Topic: “Sound production [l].”
Target:
Continue to learn how to perform articulatory gymnastics correctly;
Consolidate knowledge about the mechanism of sound formation [l];
Show and explain the articulation of the sound [l];
Learn to correlate sounds with letters;
Develop phonemic awareness, memory;
Cultivate a desire to improve your speech.
Equipment:
Material for creating articulatory readiness to produce sound [l]; author – T.A. Tkachenko;
Didactic material on sound production [l] authors – V.V. Konovalenko, S.V. Konovalenko;
Subject pictures from “Speech Therapy Lotto” author - A.S. Galanov;
Pictures from the manual by L.N. Zueva “Entertaining exercises for speech development”;
Bandage, fingertips, alcohol, cotton balls.
Progress of the lesson:
I . Articulation gymnastics
1. Static exercise “window”.
Target : teach to keep your mouth wide open; activate the orbicularis oris muscle and the mobility of the upper lip; teach to lower the root of the tongue and move the tongue close to the teeth.
Progress of the exercise : smile, open your mouth wide; Move your relaxed tongue close to your teeth and hold the position for a count of 5.
2. Static exercise “fence”.
Target : Develop the ability to keep your lips in a smile, exposing your lower and upper teeth.
Progress of the exercise: upper and lower teeth, lips closed in a smile, hold your lips in this position for a count of 5.
3. Static exercise “needle”.
Target : develop the ability to keep the tongue narrow.
Progress of the exercise: smile, open your mouth slightly, expose your incisors, stick your narrow, straight tongue between your teeth, hold for a count of 5.
4. Static exercise “sail”.
Target : learn to hold the tip of the tongue behind the upper teeth,
Progress of the exercise: smile, open your mouth slightly; Press the tip of your tongue firmly against the upper teeth and hold in the given position for a count of 5.
5. Dynamic exercise"pendulum".
Target: develop tongue mobility.
Progress of the exercise: smile, open your mouth slightly, exposing your teeth; insert a narrow tongue between the incisors; turn your tongue right and left to the corners of your lips.
6. Dynamic exercise"swing".
Target: develop the ability to lift the tongue up; develop accuracy and activity of the tip of the tongue, the ability to quickly change the position of the tongue.
Progress of the exercise: smile, show your teeth, open your mouth slightly, bend your wide tongue over your lower lip (reach for your chin) on the count of “one”, and on the count of “two” bend your tongue over your upper lip (reach towards your nose).
7. Dynamic exercise"little swing"
Target: increase mobility, develop accuracy and activity of the tip of the tongue.
Progress of the exercise: smile, open your mouth slightly, place the wide front edge of your tongue on your lower lip; perform small movements with the front edge of the tongue up and down.
8. Dynamic exercise"delicious jam."
Target: develop an upward movement of the front of the tongue.
Progress of the exercise: open your mouth slightly and lick your upper lip with the wide front edge of your tongue, moving your tongue from top to bottom (not from side to side).
9. Dynamic exercise"Let's brush our teeth."
Target: develop the ability to hold the tip of the tongue behind the lower teeth, activate the tip of the tongue.
Progress of the exercise: smile, showteeth, open your mouth slightly and “clean” with the tip of your tonguelower teeth, first making movements with the tongue from side to sideus to the side, then from bottom to top.
II . Conversation about the image of sound [l]; position of articulation organs;
When pronouncing the sound [L]. Wide open mouth. Make your tongue narrow and tense. Raise the tip of the tongue to the alveoli (behind the upper incisors). Pronounce the sound clearly and for a long time [l ] . Bring your palm to your mouth, feel the movement of air.
Characteristics of this sound.CONSONANT, VOICED, HARD
1. Repeat the following sounds after me.
Pronunciation of speech sounds that are similar in sound and articulation of sound [l]
N, S, V, V, G, G, F, U, A, E, J
2. Raise the signal card if you hear the sound [l].
Exercise for listening to callsound [L] in a stream of other sounds.
Approximate sound sequence: M-N -L --A-U -O-L-V -3-L- V-M-L-X-N- M -N -L-A-U-O-L-V -3-L-V -M-L -X-NY -B -Z
3. Picture of L legs and L amps . If the picture is named correctly, clap your hands; if it is incorrect, no.
spoon
a series of spoken words: ozhka, leader, spoon, dozhka, sozhka, spoon, god, spoon, skin, mozhka, gozhka, spoon, spoon, spoon
lamp
a series of spoken words: wampa, ampa, lamp, campa, sampa, bumpa, lamp, tampa, lamp, dumpa, champa, lamp, bumpa, ramp, champa, nampa
4 . There are six cards in front of you, choose pictures whose names contain the sound [l].
Using a number series, determine the place of the sound [l] in the word. Put questions to words and objects and determine (living and nonliving).
III . Homework:
Perform articulation exercises in front of the mirror every day.
Exercises “window”, “fence”. Hold positions for a count of up to 5. Alternate these two
exercises.
"needle". Hold positions for a count of 5 .
"delicious jam." Perform clockwise 10 times, counterclockwise 10 times.
"sail". Hold positions for a count of 5.
“snake”. Perform 10 times.
Didactic material for the lesson
1
2
3
4
5
6
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 develop this sound, so you need to start correcting 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 and the degree of distortion of the pronunciation.
The correct pronunciation of [L] and soft [L’] is characterized by:
Pronunciation is checked with the following exercises:
There are several options for incorrect pronunciation of soft [L’] and hard [L]:
- bilabial pronunciation: [L] is replaced by the child with [U] or another vowel letter (instead of a horse one hears “washadka”, instead of a shoulder blade one hears “ypatka”);
- in verbs the combination [UVA] (saw - “piuva”) is often heard;
- nasal pronunciation is characterized by - incorrect lifting 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 enters the space between the teeth, resulting in a whistling sound (moon - piss");
- a difficult sound is simply skipped (bow - “uk”, moon - “una”);
- if the baby pronounces “R”, then he can substitute it instead of “L” (moon - “rune”).
Reasons for the absence of the correct “L”
Factors that provoke incorrect pronunciation of the sound [L] may include the following:
- improper speech breathing;
- speech hearing problem;
- poor development of the articulatory apparatus, weakness of the tongue muscles;
- individual structure of the frenulum.
Improper 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 a sentence);
- incorrect, inept distribution of exhaled air (my brother and I are playing... - inhale - heaven);
- hasty pronunciation - choking.
Staging the sound [L] to a child begins in stages with breathing exercises.
The child should be taught to hold the toy: the baby lying on the carpet is asked to inhale - hold his breath (hold the ball) - exhale.
- it is proposed to sing a vowel sound (o, a, y, y, e), then a 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 sounds 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 Truck” website and invite the child to listen to the sound of a motorcycle, train, car, engine, siren, broken glass, rain song, ultrasound. Over time, the child will begin to repeat these sounds.
- repeated pronunciation of words with the sound [L]
le - ice, icebreaker, ice drift; lo: spade, London, burdock; la: swallow, bench, palm; skis: skis, track, pitchforks; lu: puddles, meadows, lawn.
- poor development of the articulatory apparatus,
The speech therapist concludes that the articulation apparatus is weakly developed and shows the preschooler in a playful way how to pronounce a sound. The tasks will be as follows:
- connect your fingers with a “bucket” that imitates a tongue;
- the fingers of the second hand also clench, resembling a mouth;
- it is suggested to clench and unclench your fist - the tongue rises, the mouth opens and closes;
- blow into your fists, watch how the placed narrow strip of paper sways
- individual frenulum structure
Sometimes “blurred” speech occurs due to the individual structure of the frenulum. The muscle 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 of stretching the hypoglossal ligament. 
One of the exercises aimed at lifting the tongue up is “Swing”:
- put your tongue behind your 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 ask your preschooler to quickly pronounce syllables with the sound [L], which include various vowels.
The exercise “How a turkey chatters” gives a good effect:
- put your tongue on your lip and move it (it should not come off);
- say “bl-bl”, gradually increasing the pace.
