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Introduction
1. Individual work with children to develop clear and correct pronunciation
2. Methodology for developing sound culture of speech outside of class
3. Approximate practical material on the development of sound culture of speech in preschool children (up to 3 years old)
4. Development of sound culture of speech in children 3-5 years old
5. Approximate practical material on the development of sound culture of speech in preschool children (3-5 years old)
6. Nurturing the sound culture of speech in children 5-6 years old
7. Approximate practical material on the development of sound culture of speech in preschool children (5-6 years old)
Literature
Introduction
The concept of “sound culture of speech” is broad and unique. It includes the actual pronunciation qualities that characterize the sound of speech (sound pronunciation, diction, etc.), elements of the sound expressiveness of speech (intonation, tempo, etc.), associated motor means of expressiveness (facial expressions, gestures), as well as elements of speech culture communication (general tone of the child’s speech, posture and motor skills during the conversation).
The constituent components of sound culture - speech hearing and speech breathing - are a prerequisite and condition for the emergence of sounding speech.
The sound side of the language is gradually acquired by the child. By the beginning of preschool age, the child’s speech apparatus is formed (it differs only slightly from the speech organs of adults), and phonemic hearing also functions. At the same time, in each age period, children have their own shortcomings in the sound culture of speech, which are considered in pedagogy as an undeveloped ability to reproduce speech.
Preschool children experience incorrect pronunciation of individual sounds, especially hissing sounds, rearrangement or omission of sounds and syllables in a word. Some children have rapid, unclear speech, in which the child does not open his mouth enough and poorly articulates sounds.
These speech features are not pathological; they are explained by the slow development of motor skills of the speech-motor apparatus.
When moving the organs of the speech-motor apparatus, the fine coordination of small muscles, the accuracy and speed of these movements are especially important, and such qualities are formed gradually.
Children's speech breathing also has its own characteristics: it is superficial, with noisy, frequent breaths, without pauses. These features are inherent mainly in younger preschoolers, but in older preschool age they are much less common.
Disadvantages of sound culture of speech adversely affect the child’s personality: he becomes withdrawn, harsh, restless, his curiosity decreases, mental retardation may occur, and subsequently failure at school.
Pure sound pronunciation is especially important, since correctly heard and pronounced sound is the basis for teaching literacy and correct written speech.
1. Individual work with children on educationthat and the correct pronunciation
Timely mastery of correct speech is of great importance for the formation of a full-fledged personality of a child and his successful education at school.
Most often, speech defects are observed in pronunciation, which is quite difficult to form correctly, since the child needs to learn to control his speech organs, to exercise control over his own speech and the speech of others.
Sound pronunciation defects do not disappear on their own. Violations that are not identified and corrected in a timely manner are consolidated and become persistent. speech therapy speech pronunciation articulation
The intelligibility and purity of pronunciation depend on many factors, and first of all on the anatomical structure of the articulatory apparatus, on how the tongue, lips, jaws act, on the ability to sense and feel the movements of the organs of articulation, as well as on the functional maturity of the speech zones of the cerebral cortex. Incorrect structure of the articulatory apparatus, underdevelopment, laxity of the muscles of the tongue, lower jaw, soft palate, lips and, as a consequence, lack of mobility are often the cause of poor pronunciation.
The tongue is most actively involved in the formation of sounds and the pronunciation of words. The correct pronunciation of most sounds depends on its position and the shape it takes (spread out and forms a groove, the tip of the tongue is narrowed and touches the upper incisors, etc.). The teacher’s task is to develop in children the mobility of the tongue (the ability to lift the tongue up, move it deeper into the mouth, etc.), lips (the ability to open them, pull them forward, etc.), and regulate the movements of the lower jaw.
Since speech is connected with the movements of the speech apparatus, articulatory gymnastics occupies a large place in eliminating defects in sound pronunciation. Usually it includes 3-5 exercises depending on the sounds that are disturbed and the degree of complexity of the speech defect. M.F. Fomicheva in her teaching aids offers the following “set” of articulation exercises: “smile tube”, “swing”, “watch”, “painter”, “start the engine”, etc.
Additionally, exercises are used to develop fine motor skills of the hands, a kind of finger gymnastics:
Assembling picture puzzles;
Building a color composition using mosaics;
Playing with a constructor (like Lego);
Games with exercise toys: nesting dolls, rubber hedgehogs, etc.;
Braided nylon ropes for tying knots and for picking through already tied knots with your fingers;
Self-massage with clothespins;
Exercise “beaks”, “rings”, etc.
Of great importance for the proper development of the pronunciation (sound) side of speech is well-developed speech breathing, which ensures normal sound and voice formation.
For example, some preschoolers pronounce the sound “r” incorrectly only because they cannot exhale with sufficient force to bring the tip of the tongue into a vibrating state when pronouncing “r.” Proper speech breathing ensures the best sounding voice. Timely inhalation and subsequent smooth exhalation create the conditions for the continuous and smooth sound of speech, for the free movement of the voice in height, for the transition from quiet speech to loud and vice versa.
Impaired speech breathing (short or weak exhalation, speech while inhaling, wasteful use of air, untimely intake of air, etc.) can cause insufficient pronunciation of words, impaired fluency of speech, etc. To develop speech breathing, games such as “Whose dandelion will fly away first?”, “Whose locomotive hums better” are used. Breathing exercises (“Wings”, “Let’s catch a butterfly”, “A flower is blooming”), singing vowel sounds with movements (“Chopping wood”, “Blowing a cloud”, “Catching a ray”, etc.) are very useful.
The child must be taught to correctly use appropriate movements, i.e. make certain demands on the quality of movements: accuracy, purity, smoothness, strength, pace, stability of the transition from one movement to another.
Equally important is the development of phonemic hearing and phonemic perception, tasks for developing the skills to hear, recognize sound, isolate it from the stream of speech, distinguish sounds that are similar in acoustic and articulatory characteristics, exercises to develop skills in elementary sound analysis and synthesis - an integral part of the work to eliminate deficiencies sound pronunciations. This makes it possible to distinguish words that sound similar: mal-myal, rak-lak, tom-dom. By listening to spoken words and playing with them, children develop their hearing, strengthen their articulatory apparatus, and improve pronunciation. Relying on hearing, the child controls his articulation and strives to bring his pronunciation closer to the pronunciation of those around him. The speech of an adult is a model for a child. Therefore, when communicating with children, adults must constantly monitor their speech, speak slowly, pronounce words clearly, and observe the norms of literary pronunciation.
Conventionally, we can distinguish 6 stages in the development of correct pronunciation in preschool children:
Stage 1 - from 0 to 1 year;
Stage 2 - from 1 to 3 years. During this period, children's vocabulary rapidly increases. To improve the pronunciation aspect of speech, systematic work is necessary aimed at developing auditory attention, speech breathing, voice, and sound pronunciation:
a) the game “Who Came to Visit” (animals) - for the development of auditory attention;
b) blow on the boat in a basin of water, pronouncing the sound “f” - it floats quietly, the sound “p-p-p” - in a strong wind - to develop speech breathing. Here it is necessary to ensure that children do not puff out their cheeks.
c) the game “Invite the bear to play with you” - make sure that the child speaks loudly and does not shout - to develop the strength of his voice.
d) pronounce 3-4 syllables on one exhalation (ko-ko-ko, meow-meow, ga-ga-ga).
Stage 3 - 3-4 years. At this age, children's vocabulary continually increases. There are deficiencies in the pronunciation of a number of words, especially long and unfamiliar ones. At this stage, much attention is paid to the development of speech hearing, speech breathing and basic voice qualities:
a) the game "Horse" - for the development of breathing. During the game, you need to make sure that the child pronounces the sound for a long time.
b) “Proboscis”, “Smile” - for articulation.
c) “Guess who said” - for the development of speech hearing.
Stage 4 - 4-5 years. By the age of 4, the active vocabulary reaches 2000 words. Speech becomes more coherent, the ability to perceive and pronounce words improves. It is important to develop speech breathing, learn to distinguish between oral and nasal breathing:
a) exercise “Divers” - to develop breathing;
b) “Delicious jam” - teach to raise the wide leading edge upward. The lips and jaw remain motionless.
c) game "Train" - pay attention that when pronouncing the sound "t", the tip of the tongue knocks on the upper teeth, but does not protrude between the teeth.
Stage 5 - 5-6 years. By the age of 5, generalizing words appear in the child’s active vocabulary. As you use words, your pronunciation improves. During this period, work continues to improve the pronunciation aspect of speech, the education of speech hearing, speech breathing, pronunciation, as well as the development of phonemic hearing: the child learns to distinguish between voiced and deaf, hard and soft.
a) the game “The forest is noisy” - development of breathing;
b) “Guess what’s in your hand”;
c) “The ball burst.”
Stage 6 - 6-7 years. By the age of 6, a child’s vocabulary increases to 3000-3500 words. Despite a fairly large stock of words, their use is characterized by a number of features: a discrepancy between active and passive vocabulary, inaccurate use of words. At this stage, work continues on sound pronunciation, the development of phonemic hearing and sound analysis of speech.
a) game "Guess who's singing." It is imperative to pay attention to the position of the tip of the tongue when pronouncing sounds, as well as their sound.
