Alsu Bagautdinova

« Together with the unknown»

Topic: « Sound u» .

Target: getting to know sound u and letter u.

Tasks: - development of general speech skills ( sound pronunciation, clear diction, sonority and mobility of the voice);

Automation sound u in syllables, words and sentences;

Development of phonemic perception;

Development of general and fine motor skills;

Development of word formation skills;

Improving syllabic and sound analysis of words;

Acquaintance with the rules of spelling schA, shu, schi;

Organize independent work of children with cash desks letters;

Cultivating perseverance, the ability to listen to each other.

Equipment: fairy tale hero Dunno, individual mirrors, green and red locks, color symbols sounds, articulation profile sound u, type-setting cloth, cash registers letters, strips of paper for constructing a sentence scheme, a fan with spelling rules shcha, shch, shchi, lowercase and capital letters W, drawing by Barmaley, subject pictures (pike, cape, wood chips, puppies, box, vegetables, tongs, pincers, goldfinch, shield, etc.)

Location: MDOU No. 6 "Turgay", p. g. t. Aktobe, Aznakaevsky municipal district, R. T. Preparatory group.

preliminary work: During the year, work was regularly carried out on the formation of word-formation skills, syllabic and sound analysis of words, the skill of constructing sentences and constructing their schemes developed.

Literature.

1. E. A. Pozhilenko "Magic world sounds and words» , manual for speech therapists, M.: 2001.

2. O. S. Gomzyak "Speak Right" 3 notebook of the relationship of a speech therapist and educators.

3. The alphabet of the correct pronunciation.

Course progress.

1. Organizational moment.

Today, guys, we have guests for class. They want to see you! Let's welcome them!

Imitation of collecting sorrel.

Children, have you tasted sorrel? What is he?

Depict the feeling of sour sorrel with facial expressions. Mom is calling you home. Tell her: “You don’t look for us mom, we pinch sorrel on cabbage soup”.

2. Reporting the topic of the lesson.

Selection sound u from a tongue-twister.

Which sound repeats more often than others?

+Sound u.

Today in class, we will introduce you to a new sound u and learn a new letter u.

3. Articulatory and acoustic characteristics sound u.

Look in the mirrors and say sound u! What happened to your lips?

Became like "window"!

That's right, the lips moved forward slightly and became like "window". Look at the profile, where is the tip of the tongue?

It is raised to the tubercles behind the upper teeth.

That's right, the back of the tongue is raised.

Let's try to sing sound u!

-The sound u is a very tricky sound, it stretches and sings but there is an obstruction in the mouth?

Yes, tongue and teeth.

Guys, is the neck singing or resting?

No, it is resting.

Let's recap what can be said about sound u?

Consonant, deaf.

-Sound u - always soft, he, like sound h, there is no older brother - solid. So, in what castle, we will settle him?

In green.

4. Pronunciation sound u in syllables.

Guys, we have another guest today! And what, you will find out by guessing the riddle! Listen!

What an interesting boy For any question from outside

He always answers: “I don’t know!” And for this all his friends called him ...

How are you guys, what do you think?

That's right, it Dunno!

H: Hello guys!

- Dunno will study the sound u with us.

H: And what is that red lock? And who lives there?

Vowels live there sounds.

H: Why are they called vowels? sounds?

Because it sounds that sing and stretch.

H: Oh, how interesting! And our new sound can you make friends with them?

Let's introduce them guys! And we'll show Dunno how they are friends.

Shch, shch, shch, shch.

-Dunno you sit down with the guys, here is your place!

5. Pronunciation sound u in words.

Guys, call for Dunno words, in which sound u is heard at the beginning of a word.

Shield, pike, tongs, puppies, chips, brush.

In what words is our sound pronounced in the middle of a word?

Ticks, area, vegetables.

In what words sound u pronounce at the end of the word?

Bream, raincoat, vegetable.

Dunno in all tasks makes mistakes in determining the position sound u. The kids correct him.

6. sound- syllabic analysis and synthesis.

-Dunno, name the shortest word out of four X: cabbage soup, shield, pike, goldfinch.

H: Goldfinch.

Children, do you agree with him?

Why don't you agree?

In the word goldfinch 5 sounds.

How sounds in the word?

Two sound.

Which sound appeared in the word shield?

+Sound t.

How sounds in the word pike?

Four sound.

And in the word goldfinch?

Five sounds.

So the shortest word...

Put the pictures on the typesetting canvas. At the top there will be an object in the name of which there are two sound, on the second row - an object with three sounds, in the third - with four, on the lowest row - with five sounds.

The children are doing the task. Dunno puts a picture of a pike on the top strip. Children explain the mistake and correct it.

-"Scatter" sounds of the word pike. Label them with circles.

Pike.

Each child does sound analysis of the word with the help of colored caps that lie on the desks. Dunno doing the task at the blackboard.

- "Gather" word from "scattered" sounds p, l, a, w

Is this scheme suitable?

