Pump

Goal: Automation of sound p.

Game description: Children sit on chairs. The teacher tells them: “We are going to ride bicycles. You need to check if the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Let’s take a pump and inflate the tire: “s-s-s...” Children get up and take turns, and then all together inflate the tires, pronouncing the sound s and imitating the action of the pump.

If a child fails to make a sound, it means that he is not performing the movements accurately. The pump is being repaired.

Goal: Automation of the sound C in words and sentences.

Game description: Children stand in a circle. They play ball.

My ball, fly high (throw up)

Run across the floor quickly (rolls the ball on the floor),

Jump on the floor, bolder, bolder (throw 4 times on the floor).

Fox

Game description: A child (fox) sits behind a bush. He has a tourniquet. The rest of the children are chickens. Chickens walk around the field, pecking grains and worms. The chickens say:

The fox hid close -

The fox covered herself with a bush.

The fox turned his nose -

Run away in all directions.

At the word “scatter,” the fox runs out and throws a tourniquet. The one who is insulted becomes a fox.

Owl

Goal: Automation of sounds s, s’ in the text.

Description of the game: Before playing the game, children are shown a picture of an owl and told about this bird.

The game is played as follows. One of the children is chosen, he is an owl. The rest of the children are birds. An owl sits on a tree (chair). The children run around her, then carefully approach her and say:

Owl, owl, owl, owl eyes,

Sits on a branch

Looks in all directions

Yes, suddenly it will fly away...

At the word “fly”, the owl flies from the tree and begins to catch the birds that are running away from it. The caught bird becomes an owl. The game repeats itself.

Vanka, stand up

Goal: Automation of sounds s, s’ in the text.

Description of the game: Children make movements: stand on their toes and return to their starting position. Then they squat, stand on their toes again, and squat. The movements are accompanied by the words:

Vanka, get up,

Vanka, get up,

Squat, squat.

Be obedient, look what,

We can't handle you.

Sawers

Goal: Automation of sound Z.

Description of the game: Children stand in front of each other, join their hands crosswise and, at the teacher’s expense, reproduce the movements of the saw on the log, pronouncing the sound z for a long time. Anyone who pronounces the sound incorrectly is taken out of the game and asked to pronounce the sound z correctly. The teacher reminds the child how to hold the tongue when pronouncing this sound.

Snowstorm

Goal: Automation of sound.

Game description: Children pretend to be a blizzard. At the teacher’s signal, they begin to quietly pronounce the sound z, then gradually strengthen it, and then gradually weaken it. In the initial stages it is possible to carry out

this game in front of a mirror (the duration of sound utterance for each child should be limited to 5-10 seconds).

Flowers and bees

Goal: Automation of sound.

Description of the game: Before the start of the game, it is agreed who will be the bees and who will be the flowers (for example, boys - flowers, and girls - bees). Then everyone scatters around the room or area. As soon as the teacher’s signal is heard (strumming a tambourine or clapping your hands), children pretending to be flowers take a knee. The bees flap their wings and fly from flower to flower, while they imitate the buzzing of bees: z-z-z-z. When the tambourine hits again, the children change roles, scatter around the playground, and the other bees practice pronouncing the sound z.

Zina and raisins

Equipment: Rubber doll.

Game description: The teacher brings in a smart rubber doll and says: “Guys, this is Zina’s doll. It was bought in a store. It's rubber. Zina's legs are rubber, Zina's arms are rubber. Rubber cheeks, rubber nose.” And then he asks the guys: “What is the name of the doll? Where did you buy it? What are her arms, legs, cheeks, nose made of? The children answer. The teacher continues: “Zina loves raisins. Lena, go and treat Zina to some raisins.” Lena comes out and says: “Take, Zina, raisins.” So the children take turns, treating Zina with raisins, and pronounce this phrase.

Name the picture

Goal: Automation of sounds з, з in words and sentences.

Equipment: Pictures with the sound z, for example: bunny, castle, eyes, factory, fence.

Game description: Children are sitting at tables. On the teacher’s table there is a stack of pictures with the pictures facing down. Each child has the same paired pictures. The teacher calls one of the children and asks him to take the top picture from his pile, show it to the children and tell him which picture he took. The one who has the same picture stands up, shows it to the guys and says: “And I have a bunny in the picture.” Children put both pictures on the table. The game continues until all the pictures from the teacher’s table have been sorted out. (By analogy, the game can be played using other sounds.)

Horned goat

Goal: Automation of the sound з in the text.

Description of the game: A house is fenced off with a line (chairs). A goat is walking around the site. The children speak in unison!

The horned goat is coming,

There's a butted goat coming,

Legs top top,

Eyes clap-clap!

Oh, he's goring, he's goring!

The goat makes horns out of its fingers and runs after the children, saying: “I’ll gore, I’ll gore!”

The children hide in the house, the goat catches them. Those caught become the goat's helpers.

Who is more attentive?

Description of the game: The teacher shows the children pictures and asks: “Who knows how a whistle blows?” (Children answer: ssss...) How does the bell ring? (Children s-z-z...) And now I’ll see which of you is more attentive. I will show first one picture and then another, and you pronounce first the sound s, then the sound z.”

Broken phone

Purpose: Differentiation of sounds s-z.

Description of the game: Children sit in one row and pass sounds to each other, then z, then s. The one who heard the sound z passes it to his neighbor, etc. Whoever gets it wrong pronounces any sound 5 times.

Make no mistake

Purpose: Differentiation of sounds s-z.

Equipment: Pictures “Whistle” and “Bell”.

Game description: Children are given two pictures. On one there is a whistle, on the other there is a bell. Children take the picture with the whistle in their left hand, and the picture with the bell in their right. The teacher shows them and names pictures whose names contain the sound s or z, emphasizing these sounds a little with his voice. If the word contains the sound s, then the children raise the picture with the whistle and say: ssss.,. and if there is a sound z, then with a bell they say: z-z-z.... Repeating the game, you can enter pictures whose names do not contain either one or the other sound. In this case, children should not pick up their pictures.

