Speech therapist sound production p. Staging and automation of sound C: abstract of an individual lesson. Parasigmatism can be

Sound [s]

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 the child selects a sound from a sound or syllabic series, words are given poppy, cheese, bough, shelf, son, bun, lamp, catfish.

Pronunciation of vowel sounds with a change in the strength and height of the voice.

"Let's sing a lullaby to the doll": a-a-a-a-a-a-a-a-a.

"Teeth hurt" ooo

"Steamboat whistle": uuu.

Lesson 2

Breathing exercises

Development of expiratory force

Blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).

Development of the correct direction of the air jet according to middle line language

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

"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 syllables pya-pya-pya-pya-pya.

"Conversation of dogs Barbosa and Pushka". Pronunciation of syllable combinations pa-ba, po-bo, po-bo, pu-boo 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, for, with, sha, tso, su, zy, sy. 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 Developing expiratory strength

"Extinguish the candle." Development of intense intermittent exhalation with pronunciation 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 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". Sound combination pronunciations ia.

"Boat". Stick your tongue out of your mouth and fold it into a boat ("groove"). 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. Suction of the tongue to the sky. (Recommended for use when correcting lateral sigmatism.)

Development of the switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue

Vowel pronunciation i-yu, 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 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.

Development of a long strong exhalation during prolonged pronunciation of 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 drops 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 say: bya-bya-bya-bya-bya, pya-pya-pya-pya-pya-pya(with 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. Pronunciation of a sound combination i-hee-hee.

Development of switchability of the organs of the articulatory apparatus

"The tongue swings on a swing." Pronunciation of syllables i-la, i-la, i-la, gradually increasing their number on one exhalation.

Development of phonemic perception

Distinguishing words that sound similar: bear— bowl, helmet— porridge, cheese— ball, 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

Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors. 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 sound combinations hee-hee, hee-hee, hee-hee.

"Alien Talk" Pronunciation of syllables ti-ti-ti, ti-ti-ti, ti-ti-ti, ti-ti-ti(with a change of stress and intonation).

Development of phonemic perception and simple types of phonemic analysis

- Is there a sound [s] in words cabbage, beets, radishes, beans, lettuce, garlic?

Find vegetables that have the [s] sound in their names. Where is the sound [s] in the word salad? In a word garlic? In a 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 syllable combinations ptit-ptit-ptit, ptya-ptit-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 words sledge, 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". "Snowstorm".

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(sensations 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.

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 a sound combination ihi, and then repeat it with clenched teeth.

4. Pronunciation of a combination ie 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 move to the normal pronunciation of the phoneme.

Dental sigma correction

Show correct articulation phonemes. 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].

Whisper the combination ihi, 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 the tongue on the lower lip, move the tongue to the left side and slide the teeth over the 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

Target: formation of the correct pronunciation of the sound [l] in an isolated position.

Tasks:

Development of phonemic perception and phonemic analysis;
Development of articulatory motility, HMF.
Cultivating perseverance.

Used technologies:

Health-saving technologies;
Developing technologies.

Plan:

I. Organizing moment;
II. Topic message;
III. Articulation gymnastics;
IV. Sound setting [l];
V. Clarification of sound articulation [l];
VI. Development of phonemic analysis;
VII. Fixing the connection between the letter and the sound [l];
VIII. Summing up the lesson.

Lesson progress

I. Organizing moment

There are several pictures in front of the child (onions, carrots, cabbage). The speech therapist reads the riddle:
The grandfather is sitting, dressed in a hundred fur coats,
Whoever undresses him sheds tears.
- What is this vegetable? Show on the picture.
The child finds a picture of an onion.
L: Yes, it's a bow. What is the first sound in the word onion?
R.: Sound [l].
L .: So the ship is buzzing. Let's hum and show the ship: the fingers of the outstretched hands are closed under acute angle, depicting the stern of the ship.

II. Lesson topic message

Today we will learn to hear, find in words and pronounce the sound [l].

