Initial stages of sound automation. What sounds to start working with - simple recommendations Rules for automating consonant sounds

Dear parents! This material can be used independently, but only after the sound has been introduced into speech by a speech pathologist and the child pronounces it in isolation. And if your child “hissed, growled,” this does not mean that he will clearly pronounce these sounds in words and sentences. The following steps must be followed to automate sounds.

Sound automation sequence.

1. Automation of isolated sound.

2. Automation of sound in syllables.

3. Automation of sound in words.

4. Automation of sound in phrases and phrases.

5. Automation of sound in poetry.

6. Automation of sound in texts and stories.

7. Automation of sound in independent speech.

Good luck to you!

Regardless of the stage, there are a few things to remember:

A sound, syllable, word, rhyme is first shown by an adult, and only then pronounced by a child. Ideally, a child should not make a single mistake at the stage of sound automation - so that the old stereotype does not interfere with the consolidation of a new one. Therefore, great attention is required from an adult in order to be able to show or suggest the correct sound before the child. “When teaching pronunciation, it is necessary to ensure that the conditioned stimulus (pronunciation or demonstration of articulation by the teacher) precedes the child’s pronunciation of the sound. Otherwise, when we correct what has already been pronounced incorrectly, the old incorrect connections are further strengthened and delay the appearance of the correct sound. Long-term use of such a vicious technique can turn a positive stimulus into an inhibitory one: the child gets tired of the teacher’s annoying corrections, and he refuses to utter the required sound. If a mistake is made, you have to use this technique” (M.E. Khvattsev “Speech therapy: working with preschoolers”).

It is imperative to reinforce a new sound not only in classes with a speech therapist, but also at home, during homework, and, if possible, in kindergarten (if you have competent, understanding teachers in kindergarten, ask them to monitor your baby’s speech, select poems for holidays, taking into account the child’s speech abilities). If a preschooler uses a new sound only in class, then the so-called “office speech syndrome” is formed, when during class all the sounds are pronounced perfectly, and as soon as the baby leaves the threshold, it is as if he had never learned anything! That is, a stereotype has developed - “I speak well in the office, but in life I’m used to it.”

- “I.P. Pavlov found that in a state of hunger, fatigue, and strong emotions, inhibition sharply weakens and excitation increases. In this state, in children, if new speech stereotypes have not yet been automated, old ones reappear (burr, lisp, stutter). In such cases, it is necessary to support new speech reflexes with prompts, reminders, etc. Speech therapy classes cannot be carried out in this child’s condition.”

In speech therapy classes and in automating sounds, the child’s motivation is very important, i.e. how important it is for him, whether he needs it himself and why. Of course, sometimes there are wonderful children who themselves ask their parents to go to a speech therapist. But these are unique cases. More often, the initiative comes from the parents - WE understand why it is necessary to speak correctly, but the baby does not yet know this, his life is already good. Without proper motivation, speech therapy sessions can drag on indefinitely. Motivation is not “if you work out well, I’ll give you candy,” but “you want to do well at school, read poetry at a party, be an adult...” and many other options that are suitable specifically for your child. Therefore, the attitude of others, not just mom and dad, towards the child’s activities is very important. “To prevent the fading of a sound, one should more often suggest the correct pronunciation of it, and reinforce it with the living example of others. In these cases, other stimuli that are in one way or another connected with this sound often help, for example, a reminder of the need to speak correctly, setting others up for the child’s clear speech, their demandingness regarding pronunciation, and finally, setting the child himself up for a specific interlocutor.”

At first, it is necessary to support new sounds by all means, and not allow the baby to pronounce them without reinforcement and control. In this regard, homework that is not supervised by elders poses a great danger. Even if a child goes to school and reads on his own, he should not be allowed to sight-read words on his own; an adult must read the word to him, after which the child can repeat it. In the same way, it is necessary for an adult to listen and monitor the correct pronunciation.

Sound Automation [s] in isolated sound

"Pump Song"

The pump inflates the tires and sings: "S - S - S..."

Sound Automation [s] in straight syllables

SA - SA - SA - SA - SA

CO - CO - CO - CO - CO

SU - SU - SU - SU - SU

SY - SY - SY - SY - SY

SE - SE - SE - SE - SE

Sound Automation [s] in reverse syllables

The child repeats the syllables. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows through the middle of the tongue.

AC - AC - AC - AC - AC

OS - OS - OS - OS - OS

IS - IS - IS - IS - IS

US - US - US - US - US

EU - EU - EU - EU - EU

YAS - YAS - YAS - YAS - YAS

YUS - YUS - YUS - YUS - YUS

YOS - YOS - YOS - YOS - YOS

Sound Automation [s] in intervocalic syllables

The child repeats the syllables. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows through the middle of the tongue.

ASA - ASA USA - USA OSA - OSA ISA - ISA

ASO - ASO USO - USO OSO - OSO ISO - ISO

ASU - ASU USU - USU OSU - OSU ISU - ISU

ASY - ASY MUSTACHE - MUSTACHE WASP - WASP ISA - ISA

ASA - USA - OSA - ISA

ASO - USO - OSO - ISO

ASU - USU - OSU - ISU

ACES - MUSTACHS - WASPS - ISYS

Sound Automation [s] in

The child repeats the syllables. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows through the middle of the tongue.

STA - STA - STA - STA - STA

STO - STO - STO - STO - STO

STY - STY - STY - STY - STY

STU - STU - STU - STU - STU

SPA - SPA - SPA - SPA - SPA

SPO - SPO - SPO - SPO - SPO

SPA - SPA - SPA - SPA - SPA

SPU - SPU - SPU - SPU - SPU

SKA - SKO - SKU - SKY

SVA - SVO - SVU - SVA

SFA - SFO - SFU - SFU

SLA - SLO - SLU - SLY

SMA - SMO - SMU - SMY

SNA - SNO - SNU - DREAMS

Sound Automation [s] in words, sound at the beginning of a word

SA: Sad, sa-ni, sa-mo-kat, say-ka, sam, Sa-nya, sa-po-gi, sa-bo, sa-u-na,

sa-dok, Sav-va, so-by-ti-e, so-vok, so-vet, so-va, so-fa;

CO: juice, sleep, catfish, so-ya, so-da, So-fya, So-nya, sop-ka, hundred-nya, soy-ka, so-you, sleepy;

SU: soup, sum-ka, sub-bo-ta, court-no, suk-no, su-ho, sun-duk, su-e-ta, day-ki, su-khoi;

SY: son, full, son, sleepy.

Sound Automation [s] in words with consonant clusters

The child repeats the words. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows through the middle of the tongue.

Swa-i, free-bo-da, your own, vault, sk-me-ka, sk-ka-ka, skat, sco-ba, whine-la, re-wind, again, sheaf, dreams, sleep, sleep somehow, satellite, confuse, frighten off, sta-ya, sta-kan, sta-nok, sta-do, sta-ni, sta-vit, become, sta-di-on, stack, one hundred, knock, step, step, step, student, freeze.

Sound Automation [s] in words, sound in the middle of a word

The child repeats the words. We follow the articulation of the sound [s]: the lips are stretched in a smile, the teeth are “fenced”, the tongue is behind the lower teeth, cold air flows through the middle of the tongue.

SA: o-sa, ko-sa, pi-sat, bite-sat, po-sad-ka, gu-sak, An-fi-sa;

AC: pass-ta, pass-tuh, na-sta-no, kas-kad, kas-ka, mas-ka, oh-pas-but;

CO: sand-juice, ku-sok, but-juice, bo-soy, o-so-ka, high-so-kiy, po-ya-juice;

OS: post, wax, bridge, ki-osk, tail;

SU: no-su, pa-su, po-su-da;

US: bush, empty, ka-pus-ta, aug-gust, fo-cus-nick;

SY: weights, bu-sy, gu-sy-nya, sy-sy, ko-son;

IS: you-stupid, you-stav-ka;

IS: squeak, mis-ka, disk, a-ist, a-is-to-nok, pi-a-nist, tan-kist;

EU: place, place, place, place, place, weight;

YS: bust;

I'M WITH: clear.

Sound Automation [s] in words, sound at the end of a word

AC: kvass, bass, us, po-gas, a-na-us.
OS: nose, braid, under-nose, braid.
US: taste, kak-tus, u-kus, fo-kus, av-bus, fi-kus, min-nus.
IS: cape, ku-mys.
IS: Denis.
YS: dog, o-ves, o-tes, o-carried.
EU: on-weight.
I'M WITH: belt.

Sound Automation [s] in words with these two sounds

Stas, sos-ka, sos-na, uk-sus, na-sos, so-us, Su-san-na, Sam-son, cos-mos, so-sud, sta-mes-ka, sak-so- background.

Sound Automation [s] in phrases

Vku With ny With oop, mustachioed catfish, tall pine, suspension bridge, pine bough, dry scarf, mother's beads, soft wax, high cliff, sleepy pussy, honeycomb, clear day, skillful magician, dangerous ledge.

Butter dough, morocco boots, empty bowl, thick juice, shady garden, pineapple juice, satin belt, empty bus, hearty jelly, meat sauce, bus stop, fine cloth, empty room.

Sound Automation [s] in 3-word sentences

There are wasps in the garden. The catfish has a mustache. The son is eating soup. The shepherd was tending the flock. Denis drinks kumiss. The son is washing the dishes. Sanya washes the dishes. Sonya eats a cupcake. Denis drinks juice. The sun is shining clear. Sonya heard a knock. The plane is flying high. The dump truck spilled sand. The wasp bit Sonya.

Sound Automation [s] in 4-word sentences

There are a lot of wasps in the garden. Sonya eats the soup herself. Anfisa drinks plum juice. There is a bus on the bridge. The dog eats a piece of meat. Sanya is preparing soup for pussy. Bushes were planted in the garden. The bench is in the garden. Denis took off his boots himself.

Sound Automation [s] in 5-word sentences

There is a tall pine tree in the garden. The dog Jay stands under the pine tree. Sonya has a waist-length braid. Sonya puts her bag on the bench. Sanya's sled glides on its own. Owls are sitting on a pine branch. Stas and Sonya go to the garden. There is a hanging bridge near the high rock. An empty bus is driving across the bridge. Anfisa prepares delicious soup herself.

Sound Automation [s] in 6-word sentences

On Saturday Stas goes to the garden. Sonya prepares a delicious soup with cabbage.

Denis places his scooter next to the bench.

Sound Automation [s] in sentences of 7 - 8 words

Sanya has pineapple and cabbage in her bag. Savva has a ficus, and Sonya has a cactus. Sonya and Sanya go to a dog show. Sanya has a catfish with a mustache in the jar. In our garden there are bushes and tall pines.

Sound Automation [s] in pure language

SA - SA - SA long braid

SA - SA - SA the sly fox

SA - SA - SA here comes the wasp

SA - SA - SA was bitten on the nose by a wasp

SY - SY - SY grandpa has a mustache

SY - SY - SY little fox near the fox

SY - SY - SY the fox has a beautiful tail

SY - SY - SY new scales

SY - SY - SY wind up the clock

SY - SY - SY I'm not afraid of the evil wasp

SU - SU - SU I carry water

SU - SU - SU house stands in the forest

SU - SU - SU I carry a wasp in my hand

SO - SO - SO Sonya has a wheel

SO - SO - SO my nose has become like a wheel

AS - AS - AS children enter the classroom ss

AS - AS - AS the children drank kva With

AS - AS - AS our light is low With

AS - AS - AS I am a cow With

AC - AC - AC delicious pineapple With

OS - OS - OS there are a lot of people in the clearing h

OS - OS - OS I carry the tray With

US - US - US I'm carrying a cart h

US - US - US Sonya has a lot of boos With

EU - EU - EU bus goes to le With

IS - IS - IS on the bitch Boris povi With

ASY - ASY - ASY are pineapples

WASPES - WASPES - WASPES on the table trays

WASPES - WASPES - WASPES braided their hair

MUSTACHS - MUSTACHS - MUSTACHS let's give mom some beads

IST - IST - IST our Boris tankman

IST - IST - IST here is a green leaf

OST - OST - OST Vaska has a long tail

ASTA - ASTA - ASTA here is toothpaste

ASKA - ASKA - ASKA Sonya has a mask

ASKA - ASKA - ASKA Sonya has a stroller

ASKI - ASKI - ASKI we bought masks

ISKA - ISKA - ISKA note on the table

ISKA - ISKA - ISKA sleeping pussy

ISKA - ISKA - ISKA radishes on the table

ISKU - ISKU - ISKU we bought a bowl

OSKI - OSKI - OSKI we carried boards

ISTO - ISTO - ISTO washed the dishes clean

USTA - USTA - USTA delicious cabbage

USTO - USTO - USTO the garden is empty

ESTO - ESTO - ESTO we kneaded the dough

OSKA - OSKA - OSKA high birch

OSNY - OSNY - OSNY at the pine rock

STY - STY - STY long tails

STY - STY - STY built bridges

STY - STY - STY green sheets

STY - STY - STY the storks flew away

STY - STY - STY the ball flies into the bushes

STA - STA - STA Sonya has two leaves

STA - STA - STA stood at the bridge

STA - STA - STA we saw a stork

STA - STA - STA sat down

STU - STU - STU stood on the bridge

STU - STU - STU we are driving along the bridge

STU - STU - STU soldiers on duty

SKI - SKI - SKI new socks

SKA - SKA - SKA long board

SKU - SKU - SKU we carried the board

DREAMS - DREAMS - DREAMS there were two pine trees

SNA - SNA - SNA it's spring outside

Automation of sound [s] in verse

The rain has a little sister: “S - s - s.”

