Innovations come into our lives everywhere and the work of a speech therapist is no exception to the rule. In order to keep up with the times, specialists need to modernize their workflow, and modern computer technologies can help them in this. For example, the capabilities of the Microsoft Word program will help the speech therapist in the best possible way not only to bring all the documentation into the proper form, constantly correct the initial data, but also to easily systematize, update, and moreover electronic variant documentation is much more aesthetic and economical. It is also convenient to use this program when accumulating lexical material for automating and differentiating delivered sounds in children, for working with speech therapy home notebooks. Having prepared the necessary vocabulary material once, the speech therapist will later free up most of his time, which he used to fill in the pupils' home notebooks.
I bring to your attention one of the types of lexical material for the automation of the sound "P". This material is designed for one child, made in an A-4 format that is convenient for printing or copying. A selection of various games and exercises is designed for the gradual complication of tasks, covers many stages of work with lexical and grammatical categories, contributes not only to the automation of the set sound in spontaneous speech, but also to the development of HMF (memory, attention, thinking). The teacher, based on individual opportunities children, may give not one, but two or three homework assignments. Just need to cut necessary exercises and paste them into your child's notebook.
Sample tasks:
Speak words:
Cancer, slave, frame, wound, horns, joy, dawn, knapsack, calculation, district, radio, socket, chamomile, ranetki, shell, rainbow, work, shell, plant, cheers, hole, mountain, curtain, hole; Mouth, ditch, horn, rye, rose, company, horns, rondo, even, painting, luxury, robot, rollers, Motherland, feather, lake, cheese, lesson, trigger, peas, dill, hero, sheet, frost, platform, pie, cottage cheese; ruble, Russia, hand, stream, pen, mine, gun, blush, manuscript, mittens, shirt, planer, tier, virus, rods, kangaroo, sail, hoop, screw, Marusya; Lynx, roar, fish, market, camelina, lever, trotter, pothole, mountains, curtains, balls, headlights, games, mosquitoes, goods, cliff, gloomy, jump, old, trough, Gorynych, cover; Rep, Rex, rugby, Shrek, Fred, stress, credo, dash, mash, four of a kind, express, crazy-park, espresso.
Speak words:
Steam, heat, ball, bar, mosquito, blow, humor, goods, cook, tan, sugar, camp, bazaar, potter, fire, sponsor, corkscrew, samovar, commissar, jaguar; Thief, boron, chorus, litter, dispute, collection, fence, axe, mound, pattern, focus, congestion, set, pressure, Egor, watch, tomato; Tour, cord, Timur, openwork, tambour, foot-and-mouth disease, skewer, plasterer, lampshade; Mir, feast, fat, shooting gallery, cheese, marshmallow, idol, copier, fakir, cashier, kefir, passenger, jeweler, commander, Moidodyr, fan, glass, slate, scanner, Kinder, officer, pioneer, Jupiter, computer, designer, wardrobe, manager, juggler, driver, carpet, miner, manicure.
Speak:
Ra-ra-ra, cancer, ram, hole.
Ro-ro-ro, mouth, password, pen.
Ru-ru-ru, ruble, screw, kangaroo.
Ry-ry-ry, lynx, cliff, carpets.
Ar-ar-ar, steam, mosquito, bazaar.
Or-or-or, boron, ax, fence.
Ur-ur-ur, cord, Timur, skewer.
Ir-ir-ir, feast, shooting gallery, idol.
Speak words:
Crane, hail, rook, edge, crabs, thunderstorm, paint, rake, bed, nettle, beauty, diploma, grenade, border, sneakers, thermometer, huge, beauty, cross, blood, thunder, mole, bunch, roar, rabbit, loudness, menacing,rat,porch,hernia,roof,rodents,lid,circle,cruise,cargo,chest,sadness,groats,steep, pear,rude,group,milks,loader,mug,lace,truck,toughness.Tiger, game, caviar, steal, painting, reward, fence, grapes, photographer, robbery, border guard, photography, dill, threat, pogrom, cutter, crimson, secluded, microphone, wet, cover, cover, cover, shelter, stub, pang, loader, toy, circle.
Speak:
Marriage, brother, temper, temple, scar, darkness, circus, crunch, front, grade, sport, mercury, alcohol, course, brooch, pond, fruit, scat, enemy, doctor, tailcoat, bronze, cheese, eyebrows, millet, urgently, bar, right, zebra, cliff, truth, worms, attic, drawing, line, rusty, handwriting, wire, sherbet, brick, tailor, holiday, cork, front, thermos, sheet, jump, jump, spray, cheese, gloomy, brightness, passport, pupil, kindness, ravine, reference, heart, emerald, council, problem, products, wiring, spring, like, canned food, pink salmon.
Speak:
Red caviar, blackcurrant, tomorrow morning, expensive cake, senior group good doctor, right hand, a good cook, a wide road, an expensive gift, a birthday cake, an old gate, a magpie-crow, a crucian fish, a city square, large peas, mutton fat, Garnet bracelet, first lesson, brick pipe, grass grows, short cord, fish pie, huge selection, holiday sale, Russian army, cardboard box, black shirt, mashed potatoes, sports games, fruit yogurt, world map, old gun, woolen mittens, short sleeve, brick garage, crystal glass, open window, washing powder, turn right, red cow.
