With the development of motor skills articulatory apparatus we need to work on developing our lips and tongue.
Lip exercise. Pulling the lips forward with a tube. A tight squeeze of the lips. Stretch your lips into a smile. Stretching out the lips with a tube and blowing onto a piece of paper. Formation of closure and explosion.
Opening and closing of lips. The lips are pulled forward and sucking movements are made.
Sucking the upper lip under the lower lip, smacking with outstretched lips.
Lip vibration (imitation of a horse's snort).
Exercises for the tongue. Moving the tongue back and forth with the mouth moderately open (like a cat lapping milk).
Move the protruding tongue left and right (like a pendulum on a clock), down and up.
With your tongue sticking out, grab first upper lip, and then the lower one, alternately.
The tongue lies flat and is in calm state, the mouth opens and closes at this time.
Tongue with a shovel, a needle, a cup.
Sucking the tongue to the palate (imitating the clatter of a horse's hooves).
Sucking the tongue to the palate and then blowing air onto the tip of the tongue, making a whispering sound trr.
Game techniques for making sounds Sounds s-z-ts
1. Whistling into a bubble - sss...
2. Inflating air with a pump - sss...
3. The flight of a wasp - zzz...
4. Lure the chickens with your hand - chick-chick-chick.
Sounds shhhhhhh
1. The sound of a bubble bursting - shhh...
2. Mom is sleeping - shhh...
3. The doll is sleeping - shhh...
4. The goose hisses - shhh...
5. The beetle is buzzing - buzz...
6. The locomotive puffs - chchch... (chu-chu-chu).
Sounds r-l
1. Chatterbox - blah blah blah...
2. Stop the horse - tpr (tongue between lips - tongue vibrates).
3. Clicking with the tip of the tongue at the upper alveoli.
4. Imitating playing the balalaika, the tip of the tongue at the alveoli, pronounce melon... melon... melon... and at the same time vibrate the tongue with your finger.
5. A long strip of paper is placed on the tongue, inserted between the lips. The vibrating tongue causes the strip to vibrate. You can also place finely cut strips of paper on the tip of your tongue, and the vibrating tongue will blow them away.
Sounds of k-g-h
1. Coughing to produce the sound k.
2. Imitating the cry of a cuckoo to produce the sound k.
3. Imitating the call of a goose to make a sound g: ha-ha-ha.
4. Blow on cold hands to make a sound X.
5. Imitation of chopping wood with the utterance of an interjection uh. 6. Depiction of a toothache with the utterance of an interjection Oh.
7. Imitating laughter ha ha ha.
Sounds v-f-b-d
1. Imitating the howling of the wind - wow...
2. Put out the candle, blow on the bruised part of the hand, blow on the hot tea - ff...
3. Vibrating the lips with a finger while the cheeks are puffed out to produce sound b.
4. Game of spillikins: when pronouncing: shuka wow... vibrate lips with finger to produce sound b.
Education of auditory attention and phonemic hearing education of auditory attention
Education of auditory attention can be carried out using the sound of musical instruments, toys or various items. First, the child must determine which instrument sounded; then indicate the direction of the sound of the sounding instrument or toy; reproduce the rhythm of the sound.
Education of auditory attention to musical instruments is carried out as follows: the speech therapist first introduces the child to the sound of, for example, an accordion, a balalaika. The child is blindfolded or asked to turn away, after which the speech therapist plays one of these instruments, and then asks the child to find the instrument he played.
Cultivating auditory attention on sounding toys (drums, pipes, bugles, etc.) and on sounds made by various objects (whistles into a bottle, into a key, hitting wood, glass, etc. with a hammer) is carried out in the same way as and on musical instruments.
Determining the direction of the sound of an instrument or toy is carried out as follows: in the office, in addition to the child, there may be several more children who are seated in different places in the office. The speech therapist chooses the driver, and blindfolds the rest. The driver plays some instrument, then the speech therapist removes the bandage from the children and asks them to indicate where the sound was heard from.
Reproduction of the rhythm (claps of hands, knocking on the table with a pencil, etc.) is carried out as follows: the speech therapist claps his hands twice and asks the child to make the same number of claps; knocks on the table once, pauses and knocks once again and asks the child to repeat.
Cultivating auditory attention to speech is carried out as follows: the speech therapist covers his mouth with a sheet of paper and asks the child to give him a cat ( meow), dog (um-am or Bow-wow).
Correct completion of the speech therapist’s task by a child will indicate that he has learned to listen carefully to someone else’s speech.
Exercises and games
for development fine motor skills
Knead plasticine, clay, salt dough with your fingers.
Roll pebbles, small beads, balls with each finger in turn.
String large buttons, beads, balls on a thread, practice beading.
Wind a thin wire in a colored winding onto a reel, on your own finger (you get a ring or a spiral).
Tie knots on a thick rope or cord.
Fasten buttons, hooks, zippers, buttons, clasps, wind mechanical toys with a key.
Engage with small building material, designer.
Simultaneously place buttons in the box with your left and right hands.
Draw letters from a stencil, geometric figures, hatch.
Draw along dots and dotted lines.
Sewing on a button with a needle.
Weaving paper mats from multi-colored strips of paper - training task hand dexterity and accuracy.
Preparing cabbage
We imitate the corresponding actions with our hands:
-
We're chopping cabbage!
(2 rubles) - With straight, tense palms we imitate the movements of the ax: up and down.
- We're cutting cabbage!
(2 rubles) - energetic movements with straight palms back and forth.
- We salt the cabbage!
(2 rubles) - fingers collected with a pinch, “salt the cabbage.”
- We press cabbage!
(2 rubles) - We vigorously clench our fingers into fists, either simultaneously on both hands, or alternately.
- We Three carrots!
(2 rubles) -
the fingers of one hand are clenched into a fist and make rhythmic movements up and down the palm of the other hand.
Then we change hands.
Initial position. Press your palms together. Interlace your fingers. Next, use movements to imitate the words of the poem.
-On the door there is a castle hanging.
(Quickly lock your fingers together and separate them.)
-Who could open it?
- They pulled!
(Fingers are in the lock, pull the fingers without releasing them.)
- Spin it!
(Move your clasped fingers away from you.)
