One of them is the use of small volumetric (for example, from Kinder surprises) or flat toys, the names of which contain automated sounds*. This technique also helps to activate the child’s attention and maximally supports his interest in the material being studied throughout the lesson, bringing the joy of self-expression and, of course, causing positive emotions. The game situation creates a relaxed atmosphere in the lesson, frees the child from constraint, encourages him to communicate, and promotes quick contact with the speech therapist. Work with the toy is carried out during the following games:

Labyrinth. The child, clearly pronouncing the sound being studied, names the pictures presented on each page of the album in a given order, moving the selected toy along them. Movement begins from the cell marked with an asterisk. If a child names a word incorrectly, then the next move cannot be made until the word is named correctly.

Labyrinth with pronunciation. When moving through a maze, a child must not only name the pictures, but also indicate the direction of the next move. For example, tea - to the right, seagull - to the right, teapot - down..." %

Maze with skipping a turn. The game is played in two stages. First, the child names all the pictures in order, and then, starting with the picture marked with an asterisk, one after another.

The labyrinth is the opposite. First, the child pronounces all the words - the names of the pictures of the maze. Then he places the toy on the last picture of the maze and moves in the opposite direction, calling out the words.

It is recommended to play these games with each maze (p. 4-5, 20-21). If, while going through the maze, the toy lands on a square with a question mark, the child must come up with a word with an automated sound in a certain position.

Subsequently, the pronunciation of sounds is consolidated in phrases, sentences, stories and poetic texts.

Be patient and kind. Then the results of working with your child will definitely please you.

* On the back of the cover are the following flat toys: Thumbelina, turtle, puppy, racer.

Articulation gymnastics

All exercises are performed in front of a mirror. Exercises 1, 2, 4 involve holding a static pose for a count of up to 5 (up to 10); exercises 3, 5, b are performed 10-15 times.

1. Spatula

Open your mouth. Place a wide, relaxed tongue on your lower lip. Place the “spatula” in your mouth, trying not to strain your tongue.

Open your mouth. Raise a wide, relaxed tongue to the upper lip. Bend the middle part of the tongue, bending the side edges up.

Suck your tongue to the roof of your mouth, stretching the hypoglossal ligament. Click your tongue slowly and forcefully. The lower jaw must be motionless!

6. BRUSH YOUR TEETH

First perform with your mouth closed, then with your mouth open.

5. DELICIOUS JAM

“Brush” the upper teeth from the inside with the tip of your tongue (from left to right, from top to bottom). The lower jaw is motionless!

Open your mouth slightly. Use a wide tongue to lick your upper lip, making movements from top to bottom. The lower jaw is motionless!

Exercise "Locomotive". Help the train get to the station. Run your finger along the path, pronouncing clearly: Ch-Ch-Ch... (The lips are pushed forward and rounded. The tip of the tongue touches the palate. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue is raised. When a sound is pronounced, the tip of the tongue comes off the palate.)

Exercise "Songs". Thumbelina decided to teach you how to correctly pronounce her favorite sound Ch. For this she came up with syllabic songs! Listen carefully and repeat the songs with Thumbelina. Try not to make mistakes. (Watch for the distinct pronunciation of the sound Ch in the rows of syllables. If the child makes a mistake, invite him to repeat the row of syllables again.)

Labyrinth 1

Before you start working with mazes, read the introduction carefully!

Exercise “Living - Nonliving”*. First, name the words denoting living objects, and then - inanimate objects.

Exercise “Magic wand”*. Touching the pictures with a magic wand, change their names according to the example. Sample: seagull - seagulls. What words haven't changed?

Exercise "Guess". I will name an action word, and you choose a suitable object word for it and say both words together. Sample: They drink... (tea).

Exercise “Photographer”*. Using the magic camera, “photograph” (memorize) as many pictures as possible. Close the album and name these pictures.

Exercise "Count." Guests came to Mukha-Tsokotukha. Count the butterflies, grasshoppers and bees. Sample: one butterfly, two butterflies... Who came more? Who is less? Count the insects in reverse order. Sample: four butterflies, three butterflies...

Exercise “Who has who?” Complete the sentences based on the pictures. Name the baby animals, clearly pronouncing the sound Ch.

Exercise “New words”. Cipollino learned that if you replace at least one letter in a word, its meaning will change. Check if this is true?

