Automation sh with a confluence of consonants. Automation of the sound w in direct syllables, words. Choose a word that is close in meaning and sound

Tell me, how does the snake hiss?

Teeth: closed

Air: hot.

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

Remember and repeat the syllables.

Sha - sho - shu - shi ash - osh - osh - osh

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

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

4.

Pictures:

Narrow - …. (wide)

Smooth -…. (rough)

Gone - …. (came)

Small big)

6. slide number 2

big cat

fluffy mouse

Shar is nimble

Machine painted

7. slide number 4

The game "Who has a cub?"

At the mouse... turkey chick

At the frog... little mouse

At the cuckoo…. baby turtle

The Indian... frog

The turtle... cuckoo

Game "1, 2, 5".

The mouse has two mice.

A mouse has five mice.

8. Finger gymnastics.

Family.

This finger is a grandfather.

This finger is a grandmother.

This finger is dad.

This finger is mom.

Well, this finger is me.

Here is our family.

9.

Cat - ears on top -

Lightly dozing on the pillow.

And it's so quiet all around

The mouse does not rustle under the floor.

Cockerel by the window

Scallops a comb with a foot.

10. Bottom line. Homework.

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“Automation of sound [sh] in sentences. »

TOPIC: Automation of sound [w] in sentences.

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

Dictionary enrichment;

Strengthening the ability to select antonyms;

Coordinate words in phrases and sentences;

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

EQUIPMENT: “Voiceman”, mirror, table for characterizing sound, pictures, ball, task cards, computer.

STUDY PROCEDURE.

1. Articulation gymnastics.

"The Tale of the Merry Tongue".

"Window"

"Smile - kiss"

"Pancake"

"Delicious jam"

"Cup"

"Horse"

"Fungus"

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

- Tell me, how does the snake hiss?

Lips: rounded and extended forward,

Teeth: closed

Tongue: superior, rising to soft palate

Air: hot.

Didactic manual "Sound".

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

3. Automation of sound [w] in syllables.

Remember and repeat the syllables.

4. Automation of sound [w] in words.

A) naming and classifying pictures.

Pictures: cat, mouse, pillow, horse, bumps, camomile, ball, hat, lily of the valley, shower, car.

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

Name the pictures in which we hear the syllable sha.

Choose from the pictures only animals.

5. Physical education. Ball game "On the contrary".

We will throw a ball to each other, and name words that are opposite in meaning.

Narrow - …. (wide)

Smooth -…. (rough)

Gone - …. (came)

Small big)

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

Choose the words from the second column to make a phrase.

big cat

fluffy mouse

Shar is nimble

Machine painted

7. Sound automation [w] in sentences. (on a computer) slide number 4

The game "Who has a cub?" Finish the sentences. Show the correct answer.

At the mouse... turkey chick

At the frog... little mouse

At the cuckoo…. baby turtle

The Indian... frog

The turtle... cuckoo

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

For example: A mouse has one mouse.

The mouse has two mice.

A mouse has five mice.

8. Finger gymnastics.

Family.

This finger is a grandfather.

This finger is a grandmother.

This finger is dad.

This finger is mom.

Well, this finger is me.

Here is our family.

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

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

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

Cat - ears on top -

Lightly dozing on the pillow.

And it's so quiet all around

The mouse does not rustle under the floor.

Cockerel by the window

Scallops a comb with a foot.

10. Bottom line. Homework.

What sound did you practice making?

At home, repeat the poem with mom or dad.

APPENDIX.

Card number 1.

Remember and repeat the syllables.

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

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

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

Card number 2.

Ball game "On the contrary".

Narrow - …. (wide)

Smooth -…. (rough)

Gone - …. (came)

Small big)

Card number 3.

Choose the words from the second column to make a phrase.

big cat

fluffy mouse

Shar is nimble

Machine painted

Card number 4.

The game "Who has a cub?" Finish the sentences. Show the correct answer.

At the mouse... turkey chick

At the frog... little mouse

At the cuckoo…. baby turtle

The Indian... frog

The turtle... cuckoo

Card number 5.

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

For example: A mouse has one mouse.

The mouse has two mice.

A mouse has five mice.

Card number 6.

Cat - ears on top -

Lightly dozing on the pillow.

And it's so quiet all around

The mouse does not rustle under the floor.

Cockerel by the window

Scallops a comb with a foot.

Homework.

Learn a poem.

Cat - ears on top -

Lightly dozing on the pillow.

And it's so quiet all around

The mouse does not rustle under the floor.

Cockerel by the window

Scallops a comb with a foot.

Preparatory stage

Lesson 1

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

"Let's warm up the hands." Take a deep breath through your nose. Round your lips and forcefully exhale the air through your mouth. A warm air stream should be felt. Repeat 3-4 times.
Lip exercise
"Astonishment". Round the lips and pull them forward. Pronounce the sound [o].
Language exercises
"The tongue is looking for a crack in the fence." Stick a wide tongue into the gap between the teeth.
"Spatula". Smile, open your mouth, put the wide front edge of the tongue on the lower lip. Hold in this position for a count of up to 10.
Coordination of breathing, articulation and phonation
Game tasks
"The boat is rocking on the waves." Drawing wavy lines in a box with millet groats.

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

Lesson 2

Exercise to develop a long exhalation
"Football". Take a breath. Smile, put the wide front edge of the tongue on the lower lip. With an exhaled air stream, drive a cotton ball into the "gate".
"Let's put out the candle." Exhale evenly and slowly into the candle flame.
Pronunciation of vowels a-i, a-y, e-s-o on one exhalation with exaggerated articulation.
Lip exercises
"Wide tube" Close your teeth. Round out protruding lips. The corners of the lips do not touch. The lips do not cover the teeth. Hold the lips in this position for a count of up to 6.
Language exercises
"Delicious jam" Slightly open your mouth. Lick the upper lip with the wide front edge of the tongue, moving the tongue from top to bottom. Repeat 5-6 times.
"The tongue goes to visit the spout." Open your mouth, lift the wide front edge of the tongue to the nose. Hold it in this position for a count of up to 5-6.
"The teeth with the tongue play hide and seek." Open your mouth, close your upper teeth with your tongue.

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

Lesson 3

Exercise to develop a long exhalation
Close with a wide tongue on the upper lip, bring a strip of paper (just above the nose). Blowing on a paper sultan (the air jet should go obliquely upwards).
"The plane is buzzing." Pronunciation of the sound [y] with a change in pitch and strength of voice.
Lip exercise
Alternating exercises "Smile" and "Tube".
Language exercises
"The tongue swings on a swing." Open your mouth wide, raise your wide tongue to your nose, then lower it to your chin.
"Let's hide our teeth." Close the upper teeth with a wide tongue, then the lower ones.
"Get a candy." Put a piece of candy on the edge of the tongue protruding from the mouth. Offer to glue it to the sky behind the upper teeth.
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
"We play drums." Pronouncing syllable combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands.
Development of phonemic perception
Definition of sound [w] in words. Find toys that have the [w] sound in their names. (Matryoshka, rattle, Cheburashka, bear, car, ball.)
Determining the position of the sound [w] in the words ball, bear, baby.