- They knocked!
(Fingers remain in the lock, tap the bases of your palms against each other.)
And - they opened it!
(Unlock your fingers.)
Teacher speech therapist
Dubrovskaya T.V.
Games and exercises
for the development of articulatory and fine motor skills
2015
Speech sounds are formed as a result of a complex set of movements of the articulatory organs. We pronounce correctly various sounds thanks to strength, good mobility and differentiated work organs of the articulatory apparatus. For clear articulation, strong, elastic and mobile organs of speech are needed - tongue, lips, palate.
Articulatory gymnastics is the basis for the formation speech sounds and correction of sound pronunciation disorders. It includes exercises for training the mobility of the organs of the articulatory apparatus, practicing certain positions of the lips, tongue, soft palate, necessary for the correct pronunciation of both all sounds and each sound of a particular group.
Articulation gymnastics should be done daily. It is better to perform the exercises 3-4 times a day for 3-5 minutes. Children should not be offered more than 2-3 exercises at a time. Each exercise is performed 5-7 times. Static exercises are performed for 10-15 seconds (holding an articulatory pose in one position). Articulation gymnastics is performed while sitting in front of a mirror.
It is better to start gymnastics with lip exercises.
I offer you special exercises for the development of articulatory motor skills.
Good luck!
Exercises to develop articulatory motor skills
Proboscis
Pulling the lips forward with a long tube.
Fence
The lips are in a smile, the teeth are closed in a natural bite and are visible.
Spatula
The mouth is open, a wide, relaxed tongue rests on the lower lip.
Cup
The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
Needle
The mouth is open. The narrow, tense tongue is pushed forward.
Slide
The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.
tube
The mouth is open. The lateral edges of the tongue are curved upward.
Watch
The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.Snake
The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
Swing
The mouth is open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors.
Dear Parents!
The development of fine motor skills of the hands has great value for children's speech development. The fact is that in the human brain the centers responsible for speech and finger movements are located very close. By stimulating fine motor skills and thereby activating the corresponding parts of the brain, we also activate neighboring areas responsible for speech.
Body movements and speech motor skills have common mechanisms, so the development of fine motor skills of the hands directly affects the development of speech. In this regard, finger gymnastics should take a strong place in your activities with your child.
In children with delay speech development There is poor coordination of fine motor skills of the fingers. And as a result, a writing disorder may develop. The development of finger movement will, as it were, prepare the platform for further development both oral and written speech.
Play with your child in finger games, teach him to tighten nuts, lock and unlock locks with a key, lace shoes, fasten and unbutton buttons.
I offer you special games and exercises to develop fine motor skills of your hands.
Good luck!
Kolesnikova E.V. Development sound culture speech in children 3-4 years old
Additional material
(can also be used to conduct additional classes at the discretion of the teacher)
1. Reading a fairy tale by N.V. Novotortseva "About the Merry Tongue".
Introduce children to the main organs of the articulatory apparatus: mouth, lips, tongue, palate.
Introduce the basic movements of the tongue.
“Once upon a time there lived a Cheerful Tongue in his house. Guess what kind of house it was.
In this house
red doors,
Near the doors
White animals.
Animals love
Candies and buns.
Did you guess it? This house is a mouth. The doors to the houses open and close (the mouth is closed, open). Restless Tongue does not sit still. He often runs out of the house (stick out his tongue). So he went to bask in the sun, relax on the porch (tongue "spatula" on the lower lip). A light breeze blew, the tongue shivered (tongue "arrow"), hid in the house and closed the door behind him (remove tongue, close mouth). And in the yard, the sun hid behind the clouds and the rain drummed on the roof (we hit our teeth with our tongue, saying “d-d-d-d"). The tongue was not bored at home, gave the kitten milk. The kitten lapped up the milk (we run the tongue along the upper lip from top to bottom, mouth open), then he licked his lips (lick the upper and lower lips from right to left, left to right) and yawned sweetly (mouth wide open). The tongue looked at the clock, it was ticking: “tick-tock” (mouth open, lips in a smile, tip tongue touching the corners of the mouth). The kitten curled up into a ball. “It’s time for me to sleep,” thought Tongue.”
2. Exercises for the development of the articulatory apparatus.
Development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, move it back and deeper into the mouth).
Development of sufficient lip mobility (the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth).
Development of the ability to hold the lower jaw in a certain position, which is important for pronouncing sounds.
1) Static exercises for the tongue
"Chicks." The mouth is wide open, the tongue lies quietly in the oral cavity.
"Spatula". The mouth is open, a wide, relaxed tongue rests on the lower lip.
"Cup". The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth.
“Needle”, “Arrow”, “Sting”. The mouth is open. A narrow, tense tongue is pushed forward.
"Gorka", "Pussy is angry." The mouth is open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up.
"Tube". The mouth is open. The lateral edges of the tongue are curved upward. "Fungus". The mouth is open. Suck your tongue to the roof of your mouth. Each exercise is performed 6-8 times.
2) Dynamic exercises for language
"Clock", "Pendulum". The mouth is slightly open. The lips are stretched into a smile. With the tip of the narrow tongue, alternately reach at the teacher’s count to the corners of the mouth.
"Snake". The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.
"Swing". The mouth is open. With a tense tongue, stretch alternately to the nose and chin, or to the upper and lower incisors.
"Football", "Hide the candy." Mouth closed. With a tense tongue, rest on one or the other cheek.
"Brush your teeth". Mouth closed. Move your tongue in a circular motion between your lips and teeth.
"Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. The wide tongue “rolls out” forward and retracts deep into the mouth.
"Horse". Suck your tongue to the roof of your mouth and flick your tongue. Click slowly and firmly, pulling the hyoid ligament.
"Harmonic". The mouth is open. Suck your tongue to the roof of your mouth. Without lifting your tongue from the roof of your mouth, strongly pull down your lower jaw.
"Painter". The mouth is open. Using the wide tip of the tongue, like a brush, we move from the upper incisors to the soft palate.
"Delicious jam." The mouth is open. Using a wide tongue, lick your upper lip and move your tongue into the back of your mouth.
"Let's lick our lips." The mouth is slightly open. Lick the top first, then lower lip round.
