Work to clarify the pronunciation of sounds and their differentiation is one of the aspects of educating the sound culture of children's speech. It combines the development of speech breathing. Voices, mobility of the articulatory apparatus, development of a normal tempo, rhythm of speech, contributes to the development of expressiveness of speech, phonemic hearing, sound analysis and synthesis.
The formation of correct pronunciation occurs simultaneously with work to improve all sections of the pronunciation aspect of speech.
In the process of working on the sound culture of speech, each age group sets its own tasks.
First junior group
1. Develop the child’s speech-motor and speech-auditory analyzers for the timely development of the pronunciation side of speech.
2. To develop auditory attention, speech breathing, and basic voice qualities.
3. Encourage correct pronunciation of sounds.
Second junior group
1. Prepare the articulatory apparatus for the correct pronunciation of all sounds of the native language, training its basic movements during articulatory gymnastics and in the process of working on sounds that are easy to pronounce.
2.Develop auditory attention, speech hearing. Speech breathing, voice strength and pitch.
3. Develop clear pronunciation of words and sentences, a calm pace and measured rhythm of speech.
Middle group
1. Prepare the articulatory apparatus for the correct pronunciation of all sounds of the native language, I train its basic movements during articulatory gymnastics.
2. Call out and consolidate or clarify the pronunciation of whistling sounds.
3.Develop phonemic hearing, speech breathing, strength and pitch of voice.
4.develop clear pronunciation of words and sentences, a calm pace and measured rhythm of speech.
Senior group
1. Train the clarity of movements of the organs of the articulatory apparatus in the process of articulatory gymnastics and while working on certain sounds.
2.Evoke and consolidate, and for some children only clarify the pronunciation of certain sounds.
3.Continue to work on developing phonemic hearing, speech breathing, strength and pitch of voice.
4.Continue to work on clear pronunciation of words, highlighting individual sounds in the voice, on a calm pace and measured rhythm of speech.
Preparatory group for school
1.Continue to work on a clear, clear pronunciation of all sounds in various combinations.
2.Develop sound analysis of words.
3.Develop the ability to differentiate sounds that are similar in sound or articulation.
Since gaming is a leading activity for preschool children, in order to implement the listed tasks, it is necessary to select games. Teachers can be helped in selecting games by such manuals as “Educating Correct Pronunciation” by M.F. Fomicheva, “Come up with a word” by O.S. Ushakova, “Speech games” by V.I. Seliverstova, “Games and game exercises for speech development” G.S. Shvaiko et al.
First junior group
Game "Sun or Rain?"
Target. Teach children to perform various actions according to the sound of the tambourine.
The teacher tells the children: “Now we’ll go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine (tambourine), you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.”
Game "Sending the Boats"
Target. To achieve from each child the ability to pronounce a sound for a long time f on one exhalation or pronounce the sound repeatedly P on one exhale (p-p-p).
The children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, making a sound f or P .
The teacher invites the children to ride a boat from one city to another, marking the cities with icons on the edges of the basin. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were making a sound. f . You can blow simply by stretching out your lips with a tube,” but without puffing out your cheeks. At the same time, the ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need the children to drive the boat to specific place.)
Game "The Wind Blows"
Target. Teach children to use a loud or quiet voice depending on the situation.
Children sit in a semicircle on chairs. The teacher says:
“We went for a walk in the forest in the summer. We are walking through a field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying (shows a picture). He blows quietly, like this: “oo-oo-oo” (pronounces the sound quietly and for a long time at ). We came to the forest and picked berries. We got ready to go back. Suddenly a strong wind blew (shows a picture). He hummed loudly: “oo-oo-oo...” (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums.
Then the teacher shows the pictures without making a sound. at, and children imitate the wind.
Second junior group
The game “Whose steamer hums better?”
Target. Achieve the ability to direct the air stream in the middle of the tongue.
Each child is given a clean bottle. The teacher says:
“Children, listen to how my bubble buzzes when I blow into it. (It hums.) It hummed like a steamship. How will Misha’s steamer hum?” The teacher addresses each child in turn, and then invites everyone to hum together.
Game “Who can smile?”
Target. To develop in children the ability to smile effortlessly, showing the upper and lower front teeth.
Children sit in a semicircle. The teacher says: “When we are happy, we smile. Like this. (Shows how to smile.) When we smile well, we show our teeth. Smile, children." The children smile, the teacher makes sure that everyone’s teeth are visible, then asks: “Children, do you want Parsley to come visit us? (“Yes.”) Are you happy with him?” (“Happy.”)
The teacher shows Parsley" and asks: "Smile at him." The children smile. Then he hides Parsley: "Children, Parsley hid, and you hide your teeth, cover them with your lips. And when he appears again, smile at him again. Now hide your teeth, close them with your lips, sit quietly and listen to the story.”
Game "Guess Who Said"
Target. Teach children to distinguish between low, medium and high voices by ear.
Each child receives a picture of one of the bears. The teacher pronounces phrases from the text of the fairy tale, changing the pitch of his voice, imitating either Mishutka, or Nastasya Petrovna, or Mikhail Ivanovich. Children pick up the corresponding pictures.
Methodical instructions. In order to activate the attention of children, the teacher breaks the sequence of statements of the characters adopted in the fairy tale.
Middle group
Exercise “Delicious jam”
Target. Teach children to lift the wide front edge of the tongue upward.
The teacher shows a picture of a girl eating jam and says: “The jam is very tasty! The girl's upper lip got dirty. She will lick the jam off her upper lip like this. (Shows.) Now lick the jam.”
Methodical instructions. When showing how to lick the jam, the teacher moves his wide tongue along the upper lip up and down (and not from side to side). The upper lip should not be pulled inside the mouth. When repeating the exercise, you need to make sure that children do not “plant” their tongue with their lower teeth: only the tongue works, the lips and lower jaw are motionless.
Exercise “Let's hammer a nail”
Target. Achieve clear pronunciation of an isolated sound from each child d, learn to distinguish sounds by ear T And d.
Children, imitating driving a nail into a wall with a hammer, beat their fist on fist, making a sound d . The teacher conducts the exercise in subgroups and makes sure that the children pronounce the sound d loudly, but did not shout. Then he asks: “Remember how the wheels of the carriage were knocking? (“T-t-t.”) That’s right, they knocked quietly: “t-t-t.” How does a hammer hit the head of a nail? (“Loud.”) The hammer knocks loudly, loudly. Let's knock again: “d-d-d.” What does the tip of the tongue do when we speak? d ?..” (“The tip of the tongue knocks on the tubercles behind the upper teeth.”)
Game "Wonderful Box"
Target. Achieve correct pronunciation of sounds With ' in words.
The teacher brings a beautiful box. Shows it to the children and says: “We have pictures in this wonderful box. And which ones, you will now find out. I will call you one by one. You will take out a picture, show it to the children and loudly and clearly state what is drawn on it.”
Game "Guess what to do"
Target. Teach children to determine the tempo of speech by ear and perform movements at the appropriate pace.
The teacher pronounces the phrase: “The mill grinds grain” several times at different tempos. Children, imitating the operation of a mill, make circular movements with their hands at the same pace at which the teacher speaks. The following phrases are also played out: “Our feet walked along the road”, “The children swam in the river”, etc.
Senior group
Game "Telephone"
Target. Exercise children in clear, correct pronunciation of words with sound combinations j O.
Children sit on chairs that are placed in one row. The teacher whispers a word to the first child, and he passes it on. Words should be conveyed in a whisper, but without distortion. The first one to distort the word sits at the end of the row. When the children give the last word, you can ask them to make small sentences based on the pictures that the teacher selected.
Game "The Forest is Noisy"
Target. To achieve (if possible) from each child the correct long-term pronunciation of an isolated sound w. Learn to determine the position of the lips and tongue when pronouncing the sound sh.
The teacher recalls with the children how they went to the forest in the summer and saw tall trees there. They have green tops, a lot of twigs and leaves. A breeze will come and sway the tops of the trees, and they will sway and make noise: “shhh...” The teacher invites the children to raise their arms up, like branches of trees, and make noise like the trees when the wind blows on them: “shhh...”
One of the most important areas of a speech therapist’s work in groups for children with severe speech impairments is the formation of the phonetic side of speech. If those around you, including peers, do not notice the poverty of your vocabulary and the peculiarities of the grammatical structure of speech, then incorrect pronunciation is obvious. As a rule, parents are also most concerned about their children’s sound pronunciation, as the most noticeable defect.
Working on sound, from production to use in independent speech, is the development of a new complex skill. And like any skill, it requires effort, time and a certain system in practice. This work is complicated by the fact that classes on automating sounds are often difficult, monotonous, and require repeated repetition of material over a long period of time. And so that this does not become tedious and boring for the child, the speech therapist needs to turn work on sound into an exciting game. It is in games and gaming exercises that the process of automating sounds is easier and more accessible.
Each practicing speech therapist has his own universal gaming techniques, optimal options for using various gaming tools at a certain stage of work on sound, which allows him to interest the child and include him in targeted work on correcting sound pronunciation.
As practical experience shows, the most difficult and important stage in the work is the production and automation of sounds in syllables. The fact is that the syllable does not evoke a specific image in the child and is not recognized by him as a structural component of a speech utterance. And if a sound can sometimes evoke an auditory association (z-z-z - a mosquito is ringing), then a syllable for a preschooler is a very abstract concept. Also, at this stage of work, the speech therapist does not have the opportunity to widely use subject and plot pictures with a given sound.
You can diversify your work techniques with speech games that do not require special training or equipment. They are designed to automate sounds: isolated, in syllables and words.
Card index of speech therapy games for the formation of sound pronunciation:
1. “Dummy tongue”
The speech therapist clearly shows the articulation of a particular sound using a dummy. To do this, you can use plasticine or Hubba-Bubba chewing gum, which is soaked in water until the sugar dissolves and the dye becomes pale. The water changes periodically. Then a tongue of a certain size is molded from this mass; it must be stored in a special film and heated a little before use.
2. “Pyramid”
The child disassembles and assembles the pyramid, naming a sound or syllable as he removes and strings each ring.
3. “Attentive ears”
The child pronounces a sound or syllable, and the speech therapist encourages: “How well your tongue works. The left ear liked it. Repeat again for the right ear (the speech therapist points to his ears).
4. “Who will stretch the thread further?”
The speech therapist and the child pronounce the sound as long as possible, pulling the thread from the spool. Whoever has the longest thread wins and receives a prize.
5. “Who collected more?”
For each correct pronunciation of a sound or syllable, the child and the speech therapist take one berry (mushroom, chip). 2-3 children with the same type of disorders can participate, and the speech therapist acts as a judge and sums up the results.
6. “Repeat for Masha”
There is a Masha doll on the table. The child pronounces a sound or syllable, and the doll encourages him: “What a great fellow you are, how well you did!” Can you say that again?” You can display several toys at once.
7. “Teach a toy”
The speech therapist takes any toy and asks the child to teach him to pronounce a sound or syllable.
8. “Fingers say hello”
The child alternately connects the fingers of both hands, starting with the little finger, while pronouncing a sound or syllable, or alternately touches the index, middle, ring, little finger of one hand with his thumb, pronouncing a sound or syllable.
9. “Flower”
Syllables and words are pronounced with the extension and bending of the fingers (the petals open and close).
10. “Little feet ran along the path”
Using the index and middle fingers, the child walks along the table, pronouncing a sound or syllable with each step.
10. “Ladder”
First, the child lays out a ladder on the table, the steps of which can be made of cubes, sticks, or matches. Then he needs to walk up and down the steps with his fingers, pronouncing the sound or syllable correctly.
11. “Roll the ball”
The therapist asks the child to roll the ball on the floor. While the ball is rolling, the child must make the sound. 2 children can play by rolling the ball to each other and pronouncing a sound or syllable for a long time.
12. “Gate”
The child depicts a closed gate with his hands in front of his chest. You can let syllables or words with a given sound into the yard. At the end of the game, children can be asked to remember the words that they missed “in the yard.”
13. “Magic wand”
You need to repeat the sound or syllable as many times as the speech therapist hit with the stick.
14. “Trace the syllable along the sound track”
The speech therapist draws a smooth path on a piece of paper, in an album or notebook, along which the syllable must be pronounced in a calm voice, along the wavy path in a loud voice.
15. “Chamomile”
The speech therapist draws a chamomile on a piece of paper, in an album or notebook. In its center he writes the desired consonant, and on the petals - vowels. The child places his thumb in the middle of the flower, without covering the letter, and with his index finger moves from one petal to the other, reading the forward syllables clockwise, and the reverse syllables counterclockwise: SA, SO, SU, SY, AS, OS, US, YS.
16. “Teases”
The speech therapist names direct syllables and asks the child to say the opposite.
17. “Kapitoshka”
The speech therapist draws a cloud on a piece of paper, in an album or notebook. The clouds have droplets like ladders that Kapitoshka likes to jump on. The child “jumps” over the droplets with his finger and pronounces a sound or syllable.
18. “Jumping”
The speech therapist invites the child to play with the frog and draws water lily leaves on a piece of paper, in an album or notebook: “The frog loves to jump on the water lily leaves and hum different songs: Sa-Sa-Su-Sy. Let’s try frog jumping too.” If the water lily leaves are located close, then the syllables are pronounced in a row, and if they are located at a distance, then you need to pause.
19. “Sonic Flight”
The speech therapist draws flowers on a piece of paper, in an album or notebook and invites the child to play with a bee: “The bee collects nectar, flying from one flower to another, and sings a song: For, Zo, Zu, Zy. Let's sing the bee's song together.
The proposed games are easy to use, accessible to parents, tested in practice and help to overcome “table speech” more easily, reduce the time spent working on sound, allow you to achieve a stable improvement in the pronunciation side of speech, increase motivation, turn boring classes into exciting ones, the child leaves with classes with a keen interest in the game and a desire to continue it tomorrow.
FORMATION GAMESCORRECT SOUND PRONUNCIATION,FORMATION OF SISSURINGSOUNDS SH, F, CH, SCH. FORMATION OF WHISTLESOUNDS S, S’, Z, Z’, C.DIFFERENTIATIONHISSING AND WHISTLING SOUNDS.FORMATION OF SOUNDR, R', L, L'. FORMATION OF SOUNDK, G, X , J. DIFFERENT SOUNDS.
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Preview:
FORMATION GAMES
CORRECT SOUND PRONUNCIATION
FORMATION OF SISSURING
SOUNDS Ш, Ж, Ш, Ш
Silence
Target . Sound Automation w.
Description of the game. The driver stands at one wall, and all the other children stand at the opposite wall. Children should quietly, on tiptoe, approach the driver; with every careless movement the driver makes a warning sound shhhh, and the sensationalist must stop. Whoever quietly reaches the driver first becomes the driver himself.
The forest is noisy
Target . Sound Automation w.
Description of the game. The teacher recalls with the children how in the summer they went to the forest and saw tall trees there, they had green tops, a lot of twigs and leaves. A breeze comes and sways the tops of the trees, and they sway and make noise: shhh...
The teacher invites the children to raise their hands up like branches of trees and make noise like trees when the wind blows on them: shhh...
Option . The teacher arranges the “tree” children so that they can move their arms freely. In response to the words “make noise in the breeze,” children spread their arms to the sides and wave them evenly, at the same time saying shhhh. If the teacher says: “The wind is blowing,” the children imitate the rustling of the wind with sounds f-f-f-f and wave their arms even faster.
Train
Target . Sound Automation w in syllables and words.
Description of the game. Children stand one after another, pretending to be a train. Ahead of the train is a steam locomotive (any of the children). The train departs on the command “Go-go, go-go, go-go.” The pace gradually accelerates. They arrive at the station (designated place or building made of cubes) and say: “I came, I came, I came” (slowly: sh, sh, sh - let off steam). Then the bell is given, the whistle is blown, and the movement resumes.
Note . You can introduce semaphore and ticket sales into the game. You can complicate the game - children will depict different trains, for example, fast and freight. The ambulance moves to the sounds shu-shu-shu - (quickly), commodity - shsshu-shshu (slowly).
Hush, hush: Masha is writing!
Target . Sound Automation w in sentences. Description of the game. Children, holding hands, walk around Masha or Misha (this name is given to any chosen child) and quietly say: “Hush, hush: Masha writes, our Masha writes for a long time, and whoever disturbs Masha, Masha catches up with him.” After these words, the children run to the house (the place designated by the teacher), and the one whom Masha insults must come up with and say a word with sound w . Then they choose a new Masha (or Misha).
Note . The teacher needs to ensure that children speak slowly, clearly, in a low voice. If a child finds it difficult to come up with a word with a sound w , children or a teacher help him by asking a leading question. The most dexterous children are chosen as Masha or Misha.
Little feet ran along the path
Target . Sound Automation w in a connected text.
Description of the game. Children line up in a column. The teacher invites everyone to show their legs. The children pick them up. The teacher says that their legs are small, but they run fast. Children run and shout;
Little feet ran along the path,
Little feet ran along the path.
Then the teacher says that the bear has big legs and walks slowly:
Big feet walked along the road
Big feet walked along the road.
Children perform rhythmic imitative movements with words several times, sometimes fast and light, sometimes slow and heavy.
Flies in the web
Target . Sound Automation and.
Description of the game. Some of the children depict a web. They form a circle and lower their hands. Other children pretend to be flies. They buzz: w-w-w..., flying in and out of the circle. At the teacher’s signal, children pretending to be a web join hands. Those who did not have time to run out of the circle fall into the web and are eliminated from the game. The game continues until all the flies are caught.
On a flat path
Target . Sound Automation w in a connected text.
Description of the game. Children sit on benches or grass. The teacher invites them to go for a walk. Children walk in a line or group freely around the teacher. They walk rhythmically to the words:
On a smooth path,
On a flat path
Our feet are walking
One, two, one, two...
Then the teacher and children begin to jump on two legs, moving forward slightly and saying:
By pebbles, by pebbles,
Stone by stone, stone by stone.
Then the teacher says: “Thump into the pit!” Children squat down. “We came out of the hole,” says the teacher. The children get up and walk, cheerfully saying together with the teacher: “On a level path...” The movements are repeated.
Then the text changes
On a smooth path,
On a smooth path,
Our legs are tired
Our legs are tired.
This is our home
That's where we live.
At the words “our legs are tired,” the teacher, and behind him the children, slow down their movements slightly and stop when the text ends. Then they run home to the benches and sit on them.
The game can be repeated 3-4 times.
Cat on the roof
Target . Sound Automation w in a connected text.
Description of the game. One of the players sits on a chair or bench with his eyes closed. He's a cat. The rest of the children are mice. They quietly approach the cat and, shaking their fingers at each other, say in chorus in an undertone:
Hush, mice... Hush, mice... The cat is sitting on our roof. Mouse, mouse, be careful and don’t get caught by the cat...
After these words, the cat wakes up, says “meow,” jumps up and chases the mice. The mice run away. It is necessary to mark with a line the mouse's house - a hole where the cat has no right to run. The game can be played until all the mice except one are caught. The mouse that the cat did not catch will lead, i.e. she will be a cat and the game starts all over again. All mice that are caught must utter two or three words with sound w. (The game can also be played to differentiate sounds shh.)
Bees and cubs
Target . Sound Automation and.
Description of the game. The playing children are divided into two groups: one group is bees, the other is bear cubs. Bees climb onto the gymnastic wall (or chairs). This is a beehive. The cubs are hiding behind a tree (bench). Hearing the signal “Bees, for honey!”, the children go down to the floor, run to the side and, like bees, fly from flower to flower. At this time, the cubs climb over the bench and walk on all fours to the hive. At the signal “Bears are coming, bees are returning with a sound” w-w-w-w. And the cubs quickly straighten up and run away. When repeating the game, children change roles.
Bees
Target . Sound Automation and.
Description of the game. In the middle of the area (room) the hive is fenced off with a line or chairs. All children are bees. One child is a bear. He is hiding from the bees. The bees sit in the hive and talk in chorus;
The bees are sitting in the hive and looking out the window.
Everyone wanted to fly, one after another they flew: Zh-zh-zh-zh-zh.
With a buzz, they fly around the site, flap their wings, fly up to the flowers, and drink the juice. Suddenly a bear appears, he wants to get into the hive for honey. At the signal “Bear,” the bees fly to the hive with a buzz. They grab hands, surround the hive and try not to miss the bear. If the bees succeed, a new bear is assigned. If the bear runs away from the bees, it chooses a mate and the game resumes with two bears.
Bees collect honey
Target . Sound Automation and.
Description of the game. One group of children depicts flowers. The teacher puts a wreath of flowers (daisies, cornflowers, etc.) on their heads. Another group of children are bees, who collect honey from flowers. Bees fly around the flower and buzz: w-w-w...
At the teacher’s signal, they fly into the hive. Then the children change roles.
Beetles
Target. Sound automation in a connected text.
Game description . Children (bugs) sit in their houses (on chairs) and say:
I'm a beetle, I'm a beetle
I live here
Buzzing, buzzing: W-w-w-w.
At the teacher’s signal, the beetles fly into the clearing. There they fly, bask in the sun and buzz: w-w-w... At the signal “Rain” the beetles fly into the houses (chairs).
Pie
Target . Sound Automation Well in sentences.
Description of the game. The players stand one after another in one row, hugging each other. The one in front is a baker, everyone behind him is a baker, except for the last one, he is a pie.
The driver (customer) comes up and asks: “Where is my pie?” The baker replies: “He lies behind the stove.” And the pie shouts: “And it runs and runs!” With these words, the pie breaks away from the general chain and runs, trying to stand in front of the baker so that the buyer does not have time to catch him. The baker also tries to help the pie. If the pie manages to get to the beginning of the chain, he becomes a baker, and if he is caught, he becomes a buyer, and the buyer becomes a baker.
The buyer comes again for a pie, and the pie will be the one who was last in the chain. The buyer cannot be detained, and the pie is not allowed to run far from the chain.