Replace the last sound in the words with the sound Ch. Sample: chalk - ... (sword).

MEL - ... ENEMY...

PLAN - ... KULIK - ... GRAM - ...

Replace the first sound in words with the sound Ch. Sample: bad -... (miracle). What words did you come up with?

HUDO - ... BAS - ...

NUT - ... BALLS - ... STOCK - ...

Exercise “Make a sentence.” Make up sentences about Vanechka and Tanya using diagrams based on pictures. Sample: Vanechka... watch. - Vanechka was given a watch.

Exercise “Correct the sentence.” The turtle came up with suggestions. But he mixed up all the words in them. Listen to the suggestions. Find and correct the turtle's mistakes.

The post office brought the postman.

The student solved the problem.

Sheep graze the shepherd.

The granddaughter was picking blueberries in the forest.

We took the dacha with our things in our suitcase.

A butterfly catches a girl with a net.

The fish caught Vovochka with a fishing rod.

Misha lives in the village with his grandparents. In the morning he tends a sheep. The sheep has a ringing bell on its neck. Misha is helped by the dog Zhuchka.

In the afternoon, Misha takes a fishing rod and goes with Zhuchka to the river. There friends fish and play ball.

In the evening, Misha and his grandparents sit near the stove and drink tea.

Exercise “Fold the picture.” Guess the riddles. Use counting sticks (matches) to make pictures according to the pattern. Remember and repeat each riddle.

What kind of miracle? Here's a miracle: A dish on top, a dish below. A miracle is walking along the road. The head sticks out and the legs stick out.

L. Ulyanitskaya

What words with the sound H do you remember from this poem?

From a hot well, water flows over the edge.

A. Rozhdestvenskaya Make up a sentence with the word kettle.

Exercise "Find the word." Name the pictures, highlighting the sound Ch. Find words in which the sound Ch is at the beginning (in the middle, at the end). Connect each picture with the corresponding diagram. Make up a sentence with each word - the name of the picture. Come up with your own examples of words for each diagram.

Exercise “Color the sound diagram.” Color the sound pattern of each word. Indicate hard consonants in blue, soft consonants in green, and vowels in red.

Exercise “Match words into syllables.” Read the syllables. Find pictures whose names begin with these syllables. Name these pictures. The arrows will help you. The number of arrows that start from a syllable equals the number of pictures that begin with that syllable. Sample: tea - teapot, cup, seagull. Come up with more words for each syllable.

Exercise “Mysterious words”. Put the letters in order. Write down the words you came up with. The pictures will help you complete the task.

Exercise “The Word Has Scattered.” Look at the pictures. In the empty cells, write down their names using scattered letters. Come up with 2-3 sentences with each word.

Exercise “Collect a word.” Help the Little Bunny collect the words. Write the resulting words in the empty cells. Make 2-3 sentences with each word.

red star.

The second move is three cells to the right.

The third move is three cells down.

The fourth move is one cell to the right.

Fifth move - three cells up.

The sixth move is three cells to the left.

First move - letter marked

green star.

The second move is one cell down.

The third move is one cell to the right.

The fourth move is two cells down.

Fifth move - one cell to the left.

The sixth move is four cells up.

Exercise “Decipher the words.” What words did the butterfly wish for? Decipher them. Compose them from the first letters of words - the names of pictures - and write them in the empty cells.

Exercise "Staircase". Look at and name the pictures. Count the number of sounds in each word and write the words in the corresponding cells of the “ladder” crossword puzzle.

Exercise “Clean the path.” Help Mama Bear clean the path near the house. Run your finger along the path, pronouncing clearly: Sh-Sh-Sh... - after all, this is the sound that is heard when sweeping with a brush. (The lips are pushed forward and rounded. The tip of the tongue is pressed against the tubercles behind the upper teeth. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue is raised. The tongue is tense.)