This is quick water: “S - s - s.”

“S-s-s,” she whistles.

“S-s-s,” she sings

And a stream from the tap pours: “S - s - s.”

Listen to this song: “S - s - s.”

Wash your ears cleanly with soap: “S - s - s.”

Sound Automation [s] in texts

DOG JAY IN THE FOREST

Stas has a dog, Soyka. On Saturday Stas and Soyka go to the forest. In the forest, Stas lets the dog off the leash. The jay runs through the bushes and sniffs tracks. Here is the fox's trail. The dog follows the trail, but finds not a fox, but an owl. An owl sits on a pine tree and sleeps. The jay stands under the pine tree and thinks about how to get the owl. But the owl sits high, and dogs cannot fly.

Stas whistles to Soyka. We have to go home. Goodbye, owl!

SCOOTER

Sanya has a new scooter. Sanya thinks: “I’ll put my foot on the scooter, the scooter will take me for a ride. That’s why he’s a scooter!” Sanya puts his foot on the scooter, but the scooter doesn’t move or roll Sanya anywhere.

Denis rides past on his scooter. “Yeah, that’s the way to go!” - Sanya thinks. And Sanya rushed off on his scooter into the shady garden.

Automation of sound [s] in tongue twisters

Without a shepherd there is no flock.

Sysoy has a waist-length mustache.

Automation sound [z] in isolated sound

Exercise “Angry Fly”

When a fly gets caught in a spider's web, it buzzes:

“Z-z-z...”

Repeat 5 times.

Automation sound [z] in straight syllables

FOR - FOR - FOR - FOR - FOR

PS - PS - PS - PS - PS

ZO - ZO - ZO - ZO - ZO

ZU - ZU - ZU - ZU - ZU

Automation sound [z] in reverse syllables

AZZ - OZZ - UZZ - IZZ

EZZ - YZZ - YZZ - YAZZ

Automation sound [z] in intervocalic syllables

AZA - AZO - AZU - AZY

UZA - UZO - UZU - UZY

OZA - OZO - OZU - OZY

YZA - YZO - YZU - YZY

Automation sound [z] in syllables with a combination of consonants

ZNA - ZNO - ZNU - ZNY

ZMA - ZMO - ZMU - ZMA

CALL - CALL - CALL - CALL

ZDA - ZDO - ZDU - ZDA

Automation sound [z] in words, sound at the beginning

FOR: for-something, for-west, for-dark, for-water, for-law, for-cat, for-smell, for-drive, for-run, for-singing, for-howling, for-be, for- you, bunny, drive, for-bo-ta, for-ba-va, for-te-ya, for-vi-tok, for-ku-tok, for-ga-give, for-du- mother, kick, kick, kick, kick, kick, sing, kick, kick, kick, for-run, for-bo-give, for-yin-ka, for-pon-ka, for-bad-ka, for-vet-ny, for-da-ni-e, for-da-va- ka, for-bi-ya-ka, for-go-to-vit, for-go-to-to-ka;

AO: Zo-ya, umbrella, umbrella-tick;

Memory: tooth, tooth, tooth, tooth, tooth;

PS: unsteady

Automation sound [z] in words, sound at the beginning, with a combination of consonants

Know, sign, ringing, call, heat, sound, bell, know, called, know, ring, ring, know, know.

Automation sound [z] in words, sound in the middle

FOR: va-za, ba-za, ko-za, back, fa-zan, ka-zak, smear, e-go-za, me-du-za, mi-mo-za, u-ka- to say, to say, to say, to say, to say, to say, not to forget, to say.

AZ: name, az-bu-ka, name-va-ni-e;

AO: bi-zone, vozok;

OZ: air;

Memory: ve-zu, ma-zut, down-zu;

PS: vo-zy, ta-zy, ko-zy, va-zy, ya-zyk, mu-zy-ka, mu-zy-kant, call;

FROM: from-ba, from-gib, from-cream, from-tok, from-nan-ka, from-yes-no-e.

Automation sound [z] in words with these two sounds

Tie up, ring, arrogant, tout, cover up, splinter, drive around

Automation sound [z] in phrases

A new umbrella, a funny bunny, new basins, familiar music, a familiar musician, a hot day, a ringing bell, a dinner party, a funny kitten, a groovy goat, Zoya’s idea, a dark corner, dental floss.

Automation sound [z] in sentences of 3 words

Zoya has a goat. Zoya has an umbrella. Zoya buys the alphabet. Zoya asks riddles.

Zoya's dad is a musician.

Automation sound [z] in sentences of 4 words

Zoya knows a lot of mysteries. Zoya is late for class. Zoya shows the alphabet to the bunny. Zoya's bunny's name is Zaznayka. Mom gives Zoya an umbrella.

Automation sound [z] in sentences of 5 words

Pheasants drink water from a basin. Aunt Zoya rings the bell. Zoya is grazing a goat under an umbrella. They carry a lot of locks on the cart. Aunt Zoe doesn't have an umbrella. Zoya is a bully and arrogant bunny. There are mimosas and forget-me-nots in the vases.

Automation sound [z] in sentences of 6 words

There are a lot of forget-me-nots and mimosas near the castle.

Mom asks Zoya a riddle about a bunny.

Automation sound [z] in pure phrases

PS - PS - PS, PS - PS - PS, the goat has little grass

Zu-zu-zu, zu-zu-zu we untied the goat

For - for - for, for - for - for a goat climbs into the garden

Zu-zu-zu, zu-zu-zu we tied the goat

For - for - for, for - for - for there is a goat tied here

For - for - for, for - for - for goes Zoya the goat

PS - PS - PS, PS - PS - PS curl on that goat

Zu - zu - zu, zu - zu - zu I'll give water to the goat

Behind - behind - behind, behind - behind - behind the hut in the shade - a goat

For - for - for, for - for - for goes the goat, goat - fidget

Zoy - zoy - zoy, zoy - zoy - zoy the bunny walks with the goat

Zu - zu - zu, zu - zu - zu Zoya leads the bunny and the goat

Automation sound [z] in poetry

Two goats and two bison

All the lawns were trampled.

Zoya has her own goat.

The goat's name is Egoza.

Zoya knows no peace

With his goat Egoza.

Lisa's mom, Zina's mom

We visited the store.

They bought Lisa a bunny

And Zina - a mosaic.

Zoya knows - sometimes

A star falls from heaven.

The starfall will surprise those

Who doesn't sleep when it's dark?

Automation sound [z] in texts

Call

The bell rings. He calls Zoya to class. Zoya has the alphabet. She knows a lot of letters.

Caring housewife

Zoya has a goat in her pen. The goat's name is Egoza. Zoya takes care of the goat. The goat always has water in its basin. On a hot day, Zoya grazes a goat under an umbrella.

Funny stars

The stars were shining in the sky. Zoya and Lisa pulled back the curtain and admired the starry sky. The stars winked at them. “What funny stars!” - Lisa and Zoya laughed. - “So far from the earth, but they can see us!”

Automation sound [z] in tongue twisters

There are bison in the pen, and goats in the pen.

Aunt Zoya will not forget to tell Zoya a riddle.

There are basins on the carts, and two goats near the carts.

At the hut there are mimosa, at the mimosa there are goats.

Automation of sound [ts] in isolated sound

“Grasshopper song” Pronounce abruptly: “Ts - Ts - Ts...”

Automation of the sound [ts] in reverse syllables

AC - AC - AC - AC - AC

OTs - OTs - OTs - OTs - OTs

TC - TC - TC - TC - TC

YTS - YTS - YTS - YTS - YTS

IC - IC - IC - IC - IC

EC - EC - EC - EC - EC

YOTS - YOTS - YOTS - YOTS - YOTS

YuTs - Yuts - Yuts - Yuts - Yuts

yats - yats - yats - yats - yats

Automation of the sound [ts] in words where this sound is at the end

AC: bam;

EC: fighter, end, father, singer, dance, chick, Indian, little finger, blacksmith, Chinese, German, merchant, messenger;

JC: clown, hare

Automation of the sound [ts] in words where this sound is in the middle

TA: sheep, bird, singer, button, unit, marten, smart girl, hunter, fashionista, water, maiden, dungeon, she-bear, Friday, cavalry.

CO: egg, crimson.

Tsy: dancing, fathers, singers, ends, chicks, buttons, Germans, teeth, scanty.

CI: acacia, aviation.

Automation of the sound [ts] in straight syllables

TA - TA - TA - TA - TA

DH - DH - DH - DH - DH

TsU - TsU - TsU - TsU - TsU

Tsy - Tsy - Tsy - Tsy - Tsy

CE - CE - CE - CE - CE

Automation of the sound [ts] in intervocalic syllables

ATSA - ATSO - ATSU - ATSI - ATSE

UCA - UCA - UCA - UCA - UCA

YTSA - YTSO - YTSU - YTSI - YTSE

ECA - ECO - ECU - ECI - ECE

OTS - OTS - OTS - OTS - OTS

ICA - ICI - ICI - ICI - ICE

Automation of sound [ts] in direct lines syllables with consonant clusters

TsVA - TsVO - TsVU - TsVI - TsVI

CVE - CVE - CVE - CVI - CVE

Automation of the sound [ts] in words where this sound is at the beginning

CO: clatter, clatter;

CC: candied fruit;

Tsy: gypsy, gypsy, chicks, chick-chick;

CI: mat, zinc;

CE: chain, cement, workshop, price, strain, tenacious.

Automation of the sound [ts] in words where this sound is with a consonant cluster

flower, color, colorful, flower garden, florist

Automation of the sound [ts] in phrases

Colored buttons, colored threads, a well-aimed huntress, a gypsy wagon, a shaggy sheep, a thin mat, a crimson flower, a bouquet of flowers, a duck egg, a wild bear, a German language, a thin acacia.

Automation of the sound [ts] in sentences of 3 words

My father is a blacksmith. Sheep drink water. Father buys buttons.

The bird drinks water.

Automation of the sound [ts] in sentences of 4 words

A girl is walking along the water. An acacia tree is blooming near the house. Flowers are blooming near the house.

I have a colored button. There are indoor flowers on the window.

Automation of the sound [ts] in sentences of 5 words

The bird has chicks in its nest. A shaggy sheep goes to the flowers.

Flowers are blooming near my house. I'm going to the circus today.

Automation of the sound [ts] in sentences of 6 words

Flowers are blooming on Tanya's window. Dima and Tanya dance a children's dance. Flowers are blooming in Katya's flower garden. Zoya is going to the dance on Friday.

Automation of the sound [ts] in sentences of 7 words

The horse's hooves click: clop, clop, clop.

The merchant has colored threads and colored buttons.

Automation of the sound [ts] in pure tongues

TsO - TsO - TsO, TsO - TsO - TsO water and egg for you

Tsy - Tsy - Tsy, Tsy - Tsy - Tsy colored bells for you

TA - TA - TA, TA - TA - TA you are a shaggy sheep

TA - TA - TA, TA - TA - TA here is a shaggy sheep

TsO - TsO - TsO, TsO - TsO - TsO a letter from the hare to her

Tsy - Tsy - Tsy, Tsy - Tsy - Tsy chicks on the acacia

TA - TA - TA, TA - TA - TA here is a sheep and there is a sheep

TsO - TsO - TsO, TsO - TsO - TsO the chicken laid an egg

TSU - TSU - TSU, TSU - TSU - TSU pussy reaches for the egg

TsA - TsA - TsA, TsA - TsA - TsA get away from the egg, kitten!

TSU - TSU - TSU, TSU - TSU - TSU don't let him near the egg!

TsO - TsO - TsO, TsO - TsO - TsO we ourselves will eat the egg

Tsy - Tsy - Tsy, Tsy - Tsy - Tsy drove away? Well done!

TSE - TSE - TSE, TSE - TSE - TSE here's a fairy tale about an egg

Automation of sound [ts] in poetry

Blacksmiths for a whole month

The chain was forged in a forge.

The chicken is in the egg,

Get acquainted with the sound T.

And only after emerging from the egg,

He responds to “chick-chick”.

The heron has chicks

Such daredevils -

It's not lazy on one leg,

Stand them with the heron

All day!

Automation of sound [ts] in texts

Flower

A clattering fly sees a flower. The flower is extraordinary, crimson, and smells like honey. The tskotuha thinks: “I’m not at home. This flower will be my home!”

Flower, flower, be my home!

Give me some water and I will be your home!

Lesson 1.

1. Repeat the syllables:

2. Repeat the words:

4. “Remember - repeat”:

6. Repeat the sentences:

Lesson 2.

1. Repeat the syllables:

2. Repeat the words:

3. Repeat pairs of words:

5. Repeat the phrases:

6. Learn the tongue twister: Because of the forest, because of the mountains
Grandfather Yegor is coming.

Lesson 3.

1. Repeat the words:

2. Repeat pure sayings:

4. Repeat the phrases:

6. Learn a tongue twister:

Tarara-tarara - get up, kids!
Tarara-tarara - it's time to go to kindergarten!
Tururu-tururu - raising the kids.
Tyryry-tyryry - there are no children at home.

Lesson 4.

1. Repeat the words:

2. Finish the last syllable:

"RY"
Moto..., zabo..., nabo..., pomido..., samova..., ouzo..., mundi..., sha..., pa....

"RA"
But..., th..., pa..., ig..., detvo..., zha..., Yu..., I..., konu..., fa..., pante....

