It is necessary to form in him a temporary pronunciation of sounds [ф] ([в]). Sounds will be pronounced by touching the lower incisors to the upper lip. To feel the exhalation, place your palm directly in front of your mouth.
3. If the child does not have the upper incisors for a long time, you can give him an intermediate lip version of the pronunciation of the sounds [ф] ([в]). With this pronunciation, the sound [f] arises as a result of the friction of the air on the adjacent lips. The child should feel the movement of the air stream between the lips and on the palm placed to the mouth (the palm should be directly opposite the lips).

Statement of labiodental sounds [V], [F] by showing art.
1. Have the child bite a little on the lower lip with the upper incisors and in this position blow air out of the mouth. The exhalation should be felt on the palm, placed from below to the mouth, it should also be felt on the lower lip and upper teeth. The sound [f] will be heard. Make sure that the child's lips are not tense, so that he does not "wrinkle" them. The upper lip should be raised.
2. Draw the child's attention to the sound he makes, name it ([f]).
3. Then (keeping the same position of the speech organs) proceed to pronouncing the syllables [fa - fa - fa] and syllables with other vowel sounds. Syllables can be pronounced by imitation.
4. In the future, let the child not bite his lip, but simply touch it with his teeth (to its inner surface).

Whistling :
Breathing shortness of breath

1. Hands on the belt, pronounce [F] as we exhale and try to break the closed hands with our stomach.
2. Right knee to left elbow, exhale - [F] and vice versa.
3. Bends, exhale [F].

IB Karelina "I am learning to speak correctly" Notebook for children 5-7 years old with impaired pronunciation of speech sounds

Setting the sound "C" from artik. ex. "Coil".

Open your mouth. Lips in a smile. Bring the tip of the tongue behind the lower incisors. Press the tip of the tongue lightly on the incisors, pass the "breeze" over the tongue, the sound "C" is heard.

Setting the sound "C" with mechanical assistance.

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 the tongue with the upper teeth.
2. Ask the child to blow to the very tip of the tongue so that it feels chilly. 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 your tongue dodges, push it deeper.
4. When you press on the tongue with a toothpick, an indistinct "lisping" whistle begins to be heard.
5. After that, the child must bring the teeth closer 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. The whistle cannot be interrupted during the convergence of the teeth.
6. While the child "whistles", you press harder or, on the contrary, weaker press on his tongue with a toothpick, pushing 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 [c] will sound 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. The moment 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, start pronouncing the syllables (according to the pictures).
11. If a child in a syllable loses the articulation of the sound, for some time pronounce the syllables with him with a toothpick.
12. When the sound is pronounced unmistakably, tell the child what sound he is pronouncing.

Setting the sound [S] from the correct [S]

Have your child follow you to imitate the sound [s "]. Look in his mouth and see where the tip of his tongue is.
1. The tip of the tongue can rest against the base of the upper incisors or the upper incisors. In this case, start putting the sound [with] on the child (see below).
2. The tip of the tongue may rest against the lower incisors. Then you first have to teach the child to pronounce this sound with the upper position of the tongue.

Setting the sound [with "] with the upper position of the tongue.

Lean the tip of your tongue against the upper incisors and in this position say the sound [s "]. Open your mouth so that the child can see your articulation. Ask the child to make the sound [s"] just like you.
Since the child already knows how to pronounce this sound, this task will not cause him much difficulty, since he will check the correctness of his pronunciation by ear.

1. Have the child pull the "upper-lingual" sound [s "]. You need to put your palm to your mouth (slightly below) in order to feel the exhaled stream of air (slightly cool) on it. Lips should be stretched out into a smile.
2. During a prolonged recitation of the soft sound [s "] (carefully watching the air stream on the palm), the child should gradually round his lips and, finally, stretch them into a tube, as when pronouncing the vowel [y] (only leaving a wider hole). You silently show your 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, at the same time does not open his mouth wide, in extreme cases he can be allowed to put the upper incisors on the lower ones.
3. The child must always watch the air stream falling on the palm. Give him this instruction: “You should gradually pull your lips forward, but the stream of air should still fall on the palm of your hand. 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 solid sound[with]. If you notice that he is trying to maintain the softness of the pronunciation (with the rounding of the lips, it should disappear automatically), 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 his hand.
5. Tell your child that when he makes a sound with his lips stretched out into a smile, a skinny, small mosquito "squeaks" in his mouth, and the trickle of air is cool. And when he pulls his lips into a tube, then a fat, well-fed mosquito "squeaks", and the stream of air from this becomes hot.
6. Finally, invite your child to "peep with a thick mosquito" right away. If it is difficult, let him say (according to the picture) the syllable [su] (the child's lips are already in a suitable position). This syllable should be pronounced "fat mosquito".
7. If you hear the correct or almost correct sound [s], you will need 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 this. This will make your sound pronunciation more accurate. You can (according to the picture) pronounce the syllable [sy].
8. To clarify the pronunciation, you can offer the child to press the tongue more tightly to 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 will correctly pronounce the sound [s], tell him what sound he is pronouncing.
Setting the sound [S] from the interdental sound [S]

If the child makes the sound [s] interdentally (that is, his tongue sticks between his teeth), ask him to make this sound and see how he does it.
1. A "groove" can run along the child's tongue, the "outlet" of which will be visible to you during examination. It is along this "groove" that the air jet should be supplied.
If the child has such a pronunciation, when working on the sound [s] you can pronounce it aloud, call the sound by your name. You will immediately need to invite the child to pronounce the sound [s] (interdental), and then simply explain and show him how best to “remove” the tongue by the teeth (see below).
2. The tongue can lie between the teeth as a solid mass, no "groove" is formed along it, the air comes out of the child's mouth, simply flowing around it.
3. The sound [s] can be pronounced in some other way (not interdentally).
In two recent cases the child will first need to put the "correct" interdental pronunciation of the sound [s]. You cannot pronounce the sound [s] out loud.

Setting the interdental sound [s].

1. Have the child stick out a very wide tongue between the teeth. The tip of the tongue should be at the level of the incisors or protrude slightly forward. The lips should be strongly stretched into a smile. It is advisable (if possible) for the child to lightly bite his tongue on both sides of the sides with molars.
2. In this position, let him blow in the very middle of the palm, "making" the air stream as cold as possible. You can put a piece of cotton wool on your palm and blow it off. The cotton wool should be about ten centimeters from the child's mouth. Trying to deflate it, he will create a "groove" along the middle line of the tongue. The air escaping will be accompanied by an indistinct whistling sound. Make sure that the child's lips are constantly in a smile and do not participate in articulation. At first, you can hold your upper lip with your finger.
3. Show the child his "groove" in the mirror, explain that air is flowing through it, draw his attention to the fact that whistling is heard. Tell him that a big mosquito is whistling in such a "rough voice", and you and him will now learn to whistle thinly as a small one whistles.

The final sound setting [s].

1. The child should, without stopping "whistling" and looking in the mirror (so that his "groove" does not disappear), slowly remove his tongue for the upper incisors, as if "stroking" them with his tongue, until he is leaning against their inner side. Show him how to do this, avoiding full pronunciation of the sound [s] (practically just blowing air out of his mouth with a slight noise).
2. When the child's tongue is on the inside of the upper teeth, an almost correct sound [s] will be heard. After that (according to your presentation), the child should cover his mouth in the form of a correct bite, a full sound [s] will be heard.
3. Pay the child's attention to this sound, tell him that this is how a small mosquito should "whistle".
4. In the future, "train" your mosquito to pronounce syllables (from pictures).
5. After the child easily learns to pronounce syllables, tell him what sound he learned to pronounce.

