Preparation for sound production w compendium. Setting the sound "Ш" to the child in stages. Speech therapy classes, video lessons, exercises with pictures. Articulatory gymnastics. How to promote the development of speech in children

Lesson topic: "Sound [Sh]"

Tasks:

• To fix the articulatory structure of the sound [Ш];
• Automate the sound [Ш] in syllables (direct, reverse, with confluence), in words, sentences;
• Develop phonemic hearing;
• Improve the skills of finding the position of the sound [Ш] in the word;
• Develop attention, memory, thinking.

Equipment:

• Subject pictures: Tire, cuckoo, ears, cannon, grandmother; Dasha washes her neck and ears under the shower, Misha hangs up a fur coat, Natasha eats dryers, Grandfather lies on the couch.
• Cards with pictures with and without sound [Ш].

Course of the lesson

I. Articulation gymnastics.

• Open your mouth wide;
• Watch;
• Soccer ball;
• Cup;
• Reach your tongue to the nose, to the chin.

II. Articulation way of sound [Ш].

Tell me where is the tongue when we utter the sound [Ш]?
Is it wide or narrow?

III. Sound automation

✒ Isolated:
In .: Tell me how the snake hisses.

Exercise "The ball burst."
We inflate an imaginary balloon, then it deflates with the sound [Ш].
All this is accompanied by movements.

✒ In syllables:
In .: Repeat after me:
sha - sha - sha
sho - sho - sho
shu - shu - shu
shi - shi - shi
she - she - she sha - sho - shu - she - she
sho - shu - shi - she - sha
shu - shi - she - sha - sho
shi - she - sha - sho - shu
she - sha - sho - shu - shi

✒ In words:
In .: Name the pictures.

Bus, cuckoo, ears, cannon.

In .: Repeat after me the words - in threes:

Cockerel - comb - strap.
Tire - car - buckthorn.
Babies - reeds - lilies of the valley.
I breathe - I carry - I carry.
Masha - Dasha - Pasha.
Andryusha - Tanyusha - Valyusha.
Your - our - porridge.
Misha - Pasha - Yasha.
Natasha - Tanyusha - Katyusha.

The toys "hid" in different parts of the room: a bear on the wardrobe, a cat under the wardrobe, a puppy behind the wardrobe, a doll between a chair and a wardrobe on the floor.

Questions.

1. Where are the toys hidden?
2. Where is the bear hiding?
3. Where did the cat hide?
4. Where is the puppy hiding?



IV. Formation phonemic hearing.

In .: If you hear the sound of [Sh] clap your hands.

Fur coat, table, bumblebee, tulle, scarf, maple, chestnut, cake, barbell, silk.

In .: tell me where the sound [Ш] is in words (at the beginning, middle or end of a word).
Connect each picture to the desired pattern.
Cheesecake, collar, purse, barbell, shower, splint, chocolate, reeds.

In .: Look at the pictures and tell me what is depicted on them.
Granddad.
What is grandpa doing? (Grandpa is lying on the couch.)
This is Natasha, Natasha, what is she doing? (Natasha eats drying)
This is Misha, what is Misha doing? (Misha hangs up a fur coat)
This is Dasha, what is she doing? (Dasha washes her neck and ears in the shower).

V. Development of memory, attention, thinking.

In .: Name the pictures. Remember them.
Close your eyes. (The speech therapist first removes one, then more pictures and asks the child to say what is gone).
In .: There are cards in front of you, tell me what is painted on them.
TV, computer, tape recorder, frog.
In .: What is superfluous? Why? (Frog)
Package, bag, briefcase, hat.
In .: What is superfluous? Why? (a cap)
Ball, butterfly, centipede, bee.
In .: What is superfluous? Why? (ball)

Vi. Summarizing.

In .: Color only those pictures in which there is a sound [Ш].

Individual synopsis speech therapy classes

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 stream of air. 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
(hand 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 position 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

Natalia Volkova
Synopsis of an individual speech therapy lesson on sound setting [Ш]

Theme: Sound setting Ш

Target: clarification of articulation sound [W], sound production

Tasks:

1) Educational: learn to pronounce correctly sound Ш, allocate sound Ш from a row of words;

2) Correctional - developmental: the formation of a long directed air stream, the development of articulatory praxis, the development of fine motor skills of the fingers, attention and memory, the development of phonemic hearing;

3) Educational: fostering interest in occupation, education of independence.

Equipment: presentation "Articulation gymnastics", a cotton ball on a thread, a prickly ball.

Course of the lesson:

1. Organizing time

Now you and me speech therapy session.

Little Antoshka came to visit you today. (boy - presentation)

He found out that you will learn to hiss, and he came with you to learn.

2. Articulation gymnastics

Smile at each other affably (Ex. "Smile") - presentation, tube (count up to 10)

Antoshka still has few teeth, but you can show off yours (Ex. "Fence")

Antoshka is very fond of round donuts (control "Ring") He eats lamb with delicious jam (control "Delicious jam"). Very tasty jam, it's a pity it's left on my lip, I'll lift the tongue and lick the rest.

Antoshka drinks jam with tea from a cup (control "Cup") - smile, open your mouth, put your wide tongue on your lower lip, raise the edges and tip of your tongue.

If the tea is hot, then blow on it. Show Antoshka how to do it. Now you need a cup "Wash" and put it back in the cupboard (put a “cup for the upper teeth).

3. Cultivating a strong directional long-lasting smooth oral air jet

Antoshka loves to show tricks and look at them.

