Put a solid sound l. Articulation gymnastics for sound L: exercises for children and adults
Incorrect pronunciation of the sounds “l” and “r” hurts the ears of both adults and children. timely logopedic correction- correction of pronunciation in the lung game form until the child's self-esteem has declined due to the ridicule of children. Setting the sound “l” is easy and quick, provided that the problem is identified in a timely manner and parents understand how important correct articulation sound "l" and for the formation of speech, and for the confidence of the baby.
Variants of incorrect sound pronunciation
There are several versions of how the letter “l” is distorted when speaking:
- instead of the consonant letter “l”, a vowel is pronounced: “yozhka” - “spoon”, “ypsha” - “noodles”;
- replace "l" with "uva": "hoteuva" - "wanted", "euva" - "ate";
- change to "r": "rapsha" - "noodles", "rumble" - "elbow";
- instead of “l” on a quick exhalation with puffing out of the cheeks, “f” is heard, with an exit through the nose - “n”.
The child does not pronounce this sound different reasons. And by the manner of pronunciation, one can understand what is the reason why it is difficult for him to say “l”, he cannot pronounce the letter.
Causes of impaired pronunciation of the sound l
There are several reasons when the pronunciation of “l” is not formed or is violated:
- the baby has not yet learned to speak this sound and he simply skips it: for example, “rain” instead of “rain”. At the age of 4-5 years, children are already mastering it, and by the age of 6, the child is no longer just talking, but can already differentiate a hard sound from a soft one;
- interdental pronunciation is characterized by incorrect setting of the tongue, although acoustically it turns out distinctly;
- bilabial pronunciation: the tongue lies on the "bottom", which is typical for the sound of English language. This happens when a child has to communicate in a family in several languages;
- movable lower lip and relaxed tongue - it turns out "v" instead of "l": "development" - "fork";
In these cases, articulation disorders are explained by an incorrect pronunciation algorithm, namely, the position of the tongue is not formed. There are also violations when differentiation is impaired due to improper breathing, the wrong position of the tip of the tongue, its middle:
- the formation of sound occurs due to the lips, not the tongue;
- the tip of the tongue goes down instead of resting on the incisors;
- the middle of the tongue is raised, and the tip of the tongue is lowered, but vice versa.
The described violations are due to the peculiarities of the articulatory apparatus. In these cases, automation right sound l will take literally a couple of sessions with a speech therapist. You can also quickly deal with this at home. If, however, the production of sounds occurs when associated with organic, functional disorders of the central nervous system, a phased systemic production and automation of sound l is necessary.
Sound setting l
Before starting classes, the child needs to be explained in detail and shown how to pronounce the sound correctly. At the same time, a speech therapist or a parent must show the child how the articulation apparatus should work correctly, and visual materials can also be used.
Articulation of sound l
Correct articulation of the sound l: a sharp tongue is raised behind the upper teeth, rests against the alvioli (tubercles in the sky located behind the upper teeth). The shape of the tongue at the same time resembles a saddle, the air comes out along the edges of the tongue.
Articulatory gymnastics for sound l
There are several ways of staging the sound l, among which the first place is taken for the formation of the sound l. The child will like it due to the fun played articular exercises:
- blow out bubble, blow on candles, boats on the water;
- “boat”: a relaxed wide tongue should be placed on the lower lip and try to roll the boat out of it without lifting it;
- "Snake": stretch your lips, as if in a smile, and stretch a sharp, hard tongue forward;
- "most long tongue": stick it out as far as possible and try to get either the chin, or the tip of the nose, or the cheeks;
- “horse”: open your mouth, touch with your tongue between the upper incisors and tap them there so that you get the clatter of horse hooves;
- "turkey": open your mouth, relax your lips and stroke your upper lip with your tongue, moving your tongue from top to bottom, saying "bl".
There are many videos on how to do these exercises to prepare for the sound L. Classes for preschoolers are held in a relaxed atmosphere 1-2 times a day.
Sound Automation L
Before you start teaching your child to pronounce the letter L, it is necessary to warm up with articulatory gymnastics. This will prepare the speech apparatus for work, tones the tongue, lips and cheeks. In fact, gymnastics is speech therapy exercises for setting isolated sound.
We offer a summary of classes on automating the sound L in syllables, sentences, which will help mothers organize this process at home. Also, riddles about the letter L are stimulated to isolated pronunciation of sound, since the answer is L itself. Once the child has learned to pronounce L in isolation, proceed to automating the sound L in direct syllables.
If the child does not yet read independently, first say it yourself, and then offer the child:
And after mastering reverse syllables:
The next stage is the automation of L in words. You must follow this sequence:
- sound at the end of the word: floor, hall, corner, channel, hit, pinched;
- sound in the middle of a word: wolf, sense, sorry, jackdaw, violet, volcano, hairpin, mower;
- the sound is paired with consonants: flag, club, flame, block, flag, globe, planet, notepad;
- in one word there are 2 sounds: swam, weeded, climbed, broke, swallowed, cried, threshed, bell.
In order to put the sound in words, phrases, you must first master solid pronunciation, because when softened, it is harder to pronounce the sound.
After mastering L in words, master the sound in phrases and sentences:
ripe strawberry, tin soldier, broken saw;
conjugate sentences by speaking first the phrases in the first person, then in the plural and in the third person: “I broke (a) a bicycle - We broke a bicycle - She broke a bicycle.”
Then we read, we learn verses for the letter L. In special poems, sound is found in almost every word.
When reading, repeating rhymes, you should pronounce the words measuredly, slowly, so that the child pronounces the sound clearly. It is necessary to speed up speech in tongue twisters and riddles. For example, "Here's a funny bun rolled like a ball." Or “Polkan pushed the stick with his paw.”
Pronunciation Games
game form speech therapy classes allows you to arouse interest in the baby, get carried away with the process. Here are examples of games to reinforce the pronunciation of L:
- "Paths": a large letter L is written on a piece of paper and wavy paths from it to objects that begin with this sound. The child needs to put his finger on the letter and lead from it along the line, pronouncing the sound all the time, and at the end name the object.
- "Koloboks": it is necessary to make a fox figurine and 10 koloboks, as well as pictures with words containing the letter L in different parts the words. If the kid correctly names the word from the picture and clearly pronounces the sound L, then the gingerbread man runs away from the fox, if not, she eats it.
