An example of long-term planning of an individual lesson for a teacher of the deaf. An individual work program for setting up sound in speech therapy classes

07.11.2019

Abstract individual lessons for sound correction

Vasilyuk Liza (5 years old)

Defect: dysarthria(erased form)

Topic: Sound [l](no sound)

Stage: sound setting [l]

Goals:

Develop gross and fine motor skills.

Develop mimic muscles.

To form a smooth exhalation, a directed air stream.

Develop phonemic awareness, build skills sound analysis and synthesis.

To form the correct position of the organs of articulation for pronouncing the sound [l];

Fixing the isolated pronunciation of sound [l]; learn to highlight the sound [l] in words.

Exercise in determining the presence of sound in syllables.

Develop memory, attention, grapho-motor skills.

Equipment: mirror, articulation sound profile [l], pictures for articulation gymnastics, material for working out an air jet, doll, subject pictures with sound [l], colored pencils, a sheet of white paper.

Lesson progress:

Organizing time

Hello Lisa. I'm glad to see you. I received a letter today, the Alla doll invites us to visit, but in order to visit, we need to prepare and perform various exercises.

You agree? Great, then get to work!

Development of general motor skills

The game "Guess the movement".

I will show you the movements that adults and children can do at home ( dusting, vacuuming, cooking dinner, mopping the floor, painting, washing the window, reading a book, watering the flowers), and you guess the movement and repeat it.

Finger gymnastics

"The rain came out for a walk."

One, two, three, four, five!
The rain came out for a walk
Went slowly, out of habit,
Where is he in a hurry?
Suddenly he reads on the tablet:
"Don't walk on lawns!"
The rain sighed softly.
"Oh!" And he left ... The lawn dried up!

(Rhythmic strikes on the table with the fingers of both hands, starting with the little finger, in turn. Random strikes with the fingers of both hands on the table. We “walk” with the middle and index fingers on the table. Rhythmically we hit the table with our palms, then with our fists. Frequent and rhythmic clapping. One clap Rhythmic clapping on the table).

Self-massage of the face as shown by a speech therapist

"A cloud has arrived again!"

Do the following with me:

A trickle of rain ran
On the forehead, on the nose, on the cheeks,
I dripped for a long time and played:
Dots on cheeks

(We smooth the forehead from the middle to the temples. We stroke the forehead, nose from top to bottom and along the cheeks.
Pinch cheeks, upper and lower lip. Do it 2 times).

Formation of a smooth, directed air jet

"Let's chase the cloud!"

It's sad when it rains, let's pretend it's a cloud and chase it away. Let's blow off this “cotton cloud” from the palm (we blow off cotton wool with a smooth exhalation from the open palm).

The development of facial muscles

“We admire ourselves” (as shown by a speech therapist)

We drove the cloud away, the mood became good, let's admire ourselves:

Outraged!

Frowning!

Surprised!

We rejoiced!

Development of articulatory motor skills.

We admired ourselves, the mood rose. Let's play with our cheeks: we inflate our cheeks simultaneously and alternately; we knead our lips: we do “Smile”, “Fence” alternately.

Liza, now let's see what a cheerful tongue we have, he can play!

Exercise "Shovel".

Put the tongue with a spatula
And keep calm!

Exercise "Naughty tongue."

We will punish the tongue -
Let's spank him, buddy.

Exercise "Needle".

I turn my tongue into a needle
I tighten and tighten.

Exercise "Painter".

I'm a painter, I paint roofs
Above all I, above-higher!

Exercise "Sail".

Sail up! The boat is sailing
And he invites the kids for a walk.

Decomposition of the correct articulation pattern for pronouncing the sound [l]:

Today Alla doll invited you and me to visit her. She lives in a fabulous house, but to get to her, we need to sail on a steamboat, and you know how a steamboat hums?

Listen to "l-l-l".

When we pronounce the sound [l], our lips smile, the teeth are brought together by a “fence”, the tip of the tongue is raised by the upper teeth, the air stream passes along the lateral edges of the tongue, the voice rings.

And now you try to buzz like a steamer, make a sound [l].

Work on the development of phonemic processes

Well, here we got to the fabulous house of Alla's doll.

The game "What is in Alla's house."

Now I will show the pictures and name them, and as soon as you hear a word that has a sound [l], clap your hands: a table, a shovel, a candy, a shelf, a spoon, a cat, a lamp.

Let's leave only those pictures in which there is a sound [l] and remove extra pictures in which there is no sound [l] (the child performs independently).

