Summary of the lesson setting the sound for preschoolers. Synopsis of an individual lesson on the topic: “Sound. Exercises for staging from the sound of T

Abstract

individual

speech therapy classes

on sound setting [ NS ]

Theme:

Sound production[ NS] .

Target:

Developing the skill of the articulatory structure when pronouncing the sound Sh.

Tasks:

Correctional educational:

Formation of the kinesthetic image of the sound Ш (sensation of the position of the organs of articulation);

Formation of practical skills and habits of using corrected (phonetically pure, lexically developed, grammatically correct) speech;

Exercise in the correct pronunciation of the sound Sh.

Correctional and developmental :

Development of the articulatory apparatus;

Development phonemic hearing;

Elimination of defective pronunciation of the sound Ш;

Development of the grammatical structure of speech.

Educational:

Fostering interest in classes;

Education of independence.

Equipment:

subject pictures.

Stages

Course of the lesson:

1. Org. moment

A girl named Masha came to visit us. You know her?

2. Articulation gymnastics

She was very fond of animals. And then one day, picking mushrooms in the forest, she met Mikhail Potapovich. The bear was delighted at such a meeting and smiled ("Smile").

He was very hospitable and, of course, invited Masha to his place for pancakes (Pancake).

They drank tea with jam ("Delicious Jam").

And Misha put the pancakes in a nice cup ("Cup").

Masha really liked the visit, and in return she treated Mikhail Potapovich with mushrooms ("Gribochek").

And a neighbor's squirrel offered to take Masha home to her grandparents. She galloped along the paths so dexterously that she replaced Masha's horse ("Horse").

3. Announcement of the topic of the lesson

Today in the lesson, you and I will learn to pronounce the sound correctly[NS].

4. Sound production

Sound production [w] by R.I. Levina Sound production [w] by imitation
Raise your tongue to the upper lip and evenly, with force, exhale air, controlling the air stream with the back of your hand.Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, translate the tongue by the upper teeth to the palate with an open mouth. Round the lips and stretch forward, bring the teeth together at a distance of 1-2 mm and exhale. The sound should be [w].Sound setting [w] based on sound [t]
Pronounce the sound [t] several times with an interval of 2-3 seconds. Then the setting is given: the tongue "knocks" not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.Round the lips and stretch forward, raise the tongue to the front of the palate. Press the lateral edges of the tongue against the molars. The transition from sound [t] to sound [w]: t-t-tshshshsh. Subsequently, the noise is lengthened and freed from the previous sound [t].Sound setting [w] based on sound [p]
Pronounce a lingering sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronouncing of the dull sound [p].A hiss can be produced by touching the underside of the tongue with a spatula, inhibiting the vibration of the tongue.Sound setting [w] based on sound [s]
Place the tongue behind the lower teeth. Invite the child to pronounce the sound [s]. At the same time, lift the tongue up with a spatula or probe. With the fingers of your right hand, lightly press on the cheeks and push the lips forward. Instead of a whistle, you should get a hiss. You can offer the child to repeat the syllables sa, so, sy, asa, asy, ac, wasps while lifting the tongue with a probe or spatula.Sound setting [w] based on sound [h]
Make the sound [h] followed by a prolonged exhalation. A warm stream of air should be felt on the hand brought to the mouth.

5. Analysis of articulation

What is the position of the lips?

What position are the teeth in?

Where is the tip of the tongue?

Where are the edges of the tongue?

What kind of air stream comes out of the mouth?

(The tip of the tongue rises to the upper teeth, but does not press against them; the edges of the tongue touch the upper lateral teeth. The lips are slightly rounded, the stream of exhaled air feels warm. The upper and lower teeth are brought together. Vocal cords are open, the stream of exhaled air passes freely between them.)

Sound [Ш] consonant,deaf, hard. Paired to him soft sound in Russian, no.

6. Securing isolated sound

On the way to the house, in the forest, Masha noticed how the autumn leaves rustled: Sh-Sh-Sh-Sh. (the leaves are spread out on the floor, a rustle is emitted at each step: Sh-Sh-Sh).

Walk through the leaves and imagine that you, too, are in the autumn forest.

On the way, Masha met a snake. She asked her to accompany her to her house. Come on and we will help.

