Speech therapy notes on sound production l. Summary of an individual speech therapy lesson on the topic: “Sound production

Competent, clear, clean and rhythmic speech of a child is not a gift; it is acquired through the joint efforts of parents, teachers and many other people around whom the child grows and develops.First of all, such speech is characterized by the correct pronunciation of sounds, which, in turn, is ensured by good mobility and differentiated functioning of the organs of the articulatory apparatus. Articulatory gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus. Parents are offered a set of exercises that can help their child pronounce the sound [l] correctly.

k[L]assnaya con[L]asnaya

At an early age, a child’s imitative abilities are extremely great; he easily and naturally learns a huge number of new words, enjoys learning to pronounce the words he likes, and strives to use them more often in speech. However, his articulatory capabilities are not yet perfect; phonemic hearing develops gradually, so the correct pronunciation of complex sounds will remain inaccessible to the child for a long time.

A child can master some exercises in one or two lessons, while others are not given to him right away. Perhaps developing a certain articulation pattern will require many repetitions. Sometimes failure causes a child to refuse further work. In this case, do not fix your attention on what is not working. Encourage him, return to simpler, already worked out material, reminding him that once this exercise also did not work out.

Rules and nuances

To make it more interesting for the child, invite him to become a teacher, educator: take the child’s favorite toy (doll, teddy bear) and let them do articulation exercises, pronounce sounds and syllables, repeat words and phrases.

Articulation gymnastics must be carried out daily so that the motor skills developed in children are consolidated and become stronger.

Direct work on the development of articulatory motor skills should take at least 5 minutes, and the entire lesson should take 10-12 minutes. Perform the gymnastics itself in front of a mirror.

Performing articulation exercises is difficult work for a child. Praise and encouragement will give the child confidence in his abilities and will help him quickly master this or that movement, and therefore quickly master the correct pronunciation of speech sounds.

Sound [l]

To correctly pronounce a sound, you need to develop: lifting the tip of the tongue up, lifting the back of the back of the tongue up.

We call the sound. Bare your teeth in a “smile” and bite your tongue wide, without sticking it out too much or straining. Do not make your tongue narrow, otherwise the sound will soften. While biting the tongue, we simultaneously pronounce the sound [a], getting - la-la-la, then we slow it down and just start humming: “l-l-l” (without the vowel “a”). Make sure that the corners of your mouth are stretched in a “smile”: warm air comes out through them.

Sometimes, experiencing tension, a child cannot engage the vocal folds when pronouncing the open syllable “la-la-la.” In this case, you can start with the vowel “A” - “a-la-la”, “a-la-la”. The wide tongue rests constantly on the lower teeth without tension. If a child can hold out the sound [l] for a long time, then it means he has mastered it and can reinforce it.

We fix the sound. To reinforce the sound [l], [l "] in speech, you can use the game “Wonderful Bag” or a version of the game “What is hiding under the tablecloth?”. The child must determine by touch what object is in the bag or under the tablecloth. Objects to feel are selected such that the desired sound in the name words is in different positions: at the beginning of the word, in the middle, at the end.

To reinforce sounds, use the ability of four-year-old children to easily memorize poetry. Read poems by Marshak, Barto, Zakhoder and other children's authors to children, ask the child to complete the last word in a line, the last line in a poem, then a quatrain, then the entire poem.

Exercise

Find pictures in the names of which the sound [l] is at the beginning of the word: paw, lamp, shovel, lotto, bow, moon; in the middle: saw, blanket, doll, clown; and at the end: table, floor, woodpecker. Then come up with sentences with these words, for example: Mila put the lamp on the table.

Sound [l"]

After automating the [l] hard sound, the soft sound is easy to imitate. In front of the mirror, pronounce the syllables: “li-li-li”, while your lips are in a smile, the upper and lower teeth are visible, and the tip of the tongue knocks on the tubercles behind the upper teeth.

Disadvantages in the pronunciation of the sounds [l], [l "] are called lambdacisms. Lambdacisms include the absence of the sound [l] and its distortion (interdental, nasal or bilabial sound, etc.).

Since the articulation of the hard sound [l] is more difficult than the articulation of the soft sound, it is most often violated.

Replacing the sounds [l], [l"] with other sounds is called paralambdacism.

Reasons leading to incorrect pronunciation of the sound [l]: shortened hyoid ligament, limiting upward movements of the tip of the tongue; weakness of the tongue muscles; phonemic hearing disorders.

Distortion of sounds [l], [l"]

The sound is pronounced interdentally. The tip of the tongue, instead of rising behind the upper incisors, extends out between the teeth.

Nasal pronunciation of sound. The tongue touches the back of the soft palate, and not the tip of the upper incisors, as happens when pronouncing the sound [l] correctly. In this case, the air stream partially or completely passes through the nose. The child’s speech will sound like this: “Mouse vesengo zhinga, on the fluff in unggu spanga.”

Replacement with sound [th]. In this disorder, the tip of the tongue remains down instead of rising behind the upper incisors, and the middle part of the back arches upward instead of down. The child says this: “The mouse is more cheerful than alive, sleeping on the fluff.”

Replacement with sound [y]. With this disorder, the lips, rather than the tongue, take an active part in the formation of sound. With this replacement, the child’s speech sounds like this: “Mouse veseuo jiua, on the fluff in uguu spaua.”

Replacement with sound [s]. With this disorder, the back of the back of the tongue is raised and the tip is lowered. Children do not notice that they are replacing the sound, and adults often believe that the sound [l] is skipped. The child says: “The mouse is happy and alive, on the fluff of the bed.”

Replacement with sound [e]. With such a replacement, the tongue does not take part; the lower lip moves towards the upper incisors. Children and adults often believe that this is not a speech impediment, but only a lack of clarity in pronunciation. With this replacement we hear: “The mouse is cheerfully alive, in peace in ugvu spava.”

Replacement with sound [g]. In this case, the tip of the tongue does not rise to the upper incisors, but falls and is pulled away from the lower incisors, the back of the back of the tongue rises and rests against the soft palate, instead of just rising. The child’s speech sounds like this: “The mouse has a lot of fun, the fluff in the ugg is spaga.”

Games to prepare for the pronunciation of the sound [l]

Pancake

Goal: to develop the ability to hold the tongue in a calm, relaxed position.