Fixing the isolated pronunciation of sound [l]

Let's smile, do the "Fence" exercise again, lift the tip of the tongue by the upper teeth, and let the air flow along the lateral edges of the tongue. What happened? (the child performs actions and pronounces the sound [l].) Repeat it again. Well done! You learned to pronounce the sound [l].

Let's show how the steamer hums: l-l-l.

Homework

Development of attention and memory. Formation of graphic skills

And now be careful, I remove all the pictures, and you remember as many pictures as possible that you saw and name them (child calls). Now draw the one you like the most.

Summary of the lesson

Lisa, what sound did you and I learn to pronounce today. Let's remember how we pronounced it.

Today at the lesson we were visiting Alla's doll, we played different games, you learned to listen and pronounce the sound [l] correctly and showed Alla how good you are at it! Well done!

Doll Alla and I have prepared a surprise for you - a flower, let's attach it to your booth.

Competent, clear, pure and rhythmic speech of a child is not a gift, it is acquired through the joint efforts of parents, teachers and many other people, surrounded by whom the baby 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 work of the organs of the articulatory apparatus. Articulation gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus. A set of exercises is offered to the attention of parents, with the help of which you can help your child pronounce the sound [l] correctly.

k[L]assnaya cog[L]asnaya

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

Some exercises a child can master in one or two lessons, others are given to him not immediately. Perhaps the development of a certain articulation pattern will require many repetitions. Sometimes failure causes a child to refuse further work. In this case, do not focus on what is not working. Encourage him, return to a simpler, already worked out material, reminding him that once this exercise also did not work.

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, bear) and let them perform articulation exercises, pronounce sounds and syllables, repeat words and tongue twisters.

It is necessary to carry out articulation gymnastics daily so that the motor skills developed in children are consolidated and become more durable.

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

Doing articulation exercises is a difficult job for a child. Praise and encouragement will give the baby self-confidence and help to quickly master this or that movement, and therefore, quickly master the correct pronunciation of speech sounds.

Sound [l]

For the correct pronunciation of the sound, it is necessary to develop: lifting the tip of the tongue up, lifting the back of the back of the tongue up.

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

Sometimes, under tension, the child cannot turn on 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". A wide tongue constantly lies on the lower teeth without tension. If a child can hold out the sound [l] for a long time, then it means that he succeeds in it and it is possible to consolidate it.

Fixing the sound. To consolidate the sound [l], [l "] in speech, you can use the game "Wonderful bag" or a variant of the game "What is hiding under the tablecloth?" The child must by touch determine which object lies in the bag or under the tablecloth. such that the desired sound in the words-names was in a different position: at the beginning of the word, in the middle, at the end.

To consolidate the sounds, use the ability of four-year-old children to easily memorize verses. Read the poems of Marshak, Barto, Zakhoder and other children's authors to children, ask the child to finish the last word in the line, the last line in the poem, then the quatrain, then the whole poem.

The exercise

Find pictures in the names of which the sound [l] is at the beginning of the word: paw, lamp, shovel, lotto, bow, moon; 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 automation [l] hard, soft sound is easy to imitate. In front of the mirror, say the syllables: "li-li-li", while the 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 of pronunciation of sounds [l], [l "] are called lambdacisms. Lambdacisms include the absence of sound [l] and its distortion (interdental, nasal or bilabial sound, etc.).

Because articulation solid sound[l] more difficult than the articulation of a soft one, then it is most often violated.

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

The reasons leading to the incorrect pronunciation of the sound [l]: a shortened hyoid ligament, which limits the upward movement of the tip of the tongue; weakness of the muscles of the tongue; phonemic hearing impairment.

Distortion of sounds [l], [l "]

The sound is pronounced interdentally. The tip of the tongue, instead of rising beyond the upper incisors, comes 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 with the correct pronunciation of the sound [l]. In this case, the air stream partially or completely passes through the nose. The child’s speech will sound like this: “Mouse of the spring jinga, down in the unggu spanga.”

Replacing the sound [th]. In this disorder, the tip of the tongue stays down instead of rising past the upper incisors, and the middle back arches up instead of down. The child says this: "The mouse is happier, down in the coal junction."

Sound replacement [y]. With this violation Active participation in the formation of sound, the lips, not the tongue, are taken. With this substitution, the child’s speech sounds like this: “Mouse veseuo zhiua, down in fluff in uguu spaua.”

Sound replacement [s]. With this violation, 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 veseyo zhya, down in the ugu spaya."

