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Automation of sound l file on speech therapy on the topic. Making the sound “L” - articulation gymnastics Words with the soft letter l

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Preschool age is the period of the most active development of a child. Significant physiological changes occur in his body, the development of thought processes, the psyche, the emotional-volitional sphere and the personality as a whole is underway.

Research has shown that all mental processes in a child develop with the direct participation of speech. And, obviously, a violation of this human function leads to difficulties in the harmonious development of the baby. In order to promptly help a child master speech, parents must know the patterns of speech development of a preschool child.

Age-related deviations in speech development

Normally, by the age of three, a child should be able to master almost all the sounds of the language, with the exception of hissing sounds (Sh, Shch, Ch, Zh) and the sounds R, Rb. This age is characterized by an increase in speech activity; children begin to use speech in order to learn new facts for themselves. In other words, this is the age of “whys”.

Here are common mistakes that children make at this stage of speech development:

replacing the sound R with L, L (hand - hatch),
replacing the sizzling Sh, Shch, Ch, Zh with soft Sy, Zz (scarf - syarf),
replacing L with the sounds L, Y (bow - hatch, lamp - yampa).

A five-year-old child should already correctly pronounce all speech sounds and use not only simple, but also complex sentences to express his thoughts.

If a child pronounces sounds incorrectly for a long time, then his motor articulatory skills are strengthened, and the perception of speech sounds is distorted. The baby pronounces the sound incorrectly, but does not understand it himself. If you do not help your child in time, he will develop a persistent speech defect, which will be much more difficult to overcome.

Formation of correct pronunciation of sounds in a child

Often, if a child does not have chronic diseases, pathologies in the development of the organs of the speech apparatus (tongue, soft and hard palate, lips), or disturbances in the functioning of the nervous system, adults at home can help the baby master one or another sound. In this case, you only need to know the procedure necessary to produce the missing or distorted sound.

Firstly, the main thing parents should start with is strengthening articulatory motor skills. This is achieved through various exercises, of which the literature provides many.
Secondly, this is the production itself or clarification of the sound. Each sound has its own technique.
The next stage will be to consolidate the sound first in syllables, then in words.
After the child successfully pronounces a sound in words, he is offered tasks for differentiation (discrimination) of oppositional sounds (Zh-Sh, Ch-Shch, Z-S, T-D, etc.).
Next comes the stage of memorizing nursery rhymes, tongue twisters, riddles, poems with sound.
And finally, we fix the sound in speech: telling tales, writing stories.

How to teach a child to pronounce the hard sound “L” at home

In this article we would like to dwell in more detail on the production of the hard sound “L”.

Most often, when pronouncing the sound “L”, the following disadvantages are encountered: the sound is completely absent, replaced by others - L, V, U, I. (bench - “lyavka”, “yavka”). Due to the fact that pronouncing this sound requires the upper position of the tongue, you need to find out whether the child can lift it up.

In order for the tongue to clearly hold the desired position, we offer the following exercises designed to strengthen the muscles of the tongue:

“Sting” – show a narrow tongue
“Sting” - “Scapula” - show either a narrow or a wide tongue.
“Swing” - the tongue touches alternately the lower and upper lips.
“Pendulum” - the end of the tongue turns into the corners of the lips.
“Let's punish the naughty tongue” - stick out your tongue, pat it with your lips (five-five-five) so that it becomes wide.
“The tongue is sleeping” - lightly bite the end of the protruding tongue, opening and closing your mouth, lips and tongue relaxed and motionless.

After you notice that the child can easily cope with the proposed exercises, you can proceed directly to making the sound “L”.

The first way to call L: the spread out tongue lies motionless between the teeth (“The tongue is sleeping”), the mother suggests singing AAA and, without interrupting, bite the tip of the tongue, continuing to sing the same sound - it turned out ALL. I would like to warn you that at this stage there is no need to ask the child what sound he made. This can only be done after repeating the exercise many times, when everything works out.

Second way of setting: sing YYYYY, while biting your wide tongue. This exercise is shown to the child silently so that the sound L is not heard, otherwise he will pronounce it with the usual distortion.

