How to put l solid exercise. Setting the sound for the child in stages. Articulation gymnastics, speech therapy exercises, pronunciation lessons with pictures. From the sound A
Setting the sound "L" in speech therapy is one of the stages of consistent work on its pronunciation. As a rule, by the age of six, this sound is already among the letters of the alphabet mastered and pronounced by the child. If by this age his pronunciation leaves much to be desired, it is advisable that the staging process take place in stages with a speech therapist.
How to teach a child to say the letter "L", how to learn to pronounce it to an adult, what is the automation of the sound "L" tells our article.
Correct articulation of the sound "L"
In order for "L" to sound without distortion, the organs of speech must be in the following position:
- The teeth are not compressed, there is a small distance between them.
- The tip of the tongue is in good shape, touches the gums at the upper incisors, the tongue is lowered in the middle and on the sides, and slightly raised at the base.
- The air jet passes between the tongue and cheeks on both sides.
- The vocal cords create the sound of the voice.
Now look at the articulation profile of the “L” sound and test yourself by answering the questions:
The structure of the speech organs of the soft "L" is distinguished by the position of the tongue - its middle part is closer to the upper palate.
How to pronounce the letter "L" if there are speech disorders?
Types of distorted pronunciation "L"
A speech defect with the letter "L" is called lambdacism. It comes in 4 types:
- Bilabial. The lips are extended into a tube and it turns out "U" (a leaf is a whistle, a shovel is uapata).
- Nasal. The tongue at the base is in contact with the soft palate, air enters the nose, creating the sound "NG" (paw - ngapa, bow - nguk).
- Interdental. This position of the tongue gives the sound a lisp.
- Lack of "L". The effect of swallowing sound is created (summer is here, the boat is boat).
When “L” is replaced by other sounds, for example, a child says “V” instead of “L”, then this is paralambdacism.
Here, too, there are several replacement options:
- on "G" (spoon - gozhka, put - wait);
- on "B" (fork - twist, moon - wuna);
- on "Y" (skiing - yyzhi, lamp - yampa);
- on "D" (sausage - kadbasa, kolobok - kodobok);
- on "L" (little - small, bug - bug).
Are you wondering what the defect is called when you do not pronounce "L"? This is burr. And people who pronounce unclean "L" are teased as burrs.
The reason for the incorrect pronunciation of "L" may be weak muscles of the tongue, which plays a major role in the articulation of this sound. It may also be the wrong anatomical structure of the frenulum of the tongue, which does not allow reaching the base of the upper teeth. And with incorrect phonemic perception, if it takes place, it is problematic to reproduce “L”, like any other sound.
What does the algorithm for working with the sound "L" look like?
To learn how to pronounce the letter “L” correctly, you need to consistently go through all the stages of working on its sound pronunciation, slowly and without jumping from one step to another.
Once you have mastered a skill at one stage, you can move on to the next. This will significantly reduce the time and give a stable expected result.
How to put the sound "L" in an adult? The correction process is no different from what is provided in speech therapy for preschool children and schoolchildren. Another may be the form - without game elements, if this is a very serious adult.
And now let's consider in detail what exercises are performed in individual and group classes at each stage of the correctional process.
Preparatory stage
They explain to the child how to pronounce the letter “L”, show how it should sound. For the development of phonemic perception, words are called and asked to determine it by ear.
Then, breathing exercises are performed to form a targeted air jet.
For example, playing foosball with a foam ball or the Hippo exercise, as in the picture.
At this stage, due attention is paid to articulatory warm-up.
Sound production stage
To set the sound "L" used in several ways:
Setting the sound "L" by imitation
At a speech therapy lesson, a child is shown in front of a mirror how to position the tongue, lips; how air passes through such a structure; draw his attention to the slight vibration of the cheeks. The kid repeats after the adult. If difficulties arise, game techniques with elements of onomatopoeia come to the rescue, for example, the howl of the police siren “Llll”.
With this method of staging, illustrated material is widely used to create a visual image of the sound. To put the sound and form its kinesthetic image, the baby is offered to feel a warm air stream on his palm during sound pronunciation.
Setting the sound "L" mechanically
This method of sound production provides for the use of auxiliary means.
With the help of fingers, as well as a spatula, a probe, safe household items, if you practice this method of setting at home, the speech organs are fixed in the correct position.
For example, if a wooden stick is placed across the tongue, the necessary space is created between the sides of the tongue and the upper row of teeth for the correct direction of the air stream.
With a two-lip defect, when the lips spontaneously stretch into a tube, they are held with fingers in the smile position.
Setting "L" from other sounds
"L" in a solid sound can be successfully put through "Y" as follows:
- The tip of the tongue is bitten and the “Y” is drawn out. With such articulation, the desired “L” should sound.
- The same can be done in a slightly different way. The tongue lies halfway between the teeth, and the air is exhaled so that the cheeks move. First you need to do it silently, and then connect the voice. A noisy “L” will be heard, which will gradually become clear.
- With a distinct sound, the tongue moves behind the upper teeth.
The “L” setting is also performed from the soft “L”: the thumb is placed in the hole under the chin, pressed lightly, a hard “L” is reflexively obtained. The same effect can be achieved if the chin is supported from below with the back of the hand while pronouncing a soft “L”.
To relieve excessive tension during sound production, you can massage the facial muscles with your fingertips. And also snort like a horse; slap your lips like a fish; pretend to be tired by exhaling “uff”.
Articulation gymnastics for the sound "L"
The complex of articulatory gymnastics includes fun imitative games for the tongue.
Thanks to them, its motor activity increases (“Turkey”), the desired location is worked out (“Sail”), the tone increases (“Swing”), the elasticity of the hyoid ligament improves (“Horse”, “Accordion”).
And here are the exercises!
Automation "L"
When the sound has been delivered, it must be introduced into your everyday speech.
Therefore, at the automation stage, it is consolidated first in isolated sound, then in syllables and words, then in phrases and sentences.
How? With the help of game exercises, repetition of words, learning poems, tongue twisters, tongue twisters, riddles.
Card file of tasks for automation "L"
Teach the airplane to say the letter "L" correctly by repeating the syllables:
And now - the automation of the sound "L" in words: name the objects and think about where the sound "L" is hidden, at the beginning of the word, in the middle, or maybe at the end?
Here are more words with "L" for sound automation - practice:
Repeat phrases with the sound "L" and try to make sentences out of them:
Let's play! This is a game track, name the words and move from top to bottom to our "L":
And this funny snail is waiting for you to guess all the words and get to "L":
Automation of the sound "L" in poetry is an entertaining activity for preschoolers and adults.
Learn a poem about the letter "L" and tell your friends:
By repeating tongue twisters to the sound “L”, you will learn to pronounce it even better:
Think carefully and guess the riddle about the letter "L" from the first, well, or from the second, time:
But the task is more difficult. Try to speak and not stutter:
Speech material for automation "L" in connected speech:
To automate the sound "L" compose stories on the topics:
- “How mom washed the dishes,” using the words spoon, fork, plate, pan.
- "In the forest" with the words fox, spruce, squirrel, wave, wolf.
Stage of sound differentiation "L"
At the stage of differentiation, when the problematic sound was delivered and fixed, it is taught to distinguish it from similar ones in sound. What does it mean? See differences in articulation, in listening, identify the location in the composition of the word.
The sound "L" is differentiated in pairs with "P", "V", "L" in isolated pronunciation, as well as in syllables, words and sentences.
Speech material on the differentiation of sounds "L" and "R"
How do "L" and "R" sound separately?
Repeat the syllables where there are letters "L" and "R":
Say the words and help the monkey arrange the products in different boxes:
Make suggestions:
Put the letters in the words correctly and read the poem:
Differentiation of sounds "L" and "V"
Say "L" first, then "B". Repeat the syllables with these sounds:
Name the words and group them in three columns:
Listen or read the sentences, try to clearly pronounce the letters "L" and "V":
Repeat phrases:
Differentiation of sounds "L" and "L"
Say "L" and "L", determine by ear their difference in sound. Read the syllables with these sounds:
Name the words in the picture with a hard "L" and a soft "L":
Proverbs and phrases will help you make your pronunciation clear:
Discipline and motivation - guaranteed result
In working on sound pronunciation, discipline is necessary for a successful result.
- In order not to miss classes, but to study systematically.