3. Repeat pure sayings:

4. Repeat the sentences:

Marusya collects tomatoes.
Roma collects peas.
The road leads to the city.
Raya has a new sundress.
Tamara is baking a pie.
Yura is not afraid of frost.
The cow goes to the barn.
The crow is pecking at the corn.
They bought Roma a guitar.
Pinocchio goes to class.
There are a lot of kids on the ship.

5. Learn a tongue twister:

Early, early, in the morning
A red kangaroo gallops.

Lesson 5.

1. Repeat the syllables:

2. Repeat the words:

3. Repeat the phrases:

4. “Call me kindly”

2. Repeat the words:

3. Repeat the syllables and words:

4. Repeat the phrases:

5. Learn a tongue twister:

All beavers are kind to their beavers.

Lesson 7.

1. Repeat the syllables:

2. Repeat the words:

3. Repeat the chain of words:

4. Change the words according to the example:

5. Repeat the sentences:

Loading pears into a truck.
Thunder rumbles loudly.
There is thunder and roar in the sky.
Rodents gnaw the stub.
The thermometer shows five degrees.
They load the cargo loudly.
There is a strong fence at the border.
There is pear syrup in the decanter.
Award with a certificate and award.
There is loud laughter in the group.
Buy a garnet bracelet.

6. Learn a tongue twister:

There's thunder and thunder in the sky,
Close your eyes.
There is no thunder, the grass is shiny.
There is a rainbow in the sky.

Lesson 8.

1.Repeat the syllables:

2. Repeat the words:

3. “Call me kindly”

4. Repeat the phrases:

5. Learn a tongue twister:

Red paint Egor
Paints the roof and fence.

Lesson 9.

1. Repeat the words (words contain two R sounds):

2. Repeat the phrases:

3. Learn tongue twisters:

Three chattering magpies
They chattered on the slide.
(A. Taraskin)

The crow missed the crow.

Automation of sound [L]. Task card

1. Sound automation [l] in isolated sound

• Biting the tip of your tongue, say the “Girl’s Song”: “LA - LA - LA ...”;
• Bite the tip of your tongue and pull for a long time: “Y - y - y.” When this exercise is performed correctly, the sound [l] is heard.

1. Automation of the sound [l] in straight syllables (biting the tip of the tongue)

LA - LA - LA - LA - LA

LY - LY - LY - LY - LY

LO - LO - LO - LO - LO

LU - LU - LU - LU - LU

1. Automation of the sound [l] in reverse syllables (bite the tip of the tongue)

AL - AL - AL - AL - AL

OL - OL - OL - OL - OL

IL - IL - IL - IL - IL

EL - EL - EL - EL - EL

UL - UL - UL - UL - UL

ALA - ALO ULA - ULO OLA - OLO YLA - YLO

ALO - ALU ULO - ULY OLO - OLY YLO - YLU

ALU - ALY ULY - ULU OLY - OLU YLU - YLY

ALY - ALA ULU - ULA OLU - OLA YLY - YLA

1. Automation of the sound [l] in intervocalic syllables (biting the tip of the tongue)

ALA - ALO - ALY - ALU

ULA - ULO - ULY - ULU

OLA - OLO - OLY - OLU

YLA - YLO - YLY - YLU

1. Automation of the sound [l] in straight syllables with consonant clusters (bite the tip of the tongue)

GLA - GLO - GLU - GLY

KLA - KLO - KLU - KLY

SLA - SLO - SLU - SLY

XLA - XLO - XLU - XLY

PLA - PLO - PLU - PLY

BLA - BLA - BLA - BLA

FLA - FLO - FLU - FLY

VLA - VLO - VLU - VLY

SHL - SHL - SHL - SHL

EVIL - EVIL - EVIL - EVIL

1. Automation of the sound [l] in words, sound at the beginning of the word

LA: lak, doe, la-ma, La-da, la-pa, lo-to, lo-pooh, la-don, lamp-pa, lai-ka, lap-sha, love-ka, lan-dysh, la- com;

LO: forehead, catch, lodge, lo-con, elbow, horse, boat, spoon;

LY: skis, skis, skis;

LU: bow, beam, lu-pa, lu-zha, Lu-sha, lu-zhok, lun-ka, lu-no-hod, lu-kosh-ko.

1. Automation of the sound [l] in words, sound in the middle of the word

LA: yu-la, de-la, pi-la, ku-lak, ha-lat, pe-la, Mi-la, e-la, be-ga-la, ho-di-la, o-de-la, o-be-da-la, a-ku-la, zo-la, ka-lach, sa-lat, vo-zi-la, but-si-la, pi-sa-la, chi-ta-la, pas-ti-la, pa-lat-ka, ob-la-ko;

AL: al-maz, al-fa-vit, fi-al-ka, mo-chal-ka, gal-ka, pal-ka, ball-con, hal-va, shal-fey, skal-ka, tack-tuk.

LO: we-lo, de-lo, weight-lo, glass-lo, pendant, chu-lok, pi-lot, u-lov, ha-lo-shi, ko-lo-dets, ka-lo-shi, mo-lo-ko, zo-lo-to, bo-lo-to, mo-lo-tok, o-de-ya-lo, po-to-lok, ko-lon-ka, bo-lon-ka, Cold;

OL: wolf, Vol-ha, waves, full, long, light-no-ya, half-day, and-goal.

LU: tu-lup, wa-lun, go-lub, cab-luk, go-lu-boy, club, club-bok, flower-ba, club-ni-ka, plow, deep-bo-ky, Zo-lush- ka, acorn, sha-lun, servants, chance, rogue, blue-za, serve, chance, for the service.

UL: bun-ka, vul-kan, stockings.

LY: po-ly, ox-ly, goals, dolls, corners, cauldrons, tables, donkeys, ambassadors, bees, baby, white, a- ly, brave, ripe, light, ly-ly, swam, u-small, baby-ly-shi, a-ly-cha, u-smile, bu-ski- nick, bo-ka-ly, pe-na-ly, ka-na-ly, vok-za-ly, ka-ni-ku-ly;

YL: washed-sya, b-tyl-ka, po-syl-ka.

IL: fork-ka, ko-saw-ka, saw-ka, po-il-ka, ko-sil-ka;

EL: white, small, green;

YOL: fir-ka, he-ka, me-tel-ka, silk, man, bee-ka, click-click;

YAL: I was afraid, I was laughing.

1. Automation of the sound [l] in words, sound at the end of the word

AL: ball, val, small, gave, u-fell, channel, bo-cal, pen-nal, metal, fell, fell, kicked out, o-val, hall, sting, pi- sal, vok-hall, knocked, slept, fell, sa-mos-val, you-ran.

OL: goal, ox, floor, u-kol, football, trunk, che-hol, sche-gol.

UL: mule, blew, a-ul, pulled, threw, chair, fell asleep, yawned, whispered, rocked.

IL: mil, drank, bought-drank, drove, Mi-kha-il, drove, ko-sil, but-sil, u-chil, ta-schil, gos-til, you-sa-dil, you- you-chil, you-ta-shield, you-let-go, you-jumped out.

EL: chalk, sang, u-mel, wanted-tel, saw-deal, de-tel, Pa-vel, sat-deal, hung-sat, hiss-sang, went out.

YOL: led, led, ko-tel, walked, walked, ko-zel, but-in-sel.

YAL: crumpled, kicked, changed, picked up, thawed, blew, si-jalled, took off, stood, wilted, sowed.

1. Automation of the sound [l] in words, sound with a combination of consonants

KLA: treasure, class, Kla-va, Kla-ra, treasure-dov-ka, cla-vi-shi, cla-do-va-ya.

CLOUGH: clone, clown.

KLU: club, club-bok, club-no, flower-ba, club-no.

KLY: fang, fang-kach.

GLA: eyes, peephole, stroke, eyes, smooth, smooth, main, vowel, consonant,
GLO: gulp, gulp, gulp.
GLU: depth, wilderness , deep-groove, deep-lush, deep-bi-na, deep-bo-ko, deep-bo-ky; GLY: lumps, lumps.

PLA: plan, cloak, pla-tok, pla-fon, pla-kat, pla-tit, dress, swim, pla-not, swim-ki, plan-ka, pla-tin-ki, pla- ti-lin, plat-for-ma;
PLO: swimmer, pilaf, raft, fruit, seal-ba, plot-na, carpenter, flat;
PLU: plow, rogue, plow-gi, rogue;
PLAYS: swim, float.

UAV: form, blah-da-ryu, blah-da-rit;
BLO: block, block-note, blond-din, blond-din-ka;
BLU: blue-za, blue-zone, blue-zoch-ka, cab-bow.

FLA: flag, flag-gi, fla-con, fla-nel, fla-min-go;
FLO: fleet, flora, flok-sy, flo-mas-ter;
VLA: moisture, power, moist, vla-de-ni-e, Vlad, Vla-dik, Vla-dis-lav, Vla-di-mir.

CHLO: chlo - drink, clap, clap, clap-push;

EVIL: evil, evil-haired, evil-glad;
EVIL: evil, evil, evil, evil, anger, spiteful;
EVIL: evil

SLA: Glory, weak, not-sla, pa-sla, sweet, glorious, send, fold;
SLO: word, syllable, elephant, layer;
SLU: servants, servant, serve, by chance, by chance;

SLA: went, hose, slag-ba-um.

1. Automation of the sound [l] in words with these two sounds

L O- l A, l o-ma l, up to l-bi l, G l a-di l, p l a-va l, mo l-cha l, de- l A l, By- l O l, co- l O l, co- l eye- l a, d l a-di-o- l mustache, u- l yub-well l-sya, V l a-dis- l Av.

1. Automation of sound [l] in phrases

Go l miserable sky, warm l oh tu l oops, blah l oh me l, she l forged p l current, s l hell of a boo l ka, it's hard l y mo l outflow, light l th l windows, b l ed f l oksy, th l one in l k, sp l oh yab l eye, everything l y ba l, G l pathetic ko l dude, sir l y with l dates, then l sty b l window, then l cool chu l ki, warm l y chu l an, a l y f l ah, mo l face-to-face, then l flock pa l ka, ho l one rootstock l, she l forged used l bond

1. Automation of the sound [l] in 3-word sentences

Alla was eating an apple. Lusha was washing the floor. Slava drank milk.

Lusha was peeling the onions. Volodya became a pilot.

1. Automation of the sound [l] in 4-word sentences

The husky has white paws. The squirrel has a warm hollow. Mila's is blue

dress. Vladik went to the collective farm. A raft floats on the waves.

Klava clapped her hands. The chair fell to the floor. Pavel went to football.

The elk ran away from the wolf. Vlad bought Violet perfume.

There are ripe apples on the apple tree. Alla wrote words with chalk.

Lusha washed the doll with soap.

Klava was skiing. Lusha has white doves.

A woodpecker was pecking at the trunk of a pine tree. The elephant has white tusks.

Cinderella has a silk dress. Spoon made of tin - pewter.

Silk dress - silk. Alley of fir trees - spruce.

1. Automation of the sound [l] in 5-word sentences

Mila put the lamp on the table. Klava bought milk and beets.

Lola was watering the phlox in the flowerbed. Slava sailed on a raft along the Volga.

Volodya has an oriole made of plasticine.

Mila was washing the floor in the classroom. Mikhail gave the sick Pavel an injection.

Cinderella swept and washed the floors. Phlox, lilies of the valley and violets are flowers.

Klava found a pin on the floor.

1. Automation of the sound [l] in 6-word sentences

White clouds float in the blue sky. Alla gave Volodya a saw and a hammer. The ball fell from the chair to the floor. Vlad sailed on a boat on the waves. Lusha put a white scarf on her head. Mila and Volodya are sailing in a boat.

The sorceress helped Cinderella go to the ball. At the ball, Cinderella laughed and danced. There was a glass on a shelf in the closet. Alla bought cherry plum, and Volodya bought strawberries. Swallow, oriole, nightingale and jackdaw are birds.

1. Automation of the sound [l] in 7-word sentences

A dress, tights, blouse and coat are clothes.

Bella rinsed her white robe in cold water.

1. Automation of sound [l] in sentences of 8 - 9 words

Lusha ate ripe strawberries, and Pavel ate marshmallows.

On Slava's balcony there are blue and white violets.

Alla bought violets, Lusha bought cyclamen, and Lola bought phlox.

Squirrel, elk, wolf, elephant and fallow deer are wild animals.