The sound obtained with these techniques is first fixed in closed syllables (AL, IL, OL, UL); further - between vowel sounds (ALA, ILA, ULO...), then in open syllables (LA-LA, LO-LO, LU-LU, LA-LU, LO-LU, etc.).

where the sound L is at the end of the word: rear, donkey, chair, roll, glass, etc.
where the sound L is at the beginning of the word: skis, bast, boat, puddle, horse, etc.
where the sound L is in the middle of the word: fang, class, glory, eyes, flea, etc.

Next, you begin to memorize simple poems, nursery rhymes, and riddles with your child, in which the sound L is often found. This will allow you to automate the resulting sound and introduce it into speech.

Examples:

On the surface of the window glass

heavy drop of glass.

A drop fell on a blue flower

and opened one petal.

Ran away, ran away

the milk ran out.

I had a hard time catching it

Being a housewife is not easy!

Everything is white, white, white.

There was a lot of snow.

These are fun days!

All on skis and skates!

If you are not confident in your abilities or are afraid of harming your baby in some way, then there is always a way out to turn to specialized centers, of which there are now a large number. Having attended several speech therapy classes and mastered the skill of pronouncing a “difficult” sound, your child will be able to continue working on speech development with his parents.

We suggest you do the exercises with your child shown in the following video by speech therapist Natalia Gorina.

How to prevent speech impediments

Parents must remember that their behavior can also affect the child’s speech development. How should parents behave if they want their child’s speech to develop without unnecessary difficulties?

First of all, you need to talk to your baby slowly and calmly. This is due to the fact that due to insufficiently developed auditory perception, the child will not have time to hear and recognize the speech of an adult.
It is necessary to tell the child how to correctly pronounce a word that he finds difficult to say. Usually kids are happy to repeat after adults. Just don’t forget that excessive demands can offend a child, and he can become completely withdrawn.
It is not advisable to overload a child with early learning of letters and reading, especially if this is done without his desire, since the expected result may be the opposite.
It is a mistake to force a young child to recite poetry in front of guests. This is a lot of stress for a baby whose speech has not yet fully developed. Subsequently, such adult mistakes can lead to stuttering.
With late development of speech, you should not panic; you just need to pay more attention to speech games with the child in order to replenish his passive vocabulary.
In addition, the prevention of speech development deficiencies is facilitated by the normal functioning of other speech organs (auditory, vocal, respiratory apparatus, vision, smell, touch), the coordinated work of which contributes to the formation of correct speech.

Don't forget, the work of speech development does not end quickly. This is a long process. It is necessary to constantly expand the baby’s vocabulary, read books to him, compose stories based on pictures, based on the impressions that he has. Encourage the child to communicate in every possible way, gently and unobtrusively correct his mistakes, while giving him a sample of correct speech.

We bring to your attention the following video, in which you can consider in detail the production of the sound “L” at home.

The production of the soft sound “L” is discussed in the following video.

Usually this “L” sound is placed easily and quickly, but only if the exercises are performed very accurately and correctly, for example, according to our method. All exercises are performed in front of a mirror so that you can control the position of the child’s lips and tongue.

So, first things first. In order to correctly pronounce the sound “L”, the lips must be in a smile, the teeth must not be closed, the distance between the lower and upper teeth is about 1 centimeter. The tip of the tongue rests on the upper teeth. Children usually either skip this sound or replace it with the sounds Y, Y, L, or V. If the back of the tongue is raised and the tip of the tongue is lowered and moved away from the teeth, then the sound “L” is replaced by the sounds “Y” or “Y”. If the tip of the tongue is at the top, but moved away from the teeth, then the sound “L” is produced. If a child raises his lower lip towards his upper teeth, then instead of the sound “L” the sound “V” is heard.

Now let’s begin performing tongue articulation exercises to correct the soft sound “L” to a hard one.

Lip exercises:

Fence - Teeth closed, lips in a wide smile. The upper and lower teeth are clearly visible. Hold motionless for about 5-6 seconds.

TV - The teeth are closed and visible, the upper and lower lips are raised, the corners of the lips are moved to the center. The lips form a wide square, as with the sound “Sh”. Two upper and 4 lower teeth are clearly visible. Hold motionless for about 5-6 seconds.

