pick out the first sound in their names. Make a word out of these sounds.
Automation of sound [s] in words with syllables ska-sku-sko
Pronounce the words correctly
Rock, fairy tale, rolling pin, bench, jump rope, tablecloth, space suit, scanner, bathyscaphe.
Scorpio, bracket, fragment, speed.
Tasks
Find rhyming words. Skalka - jump rope.
What do the words boredom mean, miser?
What words make up the word fast?
The name of which flower is hidden in the word scorpion?
Sound automation [s] in phrases
Pick a couple.
Pine ... (forest), empty ... (glass), sweet ... (sugar), high ... (snowdrift), thick ... (sour cream), sour ... (plum), delicious. .. (apricot), bold... (soldier), clear... (sun), meaty... (soup), wonderful... (voice), crackling... (frost), thick... (hair), funny... (mask), clean... (glass), clean... (dishes), clean... (socks), dry... (sand), dry... (frying pan) ), dry ... (boots), juicy ... (foliage).
Automation of sound [s] in sentences and connected speech
Two word sentences
Make sentences with two words.
The table stands
Boots stand
owl sleeping
Cabbage crunches
dog biting
pussy sleeping
The soup is cold
Three word sentences
The clear sun is shining. Sonya heard a knock. The plane is flying high. The dump truck spilled the sand. The wasp bit Sonya.
Think of sentences with the words dog, elephant, magpie, sled.
If you were an artist, what could you draw with the [s] sound?
Four to five word sentences
Complete the sentences with.
They poured into a glass ... (juice). Near the bush stands ... (bench). It is cooling on the table ... (soup). It flies over the forest ... (airplane). He quietly descends the steps ... (old woman). Sitting on a bitch ... (owl). ... (Apricots, plums and peaches) have pits. The plane flies over a dense pine ... (forest). The plane flies over ... (desert). The plane flies over ... (savannah).
Sentences with conjunctions a, and
Sanya caught catfish, and Slava caught only algae. Cabbage is not only tasty, but also healthy. Sonya sat down on a bench and began to look at the sky. Slava got up from the bench and walked along the path.
"Learning to Think"
Name the extra word in the sentence.
They grew up in the garden, planted tall trees. On the rails rides, the train is standing. Beans and garlic grow, harvested in the garden.
How are the items different?
Clocks with and without hands. Bus with and without wheels. Boots with socks and without socks. Chair with back and without back. Catfish with and without whiskers. Fox with and without a tail. Owl with and without eyes.
"Sport. Competitions. Athletes. Athlete". Figure 4. (See color inset.)
Who will you be? Hockey player, tennis player, football player, basketball player, slalom player. Sportswear. T-shirt, sneakers, baseball cap. Sports equipment.
Which of the athletes has the same T-shirts, sneakers?
"Vegetables". Cabbage, squash, garlic, beans, sunflower, beets, parsnips, lettuce, pear.
Find an extra item.
"Locomotive with wagons". Figure 6. (See color insert.) Indicate the color of the locomotive and wagons, as well as the color of the cargo. Match each wagon with a load of the same color.
"Unprecedented". Figure 7. (See color insert.) Icicles in the sun. Fox on the pine. Stork on the plane. Cactus in the sandbox. A dog is flying on a jump rope. The elephant rides on a sled. The owl is riding a scooter. Catfish with a whistle.
Come up with false sentences.
"A bag. Suitcase". Figure 8. (See color insert.) Products and things (meat, sour cream, sugar, sausages, sausages, butter, lard, crackers, dryers, apricots, scarf, sundress, socks, blouse, sweater, dress). What will you put in your bag? What things will you put in your suitcase? What object does not have the sound [s] in its name?
Topics for writing descriptions, stories and fairy tales
"A toy shop". You are the seller and I am the buyer. I want to buy such a toy, in the name of which the first sound is [s], and the last one is [n]. Who is it? (Elephant.)
You are the buyer and I am the seller. The toy will be considered yours if you name the first and last sound in its name.
Enjoy the toy. Tell us what you liked about the toy. Look what a beautiful plane! Tell me about how you and your mom bought a toy in the store.
"In the garden". Key words: currant, apricot, bushes, bench, stork, sun, narcissus, gladiolus, pansies, phloxes, starling, birdhouse.
"In the pine forest". Figure 9. (See color insert.) Reference words: owl, owls, butterflies, russula, fox.
Compliment what you like.
Describe the place. Choose one object from the picture. Ask where he is. Use words next to each other. Where are the owls hiding? Ask me questions.
"Forest School". Key words: owl, badger, fox, baby elephant, magpie, owlets, weasel.
Compose a fairy tale about how the owl teacher taught the animals. What lessons did she teach?
"In the yard". Key words: sandbox, sand, scoop, dump truck, bench, stroller, dog, scooter, pump, wheel.
"Room". Key words: table, chair, chandelier, curtain, armchair.
Describe the objects in the room.
Lesson summary
Sound automation [s] based on the plot
"Excursion to Moscow"
Material: pictures, postcards with the image of Moscow; a toy or an image of an airplane; subject and plot pictures; colored symbols; images of animals (elephant, fox, badger, sable, etc.).
Lesson progress:
Orgmoment
Preparing the aircraft for flight.
Lesson topic message
- Today we will go on an excursion to the largest city in our country. What is it called? (Moscow.) What is another name for Moscow? (The capital.) Making this excursion, we will repeat the familiar sound [s]. What is this sound? (Hard, consonant.)
Development of phonemic representations. Determining the position of a sound
How will we get to Moscow? Name the fastest type of transport. (Airplane.) Where will we put the products, things? (In the bag.) What things will we take with us? Name the clothes first. (Children name words, determine the position of the sound [s] in words.) Put toys in the suitcase, food in the bag.
Making words for children. Children list the names of objects with the sound [s].
Pronunciation of words with a complex sound-syllabic composition. Sound [s] in sentences
- Who meets us at the gangway of the plane? (Stewardess.) What will the stewardess tell us? (Hello, dear passengers. Come into the cabin. Take your seats.) (Repetition of these phrases by children.) Where did we go? (Into the saloon.) Where did you sit down? (In an armchair.) In which of the words is the sound [s] heard at the beginning, in which - in the middle, and in which - at the end of the word?
Aircraft TU-104. The plane is ready to fly.
Come on, passengers! He has been waiting for you for a long time.
Case management. Practical assimilation of instrumental case of nouns
- Look out the window. (Pictures are displayed.) What is our plane flying over? (Over the forest. Over the forests. Over the bridge. Over the bridges. Over the bushes, gardens, pines.) Are we flying high or low? Far from Moscow or close? (Answers of children. Physical pause.)