1. Automation of sound [l] in pure tongues

LA - LA - LA shovel and saw

LA - LA - LA new spinning top

LA - LA - LA high rock

LA - LA - LA new broom

LA - LA - LA there is no glass in the window

LA - LA - LA Mila chalk floor

LA - LA - LA the cat was sleeping on the window

LA - LA - LA the boat sailed

LA - LA - LA Volodya has a saw

ALA - ALA - ALA I helped my mother

ULA - ULA - ULA I inflated the balloons

OLA - OLA - OLA is our school

ULA - ULA - ULA a shark swam in the sea

LAT - LAT - LAT salad in a salad bowl

LOK - LOK - LOK we bought a bowler hat

CROWBAR - CROWBAR - CROWBAR we were sitting at the table

LAT - LAT - LAT blue robe

LAS - LAS - LAS bed palace

LO - LO - LO it's warm outside

LO - LO - LO we arrived in the village

LO - LO - LO mom washed the window

LO - LO - LO a new oar in the boat

LO - LO - LO hollow in the tree

LU - LU - LU we sat on the floor

LU - LU - LU the sofa is in the corner

LU - LU - LU I took the needle

LU - LU - LU I'm looking for a saw

LY - LY - LY - the children washed the floors

LU - LU - LU - I'll start the spinning top

LU - LU - LU - everyone please come to the table

LO - LO - LO - it's snowy outside

LO - LO - LO - the dress is not enough for me

SLA - SLA - SLA - I was herding geese

SLA - SLA - SLA - Mila carried apples

SHLA - SHLA - SHLA - mom entered the room

KLA - KLA - KLA - mom baked pies

LY - LY - LY swept the floors

LY - LY - LY new tables

LY - LY - LY here come the donkeys

LY - LY - LY dad doesn't have a saw

LY - LY - LY in the room corners

LY - LY - LY mom doesn't have a broom

LY - LY - LY we stood by the rock

LY - LY - LY Mila has two needles

LY - LY - LY we will score goals

LY - LY - LY tie the knots

LY - LY - LY there is no ash in the stove

LY - LY - LY here come the goats

ALY - ALY - ALY new pencil cases

ALY - ALY - ALY sleepers on the road

ILY - ILY - ILY Dad has a lot of strength

OLY - OLY - OLY I give injections

OLY - OLY - OLY I'm standing near the school

ILY - ILY - ILY we bought saws

AL - AL - AL dad hammered nails

AL - AL - AL a pencil case fell from the table

UL - UL - UL I put a chair

UL - UL - UL our baby fell asleep

UL - UL - UL Pavel sat down on a chair

OL - OL - OL we scored a goal

OL - OL - OL Alla washed the floor

YL - YL - YL the soup has already cooled down

IL - IL - IL dad whitewashed the ceiling

IL - IL - IL I rolled the car

IL - IL - IL a woodpecker was hammering a tree

IL - IL - IL gave the drawing to dad

OL - OL - OL I put the chair on the table

OL - OL - OL dad made the table

OL - OL - OL Mikhail chopped wood

YL - YL - YL I washed the car

AL - AL - AL I bought a pencil case

AL - AL - AL our baby fell

1. Automation of sound [l] in proverbs and sayings

Where's the ho l one thing, there and there l one.

L ovitis during l k, yes l ovyat and in l ka!

Ma l with l wow, oh l sedge - zo l oh my.

From l amps - light l oh, and the heat from the stove l O.

Yes l give me some honey l wow!

Do every task skillfully.

If you want to eat rolls, don’t sit on the stove!

I promised - do it, gave my word - fulfill it!

Done hastily - done as a mockery.

A needle and thread are getting in the way of an inept seamstress's sewing!

1. Automation of sound [l] in verse

The squirrel was looking for an oak tree with a hollow.

A squirrel's hollow is a home.

Mila the clown surprised:

He led the elephant by the tail.

The dove pleased the dove:

I bought her a dress, a scarf and a Panama hat.

In a dress, a dove flew over the meadow -

She didn't just scare me!

On a full moon under the tree

The wolf will howl at the moon.

I've been sewing all day today.

I dressed the whole family.

Wait a little, cat,

There will be clothes for you too!

Automation of sound [l] in texts

Meowing Ball

Lola bought blue and white threads. She wound the threads into balls and laid them on the table. The blue ball fell to the floor.

The kitten ran up to the ball and began to roll it with its paws. He rolled the ball, rolled it, got confused and meowed pitifully.

Lola entered the room. She exclaimed: “The blue ball meowed!”

E. Spivak

Woodpecker

A woodpecker was sitting on a tall tree, hammering away at the trunk. The woodpecker's cap is scarlet and its beak is long.

Pavel saw that the woodpecker was sitting low and wanted to catch it and take it home. But the woodpecker got scared and flew away. Mom told Pavel: “The woodpecker is a forest bird. He should live in the forest"

E. Spivak

Doll

Alla had a doll. Alla called the doll Lada. The doll has blue eyes and long hair. Alla was riding a doll on a bicycle. The doll fell into a puddle and got dirty. Alla washed Lada with soap for a long time, dressed her in a blue dress and tied her with white bows.

E. Spivak

The jackdaw wanted to drink

The jackdaw wanted to drink. I saw a jug of water standing there. And the water in it was at the very bottom. The jackdaw jumped and jumped - all to no avail. The jackdaw couldn't get water. And the jackdaw began throwing pebbles into the jug.

She threw and threw and threw so much that the water rose and the jackdaw was able to drink. What a smart jackdaw she was!

According to L.N. Tolstoy

Who gets revenge?

Vlad and Lada were silent. Because whoever says a word before lunch will receive half the revenge.

Here they sit in the corner and are silent. Vlad is silent, and Lada is silent. Vlad’s dad calls: “Vladislav, where are you? Let me ride a bike!” And Vladik sits in the corner and is silent. Then mom called Lada: “Lada, take an apple, it’s sweet, sweet!” And Lada sits in the corner and is silent. They were silent until Vladik wanted to sneeze. He turned his nose, and as if to the whole room: “Apchi!”

Yeah, Vladik, you said “apchhi”, you have half a revenge!

Well, yes,” said Vlad, “apchhi” is not a word!

Lada thought for half a minute and took a broom.

“Okay,” she said to Vladik, “Even though “apchhi” is not a word, but mom is tired. We need to help her."

And Lada began to take revenge. And Vladislav felt ashamed, and he ran for the scoop.

According to L. Uspenskaya, N. Uspensky

Automation of the sound "Ш"

Sh Card No. 1

The correct position of the organs of articulation when pronouncing the sound “Ш” - the lips are slightly elongated and rounded, the teeth are “fenced” with a gap, the tongue is raised up, the air is warm, the stream is directed upward: Sh-sh-sh-sh-sh-sh-sh(for a long time, air comes out of the punched ball).

Task 1: Clap your hands , if you hear the sound "Ш": R, S, W, M, Z, W, L, P, W, S.

Task 2: Lay out stick figures and pronounce the sound “Ш” as many times as there are sticks in the figure:

Task 3: Pronounce straight syllables clearly (make sure that the sound “sh” is pronounced in an exaggerated, drawn-out manner).

Speak repeatedly.

Sha-sha-sha shi-shi-shi

Sho-sho-sho she-she-she

Sha-sho-shu-shi-she

Sho-shu-shi-she-sha

Shu-shi-she-sha-sho

Shi-she-sha-sho-shu

She-sha-sho-shu-shi

Task 4: Clearly pronouncing syllables and words after an adult:

Sha-sha-sha—hat sha-sha-sha—puck

Sha-sha-sha—shawl sha-sha-sha—mine

Sha-sha-sha—-shah

Sha-sha-sha—chess

Task 5: Counting words from 1 to 10 with bending fingers (following the pattern) - washer, cap, shaft.

Sample: one w apka three w apki

two w apki four w apki, etc. up to 10. The sound “Ш” should be pronounced exaggeratedly, with emphasis.

Task 6: Dividing words into syllables (hat-ka, fur coat, shay-ba), in which syllable the sound “Ш” is located in the first or second, pronounce this syllable.

Task 7 : draw pictures in a notebook (or paste ready-made ones) in the name of which you can hear the sound “SH”

Card No. 2

Task1 : Prolonged pronunciation of the sound “Ш” ( the goose hisses) sh sh sh sh sh sh sh…..

Task 2 :Lay out stick figures and pronounce the syllables: “sha”, “shu”, “shi”, “she”, “sho”:

Task 3: Pronouncing syllable rows after an adult:

Sha-sho-shu-shi

Sho-shu-shi-sha

Shu-shi-sha-sho

Shi-sha-sho-shu

Task 4 : Game “Add a syllable” “ SHA": ka..., lap..., du..., afi..., halo..., Ma..., Da..., Pa..., Mi...

Task 5: Pronounce words clearly with emphasis on the syllable “Sha”: w ag, step, puck, hat, mine, check, little mice, big, earflaps, interfere, breathe, soul.

"SHO" : meh w ok, fluff, cockerel, big, mouse, seam, shock.

Task 6: Counting words from 1 to 10 with finger curls : mouse, bag, cockerel .

Task 7: Draw pictures in a notebook or glue ready-made ones: a cockerel, a bag, a mouse.

Card No. 3 Sh

Task 1: Game “Add the syllable “SHI”: u..., we..., small...., kama..., kov..., napi..., shala..., lands..., cubs... .

Task 2: clearly pronounce words with emphasis on the syllable “SH”": walked, silk, whisper, left, found, entered.

"SHI": chic, awl, tire, thorn, sew, breathe, write, reeds, kids, bruise, mistake, car, jug, ladles.

Task 3: Game “Remember, repeat after the adult”:

Hat - fur coat - rosehip - whisper

Fur coat-rosehip-whisper-hat

Rosehip-whisper-hat-fur coat

Whisper-fur coat-hat-rosehip

Task 4 : Word count from 1 up to 10 with putting out matches - horse, car, ladle

Card No. 4 Sh

Task No. 1 : Clear pronunciation of words without stress on the syllable: “SHA” - steps, walk, yours, ours, porridge, sage, horse, hanger, poster.

"SHI" - overcoat, hiss, rosehip, thorns, ears, mice, ours, yours, galoshes, silence, sewing, thongs.

"SHE" - pebble, husk, quieter, higher, turret, cherry, whisper, plush, whisperer.

Task 2 : Clearly, emphasizing the “Sh” sound with your voice, say each name 3-4 times: Misha, Masha, Dasha, Natasha, Pasha, Alyosha, Ilyusha, Antosha, Glasha.

Task 3

I’m going and you……………(go w b) I am swimming, and you………(swimming w b)

I sing and you……………(sing w b) I’m running, and you………..(run w b)

I lead, and you……………(lead w b) I’m flying, and you……….(fly w b)

I’m walking, and you……….(walking w b) I wash it, and you……….(mine w b)

I'm digging, and you………..(digging w b) I know, and you………(know w b)

Task 4: Counting words with laying out buttons: small w, kuv w in, w ala w.

Task 5 : Choose the name of the words (pictures) so that you get a short rhyme:

Vshin-vshin-vshin—I’ll call it………..(kuv w in).

Oshka-oshka-oshka—I call it……..(to w ka).

Ear-ear-ear—I’ll call it…………(du w ka).

Yshka-yshka-yshka—- I call…….(we w ka).

Ashka-ashka-ashka——-I’ll name…………(beech w ka).

Ishnya-ishnya-ishnya——I call………(vi w Nya).

Tire-tire-tire—I’ll call it…………(ma w ina).

Task 6: Pronounce clearly pure talk :

Sha-sha-sha ——hat, chess, noodles

Shi-shi-shi—tire, awl, reeds

Sha-sha-sha——I'm giving the baby a ride

Sha-sha-sha—bathing the baby

Card No. 5 Sh

Task No. 1 : Pronounce syllables clearly:

Shko-shko-shku-shki ashk-oshk-ushk-ishk aksh-oksh-uksh-yshk

Shko-shku-shko-shko oshk-ushk-ishk-ashk oksh-uksh-yksh-aksh

Shku-shk-shk-shko ushk-ishk-ashk-ushk uksh-yksh-aksh-oksh

Shki-shk-shko-shku ishk-ashk-ushk-oshk yksh-aksh-oksh-uksh

Task No. 2: Find related words to the word: mouse- (mouse, little mice, mousey, little mouse); frog- (frog, little frogs, frog, paddling pool). Know related words by heart, clearly distinguishing the sound when pronouncing « Sh».

Task No. 3: Pronounce the words clearly after an adult: sole, seamstress, seams, Swedes, closet, box, schoolboy, hose, helmet, spank, slag, sniff, sleepers, twine, spy, hairpin, bobbin, putty (emphasize the sound " Sh»).

Task No. 4: Dividing words into syllables by clapping (see task No. 3) Task No. 5: Clear enunciation pure talk for an adult:

Shu-shu-shu—I wear my cap she-she-she—a duck is sitting in the reeds

Shu-shu-shu—I wear a badge she-she-she—a cat in a hut

Shu-shu-shu—help the baby shi-shi-shi—Misha and Masha kids

Shu-shu-shu—Masha eats noodles shi-shi-shi—-breathe deeply

Shu-shu-shu—I’m wearing a new fur coat, shi-shi-shi——eat the porridge, kids

Task No. 6 : Take pictures of a boy and a girl, give them names (Mi w a and ma w A). Distribute the pictures between them as you see fit. Say the resulting combinations of words 3-4 times.

For example: Masha has a hat (fur coat, cat, wardrobe) and so on.

Task No. 7: Draw their favorite pictures in a notebook near Misha and Masha.

Card No. 6 Sh

Task No. 1 : Clearly pronounce the reverse syllables after the adult:

Ash-osh-ush-ysh yash-esh-ish-yush

Osh-ush-ish-ash esh-yush-ish-yash

Ush-ysh-ash-osh ish-yash-yash-yush

Ysh-ash-osh-ush yush-ish-yash-esh

Task No. 2: Pronounce words clearly with emphasis on the syllable “АШ”: yours, ours, tower , arable land, porridge, bug;

« OSH": cat, midge, window, basket, palm, Antoshka;

« US": shower, mascara, ears, front sight, cannon, stuffy, edge, frog, pillow, reel, cuckoo, crown, wah, talker;

"YSH": tower, mouse, donut, baby, reed, baby;

Task No. 3: Change the sentences according to the example:

Sample: Masha has a pillow. - This is the Car's pillow.

Misha has checkers. ——- Dasha has a cat.——- Natasha has galoshes.—-

Pasha has potatoes.—— Sanya has a car.—— Katyusha has cherries.——

Sanya has a shell.——- Alyosha has a coil.—- Masha has a plump one.——-

Task No. 4 : Game “I’ll start and you finish”:

I we found w ku-maly w ku. Pit w at w apka.