Smile - Lips are closed and stretched in a wide smile. Hold motionless for about 5-6 seconds.

Proboscis - Lips are closed, the corners of the lips are moved towards the center. Hold motionless for about 5-6 seconds.

Rabbit - Lips closed and stretched in a wide smile. Lower the lower lip so that only the lower teeth are visible, and the upper ones are covered by the upper lip. Hold motionless for about 5-6 seconds.

Each exercise must be repeated 4-5 times.

Then you need to alternate exercises in pairs:

Fence - TV, Smile - Proboscis, Smile - Rabbit. First, alternate at a slow pace, repeat everything 5-6 times, hold each lip position motionless for 2-3 seconds. Then alternate at a fast pace 5-6 times.

Setting the sound "L"

Donkey song - The mouth is slightly open, the lips are in a wide smile, the upper and lower teeth are clearly visible. Make the sound “Y-Y-Y”. (Possible errors - the sound “Y-Y” is pronounced “in the nose”. To check the correct sound, place the back of your hand on the child’s neck and feel a slight vibration). Then open your mouth wide and add the sound “A-A-A”. Pronounce the syllable -Я- together, drawing out both sounds. (Possible errors - replacing the sound -A- with the sound -Z-).

Repeat the syllable “Я” several times and make sure that both sounds are pronounced correctly. Then pinch the tip of your tongue with your teeth (do not change the position of your lips) and pronounce the syllable -Я-, pull out both sounds, and open your mouth wide with the sound -A-. If both sounds are pronounced correctly, the syllable “LA” will be heard. Pay special attention that the lower lip does not rise, otherwise instead of “LA” you will get the syllable “BA”. If instead of “LA” you hear the syllable “LA”, then you should repeat the syllable “YA” several times, without pinching the tip of your tongue with your teeth, make sure that the sound “A” is not replaced by the sound “I”.

Very often, a child, having heard the resulting syllable “LA”, involuntarily tries to say the syllable “LA” instead of “YA” and comes up with the habitually distorted sound “L”. Therefore, at first, when performing the exercise, it is advisable that you suggest the child say “YA” and not “LA”.

The resulting syllable “LA” must be repeated many times to reinforce the correct pronunciation. To make repetition interesting, play the game “Shooting Range”. Game "Shooting Range" - draw 10 target circles on a piece of paper. Repeat the syllable "La". If the syllable is pronounced correctly, then the target is hit - cross out 1 circle; if the syllable “LA” is pronounced incorrectly, then put a dot next to the target circle to indicate a miss. Agree in advance with your child that after how many “misses” you will move on to the next target. When finished, count the number of targets hit and misses. Repeat the game 3-5 times and compare the results. First repeat the syllable “LA” one at a time, and then in groups of 2-3 syllables. You can draw targets of 2-3 circles.

Having achieved the completely correct pronunciation of the syllable “LA”, proceed to practicing the correct pronunciation of the syllables “LO, LU, LE, LY”. Make sure that the tip of your tongue is clamped between your teeth. Most often, it is difficult to correctly pronounce the syllable “LU”, since it is necessary to change the position of the lips.

When the child learns to pronounce all these syllables, you can move on to pronouncing words with the sound “L”. First, you should repeat words starting with the sound “L”. In these words, it is easier to pronounce the sound “L” correctly, since the child clamps the tip of his tongue with his teeth, pronounces this sound and only then the whole word. It is more difficult to pronounce a word after a preposition, because in this case it is necessary that immediately after pronouncing the previous sound, the lips and tongue quickly take the correct position for the sound L.” Therefore, it is better to first repeat individual words with the sound “L”. Select 10-15 words that begin with the syllable “LA” and repeat them like this (pull out the “L” sound, achieve a clear, hard “L”):

- 1st time - sound - syllable - word (LL - LLA - LLAk, LL - LLA - LLApa, LL - LLA - LLAmpa and so on);

- 2nd time - syllable-word (LLA - LLAk, LLA - LLApa, LLA - LLAmpa and so on.);

- 3rd time - one word at a time, pull out the sound “L”;

- 4th time - game “correct the adult” - You repeat the words, alternating the correct and distorted “L”. The child must determine whether the word is said correctly and repeat it correctly;

- 5th time - in groups of 3 words (1st, 2nd, 3rd word, 2nd, 3rd, 4th word, 3rd, 4th, 5th word and etc.). This task is the most difficult, since the child is old.