Lesson 4

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

Lesson 5

Exercise to develop a long exhalation
"A strong wind drives the leaves." Put a wide tongue (“shovel-toy”) on the lower lip. Blowing with the formation of a "groove" along the midline.
Lip exercise
"The trunk of a large elephant and a small elephant." Alternation of wide and narrow "tube".
Language exercises

"We're riding a horse." Clicking tongue. The wide tip of the tongue sticks to the sky and with a click comes off it.
"Rose petal". Tongue "cup" outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
"Hippo Talk". Pronunciation of syllabic combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change of intonation.
Development of phonemic perception
Determining the position of the sound [w] in the words Shura, Masha, Natasha, cre-pysh, shorty, silly, naked.

Lesson 6

Exercise to develop a long exhalation
"The wind is blowing." Set the vial upside down at the level of the nose. Raise the wide tongue to the upper lip and blow hard on the tongue. There is noise in the bubble.
"Elephant is drinking water." Make a "proboscis". Inhale and exhale air through your mouth.
Lip exercises
Repetition of previous exercises.
Development of coordinated movements of the lips and tongue. Extend the lips with a “tube”, and the tongue with a “cup” (outside the mouth).
Language exercises
Repetition of previous exercises.
"Harmonic". Smile, open your mouth. Glue the tongue to the sky, then, without lowering the tongue, close and open the mouth. As you repeat the exercise, open your mouth wider and hold your tongue longer.
Development of the switchability of the organs of the articulatory apparatus and the development of coordinated work of the lips and tongue
Hippo Bubi learns to pronounce the syllables bdi-bdi-bdi, bdi-bde, bde-bde, bde-bde-bdi.
Development of phonemic perception
Selection of pictures, in the names of which there is a sound [w], from other pictures, in the names of which - [s] and [g]. The teacher pronounces the words, and the child chooses pictures whose names contain the sound [w].
Sound setting [w]
The position of the organs of the articulatory apparatus with the correct pronunciation of the sound [w]
The lips are slightly rounded and extended forward in a "tube". The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised "cup", but does not touch the sky. The lateral edges of the tongue are pressed against the upper molars, and the middle of the anterior part of the tongue forms a semilunar fissure with the palate just behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled stream of air is strong. If the back of the hand is applied to the mouth, then heat is felt.
Techniques for setting sound [w]
Auditory perception of sound. Creating an auditory image of the sound "Noise Maker". Onomatopoeia
Wind noise in the forest; rustle of leaves on trees; rustling of dry leaves; rustling of dry hay or straw, paper; the hiss of a gander, a snake; the rustling of mice in a mink, tires on the pavement; the noise of escaping air from a punctured balloon, a locomotive letting off steam.
Formation of a visual image of sound [w]
Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.
Formation of a sense of the position of the organs of articulation with the help of toys. Look how the monkey raises the tongue with a “cup” by the upper teeth.
Showing the correct articulation of the sound [w]. Draw the child's attention to the position of the lips, teeth and tongue.
Plastic image of the shape of the tongue with the hands
With the right hand, depict the shape of the tongue with a "cup", and with the left - the sky.
Setting the sound [w] according to R.I. Levina (1965)
Setting the sound [w] by imitation
Raise the tongue to the upper lip and exhale evenly, with force, controlling the air stream with the back of the hand.
Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, move the tongue behind the upper teeth to the sky with the mouth open. Round the lips and stretch forward, bring the teeth together at a distance of 1-2 mm and exhale. It should sound like [w].
Setting the sound [w] based on the sound [t]
Pronounce the sound [t] several times with an interval of 2-3 seconds. Then the installation is given: the tongue “knocks” not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with a breath, while a weak and short hissing sound is mixed with the sound of the explosion.
Round the lips and stretch forward, raise the tongue to the front of the palate. Press the lateral edges of the tongue to the molars. Transition from sound [t] to sound [w]: t-t-tshshshsh. In the future, the noise lengthens and is released from the previous sound [t].
Setting the sound [w] based on the sound [p]
Pronounce a long sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a slight hiss appears. With repeated exercises, the sound [w] is obtained without the preceding pronunciation of a deaf sound [p].
Hissing can be obtained by touching the underside of the tongue with a spatula, slowing down the vibration of the tongue.
Setting the sound [w] based on the sound [s]
Set the tongue behind the lower teeth. Invite the child to pronounce the sound [s]. At the same time, use a spatula or probe to lift the tongue up. With the fingers of the right hand, lightly press on the cheeks and push the lips forward. Instead of a whistle, you should get a hiss. You can invite the child to repeat the syllables sa, so, sy, asa, asy, as, os while raising the tongue with a probe or spatula.
Setting the sound [w] based on the sound [h]
Pronounce the sound [h] followed by a long exhalation. A warm stream of air should be felt on the hand raised to the mouth.

Sound automation [w] in syllables

Lesson 1

Sound automation [w] in open syllables

Note. In further work, articulation exercises are carried out taking into account the individual characteristics of the child's motor skills and the nature of his speech disorder.
Development of memory, attention
Memorization and reproduction of the syllable row in combination with the movement of the fingers.
Game tasks "Fingers walk on the table":
sha-sha, sha-sha;
sha-sha-sha, sha-sha-sha, sha-sha-sha;
shi-shi, shi-shi.
"Mouse and Mouse Conversation" Pronunciation of syllables with a change in intonation:
shi-shi-shi, shi-shi-shi, shi-shi-shi;
sha-shi-sho-shu;
shi-sha-sho-shu.
- What is the extra syllable? Sha-sha-sha-shi, sha-sha-sha-sha.
Let's come up with names for the dolls. Ma...(sha), Yes...(sha), Sa...(sha), Mi...(sha), Nata...(sha), Katya...(sha).
- Add a syllable. We are... (shi), small... (shi), kamas... (shi), pi... (shu).
- What syllable is missing? Ma...na (shi).
Analysis and synthesis of syllables
What is the first sound in the syllable sha? Name the second sound.
Boring with one sound [w]. Let's invite the sound [y] to it. The sound [w] "made friends" with the sound [y]. What syllable did you get?
Find a picture that has the syllable shu in its name. (Fur coat, jester.)
Acquaintance with the letter sh

Lesson 2

Sound automation [w] in reverse syllables
Development of articulatory motor skills
Voice work
Pronouncing the syllables ish-ish-ish, ysh-ysh-ysh, ash-ash-ash, osh-osh-osh, ush-ush-ush on behalf of the heroes of the fairy tale "Masha and the Bear" (with a change of intonation).
Memorization and reproduction of syllable rows ish-ysh-ash, ysh-ish-ash, ish-ysh-ash-ush, ysh-ish-ash-ush
Analysis and synthesis of syllables
- Repeat the syllables sha-shi-sho. Listen again. Sha-shi. Which syllable has disappeared from the row? (Sho.) Sho-shu-shi-sha. Sho-shu-shi? (Sha.)
- Listen and repeat the syllables ish-ish-ish. What new syllable has appeared? Ish-ish-ash.
- Let's "make friends" two sounds - a vowel [a] and a consonant [w]. What syllable will turn out if the sound [a] becomes the first, and next to it - [w].
Designate sounds with color symbols (red and blue circles).
What is the first sound in the syllable ysh? What is the second sound?
- What is the second sound in the syllable osh?
Compilation of syllables ish, ish, ash from the letters of the split alphabet.
Development of phonemic perception
The game "Speech Lotto". Selection of pictures, in the names of which there is a sound [w], from a number of others. The teacher calls the words, and the child finds pictures with the sound [w].

