Beautiful and competent speech is the key to a successful life. Without it, a person will not be able to hold a number of positions and make a successful career. Clear pronunciation helps develop self-esteem. Problems can arise for various reasons.

Staging the sound “P” requires a long preparatory period. During this process, proper breathing and articulation are developed. A defect in the pronunciation of “R”, “R” is called rhotacism, if the sounds are changed to others - pararotacism.

Reasons for violation

Speech problems arise in a child for various reasons. If only the pronunciation aspect of speech is impaired, that is, the preschooler does not pronounce one or more sounds, then this is dyslalia.

Such a conclusion is made only after a detailed examination. The child's hearing acuity and muscle mobility of the speech apparatus are checked. If both components are normal, dyslalia is diagnosed.

It appears due to two main groups of factors. With the first, there are no deviations in the structure of the peripheral speech apparatus. The disorder is called functional dyslalia. It appears due to biological problems:

• frequent illnesses;
• problems during pregnancy and childbirth;
• minimal brain dysfunction.

It is impossible to establish exactly what became the catalyst for the violation. The social environment influences the formation of speech. Parents can deliberately distort speech, use primitive babbling words and lisp. All this does not contribute to correct sound pronunciation.

In dysfunctional families, there is limited contact. The child does not communicate with peers or adults. The formation of speech occurs not only during the perception of spoken words, but also the ability to use them. Without practice, there will never be pronunciation skills.

Mechanical dyslalia occurs due to disturbances in the structure of the articulatory apparatus. Sonoras (sounds “R”, “L” and soft pairs) require raising the tip of the tongue. A short hyoid frenulum limits the mobility of the organ.

It is easy to check the length of the ligament at home: the child is asked to open his mouth and lift his tongue. A small thin strip is visible from the bottom of the oral cavity to the organ - this is the frenulum. If it is short, then the tongue will not rise or will come off slightly from the lower jaw.

In rare cases, problems arise due to a high palate. This is a congenital anomaly. Bite problems do not affect the pronunciation of sonorous sounds.

There is a concept of age-related dyslalia. Groups of sounds appear at different periods - this is normal development. Sonoras are formed at five years of age. Until this moment, you don't have to worry.

Diagnosis delimitation

Rotacism appears not only with dyslalia. With dysarthria, problems arise with the mobility of the muscles of the speech apparatus. In children, hypotonicity or hypertonicity is observed - weakness or tension of the articulation organs.

Preschoolers with dysarthria have:

• breathing problems – weak, superficial;
• increased salivation;
• coordination problems.

To make a diagnosis, special tests proposed by Arkhipova are used. The child is asked to open his mouth, stick out his tongue and follow the bright toy with his eyes. During testing, involuntary movements of the tongue are noticeable.

Sometimes a visual inspection is sufficient. The preschooler is asked to open his mouth; the tongue does not lie quietly in the cavity, but is gathered into a ball - this indicates hypertonicity. If he is lethargic and motionless, then this is hypotonicity.

With rhinolalia, defects in the structure of the articulatory apparatus are observed - these are clefts of the gums, lips, and palate. Corrective work begins after plastic surgery; it is structured differently than with dyslalia and dysarthria.

Disturbances in soft and hard sounds occur with general speech underdevelopment (GSD). With this conclusion, problems are observed in vocabulary, grammar, and coherent speech.

Forms of rhotacism

Parents rarely hear defective sound. An experienced speech therapist will immediately identify it. It is rare to encounter a complete absence of the soft sound “R”. In this case, the child will say “tsa” instead of “king.”

Burr is called velar pronunciation. Due to the vibration of the soft palate, excess noise appears and the sound is distorted. With the uvular form, a small tongue works.

With lateral pronunciation, the vibration does not go to the tip of the tongue, but to its lateral edges. The form is characteristic of dysarthria, structural defects of the speech apparatus (short hyoid ligament).

In the bilabial form, the sound is created by trembling the lips, resulting in the combination “prrrrr”. It is sometimes called "coachman's".

Sometimes a child is able to say a single-beat “R”, in which case there is no tongue fluctuation. The output sounds distorted "D".

“Рь” can be replaced by different sounds: hard “R”, “L”, “Y”, “D” and others.

Preparatory stage

To prepare the speech apparatus, articulation and breathing exercises are used. In individual lessons with the child, the correct pronunciation of the sound “R” is discussed:

• lips are open;
• teeth are open;
• the back of the tongue is raised and slightly pushed forward;
• the tip rests on the alveoli and vibrates.

