Literacy lesson on the topic “Consonant sounds [з, з]. Letters Z, z"

Correct articulation of the sound Z

The sound “Z” is a sonorous whistling sound; the formation of the organs of the speech apparatus is important for its pronunciation. The articulation of sibilants depends on the position of the tongue in the oral cavity and the shape that the tongue takes during speaking.

A speech therapist will always help you find the cause of incorrect pronunciation.

Features of articulation “Z”:

1. The lips are stretched into a smile, the mouth is slightly open, teeth are visible.
2. The jaw is not closed, there is a gap between the teeth.
3. The wide tip of the tongue rests firmly on the lower front teeth.
4. The lateral edges of the tongue are pressed against the molars, forming a hollow in the middle.
5. A narrow gap is formed between the upper palate and the center of the tongue, through which an air stream passes.
6. The soft palate is raised and pressed against the back wall of the pharynx, thereby closing the passage into the nasal cavity. Air passes through the mouth when speaking.
7. The vocal cords tense and vibrate to produce the voice. When the voice is added, the exhaled air turns into a ringing sound “Z”.

Problems with the articulation of “Z” arise if the child has a flat tongue, it is difficult to form a hollow, and there are difficulties in speech breathing. Hissing defects spoil a child’s speech and require professional correction.

Article:

The sounds [з], [з'-з] normally appear independently in a child between the ages of 3 and 4 years.
If a child at 4 years old does not have the sounds [z], [z'], be sure to contact a speech therapist.

If the sounds [з], [з'] appear in a distorted version in the child’s speech (maybe even before 3 years), contact a speech therapist as soon as you notice it. Distorted sounds are never restored on their own.

How to pronounce the sound [z].

• a gap forms between the front of the tongue and the front upper teeth;
• the front part of the back of the tongue is curved;
• the tip of the tongue rests on the lower incisors;
• a groove is formed along the tongue along its midline;
• the lateral edges of the tongue are pressed against the molars;
• vocal folds are closed, vibrate - produce voice;
• a strong, cold stream of air passing through the gap causes a whistling noise;
• the lips are slightly stretched into a smile, the front teeth are visible;
• the teeth are brought together to a distance of 1-2 mm.
• Articulatory features of sound [ z ] .

[z] – consonant sound. The air escaping from the oral cavity encounters a barrier;

[z] – mouth sound. The soft palate is raised, the uvula is pressed against the back wall of the pharynx, air enters the oral cavity;

[z] – ringing sound. When pronouncing the sound [z], a voice is formed, since the vocal cords are closed and vibrate;

[z] – fricative (fricative) sound according to the method of formation. The front of the dorsum of the tongue forms a gap with the upper teeth and gums;

[z] – anterior lingual sound at the place of formation. A barrier to the outgoing air stream is formed by the front part of the back of the tongue.

• Acoustic signs of sound [ z ] .

[z] – by ear a long sound, sonorous, noisy. Belongs to the group of whistling sounds;

[z] - hard sound - the middle part of the back of the tongue does not take an active part.

• Sound disturbances [ z ] .
• The sound [z] is absent in the child’s speech - sigmatism.
• The sound [z] is replaced - parasigmatism:

— on [d] – paradental parasigmatism;

— on [c] – labiodental parasigmatism;

- on [g] – hissing parasigmatism;

- on [s] – deafening of sound.

• The sound [z] is distorted:

- nasal sigmatism;

- lateral sigmatism;

- interdental sigmatism.

How to pronounce the sound [z'].

• the lips are stretched in a smile, slightly wider than with the sound [z];
• teeth are brought together at a distance of 1-2 mm;
• the tip of the tongue at the lower incisors;
• the front part of the back of the tongue is curved more than with the sound [z];
• the lateral edges of the tongue are pressed against the molars;
• a groove is formed along the midline of the tongue;
• a gap forms between the front of the tongue and the front upper teeth;
• the vocal folds are closed and vibrate – forming a voice;
• the air stream is narrow, cold, strong.

1). Articulatory features of the sound [z'].