Hares and fox

Description of the game: According to the number of players, holes are drawn along the edges of the court or chairs are placed. Children (bunnies) stand at their holes. One of the players is a fox. The bunnies say the text: The gray bunny is jumping near the wet pines, It’s scary to fall into the paws of a little fox, It’s scary to fall into the little fox’s hands...

Bunnies run out of their holes and jump on both legs. Then they form a round dance and jump in a circle. The words of the teacher are heard:

Bunnies, prick up your ears, look left and right, is anyone coming?

The hares look around, seeing a fox that is slowly making its way towards them, shout: “Fox!” - and scatter into the minks. The fox catches hares. The game repeats itself.

Bunny

Goal: Automation of sounds s-z in the text.

Game description: Option 1. Children stand in a circle holding hands. A sad bunny sits in the middle of the circle. Children sing:

Bunny! Bunny! What happened to you? You're sitting there completely sick. You can't even stand up and dance with us. Get up, get up, jump! Here, get a carrot, get it and dance!

All the children come up to the bunny and give him a carrot.

The bunny takes the carrot and starts dancing. And the children clap their hands. Then another bunny is chosen.

Speech material for automating the sound "Ts".

Target: automation of the sound “L” in a child’s speech.
Tasks:
1. Practice the correct pronunciation of the sound “C” in speech using pure sayings and poems.
2. Improve the rhythmic and intonation side of speech.
3. Increase speech activity.
4. Optimize the emotional background, improve your mood.

Description: Dear colleagues, I continue to publish a collection of simple sayings and poems for automating sounds in a child’s speech, which I use in speech therapy work with children. This time, let me present to your attention speech material aimed at automating the sound “Ts”. This work will be useful to speech therapists, educators, and parents.

Content
I use pure sayings for the sound “C” at 2 stages of work on sound pronunciation.
The first time I use them is at the stage of automating the sound “C” in syllables. The work is carried out as follows: the adult reads the text itself, and the child pronounces only the syllables (game “Echo”).
For example: adult - “Kolya went out onto the porch”, child - “Tso-tso-tso”
In this way, you can pronounce syllables of various configurations in a fun way for quite a long time and the child will not get tired of it. Also, in the process of repeatedly pronouncing a pure phrase, the child remembers it and can then recite it at a reading competition.
The second time I use these same phrasings is when a given sound in speech is being automated. At first I use pure phrases, because they are already familiar to the child. Only now the child speaks all the truth. The second option is a “Readers” competition - 2-3 children who pronounce a given sound well compete in reading pure phrases. Even at this stage we play the game “Who is faster?” - 2-3 children are also taken, I name a syllable, for example, “LA”, and the child must remember and say a simple phrase to this syllable. Whoever speaks first gets a token. At the end of the game, the winner is determined by the number of tokens. In both the first and second games, it is important not only to tell a clear phrase, but most importantly to pronounce the sound correctly.

Here are some of them.

Tsa-tsa-tsa - a blizzard has been blowing all day.
Tsa-tsa-tsa - I kiss the hare.
Tso-tso-tso - I’ll put a ring on my finger.
Tso-tso-tso - I wipe my face.
Tsk-tsk-tsk - starlings are flying towards us.
Tsk-tsk-tsk - there are cucumbers in the jar.
Tsa-tsa-tsa - the main street.
Tso-tso-tso - Anyuta has a ring.
Tsa-tsa-tsa - our Katya is smart.
Tso-tso-tso - the chicken has an egg.
Tsa-tsa-tsa - there is a sheep standing in the meadow.
Tso-tso-tso - show your face.
Tso-tso-tso - there is a ring on my hand.
Itz-its-its - they sell a syringe at the pharmacy.
Ets-ets-ets is a very sweet candy.
Ets-ets-ets - there is a palace on the mountain.
Ets-ets-ets - a cucumber grew in the garden bed.
Ets-ets-ets - the blacksmith forges the chain.
Ets-ets-ets - a fighter goes into battle.
Yat-yat-yat - a hare is jumping towards me.
Yep-ooh-ooh - that’s the end of the fairy tale.
Ets-o-ts-ets - the chick fell out of the nest.
Ets-ets-ets - we are dancing a dance.
Ets-ets-ets - winter has come to an end.
Ets-ets-ets - the blacksmith shod the horse.
Ets-ets-ets - a chick is sitting in the nest.
Yep-ooh-ooh - that’s the end of the song.
Itza-itsa-itsa - a tit sits on a pine tree.
Itza-itsa-itsa - a singer sings on stage.
Itza-itsa-itsa - there is a table hanging on the wall.
Itza-itsa-itsa - red-cheeked girl.
Itza-itsa-itsa - a fox sits under a pine tree.
Odtsa-odtsa-odtsa - water was taken from the well.
Yudtse-yudtse-yudtse - a beautiful saucer.
Itza-itsa-itsa - colored mitten.
Itza-itsa-itsa - my sister is knitting a scarf.
Itza-itsa-itsa - the bird flew away.

And here are a few pure sayings and poems

lollipops
Tsk-tsk-tsk - the hare loves candy.
Tsa-tsa-tsa - the hare has no candy.
Ets-ets-ets - where can I get a candy for a hare?
Tso-tso-tso - look under the porch.
Tsk-tsk-tsk - that's where the lollipops are!
Tsu-tsu-tsu - the bunnies are happy for the candy!

SHEEP
Tsa-tsa-tsa - here is a sheep.
Tsu-tsu-tsu - we are herding a sheep.
Tsk-tsk-tsk - no sheep.
Tsa-tsa-tsa - where is the sheep?

