Clarify the articulation of the sound [w], call it by imitation or put mechanically, using the basic sound [s] (to exercise control over breathing);

To teach the pronunciation of the sound [w] in syllables;

Continue to form a long, directed air jet, exercise in blowing at the upper lip;

Develop phonemic hearing, exercising in isolating sound from the sound stream, in determining the position of sound in words;

Develop attention, articulatory mobility, fine motor skills.

Material: mirrors, spatula, cotton ball for breathing exercises, a piece of cotton wool, illustrations, cards for determining the position of sound in a word.

Course of the lesson: 1. Message of the topic of the lesson:

Today we will learn how to pronounce a new sound.

2. Self-massage to relieve tension in the forehead, nose, facial muscles:

Hands rubbed and warmed up

And we wash our face with our warmth,

Rakes rake up all the bad thoughts,

We rub our ears up and down quickly,

We bend them forward, pull them down by the lobes,

And then we leave with our fingers on the cheeks.

We knead the cheeks to puff up,

We knead our lips to smile.

Like ducklings we pull beaks to ducks,

Knead them gently without touching the nails.

(Movements are performed in accordance with the text).

3. Articulation gymnastics: All the guys in order

Do exercises in the morning

Our tongue wants too.

To be like kids.

Our Tongue decided to do exercises with the children. Children pull the rubber band and the Tongue too. - "Fence".

Children love to play with hoops, Tongue also took a hoop. -"Bagel".

Children rest on mattresses, and the tongue too. - "Shovel". The children bent their backs and Tongue bent his. - "Cup". The children began to toss their balls up and the Tongue too. -"Focus".

4. Finger gymnastics "Cat and Mouse": And the cat has ears on top,

To better hear the mouse in her hole. (Show the cat with your right hand). A gray lump sits And rustles everything with a piece of paper: sh - sh - sh. (Show the mouse with your left hand).

5. Characteristics of the sound [w] according to articulatory and acoustic features.

6. Game "Catch the sound."

When you hear the sound [w], clap your hands. Sounds are pronounced: [h], [w], [g], [s], [w], [c], [w].

7. Exercise to determine the position of sound in a word (beginning, middle, end).

Pictures are called, the child lays out a chip on a card diagram.

8. Calling up sound by imitation (to control the air jet, a piece of cotton wool is brought to the nose).

9. Setting the sound [w] mechanically (through the syllable C A).

10. Automation of sound [w] in syllables:

Sha-sha-sha sha-sha-sha-sha-sha Shi-shi-shi shi-shi-shi-shi-shi Sho-sho-sho sho-sho-sho-sho-sho - shu - shu - shu

11. Game "Add a syllable" (sha, shi, shu): On. .(sha) Ma. .(sha) good... .(sha),

At Ma. .(shi) good du... .(sha), Ma has it. .(shi) doll Yes. .(sha) But she doesn't like ka. .(shu).

12. Summing up the lesson:

What sound did you learn to make?

Summary of classes on sound production [g]

Purpose of the lesson:

Clarification of the articulation of the sound /zh/, staging the sound /zh/, fixing in an isolated pronunciation;

Development of speech motor skills;

Development of phonemic perception and phonemic analysis;

Fixing the connection between sound and letter / w /

Equipment: mirror, pictures, digital series, word schemes.

Lesson progress

1. Organizational moment

We speak beautifully, clearly, so that everyone can understand

Remember what you learned in class.

2. Post topic

There are several pictures on the board: a beetle, a spider, a bird.

The speech therapist reads the riddle:

I'm sitting on a branch

I'm sitting on a branch

I keep repeating the letter

Knowing firmly this letter

I repeat in spring and summer.

Who is that buzzing on the branch? Find a picture.

What is the first sound in the word "beetle"? This sound resembles the buzzing of a beetle. Today we will learn how to pronounce the sound /zh/. For this, it is necessary that the lips and tongue work well.

3. Articulation gymnastics.

(The Tale of the Merry Tongue)

For lips: Speech therapist reads a riddle

In this house there are red doors

There are white animals near the doors.

Animals love sweets and buns.

