Techniques for setting whistling sounds [C, C]

Characteristics of a group of whistling sounds.

The whistling group includes the sounds С, Сь, З, Зь and Ц (in transcription: [s], [s "], [s], [s "], [ts]). They are assigned to the same group, as they have a similar articulation. For example, the sounds [s] and [s] differ only in the presence or absence of a voice, the sounds [s] and [s"] - in an additional rise in the middle part of the tongue.

[S]: consonant, oral, voiceless, fricative, anterior lingual, hard;

[Z]: consonant, oral, voiced, fricative, anterior lingual, hard;

[C '], [Z ']: soft;

[C]: consonant, oral, deaf, occlusive-slit, anterior-lingual, hard.

In the group of whistling sounds, the basis is the articulation of the sound [s]. This sound is the base for the entire band.

How to pronounce the sound [s] is normal.

Sound [s] - consonant, deaf, hard. Paired to him in terms of hardness-softness is the sound ("shh"). Paired by sonority-deafness - sound [z].

When pronouncing the sound [s], the organs of articulation occupy the following position:

- lips

- teeth

- Tip of the tongue

- lateral edges of the tongue

- dorsum of the tongue in hisfront

- air jet

- soft sky

- vocal cords

Preparatory stage

Atno sound [c], work begins with the formation of the correct articulation of sound; developed: the position of the lips in a smile with the exposure of the upper and lower incisors; the ability to spread the tongue; the ability to hold the wide tip of the tongue behind the lower incisors, a long, strong air stream running along the middle of the tongue.

Interdental: exercises are carried out to strengthen the muscles of the tip of the tongue and the anterior part of the back of the tongue; generation of directed air jet; the sound [and] is worked out, in which the position of the tongue is close to the normal articulation of the sound [s].

Side: exercises are given for spreading the tongue, the ability to keep it wide, strengthening the lateral edges of the tongue; development of an air stream going in the middle of the tongue; at the same time, both halves of the tongue should work evenly, the sounds [i, f] are worked out (with the latter there is a strong air stream directed in the middle of the tongue).
Nasal: the ability to hold a flattened wide tongue on the lower lip is developed, the ability to direct the air stream to the tip of the tongue stuck between the lips (teeth); the ability to hold the wide tip of the tongue behind the lower incisors; the position of the lips in a smile with the exposure of the incisors; sounds [i, f] and differentiation of sounds [f - x] are practiced using tactile sensations (with [f] - the air stream is narrow, cool; with [x] - wide, warm).

Labiodental parasigmatism: the ability to compare and distinguish by ear the sounds [s - f] using pictures-symbols is developed; exercises are carried out to work out the movements of the lower lip down and up; developing the ability to keep the lips in a smile with the exposure of the upper and lower incisors, the ability to hold the wide tip of the lower incisors, touching them; the sound [and] is being worked out; the ability to pronounce a combination of vowels [s] with tension (this contributes to inhibition of upward movements of the lower lip, prepares the desired shape of the tongue and directs a concentrated air stream).

Tooth: the ability to compare and distinguish by ear the sounds [s - t] using pictures-symbols is developed; exercises are given to develop a long, directed air jet; the position of the wide tip of the tongue behind the lower incisors; the ability to alternate the movements of a wide tongue up and down is developed, touching the roots of the upper and lower incisors; the ability to keep the lips in a smile; sounds [i, f] are practiced.

Hissing: the ability to compare and distinguish by ear the sounds [s - sh] using symbol pictures is developed; skills are developed: to hold a wide tongue behind the lower incisors, to alternate movements of a wide tongue for the lower and upper teeth; keep the lips in a smile with the exposure of the upper and lower incisors; direct the air stream in the middle of the tongue; alternate movements of the wide tip of the tongue from the lower incisors to the hyoid frenulum (movements along the bottom of the mouth forward - backward); sounds [i, f] are practiced.

Note: when correcting all types of sigmatism, the sound [s] is not called to the child, but is replaced by the name of the exercise “Cold Wind”, so that there is no slipping into a defective version of the previous stereotype.

Ways p stop sound [C]

No. p / p

Setting method

NO SOUND [C]

At no sound: used imitation technique, achieve the correct pronunciation of the isolated sound [s], while paying attention to the correct position of the organs of the articulatory apparatus (smile so that teeth are visible, and blow on the tip of the tongue until a whistling noise is obtained).

By imitation

[With]: - the game "Pump", a song of water

Hedgehog snorting - fffsss

Light breeze

Purpose: to achieve the correct sound of an isolated sound.
In the absence of sound, using the imitation technique, they achieve the correct pronunciation of the isolated sound [s], while drawing the child's attention to the correct position of the organs of the articulation apparatus. The child is invited to stick the tongue between the teeth and blow on it: fff, then remove the tongue behind the lower teeth, stretch the lips in a smile, squeeze the teeth and make the sound [s]: sing the song of the pump, water, breeze.

Sound production based on imitation. Sit with your child in front of a mirror and show him the correct articulation of the sound "C". Make sure that the child carefully follows your movements, as the correct pronunciation of the sound depends on this. Let the child open his mouth after you, smile a little, put his tongue down, press the tip of his tongue to his lower teeth and blow a stream of air through his tongue. As a result of the actions taken, the sound “C” will be heard.

Sound production based on imitation using game moments. The speech therapist uses special exercises to imitate some actions, for example: a balloon is blown away (s-s-s-s). At the same time, real objects are sometimes used in such simulation exercises, which arouse the interest of the child even more, since he can independently interact with them.

"Let's remember the exercise. Smile broadly, show your teeth and make a sound [and] to yourself. Now, with such a beautiful smile, blow on the ball." When performing this exercise, it is important to ensure that the lips do not come close, do not cover the teeth, and the tip of the tongue is strictly behind the lower teeth.As a result, a weak but clear sound [c] is heard. The pronunciation of sound is fixed in onomatopoeia.

By imitation: perform "Fence" - "Window" - "Bridge". Return to the "Fence" position again. Blow into the bubble so that it "sings" or perform the "Cold wind" exercise.

Sound stagingbased on reference sounds . The specialist selects those sounds that are reference for the desired sound. For the sound "C" these are the sounds "I" and "F". Having learned how to pronounce the reference sounds correctly, it will be easier for the child to slightly change their articulation to get the sound “C”.

From reference sound:

a) Run "Fence" - "Window" - "Bridge" - "Fence". Pronounce the sound [and] for a long time, then the Cold Wind exercise: “and-and-and-issss”.

b) The same from the sound [f]: “f-f-f-f-ssss”.

From basic sounds.

Sound [With] :

- from [and] - sing a sound, and then blow a cold breeze

Ta-ta-ta, ta-ta-ta, ti-ti-ti - and let the cold breeze

- from [f] - with interdental pronunciation

Sound stagingmechanically . With the help of improvised means, the specialist independently positions the articulatory organs of the child in the correct position and asks him to gently but strongly blow out the air. When a child gets the sound "C", he can pronounce it on his own without the help of adults.

If the first way to put the sound did not work, you can use mechanical help. We make a wide smile, teeth are bared, the tip of the tongue behind the lower teeth. On the tip of the tongue we put in the middle a thin wooden stick, for example, a match without a sulfuric head. Lightly press with a stick, thus forming along middle line tongue groove for the air jet. The child blows on the tip of the tongue. Sound [s] is heard. Attention! The air jet should be strong, narrow, and feel cold (not warm!), when you bring the back of your hand to your mouth. Mechanical assistance can be used at the stage of pronunciation of an isolated sound (onomatopoeia) and syllables. Then we gradually remove the stick. When the child learns to pronounce the correct sound [c] on his own, without mechanical help, you can move on to automating this sound in words and sentences.

Mechanical way:

a) Perform the exercises "Fence" - "Window" - "Bridge", i.e. spread the tongue and rest against the lower teeth with a tense tip. Put a spatula or probe along the tongue so that it presses only the front of the tongue; lips in a smile, teeth closed, blow out the air with force, evenly, as in the Cold Wind exercise.

b) The same with the slow removal of the spatula or probe.

mixed way:

a) Perform the exercises “Fence” - “Bridge” - “Shovel” - “Fence”, i.e. bite a wide tongue with your teeth, say “t-t-t” and blow into the bubble. When the exhalation is lengthened, the sound [t] turns into the sound [s]. It is necessary to lay a “groove” along the middle part of the tongue with a probe. After a correct exhalation, the tongue is gradually brought behind the teeth.

b) Perform the exercise "Fence", say "i-i-i"; then the exercise “Cold Wind” - “ssss”, hold the tip of the tongue with a probe (iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii)ingsssssssss.

1. The child should smile broadly and place a wide spread tongue between the teeth - only its extended tip should lie on the lower teeth. Make sure that the child does not bite his tongue with his upper teeth.
2. Ask the child to blow on the very tip of the tongue, so that a chill is felt on it. Let the child put his hand to his mouth and feel the exhalation on it.
3. While the child is blowing on the tip of the tongue, you put a toothpick on it along its midline, lightly press it on the tongue, forming a “groove” along which air will be “blown out” in the future. The toothpick should fit about two centimeters into the child's mouth. If the tongue will dodge, stick it deeper.
4. When you press the tongue with a toothpick, an indistinct "lisping" whistle begins to be heard.
5. After that, the child should bring the teeth together so that only a toothpick is placed between them (you do not need to bite it), and the tongue remains behind the teeth (inside). The child should continue to blow on the tip of the tongue, the exhalation should be felt between the teeth. During the convergence of the teeth, the whistle cannot be interrupted.
6. While the child "whistles", you press harder or, conversely, weaker on his tongue with a toothpick, moving it deep into the mouth or, conversely, touching it to the very tip of the tongue. Thus, you are looking for the position in which the sound [s] will sound the most correct.
7. When such a position is found, you train in it a whistling sound, which can be called "the whistle of a mosquito."
8. At the moment when the sound [s] sounds right, you will need to carefully remove the toothpick from the child's mouth. For a while, the sound will continue by inertia.
9. You need to use this technique until the child learns to independently put the tongue in the right place and whistle like a “mosquito”.
10. After that, proceed to the pronunciation of syllables (according to the pictures).
11. If a child in a syllable loses the articulation of a sound, pronounce syllables with him for a while with a toothpick.
12. When the sound is pronounced correctly, tell the child what sound he pronounces.

Setting the sound [C] from the correct [W]
1. The child must pull the sound [w].
2. At this time, let him slowly move the tongue forward, from the alveoli to the upper incisors. The tongue must not leave the palate. The upper incisors are directly above the lower ones. You can silently show the child this movement.
3. If you hear an intermittent sound, this means that by moving the tongue, the child tears it off the palate. Invite him to open his mouth and move his tongue while looking in the mirror.
4. With such a movement of the tongue, in the pronunciation of the child, at first a somewhat softened sound [w] will be heard, then an indistinct whistling sound and, finally, the correct sound [s]. This will happen if the child's incisors are closed. If the mouth is ajar, the sound [s] will not be entirely accurate. Warn the child that his sound will change from the movement of the tongue, offer to see together what kind of sound it will end up with.
5. When the child pronounces the sound [s] (more or less accurate), tell him that he got a sound that resembles a “whistle” of a mosquito.
6. Then practice this “whistle” with your child. Let him immediately put the tongue in the place where it is heard.
7. In the future, pronouncing the sound [s], the child must close the incisors so that they are in the form of a correct bite (that is, close the mouth), and in this position continue to “whistle”.
8. Then "train" the mosquito to pronounce syllables (from the pictures).
9. When the child pronounces the sound [s] freely, tell him what sound he pronounces.

