Differentiation mn speech material. Speech material for differentiating sounds
The adult invites the child to listen to the story, and then retell it.
pinocchio nose
On New Year's Eve, all the children in kindergarten had to dress up as someone. Nikita decided to make himself a long nose and smear his cheeks with paint, well, as if he were Pinocchio.
Nikita sat down on the floor, cut the paper with scissors, smeared it with glue and folded it into a tube. I looked, and this is not a nose, but a whole nose turned out.
I'm tired of doing this Pinocchio's nose, - Nikita mutters. - I'd rather tie it with threads to my head and be a rhinoceros.
Started winding threads. Wrapped, wound - nothing happens. Nikita pouted.
I'll put it right on my head.
He smeared glue on his head and attached his nose. Her hair was stuck together, and her nose fell to the side.
I'm tired of this rhino. I’d better come after the New Year and say that I was dressed as an invisible person, because they didn’t see me.
Differentiation of sounds M - N
After the sounds M, H are set and automated, it is necessary to differentiate them so that the child does not confuse these sounds.
Practical material on the differentiation of sounds M - H
1. Repeat the syllables.
| Ma - on | Ma-na-ma-na |
| Na-ma | We - we - we - we |
| Na-ma-na | Mo-but-mo-but |
| Ma-na-ma | Mu-well-mu-well |
This manual is addressed to speech therapists, educators of speech therapy groups, parents. Its main task is to help the child learn the correct pronunciation of the sounds M, Mb, H, Hb.
The manual offers practical material on the production, automation and differentiation of these sounds. The manual contains a variety of lexical material, descriptions of games and individual exercises.
Introduction
Speech is one of the most important human functions. In the process of speech development, higher mental processes and the ability for conceptual thinking are formed. Speech 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.
Disadvantages of sound pronunciation significantly distort the speech of the child. The child may experience omissions, substitutions, deficiencies in the differentiation of sounds. All this makes the child's speech incomprehensible to others, limits the baby's speech activity.
Correcting the shortcomings of sound pronunciation is one of the most important tasks of the teacher. The child must learn to pronounce all the sounds of his native language correctly. 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, M, etc.
Benefit Structure
Work on each sound includes 3 sections:
1. Clarification of the correct articulation of sound.
2. Setting the sound.
3. Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).
After clarifying the correct articulation and staging a defectively pronounced sound, its automation begins. Automation of any sound should start with syllables. Only when the child learns to correctly pronounce the sound in syllables, you can move on to words and sentences. When automating words, the pronunciation of sound in different positions is practiced; at the beginning, in the middle and at the end of a word; in words with a confluence of consonants.
At the final stage of sound automation, children are offered tongue twisters, proverbs, tongue twisters, riddles, poems, stories, games. Clean tongues and proverbs should be spoken at a calm pace, paying attention to the fact that the automated sound is pronounced clearly and correctly. First pronounce tongue twisters slowly, clearly articulating sounds, then at a normal pace. Only when the child can accurately pronounce the tongue twister, you can repeat it at a fast pace. When working with riddles, invite children not only to guess them, but also to repeat, since an automated sound is found in the text of riddles. Poems are desirable to memorize. This contributes not only to fixing the sound, but also to the development of memory. The stories are read calmly, expressively, so that the child can remember and retell them. Games to conduct emotionally, encouraging the correct answers of the baby.
This manual is intended for speech therapists, educators of speech therapy groups, parents of children with deficiencies in sound pronunciation.
Sound M
Sound articulation
The lips are at first calmly closed, then open with an instant exhalation of air. The distance between the incisors and the position of the tongue depends on the next vowel. When pronouncing the sound M, the vibration of the cheeks and nose is felt.
Sound staging
By imitation. The speech therapist presses one hand of the child to his cheek, the other to the cheek of the child. The child feels the vibration on the speech therapist's cheek and reproduces it by tactile control through his palm.
Practical material on automation of sound M
1. Repeat the syllables.
| Ma - mo | Ma-mo-mu | Am - om - um - um |
| Mo - ma | Mu - we - ma | Um - om - am - um |
| Mu - we | Mo-ma-moo | Ym - om - am - mind |
| We are mu | Mu-ma-we | Om - mind - um - am |
2. Repeat the words.
^ Sound at the beginning of a word: Poppy, magician, small, Masha, shop, car, raspberry, painter, tangerine; wash, wash, cape, soap, moo; mot, moss, skein, coin, hammer, monologue, sea, sailor, frost, carrot; Muk, dregs, flour, fly, mousse, museum, music, mulatto, Murka, purr.
^ Sound in the middle of a word: Mom, godfather, Kama, thought, at home, lady, scrip, winter, KAMAZ, spread, team, break, frame, Roman, mosquito, chamomile; koumiss, reeds, frames; chest of drawers, lump, smoke, mute, castle, lemon; to whom, to that, clamp, stir up, Talmud.
^ Sound at the end of a word:
House, smoke, ladies, you, bam, bom, com, catfish, himself, deputy, noise, scrap, rum, album, burbot, temple, bromine, shame.
Mka, me, me, think, mla, mra, mru, rma, rchma. Umka, Tomka, bag; many, many, multiply, multiplication; me, opinion, doubt; stones, remember, knead; young, baby, younger; gloom, gloomy, gloomy, marble; feed, tavern.
3. Repeat the sentences.
Mom washes Masha. Mom has a poppy. Manya loves raspberries. Little Muck goes to the store. Kuma has a small bag. Smoke is coming from the house. Mom is washing the frame. Mania breaks the lock. The house has a small room. Kuma has a small catfish. Manya looks at the album. Dima is broken. Darkness all around. There is a lot of marble in the castle. There is a small key in the lock. Catfish in a bag. Masha multiplies. Mom is washing the baby. Masha is younger than Viti.
4. Repeat tongue twisters.
Ma - ma - ma - I'm at home myself. Mu-mu-mu-milk to whom? We - we - we - we walked. Mo - mo - mo - eat popsicle.
Lots of snow, lots of bread. Lots of water, lots of grass. Moscow is the mother of all cities.
6. Repeat tongue twisters.
Have you washed the raspberries?
Washed, but not washed.
The cat lapped milk
And Borya dipped a roll in milk.
7. Repeat the riddles.
The red maiden sits in a dungeon,
head on leg,
And the spit is on the street.
(Carrot)
Peas in the head.
(Poppy)
Flying all day
Everyone gets bored.
The night is coming
Then it stops.
(Fly)
Drinks petrol like milk
Can run far.
Carries goods and people.
You know her, of course.
(The car)
8. Learn poems.
Mom, I love you so much
I don't know right!
I am a sea ship
Give the name "Mom!".
(Y. Akim)
May I? - Asked the mouse?
What you? You are still a baby.
(G. Satir)
9. Game "Tell me a word"
The adult invites the child to suggest the right word at the end of each poem.
And play pranks without a break
All day long... (monkeys).
We are a puppy in water and in soap
Two hours of washcloth... (washed).
Clinging to the rear tire
Masha is going to... (machine).
Underground, in a closet
She lives in a mink
Gray baby.
Who is this? (Mouse).
10. The game "On the contrary"
An adult asks the child to name words that are opposite in meaning (antonyms), which begin with the sound M.
Silly - (wise)
A lot - (little)
Big small)
Dry - (wet)
11. Retell the story
The adult invites the child to listen to the story and then retell it.
We have a cat called Murka. Murka has a beautiful mustache, a fluffy tail. Murka loves to drink milk. Mom buys it in the store especially for Murka.
Na, Murka milk.
Mur-mur-mur, thanks the cat. What Murka smart!
Sound M
Sound articulation
See sound M. The difference lies in the fact that when pronouncing the sound Mb, the lips are much more tense, the tongue is arched, its tip rests on the lower incisors.
Sound setting. By imitation.
1. Repeat the syllables.
| me-me-mu | Me - me - me |
| me-mu-me | Yam - yum - yum |
| Mi - me - mu | Mi-mi-mi |
| Mu-me-mi | Me-me-me |
| Me - mi - me | im - im - im |
| Mu-mu-mu | Eat - eat - eat |
2. Repeat the words.
^ Sound at the beginning of a word:
Meow, knead, ball, mint, mint, soft, pulp, meat, rebellion, mumble, meat grinder; mine, blink, minute, minus, bear, mile, Mila, cute, world, minor; copper, medic, throw, label, bear, place, jellyfish, bag, blizzard, medal, furniture, chalk; honey, chalk.
^ Sound in the middle of a word:
Name, hush up, banner; house, comedian, fireplace, domino, vitamin, freeze; comet, stone, change, note, replacement, camellia, change; hint, hint.
^ The confluence of consonants in syllables and words: Tme, dme, bme, vme, sm. Cancel, undo, cancel; change, sweep; exchange, exchange; together; daring, bold.
3. Repeat the sentences.
Mila has a medal. Mila throws the ball. The bear loves honey. Misha blinks at Mila. The ball flies for a minute. Mila threw the ball well. Misha eats meat. There is a fireplace in the house. There is a banner on the house. The comet flies past Mila's house. Mitya noticed the stone. The comedian took the hint. Mitya carries the banner. Mint has a minty flavor. A blizzard is blowing outside. Misha drinks vitamins. The bear loves honey. Mitya draws with chalk.
4. Repeat tongue twisters.
Mi - mi - mi - I sing the note mi. Mi-mi-mi-let's go ourselves.
5. Repeat proverbs, sayings.
To live with wolves is to howl like a wolf. Who dared, he ate.
6. Repeat the riddles.
They beat him, but he does not cry,
Only higher, higher jumps.
(Ball)
Walking in the woods in summer
Resting in the den in winter.
(Bear)
The white stone melted
Left footprints on the board.
(Chalk)
Horned, but not butted.
(Month)
Twisted, tied
planted on a stake,
And dancing down the street.
(Broom).
7. Learn the poem.
The ball is jumping colored
In the yard in front of me
This ball is very cute:
He hasn't broken glass yet!
(G. Vieru)
8. The game "Tell me a word."
The adult invites the child to suggest the right word at the end of each poem.
Doesn't fit in the book
Clubfoot... (bear).
Our Tanya is crying loudly
Dropped into the river... (ball).
He slept in a fur coat all winter,
He sucked his brown paw,
And when he woke up, he began to cry.
It's a forest animal... (bear).
9. The game "On the contrary."
An adult invites the child to name words that are opposite in meaning (antonyms), which begin with the sound МЬ.
10. The game "Be careful."
The adult invites the child to listen to the story and name all the words with the sound МЬ that occur in it.
Mila has crayons. She drew a bear, a jellyfish, a ball, a medal. Mila made beautiful drawings. Mila showed the drawings to Tyoma. He also decided to draw something, took a piece of chalk and here we have a comet. Well done boys!
^ Differentiation of sounds M - Mb
After the sounds M, Mb are set and automated, it is necessary to differentiate them so that the child does not confuse hard and soft pronunciation options.