To facilitate perception, graphic pictures are used. All exercises from art. gymnastics are performed in front of a mirror. The complex is aimed at practicing the lifting and movements of the tip of the tongue.

“Horse” - with your mouth open, click your tongue, it is important that the jaw does not move. “Painter” - move the tip of the tongue from the alveoli of the upper teeth to the palate. “Mushroom” - the mouth is open, the wide tongue is tightly glued to the palate and held. From this position, an “Accordion” is made - the lower jaw lowers and rises, the tongue remains in the same place.

Exercises are done every day. The speed of production and sound automation depends on this.

To create vibration, do breathing exercises. A piece of cotton wool is placed on the tip of the nose, a wide tongue sticks out, assumes a “cup” position, and the cotton wool is blown off.

It is useful to blow away paper balls, plumes, and wind blowers. This needs to be done every day, several times. It is important to control the child so that he does not puff out his cheeks.

It is impossible to define clear deadlines for completing the preparatory stage. With dyslalia, it will take from a month to a year. With dysarthria, the period increases. Additionally, they provide speech therapy massage and physiotherapy.

If the problem is caused by somatic weakness, then the child is strengthened, his immunity and endurance are increased. Do not rush your preschooler, otherwise he will have secondary problems.

Staging methods

A soft sound is placed after the introduction of a hard sound into speech - this is the traditional view of speech therapists. In some cases this cannot be done. Therefore, you can start delivery with “Ry”.

The techniques are standard: from other sounds or mechanically. For the latter, a probe or probe substitute is needed. The tool looks like a stick with a ball at the end. As a replacement, use skewers for canapés with a ball at the end, or a spatula with a silicone nipple.

Sound production is carried out in a lying position. The child opens his mouth, raises the tip of his tongue, quickly pronounces “D”, the speech therapist shakes the tongue with a probe, resulting in trembling.

When setting up sonors, it is allowed to start automation with syllables immediately.

The production of the sound “Th” has its own peculiarities: the sound is pronounced in an exaggerated, drawn-out manner, the lips are elongated in a smile. The child is asked to say “t-r-i.” A new sound will be heard, which is indicated by a symbol.

It is effective to set the sound from “Зь”. To do this, the preschooler is asked to sing a mosquito song, but with the tip of the tongue raised up to the alveoli. The distorted sound is corrected by the movements of the probe and a drawn-out “zi” is pronounced, which turns into “ri”.

Introduction to Speech

When producing sonors, the automation of syllables immediately begins. In other sounds, they achieve a beautiful isolated sound. With “Рь” and “Р” they do not wait for this stage, immediately moving on to working on the syllables.

Start with a direct position - a consonant plus a vowel sound. Mechanical assistance is provided at the initial stage, the probe is gradually moved away, and the child imperceptibly begins to “growl” on his own.

The next stage is reverse syllables, where the position of the sounds changes. Combinations of a vowel plus a consonant are taken. To make it interesting for children to study, special games are used:

• walkers, laying out chips;
• sorting through pebbles;
• winding thread into a ball.

There's no need to rush. The transition from one stage to another is carried out only after complete assimilation of the material. At the same time, they work on phonemic hearing, which is responsible for distinguishing sounds.

The child must distinguish himself, control his speech, when he speaks correctly, when not, correct himself. Practice begins with non-speech sounds - environmental noise, music. Then they move on to identifying vowel sounds.

The automation process takes a long time. At home, with the preschooler, they teach poetry, tongue twisters, tongue twisters, and read stories and fairy tales with him. It is the parents who are responsible for developing his self-control skills.

Do not delay contacting a speech therapist. The earlier a defect is identified, the greater the chance of correcting the defect. In adulthood, it is difficult to correct; it will take time.

The participation of parents in the correction process guarantees its effectiveness. Adults ensure the daily implementation of classes and control their quality. Their task is to do homework with the child.

When parents and speech therapists work together, good results are achieved. Children should go to school with correct oral speech. Without this, there is a risk of problems with writing and reading that will be difficult to correct.

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, take your time, 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” the 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 quickly, 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, place 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

1. 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.
2. The same can be done when pronouncing the sound “Z” with the tongue raised towards the upper incisors.
3. 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
4. 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.

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.

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 [p`].

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?

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 must 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 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.