Exercise "Songs". The goldfinch loves to sing different syllabic songs. Listen carefully and repeat the songs along with the goldfinch. Try not to make mistakes. (Watch for the distinct pronunciation of the sound Ш in rows of syllables. If the child makes a mistake, invite him to repeat the row of syllables again.)

|
Difficult vowels: e;e;yu;i | e;u;e;y;a;o;e;ya;i;yu |
Setting consonant sounds and letters: | | | | | | | | | | | | | | | | | | | |
Difficult consonants: b;p | w;w | z;s | g;k | s;ts | v;f | r;l | p;l | r;p;l | z;s;c | h;f;sh;sch;ts;x |

In this section of the site, you will find classes on speech development intended for classes with children from 1 to 7 years old. We () offer online articulation exercises and programs that you and your child will do. It is better to study often and in short portions than to arrange long lessons, but with long breaks. Normally developing children have the ability to acquire language. Children with severe speech impairments need systematic help from a speech therapist.

Sound setting

Goal: teach the child to pronounce a standardized sound sch.

Equipment: diagram of the structure of the articulatory apparatus when pronouncing the sound u; probe, spatula; pictures-symbols, subject pictures.

Staging sound in various ways.

1. By imitation:

The child is offered a sample of sound pronunciation in combination with play images (a small snake hisses, etc.); At the same time, visual control of correct articulation and tactile (tactile) sensations are used.

2. From the articulatory structure:

The child is asked to reproduce the articulatory pattern of sound, apply the correct air stream, and determine the presence/absence of a voice; the result should be a normalized sound.

3. From reference sound:

The child is asked to pronounce the sound for a long time h – chschschsch…

4. From reference sound with mechanical assistance:

The child is asked to pronounce the syllables si/as, using a spatula to slightly lift the tip of the tongue towards the alveoli, gently pushing it back, the result should be a sound sch.

Correction of violations of the pronunciation of the sound / Ш/

The child is asked to pronounce a long sound /Ш/, at this time the speech therapist moves the corners of the lips, producing the sound /Ш/.

SOUND PRODUCTION

The articulatory gymnastics exercises are the same (see Ш, Ж).

Ш – consonant, oral, anterior lingual, fricative, voiceless, soft.

Normal setting when making a sound.

1. The tip of the tongue is raised to the front of the palate (to the alveoli). The lateral edges of the tongue are pressed more tightly to the upper molars than when making the sound Ш. At the moment of exhalation, the spread out tongue with its entire mass and tip presses on the palate. The muscles of the tongue are tense.

2. The lips are slightly pushed forward and rounded.

3. Teeth are closed or brought together.

4. The exhaled air exits in the middle of the tongue into the resulting narrow gap; on the palm brought to the mouth, a warm, long-lasting stream of air is felt, coming out with some tension.

5. Sound sch dull, soft.

To the sound production sch You can start only after setting the sound Ш. First, you need to try out sound production by imitation. If imitation exercises do not produce an effect, you must proceed to the exercises given below. In case of poor pronunciation of the sound Ш, it is necessary to achieve its pronunciation. The sound Ш is pronounced in the same way as the sound Ш, only more elongated and tense due to the strong pressure of the tongue on the palate.

PREPARATORY EXERCISES..

Exercise.

Open your mouth. Suck your entire tongue to the roof of your mouth so that the frenulum is stretched. The tip of the tongue is raised to the front of the palate (at the alveoli). The child performs this exercise with the help of a speech therapist, who places his finger under his tongue in a horizontal position. The finger should press the tongue to the palate in the middle part. Having drawn in air, exhale it forcefully, pronouncing a long sound Sh. The sound Shch will be heard. At the same time, the tongue should spring back. The elasticity of the tongue and the gap are regulated by the speech therapist using finger pressure. It is necessary to achieve a long sound. For greater persuasiveness when pronouncing a sound, the speech therapist pronounces the sound Ш together with the child.

Note. What mistakes can there be when producing the sound ш?

1. When exhaling (when the sound Ш is pronounced), the tip of the tongue moves away from the alveoli. A large gap is formed through which air passes. Instead of the sound Ш, the sound Ш or just a dull whistle is heard. When the exercise is performed correctly, the tip of the tongue serves as a shield that partially prevents air from passing through. The air breaks through a narrower gap than when pronouncing the sound Ш.

2. The tongue should not slip from under the finger. The tip of the tongue lies at the alveoli. If the tip of the tongue slips from under the finger and moves deeper into the mouth (behind the alveoli), then the sound Ш is not heard, or is heard unclearly.

Exercise without the help of a speech therapist. The child himself places his finger under the tongue and presses it.