Guessed? This house is a mouth. The doors to the house open and close. Like this: mouth open: “smile”

Mouth closed: "tube"

"frog guys"

Pull the lips straight to the ears - the frogs really like it,

They smile, laugh, and their eyes are like saucers.

“elephant boys”

I imitate an elephant, I pull my lips with my proboscis.

For the language: In this house, my friend, a cheerful tongue lives.

Oh, and he is a smart boy and a little naughty

So he went out for a walk, sunbathe on the porch (the tongue lies on the lower lip)

“shovel” - put the tongue with a shovel, hold it a little,

He lies quietly and does not tremble at all.

A light breeze blew and the tongue shivered (the tongue is an “arrow”), hid in the house and closed the door behind it (remove the tongue, close the mouth).

And in the yard the sun hid behind the clouds and the rain drummed on the roof (we knock on the teeth with our tongues, we say “d-d-d-d”).

The tongue did not get bored at home, the ceiling was whitened)

“Painters” (we are painters today - we will whitewash the ceiling).

The tongue looked at the clock, it was ticking: “tick-tock” (mouth open, lips in a smile, touch the corners of the mouth with the tip of the tongue) - “watch”

"It's time for me to sleep too," thought Tongue.

4. Setting the sound /w/

(the technique of staging is used by voicing the sound /sh/).

Put your hand on your throat. Make the sound /sh/, and now say it loudly, so that the neck trembles. It turns out the sound /g/.

After a long pronunciation, it is clarified that the beetle is buzzing like that. Children make sounds. The speech therapist corrects and refines the articulation of sound.

5. Clarification of articulation /zh/ (in front of the mirror)

Let's say /w/ again. What position are the lips in?

In what position are the teeth - closed or open?

Where is the tip of the tongue?

The tip of the tongue is raised upward, but does not touch the upper teeth. The tip of the tongue and the lateral edges are curved and cup-shaped.

The speech therapist shows the position of the tongue with the help of the hand.

What does the tongue look like? (cup).

6. Development of phonemic analysis

A) The game “Catch the sound” (clap your hands when you hear the sound /g/)

From a number of sounds: M, F, B, R, F, L, F ....

From a series of syllables: zha, wa, lo, jo, du, zhu ...

From a number of words: toad, glass, jump, shovel, TV, giraffe ....

B) Distribute the pictures under the diagrams: W _____________ _____________ W __________

(at the beginning of a word) (in the middle of a word)

Previously, children characterize the sound /zh/: consonant, solid, sonorous.

Pictures on the board: skis, giraffe, acorns, jacket, vest, pajamas, hedgehogs, magazine.

Children should distribute the pictures under the schemes: under the first scheme, there are pictures in the name of which the sound /zh/ at the beginning of the word, under the second scheme - /zh/ in the middle of the word.

C) Determination of the place of sound /zh/ in a word according to the digital series: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.

The speech therapist pronounces the words: dinner, leather, fire, boots, spring.

7. Fixing the connection between the sound and the letter “Zh”.

Show the letter "g". What does she look like?

Make a letter out of sticks.

Pick up pictures with sound /f/.

During the independent performance of this task, the speech therapist deals individually with children whose articulation of the sound /zh/ is not yet sufficiently fixed.

Topic of the lesson: “Sound [Sh]”

Tasks:

• Fix the articulation pattern of sound [Ш];
• Automate the sound [Ш] in syllables (direct, reverse, with confluence), in words, sentences;
• Develop phonemic awareness;
• Improve the skills of finding the position of the sound [Ш] in the word;
• Develop attention, memory, thinking.

Equipment:

• Subject pictures: Tire, cuckoo, ears, gun, grandmother; Dasha washes her neck and ears in the shower, Misha hangs up her fur coat, Natasha eats dryers, Grandpa lies on the couch.
• Cards with pictures with sound [Ш] and without it.

Lesson progress

I. Articulation gymnastics.

• Wide open mouth;
• watch;
• Soccer ball;
• Cup;
• Reach out with your tongue to your nose, to your chin.

II. Articulation pattern of sound [Ш].

Tell me where is the language when we pronounce the sound [Ш]?
Is it wide or narrow?