Forming correct pronunciation in children is a very complex process. The work system is based on an individually differentiated approach. When preparing and conducting an individual lesson, it is very important to remember that throughout the entire lesson the child must have a persistent positive emotional attitude, which is expressed in the desire to study. This is achieved by using surprise moments, game fragments, exciting tasks and exercises, during which the learning process turns into an interesting game.
During the lesson, the child develops the ability to listen, hear and evaluate not only the speech of others, but also his own.
In children with motor disorders of the speech apparatus, fine motor skills of the fingers also suffer, which is also one of the causes of pain in the late development of speech sounds. Therefore, targeted work on the development of fine motor skills of the fingers accelerates the maturation of speech areas and stimulates the development of the child’s speech, allowing for faster correction of defective sound pronunciation.
Often, children experience muscle tension in their articulation organs during a conversation. This also has a negative impact on the process of sound pronunciation formation. Therefore, you need to use a system of relaxing exercises in your work that will help relieve excessive tension from the organs of articulation and teach children to feel the movements of the tongue, lips, and jaw. Material for training fine motor skills of the fingers, the development of movements of the speech apparatus, sensations from the movement of the organs of articulation is presented to children in the form of fairy tales, funny meadows, rhymes, and riddles. The child, carried away by the game, trying to comply with its conditions, does not notice that he is being taught. This means that the process of developing articulatory motor skills will proceed more actively, faster, and overcoming difficulties will be easier.
In individual lessons, it is useful to teach children to reproduce a rhythmic pattern by clapping, ringing bells, tapping a drum, tambourine, playing a pipe, a whistle, using simple pieces of music for this. For example, use tasks like “Find out who it is by movement” (the child shows the movements of an animal to music, the rest guess who it is). Or imitate the actions of people (doing laundry, skiing, shoveling snow, playing snowballs, sweeping the floor). All movements are performed rhythmically, to the music.
Rhythmic patterns can be performed in a variety of ways: clapping, playing with fingers on the table, walking, running, jumping.
The melody helps smooth hand movement and improves auditory attention.
To stimulate speech, visual activities are also used, which, like music and movements, have a certain rhythm (repetition, alternation of certain elements of the drawing). Gradually, children develop precision and smoothness of finger movements. When drawing, rhythmic accompaniment is used: word-by-word, syllabic, sound, rhythmic patterns with comments, sentences: “top-top”, “drip-drip”, “draw and think about the flowers that you saw.” When examining sample toys (for example, Dymkovo ones), riddles, poems, songs - nursery rhymes are used in combination with movements ("Once upon a time there was a little gray goat with a grandmother" - the teacher reads, the child performs the movements).
To automate the sounds in syllables and words, counting rhymes are used, in which the rhythmic accent is accompanied by hand movements.
"White snow, white chalk,
The white hare is also white.
But the squirrel is not white,
She wasn’t even white.”
Proverbs and sayings, riddles, jokes, tongue twisters, nursery rhymes - extremely favorable material for working on the automation of set sounds.
Thus, by conducting systematic, sequential classes on practicing all sounds (starting with the 2nd youngest and ending with the senior group), as well as on differentiating frequently mixed sounds (in the preparatory group), we simultaneously carry out a lot of work on preparing children for learning to read and write, guiding them attention to the sound side of the language, to the sounds being practiced, we cultivate the activity of phonemic perception.
2. Methodology for sound educationkovaya culture of speech outside of class
Speech culture is the ability to correctly, that is, in accordance with the content of what is being presented, taking into account the conditions of speech communication and the purpose of the statement, to use all linguistic means (sound means, including intonation, vocabulary, grammatical forms).
Sound culture of speech is an integral part of speech culture. Preschool children master it in the process of communicating with the people around them. The teacher has a great influence on the formation of a high culture of speech in children.
O.I. Solovyova, defining the main directions of work on the development of sound culture of speech, notes that “the teacher faces the following tasks: educating children in pure clear pronunciation of sounds in words, correct pronunciation of words according to the norms of orthoepy of the Russian language, educating clear pronunciation (good diction), educating expressiveness children's speech"
Sometimes the work of a teacher in developing correct speech in children and in preventing speech defects is identified with the work of a speech therapist in correcting deficiencies in the pronunciation of sounds. However, the education of the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. Formation of correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children master correct speech breathing, correct pronunciation of all sounds of their native language, clear pronunciation of words, the ability to use their voice, teaches children to speak slowly and expressively. At the same time, when working on the formation of the sound side of speech, educators can use some speech therapy techniques, just as a speech therapist, in addition to speech correction, is engaged in propaedeutic work aimed at preventing speech deficiencies.
The development of sound culture of speech is carried out simultaneously with the development of other aspects of speech: vocabulary, coherent, grammatically correct speech.
The development of the sound culture of speech includes the formation of a clear articulation of the sounds of the native language, their correct pronunciation, clear and pure pronunciation of words and phrases, correct speech breathing, as well as the ability to use sufficient voice volume, normal speech rate and various intonation means of expressiveness (melody, logical pauses, stress, tempo, rhythm and timbre of speech). The sound culture of speech is formed and developed on the basis of well-developed speech hearing.
Work on the sound culture of speech outside of class can be organized during morning speech exercises, on a walk, during play hours, when children arrive in the morning and before they go home.
To develop and improve the articulatory apparatus, voice and speech breathing, it is advisable to include speech exercises in your daily routine. It should be carried out with all children and can be combined with morning exercises or carried out independently before breakfast. During speech exercises, children are given exercises in a playful way, aimed at developing precise, differentiated movements of the organs of the articulatory apparatus, and developing speech breathing and voice.
Additional work needs to be done with children who have not mastered the program material on the sound culture of speech or who do not master it well in the classroom. Classes are organized both individually and in groups (for example, children who have not mastered any sound are united in one group). Such individual and group classes can be carried out during a walk, during play hours, during the morning reception of children and before they go home.
When developing correct, well-sounding speech in children, the teacher must solve the following tasks:
1. To educate children’s speech hearing, gradually developing its main components: auditory attention (the ability to determine by ear a particular sound and its direction), phonemic hearing, and the ability to perceive a given tempo and rhythm.
2. Develop the articulatory apparatus.
3. Work on speech breathing, that is, develop the ability to take a short breath and long, smooth exhale, in order to be able to speak freely in phrases.
4. Develop the ability to regulate voice volume in accordance with communication conditions.
5. Form the correct pronunciation of all sounds of your native language.
6. Develop clear and precise pronunciation of each sound, as well as the phrase as a whole, i.e. good diction.
7. Develop the pronunciation of words according to the norms of orthoepy of the Russian literary language.
8. Form a normal speech rate, i.e. the ability to pronounce words and phrases at a moderate pace, without speeding up or slowing down speech, thereby creating the opportunity for the listener to clearly perceive it.
9. To develop intonation expressiveness of speech, i.e., the ability to accurately express thoughts, feelings and mood with the help of logical pauses, stress, melody, tempo, rhythm and timbre.
The teacher must have an understanding of the main speech disorders (for example, a nasal tone in pronouncing a word, stuttering) in order to identify them in a timely manner and refer the child to a speech therapist.
Development of speech hearing. In the initial period of speech formation, the development of the main components of speech hearing proceeds unevenly. Thus, in the first stages of speech development, a special role is assigned to auditory attention, although the main semantic load is carried by pitch hearing. Children are able to recognize changes in voice in pitch in accordance with the emotional coloring of speech (they cry in response to an angry tone and smile in response to a friendly and affectionate tone) and timbre (they distinguish their mother and other loved ones by their voice), and also correctly perceive the rhythmic pattern of the word, i.e. its accent-syllabic structure (features of the sound structure of a word, depending on the number of syllables and the place of the stressed syllable) in unity with the tempo of speech. In the future, in the development of speech, an important role is played by the formation of phonemic hearing, i.e., the ability to clearly distinguish one sound from another, thanks to which individual words are recognized and understood. A well-developed hearing for speech ensures clear, clear and correct pronunciation of all sounds of the native language, makes it possible to correctly regulate the volume of words, speak in a moderate, dark, expressive intonation. The development of speech hearing is closely related to the development of sensations arising from the movements of the organs of the articulatory apparatus.
Thus, the education of speech hearing is aimed at developing in children the ability to perceive various subtleties of its sound in speech: correct pronunciation of sounds, clarity, clarity of pronunciation of words, raising and lowering voices, increasing or decreasing volume, rhythm, smoothness, acceleration and deceleration of speech, timbre coloring (request, command, etc.).
Development of the articulatory apparatus. Speech sounds are formed in the oral cavity, the shape and volume of which depend on the positions of the movable organs: lips, tongue, lower jaw, soft palate, small uvula. The correct position and movement of the speech organs necessary to pronounce a given sound is called articulation. Disturbances in the structure of the articulatory apparatus, for example a short hyoid ligament, malocclusion, too high or narrow palate and some other deficiencies, are predisposing factors for the incorrect formation of sound pronunciation. But if a child has good mobility of the organs of the articulatory apparatus, good speech hearing, then in most cases he himself is able to compensate for the shortcomings of sound pronunciation. If a child has imperfections in the movement of the articulatory apparatus (for example, a sedentary tongue), then this can cause incorrect pronunciation of sounds, sluggish, unclear, blurred speech.
