Speech therapy portal / Speech therapists / Homework on the sounds p and p. Speech therapy lesson in a preparatory group for children with stuttering on the topic “sounds p and p.” Lesson topic message

Homework on the sounds p and p. Speech therapy lesson in a preparatory group for children with stuttering on the topic “sounds p and p.” Lesson topic message

22.02.2024

Homework on the sounds p and p. Speech therapy session in a preparatory group for children with stuttering on the topic

This manual is addressed to speech therapists, teachers of speech therapy groups, and parents. Its main task is to help the child learn the correct pronunciation of the sounds P, Pь, B, B.

The manual offers practical material on production, automation and differentiation of these sounds. The manual contains a variety of lexical material, descriptions of games and individual exercises.

Egorova Olga Vladimirovna

Teacher-speech therapist GOU - combined kindergarten No. 1547

Moscow

Sounds P, Pь, B, B

Speech material and gameson automation and differentiation of sounds in children 5-7 years old

Publisher - A. Kazakov

Editor - N. Ilyakova

Corrector - I. Maksimova

Cover - N. Zalipaeva

Original layout - A. Komoloe

LLC Publishing House GNOM and D E-mail: gnom_ logoped@ newmail. ru

Delivered for recruitment 09/08/04. Signed for publication on November 20, 2004. Offset printing. Volume 1.5 p.l. Format 60x90/16. Circulation 2,000 copies. Order No. 1293.

Printed in accordance with the quality of the slides provided at the DPK Rospatent, Domodedovo, Kashirskoe sh., 4, building 1.

Introduction

Speech is one of the most important human functions. In the process of speech development, higher mental processes and the ability for conceptual thinking are formed. Speech communication creates the necessary conditions for the development of various forms of activity. To raise a full-fledged personality, it is necessary to eliminate everything that interferes with the child’s free communication with peers and adults.

Deficiencies in sound pronunciation significantly distort a child’s speech. The child may have omissions, substitutions, and deficiencies in the differentiation of sounds. All this makes the child’s speech difficult to understand for others and limits the child’s speech activity.

Correcting deficiencies in sound pronunciation is one of the most important tasks of a teacher. The child must learn to correctly pronounce all the sounds of his native language. Recently, there are more and more children who have impaired pronunciation of not only whistling, hissing or sonorous sounds, but also simpler sounds, such as D, T, N, P, B, etc.

Benefit structure

Work on each sound includes 3 sections:

Articulation of sound.

Sound production.

Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).

Automation of any sound should begin with syllables. Only when the child learns to correctly pronounce the sound in syllables can one move on to words and sentences. At

when working with words, it is necessary to practice sound in different positions: at the beginning, in the middle and at the end of the word; in words with a combination of consonants.

At the final stages of sound automation, children are offered pure sayings, proverbs, tongue twisters, riddles, poems, stories, and games. Speak pure sayings and proverbs at a calm pace, paying attention to the fact that the automated sound is pronounced clearly and correctly. Tongue twisters should be pronounced slowly at first, clearly articulating the sounds, then at a normal pace. Only when the child can pronounce the tongue twister accurately can you repeat it at a fast pace. When working with riddles, encourage children not only to guess them, but also to repeat them, since the text of the riddles contains an automated sound. It is advisable to learn poems. This helps not only to consolidate sound, but also to develop memory. Read stories to your child calmly and expressively so that he can remember and retell them. Play games in a lively manner, encouraging the child’s correct answers.

When sounds that are similar in pronunciation are automated, it is necessary to carry out work to differentiate them. Differentiation of sounds should begin with syllables, gradually moving on to words, sentences, poems, etc.

This manual is intended for speech therapists, teachers of speech therapy groups, parents of children with deficiencies in sound pronunciation.

Articulation of sound

The lips are first calmly closed, then open with an instant exhalation of air. The distance between the incisors and the position of the tongue depends on the next vowel sound. The soft palate is raised, the vocal folds are open, the air stream is jerky.

Sound production

way: by imitation.

way: the speech therapist asks the child to pronounce a syllable pa, blowing on a ball of cotton wool or a strip of colored paper.

Practical material on audio automation P

1. Repeat the syllables.

Pa - pa - dad - By - pu - py Up - op - unitary enterprise

By - By - by Py - By - pu - pa Up - yp - up

Pu - pu - pu Po - pa - pu - py Eup - up - op

Py - py - py Pu - py - By - pa Up - op - up

2. Repeat the words.

Sound at the beginning of a word: Pan, pie, pass, page, spider, fall, package, paste, finger, Paul, chamber, stick, tow, steam, park; dust, dust, vacuum cleaner, fawn, crumpet; sing, sweat, floor, post, train, help, kidney, soil, mail, regiment, shelf, crawl, tomato, port, spanking; pud, fluff, path, pouf, pouf, launch, cannon, bunch, bullet, scarecrow, powder.

Sound in the middle of a word: Anapa, fall, stomp, drip, dig, bathe, buy, attack, foot, paw, clap, crowd, tulips, hat, constipation, parka, scratch, croup, path; trenches, hoof, spray; soot, boot, bast shoe, pressure.

Soundat the end of a word: Top, stage, blunder, sap, tsap, arap, snoring, drape, ladder.

Confluence of consonant sounds in syllables and words: Pka, pna, mpa; pla, ply, plo, plu; great, great, about, great Firebox, hill, foot, shock, lamp; flame, planet, swim, swimming trunks, cry, plastic, plasticine; swim, quicksand; raft, fruit, bad, bad, hollow, nozzle, bowl; rogue, plow, wander; truth, rule; jump, jumper; simply, a sheet; twig, pond.