Lesson 3

Automation of sound [w] in syllables (intervocalic position)
Development of articulatory motor skills
"The mice are whispering." Pronunciation of syllabic combinations yshi-yshi-yshi, asha-asha-asha, ear-ear-ear, ishi-ishi-ishi, osho-osho-osho, ashu-ashu-ashu, oshi-ishi-ashi on behalf of the mouse (with the inclusion mimic exercises).
Development of phonemic perception
- Name the place of sound in the syllables sha, ash, asha. Where is the sound [w] heard in the words Shun (mouse nickname), mouse, mouse ?.
Reading syllables sha, sho, shi
Development of auditory memory and attention
Execution of instructions from 2-3 actions.
- Go to the closet. Take the mouse. Put the mouse between the matryoshka and the horse, and then sit down.

Lesson 4

Development of articulatory motor skills
Voice work
Memorization and reproduction of a syllable series in combination with movement. Game exercise "We are weightlifters."
Shta-shta, shta-shta;
piece-piece-piece-piece (raise and put the barbell).
"Conversation between Cheburashka and Roly-poly".
- What-what-what. (angrily)
- Shty-shty-shty? (Good-natured. Why are you so angry?)
- Wha-what. (Affectionately. Let's be friends.)
- What-what-what? (Interrogatively. Do you agree?)
- Shta-shtu-shtu-shta. (Affirmative. I agree.)
Development of phonemic perception
- Find pictures with the sound [sh] in their names and put them next to the letter sh.
Pictures are laid out in front of the child, in the name of which there are sounds [w] and [g]. The teacher calls the words, and the child finds the right picture. Determining the position of a sound in two or three words.
Reading syllables ush, shu; osh, sho

Lesson 5

Automation of sound [w] in syllables with a confluence of consonants
Development of articulatory motor skills
Voice work
Game exercise "Monkey conversation". Memorization and reproduction of the syllable series with the inclusion of facial exercises.
- Shma-shmo. (sad)
- Shma-isho-shmu (with chagrin)
- Shma-shmo-shmoo-shma? (questioningly)
- Shna-shno. (offended)
- Shna-shno-shnu. (approvingly)
- Shna-shno-shnu-shny! (joyfully)
Game exercise "Monkeys peel bananas." Coordination of speech with hand movements - imitation of the movements of monkeys.
Seam-seam;
seam-seam-seam;
seam-seam-seam-seam.
Development of phonemic perception
- Find pictures with the sound [sh] in their names and put them next to the letter sh. Pictures are laid out in front of the child, in the name of which there are sounds [w] and [s]. The teacher calls the words, and the child finds the right picture. Determining the position of a sound in two or three words.
Composing syllables from a split alphabet. Reading syllables

Lesson number 6

Automation of sound [w] in syllables with a confluence of consonants
Development of articulatory motor skills
Work on voice and facial expressions
Game task "Conversation with aliens".
- Shka-shko-shku. (surprised)
- Go-go-go-go. (with indignation)
- Shpa-shpo-shpu-shpy. (with sadness)
- Shle-shly-shly. (with apprehension)
- Shmi-shni-shpi! (joyfully)
Development of phonemic perception
- Match the pictures to the letters. To the letter w put pictures, in the names of which there is a sound [w], to the letter w - pictures, in the names of which there is a sound [g], to the letter c - pictures, in the names of which there is a sound [s].
The teacher names the pictures, and the child selects the desired picture and puts it next to the corresponding letter.
Composing and reading syllables
Tasks used in the stages of audio automation [w]
in words, phrases, sentences and connected speech