Therefore, the tasks of the teacher are: 1) development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, move it back into the depths of the mouth, etc.); 2) development of sufficient lip mobility (the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth); 3) development of the ability to hold the lower jaw in a certain position, which is important for pronouncing sounds.
Work on the development of speech breathing. The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Speech breathing is voluntary, in contrast to non-speech breathing, which is carried out automatically. With non-speech breathing, inhalation and exhalation are made through the nose, the inhalation is almost equal in duration to the exhalation. Speech breathing is carried out through the mouth, inhalation is done quickly, exhalation is slow. With non-speech breathing, inhalation is immediately followed by exhalation, then a pause. During speech breathing, the inhalation is followed by a pause, and then a smooth exhalation. Correct speech breathing ensures normal sound production, creates conditions for maintaining appropriate speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness. Disturbances in speech breathing can be a consequence of general weakness, adenoid enlargements, various cardiovascular diseases, etc. Imperfections of speech breathing such as the inability to rationally use exhalation, speech while inhaling, incomplete renewal of air supply, etc., negatively affecting the development of speech children of preschool age may be due to improper upbringing and insufficient attention to children’s speech on the part of adults. Children of preschool age who have weakened inhalation and exhalation, as a rule, have quiet speech and find it difficult to pronounce long phrases. If air is used irrationally when exhaling, the fluency of speech is disrupted, since children are forced to take in air in the middle of a sentence. Often such children do not finish the words and often pronounce them in a whisper at the end of the phrase. Sometimes, in order to finish a long phrase, they are forced to speak while inhaling, which makes their speech unclear and choking. A shortened exhalation forces you to speak phrases at an accelerated pace without observing logical pauses.
Therefore, the teacher’s tasks are: 1) using special game exercises, to develop a free, smooth, elongated exhalation; 2) by imitating the teacher’s speech, develop the ability to use it correctly and rationally (pronounce small phrases on one exhale).
Voice occurs as a result of vibration of the vocal cords. Its quality depends on the joint work of the respiratory, vocal and articulatory apparatuses. Various diseases of the upper respiratory tract, chronic runny nose, adenoid growths, etc. contribute to the occurrence of voice disorders. Often in preschool children, voice disorders arise due to improper use of the voice: overstrain of the vocal cords caused by constantly loud, intense speech, especially in the cold season on the street, incorrect use of a voice tone that does not correspond to the range of the child’s voice (for example, children imitate a squeaky voice for a long time). speech of a small child or speak in a low voice for “dad”). Voice disturbances can also occur in children who have had diseases of the nasopharynx or upper respiratory tract and did not observe a gentle voice regime during the illness or immediately after it. Incorrect use of vocal capabilities can be associated with the child’s personality traits (a child who is too shy often speaks quietly; children who are quickly excited speak in a raised voice); with improper upbringing, when those around them themselves speak in a raised voice, which children also learn to do; with children being forced to use a loud, tense voice if there is constant noise in the room (radio, TV, constant noise in a kindergarten group, etc.).
The teacher’s tasks are: 1) to develop in games and game exercises the basic qualities of the voice - strength and height; 2) teach children to speak without tension, develop their ability to use their voice in accordance with various situations (quietly - loudly).
Formation of correct pronunciation of all sounds of the native language. Preschool age is the most favorable for the formation of the correct pronunciation of all sounds of the native language. In kindergarten this work should be completed. Correct pronunciation of sounds can be formed if children have sufficiently developed mobility and switchability of the “decans of the articulatory apparatus, speech breathing,” if they know how to control their voice. It is very important for the formation of correct sound pronunciation to have a well-developed speech ear, since it ensures self-control, and self-test always encourages improvement. Disturbances in sound pronunciation can be caused by defects in the speech apparatus (cleft of the hard and soft palate, deviations in the structure of the dental system, short hyoid ligament, etc.), insufficient mobility of the articulation organs, underdevelopment of phonemic hearing (inability to distinguish one sounds from another).. Decrease physical hearing, a careless attitude towards one’s speech (inability to listen to oneself and others), assimilation of the incorrect speech of others can also lead to pronunciation deficiencies. Incorrect pronunciation of sounds by children is expressed in omissions of sounds, replacement of one sound with another, distorted pronunciation of sounds. It is especially important to start working on time with children who have identified replacements and distortions of sounds, since replacements of sounds can later appear in written speech (replacement of one letter with another ), and sounds that are pronounced distortedly and not corrected in time will require greater effort in the future (on the part of the speech therapist and the child himself) and a longer time to eliminate them. In addition, we must remember that deficiencies in sound pronunciation are often not an independent speech disorder, but only a symptom, a sign of another, more complex speech disorder that requires special treatment and training (such as alalia, dysarthria, etc.).
The teacher must: teach children to correctly pronounce all sounds in any position (at the beginning, middle and end of a word) and with different word structures (in combination with any consonants and with any number of syllables in a word), timely identify children with speech impediments and, if necessary, send them to special children's institutions in a timely manner.
Working on diction. Good diction, i.e., clear, clear pronunciation of each sound individually, as well as words and phrases as a whole, is formed in the child gradually, simultaneously with the development and improvement of the functioning of the organs of the articulatory apparatus. Work on diction is closely related to the formation of the correct pronunciation of all sounds of the native language. At the ages of 2 to 6 years, when all aspects of speech are intensively developed, it is necessary to pay attention to the clarity and clarity of the child’s pronunciation of words and phrases; to educate children to speak by imitation at a slow pace, with clear pronunciation of all sounds in words, clear pronunciation of all words in phrases. But it is not always possible to achieve good diction only by imitation. This can be hampered by insufficiently developed speech hearing, insufficient mobility of the organs of the articulatory apparatus, inability to control one’s voice, etc. Often, odd diction is formed in children with unstable attention, easily excitable, who cannot concentrate on the speech of speakers and who have insufficiently developed self-control. In such children, speech is insufficiently clear and blurred; they do not always clearly pronounce the endings of syllables and phrases. Gradually, with the development of the ability to listen carefully to the speech of others and one’s own, with the development of speech breathing; articulation, with mastery of the voice, the child’s diction also improves.
The teacher should give preschoolers a sample of grammatically correct speech, with good diction, teach them to listen carefully to the speech of others and monitor the clarity of their pronunciation:
Working on spelling. In order for people to understand each other, the sound design of their oral speech must be uniform. Therefore, educators need to not only follow the rules of oral speech themselves; but also to teach children to do this. We often encounter children using local dialect in their speech; errors in common speech, incorrect stress, “literal” pronunciation of words (what, what instead of what and what, etc.).
The teacher constantly monitors children’s compliance with the norms of literary pronunciation of words and promptly corrects their mistakes; giving an example of correct pronunciation, the task of educators is to improve the pronunciation culture of their speech by mastering the orthoepic norms of their native language, systematically using various aids and dictionaries in preparation for classes.
Work on the tempo of speech. Speech tempo refers to the speed at which speech flows over time. Preschool children are more likely to speak at a faster pace than at a slower pace. This negatively affects the intelligibility and clarity of speech; the articulation of sounds worsens, sometimes individual sounds, syllables and even words drop out. These deviations occur especially often when pronouncing long words or phrases.
The teacher's work should be aimed at developing a moderate speech rate in children, at which words sound especially clearly.
Work on intonation expressiveness. Intonation is a complex complex of all expressive means of spoken speech, including:
melody - raising and lowering the voice when pronouncing a phrase, which gives speech different shades (melody, softness, tenderness, etc.) and avoids monotony. Melody is present in every word of spoken speech, and it is formed by vowel sounds, changing in pitch and strength;
pace - acceleration and deceleration of speech depending on the content of the utterance, taking into account pauses between speech segments;
rhythm - uniform alternation of stressed and unstressed syllables (i.e., their following qualities: length and brevity, raising and lowering the voice);
phrasal and logical stress - highlighting with pauses, raising the voice, greater tension and length of pronunciation of a group of words (phrase stress) or individual words (logical stress) depending on the meaning of the statement;
timbre of speech (not to be confused with the timbre of sound and the timbre of the voice) - sound coloring, reflecting expressive-emotional shades ("sad, cheerful, gloomy" timbre, etc.).
With the help of these means of expressiveness, thoughts and expressions, as well as emotional-volitional relationships, are clarified in the process of communication. Thanks to intonation, a thought acquires a complete character, an additional meaning can be given to a statement without changing its basic meaning, and the meaning of the statement can also change. Intonationally inexpressive speech can be a consequence of decreased hearing, underdevelopment of speech hearing, improper speech education, various speech disorders (for example, dysarthria, rhinolalia, etc.).
The child must be able to correctly use intonation means of expression in order to convey various feelings and experiences in his own speech. The teacher’s speech should be emotional and serve as an example of intonation expressiveness. Work on the development of intonation expressiveness of speech is carried out mainly through imitation. When memorizing poems and retelling them, the teacher himself uses emotionally expressive speech and pays attention to the expressiveness of the child’s speech. Gradually, children, hearing the correct, expressive speech of the teacher, begin to use the necessary intonations in independent speech.
All sections of work on the sound culture of speech are interconnected. To systematically and consistently conduct games and activities to develop the sound culture of speech, work on the “living” sound of a word should be taken as a basis. At each age stage, the material should be gradually complicated, necessarily including all sections of the development of sound culture of speech.