3. Repeat offers.

Pasha was tending sheep. The page raised a finger. The regiment goes to the port. Buds appeared on the trees in the park. The locomotive let off steam. The lamp is on at the post office. Pavel went to Anapa. The crowd clapped. The vacuum cleaner swallows dust. Pushka's paws got wet. Berries fell from the hollow. Paul teaches the rule. The scarecrow guards the fruit. The gun fires: poof. Dad buys cereal. Pavel set off. There is dust on the floor, you need a vacuum cleaner.

4. Repeat pure sayings.

Pa - pa - pa - small grains.

Poo-poo-poo - we bought cereal.

Py - py - py - there is no more cereal.

Pa-pa-pa-papa is coming.

Pu-pu-pu-I'm going to Anapa.

5. Repeat proverbs and sayings.

I hit the sky with my finger.

From the clatter of hooves, dust flies across the field.

I got up late and lost the day.

I didn’t study when I was young - I lost my life.

Confession is half the correction.

6. Repeat the tongue twisters.

There is a priest on a head, a cap on the priest, a head under the priest, a priest under a cap.

A couple of birds fluttered and fluttered - Yes, and fluttered out.

The field is not weeded, The field is not watered, He asks the pole to drink - The pole needs to be watered.

7. Repeat the riddles.

Who grazes sheep and goats, A friend came out from under the snow,

Where the meadow is overgrown with grass? And suddenly it smelled like spring.

(Shepherd). (Snowdrop)

The golden sieve of black houses is full. (Sunflower) The hut was built without hands, without an axe. (Nest)

8. Learn poems.

Let's go, let's go, let's go. Spider arrived at the market,

The spider brought goods to Mukham for ripe nuts.

For nuts and mushrooms, He hung it on an aspen tree:

What will be born under the oak trees - Which of you desires a cobweb? What grows under the maples, Under the green lindens. (V. Orlov)

9. Game “Give me a word.”

The adult invites the child to suggest the right word at the end of each poem.

And from the wind and from the heat, I am growing in a red cap

It will protect you from the rain. Among the aspen roots.

How sweet it is to sleep in it! You'll see me a mile away -

What is this?.. (Tent). My name is... (boletus).

The plane is prepared

He will go to... (flight).

10. Game “One-many”.

An adult names an object in the singular, a child - in the plural.

Tomato - (tomatoes). A gun - (guns).

Spider - (spiders). Pillow - (pillows).

Shelf - (shelves). Tent - (tents).

11. Retell the story.

The adult invites the child to listen to the story and then retell it.

Styopa went on a hike. First, Styopa took the train to the forest. I went down the path into the forest. There he found a beautiful clearing and set up a tent on it. A river flowed near the tent. Styopa swam in the river and lay down on the grass to sunbathe. How good it is to relax!

Articulation of sound

Cm. sound P. The difference is that when pronouncing the sound Pb, the lips are tensed much more, and the tongue is arched, its tip rests on the lower incisors.

Sound production

way: by imitation.

way: the child pronounces a syllable pi. Gradually, the sound I is pronounced more briefly and dullly, without stretching the lips too much, the sound Pb is obtained.

Practical material on sound automation Pb

“Sounds P, Pb. Letter P" "Introduction to the sounds [р, р'], with the letter Р, р."Sounds П, Пь. Letter P"

Topic: “Sounds P, Pb. Letter P"

Tasks:

Strengthen the skills of distinguishing and clearly pronunciating the sounds P, Pb;
Develop phonemic awareness;
Develop skills in analysis and synthesis of syllables;
Develop memory, attention, thinking;
Vocabulary enrichment;
Introducing the letter;
Development of reading and writing skills.

Material: envelopes for sound characteristics, mirrors, “Merry Art Stadium”.

Progress of the lesson:
1. Repetition of the learned sounds (A, U, M) using silent articulation.
2. Articulation gymnastics “Merry Art Stadium”.
3. Creating a problem situation: what sound is repeated most often?
The parrot says to the parrot: I will parrot you, parrot! Parrot in response to the parrot: Parrot, parrot, parrot! (P sound)
4. Articulation and characteristics of sound P:
The lips clenched tightly! It was as if a paper clip was compressing the lips.
How can sound get through here? After all, there is an obstacle on the way!
The sound broke through the barrier and was our reward.
We pronounced it, but without a voice, alas!
P - deaf, explosive, consonant, he likes to be near a vowel.
5. Speech exercises: PA-PYA, PO-PYO, PU-PYU, PU-PI, AP-APP, OP-OPP, UP-UPP, UP-UPP.
6. Distinguishing P - Pb by ear:
A) pa, pya, po, pe, pu, py, pi, pyu, ap, op, ap, ip, ...
B) dust, five, heel, top, sing, drink, desk, spider, rooster, letter, steamer...
C) the game “On the contrary”: pa-pa-pa - py-py-pya, po-po-po - py-py-py, pu-pu-pu - py-py-py-py, py-py-py - pi -pi-pi, up-ap-up - up-up-up, op-op-op - op-op-op, up-up-up - yup-yup-yup, top-top-top - thump-thump -warm.
7. Game “Who is attentive?” - remember words with the sounds P, Pb from G. Yudin’s fairy tale “The Day of the Pig”:
Piglet Peach came to the post office and said to Petya the postman: “Tomorrow is our holiday, Piglet Day. I want to send a parcel to my friend Donut. Here, in the scarf, are pies and pastries. He loves them very much." And Donut lived on the other side of the pond. “It’s a long walk. I won't make it before the holiday. “I’d rather float on a raft,” Petya decided. He sat down on the raft, set the sail and sailed slowly. And suddenly, in the very middle of the pond, the raft came untied, and Petya fell into the water! But he doesn’t know how to swim at all, “Help! I’m drowning!” - Petya shouts, but does not release the parcel. And Donut Pig sits outside his house and thinks: “Will the rooster drown or not drown?” Well, Peach heard! He plopped down into the pond and began to push Petya towards the shore with his snout. Somehow I pulled him ashore. “Why didn’t you help, Donut? After all, Petya was bringing you a parcel.” “So if I knew what was happening to me, I would help. And you can catch a cold.”
8. Physical education minute.
9. a) Place the sound P at the beginning of the word: ears, Ulya, Olya, Allochka, meadow, shop
B) replace the first sound of the word with the sound P: dot, wheelbarrow, card, silk, silk, cake, boy, bridge, count.
10. a) replace the first sound in the word with the sound Пь: doctor, ladder, river, forest, treatment, brilliant green, vila, medal, laziness, peace, chalk.
B) Name the first and second sounds in the words: pasta, poodle, stick, button, peacock, powder.
11. Dictionary: Birds.
(picture) These are the toothy scarecrows that were the great-great-great-grandmothers of our birds! Now the largest bird - the ostrich - is taller than a person, and the smallest - the hummingbird - is no larger than candy. Baby, she flies all day long without rest. It even eats nectar from flowers, hanging in the air like a helicopter. But domestic chickens have almost completely forgotten how to fly. All birds are covered with feathers, which serve as clothing for them. The peacock, for example, has a simply royal outfit, but his voice is useless. And the gray, nondescript nightingale is the most skillful singer. Birds are eggs from which chicks then hatch. The ancient birds' eggs were the size of a football, while the baby hummingbird's were the size of a pea. To feed their hungry chicks, some birds destroy huge numbers of harmful insects in one summer. What is the use of a bird sitting in a cage?
12. Summary of the lesson.