Setting the sound [C] while inhaling

1. Let the child open his mouth and place a flat, wide tongue at the bottom of the mouth so that it touches the lower teeth around the entire perimeter. Show him this articulation. Then he should close (but not clench) his teeth in the form of a correct bite and stretch his lips into a smile.
2. In this position, after exhaling (the shoulders should be lowered), the child must "suck" very little air into himself, so little that he "hits" the very tip of the tongue and feels cold on it. As a result, you will hear more or less intelligible, very quiet sound[with].
3. If the sound [s] does not work (you can hear just a "sob"), then the child took too deep a breath. You may even notice how his ribcage has risen. Tell him that he should not inhale, but only "draw in" a little air through his teeth to "cool" the tip of the tongue. Show him how to do this so that he understands the extent to which 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" it off the tip of the tongue and "strain" it through your teeth. The lips should remain in a wide smile. As a result, the child will make a quiet sound [s].
5. In the future, let on inhalation and exhalation (as if "driving" the same tiny portion of air back and forth) pronounce the sound [s]. Make sure he is not out of breath, let him take a break. The chest and shoulders should be lowered, the lips extended into a smile. When inhaling, the air should exactly fall on the tip of the tongue and immediately "deflate" just 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, draw the child's attention to the fact that he gets a thin whistle, like a "little mosquito". Let it "whistle" for a longer time as you exhale.
7. Then you need to "whistle" only on exhalation - intermittently, with pauses ("a mosquito, they say, hangs down, then he thinks a little, then hangs down again").
8. After that, move on 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 in the child, tell him what sound he is pronouncing.

Setting the sound "C" lateral.

It is better to start the sound production by practicing the reference sounds: [I], [F]. When the child begins to pronounce the sound [I] correctly, ask to blow a breeze through the tongue, the sound [S] is heard.
Another way of staging: from 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 let the air flow over the tongue.

Setting the sound "C"

Mechanical method: use the supporting syllables "YOU" and "TA". The child is asked to pronounce, for example, the syllable "YOU", while pressing the probe down on the tip of the tongue.

Setting the sound "Ш" side.

Ask the child to pronounce the syllable [CA], and with a probe-fork (or finger) hold the front edge of the tongue at the upper alveoli. If setting sounds, carry out a spatula or other probe. it is necessary to monitor the uniform rise of the lateral edges of the tongue.

Setting the sound "C" from the sound "T".

The teeth should be open, but not clenched. Let the child exhale after you and make a long sound [T]. The exhalation should be felt in a stream on the palm of the 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 unclear, ask the child to smile strongly, stretching out his lips in a "string". The whistling sound will sound thinner.

Setting the sound "C" from "W"

The child must pull "W". At this time, let the tongue move forward, from the alveoli to the upper incisors. The tongue should not come off the palate. the upper incisors should be directly above the lower ones. Open your mouth. First, a softened sound [w] will be heard, and then an indistinct whistling sound and, finally, the correct sound [S].

Sound "C". The groove is not formed, the tip of the tongue is not held

I use a cap from a regular ballpoint pen. The child grips the stick with his teeth, and the air stream is directed into the cap, then I begin to automate the sound in the syllables. The result is good.

Setting the sound "C" when progeny (lower jaw pushed forward)

Place the tongue 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 a small gap remains between them. The initial "C" sound will be generated by the passage of air through this slot. If this does not form a groove, you can use a probe, narrow spatula, match, toothpick.

There is another way of setting "C" in progeny: to emphasize the tongue with pressure on the lower incisors, to pronounce the reference sound "T" in this position. An almost clear "C" sound will be heard.

Sound "C" in 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 set at the upper ascent of the tongue, when the tip rests on the upper incisors. The setting itself is carried out according to the classical scheme: work on the exhalation, the formation of the groove, etc. After the appearance of a muffled "S" with the sound of "W", they proceed to lowering the tip of the tongue down (which is no longer difficult to do).

Setting the sound "C"

SOUND "C"
At this sound, the teeth are bared in a "smile", drawn together or closed. The air stream goes simultaneously to the tip of the tongue and the front teeth. The tip of the tongue, resting on the lower teeth, rises sharply with its back to the palate and also drops sharply. The stream of air is interrupted: a bow occurs. The air jet is impulsively applied to the front teeth. You can feel this with the back of your hand. The air jet is cold and rubs against the front teeth.
Now we are trying with the child to imitate the "burst" balloon: "T-ssss". The sound "C" consists of two: "T" plus "C". If the child pronounces these sounds correctly and easily, then this will not cause difficulties. It is imperative to follow the "smile" - to expose the teeth both upper and lower. The tip rests against the lower teeth. We teach the child to quickly make a bow. You can use the term "shoot" -tc-tc. The "C" sound does not last in this case. He, like "T", is pronounced abruptly. But when we have a "burst" ball, in this case, you can pull "C". This is done so that the child can better feel the flow of air and the sound itself.
It must be remembered that sometimes you can get the sound "C" from "C" when pronouncing it for a long time: C = T + Sssssss and fix it separately.
When the child pronounces the sound "C" clearly and in isolation, then we begin to automate it. If it doesn’t work, then continue to imitate, playing.
When the child correctly, in isolation, pronounces the sound "C", then we begin to automate it.
It is better to automate this sound in the words in which it is at the end.
Coming up with sentences with these words.
We learn proverbs, riddles, rhymes with the child.

Setting the sound "Зь" (one of the methods for personal use)

Elimination of deficiencies in the pronunciation of sounds f, v

M.E. Khvatsev. "Speech therapy work with preschool children"
Publishing house "Uchpedgiz", M., 1961
Provided with some abbreviations

Normal articulation... The upper lip is slightly raised and does not touch the lower lip. The lower jaw is slightly lowered (a small gap is formed between the teeth).
The lower lip is raised and slightly touches the upper teeth with its inner edge. The tongue lies freely in the lower part of the mouth. The soft palate is raised. Air blown between the upper teeth and lower lip creates a sound f, with the inclusion of voice - v.

Pronunciation deficiencies and frontal methods of eliminating them

Defects in the lower lip (short, thick, drooping), or upper teeth (rare or absent), or jaws (open anterior bite) produce an inaccurate, sometimes whistling sound.
Often, babies also have labial f and v(air is blown between the lips close together).
Speech material for development phonemic hearing and teaching pronunciation: Fanya (girl) - Vanya, water (cotton wool) - veil.
Games: 1) The locomotive puffs: f-f-f ... (make sure that the teeth touch the lower lip).
2) "Breeze": under the same articulation they blow off pieces of paper from the table, blow out a burning match, a candle.
3) Shooting - "bang".
4) Poems, nursery rhymes with sound f, in.

On Vova's birthday
The shoes are new
Red sweatshirt -
Who gave it, you just find out.

Bang Bang! Oh oh oh!
My bunny is running away.

You are the wave, my wave
And gulliva and free.

Individual lessons in difficult cases

With a labioral sound, at first, hold the lower lip under the upper teeth with a finger. A saggy, thick or short lower lip is exercised with gymnastics: to stretch the lips forward with a "proboscis" (buzz, whistle) and also stretch them strongly, exposing all teeth - "smile", suck it into your mouth, grab it and suck the upper lip.
Inflate your cheeks (the locomotive puffs, the horse snorts). In cases of pathological defects of the lips, jaws and teeth, you must first consult a doctor.

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When pronouncing the sound [m]:

a) the lips are closed without tension;

b) the distance between the incisors and the position of the tongue depend on the following vowel;

c) the soft palate is lowered, as a result of which the exhaled stream of air passes through the nose and nasal resonance is obtained;

Sound [n].