- To work hard and complete tasks in stages.
- To keep track of your pronunciation in your free time from lessons.
Also, motivation is important. Learn to pronounce naughty sounds so that communication brings joy.
Support your little one by taking the time, being patient, encouraging small victories. The result will be not only correct speech, but also leadership qualities of character.
Is that what you want?
One of the latest sounds that a child begins to pronounce is "L". Sometimes it is possible to put his pronunciation only by the age of 6. There are a number of exercises that can help with this. It is important to know the correct technique for their implementation, so as not to worsen the situation with articulation. It can take a long time to produce the "L" sound, so it's important to take your time and work out consistently.
The incorrect pronunciation of "L" and "L" has its own name - lambdacism. This term describes not only the incorrect reproduction of sound, but also its complete skipping. Lambdacism is of several types:
- bilabial: instead of the correct sound, “y” is heard (“uapata” instead of “shovel”);
- nasal (the root part of the tongue falls on the soft palate, due to which the air flow rushes into the nose, the sound “l” changes to “ng” - instead of the word moon, “nguna” can be heard).
- interdental (in the process of speech, the tip of the tongue is placed in the interdental space);
- Sometimes the sound is not pronounced at all (instead of the word onion, the child says "uk").
Another speech therapy term describes the condition when a child replaces the correct sound "l" with others - paralambdacism. More often in practice, such substitutions "l" occur:
- on G - "stack" instead of "table", instead of "floor" "pogy";
- on B - instead of "ski" "survive";
- on Yo - instead of the word "spoon" pronounced "hedgehog":
- on D - the word "horse" is pronounced as "doshad";
- to the soft sound L - “dividing instead of“ deeds ”.
With the right exercise, this can be corrected.
What are the reasons for the incorrect pronunciation of "L"
There are only 3 reasons why a child may not learn how to pronounce "L" correctly right away. Among them:
- in the course of a conversation, “L” is not perceived by the child phonemically;
- anatomically short hyoid ligament;
- weakness of the muscles of the tongue.
Sometimes the age of the baby is also attributed to the reasons - if the child is very small (2-3 years old), his mistakes in pronouncing "L" can be considered the norm, since the sound is formed later - by 4-6 years.
How to position the tongue and lips to correctly pronounce "L"
The pronunciation of "L", especially if the sound is not yet obtained, requires the correct location of the organs of articulation. You need to pay attention to the following rules:
- teeth from the upper and lower rows should not close - it is better if they are at a small distance from each other;
- in order not to disrupt breathing, it is important to monitor the lateral parts of the tongue - they should not adjoin the far teeth of the upper row;
- the tip of the tongue should be strained, it should rest against the upper teeth or the gums above them;
- it is important to lift the root part of the tongue;
- in order for the passage to the nasal cavity to be closed, it is necessary to raise the upper palate;
- vibration must be created in the area of the vocal cords.
The position of the lips can be different when pronouncing "L" - it all depends on the letters that follow in the word after.
What can be mistakes when trying to pronounce "L"
There are several common mistakes that occur when trying to pronounce "L". In this case, all methods of staging sound become ineffective. Many of the errors are caused by misalignment of the lips and tongue and are therefore easy to fix.
The sound "L" may not work due to the fact that:
- the tongue is pulled into the inside of the mouth, which makes it possible to pronounce "Y" (instead of the word "crowbar" it turns out "yom");
- lips are not positioned correctly, which causes the wrong sounds to be heard - for example, the combination “uva” (instead of “shovel” “uvapata”);
- a sharp breath is taken at the moment of pronunciation - L changes to F if the cheeks are involved, and to H if the air flow passes through the nose.
Sometimes children replace the sound “L” with “R” - this happens especially often if the last sound has already been worked out, but the first one has not. Then the child can say "ruk" instead of "bow".
Incorrect lip placement
If bilabial lambdacism is present, errors may be associated with incorrect positioning of the lips during pronunciation - for example, if the baby pulls them out strongly, instead of the desired sound, “y” or “v” is obtained.
The “Smile” exercise is especially useful here: you need to clench your teeth, and your lips should be strongly parted in a smile. This position should be maintained as long as possible, and it is better to perform the movement under the count. Sometimes adults even have to hold their lips in such a smile manually to avoid pulling them out.
So that the baby does not strain his lips when doing exercises on "L", you can do the following tasks:
- "Fish": relax your lips, and then pat them together, like aquarium fish.
- "Fatigue": take a deep breath through the nose, and exhale through the mouth: while the lips should be parted and relaxed.
- "Horse": you need to inhale through the nose, and exhale through the mouth. At the same time, the lips should be relaxed so that their “prr” vibration begins from the air flow.
Preparation for the exercises for setting "L"
There is articulatory gymnastics that helps to put "L" and facilitates the process of setting the sound later. In general, exercises help increase the mobility of the lips and tongue:
- "Hammock" - the tip of the tongue rests on the front incisors of the upper row. It should be bent down so that it resembles a hammock sagging down in shape. There is no need to perform any movements here - just hold the tongue in this position for a while. It is better to do the exercise on the account.
- “Delicious” - the tongue must be made wide, and then lick the upper lip with it from top to bottom. It is important that the tongue works independently - the lower lip should not move up, thus moving the tongue. This makes it easier to do the exercise, but it's wrong.
- "Turkey" - the position of the tongue, as well as the movements performed, coincide with the "Tasty" exercise. At the same time, it is necessary to significantly speed up the pace of movements and add to this the pronunciation of the sound “bl-bl-bl” or similar.
- "Horse" (helps if it is difficult to hold the tongue on weight, resting it on the front teeth): the tongue should be made wide, and then clicked on the sky near the upper front teeth. The lower jaw should not move in any way, and the mouth should be slightly opened.
- "Swing" - in a wide smile you need to open your mouth. The exercise is performed according to the account - for “one” you need to rest the tip of the tongue against the upper teeth from the inside, for “two” - in the lower ones. The exercise is performed alternately.
- "Fungus" (helps to fix the tongue on the palate, that is, in the position on top): the surface of the tongue from above must be rested against the palate so that the tension of the tongue frenulum is felt. Movement is not required.
Such exercises are effective for any type of lambdacism. Prior to the start of training directly "L", these exercises must be performed for at least 14 days (sometimes such training is continued for a whole month). After that, you can start doing speech therapy exercises for the sound that is needed.
You can find more details on our website.
Training the sound "L" by imitation
If the child does not pronounce the sound in any way, it will be easier to put it on, because when the right sound is replaced with the wrong one, a habit is formed, and it can be much more difficult to correct it.
You can learn to speak hard and soft "L" by imitating the correct sound. At the same time, you need to show the child how to properly position the articulatory organs in order to be able to pronounce "L". They do this in front of a mirror - a speech therapist or a parent sits down to him with a child and, by his own example, shows the correct position of the lips and tongue when pronouncing "L".
In words, this can be explained as follows: the tongue should be expanded as much as possible, and the tip should be pressed to the base of the upper front teeth. The middle part of the tongue needs to be bent down, like a hammock, and the root, on the contrary, should be raised. It is important not to lift the side parts of the tongue up, because otherwise the air flow will not rush in the right direction - to the cheeks (they vibrate if you touch them while pronouncing the sound).
Such a setting of the sound “L” from demonstrating their example is effective, but children, due to their small age, cannot always understand and repeat it. Then you can pick up simpler tasks - for example, tell the child fairy tales that train the necessary sounds (you usually need to extend these sounds in them, for example, if the fairy tale is about steamboats, you can imitate the sounds “LLL” they make).
The child may not immediately learn how to pronounce “L” correctly, but after several trainings, the desired sound should turn out. For the sound “L”, articulatory gymnastics is carried out both through exercises for the language and through the pronunciation of syllables and words.
When you manage to train "L", you can try to combine it with vowels and pronounce syllables already - Lo, La, Le and others. If the baby has difficulties with such combinations, you can start with the reverse ones - Ol, Al, Ul.
How to make correct pronunciation automatic
Staging at home can be very difficult. This is a long process, so it is better not to overload the child - it is enough to practice for a few minutes 2 times a day (no longer than half an hour). It is better to conduct training in a playful way.