Smile, open your mouth slightly and place your wide tongue on your lower lip (do not pull your lip over your lower teeth). Hold in this position for a count from 1 to 5-10.

Delicious jam

Goal: to develop an upward movement of the wide front part of the tongue.

Using the wide tip of the tongue, lick the upper lip, moving the tongue from top to bottom, but not from side to side. Don't help with your lower lip.

The steamboat is humming

Goal: to develop lifting of the back and root of the tongue, to strengthen the muscles of the tongue.

With your mouth open, pronounce the sound [s] for a long time. Make sure that the tip of your tongue is at the bottom, in the back of your mouth.

Turkey

Goal: to develop the elevation of the tongue, to develop flexibility and mobility of its front part.

With your mouth open, move the wide tip of your tongue back and forth across your upper lip, try not to lift your tongue from your lip, as if stroking it, gradually speed up your movements until you get the sound [blbl] (like a turkey babbling).

Swing

Goal: to develop the ability to quickly change the position of the tongue, develop flexibility and accuracy of movements of the tip of the tongue.

With your mouth open (lips in a smile), place the tip of your tongue behind your lower teeth and hold in this position for a count of 1 to 5, then lift the wide tip of your tongue behind your upper teeth and hold in this position for a count of 1 to 5. So change the position one by one tongue 6 times. Make sure your mouth remains open.

Let's click!

Goal: strengthen the tip of the tongue, develop tongue elevation.

With your mouth open, click the tip of your tongue, first slowly, then faster. Make sure that the lower jaw does not move, only the tongue works. Click the tip of your tongue silently. Make sure that the tip of your tongue rests against the roof of your mouth, behind your upper teeth, and does not stick out of your mouth.

Pronouncing syllables with movements

Words in motion

Lamp

Lam - Rotational movement of the hands (“flashlight”).

pa - Press your fists to your chest.

Bulb

The light bulb has burned out. - We make “flashlights”.

She probably got sick. - We tilt our head to the shoulder and bring our folded palms to our cheeks.

Pure speech

La-la-la, la-la-la!

The swallow made a nest.

Lo-lo-lo, lo-lo-lo!

The swallow is warm in the nest.

Patter

The husky and lapdog barked loudly.

The Oriole sang for a long time over the Volga.

Silly baby

I sucked on an ice cube

I didn't want to listen to my mother

That's why I got sick.

Svetlana Ulyanovich-Volkova, Svetlana Murdza, speech therapists.

Ponikaeva N.I., teacher-speech therapist MBDOU "TsRR d/s -"Solnyshko" RM, Kovylkino.

Preface

Everyone knows that correct speech is one of the most important conditions for successful personal development. Therefore, it is very important to take care of the timely formation of children’s speech, preventing and correcting various violations, including sound pronunciation.

Preschool age is the most favorable for correcting speech development defects. Of particular importance are the problems of timely identification of children with deviations in speech development, correction of these violations and thereby leveling the speech development of children with speech pathology to the age norm.

It is necessary to organize special classes to fill the gaps in the development of the sound side of speech, that is, to form the correct pronunciation of sounds and the development of full-fledged phonemic processes through a differentiated and individual approach to learning as part of work during classes and partly in free time.

In individual lessons, work is carried out on the development of articulatory motor skills, production of sounds, development of phonemic perception, correction of impaired functions, taking into account the capabilities of each child.

This material is intended for working with children who have phonetic and phonetic-phonemic speech defects, and presents methodological developments for speech therapy classes on the production and automation of sound [L].

We have developed a sound automation system [L], since this is the most common speech pathology. In this work we offer excerpts from the system of correctional classes.

The material offered in the manual is entertaining, accessible and recommended for both specialists and parents.

Sound setting [L]

Target. Sound setting [L].

1. Correctional – educational:

Place the sound [L] by gradually creating an articulatory pattern;

3. Educational:

Cultivate a friendly attitude towards others, politeness, and a culture of behavior.

Equipment. Mirror, pictures for articulation gymnastics, toys: mouse, steamer.

Progress of the lesson

1. Organizational moment

Today you and I will learn to pronounce one very beautiful, magical sound, this will happen a little later, but now answer, do you like fairy tales? Do you want me to tell you a story about a funny tongue? Then watch and listen.

2. Preparation for sound production [L]

Once upon a time there lived a tongue. Meet him. He lived in his own house. Do you know what the house near the tongue is called? (Mouth) He was very curious and often looked out the window. I opened the window, closed it, opened it again, looked out, looked to the right, then looked to the left to see if anyone was coming? Looked up, is the sun shining? I looked down - were there any puddles?

Tongue ran to the kitchen, and there mom was kneading the dough. “Let me help you,” said Tongue. Exercise “Kneading the dough.”

We kneaded the dough and baked pancakes. Exercise “Pancake”

Tongue thanked his mother for the delicious breakfast and ran for a walk. There is a high fence in the yard near the house. Exercise “Fence”

Tongue wanted to swing on the swing: up and down! Exercise “Swing”. Have fun swinging with Tongue on the swing!

Tongue got off the swing and suddenly saw a menacing, angry turkey. The turkey stood in the middle of the yard and cursed terribly. Let's show how Turkey swore. Exercise “Turkey”

Tongue got scared and ran home. Suddenly someone knocked. Who's there? It's me, your friend, little mouse. Let `s play. Catch up with me. Exercise “Catch the mouse”.

We played catch-up, and now let’s play another game, “Repeat after me.”

The speech therapist asks to reproduce a rhythmic pattern.

The mouse ran away to his hole. And the tongue got bored and went to the clearing.

Then he took his favorite toy steamer and began to play with it.

3.Development of breathing.

Exercise “Steamboats”. (Development of a smooth long exhalation.) - And now we will turn into steamers. We hit the road. Let's give a farewell whistle. Smile, take a deep breath through your nose, and blow on the wide tip of your tongue - fff, don’t puff out your cheeks.

4. Sound setting [L]

Lips in a smile, teeth in a fence, the wide tip of the tongue rests on the upper teeth, pronounce the sound [Y] loudly. You get a new sound, say it again and listen to yourself. Today you learned to pronounce a new sound. Say it again.

5. Physical exercise

One - squat, two - jump.