At the stage of sound automation, after pure phrases, I use poems in which the sound “Ts” is often found. A “Readers” competition is then held using this material. Here are some of them.

Important, big-nosed heron
Stands like a statue all day.

The tiger is quiet with the tigress,
Because he himself is afraid of her.

Two colorful chickens
They are running along the street.

From a nearby well
Water flows all day long.

Chicken and hen
They drink water on the street.

Hooked it from the spring,
Beautiful maiden of the water.

The horse clicked his hoof from behind,
Dust swirls under the hoof.

Well done to the young lady
He asked me to drink some water.

Bought cuttlefish
Lace dress.
The cuttlefish walks
Shows off her dress.

It doesn’t go and doesn’t go,
Because it's icy.
But it falls perfectly.
Why is no one happy?

Water is good
The chickens need to wash themselves
At the wall of the well,
In the chicken trough.

Heron standing on the porch
Explains the letter "C":
- Come, Chicken Little,
Repeat: chick-chick-chick.

Chicks and chicken
All day outside.
Chickens from a hen,
Chickens on a hen,
Chickens under the hen.

Chicken in a trough
I got some water.
A whole brood of chickens
She invited me to wash.
Nine little yellow chickens
They don’t want to wash themselves in the trough.

Glows in the starry sky
Star Dipper.
The stars help
Don't lose your way in the dark.

Kitten Tsap bites
Chicken Little pecks.
To both from the owner
You get it for this.
And have fun together
They fail.

Wandered into our kindergarten
Ten little chickens.
Brought them from the street
Speckled chicken.
"Cute little hen,
You're on the wrong street!
This is a kindergarten
But not for chickens!"

Many children experience minor difficulties with speech and articulation, but, as a rule, by the age of 5–7 years such problems disappear on their own. The child’s speech apparatus develops, sound production improves, and the baby begins to speak clearly. There are also problems that, without proper attention to them, persist throughout life. This may require a speech therapist or independent speech therapy and articulation exercises. The sooner you start correcting and overcoming speech disorders, the easier this process will be for the child. You can start sound production yourself - in most cases, speech therapy and speech therapy exercises are not difficult.

In speech therapy, the production of a sound is a special process that combines the development of pronunciation skills of a certain letter, as well as the formation of a connection between kinesthetics, vision and the nervous system. Thus, during the production, the child learns to pronounce the letter on demand in various combinations and in isolation.

Children often encounter problems with the pronunciation of whistling sounds - these can be sigmatisms (when, instead of the sound s or s, the child pronounces a distorted version of them), or parasigmatisms - in this case, the whistling sound is replaced by some other one (forelingual, hissing).

Sound production is very, very important. The fact is that any speech disorders affect the nervous system. Incorrect or impaired sound pronunciation can cause the following diseases:

• dysgraphia - various disorders of written speech, automatic rearrangement of letters during writing, substitution of letters, etc.;
• dyslexia - the inability to adequately read text and put letters into coherent text;
• dyslalia - serious disturbances in the pronunciation of certain sounds.

How to say the sound S and soft S

The correct pronunciation of sibilants depends on the shape of the tongue muscle - you need to make sure that the tongue is in the correct position. Normal pronunciation occurs like this: a relaxed, flat tongue is pressed against the teeth with its lateral edges, and its tip rests against the base of the lower front incisors. The tongue takes the shape of a hill and has a hollow in the middle part.

If the baby did not part with the pacifier in childhood, then he probably has an even, flat tongue, and the cleavage and transition are poorly expressed. If there is no hollow, with the help of which a stream of air is formed when exhaling, then a stream that forms whistling sounds will not appear.

Correct articulation of S and S

The lips should be stretched in a slight smile so that the teeth are exposed. The gap between the teeth is no more than two millimeters. The relaxed tip of the tongue is fixed on the lower dentition. The anterior segment of the dorsum of the tongue forms a cleft with the upper incisors, while the middle of the dorsum of the tongue rises towards the hard part of the palate. The side edges of the tongue are pressed against the teeth, the soft part of the palate is raised and pressed against the pharynx, thereby blocking air access to the nasal cavity. The ligaments should be relaxed at this time, without vocal vibration.

Exercises for pronunciation of the sounds С and Сь

To develop the correct pronunciation of the sound Сь, you will need to perform phonemic awareness exercises. Before doing the exercises, make sure that the child knows how to pronounce the sounds S and S (there have already been classes of this kind), and is able to distinguish between the sounds D and T, as well as V and F.

The best exercises that help develop phonemic awareness and come close to the correct pronunciation of the sounds C and S are based on sound imitation. Offer your child several pictures that show:

• ordinary pump;
• a bicycle tire punctured by a nail;
• a balloon with air coming out of it.

The set of pictures may differ depending on the age and interests of the child, the main thing is to clearly show, using examples accessible and understandable to the child, how the sounds S and S differ. Continue sound memorization exercises by guessing sounds, or developing phonemic awareness skills.

Correct articulation when pronouncing the sound C

The tip of the tongue is fixed on the lower teeth, the lips are very apart in a smile and do not overlap the teeth, the teeth are almost closed. The air should be released with force, feeling its movement along the groove. If you bring your palm to your mouth and pronounce the sound C, you will feel a cool air stream on your skin.

After the exercises with the sound Сь are completed, you can move on to the sound С. It is important to explain the difference to the child, show it clearly and let him feel kinesthetically and articulatory the difference between the sounds С and Сь. Emphasize that when pronouncing the sound S, the child smiles, while a hard, dull S causes a grimace, more like a grin.

Preparatory exercises

First of all, you need to identify the ability to release a stream of air with force. You need to take in air, blow with force through your lips, folded into a tube. You can control the stream of air with your hand (for adults), but it is better to let a child blow a piece of cotton wool, a feather or a small piece of paper from his hand.

