Preparatory stage

Lesson 1

Relaxation
The birds are getting ready to fly. They have strong wings (tension). Flight simulation (relaxation).
- Look and say which bird is in front of you. Look around and see who is behind you. Who do you see on the left, on the right?
The development of motor skills of the fingers
Magpie

Forty, forty.
Magpie-white-sided.
cooked porridge,
Jumped on the threshold
Called guests.
Guests in the yard -
Porridge on the table.
This - on a plate,
This one on a platter
This one is in a cup
This - in a bowl,
And she didn't give it anything.
You didn't carry water
You didn't cook porridge.
- Here's a spoon for you.
Make yourself some porridge.
Here is a stump
Here is the deck
There is firewood
There is hot water here.

Massage or self-massage
Breathing exercise
Proper diaphragmatic breathing.
Game task "Ball - dimple."
- Take a deep breath. Your tummy has become like a ball. Exhale the air - a dimple has formed.
Static exercise for the development of oral exhalation "Strong winds blow, weak winds blow." Blow on the leaves.

- Depict sad storks. They do not want to leave their native land. Smile at them, convey your good mood.
Lip exercises
"The chicks have their beaks wide open and are begging for food." Open your mouth wide, as when pronouncing the sound [a]. The jaws and teeth are tense and motionless, the teeth are open to the width of 1.5 fingers. Lay the tongue on the bottom of the mouth. Hold this position for a count of up to 5, then up to 7. Close your mouth.
"The green woodpecker says goodbye to the nightingale." Pronounce the sound combinations kiei-kiei-kiei. Open your mouth, smile, exposing all your teeth. Hold your lips and teeth in this position for a count of 5, then close your mouth.
Language exercises
“The tongue crawls through the door crack. He wants to say goodbye to the birds." Biting the tip of the tongue with the teeth, pushing it forward.
"Beaks of different birds". Show how wide the duck's beak is. Open your mouth wide, put a wide tongue on your lower lip and hold the count to 5-7.
"Beak of a stork". Protrude a narrow and sharp tongue from the mouth. In case of difficulty, invite the child to reach out with his tongue to a candy or other object.
Development of the voice and switchability of the organs of the articulatory apparatus
"Songs of Chicks".
- Once, in the summer, in a forest clearing, the chicks learned to sing.
Pronunciation of sounds: a-aaa, o-oooh, uuuuu, yyyyy with exaggerated articulation; with a change in the strength and pitch of the voice.

Game "Catch the sound". Sounds [s], [s], [l], [s], [w], [g], [l], etc. are pronounced. The child should clap his hands if he hears the sound [l].
Is there a sound [l] in the words harrier, swallow, fell, waved, woodpecker, nightingale?

Lesson 2

Development of spatial perception
Vegetables or models are laid out on the tables.
- Look and say what you see in front, what is behind, what is to your right, to your left. Where did carrots grow - in the ground or on the bushes?
Relaxation
- I'm turning you into vegetables. I am planting seedlings. Plants grow, reach for the sun (tension). The sun was hot, the vegetables withered (relaxation).
The development of motor skills of the fingers
Five cheerful fingers went to the garden.
They have a lot of things to do, a lot of things:
Pick tomatoes, dig up potatoes,
Pull out a carrot
Cut the dill and pluck the peas.
Breathing exercises
Teaching correct diaphragmatic breathing. Inhale through the nose, pause (counting 1, 2), long exhale through the mouth.
Teaching a calm, short inhalation and a free, smooth, elongated exhalation. "The wind is humming." Open your mouth and pronounce the sound [y] for a long time on one exhale.
Mimic articulation exercises
"What a big watermelon!" Express surprise with the sound: “Oh-oh-oh-oh-oh!”.
"Goat in the garden".
- Depict a cunning goat who decided to eat cabbage. Show how angry the mistress was with the goat. Depict a terrible garden scarecrow, show how the crows were afraid of him.
Pass it on emotional condition mom peeling and cutting onions. Show how surprised grandfather was when he saw a huge turnip in his garden.
Lip exercises
"Angry watchmen". The mistress put an angry dog ​​to guard the garden. Lifting the upper lip. Show only the upper teeth. Pronounce the sound combinations av-av-av-av.
"Angry Bulldog" Pulling down the lower lip, only the lower teeth are exposed.
"Wide Pipe" The puppy saw such a wide pipe and decided to climb there. The teeth are closed, the lips are elongated with a wide "tube".
Language exercises
"The tongue goes to visit the nose." Raise the wide tip of the tongue to the nose and close the upper lip with it.
"Delicious Watermelon" We ate a watermelon, we lick our lips. Circular movements of the tongue on the surface of the lips from left to right, and then vice versa.
"Zucchini, zucchini, show me your barrel." Bend the tip of the tongue, lift it by the upper teeth and hold it in this position for a count of up to 4-5.
"Onion feathers".
- Show what sharp feathers the bow has.
Stick out a narrow and sharp tongue from your mouth and hold it in this position for a count of up to 5.
"Shovel". Let's dig potatoes. Need a shovel. Put a wide tongue on the lower lip. Hold count up to 5.

"Garden scarecrows learn to talk and then they sing songs." Pronunciation of sound row a-u-o, o-i s, a-o-o-i.
Development of phonemic perception
"Catch the sound." Isolation of the sound [l] from the syllable series for, la, shu lu chi, ly.
Determining the position of the sound [l] in the words onion, eggplant, shovel, dug, leveled, cleaned.
Where is the sound [l] in the word onion? Designation of sound [l] with a color symbol. Put a blue circle on a strip of paper with marks indicating the beginning, middle and end of the word.

Lesson 3

Development of auditory perception
Games "Silent", "What did you hear?", "What sounded?".
Breathing exercises
Teaching correct diaphragmatic breathing. Inhale through the nose, pause (counting 1, 2), exhale through the mouth.
Teaching a calm, short inhalation and a free, smooth, elongated exhalation.
"Steamboat hums." Open your mouth and pronounce the sound [s] for a long time on one exhale.
The development of motor skills of the fingers
On a visit to the thumb
Came straight to the house
Index and middle
Nameless and last
Little finger itself
Knocked on the threshold:
- Knock-Knock.
Mimic articulation exercises
- Use facial expressions to convey your mood, state, intention and attitude towards another person.
pleasant - unpleasantly happy - upset
satisfied - dissatisfied angry - kind
happy - unhappy outraged, furious - kind
dared - cowardly upset - cheerful
fearless - frightened exhausted - cheerful
calm - angry obedient - disobedient
cheerful - sad
Lip exercises
"Angry Bulldog" Lifting the upper lip. Show only the upper teeth. You can pronounce the sound combinations av-av-av-av (low voice).
Pulling down the lower lip, only the lower teeth are exposed.
"Big round bagel." The teeth are closed, the lips are elongated with a wide "tube".
"Little bagel".
Language exercises
"Clock hands". Circular movements of the tongue on the surface of the lips from left to right, and then vice versa.
"The tongue goes to visit the nose." Raise the wide tip of the tongue to the nose and lower it to the lower lip.
"Scratchy teeth". Scratch the upturned tip of the tongue with the upper teeth.
"The tongue came to visit the teeth." Open your mouth wide, press the tip of your tongue to your upper teeth and hold it for a count of 5-7.
"The sting of a mosquito."

Development of the voice, switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue
"Teasers of Buka and Byaki." Pronouncing the syllables bi-bya, be-by, bi-bya-be, by-be-bya in a quiet and loud voice, fun and sad.
Development of phonemic perception
"Catch the sound." Isolation of the sound [l] from the syllable series for, la, shu, lu, chi, ly.
Determining the position of the sound [l] in the words palm, lamp, light bulb.

Lesson 4

Development of auditory perception
"Guess the Sounds" Guessing the sounds produced by a speech therapist behind a screen (playing musical instruments).
Breathing exercises
"Snort's foal snorts." Take air into your lungs and blow it out with force, making your lips vibrate.
- Belchonok got lost. Let's help Mom Belochka find him. Let's call him: "Ay!" Belchonok does not hear. Let's shout: "Oh! Ah-ee!"
Mimic articulation exercises
"Mushroom-morel". Wrinkle your face. Stretch the muscles of the face. Furrow your brows. "Angry Old Man-Forester".
Good and Evil Wizards. "We swear - we make up."
Lip exercises
"Hide and Seek". "Sponges are hidden." Firmly squeeze tense lips so that they turn into a thin thread. Hold your lips in this position for a count of up to 3, then snort.
“We will show and hide all the teeth.” A grin followed by a closing of the lips.
"The teeth are playing hide-and-seek."
- Let's show first the upper teeth, and hide the lower ones. Now hide the upper teeth, and show the lower ones.
"Knead the dough for bagels." Lip movements with the inclusion of buccal muscles.
"Large and small donut". Alternation of wide and narrow "tube".
Language exercises
"The tongue plays hide-and-seek with the upper lip." Close the upper lip with a wide tongue, then click, opening and closing the mouth.
"Cup" outside the mouth.
- I brought you a treat. Prepare a cup. Today you have a clay cup, with thick edges.
Alternating exercises "Sting" - "Scapula".
Development of the voice, switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue
Pronunciation of syllable combinations. "Teasers Belchat". Pronouncing the syllables by-ba, boo-bo; ba-boo-be; boo-by-bo in a quiet and loud voice, fun and evil.
Development of phonemic perception
The game "Catch the sound [s]". Words sleigh, strawberry, rainbow, table, chair, goat, poppy, goal, Masha.
"Right wrong". A number of words are pronounced correctly and with a changed composition of sounds, for example: doll, vukla, fist, bulak, forehead, nob, and the children answer whether the word is correct or incorrect.
Determining the position of a sound.
- Where is the sound [l] heard in the words onion, onion? Where is the sound [l] heard in the words table, chair?

Lesson 5

The development of auditory memory. Execution of instructions from 2-3 steps
- Come to the table, take the monkey, put it on a chair and sit yourself in front of the mirror.
Mimic articulation exercises
"Monkey monkeys". Doing imitation exercises. Squint eyes, alternately opening and closing eyes, etc. Express fear, joy, grief and other emotions.
Lip exercises
Let's pretend to be a monkey. Bring the tongue under the upper lip. Then lower the tongue under the lower lip.
Raising and lowering both lips in 4 steps. Raise the top, lower the bottom. Raise the bottom, lower the top.
"Banana and Orange" The monkey loves bananas and oranges. Let's feed her. Smile, close your lips (banana), stretch your lips with a wide “tube” (orange). Alternation of wide and narrow "tube".
Language exercises
"The monkey is swinging on the vines." A wide tongue first rises to the nose, and then descends to the chin.
"Leader's Message to Monkeys of Danger".
- Do you know how monkeys give danger signals?
"Chatterbox". The mouth is open, the lips do not cover the teeth. The teeth are open to the width of a finger, the jaws are motionless. Quickly drive across the sky (with the inclusion of voice) with a tense curved tip of the tongue.
Development of the voice, switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue
"Monkeys swear and make up." Pronunciation of syllabic combinations mna-mna-mna, many-many-many (in a whisper, quietly and in a voice of moderate strength); mnu-mna, mno-mna, mna-mno-mnu (dissatisfied and satisfied and in tone).
Development of phonemic perception
The game "Catch the sound [l]." Sounds [p], [l], [w], [l], [g], [l] are pronounced; syllables ry, ly, sha, la, ru, lu, lo, ro, and then the words rose, lamp, puddle, rainbow, palm tree, and the child raises his hand or claps his hands when he hears the sound [l].
Determining the position of a sound.
- Where is the sound [l] heard in the word sun? Jumped in the word! In a word fell!