Practical material for the differentiation of sounds M - Mb
1. Repeat the syllables.
| Ma - me | Mu - mu | We are mi |
| Me - ma | Mu - mu | Mi - we |
| Ma - me - ma | Mu-mu-mu | We - we - we |
| me-ma-me | Mu-mu-mu | Mi - we - mi |
2. Repeat the words.
3. Repeat sentences
Little Mila loves honey. Mila's mother bought butter and meat. Mitya looks at the fireplace. Masha carries the banner. Mom washes Mila with mint soap. Mom kneaded the dough. Mint grows in Masha's garden. Mila listens to music. Maria is a beautiful name. Marat plays ball. Mila has a little kitten at home. Jellyfish swim in the sea. Mani's favorite toy is a bear. In winter, a blizzard often sweeps. The bear eats raspberries. Makar is carrying a bag of tangerines.
4. Repeat tongue twisters.
Ma - me - ma - I write myself.
Mi - we - mi - we read ourselves.
Mu - mu - mu - I'm going to the house.
Me - ma - me - you have a beautiful name.
5. Repeat proverbs, sayings.
Good and good memory. We will move mountains with peace. It's not enough to want, you have to be able to.
6. Repeat tongue twisters.
We caught a burbot on the shallows.
The bear found honey in the forest,
Little honey, a lot of bees.
Mom did not regret washing,
Milu's mother washed soap with soap.
Mila did not like soap,
Mila got soap in her eye.
Why are you crying, our Mila?
I'm crying out soap.
7. Repeat the riddles.
Small stature, long tail,
Gray coat, sharp teeth.
(Mouse)
Crowded, noisy, young,
The city rumbles underground.
And at home with the people here
They run along the street.
(Underground)
He himself is thin, and his head is a pood.
(A hammer)
The owner of the forest wakes up in the spring,
And in winter under a blizzard howl
Sleeping in a snow hut.
(Bear)
8. Learn poems.
My horse.
I got on a horse
And I'm holding my hands.
Look at me, -
I went to my mother.
(M. Klokova)
March,
A blizzard, frost ...
We bought a mimosa for mom. Smarties!
(E. Blaginina)
9. Game "Tell the phrase"
The adult asks the child to complete the phrase with a suitable word.
The horse neighs, and the cow ... (mumbles). The dog barks, and the cat ... (meows). The moon is shining, and the stars ... (flickering).
10. The game "Make sentences."
The adult invites the child to make sentences on the following key words:
11. Retell the story.
Mila and her mother went to the forest for mushrooms. Mila took a large basket. “Mom, I want to pick a lot of mushrooms,” said the girl. In the forest, Mila looked for mushrooms under every bush, under every stump, looked under the leaves. Very quickly, the basket filled with mushrooms. Mila showed the basket to her mother, and there were only fly agarics. “Mila, these are inedible mushrooms. You can't eat them or you'll end up in the hospital. Don't be upset, Mila, I'll share my mushrooms with you," Mom said.
Sound H
Sound articulation
Lips in a neutral position, take the position of the next vowel. The tip of the tongue is raised and rests against the upper incisors. When pronouncing the sound H, the vibration of the nasal cavity is felt.
Sound staging
1 way: by imitation. Attach one finger of the child to the speech therapist's nose, the other to his own. In this case, you need to show the child the position of the tongue.
2 way: on the basis of the sound M. The child pronounces the sound M with a long tongue protruding between closed lips. At the same time, a shade of the sound H appears. As the child gets used to such an interlabial pronunciation of the sound H in syllables, words, the lips are eliminated with fingers. It turns out interdental N. Gradually, the tongue is transferred beyond the upper incisors to a normal position.
Sound Automation Practice Material H
1. Repeat the syllables.
| On - but - well - us | An - he - un |
| We - on - well - but | Eun - he - un |
| But - we - well - on | Un - an - he |
| Well - on - us - but | He is un-eun |
| On - on | Well - but |
| But - on | Well - us |
| But - well | We - well |
2. Repeat the words.
^ sound at the beginning of a word.
Us, us, our, Nata, Nadia, Naf-Naf, navaga, put on, put on, drip, bend, write, set, people; whine, whiner, dive; legs, nails, night, nose, socks, wear, zero, mink, rhinoceros; Nuf-nuf.
^ Sound in the middle of a word:
She, Dina, tina, Lena, bath, rope, bananas, club, room, spring, gum, viburnum, raspberry, picture; Danes, warriors, loaves, bison, telephones, elephants; cinema, Vano, given, window; sink, throw, blow, poke.
^ Sound at the end of a word:
He, con, out, background, tone, Don, pan, dream, dignity, warrior, revolver, law, elephant, gramophone, telephone, tape recorder, gramophone, raven, crane.
The confluence of consonants in syllables and words:
Nka, nk; nts; many; dreams, you know. Semolina, race, club, grain of sand, mote, funnel, picture, lid; tanks, racing, thin, sleds; high boots, screws, umbrellas, fenders; dark; dreams, know, banner, knowledge, badge, healer.
3. Repeat the sentences.
Won Nata and Nonna. Nata has a loaf. At Nonna's bank. Soup was poured into a jar. Anton has high fur boots. Nata has a bow. Nata is carrying a banana. Nina and Nonna at the window. Nata has dirty feet. Nata carries water. She washes her feet. Anton sings from notes. Nina sees the ditches. Nonna has oranges. Nina has tangerines. Lena wears a bow. Nonna has a pencil case. Nata has long legs. Nonna and Nata are friends. Nastya is wearing a dress. Nonna wears a skirt. Nata at Nastya's house. Nastya has a new skirt. Nonna has a new home. Nonna washes the window. Anton put on new socks. Anton has a white phone. The warrior is on guard. The cat put on boots. Nina has boots. At the canal - Nonna. Nonna washes the jar. Nina wears glasses. Nata and Nonna are moving to a new house. Nonna carries the doll in her arms. Anton and Nastya live in a new house. Anton has a new toy.
4. Repeat sayings.
On. - on - on - Nata at the window. .
Well - well - well - Nata goes to the window.
But - but - but - Nat washes the window.
We - we - we - Nate has dreams.
But - but - but - it's dark in our room.
An-an-an-dad repairing the faucet
5. Repeat proverbs, sayings.
Lots of snow, lots of bread.
The guest does not stay much, but sees a lot.
Whoever loves science knows no boredom.
Done hastily - and made a mockery.
Although laughter has long legs, it does not lead to success.
There is safety in numbers.
6. Repeat tongue twisters.
Pan gave bananas to pan.
Our Polkan fell into a trap.
Don, don, don - the cat's house caught fire.
7. Repeat the riddles.
One leg and that one without a boot.
(Nail)
Above the grandmother's hut hangs a loaf of bread.
(Moon)
But the sea goes, goes, and it comes to the shore - then it will disappear.
(Wave)
All their lives they go ahead, but they cannot catch up with each other.
(Legs)
Between two luminaries in the middle one.
(Nose)
On one finger, a bucket upside down.
(Thimble)
8. Learn poetry.
Old elephant.
Sleeping calmly
old elephant,
standing up to sleep
He knows how.
(S. Marshak)
Sleepy elephant.
Don-don, don-don!
Elephant walking in the alley
An old, gray, sleepy elephant.
Don-don, don-don!
(I. Tokmakova)
9. The game "Tell me a word."
The adult invites the child to suggest a word at the end of each poem.
Watchmaker, squinting his eyes,
Cleans watches for... (us).
Who alone has a horn?
Guess!.. (Rhinoceros).
A rooster with a prickly hedgehog
They cut fat with a sharp ... (knife).
10. The game "On the contrary."
An adult invites the child to name words that are opposite in meaning (antonyms), which begin with the sound N.
Left right)
Dry - (wet)
Under - (over)
The adult invites the child to listen to the story and name all the words with the sound N that occur in it.
There is a forest near the village. The girls played hide and seek. Natasha was looking for Alina, Nonna, Alena. Alina - at the spruce. Alena - at the pine. Where is Nonna? And she stands by the bush. Natasha found her later than everyone else.
Sound n
Sound articulation
^ See sound H. The difference is that when pronouncing the sound Hb, the tip of the tongue is lowered behind the lower incisors.
Sound staging
1 way: by imitation.
2 way: from the sound H. At the moment of pronouncing the sound H, the speech therapist lowers the tip of the tongue behind the lower incisors with a spatula.
Practical material on Hb sound automation
1. Repeat the syllables.
| Nya - not - nu | Nya - not | Not - neither | An - on - un |
| Nu - no - no | No - no | Nu - nya | Yn - on - an |
| No - no - no | Nu - not | Nya - nu | Yin - yang - yen |
| Nu - nya - neither | Nu - no | Non-nude | yong - yin - yang |
| No - no - no | Ni-nu | Yun - yang - yin |
|
| Nu - no - no | Neither - not |
2. Repeat the words.
^ Sound at the beginning of a word:
Yum-yum, nanny; thread, Nina, Nikita, thread, Nil; no, the sky, dumb, nowhere, klutz, Neimeyka, Dunno, I suppose, firmament, unbearable, fiction, unseen; palate, bore; Nyuta, Nyusya, Nyura.
^ Sound in the middle of a word:
Melon, Anya, Vanya, Monya, Tonya, Danya, Tanya, Sonya, Senya, understand, take, classes; they, horses, ponies, melons, mani, sleigh, canopy, songs, understand, understanding; carried away, carried, carried, carried.
^ Sound at the end of a word:
Horse, tribute, day, shadow, stump, Van, Tan, Ton, Sonya, autumn, song, laziness, very much.
Confluence of consonants in syllables and words:
Nka, nka.
Melon, Vanka, Manka, Tanya, Danka, daughter; skates, small, remote, thin.
3. Repeat the sentences.
Nina is not to blame. Nusya is mute. The nanny is babysitting Nina. The nanny washes Nina. Nyusya is carrying a sled. The nanny carries the threads. Nikita can't walk. The stranger can't write. Nina's palate hurts. Nina has no threads. Nucy is not at home. Nusya rides a horse. Nina carries a bag on her back. The horses ran away from the wolf. Recently Nikita saw horses. There are no clouds in the sky. Nikita is carrying skates. Nyura carries a small melon. Nyura sings songs. An airplane is flying in the sky. Nina doesn't like melons. The idiot doesn't want to work.
4. Repeat tongue twisters.
Nya - nya - nya - I'm leading a horse.
Nu - nu - nu - I will give water to the horse.
Neither - nor - nor - horses drink.
No - no - no - we're riding a horse.
Him - him - him - we go with a horse.
5. Repeat proverbs, sayings.
Do not drive a horse with a whip, but drive a horse with oats.
Take a look - the forest will fade.
A day is like a day, but the year is not the same.
Don't leave your friend in misfortune.
6. Repeat tongue twisters.
Vanka and Vstanka have unfortunate nannies.
Little Sanya's sleigh drives by itself.
7. Repeat the riddles.
The blue sheet covers the whole world.
(Sky)
Not fluff, not fur, but will dress everyone.
(Cotton)
Sweeter than honey, lighter than fluff.
Have a rest! - all whispers in the ear.
The one who will be friends with her,
Life will be very bad.
(Laziness)
8. Learn the poem.
Our Tanya is crying loudly.
Dropped a ball into the river.
Hush, Tanechka, don't cry,
The ball will not sink in the river.