III. Development of phonemic processes

L .: I will pronounce the words, and when you hear a word with a sound [l], clap your hands. The speech therapist pronounces the words: lamp, board, cat, bow, shelf.
The child clap when he hears the sound [l] in the word.
L .: Look at the pictures (the speech therapist calls the pictures). Find only those in which there is a sound [l]. Lamp, squirrel, table, cabinet, pencil, desk.
The child chooses the right pictures.
L .: Let's play the game "The fourth extra" Those words will be superfluous in the name of which there is no sound [l]. Spoon, cat, skis, horse; lamp, shelf, board, shovel.
The speech therapist pronounces the words and lays out four pictures in front of the child, the child finds and removes the extra picture.
L: Do you want to ride the train? In front of you is a train with three wagons and pictures (The speech therapist offers the child pictures of words with sound [l] at the beginning, middle and end of the word).
Place the words on the wagons. If the sound is at the beginning - to the first car, if in the middle - to the middle car (in the second), if at the end - to the third.

IV. Articulation gymnastics

The exercises “Malyar”, “Horse”, “Needle”, “Strongman” are performed.

V. Clarification of sound articulation [l]

L .: Look at the tongue when it pronounces the sound [l]. (Speech therapist shows sound profile picture).
Where is the tip of the tongue?
R .: tip of the tongue at the top.
Are your teeth closed or open?
R: Revealed.
Are the lateral edges of the tongue pressed against the upper teeth or not?
R.: No
L .: The tongue is in the form of a saddle. (The speech therapist shows a picture with a saddle, the child repeats; you can show a dummy of the tongue).

VI. Sound setting [l]

The speech therapist uses three methods of setting.
1. (By imitation)
L .: Hoot like a ship (l-l-l-l-l)
2. (Based on the language profile and verbal instruction in front of the mirror)
L .: Make a needle. Look how sharp the tip of the tongue sent. Lift it up and press it against the tubercles (alveoli) (speech therapist shows a profile). Now hoot like a steamboat (make the sound [s]). Don't drop the tip of the tongue.
3. (From interdental sound [s])
L .: Make a wide tongue, stick it between your teeth, lightly bite the tip of your tongue and pronounce the sound [s] for a long time - it turns out hard sound[l].
After setting, the speech therapist offers to buzz like a steamer, then like an airplane, like an elephant.

VII. Summing up the lesson

What sound did we learn to pronounce?
- Sound [l].
- How to pronounce the sound [l]? (The child repeats the articulation of the sound l).

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.

Isolation against the background of syllables and words of the sound [s] among sounds that are distant in acoustic and articulatory features.

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 vowels i-yu, 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

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". "Snowstorm".
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

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 individual characteristics motor skills of the child and the nature of speech disorders.
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 fruit. 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.
"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 this? (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, phlox, 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 courtyard". 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 most Big city 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? (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

A complex of individual lessons on the formation of sound pronunciation is intended for older children. preschool age with severe speech disorders (dysarthria, alalia) and compiled in accordance with guidelines classics of speech therapy M.E. Khvattseva, R.E. Levina, L. S. Volkova, T. B. Filicheva, G. V. Chirkina
Speech disorders in this category of children are systemic in nature, they affect both the phonetic-phonemic and lexico-grammatical aspects of speech. Therefore, speech therapy influence is aimed at speech system as a whole, and not just on any one isolated defect. In addition, the whole process of speech therapy work is aimed at the formation mental operations analysis, synthesis, comparison, abstraction, generalization. The features of this complex are the maximum inclusion of auditory, visual, motor analyzers and the maximum use of didactic tools.
The didactic material is selected and arranged with the maximum regard for didactic and methodological requirements to speech therapy work with children and in accordance with the laws of Russian phonetics.
The purpose of this complex is to develop a system of classes, including all stages of work on the sound K, with children with severe speech disorders.
The complex solves the following tasks:

Development of articulatory motor skills.
Formation of the respiratory and vocal functions, the prosodic side of speech.
Work on pronunciation (staging, automation, introduction to speech)
Formation of sound analysis and synthesis skills
Dictionary enrichment.
Formation of the grammatical structure of speech.
The development of connected speech.
Formation of cognitive processes.
Increasing the speech and emotional activity of children.
Improving the personal contact of the teacher-speech therapist and the child.

