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 not correct pronunciation 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.

To the complex 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. Most convenient time- 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 game form - 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!

It is important to know and do:

Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.

If you add a new exercise to the complex, 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 follow the symmetry of the face when performing gymnastics movements (children's movements 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 practicing in kindergarten or at home articulatory gymnastics. 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 tongue movements up and down.

alternation movements of the 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.

A set of articulation exercises

for whistling sounds"C", "Z", "C" (Designed by Fomicheva M.V.)

Helpful Hints:

In every exercise I give description of movements and common mistakes (See "What to look out for"). After the description you will find a video of all the 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 to pay attention to while watching 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.

Do not puff out your cheeks!

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 will it take to preparatory work, it is simply impossible to say in absentia. 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.

Materials for speech games and activities with children preschool age according to ZKR - sound culture of speech: tongue twisters, poems, tongue twisters, riddles, sayings, games with sounds З and ЗЬ.

ZKR - sound culture of speech of preschoolers. Sounds z, z.

What is the difference between the articulation of Z and S sounds?

The sound Z (in the soft version Zb) belongs to the group of whistling sounds along with the sounds С, СЬ and Ц. The Z sound is pronounced the same as the C sound, but with the participation of the voice. Therefore, when pronouncing it, the larynx vibrates. The vibration of the larynx when pronouncing the sound Z can be felt by hand, if you put it on your neck. Try to first draw the sound ssss, and then the sound z - zzzzzz, keeping your hand on your neck. You will feel how at the sound of vocal cords began to vibrate.

What to do if the child does not say the sound З and ЗЬ

Option 1. If the child does not say all the whistling sounds (С, СЬ, З, Зз, Ц), then first we work with the sound C and its soft variant Cb. And only after that + we call the sound Z and fix its correct pronunciation. If the child has mastered the sound C well, and the sounds C and C are perfectly automated in words, phrases, verses, dialogues, then staging the sound Z will not cause difficulties.

Option 2. If the child speaks the sounds C and C perfectly well, but pronounces the sound Z incorrectly, then usually there are no problems with staging the sound Z and fixing its correct pronunciation. The baby quickly begins to pronounce given sound just by imitation.

So, we begin to work on the sound З, when the child already perfectly speaks the sounds С and СЬ. Usually children are ready for this at the age of four.

How to call the sound Z by imitation?

In the absence of sounds 3 and 3b or their replacement with other sounds, first of all, you can try to call the sound 3 by imitation. Have your child sing the mosquito song zzzzzz.

• Show what position the lips (smile), tongue (wide with a groove in the middle) have in this case.
• Draw out the sound Z yourself - “mosquito song”.
• Ask your child to repeat it.

Play mosquitoes with your child - fix the sound "z". Remind your child how in summer the mosquitoes in the forest sing their song: “zzzz” and bother us. Let the child be a mosquito in the forest and sing the song of the mosquito “zzz”, and you will run away from him into the house and hide.

When playing with a group of children, one half of the children “walks in the forest”, the other depicts mosquitoes and rings “zzz”. Then the children switch roles.

After the children ring like mosquitoes, show them the difference between the articulation of the C sound and the Z sound. Sit in front of the mirror. And compare the sounds c (“pump song”) and the sound z (“mosquito song”) Pay attention to the children that the sound C - “pump song” - sounds quiet, and the mosquito song sounds loud - zzzz, and a voice is heard. The mouth is the house of the voice. And when the voice loudly sings the song of a mosquito, even the walls of the house tremble. And you can feel it.

Demonstrate these unusual sensations to your child. First, place your child's hand on your neck when you say the Z sound. Let him feel the vibration as you pronounce the Z sound. Then ask the child to put one hand with the back of your neck and the other hand on your neck and sing the mosquito song “zzzzz” with him. Children usually like this task very much, new sensations unexpected for them.

Compare with the sound C - "pump song". Pull the sound ssss. Trembling - no vibration! Tell the child that the sound C is a dull, quiet sound, our voice is sleeping. And the sound Z is loud, sonorous, the voice sings the song zzzzz loudly.

Very often this exercise and explanation is enough for the sound Z to appear in the child's speech.

What difficulties can arise when working with the sounds З and Зб? Useful tips.