Lesson 6

Development of spatial perception
"Where did the bell sound?" The child closes his eyes, and the teacher performs actions with the bell, changing the location.
Relaxation
"Hedgehog curled up in a ball."
Here is a hedgehog curled up in a ball,
Because he's cold.
The ray touched the hedgehog.
The hedgehog stood up and stretched.
Breathing exercises
static exercise. Blowing butterflies. Whose butterfly will fly farthest?
"Songs of the Forest Animals"
- The Fox Cub, the Hare, the Wolf Cub and the Bear Cub gathered in the forest clearing and sang songs.
Pronunciation ta-e-i; a-e-i; a-e-i; uh-uh, in one breath.
Mimic articulation exercises
"A frightened bunny, a brave hedgehog, a funny bear cub, a cunning fox."
Lip exercises
"Let's ride a horse." A clatter with a variable tempo. The distance between the teeth should be at least 1.5 fingers, the jaw is motionless.
- We met a friend, we smile at him. Smile.
- A friend gave us a pipe, let's play on it.
Alternating exercises "Smile" and "Wide tube". "Swing".
- We saw the swing and wanted to swing.
Raise and lower the tip of the tongue, touching the upper and lower gums.
"The turkey chatters." Open mouth. Raise the tongue to the upper lip and make quick movements of the tongue back and forth without lifting the tongue from the upper lip. First, make slow movements, then the pace speeds up and a voice is added.
Development of the voice, switchability of the organs of the articulatory apparatus and the coordinated work of the lips and tongue
"The animals talk to each other." Fox, Hedgehog, Hare and Wolf are talking to each other. Pronouncing the syllabic combinations fta-fto, ftu-fta, fta-fto-ftu in an affectionate and angry, calm and indignant voice.
Development of phonemic perception
Determining the position of a sound.
- Where is the sound [l] heard in the words squirrel, hollow, jackdaw, tree, needle?
Choose from a number of other toys that have the sound [l] in their names.
Distinguishing words. Show which picture has varnish and which has cancer.
Game "Right or Wrong" A number of words are pronounced correctly and with a changed composition of sounds, and the children answer whether the word is correctly or incorrectly said.

Sound setting [l]

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

When pronouncing the sound [l], the lips take the position of the subsequent vowel. The distance between the upper and lower incisors is 2-4 mm. The tip of the tongue is raised and pressed against the base of the upper incisors (but may also occupy a lower position). Between the lateral edges of the tongue and the molars there is a gap for the passage of the air stream. The root part of the tongue is raised and pulled back, a spoon-shaped depression forms in the middle.

Creating an auditory image of sound

Game tricks
- Listen to the fire truck siren. The police car gives such a signal.
The sound [l] is pronounced repeatedly.
Formation of a visual image of sound (l]
Show articulation of sound. Articulation profile display. Clarification of the position of the lips, teeth and tongue. Description of the position of the organs of articulation.
Formation of a sense of the position of the organs of articulation
Formation of a kinesthetic image of sound
Invite the child to bring their palm to the mouth of the speech therapist and feel the warm air jet on the side of the mouth. Showing the position of the organs of articulation with the help of fingers. Squeeze the fingers of the right hand tightly and give them the shape of a “bucket” - this is our tongue. Slightly bend the fingers of the left hand (this is like our mouth), then touch the fingers of the right hand (this is like our tongue) to the junction of the fingers with the right palm. Pay attention to the gap between the palms. These slots on both sides are needed for the exit of the air jet.
Use of toys (monkey or any other).
- Look how the monkey lifts the tongue by the upper teeth.

Setting the sound [l] according to M.E. Khvattseva (1959)

Open your mouth wide. Set the narrowed tip of the tongue (“sting”) to the necks of the upper teeth, pull the sound [a] loudly and in a singsong voice. At the same time, against the background of [a], the tip of the tongue rises and falls, touching the upper incisors, and then the upper gum several times per exhalation.

Setting the sound [l] according to R.E. Levina (1965)

1. Hold the tip of the tongue between the teeth and, without changing the position of the tongue, draw out the sound [a] or [s]. Speech therapist articulates in front of a mirror without a voice. With this position of the speech organs, a lingering sound [l] can be obtained.
2. It is useful to do the same exercise first in a whisper with an increased exhalation, paying attention to the stream of air coming out of the sides of the mouth. In case of difficulty, offer the child to clamp his tongue wide between his teeth and exhale the air in such a way that his cheeks swell. Having achieved the goal, you should turn on the voice. At first, the sound [l] is heard with an admixture of noise, which gradually disappears in the course of further work.
3. The resulting correct articulation of the sound [l] is fixed in syllables with a vowel [a], first in a closed syllable (al), then between vowels (alla) and, finally, in an open syllable (la). Next, syllables with vowels [s], [o], [y] (alas, alo, alu, ly, lo, lu, etc.) are included.
4. In case of difficulty in the formation of side slots, a probe or a round plastic stick should be used, which are placed across the tongue. The child is invited to raise the tip of the tongue to the upper teeth and pronounce the sound [s]. Thus, a lingering sound [l] can be obtained. In this case, the exhaled air rushes into the passages between the lateral edges of the tongue and the upper molars, formed using a probe or stick.

Sound setting [l] according to O.V. Pravdina (1973)

1. Pull the sound [a] and at this time push the tongue between the teeth, and then bite it in the middle.
2. When softening the sound [l], give the opportunity to feel the tension in the shoulder girdle and neck. To do this, you need to bend your head forward and in this position pull the sound [l] at the lowest possible tone.

Setting the sound [l] according to A.D. Filippova, N.D. Shuravina (1967)

1. The child is invited to stick the tip of the tongue between the teeth, biting it slightly. Then pronounce the vowel sounds [y] or [s] with a drawl. The result is a sound close to the correct sound of the sound [l]. Then vowels will join this sound: l-a, l-s, etc.
The interdental position of the tongue can be maintained at the first stage when pronouncing syllables and words. When the sound [l] is heard clearly, move the tip of the tongue behind the upper teeth.
2. With a soft pronunciation of the sound [l], you can use the following technique: put your thumb between the chin and the larynx (in the chin dimple), make a slight pressure and pronounce the sound [l].
3. Connect your fingers into the lock and press them on the chin.
4. If [l] is pronounced with the participation of the lips, then the movement of the lips should be held with the fingers.

Setting the sound [l] according to A.I. Bogomolova (1979)

Round lips (give an oval shape). Open the teeth at a distance of 1.5 fingers. Set the tongue in the “cup” position, without changing position, insert it into the mouth and touch the alveoli with a curved tip.

Setting the sound [l] according to L.S. Volkova (1989)

A sample of pronunciation is shown by a speech therapist. The child is invited to slightly open his mouth and pronounce the combination ya. At the same time, [s] is pronounced briefly with the tension of the organs of articulation. After the child learns the desired pronunciation, the speech therapist asks to pronounce this combination, but with the tongue clamped between the teeth. At this moment, a combination of la is heard. When performing the task, make sure that the tip of the tongue remains between the teeth. You should draw auditory attention to the sound that turned out at the time of its setting.
Fixing the auditory image of sound [l] in isolated sound
Game tasks: “Steamboat horn”, “Police car siren”, “Aircraft hum”.

Sound automation [l] in syllables

Lesson 1

Sound automation [l] in reverse syllables
Orgmoment
Relaxation exercises. "Wooden Pinocchio (feel tension) and rubber doll Lola" (relaxation).
The development of motor skills of the fingers
Massage or self-massage



- Once the Elephant wanted to visit the Wolf cub. He hurried to the ship. "Steamboat hums." (Pronunciation of the sound [l] in a low voice.) The baby elephant is late. (Express disappointment.) I managed to leave the ship. (Express joy.)
Pronunciation of syllable combinations
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. (fun) - Ul-al-ol-il! (joyfully)
- Ol-ol-ol. (sadly) - Yl-ul-ul-yl. (angrily)
Development of phonemic perception
- Let's show the Elephant and the Wolf cub 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?
"What syllable is missing?" Wok ... (hall), ne ... (nal), ho ... (dil), in ... (zil).
Determining the position of the sound [l] in the words lamp, doll, chair, crowbar. Designation of the place of sound in the "sound house" or on the "sound track".
Tapping out the rhythmic pattern of the words swallow, chair, lamp.
Introduction to the letter l

Lesson 2

Automation of sound [l] in syllables (intervocalic position)
Orgmoment
Development of spatial and auditory perception.
Where did the flying saucer come from?
Determine the direction of the sound (signal).
Relaxation exercises. Depict alien robots (tension) and living aliens (relaxation).
The development of motor skills of the fingers
Massage or self-massage
Development of articulatory motor skills
Performing articulation exercises taking into account the individual characteristics of the child.
Exercises for the development of facial expressions, speech breathing and voice
game task
"A flying saucer lands and hums." Pronouncing the sound [l] in a low voice. "Siren spaceship- in a high voice.
Mimic exercises. Depict the surprise of aliens, frightened children who find themselves next to a flying saucer.
game task
Pronunciation of syllabic combinations on behalf of aliens Allan and Lola.
- Ala-ala-ala. (scared)
- Yly-yly-yly. (cautious)
- Aly-aly-aly. (surprised)
- Aly-alu-alo! (joyfully)
- Ala-alo-alu. (sad)
- Ala aly. (regretfully)
Development of phonemic perception
Determining the position of the sound [l] in the syllables la, al, ala. Designation of syllables yl, silt, st with color symbols.
- Tell Allan and Lola where the sound [l] is heard.
Determining the position of the sound [l] in the words floor, hall, ceiling, light bulb. Designation of the place of sound in the "sound house".
Letter work.
- Show Allan and Lola the letter l. Lay out the letter from the elements.

Lesson 3

Sound automation [l] in direct open syllables
Orgmoment
Relaxation exercises.
- Depict a clockwork doll (neck, muscles of the shoulder girdle and arms are tense). The battery has deteriorated, and the clockwork doll can no longer perform these actions (relaxation).
Development of spatial perception
"Listen and do."
- Depict clockwork puppets. I issue commands and you execute. Raise right hand put your left hand on left shoulder, clap twice above your head.
The development of motor skills of the fingers
Massage or self-massage
Development of articulatory motor skills
Performing articulation exercises taking into account the individual characteristics of the child.
Exercises for the development of facial expressions, speech breathing and intonational expressiveness
game task
- Dolls Lana and Mila came to visit us.
Pronouncing syllable combinations on behalf of Lana and Mila dolls.
- Ly-ly-ly. (greeting cheerfully)
- La-la-la? (asking each other how things are going)
- Lu-lu-lu! (talking about their business)
- Lo-lo-lo. (say goodbye sadly)
Pronunciation of syllables in combination with movements.
- Lana and Mila came to the lake and saw the waves. Draw waves with your finger and say the syllables la-lo, lu-ly, la-lo-ly, ly-la-lo-lu, la-lo-lu-ly, lu-ly-la-lo, lo-lu-ly- la.
Development of phonemic perception
Add a syllable. Cook ... (la), pi ... (la), Mi ... (la), ig ... (la); one hundred ... (ly), by ... (ly); weight ... (lo), etc.
Analysis and synthesis of syllables
What is the first sound in the syllable la? What is the second sound? What sounds did you hear in the syllable lu? The sound [o] "made friends" with the sound [l]. What syllable did you get?
Designation of syllables with color symbols. Determining the position of the sound [l] in the words Lana, doll, Mila.
Composing syllables from the letters of the split alphabet