Reinforcement outside of class.
1 Articulation and finger gymnastics..
2. Game “On the contrary” - discrimination between P-P-P
3. Game “Run to me” - discrimination between P-P-P
4. Game “Remember, repeat”: up-op-up, op-up-up, up-up-up
5. Game “No. Live Sounds” (up, up, un)
6. Game “Guess the last sound?”: hundred., chlo., glu., potto., su., then.

Reading and writing:
1. Finding the letter in the cash register.
2. “How many elements does a letter consist of?”
3. Laying out the letter P from sticks.
4. Drawing P in the air.
5. Printing letters.
6. Analysis of syllables AP, UP.
7. Synthesis of syllables AP, UP.
8. Printing syllables AP, UP.
9. Reading from card No. 4.

Write a comment

/img.mail.ru/r/blogs/themes/101/message_top_left_bg.gif" target="_blank">http://img.mail.ru/r/blogs/themes/101/message_top_left_bg.gif); background- attachment: initial; background-origin: initial; background-clip: initial; background-color: initial; background-position: 0% 0%; background-repeat: no-repeat no-repeat; "> 11-09-2012 01 :09 (link)

Summary of the lesson “Introduction to the sounds [р, р’], with the letter Р, р.
(preparatory group)

Target: strengthen the skill of sound pronunciation R in words and phrases; learn to identify a syllable by counting; conduct sound-syllable analysis of words; identify impact sound; develop phonemic hearing. Introduce the letter; learn to transform words; print syllables and words. Develop attention, memory, logical thinking.
Progress of the lesson
Organizing time.
The one who can name words consisting of one, two, three syllables and denoting the names of animals sits down.
Guessing the sound from the description.
- The tongue is located behind the upper teeth, the air stream is directed to the tip of the tongue, while it trembles.
- What sound do you think we will talk about today? (About sound R.)
A story about 2 dogs (with showing toys or pictures): two dogs lived in the same yard, one big, the other small. The cat Vaska got into the habit of going to this yard. The dogs were very angry with him and growled: the big dog - rrr, and the small one - r'-r'-r'.
Game "Let's growl like a small and big dog."
Sound Characteristics . The air stream encounters an obstacle, which means the sound is consonant. We pronounce it with a voice - ringing. It can be hard and soft.
Speech exercise : tra - tro - tru - try
pra - pro - pr - pr
str - str - str - str
Ra - ra - ra - frame, cancer, mountain, hole
Ro - ro - ro - rose, grove, mouth, feather.
Ru - ru - ru - hands, guns, kangaroos
Ry - ry - ry - fish, market, saffron milk cap, lynx.
Determining the position of sound in words (at the beginning, in the middle, at the end of the word). Children work from pictures.
Physical education minute
There are two frogs in the swamp, two green girlfriends
In the morning we washed ourselves early and rubbed ourselves with a towel.
They stomped their feet and clapped their hands.
They leaned to the right, to the left and came back.
That's the secret of health.
Hello to all friends - physical education

Introducing the letter R, R (er)
What does the letter look like? The letter P is a sail on the mast,
“I’m trembling with fear, floating into the distance, touching the heavens.
Still! - V. Stepanov
The log exclaimed, “The cane has a round handle.”
The letter looks like an axe! Kostya made the cane for his grandfather.
It will definitely split.” G. Vieru
E. Terlapan
Typing letters, syllables, words . (ra, ro, ru, ry, ri, re, wound, frame, Rita, Rimma).
Sound-syllable analysis of words . Drawing up diagrams for words (hands, tiger, mushrooms, balls), determining the place of hard and soft sounds R in words, dividing words into syllables, determining the stressed sound.
Game exercise “Make a word”. The teacher names the first syllable, and the children add the word to this syllable dot.
Vocabulary material: kar (dot), rope (dot), chicken (dot), black (dot), kof (dot), for (dot).
Didactic exercise “Insert the sound p into the word after the first sound”
Vocabulary material: forge - bed
firebox - trail
lady - drama
cat - baby
helmet - paint post - simple
Summing up the lesson : What letter did you meet?
What sounds does it represent?
Describe the sounds [р, р’].