Taking into account the age-related characteristics of children’s speech development, the formation of speech sound culture can be divided into three main stages:
Stage I - from 1 year 6 months to 3 years. This stage (especially its beginning) is characterized by rapid development of an active vocabulary. Previously formed articulatory movements, functioning when pronouncing a whole word, undergo some changes: they become more precise and become more stable. The child’s ability to consciously imitate the pronunciation of a whole word develops, thanks to which the teacher has the opportunity to significantly influence the development of the sound side of the child’s speech. The basis of work on the sound culture of speech is the use of various onomatopoeias. The efficiency of work increases significantly, since classes with children aged 1 year 6 months to 3 years are conducted not with a small number of children (5-6), as before, but with subgroups.
Stage II - from 3 to 5 years. At this age, the phonetic and morphological composition of the word is being formed. Improvement of the most difficult articulatory movements continues. This gives the child the ability to produce fricative, affricative and sonorant sounds. Work at this stage is based on children’s clearly expressed conscious attitude to the sound side of a word and is built on the consistent practice of all the sounds of their native language.
Stage III - from 5 to 6 years. This stage is, as it were, the final period in the formation of the sound side of speech of preschoolers in kindergarten. By the beginning of the stage, the most difficult isolated articulatory movements have already been formed, however, it is important that sounds that are close in articulatory or acoustic characteristics (s - sh, z - zh, etc.) be clearly distinguished (both in pronunciation and in auditory perception of speech). ; s - s, s - hey etc.). Special work to improve the discrimination and differentiation of such sounds contributes to the further development of children's phonemic hearing, the assimilation of phonemes as sound-meaning distinguishers (cod - bunny, ueal - coal, etc.).
At each stage of development of speech sound culture, the teacher must take into account the individual characteristics of children’s speech development.
3. Approximate practical material on the development of sound culture of speech of preschool children (up to 3 years old)
A game "Guests"
Target. Education of auditory perception and correct pronunciation of onomatopoeia. At the same time, developing the ability to use a voice of medium volume.
Content. The teacher tells the children that they will greet guests. After leaving the room with one of the children, the teacher puts on him a hat with a picture of a dog. Then with the words "knock knock" they open the door. Children ask: "Who's there?" The child answers: "Aw-aw." The teacher turns to the children: “Who came to visit us?” The children answer: “Dog.” - “Let’s call the dog.” Children say: "Aw-aw." Then the teacher repeats the game, putting on the children hats with the image of a goose (ha-ha-ga), a frog (kva-kva), a chicken (ko-ko-ko), a goat (mz-me) and other animals.
Methodical instructions. Make sure that children pronounce sound combinations clearly and loudly enough.
"Crulling a Doll" .
Target. Development of the articulatory apparatus and the formation of auditory perception. At the same time, developing a long speech exhalation and the ability to change the volume of the voice.
Methodical instructions. Make sure that children pronounce the sound a for a long time and with one exhalation; those who cannot use their voices well enough should be called in in small groups to better supervise them
"Aukanye"
Target. Development of clear movements of the organs of the articulatory apparatus. At the same time, practicing the ability to change the volume of the voice and the duration of oral exhalation.
Content. While on a walk, the teacher tells the children that they came to the garden to pick flowers. Some guys have gone far away, we need to call them and give them a shout (puts his hands together like a mouthpiece and shows how to pronounce aw). Children are divided into two subgroups. The teacher places one nearby (they will speak quietly), and the other goes to the designated place (they are far away and will speak loudly).
Methodical instructions. Children with quiet speech are placed in a subgroup that must pronounce ay loudly. Make sure that all children pronounce both sounds smoothly and use the volume of their voice correctly.
"Wind"
Target. Education of auditory perception and clear pronunciation of sound c. At the same time, practicing the duration of oral exhalation and the ability to change the volume of the voice.
Methodical instructions. Make sure that children correctly reproduce the hum of the wind: quiet - light, loud - strong.
4. Development of sound culture of speech in children 3- 5 years
The speech of children between the ages of 3 and 5 continues to develop. At this age, vocabulary is accumulated, refined and improved. Children use words that have the right meaning more accurately. They begin to use grammatical forms correctly, can retell small fairy tales, stories in a logical sequence, describe and convey the content of pictures. The sound side of speech is also developing rapidly. Children learn and correctly pronounce many sounds of their native language, pronounce words and phrases more clearly and clearly, know how to use their voice, and begin to monitor the pace of their speech.
The main task of forming a sound culture of speech on this; stage comes down to the development of phonemic hearing in children and the correct pronunciation of all sounds of their native language with a clear and intelligible pronunciation of words and phrases.
Along with solving the main task at this age, it is necessary to carry out work in other sections of the sound culture of speech, namely: to cultivate the ability to measure the volume of the voice depending on the situation, to speak at a measured pace, to pronounce words correctly with the exact use and stress in them.
Onomatopoeia is widely used in working with children of early age and the 1st junior group. For children of the 2nd junior and middle groups, the education of sound culture of speech is carried out in the process of working on sound pronunciation. Its formation should be completed in kindergarten, and the improvement of other sections of the sound culture of speech will continue in school 1. At the same time, work on sound pronunciation can be easily combined with the development of speech hearing, speech breathing, voice, articulatory apparatus, diction and intonation.
The development of correct sound pronunciation is carried out by consistently practicing all the sounds of the native language. At the same time, we form not only the skill of correct pronunciation of certain sounds, but also the child’s auditory pronunciation capabilities, i.e. those connections between auditory and articulatory control, without which correct pronunciation of sounds is impossible.
If 3-year-old children do not yet pronounce the sounds s, a, ts, sh, zh, ch, shch, r, l well enough, they should not begin to practice them, as this can lead to the consolidation of their incorrect pronunciation. It is necessary to carry out work in all sections of the sound culture of speech. Improving speech hearing and pronunciation capabilities will contribute to the appearance of these sounds in the child’s speech and their correct pronunciation. For example, by working with 3-year-old children on sounds that are easier to pronounce and, f, v, the teacher creates the prerequisites for the emergence of a new group of sounds - whistling sounds (s, z, z), which are characterized by a certain structure of the organs of the articulatory apparatus, close to the structure of sound and , as well as the presence of a targeted air stream, which is produced when practicing the sounds f, v. This way we create the possibility of transferring skills developed for one group of sounds to another.
Sequential processing of sounds makes it possible to systematically, consistently carry out work on the formation and further improvement of the sound culture of speech.
Practicing all the sounds of the native language involves four types of work, successively replacing each other: preparing the organs of the articulatory apparatus, clarifying the pronunciation of a coded sound (and in syllables) and the ability to distinguish this sound from others, consolidating the correct pronunciation of a sound in words, consolidating the correct pronunciation of a sound in phrasal speech.
Work on sound pronunciation is combined with work on other sections of the sound culture of speech (development of speech hearing, articulation, speech breathing, voice, diction, tempo, intonation expressiveness of speech).
1st type of work - clarification of the movements of the organs of the articulatory apparatus.
The teacher gives game exercises for the development or refinement of movements, the development of certain positions that contribute to the correct articulation of sounds. At the same time, work on the following sections of the sound culture of speech is highlighted: education of clear and correct articulation, long, main oral exhalation, development of voice volume.
2nd type of work - clarification of the pronunciation of an isolated sound and the development of speech hearing.
The teacher gives games or play exercises for clarifying the pronunciation of an isolated sound or calling it out by imitation. Children's attention is fixed on the position of the organs of the articulatory apparatus when pronouncing this sound and its sound. Games are used to isolate a given sound from a group of sounds.
This type of work contributes to the development of speech hearing, the ability to measure the volume of the voice, the development of the articulatory apparatus, and speech breathing.
3rd type of work - education of the correct pronunciation of sounds in words and the development of phonemic hearing.
The teacher provides various gaming materials (mainly didactic games) that promote the clear and correct use of sounds in words. First, those words are given in which the sound being practiced is in a stressed syllable. Children learn to pronounce it more clearly, for a long time, i.e. they develop the ability to highlight the sound with their voice, and in the future not only highlight it, but also determine its place in the word. At the same time, the tasks of improving phonemic hearing, diction and pronunciation of words according to orthoepic standards are solved.
4th type of work - education of the correct pronunciation of sounds in phrasal speech and the development of speech hearing.
The teacher gives specially selected speech material: word games, tongue twisters, tongue twisters, riddles, nursery rhymes, poems, stories, fairy tales. He monitors the correct use of this sound on the listed material. Education of the correct pronunciation of sounds in independent speech is combined with the development of speech hearing and speech breathing, with the development of the ability to use a moderate tempo and intonation expressiveness of speech.
5. Approximate practical material on the development of sound culture of speech of preschool children (3-5 years old)
1st type of work
Target. Develop clear movements and correct position of the organs of the articulatory apparatus.