7. Development of phonemic hearing

The snake invited Masha to play the game "Hunter".

Are you ready to play? As soon as you hear the sound [Ш], immediately catch it - clap your palms:

M-Sh-K-Sh-T-N-Sh-D-P-Sh-Ts-S-Sh

8. Consolidation of sound in syllables

The snake is great at hiss. She came up with syllabic songs and asks Masha to sing with her.

Let's sing with them.

9. Consolidation of sound in words

The snake really liked the cheerful and mischievous Masha. She decided to give her gifts - beautiful pictures with sound [W]

Let's call them….

10. Consolidation of sound in a sentence

Let's call them….

Misha has a new .

Daddy rides on
.

Dasha found .

Masha helps
.

11 homework

Think of as many words as possible where the sound [Ш] is heard:

At the beginning of a word;

In the middle of a word;

At the end of a word.

12. Lesson summary

Today at the lesson you visited the autumn forest, met Masha and the Bear and learned to rustle like autumn leaves rustle and hiss like a real snake. You did it great!

What sound did you meet today? The sound Ш is a consonant, deaf, solid.

But our Masha did not even notice how she ended up at home.

13. Assessment of the lesson

You tried very hard today, well done! And Masha has prepared a present for you. Keep it.

Abstract of an individual speech therapy lesson

Topic: Sound production [w]

Software content:

1. To acquaint with the correct articulation of the sound [w].

2. Exercise in the synchronous work of the speech apparatus when setting [w]. To develop kinesthetic sensations for a given articulation pattern and acoustic image of sound [w]. Form a continuous, directed air stream. Develop fine motor skills, memory, attention, holistic perception.

3. To bring up the need to learn to speak beautifully and correctly.

Organization: individual lesson.

Equipment: specialized computer speech therapy program "Games for Tigers" with equipment, tape recorder with audio recording "Leaf fall", model of an autumn forest, model of the upper and lower jaws, speech sound profile [w], articulation exercises, mirror, probe, spatula, cotton wool, alcohol, didactic material.

Course of the lesson:

I. Psychological attitude to correct speech:

What's your mood? Draw it with a sunbeam or a raindrop on our screen.

Now I invite you to take a walk in the autumn forest, where many interesting discoveries await us. Let's go.

II. Articulation and finger gymnastics

("Conjugate" exercises, united by the plot "The journey of fingers and tongue into the autumn forest"). See Attachment.

So our journey has come to an end. We are back in Kindergarten... Our guest is waiting for us - our old friend Tiger Cub.

III. Announcement of the topic of the lesson:

Today we will teach Tiger Cub to pronounce the sound [w] correctly.

Description of articulation: The tip of the tongue is raised towards the front of the palate, but not compressed. The tongue takes the shape of a cup and its lateral edges are adjacent to the upper molars. The muscles of the tongue are not too tense. The lips are rounded and pushed forward. The teeth are close together, but not closed. The air is exhaled evenly in the middle of the tongue. The air stream is warm. The voice doesn't work.

IV. Sound setting [w].

a) By imitation.

b) From the articulatory way.

c) With mechanical help from sound s or fricative p.

d) From the syllable sa.

e) From the sound of r.

V. Articulation Analysis: Tongue Position

The nature of the exhaled air stream. Voice participation. above.

Vi. Reinforcement of isolated sound [w].

Onomatopoeia games: "The ball burst", "Autumn leaves rustle underfoot", "Mouse rustles".

Physical education "Listopad" (with audio recording).

Vii. Development of phonemic hearing.

( laying autumn leaves on the table).

b) Identification from syllables: ka, du, sha, po, by, mi, shu, us, lo, shi (laying bones on the abacus)

c) Recognition from words: fur coat, cat, reed, hat, car, wardrobe, mouse, cone, lily of the valley
(claps).

d) Identification from the phrase: Natasha has a teddy bear. Misha's birthday. He was given a toy car. The cat saw a mouse and chased after it (squats).

e) Recognition from the text "Mouse" (bending the fingers).

The mouse whispers to the mouse:
"You are all rustling, rustling."
The mouse whispers to the mouse:
"I will rustle more quietly"

VIII. Fixing [w] in a syllable.

Game "Talking Hands". (Right hand [w] - left hand [a] turned out [sha], etc.)