[z'] – consonant sound. The air escaping from the oral cavity encounters a barrier;

[z'] – mouth sound. The soft palate is raised, the uvula is pressed against the back wall of the pharynx, air enters the oral cavity;

[z'] – ringing sound. When pronouncing the sound [z'], a voice is formed, since the vocal cords are closed and tremble;

[z'] – anterior lingual sound at the place of formation. The barrier to the outgoing air stream is formed by the front part of the back of the tongue;

[z'] – fricative (fricative) sound according to the method of formation. The front part of the back of the tongue forms a gap with the upper teeth and gums.

2). Acoustic signs of sound [z'].

[z'] – by ear a long sound, sonorous, noisy. Belongs to the group of whistling sounds;

[z'] - soft sound - the middle part of the back of the tongue is additionally raised towards the hard palate.

3). Sound disturbances [ z '] .

• The sound [z'] is absent in the child’s speech - sigmatism.
• The sound [z'] is replaced - parasigmatism:

— on [c'] – labiodental parasigmatism;

- on [ш] – hissing parasigmatism;

— on [d'] – paradental parasigmatism;

- on [s'] – deafening of sound.

• The sound [s'] is distorted:

- interdental sigmatism;

- nasal sigmatism;

- lateral sigmatism.

Types of incorrect articulation

Violations in the pronunciation of “Z” can be divided into 2 groups:

• expressed in distorted pronunciation of whistling sounds (sigmatism);
• expressed in replacement with other sounds (parasigmatisms).

Types of sigmatism:

1. Interdental. The tip of the tongue is located between the teeth. Speech acquires a “lisp.”
2. Side. The lateral edge of the tongue is pressed to the right or left to the molars. The tongue rolls to one side.
3. Nasal. When speaking, air enters the nasal cavity. Nasal sigmatism occurs in children with cleft palate or palate paralysis.

Types of parasigmatism:

1. Prizubny. When pronouncing the sound “Z”, the tongue rests on the closed teeth. Because of this, “Z” is replaced by “D”.
2. Hissing. During pronunciation, the lips are strongly rounded and no groove is formed on the tongue. "Z" changes to a soft "F".
3. Emollient. The mouth does not open enough, the teeth do not come apart from each other. The result is a sound that is softer than required.
4. Replacements due to deafness. The lips are drawn out into a long tube, the tongue does not rest on the teeth, and there is no sonorous sound.

If defects in sound pronunciation are not corrected, then during school years the child will develop illiterate oral and written speech and will have problems with reading and understanding what is read.

In addition, problems with sound pronunciation can arise as a result of damage to the speech parts of the brain.

If a child has a correctly formed articulatory apparatus, but the sound is still not produced, it is worth seeking advice from a neuropsychologist. He will conduct a diagnosis and draw up a correction plan.

Corrective work on sound [h]consultation on speech therapy on the topic

Articulation of sound [Z]

Features of articulation

The teeth are close together. The lips are slightly stretched. The tip of the tongue rests on the lower teeth, the back is arched. The vocal cords are working, the throat is trembling (there is a voice).

Characteristic

Sound [3] - consonant, sonorous, hard. Sound is indicated in blue.

Sound automation exercises [Z]. Z__ - long pronunciation of the sound [Z].

1) Pronounce (read) the syllables Z__A, Z__O, Z__U, Z__Y, Z__E

The sound [З] is pronounced for a long time

2) Pronounce (read) words with the sound [Z] at the beginning

Sample: z__al, z__o-lotto, ve-z__u

3) Pronounce (read) with the sound [Z] at the beginning in the middle

Sample: ba-z__a, ko-z__a

4) Pronounce (read) syllables with the sound [З_]

Sample: from__ma, z__ma

5) Pronounce (read) words with a combination of consonants with the sound [Z] at the beginning

Sample: z__nak, zn__noy

6) Pronounce (read) words with a combination of consonants with the sound [З] in the middle

Sample: az_buka, late_bottom

7) Pronounce (read) phrases

• Zoya's worries.
• The bell rings.
• Western zone.
• Snake poison.
• Evil disease.
• Familiar smell.
• Whiteness of teeth.
• Useful activity.
• The smell of mimosa.
• Funny riddles.
• Western outpost.

