Sound production F: classes, automation, differentiation

Articulation of the sound Zh

Phoneme Ж is a hard and voiced consonant. Its articulation is similar to the pronunciation of Ш, but with tension of the vocal cords, that is, with the participation of the voice.

This is how the articulatory formation of the sound Z occurs:

the lips are slightly pulled forward and rounded;
the tongue rises to the upper palate and comes into contact with its posterior surface;
the tip of the tongue, directed upward, is located behind the upper incisors;
The sides of the tongue are in contact with the molars.

Causes of defective pronunciation

There are several factors that prevent you from mastering the pronunciation of the sound Z:

anatomically incorrect frenulum of the tongue;
a high and deformed hard palate that cannot accommodate the tongue;
defects of the jaws and dentition, cleft palate;
open, protruding bite.

In these cases, the help of an orthodontist or surgeon is required. But more often, the reason for incorrect pronunciation of F is a lack of understanding of what articulation should be, or the child copying the distorted speech of people around him. In these cases, correction of incorrect pronunciation is possible using speech therapy methods.

Reasons for incorrect sound pronunciation

There are several reasons why a baby may not be able to make sounds:

Short frenulum of the tongue - you will have to cut it, because it does not allow the tongue to rise up, which is necessary for the pronunciation of sibilants;
High narrow hard palate;
Abnormal structure of teeth and jaws - gaps between teeth, cleft palate and upper lip;
Features of the bite: open, deep with protrusion.

In these cases, consultation with an orthodontist is necessary. But in most cases, children simply do not understand how to pronounce the sound correctly or copy the speech of other children, for example in kindergarten. In this case, speech therapy exercises “w” and gymnastics - articulation and breathing - will help.

Staging the sound Z in stages for a speech therapist

Speech therapy work includes 3 stages of adjusting sound pronunciation with gradual complication of tasks:

staging - learning correct articulation, pronouncing an isolated sound;
automation - sound reproduction in syllables, words, phrases;
differentiation - auditory perception of a phoneme with the ability to distinguish it from similar sounds.

Articulation gymnastics for the sound Zh

First, the speech therapist teaches the preschooler to correctly place the articulatory organs when pronouncing the sound Z. The most common and effective method is imitation: the adult shows movements with the lips and tongue, the child repeats. It is advisable to place a mirror in front of the preschooler. Then the child will see how correctly he repeats the movements of the speech therapist.

Young children may find it difficult to hold their tongue in a certain position. Then, in the first lessons, the speech therapist uses probes—fixing and massage devices.

Articulation gymnastics is the first stage of each speech therapy session. Here are the optimal exercises for setting the F:

“Damn”: the mouth is slightly open, the relaxed tongue is spread out on the lower lip, the upper row of teeth is visible. Duration - 10 seconds.

“Yummy”: the tip of the tongue is relaxed, licks the lower and then the upper lip in a circular motion.

“Cup”: the tongue is arched into a cup shape, the sides are in contact with the upper molars.

“Glue the toffee”: the relaxed tip of the tongue lies on the lower lip, and a piece of toffee or other chewing candy should be placed on it. Then the child must stick this candy to the front of the roof of the mouth with his tongue. At the same time, he should not move his lower jaw, and his mouth should be open no more than 2 cm.

“Mushroom”: the lips are stretched in a smile, the teeth are visible, the mouth is slightly open, the relaxed tongue is pressed with its entire surface to the palate. Then you need to open your mouth wide so that your tongue looks like a mushroom cap and its frenulum looks like a stem.

“Accordion”: the mouth is slightly open, the lips are stretched in a smile, the tongue is pressed to the palate. Holding your tongue in its original position, you need to open and close your mouth, fixing it in one position or another for 3-10 minutes. The frenulum of the tongue will relax and tighten, like the bellows of a musical instrument.

Summary of the speech therapy lesson “Staging the sound”

Lesson notes on sound production

Subject. Sound production

Goal: sound production

and strengthening normal articulation in isolated pronunciation.