To better feel the formation of the groove during the pronunciation of S or S, you need to perform exercises for flexibility and mobility of the tongue. You need to stretch out your tongue and calmly place it on your lip. You need to place a smooth stick, match or toothpick along the tongue (where the groove appears) and then press down to make a groove appear. The teeth are wide open, the lips are slightly rounded, in this position you need to blow out a strong stream of air several times. Exercises should be repeated until the results are consolidated.

Over time, you can move on to a more complex version of this exercise - repeat the same thing, but without a stick.

To correctly pronounce the sound C, you need to control the position of your tongue and lips, and also feel the stream of cool air that moves along the tongue during pronunciation. If for some reason you cannot pronounce the sound C correctly, you should return to the preparatory exercises and go through them again; only after this is it possible to automate the pronunciation.

Articulation exercises

• Wide smile - you need to keep your lips in a smile (similar to pronouncing the sound and), while controlling the tension of your lips - your teeth should be open.
• Whistling - with clenched teeth, you need to stretch your lips with a tube, as when whistling.
• When both exercises are mastered, you need to alternate them with a slow count, rhythmically and measuredly.
• Brushing your teeth is a good exercise for articulation; it is done like this: lips are open in a wide smile, the tip of the tongue strokes the teeth - first the upper ones, from bottom to top and from left to right, then the lower ones.
• It is useful to perform the following exercises in turn.
• The clock hand - the lips are open in a smile, the teeth are slightly open, the tip of the tongue alternately touches the corners of the mouth. It is necessary to control the immobility of the lower jaw (the chin should not move).
• Swing - with this exercise you can achieve high tongue mobility. A relaxed, wide tongue rises as far as possible to the tip of the nose, then extends towards the chin. After this, the tongue rises to the upper lip and falls to the lower, then touches the space between the upper teeth and the lip, and then rests on the space between the lower teeth and the lower lip. You need to make sure that your tongue remains flat and wide at all times, and your lips do not hug the line of your teeth.

Automation Exercises

Sound production begins with identifying problems in pronunciation, then it is necessary to prepare the speech apparatus and oral cavity for correct pronunciation, learn to pronounce the sound correctly, set up easy pronunciation and automate it. To do this, the following method is used: you need to gradually introduce sound, first into syllables, then into simple and complex words, then into sentences and free speech.

Isolated pronunciation is achieved by repeatedly pronouncing an isolated sound while constantly monitoring the movement of the teeth, tongue and lips.

When the child begins to easily perform simple and complex articulation exercises and produces sounds correctly, the pronunciation of forward and backward syllables should be introduced into the lesson. Straight syllables - Sa, Sy, Se, So, Su. Reverse - Ac, Ys, Es, Os, Us. Automation of soft X is also important - Xia, Xiu, Xi, Syo and in the reverse position.

Producing sound (automation) in independent speech is the most difficult stage; it’s hard to get used to speaking correctly, so in everyday life and in everyday life you need to focus on erroneous pronunciation and strive for the correct one.

Sound production and automation in speech therapy are determined not only by the need to establish pronunciation, but also to overcome incorrect conditioned reflex connections and ligaments.

Not only the production of sounds is important, but also the automation of pronunciation; the lips and tongue must automatically take the desired position in order to pronounce the sound correctly. Automation in live conversational speech can be done by memorizing poems and songs - speech therapy pays great attention to nominal rhythmic exercises. If you have difficulty selecting suitable material, you can always watch a video that shows the correct automation of sound using songs, poems and tongue twisters.

Disadvantages in the pronunciation of whistling (and hissing) sounds are called sigmatism.

The following types of sigmatism are distinguished:

Interdental sigmatism- when pronouncing sounds C and 3, the tip of the tongue is inserted between the front teeth, giving these sounds a hint of lisp.

Dental sigmatism- the tip of the tongue rests against the teeth, blocking the free exit of air through the interdental gap, so that instead of s, s, a dull sound is heard.

Hissing sigmatism- the tip of the tongue rests on the lower gums or is slightly pulled away from them, and the back of the tongue is curved with a hump towards the palate - a distinct, soft, hissing sound is heard, similar to the sound of sh (shabaka - dog).

Labiodental sigmatism- the lower lip is pulled towards the upper incisors. The air stream is dispersed across the entire plane of the back of the tongue, swelling the cheeks, which is why the defect received an additional name: “buccal sigmatism.”

Lateral (lateral) sigmatism occurs in two forms:

2) The back of the tongue with a hump tightly touches the palate, and the exhalation current passes along one or both sides of the mouth near the molars. In both cases, an unpleasant sound like lch is heard. The release of air on one side of the mouth sometimes depends on the collapse of the soft palate on the other side.

In some cases of lateral sigmatism, paralysis and paresis of one side of the tongue cannot be ruled out, which requires a thorough examination of this defect with the participation of a neurologist.

Nasal sigmatism is expressed in the fact that when pronouncing s and z, the root of the tongue rises to the lowered soft palate, which opens a passage into the nasal cavity; the result is a kind of snoring, grunting sound with a nasal tinge to the subsequent vowels.

The softening of the hard sound C, in which the syllables sa, so, su are pronounced as sya, syo, syu (shabaka - dog, nos - nose), is due to excessive elevation of the back of the tongue.

Replacing the sounds C and Сь with any other sound (ш, h, t, x, etc.) is called parasigmatism.

TECHNIQUES FOR PRODUCING WHISTLING FOR DIFFERENT TYPES OF Sigmaticism:

In case of interdental and interdental sigmatism, it is necessary to remove the tip of the tongue behind the lower incisors, for which you can resort to mechanical assistance: with a special probe or the end of a spatula, lightly press on the tip of the flattened (not lumpy!) tongue, lowering it behind the lower teeth. Mechanically holding the tongue in this position, invite the child to pronounce the sound C in isolation several times (make a pump): s... s... s..., then “try” in syllables: sa-sa-sa.