sha, sho, shu, shi, she
Pronounce the words correctly
Ball, balls, hat, puck, niche, noodles, checkers, naughty, yours, ours, porridge, roof, donkey, hanger, mice, horse, chess, champignons.
Chauffeur, rustle, bag, fluff, pot, cockerel, strap, scallop, mouse.
Noise, jester, fur coat, joke, bear, screw, scales.
Ears, tire, spikes, awl, sewing, mice, screen, lilies of the valley, reeds, kids, galoshes, car, cotton grass, silence, ladle, jug, water lily, driver, pea, dog rose.
Neck, pole, target, millet, couch, collar, rustle, hornet, pebble, mousetrap, mulberry.
Tasks
Name the items. Speak the words clearly. Determine the place of the sound in each word.
Divide the words ball, hat, hanger, champignons into syllables.
Guess the word I was thinking. In this word, the first syllable is ve, the last is ka.
Collect words from scattered syllables. The word has such syllables: sha, we, that.
Figure 10. (See color insert.) Children: Misha, Masha, Dasha, Lusha, Ksyusha, Lesha, Pasha, Sasha, Alyosha, Andryusha.
What are the girls' names? Natasha is taller than Masha. Katyusha in a hat. Ksyusha in a hat. Who is higher - Misha or Pasha? Who is older - Lesha or Andryusha? Who is smaller - Dasha or Sasha? Who has the puck? Who has balls? Who has a hat on his head? Who has a scarf around his neck? Who has a machine? Who is standing? Who is walking?
Drawing Sewing machine, passenger car, washing machine. Name things in one word. How to turn the word car into the word tire?
Repeat the words step, steps, step, step. These words are called related.
Fill in the missing letter and pronounce the words clearly.
...ar
...harp
...aiba
...ariki
Suggest the right word.
The jumper jumps with ... (pole).
The train is driving ... (driver).
A hole can be pierced ... (with an awl).
We admire ... (lily of the valley, lilies of the valley).
Pour milk into ... (jug).
Pour water ... (ladle).
The driver drives ... (car).
What syllable is missing? Ti...na (silence), ma...na (car).
Name the words with the syllables sha, shi, shu.
Why did they call a bush and a tree - wild rose, mulberry? The thorn has prickly thorns. Silkworm caterpillars (silkworm) are grown on mulberry trees. Silkworm caterpillars feed on mulberry leaves. They curl cocoons of silk threads, in which they turn into pupae. The cocoons are untangled and silk fabrics are woven.
Sound automation [w] in words with syllables
ash, ush, osh, ish, ish, esh
Pronounce the words correctly
Tower, turret, cup, shirt, camomile, bug, pencil.
Shower, ink, cannon, edge, cuckoo, toy, reel, feeder, shell, frog, pillow, tub, grandfather, grandmother, fluff, jerboa.
Finish house.
Midge, cat, baby, windows, peas, basket, palm, potatoes, okroshka.
Mouse, mouse, baby, reed, donut, tower, cover, baby, monkey, tire.
Nuts, strong man, rattle.
Tasks
Say it kindly. Cherry - cherry, cat - cat, mouse - mouse.
What letter is missing in these words? Kotka, skein, mytka, bump.
Why was the first dish named so - okroshka?
Rebus. Kettle, bus, fur coat, bush, orange. Name the items. Select the first sound in the name of the objects. Make a word out of these sounds. (Cup.)
Automation of sound [w] in words with a confluence of consonants
Pronounce the words correctly
Headquarters, rod, pants, stack, stamp, darn, curtain, corkscrew, steering wheel, little thing, bayonet.
Wardrobe, box.
Hat, helmet, boat.
School, student.
Sleepers, twine.
Tasks
Replace the sound [p "] in the word spire with the sound [t"]. What word came out? (Calm.)
Syllabic chain. Mouse - reel - reel.
Say it kindly. A hat is a hat, a fur coat is a fur coat, pants are pants, a shirt is a shirt, a bump is a bump, a hat is a hat, a mouse is a mouse, a ball is a ball, a coil is a coil.
Choose rhymes. Pictures and words. Two columns of pictures.
Mouse - silence, cat - midge, baby - cat - cloudberry, ka-dushka - coil - pillow - girlfriend, hut - tub, toy - cuckoo, pillow - frog, bear - mouse, bump - Tishka, guns - ears, drying - flies, an old woman - a cheesecake, a window - a basket, okroshka - a potato, a cockerel - a scallop.
"Is it correct?" They shoot dryers, bake guns. A cat grows in the swamp, cloudberries sit under the table. There are toys on the tree, and cuckoos in the hands of children.
Useless and useful advice of the old woman Shapoklyak. Salt the frogs in tubs. Put the cuckoo to sleep on the pillow. Throw coils at the windows of the hut. Put the midge in the basket. Do not litter in a hut. Salt the waves in a tub. Treat the old woman with a cheesecake. Don't kill the frogs! Take care of the cuckoos!
Repeat helpful tips first. Why the rest of the advice can be called useless?
What is superfluous?
Make up the name of the girl and the names of her clothes from the letters.
A, K, A, P, M, W, B, L, U, R, F.
What letter is missing? ... stranded, rum ... ka, karto ... ka.
- How are these words different? Moska is a cat. The hat is a boat. The coat is a joke. Sleeper - noodles. How are they similar?
"What where?" Waves in ... (tub), feathers in ... (pillow).
"What to whom?" The baby - a rattle, the kids - toys, the old woman - cheesecakes, Mashenka - cherries, Mishenka - pants, shirt, frog - midge, Cheburashka - chamomile, cockerel - grains.
Sound automation [w] in phrases
Add a word.
Woolen..., woolen..., woolen..., woolen..., fluffy..., fluffy..., fluffy..., fluffy..., big..., fragrant..., wide..., good... .
Choose the right words.
What are you doing? Tell me about yourself. I ... (walk, breathe, wave); listening music); soup with a spoon ... (I interfere); tasks ... (I solve); needle ... (sew).
Tell me about Misha. Misha, you look with your eyes ... (look, blink, look); ears ... (listen); feet ... (walk, walk, run, walk); hands ... (catch, throw, wave, do); door ... (open, close); ball ... (catch); with a doll (playing); pencil ... (drawing); by car ... (going); on the plane ... (flying).
Imagine that mom sent Masha to the store. We will guess what she is doing and tell her about it. You go to the store ... (enter), groceries ... (choose), money ... (pay), groceries in the bag ... (put), home ... (bring), from the bag ... ( spread), in the refrigerator ... (put).
Tell me about yourself. I'll write a letter... (I'll write), a hole in the dress... (I'll sew it up).
Automation of sound [w] in sentences and in connected speech
Two word sentences
The kids are making noise. The mouse rustles. Natasha writes. Misha is a naughty. Ksyusha is big.
Three word sentences
The cat is chasing the mouse. Katyusha buys chess. Cockerel pecks cherries. Mashenka eats chocolate. Pasha is repairing a hanger. The cat knocked over the jug. Natasha found a stone. Mashenka was presented with a scarf.
Make three-word sentences with the following words: bump, cuckoo, Misha, car, top.
If you were an artist, what would you draw with the [w] sound?
Sentences of four to five or more words
Aunt Dasha is sewing a shirt. Grandmother darns Misha's pants. Uncle Pasha plows the field. Masha puts on a shirt and pants for Mishka. The car has rubber tires.
An insect sits on a large chamomile. Volnushki are salted in a tub. Frogs are croaking at the edge of the forest. A bump fell on the mouse. Peas were scattered along the path.
The bear is sitting in the car. The mouse got into a mousetrap. The frog jumped onto the water lily. Natasha is playing with a bear. Grandpa plays checkers with Misha. Grandpa lies on the couch. Masha hangs her fur coat in the closet. Lusha washed her neck and ears under the shower. Grandmother and Alyonushka sat down on a log.
Sentences with conjunctions a, and
Dasha and Pasha are playing chess. Alyonushka has a basket, and Masha has a mug. Pasha built a turret, and Misha built a house with a roof. Porridge is eaten with a spoon, and compote is drunk from a cup. Dashenka is playing with a nesting doll, and Misha is playing with a typewriter. Alyonushka took the bowl and fed the cat. Yasha went to the edge of the forest and saw a cuckoo there.
Tasks
Distribution of offers.
What is Dasha doing? Dasha is sewing.
What does Dasha sew? Dasha sews pants.
What does Dasha sew on? Dasha sews pants on a sewing machine.
Whom does Dasha sew panties for? Dasha sews panties for a bear on a sewing machine.
Complete the sentences with.
The hare has long ... (ears). Here sits a green frog ... (abdomen). Kids walk to ... (school). A good pie, inside ... (cottage cheese). Mushrooms in a tub, grandfather in ... (hut).
Name the extra word in the sentence.
There are prickly thorns on the wild rose, bumblebees. A frog sits on a water lily, a tub. The cat rolls a coil, a rattle.
Who can be contacted? Please do for me... I beg you, please help... Contact me with a request.
Never-before. Figure 14. (See color insert.) Hooded cuckoo. The cat drives the car. Frog in the air in a hot air balloon. Mouse in a hat. Horse in boots. The bear is dancing with the mouse. The mouse catches the cat.
Come up with false sentences.
"Learning to think."
Development of cognitive processes.
Find the differences.
Drawing of Masha the confused and a girl dressed correctly. Clothes for girls. Scarf, hat, shoelaces, fur coat, mittens.
Without what can Masha go for a walk in winter? To the beach? What will Masha wear to kindergarten?
Figure 16. (See color insert.) Cats of different colors, a mouse, a closet. The cat is on the closet, under the closet, behind the closet.
Where is the tabby cat? Where is the red cat? Where is the mouse coming from?
Topics for compiling stories and fairy tales
"Birds". Why are they called that? Avocet, pintail, shoveler, broadtail, widemouth, mockingbird, stoner. turnstone, warbler, moorhen. Which bird sits higher than the others? Which bird is on the left, which is on the right?
"Visiting Cheburashka". Key words: Cheburashka, Mishutka, monkey, Tumbler, Matryoshka, Parsley, lily of the valley, chamomile.
"The Adventures of Ball and Cannon". Key words: cart, hut, grandfather, grandmother, cheesecake, Alyonushka, hut, river, shell.
"Mishutka Toropyzhka is looking for friends." Key words: mouse, bump, frog, bumblebee, obedient hedgehog, naughty hedgehog.
"Like a bear Toptyzhka visited a kindergarten." Key words: Natasha, Masha, tumbler, nesting doll, typewriter, ball, play pranks, noise, closet, books.
Teremok. Write your own fairy tale about the tower. Use the words frog frog, lamb mouse, golden comb cockerel, cowardly hare.