Articulation gymnastics
Producing the sound [L] to a child in stages involves performing articulatory gymnastics:
- Warm-up exercises
- The simplest warm-up task is to “clack” your tongue, like the clatter of a horse’s hooves. As a result, the tongue warms up, rising to the upper palate.
- The “Sail” task helps strengthen the muscles of the tongue. The tongue is raised and stands straight, like a sail. So he holds it for 10 seconds at first, gradually increasing the time of the stance by another ten seconds. The minimum time to complete the exercise is 40 seconds.
- Exercises for setting up the sound [І]
In the game "Steamboat" the child smiles with his tongue at his teeth. The baby bites his tongue so that he lies still and says “y-y-y”, which turns into “l-l-l”. You can try setting from different vowels [A], [U], [Y]. 
- Exercises for setting from sound [L´]
[L´] is easier to pronounce than hard [L]. Such mitigation is acceptable, because the child avoids strong tension in the lip muscles. If this process does not go away for a long time, then you can use a little trick: invite the baby to try to touch his upper lip with his tongue when pronouncing the syllables LA, LO, LU, LY, LE.
- Sound production exercises [A]
This option is performed in several periods, but it is not worth focusing the child’s attention on the gradual development of a difficult sound: 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 practice the pronunciation of “ala – ala” and only then “la – la”.
- Exercises for staging from sound 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 recite the poem: “I was catching moths and butterflies on a bench. I kept catching, catching, catching. One, two, he let go.”
Sound setting [L]
The pronunciation of the soft sound - [L'] is slightly different from the pronunciation of the hard sound [L]. It is not the root of the tongue that rises, but its middle part. Most of the back of the tongue is in contact with the alveoli.
If the child’s tongue moves poorly, then simple articulation exercises for the lips can help:
It is also necessary to perform exercises for the tongue:
- I roll the nut (roll the tongue, resting it on the right and left cheek).
- The locomotive is humming - pull out the sound [Y] for a long time through parted lips, quietly, loudly, in a whisper.
The set of subsequent speech exercises includes the following:
1) the child clearly and abruptly pronounces L – L – L several times;
2) tasks for pronouncing the syllables la - la, le - le, li - li (during pronunciation, the tongue is bitten, then released);
3) pronouncing 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:
- li - li - li - downpour - le-le-le - lion;
- la - la - la - frog - le-le-le - chronicle;
- lyu - lyu - lyu - Lyuba - le, le-le - summer;
- le - le - le - ice - le, le-le - tape;
5) repeat the words in different orders: swan - leaf - lion - elevator.
6) remember the names that begin with L;
7) change the sentence:
- Helen has a ribbon. – This is Lenochka’s ribbon.
- Lenya has a watering can. - This is Lenin's watering can.
8) Say words with reverse syllables:
- al – shawl, medal;
- spruce - jelly, spruce forest;
- ol – salt, mole;
- yal – grand piano, hoop;
- ul - boulevard, bulldog.
Automation of the sound [L] in syllables
The sound [L] is introduced to a child in stages. One of the important stages is exercises to automate it. It should be borne in mind that this process is long, so sound games need to be performed systematically for up to 5 minutes a day.
You can choose the following exercises:
1) song of sound [L]:
the child sings syllables starting with “L”, substituting various vowels: “la - la - la - la - la - la”;
2) pronunciation of [L] in syllables:
- you can simply pronounce the same syllables, bite the tip of your tongue;
- pronunciation of reverse syllables: “al - al; silt – silt; ol - ol";
- pronunciation of intervocalic syllables: “ala - or - ulu - olo -yly”;
- automation [L] in forward and backward syllables, syllables with several consonants are selected: “klo - gla - plya - fly - hlu - angry - sl - shla - bli - cle - agl - okl - als - uhl - ashl - ibl - ekl ";
3) automation of the sound [L] in different positions (it will be more interesting for the child if he begins to name words from pictures):
Ask your child to say each picture step by step. This will help you develop the correct production of the L sound. [lo]pooh - V[ol]-ha; [la]ma - [al]maz, [lu]k - [yu]la, [ly]zhi - drove [li]; [tree]ka - [bang]ka;
4) practicing the pronunciation of [L] at the end of a word:
drove - drove, wrote - wrote, rocked - rocked.
You can gradually complicate the tasks, move on to exercises with phrases, with sentences consisting of 3, 4 or more words:
- white cloud, silk blanket, blue phlox;
- Asya was gnawing on an apple. Lukerya was peeling an onion.
- Klava clapped her hands. Vlad dreams of being a pilot.
- Volodya has a record in his hands.
- Klava picked up the needle.
The number of words in sentences gradually increases.
Pure sayings that you can come up with yourself will help improve your pronunciation:
It is necessary to memorize proverbs and sayings with your preschooler:
- It's cold in winter and the animals are hungry.
- The nightingale is small and has a sweet voice.
Mimic gymnastics
Mimic gymnastics is the basis for 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. It’s a good idea if an adult prepares didactic material for classes.
Showing the pictures, the adult says, and the child repeats after him:
You can sit your child in front of a mirror and ask him to close and open his eyes: “Sleep little eye, sleep!” Sleep both eyes. Morning has come. Time to wake up". The preschooler is shown pictograms in which he sees people laughing and crying. The child tries to portray the same state on his face. Interesting non-standard exercises with a small ball with a cord threaded through it.
You can do the following with the ball:
- push with tongue;
- catch with your mouth without using your hands,
- take it into the lips and push it out with force;
- roll nuts around in your mouth like a chipmunk;
- holding the ball in your mouth, tell tongue twisters.
Suitable for facial gymnastics and spoon exercises:
- push a small spoon clenched into 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;
- lightly tap the spoon on your tongue.
- press the spoon to your lips, folded into a tube, and outline the oval of your lips with it;
- holding a spoon in your hands, make circular movements over your cheeks; smile and do the same;
- Take a small amount of liquid into your tongue, like into a spoon, and move it in different directions so that the water does not spill.
Breathing exercises. Setting the sound [L] while inhaling
The production of the sound [L] to a child is carried out step by step while inhaling, so before starting exercises for speech development, you need to do breathing exercises for a few minutes:
- short breath - one second;
- smooth long exhalation – 3-5 seconds.
You can invite your child to do the following exercises, but be sure to follow the inhale-exhale rule:
Setting [L] with mechanical assistance
Setting up the sound [L] is difficult for a child to perform; it must be done in stages.
In this case, the following tasks may help:
Strengthening pronunciation
The following exercises can help you consolidate the pronunciation of the sound [L]:
- Choose about 30 sentences consisting of three to four words. Every word must contain the sound [L]. The adult, together with the preschooler, pronounces sentences, gradually increasing the pace:
- Lola washed the floors.
- The rider was sitting on a horse with a saddle.
- The elk stood and suddenly fell.
- Pavel was sitting on a chair.
- The big moon rose into the sky.
- It would be better for us to remain silent and hurry up the work.
- Pinocchio treated Malvina to 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 talked to Lyusya.
- Lyuba received a package.
- Malvina sat on the balcony and looked at the moon.
- Today is the full moon.
- A lunar eclipse is mysterious.
- I took the album and went to draw.
- The child is asked to complete the phrase:
- The cat does not have red boots, but soft (paws).
- Little sister draws a pattern (no, not with paints, but with varnish).
- The children sat down to eat porridge; there weren’t enough spoons.
- The skier stood up (on his skis).
- Shoe the hooves (of the horse).
- They run fast (no, not goats, but gazelles).
- The house is bright, the lamp is on.
- The rain has passed. Children run (through puddles).
- A good effect is achieved by pronouncing pure sayings:
- la-la-la: light bulb, azure, bark;
- lo-lo-lo: Lola, wolf, Volodya:
- le-le-le: village, oar, summer;
- ly-ly-ly: skis, ski track, skier;
- lu-lu-lu: meadow, moon, lunar rover.