III. Sound automation

✒ Isolated:
In.: Tell me how the snake hisses.

Exercise "The ball burst."
We inflate an imaginary balloon, then it deflates with the sound [Ш].
All this is accompanied by movement.

✒ In syllables:
In: Repeat after me:
sha-sha-sha
sho - sho - sho
shu-shu-shu
shi - shi - shi
she - she - she sha - sho - shu - shi - she
sho - shu - shi - she - sha
shu - shi - she - sha - sho
shi - she - sha - sho - shu
she - sha - sho - shu - shi

✒ In words:
In: Name the pictures.

Tire, cuckoo, ears, cannon.

In .: Repeat the words after me - in threes:

Cockerel - scallop - strap.
Tire - car - buckthorn.
Babies - reeds - lilies of the valley.
I breathe - wear - carcass.
Masha - Dasha - Pasha.
Andryusha - Tanyusha - Valyusha.
Yours - ours - porridge.
Misha - Pasha - Yasha.
Natasha - Tanyusha - Katyusha.

Toys "hid" in different places in the room: a bear on the closet, a cat under the closet, a puppy behind the closet, a doll between the chair and the closet on the floor.

Questions.

1. Where are the toys hidden?
2. Where is the bear hiding?
3. Where is the cat hiding?
4. Where is the puppy hiding?



IV. Formation of phonemic hearing.

In.: If you hear the sound [Ш], clap your hands.

Fur coat, table, bumblebee, tulle, scarf, maple, chestnut, cake, rod, silk.

In .: say where the sound [Ш] is in words (at the beginning, middle or end of a word).
Match each picture with the correct diagram.
Cheesecake, collar, wallet, barbell, shower, tire, chocolate, reeds.

In.: Look at the pictures and say what they show.
Grandfather.
What is grandpa doing? (Grandfather lies on the couch.)
This is Natasha, Natasha, what is she doing? (Natasha eats drying)
This is Misha, what is Misha doing? (Misha hangs up a fur coat)
This is Dasha, what is she doing? (Dasha washes her neck and ears in the shower).

V. Development of memory, attention, thinking.

In: Name the pictures. Remember them.
Close eyes. (The speech therapist removes first one, then more pictures and asks the child to say what is missing).
In.: There are cards in front of you, name what is drawn on them.
TV, computer, tape recorder, frog.
In.: What is superfluous? Why? (Frog)
Package, bag, briefcase, hat.
In.: What is superfluous? Why? (hat)
Ball, butterfly, centipede, bee.
In.: What is superfluous? Why? (ball)

VI. Summarizing.

In.: Color only those pictures in which there is a sound [Ш].

AT modern world the number of children with speech disorders is increasing. Problems in the development of speech can occur in any child. But the neglect of at least one sound pronunciation entails the risk of major speech therapy problems.

Therefore, the production of all sounds for the child is performed, starting with the initial identification of the causes of the violation of the pronunciation of "R", "S", "Sh", "Z" and others.

The formation of sound pronunciation begins from the first months of life. The first sounds arise involuntarily, they are usually the easiest to pronounce ("a", "o", "y"). Up to 3 years, the replacement of sounds, distortions in their pronunciation is considered the age norm. By the age of 5, a full-fledged phonemic range is actively formed.

If by the age of 5 the child cannot pronounce “sh” correctly, it is necessary to help him with the pronunciation of the sound by articulatory gymnastics and other methods.

The production of the “Sh” sound occurs between the third and fifth years of life. At first, the child's pronunciation suffers, the sound is fuzzy. Sometimes children use whistling C instead of hissing.

The most common reasons for delays in stages speech pronunciation: abnormal development of the speech apparatus (problems with bite or frenulum of the tongue); immobile lower jaw.

To begin the correct formation of sound pronunciation, you first need to understand the sounds that are difficult for the child to pronounce, what is the difficulty. First in without fail a group of hissing, whistling and sonorants is checked. For a correct check, you need to ask the child to tell a poem, story, fairy tale.

You can use special cards with images for the letter that needs to be checked.

