Differentiation of sounds Zh-Kartoteka on speech therapy on the topic

Reasons for incorrect sound pronunciation

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

1. 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;
2. High narrow hard palate;
3. Abnormal structure of teeth and jaws - gaps between teeth, cleft palate and upper lip;
4. 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.

The benefits of mnemonic tracks with texts:

1. Using this technique, it is easier to teach a child to pronounce the sound “F” in a coherent text, and therefore in colloquial speech.
2. Using mnemonics will develop associative thinking, memory, and attention in children. They will need to match each word with a picture and name it.
3. With the help of preposition models, the child will learn to see and hear this “small” word. Children very often connect prepositions with nouns and consider them to be one word (for example, a combination of words ON the table , kids perceive them as one word DESK, etc.). Models of prepositions are presented below.
4. With the help of mnemonic tracks, the child will learn to correctly compose sentences and stories. This skill will also be useful in the future when studying at school, because... will teach the child to think figuratively.

Preposition models:

The stories are made in two versions to choose from:

1. The first option is signed for the convenience of adults. Tex goes immediately below the picture path. It is intended for individual work with children who do not read.
2. The second version of text mnemonic tracks contains only chains of connected pictures. The pictures are larger in size. There is no signed text in the second version so as not to distract reading children. With the second option, you can work both individually and with a subgroup of children. In this case, the text of the story must be printed separately or on the reverse side.

Print the presented pictures on A4 sheets. It is advisable to laminate them, then they will serve you much longer and enjoy doing them.

Or study online on the website.

Articulation gymnastics for making the sound “zh”

Do the exercises daily, preferably sitting in front of a mirror. Conducted in a playful manner. First, the child is shown the correct articulation of sound:

• lips are rounded and pushed forward;
• we close or bring our teeth together;
• we raise the tip of the tongue to the alveoli, but do not press it against them;
• We press the side walls of the tongue against the upper molars;
• As you exhale, a warm air stream should pass through the middle of your tongue.

The sound “zh” is sonorous and is pronounced with a voice. To learn this, you need to perform this set of exercises.

First (initial) exercise. Instructions: smile, show your teeth, put them on top of each other like a fence. Say “and” to yourself and count to 10.

Exercise No. 2. Take the starting position, stretch your lips forward, round them, as if you want to say “oh,” count to 10.

Exercise No. 3. Spread your tongue below, resting the tip against your lower teeth. Smile, open and close your mouth. Repeat up to 10 times.

Exercise No. 4. Flatten your tongue and don't move it. He should not touch his lower lip or tremble. The lower teeth are exposed. Count to 10.

Exercise No. 5. Open your mouth so your teeth are visible. Stroke the roof of your mouth with the tip of your tongue - back and forth.

Exercise No. 6. Spread your tongue and place it on your lower lip. Lick your upper lip from top to bottom, while moving your tongue behind your teeth. Don't move your jaw.

Exercise No. 7. Smile and open your mouth slightly, spread your tongue and place its tip on your upper lip. Press the side surfaces of the tongue so that a groove is formed in the middle. Make a movement as if you are blowing fluff from the tip of your nose. Make sure the air goes down the middle of your tongue.

Speech material:

Hedgehog

There lived a hedgehog in the forest. In the summer the hedgehog ate a lot and was full. In winter there is no food for the hedgehog. The hedgehog made a hole for winter. The hedgehog was warm in the hole. The hedgehog slept in it until spring.

Zhenya got sick

Zhenya is sick. He has a stomach ache. He lies and waits for his mother. Mom is preparing dinner for Zhenya. Your wife can eat liquid soup, liquid jelly and jelly.

Zhenya and Zhuchka

Zhenya has a dog, Zhuchka. One day Zhenya went into the forest to collect acorns and took Zhuchka with him. While Zhenya was collecting acorns, the bug was chasing a beetle. Suddenly Zhenya heard barking. He ran up to the Bug and saw a hedgehog with hedgehogs. Zhenya called the bug away, and the hedgehog and the hedgehogs ran under the tree.