Sections: Speech therapy

Goals:

Educational:
- clarify the articulation of the sounds [П], [Пь];
- improve the skills of phonemic analysis and synthesis;
- learn to determine the position of sound in words;
- introduce children to the graphic image of the letter P;
- teach analysis and synthesis of syllables AP, PA.
Corrective:
- develop the articulatory apparatus of children; normalization of muscle tone of facial muscles;
- develop speech breathing;
- develop auditory memory, attention and perception;
- develop the ability to concentrate;
- learn to construct grammatically correct sentences;
- strengthen the ability to coordinate words in a sentence;
- improve fluent speech skills.
Educational:
develop the ability to work throughout the lesson.

Equipment: subject pictures (two boys Petya and Pasha, a sailboat, a postman); pictures for making words from the first sounds (listed during the lesson); envelopes with tasks; object pictures for the sound “P” at the beginning of a word, pencils, cards with pictures and a diagram of the position of the sound in a word, sets for drawing up a syllable diagram, individual mirrors; letters.

PROGRESS OF THE CLASS

I. Organizational moment

Speech therapist: I'm pleased to see you all. Let's smile at each other and start studying.

Psychological attitude

One two three four five.
We will be there again now
Watch, listen, think,
And don't interfere with each other.
In class, in play
We speak calmly and smoothly.
And we are in no hurry.

II. Relaxation. Development of general motor skills, voice, breathing, facial expressions. Face massage

1. General relaxation

Speech therapist: Let's rest a little more at the beginning of the lesson, and then do our articulatory gymnastics.

Eyelashes droop.
The eyes close.
We fall asleep in a magical sleep,
We are flying to the land of fairy tales.
One two three four five -
Let's look again with our eyes.

2. Massage of facial muscles

Speech therapist: Today it is very cold outside, we are always cheerful and cheerful, because the massage “Our Sun” helps us. Shall we show you how we do it? The palm is the sun, and the fingers are the rays.

Sunny, dear (stroking circular movements right hand to left palm and vice versa alternate stroking of fingers)
Share your strength
Wake up rays
Keep warm, little hands.
The sun warmed my face (stroking movements from the middle of the forehead to the top of the ears)
It's getting warmer, it's getting warmer
We'll rub our cheeks and nose (stroking from the nose to the middle of the ears)
The frost won't catch us
Our lips smiled (stroking from the middle of the chin to the bottom of the ears.
Our hands reached out Stretch your arms up

Speech therapist: Let's smile at each other again and take our seats.

3. Articulation gymnastics

Exercises:“Window”, “Comb”, “The samovar is puffing”, “Painter”.

III. Exercises to develop pronunciation and literacy

1. Report the topic of the lesson

Speech therapist: Look at our guests Pasha and Petya (pictures depicting two boys are exhibited). What is the first sound you hear in their names? Guess what sounds we will talk about today? (About the sounds [П], [Пь].)

2. Characteristics of sounds [P |. [Py|

Speech therapist: Take the mirrors. Say the sound [P]. What do you see? (Lips compress and unclench.) Sound [P| vowel or consonant? (Consonant). Place your hand on your throat and make the sound. Is the voice sleeping or ringing? (Sleeping.) So, is the sound [P] dull or voiced? (Deaf.) What sound do we pronounce firmly [P] or [Pp]? (Sound [П|.] How do we pronounce the sound [Пь]? (Soft.)

3. Development of phonemic awareness

Speech therapist: Pasha and Petya love to play the piano. Let's play their favorite songs together

Game "Sound Piano"

The speech therapist invites children to play the “Sound Piano” and play songs

pa-pa-pa five-five-five pa-pya-pa
pu-pu-pu pu-pu-pu-pu-pu-pu

Syllables with a hard sound are played on blue keys, and with a soft consonant sound on green keys.

4. Development of phonemic processes

Speech therapist: Pasha and Petya are going to go on a trip around the world on a sailboat (a painting of a sailboat is on display). Let's help them pack their suitcases for the trip.

Game “Divide into syllables”

Subject pictures: pa-lat-ka, pu-go-vi-tsa, shower-ka, pe-che-nye, pi-la, letter-mo, etc.

5. Breathing exercise

Speech therapist: The suitcases are packed. It's time to go. Let's help our sailboat set off on a journey

Exercise “Inflating the sails”

We inflate the sails
We check the tummy with our hand.

6. Physical pause Exercise "Boat"

The deck began to rock,
Press your foot to the deck!
We press our legs tighter,
And we relax the other one

7. Differentiation of sounds. Game "Mailboxes"

Speech therapist: Our guys have been on the road for a long time. Friends sent them many letters. Look who it is? (This is the postman.) What did he bring us? (Letters.) What is the first sound in the word “postman”? (Sound P.) What was the first sound you heard in the word “letters”? (Sound [Пь].) These are letters for Pasha and Petya. Let's help the postman sort letters into mailboxes. We will send letters with pictures that begin with the sounds P and P to mailboxes.

8. Formation of phonemic analysis and synthesis

Game "Letters"

Speech therapist: Guys, look, we also received letters from Petya and Pasha. These are not simple letters, but task letters. They ask us to help them complete tasks.

First letter

Speech therapist: In the first letter, the children are asked to replace the first sound and find out what words they get.
We replace the first sound in words with the sound P: dot, car, map, boy, bridge, stake.
We replace the first sound with the sound P: doctor, ladder, forest, brilliant green, fork, medal.

Second letter

Speech therapist: you need to determine the place of the sound in words using the “Fish” sound line.
Words: soup, dill, cook, lamp, saw, piggy bank, stump.