Abstracts of speech therapy classes

Sound automation [w] based on the plot

"Masha Doll's Birthday"
Material: toys (doll Masha, Bear, Matryoshka, Parsley, cat, mouse, horse, Tumbler); subject pictures (cherry, car, reel, pillow, hat, wardrobe, etc.); color symbols of sounds, sound-letter city, cash desks, type-setting.
Lesson progress
Orgmoment
We brought you gifts.
Who wants, he will take.
Here's a doll with a bright ribbon,
Tumbler, airplane.

Depict the actions of clockwork toys: the doll is walking, the Bear is dancing, the Tumbler is swinging, the horse is jumping.
Lesson topic message
The doll is brought in. This is Masha.
The sound [w] is pronounced with emphasis.
- Remember the names in which there is a sound [w]. (Sasha, Natasha, Katyusha, Ksyusha.) Say the name Masha affectionately. (Mashenka.) Today Mashenka invites us to her birthday party. We will visit her and get acquainted with the new sound [w].

Sound characteristic [w] according to articulatory and acoustic features
- Mashenka still does not know how to pronounce the sound [w], let's teach her. What do our lips do when we pronounce this sound? (They are pulled out with a tube.) Where is the tongue? Is it narrow or wide? (The tongue is wide, "cup".) How do we pronounce the sound [w] - with or without a voice? Does it sound hard or soft? Vowel or consonant sound [w]? Bend your fingers and repeat what sound [w]. (Consonant, hard, deaf.)
Designation of sound [w] with a color symbol.

Pronunciation of sound [w] in syllables
- The mice heard about Mashin's birthday and whispered: “Sha-sho-shi (questioningly - will Masha invite them to a birthday party). Shu-sho-shu (with a request). Shta-shto-shtu (affirmative). Seam-seam-seam (happily)."
Pronunciation of sound [w] in words. Determining the position of a sound. case management
- Whom did Masha invite for her birthday?
Toys are exhibited (Cockerel, Parsley, Matryoshka, Tumbler, mouse with mice, Mishutka, cat, dog Sharik). Determining the position of the sound [w].
- What did the guests give Mashenka? First, name the gifts in the name of which the sound [w] is heard at the beginning of the word. (A ball, a hat, a chocolate bar, a scarf, a fur coat, curtains.) And now - with the sound [w] in the middle of the word. (A typewriter, a frog, a cup, cherries, a rattle, a reel, a book.) And also name gifts in the name of which the sound [w] is heard at the end of the word. (Ladle, pencil, brooch.)
The development of phonemic perception. Sound-syllabic analysis of the words Masha, porridge
- Mashenka invites us to play the games “The sound is lost”, “The sound is lost”. What sound is lost in the words we ... ka, ko ... ka, lie down ... ka, mo ... ka?
Children call the missing sound and the whole word.
- What sound got lost and got out of place, what sound was lost in the following words: taf, mytka, kata, mata? (The sound [t] got lost and took the place of the sound [w], which disappeared. The “correct” words are wardrobe, mouse, porridge, Masha.) Let's show Masha how we designate sounds with circles. And what do we mean by words, syllables?
Children lay out word patterns Masha, porridge.
- How are these words different? How are they similar?
Fizminutka
Children play the game "Cat and Mice".

Pronunciation of sound [w] in sentences. Supplementing offers
- Mishutka offers to play the game "Prompt the word." He says two words, and you add another word to make a sentence. Masha - porridge. (Loves. Masha loves porridge.) Misha - a fur coat. (Misha wears a fur coat.) A frog is a midge. (The frog ate the midge.) Cat - mouse. (The cat caught the mouse.)
Determining the number of words in sentences.
Sound [w] in connected speech
- The guests began to tell different stories. Listen to what Tumbler has to say about her friend Natasha. Give Natasha a bear. Natasha walk with the bear. She put panties on the bear. Natasha loves a bear.
Children restore, correct and retell the text.
Reading syllables sha, shu, sho, shi
- Remember, the letter w is never friends with the letter y, but only with the letter i. “Write the letter w with and!”
Working with split alphabet. Write the word tire.
- What syllable is missing in this word to get a new word machine? (Syllable ma.) Make up the word Masha.
Summary of the lesson

Automation of sound [w] based on the plot of the fairy tale "The Adventures of the Cowardly Bunny"

Material: toys (Bear-playful, Bunny-coward, Frog-bouncer, Mouse-norushka); subject pictures (cuckoo, bumblebee, cherries, chamomile, lilies of the valley, water lilies, porridge, volnushki, russula, capsules); images of trees, huts, symbols of sounds and words, split alphabet.
Lesson progress
Orgmoment
Psychophysical gymnastics.
Toys are shown.
- This is a naughty Bear, a Cowardly Bunny, a Jumping Frog Frog, a Lumpy Mouse. Depict the movements of the characters with facial expressions and gestures.
Lesson topic message. Sound characteristic [w] according to articulatory and acoustic features
- What is the same sound you heard in the names of our guests? (Sound [w].) Today we will repeat the sound [w] with them. What is this sound?
Children characterize the sound [w].
Pronunciation of sound [w] in syllables. Analysis and synthesis of the word noise
- A cowardly hare ran to us and listened. And the forest was noisy: “Ash-osh-ush-shi! (The bunny was alert.) Sht-st-st-st-stt! (The coward was frightened.) "But then the leaves whispered:" Shu-shu-shu. And the Cowardly Bunny calmed down. What sounds did you hear in the whisper of the leaves? (Sounds [w], [y].) Complete them with the sound [m]. What word came out? (Noise.) "Scatter" the sounds of the word noise. How many sounds are in it?
Pronunciation of sound [w] in words
- A cowardly hare ran out of the forest and ran to us. Now we will find out who and what he saw on the way.
Pictures of various colors are displayed. They grew on the edge ... (daisies, lilies of the valley, porridge), on the river ... (water lilies, capsules). Guess by the sounds [w], [m "], [e], [l"], who was sitting on a camomile? (Bumblebee.) On the bank of the river, the Cowardly Hare saw ... (pebbles), on a pine - ... (cones), on a hazel - ... (nuts). They grew under a bush ... (waves, russula). What bird did the Cowardly Hare see on a tree? (Cuckoo.)
Determining the position of the sound [w] in words. Selection of rhymes
- The cowardly bunny wants to play rhyming words with you. Match his words with other words with similar endings: bus ... (car), cat ... (mouse), frog ... (pillow), fly ... (cannon), mouse ... (bear). Where is the [w] sound heard in these words? (In the middle of the words.) And here is the naughty Bear. He will read you "mixed up" verses, and you listen and immediately correct the mistakes.
With a friend, we played cups ... (checkers).
They drank tea from a white checker ... (cups).
A bump came out of the mink ... (mouse).
A mouse fell on her ... (bump).
Cones were sitting under the bush ... (mice).
Mice hung on a pine ... (cones).
A cat flew in the air ... (midge).
The midge lapped milk ... (cat).
There was a cat on the table ... (bowl).
There was a bowl on the floor ... (cat).
Pronunciation of sound [w] in sentences. Analysis of the composition of the offer
- The playful bear came up with "confusions" not only in poetry, but also in sentences. "The rails lie on the noodles." What are the rails on? (The rails lie on the sleepers.) How are the words sleeper, noodles similar? And now let's fix the rest of his confusion proposals. "Natasha carries a boat." (Natasha wears a hat.) "Grandfather plays with the car." (Grandfather plays the harmonica.) "The mouse catches the cat." (The cat catches the mouse.) Make up your own confusing sentences. Show Mishka-naughty how we designate a sentence, words.
Offer analysis.
Practical learning of prefixed verbs
- Listen to the story of Mishka-naughty about how he came to us.
The speech therapist speaks on behalf of the Mischka Bear, and the children help lead the story.
- I walked through the forest and a wave ... (found it). Then I went into the forest ... (went), into the thicket of the forest ... (went in) and to the hut ... (went), then into the hut ... (went in), there was nothing there ... (found), further ... (went). To the tree I ... (approached), there I am sweet honey ... (found). Along the path ... (went) and to your lesson ... (came).
Fizminutka
Now listen to the poem and do the actions.