- After the child has learned to quickly pronounce pure tongue twisters and tongue twisters, You can move on to studying poems for children:
Ten little squirrels
Everyone went out to meet mom.
They sat by the hollow
And they looked at the sun.
Exercises to improve speech hearing
To develop speech hearing, speech therapists use the following games:
- “Blizzards, blizzards, what did you sing?”
In this game, children speak words or sentences with different voice levels. Game option – “the wind blows”
- “Speak up! Speak quietly!
The child is shown toys; if they are small, he speaks quietly, if large, he speaks loudly. 
- "Guess who's talking!"
You can stage the fairy tale “The Three Bears”, in which the bears speak in different voices (low, high, normal).
The teacher pronounces different sounds, the child must guess where the signal sounds - far or close.
- "Do not miss!"
Adults show the child pictures, which they name with errors. The player must notice the mistake and clap his 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 - adze;
- Fox - yew, kitty, fisa, disa, Lisa.
- “Listen carefully and choose.”
An adult shows a picture and names a series of words, from which you need to choose one:
- bow, hatch, corner, coal;
- sheet - fleece, kitty-kiss.
- "What is this?"
The teacher names a general concept. child is a word containing the sound [L]:
- fruits: oranges, pineapples;
- animals – fox, elk;
- shoes - shoes;
- trees - plum.
To carry out a step-by-step production of the sound [L], systematic training is needed with simple and complex, musical and simple exercises that will teach the child to correct articulation.
Article format: Vladimir the Great
Video about setting the sound L
Articulation gymnastics for sounds L, L:
One of the common pronunciation problems in young children is the incorrect pronunciation of the consonant “L”. Sometimes “L” is completely absent from the child’s speech or is replaced with incorrect options. For example, the letter “Y” in the words “yug”, “yisa” instead of “meadow” and “fox”. How to promote the correct production of the consonant sound “L” in young children, what exercises should be done?
Establishing the correct pronunciation of the sound “L” will not take much time; it is enough to devote 15–20 minutes a day to exercises aimed at correcting and automating the pronunciation of this consonant.
We perform speech therapy exercises
The set of speech therapy exercises necessary for the correct production of any sound that causes problems in pronunciation (including “L”) includes several types of classes:
- Articulation gymnastics;
- Tasks for the development of speech breathing;
- Exercises to automate the pronunciation of sounds.
It is advisable that any home lesson contain elements of the listed types of activities. It should be borne in mind that the total duration of such an activity for a child 3–4 years old should not be more than 15–20 minutes.
For children aged 5–6 years, the total duration of the lesson can be 20–25 minutes. In this case, it is advisable to alternate speech therapy exercises with speech development tasks.
Exercises to establish the correct pronunciation of “L”
Articulation gymnastics, including the following exercises.
"Steamboat"
Purpose of the exercise: practice the position of the tongue that is necessary for the correct production of the “L” sound.
Performance: The child slightly opens his mouth in a smile, sticks out his tongue, clamps it with his teeth and sings “Y-y-y-y-y”, imitating the whistle of a steamship.
Attention: If during this exercise (when “Y-y-y-y-y” is sung), an adult hears a soft “L’”, then you need to ask the child to stick out his tongue as far as possible, while clamping his teeth not on the tip, but on the middle part of the tongue.
"Turkey Baby"
How does a turkey talk? “Bl-bl-bl,” gurgles and “babbles.” Invite your child to try to imitate the “talk” of a turkey using the following exercise:
Step 1. Having opened his mouth slightly, the child places his tongue on his upper lip, while the tip of the tongue should bend slightly upward, as if flowing around the lip.
Step 2. Practice, make several movements with the tip of your tongue up and down your upper lip.
Step 3. Connect the hum as you exhale, while simultaneously increasing the speed of the movements until you get “bl-bl-bl”.
This exercise will be very useful for the correct production of the “L” sound, as it perfectly develops the mobility of the tip of the tongue and practices the correct degree of its elevation.
“How does the horse ride?”
This exercise consists of two parts. In the first part, the skill of clicking is practiced, which helps to strengthen the muscles of the tongue and develop the ability to lift the tongue up. The second part helps the child determine the position of the tongue in the mouth when he says “L”.
Step 1. The child smiles, opening his mouth and showing his teeth. Then he flicks his tongue several times, resting on the roof of his mouth. (Imitate the clicking of a horse).
Important: During this exercise, the lower jaw should not be mobile, only the tongue should move.
Step 2. Explain to your child that horses can ride quietly, and repeat the tongue movements from the previous exercise, silently, without using your voice.
Important: Make sure that the tip of your tongue rests against the upper palate while performing it, and does not protrude beyond the mouth.
"Breeze"
Purpose of the exercise: learn to exhale air in such a way that it comes out of the mouth along the edges of the tongue, and not along its central part.
Performance: the child opens his mouth slightly and bites the tip of his tongue with his teeth. Then he needs to exhale, imitating a breeze. If it is not clear whether the child is performing this exercise correctly, hold a piece of cotton wool to his mouth while he is blowing. This will help determine the direction of the air stream.
Possible distortions in the pronunciation of the sound “L” in children
There are two most common ways to mispronounce “L” in young children. This is interdental and nasal pronunciation.
In the case of interdental pronunciation of “L”, the tip of the tongue extends beyond the upper incisors and is located almost between the teeth. It turns out a transitional option, something between “L” and “B”. To correct this problem, a standard set of exercises is needed to produce the consonant sound “L”.
In the case of nasal pronunciation, the difference is more obvious. The speech apparatus works as follows: the back of the tongue touches the soft palate, and its tip should touch the upper incisors. The passage of the air stream through the organs of the speech apparatus in this case is also different: it passes (partially or completely) through the nasal passage, making the resulting sound similar to a combination of “n” and “g”. The sentence “the pussy lived happily” will sound to the child in this case as “Vesengo Zhing’s pussy.”
In order to successfully solve this problem, it is necessary to carry out exercises that will help correct the direction of the air stream and.
Consolidation (automation) of the correct pronunciation of the sound “L”
Exercises aimed at training the correct automatic pronunciation of the sound “L” must be done after articulation gymnastics for 15–20 minutes.
We practice the pronunciation of “L” in syllables:
Lu-ly-la-lo, la-lo-lu-ly, ly-lo-lu-la;
Ol-el-al-yal, yol-ol-il-el, yal-yul-ol-yol.
We make speech therapy snakes using children's lotto cards:
We train the pronunciation of words, following the speech therapy snake. Example options for cards/words:
lily of the valley, swallow, pin, rock, noodles, school, ash, tent, diver, robe, salad, lamp, elk roll, boat, forehead, crowbar, soap.
You can use not only nouns, but also other parts of speech: verbs, adjectives:
He sang, washed, hummed, blew, yawned, put on his shoes, arched, pinched, fanned, sowed, stood, sat, hung, offended, saw, hated.
Hungry, cold, brave, ripe, sweet, whole, sad, scarlet, white, lethargic, small, angry.
Particular attention should be paid to the pronunciation of the consonant “L” in difficult cases: when there are two letters “l” in one word and when the letter “l” is next to other sounds.
Two letters "L" in one word:
barked, sent, chatted, swam, swallowed, broke, served, received, applied, burst, kissed, flew.
Confluence of “L” and another consonant sound:
Gratitude, eyes, burned, Klava, cereals, sweet, jinx, clump, globe, troubles, merit, lumps, fangs.
We learn poems and tongue twisters:
Oh, on the river, on Volzhanka
A nightingale floats on a stick
I sat down on a thin board,
He started a sonorous song.
Invite your child to analyze the fable and explain what cannot really happen. Learn the fable together, pronouncing “L” correctly.
Petya is small, he took the mint and crushed it
The mother saw it and did not order the mint to be crushed.
Repeat the tongue twister together, clearly articulating it in words containing “L.” Ask your child to explain what mint is. Add elements of lessons on speech development: let him discuss why it should not be crushed.
