Automation w in words speech material. Exercises “Speech material on differentiation of sounds S-Sh

Game "Agree the Word"

I will say the beginning of the word, and you add the last syllable

For example: syllable - SHA

KA...(SHA), GRU...(SHA), TU...(SHA), LAP...(SHA), CHA...(SHA), KLU...(SHA)

A game to develop phonemic awareness.

Raise your hands up and shake them when you hear a syllable with the sound [Ш].

The child is offered the following syllables: KA-PA-SHU-TY-NO-SHI-PA-SHA-RA-KA-SHO, etc.

Automation of the sound [Ш] in reverse syllables:

Automation of sound [Ш] in intervocalic position

Automation of the sound [Ш] in syllables with a combination of consonants

AUTOMATION OF SOUND [w]IN WORDS

One should proceed to the stage of automating sounds in words only if the child can correctly and easily pronounce the sound [Ш] in forward, backward, confluent and intervocalic syllables. You should not rush to move on to more difficult tasks, it will be difficult for him to cope with them, the child may not succeed and this will undermine the child’s positive attitude towards classes, or he will refuse to study altogether. Remember, there will be a good result only when the classes are accessible, achievable and interesting.

Automation in words is a more interesting process for a child; it can be diversified with visual material (pictures, objects, actions, games).

For example, tasks could be like this:

“Change the first sound in a word”

Instructions for the child: “Listen carefully to the word and replace the first sound in it with the sound [Ш].

What word did you come up with?”

Slipper-hat, pity - shawl, mah-shah, lips-fur coats, soap-awil, bull-chic, dar-ball, T-shirt-gang, stomp-whisper, cup-checker, mouse-bump, soar-fumble, glow- jackal, etc.

“Place the sound [Ш] in front of the word” and say this word

Instructions for the child: “Listen carefully to the words and add the first sound [Ш] to it.”

What word did you come up with?

Lak-Slag, ah-Shah, faces-Slit, peony-Spy, frames-Scars, ducks-Jokes, etc.

“Look at the pictures and tell me what is written on them " This task must be carried out at the last stages of automating the sound [Ш] in words. Select pictures whose names contain the sound [Ш] and invite the child to name them, clearly pronouncing the sound [Ш].

Instructions for the child: “Look at the pictures and name objects whose names contain the sound [Ш], clearly pronouncing the sound [Ш]. (for example, the pictures could be: wardrobe, door, chair, pine cone, fur coat, plate, porridge, etc.) The child chooses pictures with the sound [Ш] and names them

"Remember the Word" in the name, which has the sound [Ш]. You can complicate the task by asking the child to name animals, dishes, furniture, etc. whose name contains the sound [Ш]. Such tasks develop the child’s vocabulary, help to master the concepts of generalized concepts of words (furniture, shoes, domestic animals, wild animals, etc.)

At this stage of work it is also necessary to carry outwork on the formation of auditory and phonemic analysis, synthesis and perception For this you can use the following exercises:

I will read the words and youclap your hands , when you hear a word with the sound [Ш]: Ball, smoke, porridge, cat, shoes, circle, baby, lips, hat, etc.

“Where is the place of the sound [SH] in a word” Shar - at the beginning of the word, noodles - in the middle of the word, malySH - at the end of the word

“Come up with a word so that the sound [Ш] is at the beginning of the word (at the end, in the middle)”

“Repeat the chain of syllables” Sha-Sho-Shu, Shi-Sha-Sho, etc.

exercise,“What word did you get?” It also contributes to the development of phonemic and auditory perception.

Below is a suggested word order for automating the sound [Ш] in words. These words are optional; substitutions and additions are possible. But it is necessary to follow the correct sequence of entering the sound [Ш] into words. And it is necessary to select words so that they contain minimal sounds that the child is currently pronouncing incorrectly

Automation of the sound [Ш] at the beginning of a word without a combination of consonants

Repeat the words, clearly pronouncing the sound [Ш]

Automation of the sound [Ш] at the end of a word without a combination of consonants

Automation of the sound [Ш] in the middle of a word in intervocalic position

Automation of the sound [Ш] in words with a combination of consonants

AUTOMATION OF THE SOUND [SH] IN WORD COMBINATIONS

SOUND AUTOMATION [SH] IN SENTENCES

Remember and repeat the sentences correctly. Watch the pronunciation of the sound Ш.

POEMS, PURE SPEAKS TO IMPROVE THE PRONUNCIATION OF THE SOUND [SH] IN SPEECH

Municipal budgetary educational institution

"Secondary school No. 5"

city ​​of Lgov, Kursk region

sound automation [Ш]

Prepared A:

teacher - speech therapist

lqualification category

Bushina O. A.

2016

1. Pro wear out long-term:

sh-sh-sh-sh-sh-sh-sh-sh-sh-sh

2. Say the sound with a raised voice:

w -w- w - w- w- w -w- w -w

3. Pronounce at length:

sh-sh-sh-ah

sh-sh-sh - oh

sh-sh-sh-y

sh-sh-sh - and

sh-sh-sh-e

4. Automation of the sound [ш] in straight syllables:

Sha-she-shu

Sho - shu - sha

She - shu - sho

Shi-she-sha

Shi - shu - sho

Shu – she – sho

Shu – sha – shi

Sho - sha - shu

Shu - she - shi

5. Automation of the sound [ш] in reverse syllables:

Ash - osh - ush - ysh

Yosh - ash - osh - ush

Ish - ish - ash - ush

Osh - ash - ish - ush

Yush – yash – yosh – ish

Ish – yosh – yush –sw

6. Consolidating the pronunciation of the sound [sh] in syllables (color)

7. Automation of the sound [ш] in the intervocalic position:

Asha - osha - isha – yesha – yesha – yasha

ABOUTwO – AwO-isho - yesho - yesho - yasho

Uwat – Owat – Andwu - eat - eat - eat

Eshe –Owe – Andwu - yushu - yoshu - yashe

Ishi - ashi - ears - yeshi - yoshi - yashi

8. Automation of the sound [ш] in syllables with a combination of consonants:

Shma - shmo - shmo - shme

Shko - shku - shko - shky

Shla – shl – walked – send – sly

Shpu - shA -spy

Shve – seams – Schnee

Shthat– what– pieces– pieces

TOsha – ksho – kshu– dsha

Msha – msho – mshu– lice

9. Automation of the sound [sh] at the beginning of a word:

Step, prank, naughty, sage, puck, hat, ball, scarf, chess, mine, silk, silk, whisper, seam, shock, neck, silk, whisper, chocolate, rustle, fur coat, noise, screw, jester,make noise, shir, awl, tire, sew, screen,winel, hiss, wide, rosehip, screen, wide, sewing, slate.

10. Automation of the sound [sh] at the end of a word:

Goulash, baby, reed, pencil, lily of the valley, baby, mouse, crumb, finish,yours, oursmascara,dyou eat, you pour, you drink, you sing, you rub, you take, you are silent,you sing, ladle, shower, rub, take, shout, remain silent.

11. Automation of the sound [sh] in the middle of a word:

Pea, midge, comb, galoshes, baby, reeds, porridge, roof, lilies of the valley, horse, kids, okroshka, car, bag, target, little mice, mouse, burden, collar, error, cockerel, fluff, strap, solution, silence, ushanka, ears, bruise, top, pot, strap, comb, mouse, big, window, peas, basket, palm, potato,please, scales, brochure.

12. Automation of the sound [ш] in words with a combination of consonants and vowels:

Grandmother, bug, cheesecake, cherry, peas, grandfather, ruffs, potato, claw, stick, porridge, chestnut, wah, cat, baby, lid, jug, cuckoo, palm, noodles, flatbread, basket, frog,wveya, seams, closet, box, school, schoolboy, skin,wla, slag, hose, helmet, went, boat, hat,wstrand, schnitzel, lace, sleepers, twine, spy, spire,wtab, stamp, darn, curtain, corkscrew, thing, steering wheel, bayonet.

13. Automation of double sound [w]

Checker, checker, checkers, shashlik, whisper, whisper bump, bump, rustle, bump.

14. Reinforcing the pronunciation of the sound [w] in words: (color)

15. Automating sound in people's names:

Alyosha, Dasha, Misha, Sasha, Natasha, Lyosha, Masha, Ilyusha, Alyonushka, Yasha, Lyubasha, Nadyusha, Andryusha, Yulyasha, Ksyusha, Katyusha, Valyusha, Pasha.

16. Automation of the sound [sh] in phrases:

Big daisy,nour school, a bug on a daisy,wwind machine, frog frog,wsmart naughty girls, baby with a plump figure,wChristmas tree shawl, stir porridge,dear shampoo, bag of millet,wrosehip, rooster feather,wpil towers, fluffy cat,Tdried spinach, millet porridge,wwearing an overcoat, a good shirt,deared lilies of the valley, luxury car,nyour grandmother, take a long step.

17. Automation of sound [ш] in sentences:

Dashasewedwide scarf.

Natasha'sAndys are good.

Sasha found a pebble.

Mashawalksto school.

Alyosha has six cars.

Pasha found a tire for the car.

A seamstress sews on a sewing machine.

Six little mice can be heard walking.

Dasha is embroidering a pillow for her grandmother.

The cat is playing pranks in the hut.