Living gift

Zhanna came to visit Zhora. Zhora brought Zhanna a live gift - a hedgehog. The hedgehog lived under the bed. Zhanna glued a paper house for the hedgehog. When it got dark, the hedgehog would leave the house and run to a tin bowl of milk. After this, small puddles remained on the floor. Zhanna fell in love with the hedgehog. Leaving Zhora, it was hard for Zhanna to leave the hedgehog. Zhanna put the hedgehog in a box and took it home. Later she took the hedgehog to a living corner. Snakes, toads and hamsters already lived there. The children diligently looked after the animals.

Zhora and the beetle

Zhora was playing on the lawn. He caught a beetle on the lawn. Zhora put the beetle in a box. The beetle buzzed loudly. Zhora felt sorry for the beetle. He opened the box and the beetle flew away.

Fishing

Zhenya loves to fish. He made the fishing rod himself. A fishing line made from a vein, a lure made from a piece of iron. Early in the morning Zhenya runs to fish. On the lawn, Zhenya catches bugs and digs for worms. This will be bait. Zhenya keeps the bait in a jar. Zhenya runs to the river. Patiently waiting for a bite. He keeps the fish in a bucket: that way it will be fresher. Already two dozen in the bucket. The fish moves its gills. The heat is approaching, and Zhenya goes home. There will be fresh fish soup.

The site contains illustrations for only one story. To receive visual material for all stories, write to

Speech therapy breathing exercises

With correct articulation of the sound “zh”, a warm air stream passes through the middle of the tongue when the baby exhales air. If the pronunciation is incorrect, this stream does not exist. Therefore, the goal of gymnastics is to teach this to a child.

When performing exercises, you need to watch your body: your shoulders are motionless, your chest does not rise much when you inhale, and when you exhale, it falls moderately. You need to inhale through your mouth, the inhalation is soft and short, the exhalation is slow and smooth. After inhaling, we immediately begin to speak (but while exhaling).

Here are breathing exercises.

Exercise No. 1. Children are asked to blow a paper snowflake off their palm. Whoever flies further, well done.

Exercise No. 2. Take a strong, intermittent exhale, as if extinguishing a candle, and at the same time say “fuuuu.”

Exercise No. 3. Place a bottle with a narrow neck to your lower lip and blow. There should be some noise.

Exercise No. 4. Smile, hide the tip of your tongue behind your lower teeth, and lift the back of your tongue up. Exhale.

Differentiation of sounds [Z]-[F]

• Speech therapist.No
• Sound differentiation
• Differentiation of sounds [Z]-[F]

1) Make sounds

The sounds are voiced, hard consonants, colored blue.

2) Pronounce (read) syllables

3) Come up with words with the sounds [Z] and [Zh] at the beginning and in the middle of the word, make diagrams

Sample:

If the child does not know the letter, draw a picture and color the corresponding cell (the place of the sound in the word) blue.

4) Pronounce (read) syllables, words in pairs

zha-za

zho-zo

ju-zu

zhi-zi, zhi-zi

other combinations

5) Pronounce (read) words with sounds [Z] and [Zh]

6) Conjugate sentences

• I took Zhenya's skis.
• I noticed a snake in a puddle.
• I skied with Zina.
• I called Zhenya and Zina to dinner.
• I showed Zoya and Zhanna the hedgehog.
• I light an iron lighter.

Sample:

• I made a wish.
• You made a wish.
• He (she) made a wish.
• We made a wish.
• You made a wish.
• They made a wish.

7) Say (read) sentences

• Zakhar loads the gun.
• Zhenya deserved the award.
• The dog lay and licked his paw.
• Zhenya was cutting rye bread.
• We have large ore deposits.
• Zhenya helped detain the enemy.
• I held an iron nail in my hand.
• The foal ran into the yard and neighed.
• A green moth landed on a yellow stem.
• He shouts to the whole market as if there was a fire.
• We will go to the meadow and take a haystack from it.
• The bunnies sat at noon near a puddle on the lawn.
• We tied the Bug to the booth so that she wouldn’t run away.
• An iron saw squealed and a heavy hammer pounded.
• The green star has lit up, let's launch the spaceship there.
• The sun did not spare the heat for a good tan, and the wheat and rye were tanned too.