The complex consists of 6 lessons and includes the following sections:

correction of sound pronunciation;
correction of phonemic processes;
correctional work at the syllabic, lexical levels;
correctional work at the syntactic level;
improvement of connected speech.

In children with severe speech disorders, the stages of formation of articulatory motility (articulation) and sound automation are longer and hard way. It is extremely important to diversify this process, to evoke and maintain motivation, to maintain the interest of children throughout the entire period of correctional speech therapy. This purpose is served by the presentations included in the structure of the lesson.
Due to the fact that the old conditioned reflex connections in children with complex speech pathology are very conservative, it is necessary to carefully work out the stages of consolidating the correct speech skills. Hence the frequent repetition speech therapy exercises, but with the inclusion of elements of novelty in content and form. Given the rapid fatigue of children, frequent changes in activities are carried out, the child switches from one form of work to another.
Lesson 1
Target: to prepare the articulatory apparatus for staging the sound K, to fix the pronunciation of the sound K in reverse syllables and words, to introduce the letter K, to develop fine motor skills, to cultivate a positive mindset for a speech therapy lesson.
Do you like traveling. I want to please you now we will go on a trip and we will stop at different stations. And here is our stop. We arrived in the forest. Look, someone is meeting us. And guess who it is.
Mixed with sour cream.
It's cold on the window.
He left his grandfather
He left his grandmother round side, ruddy side
Rolled (Kolobok)