Lesson 4

Sound automation [l] in syllables with a confluence of consonants
Orgmoment
Relaxation
The firefighter holds the hose (tension), lowered the hose (relaxation).
Development of spatial and auditory perception
- Where is the sound of the radio beacon heard?
The development of fine motor skills of the fingers
Massage or self-massage
Development of articulatory motor skills
Performing articulation exercises taking into account the individual characteristics of the child.
Pronunciation of syllable combinations. Coordination of breathing, articulation and phonation
game task
"Alien Talk" Pronounce syllables with a change in stress and intonation:
- Pla-plo, plo-pla! (expression of surprise, the aliens were surprised to see us, houses and trees)
- Pla-plo-pla, plo-pla-pla. (expression of sadness - their spaceship broke down)
- Blah blah blah blah! (expression of joy - glad that we helped fix the ship)
- Fla-flo-flu-flo. (calm them down, help fix the ship)
- Cla-clo-clo-cla. (an expression of sadness - they are sad to part with us)
- Gla-glo-glu-gla. (we wave our right hand to them)
- Sla-slo-slu-sly. (wave with both hands)
Development of phonemic perception
Determining the position of the sound [l] in the words moon, alien, planet, hum. Designation of syllables ly, lo with color symbols. Compilation of syllables ly, lo from letters.
Add a syllable.
- I will say part of the word, and you guess what word I have in mind? ... neta (planet). What syllable has disappeared from the word planet?
Tasks used in the stages of audio automation [l]
in words, phrases, sentences and connected speech
Automation of sound [l] in words with a syllable and sound combination al
Pronounce the words correctly
Alphabet, diamond, pencil case, station, glass, dump truck, oval, jackdaw, stick, beam, halva, rolling pin, jump rope, balcony, violet, bathrobe, halibut, carnival.
Tasks

Determining the position of a sound. Name the words in which the sound [l] is heard at the end of the word. Repeat the words in which the sound [l] is heard in the middle of the word.
Sound analysis hall words. Circle the sounds of the word hall.
Replace the first sound in the word jackdaw with the sound [p]. What word came out? (Stick.)
Put the sound [m] before the syllable al. What word did we hear? (Mal)
A similar task is performed with the sounds [d], [h], [c]. (Dal - hall - shaft.)
Repeat the words rolling pin - jump rope. How are these words similar? What is the difference? “Send” the second sound [k] from the word rolling pin “to take a walk”. What is the new word? (Rock.)
"We develop memory and voluntary attention"
Look, remember and name the objects. How many items do you want to remember?
Remember and repeat after me. What word doesn't fit?
Did the train sped me off or broke me?
The cat lapped milk, meowed, lay, dozed, slept.
Ears heard, listened or swallowed?
"We develop the grammatical structure of speech"
Learn past tense verbs.
What did you do in kindergarten?
I drew, I played, I read, I leafed through a book, I helped a friend, I arranged the dishes, I had breakfast, I had lunch, I ate dinner, I wiped the table (a), walked (a) on the street, dug a bed (a), spread the bed (a), tucked (a).
I drew, what did you do? I drew an oval, read a book, played on the street, took a walk, etc.
Suggest the right word.
On a horse I ... (jumped),
Yes, he fell down and ... (fell).
I didn't cry, don't... (shouted)
And he got up and said:
- Al-al-al,
I rode on a horse.
Automation of sound (l] in words with sound combinations ol, el, ate
Pronounce the words correctly
Ox, floor, stake, wolf, regiment, salt shaker, column, straw, Christmas tree, table, shelf, bangs, bee, football, goal (goalkeeper and ball in the goal), goldfinch, trunk, injection, case, donkey, goat, cauldron , squirrel, chalk, crayons, woodpecker, knot, ashes, quail, panicle (grass and whisk for cleaning), case.
Tasks
"One word - many meanings." Lightning is a fastener, lightning is an instantaneous spark discharge in the air of accumulated atmospheric electricity, a needle is a sewing accessory, a needle on a branch of a Christmas tree, a needle on a hedgehog.
Name the pictures.
Do you know these words? What is lightning? Trunk? Panicle? Goldfinch?
"We develop phonemic perception"
Name the items. What is the same sound heard in the named objects?
Determining the position of a sound. In the names of which objects the sound is heard at the beginning of the word? In what words did you hear the sound at the end of the word? Name the words in which the sound is in the middle of the word.
Supplement to the words ox, floor sound [k]. Name new words. (Ox - wolf. Paul - regiment.) Replace the first sound in the word floor with the sound [k]. (Kol.) Replace the first sound in the word kol with the sound [g]. (Goal.)
Repeat words. Kolol, weeded. Stake, prickly, cleaver. Long, long, long.
Change the words. Add the syllable ka to the word gender. (Sex - shelf). How to turn the word shelf into the word stick? The word stick for the word jackdaw? (Shelf - stick - jackdaw.)
Replace the vowel [o] in the word table with the sound [a]. (Became.)
I will say a syllable, and you are naked. What word came out? (Goldfinch.)
"Word in word". What short words are there in the words prick, column, trunk, shelf?
Ladder from the words:
ate
a piece of chalk
table
pencil case
serval
Collect “scattered” sounds into words: [v], [l], [k], [o] (wolf); [a], [n], [l], [o], [k] (shelf).
Collect the syllables into a word: i-ka-gol (needle), so-ka-lom (straw).
Make a word from the letters: v, l, k, o (wolf); s, t, l, o (table).

Sound automation [l] in words with sound combinations st, il

Pronounce the words correctly
Aul, bun, volcano, stockings, muscle, chair, dove, silt, fork, saw, drinker, mower, stretcher, threshing machine.
He climbed, walked, wore, mowed, stroked, pounded, asked, forked, poured, drank, threshed.
Tasks
"Developing Memory"
Listen, memorize and repeat the words. In what words is the sound [l] heard at the end of a word? In what words do we hear the sound [l] in the middle of a word?
"We develop phonemic perception"
Add the sound [p] to the word silt. What word came out? (Drank.) Add the syllable ka to the word drank. What word came out?
Change the first sound in words. Drank - beat - mil - pitchfork.
Replace the sound [a] in the word stick with the sound [and]. (Saw.) How to turn the word file into the word shelf?
Change the vowel in the middle of a word. Chalk - small - crumpled - sweet - they say - chalk - mule.
Collect the “scattered” sounds [b], [y], [k], [l], [l] into a word. (Bulka.)
Collect the "scattered" letters c, t, y, l into a word.
Guess the word. In it, the first sound is [b], and the last one is [th]; the first sound is [g], the last is [b "].

Performing actions according to the instructions. What did you do? (Jumped, jumped, jumped, stepped, stepped.)
Answer the question "What did you do?". The wind ... (blew, blew), a branch ... (bent), a bear for the winter ... (fell asleep), and in the spring ... (woke up, yawned, stretched, licked his lips.)
Add a word. The wolf in the forest ... (lived), he loudly ... (howled).
Slava tea ... (poured, cooled, drank), a cup ... (put).
Volodya to the store ... (went, went), cake ... (bought), guests ... (invited), cake ... (treated), tea ... (drank).
On a chair ... (sat down), a pie ... (ate), a song ... (sang), through the window ... (looked), a cat ... (saw), loudly ... (whistle ).
Say it right. Pants ... (put on), sister ... (dressed). Shirt ... (put on), brother ... (dressed).
Snow ... (melted, melted). Grandfather seeds ... (sowed), and flour ... (sifted).
What word is missing? The dog barked, barked, laughed, got lost.
Suggest a word in a slang phrase.
Ul-ul-ul, we bought a new ... (chair).
Ulom-ulom-ulom, do not run with ... (chair).
Kan-kan-kan, erupting ... (volcano).
Words with sound combinations
Soap, bottle, bottlenose, swam, washed, howled, lived,
yal words
Add words. Snow ... (melted, melted). Grandfather seeds ... (sowed), flour ... (sift). Table ... (stood).
What word is missing? The snow barked, the dog melted. The handkerchief laughed, Pavel was lost.
Sound automation [l] in words with the syllable la
Pronounce the words correctly
Varnish, doe, chest, laz, fret, lava, paw, laurel, lama, lamp, weasel, lapta, noodles, paw, husky, palm - palm, patties, stall, flippers, lily of the valley, avalanche, spiny lobster, gourmet, swallow, bulb.
Saw, spinning top, ash, bowl, rock, bee, beetroot, shark, school, broom, flounder, resin, scale, marshmallow.
Pin, scarf, tent, patch, balalaika, fist, kulan, closet.
Tasks
"We develop memory."
Repeat, make no mistake! Saw, spinning top, ash, resin. What word came up? Saw, bee, spinning top, ash, resin.
Name only the animals.
Name similar words. Tent - patch, kulan - closet.
"We develop the grammatical structure of speech."
Answer the questions.
Who's doing what? A cat ... (laps, caresses, climbs, feasts on).
What did Lana do? (I came, I went, I left, I left, I came, I bought.)
What was Mila doing? (She sat, ate, drank, played, wrote, read, walked, carried, washed, dressed.)
How did Allah help her mother? What was God doing at home? Floor ... (sweeping, washing), dust ... (wiping), dishes ... (cleaning), pot ... (cleaning), etc.
What was Mila doing? Mila in the morning ... (woke up, got up). Bed ... (made). To the bathroom ... (went, washed), teeth ... (brushed), hair ... (combed), pigtails ... (braided), etc.
What did Klava do? Doll dress ... (sewn), buttons ... (sewn, fastened), bow ... (tied), with a doll ... (played), etc.
What can be said about the word affectionate? (Sunny.) Mom's son ... (affectionate).
Make up the names of the dolls from two words. Brown eyes - Brown-eyed, blue eyes - Blue-eyed.
What are the words for the name Snow White?

Phonemic analysis and synthesis of words lacquer, fallow deer, scrap. Circle the sounds. How many sounds are in the word varnish?
"Scatter" the sounds of the word chest.
Collect the sounds [p "], [l], [and], [a] into a word.
Gather the syllables pa-la, pa-lam into a word.
"Word in word". Find the same short word in the following words: flounder, beam, balcony, fishing. (Ball.)
Guess the name of the dolls. In her name there are sounds [m "], [and], [a], [l]. (Mila.) In the name of another doll - [l], [a], [l], [n]. (Lana. ) The boy's name starts with the sound [p], and ends with [l]. (Pavel.) There are three syllables in the name of this doll, the first syllable is la. (Larisa.)
Let's come up with names for the girl dolls. Lana, Mila, Bela, Alla, Larisa, Lola, Klava. The boys' names are Volodya, Mikhail, Pavel.
Working with a letter
Write the letter l. Mi...ah, ba..., ...ama.

Sound automation [l] in words with the syllable lo

Pronounce the words correctly
Forehead, scrap, lotto, vine, lotus, pilot, boat, spoon, shovel, lair, burdock, galoshes, quitter, elbow, elk - moose cow, calf, well, column, lap dog, pendant, stocking, galoshes, milk, swamp, pilot, catch (fish in a bucket), oar, ceiling, hammer, glass, mirror, drill, soap, case, blanket, cold, gold.
Tasks
"Developing auditory memory."
Repeat, make no mistake! Listen and repeat the words. Hunger, cold, ear, voice, hair.
"We develop the grammatical structure of speech."
Answer the question. Is it warm or cold in winter?
"Family of Words"
Boat - boat - boatman - boatman.
Elk - moose - moose - moose - calf.
Cold - cold - cold - cold - getting colder.
Say it kindly. Forehead - (forehead), crowbar - (crowbar), boat - (boat), horse - (horse), spoon - (spoon), elbow - (elbow), lopar - (loparenok).
The words are "enemies". Cold - warm, dark - light, rose - fell. What words have the syllable lo?
Phonemic analysis and synthesis
What sound is missing from the word? Slice - crowbar.
Change the words by changing the sound. Scrap - forehead - lore - elk - lie. Crowbar - house, forehead - Bobik.
Choose rhyming words. Hunger - (cold), ear - (voice), voice - (hair), ceiling - (corner, hammer)
"Learning to think."
Say the extra word. Boat, oar, catch, boatman, swamp. Explain why the word swamp does not fit this group of words?
Letter work.
Put the letters in order according to the numbers.
4 2 1 3 2 1 4 3
n l s o o l i s (Elephant. Moose?)