Conjugate sentences

• I forgot my umbrella.
• I found out the task.
• I called Zoya and Lisa.
• I tied a bow for Zoe.

Sample:

• I ordered a lock.
• You ordered a lock.
• He (she) ordered the lock.
• We ordered a castle.
• You have ordered a lock.
• They ordered a castle.

9) Say (read) sentences

• Zoya has forget-me-nots.
• Forget-me-nots on the lawn.
• Zoya puts a mimosa in a vase.
• The bunny calls Zoya.
• A pheasant walks on the lawn.
• Dunno stands near the building.
• The bell rings and calls Znayka and Dunno to class.
• Forget-me-nots in a vase.
• Lisa's teeth hurt.
• Zoya washes the vase in the basin.
• The evil winter swept the whole earth.
• The evil spider has tangled and wrapped its web.
• Zoya called Lisa for strawberries.

10) Pronounce (read) pure sayings.

• Zoya is the bunny’s owner; the bunny sleeps in Zoya’s basin.
• Here's a familiar idea - flying a kite on a string.
• The arrogant bunny is visiting Dunno.
• For-for-for - Zoya has a goat,
• Zo-zo-zo - Zoya has an umbrella,
• Zu-zu-zu - Zoya grazes a goat under an umbrella,
• Zy-zy-zy - Zoya has neither an umbrella nor a goat.
• Stop by for a minute - don't forget the forget-me-nots.
• Forget-me-nots, forget-me-nots, don't forget the forget-me-nots!
• The bell rings, the bell rings.
• A cart is rolling over the stones.
• It's a funny cart to roll,
• And the bell rings above the cart.
• For-for-for - Zoya bunny - fidget,
• Zo-zo-zo - the bunny's name is Egoza,
• Zu-zu-zu - Zoya loves fidget,
• Zy-zy-zy - the fidget has no worries.
• Where's my bunny? Where's my bunny?
• Take, Zoya, a cod, treat the arrogant one,
• Treat the arrogant one, the bunny and Dunno.

11) Pronounce (read) and retell the text

That's the nest

Little Lisa has a green umbrella. One day Lisa was walking under an umbrella along the fence. Suddenly a strong wind blew and carried the umbrella over the fence. Lisa climbed over the fence and sees her umbrella on a birch tree.

Zoya, bunny and goat

Zoya has a goat. Zoya is herding a goat. Here's a bunny. The bunny is sitting under a bush. Zoya sees a bunny. But the bunny doesn’t see Zoya. There is a pheasant behind the bush. At sunset, when the heat of the day subsides, Zoya drives the goat home. The bell rings. The bell calls Zoya to class.

12) Pronounce (read) and memorize a poem

Bunny and Zoya

The bunny doesn't sleep - he calls Zoya, the goat doesn't let the bunny sleep. Take the goat, lock the goat - And my little bunny will fall asleep in the basin. The bunny will yawn, and Zoya will yawn, the Bunny will fall asleep, and Zoya will fall asleep

Preparatory exercises

Speech therapy correction work begins with the preparatory stage, which includes:

• preparing children for classes;
• exercises to train the articulatory apparatus;
• study of speech organs;
• familiarization with self-massage techniques;
• exercises to develop the muscles of the neck and shoulders;
• development of fine motor skills.

The lesson begins by inviting the child to play; you can tell him fairy tales about the Tongue. If you get your child interested, he will perform the exercises more actively, which means he will achieve a positive result faster.

Preparatory complex:

Children are more willing to do exercises with edible straws.

1. Self-massage. The fingertips stroke the facial muscles in the direction of:
   from the middle of the forehead to the temples;
2. around eyes;
3. from the bridge of the nose to the ears;
4. along the back of the nose up and back.
5. Vibration massage. Tapping the wings of the nose while pronouncing the sound “M”.
6. Studying parts of the speech apparatus in front of a mirror. Together with the child, name the speech organs and consider their location.
7. Games for stretching and relaxing the muscles of the shoulder girdle: “Stretch”, “Cat”.
8. Lacing games according to the Montessori system for training fingers and developing fine motor skills.