Violation of a hard consonant is most often accompanied by an incorrect pronunciation of a soft one. In this case, the pronunciation of the sound is checked separately from the word. If in this form the child pronounces the sound correctly, then you need to practice by repeating phrases and words. When it is clear that the sound is distorted, it is necessary to begin work on its formulation.

Reasons for the lack of the correct "Sh"

If we are talking about a healthy child with normal hearing and intact intelligence, The following causes of distorted sound pronunciation are distinguished:

• Incorrect speech breathing. With breathing problems, the child's speech remains quiet, stutters at every word, the end of the sentence is swallowed due to lack of air. The same process is observed in sound pronunciation, many sounds are distorted due to the difficulty of speech breathing. Difficulties can be noticed when the exit during a conversation is sharp, through the nose. Also, the child can get air to complete the sentence with small breaths. You can practice at home. With daily practice, which will last no more than five minutes, the results will appear within a month, which will greatly speed up the process of setting the sound.
• Problem with speech. Thanks to phonemic hearing, it becomes possible to distinguish consonant words. A deviation occurs when the child does not notice the difference in his pronunciation from other people. Speech hearing impairment leads to difficulties in learning to read and write. In some cases, dyslexia develops. The formation of speech hearing should be dealt with from the moment of pregnancy, when auditory receptors begin to form in the fetus. Phonemic hearing develops by the age of four, so if after that age period the child still pronounces sounds incorrectly, does not agree on the endings in words - this is a reason to turn to a specialist. A comprehensive examination, a picture of the anamnesis will help to more accurately determine the direction of correcting the violation.
• Poor development of the articulatory apparatus. The quality of sound pronunciation depends on the functioning of the speech apparatus and the individual work of the organs. oral cavity. Sounds are formed in the oral cavity, so the correct location of the organs that are responsible for speech plays an important role in sound pronunciation. The wrong structure may be in the wrong bite, the structure of the sky, the formation of teeth. All this leads to the formation of blurred speech, fuzzy pronunciation of words, sounds. For accurate sound pronunciation, it is necessary to develop the motor activity of the tongue, the mobility of the lips (smile, rounding), and the fixation of the lower jaw.
• Individual structure of the bridle. All people different length hyoid frenulum. Problems with correct setting sounds can occur if parents notice that the child does not reach the upper palate with his tongue, the tip of the tongue does not protrude, the child cannot make a clicking sound. A short frenulum prevents the occurrence of a sucking reflex, forms an incorrect bite. You can fix the problem with the help of a speech therapist, dentist. Frenulum surgery is required for children who develop thickening or attachment to the actual tip of the tongue. In cases where structural problems have not been identified, it is suggested to develop the ligament with special exercises, massage. Usually, problems are identified during examinations of newborns, who can immediately cut the frenulum in the hospital.

Articulation gymnastics

The consonant sound "Sh" does not have a paired soft, by its nature it is deaf, hard. When pronouncing, the speech apparatus is built in a special way:

• lips move forward a little;
• the tip of the tongue does not touch the palate when lifting;
• the tongue itself is shaped like a ladle, without releasing exhaled air on the sides;
• there is space between the ligaments, a stream of air is felt warm when the hand is substituted.

Setting the sound Ш to a child in stages consists in the formation of the correct articulatory apparatus.

Articulation gymnastics is used to develop correct location organs with subsequent sound pronunciation of hissing. The technique is carried out several times every day, lasting five to six minutes. The selection of exercises should start from simple to more complicated.

Spend with preschoolers younger students better in game form which is the main activity at this age. So the child will not lose interest, motivation. Strengthening exercises should be diluted with new ones after the implementation of the first ones is improved.

They begin to train using a mirror so that the child sees not only the adult and his articulation, but also his mistakes and successes. When conducting special exercises, a parent or specialist only tries to control the execution process.

It is important to reinforce the results with a positive assessment of any actions. Improving the emotional background leads to the diligence of doing gymnastics.

