Individual lesson. Special set of exercises for correct pronunciation whistling sounds[С], [Сь], [З], [Зь], [Ц].

Goal: to consolidate the correct pronunciation of whistling sounds isolated.

1. Consolidating the correct execution of articulation exercises;

2. Continue to correctly form a long-lasting directed stream;

4. Develop phonemic hearing and phonemic perception.

Equipment: mirror, object pictures.

Progress of the lesson

1. Organizational moment: Today Zvukoznaykin came to visit us. Our Zvukoznaykin can do everything. He writes poetry, draws pictures, and plays sports. He also speaks correctly and beautifully. He can teach you this too. Zvukoznaykin will open you to a land of beautiful sounds. Zvukoznaykin likes to repeat: “Listen to the sounds carefully and pronounce them diligently! Speak calmly, clearly, so that everyone understands.” Listen carefully to what he says.

Whistling sounds are very common in our speech. There are five of them: you are already familiar with the hard sound [s]. You pronounce the hard sound [s] in the words: sled, fox, nose. You hear and pronounce the soft sound [sing] in the words: seven, donkey, elk. You hear and pronounce the hard sound [z] in the words: castle, goat, vase. You hear and pronounce the soft sound [зь] in the words: winter, earth, newspaper. You always hear and pronounce only the hard sound [ts] in the words: heron, bird, hare (the child repeats all the words after the speech therapist with the sounds being studied). Zvukoznaykin invites you to check whether you pronounce these sounds correctly. Remember! When pronouncing the sounds [С], [Сь], [З], [Зь], [Ц]: the lips smile, the tip of the tongue is behind the lower teeth, the lateral edges of the tongue are pressed tightly against the upper molars, the front part of the back of the tongue rises to the upper teeth tubercles and form a gap with them, through which a strong cold stream flows through the middle of the tongue.

2. Articulation gymnastics for whistling sounds: But before we start making sounds, let's play with our naughty tongue (exercises:

- “Spatula”: smile, open your mouth slightly. Place your wide tongue on your lower lip. Hold it in this position, counting to yourself to five. Place your tongue with a spatula. And calmly support it. The tongue must be relaxed and kept counting: One, two, three, four, five! The tongue can be removed.
— “Let’s punish the naughty tongue”: your lips will help you “punish” your tongue. To do this, you just have to tease, like this. Place your tongue on your lower lip and say: “Five-five-five.” It was as if he had lightly spanked his naughty tongue with his upper lip. Do this again. Place your tongue on your lip, say “Five-five-five,” the muscles relax... You get a shoulder blade... You keep it counting... Until five...until ten...
- “Let’s brush your teeth”: smile, open your mouth slightly, brush your lower teeth with the tip of your tongue, making movements from side to side. Brush your lower teeth thoroughly from the inside again. If possible, brush your upper teeth. Say to yourself: I brush my teeth, I brush my teeth Both outside... and inside... They don’t get sick, they don’t get dark, so they don’t turn yellow.
Your tongue will become strong if you learn to perform the “Strongman Tongue” exercise: smile slightly, open your mouth slightly, lower the wide tip of your tongue to the lower front teeth, rest the tongue against your teeth. Our tongue is a strongman - rests against the teeth, strains very strongly, arches uphill It’s time for the strong man to rest. So that he can lie down, we will relax the muscles. You feel the back of the tongue tense, even arched. Tired of your tongue? Place it relaxed - with a spatula - in your mouth, let it rest.
And the last exercise, “Swing”: smile, open your mouth as if making the sound [a], lower the wide tip of your tongue behind your lower teeth (on the inside) and hold it for the count of “ones.” Raise your wide tongue by your upper teeth and hold it for the count of two. Let's repeat it one more time! I swing on a swing: Up - down, up - down, I go up to the roof, and then I go down.

Just make sure that only the tongue works, and the lower jaw remains motionless. You taught your tongue to swing.

3. [S]: well, now look at the picture. Zvukoznaykin went into the forest, but on the way home his bicycle tire went flat. Help inflate the tire, pretend to be a pump: stand up straight, clench your fingers into fists, put your hands in front of you (and if you are doing the exercise while sitting, lower your hands along your body) and move your hands up and down. The air comes out of the pump and whistles: s-s-s-s-s.
4. [Sya]: and now help Zvukoznaikin prepare firewood for the winter, together with him we begin to cut down the aspen tree: s-s-s-s-s. Listen to yourself - the saw whistles softly: s-s-s-s-s.
5. [Z]: there are a lot of mosquitoes in the forest - full of them, they tormented you and Zvukoznaykin, they ring and ring in your ear. A large mosquito flies and rings loudly with its firm voice: z-z-z-z.6. [Z]: Tease the mosquitoes - ring in a firm and soft voice, spread your arms to the sides and wave them like wings, wave them for a long time, as if an annoying mosquito is hovering over you. Now imagine that you are a little mosquito: smile widely, arch the back of your tongue, softly ring your voice: zing-zz-zz.
7. [C]: imagine that spring has suddenly come to the forest. Everyone was happy about her, because in the spring nature comes to life. The titmice began to sing their spring songs: tsk-tsk-tsk - abrupt sounds can be heard around. Try to sing a titmouse's song: smile with an open smile, rest the wide tip of your tongue against your lower teeth, press the front part of your tongue against your upper teeth, a strong, short stream of air flows through the middle of your tongue, bring your hand to your mouth and you will feel a strong, jolting cold stream of air. Let's whistle the titmouse's abrupt song a little: tsk-tsk-tsk.