Soft "L"
Even if the child has learned to speak the sound “L” itself, as well as the syllables with its participation, he can still miss it in words. Then it is better to start with training the soft sound "L". Here, too, you should start training with syllables - La, Liu, Li and other similar ones. When the syllables begin to turn out, you can try to go to the words:
- Le: light;
- La: fields;
- Le: laziness;
- Liu: buttercup;
- Lee: fox.
The production of the sound "L" in individual words can be fixed with pure words:
- La-la-la - cold earth.
- Lu-lu-lu - I'll flood the stove.
- Li-li-li - we found mushrooms.
Tongue twisters are also useful. For example, to set the sound "L" you can use the following:
- Lala ate halva under the covers.
- At the warm stove, Tolya weaves bast shoes.
- Lyuba loves buttercups, and Polya loves cartoons.
- Barely Lena ate, she didn’t want to eat out of laziness.
- Valenki felt boots are small for the giant.
If in syllables of the direct type the articulation of the sound "l" of the soft began to turn out, you can go to the reverse ones. The syllables are pronounced as follows: Al, Yel, Ol, Yal, Ul, etc. After setting them, you can also switch to the corresponding words - for example, tulle, poplar, moth, tulip, high chair.
Sound combinations can be complicated by adding additional consonants - K, P, F, G, S (Slyu, Slya, Sli, etc.). Words for staging such sounds are easy to pick up - plum, cranberry, slush, glucose, flux, mica, plus and others).
The following exercises for setting L will help to consolidate the skill:
- FIR-EL-EL: in the yard drops.
- OL-OL-OL: the moth flew.
- YL-YL-YL: palm quickly lathered.
- UL-UL-UL: we will hang the tulle.
You can play this game. Connect objects with squares depending on where the letter "l" occurs (at the beginning, at the end or in the middle). Say each item several times.
At this stage, you still need to control the correct position of the tongue in the mouth.
Solid "L"
It is more difficult to learn to pronounce "L" solid. The technique here is similar to that used when the articulation of the sound "L" is put, but much more repetitions may be required.
It is better to start with solid syllables - La, Lo, Lu, Ly, Le. When you manage to put them, you can go to the words:
- Lo: boat, elbow, forehead;
- La: lamp, bench, varnish;
- Ly: skis, floors, tables;
- Lou: moon, meadow, bow.
To consolidate the result, such tongue twisters and tongue twisters are suitable:
- La-la-la - removed the garbage,
- Lu-lu-lu - sweep the ashes,
- Lo-lo-lo - the glass burst.
- In the boat Volodya.
- Put coal in the corner.
- Near London is the lair of the sorcerer.
When setting "L" hard and soft, it is better to avoid words or syllables with "R". The sounds "L" and "R" are especially difficult for a child, so it's best not to confuse them with each other. required later than "L".
The sound "L" is one of the most complex sounds, which in some cases can be formed only by 6 years. To put it as quickly and efficiently as possible, it is better to consult with a speech therapist. You can try to cope at home with the help of exercises.
Purpose of the lesson: formation of the correct pronunciation of a sonorous sound.
Development of organs of articulation;
Development of auditory attention;
The development of phonetic-phonemic hearing.
Articulatory gymnastics, the formation of the correct pronunciation of the sound “L”
Articulatory gymnastics is recommended for the development, clarification and improvement of the basic movements of the speech organs. It is necessary to carry out gymnastics daily so that the motor skills developed in children are consolidated and become more durable. When selecting material, you must follow the sequence, go from simple exercises to more complex ones. It is necessary to conduct speech gymnastics emotionally, in a playful way. Exercises are performed in front of a mirror, children should see their own face and the face of a speech therapist.
The speech therapist monitors the quality of the movements performed: accuracy, correctness of movement, smoothness, sufficient amount of movement, pace of execution, stability. Good switchability from one movement to another, symmetry, the presence of unnecessary movements.
Work on each exercise goes in a certain sequence:
A story about the upcoming exercise using game techniques;
Show exercise;
Exercise by children in front of a mirror;
Checking the correct execution, indicating errors;
Performing exercises without a mirror.
At the beginning of work, there may be tension in the movements of the tongue, lips. Gradually, the tension will disappear, the movements will become free and coordinated.
At the preparatory stage, two types of general developmental exercises are used: static and dynamic.
Static exercises are aimed at maintaining the articulatory posture. Dynamic - require rhythmic repetition (about 6 times) of movements, coordination, good switchability.
The exercises are as follows:
“Turkey” - goal: to develop the rise of the tongue up, the mobility of the tip of the tongue.
Open your mouth, make movements with the wide front edge of the tongue along the upper lip back and forth, trying not to tear the tongue from the lip, add a voice until you hear: BL -BL (like a turkey mumbles).
“The steamer is buzzing” - goal: to develop a rise in the back of the tongue up.
Open your mouth and pronounce the sound “Y” for a long time.
“The plane is buzzing” - the goal: causing a sound close to “L”.
The mouth is open. The lips are stretched, while pronouncing the sound “Y” for a long time, we push the tip of the tongue between the upper and lower incisors, hold it in this position. Hear "L".
“Delicious jam” - mouth open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.
“Horse” - stick your tongue to the sky, click your tongue. Click slowly and strongly, pull the hyoid ligament.
"Swing" - the mouth is open. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.
"Arrow" - the mouth is open. Narrow directional tongue pushed forward.
“Hide the candy” - the mouth is closed. With a tense tongue, rest against one or the other cheek.
The position of the organs of speech when pronouncing the sound “L”
The lips are open, taking the position of the subsequent vowel sound. The teeth are slightly open. The narrow tip of the tongue is raised and in contact with the anterior part of the hard palate (alveoli). The middle part of the tense back of the tongue bends, the tongue takes the form of a saddle. The root of the tongue is raised, the lateral edges of the tongue are lowered, forming a gap with the upper molars. The air is exhaled in a moderate stream through the gap along the lateral edges of the tongue, with the back of the hand we feel a warm air stream.
Setting the sound "L"
The speech therapist shows the child how to bite the wide tip of the tongue. They explain to him: “Make your tongue look like a pancake. Show me how you bite him with your teeth. Do it lightly so that it does not hurt, and watch how the tongue will lie motionless on the bottom of the teeth, like a pancake on a plate.” Now open your mouth, and let your tongue lie as before. Do this several times in a row. (Child is exercising in front of a mirror)
Imitating a speech therapist, the child will soon learn to slightly bite the wide tongue with the front incisors, then, opening the mouth, leave the tongue in its original position.
When the child has mastered this exercise, they begin to produce the sound “L” with the interdental position of the tongue. The speech therapist invites the child to pronounce the sound “A” at the moment when he releases his tongue after biting. The exercise is repeated 5-6 times. Gradually, the pace of the exercise speeds up, and first the syllables “AL, AL, AL” are heard, then “LA, LA, LA”.
The speech therapist performs the exercise simultaneously with the child, but silently, so that he sees the correct articulation and keeps the right pace.
Next, you should translate the tongue into a non-toothed, normal for this sound, position. The speech therapist invites the child to raise the tongue by the upper incisors and, pressing it firmly against the alveoli, pronounce the syllables “LY, LY, LY”. In combination with the sound “Y”, the sound “L” becomes more clear.
Practicing the sound "L" in syllables
Speaking 3-5 times:
Practicing the sound "L" in words
Ball - shaft - small - fell - hall
Bol - ox - pier - floor - angry
Bull - vul - mule - pool - zul
Was - howled - washed - ardor - angry
Bill - wil - mil - drank - zil
Bel - led - chalk - sang - green
Byal - sluggish - crumpled - pyal - zyal
A chair, Pavel, I forgot, a pencil case, a floor….
Practicing the sound “L” in sentences
The skier is on the track.
There are skis in the corner.
Laika had a white paw.
Mila put the lamp on the table.
Klava drank milk and ate a bun.
The ball fell from the chair to the floor.
Pavel sailed in a boat on the waves.
Practicing the sound “L” in phrasal speech
The poem "That's what mom"
Mom sang a song
Dressed my daughter.
dressed - dressed
White shirt.
white shirt,
Thin line.
Mom sang a song
Shoe my daughter.
Fastened with an elastic band
For every stocking.
Light stockings
On my daughter's feet.
Mom sang a song
Mom dressed the girl
Red dress with polka dots
Shoes are new on the legs.
That's how mom pleased -
Dressed up my daughter.
That's what mom -
Golden right!