Pronounce the words correctly
Meadow, bow, ray, Lusha, puddle, moon, ray, radiant, moon rover, lawn, basket, bulb (vegetable), bulb (element of architecture), onion, valuuy, beluga, beluga whale, sheepskin coat, cabbage rolls, deck, naughty, moon - fish, lunatic, lunar.
Tasks
"Developing phonemic representations."
Shift words. Gool-meadow.
Replace the sound (letter) [n] in the word moon with the sound (letter) [n]. (Magnifying glass.) Replace the sound [p] with the sound [g]. (Puddle.)
Sound analysis of the words moon, puddle. What sound scheme fits these words?
Letter work.
Write the letter l. ... already. (Puddle.) Compose Lusha's words, rays from the split alphabet.
Read the words. Underline the same letters. Bow, puddle, chair.
Make a ladder out of words.
onion
moon
lu...nk
puddle... zhitsa
lu...cat
bulb
Divide the words onion, moon, puddle, onion into syllables. Which word has one syllable? Name a word that has two syllables. How many syllables are in the words puddle, onion?
"We develop the grammatical structure of speech."
"One is many." Dove... (doves), boulder... (boulders), acorn... (acorns).
The words are "relatives". What word doesn't fit? Puddle, puddle, puddle, lawn. Dove, dove, dove, dovecote, blue.
Say it kindly. Meadow - (meadow), onion - (onion), beam - (ray), onion - (onion), basket - (bast).
Sound automation [l] in words with the syllable lu
Pronounce the words correctly
Smile, peg, pitchfork, skis, kid, ski track, tables, saws, sharks, bees, glasses, pencil cases.
Tasks
Repeat, make no mistake! Naked, white, scarlet, warm, ripe, bold.
"We develop the grammatical structure of speech."
"One is many." One table, and when there are several, they say that it is ... (tables), floor - ... (floors), saw - ... (saws), pencil case - ... (pencil cases), bee - .. (bees), a glass - ... (glasses), a station - ... (train stations), a donkey - ... (donkeys), a goat - ... (goats).
Choose the words "relatives". Skiing - ski track - skier - skier.
"Developing phonemic representations."
Change the sound in a word. What word will you get if you replace the sound [o] with the sound [and] in the word floors? (Floors - saws). Replace the sound [p"] with the sound [v"]. (Vee.)
Guess the word: the first sound in it is [a], and the last one is [s]. (Sharks.)
Guess the word. Words have sounds...
Syllable. Divide the words table, saw, skier, vacation into syllables.

Sound automation [l] in words with syllables kla, klo, klu, kla

Pronounce the words correctly
Klava, treasure, pantry, pantry, treasure hunter, keys, class, clown, strawberry, fang, toothfish.
Tasks
Complete the word okay. Fret - treasure - warehouse. Lay, closet.
Find 8 differences. Figure 37. 4 clowns in different caps, blouses, galoshes. Each of them has a torch in one hand, a dove in the other.
Pronouncing the syllables kla, klo, klu, kla with different intonations on behalf of clowns: clown Pavel - sad, clown Danil - fun, clown Volodya - surprised, clown Slava - scared.
Words with the syllables pla, plo, plu, ply, blo, blu
Pronounce words and phrases correctly
Cloak, scarf, handkerchief, swimming trunks, ceiling, planet, records, plasticine, platform, swimmer, poster, pilaf, raft, dam, roach, bowl, plow.
Plastic cover.
Plastic plate, bowl.
Plastic plates.
Plastic chair.
Blouse, blouson, blouse, heel, notepad, letterhead, block, gratitude, thanks, blond, blond.
Words with the syllables gla, glo, glu, glu
Pronounce the words correctly
Eyes, peephole, big-eyed, eyes, eyes, eyes, eyes, glazed, icing, smooth, ironing, ironing, ironed, fried eggs, smooth, iron.
Globe, depth, wilderness, capercaillie, depth, deep, deep, silly.
Lump, corners.
Words with syllables fla, flo, flu
Pronounce the words correctly
Flag, flag, bottle, flamingo, flannel, navy, navy, flora, felt-tip pen, phloxes.
Words with syllables vla, hlo
Pronounce the words correctly
Moisture, wet, possession, master, cracker, clap, clap.
Words with syllables evil, evil, evil, evil
related words. Do you know what the words evil, malice, evil-dey, villainess, villainy, malicious, slanderous mean? Good man cannot be ... (evil, blasphemous, evil).
What does the word cereal mean?
What two words make up the words golden-eyed, golden-eyed, golden-maned, golden-haired, golden-headed? Who can you say golden-maned?

Sound automation [l] in words with syllables sla, slo, slu, sly

Pronounce the words correctly
Glory, sweetness, sweets, puff, sweet, glorious, puff, hear, listen.
Tasks
"Objects on the balls". Name the pictures. In the names of which objects the sound [l] is heard at the beginning of the word? Connect these balls with a red thread.
Name the objects in the name of which we pronounce the sound [l] at the end of the word. Connect the balls with a blue thread.
In the names of which objects does the sound [l] sound at the end of a word? Connect the balls with green thread.

Sound automation [l] in phrases

Pronounce the phrases correctly
Figure 38. Blue glass, blue bell. Blue plate. Blue cloud, blue dress.
Blue clouds, blue bells, blue glasses.
Yellow calendula, yellow moon. Yellow sun, yellow blanket. Yellow sunflower, yellow spikelet.
Yellow scarves, yellow blouses, yellow flippers.
Answer correctly. What is chalk? What else can be said white?
"Choose a word."
Marmalade... (sweet), and halva... (sweet). Pastila too ... (sweet).
Sweet apple. Prickly needle.
Sweet apples. Prickly needles.
Sour dogwood. Golden sunflower.
Sour plum. Evil Polkan.
Sour apple. Bad boy.
Sour apples. Wavy hair.
Affectionate Glory. Radiant sun.
Sweet Mila. Moonlight night.
Affectionate sun. Deep well.
Sweet rays. Soup plate.
Cheerful clown. Deep wells, plates.
Light scarf. Plastic cover.
What are the items made of? (From plastic.) So, what are these objects? (Plastic.)
Plastic spoon.
Plastic chair.
Plastic plates.
Find a word pair. Scarlet ... (handkerchief), white ... (chalk), white ... (cloud), ripe ... (strawberry), dull ... (Mila), skillful ... (man), brave. .. (pilot), sweet, nice ... (baby).
Who will choose the most words? What is this apple? (Whole, ripe, sour, sweet, yellow.)
Sound automation [l] in sentences and coherent speech
Two word sentences
Michael is brave. Volodya left. The chair fell. Mila sang. Volodya ran.
Make suggestions
the wolf jumped
squirrel fled
kids smiled
Three and four word sentences
Paul drank milk. The cat was drinking milk. Mila knocked over a chair. Mila put on a bathrobe. Lana slept for a long time. Slava knocked together a chair. Michael watered the horse.
Volodya sat down at the table. There is a chair near the table. Klava planted phloxes. Slava made a raft. Gladiolus grow near the house.
The ball rolled under the chair. Lana stood near the chair. Michael sat down in a chair.
Imagine that you are an artist. I order you a blue painting. What are you painting with blue paint? (I will draw blue clouds.)
Sentences with conjunctions a, and
Lana goes to school, and Mila goes to kindergarten.
The jackdaw sat on a stick, and the stick hit the jackdaw.
Mila is affectionate, and Klava is more affectionate.
I put the book on the table and put the doll on the chair.
Lola took a whisk and swept the floor. The baby fell down and cried. The goat went into the garden and ate the cabbage. Pavel took a saw, a hammer and made a shelf.
Execution of orders. Take the doll and sit on the chair. What have you done)? I took the doll and sat down on the chair. Take the squirrel and put it on the shelf. What have you done)? I took the squirrel and put it on the shelf.
Development of prosody
Say the phrase "What a bee" with different intonation. What bee? (questioningly) What a bee! (with admiration) What bee?! (with fear.)
Name the extra words in the sentence. Repeat the offer.
The lamp hung, shone, went out very brightly. (The lamp shone very brightly.)
The boat rowed, sailed, flew along the river.
The table hung, sat, stood in the room.
The snow melted, sparkled, ran in the sun.
The moon shines at night, the sun shines.
Volodya walked, sang, sat down the street.
Klava sang, ate, threw songs.
Slava made, made, knocked together, hung, sawed a birdhouse.
Lana baked, broke, threw pies.
Mila sewed, knitted, threw a scarf to the doll.
"Like - don't like."
I like sweet marmalade. What do you like?
I would like to eat a sweet apple? And you?
I love bluebells, do you?
Which flower do you prefer - marigold or gladiolus?
"Finish the sentence."
On the way, Pavel ... (walked). To the forest Pavel ... (approached). He entered the dense forest ... (entered) and there was a wave there ... (found). I cut off the fungus, put it in a container. Along the path he ... (walked), loudly a song ... (sang). Pavel to the river ... (approached), he forded the river ... (crossed).
Repeat the whole story.
"Learning to think."
Figure 39. Think and say what connection exists between the drawn objects. I will say a word, and you name an object that has some connection with the word.
Lightning storm.
Hay - pitchfork.
Table - spoon.
Light - a lamp, a light bulb.
Borscht - beets.
Needle - tree, trunk.
The bed is a shovel.
Cutlet - fork.
"We develop attention."
Figure 40.
Find 10 differences. Two Christmas trees decorated with flags. Which flag came off? What is missing from this tree?
"The fifth extra".
Figure 41. Row of flowers and strawberries.
How do you understand the word stupidity, stupid?
What do the words brainwasher mean? Puzzle? Sip, swallow?
Topics for compiling stories and fairy tales
"Sea". Reference words: scuba diver, scuba gear, fins, balloon, halibut, spiny lobster, flounder, diver, boat, oar, icebreaker, boat, deck.
Have you been to the sea? Who needs scuba gear, fins and a balloon?
"Geologists". Key words: hammer, pickaxe, tent, mineral, diamond, gold.
"Room". Figure 42. Key words: a table, a lamp on the table, a ceiling, a ceiling lamp with a light bulb above the table, a chair, an armchair, a floor, a shelf, lilies of the valley on the shelf, a ball under the chair. The cat is near the table. Mila is sitting in an armchair, Slava and the soldier Danil are at the table.
Names: Mila, Pavel, Volodya, Klava, Slava, Danil, Lusha.
"Football game". Key words: Pavel, Volodya, hit, played, football, broken glass, fragments.
What did Pavel and Volodya do? What happened?
"For mushrooms". Key words: Christmas trees, waves, squirrel, Pavel, Mila, basket.
Name the children with names that contain the sound [l]. What did the children take? What trees grow in the forest? (Fir-trees grow in the forest.) Who is sitting on the tree? (A squirrel is sitting on the tree.) What mushrooms grow near the tree? (Triples grow near the Christmas tree.) Who hid behind the Christmas tree? (A snake hid behind the tree.) What lies under the tree? (There is a stick under the tree.) Who jumped out from under the tree? (A hare jumped out from under the tree.)
Where did Mila and Pavel go?
"Garden". Key words: scarecrow, vegetables, beets, onions, eggplant, sunflower, lettuce.
"Clothing". Key words: dress, scarf, tights, blouse, T-shirt, baseball cap, leggings, pullover. Cotton, patchwork, patchwork.
"Animal world". Key words: elk, fallow deer, wolf, she-wolf, wolf cubs, jackal, raccoon, manul, squirrel, elephant, donkey, kulan, goat, maral, kolonok.
"Tableware". Key words: plate, fork, spoon, salt shaker, salad bowl.
"Fridge". "Products". Name the items in the refrigerator. What should not be in the refrigerator?
Reference words: salmon, sausage, milk, sunflower oil, butter, bacon, apples, eggplant, halva, marmalade, marshmallow, strawberry, lettuce, onion, onion, beet, blueberry, apple, strawberry, cherry plum, doll, pita bread.
What can you enjoy? What do the words gourmet, feast, tidbit mean?
Do you know these words? Oil mill, oil mill. What is glaze? What does the word slice mean? A large piece is a slice, and a small piece is a slice.
"Water Animals" Reference words: hooded whale, sperm whale, serval, beluga whale, narwhal, minke whale, bottlenose, northern swimmer, manatee, llama, spiny lobster, weasel, moon-fish, beluga, beluga whale, tadpole.
"Deep - shallow." Who swims deeper than others?
"Birds". Reference words: harrier, eagle, swallow, cormorant, dove, nightingale, capercaillie, woodpecker, jackdaw, oriole, falcon, nuthatch, harrier, coot, sea eagle, phalarope, warbler, flamingo, goldfinch.
"Shop" Everything for the house "". Key words: needle, pin, whisk (mother's things).
"Tools". Key words: shovel, jigsaw, brace, crowbar, chisel, awl, saw, file, hammer (daddy's things).
"Toys". Key words: doll, spinning top, wolf cub, Christmas tree, squirrel.
Say it kindly. Shovel - spatula, spatula. Needle - needle. Saw - saw, saw.
Dad bought himself a big shovel, Lana bought a shovel. Little Volodya - a spatula.
"In the meadow". Key words: bells, bees. Clean tongues with the word bee.
- Bee, bee, where have you been?
- I flew to the meadow,
Collected honey there.
"Sports goods store". Key words: fins, paddle, scuba gear, skis, poles, bicycle, motorcycle, baseball cap, t-shirt, ski suit.
Imagine that you are looking at goods. Share your experience with your mom. What would you like to buy yourself for sports? Tell me what you saw in the store.
"Sport". Key words: cycling track, cyclist, cycling, basketball, volleyball, football, slalom, rock climber, swimmer.
"Ski trip". Key words: Christmas trees, squirrels, skis, skiers, ski tracks, sticks, Mikhail, Alla and Volodya, Christmas tree, pantry squirrels, fell, got up, went down, saw, looked, jumped, jumped, gnawed.
Where is the ski run? Where did the children put their skis and sticks? (Near the Christmas tree.)
"Rescuers". Volodya is a rock climber.
Reference words: rock, rocks, rock climber Pavel, clouds, swallow, eagle, mountain goat, blue gorge, cave, stalactites, sky-high.
What two words make up the word climber?
"School". Key words: school, pencil case, globe, class, atlas, paints.
"The sound is lost." What sound is lost in the word g ... obus?
"The sound got lost." What sound stood in someone else's place - shoal?
Make up sentences with the words Lola, went out, came up, left, came, crossed.
Analysis of the word school. Reading words.
"Zoo".
Imagine that you are in a zoo. Which animals have the [l] sound in their names? Invite your friends to watch them. Look how big the elephant is! What a bad wolf!
Who else have you seen? Whose cells are next? Children's questions about animals.
Who will be fed by the zookeeper? What can you feed an elephant?
Make up a three or four word sentence. Sound analysis of one or two words. Find out the name of the animal according to the proposed sound scheme.
"Klava and doll". Restoring the sequence of events. Retelling.
Klava cried. The doll fell to the floor and broke. Klava loved her doll very much. Dad fixed the doll. Klava had a doll. Klava bathed the doll. Klava went for a walk with the doll. Klava dressed the doll.
Retelling.
Lana was given a doll. The doll was all in white. She was wearing a white dress, white hat, white socks, white bow. The shoes were also white. Lana loved her doll. She rolled her in a stroller, rocked her, dressed her, walked with her down the street. One day the doll fell and got dirty. Lana washed the doll with soap for a long time.