"Show how Fedya gets angry and how happy he is"
Content. The teacher tells the children that when Fedya is dissatisfied, he pouts his lips like this (pulls his closed lips forward like a tube), and when Fedya is happy, he smiles (stretches his lips, exposing the upper and lower front teeth). Teacher: “And now I will talk about Fedya. When he is unhappy, you pout your lips (shows how), and when he is happy, you smile... Fedya’s mother bought a car. Fedya is happy, he smiles. He went out for a walk with the car, and it's raining outside, he doesn't know what to do. He pouted his lips. At that time Petya came out. Fedya was happy with him and smiled. Petya asked Fedya to give him a ride in the car. Fedya felt sorry for the car, he pouted his lips. And here are the clouds They ran away, the sun came out, Fedya smiled and said to Petya: “Let’s go play with the car together.”
Methodical instructions. Make sure that children stretch their lips into a smile without tension and expose their front teeth. When pulling your lips forward, they should be closed.
2nd type of work
Target. Clarification of the movements of the organs of the articulatory apparatus, the correct pronunciation of an isolated sound p. Development of speech hearing, production of prolonged oral exhalation.
"Pump"
Methodical instructions. Make sure that children pronounce the sound clearly, correctly, and for a long time.
3rd type of work
Target. To consolidate the correct pronunciation of the sound s in words, to develop phonemic awareness, to achieve clear pronunciation of words in accordance with literary pronunciation standards.
"Do you know?"
Content. Educator: “Children, I will ask you a few questions, and the pictures that are on everyone’s table will help you answer them. The one who finds the correct answer to my question will come out and clearly name the object shown in the picture.” Next come the questions: “What can you ride?” (Children on this topic have pictures depicting a scooter, sled, airplane, stroller, bus, trolleybus, etc.). "What's in the store?" (Sugar, juice, cheese, scales, sausage, butter, cabbage, meat, etc.). "Who lives in the zoo?" (Owl, catfish, gopher, elephant, dog, fox, stork, etc.). After the children correctly name the objects and animals depicted in the pictures, the teacher asks what sound is repeated in all these words.
Methodical instructions. Monitor the clear pronunciation of words, the correct pronunciation of the sound s in words. If children find it difficult to identify the sound s in words, the teacher himself names several words, highlighting the sound s in them with his voice.
4th type of work
Target. Develop speech hearing, develop good diction, consolidate the sound s in phrases when pronouncing them on one exhalation, cultivate the ability to speak with intonation expressiveness, at a moderate pace.
"Postman"
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Lotto “identify the first sound in a word”
Target:
Exercise children in identifying the first sound in a word.
Game material:
Cards with subject pictures according to the number of children. Each card has 4 or 6 images (animals, birds, household items, etc.). The leader has circles (for children in speech therapy groups - cards with letters - 4 for each letter).
Subject pictures on cards
Subject pictures on cards:
watermelon bus pineapple stork
iron fishing rod duck mustache
turkey needle frost oriole
donkey oats perch wasps
briefcase saw dress tent
paint pencil kitten grasshopper
robe hamster cotton hockey player
starling lilac hay (stack) dog
hare castle umbrella strawberry
wardrobe rosehip pine cone hut
beetle acorns giraffe crane
watch teapot cherry bird cherry
Chicken compasses heron figures
frog swallow ladder skis
radish lynx cancer rowan
The combination of objects on the card can be different: a) objects whose names begin with vowels (bus, iron, needle, wasps);
b) objects whose names begin with consonants that are easy to pronounce (saw, cat, robe, dress);
c) pictures of whistling and hissing sounds (lilac, compass, dog or: hat, beetle, cone, giraffe, etc.).
Below is an example set of cards:
1) pineapple - turkey - perch - frog - clock - paints;
2) iron - briefcase - lilac - castle - hut - beetle;
3) watermelon - robe - starling - numbers - rowan - teapot;
4) pineapple - fishing rod - frost - saw;
5) cherry - heron - radish - swallow;
6) dog - umbrella - rosehip - giraffe - mustache - wasp;
7) grasshopper - hamster - hat - crane - bus - frost;
8) cotton - kitten - compass - bird cherry - crayfish - ladder, etc.;
9) bus - mustache - needle - oats - hat - crane;
10) heron - turtle - swallow - crayfish - hare - scarf.
Under each image there is a strip of three identical cells.
Progress of the game
4-6 children play. The teacher distributes cards to the children. Asks who has the name of the object with sound a (y, o, i, p...). To the one who correctly names the object, he gives a circle (in the senior group) or a card with the corresponding letter (in the preparatory group for school), which the child places on the image of the object. If by the end of the game some children have unclosed pictures, the teacher offers to name them and determine what sound the word begins with. The one who covers all the pictures wins. Later, children in the preparatory group can play this game independently.
Chain of words
Target:
Exercise children in identifying the first and last sounds in words.
Game material:
Cards with subject pictures (pencil - cabinet - flag - bush - ax - rocket - bus - bough - key - kettle - cat - pineapple - catfish - poppy - crocodile - onion).
The size of the activity cards is 12 X 7 cm (10 X 6 cm). The back side of the cards is glued with velvet paper or flannel. The cards are laid out on flannelgraph. For a board game, the size of the cards is 8 X 5 cm.
Cards for activities
Progress of the game in class
The children have cards on their tables (one for two). The teacher has a card with a picture of a pencil.
The teacher explains: “Today we will lay out a chain of objects. Our chain will begin with the word pencil. The next link in the chain will be a word that begins with the sound that the word ends with pencil.
Which of you will find an object with this name in your picture, go to the board, attach your picture to mine and name your object so that the last sound in the word is clearly heard. If you children find two objects at once, the one who found it first will attach a picture. And attach the remaining picture later, when you again need a word with that sound for the chain.”
When the entire chain has been laid out (it can be placed on a flannelgraph in a circle), the teacher invites the children to name the objects in chorus, starting with any one indicated, slightly emphasizing with their voice the first and last sounds in each word.
Progress of the game outside of class
4-6 children play.” The cards (face down) lie in the middle of the table. Everyone takes the same number of cards (4 or 2). The one with the star on the card begins to lay out the chain. The next picture is attached by a child whose name of the depicted object begins with the sound with which the word ends - the name of the first object. The winner is the one who lays out all his cards first.
Find the place of the sound in the word
Target:
Exercise children in finding the place of sound in a word (at the beginning, middle or end).
Game material:
Cards from the set for the game “Identify the first sound in a word”; chips.
Progress of the game exercise in class
The teacher hangs or places cards on the shelf of the board on which a bus, a dress, or a book are drawn. Invites children to say what is shown on the cards. Asks what identical sound is heard in the names of objects.
"That's right - sound A. This sound is in the names of all objects, but it is heard in different places in the word,” explains the teacher. - One word begins with a sound A, in another sound A is in the middle, and the third ends with this sound. Now look at the card (one card is given for two or three children). Under each picture there is a strip of three cells.
Cards from the set for the game “Identify the first sound in a word”
If you hear the sound I name at the beginning of a word, place a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of the word, the chip is placed in the third cell.”
Each child receives a card. Finds a word with the sound named by the teacher, marks its position with a chip.
Match the word to the diagram
(to sounds With And w)
(I option)
Game material:
Cards with diagrams of the location of sounds in words (one cell is shaded at the beginning, end or middle of the diagram). Subject pictures:
Subject pictures
Bag bowl ear catfish cabbage pineapple scoop scales bus bench fox forest
Teddy bear hat reeds fur coat daisy lily of the valley scarf cherries shower hat cup pencil
Progress of the game exercise
4-6 children play. The presenter gives them one card each. Explains what a shaded cell means. Then he takes one picture from the stack, names it, slightly emphasizing the sound s or w with his voice, and the children determine the position of the sound in the word. If the location of the sound matches the pattern on his card, the child takes the picture and places it on his card. The one who never makes a mistake wins.
(II option)
Having received the card, the child selects 3 words with sound With or w, focusing on the shaded square.
Who lives in the house?
(For speech therapy groups.)
Target:
Exercise children in selecting words with a certain sound.
Game material:
1. Cards (made of paper) in the form of flat houses with four windows. Under each window there is a pocket where a picture is inserted (if the game is played with children in class). There is a letter on the attic window.
2. Subject pictures:
K - cat, goat, rabbit, kangaroo, crocodile;
C - elephant, dog, magpie, bullfinch, fox;
3 - hare, zebra, goat, monkey;
Ts - chicken, heron, hen, sheep;
F - giraffe, crane, hedgehog, toad;
L - elk, horse, squirrel, wolf, oriole;
R - cancer, fish, tiger, crow, sparrow, mole;
Progress of the game in class
The teacher places 2-3 houses on the board, and puts object pictures on the table (or hangs a typesetting canvas with pictures). He says: “They built houses for animals and birds. Let's, children, help the animals settle down. In the first house those animals can live whose names have the sound k, in the second - those who have the sound z in their names. Each house has four apartments. Find four animals and move them to the house.” When called by the teacher, two children select the necessary pictures, insert them into their pockets, and then say who they put in the house. The rest of the children check whether the task was completed correctly.
When the houses are occupied, the teacher asks: “Perhaps some of the animals or birds want to live next to other neighbors? Can some residents change houses?” Children determine that the chicken from the house with the letter c can move to the house with the letter c, and the rabbit can move to the house with the letter l, away from the toothy crocodile.
Material for the game "Who Lives in the House?"
