Basically, children do not have any difficulties when producing the consonant sound “C”. However, there are cases when a child has a defect in reproducing a given letter. In this situation, immediate action must be taken. If you put the correct pronunciation of “S” in time, then in the future children will not have problems with reproducing the sounds “Z” and “C”. Speech therapy exercises and articulation exercises for the sound “C” can help.

Articulatory gymnastics for sound production is aimed at developing the correct movements and necessary positions of the speech apparatus so that the sound is pronounced correctly.

When performing exercises, you should remember the following rules:

• Articulation gymnastics should be carried out regularly. This is the only way to achieve the development of sound pronunciation skills and their consolidation.
• The optimal time for exercise is considered to be 2 times daily, spending only 5–10 minutes.
• You need to do the exercises sequentially, first perform simple ones, and then replace them with more complex ones.
• Gymnastics should be performed slowly, clearly and smoothly.
• If something doesn’t work out for a child, you should under no circumstances show him your disappointment.
• If the child does the exercise inaccurately, without much desire, then it is advisable to stop the activity because the child is tired.
• It is imperative to praise your child for his efforts, and always instill hope that he will succeed.

If you perform articulation exercises to produce sound regularly and correctly, the sound “C” will be gradually developed. Before you start doing it at home, you should consult a speech therapist, maybe he will recommend some other effective methods.

A set of articulation exercises

Speech therapists recommend using two good exercises to produce the sound “C”. But before performing them, the activity of the necessary speech organs should be activated. Articulation gymnastics copes well with this. It is aimed at practicing the correct position of the tongue and correct breathing while pronouncing sounds.

"Tube"

This exercise allows you to develop the mobility of your lips, form their structure so as to correctly pronounce the whistling sound. To perform this, you will need to clench your teeth, smile, showing them, hold this position for 5 seconds, then pull them out with a tube and hold them again for the same time.

It is necessary to change the position of the lips 5-7 times. While doing this, you need to make sure that the child does not open his teeth and move them.

"Shovel"

This exercise helps to relax the muscle tissue of the tongue and practice the skills of holding the tongue wide. You need to do this: open your mouth, place your tongue on your lower lip and hold it in this position for 3-7 seconds.

The tongue should be wide enough to touch the corners of the mouth. You should not change the position of the lower lip or stretch it too much in a smile, otherwise excessive tension will arise.

"Naughty Tongue"

This exercise allows you to relax the muscle tissue of the tongue. You need to do it as follows: make the same position of the tongue as in the previous lesson, then slap the tongue with your upper lip. At this moment, it is necessary to reproduce the following sounds: “five-five-five.”

Then again hold the wide tongue in a passive state for 10 seconds. Patting with the upper lip should be done with a single exhalation; the air should not be inhibited.

"Goal"

With this exercise you can develop a smooth, long-lasting air stream that goes down the middle of your tongue. To perform this, you should stretch your lips in a smile, place the end of your tongue on the lower lip, cover it with the other lip on top, but not completely, but leaving a small gap. Place a cotton ball on the table in front of you and try to deflate it.

When doing the exercise, you do not need to pull your lower lip onto your jaw from below, or puff out your cheeks. It is necessary to ensure that, when blowing off the balloon, the child produces a clear sound “F”. This will make it clear that the air stream is narrow, as required.

"Brushing our teeth"

This exercise helps to acquire the skill of fixing the tip of the tongue behind the lower jaw. The execution is as follows: smile, showing your teeth, open your mouth slightly, and use the tip of your tongue to walk over your teeth, as if you were brushing them. The lips should not move, but should be in a smile. The tip should reach the gums during movement, and not just touch the edges of the jaws.

"Slide"

By doing this exercise, you can practice the skill of holding your tongue in the state that is necessary for correctly reproducing whistling sounds. It also develops the strength of the muscle tissue of the tip of the tongue well.

The child should stretch his lips in a smile, open his mouth slightly, rest the tip of his tongue on the lower jaw, and lift the rest of the organ to form a slide. You need to stay in this position for about 5-10 seconds.

The tip of the tongue should not extend beyond the teeth, and the entire other part of the tongue should be wide. If the child is unable to position his tongue correctly, then it is necessary to pronounce the sound “I”, then he will take the correct position.

Two effective speech therapy exercises

Speech therapists use the two most popular exercises to improve pronunciation. They need to be done after the articulatory gymnastics for whistling sounds, which are indicated above, have been performed.

The first is an exercise that helps improve pronunciation. To do this, you need to remember with your child the sound that a pump makes to inflate a ball or rubber mattress. Then the baby needs to try to reproduce something similar.

To do this, you need to pick up a mirror, make a wide smile, close your jaws tightly, exhale, and start blowing, making a sound reminiscent of the whistling of a pump.

The second exercise is used when children have pronounced defects in reproducing the sounds “C”, “Z”, “S”. For example, when a child replaces this letter with another or softens the pronunciation too much in words where this is not required. This exercise will allow you to adjust the air flow and position your tongue correctly.

The exercise should be performed this way:

• Place the wide tongue behind the lower jaw, place the first phalanx of the index finger on it (it is better to use a cotton swab).
• Close your mouth, biting your finger (stick) a little with your teeth.
• Stretch your lips in a smile so that your teeth show up to your fangs.
• Tighten your tongue, lift its edges on both sides and pull it towards the corners of your lips.
• Having fixed this position, you need to try to whistle, making a strong and deep exhalation.

You should also practice the resulting “C” sound together with the vowels in the syllables. The vowel sound should come first, and then the “S”. To do this, you first need to play a vowel sound, and then put your finger in your mouth and do the exercise described above.

Further training is to practice sound in words that end in “S”. Over time, the child will no longer need to use his finger, because the correct position of the organs of the speech apparatus will be fixed.

How to consolidate the results of classes?

Conducted training must be reinforced. For this, regular speech therapy games and exercises are used. Popular methods that help consolidate the result are pronouncing tongue twisters, reading texts, and pronouncing chains of words containing whistling sounds.

Reading tongue twisters is the most effective way and helps to develop the entire speech apparatus and practice the pronunciation of many sounds. First, you should choose simple and short tongue twisters. As an example, we can note the following expression: “The fox has rice and sausages in its bowl.”

Reading stories that often use the letter “S” also helps. It is necessary to read the text repeatedly, achieving accurate pronunciation of the sound. In addition, you need to ask your child questions. When answering them, he will again use whistling sounds, and will also develop his thinking.

Thus, parents should carefully monitor how their child produces sounds. It is important to identify the defect in a timely manner and begin work on its correction so that the articulation of sound is correct.

Preparatory stage

Lesson 1

Breathing exercises

"Harmonic". I. p. - stand straight, lower your arms. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation force.

"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream.

Game exercises

"Smile". “We are glad to meet a friend.” Stretch your lips in a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat 3-4 times.
"Cranky monkeys." Movements with closed lips to the right and left. (If you have difficulty, help with your index fingers.)

Exercises to flatten and strengthen the lateral edges of the tongue

"Track". Place your wide, spread tongue on your lower lip and hold it in this position for a count of 5.

“The tongue is looking for a crack in the fence.” Extending the spread tongue between the teeth and biting it. (Teeth marks should remain on the tongue.)

“The tongue is sleeping on the crib.” Descent of the back of the tongue. Press the tip of the tongue against the lower incisors and lower the back.

Note. In case of difficulty, ask the children to cough and yawn, while the soft palate involuntarily rises and the root of the tongue falls. You can interest children by offering to meet or say hello to the little tongue.

Isolation of the sound [s] against the background of syllables and words among sounds that are distant in acoustic and articulatory characteristics.

Game "Catch the Sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy , ba.

If a child identifies a sound from a sound or syllabic series, the words poppy, cheese, souk, shelf, son, bun, lamp, catfish are given.

Pronunciation of vowel sounds with changes in the strength and pitch of the voice.

“Let’s sing a lullaby to the doll”: a-a-a-a-a-a-a-a-a.
“Toothache”: o-o-o
"Steamboat whistle": ooh-ooh.

Lesson 2

Breathing exercises

Development of exhalation force

Blowing through a tube. Blowing soap bubbles. Comparison of the duration of exhalation.
Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).
Developing the correct direction of the air stream along the midline of the tongue
Blow a paper snowflake off your palm. Whose snowflake will fly farther?

Exercises for lips and facial muscles

"We are having fun". "Smile". The lips are in a smile, the teeth are brought together to 2 mm.
"Sponges are swinging on a swing." Teeth and lips are clenched. Alternately lift the corners of your mouth with the help of your fingers.
“Sleep, little peephole, sleep, other one. The right eye sleeps - wakes up. The left eye sleeps - it wakes up.” Alternately opening and closing the eyes.

Tongue exercises

"The tongue is tanning." Place your tongue on the bottom of your mouth. “The tongue dived to the bottom of the river.” “Let's see where the little tongue lives.” Lowering the tongue to the bottom of the mouth.
“The tongue fits through the crack of the door.” Biting the tongue with teeth from tip to middle and vice versa.
"Monkey Teasing" Place your wide tongue on your lower lip and pronounce the syllables five-five-five-five-five.

