Automation of the sound sh in words and phrases. Automation of the sound w in direct syllables, words. Development of the inflection function
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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 language 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
- should start every session. This will help prepare the muscles of the tongue, cheeks, lips. The duration of this part is about 5 minutes.
- 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.
- If the baby completes the tasks easily, you can proceed to the development of more complex stages.
- 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.
Sounds [W] - [S]
Sound [S]: lips are stretched in a smile, teeth are “fence”, the tongue is behind the lower teeth, cold air is blowing in the middle of the tongue. The vocal cords are at rest, the throat does not tremble (no voice).
Sound [W]: lips pushed forward and rounded, tongue behind upper teeth. The shape of the tongue resembles a cup. The air stream is warm. The vocal cords are at rest, the throat does not tremble (no voice).
Differentiation of sounds [С] - [Ш] in isolated sound
Exercises "The pump is the wind": S - W, S - W, S - W ...
Differentiation of sounds [W] - [S] in direct syllables
SHA-SA SHO-SO SHU-SU SHI-SY SHE-SE
SA-SHA SO-SHO SU-SHU SY-SHI SE-SHE
SHA-SA-SHO-SO-SHU-SU-SHI-SY-SHE-SE
SA-SHA-SO-SHO-SU-SHU-SY-SHI-SE-SHE
SHA-SA SHO-SA SHU-SA SHI-SA SHE-SA
SHA-SO SHO-SO SHU-SO SHI-SO SHE-SO
SHA-SU SHO-SU SHU-SU SHI-SU SHE-SU
SHA-SY SHO-SY SHU-SY SHI-SY SHE-SY
SHA-SE SHO-SE SHU-SE SHI-SE SHE-SE
SA-SHA SO-SHA SU-SHA SY-SHA SE-SHA
SA-SHO SO-SHO SU-SHO SY-SHO SE-SHO
SA-SHU SO-SHU SU-SHU SY-SHU SE-SHU
SA-SHI SO-SHI SU-SHI SY-SHI SE-SHI
SA-SHE SO-SHE SU-SHE SY-SHE SE-SHE
Differentiation of sounds [W] - [S] in reverse syllables
ASh-AS OSH-OS USH-US YSH-YS ESH-ES
AS-ASH OS-OSH US-USH YS-YSH ES-ESH
YASH-YAS YOSH-YOS YUSH-YUS ISH-IS YESH-ES
YAS-YASH YOS-YOSH YUS-YUSH IS-ISH EU-YESH
ASH-AS-OSH-OS-USH-US-YSH-YS-ESh-ES
AS-ASH-OS-OSH-US-USH-YS-YSH-ES-ESH
YASH-YAS-YOSH-YOS-YUSH-YUS-ISH-IS-ESH-ES
YAS-YASH-YOS-YOSH-YUS-YUSH-IS-ISH-ES-ESH
ASh-AS OSH-AS USH-AS YSH-AS ESH-AS
ASh-OS OSH-OS USH-OS YSH-OS ESH-OS
ASh-US OSH-US USH-US YSH-US ESH-US
ASH-YS OSH-YS YSH-YS YSH-YS ESH-YS
ASh-ES OSH-ES USh-ES YSH-ES ESH-ES
AS-ASH OS-ASH US-ASH YS-ASH ES-ASH
AS-OSH OS-OSH US-OSH YS-OSH ES-OSH
AS-USH OS-USH US-USH YS-USH ES-USH
AS-YSH OS-YSH US-YSH YS-YSH ES-YSH
AS-ESH OS-ESH US-ESH YS-ESH ES-ESH
Differentiation of sounds [Ш] - [С] in syllables between vowels
(in intervocalic syllables)
ASHA - ASA USHA - USA OSHA - OSA ISHA - ISA YUSHA - YUSA
ASHO - ASO USHO - USO OSHO - OSO ISHO - ISO YUSHO - USO
ASHU - ASU USHU - USU OSHU - OSU YISHU - ISU YUSHU - YUSU
ASHI - ASY EARS - MUSCLE OSH - OSY ISHI - ISY YUSHI - YUSY
ASHE - ASE USHE - USE OSHE - OSE ISHE - ISE YUSHE - YUSE
YSHA - YSA YASHA - ESA YESHA - ESA YOSHA - YOSA YASHA - YASA
YSHO - YSO YESHO - ESO YESHO - ESO YOSHO - YSO YASHO - YSO
