EntranceSounds -, -. Letters S-Z
Exercise 1. Look at the pictures, highlight the initial sounds.
Compare the sounds s and s by articulation.
How are these sounds similar?
What is the difference between these sounds?
Task 2. Select the initial sound from the words. The speech therapist pronounces the words, the children name only the first sound.
Sample. Juice (s).
Himself, sleigh, tooth, umbrella, dream, castle, bough, hall.
Task 3. Say the syllables reflectively.
SA -ZA ZA -SA ASA -AZA
SO - 30 30 - SO ASO - AZO
SU -ZU ZU -SU ASU -AZU
SY - ZY ZY - SY ASY - AZY
Game "On the contrary"
The speech therapist pronounces a syllable with the sound s, the children come up with a syllable with the sound z, and vice versa.
Sample, sa - for zu - su for - sa
Task 4. Remember and reproduce syllable sequences.
SA - FOR - SA 3 A - SA - FOR SO - 30 - SO 30 - SO - 30 SU -ZU -SU ZU -SU -ZU
FOR - FOR - SA SO - SO - 30 SA -SA -ZA ZU -ZU -SU 30 - 30 - SO SY - SY - ZY
Task 5. Listen to the words. Highlight: a) initial syllable; b) final syllable.
Sample. Sana (sa).
a) Honeycomb, Zoya, Sonya, teeth, full, bunny, sunset, salad.
b) Spit, goat, carry, carry, noses, goats, roses, braids, scales, carry.
Task 6. Complete the word by adding syllables with the sound s or z using the picture. Say the whole word. The pictures are selected by a speech therapist.
Sample. ta... (speak)
Ko... , wa... , wa... , u... , ro... , ro... , bu... . Pictures: basins, braids, vase, vases, mustaches, rose, roses.
Task 7. Say the words reflected in pairs.
Bunny - polar cod; lock - boot; umbrella - catfish
Knitting - sled; call - look; I'm carrying - I'm carrying.
Music - beads; bubble - cheese; rodent is a dancer.
Task 8. Listen to the words. What sounds do they differ in?
Bunny - polar cod; Lisa - fox; behind - plant; goat - braid.
Make up sentences with pairs of words.
Task 9. Look at the pictures and name them. Answer the question:
How are the names of these pictures different? The pictures are selected by a speech therapist.
goat - braid; soup - tooth; rose - dew. Make up sentences with each pair of words.
Task 10. Say the words in a reflective manner, emphasizing the siz sounds with your voice.
Carp, fall asleep, catch a cold, note, ambush, fall asleep, convene.
The speech therapist finds out whether children understand the meaning of these words.
Task 11. Look at the pictures. Select those in whose names we hear the sound s, then the sound z.
An approximate list of pictures: elephant, bell, forget-me-not, ear of corn, castle, pike perch, catfish, fence, star.
Task 12. Replace the z sound with the s sound. Name the resulting word.
Elderberry, behind, pinch.
Task 13. Add the syllable for to the words. Name the resulting word.
KNIT SIT
LIGHT LAY
FOR CARRY FOR SALT
CARRY LITTER
WEAR ASK
Task 14. a) Remember and name two flowers in whose names we hear the sounds sis.
b) Remember two animals in whose names we hear
siz sounds
c) Remember the parts of the face in whose names we hear the sounds C and 3.
Sample. Astra - forget-me-not. Goat is a dog.
Teeth - nose.
If children find it difficult to complete the exercise, you can offer them pictures on the specified topics. Children choose the one they need.
Consolidating sounds s and z in sentences
Task 15. Complete the phrase with one word. Say it in its entirety.
Sample. Knit a sock. Tie a bow.
Knit.... Tie.... Carry.... Carry.... Carry.... Deliver.... Litter.... Litter....
Task 16. Complete the sentences: a) using subject pictures; b) no pictures. Say the entire sentences. Answer the questions.
Sanya has... (goat). Zoya has... (dog). Sanya is driving
Zoya is calling 
Who has a goat? Who has a dog? What is Sanya doing? What is Zoya doing?
Task 17. Say the sentences in reflection. Answer the questions with a phrase.
Sonya fell asleep. Sonya forgot her umbrella.
What did Sonya do? Who forgot an umbrella?
Who fell asleep? What did Sonya forget?
Zoya wrote a note.
Who wrote the note?
What did Zoya write?
Sonya knows a lot of fairy tales. Sonya told a fairy tale
Who knows a lot of fairy tales? in kindergarten.
What does Sonya know a lot? What I told you in the nursery
Sonya's garden? Who told the story in kindergarten?
Task 18. Look at the pictures. Come up with suggestions for them. (The speech therapist selects the pictures.)
If there is difficulty, the speech therapist helps children with guiding questions.
Sounds s and s in connected texts
Task 19. Listen to the stories. Retell using subject pictures.
The speech therapist reads the text of the story in its entirety, then the children retell it using pictures arranged in the required sequence. (The speech therapist selects the pictures.)