Pronounce (read) and retell the text

For strawberries

Zhenya and Zina went to the forest to pick strawberries. They had bodies. But there were few strawberries in the forest. Near the birch tree Zhenya noticed a hedgehog. The hedgehog did not run, but curled up into a ball. Zhenya put the box on the ground. He called Zina. They wanted to take the hedgehog. Zina began to hold the box. Zhenya took a stick and rolled the hedgehog into the box.

Zhenya and Zina ran home. Instead of strawberries they have a live hedgehog. At home they gave the hedgehog milk. Zina wanted to leave the hedgehog. But Zhenya gave it. him into a living corner. There was already one hedgehog there. Hedgehogs have more fun together.

9) Learn a poem by heart

On the green lawn of the Bully there lived bunnies, There lived snakes and bear cubs, And snakes and hedgehogs. In the starry sky, fireflies lit lights, so that neither animal nor bird would get lost in that forest.

Staging the sound “zh” step by step

The sound production lesson takes place in 3 stages. It is carried out in the form of a game in a group of 4 – 5 children.

At the first stage, children are shown how the tongue should be positioned when pronouncing a sound.

The second stage of sound production

The speech therapist finds out how the child pronounces the sound “zh” and what errors in articulation he makes. At the same stage, articulation and breathing exercises are carried out and they begin to practice the sound “zh” (provided that the students pronounce “sh”). Most children begin to say it by imitation - this is the simplest method of making the sound “zh”.

Exercise "Bug". The children are shown a picture of a beetle and asked to remember how the bugs flew and buzzed in the summer. Then they ask you to repeat this sound.

Exercise "Ball". Children are asked to imitate the hissing sound when the balloon bursts. And then - say the same thing, only with a voice.

Exercise "Voice". Students are asked to repeat the hissing sound (the “sh” sound) and at this time place their hands on their necks. They ask: “What does the little voice do? Is he sleeping or singing? The children will answer that he is sleeping. Then they are asked to say “sh” with the voice - they will note that now the “voice is singing” - a vibration has appeared in the neck.

By the same analogy as in the “Bug” exercise, the games “Fly in the Web” and “Bees Collect Flowers” ​​are played. During the process, it is important to control correct articulation.

These speech therapy exercises can be done with the baby and at home to consolidate the skill.

The third stage of the lesson is sound production

Children learn to correctly pronounce the sound “zh” in words and phrases. The main condition is that they must clearly and unmistakably speak the sound in isolation. To do this, conduct an exercise with pictures.

First, the teacher selects pairs of pictures - subject and plot. On the object ones, an object is drawn, the name of which contains the sound “zh”. Words in which it comes at the end or before voiceless consonants are not suitable. The plot pictures depict situations in which the object shown in the first pictures is missing. For example, a girl with paper (scissors), a boy on a slide (skis), a house in flames (fireman).

Exercise No. 1. The teacher shows several plot illustrations and asks the students who is missing what. They call.

Exercise No. 2. Children are shown object pictures and asked to name what is drawn on them. They call.

Exercise No. 3. The teacher asks who needs the depicted object. The children answer, for example: “The girl needs scissors to cut paper.”

This is how all plot pictures go. When performing speech therapy exercises on the sound “zh”, children should highlight it in their voice - speak a little longer than other sounds.

The final stage of correction is automation

The production of the sound “zh” is gradually completed by automation. The goal is to teach children to pronounce sounds correctly in isolation, in syllables, words and phrases.