- "Object pictures": prepare pictures with words with l and invite the baby to name the image, and then find the necessary item. For example: show a chair, show an apple.
The structure of an individual speech therapy lesson
Methodically competent sequence and duration of each of the exercises is a guarantee rapid development sound L. Important condition- so that the child does not get tired. To do this, adhere to the following time frames:
- Gymnastics for the articulatory apparatus - no more than 7 minutes.
- Sound production and automation - 10-15 minutes. Of these, the first 5 minutes repeat the material of past classes, and the rest of the time is devoted to new syllables, words, sentences.
- Phonemic work on consolidation - 10 minutes.
With kids 4-5 years old, you need to do up to 20 minutes daily. With older children - half an hour.
The time frame should not be rigid, because on some days the baby may tire more quickly, and on others he wants to exercise longer. If your child is having difficulty sustaining attention, suggest doing the exercises in parallel with other activities. For example, a special coloring book with the letter L, in which the baby will paint over it and repeat the syllable after the mother.
Sometimes it takes a child several years to master the sound "L". This is the latest sound that children learn, and its pronunciation can often be delivered only by the age of six. "Ozhka" - instead of "spoon"; "otka" - instead of "boat". Children skip "L", replace it with other consonants, do not pronounce it at all. Setting this sound requires patience and perseverance, but success can be achieved both in work with a speech therapist and at home. It is important to master the technique.
Lambdacism
Speech therapists call the inability to pronounce the sound "L" and "L" correctly the term lambdacism. This means that the sound is not only mispronounced, but skipped. This may be a congenital defect of speech and simply incorrect pronunciation. Lambdacism, in turn, is divided into several types:
- Bilabial. In this version, the child replaces "l" with the sound "y". For example, he says "washad" instead of "horse". Lips are involved in pronunciation, the tip of the tongue is lowered, resting below oral cavity.
- Nasal. In this case, "ng" is pronounced instead of "l". For example, instead of "forest" it turns out "nges". The root of the tongue touches the soft palate, and air is directed into the nose, which helps to replace the sound.
- Interdental. During pronunciation, the tip of the tongue goes into the space between the teeth.
- The sound is not pronounced at all. For example, instead of "spoon" comes out "burn".
Paralambdacism
This term refers to the replacement right sound"l" to others. For example:
- "g" - pronounced "kogeno" instead of "knee"
- "in" - pronounced "stov" instead of "table"
- "ё" - pronounced "yokot" instead of "elbow"
- "l" - pronounced "lying" instead of "spoon"
All these flaws in pronunciation are treated by regular exercises with a speech therapist and at home. Specialists often cost a lot, but there are cases when just one lesson with a speech doctor gives positive result, and fixing can already be done at home.
Why you need to put the sound "L"
Speech impairment - even in individual sounds- not a harmless defect at all, it can lead to developmental difficulties: the child will find it difficult to learn to write and read (doctors call this disorder dyslexia and dysgraphia), to a learning lag. Children who do not pronounce letters often become the object of ridicule and mockery, which every parent and child himself would like to avoid. That's why the best contribution in the future of the baby there will be work on pronunciation.
Reasons for the incorrect pronunciation of "L"
There are no unexplained causes of a speech defect. Doctors identify only three main conditions under which children cannot pronounce “l” correctly:
1. In speech, the child does not perceive "L" phonemically.
Phonemic hearing is what allows a person to distinguish one speech sound from another, hear words correctly and understand them well. Doctors recommend developing this hearing in babies from birth. That is, you need to talk with children without distorting the words so that they hear what will later be used in everyday speech. It must be remembered that based on oral speech formed and written. Phonetic hearing thus influences future reading and writing skills. Normally, by the age of 4, a child should confidently distinguish one sound from another and not confuse “night” with “daughter” and “bear” with “mouse”.
2. The second reason for the incorrect pronunciation of "l" is a short hyoid ligament, due to the anatomical structure.
3. The inability to say "l" can also be due to weak muscle tissues of the tongue.
Do not forget that for two or three-year-old children, mistakes in speech with “l” are considered the norm. The formation of the correct pronunciation of "L" refers to the older age - to 4 and even 6 years.
Correct articulation of "l"
When pronouncing any sound, certain organs work. The totality of their actions, necessary for the speech apparatus to make a certain sound, is called articulation. What organs are involved in correct pronunciation"l" sound? These are lips, teeth, and tongue. All important articulatory instruments are involved. With the correct pronunciation of "l" the following happens:
- Lips take the position dictated by subsequent consonants and vowels
- The tip of the tongue rests on the upper incisors or their gums
- The edges of the palate, lips and the entire oral cavity do not connect with the upper incisors, therefore, passages for exhaled air are obtained from the side
- the root of the tongue rises when pronouncing a solid "L"
- the soft palate is also raised, it closes the passage to the nasal cavity
- the vocal cords should be closed, their vibration is felt
If all these conditions are met, the correct pronunciation of the solid sound "l" is obtained. For soft, there are a number of conditions:
- It is not the root of the tongue that is raised, but the anterior-middle part of its back
- There is a closure of not only the tip of the tongue with the gums, but also most of the back of the tongue with the alveoli
- Often a soft “l” is obtained if the tip of the tongue is lowered, and the front of the back closes with the alveoli
Some speech defects can be corrected by imitation. That is, by teaching the child to repeat sounds, syllables and words by ear. According to experts, in the case of the sound “l”, using only this method will not work. It is because of the complex articulatory work of the organs. It will be necessary to work on their formulation pointwise. Especially if difficulties arise due to weak muscle tissue of the tongue.
Mistakes when trying to pronounce "l"
Among the mistakes in pronouncing "l" there are the most common. They are found in both children and adults, but it is best to correct them at a young age, when the speech apparatus is only to be adjusted. Most popular mistakes:
- Instead of "l" sounds "s". For example, the word "lie down" would be pronounced as "get down". This is due to the fact that the tongue is too drawn into the depths of the oral cavity.
- Instead of "l" a combination of sounds "uva" is pronounced. So, “took” will turn into “taken”. The lips are misaligned here.
- Replacing "l" with the sound "r". For example, "drug" instead of "medicine".
- Instead of "l" a sound similar to "f" or "n" is heard. This is due to a sharp, forced exhalation and participation in the articulation of the cheeks or nose.