YSHU - YSU ESHU - ESU YESHU - ESU YOSHU - YOSU YASHU - YASU
YSHI - YSY YASHI - ESY YESHI - ESY YOSHI - YOSY YASHI - YASHI
YSE - YSE ESHE - ESE YESHE - ESE YOSHE - YOSE YASHE - YASE
ASHA - ASO - ASHU - ASY - ASHE ISHA - ISO - ISHU - ISHA - ISHE
OSHA - OSO - OSHU - OSY - OSHE YESHA - ESO - YESHU - ESY - YESHE
USHA - USO - WUSHU - MUSTache - USHE YOSHA - YOSO - YOSHU - YOSY - YOSHE
YSHA - YSO - YSHU - YSY - YUSHE YUSHA - YUSO - YUSHU - YUSY - YUSHE
ESHA - ESO - ESHU - ESY - ESHE YASHA - YASO - YASHU - YASY - YASHE
ASA - ASHO - ASU - ASHI - ASE ISA - ISHO - ISU - ISHI - ISE
OSA - OSHO - OSU - OSHI - OSE ESA - ESO - ESU - YESHI - ESE
USA - USHO - USU - EARS - USE YOSA - YOSHO - YOSU - YOSHI - YOSE
YSA - YSHO - YSU - YSHI - YSE YUSA - YUSHO - YUSU - YUSHI - YUSE
ESA - ESHO - ESU - ESHI - ESE YASA - YASHO - YASU - YASHI - YASE
Differentiation of sounds [Ш] - [С] in syllables, where vowels are between sounds [С] - [Ш]
SASH-SHAS SOSH-SHOS SUSH-SHUS SYSH-SHIS SASH-SHES
Differentiation of sounds [Ш] - [С] in syllables with a confluence of consonants
SNA - SHNA SMA - SHMA SVA - SHWA SKA - SHKA
SNO - SHNO SMO - SHMO SVO - SHVO SKO - SHKO
SNU - SHNU SMU - SHMU SVU - SHVU SKU - SHKU
DREAMS - SHNY SM - SHMY SVA - SHYS SKY - SHKY
STA - SHTA SPA - SHPA SLA - SHLA
STO - STO SPO - SPO SLO - SLO
STU - STU SPU - SPU SLU - SLU
STY - SHTY SPA - SHPY SLY - SHLY
AST-ASHT ASK-ASHK ASN-ASHN ASM-ASHM ASV-ASHV ASP-ASHP
OST-OSHT OSK-OSHK OSN-OSHN OSM-OSHM OSV-OSHV OSB-OSHP
UST-UShT USK-UShK USN-USHN USM-UShM USV-UShV USP-UShP
YST-YSHT YSK-YSHK YSN-YSHN YSM-YSHM YSV-YSHV YSP-YSHP
EST-EST ESK-ESHK ESN-ESHN ESM-ESHM ESP-ESV ESP-ESHP
IST-ISHT ISK-ISHK ISN-ISHN ISM-ISHM WIS-ISV ISP-ISHP
EST-ECHT ESC-ESHK ESN-ESHN ESM-ESHM ECB-ESV ESP-ESP
YOST-YOSHT YOSK-YOSHK YOSN-YOSHN YOSM-YOSHM YOSV-YOSHV YOSP-YOSHP
YUST-YUSHT YUSK-YUSHK YUSN-YUSHN YSM-YUSHM USV-YUSHV YSP-YUSHP
YAST-YASHT YASK-YASHK YASN-YASHN YASM-YASHM YASV-YASHV YSP-YASHP
Differentiation of sounds [W] - [S] at the beginning of a word
Gang-saika, naughty-salute, miner-sapper, hut-salad, sage-napkin, rustle-forty, joke-day, make noise-be able, spike-rash, jester-court, seam-owls, noisy-bag, sewn- well-fed, bread-cheese, awl-strength, hisses-sleeps, shawls-salts.
Differentiation of sounds [W] - [S] at the end of a word
Your-you, our-us, shoo-kis, mouse-cape, reed-koumiss, plush-plus, penny-rose, brooch-throw, swift-rice.
Differentiation of sounds [W] - [S] in the middle of a word
Interfere-write, went-ambassador, ears-mustache, Masha-mass, tub-whiskers, turret-basenka, I write-carry, pasha-pass, dance-dancer, sew-wear, horse-landing, bag-forest, top- sand, strap-sock, little mouse-awakening, mice-rats, decided-asked, decide-to hew, flash-ask, Prosh-millet.
Differentiation of sounds [Ш] - [С] in words, sound at the beginning, with a confluence of consonants
Hat-slush, bumblebee-dared, pieces - knocks, sleepers-slept, bayonet-joint, spurs-spores, calm-style, watchman curtains.
