There are a great variety of helminths in nature. They attack any living organism....
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, which limits 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 back of the tongue touches 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
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.
Games in pictures for children 4-5 years old
Assignments for children in the middle group of kindergarten on the topic “Learning to read”
Task 1
Name the items in each group. Match them with the letter their names begin with.
Task 2
What letter do these words start with? Draw an object whose name begins with the desired letter in each group.
Task 3
Connect objects whose names begin with the same letter.
Task 4
Connect objects whose names end with the same letter.
Task 5
Color the extra picture in each group. What letter do the names of the pictures begin with?
Task 6
Choose and color only those pictures whose names contain the letter “W”.
Task 7
Color only those objects that have the letter “L” in their names.
Task 8
Color only those objects whose names contain the letter “P”.
Task 9
Color only those objects that have the letter “K” in their names.
Task 10
Name the pictures. Connect them in a chain: in the first word - the name of the picture, the sound [M] is at the beginning of the word, in the second the sound [M] is in the middle of the word, in the third the sound [M] is at the end of the word.
Task 11
In the name of which object is the sound [D] heard, and which - the sound [T]?
Task 12
In the name of which object is the sound [B] heard, and which - the sound [P]?
Task 13
In the name of which object is the sound [Z] heard, and which - the sound [S]?
Task 14
Where is the sound [P] in words: at the beginning, in the middle or at the end of the word? Match the diagrams with the appropriate words.
Task 15
How many sounds are in each word - the name of the picture? Name them. Match the pictures with the correct numbers.
Task 16
What sounds do the names of these objects begin with? If you remove the first sounds in these names, you get different words. Which?
Test yourself.
Fishing rod - daughter; fly - ear; beads - mustache; thunderstorm - rose.
Task 17
Say the names of these objects. In which words does the first sound sound hard? Color the square next to this word blue. In which words does the first sound sound soft? Color the square green.
Task 18
Match each picture with the syllable with which its name begins.
Task 19
Combine words with one syllable with one square, words with two syllables with two squares, and words with three syllables with three squares.
We continue to study the letters of the alphabet for children. Today we will get acquainted with a new letter of the Russian alphabet - the letter “L”.
Here you can download free tasks about the letter “L” of the Russian alphabet.
So what we will need to do:
- Circle the objects that begin with the letter "L". Color the large and small letters “L” blue.
- Write a small letter “l” in a circle under each picture and circle the first letter “l”. Discuss who is shown in the pictures? What letter do all these words start with?
- Color the picture, find out who is depicted in it, insert the letter “L” in the word “Luntik”.
You can download this lesson about the letter “L” here:
- We learn to write the letter “L” - you need to circle the letters with multi-colored pencils, and then
- help the fox collect all the letters “l”. Trace the dotted lines.
- We learn to write capital letters “L”, large and small, by tracing the dotted lines.
- We look for five letters “L” among other letters and color them blue. (Letter game for attentiveness).
- Circle the picture with dots. Color the picture. Insert the letter “l” in the word “lion”.
Video
ABC Baby from Aunt Owl
Learning the letter L with the Kruglyashik
Wonderful alphabet
Anna Kravchenko
Summary of a lesson on speech development (learning to read and write) “Introduction to the letter “L” and the sound [L]”
Subject: Introducing letters and sounds"L".
Goals:
Introduce children to sound"l", "l", letter"l", teach to characterize sound"L"
Strengthen the ability to listen to the sound of words.
Strengthen the ability to intonationally highlight the first sound in a word.
Strengthen the ability to divide words into syllables using a word model.
Shape grammatical structure of speech.
Develop general and fine motor skills.
Develop the ability to understand a learning task and complete it independently.
Integration of educational regions:
"Social - communicative development» , "Speech development» ,
"Cognitive development» , "Artistic and aesthetic development» , "Physical development» .
Materials and equipment:
Ribbon letters, letter L, blue, green and red chips, plasticine.
Progress of activities:
The teacher reads a poem:
Invented by someone simply and wisely
Say hello when meeting: "Good morning!"
Good morning to the sun and birds,
Good morning to trusting people.
And everyone becomes kind and trusting
Good morning lasts until evening.
Educator (to children): Smile at each other, and give everyone your smile.
Today we received an invitation from the city Zvukograd, we are invited to a birthday party. To get to the birthday party, you need to complete tasks.
The first task will be like this: Your name must be divided into syllables. The teacher says children: “Now you already know a lot about sounds. What are there sounds? That’s right, vowels, hard consonants and soft consonants.”
The teacher invites the children to play a game "What's my name?". Takes three chips - red, blue, green. Then, in children experiencing in the process training significant difficulties, asks what sounds are indicated by these chips. Places one chip, for example, on the windowsill, another on the board, and attaches the third to the doors. Invites children to quietly say their name, listen to what the first name is sound- vowel or consonant, and if it is a consonant, then it is hard or soft. At the teacher’s signal, all children must quickly take place next to the chip that indicates the first sounds in their names. The teacher explains this using the example of his name: pronounces it, names the first one sound, determines its quality and stops where the chip of the corresponding color is placed.
