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Staging sound from interdental sound. A set of articulatory gymnastics exercises for the sound “S” Why is it soft when setting the sound “S”

Setting the sound "K"

1st method. The sound k should be placed mechanically using a finger or a spatula, based on the sound t. In this case, the sound t should be “pure” for the child, that is, pronounced without overtones.

The child is asked to pronounce the syllable ta. At the moment of pronunciation, the teacher presses his finger on the front part of the back of the tongue, resulting in the syllable cha. Then the teacher moves the finger a little deeper, resulting in the syllable kya. Finally, the third stage - even deeper pressure on the tongue - gives a hard sound - ka.

Quite often there are such cases: as soon as the teacher brings his finger closer to the child’s mouth, the child immediately moves his tongue deeper into the mouth - hides his tongue from the teacher. In such cases, the teacher must accustom the child to the finger. To do this, he asks the child to pronounce the syllable ta, and he just puts his finger on the tip of his tongue without pressing it. The child should be trained in this way until he learns not to push the tip of his tongue back in this position. Then the teacher begins the work described above on setting the sound of k.
At first, the teacher uses only his finger for production, but as soon as the sound k is obtained correctly with his help, he teaches the child to use his own finger.

The mechanical effect on the tongue should not be stopped too early, otherwise various defects in the pronunciation of k can easily take root, for example, a soft sound or a sound with a guttural connotation.

2nd method. Setting K while inhaling. Silent or whispered imitation of snoring (make sure that the throat sound P does not appear). You can snore loudly to your heart's content. As a rule, after the exercise, a sound similar to K is heard. Then they say KA while inhaling, and finally, KA while exhaling. Further automation follows the traditional method: KA-KO-KU-KY and a group of soft KI-KE-KYO.

Disadvantages of pronunciation of the sound "k"

1. Instead of k, one hears simply a short exhalation or a cough-like sound caused by the closure of the vocal cords followed by an explosion of the bow. The language does not participate in articulation.

Correction: reinstall the sound.

2. k is replaced by the sound x. Reason: the tongue does not press tightly against the palate, leaving a gap through which air passes noisily.

Correction:

A) enable the child, on the back of the hand, to feel the difference between a sharp push of air at k and a smooth stream at x;

B) if this does not help, reinstall it mechanically.

3. Instead of hard, soft is heard (ket place “cat”). Reason: the tongue does not close with the back, but with the middle part of the palate. This articulation is correct for ke, ki, where the sound k is softened by the influence of the following vowels.

Correction: Show in front of a mirror that the tongue should be pulled back. Using a spatula, finger or probe, press on the back of the tongue and push the tongue back as far as necessary to obtain a hard tongue. Show the child to what depth he should insert his finger into the mouth (two phalanges).

4. A deep, guttural k is heard, characteristic of some eastern languages. Reason: the tongue closes with its root part to the lower edge of the soft palate and to the back wall of the pharynx. The deficiency is permanent and usually occurs because the teacher or the child himself presses too deeply on the back of the tongue when making a sound.
Correction: reintroduce the sound, starting from the syllable ta and pressing the tongue slightly less deeply than required for a hard k (so that the child does not again fall into the throaty pronunciation of the sound).

5. After the sound k in the reverse syllable and in combination with other consonants, the overtone e (s) is heard. Usually this deficiency corresponds to a similar defect in the pronunciation of the sounds n, etc.

Correction:

A) check the pronunciation of the sounds p and t, if it suffers from a similar defect, first of all correct these sounds;

B) eliminate the lack of pronunciation of the sound k by comparing it with the sound p or t (ap-ak, at-ak). Place the child’s hand on the larynx and show that after pronouncing the sound it should not vibrate. Temporarily exaggerate the force of exhalation after the explosion, allowing it to be felt on the back of the hand (or on a strip of paper brought to the mouth).

6. Instead of k, it turns out to be d. Reason: the vocal cords are included in the work. Typically, such voicing of the sound k corresponds to a similar defect in the pronunciation of the sounds p, etc.
Correction:

A) check the pronunciation of the sounds p and t, if they are voiced, first of all correct these sounds;

B) eliminate the voicing of k by comparing it with the sounds p and t (pa-ka, ta-ka, apa-aka, ap-ak). Draw the child’s attention to the fact that at the moment of bowing and explosion, the larynx should not vibrate (put your hand to the larynx). Temporarily exaggerate the force of exhalation after the explosion.

7. The pronunciation of k, especially in the reverse syllable, resembles the sound heard when uncorking a bottle. The reason is that, as with a similar lack of pronunciation of the sounds p and t, simultaneously with the closure of the tongue and palate, the vocal cords also close (without vibration). The explosion is produced by the air in the mouth and pharynx.
Correction:

A) check the pronunciation of the sounds p and t and correct it (if necessary);

B) compare the pronunciation of all three sounds (p - t - k; an - at -ak).
To avoid a return to defective pronunciation, the child should be required for some time to pronounce the sound k with some aspiration.

How to teach a child to correctly pronounce the sound s and other whistling sounds: articulation gymnastics, setting the sound s, video - demonstration of simple and accessible ways to produce the sound s, songs with the sound s.

Many children mistakenly pronounce the sound S, which is difficult for them, and other whistling sounds (s. z, z, z). They may skip this sound or replace it with other sounds.
In normal speech development, by the age of five, children correctly pronounce all the sounds of their native language. a (with the possible exception of the sound p, which may appear a little later - at 5.5 years). But now rarely do any children reach this norm. What is the reason?
1. Previously, in every kindergarten from the age of three until graduation from kindergarten, articulation gymnastics was regularly carried out with all children before breakfast, and in the evening - individual exercises with children who have difficulty pronouncing sounds. And this was not done by a speech therapist, but by an ordinary trained teacher! And these were not isolated complexes, exercises and games, but a strictly substantiated system for teaching speech and pronunciation of sounds. Because without a system, problems cannot be solved. Now this is history, and rarely can you find such a clearly and consistently built system of work for a teacher in sound pronunciation with children. This is probably why modern children have more problems with speech.
2. Nowadays, parents pay much less attention to their children’s speech. Often the child is only required to show something: “Where is Saturn? Where is Jupiter? Where is the Hermitage?”, and not the ability to express YOUR thoughts, YOUR feelings. Very often I hear: “Who cares what he says. The main thing is that you can understand it, that’s all!” But speech is a means of self-expression, communication, and knowledge. And the success of all types of human activity depends on its development.