Sets with speech therapy exercises: cards, books, games, lotto, teaching aids for parents
- Set for playful independent exercises at home “Speech therapist’s suitcase” Staging the sound “L”, “R”. For children from 4-7 years old.
The set includes: bright workbooks with tasks and exercises (recognition alphabet, texts, words, professions); educational domino “Funny Animals”; educational lotto “Learning the sounds [Р], [Р’]”; educational lotto “Learning the sounds [L], [L’].” A bright, high-quality publication, with positive reviews from parents and speech therapists. You can separately purchase only the educational lotto “Learning the sounds of L”. - A set of 500 cards + methodological recommendations - designed to consolidate and automate the skills of “pure” sound pronunciation, and to develop phonemic hearing. Designed for teachers, but can also be used by parents for home learning. The cards are double-sided (picture + spelling of a word with the sound highlighted), the words for each sound are selected in such a way that allows you to quickly and effectively introduce the given sounds into speech.
- Another wonderful set from “Umnitsa” - “We speak from the cradle”. It will teach the child not only to correctly pronounce sounds in words, but will also develop speech and intelligence in general. Suitable for children at a very early age from 0-3 years. Designed for a course of classes over 53 weeks. The kit is very extensive in materials, it includes: methodological support “Development of speech activity”; class diaries; leaf-leaf books\talkers\repeaters; mumbler/imitation cards; soft toy Wolf. Kits from “Umnitsa” always have positive reviews from parents; studying with them is interesting, easy and effective.
Pronunciation of “L” and the age of the child
Some parents are in a hurry, trying to get the correct pronunciation of “L” in a child who has only recently begun to speak. According to speech therapy standards, the pronunciation of “L” and “R” is the most difficult for young children, therefore the final production of the sound “L” is considered to be the consolidation of its clear pronunciation at the age of 5-6 years.
Teacher, child development center specialist
Druzhinina Elena
Lesson on differentiating the sound “L”, speech therapist exercises:
Ponikaeva N.I., teacher-speech therapist MBDOU "TsRR d/s -"Solnyshko" RM, Kovylkino.
Preface
Everyone knows that correct speech is one of the most important conditions for successful personal development. Therefore, it is very important to take care of the timely formation of children’s speech, preventing and correcting various violations, including sound pronunciation.
Preschool age is the most favorable for correcting speech development defects. Of particular importance are the problems of timely identification of children with deviations in speech development, correction of these violations and thereby leveling the speech development of children with speech pathology to the age norm.
It is necessary to organize special classes to fill the gaps in the development of the sound side of speech, that is, to form the correct pronunciation of sounds and the development of full-fledged phonemic processes through a differentiated and individual approach to learning as part of work during classes and partly in free time.
In individual lessons, work is carried out on the development of articulatory motor skills, production of sounds, development of phonemic perception, correction of impaired functions, taking into account the capabilities of each child.
This material is intended for working with children who have phonetic and phonetic-phonemic speech defects, and presents methodological developments for speech therapy classes on the production and automation of sound [L].
We have developed a sound automation system [L], since this is the most common speech pathology. In this work we offer excerpts from the system of correctional classes.
The material offered in the manual is entertaining, accessible and recommended for both specialists and parents.
Sound setting [L]
Target. Sound setting [L].
1. Correctional – educational:
Place the sound [L] by gradually creating an articulatory structure;
3. Educational:
Cultivate a friendly attitude towards others, politeness, and a culture of behavior.
Equipment. Mirror, pictures for articulation gymnastics, toys: mouse, steamer.
Progress of the lesson
1. Organizational moment
Today you and I will learn to pronounce one very beautiful, magical sound, this will happen a little later, but now answer, do you like fairy tales? Do you want me to tell you a story about a funny tongue? Then watch and listen.
2. Preparation for sound production [L]
Once upon a time there lived a tongue. Meet him. He lived in his own house. Do you know what the house near the tongue is called? (Mouth) He was very curious and often looked out the window. I opened the window, closed it, opened it again, looked out, looked to the right, then looked to the left to see if anyone was coming? Looked up, is the sun shining? I looked down - were there any puddles?
Tongue ran to the kitchen, and there mom was kneading the dough. “Let me help you,” said Tongue. Exercise “Kneading the dough.”
We kneaded the dough and baked pancakes. Exercise “Pancake”
Tongue thanked his mother for the delicious breakfast and ran for a walk. There is a high fence in the yard near the house. Exercise “Fence”
Tongue wanted to swing on the swing: up and down! Exercise “Swing”. Have fun swinging with Tongue on the swing!
Tongue got off the swing and suddenly saw a menacing, angry turkey. The turkey stood in the middle of the yard and cursed terribly. Let's show how Turkey swore. Exercise “Turkey”
Tongue got scared and ran home. Suddenly someone knocked. Who's there? It's me, your friend, little mouse. Let `s play. Catch up with me. Exercise “Catch the mouse”.
We played catch-up, and now let’s play another game, “Repeat after me.”
The speech therapist asks to reproduce a rhythmic pattern.
The mouse ran away to his hole. And the tongue got bored and went to the clearing.
Then he took his favorite toy steamer and began to play with it.
3.Development of breathing.
Exercise “Steamboats”. (Development of a smooth long exhalation.) - And now we will turn into steamers. We hit the road. Let's give a farewell whistle. Smile, take a deep breath through your nose, and blow on the wide tip of your tongue - fff, don’t puff out your cheeks.
4. Sound setting [L]
Lips in a smile, teeth in a fence, the wide tip of the tongue rests on the upper teeth, pronounce the sound [Y] loudly. You get a new sound, say it again and listen to yourself. Today you learned to pronounce a new sound. Say it again.
5. Physical exercise
One - squat, two - jump.
This is a rabbit exercise.
How do fox cubs wake up? (Rub your eyes with your fists)
They like to stretch for a long time (stretch)
Be sure to yawn (yawn while covering your mouth with your palm)
Well, wag your tail. (movement of hips to the sides)
6. Logic task Game “The fourth odd one” (working on pictures).
Steamboat, boat, plane, sailboat.
Car, tram, trolleybus, metro.
Airplane, helicopter, bicycle, hot air balloon (as a mode of transport).
7. Development of fine motor skills of the fingers
Assignment: circle the dots and color.
What did you get? Steamboat.
How does the ship sound? (L-L-L). Repetition of articulation.
8. Summary of the lesson
Our fairy tale has come to an end.
Do you like her?
What do you remember?
What sound did you learn to pronounce today?
Sound setting [L]
Target. Sound setting [L].
1. Correctional – educational:
Clarify the articulation of the sound [L], place this sound and consolidate the articulation in an isolated pronunciation;
Learn to answer questions accurately and completely;
2. Corrective and developmental:
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Equipment. Mirror, photographs with articulation exercises, an image of Luntik, pictures in verses about the cheerful Tongue, signal cards, the letter L, a reminder of the articulatory structure of the sound [L].
Progress of the lesson
1. Organizational moment
Today a cartoon character came to visit us for class.
So, Luntik is our guest (the speech therapist hangs a picture on the board). Show me the letter with which the name Luntik begins (selects the letter L from the proposed letters (the speech therapist hangs the letter next to the picture of Luntik).
That's right, this is the letter L. The letter L stands for the sound [L], which resembles the rumble of a flying airplane L-L-L.
2. Subject message
Today we will learn to pronounce the sound [L]. At the same time, we will teach Luntik to pronounce this sound. To do this, it is necessary that the lips and tongue work well. For each correctly completed task, Luntik will give you different figures, which you will have to place in order on this cardboard.
3. Articulation gymnastics
And now you and I will remember the fairy tale about the Cheerful Tongue and show it to Luntik in front of the mirror (for each exercise, the speech therapist shows a picture and photograph with an articulation exercise).
1. Open the mouth-house.
Who is the boss in that house?
The owner of it is Tongue.
He lay down comfortably in the house.
2. Lip doors are flexible.
They can become a smile.
They can gather into a tube,
Then smile again.