The mice rustled the chocolate in the cupboard.

18. Automation of the sound [sh] in pure phrases:

Sha - sha - sha - our Masha is good.
Shi - shi - shi - our kids eat whiting.
Sho - sho - sho - Sasha sings well.

Shu - shoo - shoo - I sit and don’t rustle.

She - she - she - they gave the ball to Yasha.

Osh – osh - osh - youyou're comingAndsing.

Ash - ash - ash - they gave me a pencil.

Ish– ish – ish – the reeds rustle.

Ysh- yush - ysh - the baby is coming towards us.

Yosh- yosh - yosh - you sing us a song.

19. Automation of the sound [sh] in tongue twisters:

The mouse is drying on the dryer,

The mouse invited the mice.

The mice began to eat dry food,

The mice broke their teeth.

Lyubashka has a hat,

Porlyushka has a bun,

Pavlushka has a boat,

Ilyushka has a hockey stick.

Six little mice are walking to school

Playful and cheerful.

20. Automation of the sound [sh] in verse:

Bumblebee sells balloons.

The balls are so naughty!

The balls rustle and burst into the sky,

OnThe silk threads are torn.

G. Sapgir

Autumn bushes rustle,

The leaves rustle on the tree.

The reeds rustle

And the rain rustles.

And the mouse, rustling,

He hurries to the hole.

And there they rustle quietly

Six smart little mice.

But everyone around is outraged:

How noisy the naughty ones were!

A. Usachev.

Source:

SOUND AUTOMATION CARD SH Card No. 1 1. Articulation gymnastics. 2. Isolated pronunciation of the sound sh (hiss like a snake) - clearly and slowly: Sh-sh-sh-sh-sh-sh-sh-sh-sh Sh-sh-sh-sh-sh-sh-sh-sh-sh 3. Automation of the sound Ш in syllables. SHA-SHA-SHA SHO-SHO-SHO SHU-SHO-SHO SHI-SHI-SHI SHA-SHA-SHA SHO-SHO-SHO SHU-SHO-SHO SHI-SHI-SHI SHA-SHA-SHA SHO-SHO-SHO SHU-SHU-SHU SHI-SHI-SHI 4. Automation of the sound Ш in words. SHA-SHA-SHA - hat, shawl, check, chess, puck, jackal, naughty, balls. SHO-SHO-SHO- seam, shock, whisper, chocolate. SHU-SHU-SHU - fur coat, joke, noise, joke, screw. SHI-SHI-SHI - tire, thorns, hiss, rosehip, awl, wide. 5. Pure sayings (repeat clearly and slowly) SHA-SHA-SHA - mother washes the baby - sha. SHO-SHO-SHO - we play well - sho. SHU-SHU-SHU - a new fur coat but - shu. SHI-SHI-SHI - in the clearing there are small ones - shi. 6. Remember and repeat. Hat, whisper, fur coat, tire. Card No. 2 1. Articulation gymnastics. 2. Isolated pronunciation of the sound Ш (hiss like a snake). sh –sh-sh-sh-sh-sh-sh-sh sh –sh-sh-sh-sh-sh-sh-sh 3. Automation of the sound Ш in syllables. SHA-SHO-SHU-SHI SHO-SHU-SHI-SHA SHU-SHI-SHA-SHO SHI-SHA-SHO-SHU 4. Clap your hands if you hear the sound Sh in the words. Pine, book, scarf, shorts, handkerchief , squirrel, rosehip, bear, hand, bench, car, baby, fox, cat, cat, Masha, jar, pear, bow, chocolate. 5. Repeat words and sentences. Masha, Dasha, Pasha, Natasha, ours, porridge, ours, yours, ears, neck. Masha washes her neck and ears in the shower. Our Masha washes her neck and ears in the shower. Dasha washes her neck and ears in the shower. Card No. 3 1. Articulation gymnastics. 2. Isolated pronunciation of the sound Ш (hiss like a snake). (slowly) Sh-sh-sh-sh-sh-sh-sh-sh-sh-sh Sh-sh-sh-sh-sh-sh-sh-sh-sh-sh 3. Automation of the sound Ш in syllables. SHA-SHO-SHU-SHI SHO-SHU-SHI-SHA SHU-SHI-SHA-SHO SHI-SHA-SHO-SHU 4. Game “Give me a word.” Lyudmila went to wash her hands, she needed ... (soap). Monkeys love to eat ripe...(bananas). He floats on the sheet like a boat on a wave. He is a faithful friend to housewives - an electric ... (iron). Even if the roof leaks and the gate breaks, He will never leave his house...(snail). Long and flexible, hunts for fish, Sometimes it is as empty as a pipe, but cannot sing... (fishing rod). 5. Learn pure speech. A hat and a fur coat - that’s all Mishutka is. Card No. 4 1. Articulation gymnastics. 2. Automation of the sound Ш in syllables. ASH-ASH-ASH ASH – OSH – USH – YSH OSH-OSH-OSH OSH – USH – YSH – ASH USH-USH-USH USH – YSH – ASH – OSH YSH-YSH-YSH YSH – ASH – OSH – USH 3. Automation of the sound Ш in words. AS – AS – ours, yours, tower, arable land, porridge, cup, Mashka, bug, shirt, chamomile, pencil. OSH - OSH - cat, midge, window, basket, palm, crumb, peas, okroshka, potato. USH - USH - shower, fly, ears, gun, stuffy, edge, frog, pillow, reel, cuckoo, wah, cheesecake, shell. YSH – YSH – mouse, donut, lilies of the valley. IS – IS – bear, cone. 4. Pure statements. SHA-SHA-SHA - hat, chess, noodles. SHO-SHO-SHO- Pasha writes well. SHI-SHI-SHI - tire, awl, reeds. SHU-SHU-SHU - Masha eats noodles SHE-SHE-SHE - neck, pawn, attache. SHI-SHI-SHI- eat porridge, kids. SHE-SHE-SHE - Dasha whispers in the hut. 5. Learn a tongue twister: Hush, mouse, hush, mouse, The cat sits and can barely breathe. Card No. 5 1. Articulation gymnastics. 2. Pronounce the sound Sh in isolation (hiss like a snake): Sh-sh-sh-sh-sh-sh-sh-sh-sh-sh Sh-sh-sh-sh-sh-sh-sh-sh-sh-sh 3. Automation of the sound Ш in syllables. ASH – OSH – USH – YSH USH – YSH – ASH – OSH OSH – USH – YSH – ASH YSH – ASH – OSH – USH 4. Clap your hands if you hear the sound Sh in the word. Boat, basket, palm, jar, snail , potato, frog, birch, crumpet. 5. Review and learn tongue twisters. The cat is sewing a hat in the window, the mouse in boots is sweeping the hut. Card No. 6 1. Articulation gymnastics. 2. Isolated pronunciation of the sound Ш (hiss like a snake). (slowly) Sh-sh-sh-sh-sh-sh-sh-sh-sh Sh-sh-sh-sh-sh-sh-sh-sh-sh 3. Automation of the sound Ш in syllables. SHKA-SHKO-SHKU-SHKI SHKO-SHKU-SHKI-SHKU SHKU-SHKI-SHKA-SHKO SHKI-SHKU-SHKO-SHKU 4. Repeat the words. Wardrobe, box, porridge, cup, Masha, grandmother, grandfather, bug, cat, midge, palm, fly, cannon, edge, frog, pillow, reel, cuckoo, croak, mouse, donut, bear, pine cone. school, student 5. Game “Give me a word.” I will be a craftsman like our uncle Evdokim: Making chairs and tables, painting doors and floors. In the meantime, I make my own for my sister Tanya... (toys) In the underground, in the closet, she lives in a hole, Little Gray. Who is this…? (mouse) Along the forest paths there are many white legs in multi-colored hats, noticeable from afar. Don’t hesitate to collect it... (russula). 6. Repeat the tongue twisters. Hush, mice, don’t make noise, the mouse whispers to the little mouse: “You keep making noise, making noise.” Don't wake up the cat Masha. The mouse whispers to the mouse: “I will make noise, be quiet.” Card No. 7 1. Articulation gymnastics. 2. Automation of the sound Ш in syllables. SHA-SHT-STU-SHT-SHT-SHT-SHT-SHT-SHT-SHT-SHT-SHT-SHT-SHT-SHT 3. Finger gymnastics. This finger is grandpa, This finger is mommy, This finger is grandma, This finger is me. This finger is daddy, this is my whole family. 4. Automation of the sound Ш in words. Headquarters, stamp, panties, darn, thing, bayonet, curtain. 5. Repeat and learn the tongue twisters: Masha darns the teddy bear’s pants. The teddy bear has new pants. Card No. 8 1. Articulation gymnastics. 2. Repeat the words in threes. Tower - mouse - crumpet. Babies - reeds - lilies of the valley. Cat - midge - spoon. I breathe, I carry, I extinguish. The tire is a wreck of a car. Masha-Dasha-Pasha. Pillow - frog - cheesecake. 3. Clap your hands if you hear the sound Ш in the word. Frog, elephant, closet, car, autumn, matryoshka, bag, sun, ice, screen, pants, notebook, bug, millet, dog, cuckoo, window, notebook. 4. Listen to the story “Cat and Mouse” and answer the questions. Everyone left home. And the cat is at home. The cat sat on the window. A mouse came out of its hole. The cat sees the mouse. But the mouse doesn’t see the cat. The mouse went to the kitchen. The mouse found a donut. The mouse eats a crumpet. And the cat is from the window and behind the mouse. Where did the cat go? Who did the cat see? What did the mouse find? 5. Game “Give me a word.” Out of stubbornness I didn’t advance a single step... (donkey). I sewed a shirt for the bear, I’ll sew him... (pants). The goldfinch sings all day long in a cage on the window. He has entered his third year, but he is afraid of... (cats). Card No. 9 1. Articulation gymnastics. 2. Automation of the sound Ш in syllables. SHLA-SHLO-SHLU-SHLA SHLO-SHLU-SHLA-SHLA SHLU-SHLA-SHLA-SHLO SHLA-SHLA-SHLO-SHLU 3. Automation of the sound Ш in words. She walked, left, entered, approached, moved away, walked around, entered, slag, found, slag. 4. Game “Who has who?” The cuckoo has a cuckoo, cuckoo. The mouse has a little mouse, little mice. The frog has a little frog, little frogs. 5. Game “Name it kindly.” Will - will, share - share, thought - thought, godfather - godfather, Winter - winter, stone - pebble, bread - bread, hut - hut, Mistress - mistress, pants - pants, mother - mother, aunt - aunt. 6. Learn the proverb “Cuckoo Little.” The cuckoo cuckoo is sewing a new hood. - Put on your hood, little cuckoo! How funny you are in the hood! Card No. 10 1. Articulation gymnastics. 2. Repeat each word twice. Hut, cone, shashka, panties, coven, naughty girl, joke, sew, make noise, play naughty, hiss, embroider. 3. Come up with words whose names contain the sound Ш. (Frog, wardrobe, car, matryoshka, bag, panties, bug, cuckoo....) 4. Learning tongue twisters. Masha has a midge in her porridge, what should our Masha do? I put the porridge in a bowl and fed it to the cat. 5. Game “Give me a word.” Clinging to the rear tire, the bear rides ... (car). The squirrel dropped a cone, the cone hit... (the bunny). It's dark at night. It's quiet at night. Fish, fish, where are you... (sleeping). 6. Repeat the joke “Who has what?” Masha has the pebbles, Natasha has the box. Lusha has the cat, Tanyusha has the mouse. Bear's ears, baby's ears. Feathers for a bird, legs for a bug. A boy's hat, a baby's cap. The cover of a book, the neck of a cat. A girl's fur coat, a frog's belly. Card No. 11 1. Articulation gymnastics. 2. Automation of the sound Ш in syllables. SHME-SHNI-SHNU-SHPI-SHPA SHVE-SHVI-SHLY-SHLU-SHLI-SHLE 3. Automation of the sound Ш in words. Seamstress, seams, helmet, walked, boat, hat, bumblebee, schnitzel, sleepers, twine, spy, capstan. 4. Repeat the rhyme “We are learning the sound Ш.” We teach the sound Ш: sha-sha-sha, shi-shi-shi, Children noisily “hiss” and “hiss”: Horse, car, mouse and cat, Cannon, baby, snake and window, Pine cone, frog, fur coat and cup , Hat, cuckoo, rosehip and porridge, Lily of the valley, couch, wardrobe and bug, Teddy bear, reel, boy and checker. 5. Learn pure speech (Clearly and loudly). Our Masha was given a lot of porridge. Card No. 12 1. Articulation gymnastics. 2. Repeat the joke. Pasha walked, walked, walked and found the mouse. Pasha walked, walked, walked and found the book. Masha walked, walked, walked and found the cat. Masha walked, walked, walked and found a lump. Pasha walked, walked, walked and found a spoon. Pasha walked, walked, walked and found the saber. Masha walked, walked, walked and found a fur coat. Masha walked, walked, walked and found a frog. Pasha walked, walked, walked and found a pillow. Pasha walked, walked, walked and found the cup. Masha walked, walked, walked and found the reel. Masha walked, walked, walked and found a bug. 3. Determine the position of the sound Ш in the words: shower, hat, car, coil. 4. Guess the riddles. It’s black, not the earth, fluffy, not the snow, warms, not the stove. (fur coat) Once the naughty cat decided to play with me a little. She rolled me around the room and unwound all the threads on me. (reel) The kings built shelves on the squares of the board. The regiments have neither cartridges nor bayonets for battle. (chess) Small legs and afraid of cats. (mouse) 5. Game “On the contrary”. Narrow - (wide), small - (big), smooth - (rough), Bad - (good), came in - (came out), quiet - (noisy), Sad - (cheerful), thin - (thick), short - (long), Card No. 13 1. Articulation gymnastics. 2. Repeat the joke. We play with the sound Ш. Hat, grandmother, baby, And we collect pictures: Lily of the valley, grandfather, pillow, Pencil, car, book, Teddy bear, shorts, frog. 3. Determine the position of the sound Ш in the words: hat, reed, fur coat, cat, wallet, porridge. 4. The game “Finish a word” petu... (shock), rowing... (shock), belt... (shock), shovel... (shock), core... (shock), poro.. . (shock), mountains... (shock); roll... (shka), lie down... (shka), pillow... (shka), clap... (shka), spin... (shka), wat-ru... (shka), parsley). Card No. 14 1. Articulation gymnastics. 2. Repeat the joke. Grandma has a cup in her closet, Grandma has a gun in her closet, And grandpa has a shirt. And grandpa has a pillow. Grandma has books in her closet, Grandma has a spoon in her closet, And grandpa has pants. And grandfather has a matryoshka doll. Grandma has a mouse in her closet, Grandma has a bag in her closet, and Grandpa has a tire. And grandpa has a strap. 3. Name and determine the position of the sound Ш in the words: cat, mouse, bear, Cheburashka, stick. 4. Read and repeat the poem “Machines.” On our street they are in a hurry, rushing, Cars, cars, As if they were alive. The cars are small, Hey, the cars are in full swing, The cars are big. I am an exemplary pedestrian: Trucks are in a hurry, I don’t like to rush, Cars are snorting. I'll make way for you. Card No. 15 1. Articulation gymnastics. 2. Listen to the story “Porridge” and retell it. Masha Dasha eating millet porridge. Millet porridge is prepared from millet. My grandmother bought the millet. Grandma cooked a pot of millet porridge. The cat was treated to millet porridge. 3. Name the pictures. 4. Guess the riddle, draw the answer. I was green and small, then I became scarlet, I turned black in the sun, and now I am ripe. (Cherry) Card No. 16 1. Articulation gymnastics. 2.Listen to the story “Mashka the Cat” and retell it. Misha has a cat, Masha. The cat Masha is big and fluffy. Masha is dexterous and nimble. The mice run away from the cat. The cat deftly catches mice. 3. Repeat the jokes. Puffy Mishka puffs like a plump one. I walked over the pebbles and found a silk fur coat. Ivanushka was swimming near a white pebble. A fluffy cat lies on the window. 4. In the names of which pictures do we hear the sound Ш? Card No. 17 1. Articulation gymnastics. 2. Automation of the sound Ш in syllables. shi-shu-she she-shu-sho sha-sho-shu shu-sho-sha shu-shi-sha sha - she-sho 3. Automation of the sound Ш in words. Sha-step, ball, scarf, puck, hat, mine, little mice, big, earflaps, interfere, decide, breathe, horse, chess, noodles. Sho, rustle, bag, fluff, top, pot, cockerel, strap, comb, big, mouse, walked, silk, whisper, left, found, came, entered. Shishir, awl, tire, sew, screen, breathe, ruffs, write, reeds, kids, bruise, mistake, car, jug, sewed, decided. Shu, she- noise, jester, fur coat, joke, bear, breathing, wearing, carcass, asking, neck, target, collar, decision. 4. Say pure sayings: sha-sha-sha-hat. shu-shu-shu-fur coat shi-shi-shi-shina sho-sho-sho-whisper she-she-she-neck 5. Name the pictures Card No. 18 1. Automation of isolated Sh (hiss like a snake): Sh-sh- sh-sh-sh-sh-sh-sh-sh Sh-sh-sh-sh-sh-sh-sh-sh-sh 2. Automation of the sound Ш in words. Sha- yours, ours, porridge, roof, Dasha, Masha, Lyosha, Pasha, Misha, Alyosha, Natasha. Shu-screw, joke, scales. Greatcoat, hiss, wide, rosehip, ears, mice, galoshes, lilies of the valley, good, pea, junior, silence. seam, seams, shka, shko, shku Seamstress, seams, wardrobe, box, school, schoolboy, sandpaper. walked, sled, walked, send, shlya Shla, slag, hose, helmet, walked, boat, hat. shme, shni, shnu, shpa, shpi Bumblebee, schnitzel, lace, sleepers, twine, spy, spire. shta, shto, shtu, shty Headquarters, stamp, darn, curtain, corkscrew, thing, steering wheel, bayonet 3. Name the objects shown in the pictures. Card No. 19 1. Automation of the sound Ш in sentences. Natasha writes. Here is Masha. Masha has a hat. Lyosha has lilies of the valley. Lilies of the valley are good. Misha and Pasha are riding a horse. There are reeds near the river. The river is wide. The kids are walking to school. The school is big. Misha found a pebble. A car is making noise on the road. Rose hips have thorns. The thorns are prickly. There are five children in the hut. Pasha and Natasha, please don’t make noise. Good fish soup made from ruffs. Grisha and Misha are chasing the puck. Lyosha ate millet porridge. 2. Say sentences. A mind is good, but two are better. (Proverb.) Away is good, but home is better. (Proverb.) Further into the forest there is more firewood. (Proverb.) 3. Complete the sentences based on the pictures. Little Lesha has a beautiful... She grazes in the meadow... Mom has a fluffy... Card No. 20 1. Automation of an isolated Sh (hiss like a snake): Sh-sh-sh-sh-sh-sh-sh-sh-sh-sh-sh Sh-sh-sh-sh-sh-sh-sh-sh-sh-sh-sh 2. Say pure sayings: sha-sha-sha-shawl. shu-shu-shu-fur coat. sho-sho-sho-good. shi-shi-shi-babies. She-she-she- rustle. Imagine that there are five such objects, count them. 3. Automation of the sound Ш in sentences. Nursery rhymes: Cockerel, cockerel, give Masha the comb! We feed our Masha. Masha, Masha, eat your porridge. Hush, mice, hush, mice! The cat came to our roof 4. Listen to the story “Naughty Misha” and answer the questions. Misha is a naughty guy. Playing naughty with the kitten. The kitten meowed. The grandmother took the kitten away. Misha went into the forest. I saw the bump and threw my hat. I didn’t hit the cone, but the hat hung on the branch. No bump, no cap. So Misha went home. What did Misha see in the forest? What did Misha throw at the bump? What doesn't Misha have? Card No. 21 1. Automation of the sound Ш in sentences. “Lilies of the valley” Lilies of the valley love the shade under oak trees. You will come to a place where there are lilies of the valley. Lilies of the valley are visible and invisible. And in the unmown meadow there are daisies and peas. Nearby, by the river, there are reeds. The wind sways the reeds. They rustle, breaking the silence. Pick some lilies of the valley and go home. Nice lilies of the valley! 2. Guess the riddles: It’s black, not the earth, fluffy, not the snow, warms, not the stove. (fur coat) Once the naughty cat decided to play with me a little. She rolled me around the room and unwound all the threads on me. (reel) The kings built shelves on the squares of the board. The regiments have neither cartridges nor bayonets for battle. (chess) Small legs and afraid of cats. (mouse) 4. Change the sentences according to the model. I sew a fur coat and a hat (we sew a fur coat and a hat, you, you, he, she, they). I'm driving to Masha's. I am writing to Masha and Misha. 5. Come up with a sentence with the names of the pictures: Card No. 22 1. Automation of the sound Ш in syllables. ash - osh - ush - ysh ysh - ush - osh - ash yash - yosh - yush - ish - esh esh - ish - yush - yosh - yash ash - yash - ush - yush ysh - ish - esh - ash yash - ash - yush - ush ish - ysh - ash - esh 2. Automation of the sound Ш in words. Ash - yours, ours, tower, arable land, cup, porridge, shirt, chamomile, bug, pencil, shoe, bashlyk, muffler, chestnut. Osh - cat, midge, crumb, window, peas, basket, palm, okroshka, potato. Ear - shower, ears, fly, gun, stuffy, edge, frog, pillow, reel, cuckoo, wah, cheesecake, welcoming, shell, gone, cockerels, grandmother, grandfather, Alyonushka, Buryonushka, fur, jerboa,. 3. Change the sentences according to the model. I sew a fur coat and a hat (we sew a fur coat and a hat, you, you, he, she, they). I'm walking to school. I am sewing a pillow for a cat. I'm sewing pants for a bear. 4. Learn pure speech. A hat and a fur coat - that’s all Mishutka is. Card No. 23 1. Articulation gymnastics. 2. Say sentences. In the yard of Bishka. Cover the mug with a lid. The bird is jumping at the window. Here is a cup and porridge, a cake and a spoon. Put a shirt on the baby. Our Antoshka looks out the window. Here are some potatoes for okroshka. Blot the stain with a blotter. The kids are playing cat and mouse. Little children are running around - Teddy Bears, Natashkas and Mashkas. Here is a book about a little mouse and a frog. It’s bad for the mouse alone in the hole. The cockerels peck grains and crumbs from my palm. The cat has ears on the top of its head. At the edge of the forest 3. Listen to the story and answer the questions: Alyonushka went to the forest. I picked a basket of berries. She went out to the edge. At the edge of the chamomile. There are bugs on daisies. There is a river nearby. There are reeds near the river. Somewhere frogs are croaking. A cuckoo is calling on a tree. Alyonushka sat down on a log. I rested and moved on. What did Alyonushka go to the forest with? Where did she go? What grew at the edge of the forest? Who sat on the daisies? Who's cuckooing in the tree? Where did Alyonushka go? 4. Guess the riddles Antoshka stands on one leg. (Mushroom) White peas on a green stalk. (Lily of the valley.) In a big hut there is a hut, the more you take from it, and in the hut there is a chirping sound. the bigger it gets. (Bird in a cage.) (Pit.) Ice flakes are falling from the sky, Those who stand on a strong leg fall directly into the palms of their hands. In the brown leaves by the path? There are ice cubes smaller than crumbs. A hat of grass has risen, There are pieces of ice - bigger than a cone. No head under the cap! (hail) (mushroom)

