Lesson summary “Differentiation of sounds and letters P-T” outline of a speech therapy lesson (preparatory group)

Plosive voiceless consonants p, t, k

The movements accompanying the pronunciation of the sounds of this group are fast, sharp, and tense.

Sound p: arms in front of the chest, hands clenched into fists, pronouncing the syllable pa,

sharply lower your hands with clenched fists down;
alternately sharply lowering your hands with clenched fists down, pronounce pappa;
sitting on the floor, say pappa

banging your clenched fists on the floor, on your knees.

» Sound t: when pronouncing the syllable ta,

sharply open your clenched fists

y<*ki; alternately opening clenched fists, pronouncing

•»■* sit tatatata;

slapping your palms on your thighs -
tatatata
.

Pronouncing the syllables pa

and
that
can be accompanied by stomping with one foot or two alternately.

Sound k: pronouncing the syllable ka,

sharply throw your head back, at the same time your arms, bent at the elbows, are sharply pulled back.

Plosive voiced consonants 6, d, g

The movements accompanying the pronunciation of sounds in this group are fast but relaxed.

Sound b: arms bent at the elbows in front of the chest, palms down, pronouncing babababa,

shake your hands in a relaxed manner while slowly leaning forward;
pronouncing the syllable ba,
sharply but relaxedly lower your arms down or clap your legs with relaxed arms along your body -
babababa, ba.
Sound d: arms bent at the elbows in front of the chest, palms up, pronouncing dadadada,

shake relaxed hands in front of the chest;
When pronouncing the syllable yes,
nod your head affirmatively.

Sound g: when pronouncing gagagaga,

connect the index and thumb;
When pronouncing the syllable ga,
connect your index and thumb.

Progressive stop consonants m, n, l

The movements accompanying the pronunciation of the sounds of this group are slow, smooth, and quite tense. Sound m: arms bent at elbows at chest level with palms facing away from you, pronouncing the syllable ma,

on
m_________
- extend your arms

to Sound in: arms to the sides, pronouncing the sound in___

, sway slightly from side to side with tense arms and torso (“airplane”).

-Sound z: hands in front of the chest, pronouncing the sound z___

, Hands

3 vibrate in front of the chest (“frozen”). Sound z: hands in front of the chest, pronouncing the sound z

With a sharp
n:*
wave-like movement, lower your arms down.

w Vibrant r

at if. «

When pronouncing the sound r

The woman’s arms bent in front of her chest rotate one around the other (“motor”).

Affricates (fused)

Work on evoking affricates can only begin if the child correctly reproduces both components of the affricate sounds ts___

or
tsh___
.
The movement to the sound t
smoothly turns into movement to the sound
sh__
or

With___

.

Sound ts: fingers intertwined in front of the chest, sharply break the interlacing (tp) and slowly spread the tense arms to the sides (s__).

Sound h: fingers clenched into a fist, sharply open (t),

move your hands forward with your fingers spread
(w__
).

When carrying out work on evoking a sound, the teacher first gives the children a sound sample: he pronounces the sound (syllable, syllable combination). Then the children pronounce the speech material 2-3 times together with the teacher, after which the pronunciation of several children is checked individually, and in conclusion they all repeat it together. The pronunciation of the teacher and children is accompanied by appropriate movements.

Imitating the teacher, children sometimes pronounce another sound (syllable) instead of the suggested one, for example: instead of ta - pa,

instead of
ma
-
na.
In this case, the movements should be assigned to the sound that most children produce. The remaining preschoolers should gradually be transferred to the movement common to the majority.

When a sound is called, it should be automated. Consonant sounds are pronounced in combination with vowels, which children can already pronounce correctly, and different types of syllables are used (straight - pa,

reverse - opiv positions between vowels -
ana).
When pronouncing consonants in combination with various vowels, the movements that accompany their reproduction are somewhat modified depending on the vowel that is included in the syllable. So, if the syllable is pa

pronounced when the clenched fists are sharply lowered down, then
when
they are sharply pulled apart,
any
- when they are thrown forward.

Gradually the movements become more uniform for the sounds of the same group. For example, pronouncing the syllables pu

and
that
is initially accompanied by the following movements:
pu
- hands with clenched fists from the chest are sharply thrown forward,
tu
- hands with outstretched index fingers are sharply thrown forward.
Subsequently, the pronunciation of the syllables pa
can be accompanied by the same movement: hands with clenched fists are sharply lowered down, i.e., only the nature of the articulation of the plosive voiceless consonant is emphasized. If one sound is replaced by another, you should return to the movement with which it was caused.

When fixing a sound, syllables are pronounced once and repeatedly, long and short, together and not, with changes in the tempo of pronunciation, strength and pitch of the voice, and, if possible, with different intonation.