Kolobok came to us. You and I will show the movements of our tongues.
1. Preparatory part. Warm-up and exercises:
A) preparatory articulation exercises: for lips: alternation of movements
A-I, A-U, A-O and back; for language: (Presentation1).
"Spatula
« Kitty is angry":
"Who is stronger?" competition between the child's tongue and the speech therapist's finger, pressing the tip of the tongue and pushing the tongue deep into the mouth (mouth open, lips smiling) (5 times)
"Coil": mouth open. The tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper molars. A wide tongue "rolls out" forward and retracts deep into the mouth. (5 times)
Gorka 1: arching (raising) the back of the back of the tongue, pressing it against the soft palate, the tip of the tongue is somewhat pulled away from the lower teeth (mouth open, lips in a smile). (5 times.)
Gorka 2: the same with blowing off a cotton ball. (5 times.)
"Gorka" 3: the same with a spatula or probe. (5 times)
Breathe through your nose with your mouth wide open.
B) warm-up for the hands and fingers + additional exercise “fist-ring (fingers of one hand are clenched into a fist, and the other alternately with the thumb form a ring).
Voice exercises: Gingerbread Man heard how "The hen teaches the chickens to say:" Ko-ko-ko. The chickens repeat: "Ko-ko-ko." And the smallest chick says: "Coo-coo-coo." Mom corrects him: “Not so. coo-coo-coo" says the cuckoo, and you say "co-co-co" How do chickens say? How does the cuckoo say?
“Mom has a sore throat and she coughs: “K-K-K-K”
2. The main part. Setting the sound K
1) By imitation. Let's teach Kolobok to raise the back of his tongue and knock on the ceiling with you: “In the house he jumped and jumped. Knocks on the ceiling, Kolobok amuses: "K-K-K-K"
- development speech breathing: what season is it now? Snow falls in winter. A snowflake fell on Kolobok's mitten. Let's blow the snowflake off the mitten, making the sound K: "K-K-K-K"
Mechanical method (is predominant)
Its basic principle is from the explosive anterior lingual anterior palatal T to the explosive posterior lingual posterior palatine K, using a probe, spatula, finger of a speech therapist (then a child), pressing on the tip and front of the back of the tongue, gradually arching and pushing the tongue deep into the mouth, while pronouncing TA-TA -TA: TA-TA-TA—CHA-CHA-CHA - KYA-KYA-KYA - KA-KA-KA.
Mechanical assistance is gradually weakened, then completely eliminated.
2) Refinement of the articulation structure: How do we pronounce the K sound? The back of the tongue strikes the palate deep in the mouth, and the tip of the tongue is behind the lower teeth. Say the sound K and try to feel it: "K-K-K-K." Pronounce the sound repeatedly and abruptly.
Sound characteristic: consonant (since the air stream meets an obstacle), deaf (since vocal cords not tense), solid, we will designate it with a blue square.
3. Fixing correct pronunciation sound.
Say the syllables with a change in the rhythmic pattern "Repeat"
AK-AK - AK-AK-AK AK-AK-AK - AK-AK
OK-OK-OK-OK-OK OK-OK-OK-OK-OK
UK-UK - UK-UK-UK UK-UK-UK - UK-UK
YK - YK - YK-YK-YK YK-YK-YK - YK-YK
IR - IR - IR-IR-IR IR-IR-IR - IR-IR
Introduction to the letter K
Listen to a poem about the letter K
Look at the letter K:
There is a leg and there is a hand.
Kostya Shouted to the Cat: "Shoo!"
It's all on the K, baby.
What does the letter K look like? (on the beetle's antennae, beak) In which direction does the letter K look? (to the right) How many elements does the letter K have? Which? (Annex 1)
Let's make a letter for Kolobok and decorate it.
Summary of the lesson. Farewell to Kolobok, we give him a letter from plasticine.
Lesson 2.
Target: automate the sound K in reverse syllables and words, form phonemic awareness, to consolidate the concepts of "letter", "sound", to develop fine motor skills, to bring up a positive attitude to speech therapy.
Kolobok wrote us a letter
"I'm waiting for you in the forest house, we'll play, we'll have a rest"
- Are we going to visit?
- Yes
Let's go along the path to the forest. We will find a house in the meadow.
Exercise "knock like me" - the development of a sense of rhythm, auditory attention, memory. (rhythmic pattern)
Kolobok found out that you are learning to pronounce his favorite sound correctly and decided to invite you to visit to play with the sound K.
Articulation gymnastics:
"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count up to 6);

« Kitty is angry": mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. (5 times)

"Coil": mouth open. The tip of the tongue rests against the lower incisors, the lateral edges are pressed against the upper molars. A wide tongue "rolls out" forward and retracts deep into the mouth. (5 times)
"Snake"

once.
1. Say the syllables and words (2-3 times): auditory attention auditory memory

UK-YK-AK-OK

YK-UK-OK-AK

OK-AK-UK-YK

AK-AK-AK - MAK YK-YK-YK - BULL

OK-OK-OK - OPENOK IR-IR-IR - BROOM

UK-UK-UK - SPIDER
2. The formation of a speech voice, the development of a clear pronunciation and articulation of the sound K. (phonemic hearing) Listen to the nursery rhyme. Listen carefully to what sound I highlight with my voice, name the words with this sound:

Kitty, kitty, kitty,

Kitty sharp claw

Learn the nursery rhyme by heart: pronounce the nursery rhyme without a voice, clearly articulating each sound. And now, quietly, quietly wake the cat, and now loudly, let's call the cat for a walk.
3. Fixing the sound K in sentences: insert words with the sound K (Presentation 2)

Katya grew up in a flowerbed (poppy, peony, daffodil)

Brown (fly agaric, honey agaric) flaunted on a stump.

In the corner stands (broom, bucket)

Came down from the ceiling (spider, bee)

At the gate stood a huge (bull, camel).

Name the words with the sound K: poppy, honey agaric, broom, spider, bull.

4. Consider the letter K, fold it from sticks, draw in the air with the fingers of both hands in turn.

colorize capital letter blue, and a small green, shade.