Progress of the game outside of class
Three or four children are playing. Each player receives a house. The teacher takes a picture of an animal from the pile, names it, and the children determine in which house it should live. If an animal can live in different houses (for example, a giraffe - in a house and and the house R), then the child who first said that this animal should live in his house gets the picture. If it turns out that some animal has no place to live because the house assigned to it is already occupied (for example, a cat can only live in a cat’s house), the teacher invites the children to think about where other animals can be moved to make room for it.
Who will collect things faster?
(board game)
Target:
s - w.
Game material:
A large map with 2 suitcases in the middle. Pieces of clothing are drawn in a circle, the names of which contain a sound. With or w(fur coat, cap, hat, earflaps, scarf, shawl; sweater, sundress, boots, sandals, suit, shirt).
Map for the game "Who can collect things faster?"
Between the objects there are circles from one to four; 2 chips of different colors, a cube with circles on the sides (from one to six circles); squares of different colors (8-10 each) (the squares can have letters With And w).
Progress of the game
Two children are playing. One child must pack into a suitcase things whose names contain the sound s, the other - things with the sound sh. Children take turns throwing the cube and moving their chip by as many circles as there are on the top edge of the cube. If the chip lands on an object that has the sound the child needs in its name, he places a cardboard square on his suitcase. The one who packs the most things into his suitcase (collects more squares) wins.
Shop
For speech therapy groups.
(board game)
Target:
Exercise children in differentiating sounds r - l, s - w.
Game material:
1. A large map divided into 3 horizontal stripes - “shelves”. The stripes are drawn into squares in which items of clothing and dishes are drawn. On the first two “shelves” there are clothes, on the third there are dishes. The names of all objects have sounds s, w, r, l. Items with two sounds in their names ( With And R or R And w), presented in two versions (2 sweaters, 2 sugar bowls, etc.). There are squares drawn under the pictures (players will put “money” on the square).
Map for the game "Shop"
2. Money - paper cards with the letters s, w, r, l. Each letter must be in six or more copies. With coins “c” you can buy: a sugar bowl, a glass, a frying pan, a sweater, a sundress; for “sh” coins - a shirt, a hat, a jug, a cup; for “r” coins - sugar bowl, sweater, shirt, etc.
Progress of the game (I option)
Four children are playing. (The moves are made alternately.) The teacher gives each person 6 squares with one letter and explains the rules of the game: “I will be the seller, and you will be the buyers. With your money, each of you can buy six different items in the store. With money “s” you can buy those items whose names have the sound s, with money “r” - things with the sound r. Place the coin on. square under the item you need. If you pay correctly, I will sell you the goods."
The one who spends his money faster wins.
(II option)
“Money” - the letters lie on the table with their images facing down. Each player takes any 6 coins and buys the corresponding product.
Collect a bouquet
Target:
Exercise children in distinguishing a given sound in words.
Game material:
1. Cards with vases (applique, drawings). Each vase contains stems with flower heads attached to the ends. The vases have pockets. 2. Cards with letters or flowers drawn on them (inserted into pockets). 3. Multi-colored flowers cut out of paper (it is advisable to present each color in several copies).
Below are the colors with sounds s, l, r, g - z, z - s in titles:
WITH blue lilac red gray
L blue white purple green yellow
R red pink orange lilac gray
F - 3 orange yellow green pink
3 - C green lilac pink gray red blue
To play during the lesson, you should stick circles made of velvet paper or flannel onto the ends of the stems, and paste the flowers on the back side with velvet paper. Progress of the game exercise in the lesson The teacher places in front of the children 2 or 3 cards, which depict vases with stems, a flannelgraph with flowers of different colors. Explains: “Today, children, we will make bouquets of flowers of different colors. In a vase with a lily of the valley in its pocket, there should be flowers of a color whose name contains the sound l. In a vase with a chamomile, there should be flowers of the same color and shades, the name of which contains the sound p. One flower must be attached to each stem.”
Having completed the task, the child names the color, highlighting the desired sound with his voice, and the others check the correctness of the answer. For example: “The bouquet contains red and pink flowers. I
Progress of the game exercise outside of class
(board game)
The number of players is up to five. Everyone receives a card with a vase. The teacher shows flowers (one flower at a time) and names their colors. If the name has the right sound, the child says: “A blue (white, green, etc.) flower is suitable for my bouquet.” The teacher hands the child a flower, who places it at the end of the stem. (Cards and flowers for board games are made in smaller sizes and without lining with velvet paper or flannel.)
Find a match
Target:
Exercise children in selecting words that differ from each other in one sound, to develop phonemic awareness. Game material:
1. A disk divided into 2 halves, along the edge of which an equal number of circles of velvet paper (5-7 pieces each) are glued in the upper and lower parts. A double arrow is attached to the disk, which is convenient to move.
Disc for the exercise "Find a pair"
2. Subject pictures (on circles the same size as the circles on the disk), glued on the back side with velvet paper or flannel:
goat - scythe grass - firewood reel - tub duck - fishing rod bear - mouse roof - rat helmet - mask poppy - crayfish kit-cat mustache - wasps com - catfish house - smoke
Progress of the game during the lesson:
The teacher places a disk with pictures in front of the children (in the upper half). The remaining pictures are located on a flannelgraph or lie on the teacher’s table. Invites children to play the game “Find a Pair.” Explains: “This disk is divided into two parts. The top half contains different pictures. One arrow points to the picture, and the second arrow points to the empty circle below. On this circle you need to place a picture with an object whose name sounds similar to the name of the object pointed to by the top arrow.”
The teacher calls the children to the board. Having picked up the picture, the child pronounces both names, emphasizing their similarities and differences (“Scythe - goat”). Then the teacher moves the arrow to the next picture.
Progress of the game outside of class:
Each player receives one or two pictures. The teacher places one arrow on a picture and names the object depicted on it. Children look at their pictures and choose the one they want. The one who has the picture left loses.
Let's build a pyramid
Target:
Exercise children in determining the number of sounds in words.
Game material:
1. Drawing of a pyramid of squares, made on a sheet of paper. At the bottom of each square there are pockets for inserting pictures. At the base of the pyramid there are 5 squares, above 4, then 3 and 2. The pyramid ends with a triangular top.
Picture of a pyramid
2. Subject pictures of the same size as the squares of the pyramid, containing in the names from two to five sounds: hedgehog, snake, mustache (2); poppy, cancer, beetle, cheese, ear, lump, catfish (3); fish, vase, rose, fox, duck, toad (4); bag, hat, branch, cup, shoes, jacket, bowl, cat, mouse (5).
Progress of the game during the lesson:
The teacher demonstrates the pyramid and explains: “We will build this pyramid from pictures. At the very top we should have pictures with short names consisting of only two sounds, below - three, and even lower - four sounds. And at the base of the pyramid there should be pictures with names made of five sounds.”
The teacher calls the children one by one to complete a game task. First, children take any pictures, clearly pronounce the word and determine the number of sounds in it. For example: “The word beetle has three sounds. I will put this picture in the second row (from the top).” Or: “The word cup has five sounds, I’ll put the picture in the bottom row.” An incorrect answer is not counted, and the picture returns to its original place. During the game, children look for pictures only for unfilled squares. At the end of the exercise, the teacher asks how this unusual pyramid is structured.
Progress of the game outside of class
Seven children are playing. The teacher places a card with a pyramid in the middle of the table and distributes 2 pictures to each player. Children determine the number of sounds contained in the names of objects and place pictures on the corresponding squares.
Pyramid
Target:
Exercise children in determining the number of syllables in words.
Game material:
1. Image of a pyramid of squares (in 3~ rows): below
3 squares for three-syllable words, above -2 for two-syllable words and above -1 for one-syllable words. There are pockets at the bottom of the squares.
2. Subject pictures:
for monosyllabic words
catfish, cancer, lion, onion, beetle, lynx, goose, tiger, key, cheese, wolf, chair, ball, ball, etc.
for two-syllable words
goat, cat, fish, toad, squirrel, penguin, sheep, ram, jug, teapot, cup, bag, etc.
for three-syllable words
dog, cow, crow, pelican, parrot, kangaroo, plate, bus, locomotive, raspberry, boots, chicken, etc.
(I option)
The teacher explains: “Today we will build a pyramid from pictures. In the bottom row of the pyramid you need to place pictures whose names consist of three parts, for example: ma-li-na; in the second row - of two parts: fish; in the top square - a picture whose name is not divided into parts (a one-syllable word), for example, goose.”
The teacher calls the child to the board and gives him several pictures (3-4). One with a one-syllable word, two with two-syllable words, and one with a three-syllable word.
The child pronounces the names of objects syllable by syllable and inserts pictures into the correct pockets. All other children check whether the pyramid is built correctly. The next child gets new pictures.
(II option)
The teacher calls three children at once and invites one child to choose from the pictures laid out on the table (or from the pictures inserted into the typesetting canvas) pictures for the bottom row of the pyramid, the second - for the middle, the third - for the top.
Progress of the game exercise outside of class
(board game)
For the board game, cards are made with images of a pyramid of squares (without pockets). (Children put pictures on squares.)
Each player receives a card with a pyramid, independently selects pictures with the required number of syllables and “builds” the pyramid.
The teacher checks how the task is completed.
Flower shop
Target:
1. Exercise children in dividing words into syllables.
2. Fix the names of colors in the children's dictionary.
Game material
1. Postcards with images of flowers whose names consist of two, three and four syllables. Two syllables: rose, peony, aster, tulip, daffodil, iris. Trisyllabic: chamomile, lily, cornflower, carnation. Four syllables: forget-me-not, bellflower, chrysanthemum, gladiolus.