At the same time, sound is automated based on words and short phrases. Speech material is selected in such a way that the sound being fixed at the beginning of work

was in the most convenient position for its reproduction: a direct syllable, for example:
there, bye, forehead;
reverse syllable (for transitive stops and fricatives), for example:
house, son, nose;
between vowels (for voiced ones), for example:
water, fur coat, hello.
Subsequently, the sound is automated in words in different positions, including when they are combined1.

The second stage of work on the sound side of speech

By the age of 4-4.5 years, children with hearing impairments, as a rule, have already fully realized their capabilities in mastering the sound side of speech based on imitation of the speech of adults, perceived auditorily-visually.

1 The sequence of positions for automating a particular sound is presented in the section “The second stage of work on the sound side of speech.”

By this age, the development of motor skills, the emotional-volitional sphere, and the motives of the child’s behavior reach a level that allows one to begin work on clarifying the sound composition of speech using all known techniques for producing and correcting sounds, including mechanical ones.

The numerous sound substitutions that appeared in children at the first stage of work are very diverse, but still fit within a certain framework.

A small part of children, thanks to large hearing remnants, a high level of motor development, and good imitative abilities, master the precise articulation of most sounds. These children may not yet have the articulation of the sounds r, sh, si

derivatives from them -
zh, shch, z, ts, ch,
like many hearing children of their age.

Most children with impaired hearing accurately pronounce only individual sounds; the rest are either omitted from speech or reproduced with various substitutions.

Sound substitutes can be regulated, acceptable, or defective.

In the concentric method of teaching pronunciation to deaf schoolchildren using an abbreviated system of phonemes (F.F. Pay, N.F. Slezina), 17 so-called basic sounds (the first concentration) are identified: a, o, u, e, i, p, t, f, s, w, v, m, n, l (1), p,

which replace in words those sounds whose pronunciation the child has not yet mastered.
These replacements are considered regulated (
see Table 1).

Table 1

In the preschool period, the composition of regulated substitutes for deaf children is somewhat expanded compared to school (E.I. Leongard). The following substitutions are also regulated:

7-2554

— sounds/? and l

semi-soft
I;
r = ■ ■ ^.- \:-

- x consonant k; .. ‘■■>■?.

.ch, ' ■> <-<•/?;, ■»> -sound
w
to labialized s; ■?■■■ n> ,^ .,«;;«!• h-^^^

; - sound in

deaf
f.
Substitutions that are not provided for by the abbreviated system of phonemes, that appear spontaneously in children’s speech and are not gross defects, are considered acceptable by us.

Differing from regulated replacements, acceptable ones fit into certain standards:

— replacement of sound and

to the sound
e;
i - interdental articulation of sounds t, n, s

(including replacement of the sound
w)
with interdental labialized s;
[y - replacement of the vibrant p
with a fricative or single-stress
p;
—- replacement of sounds
tick
-
p;
,..,

(U - replacement p

consonant
m;
o' - replacement of fricative
with
plosive
t;
,,.

- replacement w

buccal
or
labialization without voice. .., 4, Substitutions in which the nature of articulation is grossly violated^

Considered defective.

These include: f
h
.„ - s-shaped and e-shaped vowels; '

't

sonance (replacement of a series of agreements

(nym th); 5U

;.; - lateral articulation of sounds;

_ - universal voicing (replacement of all voiceless consonants with voiced ones);

th, _ closed nasality (replacement of nasal consonants with oro-

"- you); G — —- throat r.

In the independent speech of children by the age of 4-4.5 years, different substitutions of the same sound may coexist (for example, in the word dog

the sound s is replaced by the sound
t,
and in the word
table
it is pronounced with
interdental articulation).
When planning work on speech sounds, the teacher must take into account which sounds and their defects most affect the intelligibility of speech. First of all, gross defects must be eliminated as soon as possible. To this end, at the second stage of working on pronunciation, the teacher purposefully teaches both deaf and hard-of-hearing children to pronounce regulated and acceptable substitutions instead of sounds containing gross defects. Thus, with sonority and lateral articulation of whistling sounds, the child should be transferred to

interdental, and with the same defects in the pronunciation of hissing sounds - our buccal (or
interdental
with labilization).

■•■.-■ 98

When missing sounds, such as

and
p (ot
- cat,
Ula
- doll,
paA
- bye,
Yba
- fish,
beer
- hello), a deaf child is specially taught to pronounce its regulated replacement
(p
as
I) or
acceptable (ts as
t
or
p,
if there is no sound
t).
At the same time, step-by-step work is carried out to evoke and automate the precise articulation of sounds, taking into account the abbreviated system of phonemes. So, first of all, defects in the vowel sounds a, o, u, e,

The sound
and is called,
which subsequently replaces the sounds
s
and
th.
At the same time, work is underway on consonant sounds. The first to normalize is the articulation of such consonant sounds as p, t, m, n, l, f, v,

since they are the basis for causing other sounds.
Then it is necessary to teach the child to accurately reproduce all basic sounds
(see Table 1). In the future, work is being done to evoke and automate voiced consonants and affricates.