Carry out in several stages:

1. Isolated sound pronunciation. Imitation of the buzzing of a bumblebee, bee, beetle, spinning top;
2. Pronunciation in syllables. Here is a list of syllables for speech therapy exercises for the sound “zh”: “zha”, “zho”, “zhu”, “zhi”, “zhe”;
3. Pronunciation in combinations of syllables. List of syllables in the speech therapy exercise letter “zh”: “zha-zha-zha”, “jo-jo-jo”, “zhu-zhu-zhu”, “zhi-zhi-zhi”, “zhe-zhe-zhe”, and then: “zha-zho-zhu”, “zhi-zhe-zha”, “zhu-zho-zhe”, “zhe-zha-zhe”, add one more syllable: “zhi-zha-zho-zhe-zhe” ", "zhu-zhu-zhu-zhi-zhe", "zhu-zha-zho-zhi-zhe";
4. Pronunciation in words. The speech therapist selects words based on the syllables: “zha”, “zho”, “zhe”, “zhi”, “zhu”, “zhe”, as well as “zhd”, “zhg”. First, these syllables occur at the beginning of the word, then at the end, then in the middle;
5. Pronunciation in words with consonant clusters. For example, trunk, friendship, clothes, diligent, scissors, southern;
6. Pronunciation of words with two “w” sounds. Here is a list of words: thirst, buzz, yellow-skinned.

In all exercises, when pronouncing syllables and words in a voice, the sound “w” is emphasized.

They also play the game “Name it kindly” with children. They give a list of words, and students form a noun with a diminutive meaning. These words are: snow, hedgehog, boot, knife, haystack, beach, rain, iron.

They reinforce the skill by reading texts and tongue twisters in which the sound “w” is often found.

Differentiation of Z-Zh in words, sentences and text

Date______ Class______

Lesson No.____

Topic: Differentiation between ZH in words, sentences and text

Goal: Differentiate the sounds Z-Zh.

Planned results:

Subject: Clarification and comparison of articulation of sounds 3 - F; development of word formation skills; consolidation of spelling zhi-shi; formation of reading skills.

Metasubject:

development of attention and memory; improve phonemic awareness; improving fine motor skills of the hands, improving visual perception, spatial orientation.

Personal: creating emotional contact between students.

Equipment: subject pictures, puzzles, cards with syllables, cards with letters, syllable tables, word tables, various tables.

During the classes. 1. Organizational moment.

Articulation gymnastics.