We fly high, we fly low
We fly far, we fly close.
The recitation is accompanied by the movement of the hands.
Drawing up sentences on plot pictures
- In order not to be bored, let's watch TV. Scene pictures are displayed. Children come up with sentences.
Sound analysis of the words juice, sleep, Sonya
- What does the stewardess offer us? (The juice.)
Determine the sequence and number of sounds in the word juice. Designation of sounds with color symbols.
- Replace the sound [k] with the sound [n] in this word. What is the new word? (Dream) How do these words differ? The flight attendant's name is Sonya. Circle the word Sonya. What are the same sounds in the words sleep and Sonya? How are these words different?
Fizminutka
Circular rotation of the arms, like a propeller.
Development of imagination and coherence of the statement
- Make up dreams. (Children's answers.) Our plane is going to ... (landing). How can you say otherwise? (Descending, landing, descending) Where did the plane land? (In Moscow.) (A picture of a bus stop and a bus is displayed.) Where did we go? (To the bus stop.) Where shall we enter? (Let's get on the bus.) What did you see from the window? (Trolleybus.) We arrived at Red Square and saw ... (Kremlin wall, Spassky tower, Spassky gates, a beautiful cathedral). We went to the royal chambers. (The pictures are put on the board.) And now we are going down to the subway. What did you go down on? (On the escalator.) We arrived at the pier. This is the Moscow River. Where have you arrived? What boat did we see? (A sailing boat.) Why was it called that? (Children's answers.) And now let's go to the zoo.
Dividing words into syllables. Composing the word som from letters
- Who did you see at the zoo? The word has one syllable, there is a vowel sound [o], who is it? (Elephant.) I will name the first syllable, you - the second: whether ... (su). We saw ... (fox). How many syllables are in the word fox? How did you guess? Here is a large aquarium. A fish swims in it. What is it called? I suggest. Take the letters s, m, o. Make up a word. What happened? (Som.)
Development of phonemic representations
We will buy gifts for family and friends. The sound [s] should sound in the name of the gifts. (Children's answers.) And now we are returning home. On what?
Summary of the lesson
Teaching sound pronunciation is carried out in accordance with the stages of work on sounds adopted in speech therapy.
Stage I, preparatory, involving the preparation of the speech apparatus for mastering the sounds of speech. It includes the preparation of the speech motor apparatus, its motor skills, speech hearing, speech breathing.
The correct pronunciation of sounds depends on the activity of the speech apparatus as a whole and on the activity of the organs of articulation, on their mobility and flexibility, on the coordination of articulatory movements, their strength and accuracy. Thus, the sound r, which is difficult to pronounce, requires the flexibility of the movements of the tongue, the rapid vibration of its tip. Hissing sounds require a strong air jet, raising the tongue in a "dipper" shape, rounding the lips and pulling them slightly forward, etc.
Therefore, it is necessary to systematically exercise the organs of articulation, to carry out exercises aimed at training the muscles of the tongue in order to give it the desired position; on the mobility of the lips, jaws, cheeks, on the production of an air stream, proper breathing.
In order to prepare the speech apparatus, a variety of exercises are used, which are carried out mainly in a playful way, which creates conditions for their repeated repetition.
The development of the motor skills of the articulatory apparatus is served by various games for sound pronunciation: "Who screams like that?", "What does it sound like?", "Whose house?" etc. Onomatopoeia is used for wind noise, the rumble of an airplane, the cawing of a crow, the buzzing of a beetle, the clatter of horse hooves, etc. The repetition of meaningless syllables (sha-sho-shu, ra-ro-ru) quickly tires and does not give positive results, while the child does not get tired of clicking his tongue, "like a coachman," buzzing, "like a bee," buzzing, "like a steam locomotive." In this regard, it should be noted that children learn speech by imitating people, and not the sounds of nature, the lowing of a cow, etc., i.e. imitation of the sounds of animals is carried out indirectly, through the speech of the educator
For the development of speech breathing, blowing games are played: blowing off snowflakes (pieces of cotton wool), blowing pencils, floating fish, boats. However, children do not immediately cope with the task. Many tense up, puff out their cheeks and cannot blow off the lying fluff. This is what children need to be taught. From simple games they move on to more complex ones, where a strong air stream is required - children are offered to blow on ducks, geese, a boat floating in the water; blow into the water until splashes form.
In the process of breathing exercises, the child learns to breathe correctly, to take a short, quick breath and a long, strong, smooth exhalation. Children should not be allowed to strain and get tired. Exercises are carried out while sitting, no more than 1.5 minutes (starting from 0.5 minutes).
For the development of speech hearing, auditory attention, the games “Guess who called?”, “Guess what I said?”, “What does Petrushka do?”, “Echo”, etc. are recommended.
In individual work, articulatory gymnastics is used: licking the upper and lower lips with the tongue (licking honey); the tongue becomes a "sting", "wide spatula", etc.
Stage II - the formation of speech sounds, or sound production. This is the creation of a new neural connection between sound (perception of a pronounced sound), motor-kinesthetic (independent sound reproduction) and visual (visual perception of sound articulation) sensations. In most cases, it is necessary to simultaneously slow down the wrong connection between the idea of a sound and its pronunciation.
The staging of sounds begins with sounds that are easy in articulation and ends with more difficult ones; their sequence is preserved both for frontal and for individual work (hissing, whistling, p, l).
With the complete absence of sound or with its unstable pronunciation, which is often observed in preschoolers, it is enough to fix the child's attention on the sound. This is the so-called staging of sound by imitation or sound evoking. Education here is based on the children's imitation of the teacher's speech, the clear pronunciation of sound. This training technique can only be used in mild cases. Fixing attention on the sound occurs due to the isolation of the sound in the word, its longer and more intense pronunciation by the educator and the child's perception at this moment of its sound and articulation.
If it is not possible to put a sound on the basis of imitation, an explanation of the articulation of the desired sound and a sample of its pronunciation are used, accompanied by an exercise by children.
The position of the teeth, lips and tongue during the pronunciation of any sound is explained in an accessible way for children. A pattern is given and repeated by the children individually, first by those who pronounce it well (additional pronunciation pattern), and then by those who have deficiencies. Finally, the sound is repeated by all in unison.
During the formation of sound, one must be attentive to its appearance. You should constantly support a new sound, create the necessary conditions. The teacher needs to listen to the pronunciation of the children. In case of sound disturbances, the teacher recalls the essential moments of its articulation, gives a sample of correct speech.
For exercises, it is necessary to give children new speech material, since verses and pictures well-known to the child will evoke the old, familiar pronunciation of sound in him.
