Sound Sh. Preparatory stage, sound production

Natalia Gabdusheva
Synopsis of an individual lesson on the topic: "Setting the sound Ш"

Individual lesson on sound setting [Ш].

Goals:

1. Correctional educational:

- formation of an idea of ​​correct articulation sound Ш;

Consolidation of grammatical understanding constructions.

2. Correctional and developmental

- development of mobility of the articulatory apparatus and preparation of the articulatory base for setting the sound Ш;

- formation of correct articulation sound Ш;

- the formation of the skill of phonemic hearing on sound Ш;

- differentiate correct and incorrect pronunciation sound Ш;

- to fix sound Ш in its purest form, in syllables, in words with given syllables, and in sentences with worked out words.

3. Correctional educational.

Development of the skill of tracking the speech of a speech therapist.

Equipment: a piece of cotton wool, subject and plot pictures on subject, circuit (characteristic sound, cards with syllables, cards with riddles, finger toy snake, telegram.

Course of the lesson:

1. Organizational moment Hello, Alina! Tell. do you want to learn how to speak correctly and beautifully? Then let's learn!

You know, visit us today class some guest is going. But who it is, you will find out a little later.

2. Development of general motor skills. Before meeting our guest, you need to warm up, do gymnastics

"Pets"

Kitties live next to a person. And the dogs faithfully guard their house. We are given cows meat, milk. Goats, sheep jump easily. It's hard for fat pigs to walk, Better to be a frisky horse.

We walk quietly, inaudibly, with our hands we make movements that imitate "Washing" kitty muzzle. Hands behind your back, bending slightly, walk around yourself. The arms are bent at the head, the index fingers imitate horns. We jump on toes, hands on the belt. Arms bent in front of the body, we walk in place, waddling. Running in place with high knees.

3. Development of finger motor skills Alina, and the guest is coming to us from afar. Let's bake pies for him. He's probably hungry.

Finger gymnastics:

We chop cabbage, chop.

We cut the cabbage, we cut it.

We salt and salt the cabbage.

We are squeezing cabbage, squeezing.

We are three, three carrots.

We bake pies, we bake pies. That's how smart you and I are.

4. Speech gymnastics Alina, while you and I were baking pies, the postman Pechkin came and said that we had received a telegram. He said he would give her up if we completed his assignments. Well, what can we do? Look at the picture and tell me who is painted on it? Yes, that's right, it's an elephant, look what kind of trunk it has, let's try to portray it. Listen carefully to the instructions and follow the movements for me: “I will lightly cover my mouth, lips - Proboscis forward. I pull them far away, as if in debt sound: oo-oo-oo ". Hold on "proboscis" until I count to 5. Well done, very good proboscis, let's try again. An exercise "Shout"... Pull your lips forward, make a ring so that your teeth are visible. Hold it down until I count to 5.

An exercise "The tongue is resting"

Our tongue is tanning. He lay down, resting calmly.

An exercise "Naughty tongue"

The tongue was running, tired.

He became very naughty.

We need to catch him

And clap, punish.

Methodical instructions

This exercise relaxes the tongue. Calmly put your tongue on your lower lip and, spanking it with your lips, pronounce "Five-five-five".

An exercise "The tongue is playing"

The tongue went for a walk.

He began to play merrily.

(the wide front edge of the tongue rests on the lower lip)

Lay down, resting calmly,

Doesn't run away anywhere.

Raises the tail up

And runs into his house.

(tongue wide "Cup" close to the alveoli)

Methodical instructions

The ability to keep the raised tongue in shape is developed "Cups"... Language "Cup" is inserted into the oral cavity, the tip of the tongue is free and does not touch the hard palate. The edges of the tongue are tightly pressed against the upper molars.

An exercise "Focus"

We will play now

We need to show the trick.

Cotton wool on our nose.

We'll blow it off now.

(Alina puts cotton wool on the tip of her nose)

Let's breathe out the air

And she will begin to fly!