You found us w ku-maly w ku. You…………………..

He…………………………………….. He…………………..

We……………………………………. We………………..

You……………………………………. You…………………

They………………………………….. They…………………

Task No. 5: Draw in a notebook or glue ready-made pictures with the sound “SH”

Window, frog, baby, tower, pillow, cannon .

Task No. 6 : Learn by heart, clearly pronouncing the sound “Ш”:

Co. w ka in the eye w ke w apka w yeah,

We w ka in slippers hut w he's sweeping.

Card No. 7 Sh

Task No. 1: Pronounce words clearly with emphasis on the syllable “Yosh”: give it, sing it , flatbread, drink ;

"ESH": pawn, spring, eat ;

"IS": bishka, cherry, bear, extra, quiet, little house ;

"YUSH": bun, stick, stable .

Task No. 2 : Counting words from 1 to 10 (with fingers curled): ne w ka, mi w ka, I'm crying w ka.

Task No. 3 :Say the words clearly in threes:

Tower-bulge-mouse

Cat-midge-spoon

Frog-wah pillow

Grandmother-grandfather-bottom

Bishka-bear-house

You pour, you drink, you give

Task No. 4: Game “Name it kindly”:

Will-will stone——- mother———- spot——-

1. Sound automation [h] in isolated sound

"Song of the Little Engine"

Say the sound [H] on one exhalation several times:

"W-W-W..."

1. Sound automation [h] in reverse syllables

ACh - och och - uch uch - ych ych - ich

ICH - ECH ECH - ECH ECH - YUCH YUCH - YACH

1. Sound automation [h] in reverse syllables with consonant clusters

ACHK - POINTS - UCHK - ICHK

ICHK - ECHK - ECHK - YUCHK - YACHK

ACHT - UCHT - UCHT - UCHT

ICHT - ECHT - ICHT - ICHT - ICHT

1. Sound automation [h] in straight lines syllables

CHA - CHA - CHA - CHA - CHA

CHO - CHO - CHO - CHO - CHO

CHU - CHU - CHU - CHU - CHU

CHI - CHI - CHI - CHI - CHI

WHAT - WHAT - WHAT - WHAT

1. Sound automation [h] in intervocalic syllables

ACHA - ACHO - ACHU - ACHI

TEACH - TEACH - TEACH - TEACH

OCHA - OCHO - OCCHU - OCHI

ICHA - ICHO - OCHU - ICHI

1. Sound automation [h] in straight lines syllables with consonant clusters

WHAT - WHAT - WHAT - WHAT - WHAT

CHMA - CHMO - CHMU - CHMI - CHMU

CHKA - CHKO - CHKU - CHKI - CHKE

CHNA - CHNO - CHNU - CHNI - CHNE

1. Sound automation [h] in words, sound at the end of a word

AC: pu-gach, tya-gach, bo-gach, ku-mach, weaver;
OC: night, daughter;
UC: mo-guch, cha-guch, cha-nuch;
ICH: game;
EC: sword, stove, flow;
YAC: ball.

8. Sound automation [h] in words with consonant clusters

AC: pach-ka, tach-ka, dach-ka, mach-ta, kach-ka, start-ni, badge-ki, for-dacha-ka, for-dacha-nick, at-dacha-but, ka-bach- ki, bash-mach-ki;
OC: och-ki, barrel-ka, dot-ka, daughter-ka, point-ka, koch-ka, noch-ka, post-ta, soil-va, night-noy, kvoch-ka, ba-barrel-ka, u-doch-ka, du-doch-ka, ve-toch-ka, sha-poch-ka, u-dot-ka, ta-poch-ki, Vo-voch-ka, de-voch-ka, for- moch-ki, va-zoch-ka, ba-noch-ki;
UC: bunch-ka, bug-ka, cloud-ka, granddaughter;

ICH: bird-ka, ya-ich-ko, vo-dich-ka, no-vich-ki, pu-go-vich-ka;
YCH: bull-ki, ka-vych-ki;

EC: pe-ka, dream-ta, o-vech-ka, ma-ech-ka, Ta-nech-ka, Pe-tech-ka, Va-nech-ka, A-nech-ka, Le-night-ka, bondage, forever.

1. Sound automation [h] in words, sound in the middle of the word

CHA: ko-chan, tu-cha, bang-cha;
CHO: ba-chok, bull-chok, pu-chok, badge-chok, ka-ba-chok, pa-u-chok, bo-cho-nok, bash-ma-chok, bunny-cho-nok;
CHU: ho-chu, ka-u-chuk, pearl-chug;

CHI: ball-chi, ball-chik, bunny-chik, ov-chin-ka, mo-gu-chiy, pa-hu-chiy, donut-chik, za-ya-chiy;
EC: u-che-nik, -u-che-ni-e, u-che-nik;
WHAT: pe-chet, te-chet, u-che-ba, mo-che-ny, pe-che-ny, cop-che-ny, pe-che-ny, but-che-ka.

1. Sound automation [h] in words, sound at the beginning of the word

CHA: cha-do, cha-sha, cha-ban, tea, chan, tea-ka, tea-nick, chash-ka, cha-in-ka;
CHU: chu-do, chu-dak, chu-gun, chu-gu-nok, Chu-cat-ka, chu-gun-ny, forelock, wonderful, sensitive;
CHI: siskin, siskin, dignified;
EC: check, whose, Czech, che-mo-dan, che-kan-ka, che-pu-ha, than-pi-on;
WHAT: rosary, clear, even.

1. Sound automation [h] in words with these two sounds

Chuk-cha, chuk-chuk, chuk-chuk, chuk-chuk-ka.

1. Sound automation [h] in phrases

Mommy's hat, cast iron stove, Vanya's bunny, milk filling, comfortable shoes, leather suitcase, cast iron bathtub.

A new T-shirt, a moth, a thin twig, soft slippers, tea cups, a duck egg, fragrant honey.

Anya's ball, wild duck, soft sheepskin, dark cloud, smart student, oak barrel, new textbook.

1. Sound automation [h] in 3 word sentences

The student will buy a textbook. Vovochka is driving a car. Mommy is cooking zucchini. The girl can read. There is a duck on a hummock. Pupils read textbooks. Children are fixing a car.

1. Sound automation [h] in 4 word sentences

Vanechka is thinking about the problem. There are buttons on my daughter’s blouse. Student Vanechka has textbooks. The bug approaches the booth. Anechka has a wonderful bunny.

1. Sound automation [h] in 5 word sentences

The girl has a butterfly in a jar. Vovochka has some water in her barrel. A girl is drinking tea at the dacha. The spider has a web on its branch. Bulls drink water from barrels. A girl reads a book about butterflies. The bird has chicks in its nest. The bird has a house on a branch.

1. Sound automation [h] in 6 word sentences

Vovochka and Vanechka give water to the bulls. A bull walks along, its side is like a zucchini. In the stove - cast iron, in the cast iron - lentils. Students are taught to bake donuts in the oven. Tanechka and Manechka have new shoes.

1. Sound automation [h] in 7 word sentences

Mommy has two daughters: Tanechka and Anechka. Anya has a cap and a T-shirt in her suitcase. This is Vanya's bunny, and this is Vovochka's bull.

1. Sound automation [h] in pure language

CHA - CHA - CHA brick house

CHA - CHA - CHA candle on the table

CHA - CHA - CHA stove is very hot

CHU - CHU - CHU I knock with a hammer

CHU - CHU - CHU I'll light a candle

CHU - CHU - CHU I'll fly away on a balloon

CHU - CHU - CHU on a bicycle I ride

CHI - CHI - CHI we sat on the stove

CHI - CHI - CHI I have the keys

CHI - CHI - CHI new balls

CHI - CHI - CHI we carried bricks

CHI - CHI - CHI children ate rolls

CHI - CHI - CHI the doctors have arrived

ACHA - ACHA - ACHA is our dacha

CHOCK - CHOCK - CHOCK the girl has a net

CHOCK - CHOCK - CHOCK I have a bug

CHOCK - CHOCK - CHOCK at grandma's grandson

CHOCK - CHOCK - CHOCK spider in the web

CHOCK - CHOCK - CHOCK the heel broke

CHOM - CHOM - CHOM I'm walking with the ball

CHIL - CHIL - CHIL I received the parcel

CHAT - CHAT - CHAT at grandma's grandchild

CHATA - CHATA - CHATA hare and little hares

CHATA - CHATA - CHATA she-wolf and wolf cubs

WHOSE - WHOSE - WHOSE does the stream run here?

CHELI - CHELI - CHELI sat on the swing

ACH - ACH - ACH we played ball

ACH - ACH - ACH our mother is a doctor

ACH - ACH - ACH I'll bake a roll

OCH - OCH - OCH night has come

OCH - OCH - OCH mother washes her daughter

UC - UC - UC we were looking for the key

UCCH - UCCH - UCCH there are many clouds in the sky

UC - UC - UC the sun came out from behind the clouds

ICH - ICH - ICH they brought a brick

POINTS - POINTS - POINTS in the garden barrel

POINTS - POINTS - POINTS one mother has a daughter

UCCHKA - UCCHKA - UCCHKA - this is our Bug

ICHKI - ICHKI - ICHKI birds on the fence

CHICKS - CHICKS - CHICKS The chicken has testicles

GLASSES - GLASSES - GLASSES door lock

GLASSES - GLASSES - GLASSES the buds are swelling

ACHKA - ACHKA - ACHKA there is a wheelbarrow at the fence

CHKA - CHKA - CHKA on a butterfly flower

CHKA - CHKA - CHKA I'm chasing a bull

CHKA - CHKA - CHKA is our boat

CHKU - CHKU - CHKU boy catches a butterfly

CHKU - CHKU - CHKU they bought me a handbag

CHKI - CHKI - CHKI on the zucchini bed

CHKI - CHKI - CHKI on a girl's swing

CHKI - CHKI - CHKI Grandma has glasses

CHKO - CHKO - CHKO children drank milk

1. Sound automation [h] in verse

The bunny has a badge

The icon has a zucchini on it.

Birdie, birdie,

Drink some water!

Water is in a barrel,

The barrel is on a hummock.

1. Sound automation [h] in the texts

Student

Vovochka Chaikin is six years old. Mommy teaches him to read. Vovochka reads: night, cloud, tea, suitcase.

Spider

Weaves pau h ok cobweb h ku. Nito h ka - to nito h ke, from veto h ki - to veto h ke. So the web is ready h ka! Pow h ok thinks: “A fly will get caught in the web h ku. Will h fishing rod! But here we go, petit h ka h ut- h wow h zero veto h ku. No pau h no flies, no cobwebs h ki.

1. Sound automation [h] in tongue twisters

There are cookies in the oven.

T-shirt is at Manechka's.

Daddy has glasses and slippers.

There is a songbird on a branch.

The summer resident has zucchini at his dacha, and

My daughter has ducks at her dacha.

The granddaughter has fishing rods at the dacha, and

My granddaughter has pipes at her dacha.

Tanya has a car,

And Anechka has a packet of cookies.

On Vanechka's sofa

There are dandelions in the suitcase.

At Manechka's dacha -

Ninochka and Anechka.

There is water in the bath,

In the water - Vanechka.

Vanechka is in some water,

1. Differentiation of sounds [s - sh] in isolated sound

Exercises: “Pump - wind”,
“Cold - hot water”:
S - Sh, S - Sh, S - Sh...

1. Differentiation of sounds [s - sh] in straight syllables

SA - SHA SHA - SA

SO - SHO SHO - SO

SU - SHU SHU - SU

SY - SHI SHI - SY

1. Differentiation of sounds [s - sh] in reverse syllables

AS - AS EU - ESH

OS - OSH YOS - YOSH

US - USH US - YUSH

IS - ISH YAS - YAS

1. Differentiation of sounds [s - sh] in intervocalic syllables

ASA - ASHA OSA - OSHA USA - USHA YSA - YSHA

ASO - ASHO OSO - OSHO USO - USHO YSO - YSHO

ASU - ASHU OSU - OSHU USU - WUSHU YSU - YSHU

ASY - ASHI OSY - OSHY MUSTACHE - EARS YSY - YSHY

1. Differentiation of sounds [s - sh] in closed syllables

SAS - SHAS SOSH - SCO

SUSH - SHUS SYSH - SHIS

1. Differentiation of sounds [s - sh] in straight syllables with a combination of consonants

SNA - SHNA SMA - SHMA SVA - SHVA SKA - SHKA

SNO - SHNO SMO - SHMO SVO - SHVO SKO - SHKO

SNU - SHNU SMU - ShMU SVU - SHVU SKU - SHKU

DREAMS - SHNY SMA - SHMY SVA - SCHY SKY - SHKY

1. Differentiation of sounds [s - sh] in reverse syllables with consonant clusters

AST - AST ASK - ASHK

UST - USHT USK - USHK

IST - ISHT ISK - ISHK

YOST - YOSHT YOSK - YOSHK

OST - OSHT OSK - OSHK

EST - EST ESC - ESHK

YUST - YUST YUSK - YUSHK

YST - YSHT YSK - YSHK

1. Differentiation of sounds [s - sh] in words where the sounds S - Sh are at the beginning of the word

Day - be able to joke - make noise knocking - things

Joint - full bayonet - sewn cod - gang

Court - the jester of the owls - the seam is sleeping - hissing

Spores - spurs style - calm salt - shawls

1. Differentiation of sounds [s - sh] in words where the sounds S - Sh are in the middle words

Mustache - ears mask - Mashka toffee - Irishka

Mustache - tub mass - Masha fable - turret

Pasu - plow sands - carry pawns - sew

bowl - bear helmet - porridge ask - flash

fable - tower pussy - guts bowl - bear

ambassador - went graze - let's go millet - Prosha

1. Differentiation of sounds [s - sh] in words where the sounds S - Sh are at the end of the word

Us - our throw - brooch

You - your plus - plush

Kitty - shoo cape - mouse

1. Differentiation of sounds [s - sh] in words, where the sounds S - Sh are in one word

Sa-sha, su-shu, su-sha, so-went, sush-shit, she-lest, shos-se, sush-ka, sosh-ka, Sash-ka, sko-shu, sti-shok, she- current, hurry, funny, hurry, solid, chance, pole, sew, dry, Sa-shen-ka, son-ish-ka, du-shis-ty, pu- shis-ty, ma-shi-nist, shah-ma-tist, past-tush-ka, past-tu-shock, pus-tysh-ka, sta-rush-ka, weight-nush-ki, sol-nysh- ko, pos-lush-ny, ras-pu-shil, pole-vi-e, ras-shu-mel-sya, po-te-six-vi-e.