Setting the sound [C] from the correct [C]
Ask the child to follow you in imitation to pronounce the sound [s "]. Look into his mouth and see where he has the tip of his tongue.
1. The tip of the tongue may rest against the base of the upper incisors or against the upper incisors. In this case, start giving the child the sound [s] (see below).
2. The tip of the tongue may rest against the lower incisors. Then you will first have to teach the child to pronounce this sound with the upper position of the tongue.
Setting the sound [s "] with the upper position of the tongue.
Lean the tip of the tongue against the upper incisors and in this position make the sound [s "]. Open your mouth so that the child can see your articulation. Ask the child to pronounce the sound [s"] just like you do.
Since the child already knows how to pronounce this sound, this task will not cause much difficulty for him, since he will check the correctness of his pronunciation by ear.
The final setting of the sound [s].
1. Let the child pull the “upper lingual” sound [s "]. You need to put your palm to your mouth (slightly from below) in order to feel the exhaled stream of air on it (slightly cool). Lips should be extended into a smile.
2. During a long pronunciation of a soft sound [s "] (carefully following the air stream in the palm of your hand), the child should gradually round his lips and, in the end, stretch them into a tube, as when pronouncing the vowel [y] (only leaving a wider hole ). You silently show the child how to change the shape of the lips, and he repeats it after you. The sound [s "] will sound more solid.
Make sure that the child, while rounding his lips, does not open his mouth wide at the same time, in extreme cases he can be allowed to put the upper incisors on the lower ones.
3. The child must always follow the air stream falling into the palm of his hand. Give him this instruction: “You should gradually stretch your lips forward, but the trickle of air should still fall on the palm. It will become more and more warm, and in the end you will have to make it hot.”
4. As a result, the child will get a solid sound [s]. If you notice that he is trying to maintain the softness of the pronunciation (it should disappear automatically with the rounding of the lips), tell him that his task now is not to pronounce the sound [s"], but to make a hot stream of air in the palm of your hand.
5. Tell your child that when he makes a sound with his lips stretched out in a smile, a skinny, small mosquito “squeaks” in his mouth, and the trickle of air turns out to be cool. And when he pulls his lips into a tube, then a fat, well-fed mosquito “squeaks”, and the trickle of air from this becomes hot.
6. In the end, invite the child to “squeak a fat mosquito” right away. If this is difficult, let him say (in the picture) the syllable [su] (the child's lips are already in a suitable position). This syllable should pronounce "fat mosquito".
7. If the correct or almost correct sound [s] is heard, it will be necessary to push the lips forward, as when pronouncing the vowel [s] (so that the upper and lower incisors are visible). The teeth must remain closed. Show your child how to do it. The pronunciation of the sound from this will become more accurate. You can (in the picture) pronounce the syllable [sy].
8. To clarify the pronunciation, you can invite the child to press the tongue more tightly against the upper teeth.
9. In the future, fix the sound in the syllables [sa], [sy], [se], [so], [su] (“teach a fat mosquito to talk”).
10. When the child correctly pronounces the sound [s], tell him what sound he pronounces.

Setting the sound [C] on inspiration
1. Let the child, with his mouth slightly open, place a flat wide tongue at the bottom of the mouth so that it is in contact with the lower teeth along the entire perimeter. Show him this articulation. Then he should close (but not clench) his teeth in the form of a regular bite and pull his lips into a smile.
2. In this position, after exhalation (shoulders should be lowered), the child should “suck in” very little air into himself, so little that he “hit” the very tip of the tongue and felt cold on it. As a result, a more or less intelligible, very quiet sound [s] will be heard.
3. If the sound [s] does not work out (just a “sob” can be heard), then the child took a too deep breath. You can even notice how his chest has risen. Tell him that he should not inhale, but only "draw in" a little bit of air through his teeth to "cool" the tip of his tongue. Show him how to do it, so that he understands to what extent he must perform an imperceptible action.
4. After that, tell the child to “blow out” the same air that he feels as a chill on the tip of his tongue (because it has not yet warmed up) through his teeth. Let it “blow off” it from the tip of the tongue and “strain” through the teeth. Lips should remain in a wide smile. As a result, the child will make a quiet sound [s].
5. In the future, let him pronounce the sound [s] while inhaling and exhaling (as if “chasing” the same tiny portion of air back and forth). Make sure he doesn't get out of breath, let him rest. The chest and shoulders should be lowered, lips extended into a smile. When you inhale, the air should exactly fall on the tip of the tongue and immediately “blow off” also from the tip of the tongue. You can invite the child to blow off the "feeling of chill" from the tip of the tongue.
6. When the sound [s] is stable enough, pay attention to the child that he gets a thin whistle, like a “little mosquito”. Let it “whistle” longer on the exhale.
7. Then you need to “whistle” only on the exhale - intermittently, with pauses (“a mosquito, they say, will hang, then think a little, then hang again”).
8. After that, proceed to the pronunciation of the syllables [sa], [se], [sy]. [co], [su] (according to the pictures). Tell your child that your "mosquito will learn to talk."
9. When the sound [s] comes out unmistakably from the child, tell him what sound he pronounces.

Setting the sound [C] from the sound [T]

Teeth should be slightly open, but not clenched. Let the child exhale after you and pronounce the sound [T] for a long time. An exhalation should be felt in the palm of your hand. Then you need to stretch your lips into a smile and in this position continue to pronounce the sound [T] for a long time, it is possible that after [T] the correct [s] will be heard.
If this does not happen and the sound is not clear, ask the child to smile strongly, stretching his lips into a "thread". The whistling sound will be thinner.

Setting the sound [C] from the sound [C]

The option of setting the sound C from the sound C is not common, but knowledge of this method will not interfere with any speech therapist. The child pronounceslong and lengthy sound C. Subject to this condition, the second component of the diphthong is heard - the sound C. The biggest difficulty is to draw the attention of the child and give him the opportunity to hear this sound. If it is not immediately possible to pronounce S in isolation, you can pronounce TS, interrupting the sound With short pauses: TS-S-S-S. Then the pauses get longer. And immediately go to the pronunciation of syllables

Sound[S]. The groove is not formed, the tip of the tongue is not held I use a cap from a regular ballpoint pen. The child clamps the stick with his teeth, and the air stream is directed into the cap, then I begin to automate the sound in syllables. The result is good.

Sound [C] with malocclusion (progeny)

Setting the sound C during progeny (the lower jaw is pushed forward)
There is another way to set C during progeny: put the emphasis on the tongue with pressure on the lower incisors, pronounce the reference sound T in this position. An almost clear C sound will be heard.

Sound [C] with anomalies in the structure of the speech organs

With progeny (the lower jaw protrudes forward), the sound C can be set as follows: The tongue is placed in the oral cavity so that it is pressed against the lower incisors along the entire perimeter, and the upper incisors should be placed on the tongue so that there is a small gap between them. The initial sound C will result from the passage of air through this gap. If a groove is not formed at the same time, you can use a probe, a narrow spatula, a match, a toothpick.

Sound [C] with the Gothic structure of the sky

Setting the sound C with a high palate or the absence of lower incisors
With this anomaly, the sound C is placed at the top of the tongue, when the tip rests on the upper incisors. The setting itself is carried out according to the classical scheme: work on exhalation, formation of a groove, etc. After the appearance of a muffled C with an overtone of W, they move on to lowering the tip of the tongue down (which is no longer difficult to do).

INTERDENTAL SIGMATISM

Interdental: the child is invited to: translate the wide tip of the tongue behind the lower incisors, bring them closer and “let a light breeze”.

Invite the child to remember the exercise "Fence" - "Window" - "Bridge" - "Fence". And then "Cold wind", that is, blow for a long time. Watch the position of the tongue behind the lower teeth.

With interdental sigmatism, the child is first shown the correct articulation of the sound [C]. Attention is drawn to the fact that the tip of the tongue rests on the front lower teeth and should not be visible between the teeth, they are closed. If the child cannot immediately pronounce the sound by imitation, you need to resort to mechanical assistance: the tip of the tongue is pressed with a match. The child, having bitten it, pronounces the sound [C].

LABIO-DENTAL SIGMATISM

Labio-tooth: the child is offered, using visual control, with the position of the lips in a smile, pronounce the sound [s] for a long time (sometimes mechanical assistance is used - they hold the lower lip with the child's finger, attached to the dimple under the lower lip).

a) Comparison and distinction by ear of sounds [s-f] - in words similar in sound composition, with differentiation in syllables, among phonemes.

b) The exercises are the same as in the absence of sound. preparatory exercises.

c) Perform the exercises "Fence" - "Window" - "Bridge" - "Fence" - "Cold Wind". If it doesn’t work out, then the speech therapist holds the child’s lower lip, thus exposing the incisors, and offers to perform the “Cold Wind” exercise. Then the child himself holds his lower lip with his finger, preventing it from pulling up to the upper incisors, repeats the Cold Wind exercise. When the sound is obtained in isolation, pronounce it in combination with vowels (first with mechanical help, then without it).

With labial-tooth sigmatism, it is necessary to remove the labial articulation. This is achieved by demonstrating the correct position of the lips when pronouncing this sound or with mechanical assistance (with a finger moving the lower lip away from the teeth). In other cases, the child is asked to smile, pull back the corners of the mouth so that the teeth are visible, and blow on the tip of the tongue to produce the whistling noise typical of [C]. You can use mechanical assistance. The child pronounces the syllable TA repeatedly, the adult inserts probe No. 1 between the alveoli and the tip of the tongue (as well as the front of the back) and slightly presses it down. A round gap is formed, passing through which the exhaled air stream produces a whistling noise. By controlling the probe, an adult can change the size of the gap until the desired acoustic effect is obtained.

DENTAL PARASIGMATISM

Tooth: using the display of correct articulation, tactile sensations (with the back of the hand to feel a long air stream when pronouncing [with] a speech therapist, and then by himself), achieve the correct sound [s].

b) Comparing and distinguishing by ear sounds [s-t] in words similar in sound composition (“sledge-tanks”), in syllables, among phonemes (see the development of phonemic hearing).

c) By lightly pressing the spatula on the tip of the tongue, lower it behind the lower incisors to form an outlet for air through the interdental gap.

d) Invite the child to hold the tongue between the incisors, spreading it wide. With this position of the tongue, the child, exhaling air, feels its jet at the tip of the tongue, producing a sound similar to interdental [s], then, slightly pressing with a spatula on the flattened tongue, on its tip, one should gradually move it behind the lower incisors.

With near-tooth parasigmatism, the correct sounding of the sound [C] is achieved by using the display of correct articulation, tactile sensations (with the back of the hand), the child feels a long cold air stream when pronouncing the sound [C] by an adult, and then by himself.

LATERAL SIGMATISM

Side: in two steps: they achieve interdental pronunciation [s] to get rid of the squelching noise (sometimes they use mechanical help: a match; to develop a long groove along the midline of the tongue); then the tip of the tongue is transferred to the tooth position (behind the lower incisors).

a) The exercises are the same as in the absence of sound.

b) Perform the exercise "Shovel". Blow on a wide tongue. First, the tongue is between the lips, and then between the teeth.

c) Automate interdental sound in syllables, words, and then eliminate interdental sigmatism.

Setting the sound [from] side.

It is better to start setting up the sound with practicing the reference sounds: [I], [F]. When the child begins to pronounce the sound correctly [I], ask to blow a breeze through the tongue, the sound [C] is heard.
Another way of setting: from the interdental sound [C]. This method helps to keep the lateral edges of the tongue in the same position. The child is asked to bite the tip of the tongue and at the same time pass the air stream over the tongue.

With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises, can rise to close contact with the lateral teeth. When correcting lateral sigmatism, the child is taught to blow on the widely spread front edge of the tongue, then on the tip of the tongue between the teeth. Then the tongue is translated behind the teeth.

Nasal Sigmatism

Nasal: the child is invited to: pronounce the sound [f] for a long time, stick the wide tip of the tongue between the lower lip and upper incisors. Then, with the interdental position of the wide tip of the tongue, blow on it with the sound [f]; gradually removing the tip of the tongue behind the lower incisors.

a The same exercises as in the absence of sound.

b) Differentiation of nasal and oral exhalation.

c) Perform the exercise "Shovel" - the position of the tongue between the lips. Blow on a wide tongue. Blow on the tongue in the interdental position.

d) Automate interdental sound in syllables, words, and then eliminate interdental sigmatism.

With nasal sigmatism, the child is offered to pronounce the sound [F] for a long time, stick the wide tip of the tongue between the lower lip and the upper incisors, then, with the wide tip of the tongue in the interdental position, blow on it with the sound [F], gradually remove the tip of the tongue behind the lower incisors.

Sizzling Parasigmatism

Hissing: the child is invited to pronounce [f] for a long time with the interdental position of the wide tip of the tongue and achieve the correct sound [s].

a) The same exercises as in the absence of sound.

b) Comparing and distinguishing by ear sounds [s-sh] in words, syllables, among phonemes.

c) Perform the exercises "Fence" - "Window" - "Bridge", hold the tongue behind the lower incisors.

d) From the “Bridge” position, perform the “Shovel” exercise, blow on the tongue in the interdental position.

e) Automate the interdental sound [s] in syllables, words, phrases.

f) Correction of interdental sound [s] using the exercises "Fence" - "Window" - "Bridge" - "Fence" - Cold wind.

How to pronounce the soft sound [s"] is normal.

Sound [s"] ("s") - consonant, deaf, soft. Paired to him in hardness - sound [c]. Paired in sonority - sound [z"] ("sz").

When pronouncing the sound [s "], the organs of articulation occupy the following position:

- lips slightly stretched in a smile so that the upper and lower incisors are exposed;

- teeth brought together, forming a gap of 1-2 mm;

- Tip of the tongue wide, located at the bottom of the lower front teeth;

- lateral edges of the tongue raised and tightly closed with the upper lateral teeth;

- dorsum of the tongue in hismiddle part forms a narrow gap with the upper alveoli for the exit of a jet of air;

- air jet strong, passes through the middle of the tongue and when bringing the back of the hand to the mouth feels cold;

- soft sky tightly pressed against the back of the throat, preventing air from escaping into the nose;

- vocal cords open, do not form a voice.