The speech therapist shows a deliberately incorrect raincoat scheme.

H: Yes!

Why doesn't it fit?

Children's explanations.

What word would she fit?

H: By the way, pike!

Speaking of forceps.

How many syllables are in the word vegetables?

H: Two syllables. Right guys?

Explain why you disagree with him.

There are three syllables in the word, since there are 3 vowels o, o, and.

Now Dunno offers you a difficult task.

H: "Take" first sounds from words pen, vegetables, pike, bus and put together a new word. What word came out?

H: I'll circle it.

Has it been correctly labeled Dunno this word in circles.

Not properly!

Children correct the mistake dunno.

“My task will be even more difficult. Listen syllables: shche, shchi, nok, kle. What words can be formed from these syllables?

Puppy, ticks.

Label them with circles.

Children complete the task on their own, and one child at the blackboard.

7. Physical Minute.

Two puppies cheek to cheek (fold hands with palms to each other) friend:

Pinch the brush in the corner to the right,

And at the sexual brush and then to the left cheek. )

There is a stick above your head (we raise our hands up and connect

overhead)

Stick - click puppies from the shoulder (clap on the shoulders)

The two puppies left the food. (walk around your table and sit down).

8. Forming nouns with a suffix "-seek-".

Look what drawing brought us Dunno. This is some kind of monster. He doesn't have eyes, but...

Eyes.

Not a mustache, but...

No nose but...

Not hands but...

Not legs but...

9. Sound u in sentences. Analysis of the verbal composition of the sentence.

Items are laid out.

- things in front of you:…

Box, brush, raincoat and pincers.

Explain what they are for?

A cloak is outerwear.

Make up a sentence with one of the words and build a sentence scheme from strips of paper.

Analysis of one or two of the proposals.

10. Introduction to letter W.

It looks like a hairbrush.

Three teeth in total? Well, what?

E. Tarlapan

On what she looks like a letter?

On the letter sh, only she has a hook at the bottom.

Now read these syllables!

Shcha, shcha, shcha.

-Remember the rule: scha write with a, schi write with i, schu write with y.

11. Reading and typing words with the replacement of individual letters.

In the word saw, replace letter l to sh. What will happen?

Similar tasks are given with the words ivy - raincoat, flour - pike.

12. Sound u in pure phrases. Children's vocabulary.

Children, come up with clean words. I will pronounce the syllable, and you complete the appropriate word, to pure tongue: ash - ash - ash - ...

Goal - goal - goal - ...

Spruce - spruce - spruce - ...

Inventing pure talk - fables.

13. The result of the lesson.

Well, Dunno did you like with us?

H: Yes very!

What have you learned?

H: Learned to divide a word into syllables, learned a new sound u, also denote sounds in circles, read and write!

How much have you learned! You are now the Know-It-All! Really guys?

What did you guys remember most about the lesson?

What did you like the most?

Class is over, goodbye!

Goodbye!

Developed by a teacher - speech therapist

Nekrasova Nadezhda Pavlovna

1. In isolation, pronounce the sound [Щ]:

The lips are rounded and stretched forward, the wide tip of the tongue is pressed against the alveoli (tubercles behind the upper teeth), the lateral edges of the tongue are tightly pressed against the upper molars. The back of the tongue is raised, the tongue is tense. The air jet is directed upwards in the middle of the tongue, the air is warm.

Imitation of a janitor who cleans the path near the house.

Sh-sh-sh-sh-sh...

2. Automation in syllables:

When pronouncing syllables, we select the sound [Щ], pronounce it for a longer time.

SCHA

SCHO

SC

shchi

SHCH

3. Automation in syllable combinations:

When pronouncing, we select the sound [Щ], pronounce it for a longer time.

scha-scha-scha

Cho-cho-cho

shu-shu-shu

Shchi-shchi-shchi

More-more-more

Scha-scho-shu

Shchi-shchi-shcha

So-so-so

Shu-sho-sche

Shche-shcha-sho

Shcha - shcho - shchu - shchi - shcha
Shchi - scha - sho - shu - sche
Scho - scha - shu - schi - sche
Shche - shcha - shcho - shchi - shchu
Shu - shcha - sho - shchi - shcha

4. Pronounce the words, highlighting the sound [Щ]:

Scha: sorrel.

Che: brush, cheeks.

Schu: pike, feel.

Shchi: shchi, shield; tongs, pinch, shield.

Sche: twitter, sliver, crushed stone; puppy, stubble, cheek, twitter, tickle, goldfinch.

5. Speak words, highlighting the sound [Sch]:

Scha: squeak, treat, place, inform, generalize, broadcast, replace, promise, plank, admire; food, forest, thick.

Schu: looking for, dragging, treating, food; searching by touch.

Shchi: squeaks, protection; things, box, vegetables.

Sche: koschey, room, treat, bloodhound, gorge, lighting.