If the child can easily pronounce the sound “L” correctly, then you can start with the second task (syllable - word).

Here is an approximate set of words for practicing the sound “L”

At the first stage, repeating syllables and words, hold the tip of your tongue at the sound “L”. But this position of the tongue is preparatory. When positioned correctly, the tip of the tongue is behind the teeth and rests on the upper front teeth. Therefore, gradually try to move your tongue by the teeth and try to achieve a clear, hard “L” sound with the tongue in the correct position.

Very good, consistently selected and varied speech material can be found in the book by Yu.B. Norkina “Home notebook for speech therapy sessions with children” issue 1, sound “L”. In addition to words, sentences, poems and stories, the book contains many exercises for the formation of the correct grammatical structure of speech, as well as tasks for the development of a child’s coherent speech.

Incorrect pronunciation of the sounds “l” and “r” hurts the ears of both adults and children. Timely speech therapy correction - correction of pronunciation in a light playful form, before the child’s self-esteem decreases due to the ridicule of children. Establishing the sound “l” occurs easily and quickly, provided that the problem is identified in a timely manner and parents understand how important the correct articulation of the sound “l” is both for the formation of speech and for the baby’s confidence.

Options for incorrect sound pronunciation

There are several versions of how the letter “l” is distorted when spoken:

instead of the consonant letter “l”, a vowel is pronounced: “yozhka” - “spoon”, “ypsha” - “noodles”;
replace “l” with “uva”: “hoteuva” - “wanted”, “euva” - “ate”;
change to “r”: “rapsha” - “noodles”, “rumble” - “elbow”;
instead of “l”, when you quickly exhale with puffed out cheeks, you hear “f”, with “n” coming out through the nose.

The child does not pronounce this sound for various reasons. And by the manner of pronunciation, you can understand the reason why it is difficult for him to say “l”, he cannot pronounce the letter.

Causes of impaired pronunciation of the sound l

There are several reasons when the pronunciation of “l” is not formed or is broken:

The baby has not yet learned to say this sound and he simply skips it: for example, “even” instead of “rain.” At the age of 4-5 years, children have already mastered it, and by the age of 6, the child can no longer just talk, but can already differentiate a hard sound from a soft one;
interdental pronunciation is characterized by incorrect positioning of the tongue, although acoustically it appears clearly;
bilabial pronunciation: the tongue lies on the “bottom”, which is characteristic of the sound of the English language. This happens when a child has to communicate in several languages in the family;
a mobile lower lip and a relaxed tongue - it turns out “v” instead of “l”: “development” - “fork”;

In these cases, articulation disorders are explained by an incorrect pronunciation algorithm, namely, the position of the tongue is not formed. There are also violations when differentiation is impaired due to improper breathing, incorrect position of the tip of the tongue, its middle:

sound formation occurs through the lips, not the tongue;
the tip of the tongue goes down instead of resting on the incisors;
the middle of the tongue is raised, and the tip of the tongue is lowered, but the opposite is necessary.

The described disorders are due to the characteristics of the articulatory apparatus. In these cases, automating the correct sound l will take literally a couple of sessions with a speech therapist. You can also quickly deal with this at home. If the production of sounds occurs when associated with organic, functional disorders of the central nervous system, a phased systemic production and automation of the sound of l is necessary.

Setting the sound l

Before starting classes, the child must be explained in detail and shown how to pronounce the sound correctly. In this case, a speech therapist or parent must show the child how the articulatory apparatus should work correctly; visual materials can also be used.

Articulation of the sound l

Correct articulation of the sound l: the sharp tongue is raised by the upper teeth, resting on the alvioles (tubercles on the palate located behind the upper teeth). The shape of the tongue in this case resembles a saddle, the air comes out along the edges of the tongue.