3) Lip exercises
"Smile." Keep your lips smiling. The teeth are not visible.
"Fence". The teeth are closed. The upper and lower teeth are exposed. The lips are stretched into a smile.
"Tube". Pull your lips forward with a long tube. "Proboscis". Pull your closed lips forward.
"Bagel", "Mouthpiece". The teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible.
"Rabbit". The teeth are closed. The upper lip is raised and exposes the upper incisors.
Alternating lip positions:
“Fence” – “Bagel”, “Smile” – “Proboscis”.
Municipal budget educational institution
"Vereshchagin boarding school for students with disabilities intellectual disabilities»
A set of games and exercises for the development of the articulatory apparatus, fine motor skills, breathing lexical topics
Speech therapist teacher: Ugleva Tatyana Pavlovna
Theme "Autumn"
1
.Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
"Autumn"
The wind blew - “Oooh!” The leaves turned yellow and trembled - “F-f-f!” They flew to the ground - “P-p-p!” They rustled - “Sh-sh, Sh-sh!”
Development of fine motor skills
4. Coordination of speech with movement
Topic: "Family"
Articulation gymnastics
-"Smile"
-“Tube”
-"Window"
-"Swing"
-"Spatula"
Development speech breathing and voice power
Grandmother climbs the stairs, it’s hard for her:
“Oh-oh-oh-oh! Woohoo!”
We teach our little brother to say syllables:
“Ka-ha, ko-go, ku-gu. Who-who, who-who"
Development of fine motor skills
Coordination of speech with movement
Theme "Home"
Articulation gymnastics
- “Smile”
-“Tube”
-"Swing"
-"Spatula"
-"Cup"
2. Development of speech breathing
We nail down the window frames. We drill holes with a drill.
Pronounce on one exhalation the sounds: “T-t-t-t-t, d-d-d-d-d”, and then the syllables: “Ta-da-ta-da, you-you-you-dy, knock -Knock-Knock".
We walk along the floors.
Say the wordsfirst, second, third, fourth, fifth, raising the voice, accompanying the movement of the hand (we go up the stairs), lowering the voice (we go down).
Say sentences with different intonation: “Oh, what a house!”, “What kind of house is this?”, “What a house!”
3. Development of fine motor skills
The reading of the poem is accompanied by facial expressions, actions of fingers and hands .
Knock, knock with a hammer,
We are building, building a new house.
This house is for Masha,
This house is for Sasha,
This house is for Dasha,
This one is for Natasha.
This house is for Ksyusha,
This one is for Andryusha.
All the neighbors
All friends.
They cannot live without friendship.
4. Coordination with movement
Draw a crane, a loaded dump truck, a brick thrown on the road, a concrete mixer, an electric drill and other tools.
Depict a house abandoned by its owners; a destroyed hut; a house into which new residents are moving.
Imagine yourself as a saw, blade, drill. Show the purpose of these tools.
Topic: "Vegetables"
1 .
Articulation gymnastics
- “Smile”
-“Tube”
-"Swing"
-"Spatula"
-"Cup"
Development of speech breathing and voice strength
Conversations of vegetables. Tomato (boastfully
), Cucumber (offended
)
The Tomato boasts to the Cucumber: “Pa-poo, pop-po!”
Cucumber: “Whoa, whoa.”
Zucchini tells Eggplant that he is tired of lying in the garden: “To-you-too”
3. Development of fine motor skills
4. Coordination of speech with movementChildren go to the garden
And vegetables grow there,
Children tilt their backs
And they pick peas
Theme "Fruits"
Articulation gymnastics
"Fence"
"Smile"
"Spatula"
"Swing"
Development of speech breathing and voice strength
The girls came to the garden, saw a lot of fruits and were surprised:
"Oh-oh-oh-oh-oh!"
We heard fruits talking. The Apple is angry with the Caterpillar:
"Fu-fa-fu!"
Cherries ask Starlings not to peck them:
"Pta-pta-pto, pta-ptu-pta."
Apples fall on the grass:
"Bam-bom-boom!
Development of fine motor skills
Thick and big finger
I went to the garden to pick plums.
Index from the threshold
Showed him the way.
The middle finger is the most accurate:
He knocks plums off the branch.
Nameless eats
And the little finger is gentleman
Plants seeds in the ground.
Coordination of speech with movement
- Apple tree! Apple tree!
Where are your apples?
Did the frost freeze them?
Or did the wind carry them away?
Or did lightning burn it?
Or did they get hit by a storm?
Or did the birds peck?
Where did they go?
- The frost did not freeze them,
And it was not the wind that carried them away,
Didn't burn them with fire
There was no hail with rain,
The birds didn't peck them.
The children interrupted.
Children walk in a circle holding hands
The leader stands in the center of the circle.
They stop, bend one finger for each line,
The driver shakes his head negatively.
They shrug.
Again they bend one finger at a time.
The children run away.
Theme "Mushrooms"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
We saw a big mushroom and were surprised: “Oh-oh-oh-oh!” We found a wormy mushroom and were upset: “Ah-ah-ah!”
Development of fine motor skills
(bend your fingers one by one, starting with the little finger)
Coordination with movement
Topic: "Toys"
1.
Articulation gymnastics
-"Smile"
-“Fence”
-"Window"
-"Swing"
- "Spatula"
Development of speech breathing and voice strength
- Today the doll Katya came to visit us. The doll dances and sings a song: "LA-LA-LA! LA-LA-LA!" Let's sing together with Katya!
3. Development of fine motor skills
Coordination of speech with movement
This ball, round ball,
Red ball, smooth ball.
He loves to bounce the ball.
Here's a ball, a round ball.
Theme "Man"
1. Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
2
.
Development of speech breathing and voice strength
Echo.
We got lost in the forest, everyone shouted: “Aww!” (Loudly.) No one responds, only the echo responds: “Aww!” (Quiet.)
The baby learns to speak.
Pronounce the syllables: “Mna-mno, me-mnu, pi-pya-pe, bi-bya-bya.”
Development of fine motor skills
Four fingers folded into a fist. The thumb, making a request, touches each one in turn. In response, each of the fingers straightens and bends again.
- Brother, bring some wood!
- I have a headache!
- Middle, will you chop some wood?