Preliminary articulation exercises
Before proceeding directly to the exercises for setting the sound "l", experts advise doing a series of tasks for articulation, the so-called, anticipating the approach to taking the sound "l". This is a kind of tuning of the speech apparatus to master the recalcitrant sound. Here we are working on the movements of the lips and tongue.
To begin with, the child is told and shown the structure of the mouth: lips, upper and lower; behind them are teeth, upper and lower; above - tubercle; behind it is a hard palate, it continues with a soft palate and ends with a palatine curtain, on which there is a tongue. If a child has lambdacism in any variant, then first you need to do the following articulation exercises (perform every day in front of a mirror, counting from one to five, five to ten minutes twice a day):
- "Smile" - spread your lips into a smile, exposing the upper and lower teeth.
- "Tube" - lips are closed and stretched forward.
- “Punishment of the tongue” - the tongue remains on the lower lip, it is slapped, saying “Pa-pa-pa”.
- “Cleaning the upper teeth” (from the inside) - the tongue becomes wide, they are driven from side to side at the upper tubercles, they are also alveoli.
- "Sail" - the tip of the tongue must be rested against a row of front upper teeth. The tongue is like a hammock that has sagged. It is not necessary to move the tongue, it is simply kept in this position, counting. The longer you can hold out, the better.
- “The cat drinks milk” - a wide tongue licks the upper lip from top to bottom.
- "Turkey talker" - everything is the same as in the "cat" exercise, but the movements are fast and accompanied by the sounds "bl-bl-bl-...".
- "Swing" - with your mouth open, you need to smile broadly. At the expense of "1-2", the tip of the tongue rests on the upper, and then on the lower incisors (from their inner side).
- "Horse" - click with a wide tip of the tongue on the palate behind the upper front incisors. The mouth is open, but the lower jaw does not move at all.
- "Fungus" - the tongue seems to be glued to the palate, the hyoid frenulum is stretched.
It is recommended to carry out such gymnastics from two to four weeks. Thus, the skill is developed to fix the necessary articulatory posture, accurately perform all movements and follow the lips, tongue and entire speech apparatus.
Speech therapy exercises for the sound "L"
After mastering articulatory gymnastics, you can proceed directly to the production of the sound “l”. The exercises used are as follows:
1. Imitation method: the student is shown how to correctly articulate the sound "l". Smiling, opening your mouth, open your teeth so that a finger can be placed between the upper and lower teeth. The wide tip of the tongue rises and presses against the tubercles, the air, when exhaled, goes along the sides, the cheeks vibrate. The child pronounces "l" after the adult. The sound should be produced when the tongue is torn away from the tubercles.
2. Staging from interdental sound (this method is not applicable if the defect is due to interdental lambdacism). An adult tells a fairy tale "About a steamboat that learned to honk."
“Once upon a time, a very tiny one sailed along the sea along with large steamships. He did everything the adults did, but no one paid any attention to him. All because he did not know how to speak - to buzz like a steamboat. Instead of a beautiful “L”, he made some incomprehensible and very timid sounds. Once the steamboat decided to learn how to talk and hum like a big one. He learned by saying: “U! Oh! It's not all right." No one answered him and the beep did not work. The steamer was so upset that he bit his tongue and said, "S." Then an amazing thing happened: a clear and distinct “L” swept over the sea. The steamboat said it. He thought: “Probably it seemed” and tried again. He bit his tongue again and said: "Y". It turned out a beautiful "L". And suddenly, from all sides, large steamships began to answer him: "L!" "L!" So everyone learned about the baby steamboat big ships and it was heard all over the sea."
After listening to this tale, the child performs all the actions behind the steamboat. He, like a fairy-tale character, may not immediately, but he should get the sound “L”. After this has happened, it must be combined with vowels. It is allowed in reverse order IL, IL, OL, etc.
3. Method for bilabial lambdacism.
In this exercise, the main thing is to learn how to subjugate naughty lips. Often it is they who are to blame for poor pronunciation - they are drawn into a tube, wrapped and give the sound “v” at the output. Speech therapists associate the inability to correctly put the lips with a long weaning from the nipple. The exercises "Smile" and "Fence" are recommended: the lips are specially stretched as much as possible in a smile, the front teeth are bared and clenched. This position must be fixed and kept on the account for as long as possible. At first, you can’t do without the help of an adult here - you need to hold your lips, spreading them into a smile.
4. Staging "L" from a soft "L"
At first, learning is possible by pronunciation soft sound instead of the correct "L". Then it should be “cleaned up”, teaching the child to pronounce the syllables LO, LU, LY, LA, touching the end of the tongue to the upper lip. And gradually removing it by the upper teeth. It is recommended to massage the muscles around the mouth and lightly slap them with your fingers.
Three muscle relaxation exercises:
- “Horse snorts” - blow hard on the lips, imitating a horse.
- "Fish" - slap your lips against each other, imitating a fish.
- “Tired” - blow hard on parted lips.
Automation of the sound "L"
To fix the sound after at least a month of work, you need to use the following methods:
- Pronounce soft syllables and words. For example: "LU: cradle, people, I love."
- Learn and speak fluent words. "LE-LE-LE - the leaves lay on the ground" and others. You can compose them yourself.
Automation of the hard "L" occurs by analogy. First, the child repeats after the adult, then he does the exercises himself.
The above exercises can be done independently at home. But if there is no improvement, you should definitely go to a speech therapist.
The magical age from two to five quickly flies by, when parents are touched by any new word mastered by their home linguist. Baby talk seems richer and richer than classic adult speech. And the parents themselves are not averse to chatting with their child in his bizarre language, voluntarily or involuntarily creating situations for the incorrect formation of speech and pronunciation skills.
Writing and pronunciation of the letter and sound L
Caution: physiological dyslalia
But by the age of four, you need to be on the alert: the time comes for correct speech, and the baby simply does not know how to pronounce some sounds. And if you let it take its course, and do not teach him to speak correctly in time, you can make your child the subject of mockery and ridicule for life. Yes, and with spelling he will certainly have problems. Along with the difficult consonant "R", many children do not know how to pronounce the letter "L".
This speech defect is called physiological dyslalia in speech therapy and is quite common among children from four to six years old.
Types of pronunciation disorders Many over time themselves can learn to speak correctly. Here's how a child can distort the letter "L".