Third letter

Children are asked to perform a sound analysis of the syllables AP PU OP

Fourth letter

Speech therapist: You need to make words from the first sounds of the names of the pictures. (Pictures are shown.)

Owl, mustache, cannon (the word "soup").
Stove, snail, bread (the word "fluff").
Panama hat, antenna, rose (the word "steam").

Speech therapist: What is the common sound in all words? ([P]). Name words starting with the sound [P]. (Pooh, steam.). Name the word where the sound [P| at the end. (Soup.) Where is the sound [P| in the middle? (Paw.)

9. Introducing the graphic image of the letter P

Fifth letter.

Speech therapist: Guys, we need help fixing the letter P. But in order to complete the task, you need to find out how to write the letter P. Look, here is the letter P. What does it look like? (On the crossbar, on the gate.) Listen, I’ll tell you a poem about the letter P.

The letter P looks like a bridge
A passerby is walking along the bridge.
And down through the passage
The steamer is passing.

10. Restoring the graphic image of the letter P

Speech therapist: You see, the letter P is broken here. Please fix it. (Children are given cardboard elements of the letter P, from which they form the letter)

Option for completing the task on the board

11. Consolidating the visual image of the letter P and developing concentration

Speech therapist: Petya and Pasha ask you to find and underline all the letters P (the letters they know are written on the sheets of paper lying in front of the children).

IV. Development of the lexical and grammatical aspects of speech

1. Exercise “Which, which, which?”

Speech therapist: What are Petya and Pasha like? What kind of trip was it? What sailboat? What kind of letters were there?

2. Practicing the pronunciation of sounds [П], [Пь] in sentences.

Pronouncing phrases with the sounds P and P

Speech therapist: Pasha and Petya learned a lot during their journey and wrote short poems about it. Let's listen to them, and then try to pronounce them together.

Pa-pa-pa - you need cereal on the way.
Pu-pu-pu - we forgot the cereal.
Py-p-p-p - bad without cereal.
Drink, drink, drink – don’t drink raw water.
Pi-pi-pi - mine knowledge.

IV. Lesson summary

Assessment of children's work.

Speech therapist: Well done! You did a great job, what sounds did we learn today? ([П], [Пь].) Name one word with the sound [П].

Egorova O.V. Sounds P, Pb, B, B. Speech material and games on automation and differentiation of sounds in children 5-7 years old.- M.:"Publishing house" Gnome and D", 2005. - 24 p.
This manual is addressed to speech therapists, teachers of speech therapy groups, and parents. Its main task is to help the child learn the correct pronunciation of the sounds P, Pь, B, B.

The manual offers practical material on production, automation and differentiation of these sounds. The manual contains a variety of lexical material, descriptions of games and individual exercises.

Egorova Olga Vladimirovna

Teacher-speech therapist GOU - combined kindergarten No. 1547

Moscow

Sounds P, Pь, B, B

Speech material and games on automation and differentiation of sounds for children 5-7 years old
Publisher - A. Kazakov

Editor - N. Ilyakova

Corrector - I. Maksimova

Cover - N. Zalipaeva

Original layout - A. Komoloe

LLC Publishing House GNOM and D E-mail: gnom_ logoped@ newmail. ru

Delivered for recruitment 09/08/04. Signed for publication on November 20, 2004. Offset printing. Volume 1.5 p.l. Format 60x90/16. Circulation 2,000 copies. Order No. 1293.

Printed in accordance with the quality of the slides provided at the DPK Rospatent, Domodedovo, Kashirskoe sh., 4, building 1.

Introduction

Benefit structure

Work on each sound includes 3 sections:

Articulation of sound.
Sound production.
Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).

Guidelines

Automation of any sound should begin with syllables. Only when the child learns to correctly pronounce sounds in syllables can he move on to words and sentences. At

when working with words, it is necessary to practice sound in different positions: at the beginning, in the middle and at the end of the word; in words with a combination of consonants.

This manual is intended for speech therapists, teachers of speech therapy groups, parents of children with deficiencies in sound pronunciation.

Sound P

Articulation of sound

Sound production

way: by imitation.
way: the speech therapist asks the child to pronounce a syllable pa, blowing on a ball of cotton wool or a strip of colored paper.

Practical material on audio automation P

1. Repeat the syllables.

Pa - pa - dad - By - pu - py Up - op - unitary enterprise

By - By - by Py - By - pu - pa Up - yp - up

Pu - pu - pu Po - pa - pu - py Eup - up - op

Py - py - py Pu - py - By - pa Up - op - up

2. Repeat the words.

Sound at the end of a word: Top, stage, blunder, sap, tsap, arap, snoring, drape, ladder.

3. Repeat offers.

4. Repeat pure sayings.

Pa - pa - pa - small grains.

Poo-poo-poo - we bought cereal.

Py - py - py - there is no more cereal.

Pa-pa-pa-papa is coming.

Pu-pu-pu-I'm going to Anapa.

I hit the sky with my finger.

From the clatter of hooves, dust flies across the field.

I got up late and lost the day.

I didn’t study when I was young - I lost my life.

Confession is half the correction.

6. Repeat the tongue twisters.

There is a priest on a head, a cap on the priest, a head under the priest, a priest under a cap.

A couple of birds fluttered and fluttered - Yes, and fluttered out.

The field is not weeded, The field is not watered, He asks the pole to drink - The pole needs to be watered.

7. Repeat the riddles.

Who grazes sheep and goats, A friend came out from under the snow,

Where the meadow is overgrown with grass? And suddenly it smelled like spring.