Methodical instructions

Children should smile, put the wide front edge of the tongue on their upper lip, and deflate the fleece. Make sure that the lateral edges of the tongue are pressed against the teeth, and there is a groove in the middle of the tongue. The air must go in the middle of the tongue for the fleece to fly up. Make sure that the lower jaw is motionless.

5. Sound production

(from tongue gymnastics).

Alina, you are smart. And here is our telegram, come on read: "I will be soon, your friend snake"... Oh, I wonder how she hisses? Let's try to hiss: first me, and now you:

"Put a wide tongue on your lower lip, do "Cup" outside, bring it into your mouth, press the lateral edges to the molars, leave a gap between the tip of the tongue and the alveoli, the teeth are close, the lips are rounded and spiky. " When Alina hisses, I will clearly pronounce sound Ш... Let's try again, well done. The speech therapist takes out a snake mask imperceptibly and speaks: “Alina, look, at last a snake has come to us. Look how sad she is. A trouble happened to her, she forgot how to hiss. But we will help the snake, yes, Alina? Let's teach her to speak sound W and then she can hiss again.

6. Analysis of articulation sound Tell Alina to the snake how we will confess sound Ш... Alina with the help of a speech therapist speaks: “When we say soundШ - lips are pushed forward - with a mouthpiece; the teeth are slightly open; the tongue is raised up and forms a slit with the anterior part of the hard palate; The neck does not ring (check with the back of your hand) - dull sound; The tongue is like a cup, the air goes down the middle of the tongue. When pronouncing sound sh, the air we breathe out is warm. Sound w is always solid - denoted in blue.

7. Feature sound Alina, the snake asks, and sound Vowel or consonant? And why? Hard or soft? Why? Voiced or Deaf? Why? What color is indicated? Alina, the snake says you're so smart.

8. Development of phonemic processes And now Alina show the snake how the wind makes noise - shshshshshsh, the snake - shshshshshsh, air comes out of the bursting ball - shshshshshsh. While the snake is training, let's see how you remember sound Ш... Now I will call the sounds, and you should clap your hands on sound [w]... U, O, D, W, L, W, 3, S, W, R, Sh.

Now name Alina the items in the name of which there is sound [w], smart girl.

And one more task, I will speak the words and you will say in which syllable it will be sound Ш: wardrobe, school-la, fi-nish, ka-ran-dash, ka-mouse, tower-nya, Masha, kosh-ka.

9. Anchoring sound in syllables And now I will speak syllables, and you repeat after me .: ash, ash, osh, ush, ish.

Now let's play a dialogue, you will repeat the syllables after me with stress:

sha, sha, sha;

sha, sha, sha., and now with different vowels:

; sha, sho, shu. Liked?

Now let's play ball, let's throw it and speak:

shpa, shpa, shpa;

shka, shko, shku;

shta, INTO, pieces. Well done, smart girl.

10. Anchoring sound in Alina's words, the snake accidentally dropped my pictures from the table and they all mixed up. And I really need pictures, in the title of which there is sound Ш... Help me please.

Now name: school, hat, schoolboy, boat, pants, bayonet, darning, piece, hat, hose, hut, pencil, reed, kid, finish, on foot, pebbles, tower, cup, porridge, bear, cat, midge, window, frog , mouse, grandfather, grandmother, cherry. Well done.

11. Anchoring sound in the sentences the Snake wants to make you puzzles: soft feet, and scratches in the feet. (Cat) Clinging to the rear tire, the bear rides on (car)... And they could be naughty all day without a break (monkeys)... Long, long crocodile sea blue (extinguished)... The squirrel dropped a bump, the bump bumped (monkey)... No, your voice is not good, you are very quiet (eat).

And the snake also brought interesting pictures with it, let's look at them. Tell me what is shown in this picture? The mouse runs away from the cat. Misha has a bump on the top of his head. The cat rolls the reel. Well done.

Now I will say sentences, and you repeat after me, if you try, then you will be in for a surprise from the snake.