6. The result of the lesson. Farewell to Kolobok.

Lesson 3

The purpose of the lesson: automate sound in direct syllables and words, develop phonemic hearing, and simple sound analysis to develop visually motor coordination hands.

1. Preparatory part.

1. Warm-up and exercises:

A) preparatory articulation exercises : for lips: alternation of movements A-I, A-U, A-O and vice versa ; for language:

"Spatula": the mouth is open, a wide, relaxed tongue lies on the lower lip (count up to 6);

"Snake" The mouth is open. Tongue strongly stick out forward, strain and make narrow. Push the narrow tongue forward as far as possible, and then remove it deep into the mouth.

The movements of the tongue are made at a slow pace and are performed 5-6 times.

2. The main part.

1). Kolobok has prepared many tasks and exercises for you today. He invites you to play with pictures: how the chickens scream: “Ko-ko-ko!”, “Ko-ko-ko!”, “Ko-ko-ko!” -ku, ku-ku!", crow: "Kar-kar"

In a cry, what kind of birds do you hear the sound [K]? Circle the correct pictures.

Isolated pronunciation of the sound K, clarification of articulation:

Open your mouth wide.

Hide the tongue deep into the mouth, squeeze it into a ball.

Tap with a compressed tongue on the palate, pronounce the sound K.

Bring your palm to your mouth, feel the movement of air.

Loudly and clearly, say the sound K repeatedly.

Sound characteristics: consonant, deaf, hard.

Development of phonemic hearing

Recognition of a sound from a number of others

TO: K, R, G, M, K, F, K, L, K, X, K

Identification from syllables

Clench your fists tight when you hear the sound TO: KA, GA, KY, MU, AK, KO, HA, KU

Recognition from words

Clench your fists tight when you hear the sound TO: LAMP, HAND, HOLE, GOAT, SHELF, HOUSE, CAT, CHOCOLATE, ELEPHANT, STONE, TABLE, GALOSHS.

Remember, repeat the syllables:

KA-KA-KA KA-KO-KU-KY

KO-KO-KO KO-KU-KY-KA

KU-KU-KU KU-KY-KA-KO

KY-KY-KY KY-KA-KO-KU

Say the words (2 times):

boar bank com

cabin booth con

cabinet beech horse

border branch coffee

stone T-shirt to forge

ditch note comet

captain duck candy

The game "Wonderful bag". Kolobok has a wonderful bag of vegetables (cabbage, potatoes, carrots. The child takes out vegetables, names them, clarifies that there is a K sound in the words (determines the place of the sound in the words). He clearly distinguishes the K sound intonation.

Selection of vegetable names for possessive pronouns: my cabbage, my potatoes, my carrots

Offers to find the same pictures - contours and color them. Names vegetables in the name of which there is no sound K: (tomato, cucumber)

The game "Hide and Seek". Kolobok offers to play hide and seek. And the syllable KA will hide from you. Listen carefully to the sentences (number the pictures for the sentences) and try to restore the words: (Appendix 2).

1. Soba (ka) tyav (ka) la on fish (ka).

2. (Ka) cha on (ka) hall mischievous (ka) kitten (ka)

3. Kosh (ka) la (ka) la milk from a saucer (ka).

4. Little (ka) I girl (ka) cried loudly (ka) la.

5. Zai (ka) pos (feces in the garden for (ka) empty.

6. Grandmother (ka) (ka) melts the grandson (ka) along the path of the couple (ka).

Sound analysis: a solid consonant to designate words in blue on the sound scheme, and vowels in red:

repeat tongue twister“Kitty, kitty, kitty. Kitty sharp claw "

Draw a dog near the booth with a loop.

Lesson 4.

Purpose of the lesson: continue to automate the sound K in words and sentences, expand the vocabulary for the sound K, develop hand-eye coordination, educate cognitive interest to a speech therapy lesson, a positive emotional attitude to the lesson.