- The baby does not hear this sound and skips it at all: instead of “ruler”, it says “hoarfrost”.
- "L" is replaced by the sound "U" or "V": "spoon" - "uzhka"; "Larisa" - "Varisa". At the same time, children try to pronounce "L" not with the tip of the tongue, but with their lips.
- Instead of "L" is pronounced "Y": "hammer" - "moyotok"
- The child confuses the hard and soft letter "L".
Before contacting a speech therapist, it is useful for parents to get acquainted with the rules for pronouncing the sound L and teach them to their child. Perhaps after homework, he will begin to say this sound correctly.
Correct articulation of sound L
Before you start classes, you need to practice pronouncing this sound in front of a mirror in accordance with all the rules. It is likely that the child received a speech impediment as a result of the incorrect pronunciation of the letter "L" by someone in the family.
Setting the pronunciation of a solid sound L
After fixing the solid “L” with a series of words, we continue to make sure that the child clearly pronounces all the sounds, correct and remind him how to pronounce this particular letter correctly.
Articulation gymnastics
Exercises that increase the mobility of the tongue and lips will help you quickly learn how to pronounce various sounds correctly, and this applies not only to the letter “L”.
Sound articulation profile L 
Today, researchers have proven that fine motor skills of the hands are directly related to speech, therefore modeling, finger games, small toys for the baby are necessary to learn how to speak correctly.
The development of motor skills of the hands helps to develop speech If, after many efforts, the child still cannot pronounce the letter “L” correctly, it is necessary to contact a speech therapist. Perhaps it's a malocclusion, a neurological disease, or stress. It is important to remember that the age from 4 to 6 years is the most favorable in order to learn the correct speech, later it will be necessary to eliminate the entrenched skill, and this is already more difficult to do.
The position of the lips, teeth - depending on the subsequent vowel (when setting the sound, the articulation is more exaggerated, natural articulation is presented here). The tip of the tongue is narrow, closes with the surface of the base of the upper incisors and the alveoli. The middle part of the back of the tongue is lowered. The root of the tongue is pushed back, raised up. The lateral edges of the tongue do not touch the upper molars. On the sides there are slots through which the air stream passes. Saddle shaped tongue. The soft palate is raised (L - oral sound). The vocal folds are closed (L - voiced sound). .
Similar to articulation of sound L. Differences: The root of the tongue is omitted. The middle part of the back of the tongue and the front part are more elevated. The place of the bow is expanding. The tongue moves forward a little.
Defects in the pronunciation of sounds L and L are called lambdacism.
Types of lambdacism
1. Lip-labial lambdacism. A sound resembling U. is formed (the tip of the tongue does not take part in the pronunciation, only the lips work).
2. Labio-tooth lambdacism. A sound resembling V. is formed (the lower lip approaches the upper incisors, the tongue does not participate in pronunciation).
3. Semi-softened pronunciation of L by raising the back of the tongue.
4. Interdental lambdacism. The tip of the tongue protrudes between the teeth. It is a defect only if the sound sounds distorted. If with interdental pronunciation L is clean, then this is not a defect and does not require correction.
Predisposing factors of lambdacism.
These include defects in the structure of the tongue (excessively large), short bridle tongue, impaired muscle tone in dysarthria.
Paralambdacism.
If the sounds L and L are replaced by other sounds, then such a violation is called paralambdacism. Sound substitutions indicate problems phonemic hearing. The sound L is most often replaced by U, D, N, V, I, Z, Y, R.
If you considered this information useful, share with friends in social networks. If you have any questions about this topic, write in the comments, I will definitely answer. Your online speech therapist Perfilova Natalya Vladimirovna.
Ponikayeva N.I., speech therapist MBDOU"TsRR d / s -" Sun "of the Republic of Moldova, Kovylkino.
Foreword
Everyone knows that correct speech is one of the most important conditions for successful personal development. Therefore, it is very important to take care of the timely formation of children's speech, preventing and correcting various disorders, including sound pronunciation.
Preschool age is the most favorable for the correction of defects speech development. Of particular importance are the problems of timely detection of children with deviations in speech development, correction of these disorders, and thereby aligning the speech development of speech pathologists to the age norm.
It is necessary to organize special classes to fill in the gaps in the development of the sound side of speech, that is, to form the correct pronunciation of sounds and develop full-fledged phonemic processes through differentiated and individual approach when studying as part of work during classes and partly in free time.
On the individual lessons work is underway to develop articulatory motor skills, staging sounds, developing phonemic perception, correction of impaired functions, taking into account the capabilities of each child.
This material is intended to work with children with phonetic and phonetic-phonemic speech defects, and represents the methodological development of speech therapy classes on the production and automation of sound [L].
We have developed a sound automation system [L], as it is the most common speech pathology. In this paper, we offer excerpts from the system of remedial classes.
The material offered in the manual is entertaining, accessible and recommended to both specialists and parents.
Sound setting [L]
Target. Sound setting [L].
1. Correction - training:
Set the sound [L] by the method of gradual creation articulation;
3. Educational:
Cultivate a friendly attitude towards others, politeness, a culture of behavior.
Equipment. Mirror, pictures for articulation gymnastics, toys: mouse, steamer.
Lesson progress
1. Organizational moment
Today you and I will learn to pronounce one very beautiful, magical sound, this will happen a little later, but now answer, do you like fairy tales? Do you want me to tell you the tale of the merry tongue? Then watch and listen.
2. Preparation for sound production [L]
Once upon a time there was a Tongue in the world. Get to know him. He lived in his house. Do you know what the house near the tongue is called? (Mouth) He was very curious and often looked out the window. He opened the window, closed it, opened it again, looked out, looked to the right, then looked to the left if anyone was coming? Look up, is the sun shining? Looked down - are there any puddles?
Tongue ran into the kitchen, and there mom was kneading the dough. “Let me help you,” said Tongue. Exercise “Knead the dough”.
They kneaded the dough, baked pancakes. Exercise "Pancake"
Tongue thanked mom for tasty breakfast and ran for a walk. There is a high fence in the yard near the house. Exercise "Fence"
Tongue wanted to swing on a swing: up and down! Exercise "Swing". Have fun swinging with Tongue on the swing!
Tongue got down from the swing and suddenly saw a formidable angry turkey. The turkey stood in the middle of the yard and cursed terribly. Let's show how Turkey swore. Exercise "Turkey"
The Tongue was frightened and ran home. Suddenly someone knocked. Who's there? I'm your friend, little mouse. Let `s play. Chase me. Exercise "Catch the mouse."