Jay
There is a pine tree behind the house. There is a jay's nest on a pine tree. The jay fell from the nest. Lisa and Sanya took the jay and brought it home. At home they put the jay in a cage.
Herd
Goats were grazing in the meadow. The shepherd fell asleep. A wolf appeared from the forest. He grabbed one goat. The shepherd had an angry dog. The dog chased the wolf. She saved the goat.
Words for explanation: shepherd, chased.
Task 20. Listen to the stories, retell them as you remember.
Tuzik
We have a dog Tuzik. Tuzik is sitting by the fence. Zoya gives Tuzik some bones. Tuzik is gnawing on bones.
Goat
Lisa has a goat. Lisa was herding a goat. The goat was gnawing the bark of a birch tree. Lisa chased the goat away and drove it into the barn.
Bunny
Zoya and Sonya in the forest. A bunny is sitting under a bush. Zoya calls Sonya: “Sonya, there’s a bunny!” The bunny got scared and ran away.
Birch
There is a birch tree in the garden. Dry birch. There is a finch's nest on a birch tree. The finch was dragging leaves into the nest.
Task 21. Listen to the story. Answer the questions. Retell it as you remember.
IN zoo
Lisa and Rose were at the zoo. There they saw many different animals: bison, striped zebra, funny monkeys. The bison stood at the fence. The monkeys climbed the tree and grimaced. In kindergarten, Lisa and Rosa talked about everything they saw at the zoo.
Words to explain: grimaced, funny.
Where were Rose and Lisa?
Who did they see at the zoo?
What did the bison do?
What were the monkeys doing?
What did Lisa and Rosa talk about in kindergarten?
Task 22. Retell the story “At the Zoo” in first person.
Task 23. Listen to the story. Answer the questions. Tell me how you remember it.
Brave
Zurab has a dog. The dog's name is Brave. Zurab and Bold were walking in the forest. Suddenly a snake crawled out from behind a bush. Zurab got scared, and Bold rushed at the snake and tore it apart. The brave one saved Zurab.
Why was the dog called Brave?
How did Bold save Zurab?
Disadvantages in the pronunciation of whistling (and hissing) sounds are called sigmatism.
The following types of sigmatism are distinguished:
Interdental sigmatism- when pronouncing sounds C and 3, the tip of the tongue is inserted between the front teeth, giving these sounds a hint of lisp.
Dental sigmatism- the tip of the tongue rests against the teeth, blocking the free exit of air through the interdental gap, so that instead of s, s, a dull sound is heard.
Hissing sigmatism- the tip of the tongue rests on the lower gums or is slightly pulled away from them, and the back of the tongue is curved with a hump towards the palate - a distinct, soft, hissing sound is heard, similar to the sound of sh (shabaka - dog).
Labiodental sigmatism- the lower lip is pulled towards the upper incisors. The air stream is dispersed across the entire plane of the back of the tongue, swelling the cheeks, which is why the defect received an additional name: “buccal sigmatism.”
Lateral (lateral) sigmatism occurs in two forms:
2) The back of the tongue with a hump tightly touches the palate, and the exhalation current passes along one or both sides of the mouth near the molars. In both cases, an unpleasant sound like lch is heard. The release of air on one side of the mouth sometimes depends on the collapse of the soft palate on the other side.
In some cases of lateral sigmatism, paralysis and paresis of one side of the tongue cannot be ruled out, which requires a thorough examination of this defect with the participation of a neurologist.
Nasal sigmatism is expressed in the fact that when pronouncing s and z, the root of the tongue rises to the lowered soft palate, which opens a passage into the nasal cavity; the result is a kind of snoring, grunting sound with a nasal tinge to the subsequent vowels.
The softening of the hard sound C, in which the syllables sa, so, su are pronounced as sya, syo, syu (shabaka - dog, nos - nose), is due to excessive elevation of the back of the tongue.
Replacing the sounds C and Сь with any other sound (ш, h, t, x, etc.) is called parasigmatism.
TECHNIQUES FOR PRODUCING WHISTLING FOR DIFFERENT TYPES OF Sigmaticism:
In case of interdental and interdental sigmatism, it is necessary to remove the tip of the tongue behind the lower incisors, for which you can resort to mechanical assistance: with a special probe or the end of a spatula, lightly press on the tip of the flattened (not lumpy!) tongue, lowering it behind the lower teeth. Mechanically holding the tongue in this position, invite the child to pronounce the sound C in isolation several times (make a pump): s... s... s..., then “try” in syllables: sa-sa-sa.
We must remember that interdental sigmatisms often require long-term speech therapy work, stubbornly remain in free speech, even if the sounds S, 3, C are fixed and partially automated. In the absence of control, relapses are often observed.
With hissing sigmatism, it is important to wean the speech pathologist from the habit of retracting the tongue when pronouncing sibilants into the depths of the mouth. For this purpose, we recommend temporarily transferring the child to interdental pronunciation of the sound C in syllables, words and even some phrases. When the tongue is strengthened in this position, move the tip of the tongue behind the lower incisors, which usually happens automatically.