Differentiation of sounds [W] - [S] in the middle of a word with a confluence of consonants
Kashka-helmet, Mashka-mask, bear-bowl, pawns-sands, guts-pussies, shirt-sausage, tower-fable, arable-paste, scary-red, went-grew, Yashka-clear, stick-chandelier, let's go- grazed, pawns-songs, sacks-revenge, cherry-hangs, rhymes-vices, toffee-Irishka.
Differentiation of sounds [W] - [S] in words,
sounds [W] - [S] in one word
Sasha, Sasha, Sasha, land, land, dry, dried, drying, from above, listen, hear, senior, scary, sun, glass, bevel, laugh, laugh, laugh, laugh, funny, rhyme, funny, son, old woman, drying, sew, knock down, bipod, hurry, hurry, hurry, solid, got off, highway, chance, pole, six, wool, prank, procession, chess player, rustle, highway, sixth, machinist, shepherd girl, shepherd boy, empty, carry, grin, successful, fragrant, fluffy, obedient, cowardly, freckles, journey, obedient, fluffed, rustling, made a noise.
Differentiation of sounds [W] - [S] in phrases
Fluffy cat, high tower, dry pants, shepherd's purse, grandmother's chest, mouse squeak, sauerkraut, clubfoot bear, sharp thorn, pinecone, sleepy cat, Sonina's coat, high pole, Yasha's sleigh, fragrant bush, lush dough, fragrant hay , silk scarf, funny joke, chessboard, well-fed bear, cherry juice, funny mask, empty bag, dry hood, school board, funny nursery rhymes.
Differentiation of sounds [W] - [S] in pure tongues
Sha-sha-sha - Sasha washes the baby.
Su-su-su - I'm carrying a balloon.
Shi-shi-shi - the kids go to bed.
Shu-shu-shu - I'm writing a letter.
So-so-so - Misha rolls the wheel.
Su-su-su - the bear was seen in the forest.
Ash-ash-ash - there is a hut under a pine tree.
Os-os-os, os-os-os - there are many wasps above the bushes.
Osh-osh-osh, osh-osh-osh - and there are many wasps above the cherry. (A. Khmeleva)
Sha - sa - sha - asha Masha is good.
Sa - sha - sa - a wasp bit his nose.
Shi - sy - shi - our ears are good.
Sy - shi - sy - the wasp has a mustache, a mustache.
Ish - is - ysh - run here mylysh.
Ash - os - ash - we have a big hut.
Ash - os - ish - there is such silence around!
Differentiation of sounds [W] - [S] in sentences
From 3 words:
Sasha has a car. Sasha has sandals. Hurry up and make people laugh. Sasha eats dry. Masha has a sled. Pine cones. Our grandfather is a machinist. Natasha is eating soup. The gander cranes its neck. Our pump is noisy. Misha washes a glass.
From 4 words:
Sasha was walking with an old woman. Pasha is a coward, he is scared. Six kittens are hungry. The fishermen in the hut woke up. Natasha has a son, Sasha. Sasha hurries to her grandmother. Dishes are in the cupboard. Grandpa is drinking pineapple juice. A cuckoo is chirping in the garden. Grandpa is sleeping on the sofa. The bowls will be placed in the cupboard. Sonya dries down pillows. Dasha is sewing a satin belt. Sonya writes without errors. Dog Chestnut eats meat. The bear eats from the bowl. The cat has a fluffy coat. Natasha is sewing a scarf for Dasha. Sonya eats meat soup. Cones on a tall pine. The son took the coconut to his grandmother. Dasha has a high ficus. There is a cactus on the window. The bus goes past the tower. Shepherd Sanya was tending the flock. There is a closet against the wall. Sasha hurries to the exhibition. Dishes will be placed in the closet.
From 5 words:
Sasha rides Sonya on a sled. Sasha eats porridge from a bowl. Children look for cones under the pine tree. Cherries are ripening in our garden. Fluffy cat sleeps on the window. Our window has a tall pine tree. Misha cooks meat soup for the cat. The tail of our kitten is fluffy. Stas pours millet into a bag. The tall pine has fluffy branches. Gosha gives Sonya a dry tray. Dasha rides under a high bridge. Our cat has a fluffy tail. The cat eats a delicious sausage. The cockerel sits high on a pole. Sasha hurries to the bus stop.
From 6 words:
Jays and cuckoos made noise at the edge. Cars rush along the highway. Funny jokes from Sonya and Mishutka. Sonya and Sasha are going on a trip. There is an oak wardrobe in Sasha's room. Pasha's grandfather is standing at the bus stop. A glass, a ladle and a bowl are dishes. Misha knocked down a pine cone with his hat. Grandma's fur coat hangs in the closet in spring. The clumsy bear was sleeping under a tall pine tree. Sonya and Sasha are playing checkers. A pinecone fell on a sleepy bear.