Tasks:

1. Development of speech motor skills;

2. Development of phonemic perception and phonemic analysis;

3. Clarification of the articulation of the sound

;

4. Strengthening the connection between the sound and the letter g.

Speech therapist: the one who names a word that begins with the sound sh

Subject message.

There are several pictures on the board (beetle, spider, cat).

Speech therapist: guess the riddle:

Zhu-zhu-zhu, zhu-zhu-zhu, I'm sitting on a branch, I'm sitting on a branch, the letter w

I repeat everything.

Knowing this letter firmly, I buzz in spring and summer.

- Who is that buzzing on the branch? Find the picture. (Bug.)

Yes, it's a bug.
Show the letter that the word beetle begins with.
(The letter
z
is posted on the board.) This letter represents the sound
z.
This sound resembles the buzzing of a beetle:
w-w-w-w.
Lesson topic message: Today we will learn to pronounce the sound zh.

To do this, you need your lips and tongue to work well.

3. Articulation gymnastics. For lips: tube smile.

For the tongue: make the tongue wide, wide tongue on the upper lip, wide tongue on the lower lip; raise the wide tip of the tongue onto the upper teeth, lower the wide tip of the tongue onto the lower teeth, the same behind the upper teeth, behind the lower teeth; make a “boat”, make a cup outside the oral cavity, put the cup in your mouth, blow on the cup.

4. Sound production g.

The staging technique is used by voicing the sound
sh.
Speech therapist: Place your hand on the neck. Say the sound sh

and now say it loudly, so that your throat trembles.
The result is a sound .
After a long utterance, we clarify that a beetle is buzzing. Children take turns pronouncing this sound. I correct and clarify the articulation of the sound. In case of difficulties, one hand of the child is applied to the speech therapist’s throat, the other is placed on the area of the child’s larynx. The speech therapist reproduces the sound w,

the child imitates using tactile and vibration sensations.

5. Clarification of sound articulation .

Speech therapist: Let’s say the sound z again .

In what position are the lips when pronouncing the sound
z
?

- Lips pulled forward. (All children repeat.)

— In what position are the teeth closed or open?

- Slightly open, there is a small gap between the teeth.

Speech therapist: Where is the tip of the tongue?

After each question I show the articulation of the sound w,

children also say the sound again.

Speech therapist: The tip of the tongue is raised upward, but does not touch the upper teeth. (All children repeat.) The tip of the tongue and the side edges are curved and have the shape of a cup (I show the position of the tongue using the hand).

— Show me with your hand which tongue? (Children show.)

-What does the tongue resemble?

- A cup.

I describe the articulation of the sound w,

accompanying it with the movement of the hand, depicting the shape of a cup. Children repeat.

6. Development of phonemic analysis.

a) Game “Raise the Flag”.

Speech therapist: I name the words: toad, desk, lamp, door, leather, shovel, giraffe, hedgehog,

and you will raise the flag if the word contains the sound
zh.
b) Game “Distribute the pictures”.

Pictures are displayed on the board: fire, puddle, jasmine, beetle, toad, skis, pajamas, acorns, jacket.

Speech therapist: Distribute the pictures into two groups: on the left, put pictures with the sound w

at the beginning of the word, and on the right are those pictures whose names contain the sound
z
in the middle of the word (I name all the pictures first, emphasizing the sound
z
in the word with my voice).

c) Game “Find the place of the sound

in words".

Children have numbers 1, 2, 3. The speech therapist pronounces the words, the children determine which sound is w

in the word (first, second or third), and raise the corresponding number.
Words: hot, dinner, yellow, burn, iron, fire, liquid, plant.
7 .

Strengthening the connection between the sound and the letter
z.
- Look at the letter z.

What does it remind you of, what does it look like?

-On a beetle.

— Make the letter z out of sticks.

And then select pictures that have the sound
z in their names.
While completing this task independently, I work individually with those children who have articulation of the sound w

not yet sufficiently secured.