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

Children imitate a jumping frog, frightened mosquitoes and midges flying away, and then invite the Jumping Frog to the lesson.
Pronunciation of sound [w] in poems
- Jumping Frog decided to tell us about what happened recently with Playful Bear.

Squirrel from a branch to his little house.
She dragged the lump.
The squirrel dropped a bump
It hit Mishka right.
Mishka groaned, groaned:
There's a bump on my nose!

Children repeat the poem together with a speech therapist.
Reading and converting words. Sound-letter analysis of the word bear
What similar words have you heard? (Bear, bump.) Mark the word bear with circles. How many syllables does it have? Make up this word from the letters of the split alphabet. Now make new words by replacing the letters in the word bear. (Mouse, fly, midge, cat.)
Reading the fairy tale by G. Yudin “Like a Mouse was naughty”
- And here is the mouse-norushka. Who is she with? (With a little mouse of Mice.) She wants to tell a story about her naughty little mouse. Listen carefully and memorize the words with the [w] sound. Reading a fairy tale.
Development of phonemic representations
- Who remembered the words with the sound [w]? Name them.
Children's answers.
Composing words from the letters of the split alphabet at the request of children
Summary of the lesson

Sections: speech therapy

Correctional and educational objectives of the lesson:

• Exercise in the correct pronunciation of the sound “Sh” in syllables, words and sentences.
• To consolidate the ability to use models when analyzing the characteristics of sounds.
• Refine and expand the dictionary through the formation of the semantic field of the word “MOUSE”
• Develop the function of inflection.

Correctional and developmental objectives of the lesson:

Develop articulatory motor skills, prolonged speech exhalation, phonemic perception, memory, attention, self-control.

Correctional and educational goal of the lesson:

To cultivate interest in educational activities, perseverance, accuracy in work.

Equipment: a mirror, cards for analyzing articulation and sound characteristics, sound models and the image of the letter “Sh”, pictures for the sound “Sh”, image: mice, Mouse toy, chips.

Lesson progress

1. Org. moment.

Listen to the riddle:

- A little baby, afraid of a cat, lives in a mink, carries everything there.

- Who is it?

The picture is displayed - “MOUSE”

What sound does this word end with?

- Sound "SH"

Today we will work on the correct pronunciation of this sound.

And in order to correctly pronounce this sound, the lips, tongue and jaws must work well.

2. Speech therapy exercises

.

articulation exercises:

“Pancake, Cup, Turkey, Coil”

development of mandibular mobility

How does a mouse chew on a hard crust? Tense and relaxed chewing movements

How does a mouse chew soft cheese?

Work on speech exhalation

- let's say on the exhale:

Oh delicious cheese...

Ah, delicious fragrant cheese ...

3

.Analysis of the acoustic-articulatory image of the sound “Sh”(based on the table).

Pronunciation of the isolated sound “Sh” with the connection of oral, tactile, visual and acoustic control

Characteristics of the sound “Sh” and its correlation with the letter “Sha”

The sound is consonant, deaf, hard (Why do you think so?)

4.Automation of the sound “Sh” in with logs(syllable tracks).

- Help the mouse run to the mink

A picture with a mouse running along the path to the mink A, O, U, I and back.

The guys pronounce the syllable rows in chorus: Sh ----A, Sh ----O, Sh ---U, Sh ---I

A-Sh, O-Sh, U-Sh, I-Sh,

5. Automation of the sound “Sh” in words and phrases.

There are pictures on the carpet, the speech therapist invites the children to choose, only those in which there is a “Sh” sound and name them (cat, mouse, donut, closet, mousetrap, skin) - the pictures are displayed on the easel.

Selection of single-root words.

– Listen to the words and place as many chips as you hear the word “MOUSE”

Mouse, Mouse ka, Mouse onok, Mouse fir-tree, Mouse forge, Mouse different.

How many chips did you put in? (6)

The speech therapist asks the children to repeat the words and explain the meaning of the words:

mousetrap (trap for a mouse), mousetrap (hunt a mouse).

Choose a word-definition for our words

- What is the mouse? - big, fluffy

- What mouse? - tiny, playful

- What kind of mousetrap? noisy, big

- What kind of fur? - mouse, fluffy

6. Development of the inflection function

.

The speech therapist sets the numbers: 1, 2, 6 and invites each child to count the phrase

One big fluffy mouse, two big fluffy mice, six big fluffy mice.

One tiny nimble little mouse, etc.

One big noisy mousetrap, etc.

- Shu-Shu-Shu - we continue the game

Complete the sentence using the word MOUSE.

A MOUSE rustles under the cabinet.

Sensitive ears at the MOUSE.

The fluffy cat crept up to the MOUSE.

Don't Catch the Mouse

We are watching the MOUSE.

7

. Development of phonemic hearing and phonemic perception.

Guys, look, I have a magic wand in my hands and I turn you into poets. Let's try to write a poem together.

I'll start, and you continue:

Oshka-oshka - the cat sat by the window.

Yshka-yshka - a mouse ran into a mink.

Sha-sha-sha - catch it, cat, mouse

Oshki - oshki - the mouse loves crumbs

Sha - sha - sha - our game is good! Make an offer correctly.

The cat is afraid of the mouse. The mouse is afraid of the cat.

The donut eats the mouse. - The mouse eats the donut.

The wardrobe sits under the arm. The mouse is under the cabinet.

The paper rustles with the mouse. - The mouse rustles the paper.

Korka pulls the mouse into the hole. - The mouse pulls the crust into the mink.

8.Offer analysis.

A nimble mouse is afraid of a fluffy cat.

How many words are in a sentence? (5)

Say the first word in the sentence. (Second, third, fifth)

Which words contain the sound "sh"

9. Memorizing a poem.

The mouse has eyes - buttons-flashlight,
The mouse's nose is round like a ball.
The eyes see clearly, the ears hear keenly.
Do not be afraid of the mouse, it will not offend.