Staging exercises from sound C

The most common way of staging the sound is Sh from S. This method is used when there are no violations of the mobility of the speech apparatus. For staging hissing, even a not loud whistling sound will be useful. The child needs to raise his tongue to the sky, voice C without tension. After that, it is necessary to release air during pronunciation. Thus, a sizzling Sh is obtained.

The air should come out without any extra effort, the child should not strain the muscles of the face, excessive facial expressions. The production of the sound “Sh” for the child is performed in stages in order to visually explain the differences in the accepted position of the tongue. Children often confuse the upper position with the sound C with the lower sound Sh, which causes a mixture of whistling and hissing.

Staging exercises from the sound T

In the presence of interdental sigmatism, the child is gradually put hissing from the sound of T. Previously, they are taught to touch the upper teeth with the tip of the tongue, slightly going beyond them. Thus begins the development of the sound T.

The child is invited to pronounce a soft T several times in a slow rhythm, touching the roots of the upper teeth with the tip of the tongue. Then, by lengthening the exhaled air, without touching the teeth, the sound Sh is produced.

Staging exercises from the sound R

In cases where the child has a normal pronunciation of the sound P, the sound “Sh” is produced from him. Exercise is performed together with the child in front of a mirror. It is necessary to pronounce the sound P in a whisper, gradually removing the air pressure during exhalation until the vibration stops. After the appearance of a slight hiss, the sound Sh will become without pronouncing R.

Staging exercises from the sound A, E, S

When the problem arises of setting the sound Ш from consonants, it is recommended to use vowels. This technique is difficult to use at home because it requires the ability to operate a speech probe. The child pronounces vowel sounds, with a special instrument they raise the tongue to the palate.

Setting the sound "SH"

The sound "Щ" is deaf, soft in pronunciation, is described in some cases as SH.

Articulation of the sound "Sch": the tip of the tongue must be raised to the alveoli while pressing the lateral edges of the tongue to the upper teeth. Muscles should be in tension. When exhaling, press the tip of the tongue against the palate. The lips take on a rounded shape. The distance between the teeth should be no more than five millimeters.

Bringing your hand to your mouth, on exhalation you can feel the jet warm air. There is no vibration because the sound is muffled. The setting of the sound SH occurs after the normalization of the pronunciation of SH. The sound SH, in contrast to SH, is pronounced more drawn out, tense. The tongue presses against the palate during pronunciation.

"Sch" can independently occur after setting all hissing sounds. If this does not happen, special speech therapy techniques are used. You should start with imitation exercises. In this case, the child is offered playing tricks (imagine a hissing snake, a small engine).

Be sure to use tactile techniques to check for correct articulation.

When the correct pronunciation of Sh appears, the child is offered for a long time, stretching a smile and pushing the tongue forward, pronounces a sound until Sh appears.

Sound automation [w] in syllables

Consolidation of sound in syllables, words, sentences must be carried out in the form of a full-fledged lesson or homework. In order for the child to be actively involved in the process of the lesson, it must take place in a playful way.

It is necessary to prepare in advance the equipment to be used. It can be toys, drawings with sound, methodological developments, speech therapy tools.

Mimic gymnastics

Classes begin with special articulatory gymnastics, which will prepare the speech apparatus for exercises, relax the muscles of the face.

Mimic gymnastics includes the following exercises:

1. Move your lips to the right and left, kneading the facial muscles. Run five times in one direction and the other, rest, repeat four more times.
2. Alternately inflate your cheeks, repeating the exercise five times with a short rest.
3. Furrow your eyebrows, pout your lips making an offended, capricious face. Practice an angry expression by pursing your lips. Make a surprised expression by raising your eyebrows. Repeat each exercise four to five times.
4. Alternate rapid blinking with a calm, relaxed opening and closing of the eyes.
5. Circle the contour of the lips with the tongue, as if licking the remains of jam, ice cream on the face.
6. Make faces, make a funny expression, fold your lips "duck".

Each exercise can be accompanied by a poetic rhyme, an entertaining story. Thus, the child will not only develop facial expressions, but also train speech and memory.

Breathing exercises. Setting the sound Sh on inspiration

Setting the sound Ш to a child can be done in stages with the help of breathing exercises.