Ways p stop sound [ C " ]

No. p / p

Setting method

NO SOUND

After automation, [s] is called by imitation of [s "] (using the syllables si, xia, xe, xu) - they ask to smile wider, as this helps to soften the sound.

When pronouncing a soft [ C" ] lips stretch more than with C, and tense up. The anterior middle part of the back rises higher towards the hard palate and moves forward somewhat towards the alveoli, after which the gap narrows even more, and the noise becomes higher.

Bibliography

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   Lopatina L.V., Serebryakova N.V. Overcoming speech disorders in preschoolers (correction of erased dysarthria): a textbook. [Text]: / L.V. Lopatina, N.V. Serebryakova -– St. Petersburg: SOYUZ Publishing House, 2000. - 192 p.

   Polyakova, M. A. Self-instruction manual for speech therapy. Universal Guide[Text]:/ Marina Po Lyakov. - 4th ed. - M.: Iris-press, 2009. - 208 p.

   Shablyko, E.I. Correction of violations of the pronunciation of whistling sounds in preschoolers and junior schoolchildren[Text]: / E.I. Shablyko / Manual for speech therapists of preschool educational institutions and schools, educators and parents. - M.: TC Sphere, 2013. - 64 p.

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Use tongue twisters, riddles, retellings (learning to retell), stories, fairy tales to develop speech. Teach sound synthesis to kids with pronunciation problems. Classes with a specialist and computer programs will help the child improve memory and attention. Correctional work with children involves overcoming speech and psychophysical disorders in children. Online speech therapy exercises () can serve as a useful tool for speech therapists working with preschoolers.

Sound staging S.

Invite the baby to smile broadly, leaving a small distance between the teeth, rest the tongue on the lower teeth, try to pronounce the song of the pouring water: "S-s-s-s."

· Take a light plastic ball, build a gate. Sit down at table. Let the baby smile, put the tip of the tongue on the lower lip and, pronouncing the letter "F", try to score the ball. Make sure that the baby does not bite his lip and does not puff out his cheeks. The sound should come out in the center of the tongue.

Setting sounds [S], [Sh], [Z], [Zb].

1. WHAT DEFECTS CAN BE IN WHISTLES?

Whistling sounds are especially common in children. Sigmatisms (distorted pronunciation of whistlers) and parasigmatisms (replacement of whistling sounds with others: hissing, front-lingual, etc.) spoil the child's speech very much.

Sigmatisms can be:

- labiodental sigmatism: whistling [s], [s "] are replaced by sounds close to [f], [f"]: “fabaka” (dog), “funk” (sled), “finia” (blue), “pheno” ( hay); sounds [h], [h "] - to sounds reminiscent of [c], [c"]: “vayka” (bunny), “wooby” ​​(teeth), “vebra” (zebra), “ordered” (green) ;

- interdental sigmatism: the tip of the tongue is laid between the teeth, which is why words with whistling sounds acquire a “lisping” sound;

- lateral sigmatism: the lateral edge of the tongue or the tip of the tongue, when pronouncing whistling sounds, is between the molars on the right or left, while the tongue “falls” to one side, hence the name;

- nasal sigmatism: occurs when open rhinolalia(cleavage of the hard and soft palate) and rhinophony(paresis, paralysis of the soft palate), when air enters the nasal cavity when pronouncing sounds.

Parasigmatisms can be:

- dental parasigmatism: replacing sounds [s] - [s "] respectively with [t] - [t"]: “tanks” (sled), “tom” (catfish), “teno” (hay), “tiny” (blue) ; replacing sounds [h] - [h "] with [d] - [d"]: “dvuk” (sound), “oak” (tooth), “Dina” (Zina), “dileny” (green);

- hissing parasigmatism: sounds [s] - [s "] are replaced by sounds [w] or [w]: "shanks", "shanks" (sledges), "shushki", "pikes" (drying); sounds [s] - [s" ] to the sounds [zh] or [zh"]: “zhuby”, “zhyuby” (teeth), “pressure” (winter), “zhayka”, “zhayka” (hare).

- softening defects (replacement by hardness - softness): this is when solid sounds [s] - [s] are pronounced respectively, as paired [s "] - [s"]: “syup” (soup), “syanki” (sled), “sin” (son), “zyayka” (bunny), "zuby" (teeth), "goats" (goats). Or vice versa: “son” (blue), “sen” (hay), “Soma” (Syoma), “winter” (winter), “green” (green);

- substitutions for deafness - sonority: the sound [z] is replaced by the sound [s], the sound [z "] - by the sound [s"] and vice versa: “subs” (teeth), “sima” (winter), “zanks” (sleds), “zeno” ( hay).

Such disturbances in sound pronunciation can lead not only to dyslalia(violation of sound pronunciation), but also to dyslexia(reading disorder) and dysgraphia(writing violation) .

2. HOW TO PRONECT WHISHING SOUNDS CORRECTLY: [C], [C "], [Z], [Z"]

For whistling sounds, the shape of the tongue, its position in the oral cavity, is very important. Normally, on [S], [Sh, [Z], [Zb], the wide tongue rests with its tip against the base of the front lower teeth. In this case, the lateral edges of the tongue are pressed against the upper molars. It turns out a hill with a hollow in the middle.

In some children (especially those who were close friends with the nipple!) The tongue is flat, with a slightly pronounced hollow. But it is the groove that directs the stream of exhaled air to whistling sounds in the right direction: strictly in the middle of the tongue. There is no well-defined groove - and a stream of air spreads in all directions. In addition, the child's tongue sometimes cannot rest with its tip against the base of the lower incisors: it slips all the time. The child does not even feel it: for some reason, sensitivity is lost at the tip of the tongue.

3. THE INITIAL STAGE OF STATEMENT OF WHISHING SOUNDS [C], [C "], [Z], [Z"] WITH INTERDENTAL SIGMATISM AND INTERDENTAL PARASIGMATISM

Start working on whistling with the sound [C]. Try, sitting with your child in front of a mirror, to “design” a “mountain” in your mouth (exercise “Mountain”). It’s good if you succeed, but if not, you will have to call on articulation gymnastics and all kinds of fairy tale stories to help (articulation exercises, “Fairy Tales from the Life of the Tongue” are presented on our website).

It's time to remember the gnome Tongue. This time he will play the role of a climber. (Exercise "Climber": the tip of the tongue "clings" to the lower incisors, the back of the tongue arches). So, the lower teeth are a ledge of rock, on which you must hold on at all costs! After all, it’s even scary to think what will happen if the climber loses support under his feet! (An adult counts how many seconds the "alpinist" will stay on the ledge: the longer, the better). Of course, you will have to control the accuracy of movements with the help of a mirror. The child will try very hard: the gnome Tongue should not fall off the cliff!

To prevent the tip of the child’s tongue from popping out behind the teeth (with interdental sigmatism), teach the baby to squeeze them by telling such a story called “Brook” (Articulation exercise “Brook”). “Once upon a time there was a stream. Very restless and talkative. He brought down a whole waterfall of sounds. Only, the trouble is, the sounds were not quite right, they were some kind of lisping, and splashed in all directions. No one could understand what the brook was talking about. In order for the voice of the stream to become clear, a dam had to be built. Squeeze your teeth. Like this. Amazing! Smile. The stream was left with a small gap between the front teeth, and it began to flow down in a cold, even stream. Say “С________” for a long time, demonstrating to the child the correct articulation of the sound [s]. Let the baby put his hand under his chin and make sure that the stream of air is cold and narrow. Now ask the child to organize his "trickle". This will not work right away. The most important thing is that the tongue does not protrude between the teeth and does not interfere with the pronunciation of the sound [C]. If nothing succeeds this time, a match (without a sulfuric head) will help and the continuation of the story of the talkative brook. “Once a log blocked the passage of a stream. (Place a match with one end between the baby's incisors and ask to be held in this position. The tongue is at the bottom of the oral cavity and does not protrude!). The brook had to work very hard to remove the barrier! And now the child must pronounce the sound [C] with force, directing a stream of air exactly at the match. It should pop out like a cork from a bottle. The exercise is done under the strictest supervision of adults, God forbid if the match is in the airways of the crumbs!

Another exercise that will help to cope with interdental sigmatism. It is fabulous and very funny. It's time to remember together with the child about the friend of the gnome Tongue - the Kitten. He loves to play with reels. Knowing this, the tongue itself often turns into a funny reel.

Exercise " reel". Take the mirror again. The tip of the tongue, as in the previous exercises (" Gorochka», « Climber», « Brook”), pressed against the lower incisors from the inside. The middle part of the tongue curves sharply and becomes wide, in the middle there is a hollow. "Reel" - the tongue either rolls forward, then pulls back. And so - several times. The most important thing is that the tip of the tongue is securely fixed behind the teeth.

These four exercises (“Hill”, “Climber”, “Brook”, “Reel”) must be performed for at least a month. The muscles of the tongue should get stronger, and the movements should acquire accuracy and confidence. They will help get rid of interdental sigmatism.

4. STATEMENT OF WHISHING SOUNDS [C], [C "], [Z], [Z"] WITH LAB-DENTAL SIGMATISM

And if the child’s problem is not in the tongue, but in the lower lip, which strives to connect with the upper teeth on whistling sounds? And then "dog" turns into "fabaku", "soup" into "fup", "bunny" into "vayka", "fence" into "vabor". In this case, as you remember, they speak of labio-tooth sigmatism. But you can deal with it too. One has only to call for obedience to the lower lip. Take a mirror, demonstrate a Hollywood smile and, holding the baby’s lower lip with your finger, ask the child with an equally dazzling smile to pronounce the sounds [C ______], [C "______] for a long time. Did it work? Now remove the support, and let the child repeat these sounds again. What- then it's not so? We'll have to repeat everything from the beginning ... Over and over again, until it works out. If this doesn’t help, you need to teach the child to voluntarily lower the lower lip for some time. He should easily control it! Perform the same articulation exercises (“Peak” , "Alpinist", "Brook", "Reel"), which is in the fight against interdental sigmatism (see above).

Finally everything is fine. To consolidate the correct pronunciation, use the syllables: С___А, С___И, С___Ы, С___Э, С___У, С___И, С___Е, С___Ё, (Whistling sounds [С], [С"] are pronounced for a long time!) Here the lower lip can again play against the rules! It's okay, you'll have to hold it for a while.

5. TECHNIQUES OF CORRECTIONAL WORK WITH INTERDENTAL SYSMATISM OF WHISHING SOUNDS [C], [C "], [Z], [Z"]

If when pronouncing [C] - [C "] and [З] - [З"] some squelching is heard, we can confidently speak of lateral sigmatism. Now the problem lies both in the tongue itself and in the direction of the air stream. With lateral sigmatism, it does not go in the middle of the tongue, but slides either to the left or to the right, and maybe in both directions ... Such deviations from the course are easy to detect if you put your palms on the child's cheeks.

Very often, lateral sigmatism indicates serious disorders: paralysis or paresis in the muscles of the tongue. Eliminating this defect is not so easy. Surely you will need a massage and articulatory gymnastics (exercises “Gorochka”, “Climber”, “Stream”, “Reel”, etc.). The most important thing is to strengthen the lateral edges of the tongue, make them rise, and direct the air stream in the middle of the tongue. It's unlikely to succeed the first time. Start the work of correction with ... punishment. No, not a child, but a tongue.

Tell your child that the gnome Tongue does not differ in exemplary behavior. And therefore, he also has to be punished, slapping his lips: "pya-pya-pya-..." (Exercise " Let's punish a naughty tongue"). At the same time, a wide, relaxed tongue should be between the lips, not move or move sideways! Oddly enough, the child will do this exercise with great pleasure! After educational work, the tongue will surely become obedient. It's time to apply encouragement and play something interesting with him, for example, football. Make an impromptu gate on a table of two cubes, put a cotton ball in front of the child, and let the gnome Tongue score goals in the gate ("Let's score a goal in the gate" exercise). The more heads the better. Make sure that the tongue lies flat on the lower lip during the exercise, and the cheeks do not swell in any way! Do not forget to remind the child that the game is fun, so the lips should smile.

Soccer ball.

Soccer ball in the yard

Ran all day long.

He played with us

But I didn't see the bitch.

Ran into him:

WITH_______________.

We feel so sorry for him!

(E.G. Karelskaya)

With what sound the ball was blown away, the child should show: “С_________”.