Grinders
Target . Sound Automation and separately and in words.
Description of the game. One group of children are grinders. They stand at the chair and say: “We sharpen the knives! Sharpening knives!”
Children approach the sharpeners: “Sharpen your knife (or scissors).” The grinders make movements as if sharpening and say: zhzh...w...w...
Walk in the forest
Target . Sound differentiation sh-f.
Game description . In one corner of the room there are children, in the other there are two or three rows of chairs, this is a forest. The teacher says: “Children, now we will go for a walk in the forest. We’ll sit there, relax and listen to what’s going on in the forest.” The children go and sit quietly on chairs. The teacher continues: “It’s quiet in the forest. But then a light breeze came and shook the tops of the trees.” Children: shhh... “A breeze flew by, and the forest became quiet again. You can hear beetles buzzing in the tall grass in the clearing: w-w-w... How do beetles buzz? Children: w-w-w. The guys rested in the forest, picked flowers and went home. After the walk, the teacher asks: “Who remembers how the trees rustled?” Children: sh-sh-sh - “How were the beetles buzzing?” Children: w-w-w.
Greedy cat
Target . Sound differentiation sh-f.
Description of the game. They choose a driver. He's a cat. The cat sits in the corner and says: “I’m a terribly greedy cat, I catch all the mice - and in my mouth.” The rest of the children are mice. They pass by the cat and whisper in fear: “Hush, hush, the cat is getting closer, closer.” Children say these words twice. With the last words, the cat jumps out and catches the mice. Anyone caught in the cat’s paws must say the words “quieter” and “closer” 5-10 times. Then the role of the cat is transferred to another child, and the game continues.
Train
Target . Sound Automation h in syllables.
Game description . Children stand one after another - these are carriages. There is a locomotive ahead. The attendant (leader) blows the whistle - the train starts moving. Children move with their arms bent at the elbows, make rotational movements with them, imitating the movement of wheels, and say: choo-chu-chu-chu...
After allowing the train to travel a little, the leader raises a yellow flag - the train slows down. When it's red, the train stops. Then the presenter again raises the yellow flag - the driver gives a signal. When it turns green, the train starts moving. The game is repeated several times.
sparrows
Target . Sound Automation h in onomatopoeia.
Game description . Children (sparrows) sit on chairs (in nests) and sleep. In response to the teacher’s words, “Sparrows live in a nest and everyone gets up early in the morning,” the children open their eyes and sing loudly:
Tweet-chik-chik, chirp-chik-chik!
They sing so joyfully, The teacher finishes.
After these words, the children scatter around the room. To the words of the teacher “They flew to the nest!” return to their places.
ring
Target . Sound Automation h in phrases.
Equipment . Ring.
Game description . Children sit with their hands folded. The driver has a ring in his hands. He approaches everyone and seems to put a ring in their hands. At the same time, he slowly recites any poem. When the driver has walked around all the children, he must say: “Ring, ring, go out onto the porch!” The one with the ring must quickly get up and run away from his place. All children carefully monitor the actions of the driver and after his final words they must hold the owner of the ring. If the child with the ring manages to run out, he becomes the driver.
Tea for Tanya
Target . Sound Automation h in sentences.
Equipment . Doll tea set, four dolls, cookies, buns, rolls made of plasticine.
Description of the game. Children sit in front of the teacher's table. On it stands a doll table with a tea set, around which four dolls sit on chairs. The teacher says: “Children, let’s give the dolls affectionate names.” The children call them: “Tanechka, Valechka, Anechka, Manechka.” Then the teacher calls one child and invites him to pour tea from the teapot into Tanya’s cup. The child accompanies his actions with the words: “I take the kettle and pour tea into Tanya’s cup. I give Tanya cookies.” Having seated the child in his seat, the teacher asks the other children: “What did Petya do?” The children answer. Then another child is called, and the teacher asks him to complete the task.
Chizhik
Target . Sound Automation h and differentiation of sounds h-w.
Description of the game. One child is a cat, the rest of the children are siskins. They occupy part of the site, which is surrounded by chalk. This is a cage. The other part of the site is free. The teacher (or chosen child) says:
The little siskin was sitting in the cage, The little siskin in the cage sang loudly: “Chu-chu-chu, chu-chu-chu, I’ll fly away to freedom.”
After these words, the siskins wave their arms and fly to the free part of the site, uttering the words:
Chu-chu-chu, chu-chu-chu, I'll fly away to freedom.
The cat appears, and the siskins fly back into their cage. The cat catches siskins.
I'll hide the doll Masha
Target . Sound differentiation sh-h in the text.
Equipment . Doll.
Description of the game. Children sit on chairs in a semicircle. The presenter holds a doll in his hands and says that the Masha doll will now hide, and one of the children will look for her. A child who wants to look for a doll is sent to another room, and the doll is hidden. The child returns, the children say:
Let's hide the doll Masha, Let's hide our doll. Valya will approach the doll, Valya will take the doll. Valechka will dance with the doll Masha. Let's clap our hands and let our feet dance.
The child finds a doll, dances with it, and the other children clap their hands.
Scouts
Target . Sound Automation sch in words and phrases.
Equipment . Brush, toy puppy, wood chip, box, raincoat, pliers.
Description of the game. The teacher sits the children in a semicircle and says that they will play “scouts”. Children are shown objects that will be hidden. They need to be found. For the search, a group of scouts is assigned who must find the object, bring it and name it. The one who found and named the item correctly receives a scout badge. (By analogy, a game can be organized to automate any sound.)
Wand
Target . Sound differentiation sh-h in the text.
Equipment . Gymnastic stick
Description of the game. The child must hold the stick in a horizontal position with both hands in front of him and step over with his right or left foot, without letting go of the stick, movements are performed accompanied by the words spoken by the leading child:
Raise your leg higher, walk through the stick.
frogs
Target . Sound differentiation sh-h in the text.
Description of the game. Children are divided into two groups. One of them is hummocks in a swamp, the other is frogs. The hummocks stand in a large circle. Behind every hummock there was a frog hiding.
One frog (the leader) stands in the middle of the circle; it does not have its own house.
The driver says: “Here are the frogs jumping along the path with their legs stretched out.” All the children jump inside the circle and say: “Kwa, kwa, kwa, kwa, they jump with their legs stretched out.”
The children (the hummocks) say: “Here from the puddle onto the hummock and jump for the midge.” After these words, all the frogs and the driver hide behind the hummocks. The one who lacks the bump becomes the driver. He says: “They don’t want to eat anymore, so they jump back into their swamp.” The frogs jump inside the circle again and the game starts all over again. Only the children change roles.
FORMATION OF WHISTLE
SOUNDS S, S’, Z, Z’, C
Pump
Target . Sound automation p.
Description of the game. Children sit on chairs. The teacher tells them: “We are going to ride bicycles. You need to check that the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Let’s take a pump and inflate the tire: “ ssss... » Children get up and take turns, and then all together pump up the tires, making a sound With and imitating the action of a pump.
If a child fails to make a sound, it means that he is not performing the movements accurately. The pump is being repaired.
Ball
Target . Sound Automation With in words and sentences.
Description of the game. Children stand in a circle. They play ball.
My ball, fly high(throw up)
Run across the floor quickly(rolls the ball on the floor)
Jump to the floor, bolder, bolder(throw 4 times on the floor).
Fox
Target . Automation of sounds s, s’ in the text.
Description of the game. A child (fox) sits behind a bush. He has a tourniquet. The rest of the children are chickens. Chickens walk around the field, pecking grains and worms. The chickens say:
The fox hid close - the fox covered itself with a bush.
The fox turned his nose - Run away in all directions.
At the word “scatter,” the fox runs out and throws a tourniquet. The one who is insulted becomes a fox.
Owl
Target . Automation of sounds s, s’ in the text.
Description of the game. Before playing the game, children are shown a picture of an owl and told about this bird.
The game is played as follows. One of the children is chosen, he is an owl. The rest of the children are birds. An owl sits on a tree (chair). The children run around her, then carefully approach her and say:
Owl, owl, owl, owl eyes,
Sits on a branch
Looks in all directions
Yes, suddenly it will fly away...
At the word “fly” the owl flies from the tree and begins to catch the birds that are running away from it. The caught bird becomes an owl. The game is repeated.
Vanka, stand up
Target . Automation of sounds with, s’ in the text.
Description of the game. Children make movements: stand on their toes and return to their starting position. Then they squat, stand on their toes again, and squat. The movements are accompanied by the words:
Vanka, get up,
Vanka, get up,
Squat, squat.
Be obedient, look what,
We can't handle you.
Sawers
Target . Sound Automation z.
Description of the game. Children stand in front of each other, join their hands crosswise and, at the teacher’s count, reproduce the movements of the saw on the log, pronouncing the sound z for a long time. Anyone who pronounces a sound incorrectly is taken out of the game and asked to pronounce the sound correctly. h. The teacher reminds the child how to hold the tongue when pronouncing this sound.
Snowstorm
Target . Sound Automation h.
Description of the game. Children pretend to be a blizzard. At the teacher’s signal, they begin to quietly pronounce the sound z, then gradually strengthen it, and then gradually weaken it. In the initial stages it is possible to carry out
this game in front of the mirror (The duration of sound utterance for each child should be limited to 5-10 seconds).
Flowers and bees
Target . Sound Automation h.
Description of the game. Before the game starts, it is agreed who will be the bees and who will be the flowers (for example, boys are flowers and girls are bees). Then everyone scatters around the room or area. As soon as the teacher's signal is heard (hitting a tambourine or clapping your hands), children pretending to be flowers take a knee. The bees flap their wings and fly from flower to flower, while they imitate the buzzing of bees: z-z-z-z. With a new blow tambourine the children change roles, scatter around the playground, and the other bees practice pronouncing the sound z.
Zina and raisins
Target
Equipment . A rubber doll.
Description of the game. The teacher brings in an elegant rubber doll and says: “Guys, this is Zina’s doll. It was bought in a store. It's rubber. Zina's legs are rubber, Zina's arms are rubber. Rubber cheeks, rubber nose.” And then he asks the guys: “What is the name of the doll? Where did you buy it? What are her arms, legs, cheeks, nose made of? The children answer. The teacher continues: “Zina loves raisins. Lena, go and treat Zina to some raisins.” Lena comes out and says: “Take, Zina, raisins.” So the children take turns, treating Zina with raisins, and pronounce this phrase.
Name the picture
Target . Automation of sounds з, з" in words and sentences.
Equipment . Pictures with the sound z, for example: bunny, castle, eyes, factory, fence.
Description of the game. Children are sitting at tables. On the teacher’s table there is a stack of pictures with the pictures facing down. Each child has the same paired pictures. The teacher calls one of the children and asks him to take the top picture from his pile, show it to the children and say which picture he took. The one who has the same picture stands up, shows it to the guys and says: “And I have a bunny in the picture.” Children put both pictures on the table. The game continues until all the pictures from the teacher’s table have been sorted out. (By analogy, the game can be played using other sounds.)
Horned goat
Target Automation of the sound z in text.
Description of the game. The house is fenced off with a line (chairs). A goat is walking around the site. The children speak in unison!
The horned goat is coming,
A goat is walking,
Legs top top,
Eyes clap-clap!
Oh, it's goring, it's goring!
The goat makes horns out of its fingers and runs after the children, saying: “I’ll gore, I’ll gore!”
The children hide in the house, the goat catches them. Those caught become the goat's helpers.
Who is more attentive?
Target . Sound differentiation s-w.
Equipment
Description of the game. The teacher shows the children pictures and asks: “Who knows how a whistle blows?” (Children answer: ssss...) How does the bell ring? (Children s-z-z...) And now I’ll see which of you is more attentive. I will show one picture or another, and you make a sound s, then the sound z.”
Broken phone
Target . Sound differentiation s-w.
Description of the game. Children sit in one row and pass sounds to each other, then z, then s. The one who heard the sound h, passes it to the neighbor with etc. Whoever gets it wrong pronounces any sound 5 times.
Make no mistake
Target . Sound differentiation s-w.
Equipment . Pictures “Whistle” and “Bell”.
Description of the game. Children are given two pictures. On one there is a whistle, on the other there is a bell. Children take the picture with the whistle in their left hand, and the picture with the bell in their right. The teacher shows them and names pictures that have a sound in the name s or s, emphasizing these sounds a little with your voice. If a word has a sound With, then the children raise the picture with a whistle and say: ssss.,. and if there is a sound z, then with a bell they say: s-z-z.... Repeating the game, you can enter pictures whose names do not have either sound. In this case, children should not pick up their pictures.
Hares and fox
Target . Automation of sounds s-z in the text.
Description of the game. According to the number of players, holes are drawn along the edges of the court or chairs are placed. Children (bunnies) stand at their holes. One of the players is a fox. The bunnies say the text: The gray bunny is jumping near the wet pines, It’s scary to fall into the paws of a little fox, It’s scary to fall into the little fox’s hands...
Bunnies run out of their holes and jump on both legs. Then they form a round dance and jump in a circle. The words of the teacher are heard:
Bunnies, prick up your ears, look left and right, is anyone coming?
The hares look around, seeing a fox that is slowly making its way towards them, shout: “Fox!” - and scatter into the minks. The fox catches hares. The game is repeated.
What to whom?
Target . Sound Automation ts in words.
Equipment . Items with a sound in their name ts ( cucumber, button, sugar bowl, scissors, inkwell, egg, saucer, etc.).
Description of the game. The teacher lays out on the table objects whose names contain a sound ts, and says: “Now, guys, you have to guess who needs what item.” Calling the children one by one, he says: “We will give a schoolboy... (inkwell)” or “The dressmaker needs... (scissors) for her work.” The called child guesses, shows and names the appropriate object. (Similarly, the game can be played with other sounds.)
What's missing?
Target . Sound differentiation s, s", з, з', ц in words.
Equipment . Several objects that contain sounds in their names s, s’ s, s’ s ( umbrella, zebra, dog, goose, bag, castle, heron, ring).
Description of the game. The teacher places objects on the table. The child remembers them, then he is asked to turn away or close his eyes. At this time, the teacher removes one of the objects shown. The child must guess what is missing.
Bunny
Target . Automation of sounds s-z in the text.
Description of the game. Option 1. Children stand in a circle holding hands. A sad bunny sits in the middle of the circle. Children sing:
Bunny! Bunny! What happened to you? You're sitting there completely sick. You can't even stand up and dance with us. Get up, get up, jump! Here, get a carrot, get it and dance!
All the children come up to the bunny and give him a carrot.
The bunny takes the carrot and starts dancing. And the children clap their hands. Then another bunny is chosen.
Option 2. Children form a circle. One of the players is a bunny. He stands outside the circle. Children sing a song and clap their hands:
Bunny, jump into the kindergarten.
Gray, jump into the kindergarten.
Just jump into kindergarten like that.
Just jump into kindergarten like that.
Children are jumping. (Bunny jumps in a circle.)
Bunny, jump. Gray, jump. Jump like that. Jump like that.
They make jumps. (Bunny jumps.)
Little bunny, dance. Gray, dance. Just dance like that. Just dance like that.
Spinning, (Bunny dances.)
Bunny, go away. Gray, go away, go away like this. Just leave like that.They walk calmly in a circle.
Bunny leaves the circle. The game is repeated, another bunny is chosen.
Vaska the cat
Target . Sound differentiation s, s', з, з", ц in the text.
Description of the game. Children (mice) sit on chairs or a carpet, one child is a cat. He walks on his toes, looks first to the right, then to the left, meows.
Teacher and children: Vaska walks white, Vaska has a gray tail, But he flies like an arrow, And he flies like an arrow.
The cat runs to a chair standing at the end of the room and sits on it and falls asleep.
Children: Eyes close - Are you sleeping or pretending? Cat's teeth - Sharp needle.
One mouse says that she will go and see if the cat is sleeping. After looking, she waves her arms, inviting other mice to join her. The mice run up to her, scratching the chair where the cat sleeps. Vaska the cat:
As soon as the mice scratch, Gray Vaska is right there. He will catch everyone!
The cat gets up and runs after the mice, they run away from him.
Two Frosts
Target . Sound differentiation s, s’, з, з’, ц in the text.
Description of the game. Two houses are placed at different ends of the room ( chairs ). Children are located near designated houses. The teacher selects two drivers who stand in the middle of the room, each facing the team. The teacher says: “This is Frost with a red nose, and this is Frost with a blue nose.” Both Frosts say:
We are two young brothers,
Two Daring Frosts:
I am Frost - Red Nose,
I am Frost - Blue Nose.
Which one of you will decide
Set off on a path?
All the children answer Frost in chorus: We are not afraid of threats, And we are not afraid of frost.
All the players run into the house to the opposite end of the room, and Frosts try to freeze the children, i.e. touch with your hand, and each Frost must freeze children from the opposite team. The frozen ones stop where Frost captured them. The Frost who freezes the most children wins. Then Frosts face their team, and the game continues.
DIFFERENTIATION
HISSING AND WHISTLING SOUNDS
Whistles - hisses
Target . Sound differentiation s-sh.
Description of the game. The teacher puts pictures in front of him and says: “I will show you the pictures and name them. You pronounce the sound that corresponds to the object shown in the picture.” For example, the teacher shows the children a whistle. Children must say ssss. Pump: ssss... Goose: sh-sh-sh... etc.
You can draw children's attention to the fact that when pronouncing a sound With tongue below, and when pronouncing u – at the top.
Bicycle ride
Target . Sound differentiation s-sh.
Description of the game. The teacher says; “Now we will go for a bike ride. Let's check if it's goodtires are inflated. Weakly inflated, let’s pump them up: ssss... ( Children, imitating a pump, say: s-s-s...) The tires are well inflated, we just hear the air hissing. It turned out that there was a small hole in the tire, and that’s where the air came out. How does air escape from a tire? (Children shhhh...) Let's seal the hole and inflate the tire again. (Children: ssss...)
Now you can ride bicycles. Who remembers how the air came out of the tire?” (Children: sh-sh-sh...)!
You can draw the children's attention to the fact that when they inflated the tire and made the sound With , then the air was cold, the tongue was down. When the air came out of the tire(sh-sh-sh...), it was warm, the tongue was at the top.
Mousetrap
Target . Sound differentiation s-sh in the text.
Description of the game. Option 1. Some of the children form a circle (mousetrap). They stand holding hands, raising them high. The rest of the children are mice. Children standing in a circle speak quietly;
Everyone is sleeping - The kids are sleeping. The wolf is sleeping in the forest. Doll Nastya is sleeping. Only the mice don’t sleep, They want to eat, They’re looking into the mousetrap.
After these words, the mice begin to run and squeak quietly: ss... sss, run into the circle and run out of the circle. At the teacher's signal (drum beat, piano chord, bell) the mousetrap slams - the children give up. Some of the mice are caught. Children change roles or play until all the mice are caught.
Option 2. Children walk in a circle, holding hands, and say:
Oh, how tired the mice are, They just lost their passion, They all gnawed and ate, They climb everywhere, here’s to attack, Beware, cheaters, We’ll get to you, Let’s build a mousetrap And catch everyone now.
When the words end, the circle stops and the children raise their hands. The mice begin to run through the mousetrap (through the circle). When the teacher says: “Clap,” the children lower their hands and the mousetrap slams shut. Whoever did not manage to escape from the circle is considered caught and leaves the game.
Bees and mosquitoes
Target . Differentiation of sounds and.
Description of the game. The teacher invites the children to play: “Now we will go for a walk in the forest. It's good there, only the mosquitoes bother me. They fly around and ring: z-z-z... How do mosquitoes ring?” Children: s-z-z... “We drove away the mosquitoes with branches and went to the clearing. And there are many, many beautiful flowers. Bees fly, collect honey and buzz: w-w-w... How do bees buzz? Children: w-w-w... “Now let’s divide into two groups: some will be mosquitoes and live here (the teacher points to chairs standing in one corner of the room); others will be bees and live here (points to another corner of the room). Listen carefully. When I say: “The mosquitoes have flown,” then the mosquitoes should fly around the room and ring: z-z-z... When I say: “The bees have flown for honey,” then the mosquitoes will run to their place, and the bees will fly out and buzz: w-w-w...”
Sunny bunnies
Target . Sound differentiation s – z – h in the text.
Equipment . Mirror.
Description of the game. One of the children casts a small mirror on the wall and everyone talks!
Sunny bunnies playing on the wall. Lure them with your finger - Let them run to you!
Then he suggests: “Catch the bunny!” Children run and try to catch the bunny slipping from under their hands.
Sunshine and rain
Target . Sound differentiation s – w – f in words and text.
Description of the game. Children sit behind the backs of chairs and look out the window (into the hole in the back of the chair).
The teacher says: “The sun is in the sky! You can go for a walk" (shows a sun cut out of cardboard and painted). Children walk freely around the room, performing movements with the words:
The sun is shining (circle with hands) The birds are singing (imitate the flight of birds), Cthe children walk through the garden singing. To the signal “Rain! “Hurry home,” everyone tries to occupy their house and sit down at the chairs; raising and lowering their hands, they say: “Rain, rain, what are you pouring? You won’t let us go for a walk.”
The teacher again shows the sun and says “Sunshine!” Go for a walk,” and the game repeats.
Movie
Target
Equipment . A piece of cardboard with a square window cut out on it. A strip of paper with pictures pasted on it. The pictures show objects that have sounds in their names. s, z or f, w.
Description of the game. Children are sitting at tables. The teacher turns to them: “Now I will show you a movie, and you watch carefully and say what you see.” The teacher slides a strip of paper with pictures pasted on it through the window. Children name the objects depicted. (By analogy, the game can be played with different sounds.)
Find your house
Target . Differentiation of whistling and hissing sounds.
