Burykina Evgenia
Lesson plan for sound production [p’]

Subject: Setting the sound [р ’].

Tasks: to achieve the correct isolated sound sound [r’]; develop phonemic hearing; develop skills of adequate self-esteem.

Equipment: subject picture of a little tiger cub.

Progress of the lesson:

I. Organizational moment

Hello Danya! I see you are in a good mood! This means that you are determined to actively work on class!

II. Announcement of the topic classes

You learned how to pronounce hard correctly sound [r], i.e. how a big tiger growls, and today we will try to learn how to correctly pronounce soft sound [r], that is, how a little tiger cub growls. But first we'll start with a warm-up.

III. Warm-up

Acticulation gymnastics:

Exercise "Watch", "Pendulum". The mouth is slightly open. The lips are stretched into a smile. Using the tip of your narrow tongue, alternately reach towards the corners of your mouth.

Exercise "Snake". The mouth is wide open. Push the narrow tongue forward and move it deep into the mouth.

Exercise "Swing". The mouth is open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors.

Exercise "Brush your teeth". Mouth closed. Move your tongue in a circular motion between your lips and teeth.

Exercise "Coil". The mouth is open. The tip of the tongue rests on the lower incisors, the lateral edges are pressed against the upper molars. Wide tongue "rolls out" forward and retracts into the depths of the mouth.

Exercise "Horse". Suck your tongue to the roof of your mouth and flick your tongue. Click slowly and firmly, pulling the hyoid ligament.

Isolated pronunciation sound [r]

Danya, how does a tiger roar? (r-r-r-r-)

Now say this sound for a long time on one exhalation, loudly and quietly.

IY. Description of articulatory structure during pronunciation sound [r]

Lips – occupy the same position as when pronouncing sound [and];

Teeth – open;

Tongue - the front part of the back of the tongue rises to the hard palate (approximately as with the vowel [i], the tip of the tongue is slightly lower than with [r], the back part of the back of the tongue along with the root is moved forward;

The soft palate is raised, pressed against the back wall of the pharynx and closes the passage into the nasal cavity;

An air stream - when exhaling, enters the oral cavity onto the tense tip of the tongue and vibrates it.

Y. Sound production.

1st technique - by imitation of an adult - imitation of the growl of a tiger cub (the speech therapist and the child are sitting in front of the mirror):

Danya, look and listen to how the little tiger cub growls (ry-ry-ry-ry).

Try it again.

2nd appointment: staging[р] from the syllabic combination zi with a slightly lengthened pronunciation of the first sound from the syllable zzzy. During the repeated repetition of a syllable, the child, following the instructions of the speech therapist, moves the front part of the tongue up and forward to the alveoli until an acoustic effect is obtained in combination with the vowel [and]. After this, a probe is inserted, and with its help, rapid movements are made from left to right and from right to left. At the moment of vibration, a sufficiently clear sound is heard sound [r].

YI. Isolated hearing discrimination sound [r]

Danya, I will pronounce sounds, and as soon as you hear sound[p] pick up a card with a picture of a tiger cub.

[p],[t],[k],[a],[p],[o],[p],[g],[p],[b],[c],[p],[y ],[d],[s],[r],[g],

[z],[r],[r],[r],[n],[r].

YII. Discrimination sound [r] in syllables.

I will name the syllables if you hear sound[р] – pick up the card with tigryo nkom: Ra - ri - for - ro - lo - zyu - re - ta - tyu - ryu - rya - well - ur - ur - re - ko - rya - mu - ryo.

Yiii. Bottom line classes.

Which sound learned to pronounce and hear correctly?

You worked well. I praise you. Try to pronounce correctly sound [р] and in other classes.

Publications on the topic:

Our group, like everyone else, was preparing for a theatrical production for Theater Day. We found the script, adjusted it a little and began to prepare.

Individual lesson on production [C] Topic: sound [C] Goals: 1. Educational: - teach how to perform articulation exercises in full, with the help of articulation gymnastics; - develop.

OBJECTIVE OF THE LESSON: setting sound [s]. OBJECTIVES: EDUCATIONAL: To develop the ability to correctly pronounce the sound [s], leaning.