1. Differentiation of sounds [s - sh] in phrases

A pine cone, a sleepy cat, Sonya's fur coat, a high pole, Yasha's sleigh, a fragrant bush, lush dough, fragrant hay, a silk scarf;

Fluffy cat, high tower, dry pants, shepherd's purse, grandmother's chest, mouse squeak, sauerkraut, clumsy bear, sharp thorn;

WITH meh w Naya w duck, w akhmatnaya up With ka, With tired of us w ka, vi w new With OK, With meh w Naya Ma With ka, pu With that me w OK, With wow w He, w staked to With ka, With meh w sweaty w ki.

1. Differentiation of sounds [s - sh] in sentences of 3 words

Sasha eats sushi. Masha has a sled. There are cones on the pine tree. Our grandfather is a machinist. Natasha is eating soup. The gander stretches his neck. Our pump is noisy. Misha washes the glass.

1. Differentiation of sounds [s - sh] in sentences of 4 words

Natasha has a son, Sasha. Sasha hurries to her grandmother. The dishes are in the closet. Grandfather drinks pineapple juice. A cuckoo is calling in the garden. Grandfather is sleeping on the sofa. The bowls are in the closet. Sonya is drying down pillows. Dasha sews a satin belt. Sonya writes without errors. The dog Kashtanka eats meat. The bear eats from a bowl.

The cat has a fluffy coat. Natasha sews a scarf for Dasha. Sonya eats meat soup. There are cones on a tall pine tree. The son took the coconut to his grandmother. Dasha has a tall ficus. There is a cactus on the window. The bus goes into the forest. The shepherd Sanya tended his flock. There is a closet against the wall. Sasha hurries to the exhibition. The dishes will be put in the closet.

1. Differentiation of sounds [s - sh] in sentences of 5 words

Sasha gives Sonya a sled ride. Sasha eats porridge from a bowl. Children are looking for cones under the pine tree. The cherries are ripe in our garden. A fluffy cat sleeps on the window. There is a tall pine tree near our window. Misha is preparing meat soup for the cat. Our kitten has a fluffy tail.

Stas pours millet into a bag. A tall pine tree has fluffy branches. Gosha gives Sonya a dry tray. Dasha is standing under a high bridge. Our cat has a fluffy tail. The cat eats a big tasty sausage. The cockerel sits high on a pole. Sasha hurries to the bus stop.

1. Differentiation of sounds [s - sh] in sentences of 6 words

Funny jokes from Sonya and Mishutka. Sonya and Sasha are going on a trip. In Sasha's room there is an oak wardrobe. Pasha's grandfather is standing at the bus stop. A glass, a ladle and a bowl are utensils. Misha knocked a cone off a pine tree with his hat. Grandma's fur coat hangs in the closet in the spring. The clumsy bear was sleeping under a tall pine tree. Sonya and Sasha are playing checkers. A pine cone fell on the sleepy bear.

1. Differentiation of sounds [s - sh] in sentences of 7 words

Masha and Dasha are standing by a tall pine tree.

Sasha and his grandfather planted six rosehip bushes.

1. Differentiation of sounds [s - sh] in pure tongues

Sha-sa-sha our Masha is good

Sa-sha-sa had her nose bitten by a wasp

Shi-sy-shi our ears are good

Sy - shi - sy the wasp has a mustache, a mustache

Ish - is - ish run here baby

Ash - os - ash we have a big hut

Ash - os - ish it’s so quiet around!

Wasp - osh - wasp there are a lot of wasps over the bushes

Osh - osh - wasps and there are many wasps above the cherry tree

1. Differentiation of sounds [s - sh] in phrases

Annoying midges do not let Alyosha sleep.

There is a pine hut on the edge of the forest.

1. Differentiation of sounds [s - sh] in proverbs and sayings

Don't raise your nose - you'll trip.

You sleep and sleep, but you can’t rest.

The cat is sleeping, but the mouse hears it.

Don't blame your neighbor when you sleep until lunch!

What you bake, eat.

As you go to bed, so will you sleep.

If you hurry, you will make people laugh.

Don't be hasty with your tongue, be quick with your deeds.

You can't plow a field with songs.

A sleepy cat doesn't catch mice.

1. Differentiation of sounds [s - sh] in poetry

Fluffy little ear,

Eared fluff

Jump and hop along the edge.

Our Dasha loves drying,

Drying is not porridge for you.

I sewed a fur coat - I sewed a skirt.

I sewed a hat - I sewed a slipper.

Sleeping on the window

Fluffy cat

Mice eat millet

Mice on the edge,

They eat millet -

They move their mustaches.

The slippery cones rustled.

They splashed noisily from the pine tree.

A layer of snow, like a shawl,

It will hide the bumps until spring.

1. Differentiation of sounds [s - sh] in texts

DRYING WITH FRECKLES

Sasha and Masha are eating sushi. Sasha is not happy:

- I have funny dryers! They have freckles on them, I won't eat them. You have to be able to put freckles in dryers!

- Don’t make noise, Sasha, these are not freckles, but poppies. Mix the dough with poppy seeds and bake. Eat them, they're delicious!

- Clear! Give me the one with more spring!

OUR CAT

We have an extraordinary cat! Her name is Anfiska. The cat is dressed in a fluffy fur coat. There is a chiffon bow at the neck. Our cat is smart. Her children ask:

Who goes barefoot? Gander?

Who gets a bump from a cone? At Mishka's?

Who are mice afraid of? A cat?

Who is mustachioed in the water under the bridge? Catfish?

This is our cat Anfiska!

WHOSE KERCHIEF?

At the edge of the forest, the dog Fluff found a scarf. “I’ll take it to Masha. And she will give me meat!

A dog walks with a scarf, and he gets a cuckoo:

Where are you going with my scarf, huh? This is my kids' headscarf. I dry it on the branches.

No, cuckoo, I found this scarf and am bringing it to Masha.

My kids' headscarf!

There will be a scarf machine!

My kids' headscarf!

There will be a scarf machine! You don’t even have kids!

The fluff does not give away the scarf. There is no peace in the forest from noise. Birds, insects, wasps and mice hear the noise.

“I found it! Found it! This is my scarf,” the mouse squeaked. She grabbed her scarf and ran to her house. It became quiet in the forest - no one was bothering anyone.

U WINDOW

Under the bush there is a little house with little windows near the mice. The house is not crowded for the mice; there is enough space for everyone.

Mother mouse prepares delicious porridge for the little mice. And the little mice stand at the window and see a cat.

Mother! Mother! Is this our nanny coming to see us? So fluffy! So soft! So mustachioed! Ears on top!

Oh, little mice, get away from the window. This is not your nanny. This cat Sonya is going hunting.

LAZY CAT

The mice do not give rest to the grandmother. Either they will take away the millet, then the oats, or the porridge. And the cat Sonya sleeps on her pillow, eats and sleeps.

Grandmother to the cat: “Lest the mice carry you away too!”

No, they won’t take it away! I'll scare them with my claws, mustache and tail!

And again the cat sleeps and eats, eats and sleeps.

Mice see - the cat is not dangerous to them. Everyone goes to sleep with the cat on the pillow. The mice joke about the cat: then they take the bow from the neck and wear it themselves. Then they will put a spider on the cat’s whiskers.

Grandma doesn't need such a cat. Her grandmother will give her to the neighbor's cat Muska to raise.

1. Differentiation of sounds [s - sh] in tongue twisters

Sonya has cones, and Sanya has checkers.

Sasha sewed Masha’s hat.

Eat, Sasha, six sushi.

There are pine cones on the pine tree.

Our Mishutka has funny jokes.

Our cat is with us, your cat is with you.

Sonya's cat is sitting on the window.

A hat and a fur coat - that’s all Mishutka is.

You have to be able to not make noise here.

Masha's mouse has funny pants.

1. Differentiation of sounds [z - zh] in isolated sound

"A mosquito is a beetle." Pronounce the sounds: "Z Z Z - ZH ZH"

1. Differentiation of sounds [z - zh] in straight syllables

FOR - ZHA ZHA - FOR

ZU - ZHU ZHU - ZU

PS - Zhi Zhi - PS

ZO - ZO ZO - ZO

1. intervocalic syllables

AZA - AZHA OZA - OZHA UZA - AZHA YZA - YZHA

AZO - AZHO OZO - OZHO UZO - UZHO YZO - YZHO

AZU - AZHU RAM - AZHU UZU - AZHU YZU - YZHU

AZY - AZHI OZY - OGZHI UZY - AZHI YZY - YZHI

1. Differentiation of sounds [z - zh] in syllables with consonant clusters

ZNA - ZHNA ZMA - ZMA ZVA - ZHVA ZDA - ZhDA

ZNO - ZHNO ZMO - ZhMO ZVO - ZHVO ZDO - ZhDO

ZNU - ZHNU ZMU - ZHMU ZVU - ZHVU ZDU - WAITING

ZNY - ZHNY ZMI - PRESS ZVI - ZHI ZDI - WAIT

1. Differentiation of sounds [z - zh] in words, sounds at the beginning of a word

Unsteady - liquid dawn - frying

Fill - spare the hall - sting

Calling - living

1. Differentiation of sounds [z - zh] in words, sounds in the middle of a word

Bonds - tie - run

Carrying - knitting lick - lie down

Goats - leather market - fire

Roses - faces oil - smear

Thunderstorm - I threaten to dare - to hold

Vine - bed once - horn

Lisa - ski carts - reins

1. Differentiation of sounds [z - zh] in words, sounds Z - Zh in one word

AND And h no, h A and play, h A and them, h A and ah, h A and yog, vo h mo and but also h Not and yonny, h A and at LJ ah, and barely h O, h A and needle, h ale and And, h abe and al, h ader and al, h aslu and silt, h acre and it, h A and arry, in h lo and y, and elty h on, h A and arrhythmia, h Arya and ah, h A and slither, h A and aryl.

1. Differentiation of sounds [z - zh] in phrases

Z funny yo and ik, co and anaya u h Yes, h bathroom and in, boom and Naya Ko h A, and idky ma h ut, h forgotten and aket, cha and yellow in h.

Va and ny mu h ykant, and h crumpled co and ah, books and ny magician h in, AND enin h no, no and no h hello, no and nye past h s, and iron h amok.

Vya h any and aket, va and new h adaniya, vya h some man and ety, and h curved and yes, yu and ny h akat, h atya and noah up and yeah, h how bad is it and Nick.

1. in 3 word sentences

Zoya calls Zhanna. Bison is a wild animal. Nadezhda brushes her teeth. Zoya buys a book.

1. Differentiation of sounds [z - zh] in 4 word sentences

Zhanna shows Zoya the beetle. Mom calls Zoya for dinner. Zhanna asks riddles to Zhenya. The goat runs to the puddle. Zoya puts on a leather jacket. Beetles buzz above the mimosas. Zhenya has a funny little bunny. There are paper mimosas in the vase.

1. Differentiation of sounds [z - zh] in 5 word sentences

The children go to the bookstore. Zhenya has jellyfish on her pajamas. The bell rings and the beetle buzzes. At the store are Zhenya and Zoya. Zoya runs after the kite. This autumn there are long rains. Delicate forget-me-nots bloom near the house. There is a stack of hay near the hut.

1. Differentiation of sounds [z - zh] in sentences from 6 - 8 words

Zoya has hedgehogs and grass snakes. Zoya gives the goat water every day. Zhenya has a clockwork bunny, Zhanna has a clockwork beetle.

1. Differentiation of sounds [z - zh] in verse

The bell rings, the bug buzzes.

They buzz - they ring, they ring - they buzz.

I already called you for dinner,

I really didn’t expect it at all

But I no longer need dinner -

I've already had dinner.

green toad

With a funny bug

Forgotten by winter

Find yourself a home.

1. Differentiation of sounds [z - zh] in texts

ANIMALS IN THE DESERT

Desert animals know what heat and thirst are. They live their whole lives in the sand. These animals sometimes even forget what rain is. It's hard for them to live there.

TWO GOATS

Two goats walk under umbrellas and introduce themselves:

What's your name?

What's your name?

Do you have an umbrella?

And you?

And I have an umbrella.

Do you have an umbrella for the heat?

From the heat.

And you?

And for me it’s from the rain.

Come to my hut for dinner.

And you come to my hut for dinner.

When should you come for dinner?

At sunset.

When should I come to your place for dinner?

Also at sunset.

WHO IS THE OWNER?