Let us remind you once again that if special work is carried out with deaf preschoolers to teach them regulated substitutions, then the hearing-impaired

the child is transferred to them
if necessary,
in the case when there are persistent gross defects in his speech or if he constantly omits one or another sound.

Speech rhythms during this period remain one of the main methodological techniques for working on pronunciation. It promotes the evocation of sounds by imitation, prepares the articulatory apparatus for pronouncing a sound and thereby facilitates its production. With the help of speech rhythm techniques, the evoked sound is easily introduced into a word and phrase, even when the teacher introduced it using mechanical techniques. So, for example, when calling a sound to

using speech rhythmic movements does not always achieve a positive result, but in the process of carrying out the exercises, the child’s articulatory apparatus is prepared to pronounce a sound and, often, it is enough to slightly move the tongue back for a clear sound to appear.
Then a syllable with the sound k
the pronunciation

Let us dwell on the description of the articulation of sounds, methods of causing them, the most common defects and ways to eliminate them1.

1 The description used materials from F.F. Pay and N.F. Slezina, 1981.

'; Vowel sounds • ^.

In order to understand the nature of a particular sound defect and find optimal ways to eliminate it, let us turn to the characteristics of the correct articulation of vowel sounds.

When pronouncing the sound a

the passive lips are slightly open, the tongue lies flat on the floor of the mouth. The soft palate is raised and closes the passage to the nose. The vocal folds are closed and vibrate.

When pronouncing the sound o

the lips are slightly pushed forward, rounded (labialized).
The distance between the upper and lower incisors is small, less than when pronouncing a .
The tongue is slightly pulled back and raised by its root part. The soft palate is raised, the vocal folds are closed and vibrate.

When pronouncing a sound, lips move forward and come closer together, leaving a narrow opening, the distance between the incisors is less than when pronouncing o. The tongue is pulled deep into the mouth and raised by its root part to the palate. The soft palate is raised, the vocal folds are closed and vibrate.

When pronouncing the sound e, the lips are passive, the corners of the mouth are pulled back somewhat. The tip of the tongue touches the lower incisors, and the lateral edges touch the upper molars. The back of the tongue is moderately raised towards the palate, with a groove formed in the middle. The soft palate is raised, the vocal folds are closed and vibrate.

When pronouncing a sound and

the lips are somewhat stretched into a smile.
The distance between the incisors is very small. The tip of the tongue rests on the lower incisors. The lateral edges are adjacent to the upper molars, the back of the tongue is raised to the front of the palate.
The soft palate is raised, the vocal folds are closed and vibrate. When pronouncing the sound ы

the lips are passive, the distance between the incisors is slightly greater than with
i.
The tip of the tongue extends back from the incisors, and the back is raised high towards the back of the hard palate. The soft palate is raised, the vocal folds are closed and vibrate.

Defective pronunciation of vowel sounds a, o, u, e,

as a rule, is associated with a violation of the position of the lips: too wide opening of the mouth when pronouncing
a
(the sound is intermediate between
a
and
e),
insufficient labialization of the lips when pronouncing the sounds o and
u (o sounds like a,
u sounds like o), excessive labialization of the lips ( o sounds like
u,
or German
o,
u - like

German th); when pronouncing eh

the lips do not move apart (
e sounds
When correcting these defects, it is enough to draw the child’s attention to the lips, show a sample of articulation in front of the mirror, and in some cases mechanically narrow or widen the distance between the lips. After this, the isolated vowel sound begins to sound correctly, but in order for correct articulation to be established in speech, long-term work on sound automation is required, which takes place in a certain system.

Making a sound and

causes difficulty for most children (in speech this sound is replaced, as a rule, by the sound
e).
This is due to the fact that articulation
is
very complex: the bottom of the mouth tenses, the sound resonates at the crown of the head.
It is usually possible to induce correct articulation after using tactile-vibration control. To do this, one of the child's hands should be placed under his chin, and the other under yours. The teacher demonstrates how the floor of the mouth tenses when pronouncing the sound and.
Similarly, you can point out to the child the presence of vibration in the crown of the head when pronouncing a sound (if there is no tendency to raise the voice).