When pronouncing the sound [n]:

a) at first the lips are calmly closed, then they open instant exit air;

c) the soft palate is raised and pressed against the back of the pharynx, the passage to the nasal cavity is closed, the air stream goes through the mouth;

Sound [b].

When pronouncing the sound [b]:

a) the lips are calmly closed, then they open under the pressure of air;

b) the distance between the incisors and the position of the tongue depends on the following vowel;

c) the soft palate is raised and pressed against the posterior wall of the pharynx, so that the passage to the nasal cavity is closed; the air stream goes through the mouth;

Sound [f].

When pronouncing the sound [f]:

a) the lower lip is close to the edges of the upper incisors, in the middle there is a narrow gap for the passage of air; the upper lip is slightly raised;

c) the position of the language depends on the next vowel sound;

Sound [in].

When pronouncing the sound [in]:

a) the lower lip is close to the edges of the upper incisors, a narrow gap is formed in the middle for the passage of air; the upper lip is slightly raised;

b) the upper incisors are visible, the lower incisors are closed with the lower lip;

c) the language takes the position of the next vowel sound;

Sound [n].

When pronouncing the sound [n]:

a) the lips are in the position following the [n] vowel;

b) the front teeth are visible, they are drawn together, but not closed;

c) the front part of the back of the tongue when [n] is combined with vowels

(hard sound [n]) is pressed against the upper teeth or alveoli, forming a bow with them, which gently opens when passing to a vowel. When pronouncing a soft sound [n *], the tip of the tongue is lowered and rests on the lower incisors. The bow in these cases is formed by the front part of the back of the tongue, pressed against the alveoli; the whole tongue is more tense;

d) the soft palate is lowered, as a result of which exhalation occurs through the nose;

Sound [t].

When pronouncing the sound [t]:

a) the lips are in the position following the [t] vowel;

c) the front part of the back of the tongue, when pronouncing [t] in combination with the vowels [a, o, y, s] (hard [t]), is pressed against the upper teeth or alveoli and forms a bow, exploded by a stream of air. When pronouncing a soft sound [t *], the tip of the tongue is lowered and rests on the lower incisors. The bow in these cases is formed by the front part of the back of the tongue, pressed against the alveoli, the entire tongue is more tense;

Sound d.

When pronouncing the sound [d]:

a) the lips are in the position following the [d] vowel;

b) the teeth are drawn together, but not closed;

c) the front part of the back of the tongue, when pronouncing [d] in combination with vowels [a, o, y, s] (hard sound [d]), is pressed against the upper teeth or alveoli and forms a bow with it, exploded by an exhaled stream of air. When pronouncing a soft sound d *, the tip of the tongue is lowered and rests on the lower incisors.

d) the soft palate is raised and pressed against the posterior wall of the pharynx so that it closes the passage into the nasal cavity, the air stream goes through the mouth;

Sound [k].

When pronouncing the sound [k]:

a) the lips are in the position following the vowel;

b) the distance between the incisors depends on the vowel following [k];

c) when pronouncing k in combination with vowels [a, o, y, s] (hard sound [k]), the tip of the tongue is lowered and moved away from the lower incisors, the back part is closed with the soft palate. When pronouncing a soft sound [k *], the tip of the tongue is lowered and touches the base of the lower incisors, and the back of the tongue - the hard palate;

Sound [g].

When pronouncing the sound [g]:

a) the lips are in the position of the vowel following the r;

b) the distance between the incisors depends on the vowel following the r;

c) when pronouncing r in combination with vowels a, o, y, s (hard sound r), the tip of the tongue is lowered and pushed away from the lower incisors, the back of the back of the tongue closes with the soft palate. When pronouncing a soft sound r *, the tip of the tongue is lowered and touches the base of the lower incisors, the back of the tongue touches the hard palate;

d) the soft palate is raised and pressed against the back of the pharynx; thus, the passage to the nasal cavity is closed, the air stream goes through the mouth;

Sound [x].

When pronouncing the sound [x]:

a) the lips are in the position following the [x] vowel;

b) the distance between the incisors depends on the vowel following [x];

c) when pronouncing the sound [x] in combination with the vowels [a, o, y, s] (hard sound [x]), the tip of the tongue is lowered and slightly moved away from the lower incisors, the back of the back of the tongue, approaching the soft palate, leaves a gap through which the exhaled stream of air passes.

When pronouncing a soft sound [x *], the tip of the tongue moves forward and, approaching the hard palate, leaves a gap through which the exhaled stream of air passes;

d) the soft palate is raised and pressed against the back of the pharynx, thus the passage into the nasal cavity is closed, the air stream goes through the mouth;

Sound [s].

When pronouncing the sound [s];

a) lips in a smile, teeth are visible;

b) the teeth are drawn together, but not closed;

f) there is a good stream of air in the middle of the tongue, which is well felt with the back of the hand brought to the mouth;

The soft palate is raised, pressed against the back of the pharynx, closes the passage to the nasal cavity, the air stream goes through the mouth;

Sound [with "]

The articulation of the sound [s "] (soft) is the same as with the hard one, only the middle part of the back of the tongue is raised to the hard palate.

Sound [z].

When pronouncing the sound [z]:

a) lips in a smile, teeth are visible;

b) the teeth are drawn together, but not closed;

c) the wide tip of the tongue is behind the lower incisors;

d) the front part of the back of the tongue forms a gap with the upper teeth or alveoli;

e) the lateral edges of the back of the tongue are tightly pressed against the lateral teeth, and only in the middle is a narrow groove-shaped gap;

f) there is an air stream in the middle of the tongue, which is felt with the back of the hand brought to the mouth;

g) the soft palate is raised, pressed against the back of the pharynx, closes the passage into the nasal cavity, the air stream goes through the mouth;

Sound [z "].

The position of the organs of the articulatory apparatus when pronouncing a soft sound [z *] is the same as when pronouncing from a hard one, only the middle part of the back of the tongue rises to the palate.

Sound [c].

When pronouncing the sound [c]:

a) lips in a smile, teeth are visible;

b) the teeth are drawn together, but not closed;

c) the wide tip of the tongue is dropped behind the lower incisors;

d) the front part of the back of the tongue first forms a bow with the upper teeth, which imperceptibly passes into the gap between them;

e) in the middle of the tongue there is a strong short air stream, which is felt with the back of the hand brought to the mouth, like a push of air;

f) the soft palate is raised to the back of the pharynx, closes the passage to the nasal cavity, the air stream goes through the mouth;

Sound [j].

The sound [j] (iot) belongs to the sonor consonants, which occupy a special position in the system of sounds of the Russian language: they are characterized by the predominance of voice over noise and from this side they approach vowels, but differ from the latter by the presence of an obstruction in the oral cavity.

The articulation of the sound [j] is almost the same as that of [and]. But [j] is pronounced with a stronger stream of exhaled air and with a greater rise in the middle of the back of the tongue to the hard palate.

When pronouncing [j]:

a) the lips are close to the teeth;

b) the teeth are drawn together;

c) the tip of the tongue is behind the lower incisors; the lateral edges of the tongue are pressed from the inside to the molars; the middle part of the back of the tongue rises to the hard palate and forms a gap with it through which the exhaled stream of air passes;

d) the soft palate is raised, pressed against the back of the pharynx, closes the passage into the nasal cavity, the air stream goes through the mouth;

Sound [w].