Lesson notes

Lesson summary 1

based on a fairy tale

"Kolobok's Journey to the Blue Country"
Material: drawings depicting the Blue Country, a bell tower, a moon, a well, a cloud, a Kolobok, a Wolf, an Elk, an Elephant, a Squirrel, a Elk, a Woodpecker, a fairy in a blue dress, two girls in blue outfits.
Orgmoment
Psychogymnastics.
A toy or a picture depicting a kolobok is brought in.
- Who is it? (Kolobok.) Where is the sound [l] heard in the word kolobok? What short words can be heard in the word kolobok? (Col, side, forehead, cook, about.)
- Today we will compose a new fairy tale about Kolobok. Show how grandfather wanted to eat. What a begging and pleading look he had when he asked the woman to bake a bun.
Motor development
- Depict how the woman swept the barn, scraped the bottom of the barrel, how she kneaded the dough, sculpted the kolobok. What did the grandmother do? Here is the bun!
- What did she do to him? (She put it on the window.) Kolobok ... lay, lay, got bored, and then fell asleep and he had a dream that he was in the Blue Country. He decided to find this country. Gingerbread man from the windowsill ... (rolled down), along the road ... (rolled down).
A picture depicting the Blue Country is exhibited. -
This is the magical Blue Country. Let's compose a fairy tale about how Kolobok got to this country, whom he met on his way, who helped him get there.
Development of prosody and speech breathing
- Gingerbread man rolled, singing songs: la-lo-ly-lu, clo-cla-clo-cla. Repeat these songs. What song of Kolobok do you still know? (I left my de-darling, I left my grandmother, I left the hare ....) Sing this song in a joyful and then sad voice.
case management
The toy is displayed.
- Whom did Kolobok meet first? (Wolf.) Kolobok met with ... (Wolf). What did the wolf say to him? (The wolf said: “I am the Wolf, teeth click. And who are you?” “I am the Gingerbread Man, round side.”) What could the Wolf Gingerbread Man ask for? (Wolf, don't eat me, please. Wolf, please tell me the way to the Blue Country.) The wolf says that he won't eat Kolobok and let him go further if you complete his tasks.
Sound-syllabic analysis and synthesis
Tasks are given on behalf of the Wolf.
- Explain what is common in the words elephant, elk, wolf? (These words have a consonant sound [l], there is a vowel sound [o], the words have one syllable.) Guess the names of the animals that are encrypted here.
The sound scheme of the words wolf and elephant is shown.
- Guess the name of the bird from the "scattered" sounds [g], [l], [k], [a], [a]. (Daw.) Guess the names of the birds by the rearranged syllables lub-go, wei-so-lo. (Dove, nightingale.)
The wolf let Kolobok pass, and he rolled on.
Pictures are displayed.
- Who else did Kolobok meet? (Moose, Moose and Losenka.) How are these words similar? (The word elk is heard in them.) What did Gingerbread Elk ask for?
Composition of tongue twisters
Task on behalf of Losenok.
I will show you the way if you complete my task. Teach me how to spell.
Composing tongue twisters with the words elk, moon, etc., using words in different case forms. Axes-axes-axes, ... moose, noy-noy-noy, ... the moon.
- Where did the Moose indicate the way of Kolobok - to the right, to the left or up? What did he see in the sky? (Clouds) Where are they? Say a sweet word about the cloud. (Cloud.) What could the Cloud offer Kolobok? (Get on me, I'll take you to the Blue Country.)
Noun agreement with adjectives
- Who did Kolobok see in the Blue Country? (The ruler of the Blue Country and her daughters.) Give them names with the sound [l]. Describe them in rows. What is the difference? What did Kolobok see in the Blue Country? Name all the objects with the sound [l] that you see in the Blue Country. (Blue well, blue bells, violets, blue bells, bells, woodpecker, hollow, etc.) The Blue Country Fairy asks you to teach her daughters, Mila and Lola, to read.
Word reading
Reading the words Mila, Lola, wolf, elephant.
- Advise how Kolobok can get home.
Telling a tale
- Tell the whole story about the new adventures of Kolobok.
Summary of the lesson
Summary of lesson 2
Automation of sound [l] in connected speech
based on the fairy tale "Cinderella"
Material: planar figures of characters from the fairy tale "Cinderella", subject pictures (strawberries, apples), marshmallow; color symbols of sounds and words.
Lesson progress
Orgmoment
Psychogymnastics. The figurine of Cinderella is exhibited.
- Who is it? (Cinderella.) Show how Cinderella suffered when she was not taken to the ball. Depict the evil stepmother, lazy and evil sisters. Show what a kind face the Sorceress had.
Lesson topic message
Today we will remember the fairy tale "Cinderella" and repeat the sound [l].
Sound characteristic [l]
Sound pronunciation [l] in words
- What was Cinderella? (Affectionate, sweet, nice.) What kind of work did Cinderella do? Tell me the right words. Cinderella floors ... (washed, swept, wiped, scraped), oven ... (drowned), dinner ... (cooked, cooked), linen ... (washed, rinsed, ironed), beds ... ( weeded), dishes ... (washed, cleaned). How are these words similar? (They end in la.) Why was she called Cinderella?
Children's answers.
- What is ash?
In case of difficulty, the speech therapist explains the meaning of these words.
- What was her dress stained with? (Ash.) It was in ... (patches).
Development of the function of language analysis and synthesis
- Guess what word I conceived, if it contains sounds [b], [l], [a]. (Bal.) Did I correctly designate this word?
There are four circles in the diagram.
- Where did Cinderella want to go? (To the ball.) Who went to the ball? (Her sisters.) Think of names for her sisters with the sound [l]. (Lana, Klava, Lola.) Who helped Cinderella? (Sorceress.) Say this word in syllables. (Magic-nice.) Say the word Cinderella in syllables. Which word is longer? Why is the word ball short?
Children's answers.
- I give you mixed up syllables, and you return the word to me: ka-pa-loch ... (wand). What wand is this? (Magic wand.)
Sound pronunciation [l] in sentences
- Where did the Sorceress send Cinderella? (The sorceress sent Cinderella into the garden.) What did Cinderella do? (I picked a big pumpkin) What happened next? (The sorceress hollowed out a pumpkin. She touched it with a magic wand. The pumpkin turned into a gilded carriage.) What did she turn the mice into? (In horses.) And lizards? (To the servants.) What else did the Sorceress do? (She turned a dress in patches into a golden, elegant dress.)
Show how Cinderella was going to the ball. One child shows, and the children guess, name and repeat the actions.
Analysis of the composition of the offer
- Help Cinderella go to the ball. Lay out a path of word strips for her. Make a sentence from the words leave, Cinderella, ball, on. Label the words with stripes.
Analysis of the proposal by children.
Actualization of verb vocabulary
- What happened at the ball? Cinderella with the prince ... (met). She ... (danced, had fun, laughed, danced).
Fizminutka
- Show how beautifully Cinderella danced with the prince.
The music turns on. Children dance to the music.
case management
What were the guests treated to at the ball? I give you words with mixed up syllables no-koy-club, loy-pas-ti, and you name them correctly. (Strawberry, marshmallow.) Name the consonant sounds of the word strawberry. Try it, what a delicious pastila.
Speech therapist treats children with marshmallows.
Clarification semantic meaning midnight words
The tape recording starts with the striking of the clock.
- The clock has struck midnight. How do you understand this word? (Midnight passed.)
Development of coherent speech
- Tell us what happened on the second day? How was Cinderella found? How did the fairy tale end?
A short retelling of the story for children.
Summary of the lesson