The correctness of this exercise is checked by the children in each subgroup with the help of the teacher (pupils are divided into subgroups in the process of completing the teacher’s assignment).
I propose a second task:
Didactic game “Name the words by highlighting the first sound "l".
(On the table there are pictures depicting an elephant, a moose, a spoon, a horse, skis, a puddle, a bow, a shovel, the moon, a magnifying glass, a lamp, a watering can, a leaf, a saw, a lion). Children must choose the pictures where in the words the first sound "l", and determine which He: hard or soft.
Educator: Here we are Zvukograd, in this city there are streets, here is the street “Singers” (to children): "Which sounds live here?”
Children answer: Vowels live here sounds(a, o, y, e, i, i, e).
Educator: Here is the street “Loud” (to children): "Which sounds live here?”
Children: Hard consonants live here (b, c, d, d, g, t).
Educator: Here is the street “Quiet” (to children): "Which sounds live here?”
Children: Soft consonants live here (b", c", d", d", g", t").
The teacher offers an exercise for the tongue “Steamboat”
Children should stretch their lips into a smile, open their mouth, then cup their tongue on their upper teeth, and buzz: “l-l-l.”
Children pronounce sounds [L, L], carry out a detailed acoustic-articulatory analysis: sound [L] - consonant(the tip of the tongue comes into contact with the palate and creates a barrier to the air stream, it can be hard and soft, ringing (the ears buzz, we denote it with a blue or green chip. Repetition of the characteristic sound by several children.
Educator: Guys! Sound[L] lives in a house called « Letter L» . (Demonstration letters L.) Consider letter and write it finger: First on the table and then in the air.
Then the teacher reads the fairy tale “The Little Fox and the Little Frog” and suggests memorizing the words from sound [l, l"].
In the forest, in a large puddle, there lived a little frog who really loved to sculpt from clay.
He crawls out of the puddle, picks up some clay and sits there sculpting. At first he only made flat cakes. Then he started making koloboks and lemons. Then he made an elephant and after that a lion on skis and a horse in a boat.
The animals looked, laughed and affectionately stroked the frog on the back. Only one little fox (was he jealous or something) came, broke everything, and even teased:
Greenest of all is the pop-eyed la-gu-sho-nok!
And this continued until the little fox grew up.
One day he came to a puddle, sat down next to the little frog, watched for a long time as he sculpted, and felt sad said:
I used to sculpt too, but it just didn’t work out for me...
Nothing! - said the frog. - Don't be upset! But you dig the most cunning holes.
The teacher offers to conduct physical education minute:
Let's spread our legs with the letter “l”,
As if dancing - hands on hips.
Leaned left, right,
It turns out great.
Left - right, left - right.
The teacher offers the game “Flies - does not fly”:
The teacher names the words and invites the children to “flap their wings” if the object he names means a flying insect or bird (dragonfly, desk, helicopter, plane, squirrel, swallows, swans).
The teacher suggests doing sound analysis of the word “moon”. One child performs at the board, the rest on the spot.
L [l] – hard consonant (blue chip)
U [u] – vowel sound(red chip)
N [n] – hard consonant (blue chip)
A [a] – vowel sound(red chip)
The teacher offers the game “Say a Word”
1. A cunning cheat,
red head,
2. On the bench by the gate
Lena tears bitterly... (it's pouring)
The fluffy tail is a beauty.
Who is this... (fox)
3. Andreyka in his garden
Watered flowers from... (watering cans)
4. Leisya, rain, cheerful,
We are friends with you!
It's good for us to run
Barefoot on... (puddles)
The teacher offers to talk purely speaking:
Lo-lo-lo - it's warm outside
Lu-lu-lu - the table is in the corner
Ul-ul-ul - our chair is broken
Ol-ol-ol - we bought salt.
The teacher suggests laying out plasticine letter "L". The teacher and children congratulate sound “L” happy birthday, and return home.
Bottom line classes.
With what met by sound? Which one is it sound? Why is he agreeable?
Publications on the topic:
Summary of educational activities using ICT for children of senior preschool age “Introduction to the letter Y and the sound [Y]” Summary of educational activities for children of senior preschool age “Introduction to the sound [Y].” Objectives: Teach children to identify the sound [Y]. Determine availability.
Summary of GCD in the senior group “Introduction to the sound [y] and the letter U” Summary of GCD in the senior group “Acquaintance with the sound “U” and the letter “U” Program content: 1. Develop the skill of clear pronunciation.
Summary of OOD on teaching literacy “Introduction to the sound [L’]” OOD under the program "Kindergarten 2100". The manual used by T. R. Kislova, R. N. Buneev “On the Road to the ABC”, part 4. Topic: Getting to know.
Summary of the open lesson “Introduction to the sound and letter P” Target. Introducing children to the sound and letter R. Tasks. Correctional and educational: Improve sound analysis skills by highlighting.
Summary of the literacy lesson “Introduction to the letter K, k” (preparatory group) Technological map Educational area: Communication. Sections: Teaching literacy (preparatory group) Topic: Letter “K k”, sounds “k k;” Target:.