A pawn is missing in chess. Grandma has a lot of spools in her box. The seamstress sews on the machine. Misha has a helmet. The trousers must be darned. Masha found twine in the bag. Masha, eat porridge. Misha will go to the shower. The kid found a lily of the valley. The cat has ears on the top of its head.

Tell me, Alina, how many words are in this proposal: "The cat rolls the reel".

You know, the snake did not come to visit you empty-handed, it brought you a gift - a large ball. She says thank you for teaching her to speak sound Ш... Now she must go home. Let's say goodbye to her.

12. Outcome classes Say please, which one we studied the sound today? Now show me how to pronounce it correctly sound Ш... And in what position are your lips when you say sound Ш? A language? Ah, does the throat vibrate or not when you say sound Ш?

Well done, Alina! You are very good today worked out: you made a beautiful cup, hissed well, talked beautifully on the phone, helped the snake learn to speak sound Ш, well guessed riddles, you are smart. I look forward to seeing you next time. Goodbye!

13. Homework Gymnastics:

1) lip: "Mouthpiece": Pull the lips forward so that the teeth are visible. Hold in this position at a count from 1 to 5;

2) for language: "shovel": open your mouth, put a wide tongue so that the lower lip is not visible. Hold in this position for a set from 1 to 5;

3) "cup": smile, open your mouth, stick out your tongue "Shovel" and raise the edges of the tongue up so that you get the shape "Cups"... Hold in this position for a count of 1 to 5.

Sound [w]

Preparatory stage

Lesson 1

Spatial orientation

Cross orientation.

- Place your right hand on your left shoulder. Place your left hand on your right knee. Touch your left ear with your right hand. Touch your right cheek with your left hand.

"We go up the mountain, we go down the mountain." Pronunciation of syllables in combination with the movements of the index finger.

"Let's warm up the pens." Take a deep breath through your nose. Round your lips and exhale forcefully through your mouth. A warm air jet should be felt. Repeat 3-4 times.

Lip Exercise

"Astonishment". Round the lips and pull them forward. Make the sound [o].

Exercises for the tongue

"The tongue is looking for a crack in the fence." Insert a wide tongue into the gap between the teeth.

"Spatula". Smile, open your mouth, put the wide front edge of your tongue on your lower lip. Hold in this position for a count of up to 10.

Coordination of breathing, articulation and phonation

Game tasks

"The boat is swinging on the waves." Drawing wavy lines in a box of millet groats.

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

Session 2

Exercise for developing a prolonged exhalation

"Football". Take a breath. Smile, put the wide front edge of the tongue on the lower lip. With an exhaled air stream, drive a cotton ball into the "gate".

"Let's put out the candle." Exhale evenly and slowly into the candle flame.

Pronouncing vowels a-a, a-a, a-a-o on one exhalation with exaggerated articulation.

Lip exercises

"Wide tube". Close your teeth. Round lips extended forward. The corners of the lips do not touch. The lips do not cover the teeth. Keep lips in this position for a count of 6.

Exercises for the tongue

"Delicious Jam". Open your mouth slightly. With the wide front edge of the tongue, lick the upper lip, making a movement with the tongue from top to bottom. Repeat 5-6 times.

"The tongue goes to visit the nose." Open your mouth, raise the wide front edge of the tongue to the nose. Keep it in this position by counting up to 5-6.

"Teeth with tongue play hide and seek." Open your mouth, close your upper teeth with your tongue.

"Conversation of the Cuckoo and the Owl". Pronunciation of syllables and sounds cuckoo, cuckoo, cuckoo; ooh, ooh, ooh with a change in intonation.

Development of phonemic perception

Isolation of the sound [w] among sounds similar in acoustic and articulatory characteristics, against the background of syllables and words. Sounds: [s], [w], [h], [s], [w], [c], [w], [s]. Syllables: sa, za, zha, so, sha, tso, su, shu, zy, shi, sy. Words cuckoo, owl, sparrow, fox, beetle, bumblebee etc. The child raises his hand or claps his palms if he hears the sound [w].

Session 3

Exercise for developing a prolonged exhalation

Close with a wide tongue on the upper lip, bring a strip of paper (just above the nose). Blowing on a paper sultan (the air stream should go obliquely upwards).