When pronouncing the sound [w]:

b) the teeth are drawn together;

c) the wide tip of the tongue is raised to the alveoli or to the front edge of the hard palate and forms a gap with them; the middle part of the back of the tongue drops, but the edges are pressed against the lateral teeth; the back of the back of the tongue rises and pulls back;

d) there is a warm, wide air stream in the middle of the tongue, which is easily felt with the palm of the hand brought to the mouth;

e) the soft palate is raised, pressed against the back of the pharynx, closes the passage into the nasal cavity so that the air stream goes through the mouth;

Sound [w].

When pronouncing the sound [w]:

a) the lips are rounded and slightly pushed forward;

b) the teeth are drawn together;

c) the wide tip of the tongue is raised to the alveoli or to the front edge of the hard palate and forms a gap with it; the middle part of the back of the tongue drops, but the edges are pressed against the lateral teeth; the back of the back of the tongue rises and pulls back;

d) there is a warm air stream in the middle of the tongue, which is easily felt with the palm of the hand brought to the mouth;

e) the soft palate is raised and pressed against the posterior wall of the pharynx, closes the passage to the nasal cavity; the air stream goes through the mouth;

Sound [h].

When pronouncing the sound [h]:

a) the lips are rounded and slightly pushed forward;

b) the teeth do not close;

c) the tip of the tongue, together with the back, forms a bow with the upper teeth or alveoli. This bow passes imperceptibly into the gap between them;

d) in the middle of the tongue there is a short air stream, which is felt by the palm of the hand brought to the mouth, like a push of air;

Sound [u].

When pronouncing the sound [u]:

a) the lips are pushed forward, the teeth are visible;

b) the teeth are drawn together;

c) the wide tip of the tongue is raised to the alveoli and forms a gap with them;

d) there is an air stream in the middle of the tongue, which is easily felt with the palm of the hand brought to the mouth;

e) the soft palate is raised, pressed against the back of the pharynx, closes the passage into the nasal cavity, the air stream goes through the mouth;

Sound [l].

When pronouncing the sound [l]:

a) lips in a light smile, teeth are visible;

b) the teeth are drawn together;

c) the tip of the tongue rises and forms a bow with the alveoli; the front and middle parts of the tongue, together with its edges, descend; the back of the back of the tongue rises to the soft palate;

d) the air stream goes on the sides of the tongue, between the tongue and the cheek, which is why the sound l and climbs laterally;

e) the soft palate is raised, pressed against the back of the pharynx, closes the passage into the nasal cavity, the air stream goes through the mouth;

Sound [l "]

The position of the organs of the articulatory apparatus when pronouncing the sound [l *] (soft) is the same as when pronouncing l (hard), only the rise of the middle part of the back of the tongue to the palate is added.

Sound r.

When pronouncing the sound [p]:

a) the lips are in the position of the next vowel;

b) teeth at a distance of several millimeters;

c) the tip of the tongue is raised to the alveoli, tense and vibrates; the edges of the tongue are pressed against the lateral teeth;

d) there is an air stream in the middle of the tongue, which can be felt with the palm of the hand brought to the mouth;

e) the soft palate is raised, pressed against the back of the pharynx, closes the passage into the nasal cavity, the air stream goes through the mouth;

Sound [p "].

The position of the organs of the articulatory apparatus when pronouncing [p *] (soft) is the same as when pronouncing [p] (hard), only the rise of the middle part of the tongue to the palate is added.

Sound [n].

When pronouncing the sound [n]:

a) lips in a smile;

b) the teeth are drawn together, but not closed, the front teeth are bared;

c) the tip of the tongue rests on the lower incisors. The lateral edges of the tongue touch the upper molars. The front of the back of the tongue is raised to the hard palate, the back of the back is lowered;

d) the soft palate is raised and pressed against the posterior wall of the pharynx so that the passage to the nasal cavity is closed; the air stream goes through the mouth;

Sound [eh].

When pronouncing the sound [e]:

a) lips in a smile;

b) the teeth are drawn together, but do not close, the front teeth are visible;

c) the tip of the tongue touches the lower incisors. The lateral edges of the tongue touch the upper molars. The back of the tongue is raised;

d) the soft palate is raised and pressed against the posterior wall of the pharynx so that it closes the passage to the nasal cavity; the air stream goes through the mouth;

Sound [s].

When pronouncing sound [s]:

a) lips are not tense;

b) the teeth are open;

c) the tip of the tongue is pushed away from the lower teeth, and the entire back of the tongue is pulled back and raised high to the front of the soft palate;

d) the soft palate is raised, pressed against the posterior wall of the pharynx, closes the passage to the nasal cavity; the air stream goes through the mouth;

Sound [a].

When pronouncing the sound [a]:

a) lips in a calm position;

b) teeth at a distance of 1 - 1.5 cm;

c) a wide, spread tongue lies calmly below. The tip of the tongue touches the lower teeth, the lateral edges of the tongue lightly touch the lower lateral teeth;

d) the soft palate is raised and pressed against the posterior wall of the pharynx so that the passage to the nasal cavity is closed; the air stream goes through the mouth;

Sound [y].

When pronouncing the sound [y]:

a) the lips are pushed forward with a tube;

b) the teeth do not close, they are closed by the lips;

c) the back of the tongue is raised high to the soft palate;

d) the soft palate is raised and pressed against the posterior wall of the pharynx so that the passage to the nasal cavity is closed; the air stream goes through the mouth;

Sound [o].

When pronouncing the sound [o]:

a) the lips are rounded slightly forward;

b) the teeth are closed with rounded lips;

c) the back of the back of the tongue is raised to the soft palate;

d) the soft palate is raised and pressed against the posterior wall of the pharynx so that the passage to the nasal cavity is closed; the air stream goes through the mouth;

Basics of speech therapy with a practitioner of sound pronunciation

/ Edited by T.V. Volosovets

Questions for self-control:

1. Age features of the formation of sound pronunciation

2. The concept of violation of sound pronunciation.

3. General and specific causes of impaired sound pronunciation

4. Clinical characteristics of impaired sound pronunciation

5. Characteristics of violations of sound pronunciation by the main forms of manifestation

6. Characteristics of violations of sound pronunciation by groups of disturbed sounds

Many children experience slight difficulties with speech and articulation, but, as a rule, by the age of 5-7 such problems disappear by themselves. The child's speech apparatus develops, sound production improves, and the baby begins to speak clearly. There are also problems that, without proper attention to them, persist throughout life. Here you may need a speech therapist or independent exercises in speech therapy and articulation. The sooner you start correcting and overcoming speech disorders, the easier this process will be for the child. You can start setting the sound yourself - in most cases, speech therapy and speech therapy exercises are not difficult.

In speech therapy, the production of a sound is a special process that combines the development of pronunciation skills for a certain letter, as well as the formation of a connection between kinesthetic, vision and the nervous system. Thus, during the performance, the child learns to pronounce the letter on demand in various combinations and in isolation.

Children often have violations of the pronunciation of sibilants - this can be either sigmatisms (when instead of a sound with or with a child pronounces their distorted version), or parasigmatisms - in this case, the sibilant is replaced by some other (front-lingual, sibilant).

Sound production is very, very important. The fact is that any speech disorders affect nervous system... Incorrect or impaired pronunciation can cause the following diseases:

• dysgraphia - various disorders written speech, automatic rearrangement of letters during writing, substitution of letters, and more;
• dyslexia - the inability to adequately read the text and put letters in a coherent text;
• dyslalia - serious violations in the pronunciation of certain sounds.

How to speak sound C and soft C

The correct pronunciation of sibilants depends on the shape of the lingual muscle - you need to track that the tongue is in the correct position. Normal pronunciation is as follows: a relaxed flat tongue is pressed against the teeth with its lateral edges, and its tip is rested against the base of the lower front incisors. The tongue takes the shape of a pea, and has a hollow in the middle.