8. Summary of the lesson: let's repeat the exercises: pump up the pump (s-s-s), cut down the aspen (s), ring like mosquitoes do (z), whistle the titmouse's song (c). Good girl! Maybe you still aren’t doing everything right. Therefore, in order to learn how to pronounce whistling sounds beautifully and correctly, you need to continue to train your tongue with the help of exercises that you have already learned to do.

The pattern of sounds (s – s – z – z – z)

The first thing to do is to do an exercise to develop speech breathing, so that the child learns to direct the exhaled air in the middle of the tongue. This is necessary for the correct pronunciation of whistling sounds.

1. Frog - proboscis

On the count of “one-two”, alternate the “Frog” exercise and the “Proboscis” exercise.

Your lips directly to your ears

I'll stretch like a frog.

And now I'm a baby elephant

I have a proboscis.

2. Spatula

Smile, open your mouth. Place your wide tongue on your lower lip. Hold calm for a count of five. In this exercise, it is important to ensure that the lower lip does not tense or pull on the lower teeth.

Place your tongue with a spatula

And keep count of him:

One two three four five!

The tongue needs to be relaxed!

3. Let's punish the naughty tongue

Place a wide tongue between your lips and “slap” it “five-five-five”

4. Pussy is angry

Smile, open your mouth. Place the tip of your tongue against your lower teeth. On the count of “one”, bend your tongue out into a slide, resting the tip on your lower teeth. On the count of two, return to the starting position. The tip of the tongue should not come off the lower teeth, and the mouth should not close.

On the bench by the window

The cat has settled down and is dozing.

The cat opens its eyes

The cat arches its back.

5. Stubborn donkey

Lips in a smile, mouth slightly open. Pronounce the combination IE with force. The tip of the tongue rests against the lower teeth.

The donkey was angry today.

He found out that he was an ass.

6. Tube

Open your mouth, curl your tongue into a tube. Blow into this tube for a long time.

Fold the tongue into a tube -

It looks like a pipe.

Blow on the pipe

We can do it without a pipe.

7. Clean your lower teeth

Smile, open your mouth slightly. Use the tip of your tongue to “clean” your lower teeth from the inside, moving your tongue from right to left. The lower jaw does not move.

8. Swing

Smile, open your mouth. On the count of 1 - 2, alternately rest your tongue on the upper and lower teeth. The lower jaw is motionless.

9. Count your bottom teeth

Smile, open your mouth slightly. The tip of the tongue rests in turn on each lower tooth from the inside. Make sure that the lower jaw is motionless.

Something happened to the tongue

He's pushing his teeth!

As if he wants them for something

Pull it out by the lips!

Articulation of sound C.

Articulation of sound C

The lips are stretched, slightly pressed against the teeth. There is a small gap between the incisors. The tip of the tongue is lowered, pressed against the inner surface of the lower incisors. The front part of the back of the tongue is lowered, the middle part is raised, the back part is lowered. The tongue is in the “slide” or “bridge” position. The lateral edges of the tongue are pressed against the upper molars. The front part of the back of the tongue forms a gap with the alveoli, in the middle of the tongue there is a groove that directs the exhaled air stream in the center. The soft palate is raised (C - oral sound). Vocal folds

open (C – dull sound).

About the production of the C sound here.

Articulation of sound Z

Exactly the same as when pronouncing the sound S. The only difference is that the vocal

the folds are closed (Z – ringing sound).

Articulation of the sound Сь

The middle part of the back of the tongue is more raised upward, the groove is destroyed, the anterior part of the back of the tongue is more curved.

Articulation of the sound Зь

Exactly the same as when pronouncing the sound Сь. The only difference is that the vocal folds close (Зь – voiced sound).

Articulation of sound C

The lips are slightly tense and stretched. There is a small gap between the incisors, the tip of the tongue

Articulation of sound C

pressed against the lower incisors. At the first moment of articulation, the anterior part of the back of the tongue is raised and closes with the anterior edge of the hard palate. At the second moment of articulation, it descends, forming a gap with the palate. The middle part of the back of the tongue is raised, the back part is lowered. The lateral edges of the tongue are pressed against the upper molars. The soft palate is raised (C - oral sound). The vocal folds are open (C – dull sound).