Stage III - consolidation and automation of sounds. From the point of view of higher nervous activity, the automation of sound is the introduction of a newly created and fixed relatively simple connection - a speech sound - into more complex sequential speech structures - into words and phrases in which a given sound is either skipped completely or pronounced incorrectly.
The work at this stage can be seen as the inhibition of old incorrect dynamic stereotypes and the development of new ones.
This is a difficult job for the nervous system. It requires great care and gradualness, which is ensured by the availability and systematic nature of speech material (the transition from an isolated sound to the inclusion of this sound in a sound combination, word, phrase). The sound is given in different sound combinations, at the beginning of a word, in the middle, at the end. At first, facilitated conditions are created for the pronunciation of a sound (a sound in an open syllable, in combination with two vowels, in a closed syllable), then they become more complicated.
During this period, a combination of new material with the old is useful. It is important to control children's speech and control exercises (retelling stories, telling from a picture). To consolidate and automate a new sound, systematic training is required, the creation of such conditions so that during the day the child pronounces it at least 10-20 times. The teacher, by showing articulation, reminding him of his previous instructions, helps the child to master the speech skill.
The newly appeared sound must be supported by all means (approval of the child, encouragement, etc.). Greater sound stability is ensured by the use of different analyzers: auditory - as a leading, visual (showing articulation), tactile-vibrational (feeling the trembling of the larynx with the hand), tactile (feeling the lips extended with fingers), kinesthetic (feeling the tip of the tongue trembling at the sound p).
Stage IV - the stage of differentiation of mixed sounds. It is based on differential inhibition. Work on the differentiation of sounds begins only when both mixed sounds can be correctly pronounced by the child in any combination and yet are not always used correctly and one sound is replaced by another.
Children do not distinguish a new sound from some sounds similar to it and confuse them (instead of drying - "shushka", instead of Sasha - "Shasha"). To differentiate a sound, it is effective to compare two articulation modes and establish their differences. When comparing two sounds, you should not compare the correct sound with its distorted version. It is recommended to conduct classes on the differentiation of sounds using play material available to children. So, you can choose pictures by category: clothes, shoes, toys, flowers, vegetables, etc. Mixed sounds alternate in the names of objects (cherry - plum). First, the children are given two pictures, then, complicating the game, the number of pictures is adjusted to three or four (fur coat - boots - hat; cat - dog - horse - pig). Next, the children are offered separate pairs of words that denote objects that do not belong to the same group. Phonetically, these words differ in one sound (mustache - ears, mouse - cape). At the beginning, one of the differentiable sounds in the word, then both sounds (rudder, eagle, arrow, Larisa), then - a phrase, a sentence (Vera has a better pen than mine), nursery rhymes, proverbs, poems ("Doves flew in, sat down near the hole "," Bunny is gray in summer, white in winter). You can carry out exercises without pictures, using only vocabulary material (nose - knife, goat - skin, Yura - spinning top, box - bun). The use of these words is possible in a game or conversation:
How will you call the cat? - Kitty Kitty!
How do you drive a sparrow out of the garden? - Shoo-shoo!
Thanks to such exercises, children begin to grasp the semantic difference between words faster and better. Then they move on to memorizing verses, tongue-twisters containing certain sounds necessary for differentiation.
At all stages of teaching sound pronunciation, exercises in the form of games are recommended: with pictures, toys, onomatopoeia, with elements of movement, with singing; reading and memorizing poems, jokes, nursery rhymes, tongue-twisters. Retelling short stories and storytelling based on pictures, taking into account the age and learning objectives, begins with the stage of sound automation. (one)
Thus, the correct pronunciation of sounds can be formed if the children have sufficiently developed mobility and switchability of the organs of the articulatory apparatus, speech breathing. It is very important for the formation of the correct sound pronunciation to have a well-developed speech ear, as it provides self-control, and self-examination always encourages improvement.
Elena Britova
Academic manager of the TransLink-Education company, certified trainer in speed reading and memory development.
The English alphabet has 26 letters and 44 sounds. If in some languages each letter is responsible for only one sound, then in English one letter can convey up to four sounds, and in some cases even up to seven. Hence the favorite saying of the English: "We write Liverpool, but we read Manchester."
In addition, articulation (movement of the tongue, lips, mouth) is significantly different from Russian. There are sounds similar to Russians, but when they are pronounced, the organs of articulation work differently.
If you want to get rid of the accent, or at least get closer to English speech, all the differences must be taken into account. Here are some tips on how to get yourself the correct English pronunciation.
1. Learn the alphabet
Many adults consider this a child's exercise. But one day they will definitely ask you: “Please, spell your name” (“Spell your name”). This is where knowing the letters of the English alphabet comes in handy. In addition, there may be letters in abbreviations, street names, house numbers and flight numbers, and, for example, at the airport they will definitely be pronounced as in the alphabet.
2. Practice articulation when pronouncing consonants
Once you have mastered the letters of the alphabet, feel free to move on to learning the sounds they convey. Accustom yourself to the correct articulation right away. Learn to pronounce sounds separately first, bring to automatism, and then move on to words, phrases and sentences.
In English, there are consonant sounds that at first glance (or rather, hearing) are pronounced like in Russian.
1. Check where the tip of the tongue is when pronouncing the sounds [d] - [t], [n], [r], [s], [z]. Sticking to your teeth? Congratulations, you pronounce the Russian alphabet. In native English, the tip of the tongue at this time is on the alveoli (the largest tubercle in the upper palate). Try it. Now you get pure English sounds. Practice: bed - ten , not , rat , sun , zoo .
2. Depict a hare when pronouncing the sounds [f] - [v]. The upper teeth must be placed on the lower lip. Work out: fat - vet.
3. Remember that the sound [l] is always hard: London [ˈlʌndən].
4. When practicing the [w] sound, take a candle: this is the best way to learn how to pronounce it correctly. Fold your lips into a tube and pull forward (like small children reach out for a kiss), and then smile sharply. Then this sound will come out. When training, hold the candle at a distance of 20-25 cm from the lips. If the flame goes out when you pronounce the sound, then you are doing everything right. Practice: say the word well.
5. Warm your hands when practicing the [h] sound. It has nothing to do with Russian [x]. Imagine that you are very cold and are trying to warm your hands with your breath. You bring them to your lips and exhale. During exhalation, a light, barely audible English sound [h] is formed. As in the word home.
6. Practice the sound [ŋ] with a bad cold or imagine that you have it. There is no such sound in Russian, it is transmitted by the combination ng in English. Press the tongue like a spatula against the upper palate and let the sound through the nose. It reminds a little of [n], if you pronounce it with a severe cold. Remember that your tongue is still touching the alveoli, not the teeth. Practice: interesting [ˈɪnt(ə)rɪstɪŋ].