Shcho: more, cobbled.

Predator, predatory, powerful, graceful, vegetable.

Racer, general.

6. Pronounce words, highlighting the sound [W]:

Power, vegetable, horsetail, weakness, help, thing, bream, tick, ivy, cloak.

7. Playing for the automation of sound [Sch] in words:

Instruction: the chip is on the letter Щ; 2 cells to the right, 1 cell diagonally down to the right... what's the word? etc. If the chip stops on an empty cell, then offer to come up with a word with the sound [Щ] on your own.

8. Form a noun denoting a profession (according to the model):

Glazier - (glazier)

fencing -

sharpen -

clean -

wears -

stone -

watch -

coal -

(drum) -

(welding) -

(excavator) -

9. Form a noun with an augmentative value (according to the model):

Nose - (nose)

strength -

cat -

teeth -

eyes -

boot -

leg -

head -

bear -

mustache -

house -

wolf -

(hand) -

13. CI "Magic Cube":

Insert into the pockets of the cube those pictures in the name of which there is a sound [Sch]. Then, tossing the cube, determine the place of the sound [Щ] in the name of the dropped picture.

15. DI "Chamomile":

Pick up those petals to the chamomile, in the name of the pictures of which there is a sound [Ш].

10. Speak phrases, highlighting the sound [Щ]:

vegetable soup

furry puppy

dark room

predatory pike

vegetables in a box

tannin things

soft bristles

promise a treat

birds chirping

sorrel cabbage soup

oak chips

11. CI "Count to 5":

furry puppy

hissing goose

predatory pike

12. Speak sentences:

Dima is dragging a pike. The puppy nibbles on the brush. A puppy squeaks in the box. Lena salted vegetable soup. A house made of shields is a shield house. Teeth are cleaned with a toothbrush. Mom's things are in the drawer. A furry puppy sleeps in a box. The puppy squeaks and drags the brush. Brushes must be found in the box. Grandmother treated us to vegetable soup. Petya has a book about predatory pikes. Sonya has brushes, and Fedya has a shield.

13. Speak texts:

Goldfinch and puppy.

Anya has a goldfinch and a puppy. The goldfinch loves to pinch the puppy by the ear. The puppy is ticklish, but he does not squeak. The puppy understands: the goldfinch is still small.

At the reservoir.

Vanya and dad go to the pond. Pike and bream peck there. Looking at the water flowing into the distance, Vanya thinks about how he will pull out the pike without his father's help.

14. Speak tongue twisters:

I drag the pike, I drag,

I won't miss the pike.

We bought vegetables

Both for soup and cabbage soup.

You, mother, do not look for us -

We pinch sorrel on cabbage soup!

Katya and Tanya are looking for things:

Looking for brushes, looking for ticks

Raincoat, boots, box, watering can.

Dad will buy them a bloodhound.

The puppy is in the box

The puppy runs to the box.

He searches for her carefully

And it will definitely take off.

The dog drags the brush

The puppy is dragging a chip.

After all, for a puppy

As long as the brush is big.

Pike shami with vegetables

They promised to serve.

Suitable food

Look for pike

After all, a predatory pike

Will not eat cabbage soup.

Goldfinch in the nest of goldfinches believed

The goldfinch chirped the rhyme:

“A goldfinch - one, a goldfinch - two.

There is no happier goldfinch in the grove.

Thicker clouds over the river

The rain is pouring more and more.

Even pike and bream

Looking for hats and raincoats.

LITERATURE

1. Alifanova E.A., Egorova N.E. Logopedic rhymes and miniatures. - M., 1999.
2. Anischenkova E.S. A practical guide to correcting sound pronunciation in children. - M., 2007.
3. Bogomolova A.I. Speech therapy manual for classes with children. - SPb., 1994.
4. Konovalenko V.V., Konovalenko S.V. Automation of hissing sounds in children. - M., 2006.
5. Kulikovskaya T.A. 40 new tongue twisters. - M., 2008.
6. Kulikovskaya T.A. Funny phrases. - M., 1999.
7. Nishcheva N.V. Card file of exercises to automate the correct pronunciation and differentiation of sounds of different groups. - St. Petersburg, 2010.
8. Rose T.V. A large explanatory dictionary of proverbs and sayings of the Russian language for children. - M., 2011.
9. Spivak E.N. Sounds of Sh, Zh, Ch, Shch. - M., 2007.
10. Uspenskaya L.P., Uspensky M.B. Learn to speak correctly. - M., 1995.

More on this topic:

Explanatory note

Educational institution: MOU "Secondary School No. 33", Engels, Saratov Region.

Subject: literacy education, EMC "School of Russia"

Class: 1 class.

Material name: lesson on the topic “Sound [u], letters u, u. Lowercase letter sh."

Purpose: consolidation of the studied material.

Equipment: “ (author V.G. Goretsky), visualization, handout for reading, syllabary table, word schemes, rebuses.