Preparatory stage

Lesson 1

Spatial orientation
Cross orientation.
- Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. With your left hand touch your right cheek.
“We go up the mountain, we go down the mountain.” Pronunciation of syllables in combination with movements of the index finger.

“Let’s warm our hands.” Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air stream should be felt. Repeat 3-4 times.
Lip exercise
"Astonishment". Round your lips and pull them forward. Make the sound [o].
Tongue exercises
“The tongue is looking for a crack in the fence.” Insert a wide tongue into the gap between the teeth.
"Spatula". Smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold in this position for a count of 10.
Coordination of breathing, articulation and phonation
Game tasks
"The boat rocks on the waves." Drawing wavy lines in a box of millet cereals.

Isolation of the sound [ш] from a number of sounds that are distant in terms of acoustic and articulatory characteristics. Sounds: [v], [w], [l], [sh], [p], [b], [f], [sh], [m], [n], [sh]. Syllables: la, sha, fu, wu, po, ko, by, gee. The words hat, lump, fur coat, jar, shirt, raspberry.

Lesson 2

Exercise to develop a long exhalation
"Football". Take a breath. Smile and place the wide front edge of your tongue on your lower lip. Using an exhaled air stream, drive the cotton ball into the “gate”.
“Let’s put out the candle.” Exhale evenly and slowly into the candle flame.
Pronouncing the vowel sounds a-i, a-u, e-s-o on one exhalation with exaggerated articulation.
Lip exercises
"Wide tube" Close your teeth. Round your lips extended forward. The corners of the lips do not touch. Lips do not cover teeth. Hold your lips in this position for a count of 6.
Tongue exercises
"Delicious jam." Open your mouth slightly. Using the wide front edge of your tongue, lick your upper lip, moving your tongue from top to bottom. Repeat 5-6 times.
“The tongue goes to visit the nose.” Open your mouth slightly, lift the wide front edge of your tongue towards your nose. Hold it in this position for a count of 5-6.
“Teeth and tongue playing hide and seek.” Open your mouth slightly, cover your upper teeth with your tongue.

"Conversation between the Cuckoo and the Owl." Pronouncing syllables and sounds ku-ku, ku-ku, ku-ku; uh-uh, uh-uh, uh-uh with a change in intonation.
Development of phonemic awareness
Isolation of the sound [w] among sounds that are similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [sh], [z], [s], [sh], [ts], [zh], [s]. Syllables: sa, for, zha, so, sha, tso, su, shu, zy, shi, sy. The words cuckoo, owl, sparrow, fox, beetle, bumblebee, etc. The child raises his hand or claps his hands if he hears the sound [w].

Lesson 3

Exercise to develop a long exhalation
Close the wide tongue on the upper lip, bring a strip of paper (just above the nose). Blow on a paper plume (the air stream should go obliquely upward).
"The plane is buzzing." Pronunciation of the sound [u] with changes in the pitch and strength of the voice.
Lip exercise
Alternating exercises “Smile” and “Pipe”.
Tongue exercises
“The tongue swings on a swing.” Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.
“Let’s hide our teeth.” Cover the upper teeth with a wide tongue, then the lower ones.
“Glue on some candy.” Place a piece of candy on the edge of your tongue sticking out of your mouth. Suggest sticking it to the roof of your mouth behind your upper teeth.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"We play the drum." Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands.
Development of phonemic awareness
Definition of the sound [ш] in words. Find toys that have the sound [sh] in their names. (Matryoshka, rattle, Cheburashka, bear, car, ball.)
Determining the position of the sound [sh] in the words ball, bear, baby.