For lateral sigmatism, it is advisable to place the C sound in three steps:
a) interlabial blowing, the tongue is wide, the edges of the tongue reach the corners of the lips;
b) interlabial blowing is replaced by interdental blowing;
c) then the tip of the tongue is gradually moved behind the lower incisors, provided that the child is able to place a wide tongue behind the lower teeth, which can be achieved using a probe or spatula.
With a softened pronunciation of hard C (syabaka, syup, sek), it is advisable to carry out a preliminary differentiation of soft and hard consonants in correctly pronounced syllables: we-mi, va-vya, nu-nu, etc. You can temporarily transfer the child to interdental pronunciation of sibilants in order to ease the tension of the back of the tongue.
When correcting nasal sigmatism, preliminary work is necessary on organizing correct exhalation through the middle of the oral cavity. The exercises are carried out first in the interlabial position so that the exhaled stream is felt at the tip of the tongue. Then the tongue is moved to the interdental position. It is recommended to consolidate the skill of blowing on the tip of the tongue, inserted between the front teeth, in parallel with the general training of oral exhalation: blowing out a candle, blowing pieces of cotton wool, pieces of paper, etc. Clamping the sides of the nose to prevent air leakage through the nose is not effective.
Correction of labiodental (cheek) sigmatism includes two points:
a) exposure of the incisors, for which it is necessary to part the lips (“to the ears”!);
b) holding (with mechanical assistance possible) the lower lip so that it does not pull towards the upper incisors.
The child is taught to place the first phalanx of the index finger on the wide tongue lying behind the lower teeth. The finger is bitten by the incisors: “put the whistle in the mouth.” The mouth smiles from ear to ear, the front teeth are clearly visible up to the fangs. The edges of the tongue (its front part) are shown on both sides of the bitten tongue and reach the corners of the mouth. As soon as the child learns to deftly place the “whistle” in his mouth, he is asked to blow into the “whistle” without removing his finger, without changing the position of his lips, tongue and teeth. The resulting sound C is first fixed in the reverse syllables in this way: after pronouncing a vowel, the child puts his “whistle” finger and adds the sound C. With mechanical help, the sound C is fixed in syllables a-s, o-s, u-s, e-s, and then in words ending with C (forest, nose, dog, etc.). Straight syllables are also practiced with the finger. The need for mechanical assistance disappears as soon as the correct articulatory pattern and exhalation are reflexively developed.
Normal installation of the organs of articulation when pronouncing the sound “S” and “Z”.
- The tip of the tongue rests on the lower front teeth;
- The lips are in a “smile” position and do not cover the teeth;
- Teeth in a “fence” position;
- The air is blown out forcefully from the middle of the tongue;
- A sharp cold stream is felt on the palm brought to the mouth.
- The voice motor is not working. (When pronouncing the sound "Z" - it works).
Normal installation of the organs of articulation when pronouncing the sound “C”:
- The tip of the tongue rests on the front lower teeth, the tongue is raised and arched.
- The anterior part of the back of the tongue closes with the palate.
- The tongue is spread wide, the lateral edges are tense. At the moment of exhalation, the front part of the back instantly opens with the sky. The tip of the tongue is slightly withdrawn from the lower teeth.
- The lips are stretched into a smile.
- The teeth are closed or brought together when pronouncing a sound. When pronouncing a vowel sound in straight syllables, the teeth open. At the moment the tongue opens with the palate, the air is exhaled with a push.
- The sound C is a consonant, hard, dull.
Preparatory exercises for sounds “S”, “Z”
Exercises to develop air pressure. 1) Having drawn air into your lungs, forcefully blow (and not just exhale) it through your lips extended forward like a “tube”. Control with the palm of your hand, a piece of paper or cotton wool: you feel a sharply beating cold stream, the paper or cotton wool is deflected to the side. Repeat the exercise.
2) Stick out your tongue so that it rests on your lower lip. Place a thin round stick (match) along the tongue to its middle and press to form a groove. Round your lips, but don’t tense them. The teeth are open. Inhaling, forcefully blow out the air, puffing out your cheeks. Control with the palm of your hand, a piece of paper or cotton wool. Repeat the exercise.
3) Do the previous exercise without using a stick.
Lip exercise. Stretch your lips into a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat the exercise.
Exercise. Pronouncing the long sound “S”.
1) Open your mouth. Spread your tongue and rest the tense tip against your lower teeth. Place a round thin stick (or match) along the tip of the tongue so that it presses only the front part of the tongue. The lips are stretched into a smile. Close your teeth as far as the stick allows. Blow the air forcefully evenly, controlling it with the palm of your hand, a piece of paper or cotton wool. A long sound “S - S - S” is heard. Repeat the exercise.
Note. If the stick is not in the middle of the tongue or the air pressure is insufficient, the “C” sound will be unclear and not whistling.
2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.
3) Do the exercise several times without using a stick.