Description of the game. The children sit on one side of the room. At the teacher’s signal, “Let’s go for a walk!” The children disperse around the room, whoever wants to go where they want. At the teacher’s signal “Home!” everyone runs to the chairs and takes any one. Then they take turns looking for their chair. Having found it, they turn to the child sitting on the chair: “This is not your house, you have come to someone else’s. You will have to get up and look for your house.” When everyone is in their place, the game repeats.
Kite
Target . Differentiation of whistling and hissing sounds.
Description of the game. One of the players is a kite; he bends down to the ground and digs a hole. A mother hen approaches the kite with her chicks holding each other by the waist or dress.
Mother hen. Kite, kite, what are you doing?
Kite. I'm digging a hole.
Mother hen. What are you looking for in it?
Kite. Pebble.
Mother hen. Why do you need a pebble?
Kite. To sharpen the nose.
Mother hen. Why do you need to sharpen your nose?
Kite. To peck your kids.
After these words, the kite rushes at the chickens. They run into the chicken coop (a place fenced off with a line or chairs), the kite is trying to catch them.
Trains
Target . Differentiation of whistling and hissing sounds.
Description of the game. Option 1. All children stand one after another in a line and, rotating their arms bent at the elbows, move around the room, uttering certain sounds: for a fast train - sh-sh-sh, postal - h-h-h, commodity - w-w-w, mixed - sch-sch-sch,
At a stop, the locomotive releases steam (children make the sound With) and slows down (sound z). Signals for stops are given by the teacher or one of the children.
Option 2. The locomotive, starting to move slowly, says to the cars: “Uh, it’s hard, uh, it’s hard.” And the carriages, moving behind him, answer: “Well, so what? Well, so what? Well, so what?” The locomotive picks up speed and says: “Wow, it’s getting hot, wow, it’s getting hot,” and the cars run after it and knock: “What do we care, what do we care, what do we care.”
The train drives onto a bridge (board or carpet) and says: “Oh, how scary, oh, how scary.” Having crossed the bridge, everyone says together: “Now it’s gone, now it’s gone, now it’s gone.”
Ball
Target . Sound differentiation ts – ch in the text.
Description of the game. Children throw the ball from neighbor to neighbor to the right or left and say:
All day long I've been flying, All day long I've been jumping, I can't jump anymore, Oh, now I'm going to fall!
On the last word, the ball hits the floor.
Saw
Target . Differentiation of whistling and hissing sounds.
Equipment . Construction material.
Description of the game. Children line up in pairs opposite each other, and then every two children give each other their right hand and begin to saw, while saying:
The saw squealed, Buzzed like a bee: It cracked and became, Start over!
After the words “cracked and steel,” the children tear their hands apart, pretending to be a broken saw.
The game can be complicated by choosing a master who must repair the saws (he clasps each pair's hands together).
Cat and mice
Target . Differentiation of whistling and hissing sounds.
Equipment . Rope, two chairs, bench.
Description of the game. One of the players is a cat, and the rest of the children are mice. Mice are placed underground (behind a rope stretched between two chairs). The cat sits on a chair with his back to the mice. The presenter says:
On the bench by the window the cat lay down and dozed. Now the mice have plenty of freedom, They quickly came out of hiding, They all scattered into the corners, dragging crumbs here and there.
In response to the presenter’s words “quickly came out of hiding,” the mice crawl under the taut rope and run around the yard. The presenter says: The cat opens its eyes, the cat arches its back. Spreads its claws. Jump - ran, scattered the mice! The cat makes movements corresponding to the words of the presenter. At the words “jump - ran,” the cat jumps up from the chair and catches the mice, and the mice run underground (crawl under the rope).
A little white snow fell
Target . Differentiation of whistling and hissing sounds in text.
Description of the game. Children say a poem in chorus, accompanying the words with movements:
A little white snow has fallen, We will gather in a circle. Snow, snow, white snow, It covers us all. (Children, standing in a circle, raise their hands and slowly lower them, imitating falling snow.)
We sit on the sled and quickly rush down the hill. Snow, snow, white snow, We rush faster than anyone. (They stand behind each other and run in a circle, hands behind them.)
The children all got on their skis and ran after each other. Snow, snow, white snow, swirling and falling on everyone. (They walk slowly in a circle, their arms bent at the elbows and clenched into fists, as if holding ski poles.)
We made a ball out of snow, Then we made a doll. Snow, snow, white snow, the doll came out the best. (They bend over and show how they sculpt a doll..)
The children were tired in the evening, they all dozed off in their cribs. Snow, snow, white snow, The boys sleep the deepest of all. (They squat down with their hands under their cheeks and sleep.)
Mistress, wolf and geese
Target . Differentiation of whistling and hissing sounds.
Description of the game. One child is a wolf, another is a master or mistress, all other children are geese. A house is allocated for the geese, and a circle is drawn to the side for the wolf. This is the mountain behind which the wolf lies in wait for the geese. The housewife drives the geese to graze, then returns home and says:
Geese, geese, home!
For what? - the geese ask.
Gray wolf under the mountain!
What is he doing?
The geese are nipping.
Which ones?
Gray and white - all home!
And the geese run home, and the wolf catches them. The wolf takes the caught geese to his house.
The housewife again drives the geese to graze, and again the wolf catches them on the way home.
This continues until all the geese get to the wolf. Then the hostess goes to look for her geese.
Wolf, have you seen my geese? - she asks.
What were the geese like? - asks the wolf.
Gray, white, and motley,” the hostess answers.
The wolf indicates the path along which the geese ran (shows any direction). At this time, the children pretending to be geese begin to clap their hands, like geese with their wings.
“The spoons are falling off the shelf,” explains the wolf. The mistress leaves along the indicated road and returns to the wolf again and repeats the same questions. The second time the geese stomp their feet.
What it is? - asks the hostess.
“It’s the horses stomping in the stable,” explains the wolf.
The hostess leaves again and returns with the same questions. The third time the geese begin to hiss.
What it is? - asks the hostess.
“It’s the cabbage soup that’s boiling,” the wolf answers.
The hostess is about to leave, and the geese begin to shout loudly: “Ha, ha, ha...” She goes to pick up her geese. Then the wolf orders the geese to clasp their hands tightly. The hostess tries to separate her hands. The one with whom she can do this is her goose. The one from whom she cannot separate them remains with the wolf.
Then a new wolf and a new mistress are appointed, and the game is repeated.
Geese are selected in this way: a board is placed on the ground or a line is drawn. The hostess walks along it slowly, placing the heel of one foot against the toe of the other, and says: “That’s it, my geese!” The wolf follows her with quick steps, running, regardless of the line. Then the geese take turns passing: whoever can walk like the mistress goes to her, whoever runs like a wolf or stumbles goes to the wolf. Then they count who has more geese left: the wolf or the mistress. The one with more wins.
Fox and wolf
Target . Differentiation of whistling and hissing sounds.
Equipment . Two costumes (wolf and fox). The fox has a red jumpsuit, the wolf has a gray one.
Description of the game. One child portrays a fox, the other a wolf.
Gray wolf in a dense forest
I met a red fox.
Wolf. Lizaveta, hello!
Fox. How are you, toothy?
Wolf. Things are going well. The head is still intact.
Fox. Where have you been?
Wolf. On the market.
Fox. What did you buy?
Wolf. Pork.
Fox. How much did you take?
Wolf. A tuft of wool - The right side was torn off. The tail was chewed off in a fight.
Fox. Who bit it off?
Wolf. Dogs.
Fox. Is he alive, dear kumanek?
Wolf. I barely dragged my legs. How are you, godfather?
Fox. I was at the market.
Wolf. Why are you so tired?
Fox. I counted ducks.
Wolf. How much was it?
Fox. Seven from eight.
Wolf. How many has it become?
Fox. None.
Wolf. Where are these ducks?
Fox. It's in my stomach.
Little houses
Target . Differentiation of whistling and hissing sounds.
Equipment . Animal masks.
Description of the game. A leader hare or a wolf is chosen for the game. The rest of the children are bunnies. They sit on chairs in a circle. The leader hare walks in a circle, knocking on the bunnies’ houses:
Small houses stand in the dense forest,
Little white bunnies are sitting in houses.
One bunny ran out, he ran through the forest,
He knocked on everyone’s little window with his little paw.
Come out, bunnies, let's go for a walk in the forest.
If the wolf appears, we will hide again. Then, being in the center of the circle, he beckons the children with his hands. The bunnies run out, jump, gallop until a wolf appears. When a wolf appears, the bunnies hide in their houses. The wolf catches hares. The one caught becomes a wolf and the game continues.
Teremok
Target . Automation of whistling and hissing sounds.
Equipment . Hats or masks for animals.
Description of the game. Children stand in a circle. There are chairs in the middle of the circle. This is a mansion. The animals run up to the tower one by one. The little mouse runs up first and asks: “Terem-teremok, who lives in the tower?” No one answers her, the little mouse climbs into the little house and remains to live in it. The second frog jumps and asks: “Terem-teremok, who lives in the tower?” The little mouse answers her: “I’m the little mouse, and who are you?” - “I am a frog frog.” - “Come live with me.”
A cowardly bunny runs and asks: “Terem-teremok, who lives in the tower?” - “I’m a little mouse, I’m a frog, and who are you?” - “I’m a cowardly bunny,” - “Come live with us.”
Little fox-sister is running. He runs up to the tower and asks: “Terem-teremok, who lives in the tower?” They answer her: “I’m a little mouse, I’m a frog, I’m a cowardly bunny, and who are you?” - “I am a fox-sister.” - “Come live with us.”
A bear appears, approaches the tower and asks: “Terem-teremok, who lives in the tower?” - “I’m a little mouse, I’m a frog-frog, I’m a cowardly bunny, I’m a little fox-sister, and who are you?” - “I’m a bear, I’m crushing all of you.” At these words, he clasps the tower with his hands, and all the animals scatter in different directions. This is where the game ends.
FORMATION OF SOUND
R, R', L, L'
Sparrows and car
Target . Automation of sounds r, r" in onomatopoeia.
Description of the game. Several children ( sparrows ) jump along the road and tweet:chirp, chirp, chirp.Suddenly a car appears on the road (a child pretending to be a car). First the sound of the engine rrrr heard faintly, then stronger and stronger. When the car approaches the sparrows, they make a sound frr, spread their wings and fly away.
horse
Purpose p.
Game description . The teacher divides the children into three groups. One group depicts riders, the other two - horses. Children pretending to be horses take hands in pairs and ride with a clicking sound, controlled by the rider. At a signal from the teacher, the rider stops the horses, saying: tr-tr-tr... Then the children change roles.
Soldiers
Target . Automation of sound in syllables.
Description of the game. Children walk in formation. When moving, they make trumpet sounds:tram-ta-ra-ra, tram-ta-ra-ra.The teacher can choose one of the children and assign him the role of a trumpet player, and the rest of the children evaluate the correct sound of the trumpet ( volume, clarity).
Aircraft
Target . Sound production and automation R.
Equipment . Garland with flags. Three flags (red, blue and green).
Description of the game. Option 1. There are chairs on one side of the room. A garland with flags is stretched in front and an arch is arranged. This is an airfield. The pilots sit on chairs, waiting for orders. “Are the pilots ready to fly?” - asks the teacher. The guys answer: “Ready!” - “Start your engines!” - says the teacher. D-d-d-drr-rrrr, - Children imitate the sound of a motor and, turning their right hand as if starting a motor, fly around the room. “Pilots, fly back!” - the teacher calls. Gradually, slowing down and falling silent, everyone returns to the airfield and sits on chairs.
Option 2. Children sit on a rug (at the airfield). They are all pilots, and all their planes are ready for takeoff. One child (the traffic controller) holds flags in his hand: red, blue, green. He leads the movement. With the wave of the green flag, the first plane takes off. At the same time, the child pretending to be an airplane first makes sounds tdd and then drr as long as the traffic controller holds the green flag. When he lowers the green flag, the plane lands with a sound etc. Game continues. If the child after the sound tdd won't be able to switch to sound drr, then he is sent for repairs to a mechanic (teacher), who works with him individually.
Colored cars
Target . Sound Automation R.
Equipment . Colored hoops or paper rings according to the number of players, several colored flags.
Description of the game. Children are sitting on chairs along the wall. They are cars. Each player is given a hoop of some color or a paper ring. This is the steering wheel. Before the teacher ( or presenter ) there are several colored flags on the table. He picks up one of them. Children, whose steering wheel is the same color as the teacher’s flag, run around the room, imitating the sound of a car engine: rrrr. When the teacher lowers the flag, the children stop and, at the signal “Cars are returning,” they each go step by step to their garage ( to your chair ). Then the teacher raises a flag of a different color and the game resumes. The teacher can raise one, two or three flags together, and then all the cars leave their garages.
Alarm
Target . Sound Automation R.
Description of the game. All children go to bed (sit on chairs). One child is an alarm clock. The teacher says what time the children should be woken up and begins to count slowly. When he says the appointed time to get up, the alarm clock begins to chirp: rrrrrrr... All the children stand up.
Crows
Target . Sound Automation R in onomatopoeias and phrases.
Description of the game. The teacher divides the children into three groups: the first group depicts a Christmas tree, the children stand in a circle and, lowering their hands, say: “Like crows cawing and jumping under a green Christmas tree”; the second is crows that jump in a circle and croak: kar-kar-kar... The first group of children says: “They fought over a crust, they screamed at the top of their lungs.” Second group (in a circle): kar-kar-kar... First group: “The dogs come running and the crows fly away.” A third group of children, pretending to be dogs, runs into the circle and growls rrr... chases the crows, which fly away to their nest (pre-designated place). Those caught become dogs. The game is repeated until two or three of the most dexterous crows remain. Then the children change roles and continue the game.
Lamb
Target . Sound Automation R in the text, development of auditory attention.
Game description . The driver sits on a chair with his back to the children, the others take turns approaching him and reciting rhymes.
Lamb, lamb,
Show me your horns
I'll give you sugar
Piece of pie!
Who am I?
Orchestra
Target . Automation of sounds r, r" in syllables.
Description of the game. Children sit in a semicircle. One group of children are trumpeters, another are violinists, and the third are drummers. The teacher is a conductor. He shows each group how to imitate the movements of trumpeters, violinists and percussionists. Then he offers to sing some familiar tune. Trumpeters sing a syllable ru-ru-ru, violinists - ri-ri-ri, and drummers - ra-ra-ra. After the rehearsal, the teacher begins to conduct. Only the group to which the teacher points with a stick sings. When the teacher raises both hands, everyone plays at the same time. Then the teacher calls three or four children and invites them to perform some song on any instrument. The rest of the children are asked to guess what song was performed.
Do you know these words?
Target . Automation of sounds r, r" in syllables and words.
Description of the game. The teacher pronounces the phrase without finishing the syllables in the words. Whichever child is the first to correctly pronounce the missing syllable will receive a cardboard circle. The one with the most circles wins. Sample list of proposals:We have an ice mountain; Who's mooing? Cow); There is a fence around the park; Underground we have me(tro); There is a goalkeeper at the gate; In the morning, children do exercises; The mole has a no(ra) in the ground; Chickens go with chickens; To write, you need tet (for the sake of); The guys lit a fire in the forest; There are lights on the streets; We love sweet va(rainier) etc.
Keep order
Target . Automation of sounds r, r" in words.
Description of the game. Children sit in a semicircle. In the center there is a teacher’s table, on which several objects are placed in a row, the names of which contain the sound r, r". The teacher calls one child, who must name and show the children the objects laid out on the teacher’s table. Then the child turns his back to the table and names the objects from memory in the order in which he laid them out on the table. If the child finds it difficult to complete the task, you can allow him to carefully examine the objects again.
Then other children are called. The teacher, at his own discretion, can change the order of objects, replace them or add new ones.
The following items can be selected for the game: a flashlight, a fish, a bubble, a pea, a rope, an elastic band, sugar, a rocket, a buckle, a mushroom, a mitten, etc. By repeating the game, you can give five or six items to memorize. Children should name objects loudly and clearly. (By analogy, the game can be played with other sounds.)
Do you remember these verses?
Target . Automation of sounds r, r" in words.
Description of the game. The teacher reads excerpts from poems familiar to the children. The child must say the missing words.
Where did (sparrow) have lunch? At the zoo with (animals).
Don't stand too close: I'm a tiger cub, not a pussy.
In this river in the morning (early) two (sheep) drowned.
Poor little camel! They don’t give food (to the child). Today he ate only two of these (buckets) since (morning).
Gold letters in the sun (burn): Long live (friendship) of the Soviet (guys).
All the guys from the yard shout to the painters: (Hurray)!
A goat (horned) is coming for the little ones (children).
Finish your milk and let's go for a walk (quickly).
And the gray goat shakes his beard.
Here the metro will pass through us, take everyone with it (take it).
Rams
Target. Sound AutomationRin the text.
Progress of the game.Several pairs of children, standing opposite each other, holding hands, form a gate. The rest (rams) approach the gate, knock on it (stomp their feet).
Rams. Tra-tra-tra, tra-tra-tra,
Open the gates!Gates. Early, early, you sheep knocked on the gate.Rams. Tra-tra-tra, tra-tra-tra, Let me through the gate!Gates. Where are you going? Where are you going? We won't open the gate.Rams. To the meadows, where there is grass, And there is dew on the grass.Gates. It's too early for you to go there. We won't open the gate.Rams. Tra-tra-tra, tra-tra-tra, Goodbye, gate. We'll come when the grass dries. (They're leaving.)
Steamboat
Target. Staging and automation of interdental soundl..
Equipment. To play you will need water (a basin - indoors, a stream outdoors), toys; steamboat, small dolls, nesting dolls.
The teacher addresses the children: “We are going to go on a boat ride. Do you know how the steamboat hums? Listen:s-s-s...Let's repeat everything together, like a steamship humming.
Now put the wide tip of your tongue between your teeth, bite it lightly and hum like a steamboat: y-y-y...” The children hum. The teacher continues: “The steamer can sound several whistles.” Then he invites the children to take turns riding a bunny, a nesting doll, etc. on a steamboat. Children's attention is fixed on the fact that they have made a soundlll,when they bit the tip of their tongue.
Saw
Target. Automation of soundsl, l’Vtext.
Description of the game.Children in pairs, holding their hands crosswise, cut wood and say:
The saw cut, buzzed like a bee, sawed off a piece, ran into a twig, burst and began, start over. Having formed new pairs, the children continue the game.
Airplane
Target. Sound differentiationl-r.
Description of the game.The teacher, addressing the children, says: “Now we will play “airplane.” Let’s start the plane’s engine: r-rr...” Children say: r-r-r... and reproduce the movements of the engine with their hands. “They started the engine, and the plane flew high, you couldn’t see it, only the hum was heard:l-l-l...How does the plane sound? Children:l-l-l...
Do you know these words?
Target. Automation of soundsl, l"in syllables and words.
Description of the game.The teacher pronounces the phrase without finishing the syllables in the words. Whichever child is the first to correctly pronounce the missing syllable receives a cardboard circle. The one with the most circles wins.
The girl is still young.
The squirrel hid in the du (plo).
Clouds are floating across the sky.
Lena's knee hurts.
The cow gives milk (loco).
Mila ate yab(loko).
Lida saw ba(let) in the theater.
Vasya wanted to fly on a plane.
We are sitting on a chair for a hundred (crowbar),
Wash cleanly, we (scrap).
In the morning the alarm wakes us up.
Catch-up
Target. Sound differentiationl, l", r, r"in the text.
Description of the game.Children join hands (they are beyond the line) and walk in an even line to the driver, who sits at a distance of 10m(7 m)on the chair.
We, cheerful guys, love to run and play. Well, try to catch up with us! Well, try to catch up with us!
Having said the last words, the children give up and run away, and the driver catches someone. The one who gets caught drives, and the game repeats.
Answer the questions
Target. Automation of soundsl, l"in words and phrases.
Equipment. Pictures with a sound in the titlel:lion, ribbon, lamp, watering can, bow, ladder, horse, plane, lemon, skis, peacock, fox, leaves, alarm clock, shoes, etc.
Description of the game.The teacher lays out the pictures on the table with the pattern facing up. Then he calls the children one by one, asks them questions, and the child gives a complete answer (for example: “What are flowers watered from?” - “Flowers are watered from a watering can”). While looking for the corresponding picture and showing it to all the children, he names it loudly.
The teacher must ensure that children give complete answers. You can ask different questions about one picture. For example: “What did they bring to the workshop to repair?” Answer: “They brought them to the shoe workshop to repair shoes.” “What did mom buy at the shoe store?” Answer: “Mom bought shoes at the store.”
Horses
Target. Sound Automationl intext.
Description of the game.One half of the children represent horses, the other half represent coachmen. The coachmen approach the horses standing in a row. Patting them on the back, they say:
What a horse - the fur is smooth,
Cleanly washed from head to hoof,
I ate oats and got to work again.
The coachmen harness the horses and say:but but but...and leave. The horses click their tongues. Then the children change roles.
Do you remember these verses?
Target. Sound differentiationl, l’, r, r"Vwords and phrases.
Description of the game.The teacher reads excerpts from poems to the children. The child must say the missing words.
I was in the sun (lying), Nose up (holding), Here I have it (tanned).
The wind (walks) across the sea And (hurries the ship), He runs (in the waves) on swollen (sails).
You are not our master, you are our (lamaster).
Without windows, without (doors), the room is full (of people).
In the morning he sits on the lake (an amateur fisherman), sits (purrs a song), and a song (without words). As the song begins, All the fish (dissolve).
Do you remember these verses?
Target. Automation of soundsl, l" inwords and phrases.
Description of the game. The teacher gives the child excerpts from poems familiar to the children. The child must say the missing words.
The ball got under (the wheel), burst (slammed) - That's all.
(The elephant) nods his head, He sends (a bow) to the elephant.
I'm used to brushing my shoes every day. I have to shake out all the (specks of dust) from the suit (I’m not too lazy).