This is a rabbit exercise.

How do fox cubs wake up? (Rub your eyes with your fists)

They like to stretch for a long time (stretch)

Be sure to yawn (yawn while covering your mouth with your palm)

Well, wag your tail. (movement of hips to the sides)

6. Logic task Game “The fourth odd one” (working on pictures).

Steamboat, boat, plane, sailboat.

Car, tram, trolleybus, metro.

Airplane, helicopter, bicycle, hot air balloon (as a mode of transport).

7. Development of fine motor skills of the fingers

Assignment: circle the dots and color.

What did you get? Steamboat.

How does the ship sound? (L-L-L). Repetition of articulation.

8. Summary of the lesson

Our fairy tale has come to an end.

Do you like her?

What do you remember?

What sound did you learn to pronounce today?

Sound setting [L]

Target. Sound setting [L].

1. Correctional – educational:

Clarify the articulation of the sound [L], place this sound and consolidate the articulation in an isolated pronunciation;

Learn to answer questions accurately and completely;

2. Corrective and developmental:

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Equipment. Mirror, photographs with articulation exercises, an image of Luntik, pictures in verses about the cheerful Tongue, signal cards, the letter L, a reminder of the articulatory structure of the sound [L].

Progress of the lesson

1. Organizational moment

Today a cartoon character came to visit us for class.

So, Luntik is our guest (the speech therapist hangs a picture on the board). Show me the letter with which the name Luntik begins (selects the letter L from the proposed letters (the speech therapist hangs the letter next to the picture of Luntik).

That's right, this is the letter L. The letter L stands for the sound [L], which resembles the rumble of a flying airplane L-L-L.

2. Subject message

Today we will learn to pronounce the sound [L]. At the same time, we will teach Luntik to pronounce this sound. To do this, it is necessary that the lips and tongue work well. For each correctly completed task, Luntik will give you different figures, which you will have to place in order on this cardboard.

3. Articulation gymnastics

And now you and I will remember the fairy tale about the Cheerful Tongue and show it to Luntik in front of the mirror (for each exercise, the speech therapist shows a picture and photograph with an articulation exercise).

1. Open the mouth-house.

Who is the boss in that house?

The owner of it is Tongue.

He lay down comfortably in the house.

2. Lip doors are flexible.

They can become a smile.

They can gather into a tube,

Then smile again.

3. I found myself on a swing.

He flew up and went down.

4. Tired of transformations:

Licking the tongue of the jam.

5. And now our Tongue

Cleans the sky-ceiling.

Well done, you did a great job. For this work, Luntik gives you a figurine.

And now Yazychok will fly the plane, who will he be? Machinist? Driver? A pilot? Yes.

Let's go on a plane together?

Game “Plane flies”. Repetition of articulation.

Now let’s look in the mirror again and remember how the lips and tongue work when pronouncing the sound [L] correctly. As a keepsake, Luntik gives you a memo.

The lips are smiling;

The tip of the tongue rises up and presses against the tubercles;

The middle part of the back of the tongue drops;

The sides of the tongue drop;

The air stream passes along the sides of the tongue.

Luntik really liked the fairy tale about the Merry Tongue, let's complete the next task.

4. Development of fine motor skills

Let's make the letter L out of pistachios on plasticine cardboard.

For this work, Luntik again hands you a figurine.

5. Physical exercise

The moon is floating in the sky. (Smooth swaying)

She entered the clouds.

1.2.3.4.5. (Clap.)

Can we reach the moon? (Hands up.)

6.7.8.9.10 – (Clap overhead.)

And weigh it lower. (Hands down.)

10.9.8.7. – (Walking in place.)

So that the moon shines on the children.

(For a physical minute, the child receives a figurine.)

6. Development of phonemic awareness

And now Luntik will show you different pictures, and you must clap if the name of the picture contains the sound [L].

Pictures: bow - cotton, butterfly, hat, moon - cotton, table - cotton, squirrel - cotton, doll - cotton, wardrobe, chair - cotton, pen.

Well done, you also get a figurine for this work.

The speech therapist places the pictures that the child clicked on in front of him.

7. Development of language analysis and synthesis

Now Luntik will give you signal cards, you will need to raise the corresponding roller if the sound [L] is at the beginning, middle, and end of the word.

(Bow, moon - the sound comes at the beginning of the word.

Squirrel, doll - the sound is in the middle of the word.

Table, chair - the sound comes at the end of the word).

You completed this task correctly, so you receive a figurine from Luntik. Let's see what kind of picture we got? This is a photo of Luntik. Tell me what letter does his name start with? Where is the sound [L]?

8. Summary of the lesson

Our lesson has come to an end. What sound have we learned to pronounce?

And now Luntik wants to say goodbye to you. This concludes our lesson, goodbye!

Automation of the sound [L] in reverse syllables

Target. Automation of the sound [L] in reverse syllables.

1. Correctional – educational:

Automation of sound in reverse syllables;

2. Corrective and developmental:

Development of phonemic hearing and phonemic perception;

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Cultivating friendly relationships, cultivating perseverance.

Progress of the lesson

1. Organizational moment

Let's sit comfortably, straighten our backs, put our feet flat on the floor, are you ready?

2. Topic message

Today we will hum like a steamship (picture “steamboat”), but first we will do exercises for the tongue.

3. Articulation gymnastics

3. Exercise “Needle”. Open your mouth wide and smile. Pull the sharp tongue forward.

4. Exercise “Punish the naughty tongue.” Smile, spank with your tongue, between your lips - “five-five-five...”

5. “Let’s brush your upper teeth.” Mouth closed. Move your tongue in a circular motion between your lips and teeth.

4. Breathing development

Exercise "Wind and Breeze".

We use the possibilities of gestures in breathing activity. The child imitates gusts of wind with his hands and accompanies them with the sounds “oooh”.

Show how a strong wind blows (“U-U-U”).

Show how a weak wind blows (“oo-oo-oo”).

3. Exercise “Steamboat”

Listen first to the sound of my ship. Look, I smiled, opened my mouth slightly, and lifted my tongue and placed it on the tubercles behind my upper teeth.

What does my tongue look like? Yes, to sail.

Let's hum together. Allll, Allll, ...

How well we hum, and the ship can sing songs.