Sound replacement [e]. With such a replacement, the tongue does not take part, the lower lip moves to the upper incisors. Children and adults often believe that this is not a lack of speech, but only a slurred pronunciation. With this substitution, we hear: "The mouse is alive, in fluff in the ugvu spava."

Sound replacement [g]. In this case, the tip of the tongue does not rise to the upper incisors, but descends and retracts 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 of the weight is jig, down in the ugg spaga.”

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

pancake

Purpose: to develop the ability to keep the tongue in a calm, relaxed position.

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

delicious jam

Purpose: to work out the movement of the wide front of the tongue up.

We lick the upper lip with the wide tip of the tongue, making tongue movements from top to bottom, but not from side to side. Do not help with the lower lip.

The steamer is humming

Purpose: to develop a rise in 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 the tongue is at the bottom, deep in the mouth.

Turkey

Purpose: to develop the rise of the tongue, to develop the flexibility and mobility of its front part.

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

Swing

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

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

Let's click!

Purpose: to strengthen the tip of the tongue, to develop a lift of the tongue.

With your mouth open, flick the tip of your tongue slowly at first, then faster. Make sure that the lower jaw does not move, only the tongue works. Silently flick the tip of your tongue. Make sure that the tip of the tongue rests on the palate behind the upper teeth, and does not protrude from the mouth.

Pronunciation of syllables with movements

Words in motion

Lamp

Lam - rotational movement hands ("flashlight").

pa - We press the fists to the chest.

Bulb

The light bulb has burnt out. We make flashlights.

She probably got sick. - Tilt your head to your shoulder and bring your folded palms to your cheek.

chitogovorka

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

Laika and lap dog barked loudly.

The Oriole sang for a long time over the Volga.

Silly baby

Sucked ice

Mom didn't want to listen

That's why she got sick.

Svetlana Ulyanovich-Volkova, Svetlana Murdza, speech therapists.

Speech therapists believe that the sound [L] is one of the last sounds that a preschooler learns to pronounce. It sometimes takes a child a whole year to set up this sound, so you need to correct the consonant [L] as soon as a distortion in the child’s speech is noticed.

To make sure that speech therapy classes are required, you must first check how correctly or incorrectly the child pronounces the sound, the degree of pronunciation distortion.

The correct pronunciation of [L] and soft [L ’] is characterized by:

Pronunciation is tested with the following exercises:

There are several options for incorrect pronunciation of soft [L '] and hard [L]:

two-lip pronunciation: [L] is replaced by a child with [U] or another vowel (instead of a horse, you hear “uashadka”, instead of a shoulder blade - “pypatka”);
in verbs, the combination [UVA] is often heard (saw - “piuva”);
nasal pronunciation is characterized by - an incorrect rise of the tongue, while the air flow goes into the nose (elbow - "ngokot");
replacing the sound “L” with others - “F”, “V”, “D” (elbow - “fokot”, horse - “doshadka”);
interdental pronunciation - the tip of the tongue falls into the space between the teeth, it turns out whistling (moon - piss");
a difficult sound is simply skipped (bow - “uk”, moon - “una”);
if the baby pronounces “R”, then he can substitute it for “L” (the moon is “rune”).

Reasons for the lack of the correct "L"

Factors that provoke the incorrect pronunciation of the sound [L] may be the following points:

incorrect speech breathing;
problem in speech hearing;
poor development of the articulatory apparatus, weakness of the muscles of the tongue;
individual structure of the bridle.

Incorrect speech breathing can be characterized as follows:

the child has a small lung capacity;
weakened respiratory muscles (the baby cannot speak loudly);
exhaled air comes out in jerks or all at once (as a result of which the child cannot pronounce the end of the sentence);
incorrect, inept distribution of exhaled air (my brother and I ig ... - breath - to paradise);
hasty pronunciation - choking.

Setting the sound [L] for a child begins in stages with breathing exercises.

You should teach the child to hold the toy: the baby lying on the carpet is invited to inhale - hold the breath (hold the ball) - exhale.

it is proposed to sing a vowel sound (o, a, s, y, e), then the consonant [L] is added to it - (la, lo, lu, ly, le);
imitation of various sounds.