7. Be a snake and a bee for training [ð] - [θ]. These sounds are absent in Russian and are formed by combining the letters th in English.
[ð] - voiced sound. Bite the tip of your tongue lightly with your teeth and pronounce the sound [z]. If during training the lower lip and tongue are tickled, then you are doing everything right. If not, then you may have bitten the tip of your tongue too hard, loosen your teeth a little. Say the word this [ðɪs], do you get it?
[θ] - dull sound. The articulation is the same, only we pronounce the sound [s]. To practice the hollow sound [ θ ], say the word thank [θæŋk].
3. Learn the four types of syllables for the correct pronunciation of vowels
The reading of vowels depends on the type of syllable in which they are:
- open (syllable ends in a vowel);
- closed (syllable ends in a consonant);
- vowel + r;
- vowel + re.
In the first type of syllable - open - vowels are read as in the alphabet (that's where knowledge of the alphabet came in handy!). For example: plane , nose , tube , Pete .
In the second type, you need to learn by heart the pronunciation of each vowel:
- [æ] - open sound, not long. It is conveyed by the letter A in a closed syllable. Test yourself: sit at the table, straighten up, put one elbow on the surface, bend the brush under the chin. Between the chin and the hand you will have a place, unless, of course, you have straightened your back. Now we lower the lower jaw down so that it reaches the brush, and pronounce [e]. Practice with the word bag.
- [e] is often confused with the previous sound. When pronouncing [e], you just need to slightly raise the corners of your lips up, as if smiling slightly. These are two different sounds, and they are not similar to each other, and even more so to Russian [e]. Practice: pet .
- Short sounds [i], [ɔ], [ʌ], [u] are pronounced intensively, not in a singsong voice: big, box, bus, book [bʊk].
In the third and fourth types of syllables, the letter R not readable, it only forms a syllable and lengthens the vowel sound: car, sort, turn.
, [ɔ:] - special sounds. Imagine that you are at a doctor's office examining your throat. The root of your tongue is pressed with a stick and asked to say "Aaaa." It is in this position that the tongue should be when pronouncing the sounds [a] and [o]. If at the same time you want to yawn, then you are on the right track! Try it right now: car , sort .
4. Remember the correct accents
Most often in English the stressed syllable is the first. If you need to pronounce a word, but there is no one to ask or there is no dictionary at hand, put the stress on the first syllable. Of course, it is better to immediately memorize words with the correct stress or check yourself in a dictionary.
5. Don't Forget Four Important Rules
- There are no soft consonants in English.
- Voiced consonants are not stunned at the end of a word.
- Vowels are long (in transcription they are denoted by [:]) and short.
- No extra - especially sharp - movements of the lips.
Learn a few phrases to practice correct pronunciation:
- Very well [‘veri ‘wel].
- World Wide Web or WWW [‘w əuld ‘waid ‘web www].
- Eleven benevolent elephants [ɪˈlevn bəˈnevələnt ˈelɪfənts].
- Stupid superstition [ˈstjuːpɪd ˌsuːpəˈstɪʃ(ə)n].
- Pirates Private Property [ˈpaɪrəts praɪvət ˈprɒpəti].
And remember: different sounds have a meaningful function. For example, man ("man", "man") and men ("men"); ship [ʃip] ("ship") and sheep [ʃi:p] ("sheep") and so on. Many people read the word three (“three”) as (which means “tree”) or (“freedom”), not taking into account that th [θ] is read differently, it simply does not exist in Russian (remember the exercise "bee"). Knowing the correct pronunciation of words, you definitely will not get into a mess!
How to teach a child to correctly speak the sound with and other whistling sounds: articulatory gymnastics, setting sound with, video - a demonstration of simple and affordable ways to set sound with, songs with sound with.
Many children mistakenly pronounce the sound C, which is difficult for them, and other whistling sounds (s. z, z, c). They can skip this sound or replace it with other sounds.
In the norm of speech development, by the age of five, children correctly pronounce all the sounds of their native language. a (with the exception, perhaps, of the sound p, which may appear a little later - at 5.5 years). But now, few of the children reach this norm. What is the reason?
1. Previously, in every kindergarten, from the age of three until graduation from kindergarten, articulation gymnastics was regularly carried out with all children before breakfast, and in the evening - individual exercises with children who find it difficult to pronounce sound. And this was not done by a speech therapist, but by the most ordinary trained educator! And these were not isolated complexes, exercises and games, but a strictly substantiated system of teaching speech and pronunciation of sounds. Because problems cannot be solved without a system. Now this is already history, and it is rare where you can find such a clearly and consistently built system for the work of a teacher on sound pronunciation with kids. Perhaps that is why modern children have more problems with speech.
2. Now parents pay much less attention to the speech of babies. Often the child is required only to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?” rather than the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “What difference does it make what he says. The main thing is that you can understand it, and that's it! But speech is a means of self-expression, communication, knowledge. And the success of all types of human activity depends on its development.
The child incorrectly pronounces the sound with and other whistling sounds. What to do?
How to help a child if he incorrectly pronounces the sound with and other whistling sounds? Can parents help a child?
As it is right, parents wait for the age of 5 and then take the baby to a speech therapist. Although sometimes one push is enough, which will cause the correct sound in the child and help to fix it in speech, without waiting for the age of five. And this “push” should be done not at 5-6 years old, when it was already late, but much earlier - at the age of 4. And most importantly, to give such an impetus, you do not need to be an expert specialist at all! You just need to know the exact technology learning sounds for kids and its nuances.
In order to form the correct pronunciation of all the sounds of the native language in children in kindergartens, special sound pronunciation classes are held for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be regularly held). If for some reason there are no such classes, then at home you can help the baby.
I know many mothers and grandmothers who, living far away from a speech therapist, coped with the problem of difficult sounds themselves and helped their babies. And I know many educators who can prevent speech disorders and help the child speak correctly and learn to pronounce all the sounds of his native speech. We are all able to help the baby and tell him the right way!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be enough.
And he will please both you and himself with the correct sound suddenly appearing in his speech with or z. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i. automate the correct pronunciation of a given sound.
But if all sounds are disturbed in a child, he makes a lot of grammatical mistakes, his speech is slurred, he speaks with difficulty, then a speech therapist is indispensable.
And the sooner you contact a specialist, the better the results will be.
All articulation exercises are useful not only for children whose sound pronunciation is impaired, but for all preschoolers,
because they develop the articulatory apparatus, make it more mobile, flexible, teach them to control it consciously.
Sound stages.
Working on a new sound that the child pronounces incorrectly includes a number of steps:
1. Clarification of the movements of the organs of the articulatory apparatus needed to pronounce this sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. The appearance of sound- sound setting
3. sound acquisition- fixing the correct pronunciation of sound in the child's speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will talk about all these stages in more detail.
