Automation "L" in sentences: speech staging, effective exercises

2024 Author: Priscilla Miln | [email protected]. Last modified: 2023-12-16 00:21

Children with a problem with pronunciation of sounds [l] and [l '], even after setting the correct articulation, need classes, exercises. Developed habit does not allow to change diction. Kids continue to use the replacement of the desired sound with the usual one. Therefore, they need automation [l] in sentences and words.

Basic rules of speech therapy classes

The main goal of training is to automate [l] in sentences, syllables and words. The tasks of the classes are divided into educational, correctional and educational. There are important rules for practicing, following which it is easier to get an excellent result:

• Because children can't do the same activities for a long time, activities should be changed during the lesson.
• It is important to remember that for five-year-olds, classes should not be longer than 20 minutes, but shorter than 15 is also not recommended. But older guys are happy to work on automation [l] in phrases and sentences for half an hour. Althoughclasses longer than 45 minutes are discouraged.
• Outdoor games or physical education diversify activities and allow children to get a little distracted, so that they can start tasks with renewed vigor.
• It's great if the lesson on automation [l] in sentences and words is subject to a single storyline. These can be travels, fairy tales with the participation of a child, games in which children help fictional characters out of trouble. Such automation classes [l] in sentences, syllables and words are more effective. After all, the kid is interested, takes part with pleasure and performs tasks. And positive emotions enhance the result and allow it to gain a foothold faster.

Work on automating the sound [l] in sentences can be done not only by a qualified teacher, but also by those adults who are raising a child. That is, grandparents, parents, brothers and sisters, aunts and uncles, nannies and everyone who is interested in him, should daily work on the diction and articulation of the baby. But the main effect is achieved precisely during a targeted lesson on automating the sound [l] in sentences and words.

Educational tasks

Here the teacher specifically indicates what exactly he wants to achieve by working with the child. Educational objectives are formulated precisely and clearly:

• fixing the motor and auditory image of sound;
• automation [l] in words, sentences and syllables.

Only by regularly solving them, the speech therapist andkid moving towards the goal.

Correction tasks

They have a wider range of action. During classes on automating sound [l] in words and sentences, the teacher should develop:

• baby facial expressions using psycho-gymnastics;
• articulatory motility using special lip and tongue gymnastics;
• phonemic hearing;
• sound analysis skill;
• fine motor skills using finger exercises.

Educational tasks

They cover the largest field of activity. Working on the automation of sound [l] in phrases and sentences, the teacher develops in the ward:

• The desire to speak beautifully and correctly.
• Expanding horizons.
• Vocabulary replenishment.
• The ability to listen carefully to the teacher and complete his tasks.
• Patience and perseverance.

Summary "Automation of sound [l] in sentences, words and syllables"

Theme: Alien Encounter

When preparing a summary, you should indicate the purpose of the lesson (sound automation [l]) and its tasks. More details about this are written above.

Here, the course of the lesson devoted to the automation of sound [l] in sentences and texts will be presented directly. All teachers know that at the beginning of the lesson it is necessary to warm up the articulatory apparatus. Therefore, when planning, let's not forget the exercises for the isolated pronunciation of the sound [l], as well as in syllables and words.

Progress of the lesson: organizational moment

Host: Hello guys! Today we will continue to work on the correct pronunciation of the sound [l]. Let's remember our most important rule:

To make the speech beautiful, Clearly and slowly

You need to pronounce the sound, Don't be afraid, don't rush.

If the guys are already familiar with this poem, you can repeat it out loud after the teacher or say it all together.

Gymnastics of the articulatory apparatus

There is a knock at the door. A man dressed as a courier enters and hands over a box. The leader of the lesson opens it and takes out an alien figurine. You can make it easily by pasting a matchbox with silver foil, drawing a face on it and fixing legs from matches with plasticine feet from below, and wire antennas from above. The speech of aliens can be recorded on audio and accelerated with the help of an editor. You get a funny quick cartoon talk.

Alien:

- Warm greetings to Earthlings! My friends and I flew to you from the distant planet Lulaulia. My name is La. On our planet, we greet each other three times with the word “Lou!” So I say to you: “Lou, guys! Lou guys! Lou guys!”

Presenter:

- Children, let's greet our friend La in his language. You need to say: “Lou, La! Lu, La! Lu, La!"

Children repeat.

The second alien is introduced by the name Lo. He is greeted with the phrase: "Lou, Lo!" The names of the third and fourth aliens are Ly and Le.

So, greetingeach guest three times, the children will practice pronunciation of syllables with the sound [l].

For children over five years old, you can complicate the task. You need to greet the alien whose figure is currently being raised by the host. For convenience, you can write names on tablets and hang them around their necks.

The host is trying to confuse the guys, making deceptive movements, as if lifting an alien La, and at this time quickly raise La. Then, for example, pretend that La is placed on the table, but quickly pick it up again. Speeding up the movements, the facilitator makes the children activate their attention.

Mistakes usually cause laughter. The host plays along with the guys, making a distressed face when his cunning fails, and rejoicing if the child is mistaken. But you need to do this carefully so as not to offend anyone, but only to make you laugh.

Task One: Automation of Isolated Sound [l]

Presenter: Tell us, La, what is your impression of our planet?

Alien La says something very quickly so that nothing is clear. The host brings it to her ear, listens and explains to the children:

- Our guest La's speaker suddenly got damaged! He lost the sound [l]. He wants to tell us something, but we must help him! Can we help? We will negotiate the sound [l] in words.