Speak sentences:
There are many different carousels in the cultural park. Plantain grass grows by the road. Arthur is chopping wood with an axe. Trams and trolleybuses run along Builders Avenue. The accordion plays loudly in the park. Ira washes her scarf and mittens. Roma's brother is a driver. In the morning, a red rose bloomed in a flower pot. The painters are painting the fence and the gate. Nettles grew in the ravine. A disheveled sparrow jumped along the path. Into a large sea port a handsome ship has arrived. Arkady picked up a basket of redcurrants.
Tools(axe, screwdriver, planer, drill, rake, perforator); Food(cottage cheese, yogurt, cake, dumplings, pickle, caviar), tableware(plate, frying pan, grater, mug, samovar, ladle), clothes(mittens, gloves, scarf, leggings, jacket, shorts).
Game "Again 2 and 5"
For example: Ball - 2 balls, 5 balls;
Words: pencil, tiger, rabbit, peach, pear, notebook, carrot, ant, magpie, zebra, walrus, bed, sundress, steamer, cap, toy.
Relative adjectives
Peach jam - which?(peach jam), wooden bed - (wooden bed), barley porridge - (barley porridge), fruit compote - (fruit compote), crystal glass - (crystal glass), mashed potatoes - (mashed potatoes), pear juice - (pear juice), carrot caviar - (carrot caviar), pea soup - (pea soup), cardboard box - (cardboard box), apricot yogurt - (apricot yogurt), porcelain plate - ( porcelain plate), silver bracelet - (silver bracelet), bronze chandelier - (bronze chandelier), velvet jacket - (velvet jacket), grape wine - (grape wine), sugar cookies - (sugar cookies).
Replace the sound L in the word with the sound R (l on r)
Hunger (city), balloon (Baron), fleas (brooches), sense (bargaining), shuttlecock (monitor lizard), weed (smack), canopy (threshold), bolt (side), cool (red), raspberry (Marina), coal (eel), trash (temple), eyes (thunderstorm), class (KRAZ), column (crown), bowl (Proshka).
Think of 3-5 words with the sound "P", "Pb" on the topics:
Transport(locomotive, ship, truck, tram)
Wild animals(badger, chipmunk, ferret, marmot, lynx) Pets(rabbit, cow, ram, piglet) african animals(giraffe, rhinoceros, crocodile, panther) Birds(magpie, rook, sparrow, starling)
"Tell me if it's too much"
For example: a cow - a lot of cows; ship, jacket, rose, wardrobe, crow, magpie, mittens, sparrow, tiger, frying pan, pie, sundress.
The game "4th extra"
Chiffonier, bed, whatnot , Cup.
Currant,fly agaric, russula, boletus.
Sparrow, beaver, magpie, crow.
Giraffe, dragonfly, ant, cockroach.
Pyramid, matryoshka, jacket, ball.
guitar, drum, double bass, axe.
Pan,tomatoes, peas, turnip.
The game "4th extra" according to the first sound in the word.
Lacquer, onion, elk, crayfish.
Juice, son mouth, soup.
House, lynx, smoke, distance.
Ruble, poppy, moss, thought.
Moon, puddle, skiing, hand.
Flour, rose flower, soap, sea.
The game "4th extra" according to the last sound in the word.
Moss , cheese, fur, spirit.
Goal, steam, chalk, ox.
Bor, varnish, juice, onion.
Table, hall, chair, cord.
Key, night Door, daughter.
Fence,bag, castle, sand.
moss, soup, steam, varnish, mouth, smoke, sleep, cheese, husband, moose, crayfish, a piece of chalk, boron, juice, onion, fur , ruble, house, brother, snow, kvass, thunder, hail, knock, eyebrow, raft, shower, mole, night, brooch, forest, tap, nose, dog, friend, daughter, a circle, poppy, bough, lynx.
Think of 3-5 words with the sound "P", "Pb" on the topics:
Girls names(Ira, Marina, Lera, Martha, Raya)
Boys names(Timur, Igor, Zakhar, Peter, Egor)
Insects(ant, dragonfly, cockroach, cricket, worm)
Fish(carp, crucian carp, mackerel, saury)
Mushrooms and berries(fly agaric, milk mushroom, russula, boletus, victoria, gooseberries, blueberries, lingonberries, bird cherry)
Trees and shrub (birch, cedar, lilac, mountain ash)
The game "Wonderful Echo" (repeat the word with the sound R)
Ear, peas, carpet, ash, Nora, bison, lettuce, freezing, bag, piece, baby, ship, pie, boot, sock, pirate, cat, ram, drying, oil, city.
Game "Repeat the last syllable"
For example: mountain-ra, curtains (ry), hole (ra), feather (ro), axes (ry), kangaroos (ru), beavers (ry), heat (ra), balls (ry), metro (ro) , ram (wound), pie (horn), barn (paradise), barrack (cancer), frost (roses), platform (ron), peas (roch).
The game "Wonderful Echo" (repeat the word with the sound R)
Dog, veranda, machine, chess, pencil, sparrow, gold, head, magpie, raspberry, crow, purse, gate, cow, Strawberry, gooseberry.
The game "Finish the word, substitute the sound R at the end."
For example: mi… world; topo .., care .., Him .., Naza .., base .., darn .., coma .., tomato .., lampshade .., Poppy .., good .., shnu .., sy. ., sha .., bo .., pa ...
Game "Name your friends"
For example: Paradise is friends with whom, if her girlfriend is Ira? (with Ira). Girlfriends: Vera, Lera, Kira, Veronica, Frosya, Barbara, Rosa, Marta, Marina, Tamara, Christina.