How to teach a child to correctly pronounce the sound s and other whistling sounds: articulation gymnastics, setting the sound s, video - demonstration of simple and accessible ways to produce the sound s, songs with the sound s.
Many children mistakenly pronounce the sound S, which is difficult for them, and other whistling sounds (s. z, z, z). They may skip this sound or replace it with other sounds.
Fine speech development By the age of five, children correctly pronounce all the sounds of their native language a (with the possible exception of the sound p, which may appear a little later - at 5.5 years). But now rarely do any children reach this norm. What is the reason?
1. Previously, in every kindergarten from the age of three until graduation from kindergarten, articulation gymnastics was regularly carried out with all children before breakfast, and in the evening - individual exercises with children who have difficulty pronouncing sounds. And this was not done by a speech therapist, but by an ordinary trained teacher! And these were not isolated complexes, exercises and games, but a strictly substantiated system for teaching speech and pronunciation of sounds. Because without a system, problems cannot be solved. Now this is history, and rarely can you find such a clearly and consistently built system of work for a teacher in sound pronunciation with children. This is probably why modern children have more problems with speech.
2. Nowadays, parents pay much less attention to their children’s speech. Often the child is only required to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?”, and not the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “Who cares what he says. The main thing is that you can understand it, that’s all!” But speech is a means of self-expression, communication, and knowledge. And the success of all types of human activity depends on its development.
The child pronounces the sound s and other whistling sounds incorrectly. What to do?
How to help a child if he pronounces the sound s and other whistling sounds incorrectly? Can parents help their baby?
As is correct, parents wait until the age of 5 and then take the child to a speech therapist. Although sometimes one push is enough to evoke the correct sound in the child and help consolidate it in speech without waiting until the age of five. And this “push” should be done not at 5-6 years old, when they are already late, but much earlier - at 4 years of age. And the most important thing is that to give such an impetus you don’t need to be an expert specialist at all! You just need to know the exact technology teaching kids sound pronunciation and its nuances.
To develop in children the correct pronunciation of all sounds native language in kindergartens, special sound pronunciation classes are held for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be held regularly). If for some reason there are no such activities, then you can help your child at home.
I know many mothers and grandmothers who, living far from a speech therapist, themselves coped with the problem of difficult sounds and helped their babies. And I know many educators who know how to prevent speech disorders and help a child speak correctly and learn to pronounce all the sounds of his native speech. We can all help the baby and show him the right path!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be sufficient.
And he will delight both you and himself with the correct sound s or z suddenly appearing in his speech. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i.e. automate the correct pronunciation of a given sound.
But if a child’s sounds are impaired, he makes many grammatical mistakes, his speech is slurred, and he speaks with difficulty, then you cannot do without a speech therapist.
And the sooner you contact a specialist, the better the results will be.
All articulation exercises useful not only for children whose sound pronunciation is impaired, but for all preschoolers,
because they develop the articulatory apparatus, make it more mobile, flexible, and learn to control it consciously.
Stages of working on sound.
Working on a new sound that a child pronounces incorrectly includes a number of stages:
1. Clarification of the movements of the organs of the articulatory apparatus necessary to pronounce a given sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. Appearance of sound- sound production,
3. Sound acquisition- consolidating the correct pronunciation of sounds in the child’s speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will tell you about all these stages in more detail.
First stage. Articulatory gymnastics for whistling sounds (s, s, z, z, z)
As a rule, in a child who does not speak the sound s or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistle sounds include the sounds s, з, ц and the soft version of the sounds - сь, зь). One of the reasons for incorrect pronunciation of sounds is insufficient mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, special “regular exercise” is needed - articulatory gymnastics.
IN articulation gymnastics complex exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue and lips necessary for a given group of sounds, develop the correct air stream. Therefore, I really do not recommend that mothers, fathers, grandmothers, and grandfathers come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all articulation gymnastics complexes are by no means composed randomly! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulatory gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulation gymnastics should be performed daily without breaks. The most convenient time is before breakfast in the morning. Carrying out such gymnastics requires only 3-5 minutes of your time.
Each time articulation gymnastics is carried out in game form
– in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!
Tips for performing articulatory gymnastics - it is important to know and perform:
Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then there is only one, and all other exercises should be already familiar to the child by this time.
If a child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are consolidated. But consolidation occurs in a new form for the child - in a new plot, with new characters.
Articulation gymnastics should be done while sitting in front of a mirror.– You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
It is imperative to monitor facial symmetry when performing gymnastics movements.(the child’s movements should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
During articulatory gymnastics, it is necessary to monitor the accuracy and smoothness of movements, give the child clear criteria for the correctness and incorrectness of performing the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you simply carry out the exercises formally, then their implementation is useless or of little use! After all, articulation gymnastics is not called that for nothing. This is truly “gymnastics”, in which correct movements are important, and not just playing with the tongue! By analogy: if you just lazily twirl your arms, then this will not be physical education or fitness and will not have a good result for your health! It’s the same in articulation gymnastics. What is important for the result is the quality of the movements, and not any movement in itself.