The child pronounces the sound s and other whistling sounds incorrectly. What to do?

How to help a child if he pronounces the sound s and other whistling sounds incorrectly? Can parents help their baby?
As is correct, parents wait until the age of 5 and then take the child to a speech therapist. Although sometimes one push is enough to evoke the correct sound in the child and help consolidate it in speech without waiting until the age of five. And this “push” should be done not at 5-6 years old, when they are already late, but much earlier - at 4 years of age. And the most important thing is that to give such an impetus you don’t need to be an expert specialist at all! You just need to know the exact technology teaching kids sound pronunciation and its nuances.
To develop in children the correct pronunciation of all the sounds of their native language, kindergartens conduct special sound pronunciation classes for all children (Note - not even in speech therapy kindergartens, but in the most ordinary kindergartens, sound pronunciation classes should be regularly held). If for some reason there are no such activities, then you can help your child at home.
I know many mothers and grandmothers who, living far from a speech therapist, themselves coped with the problem of difficult sounds and helped their babies. And I know many educators who know how to prevent speech disorders and help a child speak correctly and learn to pronounce all the sounds of his native speech. We can all help the baby and show him the right path!
But I want to warn you:
If the child does not have complex speech disorders, then the techniques that I will discuss in this article will be sufficient. And he will delight both you and himself with the correct sound s or z suddenly appearing in his speech. And there are many such children! The only task left is to make the correct pronunciation of the sound automatic, i.e. automate the correct pronunciation of a given sound.
But if a child’s sounds are impaired, he makes many grammatical mistakes, his speech is slurred, and he speaks with difficulty, then you cannot do without a speech therapist. And the sooner you contact a specialist, the better the results will be.
All articulation exercises are useful not only for children whose sound pronunciation is impaired, but for all preschoolers, because they develop the articulatory apparatus, make it more mobile, flexible, and learn to control it consciously.

Stages of working on sound.

Working on a new sound that a child pronounces incorrectly includes a number of stages:
1. Clarification of the movements of the organs of the articulatory apparatus necessary to pronounce a given sound, training the movements of the articulatory apparatus - articulatory gymnastics,
2. Appearance of sound- sound production,
3. Sound acquisition- consolidating the correct pronunciation of sounds in the child’s speech (in isolation, in syllables, in words, in phrases and texts - poems, stories, games, nursery rhymes). I will tell you about all these stages in more detail.

First stage. Articulatory gymnastics for whistling sounds (s, s, z, z, z)

As a rule, in a child who does not speak the sound s or pronounces it incorrectly, the sound pronunciation of other whistling sounds is also impaired (whistle sounds include the sounds s, з, ц and the soft version of the sounds - сь, зь). One of the reasons for incorrect pronunciation of sounds is insufficient mobility of the organs of the articulatory apparatus. Therefore, for correct pronunciation, special “regular exercise” is needed - articulatory gymnastics.
IN articulation gymnastics complex exercises are combined that prepare strictly defined movements of the articulatory apparatus and the positions of the tongue and lips necessary for a given group of sounds, and produce the correct air stream. Therefore, I really do not recommend that mothers, fathers, grandmothers, and grandfathers come up with their own articulation gymnastics complexes from different books and from the Internet. After all, all articulation gymnastics complexes are by no means composed at random! It is impossible to form movements that are opposite to each other at the same time, therefore, in the complex of articulatory gymnastics, all exercises complement each other and are aimed at one goal - one group of sounds!
Articulation gymnastics should be performed daily without breaks. The most convenient time is before breakfast in the morning. Carrying out such gymnastics requires only 3-5 minutes of your time.
Each time articulation gymnastics is carried out in a playful way– in the form of a fairy tale or story, accompanied by exercises. This is where your imagination is welcome - you can come up with any plot in which you include these exercises, and change the plot and characters in accordance with the interests of your baby!

Tips for performing articulatory gymnastics - it is important to know and perform:

Usually 2-3 exercises are performed at a time. Each exercise is performed multiple times.
If you add to the complex new exercise, then there is only one, and all other exercises should be already familiar to the child by this time.
If a child finds it difficult to do old familiar exercises, then a new exercise is not introduced, but the old ones are consolidated. But consolidation occurs in a new form for the child - in a new plot, with new characters.
Articulation gymnastics should be done while sitting in front of a mirror.– You sit next to the child facing the mirror and show all the movements, the child can clearly see your face.
It is imperative to monitor facial symmetry when performing gymnastics movements.(the child’s movements should be symmetrical to the left and right half of the face). This is clearly visible to the child in the mirror, and he can track whether he is performing the movement correctly.
During articulatory gymnastics, it is necessary to monitor the accuracy and smoothness of movements, give the child clear criteria for the correctness and incorrectness of performing the exercise, correct his mistakes, monitor the absence of unnecessary side movements, a good pace of gymnastics and the ability to move from one movement to another. If you simply carry out the exercises formally, then their implementation is useless or of little use! After all, articulation gymnastics is not called that for nothing. This is truly “gymnastics”, in which correct movements are important, and not just playing with the tongue! By analogy: if you just lazily twirl your arms, then this will not be physical education or fitness and will not have a good result for your health! It’s the same in articulation gymnastics. What is important for the result is the quality of the movements, and not any movement in itself.
Articulation gymnastics exercises, if performed correctly and accurately, are not easy for most children. Therefore, do not scold your child under any circumstances, do not grieve that he does not succeed the first time. Everything needs to be learned! And there is one law of life - everything that is developed develops! Therefore, everything is still ahead of you! Praise your baby for what he is already doing - you can already make your tongue wide, your tongue has already begun to move quickly, etc.

Preparatory complex of articulation gymnastics includes exercises needed to pronounce any sounds. It is with this preparatory complex that it is best to start practicing articulatory gymnastics in kindergarten or at home. A basic version of such a complex that you can start doing at home:
Smile and keeping your lips in a smile. In this case, the front teeth are exposed and clearly visible.
Tube. Pulling the lips forward with a tube. With this movement, only the lips move!
Ring. Ring-shaped lips.
Alternation: smile - ring - tube.
Calm opening and closing of the mouth, lips in a smile. There should be no other unnecessary movements!
The tongue is wide.
The tongue is narrow.
Alternation: wide tongue - narrow tongue.
Tongue lift for the upper teeth.
Alternating movements tongue up and down.
Alternating movements tongue with the tip of the tongue down: move the tongue deeper into the mouth - bring it closer to the teeth.