The sound pronunciation through T turns out to be the most successful. First you need to ask the child to pronounce the sound T for a long time by touching the tip of the tongue to inside upper teeth. The sound should give out a stream of air, which is palpable when bringing the palm to the mouth. Then you need to exhale the air, and pronounce the sound T with a short breath.

The child should draw in air without using the larynx. It is necessary to draw in air until the tongue lies tightly on the alveoli. The sound should turn out to be similar to a rustle, which at the same time puts a chill on the cavity of the upper teeth.

After the rustle is heard, it is important to push the air back with sound after drawing in. At this stage, you should get a soft Sh.

Setting must be performed carefully with short rests to avoid hyperventilation which can lead to dizziness.

Setting with mechanical assistance

For the production of some sounds, special speech therapy tools are used to help control the movement of the tongue and lips.

Mechanical setting can be performed from the sound C. With prolonged pronunciation, a special probe in the form of a spatula raises the child's tongue to the upper teeth, pushing it back a little. After receiving the sound Sh, you should try to pronounce it without the help of instruments.

Possible impact when pronouncing the sound R. To do this, the child must, without a voice, stretching, pronounce the sound R. With the tip of the instrument, it is necessary to stop the vibration under the tongue until a hiss appears. After a certain number of repetitions, hissing will occur involuntarily.

We fix the pronunciation

Exercises to automate the sound "Sh"

Exercise for adding endings with the sound "Sh":

Replace the first sound with Sh: slippers - hats, lips - fur coats, soap - awl, steam - ball.

Form a diminutive word: winter - winter, aunt - aunt, hostess - hostess, bread - bread, spot - speck.

Exercises to improve speech hearing:

1. Guess the animal. You need a tape recorder with recordings of the sounds of various animals. The child needs to differentiate and name the animal.

1. Finger game "Weather phenomena". The one who conducts the game must name one of the phenomena, the child must knock on the table. For example, depicting thunder, a child needs to bang on the table with his fists. Lightning is depicted with light strokes of the fingers, while pronouncing a long sound Sh.

How to promote speech development in children

staging correct pronunciation of all sounds, including the sound “Sh”, the child is made in stages for development correct speech. Not only a speech therapist can help with this, but also daily self-study, which can be turned into a game so that the baby makes contact more actively.

Video about staging the sound "Sh" to a child

How to put the sound Sh on a child in 1 minute:

- To fix the correct performance of articulation exercises.

- Continue the formation of a long directional air jet.

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

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

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

- Exercise in the selection of antonyms.

- Fix the names of marine life.

- Develop attention, memory, fine motor skills.

EQUIPMENT

Toy "Gnome"; typesetting canvas; a set of letters of the split alphabet; picture (or toy) "Snake"; seven pictures for the game "Memorize by symbol"; picture "Underwater world" (images superimposed on each other).

1. Organizational moment.

Speech therapist. A guest is coming to our class today. But who it is, you will find out a little later.

2. Before meeting our guest, you need to warm up well, do gymnastics. Let's do it first 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). After that, blow on the tongue. Following exercise "Cup". It should be large, wide, taken 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: Pear, Natasha, Edge, Machine. When pronouncing each word, the speech therapist highlights the first sound and the sound [w], showing its correct sound. Make a word out of letters. What did you get? Child. Dwarf. Speech therapist. That's right, a gnome came to class(puts out a toy).

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

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

Speech therapist. Is she evil? Child. No, kind! Speech therapist. She is sad? Child. No, fun! Speech therapist. Is she prickly? Child. No, smooth!

6. Speech therapist. The snake loves to hide. And now she hissed and hid ( sound setting Sh from the sound C mechanically). Let's eat her. I will pronounce the words, and you listen carefully. As soon as you hear the snake hissing: shhh, shout loudly: “There you are!” Dog, hat, giraffe, apron, car, bathrobe, bag, snowflake, pillow, etc. Let's show again how the snake hisses (setting the sound Sh from the sound C mechanically).

7. And now the gnome goes for a walk. He walks along the path and names the pictures that come across him on the way. It's a castle, but a lot of things? That's right, a lot of castles. The child forms the form of each word, focusing on the speech therapist's question. As you go through the "track" pictures are flipped image down, symbol up.