Game "Name your friends"
For example: Roma is friends with whom? if his friend Prokhor is with Prokhor. Friends: Egor, Boris, Zakhar, Fedor, Marat, Makar, Vladimir, Arkady, Peter, Dmitry.
"Build a sentence from words"
In, garden, grow, cucumber, tomato, potato.
(Cucumbers, tomatoes, potatoes grow in the garden.)
Fisherman, catch, different, fish, carp, crucian carp, and, ruff. (The fisherman caught different fish: carps, crucians and ruffs.) Fly, migratory, bird, rook, starling, and crane. (Migratory birds flew in: rooks, starlings and cranes) In, zoo, many, different, animals, giraffe, rhinoceros, crocodile, and, tiger. (There are many different animals in the zoo: giraffes, rhinos, crocodiles and tigers.
Game "Name a profession"
For example; Who paints the walls? - painter; who heals people? (doctor) who treats animals? (veterinarian), who sells? (salesperson) who acts in films? (actor) who cuts people's hair? (hairdresser) who operates the machine? (driver), who builds houses? (builder), who cleans the yard (janitor), who guards? (security guard).
Texts for retelling.
1. In the village near Marusya live a cow Burenka and a piglet Khryusha. Marusya feeds Burenka with grass, and Khryusha with bread crusts, carrots and potatoes.
2. Roma has a cat Matroskin and a shepherd Trezor. Roma likes to train her animals. When Roma grows up, he will be a trainer.
3. A huge beautiful ship is sailing across the Black Sea. The passengers of the ship set off from Russia on a tour of different countries.
The game "Name it in one word"
catches fish - fisherman; brews coffee (coffee maker), kills flies (fly agaric), the earth shakes (earthquake), scrapes the sky (skyscraper), brews steel (steelmaker), goes to first grade (first grader), cuts meat (meat grinder), cuts wood (lumberjack), instead of a nose, a horn (rhinoceros), carries garbage (garbage truck), cooks soon (pressure cooker), removes thunder (lightning rod), steams (steamer).
Game "Who's doing what?"
For example: Harvest - I harvest, we harvest, you harvest, you harvest, he harvests, they harvest. Phrases: draw a picture, chop wood, talk loudly, clean the apartment.
Game "Give me a word"
Here mosquitoes fly on an air ... (balloon). He will heal everyone, heal ... (good doctor Aibolit). I won’t leave my bear, because he is ... (good). I am the Great Washbasin, the famous ... (Moidodyr), the head of washbasins and washcloths ... (commander). Fly went to the market and bought ... (samovar). Suddenly from the gateway - a terrible giant, red and mustachioed ... (cockroach). Woe, woe! Crocodile sun in the sky ... (swallowed). And everyone in order, gives a chocolate bar, and puts, and puts them ... (thermometers). In Africa, a robber,) in Africa, a villain, in Africa, terrible ... (Barmaley). Grandmother jumps along the fence for dishes ... (Fedora). Early, early, two sheep knocked on ... (gates). And then the Bunnies called: is it possible to send ... (gloves).
Always demand the correct pronunciation of the "R" sound in assignments;
Pre-read the task, still in the group, having received a home notebook. If the task is not clear to you, check its implementation with a speech therapist;
Give the child an example of completing the task, make sure that he understands how it should be done;
If the task is given to the child with difficulty, help, but not with a hint, but with leading questions, after some time you can repeat this task;
In the “4th extra” games, slowly pronounce the whole series of words, repeat it if necessary, so that the child has time to think;
In the games “4th extra according to a given sound”, pronounce the necessary sounds a little longer, highlighting them in speech (sssok, dommm);
In echo games, after each spoken word, pause - will the child repeat this word?
In the games “Add the sound R” (“Add the syllable Ry, Ra”), the child must pronounce the whole word that turned out in its entirety.
Good luck!
Automation of the "P" sound with the help of tongue twisters and poems
Work experience of a teacher - a speech therapist of a preschool educational institution. speech material to automate the "P" sound.
Durneva Marina Alekseevna, speech therapist, MBDOU Kindergarten No. 17, Kamensk-Shakhtinsky.Target: automation of the "R" sound in a child's speech.
Tasks:
1.
work out correct pronunciation sound "R" in speech with the help of poems and tongue twisters.
2.
Improve the rhythmic-intonation side of speech.
3.
Increase speech activity.
4.
Optimize the emotional background, improve mood.
Description: Dear colleagues, let me introduce you to my collection of tongue twisters and poems for automating the "P" sound, which I use in speech therapy work with children. These tongue twisters can be used as an element of a thematic lesson during dynamic pauses or as a separate lesson in sound pronunciation. Children with great interest and pleasure pronounce these rhymes, memorize them. And then we organize a competition "Readers" on this material. The winner is the one who recites the poem and pronounces all the sounds correctly. this work It will be useful to speech therapists, educators, parents. Automation solid sound "P"
These tongue twisters are used by me at 2 stages of work on sound pronunciation.
The first time I use them at the stage of automation of the sound "P" in syllables. The work is carried out as follows: an adult reads the text itself, and the child pronounces only syllables (the "Echo" game).
For example: an adult - "Let's take the subway", a child - "Ro-ro-ro"
Thus, in a fun way, you can pronounce syllables of various configurations for quite a long time and the child does not get bored. Also, in the process of repeatedly pronouncing a tongue twister, the child remembers it and then can tell it at a reading competition.