Patter
Al - al - al - the pencil case fell to the floor,
Ol - ol - ol - the pencil case fell to the floor,
St - st - st - the pencil case fell on a chair,
Yl - yl - yl - Pavel forgot the pencil case.
stories
It was winter, but it was warm. There was a lot of snow. The children were at the pond. They took the snow, put the doll. Hands shivered, but the doll came out nice. There was a pipe in the doll's mouth. The doll's eyes were large.
Petya helped
Above the window of one house was a swallow's nest. Four chicks peeked out of the nest.
Suddenly one chick fell from the nest. The swallows felt sorry for the chick. They hovered above and squeaked, but could not help.
Peter saw it. He picked up the chick and put it in the nest. The swallows chirped merrily and began to feed the chick.
At the end of the lesson, the results are summed up. The correctness of the articulation exercises is checked. The articulation mode is specified when pronouncing the sound “L”.
The notebook contains homework that the child does at home in front of a mirror under the supervision of adults. When working with a notebook, it is necessary to follow the sequence: we gradually move from task to task, from simple to complex.
The studied material is fixed carefully.
The timing of overcoming pronunciation shortcomings depends on a number of factors: the degree of complexity of the defect, the age and individual characteristics of the child, the regularity of classes, and the participation of parents in corrective work.
It is useful for parents who have pronunciation defects to study with their children.
The main task of a speech therapist is to include the child in purposeful speech work, to interest him.
Only with a positive attitude of the child to classes, it is possible to develop in him the ability to distinguish correct pronunciation from defective, to exercise auditory control over his own pronunciation and evaluate the quality of sounds reproduced in his own speech, to teach to recognize and distinguish sounds, to form speech motor skills, and also to develop attention, memory, thinking.
In the classroom, a game, drawing, artistic word and other means and favorite activities are used that develop the cognitive activity of the child, allowing to avoid rapid fatigue.
A variety of techniques are used: naming pictures, adding words, guessing riddles, pronouncing tongue-twisters, learning poems, nursery rhymes, counting rhymes, excluding the wrong word and selecting generalizing concepts, accompanying speech with expressive movements, playing with the word, working with sound schemes of words, tracing and coloring drawings with commentary and many other types of work interesting for children.
Used Books
- Ivanovskaya O.G., Gadasina L.Ya. "Encyclopedia of speech therapy games". - St. Petersburg: KARO, 2007.
- Krutiy E.L. "Magic speech therapy". - D .: Stalker, 1999.
- Ladutko L.K., Shklyar S.V. "Card files of didactic games and exercises for the development of speech of preschoolers." - M., 1995.
- Lopukhina I.S. "Speech therapy, 550 entertaining exercises for the development of speech: A guide for speech therapists and parents." – M.: Aquarium, 1995.
- Pozhilenko E.A. "The Magical World of Sounds and Words". - M., Humanitarian publishing center "Vlados", 1999.
- Reshetnik T.P. “Speech therapy developmental. Educational games for children". – M.: Eksmo, 2010.
- Rudenko V.I. “Speech therapy: a practical guide for speech therapists”. - Ed.8th. - Rostov n / a: Phoenix, 2009.
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Ponikayeva N.I., teacher-speech therapist MBDOU "CRR d / s -" Sun "of the Republic of Moldova, Kovylkino.
Foreword
Everyone knows that correct speech is one of the most important conditions for the successful development of a person. Therefore, it is very important to take care of the timely formation of children's speech, preventing and correcting various disorders, including sound pronunciation.
Preschool age is the most favorable for correcting defects in speech development. Of particular importance are the problems of timely detection of children with deviations in speech development, correction of these disorders, and thereby aligning the speech development of speech pathologists to the age norm.
It is necessary to organize special classes to fill in the gaps in the development of the sound side of speech, that is, to form the correct pronunciation of sounds and develop full-fledged phonemic processes through a differentiated and individual approach to learning as part of work during classes and partly in free time.
In individual classes, work is being done to develop articulatory motor skills, staging sounds, developing phonemic perception, correcting impaired functions, taking into account the capabilities of each child.
This material is intended to work with children with phonetic and phonetic-phonemic speech defects, and represents the methodological development of speech therapy classes on the production and automation of sound [L].
We have developed a sound automation system [L], as it is the most common speech pathology. In this paper, we offer excerpts from the system of remedial classes.
The material offered in the manual is entertaining, accessible and recommended to both professionals and parents.
Sound setting [L]
Target. Sound setting [L].
1. Correction - training:
Set the sound [L] by the method of gradually creating an articulation structure;
3. Educational:
Cultivate a friendly attitude towards others, politeness, a culture of behavior.
Equipment. Mirror, pictures for articulation gymnastics, toys: mouse, steamer.
Lesson progress
1. Organizational moment
Today you and I will learn to pronounce one very beautiful, magical sound, this will happen a little later, but now answer, do you like fairy tales? Do you want me to tell you the tale of the merry tongue? Then watch and listen.
2. Preparation for sound production [L]
Once upon a time there was a Tongue in the world. Get to know him. He lived in his house. Do you know what the house near the tongue is called? (Mouth) He was very curious and often looked out the window. He opened the window, closed it, opened it again, looked out, looked to the right, then looked to the left if anyone was coming? Look up, is the sun shining? Looked down - are there any puddles?
Tongue ran into the kitchen, and there mom was kneading the dough. “Let me help you,” said Tongue. Exercise “Knead the dough”.
They kneaded the dough, baked pancakes. Exercise "Pancake"
The tongue thanked his mother for a delicious breakfast and ran for a walk. There is a high fence in the yard near the house. Exercise "Fence"
Tongue wanted to swing on a swing: up and down! Exercise "Swing". Have fun swinging with Tongue on the swing!
Tongue got down from the swing and suddenly saw a formidable angry turkey. The turkey stood in the middle of the yard and cursed terribly. Let's show how Turkey swore. Exercise "Turkey"
The Tongue was frightened and ran home. Suddenly someone knocked. Who's there? I'm your friend, little mouse. Let `s play. Chase me. Exercise "Catch the mouse."
We played catch-up, and now let's play another game “Repeat after me”.
The speech therapist asks to reproduce a rhythmic pattern.
The mouse ran into his hole. And the tongue got bored and went to the clearing.
Then he took his favorite toy steamboat and began to play with it.
3. Development of breathing.
Exercise "Steamboats". (Development of a smooth long exhalation.) - And now we will turn into steamboats. We're on our way. Let's give a goodbye. Smile, take in air with your nose, and blow on the wide tip of your tongue - fff, do not puff out your cheeks.
4. Setting the sound [L]
Lips in a smile, teeth with a fence, the wide tip of the tongue rests on the upper teeth, pronounce the sound [ы] loudly. You get a new sound, say it again and listen to yourself. You learned to pronounce a new sound today. Say it again.
5. Physical Minute
One - squat, two - jump.
This is a rabbit load.
And the cubs how to wake up (rub their eyes with fists)
They like to stretch for a long time (stretch)
Be sure to yawn (yawn, covering your mouth with your palm)
Well, wag your tail. (moving hips to the side)
6. Logic task The game “The fourth extra” (work from pictures).
Steamboat, boat, plane, sailboat.
Car, tram, trolleybus, metro.
Airplane, helicopter, bicycle, balloon (as a mode of transport).
7. Development of fine motor skills of fingers
Task: circle the dots and color.
What did you get? Steamboat.
How does the steamer hum? (L-L-L). Repetition of articulation.
8. Summary of the lesson
Our fairy tale has come to an end.
Do you like her?
What do you remember?
What sound did you learn to pronounce today?
Sound setting [L]
Target. Sound setting [L].
1. Correction - training:
Clarify the articulation of the sound [L], put this sound and fix the articulation in an isolated pronunciation;
Learn to answer questions accurately and completely;
2. Correctional - developing:
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Equipment. Mirror, photographs with articulation exercises, the image of Luntik, pictures in verses about the cheerful Tongue, signal cards, the letter L, a reminder of the articulation pattern of sound [L].
Lesson progress
1. Organizational moment
Today a cartoon character came to visit us.
So, Luntik is our guest (speech therapist hangs a picture on the board). Show me the letter with which the name Luntik begins (chooses the letter L from the proposed letters (the speech therapist hangs the letter next to the picture of Luntik).
That's right, this is the letter L. The letter L stands for the sound [L], which resembles the rumble of a flying plane L-L-L.