Methodological support : Goretsky V. G. Learning to read and write. 1 class

Lysova Larisa Ivanovna, primary school teacher, secondary school No. 33, Engels, Saratov region

Topic: , Sound [u]. Letters Щ, Щ. Lowercase letter sh. “

Target: 1. introduce the consonant sound [u], the letters Щ u;

2. develop phonemic hearing and a culture of sound pronunciation, work out

the skill of sound analysis of words;

3. develop speech, attention;

4. cultivate interest in reading.

Equipment: Copybook No. 4 (author V.G. Goretsky, N.A. Fedosova) publishing house, Enlightenment, M., 2002, to, Russian Alphabet “ (author V.G. Goretsky), clarity, handout for reading.

During the classes

I Org. moment.

II Beginning lesson.

Guys, today we have an unusual lesson. Emelya came to us on the stove. He will introduce you to a new sound, you will find out what letter it stands for, and learn how to write this letter, but first we will play.

Repetition.

a) Game, Changelings"

lump Cossack

whale on the sea romantic

b) Solve puzzles:

k o r m a → mosquito

clown → pendant

Explanation of new material.

Guys, what fairy tale did Emelya come to us from? (By magic)

Name the characters in this story? (Emelya, king, pike, Marya - princess)

What time of year did this story take place? (In winter, there was a lot of snow)

For centuries, people have been creating their own fairy tales. The word itself, fairy tales, comes from the verb, to say. In the dead of old all over vast Russia in snow-covered huts, in the dim light of a torch ( On the desk : splinter - thin, long sliver) our distant ancestors folded their fairy tales. The Tale of Emel is one of them.

Our hero took the buckets and went to fetch water. He scooped up water and saw in a bucket .... pike.

She invites you to rest.

3. Physical minute. (children repeat the movements after the teacher)

I drag the pike, I drag.

I won't miss the pike.

Here she is

Nice big one!

The pike swims in circles.

The pike snaps its teeth.

Well, teeth - like a saw!

Where did you get these?

The pike pleaded and asked Emelya to let her go, promising him to fulfill all his desires. Emelya agreed to this and let her go. And the pike, in gratitude, gave Emelya a whole bucket of bream. Look in the textbook for what a bream looks like.

4. Work with the textbook. (p. 187)

The bream is a river fish with a flat body.

Let's describe each sound.

What can we say about the last sound in a word according to its scheme? ( consonant, deaf, soft)

Let's observe his articulation in the mirror.

So, the sound [u] is a consonant, because. when pronouncing it, the air in the mouth meets an obstacle (teeth) are closed,

What is this sound like? (hissing - for example, the balloon is deflating)

What other sound is similar to hissing?

How do they differ? (Sh-soft, S-hard)

Why do you think there is only one icon on our page? (the sound is unpaired - there is no pair in sonority-deafness, in hardness-softness).

Are we already familiar with a sound that has the same characteristic? That's right, it's the [h] sound.

5. Phonetic exercises + physical minutes

And now we will train our ability to hear the desired sound in the word. Get up.

We will alternate squats with handclaps (sit down-clap-sit down)

But you can perform the movement only if the word that I pronounce has our new sound:

CLICK, NUTCRACKER, HONEST, LIFE, TONGS, BOX, HIKING, CHEEK, CLOUDS, PIKE, STOVE, FAREWELL, GROVE, WHISPER.

Well done! Sit down.

Now let's get acquainted with the letter that this sound stands for.

Look at the center of the page in the ABC. Does anyone know what this letter is called? Yes, these are the letters "SCHA" - large and small.

Today in the lessons we will learn how to write a small (lowercase) letter u.

6. Work in copybook p. 27.

It is winter outside, all the roads are covered with snow, the windows of houses are painted with beautiful patterns. So we will now take pens and try to circle the snow pattern in our copybooks.

Let's see what elements our new letter u consists of?

Let's try to lay it out from our cut elements.

A letter in cursive of a whole line of elements of this letter.

Now let's try to connect these elements together. See how this letter is written.

Get out the lettering sheets. Find our studied letter and try to circle it with a pen on cellophane. (Then the children write this letter in the copybook.)

7. Work with the textbook. (p. 187)

Earlier in the village, water was carried from the hole. They took a yoke, two wooden buckets and went for water.

On the desk : hole- a hole cut in the ice of a river or lake.

yoke- thick, curved, wooden plank with hooks for carrying

bucket on the shoulder.

And the men from this hole were catching fish. Now we are going to go fishing.

Let's start fishing." If you read the word and there is a [u] sound in it, then pull out the fishing rod and the next student continues to read, and if there is no sound, then let's fish further.“

Children read words from the textbook one by one.

8. Physical exercise for the eyes. (children only follow the fish with their eyes, which either appear in the water or disappear.)