The second time I use the same tongue-twisters is when there is an automation of sound in speech. First, I use tongue twisters, because they are already familiar to the child. Only now the child speaks the whole tongue-twister. The second option is the competition "Readers" - 2-3 children who pronounce well given sound compete in reading rhymes. Even at this stage we are playing the game "Who is faster?" - 2-3 children are also taken, I call some syllable, for example, "RA", and the child must remember and say a pure tongue to this syllable. Whoever says it first will get a token. At the end of the game, the winner is determined by the number of tokens. Both in the first and in the second game, it is important not only to tell the tongue twister, but most importantly to pronounce the sound correctly.
Here is some of them.
Ra-ra-ra is a flat mountain.
Ro-ro-ro - we go by subway.
Ru-ru-ru - paint the kennel.
ry-ry-ry - mosquitoes in the park.
Ru-ru-ru - I'll grate carrots.
Ry-ry-ry - axes are sharp.
Ra-ra-ra - it's time to leave the yard.
Ru-ru-ru - I take the accordion.
Ra-ra-ra is a fun game.
Ra-ra-ra - orange peel.
Ry-ry-ry - new carpets.
Ro-ro-ro - the store has soda.
Ar-ar-ar - red samovar.
Or-or-or - I clean the yard.
Or-or-or - take the axe.
Ur-ur-ur - we'll feed the chickens.
Ir-ir-ir - all the people for peace.
Ar-ara-ar is the word ball.
Ir-ir-ir - Ira drinks kefir.
Ara-ara-ara - here comes Tamara.
Ora-ora-ora - Roma at the fence.
Dor-dor-dor - red tomato.
Mar-mar-mar - I'll call a mosquito.
Ver-ver-ver - there is a carpet in the room.
Bor-bor-boron - I'll call the fence.
Sea-mor-mor - red fly agaric.
Rona-rona-rona is a black crow.
Ruza-ruza-ruza - corn in the field.
Horns-horns-horns - a flat road.
Roh-roh-roh - I'll call peas.
And here are a few hymns-poems
MOLE
Ra-ra-ra - digs a mole hole in the morning.
Ro-ro-ro - the mole has its own subway.
Ru-ru-ru - the mole loves its hole.
Ry-ry-ry - the mole will dig 2 holes.
THE GAME
Ra-ra-ra - that's a good game.
Ru-ru-ru - let's play a game.
Ro-ro-ro - we played, we drink soda.
Ry-ry-ry - it's hard for children without a game.
NORA
Ra-ra-ra is a high mountain.
Ru-ru-ru- I see someone's hole.
Ro-ro-ro - a pen is left here.
Ry-ry-ry - who is the owner of the hole?
MACAR
Ar-ar-ar - Makar went to the market.
Or-or-or - he bought himself an axe.
Yr-yr-yr - delicious cheese for the hostess.
Yor-yor-yor - a colorful carpet for my daughter.
Ir-ir-ir - and for my grandmother - kefir.
CAT MUR-MUR
Ur-ur-ur - I have a cat Mur-mur.
Yr-yr-yr - cheese was stolen from the table.
Ry-ry-ry - cats do not eat cheese.
Or-or-or - the crows sat on the fence.
Yr-yr-yr - the crow has cheese in its beak.
Ral-ral-ral - that's who stole the cheese.
Ur-ur-ur - drive away the crows Mur-mur.
At the stage of automating the sound after the tongue twisters, I use verses in which the sound "P" is often found. On this material, then the contest "Readers" is held. Here is some of them.
On a party shirt
Roses and daisies.
The bark beetle gnaws at the bark,
He gnaws a hole.
The groundhog sleeps in a spacious mink,
The groundhog has a hole on a hill.
Chopping wood
Lumberjacks in the morning.
Tell a tongue twister
About Peter and about Yegorka.
Peter is climbing the mountain
Peter hurries to visit Yegor.
chewing pig
Sleepy carrots.
lamb bagel
Gnawing early.
Feeding Shurochka
Ask for a chicken.
Feeding the pied
Asking from a mug.
I open the boxes
Screws here, screwdrivers here.
I will turn the screws
And I'll teach my brother.
Automation soft sound "R"
Work on the automation of the soft sound "P" is carried out in the same sequence as with the hard sound. Therefore, I offer you only speech material.
Rya-rya-rya - we'll go overseas.
Ri-ri-ri - lanterns burned.
Ryu-ryu-ryu - I'm telling you the truth.
Re-re-re - we woke up at dawn.
Rya-rya-rya - we did not work in vain.
Ryu-ryu-ryu - I cook turnips.
Rya-rya-rya - rivers and seas.
Re-re-re - a tower on a mountain.
Ar-ar-ar - capercaillie under rowan.
Or-yell-yell - the polecat was attacked by an ailment.
ur-ur-ur - Varenka's eyebrows don't frown.
Ir-ir-ir - the land of Siberia is wide.
Er-er-er - a terrible beast in the picture.
Ar-ar-ar - a gudgeon swims in the river.
Er-er-er - look at which door.
Ur-ur-ur - in January there are not a few storms.
Ar-ar-ar - Rita eats crackers.
Shout-shout-shout - Boris has measles.
Ir-ir-ir - bullfinch in the snow.
Rum-rum-rum - I go down into the hold.
Reh-reh-reh - I eat a walnut.
Rok-rek-rek - I hear your reproach.
Res-res-res - an incision on the bark.
Ryat-ryat-ryat - I'll sit in the third row.
Dawn
Rya-rya-rya - the dawn rose.