2. Post topic
Today we will learn to pronounce the sound [L]. At the same time, we will teach Luntik to pronounce this sound. This requires that the lips and tongue work well. For each correctly completed task, Luntik will give different figures, which you will have to put on this cardboard in order.
3. Articulation gymnastics
And now we will remember the tale of the Merry Tongue and show it to Luntik in front of the mirror (for each exercise, the speech therapist shows a picture and a photograph with an articulation exercise).
1. Open the mouth-house.
Who is the master in that house?
It is the owner of the Tongue.
He is comfortable in the house.
2. Door-lips are flexible.
They can become a smile.
Can be assembled into a tube
Then smile again.
3. I ended up on a swing.
It flew up and went down.
4. Tired of transformations:
Licks tongue jam.
5. And now our Tongue
Washes the sky-ceiling.
Well done, you did a great job. For this work, Luntik gives you a figurine.
And now the Tongue will fly the plane, who will he be? Machinist? Driver? Pilot? Yes.
Let's go on a plane together, shall we?
Airplane flying game. Repetition of articulation.
And now let's look in the mirror again and remember how the lips and tongue work with the correct pronunciation of the sound [L]. As a keepsake, Luntik gives you a memo.
Lips smile;
The tip of the tongue rises up and presses against the tubercles;
The middle part of the back of the tongue is lowered;
The sides of the tongue are lowered;
The air stream passes along the sides of the tongue.
Luntik really liked the tale of the Merry Tongue, let's do the next task.
4. Development of fine motor skills
Let's lay out the letter L from pistachios on a plasticine cardboard.
For this work, Luntik again hands you a figurine.
5. Physical Minute
The moon floats in the sky. (smooth swings)
She went into the clouds.
1.2.3.4.5. (Claps.)
Can we get the moon. (Hands up.)
6.7.8.9.10 - (claps above the head.)
And move it lower. (Hands down.)
10.9.8.7. - (Walking in place.)
So that the moon shines on the children.
(For a physical minute, the child receives a figurine).
6. Development of phonemic perception
And now Luntik will show you different pictures, and you have to clap if there is a sound [L] in the name of the picture.
Pictures: bow - cotton, butterfly, hat, moon - cotton, table - cotton, squirrel - cotton, doll - cotton, wardrobe, chair - cotton, pen.
Well done, for this work you also get a figurine.
The speech therapist places the pictures that the child has slammed on in front of him.
7. Development of language analysis and synthesis
Now Luntik will give you signal cards, you will need to raise the corresponding roll if the sound [L] is at the beginning, middle, and end of the word.
(Bow, moon - the sound is at the beginning of the word.
Squirrel, doll - the sound is in the middle of the word.
Table, chair - the sound is at the end of the word).
You completed this task correctly, so you get a figurine from Luntik. Let's see what kind of picture we got? This is a photo of Luntik. Tell me, what letter does his name begin with? Where is the sound [L]?
8. Summary of the lesson
Our lesson has come to an end. What sound have we learned to pronounce?
And now Luntik wants to say goodbye to you. This concludes our lesson, goodbye!
Sound automation [L] in reverse syllables
Target. Automation of sound [L] in reverse syllables.
1. Correction - training:
Automation of sound in reverse syllables;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Education of friendly relations, education of perseverance.
Lesson progress
1. Organizational moment
Let's sit comfortably, straighten your back, put your feet flat on the floor, ready?
2.Message topic
Today we will buzz like a steamboat (picture “steamboat”), but first we will do exercises for the tongue.
3. Articulation gymnastics
3. Exercise "Needle". Open your mouth wide, smile. Pull the sharp tongue forward.
4. Exercise “We will punish a naughty tongue.” Smile, spank with your tongue, between your lips - “five-five-five ...”
5. "Let's brush the upper teeth." The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.
4. Development of breath
Exercise "Wind and breeze".
We use the possibilities of gestures in respiratory activity. The child imitates gusts of wind with his hands and accompanies them with the sounds “oooo”.
Show how a strong wind blows (“U-U-U”).
Show how the weak wind blows ("woo-hoo").
3. Exercise "Steamboat"
Listen first to my steamboat humming. Look, I smiled, opened my mouth, and raised my tongue and put it on the bumps behind my upper teeth.
What is my tongue like? Yes, sail.
Let's hang out together. Alll, Alll...
How well we buzz, and the ship can sing songs.
4. Development of fine motor skills
Get up, repeat after me. Alternately press the fingers to the thumb - al, ol, st, yl). First with the right hand, then with the left, both hands together.
5. Development of phonemic perception. Game "Catch the Sound"
What is the sound of the ship's song?
On [L], we got the sound [L]!
Let's play with this sound.
Listen to me carefully, if you hear the sound [L], clap your hands.
l j l v y p r l t m l
la pari il it in en el st uv
paw, board, dump truck, saw, table, stack, torch, wing, book, Cinderella.
6. Physical Minute
And now we'll rest
And let's start playing again.
1. Hands to the sides ---- tilts to the sides ---- turns to the right - to the left ---- tilt down ---- rise, stretch on tiptoe ---- lowered.
7. Pronunciation of sound [L] in syllables
Read the syllables.
8. Pronunciation of the sound [L] in syllables
Say the syllables.
Al - al - al al - ol - st - yl
Ol - ol - ol ol - st - yl - al
St - st - st st - yl - al - ol
Yl - yl - yl yl - al - ol - st
Il - il - il ate - ate - ate
9. Exercise for the development of attention
The child is presented with two pictures. He has to find the difference.
Look at the pictures and find the differences.
10. Summary of the lesson
And what sound did we learn to pronounce today?
In the next lesson, we will continue to play with this sound.
Sound automation [L] in reverse syllables and words
Target. Automation of sound [L] in reverse syllables and words.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in reverse syllables, words;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Raise interest in the lesson through the use of entertaining exercises; activity, perseverance, the desire to overcome the defect.
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, a “steamboat” picture, toys: a baby elephant and a wolf cub, subject pictures.
Lesson progress
1. Organizational moment
Let's sit comfortably, straighten your back, put your feet flat on the floor, ready?
2. Post topic
Today we will pronounce the sound [L] in syllables and words. This requires that the lips and tongue work well. Let's do exercises for the language.
3. Articulation gymnastics
1. Exercise "Frog". Smile, exposing clenched teeth with tension.
2. Exercise "Shovel". The mouth is open, a wide relaxed tongue lies on the lower lip.
3. Exercise "Let's brush the upper teeth." The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.
4. Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue "rolls out" forward and retracts deep into the mouth.
5. Exercise "Turkey". Quickly move the tongue across the lip - "bl - bl - bl ..."
4. Sound pronunciation [L]
Once the Elephant wanted to visit the Wolf cub. He hurried to the ship. "Steamboat is humming." (Pronunciation of the sound [L] in a low voice.) The baby elephant is late. (Express disappointment.) I managed to leave the ship. (Express joy.)
5. Development of breath
Exercise "A boat is sailing on the river."
Place a paper boat in a bowl of water.
Cross the Baby Elephant to the opposite side, blow on the boat.
6. Pronunciation of sound [L] in syllables
Psychogymnastics. The game task "The cub meets the Elephant".
Yl-yl-yl. (timidly) Ul-ul-st. (sad)
Al-al-al. (embarrassed) Al-ol-il-st. (confidently)
Il-il-il. (cheerfully) Ul-al-ol-il! (joyfully)
Ol-ol-ol. (sadly) Yl-ul-ul-yl. (angrily)
7. Physical Minute
Again we have a physical education minute,
Bend over, come on, come on.
Straighten up, stretch
Now bend back.
Raise your hands, shoulders
To make work easier.
8. Pronunciation of sound [L] in syllables and words
Al - al - al ball - shaft - small - hall
Ol - ol - ol bol - ox - pier - angry
St - st - st bul - vul - mule - zul
Yl - yl - yl was - howl - washed - angry
Il - il - il beat - wil - mil - zil
Ate - ate - ate white - led - chalk - green
Yal - yal - yal byal - sluggish - crumpled - zyal
9. Development of phonemic perception
Let's show Baby Elephant and Teen Wolf how we can listen to sounds and mark them with circles.
Determining the position of the sound [L] in the syllables al, ol. Designation of syllables al, ol, with color symbols.