"Conversation between the dogs Barbosa and Pushka." Pronouncing syllable combinations pa-ba, py-by, po-bo, pu-bu in a whisper, quietly and loudly.

Development of phonemic awareness

Isolating the sound [s] among sounds that are similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [sh], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy. The words dog, bunny, sun, fur coat, boots, garden, etc. The child raises his hand or claps his hands if he hears the sound [s].

Lesson 3

Breathing exercises

Development of exhalation force

"Put out the candle." Developing an intense intermittent exhalation while pronouncing fuuuuu.

Developing the correct direction of the air stream along the midline of the tongue

"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.

Exercises for lips and facial muscles

“The monkey is smiling, and the baby elephant is ready to drink some water.”
Lips in a smile (hold for a count of 5-6). Alternating positions - lips in a smile and “tube”.
“The teeth on the right side hurt. The teeth on the left side hurt.” Alternately raising the corners of the mouth while simultaneously closing the corresponding eye.

Tongue exercises

"Raindrops are pattering on the roof." Bite your wide tongue with your teeth and pronounce the syllables ta-ta-ta-ta-ta-ta.
"Shovel". Place a wide tongue on the lower lip so that the side edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, suggest squeezing your lips tightly, then stretch them into a smile and push your tongue between them.

Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars

“The baby learns to pronounce the sound [i].” Place the tip of your tongue behind your lower teeth and pronounce the sound [i]. Make sure that the dimple in the tongue is exactly in the middle.
"Donkey's Song" Pronouncing the sound combination ia.

"Boat". Stick your tongue out of your mouth and fold it into a boat (“groove”). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect different mushrooms in a basket - russula, moss mushroom, etc.

Development of switchability of the organs of the articulatory apparatus and coordinated work of the lips and tongue

Pronouncing the vowels i-yu, yu-ya, i-e, e-ya; i-i-e; and-i-e-yu.

Development of phonemic awareness

Isolating the sound [s] from words. Find toys whose names contain the sound [s], from a number of others (owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in the words owl, baby elephant, forest, nose.

Lesson 4

Breathing exercises

Development of exhalation force
Developing the correct direction of the air stream along the center line
“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and lift your back up. Exhale.
Developing a long, strong exhalation while pronouncing the sound combinations iffffff, iffffff for a long time.

Lip exercises

Lips in a smile (count to 10).
"The boat rocks on the waves." Alternately lifting the corners of the mouth up (with and without the help of hands).

Tongue exercises

“The tongue is sick and lies in bed.” Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Place the tongue in a “path” on the bottom of the mouth so that a small tongue appears. (Hold in this position for as long as possible.)
"Teasers." Place your wide tongue on your lower lip and say: bya-bya-bya-bya-bya, five-five-five-five-five-five (with a change in intonation).
The tongue is “grooved” inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When you blow into a bubble, a round gap involuntarily appears in your tongue.
"Funny Clowns" Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronouncing the sound combination i-hee-hee.

Development of switchability of the organs of the articulatory apparatus

“The tongue swings on a swing.” Pronouncing the syllables ya-la, ya-la, ya-la, gradually increasing their number in one exhalation.

Development of phonemic awareness

Distinguishing words that are similar in sound: bear - bowl, helmet - porridge, cheese - ball, salt - naughty (based on pictures).
Finding pictures with the sound [s] in their names on the topics “Vegetables” and “Fruits”.

Lesson 5

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue. "The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.

Lip exercises

“The hippopotamus has his mouth open, the hippopotamus is asking for rolls.” Smile. On the count of “one,” clench your lips tightly, and on the count of “two,” open your mouth wide.

Tongue exercises

Pronounce i, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the side edges of the tongue until you have a depression in the middle of the tongue.
"Cheerful children." The starting position is the same. Pronounce the sound combinations ihi-hi, ihi-hi, ihi-hi.

"Alien Conversation" Pronouncing the syllables ti-ti-ti, cha-cha-cha, te-te-te (with a change in stress and intonation).
Development of phonemic perception and simple types of phonemic analysis
- Is there a sound [s] in the words cabbage, beets, radishes, beans, lettuce, garlic?
- Find vegetables whose names contain the sound [s]. Where is the sound [s] heard in the word salad? In the word garlic? In the word cabbage?

Development of logical thinking

Game "Fifth Odd". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.

Lesson 6

Development of exhalation force

Developing the correct direction of the air stream along the midline of the tongue
Smile. Lower the tip of your tongue behind your lower teeth, raise your back in a “mound”, and exhale.

Lip exercises

Raising and lowering of the upper lip exposing the upper teeth.
Alternate raising and lowering of the corners of the mouth.

Tongue exercises

Keep your tongue motionless with the “groove” on the outside of the mouth, and then open your lips widely, then touch the “groove” with them.
Game "I am not me." The speech therapist pronounces phrases, and the children answer: “And I” or “Not me.” For example, a speech therapist says: “I love chocolate.” And the children answer: “And I, and I, and I.” “I love to chew a cup.” Children: “Not me, not me, not me.”
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Pronouncing syllable combinations pti-pti-pti, pty-pty-pty; petit-ptit, petit-ptet; pt-pt-pt-pt-pt.

Development of phonemic awareness

“Pick it up and name it.” Place pictures in two piles depicting objects whose names contain the sounds [s] and [w].
Determine the position of the sound [s] in the words sled, boots, owl, bus.

Sound setting [s]

The position of the organs of the articulatory apparatus when pronouncing the sound correctly [s]
The teeth are brought together and are at a distance of 1 mm. The lips are stretched as if smiling. The tongue rests on the lower incisors; a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is dull, pronounced without the participation of the voice.

Techniques for sound production [s]

Auditory perception of sound. Creating an auditory image of sound
Gaming techniques. "Whistles." "Snowstorm".
Formation of a visual image of sound
Showing the articulatory position of a sound on a dummy or articulation diagram. Articulation profile display.
Formation of a kinesthetic image of sound (sensation of the position of the organs of articulation)
Showing the position of the organs of articulation using the fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if they were the lower teeth).

Description of the position of the organs of articulation when pronouncing the sound [s].

Open your mouth. Lower the tip of the tongue towards the lower incisors so that a gap forms in the middle of the tongue. Exhale forcefully and evenly. The sound should be [s].
Note. If a “groove” does not form along the midline of the child’s tongue, place a stick along the tongue. Close your teeth as far as the stick allows and pronounce the sound [s]. Do the same exercise with slowly removing the stick from your mouth to your teeth and out, then repeat several times without using the stick.

Correction of hissing sigmatism according to M.E. Khvatsev (1959)

1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered at the lower gums.
2. Blowing on the tongue when it is in a low position.
3. The tongue is set with a deep “groove” and the sound [s] is pronounced. Then gradually the depth of the “groove” decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of the sound [s]. Consolidation in syllables, words, and then transition to normal articulation.
2. The child pronounces the sound [r] in a drawn-out manner, and then, doing the same, push the tongue as far forward as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Pronounce the sound combination ihi in a whisper, and then repeat it with clenched teeth.
4. Pronouncing the combination ie with tension.

Correction of labiodental sigmatism

Show that when pronouncing the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternating movements of the lips with a sequential change in their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is used in the form of pressing the lower lip downwards with a spatula. Long pronunciation of [s], and then syllables and words that begin with it.

Correction of interdental sigmatism

Clench your teeth and, without unclenching them, pronounce [s] in a drawn-out manner. (At first, the sound is pronounced with clenched teeth.)
Pronouncing syllables and words with clenched teeth. Gradually they move to normal pronunciation of the phoneme.
Correction of dental sigmatism
Demonstration of correct phoneme articulation. Using a profile picture. Reliance on kinesthetic sensations (feel a cold stream on the back of your hand when correctly pronouncing the sound [s]).
Articulation exercises
Inserting a flat tongue between the teeth.
Sticking out the tongue in a “groove” manner with the mouth open.
Arching of the back of the tongue upward while the tip of the tongue rests on the gums of the lower incisors.

Correction of hissing sigmatism
Distinguishing between the correct and incorrect sounds of the sound [s] (whistle - hiss).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the hands.
Having achieved correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use interdental articulation of the sound [s]. In the future, switch to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Correction of lateral sigmatism
Achieve the formation of a “groove” along the midline of the tongue.
Use the sound [t] as a base. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.
At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [ts], which contains the sounds [t] and [s].
Gradually, during the exercises, the sound [s] lengthens and then separates. After which you can explain to the child that this is the correctly pronounced sound [s].
Use of mechanical assistance.
The child is asked to pronounce the sound [f], pushing the tongue forward as much as possible and resting its tip on the lower teeth. The noise characteristic of the sound [w] should be accompanied by a whistling noise.
Rely on the sound [x].
Pronounce the combination ihi in a whisper, and then pronounce the same sound combination with clenched teeth. In this case, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s"].

Correction of nasal sigmatism

Work out the correct direction of the air stream, closing the passage into the nasal cavity by raising the palate. Developing correct articulation of the tongue.

Correction of sound replacement [s] to [t], [d]

1. Inserting a flat tongue between the teeth.
2. “Grove” with the mouth open.
3. Bending the back of the tongue upward while the tip rests on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
The massage is performed with hypercorrection of the affected side:
- patting the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (usually on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping the tongue with a spatula or fingers;
- very lightly tapping the affected side edge of the tongue.