Setting the sound

Speech therapy work on sound production is carried out in 5 areas:

1. By imitation. To do this, the child must have developed phonemic hearing.
2. Using a mechanical method. If the child cannot independently shape the tongue or make vibrating movements, then the speech therapist helps with special tools (spatula, spatula). To minimize the use of instruments, much attention is paid to articulatory gymnastics in classes.
3. Based on formed sounds. “Z” is well placed on the basis of the related “S”. If “C” is also not sufficiently worked out, then they put “C” from “T”. Gradually, the child reproduces “Z” by adding his voice.
4. Staging from articulation exercises. To pronounce sibilants, the tongue performs complex movements, using the tip of the tongue, its back and lateral edges. The lips and jaw should also be active when speaking. To practice precise movements of the speech organs, articulatory gymnastics are performed.
5. Mixed method. An individual correction plan is drawn up, which includes the listed methods.

By imitation

Setting phonemes by imitation requires the teacher to have competent speech and correct sound pronunciation, because children copy the articulation of adults. To stage “Z,” you can invite preschoolers to play the game “Mosquitoes.”

The teacher asks the children to remember how mosquitoes buzz and ring in the summer. Children are divided into 2 categories: “mosquitoes” and “tourists”. Hoops are placed on the floor. The task of the “mosquitoes”: to catch the “tourists”, the task of the “tourists”: to run from the “mosquitoes” into a hoop. Children who pretend to be mosquitoes utter a loud, drawn-out “ZZZZZZZ.” After a few minutes, the participants switch roles.

After the game, the teacher pays attention to the sound of “Z”, sonority and volume. It is necessary to monitor the completion of the task for each child and check the correct position of the speech organs.

Mechanical method

If a child cannot independently put his lips and jaw in the desired position, a specialist will help him with this. He:

1. asks the child to smile,
2. and at the same time holds his lower and upper lips with a clean finger or spoon,
3. in this position, the child pronounces a long sound “Z”,
4. As soon as a clear sound is obtained, the finger is removed.

The exercise is repeated until the sound is heard. It is important to teach the child to involuntarily lower and raise his lips.

Staging from reference sounds

Specialists begin working with whistling people with the sound “S”, from which they later add “Z” and “C”.

The difference between “Z” and “S” is that when pronouncing a voiced “Z”, the vocal cords close and vibrate, the pressure of exhaled air becomes weaker, and the gap between the tongue and the alveoli is narrower. The air stream is less intense than when pronouncing “C”.

The speech therapist asks the child to say “SSS” and then add voices to the sound. The presence of a voice can be controlled by hearing, as well as by tactile sensations by placing a hand on the neck.

Staging from articulation exercises

Exercises for articulating the sound “Z”:

1. "Gorochka". The teacher and the child remember what a mountain looks like and depict its shape with their hands. Afterwards, the child is asked to create a mound with his tongue, lifting its middle.
2. "Breeze". The child stretches out his lips with a tube and blows, after which the teacher lifts his upper lip and asks him to blow again.
3. "Lock". Teeth closed, lips parted. The speech therapist explains that the tongue is behind the fence and cannot be released. The child presses his tongue against his teeth several times.
4. "Climber". The tip of the tongue rests on the lower incisors, the back of the tongue arches. The child is explained that the lower jaw is part of the rock on which the tongue needs to rest. The movement of the tongue is monitored using a mirror and the number of seconds it is possible to hold in this position is noted.
5. "Stream." The mouth is slightly open, the teeth are not completely closed, so as to form a gap. The child is invited to play with the stream: release a stream of air through the resulting crack.
6. "Coil". The tip of the tongue is pressed from the inside to the lower incisors. The middle part of the tongue bends strongly, forming a hollow in the center. The tongue rolls out of the mouth and hides back. An important condition: do not tear the tip of your tongue from your teeth.
7. "Naughty tongue." The mouth is open, the tongue is relaxed, lying in the middle of the lower lip. The child slaps his tongue with his lips without touching it with his teeth.

