Page 203 - Demo

%u00a9 Elklan Training Limited 2023 201Elklan. Speech and Language Support for 3-5sS99.1.3. Finally explore/s%u2022 As the learners explore this sound some will be making it with the tip of their tongue down and not up against the alveolar ridge. Experience suggests that up to a 1/3 will articulate their /s/ this way. (They are using the blade of the tongue against the ridge). Continue to describe the articulation of /s/ with the tongue tip raised. If they cannot describe the shape of the tongue tip ask them to put their tongues in place for a /t/ but not to say it. Instead say /s/. They should feel the tiny movement of the tongue tip.%u2022 Now ask those who normally articulate the sound with their tongue tip up to say /s/ with their tongue tip down and those who normally articulate the sound with their tongue tip down to say /s/ with their tongue tip up.%u2022 This is fascinating. The learners really struggle. Hopefully one learner will say quite adamantly that she cannot do it. %u2022 Encourage the learners to use their %u2018new s%u2019 in a word e.g. %u2018sun%u2019.%u2022 Now try a sentence %u2018The sun shines at the seaside%u2019.%u2022 Now invite them to say the following word using whichever %u2018s%u2019 they want to %u2018sandcastle%u2019.%u2022 Who used their %u2018old s%u2019?!%u2022 Who used their %u2018new s%u2019?!9.1.4. Relating this to the children%u2022 Learners enjoy this activity and are usually amazed by how they don%u2019t know what their mouths are doing.%u2022 Use this to help them empathise with children. 9.1.3 is particularly valuable. Draw attention to the fact that as adults we are competent speakers, we know what we are aiming for and we understand the concept of what a sound is and yet when asked to articulate an /s/ sound differently we really struggle. The young children we work with do not have our knowledge and yet sometimes we expect them to learn how to articulate and use these sounds very quickly.%u2022 Suggest that the learners now have a bit more of an idea about how hard it is for a child to change the way he has been saying words.