Analysis of the poem:

What do the eyes of a mouse look like?
What is the nose of a mouse compared to?
How do the eyes of a mouse see?
How do ears hear?
Is the mouse good? She won't hurt?

Once again, the poem is read with the children.

10.Summary of the lesson.

What sound did we work with today?

What new words have you learned?

Homework:

learn a poem about a mouse, and draw it.

Children's stories. School prep group.

“Do you know what toy I dream of?”

1. Ilya D.

The New Year is coming soon, and I dream that I have a toy dog ​​that performs different commands. You knock, and she rises to her feet, and then you knock, and she barks and jumps. I really, really want to have such a dog!

2. Ilya G.

My favorite toy is Wally the robot, but my mom can't buy it, it's not for sale anywhere, but I really want to. I have a game on the computer and a cartoon, but no toys. And I even have a pillow like that from Valli.

3. Alina B.
   I want a beautiful baby doll that you can wrap, change rags, diapers. This doll cries, pisses, drinks water, sings all sorts of songs.
   I will push her in a wheelchair.
4. Vanya F.
   I want a helicopter on the control panel for the New Year, it will fly, and everyone will scream, I will attach something to its legs, and it will ring, everyone will laugh.

1. Masha T.

You know, I dream of a Barbie doll, she is beautiful, she has a friend, they have a lot of different clothes, all kinds of items. I would go outside with them, play with my girlfriends, and other girls would also play with me.

2. Lena G.

I dream about Raponzi, this is such a doll, she can do different hairstyles. She has a friend - Chameleon, when he is sad, he changes color and turns red, and if everything is fine and he is happy, he is multi-colored.

3. Maxim M.
   And I don’t want a toy, I dream of a scooter, I really want it. And then I would drive it in our yard with my friend. Roma has it, but I don't.

The kindergarten where I work is attended by children with Mycobacterium tuberculosis. 30% of our children are from dysfunctional single-parent families, children of problematic asocial parents. Many children do not have parents at all, because they died either from tuberculosis or from drugs. The desire of a child of a child for a toy that he dreams of is simply unrealizable for many. I consider the chosen topic relevant, because on the eve of the New Year, and for a child, this holiday is associated with gifts and the fulfillment of his little dream.

Together with the educators, we conducted a survey among the children and invited the children to complete the phrase: “Do you know what kind of toy I dream of ...”.

We prepared the answers of the children in writing and offered them to the parents, pursuing several goals:

• To draw the attention of parents to the fact that the child is looking forward to the holiday and of course the fulfillment of desire, tenderness, love.

• Show parents how, consistently, coherently and logically the child can express his thoughts.

• Show the children how writing their story with a dream about a toy looks like.

During this lesson, I tried to make the children have a good mood.

There are children who cannot pronounce words with the “sh” sound. They say about such children that they lisp. This speech defect can cause ridicule from other children, because with such a sound, words are like a hiss, their meaning is distorted.

Causes of violation of the pronunciation of the sound sh

The absence, distortion of the sound “sh” in speech is called sigmatism. If it is replaced by other sounds, for example, from the word "hat" it turns out "slipper", this is called parasigmatism. There are 7 reasons why automation of the “sh” sound does not occur:

• , in which words with the sound “sh” are obtained with a touch of lisp. This is explained by a shortened sublingual frenulum, which is why the tongue does not reach the palate or by the narrowness of this very palate.
• Lateral sigmatism: instead of a solid “sh” sound, it turns out to be clapping. Difficulties with pronunciation arise from an open lateral bite, a weakness on one side of the tongue muscles, which occurs in children.
• Nasal sigmatism: it is difficult for a child to pronounce it due to tension in the back of the tongue muscle, therefore it turns out an “x” with a nasal pronunciation.
• Labiodental parasismatism: “sh” is replaced by “f”. It is difficult for babies with malocclusion to pronounce the sound “sh”. Also, distortion occurs due to a violation of phonemic hearing of a reduced tone of the language.
• Dental parasigmatism: substitution of the letter “sh” for “t”. The reasons are the same as with labio-tooth parasigmatism.
• Hissing and whistling parasigmatism - hard sounds change to soft ones, or instead of “sh”, “s”, “z” are pronounced.

Setting the sound sh

The production of the “sh” sound, namely, the correction of the “sh” sound profile, depends on the reasons for which this happens. Sometimes the correct articulation of the sound Ш comes after a visit to the orthodontist, who, with the help of orthodontic structures, expands the upper palate and corrects the bite. If the teeth are normal or the pronunciation has not improved after the intervention of the dentist, speech therapy exercises are needed. They are based on the development of the correct articulatory structure of the sound “sh”.

Correct articulation

To set the sound Ш, it is important to understand how the tongue should be placed:

• it should be wide with a raised front edge towards the top;
• a gap should form between the tongue and the palate at the upper incisors;
• at the same time, the lateral edges are in close contact with the molars of the upper jaw.

An important condition is the absolute symmetry of the language. The position of the lips is also important: they should form a funnel.

Articulation gymnastics

An individual speech therapy lesson begins with. Articulation exercises delight children. We put the sound sh by playing:

• Behemoth: Open your mouth wide, count to five, then close.

• "Frog": stretch the mouth in a smile without changing the position of the teeth.

• "Tubule": stretch the lips with a tube, hold them.

• "Pancake": put a wide, relaxed tongue on the lower lip.

• “Jam”: lick the upper lip with a wide tongue in the shape of a cup.

• “Brush”: drive the tongue across the sky, from the teeth to the throat.

Breathing exercises

In the field of a complex of articulation exercises, the child is offered to perform breathing exercises in a playful way:

• "Air football": put a cotton ball on the table and offer to score a goal with an air jet from the mouth. For this, the lips are folded into a tube, and the cheeks are not involved. Before you teach your child this exercise, you need to hold your cheeks with your fingers so that he does it on one even exhalation.

• “The butterfly sat on a flower”: cut out flowers and butterflies from colored cardboard, connect them with a thread. Blow the butterflies off the flowers with a jet of air.

Sound automation sh

An individual lesson on automating the sound Sh begins with the fact that the child is asked to say what the letter Sh looks like, what pictures with its images will help with.

Further, automation classes are built in the following sequence: put the sound in isolation, then automation of the sound Ш in syllables, then comes the pronunciation of words, sentences with the sound Ш, and at the end they learn speech therapy verses, tongue twisters, tongue twisters.

Automation of sound in syllables, in words, phrases, sentences

For preschoolers, sound production classes become interesting and expected if the speech therapy lesson is started in a playful way. For example, offer to find the letter “sh” in the picture, tell a funny rhyme about the letter “sh”.

• Automation in syllables begins with the pronunciation of those combinations where “sh” comes first: sha, sho, shu.

• After mastering, there are reverse syllables - ash, ush, etc.

• Then syllables, closed and open, associated with other sounds: shto, jester, state.

• Words starting with the letter “w” are the next step. You need to train the pronunciation of words with the sound “sh” at the end and in the middle.

• The sh sound in phrases.

• The sh sound in sentences: start with short sentences and work your way up to more complex ones.

If the child is already reading, a summary of an individual lesson can serve as a working material, namely, a fragment of it with syllables and words so that he reads them on his own.