From 7 - 8 words:
Masha and Dasha are standing by a tall pine tree. Sasha and his grandfather planted six wild rose bushes. Cats sit on the window and look at the sun. The cockerel was frightened, fell from the roof onto a pole. Through the colored glass I look at the sun. They removed the nets from the poles, they carried the oars to the boats.
Differentiation of sounds [W] - [S] in verse
Cones slippery rustled.
They splashed noisily from the pine tree.
A layer of snow, like a shawl.
Will hide cones until spring. (A. Volobuev)
Cars rushing madly -
Their tires rustle along the highway.
And in the rushing avalanche
A whisper is heard: shoo-shoo-shoo.
This tire whispers to the tire:
"I'm in a hurry, I'm in a hurry, I'm in a hurry!" (Yu. Razumovsky)
Cheerful old lady
Sewing all day today.
On a round spool
Looks fluffy cat.
Tired of sewing old lady
And sat at the gate
And with a round coil
The cat started playing. (K. Stewart)
Mice eat millet, Oh, what porridge
Mice at the edge, Masha is cooking for us!
They eat millet - There is no tastier porridge,
Mustaches move. (A. Khmeleva) Than our Masha. (A. Khmeleva)
Stesha was in a hurry, I myself brother Lyosha
I sewed a shirt. Wiped the galoshes with a rag.
Yes, I hurried - So that the cat does not inherit,
The sleeve didn't finish. (G. Avanesova) I sewed boots for the cat.
Who has a mustache? Mouse and reed
Mustache, mustache, the mouse squeaked to the reeds:
The cat has a mustache. Your rustle has broken the silence!
Mustache, mustache, Whisper noisily reeds:
The catfish has a mustache, a mustache. - Hush, mouse, do not rustle!
Mustache, mustache, the cat will hear your rustle.
Does a cat have whiskers? I would go to my grandmother, you. chit!
There is! (A. Khmeleva) Do not listen, mouse, -
Turtle The cat is grabbing, stupid!
The turtle makes everyone laugh, (B. Kremnev)
Because it's not in a hurry.
But where to rush to
Who is always in his house?
(B. Zakhoder)
Differentiation of sounds [Ш] - [С] in texts
Gray bastard.
Misha had a cat - a gray rogue. The cat has a fluffy tail, soft fur. He himself is grey, striped. The cat has a sweet voice. Misha gave him milk and porridge. The cat did not like porridge, he asked for meat. The cat was lazy and did not catch mice. The mice weren't afraid of him at all. The mice were good. It was good for the bastard too. Sleep sweetly, drink milk. He jumps on the window and warms his back in the sun.
Fox and jug(story).
A woman went out into the field to mow and hid a jug of milk in the bushes. The fox crept up to the jug. She stuck her head into the jug and drank her milk. But here's the problem - you can't take your head out of the jug. The fox says: “The jug was joking, enough is enough, let it go!” The pitcher is not far behind. The fox got angry: “You don’t understand in a good way, I will drown you.” The fox began to drown a jug in the river. Yes, the jug sank along with the fox.
Our cat
We have an extraordinary cat. And her unusual name is Umka. The cat is dressed in a fluffy fur coat. Chiffon bow on the neck. And what a smart one! Her children:
Who goes barefoot? Gander?
Who has a bump from a bump? At Mishka?
Who are mice afraid of? A cat?
Who mustachioed in the water under the bridge? Som?
Here is our cat!
Whose scarf?
At the edge of the forest, the dog Fluff found a scarf. “I’ll take it to Masha. And she will give me meat!”
There is a dog with a scarf, and a cuckoo for him:
Where are you with my scarf? BUT? This is my kids' scarf. I dry it on branches.
No, cuckoo, I found this scarf and am bringing it to Masha.
My children's headscarf!
There will be a kerchief machine!
My children's headscarf!
There will be a kerchief machine! You don't even have kids!
The fluff does not give the scarf. No one has peace from the noise: neither birds, nor insects, nor wasps ...
Found! Found! This is my scarf, - the mouse squeaked.
She grabbed a scarf and ran to her house. It became quiet at the edge, no one interferes with anyone.
At the window
Under the bush at the mouse and the mouse is a house with windows. Not cramped for mice in the house, there is enough space.
Mama mouse prepares delicious porridge for mice. And the mice stand at the window and see the cat.
Mum! Mum! Is this our nanny coming to us? So fluffy, so soft, so mustachioed, ears on top!