"The plane is buzzing." Pronunciation of the sound [y] with a change in the pitch and strength of the voice.

Lip Exercise

Alternating exercises "Smile" and "Tube".

Exercises for the tongue

"The tongue is swinging on a swing." Open your mouth wide, raise your wide tongue to the nose, then lower it to the chin.

"Let's hide our teeth." Close the upper teeth with a wide tongue, then the lower ones.

"Stick the candy." Put a piece of candy on the edge of the tongue sticking out of your mouth. Offer to glue it to the palate behind the upper teeth.

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

"We play the drum." Pronunciation of syllabic combinations ta-da, ta-da, ta-da, ta-da, you-dy, you-dy, you-dy with the movement of the index fingers of both hands.

Development of phonemic perception

Definition of the sound [w] in words. Find toys with the sound [w] in the name. ( Matryoshka, rattle, Cheburashka, bear, machine, ball.)

ball, bear, baby.

Session 4

Exercise for developing a prolonged exhalation

"Focus". Put a piece of cotton on the tip of your nose. Smile, open your mouth. Put the wide front edge of the tongue on the upper lip so that the lateral edges are pressed, and there is a "groove" in the middle. Blow off the cotton wool. In this case, the air should go in the middle of the tongue, then the cotton wool will fly up.

Lip Exercise

"Elephant's trunk". Round the lips and pull them forward. Keep your lips in this position for a count of 6.

Exercises for the tongue

"Swing". Raise and lower the wide tongue behind the teeth, touching it with the tip of the upper gum, then the lower one.

Bring the tip of the tongue under the upper lip, then tear it off with a click.

"Cup".

- Prepare a "cup", I will treat you with juice. What juice will you drink?

- Open your mouth, put a wide tongue on the lower lip, then lift the tip and the lateral edges of the tongue up, a depression should form in the middle of the tongue.

“Conversation of pigs Naf-Nafa and Nuf-Nufa”. Pronunciation of syllables na-na-na, us-us-us, well-well-well, but-but-but with a change in stress and intonation (fearful, confident, angry, calm).

Development of phonemic perception

Find pictures on the topic "Clothes", in the name of which there is a sound [w]. Determining the position of the sound [w] in words hat, scarf, shirt, pants, shower.

Arrange pictures on the typesetting canvas. Objects in the name of which the sound is heard at the beginning of the word, put on the upper strip, on the middle - those in the names of which the sound is in the middle, on the lower - those in the names of which the sound at the end.

Session 5

Exercise for developing a prolonged exhalation

"A strong wind blows the leaves." Put a wide tongue ("shovel") on the lower lip. Blowing with the formation of a "groove" along the middle line.

Lip Exercise

"The trunk of the big elephant and the little elephant." Alternation of wide and narrow "tubes".

Exercises for the tongue

"We are riding a horse." Clicking tongue. The wide tip of the tongue sticks to the palate and comes off with a click.

"Rose petal". Tongue "cup" outside, then inside the mouth. Make sure that the lateral edges of the tongue are pressed against the upper molars.

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

"Conversation of Hippos". Pronunciation of syllabic combinations bda-bda, bdo-bdo, bdu-bdu, bdy-bdy; bda-bdo-bdy, bda-bda-bdu-bdy with a change in intonation.

Development of phonemic perception

Determining the position of the sound [w] in words Shura, Masha, Natasha, sturdy, short, silly, naked.

Session 6

Exercise for developing a prolonged exhalation

"The wind is making noise." Place the bubble upside down at the level of the nose. Raise a wide tongue to the upper lip and blow hard on the tongue. A noise is heard in the bubble.

"The baby elephant drinks some water." Make a "proboscis". Inhale and exhale air through the mouth.

Lip exercises

Repetition of the exercises of the previous lessons.

Development of coordinated movements of the lips and tongue. Pull the lips with a "tube", and the tongue - with a "cup" (outside the mouth).

Exercises for the tongue

Repetition of the exercises of the previous lessons.