If the baby did not part with the nipple in childhood, then he probably has an even, flat tongue, and the depression and transition are poorly expressed. If there is no hollow with whose help a stream of air is formed during exhalation, then a stream that forms whistling sounds will not appear.

Correct articulation of C and C

The lips should be stretched in a light smile to expose the teeth. The gap between the teeth is no more than two millimeters. The relaxed tip of the tongue is fixed on the lower arch. The frontal segment of the dorsum of the tongue forms a slit with the upper incisors, while the middle of the lingual dorsum rises to the hard part of the palate. The tongue is pressed against the teeth with its lateral edges, the soft part of the palate is raised, pressed against the pharynx, thereby blocking the air from entering the nasal cavity. The ligaments at this time should be relaxed, without vocal vibration.

Exercises for pronunciation of the sound C and C

To develop the correct pronunciation of the Ci sound, you will need to perform exercises on phonemic hearing. Before doing the exercises, make sure that the child knows how to pronounce the sound C and C (there have already been exercises of this kind), and is able to distinguish the sounds D and T, as well as B and F.

The best exercises that help develop phonemic hearing and come close to the correct pronunciation of the C and C sound are based on sound simulation. Offer your child some pictures that show:

• ordinary pump;
• a bicycle tire punctured with a nail;
• balloon from which air comes out.

The set of pictures may differ depending on the age and interests of the child, the main thing is visually, on accessible and understandable to the child examples to show how the sounds C and C differ. Exercises for memorizing the sound continue by guessing sounds, or by developing the skills of phonemic hearing.

Correct articulation when pronouncing the sound C

The tip of the tongue is fixed on the lower teeth, the lips are strongly parted in a smile and do not overlap the teeth, the teeth are practically closed. The air should be released with force, feeling its movement along the groove. If you bring your palm to the mouth and pronounce the sound C, then a cool air stream is felt on the skin.

After the exercises with the Cs sound are completed, you can move on to the C sounds. It is important to explain the difference to the child, show it clearly and make the difference between the C and C sounds kinesthetic and articulatory feel. Emphasize that when pronouncing the sound C, the child smiles, while the hard, deaf C causes a grimace, more like a grin.

Preparatory exercises

First of all, you need to identify the ability to release an air stream with effort. You need to take some air, blow with effort through the lips folded into a tube. You can control the air flow with your hand (for adults), but it is better for the child to blow off a piece of cotton wool, a feather or a small piece of paper from the hand.

To better feel the formation of the groove during the pronunciation of C or C, you need to do exercises for flexibility and mobility of the tongue. You need to stretch out your tongue, calmly lay it on your lip. Along the tongue (at the place where the groove appears), you need to put a smooth stick, match or toothpick, and then press to make the groove appear. The teeth are wide open, the lips are slightly rounded, in this position you need to blow out a strong stream of air several times. The exercises should be repeated until the result is consolidated.

Over time, you can move on to a more complex version of this exercise - repeat all the same, but without a stick.

In order to correctly pronounce the sound C, it is necessary to control the position of the tongue and lips, as well as to feel the stream of cool air that moves along the tongue while pronouncing. If for some reason it is not possible to pronounce the sound C correctly, you should return to preparatory exercises and go through them again, only after that it is possible to automate the pronunciation.

Articulation exercises

• A wide smile - you need to keep your lips in a smile (similar to pronouncing the sound and), while controlling the tension of the lips - the teeth should be open.
• Whistle - with clenched teeth, it is necessary to stretch the lips with a tube, as during whistling.
• When both exercises are mastered, you need to alternate them on a slow count, rhythmically and measuredly.
• Brushing your teeth is a good exercise for articulation, it is done like this: the lips are open in a wide smile, the tip of the tongue strokes the teeth - first the upper ones, from bottom to top and from left to right, then the lower ones.
• The following exercises it is useful to take turns.
• The hand of the clock - the lips are open in a smile, the teeth are parted, the tip of the tongue alternately touches the corners of the mouth. It is necessary to control the immobility of the lower jaw (the chin should not move).
• Swing - with this exercise, you can achieve high mobility of the tongue. The relaxed, wide tongue rises as much as possible to the tip of the nose, then extends towards the chin. After that, the tongue rises to the upper lip and drops to the lower one, then touches the space between the upper teeth and the lip, and then rests against the space between the lower teeth and the lower lip. It is necessary to ensure that the tongue remains flat and wide all the time, the lips do not tighten the line of the teeth.

Automation exercises

Sound production begins with identifying problems in pronunciation, then you need to prepare speech apparatus and the oral cavity to correct pronunciation, learn to pronounce the sound correctly, put an easy pronunciation and automate it. For this, the following method is used: you need to gradually introduce sound, first into syllables, then into simple and Difficult words followed by sentences and free speech.

Isolated pronunciation is achieved by repeatedly pronouncing the isolated sound while constantly monitoring the movement of the teeth, tongue, and lips.

When the child begins to easily perform simple and complex articulation exercises, and will extract the sound correctly, you need to introduce the pronunciation of forward and backward syllables into the lesson. Direct syllables - Sa, Sy, Se, So, Su. Inverse - Ac, Ys, Es, Os, Us. Automation of soft Xia is also important - Xia, Xiu, Xi, Syo, and vice versa.

Sound production (automation) in independent speech- the most difficult stage, it's hard to get used to speaking correctly, so in Everyday life and in everyday life, you need to focus on the erroneous pronunciation and seek the right one.

Sound production and automation in speech therapy are due not only to the need to deliver pronunciation, but also to overcome incorrect conditioned reflex connections and ligaments.

Not only the formulation of sounds is important, but also the automation of the pronunciation of the lips and the tongue must automatically take the right position in order to pronounce the sound correctly. Automation in live conversational speech can be done by memorizing poetry and songs - speech therapy pays great attention to nominal rhythmic exercises. If you have difficulties with the selection of suitable material, you can always watch a video that shows the correct automation of sound using songs, poems and tongue twisters.

Introduction

1. Articulation of sound.

2. Sound production.

Sound F

Sound articulation

Sound production

Repeat syllables.

Repeat the words.

Sound at the beginning of a word:

Sound in the middle of a word:

Sound at the end of a word:

Repeat sentences.

Repeat tongue twisters.

Pif has a guest - Pap.

Fani has a sweatshirt.

Papa has a guest - Pif.

Petit has shoes.

The fleet is sailing to its native land,

A flag on every ship.

Repeat the riddle.

He's tall and spotted

With a long, long neck

And he feeds on leaves -

Leaves from trees. (Giraffe)

This eye is a special eye.

He will quickly look at you,

And will be born

Players are apt throwing

Learn a poem.

Take a look! Take a look!

That's what Mitya's flag is!

Who gave the flag?

Game "Tell me a word".

Celebration, feast at the gate.

Who will go to meet him?

Me and my faithful friend -

Who scored a goal today?

When I played ... (football).

Evening is coming soon, look -

Lights up ... (lights).

Game "Finish the sentence".

Game "One-Many".

Retell the story.

Sound Ph

Sound articulation

Sound production

Repeat syllables.

Fya - fya - fya Fya - fe - fyu - fi Af - of - uf

Fe - fe - fe Fe - fi - fi - fe If - ef - yuf

Fyu - fyu - fyu Fyo - fyu - fya - fi Yaf - if - ef

Fi - fi - fi Fi - fi - fe - fe Yof - yaf - if

Repeat the words.

Sound at the beginning of a word:

Fima, dates, finca, ficus, fillet, Filka, eagle owl, film, film library, Filat, finale, violet, branch, fixation, figure, firm; hairdryer, fairy, Fedya, Fenya, fetish, farm, February.