Finger, finger, where were you? With this brother (went to the forest), With this brother (ate porridge), With this brother (sang songs).
The phone is already tired, I didn’t talk (I didn’t).
Target. Sound differentiationl, l", r, r"in the text.
Equipment. Thin rod 1 lengthm25 cmwith a length of cord tied to it1 / 2 m,at the end of which is a mosquito made of cardboard.
Description of the game.Children stand in a circle, with a teacher in the middle who circles (circles) a rod in the air slightly above the children’s heads. Children jump up and try to catch the mosquito. The children sing a song to the one who caught the mosquito:
Ay, Kolya (Olya) is great! The mosquito is finished! Tra-la-la, tra-la-la, Komaru is finished!
Save yourself from the wolf
Target. Sound differentiationl, l’, r, r"in the text.
Description of the game.At one end of the room there are chairs, behind which children hide to escape from the wolf (the chairs stand in one line, at some distance from each other, so that they can easily walk between them). At the other end of the room, a wolf is sitting in a den (on a chair). Children walk towards the wolf and say, bending down rhythmically (picking strawberries in a basket):
The children walked along the hillock, took, took strawberries. They pinned a knife onto a piece of grass. It hurts, my leg hurts, but it doesn’t hurt.
At the end of the words, a wolf jumps out of the den, and the children run away and hide from the wolf, who catches them. The one who is caught by the wolf sits in the den and becomes a wolf.
Carousel
Target. Sound differentiationl, l", r, r"in the text.
Game description. The players form a circle. The teacher gives the children a cord, the ends of which are tied. Children take the cord with their right hand, turn to the left and say:
Barely, barely, barely, barely The carousel spun, And then around, around, around Everyone ran, ran, ran.
In accordance with the text of the poem, the children walk in a circle, first slowly, then faster, and finally run.
While running, the teacher says
“Be-be-zha-li, be-zha-li.”
After the children run in a circle 2 times, the teacher changes the direction of movement and says: “Turn.” The players must turn around, quickly grabbing the cord with their left hand, and run in the other direction.
Then the teacher continues with the children!
Hush, hush, don't rush! Stop the carousel! One, two, one, two! The game is over!
The movement of the carousel becomes gradually slower. When they say “the game is over,” the children lower the cord to the ground and disperse around the playground.
After the children have rested a little, the teacher rings three bells or hits the tambourine 3 times. The players rush to take their places on the carousel, i.e. stand in a circle and take the cord. The game resumes. Those who do not have time to take a seat before the third bell do not ride on the carousel, but stand and wait for a new boarding.
The game can be repeated 3-4 times. On the cord you cantie bells and colored ribbons to make the carousel elegant.
The Forest Raised a Christmas Tree
Target. Sound differentiationl, l’, r, r"in the text.
Description of the game.Children form a large round dance around the Christmas tree.
Everyone sings and moves along with the song.
A Christmas tree was born in the forest, It grew in the forest, Slender in winter and summer, It was green. (The round dance moves to the right, then to the left.)
The snowstorm sang a song to her; “Sleep, Christmas tree, bye-bye!” The frost was wrapped in snow: “Make sure you don’t freeze!” (Children squat down and pretend the Christmas tree is sleeping).
The cowardly little gray bunny galloped under the Christmas tree, Sometimes the wolf, the angry wolf, ran at a trot. (They jump with both feet, imitating a bunny, then run back in small steps, bending slightly when the wolf runs past the Christmas tree.)
Chu! Snow in a clean forest Under the runner creaks: A furry-legged horse is in a hurry, running. (Walk to the right, raising their legs high, one after another.)
The horse is carrying the logs, And in the logs is an old man; He cut down our Christmas tree right down to the root. (They stop, turn to face the tree, spread their legs, raise their arms, lower them and raise them 2-3 times, pretending to chop a Christmas tree.)
Now you are here, dressed up, you came to us for the holiday and brought a lot, a lot of joy to the kids. (They dance lightly while standing still. The movements are arbitrary.)
FORMATION OF SOUND
K, G, X, J
Crane and frogs
Target. Sound AutomationTo.
Description of the game.A large rectangle is drawn on the ground. This is a river. There are hummocks painted on the banks (circles drawn at a distance of 45-55 cm from the shore, so that it is not difficult to get into the water from a hummock in one jump, i.e. into the outlined rectangle). One child is a crane and the rest are frogs. The crane sits in its nest nearby, and the frogs sit on the hummocks and begin their concert.
Here, from a hatched rotten hole, a frog plopped into the water. And, inflated like a bubble, she began to croak from the water: “Kwa, ke, ke, qua, ke, ke, It will rain on the river.”
As soon as the frogs say their last words, the crane flies out of the nest and catches them. The frogs jump into the water, where the crane is not allowed to catch them. The caught frog remains on the hummock until the crane flies away and until all the frogs come out again. The frogs sit in the water until the crane flies away.
After the crane catches several frogs (for example, 3-4), a new crane is selected from among those children who have never been caught. Frogs squat on hummocks and can swim (run inside a circle) in the water. You can only get back onto the bump by jumping.
Hen, cockerel and chicks
Target. Sound AutomationToin onomatopoeia and sentences.
Description of the game.One child is a cockerel, the other is a hen, the rest of the children are chickens.
The hen (teacher or child) and the chickens peck the grains (tapping their fingers on the floor). The cockerel appears and the chicks hide behind the curtain. The cockerel asks: “Ku-ka-re-ku, ku-ka-re-ku, where are the little chickens?” The hen replies: “Ko-ko-ko, the chickens have run away, look for them, Petya the Cockerel.” The cockerel walks around looking for chicks, finds them and invites them to run. The chickens run away, the cockerel catches up with them. Then the roles change.
Rain
Target. Sound AutomationToin syllables and text.
Description of the game.Children sit on chairs. Teacher? says: “We went for a walk, and suddenly it started to rain and drummed on the roof. How did you drop the drops? Let's remember the poem."
Drop one, drop two,
Drops slowly at first
Drip, drip, drip, drip. (Children accompany these words with slow claps.)
The drops began to keep pace,
Drop drop customize -
Drip, drip, drip, drip. (The claps become more frequent.)
Let's quickly open the umbrella,
Let's protect ourselves from the rain. (Children raise their arms above their heads, imitating an umbrella.)
Who is screaming?
Target. Sound Automationto to inonomatopoeias.
Equipment. Pictures: chicken, rooster, cuckoo, frog.
Description of the game.The teacher says: “Remember, children, how we went for a walk in the forest at the dacha? We were going for a walk. We went out into the yard, and a chicken came towards us and shouted:co-co-co...(Children:ko-ko-ko...)We move on, and the chicken cackles:where-where?..(Children:where-where?,.)“Into the forest,” we answered her and moved on. A rooster sits on the fence and crows:ku-ka-re-ku!..(Children:ku-ka-re-ku!.,) We went further along the road past the vegetable garden. We look and the sparrows are pecking at the grains of the sunflower. The children chased them away. (Children:shoo-shoo...)We came to the forest. It's good there. We started collecting flowers, and suddenly we heard a cuckoo calling: peek-a-boo... (Children: peek-a-boo...) We picked a lot of flowers and went back. We hear the frogs croaking:qua-qua...(Children:qua-qua...)We walked in the forest and returned home.”
Let's warm our hands
Target. Staging and automation of individual soundX.
Description of the game.Children sit on chairs. The teacher shows a picture of children sculpting a snow woman and says: “The children sculpted a snow woman. It came out good. Their hands were frozen. Let's warm them up, breathe on their hands to keep them warm. Like this". (Shows.) Then the children warm their hands one by one and all together, pronouncing the soundX.
Geese-geese
Target. Automation of the g sound in syllables and sentences.
Equipment. The painting depicts a girl chasing geese.
Description of the game. Option 1, The teacher shows a picture, Geese go home and cackle:ha-ha-ha..,Children:ha-ha-ha... -“On the way we came across a ditch, the goose began to jump over itgop-gop-gop..."Children:gop-gop-gop...
Option 2. In one place of the site there is a poultry yard, in another there is a pasture (draw lines on both sides). A shepherd and a fox are chosen. The rest of the children are geese.
At the beginning of the game, a shepherd with a twig in his hand takes the geese to the pasture, and he himself returns back to the poultry yard. Geese are grazing at this time. After a while, the shepherd calls the geese: “Geese, geese!” Hearing the shepherd’s voice, the geese shout: “Ha, ha, ha!” Shepherd: “Well, fly!” The geese spread their wings and, waving their arms, fly across the field to the poultry yard, and the fox catches them. She takes those caught into a hole. If the fox catches five geese, the teacher chooses a new fox and a new shepherd.
Target. Differentiation of sounds in onomatopoeias.
Description of the game.Children sit on chairs arranged in a circle (house). One child approaches the house, knocks and asks: “Who lives in the house?” Children answer in the voice of an animal or bird:ha-ha-ha, kwa-kwaetc. The child must name who lives in the house.
Stain the couple!
Target. Sound differentiationk-gin the text.
Description of the game.Children line up in pairs one after another. In the middle stands the driver, in his hands he holds a ball made of material. The driver says loudly: Throw, throw, throw. Let's run together Through water and fire. Even the horse won't catch us. One, two, catch up, Well, try, catch it!
After the driver’s words, the last pair unclasps their hands and runs forward to a pre-drawn line, located 10-12 steps from the driver. The driver must hit one of the runners with the ball before he runs over the line. The one he hit becomes the first pair with him, and the other leads. If the driver does not hit, then he drives again, and the pair that has reached the line takes the lead, and the game continues. The last pair can run only after the words “well, try it, catch it!”
Who needs what?
Target. Sound AutomationXin words and sentences.
Equipment. The teacher puts pictures on the board and says: “Now you will hear short stories. Each story should be accompanied by one of these pictures. You will guess which one and name it.”
The children began to decorate the Christmas tree. We hung a lot of toys. What's left to hang? (Firecracker.)
A doctor came to see a sick child. What did he wear? (Robe.)" etc. The winner is the one who gives the most correct answers.
Hen, chickens and dog
Target. Sound differentiationTo- Xin the text.
Description of the game.Children pretend to be chickens, one child is a chicken, and the other is a dog. All chickens sit in a chicken coop (located on one side of the site). On the other side is a dog kennel with a dog sitting in it. According to the teacher (ordriving)
A crested hen came out, With her were yellow chicks, The hen clucked: “Ko-ko! Don't go far. The chicken runs out, looks around, flaps its wings and shouts:co-co-co!,calling the chickens. When she calls, the chickens run out of the coop and start running, looking for food, the chicken runs with them. At the teacher’s signal, a dog runs out barking and runs after the chickens, the chickens run into the chicken coop.
Cockerel
Target. Sound differentiationk, g, xin the text.
Description of the game.Along the edges of the platform there are low benches or boards placed on a stand (height 10-15 cm). Children stand on the bench. They represent chickens, and one child is a rooster. The children say: Petya walks on the sand in yellow boots, stands and looks, and then shouts: “Ku-ka-re-ku!”
The cockerel comes out and makes the appropriate movements (“Ku-ka-re-ku,” cries the cockerel.) After the rooster crows, all the chickens jump off the benches and run to look for food. The cockerel runs with them. At the signal “Chick-chick” the children return to their places. Then a new cockerel is selected and the game is repeated.
Crested hen
Target. Sound differentiationTo- Xin the text.
Description of the game.The teacher chooses a chicken from the players, the rest of the children are chickens. One child is a cat. The hen and chicks walk around the room, imitating flapping their wings with their hands, peck at the food and say:
A crested hen came out, With her were yellow chicks, The hen clucked: “Ko-ko! Don't go far."
The presenter speaks, and the cat accompanies his words with actions.
On a bench by the path a cat lay down and dozed. ...The cat opens its eyes and catches up with the chickens.
At the last words, the cat jumps up, meows and runs after the chickens, who run away to their house, to the hen (mother).
The hen protects the chickens, spreading her arms to the sides, and says at the same time: “Go away, cat, I won’t give you the chickens!”
When repeating the game, another child is chosen to play the role of the cat.
Chickens and rooster
Target. The same as in the previous game.Description of the game.Chickens are sitting near one of the walls (on chairs), and a rooster is walking a short distance from them. In one of the corners of the room there is a cat house, with a cat sitting in it. The presenter sits with the chickens. Pointing to a walking rooster, he says: Petya in yellow boots walks on the sand,
And then he crows: The rooster crows:
“Ku-ka-re-ku!” Come out, chickens, collect the crumbs, there are a lot of crumbs here on my path.
The chickens run out, flap their wings (they tap their fingers on the floor near the rooster) and say:
The chickens waved their wings: “Ko-ko-ko-ko-ko!” The chickens knocked with their beaks: “Ko-ko-ko-ko-ko!” Give us, Petya, crumbs, don’t be sorry for the crumbs, give us a little more,
It will be more fun: “Ko-ko-ko-ko-ko!”
The cat comes out, sneaks up to the rooster and sings: I’ll go out, I’ll go out onto the path: “Meow-meow-meow”, Where the chickens are looking for crumbs “Meow-meow-meow!” I’ll come closer to the cockerel and take Petya with me to the house. He grabs the rooster and takes him into the house. The chickens run away to their places (on the chairs).
Leading. The cat is gone, let's go save Petya. The chickens screamed loudly. Chickens. “Ko-ko-ko-ko” And they ran after Petya: “Ko-ko-ko, ko-ko-ko!” Come out to us, Petya, collect crumbs here, There are a lot of crumbs here on our path. A rooster comes out, the leader says: “So everyone has gathered, now let’s dance.” They stand in a circle. Rooster in the middle. All. We ate everything, Petya, And now, my friend, Let's quickly gather together We are a big circle. Show us your leg, Petya, quickly, Spin around with us, Petya, have more fun!
Hares hunting
Target. Sound differentiationk-g-xin the text.
Description of the game.All the guys are hares and two or three hunters.
On one side of the site, according to the number of hares, the teacher draws small circles (hare holes) in which the hares are placed.
The hunters are on the opposite side, where a house is drawn for them. Each hunter has a ball made of cloth.
Leading. There is no one on the lawn, come out, brother bunnies, jump, tumble, ride in the snow!..
Hares run out of their holes, scatter all over the area and jump. The teacher suddenly hits a drum or tambourine or claps his hands and says: “Hunters!”
Hunters run out of the house and hunt hares, and the hares must occupy their houses in time.
The hunt is that each hunter must hit the hare with a ball before he runs into the hole.
The hunters take the caught hares to their house, and the game is repeated.
The same hunters go hunting no more than 3 times, and then choose new hunters.
Train
Target. Sound differentiationk-g-xin the text.
Description of the game.The teacher or one of the children is a locomotive. All children are wagons. Children sit on chairs one after another. The locomotive whistles and the train moves off. Children can move their hands and say:goo-goo-gooor:
Here is our train, the wheels are knocking, and the guys are sitting on this train. “Goo-goo-goo, goo-goo-goo,” The locomotive puffs. He took the boys far, far away.
Then the driver says: “Stop! Stop! Anyone who wants to get down, come out quickly, let’s go for a walk.” Children get up from their chairs and walk around the room.
In this game, different lyrics may be given:
Our train takes the children to the forest and to the clearing. Children will walk there and meet a bunny.
“Tak-tak-tak, tak-tak-tak”, All the wheels are knocking, “Goo-gu-gu”, we will meet a squirrel and a fox. We drive, we drive faster, We are not afraid of animals. The locomotive is moving more quietly. The stop is close. “Gu-gu-gu, stop!”
The train stops, the children scatter around the room, walk, pick flowers, and at the teacher’s signal the game resumes again.
Cheerful geese
Target. Sound differentiationk-gin the text.
Description of the game.Children pretend to be geese. The teacher or one of the children pretends to be a grandmother. He drives the geese out onto the site.
The children shout: ha-ha-ha, and walk around the playground, Grandma (calls the geese). Geese, geese!
Geese. Ha-ha-ha!
Grandmother. Do you want to eat?
Geese. Yes Yes Yes!
Grandmother. Run home!
Geese run to grandma. She feeds them (brings each child an imaginary bowl),
Cubes with pictures
Target. Automation of soundsI, e, e, yu (th) inwords.
Equipment. Several cubes with pasted pictures: apple, hedgehog, fir tree, bindweed, lighthouse, skirt, teapot, watering can, T-shirt, sparrow, ant, barn, tram, berry, anchor, blanket, leaves, snake, hedgehogs, blackberries, train, dress, gun, receiver, spinning top.
Description of the game.Children sit at the same table and take turns throwing any cube on the table. The child must pronounce the picture that appears at the top correctly. A point is awarded for correct pronunciation. At the end of the game, the teacher counts the points. Whoever has the most points is the winner.
And what's in there?
Target. Automation of soundsi, e, e, yu (th) bwords and phrases.
Equipment. A wide box, a ball or a button, plot pictures: a boy drinks, a mother sews, children sing, a bird builds a nest, a dog barks, children bathe, mother washes her daughter, boys dig a hole, children plant a tree, etc.
Description of the game.The subject pictures are placed face down in the box. The child carefully throws the button into the box and opens the picture on which the button fell. Based on this picture he makes a proposal. A point is awarded for a correct answer. The winner is the one who has more points at the end of the game.
Tell him what to do
Target. Automation of sound in words and phrases.
Equipment. Dolls, toy cars, ball, jump ropes, hoop.
Description of the game. Option 1. Toys are laid out on the shelf. Each child takes turns going to the shelf, taking any toy and inviting one of the children to play with it. Children should say something like this:Lena, rock the doll; Vasya, jump over the rope; Seryozha, roll the hoopand so on. After fulfilling the leader's request, the toy is returned and the game continues.
Multi-colored figures
Target. Automation of soundsI, e, e, yu(th)in words and phrases.
Equipment. Circles, triangles, squares, rectangles, ovals, painted on one side in a certain color.
Descriptiongames. The figures are placed in the middle of the table or in a box with the colored side down. The children are sitting around the table. Each of the children, closing their eyes, takes turns pulling out a figurine, opening their eyes and calling its color, for example: “I took a blue triangle.” If the wordbluepronounced correctly, the child takes the figurine for himself. If not, put it back in the box. Whoever collects the most figures wins.
What are we doing?
Target. Automation of soundsI, e, e, yu(th)in phrases.
Equipment. Subject pictures, for example: a boy playing with a spinning top, a girl washing a doll’s clothes, a boy watering flowers, a baby eating porridge, etc.
Game description. Children are given one picture each. The teacher tells them: “Imagine that it is you depicted in the pictures. So tell me what you are doing.”
The person called comes to the table, shows everyone the picture and says, for example: “I’m playing with a spinning top.”
For a correctly pronounced phrase, the child gets a point. The one who scores more points wins.
Bunny
Target. Automation of sound and text.
Description of the game.Two children are chosen: a bunny and a wolf. Children form a circle holding hands. There is a bunny around, a wolf in the circle. Children lead a round dance and say a poem, and the bunny jumps around in a circle;
A small bunny jumps near the rubble. The bunny is jumping quickly, catch him!
The wolf tries to run out of the circle and catch the bunny. When the bunny is caught, the game repeats. But other children are already playing the roles of the bunny and the wolf.
Whose are you, whose?
Target. Automation of iotized sounds in text.
Description of the game.A presenter is selected. He approaches one child or another and asks questions, and the children answer him.
Leading. Whose are you, whose, Forest Stream?
Creek. Nobody's!
Leading. But where are you from, stream?
Creek. From the keys!
Leading. Well, whose keys are those?
Creek. Draw!
Leading. Whose birch tree is by the stream?
Creek. Draw.
Leading. And you, sweet girl?
Girl. I'm mom's, dad's and grandma's!
AUTOMATION AND DIFFERENTIATION
DIFFERENT SOUNDS
Different sounds
Equipment. Subject pictures.
Description of the game.Children receive paired pictures or lotto, for example: car, tram, train, plane, chicken, rooster, goose, duck, dog, cat, cow, drum, pipe, bell.
The presenter names the object or animal shown in the picture. The child who has the corresponding picture repeats the name of the object and imitates the sound of this object, the cry of an animal or bird. The rest of the children determine whether their friend completed the task correctly.
Traffic
Equipment. Two disks (green and red).
Description of the game.Children are divided into several groups, each of which represents a certain type of transport (tram, car, bicycle, etc.). A traffic controller stands in the middle, holding two discs in his hands. When he lifts the green disc, the tram moves along the marked rails, the cars move freely and make appropriate sounds. Freightcar: tu-tu-tu,passenger car:beep beepbus:vrrrr-vrrr,tram:tsin-tsyn,bike:ding-ding-ding.
Who wakes you up in the morning?
Description of the game.Children sit in a semicircle. They choose a driver. He comes forward, and the children ask him: “Who wakes you up in the morning?” The driver answers, for example: “Crow!” And the children determine who we are talking about. The teacher can first advise who to imitate so that children practice pronouncing different sounds(wrrrr, kwa-kwa, chirp-tweet, kud-kuda, woof-woof, moo-oo, bee-bee, quack-quack, ha-haand so on.).
Trouble
Equipment. Masks may be used.
Description of the game.One group of children are chickens, another is cockerels, the third is geese, the fourth is kittens. One of the guys portrays a dog, the teacher (or presenter) portrays the owner.
At the beginning of the game, all the birds sit on perches, and the kittens sit on trees (fence, stand, ladder);doghid in the kennel.
The housewife comes out to feed the birds. “Chick-chick-chick!” - she calls the hens and cockerels. “Tega-tega-tega!” - calls the geese and scatters food for them.
The birds come running to her (get off their perches) and begin to peck the grains (imitate movement).
"Kitty Kitty Kitty!" - the owner calls the kittens and gives them milk, and she leaves. A dog appears barking. A commotion begins.
As soon as there is a commotion (chickens clucking, roosters crowing, geese cackling, kittens meowing, climbing up trees and ladders), the owner comes running and kicks out the dog. The game is repeated 2-3 times.