Re-re-re - I'll get up at dawn.
Ryu-ryu-ryu - I'll open all the windows.
Ri-ra-ri - give the sun.
Re-re-re - your light at dawn.
HORE
Rya-rya-rya - we found a polecat in a hole.
Er-er-er - polecat is a stubborn beast.
Or-yell-yell - come out to us ferret.
Ar-ar-ar - let's give you a cracker.
Shout-shout-shout - the polecat does not come out.
Rem-rem-rem - we will meet with the choir again.
FLASHLIGHT
Ar-ar-ar - there is a lantern on the table.
Rem-rem-rem - the cat plays with a lantern.
Ar-ar-ar - a lantern fell off the table.
Ar-ar-ar - a lantern broken on the floor.
Rei-rei-rei - sweep the floors quickly.
HORE
Or-or-or - an angry ferret in a hole.
Ur-ur-ur - ferret, close your eyes.
Ar-ar-ar - we will give you a cracker.
Or-yell-yell - an angry ferret gnawed a cracker.
Rya-rya-rya - so there is no cracker.
Re-re-re - a good ferret sits in a hole.
Rya-rya-rya - I have no primer.
Ar-ar-ar give me, ferret primer!
Thirty-three old women in a row
They rumble, they rumble.
Borya will give Ira toffee,
Ira Bore - barberry.
Varya cooks, Borya fries,
Rita sings songs.
Terriers are training
Jump over barriers.
Through various obstacles
All terriers are happy to jump.
Cook cooks pasta
For his sister Matryona
And for brother Seryozha
Cooks pasta too.
In the yard, on the sidewalk,
Three friends were painting.
The crow froze: "Kar!
The pavement is painted!"
Offered to cobra
Play domra.
Cobra played
And she became better.
Mallard quacks: "Quack-quack!"
Mallard quacks for good reason.
There is a duckweed next to the mallard.
Come and eat duckweed.
Behind the fence Boris
I planted a barberry.
barberry bush
Outgrown Boris.
Cards for automating the sound Pb in syllables, words. offers.
№
1 Sound "R"
1) Repeat each syllable 8-9 times:
R___________________________I
R___________________________I
R_____________________E
R_____________________Yu
2) Repeat each syllable 8-9 times:
A___________________________ RJ Z________________________ RJ
Y___________________________ RJ AND ________________________ RJ
Yu___________________________ RJ U________________________ RJ
O____________________________ RJ E________________________ RJ
3) Repeat tongue twisters 3-4 times:
A) Rya-rya-rya - bright Star. B) Rya-rya-rya - blue seas.
Re-re-re - milk in a bucket. Ryu-ryu-ryu - I cook dinner.
Ri-rrri-ri - come on, repeat. Ri-ri-ri - the lanterns shine.
Ryu-ryu-ryu - I will give a weight. Re-re-re - children on the mountain.
4) Repeat tongue twisters 3-4 times:
A) Ar-ar-ar - I want a primer. B) Er-er-er is a wild beast.
Shout-shout-shout - Nikita has measles. Shout-shout-shout - I'm driving away the ailment.
Err-err-err - knock on the door. Ar-ar-ar - January is in the yard.
Ur-ur-ur - we are not afraid of storms. Yr-yr-yr - a bubble on the water.
5) Repeat syllables and words 6-7 times:
Ri-ri-ri - fig. Ri-ri-ri - chicken.
Ryo-ryo-ryo - roar. Re-re-re - shore.
Re-re-re - turnip. Ryu-ryu-ryu - a backpack.
Ryu-ryu-ryu - a glass. Rya-rya-rya - anchors.
6) Repeat the words 8-9 times:
rice risk ripples radish hazel grouse rarely row ribs
7) Repeat the words 8-9 times:
glass backpack roar rack turnip rhythm Rita hazel grouse
8) Repeat the words 8-9 times:
dawn bitter fight sea charge sailor outfit driftwood
№
2 Sound "R"
1) Repeat the words 8-9 times:
order storm kettlebell yarn garden bed rag spinning wheel cartilage
2) Repeat the words 8-9 times:
Irina Marina cook litter feather bed tourist bubbles doors
3) Repeat the words 8-9 times:
ball chicken mosquito flashlight mane viewers jetty hello
4) Repeat the words 8-9 times:
cream time warmer buckwheat chair stirrup comb fresh
5) Repeat the words 8-9 times:
primer savage cracker lantern January amber goalkeeper dictionary
6) Repeat the words 8-9 times:
minnow capercaillie calendar locksmith turner clerk beast bullfinch
7) Repeat sentences 3-4 times:
Boris has a flashlight. Varya cuts a radish. Larisa's father is a turner. Vanya lost the primer. This door creaks. Rimma is making jam. Mom will bring walnuts. Rita's mittens are full of holes. Behind the row is a detachment.
8) The adult starts the phrase, and the child finishes (repeat 3-4 times):
I'm making jam.
You are making jam.
He … .
She is … .
We … .
You … .
They are … .
9) Learn the riddle, remember the answer:
Our piglets grew up in the garden.
To the sun sideways, with a crochet tail.
These little pigs are playing hide and seek with us. (Cucumbers)
№
3 Sound "R"
1) Repeat the sentence. Answer the questions with the phrase:
Irinka drew a cucumber.
Who drew the cucumber? What did Irina do? What did Irinka draw?