We played catch-up, and now let's play another game “Repeat after me”.
The speech therapist asks to reproduce a rhythmic pattern.
The mouse ran into his hole. And the tongue got bored and went to the clearing.
Then he took his favorite toy steamboat and began to play with it.
3. Development of breathing.
Exercise "Steamboats". (Development of a smooth long exhalation.) - And now we will turn into steamboats. We're on our way. Let's give a goodbye. Smile, take in air with your nose, and blow on the wide tip of your tongue - fff, do not puff out your cheeks.
4. Setting the sound [L]
Lips in a smile, teeth with a fence, the wide tip of the tongue rests on the upper teeth, pronounce the sound [ы] loudly. You get a new sound, say it again and listen to yourself. You learned to pronounce a new sound today. Say it again.
5. Physical Minute
One - squat, two - jump.
This is a rabbit load.
And the cubs how to wake up (rub their eyes with fists)
They like to stretch for a long time (stretch)
Be sure to yawn (yawn, covering your mouth with your palm)
Well, wag your tail. (moving hips to the side)
6. Logic task The game “The fourth extra” (work from pictures).
Steamboat, boat, plane, sailboat.
Car, tram, trolleybus, metro.
Airplane, helicopter, bicycle, Balloon(as a mode of transport).
7. Development fine motor skills fingers
Task: circle the dots and color.
What did you get? Steamboat.
How does the steamer hum? (L-L-L). Repetition of articulation.
8. Summary of the lesson
Our fairy tale has come to an end.
Do you like her?
What do you remember?
What sound did you learn to pronounce today?
Sound setting [L]
Target. Sound setting [L].
1. Correction - training:
Clarify the articulation of the sound [L], put given sound and fix articulation in isolated pronunciation;
Learn to answer questions accurately and completely;
2. Correctional - developing:
Development logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Equipment. Mirror, photographs with articulation exercises, the image of Luntik, pictures in verses about the cheerful Tongue, signal cards, the letter L, a reminder of the articulation pattern of sound [L].
Lesson progress
1. Organizational moment
Today a cartoon character came to visit us.
So, Luntik is our guest (speech therapist hangs a picture on the board). Show me the letter with which the name Luntik begins (chooses the letter L from the proposed letters (the speech therapist hangs the letter next to the picture of Luntik).
That's right, this is the letter L. The letter L stands for the sound [L], which resembles the rumble of a flying plane L-L-L.
2. Post topic
Today we will learn to pronounce the sound [L]. At the same time, we will teach Luntik to pronounce this sound. This requires that the lips and tongue work well. For each correctly completed task, Luntik will give different figures, which you will have to put on this cardboard in order.
And now we will remember the tale of the Merry Tongue and show it to Luntik in front of the mirror (for each exercise, the speech therapist shows a picture and a photograph with an articulation exercise).
1. Open the mouth-house.
Who is the master in that house?
It is the owner of the Tongue.
He is comfortable in the house.
2. Door-lips are flexible.
They can become a smile.
Can be assembled into a tube
Then smile again.
3. I ended up on a swing.
It flew up and went down.
4. Tired of transformations:
Licks tongue jam.
5. And now our Tongue
Washes the sky-ceiling.
Well done, you did a great job. For this work, Luntik gives you a figurine.
And now the Tongue will fly the plane, who will he be? Machinist? Driver? Pilot? Yes.
Let's go on a plane together, shall we?
Airplane flying game. Repetition of articulation.
And now let's look in the mirror again and remember how the lips and tongue work with the correct pronunciation of the sound [L]. As a keepsake, Luntik gives you a memo.
Lips smile;
The tip of the tongue rises up and presses against the tubercles;
The middle part of the back of the tongue is lowered;
The sides of the tongue are lowered;
The air stream passes along the sides of the tongue.
Luntik really liked the tale of the Merry Tongue, let's do the next task.
4. Development of fine motor skills
Let's lay out the letter L from pistachios on a plasticine cardboard.
For this work, Luntik again hands you a figurine.
5. Physical Minute
The moon floats in the sky. (smooth swings)
She went into the clouds.
1.2.3.4.5. (Claps.)
Can we get the moon. (Hands up.)
6.7.8.9.10 - (claps above the head.)
And move it lower. (Hands down.)
10.9.8.7. - (Walking in place.)
So that the moon shines on the children.
(For a physical minute, the child receives a figurine).
6. Development of phonemic perception
And now Luntik will show you different pictures, and you have to clap if there is a sound [L] in the name of the picture.
Pictures: bow - cotton, butterfly, hat, moon - cotton, table - cotton, squirrel - cotton, doll - cotton, wardrobe, chair - cotton, pen.
Well done, for this work you also get a figurine.
The speech therapist places the pictures that the child has slammed on in front of him.
7. Development language analysis and synthesis
Now Luntik will give you signal cards, you will need to raise the corresponding roll if the sound [L] is at the beginning, middle, and end of the word.
(Bow, moon - the sound is at the beginning of the word.
Squirrel, doll - the sound is in the middle of the word.
Table, chair - the sound is at the end of the word).
You completed this task correctly, so you get a figurine from Luntik. Let's see what kind of picture we got? This is a photo of Luntik. Tell me, what letter does his name begin with? Where is the sound [L]?
8. Summary of the lesson
Our lesson has come to an end. What sound have we learned to pronounce?
And now Luntik wants to say goodbye to you. This concludes our lesson, goodbye!
Sound automation [L] in reverse syllables
Target. Automation of sound [L] in reverse syllables.
1. Correction - training:
Automation of sound in reverse syllables;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Education of friendly relations, education of perseverance.
Lesson progress
1. Organizational moment
Let's sit comfortably, straighten your back, put your feet flat on the floor, ready?
2.Message topic
Today we will buzz like a steamboat (picture “steamboat”), but first we will do exercises for the tongue.
3. Articulation gymnastics
3. Exercise "Needle". Open your mouth wide, smile. Pull the sharp tongue forward.
4. Exercise “We will punish a naughty tongue.” Smile, spank with your tongue, between your lips - “five-five-five ...”
5. "Let's brush the upper teeth." The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.
4. Development of breath
Exercise "Wind and breeze".