Summary of an individual speech therapy lesson on sound production [P]. Summary of an individual speech therapy lesson on sound production [P]. Goal: setting the sound [P]. Tasks: – formation of the correct one.

OBJECTIVES: 1. Correctional and educational: - automation of the sound Ш in words, phrases, sentences; - development of lexical and grammatical structure;

Lesson notes on audio automation [Ш] Sound “SH”: the tip of the tongue is raised to the front of the palate (at the alveoli, but not pressed; the lateral edges of the tongue are adjacent to the upper molars;.

Correct articulation of the sounds “R” and “R”

SOUND "R"
The tongue is wide, the lateral edges of the tongue are pressed against the upper molars. The front edge of the tongue is raised to the alveoli (tubercles behind the upper incisors) and comes into contact with them during vibration. The tip of the tongue vibrates under air pressure (the air passes through the middle of the tongue). The voltage of the exhaled air current is strong.

Sound "Ry"
The front edge of the tongue moves forward and falls lower and closer to the upper incisors, there is no vibration. The back of the tongue rises higher, and the entire mass of the tongue is more tense. A short single-beat “R” sound is heard.

In fact, everything is simple, but in order for all this to work out, you need strong muscles of the tongue, a developed frenulum, in which the tongue rises and presses against the palate, and a strong air stream that creates vibration. All this needs to be developed with the help of exercises (in some cases, massage may be necessary). And accordingly, depending on the degree of development of these parameters, sound production can be quite quick, or it can take months. Therefore, do not rush, but simply follow a regime of training and exercises, the regularity of which helps speed up the process.

Preparatory exercises for the sound “R”

Articulation exercises for the tongue for the sound “R”

(All exercises are performed in front of a mirror, counting 5-7 times.)

Fence: stretch your lips in a smile so that the lower and upper teeth are visible. Then clamp your teeth with a fence.
Window: open your mouth, lower and upper teeth should be visible.
Brushing our teeth: open your mouth slightly and use the tip of your tongue to “brush” your upper and lower teeth from the inside, making movements from side to side.
Painter: smile, show your teeth, open your mouth and “stroke” the hard palate with the tip of your tongue, moving your tongue back and forth.
Horse: smile, show your teeth, open your mouth slightly and click your tongue (like a horse clicking its hooves). The chin is motionless. At an alternating pace (sometimes fast, sometimes slowly), click your tongue so that it first sticks to the palate and then falls down. The distance between the teeth should be at least one and a half fingers. Repeat the exercise. The lower jaw is motionless. With proper clicking, the hyoid ligament (“frenulum”) is stretched and clearly visible. You can also change the position of your lips from the sound “A” to the sound “O” and at the same time try to click with your child to a certain rhythm.
We kick the ball into the goal: smile, put your wide tongue on your lower lip and, as if pronouncing the sound [F], blow the cotton wool onto the opposite edge of the table.
Sail: smile, show your teeth, open your mouth slightly and lift your wide tongue over your upper teeth towards the tubercle. Hold your tongue while counting from 1 to 5.
Woodpecker: the mouth is wide open, the chin is motionless. The tip of the tongue hits the tubercle behind the upper teeth, pronouncing the sound [D]: D-D-D. Slowly at first, then picking up the pace.
Turkey: stick your tongue between your lips and make a “chatter”.
Fungus: suck your tongue to the roof of your mouth, stretching the “frenulum” to the limit. The distance between the teeth is one and a half to two fingers. Keep your tongue in the upper position for as long as possible. You can count together with your child - whoever can keep it longer. Repeat the exercise. If the mouth is not opened sufficiently, the frenulum is weakly stretched and the goal of the exercise is not achieved.

Exercise to develop air pressure.

Having drawn air into your lungs, blow forcefully (not just exhale!), causing your lips to vibrate. Blow out the air while turning on your voice. Make sure that your lips vibrate with your voice.

Setting the sound "R"

The mouth is wide open, the front edge of the tongue is raised behind the upper teeth towards the alveoli. The child speaks with an aspirated D-D-D or T-T-T. The tongue "jumps on the tubercles." The blows of the tip of the tongue are clearly visible, which either touches the alveoli or bounces off. For a better view, you can place a spatula between the molars. At the same time, blow strongly on the tip of the tongue - vibration occurs.