Repeat the syllables yl-ol-al. Listen again: yl-ol. Which syllable has disappeared from the syllable series?
What is the extra syllable in the al-ol-ul-iv syllable series?
“Which syllable is missing?” Wok ... (hall), ne ... (nal), ho ... (dil), in ... (zil).
10. Practicing the pronunciation of words (in front of a mirror)
Say the words.
Pavel, table, pencil case, forgot, floor
11. Summary of the lesson
Remember the position of the tongue when pronouncing the sound [L].
Sound automation [L] in direct syllables and words
Target. Automation of sound [L] in direct syllables and words.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in direct syllables and words;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Formation of a positive attitude to participate in the lesson;
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, “steamboat” picture, subject pictures.
Lesson progress
1. Organizational moment
Psychological mood.
(Saying a poem with closed eyes, holding hands with a speech therapist).
We are calm, we are calm
We always speak beautifully, clearly and slowly.
Remember what you learned in class.
2. Post topic
Today we will pronounce the sound [L] in syllables and words.
3. Articulation gymnastics
1. Exercise "Fence". Smile, exposing clenched teeth with tension.
2. Exercise "Swing". Open your mouth wide, smile. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.
3. Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
4. "Malyar". Open your mouth wide, smile. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate and back.
5. Exercise “Delicious jam”. The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.
4. Development of breath
Exercise “Rain and rain”
When performing the exercise, we use drawing. The child is given a piece of paper and a pencil. From top to bottom, long and short stripes are drawn, their holding is accompanied by the pronunciation of a long “kaap-kaap” (rain) and a short “kaap-kaap” (rain)
5. Exercise “Steamboat”
Show how the big steamer is buzzing: L-L-L (repeated pronunciation).
6. Pronunciation of sound [L] in syllables and words
La-la-la-lama lo-lo-lo-elk
La - la - la - lamp lo - lo - lo - horse
La-la-la-saw lo-lo-lo-lotto
La-la-la-school lo-lo-lo-soap
Ly - ly - ly - lyko lu - lu - lu - moon
Ly - ly - ly - floors lu - lu - lu - magnifying glass
Ly - ly - ly - tables lu - lu - lu - sheepskin coat
Ly - ly - ly - rocks lu - lu - lu - naughty
7. Task “Developing memory”
Repeat, make no mistake! Saw, spinning top, ash, resin. What word came up? Saw, bee, spinning top, ash, resin.
8. Physical Minute
One, two - there is a rocket. (Hands up, palms up.)
3.4 - aircraft. (Hands to the side.)
1.2- clap,
And then for each account. (Hands on the belt.)
Get down quickly
Get on the landing.
9. Phonemic analysis and word synthesis
Classification of words according to the location of the sound [L] in the word.
Look at the pictures and name the words in which the sound [L], is in
beginning, middle and end of a word:
10. The game “Be careful”
Collect the sounds [p "], [l], [and], [a] into a word.
Gather the syllables pa-la, pa-lam into a word.
Listen carefully. Collect the sounds that I will call into a word.
11. Summary of the lesson
What sound did we make in class?
What did we do in class today?
Sound automation [L] in syllables, words and sentences
Target. Sound automation [L] in syllables, words and sentences .
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in syllables, words and sentences;
2. Correctional - developing:
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Raise interest in the lesson through the use of entertaining exercises; activity, perseverance.
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, an “airplane” picture, a flag, subject pictures.
Lesson progress
1. Organizational moment
What is the profession of a person who flies an airplane?
2.Message topic
Today we will pronounce the sound [L] in syllables, words and sentences.
3. Articulation gymnastics
And now let's talk about our funny tongue.
Lived a cheerful tongue (lips in a smile)
Locked on a hook (bend tongue up)
Though he lived alone, he never lost heart.
Woke up early in the morning
Accepted for charging.
Went up, went down (“Swing”)
And repeat again.
He bent his back (touch the upper lip)
And then he started running
It’s not at all up to joy (to move the tongue back and forth along the palate).
The tongue got tired
I even stabbed a barrel (I lay down to rest “Shovel”)
He went to wash
He found a brush in the bathroom
I brushed my teeth ("Let's brush our teeth")
Washed lips (stroking lips from side to side)
Mouth rinsed (imitation of rinsing the mouth),
And washed - sparkled.
4. Exercise for breathing and for the development of general motor skills
The tongue went out into the street, and there the wind
The wind blows in our face, (blow, wave your hands in the face - a strong jet)
The tree swayed (tilts of the torso to the right and left)
The wind is quieter, quieter, quieter (blow swing your hands in the face - a weak stream)
The tree is higher, higher (stretch, hands up).
5. Isolated pronunciation of the sound [L] Exercise for the development of voice power (according to the card).
And in the sky I saw the tongue of an airplane. The plane flies from one cloud to another.
Let's remember how to hum correctly:
The tip of the tongue is up, rests on the teeth, the lips are smiling.
On the sides of the tongue, air makes its way.
[L] will turn out melodious, smooth, affectionate and sonorous.
The plane is approaching - (at first we hum softly, then louder) l-l-l-l-l-l.
The plane is moving away - (at first we hum loudly, then quietly) L-L-L-l-l-l.
(simultaneously swipe the index finger over the clouds on the card)
What sound are we making now? Let's remember what it is:
Vowel or consonant (consonant, because the air meets an obstacle in its path - teeth and tongue).
Deaf or voiced (voiced, because we speak in his voice).
6. Pronunciation of sound [L] in syllables and words
La-la-la-la-al-al-al-al
Lo - lo - lo - lo st - st - st - st
Lu-lu-lu-lu ol-ol-ol-ol
Ala-ala-ala-ala
Olo-olo-olo-olo (walk the syllables with your fingers on the table).
7. Physical Minute
Hands to the sides - in flight (Running on toes in a circle, arms apart in
We send a plane. sides).
Right wing forward, (Turn over the right shoulder).
Left wing forward, (Turn over the left shoulder).
Our plane took off. (Running in a circle, arms apart).
9. Development of phonemic hearing
Table, bed, soap, leg, closet, school, shelf, pillow, rocket, elephant, swallow, sofa, bag, lamp, horse, arm, shirt, raincoat.
10. Sound [L] in sentences (Exercise for agreeing a pronoun with a noun).
Toys and items are on display.
You need to choose only those toys and objects that have the sound “l”. (Lamp, horse, bicycle, table, elephant, squirrel).
I must say: I found your ...
11. Pronunciation of sentences
12. Summary of the lesson
Did you enjoy the activity?
Sound automation [L] in words and sentences
Target. Automation of sound [L] in words and sentences.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in words and sentences;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Lesson progress
1. Organizing moment
Did you freeze today when you went to kindergarten? Was it cold or hot outside?
Show how cold you are - (shrink, tense). Warmed up in the garden - (relaxed).
2. Reporting the topic of the session
Today we continue to learn how to correctly and clearly pronounce the sound [L] in words and sentences.
Sing the song of the steamboat: L-L-L at first quietly, then loudly.
3. Articulation gymnastics
First, let's set up the tongue to work.
1. Exercise "Fence". Smile, exposing clenched teeth with tension.
2. Exercise "Shovel". The mouth is open, a wide relaxed tongue lies on the lower lip.
3. Exercise "Swing". Open your mouth wide, smile. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.
4. Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
5. Exercise "Let's brush the upper teeth." The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.
6. Exercise "Turkey". Quickly move the tongue across the lip - "bl - bl - bl ..."
4. Finger gymnastics
Our fingers tightened tightly.
What? Interesting!
It looks like they got cold.
We cover them with a blanket.
(The child squeezes his left hand into a fist, and grabs it with his right hand and squeezes it strongly; then he changes hands. Then the child lowers his hands and shakes them slightly).
5. Pronunciation of sound [L] in syllables and words
Clearly, slowly repeat the syllables and words.
La-la-la - lak la-la-la - shop
Lo-lo-lo - forehead lo-lo-lo - boat
Ly-ly-ly - skis lu-lu-lu - magnifying glass
6. Repeat words
Luzhok Lotto Lyko Palm
Moon Burdock Skiing Lava
Meadows Elbow Bald head Flippers
7. Physical Minute
The sun has set behind a cloud, (Crinkles, hugging himself for
It became chilly and fresh. shoulders.)