The ball was sealed, and now it needs to be pumped up. Show how the gnome Tongue, with the help of a pump, pumps up the ball. True, without the help of a child, he is unlikely to cope! The child demonstrates the operation of the pump, and at the same time trains in the correct pronunciation of the sound [C] (exercise " Pump"). Articulation should be clear: the lips are smiling, the tip of the tongue is securely attached to the lower incisors, the air is pushed out abruptly: sssss ... The tongue must be absolutely symmetrical (do not move sideways!). By doing all this, the child will learn to direct the stream of air in the middle of the tongue.

6. WHAT TO DO IF THE CHILD PRODUCES THE SOUNDS [С] AND [З] SOFTLY, OR REPLACES THEM WITH HISSING (hissing parasigmatism)?

Apparently, the child has hypertonicity in the muscles of the tongue, the tip of the tongue does not rest against the lower teeth, but is pulled back, deep into the mouth, the tongue is excessively raised. Hypertonicity is removed with the help of a relaxing massage and articulation exercises (“Pancake”, “We will punish a naughty tongue”, “Let's score a goal in the goal”). Then the production of whistling sounds proceeds in the same way as with interdental sigmatism (the third section of this article).

7. AUTOMATION OF SOUNDS [C] [C "]

a) in isolated pronunciation:

Following the advice of the previous sections, you and your child have already moved on to automating the isolated sound [C].

Now the child will perform “The Song of Water” (pronounce the sound [С_____] for a long time), listening to such a poem. (You read the lines, the child pronounces the sound [C]):

Droplets-sisters

A wave splashes in the sea.

Do you hear how she sings?

"WITH_______________".

This song of water

Drops, friendly sisters,

Singing in silence

Wind, fish and moon.

"S_______" - they rustle with sand,

A pebble at the bottom of the sea.

"S________" - crushed on a rock,

"C_________" - flow down the glass.

"S________" - and hid in a shell.

We will apply it to the ear ...

And you will hear again

The sound of the surf, the splash of the wave:

"WITH_____________".

(E.G. Karelskaya)

(We hope you have not forgotten that the baby's tongue on the sound [C__] should not protrude between the teeth, move sideways?)

b) in syllables, words and tongue twisters

When the sound [C___] is perfect in isolation, consolidate success on the material of syllables, words, tongue twisters and phrases:

SA-CO-SU-SY-SE

SA: himself, garden, salad, Sanya, boot, cod, samovar, plane, saury, net, lard, saber

CO: catfish, sleep, soda, juice, salt, Sonya, owls, litter, hundred, honeycombs, solo, juicy, grade

SU: soup, bag, bough, knot, court, Saturday. marmot, pike perch, drying, bitch, scrip, essence

SY: son, cheese, damp, full, satisfying, owl, son, cheese, etc.

AS: us, pineapple, kvass, breaststroke, now, hour, class, palace, Karabas Barabas, atlas

US-US: mousse, minus, bus, crocus, focus, bite, vinegar, plus, flux

IP: Rice, Miss, Cypress, Narcissus, Paris, Boris

SA-SA-SA: A fox runs in the forest. A wasp flies in the garden. Light braid.

CO-CO-CO: The fox has a wheel. In the cinema, Sophie Marceau.

SU-SU-SU: We are not afraid of the fox. Snow is falling in the forest. My father sharpened his braid.

SY-SY-SY: The fox has a fluffy tail. It's bad for Sonya without a braid.

Sa-sa-sa, sa-sa-sa, - on the table we have a wasp.

Sy-sy-sy, sy-sy-sy, - we are not afraid of wasps.

Su-su-su, su-su-su, - we will not drive the wasp.

AS-AS-AS: Sonya has a pineapple. Let's go to class today. We have free time.

OS-OC-OC: The dog hurt his nose. Senya has a question. Senya was carrying hay in the canopy.

US-US-US: This is a string of beads. We put a plus sign. From a wasp - a bite.

IS-IS-IS: Cook the rice in a bowl. Boris entered the class. Narcissus is blooming in the garden.

SI-SI-SI SE-SE-SE SE-SE-SE

SHU-SHU-SHU

SI: strength, blue, silhouette, Sima, strong, blue, blue, Siberia, lilac

CE: hay, Seva, Sergey, Semyon, north, gray, sat down, semaphore, herring

Syo: salmon, Syoma, cheerful

SI-SI-SI: Bring the hay into the hayloft. Bring the blue to Sima. Invite Seva to visit.

SE-SE-SE: Let's sing a song to the fox. Blue bow on the braid. The spokes are on the wheel.

SE-SE-SE: We will give syrup to the wasp. Everyone went to the forest today!

Syo-Syo-Syo: We told Vasya everything.

SU-SU-SU: We danced with might and main. They gave hay to carp.

Continue in the same spirit, picking up new words with sounds [C] and [C"].

c) in tongue twisters

Senya and Sanya have a catfish with a mustache.

Forty and forty ate a piece of cheese.

There are ducks and geese in Dusi's garden.

Sanya and Kostya go to visit Sonya.

Sanya and his fiancee are kneading the dough.

Sanya mows hay, and Sonya carries hay.

Senya is sitting on a pine tree in a dream.

A neighbor - a homebody has a neighbor - a fidget.

There are delicious sausages in the bowl of the kitty.

Grandmother's geese frightened Lucy.

Frosya has pineapple and apricots on a tray.

Sonya and Stas ate a pineapple.

Vlas ate bacon from Slava, and Nazar licked the cream.

A homebody neighbor has a fidget neighbor.

Senka is carrying Sanka and Sonya on a sled.

d) riddles

If together all seven I,

It turns out ... (FAMILY).

Fragrant third day

Persian in the garden ... (LILAC).

This bird loves fat

Yellow-breasted ... (TITT).

A mustachioed beetle crawled to the swift,

He asked to tailor him ... (SURTUK).

All kids are invited

Harvest to taste ... (GARDEN).

A lot of wasps flew in

Take care, baby, your ... (NOSE).

He is not afraid of the heat.

He is the favorite of the kids

Good-natured and smart

This lop-eared ... (ELEPHANT).

She doesn't sleep at night

Looks very far into the distance.

Like a pumpkin head

This is predatory ... (OWL).

(Riddles of E.G. Karelskaya)

8. WORK ON SOUNDS [З] [З "]

The sounds [З], [Зб] can have the same defect as the sounds [С], [С "]. You need to work on them in the same way. The only difference is that [З], [Зб] are voiced (with their pronunciation has a voice, the vocal cords work). If the child deafens these sounds (pronounces them without a voice), you need to tell a fairy tale about the voice that lives in the throat. The child puts his hand on the throat (his or an adult) and listens to the story. On the sounds [with ] [s "] the voice is "sleeping" and the smelts of his house do not tremble, but at the sounds of [h] [h "] the voice wakes up and begins to sing and the walls of his house tremble, vibrate. Demonstrate this clearly by saying in turn, first deaf, and then ringing whistling sounds. Then proceed to fixing the sounds [h] [h "] in the same sequence as the sounds [C] [C"]. The only thing to remember is that the sounds [h] [h "] at the end words are deafened and turn into sounds [s] [s "]

ZA-ZO-ZU-ZY-ZE

FOR: hall, plant, hare, bunny, fence, outpost, dawn, test, why, patch, paddock, task

ZO: Zoya, Zosya, Zosim, call, dawn, dawn, goiter, zombie, vigilantly, vigilantly, gold

ZU: tooth, teeth, buzzer, bison

Having worked out syllables and words, take sentences, tongue-twisters and verses replete with sounds [Z], [Zb].

For-for-for, for-for-for

A goat is chasing Zina.

Zu-zu-zu, zu-zu-zu,

Let's put a goat in a pen.

Zy-zy-zy, zy-zy-zy,

Goat's bell.

Ze-ze-ze, ze-ze-ze,

We will give hay to the goat.

Zoya and Zina have an elderberry in a basket.

Bunny Buba has a toothache.

Zosya called the bunny to visit.

Nazar goes to the market, Nazar will buy a goat.

Zoya Zaykina is the hostess, only the bunny is a smartass.

The zoo has monkeys, snakes, bison and pheasants.

Zoya has mimosa, and Zina has roses.

The bell rang loudly, calling Zoya to the lesson.

Rose is freezing cold.

Zina forgot her basket in the store.

They bought Zina a basket in the store.

Sound production and automation

Correction of violations of the pronunciation of sound /C/

A set of exercises: “Smile”, “Shovel”, “Reel”, “Brushing teeth”, “Swing”, “Delicious jam”.

Correction of interdental sigmatism.

A). The child is invited to perform the “Coil” exercise; when the child learns to perform this exercise well, it is proposed to remove the “Coil” deep into the mouth, but keep the tip of the tongue in place - behind the lower teeth. In the middle of the tongue, the speech therapist puts a match and asks to blow quietly so that the air stream passes in the middle of the tongue. Then the match is removed. The sound /S/ is pronounced. If, nevertheless, the defect persists, it is recommended to pronounce syllables for some time, then words with a match in the middle of the tongue or with closed teeth.

b). If the child does not hold the tongue behind the lower teeth, the speech therapist holds it as follows: we put a bent match into the mouth, one end of which is located at the roots of the lower teeth, and the other is held by the speech therapist. We ask the child to get the edge of the match with the tip of the tongue and in this position pronounce the sound /C/.

V). If for a long time it is not possible to teach to hold the tongue behind the lower incisors, we teach the child to pronounce the sound /C/ with closed teeth.

Correction of hissing sigmatism.

First, the child is asked to distinguish between the correct and incorrect sounding of the sound /С/ (whistling - hissing). Then the differences between correct and defective articulation are shown in front of a mirror. Additionally, kinesthetic sensations are used, depicting articulation with the help of the hands. Having achieved the correct articulation, the exhalation is turned on, it is possible to feel the cold stream of exhaled air.

You can temporarily use the interdental articulation of the sound /C/. In the future, it is necessary to switch to normal dental pronunciation with clenched teeth, as is done when correcting interdental sigmatism (option c).

Correction of lateral sigmatism.

I think that this is one of the most persistent defects, and it is difficult to achieve a positive result without massage in the mouth and physiotherapy.

After a massage course, a speech therapist (defectologist) can begin to perform those exercises that the child did not succeed in (for example, "Pipe", "Cup", etc.), that is, we achieve the formation of a "groove" along the midline of the tongue.

The sound /T/ is used as the base. The sound /T/ is pronounced with some aspiration. The presence of aspiration is controlled by feeling the jet of air on the hand.

At the next stage of work, the child is invited to lower the tip of the tongue behind the lower incisors. The teeth are compressed and a sound close to /Ts/ is pronounced, in which the sounds /T/ and /S/ are heard.

Gradually, during the exercises, the sound /C/ lengthens, and then separates. After that, the child is explained that this is a correctly pronounced sound /C/.

Setting the sound /C/ from the sound /I/.

This is the method I use most often. The child is asked to perform the “Smile” exercise, then open his mouth and make the sound /I/. At this time, we draw his attention to the position of the tongue (it lies in the oral cavity, the tip is behind the lower incisors). We ask the child to say /I/ several times, then, holding the tongue in the same position, say /C/.

The first complex (for whistling sounds [s], [s], [ts])

To pronounce whistling sounds, complex and precise movements of the tongue are required, which involve the tip of the tongue (it is located behind the lower teeth), the lateral edges of the tongue (they are tightly adjacent to the upper molars), the back of the tongue (its front part rises to the alveoli and forms with them a gap, and with a zauk, first a bow, then a gap); movements of the lips (in a smile), the lower jaw (barely lowered) and the presence of an air stream (quite strong and directed in the middle of the tongue). The following exercises contribute to the development of the necessary movements of the tongue and the air stream.

Drive the ball into the goal

Target: produce a long, directed air jet.
Short description: stretch your lips forward with a tube and blow on a cotton ball (it lies on the table in front of the child) for a long time, driving it between two cubes.

Methodical instructions:

• Make sure that your cheeks do not puff out, for this you can lightly hold them with your fingers.
• Drive the ball on one exhalation, not allowing the air stream to be intermittent.

Punish naughty tongue

Target: to develop the ability, by relaxing the muscles of the tongue, to keep it wide, flattened.
Short description: slightly open your mouth, calmly put your tongue on your lower lip and, slapping it with your lips, make the sounds of five-five-five ... Keep your wide tongue in a calm position with your mouth open, counting from one to five to ten.

Methodical instructions.

• The lower lip should not be tucked up and pulled over the lower teeth.
• The tongue should be wide, its edges touching the corners of the mouth.
• Pat your tongue with your lips several times on one exhale. Make sure that the child does not retain exhaled air. You can control the implementation like this: bring the cotton wool to the child's mouth! if he does the exercise correctly, she will deviate. At the same time, this exercise contributes to the development of a directed air jet.

Make the language wide

Target: develop the ability to keep the tongue in a calm, relaxed position.
Short description: smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold him in this position counting from one to five - ten.