Sound in the middle of a word:

Ottoman, kefir, decanter, sapphire, scarf; cafe, buffet, candy, briefcase, potatoes, truffle; chauffeur; mattress.

Sound at the end of a word:

Judith, carrots (fy).

Repeat sentences.

Fedya has a decanter. Filya is drinking kefir. Feni has a ficus and violets. Filya is eating candy. The decanter has carrots (fb). The buffet is full of sweets. Feni has a hairdryer. Fima has a film about a fairy. Filat works on the farm. Fedya has a firm, Filya is in a cafe. The owl sits on a bitch. Fedya made it to the end of the film. Fenya bought dates. The driver forgot his briefcase. Fedya, bring the potatoes. There is a cafe next to the firm.

Repeat tongue twisters.

Fimka's guest is Filka. Filka's guest is Fimka. Philip stuck to the stove.

Repeat riddles.

I carry a new house in my hand

The door of the house is locked.

Here the tenants are paper

All are terribly important. (Briefcase)

That they dug out of the ground

Fried, boiled?

What we baked in the ashes

Have you been praised? (Potato)

The red maiden sits in a dungeon

And the braid is on the street. (Carrots)

Sleeps during the day, flies at night, scares passers-by. (Owl)

Learn poems.

Fedya got into the buffet for candy -

The fact is that there will be no sweets in the buffet. (V. Lunin)

They gave shoes to an elephant,

He took one shoe.

And he said: “I need it wider,

And not two, but all four! " (S. Marshak)

Game "Make a proposal".

The adult names the supporting words, invites the child to compose sentences using these words.

Fedya - violets Fairy - slipper

Wood - eagle owl Shop - dates

Game "One - many".

The adult names the object in the singular, and the child in the plural.

farm - (farms) violet - (violets)

ottoman - (ottomans) Owl - (owls)

buffet - (buffets) Figure - (figures)

decanter - (decanters)

The game "Be attentive."

The adult invites the child to listen to the story and name all the words with the sound ФЬ that occur in him.

Fenya loves flowers very much. At home, her ficus and violets grow. Fenya waters them every day, loosens the earth. The girl is helped by her little brother Fedya. Well done boys.

Repeat syllables.

Fa - fya Fa - fa - fya - fya Fu - fu - fu

Fo - fe Fa - fya - fa - fya Fyu - fu - fyu

Phy - fi Fya - fa - fya - fa Phy - fi - phy

Fu - fyu Fya - fya - fa - fa fi - fi - fy

Repeat the words.

Fomka - Fimka

Form - farm

Focus - ficus

Form - firm

Fugue - fig

Furor - Fuhrer

Background - hair dryer

Pound - Feint

Repeat sentences.

Fimka carries a crowbar. Fedya showed trick. The count is drinking coffee. On the sofa there is a form. Fili has a torch. Feni has beans. Frosya and Fedya are drinking kefir. Thomas has candy. Feni has a red sundress. Filat wears a uniform. Thomas works as a chauffeur. The driver wiped the headlights off the car. Fedya is on the phone. Filat has the dog Pythagoras. Frosya planted ficuses and violets. Fedya is watching football. Thomas bought potatoes. Fenya is standing by the fountain. Thomas drew an owl.

Repeat clean talk.

Fe - fe - fe - my uncle lives in Ufa. Phy - fi - phy - you can't get to Ufa. Fa - fa - fa - we have a big harp. Fu - fu - fu - we bought a sofa.

Repeat tongue twisters.

At Fomka's guest - Fimka, at Fimka's guest - Fomka. Fani has a sweatshirt. Fedya has shoes. Fedot has a bassoon. Fima has myths. At the cafe - Thomas. Thomas has coffee.

Repeat riddles.

Thin dishes made of me

Gently - white and ringing

They have been fired since ancient times.

Calling me ... (Porcelain)

Learn a poem.

Gray owl, old owl,

And the eyes burn like headlights.

Owl - jump, owl - gallop,

Owl gave a flag.

Eagle owl is glad, glad

Two flashlights are on. (G. Satyr)

The game "Hard - soft"

There are blue and green cards in front of the child. If there is a solid F sound in the words spoken by an adult, the child raises a blue card. If soft soundФЬ - green card.

Fedya, chauffeur, factory, sweatshirt, ficus, porcelain, farm, scarf, count, decanter.

Game "Make sentences"

The adult invites the child to make suggestions for the following key words: Foma - farm, Fenya - camera, Fedya - phone, Fedya - focus

10. Retell the story.

Once Fedya and dad went to the circus. Gymnasts, trainers, fakirs performed there. But Fedya liked the magician the most. The magician used a handkerchief to turn a ficus into a violet, a telephone into a tape recorder, beans into dates. Fedya could not understand how this was happening. It must be magic, the boy thought. "When I grow up, I will also become a magician and work in a circus."

Sound B

Sound articulation

See sound F. The difference is that with the sound B, the vocal folds are closed, vibrate, and a voice is added. Vibration of the larynx and chin is felt.

Sound production

It is placed on the basis of the sound F with the addition of a voice, the presence of which the child senses, touching his hand to the chest, larynx or chin of a speech therapist. When pronouncing sound B, the lower lip must not be bitten. It should be slightly turned outward and close to the upper incisors.

Repeat sentences.

Here are Vova and Vasya. Vasya bought cotton wool. The owl drinks water. Vova's mittens are wet. The owl was sitting on the cart. The leader flew in front of the flock. The cow has a large head. Vanya dropped the waffles into the grass. A wolf howled near the willow. Vanya carries a vase. Valya is eating plums. Vova goes to the plant. There was a strong sound. The grandson and granddaughter ate deliciously at their grandmother's. Ivan has great power. Valya took an oath. There is foliage below.

Repeat clean talk.

Wa - you - va - that's the tall grass. You - va - you - even above your head.

Repeat the proverbs.

Everything has its time. Every thing has its place. To be afraid of wolves - do not go to the forest. A lot of water - a lot of grass.

Repeat tongue twisters.

The vertikhvostochka duck dived and dived, dived and dived.

V winter cold everyone is young. Delicious halva - praise to the master.

Repeat riddles.

In calm weather

We are nowhere to be found.

The wind will blow -

Running on the water (Waves)

Little boy

In a gray Armenian

Sneaking through the yards,

He collects the crumbs. (Sparrow)

Rye is heading in the field.

There, in the rye, you will find a flower.

Bright blue and fluffy

It’s a pity that it’s not fragrant. (Cornflower)

Who in the cold winter

Wandering in the woods angry, hungry? (Wolf)

Learn a poem.

The spring air is fresh and clean.

The first leaf turns green.

The ground is visible in the thawed patches.

Around the streams run, ringing.

Game "Tell me a word".

The adult invites the child to suggest appropriate words at the end of each poem.

Dirt always helps out ... (water).

Chick-chirp, do not be shy!

I am seasoned ... (sparrow).

Coloring - grayish,

By her habits - thieving,

Hoarse screamer -

Famous person. This is ... (crow).

Game "Name it affectionately".

The adult invites the child to name the following items affectionately:

Vase - (vase) plum - (cream)

Water - (water) plant - (plant)

Wagon - (trailer) sofa - (sofa)

Willow - (willow) head - (head)

Retell the story.

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

A forest grows near the river. There are tall spruces and pines in the forest. There is a hole. Ivan and Valya are standing by the hole. Valya looked into the hole. There were cubs. The guys wanted to play with the foxes, but did not have time. A fox has appeared near the hole, it's time to go home.

Sound B

Repeat syllables.