Our Emelya completely sat up on the stove and he decided to talk with the magic pike. He really wanted to get "5" for the lesson. Do you want? Then let's complete the task that the pike has prepared for you. (Children read tongue twisters from the textbook)

Remember, guys, what kind of fish is a pike? (Pike is a predatory fish)

What other protective fish do you know?

Make sentences with these words?

We will now write down one of your proposals in copybook. It's already there. (Ruff and pike are predatory fish.) Work in copybook p.27

10. Lesson summary

This is where our lesson comes to an end. What have we learned today?

11. Reflection

Did everything work out for you in class today? Think about how each of you worked, whether you achieved your goal. If you think that you worked hard, understood everything, hit the target right, then you can stick the arrow of your knowledge right into the center of the target. And if you think that you could have worked better, you have not quite reached the goal, then stick the arrow into the second circle.

1. Sigmatisms of hissing sounds

Characteristics of sounds w, w, h, u and their articulation

To identify the main (basic) sound among the hissers, it is necessary to get acquainted with the characteristics of each sound and compare them (see the figure on the back flyleaf).

All sounds of this group according to the place of formation anterior lingual, by way of education slotted,

with the exception of h, which is occlusive-slotted, i.e., during its articulation, the anterior part of the back of the tongue first closes with the alveoli, and then a gap forms between them.

Sound articulation and w having a voice.

Articulation of sounds sch and h different from the articulation of sound w additional rise of the middle part of the back of the tongue to the palate.

Thus, for the hissing sounds w, w, w, h, the articulation of the w sound is the main one, which means that it will be basic for this group.

If the sound sh is pronounced correctly, then:

By adding the rise of the middle part of the back of the tongue, we get sch;

Adding a rise in the middle part of the back of the tongue and a bow in front of the gap, we get h.

Therefore, sound disturbances w, w, h are the same as those w. To get acquainted with the main violations of hissing sounds and ways to correct them, we turn to table 2 "Sound violations and their correction."

Sound Disturbances and Their Corrections

I. Correct articulation of soundw

Interdental.

Teeth: teeth are close together, but not in contact, the distance between them is 2-3 mm; upper and lower incisors are visible.

The tip of the tongue is wide, raised to the alveoli or the anterior part of the hard palate and forms a gap with them;

The front part of the back of the tongue is wide, raised to the palate behind the alveoli (resembles the shape of the front edge of the scoop), but does not touch it, but forms a gap with them;

The middle part of the back of the tongue is lowered, bending towards the bottom (the recess in the middle forms, as it were, the bottom of the bucket);

The back of the back of the tongue is raised and pulled back (resembles the back of a ladle);

The lateral edges are pressed against the upper molars (they resemble the lateral edges of a ladle in shape) and do not let the outgoing air flow through the sides.

The air jet is strong, wide, warm, easily felt with the back of the hand raised to the mouth.

Sound disturbances: with proper articulation, a hiss-like noise is produced; if the position of the organs of articulation is incorrect, the sound sh is distorted or replaced by another sound.

Predisposing factors: various disorders in the structure or movements of the organs of the articulatory apparatus.

Preparatory stage. In the absence of sound w, work begins with the formation of the correct articulation of sound; produced:

The ability to slightly push forward rounded lips;

Elevation of the wide front edge of the tongue to the tubercles behind the upper molars;

A long air stream running in the middle of the tongue.

Sound staging. Using the technique of imitation and at the same time paying the child's attention to the correct position of the organs of the articulatory apparatus, they achieve the correct pronunciation of the sound sh.

Side.

Lips: One of the corners of the mouth may be slightly lowered and pulled back.

Teeth: There may be a slight displacement of the lower jaw to the right or left.

Tip of the tongue:

a) raised up and rests against the roots of the upper incisors;

b) lowered by the lower incisors;

Anterior back of tongue:

a) forms a link with the alveoli;

b) the left (right) half forms a bridge with the alveoli, the right (left) half is lowered;

The middle part of the back of the tongue:

a) rises to the palate and forms a bow with them;

b) the left (right) half is arched, closed with the palate, the right (left) half is lowered;

The back of the back of the tongue:

a) raised;

b) the left (right) is raised, the right (left) is lowered;

Side edges:

a) omitted;

b) the left (right) edge of the tongue is lowered.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.

Air jet:

a) comes out on both edges of the tongue;

b) goes sideways to the right (left)

Sound disturbances: squelching sound.

Predisposing factors:

Lateral open bite;

Weakness of the muscles of one side of the tongue.

Preparatory stage. There are exercises for:

Strengthening the lateral edges of the tongue;

Uniform lifting of both halves of the tip and front of the back of the tongue up;

Development of an air stream going in the middle of the tongue;

Sounds are being practiced t and With.

Sound staging. Using mechanical assistance (a flat, narrow, slightly curved handle from a teaspoon), they raise a wide tongue by the upper teeth, move it back - to the tubercles (the edges of the spoon are approximately at the level of the fourth incisors), ask the child to lightly clamp the spoon with his teeth and for a long time pronounce the sound with (the front teeth are always visible).