Staging and automation of sound [Z]

Sound setting [Z]

Consonant, voiced, lingual - dental, fricative, oral, whistling, paired, not included in the 17 main phonemes.

Articulation is normal when spoken in isolation.

The lips are stretched in a smile, as in I. The teeth are compressed or brought together so that the distance between the incisors does not exceed 2 mm. The tip of the tongue rests on the gums of the lower incisors, the back is curved and moves closer to the alveoli, the lateral edges are adjacent to the upper molars, a groove is formed in the middle of the tongue, and between the back of the tongue and the alveoli there is a narrow round gap (narrower than with C). The position of the soft palate is raised and closes the passage into the nasal cavity. The position of the vocal cords is closed, tense and vibrating. You can see the position of the lips and incisors, and if you open your mouth slightly, then the position of the front part of the back of the tongue. You can feel with your hand a cold stream of air directed obliquely downward.

Staging . Auditory-visual analysis of the word before the sound (we pronounce the syllable and sound drawn out). Tactile-vibration control by yourself and the teacher, when pronouncing a drawn-out S, we turn on the voice, alternately repeat Z and S, ZA and SA. LOCK, picture profile articulation, gesture display, speech motor rhythms, articulation exercise “HAMMER”, mechanical technique.

Types of incorrect pronunciation of the sound [З] . Sonality Z-I (the stream of exhaled air is very weak). Pay attention to the strong vibration of the larynx and a strong stream of exhaled air NW. Switch to interdental Z and correct it. Dental sigmatism Z - D. (Improper position of the tongue. The back is raised high, the tongue is strongly moved forward and closes the gap between the tongue and the incisors). We put it on an auditory - visual and tactile - vibration basis. Lateral sigmatism (air passes through the cheeks). We correct it by correct articulation, showing it in front of the mirror. coming from Sh+goals. Interdental sigmatism (C + voice). Stunning. Weak Z with voice (tongue is passive). Hissing sigmatism W - F (lower). Labial-dental.

Automation of sound [Z] . Correctly pronounce the sound [З] in syllables. FOR, ZO, ZU, ZY, , FOR-ZO, FOR-ZU, FOR-ZO, ZO-ZA, ZO-ZU, ZO-ZY, ZO-ZA, ZU-ZA, ZU-ZO, , ZU-ZY. We highlight the stressed syllables ZA SHA, ZA ZAZA, , ZA ZA , ZA ZA , ZAZA ZA. We pronounce in the words CASTLE, HARE, UMBRELLA, TOOTH, CHISEL, ASH, SPIN, HALL, CURTAIN, Automate the sound [З] between the vowel sounds AZA , OZO, UZU, YZY, AZO, UZA, OZA, OZU, AZU, VASE, GOAT, EYES, PANS. Correctly pronounce the sound in combination with the consonant ZVO, ZVA, EVIL, ZMO, ZNO, ZRO, ZVA, EVIL, ZMA, ZNA, ZRA, ZVU, EVIL, ZMU, ZNU. . We pronounce the sound Z in words. BANNER, ICON, KNOWLEDGE, BUILDING, RINGING, SOUND, TITLE. We pronounce the sound [З] in sentences. ZOYA HAS A GOAT, ZAKHA HAS A SPIN, THERE IS A LOCK HANGING ON THE DOOR, THE CASTLE IS BUILT OF BRICK.

Sound automation

The stage of sound automation is the consolidation of reflex connections on speech material.

Automating sound means introducing it into syllables, words, phrases, coherent speech according to the principle from simple to complex.

Automation of a given sound begins when the child correctly pronounces it in isolation and repeats it many times.

Sound automation work is carried out within 10 minutes. The work is carried out 2 times a week in specialized classes and every day at home with parents. During the lesson, first of all, the child’s successes are noted, gently correcting mistakes.