3. I found myself on a swing.
He flew up and went down.
4. Tired of transformations:
Licking the tongue of the jam.
5. And now our Tongue
Cleans the sky-ceiling.
Well done, you did a great job. For this work, Luntik gives you a figurine.
And now Yazychok will fly the plane, who will he be? Machinist? Driver? A pilot? Yes.
Let's go on a plane together?
Game “Plane flies”. Repetition of articulation.
Now let’s look in the mirror again and remember how the lips and tongue work when pronouncing the sound [L] correctly. As a keepsake, Luntik gives you a memo.
The lips are smiling;
The tip of the tongue rises up and presses against the tubercles;
The middle part of the back of the tongue drops;
The sides of the tongue drop;
The air stream passes along the sides of the tongue.
Luntik really liked the fairy tale about the Merry Tongue, let's complete the next task.
4. Development of fine motor skills
Let's make the letter L out of pistachios on plasticine cardboard.
For this work, Luntik again hands you a figurine.
5. Physical exercise
The moon is floating in the sky. (Smooth swaying)
She entered the clouds.
1.2.3.4.5. (Clap.)
Can we reach the moon? (Hands up.)
6.7.8.9.10 – (Clap overhead.)
And weigh it lower. (Hands down.)
10.9.8.7. – (Walking in place.)
So that the moon shines on the children.
(For a physical minute, the child receives a figurine.)
6. Development of phonemic awareness
And now Luntik will show you different pictures, and you must clap if the name of the picture contains the sound [L].
Pictures: bow - cotton, butterfly, hat, moon - cotton, table - cotton, squirrel - cotton, doll - cotton, wardrobe, chair - cotton, pen.
Well done, you also get a figurine for this work.
The speech therapist places the pictures that the child clicked on in front of him.
7. Development of language analysis and synthesis
Now Luntik will give you signal cards, you will need to raise the corresponding roller if the sound [L] is at the beginning, middle, and end of the word.
(Bow, moon - the sound comes at the beginning of the word.
Squirrel, doll - the sound is in the middle of the word.
Table, chair - the sound comes at the end of the word).
You completed this task correctly, so you receive a figurine from Luntik. Let's see what kind of picture we got? This is a photo of Luntik. Tell me what letter does his name start with? Where is the sound [L]?
8. Summary of the lesson
Our lesson has come to an end. What sound have we learned to pronounce?
And now Luntik wants to say goodbye to you. This concludes our lesson, goodbye!
Automation of the sound [L] in reverse syllables
Target. Automation of the sound [L] in reverse syllables.
1. Correctional – educational:
Automation of sound in reverse syllables;
2. Corrective and developmental:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Cultivating friendly relationships, cultivating perseverance.
Progress of the lesson
1. Organizational moment
Let's sit comfortably, straighten our backs, put our feet flat on the floor, are you ready?
2. Topic message
Today we will hum like a steamship (picture “steamboat”), but first we will do exercises for the tongue.
3. Articulation gymnastics
3. Exercise “Needle”. Open your mouth wide and smile. Pull the sharp tongue forward.
4. Exercise “Punish the naughty tongue.” Smile, spank with your tongue, between your lips - “five-five-five...”
5. “Let’s brush your upper teeth.” Mouth closed. Move your tongue in a circular motion between your lips and teeth.
4. Breathing development
Exercise "Wind and Breeze".
We use the possibilities of gestures in breathing activity. The child imitates gusts of wind with his hands and accompanies them with the sounds “oooh”.
Show how a strong wind blows (“U-U-U”).
Show how a weak wind blows (“oo-oo-oo”).
3. Exercise “Steamboat”
Listen first to the sound of my ship. Look, I smiled, opened my mouth slightly, and lifted my tongue and placed it on the tubercles behind my upper teeth.
What does my tongue look like? Yes, to sail.
Let's hum together. Allll, Allll, ...
How well we hum, and the ship can sing songs.
4. Development of fine motor skills
Let's stand up, repeat after me. Alternately press your fingers to the thumb - al, ol, ul, yl). First with the right hand, then with the left, with both hands together.
5. Development of phonemic awareness. Game “Catch the Sound”
What sound does the steamboat song sound like?
On [L], we got the sound [L]!
Let's play with this sound.
Listen to me carefully, if you hear the sound [L], clap your hands.
l j j l v u p r l t m l
la par ri il it in en ate st uv
paw, board, dump truck, saw, table, haystack, torch, wing, book, Cinderella.
6. Physical exercise
And now we will rest
And let's start playing again.
1. Arms to the sides ---- tilt to the sides ---- turns right - left ---- tilt down ---- rise, stretch on tiptoes ---- lowered.
7. Pronunciation of the sound [L] in syllables
Read the syllables.
8. Pronunciation of the sound [L] in syllabic rows
Say the syllables.
Al - al - al al - ol - st - yl
Ol - ol - ol ol - ul - yl - al
St - st - st st - yl - al - ol
Yl - yl - yl yl - al - ol - ul
Sludge-sludge ate-ate-ate
9. Exercise to develop attention
The child is offered two pictures to look at. He must find the differences.
Look at the pictures and find the differences.
10. Summary of the lesson
What sound did we learn to pronounce today?
In the next lesson we will continue to play with this sound.
Automation of the sound [L] in reverse syllables and words
Target. Automation of the sound [L] in reverse syllables and words.
1. Correctional – educational:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in reverse syllables, words;
2. Corrective and developmental:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Cultivate interest in the lesson through the use of entertaining exercises; activity, perseverance, desire to overcome the defect.
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, a picture of a “steamboat”, toys: a baby elephant and a wolf cub, object pictures.
Progress of the lesson
1. Organizational moment
Let's sit comfortably, straighten our backs, put our feet flat on the floor, are you ready?
2. Subject message
Today we will pronounce the sound [L] in syllables and words. To do this, it is necessary that the lips and tongue work well. Let's do exercises for the tongue.
3. Articulation gymnastics
1. Exercise “Frog”. Smile, exposing your closed teeth with tension.
2. Exercise “Spatula”. The mouth is open, a wide, relaxed tongue rests on the lower lip.
3. Exercise “Let’s brush the upper teeth.” Mouth closed. Move your tongue in a circular motion between your lips and teeth.
4. Exercise “Reel”. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
5. Exercise “Turkey”. Quickly move your tongue along your lip - “bl – bl – bl...”
4. Pronunciation of sound [L]
One day, Little Elephant wanted to visit Little Wolf. He hurried to the ship. “The steamer is humming.” (Pronounce the sound [L] in a low voice.) The baby elephant is late. (Express disappointment.) Made it in time for the steamer to depart. (Express joy.)
5. Breathing development
Exercise “A boat is sailing along the river.”
Place a paper boat in a bowl of water.
Cross the Baby Elephant to the opposite side and blow on the boat.
6. Pronunciation of the sound [L] in syllables
Psycho-gymnastics. Game task “The Little Wolf meets the Little Elephant.”
Yl-yl-yl. (timidly) Ul-ul-ul. (saddened)
Al-al-al. (embarrassed) Al-ol-il-ul. (confident)
Il-il-il. (cheerfully) Ul-al-ol-il! (joyfully)
Ol-ol-ol. (upset) Yl-ul-ul-ul. (angrily)
7. Physical exercise
Once again we have a physical education session,
Bend over, come on, come on.
Straighten up, stretch,
Now bend back.
Raise your hands, shoulders,
To make work easier.
8. Pronunciation of the sound [L] in syllables and words
Al - al - al ball - val - small - hall
Ol - ol - ol bol - ox - mol - angry
Ul - ul - ul bul - vul - mule - zul
Was - was - was - howled - washed - was angry
Il - il - il beat - vil - mil - zil
Ate - ate - ate white - led - chalk - green
Yal - yal - yal yal - yal - yal - yal
9. Development of phonemic awareness
Let's show Little Elephant and Little Wolf how we can listen to sounds and label them with circles.