2) Repeat the sentences 3-4 times:
Pier on the river bank. The guys dive and sunbathe on the river. The guys are playing hide and seek in the yard. We will give Boris a bullfinch in a cage. Lilac and bird cherry blossom in May. There are rice fields near the village.
3) Work out the pronunciation of the sound in the poem:
Crayfish
They say about me
It's like I'm leaning back.
Not back, but forward
Only backwards. (V. Orlov)
4) Repeat the sentence. Answer the questions with the phrase:
Grisha takes the lantern.
Who takes the lantern? What is Grisha doing? What does Grisha take?
5) Repeat sentences 3-4 times:
There are rice fields near the village. Turnips, radishes and radishes grow in the garden. Uncle Grisha has capercaillie and hazel grouse in his backpack. Serezha has a lot of mushrooms in his bucket. Andryusha tried on trousers. There is a lamp above the door.
6) Work out the pronunciation of the sound in the poem:
Look at Irinka:
Irinka eats a tangerine.
Irinka will eat a tangerine -
Throw the crusts into the basket. (A. Starodubova)
7) Listen to suggestions. Fix them, repeat 3-4 times:
The radish cuts Varya. The guys brought walnuts. In the yard, hide and seek are playing guys. A village grows next to the mountain ash. May blooms in lilac and bird cherry. At the lantern the door burns. A bed grows on radishes and radishes.
8) Repeat the sentence. Answer the questions with the phrase:
Mountain ash grows over the river. Where does rowan grow? What does rowan do? What grows above the river?
The sound "r" is the most complex in education, requiring precise movements of various parts of the tongue.
Before corrective work it is necessary to conduct a thorough speech therapy examination of the structure and mobility of the articulatory apparatus, to assess the state of phonemic hearing of each child. In cases severe violation sound pronunciation, it may be necessary for a speech therapist to conduct a course of massage of the organs of the articulatory apparatus (E.A. Dyakova). And only after that start working on setting the sounds.
The main goal of speech therapy intervention in speech disorders (DYSLALIA, DYSARTRIA, RINOLALIA, etc.) is the formation of various skills and abilities to correctly reproduce speech sounds.
To do this, you need to learn:
- Recognize and distinguish between speech sounds;
- Distinguish between correct and defective pronunciation of sound;
- To exercise auditory and speech-motor control over their own pronunciation;
- Take the correct articulatory positions necessary for the normal reproduction of sounds in speech.
The predisposing factors for the incorrect pronunciation of the sound "r" are the following:
- A shortened hyoid ligament that limits upward movement of the tip of the tongue and the anterior portion of the dorsum of the tongue;
- Weakness of the muscles of the tongue;
- Weak pressure of the air jet;
- Inability to perform arbitrary purposeful movements with the tongue;
- Phonemic hearing disorders.
On the preparatory stage It is important to work out a clear pronunciation of reference sounds. For the sound "r" it is -t,d and z,zh.
Also, special attention should be paid to exercises for the development of the air stream. She must be strong, tk. air jet leads to oscillating motion Tip of the tongue.
Initially, work is carried out to develop a long exhalation. At the same time, it is important to ensure that children do not raise their shoulders, do not unnecessarily strain their muscles. respiratory apparatus so that the exhalation is smooth, gradual.
Exercises are performed in a free position in a standing, sitting, lying position. All breathing exercises are aimed at producing a long air stream. Each exercise is performed 5 times.
In some cases, it is believed that in order to produce the sound “p”, trimming of the hyoid ligament (“bridle”) is necessary. However, this is redundant. The reason for the absence of the “r” sound is the weakness of the muscles of the tongue and the underdevelopment of the “bridle”, so the tongue is not able to rise and press against the palate. Experience shows that after a complex speech therapy massage of the tongue or special exercises, the muscles of the tongue develop, and the "bridle" is stretched, and the need for trimming it disappears. To help the exercises, you can stretch the hyoid ligament with a special massage. Grab the "bridle" at the very bottom under the tongue with two fingers (thumb and forefinger) and pull your fingers along it to the tip of the tongue. Try to pull it, but do not use force so as not to damage the thin fabric. Perform several of these movements in each reception. Very quickly, your fingers will feel the possibilities of the "bridle", and this procedure will not cause concern. Go back to it 4 - 5 times a week, and after a while you will see that the hyoid ligament has changed.
Thus, the correction of defective pronunciation requires serious preparatory work. First of all, this is the development of speech breathing (slow deep inhalation and prolonged exhalation) and the development of sufficient mobility of the muscles of the articulatory apparatus as a whole. All this is the basic basis that prepares speech apparatus child to pronounce the sound.
Traditionally, there are three ways of staging sounds:
- by imitation;
- with mechanical assistance;
- mixed;
1 way.
Setting "r" from "d".
First of all, try to put the sound "r" in the first way.The child pronounces the sound "d", pressing the tip of the tongue in front of the alveoli. Show how it's done. Tell your child that the tongue is a sail that fills with the wind. In the future, the child should blow the “wind” into the sail more strongly, so that the wind breaks through the sail and the tongue vibrates. On the palm of the hand held to the mouth, the child should feel this gust of wind escaping. A drrrrr sound appears. The staging process will be more effective if speech therapists use such game techniques as imitation of ambient noises (car engine, aircraft engine, tiger, lion growl, tractor engine, alarm clock, etc.)
Game tricks for this method setting the sound "r":
"Merry rain" (raindrops fall and hit something hard.)
"Song of the crocodile Gena" - sing the syllable for yes, dy, de, and then work with the syllable ra).