First stage. Articulation gymnastics for whistling sounds (s, s, s, s, c)
As a rule, in a child who does not speak the sound c or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistling sounds include the sounds s, s, ts and a soft version of the sounds - s, s). One of the reasons for the incorrect pronunciation of sound is the lack of mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, a special “regular exercise-exercises” is needed - articulatory gymnastics.
AT complex of articulatory gymnastics exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue, lips, necessary for a given group of sounds, develop the correct air stream. Therefore, I really do not recommend moms, dads, grandparents to come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all the complexes of articulatory gymnastics are by no means randomly compiled! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulation gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulatory gymnastics should be performed daily without interruption. The most convenient time is before breakfast in the morning. It takes only 3-5 minutes of your time to carry out such gymnastics.
Each time articulation gymnastics is carried out in a playful way.- in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!
Tips for conducting articulation gymnastics - it is important to know and perform:
Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then it is only one, and all other exercises should be familiar to the child by this time.
If the child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are fixed. But the consolidation takes place in a new form for the child - in a new plot, with new characters.
Articulation exercises should be done while sitting in front of a mirror.- You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
Be sure to monitor the symmetry of the face when performing gymnastics movements(the movements of the child should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
It is necessary to monitor during articulatory gymnastics the accuracy, smoothness of movements, give the child clear criteria for the correctness and incorrectness of the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you just formally carry out the exercises, then their conduct is useless or of little use! After all, articulatory gymnastics is not called so for nothing. This is really "gymnastics", in which the correctness of movements is important, and not just playing with the tongue! By analogy: if you just lazily twist your arms, then this will not be physical education or fitness and will not have a good result for your health! The same is true in articulatory gymnastics. For the result, the quality of the movements is important, and not any movement in itself.
Articulatory gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, in no case do not scold the child, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one life law - everything that is developed, develops! Therefore, everything is still ahead of you! Praise the baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.
Preparatory complex of articulation gymnastics
includes exercises needed to pronounce any sounds. It is with such a preparatory complex that it is best to start doing articulation gymnastics in kindergarten or at home. The basic version of such a complex, which you can start doing at home:
Smile and keep your lips in a smile. At the same time, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ringlet. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue rise for the upper teeth.
Alternation of movements tongue up and down.
Alternation of movements tongue with the tip of the tongue lowered down: move the tongue deep into the mouth - bring it closer to the teeth.
If these movements are easy for the child, then you can immediately proceed to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If the child cannot do the exercise with the alternation of “smile - ring - tube”, then I strongly advise you to consult with a speech therapist.
Complex of articulation exercises for whistling sounds p. h, c (Designed by Fomicheva M.V.).
Helpful Hints:
- In every exercise I give description of movements and typical mistakes(See "What to look out for"). After the description you will find video all exercises.
- First, do all these exercises yourself in front of a mirror, paying attention to all the nuances, master them, and then learn them with your children.
- Never scold a child for a mistake, just show once again the correct version of the exercise yourself, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to follow. Children are quite calm about the “mistakes of a cheerful tongue” and are happy to “teach” him to do the movements correctly.
Exercise 1. Drive the ball into the goal.
Our task: in this exercise, the child will learn how to direct a long, directed stream of air.
Performing the exercise:
Put two cubes on the table - this is the gate. And next to the gate on the table in front of the child, put a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate of cubes.
Do not puff out your cheeks! The kid can hold them with his hands to control himself.
The stream of air should be long and without interruption - one long exhalation.
Exercise 2. Punish the naughty tongue.
Our task: teach the child to keep the tongue wide and relaxed. And continue to produce a directed air jet.
Performing the exercise:
The child, opening his mouth, puts his tongue on his lower lip and, slapping his lips, pronounces five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with the children, which is already trying its best to do it, so I do this exercise with the kids in a different story - the tongue rests and sings the song pi-pi-py. Or I suggest that the child massage the tongue: pya-pya-pya. You can also come up with your own story.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times on one exhalation, while the air stream goes smoothly, without interruption, without holding your breath.
The child can check the correctness of the exercise as follows - bring a cotton wool to his mouth, and it will deviate. Children always love this kind of self-examination.
Exercise 3. Wide tongue - pancake.
Our task: we will teach the child to keep the tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, put the wide front edge of the tongue on the lower lip and hold it in this state from one to five to ten. Try it yourself first!
What you need to pay attention to when following the exercise in the mirror:
Lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not tuck in.
The tongue should not "run away" far - it just covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work out, then you must continue to do the previous one - “punish the tongue”. And come back to this exercise later.
Exercise 5. Who will drive the ball further?
Our task- we will work out the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need a fleece, which we will try to drive away. Cotton wool is our "ball". You need to smile, put the wide front edge of the tongue on the lower lip. Then pronounce the sound f for a long time. And blow off the cotton wool on the opposite edge of the table.
What you need to pay attention to:
The lower lip should not stretch over the lower teeth.
Do not puff out your cheeks!
It is necessary to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.
Exercise 6. Brush your teeth.
Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required for the pronunciation of whistling sounds.
Performing the exercise:
Smile, open your mouth. Brush your bottom teeth with the tip of your tongue. First move the tongue from side to side, and then from bottom to top.
What you need to pay attention to:
Lips in a smile and motionless throughout the exercise.
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move from the root of the teeth upwards.
Sometimes articulatory gymnastics seems boring and uninteresting to adults. But not for children! I know from my own experience that children really like to look at themselves in the mirror, “learn the naughty tongue” and improve the technique of the exercise. And to all children! And if the plot of the exercises is changed, then interest in them always remains very large, and there is a kind of intrigue - what will be new this time? After all, the kid himself sees his results clearly, sees that every time he moves, he gets better and better, more and more accurate. And in this way, the baby explores himself, the structure of his body, which also captivates preschoolers.
How long does it take to prepare it is simply impossible to say. For one child, three times is enough, for another - a week, for the third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, it’s not worth “spare” for this time and rush!
You can see the exercises of the articulation gymnastics complex for whistling sounds in the video below.
Video. Articulation gymnastics for whistling sounds (s, h, c)
Second phase. Sound setting.
At the second stage, those children who correctly pronounce the sound c, refine its articulation and pronunciation, and strengthen their skills. The same children who did not know how to pronounce it, learn to pronounce this sound - “whistle”.
It is very important that the child is aware of the correct articulation of the sound and can check himself. This has been possible since the age of 4. And in the speech development classes, all children are taught this (at least they should be taught even in the most ordinary kindergarten).