- I'm not well today!
- Well, will you heat the stove?
- Oh, my heart hurts!
- You, little one, cook dinner!
- I have no strength!
- Well, I’ll do everything myself, But I won’t give you lunch!
Are you ready to starve?
We are already healthy!I. Lopukhina
4. Coordination with movement
Nose, wash your face!
Tap, open!
Nose, wash your face!
Wash right away
Both eyes! Wash your ears,
Wash yourself, neck!
Nice!
Wash, wash,
Shower yourself
Dirt, wash away!
Topic: "Clothing"
1.
Articulation gymnastics
-"Smile"
-“Tube”
-"Window"
-"Swing"
-"Spatula"
2.
Development of speech breathing and voice strength
"Sewing clothes
»
We sew and sing songs:
“La-li-le, li-la-lya.”
Pricked my finger. Blow on sore spot (long exhalation through
mouth
),
pronounce the following syllables on one exhalation:
"Oh-oh-oh-oh!"
and then the sentences:
“Oh, oh, oh, my finger hurts!”
“Whoa, whoa, whoa, blow on your finger!”
Development of fine motor skills
On Monday I cut
And on Tuesday I sewed a dress.
On Wednesday I embroidered an apron,
And on Thursday I washed the clothes:
All your handkerchiefs.
And my brother's socks.
And on Friday, Saturday.
I was taking a break from work.
Coordination of speech with movement
Topic: "Dishes"
Articulation gymnastics
-"Smile"
-“Tube”
-"Swing"
-"Cup"
Development of speech breathing and voice strength
We blow on hot tea, lips with a straw.
A puffing teapot.
Say: “Puff-puff-puff!” Puff-puff-puff-puff! "
Development of fine motor skills
A fluffy squirrel
round plate,
In a tabby cat
Little bowl!
Coordination of speech with movement
Theme "Winter"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
2. Development of speech breathing and voice strength
Snowstorm.
Old, gray-haired, with an ice stick, Blizzard hobbles BabaYaga.
The blizzard howls: “Z-z-z-z-z.” (With sound amplified.)
The forest groaned from the blizzard: “M-mm-mm-mm.” (Quietly, in a high voice.)
The oak trees groan heavily: “M-mm-mm-mm.” (Loud, in a low voice.)
The birch trees moan: “Mmmmmmmmmmmm.” (Quietly, in a high voice.)
The spruce trees make noise: “Sh-sh-sh-P1-Sh-P1.”
The blizzard subsides: “S-s-s-s-s.”
3. Development of fine motor skills
We went for a walk in the yard
One two three four five,
(Fold your fingers one at a time.)
We came to the yard for a walk.
They sculpted a snow woman.
(Imitate sculpting lumps.)
The birds were fed crumbs,
(Crush the bread with all your fingers.)
Then we rode down the hill.
(Lead with your index finger right hand on the palm of the left hand.)
And they were also lying in the snow.
(Place your palms on the table with one side or the other.)
Everyone came home covered in snow,
(Shake off your palms.)
We ate soup and went to bed.
(Make movements with an imaginary spoon, put your hands under your cheeks.) N. Nishcheva
11
Topic: "Furniture"
Articulation gymnastics
-"Smile"
-“Tube”
-"Window"
-"Spatula"
-“Watch”
Development of speech breathing and voice strength
We nail the door to the cabinet.
Say on one exhale:
“T-t-t-t-t-t, d-d-d-d-d. Ta-ta-ta-ta-da, you-you-you-you, knock-knock-knock"
Development of fine motor skills
Coordination of speech with movement
Here is Kiryushkina's crib,
So that Kiryushka sleeps sweetly,
So that in his sleep he grows up,
To become big soon.
^
They spread their arms to the sides.
They squat and place their folded palms under their left cheek.
They rise slowly.
They stand on their toes and stretch their arms up.
Topic: “Migratory and wintering birds”
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
Bullfinch: “Phew-few-few”
Seagull: "Ga-ak-ag-ag, gre-gri"
Tit: “Kick-kick-kick”
Sparrow: "Chick-chi-rick"
Development of fine motor skills
-Where did the sparrow have lunch?
- In the zoo with the animals.
I had lunch first
Behind bars by the lion.
Fortified himself at the titmouse,
I drank some water from the walrus,
I ate carrots from an elephant,
I ate millet with the crane,
Stayed with a rhinoceros
I ate a little bran...
I was at a festive dinner
At the shaggy bear,
A toothy crocodile
Almost swallowed me.
4. Coordination with movement
The nimble tit is jumping,
She can't sit still,
Jump-jump, jump-jump,
Spun like a top.
I sat down for a minute,
She scratched her chest with her beak,
And from the path to the fence,
Tiri-tiri, shadow-shadow-shadow.
Children jumping all over the hall
on two legs.
spinning
squats
scratching their chest with their fingers
run to their seats
Sitting, waving their hands
Subject: " New Year. Christmas tree. Winter fun»
Articulation gymnastics
-"Smile"
-“Tube”
-"Window"
-"Swing"
-"Spatula"
Development of speech breathing and voice strength
Old, gray-haired, with an icy stick, Vyuga hobbles like Baba Yaga.
The blizzard howls: “Z-z-z-z-z” (with sound amplification
)
The forest groaned from the blizzard: “M-mm-mm-mm” (quietly, in a high voice
)
The oak trees groan heavily: “M-mm-mm-mm” (loud, low voice
)
The spruce trees make noise: “Sh-sh-sh-sh”
The blizzard subsides: “S-s-s-s-s-s”
Development of fine motor skills
Coordination of speech with movement
^ They walk in a circle, holding hands.
They stop and stretch their arms up.
They walk in a circle again, holding hands.
They stop.
Theme "Tools"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
"Pump"
- Which of you likes to ride a bike? What about by car? Everyone loves it. But sometimes the wheels of cars and bicycles get punctured and deflate. Let's take the pumps and pump up the wheels - like this! "S-S-S" - the pumps are working!
Development of fine motor skills
4. Coordination with movement
Topic: "Pets"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
Onomatopoeia for animals. Change your voice in strength and pitch.
