How to teach a child to correctly pronounce whistling Z, S, C

Some children do not pronounce whistling sounds that are difficult for them. For example, instead of S, they say Сь, instead of З – Зь, and so on. Sometimes whistlers disappear completely from pronunciation. Normally, upon reaching five years of age, a child can already pronounce all sounds correctly, especially if they were taught in kindergarten or by their parents. Children in kindergarten should be given articulation exercises every morning in the morning, and a speech therapist should work with children on the individual characteristics of the child’s sound reproduction. This is not always the case in kindergartens. A strictly structured system is not followed, without which this problem cannot be solved.

In order to help your child eliminate deficiencies in the pronunciation of the letters S, Z and C, you yourself need to understand exactly what the correct articulation is when pronouncing them. Staging these sounds is painstaking work that requires long-term attention. If you approach the question “He will speak out on his own” or “What difference does it make that the child does not pronounce letters, he is small, and this is so cute,” then you can limit the child in one of the most important human needs - to express himself. After all, speech is a means through which self-expression occurs.

The baby does not pronounce whistling sounds, when should we start combating this phenomenon?

If you wait until the age of five to take your child to a speech therapist, you may be late, the child will develop incorrect pronunciation, and it will be increasingly difficult for him to change anything. It doesn't take an expert to understand that babies need to create a trigger to begin pronouncing sounds correctly. And it’s better to do this at 4 years old. Many parents cope with their child’s speech defects themselves, without the participation of speech therapists.

If the baby does not have serious speech disorders, then producing whistling sounds will not be difficult. All you have to do is follow the recommendations of this article so that your child will soon delight you with a ringing Z and other correctly placed sounds. Once this skill has been achieved once, your task will be to consolidate the skill, that is, to bring it to the level of automaticity.

If your baby’s sounds are impaired, he speaks incomprehensibly, or only you can understand it, you cannot ignore a speech therapist. It would be impossible to do without his participation. The earlier you come to your first conversation with a speech therapist, the faster the results will be achieved and consolidated.

All the following exercises will be useful not only for kids, but also for school-age children, and even for parents themselves, since articulatory gymnastics at any age develops the speech apparatus, makes it more pliable, flexible, teaches how to control it perfectly, and how to control it according to at your own discretion.

Step-by-step work is the most important thing in the fight against poor pronunciation. How to competently approach the issue of setting sounds and what you need to understand for yourself:

Awareness and understanding of all movements of the organs of the speech apparatus that are needed to pronounce a certain sound.
The emergence of the correct sound.
Consolidating the given sound in the child’s spoken speech, both in individual syllables and in entire phrases and rhymes.

Let's start with an articulatory warm-up!

A child who mispronounces one of the whistles will probably mispronounce the rest of them, by analogy with the first one. The most common reason for the incorrect pronunciation of these sounds is the inflexibility of the organs that are involved in its reproduction. This is why regular exercise is so important. Mobility is not achieved with one lesson, but is developed with each new lesson. There should be no breaks in daily exercise.

The best time is morning. To conduct the lesson you only need three minutes of time before breakfast. Always teach your children in the form of games. To conduct articulation warm-ups you need to know several rules:

Perform no more than 2-3 exercises at a time, but each exercise is repeated many times.
Do not introduce more than one new exercise at a time; if there are difficulties with the old exercises, it is forbidden to include a new one in the process until the old one has been worked out.
A mirror is the best assistant when working on correct articulation. All your movements and the work of the baby’s speech apparatus should be visible to the child, so that he has the opportunity to compare what he sees in you and in himself.
Not just any exercise – there is gymnastics! If you came to training and lazily waved your arms, you will never be successful. It’s the same when working with pronunciation: all exercises must be done well.
Do not scold your child for those moments when he does not succeed, especially do not be upset yourself. Everything requires skill. Praise your child for any correctly performed movement.

“Spelling words with the prefix S-. Words with the letter Z- before a consonant at the beginning of a word"

Russian language lesson in 3rd grade

“Spelling words with the prefix S-. Words with the letter Z- before a consonant at the beginning of a word"

Purpose: to teach writing words with the prefix s, words with the letter z- before the consonant at the beginning of the word

Lesson objectives:

1. Learn to write words with the prefix s, words with the letter z- before the consonant at the beginning of the word.

2. Develop spelling vigilance, logic, cognitive activity, attention, memory, speech.

3. Cultivate interest in the Russian language, the ability to think and reflect, and instill independent work skills.

Equipment: textbook and workbook according to the program by Repkin V.V., educational dictionary by Repkin V.V. 1/4 Whatman paper 9 pcs.