It must be remembered that interdental sigmatisms often require long-term speech therapy work; they stubbornly persist in free speech, even if the sounds S, 3, C are fixed and partially automated. In the absence of control, relapses are often observed.

With hissing sigmatism, it is important to wean the speech pathologist from the habit of retracting the tongue when pronouncing sibilants into the depths of the mouth. For this purpose, we recommend temporarily transferring the child to interdental pronunciation of the sound C in syllables, words and even some phrases. When the tongue is strengthened in this position, move the tip of the tongue behind the lower incisors, which usually happens automatically.

For lateral sigmatism, it is advisable to place the C sound in three steps:

a) interlabial blowing, the tongue is wide, the edges of the tongue reach the corners of the lips;

b) interlabial blowing is replaced by interdental blowing;

c) then the tip of the tongue is gradually moved behind the lower incisors, provided that the child is able to place a wide tongue behind the lower teeth, which can be achieved using a probe or spatula.

With a softened pronunciation of hard C (syabaka, syup, sek), it is advisable to carry out a preliminary differentiation of soft and hard consonants in correctly pronounced syllables: we-mi, va-vya, nu-nu, etc. You can temporarily transfer the child to interdental pronunciation of sibilants in order to ease the tension of the back of the tongue.

When correcting nasal sigmatism, preliminary work is necessary on organizing correct exhalation through the middle of the oral cavity. The exercises are carried out first in the interlabial position so that the exhaled stream is felt at the tip of the tongue. Then the tongue is moved to the interdental position. It is recommended to consolidate the skill of blowing on the tip of the tongue, inserted between the front teeth, in parallel with the general training of oral exhalation: blowing out a candle, blowing pieces of cotton wool, pieces of paper, etc. Clamping the sides of the nose to prevent air leakage through the nose is not effective.

Correction of labiodental (cheek) sigmatism includes two points:

a) exposure of the incisors, for which it is necessary to part the lips (“to the ears”!);

b) holding (with mechanical assistance possible) the lower lip so that it does not pull towards the upper incisors.

The child is taught to place the first phalanx of the index finger on the wide tongue lying behind the lower teeth. The finger is bitten by the incisors: “put the whistle in the mouth.” The mouth smiles from ear to ear, the front teeth are clearly visible up to the fangs. The edges of the tongue (its front part) are shown on both sides of the bitten tongue and reach the corners of the mouth. As soon as the child learns to deftly place the “whistle” in his mouth, he is asked to blow into the “whistle” without removing his finger, without changing the position of his lips, tongue and teeth. The resulting sound C is first fixed in the reverse syllables in this way: after pronouncing the vowel, the child puts his finger-“whistle” and adds the sound C. With mechanical help, the sound C is fixed in the syllables a-s, o-s, u-s, e-s, and then in words ending in C (forest, nose, dog, etc.). Straight syllables are also practiced with the finger. The need for mechanical assistance disappears as soon as the correct articulatory pattern and exhalation are reflexively developed.

Normal installation of the organs of articulation when pronouncing the sound “S” and “Z”.

• The tip of the tongue rests on the lower front teeth;
• The lips are in a “smile” position and do not cover the teeth;
• Teeth in a “fence” position;
• The air is blown out forcefully from the middle of the tongue;
• A sharp cold stream is felt on the palm brought to the mouth.
• The voice motor is not working. (When pronouncing the sound "Z" - it works).

Normal installation of the organs of articulation when pronouncing the sound “C”:

• The tip of the tongue rests on the front lower teeth, the tongue is raised and arched.
• The anterior part of the back of the tongue closes with the palate.
• The tongue is spread wide, the lateral edges are tense. At the moment of exhalation, the front part of the back instantly opens with the sky. The tip of the tongue is slightly withdrawn from the lower teeth.
• The lips are stretched into a smile.
• The teeth are closed or brought together when pronouncing a sound. When pronouncing a vowel sound in straight syllables, the teeth open. At the moment the tongue opens with the palate, the air is exhaled with a push.
• The sound C is a consonant, hard, dull.

Preparatory exercises for sounds “S”, “Z”

Exercises to develop air pressure. 1) Having drawn air into your lungs, forcefully blow (and not just exhale) it through your lips extended forward like a “tube”. Control with the palm of your hand, a piece of paper or cotton wool: you feel a sharply beating cold stream, the paper or cotton wool is deflected to the side. Repeat the exercise.

2) Stick out your tongue so that it rests on your lower lip. Place a thin round stick (match) along the tongue to its middle and press to form a groove. Round your lips, but don’t tense them. The teeth are open. Inhaling, forcefully blow out the air, puffing out your cheeks. Control with the palm of your hand, a piece of paper or cotton wool. Repeat the exercise.

3) Do the previous exercise without using a stick.

Lip exercise. Stretch your lips into a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat the exercise.

Exercise. Pronouncing the long sound “S”.

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

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

2) Do the same exercise with slowly removing the stick from the mouth to the teeth and out.

3) Do the exercise several times without using a stick.

2. Spring
Spring has come. It became warm. Funny
sings drops: “Kapkapkap.” It's melting
icicles and snow.
 Questions and tasks:
What time of year is it?
What's the weather like?
How does the droplet sing?
What's melting?
 Retell the story yourself.

1. Wasp
Sonya was sitting on a bench in the garden. IN
There were wasps in the bushes. One wasp began to fly
near Sonya. Sonya was not afraid, she sat
quiet. The wasp flew, flew and flew away
back home.
 Questions and tasks:
Who was sitting on the bench in the garden?
Who was in the bushes?
What was the wasp doing near Sonya?
How was Sonya sitting?
Was Sonya scared?
Where did the wasp fly?
How do you understand the expression: “flew away”
back home"? (Flew off to my home, flew away
to where it came from).
 Retell the story yourself.