Lesson 4

Exercise to develop a long exhalation
"Focus". Place a piece of cotton wool on the tip of your nose. Smile, open your mouth slightly. Place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a “groove” in the middle. Blow off the cotton. The air should flow through the middle of the tongue, then the cotton wool will fly upward.
Lip exercise
"Elephant trunk" Round your lips and pull them forward. Hold your lips in this position for a count of 6.
Tongue exercises
"Swing". Raise and lower your wide tongue behind your teeth, touching it with the tip of the upper gum, then the lower gum.
Place the tip of the tongue under the upper lip, then tear it off with a click.
"Cup".
- Prepare a “cup”, I will treat you with juice. What juice will you drink?
- Open your mouth slightly, place your wide tongue on your lower lip, then lift the tip and lateral edges of the tongue upward; a depression should form in the middle part of the tongue.
Development of the voice, switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
"Conversation between the piglets Naf-Naf and Nuf-Nuf." Pronouncing the syllables na-na-na, ny-ny-ny, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm).
Development of phonemic awareness
Find pictures on the topic “Clothing” whose titles contain the sound [w]. Determining the position of the sound [sh] in the words hat, scarf, shirt, pants, shower.
Arrange the pictures on the typesetting canvas. Place objects in the names of which the sound is heard at the beginning of the word on the top strip, on the middle - those whose names have the sound in the middle, on the bottom - those whose names have the sound at the end.

Lesson 5

Exercise to develop a long exhalation
“A strong wind blows the leaves.” Place a wide tongue (“spade-toy”) on the lower lip. Blowing with the formation of a “groove” along the midline.
Lip exercise
"The trunk of a large elephant and a small elephant." Alternating wide and narrow “tubes”.
Tongue exercises

"We're riding a horse." Clicking the tongue. The wide tip of the tongue is sucked to the palate and comes off with a click.
"Rose Petal" The tongue is cupped on the outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
"Conversation of Hippos." Pronouncing syllable combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation.
Development of phonemic awareness
Determination of the position of the sound [sh] in the words Shura, Masha, Natasha, kre-pysh, shorty, silly, naked.

Lesson 6

Exercise to develop a long exhalation
"The wind is rustling." Place the bottle upside down at nose level. Raise your wide tongue to your upper lip and blow strongly on your tongue. Noise is heard in the bubble.
"The baby elephant drinks some water." Make a “proboscis”. Inhale and exhale air through your mouth.
Lip exercises
Repetition of exercises from previous lessons.
Development of coordinated movements of the lips and tongue. Extend the lips into a “tube” and the tongue into a “cup” (outside the mouth).
Tongue exercises
Repetition of exercises from previous lessons.
"Harmonic". Smile, open your mouth slightly. Glue your tongue to the roof of your mouth, then, without lowering your tongue, close and open your mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Hippo Booby learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bdia-bde, bde-bdia-bdi.
Development of phonemic awareness
Selecting pictures whose names contain the sound [w] from other pictures whose names contain [s] and [z]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].
Sound setting [w]
The position of the organs of the articulatory apparatus when pronouncing the sound [w] correctly
The lips are slightly rounded and extended forward like a tube. The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised in a “cup”, but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled air stream is strong. If you put the back of your hand to your mouth, you feel warmth.
Techniques for sound production [w]
Auditory perception of sound. Creating an auditory image of the sound “Noisemakers”. Onomatopoeia
The sound of the wind in the forest; the rustle of leaves on the trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a hole, tires on the pavement; the sound of air escaping from a punctured balloon, a locomotive releasing steam.
Formation of a visual image of sound [w]
Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.
Forming a sense of the position of the organs of articulation with the help of toys. Look how the monkey lifts its tongue “cupped” by its upper teeth.
Demonstration of correct articulation of the sound [sh]. Draw the child's attention to the position of the lips, teeth and tongue.
Plastic image of the shape of the tongue using the hands
With your right hand, draw a “cup” shape of the tongue, and with your left hand, the palate.
Setting the sound [w] according to R.I. Levina (1965)
Setting the sound [sh] by imitation
Raise your tongue to your upper lip and exhale air evenly and forcefully, controlling the air stream with the back of your hand.
Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue over the upper teeth to the palate with the mouth open. Round your lips and stretch them forward, bring your teeth together at a distance of 1-2 mm and exhale. The sound should be [w].
Setting the sound [sh] based on the sound [t]
Pronounce the sound [t] several times at intervals of 2-3 seconds. Then the setting is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with an aspiration, while a weak and short hissing sound is mixed with the sound of the explosion.
Round your lips and extend them forward, raise your tongue to the front of the palate. Press the lateral edges of the tongue against the molars. Transition from the sound [t] to the sound [w]: t-t-tshshsh. Subsequently, the noise lengthens and is freed from the previous sound [t].
Arranging the sound [w] based on the sound [r]
Make a drawn-out sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronunciation of a dull sound [r].
Hissing can be obtained by touching the lower surface of the tongue with a spatula, slowing down the vibration of the tongue.
Arranging the sound [w] based on the sound [s]
Place your tongue behind your lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue upward. Using the fingers of your right hand, lightly press on your cheeks and push your lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os while simultaneously lifting the tongue with a probe or spatula.
Arranging the sound [w] based on the sound [h]
Make the sound [h] followed by a long exhalation. You should feel a warm stream of air on your hand brought to your mouth.

Automation of the sound [ш] in syllables

Lesson 1

Automation of the sound [ш] in open syllables

Note. In further work, articulation exercises are carried out taking into account the individual characteristics of the child’s motor skills and the nature of his speech impairment.
Development of memory and attention
Memorization and reproduction of syllabic sequences in combination with finger movements.
Game tasks “Fingers walk on the table”:
sha-sha, sha-sha;
sha-sha-sha, sha-sha-sha, sha-sha-sha;
shi-shi, shi-shi.
"Conversation between a mouse and a mouse." Pronouncing syllables with changing intonation:
shi-shi-shi, shi-shi-shi, shi-shi-shi;
sha-shi-sho-shu;
shi-sha-sho-shu.
- Which syllable is extra? Sha-sha-sha-shi, sha-sha-sha-sa.
“Let’s come up with names for the dolls.” Ma...(sha), Da...(sha), Sa...(sha), Mi...(sha), Nata...(sha), Katya...(sha).
- Complete the syllable. We... (shi), small... (shi), kama... (shi), pi... (shu).
- Which syllable is missing? Ma...na (shi).
Analysis and synthesis of syllables
What is the first sound in the syllable sha? Name the second sound.
The sound [sh] alone is boring. Let's invite the sound [u] to it. The sound [w] has become friends with the sound [y]. What syllable did you get?
- Find a picture whose title contains the syllable shu. (Fur coat, joke.)
Introducing the letter sh

Lesson 2

Automation of the sound [ш] in reverse syllables
Development of articulatory motor skills
Working on your voice
Pronouncing the syllables ish-ish-ish, ish-ish-ish, ash-ash-ash, osh-osh-osh, ush-ush-ush on behalf of the heroes of the fairy tale “Masha and the Bear” (with a change in intonation).
Memorization and reproduction of syllable series ish-ish-ash, ish-ish-ash, ish-ish-ash-ush, ish-ish-ash-ush
Analysis and synthesis of syllables
- Repeat the syllables sha-shi-sho. Listen again. Sha-shi. Which syllable disappeared from the series? (Sho.) Sho-shu-shi-sha. Sho-shu-shi? (Sha.)
- Listen and repeat the syllables ish-ish-ish. What new syllable appeared? Ish-ish-ash.
- Let's “make friends” two sounds - the vowel [a] and the consonant [w]. What syllable will be produced if the first sound is [a], and next to it is [w].
Indicate sounds with color symbols (red and blue circles).
- What is the first sound in the syllable ish? What's the second sound?
- Name the second sound in the syllable osh?
Composing the syllables ish, ish, ash from letters of the split alphabet.
Development of phonemic awareness
Game "Speech Lotto". Selection of pictures whose names contain the sound [w] from a number of others. The teacher names the words, and the child finds pictures with the sound [w].

Lesson 3

Automation of the sound [ш] in syllables (intervocalic position)
Development of articulatory motor skills
"The little mice are whispering." Pronouncing syllable combinations yshi-yshi-yshi, asha-asha-asha, usha-usha-usha, ishi-ishi-ishi, osho-osho-osho, ashu-ashu-ashu, oshi-ishi-ashi on behalf of the little mice (including facial exercises).
Development of phonemic awareness
- Name the place of the sound in the syllables sha, ash, asha. Where is the sound [w] heard in the words Shun (mouse's nickname), mouse, mouse?.
Reading the syllables sha, sho, shi
Development of auditory memory and attention
Follow instructions of 2-3 steps.
- Go to the closet. Take the mouse. Place the mouse between the matryoshka doll and the horse, and then sit down.