(Shepherd). (Snowdrop)

The golden sieve of black houses is full. (Sunflower) The hut was built without hands, without an axe. (Nest)

8. Learn poems.

The spider brought goods to Mukham for ripe nuts.

For nuts and mushrooms, He hung it on an aspen tree:

What will be born under the oak trees - Which of you desires a cobweb?
What grows under the maples
Under the green linden trees. (V. Orlov)

9. Game “Give me a word.”

The adult invites the child to suggest the right word at the end of each poem.

And from the wind and from the heat, I am growing in a red cap

It will protect you from the rain. Among the aspen roots.

How sweet it is to sleep in it! You'll see me a mile away -

What is this?.. (Tent). My name is... (boletus).

The plane is prepared

He will go to... (flight).

10. Game “One-many”.

An adult names an object in the singular, a child - in the plural.

Tomato - (tomatoes). A gun - (guns).

Spider - (spiders). Pillow - (pillows).

Shelf - (shelves). Tent - (tents).

11. Retell the story.

The adult invites the child to listen to the story and then retell it.

Articulation of sound

Cm. sound P. The difference is that when pronouncing the sound Pb, the lips are tensed much more, and the tongue is arched, its tip rests on the lower incisors.

Sound production

way: by imitation.
way: the child pronounces a syllable pi. Gradually, the sound I is pronounced more briefly and dullly, without stretching the lips too much, the sound Pb is obtained.

Practical material on sound automation Pb

1. Repeat the syllables.

Pya - five - five five - pyu - pi ap - oops - up

Pyu - pyu - pi pi - ne - Pya pip - hey - jupe

Pi - pi - pi pu - ne - pi yap - ip - jupe

Pe - ne - pe Pi - five - pyu swell - ap - oops

Pyo - pyo - pyo Pyo - pi - hello - jupe - ip

2. Repeat the words.

Sound at the beginning of a word:

Inch, five, nickel, heel, spots, fifth anniversary; drink, beer, peony, squeak, letter, food, saw, pilot, penguin, feast, pie; stump, sing, oven, foam, Petya, singing, rooster, song, sand, stove, cookies, pencil case, pelican, feather, glove, change; puree. Sound in the middle of a word:

Again, honey mushrooms, drown, boiling water, boil, snore; finish, drink, captain, finish, write down, sawdust, piggy bank; finish singing, hum, sniff, bake, sing, drops, drops, snore, in defiance; in advance, tapers, sappers, thimble; hood.

Sound in end of the word:

Swamp, rash, swell (swell).

Consonant clustersounds in syllables and words:

Tpi; sleeping, sleeping, sleeping; ple, ple, ply.

Take a sip; sleep, hibernation; sleeping, back, back, spiral; sing, swaddle, first, in front; captivity, captive, splash, splash; film, whip; plop, drown, sniffle, bun, snore.

3. Repeat the sentences.

Grandma baked pies. We drank tea with cookies. The rooster crowed early. We sang our favorite song. This stove bakes well. We had a feast on the sand. Petya, don’t pour sand. I want to sing. The children were sawing a tree stump. Petya has five mushrooms. The rooster has beautiful feathers. Petya is a pilot. Petya has a pencil case in his backpack. There was foam left from the soap. These pies are from the oven. Petya carries peonies. Honey mushrooms grow on stumps. It's a break at school. Penguin on an ice floe. Petya celebrated his fifth birthday.

4. Repeat pure sayings.

Pe-pe-pe - specks in the cereal. Drink, drink, drink - finish the water!

Pee-pee-pee - don't sniff. Pi-pi-pi - mine knowledge.

5. Repeat the proverb.

They write not with a pen, but with their mind.

6. Repeat the tongue twisters.

Petya was sawing a stump with a saw. The stumps have five honey mushrooms again. Sawdust is flying from under the saw.

7. Repeat the riddles.

Kolya and Lena are having fun - I wake everyone up on time,

This means - ... (turn). At least I don’t wind the clock. (Rooster)

There is a hut made of bricks, the wood is eaten by an eater,

Sometimes cold, sometimes hot. (Bake) One hundred teeth in one row. (Saw)

8. Learn poems:

Petya, Petya, Cockerel the Rooster was asked by the children:

I spent the whole day learning the poem - Why is your name Petya?

And he remembered the line, This is how Petya answered the children:

Only one - ku-ka-re-ku. - I can sing well.

(R. Farhadi)(I. Konkov)

9. Game “Give me a word.”

The adult invites the child to suggest the right word at the end of the poems.

This is an airplane, I took flour and took cottage cheese,

It flies... (pilot). Baked crumbly... (pie).

If you know everything, Suddenly they see: standing by the wheels,

That's what you'll get at school... A huge disheveled...

(five). (dog).

10. Game “Complete the sentence.”

The adult names the sentences and invites the child to complete them with appropriate words with the sound Пь. Beautiful flowers bloomed in the garden... (peonies). The boy put it in the mailbox... (letter). After classes it starts... (turn). Early in the morning I started crowing... (rooster). The pies are baked in... (oven).

11. Game “Be careful.”

The adult invites the child to listen to the story and name all the words with the sound Пь that appear in it.

Olya and Petya are relaxing in the village. Petya and his grandfather are sawing wood. Firewood is needed for the stove to light it. Mom will bake pies in the oven. Olya will make jam filling for the pies. What delicious oven pies!

Differentiation of sounds P - Pb

After the sounds P, Pb have been introduced and automated, it is necessary to differentiate them so that the child does not confuse the hard and soft variants of pronunciation.