Oh, mice, get away from the window. This is not your babysitter. This cat Sonya goes hunting.
lazy cat
Do not give rest to the mouse grandmother. Either millet will be carried away, then - oats, then - porridge. And the cat Sonya sleeps on her soft pillow, and eats, sleeps and eats.
Grandmother to a cat: “No matter how mice take you away!”
No, they won't! I will scare them with my claws, mustaches, and scare them with my tail.
And again he sleeps and eats, eats and sleeps.
They see mice - a cat is not dangerous to them. They go to sleep on a soft pillow with a cat. And they joke about her: either they will remove the bow from the neck of a sleepy cat and wear it themselves, or they will put a spider on the mustache.
Grandma doesn't need such a cat. Grandmother will give her up to the neighbor's cat Mushka.
Differentiation of sounds [W] - [S] in tongue twisters
She sewed a fur coat - she sewed a skirt.
A fluffy cat sleeps on the window.
I sewed a hat - I sewed a slipper.
Sonya has cones, Sanya has checkers.
Sasha sewed a hat for Sasha.
Eat, Sasha, six sushi.
Pine cones on the pine.
Our Mishutka has funny jokes.
We have our cat, you have your cat.
Sonya's cat is sitting on the window.
We must be able not to make noise here.
Masha's mouse has funny pants.
We joke jokes for the sixth day.
Six mice rustle in a hut.
Pine cones, checkers on the table.
Sasha walked along the highway and sucked dry.
There are six rascals in the hut.
I will buy morocco boots for the cat.
I will sew funny pants for my braggart son.
Six Sashas have six poles, and six poles have six dryers.
Sasha Shustikov has a son - Sasha Shustikov.
A cat has six kittens, a mouse has six mice.
Pasha went on foot, carried a bag of sand.
Bear will go to Sasha, Sasha will go to Bear.
Differentiation of sounds [Ш] - [С] in proverbs and sayings
Do not lift your nose: you will stumble.
Sleep, sleep, but there is no time to rest.
The cat sleeps and sees the mouse.
Don't blame your neighbor when you sleep until noon.
What you bake, then eat.
As you lay down, so you sleep.
Hurry up and make people laugh.
Don't hurry with your tongue, hurry with your deeds.
You can't plow the field with song.
A sleepy cat does not catch mice.
BIBLIOGRAPHY:
1. Alifanova E.A., Egorova N.E. Logopedic rhymes and miniatures. Handbook for speech therapists and teachers of logogroups. - M.: "GNOM-PRESS", 1999. - 80 p.
2. Kulikovskaya T.A. 40 new tongue twisters. Workshop on improving diction / T.A. Kulikovskaya. - M.: Publishing house GNOM and D, 2010. - 48 s.
3. Spivak E.N. Sounds Sh, Zh, Ch, Shch. Speech material for atomization and differentiation of sounds in children aged 5-7 years / E.N. Spivak. - M.: Publishing house GNOM iD, 2007. - 48 p.
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, forcefully, 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 the 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
Pronunciation of 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 replaced 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
Dear colleagues, I present to your attention a summary of the lesson on the automation of sound [Ш] in syllables, words and phrasal speech. Many people know that sometimes automating a sound in a child’s speech takes much more time than setting it up. Therefore, only daily hard work gives positive results. And in order to make it interesting for a child to study, it is very important to conduct a lesson in an interesting playful way, and even better, take him on an exciting journey with fairy-tale characters.
I hope that you will evaluate the summary of the subgroup lesson that I have developed and add it to your pedagogical piggy bank.
Topic: "Automation of sound [Ш] in syllables, words, phrasal speech"
Class form: subgroup (senior speech therapy group)
Purpose: to automate the sound [Ш] in syllables, words, phrasal speech;
1. Correctional and educational: fix the correct pronunciation of the sound [Ш] in syllables, words, phrasal speech;
2. Correction-developing: continue to develop phonemic hearing and perception, form the skills of sound analysis and synthesis, expand and refine vocabulary, develop logical thinking;
3. Correctional and educational: Cultivate politeness, a sense of kindness and mutual assistance. Equipment: pencils, worksheets, the fairy-tale hero mouse Mouse.
The course of a speech therapy lesson
1. Organizational moment.
Every day, always, everywhere:
In the classroom, in the game
That's right, we say clearly
We are not in a hurry.
- Guys, now I will tell you an interesting story. Once upon a time there was an ill-bred Mouse Mouse. He didn't say "Good morning" or "Good night" to anyone. All his friends were angry with him - they did not want to be friends with him. And his mother advised him that you need to be polite with everyone. The mouse decided to improve. I brushed my teeth, combed my hair and got ready to go. He decided that he would be polite to everyone now and would always be happy to help his friends. And so our little mouse got ready to go. And you guys, the mouse invites you on a journey. Shall we go with our friend? For this we need to prepare. Let's do the following articulation exercises.