IX. Fixing [w] in the word.

Game "Machine" (computer speech therapy program "Games for Tigers")

X. Fixing [w] in the sentence.

The game "The fourth extra" (computer speech therapy program "Games for Tigers")

XI. Homework:

draw objects in the name of which there is a sound [w].

XII. Outcome:

what sound was being worked out, its analysis.

Let us remind Tiger Cub so that he does not forget.

XIII. Assessment of the child's activity in a class with a psychotherapeutic orientation:

selection of mood on the screen.

The lesson is over!

Application

The journey of fingers and tongue in the autumn forest

	Movement or static posturehands	Movement or static posture of the tongue
Once the fingers went to the forest: top - top, top - top, top - top - top, top - top - top		Up - down, up - down, up - down
We came to the edge - even - even, smooth - smooth	The palms are closely pressed together with the ribs, the fingers are horizontal	The tongue is even, lies freely on the lower lip
There is a large tree at the edge. Here is his trunk. Here is his crown	Elbows, palms connected, fingers up. Hands are connected again from elbow to wrist; palms and fingers - to the sides, while the fingers are bent "cup"	The tongue protrudes and stretches tensely towards the nose The rounded edges of the tongue are bent upward by the "cup"
The crown consists of branches leaves that play with the breeze in summer and fall off in autumn	The fingers are stretched tensely and widely spaced, then the palms are connected by a "cup", the fingers are wide apart and alternately move; the palms are relaxed, both hands hang freely along the body	Tongue in the same position Up and down movement (tongue with rounded edges), then the tongue is relaxed on the lower lip
There is a nest on the tree, and in it is a titmouse, which either flies out of the nest, then flies into the nest, feeds the chicks	Hands are connected by the edges of the palms - "cup", thumbs then go down to the bottom of the "cup", then rise	Tongue - "cup", and then - freely: up and down and alternately to the sides

The text is spoken by the leading adult ("tips" from children are desirable)	Movement or static posehands	Movement or static poselanguage
Under the tree - mushrooms with thick and thin legs	A pinch of one hand reveals a thick leg, and the palm of the other shows a hat. The position of the hands changes ("there are many boletus mushrooms"). The index finger of one hand is a foot, and the palm is a hat (fingers and hand positions change ("there are a lot of toadstools")	The tongue is gently sucked to the hard palate, then tensely sucked ("mushroom grows")
The tree is growing. Mushrooms are growing, we collect them in a basket	Hands up (towards the sun) see the previous exercise, we intertwine the fingers: the inner sides of the palms - up	Tongue stretches tensely to the nose; suction, "cup" alternates; tongue falls on the lower lip
We go further through the forest. ... ...	Imitation of walking with fingers at a given and varying pace: index and middle, thumb and forefinger, etc.	Imitation of walking "
A wild apple grows, on it the fruits are apples, they are sour	Hands from elbow to wrists together, palms into fists, and thumb- up; wave your hand (eh!)	The tongue is rounded, curved - with support on the upper lip; then you need to wrinkle and stick out your tongue slightly
But at home we will make jam from them - what time! Therefore, we will collect them in a basket.	Raise your thumb up. Interlacing of fingers, palms up, arms to the sides	Smile and lick the upper and lower lips; Language - "cup"
Through the forest ("top-top") we went to the river	Imitation of walking with fingers at a given and varying pace: index and middle, thumb and forefinger, etc.	Smooth movement with a wide tongue forward - backward
It's hard to carry baskets, saw the boat	Palms connected by the ribs of the palm at the bottom (little fingers) and open at the top (smooth movement of the "boat")	Fold the tongue in half - ("boat") and pull it forward
Sailed home	Connect your fingers with a "house"	Suction cup - the roof of the house is flat

Dokshina A.A.,
teacher speech therapist

Synopsis of an individual speech therapy lesson.

(using isotechnics)

Prepared

teacher speech therapist Shlyanina O. P.

Kurganinsk, Krasnodar Territory

Subject: Sound production [W]

Target: clarification of the articulation of the sound [Ш], setting the sound, clarification of the isolated position; development of speech motor skills; development of phonemic hearing; development of precise movements of the hand.