Lesson 4

Development of articulatory motor skills
Working on your voice
Memorization and reproduction of syllabic sequences in combination with movement. Game exercise “We are weightlifters.”
Shta-shta, shta-shta;
piece-piece-piece-piece (raise and put down the barbell).
"Conversation between Cheburashka and Tumbler."
- What, what, what. (angrily)
- Pieces-pieces-pieces? (Good-naturedly. Why are you so angry?)
- Wow. (Affectionately. Let's be friends.)
- What-what-what? (Interrogative. Do you agree?)
- What-thing-thing-thing. (Affirmative. I agree.)
Development of phonemic awareness
- Find pictures that have the sound [sh] in their names and put them next to the letter sh.
Pictures are laid out in front of the child, the names of which contain the sounds [w] and [z]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words.
Reading the syllables ush, shu; oh, sho

Lesson 5

Automation of the sound [ш] in syllables with a confluence of consonants
Development of articulatory motor skills
Working on your voice
Game exercise “Conversation of monkeys.” Memorizing and reproducing syllables with the inclusion of facial exercises.
- Shma-shmo. (sad)
- Shma-isho-shmu (with grief)
- Shma-shmo-shmo-shmy? (interrogative)
- It's a shame. (offended)
- Shna-shno-shnu. (approvingly)
- Shna-shno-shnu-shnu! (joyfully)
Game exercise “Monkeys peel bananas.” Coordination of speech with hand movements - imitation of the movements of monkeys.
Shva-shvo;
seam-shwo-shvu;
seam, seam, seam, seam.
Development of phonemic awareness
- Find pictures that have the sound [sh] in their names and put them next to the letter sh. Pictures are laid out in front of the child, the names of which contain the sounds [w] and [s]. The teacher names the words, and the child finds the desired picture. Determining the position of a sound in two or three words.
Composing syllables from a split alphabet. Reading syllables

Lesson No. 6

Automation of the sound [ш] in syllables with a confluence of consonants
Development of articulatory motor skills
Working on voice and facial expressions
Game task “Conversation with aliens.”
- Shko-shko-shku. (surprised)
- Sla-shl-slu-slut. (indignantly)
- Shpa-shpo-shpu-shpa. (sadly)
- Hey, hey, hey. (with apprehension)
- Shmi-shni-shpi! (joyfully)
Development of phonemic awareness
- Match the pictures to the letters. For the letter w put pictures whose names have the sound [w], for the letter w - pictures whose names have the sound [z], for the letter s - pictures whose names have the sound [s].
The teacher names the pictures, and the child selects the desired picture and places it next to the corresponding letter.
Composing and reading syllables
Tasks used in the stages of sound automation [w]
in words, phrases, sentences and coherent speech

sha, sho, shu, shi, she
Say the words correctly
Ball, balls, hat, puck, niche, noodles, checkers, naughty, yours, ours, porridge, roof, donkey, hanger, little mice, horse, chess, champignons.
Driver, rustle, bag, fluff, pot, cockerel, strap, comb, mouse.
Noise, jester, fur coat, joke, teddy bear, screw, scale.
Ears, tire, thorns, awl, sewing, mice, screen, lilies of the valley, reeds, babies, galoshes, car, cotton grass, silence, ladle, jug, water lily, driver, pea, rose hip.
Neck, pole, target, millet, couch, collar, rustle, hornet, pebble, mousetrap, mulberry.
Quests
Name the objects. Pronounce the words clearly. Determine the place of the sound in each word.
Divide the words ball, hat, hanger, champignons into syllables.
Guess the word I have in mind. In this word, the first syllable is ve, the last is ka.
Collect words from scattered syllables. The word has the following syllables: sha, we, ta.
Figure 10. (See color insert.) Children: Misha, Masha, Dasha, Lusha, Ksyusha, Lesha, Pasha, Sasha, Alyosha, Andryusha.
What are the girls' names? Natasha is taller than Masha. Katyusha in a hat. Ksyusha in a hat. Who is taller - Misha or Pasha? Who is older - Lesha or Andryusha? Who is smaller - Dasha or Sasha? Who has the puck? Who has the balls? Who's wearing a hat? Who has a scarf on his neck? Who has the car? Who's standing? Who's walking?
Drawing Sewing machine, passenger car, washing machine. Name the objects in one word. How do you turn the word car into the word tire?
Repeat the words step, steps, step, step. These words are called cognates.
Fill in the missing letter and pronounce the words clearly.
...ar
...arf
...aiba
... ariki
Tell me the right word.
The jumper jumps with... (pole).
The train is driven... (driver).
The hole can be pierced... (with an awl).
We admire... (water lily, lilies of the valley).
Pour the milk into... (jug).
We pour water... (with a ladle).
The driver drives... (the car).
Which syllable is missing? Ti...na (silence), ma...na (car).
Name words with the syllables sha, shi, shu.
Why were bushes and trees called that - rosehip, mulberry? The wild rose has prickly thorns. Silkworm caterpillars (silkworms) are grown on mulberry trees. Silkworm caterpillars feed on mulberry leaves. They spin cocoons from silk threads, in which they transform into pupae. Cocoons unravel and weave silk fabrics.
Automation of the sound [ш] in words with syllables
ash, ush, osh, ish, ish, esh
Say the words correctly
Tower, turret, cup, shirt, daisy, bug, pencil.
Shower, mascara, cannon, edge, cuckoo, toy, reel, feeder, shell, frog, pillow, tub, grandfather, grandmother, fluff, jerboa.
Finish, little house.
Midge, cat, crumb, windows, peas, basket, palm, potato, okroshka.
Mouse, mouse, baby, reed, donut, tower, lid, baby, monkey, tire.
Nuts, sturdy, rattle.
Quests
Say it kindly. Cherry is a cherry, a cat is a cat, a mouse is a mouse.
Which letter is lost in these words? Kotka, skein, wash, cone.
Why was the first dish called okroshka?
Rebus. A teapot, a bus, a fur coat, a bush, an orange. Name the objects. Highlight the first sound in the names of objects. Make up a word from these sounds. (Cup.)
Automation of the sound [ш] in words with a combination of consonants
Say the words correctly
Headquarters, rod, trousers, stack, stamp, darning, curtain, corkscrew, steering wheel, thing, bayonet.
Wardrobe, box.
Hat, helmet, boat.
School, student.
Sleepers, twine.
Quests
Replace the sound [p"] with the sound [t"] in the word spire. What word did you get? (Calm.)
Syllable chain. Mouse - reel - reel.
Say it kindly. Hat - hat, fur coat - fur coat, pants - pants, shirt - shirt, cone - cone, hat - cap, mouse - mouse, ball - ball, reel - reel.
Choose rhymes. Pictures and words. Two columns of pictures.
Mouse - quiet, cat - midge, baby - cat - cloudberry, ka-dushka - coil - pillow - girlfriend, hut - tub, toy - cuckoo, pillow - frog, bear - mouse, cone - Quiet, guns - ears, dryers - flies, old woman - cheesecake, window - basket, okroshka - potatoes, cockerel - scallop.
"Is this correct?" The guns are firing, the cannons are baking. A cat grows in a swamp, a cloudberry sits under the table. There are toys on the tree, and cuckoos in the hands of children.
"Useless and useful advice from the old woman Shapoklyak." Salt frogs in tubs. Place the cuckoo on your pillow to sleep. Throw the coils at the windows of the hut. Place the midge in the basket. Don't litter in the hut. Salt the volushki in a tub. Treat the old lady to cheesecake. Don't kill frogs! Take care of the cuckoos!
Repeat the helpful tips first. Why can other advice be called useless?
What's extra?
Make up the letters for the girl's name and the name of her clothes.
A, K, A, P, M, W, B, L, U, R, F.
- Which letter is lost? ...stranded, Roma...ka, card...ka.
- How are these words different? Moshka is a cat. A hat is a boat. The fur coat is a joke. Sleeper - noodles. How are they similar?
"What's going where?" Little waves in... (the tub), feathers in... (the pillow).
“What to whom?” For the baby - a rattle, for the kids - toys, for the old lady - cheesecakes, for Mashenka - cherries, for Mishenka - pants, a shirt, for the frog - a midge, for Cheburashka - a chamomile, for the cockerel - grains.
Automation of sound [ш] in phrases
Complete the word.
Woolen..., woolen..., woolen..., woolen..., fluffy..., fluffy..., fluffy..., fluffy..., big..., fragrant..., wide..., good... .
Choose the right words.
What are you doing? Tell me about yourself. I... (walk, breathe, wave); music... (listening); spoon soup... (stir); problems... (solve); with a needle... (sew).
Tell me about Misha. Misha, with your eyes... (look, blink, look); ears... (listening); with your feet... (you walk, you walk, you run, you walk); with your hands... (catch, throw, wave, do); door... (open, close); ball... (catch); with a doll (playing); with a pencil... (draw); by car... (you drive); on the plane... (flying).
Imagine that mom sent Masha to the store. We will guess what she is doing and tell her about it. You go to the store... (go), groceries... (choose), money... (pay), groceries in the bag... (put), home... (bring), from the bag... ( put it out), in the refrigerator... (put it in).
Tell me about yourself. I will... (write) a letter, (sew up a hole in the dress).
Automation of the sound [ш] in sentences and in coherent speech
Two word sentences
The kids are noisy. The mouse rustles. Natasha writes. Misha is a naughty guy. Ksyusha is big.
Three word sentences
The cat catches up with the mouse. Katyusha buys chess. The cockerel pecks the cherries. Mashenka eats chocolate. Pasha is fixing a hanger. The cat knocked over the jug. Natasha found a pebble. Mashenka was given a scarf.
Make three-word sentences with the following words: cone, cuckoo, Misha, car, top.
If you were an artist, what could you draw with the sound [w]?
Sentences of four to five or more words
Aunt Dasha is sewing a shirt. Grandma is darning Misha's panties. Uncle Pasha is plowing the arable land. Masha puts Mishka on a shirt and pants. The car has rubber tires.
A bug sits on a large daisy. Volnushki are salted in a tub. Frogs croak at the forest edge. A cone fell on the mouse. Peas were scattered on the path.
The bear is sitting in the car. The mouse fell into the mousetrap. The frog jumped onto the water lily. Natasha plays with a teddy bear. Grandfather plays checkers with Misha. Grandfather is lying on the couch. Masha hangs her fur coat in the closet. Lusha washed her neck and ears in the shower. Grandmother and Alyonushka sat down on a log.
Sentences with conjunctions a, and
Dasha and Pasha are playing chess. Alyonushka has a basket, and Mashenka has a mug. Pasha built a turret, and Misha built a house with a roof. The porridge is eaten with a spoon, and the compote is drunk from a cup. Dashenka plays with a matryoshka doll, and Misha plays with a toy car. Alyonushka took the bowl and fed the cat. Yasha went out to the edge of the forest and saw a cuckoo there.
Quests
Distribution of proposals.
What is Dasha doing? Dasha is sewing.
What does Dasha sew? Dasha is sewing pants.
What does Dasha sew on? Dasha sews pants on a sewing machine.
Who does Dasha sew pants for? Dasha sews pants for a bear on a sewing machine.
Complete the sentences.
The bunny has long... (ears). Here sits a green frog... (abdomen). The kids are walking to... (school). The pie is good, inside... (curd). Mushrooms in a tub, grandfather in... (hut).
Name the extra word in the sentence.
The rose hips have prickly thorns and bumblebees. A frog sits on a water lily, a tub. The cat rolls a reel, a rattle.
Who can I contact like this? Please do for me... . I ask you, please help... Contact me with a request.
Unprecedented. Figure 14. (See color insert.) Cuckoo in a hood. The cat drives the car. Frog in the air in a hot air balloon. Mouse in a hat. Horse in boots. The bear dances with the mouse. The mouse catches the cat.
Come up with fable sentences.
"Learning to think."
Development of cognitive processes.
Find the differences.
Drawing of Confused Masha and a girl dressed correctly. Clothes on girls. Scarf, hat, shoelaces, fur coat, mittens.
What can’t Masha go for a walk without in winter? To the beach? What will Masha wear to kindergarten?
Figure 16. (See color insert.) Cats of different colors, a mouse, a wardrobe. The cat is on the closet, under the closet, behind the closet.
Where does the tabby cat sit? Where is the red cat? Where is the mouse peeking from?
Topics for composing stories and fairy tales
"Birds". Why are they called that? Avocet, pintail, shoveler, broadtail, broadmouth, mockingbird, stonewall. turnstone, warbler, moorhen. Which bird sits higher than the others? Which bird is on the left and which is on the right?
"Visiting Cheburashka." Key words: Cheburashka, Mishutka, monkey, Tumbler, Matryoshka, Parsley, lily of the valley, chamomile.
"The Adventures of Sharik and Pushka." Key words: cart, hut, grandfather, grandmother, cheesecake, Alyonushka, hut, river, shell.
“Mishutka Toropyzhka is looking for friends.” Key words: mouse, cone, frog, bumblebee, obedient hedgehog, naughty hedgehog.
“How the bear Toptyzhka visited the kindergarten.” Key words: Natasha, Masha, tumbler, matryoshka, machine, ball, naughty, noise, closet, books.
"Teremok". Write your own fairy tale about the little mansion. Use the words frog-frog, mouse-norushka, cockerel-golden comb, bunny-coward.