"Harmonic". Smile, open your mouth. Glue your tongue to the palate, then, without lowering your tongue, close and open your mouth. When repeating the exercise, open your mouth wider, and hold your tongue longer and longer.

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

Hippo Booby learns to pronounce syllables bdi-bdi-bdi, bdi-bde, bdy-bde, bde-bdy-bdi.

Development of phonemic perception

Selection of pictures, in the names of which there is a sound [w], from other pictures, in the names of which - [s] and [w]. The teacher pronounces the words, and the child chooses pictures with the sound [w] in the names.

Sound setting [w]

The position of the organs of the articulatory apparatus with the correct pronunciation of the sound [w]

The lips are slightly rounded and extended forward with a "tube". The teeth are brought together at a distance of 1-2 mm. The tip of the tongue is raised by the "cup", but does not touch the palate. The lateral edges of the tongue are pressed against the upper molars, and the middle of the front of the tongue forms a semilunar cleft with the palate immediately behind the alveoli. The soft palate is raised, the vocal cords are open. The exhaled stream of air is strong. If you put your hand back to your mouth, you feel warm.

Techniques for setting the sound [w]

Auditory perception of sound. Creation of an auditory image of the sound of "Shumelochka". Onomatopoeia

Wind noise in the forest; rustle of leaves on trees; rustling of dry leaves; rustling of dry hay or straw, paper; hissing gander, snake; rustling of mice in a burrow, tires on the pavement; the noise of air escaping from a punctured ball, a steam locomotive releasing steam.

Formation of a visual image of sound [w]

Articulation profile display. Clarification of the position of lips, teeth and tongue. Description of the position of the organs of articulation.

Formation of a sense of the position of the organs of articulation with the help of toys. See how the monkey lifts the tongue with a "cup" for the upper teeth.

ёёё129 Drawings for tasks used at the stage of sound automation [s]

Show the correct articulation of the sound [w]. Draw the child's attention to the position of the lips, teeth and tongue.

Plastic image of the shape of the tongue with the hands

With the right hand, depict the shape of the tongue with a "cup", and with the left - the sky.

Sound production [w] by R.I. Levina (1965)

Sound production [w] by imitation

Raise your tongue to the upper lip and evenly, with force, exhale air, controlling the air stream with the back of your hand.

Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, translate the tongue by the upper teeth to the palate with an open mouth. Round the lips and stretch forward, bring the teeth together at a distance of 1-2 mm and exhale. The sound should be [w].

Sound setting [w] based on sound [t]

Pronounce the sound [t] several times with an interval of 2-3 seconds. Then the installation is given: the tongue "knocks" not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with aspiration, while a faint and short hissing sound is mixed with the sound of the explosion.

Round the lips and stretch forward, raise the tongue to the front of the palate. Press the lateral edges of the tongue against the molars. The transition from sound [t] to sound [w]: t-t-tshshshsh. Subsequently, the noise is lengthened and freed from the previous sound [t].

Abstract of an individual speech therapy lesson.

Topic: "Setting the sound Ш".

Goals:- education of the air stream;

Formation of the articulatory structure of the sound Ш;

Development of articulatory praxis;

The difference in the names of vegetables, fruits;

Practical formation of nouns in a suffix way;

Development of fine motor skills of the fingers;

Development of verbal and logical thinking.

Equipment:"Snowflake" attached to a thread 10-12 cm long, sound articulation profile Ш, a set of supporting schemes, aids for articulatory gymnastics, for the development of fine motor skills of fingers, a table mirror, dummies of vegetables, fruits, pictures-symbols of non-speech sounds.

Course of the lesson.

1. Organizational moment.

Valera, good afternoon! You came to me for a speech therapy lesson, in which we will learn to pronounce the sound Sh.

2. Development of a strong directional long-term smooth air stream.

Let you show me the tricks now. (A “snowflake” attached to a string 10-12 cm long is offered to the child.) Hold the “snowflake” in front of your lips.