We use the possibilities of gestures in respiratory activity. The child imitates gusts of wind with his hands and accompanies them with the sounds “oooo”.
Show me how it blows strong wind(“U-U-U”).
Show how the weak wind blows ("woo-hoo").
3. Exercise "Steamboat"
Listen first to my steamboat humming. Look, I smiled, opened my mouth, and raised my tongue and put it on the bumps behind my upper teeth.
What is my tongue like? Yes, sail.
Let's hang out together. Alll, Alll...
How well we buzz, and the ship can sing songs.
4. Development of fine motor skills
Get up, repeat after me. Alternately press the fingers to the thumb - al, ol, st, yl). First right hand, then left, two hands together.
5. Development of phonemic perception. Game "Catch the sound"
What is the sound of the ship's song?
On [L], we got the sound [L]!
Let's play with this sound.
Listen to me carefully, if you hear the sound [L], clap your hands.
l j l v y p r l t m l
la pari il it in en el st uv
paw, board, dump truck, saw, table, stack, torch, wing, book, Cinderella.
6. Physical Minute
And now we'll rest
And let's start playing again.
1. Hands to the sides ---- slopes to the sides ---- turns right - left ---- tilt down ---- rise, stretch on tiptoe ---- descended.
7. Pronunciation of sound [L] in syllables
Read the syllables.
8. Pronunciation of the sound [L] in syllables
Say the syllables.
Al - al - al al - ol - st - yl
Ol - ol - ol ol - st - yl - al
St - st - st st - yl - al - ol
Yl - yl - yl yl - al - ol - st
Il - il - il ate - ate - ate
9. Exercise for the development of attention
The child is presented with two pictures. He has to find the difference.
Look at the pictures and find the differences.
10. Summary of the lesson
And what sound did we learn to pronounce today?
In the next lesson, we will continue to play with this sound.
Sound automation [L] in reverse syllables and words
Target. Automation of sound [L] in reverse syllables and words.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in reverse syllables, words;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Raise interest in the lesson through the use of entertaining exercises; activity, perseverance, the desire to overcome the defect.
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, a “steamboat” picture, toys: a baby elephant and a wolf cub, subject pictures.
Lesson progress
1. Organizational moment
Let's sit comfortably, straighten your back, put your feet flat on the floor, ready?
2. Post topic
Today we will pronounce the sound [L] in syllables and words. This requires that the lips and tongue work well. Let's do exercises for the language.
3. Articulation gymnastics
1. Exercise "Frog". Smile, exposing clenched teeth with tension.
2. Exercise "Shovel". The mouth is open, a wide relaxed tongue lies on the lower lip.
3. Exercise "Let's brush the upper teeth." The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.
4. Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue "rolls out" forward and retracts deep into the mouth.
5. Exercise "Turkey". Quickly move the tongue across the lip - "bl - bl - bl ..."
4. Sound pronunciation [L]
Once the Elephant wanted to visit the Wolf cub. He hurried to the ship. "Steamboat is humming." (Pronunciation of the sound [L] in a low voice.) The baby elephant is late. (Express disappointment.) I managed to leave the ship. (Express joy.)
5. Development of breath
Exercise "A boat is sailing on the river."
Place a paper boat in a bowl of water.
Cross the Baby Elephant to the opposite side, blow on the boat.
6. Pronunciation of sound [L] in syllables
Psychogymnastics. game task"Wolf Cub Meets Baby Elephant".
Yl-yl-yl. (timidly) Ul-ul-st. (sad)
Al-al-al. (embarrassed) Al-ol-il-st. (confidently)
Il-il-il. (cheerfully) Ul-al-ol-il! (joyfully)
Ol-ol-ol. (sadly) Yl-ul-ul-yl. (angrily)
7. Physical Minute
Again we have a physical education minute,
Bend over, come on, come on.
Straighten up, stretch
Now bend back.
Raise your hands, shoulders
To make work easier.
8. Pronunciation of sound [L] in syllables and words
Al - al - al ball - shaft - small - hall
Ol - ol - ol bol - ox - pier - angry
St - st - st bul - vul - mule - zul
Yl - yl - yl was - howl - washed - angry
Il - il - il beat - wil - mil - zil
Ate - ate - ate white - led - chalk - green
Yal - yal - yal byal - sluggish - crumpled - zyal
9. Development of phonemic perception
Let's show Baby Elephant and Teen Wolf how we can listen to sounds and mark them with circles.
Determining the position of the sound [L] in the syllables al, ol. Designation of syllables al, ol, with color symbols.
Repeat the syllables yl-ol-al. Listen again: yl-ol. Which syllable has disappeared from the syllable series?
What is the extra syllable in the al-ol-ul-iv syllable series?
“Which syllable is missing?” Wok ... (hall), ne ... (nal), ho ... (dil), in ... (zil).
10. Practicing the pronunciation of words (in front of a mirror)
Say the words.
Pavel, table, pencil case, forgot, floor
11. Summary of the lesson
Remember the position of the tongue when pronouncing the sound [L].
Sound automation [L] in direct syllables and words
Target. Automation of sound [L] in direct syllables and words.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in direct syllables and words;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Formation of a positive attitude to participate in the lesson;
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, “steamboat” picture, subject pictures.
Lesson progress
1. Organizational moment
Psychological mood.
(Reciting the poem with eyes closed holding hands with a speech therapist).
We are calm, we are calm
We always speak beautifully, clearly and slowly.
Remember what you learned in class.
2. Post topic
Today we will pronounce the sound [L] in syllables and words.
3. Articulation gymnastics
1. Exercise "Fence". Smile, exposing clenched teeth with tension.
2. Exercise "Swing". Open your mouth wide, smile. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.
3. Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
4. "Malyar". Open your mouth wide, smile. With a wide tip of the tongue, like a brush, we lead from the upper incisors to the soft palate and back.
5. Exercise “ delicious jam". The mouth is open. Lick the upper lip with a wide tongue and remove the tongue deep into the mouth.
4. Development of breath
Exercise “Rain and rain”
When performing the exercise, we use drawing. The child is given a piece of paper and a pencil. From top to bottom, long and short stripes are drawn, their holding is accompanied by the pronunciation of a long “kaap-kaap” (rain) and a short “kaap-kaap” (rain)
5. Exercise “Steamboat”
Show how the big steamer is buzzing: L-L-L (repeated pronunciation).