Council the first. If the child does not get the sound Z, then the reason may be the insufficient development of the organs of the articulatory apparatus. Articulatory gymnastics for whistling sounds will help to cope with this problem. A detailed set of articulation gymnastics in step-by-step descriptions and videos can be found in the article

Tip two. If a child fails to make a groove in the middle of the tongue when pronouncing the sound Z, then most likely his tongue muscles are not sufficiently developed. The exercises will help us:

• Ask the child to smile widely (stretch the lips) and hold the lips in this position. With stretched lips, you need to stick out the flattened tongue out and blow on its tip. You will get a groove in the middle of the tongue. The exercise is done in front of a mirror.
• If the groove does not work out, then ask the child to stick out the wide tip of the tongue out. Place a teaspoon on the edge of the middle of the tongue. Having made a small depression in it, ask the child to blow air along this groove. You can blow on a cotton wool or on a thin strip of paper, then the result of the exercise will be clearly visible. Once the child is easy to do this exercise, you can ask him to remove the tongue by the lower teeth (keeping the position of the lips). You get the sound C. When you add a voice to it, you get the sound Z.
• The exercise described above can be done with a glass vial (glass jar or bottle from a pharmacy). Teach your child to whistle into the bubble so that the tip of the tongue dips slightly outward or touches the edges of the bubble. Air flows through the groove in the middle of the tongue and the result is a whistle. First, try whistling yourself in front of a mirror, and then show the exercise to your child. If the groove in the middle of the tongue does not work for him, put a thin round stick along the tongue.

Tip three. If a child, when pronouncing the sound Z, sticks out his tongue between his lips(so the sound is distorted), then do this exercise. Ask the child to stretch his lips into a smile, and close his teeth tightly. And whistle like a pump ssssss. And then sing like a mosquito zzzzzzzz. With clenched teeth, the tongue will automatically rest against the lower teeth, and the correct sound will be obtained.

You will learn more about how to set sounds C and Z from

Sound Z appeared. Now we are faced with an important task - to automate this sound in the child's speech.

The sequence of exercises to consolidate the correct pronunciation of the sound З:

• 1. isolated sound exercises,
• 2. sound in syllables
• 3. sound in words
• 4. sound in phrases, poems, stories, dialogues, tongue twisters.

First, we work with the sound Z, and then with its soft version - the sound Zb. For each stage, games, tongue twisters, nursery rhymes, poems, pictures are selected.

Games and exercises on the sound culture of speech (ZKR) with the sounds Z and Zb

A game for the development of phonemic hearing "Which mosquito is ringing?"

Show two pictures: a large mosquito and a small mosquito. The big mosquito rings very angrily, evil - zzzzzzzz. And the little mosquito rings softly softly zzzzzz.

The adult says the sounds z and z in turn at random. And children make an angry expression if they hear the sound z - "the song of a big angry mosquito." And they smile if they hear the song of a small mosquito.

You can give the child pictures of two mosquitoes and ask them to pick up the desired picture when you hear the song of this mosquito.

Z sound in syllables. The game "Echo" - repeat the syllables.

Examples of syllables: za, zo, zu, zy, ze, zya, ze, zyu, ze, zi, aza, azo, ozo, ozi, oze, etc. You can give chains of syllables in the game. For example, for-zo-zu. Or aza-oz-oz.

The task of the echo is to repeat syllables or a chain of syllables without errors and correctly pronouncing the sound 3 or 3b.

Words with sounds З and ЗЬ for games and activities on ZKR with children.

Z sound at the beginning of a word: fence, castle, plant, bunny, backwater, teeth, comma, curl, curtain, umbrella, building, hairpin, toothy, cufflinks, star.

Z sound in the middle of a word: goat, rose, divers, mimosa, station, tears, sleeve, eyes, vase, basins, mosaic, forget-me-not, carp, lawn, body, box, hut, alphabet, nest, knots, Dunno. birch.

Zb sound at the beginning of a word: mirror, winter, carnation, star, greens, green, earth, strawberry, link, snake, basin, goat, zebra, marshmallow.

Zb sound in the middle of a word: basket, monkey, goat, cousin, rubber, elderberry, ointments, runners, nails, petroleum jelly, raisins, gasoline, jigsaw, loophole, monkey, newspaper, blade, store, lake, basket, carnation, knot.

The Z sound at the end of a word does not occur, because it is pronounced at the end of the word muffled as the sound S.

Games with words with Z sound.