"Tank fires" dddddd
"Machine gun scribbles" tddtdtd
"Woodpecker knocks" dddddddd
"Building a house" .t-dt-dtdtdtdt.
“We start the motorcycle” -ddddddddddThe motorcycle crackled and drove off, have a good trip!
AT this case mechanical action is possible. In the future, we fix in the syllables Dru, dra, dra, dro. We then suggest pronouncing the sound DDDD in a whisper and for a long time rrrrrr, a transition to singing is possible.
2 way.
Setting the sound "r" from "z"
If the child pronounces the sound “z”, touching the tip of the tongue to the lower incisors, you first need to put him “upper lingual” (the tip of the tongue is at the base of the upper incisors). You need to continue to pull the sound "z" to pay attention to this sound, the attention of the child and say that it resembles "the buzzing of a fly that beats against glass", "a magic mosquito". However, mechanical action significantly speeds up the process of setting sounds. Especially in children who cannot reproduce exact movements for a speech therapist.
To set the sound "r" use a ball probe. After a fricative sound is received, the speech therapist inserts a probe or a cleanly washed finger of the child under the lower surface of the anterior part of the tongue and makes quick rhythmic movements from side to side, swinging the tongue. It is necessary to ensure that the exhaled stream is strong. If you use a child's finger, then first you yourself must make movements with his brush (the finger must be absolutely straight, otherwise there will be no significant vibration of the tongue). In the future, he can act independently (still make sure that the finger is straight). The teeth should be in the position of the correct bite, the lips should be in a smile, the mouth should be slightly open just enough so that an object or a finger of the child, which is used to cause the tongue to vibrate, can enter it (the child should hum strongly in voice). In the future, we move on to automation in the syllables ra-ra-ra-ra.
3 way.
Setting the sound "r" on the inhale.
The child must have a full pronunciation of the sound "s". Leaning his tongue to his teeth, the child should pull the sound "c" and feel how the air stream passes between his teeth. Then the sound “s” must be pronounced on a short breath, feeling how the air hits the tip of the tongue with a cold stream. Teeth should be in the position of the correct bite, lips - in a smile.
Tell the child: “First, blow out the air from your mouth and pronounce the sound “s” outward, and then suck in the same air and with it the sound “s” back - inside. As a result, the child will pronounce the sound "s" on the exhale and inhale. Make sure that he does not take a deep breath (chest and shoulders should be lowered) and that he is not out of breath - let him rest.
4 way.
Setting the sound "r" from the interdental position
The position “tongue on the upper lip” and a directed air jet are preliminarily practiced.
Wide edge of the tongue on the upper lip. In this position, the child is asked to blow on the tip of the nose with a buzzing sound similar to "B-B-B".
In addition to the previous position, the speech therapist “plays” with the index finger on the child’s lower lip, as a result of which the air stream acquires a vibrating character. This effect needs to be worked out properly. Older children can be offered independent “performance” with a finger on the lip. Then gradually reduce the duration of the touch of the finger, then removing it, then returning. Achieve a vibrating sound from the slightest touch to the lower lip (something similar to “v-r-r-e-e…” Keeping the same configuration of the tongue, it is easy to move the tongue behind the upper teeth during the developed vibration sound. It is important not to lose tongue shape!
5 way.
Setting the sound "p" from exercise. "Chatterbox"
There is an interesting playful way of setting the sound R from the "Chatterbox" exercise, which is well known to children. The method is available to any novice speech therapist. The child does the exercise "Chatterbox" (or "Turkey"): a protruding wide tongue on the sound "A" performs back and forth movements, sliding across the hard palate. At the moment when the tongue touches the alveoli, a single-beat R is heard. Now it remains to fix this position and proceed to automate the sound “R”. As a rule, very soon a single-beat sound itself turns into a vibrant.
6 way
Setting the sound "r" from the sound "g"
Everything new is well forgotten old. The method of setting the sound "r", actively used 30-40 years ago. All speech therapists love to call the sound “P” with the help of all kinds of vibrations (“motor” and the like). But there are children who are terribly afraid of probes, sticks, nipples, teaspoons and other improvised means. The following method is very good for them: the child pronounces the sound “Ж” (the bee is working, the car is skidding), for a long time, on one exhalation, and at the same time moves the tip of the tongue deeper into the oral cavity. In a second, you can hear a single-strike R. After fixing the isolated pronunciation of this sound, they immediately proceed to the pronunciation of syllables with the confluence of TR, DR, NR, ZhR. This contributes to the rapid translation of a single-beat P into a state of vibrating sound. The method justifies itself.
7 way
Setting the sound "p" from exercise. "Fungus".
It is performed in 3 steps:
1) stick the tongue to the hard palate ("Fungus")
2) take a deep breath through the nose (tongue in the same position)
3) make a sharp short exhalation through the mouth, directing the air stream to the tongue and connecting the voice.
8 way.
Setting the sound "p" from exercise. "A vacuum cleaner"
The vacuum cleaner is also good for developing the mobility of the tip of the tongue. The bottom line is that with the tip of the tongue behind the alveoli we perform movements FORWARD-BACK (we vacuum) and at the same time we turn on the sound of the vacuum cleaner. When performed correctly, the sound R is heard.
Staging the sound "p" with anomalies in the structure of the speech organs.
If the child has signs of dysarthria, it is recommended to produce the sound “p” mechanically.
With the lower protruding bite (progeny), all the others, except for the mechanical one, can give a too rough sound.