(A. Barto)
And the nanny said to Nina:
“See the sun in the picture?
And on such a spring day
The stump casts a shadow."
(O. Egorova)
9. The game "Call it affectionately."
The adult invites the child to affectionately name the following objects (objects):
11. The game "Be careful."
The adult invites the child to listen to the story and name all the words with the sound Hb that occur in it.
Tanya and Anya have a nanny. The nanny bathes Tanya and Anya in the bath. There is warm water in the bath. The nanny sings songs to the girls. Tanya and Anya are having fun.
^ Differentiation of sounds H - Hb
After the sounds H, Hb are set and automated, it is necessary to differentiate them so that the child does not confuse hard and soft pronunciation options.
Practical material for the differentiation of sounds H - Hb
1. Repeat the syllables.
| Na - nya | Well - nu | We are neither | But not |
| Nya - on | Nu - well | Neither - us | Not - but |
| Nya - na - nya | Nu - nu - nu | Neither - us - neither | Not - but - not |
| Na-nya-na | Well - nu - well | We - not - us | But - not - but |
2. Repeat the words.
3. Repeat the sentences.
Nata's palate hurts. Anya has a warm cape. The mother hen will not sit on the perch. Nina is forced to finish her pudding. Nyusya was punished, but she is not to blame. Nikita has a revolver. Recently the horses were attacked by wolves. Nyusya washes the window. Lena is lazy. Dina bought threads. Nanny bathes Nata. Tonya and Lena are carrying raspberries. Nusya is talking on the phone. Danny painted a picture. Nadia is skating. Vanya is sledding. Sonya is cleaning the room. Nadia is carrying a melon. Naf - Naf and Nif - Nif - piglets. Lena hurries to class. Dina looks to the sky.
4. Repeat tongue twisters.
Neither - us - nor - little ponies.
We - no - we - beautiful dreams.
Well - nu - well - I see Lena.
No - no - no - I'm going to Vanya.
Na - na - na - spring has come.
Nya - na - nya - the nanny sings.
5. Repeat proverbs, sayings.
In the autumn bad weather, seven weathers in the yard. In a foreign land, and spring is not red. It's not scary not to know, it's scary not to know. One bee makes some honey.
6. Repeat the riddles.
Five steps - ladder,
On the steps - a song.
(Notes)
Who has one eye during the day
How many at night?
(At the sky)
I knock with my hooves, I knock,
I'm jumping, I'm jumping.
The mane curls in the wind.
(Horse)
Lots of power in it.
He is almost as tall as a house.
He has a huge nose
As if the nose has grown for a thousand years.
(Elephant)
7. Learn the poem.
Nose sticks his Igor
That in jam
That's honey.
Oh, I'm afraid
How would the nose
It didn't stick to the jar of honey.
(F. Bobylev)
8. The game "Hard-Soft".
In front of the child are blue and green squares. If there is a solid H sound in the words that the adult says, the child raises the blue square. If the soft sound Hb is a green square.
Picture, web, thread, sky, perch, no, knife, mute, nose, low, sniff.
10. Retell the story.
The adult invites the child to listen to the story, and then retell it.
pinocchio nose
On New Year's Eve, all the children in kindergarten had to dress up as someone. Nikita decided to make himself a long nose and smear his cheeks with paint, well, as if he were Pinocchio.
Nikita sat down on the floor, cut the paper with scissors, smeared it with glue and folded it into a tube. I looked, and this is not a nose, but a whole nose turned out.
I'm tired of doing this Pinocchio's nose, - Nikita mutters. - I'd rather tie it with threads to my head and be a rhinoceros.
Started winding threads. Wrapped, wound - nothing happens. Nikita pouted.
I'll put it right on my head.
He smeared glue on his head and attached his nose. Her hair was stuck together, and her nose fell to the side.
I'm tired of this rhino. I’d better come after the New Year and say that I was dressed as an invisible person, because they didn’t see me.
^ Differentiation of sounds M - H
After the sounds M, H are set and automated, it is necessary to differentiate them so that the child does not confuse these sounds.
Practical material on the differentiation of sounds M - H
1. Repeat the syllables.
| Ma - on | Ma-na-ma-na |
| Na-ma | We - we - we - we |
| Na-ma-na | Mo-but-mo-but |
| Ma-na-ma | Mu-well-mu-well |
2. Repeat the words.
| Masha is ours | Wash - whine | Frames - wounds |
| Mil - neil | Washing - whining | Lump - skate |
| Mig - Nick | Flour is science | Females - sled |
| Lady - given | House - Don | Herself - Sanya |
| Rama - early | Kom - dream | Dima - Dina |
| Misha - niche | There - tone | Moth - zero |
3. Repeat the sentences.
Tanya is at home. Masha is cleaning the room. Nata washes her hands. Anton drinks milk. Mom put on a coat. Masha wrote a letter. Subject is talking on the phone. Nina collects daisies. Roma saw an elephant. Nonna bought a bag. Vanya draws in the album. Galina saw smoke from the chimney. Tom wears a sundress. Lena washes the frame. Masha is carrying a sled. Mom forgot her umbrella. Masha put on high fur boots. Roma goes to the cinema. Masha loves viburnum. Roma takes care of the horses. Misha saw a rhinoceros. Misha wrote a note to Nate.
4. Repeat tongue twisters.
Ma - na - ma - a lady is coming.
Ma - na - ma - winter has come.
Na - ma - na - Lena sings.
We - we - we - we wash the frames.
We - we - we - we eat bananas.
Mi - no - mi - we walk ourselves.
5. Repeat proverbs, sayings.
Lots of water, lots of grass.
Skillful in words, inept in the eyes to see.
The age is long - full of everything.
Skill is half the battle.
Once he lied - he became a liar forever.
6. Repeat tongue twisters.
Behind a cockroach with a drum, behind a mosquito with an axe.
Called for raspberries
Marina Galina.
Galina Marina
Called for viburnum.
7. Repeat the riddles.
What is the name of the bush? He
Throws the trash out.
(Broom)
Molten Arrow
The oak fell down near the village.
(Lightning)
If well sharpened,
Everything is easy, he cuts very -
Bread, potatoes, beets, meat,
Fish, apples and butter.
(Knife)
8. Learn the poem.
Don't argue, it's the letter "am"!
No, "mu"!
No, "me"!
Not there"! Am! Um!..
Such a ramble rose,
Such a terrible noise and scream! ..
Completely confused
Learned dog, goat and bull,
Seeing the M...
(A. Shibaev)
9. The game "Make sentences."
The adult asks the child to make sentences on the following key words:
10. Retell the story.
The adult asks the child to listen to the story and then retell it.
Mom bought Nina a doll. Nina really liked the new toy. She named the doll Masha. Masha had a lot of clothes, a bed, a nipple. Nina really liked to feed Masha, dress her, walk with her. Even at night, the girl did not part with her doll. Masha slept next to Nina on a pillow and had beautiful dreams. Masha became Nina's real friend.
List of used literature
1. Alifanova K. A., Kgorova N. E. Speech therapy rhymes and miniatures. A guide for speech therapists, educators and parents. - M .: Publishing house GNOM and D, 2001.
2. Hegelia N. A. Correction of pronunciation deficiencies in schoolchildren and adults. - M.: Vlados, 1999.
3. Entertaining ABC / Comp. V. V. Volina. - M.: Enlightenment, 1991.
4. Kozak O. Riddles and tongue twisters. - St. Petersburg: Soyuz, 1997.
5. Kozyreva L. M. Speech therapy manual. - M.: School, 2000.
6. Leonhard E. I. Formation of oral speech and the development of auditory perception in deaf preschoolers, - M .: Education, 1971.
7. Maksakov A.I. Does your child speak correctly. - M.: Enlightenment, 1982.
8. Russian proverbs and sayings / Ed. V. P. Anikina. - M.: Fiction, 1988.
9. Collection of riddles / Comp. M. T. Karpenko. - M.: Enlightenment, 1988.
10. Sukhin I. G. Funny tongue twisters for "naughty" sounds. - Yaroslavl: Academy of Development: Academy Holding, 2002.
11. T "Umanova T. V. Correction of sound pronunciation in children. - M .: Publishing house GNOM and D, 2000.
12. Tsvshtarny V. We play, we listen, we imitate - we get sounds.-- St. Petersburg: Lan, 1998.
Outline plan
individual lessons on the development of auditory perception and the formation of pronunciation.
Grade 10.
Subject. Differentiation of sounds M - P. Dialogue
Goals:
to teach to differentiate the sounds M - P in syllables, words, phrases, sentences, to continue to teach students dialogic, monologue speech;
develop thinking, curiosity of students, teach the rules of behavior in the theater.
Equipment:
tablets with a dictionary, pictures, a pronunciation textbook for grades 7-8, a stand "Speak correctly", task cards, illustrative material, a computer, presentation material.
Course progress.
Organizing time.
Phrases of colloquial and everyday character.
Say hello.
How do you hear?
How do you live?
How are you?
Who are you friends with?
What did you do last night?
What did you do last Sunday?
How are you?
Name the vowels A___, O___, U___, E___, I___, Y___.
Formation of pronunciation.
Auditory-visual perception:
Differentiation M - P.
Today in class you will say the sounds M___, P___.
AM - AP
MYSELF
ALBUM - SOUP
OM - OP
HOUSE
KOM - CLAP
UM - UP
NOISE
NOISE - BREAD
UNDER THE TABLE, UNDER THE BUSH, UNDER THE CHAIR,
AMA - APA
PAPER - PAW
AMO - APO
LOCK - BOOTS
Add an offer: I'm helping...(make a complex sentence).
(I help my mother wash the dishes because she is sick).
MA - PA
OIL - STICK
MO - PO
SEA - POLKA
WE - PY
MOUSE - VACUUM CLEANER
Say in one breath: MOMMA_MAMAMA_PAMOMOPO.
Say it low, say it loud Mama, Mama, Mama, Mama.
AMI - API
TOMATO - NETTLE
AME - APE
EXAMPLE - BICYCLE
ME - PE
FURNITURE - FIRST
Aurally:
s\e: Add an offer: Mitya writes...
(make a complex sentence)
(Mitya writes a letter to Masha to wish her a happy birthday).
ASMA - ASPA
LETTER
AMBA - AMBA
TRAM
ARMA - ARMA
THE FORM
Name verbs with sound M. (looks, sweeps, feeds...)
Say it in a quiet, loud, normal voice.
quietly All around lay windbreak.
Loudly They brought us a telegram.
okay He looked around.
Read the poem.
Read with expression.
White birch under my window
Covered with snow like silver.
II. The development of auditory perception.
We will talk on the topic "In the theater".
Working with presentation material
Aurally:
s/e: Working on dialogue.
How should a man dress for a theater visit?
For a man, a dark suit, a light shirt, and a tie (brighter than in a business setting) are required.
Not allowed in the theatre...
Strong perfume, cologne, the smell of drugs, clothes with the smell of mothballs.
Where can I put myself in order (powder, paint lips, comb my hair, change shoes)?
Only in the bathroom, not in front of everyone in the lobby.
Who buys the program?
It is accepted that the program is bought by the gentleman. He passes it to the lady after both take their places in the auditorium.