Articulation gymnastics

Exercises for lips and facial muscles

Teeth and lips are clenched. Alternately raise the corners of your mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of your mouth calm. Lift the corner of the mouth affected by paresis two or three times, and the healthy one - once.

Tongue exercises

1. Smile, place your tongue on your lower lip, then move your tongue to the right side and bite the left edge of your tongue with your teeth. Return to starting position.
2. Smile, place your tongue on your lower lip, slightly move your tongue to the left and bite the right edge of your tongue with your teeth. Return to starting position.
3. Smile, place your tongue on your lower lip, move your tongue to the right side and slide your teeth along your tongue.
4. Smile, place your tongue on your lower lip, move your tongue to the left side and slide your teeth along your tongue.
5. Biting the side edges of the tongue.
For the affected side, the number of exercises is doubled.
Consolidation of the auditory image of sound

Teaching the correct pronunciation of the sound [s] in isolated sound

Game exercises

“A cold wind is blowing”, “Song of water flowing from a tap”, “Water flows over pebbles”, “The wind whistles in a pipe”, “Air comes out of a wheel”, “Punctured tire”, “Pump”, “Let’s pump air into the wheel” ", "Punctured ball", "Steam comes out of the pan", "Kettle with a whistle".
Automation of the sound [s] in syllables

Lesson 1

Automation of the sound [s] in straight syllables

Repeat the exercises above:
1) inserting a spread tongue between the teeth;
2) the tongue lies on the “bottom”;
3) tongue “groove”;
4) lips in a smile.
Development of memory and attention
Memorization and reproduction of syllabic sequences in combination with finger movements.
Game tasks
“Snowflakes are falling”, “Making snowballs”, “Rolling a snow woman”.
Isolation of stressed syllable.
Sa-sa; sa-sa; sa-sa-sa; sa-sa-sa; sa-sa-sa.
Sy-sy; sy-sy; sy-sy-sy; sy-sy-sy; sy-sy-sy.
Sa-sy-so-su; sy-sa-so-su.
Which syllable is missing? Sa-sa-sa-sa.
Repeat the syllables: sa-sy-so. Listen again. Sa-so. Which syllable disappeared from the series? (So.) So-su-sy-sa. So-su-sy? (Sa.)
Analysis and synthesis of syllables
- What is the first sound in the syllable sa? What's the second sound? How many sounds are there in the syllable sa?
- The sound [s] “made friends” with the sound [e]. What syllable did you get?
- Is there a sound [s] in the words juice, son, bag, dump truck?
Tapping a rhythmic pattern of the words juice, bag, dump truck.
Familiarization with the letter c

Lesson 2

Automation of the sound [s] in reverse syllables
Development of articulatory motor skills
Lips in a smile.
The tongue “groove” outside the mouth is motionless, and the lips either open wide or touch the “groove”.
Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors.
Note. In further work, articulation exercises are selected taking into account the individual characteristics of the child’s motor skills and the nature of the speech disorder.
Working on your voice
Pronouncing the syllables is-is-is, ys-ys-ys, as-as-as, os-os-os, us-us-us on behalf of the heroes of the fairy tale “Teremok” with different intonation.
Memorization and reproduction of syllable series: is-ys-as, ys-is-as, is-ys-as-us, ys-is-as-us.
- Which syllable is extra? Is-is-as; ys-ys-is.
- What syllable appeared? Is-is-as; ys-ys-as.
Analysis and synthesis of reverse syllables
- What syllable will happen if I “give” you the sound [a], and then - [s]. Indicate the syllable with color symbols (red and blue circles).
- What is the first sound in the syllable ys? What's the second sound?
- Name the second sound in the syllable os?
Composing the syllables is, ys, as from the letters of the split alphabet.
Development of phonemic awareness
Selection of pictures whose word names contain the sounds [z], [sh], [t], [ts], [h].
Game "Botanical Lotto". Find only vegetables. Find some fruit. Place vegetables and fruits in the basket that have the sound [s] in their names.
Name the missing syllable in words like...(tus), ana...(us).

Lesson 3

Automation of the sound [s] in syllables (intervocalic position)
Development of articulatory motor skills
Lips in a smile.
The tongue is “grooved” inside the mouth.
Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors.
Coordination of breathing, articulation and phonation
"The fox teaches the fox cubs to speak." Pronouncing the syllable combinations ysy-ysy-ysy, asa-asa-asa, usa-usa-usa, isy-isy-isy, oso-oso-oso, asu-asu-asu, wasp-isy-asy on behalf of the Fox and fox cubs ( high and low voice with changing intonation).
Development of phonemic awareness
- Name the place of the sound in the syllable. The syllables are called sa, as, asa. Where is the sound [s] heard in the words fox, elephant, Barbos!
Reading the syllables sa, so, sy
Development of auditory memory and attention
Execution of orders. Get up from your chair, go to the table and take the fox.
Follow instructions in 2-3 steps.
- Take the donkey, put it on a chair and sit at the table. Take a fox, put him between the elephant and the dog; go to the chair and then sit down.

Lesson 4

Development of articulatory motor skills
Pronouncing syllable combinations with hand movements: stoo-stu-stu (walking up the steps); sta-sta-sta (put the glasses on the table).
Coordination of facial gymnastics with breathing, articulation and phonation: one hundred, one hundred, one hundred (angrily); shame-shame-shame (good-naturedly). Why are you so angry? Hundred-hundred-hundred-hundred (affectionately). Let's make it up.
Development of phonemic awareness
- Find pictures whose names contain the sound [s], and put them next to the letter s.
Pictures are laid out in front of the child, the names of which contain the sounds [s] and [z]. The teacher names the words, and the child finds the desired picture. Determination of sound position in 2-3 words.
Reading the syllables us, su, os, so

Lesson 5

Automation of the sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Coordination of breathing, articulation and phonation.

Game exercise

"Jugglers" We toss the balls and pronounce the syllables:
sma-sma-sma-sma; smoo-sma-smoo;
smy-smy-smy-smy; sleep-sleep;
smo-smo-smo-smo; sleep-dreams;
smoo-smoo-smoo-smoo; sleep-sleep-sleep;
sma-smo-smo; swa-swo-swo-swo.
(Children draw waves with their fingers.)

Development of phonemic awareness

Ball game.
- Catch the ball if you hear the sound [s] in the word.
- Find pictures whose names contain the sound [s]; put them to the letter c. Pictures are laid out in front of the child, the names of which contain the sounds [s] and [ts]. Is there a [s] sound in the word heron? Is there a [s] sound in the word owl?
The teacher names the words, and the child finds the desired picture. Determination of sound position in 2-3 words.
Composing syllables from a split alphabet. Reading syllables

Lesson 6

Automation of the sound [s] in syllables with a confluence of consonants
Development of articulatory motor skills
Working on voice and facial expressions
Game task “Conversation between Rhinoceros and Elephant”:
- Sfa-sfo; sfu-sfu. (surprised)
- Sla-slo; rumors (with apprehension)
- Sla-slo-slu; sba-sbo-sbu-sby. (sadly)
- Spa-spo; spa-spa-spa! (joyfully)
- Asma-asta; aspa-asfa. (disappointed)
Development of phonemic awareness
- Is there a sound [s] in the word cap? Is there a [s] sound in the word socks? Arrange the pictures in two piles. For the letter w put pictures with the sound [w], for the letter s - pictures with the sound [s].
The teacher pronounces the words, and the child selects the necessary pictures. Determining the position of the sound [s] in the words elephant, rhinoceros, weasel.
Reading syllables
Tasks used at the stages of automation of sound [s] in words, phrases, sentences and coherent speech

Automation of the sound [s] in words with the syllables sa-sy-so-su

Say the words correctly

Garden, myself, myself, myself, sleigh, saber, net, sugar, fireworks, carp, saiga, boots, salad, salad bowl, salad bowl, napkin, samovar, sundress, sardine, sausage, plane, gardener, gardener, sandals, seedling, travel bag, saxaul, braids, scales, watch.
Son, cheese, cheese.
Catfish, dream, Dormouse, owl, magpie, nightingale.
Soup, bag, cracker, dryer.

Find the word in the word.
Dump truck (self, shaft, catfish, little, lard), killer whale (scythe, wasp), guillemot (chist, whale, teak).

What sound disappeared from the word? Sleigh, sleigh. Add the word juice to the syllables.
le
ne
ku juice yoyo115
cha
singing

Automation of the sound [s] in words with sound combinations as-os-us-ys-is

Say the words correctly
Kvass, stork, coconut, ficus, focus, cactus, class, apricot, pineapple, dust-sucker, cosmos, crocus, kumiss.

Change the sound in a word.
Juice - litter - catfish; cart - nose; dew - braid - braids - dew.

Find identical objects (contour and color images). Figure 1. (See color insert.) Stork, vacuum cleaner, leaf, coconut.

Automation of the sound [s] in words with the sound combination st and the syllables st-sto-stu-sty

Say the words correctly
Bridge, post, crust, pole, leaf, tail, brushwood, platform, perch.
Flock, statue, figurine, glass, chisel, machine tool, shutters.
Stupa, foot, cold, icy, steps.
Shame, junction, junction, skirmish.