3. Airplane
An airplane is flying high in the sky. Airplane
flies and buzzes. Sonya saw the plane. She
took the scarf off her head and waved it after
to the plane:
Airplane, airplane,
I wish I could fly with you!
 Questions and tasks:
What's flying high in the sky?
What flies and hums?
Who saw the plane?
What did Sonya do?
What did Sonya say?
 Retell the story yourself.
4. Fox and fox cubs
The fox has cubs. The foxes are small. Fox
feeds the foxes milk. Soon there will be fox cubs
They will grow up and begin to get their own food.
 Questions and tasks:
Who is the fox?
What kind of foxes?
What does the fox feed the fox cubs?
When will the fox cubs get their own food?
food?
 Retell the story yourself.

 Retell the story yourself.
6. Whistle
Senya has a whistle. Senya always wears
take the whistle with you. The whistle hangs on Senya's
chest on a beautiful ribbon. Senya whistles at
whistle all day. Sena is having fun.
 Questions and tasks:
What does Senya have?
Who always carries a whistle with them?
What hangs on Senya’s chest on the beautiful
ribbon?
Who blows the whistle all day?
Who's having fun?
Is everyone having fun?
 Retell the story yourself.
5. Spring in the forest
Spring has come. The days have become clear and
warm. The children went to the forest. Children in the forest
saw a moose, a fox and an owl. Elk stood in
bushes He ate branches and leaves. The owl was sleeping on
bitch And the fox looked at the owl. Won't it fall
an owl from a branch and into the fox's paws?
 Questions and tasks:
What time of year is it?
What are the days like?
Where are the children going?
Who did the children see in the forest?
Where was the moose?
Did the moose eat what?
What did the owl sleep on?
Who was the fox looking at?
What did the fox dream about?

7. Scooter
Sanya has a new scooter. Sanya stood up
with your foot on the scooter,
and the other
pushed off. The scooter rolled on its own.
Sanya rode for a long time and was not at all tired.
The scooter itself carried Sanya.
 Questions and tasks:
Who has a new scooter?
Where did Sanya stand with one foot?
What did he do with the other leg?
How did the scooter roll?
Who rode for a long time and was not at all tired?
Why isn't Sanya tired?
 Retell the story yourself.
8. Braid
Nastya has a beautiful long braid. Mother
pats Nastya on the head and says:
“Grow, braid, to the waist, don’t drop any
hair."
 Questions and tasks:
What kind of braid does Nastya have?
What does mom do?
What does mom say?
 Retell the story yourself.

What kind of cream are there on plums?
What's ripe on the bushes?
 Retell the story yourself.
9. Garden
We have a garden. In the garden there are apple trees, plum trees and
raspberry bushes. Ripe ones hang on the apple trees
apples, and blue cream on the plums. On
Sweet raspberries ripened in the bushes.
Sing, sing, apples,
Pour yourself in, plum,
Hurry up, hurry up,
Raspberries.
 Questions and tasks:
Who has a garden?
What grows in our garden?
What kind of apples are on the apple trees?
10. Autumn
So autumn has come. The gardens are empty
it became quiet in the forest. How many dry ones are there everywhere?
leaves!
Leaf fall, leaf fall!
Both the forest and the garden have become naked!
 Questions and tasks:
What time of year is it?
Empty what?
Has it become quiet where?
What leaves are there everywhere?
When does leaf fall occur?

 Retell the story yourself.
How does a nightingale sing?
Who's having fun with his song?
Why is it difficult to see a nightingale?
 Retell the story yourself.
11. Nightingale
The little bird is a nightingale. Is sitting
the nightingale is on a branch and sings its song. Funny
The nightingale sings, and everyone has fun from his song.
But it's hard to see the humble gray bird in
dense branches. No need to. Otherwise they will see
bad people of the nightingale will be caught and imprisoned
cell.
 Questions and tasks:
What nightingale?
Who sits on a branch and sings his song?
12. Haymaking
So summer has come. Grew tall
grass. It's time to cut the hay. Mowers with braids
go to the meadow. The braids are sharp and cut quickly.
Mow, mow, while there is dew.
Dew away - and we're home.
 Questions and tasks:
What time of year is it?
What kind of grass has grown?
What is the time to do?

Where do the mowers with their braids go?
What kind of braids?
How to mow braids?
 Retell the story yourself.
How did Senya and Sanya carry the catfish home?
 Retell the story yourself.
13. Catfish
Sanya and Senya were fishing. Sanya caught
crucian carp, and Senya caught a catfish. Catfish was
fat, with a long mustache. Senya and Sanya
together they carried the catfish home in a net.
14. Vaska the cat
Vaska the cat is old. He sleeps all the time.
Vaska does not like to get his own food. A
Vaska loves lard and sausage.
 Questions and tasks:
What did Sanya and Senya do?
Who did Sanya catch?
Who did Senya catch?
What was the catfish like?
 Questions and tasks:
What cat is Vaska?
What is Vaska doing?
What doesn’t Vaska like to do?
What does Vaska like?

 Retell the story yourself.
Who hurts?
What hurts Vaska?
Who's shaking his paw?
 Retell the story yourself.
15. Vaska the cat and the wasp
Vaska the cat saw a wasp. He began to catch
her. The wasp stung Vaska in the paw. Vaska
hurt. My paw hurts. Vaska shakes his paw.
 Questions and tasks:
Vaska the cat saw who?
Who did Vaska start catching?
Where did the wasp sting Vaska?
16. Geese
Baba Dusya has geese. The geese are cheerful and
vociferous. Geese scurry into the meadow with a cackle.
Baba Dusya grazes geese in the meadow. But now it's time
home. The geese don't want to leave the meadow. Woman
Dusya tenderly beckons them:
Tags, tags, come with me,
Tags, tags, go home.