An exercise in pronouncing a sound without using a finger. If this exercise does not work, it is allowed to pronounce syllables and words with a finger.

To make the sound ь you can use the sound s. The child pronounces the syllable si or sa several times with an extended whistling element: si, si... Then the speech therapist inserts a spatula or probe under the tongue and, at the moment of pronouncing the syllables, slightly lifts it, moving it back slightly. The same acoustic effect can be achieved without lifting the tongue, but only by moving it back slightly with the touch of a spatula.

If the sound H is pronounced correctly, then it is easy to get the sound u from it by extending the final sound h as a fricative element. A long sound is heard, which is subsequently easily separated from the explosive element. The sound is immediately introduced into syllables and then into words.

1. Tip of the tongue lift to the front of the palate (to the alveoli). We press the lateral edges of the tongue more tightly to the upper molars than when making the sound sh. At the moment of exhalation, we press the entire mass of the spread out tongue and the tip onto the palate. We tense the muscles of the tongue.
2. Lips slightly push it forward and round it.
3. Teeth we close or bring together.
4. Exhaled air passes in the middle of the tongue into the resulting narrow gap; on the palm brought to the mouth, a warm, long-lasting stream of air is felt, coming out with some tension.
5. The sound is dull, soft.Vocal folds open so they don't vibrate.

We start setting up the sound sh only after setting the sound w. First you need to try out sound production by imitation. If imitation exercises do not produce an effect, proceed to the exercises below. In case of poor pronunciation of the sound ь, it is necessary to achieve its production. The sound u is pronounced in the same way as the sound w, only more elongated and tense due to the strong pressure of the tongue on the palate.

PREPARATION EXERCISES

Exercise. We open our mouth. It is necessary to suck the entire tongue to the palate so that the “frenulum” is stretched. We raise the tip of the tongue to the front of the palate (to the alveoli). The child performs this exercise with the help of a speech therapist, who places his finger under his tongue in a horizontal position. The finger presses the tongue to the palate in the middle part.

Having taken in air, we exhale it forcefully, trying to pronounce a long sound sh. Will hear the sound In this case, the tongue should spring back. The elasticity of the tongue and the gap are regulated by a speech therapist using finger pressure. We achieve long sound. For clarity, when pronouncing the sound sch, the speech therapist pronounces it together with the child.

Stage II of work

(conducted as part of the lesson)

Subject. Clarifying the pronunciation of an existing sound sch or calling it by imitation.
Target. Encourage children to pronounce sounds correctly sch. Learn to determine the position of the tongue when pronouncing a sound sch.

Previous work. The ability to hold your lips in a smile and make your tongue wide was formed while practicing sounds and, uh, s. The upward movement of the tongue was developed in the process of familiarization with sounds t, d, n, w, f; directed air jet - with sounds f, v, s, h, w, g.
Preparatory work. Clarify how children pronounce sounds sch.
Game "Who is observant?"
Short description
Children sit in a semicircle or at tables. The speech therapist asks: “Children, have you seen how mom fries potatoes? When she puts oil on a hot frying pan, it sizzles:
“shch...” How does it hiss?.. Who saw snakes in the zoo? Do you know how they hiss? Listen: “shchshch...”
Now let's repeat it all together, like snakes hissing... Children complete the task first all together, then individually.

"When we say sound sch, where is the tip of the tongue? - asks the teacher. (“The tip of the tongue is behind the upper teeth”;) “Show me where the tip of the tongue rises.” During the demonstration, the speech therapist checks how each child performs the exercise.

Methodical instructions. To help children pronounce sounds well sch, it is necessary to monitor the correct position of the organs of the articulatory apparatus. If a child has a sound sch if it doesn’t work, you need to invite him, with his mouth open, to raise the wide tip of his tongue to the upper alveoli and, without lowering it, pronounce the combination of sounds together sew, then you get the sound sch. Or, with the same position of the organs of articulation, pronounce together shch. Children should be drawn to the fact that when pronouncing a sound sch the lips are smiling, the teeth are visible, the tongue is raised behind the upper teeth.

III stage of work (conducted as part of the lesson and outside the lesson)

Subject. sch
in words.
Target. Train children in correct pronunciation
sound sch in words.
Previous work. The pronunciation of an isolated sound has been clarified sch.
Preparatory work. Find objects and toys that have a sound in their names sch, For example: brush, puppy, sliver, box, raincoat, pliers and etc.