Methodical instructions.

• Do not stretch your lips into a strong smile so that there is no tension.
• Make sure that the lower lip does not tuck.
• Do not stick out the tongue far: it should only cover the lower lip.
• The lateral edges of the tongue should touch the corners of the mouth.
• If this exercise does not work out, you need to return to the exercise "Punish a naughty tongue."

Target: produce a smooth, long, continuous air stream running in the middle of the tongue.
Short description: smile, put the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow off the cotton wool to the opposite edge of the table.

Methodical instructions.

• The lower lip should not stretch over the lower teeth.
• You can't puff out your cheeks.
• Make sure that the children pronounce the sound [f] and not the sound [x], that is, that the air stream is narrow, not scattered.

Let's brush our teeth

Target: teach children to hold the tip of the tongue behind the lower teeth.
Short description: smile, show your teeth, open your mouth and “clean” your lower teeth with the tip of your tongue, first moving your tongue from side to side, then from bottom to top.

Methodical instructions.

• Lips are motionless, are in the position of a smile.
• Moving the tip of the tongue from side to side, make sure that it is near the gums, and does not slide along top edge teeth.
• Moving the tongue from bottom to top, make sure that the tip of the tongue is wide and starts the movement of the roots of the lower teeth.

Glue the candy

Target: strengthen the muscles of the tongue and work out lifting the tongue up.
Short description: put the wide tip of the tongue on the lower lip. Put a thin piece of toffee on the very edge of the tongue, glue a piece of candy to the palate behind the upper teeth.

Methodical instructions.

• Make sure that only the tongue works - the lower jaw must be motionless.
• Open the mouth no wider than 1.5–2 cm.
• If the lower jaw is involved in the movement, you can put the child's clean index finger on the side between the molars (then he will not close his mouth).
• The exercise must be done at a slow pace.

Fungus

Target: work out the rise of the tongue up, stretch the hyoid ligament (bridle).
Short description: smile, show teeth, open your mouth slightly and, pressing your wide tongue with the whole plane against the palate, open your mouth wide. (The tongue will resemble a thin cap of a fungus, and a stretched hyoid ligament will resemble its stem.)

Methodical instructions.

• Keep your lips in a smile position.
• The lateral edges of the tongue should be pressed equally tightly - not a single half should fall.
• When repeating the exercise, you need to open your mouth wider.

delicious jam

Target: develop the movement of the wide front of the tongue upward and the position of the tongue close to the shape of the cup, which it takes when pronouncing the sound [w].
Short description: slightly open your mouth and lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom, but not from side to side.

Methodical instructions.

• Make sure that only the tongue works, and the lower jaw does not help, does not “plant” the tongue up - it must be motionless (you can hold it with your finger).
• The tongue should be wide, its lateral edges touching the corners of the mouth.
• If the exercise does not work out, you need to return to the exercise "Punish a naughty tongue." As soon as the tongue becomes flattened, you need to lift it up with a spatula and wrap it on the upper lip.

Harmonic

Target: strengthen the muscles of the tongue, stretch the hyoid ligament (bridle).
Short description: smile, open your mouth, stick your tongue to the palate and, without releasing your tongue, close and open your mouth (as accordion furs stretch, so hyoid frenulum). The lips are in a smile position. When repeating the exercise, you should try to open your mouth wider and longer and keep your tongue in the upper position.

Methodical instructions.

• Make sure that when opening the mouth, the lips are motionless.
• Open and close the mouth, holding it in each position for a count of three to ten.
• Make sure that when opening the mouth, one of the sides of the tongue does not sag.

Focus

Target: to develop a rise of the tongue up, the ability to give the tongue the shape of a bucket and direct the air stream in the middle of the tongue.
Short description: smile, open your mouth, put the wide front edge of the tongue on the upper lip so that its lateral edges are pressed, and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. At the same time, the air should go in the middle of the tongue, then the fleece will fly up.

Methodical instructions.

• Make sure that the lower jaw is motionless.
• The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which the air stream goes. If this does not work, you can slightly hold your tongue.
• The lower lip should not tuck in and pull over the lower teeth.

The steamer is humming

Target: develop a lift of the back of the tongue up.
Short description: open your mouth and pronounce the sound [s] for a long time (like a steamer is buzzing).

Methodical instructions.

• Make sure that the tip of the tongue is lowered and is in the depths of the mouth, and the back is raised to the palate.

Turkey

Target: to develop the rise of the tongue up, the mobility of its front part.
Short description: open your mouth, put your tongue on your upper lip and make movements with the wide front edge of the tongue along the upper lip back and forth, trying not to tear your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add a voice until you hear bl-bl (like a turkey chattering).

Methodical instructions.

• Make sure that the tongue is wide and not narrowed.
• To move the tongue back and forth, and not from side to side.
• The tongue should “lick” the upper lip, and not be thrown forward.

Swing

Target: develop the ability to quickly change the position of the tongue, which is necessary when combining the sound [l] with vowels a, s, o, u.
Short description: smile, show teeth, open your mouth, put a wide tongue behind the lower teeth (on the inside) and hold in this position for a count of one to five. Then raise a wide tongue by the upper teeth (also from the inside) and hold under the count from one to five. So, alternately change the position of the tongue 4-6 times.

Methodical instructions.

• Make sure that only the tongue works, and the lower jaw and lips remain motionless.

Flick the tip of your tongue

Target: strengthen the muscles of the tongue and develop the rise of the tongue up.
Short description: smile" show teeth, open your mouth and click the tip of your tongue (like a horse clattering its hooves).

Methodical instructions.

• The exercise is first performed at a slow pace, then faster.
• The lower jaw should not move; only the language works.
• If the child does not succeed in clicking, you need to offer him to perform the “Glue Candy” exercise and then return to this exercise.
• Make sure that the tip of the tongue does not tuck inward, that is, that the child clicks his tongue, and does not smack.

Silently click the tip of the tongue

Target: develop the upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound [l].
Short description: the child should make the same movements with the tongue as in the previous exercise, only silently.

Methodical instructions.

• Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise.
• The tip of the tongue should not curl inward.
• The tip of the tongue rests on the palate behind the upper teeth, and does not protrude from the mouth.

Whose teeth are cleaner?

Target: to develop the rise of the tongue up and the ability to speak the language.
Short description: open your mouth and use the tip of your tongue to "clean" the upper teeth from the inside, making tongue movements from side to side.

Methodical instructions.

• Lips in a smile, upper and lower teeth are visible.
• Make sure that the tip of the tongue does not protrude, does not bend inward, but is located at the roots of the upper teeth.
• The lower jaw is immobile; only the language works.

Painter

Target: work out the movements of the tongue up and its mobility.
Short description: smile, open your mouth and “stroke” the hard palate with the tip of your tongue, moving your tongue back and forth.

Methodical instructions.

• Lips and lower jaw must be motionless.
• Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.

Drummers

Target: strengthen the muscles of the tip of the tongue, develop the lift of the tongue up and the ability to make the tip of the tongue tense.
Short description: smile, open your mouth and tap with the tip of your tongue behind your upper teeth, repeatedly and distinctly pronouncing the sound [d]: dd. First, pronounce the sound d slowly. Gradually pick up the pace.

Methodical instructions.

• The mouth should be open all the time, lips in a smile, the lower jaw is motionless; only the language works.
• Make sure that the sound d has the character of a clear blow - it is not squelching.
• The tip of the tongue should not tuck.
• The sound d must be pronounced so that the exhaled air stream is felt. To do this, bring a strip of paper to your mouth. When performed correctly, the exercise will deviate.

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Setting the sound “s” to a child in stages, according to speech therapists, is difficult. By 4.5 years lexicon the child is significantly replenished, he begins to reason, build logical conclusions.

If this problem is dealt with in time, parents, having mastered articulation gymnastics together with their son and daughter, having learned to perform breathing exercises, can put the pronunciation of difficult sounds without resorting to a speech therapist.

If you invite a preschooler to tell a story or a poem with a frequent sound [C] and repeat different words for “s” after an adult, where the desired sound is in the middle, beginning, end, you can determine when the sound [C] is not pronounced correctly.

A more effective method is when the child independently names the words according to the proposed pictures or tasks:

Setting the sound “s” to a child in stages depends on how the sound is pronounced:

• [C] is distorted: training of the entire speech apparatus is necessary;
• skipped [C]: you need to teach the child to pronounce a difficult combination of sounds;
• when replacing [C], you need to put the pronunciation;
• [С] is not pronounced correctly in some cases, the help of a speech therapist is needed.

Reasons for the absence of the correct "C"

Many preschoolers are characterized by the incorrect pronunciation of the sound [C] and whistling similar to it - [C] [Z] [Zb] [C].

Teachers and speech therapists who have analyzed this phenomenon name several reasons for this:

• lack of a comprehensive program for teaching speech and pronunciation of sounds, which should include articulation gymnastics
• lack of systematic training in the pronunciation of sounds, which leads to speech problems in preschoolers;
• parents do not seek to develop the child's speech, to express their thoughts and emotions.

These reasons are social, but there are also individual ones:

• abnormal speech breathing

Speech breathing is the basis for the correct speech of a preschooler. It is on him that diction, the pronunciation of sounds, including [C], depends. If there are violations, then the phrases are pronounced incorrectly, the fluency of speech disappears, intonation errors appear.

A type of improper breathing is stuttering, which occurs as a result of the underdevelopment of the respiratory system. Air gets stuck on individual sounds and causes involuntary repetition of them. In order for the child to be able to pronounce difficult sounds, he needs to be taught to breathe correctly when talking: inhale deeply - exhale smoothly, which is difficult for him.

The following exercises will help in setting up the correct movement:

Speech hearing is the ability of a person to distinguish the sounds of the language in which he speaks, to single out syllables, to put them into words. Some children may develop phonemic hearing impairments.

The following game tasks will help to identify this:

• select from the proposed pictures with the sound [C];
• come up with words for "C", "C";
• clap if you hear [C];
• name what sound is repeated: magpie, dog, plum, hay.

The presence of constant errors indicates that phonemic hearing is not developed, which causes deviations in oral speech, namely:

• wrong intonation;
• not distinguishing phonemes by sound, resulting in confusion;
• fuzzy pronunciation of the sound [C], replacing it;
• slowing down the speed of speech.

If there are no violations in the activity nervous system, then to improve the functioning of the speech apparatus, the child needs classes with a speech therapist.

• poor development of the articulatory apparatus

An abnormally developed articulatory apparatus - an incorrectly formed bite, "cleft lip" - is the source of the fuzzy pronunciation of many sounds.

The following exercises can improve pronunciation:

• rolling into a tube, raising the back of the tongue;
• for the development of jaw mobility:
• pronunciation of sounds with slightly open teeth: “aaaa, uuu, iiii” (gradually the distance between the teeth increases);
• telling tongue twisters in which there is an abundance of vowels: “A snake has a snake, an owl has an owlet,” as well as tongue twisters with a difficult letter: “Elephants are smart, elephants are quiet, elephants are calm and strong.”
• to make lips more mobile:

The child pronounces the vowels and then the consonants as follows:

• lips smile - "iii"; "sss";
• lips folded into a bagel - "ooh"; "shsh"
• lips in a tube - “uuu”, “pfff” (this exercise - a cleansing exhalation - should be done after the end of corrective work).

Before classes, it’s good to do facial exercises: “Making faces”, exercises for the tongue: clicking your tongue.

• individual structure of the bridle

The fuzzy pronunciation of the sound [C] will be in a child who has a short frenulum.

Stretching the frenulum of the tongue can help:

Articulation gymnastics

Setting the sound “s” to a child in stages involves the use of articulatory gymnastics, which will teach the preschooler to remember the correct positions for the lips and tongue.

Learning to pronounce [C, C ', Z, Z ', C] can be turned into a game:

• "Punishment for Disobedience"

Ask the child to smile, stretch the tongue to the lower lip, slapping them on the lips, try to say: pya-pya, ta-ta, sya-sya. The kid "punishes the tongue": keeps him calm for a while.

• "Mom bakes pancakes"

"One" - the edge of the tongue lies on the lip, its edges touch the corners of the lips. "Two" mouth closes - the pancake is swallowed.

• "I teach the tongue to walk"

The child's tongue touches the teeth from the outside, and then from the inside. Jaws and lips do not move.

• "My teeth don't hurt: I brush them"

The child smiles, stretches his lips, and the tongue alternately strokes his teeth. It is necessary to ensure that the tongue does not protrude.

• "Let's go for a ride up the hill"

The lips stretch in a smile, and the tongue descends to the lower teeth, then rises to the upper ones.

• "I roll my tongue"

A wide tongue rolls out, pressing against the lower teeth, then hides deep into the mouth.

• "They built a fence"

The child smiles so that closed teeth are visible.