Equipment: mirror, object pictures, paints, brush, jar of water, paper, frog, already, Doctor Aibolit.

The course of the lesson.

1. Organizing time... Finger gymnastics- Look at our guest today a cheerful frog, and this is the swamp in which he lives. Let's help the frog jump from leaf to leaf. (The child performs exercises with all five fingers, turning the brush to the left, to the right)

Jump, jump, jump, jump,

I'm from leaf to leaf,

I'm a funny frog

Your sweet girlfriend.

2. Articulatory gymnastics.(when doing, they draw symbols with paints)

Once upon a time, Shurik was a good man. His throat hurt so badly that he stopped hissing. He went to Doctor Aibolit for help. On the way, Shurik met our cheerful frog and smiled "Smile". The frog was holding the mouthpiece "Shout" in its paws, croaking loudly, calling frogs for pancakes "Pancake" Of course, Kwak invited the snake. They drank tea with Tasty Jam. Apple jam lay in a beautiful cup "Cup". Shurik told the frogs about what happened to him and the sun heard him. The sun stretched out its ray and said: "Paint it with magical yellow paint, it will show you the way to Doctor Aibolit." I did so. Then he thanked everyone for their help, got on the horse, galloped "Horse". On the way to Shurik's nose, a leaf fell from the tree, he began to blow "Focus" on him. I was so carried away that I did not notice how I got there.

"Smile" (strip)

"Shout" (wave)

"Pancake" (circle)

"Delicious jam" (vertical stripes)

"Cup" (semicircle)

"Painter" (zigzags)

"Horse" (poking)

"Focus" (spiral)

3. Sound production mechanically.

Put a pencil on the lower teeth of the child, the child will put his tongue on it. Ask to depict how the patient sneezed - to knock the tip of the tongue on the upper alveoli, pronounce the sound [H]. At the same time, he must blow strongly and continuously on the tip of the tongue. Then "it stops sneezing" and for a longer time pulls the sound [H], which is transformed into sound [NS].

So Dr. Shurik has cured him. He crawled and hissed SH - SH - SH - SH - SH - SH - SH.

(the child schematically depicts how he is crawling)

4. Clarification of articulation.

What is the position of the lips?

What position are the teeth in?

Where is the tip of the tongue?

Where are the edges of the tongue?

What kind of air stream comes out of the mouth?

5. Control. "Wonderful glade" There are object pictures on the table, the child should draw along the dotted contour only those whose name contains the sound [Ш]. Outlining the contour, the child utters the sound [Ш] for a long time.

Ball, umbrella, mouse, beetle, cat, bag, car.

6. Lesson summary.

A positive assessment of the child's activities.

The author is pleased, it's not difficult for you - click "I LIKE"

Like

Sound [w]

Preparatory stage

Lesson 1

Spatial orientation

Cross orientation.

- Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. Touch your right cheek with your left hand.

"We are going up the mountain, we are going down from the mountain." Pronunciation of syllables in combination with movements of the index finger.

"Let's warm up the pens." Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air jet should be felt. Repeat 3-4 times.

Lip Exercise

"Astonishment". Round the lips and pull them forward. Make the sound [o].

Exercises for the tongue

"The tongue is looking for a crack in the fence." Insert a wide tongue into the gap between the teeth.

"Spatula". Smile, open your mouth, put the wide front edge of your tongue on your lower lip. Hold in this position for a count of up to 10.

Coordination of breathing, articulation and phonation

Game tasks

"The boat is swinging on the waves." Drawing wavy lines in a box of millet groats.

Isolation of the sound [w] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [w], [p], [b], [f], [w], [m], [n], [w]. Syllables: la, sha, fu, woo, by, to, by, gee. The words hat, lump, fur coat, bank, shirt, raspberry.

Session 2

Exercise for developing a prolonged exhalation

"Football". Take a breath. Smile, put the wide front edge of the tongue on the lower lip. With an exhaled air stream, drive a cotton ball into the "gate".

"Let's put out the candle." Exhale evenly and slowly into the candle flame.

Pronouncing vowels a-a, a-a, a-a-o on one exhalation with exaggerated articulation.

Lip exercises

"Wide tube". Close your teeth. Round lips extended forward. The corners of the lips do not touch. The lips do not cover the teeth. Keep lips in this position for a count of 6.