Articulation gymnastics for the sound l

There are several ways to produce the sound l, among which the first place is occupied by the formation of the sound l. The child will like it due to the fun articular exercises:

blow soap bubbles, blow on candles, boats on the water;
“boat”: a relaxed wide tongue should be placed on the lower lip and try to form a boat out of it without lifting it;
“snake”: stretch your lips, as if in a smile, and extend your sharp, hard tongue forward;
“the longest tongue”: stick it out as far as possible and try to reach either the chin, the tip of the nose, or the cheeks;
“horse”: open your mouth, touch your tongue between the upper incisors and tap there so that you get the clatter of horse hooves;
“turkey”: open your mouth, relax your lips and use your tongue to stroke your upper lip with your tongue moving from top to bottom, saying “bl.”

There are many videos on how to do these exercises to prepare for the sound L. Classes for preschoolers are held in a relaxed atmosphere 1-2 times a day.

Automation of sound L

Before you start teaching your child to pronounce the letter L, it is necessary to warm up with articulatory gymnastics. This will prepare the speech apparatus for work, tones the tongue, lips and cheeks. In essence, gymnastics are speech therapy exercises for producing isolated sound.

We offer a summary of classes on automating the sound L in syllables and sentences, which will help mothers organize this process at home. Also, riddles about the letter L stimulate isolated sound pronunciation, since the answer is L itself. As soon as the child has learned to pronounce L in isolation, move on to automating the sound L in straight syllables.

If the child does not yet read on his own, first pronounce it yourself, and then offer the child:

And after mastering, in reverse syllables:

The next stage is the automation of L in words. The following sequence must be followed:

sound at the end of a word: floor, hall, corner, channel, knocked, pinched;

sound in the middle of a word: wolf, push, pity, jackdaw, violet, volcano, hairpin, mower;

the sound is paired with consonants: flag, club, flame, block, flag, globe, planet, notepad;

one word contains 2 sounds: swam, weeded, climbed, broke, swallowed, cried, threshed, bell.

In order to put a sound in words and phrases, you must first master hard pronunciation, because when softening it is harder to pronounce the sound.

After mastering L in words, they master sound in phrases and sentences:

ripe strawberries, a tin soldier, a broken saw;

conjugate sentences by first speaking phrases in the first person, then in the plural person and in the third person: “I broke the bike - We broke the bike - She broke the bike.”

Then we read and learn poems starting with the letter L. In special poems, sound occurs in almost every word.

When reading and repeating rhymes, you should pronounce the words measuredly, slowly, so that the child pronounces the sound clearly. It is necessary to speed up speech in tongue twisters and riddles. For example, “Here is a cheerful bun rolling like a ball.” Or “Polkan pushed the stick with his paw.”

Games to strengthen pronunciation

The game form of speech therapy classes allows you to awaken the child’s interest and get carried away by the process. Here are examples of games to reinforce the pronunciation of L:

“Tracks”: a large letter L is written on a piece of paper and wavy paths from it to objects that begin with this sound. The child needs to place his finger on the letter and lead along a line from it, pronouncing the sound all the time, and at the end name the object.

“Koloboks”: you need to make a figurine of a fox and 10 koloboks, as well as pictures with words containing the letter L in different parts of the word. If the baby correctly names the word from the picture and clearly pronounces the sound L, then the bun runs away from the fox; if not, she eats it.

“Object pictures”: prepare pictures with words from l and ask the child to name the image and then find the required object. For example: show me the chair, show me the apple.

Structure of an individual speech therapy session

A methodically correct sequence and duration of each exercise is the key to quickly mastering the sound L. An important condition is that the child does not get tired. To do this, adhere to the following time frame:

Gymnastics for the articulatory apparatus - no more than 7 minutes.
Sound production and automation - 10-15 minutes. Of these, the first 5 minutes are repeated from previous lessons, and the rest of the time is devoted to new syllables, words, and sentences.
Phonemic work on consolidation - 10 minutes.

Children 4-5 years old should be trained for up to 20 minutes daily. With older children - half an hour.

The time frame should not be strict, since on some days the baby may get tired faster, and on others he may want to study longer. If your child has difficulty maintaining attention, offer to do the exercises in parallel with other activities. For example, a special coloring book with the letter L, in which the baby will paint it over and repeat the syllables after his mother.