Poor hearing development can be eliminated in the following ways:

creating an auditory image of sound

Listening to the sound of mechanisms and natural phenomena will help. It is difficult for a parent to correctly imitate different sounds, so you can open the Sound of a Fire Engine website and invite your child to listen to the sound of a motorcycle, train, car, engine, siren, broken glass, rain song, ultrasound. The child will eventually begin to repeat these sounds.

repeated pronunciation of words with sound [L]

le - ice, icebreaker, ice drift; lo: spade, London, burdock; la: swallow, bench, palm; ly: skis, ski tracks, pitchforks; lu: puddles, meadows, lawn.

poor development of the articulatory apparatus,

The speech therapist concludes about the weak development of the articulatory apparatus, which in game form shows the preschooler how to pronounce the sound. The tasks will be as follows:

connect the fingers with a "ladle" that imitate the tongue;
the fingers of the second hand are also compressed, resembling a mouth;
it is proposed to clench and unclench the fist - the tongue rises, the mouth opens and closes;
blow into the fists, watch how the substituted narrow strip of paper will sway
individual structure of the bridle

Sometimes "blurring" of speech occurs due to the individual structure of the frenulum. The muscular ligament under the tongue is short, which limits the upward movement of the tongue. the child cannot pronounce sounds correctly. In this case, the speech therapist selects a complex of articulatory gymnastics, which consists in stretching the hyoid ligament.

One of the exercises aimed at raising the tongue up is the “Swing”:

put the tongue behind the teeth, holding it in this position for several minutes,
lift it up to the upper teeth and fix it;
“pump” the tongue, gradually speeding up the pace.

You can invite a preschooler to quickly pronounce syllables with the sound [L], which include various vowels.

A good effect is given by the exercise “How a turkey “buzzes””:

put the tongue on the lip and drive it (it should not come off);
say “bl-bl”, gradually speeding up the pace.

Articulation gymnastics

Setting the sound [L] to a child in stages involves articulation gymnastics:

Warm-up exercises

The simplest task for warming up is the "clatter" of the tongue, like the clatter of a horse's hooves. As a result, the tongue warms up, rising to the upper palate.
The task "Sail" helps to strengthen the muscles of the tongue. The tongue is raised and stands straight, like a sail. so it is held first for 10 seconds, gradually the time of the rack increases by another ten seconds. The minimum time to complete the exercise is 40 seconds.

Sound staging exercises [S]

In the game "Steamboat" the child smiles, his tongue is at his teeth. The kid bites his tongue so that he lies still and says “s-s-s”, which turns into “l-l-l”. You can try to perform the production from different vowels [A], [U], [S].

Staging exercises from the sound [L´]

[L´] is easier to pronounce than hard [L]. Such softening is acceptable, because the child avoids strong tension in the muscles of the lips. If this process does not go away for a long time, then you can apply a little trick: suggest that the child, when pronouncing the syllables LA, LO, LU, LY, LE, try to touch the tongue to the upper lip.

Sound staging exercises [A]

This option is performed in several periods, but to focus the child's attention on the phased development difficult sound not worth it: the preschooler should smile and, biting his wide tongue, pronounce the sound [A] as long as possible. It should turn out "al - al". Next, you need to work out the pronunciation "ala - ala" and only then "la - la".

Sound staging exercises from [B]

It is necessary to teach the child to slow down the movement of the lower lip. He must lower it and hold it for 5 seconds, and then raise it to the top. If the child cannot complete the task, the index finger is placed under the lip, which raises and lowers the lower lip. At the same time, you can say a poem: “I caught moths and butterflies on a bench. All caught, caught, caught. One - two - let go.

Setting the sound [Л]

Pronunciation soft sound- [L '] is slightly different from the pronunciation of the solid [L]. It is not the root of the tongue that rises, but its middle part. Contact with the alveoli most of back of the tongue.

If the child’s tongue does not move well, then the simplest articulation exercises for the lips can help:

It is also necessary to perform exercises for the language:

I roll a nut (roll the tongue, resting it on the right and left cheeks).
The locomotive is buzzing - for a long time pull the sound [S] through parted lips quietly, loudly, in a whisper.

In the complex of subsequent speech exercises includes the following:

1) the child several times clearly and abruptly pronounces L - L - L;

2) tasks for pronouncing the syllables la - la, le - le, li - li (when pronouncing, the tongue is bitten, then released);

3) pronunciation of syllables with a change in rhythm: 1 time - 2 times - 3 times and vice versa:

4) words are selected for syllables and pronounced several times:

whether - whether - whether - downpour - le-le-le - lion;
la - la - la - frog - le-le-le - chronicle;
lu - lu - lu - Lyuba - le, le-le - summer;
le - le - le - ice - le, le-le - tape;

5) repeat the words in a different order: swan - leaf - lion - elevator.

6) remember the names that begin with L;

7) change the offer:

Lenochka has a ribbon. - This is Lenochka's ribbon.
Leni has a lake. - This is Lenin's watering can.