Who should find seats in the auditorium?
Finding the right row, the box is the responsibility of the man. You can use the help of an administrator or a ticket collector.
How to move along the row to your place?
Only facing the seated. The man always goes first. Those who pass must apologize and thank those who have risen.
Where should a lady sit?
The woman sits to the right of the man, but if the place on the left is more suitable for her, then the man gives her his.
If during placement in the auditorium there were unexpected issues...
It is considered indecent to express displeasure loudly, to scold the ticket seller or the theater administration.
Sitting in the armchair...
Do not occupy both armrests.
It's not customary to ask other viewers...
Program or binoculars. They must be purchased by yourself.
What can be seen with binoculars?
Only the stage. During the intermission, viewing the audience through binoculars is not customary.
Eating in the lobby or auditorium is considered indecent.
This can only be done at the buffet.
Can a lady be left alone?
It is not customary to leave a lady alone for a long time.
What can not be done during the performance?
Talking, rustling papers, laughing loudly, sneezing and coughing (if you are not completely healthy, it is better to refrain from the theater).
It's very indecent to leave during a performance.
It's best to keep your opinion to yourself for a while. If you don't like the performance and want to leave, wait for the intermission.
How can you express your admiration for what you see?
Applause, shout "Bravo!". With the word "bis!" must be handled with care: it means a request - repeat.
Is it necessary to applaud after the end of each act?
Yes.
Can you throw flowers on stage?
No, they are handed over to the minister, naming the actors for whom they are intended.
Is it possible to share impressions during the performance?
No.
Do women have to change their shoes in the theatre?
This is not a requirement these days.
As soon as the performance is over, you should not immediately ask your companion (companion) the question: "Did you like it?"
Perhaps a person needs time to comprehend what he saw.
After the performance, the man escorts the woman home...
It is best to accompany the companion not only to the entrance, but also to the door of her apartment.
Saying goodbye to a lady...
I must thank my companion for a pleasant evening.
When the cavalier says goodbye...
Appropriate compliments. You can also arrange a future meeting.
Aurally:
s/e: Dialogue tasks.
Read aloud in roles.
Read with a change of faces of readers.
Retell in detail.
Retell briefly.
Answer the questions.
a). Do you often go to the theater?
b). Do you like going to the theatre?
in). What was the name of the last play you saw?
6. Compose a monologue - reasoning
The sounds that appeared in the speech of children are fixed in syllables, words and phrases. Syllables are included in the various exercises described above. By reinforcing the evoked sounds, the child is taught:
Separate one syllable from a series of syllables;
Pronounce syllables long and short;
To pronounce syllables together and unfused;
Pronounce syllables at a normal, slow and fast pace;
Play a different rhythmic pattern of syllables, for example, Wawa, wawa, wawa, wawa, wawa;
Pronounce syllables with different intonations, for example, joys, pains, requests, sorrows;
Pronounce a number of syllables with a changing vowel (in order to differentiate vowels close in articulation), for example: papapapo, papapa, papopu;
Pronounce a number of syllables with a changing consonant (in order to differentiate consonants close in articulation), for example: m-p, m-b, m-p-b, n-t, n-d, n-t-d, m-n, p-t, t-k, k-x, s-t, shs, h-sh, c-s, s-x, r-l, l-t, l-d, l-b, t-d, k-g, s-z, and other sounds mixed by children.
The evoked sounds are fixed not only in syllables, but also in words and phrases. Speech material is selected taking into account the level of speech development of children, its relevance for communication and the state of pronunciation skills of preschoolers. Speech material should be selected so that in a word, in a phrase there is only one sound that is difficult for the child.
Automation and differentiation of sounds in one position or another in speech rhythm classes, as a rule, is carried out within 1-2 weeks. At the same time, one or two sounds are being worked on in one lesson. From lesson to lesson, speech material gradually “builds up” and becomes more complicated.
In the process of automating sounds, work is also being done on the differentiation of sounds that are close in articulation or mixed sounds. In this case, a prerequisite is the ability of children to pronounce both sounds. When describing the speech material for the differentiation of sounds, special attention is paid to their positional coincidence of the opposed ones, which is extremely important for increasing the effectiveness of the exercise. In the future, sounds are differentiated in different positions.
The movements with which preschoolers accompany the pronunciation of a word should be continuous, passing one into another; between them, as well as between pronounced sounds and syllables, there should be no pauses. Otherwise, the word breaks up into its individual sounds and syllables, which is a gross mistake. Therefore, we recall once again: one should proceed to working out a particular word when each child of the group, with the help of movements, has already learned to pronounce the syllables that make it up. Until that time, he pronounces the word as best he can.
The main task of working on pronunciation is to teach the reproduction of words together, with respect for stress and sound composition.
Below is the speech material that is advisable to use in the automation and differentiation of sounds both in speech rhythm classes and in individual lessons. As already noted, automation and differentiation of sounds is carried out on the material of syllables, words, phrases, phrases, as well as rhymed lines and poems. It is important to follow the correct sequence in working on a particular sound, moving from easier positions of its pronunciation to more difficult ones, as shown in the manual.
First two years of study
Let us consider an approximate speech material for automating those sounds that, as a rule, first appear in the speech of small deaf children. The sound baggage of two- to three-year-olds (especially hearing-impaired children) can be much broader than the one below. For example, it may include the vowels e and i, iotated, consonants k, g, x, s. In this case, of course, these sounds are also fixed in speech. Work on them is carried out either only in individual lessons (if this is typical for individual children) or in speech rhythm classes (if this is typical for all children in the group).
Sound automation
For audio automation a It is advisable to use various game techniques, for example:
Roll the car, pronouncing a_,
Roll a small ball with one hand - a_,
Rock the doll in your arms, put her to sleep - a_,
roll a big ball from the teacher to the child and from the child to the teacher - a_(sitting on the floor with legs wide apart).
There are also various exercises for pronouncing the vowel. a, for example, long and short, and later loud and quiet, loud, quiet and quiet, high and low voice, voice of normal height, low and high (see the description of the exercises in the relevant sections).
Sound automation p
The work begins on the material of the direct syllable pa.
Same as audio automation a, to fix the syllable pa game techniques and special exercises are used, described in the sections on separating a syllable from a number of syllables, long and short, continuous and non-continuous pronunciation of syllables, and further changing the tempo of pronouncing syllable combinations, the strength and height of the voice.
For audio automation P it is advisable to use the following material in words:
papapa - pa
papa - papa
daddy - daddy, daddy daddy - bye bye (goodbye),
can be pronounced like dad
papapa - papa, papa papa - papa
Apa Apa - Papa Papa - papa
ap ap - cap-cap(rain), can be pronounced like up-up
The movements described when calling the sound are used. P, the stressed syllable is pronounced with greater amplitude. When pronouncing while, you can use the natural gesture of farewell, when playing cap-cap - spread your arms to the sides ( a_) and clench your fingers into fists (collect into a pinch) - P.
m sound automation
am_am_ - am(ate)
am__am__am__ - am-am(dog)
am__am__ - there(can be pronounced as am)
When pronouncing these syllables and words, arms bent at the elbows spread slightly to the sides - a_ and push forward with your palms away from you - m_. Playing babbling words am and am-am accompanied by natural gestures. When pronouncing there, take one hand to the side, and then tensely slowly push forward with the palm away from you, subsequently use a natural gesture.
am_am_ - am_a
am_a am_a - m_a
mother Mother
ma ma ma mama
mother Mother Mother
am_am_am_ - there
mom is there
When pronouncing a syllable ama hands slightly spread apart - a_, then slowly and tensely lowered down with their palms away from themselves and somewhat parted to the sides - m_a. When pronouncing a syllable ma one tense hand is slowly moved forward and to the side with the palm up - m_, then the relaxed palm goes down - a_. The word mother can be pronounced in two movements (with the right and left hand), while the right hand is significantly advanced, and the left - only slightly. Subsequently, the word is pronounced in one movement, for example, two (or one) tense hands gradually fall down.
Differentiation of sounds p and m
am am am am - ap ap ap
am am am - up-up
am (ate) - cap-cap (rain)
am-am (dog) - kapkap (rain)
papapa - ma
mama-pa
papa - ma
mom - pa
dad mom
pa ma, pa ma
dad mom
pa ma
ma pa, ma pa
mother, father
ma pa
pama pama - dad and mom
mapa mapa - mom and dad
papapa - ma
papa - ma
dad mom
pa - ma
father and mother
mama-pa
mom - pa
mother, father
ma-pa
mom and dad
When a vowel appears at:
pu pu pu - m_u
pu (shot) - mu (cow)
mu mu mu - pu
mu (cow) - pu (shot)
When a vowel appears about:
om_om_om_ - op
house - top (clap, forehead)
op op op - om_
top (clap, forehead) - house
ohm ohm ohm - op
om om - op-op
house house - top - top (clap - clap, forehead)
ohm ohm - op op
op op op - ohm
op op - ohm ohm
top - top (clap - clap, forehead - forehead) - house house
op op - ohm ohm
ohm ohm ohm - op
tom tom - top top
Tom top top (Tom is coming)
mo mo mo-pa
mo-pa mo-pa mo-pa
my dad
When pronouncing speech material, the movements described for sounds are used. m and P.
Sound Automation
When fixing sound at various game methods are used, for example:
Image of a train, car - y_,
- "roll call" in the forest - a_y_,
Transmission of the "crying" of the doll - wah wah wah, etc.
When fixing the sound y in syllables, words and phrases, you can use the following material:
upa upa upa - fell (a)(may be pronounced like UPA, UPA)
m_a_y_ m_a_y_- meow-meow(cat)
__(train, car) there; meow there
mom fell
dad fell
When playing this speech material, tense arms are stretched forward - y_, then clench into fists and drop sharply down - P a: when pronouncing fell one arm is stretched forward-to the sides and the palm is sharply "thrown" down - a natural gesture "bang";
u_p u_p u_p - soup(may be pronounced like pack), while the arms are extended forward - y_, fingers gather into a fist - P;
m_y_ m_y- m-y_ - mu(cow), while tense arms, bent at the elbows at chest level with palms away from you, slowly move forward - m_, then the palms are extended forward - y_; subsequently, a natural gesture is used, depicting a cow.
Sound automation t
When fixing sound t it is advisable to use the following material:
tatata - that
ta ta ta - there
ta ta ta - give(may be pronounced like that)
tatata - tata
tatata - tata(doll name)
tatata - uncle(may be pronounced like TAta)
Ata Ata - cotton wool(may be pronounced like Ata)
ATA ATA - water(may be pronounced like ATA)
uta uta - utya(may be pronounced like Uta)
tututu - tu__
tu tu tu tutu(a train)
tu tu tu - chair(may be pronounced like that)
ut ut ut - here
at at at - at
aTAT aTAT- soldier(may be pronounced like aTAT)
Mom (dad, uncle, cotton wool, water, u, duck, meow, mu) here
Here is mom (dad, uncle, cotton wool, water, u, duck, meow, mu).