"One is many."

I will name one object, and you will name many.

• One umbrella - many umbrellas.
• One bunny - many bunnies.
• One plant - many...? Plants.
• One mosaic - many - ...? Mosaic…

"Paired Pictures"

Prepare pairs of pictures with the sound З (or Зз) in their names. Each picture should have a pair.

Option 1. For playing with 1-2 children. LOTO "Who will quickly pick up pairs for their pictures?"

1. Put all the pictures in a stack (pictures down). Give each player 4 cards from the pile.

2. All players in turn take a picture from the pile and call it: "I took the bunny." Or "I have a call." If the picture taken from the stack is a pair to the existing picture, then we cover our picture with it. The task is to close all the pictures as quickly as possible.

Option 2. For playing with a group of children.

1. Divide all the pictures into two identical paired groups. Put one group of pictures in a pile on the table with the pictures down. Distribute another similar group of pictures to the children.
2. One child takes a picture from the pile and shows it to everyone. He calls her: "I have a nest." Another child, having the same picture, says: "I have a nest too." Both children put their paired pictures on the table.
3. The game continues until all pairs of pictures have been found.
4. The winner of the game is the one who is the fastest left without pictures. This is a game of luck, and victory in it does not depend on the efforts of the child. She teaches children not only to win, but also to lose and to deal with the occasional setback in the right way.

In the game, an adult makes sure that the children correctly pronounce the sound Z.

Clean tongues with sounds З and ЗЬ

Zy-zy-zy, there hasn't been a thunderstorm for a long time.

For-for-for, a storm is coming.

Zy-zy-zy, we are not afraid of thunderstorms.

Zu-zu-zu, a stream flows below.

Zy-zy-zy, washed the basins.

For-for-for, Nina has brown eyes.

Zu-zu-zu, I'm taking cubes.

Zi-zi-zi, give me a lift to the house.

Ze-ze-ze, give water to the goat.

Zu-zu-zu, zu-zu-zu, Zoya leads the kids and? ... a goat!

Zoy-zoy-zoy, zoy-zoy-zoy. Goats go along with? …. Goat!

Patter phrases with sounds Z and Zb.

• Little Zina has an elderberry in her basket.
• Zina has mimosa and carnations in a vase.
• Dunno and Znayka came to Bunny.
• Behind the factory is a backwater.
• Zoya and Zina are cousins.
• Zoya is a bunny hostess. Sleeping in the basin of Zoya Bunny.
• The spaceship took off to the stars.
• Zina's bell rings loudly.
• Trains at the station.
• Zoe has a goat under lock and key.
• Zina went to the forest and found strawberries.
• Green birch stands in the forest. Zoya caught a dragonfly under a birch.
• Trezor and Tuzik barked at Bully.
• The rubber bunny was forgotten by the idle hostess.
• Zina has a basket. In the basket - milk mushrooms.
• Don't sleep, Mazai! Save the rabbits!
• The star serpent chimed.
• Zina has an elderberry in a basket.
• I went to Kazan, and stopped in Ryazan.
• In winter, the field is white, frozen and icy.
• The wolf sees a thunderstorm - he forgot the goat.
• Zoya has a toothache.
• Zina's nose gets cold in winter.
• Zakhar launches the snake, Zoya plays with the bunny.

Proverbs and sayings with Z sound.

Why do they say so? What can be said about this?

• Small spool but precious.
• Winter is not without frost.
• Do not untie the knot with one hand.

Riddles with sound Z.

• The crawler is crawling, the needles are carrying. (Hedgehog)
• Has teeth, but does not know toothache. (Rake)
• Winter and summer in one color. (Christmas tree)
• In the hut - a hut, in the hut - a pipe. Noisy in the hut, buzzed in the pipe. The people see the flame, but do not extinguish it. (Stove)

Poems with sound З and ЗЬ.

When using poetry, you can give children exercise:

• Remember the words from the poem with the sound Z and name them after reading the poem.
• Make up sentences with these words.
• Pronounce the same phrase from a poem with different intonations: surprised, delighted, joyful, upset, embarrassed, etc.
• Guess the intonation and mood with which the line from the poem was read.
• Read two or four lines from a poem with different speed(slowly like a turtle Tortilla, at an average pace like Pinocchio, at a fast pace like Toropyzhka).
• Read lines from a poem with different volumes - the game "Radio". You "adjust" the volume either louder or quieter (like you turn the volume control on a radio). Children react quickly and change the volume of their voice.