Why do children with good sound pronunciation need this knowledge and skills? To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate the correct pronunciation, for a clearer and faster work of the organs of articulation, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training.
At 4 years old the child learns how teeth, lips, tongue work when pronouncing sounds in the form of a fairy tale - the game "Tales of the Merry tongue".
From 5 years old you can explain to children the correct articulation of sound already in the form we are used to (without a fairy tale) and ask the baby questions: “How does the mouth work? What does the tongue do, etc. At senior preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of movements, for quick switching to a new movement, for ease of movement.
Articulation gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with this sound, which you will find below.
When staging a sound, the baby also learns the correct articulation of the sound.
Correct articulation of sound.
With the correct pronunciation of the sound with:
The mouth smiles (the corners of the mouth are slightly pulled back),
teeth are closed,
The tip of the tongue rests on the lower incisors (i.e., it is at the bottom, not at the top),
The anterior part of the back of the tongue is close to the alveoli and forms a gap with them (children know the alveoli as "tubercles" in the sky, at the top of the mouth),
In the middle of the tongue, when pronouncing a sound, a groove is formed along which air flows.
In contrast to the hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air comes from the mouth, you need to bring your hand to your mouth with your palm down. Say the sound Sh yourself in this position, and then the sound C, and you will see the difference. You can show the baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will experiment with pleasure, how he does it - a cold stream of air or not.
For four-year-old children, you can set up sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires with air, which deflated a little. We will work as a pump and inflate the tires with air: ssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask the child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Bottom, hidden behind the lower teeth). What air goes - cool or hot? (Cool) - Bring the back of your hand to your mouth. Compare with X sound - when is the air warmer at X sound or C pump sound?
Invite the child to “take the pump” (pantomime is an imaginary action) and “pump up the tires with the pump” - whistle ssss.
Very often, even such a refinement of the correct sound pronunciation of the sound C in the game "Pump" is enough for a four-year-old child to begin to pronounce the sound correctly!
It happens that “playing the pump” is not enough and you need to clarify the articulation of the sound individually, in front of a mirror. When staging sound by imitation you can offer the baby to blow on a slightly protruding wide tongue, imitating you. After that, you need to translate the tongue behind the lower teeth. “Look where my tongue is. Do you see teeth? Do the same. Smile so your teeth show. Press the wide tongue to the front teeth at the top. Well done! Now cover your mouth and let's blow. Bring your hand to your chin - can you feel the air coming in? Place the cotton pad on the child's chin so that a stream of air hits it. If the child is blowing weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.
It is not necessary to expect that the sound C that appeared by imitation will immediately appear in the child's speech. For a child, this is just the sound of a pump in the game! Even the next day, the baby may already forget everything, and you will have to show the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound from to enter the speech of the child, games and game exercises are needed to automate it, which I will discuss in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And still need to teach the child to distinguish between close and similar sounds, so as not to confuse them in speech. We will also talk about this in the continuation of this article.
And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and affordable techniques.
How to teach a child of 3-4 years old to speak the whistling sounds C and Z correctly? Video
If a child is good at articulatory gymnastics movements, then, as a rule, a few simple tricks allow him to almost immediately learn how to correctly pronounce whistling sounds from and to. You will learn how to teach a child at home to speak the sound correctly and correct its pronunciation from the video of Irina Denisova. She shares some professional speech therapy secrets with her parents.
If you managed to successfully call the sound, then it remains only to automate its correct pronunciation in syllables, words and phrases. You can find out about games and exercises for automating the sounds C and C in a child’s speech in the article.
If the pronunciation of many sounds is disturbed in a child, articulation exercises are very difficult for him, and it is not possible to call the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or a speech therapy kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge at the district or city department of education.
And at the end of the article - a few songs for speech classes with children according to the sound s.
Songs with sound C. Video for speech classes with children.
Song about sand- a song for pronouncing an isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases.
Song about the letter S. Words with the sound C. How to mold the letter C from the letter O?
See you soon!
You can read more about the formation of the correct sound pronunciation in preschool children:
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State educational institution
"Transbaikal Center for Special Education and Development "Open World"
Stage I (elementary school)
ROUTING
PRIVATE LESSON
on the subject "Development of auditory perception and teaching pronunciation"
(2 lessons of 20 min.)
Compiled by:
Prikhodko Olga Sergeevna,
defectologist teacher.
Chita, 2017
Annotation to the technological map
The technological map of an individual lesson was developed in accordance with the requirements of the Federal State Educational Standard for Primary General Education for Students with Disabilities, the program for primary classes of special (correctional institutions) for hearing-impaired and late-deaf children, the requirements of the State Educational Institution "Center for Special Education", based on an exemplary program for educational subjects "Primary school".
The technological map was developed for the subject "Development of auditory perception and teaching pronunciation" and is intended for individual lessons with 3rd grade students with hearing impairment.
Lesson topic:
“Automation of sound [C]. Word stress "(Teaching pronunciation),
"Nature. Living and non-living nature. Text "Sun" (Development of auditory perception).
The topic of the lesson corresponds to the calendar-thematic planning, compiled on the basis of the working program of the course "Development of auditory perception and teaching pronunciation" (II department), individual lessons.
The speech material of the lesson is compiled taking into account the age and individual capabilities, the existing experience of a student with a hearing impairment.
During the lesson, interdisciplinary connections are observed: with the Russian language - the topic "Noun", with mathematics - the topic "Geometric figures", with OOM - the topic "Nature: living and inanimate", "Sun and stars".
The goals and objectives of the lesson are built taking into account the diagnosis, the structure of the defect, the compensatory capabilities of the child, the zone of his current and immediate development, and a student-centered approach.
The content of correctional and developmental activities is built taking into account the leading lines of speech development - phonetics, vocabulary, grammar, coherent speech - and ensures the integration of the speech and cognitive development of the child. The implementation of this setting is ensured by the flexible use of technologies at different stages of the lesson: problem-dialogical, information-communicative, activity approach in learning, developmental learning, gaming, health-saving (Using phonetic rhythms, breathing exercises, changing dynamic postures, physical exercises, exercises to relieve eye strain ). The use of teaching methods: partial-exploratory; information-receptive, the use of ICT and visualization helps to create student interest in the topic of the lesson; visual presentation of the material; efficiency of control in the performance of tasks.
The structure of the lesson and the method of conducting it correspond to the program requirements for conducting individual classes in RSV and OP.
I. Teaching pronunciation.
The main goal of teaching pronunciation is to consolidate the student's pronunciation skills in the oral speech, improve them and prevent decay.
The task of these exercises is to prepare the student's articulation apparatus for the pronunciation of certain speech material.