DURING THE CLASSES

1.Organizational moment

— Guys, it’s Russian language lesson now. I hope that everyone will be able to express themselves, repeat, and discover new secrets of the language. Open your notebooks, write down the number and cool work.

2. (1 min) Calligraphy minute.

Ss Zz

3. (3 min) Goal setting

— Write down three words: building, made, rich

(2-3 people write on A4 paper)

— Why did you get different variants of writing these words?

- So what do we need to repeat?

- Who remembers the proverb where one of these words occurs? (study answers)

— There is a proverb: “When you’ve done the job, walk boldly.” What do you think this proverb teaches? (study answers)

-That’s right, in order to rest you need to complete the planned tasks.

3. (3 min) Commented letter

- Now let’s write this proverb in our notebooks. (Students write on the board, with commentary)

-Guys, find a word with a prefix in this sentence and highlight it.

- What word with a prefix did you find? (did)

-Which console did you select?

— Tell me again what needs to be repeated in class today?

4. Learning new material

- Right. Today in the lesson we will learn to write words with the letters s and z at the beginning of the word. —

A) (10 min) Working with transcription

-Guys, I have transcribed words on the board, write down the words in letters, write them in the first column, highlight the prefix.

- bend [zg'ibat']

- cut down [sp'il'it']

- run away [zb'igat']

- What rule can be applied? (There is no prefix z)

There is no such thing as a prefix Z

- Guys, look at the board. These words are also transcribed.

here [z'es']

zga [zga]

healthy [healthy']

- What words are these?

- What letter do you think we will write at the beginning of these words and why?

- Write it down in the second column, highlight the root.

— The third group of words in transcription:

harness [harness]

baking [baking]

rich [rich']

-What do these words mean? Where can we check exactly what a word means? ( in dictionary

). Write it down in the third column.

Exercise for the eyes

B) (5 min) Primary consolidation

— Now we’ll practice writing words with the letters S and Z at the beginning of the word

- Fill in the missing letter.

— Write 5 phrases in your notebook, inserting the missing letters.

…sew a dress, take care of ... health, ... cut a flower, ... add butter to the porridge, ... local residents

- Mutual verification. Exchange notebooks and check.

B) (10 min) Group work

— So that we don’t make mistakes based on this rule, come up with a reminder for your classmates.

D) PHYSMINUTE

D) (10 min) Work from the textbook p.66 exercise 52

- Read the task. Explain how to write the words. Write it down

5 (2 min) Reflection

- Continue the sentences:

Today in class I...

I remembered)….

Articulation complex exercises

At home or in kindergarten, but it is better to start with the following set of exercises:

We make a long tube with our lips, try to pull it out as far as possible, and hold it for as long as possible. We make sure that only one lips are working.
We stretch our mouth into a smile. With this exercise, the teeth are clearly visible and the lips are stretched as much as possible. We keep smiling until our lips become tired.
We make a ring from the lips and again hold them in this tense state.
We alternate this chain: tube - ring - smile - tube - ring - smile and so on.
In the smile position, open and close your mouth. It is important that the lips do not make any extraneous movements.
We stick our tongue out of the slightly open mouth and ensure that the tongue becomes flat.
The same exercise, but we achieve a sharp and narrow shape of the tongue.
We combine the previous two exercises and force the tongue to alternately take a wide and narrow shape. We alternate actions.
Raise your tongue and hide it behind your upper teeth.
We alternately raise the tongue to the upper palate and lower it to the lower palate. We repeat many times.
Press the tip of the tongue against the lower palate near the teeth and make the tongue “stagger”, either going deeper into the mouth or approaching the teeth.

We check if the baby easily performs articulatory exercises, then move on to sound production complexes. And if the baby has a very difficult time performing these movements, then we only train them for now before learning the sounds.

Spelling prefixes with “z” and “s” (rules and examples)

Depending on what the first sound of the root of the word is, unvoiced or voiced, “s” or “z” is placed at the end of the prefixes, respectively. That is, the rule for spelling prefixes with “z” and “s” is based on the principle of phonetics.

Problems often arise when writing such words, especially among schoolchildren. To avoid mistakes, you need to remember a special rule. And to do this, you should remember which of the letters indicate a voiced sound, and which - a voiceless sound.