Vya - vya - vya Vya - vyo - vu - vi

Vu - vu - vu Be - vu - vu - vu

Be - ve - ve Veo - ve - vi - vu

Vi - vi - vi Ve - vu - vya - vi

Vyo - vyo - vyo Vu - vya - vi - vё

Repeat the words.

Sound at the beginning of a word:

Elm, knit, knits, dried; view, wine, wine, vit, Vitya, visible, viking, knight, visit, business card, screech, I see, fork; century, Vienna, weight, whole, scales, spring, news, fun, willow, faith, fan, wind, evening, willow, verst, heather; springs, oars, buckets.

Sound in the middle of a word:

To impose, get bogged down, tie, knotted, lanky; Vovik, novelty, newbie, see, blade of grass; canopy, hang, story, conscience, hang, curtain, curtains, take away, trees; carpet, screwdriver.

A confluence of consonants in syllables and words:

Outside, outside; everything, everything, everything, everything; svyat, svy; call. To heed, clearly, to heed, below, to penetrate; all, everyone, everything, the universe, to inhabit, everything, everything, everywhere, everywhere; tie, tied, bundle, twist, whistle, whistle, pig, pig, pipe; tinkle; rug, village.

Repeat sentences.

I will see Vovik soon. Trees come alive in spring. Vovik carries a screwdriver. The wind shakes the branch. Grandma knits a rug. The entire village is visible below. The newcomer saw the whole class. A pipe is whistling downstairs. Vovik is a beginner in the class. We hung up the curtains. Birds made a nest in a tree. Vitya is carrying buckets. Trees sway from the wind. You whistle to the whole village. Vitya is tying his shoelaces.

Repeat the proverbs.

The proverb will never break. Every thing has its place. Live and learn.

Repeat riddles.

Hohotun Yegorka

I took up cleaning.

I went to a dance around the room,

I looked around - clean floor. (Broom)

The snow is melting

The meadow came to life,

The day is coming.

When does this happen? (In the spring)

Prowls across the field

Sings and whistles

Breaks trees

Leans to the ground (wind)

I am a humpbacked beast

And the guys like me. (Camel)

Learn a poem.

The wind came from above,

Broke a branch of a tree.

He blew for a long time, grumbled angrily

And he shook the trees.

Game "Tell me a word".

Without acceleration, it soars up,

It resembles a dragonfly.

Takes flight

Our Russian ... (helicopter).

In front of the house on Sadovaya

We got into a new trolleybus.

From an open window

All Sadovaya ... (visible).

Game "Make sentences".

The adult names the supporting words, invites the child to compose sentences with their help.

Vitya - screwdriver Class - beginner

Vera - carpet Vera - knit

Wind - trees Vitya - buckets

Game "One - many".

The adult names the object in the singular, the child in the plural.

Willow - (willow) visit - (visits)

Fork - (forks) screwdriver - (screwdrivers)

Bucket - (buckets) beginner - (beginners)

Evening - (evenings) blade of grass - (blade of grass)

Retell the story.

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

Vera and Venya have many different toys. Venya often plays with the helicopter. He lifts the helicopter and runs around the room with it. Vera loves to play with the owl. She feeds the owlet, goes for a walk with him. Guys love their toys.

Repeat syllables.

Va - vya you - vi Wu - vu Vo - vё

Vya - va Vi - you Vu - wu Vyo - in

Va - vya - va Vi - you - vi Vu - wu - vu Vyo - vo - vё

Vy - va - vya You - vy - you Wu - vu - wu Vo - vyo - vo

Repeat the words.

Vata - Vitya Vydra - buckets Vys - hang

Yours - cherry Slava - Slavik Divan - damsel

Watch - whirlwind Grass - blade of grass Vaughn - Vienna

Important - knits Vase - visa Woz - weight

Volcano - Fork Howl - see Vors - verst

Repeat sentences.

Vitya and Vanya are friends. Vera is sitting on the couch. Vovik is a beginner in the class. The grandson's name is Vitya. Vera goes to Lithuania. The wind is howling outside the window. Valya hung up the curtains. The owl saw its prey. Vanya heard a whistle. The willow has green foliage. Vera brushed her hair. Vitya loves halva. Beautiful music sounded all evening. Vitya works at the plant. Vasya and Vera are traveling in this car. In the evening, the water in the river is cold. Vera bought waffles. Valya saw a beautiful fan. Vanya reads a story. Valya is knitting a sweater.

Repeat clean talk.

Va - vya - va - yellow foliage. You - vi - you - go cows. Be - ve - ve - we will give Vova the colors. Be - ve - ve - we will pat Sawa. You - vi - you - ripe the plum.

Repeat tongue twisters.

The swirling wind tore out

The gate is like a turntable.

The grumpy raven stole

Yesterday's cheesecakes.

The doctors saved the sparrow

He was brought into the helicopter:

The helicopter turned the propellers

Excited the grass with flowers.

Repeat riddles.

I will wrap it up, wrap it up

I'll fly to heaven (helicopter)

A warm wave splashes

To the banks of cast iron.

Guess, remember:

What a sea in the room. (Bath)

This horse does not eat oats,

Instead of legs - two wheels.

Sit astride and ride

You just better drive (bike)

Learn poems.

Wanna swim

In the white sea - in the bath.

Only here's a shame:

The coast is not visible.

Visibility is gone

Soap got into the eye ... (A. Shlygina)

In the field, the wolf-wolf rides

On my bike.

He overtook today

A sparrow and two crows,

Only the wind is the breeze

I could not overtake in any way. (G. Satir)

The game "Hard - soft".

There are blue and green squares in front of the child. If there is a solid B sound in the words spoken by the adult, then the child raises the blue square. If the soft sound Bb is a green square.

Water, Vitya, wind, wave, cornflower, helicopter, wine, Vanya, Seva, fork, diver, showcase, dumpling, sparrow.

Game "Make sentences".

The adult asks the child to make sentences for the following key words:

Vanya - bike Vika - plums

Vitya - halva Vitya - oath

Seva - carpet Faith - wave

Retell the story.

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

In the summer Vika and Vanya were with their parents at sea. The guys really liked to relax, sunbathe. But most of all they loved to play in the water. When a wave rolled onto the shore, Vika and Vanya held hands and jumped: who is higher? I didn't want to go ashore at all. What fun it was at sea!

Differentiation of sounds V - F

After the sounds B, F have been set and automated, it is necessary to differentiate them so that the child does not confuse the deaf and voiced variants of pronunciation.

Repeat syllables.

Wa - fa By - fu - woo - fu Wa - woo - woo - you

Fa - va Va - fa - va - fa Fa - fo - fu - phy

Wa - wa - fa you - phy - you - phy woo - vo - va - you

Fa - va - va Vo - fo - vo - fo Fu - fo - fa - phy

Repeat the words.

Vanya - Fanya Vilka - Filka

Venya - Fenya Moisture - flask

Vata - veil Plums - Scythians

Vase - Grass Phase - Counts

Owl - Sofa Manes - Vultures

Pack, waffles, alphabet, favorite, february, autograph, patronage, forward, drift.

Repeat sentences.

The doll has a cotton veil. An owl is sitting on the sofa. Filka eats with a fork. Vanya bought jam and fruit. Valya is showing tricks. Valya is a magician. Vali has a ficus. Vova has violets. Fenya has cornflowers. Vova goes to the factory. Vova knows the letters of the alphabet. Valya is embroidering an apron. Vanya unwrapped the candy. Violets are blooming in the garden. Fedya carries a decanter of water. A sparrow flew into the room through the window. Mom knitted a warm scarf for her daughter. Valya washes the forks. Vova saw vultures. An owl is on the sofa.