About the production of whistling sounds. Defects in the pronunciation of whistling sounds are called sigmatism.

Types of sigmatism

1.Labiodental sigmatism. The lower lip approaches the upper incisors. (C, C resembles F, G - C) Predisposing factors of labiodental sigmatism: prognathia, wasting of the muscles of the tip of the tongue with dysarthria.

2. Interdental sigmatism. When pronouncing a sound, the tip of the tongue is pushed between the teeth. The result is a lisping sound. Predisposing factors for interdental sigmatism: anterior open bite, flaccid tongue, prognathia, weakness of the muscles of the tip of the tongue due to dysarthria, absence of anterior teeth, adenoids, an excessively large or long tongue, weakness of the orbicularis oris muscle.

3. Labial sigmatism. When pronouncing a sound, the tip of the tongue near the teeth at the level of the gap between the teeth produces not a whistling, but a dull noise (the sound resembles T or D). The predisposing factors for predental sigmatism are the same as for interdental sigmatism.

4. Lateral sigmatism. The lateral edges do not touch the upper molars; a gap is formed on the side through which part of the air stream escapes. Lateral sigmatism can be unilateral or bilateral. Predisposing factors for lateral sigmatism: lateral open bite, long narrow tongue, pareticity of the lateral edges of the tongue with dysarthria.

5. Nasal sigmatism. The soft palate does not close tightly with the back wall of the pharynx. Some of the air passes through the nose. Predisposing factors of nasal sigmatism: pareticity of the soft palate, clefts.

6. Hissing pronunciation of whistling sounds. Mechanism: the tip of the tongue is pulled deeper into the oral cavity, the back of the tongue is raised, a groove is not formed. Predisposing factors: increased tone of the tongue muscles with dysarthria, with open organic rhinolalia.

Parasigmatism

If the sounds С and Сь, З, Зь, Ц are replaced by other sounds, then this disorder is called parasigmatism of whistling sounds. Sound substitutions are a phonemic defect, i.e. they indicate imperfection of phonemic perception. This is very important to take into account when making corrections.

The sound S is most often replaced by F, Сь, Ш, Т, З.

The sound З is most often replaced by В, Зь, С, Д, Ш, Ж.

The sound C is most often replaced by S, T, S', T', Sh.

About the production of whistling sounds.

If you found this information useful, share it with your friends on social networks. If you have questions about this topic, write in the comments, I will definitely answer. Your online speech therapist Natalya Vladimirovna Perfilova.

Materials for speech games and activities with preschool children on ZKR - sound culture of speech: tongue twisters, poems, tongue twisters, riddles, sayings, games with the sounds З and Зь.

ZKR - sound culture of speech of preschoolers. Sounds Z, Z.

What is the difference between the articulation of sounds Z and S?

The sound З (in the soft version Зь) belongs to the group of whistling sounds along with the sounds S, Сь and Ц. The sound Z is pronounced the same way as the sound S, but with the participation of the voice. Therefore, when it is pronounced, the larynx vibrates. The vibration of the larynx when pronouncing the sound Z can be felt with your hand if you put it on your neck. Try first drawing out the sssss sound, and then the z-zzzzzz sound, while keeping your hand on your neck. You will feel how your vocal cords begin to vibrate when you sound z.

What to do if a child does not speak the sound Z and Zь

Option 1. If the child does not say all the whistling sounds (С, Сь, З, Зь, Ц), then first we work with the sound C and its soft version Сь. And only after that + we call out the sound Z and reinforce its correct pronunciation. If a child has mastered the sound C well, and the sounds C and Сь are perfectly automated in words, phrases, poems, and dialogues, then producing the sound Z will not cause difficulties.

Option 2. If a child speaks the sounds S and S perfectly well, but pronounces the sound Z incorrectly, then usually there are no problems with the production of the sound Z and the consolidation of its correct pronunciation. The baby quickly begins to pronounce this sound correctly simply by imitation.

So, we begin to work on the sound Z when the child already speaks the sounds S and Сь perfectly. Children are usually ready for this at the age of four.

How to evoke the sound Z by imitation?

If the sounds Z and Zb are absent or they are replaced by other sounds, you can first try to evoke the sound Z by imitation. Ask your child to sing the mosquito song zzzzzz.

Show what position the lips have (smile), tongue (wide with a groove in the middle).
Pronounce the sound Z – “mosquito song” – slowly.
Ask your child to repeat it.

Play mosquitoes with your child - reinforce the sound “z”. Remind your child how in the summer mosquitoes in the forest sing their song: “zzzz” and bother us. Let the child be a mosquito in the forest and sing the mosquito song “zzz”, and you will run away from him into the house and hide.