Rubber Zina.
Rubber Zina
Bought in the store.
Rubber Zina
Brought in a basket

She was loose
Rubber Zina
Fell out of the basket
Soaked in mud.

We'll wash in gasoline
Rubber Zina
And we threaten with a finger:
"Don't be so rude
Rubber Zina,
And then we will send Zina
Back to the store! (A. Barto)

Green song.
In the green, green, green forest
I carry a green leaf, like a flag.
The green cone under the tree is silent,
Green music sounds somewhere -
Green grasshopper in green country
Plays a green song for me. (A Stroylo)

Winter call.
Winter chime, winter chime
At dawn from all sides.
Winter morning from frost
Birches ring at dawn (V. Suslov).

The sun walked across the sky
And it ran over the cloud.
The hare looked out the window,
It got dark. (K. Chukovsky)

The girl was carrying a cart
Kid, goat and goat.
Lesok passed,
I dozed for a while.
The girl slept in the forest
Kid, goat and goat. (V. Viktorov)

Here's a fun one -
Run a kite on a string!

A green star lit up -
Let's launch a starship there!

Hare tailor.
Gray hare under a pine tree
He announced that he was a tailor.
And to the tailor in an hour
The teddy bear has placed an order.
- Your order will be ready
Until the January cold.
The hare cuts, the hare sews,
And the bear is waiting in the den.
The deadline has passed, the bear has come,
And you can't wear pants!

Birches.
Goats came running
Early in the morning
Gnawing at the birch
White bark.
Don't go goats
To our young forest!
Birches will grow
Will be to heaven!

Will visit us New Year,
Lead a round dance
Voices will ring
Eyes sparkle.

Hello, New Year's holiday!
Christmas tree and winter holiday!
All my friends today
We'll invite you to the Christmas tree!

Nursery rhymes, counting rhymes with sounds Z and Zb.

There is a hairy goat,
A bearded goat is walking
waving its horns,
shakes his beard,
Goes, bleats
Goats, goats are calling.

There is a horned goat
There is a butted goat
Legs top-top,
Eyes clap-clap!

Rhythm with sound Z.

Over the seas
Over the mountains
Behind the dense forests
On a hillock - a teremok.
There is a lock on the doors.
You go for the key
And open the lock.

Stories and fairy tales with Z sound for ZKR classes with preschool children.

Bunnies (Lithuanian fairy tale)

Bunnies were born to a hare. The father looked at his children and said to them:
- I have a mustache, and you already have a mustache! So, then, earn your own food.
Since then, hares are born and live alone, without parents, in a dark forest: they have neither a nest nor a hole. But everyone with a mustache, everyone from the first days can earn their own living.

Boy and goats.

Once upon a time there was a boy, and he had three goats. During the day, the goats jumped and jumped on the rocks, and by night the boy drove them home.
One evening the boy began to drive them home, and the goats ran into the cabbage field, and there was no way to drive them out of there.
The boy sat down on a hillock and wept. A hare walked by.
- Why are you crying? the hare asked the boy.
“I am crying because I cannot drive the goats out of the field,” the boy replied.
“I will drive them out,” said the hare.
The hare began to drive out, but the goats do not go.
The hare sat down and also cried. Walked past the fox.
- Why are you crying? the fox asked the hare.
“I am crying because the boy is crying,” says the hare, “and the boy is crying because he cannot drive the goats out of the field.”
"Calm down, I'll kick them out," said the fox.
She began to drive out, but the goats did not come.
The fox sat down and also cried.
And so the wolf drove, also did not drive out.
There was a bee here.
He sees that they are all sitting and crying, and says:
- I'll kick them out.
Then all the animals and the boy stopped crying and began to laugh at the bee. How she would drive out the goats when they all couldn't handle it!
But the bee flew to the cabbage field, sat on the goat, buzzed.
— Zhzhzhzhzhzh! Zhzhzhzhzhzh! Zhzhzhzhzh!
How the goats will run! And they ran home from the field.

“Dad brought Zoya a monkey from Africa. Zoya named the monkey Ruza. Ruza knew how to jump amusingly, to mimic Zoya's acquaintances. Zoya taught Ruza to answer the doorbell.
During the winter, Ruza fell ill. Zoya took Ruza to the doctor, gave her different herbs, fed her with bananas. Thanks to Zoya's care, Ruza recovered.