Game "Scouts" Brief description

The teacher hides objects in different places in the room. Having invited the children and seated them in a semicircle, the teacher says that they will play “scouts”. Children need to find hidden objects. (Names which ones.) A group of scouts is allocated for the search: everyone must bring the item they find and name it. The one who found and named the object receives a “scout badge.”

Methodical instructions. Make sure that when naming an object, children highlight the sound sch, pronouncing it a little longer than other sounds. When the child brings the object and names it, you can invite the children to repeat the name of the object together, and then ask those children who need to consolidate this sound in words to repeat it.

IV stage of work (conducted as a whole lesson)

Subject. Education of correct pronunciation of sound sch in speech.
Target. Exercise children in correct pronunciation of sounds sch when answering questions about the story “Comrades.”
Previous work. Sound pronunciation has been clarified sch isolated and in words.
Preparatory work. Select questions based on the content of the story.

The story "Comrades"

Two friends went for a walk V grove. They took the puppy with them. The comrades walked through a flowering meadow. There they collected sorrel. The puppy was chasing flying butterflies. They came to the grove. Good in the grove! Birds chirp, goldfinches sing, chicks squeak. Near the stump, the comrades saw a lizard running away. Children ran around V grove, played with the puppy. They wanted to go further into the forest, into the thicket. One of the comrades says: “Let’s not go there, wolves prowl there, looking for food.” The comrades laughed at the joke and decided that it was time to return. Satisfied, they went home. The boys carried sorrel, and the puppy carried a chip. They returned home for lunch and ate cabbage soup, fried pike and vegetables with appetite.

Methodical instructions. Make sure you pronounce the sound correctly sch.

Poems, nursery rhymes, riddles, tongue twisters For consolidation of pronunciation sound sch

***
The puppy was so puny!
I kept feeding him cabbage soup,
Protected from the fierce cold.
The puppy squeaked with joy,
Still would! He grew up happy!
Now my puppy is not a puppy, but a dog -
Real!
***
Two puppies cheek to cheek
They pinch the brush in the corner.
And the floor brush
There is a stick above your head.
A stick is a snap of puppies from the shoulder,
Two puppies left the food.
***
Fluttering fins
And toothy, but skinny,
Looking for food for lunch,
The pike is walking around the bream!
That's the thing!
***
Eyes, mustache,
Tail, claws,
And he washes himself cleaner than everyone else.
Who is this? Cat-cat!
***
Mom, don’t look for us -
We pinch sorrel for cabbage soup.
In the grove, the grass is moving,
We'll pinch the sorrel.
***
I'm cleaning the puppy with a brush,
I tickle his sides.
***
A pike lived in the river,
Chalk water with a brush,
I cooked cabbage soup for the guests,
She treated the minnows.

Shekhovtsova Nina
Summary of individual speech therapy lesson “Sound production [sch]”

Subject: Sound setting [Ш]

Target:

1. Educational:

Strengthen the ability to pronounce correctly sound [sch];

2. Corrective:

Development of phonemic hearing;

Development of phonemic analysis skills;

3. Educational:

Cultivate a positive attitude towards occupation;

Equipment: picture (elephant, articulation profile sound [sch].

Plan:

I.Org. moment

Greetings. Topic message classes.

II. Main part

1. Articulation gymnastics

3. Finger gymnastics

4. Exercise to develop speech breathing

5. Exercises to develop facial expression

6. Announcement of the topic classes.

8. Sound production.

9. Physical exercise.

sound.

Assessment of the child's activity.

Progress of the lesson

I.Org. moment.

Greetings

Hello. Today visit us class such a wonderful elephant came. His name is Dumbo. Our elephant is very smart, can speak, knows almost everything sounds and letters, but here sound He can’t pronounce [sch]. Can you help the elephant?

II. Main part.

1. Articulation gymnastics

Now we will do the exercises, we will put the elephant next to the mirror, in front of you, so that you can show him how to do them correctly.

"Smile"

Keeping your lips in a smile. The teeth are not visible.

Our Deniska is a mischief maker

Pulls lips towards ears.

Look, he says

I'm a frog now!