Articulation gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, do not scold your child under any circumstances, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one law of life - everything that is developed develops! Therefore, everything is still ahead of you! Praise your baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.
Preparatory complex of articulation gymnastics
includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home:
Smile and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ring. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue lift for the upper teeth.
Alternating movements tongue up and down.
Alternating movements tongue with the tip of the tongue down: move the tongue deeper into the mouth - bring it closer to the teeth.
If these movements are easy for the child, then you can immediately move on to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If a child cannot do the exercise with alternating “smile - ring - tube”, then I highly recommend consulting with a speech therapist.
A set of articulation exercises for whistling sounds p. z, c (Developed by Fomicheva M.V.).
Helpful Tips:
- In every exercise I give description of movements and typical mistakes(See “What to pay attention to”). After the description you will find video all exercises.
- First, do all these exercises yourself in front of the mirror, Paying attention to all the nuances, master them, and then teach them to your children.
- Never scold a child for a mistake, just show them again the correct version of the exercise, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to watch for. Children are completely calm about the “funny tongue’s mistakes” and are happy to “teach” him to do the movements correctly.
Exercise 1. Put the ball into the goal.
Our task: In this exercise, the child will learn to direct a long, directed stream of air.
Performing the exercise:
Place two cubes on the table - these are gates. And next to the gate on the table in front of the child, place a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate made of cubes.
Don't puff out your cheeks! The baby can hold them with his hands to control himself.
The stream of air should be long and without interruptions - one long exhalation.
Exercise 2. Punish the naughty tongue.
Our task: teach your child to keep his tongue wide and relaxed. And continue to produce a directed air stream.
Performing the exercise:
The child, opening his mouth slightly, puts his tongue on his lower lip and, smacking his lips, says five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with children, which is already trying its best to practice, so I do this exercise with the kids in a different plot - the tongue rests and sings the song five-five-five. Or I suggest the child massage his tongue: five-five-five. You can come up with your own plot.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times during one exhalation, while the stream of air flows smoothly, without interruption, without holding our breath.
A child can check whether the exercise is being performed correctly this way: bring a piece of cotton wool to his mouth, and it will deflect. Children always really like this kind of self-test.
Exercise 3. Wide tongue - pancake.
Our task: we will teach the child to hold his tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, place the wide front edge of your tongue on your lower lip and hold it in this state while counting from one to five to ten. Try it yourself first!
What you need to pay attention to when watching the exercise in the mirror:
The lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not curl up.
The tongue should not “run away” far - it simply covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work, then you need to continue doing the previous one - “punish the tongue.” And return to this exercise later.
Exercise 5. Who will kick the ball further?
Our task- we will practice the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need cotton wool, which we will try to drive away. Fleece is our “ball”. You need to smile and place the wide front edge of your tongue on your lower lip. Next, pronounce the f sound for a long time. And blow the cotton wool onto the opposite edge of the table.
What you need to pay attention to:
The lower lip should not be pulled over the lower teeth.
Don't puff out your cheeks!
You need to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.
Exercise 6. Let's brush our teeth.
Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required to pronounce whistling sounds.
Performing the exercise:
Smile, open your mouth slightly. Use the tip of your tongue to brush your lower teeth. First move your tongue from side to side, and then from bottom to top.
What you need to pay attention to:
The lips are smiling and motionless throughout the entire exercise.
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move upward from the root of the teeth.
Sometimes adults find articulation gymnastics boring and uninteresting. But not for children! I know from own experience that children really like to look at themselves in the mirror, “learn their naughty tongue” and improve the technique of performing the exercise. And to all children! And if the plot of the exercises is changed, then the interest in them always remains very high, and there is a kind of intrigue - what will be new this time? After all, the baby himself clearly sees his results, sees that every time he makes the movement better and better, more and more accurate. And in this way the baby explores himself, the structure of his body, which is also very fascinating for preschoolers.
How long will it take to preparatory work, It is simply impossible to say in absentia. For one child three times is enough, for another - a week, for a third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, there is no need to waste time on this and rush!
You can see the exercises of a complex of articulatory gymnastics for whistling sounds in the video below.
Video. Articulatory gymnastics for whistling sounds (s, z, z)
Second phase. Sound production.
At the second stage, those children who correctly pronounce the sound s clarify its articulation and pronunciation, and consolidate their skills. The same children who did not know how to pronounce it learn to pronounce this sound - “whistle”.
It is very important that the child is aware of the correct articulation of sound and can check himself. This is possible from the age of 4. And in classes on speech development, all children are taught this (at least, they should be taught even in the most ordinary kindergarten).
Why do children with good sound pronunciation need this knowledge and skills? To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate correct pronunciation, for clearer and faster operation of the articulatory organs, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training.
At 4 years old The child will learn how teeth, lips, and tongue work when pronouncing sounds in the form of a fairy tale - the game “Fairy Tongue Tales”.