Summary of a lesson on speech development in the middle group “Introduction to the sound [H]” Goal: Teaching the correct pronunciation of the sound Ch to children of middle preschool age. Objectives: - Introduce the sound Ch; - Clarify pronunciation.
Lesson summary for the preparatory group “Introducing the sound and letter C” Lesson on teaching literacy in the preparatory group “Sound [ts]” Progress of the lesson - Guys, look how many guests came to us today.
ECD for speech development for children of the preparatory group “Introduction to the sound and letter B” Integration of educational areas: speech development, artistic and aesthetic development. Program tasks: - learn to isolate sound.
Introducing children to the letter and sound U Goal: to introduce children to the letter and sound U, to explain the difference between the concepts of “sound” and “letter” Objectives: Educational: Teach the child to highlight.
Introducing the sound and letter U. Summary of a literacy lesson for children in the preparatory group Program content: 1. Continue teaching children to characterize sound. 2. Learn to highlight sounds in words. 3. Develop auditory attention.
Image library:
Elena Larina
Summary of a lesson on teaching literacy in the senior group. "Letter L".
Tasks:
1. Introduce children to letter L.
2. Learn to differentiate sounds (L) - (L).
4. Expand your vocabulary.
5. Develop attention, memory, logical thinking.
Progress of the lesson:
We have a new guest today letter. Which one, try to guess!
Game "Say a word".
Two birch horses
They carry me through the snow.
These red horses
And their names are... (skis).
Cunning cheat
red head,
A fluffy tail is a beauty
And her name is... (fox).
Makes everyone around you cry
Although he is not a fighter, but... (onion).
I am made of heat,
I carry the warmth with me,
I warm the rivers
"Take a bath!"- I invite you.
And love for it
You all have me. I … (summer).
You guessed which one the letter is visiting us? (L)
Because the words SKI, FOX, BOW and SUMMER begin with letter L.
We are considering letter L, what it looks like, what elements it consists of.
What is the first sound in the word LUK? – (L).
Tell us about it. - (It is consonant, sonorous, firm).
What is the first sound in the word FOX? – (Lh, he is consonant, sonorous, soft).
Means letter L stands for two sound: hard sound (L) and soft sound (L).
Game "Blitz - survey" (all answers start with letter L) .
Earth satellite. (Moon).
Little people. (Lilliputians)
(Lukoshko)
The evil spirit of the forest confuses its tracks. (Leshy)
Remedy for diseases. (Medicine)
Who did Thumbelina save from cold death? (Swallow)
Who traveled with ducks on a stick? (Frog)
A person who doesn't want to do anything. (Lazy guy)
Time of year. (Summer)
The tree is a honey plant. (Linden)
Basket for mushrooms and berries. (Lukoshko)
Forest fragrant spring flowers. (Lilies of the valley)
Note. (La)
Game “Replace the word with a new one letter L» .
Toad – (frog)
Basket – (basket)
Horse - (horse)
Deception - (lie)
Gangway - (ladder)
Ship - (boat)
Game “What does a person have?”
A dog's face is a man's (face).
Fish have gills - humans have gills (lungs).
An excavator has a bucket - a person has a bucket (palm).
Fizminutka "It flies - it doesn't fly".
If the object does not fly, the children squat. If it flies - "fly" By group.
Airplane Helicopter
Fox ladder
Swan Moth
Pelican Deer
Puddle Lamp
Now guess my riddles.
"If I'm empty,
I forget about you
But when I bring food -
I won’t pass by your mouth.” (Spoon)
(A picture with a picture of a spoon is laid out, and under it a card with the word SPOON.)
Where is letter L in the word SPOON? (First, at the beginning of the word).
Same with other riddles.
“There are four legs under the roof,
And there’s soup and spoons on the roof.” (Table)
"He lives in a hollow
Yes, he gnaws nuts.” (Squirrel)
“I am the most lively worker
In the workshop.
I'm beating as hard as I can
Day of the lazybones
What is lying around without any use,
I'll pin him to the board
Yes, I'll hit you on the head.
The poor thing will hide in the board -
His cap is barely visible.” (Hammer)
Clap the word TABLE. How many syllables does it have? (One)
Walk the word SPOON. How many syllables does it have? (Two)
Jump the word HAMMER. How many syllables does it have? (Three)
Divide the word SQUIRREL into syllables. How many syllables does it have? (Two)
Which word is the shortest (longest? Why?
And now the words want to play with you. (The teacher takes cards - words, mixes them up and distributes them to the children one at a time).
Match the words to your pictures. (Other children do the same task).
Game "Port" "Syllables" (reading syllables).
The boat floated down the river,
She was carrying the letter L.
Swam to pier A,
Let's read it, children. (LA).
Swam to the pier Oh,
Let's read it together (LO).
Swam to the pier U,
Let's read together... (LU).
Swam up to pier Y,
Let's read it quietly (LY).
Swam to the pier And,
Let's read it tenderly (LI).
I swam to the pier,
Let's read it loud (LYA).
What will be loaded onto the boat at each pier? Choose words for each syllable.
Now let's guess puzzles:
100l, li100k
Which letter came to visit us? (L)
What do you remember about her? (A consonant, voiced, means two sounds - a hard sound (L) and soft sound (L).