8) Say words with reverse syllables:

al - shawl, medal;
spruce - jelly, spruce forest;
ol - salt, mole;
yal - piano, hoop;
ul - boulevard, bulldog.

Sound automation [L] in syllables

Setting the sound [L] to the child is carried out in stages. One of the important stages is the exercise of its automation. It should be borne in mind that this process is lengthy, so sound games must be performed systematically up to 5 minutes a day.

You can choose from the following exercises:

1) sound song [L]:

the child sings syllables starting with "L", substituting various vowels: "la - la - la - la - la - la";

2) pronunciation [L] in syllables:

you can just pronounce the same syllables, bite the tip of the tongue;
pronunciation of reverse syllables: “al - al; silt - silt; ol - ol ";
pronunciation of intervocalic syllables: "ala - or - ulu - olo -yly";
automation [L] in direct and reverse syllables, syllables with several consonants are selected: “clo - gla - bea - fli - hlu - angry - sle - went - blee - cle - agl - okl - als - uhl - ashl - ibl - ekl »;

3) automation of sound [L] in different positions (it will be more interesting for a child if he begins to name words from pictures):

Ask the child to say each picture step by step. This will help develop the correct setting of the sound L

[lo] fluff - V [ol] -ha; [la] ma - [al] maz, [lu] k - [yu] la, [ly] zhi - carry [whether]; [el] ka - [che] lka;

4) working out the pronunciation [L] at the end of the word:

drove - drove, wrote - wrote, shook - shook.

Gradually, you can complicate tasks, move on to exercises with phrases, with sentences consisting of 3, 4 or more words:

white cloud, silk blanket, blue phloxes;
Asya ate an apple. Lukerya was cleaning an onion.
Klava clapped her hands. Vlad dreams of being a pilot.
Volodya has a record in his hands.
Klava took the needle in her hands.

The number of words in sentences is gradually increasing.

Pronunciation will be helped by pure phrases that you can come up with yourself:

It is necessary to memorize proverbs and sayings with a preschooler:

In winter it is cold, the animals are hungry.
The nightingale is small, but the voice is sweet.

Mimic gymnastics

Mimic gymnastics is the basis for the correct pronunciation of phonemes. With systematic exercises, the child trains the entire articulatory apparatus involved in the pronunciation of sounds. Speech therapists have developed many exercises for this purpose. Not bad if an adult prepares didactic material for classes.

Showing the pictures, the adult says, the kid repeats after him:

You can seat the child in front of the mirror and ask him to close and open his eyes: “Sleep, little eye, sleep! Sleep with both eyes. Morning has come. Time to wake up". The preschooler is shown pictograms in which he sees laughing, crying people. The child tries to portray the same state on his face. Non-standard exercises with a small ball into which a cord is threaded are interesting.

With a ball, you can do the following:

push with the tongue;
catch with the mouth without the help of hands,
take on the lips and push out with force;
roll in your mouth like chipmunk nuts;
holding the ball in your mouth, tell tongue twisters.

Suitable for mimic gymnastics and exercises with a spoon:

push a small spoon, clenched in a fist, with your tongue, trying to turn it in different directions;
alternately push the concave and convex parts of the spoon through your fingers;
tap your tongue lightly with a spoon.
press the spoon to the lips, folded with a tube, and circle the oval of the lips with it;
holding a spoon in your hands, make circular movements with them on your cheeks; smiling, do the same;
draw a small amount of liquid into the tongue, as in a spoon, and move it in different directions so that the water does not spill.

Breathing exercises. Setting the sound [L] on inspiration

Setting the sound [L] to the child is carried out in stages on inspiration, therefore, before starting exercises for the development of speech, you need to carry out breathing exercises for several minutes:

short breath - one second;
smooth long exhalation - 3-5 seconds.

You can invite the child to perform the following exercises, but be sure to observe the rule of inhalation - exhalation:

Setting [L] with mechanical assistance

Setting the sound [L] is difficult for a child to perform, it must be carried out in stages.

In this case, the following tasks can help:

We fix the pronunciation

The following exercises can help to fix the pronunciation of the sound [L]:

Pick up about 30 sentences consisting of three to four words. Each word must contain the sound [L]. An adult, together with a preschooler, pronounces sentences, gradually speeding up the pace:

Lola washed the floors.
The rider sat on a horse with a saddle.
The elk stood and suddenly fell.
Paul was sitting on a chair.
The big moon rose to the sky.
We'd better be silent, and work to customize.
Pinocchio treated Malvina with a ripe apple.
Fox Alice outwitted everyone.
The wolf was hunting for a bun.
The fox is cunning, the wolf is stupid, the bear is strong.
Lenya washed the glasses.
Muslim was talking to Lucy.
A package has arrived.
Malvina sat on the balcony and looked at the moon.
Today is full moon.
The eclipse of the moon is mysterious.
I took the album and went to draw.