Speech therapy lesson notes

Automation of sound [sh] based on plot

"Doll Masha's Birthday"
Material: toys (doll Masha, Bear, Matryoshka, Parsley, cat, mouse, horse, Tumbler); subject pictures (cherry, car, reel, pillow, hat, wardrobe, etc.); color symbols of sounds, sound-letter city, cash registers, typesetting canvas.
Progress of the lesson
Organizational moment
We brought you gifts.
Whoever wants it will take it.
Here's a doll with a bright ribbon,
Tumbler, airplane.

Depict the actions of wind-up toys: the doll walks, the Teddy Bear dances, the Tumbler rocks, the horse gallops.
Lesson topic message
A doll is brought in. This is Masha.
The sound [sh] is pronounced with emphasis.
- Remember the names that have the sound [w]. (Sasha, Natasha, Katyusha, Ksyusha.) Say the name Masha affectionately. (Mashenka.) Today Mashenka invites us to her birthday. We will visit her and get acquainted with the new sound [w].

Characteristics of the sound [w] by articulatory and acoustic characteristics
- Mashenka doesn’t know how to pronounce the sound [sh] yet, let’s teach her. What do our lips do when we pronounce this sound? (They stretch out like a tube.) Where is the tongue? What is it - narrow or wide? (The tongue is wide, “cupped.”) How do we pronounce the sound [w] - with or without voice? Does it sound hard or soft? Vowel or consonant sound [sh]? Bend your fingers and repeat what sound [w]. (Consonant, hard, deaf.)
Designation of the sound [ш] with a color symbol.

Pronunciation of the sound [ш] in syllables
- The mice heard about Masha’s birthday and whispered: “Sha-sho-shi (questioningly whether Masha will invite them to his birthday). Shu-sho-shu (with a request). Shta-shto-shtu (affirmative). Shva-shvo-shvy (joyfully).”
Pronunciation of the sound [w] in words. Determining the position of the sound. Case management
- Who did Masha invite to her birthday?
Toys are on display (Cockerel, Parsley, Matryoshka, Tumbler, mouse with little mice, Mishutka, cat, dog Sharik). Determining the position of the sound [w].
- What did the guests give Mashenka? First, name the gifts in the name of which the sound [w] is heard at the beginning of the word. (Balloon, hat, chocolate, scarf, fur coat, curtains.) And now - with the sound [w] in the middle of the word. (A car, a frog, a cup, cherries, a rattle, a reel, a book.) And also name the gifts in the name of which the sound [w] is heard at the end of the word. (Ladle, pencil, brooch.)
Development of phonemic awareness. Sound-syllable analysis of the words Masha, porridge
- Mashenka invites us to play the games “Sound Lost”, “Sound Got Lost”. What sound is lost in the words we...ka, ko...ka, lay down...ka, mo...ka?
Children name the missing sound and the whole word.
- What sound got lost and got out of place, what sound was lost in the following words: tkaf, mytka, kata, mata? (The sound [t] got lost and took the place of the sound [w], which disappeared. The “correct” words are wardrobe, mouse, porridge, Masha.) Let’s show Masha how we designate sounds with circles. How do we designate words and syllables?
Children lay out diagrams of the words Masha, porridge.
- How are these words different? How are they similar?
Fizminutka
Children play the game "Cat and Mice".

Pronunciation of the sound [w] in sentences. Addition of offers
- Mishutka offers to play the game “Prompt the Word.” He names two words, and you add another word to make a sentence. Masha - porridge. (Loves. Masha loves porridge.) Misha - a fur coat. (Misha wears a fur coat.) The frog is a midge. (The frog ate the midge.) The cat - the mouse. (The cat caught the mouse.)
Determining the number of words in sentences.
Sound [w] in connected speech
- The guests began to tell different stories. Listen to what Tumbler said about his friend Natasha. Give Natasha a bear. Natasha is walking with the bear. She puts pants on the bear. Natasha loves the bear.
Children restore, correct and retell the text.
Reading the syllables sha, shu, sho, shi
- Remember, the letter w is never friends with the letter s, but only with the letter i. “Write the letter w with i!”
Working with split alphabet. Make up the word tire.
- What syllable is missing in this word to create the new word machine? (Syllable ma.) Make up the word Masha.
Lesson summary

Automation of sound [sh] based on the plot of the fairy tale “The Adventures of the Cowardly Bunny”