When pronouncing a syllable that children clap their hands; per syllable that- throw index fingers forward, in reverse syllables ( ut, at) fingers gather into a pinch. When playing words, the following movements can be offered:
there- clap your hands - that and take tense hands forward and to the sides - m, subsequently use a natural gesture;
give- clap your hands; use a natural gesture;
Tata- clap your hands on the side - T A, and then with a smaller amplitude at the chest - that;
cotton wool, water- spread your arms to the sides (on a stressed syllable - significantly, on an unstressed - a little) and clap your hands; subsequently depict cotton wool (for example, fingering) and water (how a trickle flows);
you have- stretch your arms forward - at and clap your hands - that, subsequently depict how a duck swims.
When pronouncing a syllable that children "throw out" forward index fingers. With the same movements, the words are pronounced:
chair- index fingers "throw" forward;
TUTU- index fingers "throw" forward for each syllable, while they move further to the stressed syllable; subsequently, the children depict the movement of the train.
When pronouncing a syllable ut index fingers are "thrown" forward, and then gather into a pinch. With the same movements, the word here is pronounced, subsequently a natural gesture should be used.
When playing syllables aTAT you can spread your arms to the sides - a clap your hands - that and gather your fingers into a pinch - t; with the same movements the word soldier is pronounced.
Differentiation of sounds n and t
daddy - that
tatata - pa
patapata - pa ta
pa ta - patapata, dad is there
ta pa - tapatapa, there papa
tapatapa - ta pa - tyapa(dog's name)
tapatapa - there tyapa
tapatapa - there is dad
daddy - daddy, give
pa-ta pa-ta - shovel ( can be pronounced like aPata, PA ta)
apata apata - shovel shovel
daddy - that
papa is
father - Tata
pa - that
dad and tata
tatata - pa
tata - pa
Tata - dad
ta - pa
Tata and dad
ap ap ap - at
ap ap - at
ap ap - at at
cap-cap - soldier
at at at - a
at at - ap
at at - ap ap
soldier - cap-cap
yp yp yp-yt
soup soup here
soup here
there's soup
fififil - I love kefir (marshmallow)
pipipil - I drank kefir
ap ap ap - rain cap-cap
af af af - put the jacket (apron) in the closet
op op op - my forehead hurts
of of of of - I love carrots; I don't like carrots; tasty (tasteless) carrots
oop oop bin - tasty (tasteless) soup
uh uh uh - that's the beak
Fedya has a jersey (t-shirt), Fani has shoes.
Af af af-we will put a closet in the corner.
Differentiation of sounds f and v
fa - va:
waffles; Vanya (Valya, Vasya, felt boots, mittens, owl, head,
grass, cook, cow, tree) - apron (sarafan)
Vanya (Vasya, Vali) has waffles.
Vanya (Vasya, Vali) has an apron.
Vova (wolf, hair, scoop, oleso) - photo (form,
telephone, microphone, driver)
Here is a photo of the father (mother).
Here is the phone (photo, mold, microphone, driver).
Vova has a telephone (microphone).
Vova - driver
Vera (wind, branch) - Fedya (coffee, candy)
Vera has coffee (candy).
Fedya has a bucket.
Vitya (Vika, fork, spring) - kefir (marshmallow)
Vitya (Vika) loves (does not like, drinks) kefir (marshmallow).
Viti (Vicki) has kefir.
Vova has molds, Fedya has a scoop.
Vera (...) loves sweets (kefir, marshmallows, coffee).
Fedya has a fork.
Fedya is sitting on the grass.
Vova (Vanya, Vasya, Vitya, Vika), get up.
When pronouncing speech material, movements of the type can be used:
wa - fa - Vanya has waffles- tense hands clench into fists and unclench - wa-fa; stretch your arms forward a little at and squeeze into fists with tension - wa_ and then raise your palms up - neither (at Va_ni), again clench tense hands into fists - wa_, and then - unclench - f and turn the hands whether (wa_fly);
in - fo - Here's the phone - tense hands clench into fists and unclench - in - pho; pointing gesture - here raise your index fingers ti, turn the cams - whether and with tension to open them - fo_ and put your hands forward with your palms facing you - n (tilifo_n);
Vika has kefir- put your hands forward a little - at and with tension, trembling lift up - in and_, and then sharply press your elbows to your sides - ki(at Vicki), once again press your elbows to your sides, clenching your fingers into fists - ki, with tension, unclench your fists, raising your hands up - fi_, turn the hands (perform the "motor") - l (r) -kifi_l (kyfir).
wawava - headache
fafafan - Vali (Vera) has a sundress
Vovovok - Vova has a scoop
phonofon is a telephone; Fedya has a phone
vuvuvu - wow I call
fufufu - jacket in the closet
veveve - sitting on the grass
fefefet - there is a buffet; Fedya no
vivivi - Vitya (...) call
fififil - we drink (love) kefir; We eat (love) marshmallows; I don't like kefir
Sound automation l
lalala - la - paw, lamp, loto, shovel, catch, horse (can be pronounced as laSATka, laTATka),
lololo - lo - forehead, boat, catches, spoon ( can be pronounced like GLOSS, TRAY)
lululu - lu - bow, moon
lelele - le - Lena, summer, ribbon, sculpts
lilily - whether - fox, lemon, leaf, flies, face (can be pronounced as liSO, liTO)
al al al - fell, tired, slept, got up, broke
ol ol ol - floor, table
st st st - chair
El El el - chalk, ate
a_la a_la - Alya, Alla, fell, got tired, got up, broke
ala_ ala_ - slept
o_la o_la - Olya, Fields, Tolya, Kolya
y_la u_la - Ulya, Julia, grandma, grandpa
ulala_ ulala_ - walked
ale_t ale_t - toilet
a_li a_li - small
i_la i_la - Mila, soap(may be pronounced like Mila)
ila_ ila_ - saw
lalala_lalala_ - head
lalalo_ lalalo_ - milk
lalalo_t lalalo_t - plane
lalilo_ lalilo_ - far away
pla pla - dress, scarf, plasticine
plo plo - warm, bad
a_lka a_lka - stick
o-lka o_lka - how much?
yo_lka yo_lka - tree
u_kla u_kla - doll
olk olk - wolf
glue glue - glue
sla sla - sweet, broke / a /
slo slo - elephant, word
slu slu - listen
sli sli - plum
fli fli - shoes
lalala - here is a shovel and a saw; Lena drank milk; Olya has (...) a Mila doll; grandma is tired; this jacket (skirt, ...) is small for me; Mila is standing at the table
lolol i'm warm
lololot - here (there) an airplane flies; plane flies far
lululu - the table is in the corner; Julia goes (...) to the table; sharpened Tolya's saw
cherish - I go (want) to the toilet; can I go to the toilet?
lili - we are tired (fell, slept, got up, walked)
lylyly - here are the tables
lala - headache
lololo - it's warm outside
lelele - a cup (soup, porridge...) on the table
lylyly - felt boots (shoes) are small; here are the tables
Li li - the doll's shoes are small
Le le le - lies the tape on the table
Lu lu lu - Mila goes to the table
Liu lu lu - I love mommy
al al al - table (chair, bow, leaf, chalk, Valya,...) fell; Valya (...) tired (slept, got up, walked)
ol ol ol - put on the table; put the lamp on the table
st st st - give aunt (...) a chair
el el el - I (wolf, elephant) ate everything; this (here, there, here)
a piece of chalk; this is (here, there, here) white chalk
Speech material is pronounced with a variety of movements, for example:
le le le- summer - rotational movements with the hands at shoulder level - le le le, turn your hands again and clap your hands - let_ta (summer);
li li - lemon whether or not, turn the hands again - whether, then lower them with tension - mo_ and slightly spread to the sides with palms facing you - n (limo_n);
al al al - broke- spread your arms to the sides and turn your hands - al, with tension, spread your arms to the sides of your mouth, as if stretching it - with, turn the hands - la, with tension, lower your palms down - ma_ and turn the hands l (slama_l);
pla pla pla - scarf- fingers clenched into fists; perform rotational movements with cams - pla pla pla, repeat this movement, clap your hands - then_ and sharply take your elbows back - to (plateau_k);
lalala - This jacket is too small for me- perform rotational movements in front of the chest - lalala, spread your palms to the sides - e_, then - clap - ta (e_ta), sharply take your elbows back, clenching your fingers into fists - co_f open your fists and clap your hands - that (jacket), clasp your hands to your chest to me, ma and turn the hands la_ (small_);
lilily - salty soup, no salt- rotational movements of the hands above the head - lilily su and squeeze into fists - p (soup), again spread strained arms to the sides - sa, turn the hands lo_ and raise your palms up - ny (salon_y) shake your head negatively neither, spread the newly strained arms to the sides sa and turn the brushes - whether (neither sali_).
Alya (Olya, Valya, Tolya, Kolya, Ula, Julia, granny) fell.
Ali (Oli, ...) has a lamp (spoon, onion, fox, lemon, leaf, chalk,
milk, soap, plane, stick, tree, doll, wolf, glue, elephant,
plum).
Lyalya there, Lyalya here;
Lyalya, Lyalya here and there.
The tree has needles.
Klava put the bow on the shelf.
A jackdaw sits on a stick.
Lara washed the floor, Lilya helped Lara.
Differentiation of sounds l and t
la - ta: lamp (shovel, horse) - Tanya (Tata, taxi)
lalala - ta
tatata - la
talatala
latalata
lamp (shovel) - basin
paw - tank (taxi)
It's milk
The doll is tired.
Tata has a lamp (shovel).
Tata fell.
Tata drinks milk.
This is a doll (lamp, shovel, milk, head).
lo - then: forehead (boat) - toma (tolya, tom, thin): warm coat (auto)
Tom (Tolya) has a boat (spoon).
Put on a coat: it will be warm.
Toma (Tolya, Tom) has a sore forehead.
Tolya ate (eats) badly.
Tom ate badly.
lu - tu: bow (moon) - shoes (cloud)
lululu - Julia goes to the table
tututu - remove the shovel
al - at: fell (tired, walked, slept) - soldier (salad, bathrobe)
The soldier (robe) fell.
ol - from: table (floor) - pilot (airplane, compote)
Here is the table (floor).
Put the compote on the table.
st - ut: the chair is here.
Speech material can be pronounced, for example, with the following movements:
Tata drinks milk- clap your hands twice (the first time - with a larger amplitude) - TAta, shake your fists - pi, raise your index fingers up and outline them in the air "o" - yo, connect your thumbs and forefingers - t (drinking), push tense hands forward with palms away from you - ma, turn the hands - la ko_ (malako_);
Put on your coat, it'll be warm- put your hands forward with your palms facing you - on the shake hands - de_ and push them forward a little again - n (hope_n), shake your fists and turn them - finger clap your hands - then (coat) shake hands in front of chest boo_, then - below - di and connect your fingers into a pinch - t (bu_dit), sharply raise your index fingers up, squeeze your fingers into fists - type and turn them - lo_ (typically);
Put compote on the table- hands in front of the chest clenched into fists; put your hands down sharply pa, with tension, spread your arms to the sides - with, sharply lower the index fingers - ta_ and open your fists - ph (posta _f); sharply take your elbows back - ka m, sharply lower your fists down - on_ and connect the index and thumbs - t (campo_t), extend your arms forward with your palms up on the, dilute with tension to the sides - with, put your index fingers down and turn your hands - tol (on the table).
lalala - the skirt is too small for me
tatata is a plate
lololot - here (there) a plane flies
tototok - here is my handkerchief
lululu - Julia goes to the table
tututu - give me a shovel
al al al - bow fell
at at at - I love salad
ol ol ol - put it on the table
from from from - I love compote
st st st is a chair
ut ut ut - chair here
Here (there, here, this) paw (shovel, loto, horse, forehead, boat, spoon, bow, moon, summer, floor, table, chair, chalk, head, milk, Alya, Alla, Olya, Ulya, Yulia, Fields, Tolya, Kolya, Mila, toilet, granny, saw, plane, dress, scarf, plasticine, stick, coat, tree, doll, wolf, glue, elephant, plum, shoes).