The kid is invited to complete the phrase:

The cat does not have red boots, but soft ones (paws).
My sister draws a pattern (no, not with paints, but with varnish).
The children sat down to eat porridge, not enough (spoons).
The skier got up (on skis).
Shoe the hooves (horse).
They run fast (no, not goats, but gazelles).
The house is light, lit (lamp).
The rain has passed. Children run (through puddles).

A good effect is the pronunciation of tongue twisters:
la-la-la: light bulb, azure, bark;
lo-lo-lo: Lola, wolf, Volodya:
le-le-le: village, paddle, summer;
ly-ly-ly: skis, ski track, skier;
lu-lu-lu: meadow, moon, rover.
After the child has learned to quickly pronounce tongue twisters and tongue twisters, you can proceed to the study of poems for children:

Ten little squirrels

They all went out to meet my mother.

At the hollow they sat

And looked at the sun.

Exercises to improve speech hearing

Speech therapists use the following games to develop speech hearing:

“Snowstorms, snowstorms, what did you sing?”

In this game, children say words or sentences with different voice power. Variant of the game - "the wind blows"

"Speak loud! Speak quietly!

The child is shown toys, if they are small, he speaks softly, large ones - loudly.

"Guess who's talking!"

You can stage the fairy tale "Three Bears", in which the bears speak in different voices (low, high, normal).

The teacher makes different sounds, the child must guess where the signal sounds - far or close.

"Do not miss!"

An adult shows the child pictures that he names with errors. The player should notice the mistake and clap their hands. In the second version of the game, in case of incorrect pronunciation, the baby raises a red circle.

fox - rice, summer - veto, Luntik - Funtik, rollers - Tolik, oars - tesla;
Fox - yew, kitty, fisa, disa, Lisa.
"Listen carefully and choose."

An adult shows a picture and names a series of words, among which you need to choose one:

bow, hatch, angle, coal;
sheet - fleece, kitty-kitty.
"What is it?"

The teacher calls general concept. child - a word in which there is a sound [L]:

fruits: oranges, pineapples;
animals - fox, elk;
shoes - shoes;
trees are plum.

To implement the stage-by-stage sound setting [L], systematic training is needed with simple and complex, musical and simple exercises which will teach the child to the correct articulation.

Article formatting: Vladimir the Great

Video about sound production L

Articulation gymnastics for sounds L, L:

One of the latest sounds that a child begins to pronounce is "L". Sometimes it is possible to put his pronunciation only by the age of 6. There are a number of exercises that can help with this. It is important to know the correct technique for their implementation, so as not to worsen the situation with articulation. It can take a long time to produce the "L" sound, so it's important to take your time and work out consistently.

The incorrect pronunciation of "L" and "L" has its own name - lambdacism. This term describes not only the incorrect reproduction of sound, but also its complete skipping. Lambdacism is of several types:

bilabial: instead of the correct sound, “y” is heard (“uapata” instead of “shovel”);
nasal (the root part of the tongue falls on the soft palate, due to which the air flow rushes into the nose, the sound “l” changes to “ng” - instead of the word moon, “nguna” can be heard).
interdental (in the process of speech, the tip of the tongue is placed in the interdental space);
Sometimes the sound is not pronounced at all (instead of the word onion, the child says "uk").

Another speech therapy term describes the condition when a child replaces the correct sound "l" with others - paralambdacism. More often in practice, such substitutions "l" occur:

on G - "stack" instead of "table", instead of "floor" "pogy";
on B - instead of "ski" "survive";
on Yo - instead of the word "spoon" pronounced "hedgehog":
on D - the word "horse" is pronounced as "doshad";
to the soft sound L - “dividing instead of“ deeds ”.

With the right exercise, this can be corrected.

What are the reasons for the incorrect pronunciation of "L"

There are only 3 reasons why a child may not learn how to pronounce "L" correctly right away. Among them:

in the course of a conversation, “L” is not perceived by the child phonemically;
anatomically short hyoid ligament;
weakness of the muscles of the tongue.

Sometimes the age of the baby is also attributed to the reasons - if the child is very small (2-3 years old), his mistakes in pronouncing "L" can be considered the norm, since the sound is formed later - by 4-6 years.