Come up with seven words that begin with the syllable hundred-.
One hundred...(l), one hundred...(th), one hundred...(n), one hundred...(g), one hundred...(n), one hundred...(forehead), one hundred. ..(leshnitsa).
Replace one sound (one letter).
One hundred - table - stop - stop - stack - groan - table - pillar.
Knock - chair - table - steel - steel.
Knock - knock - knock - drain.
Squeak - search.

What do the words pine, pump, vacuum cleaner, whistle, whistle, whistle have in common? (They have two sounds [s].)
Choose inverted words. Pine is a pump.
Match the word with a couple.
Hay is a stack, a fox is a tail, a ladder is steps, a leg is a foot, a puff pastry is a dough, cabbage is a leaf.
Rebus. Leopard, stork, lynx, skunk, platypus, cat. (Badger.)
Name the birds and animals. Highlight the first sound in their names. Make up a word from these sounds.

Automation of the sound [s] in words with syllables ska-sku-sko

Say the words correctly
Rock, fairy tale, rolling pin, bench, jump rope, tablecloth, spacesuit, scanner, bathyscaphe.
Scorpio, bracket, splinter, speed.
Tasks
Find rhyming words. A rolling pin is a skipping rope.
What do the words boredom and miser mean?
What words make up the word skorokhod?
The name of which flower is hidden in the word scorpion?

Automation of sound [s] in phrases

Pick a pair.
Pine... (forest), empty... (glass), sweet... (sugar), tall... (snowdrift), thick... (sour cream), sour... (plum), delicious. .. (apricot), brave... (soldier), clear... (sun), meat... (soup), wonderful... (voice), crackling... (frost), thick... (hair), funny... (mask), clean... (glass), clean... (dishes), clean... (socks), dry... (sand), dry... (frying pan) ), dry... (boots), juicy... (foliage).
Automation of sound [s] in sentences and coherent speech

Two word sentences
Make sentences from two words.
The table is standing
Boots are worth
The owl is sleeping
Cabbage crunches
The dog bites
Pussy is sleeping
The soup has cooled down

Three word sentences
The sun is shining clear. Sonya heard a knock. The plane is flying high. The dump truck spilled sand. The wasp bit Sonya.
Come up with sentences with the words dog, elephant, magpie, sleigh.
If you were an artist, what could you draw with the sound [s]?

Four to five word sentences
Complete the sentences with.
They poured... (juice) into the glass. There is... (bench) near the bush. It's getting cold on the table... (soup). A plane is flying over the forest. Quietly going down the steps... (old woman). Sitting on a branch... (owl). ... (Apricots, plums and peaches) have pits. The plane flies over a dense pine... (forest). The plane flies over... (desert). The plane flies over... (savannah).
Sentences with conjunctions a, and
Sanya caught catfish, and Slava only caught algae. Cabbage is not only tasty, but also healthy. Sonya sat down on a bench and began to look at the sky. Slava got up from the bench and walked along the path.
"Learning to think"

Name the extra word in the sentence.
They grew up in the garden and planted tall trees. The train is moving along the rails. Beans and garlic grow and are collected in the garden.
How are the items different?
Clocks with and without hands. Bus with wheels and without wheels. Boots with and without socks. Chair with and without backrest. Catfish with and without mustaches. Fox with and without a tail. Owl with and without eyes.
"Sport. Competitions. Athletes. Athlete." Figure 4. (See color insert.)
Who will you be? Hockey player, tennis player, football player, basketball player, slalom player. Sportswear. T-shirt, sneakers, baseball cap. Sports equipment.
Which athletes wear the same T-shirts and sneakers?
"Vegetables". Cabbage, squash, garlic, beans, sunflower, beets, parsnips, lettuce, pear.
Find the extra item.
"Locomotive with carriages." Figure 6. (See color insert.) Indicate the color of the locomotive and carriages, as well as the color of the cargo. Choose a load of the same color for each carriage.
"Unprecedented." Figure 7. (See color insert.) Icicles in the sun. There is a fox on a pine tree. Stork on the plane. Cactus in the sandbox. A dog is flying on a jump rope. An elephant rides a sled. An owl rides a scooter. Catfish with a whistle.
Come up with fable sentences.
"Bag. Suitcase". Figure 8. (See color insert.) Products and things (meat, sour cream, sugar, sausages, butter, lard, crackers, dried fruits, apricots, scarf, sundress, socks, blouse, sweater, dress). What will you put in your bag? What things will you put in your suitcase? What object does not have the sound [s] in its name?
Topics for writing descriptions, stories and fairy tales
"A toy shop". You are the seller, and I am the buyer. I want to buy a toy whose name has the first sound [s] and the last sound [n]. Who is this? (Elephant.)
You are the buyer and I am the seller. The toy will be considered yours if you name the first and last sound in its name.
Admire the toy. Tell us why you liked the toy. Look what a beautiful plane! Tell me about how you and your mother bought a toy in the store.
"In the garden". Key words: currant, apricot, bushes, bench, stork, sun, daffodil, gladiolus, pansy, phlox, starling, birdhouse.
"In the pine forest." Figure 9. (See color insert.) Key words: owl, owlets, boletus, russula, fox.
Praise what you liked.
Describe the place. Choose one object in the picture. Ask where he is. Use words next to each other, between. Where are the owlets hiding? Ask me questions.
"Forest School". Key words: owl, badger, fox, baby elephant, magpie, owlets, weasel.
Write a fairy tale about how a teacher owl taught the animals. What lessons did she teach?
"In the courtyard". Key words: sandbox, sand, scoop, dump truck, bench, stroller, dog, scooter, pump, wheel.
"Room". Key words: table, chair, chandelier, curtain, armchair.
Describe the objects in the room.
Lesson notes
Automation of sound [s] based on plot
"Excursion to Moscow"
Material: pictures, postcards with images of Moscow; a toy or image of an airplane; subject and plot pictures; colored symbols; images of animals (elephant, fox, badger, sable, etc.).
Progress of the lesson:
Organizational moment
Preparing the aircraft for flight.
Lesson topic message
- Today we will go on an excursion to the largest city in our country. What is it called? (Moscow.) What is another name for Moscow? (Capital.) While making this excursion, we will repeat the familiar sound [s]. What sound is this? (Firm, agreeable.)
Development of phonemic representations. Determining the position of the sound
- How will we get to Moscow? Name the fastest type of transport. (Airplane.) Where do we put food and things? (Into the bag.) What things will we take with us? First, name the clothes. (Children name words, determine the position of the sound [s] in words.) Put toys in the suitcase and food in the bag.
Children making up words. Children list the names of objects with the sound [s].
Pronunciation of words with complex sound syllables. Sound [s] in sentences
-Who meets us at the plane's steps? (Flight attendant.) What will the flight attendant tell us? (Hello, dear passengers. Come into the cabin. Take your seats.) (Repetition of these phrases by children.) Where have we gone? (Into the salon.) Where did you sit down? (Into the chairs.) In which of the words is the sound [s] heard at the beginning, in which - in the middle, and in which - at the end of the word?
Airplane TU-104. The plane is ready to fly.
Come in, passengers! He has been waiting for you for a long time.
Case management. Practical mastery of the instrumental case of nouns
- Look out the window. (Pictures are displayed.) What is our plane flying over? (Over the forest. Over the forests. Over the bridge. Over the bridges. Over the bushes, gardens, pine trees.) Are we flying high or low? Far from Moscow or close? (Children’s answers. Physical pause.)
We fly high, we fly low
We fly far, we fly close.
The recitation is accompanied by hand movements.
Making proposals based on story pictures
- To avoid getting bored, let's watch TV. Scene pictures are displayed. Children come up with suggestions.
Sound analysis of the words juice, sleep, Sonya
- What does the flight attendant offer us? (Juice.)
Determine the sequence and number of sounds in the word juice. Designation of sounds by color symbols.
- Replace the sound [k] with the sound [n] in this word. What new word did you get? (Dream.) How do these words differ? The flight attendant's name is Sonya. Mark the word Sonya with circles. What are the same sounds in the words sleep and Sonya? How are these words different?
Fizminutka
Circular rotations with your hands, like a propeller.
Development of imagination and coherence of expression
- Come up with fable dreams. (Children's answers.) Our plane is about to... (land). How can you say it differently? (Descends, lands, descends) Where did the plane land? (In Moscow.) (A picture is displayed depicting a bus stop and a bus.) Where have we arrived? (To the bus stop.) Where should we go? (Let's get on the bus.) What did you see from the window? (Trolleybus.) We arrived at Red Square and saw... (the Kremlin wall, the Spasskaya Tower, the Spassky Gate, a beautiful cathedral). We entered the royal chambers. (The pictures are put on the board.) Now let’s go down to the subway. What did you use to go down? (On the escalator.) We arrived at the pier. This is the Moscow River. Where have you arrived? What boat did we see? (A sailing boat.) Why was it called that? (Children's answers.) Now let's go to the zoo.
Dividing words into syllables. Composing the word catfish from letters
-Who did you see at the zoo? The word has one syllable, there is a vowel sound [o], who is this? (Elephant.) I will name the first syllable, you will name the second: li... (su). We saw... (a fox). How many syllables are in the word fox? How did you guess? And here is a large aquarium. Fish swim in it. What is it called? I'll give you a hint. Take the letters s, m, o. Make up a word. What happened? (Som.)
Development of phonemic representations
- We will buy gifts for family and friends. The name of gifts should contain the sound [s]. (Children's answers.) Now let's go home. On what?
Lesson summary

Sound setting [C]

Correct articulation:

The lips are stretched in a smile, the teeth are brought together at a distance of up to 1 mm.