6. Pronunciation of sound [L] in syllables and words
La-la-la-lama lo-lo-lo-elk
La - la - la - lamp lo - lo - lo - horse
La-la-la-saw lo-lo-lo-lotto
La-la-la-school lo-lo-lo-soap
Ly - ly - ly - lyko lu - lu - lu - moon
Ly - ly - ly - floors lu - lu - lu - magnifying glass
Ly - ly - ly - tables lu - lu - lu - sheepskin coat
Ly - ly - ly - rocks lu - lu - lu - naughty
7. Task “Developing memory”
Repeat, make no mistake! Saw, spinning top, ash, resin. What word came up? Saw, bee, spinning top, ash, resin.
8. Physical Minute
One, two - there is a rocket. (Hands up, palms up.)
3.4 - aircraft. (Hands to the side.)
1.2- clap,
And then for each account. (Hands on the belt.)
Get down quickly
Get on the landing.
9. Phonemic analysis and word synthesis
Classification of words according to the location of the sound [L] in the word.
Look at the pictures and name the words in which the sound [L], is in
beginning, middle and end of a word:
10. The game “Be careful”
Collect the sounds [p "], [l], [and], [a] into a word.
Gather the syllables pa-la, pa-lam into a word.
Listen carefully. Collect the sounds that I will call into a word.
11. Summary of the lesson
What sound did we make in class?
What did we do in class today?
Sound automation [L] in syllables, words and sentences
Target. Sound automation [L] in syllables, words and sentences .
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in syllables, words and sentences;
2. Correctional - developing:
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Raise interest in the lesson through the use of entertaining exercises; activity, perseverance.
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, an “airplane” picture, a flag, subject pictures.
Lesson progress
1. Organizational moment
What is the profession of a person who flies an airplane?
2.Message topic
Today we will pronounce the sound [L] in syllables, words and sentences.
3. Articulation gymnastics
And now let's talk about our funny tongue.
Lived a cheerful tongue (lips in a smile)
Locked on a hook (bend tongue up)
Though he lived alone, he never lost heart.
Woke up early in the morning
Accepted for charging.
Went up, went down (“Swing”)
And repeat again.
He bent his back (touch the upper lip)
And then he started running
It’s not at all up to joy (to move the tongue back and forth along the palate).
The tongue got tired
I even stabbed a barrel (I lay down to rest “Shovel”)
He went to wash
He found a brush in the bathroom
I brushed my teeth ("Let's brush our teeth")
Washed lips (stroking lips from side to side)
Mouth rinsed (imitation of rinsing the mouth),
And washed - sparkled.
4. Exercise for breathing and for the development of general motor skills
The tongue went out into the street, and there the wind
The wind blows in our face, (blow, wave your hands in the face - a strong jet)
The tree swayed (tilts of the torso to the right and left)
The wind is quieter, quieter, quieter (blow swing your hands in the face - a weak stream)
The tree is higher, higher (stretch, hands up).
5. Isolated pronunciation of the sound [L] Exercise for the development of voice power (according to the card).
And in the sky I saw the tongue of an airplane. The plane flies from one cloud to another.
Let's remember how to hum correctly:
The tip of the tongue is up, rests on the teeth, the lips are smiling.
On the sides of the tongue, air makes its way.
[L] will turn out melodious, smooth, affectionate and sonorous.
The plane is approaching - (at first we hum softly, then louder) l-l-l-l-l-l.
The plane is moving away - (at first we hum loudly, then quietly) L-L-L-l-l-l.
(simultaneously swipe the index finger over the clouds on the card)
What sound are we making now? Let's remember what it is:
Vowel or consonant (consonant, because the air meets an obstacle in its path - teeth and tongue).
Deaf or voiced (voiced, because we speak in his voice).
6. Pronunciation of sound [L] in syllables and words
La-la-la-la-al-al-al-al
Lo - lo - lo - lo st - st - st - st
Lu-lu-lu-lu ol-ol-ol-ol
Ala-ala-ala-ala
Olo-olo-olo-olo (walk the syllables with your fingers on the table).
7. Physical Minute
Hands to the sides - in flight (Running on toes in a circle, arms apart in
We send a plane. sides).
Right wing forward, (Turn over the right shoulder).
Left wing forward, (Turn over the left shoulder).
Our plane took off. (Running in a circle, arms apart).
9. Development of phonemic hearing
Table, bed, soap, leg, closet, school, shelf, pillow, rocket, elephant, swallow, sofa, bag, lamp, horse, arm, shirt, raincoat.
10. Sound [L] in sentences (Exercise for agreeing a pronoun with a noun).
Toys and items are on display.
You need to choose only those toys and objects that have the sound “l”. (Lamp, horse, bicycle, table, elephant, squirrel).
I must say: I found your ...
11. Pronunciation of sentences
12. Summary of the lesson
Did you enjoy the activity?
Sound automation [L] in words and sentences
Target. Automation of sound [L] in words and sentences.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in words and sentences;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Lesson progress
1. Organizing moment
Today when you went to Kindergarten frozen? Was it cold or hot outside?
Show how cold you are - (shrink, tense). Warmed up in the garden - (relaxed).
2. Reporting the topic of the session
Today we continue to learn how to correctly and clearly pronounce the sound [L] in words and sentences.
Sing the song of the steamboat: L-L-L at first quietly, then loudly.
3. Articulation gymnastics
First, let's set up the tongue to work.
1. Exercise "Fence". Smile, exposing clenched teeth with tension.
2. Exercise "Shovel". The mouth is open, a wide relaxed tongue lies on the lower lip.
3. Exercise "Swing". Open your mouth wide, smile. With a tense tongue, reach for the nose and chin, or for the upper and lower incisors.
4. Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
5. Exercise "Let's brush the upper teeth." The mouth is closed. In a circular motion of the tongue, draw between the lips and teeth.
6. Exercise "Turkey". Quickly move the tongue across the lip - "bl - bl - bl ..."
4. Finger gymnastics
Our fingers tightened tightly.
What? Interesting!
It looks like they got cold.
We cover them with a blanket.
(Child squeezes left hand into a fist, and the right one wraps around it and squeezes it tightly; then changes hands. Then the child lowers his hands and shakes them slightly).
5. Pronunciation of sound [L] in syllables and words
Clearly, slowly repeat the syllables and words.