2. An exercise in developing auditory differentiations.
The task of the exercises is to clarify the possibilities of perceiving a given sound by ear, the possibilities of using hearing in the process of staging and correcting sound.
3. Working with a schematic sound profile.
The task of this type of work is to form the student's visual representation of the correct position of the organs of articulation at the time of pronunciation of the sound in order to understand the location of the organs of articulation and bring them to the appropriate position.
4. Exercises for the development of articulatory differentiations.
The purpose of these exercises is to master the pronunciation of the sound and introduce it into speech.
5. Exercises to consolidate the pronunciation of sounds without relying on sound amplifying equipment.
II. Development of auditory perception
The purpose of the work is the formation of speech hearing, the creation of inter-analyzer conditioned reflex connections for the perception of oral speech.
The speech material is conditionally divided into sections:
Speech material of an everyday conversational nature related to the organization of educational activities;
Speech material related to the study of general subjects;
During the lesson, the student will master the following UUD:
"Academic Component"
personalresults studying the topic will become skills: to realize the role of language and speech in people's lives; understand the features of oral statements (intonation, pace, tone of speech; choice of words).
The meta-subject results of studying the topic will be the skills:
Regulatory universal learning activities (URL): identify and formulate topics, goals of activities in the classroom with the help of a teacher; be able to express your opinion; be able to work according to the plan proposed by the teacher.
Cognitive UUD: find answers to questions in illustrations, text; draw conclusions as a result of joint work with the teacher; convert information from one form to another.
Communicative UUD: formulate your thoughts orally; listen to and understand the teacher's speech; use listening techniques: fix the topic, key words; read the text expressively.
Subjectresults studying the topic will be the formation of the following skills:
perceive by ear, auditory-visual material of a colloquial and everyday nature, general educational disciplines, texts performed by the teacher; consciously, correctly, expressively read .
Component "Life Competence"
Personal UUD
The student will learn: to show educational and cognitive interest in new educational material and ways to solve a new problem; focus on understanding the reasons for success in learning activities, including self-analysis and self-control of the result, on the analysis of the compliance of the results with the requirements of a specific task, on understanding the teacher's assessments.
RegulatoryUUD
The student will learn: to adequately perceive the suggestions and evaluation of the teacher; distinguish between the method and the result of an action.
CommunicativeUUD
The student will learn: to formulate his own opinion and position; adequately use speech means to solve various communicative tasks, build a monologue statement, and master the dialogic form of speech.
Technological map of an individual lesson contains a complete description of each stage of work in the lesson, which presents certain questions, tasks offered to the student, the expected actions of the student, ways of interaction between the teacher and the student, as well as the progress of using the presentation and visual aids.
The technological map of the lesson is a modern form of planning pedagogical interaction between a teacher and a student, which makes it possible to reflect the activity component of the interaction of all participants in the educational process.
TECHNOLOGICAL CARD of an individual lesson
| FULL NAME. teachers | Prikhodko Olga Sergeevna |
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| Place of work | State Educational Institution "Transbaikalian Center for Special Education and Development "Open World" |
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| Position | Defectologist teacher |
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| Anastasia Z. Diagnosis: bilateral sensorineural hearing loss II - III st. |
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| Development of auditory perception and teaching pronunciation. |
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| Interdisciplinary connections: | Russian language, familiarization with the outside world, mathematics. |
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| Work form | Individual. |
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| 1. Teaching pronunciation. Topic: Automation of sound [C]. Word stress. 2. Development of auditory perception. Theme: Nature. Living and non-living nature. Sun text. |
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| consolidation of knowledge |
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| Automate the skill of correct pronunciation of the sound [C] in syllables, words, phrases. To develop auditory perception on speech material from the lessons of the surrounding world, the Russian language, text. |
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| subject (educational) | Clarify articulation and correct isolated pronunciation of sound [ts]; Continue to learn, correctly pronounce the sound [ts] in syllables and words. To form ZUNs to reproduce words in compliance with their sound composition, with the allocation of word stress and observance of the rules of orthoepy; To form the ability to perceive by ear phrases of a colloquial and everyday nature; To consolidate the skills of perception of speech material from the lessons of the surrounding world, the Russian language, the text by ear; work with cut text. |
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| Personal (educational) | To cultivate the desire to speak correctly, clearly pronouncing the sounds of the native language; Cultivate self-control, mutual control; Cultivate positive motivation for learning. |
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| Metasubject (developing) | Cognitive: |
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| Corrective | Form auditory representations, contribute to the accumulation and replenishment of the auditory vocabulary. To form the skill of perception and understanding of addressed speech by ear. Strengthen the auditory component in the auditory-visual perception of speech. To form the ability to perceive speech material with and without a hearing aid at an ever-increasing distance. Form the communicative function of speech. To develop and improve the mental functions of a hearing-impaired child. |
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| Lesson equipment Training and metodology complex: Printed aids: Technical training aids: | Vlasova T.M., Pfafenrodt A.N. phonetic rhythm. - M., Enlightenment, 1989 Automation of sounds in game exercises. Album / L.A. Komarova.-M. Publishing House GNOM and D, 2008. Sets of plot pictures in accordance with the topics defined in the program for the development of auditory perception and teaching pronunciation. sound profiles. C. Pictures, illustrations, tablets on the topics of the lesson. Presentation "Sound [C]", "Sun". |
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| Technologies, methods and techniques | Technology of the activity approach in teaching. Developmental learning technology. Game technology. health care technology. Teaching methods: partial search or heuristic; explanatory-illustrative or informational-receptive: story, explanation. |
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| Organizational structure of an individual lesson |
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| I. Motivational-target (organizational) stage (1-2 min). Purpose: Creating an emotional positive background for the lesson. Greetings: The day has come a no,| nature about yes come to life a em | With about get up yo t,| us light yes yo t!|| Slide 2. |
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| The teacher greets the student Asks organizational questions. Asks. - [Say hello!] - [Is the machine working?] .- [How do you hear?] - [What will you do in class?] Listen carefully to me and correctly pronounce the sounds in the words. | The student greets the teacher, answers the questions. May I enter the auditorium? Good morning! Yes, the machine is working. I hear well. I will listen and speak. |
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| II. Pronunciation training (18 min.). |
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| Speak vowel sounds long A__O__U__I__S__E__ Speak vowels briefly AO U I NYE (under the count, marching) Speak loudly, softly, whisper A______ O____U_____ A_____O_____Y______I____S______ Let's work on breathing. Take a long breath in through your mouth and out through your nose. Inhale through your mouth and exhale through your nose. Read the sentence in one breath. The sun is a star. The sun is the closest star. The Sun is the closest star to Earth. What did we do? | A___O____Y_____I____S____E___ A______ O_______ Y_______ A______O______Y______I_____Y_______ |