Alya (Alla, Olya, ..., grandma, grandpa) eats (drinks, sleeps, fell / a /, tired / a /, got up / a /, walks, stands, walks, at home).
Ali (Alla, Olya, ...) has a shovel (lotto, boat, ...).
Alya (Alla, Olya, ...) washes her forehead (nose, legs).
Alya (Alla, Olya, ...) loves her mother (dad, grandma, grandpa, onions, summer, milk, doll, compote, ...).
Alya (Alla, Olya, ...) does not like onions (milk, compote, ...).
Alya (Alla, Olya, ...), catch!
Differentiation of sounds l and n
la - on: paw (lamp, shovel) - Nata (Natasha, socks, put on, draw);
Valya (Olya, Fields, Tolya, Kolya, Julia, Ulya, granny, milk) - Anya (Tanya, Tonya, Vanya, banana);
Valya and Vanya, Olya and Anya, Polya and Tonya, Kolya and Vanya...
Olya (Fields, Valya, Alya ...), for milk (banana, socks).
Here (there, here, this) Valya and Vanya (Alya and Anya, Tolya and Tonya).
Anya (Tanya, Vanya, Tonya) drinks milk.
Nata has a lamp (shovel).
Draw / those / paw (lamp, shovel, horse).
lo - but: forehead (boat, spoon, catches) - nose (legs, night)
This is the forehead, and this is the nose (legs).
lololo - it's warm outside
nonono - it's dark outside
Lena washes her nose (legs).
It's warm outside (dark, not dark).
lu - well; lu-well lu-well
we're flying to the moon!
Na na na - round (yellow) moon
La la la - this jacket is too small for me
La na lana - Pata had a doll
Lu lu lu - Lusha sits on the floor
Well, well, well - give me one roll; let's fly to the moon
Lu lu lu nu - give me one doll
Lo lo lov doll coat (Ole, Lube, ...) warm
But but but - it's dark outside
Le no le no - Lena sits at the window; patterns on glass
No no no - I'm riding a horse
Ly ly ly - Masha boots are small
We us we - where are my pants?
al - an: fell (tired, walked, slept) - banana (drum)
The banal (drum) fell.
ol - he: table (floor) - elephant (accordion, lemon, telephone, microphone)
... put a lemon on the table.
..., put the phone (microphone) on the table.
This is the table and this is the floor.
Here is an elephant, and here is a table.
lalala - Olya has a Mila doll
nanana - Valya is standing at the table; moon in the sky
lolo - it's warm
nonono - it's dark in there
lululu - a table (chair) stands at the corner; Tolya goes to the table
nununu - we fly to the moon
al al al - Valya (table, bow, ...) fell
an an an - I eat a banana; i like (dislike) banana
ol ol ol - put compote on the table
he he he - I love (dislike) lemon
When differentiating sounds l and n A variety of movements can be used, for example:
lu-well, lu-well - We're flying to the moon- turn the hands at chest level - lu well, circle yourself and the guys with a tense hand - we, turn your hands over your head - whether, clap your hands - ty_ and push them forward a little - m (lithium_m) stretch your arms out in front, palms up on the, turn the hands at chest level - lu and how to brush it aside, moving your hands to the sides - well (to the moon);
on-ol, on-ol - Put the lemon on the table- bend your arms at the elbows; join round hands in front of the chest (fingers do not touch each other) - is he and turn the hands ol, shake fists - pa, turn them - la and raise your hands up si (zhi_) - palas_ (palages), turn the hands over the head - whether and lower the tense hands, slightly spreading them to the sides - mo_n (limo_n), stretch your arms palms up on the, spread strained arms to the sides - with, then take your index fingers forward and to the sides - then and turn the hands l (on the table).
Lena (Alya, Alla, Anya), put on a coat (dress, scarf).
Lena washes her nose.
Anya (Vanya) washes her forehead.
Anya (Vanya) loves her mother (dad, bow, ...).
Anya (Vanya) does not like onions (milk, compote, ...).
Anya (Vanya), catch!
Anya has a new dress (coat, shoes, doll, ...).
Sound automation with
s_a s_a s_a - sa - himself / a /, plane, owl, dog, sled, Sanya, Sasha ( can be pronounced like SASA)
s_o s_o s_o - so - juice, salt, Sonya
c_y c-y c_y - su - soup, bag
s_e s_e s_e - se - Senya
c_i s_i s_i - si - blue, sitting
as_ as_ as_ - as - class, eye, we have
os_ os_ os_ - os - nose, frost, Santa Claus (can be pronounced as maLOS)
us_ us_ us_ - us - bus, watermelon (can be pronounced as ALBUS)
es_ es_ es_ - es - forest
is_ is_ is_ - is - kitty-kitty, iris
as_a_ as_a_ - asa_ - braid
a_s_a a_s_a - a_sa - meat
as_y_ as_y_ - asu_ - dishes
us_i_ us_i_ - usi_ - mustache, underpants ("can be pronounced as tluSI)
uc_a_ uc__a_ - uca_ - fox
is_o is_o_ - iso_ - wheel
is_o_k is_o_k - iso_k - sand
o_s_i o_s i - o_si - hair
s_pi s_pi - sleep - sleep, sleep, back
s_la s_la - sla - oil, broke / a /
c_lo s_lo - slo - elephant
c_le c_le - barely - on the left
s_pas_i_ s_pas_i_ - save_ - thank you
sasasa - here comes the fox
sososo - Sony has a wheel
sususu - I walked / a / in the forest, quietly in the autumn in the forest
sissi - take the juice to mom
as as as - the eye hurts; go to class
os os os - nose hurts; it's cold, frost; here is Santa Claus; it's frosty outside
mustache mustache - here is the bus (delicious watermelon)
es es es - we go to the forest
Saying syllables, words and phrases with sound with, with tension spread your arms to the sides. At the same time, the movements are longer when playing direct syllables (such as sa, so, se etc.) and reverse syllables (such as ace, os etc.). When pronouncing the sound with in confluences of consonants, the movement is shorter, for example:
sa sa sa - himself (herself) sa, repeat this movement and lower the tense hands with palms down - myself or down to the sides - herself;
su su su - soup- with tension, spread your arms to the sides of your mouth, as if stretching it - su, repeat this movement and clench your fingers into fists - soup;
ac ac ac - class- slightly spread your arms to the sides and continue their breeding with tension - ace, press your elbows to your sides - to, turn the hands la and with tension spread your arms to the sides;
es es es - we go to the forest - slightly push your arms to the sides-forward and with tension spread to the sides - es, slowly wave your hand around the children of the group - we, raise your index fingers up, and then - relaxed hands - ido_, with tension, lower your hands with your palms down - m (id_m), perform trembling movements of the palms in front of the chest, and then turn them - vle and dilute with tension to the sides - with (vles).
Ska-sko-ski - take your socks off
Sleep-sleep-sleep - there is snow all around
Sla-slu-sli - Slava brought a plum
Sva-svo-light - Light, turn off the light
Freezing! Freezing! Don't freeze my nose.
Senya carries hay in the canopy. Senya will sleep in the hay.
Sonya's sleighs go down the hill themselves.
Differentiation of sounds with and t
sa-ta: Sanya (airplane, dog, owl, sled) - Tata (Tanya, basin, tank), scythe (meat) - shovel (Sveta, stove); Sanya and Tanya;
Tanya has a dog (airplane, owl, sled).
There Sanya (airplane, dog, owl, sled).
This is Sanya (airplane, ...).
so-to: Sonya (juice, salt) - Toma (Tolya); sand (wheel) -lotto (shawl, car); Tosya; Sonya and Tonya, Sonya and Tolya;
Sonya has a loto (shawl).
Toma (Tolya) has juice (wheel).
Sonya is there, and Tom is here.
su - tu: soup (bag) - here (shoes, cloud), dishes - iron
There is soup (bag, dishes).
In the bag shoes (iron).
as - at: class (eye) - soldier (salad, dressing gown)
os - from: nose (frost, Santa Claus) - cat (compote, plane, pilot)
usut: there is a bus (watermelon)
s_ta c_ta - hundred - worth
us_ta_ us_ta_ - usta_ - tired / a /
c_to c_to - one hundred - table, stop
s_tu s_tu - stu - chair
one hundred-stu-hundred - the chair is at the table
sta-sti-ste - painting on the wall
sasasa - here comes the fox
tatata is a plate
sososo - Sony has a wheel
tototo - Tolya, give loto (coat); it's a handkerchief
sususup - I eat soup; tasty soup
tututu - remove the stove
at at at - I am a soldier
as as as - go to class; sore eye
from from from - I am a pilot; here is the plane
os os os - nose hurts
ut ut ut - fireworks in the sky
usus usus - there is a bus
tasatasa - Tanya has a braid
tusutusu - I carry shoes
During the exercises, the pronunciation of speech material is accompanied by movements such as:
ta-sa ta-sa - Tanya has a dog - clap your hands - that sa, put your hands forward a little - at clap your hands - ta_ and raise your hands palms up - neither (at Ta ni), spread tense hands to the sides - sa, shake with relaxed hands - ba and sharply take your elbows back - ka (saba_ka);
tu-su tu-su - Tut soup- sharply push the index fingers forward - that su that and connect them with big - t (here), tensely spread the index fingers to the sides - su and clench your fingers into fists - n (soup);
ta-sa ta-sa - Tanya has a braid- move your index fingers forward - that and tensely spread them apart - sa, push index fingers forward - at and shake them - ta_, then stretch your arms forward with palms up - neither (at Tanya), pull elbows back - ka and with tension spread your arms to the sides - sa (cash desk_).
Airplane high
The plane is far away.
Oh-oh, high
Ooh, far away!
We will go to the forest
And let's call the guys:
"Ay! Ay! We're going to the forest."
Sound Automation
for for for - bunny, hare, hall, fence, castle, Zakhar, splinter, hairpin, fence, hall, sunset, caring
zo zo zo - umbrella, gold, Zoya
zu zu zu - teeth
zi zi zi - winter, Zina, strawberries, earth, marshmallows, grain
ze ze ze - zebra, mirror, greenery
azi azi - shop
aza aza - goat, vase, eyes
oza oza - rose, splinter
uza uza - belly, body, blouse, corn
iza iza - Lisa, TV
azo azo - goat
aze aze - newspaper
oz oz - lake
uze uze - knot
zva zva - call
sound sound - sound
akza akza - railway station
arzi arzi - basket
caring mom, cold winter, toy store
Here (there, here, this) fence (hall, bunny, hare, castle, Zakhar,
hairpin, umbrella, Zoya, Zina, strawberries, earth, zebra, mirror,
marshmallow, shop, goat, vase, rose, Lisa, TV, basket).