We repeat letter combinations, tongue on “tubercles”

- TDA-TDA-TDA, TDA-TDA-TDA

— DAY-DAY-DAY

— DZA-DZY

— DING-DING-DING

- quickly knock the tongue DDDD, starting from the roof of the mouth and going down to the upper incisors

We pronounce the sound “Zh” protractedly, moving the tip of the tongue slightly forward (towards the alveoli - the tubercles behind the teeth). Definitely with strong air pressure. At this moment, a spatula is inserted under the tongue and rapid movements cause vibrations of the tongue.
The same can be done when pronouncing the sound “Z” with the tongue raised towards the upper incisors.
With your mouth open, suck your tongue to the roof of your mouth and, without letting go of your tongue, blow forcefully on it. At this moment, a short vibration is caused by the tip of the tongue
The same thing only with mechanical help - we suck the tongue to the palate, press the lateral edges of the tongue with the thumb and forefinger, leaving the frenulum free. We blow out the air forcefully and connect our voice. You should get a sound similar to “trr”, “drr”. Make sure that your fingers do not hold the frenulum and that the air stream is strong along the middle of the tongue.

Setting the sound "Ry"

The sound “Рь” may appear on its own simply by imitation after automation of the hard “R”
After automating P, we simply connect this sound with the vowels “I”, “E”, “Yo”, “Yu”, “I”, while stretching our mouth in a smile.
If it’s difficult, you can try from the upper “Z”, eliminate the vibration and make one blow with the tip of the tongue at the place where the upper incisors grow.

In any case, after setting any sound, it is necessary to devote time to automating this sound in syllables, words, sentences.

After this, do not forget about differentiating similar or, conversely, different sounds.

To pronounce the sounds P, P’, complex work of all the muscles of the tongue is required. When pronouncing R, the mouth is open. The tip of the tongue and its front part are spread wide and raised to the bases of the upper teeth, tense; the tip of the tongue does not fit tightly to the upper alveoli and vibrates in the passing air stream. The vocal folds are closed and vibrate to produce voice. The exhaled stream of air passes through the middle. The jet should be strong and directed. The soft sound R' differs from the hard sound in that when it is articulated, the middle part of the back of the tongue rises to the hard palate, the tip of the tongue is slightly lower than when pronouncing R.

A set of exercises for producing these sounds.

1. "Swing"
Goal: strengthen the muscles of the tongue, develop tongue elevation, develop mobility and flexibility of the tip of the tongue, and the ability to control it.
Options:
a) The mouth is open. Lips in a smile. The wide tongue rises to the nose and falls down to the chin. b) The mouth is open. Lips in a smile. The wide tongue rises to the upper lip, then falls to the lower lip. c) The mouth is open. Lips in a smile. The wide tip of the tongue touches the upper incisors, then the lower ones. Make sure that the tongue does not narrow, the lips and jaw do not move;
d) The mouth is open. Insert a wide tongue between the upper teeth and lip, and then between the lower teeth and lip.
d) The mouth is open. Lips in a smile. With the wide tip of your tongue, touch the tubercles behind the upper incisors, then behind the lower ones.
When performing all exercise options, make sure that the tongue does not narrow, the lips do not stretch over the teeth, and the lower jaw does not move;

2. Reach your nose with your tongue.
Goal: strengthen the muscles of the tongue, develop tongue elevation, develop mobility of the tip of the tongue, and the ability to control it.
The mouth is open. Lips in a smile. Raise the wide tip of the tongue towards the nose and lower it towards the upper lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

3. Reach your chin with your tongue.
Goal: strengthen the muscles of the tongue, develop mobility of the tip of the tongue, and the ability to control it.

The mouth is open. Lips in a smile. Lower your wide tongue under your chin, then lift it towards your lower lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.

4. “The tongue goes over the teeth.”
Goal: strengthen the muscles of the tongue, develop flexibility and accuracy of movements of the tip of the tongue, and the ability to control it.
The mouth is open. Lips in a smile. Tongue movements:
With a wide tongue, touch the lower teeth from the outside, then from the inside.
When performing exercises, make sure that the tongue does not narrow, the lower jaw and lips are motionless.