The sun came out from behind the clouds, (Spread your shoulders, relax.)
We will now relax the arms.
Spring is walking towards us (Walk in a circle.)
With quick steps, (Speed up steps.)
And the snowdrifts are melting (Walk, raising your legs high.)
Under her feet.
8. Direct count from 1 to 10 with words
Lamp, dove.
Count from 1 to 10 with the word lamp: one lamp, two ...
9. Pronunciation of sentences
Listen carefully and repeat the sentences.
10. Sound-syllabic analysis of a word with a graphic notation
Scheme the word table.
Guess how many syllables are in the word?
Find the place of the sound [L] in the word.
11. Memorizing a poem
Now we will learn a poem about the sound [L].
For a long time I learned the sound L
And learned the words:
Paw, paws, paws,
Lamp, lamps, light bulbs,
Stick, sticks, sticks,
Jackdaw, jackdaw, tick.
12. Summary of the lesson
What sound did we work with today?
What did you do in class?
Did you enjoy the activity?
Automation of sound [L] in connected speech
Target. Automation of sound [L] in connected speech.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in connected speech;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Formation of a positive attitude to participate in the lesson;
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, “steamboat” picture, subject pictures.
Lesson progress
1. Organizational moment
Solve the riddle.
Loose snow melts in the sun,
The wind plays in the branches
So, ... (spring) has come to us.
2. Reporting the topic of the session
The Sound Knower and the Word Knower have been watching for a long time how you learned to speak beautifully, build sentences correctly, and today they invite you to visit. They prepared games and exercises.
3. Articulation gymnastics
1. Exercise "Frog". Smile, exposing clenched teeth with tension.
2. Exercise "Shovel". The mouth is open, a wide relaxed tongue lies on the lower lip.
3. Exercise "Watch". The mouth is open. Lips stretched into a smile. With the tip of a narrow tongue, alternately reach for the corners of the mouth.
4. Exercise "Snake". The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.
5. Exercise "Swing". The mouth is open. With a tense tongue, reach for the nose and chin or for the upper and lower incisors.
4. Development of fine motor skills
Rain and sun.
Listen to the thunder, listen to the thunder (put your hands to your ears)
But don't be afraid, but don't be afraid (show with your finger)
On the face, on the face.
Rain drops, rain drops (finger tap on face and head)
Here comes the sun, here comes the sun (spread fingers, hands palms forward)
It shines, it shines!
It will be dry, it will be dry (shake, with hands, as if shaking off water)
Nice how! nice how! (clap hands)
5. Development of phonemic perception
Listen carefully, if you hear the sound [L], raise the flag.
Ma, na, la, for, ra, lu, zhu, ly, we, ry, lo, zo, lu, kra, cla, pro, pla, plu.
6. Pronunciation of the tongue twister
The Word Finder and the Sound Learner love to play with their fingers and pronounce tongue twisters clearly.
Ly - ly - ly - we scored goals,
Lou - lu - lu - near the windows on the floor,
La - la - la - did not notice the glass,
Lou - lu - lu - we did not hit the glass,
La - la - la - only there is no glass in the window.
7. Physical Minute
The sun, the sun, (Walk in a circle, hands raised up).
Golden bottom.
Burn, burn bright
To not go out.
A stream ran in the garden, (Running in a circle).
A hundred rooks flew in, (“Fly” in a circle).
And the snowdrifts are melting, melting, (Squat slowly).
And the flowers are growing. (Rise on tiptoe, hands reaching up.)
8. Pronunciation of poems
Listen carefully and repeat the poem.
9. Phonemic analysis and synthesis Words: varnish, doe, scrap.
Circle the sounds. How many sounds in a word varnish?
10. Poems about spring (expressive reading)
The snow is melting, the icicles are crying,
Streams run ringing
The wind is warm, that means
That spring has already come?
What do you think, without which there can be no spring?
What good is a phenomenon like rain?
What's wrong?
12. Summary of the lesson
What sound did we work with today?
Did you enjoy the activity?
Surprise moment:
The word expert and the sound expert give a boat (a game with a boat on the water).
Annotation of the methodological manual………………………………………………2
Foreword………………………………………………………………………..3
Abstracts of individual lessons…………………………………………….4
Sound [L]. Sound setting [L]……………………………………………………4
Setting the sound [L]…………………………………………………………………7
Automation of sound [L] in reverse syllables…………………………………….11
Automation of sound [L] in reverse syllables and syllables………………………..15
Automation of sound [L] in direct syllables and words………………………….18
Automation of sound [L] in syllables, words and sentences………………….22
Automation of sound [L] in words and sentences…………………………..26
Automation of sound [L] in connected speech…………………………………………30
1. Konovalenko V.V., Konovalenko S.V. Plans for individual-subgroup learning on the production and automation of sounds (160 lessons). M., 1998.
2. Filicheva T.B., Tumanova T.V. Children with phonetic and phonemic underdevelopment. Education and training. - M .: "Publishing house GNOM and D", 2000.
3. Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment. (senior group of kindergarten). - M. - 1993.
4. Chernyakova V. N. Development of sound culture of speech in children 4-7 years old: Collection of exercises. - M .: TC Sphere, 2005. - 64 p.
5. Pozhilenko E. A. The magical world of sounds and words: A guide for speech therapists. -
M.: Humanit. ed. center VLADOS, 2003. - 216p.
6. Gromova O.E. I speak correctly L - L`. M., 2011.
7. Tkachenko T. A. Speech therapy encyclopedia. M., 2008
8. Correctional speech therapy work with children 5-7 years old: block-thematic planning / ed. E. F. Kurmaeva. - Volgograd: Teacher. 2012. - 191s.
CHAPTER 4
(L, L\R, R*)
Setting the sound "L"
Correct articulation
Lips- open.
Teeth- close at a distance
Language- the tip of the tongue is raised and rests against the upper incisors, the upper part of the tongue is lowered, the lateral edges of the tongue do not close with the molars, the root part is raised -
air jet- strong, jerky.
The circle in this case indicates the neutral position of the lips. The figure in the center resembles the letter "L" - the tongue is raised, but the lateral edges do not close with the upper molars, i.e. on the sides there are passages for exhaled air.
The tip of the tongue is at the upper incisors - (.) at the top of the figure.
When pronouncing the sound "L" there may be the following violations:
1. The sound "L" is absent in the child's speech (lambdacism).
2 The "L" sound is replaced. The most common are the following types of paralambdacism or substitutions:
On "in" (labio-tooth paralambdacism);
On "a", "y", "s" and other vowels;
On "n" (linguo-dental paralambdacism);
On "G" (posterior palatine paralambdacism);
On "y" (middle palate paralambdacism).
3. The sound "L" is distorted. The most common types of distortions are:
Nasal pronunciation (nasal lambdacism);
Interdental pronunciation (interdental lambdacism);
The sound "L" is missing
The child says this: “ride” - instead of “horse”,
“koos” - instead of “ear”, “poche” - instead of “went”.
In the preparatory stage of setting the sound "L" in the articulation gymnastics, include the following exercises.
Lip exercises:"Fence", "Smile" - "Tube
", articulation of vowels: "A", "O", "U". Holding the lips for one exhalation in a rounded position, etc.
Language exercises:“Chatterbox” (turn on the voice, drive back and forth across the sky with a tense tip of the tongue), “Turkey
"Shovel", "Let's brush our teeth", "Swing", "Delicious jam",
"Cup", "Painter", "Glue Candy", "Punish Naughty Tongue", "Tongue Biting", "Horse", "Fungus",
"Accordion", etc.
Air blast exercises:“The hunter is walking through the swamp” (bite your tongue, exhale air with force while pressing your cheeks with your fingers. A popping sound is heard - the steps of the hunter through the swamp), “Whose ball will fly further?”,
"Focus", an exercise with a "sultan", with snowflakes, with lisgiks, butterflies, etc.
There are several ways to produce the sound "L".
1. By imitation.
a) The child is asked to round his lips, raise his tongue to the upper incisors, turn on his voice and give an air stream in small impulses (jerky).
b) They are asked to make the tongue look like a pancake, then bite its tip with incisors. Pay attention to the child that the tongue is like a "pancake" on a plate. Repeat this exercise in front of a mirror several times. When the child has mastered this exercise, proceed to the production of the sound "L" in the interdental position. Invite the child to pronounce the sound "A" ("U", "S") at the moment when he releases his tongue after biting.