 Questions and tasks:
Who does Baba Dusya have?
What kind of geese?
Who gallops into the meadow with a cackle?
Who grazes geese in the meadow?
Who doesn't want to leave the meadow?
How does Grandma Dusya beckon the geese home?
 Retell the story yourself.
Goslings, goslings, eider.
Don't go to the meadows.
The forest is close, there is a fox in the forest.
 Questions and tasks:
What kind of cubs does a fox have?
Who did the fox get into the habit of dragging?
For whom did the fox carry geese and goslings?
Why is the fox happy?
Why is the flock of geese restless?
What do geese say to their goslings?
 Retell the story yourself.
17. Fox
The fox has little cubs. Got into the habit
the fox carries geese and goslings. She carried them
for your fox cubs. The fox's cubs are well-fed, fox
happy.
Only in a flock of geese
restless. Geese don't sleep, they walk around cautiously,
the goslings do not let go anywhere:
18. Spring in the garden
There is a lot of work in the garden in spring. Necessary
remove old leaves, dig up beds,
sow seeds and plant seedlings.
Spring day is dear - it feeds all year round.
 Questions and tasks:

When is there a lot of work in the garden?
What needs to be removed from the garden?
What needs to be dug up, sowed, planted?
Why is spring day expensive?
 Retell the story yourself.
lets through, only sand. Sor Sonya
throws it aside.
There is a lot of sand, and Sonya has a lot of work.
But Sonya diligently sows and sows sand.
Sonya sits on the sand, sifts the sand and
sentences:
Pour, pour, sand.
Pour sand, scoop.
 Questions and tasks:
What's wrong with Sonya? Where did Sonya put the sieve?
How does Sonya take the sand and where does she pour it?
What doesn't the sieve let through?
What does Sonya throw aside?
How much work does Sonya have?
How does Sonya sow sand?
Who sits on the sand and sifts the sand?
What does Sonya say?
 Retell the story yourself.
20. Splinter
Lisa got a splinter in her foot. She showed
a pain in the ass to mom. Mom took out the splinter and anointed it
19. Sand sieve
Sonya has a set for sand: plastic
bucket, sieve and scoop. Sonya put the sieve
on a bucket, and with a scoop he takes sand and
pours it into a sieve. Garbage and stones do not sieve

leg with green paint and tied it with a bandage. Hurts
Lisa's leg.
 Questions and tasks:
Who splintered his foot?
Who did Lisa show the splinter to?
What did mom do to her leg?
Who's leg hurts?
 Retell the story yourself.
Zoya has a goat. The goat's name is Zulka. U
Zulki are little goats. Zoya leads the goat and
kids on a green meadow.
At Zulka's
bell. The bell rings loudly.
The kids know the ringing of the bell and run
on him. The kids won't get lost.
 Questions and tasks:
Who is Zoya?
What is the goat's name?
Who has little goats?
Where is Zoya taking the kids and the goat?
How does the bell ring?
Why can't kids get lost?
 Retell the story yourself.
21. Goat

22. Goat Kuzma
Mitya has a goat. His name is Kuzma.
Kuzma is a lively goat. He's a badass and
bully. Anyone Kuzma dislikes will gore
with horns, will beat you with your feet. Who's running away
when the goat Kuzma walks.
 Questions and tasks:
Who is Mitya?
What is the goat's name?
What Kuzma?
Whoever Kuzma gores with his horns will kill
with your feet?
 Retell the story yourself.
23. Zaika's mistress
Zoya had a bunny: soft, white and
funny. Zoya loved the bunny. Summer Zoya
I took the bunny into the yard to play and forgot it
on the bench. The bunny fell to the ground under the bench.
Zoya didn’t recognize her beloved bunny: “This bunny
dirty, this bunny is not mine.”
Zina took the bunny home and washed him
warm water. Again the bunny is white and
funny, but his owner is different.
 Questions and tasks:
Who was at Zoya's? What was the bunny like?
Where did Zoya take the bunny in the summer?
Where did Zoya leave the bunny?
Where did the bunny fall?
Who doesn't recognize your favorite bunny?
Why didn't Zoya recognize the bunny?
Who took the bunny home and washed him
warm water?
What is the bunny like now?
Who is the bunny's owner?

Who loves a bunny: Zoya or Zina?
 Retell the story yourself.
24. At the zoo
Zoya and Zina were at the zoo. In zoo
many different animals. There they saw
funny monkeys, zebra, bison, evil wolf,
poisonous snake, mountain goat and others
animals.
 Questions and tasks:
Where were Zoya and Zina?
Are there many people at the zoo?
Who did Zoya and Zina see at the zoo?
 Retell the story yourself.
25. Bunny and snake
The bunny ate green grass in the meadow and
noticed how she quietly crawled up to him
snake. Yes, then the crow saw a snake and loudly
croaked.
zaykins
flashed. They only saw a bunny. So
crow bunny from poisonous snake teeth
delivered. No wonder the crow croaked!
Only paws
 Questions and tasks:
What did the bunny eat in the meadow?
Who didn't the bunny notice?
Who saw the snake and croaked loudly?
How did the bunny run away?
Who saved the bunny from poisonous snakes
teeth?
Who croaked for good reason?
Retell the story yourself.