The tip of the tongue rests on the lower incisors, the back is curved, the lateral edges of the tongue are pressed against the molars. The air stream is narrow, cold, strong.

When pronouncing the sound “C”, the following violations may occur:

1. The sound “S” is absent in the child’s speech (sigmatism);

2. The sound “S” is replaced by another sound.

The most common types of replacements are:

Labial-dental parasigmatism (replacement with “F”);

Dental parasigmatism (replacement with “T”);

Hissing parasigmatism (replacement with “Ш”);

3. The sound “S” is pronounced distorted.

The most common distortions:

Interdental sigmatism;

Lateral sigmatism;

Nasal sigmatism.

In order to begin sound production, it is necessary to prepare the organs of the articulatory apparatus. We offer an approximate set of articulation exercises.

After the preparatory exercises have been completed, you can begin staging the sound.

There are several ways to make sounds:

1. By imitation.

Together with your child, sit in front of the mirror and show your child the correct articulation of the sound “C”. Ask the child to open his mouth, smile, spread his tongue, press the tense tip against the lower incisors and pass a “breeze” across the tongue, the sound “C” is heard.

2. By imitation with the introduction of gaming techniques:

– pump up the wheel (ssss);

A cold wind is blowing (sss);

The balloon is deflated (sss);

Blow into a bottle with a narrow neck (you'll get a s-s-s sound).

3. From reference sounds.

For the sound “S” these are the sounds “I” and “F”. The sound “I” is the same in place of formation (front-lingual), the tip of the tongue is behind the lower incisors and the same rise of the front part of the back of the tongue. The sound “F” is the same in the method of formation (slotted), a directed air stream is produced. When the child has learned to pronounce the reference sounds well, ask him to pronounce the sound “I”, bring his teeth together and pass the breeze across his tongue, you get a whistle reminiscent of the sound “C”.

4. Mechanically.

Take a narrow stick (match), a toothpick (without sharp edges), place it in the middle on the outstretched tongue, resting on the lower incisors. Lips in a smile, ask the child to bite the stick with his teeth, then smoothly blow out the air with force. The child should feel the exhaled stream of air with the back of his hand. The sound "S" is heard. Next, when this technique has been worked out, we do the same, but without a stick. The sound "S" is set.

Of course, when a child doesn’t have a sound, it’s easy to put it on, but it’s more common when the child replaces it with other sounds.

=============================================================

The sound “S” is replaced by “F”:

Labiodental parasigmatism

The child says this: “funky” - instead of “sledge”, “pefok” - instead of “sand”, etc.

In order to begin work on producing the “C” sound in this case, you need to do the following:

Develop phonemic awareness (select exercises to develop the ability to distinguish between these sounds “F” and “S”);

Perform a complex of articulation gymnastics;

When setting a sound, you need to take into account that the child is already pronouncing this sound and pronouncing it incorrectly. With this type of substitution, the lips take part in the pronunciation of sounds. The movements of the lips must be slowed down; you can hold them with your finger. You can even explain to the child the reason for the incorrect pronunciation of the sound. Demonstrate the correct articulation of the sound “C” and only after that proceed to producing the sound.

Therefore, it is better to start with the production of reference sounds, in this case with the sound “I”. When the correct position of the tongue has been practiced, ask the child to blow the wind across the tongue; if the lip movements persist, hold them with your finger. If difficulties persist in this case, use a match.
The sound “S” is replaced by the sound “T”:

Dental sigmatism

The child says this: “toldat” - instead of “soldiers”, “notes” - instead of “socks”, etc.

The work is carried out in the following areas:

1. Development of phonemic hearing

2. Articulation gymnastics.

3. Exercises for developing an air stream (see exercises for developing breathing)

The sound “S” with dental parasigmatism can be started using the reference sounds “I” and “F” and asked to blow a “breeze” across the tongue. The sound "S" is heard. You can make the sound “C” from the sound “T” by changing the way the sound is formed. We ask the child to pronounce the sound “T” more and more slowly, while the child moves the tip of the tongue to the position of the sound “C”, i.e. gets behind the lower incisors.
The sound “S” is replaced by the sound “Sh”:

Hissing parasigmatism

The child says this: “shadik” - instead of “kindergarten”, “lashtochka” - instead of “swallow”, etc.

You should also work on the development of phonemic hearing, teach the child to distinguish by ear where “Sh” is pronounced and where “S” is pronounced. A number of exercises should be selected to develop the ability to distinguish these sounds.

When correcting hissing parasigmatism, attention should be paid to:
The difference is in the place of articulation. When pronouncing the sound “C”, the tip of the tongue is at the lower incisors. And when pronouncing the sound “Ш”, the tongue is raised upward.
Difference in exiting air stream. When pronouncing the sound “C”, the air stream is strong, narrow, and cold. When pronouncing the sound “Ш”, the air stream is strong, wide, and warm. Holding the child's hand near the adult's mouth, pay attention to the difference in the exhaled air stream. The child should feel this difference in thermal sensations.

The sound “S” is replaced with the sound “Ш”:

Hissing parasigmatism

The child says this: “shchanki” - instead of “sledge”, “lishcha” - instead of “fox”, etc.

When correcting hissing parasigmatism, you should explain the correct articulation of the sound “C” and use a match. This prevents the tongue from rising, which will result in the correct "C" sound.

===================================================

Sound distortion C:

Interdental pronunciation of the sound “C” or interdental sigmatism

The child cannot move the tongue behind the lower incisors; it is between the teeth. Do everything the same as in previous cases.

The sound “C” can be made with the teeth closed or the reference sound “I” can be used. Ask your child to pronounce the “I” sound and blow the wind across his tongue. If this method does not work, you must use a mechanical method (match or stick).

Lateral pronunciation of the sound “C” or lateral sigmatism

In the preparatory stage, speech therapy exercises are carried out: “Swing”, “Slide”, “Let’s brush our teeth”, “Focus”, “Delicious jam”, “Spatula”, “Painter”, etc.

In this case, you need to ensure that the lateral edges of the tongue work equally.

It is better to start sound production by practicing the reference sounds “I” and “F”. When the child begins to pronounce the sound “I” correctly. Ask to blow a “breeze” across your tongue, you will hear the sound “C”. Another way from interdental. This method helps keep the lateral edges of the tongue in the same position. The child is asked to bite the tip of his tongue and at the same time pass a stream of air across the tongue.

First complex (for whistling sounds [s], [z], [ts])

To pronounce whistling sounds, complex and precise movements of the tongue are required, which involve the tip of the tongue (it is located behind the lower teeth), the lateral edges of the tongue (they are tightly adjacent to the upper molars), the back of the tongue (the front part of it rises to the alveoli and forms with them slit, and when learning, first the bow, then the slit); movements of the lips (in a smile), lower jaw (barely lowered) and the presence of an air stream (quite strong and directed in the middle of the tongue). The following exercises help develop the necessary movements of the tongue and air stream.

Put the ball into the goal

Target: produce a long, directed air stream.
Short description: stretch your lips forward with a tube and blow for a long time onto a cotton ball (lying on the table in front of the child), driving it between two cubes.

Guidelines:

• Make sure that your cheeks do not puff out; to do this, you can lightly hold them with your fingers.
• Push the ball in with one exhalation, not allowing the air stream to be intermittent.

Punish a naughty tongue

Target: develop the ability to relax the muscles of the tongue and hold it wide and spread out.
Short description: open your mouth slightly, calmly place your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five... Keep your wide tongue in a calm position with your mouth open, counting from one to five to ten.

Methodical instructions.

• The lower lip should not be tucked in or pulled over the lower teeth.
• The tongue should be wide, its edges touching the corners of the mouth.
• You need to pat your tongue with your lips several times in one exhalation. Make sure that the child does not hold back the exhaled air. You can check the implementation like this: bring the cotton wool to the child’s mouth! if he does the exercise correctly, she will deviate. At the same time, this exercise promotes the development of a directed air stream.

Make the tongue wide

Target: develop the ability to hold the tongue in a calm, relaxed position.
Short description: smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip. Hold it in this position for a count of one to five to ten.

Methodical instructions.

• Do not stretch your lips into a strong smile so that there is no tension.
• Make sure that your lower lip does not curl up.
• Do not stick your tongue out too far: it should only cover your lower lip.
• The lateral edges of the tongue should touch the corners of the mouth.
• If this exercise does not work, you need to return to the exercise “Punish a naughty tongue.”

Target: produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.
Short description: smile, place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow the cotton wool onto the opposite edge of the table.

Methodical instructions.

• The lower lip should not be pulled over the lower teeth.
• You can't puff out your cheeks.
• Make sure that children pronounce the sound [f] and not the sound [x], that is, that the air stream is narrow and not scattered.