Breath development

Sit up straight, feet on the floor, hands on your stomach. Close eyes. Imagine that there is a ball in your stomach. We inhale through the nose - the balloon inflates; shoulders are motionless; exhale through the nose - the ball descends slowly. Now we will "inflate" and "deflate" the balloon. We breathe slowly.

The child sits on a chair, leaning back in the chair; performs the exercise at a slow pace 5 times.

Articulatory gymnastics Development of mobility and differentiated movements of the lips, tongue.

"Frog" - "Proboscis"
"Shovel" - "Needle"
"Pussy Angry"
"Brushing lower teeth"
"Coil"
"Swing"

The child in front of the mirror performs the exercises at a slow pace.

Sound automation [K]. using "Sujok"

on a long speech exhalation we pronounce the syllables:

[Kk-a-a-kk-o-o-kk-u-u-kk-s-s-kk-e-ek];

The child, on a long speech exhalation, pronounces clearly articulating vowels.

Let's play with you the game "Repeat"

Development auditory perception, sense of rhythm, rhyme.

Skill consolidation correct pronunciation sound [k] in direct syllables, words with a direct syllable.

Ka-ka, Ka-ka, Ka-ka,

Porridge, stone, camera.

ka - ka, ka - ka, ka - ka,

flower, turkey, hammer

Ko-ko, Ko-ko, Ko-ko,

cat, kitty, lump

ko - ko, ko - ko, ko - ko,

high, wide, great.

Coo-coo, coo-coo, coo-coo.

Chicken, hens, gossip

Coo-coo, coo-coo, coo-coo.

Eye, mouth, nose.

Name the pictures. Memory development. Development of phonemic functions. Dictionary activation.

Name the pictures in the names of which there is a sound [K].

(calf, foal, chicken, horse)

(calf, foal, chicken) what an extra word (horse). Why?

There is no sound (K) in this word.

Make up a sentence with one of the words.

Katya is feeding the chicken.

How many words in a sentence.

The game "4 extra" (Presentation 3)

Outcome

What did we do today?

How to pronounce the sound [K]?

The position of the lips;

The position of the teeth;

The position of the tongue;

What air stream.

Recalls activities;

correct articulation of the sound [K].

Lesson 5

Target: automate the sound K in syllables and words with a confluence of consonants, work on a sentence, the formation of the grammatical structure of the language, cultivate a positive attitude towards a speech therapy lesson.

Kolobok rolled, rolled along the path and heard someone shouting Kva-Kva. Who is this?

I'm green like grass

My song: Kva-kva.

Guess a riddle. Circle the answer.

We pull the lips straight to the ears, it turns out - a frog

Articulation gymnastics:

"Smile" - "Tube", "Shovel" - "Needle"

“We clean the lower teeth”, “Reel”, “Swing”

Articulation analysis:

lips ajar, stretched out in a slight smile;
teeth open:
Tip of the tongue lies at the base of the lower incisors,
front and middle parts back of the tongue omitted,
back of tongue rises up and rests against the palate in its back part,
side edges tongue pressed against the upper lateral teeth;
soft sky raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity;
vocal cords not tense, open - the voice is not formed;
air jet strong, at the moment of pronouncing the sound passes through the center of the oral cavity, breaking the bond between the back of the back of the tongue and the palate.

The frog frog was delighted with our meeting, jumped over the pebbles

Automation of sound [k] in syllables.

Kwa-kvo-kwu	Ska-sko-sku
Kwo-kwu-kwa	Sko-sku-ski
Kwu-kwu-kva	Sku-ska-ska
Kvy-kva-kvo	Ski-ska-sko

Wah - square - apartment

Bench - a fairy tale - a stroller.

Fizminutka: here are the frogs along the path, jumping with outstretched legs. They saw a mosquito shouted: Kva-Kva-Kva! (child pretends to be a frog)

The development of prosody.

How does a big frog croak? How small?