If these movements are easy for the child, then you can immediately move on to the complex for whistling sounds. If there are difficulties, then you need to train the basic movements from the preparatory complex. If a child cannot do the exercise with alternating “smile - ring - tube”, then I highly recommend consulting with a speech therapist.

A set of articulation exercises for whistling sounds p. z, c (Developed by Fomicheva M.V.).

Helpful Tips:

  • In every exercise I give description of movements and typical mistakes(See “What to pay attention to”). After the description you will find video all exercises.
  • First, do all these exercises yourself in front of the mirror, Paying attention to all the nuances, master them, and then teach them to your children.
  • Never scold a child for a mistake, just show them again the correct version of the exercise, focusing on the necessary nuance, describe to the child in words how to perform the movements, what to watch for. Children are completely calm about the “funny tongue’s mistakes” and are happy to “teach” him to do the movements correctly.

Exercise 1. Put the ball into the goal.

Our task: In this exercise, the child will learn to direct a long, directed stream of air.
Performing the exercise:
Place two cubes on the table - these are gates. And next to the gate on the table in front of the child, place a cotton ball. The child stretches his lips forward with a tube, blows on the ball and tries to drive it into the gate made of cubes.

Don't puff out your cheeks! The baby can hold them with his hands to control himself.
The stream of air should be long and without interruptions - one long exhalation.

Exercise 2. Punish the naughty tongue.

Our task: teach your child to keep his tongue wide and relaxed. And continue to produce a directed air stream.
Performing the exercise:
The child, opening his mouth slightly, puts his tongue on his lower lip and, smacking his lips, says five-five-five. He then opens his mouth and keeps his tongue relaxed, wide and resting on his lower lip.
I don’t like to “punish” the tongue with children, which is already trying its best to practice, so I do this exercise with the kids in a different plot - the tongue rests and sings the song five-five-five. Or I suggest the child massage his tongue: five-five-five. You can come up with your own plot.
What you need to pay attention to:
The edges of the tongue touch the corners of the mouth - the tongue is really very wide.
We pat the tongue with our lips several times during one exhalation, while the stream of air flows smoothly, without interruption, without holding our breath.
A child can check whether the exercise is being performed correctly this way: bring a piece of cotton wool to his mouth, and it will deflect. Children always really like this kind of self-test.

Exercise 3. Wide tongue - pancake.

Our task: we will teach the child to hold his tongue in a calm, relaxed state.
Performing the exercise:
You need to smile, place the wide front edge of your tongue on your lower lip and hold it in this state while counting from one to five to ten. Try it yourself first!
What you need to pay attention to when watching the exercise in the mirror:
The lips should not be in a tense smile - a grimace, they should be relaxed in a smile.
The lower lip should not curl up.
The tongue should not “run away” far - it simply covers the lower lip.
The lateral edges of the tongue touch the corners of the mouth - it is relaxed.
If the exercise does not work, then you need to continue doing the previous one - “punish the tongue.” And return to this exercise later.

Exercise 5. Who will kick the ball further?

Our task- we will practice the correct air stream - the air goes in the middle of the tongue, the air stream is smooth, long, continuous.
Performing the exercise:
You will need cotton wool, which we will try to drive away. Fleece is our “ball”. You need to smile and place the wide front edge of your tongue on your lower lip. Next, pronounce the f sound for a long time. And blow the cotton wool onto the opposite edge of the table.
What you need to pay attention to:
The lower lip should not be pulled over the lower teeth.
Don't puff out your cheeks!
You need to pronounce the sound f, not x - it is with the sound f that the air stream is narrow, as we need.

Exercise 6. Let's brush our teeth.

Our task: we will teach the child to hold the tip of the tongue behind the lower teeth - this is required to pronounce whistling sounds.
Performing the exercise:
Smile, open your mouth slightly. Use the tip of your tongue to brush your lower teeth. First move your tongue from side to side, and then from bottom to top.
What you need to pay attention to:
The lips are smiling and motionless throughout the entire exercise.
When moving from side to side, the tongue is at the gums, and not at the top edge of the teeth.
When moving from bottom to top, the tip of the tongue should be wide and move upward from the root of the teeth.

Sometimes adults find articulation gymnastics boring and uninteresting. But not for children! I know from my own experience that children really like to look at themselves in the mirror, “learn their naughty tongue” and improve the technique of doing the exercise. And to all children! And if the plot of the exercises is changed, then the interest in them always remains very high, and there is a kind of intrigue - what will be new this time? After all, the baby himself clearly sees his results, sees that every time he makes the movement better and better, more and more accurate. And in this way the baby explores himself, the structure of his body, which is also very fascinating for preschoolers.

How much time will it take for preparatory work? It is simply impossible to say in absentia. For one child three times is enough, for another - a week, for a third - a month. But the better the organs of the articulatory apparatus are developed, the faster the baby will learn to pronounce all sounds correctly. Therefore, there is no need to waste time on this and rush!

You can see the exercises of a complex of articulatory gymnastics for whistling sounds in the video below.

Video. Articulatory gymnastics for whistling sounds (s, z, z)

Second phase. Sound production.

At the second stage, those children who correctly pronounce the sound s clarify its articulation and pronunciation, and consolidate their skills. The same children who did not know how to pronounce it learn to pronounce this sound - “whistle”.
It is very important that the child is aware of the correct articulation of sound and can check himself. This is possible from the age of 4. And in classes on speech development, all children are taught this (at least, they should be taught even in the most ordinary kindergarten).
Why do children with good sound pronunciation need this knowledge and skills? To develop their ability to consciously control the organs of the articulatory apparatus, to clarify and consolidate correct pronunciation, for clearer and faster operation of the articulatory organs, for good mobility of the organs of the articulatory apparatus. All these skills develop gradually and require training.

At 4 years old The child will learn how teeth, lips, and tongue work when pronouncing sounds in the form of a fairy tale - the game “Fairy Tongue Tales”.