Exercises for the tongue

"Delicious Jam". Open your mouth slightly. With the wide front edge of the tongue, lick the upper lip, making a movement with the tongue from top to bottom. Repeat 5-6 times.

"The tongue goes to visit the nose." Open your mouth, raise the wide front edge of the tongue to the nose. Keep it in this position by counting up to 5-6.

"Teeth with tongue play hide and seek." Open your mouth, close your upper teeth with your tongue.

"Conversation of the Cuckoo and the Owl". Pronunciation of syllables and sounds cuckoo, cuckoo, cuckoo; ooh, ooh, ooh with a change in intonation.

Development of phonemic perception

Isolation of the sound [w] among sounds similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [w], [h], [s], [w], [c], [w], [s]. Syllables: sa, za, zha, so, sha, tso, su, shu, zy, shi, sy. The words cuckoo, owl, sparrow, fox, beetle, bumblebee etc. The child raises his hand or claps his palms if he hears the sound [w].

Session 3

Exercise for developing a prolonged exhalation

Close with a wide tongue on the upper lip, bring a strip of paper (just above the nose). Blowing on a paper sultan (the air stream should go obliquely upwards).

"The plane is buzzing." Pronunciation of the sound [y] with a change in the pitch and strength of the voice.

Lip Exercise

Alternating exercises "Smile" and "Tube".

Exercises for the tongue

"The tongue is swinging on a swing." Open your mouth wide, raise your wide tongue to the nose, then lower it to the chin.

"Let's hide our teeth." Close the upper teeth with a wide tongue, then the lower ones.

"Stick the candy." Put a piece of candy on the edge of the tongue sticking out of your mouth. Offer to glue it to the palate behind the upper teeth.

The development of switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue

"We play the drum." Pronunciation of syllabic combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands.

Development of phonemic perception

Definition of the sound [w] in words. Find toys with the sound [w] in the name. ( Matryoshka, rattle, Cheburashka, bear, machine, ball.)

ball, bear, baby.

Session 4

Exercise for developing a prolonged exhalation

"Focus". Put a piece of cotton on the tip of your nose. Smile, open your mouth. Put the wide front edge of the tongue on the upper lip so that the lateral edges are pressed, and there is a "groove" in the middle. Blow off the cotton wool. At the same time, the air should go in the middle of the tongue, then the cotton will fly up.

Lip Exercise

"Elephant's trunk". Round the lips and pull them forward. Keep your lips in this position for a count of 6.

Exercises for the tongue

"Swing". Raise and lower the wide tongue behind the teeth, touching it with the tip of the upper gum, then the lower one.

Bring the tip of the tongue under the upper lip, then tear it off with a click.

"Cup".

- Prepare a "cup", I will treat you with juice. What juice will you drink?

- Open your mouth, put a wide tongue on the lower lip, then lift the tip and the lateral edges of the tongue up, a depression should form in the middle of the tongue.

"Conversation of pigs Naf-Nafa and Nuf-Nufa." Pronunciation of syllables na-na-na, us-us-us, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm).

Development of phonemic perception

Find pictures on the topic "Clothes", in the name of which there is a sound [w]. Determining the position of the sound [w] in words hat, scarf, shirt, pants, shower.

Arrange pictures on the typesetting canvas. Objects in the name of which the sound is heard at the beginning of the word, put on the upper strip, on the middle - those in the names of which the sound is in the middle, on the lower - those in the names of which the sound at the end.

Session 5

Exercise for developing a prolonged exhalation

"A strong wind blows the leaves." Put a wide tongue ("shovel") on the lower lip. Blowing with the formation of a "groove" along the middle line.

Lip Exercise

"The trunk of the big elephant and the little elephant." Alternation of wide and narrow "tubes".

Exercises for the tongue

"We are riding a horse." Clicking tongue. The wide tip of the tongue sticks to the palate and comes off with a click.

"Rose petal". Tongue "cup" outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.

The development of switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue

"Conversation of Hippos". Pronunciation of syllabic combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation.

Development of phonemic perception

Determining the position of the sound [w] in words Shura, Masha, Natasha, sturdy, short, silly, naked.