5. “Let’s brush our teeth”
Goal: to develop tongue lifting, flexibility and mobility of the tip of the tongue, the ability to control the tip of the tongue.
The mouth is open. Lips in a smile. Using the wide tip of your tongue, brush your upper teeth from the inside, moving your tongue up and down. Make sure that the tongue is wide, the lips do not stretch over the teeth, and the lower jaw does not move.

6. "Painter".
Goal: to develop upward movement of the tongue, its mobility, and the ability to control it.
The mouth is open. Lips in a smile. Use the wide tip of your tongue to stroke the palate, moving the tongue back and forth (from the teeth to the throat and back). Make sure that the tongue does not narrow, reaches the inner surface of the upper incisors and does not protrude from the mouth, the lips do not stretch over the teeth, and the lower jaw does not move.

7. "Horse"
Goal: strengthen the muscles of the tongue, develop tongue elevation.
The mouth is open. Lips in a smile. Press the wide spade-shaped tongue to the palate (the tongue is suctioned) and tear it off with a click. Make sure that your lips are in a smile and that your lower jaw does not “pull” your tongue upward.

8. "Fungus".

9. "Accordion".

(See exercises for making the sounds Ш, Ж)

10. Click the tip of your tongue.
Goal: strengthen the muscles of the tongue, develop lifting of the tongue, flexibility and mobility of the tip of the tongue, the ability to control the tip of the tongue.
The mouth is open. Lips in a smile. Press the wide tip of the tongue against the tubercles behind the upper teeth and tear off with a click. At first the exercise is performed at a slow pace, then faster. Make sure that the lips and lower jaw are motionless, only the tongue works.

11. “Delicious jam.”

(See exercises for making the sounds Ш, Ж)

12. “Chattering Turkey.”

(See exercises for making the sounds L, L)

13. "Focus".
Goal: to develop the ability to hold the side edges and tip of the tongue in a raised state, to learn to direct the air stream along the middle of the tongue.
The mouth is open. Lips in a smile. Tongue out. The lateral edges and tip of the tongue are raised, the middle part of the back of the tongue bends downwards. Holding your tongue in this position, blow the cotton wool from the tip of your nose. Make sure that the lower jaw is motionless, the lips do not stretch over the teeth, and the cotton wool flies straight up.

14. “Snorting.”
Goal: to develop vibration of the tip of the tongue.
Place a wide, relaxed tongue between your lips. blow on your tongue and lips so that they vibrate. Make sure that your lips do not tense, your cheeks do not swell, and your tongue does not clamp between your teeth.

15. "Automatic".
Goal: to develop tongue elevation, flexibility and mobility of the tip of the tongue.
The mouth is open. Lips in a smile. With the tense tip of your tongue, tap on the tubercles behind your upper teeth, repeatedly and clearly pronouncing the sound t-t-t - slowly at first, gradually speeding up the pace. Make sure that the lips and lower jaw are motionless, the sound t has the character of a clear blow, and does not clap, the tip of the tongue does not tuck, and an exhaled stream of air is felt. To check, bring a strip of paper to your mouth: if the exercise is performed correctly, it will deviate.

16. "Drum".
Goal: to develop tongue lifting, the ability to make the tip of the tongue tense; develop his mobility.
a) The mouth is open. Lips in a smile. Using the wide tip of your tongue, tap the palate behind your upper teeth, pronouncing the sound d-d-d repeatedly and clearly. At first, pronounce the sound d slowly, gradually speed up the tempo. Make sure that the lips do not stretch over the teeth, the lower jaw does not move, the tongue does not narrow, its tip does not tuck, so that the sound d has the character of a clear blow and is not squelching. The sound d is pronounced so that the exhaled air stream is felt.
b) The mouth is open. Lips in a smile. Raise your wide tongue up to the palate and pronounce alternately clearly yes-dy. When pronouncing the syllable yes, the tongue is retracted to the center of the palate; when pronouncing dy, it moves to the tubercles behind the upper incisors. At first the exercise is performed slowly, then the pace accelerates. When pronouncing, an exhaled stream of air should be felt. Make sure that your lips do not stretch over your teeth. The lower jaw should not move. The pronunciation of yes-da should be clear, not squelching, and the tip of the tongue should not turn up.