"Delicious jam"

Open your mouth slightly and lick your upper lip with the wide front edge of your tongue (the tongue is wide, its side edges touch the corners of the mouth, moving the tongue from top to bottom, and not from side to side. Make sure that only the tongue works, and the lower jaw does not help, not "planted" tongue up - she should be motionless (you can hold it with your finger).

If Denis is in a bad mood,

Deniska is eating our delicious jam.

You need to spread jam on your upper lip,

And with a wide tongue, lick everything at once.

"Punish the naughty tongue"

Smile widely. Place your wide tongue on your lower lip and, lightly biting it with your teeth, say "ta-ta-ta" within 5-10 seconds. Then slap your tongue with your lips, saying "five-five-five" within 5-10 seconds.

Your tongue is mischievous,

He doesn't listen to you.

Punish him quickly:

“Five-five, five-five, five-five-five!”

"Pancake"

The mouth is open, a wide, relaxed tongue rests on the lower lip. We slap the upper lip language: five-five-five. Lightly bite language: ta-ta-ta.

We get up early in the morning,

We bake delicious pancakes.

A trickle across the frying pan

The dough spreads...

Look how handsome he is

It turns out to be a pancake.

"Brushing our teeth"

Smile, open your mouth with the tip of your tongue from the inside "clean" alternately lower and upper teeth.

Open your mouth, smile,

Show me your teeth

Clean the top and bottom

After all, they are not superfluous to us

"Big and small"

3. Finger gymnastics

Let's show the elephant how well you and I do finger gymnastics.

Our fingers pressed tightly together

What's happened? Interesting!

Apparently they got cold

We will cover them with a blanket.

They clench their left hand into a fist, and grab it with their right hand and squeeze it tightly. Then they change hands. Then they lower their hands and shake them slightly. Repeat the exercise several times.

4. Exercise to develop speech breathing.

Let's teach the elephant how to do breathing exercises. Inhale calmly through your nose, hold the air in your lungs for 2-3 seconds, then exhale slowly, exhaling smoothly through your mouth.

"Let's freeze the chin"

Target: form a long, continuous oral exhalation, activate the labial muscles.

Pull your lower lip under your upper lip and blow cold air down under your chin for a long time, perform it silently and on one exhalation.

"Rain"

Target: formation of speech breathing, the ability to pronounce words on one exhalation.

1 - alternately put straight arms forward - "catch drops" (inhale); 2 - on exhalation pronounce: “Drip-drip-drip!”; 3 - alternately put straight arms forward - "catching drops" (inhale); 4 - on exhalation pronounce: "So so so!". Repeat 3-4 times.

5. Exercises to develop facial expression.

Imagine now (In November) Santa Claus came to us.

Imagine that we have a fluffy kitten on our lap. He purrs and you pet him.

Grandfather and grandmother blinded the Snow Maiden, and she came to life before their eyes. What do the grandfather's and woman's faces express?

Show how Alyonushka sits and looks at brother Ivanushka.

6. Announcement of the topic classes.

Now you and I will learn to pronounce correctly sound [sch]. And let's teach the elephant.

7. Analysis of articulation according to plan.

At sound The lips are slightly pushed forward and rounded. The tip of the tongue is raised to the cusps behind the upper teeth. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue is raised. The tongue is tense. The vocal cords are relaxed and the throat does not tremble. (no voice).

Sound [Ш] - consonant, deaf, always soft.

8. Sound production.

Now I’ll tell you a fairy tale about a little train. Our tongue will be a small train, and the molars will be the rails. The locomotive can't get on the rails, let's help him? Okay, let's go! Press the lateral edges of the tongue, like wheels, against the upper molars. Make sure that "wheels" stood firmly on the rails and under no circumstances moved off them (The child should feel how the side edges of the tongue are firmly pressed against the upper teeth). Now blow on the train to make it go. Well done.

Backup methods if the previous ones fail methods:

1. The easiest way setting Shch from the sound Ch. To do this, you need to drag out the ch for a long time and then at the end you will hear sound Ш. Next you need to stretch this out for as long as possible. sound, trying to speak as quickly as possible.

Attention! Remember to make sure that when pronouncing sound The child pulled his lips forward and raised his tongue to his upper teeth.

2. Pronounce shch smoothly. The child’s attention should be drawn to the fact that when pronouncing the sound of lips smiling, teeth are visible, tongue is raised behind the upper teeth.