Let's brush our teeth

Target: teach children to hold the tip of their tongue behind their lower teeth.
Short description: smile, show your teeth, open your mouth slightly and “clean” your lower teeth with the tip of your tongue, first moving your tongue from side to side, then from bottom to top.

Methodical instructions.

• The lips are motionless and in a smiling position.
• Moving the tip of your tongue from side to side, make sure that it is at the gums and does not slide along the upper edge of the teeth.
• Moving your tongue from bottom to top, make sure that the tip of the tongue is wide and begins to move along the roots of the lower teeth.

Glue some candy

Target: strengthen the muscles of the tongue and practice lifting the tongue upward.
Short description: place the wide tip of your tongue on your lower lip. Place a thin piece of toffee on the very edge of your tongue and glue a piece of candy to the roof of your mouth behind your upper teeth.

Methodical instructions.

• Make sure that only the tongue works - the lower jaw must be motionless.
• Open your mouth no wider than 1.5–2 cm.
• If the lower jaw is involved in the movement, you can place the child's clean index finger on the side between the molars (then it will not close the mouth).
• The exercise must be performed at a slow pace.

Fungus

Target: develop an upward lift of the tongue, stretch the hypoglossal ligament (frenulum).
Short description: smile, show your teeth, open your mouth slightly and, pressing your wide tongue with its entire plane to the palate, open your mouth wide. (The tongue will resemble a thin cap of a fungus, and the stretched hyoid ligament will resemble its stem.)

Methodical instructions.

• Make sure your lips are in a smiling position.
• The side edges of the tongue should be pressed equally tightly - neither half should droop.
• When repeating the exercise, you need to open your mouth wider.

Delicious jam

Target: develop an upward movement of the wide front part of the tongue and a position of the tongue close to the shape of a cup, which it takes when pronouncing the sound [w].
Short description: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom, but not from side to side.

Methodical instructions.

• Make sure that only the tongue works, and the lower jaw does not help, does not “pull” the tongue upward - it must be motionless (you can hold it with your finger).
• The tongue should be wide, its side edges touching the corners of the mouth.
• If the exercise does not work, you need to return to the exercise “Punish a naughty tongue.” As soon as the tongue becomes spread out, you need to lift it up with a spatula and wrap it over your upper lip.

Harmonic

Target: strengthen the muscles of the tongue, stretch the hypoglossal ligament (frenulum).
Short description: smile, open your mouth slightly, stick your tongue to the roof of your mouth and, without letting go of your tongue, close and open your mouth (just as the bellows of an accordion stretch, so does the hyoid frenulum stretch). The lips are in a smiling position. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer.

Methodical instructions.

• Make sure that your lips remain motionless when opening your mouth.
• Open and close your mouth, holding it in each position for a count of three to ten.
• Make sure that when you open your mouth, one side of the tongue does not sag.

Focus

Target: develop the upward movement of the tongue, the ability to shape the tongue into a ladle and direct the air stream in the middle of the tongue.
Short description: smile, open your mouth slightly, place the wide front edge of the tongue on the upper lip so that its side edges are pressed and there is a groove in the middle of the tongue, and blow off the cotton wool placed on the tip of the nose. The air should go in the middle of the tongue, then the fleece will fly up.

Methodical instructions.

• Make sure that the lower jaw is motionless.
• The lateral edges of the tongue should be pressed against the upper lip; a gap is formed in the middle into which an air stream flows. If this doesn't work, you can hold your tongue slightly.
• The lower lip should not curl up or be pulled over the lower teeth.

The steamboat is humming

Target: develop an upward lift of the back of the tongue.
Short description: open your mouth slightly and pronounce the sound [s] for a long time (like the hum of a steamship).

Methodical instructions.

• Make sure that the tip of the tongue is lowered and located in the depths of the mouth, and the back is raised towards the palate.

Turkey

Target: develop the upward movement of the tongue and the mobility of its front part.
Short description: open your mouth slightly, put your tongue on your upper lip and move the wide front edge of your tongue along your upper lip back and forth, trying not to lift your tongue from your lip - as if stroking it. First, make slow movements, then speed up the pace and add your voice until you hear bl-bl (like a turkey babbling).

Methodical instructions.

• Make sure that the tongue is wide and does not narrow.
• So that the tongue moves back and forth, and not from side to side.
• The tongue should “lick” the upper lip, and not be thrown forward.

Swing

Target: develop the ability to quickly change the position of the tongue, which is necessary when combining the sound [l] with the vowels a, ы, o, u.
Short description: smile, show your teeth, open your mouth slightly, put your wide tongue behind your lower teeth (from the inside) and hold in this position for a count of one to five. Then lift your wide tongue by the upper teeth (also from the inside) and hold it for a count of one to five. So, alternately change the position of the tongue 4-6 times.

Methodical instructions.

• Make sure that only the tongue works, and the lower jaw and lips remain motionless.

Click the tip of your tongue

Target: strengthen the muscles of the tongue and develop the upward movement of the tongue.
Short description: smile" show your teeth, open your mouth slightly and click the tip of your tongue (like a horse clicking its hooves).

Methodical instructions.

• The exercise is first performed at a slow pace, then faster.
• The lower jaw should not move; Only the language works.
• If the child is unable to click, you need to invite him to do the “Glue the Candy” exercise and then return to this exercise.
• Make sure that the tip of the tongue does not turn inward, that is, that the child clicks his tongue and does not smack.

Silently click the tip of your tongue

Target: develop an upward movement of the tongue and help the child determine the place of the tongue when pronouncing the sound [l].
Short description: the child should make the same movements with his tongue as in the previous exercise, only silently.

Methodical instructions.

• Make sure that the lower jaw and lips are motionless: only the tongue performs the exercise.
• The tip of the tongue should not bend inward.
• The tip of the tongue rests on the roof of the mouth behind the upper teeth, rather than protruding from the mouth.

Whose teeth are cleaner?

Target: develop the upward movement of the tongue and the ability to speak the language.
Short description: open your mouth slightly and use the tip of your tongue to “brush” the inside of your upper teeth, moving your tongue from side to side.

Methodical instructions.

• Lips in a smile, upper and lower teeth visible.
• Make sure that the tip of the tongue does not protrude or bend inward, but is located at the roots of the upper teeth.
• The lower jaw is motionless; Only the language works.

Painter

Target: practice upward movements of the tongue and its mobility.
Short description: smile, open your mouth and “stroke” the hard palate with the tip of your tongue, moving your tongue back and forth.

Methodical instructions.

• The lips and lower jaw should be motionless.
• Make sure that the tip of the tongue reaches the inner surface of the upper teeth as it moves forward and does not protrude from the mouth.

Drummers

Target: strengthen the muscles of the tip of the tongue, develop the ability to lift the tongue upward and the ability to make the tip of the tongue tense.
Short description: smile, open your mouth and tap the tip of your tongue behind your upper teeth, repeatedly and clearly pronouncing the sound [d]: d-d-d. At first, pronounce the sound d slowly. Gradually speed up the pace.

Methodical instructions.

• The mouth should be open all the time, lips in a smile, lower jaw motionless; Only the language works.
• Make sure that the sound d has the character of a clear blow - not squelching.
• The tip of the tongue should not curl up.
• The sound d must be pronounced so that the exhaled air stream is felt. To do this, you need to bring a strip of paper to your mouth. If the exercise is performed correctly, it will deviate.

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| v;f | r;l | p;l | r;p;l | z;s;c | h;f;sh;sch;ts;x |

Some speech therapy problems can only be eliminated with the help of a speech therapist. Normally developing children have the ability to acquire language. Teach sound synthesis to children with pronunciation problems. Engage with your child daily for 5-7 minutes. Online speech therapy exercises () can serve as a useful tool for speech therapists working with preschoolers. Correctional work with children involves overcoming speech and psychophysical disorders in children. The work of a speech therapist must be comprehensive and systematic. Speak words clearly pronouncing letters and syllables. Individual lessons help solve diction problems in children. Following the recommendations of the speech therapy section of the site will allow you to get positive dynamics in the development and correction of children’s speech.

Setting sounds [С], [Сь], [З], [Зь].

Techniques for producing sound Z.

· Repeat the tasks, but instead of the song of flowing water, invite your child to sing the mosquito song: “Z-z-z-z.” Pay attention to the crumbs that when the mosquito sings its song, the throat begins to tremble. To do this, simply put your hand to your throat.

1. WHAT CAN BE THE DEFECTS OF WHISTLING SOUNDS?

Whistling sound defects are especially common in children. Sigmatisms (distorted pronunciation of whistlers) and parasigmatisms (replacing whistling sounds with others: hissing, front-lingual, etc.) greatly spoil the child’s speech.