From 5 years You can explain to children the correct articulation of sound in the form we are familiar with (without a fairy tale) and ask the child questions: “How does the mouth work? What does the tongue do”, etc. In older preschool age, it is already important not only to make a movement and be able to talk about the correct execution of the exercise, but also to monitor the smoothness and accuracy of the movements, the quick switching to a new movement, and the ease of movements.

Articulatory gymnastics with children of any age can be completed with an exercise or game with onomatopoeia with a given sound, which you will find below.

When producing a sound, the baby also learns the correct articulation of the sound.

Correct articulation of sound p.

When pronouncing the sound correctly with:
The mouth smiles (the corners of the mouth are slightly pulled back),
Teeth closed
The tip of the tongue rests on the lower incisors (i.e. it is at the bottom, not at the top),
The front part of the back of the tongue is close to the alveoli and forms a gap with them (children know the alveoli as “tubercles” on the palate, at the top of the mouth),
When pronouncing a sound, a groove is formed in the middle of the tongue through which air flows.
Unlike hissing sounds when pronouncing whistling sounds cold air stream! In order to determine which stream of air is coming from the mouth, you need to bring your hand to your mouth, palm down. Pronounce the sound Ш yourself in this position, and then the sound S, and you will see the difference. You can show your baby this difference by blowing on his hand while pronouncing these two sounds. And then he himself will be happy to experiment to see how it works out for him - a cold stream of air or not.

For four-year-old children, you can practice the sound C in the form of a game. Invite your child to ride a bike. To do this, we need to inflate the tires that are slightly deflated with air. We will work with the pump and inflate the tires with air: sssss. Show yourself how the “pump works” - sss (show the articulation of this sound so that the child can clearly see your face). Ask your child: what is the position of the lips when the pump whistles? (In a smile). Are teeth visible? (Yes). Where is the tip of the tongue? (Below, hidden behind his lower teeth). What kind of air is coming in - cool or hot? (Cool) – bring the back of your hand to your mouth. Compare with the sound X - is the air warmer with the sound X or the sound of the pump C?
Invite your child to “take the pump” (pantomime - an imaginary action) and “pump up the tires” - whistle ssss.
Very often, even such clarification of the correct sound pronunciation of the sound C in the game “Pump” is enough for a four-year-old child to begin to pronounce the sound correctly!

It happens that “playing the pump” is not enough and you need to clarify the articulation of sound individually, in front of a mirror. When producing sound by imitation You can invite the baby to blow on his slightly protruding wide tongue, imitating you. After this, you need to move your tongue behind your lower teeth. “Look where my tongue is. Do you see the teeth? Do the same. Smile so your teeth are visible. Press your wide tongue against your front teeth at the top. Well done! Now cover your mouth and let's blow. Raise your hand to your chin – can you feel the air flowing?” Place the cotton wool on the child's chin so that a stream of air hits it. If the child blows weakly, then ask him to blow harder, but do not puff out his cheeks. So, by imitation, the child will get the correct sound s. Repeat this sound 5-6 times with pauses.

You should not expect that the sound C, which appears through imitation, will immediately appear in the child’s speech. For a child, this is just the sound of a pump in a game! Even the next day, the baby may already forget everything, and you will have to demonstrate the sound production exercise again. And ask him to whistle like a pump, make noise like a vacuum cleaner, blow and whistle like the wind, etc. In order for the sound to enter the child’s speech, games and play exercises are needed to automate it, which I will talk about in the next article. After all, just repeating words and phrases with sound is not at all interesting for a baby! And you also need teach the child to distinguish sounds that are close and similar to each other, so as not to confuse them in speech. We will also talk about this in the continuation of this article.

And in the end I want to offer you two videos about making whistling sounds with a demonstration of simple and accessible techniques.

How to teach a 3-4 year old child to pronounce the whistling sounds S and Z correctly? Video

If a child is good at articulatory gymnastics movements, then, as a rule, a few simple techniques will allow him to almost immediately learn how to correctly pronounce the whistling sounds s and z. You will learn how you can teach your child at home to correctly pronounce the sound s and correct its pronunciation from Irina Denisova’s video. She shares some professional speech therapy secrets with her parents.

If you managed to successfully evoke a sound, then all that remains is to automate its correct pronunciation in syllables, words and phrases. You can learn about games and exercises for automating the sounds C and Сь in a child’s speech in the article

If the child’s pronunciation of many sounds is impaired, articulation exercises are very difficult for him, and he cannot produce the “correct” sound, then you definitely need to contact a speech therapist to a children's clinic or speech therapy kindergarten. You can always find out the addresses of all institutions where you can get help from a speech therapist free of charge from your district or city education department.

And at the end of the article there are several songs for speech lessons with children based on the sound s.

Songs with sound S. Video for speech lessons with children.

Song about sand- a song for pronouncing the isolated sound sssss - onomatopoeia: how sand pours ssss. In the future, it can be used to automate the pronunciation of this sound in phrases.

A song about the letter S. Words with the sound S. How to make the letter S from the letter O?

See you again!

You can read more about the formation of correct sound pronunciation in preschool children:

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Oksana Popova

Sound warm-up

When starting to work on developing correct pronunciation, it is important to make sure that the child himself notices the lack of pronunciation. It often happens that children grasp the general meaning of a word, not paying attention to the fact that individual sounds are pronounced incorrectly. At this stage of work I use the following exercises.

1. Exercise “The most attentive”

Instructions. Look at the picture and listen carefully to whether I pronounce their names correctly or incorrectly. If the picture is named correctly, raise your hand up; if it is named incorrectly, shake your head negatively.

I would like to cancel the fact that in one lesson my child and I practice one picture word. First we work on words in which the sound is in the first position, then at the end, and then in the middle of the word.

As soon as the baby begins to confidently and correctly perform this task, he introduces a more complex exercise.

2. Exercise “Look, don’t make a mistake”

Instructions. Show me what I name.

Then, when the child confidently and correctly shows all the pictures, we change roles, now the child names, and I show, while I draw the child’s attention to the fact that it is difficult for me to show the right picture, since he names it incorrectly.

I suggest that the child learn to pronounce the sound [C] correctly. When the child agrees, I suggest playing the next game.

3. Exercises “Pump”, “Water Song”, “Whistle”. These exercises are similar to each other.




Instructions. Listen carefully and remember what sound the pump makes when it pumps air. Depict the movements with your hands when inflating tires with a pump, when you hear the pump whistling, and do not react to other sounds.