Cow: “Moooooo, who wants milk?” (loud, low voice
)
Calf: "Moo-oo-oo" (quietly, in a high voice
)
Cat: “Meow-meow-meow” (quietly, in a high voice
)
Kitten: “Meow-meow-meow” (quietly, in a high voice
)
Development of fine motor skills
Two kittens met: “Meow-meow!”
Two puppies: “Aw-aw!”
Two foals: “Igo-go!”
Two tiger cubs: “Rrr!”
Two bulls: “Moo!”
Look at the horns.
Coordination of speech with movement
It will bend
It will arch its back,
The leg will be pulled forward -
It does exercise
Our Marquis -
Fluffy cat.
He scratches himself behind his ear,
He closes his eyes and purrs.
Everything is fine with Marquis:
Claws, fur and appetite.
Topic: “Wild Animals”
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
The wolf howls: “U-oo-oo-oo-oo-oo” (pronounce quietly and loudly
)
The hedgehog puffs: “Puff-puff-puff.”
Development of fine motor skills
tip thumb with your right hand, alternately touch the tips of your index, middle, ring finger and little finger.
Do the same with your left hand
Coordination of speech with movement
Bunny in the grass hop-hop.
The bunny jumped behind a bush.
The brave bunny is not afraid
The fox can't catch him.
Topic: "Shoes"
Articulation gymnastics
- “Smile”
-“Tube”
-"Swing"
-"Spatula"
-“Watch”
Development of speech breathing and voice strength
- Let's sing some songs. Here's the first song:
"A-A-A!"
Take in more air - inhale the air. The song should be long.
- Here is the second song:
"UHHH!"
Now
"O-O-O!", "E-I-I!", "EE-E-E!"
Development of fine motor skills
Let's count for the first time,
How many shoes do we have?
Shoes, slippers, boots
For Natasha and Seryozha,
Yes, even boots
For our Valentine,
And these boots
For baby Galenka.
Coordination of speech with movement
TTheme: “Parts of the body and face”
Articulation gymnastics
-"Smile"
-“Tube”
-"Window"
-"Swing"
-"Spatula"
Development of speech breathing and voice strength
“Blow on your fingers.”
Place your fingers in a pinch, and taking an energetic breath through your nose, blow on your fingers with short exhalations, working your abdominal muscles.
Development of fine motor skills
Coordination of speech with movement
^ The left eye is shown first, then the right eye.
They take the left ear first, then the right.
The left hand shows the mouth, the right hand shows the nose.
The left palm is placed on the back, the right palm on the stomach.
^ They extend both hands and clap twice.
Place your palms on your hips and stomp twice.
The right palm is passed over the forehead.
Topic: “Food”
Articulation gymnastics
-"Smile"
-“Tube”
-"Window"
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
One, two, three, pot, cook!
The porridge is being cooked. "Sh-Sh-Sh"
The fire is turned up. "Sh-Sh-Sh" (at a fast pace).
One two Three,
Pot, don't cook!
Development of fine motor skills
Coordination of speech with movement
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
A light breeze blows - f-f-f... And the leaf shakes like this - f-f-f... Exhale calmly, evenly.
A strong breeze blows - f-f-f... And the leaf shakes like that - f-f-f... Active exhalation.
The leaves are sitting on the branches, the autumn leaves say to the children:
Aspen - ah-ah...
Rowan - and-and-and...
Birch - oh-oh-oh...
Oak - ooh...
Development of fine motor skills
(bend your fingers to your palm one by one, starting with the little finger)
(unclench your fist, wide
spreading your fingers to the sides.)
Coordination with movement
Left, right
Left, right!
To the parade
The squad is coming.
To the parade
The squad is coming.
The drummer is very happy.
Drumming
Drumming
An hour and a half
Contract.
Left,
right,
Left,
right,
The drum... is already full of holes!
21
T Subject: “Professions”
Articulation gymnastics
"Smile"
"Tube"
"Swing"
"Spatula"
"Watch"
Development of speech breathing and voice strength
Trumpeter.
Exhaling slowly, pronounce “p-f-f” loudly. Repeat 4-5 times.
Development of fine motor skills
Coordination of speech with movement
"Builders"
We planed, we planed
The boards were smooth steel.
We sawed, we sawed,
So that everyone is equal.
We put them in a row
They nailed it with a hammer,
It turned out to be a bird house.
We're going outside
Let's hit him high.
For the birds to fly,
But the kittens didn’t get it22
Theme "Transport"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
-"Window"
Development of speech breathing and voice strength
The car tire got punctured: shhhhh.
Let's inflate the tire: ssss.
Cars drive along the road: sha-shu-shi.
The car honks: beep, beep, beep.
The train is humming: tu-tu-tu-tu.
Development of fine motor skills
Coordination of speech with movement.
The truck is carrying sand.
People are surprised:
“So miracles, miracles,
It contains sand to the skies!”
Theme "Spring"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
2.
Development of speech breathing and voice strength
Dialogue between Winter and Spring
Vesna says:
- Sister, it's time for you to leave! And Winter answers Spring:
- No! No! No! No! Spring says then:
- Is water dripping from the roof?
Yes! Yes! Yes! Yes!
- Are the slides melting in the yards?
Oh! Oh! Oh! Oh!
- Has the ice cracked on the river?
Like this! So there you go!
3. Development of fine motor skills
Perform actions in accordance with the content of the poem.
Our scarlet flowers
The petals open.
The breeze breathes a little,
The petals are swaying.
Our scarlet flowers
The petals close
Quietly falling asleep
They shake their heads.
T. Tkachenko
Coordination with movement
Gurgling in drops,
The icicle cried:
- I wanted to sit higher
I wanted to climb onto the roof
I stepped on the ledge
And I'm afraid to fall down!
Cap! Cap! Cap!
Topic: “Spring. Mom's holiday"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength.
Vesna says:
- Sister, it's time for you to leave! And Winter answers Spring:
- No! No! No! No! Spring says then:
- Is water dripping from the roof?
- Yes! Yes! Yes! Yes!
- Are the slides melting in the yards?
- Ah! Oh! Oh! Oh!
- Has the ice cracked on the river?
- Like this! So there you go!