8. Summing up the lesson.

- What sound did we learn to pronounce?

- Sound

- How to pronounce the sound zh?

Children repeat the articulation of the sound g.

Breathing exercises

When the articulation of the sound Ж is correct, an air flow flows outward along the tongue. When articulation is defective, this flow is absent. The goal of breathing exercises is to teach a preschooler how to breathe correctly when pronouncing the sound Zh.

When a preschooler performs breathing exercises, the speech therapist must monitor his body movements. It is important that the child’s shoulders do not move, and that the chest rises calmly and low when inhaling. Relaxed and short inhalations should go through the mouth, and exhalations should be calm and leisurely.

Recommended breathing exercises when placing F:

Blow off a paper butterfly lying on your palm. The further she flies, the better.
Smile, arching your tongue upward and hiding its tip behind the lower row of teeth. Exhale.
Exhaling deeply and briefly, extinguish the candle flame, while saying a long “fu”.
Smile with your mouth slightly open, cup your tongue, and press the relaxed tip to your upper lip. The child should, exhaling air through the hole between the cupped tongue and lip, blow off a piece of cotton wool placed on the nose.
Bring a bottle with a narrow neck to your lower lip and blow into it to make a sound.

Prepared by a teacher-speech therapist

Borisova Elena Ivanovna

MBDOU "Kindergarten No. 73 "Polyanka" of the city of Cheboksary, Chuvash Republic

Integration of educational areas: “Cognitive development”, “Speech development”, “Physical development”, “Social and communicative development”, “Artistic and aesthetic development”.

Purpose of the lesson : automation of the sound “F” in straight syllables and in words with straight syllables.

Correctional educational tasks:

1. Educational area “Speech development”

practice forming the plural of nouns;
develop skills in agreeing nouns with cardinal numerals;
automate the sound “Zh” in syllables and words.

2. Educational area “Cognitive development”

activate objects with the sound “F” in speech;
clarify the correct articulation of the sound “Zh”.

Correction and development tasks:

1. Educational area “Speech development”

improve the psychological basis of speech: auditory, visual attention and memory;
develop phonemic awareness;
form a long, smooth exhalation;
develop articulatory and general motor skills.

2. Educational area “Physical development”

maintaining and promoting health;
formation of kinesthetic and tactile sensations;
Accumulation and enrichment of the child’s motor experience.

3. Educational area “Social and communicative development”

improve the mechanisms of voluntary regulation of behavior and activity

Correctional and educational tasks:

Educational field "Social and communicative development"

develop skills of initiative and independence;
form a positive attitude towards the lesson.

Equipment: soft toy hippopotamus Zhuzha, symbol pictures, object pictures, small toys with the sound “Zh” in their names, mirror.

Previous work

organization of didactic “Catch the sound”, “One is many”, “One-two-five”, “Say the opposite”, “Say a word”, “Where the sound is hidden”, “Say kindly”;
formation of articulatory skills necessary for the correct pronunciation of the sound “F”;
practicing fine motor skills exercises;
practicing reference sounds;
setting the sound “Zh”

Methodical techniques:

Organizing time;
gaming motivation;
articulation gymnastics;
breathing exercises;
Game Game “Catch the Sound”;
Game “Where the sound was hidden”;
Game “Name it kindly”;
Game “Say the opposite”;
Game "One-two-five";
Game "Guess";
Incentives.

Progress of the lesson

Organizing time.

Speech therapist: Hello, my friend. Today the hippopotamus Zhuzha came to visit us. Say hello to him. Repeat his name. He wants to play different games with you. Do you want to play with him? (Child: yes I want).

Articulation gymnastics.

Speech therapist : Zhuzha will show you pictures-symbols, and you will show him how they can be depicted using the tongue and lips, okay? (“Smile”, “Fence”, “Swing”, “Painter”, “Turkey”.

Characteristics and articulation of the sound “Zh”.