Sigmatisms can be:

- labiodental sigmatism: whistling [s], [s"] are replaced with sounds close to [f], [f"]: “fabaka” (dog), “funka” (sledge), “finiy” (blue), “pheno” ( hay); sounds [z], [z"] – to sounds reminiscent of [v], [v"]: “vaika” (bunny), “vuby” (teeth), “vebra” (zebra), “veleny” (green) ;

- interdental sigmatism: the tip of the tongue is placed between the teeth, causing words with whistling sounds to acquire a “lisp” sound;

- lateral sigmatism: the lateral edge of the tongue or the tip of the tongue, when pronouncing whistling sounds, appears between the molars on the right or left, while the tongue “falls” to the side, hence the name;

- nasal sigmatism: occurs when open rhinolalia(splitting of the hard and soft palate) and rhinophony(paresis, paralysis of the soft palate), when air goes into the nasal cavity when pronouncing sounds.

Parasigmatisms can be:

- parasigmatism: replacing the sounds [s] - [s"] with [t] - [t"] respectively: “tanki” (sledge), “tom” (catfish), “teno” (hay), “tiny” (blue) ; replacing the sounds [z] - [z"] with [d] - [d"]: “dvuk” (sound), “oak” (tooth), “Dina” (Zina), “dileny” (green);

- hissing parasigmatism: sounds [s] - [s"] are replaced with sounds [sh] or [sch]: “shanki”, “shanki” (sledges), “shushki”, “shushki” (drying); sounds [z] - [z" ] to the sounds [zh] or [zh"]: “zhuby”, “zhyuby” (teeth), “zhima” (winter), “zhaika”, “zhaika” (bunny).

- softening defects (substitutions for hardness - softness): this is when hard sounds [s] - [z] are pronounced accordingly, as paired [s"] - [z"]: “syup” (soup), “syanki” (sledge), “sin” (son), “son-in-law” (bunny), “zyuby” (teeth), “kozi” (goats). Or vice versa: “son” (blue), “seno” (hay), “Soma” (Syoma), “zyma” (winter), “zyleny” (green);

- substitutions for deafness - voicedness: the sound [z] is replaced by the sound [s], the sound [z"] is replaced by the sound [s"] and vice versa: “suba” (teeth), “sima” (winter), “zanki” (sledge), “zeno” ( hay).

Such violations of sound pronunciation can lead not only to dyslalia(violation of sound pronunciation), but also to dyslexia(reading disorder) and dysgraphia(writing disorder) .

2. HOW TO PRONECT WHISTLING SOUNDS CORRECTLY: [S], [S"], [Z], [Z"]

For whistling sounds, the shape of the tongue and its position in the oral cavity are very important. Normally, on [С], [Сь, [З], [Зь], the wide tongue with its tip rests against the base of the lower front teeth. In this case, the lateral edges of the tongue are pressed against the upper molars. It turns out to be a mound with a hollow in the middle.

Some children (especially those who were close friends with the pacifier!) have a flat tongue, with a weakly defined hollow. But it is the groove that directs the stream of exhaled air during whistling sounds in the right direction: strictly in the middle of the tongue. There is no well-defined groove - and a trickle of air spreads out in all directions. In addition, the child’s tongue sometimes cannot rest its tip against the base of the lower incisors: it keeps slipping. The child doesn’t even feel it: for some reason, sensitivity in the tip of the tongue is lost.

3. INITIAL STAGE OF PRODUCING WHISTLING SOUNDS [S], [S"], [Z], [Z"] WITH INTERDENTAL Sigmaticism and Predental Parasigmatism

Start working on whistling sounds with the sound [C]. Try, sitting with your child in front of a mirror, to “construct” a “peacock” in your mouth (exercise “Mountain Hill”). It’s good if you succeed, but if not, you’ll have to call on articulation gymnastics and all kinds of fairy tales for help (articulation exercises, “Fairy tale stories from the life of Tongue” are presented on our website).

It's time to remember the gnome Tongue. This time he will play the role of a climber. (Exercise “Climber”: the tip of the tongue “clings” to the lower incisors, the back of the tongue arches). So, the lower teeth are a rock ledge on which you must stay on at all costs! After all, it’s scary to think what will happen if a climber loses support under his feet! (An adult counts how many seconds the “climber” can stay on the ledge: the longer, the better). Of course, you will have to control the accuracy of your movements using a mirror. The child will try very hard: the gnome Tongue must not fall off the cliff!

To prevent the tip of the child’s tongue from sticking out behind the teeth (in case of interdental sigmatism), teach the child to squeeze them together by telling a story called “A Brook” (Articulation exercise “A Brook”). “Once upon a time there was a stream. Very restless and talkative. He brought down a whole waterfall of sounds. Only, here’s the problem, the sounds weren’t quite right, they were kind of lisping and splashed in all directions. No one could understand what the stream was talking about. To make the stream's voice clear, a dam had to be built. Clench your teeth. Like this. Amazing! Smile. The stream was left with a small crack between the front teeth, and it began to flow down in a cold, even stream.” Say “S________” for a long time, demonstrating to the child the correct articulation of the sound [s]. Let the baby place his hand under his chin and make sure that the stream of air is cold and narrow. Now ask your child to organize his own “stream”. This will not happen right away. The most important thing is that the tongue does not stick out between the teeth and does not interfere with the pronunciation of the sound [C]. If this time nothing succeeds, a match (without the head of sulfur) and the continuation of the story about the talkative brook will help. “One day the passage of the stream was blocked by a log. (Place a match with one end between the baby’s incisors and ask to hold it in this position. The tongue is at the bottom of the oral cavity and does not protrude!). The stream had to try very hard to remove the obstacle!” And now the child must forcefully pronounce the sound [C], directing a stream of air directly at the match. It should fly out like a cork from a bottle. The exercise is done under the strictest supervision of adults, God forbid if a match ends up in the baby’s respiratory tract!

Another exercise that will help cope with interdental sigmatism. It's fabulous and very funny. It's time to remember with your child about the gnome's friend Tongue - Kitten. He loves to play with reels. Knowing this, the tongue itself often turns into a funny reel.

Exercise " Reel" Take the mirror again. The tip of the tongue, as in previous exercises (“ Gorochka», « Climber», « Brook"), pressed against the lower incisors from the inside. The middle part of the tongue curves sharply and becomes wide, with a hollow in the middle. The “coil” tongue either rolls forward or moves back. And so - several times. The most important thing is that the tip of the tongue is securely attached to the teeth.

These four exercises (“Mountain”, “Climber”, “Rivek”, “Coil”) must be performed for at least a month. The muscles of the tongue should become stronger, and movements should gain precision and confidence. They will help get rid of interdental sigmatism.

4. PRODUCTION OF WHISTLING SOUNDS [С], [С"], [З], [З"] WITH LABIODENTAL Sigmaticism

What if the child’s problem is not in the tongue, but in the lower lip, which tries to connect with the upper teeth due to whistling sounds? And then “dog” turns into “fabaka”, “soup” into “foop”, “bunny” into “vaika”, “fence” into “vabor”. In this case, as you remember, they talk about labiodental sigmatism. But you can deal with it too. One has only to call the lower lip to obedience. Take a mirror, demonstrate a Hollywood smile and, holding the baby’s lower lip with your finger, ask the child with an equally dazzling smile to pronounce the sounds [С______], [С"______] for a long time. Did it work? Now remove the support and let the child repeat these sounds again. What- Isn’t that right? You’ll have to repeat everything over and over again until it doesn’t work. If this doesn’t help, you need to teach the child to lower his lower lip voluntarily for some time. Do the same articulation exercises (“Gorochka”). , “Climber”, “Stream”, “Reel”), which is used in the fight against interdental sigmatism (see above).

Finally everything is ok. To reinforce the correct pronunciation, use the syllables: S___A, S___I, S___Y, S___E, S___U, S___I, S___E, S___E, (Whistling sounds [S], [S"] are pronounced for a long time!) Here the lower lip can again play against the rules! It's okay, you'll have to hold it for a while longer.

5. TECHNIQUES OF CORRECTION WORK FOR INTERDENTAL SYSMATISM WHISTLING SOUNDS [S], [S"], [Z], [Z"]

If, when pronouncing [S] - [S"] and [Z] - [Z"], some kind of squelching is heard, we can confidently talk about lateral sigmatism. Now the problem lies both in the tongue itself and in the direction of the air stream. With lateral sigmatism, it does not go in the middle of the tongue, but slides either to the left or to the right, and maybe in both directions... Such deviations from the course are easy to detect if you put your palms on the child’s cheeks.

Very often, lateral sigmatism indicates serious disorders: paralysis or paresis in the muscles of the tongue. Eliminating this defect is not so easy. You will probably need massage and articulation gymnastics (exercises “Mountain Hill”, “Climber”, “River”, “Coil”, etc.). The most important thing is to strengthen the side edges of the tongue, make them rise, and direct the air stream in the middle of the tongue. It's unlikely to succeed the first time. Start the work of correction with... punishment. No, not a child, but a tongue.

Tell your child that the gnome Tongue is not distinguished by exemplary behavior. And therefore, he also has to be punished by spanking with his lips: “five-five-five-...” (Exercise “ Let's punish the naughty tongue"). The wide, relaxed tongue should be between the lips, not moving or moving to the side! Oddly enough, the child will do this exercise with great pleasure! After educational work, the tongue will probably become obedient. It's time to use the reward and play something interesting with him, for example, football. Make an improvised goal on the table from two cubes, place a cotton ball in front of the child, and let the gnome Tongue score goals into the goal (“exercise “Let’s score a goal into the goal”). The more goals, the better. Make sure that your tongue lies flat on your lower lip when performing the exercise, and that your cheeks do not swell in any way! Don't forget to remind your child that the game is fun, so your lips should smile.