When playing with a group of children, one half of the children “walks in the forest”, the other pretends to be mosquitoes and rings “zzz”. Then the children change roles.

After the children ring like mosquitoes, show them the difference in the articulation of the sound C and the sound Z. Sit in front of the mirror. And compare the sounds s (“pump song”) and the sound z (“mosquito song”). Draw the children’s attention to the fact that the sound C—“pump song”—sounds quietly, and the mosquito song sounds loud—zzzz—and a voice can be heard. The mouth is the home of the voice. And when the voice loudly sings the song of a mosquito, even the walls of the house tremble. And you can feel it.

Demonstrate these unusual sensations to your child. First, place your child's hand on your neck as you say the sound Z. Let him feel the vibration as you pronounce the sound Z. Then ask your child to put one hand on the back of your neck, and the other hand on his neck, and sing the mosquito song “zzzzz” with him. Children usually really like this task, new sensations that are unexpected for them.

Compare with the sound C - “pump song”. Pull the ssss sound. Trembling - no vibration! Tell your child that the sound C is a dull, quiet sound, our voice sleeps. And the sound Z is loud, ringing, the voice loudly sings the song zzzzz.

Very often this exercise and explanation is enough for the sound Z to appear in the child’s speech.

What difficulties may arise when working with the sounds З and Зь? Useful tips.

Advice one. If a child cannot make the sound Z, then the reason may be insufficient development of the organs of the articulatory apparatus. Articulation exercises for whistling sounds will help cope with this problem. You will find a detailed complex of articulation gymnastics in step-by-step descriptions and videos in the article

Tip two. If a child cannot make a groove in the middle of his tongue when pronouncing the sound Z, then most likely his tongue muscles are underdeveloped. Exercises will help us:

Ask your child to smile widely (stretch their lips) and hold their lips in this position. If your lips are stretched, you need to stick your outstretched tongue out and blow on its tip. You will get a groove in the middle of the tongue. The exercise is carried out in front of a mirror.
If the groove does not work, then ask the child to stick the wide tip of his tongue out. Place the edge of a teaspoon in the middle of your tongue. Having made a small depression in it, ask the child to blow air along this groove. You can blow on cotton wool or a thin strip of paper, then the result of the exercise will be clearly visible. As soon as the child can easily do this exercise, you can ask him to move his tongue behind his lower teeth (maintaining the position of his lips). The result is the sound S. When you add a voice to it, you get the sound Z.
The exercise described above can be done with a glass vial (a glass jar or bottle from a pharmacy). Teach your child to whistle into a bubble so that the tip of the tongue moves slightly outward or touches the edges of the bubble. Air flows along the groove in the middle of the tongue and the result is a whistle. First, try whistling yourself in front of a mirror, and then show the exercise to your child. If the groove in the middle of the tongue does not work out for him, place a thin round stick along the tongue.

Tip three. If a child sticks his tongue out between his lips when pronouncing the sound Z(therefore the sound is distorted), then do this exercise. Ask your child to stretch his lips into a smile and close his teeth tightly. And whistle like a pump ssssss. And then sing like a mosquito zzzzzzz. With clenched teeth, the tongue will automatically rest against the lower teeth, and the correct sound will be produced.

You will learn more about the methods of producing the sounds S and Z from

The sound Z appeared. Now we are faced with an important task - to automate this sound in the child’s speech.

The sequence of exercises to consolidate the correct pronunciation of the sound Z:

1. exercises with isolated sound,
2. sound in syllables,
3. sound in words
4. sound in phrases, poems, stories, dialogues, tongue twisters.

First we work with the sound Z, and then with its soft version - the sound Зь. Games, tongue twisters, nursery rhymes, poems, and pictures are selected for each stage.

Games and exercises on speech sound culture (SCR) with the sounds З and Зь

A game for developing phonemic awareness “Which mosquito is ringing?”

Show two pictures: a big mosquito and a small mosquito. The big mosquito rings very angrily, evil - zzzzzzz. And the little mosquito rings gently and tenderly.

An adult says the sounds z and z in sequence. And children make an angry expression on their faces if they hear the sound z - “the song of a big angry mosquito.” And they smile if they hear the song of a little mosquito.

You can give the child pictures of two mosquitoes and ask him to pick up the desired picture when he hears the song of this mosquito.

Sound Z in syllables. Game "Echo" - repeat the syllables.

Examples of syllables: za, zo, zu, zy, ze, zya, ze, zyu, ze, zi, aza, azo, ozo, ozi, ozé, etc. You can give chains of syllables in the game. For example, za-zo-zu. Or aza-oza-ozu.

The task of the echo is to repeat syllables or a chain of syllables without errors and correctly pronouncing the sound З or Зь.