Zoya (Zina) has an umbrella (basket). Lisa has a toothache.
I love (want) marshmallows.
I love (dislike) winter.
We bought a TV from the store.
Little Zina has a bunny (in a basket).
for for for - Zoya has gray eyes; here comes the goat; goat - dereza
zu zu zu - we graze a goat; we wash the bunny in the basin ze ze ze - I tear grass for the goat
zi zi zi - goat kids; new basins; goat's evil eyes
zi zi zi - take the hay
Liza bought Zina a basket in the store.
Zoya and Zina are drinking juice at the store.
Little Zina has a bunny sleeping in a basket.
Introduction
Speech is one of the most important human functions. In the process of speech development, higher mental processes and the ability for conceptual thinking are formed. Speech 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.
Disadvantages of sound pronunciation significantly distort the speech of the child. The child may experience omissions, substitutions, deficiencies in the differentiation of sounds. All this makes the child's speech incomprehensible to others, limits the baby's speech activity.
Correcting the shortcomings of sound pronunciation is one of the most important tasks of the teacher. The child must learn to pronounce all the sounds of his native language correctly. 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, M, etc.
Benefit Structure
Work on each sound includes 3 sections:
1. Clarification of the correct articulation of sound.
2. Setting the sound.
3. Practical material on automation and differentiation of sounds (syllables, words, sentences, tongue twisters, tongue twisters, proverbs, sayings, riddles, poems, stories and games).
After clarifying the correct articulation and staging a defectively pronounced sound, its automation begins. Automation of any sound should start with syllables. Only when the child learns to correctly pronounce the sound in syllables, you can move on to words and sentences. When automating words, the pronunciation of sound in different positions is practiced; at the beginning, in the middle and at the end of a word; in words with a confluence of consonants.
At the final stage of sound automation, children are offered tongue twisters, proverbs, tongue twisters, riddles, poems, stories, games. Clean tongues and proverbs should be spoken at a calm pace, paying attention to the fact that the automated sound is pronounced clearly and correctly. First pronounce tongue twisters slowly, clearly articulating sounds, then at a normal pace. Only when the child can accurately pronounce the tongue twister, you can repeat it at a fast pace. When working with riddles, invite children not only to guess them, but also to repeat, since an automated sound is found in the text of riddles. Poems are desirable to memorize. This contributes not only to fixing the sound, but also to the development of memory. The stories are read calmly, expressively, so that the child can remember and retell them. Games to conduct emotionally, encouraging the correct answers of the baby.
This manual is intended for speech therapists, educators of speech therapy groups, parents of children with deficiencies in sound pronunciation.
Sound M
Sound articulation
The lips are at first calmly closed, then open with an instant exhalation of air. The distance between the incisors and the position of the tongue depends on the next vowel. When pronouncing the sound M, the vibration of the cheeks and nose is felt.
Sound staging
By imitation. The speech therapist presses one hand of the child to his cheek, the other to the cheek of the child. The child feels the vibration on the speech therapist's cheek and reproduces it by tactile control through his palm.
Practical material on automation of sound M
1. Repeat the syllables.
| Ma - mo | Ma-mo-mu | Am - om - um - um |
| Mo - ma | Mu - we - ma | Um - om - am - um |
| Mu - we | Mo-ma-moo | Ym - om - am - mind |
| We are mu | Mu-ma-we | Om - mind - um - am |
2. Repeat the words.
Sound at the beginning of a word: Poppy, magician, small, Masha, shop, car, raspberry, painter, tangerine; wash, wash, cape, soap, moo; mot, moss, skein, coin, hammer, monologue, sea, sailor, frost, carrot; Muk, dregs, flour, fly, mousse, museum, music, mulatto, Murka, purr.
Sound in the middle of a word: Mom, godfather, Kama, thought, at home, lady, scrip, winter, KAMAZ, spread, team, break, frame, Roman, mosquito, chamomile; koumiss, reeds, frames; chest of drawers, lump, smoke, mute, castle, lemon; to whom, to that, clamp, stir up, Talmud.
Sound at the end of a word:
House, smoke, ladies, you, bam, bom, com, catfish, himself, deputy, noise, scrap, rum, album, burbot, temple, bromine, shame.
Mka, me, me, think, mla, mra, mru, rma, rchma. Umka, Tomka, bag; many, many, multiply, multiplication; me, opinion, doubt; stones, remember, knead; young, baby, younger; gloom, gloomy, gloomy, marble; feed, tavern.
3. Repeat the sentences.
Mom washes Masha. Mom has a poppy. Manya loves raspberries. Little Muck goes to the store. Kuma has a small bag. Smoke is coming from the house. Mom is washing the frame. Mania breaks the lock. The house has a small room. Kuma has a small catfish. Manya looks at the album. Dima is broken. Darkness all around. There is a lot of marble in the castle. There is a small key in the lock. Catfish in a bag. Masha multiplies. Mom is washing the baby. Masha is younger than Viti.
4. Repeat tongue twisters.
Ma - ma - ma - I'm at home myself. Mu-mu-mu-milk to whom? We - we - we - we walked. Mo - mo - mo - eat popsicle.
Lots of snow, lots of bread. Lots of water, lots of grass. Moscow is the mother of all cities.
6. Repeat tongue twisters.
Have you washed the raspberries?
Washed, but not washed.
The cat lapped milk
And Borya dipped a roll in milk.
7. Repeat the riddles.
The red maiden sits in a dungeon,
head on leg,
And the spit is on the street.
(Carrot)
Peas in the head.
(Poppy)
Flying all day
Everyone gets bored.
The night is coming
Then it stops.
(Fly)
Drinks petrol like milk
Can run far.
Carries goods and people.
You know her, of course.
(The car)
8. Learn poems.
Mom, I love you so much
I don't know right!
I am a sea ship
Give the name "Mom!".
(Y. Akim)
May I? - Asked the mouse?
What you? You are still a baby.
(G. Satir)
9. Game "Tell me a word"
The adult invites the child to suggest the right word at the end of each poem.
And play pranks without a break
All day long... (monkeys).
We are a puppy in water and in soap
Two hours of washcloth... (washed).
Clinging to the rear tire
Masha is going to... (machine).
Underground, in a closet
She lives in a mink
Gray baby.
Who is this? (Mouse).
10. The game "On the contrary"
An adult asks the child to name words that are opposite in meaning (antonyms), which begin with the sound M.
Silly - (wise)
A lot - (little)
Big small)
Dry - (wet)
11. Retell the story
The adult invites the child to listen to the story and then retell it.
We have a cat called Murka. Murka has a beautiful mustache, a fluffy tail. Murka loves to drink milk. Mom buys it in the store especially for Murka.
Na, Murka milk.
Mur-mur-mur, thanks the cat. What Murka smart!
Sound M
Sound articulation
See sound M. The difference lies in the fact that when pronouncing the sound Mb, the lips are much more tense, the tongue is arched, its tip rests on the lower incisors.
Sound setting. By imitation.
1. Repeat the syllables.
| me-me-mu | Me - me - me |
| me-mu-me | Yam - yum - yum |
| Mi - me - mu | Mi-mi-mi |
| Mu-me-mi | Me-me-me |
| Me - mi - me | im - im - im |
| Mu-mu-mu | Eat - eat - eat |
2. Repeat the words.
Sound at the beginning of a word:
Meow, knead, ball, mint, mint, soft, pulp, meat, rebellion, mumble, meat grinder; mine, blink, minute, minus, bear, mile, Mila, cute, world, minor; copper, medic, throw, label, bear, place, jellyfish, bag, blizzard, medal, furniture, chalk; honey, chalk.
Sound in the middle of a word:
Name, hush up, banner; house, comedian, fireplace, domino, vitamin, freeze; comet, stone, change, note, replacement, camellia, change; hint, hint.
The confluence of consonants in syllables and words: Tme, dme, bme, vme, sm. Cancel, undo, cancel; change, sweep; exchange, exchange; together; daring, bold.
3. Repeat the sentences.
Mila has a medal. Mila throws the ball. The bear loves honey. Misha blinks at Mila. The ball flies for a minute. Mila threw the ball well. Misha eats meat. There is a fireplace in the house. There is a banner on the house. The comet flies past Mila's house. Mitya noticed the stone. The comedian took the hint. Mitya carries the banner. Mint has a minty flavor. A blizzard is blowing outside. Misha drinks vitamins. The bear loves honey. Mitya draws with chalk.
4. Repeat tongue twisters.
Mi - mi - mi - I sing the note mi. Mi-mi-mi-let's go ourselves.
5. Repeat proverbs, sayings.
To live with wolves is to howl like a wolf. Who dared, he ate.
6. Repeat the riddles.
They beat him, but he does not cry,
Only higher, higher jumps.
(Ball)
Walking in the woods in summer
Resting in the den in winter.
(Bear)
The white stone melted
Left footprints on the board.
(Chalk)
Horned, but not butted.
(Month)
Twisted, tied
planted on a stake,
And dancing down the street.
(Broom).
7. Learn the poem.
The ball is jumping colored
In the yard in front of me
This ball is very cute:
He hasn't broken glass yet!
(G. Vieru)
8. The game "Tell me a word."
The adult invites the child to suggest the right word at the end of each poem.
Doesn't fit in the book
Clubfoot... (bear).
Our Tanya is crying loudly
Dropped into the river... (ball).
He slept in a fur coat all winter,
He sucked his brown paw,
And when he woke up, he began to cry.
It's a forest animal... (bear).
9. The game "On the contrary."
An adult invites the child to name words that are opposite in meaning (antonyms), which begin with the sound МЬ.
10. The game "Be careful."
The adult invites the child to listen to the story and name all the words with the sound МЬ that occur in it.
Mila has crayons. She drew a bear, a jellyfish, a ball, a medal. Mila made beautiful drawings. Mila showed the drawings to Tyoma. He also decided to draw something, took a piece of chalk and here we have a comet. Well done boys!
Differentiation of sounds M - Mb
After the sounds M, Mb are set and automated, it is necessary to differentiate them so that the child does not confuse hard and soft pronunciation options.
Practical material for the differentiation of sounds M - Mb
1. Repeat the syllables.
3. Repeat sentences
Little Mila loves honey. Mila's mother bought butter and meat. Mitya looks at the fireplace. Masha carries the banner. Mom washes Mila with mint soap. Mom kneaded the dough. Mint grows in Masha's garden. Mila listens to music. Maria is a beautiful name. Marat plays ball. Mila has a little kitten at home. Jellyfish swim in the sea. Mani's favorite toy is a bear. In winter, a blizzard often sweeps. The bear eats raspberries. Makar is carrying a bag of tangerines.
4. Repeat tongue twisters.
Ma - me - ma - I write myself.
Mi - we - mi - we read ourselves.