4. Development of fine motor skills

Let's stand up, repeat after me. Alternately press your fingers to the thumb - al, ol, ul, yl). First with the right hand, then with the left, with both hands together.

5. Development of phonemic awareness. Game “Catch the Sound”

What sound does the steamboat song sound like?

On [L], we got the sound [L]!

Let's play with this sound.

Listen to me carefully, if you hear the sound [L], clap your hands.

l j j l v u p r l t m l

la par ri il it in en ate st uv

paw, board, dump truck, saw, table, haystack, torch, wing, book, Cinderella.

6. Physical exercise

And now we will rest

And let's start playing again.

1. Arms to the sides ---- tilt to the sides ---- turns right - left ---- tilt down ---- rise, stretch on tiptoes ---- lowered.

7. Pronunciation of the sound [L] in syllables

Read the syllables.

8. Pronunciation of the sound [L] in syllabic rows

Say the syllables.

Al - al - al al - ol - st - yl

Ol - ol - ol ol - ul - yl - al

St - st - st st - yl - al - ol

Yl - yl - yl yl - al - ol - ul

Sludge-sludge ate-ate-ate

9. Exercise to develop attention

The child is offered two pictures to look at. He must find the differences.

Look at the pictures and find the differences.

10. Summary of the lesson

What sound did we learn to pronounce today?

In the next lesson we will continue to play with this sound.

Automation of the sound [L] in reverse syllables and words

Target. Automation of the sound [L] in reverse syllables and words.

1. Correctional – educational:

Teach children to answer questions accurately and completely;

Form a lexical and grammatical structure;

Automation of sound in reverse syllables, words;

2. Corrective and developmental:

Development of phonemic hearing and phonemic perception;

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Cultivate interest in the lesson through the use of entertaining exercises; activity, perseverance, desire to overcome the defect.

Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, a picture of a “steamboat”, toys: a baby elephant and a wolf cub, object pictures.

Progress of the lesson

1. Organizational moment

Let's sit comfortably, straighten our backs, put our feet flat on the floor, are you ready?

2. Subject message

Today we will pronounce the sound [L] in syllables and words. To do this, it is necessary that the lips and tongue work well. Let's do exercises for the tongue.

3. Articulation gymnastics

1. Exercise “Frog”. Smile, exposing your closed teeth with tension.

2. Exercise “Spatula”. The mouth is open, a wide, relaxed tongue rests on the lower lip.

3. Exercise “Let’s brush the upper teeth.” Mouth closed. Move your tongue in a circular motion between your lips and teeth.

4. Exercise “Reel”. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.

5. Exercise “Turkey”. Quickly move your tongue along your lip - “bl – bl – bl...”

4. Pronunciation of sound [L]

One day, Little Elephant wanted to visit Little Wolf. He hurried to the ship. “The steamer is humming.” (Pronounce the sound [L] in a low voice.) The baby elephant is late. (Express disappointment.) Made it in time for the steamer to depart. (Express joy.)

5. Breathing development

Exercise “A boat is sailing along the river.”

Place a paper boat in a bowl of water.

Cross the Baby Elephant to the opposite side and blow on the boat.

6. Pronunciation of the sound [L] in syllables

Psycho-gymnastics. Game task “The Little Wolf meets the Little Elephant.”

Yl-yl-yl. (timidly) Ul-ul-ul. (saddened)

Al-al-al. (embarrassed) Al-ol-il-ul. (confident)

Il-il-il. (cheerfully) Ul-al-ol-il! (joyfully)

Ol-ol-ol. (upset) Yl-ul-ul-ul. (angrily)

7. Physical exercise

Once again we have a physical education session,

Bend over, come on, come on.

Straighten up, stretch,

Now bend back.

Raise your hands, shoulders,

To make work easier.

8. Pronunciation of the sound [L] in syllables and words

Al - al - al ball - val - small - hall

Ol - ol - ol bol - ox - mol - angry

Ul - ul - ul bul - vul - mule - zul

Was - was - was - howled - washed - was angry

Il - il - il beat - vil - mil - zil

Ate - ate - ate white - led - chalk - green

Yal - yal - yal yal - yal - yal - yal

9. Development of phonemic awareness

Let's show Little Elephant and Little Wolf how we can listen to sounds and label them with circles.

Determination of the position of the sound [L] in the syllables al, ol. Designation of syllables al, ol, color symbols.

Repeat the syllables yl-ol-al. Listen again: yl-ol. Which syllable has disappeared from the syllabic series?

Which syllable is extra in the syllabic sequence al-ol-ul-iv?

“Which syllable is missing?” Wok...(hall), pe...(cash), ho...(dil), vo...(zil).

10. Practicing the pronunciation of words (in front of the mirror)

Say the words.

Pavel, table, pencil case, forgot, floor

11. Summary of the lesson

Remember the position of your tongue when pronouncing the sound [L].

Automation of the sound [L] in straight syllables and words

Target. Automation of the sound [L] in straight syllables and words.

1. Correctional – educational:

Teach children to answer questions accurately and completely;

Form a lexical and grammatical structure;

Automation of sound in direct syllables and words;

2. Corrective and developmental:

Development of phonemic hearing and phonemic perception;

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Formation of a positive attitude towards participation in the lesson;

Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, picture “steamboat”, object pictures.

Progress of the lesson

1. Organizational moment

Psychological mood.

(Recite the poem with your eyes closed, holding hands with the speech therapist).

We are calm, we are calm

We always speak beautifully, clearly and slowly.

We definitely remember what we taught in class.

2. Subject message

Today we will pronounce the sound [L] in syllables and words.

3. Articulation gymnastics

1. Exercise “Fence”. Smile, exposing your closed teeth with tension.

2. Exercise “Swing”. Open your mouth wide, smile. With a tense tongue, reach for the nose and chin or the upper and lower incisors.

3. Exercise “Coil”. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.

4. “Painter”. Open your mouth wide, smile. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate and back.

5. Exercise “Delicious jam”. The mouth is open. Using a wide tongue, lick your upper lip and move your tongue deep into your mouth.