Words with the sounds З and Зь for games and activities on ZKR with children.

Sound Z at the beginning of a word: fence, castle, factory, bunny, creek, teeth, comma, curl, curtain, umbrella, building, hairpin, toothy, cufflinks, star.

Sound Z in the middle of a word: goat, rose, divers, mimosa, station, tears, sleeve, eyes, vase, basins, mosaic, forget-me-not, carp, lawn, body, box, hut, alphabet, nest, knots, Dunno. birch.

The sound Зь at the beginning of a word: mirror, winter, carnation, star, greenery, green, earth, strawberry, link, snake, basin, goat, zebra, marshmallow.

The sound Зь in the middle of a word: basket, monkey, goat, cousin, rubber, elderberry, ointments, runners, nails, Vaseline, raisins, gasoline, jigsaw, loophole, monkey, newspaper, blade, shop, lake, basket, clove, knot.

The sound Z does not occur at the end of a word, because it is pronounced at the end of a word dullly like the sound S.

Games with words with the sound Z.

"One is many."

I will name one object, and you will name many.

One umbrella - many umbrellas.
One bunny - many bunnies.
One plant – many...? Factories
One mosaic - many - ...? Mozaek...

"Paired pictures"

Prepare pairs of pictures whose names contain the sound Z (or Зь). Each picture must have a pair.

Option 1. For playing with 1-2 children. LOTTO “Who can match their pictures the fastest?”

1. Place all the pictures in a stack (pictures down). Give each player 4 pictures from the pile.

2. All players take turns taking a picture from the pile and calling it: “I took a bunny.” Or “I have a call.” If the picture taken from the stack is a pair to an existing picture, then we cover our picture with it. The task is to close all the pictures as quickly as possible.

Option 2. For playing with a group of children.

Divide all the pictures into two identical paired groups. Place one group of pictures in a stack on the table with the pictures facing down. Distribute another similar group of pictures to the children.
One child takes a picture from the pile and shows it to everyone. He calls it: “I have a nest.” Another child, having the same picture, says: “And I have a nest.” Both children place their paired pictures on the table.
The game continues until all pairs of pictures have been found.
The one who is left without pictures the fastest wins the game. This is a game of “luck”, and victory in it does not depend on the child’s efforts. It teaches children not only to win, but also to lose and how to deal with occasional failure correctly.

During the game, the adult makes sure that the children pronounce the sound Z correctly.

Pure sayings with sounds З and Зь

Hey, hey, there hasn't been a thunderstorm for a long time.

For-for-for, a thunderstorm is approaching.

Hey, hey, we're not afraid of thunderstorms.

Zu-zu-zu, a stream flows below.

For good measure, we washed the basins.

For-for-for, Nina has brown eyes.

Zu-zu-zu, I'm bringing cubes.

Zi-zi-zi, take me to the house.

Ze-ze-ze, give water to the goat.

Zu-zu-zu, zu-zu-zu, Zoya leads the kids and? ... a goat!

Zoy-zoy-zoy, zoy-zoy-zoy. The kids go with? …. Goat!

Tongue twister phrases with the sounds З and Зь.

Little Zina has an elderberry in her basket.
Zina's vase contains mimosas and carnations.
Dunno and Arrogant came to Bunny.
There is a creek behind the factory.
Zoya and Zina are cousins.
Zoya is the bunny's mistress. The bunny is sleeping in Zoya's basin.
The spaceship took off to the stars.
Zina's bell rings loudly.
There are trains at the station.
Zoya has a goat under lock and key.
Zina went into the forest and found strawberries.
A green birch tree stands in the forest. Zoya caught a dragonfly under a birch tree.
Trezor and Tuzik barked at Ruffnut.
The stupid owner forgot the rubber bunny.
Zina has a basket. There are milk mushrooms in the basket.
Don't sleep, Mazay! Save the hares!
The star serpent rang.
Zina has elderberries in her basket.
I went to Kazan and stopped in Ryazan.
In winter, the field is white, frozen and icy.
The wolf sees a thunderstorm - he forgot the goat.
Zoya has a toothache.
Zina's nose gets cold in winter.
Zakhar flies a kite, Zoya plays with a bunny.

Proverbs and sayings with the sound Z.

Why do they say this? What can you say this about?

Small spool but precious.
Winter is not without frosts.
You can't untie the knot with one hand.

Riddles with the sound Z.

The creeper crawls and carries needles. (Hedgehog)
He has teeth, but does not know toothache. (Rake)
One color in winter and summer. (Christmas tree)
In the hut there is a hut, in the hut there is a pipe. There was a noise in the hut, a hum in the chimney. People see the flames, but don’t go to put them out. (Stove)

Poems with the sounds З and Зь.