I opened the window slightly and it’s warm outside.
Our tongue stretched out and smiled at us widely. And then I went for a walk, walking up the steps. Then I saw the painter, it was time to paint the ceiling. Here is the paint with a can next to it. The fence needs to be updated. Our little tongue went for a walk and learned a lot of new things. He got a little tired and returned to his house. 2. Report the topic of the lesson. - To determine the topic of the lesson, you must guess the riddles: Gray in summer, white in winter, Doesn’t offend anyone, but is afraid of everyone. (hare) I sit - I’m silent, I crawl - I’m silent, And as soon as I fly, Then I’ll buzz to my heart’s content. (beetle) - Today we will learn to distinguish between [F] and [Z] in syllables, words, sentences. Comparison of sounds by articulation. — Work with individual mirrors. — Reading the syllabic table. - Identification of sounds by ear.
-Guys, when you hear a word that has the sound [Z], pick up the card with the letter z, the sound [Z] - pick up the card with the letter z.
Forget-me-nots, lampshade, zoo, dragonfly, snakes, animal, bison, cranes, whatnot, squeezed, leather, sunset, jasmine, carnations, iron. 3. Differentiation in syllables. Speech exercises.
-Repeat after me in the same rhythm, with the same intonation and stressed syllable.
Zha – for – zha Zha – zha – for – for Zha – for – zha – for Zhi – zhi –zu –zhu Az – zh – az Zdo – zdo – zdo Ozda – zhda Written assignment.
— Guys, there are sheets of assignments on the tables.
You need to insert syllables to complete the word. Exercise 1. Underline h and g. FOR or ZHA
Bere____, ko_____, stra______, ro_______, bir______, ko______, lu_______, next_____, gla______, streko_______.
- Let's remember the rule. Zhi - Shi write with the letter i. PS or ZHI Ro_____, ta_____, u______, gro____, ________here, moro______, _______raf, ya______ki, pu_____rek. 4. Differentiation in words. (The speech therapist reminds students that when pronouncing the sound z, the tongue is located at the bottom of the oral cavity, behind the lower teeth, and when pronouncing the sound z, the tongue rises up, behind the upper teeth. Chips are for the correct answer). Game exercise.
“Remember and repeat.” Chips for the correct answer.
BUNNY - TOAD - LOCK - BUG UMBRELLA - PAJAMAS - SPIN - KNIVES BUG - CALVE - RAIN - BASH VASE - BLACKBERRY - MUSIC - SNACKS TONGUE - FIRE - FLAG - JUMP Game "Change the word."
Chips for the correct answer.
Pour - feel sorry Yawn - chew Goat - leather Name - make money Once - horn Hall - sting Game "Name it kindly."
Chips for the correct answer.
Friend - friend Rog - .... Shore - …. Iron - …. Snow - …. Circle - ..... 5. PHYSICAL MINUTE. Under the leaf, the beetle woke up, stretched and shook itself. Abdomen, nose, eyes, mustache. He washed it with a drop of dew. He buzzed and flew. He has a lot to do. 6. Differentiation in sentences. — Look at Exercise 2.
Exercise 2. Make sentences from words.
Write them down, underlining the letters Z, Zh. 1. beetle, buzz, flower, above. 2. jacket, hang, hanger, on. 3. live, in, monkeys, zoo. 4. Zhenya and Zina grew roses, yellow and pink. — Exercise 3
orally.
Let's use the example. I don't offend Zina. I forgot my yellow umbrella. You ______________ He_______________ She _____________ We ______________ You_______________ They______________ - Well done! And the last exercise 4
. Insert the missing letters Z, Z into the poem. The wolf is____very furious - He can’t eat her____. Yo ____, ate____as, put out the needles. Burned _____ the wolf logo. 7. Lesson summary.

Exercise 1. Underline h and g. FOR or ZHA Bere____, ko_____, stra______, ro_______, bir______, ko______, lu_______, next_____, gla______, streko_______. PS or ZHI Ro_____, ta_____, u______, gro____, ________here, moro______, _______raf, ya______ki, pu_____rek. Exercise 2. Make sentences from words. Write them down, underlining the letters Z, Zh. 1. beetle, buzz, flower, above. 2. jacket, hang, hanger, on. 3. live, in, monkeys, zoo. 4. Zhenya and Zina grew roses, yellow and pink. Exercise 3. Say according to the model. I don't offend Zina. I forgot my yellow umbrella. You ______________ He_______________ She _____________ We ______________ You_______________ They______________ Exercise 4. Insert the missing letters Z, Z into the poem. Learn it by heart. The wolf is____very furious - He can’t eat her____. Yo ____, ate____as, put out the needles. Burned _____ the wolf logo.

Exercise 1. Underline h and g. FOR or ZHA Bere____, ko_____, stra______, ro_______, bir______, ko______, lu_______, next_____, gla______, streko_______. PS or ZHI Ro_____, ta_____, u______, gro____, ________here, moro______, _______raf, ya______ki, pu_____rek. Exercise 2. Make sentences from words. Write them down, underlining the letters Z, Zh. 1. beetle, buzz, flower, above. 2. jacket, hang, hanger, on. 3. live, in, monkeys, zoo. 4. Zhenya and Zina grew roses, yellow and pink. Exercise 3. Say according to the model. I don't offend Zina. I forgot my yellow umbrella. You ______________ He_______________ She _____________ We ______________ You_______________ They______________ Exercise 4. Insert the missing letters Z, Z into the poem. Learn it by heart. The wolf is____very furious - He can’t eat her____. Yo ____, ate____as, put out the needles. Burned _____ the wolf logo.