4. Breathing development

Exercise “Rain and Rain”

When performing the exercise we use drawing. The child is given a sheet of paper and a pencil. Long and short stripes are drawn from top to bottom, their execution is accompanied by the pronouncement of the long “kaap-kaap” (rain) and the short “drip-drip” (rain)

5. Exercise “Steamboat”

Show how a big steamer hums: L-L-L (repeated pronunciation).

6. Pronunciation of the sound [L] in syllables and words

La - la - la - lama lo - lo - lo - moose

La - la - la - lamp lo - lo - lo - horse

La - la - la - saw lo - lo - lo - loto

La - la - la - school lo - lo - lo - soap

Ly - ly - ly - lyko lu - lu - lu - moon

Ly - ly - ly - floors lu - lu - lu - magnifying glass

Ly - ly - ly - tables lu - lu - lu - sheepskin coat

Ly - ly - ly - rocks lu - lu - lu - naughty

7. Task “Developing memory”

Repeat, make no mistake! Saw, spinning top, ash, resin. What word appeared? Saw, bee, spinning top, ash, resin.

8. Physical exercise

One, two - there is a rocket. (Hands up, palms at an angle.)

3.4 - airplane. (Hands to the side.)

1.2 - clap your hands,

And then on every count. (Hands on waist.)

Get down quickly

Sit down to board.

9. Phonemic analysis and synthesis of words

Classification of words according to the location of the sound [L] in the word.

Look at the pictures and name the words that have the sound [L] is in

at the beginning, middle and end of a word:

10. Game “Be careful”

Collect the sounds [p", [l], [i], [a] into a word.

Collect the syllables pa-la, pa-lam into a word.

Listen carefully. Collect the sounds that I name into a word.

11. Summary of the lesson

What sound did we make in class?

What did we do in class today?

Automation of the sound [L] in syllables, words and sentences

Target. Automation of the sound [L] in syllables, words and sentences .

1. Correctional – educational:

Teach children to answer questions accurately and completely;

Form a lexical and grammatical structure;

Automation of sound in syllables, words and sentences;

2. Corrective and developmental:

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Cultivate interest in the lesson through the use of entertaining exercises; activity, perseverance.

Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, picture “airplane”, flag, object pictures.

Progress of the lesson

1. Organizational moment

What is the profession of a person who flies an airplane?

2. Topic message

Today we will pronounce the sound [L] in syllables, words and sentences.

3. Articulation gymnastics

Now let's talk about our funny tongue.

There lived a cheerful tongue (lips in a smile)

Locked with a hook (bend the tongue up)

Even though he lived alone, he never lost heart.

I woke up early in the morning,

I started charging.

Went up, went down (“Swing”)

And repeat it again.

He bent his back (touch his upper lip)

And then he started running

This is no fun at all (move your tongue back and forth across the palate).

My tongue is tired

He even stabbed a barrel ("Spatula" lay down to rest)

He went to wash himself

He found a brush in the bathroom

Brushed my teeth (“Let’s brush my teeth”)

Lips soap (stroking lips from side to side)

Rinsed the mouth (imitation of rinsing the mouth),

And when he washed himself, he sparkled.

4. Breathing exercise and development of gross motor skills

The tongue came out into the street, and there was the wind

The wind blows in our faces (blow, wave your arms in our faces - a strong stream)

The tree swayed (the body tilts left and right)

The wind is quieter, quieter, quieter (blowing with your hands in your face is a weak stream)

The tree is getting higher and higher (stretch, arms up).

5. Isolated pronunciation of sound [L] Exercise to develop voice strength (according to the card).

And I saw a plane in the sky. The plane flies from one cloud to another.

Let's remember how to buzz correctly:

The tip of the tongue is up, resting behind the teeth, the lips are smiling.

Air creeps in on the sides of the tongue.

[L] will turn out melodious, smooth, affectionate and sonorous.

The plane is approaching - (at first we hum quietly, then louder) l-l-l-l-l-l.

The plane is moving away - (first we buzz loudly, then quietly) L-L-L-l-l-l.

(at the same time, use your index finger to trace the clouds on the card)

What sound were we making now? Let's remember what he is like:

Vowel or consonant (consonant, because the air meets an obstacle in its path - teeth and tongue).

Voiceless or voiced (voiced because we speak in his voice).

6. Pronunciation of the sound [L] in syllables and words

La –la –la - la al –al –al - al

Lo – lo – lo - lo st – st – st – st

Lu-lu - lu-lu ol - ol - ol - ol

Ala-ala-ala-ala

Olo-olo-olo-olo (walk the syllables with your fingers on the table).

7. Physical exercise

Arms to the sides - in flight (Running on your toes in a circle, placing your arms in

We're sending the plane. sides).

Right wing forward, (Turn over right shoulder).

Left wing forward, (Turn over left shoulder).

Our plane took off. (Run in a circle with your arms out to the sides.)

9. Development of phonemic hearing

Table, bed, soap, leg, wardrobe, school, shelf, pillow, rocket, elephant, swallow, sofa, bag, lamp, horse, hand, shirt, cloak.

10. Sound [L] in sentences (Exercise on agreeing a pronoun with a noun).

Toys and objects are displayed.

You need to choose only those toys and objects that have the sound “l”. (Lamp, horse, bicycle, table, elephant, squirrel).

I must say: I found your...

11. Pronunciation of sentences

12. Summary of the lesson

Did you like the lesson?

Automation of the sound [L] in words and sentences

Target. Automation of the sound [L] in words and sentences.

1. Correctional – educational:

Teach children to answer questions accurately and completely;

Form a lexical and grammatical structure;

Automation of sound in words and sentences;

2. Corrective and developmental:

Development of phonemic hearing and phonemic perception;

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Progress of the lesson

1. Organizational moment

Today, when you went to kindergarten, were you cold? Was it cold or hot outside?

Show how cold you are - (shrink, tense). Warmed up in the garden - (relaxed).

2. Report the topic of the lesson

Today we continue to learn how to correctly and clearly pronounce the sound [L] in words and sentences.

Sing the steamboat song: L-L-L, first quietly, then loudly.

3. Articulation gymnastics

First, let's set the tongue to work.

1. Exercise “Fence”. Smile, exposing your closed teeth with tension.

2. Exercise “Spatula”. The mouth is open, a wide, relaxed tongue rests on the lower lip.

3. Exercise “Swing”. Open your mouth wide, smile. With a tense tongue, reach for the nose and chin or the upper and lower incisors.