Wonderful pouch
Equipment. A bag and a set of toys familiar to children.
Description of the game.Toys are placed in the bag, the name of which will use the required sound.(s, sh, r...)or a couple of sounds(s-sh).The teacher, shaking the bag, draws the children's attention to the fact that there is something in the bag, and thereby arouses interest in the game. First, the children take turns trying to determine by touch what got into their hands. Then they take the toys out of the bag, show them and name them. Whoever got the cockerel shows how the cockerel sings, whoever got the dog shows how it barks, etc.
Shop
Equipment. Items whose name contains the required sound or group of sounds. (For example, to automate soundWith:sleigh, airplane, fox, chair, table, sock, owl, bag, bowl, scales, stork, beads, etc.)
Description of the game.The teacher puts on the table a number of objects whose names contain a soundWith.Children sit on chairs. The teacher calls the children one by one. They come to the store and, choosing an item they want to buy, show it to all the children, call it loudly and go to their place.
Carousel
Description of the game.Children dance in a circle and say:
Carousels, carousels, You and I got on the boat and went and went.
Imitate the movements of the oars and pronounce the Soundshhhin time with the movements of the hands. Then the children join hands again and say:
Carousels, carousels, You and I got on the horse and rode and rode.
After these words, the children pretend to be horsemen and click their tongues in time with their movements.
Carousels, carousels, You and I got into the car and drove off and drove off.
Children now pretend to be drivers and, imitating the sound of the engine, sayrrrror quickly:de-de-da,running your finger under your tongue.
Carousels, carousels, You and I got on the train and went and went.
Children, imitating the movement of the train, hum:oooh, chu-chu-chu.
Carousels, carousels, You and I got on the plane and went and went.
Children make a soundrrrrand, using their hands to imitate the wings of an airplane, they run in a circle.
Dialogue games
Equipment. Masks, various items.
Description of the game.In these or similar dialogues, children first repeat the words after the teacher. In the future, they can act out these dialogues on their own. To make their recitation more lively and interesting, it is good to give them objects that correspond to the content of the dialogue (hats, scarves) and introduce them as part of a free creative game on the theme “Theater” or “Cinema”.
"Joke
- What are you doing?
- Nothing.
- What is he?
- It helps me.
- Titus, go threshing.
- My stomach hurts.
- Titus, go eat some porridge.
-Where is my big spoon?
- Fedul, why are you pouting your lips?
- The caftan burned.
- Is the hole big?
- There is only one gate left.
-Where are you going, kids?
- For the berries, grandma.
- Where are the berries, kids?
- Above the earth, grandmother.
- Isn’t it cranberries, kids?
- No, higher, grandma.
- Isn't it viburnum, kids?
- You guessed it, grandma.
- Where are you going, Semyon?
- Mow hay.
- What do you need hay for?
- Feed the cows.
- What do you need cows for?
- Milk.
- What do you need milk for?
- Give you something to drink, kids.
Goose says to Kolya:
- You should go wash yourself, or something. Kolya the duck says:
- It's creepy to look at you. The cat says to Kolya:
- Let me lick you a little. And the pig chokes with laughter:
- I like this boy.
Children who pretend to be a goose, duck, cat and pig imitate the characteristic sounds and movements of these animals.
Yulia Vitkova
Games for developing correct sound pronunciation
A child’s communication with adults and peers is most successful when the speaker pronounces words clearly and clearly. Unclear or incorrect pronunciation of words may cause misunderstanding.
Incorrect pronunciation of certain groups of sounds in early preschool age is quite natural and justified by the physiological characteristics of the formation of children's speech. But in order to create favorable conditions for the correct pronunciation of all sounds, clear and intelligible pronunciation of words, it is necessary to conduct special games and activities.
Consolidation of the correct pronunciation of sounds is carried out by repeatedly pronouncing words rich in these sounds.
To reinforce correct sound pronunciation, it is good to use special songs, poems, nursery rhymes that imitate the voices of animals, birds, and the sounds of objects known to the child (hammer, watch, etc.).
The ability to pronounce sounds correctly is the most important condition for good diction. Using various games and exercises, the teacher teaches the child to pronounce words clearly. He asks to pronounce the words so that all sounds are heard. But first the adult pronounces the words at a slightly slower pace, the children repeat, then the speed of pronunciation increases; Pronouncing words in a whisper is also very effective - this requires more articulation of sounds.
IN THE COURTYARD
Goal: To develop speech hearing and the ability to imitate.
Equipment: Toy rooster, chicken, cat, dog, cow.
Progress: The teacher expressively reads the poem and shows the corresponding toys.
Ku-ka-re-ku!
I look after the chickens.
Where, whack, whack!
She got carried away in the bushes.
Mur-mur-mur,
I'm scaring the chickens!
Am-am! Who's there?
Quack-quack-quack!
It will rain tomorrow morning!
Milk for anyone?
(A. Barto)
After reading the poem, the teacher asks the child questions: “How does a cow moo?”, “How does a dog bark?”, “How does a duck quack?” etc.
SONG - SONG
Goal: To reinforce correct sound pronunciation. Develop speech hearing and speech activity, the ability to pronounce sounds and sound combinations by imitation.
Equipment: Large doll, rooster, cat, duck, bear, frog.
Progress: The teacher accompanies his story by showing character toys; clearly pronounces onomatopoeia and gets this from the child when answering questions about the story.
The girl sang a song,
She sang and sang and finished singing.
Now you, cockerel, sing!
Ku-ka-re-ku! - the cockerel crowed.
Sing, Murka!
Meow-meow, - the cat sang.
Your turn, duck!
Quack-quack-quack, - the duck began to sing!
And you, Mishka?
Roar-roar-roar, - the bear growled.
You frog, sing
Kwak-kwak-kwak, - croaked the frog.
Will you, doll, sing?
Mom mom!
Sweet song!
(G. Gerbova)
At the end of the story, the child is asked questions: “How does the cat sing? How does Mishka sing?” (Fig. 6)
HEN AND CHICKENS
Goal: To develop onomatopoeia and spatial orientation.
Equipment: Hen and chick caps (according to the number of children)
Progress: The teacher portrays a chicken, and the children pretend to be chickens. The “hen” and the “chickens” walk across the lawn and “peck the grains” (tapping their fingers on the floor).
The chicken went out for a walk,
Pinch some fresh grass,
And behind her are the boys,
Yellow chickens.
Ko-ko-ko yes ko-ko-ko,
Don't go far
Row with your paws,
Look for the grains!
(T. Volgina)
It is important to ensure that children coax the teacher and clearly pronounce the sound combinations “ko-ko-ko”. (Fig. 7)
BOW-WOW
Goal: To consolidate the pronunciation of sounds by imitation.
Equipment: Pictures of a puppy, horse, calf, chicken, kid.
Progress: The teacher accompanies the reading of the poem by showing pictures of animals and birds.
“Woof! Woof! - at dawn,
“Woof! Woof! - outside.
A puppy was running in the yard,
And in the stable the horse neighed.
He got angry: “What are you doing?
Are you disturbing your sleep? E-go-go!
And the calf said: “Moo!”
It prevents him from sleeping.
And the calf said: “Pi!
You, puppy, sleep some more!”
And the kid: “Meh!” yes "Meh!"
“They didn’t let me take a nap.”
And the puppy is all “Woof!” yes "Woof!"
He has a cheerful disposition!
And this cheerful disposition
It's called "Woof - Woof!"
(according to T. Volgina)
It is important to ensure that children pronounce sound combinations clearly, imitating the voices of animals. (Fig. 8)
IN THE POULTRY YARD
Goal: Same
Equipment: Pictures depicting ducks, geese, turkey, pigeons, hens, cockerel.
Progress: The teacher accompanies the reading of the poem by showing pictures.
Our ducks in the morning:
Quack-quack-quack!
Quack-quack-quack!
Our geese by the pond:
Ha-ha-ha!
Ha-ha-ha!
And the turkey in the middle of the yard:
Ball-ball-ball!
Ball-ball-ball!
Our buns above:
Grru-grru-grru!
Grru-grru-grru!
Our chickens through the window:
Ko-ko-ko!
Ko-ko-ko!
What about Petya the Cockerel?
Early in the morning
He will sing to us “Ku-ka-re-ku!”
(Russian folk song)
“What does a duck call?” - asks the teacher. The kid answers this and other questions about all birds. This way he clarifies and consolidates the pronunciation of sounds.
THE CLOCK IS TICKING
Equipment: Large and small watches.
Progress: The teacher shows the child a watch and says: “This is a watch. When they walk, they tick "tick-tock, tick-tock." How does the clock tick? (children answer). Watches come in big and small. The big clock ticks loudly (pronounces loudly) “tick-tock”, and the small clock ticks quietly “tick-tock”. How does the big clock tick? What about the little ones? (children answer). The big clock, when it runs, ticks slowly (says in slow motion) “tick-tock.” And the little ones quickly (pronounces at an accelerated pace) “tick-tock.” How does the big clock tick? What about the little ones? (children answer). It is important to ensure the correct and clear pronunciation of the sounds “k” and “t” (t). (Fig. 9)
HORSE
Goal: Learning to clearly pronounce the sound “i”.
Equipment: Toy horse.
Progress: The teacher shows the child the horse, explains that it screams “and-and-and” and asks the child to repeat (2-3) times. Then the teacher invites the child to play wind-up horses, “winds up” the “horse” child with a key, and he runs around the group and says “and-and-and.”
AUTOMOBILE
Goal: To form a correct and distinct pronunciation of the sound “b” (by), to develop the ability to pronounce individual onomatopoeia loudly and quietly; to navigate in space.
Equipment: Cardboard steering wheels (according to the number of children, large and small cars.
Progress: The teacher shows the cars and asks how they buzz (“beep, beep”). Then he shows a big car and says: “The big car hums loudly, listen to how (pronounces onomatopoeia a little louder than usual) “beep, beep,” and the little one hums quietly (says in an undertone) “beep, bee.” . The child is asked to repeat sound combinations, sometimes loudly, sometimes quietly. Then the teacher invites the children to drive the cars themselves. Children, pretending to be drivers, run around the group with the steering wheel in their hands scatteredly, saying: “beep, beep.” (Fig. 10)
DRUM
Goal: Continue to form the correct and distinct pronunciation of the sound “b” (by), teach how to regulate the strength of the voice.
Equipment: Drum.
Progress: The teacher shows the drum, knocks on it, accompanying his actions with the words: “Bam-bam-bam! This is how the drum sings." Then he asks the child how the drum sings. The baby answers first with an arbitrary volume, then, according to the adult’s instructions, loudly or quietly. It is important to ensure that the child correctly and clearly pronounces the sound “b” (beat), and onomatopoeia - loudly and quietly.
KAP - KAP - KAP
Equipment: Picture of rain.
Progress: The teacher shows the picture and says: “It started raining. At first it began to drip quietly: “drip-drip-drip” (the child repeats quietly, then he knocked harder: “drip-drip-drip” (the child repeats louder) “drip-drip-drip”. The rain is falling quietly again and stops! " At the end of the game, the teacher reads a nursery rhyme:
Rain, rain,
Drip-drip-drip!
Wet paths.
We can't go for a walk -
We'll get our feet wet.
(Russian folk song)
The child, together with the adult, repeats the onomatopoeia “drip-drip-drip”.
KNOCK KNOCK
Equipment: Toy hammer.
Progress: The teacher shows the hammer and offers to listen to how it knocks “knock-knock-knock”. The child imitates tapping: he taps his palms with a hammer fist and repeats “knock-knock-knock.” The teacher says: “My hammer can knock loudly (knocks and loudly says “knock-knock-knock”, or maybe quietly (shows).” The child repeats. Then the teacher says that you can knock with the hammer quickly and slowly (shows and says onomatopoeia “knock-knock-knock” at a fast and slow pace). The child repeats at the end of the game.
Municipal budgetary preschool educational institution
child development center – kindergarten “Buratino”
GAMES
FOR FORMATION
CORRECT
SOUND PRONUNCIATIONS
(for teachers)
Prepared by:
teacher speech therapist
Vostryakova T. A.
FORMATION OF SISSURING
SOUNDS SH, F, CH, SH
" Train"
Target . Sound Automation w in syllables and words.
Description of the game. Children stand one after another, pretending to be a train. Ahead of the train is a steam locomotive (any of the children). The train departs on the command “Go-go, go-go, go-go.” The pace gradually accelerates. They arrive at the station (designated place or building made of cubes) and say: “I came, I came, I came” (slowly: sh, sh, sh - let off steam). Then the bell is given, the whistle is blown, and the movement resumes.
Note . You can introduce semaphore and ticket sales into the game. You can complicate the game - children will depict different trains, for example, fast and freight. The ambulance moves to the sounds shu-shu-shu - (quickly), commodity - shsshu-shshu (slowly).
« Hush, hush: Masha is writing!”
Target . Sound Automation sh in sentences.
Description of the game. Children, holding hands, walk around Masha or Misha (this name is given to any chosen child) and quietly say: “Hush, hush: Masha writes, our Masha writes for a long time, and whoever disturbs Masha, Masha catches up with him.”
After these words, the children run to the house (the place designated by the teacher), and the one whom Masha insults must come up with and say a word with sound w . Then they choose a new Masha (or Misha).
Note . The teacher needs to ensure that children speak slowly, clearly, in a low voice. If a child finds it difficult to come up with a word with a sound w , children or a teacher help him by asking a leading question (“What do you put on your head when you go for a walk?”).
The most dexterous children are chosen as Masha or Misha.
« Little feet ran along the path"
Target . Sound Automation w in a connected text.
Description of the game. Children line up in a column. The teacher invites everyone to show their legs. The children pick them up. The teacher says that their legs are small, but they run fast. Children run and shout;
Little feet ran along the path,
Little feet ran along the path.
Then the teacher says that the bear has big legs and walks slowly:
Big feet walked along the road
Big feet walked along the road.
Children perform rhythmic imitative movements with words several times, sometimes fast and light, sometimes slow and heavy.
"The forest is noisy"
Target . Sound Automation w.
Description of the game. The teacher recalls with the children how in the summer they went to the forest and saw tall trees there, they had green tops, a lot of twigs and leaves. A breeze comes and sways the tops of the trees, and they sway and make noise: shhh...
The teacher invites the children to raise their hands up like branches of trees and make noise like trees when the wind blows on them: shhh...
Option . The teacher arranges the “tree” children so that they can move their arms freely. In response to the words “make noise in the breeze,” children spread their arms to the sides and wave them evenly, at the same time saying shhhh. If the teacher says: “The wind is blowing,” the children imitate the rustling of the wind with sounds f-f-f-f and wave their arms even faster.
« On a level path"
Target . Sound Automation w in a connected text.
Description of the game. Children sit on benches or grass. The teacher invites them to go for a walk. Children walk in a line or group freely around the teacher. They walk rhythmically to the words:
On a smooth path,
On a flat path
Our feet are walking
One, two, one, two...
Then the teacher and children begin to jump on two legs, moving forward slightly and saying:
By pebbles, by pebbles,
Stone by stone, stone by stone.
Then the teacher says: “Thump into the pit!” Children squat down. “We came out of the hole,” says the teacher. The children get up and walk, cheerfully saying together with the teacher: “On a level path...” The movements are repeated.
Then the text changes
On a smooth path,
On a smooth path,
Our legs are tired
Our legs are tired.
This is our home
That's where we live.
At the words “our legs are tired,” the teacher, and behind him the children, slow down their movements slightly and stop when the text ends. Then they run home to the benches and sit on them.
The game can be repeated 3-4 times.
"Cat on the Roof"
Target . Sound Automation w in a connected text.
Description of the game. One of the players sits on a chair or bench with his eyes closed. He's a cat. The rest of the children are mice. They quietly approach the cat and, shaking their fingers at each other, say in chorus in an undertone:
Hush, mice... Hush, mice...
The cat is sitting on our roof.
Mouse, mouse, beware
And don’t get caught by the cat...
After these words, the cat wakes up, says “meow,” jumps up and chases the mice. The mice run away. It is necessary to mark with a line the mouse's house - a hole where the cat has no right to run. The game can be played until all the mice except one are caught. The mouse that the cat did not catch will lead, i.e. she will be a cat and the game starts all over again. All mice that are caught must utter two or three words with sound w. (The game can also be played to differentiate sounds shh.)
"Silence"
Target . Sound Automation w.
Description of the game. The driver stands at one wall, and all the other children stand at the opposite wall. Children should quietly, on tiptoe, approach the driver; with every careless movement the driver makes a warning sound shhhh, and the sensationalist must stop. Whoever quietly reaches the driver first becomes the driver himself.
"Bees and Cubs"
Target . Sound Automation and.
Description of the game. The playing children are divided into two groups: one group is bees, the other is bear cubs. Bees climb onto the gymnastic wall (or chairs). This is a beehive. The cubs are hiding behind a tree (bench). Hearing the signal “Bees, for honey!”, the children go down to the floor, run to the side and, like bees, fly from flower to flower. At this time, the cubs climb over the bench and walk on all fours to the hive. At the signal “Bears are coming, bees are returning with a sound” w-w-w-w. And the cubs quickly straighten up and run away.
When repeating the game, children change roles.
"Flies in the Web"
Target . Sound Automation and.
Description of the game. Some of the children depict a web. They form a circle and lower their hands. Other children pretend to be flies. They buzz: w-w-w..., flying in and out of the circle. At the teacher’s signal, children pretending to be a web join hands. Those who did not have time to run out of the circle fall into the web and are eliminated from the game. The game continues until all the flies are caught.
« Bees collect honey"
Target . Sound Automation and.
Description of the game. One group of children depicts flowers. The teacher puts a wreath of flowers (daisies, cornflowers, etc.) on their heads. Another group of children are bees, who collect honey from flowers. Bees fly around the flower and buzz: w-w-w...
At the teacher’s signal, they fly into the hive. Then the children change roles.
"Bees"
Target . Sound Automation and.
Description of the game. In the middle of the area (room) the hive is fenced off with a line or chairs. All children are bees. One child is a bear. He is hiding from the bees. The bees sit in the hive and talk in chorus;
The bees are sitting in the hive and looking out the window.
Everyone wanted to fly, one after another they flew: Zh-zh-zh-zh-zh.
With a buzz, they fly around the site, flap their wings, fly up to the flowers, and drink the juice. Suddenly a bear appears, he wants to get into the hive for honey. At the signal “Bear,” the bees fly to the hive with a buzz. They grab hands, surround the hive and try not to miss the bear. If the bees succeed, a new bear is assigned. If the bear runs away from the bees, it chooses a mate and the game resumes with two bears.
"Beetles"
Target. Sound automation in a connected text.
Game description . Children (bugs) sit in their houses (on chairs) and say:
I'm a beetle, I'm a beetle
I live here
Buzzing, buzzing: W-w-w-w.
At the teacher’s signal, the beetles fly into the clearing. There they fly, bask in the sun and buzz: w-w-w... At the signal “Rain” the beetles fly into the houses (chairs).
"Pie"
Target . Sound Automation Well in sentences.
Description of the game. The players stand one after another in one row, hugging each other. The one in front is a baker, everyone behind him is a baker, except for the last one, he is a pie.
The driver (customer) comes up and asks: “Where is my pie?” The baker replies: “He lies behind the stove.” And the pie shouts: “And it runs and runs!” With these words, the pie breaks away from the general chain and runs, trying to stand in front of the baker so that the buyer does not have time to catch him. The baker also tries to help the pie. If the pie manages to get to the beginning of the chain, he becomes a baker, and if he is caught, he becomes a buyer, and the buyer becomes a baker.
The buyer comes again for a pie, and the pie will be the one who was last in the chain. The buyer cannot be detained, and the pie is not allowed to run far from the chain.
"The Grinders"
Target . Sound Automation and separately and in words.
Description of the game. One group of children are grinders. They stand at the chair and say: “We sharpen the knives! Sharpening knives!”
Children approach the sharpeners: “Sharpen your knife (or scissors).” The grinders make movements as if sharpening and say: zhzh...w...w...
" Train"
Target . Sound Automation h in syllables.
Game description . Children stand one after another - these are carriages. There is a locomotive ahead. The attendant (leader) blows the whistle - the train starts moving. Children move with their arms bent at the elbows, make rotational movements with them, imitating the movement of wheels, and say: choo-chu-chu-chu...
After allowing the train to travel a little, the leader raises a yellow flag - the train slows down. When it's red, the train stops. Then the presenter again raises the yellow flag - the driver gives a signal. When it turns green, the train starts moving. The game is repeated several times.
"Sparrows"
Target . Sound Automation h in onomatopoeia.
Game description . Children (sparrows) sit on chairs (in nests) and sleep. In response to the teacher’s words, “Sparrows live in a nest and everyone gets up early in the morning,” the children open their eyes and sing loudly:
Tweet-chik-chik, chirp-chik-chik!
They sing so joyfully, The teacher finishes.
After these words, the children scatter around the room. To the words of the teacher “They flew to the nest!” return to their places.
"Ring"
Target . Sound Automation h in phrases.
Equipment . Ring.
Game description . Children sit with their hands folded. The driver has a ring in his hands. He approaches everyone and seems to put a ring in their hands. At the same time, he slowly recites any poem. When the driver has walked around all the children, he must say: “Ring, ring, go out onto the porch!” The one with the ring must quickly get up and run away from his place. All children carefully monitor the actions of the driver and after his final words they must hold the owner of the ring. If the child with the ring manages to run out, he becomes the driver.
"Tea for Tanya"
Target . Sound Automation h in sentences.
Equipment . Doll tea set, four dolls, cookies, buns, rolls made of plasticine.