Smile. Show your teeth. Open your mouth. Raise your tongue in the shape of a cup to your upper lip. Blow on the tip of your tongue. See how beautifully the Snowflake flew up.

3. Development of articulatory praxis.

In order for the language to be strong, to pronounce all the sounds correctly, you need to do articulatory gymnastics every day. Valera, let's practice your tongue. Look at the picture. What's this? That's right, it's a straw. Let's turn your lips into a tube. Smile, close your teeth, stretch your lips forward. Well done! Now look in the mirror while holding the tube as I count to 10.

Look at this picture. Guessed what kind of articulatory gymnastics we are going to do now ?! Right! Let's make a tongue cup. Smile, open your mouth, put your wide tongue on your lower lip, raise the edges and tip of your tongue. Clever girl! Now let's compete who will hold the cup longer.

Valera, imagine that you ate delicious raspberry jam, it remains on your upper lip. Smile, lick a cup of your upper lip from top to bottom. Amazing! You do better every day!

4. Formation of the articulatory structure of sound Sh.

Look, the tongue and lips take this position when pronouncing the sound Sh. (The child is offered a sound articulation profile with a set of reference schemes and a table mirror).

Show where the tip, back, root of the tongue, lower and upper incisors, obstruction are. Excellent!

And this is a tire, listen to the air coming out of a punctured tire: sh-sh-sh-sh-sh. And what other non-speech sounds does the sound of "sh" sound like? Right! The hiss of a snake, the rustle of leaves. Listen to the sound again: shhhh. What do lips look like when making a sound? Well done! Find the tube symbol card.

Now, pay attention to the position of the tongue when pronouncing the sound "sh". Right! Find the card with an up arrow. Clever girl!

Now bring the back of your hand to my lips, feel the air coming out of my mouth. That's right, the exhaled air stream is warm.

Let's practice your tongue. Make a "cup", remove the "cup" for the upper teeth, round your lips with a "tube", blow warm air on the tongue. Excellent! You've got a goose song.

5. Differentiation of the name of vegetables, fruits, practical education of nouns in a suffix way, development of verbal and logical thinking.

Let's play the Garden Garden game. Name the dummies. Tell me where vegetables and fruits grow? Divide the dummies into two groups: vegetables in the garden, fruits in the garden. Take a dummy and name it. Where does the apple grow? What's this? Where will you put the apple? Etc.

Let's play the Big - Small game. I point to a dummy of vegetables and fruits, I name a large object, and you name a small one.

6. Development of fine motor skills of the fingers.

Take colored pencils and dot the vegetables.

7. Outcome, performance evaluation.

What have you learned today? You made me very happy in class!

- Reinforce the correct performance of articulation exercises.

- Continue to form a continuous, directed air jet.

- Learn to pronounce the sound [w] correctly with mechanical assistance.

- Continue to learn to select the sound [w] from a number of words.

- Continue to develop the skills of sound-letter analysis and synthesis.

- Exercise in the selection of words-antonyms.

- Fix the names of marine life.

- Develop attention, memory, fine motor skills.

EQUIPMENT

Toy "Gnome"; typesetting canvas; set of letters of the split alphabet; picture (or toy) "Snake"; seven pictures for the game "Remember by Symbol"; picture "Underwater world" (superimposed images).

1. Organizational moment.

Speech therapist. Today a guest is going to our class. But who it is, you will find out a little later.

2. Before you meet our guest, you need to warm up, do gymnastics. First, let's do exercise "Fence"(repeat 3-4 times), then "Ring"(repeat 3-4 times). Make sure that the teeth are closed and the lips are rounded. And now the tongue will work. Show how he can do exercise "Shovel"(repeat 3-4 times). Then blow on the tongue. Following exercise "Cup"... It should be large, wide, out of the mouth (repeat 2-3 times). Now blow on the nose so that it feels the breeze (repeat 3-4 times), hide the tongue behind the upper teeth and hold it in this position (repeat 3-4 times).