Development of fine motor skills
Coordination of speech with movement
Ttheme "Pisces"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
- Let's sing some songs. Here's the first song: "A-A-A-U-U-U!" Take in more air - the song should turn out to be long. And here is the second song: “U-U-U-A-A-A!”
Development of fine motor skills
The palms are closed, slightly rounded. We perform wave-like movements in the air. .
The palms are closed, slightly rounded. We perform a “diving” movement with them.
We swing with closed palms (negative gesture).
We turn our palms to the back of one of the hands (the fish is sleeping).
We quickly shake our palms (trembling).
The wrists are connected; palms open and join (mouth).
Quick wave-like movements with closed palms (the fish swim away).
26
Topic "Household Appliances and Tools"
1. Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
2. Development of speech breathing and voice strength
The sounds of operating electrical machines: vacuum cleaner, refrigerator, washing machine. “J-j-j-j-j-j”, “Dz-z-z-z-z-z”.
Conversation between the Refrigerator and the Mixer: “Hla-hlo-hlu” - “Vzhi-vzha-vzho.”
3. Development of fine motor skills
Perform actions and movements in accordance with the content of the poem.
What's that noise in this kitchen?
We will fry cutlets
We'll take a meat grinder
Let's check the meat quickly.
Stuff together with a mixer
Everything you need for the cream.
To bake the cake quickly,
Let's turn on the electric oven.
Electrical appliances are a miracle!
It would be bad for us to live without them.
4. Coordination with movement
Convey by movement, facial expressions or other means the functional purpose of electrical appliances and household machines: a refrigerator filled with food and empty, a working vacuum cleaner, a boiling electric kettle, a turned on TV, a running mixer, etc.
27
Theme “Wild animals of hot countries”
1.
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
2.
Development of speech breathing and voice strength
The roar of a tiger and a tiger cub.
Pronounce the sound loudlyrr-r: tiger - loudly, in a low voice, tiger cub - quietly, in a high voice.
Say the phrase “I saw a crocodile!” with different intonation and feeling (fright, joy, surprise).
3. Development of fine motor skills
Camel. Clench your fists and connect them at the crook of your fingers.
Here is a camel - a living miracle.
A camel has two humps. .Marshak
Crocodile.
Open and close folded palms with fingers curled inside the palm.
A toothy crocodile
Almost swallowed me.S. Marshak
Giraffe.
Clench your fingers into a fist, slightly raising your little finger and index finger.
4. Coordination with movement
A giant giraffe takes out the branches of a tall tree.
Raise your head up (neck tense). Lower your head down (relaxation).
The giraffe's neck is long and flexible,
The giraffe reaches down to reach the branches.N. Stozhkova
The elephant waves its trunk.
Turns the head to the sides. When turning, inhale through your nose. When returning to initial position- exhale through your mouth.
The elephant nods its head -
He bows to the elephant.S. Marshak
The lion shakes its mane.
Shaking your head.
28
Theme "Insects"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
Rotate your index fingers in front of your chest and exhale for a long time: “w-w-w.”
Bee, honk, fly to the field.
Fly from the field, bring the honey. W-w-w...
Development of fine motor skills
Coordination with movement
(straighten your back, rise; sway slightly left and right; move your arms back - “wings grow”) (“fly”, imitating the movements of a butterfly)
29
Theme: "Summer"
Articulation gymnastics
-“Fence”
- “Smile”
-"Spatula"
-"Swing"
Development of speech breathing and voice strength
A light summer breeze is blowing (quiet) :
“Uh-uh-uh.”
A strong wind blew (loud ):
“Uh-uh-uh.” (3 times )
We got lost in the forest, we shouted:
"Aw!" (loud quiet );
Summer leaves hang on the branches, autumn leaves say to us: “A-o-u-i”, “O-u-i-a”, “U-i-a-o”, “E-a-o-u” "
3. Development of fine motor skills
Finger gymnastics"On the lawn"
On the green lawn (Children pretend to play the balalaika )
The balalaika started playing.
The pipe started playing, (Depict playing the pipe )
Dudochka - honk.
In a red sundress(“Dance” with your fingers on the table top )
Nastenka danced.
4. Coordination with movement
"River"
We went down to the fast river, (Children go to the center of the circle.
They coo, rub their faces with their hands)
They bent down and washed.
One two three four - (For each line four
movements of palms to face)
That's how nicely refreshed we were.
30
And now we swam together. (They walk in a circle, holding hands)
You need to do this manually:
Together - since this is breaststroke, (They show breaststroke, crawl,
One, the other is a rabbit.moving in a circle)
All as one we swim like a dolphin (They walk in circles one after another,
doing breaststroke or crawl with your hands)
Went ashore steep (Walk facing away from the center of the circle )
And we went home.
V.Volina
31
Bibliography
Anishchenkova E.S. - Finger gymnastics for the development of speech in preschoolers: a manual for parents and teachers / – M.:AST: Astrel. 2006. – 60,
Nishcheva N.V. Card index of exercises for automation correct pronunciation and differentiation of sounds different groups. – SPb.: PUBLISHING HOUSE “CHILDHOOD - PRESS”, 2009. – 160 p.
Nishcheva N.V. – Program of correctional and developmental work in speech therapy group kindergarten. – St. Petersburg. “CHILDHOOD - PRESS”, 2006 – 192s
Rybina A.F. Correction of sound pronunciation in children: speech material. – Volgograd: Teacher, 2010 – 110 p.
Budennaya T.P. – Speech therapy gymnastics. Methodical manual. - St. Petersburg. "CHILDREN'S PRESS", 2005
"Funny Tongue"
Development of articulatory motor skills
Correct pronunciation of sounds is ensured thanks to good mobility of the organs of articulation, which include the tongue, lips, lower jaw, soft palate. The accuracy, strength and differentiation of the movements of these organs develop in the child gradually, in the process speech activity. In a child who has general underdevelopment speech due to underdevelopment or brain damage, the mobility of the organs of the articulatory apparatus is impaired.
Work on developing the mobility of the organs of the articulatory apparatus takes place in the following areas:
· carrying out differentiated massage of facial and articulatory muscles;
· carrying out work to combat salivation;
· performing articulation gymnastics.