Techniques for producing the sounds P and Pb.
By imitation. This technique is only occasionally leads to positive results, so others have to be used more often.
The most common method is sound production R from d, repeating on one exhalation:ddd, ddd, followed by a more forced pronunciation of the latter. Alternatingpronunciation of sounds T and d in combination etc, etc or tdd, tdd at a fast pace, rhythmically. They are articulated when the mouth is slightly open and when the tongue is closed not with the incisors, but with the gums of the upper incisors or alveoli. Repeatedly pronouncing a series of soundsd And Tthe child is asked to blow strongly on the tip of the tongue, and at this moment a vibration occurs.
However, this technique does not always lead to success. With posterior lingual articulationRor its velar (uvelar) articulation, a bifocal vibration may appear: posterior and new, anterior. The simultaneous combination of two types of vibration creates a rough noise, and the child refuses to accept such a sound. In addition, when front vibration is achieved, the sound often turns out to be excessively long (rolling) and noisy.
Setting p in two stages. At the first stage a fricative is placedRno vibration from soundand when pronounced in a drawn-out manner without rounding the lips and moving the front edge of the tongue slightly forward, towards the gums of the upper teeth or alveoli. In this case, the sound is pronounced with a significant air pressure (as when pronouncing a dull sound) and a minimal gap between the front edge of the tongue and the gums.
The resulting fricative sound is fixed in syllables. You can, without fixing the sound in the syllables, proceed to the second stage of production: with mechanical assistance, using a ball probe. It is inserted under the tongue and, touching the lower surface of the front part of the tongue, rapid movements of the probe to the right and left cause vibrations of the tongue, its front edges alternately close and open with the alveoli. These movements can be carried out with an ordinary flat spatula (wooden or plastic) or a probe; the child can carry out home training using the handle of a teaspoon or a clean index finger. During training, the exhaled stream should be strong. The described technique is used in cases where the child’s hissing sounds are not impaired.
This technique leads to positive results. However, its disadvantages are that the sound turns out to be booming, is pronounced in isolation, and the child has difficulty mastering the transition from it to combinations of sound with vowels.
The most effective technique is stagingR from syllabic combinationbehindwith a slightly lengthened pronunciation of the first sound of a syllable:zzza. During repeated repetition of syllables, the child, following the instructions of the speech therapist, moves the front part of the tongue up and forward to the alveoli until the acoustic effect of a fricative is obtainedRcombined with a vowelA. After this, a probe is inserted, and it is used to make quick movements from left to right and right to left. At the moment of vibration, a fairly clear sound is heardR, normal length without excessive rollout. With this method of sound production, no special introduction of the sound in combination with a vowel is required, since a syllable is immediately formed. In subsequent work, it is important to conduct training in evoking syllablesra, ru, ry.
When setting softR' the same technique is used, but using the syllablezi, and in the future ze, ze, ze, ze.
Usually for hard and soft sound disordersR first the hard sound is placed, and then the soft sound, but this order is not rigid, it can be changed arbitrarily; It is only not recommended to place them simultaneously to avoid displacement.

Problems with the sound “R” are perhaps the most common reason for visiting a speech therapist. First of all, it should be noted that the age standards for the sound “R” are 5-6 years (according to different sources). Those. It is believed that until this age the child “has the right” not to pronounce “R”. This is a theory. But in practice, if there is no “R” sound in speech, I advise you to start practicing it at the age of 5-5.5 years.

However, a very important point! It happens that a child has the sound “R”, but it is non-standard, i.e. wrong. Various options are possible here: “throat” R, “coachman” R, i.e. with vibration of lips and cheeks, etc.). In this case, you may need to contact a speech therapist earlier. Those. if an incorrect sound appeared at 4 years old, you should not wait 5.5 years, since such incorrect pronunciation will become even more entrenched in speech and correcting it will only become more difficult over time. Please note that in this case we are not talking about replacing the sound “R” with other sounds (“L”, “V”, etc.), but rather about incorrect pronunciation.

The sound “R” is considered one of the most difficult sounds and, frankly, I advocate that a specialist pronounce it, and even more so correct its incorrect pronunciation. Why? There are many nuances here. It is necessary to take into account the mobility of the tongue, its tone, the formation and strength of the air stream, articulatory readiness and other points. Otherwise, we risk causing and fixing the wrong sound in speech. And fixing it is much more difficult than installing it. By the way, as a rule, speech therapists put the sound “R” last, i.e. after all other sounds have already appeared in the child’s speech.