The preschooler pulls out his lips with a tube and says: "su-su-su."

• "Let's ride the boat"

The tongue is folded with a “spatula” for a few seconds, then straightens out. The lips don't move.

Warm-up exercises for the formation of sound [C]

To set the sound "s" to the child, reference sounds are used in stages - [I], [F], similar to the method of formation with the sound [S].

The task of a speech therapist is to teach a preschooler to release a stream of air with effort:

• It is necessary to blow off a feather, a leaf from the palm of your hand, releasing air through lips folded in a tube, just like the wind.
• You can explain to the child how to pronounce С and СЬ in the form of a fairy tale, about two brothers. One brother was obedient and never went for a walk alone (say: “ССС”, pursing his lips.) Another fidget: say “СЫ-СЫ”. The naughty brother went for a walk:
• baby sticks out tongue
• tries to put it on his lip;
• wraps around a thin toothpick placed on the tongue.

The brother tried to warn him not to go far (several times to “let the air out” of balloon), but the disobedient did not obey.

Exercises will help the child feel the tongue and lips when pronouncing [C].

Sound staging exercises "T"

The baby's teeth are slightly open. It is necessary to offer to substitute a palm to the lips and “exhale” the sound [T].

Staged production of sound C from T to a child

The child should feel how the breeze ran through the palm. If you offer to stretch out a smile and fold your lips with a “tube”, smile, a whistling [C] will sound. It should be noted that "C" sounds gentler than "T".

Staging exercises from the sound "Sh"

You can suggest to hiss "Sh". The tongue moves forward, the wrong "C" appears. By practicing, the child will understand how to pronounce "Sh" and how to "S".

Staging exercises from the sound "C"

The phonemic feature of the sound [Ts] can be represented by a scheme that includes a combination of two sounds: [Ts = T + Ssss].

Based on this feature, classes will be held in two stages:

• exercise "Shoot!"

The child smiles, teeth are exposed. The tip of the tongue rests on the teeth. The combination [TS-TS] is abruptly pronounced.

The kid releases a stream of air, it turns out a long [C].

Staging exercises from the sound "F"

[S] and [F] have the same way of formation - slotted, so it is important to teach a preschooler to release air through his lips. If the child pronounces [F], then the breeze that swept through the tongue will help to whistle, imitating the waxwing, the oriole, so that a new sound close to [C] is obtained.

Setting the sound [СЫ]

When pronouncing the sound "Sh", the baby smiles, stretching his lips, the tongue touches the lower gum. The jet of air is directed to the teeth. These theoretical information are incomprehensible, but the little student will like the game "Chicks in the Nest", which takes place in several stages.

• The first stage is the development of phonemic hearing, teaching the pronunciation of "Sh"

The game technique consists in staging a small poem: “The chicks are sitting in the nest, shouting to their mother in unison” or “Mom strictly shouts to them.” Mom will say "S-S-S", the chicks - "S-S-S". Grasping the fingers of one hand, the preschooler moves them, imitating small birds, and says “SH-SH-SH”, mother flies in: pronounced “S-S-S”. An adult monitors the articulation of the baby.

• The second stage is the compilation of syllables with vowels - i, e, e, i.
• The third is the distinction between "CL" and "C".

In order for the exercises to be interesting, handouts are needed that the parent can prepare with the baby. The child selects words for the pictures: fox - foxes, gander - goslings.

At this moment, you can invite him to solve riddles, tell (repeat) tongue twisters, proverbs:

• “Far, far, they are grazing in the meadow ... Who?” (goats, cows);
• "The animal sleeps sweetly in the steppe, don't wake him up." (marmot);
• “Piglet, hook, bristle. Well, of course, this is ... (mumps)
• "A slanting goat is walking with a goat."

Automation of sound [С] in syllables

Staging the sound “s” to a child in stages implies a conscious correct and clear pronunciation [С] - automation of sound. If you do not fix the pronunciation, then the baby will still pronounce a distorted sound.

The skill of isolated pronunciation [С] is fixed in the pump song [С-С-С-С], as well as in a number of other exercises:

• in direct syllables

pronounce the combination when a breeze runs through the tongue: sa - sa, so - so, sy - sy, se - se;

• in reverse syllables

the adult monitors the articulation, the baby pronounces the reverse syllables: as - as, os - os, ys - ys, es - es, is - is, mustache - mustache;

• in open syllables

asa - asa, oso - oso, ysy - ysy, ese - ese, isi - isi, mustache - mustache;

• in syllables with multiple consonants

one hundred - one hundred, one hundred - one hundred, hundred - hundred, stu - stu, spa - spa, sho - sho, spa - spa - spa;

• in tongue twisters and tongue twisters

Sa - sa - a long braid; The sledges drive themselves.

Mimic gymnastics for sound [C]

Exercises for mimic gymnastics will help develop the mobility of the tongue, lips:

the child smiles broadly, baring his teeth; smile lingers for 3-5 seconds;

• "Elephant Came"

teeth are clenched, lips are extended forward;

• "Oh, what white teeth"

the child, smiling, brushes his teeth with his tongue;

• "Let's ride the hill"

rising, the tip of the tongue rests on the teeth;

• "Hill with springboard"

this exercise continues the previous one: you need to clench your teeth with a raised tongue and smile, "without moving down the hill."

In order for the child to be interested during charging, the exercises must be alternated, performing each no more than 5 times.

Breathing exercises. Setting the sound [C] on inspiration

Breathing exercises for learning the correct pronunciation of C, even the pump song, must be done while inhaling:

• draw in air through the nose;
• exhale air without puffing out your cheeks.

The exercise is performed quickly several times so that the air stream comes out with force and is narrow and cold (you can check this with your hand).

The exercise "The wind blew off the snowflake" is interesting. You can pre-cut a small snowflake from a napkin, which the child blows from the palm of his hand (with a wide tongue lying on the lower lip). The task gradually becomes more difficult - the palm with the snowflake moves further.

Setting the sound [With] mechanical assistance

Setting the sound "s" to the child is carried out in stages and with mechanical assistance.

The procedure for completing this task is as follows:

• smiling, the preschooler holds the tip of his wide-spread tongue on his lower teeth;
• he blows on the tip of the tongue, the adult puts a thin round stick on the tongue, presses down a little; this forms a groove for air (a fuzzy whistle will be heard);
• the baby brings his teeth together and continues to blow on the edge of the tongue.

The child whistles continuously, and the adult, pressing, rolls the stick and fixes the position at which [С] is heard clearly. This exercise is brought to automatism.

We fix the pronunciation

Setting the sound "s" to the child was successful in stages. A preschooler pronounces the sound [C] correctly. Now you need to consolidate the achieved pronunciation. To do this, you should pick up a number of new, unfamiliar to the baby, tongue twisters, jokes, riddles, sayings, tongue twisters.

You can come up with pure tongues for automation [C] yourself, moreover, with a deliberate mistake: “ace - and we have gas in our apartment; sa - a fox is flying towards us (oh, not a fox, but a wasp); su - we drove the wasp away.

You can also pick up “answers - repeaters”: “What are we going to drink now? “Well, of course, delicious kvass.” The game “Let's put the bag and the grid” is interesting, only in the bag there are products in which there is a solid [C], and in the grid there are products in which [C] is soft.

Exercises to improve speech hearing

In order for the baby to quickly and correctly learn to speak, it is necessary to develop his speech hearing.

Here are some exercises to achieve this goal:

• "Sister's net caught on a knot."
• “Senka Sanka and Sonya are lucky on a sled. The sled jumped off, Senka was knocked down, everyone was thrown into a snowdrift.

How to promote speech development in children

In order for a preschooler to have a correct and developed speech, parents need to:

• develop the correct pronunciation of speech sounds;
• prepare the baby's speech apparatus for pronunciation, for this every day find time for articulation exercises;
• constantly talk to the child;
• not only read books to the baby, but also teach him to retell what he read.

Correct staging of the sound "s" to the child in stages speech therapy classes will help him master speech faster than the natural way and feel comfortable in the children's environment.

Article formatting: Vladimir the Great

Video about staging sound C

Setting the sound C, Z, C:

Preparatory stage

Lesson 1

Breathing exercises

"Harmonic". I. p. - stand straight, lower your hands. Place your palms on your stomach and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation power.

"Cold wind". Having typed air into the lungs, with force to blow through the lips extended forward with a tube. Bring the back of your hand to your mouth. A sharp, beating cold stream should be felt.

Game exercises

"Smile". "We are happy to meet a friend." Stretch your lips in a smile to the limit and hold them in a tense position for a while. The teeth are closed. Repeat 3-4 times.
"Monkey monkeys". Movement with closed lips to the right and left side. (In case of difficulty, help with index fingers.)

Exercises for spreading and strengthening the lateral edges of the tongue

"Track". Put a wide spread tongue on the lower lip and hold it in this position for a count of up to 5.

"The tongue is looking for a crack in the fence." Protrusion of the spread tongue between the teeth and biting it. (There should be teeth marks on the tongue.)

"The tongue sleeps on the crib." Lowering the back of the tongue. Press the tip of the tongue to the lower incisors, lower the back.

Note. In case of difficulty, invite the children to cough, yawn, while the soft palate involuntarily rises and the root of the tongue descends. You can interest children with an offer to meet or say hello to a small tongue.

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

Game "Catch the sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy , ba.

If a child singles out a sound from a sound or syllabic range, the words poppy, cheese, bough, shelf, son, bun, lamp, catfish are given.

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

"Let's sing a lullaby to the doll": ah-ah-ah-ah-ah-ah-ah-ah-ah.
"Teeth hurt": oh-oh-oh
"Steamboat whistle": woo.

Lesson 2

Breathing exercises

Development of expiratory force

Blowing through a tube. Blowing soap bubbles. Comparison of the duration of exhalation.
Pronunciation of the sound [f] (long exhalation), pronunciation of the sound [t] (short exhalation).
Development of the correct direction of the air stream along the midline of the tongue
Blow the paper snowflake off your palm. Whose snowflake will fly farthest?

Exercises for the lips and facial muscles

"We are having fun". "Smile". Lips in a smile, teeth close to 2 mm.
"Sponges swing on a swing." Teeth and lips clenched. Alternately raise the corners of the mouth with the help of the fingers.
“Sleep, peephole, sleep, other. The right eye sleeps - wakes up. The left eye sleeps - wakes up. Alternately opening and closing the eyes.

Language exercises

"Tongue lights up." Lay the tongue on the bottom of the mouth. "The tongue dived to the bottom of the river." "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.
"The tongue crawls through the crack in the door." Biting the tongue with teeth from the tip to the middle and vice versa.
"Monkey Teasers". Put a wide tongue on the lower lip and pronounce the syllables pya-pya-pya-pya-pya.

"Conversation of dogs Barbosa and Pushka". Pronunciation of syllabic combinations pa-ba, py-by, po-bo, pu-boo in a whisper, quietly and loudly.

Development of phonemic perception

Isolation of the sound [s] among sounds similar in acoustic and articulatory features. Sounds: [s], [h], [s], [w], [c], [s]. Syllables: sa, za, so, sha, tso, su, zy, sy. The words dog, bunny, sun, fur coat, boots, garden, etc. The child raises his hand or claps his hands if he hears the sound [s].

Lesson 3

Breathing exercises

Development of expiratory force

"Extinguish the candle." The development of an intense intermittent exhalation with the pronunciation of fuuuuu.

Development of the correct direction of the air stream along the midline of the tongue

"The storm howls." Bring a bottle with a narrow neck to the lower lip and blow. If there is noise, then the air jet is directed correctly.

Exercises for the lips and facial muscles

"The monkey is smiling, and the baby elephant is ready to drink some water."
Lips in a smile (hold count up to 5-6). Alternating positions - lips in a smile and a "tube".
“Teeth hurt on the right side. Teeth hurt on the left side. Alternately raising the corners of the mouth while closing the corresponding eye.

Language exercises

"Raindrops are pounding on the roof." Bite your wide tongue with your teeth and pronounce the syllables ta-ta-ta-ta-ta-ta.
"Shovel". Put a wide tongue on the lower lip so that the lateral edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, offer to squeeze the lips tightly, then stretch them in a smile and squeeze the tongue between them.

Exercises for the formation of the ability to form a bow with the upper molars with the lateral edges of the tongue

"The baby learns to pronounce the sound [and]." Lower the tip of the tongue behind the lower teeth and pronounce the sound [and]. Make sure that the “dimple” in the tongue is exactly in the middle.
"Donkey Song". Pronunciation of sound combinations ia.

"Boat". Stick your tongue out of your mouth and fold it in a boat ("groove-com"). If the exercise does not work out, you can put a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect various mushrooms in a basket - russula volushka, flywheel, etc.

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

pronunciation vowels i-yu, u-i, i-e, e-i; i-i-e; i-i-e-yu.