Articulation gymnastics
Work on the development of the basic movements of the organs of the articulatory apparatus is carried out in the form of articulatory gymnastics. The goal of articulatory gymnastics is to develop full-fledged movements and certain positions of the organs of the articulatory apparatus necessary for the correct pronunciation of sounds.
Articulation gymnastics must be performed daily so that the skills developed in children are consolidated.
When selecting exercises for articulatory gymnastics, you must follow a certain sequence, moving from simple exercises to more complex ones. It is better to spend them emotionally, in a playful way.
Of the two or three exercises performed, only one can be new; the second and third are given for repetition and consolidation. If a child does not perform an exercise well enough, new exercises should not be introduced; it is better to practice old material. To consolidate it, you can come up with new gaming techniques.
Articulation gymnasts are performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position.
The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be in front of the child, facing him.
The work is organized as follows:
1. An adult talks about the upcoming exercise using game techniques.
2. Shows its completion.
3. The child does the exercise, and the adult controls the execution.
An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal.
In the process of performing gymnastics, it is important to remember to create a positive emotional mood in the child. You cannot tell him that he is doing the exercise incorrectly - this can lead to refusal to perform the movement. It’s better to show the child his achievements (“You see, your tongue has already learned to be wide”), to encourage (“It’s okay, your tongue will definitely learn to rise up”). If the child experiences salivation when performing exercises, then the following exercises are recommended before articulatory gymnastics:
1. The child is explained the need to swallow saliva.
2.Massage the masticatory muscles that interfere with the swallowing of saliva.
3. Inducing passive and active chewing movements, ask the child to throw his head back, this creates an involuntary desire to swallow saliva; can be supported by a request.
4. The child is asked to chew solid food in front of a mirror (cookies can be), this stimulates the movements of the chewing muscles and leads to the need to make swallowing movements, which can be reinforced with a request (thus, involuntary movements turn into voluntary).
5. Voluntary closing of the mouth due to passive-active movements of the lower jaws. First, passively: one hand of the speech therapist is under the child’s chin, the other is on his head, by pressing and bringing his hands together, the child’s jaws close - the “flattening” movement. Then this movement is done with the help of the child’s own hands, then actively without the help of hands, using counting and commands.
Articulation gymnastics to develop lip mobility
Work on developing lip mobility begins with preparatory exercises:
· make the child laugh (involuntary stretching of the lips);
· smear the lips with sweets (“licking” - raising the tip of the tongue up or down);
· bring a long lollipop to the mouth (pull the child’s lips forward).
After causing involuntary movements, they are fixed in a voluntary plan, in active gymnastics. At first, the movements will not be performed in full, not in the exact volume, then they are reinforced in special exercises for the lips (“smile”, “proboscis”, alternating them).
Next, the following exercises are introduced:
1."Naughty lips."Biting and scratching first the upper and then the lower lip with the teeth.
2.“Smile-tube".Pull your lips forward with a tube, then stretch your lips into a smile.
3.“Proboscis".Move your lips extended like a tube left and right, and rotate them in a circle.
4."Fish »:
· clap your lips together (make a dull sound);
· squeeze the upper lip by the nasolabial fold with the thumb and forefinger of one hand and the lower lip with two fingers of the other hand and stretch them up and down;
· pull your cheeks inward and then sharply open your mouth. It is necessary to ensure that when performing this exercise the characteristic sound of a “kiss” is heard.
5."Duck."Stretch your lips, squeeze them so that your thumbs are under the lower lip, and all the rest are on the upper lip, and pull your lips forward as much as possible, massaging them and trying to imitate the beak of a duck.
6 .“Dissatisfied horse.”The flow of exhaled air is easily and actively sent to the lips until they begin to vibrate. The result is a sound similar to the snorting of a horse.
7. "The lion cub is angry."Raise the upper lip so that the upper teeth are visible. Lower the lower lip, exposing the lower teeth.
8."The lips hid."The mouth is wide open, the lips are drawn inside the mouth, pressing tightly against the teeth.
9."Balloon"(if your lips are very weak). Puff out your cheeks strongly, holding the air in your mouth with all your might.
10. “Strong lips”:
· hold a pencil or a plastic tube with your lips. Draw a circle (square) with a pencil;
· hold the gauze napkin with your lips - the adult tries to pull it out.
Articulation gymnastics for lips and cheeks
1."My cheeks are frozen."Biting, patting and rubbing cheeks.
2.“Fatty."Inflate both cheeks, then inflate the cheeks alternately.
3. "Skinny." Pull in your cheeks.
4."Fists."Mouth closed. Hitting the puffed-out cheeks with your fist, causing the air to come out with force and noise.
Articulation gymnastics for tongue muscles
Work on developing tongue mobility begins with general movements, with a gradual transition to more subtle, differentiated movements. In case of severe dysarthria, the following exercises are recommended for articulatory gymnastics:
· placing the tip of the tongue on the inner surface of the lower incisors;
· pulling the tongue forward and retracting it back;
· stimulation of the muscles of the root of the tongue. First, voluntarily, through reflex contractions, as a result of irritation of the root of the tongue with a spatula. Then the movements are consolidated in unconditioned reflexes, and then in voluntary “coughing” movements.
Next, subtle, differentiated movements of the tongue are performed. For this purpose, movements are purposefully selected to develop the desired articulation pattern, taking into account the normal articulation of sound and the nature of the defect. Articulation gymnastics is best carried out in the form of games, which are selected taking into account the child’s age, character and degree organic damage. The following exercises are recommended:
1."Pancake."The mouth is open, the lips are in a smile, the wide tongue is held in the oral cavity in a relaxed, calm state, counting to 5-10. Make sure that the tongue does not narrow and the tip touches the lower teeth.
2. "Spatula".The mouth is open, the lips are in a smile, place the tip of the tongue on the lower lip with a “spatula”, the lateral edges of the tongue touch the corners of the mouth. In a calm, relaxed state, hold your tongue for a count of 5-10. Make sure that the lower lip does not tuck, the wide tip of the tongue lies on the lip, without going beyond it. If you can’t make your tongue wide, you can slap it with your lips, saying five-five-five, or chant the sound [i].
3. “Let’s punish your tongue.”Lips in a smile, lightly biting, massage the entire surface of the tongue with your teeth, slowly sticking it out and drawing it into your mouth. Then scratch your tongue with your teeth.