When using poetry, you can give it to children exercise:

Remember the words from the poem with the sound Z and name them after reading the poem.
Make up your own sentences using these words.
Say the same phrase from a poem with different intonations: surprised, admiring, joyful, sad, embarrassed, etc.
Guess the intonation and mood with which a line from the poem was read.
Read two to four lines from the poem at different speeds (slowly like the turtle Tortilla, at an average pace like Pinocchio, at a fast pace like Toropyzhka).
Read lines from a poem at different volumes - the game “Radio”. You “adjust” the volume either louder or quieter (as if you were turning the volume control on a radio). Children react quickly and change the volume of their voice.

Rubber Zina.
Rubber Zina
Bought in a store.
Rubber Zina
They brought it in a basket,
She was gaping
Rubber Zina
Fell from the basket
Smeared in mud.
We'll wash it in gasoline
Rubber Zina
And we threaten with our finger:
"Don't be so dumb
Rubber Zina,
Otherwise we’ll send Zina
Back to the store! (A. Barto)

Green song.
In the green, green, green forest
I carry a green leaf like a flag.
The green cone under the tree is silent,
Green music sounds somewhere -
Green grasshopper in a green country
Plays a green song for me. (A Stroilo)

Winter ringing.
Winter ringing, winter ringing
At dawn from all sides.
Frosty winter morning
At dawn the birches ring (V. Suslov).

The sun was walking across the sky
And it ran behind a cloud.
The bunny looked out the window,
It became dark for the bunny. (K. Chukovsky)

The girl was driving a cart
Baby goat, goat and goat.
I passed through the woods,
Took a nap for an hour.
The girl overslept in the forest
Baby goat, goat and goat. (V. Viktorov)

Here's a fun idea -
Fly a kite on a string!
The green star lit up -
Let's launch a spaceship there!

Tailor Hare.
Gray hare under a pine tree
He announced that he was a tailor.
And to the tailor in an hour
The little bear handed over the order.
— Your order will be ready
Until the January cold.
The hare cuts, the hare sews,
And the bear is waiting in the den.
The deadline has passed, the bear has come,
But you can't wear pants!

Birches.
The goats came running
Early in the morning
Gnawing at the birch tree
White bark.
Don't go, goats,
To our young forest!
Birch trees will grow,
They will be up to the skies!

New Year will come to us,
Will start a round dance,
Voices will ring
The eyes will sparkle.

Hello, New Year's holiday!
Christmas tree and winter holiday!
All my friends today
We'll invite you to the Christmas tree!

Nursery rhymes, counting rhymes with the sounds З and Зь.

A shaggy goat is coming,
A bearded goat is walking,
He waves his horns,
Shakes his beard
He walks and bleats
The goats are calling for the kids.

The horned goat is coming,
There's a butted goat coming,
Legs top top,
Eyes clap-clap!

Counting book with the sound Z.

Beyond the seas
Beyond the mountains
Behind the dense forests
There is a tower on the hill.
There is a lock on the door.
Go get the key
And unlock the lock.

Stories and fairy tales with the sound Z for classes on ZKR with preschool children.

Bunnies (Lithuanian fairy tale)

Bunnies were born to a hare. The father looked at his children and said to them:
- I have a mustache, and you already have a mustache! So, that means, get your own food.
Since then, the little hares, as soon as they are born, live alone, without parents, in a dark forest: they have neither a nest nor a hole. But everyone with a mustache, everyone from the first days can get their own food.

Boy and goats.

Once upon a time there was a boy, and he had three goats. During the day the goats galloped and jumped on the rocks, and by night the boy drove them home.
One evening the boy began to drive them home, and the goats ran into the cabbage field, and there was no way to get them out of there.
The boy sat down on a hillock and began to cry. A hare walked past.
- Why are you crying? – the hare asked the boy.
“I’m crying because I can’t drive the goats out of the field,” the boy answered.
“I’ll drive them out,” said the hare.
The hare began to drive out, but the goats did not come.
The hare sat down and also cried. A fox walked past.
- Why are you crying? – the fox asked the hare.
“I’m crying because the boy is crying,” says the hare, “And the boy is crying because he can’t drive the goats out of the field.”
“Calm down, I’ll drive them out,” said the fox.
She began to drive out, but the goats would not come.
The fox sat down here and also began to cry.
And so the wolf drove him away, but he didn’t drive him out either.
A bee was flying here.
He sees that they are all sitting and crying, and says:
- I'll kick them out.
Then all the animals and the boy stopped crying and began to laugh at the bee. How will she drive out the goats when they all couldn’t cope!
But the bee flew to the cabbage field, sat on the goat, and began to buzz.
- Zhzhzhzhzh! Zhzhzhzhzh! Zhzhzhzh!
How the goats will start running! And they ran home from the field.