9. Physical exercise.

One - get up, pull yourself up

Two - bend over, straighten up

Three - three claps of the hands, three nods of the head.

Four - wider legs.

Five - wave your arms

Six - sit down quietly at the table.

10. Securing the isolated sound.

Tell me, did you see how mom fries potatoes? When she puts oil on a hot frying pan, it hisses: "shch." How does it sizzle? Have you seen snakes at the zoo? Do you know how they hiss? Listen: "shchschch.". Let us now repeat together how snakes hiss.

Now let's clean it vigorously with a clothes brush. trousers: "Sh-Sh-Sh - ..."

Let's talk to you patter:

ASCH-ASCH-ASCH, ASCH-ASCH-ASCH: we bought a raincoat.

OSCH-OSCH-OSCH, OSCH-OSCH-OSCH: who needs help?

OSCH-OSCH-OSCH, OSCH-OSCH-OSCH: horsetail grew in the garden.

USCH-USCH-USCH, USCH-USCH-USCH: behind the fence is ivy.

MORE, MORE, MORE, MORE: we caught a bream.

11. Development of phonemic hearing.

-"Catch sound» : clap your hands when you hear sound u among other sounds, syllables,: tsa, re, [osh], ta, sh, cabbage soup, [sa], zo, [schu], not, [ash]

III. Bottom line classes.

Well done, you tried really hard today, I’m very pleased with you. Elephant, he also says thank you, you helped him a lot. Tell me which one sound did we learn to pronounce today? What did you like about our class?

You can be free.

Ekaterina Suleymanova
Automation of sound [ш]. Articulation exercises

Articulation exercises for the sound [ш].

1. "Tube".

Extend your closed lips forward like a tube. Hold in this position for a count of 10.

2. "Window".

Pull your lips forward and make them look like a square. The corners of the lips should not touch.

3. "Pancake".

Open your mouth slightly and calmly place your tongue on your lower lip. Hold it for a count of 10.

Make sure that the lower lip does not curl up or pull over the lower teeth. The tongue should be wide, its edges touching the corners of the mouth. Do not stretch your lips into a strong smile so that there is no tension. Don't stick out your tongue far: It should only cover the lower lip.

4. "Delicious jam."

Open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.

Make sure that only the tongue works and the lower jaw is motionless. The tongue should be wide and cup-shaped. The wide front edge of the tongue should completely cover the upper lip.

6. "Sail".

Smile, open your mouth wide, lift your tongue up and press the tip to the upper “tubercles” behind the upper teeth. Hold your tongue in this position for a count of 10.

7. "Get the ball into the goal."

Stretch your lips with a straw and blow forcefully onto a cotton ball on the table. Make sure your cheeks don't puff out.

8. "Focus".

Make a “cup”, place a small piece of cotton wool on the tip of your nose, inhale through your nose and blow strongly through your mouth onto the cotton wool so that it flies upward.

Correct articulation of sound [sch].

Lips are pushed forward and rounded (window). The tip of the tongue is pressed against the cusps behind the upper teeth. The lateral edges of the tongue are pressed tightly against the upper molars. The back of the tongue is raised, the tongue is tense. The air stream is directed upward along the middle of the tongue, the air is warm.

Speak abruptly and energetically sound [sch] [sch] [sch]…

Pronounce long, drawn out [schschsch]...

Characteristic sound [sch]: acc., deaf, always soft.

A game "Catch sound» .

Adult says sounds. The child claps if he hears sound [sch].

Shch, f, w, w, a, m, f, r, w, w, s, w, h, f, s, g, w, r, w, f, s, l, r, w...

A game "Catch sound» .

The adult pronounces the syllables. The child claps if he hears sound [sch].

Cha, zha, sha, sha, zho, so, zy, schu, sa, ru, zhi, su, shu, scho, sho, ra, sha, ro, sy, she, zhu, la, ro...

A game "Repeat after me".

sound [sch]) .

A) shcha-sch-sch, shche-sch-sch, sh- sh-sch, sh- sh- sh- sh, sh- sh- sch.

B) shcha-scho, shchi-scha, shche-schi, shchi-schi, shcha-schi, shchi-scha, shcha-schi, shchi-scha, shcha-schi, shchi-scho, shcha-schu, shchi-scha.