4. Exercise “Coil”. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.

5. Exercise “Let’s brush the upper teeth.” Mouth closed. Move your tongue in a circular motion between your lips and teeth.

6. Exercise “Turkey”. Quickly move your tongue along your lip - “bl – bl – bl...”

4. Finger gymnastics

Our fingers pressed tightly together.

What's happened? Interesting!

Apparently they got cold

We will cover them with a blanket.

(The child clenches his left hand into a fist, and clasps it with his right hand and squeezes it tightly; then changes hands. Next, the child lowers his hands and shakes them slightly).

5. Pronunciation of the sound [L] in syllables and words

Repeat the syllables and words clearly and slowly.

La-la-la - varnish la-la-la - shop

Lo-lo-lo - forehead lo-lo-lo - boat

Ly-ly-ly - skis lu-lu-lu - magnifying glass

6. Repeat the words

Meadow Lotto Lyko Palm

Moon Burdock Ski Lava

Meadows Elbow Bald Flippers

7. Physical exercise

The sun has set behind the cloud, (Shrinks, hugging himself

It became chilly and fresh. shoulders.)

The sun came out from behind the clouds, (Straighten your shoulders, relax.)

We will now relax our arms.

Spring is coming towards us (Walk in a circle.)

With quick steps, (Speed up your steps.)

And the snowdrifts melt (Walk, raising your legs high.)

Under her feet.

8. Direct counting from 1 to 10 with words

Lamp, dove.

Count from 1 to 10 with the word lamp: one lamp, two...

9. Pronunciation of sentences

Listen carefully and repeat the sentences.

10. Sound-syllable analysis of a word with graphic notation

Make a diagram of the word table.

Determine how many syllables are in a word?

Find the place of the sound [L] in the word.

11. Memorizing a poem

Now we will learn a poem about the sound [L].

It took me a long time to learn the sound L

And I learned the words:

Paw, paws, paws,
Lamp, lamps, light bulbs,

Stick, sticks, sticks,

Daws, daws, ticks.

12. Summary of the lesson

What sound did we work with today?

What did you do in class?

Did you like the lesson?

Automation of sound [L] in connected speech

Target. Automation of the sound [L] in connected speech.

1. Correctional – educational:

Teach children to answer questions accurately and completely;

Form a lexical and grammatical structure;

Automation of sound in connected speech;

2. Corrective and developmental:

Development of phonemic hearing and phonemic perception;

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Formation of a positive attitude towards participation in the lesson;

Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, picture “steamboat”, object pictures.

Progress of the lesson

1. Organizational moment

Solve the riddle.

Loose snow melts in the sun,

The breeze plays in the branches,

So...(spring) has come to us.

2. Report the topic of the lesson

Zvukoznaika and Slovoznaika watched for a long time as you learned to speak beautifully, construct sentences correctly, and today they invite you to visit. They prepared games and exercises.

3. Articulation gymnastics

1. Exercise “Frog”. Smile, exposing your closed teeth with tension.

2. Exercise “Spatula”. The mouth is open, a wide, relaxed tongue rests on the lower lip.

3. Exercise “Clock”. The mouth is slightly open. The lips are stretched into a smile. Using the tip of your narrow tongue, alternately reach towards the corners of your mouth.

4. Exercise “Snake”. The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.

5. Exercise “Swing”. The mouth is open. With a tense tongue, reach for the nose and chin or the upper and lower incisors.

4. Development of fine motor skills

Rain and sun.

Listen to the thunder, listen to the thunder (put your hands to your ears)

But don't be afraid, but don't be afraid (show your finger)

On the face, on the face.

The rain is dripping, the rain is dripping (tap your fingers on your face and head)

Here comes the sun, here comes the sun (spread your fingers, hands palms forward)

It shines like that, it shines like that!

It will be dry, it will be dry (shake, shake off the water with your hands)

How nice! how nice! (clap our hands)

5. Development of phonemic awareness

Listen carefully, if you hear the sound [L], raise the flag.

Ma, na, la, for, ra, lu, zhu, ly, we, ry, lo, zo, lu, kra, kla, pro, pla, plu.

6. Pronunciation of a pure tongue

Slovoznayka and Zvukoznayka love to play with their fingers and clearly pronounce phrases.

Ly - ly - ly - we scored goals,

Lu - lu - lu - near the windows on the floor,

La - la - la - they didn’t notice the glass,

Lu - lu - lu - we didn’t hit the glass,

La - la - la - only there is no glass in the window.

7. Physical exercise

Sunshine, sunshine, (Walk in a circle, arms raised up).

Golden bottom.

Burn, burn clearly

So that it doesn't go out.

A stream ran in the garden (Running in a circle).

A hundred rooks flew in (“Fly” in a circle).

And the snowdrifts are melting, melting, (squat slowly).

And the flowers are growing. (Rise on tiptoes, arms stretch up).

8. Pronunciation of poems

Listen carefully and repeat the poem.

9. Phonemic analysis and synthesis Words: varnish, doe, crowbar.

Indicate the sounds with circles. How many sounds are in a word varnish?

10. Poems about spring (expressive reading)

The snow is melting, the icicles are crying,

Streams run ringing,

The wind is warm - this means

That spring has already come?

What do you think there can’t be spring without?

What's good about something like rain?

What's bad?

12. Summary of the lesson

What sound did we work with today?

Did you like the lesson?

Surprise moment:

Slovoznayka and Zvukoznayka give a boat (a game with a boat on the water).

Abstract of the manual………………………………………………………2

Preface………………………………………………………………………………..3

Notes of individual lessons………………………………………….4

Sound [L]. Sound setting [L]……………………………………………………………4

Sound setting [L]………………………………………………………7

Automation of the sound [L] in reverse syllables………………………………….11

Automation of the sound [L] in reverse syllables and syllables………………………..15

Automation of the sound [L] in straight syllables and words………………………….18

Automation of sound [L] in syllables, words and sentences………………….22

Automation of sound [L] in words and sentences…………………………..26

Automation of sound [L] in coherent speech………………………………………………………30

1. Konovalenko V.V., Konovalenko S.V. Plans for individual-subgroup lessons on production and automation of sounds (160 lessons). M., 1998.