Ask your child questions about the content of the story. Ask them to find words with the sound Z in the story and make up sentences with them.

“Zoya, Lisa and Aza are friends. Zoya's friends gathered. Zoya, Lisa and Aza play together. The Musa doll is put to sleep. They go for a walk with a funny bunny. Mom called Lisa home. Azu was also called. Zoya was left alone. Zoya's teeth hurt. Zoya tied her teeth and sits. Lisa found out about it. Brought Zoe a mosaic. Asa also knew. Brought Zoya forget-me-nots. Zoya put forget-me-nots in a vase. Lisa, Zoya and Aza began to play mosaic. Beautifully made mosaic pattern! Then riddles:

How did she get down to business?
She drank and sang.
Ate, ate oak, oak,
Broken tooth, tooth. (Saw)

Knotty Kuzma,
You can't untie. (Chain)

He does not know the days
And points out to others. (Calendar)

Friends had fun for a long time. Zoya forgot about bad teeth.

Ask your child questions about the content of the story. Make sure that in the answers he correctly pronounces the sound Z.

An outdoor game to consolidate the correct pronunciation of the sound Z "Recognize by voice."

This game develops children's auditory attention. A circle is drawn on the ground. Children run around the playground. At the signal of an adult, “One, two, three - run in a circle!” they gather in a circle.

The leader is chosen. He is blindfolded. He turns his back on the children.

All children say:

"We frolic a little,
All were placed in their places.
You solve the riddle
Who called you - find out!

An adult shows with a gesture one of the children who says: "I'm calling you!". The driver child guesses who called him: “Did Vova call me? Katya called me?

If the child guessed who called him, then he changes places with this child. And the other child becomes the leader.

If the child did not guess who called him, then he guesses again in the next game.

Video for classes on ZKR - the formation of the names of actions from the names of objects. Consolidation of the correct pronunciation of the sound Z.

Verbal material from the video:

• fastener - fasten
• hairpin - what do they do? - pierce
• putty - what do they do? - blur,
• what do they do in class? - are doing
• tasks - what do they do? - ask
• fence - what do they do? - light up
• valve - what do they do? - push,
• casserole - what do they do? - baked
• welding - what do they do? - brew
• reserves - what do they do? - stocking up
• records - what do they do? - write down

Helpful Hints: 1. This video must be watched without sound! (the presence of sound in it only distracts the children and is completely pointless!) Turn off the volume of the sound in the video and give tasks to the child by showing him the pictures. 2. Be sure to pause the video, waiting for the child's response! And only after his answer and discussion, move on! 3. Can it be the same speech exercise do without video :).

In all games and tasks, you need to carefully monitor that the children correctly pronounce the sounds З and ЗЬ. In case of mistakes, remind the children that they have already learned how to pronounce this sound correctly and ask them to correct the mistakes.

Other materials on games, exercises and activities with children on ZKR- sound culture of speech - you can find in the articles of the site:

You will find many interesting materials on the development of children's speech in the headings:

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"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

Sound articulation C.

Articulation of sound C

The lips are stretched, slightly pressed to the teeth. There is a small gap between the incisors. The tip of the tongue is lowered, pressed against the inner surface of the lower incisors. The front of the back of the tongue is lowered, the middle is raised, the back is lowered. Tongue in the "slide" or "bridge" position. The lateral edges of the tongue are pressed against the upper molars. The front part of the back of the tongue forms a gap with alveoli, in the middle of the tongue there is a groove that directs the exhaled air stream in the center. The soft palate is raised (C - mouth sound). vocal folds

open (C - dull sound).

About staging the C sound here.

Sound articulation Z

Sound articulation Z

Exactly the same as when pronouncing the sound C. The only difference is that the voice

the folds are closed (З - ringing sound).

Articulation of the sound SH

Articulation of the sound SH

The middle part of the back of the tongue is more elevated, the groove collapses, the anterior part of the back of the tongue is more curved.

Articulation of sound Zb

Articulation of sound Zb

Exactly the same as when pronouncing the sound S. The only difference is that the vocal folds close (3b - ringing sound).