Speech therapist : What sound does our hippo’s name begin with? (with the sound “Zh”).

- And when we pronounce the sound “Zh”, what position are our lips in? (lips rounded) where is our tongue? (tongue “Cup” behind the upper teeth, the side edges are pressed against the molars), and what position are the teeth in? (the teeth are close to each other, there is a small distance between them).

— Do we pronounce this sound with difficulty or easily? Can it be sung or not? (we pronounce it with difficulty, but we can’t sing it?). So what is this sound, a vowel or a consonant? (this sound is a consonant). Is he voiced or deaf? (voiced). Hard or soft? (solid).

- How did you determine that this sound is ringing (If you close your ears with your hands and pronounce the sound “Zh”, then we will hear the sound in our ears).

- Well done, now Zhuzha has learned that the sound “Zh” is consonant, sonorous, and hard.

Game: “Catch the Sound” - development of phonemic awareness

Speech therapist: Zhuzha and I will pronounce different syllables and words, if you hear the sound “Zh”, press all your fingers on the sand (zha, zhu, po, zho, ly, zhu, so, beetle, poppy, spoon, magazine, zhak, table, garage, waiter, catfish, vegetables, belly, puddle, bee).

— Well done.

Game: “Pictures - Cobwebs” - development of long-term memory

Speech therapist : Hippo Zhuzha has prepared a surprise for you. He brought pictures - cobwebs. Remember all the pictures that are depicted on this “web”, remember in what sequence they are located (1 minute is given for memorization). (The web shows: toad, beetle, flag, hedgehog, knife)

“I remember, now fold the web and put it in your pocket.”

Game: “Repeat after us” - automation in syllables and words

Exercises for making the sound Z

The phoneme Ж is easy to place from Z, Ш or R. But this is relevant if the preschooler pronounces the listed sounds correctly. Here are the relevant exercises:

Setting from R. The child pronounces the syllable “ra”, at this moment the speech therapist, using a probe, eliminates the vibration generated when pronouncing R. The sound changes to Zh. The exercise is repeated until the preschooler learns to pronounce the syllable “zha”.
Production from Z. The preschooler pronounces “for” in a drawn-out manner. At the same time, the speech therapist lifts the tip of the tongue to the palate with a probe and fixes it behind the upper incisors.
Setting from Sh. The simplest option that does not require a probe. The speech therapist simply explains to the child how to connect the vocal cords when pronouncing Sh.

Setting the sound Z for individual lessons

The performance of F in a playful form is divided into 3 stages. The first stage is a demonstration of how the articulatory organs should be positioned when pronouncing a sound.

Second phase

This stage includes articulation and breathing exercises, followed by practicing the isolated sound Z. The following exercises are used:

“Beetles”: the speech therapist shows the preschooler an image of flying bugs and asks them to remember how insects buzz over summer grasses. Children make a sound.
“Bees”: the game is played in a group, some of the children become bees, the other part become flowers. The teacher invites the students to show how bees circle over flowers and collect nectar. Children pretending to be bees run around their friends, buzzing as they do so.
“Web”: a group game, some children stand in a circle, but do not hold hands - this is a web, other children pretend to be flies. The second ones run between their comrades, run inside the circle, run out, while buzzing. At the teacher’s command, children standing in a circle grab each other’s hands. Children who do not have time to run out of the circle are flies caught in a web. They also stand in a circle, that is, the web becomes larger. The game continues until the last fly remains. This player becomes the winner.

Third stage

At this stage, the pronunciation of Ж in words and sentences is practiced. It can be started only after the preschooler learns to clearly pronounce an isolated sound.

For classes you need paired pictures depicting objects and scenes. The object images show objects whose names contain the sound Zh. The main thing is that it should not come at the end of a word or before a voiceless consonant phoneme. And plot images should represent the plots with which the objects depicted in other pictures are connected. For example, for the picture “fireman” the pair will be an image of a burning building.