2. Number cards - “money” with two, three and four circles.
3. Typesetting canvas.
Progress of the game in class
(I option)
The teacher invites the children to play in a flower shop and places in front of them a typesetting canvas with postcards on which flowers are drawn. He says: “This is our flower shop. It sells different flowers. Some have short names, such as peony, others have long names, such as forget-me-not. Each of you has a number card with circles. But this is “money”. You will be the buyers and I will be the seller. The buyer can only buy that flower whose name has as many parts (syllables) as there are circles on the card. You will come to the store, show me a number card and say the name of the flower in parts. If you correctly determine which flower you can buy, you will receive it. If you make a mistake, the flower will remain on the counter.” The called children pronounce the names of the colors syllable by syllable and give the teacher number cards.
At the end of the game, the teacher himself shows the children a number card with two circles and asks them to show and name the purchased flowers. Children come out with cards to his table and take turns pronouncing the names of their flowers: “Rose... peony... tulip,” etc. Then the teacher shows a card with three and four circles, and the children pronounce three-syllable and then four-syllable names .
(II option) (Let's plant flowers in the flowerbed)
The teacher hands out cards with pictures of flowers to the children. He hangs a typesetting canvas with three stripes in front of them. A number card with one circle is inserted into the top strip, two circles into the middle strip, and three circles into the bottom strip. Invites children to “plant flowers in the flowerbed”: in the first, upper groove - flowers whose names are divided into two parts (into two syllables), in the middle - flowers with names of three parts, in the bottom - with names of four.
The teacher calls the children first to plant flowers in the upper groove, then in the middle and, finally, in the lower. In conclusion, the children pronounce the names of the flowers in chorus and determine whether they are planted correctly.
Turn on TV
Target:
Exercise children in identifying the first or last sound in words, in composing words from selected sounds (three or four), and in reading words of three or four letters (in speech therapy groups).
Game material:
1. A table on which 2 long pockets are pasted on the left, one under the other for subject pictures and letters, and on the right is an image of a TV; behind the screen there is a pocket (for displaying pictures).
2. Subject pictures and cards with letters.
3. Pictures for the TV screen: ball, lump, catfish, crayfish, whale, cat, rose, vase, duck.
Picture "TV"
Progress of the game exercise in class
The teacher explains to the children: “To turn on our TV and see the image on its screen, you need to identify the first sound in the words - the names of the pictures placed in the top pocket. Using these sounds you will create a new word. If the word is spelled correctly, the corresponding object will appear on the TV screen.”
The teacher inserts object pictures into the upper pocket, for example: matryoshka, stork, cat, asks the children to name the first sound in each of these words (m, a, k) and guess what word can be made from these sounds (poppy). Then he shows a picture of a poppy on the screen.
Children in the speech therapy group designate the highlighted sound with the corresponding letter and read the resulting word.
Words that can be formed from the first sounds: com, (cat, donkey, poppy), cat(key, hoop, axe), cancer(fish, watermelon, chicken), ball(pine cone, watermelon, fish), som(sleigh, wasps, hammer), rose(lynx, hoop, hare, bus), vase(wolf, orange, castle, pineapple).
Words that can be formed from the last sounds: com(lock, bucket, catfish), cat (hammer, chair, plane), cancer(axe, saw, wolf), ball(lily of the valley, spinning top, tractor), som(bus, coat, com), duck(kangaroo, helicopter, sock, boat).
What are their names?
Target:
To strengthen in children the ability to identify the first, last, second and third sounds in words, as well as to form names from them.
Game material:
Picture with a girl and a boy
1. Table with images of children: girls and boys (four to five). At the top there are 4-5 long pockets for subject pictures, at the bottom there are pockets for letters.
2. Subject pictures and cards with letters a, y, o, s, l, m, w, r.
Progress of the game exercise in class
(I option)
The teacher suggests finding out the names of the girls and boys shown on the table. He explains that to do this, you need to identify the first sounds in words - the names of objects drawn in pictures in the upper pockets. Children name: horse, watermelon, crayfish, aster - and come to the conclusion that the girl’s name is Lara.
Subject pictures for reading (composing) the name Shura: ball, duck, fish, orange; named Masha: mouse, bus, cone, antenna; name Roma: hand, wasps, poppy, car.
(II option)
Children make up names based on the last sounds in words: Shura(reed, kangaroo, ball, vase); Lara(table, cat, axe, duck); Masha (house, bag, lily of the valley, fork); Roma (mosquito, wheel, catfish, saw).
(III option)
Names are formed according to the second sound in words: Lara(elephant, crayfish, watermelon, poppy); Shura(ears, chickens, rooks, sleighs), etc.
(IV option)
Names are formed according to the third sound in words: Lara(wolf, rook, mark, crane); Roma(brand, elephant, lamp, dress); Shura(bear, pipe, stamp, crab).
Let's decorate the Christmas tree
Target:
1. Develop phonemic hearing in children.
2. Practice dividing words into syllables (two-syllable and three-syllable words).
Game material:
1. A panel depicting a Christmas tree cut out of green velvet paper.
2. Mugs made of the same paper, on one side there are Christmas decorations drawn on them: a snowman, an icicle, a month, an airplane, a snowflake, a fox ( With); star, bunny, vase ( h); ball, cone, firecracker, parsley, mouse, bear ( w); bug, hedgehog, snowflake ( and); rocket, fish, flashlight, parsley, ball ( R); boat, fox, plane, icicle, firecracker ( l).
Pictures whose names contain 2 practiced sounds are produced in two copies.
3. 2 boxes: one with two stripes on the side, the other with three.
Progress of the game exercise in class
The teacher places in front of the children a panel with a Christmas tree and a flannelgraph on which Christmas tree decorations are attached. He says: “Children, you all really love the merry New Year holiday. Remember how we decorated the green Christmas tree with toys? And now I suggest you decorate this Christmas tree. Here are the Christmas decorations. First you need to hang on the Christmas tree those toys that have a sound in their name With. When you hang a toy, clearly name it and highlight the sound with your voice With».
The child immediately selects all the toys by sound With.
Then the teacher calls two children and invites one to hang toys with the sound z in their names, the other - with the sound sh. The next two children select toys containing the sounds z and r in their names. The last child hangs up the remaining toys and determines which sound is repeated in their names ( l).
Then the teacher says: “What an elegant Christmas tree we have! But the New Year holiday is over, we need to put the Christmas tree decorations in these boxes until the next New Year. In a box with two stripes on the side we will put toys whose names can be divided into two parts (syllables), and into a box with three stripes we will put toys whose names can be divided into three parts.”
The teacher invites two children to the table and asks them to take off the toys one by one and determine which box they should be put in. Then another group of three or four children completes the task.
Two-syllable words: candle, month, fox, star, bunny, vase, bug, hedgehog, ball, cone, mouse, bear, fish, boat.
Three syllable words: snowman, snowflake, icicle, plane, firecracker, parsley, rocket, flashlight, horse.
In conclusion, the teacher suggests checking whether the toys are correctly placed in the boxes. He first takes the toys out of the box with two stripes, and the children pronounce their names in unison (not loudly) syllable by syllable: wow, e-zhik etc. They also check the contents of the box with three stripes: ra-ke-ta, snow-zhin-ka...
Train
Target:
1. Teach children to determine the presence of the specified sound in words.
2. Practice determining the number of sounds in words.
3. Practice determining the number of syllables in words.
Game material:
1. Long panel depicting a steam locomotive and three carriages. Each carriage has 3 windows (squares with pockets at the bottom), there are slots on the roofs of the carriages into which signs with circles are inserted to indicate the number of sounds in words (from 3 to 5) or to indicate the number of syllables in words (from 1 to 3), and also signs with letters to determine the presence of sounds in words.
2. Subject pictures of the same size as windows with images of animals (beasts and birds) (you can use pictures from the set for the game “Who Lives in the House?”).
Pictures for one given sound: With: elephant, elk, lynx, dog, owl; h: hare, zebra, goat, monkey; w: cat, mouse, horse; and: giraffe, crane, hedgehog, toad; l: fox, lion, wolf, camel; R: crow, sparrow, chicken, crocodile.
Pictures for 3 given sounds: beetle, crayfish, catfish, bull; for 4 sounds: elephant, fox, wolf, toad; on 5: cat, mouse, ram, zebra.
Pictures for one-syllable words: elk, lynx, bull, elephant, lion, wolf; for two-syllable words: giraffe, cat, toad, goat, hare, ram; into three-syllables: crow, chicken, dog, sparrow, crocodile.
Progress of the game in class (I version)
The teacher shows the children a steam locomotive and 9 pictures of animals and explains: “The train for animals and birds has arrived. It has three carriages. Each animal can only travel in the carriage assigned to it. Animals whose names contain the sound s..." will travel in the first carriage," etc. The teacher calls three children and invites one child to select passengers for the first carriage (sound), another for the second carriage (sound), and the last - for the third car (sound p). Then he invites three more child controllers (or one child), who must check that the passengers are in their seats.
Picture "Train"
(II option)
The teacher inserts signs with circles into the slots on the roofs of the cars and offers to select passengers based on the number of sounds in the words.