In prognathism, you can use any way of setting the sound "p", but its sounding will probably be more accurate if the tip of the child's tongue is slightly shifted to the upper incisors. The same rule applies when the child has a high palate.
If the child does not have molars (especially the upper ones), you will need to give him the sound "p" from "z". When the teeth grow, the pronunciation can be fixed in any way.
The staging process will be more effective if speech therapists use such game techniques as imitation of ambient noises (car engine, aircraft engine, tiger, lion growl, tractor engine, etc.)
Setting the sound "r".
When setting a soft p, the same technique is used, but with the help of the syllable zi, and later ze, zya, ze, zu. Usually, in case of violations of hard and soft sounds, p is first set to hard, and then soft, but this order is not rigid, it can be arbitrarily changed. Only simultaneous setting is not recommended to avoid bias. Soft sound r is pronounced almost without vibration, in one stroke. To make the consonant sound soft, vowel and should be as closed as possible, offer to stretch your lips into a very strong smile and completely close your teeth in the form of a regular bite.
| To pronounce the sounds P, P ', the complex work of all the muscles of the tongue is necessary. When pronouncing R, the mouth is open. The tip of the tongue and its front part are widely flattened and raised to the bases of the upper teeth, tense; the tip of the tongue does not adhere 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 in the middle. The jet must be strong and directed. The soft sound R ‘ differs from the hard one 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 setting these sounds.
1. "Swing"
Purpose: to strengthen the muscles of the tongue, to develop the rise of the tongue, to develop the mobility and flexibility of the tip of the tongue, the ability to control it.
Options:
a) The mouth is open. Lips in a smile. The wide tongue rises up to the nose and down to the chin. b) The mouth is open. Lips in a smile. A wide tongue rises to the upper lip, then descends to the lower. 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.
e) The mouth is open. Lips in a smile. With a wide tip of the 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, the lower jaw does not move;
2. Get your nose out with your tongue.
Purpose: to strengthen the muscles of the tongue, to develop the rise of the tongue, to develop the mobility of the tip of the tongue, the ability to control it.
The mouth is open. Lips in a smile. Raise the wide tip of the tongue to the nose and lower to the upper lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.
3. Get your chin with your tongue.
Purpose: to strengthen the muscles of the tongue, develop the mobility of the tip of the tongue, the ability to control it.
The mouth is open. Lips in a smile. Lower the wide tongue to under the chin, then raise it to the lower lip. Make sure that the tongue does not narrow, the lips and lower jaw are motionless.
4. "The tongue steps over the teeth."
Purpose: to strengthen the muscles of the tongue, develop the flexibility and accuracy of the movements of the tip of the tongue, the ability to control it.
The mouth is open. Lips in a smile. Language 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"
Purpose: to develop the rise of the tongue, the 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. With a wide tip of the tongue, brush the upper teeth from the inside, moving the tongue up and down. Make sure that the tongue is wide, the lips do not stretch over the teeth, the lower jaw does not move.
6. "Malyar".
Purpose: to develop the upward movement of the tongue, its mobility, the ability to control it.
The mouth is open. Lips in a smile. With a wide tip of the tongue, stroke the palate, making movements of 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, the lower jaw does not move.
7. "Horse"
Purpose: to strengthen the muscles of the tongue, to develop a lift of the tongue.
The mouth is open. Lips in a smile. Press a wide, spatulate tongue against the palate (the tongue sticks) and tear off with a click. Make sure that the lips are in a smile, the lower jaw does not “plant” the tongue up.
8. "Fungus".
9. "Accordion".
(See exercises for setting sounds W, W)
10. Click the tip of the tongue.
Purpose: to strengthen the muscles of the tongue, to develop the rise of the tongue, the 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 setting sounds W, W)
12. "Chatterbox turkey."
(See exercises for setting sounds L, L)
13. "Focus".
Purpose: to develop the ability to hold the lateral edges and the tip of the tongue in a raised state, to teach to direct the air stream in the middle of the tongue.
The mouth is open. Lips in a smile. The tongue is out. The lateral edges and the tip of the tongue are raised, the middle part of the back of the tongue bends down. Holding the tongue in this position, blow off the cotton from the tip of the nose. Make sure that the lower jaw is motionless, the lips do not stretch over the teeth, the fleece flies straight up.
14. "Snort".
Purpose: to develop the vibration of the tip of the tongue.
Put a wide relaxed tongue between the lips. blow on the tongue and lips so that they vibrate. Make sure that the lips do not tense up, the cheeks do not swell, the tongue is not clamped by the teeth.
15. "Automatic".
Purpose: to develop the rise of the tongue, flexibility and mobility of the tip of the tongue.
The mouth is open. Lips in a smile. With a tense tip of the tongue, knock on the tubercles behind the upper teeth, repeatedly and distinctly pronouncing sound t-t-t Slowly at first, then gradually pick 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 in, 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".
Purpose: to develop the rise of the tongue, the ability to make the tip of the tongue tense; develop his mobility.
a) The mouth is open. Lips in a smile. With a wide tip of the tongue, knock on the palate behind the upper teeth, repeatedly and distinctly pronouncing sound d-d-d. First, pronounce the sound d slowly, gradually speed up the pace. 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 q 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 a wide tongue up to the palate and pronounce clearly yes-dy alternately. 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 the lips do not stretch over the teeth. The lower jaw should not move. The pronunciation of yes-da should be clear, not squelching, the tip of the tongue should not tuck.