From 5 years You can explain to children the correct articulation of sound in the form we are familiar with (without a fairy tale) and ask the child questions: “How does the mouth work? What does the tongue do”, etc. In older preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of the movements, the quick switching to a new movement, and the ease of movements.
Articulatory gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with a given sound, which you will find below.
When producing a sound, the baby also learns the correct articulation of the sound.
Correct articulation of sound p.
When pronouncing the sound correctly with:
The mouth smiles (the corners of the mouth are slightly pulled back),
Teeth closed
The tip of the tongue rests on the lower incisors (i.e. it is at the bottom, not at the top),
The front part of the back of the tongue is close to the alveoli and forms a gap with them (children know the alveoli as “tubercles” on the palate, at the top of the mouth),
When pronouncing a sound, a groove is formed in the middle of the tongue through which air flows.
Unlike hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air is coming from the mouth, you need to bring your hand to your mouth, palm down. Pronounce the sound Ш yourself in this position, and then the sound S, and you will see the difference. You can show your baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will be happy to experiment to see how it works out for him - a cold stream of air or not.
For four-year-old children, you can practice the sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires that are slightly deflated with air. We will work with the pump and inflate the tires with air: sssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask your child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Below, hidden behind his lower teeth). What kind of air is coming in - cool or hot? (Cool) – bring the back of your hand to your mouth. Compare with the sound X - is the air warmer with the sound X or the sound of the pump C?
Invite your child to “take the pump” (pantomime - an imaginary action) and “pump up the tires” - whistle ssss.
Very often, even such clarification of the correct sound pronunciation of the sound C in the game “Pump” is enough for a four-year-old child to begin to pronounce the sound correctly!
It happens that “playing the pump” is not enough and you need to clarify the articulation of sound individually, in front of a mirror. When producing sound by imitation You can invite the baby to blow on his slightly protruding wide tongue, imitating you. After this, you need to move your tongue behind your lower teeth. “Look where my tongue is. Do you see the teeth? Do the same. Smile so your teeth are visible. Press your wide tongue against your front teeth at the top. Well done! Now cover your mouth and let's blow. Raise your hand to your chin – can you feel the air flowing?” Place the cotton wool on the child's chin so that a stream of air hits it. If the child blows weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.
You should not expect that the sound C, which appears through imitation, will immediately appear in the child’s speech. For a child, this is just the sound of a pump in a game! Even the next day, the baby may already forget everything, and you will have to demonstrate the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound c to enter the child’s speech, games and game exercises for its automation, which I will talk about in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And you also need teach your child to distinguish between close and similar friend on each other sounds so as not to confuse them in speech. We will also talk about this in the continuation of this article.
And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and accessible techniques.
How to teach a 3-4 year old child to pronounce the whistling sounds S and Z correctly? Video
If a child is good at articulatory gymnastics movements, then, as a rule, a few simple techniques will allow him to almost immediately learn how to correctly pronounce the whistling sounds s and z. You will learn how you can teach your child at home to correctly pronounce the sound s and correct its pronunciation from Irina Denisova’s video. She shares some professional speech therapy secrets with her parents.
If you managed to successfully evoke a sound, then all that remains is to automate its correct pronunciation in syllables, words and phrases. You can learn about games and exercises for automating the sounds C and Сь in a child’s speech in the article
If the child’s pronunciation of many sounds is impaired, articulation exercises are very difficult for him, and he cannot produce the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or speech therapy center kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge from your district or city education department.
And at the end of the article there are several songs for speech lessons with children based on the sound s.
Songs with sound S. Video for speech lessons with children.
Song about sand- a song for pronouncing the isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases.
A song about the letter S. Words with the sound S. How to make the letter S from the letter O?
See you again!
More about the formation of correct sound pronunciation in children preschool age You can read:
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Abstract speech therapy session“Sounds [S] - [Z]”
Summary of the speech therapy lesson "Sounds [S] - [Z]"
Target: teach how to correctly pronounce and distinguish sounds [S] - [Z].
Corrective and developmental tasks:
* teach auditory-pronunciation differentiation of sounds [S] - [Z];
* consolidate the skills of sound-syllable analysis of words;
* develop the ability to find sounds [S] - [Z] among other sounds, determine their place in words;
* develop speech activity, phonemic awareness, auditory attention and memory;
* development of general and articulatory motor skills, coordination of speech with movement;
* learn to isolate words with a certain sound from a sentence.
Equipment: mirrors, object pictures with the sounds being studied on children’s tables, Zoya and Sonya dolls, colored circles for making diagrams of words.
Preliminary work: learning the mobile exercise “A flower was sleeping and suddenly woke up.”
Progress of the lesson:
1. Organizational moment.
Children enter the office, say hello and stand near the chairs.
Hello guys! Now the one whose name I will say with the word “please” will sit down.
2. Articulation gymnastics.
Exercises “Smile”, “Tube”, alternating exercises “Smile” and “Tube”, “Swing”, “Clock”.
3. Introduction to the topic.
Guys, guess the riddles.