Session 6

Exercise for developing a prolonged exhalation

"The wind is making noise." Place the bubble upside down at the level of the nose. Raise a wide tongue to the upper lip and blow hard on the tongue. A noise is heard in the bubble.

"The baby elephant drinks some water." Make a "proboscis". Inhale and exhale air through the mouth.

Lip exercises

Repetition of the exercises of the previous lessons.

Development of coordinated movements of the lips and tongue. Pull the lips with a "tube", and the tongue - with a "cup" (outside the mouth).

Exercises for the tongue

Repetition of the exercises of the previous lessons.

"Harmonic". Smile, open your mouth. Glue your tongue to the palate, then, without lowering your tongue, close and open your mouth. When repeating the exercise, open your mouth wider, and hold your tongue longer and longer.

The development of switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue

Hippo Booby learns to pronounce syllables bdi-bdi-bdi, bdi-bde, bdy-bde, bde-bdy-bdi.

Development of phonemic perception

Selection of pictures, in the names of which there is a sound [w], from other pictures, in the names of which - [s] and [w]. The teacher pronounces the words, and the child chooses pictures with the sound [w] in the names.

Sound setting [w]

The position of the organs of the articulatory apparatus with the correct pronunciation of the sound [w]

The lips are slightly rounded and extended forward with a "tube". The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised by the "cup", but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar cleft with the palate immediately behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled stream of air is strong. If you put your hand back to your mouth, you feel warm.

Techniques for setting the sound [w]

Auditory perception of sound. Creation of an auditory image of the sound of "Shumelochka". Onomatopoeia

Wind noise in the forest; rustle of leaves on trees; rustling of dry leaves; rustling of dry hay or straw, paper; hissing gander, snake; rustling of mice in a burrow, tires on the pavement; the noise of air escaping from a punctured ball, a steam locomotive releasing steam.

Formation of a visual image of sound [w]

Articulation profile display. Clarification of the position of lips, teeth and tongue. Description of the position of the organs of articulation.

Formation of a sense of the position of the organs of articulation with the help of toys. See how the monkey lifts the tongue with a "cup" for the upper teeth.

ёёё129 Drawings for tasks used at the stage of sound automation [с]

Show the correct articulation of the sound [w]. Draw the child's attention to the position of the lips, teeth and tongue.

Plastic image of the shape of the tongue with the hands

With the right hand, draw the shape of the tongue with a "cup", and with the left - the sky.

Sound production [w] by R.I. Levina (1965)

Sound production [w] by imitation

Raise your tongue to the upper lip and evenly, with force, exhale air, controlling the air stream with the back of your hand.

Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, translate the tongue by the upper teeth to the palate with an open mouth. Round the lips and stretch forward, bring the teeth together at a distance of 1-2 mm and exhale. The sound should be [w].

Sound setting [w] based on sound [t]

Pronounce the sound [t] several times with an interval of 2-3 seconds. Then the installation is given: the tongue "knocks" not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.

Round the lips and stretch forward, raise the tongue to the front of the palate. Press the lateral edges of the tongue against the molars. The transition from sound [t] to sound [w]: t-t-tshshshsh. Subsequently, the noise is lengthened and freed from the previous sound [t].

The synopsis contains material on the setting of a hissing sound Ш - a specially selected set of exercises aimed at developing the upper ascent of the tongue, methods of setting the sound are described. The lesson is carried out in an interesting playful way

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Abstract individual lessons by setting the sound Ш

The purpose of the lesson: developing the skill of the articulatory way of pronouncing the sound of Sh.

Tasks:

Correctional educational:

Formation of the kinesthetic image of the sound Ш (sensation of the position of the organs of articulation);

Formation of practical skills and habits of using corrected (phonetically pure, lexically developed, grammatically correct) speech;

Exercise in the correct pronunciation of the sound Sh.

Correctional and developmental:

Development of the articulatory apparatus;

Development of phonemic hearing;

Elimination of defective pronunciation of the sound Ш;

Development of the grammatical structure of speech;

improvement of fine motor skills.

Educational:

Fostering interest in classes;

Education of independence.

Equipment: subject pictures.

Course of the lesson

1.Organizational moment

2. Articulation gymnastics

Static language prep exercises

"Ladle"

We open our mouth wide

Raise the edges

The tongue is a balovic,

Lowers the back.