26. Medusa.
Zina and Lisa were at sea. Zina saw
a transparent umbrella in the water and showed it
Lisa. “This is not an umbrella, this is a jellyfish,” says
Lisa Zine. – Jellyfish are different:
small and huge, harmless and
poisonous. Therefore, you cannot take jellyfish into
hands.
 Questions and tasks:
Where were Zina and Lisa?
What did Zina see in the water?
Who did Zina show the transparent umbrella to?
What did Lisa say to Zina?
What types of jellyfish are there?
Why can't you pick up a jellyfish?
 Retell the story yourself.
27. Winter
Cold winter has come. The frost has shackled
Rivers and lakes. Snow. Snow covered
land, trees, bushes and houses. All around
high snowdrifts. All the paths are covered and
roads. Quiet and empty in the forest. Animals in holes
they sleep, and people sit at home in the cold.
 Questions and tasks:
What time of year is it?
Frost bound what?
Snow covered what?
What kind of snowdrifts are there all around?
Covered with snow what?
What happened in the forest?
Where do the animals sleep?
What do people do in the cold?
 Retell the story yourself.

28. Bunny in winter
The bunny is cold in winter. The bunny doesn't have it
warm hole. A bunny sleeps in the snow under
bush. The bunny is hungry in winter. No in winter
green grass. The bunny is gnawing on the bitter bark.
 Questions and tasks:
When is a bunny cold?
What doesn't the bunny have?
Where does a bunny sleep in winter?
When there is no green grass?
What does a bunny chew in winter?
 Retell the story yourself.
29. Dragonfly
This is a dragonfly. Dragonflies have huge
eyes. Here a dragonfly sat on a green leaf
rest and froze. And with eyes from the side
leads to the side: here and there, here and there.
He looks to see if everything is okay, if he’s nearby
enemy?
 Questions and tasks:
What kind of eyes does a dragonfly have?
Where did the dragonfly land?
How does a dragonfly look around?
Who is the dragonfly looking for?
 Retell the story yourself.

Mom wiped what?
 Retell the story yourself.
30. Zina's tears
Zina is small. She's all covered in
mud. Mom washes Zina in a basin with soap. U
Tears flow from Zina's eyes. She got soap in her
eyes. But now there is no dirt on the 3in. Mother
washed off the dirt, and then wiped Zina and
Zina's tears.
 Questions and tasks:
What did Zina get dirty in?
Mom washes Zina in what, with what?
Whose eyes are streaming with tears?
What got into Zina's eyes?
Mom washed what?
Mom wiped who?
31. Well
There is a well on the street. The well is deep.
There is cold water in the well. Come on over,
people, drink some water.
 Questions and tasks:
What's on the street?
What kind of well?
What kind of water is in the well?
Why is there a well on the street?
 Retell the story yourself.

32. Heron
The heron is a wading bird. summer heron
brought out the chicks. The chicks are small. Heron
walks through the swamp all day and gets
food for the chicks.
 Questions and tasks:
What kind of bird is a heron?
When did the heron hatch her chicks?
What kind of chicks?
For whom does the heron hunt all day long?
food?
 Retell the story yourself.
33. Chicken
Chicken is a domestic bird. Chicken
hatches chickens. She doesn't go all day
leaves the clutch of eggs. They'll come out
chickens, then the chicken will eat plenty, and
gets drunk.
 Questions and tasks:
What kind of chicken is a bird?
Who does the chicken breed?
The chicken doesn't leave what for all day?
When will the chicken eat and drink enough?

 Retell the story yourself.
 Questions and tasks:
The chicken sat on what for a long time?
Who hatched from the chicken?
What do chickens peck?
What are the chickens milling about?
What do they drink water from?
Where did the chickens start running?
How excited is a chicken?
 Retell the story yourself.
34. Hen and chicks
The chicken sat on the eggs for a long time. And so
her chickens hatched. Chickens pecking
egg. They hang around the porch, drink water
from a saucer.
The chickens grew up quickly and became
run away from the chicken into the street. And the chicken
worries:
Kokoko, chickens, kokoko!
Don't go far!
35. Stupid sheep
A shepherd was grazing sheep near the forest. Sheep
stupid, everyone is trying to escape into the forest. Not afraid
sheep of the forest until it was in the mouth of
wolf
 Questions and tasks:
Where did the shepherd graze the sheep?
Where are the sheep trying to go?
What is a sheep not afraid of?

 Retell the story yourself.
How do lambs bleat?
Where do the lambs run?
 Retell the story yourself.
36. Sheep and lambs
The ewe has small lambs. Lambs
around the sheep all day. They are afraid and
bleat: “Beebee!” Where the sheep goes, go there
the lambs are running.
 Questions and tasks:
Who has little lambs?
Who is around the sheep all day?
37. Acacia
An acacia tree is blooming near the porch. IN
Flowers are blooming in the flower garden. Tanya watered the flowers
in the flower garden and resting on the porch under
acacia
 Questions and tasks:
Where does acacia bloom?

What's blooming in the flower garden?
What did Tanya water?
Where is Tanya vacationing?
 Retell the story yourself.
 Questions and tasks:
Where does the caterpillar sit?
What does a caterpillar eat?
Who was flying past?
Why did the tit see the caterpillar?
Who pecked the caterpillar?
 Retell the story yourself.
38. Caterpillar
A caterpillar sits on a cabbage and eats a leaf
sheet by sheet. So I ate it all
cabbage A tit flew past and saw
a thick caterpillar on a bare leaf and
pecked her.
39. Tit
The tit is a beautiful bird. At the titmouse
the breast is silver and shimmers. Bird
The tit is a cheerful singer. The sun is shining and
The tit bird is rejoicing and singing.

 Questions and tasks:
Who is the beautiful bird?
What kind of breast does a tit have?
Who is the funny singer?
When does the tit bird sing?
 Retell the story yourself
 Questions and tasks:
Who has a new dress?
What buttons are on the dress?
Who does everyone admire?
 Retell the story yourself.
40. Sister
My sister has a new dress from
calico. The dress has beautiful buttons. IN
wearing a new dress, my sister is walking down the street, that’s it
they admire her.