With these pictures, children perform the following tasks:

The teacher shows an object image. Children name the depicted object.
The teacher shows plot pictures and asks what object is missing from them. Children answer, look for the corresponding object picture.
The teacher asks why this or that object is needed. The students answer in detail. For example, “a knife is needed to cut food into pieces.”

Incorrect pronunciation of sound: types of sibilant sigmatism

Sometimes parents of a child who has problems with sound pronunciation turn to a speech therapist late for help. Or they even think that the baby has no problems with speech, due to the fact that they do not always know how this or that sound should be reproduced correctly. Each sound has its own articulatory position. By ear, it may seem that the child seems to pronounce it (doesn’t miss it or replace it, just “F” is heard), but at the same time he doesn’t always articulate it correctly.

The work is carried out individually, depending on the characteristics of the violation. There are several types of hissing sigmatism, characterized by incorrect position of the organs of the speech apparatus:

Lower (the sound is softened).
Rear-lingual (in this case, the position of the articulatory organs is as with the sounds G, X; this leads to the fact that the sound Z is pronounced noisily).
Buccal (in this case, the tongue is motionless, the cheeks are puffed out, the teeth are closed, and a dull, booming sound is formed).

Tasks for automating sound

Automation also takes place in stages, it involves consolidating correct articulation in syllables, then in words and sentences.

Automation of the sound Ж in syllables

The child consolidates the pronunciation of Zh in the syllables “zha”, “zhi”, “zho”, “zhe”, “zhu”. Next, pronunciation in a syllable series is used. For example: “zhu-zhu-zhu”, “zha-zha-zha”. Then there are rows with different syllables, for example: “zho-zhe-zhu”, “zha-zho-zhi”. To make things more complicated, a fourth syllable is added, for example: “zho-zha-zhi-zhu.”

Automation of the sound Ж in words

The speech therapist invites the preschooler to pronounce words that include the above syllables, as well as combinations of consonants “zhg”, “zhg”, “zhb”, “zhn” and others. First comes the automation of words in which the specified syllables are the first (jelly, heat, giraffe, reaper), then the last (luggage, leather, fire, friendship) and, finally, in the middle (pajamas, glutton, cake).

Clear automation is important in words that contain consonants: clothes, scissors, wait, curd. It is also important to work on words that have two phonemes F: ground beetle, zhizha, thirst, buzz.

Automation of the sound Ж in sentences

The child repeats after the speech therapist phrases where both words contain the sound Z. For example: a beetle is buzzing, yellow pajamas, a burn is burning, a leather jacket, a fat pie.

Next comes automation in multi-word sentences. The child reads them:

a fat toad lives in a puddle;
red saffron mushrooms grew along the path;
Zhora eats gooseberries, and Zhenya eats blackberries;
the husband works as an engineer, and the wife is an artist.

Pronunciation of pure sayings like these is used:

zha-zha-zha - the toad drove away the snake;
zhu-zhu-zhu - I’m not friends with beetles;
zhi-zhi-zhi - tell me about the animals;
Same, same, same - the saffron milk cap rides on a hedgehog;
jo-jo-jo - I feel fresh with ice cream.

The child learns and recites from memory a short poem in which words with the J sound are often used.

Cognitive and developmental lesson on sound automation F for children 5-7 years old

COGNITIVE - DEVELOPMENTAL CORRECTIONAL LESSON ON AUTOMATION OF SOUND F (for children 5-7 years old)