The game "Guess the riddles." Kolobok asks you to suggest a word at the end of each poem.

Who drags his house on himself

In the dark dungeon

red girl,

No thread, no needle,

Knitting knitting.

(butterfly)

Dancing baby -

Just one leg.

Synopsis of individual speech therapy session with a 7-year-old child with a speech therapy conclusion of the FFNR on the production of sound [C].

Subject: sound setting [WITH] .

Tasks:

Formation of the ability to correctly pronounce the sound[WITH].

Consolidation of the ability to perform a set of articulatory exercises necessary for sound production [WITH] .

Formation of the correct diaphragmatic type of physiological breathing.

Development of phonemic hearing.

Development of the ability to form possessive adjectives.

Development of visual perception, memory.

Development of general motor skills.

Formation of arbitrary differentiated mimic movements.

Equipment: pictures depicting a mosquito, anteater, tiger, helicopter, hippopotamus, squirrels, bear, lion, wolf; tails: squirrels, wolf, bear, lion.

1. Organizational moment.

Hello! Today Komarik came to visit us.

The speech therapist shows the child a picture of a mosquito.

Do you remember his beautiful song? Today in the lesson we will learn to sing a mosquito song.

First, we'll get ready.

2. Breathing exercise.

Let's get up, put your hands on your stomach. Let's take a deep - deep breath, so that our arms open. Exhalation. Again!

The speech therapist teaches the child to perform the exercise correctly: when inhaling, the muscles of the ribs and the anterior wall of the abdomen move up and to the sides, while exhaling, the stomach retracts.

The speech therapist does the exercise, the child's hands are on the diaphragm. The speech therapist controls the movement of the child's diaphragm during inhalation and exhalation.

3. The game "Clap if you hear."

Let's listen to the mosquito song together. Clap if you hear a mosquito song .

The speech therapist covers his mouth with a sheet of paper, gives an auditory standard of sound. After the child has listened to the “mosquito song”, the speech therapist will forgive the child to highlight the given sound with a clap in the palm of his hand:

In the sound range [b, s, n, s, p, k, s, n, s, e, t, l];

- in syllables[ra, so, you, then, sa, pa, yes, so, su];

In words[catfish, house, bowl, scooter, broom, crackers, growth, piece, nose, bus].

Performed standing, feet - shoulder width apart, hands on the diaphragm.

At the command of the speech therapist, the child takes a deep breath without raising his shoulders, then exhale.

The child performs the exercise independently according to the instructions.

The child is doing the exercise.

5. Articulation gymnastics.

Today the mosquito invites us to fly with him in a helicopter to hot countries. We arrive and see a tiger and anteater .

The speech therapist shows the child pictures of a tiger and an anteater.

The tiger smiles broadly at us. Let's smile like a tiger. Smile so that the upper and lower teeth are visible, stretch the lips to the limit and hold this position. Teeth closed (Repeat 3 times).

Let's look at anteater . Look what a long narrow muzzle he has. He prepared to drink some water and made a "pipe". Let's repeat. Let's stretch the lips with a tube: the lips should be pulled slightly forward, as if forming a square. The teeth are closed. Hold the “tube” for 3-5 seconds.

Now let's try to alternate the movements of the lips in a smile and a "tube".

Our tiger loves to swing. Come on and we'll try. Put the wide tip of the tongue on the lower lip, lift it on the upper lip (repeat 4-5 times).

We go further and see a huge tree. And under the tree are nuts. Our tigers will help us collect them. Rest on the right cheek with the hard tip of the tongue. Now to the left. One more time (Repeat 4-5 times).

Now let's go to the path to find other beasts. Let's make a road: put a wide, flattened tongue on the lower lip, and hold it in this position for a count of up to 5.

We go and see the river. Let's make a bridge to cross the river. Let's smile, show our teeth, open our mouth, lower the tip of the tongue behind the lower incisors, bend the tongue forward (“built a bridge”).

At the expense of the speech therapist, the child stretches the lips to the limit, and holds this position.