Mu - mu - mu - I'm going to the house.
Me - ma - me - you have a beautiful name.
5. Repeat proverbs, sayings.
Good and good memory. We will move mountains with peace. It's not enough to want, you have to be able to.
6. Repeat tongue twisters.
We caught a burbot on the shallows.
The bear found honey in the forest,
Little honey, a lot of bees.
Mom did not regret washing,
Milu's mother washed soap with soap.
Mila did not like soap,
Mila got soap in her eye.
Why are you crying, our Mila?
I'm crying out soap.
7. Repeat the riddles.
Small stature, long tail,
Gray coat, sharp teeth.
(Mouse)
Crowded, noisy, young,
The city rumbles underground.
And at home with the people here
They run along the street.
(Underground)
He himself is thin, and his head is a pood.
(A hammer)
The owner of the forest wakes up in the spring,
And in winter under a blizzard howl
Sleeping in a snow hut.
(Bear)
8. Learn poems.
My horse.
I got on a horse
And I'm holding my hands.
Look at me, -
I went to my mother.
(M. Klokova)
March,
A blizzard, frost ...
We bought a mimosa for mom. Smarties!
(E. Blaginina)
9. Game "Tell the phrase"
The adult asks the child to complete the phrase with a suitable word.
The horse neighs, and the cow ... (mumbles). The dog barks, and the cat ... (meows). The moon is shining, and the stars ... (flickering).
10. The game "Make sentences."
The adult invites the child to make sentences on the following key words:
11. Retell the story.
The adult invites the child to listen to the story, and then retell it.
Mila and her mother went to the forest for mushrooms. Mila took a large basket. “Mom, I want to pick a lot of mushrooms,” said the girl. In the forest, Mila looked for mushrooms under every bush, under every stump, looked under the leaves. Very quickly, the basket filled with mushrooms. Mila showed the basket to her mother, and there were only fly agarics. “Mila, these are inedible mushrooms. You can't eat them or you'll end up in the hospital. Don't be upset, Mila, I'll share my mushrooms with you," Mom said.
Sound H
Sound articulation
Lips in a neutral position, take the position of the next vowel. The tip of the tongue is raised and rests against the upper incisors. When pronouncing the sound H, the vibration of the nasal cavity is felt.
Sound staging
1 way: by imitation. Attach one finger of the child to the speech therapist's nose, the other to his own. In this case, you need to show the child the position of the tongue.
2 way: on the basis of the sound M. The child pronounces the sound M with a long tongue protruding between closed lips. At the same time, a shade of the sound H appears. As the child gets used to such an interlabial pronunciation of the sound H in syllables, words, the lips are eliminated with fingers. It turns out interdental N. Gradually, the tongue is transferred beyond the upper incisors to a normal position.
Sound Automation Practice Material H
1. Repeat the syllables.
| On - but - well - us | An - he - un |
| We - on - well - but | Eun - he - un |
| But - we - well - on | Un - an - he |
| Well - on - us - but | He is un-eun |
| On - on | Well - but |
| But - on | Well - us |
| But - well | We - well |
2. Repeat the words.
sound at the beginning of a word.
Us, us, our, Nata, Nadia, Naf-Naf, navaga, put on, put on, drip, bend, write, set, people; whine, whiner, dive; legs, nails, night, nose, socks, wear, zero, mink, rhinoceros; Nuf-nuf.
Sound in the middle of a word:
She, Dina, tina, Lena, bath, rope, bananas, club, room, spring, gum, viburnum, raspberry, picture; Danes, warriors, loaves, bison, telephones, elephants; cinema, Vano, given, window; sink, throw, blow, poke.
Sound at the end of a word:
He, con, out, background, tone, Don, pan, dream, dignity, warrior, revolver, law, elephant, gramophone, telephone, tape recorder, gramophone, raven, crane.
The confluence of consonants in syllables and words:
Nka, nk; nts; many; dreams, you know. Semolina, race, club, grain of sand, mote, funnel, picture, lid; tanks, racing, thin, sleds; high boots, screws, umbrellas, fenders; dark; dreams, know, banner, knowledge, badge, healer.
3. Repeat the sentences.
Won Nata and Nonna. Nata has a loaf. At Nonna's bank. Soup was poured into a jar. Anton has high fur boots. Nata has a bow. Nata is carrying a banana. Nina and Nonna at the window. Nata has dirty feet. Nata carries water. She washes her feet. Anton sings from notes. Nina sees the ditches. Nonna has oranges. Nina has tangerines. Lena wears a bow. Nonna has a pencil case. Nata has long legs. Nonna and Nata are friends. Nastya is wearing a dress. Nonna wears a skirt. Nata at Nastya's house. Nastya has a new skirt. Nonna has a new home. Nonna washes the window. Anton put on new socks. Anton has a white phone. The warrior is on guard. The cat put on boots. Nina has boots. At the canal - Nonna. Nonna washes the jar. Nina wears glasses. Nata and Nonna are moving to a new house. Nonna carries the doll in her arms. Anton and Nastya live in a new house. Anton has a new toy.
4. Repeat sayings.
On. - on - on - Nata at the window. .
Well - well - well - Nata goes to the window.
But - but - but - Nat washes the window.
We - we - we - Nate has dreams.
But - but - but - it's dark in our room.
An-an-an-dad repairing the faucet
5. Repeat proverbs, sayings.
Lots of snow, lots of bread.
The guest does not stay much, but sees a lot.
Whoever loves science knows no boredom.
Done hastily - and made a mockery.
Although laughter has long legs, it does not lead to success.
There is safety in numbers.
6. Repeat tongue twisters.
Pan gave bananas to pan.
Our Polkan fell into a trap.
Don, don, don - the cat's house caught fire.
7. Repeat the riddles.
One leg and that one without a boot.
(Nail)
Above the grandmother's hut hangs a loaf of bread.
(Moon)
But the sea goes, goes, and it comes to the shore - then it will disappear.
(Wave)
All their lives they go ahead, but they cannot catch up with each other.
(Legs)
Between two luminaries in the middle one.
(Nose)
On one finger, a bucket upside down.
(Thimble)
8. Learn poetry.
Old elephant.
Sleeping calmly
old elephant,
standing up to sleep
He knows how.
(S. Marshak)
Sleepy elephant.
Don-don, don-don!
Elephant walking in the alley
An old, gray, sleepy elephant.
Don-don, don-don!
(I. Tokmakova)
9. The game "Tell me a word."
The adult invites the child to suggest a word at the end of each poem.
Watchmaker, squinting his eyes,
Cleans watches for... (us).
Who alone has a horn?
Guess!.. (Rhinoceros).
A rooster with a prickly hedgehog
They cut fat with a sharp ... (knife).
10. The game "On the contrary."
An adult invites the child to name words that are opposite in meaning (antonyms), which begin with the sound N.
Left right)
Dry - (wet)
Under - (over)
11. The game "Be careful."
The adult invites the child to listen to the story and name all the words with the sound N that occur in it.
There is a forest near the village. The girls played hide and seek. Natasha was looking for Alina, Nonna, Alena. Alina - at the spruce. Alena - at the pine. Where is Nonna? And she stands by the bush. Natasha found her later than everyone else.
Sound n
Sound articulation
Cm. sound H. The difference is that when pronouncing the sound Hb, the tip of the tongue is lowered behind the lower incisors.
Sound staging
1 way: by imitation.
2 way: from the sound H. At the moment of pronouncing the sound H, the speech therapist lowers the tip of the tongue behind the lower incisors with a spatula.
Practical material on Hb sound automation
1. Repeat the syllables.
| Nya - not - nu | Nya - not | Not - neither | An - on - un |
| Nu - no - no | No - no | Nu - nya | Yn - on - an |
| No - no - no | Nu - not | Nya - nu | Yin - yang - yen |
| Nu - nya - neither | Nu - no | Non-nude | yong - yin - yang |
| No - no - no | Ni-nu | Yun - yang - yin | |
| Nu - no - no | Neither - not |
2. Repeat the words.
Sound at the beginning of a word:
Yum-yum, nanny; thread, Nina, Nikita, thread, Nil; no, the sky, dumb, nowhere, klutz, Neimeyka, Dunno, I suppose, firmament, unbearable, fiction, unseen; palate, bore; Nyuta, Nyusya, Nyura.
Sound in the middle of a word:
Melon, Anya, Vanya, Monya, Tonya, Danya, Tanya, Sonya, Senya, understand, take, classes; they, horses, ponies, melons, mani, sleigh, canopy, songs, understand, understanding; carried away, carried, carried, carried.
Sound at the end of a word:
Horse, tribute, day, shadow, stump, Van, Tan, Ton, Sonya, autumn, song, laziness, very much.
Confluence of consonants in syllables and words:
Nka, nka.
Melon, Vanka, Manka, Tanya, Danka, daughter; skates, small, remote, thin.
3. Repeat the sentences.
Nina is not to blame. Nusya is mute. The nanny is babysitting Nina. The nanny washes Nina. Nyusya is carrying a sled. The nanny carries the threads. Nikita can't walk. The stranger can't write. Nina's palate hurts. Nina has no threads. Nucy is not at home. Nusya rides a horse. Nina carries a bag on her back. The horses ran away from the wolf. Recently Nikita saw horses. There are no clouds in the sky. Nikita is carrying skates. Nyura carries a small melon. Nyura sings songs. An airplane is flying in the sky. Nina doesn't like melons. The idiot doesn't want to work.
4. Repeat tongue twisters.
Nya - nya - nya - I'm leading a horse.
Nu - nu - nu - I will give water to the horse.
Neither - nor - nor - horses drink.
No - no - no - we're riding a horse.
Him - him - him - we go with a horse.
5. Repeat proverbs, sayings.
Do not drive a horse with a whip, but drive a horse with oats.
Take a look - the forest will fade.
A day is like a day, but the year is not the same.
Don't leave your friend in misfortune.
6. Repeat tongue twisters.
Vanka and Vstanka have unfortunate nannies.
Little Sanya's sleigh drives by itself.
7. Repeat the riddles.
The blue sheet covers the whole world.
(Sky)
Not fluff, not fur, but will dress everyone.
(Cotton)
Sweeter than honey, lighter than fluff.
Have a rest! - all whispers in the ear.
The one who will be friends with her,
Life will be very bad.
(Laziness)
8. Learn the poem.
Our Tanya is crying loudly.
Dropped a ball into the river.
Hush, Tanechka, don't cry,
The ball will not sink in the river.
(A. Barto)
And the nanny said to Nina:
“See the sun in the picture?
And on such a spring day
The stump casts a shadow."
(O. Egorova)
9. The game "Call it affectionately."
The adult invites the child to affectionately name the following objects (objects):
11. The game "Be careful."
The adult invites the child to listen to the story and name all the words with the sound Hb that occur in it.
Tanya and Anya have a nanny. The nanny bathes Tanya and Anya in the bath. There is warm water in the bath. The nanny sings songs to the girls. Tanya and Anya are having fun.
Two heads and six legs; four walk, and two lie still
Self-esteem - what is it: concept, structure, types and levels
Cassandra's Path, or Pasta Adventures War on Earth and Underground