Letters denoting a voiced sound: B [b] [b'], v [c] [v'], g [g] [g'], d [d] [d'], z [z] [z'] , f [f] [f'], l [l] [l'], m [m] [m'], n [n] [n'], r [r] [r'].

You can remember ringing sounds using the phrases : “ Ulva and toads have many friends ” or “ We , animals , ran away , dogs _ _ _ _ _ _ _ oh no !” As you can see, if you “eliminate” all vowels from sentences, only those consonants that denote a voiced sound will remain.

If the root of a word begins with any of these letters, then the letter “z” is placed at the end of the word prefix.

Examples of words with a prefix without :

Idle worker ;
Unemployed ; _
Without gift ;
Without in tasty, etc.

Words with the prefix once :

Have fun ;
Let 's fight;
Develop ; _
Time to cry , etc.

Words with the prefix from :

From product ;
Take out ;
From to Ozchik;
From living , etc.

Words with the prefix bottom :

Depose;
News, etc.

Voiceless sounds represent the following letters: k [k] [k'], s [s] [s'], p [p] [p'], t [t] [t'], f [f] [f'] , x [x] [x'], c [ts] [ts'], h [h] [h'], w [w] [w'], w [w] [w']

The following phrases will help you remember all the unvoiced sounds : “ Foka , do you want to eat a soup ? ” , “ Styopka , do you want a soup ? ” F and! Having removed the vowels, you will notice that consonants remain in the sentences, indicating a dull sound.

If the root of a word contains any of these letters first, then the prefixes in such words are written with the letter “s” at the end.

Examples of words with the prefix demon :

The demon is known;
The devil is honest ;
The devil is vegetative;
Demon , etc.

Words with the prefix vos :

Rising ; _
Require ; _
Vos x fall, etc.

Words with the prefix race :

Ras with elit;
Ras with yell;
Ras t news, etc.

Words with the prefix is :

Heal ; _
Is to overturn;
Is p odtishka, etc.

Words with the prefix nis :

Descended;
Sent Down, etc.

So, in order to avoid mistakes when writing the letters “z” or “s” at the end of the prefix, you need to adhere to the following algorithm of actions:

Select a prefix in a word;
Determine the first letter of the root word;
Determine what sound this letter represents - voiced or unvoiced;
Put “s” in the prefix if the sound of the next letter is unvoiced, and “z” if it is voiced.

Children often have problems identifying the sound of a consonant. Paired sounds are easy to remember, one of which is voiced, the other is voiceless:

B – P;
V – F;
G – K;
D – T;
W – N;
F – W;

Sonorant sounds that are unpaired consonants are more difficult to remember. But a simple phrase will help you cope with this task : “ Limon is heaven ! ”

If you remember once and for all which letters indicate a voiceless and which a voiced sound, and also if you fully understand the rules of spelling prefixes, then when writing words with prefixes ending in “z” and “s” there should be no questions, much less errors.

A set of exercises for clear pronunciation of the sounds C, Z, S

Before performing the exercise, tell your child in words how the tongue should move, and watch how the baby performs them. Kids won't be upset by the mistakes they make if you treat them with humor. A common mistake can be puffing out your cheeks. Let the baby hold his cheeks with his hands so that they do not puff up.

Goal!

The first important skill when producing the C sound is to learn how to reproduce a long, continuous stream of air. Place two elements of the construction set or cube on the table - these will be the gates. Place a cotton ball in front of them. The baby must stretch out his lips, fold them into a tube and use a stream of air to push the ball into the goal. Cheeks should not puff up! The air supply occurs not through the cheeks, but from the lungs.

The tongue lay down to rest

We open our mouth slightly and, with the help of lightly patting our lips, say “five five five five.” Now we show a relaxed, flat, wide tongue from the mouth and place it on the upper lip. We do “five five five five” directly along the back of the tongue - this is a massage for the resting tongue. Each pat of the tongue with the lips should be done with one exhalation.

Pancake tongue

Teach your child to hold his tongue in a relaxed position and stick out for as long as possible. It is important that your lips should not tense or curl up. The sides of the tongue should touch the corners of the mouth - a wide tongue.

Clean teeth

Use the tip of your tongue to “clean” all the teeth in your mouth. Pay attention to both the “backs” of the cloves and their outer surface. This exercise is especially important when it is necessary to produce the sound C. Make sure that your lips are motionless during the exercise and stretched in a calm smile.