Development of phonemic perception

Isolation of sound [s] from words. Find toys that have the sound [s] in their names from a number of others (owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in the words owl, baby elephant, forest, nose.

Lesson 4

Breathing exercises

Development of expiratory force
Development of the correct direction of the air jet along the center line
"The sleigh went down the hill." Smile, lower the tip of the tongue behind the lower teeth, raise the back with a “hill”. Make an exhale.
The development of a prolonged strong exhalation during prolonged pronunciation of the sound combinations iffff, iffff.

Lip exercises

Lips in a smile (count up to 10).
"The boat is rocking on the waves." Alternately lifting up the corners of the mouth (with and without the help of hands).

Language exercises

"The tongue is sick and lies in bed." Open your mouth wide and cough (the tongue involuntarily sinks to the bottom of the mouth). Lay the tongue with a “path” on the bottom of the oral cavity so that a small tongue appears. (Keep in this position for as long as possible.)
"Teasers". Put a wide tongue on the lower lip and pronounce: bya-bya-bya-bya-bya, pya-pya-pya-pya-pya-pya (with a change of intonation).
The tongue is a "groove" inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When blowing into the bubble, a round slit involuntarily appears in the tongue.
"Funny Clowns" Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors. Pronouncing the sound combination i-hee-hee.

Development of switchability of the organs of the articulatory apparatus

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

Development of phonemic perception

Distinguishing words that are similar in sound: bear - bowl, helmet - porridge, cheese - sharok, salt - play pranks (based on pictures).
Finding pictures, in the name of which there is a sound [s], on the topics "Vegetables" and "Fruits".

Lesson 5

Development of expiratory force

Development of the correct direction of the air stream along the midline of the tongue. "The breeze shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Lip exercises

"The hippopotamus opened his mouth, the hippopotamus asks for rolls." smile. On the count of "one" tightly compress your lips, on the count of "two" open your mouth wide.

Language exercises

Pronounce and, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the lateral edges of the tongue until a recess is obtained in the middle part of the tongue.
"Funny kids". The starting position is the same. Pronounce the sound combinations ihi-hee, ihi-hee, ihi-hee.

"Alien Talk" Pronunciation of the syllables ti-ti-ti, tya-tya-tya, te-te-te (with a change of stress and intonation).
Development of phonemic perception and simple types of phonemic analysis
- Is there a sound [s] in the words cabbage, beets, radishes, beans, lettuce, garlic?
- Find vegetables that have the sound [s] in their names. Where is the sound [s] in the word salad? In the word garlic? In the word cabbage?

Development of logical thinking

The game "The Fifth Extra". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra image.

Lesson 6

Development of expiratory force

Development of the correct direction of the air stream along the midline of the tongue
smile. Lower the tip of the tongue behind the lower teeth, raise the back with a “hill”, exhale.

Lip exercises

Raising and lowering the upper lip, exposing the upper teeth.
Alternating raising and lowering the corners of the mouth.

Language exercises

Keep the tongue “groove” outside the mouth motionless, and then open the lips wide, then touch the “groove” with them.
The game "I am not me." The speech therapist pronounces phrases, and the children answer: "And I" or "Not me." For example, a speech therapist says: "I love chocolate." And the children answer: "And I, and I, and I." "I like to chew a cup." Children: "Not me, not me, not me."
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
Pronunciation of syllabic combinations pti-pti-pti, ptya-ptya-ptya; bird-bird, bird-bird; ptt-ptt-ptt-ptt.

Development of phonemic perception

"Choose and name." Arrange in two piles pictures with the image of objects in the name of which there are sounds [s] and [sh].
Determine the position of the sound [s] in the words sled, boots, owl, bus.

Sound setting [s]

The position of the organs of the articulatory apparatus with the correct pronunciation of sound [s]
The teeth are close together and are at a distance of 1 mm. Lips stretched as if smiling. The tongue rests against the lower incisors, a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is deaf, pronounced without the participation of the voice.

Techniques for setting sound [s]

Auditory perception of sound. Creating an auditory image of sound
Game tricks. "Whistles". "Snowstorm".
Formation of a visual image of sound
Showing the articulatory position of the sound on the model or articulation scheme. Articulation profile display.
Formation of a kinesthetic image of sound (sensation of the position of the organs of articulation)
Showing the position of the organs of articulation with the help of fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if these were the lower teeth).

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

Open mouth. Lower the tip of the tongue to the lower incisors so that a gap forms in the middle of the tongue. Exhale evenly with force. It should sound like [s].
Note. If a “groove” does not form along the midline of the child’s tongue, put a stick along the tongue. Close your teeth as far as the wand allows, and pronounce the sound [s]. Do the same exercise with slowly removing the stick from the mouth to the teeth and out, then repeat several times without using the stick.

Correction of hissing sigmatism according to M.E. Khvattseva (1959)

1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered near the lower gums.
2. Blowing out on the tongue when it is in a low position.
3. The tongue is set in a deep “groove”, and the sound [s] is pronounced. Then gradually the depth of the "groove" decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of sound [s]. Fixation in syllables, words, and then the transition to normal articulation.
2. The child pronounces the sound [r] lingeringly, and then, doing the same, push the tongue forward as far as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Whisper the sound combination ihi, and then repeat it with clenched teeth.
4. Pronunciation of a combination with tension.

Correction of labiodental sigmatism

Show that during the pronunciation of the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternation of lip movements with a successive change of their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is applied in the form of pushing the lower lip down with a spatula. Drawl pronunciation [s], and then syllables and words that begin with it.

Correction of interdental sigmatism

Clench your teeth and, without unclenching them, pronounce [s] lingeringly. (At first, the sound is pronounced with clenched teeth.)
Pronunciation of syllables and words with clenched teeth. Gradually they move to the normal pronunciation of the phoneme.
Dental sigma correction
Showing the correct articulation of the phoneme. Using a profile picture. Reliance on kinesthetic sensations (feel a cold jet on the back of the hand with the correct pronunciation of the sound [s]).
Articulation exercises
Protruding tongue between teeth.
Protrusion of the tongue with a "groove" with the mouth open.
Curvature of the back of the tongue upwards with the tip of the tongue resting on the gums of the lower incisors.

Hissing sigmatism correction
Distinguishing between the correct and incorrect sounding of the sound [s] (whistling - hissing).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the help of the hands.
Having achieved the correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use the interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Lateral sigma correction
Achieve the formation of a "groove" in the midline of the tongue.
As a base, use the sound [t]. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling the jet of air on the hand.
At the next stage of work, the child is invited to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [c], in which sounds [t] and [s] are heard.
Gradually, during the exercises, the sound [s] lengthens, and then separates. After that, the child can be explained that this is a correctly pronounced sound [s].
Use of mechanical assistance.
The child is offered to pronounce the sound [f], pushing the tongue as far forward as possible and resting its tip on the lower teeth. Whistling noise should be added to the noise characteristic of the sound [w].
Reliance on the sound [x].
Pronounce a combination of ihi in a whisper, and then pronounce the same sound combination with clenched teeth. At the same time, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s "].

Correction of nasal sigmatism

Work out the correct direction of the air stream, closing the passage to the nasal cavity by raising the palate. Development of correct articulation of the tongue.

Sound replacement correction [s] to [t], [d]

1. Insertion of a spread tongue between the teeth.
2. "Groove" with an open mouth.
3. Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
Massage is performed with hypercorrection of the affected side:
- patting of the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (more often on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping with a spatula or fingers on the tongue;
- a very light pat on the affected lateral edge of the tongue.

Articulation gymnastics

Exercises for the lips and facial muscles

Teeth and lips clenched. Alternately raise the corners of the mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of the mouth calm. Lift the corner of the mouth affected by paresis to produce two or three times, healthy - one.

Language exercises

1. Smile, put the tongue on the lower lip, then move the tongue to the right side and bite the left edge of the tongue with your teeth. Return to starting position.
2. Smile, put the tongue on the lower lip, slightly move the tongue to the left side and bite the right edge of the tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth over your tongue.
4. Smile, put your tongue on your lower lip, move your tongue to the left side and slide your teeth over your tongue.
5. Biting the lateral edges of the tongue.
For the affected side, the number of exercises is doubled.
Fixing the auditory image of sound

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

Game exercises

“A cold wind is blowing”, “A song of water flowing from a tap”, “Water flows over pebbles”, “The wind whistles in the pipe”, “Air comes out of the wheel”, “Punctured tire”, “Pump”, “Pump air into the wheel ”, “Punctured ball”, “Steam comes out of the pan”, “Kettle with a whistle”.
Automation of sound [s] in syllables

Lesson 1

Automation of sound [s] in direct syllables

Repeat the exercises above:
1) sticking a spread tongue between the teeth;
2) the tongue lies on the "bottom";
3) tongue "groove";
4) lips in a smile.
Development of memory, attention
Memorization and reproduction of the syllable row in combination with the movement of the fingers.
Game tasks
“Snowflakes are falling”, “We are making snowballs”, “We are rolling a snowman”.
Identification of the stressed syllable.
Sa-sa; sa-sa; sa-sa-sa; sa-sa-sa; sa-sa-sa.
Sy-sy; sy-sy; sy-sy-sy; sy-sy-sy; sy-sy-sy.
Sa-sy-so-su; sy-sa-so-su.
Which syllable is extra? Sa-sa-sa-sy.
Repeat the syllables: sa-sy-so. Listen again. Sa-so. Which syllable has disappeared from the row? (Co.) So-su-sy-sa. So-su-sy? (Sa.)
Analysis and synthesis of syllables
What is the first sound in the syllable sa? What is the second sound? How many sounds are in the syllable sa?
- The sound [s] "made friends" with the sound [e]. What syllable did you get?
- Is there a sound [s] in the words juice, son, bag, dump truck?
Tapping out the rhythmic pattern of the words juice, bag, dump truck.
Introduction to the letter c

Lesson 2

Sound automation [s] in reverse syllables
Development of articulatory motor skills
Lips in a smile.
The tongue with a “groove” outside the mouth is motionless, and the lips either open wide or touch the “groove”.
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Note. In further work, articulation exercises are selected taking into account individual features motor skills of the child and the nature of speech disorders.
Voice work
Pronouncing the syllables is-is-is, ys-ys-ys, as-as-as, os-os-os, us-us-us on behalf of the heroes of the fairy tale "Teremok" with different intonation.
Memorization and reproduction of syllabic rows: is-ys-as, is-is-as, is-is-as-us, is-is-as-us.
- What is the extra syllable? Is-is-as; ys-ys-is.
- What syllable appeared? Is-is-as; ys-ys-as.
Analysis and synthesis of reverse syllables
- What syllable will it turn out if I “give” you the sound [a], and then - [s]. Mark the syllable with color symbols (red and blue circles).
What is the first sound in the syllable sy? What is the second sound?
- What is the second sound in the syllable os?
Compilation of syllables is, ys, as from the letters of the split alphabet.
Development of phonemic perception
Selection of pictures, the words-names of which contain the sounds [h], [w], [t], [c], [h].
Game "Botanical Lotto". Find only vegetables. Find fruits. Put vegetables and fruits in the basket, in the name of which there is a sound [s].
Name the missing syllable in words like ... (tus), ana ... (us).

Lesson 3

Automation of sound [s] in syllables (intervocalic position)
Development of articulatory motor skills
Lips in a smile.
The tongue is a "groove" inside the mouth.
Curvature of the back of the tongue upwards with the tip resting on the gums of the lower incisors.
Coordination of breathing, articulation and phonation
"A fox teaches fox cubs to talk." Pronunciation of syllabic combinations ysy-ysy-ysy, asa-asa-asa, usa-usa-usa, isa-isy-isy, oso-oso-oso, asu-asu-asu, wasp-isa-asy on behalf of the Fox and the foxes ( high and low voice with a change in intonation).
Development of phonemic perception
- Name the place of the sound in the syllable. The syllables are called sa, as, asa. Where is the sound [s] heard in the words fox, elephant, Barbos!
Reading syllables sa, so, sy
Development of auditory memory and attention
Execution of orders. Get up from the chair, go to the table and take the fox.
Execution of instructions from 2-3 actions.
- Take the donkey, put it on a chair and sit down at the table. Take the fox, put it between the elephant and the dog; go to the chair and then sit down.