He looks very much like a bucket,

You can pour water into it,

Hold the water, take your time

Show everyone your ladle.

Dynamic Tongue Exercises

"Hours"

Rested and stretched

Turned to the left, to the right,

Like this: tick-tock, tick-tock.

"Let's brush our teeth"

Open your mouth, smile

Show your teeth

We clean the top and bottom,

After all, they are not superfluous with us.

"Harmonic"

On an accordion to play

You need to lower your jaw

We do not tear off the tongue,

We play very well.

Once upon a time there was a girl named Masha. She was very fond of animals. And then one day, picking mushrooms in the forest, she met Mikhail Potapovich. The bear was delighted at such a meeting and smiled ("Smile"). He was very hospitable and, of course, invited Masha to his place for pancakes (Pancake). They drank tea with jam ("Delicious Jam"). And Misha put the pancakes in a nice cup ("Cup"). Masha really liked the visit, and in return she treated Mikhail Potapovich with mushrooms ("Gribochek"). And the neighbor's squirrel took Masha home to her grandparents. She galloped along the paths so dexterously that she replaced Masha's horse ("Horse"). Masha did not even notice how she ended up at home.

3. Sound production.

1st way With labiodental sigmatism, it can be difficult for a child to switch from the usual pronunciation of a sound to the correct one. And if the hyoid bridle is also short and the cup exercise is not given, this method works.

A wooden spatula will come in handy.

We ask the child to smile, stick out his tongue - a pancake. We put a spatula under the tongue, raise the tongue with it and press, removing the tongue into the mouth. It turns out such a passive "cup", moreover, the lips are "blocked" and do not fold into the usual position for the child. Now we ask you to blow strongly with your mouth. The result is a sound close to Sh.

2nd way With this sound, the tip of the tongue is raised to the upper alveoli, and its edges are pressed against the molars. A small distance is maintained between the tip of the tongue and the alveoli. The lips form an oval, exposing the teeth. The distance between the teeth is approximately 2-5 mm. A warm air jet of air goes in the middle of the tongue to its tip. The voice is not involved. There is a hissing sound: shhhh.

In order for the child to feel the raising of the tip of the tongue up, the following exercises can be carried out in advance: "bell" - la-la-la, "hammer" - d-d-d and "locomotive" - ​​h-h-h. When performing the exercises "hammer" and "locomotive" we put a pencil about one centimeter in diameter on the lower teeth, and a tongue on it and ask the child to tap the tip of the tongue on the upper alveoli. In this case, the child must blow strongly on the tip of the tongue without stopping. And then gradually slow down the "locomotive" - ​​h-h and for a longer time pull the sound "H", which should go into "W". We begin to imitate the angry goose: "shshshshshsh", while performing the figurine.

4. Analysis of articulation

What is the position of the lips?

What position are the teeth in?

Where is the tip of the tongue?

Where are the edges of the tongue?

What kind of air stream comes out of the mouth?

(The tip of the tongue rises to the upper teeth, but does not press against them; the edges of the tongue touch the upper lateral teeth. The lips are slightly rounded, the stream of exhaled air feels warm. The upper and lower teeth are drawn together. The vocal cords are open, the stream of exhaled air passes freely between them .)

5. Reinforcement of isolated sound pronunciation

When Masha was walking in the woods, she noticed how the autumn leaves rustled: Sh-Sh-Sh-Sh. (the leaves are spread out on the floor, a rustle is emitted at each step: Sh-Sh-Sh). Walk through the leaves and imagine that you, too, are in the autumn forest.

6. Development of phonemic hearing

And now we are going to play the game "Hunter". As soon as you hear the sound Ш, immediately catch it - clap your palms:

M-Sh-K-Sh-T-N-Sh-D-P-Sh-Ts-S-Sh

7. Homework

Think of as many words as possible where the SH sound is heard:

At the beginning of a word;

In the middle of a word;

At the end of a word.

8 .. Lesson summary.

Today at the lesson you visited the autumn forest, met Masha and the Bear and learned to rustle like autumn leaves rustle and you did it great! What sound did you meet today?The sound Ш is a consonant, deaf, solid. There is no soft sound paired with it in Russian. You tried very hard today, well done!