Articulation of sound C

The lips are slightly tense and stretched. A small gap between the incisors, the tip of the tongue

Articulation of sound C

pressed against the lower incisors. At the first moment of articulation, the front part of the back of the tongue is raised and closes with the anterior edge of the hard palate. At the second moment of articulation, it descends, forming a gap with the palate. The middle part of the back of the tongue is raised, the back is lowered. The lateral edges of the tongue are pressed against the upper molars. The soft palate is raised (C - oral sound). The vocal folds are open (C - dull sound).

On the production of whistling sounds. Defects in the pronunciation of whistling sounds are called sigmatism.

Types of sigmatism

1. Lip-tooth sigmatism. The lower lip approaches the upper incisors. (S, C resembles F, Z - C) Predisposing factors of labio-tooth sigmatism: prognathia, hypotrophy of the muscles of the tip of the tongue in dysarthria.

2. Interdental sigmatism. When pronouncing a sound, the tip of the tongue protrudes between the teeth. It makes a raspy sound. Predisposing factors of interdental sigmatism: anterior open bite, flaccid tongue, prognathism, weakness of the muscles of the tip of the tongue in dysarthria, absence of anterior teeth, adenoids, excessively large or long tongue, weakness of the orbicular muscle of the mouth.

3. Lip sigmatism. When pronouncing a sound, the tip of the tongue near the teeth at the level of the gap between the teeth produces not a whistling, but a dull noise (the sound resembles T or D). Predisposing factors for dental sigmatism are the same as for interdental sigmatism.

4. Lateral sigmatism. The lateral edges do not touch the upper molars, a gap is formed on the side through which part of the air stream leaves. Lateral sigmatism can be unilateral or bilateral. Predisposing factors of lateral sigmatism: lateral open bite, long narrow tongue, paresis of the lateral edges of the tongue in dysarthria.

5. Nasal sigmatism. The soft palate does not close tightly with the back wall of the pharynx. Part of the air passes through the nose. Predisposing factors of nasal sigmatism: paresis of the soft palate, clefts.

6. Hissing pronunciation of whistling sounds. Mechanism: the tip of the tongue is pulled deep into the oral cavity, the back of the tongue is raised, the groove is not formed. Predisposing factors: increased muscle tone of the tongue with dysarthria, with open organic rhinolalia.

parasigmatism

If the sounds С and Сь, З, Зб, Ц are replaced by other sounds, then such a violation is called whistling parasigmatism. Sound substitutions are a phonemic defect, i.e. they indicate the imperfection of phonemic perception. When correcting, this is very important to consider.

The sound C is most often replaced by Ф, СЬ, Ш, Т, З.

The sound З is most often replaced by В, Зб, С, Д, Ш, Zh.

The sound C is most often replaced by C, T, C, T, W.

On the production of whistling sounds.

If you considered this information useful, share with friends in social networks. If you have any questions about this topic, write in the comments, I will definitely answer. Your online speech therapist Perfilova Natalya Vladimirovna.

When pronouncing the sound C, the lips are not tense, slightly stretched into a smile. The teeth are brought together by 1-2 mm, the upper and lower incisors are exposed. The tip of the tongue is widerests against the bases of the lower incisors, without touching the tops of the teeth. A groove is formed in the middle of the tongue, along which a stream of air passes, forming a whistling noise. The lateral edges of the tongue fit snugly against the inside of the upper molars, blocking the passage of the air stream on the sides. The air jet should be narrow, cold, easily felt with the back of the hand raised to the mouth.

When pronouncing the sound C, the lips are neutral and take a position depending on the next vowel. The distance between the teeth is 1-2 mm. The sound is characterized by a complex lingual articulation: it begins with a stop element (as in t), while the tip of the tongue is lowered and touches the lower teeth. The front part of the back of the tongue rises to the upper teeth or alveoli, with which it makes a bow; the lateral edges of the tongue are pressed against the molars. The sound ends with a slotted element (as in C), which sounds very short. The sound is deaf. The exhaled stream of air is strong.

1. "Cake"
2. "Make the tongue wide"
3. "Push the ball into the goal"
4. "Who will hit the ball further?"
5. "Let's brush our teeth"
6. "The cat is angry"
7. "Coil"
8. "Hide and Seek"
9. "Blow through a straw"

" Cake"

Target: to develop the ability, by relaxing the muscles of the tongue, to keep it wide, flattened.