Sound automation.

Sound differentiation

Nasal.

Teeth: open.

The tip of the tongue is lowered down and pulled deep into the mouth;

The front part of the back of the tongue is lowered down, pulled deep into the mouth, does not form a gap with the palate;

The middle part of the back of the tongue is pulled back;

The back of the back of the tongue is raised up; connects with the soft palate;

The side edges are omitted.

The soft palate is down.

The air stream goes through the nasal cavity.

Sound disturbances: the sound is replaced by snoring (in the nose) or a sound like a deep x with a nasal tint.

Predisposing factors: excessive tension in the back of the back of the tongue.

Preparatory stage. Skills are developed:

Hold a wide spread tongue on the upper lip;

Direct the air stream to the wide tip of the tongue raised on the upper lip (blow off the cotton wool from the tip of the nose);

Distinguish sounds by ear w with nasal and oral pronunciation;

Sounds are being practiced t and With.

Sound staging. The child is offered:

With the mouth open, for a long time, without a voice, pronounce the sound p and with the tip of the handle of a teaspoon brought to the hyoid frenulum, stop the vibration of the front of the tongue - a hiss will be heard. After single repetitions, a hiss can be induced by barely bringing the spoon to the hyoid frenulum; then you can remove the spoon and, bringing your teeth together, achieve the correct sounding sh.

- if there is no sound p, then they put the sound sh from the sound c with mechanical help.

Sound automation

Sound differentiation. With sigmatisms, work on sound ends with the stage of automation, since in all these cases there is no replacement of the phoneme w with another phoneme.

2. Parasigmatisms.

2.1.Labo-tooth.

Lips: in a neutral position.

Teeth: Lower teeth not visible, upper teeth slightly exposed.

The tip of the tongue is lowered, slightly pulled back from the lower incisors;

The front part of the back of the tongue is lowered and slightly pushed back;

The middle part of the back of the tongue rises and is slightly pulled back;

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.

The air jet is narrower and colder.

Sound disturbances: the sound sh is replaced by the sound f (hat - “fapka”, car - “muffin”, shower “duff”).

Predisposing factors: prognathia, lethargy of the anterior part of the back of the tongue, impaired phonemic hearing.

Preparatory stage. The child is taught to compare and distinguish by ear the sounds of sh-f, using pictures-symbols. There are exercises for:

Practicing movements of the lower lip up and down,

Lifting the wide front edge of the tongue up.

Sound staging. They put the sound sh by imitation, using visual control: the child watches in front of the mirror so that the lower lip is motionless, exposing the lower incisors (you can hold the lip with a finger placed in the dimple under it). You can also put the sound sh from s with mechanical help, drawing the child's attention to the correct position of the organs of the articulatory apparatus.

Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.

Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-f.

2.2. Tooth.

Lips: in a neutral position.

Teeth: Slightly open.

The tip of the tongue closes with the alveoli behind the upper teeth;

The anterior part of the back of the tongue is closed with the alveoli;

The middle part of the back of the tongue is lowered, the groove is not formed;

The back of the back of the tongue becomes more convex;

The lateral edges are adjacent to the upper molars.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.

The air jet is jerky.

Sound disturbances: the sound sh is replaced by the sound t (hat - “slipper”, car - “matina”, shower - “dut”).

Predisposing factors: closed bite, hearing loss, impaired phonemic hearing.

Preparatory stage.

Skills are developed:

Compare and distinguish by ear the sounds of sh-t, using pictures-symbols,

Distinguish, on the basis of tactile sensations, the sounds of sh-t along the air stream (with w - long, with t - jerky).

Exercises are carried out to develop:

Long, directed air jet;

The positions of the wide front edge of the tongue at the tubercles behind the upper incisors,

The sound is being processed.

Sound staging. Using visual control for correct articulation, as well as tactile sensations, they achieve the correct pronunciation of the sound sh.

Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.

Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound w and the substitute sound: sh-t.

2.3. Hissing.

Lips: Rounded and slightly pushed forward.

Teeth: open, visible tops of the incisors.

The tip of the tongue is lowered down and moves back from the incisors or rests on the lower gums;

The front of the back of the tongue is tense;

The middle part of the back of the tongue is tense, arched, the groove is not formed;

The back of the back of the tongue is raised;

The lateral edges are lowered, do not close with the molars.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.

The air stream spreads over the entire surface of the tongue.

Sound disturbances: the sound is similar to the sound of a soft sh (hat - “hat”, car - “machine”, shower - “shower”).

Predisposing factors: progeny, hearing loss, impaired phonemic hearing.

Preparatory stage. The child is taught to compare and distinguish by ear the sounds sh-sh, using pictures-symbols. Skills are developed:

Raise the wide front edge of the tongue to the tubercles behind the upper incisors;

Alternate movements of the wide tip of the tongue from the base of the upper incisors to the front of the hard palate (back and forth).