Lesson 4

Development of articulatory motor skills
Pronunciation of syllabic combinations with the movement of hands: stu-stu-stu (we walk up the stairs); hundred-hundred-hundred (put glasses on the table).
Coordination of mimic gymnastics with breathing, articulation and phonation: hundred-hundred-hundred (angrily); sta-sta-sta (good-naturedly). Why are you so angry? Hundred-hundred-stu-sta (affectionately). Let's make it up.
Development of phonemic perception
- Find pictures that have the sound [s] in their names and put them next to the letter c.
Pictures are laid out in front of the child, in the name of which there are sounds [s] and [h]. The teacher calls the words, and the child finds the right picture. Determining the position of sound in 2-3 words.
Reading syllables mustache, su, os, so

Lesson 5

Automation of sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Coordination of breathing, articulation and phonation.

game exercise

"Jugglers". We toss the balls and pronounce the syllables:
sma-sma-sma-sma; smu-sma-smu;
smy-smy-smy-smy; sleep-sleep;
smo-smo-smo-smo; sleep-dreams;
smu-smu-smu-smu; sleep-dreams-sleep;
sma-smo-smu; sw-sw-sw-sw.
(Children draw waves with their fingers.)

Development of phonemic perception

Ball game.
- Catch the ball if you hear the sound [s] in the word.
- Find pictures with the sound [s] in their names; put them to the letter c. Pictures are laid out in front of the child, in the name of which there are sounds [s] and [ts]. Is there a sound [s] in the word heron? Is there a sound [s] in the word owl?
The teacher calls the words, and the child finds the right picture. Determining the position of sound in 2-3 words.
Composing syllables from a split alphabet. Reading syllables

Lesson 6

Automation of sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Work on voice and facial expressions
Game task "Conversation of the Rhinoceros with the Elephant":
- Sfa-spho; sfu-sfu. (surprised)
- Sla-slo; slu-sly. (with apprehension)
- Sla-slo-slu; sba-sbo-sbu-sby. (sadly)
- Spa spa; spa-spa-spa! (joyfully)
- Asma-asta; aspa-asfa. (disappointed)
Development of phonemic perception
- Is there a sound [s] in the word hat? Is there a [s] sound in the word socks? Divide the pictures into two piles. To the letter sh put pictures with the sound [sh], to the letter c - pictures with the sound [s].
The teacher pronounces the words, and the child selects the right pictures. Determining the position of the sound [s] in the words elephant, rhinoceros, weasel.
Reading syllables
Tasks used at the stages of sound automation [s] in words, phrases, sentences and coherent speech

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

Pronounce the words correctly

Garden, yourself, yourself, yourself, sleigh, saber, net, sugar, salute, carp, saiga, boots, lettuce, salad bowl, salad bowl, napkin, samovar, sundress, sardine, sausage, plane, gardener, gardener, sandals, seedling, bag, saxaul, braids, scales, watches.
Son, cheese, cheese.
Catfish, sleep, Sonya, owl, magpie, nightingale.
Soup, bag, cracker, drying.

Find a word within a word.
Dump truck (self, shaft, catfish, little, bacon), killer whale (spit, wasp), scraper (clean, whale, tick).

What sound is missing from the word? Sledge, sled. Complete the syllables with the word juice.
le
ne
ku suk yoyoyo115
cha
sing

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

Pronounce the words correctly
Kvass, stork, coconut, ficus, focus, cactus, class, apricot, pineapple, dust-suck, space, crocus, koumiss.

Change the sound in a word.
Juice - litter - catfish; voz - nose; dew - braid - braids - dew.

Find identical objects (contour and color images). Figure 1. (See color insert.) Stork, vacuum cleaner, leaf, coconut.

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

Pronounce the words correctly
Bridge, post, crust, pole, leaf, tail, brushwood, platform, perch.
Flock, statue, figurine, glass, chisel, machine tool, shutters.
Mortar, foot, cold, icy, steps.
Shame, joint, docking, skirmish.

Think of seven words that begin with the syllable hundred-.
One hundred ... (l), one hundred ... (d), one hundred ... (p), one hundred ... (g), one hundred ... (n), one hundred ... (forehead), one hundred. ..(forest).
Replace one sound (one letter).
One hundred - table - stop - stop - stack - groan - table - pillar.
Knock - chair - table - steel - steel.
Knock - bough - knock - stock.
Squeak - search.

What is common between the words pine, pump, vacuum cleaner, whistle, whistle, whistle? (They have two sounds [s].)
Pick up the flip words. Pine - pump.
Pick a couple.
Hay - stack, fox - tail, stairs - steps, leg - foot, puff - dough, cabbage - leaf.
Rebus. Leopard, stork, lynx, skunk, platypus, cat. (Badger.)
Name the birds and animals. Pick out the first sound in their names. Make a word out of these sounds.

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

Pronounce the words correctly
Rock, fairy tale, rolling pin, bench, jump rope, tablecloth, space suit, scanner, bathyscaphe.
Scorpio, bracket, fragment, speed.
Tasks
Find rhyming words. Skalka - jump rope.
What do the words boredom mean, miser?
What words make up the word fast?
The name of which flower is hidden in the word scorpion?

Sound automation [s] in phrases

Pick a couple.
Pine ... (forest), empty ... (glass), sweet ... (sugar), high ... (snowdrift), thick ... (sour cream), sour ... (plum), delicious. .. (apricot), bold... (soldier), clear... (sun), meaty... (soup), wonderful... (voice), crackling... (frost), thick... (hair), funny... (mask), clean... (glass), clean... (dishes), clean... (socks), dry... (sand), dry... (frying pan) ), dry ... (boots), juicy ... (foliage).
Automation of sound [s] in sentences and connected speech

Two word sentences
Make sentences with two words.
The table stands
Boots stand
owl sleeping
Cabbage crunches
dog biting
pussy sleeping
The soup is cold

Three word sentences
The clear sun is shining. Sonya heard a knock. The plane is flying high. The dump truck spilled the sand. The wasp bit Sonya.
Think of sentences with the words dog, elephant, magpie, sled.
If you were an artist, what could you draw with the [s] sound?

Four to five word sentences
Complete the sentences with.
They poured into a glass ... (juice). Near the bush stands ... (bench). It is cooling on the table ... (soup). It flies over the forest ... (airplane). He quietly descends the steps ... (old woman). Sitting on a bitch ... (owl). ... (Apricots, plums and peaches) have pits. The plane flies over a dense pine ... (forest). The plane flies over ... (desert). The plane flies over ... (savannah).
Sentences with conjunctions a, and
Sanya caught catfish, and Slava caught only algae. Cabbage is not only tasty, but also healthy. Sonya sat down on a bench and began to look at the sky. Slava got up from the bench and walked along the path.
"Learning to Think"

Name the extra word in the sentence.
They grew up in the garden, planted tall trees. On the rails rides, the train is standing. Beans and garlic grow, harvested in the garden.
How are the items different?
Clocks with and without hands. Bus with and without wheels. Boots with socks and without socks. Chair with back and without back. Catfish with and without whiskers. Fox with and without a tail. Owl with and without eyes.
"Sport. Competitions. Athletes. Athlete". Figure 4. (See color inset.)
Who will you be? Hockey player, tennis player, football player, basketball player, slalom player. Sportswear. T-shirt, sneakers, baseball cap. Sports equipment.
Which of the athletes has the same T-shirts, sneakers?
"Vegetables". Cabbage, squash, garlic, beans, sunflower, beets, parsnips, lettuce, pear.
Find an extra item.
"Locomotive with wagons". Figure 6. (See color insert.) Indicate the color of the locomotive and wagons, as well as the color of the cargo. Match each wagon with a load of the same color.
"Unprecedented". Figure 7. (See color insert.) Icicles in the sun. Fox on the pine. Stork on the plane. Cactus in the sandbox. A dog is flying on a jump rope. The elephant rides on a sled. The owl is riding a scooter. Catfish with a whistle.
Come up with false sentences.
"Bag. Suitcase". Figure 8. (See color insert.) Products and things (meat, sour cream, sugar, sausages, sausages, butter, lard, crackers, dryers, apricots, scarf, sundress, socks, blouse, sweater, dress). What will you put in your bag? What things will you put in your suitcase? What object does not have the sound [s] in its name?
Topics for writing descriptions, stories and fairy tales
"A toy shop". You are the seller and I am the buyer. I want to buy such a toy, in the name of which the first sound is [s], and the last one is [n]. Who is this? (Elephant.)
You are the buyer and I am the seller. The toy will be considered yours if you name the first and last sound in its name.
Enjoy the toy. Tell us what you liked about the toy. Look what a beautiful plane! Tell me about how you and your mom bought a toy in the store.
"In the garden". Key words: currant, apricot, bushes, bench, stork, sun, narcissus, gladiolus, pansies, phlox, starling, birdhouse.
"In the pine forest". Figure 9. (See color insert.) Reference words: owl, owls, butterflies, russula, fox.
Compliment what you like.
Describe the place. Choose one object from the picture. Ask where he is. Use words next to each other. Where are the owls hiding? Ask me questions.
"Forest School". Key words: owl, badger, fox, baby elephant, magpie, owlets, weasel.
Compose a fairy tale about how the owl teacher taught the animals. What lessons did she teach?
"In the courtyard". Key words: sandbox, sand, scoop, dump truck, bench, stroller, dog, scooter, pump, wheel.
"Room". Key words: table, chair, chandelier, curtain, armchair.
Describe the objects in the room.
Lesson summary
Sound automation [s] based on the plot
"Excursion to Moscow"
Material: pictures, postcards with the image of Moscow; a toy or an image of an airplane; subject and plot pictures; colored symbols; images of animals (elephant, fox, badger, sable, etc.).
Lesson progress:
Orgmoment
Preparing the aircraft for flight.
Lesson topic message
- Today we will go on an excursion to the largest city in our country. What is it called? (Moscow.) What is another name for Moscow? (The capital.) Making this excursion, we will repeat the familiar sound [s]. What is this sound? (Hard, consonant.)
Development of phonemic representations. Determining the position of a sound
How will we get to Moscow? Name the fastest type of transport. (Airplane.) Where will we put the products, things? (In the bag.) What things will we take with us? Name the clothes first. (Children name words, determine the position of the sound [s] in words.) Put toys in the suitcase, food in the bag.
Making words for children. Children list the names of objects with the sound [s].
Pronunciation of words with a complex sound-syllabic composition. Sound [s] in sentences
- Who meets us at the gangway of the plane? (Stewardess.) What will the stewardess tell us? (Hello, dear passengers. Come into the cabin. Take your seats.) (Repetition of these phrases by children.) Where did we go? (Into the saloon.) Where did you sit down? (In an armchair.) In which of the words is the sound [s] heard at the beginning, in which - in the middle, and in which - at the end of the word?
Aircraft TU-104. The plane is ready to fly.
Come on, passengers! He has been waiting for you for a long time.
Case management. Practical assimilation of instrumental case of nouns
- Look out the window. (Pictures are displayed.) What is our plane flying over? (Over the forest. Over the forests. Over the bridge. Over the bridges. Over the bushes, gardens, pines.) Are we flying high or low? Far from Moscow or close? (Answers of children. Physical pause.)
We fly high, we fly low
We fly far, we fly close.
The recitation is accompanied by the movement of the hands.
Drawing up sentences on plot pictures
- In order not to be bored, let's watch TV. Scene pictures are displayed. Children come up with sentences.
Sound analysis of the words juice, sleep, Sonya
- What does the stewardess offer us? (Juice.)
Determine the sequence and number of sounds in the word juice. Designation of sounds with color symbols.
- Replace the sound [k] with the sound [n] in this word. What is the new word? (Dream) How do these words differ? The flight attendant's name is Sonya. Circle the word Sonya. What are the same sounds in the words sleep and Sonya? How are these words different?
Fizminutka
Circular rotation of the arms, like a propeller.
Development of imagination and coherence of the statement
- Make up dreams. (Children's answers.) Our plane is going to ... (landing). How can you say otherwise? (Descending, landing, descending) Where did the plane land? (In Moscow.) (A picture of a bus stop and a bus is displayed.) Where did we go? (To the bus stop.) Where shall we enter? (Let's get on the bus.) What did you see from the window? (Trolleybus.) We arrived at Red Square and saw ... (Kremlin wall, Spassky tower, Spassky gates, a beautiful cathedral). We went to the royal chambers. (The pictures are put on the board.) And now we are going down to the subway. What did you go down on? (On the escalator.) We arrived at the pier. This is the Moscow River. Where have you arrived? What boat did we see? (A sailing boat.) Why was it called that? (Children's answers.) And now let's go to the zoo.
Dividing words into syllables. Composing the word catfish from letters
- Who did you see at the zoo? The word has one syllable, there is a vowel sound [o], who is it? (Elephant.) I will name the first syllable, you - the second: whether ... (su). We saw ... (fox). How many syllables are in the word fox? How did you guess? Here is a large aquarium. A fish swims in it. What is it called? I suggest. Take the letters s, m, o. Make up a word. What happened? (Som.)
Development of phonemic representations
We will buy gifts for family and friends. The sound [s] should sound in the name of the gifts. (Children's answers.) And now we are returning home. On what?
Summary of the lesson