Setting a soft sound from a hard sound. Summary of an individual speech therapy lesson on the topic “Sound production”. Setting "R" from the sound "D"

A set of exercises for producing these sounds.

1. "Swing"
Goal: strengthen the muscles of the tongue, develop tongue lift, 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 distinctly yes-dy one by one. 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 curl 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 technique 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.

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], i.e. 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 [p]

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;.

Summary of individual speech therapy sessions.

Topic: Setting the sound [р`].

Target: Setting the sound [р`].

Tasks:

Educational:

To form the child’s ideas about the correct position of the organs of articulation when pronouncing the sound [r`].

Corrective:

Train the mobility of the articulatory apparatus.

Develop fine motor skills of the fingers.

Develop facial expressions.

Develop phonemic awareness.

Educational:

Develop correct, clear diction; neatness and posture.

Cultivate interest in the activity.

Equipment: pictures for articulation gymnastics,cotton wool, sound articulation profile [р`].

Plan:

Organizing time

Main part:

Articulation gymnastics

Finger gymnastics

Development of facial muscles

Exercise to develop a speaking voice “Repeat quietly”

Game “Listen - don’t yawn!”

Announcing the topic of the lesson

Articulation analysis

Sound production

Securing isolated sound

Physical education minute

Game "Say the Sound"

Development of phonemic hearing

Homework

Lesson summary

Progress of the lesson:

1. Org. moment:

Hello, Ira! On the way to kindergarten, I met our guest, but you will find out who she is when I read you this poem:

What kind of howl? What kind of roar?
Isn't there a herd of cows there?
No, it's not a cow there -
This is Tanya the Roarer
Crying
Poured,
The dress wipes...
UUUUUUUH!..

Why are you crying, roar,
Roaring cow?
There's dampness on you
Mold may grow.

Who is this poem about? Here she is, look. Let's calm our Reva down and treat her to jam.

2. Articulation gymnastics:

A)"Delicious jam."

The mouth is open. Lips in a smile. Using the wide front edge of the tongue, lick the upper lip, moving the tongue from top to bottom, then pull the tongue into the mouth, towards the center of the palate. Make sure that the tongue does not narrow; when retracted, its side edges slide over the molars, and the tip of the tongue is raised. The lips do not stretch over the teeth, the lower jaw does not “pull the tongue up” - it must be motionless.

"Spatula".

The mouth is slightly open, the lips are stretched in a smile. A wide, relaxed tongue rests on the lower lip. This position is held for 5-10 seconds. If the tongue does not want to relax, you can pat it with your upper lip, while saying: five-five-five.

"Needle."

The mouth is slightly open, the lips are stretched in a smile. Stick your narrow, tense tongue out of your mouth. Hold for 5-10 seconds.

B)"Horse"

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.

"Fungus".
The mouth is open. Lips in a smile. Press the wide tongue with its entire plane against the palate (the tongue is suctioned) and hold it in this position, counting from 1 to 5-10. The tongue will resemble a thin cap of a fungus, and the stretched hyoid frenulum will resemble its stem. Make sure that the lateral edges of the tongue are equally tightly pressed to the palate (neither half should sag), so that the lips do not stretch over the teeth. When repeating the exercise, you need to open your mouth wider.

"Drum"

Smile, open your mouth and tap the tip of your tongue behind your upper teeth, pronouncing the sound [d] repeatedly and clearly, gradually accelerating the tempo.

IN)"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.

3. Finger gymnastics:

Before we start playing with Reva, let's stretch our fingers:

Visiting the big toe

(fingers, clench into fists, thumbs up, both hands)

They came straight to the house

(close two palms at an angle - “roof”)

Index and middle
Nameless and last

(called fingers, each hand in turn is connected to the thumb)

And little pinky
(all fingers clenched into a fist, little fingers pointing up)
He climbed onto the threshold himself.

(Knock your fists together.)

Together fingers are friends.

(Rhythmically clench your fingers into fists and unclench them.)

They cannot live without each other.

(Join your hands into a “lock.”)

5. Development of facial muscles

Look out the window! Today the weather is wonderful, the sun is shining brightly.

L.: Pull your lips forward like a tube. Draw a sun - a circle, first to the right, then to the left. Now draw rays of the sun - stretch your lips to the right, then to the left, then stretch your lips into a smile.

L.: The sun and its rays shine brightly and fall into the eyes. We squint: close our right eye, then our left.

6. Exercise to form a speech voice "Repeat quietly":

Our Reva speaks.

Who will quietly repeat it?