8. A dwarf came to the seashore, put on an aqualung and dived. The air from the scuba comes out, hisses (setting the sound Sh from the sound C mechanically). Nearby there were different fish.

Look quickly, my friend!

Fish swim around

Swordfish, hammerhead and sawfish, anglerfish and needlefish.

The child makes finger movements.

9. The dwarf sank even deeper (staging the sound Ш from the sound С mechanically). Help him see the jellyfish, the octopus, the starfish, the 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. The result of the lesson.

Speech therapist. Today in class, you learned how to hiss correctly and showed the dwarf how well you already do it!

Yarovenko S.V.
teacher - speech therapist, Municipal state special (correctional) educational institution for students, pupils with handicapped health Special (correctional) comprehensive school No. 78 VIII species

Synopsis of individual speech therapy session in School VIII kind.

Subject: Preparing for the production of the sound [Ш].

Purpose: preparing the student's articulation apparatus for staging the sound [Ш].

1. educational:

To create psychological readiness for evoking speech sounds;

Form a long air stream;

2. correctional - developing:

Develop fine motor skills, memory, attention, logical thinking;

Develop phonemic hearing by exercising in isolation from the sound stream;

3. educational:

To cultivate goodwill, the ability to interact with the teacher.

Equipment:

demonstration material - subject pictures;

individual material - pictures depicting objects, a piece of fleece.

Lesson progress

I. Org. moment

Hello! Let's smile at each other. Get comfortable.

II. Mimic gymnastics.

And first, we will warm up the muscles of the face.

Furrow your brows. Raise eyebrows (surprise). smile. Smile so that your teeth are visible. Push lips forward. smile. Furrow your brows. Raise your eyebrows.

III. Articulation gymnastics.

Now let's stretch the tongue.

Ex. "Spatula"

Stick out your wide tongue, relax it and put it on your lower lip. The tongue does not tremble. Hold him in that position.

"Cup"

Mouth open wide. Raise the wide tongue up. Stretch the side edges and the tip of the tongue to the upper teeth, but do not touch them. Hold in this position for 10 seconds.

« delicious jam»

Open your mouth, stick out your wide tongue. Imagine that you have jam on your upper lip, you need to lick your upper lip with your tongue and put it deep into your mouth.

"Fungus"

A wide tongue should be sucked to the palate. Open the mouth as wide as possible, so that the “leg of the fungus” (the frenulum of the tongue) stretches. Hold in this position.

IV. Breathing exercises.

Good! And now we will show you the trick. Put your tongue on your upper lip, as in the "Delicious Jam" exercise. Take a deep breath through your nose, I put a piece of cotton wool on the tip of your nose, you need to blow it off by exhaling through your mouth.

Look, there is a sail and three sharks in front of you, you need to shoot down the sharks with the sail. To do this, take a deep breath through your nose, without raising your shoulders, keep your back straight. We exhale through the mouth, in a thin stream onto the sail, directing it towards the sharks.

V. Development of fine motor skills.

Now we will stretch our fingers. Look how many animals came to us.

The teddy bear was visiting.

He went to the red squirrel,

On a visit to the wolf and hedgehog ...

Even to the gray bunny

Our brown bear came in.

VI. The development of phonemic perception.

Game "Catch the sound"

Let's play a game "Catch the sound" with you. I will make sounds, when you hear the sound [Ш] clap your hands. Be careful!

Sounds are pronounced: [ Z ], [ SC ], [ F ], [ C ], [ W ], [ C ], [ W ], [X].

Now I will give you pictures, look at them carefully. Show me the pictures in which the words with the sound [Ш] are hidden.

Words: brush, orange, star, cherry, hat, pike, closet.

VII. The development of memory and attention.

“Now I will show you pictures. Look at them carefully, name and remember. Then you close your eyes and I will remove one picture, and when you open your eyes I must say which image is gone.

VIII. Lesson results.

Well done! Our lesson is coming to an end. Did you enjoy the activity?

What words do you remember?

Well done, good job! The lesson is over.