Summary of lesson 2

Automation of sound [l] in connected speech

based on the plot "Our guest is an alien"
Material: subject pictures with images of the Moon, the Earth, vegetables, fruits, berries, animals and birds, aliens and a flying saucer; pencil, pieces of paper.
Lesson progress
Orgmoment
- Listen to the riddle. “A loaf of bread hangs over the grandmother’s hut. The dogs bark, but they can't get it." What's this? (Moon.) And what is the name of our planet? (Earth.)
Isolation of sounds [l], [l "] from the words moon, earth. Characteristics of sounds. Comparison of them according to acoustic and articulatory features
Pronunciation of sounds [l], [l "] in syllables
- Children, look what a flying saucer has landed with us.
The picture is displayed.
- Who is it? (Alien.) Why is it called that? (He came to us from another planet.)
The alien addresses the children in his own language, and the children repeat: “La-la-la (hello); lu-lu-lu (affirmative, with joy); ly-li-li (with chagrin).
- What is your name? (Lolik.) The alien says he wants to know about our items. Let's tell him.
Sounds [l], [l "] in words and sentences. The development of phonemic representations
- Invite the alien to sit down.
The alien sits on the table.
- This is a table - they sit at it, this is a chair - they sit on it. What are similar words in this sentence? Explain to Lolik how they differ and how they are similar.
Word analysis table, chair, furniture
"Scatter" the sounds of the word table. Collect the "scattered" sounds [s], [l], [t], [y] into a word. (Chair.)
Designation of these words with color symbols.
What is one word for these two words? (Furniture.) Mark the sounds of this word with circles. What is the last sound in this word? (Sound [l "].) Now let's show Lolik the clothes.
Objects or their images are laid out: a coat, dress, tights, a scarf, a shawl, a blouse, a raincoat, a vest, swimming trunks, a swimsuit. First, words with the sound [l] are highlighted, then with the sound [l "]. The color symbols of the sounds [l], [l"] rise respectively.
- Say the shortest word. (Shawl.) Why is it short? (There are few sounds in it.) Name the longest words. (Swimsuit, tights.) Why are these words long? What are our words made of? (From sounds.) The more sounds, the longer the word.
- Let's tell Lolik what we're eating. I will tell you the first syllable or mix up the syllables, and you will complete or guess and name full word: sa ... (lat), gu ... (lyash), pel ... (meni), la-shi-be (belyashi), le-you-cat (cutlets), ki ... (sel) . Now let's show Lolik fruits, vegetables and berries.
Guessing words by the first and last sound, by the last syllable. In the word, the last syllable zhan is a vegetable. (Eggplant.)
- In the word, the first sound is [m], the last is [a], what is it? (Raspberry.) Three or four similar tasks are offered.
Work on the stressed syllable
- What will Lolik choose?
Words are pronounced with the wrong accent on behalf of Lolika. (Strawberry, lemon, cherry plum, raspberry.)
Fizminutka
- Let's show how different animals move - elk, deer, fox, wolf, squirrel.
Children imitate the habits of animals and determine the animal by movements.
Sounds [l], [l "] in sentences. Analysis of the composition of a sentence with a sketch of a diagram
What animals live in our forests? First, name the words with the sound [l "]. (Deer, fox.) Say the name of the deer cub. (Deer.) Now name the animals whose names have the sound [l]. (Wolf, squirrel, elk.) Make up sentences with the words elk, deer, squirrel, wolf.
Children make up sentences, determine the number of words in them, lay out or draw their diagrams.
Problem situations
- What would happen if all the animals and birds suddenly disappeared? What will you do if you see that there is an unextinguished fire in the forest? What would you like to do to make life on our planet better and more beautiful?
Children's reasoning.
Communication of new knowledge
- Lolik really liked your answers, and he wants to tell you why there are winter and summer.
There is a story on this subject. Drawing by children of a diagram of the movement of the Earth around the Sun according to a model drawn by a speech therapist.
Children's questions
- The "Club of the Curious" opens. What do the words inquisitive, curiosity mean? Ask me questions about Earth and space.
Summary of the lesson

One of the latest sounds that a child begins to pronounce is "L". Sometimes it is possible to put his pronunciation only by the age of 6. There are a number of exercises that can help with this. It is important to know the correct technique for their implementation, so as not to worsen the situation with articulation. It can take a long time to produce the "L" sound, so it's important to take your time and work out consistently.

The incorrect pronunciation of "L" and "L" has its own name - lambdacism. This term describes not only the incorrect reproduction of sound, but also its complete skipping. Lambdacism is of several types:

• bilabial: instead of the correct sound, “y” is heard (“uapata” instead of “shovel”);
• nasal (the root part of the tongue falls on the soft palate, due to which the air flow rushes into the nose, the sound “l” changes to “ng” - instead of the word moon, “nguna” can be heard).
• interdental (in the process of speech, the tip of the tongue is placed in the interdental space);
• Sometimes the sound is not pronounced at all (instead of the word onion, the child says "uk").

Another speech therapy term describes the condition when a child replaces the correct sound "l" with others - paralambdacism. More often in practice, such substitutions "l" occur:

• on G - "stack" instead of "table", instead of "floor" "pogy";
• on B - instead of "ski" "survive";
• on Yo - instead of the word "spoon" pronounced "hedgehog":
• on D - the word "horse" is pronounced as "doshad";
• to the soft sound L - “dividing instead of“ deeds ”.

When done correctly necessary exercises it can be fixed.

What are the reasons for the incorrect pronunciation of "L"

There are only 3 reasons why a child may not learn how to pronounce "L" correctly right away. Among them:

1. in the course of a conversation, “L” is not perceived by the child phonemically;
2. anatomically short hyoid ligament;
3. weakness of the muscles of the tongue.

Sometimes the age of the baby is also attributed to the reasons - if the child is very small (2-3 years old), his mistakes in pronouncing "L" can be considered the norm, since the sound is formed later - by 4-6 years.

How to position the tongue and lips to correctly pronounce "L"

The pronunciation of "L", especially if the sound is not yet obtained, requires the correct location of the organs of articulation. You need to pay attention to the following rules:

• teeth from the upper and lower rows should not close - it is better if they are at a small distance from each other;
• in order not to disrupt breathing, it is important to monitor the lateral parts of the tongue - they should not adjoin the far teeth of the upper row;
• the tip of the tongue should be strained, it should rest against the upper teeth or the gums above them;
• it is important to lift the root part of the tongue;
• in order for the passage to the nasal cavity to be closed, it is necessary to raise the upper palate;
• in the area of vocal cords you need to create a vibration.

The position of the lips can be different when pronouncing "L" - it all depends on the letters that follow in the word after.

What can be mistakes when trying to pronounce "L"

There are several common mistakes that occur when trying to pronounce "L". In this case, all methods of staging sound become ineffective. Many of the errors are caused by misalignment of the lips and tongue and are therefore easy to fix.

The sound "L" may not work due to the fact that:

• tongue is pulled into inner part mouth, which makes it possible to pronounce "Y" (instead of the word "scrap" it turns out "yom");
• lips are not positioned correctly, which causes the wrong sounds to be heard - for example, the combination “uva” (instead of “shovel” “uvapata”);
• a sharp breath is taken at the moment of pronunciation - L changes to F if the cheeks are involved, and to H if the air flow passes through the nose.

Sometimes children replace the sound “L” with “R” - this happens especially often if the last sound has already been worked out, but the first one has not. Then the child can say "ruk" instead of "bow".

Incorrect lip placement

If bilabial lambdacism is present, errors may be associated with incorrect positioning of the lips during pronunciation - for example, if the baby pulls them out strongly, instead of the desired sound, “y” or “v” is obtained.

The “Smile” exercise is especially useful here: you need to clench your teeth, and your lips should be strongly parted in a smile. This position should be maintained as long as possible, and it is better to perform the movement under the count. Sometimes adults even have to hold their lips in such a smile manually to avoid pulling them out.

So that the baby does not strain his lips when doing exercises on "L", you can do the following tasks:

• "Fish": relax your lips, and then pat them together, like aquarium fish.
• "Fatigue": take a deep breath through the nose, and exhale through the mouth: while the lips should be parted and relaxed.
• "Horse": you need to inhale through the nose, and exhale through the mouth. At the same time, the lips should be relaxed so that their “prr” vibration begins from the air flow.

Preparation for the exercises for setting "L"

There is articulatory gymnastics that helps to put "L" and facilitates the process of setting the sound later. In general, exercises help increase the mobility of the lips and tongue:

• "Hammock" - the tip of the tongue rests on the front incisors of the upper row. It should be bent down so that it resembles a hammock sagging down in shape. There is no need to perform any movements here - just hold the tongue in this position for a while. It is better to do the exercise on the account.
• “Delicious” - the tongue must be made wide, and then lick the upper lip with it from top to bottom. It is important that the tongue works independently - the lower lip should not move up, thus moving the tongue. This makes it easier to do the exercise, but it's wrong.
• "Turkey" - the position of the tongue, as well as the movements performed, coincide with the "Tasty" exercise. At the same time, it is necessary to significantly speed up the pace of movements and add to this the pronunciation of the sound “bl-bl-bl” or similar.
• "Horse" (helps if it is difficult to hold the tongue on weight, resting it on the front teeth): the tongue should be made wide, and then clicked on the sky near the upper front teeth. The lower jaw should not move in any way, and the mouth should be slightly opened.
• "Swing" - in a wide smile you need to open your mouth. The exercise is performed according to the account - for “one” you need to rest the tip of the tongue against the upper teeth from the inside, for “two” - in the lower ones. The exercise is performed alternately.
• "Fungus" (helps to fix the tongue on the palate, that is, in the position on top): the surface of the tongue from above must be rested against the palate so that the tension of the tongue frenulum is felt. Movement is not required.

Such exercises are effective for any type of lambdacism. Prior to the start of training directly "L", these exercises must be performed for at least 14 days (sometimes such training is continued for a whole month). After that, you can start doing speech therapy exercises for the sound that is needed.

You can find more details on our website.

Training the sound "L" by imitation

If the child does not pronounce the sound in any way, it will be easier to put it on, because when the right sound is replaced with the wrong one, a habit is formed, and it can be much more difficult to correct it.

You can learn to speak hard and soft "L" by imitating the correct sound. At the same time, you need to show the child how to properly position the articulatory organs in order to be able to pronounce "L". They do this in front of a mirror - a speech therapist or a parent sits down to him with a child and, by his own example, shows the correct position of the lips and tongue when pronouncing "L".

In words, this can be explained as follows: the tongue should be expanded as much as possible, and the tip should be pressed to the base of the upper front teeth. The middle part of the tongue needs to be bent down, like a hammock, and the root, on the contrary, should be raised. It is important not to lift the side parts of the tongue up, because otherwise the air flow will not rush in the right direction - to the cheeks (they vibrate if you touch them while pronouncing the sound).

Such a setting of the sound “L” from demonstrating their example is effective, but children, due to their small age, cannot always understand and repeat it. Then you can pick up simpler tasks - for example, tell the child fairy tales that train the necessary sounds (you usually need to extend these sounds in them, for example, if the fairy tale is about steamboats, you can imitate the sounds “LLL” they make).

The child may not immediately learn how to pronounce “L” correctly, but after several trainings, the desired sound should turn out. For the sound “L”, articulatory gymnastics is carried out both through exercises for the language and through the pronunciation of syllables and words.

When you manage to train "L", you can try to combine it with vowels and pronounce syllables already - Lo, La, Le and others. If the baby has difficulties with such combinations, you can start with the reverse ones - Ol, Al, Ul.

How to make correct pronunciation automatic

Staging at home can be very difficult. This is a long process, so it is better not to overload the child - it is enough to practice for a few minutes 2 times a day (no longer than half an hour). It is better to conduct training in a playful way.

Soft "L"

Even if the child has learned to speak the sound “L” itself, as well as the syllables with its participation, he can still miss it in words. Then it is better to start with training the soft sound "L". Here, too, you should start training with syllables - La, Liu, Li and other similar ones. When the syllables begin to turn out, you can try to go to the words:

• Le: light;
• La: fields;
• Le: laziness;
• Liu: buttercup;
• Lee: fox.