The speech therapist names the object loudly, and the child repeats the word quietly.

Words:radio, rainbow, sleeve, shirt, hero, feather, mosquito, tan, watermelon, envelope, corn, kangaroo.

7. Game “Listen - don’t yawn!”

Speech therapist: “I will now name the sentences, and you listen carefully. If you hear me asking a question, squat down; if not, stand still.”Speech material: Who's wandering through the forest? A wolf wanders through the forest. The cat is walking on the roof. Where does the cat go? What is the girl drawing? The girl draws a house. Rainbows happen after rain. It rains at night. When does a rainbow happen? When does it rain? What does the boy draw with? The boy draws with a pencil.

8. And now Reva and I will learn to pronounce the sound [r`].

9. Articulation analysis.

Look,when we pronounce the sound [r`]our lips are half-opened in a smile,teeth are openthe wide tip of the tongue is raised up to the palate, tense, the back of the tongue is raised, air passes freely between it and the palate, the lateral edges of the tongue are tightly pressedlie to the upper molars. What happens to the vocal cords? (vibrate)

Is the sound [r`] a consonant or a vowel? And why?

Consonant. Because when we pronounce it, the tongue interferes with us.
Is the sound [r`] voiced or unvoiced?
- sonorous because the vocal folds vibrate.
How soft or hard is it?
- soft.

10. Sound production.

1. A long, rolling [p] is successively connected with the vowels /I/, /I/, /E/, /Ё/, /Yu/, while stretching the lips into a smile.

2. If there is no /R’/ soft, you can pronounce /R/ with your head thrown back.

3. Production of the sound [р`] from the syllabic combination “zi” with a slightly lengthened pronunciation of the first sound “zzzi”. During repeated repetition of syllables, the child, at your request, moves the front part of the tongue up and forward to the alveoli until the acoustic effect of the fricative sound [p`] is obtained in combination with the vowel “i”. After this, insert a probe (index finger, handle of a teaspoon, spatula), and use it to vibrate your tongue.

11. Securing isolated sound. Exercise “Let’s start the car.”

Do you know how a car engine roars? Rrrr. How does the motor of a small car work? Rry-ry-ry. It turns out that our guest is crying because she is lost. Let's help her?! In order for Roar to get to your home, you need to run your finger along this path, pronouncing the sound [r`].

Fizminutka:

Hamster, hamster, hamster (children puff out their cheeks)
Striped barrel. (pat themselves on the sides)
Khomka gets up early (stretching movements)
Washes cheeks, rubs neck, (rubbing face and neck)
The hamster sweeps the hut (the movements imitate sweeping)
And goes out to exercise (marching in place)
One, two, three, four, five (3-4 movements simulating charging)
Khomka wants to become strong. (arm muscle tension)

12. Game with the ball “Say the sound.”

Our Reva is very absent-minded and always forgets to finish her words. Shall we help her?

The speech therapist, throwing the ball to the child, pronounces the words without the last sound, the child must name this sound, repeat the entire words, and then return the ball to the speech therapist.

Flashlight]
Bullfinch]
Amber]
Primer]
Dictionary]
Anchor]
Acne]
Knight]
LODY...[Ry]
Camp]

HO...[Ry]
Measles]
Beast]
Tsar]

13. Development of phonemic hearing:

1) Clap your hands when you hear the sound [r`]

Isolated: K R` R` N G R` Z R` R` T R` V R` D M K R` F M Z R` P R` R`

2) Raise your hand when you hear the sound [r`]

In syllables: Rya-LO-PO-Ryu-WE-OR-VA-Rya-Ri-KO-Ryu-AR

3) Tap your foot when you hear the sound [r`]

In words: child, hare, Reva, apple, rice, rowan, belt, hedgehog, table, backpack.

14. Game “Replace the sound - change the word!”

Reva learned that if you replace at least one sound in a word, its meaning will change. Shall we check? Now I will tell you words, and you try to replace the first sound in these words with the sound [r`].

oven-speech

cap - turnip

Squeak-risk

Pechka-river

Typhoid Reef

Modeling turnip

Shcheka-River
Leika-Reika

Mime-rim

15. Homework: Guess the riddle, draw the answer:

Lights are burning outside the window.
They are bittersweet.
Birds peck them in winter,
In the spring they sing songs.
What a bright picture!
What's outside the window? -……

16. Lesson summary:

Well done, Ira! You did well!! Look, our Reva has stopped crying, she smiles and says thank you!

Remember what sound we learned to pronounce today in class? Which task did you enjoy the most?