Determination of the position of the sound [L] in the syllables al, ol. Designation of syllables al, ol, color symbols.
Repeat the syllables yl-ol-al. Listen again: yl-ol. Which syllable has disappeared from the syllabic series?
Which syllable is extra in the syllabic sequence al-ol-ul-iv?
“Which syllable is missing?” Wok...(hall), pe...(cash), ho...(dil), vo...(zil).
10. Practicing the pronunciation of words (in front of the mirror)
Say the words.
Pavel, table, pencil case, forgot, floor
11. Summary of the lesson
Remember the position of your tongue when pronouncing the sound [L].
Automation of the sound [L] in straight syllables and words
Target. Automation of the sound [L] in straight syllables and words.
1. Correctional – educational:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in direct syllables and words;
2. Corrective and developmental:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Formation of a positive attitude towards participation in the lesson;
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, picture “steamboat”, object pictures.
Progress of the lesson
1. Organizational moment
Psychological mood.
(Recite the poem with your eyes closed, holding hands with the speech therapist).
We are calm, we are calm
We always speak beautifully, clearly and slowly.
We definitely remember what we taught in class.
2. Subject message
Today we will pronounce the sound [L] in syllables and words.
3. Articulation gymnastics
1. Exercise “Fence”. Smile, exposing your closed teeth with tension.
2. Exercise “Swing”. Open your mouth wide, smile. With a tense tongue, reach for the nose and chin or the upper and lower incisors.
3. Exercise “Coil”. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
4. “Painter”. Open your mouth wide, smile. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate and back.
5. Exercise “Delicious jam”. The mouth is open. Using a wide tongue, lick your upper lip and move your tongue deep into your mouth.
4. Breathing development
Exercise “Rain and Rain”
When performing the exercise we use drawing. The child is given a sheet of paper and a pencil. Long and short stripes are drawn from top to bottom, their execution is accompanied by the pronouncement of the long “kaap-kaap” (rain) and the short “drip-drip” (rain)
5. Exercise “Steamboat”
Show how a big steamer hums: L-L-L (repeated pronunciation).
6. Pronunciation of the sound [L] in syllables and words
La - la - la - lama lo - lo - lo - moose
La - la - la - lamp lo - lo - lo - horse
La - la - la - saw lo - lo - lo - loto
La - la - la - school lo - lo - lo - soap
Ly - ly - ly - lyko lu - lu - lu - moon
Ly - ly - ly - floors lu - lu - lu - magnifying glass
Ly - ly - ly - tables lu - lu - lu - sheepskin coat
Ly - ly - ly - rocks lu - lu - lu - naughty
7. Task “Developing memory”
Repeat, make no mistake! Saw, spinning top, ash, resin. What word appeared? Saw, bee, spinning top, ash, resin.
8. Physical exercise
One, two - there is a rocket. (Hands up, palms at an angle.)
3.4 - airplane. (Hands to the side.)
1.2 - clap your hands,
And then on every count. (Hands on waist.)
Get down quickly
Sit down to board.
9. Phonemic analysis and synthesis of words
Classification of words according to the location of the sound [L] in the word.
Look at the pictures and name the words that have the sound [L] is in
at the beginning, middle and end of a word:
10. Game “Be careful”
Collect the sounds [p", [l], [i], [a] into a word.
Collect the syllables pa-la, pa-lam into a word.
Listen carefully. Collect the sounds that I name into a word.
11. Summary of the lesson
What sound did we make in class?
What did we do in class today?
Automation of the sound [L] in syllables, words and sentences
Target. Automation of the sound [L] in syllables, words and sentences .
1. Correctional – educational:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in syllables, words and sentences;
2. Corrective and developmental:
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Cultivate interest in the lesson through the use of entertaining exercises; activity, perseverance.
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, picture “airplane”, flag, object pictures.
Progress of the lesson
1. Organizational moment
What is the profession of a person who flies an airplane?
2. Topic message
Today we will pronounce the sound [L] in syllables, words and sentences.
3. Articulation gymnastics
Now let's talk about our funny tongue.
There lived a cheerful tongue (lips in a smile)
Locked with a hook (bend the tongue up)
Even though he lived alone, he never lost heart.
I woke up early in the morning,
I started charging.
Went up, went down (“Swing”)
And repeat it again.
He bent his back (touch his upper lip)
And then he started running
This is no fun at all (move your tongue back and forth across the palate).
The tongue is tired
He even stabbed a barrel ("Spatula" lay down to rest)
He went to wash himself
He found a brush in the bathroom
Brushed my teeth (“Let’s brush my teeth”)
Lips soap (stroking lips from side to side)
Rinsed the mouth (imitation of rinsing the mouth),
And when he washed himself, he sparkled.
4. Breathing exercise and development of gross motor skills
The tongue came out into the street, and there was the wind
The wind blows in our faces (blow, wave your arms in our faces - a strong stream)
The tree swayed (the body tilts left and right)
The wind is quieter, quieter, quieter (blowing with your hands in your face is a weak stream)
The tree is getting higher and higher (stretch, arms up).
5. Isolated pronunciation of the sound [L] Exercise to develop voice strength (according to the card).
And I saw a plane in the sky. The plane flies from one cloud to another.
Let's remember how to buzz correctly:
The tip of the tongue is up, resting behind the teeth, the lips are smiling.
Air creeps in on the sides of the tongue.
[L] will turn out melodious, smooth, affectionate and sonorous.
The plane is approaching - (at first we hum quietly, then louder) l-l-l-l-l-l.
The plane is moving away - (first we buzz loudly, then quietly) L-L-L-l-l-l.
(at the same time, use your index finger to trace the clouds on the card)
What sound were we making now? Let's remember what he is like:
Vowel or consonant (consonant because the air meets an obstacle in its path - teeth and tongue).
Voiceless or voiced (voiced because we speak in his voice).
6. Pronunciation of the sound [L] in syllables and words
La –la –la - la al –al –al - al
Lo – lo – lo - lo st – st – st – st
Lu-lu - lu-lu ol - ol - ol - ol
Ala-ala-ala-ala
Olo-olo-olo-olo (walk the syllables with your fingers on the table).
7. Physical exercise
Arms to the sides - in flight (Running on your toes in a circle, placing your arms in
We're sending the plane. sides).
Right wing forward, (Turn over right shoulder).
Left wing forward, (Turn over left shoulder).
Our plane took off. (Run in a circle with your arms out to the sides.)
9. Development of phonemic hearing
Table, bed, soap, leg, wardrobe, school, shelf, pillow, rocket, elephant, swallow, sofa, bag, lamp, horse, hand, shirt, cloak.
10. Sound [L] in sentences (Exercise on agreeing a pronoun with a noun).
Toys and objects are displayed.
You need to choose only those toys and objects that have the sound “l”. (Lamp, horse, bicycle, table, elephant, squirrel).
I must say: I found your...
11. Pronunciation of sentences
12. Summary of the lesson
Did you like the lesson?
Automation of the sound [L] in words and sentences
Target. Automation of the sound [L] in words and sentences.
1. Correctional – educational:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in words and sentences;
2. Corrective and developmental:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Progress of the lesson
1. Organizational moment
Today, when you went to kindergarten, were you cold? Was it cold or hot outside?
Show how cold you are - (shrink, tense). Warmed up in the garden - (relaxed).
2. Report the topic of the lesson
Today we continue to learn how to correctly and clearly pronounce the sound [L] in words and sentences.
Sing the steamboat song: L-L-L, first quietly, then loudly.
3. Articulation gymnastics
First, let's set the tongue to work.
1. Exercise “Fence”. Smile, exposing your closed teeth with tension.
2. Exercise “Spatula”. The mouth is open, a wide, relaxed tongue rests on the lower lip.
3. Exercise “Swing”. Open your mouth wide, smile. With a tense tongue, reach for the nose and chin or the upper and lower incisors.
4. Exercise “Coil”. The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
5. Exercise “Let’s brush the upper teeth.” Mouth closed. Move your tongue in a circular motion between your lips and teeth.