(a fairy-tale hero appears - a toy mouse Mouse)
2. Articulation exercises:
"Pancake", "Cup", "Delicious jam", "Fungus", "Horse".
3. Post subject. Guys, what sounds are repeated in the words Mouse and mouse.? That's right, these are the sounds [w] and [m]. Today we will fix the pronunciation of the sound [w].
4. Analysis of articulation. - What do our lips do when we pronounce the sound [w]? The lips are pushed forward, they look like a donut.
And what does our tongue do when we pronounce the sound [w]? The tongue rises to the palate, behind the upper teeth.
What warm or cold air comes out of the mouth when we pronounce this sound? Put your hand up to your mouth and check.
5. Fixing isolated sound [w]. Our mouse Mouse was walking across the lawn and heard someone hissing in the grass. The mouse looked carefully and saw a little duckling. He did this: "Shhhhhhhh" because he couldn't find his way home. Mouse Mouse helped a little friend get to his house. Let's try to hiss like that. Swipe your finger along the path, saying clearly: "Shhh ..."
6. Sound characteristic [w]. Guys, tell the little mouse Mouse everything about the sound [w]. What is he?
1) Consonant or vowel? (a consonant, because the thread breaks, the song is not sung, is indicated in blue and lives in a blue castle).
2) Hard or soft? (always hard, children knock with hammers).
3) Deaf or voiced? (deaf, children cover their ears with their palms).
7. Development of phonemic hearing.
Mouse Mouse, going on a journey, put all his things in a bag. Guys, if you hear the sound [w] when naming things, then clap your hands. In the mouse's bag: slippers, pants, socks, tie, jacket, shirt, scarf, coat, hat.
8. Reproduction of direct and reverse syllables. Rhymes game.
There is a little mouse Mouse along the path and composes poetry. Listen, guys, what he does:
Sha-sha-sha- mother washes the baby.
Shu-shu-shu - I'm writing a letter.
Shi-shi-shi - kids in the clearing.
Ash-ash-ash-give me a pencil.
Osh-osh-osh- I have a knife.
Wow wow - warm shower.
Ish-ish-ish- I have a baby.
Oshka-oshka - there is a cat on the window.
Ishka-ishka little mouse.
Guys, can you sing these songs? (children clearly pronounce rhymes with the sound [w])
9. Sound-letter analysis.
No sooner had the mouse Mouse finished singing the last song, when suddenly he met a hedgehog on the way. The mouse greeted the hedgehog, and he invited him to play a game. The game is called Find the Word. The mouse readily agreed and began to think. Guys, each of you has worksheets on your desks. Let's help the mouse determine the place of the sound [w] and correctly draw the "tracks" from the word to the diagram.
10. Physical Minute.
Well, now we'll have a little rest and play. Children sit on chairs, taking the "steering wheel" in their hands, slowly rotate it, singing:
They started the car: Sh-sh-sh-sh-sh-sh!
Inflated the tire: Sh-sh-sh-sh-sh-sh!
Smiled more cheerfully
And let's go quickly!
(repeat 2-3 times).
11. Lexico-grammatical games and exercises.
Formation of relative adjectives: And after the Mouse has played, he likes to eat deliciously.
What is wheat porridge?
What is cherry juice?
What pear compote?
What are chocolate candies?
Children clearly pronounce words with a sound [w]: millet, cherry, pear, chocolate.
12. The game "4th extra."
The mouse continued its journey. And met all new friends. This time he met a playful bear and helped him cope with the task. Guys, let's play the game "4 extra" with you. Clearly pronounce the extra word with the sound [w] (cherry, hat, awl, cat). Pictures with objects are displayed on the board:
13. Exercise "Finish the sentence with pictures."
Well, this time it was necessary to help the little frog, who could not form sentences correctly. Listen and complete the sentences using the correct picture (the picture is displayed on the board). Repeat the sentences in their entirety, clearly pronouncing the sound [w].
Misha has a new...
Dad is going to...
Dasha found...
Masha helps...
14. Riddles.
And now, guys, the little mouse Mouse has prepared riddles for you. Do you like to solve riddles? Let's guess them, and the pictures will help us with this (the pictures are on the board) Clearly pronounce the answer with the sound [w].
Though velvet paws,
But they call me "scratch".
I'm good at catching mice
I drink milk from a saucer.
In a green hut
Girlfriends live
Like beads, round
Emerald and small.
I'm sitting on top
I don't know who.
I will meet a friend
I'll jump, I'll take it.
green raft
Floats on the river.