La-la-la - lak la-la-la - shop
Lo-lo-lo - forehead lo-lo-lo - boat
Ly-ly-ly - skis lu-lu-lu - magnifying glass
6. Repeat words
Luzhok Lotto Lyko Palm
Moon Burdock Skiing Lava
Meadows Elbow Bald head Flippers
7. Physical Minute
The sun has set behind a cloud, (Crinkles, hugging himself for
It became chilly and fresh. shoulders.)
The sun came out from behind the clouds, (Spread your shoulders, relax.)
We will now relax the arms.
Spring is walking towards us (Walk in a circle.)
With quick steps, (Speed up steps.)
And the snowdrifts are melting (Walk, raising your legs high.)
Under her feet.
8. Direct count from 1 to 10 with words
Lamp, dove.
Count from 1 to 10 with the word lamp: one lamp, two ...
9. Pronunciation of sentences
Listen carefully and repeat the sentences.
10. Sound-syllabic analysis of a word with a graphic notation
Scheme the word table.
Guess how many syllables are in the word?
Find the place of the sound [L] in the word.
11. Memorizing a poem
Now we will learn a poem about the sound [L].
For a long time I learned the sound L
And learned the words:
Paw, paws, paws,
Lamp, lamps, light bulbs,
Stick, sticks, sticks,
Jackdaw, jackdaw, tick.
12. Summary of the lesson
What sound did we work with today?
What did you do in class?
Did you enjoy the activity?
Automation of sound [L] in connected speech
Target. Automation of sound [L] in connected speech.
1. Correction - training:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in connected speech;
2. Correctional - developing:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Formation of a positive attitude to participate in the lesson;
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, “steamboat” picture, subject pictures.
Lesson progress
1. Organizational moment
Solve the riddle.
Loose snow melts in the sun,
The wind plays in the branches
So, ... (spring) has come to us.
2. Reporting the topic of the session
Sound and Word for a long time watched how you learned to speak beautifully, build sentences correctly, and today they invite you to visit. They prepared games and exercises.
3. Articulation gymnastics
1. Exercise "Frog". Smile, exposing clenched teeth with tension.
2. Exercise "Shovel". The mouth is open, a wide relaxed tongue lies on the lower lip.
3. Exercise "Watch". The mouth is open. Lips stretched into a smile. With the tip of a narrow tongue, alternately reach for the corners of the mouth.
4. Exercise "Snake". The mouth is wide open. The narrow tongue is strongly pushed forward and removed deep into the mouth.
5. Exercise "Swing". The mouth is open. With a tense tongue, reach for the nose and chin or for the upper and lower incisors.
4. Development of fine motor skills
Rain and sun.
Listen to the thunder, listen to the thunder (put your hands to your ears)
But don't be afraid, but don't be afraid (show with your finger)
On the face, on the face.
Rain drops, rain drops (finger tap on face and head)
Here comes the sun, here comes the sun (spread fingers, hands palms forward)
It shines, it shines!
It will be dry, it will be dry (shake, with hands, as if shaking off water)
Nice how! nice how! (clap hands)
5. Development of phonemic perception
Listen carefully, if you hear the sound [L], raise the flag.
Ma, na, la, for, ra, lu, zhu, ly, we, ry, lo, zo, lu, kra, cla, pro, pla, plu.
6. Pronunciation of the tongue twister
The Word Finder and the Sound Learner love to play with their fingers and pronounce tongue twisters clearly.
Ly - ly - ly - we scored goals,
Lou - lu - lu - near the windows on the floor,
La - la - la - did not notice the glass,
Lou - lu - lu - we did not hit the glass,
La - la - la - only there is no glass in the window.
7. Physical Minute
The sun, the sun, (Walk in a circle, hands raised up).
Golden bottom.
Burn, burn bright
To not go out.
A stream ran in the garden, (Running in a circle).
A hundred rooks flew in, (“Fly” in a circle).
And the snowdrifts are melting, melting, (Squat slowly).
And the flowers are growing. (Rise on tiptoe, hands reaching up.)
8. Pronunciation of poems
Listen carefully and repeat the poem.
9. Phonemic analysis and synthesis Words: varnish, doe, scrap.
Circle the sounds. How many sounds in a word varnish?
10. Poems about spring (expressive reading)
The snow is melting, the icicles are crying,
Streams run ringing
The wind is warm, that means
That spring has already come?
What do you think, without which there can be no spring?
What good is a phenomenon like rain?
What's wrong?
12. Summary of the lesson
What sound did we work with today?
Did you enjoy the activity?
Surprise moment:
The word expert and the sound expert give a boat (a game with a boat on the water).
Annotation of the methodological manual………………………………………………2
Foreword………………………………………………………………………..3
Abstracts of individual lessons…………………………………………….4
Sound [L]. Sound setting [L]……………………………………………………4
Setting the sound [L]…………………………………………………………………7
Automation of sound [L] in reverse syllables…………………………………….11
Automation of sound [L] in reverse syllables and syllables………………………..15
Automation of sound [L] in direct syllables and words………………………….18
Automation of sound [L] in syllables, words and sentences………………….22
Automation of sound [L] in words and sentences…………………………..26
Automation of sound [L] in connected speech…………………………………………30
1. Konovalenko V.V., Konovalenko S.V. Plans for individual-subgroup learning on the production and automation of sounds (160 lessons). M., 1998.
2. Filicheva T.B., Tumanova T.V. Children with phonetic and phonemic underdevelopment. Education and training. - M .: "Publishing house GNOM and D", 2000.
3. Filicheva T.B., Chirkina G.V. The program of education and upbringing of children with phonetic and phonemic underdevelopment. ( senior group kindergarten). - M. - 1993.
4. Chernyakova V. N. Development of sound culture of speech in children 4-7 years old: Collection of exercises. - M .: TC Sphere, 2005. - 64 p.
5. Pozhilenko E. A. The magical world of sounds and words: A guide for speech therapists. -
M.: Humanit. ed. center VLADOS, 2003. - 216p.
6. Gromova O.E. I speak correctly L - L`. M., 2011.
7. Tkachenko T. A. Speech therapy encyclopedia. M., 2008
8. Correctional speech therapy work with children 5-7 years old: block-thematic planning / ed. E. F. Kurmaeva. - Volgograd: Teacher. 2012. - 191s.
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