How to position the tongue and lips to correctly pronounce "L"

The pronunciation of "L", especially if the sound is not yet obtained, requires the correct location of the organs of articulation. You need to pay attention to the following rules:

teeth from the upper and lower rows should not close - it is better if they are at a small distance from each other;
in order not to disrupt breathing, it is important to monitor the lateral parts of the tongue - they should not adjoin the far teeth of the upper row;
the tip of the tongue should be strained, it should rest against the upper teeth or the gums above them;
it is important to lift the root part of the tongue;
in order for the passage to the nasal cavity to be closed, it is necessary to raise the upper palate;
vibration must be created in the area of the vocal cords.

The position of the lips can be different when pronouncing "L" - it all depends on the letters that follow in the word after.

What can be mistakes when trying to pronounce "L"

There are several common mistakes that occur when trying to pronounce "L". In this case, all methods of staging sound become ineffective. Many of the errors are caused by misalignment of the lips and tongue and are therefore easy to fix.

The sound "L" may not work due to the fact that:

the tongue is pulled into the inside of the mouth, which makes it possible to pronounce "Y" (instead of the word "crowbar" it turns out "yom");
lips are not positioned correctly, which causes the wrong sounds to be heard - for example, the combination “uva” (instead of “shovel” “uvapata”);
a sharp breath is taken at the moment of pronunciation - L changes to F if the cheeks are involved, and to H if the air flow passes through the nose.

Sometimes children replace the sound “L” with “R” - this happens especially often if the last sound has already been worked out, but the first one has not. Then the child can say "ruk" instead of "bow".

Incorrect lip placement

If bilabial lambdacism is present, errors may be associated with incorrect positioning of the lips during pronunciation - for example, if the baby pulls them out strongly, instead of the desired sound, “y” or “v” is obtained.

The “Smile” exercise is especially useful here: you need to clench your teeth, and your lips should be strongly parted in a smile. This position should be maintained as long as possible, and it is better to perform the movement under the count. Sometimes adults even have to hold their lips in such a smile manually to avoid pulling them out.

So that the baby does not strain his lips when doing exercises on "L", you can do the following tasks:

"Fish": relax your lips, and then pat them together, like aquarium fish.
"Fatigue": take a deep breath through the nose, and exhale through the mouth: while the lips should be parted and relaxed.
"Horse": you need to inhale through the nose, and exhale through the mouth. At the same time, the lips should be relaxed so that their “prr” vibration begins from the air flow.

Preparation for the exercises for setting "L"

There is articulatory gymnastics that helps to put "L" and facilitates the process of setting the sound later. In general, exercises help increase the mobility of the lips and tongue:

"Hammock" - the tip of the tongue rests on the front incisors of the upper row. It should be bent down so that it resembles a hammock sagging down in shape. There is no need to perform any movements here - just hold the tongue in this position for a while. It is better to do the exercise on the account.
“Delicious” - the tongue must be made wide, and then lick the upper lip with it from top to bottom. It is important that the tongue works independently - the lower lip should not move up, thus moving the tongue. This makes it easier to do the exercise, but it's wrong.
"Turkey" - the position of the tongue, as well as the movements performed, coincide with the "Tasty" exercise. At the same time, it is necessary to significantly speed up the pace of movements and add to this the pronunciation of the sound “bl-bl-bl” or similar.
"Horse" (helps if it is difficult to hold the tongue on weight, resting it on the front teeth): the tongue should be made wide, and then clicked on the sky near the upper front teeth. The lower jaw should not move in any way, and the mouth should be slightly opened.
"Swing" - in a wide smile you need to open your mouth. The exercise is performed according to the account - for “one” you need to rest the tip of the tongue against the upper teeth from the inside, for “two” - in the lower ones. The exercise is performed alternately.
"Fungus" (helps to fix the tongue on the palate, that is, in the position on top): the surface of the tongue from above must be rested against the palate so that the tension of the tongue frenulum is felt. Movement is not required.

Such exercises are effective for any type of lambdacism. Prior to the start of training directly "L", these exercises must be performed for at least 14 days (sometimes such training is continued for a whole month). After that, you can start doing speech therapy exercises for the sound that is needed.

You can find more details on our website.

Training the sound "L" by imitation

If the child does not pronounce the sound in any way, it will be easier to put it on, because when the right sound is replaced with the wrong one, a habit is formed, and it can be much more difficult to correct it.