Repeat this exercise in front of a mirror several times. Speeding up the pace of the exercise, we first hear the syllables al-al-al, then - la-la-la. Then they ask the child to raise the tip of the tongue to the "bumps" and, pressing it to the alveoli, pronounce the syllables ly-ly-ly.
In combination with the sound "Y", the sound "L" sounds especially clear.
2. By imitation with the introduction of game techniques:
The plane flies and buzzes (l-l-l);
The girl sings a song (l-l-l);
3. By imitation using models.
4. From reference sounds. For the sound "L" these are two sounds: "Y"
and "T". When pronouncing the sound "Y", the middle part of the tongue rises to the sky. When pronouncing the sound "T" - the tip of the tongue rises to the root incisors.
When the reference sounds have been worked out, ask the child to quickly pronounce the combination of sounds "ya", "ya" ("U", "S" have an upper rise of the tongue, "S" - the middle row, "U" - back).
When we bite the tip of the tongue, we cause the anterior-middle part of the tongue to rise to the upper incisors, a occlusive sound resembling "L" is formed. With this method of setting, the lifting of the tip of the tongue upwards (the sound “T”) is worked out in parallel.
5. From articulation.
a) From the interdental. They ask the child to bite the tip of the tongue, blow on it and buzz.
b) "Chatterbox". With a tense curved tip of the tongue with the inclusion of the voice, drive (scrape) across the sky back and forth, slowly, then quickly. Teeth open to the width of a finger. The lips are open and do not cover the teeth. The jaws must be motionless, only the tongue works. There may be the following inaccuracies: the tip of the tongue does not reach the palate, it scrapes in space, and the goal of the exercise is not achieved;
lips and teeth are close together, so there is no clarity of sound; the exercise is carried out without turning on the voice, so a dull sound is heard, and it should be VOICED.
turkey balabochet).
d) Make the tongue "cup" and raise it to the alveoli, as in the previous exercise. Enable voice. The tongue must be immobile. A long sound is heard
"L". The lips are oval in shape, the teeth are open and, together with the jaw, are motionless. Control with the palm of the hand: a warm air current is felt.
6. Mechanically, a) Probe-frame from "L *".
In the case when the sound “L” is replaced by other sounds, special attention should be paid to the development of phonemic hearing, the child’s ability to distinguish between the sound “L” and its substitute, to be aware of the difference in their articulation, to clearly perform the movements of the tongue necessary for the correct pronunciation of the sound " L".
In this case, the difficulty lies in the fact that, having already learned to pronounce the sound “L” correctly, the child continues to hear the replaced sound, therefore, work with models, pictures-symbols should be carried out even after setting the sound “L”.__
The sound "L" is replaced by the sound "A"
Scheme of work
3. Staging by imitation.
When pronouncing the sound “A”, the lips are rounded, the air stream does not encounter obstacles when passing on its way.
When pronouncing the sound “L”, the tip of the tongue is at the upper incisors, the front of the tongue is lowered, the lateral edges of the tongue do not close with the molars, the air stream passes along the edges of the tongue. Leaning his hand to his mouth, the child can feel a strong, jerky, warm, tongue-cut jet.
The frog croaks (ah-ah-ah);
The girl is crying (l-l-l);
The figure resembles the letter "L". The tip of the tongue is at the upper incisors - (.) at the top of the figure, and when replaced with a sound
"A" tongue is at the bottom of the mouth, air passes freely through the mouth. The bell means that the sound is sonorous.
The sound "L" is replaced by the sound "U"
Scheme of work
1. Development of phonemic hearing.
Prepare sound articulation models
We play games with models to distinguish between these sounds.
2. Articulation gymnastics (the same as in the absence of
3. Staging by imitation.
We explain the difference in the articulation of the sound "L" and its substitute.
With this violation, the lips, not the tongue, take an active part in the formation of sound. Often this defect goes unnoticed, because. the child, pronouncing the sound "L", stretches his lips forward, as with the sound "U", and then quickly moves on to the next sound in the word and the listener does not have time to notice how the sound is pronounced. It is easier to recognize this defect in the isolated pronunciation of sound. The child needs to be explained that the lips should not move. The speech therapist himself pronounces the sound, and the child, looking in the mirror, also pronounces the sound. Draw the child's attention to the difference, then explain the correct articulation. The child rounds and tightens the lips. Next, they ask the child to work with the tongue. Raise the tongue to the "tubercles", press hard on them, "turn on" the voice, and quickly withdraw the tongue. The child repeats the exercise several times.
a) By imitation with the introduction of game techniques:
The wind is howling (woo-hoo);
The wolf howls (oo-oo-oo);
The girl is crying (l-l-l);
The plane flies and buzzes (l-l-l).
b) By imitation using models.
When pronouncing the sound "L" - the tip of the tongue is at the upper incisors, the lateral edges do not close with the molars, passages for exhaled air remain on the sides
The figure resembles the letter "L". The tip of the tongue is at the upper incisors - (.) at the top of the figure, and when replaced with the sound "U"
the tongue is at the bottom of the mouth, the air passes freely through the mouth, the lips are extended forward. The bell means that the sound is sonorous. Next, call the sound "L".
The sound "L" is replaced by the sound "Y"
Scheme of work
1. Development of phonemic hearing.
Prepare models of articulation of sounds.
We play games with models to distinguish between these sounds.
2. Articulation gymnastics (the same as in the absence of
3. Staging by imitation.
We explain the difference in the articulation of the sound "L" and its substitute.
a) By imitation with the introduction of game techniques:
The bear growls (s-s-s);
The girl is crying (l-l-l);
The plane flies and buzzes (l-l-l).
b) By imitation using models.
Explain to the child the difference in the pronunciation of sounds using the example of models.
When pronouncing the sound “Y”, the lips are stretched, the model has a wide rectangle, the air stream passes without barriers, the vocal folds work - the model has a bell.
When pronouncing the sound "L" - the tip of the tongue is at the upper incisors, the lateral edges do not close with the molars, there are passages for exhaled air on the sides - the figure resembles the letter "L". The tip of the tongue is at the upper incisors - (.) at the top of the figure. The bell means that the sound is sonorous. Draw the child's attention to the difference, then explain the correct articulation. The child rounds and tightens the lips. Next, we ask the child to work with the tongue. Raise the tongue to the "bumps", press hard on them, "turn on"
Replacing the sound "L" with the sound "V"
Scheme of work
1. Development of phonemic hearing.
Prepare models of articulation of sounds.
We play games with models to distinguish between these sounds.
2. Articulation gymnastics (the same as in the absence of
3. Staging by imitation.
When replacing the sound “L” with “B”, pay attention to the movement of the lips, which, forming a gap with the teeth, take part in the formation of the sound. When replacing "L" with "B", it is necessary to slow down the movements of the lower lip. For this, the child is taught to first lower it, exposing the teeth, and hold it in this position for a count of 3 to 5, then raise it to the upper incisors.
These movements are repeated several times. If the child fails, use mechanical assistance: lower and raise the lower lip with the index finger placed under it.
a) By imitation with the introduction of game techniques:
The wind is blowing (in-in-in);
The girl is crying (l-l-l);
The plane flies and buzzes (l-l-l).
b) By imitation using models.
Explain to the child the difference in the pronunciation of sounds using the example of models.
When pronouncing the sound “L”, the lips are in a neutral, calm position on the model-circle, the tip of the tongue is at the top on the model
- (.) at the top of the circle, the lateral edges of the tongue do not touch the incisors, resulting in passages for exhaled air -
on the model a figure resembling the letter "L". When pronouncing the sound "B", the lower lip is close to the edges of the upper incisors, the upper one is slightly raised, a narrow gap remains in the middle for the passage of air - on the model, the figure resembles an arc.
The tip of the tongue departs from the lower incisors - (.) below the figure.
The bell means that the sound is sonorous. Draw the child's attention to the difference, then explain the correct articulation.
The sound "L" is replaced by the sound "I"
Scheme of work
1. Development of phonemic hearing.
Prepare models of articulation of sounds that the child replaces.
We play games with models to distinguish between these sounds.
2. Articulation gymnastics (the same as in the absence of
3. Staging by imitation.
Explain to the child the difference in the pronunciation of sounds. Pay special attention to the difference in the position of the tongue and air