Defect in vowel sounds associated with incorrect position of the tongue - u-shaped articulation -

usually affects all vowels at once (except
y).
The sounds
are a, o, uh, and
sound like
s.
This is due to the fact that the tongue is pulled back in a lump, raised high by the “hump”.
The defect is gross and significantly affects the intelligibility of speech. Its elimination is usually associated with recalling all vowels anew, starting with the sound a.
If correct articulation
cannot
be obtained by imitation on an auditory-visual basis, comparing the articulations of the child and the teacher in front of a mirror, mechanical action is used: with a spatula or finger, they press on the back of the tongue, trying to flatten the tongue on the bottom of the oral cavity.
Having fixed the correct pronunciation of the sound a,
you can, based on auditory-visual imitation from
a
, obtain the sounds o,
e,
then
i.
It is very common to pronounce vowels nasally, in the nose - open nasality, which is a defect in the voice, not in sounds. Open nasality can also extend to consonant sounds (for example, the sound l

in this case it sounds like a nasal
e,
like
m).
Correcting this defect involves working on the voice.

Often vowel sounds are pronounced in a falsetto voice. Falsetto

can apply both to all vowels and to some of them, primarily to
u and i.
Falsetto also

is a defect in voice formation and also applies to some consonant sounds (m, n, v).

Correcting it involves working on your voice.

When selecting speech material for exercises on automating vowel sounds, it is important to take into account their position in the word. It should be remembered that unstressed o sounds like a,

unstressed e
-
like and
etc.
When choosing a particular word, the teacher should pronounce it out loud and understand how this or that letter sounds in the spoken word (water sounds like vada

while - like paka

runs - bizhit

rides -
edit
, etc.). That is, when choosing speech material, you should take into account the phonetic sound, and not the letter composition of the word.

d>1- Automation exercise system

,
.-.g vowel sounds in speech
.,f

1. Isolated vowel pronunciation:

A___

,
у___
,
o___
,
e___
,
i___
2. Pronouncing isolated vowels long and short; with a quiet, normal voice and loud; high, ,.,.. normal in pitch and low voice:

b a___,a!;a___,A___,A___________________________

^

, 3. Pronouncing vowels in straight syllables: .';

k> pa__

,
pu___
,
po___
,
pe___
,
pi___

Pronouncing direct syllables long and short; quietly, in a voice of normal strength and loudly; high, normal pitch and low voice:

pa___

,
pa!;
pa, pa, pa; pa, pa, pa1. Pronouncing repeated syllable combinations quietly and loudly; together and separately; slowly and quickly, in a high and low voice:

papapapa, PAPAPAPA; pa pa pa pa, pa pa pa pa

Pronouncing sound combinations that include two vowel sounds (as they appear in the child’s speech):

ana, any, ano, ape; upa, upo, upu, upe; oops, oops, oops, oops; epa, epu, epo, epe.

1 Here and below are only types of exercises and speech material. The teacher can select syllables, words and phrases using consonant and vowel sounds that the child pronounces without defects.

7. Automation of sound as part of a word:

w sound a: dad, mom, there, paka

(bye!),
vada
(water),

naga

(leg),
ukha
(ear),
karova
(cow),
dai, na, akno
(window),
adin
(one),
watermelon, album, pencil
, etc.;

sound o: here, cat, bo-BO!, house, mouth, nose, lop

(forehead), '
table, juice, wolf, coffee, Olya, Vova, bucket, karova
(cow),
loshka (spoon), shorts, cook, etc .;
'-»■■' .

sound
u: ay___
/
here, soup, ear, hand, cube, fell, tired-
•'-;■ tal, shoes, duck, rooster

(rooster),
chair, morning
(morning), “•: '<“•' “■
beads, cabbage, kushait
(eats),
removed, uranil
(dropped),
bought
, etc.

'.' sound e: this

(this),
P'etya
(Petya),
n'et
(no),
Sv'eta
\.o

] (Sveta),
v'et'ir
(wind),
priv'et
(hello),
khl'ep
(bread),

d'these

(children),
d'edushka
(grandfather),
d'evyat
(nine),
d'e-
.... ,., syat

(ten),
d'en'
(day),
n'eba
(sky),
sv'et
(light),
l'e-
,d ,,L ta

(summer),
b'ely
(white), etc.

-osh.

sound
and: Ira, Mila, bear, fork, kifir (kefir),
(sh.h-;
fox, face, arms, legs, cube, shoes, blue, go, sleep,
-;kN
sits, sleeps, bizhit
(runs ),
draws (draws), washes -
-oi;.
iya
(washes),
adivaitsa
(dresses), etc.

8. Automation of sound as part of a phrase:

Mom is there. Dad is here.

Here's the cat. There's a house there. There's vada here

(water).
There's a wolf there.
The cat drinks malaco (milk).
Vova drinks juice.
emergency; Give me the fish. On the lapata

(shovel).
I have soup.Ay me
• -i

:■
porridge.
Tom fell. Petya (Sveta...) is there. This is Olya (Vova, grandfather, bread, ■■'■'■ snow...). How old are you? It's warm in the summer. Fedya has chalk

-G l" and T.P.