B) now. now, now.

sho-shu-scho. scho-scho-schu.

sha-sha-sha. I'm feeling it.

so-so-so-so. now.

schu-schu-schu. now.

right now.

D) right now. sh- sh- shi- cabbage soup.

wow. schu- scha- scha.

schu-scho.

A game "Repeat after me".

The adult pronounces the syllables, the child repeats. (watch for correct pronunciation sound [sch]) .

A) asch-asch-asch. Search-search-search.

Search-search-search. Box-box-box.

Oh-oh-oh-oh. Search-search-search.

Shush-shch-ush.

B) asch- shch. Yash-ysh.

Ash-search. Ush-ysh.

Ash-ush. Ush-yash.

Ash-box Horror

Uh-uh. Search-search.

Sensible Search-box

Search Search- ush.

Drawer Looking for

B) as-as-asch. Ysch-ysch-yush.

Push-push-push. Yush-yush-yush.

Search - search - search. Search-search-search.

Seek-seek-seek.

D) sch- sch- sch. Push-push-push.

sch- sch- sch. Shh-ush-shch.

Search- sch- sch. Sensible.

sch- sch- search. Ash-sch-sch.

A game "Repeat after me".

The adult pronounces the words, the child repeats. (watch for correct pronunciation sound [sch]) .

1. Shield, tongs, sorrel, brush, cheeks, pike, puppy, goldfinch, sliver, tentacles, squint, crushed stone, tickle, cabbage soup, click, pinch, brush, brush,

2. Box, pincers, vegetables, grove, square, food, promise, treat, pay, more, condensed milk, looking for, dragging, cleaning, shining, things, squeaking, bream, crack, boiling, smoking, talking, looking, flying, protection, future, Koschey, clothespin, food, treat, torso, future, squeaks.

3. Help, bream, raincoat, vegetable, tick, borscht, comrade.

4. Predator, graceful, helper, power, powerful, vegetable, essential, general, bath attendant, sawyer, diver, washer, mason, racer, inventor.

A game "Professions".

Form a noun denoting profession.

Glazier - glazier.

fence. excavator.

sharpen drum.

clean. welding.

wears. coal.

stone. watch.

A game "Huge Objects"

Form a noun with increased meaning.

nose - nose.

force. house.

cat. wolf.

teeth. hand.

eyes. mustache.

boot. bear.

leg. head.

Collocations.

Predatory pike.

Sorrel cabbage soup.

I'm looking for a puppy.

I'm dragging a pike.

Vegetable cabbage soup.

Promise a treat.

I'm looking for things.

The home is a monster.

Comrade's cloak.

Puppy brush.

Powerful cartilage.

Treat yourself to borscht.

A game "Greedy".

The child says that all things are his.

For example: my shield, my pike...

vegetables, puppy, ticks, raincoat, sliver.

Offers.

The puppy plucks a piece of wood.

A puppy squeaks in the box.

Things are in the box.

The puppy stole the box.

Mom cooks cabbage soup and fried pike for lunch.

The puppy squeaks in the gorge.

Children are looking for a puppy in the gorge.

Not far from the grove there was a lot of sorrel.

Cabbage soup and porridge are our food.

Pure talk.

The child repeats an entire phrase after the adult.

It’s raining, I’m without a raincoat, now.

It’s not raining, and I’m still wearing a raincoat.

I won't let you go, I feel, I feel, I feel.

You go look for me, pinch, pinch.

1. Two puppies cheek to cheek

They pinch the brush in the corner.

2. Skinny Timka is the skinniest of all,

Skinny than skinny Koshchei.

He doesn’t eat cabbage soup from us,

No borscht, no vegetables.

Here he is skinny like Koschey

Tongue Twisters.

1. I drag the pike, I drag it,

I won't miss the pike.

2. Don’t look for us, mom.

We pinch the sorrel for cabbage soup.

3. Wolves prowl, looking for food.

Goldfinch and puppy.

Anya has a goldfinch and a puppy. The goldfinch loves to pinch the puppy's ear. The puppy is ticklish, but he does not squeak. Puppy understands: The goldfinch is still small.

By the pond.

Vanya and dad go to the pond. Pike and bream bite there. Looking at the water flowing into the distance, Vanya thinks about how to pull out the pike without dad’s help.