4. "Needle."The mouth is open, the lips are in a smile, stick the tongue out with a “needle”, reach for the finger, pencil, candy that is moved away from the tongue. Make sure that your lips and jaws are motionless.
5. "Swing".The mouth is open, the lips are in a smile, move the tongue to the corners of the mouth left and right. Make sure that the jaw and lips are motionless, and the tongue does not slide along the lower lip.
6. "Delicious jam."The mouth is open, the lips are in a smile. Using the tip of your tongue, lick your upper lip from one corner of your mouth to the other. Make sure that the tongue reaches the corners of the mouth, the movement is smooth, without jumps, the jaw does not move. Also lick your lower lip. Then lick your lips in a circle.
7.“Let’s brush our teeth-1.”Mouth closed. Lick the teeth under the lower lip, then under the upper lip. Make sure that your jaw and lips do not move.
8."Let’s brush our teeth-2.”Mouth closed. Lick the teeth under the lips using circular movements of the tongue. Repeat the same with your mouth open.
9.Mouth open, lips in a smile. Smoothly run your tongue over your upper teeth, touching each tooth and counting them. Make sure that the jaw does not move. The same movement applies to the lower teeth.
10.Mouth closed. The tense tip of the tongue rests on one or the other cheek. The same, but the mouth is open.
eleven."Let’s brush our teeth-3.”Mouth closed. The tip of the tongue rests on the cheek and moves the tongue up and down. Make sure that the jaw does not move.
12."Bean."With a paretic, sluggish tongue, move beans, peas, etc. in your mouth.
13."Swing".The mouth is open, the lips are in a smile. Raise your wide tongue to your nose and lower it to your chin. Make sure that the lips do not stretch over the teeth, the jaw does not move, and the tongue does not narrow.
14."Swing-1".The mouth is open, the lips are in a smile. Raise your wide tongue to the upper teeth and lower it to the lower teeth. Make sure that the lips do not stretch over the teeth, the jaw does not move, and the tongue does not narrow.
15."Swing-2".The mouth is open, the lips are in a smile. Place the wide tip of the tongue on the alveoli behind the lower teeth from the inside, then lift it onto the tubercles behind the upper teeth, also from the inside. Make sure that only the tongue works, and the lower jaw and lips remain motionless.
16."Focus".The mouth is open, the lips are in a smile. Stick your tongue out like a cup or a ladle. Blow the cotton wool off the tip of your nose, the air comes out in the middle of your tongue, and the cotton wool flies straight up. Make sure that the lower jaw is motionless and the lower lip is not pulled over the lower teeth.
17. "Drummer".The mouth is open, the lips are in a smile. The lateral edges of the tongue rest against the lateral upper teeth. Repeatedly drum with a tense, wide tip of the tongue on the upper gum:d-d-d,gradually increasing the pace. Make sure that the lower jaw does not move, the lips remain in a smile, the sound has the character of a clear blow, so that the exhaled stream of air is clearly felt.
18. "Rain."The same thing, but say dy-dy-dy. As in exercise 17, only the tongue works. To control, you can hold a strip of paper to your mouth. If done correctly, it will deviate.
19."Turkey".The mouth is open, the lips are in a smile. Place your wide tongue on your upper lip and move it back and forth, trying not to lift your tongue from your lip, as if stroking it. The tempo is gradually increased, the sound of the voice is added until sounds similar tobl-bl(turkey talking). Make sure that your tongue is wide; it should lick your upper lip. The lower jaw does not move.
20. "Horse-1".The mouth is open, the lips are in a smile. Press the wide tip of the tongue against the palate behind the upper teeth and tear it off with a click (click the tip of the tongue). The pace gradually quickens. Make sure your lips smile and your lower jaw does not move.
21 "Horse-2".The same, but silently.
22. "Reel".The mouth is open, the lips are in a smile. The wide tip of the tongue rests on the lower gum, the back of the tongue arches. Make sure that the tongue does not narrow, the tip of the tongue remains at the lower teeth and does not pull back, the jaw and lips are motionless.
23.“Glue candy-1.”Sucking the back of the tongue to the palate, first with the jaws closed, and then with the jaws open. If suction fails, then you can put sticky candy on the back of the tongue - the child tries, pressing the back of the tongue to the palate, to suck the candy.
24.“Glue candy-2."The mouth is open, the lips are in a smile. Suck your wide tongue to the hard palate, hold it for a count of 10, then tear it off with a click. Make sure that the lips and lower jaw do not move, the lateral edges of the tongue are pressed equally tightly (neither half should sag). When repeating the exercise, open your mouth wider.
25.“Harmonic".Suck the back of the tongue with its entire plane to the hard palate. Without releasing your tongue, close and open your mouth, stretching the hyoid frenulum. When repeating the exercise, you should try to open your mouth wider and wider and keep your tongue in the upper position longer. Make sure that when you open your mouth, your lips are motionless and one side of your tongue does not sag.
26 .“Tease.”The tip of the tongue protrudes outward and moves between the lips, first vertically and then horizontally, while tension is felt in the frenulum of the tongue. When you turn on your voice, you get a sound similar to a child's “teasing.”
27. "Breeze".The mouth is open, the lips are in a smile. Place the wide front edge of the tongue on the lower lip and, as if pronouncing the sound [f] for a long time, blow the cotton wool onto the opposite edge of the table
Articulation gymnastics for the lower jaw
A necessary condition for clear speech is the ability to open your mouth correctly. This is due to the work of the lower jaw.
A set of exercises for developing the muscles of the lower jaw:
1. "Cowardly little bird."Open and close your mouth wide so that the corners of your lips extend. The jaw drops approximately the width of two fingers. The “chick” tongue sits in the nest and does not protrude. The exercise is performed rhythmically.
2. "Sharks". On the count of “one” the jaw lowers, on “two” - the jaw moves to the right (mouth open), on the count of “three” - the jaw is lowered into place, on “four” - the jaw moves to the left, on “five” - the jaw is lowered, on “six” - the jaw moves forward, “seven” - the chin is in its usual comfortable position, the lips are closed. You need to do the exercise slowly and carefully, avoiding sudden movements.