6. Exercise “Turkey”. Quickly move your tongue along your lip - “bl – bl – bl...”
4. Finger gymnastics
Our fingers pressed tightly together.
What's happened? Interesting!
Apparently they got cold
We will cover them with a blanket.
(The child clenches his left hand into a fist, and clasps it with his right hand and squeezes it tightly; then changes hands. Next, the child lowers his hands and shakes them slightly).
5. Pronunciation of the sound [L] in syllables and words
Repeat the syllables and words clearly and slowly.
La-la-la - varnish la-la-la - shop
Lo-lo-lo - forehead lo-lo-lo - boat
Ly-ly-ly - skis lu-lu-lu - magnifying glass
6. Repeat the words
Meadow Lotto Lyko Palm
Moon Burdock Ski Lava
Meadows Elbow Bald Flippers
7. Physical exercise
The sun has set behind the cloud, (Shrinks, hugging himself
It became chilly and fresh. shoulders.)
The sun came out from behind the clouds, (Straighten your shoulders, relax.)
We will now relax our arms.
Spring is coming towards us (Walk in a circle.)
With quick steps, (Speed up your steps.)
And the snowdrifts melt (Walk, raising your legs high.)
Under her feet.
8. Direct counting from 1 to 10 with words
Lamp, dove.
Count from 1 to 10 with the word lamp: one lamp, two...
9. Pronunciation of sentences
Listen carefully and repeat the sentences.
10. Sound-syllable analysis of a word with graphic notation
Make a diagram of the word table.
Determine how many syllables are in a word?
Find the place of the sound [L] in the word.
11. Memorizing a poem
Now we will learn a poem about the sound [L].
It took me a long time to learn the sound L
And I learned the words:
Paw, paws, paws,
Lamp, lamps, light bulbs,
Stick, sticks, sticks,
Daws, daws, ticks.
12. Summary of the lesson
What sound did we work with today?
What did you do in class?
Did you like the lesson?
Automation of sound [L] in connected speech
Target. Automation of the sound [L] in connected speech.
1. Correctional – educational:
Teach children to answer questions accurately and completely;
Form a lexical and grammatical structure;
Automation of sound in connected speech;
2. Corrective and developmental:
Development of phonemic hearing and phonemic perception;
Development of logical thinking, attention, memory;
Development of speech motor skills, fine motor skills of fingers;
3. Educational:
Formation of a positive attitude towards participation in the lesson;
Equipment. Mirror, sound articulation profile [L], pictures depicting articulation exercises, picture “steamboat”, object pictures.
Progress of the lesson
1. Organizational moment
Solve the riddle.
Loose snow melts in the sun,
The breeze plays in the branches,
So...(spring) has come to us.
2. Report the topic of the lesson
Zvukoznaika and Slovoznaika watched for a long time as you learned to speak beautifully, construct sentences correctly, and today they invite you to visit. They prepared games and exercises.
3. Articulation gymnastics
1. Exercise “Frog”. Smile, exposing your closed teeth with tension.
2. Exercise “Spatula”. The mouth is open, a wide, relaxed tongue rests on the lower lip.
3. Exercise “Clock”. The mouth is slightly open. The lips are stretched into a smile. Using the tip of your narrow tongue, alternately reach towards the corners of your mouth.
4. Exercise “Snake”. The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
5. Exercise “Swing”. The mouth is open. With a tense tongue, reach for the nose and chin or the upper and lower incisors.
4. Development of fine motor skills
Rain and sun.
Listen to the thunder, listen to the thunder (put your hands to your ears)
But don't be afraid, but don't be afraid (show your finger)
On the face, on the face.
The rain is dripping, the rain is dripping (tap your fingers on your face and head)
Here comes the sun, here comes the sun (spread your fingers, hands palms forward)
It shines like that, it shines like that!
It will be dry, it will be dry (shake, shake off the water with your hands)
How nice! how nice! (clap our hands)
5. Development of phonemic awareness
Listen carefully, if you hear the sound [L], raise the flag.
Ma, na, la, for, ra, lu, zhu, ly, we, ry, lo, zo, lu, kra, kla, pro, pla, plu.
6. Pronunciation of a pure tongue
Slovoznayka and Zvukoznayka love to play with their fingers and clearly pronounce phrases.
Ly - ly - ly - we scored goals,
Lu - lu - lu - near the windows on the floor,
La - la - la - they didn’t notice the glass,
Lu - lu - lu - we didn’t hit the glass,
La - la - la - only there is no glass in the window.
7. Physical exercise
Sunshine, sunshine, (Walk in a circle, arms raised up).
Golden bottom.
Burn, burn clearly
So that it doesn't go out.
A stream ran in the garden (Running in a circle).
A hundred rooks flew in (“Fly” in a circle).
And the snowdrifts are melting, melting, (squat slowly).
And the flowers are growing. (Rise on tiptoes, arms stretch up).
8. Pronunciation of poems
Listen carefully and repeat the poem.
9. Phonemic analysis and synthesis Words: varnish, doe, crowbar.
Indicate the sounds with circles. How many sounds are in a word varnish?
10. Poems about spring (expressive reading)
The snow is melting, the icicles are crying,
Streams run ringing,
The wind is warm - this means
That spring has already come?
What do you think there can’t be spring without?
What's good about something like rain?
What's bad?
12. Summary of the lesson
What sound did we work with today?
Did you like the lesson?
Surprise moment:
Slovoznayka and Zvukoznayka give a boat (a game with a boat on the water).
Abstract of the manual………………………………………………………2
Preface………………………………………………………………………………..3
Notes of individual lessons………………………………………….4
Sound [L]. Sound setting [L]……………………………………………………………4
Sound setting [L]………………………………………………………7
Automation of the sound [L] in reverse syllables………………………………….11
Automation of the sound [L] in reverse syllables and syllables………………………..15
Automation of the sound [L] in straight syllables and words………………………….18
Automation of sound [L] in syllables, words and sentences………………….22
Automation of sound [L] in words and sentences…………………………..26
Automation of sound [L] in coherent speech………………………………………………………30
1. Konovalenko V.V., Konovalenko S.V. Plans for individual-subgroup lessons on production and automation of sounds (160 lessons). M., 1998.
2. Filicheva T.B., Tumanova T.V. Children with phonetic-phonemic underdevelopment. Education and training. – M.: “Publishing house GNOM and D”, 2000.
3. Filicheva T.B., Chirkina G.V. Program for training and education of children with phonetic-phonemic underdevelopment. (senior kindergarten group). – M. – 1993.
4. Chernyakova V. N. Development of sound culture of speech in children 4-7 years old: Collection of exercises. – M.: TC Sfera, 2005. – 64 p.
5. Pozhilenko E. A. The magical world of sounds and words: A manual for speech therapists. –
M.: Humanite. ed. VLADOS center, 2003. – 216 p.
6. Gromova O.E. I say correctly L - L`. M., 2011.
7. Tkachenko T. A. Speech therapy encyclopedia. M., 2008
8. Correctional and speech therapy work with children 5-7 years old: block-thematic planning / author's compilation. E. F. Kurmaeva. – Volgograd: Teacher. 2012. – 191 p.
One of the latest sounds that a child begins to pronounce is “L”. Sometimes his pronunciation can only be established 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 performing them so as not to worsen the articulation situation. Making the “L” sound can take a long time, so it’s important to take your time and practice 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 the complete loss of it. Lambdacism comes in several types:
- bilabial: instead of the correct sound, “u” is heard (“uapata” instead of “shovel”);
- nasal (the root part of the tongue hits the soft palate, causing a flow of air to rush into the nose, the sound “l” changes to “ng” - instead of the word moon, “nguna” can be heard).
- interdental (during speech, the tip of the tongue is placed in the interdental space);
- Sometimes the sound is not pronounced at all (instead of the word bow, the child says “uk”).