Sound setting. The child is invited to pronounce the sound s for a long time. At the same time, with the handle of a teaspoon, brought under the front of the tongue (across), lift the tongue up and slightly push back until the sound sh is clearly heard.

Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.

Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound w and the substitute sound: sh-sh.

2.4 Whistling.

Lips: stretched without tension, as if smiling slightly.

Teeth: brought together by 1-2 mm.

The tip of the tongue is wide, lies at the base of the lower incisors, without touching their tops;

The anterior part of the back of the tongue is wide, raised, towards the alveoli and in the middle forms a gap in the form of a groove with them;

The middle part of the back of the tongue is lowered, in the middle of it a longitudinal groove is formed;

The back of the back of the tongue is slightly raised;

The lateral edges fit snugly against the inside of the upper molars, blocking the passage of the air stream on the sides.

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage to the nasal cavity.

The air stream is narrow, cold, goes along the midline of the tongue.

Sound disturbances: the sound sh is replaced by the sound c (hat-"sapka", car-"masina", shower-"dus").

Predisposing factors: hearing loss, impaired phonemic hearing.

Preparatory stage.

The child is taught to compare and distinguish by ear the sounds of s-sh using pictures-symbols; the child is allowed to feel the difference in the outgoing air stream when the teacher pronounces the sounds s and w (with s - a cold stream, with w - warm).

Practice movements:

Wide tongue up, to the front of the hard palate;

Achieve a clear alternation of movements of a wide tongue, now for the lower, then for the upper teeth;

Alternating movements of the lips: stretching into a smile, pushing closed forward.

Sound setting. Using the technique of imitation, while paying attention to the correct articulation, they achieve the correct pronunciation of the sound sh.

Sound automation. The delivered sound is sequentially introduced into syllables (direct, reverse, with a confluence of consonants), words and phrasal speech.

Sound differentiation. With parasigmatism, work on sounds ends with the stage of differentiation of the sound sh and the substitute sound: sh-s.

Correction of sounds w, w, h, u for various types of violations

Lack of sounds w, w, h, u

Sound sh

Preparatory stage. Starting work on hissing sounds, you need to check whether the child can raise the tip of the tongue by the upper teeth and whether he can make the tongue wide (flatten it). If these movements make it difficult for the child, they are worked out.

To form the ability to keep the tongue wide, freely flattened, the child is offered to put it on the lower lip, then lightly slap his lips, as if pronouncing the sound combinations py, py, py.

Then they bring up the ability to bend a wide tongue up in the form of a spoon. To do this, it is best, slightly sticking out a wide tongue, to show how its front edge can be pressed against the upper lip. If the child’s movement fails, the teacher puts the handle of a teaspoon under the tip of the tongue and, lifting it, presses it to the upper lip.

Having mastered the movement, the child can repeat it with his mouth wide open, gradually moving his tongue behind his upper teeth. You need to keep your tongue in your mouth on weight, without touching the tip to the palate.

Sound staging. After the child learns to spread his tongue and bend it up, the teacher suggests to him: “Open your mouth a little, lift your wide tongue by the upper teeth, like me. Now blow on your tongue. Do you hear how the wind roars? (Air, passing through a small gap between the front edge of the tongue and the palate, forms a noise resembling a hissing sound.)

It happens that a child blows with the sound x, then the jet dissipates, the sound turns out to be fuzzy, distorted. In this case, he needs to say: "Blow on the tip of the tongue with the sound s." The development of the correct sound sh requires repeated repetition and the use of various images (the wind makes noise, the goose hisses, air comes out of a burst balloon, etc.).

The game form of explanation in combination with the show quickly focuses the attention of the child. Gradually, under the control of the educator, he begins to perform the required movements (bring his teeth together and slightly push his lips forward) and correctly pronounce the sound sh.

It must be remembered that when putting a sound, you should never call it to the child, so as not to cause him the usual incorrect pronunciation.

Sound automation. The teacher draws objects in the child's notebook, in the names of which the sound sh is

At the beginning of the word: naughty, overcoat, tire, spikes, dog rose, awl, chocolate, neck, fur coat, skimmer, puck, chess, mongrel, shampoo, hat, seam, closet, helmet, boat, hat, sleepers, twine, barbell, bayonet;

In the middle: mouse, car, galoshes, purse, porridge, ears, bag, fluff, jug, target, hood, peg, millet, collar, earflaps, tower, cat, cherries, pebbles, reel, pillow, cracker, bump, tub , club, gun;

At the end: a shower, a mouse, a ladle, ink, a baby, a lily of the valley, a hut, reeds, a pebble, keys. The child calls these words.

After automating the sound sh in words, the teacher, together with the child, comes up with sentences and, under his dictation, writes to him in a notebook, for example: The naughty ones were noisy and naughty. A hat and a fur coat - that's our Mishutka. Natasha sews a helmet. Misha takes a long step. Masha has hairpins in her jewelry box.