Zhora and Zakhar had a dog. Her name was Zhuk.

Zhora and Zakhar picked up the Beetle with a broken leg. They looked after him. The beetle has recovered.

Zhora and Zakhar argued every day: who is the owner of the Beetle?

One day they were walking in the forest. The beetle ran ahead. Suddenly the shepherds attacked Zhuk. Zhora screamed and climbed a tree. But Zakhar did not run away, he took a stick and defended the Beetle. The watchman came running and drove the shepherds away. Zhora no longer argued who the owner of the Beetle was.

The prevalence of speech disorders among preschool children is so high that the opening of speech therapy centers for children with incorrect pronunciation of sounds in preschool educational institutions is very important. This approach makes it possible to reach a significant number of children with various speech disorders with speech therapy assistance.

Since the main goal of speech therapy work is the correction of sound pronunciation (production, automation, differentiation of sounds), we propose to consider the features of the content of the stages of speech therapy classes on sound automation.

Automation of the given sounds takes quite a long time, since the child must quickly and correctly find the articulatory structure of the sound being practiced. Learn to clearly articulate it in speech structures of varying complexity, in the following sequence: in syllables, in words, in phrases, in connected speech, in spontaneous speech.

Automation of sounds occurs in parallel with the development of phonemic awareness skills. When analyzing, synthesizing and selecting words or pictures, all speech material from the previous stage is used, all sounds introduced into the speech of preschoolers are used

Speech material on the automation of sounds is taken into account when selecting a lexicon and when children master the grammatical patterns of their native language.

At the stage of formation of communicative pronunciation skills, the child develops the ability to update all pronunciation skills and knowledge acquired earlier. Memorizing poems on certain lexical topics is of great importance. These texts must include all speech sounds taught in speech therapy classes.

As M.E. Khvattsev wrote: “When automating sounds through long-term and varied training in coherent speech, a strong connection is established in the cerebral cortex between certain points of stimulation. Then sound reflexes can be maintained for a month for a number of years without further training and reinforcement.”

At the same time, children’s pronunciation skills are practiced in various dramatizations, performances, and during musical and sports events. Therefore, the relationship in the work of a speech therapist and other kindergarten teachers (teacher, music director and physical education teacher) becomes important.

For normal sound pronunciation, it is not enough for a child to master the system of phonemes of the language, phonemic perception and have sufficient mobility of the organs of the articulatory apparatus. He needs to use phonemes taking into account different phonetic conditions.

When selecting linguistic material for the correction of sound pronunciation disorders, it is necessary to take into account the diverse non-linguistic and, above all, linguistic context.

The phonetic (linguistic) context refers to the phonetic conditions for the implementation of a certain segment, namely:

1. The position of the sound in a word (its absolute beginning, end or middle;
2. Finding it in a “strong” or “weak” position in a word;
3. In the vicinity of certain sounds (place and row of formation);
4. In a certain type of syllable (for example: SG, GS, SSG, etc.);
5. In words "long" or "short".

In the process of automating newly formed sounds in children, it is proposed to start with the structure of syllables of the SG type. And then move on to the vowel-consonant structure (VC). In a number of cases (for example, when forming the sounds [l], [ts], [p], [рь]), it is possible to introduce the sound first into the syllable of the GS structure.

A particular difficulty for a child is the correct pronunciation of consonant clusters. Therefore, the sound being formed is the last to be worked out in the most frequent variants of combinations of consonant sounds.

The order of sound automation in words

The sequence proposed above for introducing a newly formed sound into various types of syllables allows us to adhere to the following order of sound automation in words:

• At the beginning of the word
• At the end of a word (if the consonant is voiceless),
• In the middle of a word
• In words with a combination of consonants.

In some cases, the sounds [р], [рь] are not formed in the sequence “at the beginning of the word”. "at the end". “in the middle”, but vice versa, since these fricatives (and at the end of words they are fricative) are often learned better than tremors. From fricatives [р], [рь] they successfully move on to pronouncing their main – tremulous variants.

In words, syllables of the SG type (like other types of syllables) are processed primarily in a strong position, that is, the sound being formed is under stress, and the consonant is before the stressed vowel, since in this position a greater number of phonemic oppositions are realized (the further the syllable from stress, the more it is reduced).

The structure of a speech therapy lesson at the stage of sound automation

In connection with the above, we propose the following structure of a speech therapy lesson at the stage of sound automation:

Topic: Sound...

Lesson objectives:

Equipment :

Progress of the lesson

1. Organizational moment.
2. Articulation gymnastics.
3. Announcing the topic of the lesson.
4. Pronunciation of an isolated sound (choral, group, chain, individual).
5. Analysis of articulation according to plan.
6. Characteristics of sound.
7. The connection between sound and letter.
8. Development of phonemic hearing.
9. Fixing sounds in syllables. Sound analysis and synthesis of syllables, graphic recording.
10. Consolidating sounds in words. Sound analysis of words with graphic recording.
11. Fixing a sound in a sentence. His graphical analysis.
12. Fixing sound in text.
13. Homework.
14. Results of the lesson.
15. Assessment of children's work.

Depending on the stage of automation, sound can be varied by the structural elements of the proposed lesson plan.
It must be remembered that classes should be exciting: they should be thematic, with the presence of surprises, filled with various colorful visual and didactic material. And don’t forget about play, because play is the leading activity of a preschool child.

Let's give example of speech therapy session, corresponding to the proposed structure.

Topic: Sound automation [p].

Objectives of the lesson: to consolidate the clear pronunciation of the sound [r] and the ability to characterize the sound, to develop phonemic processes, fine motor skills, and memory.

Equipment: envelopes, drawing “Apple Tree”, subject pictures, cut-out alphabet, diagrams of words and sentences, diagram of the articulatory structure of sound [p], paper clips, cards with tasks.

Progress of the lesson

1. Today you and I will have guests, but to find out who they are, you and I must solve riddles. I’ll tell you riddles, and you try to guess them; if you don’t succeed, I’ll tell you:

Chick - tweet!
Jump to the grain
Peck, don't be shy.
I live in the yard
This is... (sparrow)

Spinning, chirping,
He's busy all day.
(magpie)

Color: grayish
Habit - thieving,
The screamer is hoarse.
Famous person.
Who is she? (crow)

Yes, a sparrow, a crow and a magpie came to visit us. Repeat again loudly and beautifully the names of these birds.

What same sound do you hear in the names of these birds? Right! Today we will repeat the sound [r]. Pronounce this sound correctly and beautifully.

Let's play with our tongue, and our guests will repeat after us.

Exercises: “Mushroom”, “Horse”, “Coachman”, “Chatterer”.

When we pronounce the sound [r], in what position are our lips, teeth, and tongue?

Is the sound [r] vowel or consonant, hard or soft, voiceless or voiced?

Make the letter P from paper clips.

2. The birds came to play with us and brought us some envelopes, but when they sat on the tree they lost their envelopes. Let's help each bird get to its envelope. Which bird will you help get to the envelope first? The sparrow will jump from apple to apple, and you will pronounce the syllables:

Ra - ra - ra ro-ro-ra
Ro-ra-ro ro-ro-ro

And so with every bird.

3. Look at the color of the envelope the sparrow brought us? (brown). What about magpie? (orange). And the crow? (multi-colored)

4. Let's see what the birds brought us in envelopes. Let's take the sparrow's envelope: what is there? (pictures). Take out one picture at a time and name them.

Choose any five pictures and arrange them in a line. Tell me which pictures you chose? Look at the pictures again and try to remember them. The game "What's missing?"

And the sparrow also brought us a “pyramid”: put pictures on the top step of the pyramid, the names of which have three sounds; on the second step - pictures of four sounds; On the bottom step place pictures with five sounds in their names.

5. Let's see what the crow brought us. Game "Word Chain". Choose any word from those suggested by the crow and make it out of letters. Make a diagram for it.

6. Magpie invites us to show her how beautifully you can pronounce the sound [r]. Listen carefully and repeat after me:

Ra-ra-ra, ra-ra-ra - the mouse’s home is a hole.
Ro-ro-ro, ro-ro-ro - the nut has a kernel.
Ra-ra-ra, ra-ra-ra - smoke

7. Our white-sided girl also wants you to teach her to speak competently. While she was flying towards us, she dropped her envelope containing the proposals. The words in this sentence are jumbled. Let's help the magpie put all the words in their places.

The pronunciation of the sound is fixed first in easier pronunciation positions, then in more complex ones.

The child should repeat words to automate sounds after you or pronounce them according to the picture (which shows the corresponding object).

The words should not contain sounds that the child pronounces incorrectly. An exception can only be made when the child does not pronounce a large number of sounds, and it is very difficult to find suitable words for him. This rule does not apply to the pronunciation of sentences.

At first, the words should not contain a sound that the child had previously replaced the given sound with (for example, if the sound [r] was pronounced as [l], You cannot use words in which both of these sounds are present at the same time: roll, coral

At the beginning of working on a sound, words should not contain other sounds belonging to the same group. For example, if you automate the sound [r], there should be no other sonorant sounds in the words you use ([l], [i]

[p"1 and [l"]).

The same rule applies to whistling, hissing and back-tongue sounds.

ny sounds.

The words you use do not have to be familiar to the child; you can explain their meaning to him as you go along.

As soon as the child begins to easily cope with one type of exercise, immediately move on to another - more complex one.

To practice pronunciation, it is useful to quickly recall the pronunciation material.

Distinguishing the pronunciation of sounds in the absence of sound replacement

^ First practice pronouncing that defective sound that the child used to have.

You pronounce the words the way the child pronounced them before (that is, pronouncing the sound incorrectly), then correctly (sometimes vice versa). The child “guesses” when you pronounced the word correctly.

^ The child must first pronounce words correctly, then the same way he pronounced them before (sometimes vice versa). You "guess" when he said it correctly and when he didn't. From time to time you will “make mistakes” (confuse correctly and incorrectly pronounced words), and the child must detect and correct these mistakes.

^ You pronounce the word the way the child used to pronounce it. He must “correct” your pronunciation - pronounce the word correctly.

^ You pronounce a word correctly, and the child must repeat it after you the way he pronounced it before (defectively), and then “correct” his pronunciation.

^ The child must first pronounce the word correctly, then the way he pronounced it before (defectively), then again correctly.

Distinguishing the pronunciation of sounds when replacing sounds

The work of distinguishing sounds will be described using the example of the sounds [s] and [w]. Expected situation: instead of the sound [w], the child pronounced the sound [s]. -

Pre-familiarize your child with the corresponding letters. Other symbols can be used: for example, the sound [s] (old pronunciation) may be indicated by a black circle, and the sound [w] (new pronunciation) may be indicated by a red circle.

Differentiation of sounds in an isolated position.

When you show your child the letters [s] or [sh] (or symbols that replace them), he must pronounce the corresponding sounds.

Differentiation of sounds in syllables.

You pronounce syllables very slowly, among which there are syllables with the sounds [s] and [sh]: [ra], [shi], [lo], [su], [re], [sha], etc.

the sound I heard.

Differentiation of sounds in words.

V You pronounce words slowly where the sounds [s] or [sh] come at the beginning of the word (garden, son, fur coat, sleep, step etc.), the child must name the sound with which the word begins. Make sure that you do not alternate words first with one sound, then with another, in this case the child will stop paying attention to the verbal material and will simply begin to raise his hand through the word.

^ You pronounce simple words where the sounds [s] or [sh] are in the middle of the word: porridge, braid, mustache, soul, ears, fox etc. The task for the child is the same as in the previous case.

^ You pronounce simple words where the sounds [s] and [sh] are at the end of the word: forest, bucket, fox, mouse, shower, cape etc. The task is the same as in previous cases.

Be sure to ensure that among the words there are no words in which both differentiated sounds are simultaneously present.

^ The child must come up with words that begin with the sound

[s] or [w].

^ You name pairs of words that differ from each other in only one sound ([s] or [sh]), for example: bowl - bear, braid- cat, helmet - porridge, cape - mouse, etc. Having named a couple of such words (for example, braid - cat), you ask the child questions, for example: “What can be braided on a girl’s head?”, “Who says meow?” The child must answer your question using the correct word.

^ The child should repeat after you words that contain both differentiable sounds at once: highway, land, boxwood, pole etc.

^ The child should repeat after you words in which there are both differentiated sounds (as in the previous exercise) and words in which the same sound occurs twice (for example: kebab, nipple, checkers etc.). In the latter case, the child often replaces the repeated sound with another (for example: shish kebab - sashlyk or shashlik, pacifier- bipod or Shoska etc.).

Differentiation of sounds in sentences.

The child should repeat after you sentences in which differentiable sounds occur in large numbers, including in one word: Sasha walks along the highway. The cat ate the mouse. Boxwood grows in the garden.

,--._.. ^«. 155

sounds |_<^ и 1Ш\ into two piles: in one - with the sound [s], in the other - with the sound [w].

^ The child must choose from a bunch of pictures those whose names have a sound [With](among the pictures there should be pictures whose names have a sound [w]). Then from the same pile you need to select those pictures whose names have a sound [w].

Sound automation sequence.

1. Automation of isolated sound.
2. Automation of sound in syllables.
3. Automation of sound in words (exercises).
4. Automation of sound in phrases and phrases (exercises).
5. Automation of sound in poetry (exercises).
6. Automation of sound in texts, stories (exercises).
8. Automation of sound in tongue twisters (for adults).