' h| Here is Ira (fox, fork...). There's Dima (socks, boots)

'
gi...).
The bear is sleeping. Nina bizhit (runs).
Mila risu-it
(draws).
Lida umyvaitsa
(washes her face).

Here's the soap. There's fish there. I was at home. There are mushrooms and

…',,,
berries.
9. Vowel differentiation. Work on differentiating vowel sounds begins as they appear in speech

,m contrasted sounds:

A___

—
y___
;
pa___
-
pu___
;
pappa—pupupu;
pa- y, p, pupapupapu; tatata-tututu; tattoo; '.!

g-',
there - here, Dad there
-
Mom here, duck - lamp;
;
^. The lapata
(shovel)
fell
, etc. ' , ;■-
:■-■■ ■.;, '■■a
-
■■•■*
g" Consonant sounds <

„m”l

■.ty»*.*.; Lp " ShfLubial-labialp, b, m ,, "7:,,

The articulation of these sounds is characterized by the fact that the lips are tightly compressed, then a strong stream of air opens them, “explodes” them (p, b),

or goes through the nose with closed lips
(m).
The tongue is not involved in articulation.

When pronouncing the sound p

the vocal folds do not close - this is a voiceless consonant.

When pronouncing b

and
m
vocal folds are closed and vibrate - these are voiced consonants.

The most common defect of these sounds is their replacement with each other: p

is replaced by
b
or
m, b
- by
p
or
m, m
- by g or
b.
Replacing m

on
p
and
b (complete closed nasality)
or on
mp, mb (incomplete closed nasality)
is due to the fact that the air stream (or part of it) goes through the mouth and occurs

parting of lips Replacement for pibnam

or
mp, mb (replacement of oral sounds with nasal sounds)
is due to the fact that the lips do not open or occur too late after the start of sound production.
On the contrary, the replacement of the sound m
with the sounds
p
or
b
is caused by the opening of the lips, which should not happen when pronouncing this sound.

Replacing the sound

on
b (voicing)
or
b
on
p (deafening)
is associated with incorrect connection of the vocal cords to the sound production mechanism. In the first case, they should not be included in the work, in the second, the folds are closed and vibrate.

Less common defects include the following.

Instead of p

and/or
b
produces a sound similar to
f
or
bilabial v (w).
This happens when the nature of the air stream is not explosive; after opening the lips, the air is simply blown out.

Sound p

pronounced by drawing in air. The result is a “smacking” sound.

Complete impairment of articulation of sounds, replacement of oral sounds (n, b)

on the nasal
(m),
and vice versa - replacing the nasal with oral ones, replacing a voiceless
p
with a voiced
b
- gross defects, since they significantly affect the intelligibility of speech. Therefore, work to eliminate them should be a priority.

Clarifying the articulation of the sound p

usually consists of demonstrating the nature of the air stream after opening the lips: the teacher places the child’s palm to his mouth at the moment of pronouncing the syllable
an,
shows how to blow away a lump of cotton wool, extinguish a candle, pronouncing the syllable
an
with an emphasized exhalation.

With permanent replacement of sound mpa.p

or
b,
first of all, you should use the child’s residual hearing and draw his attention to the presence of sound with closed lips.
If the child’s hearing capabilities do not allow him to perceive the sound, it is advisable to use a vibrator. As a last resort, the teacher indicates the presence of vibration of the cheeks while pronouncing the sound m___
,

Absence of pzhm

- a rather rare occurrence, at the same time, their interchange is very common. Therefore, working on these sounds consists primarily of their differentiation. When carrying out a special system of exercises, speech rhythms are widely used. Syllables are taken as speech material,

.combinations, words, phrases, rhythmic texts, poems, nursery rhymes, etc.

If in the child’s pronunciation there is a contrast between the voiced b

and deaf
n,
but sometimes they are interchanged, then in this case exercises are carried out on special speech material to automate and differentiate them.

Replacing sound b

voiceless
n
is a regulated replacement.
b
in speech has little effect on its intelligibility.
But by the end of preschool education, the child’s speech should have voiced consonants. If the sound b did not appear spontaneously in the child, based on imitation of the speech of adults, then its evocation and automation in speech cause certain difficulties. One way to produce the sound b
is to use
positional voicing
of a consonant between vowels.
The child is offered the sound combination ana for repeated repetition ,
accompanied by relaxed movements of the hands.
At the moment when the sound p,
due to the position, is pronounced as
b,
the child’s attention is drawn to this.
Subsequently, the isolated syllable ba is isolated from the syllable combination
ababababa
.
If successful, the child is taught to pronounce b in combination with other vowels, in various sound combinations, in words and phrases, i.e., they conduct a system of exercises to automate sound in speech.