On the raft - beauty
The sun smiles.
Who am I - guess for yourself.
I'm taking a sleigh in winter
That easily glide through the snow.
In the summer I drive a cart.
Two bellies, four ears.
Snow will fall in the morning
We take out the sled into the yard,
Don't forget to wear a jacket
And warm…..
This bird never
Doesn't nest for chicks.
Who is it?
15. The result of a speech therapy lesson.
Guys, with whom did we travel today? What sound did we learn to pronounce? Let's say goodbye to our guest and promise him that we, too, will always be polite to everyone.
No. 1 Sounds S-Sh
- Syllables: sa-sa-sa - sha-sha-sha, so-so-so - sho-sho-sho, su-su-su - shu-shu-shu, sy-sy-sy - shi-shi-shi.
- Paronymy words: ears - mustache, jokes - day, porridge - helmet, Masha - mask, Bear - bowl, rock - scale, joint - bayonet, style - calm, mars - march, you - yours, cape - mouse, flat - bowl, salt - play pranks, forty - rustle, fable - tower, rat - roof, manage - make noise, bite - eat, awl - strength.
- “Pick up pictures for Sonia and Shura” (separate the words with the sounds “S” and “Sh”): socks, stork, stroller, fur coat, wardrobe, mouse, bag, cherries, steps, bag, glass, astronaut, pillow, satellite, jug , cuckoo, pine, vacuum cleaner, cone, chair, pillow, pencil.
- Score 1-10 with some of the above words.
No. 2 Sounds S-Sh
- Syllables: sa-sha, so-sho, sy-shi, su-shu, sha-sa, sho-so, shi-sy, shu-su, sash, sosh, sush, sysh, shas, shos, shus, shis.
- Isolation of sounds С, Ш and pronunciation of words with them:
satin, walk, pour, rustle, litter, hiss, make noise, dry, raw, well-fed, vermicelli, cornflowers, sour cream, potatoes, reel, mop, root, edge, new settlers, leaves.
- Add the syllable SI or SHI: gu (si), pru (shi), lo (si), small (shi), take out (si), shaking (si), voro (shi), roof (shi).
- Form new words with prefixes C-, CO-: interfere - mix, ask - ask, sewed - sewed, dances - dances, sew - sew, draw - sketch, carry - take down, write - write off, take - collect, shake - shake .
No. 3 Sounds S-Sh
- Words: Sasha, six, drying, highway, sun, machinist, sixteen, plug, sixty, chess player, six hundred, traveler, shepherd, shepherdess, prank, rhyme, glass, fluffy, son, smile, old woman, successfully, obedient, coward, silent, chuckle, freckles.
- Score 1-10 - son, chess player, shepherd, old woman.
- Learning tongue twisters:
Checkers on the table, pine cones.
Sashka's hat knocked the bumps off.
4. Conjugation (I, You, We, You, He, She, they) in present. time:
Knock pine cones.
Collect pine cones.
No. 4 Sounds S-Sh
- Words: dry, audible, nimble, nightingale, hastily, chance, rustle, procession, pole, staff, invasion, wool, pole, funny, haste, pestle, plug.
- Score 1-10 - traveler, plug.
- Learning to speak:
Our big fluffy cat is sitting on the window,
And your little funny cat leaves the window.
4. Selection of signs and actions for the sounds С, Ш to the subject:
The cat (what?) is big, fluffy, funny, eared, plush. What is he doing? Hurries, breathes, plays pranks, sleeps, eats.
5. "Guess the word" (missing C or W):
Apka, .nk, .uba, .om, .mka, .lem, .ova, .aiba, .ol, .umit,
Ok, .up, .um, .pat, du., kva., anana., kamy., comp., we..
No. 5 Sounds S-Sh
- Phrases: Natasha's freckles, a cheerful shepherd, an obedient baby, a fluffy cat, funny rhymes, a dangerous journey, a luxurious box, a vociferous nightingale, a gentle sun, a fragrant lily of the valley, a fluffy earflap, dried pears, funny nursery rhymes, a mowed meadow, a noisy highway, rustling reeds, forest edge, ripe cherry.
- Related words: Laugh - laughter, chuckle, chuckle, funny, mockery, grin, funny. Hurry - haste, hastily, hasty.
- Present conjugation (I, You, You, We, He, She, They): Hurry along the highway and eat dryers. Whisper a funny rhyme in your grandmother's ear. Dry down pillows in the sun.
No. 6 Sounds S-Sh
- Phrases: rustling in silence, rustling in the barn, heard in the garden, rushing to school, drying on a hanger, rushing along the highway, fluffy snow is falling, a loud noise is heard, Misha's coat is hanging, a cheerful song is heard.