“Dad brought Zoya a monkey from Africa. Zoya named the monkey Ruza. Ruza knew how to jump funny and imitate Zoya's friends. Zoya taught Ruza to answer the doorbell.
In winter, Ruza fell ill. Zoya took Ruza to the doctor, gave her various herbs, and fed her bananas. Thanks to Zoya’s care, Ruza recovered.”

Ask your child questions about the content of the story. Ask them to find words with the sound Z in the story and make up their own sentences with them.

“Zoya, Lisa and Aza are friends. Friends gathered at Zoya's. Zoya, Lisa and Aza play together. The Muse doll is put to bed. They go for a walk with a funny bunny. Mom called Lisa home. Azu was also called. Zoya was left alone. Zoya's teeth hurt. Zoya tied her teeth and sits. Lisa found out about this. Zoe brought a mosaic. Aza also found out. I brought Zoya some forget-me-nots. Zoya put forget-me-nots in a vase. Lisa, Zoya and Aza began to play mosaic. They made a beautiful mosaic pattern! Then they asked riddles:
How did she get down to business?
She sawed it and sang.
I ate, ate oak, oak,
Broke a tooth, tooth. (Saw)
Kuzlovat Kuzma,
It cannot be untied. (Chain)
He himself doesn’t know the days
And he points to others. (Calendar)
The friends had fun for a long time. Zoya forgot about her bad teeth.”

Ask your child questions about the content of the story. Make sure that he pronounces the sound Z correctly in his answers.

An outdoor game to reinforce the correct pronunciation of the sound Z “Find out by voice.”

This game develops children's auditory attention. A circle is drawn on the ground. Children run around the playground. At the adult’s signal, “One, two, three – run in a circle!” they gather in a circle.

The driver is selected. He is blindfolded. He turns his back to the children.

All the children say:

"We had a little fun,
Everyone was settled in their places.
Guess the riddle
Find out who called you!”

The adult gestures to one of the children, who says: “I’m calling you!” The child driver guesses who called him: “Vova called me? Katya called me?”

If the child guessed who called him, then he changes places with this child. And the other child becomes the driver.

If the child did not guess who called him, then he guesses again in the next game.

Video for classes on ZKR - the formation of names of actions from the names of objects. Consolidating the correct pronunciation of the sound Z.

Verbal material from the video:

clasp - fasten,
hairpin - what do they do? - stabbed,
putty - what do they do? - cover up,
What are they doing in class? - are engaged,
tasks - what do they do? - ask
fence - what are they doing? - block,
valve - what are they doing? - push,
casserole - what do they do? - baked,
tea leaves - what do they do? - brew,
stocks - what are they doing? - stock up
records - what do they do? - write down

Helpful Tips: 1. This video must be watched without sound! (the presence of sound in it only distracts children and is completely pointless!) Turn off the sound volume in the video and give tasks to your child by showing him pictures. 2. Be sure to pause the video while waiting for the child’s response! And only after his answer and discussion, move on! 3. You can do the same speech exercise without a video :).

In all games and tasks, you need to carefully ensure that children pronounce the sounds Z and ZH correctly. In case of mistakes, remind the children that they have already learned to say this sound correctly and ask them to correct the mistakes.

Other materials on games, exercises and activities with children on ZKR- sound culture of speech - you can find in the articles on the site:

You will find a lot of interesting materials on children’s speech development in the following sections:

See you again on the “Native Path”! I will be glad to see your questions and opinions on the content of the article at the end of this post :)! Thank you for your interest in the problems of children's speech development :)!

Get a NEW FREE AUDIO COURSE WITH GAME APPLICATION

"Speech development from 0 to 7 years: what is important to know and what to do. Cheat sheet for parents"

When pronouncing the sound C, the lips are not tense, slightly stretched into a smile. The teeth are brought closer together by 1-2 mm, the upper and lower incisors are exposed. The tip of the tongue is wide,rests on the bases of the lower incisors, without touching the tops of the teeth. A groove is formed in the middle of the tongue, along which a stream of air flows, creating a whistling noise. The lateral edges of the tongue fit tightly to the inside of the upper molars, closing the passage of the air stream on the sides. The air stream should be narrow, cold, easily felt by the back of the hand brought to the mouth.

When pronouncing a soft sound C', the lips stretch more than when pronouncing a hard C, and become tense. The anterior-middle part of the back of the tongue rises higher to the hard palate and moves slightly forward in the direction of the alveoli, as a result of which it narrows even more, and the noise becomes higher.When articulating the sounds Z and Z’, a voice is added, i.e. vocal cords are closed and vibrate.