Another common way of producing the sound b.

The child is encouraged to pronounce a vowel sound similar to
e:
with slightly parted lips, the voice is activated.
While pronouncing this sound, the teacher, with his index finger placed along the child’s lower lip, lightly taps the lip, thereby forming a bow. The result is the syllable combination ebebebebe.

ebebebe
-
using his finger .
The resulting sound is fixed in speech.

When selecting speech material, you should remember that voiced consonants are deafened at the end of a word and before voiceless consonants: for example, in the words skirt, forehead b

sounds like
p.
Replacing the voiceless p

on a voiced
b
- a gross defect that sharply reduces the intelligibility of speech.
The presence of such a replacement indicates a general tendency for the child to voice
voiceless consonants.
Correcting such a defect comes down to calling the sound n
again using all known methods.
Sometimes, with persistent universal voicing
(i.e., replacing all voiceless consonants with voiced ones), it is advisable to transfer the child to whispered speech.

When pronouncing sounds pi mv

In the position of the reverse syllable, an oversound often appears
(ape
instead of
an, ame
instead of
am).
To correct the defect, correct and exaggerated incorrect pronunciation should be demonstrated.
If necessary, you can use tactile control: placing your hand on the larynx, indicate the absence of vibration after pronouncing the sound p
or
m.
For the same purpose, you can use a vibrator. It is necessary to draw the child’s attention to the fact that first the voice “turns off”, and then the lips open1.

SYSTEM OF EXERCISES GLL,8

ON AUTOMATION OF SOUND IN SPEECH

,gp-.«.]f h NP -

And. Sound

| 1

1. Automation of sound in the position of a direct syllable: pa; daddy; papa pa; pa pa pa pa;

•’ :

dad, paka

(for now),
coat, stick, butt, floor, shelf, train, field, navel, button, empty, petukh
(rooster),
saw, writes, drink,
etc.;
phrases and phrases that include these and similar words like: blue button;
Here's dad; There's a stick; This is a rooster; Dad is sitting; Aunt Olya, show me; The train goes far. 2.

Automation of sound in the position between vowels: zhz>
ana, any, upa, apo ..., apa-apa-apa;
■t-t- fell, clap, lapata

(shovel),
paw, apparatus,
rj"Tri" slippers

(slippers),
apilsin
(orange),
bought, on-
s*-? wrote, sculpted;

phrases and phrases that include

these and similar words like: The bear fell, its paw hurts;

The device is not working. Shovel on the floor.

3. Automation of sound in reverse syllables: » . an, on, yn, un;

soup, bread

(bread),
grip
(mushroom),
lop
(forehead),
zup
(tooth);
phrases and phrases that include these and similar words like: cheese and bread;
I don't like soup; Give me bread; to her:;
Mom has a toothache
, etc.

lhsht

Automation of sound in combinations with consonants: 9′ ' '
dress, scarf, crying, bad, thank you, back, "'
"J ',
sleeping, hello, jumping, right, hat, yupka
1 Overtones are similarly eliminated when pronouncing the sounds n, t , To.

White birch; Here is the drum; Grandma is there; There's paper here; : Grandma's side hurts; Borya runs fast; The doll has a large white bow.

•4. Differentiation of voiced and voiceless pairs in a direct syllable

and between vowels: ; pa

-
ba, ana
-
aba,
dad

-
woman, coat - boots, stick - bow, floor
-
painful, button
-
bun;
phrases and phrases that include these and similar words like:
dad and grandma, big orange, big button, blue coat;
The finger hurts; Lyuba has a shovel; Lyuba fell, Lyuba was in pain; Dad and grandma are at home; The shoes are on the floor. 5. Automation of sound in combinations with consonants:

apple, love, saucer, kind, close, bagel, throw, hoop; watermelon, sausage;

phrases and phrases that include these and similar words like:
red apple, delicious watermelon, big bagel, good afternoon, good morning, I love;
Here's a watermelon; This Apple; The dog loves sausage; I love watermelon; I don't like apples; Tanya ka- I
mum hoop.
6. Differentiation of nasal m

with oral
p
and
b: ""
ma - pa ma

—
ba am___ -an
Uv"

mo-po mo-bo om________ -on ■**

-^ ^VAofc* •

mu - pu mu - bu um___ -up fFFFFtsЪff

ma

-
pa mom
-
pa mom
-
dad ma
-
pa
£

ma

-
ba mama
-
ba mama
-
baba ma
-
ba ■■'■,'■
„.
pamapama
-
mom, bye!
paper, papers

(help),
lamp, kampot
(kompot),
pyramid, pachimu
(why);
phrases and phrases that include these and similar words like: mom and dad, mom and baba (grandmother, grandma);
Mom and grandma are at home; Dad, give me milk; Mom, help; Thank you mom; Masha drinks compote; Mila fell; Roma is sleeping; Masha has a scarf; The ball is on the floor. Granny bought beads for Marusya.

th< . Automation of sound in different positions:

My grandmother had a sheep.

chsh:
He beat the drum smartly, w*./ -ur>
PO

And the butterflies danced

Under my grandmother's window.