3. And now it's time to find out who came to us. I will pronounce the word, and you select the first sound and designate it with a letter. Put all the letters in order on the typesetting canvas. Listen carefully: GruSha, Natasha, OpuShka, Machine. When pronouncing each word, the speech therapist highlights the first sound and sound [w], showing its correct sound. Make a word out of letters. What did you do? Child. Dwarf. Speech therapist. That's right, a gnome came to class(puts out the toy).

4. The gnome has a snake. She loves to hiss. Let's show you how she does it. In order for the snake to hiss, it needs to whistle: s-s-s. At this time, lift your tongue with a spatula and listen to the snake (setting the sound [w] from the sound [s] with mechanical assistance).

5. Look at the snake, what is it? Is it short? Child. No, it's long!

Speech therapist. Is she angry? Child. No, kind! Speech therapist. She is sad? Child. No, funny! Speech therapist. Is it prickly? Child. No, smooth!

6. Speech therapist. The snake loves to hide very much. And now she hissed and hid ( setting the sound Ш from the sound C mechanically). Let's look for her. I will speak the words, and you listen carefully. As soon as you hear that the snake hiss: shhh, shout loudly: "There you are!" Dog, hat, giraffe, apron, car, robe, bag, snowflake, pillow, etc. Let's show once again how the snake hisses (setting the sound Ш from the sound С mechanically).

7. And now the dwarf is going for a walk. He walks along the path and names the pictures that come across him on the way. This is a castle, but a lot of things? That's right, a lot of castles. The child forms the shape of each word, focusing on the question of the speech therapist. As you go through the "path" the pictures are turned upside down and up.

8. The gnome came to the seashore, put on a scuba gear and dived. The air comes out of the scuba gear, hisses (setting the sound Ш from the sound С mechanically). Various fish appeared nearby.

Look quickly, my friend!

Fish swim around:

Swordfish, hammerhead and sawfish, Angler fish and needlefish.

The child performs finger movements.

9. The gnome sank even deeper (setting the sound Ш from the sound С mechanically). Help him see the jellyfish, octopus, starfish, seahorse. The child finds underwater inhabitants among the superimposed images and names them.

10. The dwarf returned to the shore and went home along the path. Look at the symbols and remember what pictures they represent. The child remembers each picture by looking at the symbols. To check the named picture, you need to turn it over.

11. Lesson summary.

Speech therapist. Today in class you learned to hiss correctly and showed the gnome how good you are already at it!

Abstract

individual

speech therapy classes

on sound setting [ NS ]

Topic:

Sound production[ NS] .

Target:

Developing the skill of the articulatory structure when pronouncing the sound Sh.

Tasks:

Correctional educational:

Formation of the kinesthetic image of the sound Ш (sensation of the position of the organs of articulation);

Formation of practical skills and habits of using corrected (phonetically pure, lexically developed, grammatically correct) speech;

Exercise in the correct pronunciation of the sound Sh.

Correctional and developmental :

Development of the articulatory apparatus;

Development of phonemic hearing;

Elimination of defective pronunciation of the sound Ш;

Development of the grammatical structure of speech.

Educational:

Fostering interest in classes;

Education of independence.

Equipment:

subject pictures.

Stages

Course of the lesson:

1. Org. moment

A girl named Masha came to visit us. You know her?

2. Articulation gymnastics

She was very fond of animals. And then one day, picking mushrooms in the forest, she met Mikhail Potapovich. The bear was delighted at such a meeting and smiled ("Smile").

He was very hospitable and, of course, invited Masha to his place for pancakes (Pancake).

They drank tea with jam ("Delicious Jam").

And Misha put the pancakes in a nice cup ("Cup").

Masha really liked the visit, and in return she treated Mikhail Potapovich with mushrooms ("Gribochek").

And a neighbor's squirrel offered to take Masha home to her grandparents. She galloped along the paths so dexterously that she replaced Masha's horse ("Horse").

3. Announcement of the topic of the lesson

Today in the lesson, you and I will learn to pronounce the sound correctly[NS].