Description of the game. Children sit in front of the teacher's table. On it stands a doll table with a tea set, around which four dolls sit on chairs. The teacher says: “Children, let’s give the dolls affectionate names.” The children call them: “Tanechka, Valechka, Anechka, Manechka.” Then the teacher calls one child and invites him to pour tea from the teapot into Tanya’s cup. The child accompanies his actions with the words: “I take the kettle and pour tea into Tanya’s cup. I give Tanya cookies.” Having seated the child in his seat, the teacher asks the other children: “What did Petya do?” The children answer. Then another child is called, and the teacher asks him to complete the task.
"Chizhik"
Target . Sound Automation h and differentiation of sounds h-w.
Description of the game. One child is a cat, the rest of the children are siskins. They occupy part of the site, which is surrounded by chalk. This is a cage. The other part of the site is free. The teacher (or chosen child) says:
The little siskin was sitting in the cage, The little siskin in the cage sang loudly: “Chu-chu-chu, chu-chu-chu, I’ll fly away to freedom.”
After these words, the siskins wave their arms and fly to the free part of the site, uttering the words:
Chu-chu-chu, chu-chu-chu, I'll fly away to freedom.
The cat appears, and the siskins fly back into their cage. The cat catches siskins.
"Scouts"
Target . Sound Automation sch in words and phrases.
Equipment . Brush, toy puppy, wood chip, box, raincoat, pliers.
Description of the game. The teacher sits the children in a semicircle and says that they will play “scouts”. Children are shown objects that will be hidden. They need to be found. For the search, a group of scouts is assigned who must find the object, bring it and name it. The one who found and named the item correctly receives a scout badge. (By analogy, a game can be organized to automate any sound.)
"Walk in the Woods"
Target . Sound differentiation sh-f.
Game description . In one corner of the room there are children, in the other there are two or three rows of chairs, this is a forest. The teacher says: “Children, now we will go for a walk in the forest. We’ll sit there, relax and listen to what’s going on in the forest.” The children go and sit quietly on chairs. The teacher continues: “It’s quiet in the forest. But then a light breeze came and shook the tops of the trees.” Children: shhh... “A breeze flew by, and the forest became quiet again. You can hear beetles buzzing in the tall grass in the clearing: w-w-w... How do beetles buzz? Children: w-w-w. The guys rested in the forest, picked flowers and went home. After the walk, the teacher asks: “Who remembers how the trees rustled?” Children: sh-sh-sh - “How were the beetles buzzing?” Children: w-w-w.
"Greedy Cat"
Target . Sound differentiation sh-f.
Description of the game. They choose a driver. He's a cat. The cat sits in the corner and says: “I’m a terribly greedy cat, I catch all the mice - and in my mouth.” The rest of the children are mice. They pass by the cat and whisper in fear: “Hush, hush, the cat is getting closer, closer.” Children say these words twice. With the last words, the cat jumps out and catches the mice. Anyone caught in the cat’s paws must say the words “quieter” and “closer” 5-10 times. Then the role of the cat is transferred to another child, and the game continues.
“I’ll hide the doll Masha”
Target . Sound differentiation sh-h in the text.
Equipment . Doll.
Description of the game. Children sit on chairs in a semicircle. The presenter holds a doll in his hands and says that the Masha doll will now hide, and one of the children will look for her. A child who wants to look for a doll is sent to another room, and the doll is hidden. The child returns, the children say:
Let's hide the doll Masha, Let's hide our doll. Valya will approach the doll, Valya will take the doll. Valechka will dance with the doll Masha. Let's clap our hands and let our feet dance.
The child finds a doll, dances with it, and the other children clap their hands.
"Wand"
Target . Sound differentiation sh-h in the text.
Equipment . Gymnastic stick
Description of the game. The child must hold the stick in a horizontal position with both hands in front of him and step over with his right or left foot, without letting go of the stick, movements are performed accompanied by the words spoken by the leading child:
Raise your leg higher, walk through the stick.
"Frogs"
Target . Sound differentiation sh-h in the text.
Description of the game. Children are divided into two groups. One of them is hummocks in a swamp, the other is frogs. The hummocks stand in a large circle. Behind every hummock there was a frog hiding.
One frog (the leader) stands in the middle of the circle; it does not have its own house.
The driver says: “Here are the frogs jumping along the path with their legs stretched out.” All the children jump inside the circle and say: “Kwa, kwa, kwa, kwa, they jump with their legs stretched out.”
The children (the hummocks) say: “Here from the puddle onto the hummock and jump for the midge.” After these words, all the frogs and the driver hide behind the hummocks. The one who lacks the bump becomes the driver. He says: “They don’t want to eat anymore, so they jump back into their swamp.” The frogs jump inside the circle again and the game starts all over again. Only the children change roles.
FORMATION OF WHISTLE
SOUNDS
S, S’, Z, Z’, C
"Pump"
Target . Sound automation p.
Description of the game. Children sit on chairs. The teacher tells them: “We are going to ride bicycles. You need to check that the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Let’s take a pump and inflate the tire: “ ssss... » Children get up and take turns, and then all together pump up the tires, making a sound With and imitating the action of a pump.
If a child fails to make a sound, it means that he is not performing the movements accurately. The pump is being repaired.
" Fox"
Target . Automation of sounds s, s’ in the text.
Description of the game. A child (fox) sits behind a bush. He has a tourniquet. The rest of the children are chickens. Chickens walk around the field, pecking grains and worms. The chickens say:
The fox hid close -
The fox covered herself with a bush.
The fox turned his nose -
Run away in all directions.
At the word “scatter,” the fox runs out and throws a tourniquet. The one who is insulted becomes a fox.
" Owl"
Target . Automation of sounds s, s’ in the text.
Description of the game. Before playing the game, children are shown a picture of an owl and told about this bird.
The game is played as follows. One of the children is chosen, he is an owl. The rest of the children are birds. An owl sits on a tree (chair). The children run around her, then carefully approach her and say:
Owl, owl, owl, owl eyes,
Sits on a branch
Looks in all directions
Yes, suddenly it will fly away...
At the word “fly” the owl flies from the tree and begins to catch the birds that are running away from it. The caught bird becomes an owl. The game is repeated.
" Ball"
Target . Sound Automation With in words and sentences.
Description of the game. Children stand in a circle. They play ball.
My ball, fly high(throw up)
Run across the floor quickly(rolls the ball on the floor)
Jump to the floor, bolder, bolder(throw 4 times on the floor).
"Vanka, stand up"
Target . Automation of sounds with, s’ in the text.
Description of the game. Children make movements: stand on their toes and return to their starting position. Then they squat, stand on their toes again, and squat. The movements are accompanied by the words:
Vanka, get up,
Vanka, get up,
Squat, squat.
Be obedient, look what,
We can't handle you.
"Sawmills"
Target . Sound Automation z.
Description of the game. Children stand in front of each other, join their hands crosswise and, at the teacher’s count, reproduce the movements of the saw on the log, pronouncing the sound z for a long time. Anyone who pronounces a sound incorrectly is taken out of the game and asked to pronounce the sound correctly. h. The teacher reminds the child how to hold the tongue when pronouncing this sound.
"Snowstorm"
Target . Sound Automation h.
Description of the game. Children pretend to be a blizzard. At the teacher’s signal, they begin to quietly pronounce the sound z, then gradually strengthen it, and then gradually weaken it. In the initial stages it is possible to carry out
this game in front of the mirror (The duration of sound utterance for each child should be limited to 5-10 seconds).
"Flowers and Bees"
Target . Sound Automation h.
Description of the game. Before the game starts, it is agreed who will be the bees and who will be the flowers (for example, boys are flowers and girls are bees). Then everyone scatters around the room or area. As soon as the teacher's signal is heard (hitting a tambourine or clapping your hands), children pretending to be flowers take a knee. The bees flap their wings and fly from flower to flower, while they imitate the buzzing of bees: z-z-z-z. With a new blow tambourine the children change roles, scatter around the playground, and the other bees practice pronouncing the sound z.
"Zina and Raisins"
Target
Equipment . A rubber doll.
Description of the game. The teacher brings in an elegant rubber doll and says: “Guys, this is Zina’s doll. It was bought in a store. It's rubber. Zina's legs are rubber, Zina's arms are rubber. Rubber cheeks, rubber nose.” And then he asks the guys: “What is the name of the doll? Where did you buy it? What are her arms, legs, cheeks, nose made of? The children answer. The teacher continues: “Zina loves raisins. Lena, go and treat Zina to some raisins.” Lena comes out and says: “Take, Zina, raisins.” So the children take turns, treating Zina with raisins, and pronounce this phrase.
"Name the picture"
Target . Automation of sounds з, з" in words and sentences.
Equipment . Pictures with the sound z, for example: bunny, castle, eyes, factory, fence.
Description of the game. Children are sitting at tables. On the teacher’s table there is a stack of pictures with the pictures facing down. Each child has the same paired pictures. The teacher calls one of the children and asks him to take the top picture from his pile, show it to the children and say which picture he took. The one who has the same picture stands up, shows it to the guys and says: “And I have a bunny in the picture.” Children put both pictures on the table. The game continues until all the pictures from the teacher’s table have been sorted out. (By analogy, the game can be played using other sounds.)
"Horned goat"
Target Automation of the sound z in text.
Description of the game. The house is fenced off with a line (chairs). A goat is walking around the site. The children speak in unison!
The horned goat is coming,
A goat is walking,
Legs top top,
Eyes clap-clap!
Oh, it's goring, it's goring!
The goat makes horns out of its fingers and runs after the children, saying: “I’ll gore, I’ll gore!”
The children hide in the house, the goat catches them. Those caught become the goat's helpers.
"Hares and Fox"
Target . Automation of sounds s-z in the text.
Description of the game. According to the number of players, holes are drawn along the edges of the court or chairs are placed. Children (bunnies) stand at their holes. One of the players is a fox. The bunnies say the text: The gray bunny is jumping near the wet pines, It’s scary to fall into the paws of a little fox, It’s scary to fall into the little fox’s hands...
Bunnies run out of their holes and jump on both legs. Then they form a round dance and jump in a circle. The words of the teacher are heard:
Bunnies, prick up your ears, look left and right, is anyone coming?
The hares look around, seeing a fox that is slowly making its way towards them, shout: “Fox!” - and scatter into the minks. The fox catches hares. The game is repeated.
" Bunny"
Target . Automation of sounds s-z in the text.
Description of the game. Option 1. Children stand in a circle holding hands. A sad bunny sits in the middle of the circle. Children sing:
Bunny! Bunny! What happened to you? You're sitting there completely sick. You can't even stand up and dance with us. Get up, get up, jump! Here, get a carrot, get it and dance!
All the children come up to the bunny and give him a carrot.
The bunny takes the carrot and starts dancing. And the children clap their hands. Then another bunny is chosen.
Option 2. Children form a circle. One of the players is a bunny. He stands outside the circle. Children sing a song and clap their hands:
Bunny, jump into the kindergarten.
Gray, jump into the kindergarten.
Just jump into kindergarten like that.
Just jump into kindergarten like that.
Children are jumping. (Bunny jumps in a circle.)
Bunny, jump. Gray, jump. Jump like that. Jump like that.
They make jumps. (Bunny jumps.)
Little bunny, dance. Gray, dance. Just dance like that. Just dance like that.
Spinning, (Bunny dances.)
Bunny, go away. Gray, go away, go away like this. Just leave like that.They walk calmly in a circle.
Bunny leaves the circle. The game is repeated, another bunny is chosen.
"What to whom?"
Target . Sound Automation ts in words.
Equipment . Items with a sound in their name ts ( cucumber, button, sugar bowl, scissors, inkwell, egg, saucer, etc.).
Description of the game. The teacher lays out on the table objects whose names contain a sound ts, and says: “Now, guys, you have to guess who needs what item.” Calling the children one by one, he says: “We will give a schoolboy... (inkwell)” or “The dressmaker needs... (scissors) for her work.” The called child guesses, shows and names the appropriate object. (Similarly, the game can be played with other sounds.)
"Make no mistake"
Target . Sound differentiation s-w.
Equipment
Description of the game. Children are given two pictures. On one there is a whistle, on the other there is a bell. Children take the picture with the whistle in their left hand, and the picture with the bell in their right. The teacher shows them and names pictures that have a sound in the name s or s, emphasizing these sounds a little with your voice. If a word has a sound With, then the children raise the picture with a whistle and say: ssss.,. and if there is a sound z, then with a bell they say: s-z-z.... Repeating the game, you can enter pictures whose names do not have either sound. In this case, children should not pick up their pictures.
« Broken phone"
Target . Sound differentiation s-w.
Description of the game. Children sit in one row and pass sounds to each other, then z, then s. The one who heard the sound h, passes it to the neighbor with etc. Whoever gets it wrong pronounces any sound 5 times.
« Who is more attentive?
Target . Sound differentiation s-w.
Equipment . Pictures “Whistle” and “Bell”.
Description of the game. The teacher shows the children pictures and asks: “Who knows how a whistle blows?” (Children answer: ssss...) How does the bell ring? (Children s-z-z...) And now I’ll see which of you is more attentive. I will show one picture or another, and you make a sound s, then the sound z.”
"What's missing?"
Target . Sound differentiation s, s", з, з', ц in words.
Equipment . Several objects that contain sounds in their names s, s’ s, s’ s ( umbrella, zebra, dog, goose, bag, castle, heron, ring).
Description of the game. The teacher places objects on the table. The child remembers them, then he is asked to turn away or close his eyes. At this time, the teacher removes one of the objects shown. The child must guess what is missing.
"Vaska the Cat"
Target . Sound differentiation s, s', з, з", ц in the text.
Description of the game. Children (mice) sit on chairs or a carpet, one child is a cat. He walks on his toes, looks first to the right, then to the left, meows.
Teacher and children: Vaska walks white, Vaska has a gray tail, But he flies like an arrow, And he flies like an arrow.
The cat runs to a chair standing at the end of the room and sits on it and falls asleep.
Children: Eyes close - Are you sleeping or pretending? Cat's teeth - Sharp needle.
One mouse says that she will go and see if the cat is sleeping. After looking, she waves her arms, inviting other mice to join her. The mice run up to her, scratching the chair where the cat sleeps. Vaska the cat:
As soon as the mice scratch, Gray Vaska is right there. He will catch everyone!
The cat gets up and runs after the mice, they run away from him.
"Two Frosts"
Target . Sound differentiation s, s’, з, з’, ц in the text.
Description of the game. Two houses are placed at different ends of the room ( chairs ). Children are located near designated houses. The teacher selects two drivers who stand in the middle of the room, each facing the team. The teacher says: “This is Frost with a red nose, and this is Frost with a blue nose.” Both Frosts say:
We are two young brothers,
Two Daring Frosts:
I am Frost - Red Nose,
I am Frost - Blue Nose.
Which one of you will decide
Set off on a path?
All the children answer Frost in chorus: We are not afraid of threats, And we are not afraid of frost.
All the players run into the house to the opposite end of the room, and Frosts try to freeze the children, i.e. touch with your hand, and each Frost must freeze children from the opposite team. The frozen ones stop where Frost captured them. The Frost who freezes the most children wins. Then Frosts face their team, and the game continues.
DIFFERENTIATION
SIZZING AND WHISTLING
SOUNDS
« Whistling - hissing"
Target . Sound differentiation s-sh.
Description of the game. The teacher puts pictures in front of him and says: “I will show you the pictures and name them. You pronounce the sound that corresponds to the object shown in the picture.” For example, the teacher shows the children a whistle. Children must say ssss. Pump: ssss... Goose: sh-sh-sh... etc.
You can draw children's attention to the fact that when pronouncing a sound With tongue below, and when pronouncing u – at the top.
« Bicycle ride"
Target . Sound differentiation s-sh.
Description of the game. The teacher says; “Now we will go for a bike ride. Let's check if it's goodtires are inflated. Weakly inflated, let’s pump them up: ssss... ( Children, imitating a pump, say: s-s-s...) The tires are well inflated, we just hear the air hissing. It turned out that there was a small hole in the tire, and that’s where the air came out. How does air escape from a tire? (Children shhhh...) Let's seal the hole and inflate the tire again. (Children: ssss...)
Now you can ride bicycles. Who remembers how the air came out of the tire?” (Children: sh-sh-sh...)!
You can draw the children's attention to the fact that when they inflated the tire and made the sound With , then the air was cold, the tongue was down. When the air came out of the tire(sh-sh-sh...), it was warm, the tongue was at the top.
"Mousetrap"
Target . Sound differentiation s-sh in the text.
Description of the game. Option 1. Some of the children form a circle (mousetrap). They stand holding hands, raising them high. The rest of the children are mice. Children standing in a circle speak quietly;
Everyone is sleeping - The kids are sleeping. The wolf is sleeping in the forest. Doll Nastya is sleeping. Only the mice don’t sleep, They want to eat, They’re looking into the mousetrap.
After these words, the mice begin to run and squeak quietly: ss... sss, run into the circle and run out of the circle. At the teacher's signal (drum beat, piano chord, bell) the mousetrap slams - the children give up. Some of the mice are caught. Children change roles or play until all the mice are caught.
Option 2. Children walk in a circle, holding hands, and say:
Oh, how tired the mice are, They just lost their passion, They all gnawed and ate, They climb everywhere, here’s to attack, Beware, cheaters, We’ll get to you, Let’s build a mousetrap And catch everyone now.
When the words end, the circle stops and the children raise their hands. The mice begin to run through the mousetrap (through the circle). When the teacher says: “Clap,” the children lower their hands and the mousetrap slams shut. Whoever did not manage to escape from the circle is considered caught and leaves the game.
"Bees and Mosquitoes"
Target . Differentiation of sounds and.
Description of the game. The teacher invites the children to play: “Now we will go for a walk in the forest. It's good there, only the mosquitoes bother me. They fly around and ring: z-z-z... How do mosquitoes ring?” Children: s-z-z... “We drove away the mosquitoes with branches and went to the clearing. And there are many, many beautiful flowers. Bees fly, collect honey and buzz: w-w-w... How do bees buzz? Children: w-w-w... “Now let’s divide into two groups: some will be mosquitoes and live here (the teacher points to chairs standing in one corner of the room); others will be bees and live here (points to another corner of the room). Listen carefully. When I say: “The mosquitoes have flown,” then the mosquitoes should fly around the room and ring: z-z-z... When I say: “The bees have flown for honey,” then the mosquitoes will run to their place, and the bees will fly out and buzz: w-w-w...”
« Sunny bunnies"
Target . Sound differentiation s – z – h in the text.
Equipment . Mirror.
Description of the game. One of the children casts a small mirror on the wall and everyone talks!
Sunny bunnies playing on the wall. Lure them with your finger - Let them run to you!
Then he suggests: “Catch the bunny!” Children run and try to catch the bunny slipping from under their hands.
« Sunshine and rain"
Target . Sound differentiation s – w – f in words and text.
Description of the game. Children sit behind the backs of chairs and look out the window (into the hole in the back of the chair).
The teacher says: “The sun is in the sky! You can go for a walk" (shows a sun cut out of cardboard and painted). Children walk freely around the room, performing movements with the words:
The sun is shining (circle with hands) The birds are singing (imitate the flight of birds), Cthe children walk through the garden singing.
To the signal “Rain! “Hurry home,” everyone tries to occupy their house and sit down at the chairs; raising and lowering their hands, they say: “Rain, rain, what are you pouring? You won’t let us go for a walk.”
The teacher again shows the sun and says “Sunshine!” Go for a walk,” and the game repeats.
" Ball"
Target . Sound differentiation ts – ch in the text.
Description of the game. Children throw the ball from neighbor to neighbor to the right or left and say:
All day long I've been flying, All day long I've been jumping, I can't jump anymore, Oh, now I'm going to fall!
On the last word, the ball hits the floor.
" Movie"
Target
Equipment . A piece of cardboard with a square window cut out on it. A strip of paper with pictures pasted on it. The pictures show objects that have sounds in their names. s, z or g, w (for example, bag, fox, scales, reel, shirt, bridge, cherries, dishes, pillow, umbrella, beetle, hedgehog).
Description of the game. Children are sitting at tables. The teacher turns to them: “Now I will show you a movie, and you watch carefully and say what you see.” The teacher slides a strip of paper with pictures pasted on it through the window. Children name the objects depicted. (By analogy, the game can be played with different sounds.)
" Saw"
Target . Differentiation of whistling and hissing sounds.
Equipment . Construction material.
Description of the game. Children line up in pairs opposite each other, and then every two children give each other their right hand and begin to saw, while saying:
The saw squealed, Buzzed like a bee: It cracked and became, Start over!
After the words “cracked and steel,” the children tear their hands apart, pretending to be a broken saw.
The game can be complicated by choosing a master who must repair the saws (he clasps each pair's hands together).
« Find your house"
Target . Differentiation of whistling and hissing sounds.
Description of the game. The children sit on one side of the room. At the teacher’s signal, “Let’s go for a walk!” The children disperse around the room, whoever wants to go where they want. At the teacher’s signal “Home!” everyone runs to the chairs and takes any one. Then they take turns looking for their chair. Having found it, they turn to the child sitting on the chair: “This is not your house, you have come to someone else’s. You will have to get up and look for your house.” When everyone is in their place, the game repeats.
"Kite"
Target . Differentiation of whistling and hissing sounds.
Description of the game. One of the players is a kite; he bends down to the ground and digs a hole. A mother hen approaches the kite with her chicks holding each other by the waist or dress.
Mother hen. Kite, kite, what are you doing?
Kite. I'm digging a hole.
Mother hen. What are you looking for in it?
Kite. Pebble.
Mother hen. Why do you need a pebble?
Kite. To sharpen the nose.
Mother hen. Why do you need to sharpen your nose?
Kite. To peck your kids.
After these words, the kite rushes at the chickens. They run into the chicken coop (a place fenced off with a line or chairs), the kite is trying to catch them.
"Trains"
Target . Differentiation of whistling and hissing sounds.