Who is offended by both animals and birds,
He is afraid of every bush in the field.
In winter, under the tree he freezes so much,
That he doesn’t take off his fur coat in the summer.
(Hare)
The living castle grumbled
He lay down across the door.
Two medals on the chest
It's better not to go into the house.
(Dog)
Name the 1st sound in words.
Compare articulation of sounds [C] - (find commonalities and differences, paying attention to the “work of the neck”):
* lips in a smile;
* teeth are brought together;
* wide tip of the tongue behind the lower teeth, the lateral edges of the tongue are pressed against the upper teeth;
* cold air flows through the center of the tongue;
* when pronouncing the sound [S], the neck is “silent” - “working”.
Remember the characteristics of sounds and designation: consonant sounds (the tongue creates a barrier to the air); the sound [C] is unvoiced, indicated by a blue circle, the sound is voiced, indicated by a green circle.
4. Phonetic exercise.
Pump up the wheel: C, C, C, C. (sharp, abrupt pronunciation).
How do mosquitoes sing? 33333. (say for a long time while exhaling smoothly).
5. Game “Remember, repeat” - reproduction of syllable rows.
Sa-sa-for-for-sa sleep-sleep-know
Sa-za-za-sa-sa sleep-know-know
Sa-za-sa for-sa-for the know-dream-dream
6. Didactic exercise “Make a word” (from syllables).
Airplane; gold; sko, vo, ro, yes; zo, oh, park
7. Physical education minute.
The flower was sleeping and suddenly woke up.
The flower was sleeping and suddenly woke up - (torso tilts to the right, left)
I didn't want to sleep anymore. (body bends forward, backward)
He moved, stretched, (hands up, stretch)
He soared up and flew. (hands up, right, left)
The sun will just wake up in the morning, (torso turns to the right, left)
The butterfly circles and curls. (spin around)
8. Gift for Sonya and Zoya.
While we were doing physical education, Sonya and Zoya came to visit us (teacher shows dolls). Say the names of the dolls. Name the 1st sound. Give a description.
Let's make a gift for our dolls. There are pictures on the table in front of you, you need to separate the pictures for Sonya (with sound [S]) and for 3rd (with sound ).
9. Didactic game"Recognize the sound."
I tell you the words, and when you hear a word with the sound [S], raise the blue circle, with the sound [Z] raise the green circle.
Airplane, umbrella, fence, cat, sleigh, goat, catfish, house, peephole, bowl, dragonfly.
10. Didactic game “Find the picture.”
From a number of pictures, select those whose names contain the sound [S] or [Z], determine the place of the sound in the word, and divide into syllables.
11. Didactic exercise “Say a word.”
* At the bottom of the river there is a mustachioed catfish
He sleeps sweetly and sees... (dream).
* Kostya climbed up an aspen tree,
From above he sees. (forest).
* I will help my mother,
I'll wash it myself. (dishes).
* I couldn't open it with the key
There is a big one on the doors. (lock).
* Zoya didn’t finish her soup,
Zoya got sick. (tooth).
* In summer we are afraid of thunderstorms,
And in winter they are scary. (frost).
12. Differentiation of sounds [C] - in a sentence.
Listen to the suggestions. Name the words with the sounds [S] and [Z].
Sonya is walking in the clearing. Olya's teeth hurt. Sonya goes into the forest.
Zakhar saw a goat in a clearing. Sonya and Zoya bought a vase.
13. Lesson summary
Well done guys, you did a great job with all the tasks.
Did you like the lesson?
What new did you learn today?
14. Reflection “Traffic light”.
Children are given cards of three colors - red, yellow, green. Children should evaluate their work. You need to pick up the card that will show how complete all the tasks are: green card - the work was completed without errors, yellow card - there are a few errors, red card - there are errors.
Thank you for your attention!
Publications on the topic:
Sergeeva Yulia Yuryevna Teacher-speech therapist MKDOU D/S No. 234 “Krokha”, Novosibirsk Abstract of frontal speech therapy classes in the preparatory school.
Summary of frontal speech therapy lesson in 2nd grade “Consonants [B], [B’], letter B” Topic: Consonant sounds В, Вь, letter В. Purpose: To consolidate the correct pronunciation of the consonant sounds В, Вь in words. Objectives: Educational: -clarify.
Synopsis of a frontal subgroup speech therapy lesson in the senior group “Sounds S, S”. Summary of an open subgroup speech therapy lesson in senior group. Topic “Sounds [s], [s’]. Tasks. 1. Correctional and educational:.
Summary of a speech therapy lesson for children with stuttering 5–6 years old “Sounds [С], [С’]” Summary of a group speech therapy lesson for children of the senior group Topic “Sound [С], [Сь]. Goal: To teach children to distinguish between the sounds [s] and [s];.
Summary of a speech therapy lesson on sound pronunciation in the senior group “Sounds [g] - [g’]” Topic: Sound G-G.. Learn to give a comparative description. Objectives of the lesson: Correctional and educational: - introduce children to sounds.