The production of the sound "L" in individual words can be fixed with pure words:

1. La-la-la - cold earth.
2. Lu-lu-lu - I'll flood the stove.
3. Li-li-li - we found mushrooms.

Tongue twisters are also useful. For example, to set the sound "L" you can use the following:

• Lala ate halva under the covers.
• At the warm stove, Tolya weaves bast shoes.
• Lyuba loves buttercups, and Polya loves cartoons.
• Barely Lena ate, she didn’t want to eat out of laziness.
• Valenki felt boots are small for the giant.

If in syllables of the direct type the articulation of the sound "l" of the soft began to turn out, you can go to the reverse ones. The syllables are pronounced as follows: Al, Yel, Ol, Yal, Ul, etc. After setting them, you can also switch to the corresponding words - for example, tulle, poplar, moth, tulip, high chair.

Sound combinations can be complicated by adding additional consonants - K, P, F, G, S (Slyu, Slya, Sli, etc.). Words for staging such sounds are easy to pick up - plum, cranberry, slush, glucose, flux, mica, plus and others).

The following exercises for setting L will help to consolidate the skill:

• FIR-EL-EL: in the yard drops.
• OL-OL-OL: the moth flew.
• YL-YL-YL: palm quickly lathered.
• UL-UL-UL: we will hang the tulle.

You can play this game. Connect objects with squares depending on where the letter "l" occurs (at the beginning, at the end or in the middle). Say each item several times.

At this stage, you still need to control the correct position of the tongue in the mouth.

Solid "L"

It is more difficult to learn to pronounce "L" solid. The technique here is similar to that used when the articulation of the sound "L" is put, but much more repetitions may be required.

It is better to start with solid syllables - La, Lo, Lu, Ly, Le. When you manage to put them, you can go to the words:

• Lo: boat, elbow, forehead;
• La: lamp, bench, varnish;
• Ly: skis, floors, tables;
• Lou: moon, meadow, bow.

To consolidate the result, such tongue twisters and tongue twisters are suitable:

• La-la-la - removed the garbage,
• Lu-lu-lu - sweep the ashes,
• Lo-lo-lo - the glass burst.

1. In the boat Volodya.
2. Put coal in the corner.
3. Near London is the lair of the sorcerer.

When setting "L" hard and soft, it is better to avoid words or syllables with "R". The sounds "L" and "R" are especially difficult for a child, so it's best not to confuse them with each other. required later than "L".

The sound "L" is one of the most complex sounds, which in some cases can be formed only by 6 years. To put it as quickly and efficiently as possible, it is better to consult with a speech therapist. You can try to cope at home with the help of exercises.

One of the common pronunciation disorders in young children is the incorrect pronunciation of the consonant "L". Sometimes "L" is completely absent in the child's speech or is replaced by incorrect options. For example, the letter "Y" in the words "yug", "yisa" instead of "meadow" and "fox". How to contribute to the correct setting of the consonant sound "L" in young children, what exercises should be done?

staging correct pronunciation the sound “L” will not take much time, it is enough to devote 15–20 minutes a day to exercises aimed at correcting and automating the pronunciation of this consonant.

We perform speech therapy exercises

The complex of speech therapy exercises necessary for the correct formulation of any sound that causes problems in pronunciation (including "L") includes several types of classes:

• Articulation gymnastics;
• Tasks for the development of speech breathing;
• Exercises to automate the pronunciation of sounds.

It is desirable that any home lesson contained elements of the listed types of occupations. In doing so, it must be borne in mind that total duration such an activity for a child of 3–4 years old should not be more than 15–20 minutes.

For children aged 5-6 years, the total duration of the lesson can be 20-25 minutes. In this case, it is desirable to alternate speech therapy exercises with tasks for the development of speech.

Exercises to establish the correct pronunciation of "L"

Articulation gymnastics, including the following exercises.

"Steamboat"

Purpose of the exercise: work out the position of the tongue, which is necessary for the correct setting of the sound "L".

Performance: The child slightly opens his mouth in a smile, sticks out his tongue, clamps it with his teeth and sings “Y-y-y-y-s”, imitating the whistle of a steamer.

Attention: If during this exercise (when “Y-s-s-s-s” is sung) an adult hears a soft “L ’”, then you should ask the child to stick out the tongue as far as possible, while clamping not the tip, but the middle part of the tongue with his teeth.

"Turkey"

How does a turkey talk? "Bl-bl-bl", gurgles and "buzzes". Have your child try to imitate a turkey "talk" using the following exercise:

Step 1. Having slightly opened his mouth, the child puts the tongue on the upper lip, while the tip of the tongue should slightly bend upwards, as if flowing around the lip.

Step 2 Practice, make a few movements with the tip of the tongue on the upper lip up and down.

Step 3 Connect the buzz on the exhale, at the same time increasing the speed of movements until you get “bl-bl-bl”.

This exercise will be very useful for the correct setting of the sound "L", as it perfectly develops the mobility of the tip of the tongue and works out the correct degree of its rise.

"How does the horse ride?"

This exercise has two parts. In the first part, the clatter skill is practiced, which helps to strengthen the muscles of the tongue well and develop the ability to lift the tongue up. The second part helps the child determine the position of the tongue in the mouth when he says "L".

Step 1. The child smiles, opening his mouth and showing his teeth. Then he clicks his tongue several times, resting against the palate. (We imitate the clatter of a horse).

Important: During this exercise, the lower jaw should not be mobile, only the tongue should move.

Step 2 Explain to the baby that horses can ride quietly, and repeat the tongue movements from the previous exercise, silently, without connecting your voice.

Important: Make sure that the tip of the tongue rests against the upper palate during execution, and does not protrude beyond the mouth.

"Breeze"

Purpose of the exercise: learn to exhale air in such a way that it leaves the mouth along the edges of the tongue, and not along its central part.

Performance: the child opens his mouth and bites the tip of his tongue with his teeth. Then he needs to exhale, imitating the breath of the breeze. If it is not clear whether the child is doing this exercise correctly, put a piece of cotton in his mouth while he is blowing. This will help determine the direction of the air stream.

Possible distortions in the pronunciation of the sound "L" in children

There are two most common mispronunciations of "L" in young children. This is interdental and nasal pronunciation.

In the case of interdental pronunciation "L", the tip of the tongue extends beyond the upper incisors and is located almost between the teeth. It turns out a transitional option, something in between "L" and "B". To correct this problem, a standard set of exercises is needed to produce the consonant sound "L".

In the case of nasal pronunciation, the difference is more obvious. The speech apparatus works as follows: the tongue touches the soft palate with its back, and should touch the upper incisors with its tip. Passage of air through organs speech apparatus in this case it is also different: it passes (partially or completely) through the nasal passage, making the resulting sound look like a combination of "n" and "g". The sentence "the pussy lived happily" will sound to the child in this case as "the pussy of spring ging."

In order to successfully solve this problem, it is necessary to carry out exercises that will help adjust the direction of the air jet and.

Consolidation (automation) of the correct pronunciation of the sound "L"

Exercises aimed at training the correct automatic pronunciation of the sound “L” must be done after articulation exercises for 15–20 minutes.

We practice the pronunciation of "L" in syllables:

Lu-ly-la-lo, la-lo-lu-ly, ly-lo-lu-la;

Ol-al-al-yal, yol-ol-il-yel, yal-yul-ol-yel.

We compose speech therapy snakes using children's loto cards:

We train the pronunciation of words, following the speech therapy snake. Sample options for cards/words:

lily of the valley, swallow, pin, rock, noodles, school, ash, tent, diver, bathrobe, salad, lamp, kalach elk, boat, forehead, crowbar, soap.

You can use not only nouns, but also other parts of speech: verbs, adjectives:

He sang, washed, rumbled, blew, yawned, put on his shoes, arched, pinched, winnowed, sowed, stood, sat, hung, offended, saw, hated.

Hungry, cold, bold, ripe, cute, whole, dull, scarlet, white, lethargic, small, evil.

Particular attention should be paid to the pronunciation of the consonant "L" in difficult cases: when there are two letters "l" in one word and when the letter "l" is next to other sounds.

Two letters "L" in one word:

barked, sent, chatted, swam, swallowed, broke, served, received, imposed, burst, kissed, flew.

The confluence of "L" and another consonant sound:

Gratitude, eyes, burned, Klava, cereals, sweet, jinx, shred, globe, chores, merit, lumps, fangs.

We learn poems and tongue twisters:

Oh, on the river, on the Volzhanka

The nightingale floats on a stick

Sat on a thin board

He started a ringing song.

Invite the child to analyze the fable and explain what really cannot be. Learn the fable together by pronouncing the "L" correctly.

Petya is small, he took the mint and crushed it

I saw my mother, did not order mint mint.

Repeat the tongue twister together, articulating clearly in words containing "L". Ask the child to explain what mint is. Add elements of lessons on the development of speech: let him reason about why it should not be crushed.

Sets with speech therapy exercises: cards, books, games, lotto, teaching aids for parents

1. Set for playing self-study at home "Speech therapist's suitcase" Setting the sound "L", "R". For children from 4-7 years old.
   The set includes: bright workbooks with tasks and exercises (recognition alphabet, texts, words, professions); developing domino "Funny animals"; developing lotto “Learning the sounds [P], [P ’]”; developing lotto "Learning the sounds [L], [L ']". Bright, high-quality publication, with positive feedback from parents and speech therapists. You can separately purchase only the developing loto "Learn the sounds of L".
2. Set of 500 cards + guidelines, - is designed to consolidate and automate the skills of "pure" sound pronunciation, and to develop phonemic hearing. Designed for educators, but can also be used by parents to home schooling. The cards are two-sided (picture + spelling of the word with sound emphasis), the words for each sound are chosen in such a way that allows you to quickly and efficiently enter the set sounds into speech.
3. Another wonderful set from "Clever Girl" - "We speak from the cradle". It will teach a child not only to correctly pronounce sounds in words, but also develop speech and intelligence in general. Suitable for children at the earliest age from 0-3 years old. Designed for a course of classes for 53 weeks. The kit is very extensive in materials, it includes: methodological support"Development of speech activity"; class diaries; leaflet books \ talkers \ repeaters; chatter cards \ copycats; soft toy Wolf. Kits from "Umnitsa" always have positive feedback from parents, it is interesting, easy and effective to study them.

Pronunciation of "L" and the age of the child

Some parents are in a hurry, trying to get the correct pronunciation of "L" in a child who has only recently begun to speak. According to speech therapy standards, the pronunciation of “L” and “R” is the most difficult for young children, therefore, the final setting of the sound “L” is considered to be the consolidation of its clear pronunciation at the age of 5-6 years.

Lecturer, child development center specialist
Druzhinina Elena

Lesson on differentiating the sound "L", speech therapist exercises:

Preschool age is the period of the most active development of the child. Significant physiological changes occur in his body, the development of thought processes, the psyche, the emotional-volitional sphere and the personality as a whole is underway.

Studies have shown that all mental processes in a child develop with the direct participation of speech. And, obviously, the violation of this human function leads to difficulties in the harmonious development of the baby. In order to help the child to master speech in a timely manner, parents should know the patterns speech development preschool child.

Age deviations of speech development

Normally, by the age of three, the baby should master almost all the sounds of the language, with the exception of hissing (Sh, Shch, Ch, Zh) and the sound P, Pb. This age is characterized by an increase in speech activity, children begin to use speech in order to learn new facts for themselves. In another way, this is the age of "why".

Here are some common mistakes kids make this stage speech development:

• replacing the sound R with L, L (hand - hatch),
• replacement of hissing Sh, Shch, Ch, Zh with soft X, Zb (scarf - syarf),
• replacing L with sounds L, Y (bow - hatch, lamp - yampa).

A five-year-old kid should already correctly pronounce all the sounds of speech and use not only simple, but also complex sentences to express his thoughts.