The sound “Z” is practiced in stages:

1. In syllables (direct, reverse, with a combination of consonants). Children repeat after the teacher the sound combinations ZA-ZA, ZU-ZU, ZE-ZE, ZO-ZO, ZI-ZI.
2. In words (at the beginning of the word, middle, end). Automation in words is first carried out based on syllables (zu - tooth), then in words with a combination of consonants. Words are selected from monosyllabic to polysyllabic gradually.
3. In riddles and tongue twisters: a-za-za, za-za-za. A goat is chasing after Zina. Zu-zu-zu, zu-zu-zu. Let's put the goat in the pen. Zy-zy-zy, zy-zy-zy. Goat's bell. Ze-ze-ze, ze-ze-ze. We will give the hay to the goat.
4. In stories. Children make up short and long stories with words that contain the letter “Z”.
5. In colloquial speech. Practicing sound in spontaneous everyday speech, control over pronunciation by adults. Simultaneously with the development of the phonemic aspect of speech, the vocabulary is enriched and the grammatical structure of speech is formed.

You can automate the sound “Z” using a series of pictures:

• choose from the proposed drawn objects those that have the sound “Z”;
• divide the pictures into groups with “Z” at the beginning of the word, in the middle and at the end;
• separate pictures with sounds “S” and “Z”.

Literacy lesson on the topic “Consonant sounds [з, з]. Letters Z, z"

Literacy lesson.

Lesson summary on the topic “Sounds [z], [z']. Letter 3, z".

Goal: familiarize students with the sounds [з] and [з'] and the letter Zз, practice reading skills, expand vocabulary.

Lesson type: lesson in acquiring new knowledge.

During the classes:

1. Organizing time.

1. Setting goals and objectives.

Now I will tell you a few words. Listen carefully and tell me what is the first sound in these words?

Words: Frost, mayonnaise.

Which letter gives us the sound [m]?

Letter Mm.

Name 5 words with this letter.

Now listen to these two words again and tell me what sound these words end with?

Right. What sounds do you think we will talk about today?

About the sound [z].

Can anyone guess which letter makes the sound [z]?

Let's formulate together the topic of our lesson today: “Sounds [з], [з']. Letter 3, z".

What will we learn in class?

We will learn to write the letter Zz, and we will also find out what animals live in the zoo.

1. Primary assimilation of new knowledge.

Let's open the textbooks on page 91. And read the topic of our lesson again. Let's think and say, is the sound [z] a vowel or a consonant? Can we stretch out this sound? No, it means the sound is consonant. Is he voiced or deaf? Say the sound [z] out loud. Loud, of course, like a bell ringing.

Our sound [z] is consonant and sonorous. Now let's think about whether it is always hard, or can it be both soft and hard? To do this, let's read the words:

Acquaintances, introduced, say, rang, bell, winter, turned green.

In all these words, is the sound [z] hard? Of course not. Let's say the words again: winter, green. This means there are sounds [z] and [z'].

And both of these sounds are made by one letter. Letter Zz.

Let's open our notebooks and write down the letter Zz. First, let's write the letter in the air. “On the working line we make a hook similar to the number 2, bring it to the bottom line of the working line, then write out the bottom loop, bringing it to the bottom additional line.”

1. Initial check of understanding.

Now let's go back to the textbook and look at the diagrams. Let's look at them.

Snake, basket.

Let's pronounce each sound in the first word: Snake. Z-m'e-y. Let's look at the second diagram. Let's pronounce the word syllable by syllable: kor-zi-na. The word has 3 syllables because it has 3 vowels. Let's pay attention to which syllable the stress falls on? Basket.

Let's read the syllables: for, zo, zu, zy. Z is hard because there are vowels: a, o, u, y. And now the syllables zi, ze. In this case, the letters after the letter z soften it.

Now pause the video. And read these syllables yourself.

1. Primary consolidation. Reading.

And now I’ll tell you a riddle, and you guess who we’re talking about?

In the grass by the river

The ring lies -

Ring with poison

With a cold look.

Snake.

Where can you and I see a snake? In the forest, by the river, in the zoo.

Have you gone to the zoo? What animals did you see there?

Let's open our textbook on page 95. And read the text and find out what animals live in the zoo?

I'll read first, and you follow.

Now stop the video and read the text yourself.

Now tell me, what animals live in the zoo, what animals were discussed in the text?