2. Filicheva T.B., Tumanova T.V. Children with phonetic-phonemic underdevelopment. Education and training. – M.: “Publishing house GNOM and D”, 2000.

3. Filicheva T.B., Chirkina G.V. Program for training and education of children with phonetic-phonemic underdevelopment. (senior kindergarten group). – M. – 1993.

4. Chernyakova V. N. Development of sound culture of speech in children 4-7 years old: Collection of exercises. – M.: TC Sfera, 2005. – 64 p.

5. Pozhilenko E. A. The magical world of sounds and words: A manual for speech therapists. –

M.: Humanite. ed. VLADOS center, 2003. – 216 p.

6. Gromova O.E. I say correctly L - L`. M., 2011.

7. Tkachenko T. A. Speech therapy encyclopedia. M., 2008

8. Correctional and speech therapy work with children 5-7 years old: block-thematic planning / author's compilation. E. F. Kurmaeva. – Volgograd: Teacher. 2012. – 191 p.

Municipal budgetary preschool educational institution

general developmental kindergarten No. 27 “Vasilyok”, Tuapse municipality Tuapse district

Summary of an open speech therapy lesson in the senior group

using health-saving technologies

on the topic: “Sound production [L]"

2014 academic year

Summary of an open speech therapy lesson in a senior group using health-saving technologies

on the topic: “Sound production [L]"

Tasks.

Correctional and educational:

Place the sound [L] by gradually creating an articulatory pattern;

Learn to answer questions accurately and completely;

Corrective and developmental:

Development of logical thinking, attention, memory;

Development of speech motor skills, fine motor skills of fingers;

3. Educational:

Cultivate a friendly attitude towards others, politeness, and a culture of behavior.

Equipment. Mirror, pictures for articulation gymnastics, toys: mouse, steamer.

Progress of the lesson

1. Organizational moment

2. Preparation for sound production [L]

Once upon a time there lived a tongue. Meet him. He lived in his own house. Do you know what the house near the tongue is called? (Mouth) He was very curious and often looked out the window. He opened the window, closed it, opened it again, looked out, looked to the right, then looked to the left to see if anyone was coming? Looked up, is the sun shining? I looked down - were there any puddles?

Tongue ran to the kitchen, and there mom was kneading the dough. “Let me help you,” said Tongue. Exercise “Kneading the dough.”

We kneaded the dough and baked pancakes. Exercise “Pancake”

Tongue thanked his mother for the delicious breakfast and ran for a walk. There is a high fence in the yard near the house. Exercise “Fence”

Tongue wanted to swing on the swing: up and down! Exercise “Swing”. Have fun swinging with Tongue on the swing!

Tongue got off the swing and suddenly saw a menacing, angry turkey. The turkey stood in the middle of the yard and cursed terribly. Let's show how Turkey swore. Exercise “Turkey”

Tongue got scared and ran home. Suddenly someone knocked. Who's there? It's me, your friend, little mouse. Let `s play. Catch up with me. Exercise “Catch the mouse”.

We played catch-up, and now let’s play another game, “Repeat after me.”

The speech therapist asks to reproduce a rhythmic pattern.

The mouse ran away to his hole. And the tongue got bored and went to the clearing.

Then he took his favorite toy steamer and began to play with it.

3.Development of breathing.

4. Sound setting [L]

5. Physical exercise

One - squat, two - jump.

This is a rabbit exercise.

How do fox cubs wake up? (Rub your eyes with your fists)

They like to stretch for a long time (stretch)

Be sure to yawn (yawn while covering your mouth with your palm)

Well, wag your tail. (movement of hips to the sides)

6. Logic task Game “Fourth wheel” (work from pictures).

Steamboat, boat, plane, sailboat.

Car, tram, trolleybus, metro.

Airplane, helicopter, bicycle, hot air balloon (as a mode of transport).

7. Development of fine motor skills of the fingers

Assignment: circle the dots and color.

What did you get? Steamboat.

How does the ship sound? (L-L-L). Repetition of articulation.

8. Summary of the lesson

Our fairy tale has come to an end.

Do you like her?

What do you remember?

What sound did you learn to pronounce today?

Developed by a speech therapist teacher

Ilyukhina Olga Vasilievna

MBDOU "Kindergarten "Teremok" combined type"

Target: automate the sound [l] in syllables, words, sentences.

Tasks:

Educational:

Reinforce the correct pronunciation of the sound [l] in syllables, words, sentences.

Develop skills in agreeing a numeral with a noun;

Corrective:

Develop holistic perception, memory, fine motor skills, attention, phonemic hearing;

Enrichment and expansion of vocabulary;

Strengthen the skills of sound analysis and synthesis;

Educational:

Foster independence and interest in activities.

Equipment: pictures-symbols for articulatory gymnastics, pictures depicting flowers (lily of the valley, rose, iris, bell, gladiolus, violet, poppy, chamomile, tulip, forget-me-not, phlox); pictures of birds: nightingale, oriole, woodpecker, goldfinch, nightingale; cut-out picture with the image of Stella”; a set of subject pictures: bast shoes, fork, horse, bicycle, donkey, football, swallow, saw, hammer, wolf, stick, chalk, flippers, bun, violet, table, hanger, bow, boat.

Progress of the lesson

1. Organizational moment.

Today we have a new guest in class. Listen to the riddle and try to guess who it is?

She buzzes over the flower,

It flies so quickly towards the hive,

She gave her honey into the honeycomb;

What is her name?... (bee).

That's right, this is a cheerful and kind bee. Named Stella. She loves to collect flower pollen and make honey from it. She came to listen to how you pronounce the sound [l] and play different games with you.

2. Articulation gymnastics.

But first, let's do exercises for the tongue. And “funny pictures” will help you with this. Look at them and do the same.

"Spatula"

Place your tongue with a spatula

And hold it a little.

The tongue needs to be relaxed

And keep it counted.

"Needle"

I pull my tongue with a needle.

Don't come near! I'll inject!

"Watch"

Left - right, left - right,

My tongue slides slyly:

Like the pendulum of a clock

He's ready to swing.

"Swing"

I swing on a swing.

I fly up and go down.

"The steamboat is humming"

The steamboat is small,

But he is so brave!

The waves are not afraid of him,

He buzzes cheerfully: “Y-Y-Y.”