Another speech therapy term describes a condition when a child replaces the correct “l” sound with others - paralambdacism. More often in practice, the following substitutions of “l” occur:
- on G - “stack” instead of “table”, instead of “floors” “pogy”;
- on B – instead of “ski” “survive”;
- in Yo - instead of the word “spoon”, “hedgehog” is pronounced:
- in D - the word “horse” is pronounced “doshad”;
- to the soft sound L - “dividing” instead of “doing”.
If you perform the necessary exercises correctly, this can be corrected.
What are the reasons for the incorrect pronunciation of “L”
There are only 3 reasons why a child may not immediately learn to pronounce “L” correctly. Among them:
- during a conversation, “L” is not perceived phonemically by the child;
- anatomically short hypoglossal ligament;
- weakness of the muscle tissue of the tongue.
Sometimes the age of the child is also included as a reason - if the child is very small (2-3 years), his mistakes in pronouncing “L” can be considered the norm, since the sound is formed later - by 4-6 years.
How to position your tongue and lips to pronounce “L” correctly
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 together - it is better if they are located at a short distance from each other;
- in order not to impair breathing, it is important to monitor the sides of the tongue - they should not be adjacent to the far teeth of the upper row;
- the tip of the tongue should be tense, it should rest against the upper teeth or the gums above them;
- It is important to raise the root part of the tongue;
- in order for the passage into the nasal cavity to be closed, it is necessary to raise the upper palate;
- vibration needs to 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.
What mistakes can there be when trying to pronounce “L”
There are several common mistakes that occur when trying to pronounce "L". In this case, all methods of sound production become ineffective. Many of the errors are caused by poor lip and tongue placement and are therefore easy to resolve.
The “L” sound may not work due to the following:
- the tongue is pulled into the inner part of the mouth, which is why it turns out to pronounce “Y” (instead of the word “crowbar” it turns out “yom”);
- the lips are positioned incorrectly, which is why the wrong sounds are 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 N 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 mastered, but the first one has not. Then the child can say “ruk” instead of “bow”.
Incorrect lip position
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 too much, instead of the desired sound, the sound is “u” or “v”.
The “Smile” exercise is especially useful here: you need to clench your teeth and spread your lips strongly in a smile. This position should be maintained for as long as possible, and it is better to perform the movement with a count. Sometimes adults even have to hold their lips in this smile manually to avoid pulling them out.
To prevent your baby from straining his lips when performing 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 your nose and exhale through your mouth: your lips should be slightly open and relaxed.
- “Horse”: you need to inhale through your nose and exhale through your mouth. At the same time, the lips should be relaxed so that the air flow causes them to vibrate “prr”.
Preparing for “L” positioning exercises
There are articulatory gymnastics that help to place the “L” and facilitate the process of making 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 the shape resembles a hammock sagging down. There is no need to perform any movements here - just hold your tongue in this position for a while. It's better to do a counting exercise.
- “Delicious” - you need to make your tongue wide, and then lick your upper lip with it from top to bottom. It is important that the tongue works independently - the lower lip should not move upward, thus moving the tongue. It’s easier to do the exercise this way, but it’s wrong.
- “Turkey” - the position of the tongue, as well as the movements performed, coincide with the “Tasty” exercise. In this case, you need 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 suspended by resting it on the front teeth): the tongue should be made wide, and then click it on the palate near the upper front teeth. The lower jaw should not move in any way, and the mouth should be slightly open.
- “Swing” - in a wide smile you need to open your mouth slightly. The exercise is performed by counting - for “one” you need to rest the tip of the tongue on the upper teeth from the inside, for “two” - on the lower ones. The exercise is performed alternately.
- “Mushroom” (helps to fix the tongue on the palate, that is, in the position from above): the surface of the tongue from above must be rested against the palate so that the tension of the lingual frenulum is felt. There is no need to perform any movements.
Such exercises are effective for any type of lambdaism. Before starting training directly “L”, these exercises must be performed for at least 14 days (sometimes such training is continued for a whole month). After this, you can begin to do speech therapy exercises on the sound that is necessary.
On our website you can find out more details.
Training the sound “L” by imitation
If a child does not pronounce a sound, it will be easier to introduce it, because when replacing a correct sound with an incorrect one, a habit is formed, and it can be much more difficult to correct it.
You can learn to say hard and soft “L” by imitating the correct sound. In this case, you need to show the child how to correctly position the articulatory organs in order to pronounce “L”. They do this in front of a mirror - the speech therapist or parent sits down with the child and, using his own example, shows the correct position of the lips and tongue when pronouncing “L”.
This can be explained in words like this: the tongue needs to be expanded as much as possible, and the tip pressed against 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, raised. It is important not to lift the sides of the tongue upward, since otherwise the air flow will not rush in the right direction - to the cheeks (they vibrate if you touch them while pronouncing a sound).
This production of the sound “L” from demonstrating one’s example is effective, but children, due to their small age, cannot always understand and repeat it. Then you can choose simpler tasks - for example, telling your child fairy tales that train the necessary sounds (usually you need to draw out these sounds, for example, if the fairy tale is about steamboats, you can imitate the sounds “LLL” they make).
The child may not immediately learn to pronounce “L” correctly, but after several practices the desired sound should be obtained. 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 the syllables - Lo, La, Le and others. If your child 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 a child has learned to say the sound “L” itself, as well as syllables with its participation, he can still miss it in words. Then it’s better to start by 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 come out, you can try to move on to words:
- Le: light;
- A: fields;
- Le: laziness;
- Liu: buttercup;
- Lee: fox.
The production of the sound “L” in individual words can be reinforced with pure phrases:
- La-la-la - cold earth.
- Lu-lu-lu - I’ll light the stove.
- Li-li-li - we found mushrooms.
Tongue twisters will also come in handy. For example, to make the sound “L” you can use the following:
- Lala ate halva under the blanket.
- Tolya is weaving bast shoes at the warm stove.
- Lyuba loves buttercups, and Polya loves cartoons.
- Lena barely ate; she didn’t want to eat out of laziness.
- Valenka's felt boots are too small for the giant.
If in direct type syllables the articulation of the soft “l” sound begins to be obtained, you can move on to reverse ones. The syllables pronounced are: Al, El, Ol, Yal, Ul, etc. After pronouncing them, you can move on to the corresponding words - for example, tulle, poplar, moth, tulip, stool.
Sound combinations can be complicated by adding additional consonants - K, P, F, G, S (Slyu, Slya, Sli, etc.). It’s not difficult to find words for making such sounds - plum, cranberry, slush, glucose, gumboil, mica, plus and others).
The following exercises for setting L will help you consolidate the skill:
- EL-EL-EL: there are drops in the yard.
- OL-OL-OL: the moth flew.
- EUL-EUL-EUL: quickly lather your palm.
- UL-UL-UL: we will hang tulle.
You can play this game. Connect objects with squares depending on where the letter “l” appears (at the beginning, at the end or in the middle). Talk through each item several times.
At this stage, you still need to monitor the correct position of the tongue in the mouth.
Hard "L"
It is more difficult to learn to pronounce the “L” hard. The technique here is similar to that used when articulating the sound “L”, but much more repetitions may be required.
It’s better to start with hard syllables - La, Lo, Lu, Ly, Le. When you manage to put them, you can move on to the words:
- Lo: boat, elbow, forehead;
- La: lamp, bench, varnish;
- Skis: skis, floors, tables;
- Lu: moon, meadow, bow.
To consolidate the result, the following pure tongue twisters and tongue twisters are suitable:
- La-la-la - I took out the trash,
- Lu-lu-lu - I'll sweep up the ashes,
- Lo-lo-lo - the glass burst.
- Volodka is in the boat.
- Put coal in the corner.
- Near London is the lair of a sorcerer.
When pronouncing “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 is better not to confuse them with each other. required later than "L".
The sound “L” is one of the most complex sounds, which can be formed in some cases only by the age of 6 years. To install it as quickly and efficiently as possible, it is better to consult a speech therapist. You can try to cope at home with the help of exercises.