Soccer ball.

There's a soccer ball in the yard

He ran around at a gallop all day.

He played with us

But I didn’t see the bitch.

I ran into him:

WITH_______________.

We feel so sorry for him!

(E.G. Karelskaya)

The child must show what sound the ball made when deflating: “S_________.”

The ball has been sealed, and now it needs to be pumped up. Show how the gnome Tongue inflates the ball using a pump. True, without the help of a child, he is unlikely to cope! The child demonstrates the operation of the pump, and at the same time trains in correctly pronouncing the sound [C] (exercise “ Pump"). Articulation should be clear: the lips are smiling, the tip of the tongue is securely attached to the lower incisors, the air is pushed out abruptly: s-s-s-s... The tongue must be absolutely symmetrical (do not move to the side!). By doing all this, the child will learn to direct the air stream in the middle of the tongue.

6. WHAT TO DO IF A CHILD PRONOUNCES THE SOUNDS [S] and [Z] SOFTLY, OR REPLACES THEM WITH SISSING SOUNDS (hissing parasigmatism)?

Apparently, the child has hypertonicity in the muscles of the tongue, the tip of the tongue does not rest against the lower teeth, but is pulled back, deep into the mouth, the tongue is excessively raised. Hypertonicity is relieved with the help of a relaxing massage and articulation exercises (“Pancake”, “Let’s punish the naughty tongue”, “Let’s score a goal”). Then the production of whistling sounds proceeds in the same way as with interdental sigmatism (third section of this article).

7. AUTOMATION OF SOUNDS [С] [С"]

a) in isolated utterance:

Following the advice of the previous sections, you and your child have already begun to automate isolated sound [C].

Now the child will perform the “Water Song” (pronounce the sound [С_____] for a long time), listening to this poem. (You read the lines, the child pronounces the sound [C]):

Little sisters

A wave splashes in the sea.

Can you hear how she sings?

"WITH_______________".

This song of water

Drops, friendly sisters,

Humming in silence

Wind, fish and moon.

“S_______” - they rustle the sand,

A pebble at the bottom of the sea.

“S________” - crushed against a rock,

“S_________” - flow down the glass.

“S________” - and hid in a shell.

We will put it to your ear...

And you will hear again

The sound of the surf, the splash of the wave:

"WITH_____________".

(E.G. Karelskaya)

(We hope you haven’t forgotten that the baby’s tongue should not stick out between the teeth or move to the side at the sound [С__]?)

b) in syllables, words and phrases

When the sound [С___] comes out perfectly in isolation, consolidate your success on the material of syllables, words, phrases and phrases:

SA-SO-SU-SY-SE

SA: himself, garden, salad, Sanya, boot, cod, samovar, plane, saury, net, lard, saber

SO: catfish, sleep, soda, juice, salt, Sonya, owls, litter, hundred, honeycomb, solo, juicy, variety

SU: soup, bag, knot, knot, court, Saturday. marmot, pike perch, drying, knot, bag, essence

SY: son, cheese, damp, full, satisfying, owl, son, cheese, etc.

AS: us, pineapple, kvass, breaststroke, now, hour, class, palace, Karabas Barabas, atlas

US-US: mousse, minus, bus, crocus, focus, bite, vinegar, plus, gumboil

IS: rice, miss, cypress, daffodil, Paris, Boris

SA-SA-SA: A fox is running in the forest. A wasp is flying in the garden. Light braid.

SO-SO-SO: The fox has a wheel. In the cinema Sophie Marceau.

SU-SU-SU: We are not afraid of the fox. It's snowing in the forest. Father sharpened his braid.

SY-SY-SY: The fox has a fluffy tail. It’s bad for Sonya without a braid.

Sa-sa-sa, sa-sa-sa, - there is a wasp on our table.

Sy-sy-sy, sy-sy-sy, - we are not afraid of wasps.

Su-su-su, su-su-su, we won’t drive away the wasp.

AS-AS-AS: Sonya has pineapple. Let's go to class today. We have a free hour.

OS-OS-OS: The dog hurt his nose. Senya has a question. Senya was carrying hay into the canopy.

US-US-US: This is a string of beads. Let's put a plus sign. From a wasp - a bite.

IS-IS-IS: Cook rice in a bowl. Boris entered the class. Narcissus blooms in the garden.

SI-SI-SI SE-SE-SE SE-SE-SE

XYU-XYYYYYYYYYYYYYYYYYYYYYA

SI: strength, blue, silhouette, Sima, strong, blue, blue, Siberia, lilac

SE: hay, Seva, Sergey, Semyon, north, gray, village, semaphore, herring

SE: salmon, Syoma, cheerful

SI-SI-SI: Bring the hay to the hayloft. Bring Sima some blue. Invite Seva to visit.

SE-SE-SE: Let's sing a song to the fox. Blue bow on the braid. There are spokes on the wheel.

SE-SE-SE: We'll give the syrup to the wasp. Everyone went to the forest today!

SIO-SIO-SIO: We told Vasya everything.

SYU-SYU-SYU: We danced with all our might. They gave hay to the crucian carp.

Continue in the same vein, choosing new words with the sounds [С] and [С"].

c) in tongue twisters

Senya and Sanya have catfish with mustaches.

Forty forty ate a piece of cheese.

There are ducks and geese in Dusya's garden.

Sanya and Kostya go to visit Sonya.

Sanya and his bride are kneading dough.

Sanya mows hay, and Sonya carries hay.

Senya sits on a pine tree in a dream.

A neighbor - a homebody - has a neighbor - a fidget.

There are delicious sausages in the pussy's bowl.

Grandma's geese scared Lucy.

Frosya has pineapple and apricots on a tray.

Sonya and Stas ate pineapple.

Vlas ate the lard at Slava's, and Nazar licked the cream.

A couch potato's neighbor has a fidgety neighbor.

Senka is carrying Sanka and Sonya on a sled.

d) in riddles

If all seven are together,

It turns out... (FAMILY).

The third day is fragrant

In the garden there is a Persian... (LILAC).

This bird loves lard

Yellow-breasted... (TIT).

A mustachioed beetle crawled to the swift,

He asked me to cut him... (FURTURE).

Invites all the guys

Taste the harvest... (GARDEN).

A lot of wasps flew in,

Take care, baby, of your... (NOS).

He is not afraid of the heat.

He is the children's favorite

Good-natured and smart

This lop-eared... (ELEPHANT).

She doesn't sleep at night,

He looks very keenly into the distance.

Like a pumpkin head

This is a predatory... (OWL).

(Riddles of E.G. Karelskaya)

8. WORK ON SOUNDS [Z] [Z"]

The sounds [З], [Зь] may have the same defect as the sounds [С], [С"]. You need to work on them in the same way. The only difference is that [З], [Зь] are voiced (with their when pronouncing there is a voice, the vocal cords work). If the child deafens these sounds (pronounces them without a voice), you need to tell a story about the voice that lives in the throat. The child puts his hand on the throat (his own or an adult’s) and listens to the story [p. ] [s"] the voice “sleeps” and the smelt of his house does not tremble, but at the sounds [z] [z"] the voice wakes up and begins to sing and the walls of his house tremble and vibrate. Demonstrate this clearly by saying in turn first the deaf ones, and. then sonorous whistling sounds. Then proceed to consolidate the sounds [з] [з"] in the same sequence as the sounds [С] [С"]. The only thing you need to remember is that the sounds [з] [з "] are at the end. words are deafened and turned into sounds [s] [s"]

ZA-ZO-ZU-ZY-ZE

FOR: hall, factory, hare, bunny, fence, outpost, dawn, test, why, patch, corral, task

ZO: Zoya, Zosya, Zosim, call, dawn, dawn, goiter, zombie, vigilant, vigilant, gold

Memory: tooth, teeth, buzzer, bison

Having practiced syllables and words, take sentences, pure phrases and poems replete with the sounds [З], [Зь].

For-for-for, for-for-for,

A goat is chasing after Zina.

Zu-zu-zu, zu-zu-zu,

Let's put the goat in the pen.

Zy-zy-zy, zy-zy-zy,

Goat's bell.

Ze-ze-ze, ze-ze-ze,

We will give the hay to the goat.

Zoya and Zina have elderberries in their basket.

Buba the bunny has a toothache.

Zosya invited the bunny to visit.

Nazar goes to the market and buys a goat Nazar.

Zoya is the bunny's mistress, but the bunny is an arrogant one.

The zoo has monkeys, snakes, bison and pheasants.

Zoya has mimosas, and Zina has roses.

The bell rang loudly, calling Zoya to class.

Rose is freezing from the frost.

Zina forgot her basket at the store.

The store bought Zina a basket.

Correction of violations of the pronunciation of the sound /З/

The sound /З/ is usually placed from the sound /С/ by turning on the voice when pronouncing it.

Correction of violations of the pronunciation of the sound /Ts/

We say “t-sss” together with the child, placing the index finger to the lips. As soon as we get a good “ts” sound, we teach the child to pronounce the “ts” combination quickly. It will turn out /C/.