- The story "Pine" (memorization or retelling):
Sasha and Masha went to the forest for pine cones. Here is the edge of the forest. At the edge stands a tall pine tree. On a pine tree there are dense fluffy branches. And high, at the very top, there are big cones. Cones with noise fall down to the ground. There are many cones under the pine. Sasha and Masha raise the cones. With a package of cones, they rush home. And from behind comes the sound of a pine forest.
- Isolation of words from the story: with the sounds "S", "Sh" in one word; with the sound "C"; with a "sh" sound.
No. 7 Sounds S-Sh
- Count 1-10 with the phrases: fluffy pine, pine cone, foamy shampoo, blue shawl.
- Present conjugation: (I, You, He, She, They)
Hurry to the forest for pine cones.
Hurry home from the forest with pine cones.
Whisper a funny story in your grandfather's ear.
- Pronunciation of sentences:
Sasha hurries along the highway and carries dryers.
The driver hurries along the highway and carries drying.
Traveler …. Shepherd…. Shepherd….
- Selection of items for signs:
Funny (-th, -th). Fragrant (th, -th). Silent (th, -th).
No. 8 Sounds S-Sh
- Offers: Cars are speeding down the highway. Leaves rustle in the garden. Pears are drying on the roof. Mice rustle in the barn. The cat is basking in the sun. Tall pines rustle in the forest. A fragrant lily of the valley blossomed at the edge of the forest. The vociferous nightingale sings in the garden. The bushes were covered with snow. Aspens quietly rustle in the autumn forest. Natasha found a colorful scarf.
- Proverbs: Don't hurry with your tongue, hurry with your deeds. As you lay down, so you sleep. In a harmonious herd, the wolf is not terrible. On cloudy days the hay will not dry out. There is nothing more beautiful in the world than the native side. A good gardener, good and pears. Cat - toys, mouse - tears. Hurry up and make people laugh.
No. 9 Sounds S-Sh
Tongue Twisters:
There are six rascals in the hut. Sasha's hat knocked the bumps off.
Mother gave Sasha whey from curdled milk.
Our gray cat was sitting on the roof
and your gray cat was sitting higher.
Forty mice walked, carried forty pennies,
Two worse mice carried two pennies each.
Sasha walked along the highway and sucked dry.
Centipedes have too many legs.
Our sail is sewn to the conscience. The storm won't scare us.
Sasha quickly dries the dryers. Sasha dried about six.
And the old women of Sasha's dryers are in a funny hurry to eat.
A rustle in the reeds is heard - it makes noise in the ears.
One hundred fearless frogs frighten the heron in a whisper.
No. 10 Sounds S-Sh
Poems:
Speak quieter! - ask little mice.
Don't make noise early in the morning. The cat sleeps in the corner of the couch...
At night we played tag in a damp basement with a cat
Do not wake our cat - let him rest a little.
The mouse dried the dryers. The mouse invited mice.
Drying mice began to eat, their teeth were immediately broken.
Five merry frogs hurry about their business.
While it's wet, while it's puddle, you need to jump to the river.
If you meet frogs, do not interfere, they are in a hurry.
I took a teddy bear under my arm.
I sat in the bath and went for soap.
I looked back - oh, oh, oh! My bear got mad.
No. 11 S-Sh sounds
Yogurt was given to the Klana - Klasha is unhappy:
I don't want curdled milk, just give me porridge.
They gave us porridge instead of yogurt.
I don’t want just porridge like that, without curdled milk.
They gave our Clasha porridge along with yogurt.
Ate, ate Klasha porridge with yogurt.
She ate and got up. "Thank you," she said.
The mouse has a terrible dream that he is not a mouse, but an elephant.
That he came to Africa, lay down in an elephant's bed.
I began to sleep and there I saw a dream that he was a mouse, not an elephant,
And that he is not sleeping in Africa, but at home he is again.
"What a terrible dream I have!" - waking up in a dream
He thought and asked half asleep: "Am I an elephant or a mouse?"
No. 12 Sounds S-Sh
Russian folk tongue twisters:
Cheerful Savely, move the hay.
They gave Glasha yogurt, and Glasha had porridge.
Oak oaky, broad-leaved.
Sasha sewed a hat for Sasha. Sashka hit the bumps with his hat.
Even though the pike is sharp, it won't eat the ruff off its tail.
Sasha walked along the highway, carried the dryer on a pole.
Stepan has sour cream, curdled milk and cottage cheese.
At the edge of the hut live old chatterboxes.
Every old woman has a basket. There is a cat in every basket.
Cats in baskets sew boots for old women.