However, below I propose to consider some staging options available to mothers at home. But first, I recommend preparing the child’s articulatory apparatus by performing special exercises for the tongue.

"Horse"- Click your tongue slowly and forcefully, imitating the clicking of a horse's hooves. Important: the lower jaw remains motionless.
"Swing"- open your mouth, stretch your tongue alternately to your nose, then to your chin.
"Football"- mouth closed, lips closed. We press the tip of the tongue forcefully into one or the other cheek.
"Turkey" or in other words - “chatter” - with the wide tip of the tongue we run it along the upper lip back and forth, without lifting the tongue. At the same time we pronounce BL-BL-BL.

We perform each exercise 10-15 times.

Setting from the sound “D”

We ask the child to pronounce the sound “D” loudly. In this case, the tip of the tongue should be strong and rest strongly against the sky in the place where the alveoli (tubercles) are located. We seem to draw out the sound D and repeat without stopping: “Ddddd.” When pronouncing the sound “D”, the tongue should not leave the alveoli. You need to press the tongue with such force that at some point it vibrates and you hear “DDD-RRR”. This will be the beginning of pronouncing the sound “R”. Next, we begin to pronounce the syllables: DRA, DRO, DRU, DRE, DRY, i.e. those where the “R” sounds hard. Pay attention to this and do not use syllables with a soft “R” (dre, dri, etc.). This is already the stage of automation, i.e. introducing and consolidating the sound “R” in speech. Over time, we switch to words starting with “DR”: fight, friend, dragon, etc.

Then we practice R in words starting with “TR”: grass, coward, etc. When the child succeeds well in these exercises, we begin to “turn off” the sound “D” that we don’t need, and break away from it. To do this, we select pairs of words, like these: thunder-city, bromine-beard, etc.

ATTENTION! If the method described above did not work, try the following. At the stage when the child says “Dddd”, lightly push his tongue deep into the mouth. The movement should be very easy! You can use a popsicle stick for this. You can also try to slightly vibrate (approximately in the middle of the tongue) with this stick. If it works, you will hear the sound “DDrr”, and we begin to work with it according to the scheme already outlined.

Setting from the sound “Zh”

This method is only suitable if the child has a good and clear “Zh” sound. We ask the child to pronounce the sound “Zh” for a long time with effort and move the tongue a little deeper into the mouth. You should hear a short (one-beat) “R” sound. If it works, we continue to repeat this exercise, fix the sound, and then move on to automating it by analogy with what was described above. First, syllables with “ZHR”, “DR”, “TR”, etc.

Setting from the sound “C”

An important condition is that the child has the correct “C” sound. This method is unusual in that we create sound while inhaling, while we usually do it while exhaling. And in general, all our speech is on the exhale. We ask the child to pronounce the sound “Ssss” for a long time, and then inhale a little through the mouth and press the tongue to the alveoli. If all these actions were carried out correctly, then we should hear a short “P” with which we begin to work according to the scheme outlined above.

If your child has the sound “R” in isolated sound, i.e. he can say “R” separately, but does not pronounce the sound in words; you can easily automate the sound yourself, i.e. introduce it into speech. BUT it is important that it is the right sound. The automation algorithm is similar to what I described above: first we pronounce it in syllables, then in words, where first the sound is at the beginning, then in the middle, then at the end. And aerobatics - we consolidate pronunciation in phrases, phrases, tongue twisters and rhymes.

And most importantly, we remember that we conduct all sound-calling exercises in the form of a game! It is important. After all, you can imagine that we do not blow on our tongue, but “inflate the sail” under which we will sail to the sea, that we do not inhale the tongue, but want to put “the snail back into its shell,” etc. Create play situations and use your imagination to involve your child as much as possible. We should not provoke negative reactions in the baby. We don’t practice, we play, and then, believe me, the result will appear many times faster.

I also want to recommend a book “Self-instruction manual on speech therapy”, author M.A. Polyakova. This is an excellent practical guide to sound production, with an explanation of the subtleties, nuances, with many options and methods.

Ekaterina Petunina, mother of twins and practicing speech therapist. Author blog about child development and speech development of children.

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