These exercises are not practiced all at once in one lesson, but are introduced gradually (one exercise per lesson). They should be completed until the child confidently answers your questions.

In parallel with the work on the development of phonemic processes, the articulatory apparatus is being prepared.

During my classes I use a classic set of articulatory gymnastics for whistling sounds. However, doing exercises sitting in front of a mirror is not very interesting for children (we only practice new exercises this way), so in my work I use presentations of gymnastics for the Tongue, accompanied by poetry or music.

Articulation gymnastics

1. “Punish the naughty tongue.”


Smile. Open your mouth slightly. Calmly place your tongue on your lower lip and, smacking it with your lips, make the sounds of five-five-five. Pat your tongue with your lips several times during one exhalation, then hold the wide tongue in a calm position with your mouth open, counting from 1 to 5 - 10. Make sure that the child does not hold in the exhaled air. The lower lip should not curl up or be pulled over the lower teeth. The lateral edges of the tongue touch the corners of the mouth.

2. "Pancake".

The mouth is open. Lips in a smile. Place the wide front edge of the tongue on the lower lip and hold it in this position, counting from 1 to 5-10. Make sure that the lips are not tense, do not stretch into a wide smile, so that the lower lip does not tuck or pull on the lower teeth. The tongue does not stick out far: it should only cover the lower lip. The lateral edges of the tongue should touch the corners of the mouth.

3. “The tongue goes over the teeth.”


The mouth is open. Lips in a smile. Tongue movements:

a) with a wide tongue touch the upper teeth from the outside, then from the inside;

b) with a wide tongue, touch the lower teeth from the outside, then from the inside.

When performing, make sure that the tongue does not narrow, the lower jaw and lips are motionless.

4. “Let’s brush our teeth.”


The mouth is open. Lips in a smile. Use the wide tip of your tongue to stroke your lower teeth, moving your tongue up and down. Make sure that the tongue does not narrow, stops at the upper edge of the teeth and does not go beyond it, the lips are in a smiling position, and the lower jaw does not move.

5. "Slide".

The mouth is open. Lips in a smile. The wide tip of the tongue rests on the tubercles behind the lower teeth, the back first rises until it touches the upper incisors, then lowers. Make sure that the tip of the tongue does not leave the alveoli, and that the lips and lower jaw remain motionless.

6. "Reel".


The mouth is open. Lips in a smile. The wide tip of the tongue rests on the bases of the lower incisors. The lateral edges of the tongue are pressed against the upper molars. The wide tongue “rolls out” forward and retracts into the depths of the mouth. Make sure that the tongue does not narrow, the lateral edges of the tongue slide over the molars, the tip of the tongue does not come off the incisors, the lips and lower jaw are motionless.

7. "Fence".


The teeth are closed. Lips in a smile. The upper and lower incisors are visible.

8. “Brushing our teeth.”


Smile, show your teeth, open your mouth slightly and “clean” your lower teeth with the tip of your tongue, first moving your tongue from side to side, then from bottom to top.

9. “Comb.”


Lips in a smile. Bite your tongue with your teeth. “Drag” it between the teeth back and forth, as if “combing” it.

After the child has learned to perform basic articulation exercises correctly, I introduce the child to the articulatory pose based on a schematic image.


1. The lips are smiling.

2. Teeth at a small distance.

3. The tongue, wide, rests on the lower teeth, in the middle of the tongue there is a groove.

4. The air stream is strong and cold.

5. The neck does not buzz.


Then we learn to hold the articulatory position of the sound [C] and move directly to sound production.

These methods of sound production [C] were not invented by me, I only collected and systematized the most effective ones, which I actively use in my work.

Basic methods of sound production [C]

By imitation.

Together with your child, sit in front of the mirror and show your child the correct articulation of the sound “C”. Ask the child to open his mouth, smile, spread his tongue, press the tense tip against the lower incisors and pass a “breeze” across the tongue, the sound “C” is heard.

2. method.

By imitation with the introduction of gaming techniques:

– pump up the wheel (ssss);

A cold wind is blowing (sss);

The balloon is deflated (ssss);

Blow into a bottle with a narrow neck (you'll get a s-s-s sound).

From reference sounds.

For the sound “S” these are the sounds “I” and “F”.

The sound “F” is the same in the method of formation (slit, a directed air stream is practiced. The sound “I” is the same in the place of formation (front-lingual, the tip of the tongue behind the lower incisors and the same rise of the front part of the back of the tongue.

Games and exercises for practicing sound articulation [and].

1. The child pronounces the sound [and] (make sure the articulation is correct, the adult finishes the word: i-grushka, i-golka, i-zbushka, i-riska, i-zum, i-kra, i-yun.

2. An adult names one object, a child names many: sock - socks, beep - beeps, castle - locks, sand - sands, chalk - crayons, lump - lumps. The sound is pronounced by the child with emphasis, highlighted by voice and articulation.

3. Select images of objects whose names contain the sound [and]. Let the child name them: willow, needles, frost, India, oriole. Please note that the words should not contain sounds that the child pronounces incorrectly.

After the speech organs are well prepared, the muscles of the articulatory apparatus are strengthened, and precise, coordinated movements are developed, you can proceed directly to sound production.

“Let’s remember the exercise “Kick the ball into the goal.” Smile wide, show your teeth and say the sound [i] to yourself. Now, with such a beautiful smile, blow on the ball.” When performing this exercise, it is important to ensure that the lips do not come close, do not cover the teeth, and that the tip of the tongue is strictly behind the lower teeth. The result is a weak but clear [c] sound. The pronunciation of sound is fixed in onomatopoeia.

Use a cap from a regular ballpoint pen. The child clamps the stick with his teeth, and the air stream is directed into the cap, then I begin to automate the sound in syllables.

The option of setting the sound C from the sound C is not common. The child pronounces the sound C for a long time. If this condition is met, the second component of the diphthong is heard - the sound C. The biggest difficulty is to draw the child’s attention and give him the opportunity to hear this sound. If you can’t immediately pronounce C in isolation, you can pronounce TsS, interrupting the sound with short pauses: TsS-S-S-S. Further pauses lengthen. And they immediately move on to pronouncing syllables.