" Smile"

Our Tanya is a mischief maker,

Pulls lips towards ears.

Look at me -

I am now a frog!

"Delicious jam"

Damn, we ate with pleasure -

Got dirty with jam.

To remove the jam from your lips,

The mouth needs to be licked.

3. Automation of the sound [L] in syllables.

The bee loves to fly on the lawn and sing songs. And she wants you to sing with her too.

la-la-la ala-ala-ala

lu-lu-lu ulu-ulu-ulu

ly-ly-ly yly-yly-yly

lo-lo-lo olo-olo-olo

4. Automation of the sound [L] in words.

Bee invites you to learn how to write poetry. Think of a word that rhymes and repeat the entire poem. Don’t forget to pronounce [L] clearly and correctly.

La-la-la, delicious honey carries... (bee).

Lu-lu-lu, we saw... (a bee).

Ly-ly-ly, we were scared... (bees).

5. Finger gymnastics.

BEES

Small house on the Christmas tree

A house for bees, where are the bees?

We need to knock on the house,

One two three four five.

I'm knocking, knocking on the tree,

Where, where are these bees?

They suddenly began to fly out:

One two three four five!

One of the hands stands on the table, resting on the elbow, fingers spread out (Christmas tree). On the second hand, the fingers close into a ring (beehive). The “hive” is pressed against the “Christmas tree”; the child looks into the “hive”.

He clenches his fists. He knocks his fists against each other, alternating hands. He spreads his arms, spreads his fingers and moves them (bees fly.)

6. Formation of sound analysis skills.

How many flowers grow on the lawn. Stella flies from one flower to another and doesn’t know which one to choose in order to collect the flower juice. Let's help her choose those flowers whose names contain the sound [L].

(lily of the valley, rose, iris, bell, gladiolus, violet, poppy, chamomile, tulip, forget-me-not, phlox).

7. Physical exercise.

The bee is a little tired. Let's relax with her.

Here's the bee's exercise.

Do it in order.

Quickly stand up and smile.

Reach higher, reach higher.

Well, straighten your shoulders,

Raise and lower.

Turn left, turn right,

Touch your hands with your knees.

8. Game “Where the sound was hidden.”

Stella brought a beautiful box with her. Look what's in it. Yes, there are a lot of pictures here, in the name of which each object the sound [L] is hidden. Determine the place of the sound in words: at the beginning, in the middle or at the end of the word.

(Baps, fork, horse, bicycle, donkey, football, swallow, saw, hammer, wolf, stick, chalk, flippers, bun, violet, table, hanger, bow, boat).

9. Game "Count."

Look how many birds have flown to the lawn! Let's count them. And tell me: which birds are more and which are fewer.

Sections: Working with preschoolers

Goals:

Correctional and educational:

learn to perform articulation exercises to produce the sound “l” in full;
teach children to give acoustic-articulatory characteristics of sound;
improve the skills of sound analysis and synthesis.

Correctional and educational:

develop phonemic processes;
develop attention, memory, fine motor skills;
develop voice strength and intonation expressiveness of speech.

Educational:

form friendly relationships.

Equipment: sound symbol, pictures with the sound “l” in their names, sound line, cards for determining the place of sound in a word, sound signals, “Su-Jok” massager, Luntik toy, mosaic.

Progress of the lesson

1. Organizational moment.

Let's remember our rule:

Every day, always, everywhere
In class, in play
We speak loudly and clearly,
We are never in a hurry.

2. Palm massage needle massager "Su-Jok".

I roll my nut to make it rounder than everyone else.

3. Facial massage.

Let's rub our cheeks together in a circle:
This is how we will develop the memory of forgetful little bears.

Don’t forget that everyone needs a cheek massage.
I draw a circle on my chin:
I want to help Mishutka
Speak clearly, quickly, pronounce all sounds.
1, 2, 3 - I'll say 4, 5 and 6, and 7.
To make the mischievous bears think better
We will stroke the foreheads of the plush rogues
1, 2, 3 - I'll say 4, 5 and 6, and 7.
Don’t forget, everyone should get this type of massage.

Motivation.

The children find the letter. "I'm in a hurry to visit: untik."

Speech therapist. I know that you can’t pronounce the “l” sound either. Let's help Luntik and learn together with him.

4. Development of articulatory motor skills.

Articulatory structure of the sound "l".

The tongue is at the top, the tip is pressed against the tubercles (alveoli);

A gap is formed on the sides of the tongue into which air passes;

The lips are parted and the teeth too.

b) Describe the sound “l”

Consonant, hard, sonorous.

c) Sound symbol: a large plane hums: L-L-L.

d) Articulation gymnastics.

I show pictures of exercises and the children do them counting.

The tongue lay on the lower lip, how beautiful and relaxed it is (“Pancake”).

The tongue really wants to listen to an interesting story, and out of impatience it either looks out, then hides behind its teeth again (“Tasty jam”).

The tongue runs around, looking for a more comfortable place (“Turkey”).

I saw a steamer in the distance and sang a song (“The steamer is humming”).

(Children put their tongues on their upper teeth and hum like a steamboat.)

5. Formation of diaphragmatic breathing “Clock”.

Sitting on a chair, spread your legs shoulder-width apart and lower your arms. Take your left hand to the side and place it on the back of your head: slowly leaning to the right, lightly pat your left side with your right hand - inhale. Return to the starting position - exhale completely (pull in your stomach, relax). The same in the other direction.

Tick-tock, tick-tock
The clock goes like this:
Tilt left, tilt right,
Tilt left, tilt right.

6. Development of phonemic hearing.

Sit down if you hear the sound "l".

M, p, l, k, l, la, pa, Lu, we, lo, ol, paw, pipe, bowl, elk.

Pronunciation of sound complexes:

loud auioee,
quiet ayyy,
in a whisper iouy.

8. Riddles.

Children solve riddles and pick up picture clues. Then determine the place of the sound in the word using cards.

Iron sister
Toothy and sharp,
Even the maple tree is afraid of her
And poplar and pine:
And even the oak is afraid
Get under your sister's teeth (saw).

If only he didn't poke around everywhere
Your long sharp nose,
Our garden would have withered long ago,
And the forest was bare and barefoot (woodpecker).