Practical material on differentiating the sounds P - Pb

1. Repeat the syllables.

Pa - pya Py - pi Pu - pyu Po - pyo

Pya - pa Pi - py Pyu - pu Pyo - po

Pya - pa - pya Pi - py - pi Pyu - pu - py Pyo - po - pyo

Pa-pya-pa Py-pi-py Pu-py-pu Po-py-po

2. Repeat the words.

Sing - drink Finger - hoop Drip - droplets

Floor - sang Pony - stump Bath - buy

Shelf - file Flight - pilot Dust - saw

Pyshka - pawn Search - squeak Path - path

3. Repeat the sentences.

Pavel sings a song. Petya is vacuuming up dust. Petya made a scarecrow for the garden. Pavel met the captain. There are a lot of letters in the mail. Petya bought tulips. The rooster flaps his wings. The rooster crowed early in the morning. Our captain has new boots. Petya cut his finger. Pavel was sitting near the stove. Polya sat down on a stump. A familiar song sounded on the radio. Petya sat on the last desk. Petya's dad is a captain. Petya swam in the pond. Polya buys a rooster. Dad is sawing wood with a saw. Polya put on gloves. In the forest we came across honey mushrooms.

4. Repeat pure sayings.

Py-pi-py - they made some diggings. Pi - py - pi - flood the stove. Pa-pa-pa-papa is coming. Pa - pap - pap - the hat fell. Pee - pee - pee - don't wheeze.

5. Repeat proverbs and sayings.

Pour from empty to empty.

What is written with a pen cannot be cut out with an axe.

6. Repeat the tongue twisters.

The hippopotamus stomps on the heels of the hippopotamus. The rooster sings about colorful birds, about lush feathers, about down.

7. Repeat puzzles.

Five brothers will be born together, but of different heights. (Fingers)

First they put him in the oven.

How will he get out of there?

Then they put it on a dish.

Well, now call the guys!

They will eat everything one piece at a time. (Pie)

Two bellies, four ears. (Pillow)

8. Learn poems.

Parsley - the mischief brought

To the very pole

He cleared the ice floe in five minutes,

Well then -

Penguin jacket.

(G. Satir)

Bird exercise

The bird wants to wake up

The bird sings a song,

Because a bird with a song

Waking up is more interesting.

Berestov

9. Game "Solid"- soft".
There are blue and green squares in front of the child. If the words spoken by an adult contain a hard P sound, then the child picks up a blue square. If the sound is soft, it is a green square.

Transition, pony, field, stump, pencil case, locomotive, drank, bullet, Fields, pie, gun, foam, fingers, spider, backing away.

10. Game “Make sentences”.

The adult asks the child to make sentences based on the following reference words:

Fields - pie. Pasha - honey mushrooms.

Postman - letters. The captain is a steamer.

Petya - tomatoes. Petya is a train.

11. Retell the story.

The adult invites the child to listen to the story and then retell it.

Petya has a friend Pasha. He lives in another city. Pasha's birthday is coming soon. Petya decided to congratulate his friend. The boy sat down at the table, took out paper and a pen from his pencil case and began to write. The letter turned out to be long. How many wishes it contained for Pasha!

- I'll take the letter to the post office as soon as possible. Here's Pashapouting when he gets it!
Sound B

Articulation of sound

Cm. sound P. The difference is that the soft palate is lowered, the vocal folds are closed, and a voice is added. When pronouncing the sound B, vibration is felt in the larynx and cheeks.

Sound production

way: by imitation. The child pronounces ba - ba - ba, while you need to slightly puff out your cheeks.
way: based on the P sound by adding a voice. The child feels vibration in the larynx when pronouncing the sound B.
way: The child blows through close, relaxed lips, slightly puffing out his cheeks. At the moment of blowing, the voice turns on. The speech therapist places the index finger under the lower lip parallel to it and makes sharp movements up and down. Then the child himself places his finger. Gradually the finger is removed.

Practical material on audio automation B

1. Repeat the syllables.

Ba - ba - ba Ba - bo - boo - would

Boo - boo - boo Bo - ba - boo - would

Would - would - would Boo - bo - would - ba

Bo - bo - bo Would - boo - bo - ba

2. Repeat the words.

Sound at the beginning of a word:

Buck, ball, button accordion, bathhouse, bow, base, banana, loaf, bank, bashdya, luggage, ballet, balyk, balance, hook, ram, bazaar, badger; side, bob, boots, pain, boots, boron, Borya, beard; riot, beads, storm, bouquet, paper, letter, booth, bun, mound, alarm clock; bull, life, was, byle, epic, bull.

Sound in the middle of a word: Lyuba, fur coat, toad, fish, boar, dog, estate, wedding, shirt, plane, request; lips, teeth; trunk, album, sable, bus, care, fence, work; ABC.

Consonant clustersounds in syllables and words:

Bvo, bwi, bni, bdu, bde, bgo; blah, blah, blah, blah, blah; bra, bra, bro, bra, bri.

Circle, encircle, embrace, embrace, consider, deprive, overtake; blank, roach, bliss; block, blockade, notepad, blond, cover; get lost, wander; glare, pancakes, dish, saucer; bra, brother, bravo, back, breaststroke, zebra, brother; break, kick; ford, armor, eyebrows, brooch; rattle, razor, apricot.

3. Repeat the sentences.

Lyuba has a beautiful fur coat. Lyuba has a big bow. An elephant has a long trunk. Bori's teeth hurt. Lyuba eats bananas. My brother has a notebook. Brother shaves with a razor. Katya was very happy with the brooch. The pancakes were on a plate. There was a brooch hanging from her blouse. Lyuba is wearing beads. Bori has a bun. Borya eats baked goods. Grandma cooked mushrooms. There's a wild boar behind the fence. The dog barks at the toad. Lyuba is learning the alphabet. Borya saw a zebra. Next to the bull is a bull. Borya circles the pictures. A tower is drawn in the album. Bori has a beard.