Let you show me the tricks now. ( Speech therapist offers the child a cotton ball with a diameter of 2-2.5 cm, attached to a thread 10-12 cm long). Hold the balloon in front of your lips. - Smile. Show your teeth. Open your mouth. Draw out your lips with a straw. Blow the balloon lightly. See how beautifully the ball flew off your lips.

Now hold the balloon up to your nose. Smile. Show your teeth. Open your mouth. Raise your tongue in the shape of a cup to your upper lip. Blow on the tip of your tongue. See how beautifully the ball flew up.

4) Finger gymnastics

Stroke my palms, hedgehog. You're prickly, so what?

I want to stroke you, I want to get along with you!

(we roll the ball between our palms, stroke it, touch the individual thorns with our fingers)

5) Development of phonemic hearing

Now we'll play a game "Hunter"... As soon as you hear sound Ш, immediately catch it - clap in palms:

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

HA - SHA - LA - PA - SHA, HAT - AUTUMN - FUR - CAT - Donkey

6)Sound production

Antoshka loves to ride the little train. Shall we show him the train?

(blow hard on the tip of the tongue, do not stop. And then gradually slow down the engine - h - h - h and pull longer sound"H" which should go to "NS")

H - h - h - h - h - h - h - h, I'm driving the train,

I'm taking my friends

It's more fun to ride together!

I drive a locomotive

I announce the stops. (the train stops)

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 close together. Vocal cords are open, the stream of exhaled air passes freely between them.)

Look, the tongue and lips take this position when pronouncing sound"NS". (picture)

Now say sound"WITH", and then raise the tongue to the palate and say the same sound"WITH" to let the warm air flow.

Let's show how the snake hisses. (sh-sh-sh ....)

7) Bottom line classes.

Which sound did we learn to pronounce today? Who came to visit us?

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 of 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 beautiful 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 with a 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 drawn together. The 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 hissing. 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.

Synopsis of an individual speech therapy lesson.

Topic: "Setting the sound Ш".

Goals:- education of the air stream;

Formation of the articulatory structure of the sound Ш;

Development of articulatory praxis;

The difference in the names of vegetables, fruits;

Practical formation of nouns in a suffix way;

Development of fine motor skills of the fingers;

Development of verbal and logical thinking.

Equipment:"Snowflake" attached to a thread 10-12 cm long, sound articulation profile Ш, a set of supporting schemes, aids for articulatory gymnastics, for the development of fine motor skills of fingers, a table mirror, dummies of vegetables, fruits, pictures-symbols of non-speech sounds.

Course of the lesson.

1. Organizational moment.

Valera, good afternoon! You came to me for a speech therapy lesson, in which we will learn to pronounce the sound Sh.

2. Development of a strong directional long-term smooth air stream.

Let you show me the tricks now. (A "snowflake" is offered to the child, attached to a string 10-12 cm long.) Hold the "snowflake" in front of your lips.

Smile. Show your teeth. Open your mouth. Raise your tongue in the shape of a cup to your upper lip. Blow on the tip of your tongue. See how beautifully the Snowflake flew up.

3. Development of articulatory praxis.

In order for the language to be strong, to pronounce all the sounds correctly, you need to do articulatory gymnastics every day. Valera, let's practice your tongue. Look at the picture. What is it? That's right, it's a straw. Let's turn your lips into a tube. Smile, close your teeth, stretch your lips forward. Well done! Now look in the mirror while holding the tube as I count to 10.

Look at this picture. Guessed what kind of articulatory gymnastics we are going to do now ?! Right! Let's make a tongue cup. Smile, open your mouth, put your wide tongue on your lower lip, raise the edges and tip of your tongue. Clever girl! Now let's compete who will hold the cup longer.

Valera, imagine that you ate delicious raspberry jam, it remains on your upper lip. Smile, lick a cup of your upper lip from top to bottom. Wonderful! You do better every day!

4. Formation of the articulatory structure of sound Sh.

Look, this position is assumed by the tongue and lips when pronouncing the sound Sh. (The child is offered a sound articulation profile with a set of reference schemes and a table mirror).

Show where the tip, back, root of the tongue, lower and upper incisors, obstruction are. Fine!

And this is a tire, listen to the air coming out of a punctured tire: sh-sh-sh-sh-sh. And what other non-speech sounds does the sound of "sh" sound like? Right! The hiss of a snake, the rustle of leaves. Listen to the sound again: shhhh. What do lips look like when making a sound? Well done! Find the tube symbol card.

Now, pay attention to the position of the tongue when pronouncing the sound "sh". Right! Find the card with an up arrow. Clever girl!

Now bring the back of your hand to my lips, feel the air coming out of my mouth. That's right, the exhaled air stream is warm.

Let's practice your tongue. Make a "cup", remove the "cup" for the upper teeth, round your lips with a "tube", blow warm air on the tongue. Fine! You've got a goose song.

5. Differentiation of the name of vegetables, fruits, practical education nouns in a suffix way, the development of verbal-logical thinking.

Let's play the Garden Garden game. Name the dummies. Tell me where vegetables and fruits grow? Divide the dummies into two groups: vegetables in the garden, fruits in the garden. Take a dummy and name it. Where does the apple grow? What is it? Where will you put the apple? Etc.

Let's play the Big - Small game. I point to a dummy of vegetables and fruits, I name a large object, and you name a small one.

6. Development of fine motor skills of the fingers.

Take colored pencils and dot the vegetables.

7. Outcome, performance evaluation.

What have you learned today? You made me very happy in class!