Description of the game. Option 1. All children stand one after another in a line and, rotating their arms bent at the elbows, move around the room, uttering certain sounds: for a fast train - sh-sh-sh, postal - h-h-h, commodity - w-w-w, mixed - sch-sch-sch,
At a stop, the locomotive releases steam (children make the sound With) and slows down (sound z). Signals for stops are given by the teacher or one of the children.
Option 2. The locomotive, starting to move slowly, says to the cars: “Uh, it’s hard, uh, it’s hard.” And the carriages, moving behind him, answer: “Well, so what? Well, so what? Well, so what?” The locomotive picks up speed and says: “Wow, it’s getting hot, wow, it’s getting hot,” and the cars run after it and knock: “What do we care, what do we care, what do we care.”
The train drives onto a bridge (board or carpet) and says: “Oh, how scary, oh, how scary.” Having crossed the bridge, everyone says together: “Now it’s gone, now it’s gone, now it’s gone.”
"Cat and Mice"
Target . Differentiation of whistling and hissing sounds.
Equipment . Rope, two chairs, bench.
Description of the game. One of the players is a cat, and the rest of the children are mice. Mice are placed underground (behind a rope stretched between two chairs). The cat sits on a chair with his back to the mice. The presenter says:
On the bench by the window the cat lay down and dozed. Now the mice have plenty of freedom, They quickly came out of hiding, They all scattered into the corners, dragging crumbs here and there.
In response to the presenter’s words “quickly came out of hiding,” the mice crawl under the taut rope and run around the yard. The presenter says:
The cat opens its eyes, the cat arches its back. Spreads its claws. Jump - ran, scattered the mice!
The cat makes movements corresponding to the words of the presenter. At the words “jump - ran,” the cat jumps up from the chair and catches the mice, and the mice run underground (crawl under the rope).
« Mistress, wolf and geese"
Target . Differentiation of whistling and hissing sounds.
Description of the game. One child is a wolf, another is a master or mistress, all other children are geese. A house is allocated for the geese, and a circle is drawn to the side for the wolf. This is the mountain behind which the wolf lies in wait for the geese. The housewife drives the geese to graze, then returns home and says:
Geese, geese, home!
For what? - the geese ask.
Gray wolf under the mountain!
What is he doing?
The geese are nipping.
Which ones?
Gray and white - all home!
And the geese run home, and the wolf catches them. The wolf takes the caught geese to his house.
The housewife again drives the geese to graze, and again the wolf catches them on the way home.
This continues until all the geese get to the wolf. Then the hostess goes to look for her geese.
Wolf, have you seen my geese? - she asks.
What were the geese like? - asks the wolf.
Gray, white, and motley,” the hostess answers.
The wolf indicates the path along which the geese ran (shows any direction). At this time, the children pretending to be geese begin to clap their hands, like geese with their wings.
“The spoons are falling off the shelf,” explains the wolf. The mistress leaves along the indicated road and returns to the wolf again and repeats the same questions. The second time the geese stomp their feet.
What it is? - asks the hostess.
“It’s the horses stomping in the stable,” explains the wolf.
The hostess leaves again and returns with the same questions. The third time the geese begin to hiss.
What it is? - asks the hostess.
“It’s the cabbage soup that’s boiling,” the wolf answers.
The hostess is about to leave, and the geese begin to shout loudly: “Ha, ha, ha...” She goes to pick up her geese. Then the wolf orders the geese to clasp their hands tightly. The hostess tries to separate her hands. The one with whom she can do this is her goose. The one from whom she cannot separate them remains with the wolf.
Then a new wolf and a new mistress are appointed, and the game is repeated.
Geese are selected in this way: a board is placed on the ground or a line is drawn. The hostess walks along it slowly, placing the heel of one foot against the toe of the other, and says: “That’s it, my geese!” The wolf follows her with quick steps, running, regardless of the line. Then the geese take turns passing: whoever can walk like the mistress goes to her, whoever runs like a wolf or stumbles goes to the wolf. Then they count who has more geese left: the wolf or the mistress. The one with more wins.
"The Fox and the Wolf"
Target . Differentiation of whistling and hissing sounds.
Equipment . Two costumes (wolf and fox). The fox has a red jumpsuit, the wolf has a gray one.
Description of the game. One child portrays a fox, the other a wolf.
Gray wolf in a dense forest
I met a red fox.
Wolf. Lizaveta, hello!
Fox. How are you, toothy?
Wolf. Things are going well. The head is still intact.
Fox. Where have you been?
Wolf. On the market.
Fox. What did you buy?
Wolf. Pork.
Fox. How much did you take?
Wolf. A tuft of wool - The right side was torn off. The tail was chewed off in a fight.
Fox. Who bit it off?
Wolf. Dogs.
Fox. Is he alive, dear kumanek?
Wolf. I barely dragged my legs. How are you, godfather?
Fox. I was at the market.
Wolf. Why are you so tired?
Fox. I counted ducks.
Wolf. How much was it?
Fox. Seven from eight.
Wolf. How many has it become?
Fox. None.
Wolf. Where are these ducks?
Fox. It's in my stomach.
« Little houses"
Target. Differentiation of whistling and hissing sounds.
Equipment. Animal masks.
Description of the game.A leader hare or a wolf is chosen for the game. The rest of the children are bunnies. They sit on chairs in a circle. The leader hare walks in a circle, knocking on the bunnies’ houses:
Small houses stand in the dense forest,
Little white bunnies are sitting in houses.
One bunny ran out, he ran through the forest,
He knocked on everyone’s little window with his little paw.
Come out, bunnies, let's go for a walk in the forest.
If the wolf appears, we will hide again. Then, being in the center of the circle, he beckons the children with his hands. The bunnies run out, jump, gallop until a wolf appears. When a wolf appears, the bunnies hide in their houses. The wolf catches hares. The one caught becomes a wolf and the game continues.
« A little white snow fell"
Target. Differentiation of whistling and hissing sounds in text.
Description of the game.Children say a poem in chorus, accompanying the words with movements:
A little white snow has fallen, We will gather in a circle. Snow, snow, white snow, It covers us all. (Children, standing in a circle, raise their hands and slowly lower them, imitating falling snow.)
We sit on the sled and quickly rush down the hill. Snow, snow, white snow, We rush faster than anyone. (They stand behind each other and run in a circle, hands behind them.)
The children all got on their skis and ran after each other. Snow, snow, white snow, swirling and falling on everyone. (They walk slowly in a circle, their arms bent at the elbows and clenched into fists, as if holding ski poles.)
We made a ball out of snow, Then we made a doll. Snow, snow, white snow, the doll came out the best. (They bend over and show how they sculpt a doll..)
The children were tired in the evening, they all dozed off in their cribs. Snow, snow, white snow, The boys sleep the deepest of all. (They squat down with their hands under their cheeks and sleep.)
FORMATION OF SOUND
R, R', L, L'
« Horse"
TargetR.
Descriptiongames. The teacher divides the children into three groups. One group depicts riders, the other two - horses. Children pretending to be horses take hands in pairs and ride with a clicking sound, controlled by the rider. At a signal from the teacher, the rider stops the horses, saying:tr-tr-tr...Then the children change roles.
« Colored cars"
Target. Sound AutomationR.
Equipment. Colored hoops or paper rings according to the number of players, several colored flags.
Description of the game.Children are sitting on chairs along the wall. They are cars. Each player is given a hoop of some color or a paper ring. This is the steering wheel. Before the teacher (or presenter) there are several colored flags on the table. He picks up one of them. Children, whose steering wheel is the same color as the teacher’s flag, run around the room, imitating the sound of a car engine:rrrr.When the teacher lowers the flag, the children stop and, at the signal “Cars are returning,” they each go step by step to their garage (to your chair). Then the teacher raises a flag of a different color and the game resumes. The teacher can raise one, two or three flags together, and then all the cars leave their garages.
« Aircraft"
Target. Sound production and automationR.
Equipment. Garland with flags. Three flags (red, blue and green).
Description of the game.Option 1. There are chairs on one side of the room. A garland with flags is stretched in front and an arch is arranged. This is an airfield. The pilots sit on chairs, waiting for orders. “Are the pilots ready to fly?” - asks the teacher. The guys answer: “Ready!” - “Start your engines!” - says the teacher.D-d-d-drr-rrrr,- Children imitate the sound of a motor and, turning their right hand as if starting a motor, fly around the room. “Pilots, fly back!” - the teacher calls. Gradually, slowing down and falling silent, everyone returns to the airfield and sits on chairs.
Option 2. Children sit on a rug (at the airfield). They are all pilots, and all their planes are ready for takeoff. One child (the traffic controller) holds flags in his hand: red, blue, green. He leads the movement. With the wave of the green flag, the first plane takes off. At the same time, the child pretending to be an airplane first makes soundstdd,and thendrras long as the traffic controller holds the green flag. When he lowers the green flag, the plane lands with a soundetc.Game continues. If the child after the soundtddwon't be able to switch to sounddrr, then he is sent for repairs to a mechanic (teacher), who works with him individually.
"Alarm"
Target. Sound AutomationR.
Description of the game.All children go to bed (sit on chairs). One child is an alarm clock. The teacher says what time the children should be woken up and begins to count slowly. When he says the appointed time to get up, the alarm clock begins to chirp:rrrrrrr...All the children stand up.
"Crows"
Target. Sound AutomationRin onomatopoeias and phrases.
Description of the game.The teacher divides the children into three groups: the first group depicts a Christmas tree, the children stand in a circle and, lowering their hands, say: “Like crows cawing and jumping under a green Christmas tree”; the second is crows that jump in a circle and croak:kar-kar-kar...The first group of children says: “They fought over a crust, they screamed at the top of their lungs.” Second group (in a circle):kar-kar-kar...First group: “The dogs come running and the crows fly away.” A third group of children, pretending to be dogs, runs into the circle and growlsrrr...chases the crows, which fly away to their nest (pre-designated place). Those caught become dogs. The game is repeated until two or three of the most dexterous crows remain. Then the children change roles and continue the game.
« Sparrows and a car"
Target. Automation of soundsr, r"in onomatopoeia.
Description of the game.Several children (sparrows) jump along the road and tweet:chirp, chirp, chirp.Suddenly a car appears on the road (a child pretending to be a car). First the sound of the enginerrrrheard faintly, then stronger and stronger. When the car approaches the sparrows, they make a soundfrr,spread their wings and fly away.
« Keep order"
Target. Automation of soundsr, r"in words.
Description of the game.Children sit in a semicircle. In the center there is a teacher’s table, on which several objects are placed in a row, the names of which contain the soundr, r".The teacher calls one child, who must name and show the children the objects laid out on the teacher’s table. Then the child turns his back to the table and names the objects from memory in the order in which he laid them out on the table. If the child finds it difficult to complete the task, you can allow him to carefully examine the objects again.
Then other children are called. The teacher, at his own discretion, can change the order of objects, replace them or add new ones.
The following items can be selected for the game: a flashlight, a fish, a bubble, a pea, a rope, an elastic band, sugar, a rocket, a buckle, a mushroom, a mitten, etc. By repeating the game, you can give five or six items to memorize. Children should name objects loudly and clearly. (By analogy, the game can be played with other sounds.)
« Soldiers"
Target. Automation of sound in syllables.
Description of the game.Children walk in formation. When moving, they make trumpet sounds:tram-ta-ra-ra, tram-ta-ra-ra.The teacher can choose one of the children and assign him the role of a trumpet player, and the rest of the children evaluate the correct sound of the trumpet (volume, definition).
« Do you remember these verses?
Target. Automation of soundsr, r"in words.
Description of the game.The teacher reads excerpts from poems familiar to the children. The child must say the missing words.
Where did (sparrow) have lunch? At the zoo with (animals).
Don't stand too close: I'm a tiger cub, not a pussy.
In this river in the morning (early) two (sheep) drowned.
Poor little camel! They don’t give food (to the child). Today he ate only two of these (buckets) since (morning).
Gold letters in the sun (burn): Long live (friendship) of the Soviet (guys).
All the guys from the yard shout to the painters: (Hurray)!
A goat (horned) is coming for the little ones (children).
Finish your milk and let's go for a walk (quickly).
And the gray goat shakes his beard.
Here the metro will pass through us, take everyone with it (take it).
« Orchestra"
Target. Automation of soundsr, r"in syllables.
Description of the game.Children sit in a semicircle. One group of children are trumpeters, another are violinists, and the third are drummers. The teacher is a conductor. He shows each group how to imitate the movements of trumpeters, violinists and percussionists. Then he offers to sing some familiar tune. Trumpeters sing a syllableru-ru-ru,violinists -ri-ri-ri, ahdrummers -ra-ra-ra.After the rehearsal, the teacher begins to conduct. Only the group to which the teacher points with a stick sings. When the teacher raises both hands, everyone plays at the same time. Then the teacher calls three or four children and invites them to perform some song on any instrument. The rest of the children are asked to guess what song was performed.
« Do you know these words?
Target. Automation of soundsr, r"in syllables and words.
Description of the game.The teacher pronounces the phrase without finishing the syllables in the words. Whichever child is the first to correctly pronounce the missing syllable will receive a cardboard circle. The one with the most circles wins. Sample list of proposals:We have an ice mountain; Who's mooing? Cow); There is a fence around the park; Underground we have me(tro); There is a goalkeeper at the gate; In the morning, children do exercises; The mole has a no(ra) in the ground; Chickens go with chickens; To write, you need tet (for the sake of); The guys lit a fire in the forest; There are lights on the streets; We love sweet va(rainier)etc.
"Lamb"
Target. Sound AutomationRin the text, development of auditory attention.
Game description. The driver sits on a chair with his back to the children, the others take turns approaching him and reciting rhymes.
Lamb, lamb,
Show me your horns
I'll give you sugar
Piece of pie!
Who am I?
« Rams"
Target. Sound AutomationRin the text.
Progress of the game.Several pairs of children, standing opposite each other, holding hands, form a gate. The rest (rams) approach the gate, knock on it (stomp their feet).
Rams. Tra-tra-tra, tra-tra-tra,
Open the gates!Gates. Early, early, you sheep knocked on the gate.Rams. Tra-tra-tra, tra-tra-tra, Let me through the gate!Gates. Where are you going? Where are you going? We won't open the gate.Rams. To the meadows, where there is grass, And there is dew on the grass.Gates. It's too early for you to go there. We won't open the gate.Rams. Tra-tra-tra, tra-tra-tra, Goodbye, gate. We'll come when the grass dries. (They're leaving.)
« Steamboat"
Target. Staging and automation of interdental soundl..
Equipment. To play you will need water (a basin - indoors, a stream outdoors), toys; steamboat, small dolls, nesting dolls.
The teacher addresses the children: “We are going to go on a boat ride. Do you know how the steamboat hums? Listen:s-s-s...Let's repeat everything together, like a steamship humming.
Now put the wide tip of your tongue between your teeth, bite it lightly and hum like a steamboat: y-y-y...” The children hum. The teacher continues: “The steamer can sound several whistles.” Then he invites the children to take turns riding a bunny, a nesting doll, etc. on a steamboat. Children's attention is fixed on the fact that they have made a soundlll,when they bit the tip of their tongue.
« Do you remember these verses?
Target. Automation of soundsl, l" inwords and phrases.
Description of the game. The teacher gives the child excerpts from poems familiar to the children. The child must say the missing words.
The ball got under (the wheel), burst (slammed) - That's all.
(The elephant) nods his head, He sends (a bow) to the elephant.
I'm used to brushing my shoes every day. I have to shake out all the (specks of dust) from the suit (I’m not too lazy).
Finger, finger, where were you? With this brother (went to the forest), With this brother (ate porridge), With this brother (sang songs).
The phone is already tired, I didn’t talk (I didn’t).
« Do you know these words?
Target. Automation of soundsl, l"in syllables and words.
Description of the game.The teacher pronounces the phrase without finishing the syllables in the words. Whichever child is the first to correctly pronounce the missing syllable receives a cardboard circle. The one with the most circles wins.
The girl is still young.
The squirrel hid in the du (plo).
Clouds are floating across the sky.
Lena's knee hurts.
The cow gives milk (loco).
Mila ate yab(loko).
Lida saw ba(let) in the theater.
Vasya wanted to fly on a plane.
We are sitting on a chair for a hundred (crowbar),
Wash cleanly, we (scrap).
In the morning the alarm wakes us up.
« Answer the questions"
Target. Automation of soundsl, l"in words and phrases.
Equipment. Pictures with a sound in the titlel:lion, ribbon, lamp, watering can, bow, ladder, horse, plane, lemon, skis, peacock, fox, leaves, alarm clock, shoes, etc.
Description of the game.The teacher lays out the pictures on the table with the pattern facing up. Then he calls the children one by one, asks them questions, and the child gives a complete answer (for example: “What are flowers watered from?” - “Flowers are watered from a watering can”). While looking for the corresponding picture and showing it to all the children, he names it loudly.
The teacher must ensure that children give complete answers. You can ask different questions about one picture. For example: “What did they bring to the workshop to repair?” Answer: “They brought them to the shoe workshop to repair shoes.” “What did mom buy at the shoe store?” Answer: “Mom bought shoes at the store.”
« Saw"
Target. Automation of soundsl, l’Vtext.
Description of the game.Children in pairs, holding their hands crosswise, cut wood and say:
The saw cut, buzzed like a bee, sawed off a piece, ran into a twig, burst and began, start over.
Having formed new pairs, the children continue the game.
« Horses"
Target. Sound Automationl intext.
Description of the game.One half of the children represent horses, the other half represent coachmen. The coachmen approach the horses standing in a row. Patting them on the back, they say:
Well, the horse -
The fur is smooth,
Cleanly washed
From head to hoof
I ate oats
And again - let's get down to business.
The coachmen harness the horses and say:but but but...and leave. The horses click their tongues. Then the children change roles.
« Airplane"
Target. Sound differentiationl-r.
Description of the game.The teacher, addressing the children, says: “Now we will play “airplane.” Let’s start the plane’s engine: r-rr...” Children say: r-r-r... and reproduce the movements of the engine with their hands. “They started the engine, and the plane flew high, you couldn’t see it, only the hum was heard:l-l-l...How does the plane sound? Children:l-l-l...
Target. Sound differentiationl, l", r, r"in the text.
Equipment. Thin rod 1 lengthm25 cmwith a length of cord tied to it1 / 2 m,at the end of which is a mosquito made of cardboard.
Description of the game.Children stand in a circle, with a teacher in the middle who circles (circles) a rod in the air slightly above the children’s heads. Children jump up and try to catch the mosquito. The children sing a song to the one who caught the mosquito:
Ay, Kolya (Olya) is great! The mosquito is finished! Tra-la-la, tra-la-la, Komaru is finished!
« Find your picture"
Target. Sound differentiationl-rin words.
Equipment. Pictures with a sound in the titlelor r. For each sound, the same number of pictures are selected.
Description of the game.The teacher lays out the pictures with the pattern facing up, then divides the children into two groups and tells them that one group will match the pictures to the sound.l,and the other - onR.At the teacher’s signal, one child from each group approaches the table. One takes the picture by soundl,the other - for soundR.Approaching his group, the child slaps the palm of the person in front and stands at the end of the group, and the one who is first goes for the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeated, the game can be slightly modified: the group that selects its pictures faster wins.
« Carousel"
Target. Sound differentiationl, l", r, r"in the text.
Game description. The players form a circle. The teacher gives the children a cord, the ends of which are tied. Children take the cord with their right hand, turn to the left and say:
Barely, barely, barely, barely The carousel spun, And then around, around, around Everyone ran, ran, ran.
In accordance with the text of the poem, the children walk in a circle, first slowly, then faster, and finally run.
While running, the teacher says
“Be-be-zha-li, be-zha-li.”
After the children run in a circle 2 times, the teacher changes the direction of movement and says: “Turn.” The players must turn around, quickly grabbing the cord with their left hand, and run in the other direction.
Then the teacher continues with the children!
Hush, hush, don't rush! Stop the carousel! One, two, one, two! The game is over!
The movement of the carousel becomes gradually slower. When they say “the game is over,” the children lower the cord to the ground and disperse around the playground.
After the children have rested a little, the teacher rings three bells or hits the tambourine 3 times. The players rush to take their places on the carousel, i.e. stand in a circle and take the cord. The game resumes. Those who do not have time to take a seat before the third bell do not ride on the carousel, but stand and wait for a new boarding.
The game can be repeated 3-4 times. On the cord you cantie bells and colored ribbons to make the carousel elegant.
"Catch-up"
Target. Sound differentiationl, l", r, r"in the text.
Description of the game.Children join hands (they are beyond the line) and walk in an even line to the driver, who sits at a distance of 10m(7 m)on the chair.
We, cheerful guys, love to run and play. Well, try to catch up with us! Well, try to catch up with us!
Having said the last words, the children give up and run away, and the driver catches someone. The one who gets caught drives, and the game repeats.
« Save yourself from the wolf"
Target. Sound differentiationl, l’, r, r"in the text.
Description of the game.At one end of the room there are chairs, behind which children hide to escape from the wolf (the chairs stand in one line, at some distance from each other, so that they can easily walk between them). At the other end of the room, a wolf is sitting in a den (on a chair). Children walk towards the wolf and say, bending down rhythmically (picking strawberries in a basket):
The children walked along the hillock, took, took strawberries. They pinned a knife onto a piece of grass. It hurts, my leg hurts, but it doesn’t hurt.
At the end of the words, a wolf jumps out of the den, and the children run away and hide from the wolf, who catches them. The one who is caught by the wolf sits in the den and becomes a wolf.
« The Forest Raised a Christmas Tree"
Target. Sound differentiationl, l’, r, r"in the text.
Description of the game.Children form a large round dance around the Christmas tree.
Everyone sings and moves along with the song.
A Christmas tree was born in the forest, It grew in the forest, Slender in winter and summer, It was green. (The round dance moves to the right, then to the left.)