When pronouncing the sound T, the lips are neutral and take a position depending on the next vowel. The distance between the teeth is 1-2 mm. The sound is characterized by complex lingual articulation: it begins with a stop element (as with t), while the tip of the tongue is lowered and touches the lower teeth. The front part of the back of the tongue rises to the upper teeth or alveoli, with which it makes a bow; the lateral edges of the tongue are pressed against the molars. The sound ends with a slot element (as in C), which sounds very short. The sound is dull. The exhaled air stream is strong.

"Cake"
"Make the language broad"
"Put the ball into the goal"
“Who will kick the ball further?”
"Let's brush our teeth"
"The cat is angry"
"Coil"
"Hide and Seek"
"Blow through a straw"

" Cake"

Target: develop the ability to relax the muscles of the tongue and hold it wide and spread out.

Open your mouth a little, calmly put your tongue on your lower lip and, smacking it with your lips, pronounce the sounds five-five-five…. Keep your wide tongue in a calm position with your mouth open, counting from 1 to

5 – 10. The lower lip should not be tucked in or pulled over the lower teeth. . The tongue should be wide, its edges touching the corners of the mouth. 3. You need to pat your tongue with your lips several times in one exhalation.

"Make the language broad"

Target: develop the ability to hold the tongue in a calm, relaxed state.

Smile, open your mouth slightly, place the wide front edge of your tongue onlower lip. Hold it in this position for a count from 1 to 5-10. Do not stretch your lips into a strong smile so that there is no tension. Do not stick your tongue out too far: it should only cover your lower lip. The lateral edges of the tongue should touch the corners of the mouth. If this exercise does not work out, you need to return to the “Cake” exercise.

"Put the ball into the goal"

Purpose: to produce a long-lasting, directed air stream.

Stretch your lips forward with a tube and blow for a long time onto a cotton ball lying in front of the child on the table, driving it between two cubes. Make sure that your cheeks do not puff out, push the ball in with one exhalation, not allowing the air stream to be intermittent.

Target : produce a smooth, long-lasting, continuous air stream running down the middle of the tongue.

Smile, place the wide front edge of your tongue on your lower lip and, as if pronouncing the sound “F” for a long time, blow the cotton wool onto the opposite edge of the table. The lower lip should not be pulled over the lower teeth. You can't puff out your cheeks. Make sure that you pronounce the sound “F” and not the sound “X”, i.e. so that the air stream is narrow and not diffuse.

"Let's brush our teeth"

Goal: to teach how to hold the tip of the tongue behind the lower teeth.

Smile, show your teeth, open your mouth slightly and use the tip of your tongue to “clean” your lower teeth, first moving your tongue from side to side, then from bottom to top, then from top to bottom. The lips are motionless and in a smiling position. When moving your tongue from side to side, make sure that it is at the gums and does not slide along the upper edge of the teeth. When moving your tongue from bottom to top, make sure that the tip of the tongue is wide and starts moving from the roots of the lower teeth.

"The cat is angry"

Goal: to practice the ability to arch the back of the tongue.

U smile, open your mouth, place the wide tip of your tongue on your lower lip, then lower the tip of your tongue to the base of the lower incisors, arch your tongue. The tongue should not protrude from the mouth when it is extended. Make sure that the tongue does not just lie flat in the mouth, but is raised in the middle part of it. Make sure your tongue is wide.

"Coil"

Goal: learn to hold a curved tongue in the mouth.

Smile, open your mouth, place your wide tongue on your lower lip, then lower the tip of your tongue to the base of the lower incisors, bend your tongue upward, move the middle part of your tongue back and forth (the coil rolls). Make sure that the tip of the tongue is pressed against the base of the lower teeth when the middle part of the tongue moves back and forth, so that it does not come off the teeth.

"Hide and Seek"

Goal: learn to hold the tip of the tongue behind the lower teeth.

Smile, open your mouth, place the wide tip of your tongue on your lower teeth and hold it for a count of 3, then lower the tip of your tongue to the base of your lower incisors and hold it for a count of 3. Repeat the exercise 7 times. Make sure that the tongue does not lie on the lower lip, but on the tips of the lower teeth. Make sure that the front edge of the tongue is pressed against the front incisors from the inside when the tongue is hidden behind the teeth.

"The tongue goes over the teeth"

Goal: strengthen the muscles of the tongue, develop flexibility and accuracy of movements of the tip of the tongue, and the ability to control it.

The mouth is open, the lips are in a smile. Using a wide tongue, touch the lower teeth from the outside, then from the inside. When performing exercises, make sure that the tongue does not narrow, the lower jaw and lips are motionless.

"Blow through a straw"

Goal: to develop the ability to direct an air stream along the middle of the tongue.

The mouth is open, the lips are in a smile. The wide tip of the tongue rests on the bases of the lower incisors. A cocktail straw is placed in the middle of the tongue, the end of which is lowered into a glass of water. Blow through the straw to make the water in the glass bubble. Make sure that your cheeks do not puff out and your lips are motionless.