,

(G. Sapgir) I have dental consonants t, d, n

The articulation of the sounds of this group lies in the fact that the narrow end of the tongue is pressed tightly against the upper incisors at the border with the tubercles of the gums - the alveoli. When pronouncing sounds t

and
d
a strong stream of air breaks this bow, and when pronouncing a sound, the bow is preserved, and the air stream passes through the nose. The lips are slightly open, their position depends on neighboring sounds.

Voiceless consonant t

is pronounced with the vocal cords open, and when pronouncing
d
and
n
, the folds are closed and vibrate - these are voiced consonants.

The most common variant of articulation of sounds t, d, n

is their
male-dental
pronunciation, while the tip of the tongue is not pressed to the upper alveoli, but is located between the front teeth. This articulation option is offered by the teacher at the first stage of working on sounds. This replacement has a slight effect on speech intelligibility, but by the end of the preschool period such a defect should be eliminated.

A more serious defect is the replacement of sounds t, d, n

respectively, to
p, b, m.
By the age of 4-4.5 years, such a replacement is no longer acceptable. When correcting this defect, the child is first taught to use a more adequate replacement in speech - interdental articulation and even interlabial articulation. At the same time, special articulation exercises are carried out to develop tongue mobility. The child is taught to push the tongue forward, to make the tongue narrow and wide, to stretch the narrow tip of the tongue to the nose, to the right and left ear, to lick the upper lip and upper incisors with the narrow tongue. Such exercises should be playful and funny.

Interdental articulation of sounds t, d, n

is an intermediate stage of production. Later, work is done to induce dental articulation of these sounds. The child is shown the correct way in front of the mirror

Tambov-Viki Tambov-Viki

Lesson notes “Sounds P, T, K”. Kokorina E.V., teacher-speech therapist MBDOU “Kindergarten No. 4 “Rainbow”

Program content: Correctional and educational:  teach children to distinguish between the sounds P – T – K based on acoustic and articulatory characteristics.  to form phonemic perception. Correctional and developmental:  exercise children in dividing words into syllables;  practice finishing words, using the prepositions ON and POD;  practice isolating sounds from words;  consolidate the ability to analyze reverse and forward syllables. Corrective-educational:  to cultivate self-control in children over newly introduced sounds.

Equipment: Subject pictures: shoes, cat, horse, parrot, peacock, pumpkin, Panama hats, loaf, book, candy, wreath, poppy; poplar, ottoman, window sill. Sets for drawing up diagrams. 2 panels.

Progress of the lesson:

1. Organizational moment. Psycho-gymnastics: Depict poultry: a caring rooster who found a grain and gives it to the chickens; a proud and brave rooster who protects his family; an angry goose who stretched out her neck and hissed menacingly, protecting her goslings; a turkey with its tail fluffed up. Development of facial muscles: Convey emotions: joy, surprise, admiration and sadness. Articulation gymnastics. “Smile”, “Shovel”, “Cup”, “Mushroom”, “Painter”, “Turkey”, “Let’s punish the naughty tongue”.

2. Subject message. Speech therapist: Today in class we will learn to distinguish the sounds P, T, K.

3. Characteristics of the sounds P, T, K according to articulatory and acoustic characteristics. Children characterize the sounds P, T, K - each separately.

Then they say how they are similar (consonants, hard ones) and how they differ. Guessing the sounds P, T, K by articulatory posture. Repetition of sounds P, T, K: pronunciation, comparison, characterization.

4. Development of fine motor skills. GOOSE. Where is the palm? Here? Here. Is there a pond on your palm? Pond. Thumb This is a young goose. Index - caught, Middle - plucked the goose. This finger cooked soup, This finger fed us. The goose flew into the mouth, and from there into the stomach! Here!

5. Development of phonemic hearing. D/game “Clap, stomp, don’t yawn.” Children clap their hands to the sound P, stomp their feet to the sound T, and remain silent to the sound K. (Glade, cat, chicken, cake, doll, puppy, telephone, shelf, stove, ship, book, shoes, jacket, etc.)

6. Differentiation of sounds in syllables.

Reproduction of syllable rows:

PA-TA-KA TA-PA-KA PA-KA-TA KA-PA-TA TA-KA-PA KA-TA-PA Same with the vowels O, U, Y.