Prefixes once-/ras- and rose-/ros-

There is another difficulty in writing the prefixes raz-/ras-. The spelling rule for prefixes “z” and “s” is not the only one. These prefixes have one more spelling.

The correct spelling of vowels in the prefixes raz-/ras- is represented by an alternating morpheme and does not follow the generally accepted rule.

Without an accent we write the prefix raz-/ras-, and with an accent we write roz-/ros-.

Example: distribute - distributed, pour - bottling.

Let us derive an algorithm for the correct spelling of the letters “z” and “s” in prefixes.

Let's make friends with the sound C!

If you correctly organize the work of the articulatory apparatus, then when pronouncing C, the lips should stretch into a smile, and the teeth should form a thin gap. In this case, the tip of the tongue is tightly pressed against the base of the lower teeth, and the tongue itself is curved, like the back of a cat. For the sound to “work”, the air stream must be strong and narrowly directed.

A child sometimes makes mistakes. What are the most common mistakes you see?

Instead of C we hear other sounds.
The sound C completely disappears from words.
It is pronounced S, but sounds distorted, such as soft.

When you are sure that the child's mouth has taken the exact position for reproducing C, then start by imitating in front of the mirror, as mentioned above. Play with the C sound - for example, blow away specks of dust or fluff. A great method that can be used in this exercise is reference sounds. For S, there are two reference sounds that you need to learn to speak in order to pronounce S: these are I and F.

As soon as the child can master C separately, he needs to move on to words and sentences, and in the final final stage, use tongue twisters.

Calling Z is on our shoulder!

Z is very similar to the previous C in terms of the arrangement of parts of the articulatory apparatus. The only difference is that when pronouncing a voiced Z, you need to add a voice. Don't start practicing Z until you have made the S sound. Place your child's hand on the vocal cord area of the neck and say S and Z in turn. When pronouncing Z, the baby will feel vibration, but when saying C it is absent. This vibration is produced by the sound stream, that is, the voice.

As the baby develops the sound Z more and more clearly, ask him to say it louder. And then move on to integrating Z into words and sentences.

Collocations (77)

during
while working
minus
Abroad
pros and cons
with the exception of
for a short time
behind the scenes
won't rust behind me
as a basis
behind you
recently
for the last few year s
outside
beyond the borders
abroad
behind the back
due to
thereby
far away lands
you can't pull me away by the ears
for fun
forget about it
depends on
depends on the circumstances
heightened self-esteem
make amends
wonder
background
anus
backdating
interested party
bosom friend
is
is that
shut up
close eyes
recipe for success
cover your tracks
keep my son instead
vicious circle
blurring the eyes
stock of knowledge
wage
noteworthy
credible
rolling up my sleeves
bombard with questions
holding breath
disgraced recluse
predicament
there are not enough stars in the sky
Here and now
healthy lifestyle
common sense
green spaces
land plot
Earth
hot spot
evil spirit
evil rock
evil intent
knows his worth
Zodiac sign
Substantial part
significant amount
Golden youth
golden mean
Golden heart
golden age
skillful fingers
gold words
comfort zone
area of responsibility
rest zone
I bet you
tooth does not meet tooth

On this page you can find the most popular words starting with "z" (z at the beginning of the word). The list is sorted alphabetically. You can add your options in the comments. If you click on a word, its synonyms and meanings will open.

Ts – cheerful sound and friend!

The sound C is related in articulation to Z and S. And the sound C consists of two sounds - T and S. Therefore, when pronouncing it, we must teach the child to correctly reproduce both of these sounds at the beginning.

When pronouncing C, the air wave is quite strong. Usually C is given to children simply, since it is based on the pronunciation of previously learned C. You can automate the sound using special verses, which a specialist will suggest to you.

Working on making sounds for babies is an exciting and fun process. Do not try to teach the child, it is better to play with him, then the result will be much more productive.

Video with articulatory gymnastics for clear pronunciation of whistling sounds (s, z, z):

When the letter "s" is written in the prefix

In order to make the right choice in writing prefixes with “z” and “s”, let’s pay attention to the consonant with which the root of the word begins. If this is a voiceless consonant (“k”, “p”, “s”, “t”, “f”, “x”, “ts”, “ch”, “sh”, “sch”), then the prefix is written letter "s".

For example:

endless,
ignite
flare up
researcher,
descend,
discolor,
burst into flames
painting,
striped.

Note.

The phrase “Fokka, do you want to eat some soup?” will help you remember the voiceless consonants.