You can learn to speak hard and soft "L" by imitation right sound. At the same time, you need to show the child how to properly position the articulatory organs in order to be able to pronounce "L". They do this in front of a mirror - a speech therapist or a parent sits down to him with a child and, by his own example, shows the correct position of the lips and tongue when pronouncing "L".

In words, this can be explained as follows: the tongue should be expanded as much as possible, and the tip should be pressed to the base of the upper front teeth. The middle part of the tongue needs to be bent down, like a hammock, and the root, on the contrary, should be raised. It is important not to lift the side parts of the tongue up, because otherwise the air flow will not rush in the right direction - to the cheeks (they vibrate if you touch them while pronouncing the sound).

Such a setting of the sound “L” from demonstrating their example is effective, but children, due to their small age, cannot always understand and repeat it. Then you can pick up simpler tasks - for example, tell the child fairy tales that train the necessary sounds (you usually need to extend these sounds in them, for example, if the fairy tale is about steamboats, you can imitate the sounds “LLL” they make).

The child may not immediately learn how to pronounce “L” correctly, but after several trainings, the desired sound should turn out. For the sound “L”, articulatory gymnastics is carried out both through exercises for the language, and through the pronunciation of syllables and words.

When you manage to train "L", you can try to combine it with vowels and pronounce syllables already - Lo, La, Le and others. If the baby has difficulties with such combinations, you can start with the reverse ones - Ol, Al, Ul.

How to make correct pronunciation automatic

Staging at home can be very difficult. This is a long process, so it is better not to overload the child - it is enough to practice for a few minutes 2 times a day (no longer than half an hour). It is better to conduct training in a playful way.

Soft "L"

Even if the child has learned to speak the sound “L” itself, as well as the syllables with its participation, he can still miss it in words. Then it is better to start with training the soft sound "L". Here, too, you should start training with syllables - La, Liu, Li and other similar ones. When the syllables begin to turn out, you can try to go to the words:

Le: light;
La: fields;
Le: laziness;
Liu: buttercup;
Lee: fox.

The production of the sound "L" in individual words can be fixed with pure words:

La-la-la - cold earth.
Lu-lu-lu - I'll flood the stove.
Li-li-li - we found mushrooms.

Tongue twisters are also useful. For example, to set the sound "L" you can use the following:

Lala ate halva under the covers.
At the warm stove, Tolya weaves bast shoes.
Lyuba loves buttercups, and Polya loves cartoons.
Barely Lena ate, she didn’t want to eat out of laziness.
Valenki felt boots are small for the giant.

If in syllables of the direct type the articulation of the sound "l" of the soft began to turn out, you can go to the reverse ones. The syllables are pronounced as follows: Al, Yel, Ol, Yal, Ul, etc. After setting them, you can also switch to the corresponding words - for example, tulle, poplar, moth, tulip, high chair.

Sound combinations can be complicated by adding additional consonants - K, P, F, G, S (Slyu, Slya, Sli, etc.). Words for staging such sounds are easy to pick up - plum, cranberry, slush, glucose, flux, mica, plus and others).

The following exercises for setting L will help to consolidate the skill:

FIR-EL-EL: in the yard drops.
OL-OL-OL: the moth flew.
YL-YL-YL: palm quickly lathered.
UL-UL-UL: we will hang the tulle.

You can play this game. Connect objects with squares depending on where the letter "l" occurs (at the beginning, at the end or in the middle). Say each item several times.

At this stage, you still need to control the correct position of the tongue in the mouth.

Solid "L"

It is more difficult to learn to pronounce "L" solid. The technique here is similar to that used when the articulation of the sound "L" is put, but much more repetitions may be required.

It is better to start with solid syllables - La, Lo, Lu, Ly, Le. When you manage to put them, you can go to the words:

Lo: boat, elbow, forehead;
La: lamp, bench, varnish;
Ly: skis, floors, tables;
Lou: moon, meadow, bow.

To consolidate the result, such tongue twisters and tongue twisters are suitable:

La-la-la - removed the garbage,
Lu-lu-lu - sweep the ashes,
Lo-lo-lo - the glass burst.

In the boat Volodya.
Put coal in the corner.
Near London is the lair of the sorcerer.

When setting "L" hard and soft, it is better to avoid words or syllables with "R". The sounds "L" and "R" are especially difficult for a child, so it's best not to confuse them with each other. required later than "L".

The sound "L" is one of the most complex sounds, which in some cases can be formed only by 6 years. To put it as quickly and efficiently as possible, it is better to consult with a speech therapist. You can try to cope at home with the help of exercises.