Goal: Consolidating the skill of distinguishing the sounds L-L in syllables, words, phrases.

Objectives: Continue to teach how to differentiate sounds by hardness and softness, sound analysis. Drawing up proposals for supporting subjects. Develop phonemic awareness, coherent speech, imagination, thinking, general and fine motor skills, attention, memory. The use of expressive movements in the education of emotions, the acquisition of skills in self-relaxation.

Equipment: magnetic board, magnets, colored pencils, pictures of the sounds L-L, individual cards with flashlights (green and blue) and images of objects with the sounds L-L in their names

Progress of the lesson

1. Organizational moment

Exercises to activate attention:

Game “Reach your hand”.

- Come on, right hand, reach for your left ear. And you, left hand, to the right eye: And so on.

– Hello, children, today we have an unusual activity: guests have come to us, they are smiling at you. And you will smile at your guests. Smile at each other. Smile for me too.

2. Subject message

– But you will find out what we will do in class when you listen to the poem. And don’t just listen, but try to determine which sound is heard most often in this poem?

Mom was giving the baby a bath.
I washed my naked body with soap and washcloth.
Mila stood next to her mother,
She poured warm water over the baby.
Allochka will gently dry the baby
A warm, shaggy, large towel.

– [L]
- Right. Today we will learn to correctly distinguish between the sounds L and L.

3. Articulation gymnastics, breathing exercises

– And in order to speak the sounds L and L correctly and beautifully, we must train our breathing, lips and tongue.

Development of lower diaphragmatic breathing:

Inhale (through the nose) - exhale pfft
Inhale (through the nose) - exhale pfft, pfft
Inhale (through the nose) - exhale pfft, pfft, pfft

With sounds:

Inhale (through the nose) - exhale A
Inhale (through the nose) – exhale JSC
Inhale (through the nose) – exhale AOU

Tongue exercises:

“WATCH.” 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.
“SNAKE”. The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
"SWING". The mouth is open. With a tense tongue, reach for the nose and chin or the upper and lower incisors.
“HIDE THE CANDY.” Mouth closed. With a tense tongue, rest on one or the other cheek.
"BRUSH YOUR TEETH". Mouth closed. Move your tongue in a circular motion between your lips and teeth.
"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 into the depths of the mouth.
“TASTY JAM.” The mouth is open. Using a wide tongue, lick your upper lip and move your tongue into the back of your mouth.

Guys, let's repeat the sayings ( pure sayings familiar to children)

La-la-la, la-la-la - didn’t notice the glass
Lu-lu-lu, lu-lu-lu - we didn’t hit the glass
La-la-la, la-la-la - but there is no glass in the window

Lu-lu-lu, lu-lu-lu - near the windows on the floor
Ly-ly-ly, ly-ly-ly - we scored goals

Li-li-li, li-li-li - poplars are visible in the distance
Le-le-le, le-le-le - we have a lot of them in our village
La-la-la, la-la-la - but they make the earth go down
La-la-la, la-la-la - we all love poplars
Lu-lu-lu, lu-lu-lu - poplars and I love

La-la, la-la, la-la-la - Lena had a doll
Li-ly, li-ly, li-ly-ly – felt boots are too small for a doll
Le-lo, le-lo, le-lo-lo - the doll’s coat is warm

Lo-lo-lo, lo-lo-lo – it’s warm outside
Lu-lu-lu, lu-lu-lu - the table is in the corner
Ul-ul-ul - our chair is broken
Ol-ol-ol - we bought salt.

4. Development of phonemic awareness

Isolating the sound L from a number of isolated sounds.

– I will make sounds, and you clap your hands when you hear the sound L (V L T L N S L L F L).

Isolating a syllable with the sound L from a number of syllables.

– I will pronounce the syllables, and you will clap your hands when you hear a syllable with the sound L (MA LA RO LO KU LU SY LY TU).

Isolating a word with the sound L from a number of words.

- Children, you and I know the hard sound L and the soft sound L. Now I will tell you words in which you can hear l and l. If the word contains a soft sound L, you will pick up a green card, and if there is a hard sound L, you will pick up a blue card.