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| Work on the sound of C (13-15 min.). |
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| Close your eyes and try to guess what sound we'll be working on today. Which sound? That's right, today we will work on the sound of c. | Based on tactile sensations, the student must guess the sound C. |
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| Articulation gymnastics (Slide 5). |
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| Let's do articulation exercises. Look at the pictures, remember what the tongue exercises are called, do them in front of a mirror . | “Knead the dough”, “Pancake”, “Swing”, “Brush your teeth”, “Pussy is angry”. |
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| Refine your pronunciation profile Sound characteristic (Slide 6). Reading syllables, words, sentences. |
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| Look at the sound profile of Q and answer the questions. Is the tip of the tongue up or down? Describe the sound. Listen and repeat the syllables: (with elements of phonetic rhythm) Slides 7-9. ats ats—uts—ots tsats tsats—tsuts—tsyts ots uts—its—ats tsots tsots—tsyts—tsuts uts ots—atz—its tsuts tsuts—tsots—tsuts ts ts ts ts ts ts ts ts ts tsts tsts tsts tsts Complete the sentences with. Read the words. Selling pepper... Singing in concert... Swimming in competition... Engaged in wrestling... Lives in a birdhouse... Cheat all the time... Dancing at a concert... Working for the police... - What were you doing? | C is always a hard voiceless consonant. The child repeats The student completes the sentences with words and reads. I correctly spoke the sound c. I read words and sentences. |
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| Work on word stress (Slide 10). |
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| What are words made of? What are the syllables? How do we say stressed syllables? How do we say unstressed syllables? Let's slam the rhythm. tatatatata tatatatata tatatatata tatatatata tatatatata tatatatata Read the poem with emphasis. keep pauses. | Words are made up of syllables. Syllables are stressed and unstressed. We speak stressed syllables louder and longer. We speak unstressed syllables quietly and briefly. That chka yarn counts for forest, Smo trite co litter with no demon. And that something chi standing, Before Broe, lu chi stand. E if we e th dos that whether, We b e th whole wa whether. |
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| III. Dynamic pause (1-2 min.). Slide 11. Purpose: removal of the upcoming overwork, restoration of working capacity, increase in the effectiveness of the lesson. |
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| Physical education is performed with musical accompaniment. This is how the sun rises Higher, higher, higher. By night the sun will set Down, down, down. Good good, The sun laughs. And under the sun we Having fun. | Raise your hands up. Stretch. To squat. Lower your hands to the floor. Clap. Smile. |
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| IV. Development of auditory perception (20 min.). |
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| I.Speech material of colloquial and everyday nature (1-2 min.). Purpose: to test the student's knowledge of factual material and basic concepts |
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| What season is it now? It was? Will? What changes have taken place in nature? | Answers the questions, |
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| II. Speech material of general education disciplines (5-7 min.). Purpose: improving the ability to independently obtain and systematize knowledge. |
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| Russian language. slide 12. |
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| Listen and answer the questions: What part of speech answers the questions who? what? To the question, WHO? Answer what items? To the question WHAT? Answer what items? A picture will appear on the slide, you need to determine in which house you will put it? (Slide 6) Look carefully at the screen and think | corrects his pronunciation with the help of a teacher Noun. living things. inanimate objects. |
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| Mathematics Slide 13 - 14. |
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| Listen and answer the questions: Purpose: to develop logical thinking, ingenuity, resourcefulness, ingenuity, the ability to make informed choices and make independent decisions Name the shapes you see in the picture. (A drawing depicting a house consisting of: a triangle roof, a rectangle house itself, a window in a square house.) Which figure has no beginning and end? The table top has four corners. One of them has been sawn off. How many corners are there? | Performs tasks, answers questions corrects his pronunciation with the help of a teacher Rectangle, square, triangle. |
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| Text (10 min.). Slides 15-17. |
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| Creative application and acquisition of knowledge in a new situation (problem tasks) The purpose of the application of the problem task is the assimilation by the student of knowledge about the main stages of solving the problem, their content and sequence of implementation. Creates a problematic situation. Organizes the student to study the problem situation. |
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| Work on a closed picture. What is nature? What is nature like? Name "living", "non-living" nature. What do you think we will talk about today? I have prepared a picture for you. Your task is to guess what is shown on it. You can ask me questions. The picture shows an inanimate object. He is yellow. He is in heaven. This is an image of the sun. In class we will talk about the sun. | Nature is everything that surrounds us. Nature cannot be called what is created by human hands. Nature can be "living", "non-living". Plants, animals, man - this is wildlife. The sun, sky, clouds, earth, stones, water, rain, snow are inanimate nature. What is shown in the picture? What colour is he? Where in nature is this object? It seems to me that this is…. I think that…. |
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| Listen to the text and say what you heard. The sun is a star, a hot celestial body. It emits light. This light is very bright, it blinds the eyes. Therefore, it is impossible to look at the Sun with unprotected eyes. The Sun is the closest star to the Earth. That's why it seems so big, and all the other stars are small. It is good to observe the Sun in clear weather, when the sky is blue, and there are small white clouds on it. What did you hear? Now we will add the text, listen carefully. We will answer questions. What is the sun? Why can't you look at the sun with unprotected eyes? How should you protect your eyes from sunlight? Exercise for the eyes "The sun and the cloud" (1-2 min.) slide 19. Target: prevention aimed at maintaining visual acuity and relieving tired eyes. Why does the sun appear larger than other stars? When is the best time to watch the sun? What gives us the sun? Choose adjectives for the word sun? Add an offer: Sun…… light. The sun is the closest... It's good to watch the sun... | Listens to the teacher. Answers the questions. Corrects his pronunciation with the help of a teacher. Answers the questions. Performs the task, corrects his pronunciation with the help of a teacher. |
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| IV. Perception of the material without a hearing aid (1-2 min.) |
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| Gives a setting for the perception of the material of the lesson without the apparatus. Take off the devices. Listen and repeat: The world around, wildlife, inanimate nature, celestial body, blinding eyes, good to watch, thanks for your work. | Performs the task, corrects his pronunciation with the help of a teacher. |
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| V. Reflection of activity (1-2 min.). Purpose: formulating the results obtained, determining the purpose of further work, adjusting their subsequent actions. |
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| Slides 21-22. Asks a question: What did you do in class? Evaluates student work. Rate your work with three colors: I would like to thank you for your activity and initiative. Listen, what grade I gave for the lesson. Behind the screen. You listened carefully, tried to speak correctly. You're doing fine! Five: | Answers a question. We spoke the sound ts, answered questions, repeated what a stressed and unstressed syllable is, read about the sun. Evaluates your performance. I'm done. |
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