Setting the sound [C] during progeny (the lower jaw is pushed forward). Place your tongue on the lower incisors and pronounce the support sound T in this position. An almost clear sound [C] will be heard.

In case of progeny (the lower jaw protrudes forward), the sound C can be placed as follows: Place the tongue in the oral cavity so that it is pressed against the lower incisors along the entire perimeter, and the upper incisors should be placed on the tongue so that there is a small gap between them. The initial sound C will result from the passage of air through this gap. If a groove is not formed, you can use a probe, a narrow spatula, a match, or a toothpick.

Setting the C sound with a high palate or absence of lower incisors. With this anomaly, the C sound is placed at the upper elevation of the tongue, when the tip rests on the upper incisors. The setting itself is carried out according to the classical scheme: working on the exhalation, forming a groove, etc. After the appearance of a muffled S with the sound Ш, they proceed to lowering the tip of the tongue down (which is no longer difficult to do).

9th method.

With lateral sigmatism, special preparatory work is necessary to activate the muscles of the lateral edges of the tongue, which, as a result of the exercises performed, can rise to close contact with the lateral teeth. When correcting lateral sigmatism, the child is taught to blow on the widely spread front edge of the tongue, then on the tip of the tongue between the teeth. Then the tongue is moved behind the teeth.

Bibliography

1. Agranovich, Z. E. To help speech therapists and parents: a collection of homework to overcome the underdevelopment of the phonemic aspect of speech in older preschoolers [Text] / Z. E. Agranovich. – St. Petersburg. :CHILDREN'S PRESS, 2006. – 160 p.

2. Budyonaya, T.V. Speech therapy gymnastics [Text] / T.V. Budyonaya. – St. Petersburg. :CHILDREN'S PRESS, 1999. – 64 p.

3. Zaglyada L. I., Simkin M. L. Methods and techniques for producing sounds in children with severe speech impairments [Text] / L. I. Zaglyada, M. L. Simkin. – Kemerovo: KRIPKiPRO Publishing House, 2009. – 117 p.

4. Polyakova, M. A. Self-instruction manual on speech therapy. Universal guide [Text] / M. A. Polyakova. – M.:Iris-press, 2008. – 208 p.

5. Rau, F. F. Techniques for correcting deficiencies in the pronunciation of phonemes. Fundamentals of the theory and practice of speech therapy [Text] / F. F. Rau. – M.: Enlightenment, 1968. – 181 p.

6. Tkachenko, T. A. Speech therapy encyclopedia [Text] / T. A. Tkachenko. – M.: OOOTD “Publishing World of Books”, 2008. – 248 p.

Sound [s]

Preparatory stage

Lesson 1

Breathing exercises

"Harmonic". I. p. - stand straight, lower your arms. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.

Development of exhalation force.

"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream.

Game exercises

"Smile". “We are glad to meet a friend.” Stretch your lips in a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat 3-4 times.

"Cranky monkeys." Movements with closed lips to the right and left. (If you have difficulty, help with your index fingers.)

Exercises to flatten and strengthen the lateral edges of the tongue

"Track". Place your wide, spread tongue on your lower lip and hold it in this position for a count of 5.

“The tongue is looking for a crack in the fence.” Extending the spread tongue between the teeth and biting it. (Teeth marks should remain on the tongue.)

“The tongue is sleeping on the crib.” Descent of the back of the tongue. Press the tip of the tongue against the lower incisors and lower the back.

Note. In case of difficulty, ask the children to cough or yawn, while the soft palate involuntarily rises and the root of the tongue falls. You can interest children by offering to meet or say hello to the little tongue.

Isolation of the sound [s] against the background of syllables and words among sounds that are distant in acoustic and articulatory characteristics.

Game "Catch the Sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy, ba. If the child identifies a sound from a sound or syllabic series, words are given poppy, cheese, bough, shelf, son, bun, lamp, catfish.

Pronunciation of vowel sounds with changes in the strength and pitch of the voice.

“Let’s sing a lullaby to the doll”: a-a-a-a-a-a-a-a.

"Toothache": ooo

"Steam's whistle": uh-uh.

Lesson 2

Breathing exercises

Development of exhalation force

Blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).

Developing the correct direction of the air stream along the midline of the tongue

Blow a paper snowflake off your palm. Whose snowflake will fly farther?

Exercises for lips and facial muscles

"We are having fun". "Smile". The lips are in a smile, the teeth are brought together to 2 mm.

"Sponges are swinging on a swing." Teeth and lips are clenched. Alternately lift the corners of your mouth with the help of your fingers.

“Sleep, little peephole, sleep, other one. The right eye sleeps - wakes up. The left eye sleeps and wakes up.” Alternately opening and closing the eyes.

Tongue exercises

"The tongue is tanning." Place your tongue on the bottom of your mouth. “The tongue dived to the bottom of the river.” "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.

“The tongue fits through the crack of the door.” Biting the tongue with teeth from tip to middle and vice versa.

"Monkey Teasing" Place your wide tongue on your lower lip and pronounce the syllables five-five-five-five-five.

"Conversation between the dogs Barbosa and Pushka." Pronouncing syllable combinations poo-boo, poo-boo, poo-boo whisper, quietly and loudly.

Development of phonemic awareness

Isolating the sound [s] among sounds that are similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [sh], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy. Words dog, bunny, sun, fur coat, boots, garden etc. The child raises his hand or claps his hands if he hears the sound [s].

Lesson 3

Breathing exercises Developing exhalation power

"Put out the candle." Development of intense intermittent exhalation with pronunciation ewww.

Developing the correct direction of the air stream along the midline of the tongue

"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.

Exercises for lips and facial muscles

“The monkey is smiling, and the baby elephant is ready to drink some water.”

Lips in a smile (hold for a count of 5-6). Alternating positions - lips in a smile and “tube”.

“The teeth on the right side hurt. The teeth on the left side hurt.” Alternately raising the corners of the mouth while simultaneously closing the corresponding eye.

Tongue exercises

"Raindrops are pattering on the roof." Bite your wide tongue with your teeth and pronounce the syllables Ta-ta-ta-ta-ta-ta.

"Shovel". Place a wide tongue on the lower lip so that the side edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, suggest squeezing your lips tightly, then stretch them into a smile and push your tongue between them.

Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars

“The baby learns to pronounce the sound [i].” Place the tip of your tongue behind your lower teeth and pronounce the sound [i]. Make sure that the dimple in the tongue is exactly in the middle.

"Donkey's Song" Pronouncing sound combinations ia.

"Boat". Stick your tongue out of your mouth and fold it into a boat (“groove”). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.

"Fungus". I will collect different mushrooms in a basket - russula, moss mushroom, etc. Sucking the tongue to the roof of the mouth. (Recommended for use when correcting lateral sigmatism.)

Development of switchability of the organs of the articulatory apparatus and coordinated work of the lips and tongue

Pronouncing vowels i-yu, yu-ya, i-e, e-ya; i-i-e; and-i-e-yu.

Development of phonemic awareness

Isolating the sound [s] from words. Find toys whose names contain the sound [s], from a number of others ( owl, fox, bear, dog, baby elephant, car, giraffe, donkey).

Determining the position of the sound [s] in words owl, baby elephant, forest, nose.

Lesson 4

Breathing exercises

Development of exhalation force

Developing the correct direction of the air stream along the center line

“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and raise your back up. Exhale.

Developing a long, strong exhalation when pronouncing sound combinations for a long time iffffff, iffffff.

Lip exercises

Lips in a smile (count to 10).

"The boat rocks on the waves." Alternately lifting the corners of the mouth up (with and without the help of hands).

Tongue exercises

“The tongue is sick and lies in bed.” Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Place the tongue in a “path” on the bottom of the mouth so that a small tongue appears. (Hold in this position for as long as possible.)

"Teasers." Place your wide tongue on your lower lip and say: bah-bah-bah-bah-bah, blah-blah-blah-blah-blah-blah(with a change in intonation).

The tongue is “grooved” inside the mouth.

Note. If the exercise does not work, use a bottle with a narrow neck. When you blow into a bubble, a round gap involuntarily appears in your tongue.

"Funny Clowns" Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronouncing a sound combination e-hee-hee.

Development of switchability of the organs of the articulatory apparatus

“The tongue swings on a swing.” Pronouncing syllables ya-la, ya-la, ya-la, gradually increasing their number in one exhalation.

Development of phonemic awareness

Distinguishing words that sound similar: bear— bowl, helmet— porridge, cheese— ball, salt— play naughty(based on pictures).

Finding pictures with the sound [s] in their names on the topics “Vegetables” and “Fruits”.

Lesson 5

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue. "The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Lip exercises

“The hippopotamus has his mouth open, the hippopotamus is asking for rolls.” Smile. On the count of “one,” clench your lips tightly, and on the count of “two,” open your mouth wide.

Tongue exercises

Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronounce and, hee, ee.

Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.

"Boat". Raise the side edges of the tongue until you have a depression in the middle of the tongue.

"Cheerful children." The starting position is the same. Pronounce sound combinations Ihee hee, Ihee hee, Ihee hee.

"Alien Conversation" Pronouncing syllables tee-tee-tee, tee-tee-tee, tee-tee-tee(with a change in stress and intonation).

Development of phonemic awareness and simple types of phonemic analysis

— Is there a sound [s] in words? cabbage, beets, radishes, beans, lettuce, garlic?

- Find vegetables whose names contain the sound [s]. Where is the sound [s] heard in a word? salad? In a word garlic? In a word cabbage?

Development of logical thinking

Game "Fifth Odd". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.

Lesson 6

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue

Smile. Lower the tip of your tongue behind your lower teeth, raise your back in a “mound”, and exhale.

Lip exercises

Raising and lowering of the upper lip exposing the upper teeth.

Alternate raising and lowering of the corners of the mouth.

Tongue exercises

Keep your tongue motionless with the “groove” on the outside of the mouth, and then open your lips widely, then touch the “groove” with them.

Game “I am not me.” The speech therapist pronounces phrases, and the children answer: “And I” or “Not me.” For example, a speech therapist says: “I love chocolate.” And the children answer: “And I, and I, and I.” “I love to chew a cup.” Children: “Not me, not me, not me.”

Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue

Pronouncing syllable combinations pti-pti-pti, pti-pti-pti; petit-pt, petit-pt; pt-pt-pt-pt-pt.

Development of phonemic awareness

“Pick it up and name it.” Place pictures in two piles depicting objects whose names contain the sounds [s] and [w].

Determine the position of the sound [s] in words sled, boots, owl, bus.

Sound setting [s]

The position of the organs of the articulatory apparatus when pronouncing the sound correctly [s]

The teeth are brought together and are at a distance of 1 mm. The lips are stretched as if smiling. The tongue rests on the lower incisors; a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is dull, pronounced without the participation of the voice.

Techniques for sound production [s]

Auditory perception of sound. Creating an auditory image of sound

Gaming techniques. "Whistles." "Snowstorm".

Formation of a visual image of sound

Showing the articulatory position of a sound on a dummy or articulation diagram. Articulation profile display.

Formation of a kinesthetic image of sound(feeling the position of the organs of articulation)

Showing the position of the organs of articulation using the fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if they were the lower teeth). Description of the position of the organs of articulation.

Open your mouth. Lower the tip of the tongue towards the lower incisors so that a gap forms in the middle of the tongue. Exhale forcefully and evenly. The sound should be [s].

Note. If a “groove” does not form along the midline of the child’s tongue, place a stick along the tongue. Close your teeth as far as the stick allows and pronounce the sound [s]. Do the same exercise with slowly removing the stick from your mouth to your teeth and out, then repeat several times without using the stick.

Correction of hissing sigmatism according to M.E. Khvatsev (1959)

1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered at the lower gums.

2. Blowing on the tongue when it is in a low position.

3. The tongue is set with a deep “groove” and the sound [s] is pronounced. Then gradually the depth of the “groove” decreases.

4. The sound [s] is pronounced.

Sound setting [s] according to R.E. Levina (1965)

1. Interdental pronunciation of the sound [s]. Consolidation in syllables, words, and then transition to normal articulation.

2. The child pronounces the sound [r] in a drawn-out manner, and then, doing the same, push the tongue as far forward as possible, it is necessary to rest its tip against the lower teeth.

3. Reliance on the sound [x]. Whisper the sound combination ihee, and then repeat it with clenched teeth.

4. Pronouncing the combination no with tension.

Correction of labiodental sigmatism

Show that when pronouncing the sound [s], the lip should not come into contact with the upper incisors or come close to them.