Automation in poetry, proverbs, tongue twisters, riddles

There are many funny poems, nursery rhymes, proverbs and tongue twisters that will help to achieve the automation of this sound.

• Poems:

• Pure tongues:

Sound strengthening games

Speech therapists have a special tactic in their approach to classes: the child is offered those tasks that he likes. Children who play are much easier to teach than those who are bored.

We offer a number of games to automate the sound “sh”:

• "Snake": the picture shows a snake that wants to get into the house. It is on the other side of the labyrinth. The task of the baby is to help the snake crawl home, leading the finger through the maze and pronouncing the sound “sh”.

• "Help the mouse": the plot of the game - the mouse runs away from the cat. The child needs to read the syllables in sequence, and then the words with the letter w, so that the rodent can run away from the cat. For the first time, focus on the correct pronunciation, and then you can suggest increasing the speed of the mouse, reading syllables, words faster.

• “Speech therapy fairy tales with pictures”: come up with or take a ready-made fairy tale from the Internet, where there are many words with the sound “sh”. The task of the child is to read the fairy tale, correctly pronouncing the sounds.

The structure of an individual speech therapy lesson

1. should start every session. This will help prepare the muscles of the tongue, cheeks, lips. The duration of this part is about 5 minutes.
2. Reviewing what was learned in the previous lesson. If the child has difficulties, it is worth stopping at this stage and going through it again.
3. If the baby completes the tasks easily, you can proceed to the development of more complex stages.
4. Games to consolidate the material.

The total duration of classes should not exceed 20-25 minutes, so that the baby does not lose interest in them.

The situation when children pronounce poorly or do not pronounce some letters of the alphabet at all is very common. The letter "Sh" is one of the most difficult to pronounce. And this applies to almost all hissing.

If you constantly engage in pronunciation of a child, then he will very quickly learn to pronounce the letter “Sh” without involving a speech therapist. In this article, we will look at the main causes of the problem, as well as study exercises that will help you a lot in the future.

If you notice that your child does not pronounce this letter well, then it is advisable to be examined by a speech therapist. Perhaps the problem of incorrect pronunciation is caused by hearing loss. In this case, the help of specialists is needed.

Checking the level of pronunciation of "Sh" in a child

Before conducting sound correction classes, it is necessary to check whether there is a problem at all. Violation of the pronunciation of hissing can occur in the form of sigmatism (this is a defect in the pronunciation of the sound itself) or parasigmatism (complete replacement of it with another). The latter case is quite common. For example, a child instead of the word "hat" says "apka", etc.

The pronunciation of the sound "SH" can be of several types:

• Interdental. In this case, he becomes lisping, and when pronouncing, the child sticks his tongue between his teeth;
• Nasal sigmatism. The child says the letter "Sh" in the nose, resulting in a peculiar acoustic effect;
• Lateral sigma. The sound has a pronounced squelching tone;
• Tooth parasigmatism. In this case, when pronouncing, the child rests his tongue on his teeth, because of which the result becomes more like a "T";
• Labio-tooth parasigmatism. In this case, "SH" is replaced by the sound "F". This phenomenon is often observed in malocclusion;
• Whistling parasigmatism. The child pronounces a whistling “S” instead of “Sh”.

How to check the pronunciation of the letter "Sh" without a speech therapist

Speech therapists use a capacious examination procedure to identify the problem and its level. But you can check the speech of the child yourself. Pronunciation is checked in isolation, in syllables, words, phrases and sentences, i.e. increasingly.

Checking the pronunciation of an isolated sound is carried out by repeating different sounds by the child after mom or dad. Pronunciation in syllables is checked in a similar way. For a more comprehensive assessment, it is necessary that the letter "Ш" be in different positions (ША, ОШ, WUSHU, OSHO, etc.)

It is important to consider that the problem may be with the pronunciation of other hissing. Therefore, if you decide to teach your child to say the letter “Sh”, then you should be prepared for the fact that other sounds will have to be corrected.

To check the pronunciation of "Sh" in words, it is advisable to prepare or purchase cards with pictures. This will turn the procedure into a fun game. Speech therapy words with the letter "Sh" are selected so that the sound you need is in different positions. When choosing sentences and phrases, preference should be given to those in which it occurs in different places.

Why there are problems with the pronunciation of the letter "Sh" hissing

There are several main causes of incorrect pronunciation:

• Physiology, i.e. malocclusion, too large tongue, high palate, etc.;
• The child uses the pacifier for a long time. In this case, the bite is spoiled, because of which many sounds suffer, especially hissing and whistling;
• "Shusyukane" with the baby. The child imitates the elders, distorting speech;
• Speech impairment in adults. The kid can copy the speech of the parents if they speak incorrectly;
• Exaggerated demands of parents. Often parents demand too much without showing proper articulation;
• Lag in development. If thinking, memory and attention are not fully formed, then speech development will also suffer;
• Hearing impairment or the baby does not recognize sounds by ear.

Only a specialist can identify the exact cause of the problem. Therefore, if you have not been able to teach your child to pronounce the letter “Sh” for a long time, then you should contact a specialist.

We train the correct pronunciation of the letter "Sh"

Before proceeding directly to the exercises for setting "Sh", it is necessary to carry out articulatory gymnastics, which helps to increase the mobility of the speech organs.

Stretching the tongue

To warm up the language, you can use the following exercises:

• "Pancake". The child should put the flattened tongue on the lower lip and hold on it for at least 10 seconds;
• "Cup". It is necessary to spread the tongue on the lower lip, lifting its edges and tip. As a result, a kind of cup is formed;
• "Chatterbox". Similar to the previous exercise, but at the same time the tongue-cup rises and falls;
• "Horse". One of the most favorite exercises for a child, because he must click his tongue, extracting a sound similar to the clatter of horse hooves.

So that the “student” is not bored, accompany the exercises with funny stories. It is also advisable to do exercises in front of a mirror.

1) what it consists of and why it is so necessary for your baby.
2) Is it worth eating mango during pregnancy,.

We stretch our lips

The following exercises are suitable for warming up the lips:

• "Elephant Proboscis". The child should alternately make a wide “tube” (lips are in the position for pronouncing the letter O), and then narrow (lips are in the position for pronouncing the letter U);
• The alternation of a narrow "tube" and a smile. Make sure that the smile is wide;
• "Astonishment". At the same time, the lips of the child take a position, as with the sound O.

The main methods of setting the sound "Sh"

Speech therapy classes for the letter "Sh" begin with the development of the pronunciation of an isolated sound. One of the most effective ways is to set the sound from other sounds.

If the child pronounces the “T” sound well, then this is one of the easiest ways. To do this, the child must pronounce "Ts-s-s" until you achieve a normal pronunciation. After that, ask him to do the same procedure, but "hiding" his tongue behind his teeth. The result is a "sh" sound.

If in doubt, you can do it yourself. For fixing, the “hissing snake” exercise is suitable. For variety, associate this sound with the sound of a deflated balloon or the hiss of a cat.

Hissing always causes difficulties in children. And the sound "Sh" is one of the most difficult. The recommendations presented in this article will help you identify the problem as early as possible and get rid of it. It is enough just to make a little effort, and your child will be easier to communicate in the future.