4. Repeat pure sayings.

Ba-ba-ba - a ringing trumpet. Would - would - would - the bull is coming.

I wish I could paint the pillars. Bo - bo - bo - put on her clogs.

Boo-boo-boo - buy me a trumpet. Bo - bo - bo - lay on her side.

5. Repeat proverbs and sayings.

There would be a hunt, work would begin to boil. If only there were mushrooms growing on the stove. I like to warm myself so as not to get burned. To be afraid of misfortune will never lead to happiness. If there wasn't snow, there wouldn't be a trace.

6. Repeat the tongue twisters.

Bori had beans, and the woman had mushrooms. If the woman had beans, Baba Borya would cook the beans.

All beavers are kind to their beavers.

Borya gave toffee to Ira, and Ira to Borya gave barberry.

Beavers go into the pine forests.

The little bull is lying down, don't lie down, get up, little bull!

7. Repeat the riddles.

Little Katyusha sat on the top of her head, not a moth, not a bird, holding two pigtails. (Bow)

Everyone goes around this place: Here the earth is like dough; There are sedges, hummocks, mosses, and no support for your feet. (Swamp)

Fish in the sea, tail on the fence. (Ladle)

A piece of bread hangs above my grandmother's hut. (Moon)

They have teeth, but they don’t know toothache. (Rake)

8. Learn poems.

Little bull, The drum butted the ram.

Red-haired barrel, Buh! - and the drum burst.

He steps with his feet,

Shakes his head.

Where is the herd? Mooo!

It's boring to be alone!

(V. Berestov).

9. Game “Give me a word.”

List of used literature

1. Alifanova E.A., Egorova N.E. Speech therapy rhymes and miniatures: A manual for speech therapists, educators and parents. - M.: Publishing house GNOM and D, 2001.

Gegeliya N.A. Correcting pronunciation deficiencies in schoolchildren and adults. - M.: Vlados, 1999.
Entertaining alphabet studies / Comp. V.V. Volina. - M.: Enlightenment,

1991.

Kozak O. Riddles and tongue twisters. - St. Petersburg: Union, 1997.
Kozyreva L. M. Speech therapy manual. - M.: School, 2000.
Leongard E.I. Formation of oral speech and development of auditory perception

acceptance among deaf preschoolers. - M.: Education, 1971.

Maksakov A.I. Does your child speak correctly? - M.: Education, 1982.
Russian proverbs and sayings/Ed. V. P. Anikina. - M.: Fiction, 1988.
Collection of riddles/Comp. M.T. Karpenko. - M.: Education, 1988.

Sukhin I.G. Funny tongue twisters for “naughty” sounds. -Yaroslavl: Development Academy: Academy Holding, 2002.
Tumanova T.V. Correcting sound pronunciation in children. - M.: Publishing house GNOM and D, 2000.

12. Tsyntarny V. We play, listen, imitate - we get sounds. -SPb.: Lan, 1998.

Introduction 2

Differentiation of sounds P - Pb 10

Differentiation of sounds B - B 20

Differentiation of sounds B - P 23

)

5. Clap your hands if you hear the sound P! ()
The spider arrived at the market.
The spider brought goods to the flies.
He hung it on an aspen tree:
"Which one of you wants a web?"

6. Physical exercise. Let's look at words with the sound "P". If the word is “on the floor,” then we squat; if it’s “on the ceiling,” then we raise our arms up.
= plinth, lamp, parquet, whitewash, carpet, spider

7. Read the syllables and add a letter or combination of letters to them and get new words! ()
8. Make words from syllables! ()

9. Read the words and find them in the picture e! ()

10a. Sound P and Pb()

10b. Guess the riddle!()
(1) Lives in a dark corner,
Weaving a silk thread.
He sneaked in here
I was planning to build a new house.
/Spider/

* Let's count how many syllables are in the word "spider"! (2 syllables)
*What is the first syllable? (pa)
* What is the first sound in the syllable "pa"? (P)
* Describe the sound P! (consonant, voiceless, hard)
* What letter do we use to denote the sound [p]? (P)

(2) At the south pole
Frosty and blizzard
The mother had only one baby.
He dives into the sea
Doesn't know colds
After all, he is real...
/Penguin/

* Let's count how many syllables are in the word "penguin"! (2 syllables)
*What is the first syllable? (ping)
* Name the second syllable! (vin)
* What sound does the word "penguin" begin with? (pew)
* Describe the sound! (consonant, voiceless, soft)
* What letter do we use to denote the sound [пь]? (P)

10th century Determine whether the P sound is soft or hard!
= pencil case, tomato, rooster, raft, Petya, desk, vacuum cleaner, glove, saw, spider, song, dog, bee, park, field, gift

11. Clap your hands when you hear the sound [P"]()
= B", T", P", T", F", P", K", P", M", P"
= BYA, PYA, SI, PI, TE, PE, VU
= lump, aspen, fir, swamp, tower, rowan, foam, back, penny, piggy bank

12. Replace the first letter in the word with the sound [P"]. What word did you get?()
= fork - ... fork
= laziness -
= medal -
= green -
= ladder -
= world -
= doctor -
= forest -
= river -

13. The sounds P and Pb play hide and seek with you. What sound is hidden in the title of each picture? Determine whether it is at the beginning, middle or end of the word? ()

14. Find 8 words with the sounds P and Pь. ()

15. Connect with the letter P only those objects whose names begin with the sounds “P” and “Пь”.()

16. Read the syllables and mark the vowel sound with a red pencil, and the consonant sound with a blue pencil. ()

17. Can you hit all the P's with a cannon? Make a target out of them: circle them. ()

18. Identify the first sound in the name of each picture. Write it in the box and read the name of the animal.()