Alternating movements of the lips with a sequential change in their closing and opening, associated with baring of the teeth and exposure of the lower incisors.

If necessary, mechanical assistance is used in the form of pressing the lower lip downwards with a spatula. Long pronunciation of [s], and then syllables and words that begin with it.

Correction of interdental sigmatism

Clench your teeth and, without unclenching them, pronounce [s] in a drawn-out manner. (At first, the sound is pronounced with clenched teeth.)

Pronouncing syllables and words with clenched teeth. Gradually they move to normal pronunciation of the phoneme.

Correction of dental sigmatism

Demonstration of correct phoneme articulation. Using a profile picture. Reliance on kinesthetic sensations (feel a cold stream on the back of your hand when correctly pronouncing the sound [s]).

Articulation exercises

Inserting a flat tongue between the teeth.

Sticking out the tongue in a “groove” manner with the mouth open.

Arching of the back of the tongue upward while the tip of the tongue rests on the gums of the lower incisors.

Correction of hissing sigmatism

Distinguishing between the correct and incorrect sound of the sound [s] (whistle - hiss).

Showing in front of a mirror the differences between correct and defective articulation.

Additionally, use kinesthetic sensations, depicting articulation with the hands.

Having achieved correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.

You can temporarily use interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.

Correction of lateral sigmatism

Achieve the formation of a “groove” along the midline of the tongue.

Use the sound [t] as a base. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.

At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [ts], which contains the sounds [t] and [s].

Gradually, during the exercises, the sound [s] lengthens and then separates. After which you can explain to the child that this is the correctly pronounced sound [s].

Use of mechanical assistance.

The child is asked to pronounce the sound [f], pushing the tongue forward as much as possible and resting its tip on the lower teeth. The noise characteristic of the sound [w] should be accompanied by a whistling noise.

Rely on the sound [x].

Whisper the combination ihee, and then pronounce the same sound combination with clenched teeth. In this case, a sound close to [s"] is heard.

As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s"].

Correction of nasal sigmatism

Work out the correct direction of the air stream, closing the passage into the nasal cavity by raising the palate. Developing correct articulation of the tongue.

Correction of sound replacement [s] to [t], [d]

1. Inserting a flat tongue between the teeth.

2. “Grove” with the mouth open.

3. Bending the back of the tongue upward while the tip rests on the gums of the lower incisors.

Correction of lateral sigmatism according to E.Ya. Sizova (1992)

Massage of facial muscles and lips

The massage is performed with hypercorrection of the affected side:

- patting the smoothed nasolabial fold;

- circular movements at the junction of the masticatory muscles;

- stroking lips;

- slight tingling of closed lips (usually on the affected side);

- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);

- slight tingling of the lowered corner of the mouth;

- pinching of the edge of the lower jaw (more on the affected side).

Tongue massage

- light stroking of the tongue;

- tapping the tongue with a spatula or fingers;

- very light tapping on the affected side edge of the tongue.

Articulation gymnastics

Exercises for lips and facial muscles

Teeth and lips are clenched. Alternately raise the corners of your mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of your mouth calm. Lift the corner of the mouth affected by paresis two or three times, and the healthy one – once.

Tongue exercises

1. Smile, place your tongue on your lower lip, then move your tongue to the right side and bite the left edge of your tongue with your teeth. Return to starting position.

2. Smile, place your tongue on your lower lip, slightly move your tongue to the left and bite the right edge of your tongue with your teeth. Return to starting position.

3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth along your tongue.

4. Smile, place your tongue on your lower lip, move your tongue to the left side and slide your teeth along your tongue.

5. Biting the side edges of the tongue.

For the affected side, the number of exercises is doubled.

Consolidation of the auditory image of sound

  1. Tip of the tongue rests on the lower front teeth.
  2. Lips stretched out, as if smiling, and do not cover the teeth.
  3. Teeth close together or closed
  4. We exhale the air forcefully in the middle of the tongue, along the “groove”; a sharp cold stream is felt on the palm brought to the mouth.
  5. Vocal folds open.
  6. The sound is dull.

PREPARATION EXERCISES

Exercises to develop air pressure.

1) We draw air into our lungs, forcefully begin to blow (and not just exhale) it through our lips stretched forward like a “tube”. We control it with the palm of our hand, a piece of paper or cotton wool. We feel a sharply beating cold stream, the piece of paper or cotton wool is deflected to the side. We repeat the exercise.

2) We stick out our tongue so that it rests calmly, without straining, on the lower lip. Place a thin round stick (match) along the tongue to its middle and press lightly to form a groove. We round our lips, but do not strain them. The teeth are open. Inhaling, we forcefully blow out the air, puffing out our cheeks. We control it with the palm of our hand, a piece of paper or cotton wool. We repeat the exercise.

3) We do the previous exercise without using a stick.
Lip exercise. We stretch our lips into a smile to the limit and hold them in a tense position for some time. We close our teeth. Repeat the exercise.

Exercise. Pronouncing a long sound s.

1) Open your mouth. Spread your tongue and rest the tense tip against your lower teeth. Place a round thin stick (or match) along the tip of the tongue so that it presses only the front part of the tongue. The lips are stretched into a smile. Close your teeth as far as the stick allows. We forcefully blow out the air evenly, controlling it with the palm of our hand, a piece of paper or cotton wool. A long s- sound is heard. We repeat the exercise.

Note. If the stick is not in the middle of the tongue or the air pressure is insufficient, the sound will be unclear and not whistling.

2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.
We do the exercise several times without using a stick.



This stage of work is carried out as part of the lesson.

Subject: Clarifying the pronunciation of a sound with or evoking it by imitation, developing a long oral exhalation.

Target: To achieve the correct isolated, prolonged pronunciation of the sound s, the ability to determine the position of the organs of the articulatory apparatus when pronouncing the sound s.

In order for children to pronounce the sound s correctly, it is necessary to monitor the position of the lips, tongue, and the presence of an air stream running in the middle of the tongue. Children should be drawn to the fact that the “angry” whistle of air coming out of the pump resembles the sound of s. When we pronounce s, the lips are in a smile, the teeth are visible, and with the back of the hand brought to the mouth, you can feel a cold stream of air. To help those who pronounce sounds unclearly, you need to see what exactly each child does not succeed in.