Summary of a speech therapy lesson in 1st grade for children with FFN “Sounds [Ch], [Shch] and letters Ch, Shch” Summary of a speech therapy lesson with 1st grade children (FFN) on the topic: “Sounds and letters Ch, Shch” using health-saving technologies.
Lesson notes at the checkpoint on the topic:
Differentiation of sounds Z-S.
Lesson objectives:
strengthen the skills of correct sound pronunciation;
clarify the articulation of sounds [s] – [z];
learn to give a comparative description of sounds [s] - [z];
learn to differentiate the letters S-Z;
develop skills in sound-letter and syllabic analysis and synthesis;
develop phonemic awareness;
develop visual and auditory attention;
develop logical thinking and memory;
develop gross motor skills;
foster activity and independence of students in the classroom;
develop the ability to interact with each other.
During the classes
I. Organizational moment.
Health development component:
creating a favorable psychological atmosphere in the group;
relieving fatigue from the muscles of the torso, shoulder girdle and arms (the game “Verse versa”).
II. Introduction to the topic of the lesson.
– Listen to the riddles and guess them.
Sits under the porch
Tail in a ring. (Dog) (Slide 1.1)
Run up the hill
Head over heels from the mountain. (Hare) (Slide 1.2)
– Name the first sound in the word dog. (Sound [s])
– Name the first sound in the word hare. (Sound [z])
– Have you guessed what sounds we will learn to distinguish today in class? (Sounds [s] – [z])
– The topic of our lesson: “Differentiating sounds [s] - [z]” (Slide 1.3)
III. Main part.
- Self-massage:
"Water, water
wash my face
to make your eyes sparkle,
so that your cheeks turn pink,
so that the mouth laughs,
so that the tooth bites,
And now we went into the forest and mosquitoes flew at us (mosquitoes ring z-z-z-z).
- Articulation gymnastics ( working with mirrors).
– Take your own mirror, now we will perform articulation gymnastics: (illustrations of exercises)
“Smile” – “proboscis”
“Fence”
"Kneading the dough"
"Pancakes"
“Gorochka”
“Watch”
“Delicious jam”
“Let’s brush your bottom teeth”
IUAE ______
IUAE_____________
IUAE_____________________
2. Clarification of the norm of articulation of the studied sounds (working with mirrors).
– Look in the mirror and tell me how we pronounce the sound [s].
– Let's characterize the sound [s].
(Sound [s] – consonant, deaf, hard.)
– Look in the mirror and tell me how we pronounce the sound [z].
– What position are our lips in, where is our tongue, put your hand on our throat and tell us if they are working? vocal cords or not?
– Let's characterize the sound [z].
(Sound [z] – consonant, voiced, hard.)
3 . Comparative characteristics of the sounds being studied, determination of similarities and differences.
– What do the sounds [s] – [z] have in common? (They are consonant and hard.)
– What is the difference? (The sound [s] is unvoiced, and the sound [z] is voiced.)
4. Development work phonemic awareness.
– Now I will make different sounds. When you hear a dull sound [s], show your palms, and if you hear ringing sound[h] – clap your hands.
Sounds: s, w, g, s, h, s, t, s, s, s, p, s.
Syllables: Sa, zha, for, pa, sa, sha, for, ta,
Learning the tongue twister “Repeat - don’t make a mistake!”:
Sa-za-sa - a FOX is walking through the forest
Za-sa-za - cunning eyes.
5.Development of auditory attention.
– Listen to the poems and say what letters they are talking about.
1. Look at this letter:
She's just like the number three. (About the letter Z.)
– Pick up the card with the letter Z.
2. The mouse sat in the corner,
I ate a piece of bagel.
What letter is glowing?
Old clear month?
Crescent moon in the dark sky
The letter C hung over the house.
– Pick up the card with the letter C.
6. Physical education minute.
(“straight-line” movement).The hand and forearm are placed on the table,children are sitting.
Saw
Drank, drank, drank, drank! Z-z-z-z
Cold winter has come. Brrr
Give us some wood quickly, s-z-z-z
Let's light the stove and warm everyone up! Ssssss
7. Work on the development of phonemic perception and auditory attention.
Distinguishing sounds [s] – [z] in words.
– I will tell you different words.
When you hear a word with the sound [c], clap your hands twice,
When you hear a word with the sound [z], clap your hands once.
Count how many words I can name with the sound [s] and how many with the sound [z].
Words: teeth, goat, nails, hare, nose, bag, owl, socks, fox
– What words do you remember?
8. Sound analysis words GOAT, FOX
We are building a train. Making word diagrams. (Cars are syllables, wheels are sounds)
9. Consolidation.
Work on individual cards.
10. Summary of the lesson.
– What sounds and letters did we learn to distinguish in class?
(Sounds [s] – [z], letters S – Z.)
– What do they have in common? What is the difference?
– Which task did you enjoy the most?
– Everyone was great.
Application.
Illustrative material for the lesson.