D/game “Live Sounds”. (based on the results of sound analysis of backward and forward syllables) AT AP OK OT UP UK KU TA PO

7. Physical education minute. (We pretend to be ducklings: we waddle, stumble, show how much pain they are in. Mother duck calms the ducklings.) The duck and ducklings waddled. Suddenly one duckling stepped on a stick. He scratched his leg and cried bitterly.

8. Differentiation of sound in words.

From the pictures displayed on the board, children first select those in which the first sound is P, then the first sound is T, then the first sound is K. Distinguishing the sounds P-T-K in pronunciation by pictures (children take the pictures to the tables) .

D/Game “Echo” - recalling pictures, words based on the sounds P, T, K. K - horse... T - cake... P - parrot...

9. Development of the grammatical structure of speech. D/game “Name it affectionately.”

Gosling is a little gosling. Chicken - chicken. Rooster is a cockerel. Goose - little goose. Duck is a duck. Chicken - chicken. Pockmarked - pockmarked. Motley - motley.

FORMATION OF COMPOUND WORDS

D/i “Make a new word from two.” Poultry, farm - poultry farm. Poultry, factory - poultry farm. Water, swim – waterfowl.

D/game “Finish the word” - finishing words with the sounds P, T, K. So(k) su(k) by(k) stu(k) to(k) ba(k) ta(k) ko(t) compo (t) kato(k) lif(t) tulu(p) veno(k) bile(t) topo(t) chlo(p) clo(p) mos(t) lis(t) kuso(k)

10. Working with the proposal. Making sentences based on 2 supporting subject pictures using the prepositions ON, UNDER. On the speech therapist's panel: On the children's tables: windowsill shoes, cat, horse, parrot, peacock, ottoman pumpkin, Panama hats, loaf, book, poplar wreath, candy, poppy a) children take turns selecting a meaningful picture for their picture panel; b) then place them side by side; c) make up a sentence with the preposition ON or POD; d) ask questions about the completed sentence. D/i "Living Words".

11. Preparing your hand for writing. Work in notebooks.

12. Summary.

Slide captions:

Performed by teacher-speech therapist MBOU TsPK Karimova Natalya Viktorovna Differentiation of letters P-T

A parrot in an openwork cage sang a song to its neighbor. My little voice repeated, We laughed once. A tiger is the same cat, only a little wild. Same ears, same tail, just a little taller. What sound is repeated at the beginning of each line?

Write correctly

Write correctly

Letter P Letter T Differentiation of letters P-T

Differentiate the number of elements

Lips Teeth Tongue Vocal cords P P Close Close Close more Open Lies below Do not work T Th Open Open The tongue is behind the upper teeth, the tip works. The tongue is tense. The position of the organs of articulation does not work

PA-TA-PA PO-PUTU TI-PI-TI IT-IP-UT YT-AT-OT EP-OP-AP Read the syllabic tables

2a-3a 3u-2u-3u i2-i3 2i-3i 2e-3e-2e a3-a2 2u-3u 3y-2a-3u o3-o2-y3 Decipher and write down the syllables

III vorog siro II salyu III II avlin zaka III II ira III la II ka s III anok III anets II o III III ol II a halo II zhel III ok II la III ok II o III olok kru II pa s III epi III or III Game "Scouts"

Vel..nets..lets kru.. ..xi.. mara.. rakan PA TA..rus..myatnik..porotnik..relka..buretka..nya..sha Insert the syllables “PA” or “TA "and read the words

T P P T Determine the place of the sound in the word

P T T T Determine the place of the sound in the word

PT T P Determine the place of the sound in the word

Olo -no -os-el Ka- ok -e-uh Sa-og -as -ila -os- avil -o-emnel Insert the letters P or T

A tree shakes its roots in the ground, Sparks melt into green ash, An oak tree is cooked in an acorn, A gall is cooked in a chick shell. What did the Bunny mix up?

Snails boiled tea on nettles, like on a tile. Come and drink some tea, who is not afraid of nettles. Physical education minute

PBRYUOGDCHYUGTBORDVGDYBUYR DZEYAZHZCHEZLIELDLZHKEZH Cross out all the letters that appear in the line 3 times and connect the remaining ones.

It turned out Mailbox Well done! check yourself

Hanging above the table is (a shelf, a shelf). The Ugly Duckling (became, slept) a beautiful bird. The ship arrives at (cake, port). They gave Vita (port, cake). There is little (use, shelf) from lazy people. Write down the sentences, choosing words from brackets according to their meaning

Help the bears complete the bridges

Sweat Steppe Tread Rags Greenhouse Replace p with t

Top Sing Confused Hide and Seek Buttonhole Test yourself

hammer - milk Stitches - matches Cap - reel Drop - roll Totugai - parrot Find the correctly written word

Well done! Thank you for your attention!