1. Automation of isolated sound.

First, the sound must be secured in isolation, i.e. separately from all other sounds (since in the flow of speech sounds experience mutual influence - compare the pronunciation of the sound C in the words “cheese” and “bag”). Both during production and at the initial stages of automation, additional analyzers are necessarily used - visual, tactile... “To form new speech connections, the most effective analyzers in this case are used. Often, children with normal hearing pronounce certain sounds incorrectly because they cannot distinguish them by ear. Then, at first, they mainly use a visual analyzer, i.e. Show the child the articulation of the sound and at the same time pronounce the sound. Thus, on the basis of visual stimuli, which the child had previously used little or not at all in speech, new, correct visual-motor and associated auditory-speech reflexes are formed” (M.E. Khvattsev “Speech therapy: work with preschoolers”) . Those. we sit in front of the mirror so that the child can see the adult’s face and his own face, and we control the correctness of articulation. Of course, you need to automate sound in isolation in a playful way: “How does a snake hiss? Whose snake hisses longer - yours or mine? Shhhhhh.” It is not enough to simply pronounce a sound in order for the baby to repeat it to us correctly - in some cases we need to explain in detail how to place the organs of articulation for a particular sound, in other cases it is better to use analogies (“make a fence out of your teeth”), or we imitate movements hand (up or down, tongue wide or narrow). And for some time it is necessary to remind the child with the same gestures and words (which are called “stimulants”) how to pronounce this difficult sound.

“The more complex the dynamic stereotype (word, sound), the more difficult it is to assimilate. When it is learned, the action of one of its stimuli is sufficient for it to arise completely again. An old, unreinforced stereotype is retained in the cerebral cortex for some time, then gradually gives way to a new, reinforced one.

So, if the sound Ш was caused by such stimuli as the teacher pronouncing this sound, showing articulation in front of the mirror and simulating the movement of the tongue with the hand, then subsequently only such a movement of the hand is enough for the child to pronounce this sound. But when one of a group of new stereotype stimuli is not applied for some time and then tried again, the old stereotype arises. Thus, different dynamic stereotypes (correct and incorrect words and sounds) seem to be layered on top of each other and compete with each other. Consequently, to consolidate a new word or sound, systematic training is required” (M.E. Khvattsev “Speech therapy: work with preschoolers”). That's why speech therapists insist on doing homework every day - that's how the human brain works.

2. Automation of sound in syllables.

After the child performs the necessary articulatory movements quite freely and the sound is obtained correctly, we proceed to automation in syllables. Considering that the syllable does not have any meaning for the child, figure out in advance how to captivate him with this activity - combining two sounds into one whole.

Automation in syllables can be started with both direct (consonant + vowel) and reverse (vowel + consonant) syllables. This will depend on what sound is introduced into speech, on the method of production and on the child’s capabilities.

It should be taken into account that the vowels O and U give the consonant adjacent to them additional labialization (roundening). Therefore, first they practice syllables like SA, SE, SY and only then SO and SU. By the way, hard consonants are practiced in syllables with vowels A, E, Y, O, U, and soft consonants are practiced in the syllables SYA, CE, SI, SYO, SYU. But syllables with a combination of consonants (SHKA, PSA...) are either not worked on separately at all, because there is enough automation in words, or (in the case of general underdevelopment of speech) syllables with a confluence are practiced after words with open syllables.
7. Automation of sound in independent speech.

Independent speech is the final stage of automation. Here, too, you need to follow some rules.

For some time, the child cannot simultaneously think about two things at once - what to say and how to say it. He runs home and begins to excitedly talk about some event. The event, of course, is more important than any sounds. It is quite difficult to force a child to engage in self-control of sounds in such a situation. And even if you succeed, believe me, you will ruin all the joy of communication for the baby. Therefore, it is better to first consider as independent speech only the slightly artificial situations you have created: “tell me what happened in kindergarten?” And if there was nothing particularly emotionally significant for the child, he will calmly begin to answer your leading questions, and you can slowly correct his pronunciation. At first, only the parent will monitor sound pronunciation - he will develop the so-called. “guard reflex”, when an adult learns to monitor two things at once: maintain a conversation and note all incorrect pronunciation. In order for a child to learn to use a new correct sound, after each mistake, you need to give the child a sample word and insist on correct repetition of the word. “Mom, buy me a little mask” - “MaSHSHShinka” - “Yes, maSHSHShinka” - “Well done!” Usually, after two weeks, the child begins to track where he sounded wrong and corrects himself. Then adults are required to reinforce the new stereotype with approval and praise. It is believed that the entire automation of a new sound - from syllables to independent speech - like replacing one habit with another, takes an average of 35-45 days. Please note that these terms apply only to Dyslalia; with more serious disorders (Dysarthria, Rhinolalia), the terms of automation usually increase; in addition, with more complex disorders, the automation of sounds has its own characteristics (speech with movements, correct breathing...).

Regardless of the stage, there are a few things to remember:

A sound, syllable, word, rhyme is first shown by an adult, and only then pronounced by a child. Ideally, a child should not make a single mistake at the stage of sound automation - so that the old stereotype does not interfere with the consolidation of a new one. Therefore, great attention is required from an adult in order to be able to show or suggest the correct sound before the child. “When teaching pronunciation, it is necessary to ensure that the conditioned stimulus (pronunciation or demonstration of articulation by the teacher) precedes the child’s pronunciation of the sound. Otherwise, when we correct what has already been pronounced incorrectly, the old incorrect connections are further strengthened and delay the emergence of the correct sound. Long-term use of such a vicious technique can turn a positive stimulus into an inhibitory one: the child gets tired of the teacher’s annoying corrections, and he refuses to utter the required sound. If a mistake is made, you have to use this technique” (M.E. Khvattsev “Speech therapy: working with preschoolers”).

It is imperative to reinforce a new sound not only in classes with a speech therapist, but also at home, during homework, and, if possible, in kindergarten (if you have competent, understanding teachers in kindergarten, ask them to monitor your baby’s speech, select poems for holidays, taking into account the child’s speech abilities). If a preschooler uses a new sound only in class, then the so-called “office speech syndrome” is formed, when during class all the sounds are pronounced perfectly, and as soon as the baby leaves the threshold, it is as if he had never learned anything! That is, a stereotype has developed - “I speak well in the office, but in life I’m used to it.”

Monitor the quality of the submitted material a – words should not contain two oppositional sounds. For example, if we automate the sound P, which the child previously pronounced as L, in no case should there be words where both of these sounds occur simultaneously: role, mirror... Almost any pairs can turn out to be “conflicting” sounds: S - Sh, S - Sj, S - C, S - T, S - Shch, S - Ch, S - Z. Therefore, for each child you need to make a separate selection. If you come across such a word or phrase, do not insist on the correct pronunciation of both sounds. Oppositional sounds will need to be differentiated, and there are special techniques for this.

At first, you need to pronounce the new sound somewhat exaggerated (a little longer, stronger than other sounds). This is necessary so that the auditory analyzer records the new sound as a sample, and in the future, when the new sound “adjusts” to the others, compares its sound with the sample. Do not be alarmed that the new sound is so “loud” - this is temporary; in the flow of speech, the organs of articulation will be forced to evenly distribute efforts to all sounds.

- “I.P. Pavlov found that in a state of hunger, fatigue, and strong emotions, inhibition sharply weakens and excitation increases. In this state, in children, if new speech stereotypes have not yet been automated, old ones reappear (burr, lisp, stutter). In such cases, it is necessary to support new speech reflexes with prompts, reminders, etc. Speech therapy classes cannot be carried out in this condition of the child.”

In speech therapy classes and in automating sounds, the child’s motivation is very important, i.e. how important it is for him, whether he needs it himself and why. Of course, sometimes there are wonderful children who themselves ask their parents to go to a speech therapist. But these are unique cases. More often, the initiative comes from the parents - WE understand why it is necessary to speak correctly, but the baby does not yet know this, his life is already good. Without proper motivation, speech therapy sessions can drag on indefinitely. Motivation is not “if you work out well, I’ll give you candy,” but “you want to do well at school, read poetry at a party, be an adult...” and many other options that are suitable specifically for your child. Therefore, the attitude of others, not just mom and dad, towards the child’s activities is very important. “To prevent the fading of a sound, one should more often suggest the correct pronunciation of it, and reinforce it with the living example of others. In these cases, other stimuli that are in one way or another connected with this sound often help, for example, a reminder of the need to speak correctly, setting others up for the child’s clear speech, their demandingness regarding pronunciation, and finally, setting the child himself up for a specific interlocutor.”

At first, it is necessary to support new sounds by all means, and not allow the baby to pronounce them without reinforcement and control. In this regard, homework that is not supervised by elders poses a great danger. Even if a child goes to school and reads on his own, you should not allow him to sight-read words on his own; you need an adult to read the word to him, after which the child can repeat it. In the same way, it is necessary for an adult to listen and monitor the correct pronunciation. Sometimes this rule also applies to adult students - they also need a “listener.”

In speech therapy practice, it is often difficult not only to produce sound, but also to introduce the sound into speech (the process of automation), especially in children with manifestations of dysarthria of varying degrees, mental retardation. The period of automation can be difficult and long, because at the initial stage the position of the articulation organs is still unstable, and it takes time to find the desired articulatory structure. Therefore, correct isolated pronunciation of a sound is not enough for a child to be able to use the given sound in words and phrases. There is a need to extend the period of automation of the delivered sound in syllables.

The proposed methods of speech therapy work on automating sounds in syllables are based on the method of visual modeling. Tasks are offered to reproduce sound in isolation, in syllables, syllable rows based on symbols. Such tasks allow you to diversify automation classes, increase motivation for speech therapy classes and the activity of the child’s speech during classes, and contribute to the development of self-control skills for speech. The child can independently reproduce speech material after memorizing the symbols.

First, a symbol is selected that denotes the sound needed for automation, for example, an object or creature that makes a similar sound: “tiger” - denotes the sound [r], “steamboat” - the sound [l], “snake” - the sound [w], “beetle” ” – sound [zh], etc.

When pronouncing a given sound in isolation, the symbol is drawn as many times as it takes to pronounce the given sound (how many times does the child manage to reproduce this sound correctly). Moving on to automating the delivered sound in syllables, we add symbols of vowel sounds to the existing consonant symbol, which the child has already memorized. The symbols of vowel sounds are similar to their oral image and clearly show which sound should be pronounced after the trained one: for example, a round ball is the sound A, an oval ball is the sound O, a pipe is the sound U, a piece of cheese is the sound Y. (Figure 1)

After 1-2 lessons, depending on the child’s capabilities, suggest repeating syllable rows of up to 4 identical syllables in each row according to patterns. (Figure 2) Models can be sketched in a child’s notebook or a card can be prepared that can be used to work with other children.

When the child has memorized the syllable patterns well, you can move on to other tasks. Suggested exercises:

1. Pronouncing syllable series consisting of three different syllables (according to models). (Figure 3)

Here you can already do without naming syllables for adults. Each syllable model can be performed on a separate card and different syllable rows can be made from these cards, combining cards with syllables. The syllable series can be compiled by a speech therapist, a parent at home, or the child himself. The ability to compose tasks for yourself increases the child’s interest in exercises and his activity.

2. Pronouncing syllables in pairs, where the first syllable is the same, and the second syllable in the pair changes in order (the order is given at the very beginning when reproducing syllables according to models one syllable at a time in Figure 1).

The first options for pairs are given based on models that produce the following pairs of syllables: (Figure 4 shows the models)

Or like this (Figure 5):

How many pairing options to offer in one lesson depends on the child’s capabilities. The child can be asked to choose which syllable will be the first in the pairs. These pairs can also be laid out from separate cards with the syllable models depicted. In this case, there should be enough cards for the entire option. The child reproduces the first variants of pairs according to models, and when he understands the pattern, you can offer to name pairs of syllables according to the idea, first adding a second syllable in the third and fourth row of the third variant (for example, practicing the sound [l], these will be the syllables lu-lu, lu- ly), and in the fourth option it is possible to propose finishing the second syllable in each pair: ly-…(la), ly–…(lo), ly–…(lu), ly–…(ly). Such exercises help develop self-control skills for correct pronunciation.

In addition, the syllable model allows the child to learn the composition of a fusion syllable, because a fusion is difficult to divide into its constituent sounds, and this model clearly represents this. By replacing the symbol of a consonant sound in syllable models when automating the next delivered sound, the child feels and visually represents the presence of a vowel sound, which helps prevent the omission of vowels when writing. And the symbol of the vowel sound itself clarifies articulation, helps strengthen the phoneme-article connection and thereby differentiate the sounds and letters o-u, a-o, and prevent substitutions of the corresponding letters in writing.

Depending on the capabilities and desires of the child, when automating the following sounds, for variety it is possible to suggest changing the symbols of vowel sounds, which will also resemble the oral image of a vowel sound: a ball, a sun or a daisy - the sound A, an oval - the sound O, a small circle ( cherry) - the sound U, melon or mushroom with a wide cap - the sound Y.

How many exercises can you do to automate sounds in syllables? And it’s not boring, and you can consolidate the pronunciation of the given sound in syllables and thereby prepare for pronouncing the sound in words.

1. Yastrebova A.V., Bessonova T.P.
We teach you to read and write without errors. M., Arkti, 2007
2. Smyshlyaeva T.N., Korchuganova E.Yu.
Using the method of visual modeling in the correction of general speech underdevelopment of preschool children. // Speech therapist for preschool educational institutions. Collection of materials. M., 2005
3. Novotortseva N.V.
Workbook on speech development for the sounds [z], [z"], [ts] (Speech therapy notebook). Yaroslavl, Academy of Development. 1996.