To whom it is addressed: teachers and educators of preschool educational institutions, parents.
GOAL: to consolidate the sound Ж in the child’s speech through the systematic pronunciation of speech material containing this sound. OBJECTIVES: Development of general and fine motor skills, attention, memory; development of the ability to describe an object, coherent speech, phonemic perception and analytical-synthetic processes. EQUIPMENT: mirror, cotton wool, toy bugs, cardboard flowers, pictures with images of objects with the sound F in the word, a plot picture about a hedgehog, a table for drawing with sand. PROGRESS OF THE CLASS. 1. Articulation gymnastics. To prepare the articulatory apparatus for pronouncing the sound Z, it is necessary to exercise: exercises “Crane”, “Delicious Jam”, “Magician”. (The child remembers and independently performs these exercises at the expense of the speech therapist.) 2. Pronouncing the sound Zh. - Remember how to pronounce the sound Zh correctly, tell us what your tongue does. (The child talks about the correct articulation of the sound Z: -The tongue is wide, the spade-shaped tip of the tongue is raised to the upper olveoli (“tubercles”), but does not touch the upper palate, with which it forms a gap. I press the lateral edges of the tongue to the upper molars. I exhale a strong stream of air on the tip of the tongue.) An image of a beetle is shown, the children, together with the speech therapist, reproduce the “buzz” of the insect. -W-w-w-w... Game “Beetles”. The speech therapist and the child pick up toy beetles and depict their “dialogue,” while changing the timbre and intensity of the buzzing. 3.Repetition of syllable rows. Let’s fix this sound in syllables, I pronounce chains of syllables - repeat after me: (The same game “Beetles”, but now the “beetle” flies from flower to flower and pronounces the syllables: ZHA-ZHA-ZHA; JO-JO-JO; ZHU -ZHU-ZHU; ZH-ZH-ZH; ZH-ZH-ZH.) 4. Game “What’s missing?” (The speech therapist lays out pictures with images of objects that have the sound Z in their names, the child names them.) -Look and remember the location of the laid out pictures. (The child studies carefully, closes his eyes.) - I’ll remove one image, tell me, what’s missing? (The child and the speech therapist play a game. If difficulties arise, the speech therapist describes the object on the card.) (Reverse exercise: the child describes what is shown in the picture without naming the object itself, and the speech therapist guesses the picture.) 5. Automation of the sound Ж in sentences. (The speech therapist fixes the child’s attention on the image of a beetle and asks him to reproduce the previously memorized poem.)

I'm a bug! I'm a bug! I live here, I sit, I look and I don’t buzz! (The speech therapist fixes the child’s attention on the image of a hedgehog and suggests learning a new couplet.) The Christmas tree and the hedgehog are similar - the hedgehog is covered in needles, and so is the Christmas tree. 6. Compiling a story about a hedgehog. - Think, answer the questions and from the answers you receive, make up a story about a hedgehog: Who is the hedgehog? (Wild animal) Where does it live? (In the forest, in a hole under a stump or snag.) What does it eat? (Berries, mushrooms, mice and earthworms.) How to protect yourself from enemies? (Curls up into a ball and puts out his spines.) What are baby hedgehogs called? (Hedgehogs.) Sample story from a child: A hedgehog is a wild animal. A hedgehog lives in the forest. He digs a hole for himself under a stump or snag. The hedgehog loves to eat mushrooms and wild berries - strawberries, raspberries, blueberries. He catches mice and digs for earthworms. When he is in danger, the hedgehog curls up into a ball and exposes his needles. Neither a fox nor a wolf can eat a hedgehog! Baby hedgehogs.

7. Development of fine motor skills - drawing a hedgehog with sand, on a specially designed table for sand animation. (The child draws a hedgehog himself under the verbal instructions of the speech therapist.)

- Draw some grass.

-The body of a hedgehog.

-The hedgehog has needles, a nose and paws.

— The hedgehog loves apples.

— Draw the sun and the forest around the hedgehog.

— The painting “Hedgehog on a walk” is ready. - Well done! You got a wonderful picture. Call your mom and show her our hedgehog, and on the way home tell your mom the story we wrote about the hedgehog.

We recommend watching:

Summary of educational activities in a compensatory preparatory group with severe speech impairments Summary of individual educational activities with a 5-6 year old student for the correction of sound pronunciation Notes of educational activities in a senior speech therapy group Notes of a lesson in a senior speech therapy group

Summary of an individual lesson on audio automation