At the expense of the speech therapist, the child stretches his lips with a tube: stretch his lips slightly forward, as if forming a square, hold this position for 3-5 seconds.

At the expense of the speech therapist, the child stretches the lips to the limit, and holds this position, stretches the lips slightly forward with a “tube” alternately.

At the expense of the speech therapist, the child puts the wide tip of the tongue on the lower lip, lifts it on the upper lip. Repeat 4-5 times.

The child from the inside rests with a firm tongue on the right cheek, then on the left cheek.

The child puts a wide, relaxed tongue on the lower lip.

The child smiles

shows teeth, opens the mouth, lowers the tip of the tongue behind the lower incisors, pushes the middle part of the back of the tongue forward.

6. Sound setting

From articulation.

And so we met a lion. He is the most powerful beast. Let's surprise him. Let's show him the trick. Smile, make a bridge, blow on the tip of your tongue.

If the child does not succeed, put the soundmechanically.

The speech therapist asks the child to pronounce the syllable repeatedlyta, the speech therapist inserts the probe between the alveoli and the tip (as well as the front of the back of the tongue) and gently presses it down. By controlling the probe, the speech therapist changes the size of the gap until the desired acoustic effect is obtained.

Raise the pen, do you feel which stream of air comes out cold or warm? Strong or weak?

With the back of the hand, the child should feel the exhaled stream of air. Pay attention to the fact that it goes in the middle of the tongue, strong and cold.

The child smiles, lowers the tip of the tongue behind the lower incisors, blows on the tip of the tongue.

Cold. Strong.

7. The game "Hippo".

Great! We sang a mosquito song to the lion, we move on. And we see a big, big hippopotamus. Let's show how surprised we are! Look how serious he is. Let's make a serious face too. Look how big cheeks the hippopotamus has. Let's puff out our cheeks like him. The hippopotamus is very happy, let's show him that we are also very happy to see him.

On the appropriate command, the child raises his eyebrows, frowns, puffs out his cheeks, smiles.

Physical culture pause

Our hippo wants to do exercises, let's do it with him.

One two three four...

Arms up, legs up!

Left, right turn,

tilt back,

Tilt forward!

The speech therapist reads the verse and performs the appropriate movements

The game "Whose Tail".

Well, we looked at the animals, we need to return home. We approach the helicopter and see that the tails of various animals stick out of its windows.

The speech therapist shows pictures of the tails of different animals: squirrels, bears, lions, wolves.

Please look at the pictures and think whose tail it is. Now tell me what is it?

The game "Who is missing".

Now look at these pictures again. I'll hide one of them, and you tell me which one is missing.

9. Game "Guess"

Think and say which of the animals depicted in these pictures should not fly with us? Why?

The speech therapist shows the child pictures of a squirrel, a bear, a lion, a wolf.

Well done. You can color these pictures.

The child listens to the verse and performs the appropriate movements.

The child forms possessive adjectives:squirrel, wolf, bear, lion.

The child names the missing picture.

The child chooses a picture, justifies the answer.

10. The result of the lesson. Activity evaluation.

I really enjoyed our work with you. Did you enjoy the activity? What animals did we meet today? Who do you remember more?

The speech therapist assesses the child's activity in the lesson, compares the results with the results of the previous lesson.

The child talks about his experiences.

Speech therapist sound production p. Staging and automation of sound C: abstract of an individual lesson. Parasigmatism can be

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Sound setting [s]

Techniques for setting sound [s]

Description of the position of the organs of articulation when pronouncing the sound [s].

Teaching the correct pronunciation of the sound [s] in isolated sound

Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

Lesson 6

Automation of sound [s] in words with syllables sa-sy-so-su

Automation of sound [s] in words with sound combinations as-os-us-ys-is

Automation of sound [s] in words with the sound combination st and syllables sta-sto-stu-sta

Automation of sound [s] in words with syllables ska-sku-sko

Sound automation [s] in phrases

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)