Material: toys (Playful Teddy Bear, Cowardly Bunny, Jumping Frog, Little Mouse); subject pictures (cuckoo, bumblebee, cherries, daisies, lilies of the valley, water lilies, porridge, wavelets, russula, egg capsules); images of trees, huts, symbols of sounds and words, split alphabet.
Progress of the lesson
Organizational moment
Psychophysical gymnastics.
Toys are shown.
- This is the Naughty Bear, the Cowardly Bunny, the Jumping Frog, the Little Mouse. Depict the characters' movements with facial expressions and gestures.
Report the topic of the lesson. Characteristics of the sound [w] by articulatory and acoustic characteristics
- What identical sound did you hear in the names of our guests? (Sound [sh].) Today we will repeat the sound [sh] together with them. What sound is this?
Children give a description of the sound [w].
Pronunciation of the sound [w] in syllables. Analysis and synthesis of the word noise
- The little cowardly bunny ran towards us and listened. And the forest rustled: “Ash-osh-ush-shi!” (The bunny became wary.) Wow! (The coward got scared.)” But then the leaves whispered: “Shu-shu-shu.” And the Cowardly Bunny calmed down. What sounds did you hear in the whispering of the leaves? (Sounds [w], [y].) Complete them with the sound [m]. What word did you get? (Noise.) “Scatter” the sounds of the word noise. How many sounds does it have?
Pronunciation of the sound [w] in words
- The little bunny ran out of the forest and came running to us. Now we will find out who and what he saw along the way.
Pictures of various colors are displayed. On the edge of the forest grew... (daisies, lilies of the valley, porridge), on the river... (water lilies, egg capsules). Guess by the sounds [w], [m"], [e], [l"], who was sitting on the daisy? (Bumblebee.) On the bank of the river, the Cowardly Bunny saw ... (pebbles), on a pine tree - ... (cones), on a hazel tree - ... (nuts). Under the bush grew... (wortlings, russula). What bird did the Cowardly Bunny see in the tree? (Cuckoo.)
Determining the position of the sound [ш] in words. Selection of rhymes
- The cowardly bunny wants to play rhyming words with you. Match his words with other words with similar endings: tire... (car), cat... (midge), frog... (pillow), front sight... (gun), mouse... (bear). Where is the sound [w] heard in these words? (In the middle of the words.) And here comes the naughty Bear. He will read “mixed up” verses to you, and you listen and immediately correct the mistakes.
My friend and I played cups... (checkers).
We drank tea from a white checker... (cup).
A cone came out of the hole... (mouse).
A mouse fell on her... (bump).
There were cones sitting under the bush... (mice).
There were mice hanging on the pine tree... (cones).
A cat was flying in the air... (midge).
The midge lapped up the milk... (cat).
There was a cat on the table... (bowl).
There was a bowl sitting on the floor... (cat).
Pronunciation of the sound [w] in sentences. Analysis of the proposal composition
- The naughty bear came up with “confusions” not only in poetry, but also in sentences. "The rails lie on the noodles." What are the rails on? (The rails lie on the sleepers.) How are the words sleeper and noodles similar? Now let’s correct the rest of his confusing sentences. "Natasha carries a boat." (Natasha wears a hat.) “Grandfather is playing with the car.” (Grandfather plays the harmonica.) “The mouse catches the cat.” (The cat catches the mouse.) Come up with your own confusion sentences. Show the naughty Bear how we designate the sentence and words.
Proposal analysis.
Practical mastery of prefixed verbs
- Listen to the story of the playful Mishka about how he came to us.
The speech therapist speaks on behalf of the playful Mishka, and the children help lead the story.
- I was walking through the forest and a wave... (found). Then I went into the forest... (went), into the thicket of the forest... (went) and to the hut... (went), then into the hut... (went), there was nothing there... (found), further... (went). I... (approached) the tree, there I found sweet honey... (found). Along the path... (went) and to your lesson... (came).
Fizminutka
- Now listen to the poem and do the actions.

We walked through the forest, walked, walked, and only found a pine cone.
The children ran further and met a frog.
Jumping frog - eyes on the top of the head.
Hide from the frog, mosquitoes and flies!

Children depict a jumping frog, frightened mosquitoes and midges flying away, and then invite the Jumping Frog to an activity.
Pronunciation of the sound [w] in poems
- The jumping frog decided to tell us about what recently happened to the naughty bear.

A squirrel from a branch to its little house.
She was dragging a cone.
The squirrel dropped a pine cone
It hit Mishka straight.
Mishka groaned and groaned:
There's a bump on my nose!

Children repeat the poem together with the speech therapist.
Reading and transforming words. Sound-letter analysis of the word bear
- What similar words did you hear? (Bear, cone.) Indicate the word bear with circles. How many syllables and sounds does it have? Compose this word from the letters of the split alphabet. Now make up new words by replacing the letters in the word bear. (Mouse, fly, midge, cat.)
Reading the fairy tale by G. Yudin “How the Mouse Played Naughty”
- And here comes Little Mouse. Who is she with? (With the mouse Mice.) She wants to tell a fairy tale about her naughty little mouse. Listen carefully and remember words with the sound [w]. Reading a fairy tale.
Development of phonemic representations
- Who remembered the words with the sound [w]? Name them.
Children's answers.
Composing words from the letters of the split alphabet at the request of children
Lesson summary

Tell me, how does the snake hiss?

Teeth: closed,

Air: hot.

Ш - consonant (obstacle - teeth, tongue), deaf, hard.

Remember and repeat the syllables.

Sha - sho - shu - shi ash - osh - ush - ysh

Sho - shu - sha - shi osh - ysh - ash - ush

Shi - sho - sha - shu ush - ysh - ash - osh

4.

Pictures:

Narrow - …. (wide)

Smooth -…. (rough)

Left -…. (came)

Small - ... (big)

6. slide number 2

Big cat

Fluffy mouse

The ball is nimble

The car is painted

7. slide number 4

Game “Who has which cub?”

The mouse... turkey poult

The frog... little mouse

At the cuckoo... little turtle

The turkey has... little frog

The turtle has... Cuckoo

Game "1, 2, 5".

A mouse has two little mice.

A mouse has five babies.

8. Finger gymnastics.

Family.

This finger is grandpa.

This finger is grandma.

This finger is dad.

This finger is mom.

Well, this finger is me.

Here is our family.

9.

Cat - ears on top of head -

Lightly dozing on the pillow.

And there is such silence around -

No mouse rustling under the floor.

There's a cockerel at the window

Scratching a comb with his foot.

10. Summary. Homework.

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“Automation of the sound [sh] in sentences. »

TOPIC: Automation of the sound [sh] in sentences.

GOAL: automation of the sound [w] in syllables, words, sentences, text;

Vocabulary enrichment;

Strengthening the ability to select antonyms;

Coordinate words in phrases and sentences;

Development of phonemic hearing, coherent speech, attention, memory, fine motor skills of the fingers, cultivation of the habit of speaking correctly.

EQUIPMENT: “Sound player”, mirror, table for sound characteristics, pictures, ball, task cards, computer.

PROGRESS OF THE CLASS.

1. Articulation gymnastics.

"The Tale of the Merry Tongue."

"Window"

"Smile - kiss"

"Pancake"

"Delicious jam"

"Cup"

"Horse"

"Fungus"

2. Pronunciation of an isolated sound, sound characteristics [w].

- Tell me, how does the snake hiss?

Lips: rounded and extended forward,

Teeth: closed,

Tongue: at the top, rises to the soft palate,

Air: hot.

Didactic manual “Zvukovichok”.

Ш - consonant (obstacle - teeth, tongue), deaf, hard.

3. Automation of the sound [ш] in syllables.

Remember and repeat the syllables.

4. Automation of the sound [sh] in words.

A) naming and classifying pictures.

Pictures: cat, mouse, pillow, horse, pine cones, chamomile, ball, hat, lily of the valley, shower, car.

Name the pictures, try to pronounce the sound [w] correctly and clearly.

Name the pictures in which we hear the syllable sha.

Choose only animals from the pictures.

5. Physical education minute. Reverse ball game.

We will throw a ball to each other and name words that have opposite meanings.

Narrow - …. (wide)

Smooth -…. (rough)

Left -…. (came)

Small - ... (big)

6. Automation of the sound [ш] in phrases. (on computer) slide number 2

Choose words from the second column to make a phrase.

Big cat

Fluffy mouse

The ball is nimble

The car is painted

7. Automation of the sound [ш] in sentences. (on a computer) slide number 4

Game “Who has which cub?” Complete the sentences. Show the correct answer.

The mouse... turkey poult

The frog... little mouse

At the cuckoo... little turtle

The turkey has... little frog

The turtle has... Cuckoo

Game "1, 2, 5". Change the sentences by adding 1, 2 or 5 to the sentence.

For example: A mouse has one little mouse.

A mouse has two little mice.

A mouse has five babies.

8. Finger gymnastics.

Family.

This finger is grandpa.

This finger is grandma.

This finger is dad.

This finger is mom.

Well, this finger is me.

Here is our family.

9. Automation of the sound [w] in a poem.

The child looks at the picture. He says what he sees in this picture. slide number 5

The speech therapist reads a poem, the child repeats after the speech therapist (line by line).

Cat - ears on top of head -

Lightly dozing on the pillow.

And there is such silence around -

No mouse rustling under the floor.

There's a cockerel at the window

Scratching a comb with his foot.

10. Summary. Homework.

What sound did you train to pronounce?

Repeat the poem with mom or dad at home.

APPLICATION.

Card No. 1.

Remember and repeat the syllables.

Sha - sho - shu - shi ash - osh - ush - ysh

Sho - shu - sha - shi osh - ysh - ash - ush

Shi - sho - sha - shu ush - ysh - ash - osh

Card No. 2.

Reverse ball game.

Narrow - …. (wide)

Smooth -…. (rough)

Left -…. (came)

Small - ... (big)

Card number 3.

Choose words from the second column to make a phrase.

Big cat

Fluffy mouse

The ball is nimble

The car is painted

Card number 4.

Game “Who has which cub?” Complete the sentences. Show the correct answer.

The mouse... turkey poult

The frog... little mouse

At the cuckoo... little turtle

The turkey has... little frog

The turtle has... cuckoo

Card number 5.

Game "1, 2, 5". Change the sentences by adding 1, 2 or 5 to the sentence.

For example: A mouse has one little mouse.

A mouse has two little mice.

A mouse has five babies.

Card number 6.

Cat - ears on top of head -

Lightly dozing on the pillow.

And there is such silence around -

No mouse rustling under the floor.

There's a cockerel at the window

Scratching a comb with his foot.

Homework.

Learn a poem.

Cat - ears on top of head -

Lightly dozing on the pillow.

And there is such silence around -

No mouse rustling under the floor.

There's a cockerel at the window

Scratching a comb with his foot.