La:

Like the planet… (children add the sound [l] in chorus), And feed the chickadees…, Talk to the kids…, Give them gifts…, Cover Tanya with a jar…, Put Vasya in a spoon…, And Natasha-first-grader

I wrapped it inblotter, Swinging…, swaying…, So that Natasha does not scream…

While La is talking, you can show pictures accompanying the story - this will make the guys laugh.

Presenter: Thank you, La. But it seems that you have a very serious breakdown in your conversational device.

La: Why?

Presenter: Children, who will explain to La what he said wrong?

Encouraging children to formulate their thoughts and express them out loud is a very important point in working with speech.

Second task: automating the sound [l] in the tongue phrase

Presenter: It's a pity that such a nuisance happened to our guest La. But it is not clear why this happened and how he can be helped.

Lo: I can tell you what happened! We met the girl Mila. She bathed her doll in a basin.

Presenter: This is very interesting! And what happened next?

Lo: Mila said that La got dirty while flying to Earth in his flying saucer. So…

Mila clean La washed, Soap got inside La!

And you can help him. You only need to say this tongue-twister six times together.

Presenter: Guys, let's try to cure La? But first, let's learn this tongue twister.

First, the children repeat each line separately after the leader. Then they pronounce the entire text together with the presenter, each time accelerating the pace.

This task is already more difficult than the previous ones, because it is aimed at automating [l] in sentences and texts.

Printers of tongue twistershand out to the guys so that at home they can train to clearly pronounce this short rhyme.

Third task: automation of the sound [l] and [l’] in words

Presenter: Well, La, are you feeling better now?

La: Yes. Just put me on the barrel to recharge, otherwise my batteries are dead…

Lo: Me too.

The presenter puts the aliens La and Lo on the barrel.

Ly: Now it's my turn. Guys! We were at the zoo. And we saw all sorts of animals there. They even took pictures. But we don't know what they are called. Tell us please!

For this task, pictures with images of animals are selected, in the names of which there is a sound [l] or [l ']. Ly shows them to the children. The guys call animals in chorus: elephant, fox, squirrel, wolf, lion, leopard, elk, horse, deer, sloth, kulan, donkey. If the wrong word is called, the presenter corrects. For example, instead of “horse”, children can say “horse”, and instead of “donkey”, they can say “donkey”.

If in the previous tasks the pronunciation of a solid sound was practiced, then here automation is already taking place not only [l], but also [l].

Mobile recess: task four

Presenter: Guys, since our guests don't even know what these animals are called, they probably don't know how they move. Let's show, and at the same time we will play. Get up everyone from your seats.

When I say "squirrel", you start jumping, and when I say "elephant" - sway from side to side. Our horse will run in place, and the leopard will crouch, preparing to jump. Let's practice: "elephant"! Everyone is swinging. Good! "Leopard"! That's right, we squat, as if preparing for a jump. "Horse"! Run, run, don't be lazy. "Squirrel"! Well done, jump higher, higher!

Ly: Now let's start playing. The one who performs the wrong move is out of the game and sits down in his place. The most attentive win. They will receive these stickers as a reward. Imagine how surprised your moms and dads will be when you tell them that you received gifts from aliens!

Problems for Reading Investigators: Task Five

Presenter: While we were showing our guests how animals move, they hid in words. Try to find them.

You can write words on the board and temporarily cover them until the right moment. There is a second option - to show the children signs with words in which they must find the "hidden" animal.

Words for detectives: village, logs, balalaika, ears of corn, damper, desire, double-barreled shotgun, whitewash. Answers: donkey, deer, husky, elk, elephant, fallow deer, wolf, squirrel.

The game is summed up by the last alien Le: That's how good you are! Just like our children, lulaulins! There is a prize in the box for the winners!

Presenter: I wonder what's in the box?

Getting prizes. It can be candies or stickers, erasers or cool medals. You can award only the winners or all - it depends on the number of children in the group and the capabilities of the teacher.

Preparing prizes for children is usually entrusted to parents. They collect money and buy cheap thingsthat can make little ones happy.

Task six: retelling the text in a chain

The host sets a rather difficult task for the children. The children need to retell the tale, observing an important condition: the last word of the previous sentence should be the first in the next one. It is quite difficult, but very interesting and exciting. In addition, during the task, automation [l] and [l] in sentences occurs.

To simplify the task, you can clarify: at the end of the sentence can be either the word "fox" or "wolf".

Text of the tale: “The fox was sitting on the path along which the wolf was running. The wolf saw the fox. The wolf asked the fox: “What do you eat, little fox?” The fox replies: “I eat the wolf!” They only saw the wolf: he was afraid that the fox would eat him too. The fox ate the chocolate wolf, not the real one!”

First, the presenter tells the tale himself. You can accompany the text by showing pictures, which are then fixed on the board with magnets. Then the teacher asks the children to retell the tale, recalling the condition of the "chain". Each child should only say one sentence.

It is very important that classes on automating sounds that cause difficulties in pronunciation in a child do not take place occasionally, but regularly. To implement this, the speech therapist and parents should work in the same direction. Home workouts are very effective according to the assignments that the teacher gives in class.

Therefore, the presence in the classroom of one of the adults from the family where the baby with speech therapy problems grows up would be desirable. In this case, it is easier for parents to pick up new tasks at home or continue to play together with the child in those games that the teacher will teach the children.