Sound w

After automating the sound w in words, you can put the sound w. At first, the child is given the opportunity to feel the vibration of the vocal cords when pronouncing the sound g. The teacher puts the back of his hand to his neck in front. Next, the adult, together with the child, pronounces the sound sh and adds a voice. With one hand, the child feels the vibration of the vocal cords at the teacher, with the other - at himself. An isolated sound is fixed with the help of onomatopoeia (imitation of the buzzing of a beetle, bee, bumblebee, etc.).

For audio automation Well in words, the teacher draws pictures in the child's notebook, in the names of which he is

Start: Toad, Stinger, Jacket, Belly, Vest, Animal, Acorn, Beetle, Yolk, Pearl, Jelly, Token,

In the middle: pajamas, blackberry, puddle, cuff, knives, floors, puddles, snakes, eggplant, dagger, lawn, hacksaw, jacket, snowflake, boot, flag, hedgehog, rain, clothes, scissors, snowdrop.

Words ending in zh are not taken, as in this position it is stunned and sounds like sh.

With the words worked out, sentences are made up and written down under the corresponding picture, for example: The toad lived in a puddle. The beetle is buzzing. Zhenya had live snakes. Jeanne has jelly for dinner.

Sound h

The sound h can be put from the sound t: when the tip of the tongue is raised up, it is moved further inward from the upper incisors. The teacher shows on himself where the tongue is and how far it moves back. When the child accurately copies the movements, you need to push his lips forward (by pressing on his cheeks) at the time when he will pronounce t-t-t-t-t. The result will be the sound h. The child should be praised (“You are right, you said well, repeat again”). We can say that this sound resembles the chirping of a grasshopper (“It jumps high in the grass, just like your tongue jumps behind your upper teeth. You hear h - jumped, again h - jumped”).

If it is not possible to put the sound h by imitation, its correct sound can be achieved by the continuous pronunciation of the sound combination tsh, first at a slow, then at a fast pace.

Delivered sound automate in the words it is in

At the end: night, daughter, oven, beam, sword, crying, key, kalach, pugach, tractor, ball, owl;

In the middle: barrel, dot, daughter, stove, match, kidney, bump, pack, birdie, mast, glasses, brush, butterfly, fishing rod, pipe, twig, knot, bundle, tank, cloud, pile, head of cabbage, boy, donut , cookies, swing;

And only then at the beginning (if the sound is not fixed in the previous positions, at the beginning of the word, instead of h, two sounds can be heard: tsh): tea, check, stocking, turban, shuttle, cap, seagull, kettle, cast iron, scarecrow, suitcase, Chippolino , clock, garlic, lentils.

Together with the child, the teacher comes up with and writes down sentences with words for hours. For example: The boy has a pipe and a duck. Tanechka, don't cry, the ball won't sink. Olga was swinging on a swing, and the bird was swinging on a twig. The girl is drinking tea with cookies.

Sound u

The sound u often appears automatically after the sounds sh, zh, h are delivered. To call u, the child needs to be shown that if we pronounce the sound sh, we move the tongue forward, closer to the teeth, the sound u will be heard.

Given the relationship in the movements of the muscles of the lips and tongue, you can ask the child to stretch his lips into a smile when pronouncing w for a long time; at this time, the tongue moves forward and the sound u is heard. The resulting sound is fixed through onomatopoeia (“Show how the fried eggs hiss in a frying pan ... What sound does the brush make when things are cleaned with it”, etc.).

For automation sound u in words draw pictures in the names of which it is located:

At the beginning of the word: cabbage soup, shield, slot, pike, cheeks, puppy, goldfinch, sorrel, chips, brush, bristles, heck, tongs;

In the middle: things, pincers, Kashchei, a box, a predator, a square, vegetables, a shaft, a rod;

At the end: bream, tick, ivy, raincoat.

At the request of the teacher, the child comes up with sentences with learned words. For example: Comrades pulled out a pike and a bream. Petya, bring the pincers, we'll pull out the nail.

(Additional material for audio automationsch see p. 218.)

Questions.

Why is the sh sound basic in the group of hissing sounds?

What types of sigmatism of hissing sounds do you know?

What types of parasigaatism of hissing sounds do you know?

How does work at the preparatory stage with sigmatisms of hissing sounds differ from the same work with parasigmatisms of hissing sounds?

What stage and why does the work end with sigmatisms and parasigmatisms of hissing sounds? Give specific examples.

What is the main way of staging the sound sh?

What are the features of the manifestation of the interdental pronunciation of the sound sh and its correction?

What are the features of the manifestation of the lateral pronunciation of the sound sh and its correction?

What are the features of the manifestation of the nasal pronunciation of the sound sh and its correction?

How is the automation of the delivered sound carried out? Give examples of hissing sounds.

In what sequence are the sounds in the group of hissing?