Open your mouth a little, calmly put your tongue on your lower lip and, slapping it with your lips, pronounce the sounds of pi-pi-pi…. Keep a wide tongue in a calm position with an open mouth counting from 1 to

5 - 10. The lower lip should not be tucked up and pulled over the lower teeth. . The tongue should be wide, its edges touching the corners of the mouth. 3. Pat your tongue with your lips several times on one exhale.

"Make the tongue wide"

Target: develop the ability to keep the tongue in a calm, relaxed state.

Smile, open your mouth, put the wide front edge of the tongue onlower lip. Hold it in this position by counting from 1 to 5-10. Do not stretch your lips into a strong smile so that there is no tension. Do not stick out the tongue far: it should only cover the lower lip. The lateral edges of the tongue should touch the corners of the mouth. If this exercise does not work out, you need to return to the exercise "Pancake".

"Push the ball into the goal"

Purpose: to produce a long, directed air jet.

Stretch your lips forward with a tube and blow for a long time on a cotton ball lying in front of the child on the table, driving him between two cubes. Make sure that your cheeks do not puff out, drive the ball on one exhale, not allowing the air stream to be intermittent.

Target : produce a smooth, long, continuous air stream running in the middle of the tongue.

Smile, put the wide front edge of the tongue on the lower lip and, as if pronouncing the sound “Ф” for a long time, blow off the cotton wool to the opposite edge of the table. The lower lip should not stretch over the lower teeth. You can't puff out your cheeks. Make sure that you pronounce the sound “F”, and not the sound “X”, i.e. so that the air stream is narrow, not scattered.

"Let's brush our teeth"

Purpose: to teach to hold the tip of the tongue behind the lower teeth.

Smile, show your teeth, open your mouth and “clean” your lower teeth with the tip of your tongue, first moving your tongue from side to side, then from bottom to top, then from top to bottom. Lips are motionless, are in the position of a smile. Moving the tongue from side to side, make sure that it is at the gums, and does not slide along the upper edge of the teeth. Moving the tongue from bottom to top, make sure that the tip of the tongue is wide and starts moving from the roots of the lower teeth.

"The cat is angry"

Purpose: to develop the ability to arch the back of the tongue.

At smile, open your mouth, put the wide tip of the tongue on the lower lip, then lower the tip of the tongue to the base of the lower incisors, bend the tongue. The tongue should not protrude from the mouth when it is curved. Make sure that the tongue does not just lie flat in the mouth, but is raised in its middle part. Make sure the language is wide.

"Coil"

Purpose: to teach to hold a curved tongue in the mouth.

Smile, open your mouth, put a wide tongue on the lower lip, then lower the tip of the tongue to the base of the lower incisors, bend the tongue up, move the middle part of the tongue back and forth (the coil rolls). Make sure that the tip of the tongue is pressed against the base of the lower teeth when the middle part of the tongue moves back and forth so that it does not come off the teeth.

"Hide and Seek"

Purpose: to teach to hold the tip of the tongue behind the lower teeth.

Smile, open your mouth, put the wide tip of the tongue on the lower teeth and hold it for a count of up to 3, then lower the tip of the tongue to the base of the lower incisors and hold it for a count of up to 3. Repeat the exercise 7 times. Make sure that the tongue does not lie on the lower lip, but on the tips of the lower teeth. Make sure that the front edge of the tongue is pressed against the front incisors from the inside when the tongue is hidden behind the teeth.

"The tongue goes over the teeth"

Purpose: to strengthen the muscles of the tongue, develop the flexibility and accuracy of the movements of the tip of the tongue, the ability to control it.

Mouth open, lips in a smile. With a wide tongue, touch the lower teeth from the outside, then from the inside. When performing exercises, make sure that the tongue does not narrow, the lower jaw and lips are motionless.

"Blow through a straw"

Purpose: to develop the ability to direct the air stream in the middle of the tongue.

Mouth open, lips in a smile. The wide tip of the tongue rests on the bases of the lower incisors. A cocktail straw is placed in the middle of the tongue, the end of which is lowered into a glass of water. Blow through a straw to make the water in the glass bubble. Make sure that the cheeks do not puff out, the lips are motionless.

1. Open your mouth, put your tongue on your lower lip and hold it in this state for a count of one, two, three ("spatula or pancake")
2. Biting tongue with teeth.