4. Sound production

Sound production [w] by R.I. Levina Sound production [w] by imitation
Raise your tongue to the upper lip and evenly, with force, exhale air, controlling the air stream with the back of your hand.Having achieved the release of a warm stream of air from the position of the tongue at the upper lip, translate the tongue by the upper teeth to the palate with an open mouth. Round the lips and stretch forward, bring the teeth together at a distance of 1-2 mm and exhale. The sound should be [w].Sound setting [w] based on sound [t]
Pronounce the sound [t] several times with an interval of 2-3 seconds. Then the setting is given: the tongue "knocks" not on the teeth, but on the tubercles (alveoli). The sound [t] is pronounced at first with aspiration, while a faint and short hissing sound is mixed with the sound of the explosion.Round the lips and stretch forward, raise the tongue to the front of the palate. Press the lateral edges of the tongue against the molars. The transition from sound [t] to sound [w]: t-t-tshshshsh. Subsequently, the noise is lengthened and freed from the previous sound [t].Sound setting [w] based on sound [p]
Pronounce a lingering sound [r] without a voice or in a whisper, gradually reducing the force of exhalation until the vibration stops and a faint hiss appears. With repeated exercises, the sound [w] is obtained without the previous pronouncing of the dull sound [p].A hiss can be produced by touching the underside of the tongue with a spatula, inhibiting the vibration of the tongue.Sound setting [w] based on sound [s]
Place the tongue behind the lower teeth. Invite the child to pronounce the sound [s]. At the same time, lift the tongue up with a spatula or probe. With the fingers of your right hand, lightly press on the cheeks and push the lips forward. Instead of a whistle, you should get a hiss. You can offer the child to repeat the syllables sa, so, sy, asa, asy, ac, wasps while lifting the tongue with a probe or spatula.Sound setting [w] based on sound [h]
Make the sound [h] followed by a prolonged exhalation. A warm stream of air should be felt on the hand brought to the mouth.

5. Analysis of articulation

What is the position of the lips?

What position are the teeth in?

Where is the tip of the tongue?

Where are the edges of the tongue?

What kind of air stream comes out of the mouth?

(The tip of the tongue rises to the upper teeth, but does not press against them; the edges of the tongue touch the upper lateral teeth. The lips are slightly rounded, the stream of exhaled air feels warm. The upper and lower teeth are drawn together. The vocal cords are open, the stream of exhaled air passes freely between them .)

Sound [Ш] consonant,deaf, hard. There is no soft sound paired with it in Russian.

6. Securing isolated sound

On the way to the house, in the forest, Masha noticed how the autumn leaves rustled: Sh-Sh-Sh-Sh. (the leaves are spread out on the floor, a rustle is emitted at each step: Sh-Sh-Sh).

Walk through the leaves and imagine that you, too, are in the autumn forest.

On the way, Masha met a snake. She asked her to accompany her to her house. Come on and we will help.

7. Development of phonemic hearing

The snake invited Masha to play the game "Hunter".

Are you ready to play? As soon as you hear the sound [Ш], immediately catch it - clap your palms:

M-Sh-K-Sh-T-N-Sh-D-P-Sh-Ts-S-Sh

8. Consolidation of sound in syllables

The snake is great at hissing. She came up with syllabic songs and asks Masha to sing with her.

Let's sing with them.

9. Consolidation of sound in words

The snake really liked the cheerful and mischievous Masha. She decided to give her gifts - beautiful pictures with sound [W]

Let's call them….

10. Consolidation of sound in a sentence

Let's call them….

Misha has a new .

Daddy rides on
.

Dasha found .

Masha helps
.

11 homework

Think of as many words as possible where the sound [Ш] is heard:

At the beginning of a word;

In the middle of a word;

At the end of a word.

12. Lesson summary

Today at the lesson you visited the autumn forest, met Masha and the Bear and learned to rustle like autumn leaves rustle and hiss like a real snake. You did it great!

What sound did you meet today? The sound Ш is a consonant, deaf, solid.

But our Masha did not even notice how she ended up at home.

13. Assessment of the lesson

You tried very hard today, well done! And Masha has prepared a present for you. Keep it.