If a child pronounces sounds incorrectly for a long time, then his motor articulation skills are fixed, and the perception of speech sounds is distorted. The kid pronounces the sound incorrectly, but he does not understand it. If the child is not helped in time, then he will have a persistent speech defect, which will be much more difficult to overcome.

Formation of the correct pronunciation of sounds in a child

Often, if the child does not have chronic diseases, pathologies of the development of the organs of the speech apparatus (tongue, soft and hard palate, lips), disturbances in the work nervous system, adults at home can help the baby master this or that sound. In this case, you only need to know the procedure required to produce the missing or distorted sound.

• Firstly, the main thing that parents should start with is strengthening articulatory motor skills. This is achieved through various exercises, of which the literature provides many.
• Secondly, this is the staging or refinement of the sound itself. Each sound has its own method.
• The next step will be to fix the sound first in syllables, then in words.
• After the child successfully pronounces the sound in words, he is offered tasks for differentiating (distinguishing) oppositional sounds (Zh-Sh, Ch-Sch, Z-S, T-D, etc.).
• Next comes the stage of memorizing nursery rhymes, tongue twisters, riddles, poems with a set sound.
• And finally, we fix the sound in speech: storytelling, storytelling.

How to teach a child to pronounce a solid sound "L" at home

In this article we want to dwell in more detail on the setting solid sound"L".

Most often, when pronouncing the sound “L”, the following shortcomings occur: the sound is completely absent, replaced by others - L, V, U, I. (shop - “lyavka”, “yavka”). Due to the fact that pronunciation given sound requires the upper position of the tongue, you need to find out if the child can lift it up.

In order for the tongue to clearly hold the desired position, we offer the following exercises designed to strengthen the muscles of the tongue:

1. "Sting" - show a narrow tongue
2. “Sting” - “Shovel” - show either a narrow or a wide tongue.
3. "Swing" - the tongue touches alternately the lower, then the upper lip.
4. "Pendulum" - the end of the tongue turns into the corners of the lips.
5. “We will punish the naughty tongue” - stick out your tongue, pat your lips on it (five-five-five) so that it becomes wide.
6. “The tongue is sleeping” - slightly bite the end of the protruding tongue, opening and closing the mouth, lips and tongue are relaxed and motionless.

After you notice that the child can easily cope with the proposed exercises, you can proceed directly to the production of the sound “L”.

The first way to call L: the flattened tongue lies motionless between the teeth (“The tongue is sleeping”), the mother offers to sing AAA and, without interruption, bite the tip of the tongue, continuing to sing the same sound, - it turned out ALL. I would like to warn that it is not necessary at this stage to ask the child what kind of sound he got. This can be done only after repeated repetition of the exercise, when he succeeds.

Second setting method: sing YYYY, while biting a wide tongue. The child is shown this exercise silently so that the sound L is not audible, otherwise he will pronounce it with the usual distortion.

The sound obtained with these techniques is first fixed in closed syllables (AL, IL, OL, UL); further - between vowels (ALA, ILA, ULO ...), then in open syllables (LA-LA, LO-LO, LU-LU, LA-LU, LO-LU, etc.).

• where the sound L is at the end of the word: rear, donkey, chair, kalach, glass, etc.
• where the sound L is at the beginning of the word: skis, bast, boat, puddle, horse, etc.
• where the sound L is in the middle of a word: fang, class, glory, eyes, flea, etc.

Then you begin to memorize simple poems, nursery rhymes, riddles with your child, in which the sound L is often found. This will automate the resulting sound and introduce it into speech.

Examples:

On the surface of the window glass

heavy glass drop.

A drop fell on a blue flower

and opened one petal.

Run away, run away

milk escaped.

I had a hard time catching it

Being a hostess is not easy!

Everything is white, white, white.

There has been a lot of snow.

Here are the fun days!

Everyone on skis and skates!

If you are not confident in your abilities or are afraid to harm the baby in some way, then there is always a way to contact specialized centers, of which there are now a large number. Having visited several speech therapy classes and having mastered the skill of pronunciation of a “difficult” sound, your child will be able to continue working on the development of speech with his parents.

We offer the child to do the exercises shown in the following video of speech therapist Natalia Gorina.

How to prevent speech impediments

Parents should remember that their behavior can also affect the development of the baby's speech. How should parents behave if they want their child's speech to form without unnecessary difficulties?

• First of all, you need to talk to the baby slowly, calmly. This is due to the fact that due to insufficiently developed auditory perception, the child will not have time to hear and recognize the speech of an adult.
• It is necessary to tell the child how to correctly pronounce the word that he finds it difficult to say. Usually kids are happy to repeat after adults. Just do not forget that excessive demands can offend the child, and he can completely withdraw.
• It is not advisable to overload the child with early learning of letters and reading, especially if this is done without his desire, since the expected result may be the opposite.
• It is a mistake to force a young child to recite poetry in front of guests. This is a big stress for the baby, whose speech has not yet been fully formed. Subsequently, such adult mistakes can lead to stuttering.
• With the late development of speech, you should not panic, you just need to pay more attention to speech games with the child in order to replenish his passive vocabulary.
• In addition, the prevention of shortcomings in speech development is facilitated by the normal functioning of other speech organs (hearing, voice, respiratory apparatus, vision, smell, touch), the well-coordinated work of which contributes to the formation of correct speech.

Remember, the work of developing speech does not end quickly. This is a long process. It is necessary to constantly expand the vocabulary of the baby, read books to him, compose stories from pictures, from the impressions that he had. In every possible way encourage the child to communicate, gently and unobtrusively correct his mistakes, while giving him a sample of correct speech.

We bring to your attention the following video, in which you can consider in detail the production of the sound "L" at home.

The production of the soft sound "L" is discussed in the next video.

When learning language skills, children often distort words. They experience difficulties in the pronunciation of individual sounds. The notorious “rrrr” is known to many, but what if the child changes the letter “l”? The defect is easy to fix. Parents should show the child to a speech therapist - the specialist will establish the cause of the defect and determine the methodology of classes that will help eliminate it.

If there are speech disorders, it is better to show the child to a specialist if possible: he will determine the degree of deviation and help the family cope with it

What causes a defect?

Most of the sounds are perfectly mastered by a child by 4-4.5 years. If you notice that your baby is having difficulty pronouncing a few letters or a single “l” sound, look for reasons. One of the factors may be a speech defect in an adult who is constantly in contact with the baby. The child imitates the speech of mom or dad. Problems in pronunciation have also been observed in children growing up in bilingual families. It is difficult for a child to learn two languages ​​at once, he gets confused, replaces the sounds of one language with the sounds of another. Among the physiological reasons, we note the following:

• violations that have arisen during the development of speech hearing (the child hears sounds incorrectly);
• pathology of the auditory apparatus and speech breathing;
• changes in the structure of the articular apparatus (in the case of the sound “l”, this may be a shortened frenulum).

All anatomical changes are determined by a specialist. Self-diagnosis often leads to incorrect treatment and aggravation of the defect.

If a child has a shortened frenulum, do not worry. For a long time, the defect was corrected with an incision, and today a new technique has been developed in which the frenulum is stretched to the required size with the help of special exercises.

Variants of pronunciation of the distorted sound "l"

Trying to pronounce "l", the child can replace it with other sounds. There is no definite dependence on the cause that caused the defect - the baby speaks in a way that is easier for him. The sound might be:

• the child skips the letter "l" (shovel - opata);
• replaces "l" with "y" (horse - walk);
• pronounces the sound “y” instead of the sound “l” (milk - moyoko, spoon - yoshka);
• speaks a hard "l" well and replaces a soft letter with another.

Correct articulation

To fix something, you need to know how it looks right. It's the same with the sounds we make. It is unlikely that you will be able to pronounce the letter "p" without connecting your lips. In order to get the sound "l", you need:

• rest the tip of the tongue against the base of the upper teeth or into the gap formed between the upper and lower teeth;
• pronouncing the letter, strongly release the air along the sides of the tongue;
• the edges of the tongue should not touch the upper and lower teeth located on the sides of the jaw.

If the speech therapist did not find in your baby serious problems with an articulatory apparatus, the correct pronunciation of "l" can be easily put at home. A few lessons with the baby are enough to teach him how to reproduce sound well. Several special exercises will make your task easier and give pleasure to the child. They will improve the mobility of the muscles of the larynx, tongue and lips.

In order for the child to understand where he makes a mistake, it is necessary to put him in front of a mirror and work out the correct setting of the tongue and lips.

Learning to pronounce the sound "l"

Classes at home are comfortable for both the child and the parents. Specialists have developed various exercises that you can do with your baby, turning them into a fun game. Children love to make faces, but our exercises are also beneficial. Through a fun and exciting action, we teach the baby, we give the opportunity to train his tongue for the correct pronunciation of "l". List of exercises:

1. Smile . Ask the baby to smile widely without parting his lips. Let him hold a smile for 8-10 seconds. Repeat the exercise 7-8 times a day.
2. Breeze. Open your mouth a little, stick the tip of your tongue between your lips, and “bite” it slightly, squeezing your lips. Leaving the tongue in this position, it is necessary to blow strongly for three minutes.
3. clatter. The kid should click like a horse, changing the intensity of the sound. Ask the child not to move the lower jaw, only the tongue and upper jaw click. The first part of the exercise is done with acceleration, in the second part the clatter should be quiet, as if the horse is sneaking.
4. Delicious jam. Invite the child to lick his lips with his tongue as if he had eaten something very tasty. Movements should be wide, circular.
5. Long tongue . Favorite exercise for kids. Children stick out their tongue to its full length and try to get it to the nose or chin.
6. tubule. Ask your child to roll their tongue several times a day.
7. Long "s". The tip of the tongue is retracted deep into the mouth, the back of the tongue rises to the sky, the child pulls the sound "s". The exercise is difficult, but it improves the flexibility of the tongue.
8. Breath. Accompany the lessons with the improvement of breathing skills. Let the baby blow bubbles more often, encourage his desire to sing. In summer, the baby can blow off ripe dandelions.
9. Fine motor skills. Exercises on fine motor skills contribute to the stimulation of nerve endings. Sculpting, drawing, cutting and gluing applications have a positive effect on the development of speech skills and enhance intellectual development little person.

It will also be useful to pronounce tongue twisters and combinations of letters in which “l” is adjacent to different vowels.

How to conduct classes correctly?

Before you begin, remember that before you Small child. The best way to teach him something is a game. Speech therapy exercises, carried out under pressure, quickly bother the kids, so you can not force the child to repeat them for a long time. Start with 1-2 times a day for 3-4 repetitions. Use own example. Sit with the baby near the mirror so that he can see how he is doing. Children love to imitate the actions of adults, use their interest for educational purposes. Accompany praise for each success of the crumbs, explain to him what you are learning and why.

In what situations do you need the help of a speech therapist?

Despite the ease of adjusting the sound, it may turn out that practicing at home will not lead to success. The reasons may be different:

• Russian is not your native language for your family, and its adult members speak with an accent;
• one of the adults already has speech defects and it is difficult for him to conduct classes;
• long classes could not help the baby learn to pronounce the letter "l".

In such situations, you need to contact a specialist. A speech therapist will help you adjust the exercises, suggest other ways to correct them.

You will need considerable patience and the ability to lure a child. The slightest progress should be noticed and marked with praise. If something doesn’t work out for the baby, do not scold him, so as not to discourage the desire to learn.

Difficulties in pronouncing the letter "r" become a frequent problem (for more details, see the article:). We recommend that you refer to one of our materials that tells how to deal with this problem. The principle is almost the same: it is necessary to stimulate children so that they speak words with this sound more often. Learn the articulation when pronouncing "r", show it to your baby. Use in the classroom pictures of animals with a “r” in their name, learn poetry and tongue twisters with it.

Clinical and perinatal psychologist, graduated from the Moscow Institute of Perinatal and Reproductive Psychology and the Volgograd State Medical University specializing in clinical psychology