Tongue massage:

(exercises alternate)

The following group of exercises is aimed at developing the upper position of the tongue and vibration:

• “Brushing your teeth” - open your mouth, smile, offer to stroke the upper teeth from the inside with the tip of your tongue (right - left)
• “Counting teeth” - open your mouth, smile, tap the tip of your tongue on the inside of your teeth (above). The child’s jaw is held by a hand so that it does not jump.

• "Horse" - clicking the tongue
• Blowing on cotton wool, a pencil, a ribbed pencil from a position into a tube (the edges of the tongue are pressed tightly against the upper molars)
• "Mushroom" - sticking the tongue to the upper palate and holding it under the count.
• "Drummer" - mouth open, smile, knock with a wide tongue behind the upper teeth, saying hard sound: d - d - d - d- d-

(The child needs to keep the lower jaw all the time. You can insert a finger or a cork into the mouth between the molars)

All these exercises contribute to a faster

Sound Correction[W][W][H][W]

Purpose: to prepare the articulatory apparatus

To play the specified sound.

It is IMPORTANT to develop a widely spread tongue:

("spatula or pancake")

1. Biting tongue with teeth.

Tongue massage:

• “Accordion” - take the tongue with the thumb and forefinger by the edges through the napkin, stretch and squeeze;
• Pinching the lateral edges of the tongue (from the middle to the tip) and the tip of the tongue counting one, two, three, four;
• Open your mouth, tongue with a “spatula” - with your thumb we make circular movements over the tongue, as if kneading.

(exercises alternate)

• Hold the wide tip of the tongue behind the upper teeth (on the count, as long as possible)
• "Painters" - stroking the hard palate with a wide tongue (from mouth to teeth).
• "Swing" - switch the tongue from the upper position behind the teeth to the lower position.
• "Shovel - Tube"
• "Chatterbox" - movements with a wide tongue back and forth along the upper lip bl, bl, bl.

• "Focus" - blow off the cotton wool from the nose with a wide tongue (cheeks do not puff out)

Along with exercises for the lips and tongue, development tasks are included phonemic hearing:

1. We teach by ear to perceive the correct and incorrect reproduction of sound.
2. We teach to hear a given sound in a number of other sounds and syllables.
3. We learn to hear the presence of a given sound in a word.

The appearance and faster introduction of sound into speech.

Sound Correction

[S] [S] [S] [S] [C]

Purpose: to prepare the articulatory apparatus

To play the specified sound.

It is IMPORTANT to develop a widely spread tongue:

1. Open your mouth, put your tongue on your lower lip

and keep in this state under the count of one, two, three

("spatula or pancake")

1. Biting tongue with teeth.

Tongue massage:

• “Accordion” - take the tongue with the thumb and forefinger by the edges through the napkin, stretch and squeeze;
• Pinching the lateral edges of the tongue (from the middle to the tip) and the tip of the tongue counting one, two, three, four;
• Open your mouth, tongue with a “spatula” - with your thumb we make circular movements over the tongue, as if kneading.

(exercises alternate)

The next group of exercises is aimed at switching from one position of the tongue to another:

• “Brushing your teeth” - open your mouth, smile, offer to stroke the upper teeth from the inside with the tip of your tongue (right - left below, right - left above).

• “Counting teeth” - open your mouth, smile, tap the tip of your tongue on the inside of your teeth (above). The jaw of the child is held by the hand so that it does not jump.
• Hold the wide tip of the tongue behind the upper teeth (on the count, as long as possible)
• "Painters" - stroking the hard palate with a wide tongue (from mouth to teeth).
• "Swing" - switch the tongue from the upper position behind the teeth to the lower position.
• "Shovel - Tube"
• "Chatterbox" - movements with a wide tongue back and forth along the upper lip bl, bl, bl.
• Blowing on cotton wool, pencil, ribbed pencil out of position

In a tube (the edges of the tongue are pressed tightly against the upper molars). A strong, cold air jet is felt in the palm of your hand.

Along with exercises for the lips and tongue, tasks for the development of phonemic hearing are included:

1. We teach by ear to perceive the correct and incorrect reproduction of sound.
2. We teach to hear a given sound in a number of other sounds and syllables.
3. We learn to hear the presence of a given sound in a word.

All these exercises contribute to a faster

The appearance and faster introduction of sound into speech.