Repeat clean talk.

Fa - va - fa is our new sofa. Fa - fa - va - the owl is flying. Phy - you - you - no grass. You - you - fy - go graphs

Repeat tongue twisters.

Our Filat is never to blame. Fimka is visiting Vovka, Vovka is visiting Fimka.

Game "Say the opposite".

An adult calls words with the sound B. The child is asked to replace the sound B with the sound F and say the resulting word. Wata - (veil) screw - (feint)

Vase - (phase) owl - (sofa)

You - (fas) Venya - (Fenya)

Game "Make sentences".

The adult invites the child to compose sentences for the following reference words:

Vova - flag Ivan - football

Valya - scarf Vasya - factory

Vasya - camera Vitya - focus

Retell the story.

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

Vanya and Fedya love horses. Boys go to sports school where they learn to ride horses. Everyone has their own horse. Vanya's horse name is Filka, Fedya's name is Veterok. Fedya is combing Veterka's mane, braiding it into pigtails. Vanya washes Filke's hips, wipes his back after training. Well done guys, take good care of their horses!

Introduction

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

Sound pronunciation deficiencies significantly distort the child's speech. The child may have gaps, substitutions, and deficiencies in the differentiation of sounds. All this makes the child's speech incomprehensible to others, limits speech activity baby.

Correcting the deficiencies in sound pronunciation is one of the most important tasks of the teacher. The child must learn to pronounce all sounds correctly native language... Recently, more and more children have appeared who have impaired pronunciation of not only whistling, hissing or sonors, but simpler sounds, such as D, T, N, F, V, etc.

The structure of the manual Work on each sound includes 3 sections:

1. Articulation of sound.

2. Sound production.

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

Automation of any sound should start with syllables. Only when the child learns to pronounce the sound in syllables correctly can one move on to words and sentences. When working with words, it is necessary to work out the sound in different positions: at the beginning, in the middle and at the end of a word; in words with a confluence of consonants. 2

On final stages sound automation for children are offered phrases, proverbs, tongue twisters, riddles, poems, stories, games. Spells and proverbs should be pronounced at a calm pace, paying attention to the fact that the sound being automated is pronounced clearly and correctly. Pronounce tongue twisters at first slowly, clearly articulating sounds, then at the usual pace. Only when the child can accurately pronounce the tongue twister can you repeat it at a fast pace. When working with riddles, invite children not only to guess them, but also to repeat them, since the text of riddles contains an automated sound. It is desirable to learn poems. This contributes not only to the consolidation of sound, but also to the development of memory. Read stories to the child calmly, expressively, so that he can remember and retell them. Play games emotionally, encouraging the correct answers of the baby.

When sounds similar in pronunciation are automated, work must be done to differentiate them. Differentiation of sounds should start with syllables, gradually moving on to words, sentences, poems, etc.

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

Sound F

Sound articulation

The lower lip is close to the edges of the upper incisors, there is a narrow gap in the middle for the passage of air, the upper lip is slightly raised. The upper incisors are visible, the lower incisors are covered by the lower lip. The position of the tongue depends on the next vowel sound. The soft palate is raised, the vocal folds are open, the air stream is diffused.

Sound production

Method 1: by imitation. When pronouncing a sound, the speech therapist draws the child's attention to the position of his lips. The child sees how the lower lip is pulled up to the upper incisors, and the upper lip rises.

Method 2: if the child cannot immediately set the lips in the proper position, you need to invite him to blow, bringing the upper and lower lips closer together. At this moment, the speech therapist lifts the child's upper lip with a finger, then the lower lip will reflexively rise to the upper incisors. The resulting sound will be F.

Method 3: the speech therapist raises the child's lower lip with two fingers to the upper incisors, using this technique until the child gains the skill to independently pull the lower lip up.

Practical material on audio automation F

Repeat syllables.

Fa - fa - fa Fa - fo - fu - fy yf - yf - yf

Fo - fo - fo Phy - fu - fa - fo Af - af - af

Fu-Fu-Fu Fo-Fu-Fu-Fu Of-Of-Of

Phy - phy - phy Fu - pho-phy - fa Uv - uv - uv

Repeat the words.

Sound at the beginning of a word:

Fact, veil, fauna, style, beans, phase, pheasant, torch, headlight, fakir, factor, farce, minced meat, factory; snort, snort; background, photo, Thomas, fund, fountain, focus, lantern, form; fu, fugue, pound, funtik, land mine, football, wagon, van, wine glass.

Sound in the middle of a word:

Sofa, drying oil, harp, count, Pythagoras, sundress, layman; sofas, reefs, harps; gramophone, telephone, pathos, tape recorder, reform, prop; typhoon, embarrassment.

Sound at the end of a word:

Bang, bang, myth, boa constrictor (f), wardrobe, lion (f), sleeve (f), scarf, vulture, count, photographer, break (f), rush (f), giraffe.

A confluence of consonants in syllables and words:

Fta, ft; fla, flo, flu; fra, fro, fra, fra; ft, ft. Jacket, caftan, lifts, sweaters; flag, bottle, flagship, flag, flannel; navy, phloxes, naval; tailcoat, frau, franc, transom, phrase, figure; front, Frosya; fruit, fruity, numbers.

Repeat sentences.

The fakir showed focus. The count carries a torch. Lanterns are on in the factory. Foma puts the scarf in the closet. Funtik snorts. The sundress has a good cut. Pif and Puff are photographers. Thomas has a flag. The count put on a tailcoat. Thomas has fruit. Frosya has a checkbox. Frosya has a flannel jacket. Foma has a caftan, Frosya has a beautiful jacket. Thomas bought a phone.

Repeat tongue twisters.

Pif has a guest - Pap.

Fani has a sweatshirt.

Papa has a guest - Pif.

Petit has shoes.

The fleet is sailing to its native land,

A flag on every ship.

Repeat the riddle.

He's tall and spotted

With a long, long neck

And he feeds on leaves -

Leaves from trees. (Giraffe)

This eye is a special eye.

He will quickly look at you,

And will be born

The most accurate portrait of you. (Camera)

Players are apt throwing

Kicked me cuffs (soccer ball)

Learn a poem.

Take a look! Take a look!

That's what Mitya's flag is!

Who gave the flag?

Mitya made himself. (O. Vysotskaya)

Game "Tell me a word".

Celebration, feast at the gate.

Who will go to meet him?

Me and my faithful friend -

Red, small ... (flag).

Who scored a goal today?

When I played ... (football).

Evening is coming soon, look -

Lights up ... (lights).

Game "Finish the sentence".

At the holiday, the boy in his hands ... (flag).

Mom tied her daughter around her neck ... (scarf).

In the evening, the cars are lit ... (headlights).

Each person has a first name and ... (last name).

In the circus, they often show ... (tricks).

Game "One-Many".

The adult names the object in the singular and the child in the plural Pheasant - (pheasants) Van - (vans)

Torch - (torches) Phone - (phones)

Focus - (tricks) Sundress - (sundresses)

Fountain - (fountains) Count - (Counts)

Retell the story.

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

Foma, Afonya and Frol went for a walk. Thomas and Afonya began to play football. Frol didn't want to play football. He went to the brook and began to launch the boats. There were three ships in the flotilla. Each ship had a flag. The ships were so beautiful. Foma and Athos really liked Frol's game, and the guys also began to launch ships.

Sound Ph

Sound articulation

See sound F. The difference is that when pronouncing the sound Fb, the lower lip is less tense.

Sound production

By imitation. Best of all in the syllable FI. Gradually, the sound I is pronounced more briefly and dully, the sound Fb is obtained;