The snowstorm sang a song to her; “Sleep, Christmas tree, bye-bye!” The frost was wrapped in snow: “Make sure you don’t freeze!” (Children squat down and pretend the Christmas tree is sleeping).
The cowardly little gray bunny galloped under the Christmas tree, Sometimes the wolf, the angry wolf, ran at a trot. (They jump with both feet, imitating a bunny, then run back in small steps, bending slightly when the wolf runs past the Christmas tree.)
Chu! Snow in a clean forest Under the runner creaks: A furry-legged horse is in a hurry, running. (Walk to the right, raising their legs high, one after another.)
The horse is carrying the logs, And in the logs is an old man; He cut down our Christmas tree right down to the root. (They stop, turn to face the tree, spread their legs, raise their arms, lower them and raise them 2-3 times, pretending to chop a Christmas tree.)
Now you are here, dressed up, you came to us for the holiday and brought a lot, a lot of joy to the kids. (They dance lightly while standing still. The movements are arbitrary.)
« Do you remember these verses?
Target. Sound differentiationl, l’, r, r"Vwords and phrases.
Description of the game.The teacher reads excerpts from poems to the children. The child must say the missing words.
I was in the sun (lying), Nose up (holding), Here I have it (tanned).
The wind (walks) across the sea And (hurries the ship), He runs (in the waves) on swollen (sails).
You are not our master, you are our (lamaster).
Without windows, without (doors), the room is full (of people).
In the morning he sits on the lake (an amateur fisherman), sits (purrs a song), and a song (without words). As the song begins, All the fish (dissolve).
FORMATION OF SOUND
K, G, X, J
« Who is screaming?
Target. Sound Automationto to inonomatopoeias.
Equipment. Pictures: chicken, rooster, cuckoo, frog.
Description of the game.The teacher says: “Remember, children, how we went for a walk in the forest at the dacha? We were going for a walk. We went out into the yard, and a chicken came towards us and shouted:co-co-co...(Children:ko-ko-ko...)We move on, and the chicken cackles:where-where?..(Children:where-where?,.)“Into the forest,” we answered her and moved on. A rooster sits on the fence and crows:ku-ka-re-ku!..(Children:ku-ka-re-ku!.,) We went further along the road past the vegetable garden. We look and the sparrows are pecking at the grains of the sunflower. The children chased them away. (Children:shoo-shoo...)We came to the forest. It's good there. We started collecting flowers, and suddenly we heard a cuckoo calling: peek-a-boo... (Children: peek-a-boo...) We picked a lot of flowers and went back. We hear the frogs croaking:qua-qua...(Children:qua-qua...)We walked in the forest and returned home.”
« Hen, cockerel and chicks"
Target. Sound AutomationToin onomatopoeia and sentences.
Description of the game.One child is a cockerel, the other is a hen, the rest of the children are chickens.
The hen (teacher or child) and the chickens peck the grains (tapping their fingers on the floor). The cockerel appears and the chicks hide behind the curtain. The cockerel asks: “Ku-ka-re-ku, ku-ka-re-ku, where are the little chickens?” The hen replies: “Ko-ko-ko, the chickens have run away, look for them, Petya the Cockerel.” The cockerel walks around looking for chicks, finds them and invites them to run. The chickens run away, the cockerel catches up with them. Then the roles change.
« Rain"
Target. Sound AutomationToin syllables and text.
Description of the game.Children sit on chairs. Teacher? says: “We went for a walk, and suddenly it started to rain and drummed on the roof. How did you drop the drops? Let's remember the poem."
Drop one, drop two,
Drops slowly at first
Drip, drip, drip, drip. (Children accompany these words with slow claps.)
The drops began to keep pace,
Drop drop customize -
Drip, drip, drip, drip. (The claps become more frequent.)
Let's quickly open the umbrella,
Let's protect ourselves from the rain. (Children raise their arms above their heads, imitating an umbrella.)
« Let's warm our hands"
Target. Staging and automation of individual soundX.
Description of the game.Children sit on chairs. The teacher shows a picture of children sculpting a snow woman and says: “The children sculpted a snow woman. It came out good. Their hands were frozen. Let's warm them up, breathe on their hands to keep them warm. Like this". (Shows.) Then the children warm their hands one by one and all together, pronouncing the soundX.
« Crane and frogs"
Target. Sound AutomationTo.
Description of the game.A large rectangle is drawn on the ground. This is a river. There are hummocks painted on the banks (circles drawn at a distance of 45-55 cm from the shore, so that it is not difficult to get into the water from a hummock in one jump, i.e. into the outlined rectangle). One child is a crane and the rest are frogs. The crane sits in its nest nearby, and the frogs sit on the hummocks and begin their concert.
Here, from a hatched rotten hole, a frog plopped into the water. And, inflated like a bubble, she began to croak from the water: “Kwa, ke, ke, qua, ke, ke, It will rain on the river.”
As soon as the frogs say their last words, the crane flies out of the nest and catches them. The frogs jump into the water, where the crane is not allowed to catch them. The caught frog remains on the hummock until the crane flies away and until all the frogs come out again. The frogs sit in the water until the crane flies away.
After the crane catches several frogs (for example, 3-4), a new crane is selected from among those children who have never been caught. Frogs squat on hummocks and can swim (run inside a circle) in the water. You can only get back onto the bump by jumping.
« Geese-geese"
Target. Automation of the g sound in syllables and sentences.
Equipment. The painting depicts a girl chasing geese.
Description of the game. Option 1, The teacher shows a picture, Geese go home and cackle:ha-ha-ha..,Children:ha-ha-ha... -“On the way we came across a ditch, the goose began to jump over itgop-gop-gop..."Children:gop-gop-gop...
Option 2. In one place of the site there is a poultry yard, in another there is a pasture (draw lines on both sides). A shepherd and a fox are chosen. The rest of the children are geese.
At the beginning of the game, a shepherd with a twig in his hand takes the geese to the pasture, and he himself returns back to the poultry yard. Geese are grazing at this time. After a while, the shepherd calls the geese: “Geese, geese!” Hearing the shepherd’s voice, the geese shout: “Ha, ha, ha!” Shepherd: “Well, fly!” The geese spread their wings and, waving their arms, fly across the field to the poultry yard, and the fox catches them. She takes those caught into a hole. If the fox catches five geese, the teacher chooses a new fox and a new shepherd.
Option 3. A shepherd and a wolf are chosen.
Shepherd. Geese-geese, where are you from?
Geese. Ga-ha-ga. We're from home.
Shepherd. Geese, geese, where are you going?
Geese. To the meadows, to the meadows.
Shepherd. Do you want to eat?
Geese. Ga-ga-ga (affirmative).
Shepherd. Well, go to the meadows.
Geese walk and nibble grass.
Shepherd (suddenly). White geese, go home. Gray wolf under the mountain.
The geese cackle and run home. The wolf catches the geese. Those caught leave the game.
“Who needs what?”
Target. Sound AutomationXin words and sentences.
Equipment. The teacher puts pictures on the board and says: “Now you will hear short stories. Each story should be accompanied by one of these pictures. You will guess which one and name it.”
The children began to decorate the Christmas tree. We hung a lot of toys. What's left to hang? (Firecracker.)
A doctor came to see a sick child. What did he wear? (Robe.)" etc. The winner is the one who gives the most correct answers.
« Cubes with pictures"
Target. Automation of soundsI, e, e, yu (th) inwords.
Equipment. Several cubes with pasted pictures: apple, hedgehog, fir tree, bindweed, lighthouse, skirt, teapot, watering can, T-shirt, sparrow, ant, barn, tram, berry, anchor, blanket, leaves, snake, hedgehogs, blackberries, train, dress, gun, receiver, spinning top.
Description of the game.Children sit at the same table and take turns throwing any cube on the table. The child must pronounce the picture that appears at the top correctly. A point is awarded for correct pronunciation. At the end of the game, the teacher counts the points. Whoever has the most points is the winner.
« And what's in there?"
Target. Automation of soundsi, e, e, yu (th) bwords and phrases.
Equipment. A wide box, a ball or a button, plot pictures: a boy drinks, a mother sews, children sing, a bird builds a nest, a dog barks, children bathe, mother washes her daughter, boys dig a hole, children plant a tree, etc.
Description of the game.The subject pictures are placed face down in the box. The child carefully throws the button into the box and opens the picture on which the button fell. Based on this picture he makes a proposal. A point is awarded for a correct answer. The winner is the one who has more points at the end of the game.
« Tell him what to do"
Target. Automation of sound in words and phrases.
Equipment. Dolls, toy cars, ball, jump ropes, hoop.
Description of the game. Option 1. Toys are laid out on the shelf. Each child takes turns going to the shelf, taking any toy and inviting one of the children to play with it. Children should say something like this:Lena, rock the doll; Vasya, jump over the rope; Seryozha, roll the hoopand so on. After fulfilling the leader's request, the toy is returned and the game continues.
Option 2. The teacher chooses a leader who gives each child different (or identical) toys. When all the children receive toys, the presenter allows them to perform an action with them. Each child plays with his own toy. At the teacher’s sign, the game ends and the children put the objects back in place. Then everyone says what they did.
"Colorful figures"
Target. Automation of soundsI, e, e, yu(th)in words and phrases.
Equipment. Circles, triangles, squares, rectangles, ovals, painted on one side in a certain color.
Descriptiongames. The figures are placed in the middle of the table or in a box with the colored side down. The children are sitting around the table. Each of the children, closing their eyes, takes turns pulling out a figurine, opening their eyes and calling its color, for example: “I took a blue triangle.” If the wordbluepronounced correctly, the child takes the figurine for himself. If not, put it back in the box. Whoever collects the most figures wins.
« What are we doing?"
Target. Automation of soundsI, e, e, yu(th)in phrases.
Equipment. Subject pictures, for example: a boy playing with a spinning top, a girl washing a doll’s clothes, a boy watering flowers, a baby eating porridge, etc.
Game description. Children are given one picture each. The teacher tells them: “Imagine that it is you depicted in the pictures. So tell me what you are doing.”
The person called comes to the table, shows everyone the picture and says, for example: “I’m playing with a spinning top.”
For a correctly pronounced phrase, the child gets a point. The one who scores more points wins.
« Bunny"
Target. Automation of sound and text.
Description of the game.Two children are chosen: a bunny and a wolf. Children form a circle holding hands. There is a bunny around, a wolf in the circle. Children lead a round dance and say a poem, and the bunny jumps around in a circle;
A small bunny jumps near the rubble. The bunny is jumping quickly, catch him!
The wolf tries to run out of the circle and catch the bunny. When the bunny is caught, the game repeats. But other children are already playing the roles of the bunny and the wolf.
« Whose are you, whose?
Target. Automation of iotized sounds in text.
Description of the game.A presenter is selected. He approaches one child or another and asks questions, and the children answer him.
Leading. Whose are you, whose, Forest Stream?
Creek. Nobody's!
Leading. But where are you from, stream?
Creek. From the keys!
Leading. Well, whose keys are those?
Creek. Draw!
Leading. Whose birch tree is by the stream?
Creek. Draw.
Leading. And you, sweet girl?
Girl. I'm mom's, dad's and grandma's!
« Find out by voice"
Target. Differentiation of sounds in onomatopoeias.
Description of the game.Children sit on chairs arranged in a circle (house). One child approaches the house, knocks and asks: “Who lives in the house?” Children answer in the voice of an animal or bird:ha-ha-ha, kwa-kwaetc. The child must name who lives in the house.
"Crested Hen"
Target. Sound differentiationTo- Xin the text.
Description of the game.The teacher chooses a chicken from the players, the rest of the children are chickens. One child is a cat. The hen and chicks walk around the room, imitating flapping their wings with their hands, peck at the food and say:
A crested hen came out, With her were yellow chicks, The hen clucked: “Ko-ko! Don't go far."
The presenter speaks, and the cat accompanies his words with actions.
On a bench by the path a cat lay down and dozed. ...The cat opens its eyes and catches up with the chickens.
At the last words, the cat jumps up, meows and runs after the chickens, who run away to their house, to the hen (mother).
The hen protects the chickens, spreading her arms to the sides, and says at the same time: “Go away, cat, I won’t give you the chickens!”
When repeating the game, another child is chosen to play the role of the cat.
« Hen, chickens and dog"
Target. Sound differentiationTo- Xin the text.
Description of the game.Children pretend to be chickens, one child is a chicken, and the other is a dog. All chickens sit in a chicken coop (located on one side of the site). On the other side is a dog kennel with a dog sitting in it. According to the teacher (ordriving)
A crested hen came out, With her were yellow chicks, The hen clucked: “Ko-ko! Don't go far. The chicken runs out, looks around, flaps its wings and shouts:co-co-co!,calling the chickens. When she calls, the chickens run out of the coop and start running, looking for food, the chicken runs with them. At the teacher’s signal, a dog runs out barking and runs after the chickens, the chickens run into the chicken coop.
« Stain the couple!
Target. Sound differentiationk-gin the text.
Description of the game.Children line up in pairs one after another. In the middle stands the driver, in his hands he holds a ball made of material. The driver says loudly: Throw, throw, throw. Let's run together Through water and fire. Even the horse won't catch us. One, two, catch up, Well, try, catch it!
After the driver’s words, the last pair unclasps their hands and runs forward to a pre-drawn line, located 10-12 steps from the driver. The driver must hit one of the runners with the ball before he runs over the line. The one he hit becomes the first pair with him, and the other leads. If the driver does not hit, then he drives again, and the pair that has reached the line takes the lead, and the game continues. The last pair can run only after the words “well, try it, catch it!”
"Cockerel"
Target. Sound differentiationk, g, xin the text.
Description of the game.Along the edges of the platform there are low benches or boards placed on a stand (height 10-15 cm). Children stand on the bench. They represent chickens, and one child is a rooster. The children say: Petya walks on the sand in yellow boots, stands and looks, and then shouts: “Ku-ka-re-ku!”
The cockerel comes out and makes the appropriate movements (“Ku-ka-re-ku,” cries the cockerel.) After the rooster crows, all the chickens jump off the benches and run to look for food. The cockerel runs with them. At the signal “Chick-chick” the children return to their places. Then a new cockerel is selected and the game is repeated.
« Funny Geese"
Target. Sound differentiationk-gin the text.
Description of the game.Children pretend to be geese. The teacher or one of the children pretends to be a grandmother. He drives the geese out onto the site.
The children shout: ha-ha-ha, and walk around the playground, Grandma (calls the geese). Geese, geese!
Geese. Ha-ha-ha!
Grandmother. Do you want to eat?
Geese. Yes Yes Yes!
Grandmother. Run home!
Geese run to grandma. She feeds them (brings each child an imaginary bowl),
« Hunting for hares"
Target. Sound differentiationk-g-xin the text.
Description of the game.All the guys are hares and two or three hunters.
On one side of the site, according to the number of hares, the teacher draws small circles (hare holes) in which the hares are placed.
The hunters are on the opposite side, where a house is drawn for them. Each hunter has a ball made of cloth.
Leading. There is no one on the lawn, come out, brother bunnies, jump, tumble, ride in the snow!..
Hares run out of their holes, scatter all over the area and jump. The teacher suddenly hits a drum or tambourine or claps his hands and says: “Hunters!”
Hunters run out of the house and hunt hares, and the hares must occupy their houses in time.
The hunt is that each hunter must hit the hare with a ball before he runs into the hole.
The hunters take the caught hares to their house, and the game is repeated.
The same hunters go hunting no more than 3 times, and then choose new hunters.
« Train"
Target. Sound differentiationk-g-xin the text.
Description of the game.The teacher or one of the children is a locomotive. All children are wagons. Children sit on chairs one after another. The locomotive whistles and the train moves off. Children can move their hands and say:goo-goo-gooor:
Here is our train, the wheels are knocking, and the guys are sitting on this train. “Goo-goo-goo, goo-goo-goo,” The locomotive puffs. He took the boys far, far away.
Then the driver says: “Stop! Stop! Anyone who wants to get down, come out quickly, let’s go for a walk.” Children get up from their chairs and walk around the room.
In this game, different lyrics may be given:
Our train takes the children to the forest and to the clearing. Children will walk there and meet a bunny.
“Tak-tak-tak, tak-tak-tak”, All the wheels are knocking, “Goo-gu-gu”, we will meet a squirrel and a fox. We drive, we drive faster, We are not afraid of animals. The locomotive is moving more quietly. The stop is close. “Gu-gu-gu, stop!”
The train stops, the children scatter around the room, walk, pick flowers, and at the teacher’s signal the game resumes again.
AUTOMATION AND
DIFFERENTIATION
DIFFERENT SOUNDS
"Different Sounds"
Equipment. Subject pictures.
Description of the game.Children receive paired pictures or lotto, for example: car, tram, train, plane, chicken, rooster, goose, duck, dog, cat, cow, drum, pipe, bell.
The presenter names the object or animal shown in the picture. The child who has the corresponding picture repeats the name of the object and imitates the sound of this object, the cry of an animal or bird. The rest of the children determine whether their friend completed the task correctly.
« Wonderful bag"
Equipment. A bag and a set of toys familiar to children.
Description of the game.Toys are placed in the bag, the name of which will use the required sound.(s, sh, r...)or a couple of sounds(s-sh).The teacher, shaking the bag, draws the children's attention to the fact that there is something in the bag, and thereby arouses interest in the game. First, the children take turns trying to determine by touch what got into their hands. Then they take the toys out of the bag, show them and name them. Whoever got the cockerel shows how the cockerel sings, whoever got the dog shows how it barks, etc.
« Traffic"
Equipment. Two disks (green and red).
Description of the game.Children are divided into several groups, each of which represents a certain type of transport (tram, car, bicycle, etc.). A traffic controller stands in the middle, holding two discs in his hands. When he lifts the green disc, the tram moves along the marked rails, the cars move freely and make appropriate sounds. Freightcar: tu-tu-tu,passenger car:beep beepbus:vrrrr-vrrr,tram:tsin-tsyn,bike:ding-ding-ding.
« Trouble"
Equipment. Masks may be used.
Description of the game.One group of children are chickens, another is cockerels, the third is geese, the fourth is kittens. One of the guys portrays a dog, the teacher (or presenter) portrays the owner.
At the beginning of the game, all the birds sit on perches, and the kittens sit on trees (fence, stand, ladder);doghid in the kennel.
The housewife comes out to feed the birds. “Chick-chick-chick!” - she calls the hens and cockerels. “Tega-tega-tega!” - calls the geese and scatters food for them.
The birds come running to her (get off their perches) and begin to peck the grains (imitate movement).
"Kitty Kitty Kitty!" - the owner calls the kittens and gives them milk, and she leaves. A dog appears barking. A commotion begins.
As soon as there is a commotion (chickens clucking, roosters crowing, geese cackling, kittens meowing, climbing up trees and ladders), the owner comes running and kicks out the dog. The game is repeated 2-3 times.
« Who wakes you up in the morning?
Description of the game.Children sit in a semicircle. They choose a driver. He comes forward, and the children ask him: “Who wakes you up in the morning?” The driver answers, for example: “Crow!” And the children determine who we are talking about. The teacher can first advise who to imitate so that children practice pronouncing different sounds(wrrrr, kwa-kwa, chirp-tweet, kud-kuda, woof-woof, moo-oo, bee-bee, quack-quack, ha-haand so on.).
« Shop"
Equipment. Items whose name contains the required sound or group of sounds. (For example, to automate soundWith:sleigh, airplane, fox, chair, table, sock, owl, bag, bowl, scales, stork, beads, etc.)
Description of the game.The teacher puts on the table a number of objects whose names contain a soundWith.Children sit on chairs. The teacher calls the children one by one. They come to the store and, choosing an item they want to buy, show it to all the children, call it loudly and go to their place.
« Carousel"
Description of the game.Children dance in a circle and say:
Carousels, carousels, You and I got on the boat and went and went.
Imitate the movements of the oars and pronounce the Soundshhhin time with the movements of the hands. Then the children join hands again and say:
Carousels, carousels, You and I got on the horse and rode and rode.
After these words, the children pretend to be horsemen and click their tongues in time with their movements.
Carousels, carousels, You and I got into the car and drove off and drove off.
Children now pretend to be drivers and, imitating the sound of the engine, sayrrrror quickly:de-de-da,running your finger under your tongue.
Carousels, carousels, You and I got on the train and went and went.
Children, imitating the movement of the train, hum:oooh, chu-chu-chu.
Carousels, carousels, You and I got on the plane and went and went.
Children make a soundrrrrand, using their hands to imitate the wings of an airplane, they run in a circle.
« Dialogue games"
Equipment. Masks, various items.
Description of the game.In these or similar dialogues, children first repeat the words after the teacher. In the future, they can act out these dialogues on their own. To make their recitation more lively and interesting, it is good to give them objects that correspond to the content of the dialogue (hats, scarves) and introduce them as part of a free creative game on the theme “Theater” or “Cinema”.
"Joke
- What are you doing?
- Nothing.
- What is he?
- It helps me.
- Titus, go threshing.
- My stomach hurts.
- Titus, go eat some porridge.
-Where is my big spoon?
- Fedul, why are you pouting your lips?
- The caftan burned.
- Is the hole big?
- There is only one gate left.
-Where are you going, kids?
- For the berries, grandma.
- Where are the berries, kids?
- Above the earth, grandmother.
- Isn’t it cranberries, kids?
- No, higher, grandma.
- Isn't it viburnum, kids?
- You guessed it, grandma.
- Where are you going, Semyon?
- Mow hay.
- What do you need hay for?
- Feed the cows.
- What do you need cows for?
- Milk.
- What do you need milk for?
- Give you something to drink, kids.
Goose says to Kolya:
- You should go wash yourself, or something. Kolya the duck says:
- It's creepy to look at you. The cat says to Kolya:
- Let me lick you a little. And the pig chokes with laughter:
- I like this boy.
Children who pretend to be a goose, duck, cat and pig imitate the characteristic sounds and movements of these animals.