Lion, elephant, catfish, snake.

Now let's read the words. They put their fingers up. I read and you repeat after me.

Wind, umbrella, Zina, goat, basket, cabbage.

Which of these words contain the letter Zz. Say these words: umbrella, Zina, goat, basket. Now tell me in which words the letters Zz give a soft sound: Zina, basket. What about hard? Umbrella, goat.

1. Reflection.

Where have we been today? What letters and sounds are you familiar with? Tell us everything you learned about the letter z? Were we able to achieve the goals we set at the beginning of the lesson?

1. Information about homework, instructions on how to complete it.

Homework: In the copybook you write the letter Zz and syllables. And once again, independently read the text “Beasts in the Zoo” on page 95 of the textbook.

Differentiation from consonant sounds

Preschoolers have problems distinguishing paired sounds. They often change “Z” to “S”. To solve this problem, the teacher offers differentiation games.

Work on differentiation of sounds is carried out in the following directions:

• development of auditory differentiation;
• consolidation of pronunciation differentiation;
• formation of phonemic analysis and synthesis.

First, the speech therapist asks you to feel the difference in pronunciation using your hand, which is located on your neck.

It is important for children to remember that with “Z” the throat vibrates.

Then children place an open palm in front of their mouth and feel the difference in the air stream that comes out when pronouncing similar sounds.

At the next stage, work is carried out with speech material with mixed sounds. Exercises are carried out to divide words into groups with different letters, gymnastic games with clapping and other movements.

Automation in spontaneous speech

Consolidating the sound “Z” in spontaneous speech includes adult control over the child’s pronunciation.

It is important to monitor correctness and immediately correct defects so that the child does not develop stereotypes.

You can return to each stage of sound production if necessary, and play games for reinforcement and automation.

Adult speech is the main tool for fixing sounds in a child’s phonemic structure. By surrounding children with literate speech, adults create an atmosphere for the correct development of their sound pronunciation.

Games and exercises to automate the sound [З] in syllables:

1. Exercise “Repeat syllable chains”:

Ask the child to say ZA-ZA-ZA and at the same time walk with his fingers along the

while completing tasks. When the child learns to speak these syllables, you can move on to others or alternate them.

FOR - ZO - ZU ; FOR - ZU - ZO FOR - ZO - FOR - ZU; FOR - ZU - ZY

2. Automation of sound [З] in straight syllables:

FOR – FOR – FOR – FOR – FOR ZY – ZY – ZY – ZY – ZO ZO – ZO – ZO – ZO – ZO ZU – ZU – ZU – ZU – ZU

3. Automation of the sound [З] in reverse syllables:

AZZ – OZZ – UZZ – IZZ EZZ – YZZ – YZZ – YAZZ

4. Sound [З] in intervocalic syllables:

AZA – AZO – AZU – AZY UZA – UZO – UZU – UZY OZA – OZO – OZU – OZY YZA – YZO – YZU – YZY

5. Automation of the sound [З] in syllables with a combination of consonants:

ZNA - ZNO - ZNU - ZNY ZMA - ZMO - ZMU - ZMA ZVA - ZVO - ZVU - CALLS ZDA - ZDO - ZDU - ZDA

Helpful Tips:

1. At the beginning of each sound automation lesson [Z], we conduct 2-3 articulatory gymnastics exercises.
2. During the lesson, pay attention to the correct articulation of the sound [Z] (see articulatory gymnastics).
3. We pronounce the words slowly, clearly emphasizing the sound [З]. Repeat words 2-3 times.
4. Classes are held regularly for 20-25 minutes depending on the age of the child and alternating play exercises.
5. At the first signs of fatigue, take a physical minute. Kinesiological exercises are very useful for relieving tension and emotional relaxation.
6. Classes should be conducted in a friendly and comfortable environment for the child.

For greater efficiency, the sound [З] in words is automated sequentially: first we conduct classes on automating the sound at the beginning of words, then in the middle, at the consonant cluster.

On our website you can download pictures in A4 format, cut them into cards, preferably laminate them for long-term use and have fun with them.