Example words: chalk, stranded, moth, stake, corner, coal, prick, boat, ice, hatch, bow, flax, skis, linden.

Using the same pattern, we can distinguish names with a soft syllable la: Alla, Alya, Milya, Mila, Kolya, Olya.

The exercise is also carried out with the setting of color signals for the sounds l and l.

5. “Light a flashlight.”

- Guys, more guests came to our lesson, my sister and brother, Lada and Lyosha (dolls are hung on a magnetic board). Annex 1

Look what kind of clothes they have - blue for Lada, green for Lyosha. Why do you think?

– Because the sound L in the word Lada is hard, it is indicated by blue. And the sound L in the word Lesha is soft, it is indicated by the color green.

– It is necessary to sort out the pictures for Lada and Lyosha, pronouncing the name of the picture and clearly highlighting the sounds L, L. The pictures are hung on a magnetic board.Appendix 2

6. Pronunciation of sounds in words. Sound analysis and synthesis

– Guys, where is the sound [L], [L] in the names of the pictures: at the beginning, in the middle or at the end? Draw arrows to the diagrams. Appendix 3

7. Differentiation of hard and soft sounds L, L in words

A). Each child has one of the pictures: onion, potato, apple, lemon, strawberry, raspberry, gladiolus, lily, woodpecker, heron, robe, coat.

– Pictures with the sound L should be given to Lyosha, and with the sound L – to Lada.

b). The speech therapist displays Lada’s pictures on a magnetic board and asks them to select a pair of Lyosha’s pictures for each of them and explain their choice.

For example: Pola - fields, ironing - looking, spinning top - Julia, flags - flasks, clone - maple, bow - hatch, was - true, whole - goal, ate - spruce, became - steel, gave - distance, ardor - dust, corner - coal.

8. Game “Shelves”

Help Lada and Lyosha tidy up the closet and shelves. It is necessary to remove unnecessary items. Appendix 4

9. Consolidating the pronunciation of the sounds L – L in a phrase

Pronounce all words in the sentence correctly, clearly emphasizing the sounds L, L. ( The children complete the task one by one, repeating after the teacher.

Olya sang.
Our Julia is like a top.
Kolya has a flag in his hand and a flask on his side.
You can lay a roof, you can inhabit a house.
I unclenched my fist and there was a firefly in my palm.
We walked through the fields and divided everything we found in half.
Here are two dogs walking on their hind legs in fashionable hats.
No doubt the lion is strong, but he is weaker than the elephant.
Planes are flying, pilots are sitting in them.
A harvester on wheels is driving, cutting ripe ears of corn.
Luda, there is a puddle under your feet.
A jackdaw sat on the roof of the club and cleaned its beak.
Larisa needs not just any paint, but blue paint.
Pour coal into this corner.
A jackdaw walks along the pebbles by the river.
The alarm clock woke me up.

10. Finish your story by choosing your words

– Guys, Lada and Lyosha have come up with couplets for you, which you must complete by correctly choosing words that are close in sound and meaning. But pay attention that the words must contain the sounds L, L.

Bunny didn't listen to dad -
They crushed Bunny... ( paw).

The children were sitting in the park
And ice cream...( ate).

And near this Christmas tree
The evil ones wandered... ( wolves).

Christmas tree, Christmas tree,
Kolkaya... ( needle).

The duck began to sing to the mouse:
- Ha-ha-ha, go to sleep,... ( baby)!

Often go to the lake to get drunk
The redhead walks... ( fox).

The toad began to croak importantly:
- Kva-kva-kva, no need... ( cry)!

Zag, let's play football!
Score quickly... ( Goal)!

Suddenly the sky became cloudy,
Lightning from a cloud... ( sparkled).

I don't run to the doctor -
I myself... ( I'm flying).

We didn't eat, we didn't drink,
Snowy woman... ( sculpted).

Exercise “Say the words”

– Help Lada and Lesha make up words by choosing the correct syllable with the L sound.

11. Making sentences based on pictures

(Use words that have the L sound) Appendix 7

12. Summary of the lesson

a) Well done guys, you worked hard today. Lada and Lyosha are pleased with your answers.
b) Homework: solve riddles, learn one of the tongue twisters.