Calls the child, gives him a picture of an animal. The child clearly names it so that every sound in the word can be heard, then says how many sounds there are in this word, and inserts a picture into the pocket of the corresponding carriage: “The bull must ride in the first carriage, because the word bull has three sounds: bull" and so on.
(III option)
The teacher inserts new signs with circles into the slots on the roofs of the cars. Explains to the children that the first carriage should contain animals whose names are not divided into parts (one-syllable words); those animals whose names can be divided into 2 parts will travel in the second carriage, etc. You can assign a child to the role of cashier and give him number cards with one, two and three circles. Children will come up to him one by one with pictures and tell him: “I am a wolf. Give me a train ticket." The cashier determines the number of syllables in a word and gives a number card: “Wolf, you will go in the first carriage”; “Fox, you will go in the second carriage,” etc.
Nurturing a sound culture of speech includes work on teaching correct sound pronunciation, which has always stood out as the leading line of speech development for children 3–4 years old.
To develop the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell; the pipe plays “doo-doo”, the bell rings “ding-ding”, thereby strengthening the pronunciation of hard and soft sounds.
Diction (distinct and clear pronunciation of words, syllables and sounds) is practiced using special speech material; these are jokes, pure sayings (“If only there was smoke coming out of the chimney”), as well as nursery rhymes, sayings, phrases containing a certain group of sounds (“Sanya’s sleigh rides on its own”), exercises for finishing syllables, naming words, similar in sound (mouse - bear).
Games and exercises for the pronunciation of hissing sounds can be combined thematically. So, after looking at the picture “Hedgehog and Hedgehogs,” an adult asks you to complete a number of tasks: clearly pronounce phrases with the sounds [ w] and [f] (“Sha-sha-sha - we are giving the baby a bath; shu-shu-shu - I’ll give the baby a mushroom; shi-shi-shi - where are the kids walking? or: zha-zha-zha - we saw a hedgehog; zhu -zhu-zhu - we’ll give the mushroom to the hedgehog; zhi-zhi-zhi - where do hedgehogs get mushrooms?”). Such exercises help children master the intonation of a question and develop their sense of rhythm.
By isolating the sound while clearly pronouncing a word or phrase, the child is led to an understanding of the terms “sound” and “word”.
It is necessary to pay closer attention to the development of intonation sense, rate of speech, diction, and voice strength, since these skills contain the most important conditions for the further development of all aspects of speech.
Purpose of the game:Distinguish between adult animals and young animals by onomatopoeia, correlate the names of an adult animal and its young.
For this game you will need figures: mouse and little mouse, duck and duckling, frog and baby frog, cow and calf, cat and kitten. If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities.
Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard.
Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow meow.)
Moo-oo–who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf?
The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Frog, come to me”, “Duckling, play with me”).
In such games, children learn to distinguish between adult animals and their young by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly).
Similar games can be played with different animals. For example, an adult shows a picture to a child. There is a bird drawn on it.
This is a bird. She lives in the forest and sings her song: peek-a-boo, peek-a-boo. Who is this? (Ku... - the adult invites the child to pronounce the word independently.)
And who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya the Cockerel screams... (cuckoo).
Listen to the words “cuckoo”, “petuuuh”, “uuutka” (the sound “u” is emphasized in the voice). These words have the "u" sound.
Its emotionality and expressiveness depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer.
For example, the Russian folk song “Rabushechka Hen” is read to children. The adult first reads the entire song to the child, and then the dialogue begins. You can make your child a chicken hat and invite him to answer the following questions:
Little hen - hazel grouse, where are you going?
To the river.
Little hen, why are you coming?
For water.
Little hen, why do you need water?
Give the chickens water. They are thirsty.
They're squealing all over the street - pee-pee-pee!
Children are also offered pure sayings and phrases from poems; they pronounce them with different voice strengths (quietly - loudly - whispering) or at different tempos (fast - slow). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise).
Work on cultivating the sound culture of speech includes the formation of correct sound pronunciation, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech and intonation means of expressiveness.
Children are introduced to new terms and the terms “sound” and “word” with which they have already become familiar are clarified. For this purpose, games and exercises are carried out: “How does a word sound”, “Find the first sound”, in which children learn the ability to find words that sound similar and different. Children can select words for a given sound, determine the presence or absence of a sound in a word. By selecting certain toys and objects whose names contain a certain sound, they begin to understand that the sounds in a word are different.
"Find the first sound"
Target:learn to clearly identify the first sound in a word.
For this game you need a car and various toys, but among them there must be an elephant and a dog.
The adult invites the child to name all the toys and take for a ride in the car those animals whose names begin with the sound [s] (elephant, dog). If a child names a word that does not have the sound [s], then the adult pronounces this word, highlighting each sound, for example, koooshshshkaaa.
An adult puts a goose in a car, but the car does not move.
-The car won’t move because the word goose has a sound [s], not [s].
Developed speech hearing allows children to distinguish between rising and falling voice volumes, slowing down and speeding up the rate of speech of adults and peers. Moreover, such exercises can be carried out in parallel with the selection of sounds in words and phrases.
"Loud–whisper"
Target:teach children to select similar-sounding phrases and pronounce them loudly or in a whisper.
The adult says that a wasp flew to visit the kitten. First, you can say the phrase together: “Sa-sa-sa - a wasp flew to us.” Then this rhyme is repeated loudly - quietly - in a whisper (together with an adult and individually):
Su-su-su - the cat drove away the wasp (the text is pronounced quickly and slowly).
Invite your child to finish the phrase on his own: sa-sa-sa... (there's a wasp flying there), su-su-su... (I'm afraid of the wasp).
Particular attention is paid to the intonation expressiveness of speech; children are taught in dramatizations to speak in different voices and different intonations (narrative, interrogative, exclamatory). To develop good diction, clear and correct pronunciation of both individual words and phrases, special material is widely used (pure sayings, nursery rhymes, counting rhymes, short poems), which is pronounced by children with different voice strengths and at different tempos. When solving riddles, children can determine whether a given sound is in the answer.
“What does Tanya say?”
Target:distinguish between different intonations and use them in accordance with the content of the statement.
The adult takes the doll and begins to tell: “This is Tanya. She is walking home from a walk and hears: someone meows plaintively, like this - meow-meow (plaintive intonation). How did the kitten meow? (The child repeats.) Tanya took the kitten in her arms, brought it home, and poured milk into a saucer for it. The kitten meowed joyfully, like this: “meow-meow” (happy intonation). Then the dog came running and began barking loudly at the kitten. The kitten got angry and began to meow angrily, like this: “meow-meow” (angry intonation). But Tanya quickly reconciled them. The kitten and puppy began to meow and bark cheerfully. The child tells the whole story independently (an adult, if necessary, helps with a separate word or sentence), conveying all the intonations of the content of the text.
Preparation of the articulatory apparatus
Competent, clear, clean and rhythmic speech of a child is not a gift; it is acquired through the joint efforts of speech therapists, teachers and parents. First of all, such speech is characterized by the correct pronunciation of sounds.
Correct pronunciation of sounds is ensured by good mobility and differentiated functioning of the articulation organs. Articulatory gymnastics helps to develop clear and coordinated movements of the organs of the articulatory apparatus.
Issues of articulatory gymnastics were dealt with by theorists and practitioners of speech therapy: M.E. Khvattsev, O.V. Pravdina, M.V. Fomicheva, L.S. Volkova, T.B. Filicheva, N.A. Cheveleva and others.
But why train the language?
The tongue is the main muscle of the speech organs. The tongue must be well developed enough to make subtle, purposeful movements called sound pronunciation.
Pronunciation deficiencies aggravate the emotional and mental state of the child. Children suffering from various speech disorders experience their problems deeply. Many of them become withdrawn and irritable; They isolate themselves from peers and adults with a wall of silence. Already at an early age, such children may develop neuroses. The overall development of children is also inhibited. Without special training, they begin to noticeably lag behind the norm. To prevent this problem from arising in the child in the future, it is worth starting to do articulatory gymnastics as early as possible.
For children 3 and 4 years old: articulation gymnastics will help to quickly “deliver” the correct pronunciation.
Children 5 and 6 years old: will be able to overcome existing incorrect sound pronunciation with the help of articulatory gymnastics.
Stages of work on correcting sound pronunciation
A) Preparatory stage, the purpose of which is to prepare the articulatory apparatus for producing sounds.
B) The stage of direct sound production.
(in syllables, in words, in phrases, in nursery rhymes, in coherent speech)
Articulation gymnastics is a set of special exercises aimed at strengthening the muscles of the speech apparatus, developing strength, mobility and differentiated movements of the organs involved in speech.
In kindergarten, it is advisable to carry out articulation gymnastics daily so that the motor skills developed in children are consolidated and become stronger. Classes are conducted 2 times a week by a speech therapist and 3 times a week by educators.
Duration of activities in the lesson: 6 minutes - art. gymnastics.
Articulation gymnasts are performed while sitting, since in this position the child has a straight back, the body is not tense, and the arms and legs are in a calm position. The child must clearly see the adult’s face, as well as his own face, in order to independently control the correctness of the exercises. Therefore, a child and an adult should be in front of a wall mirror during articulation gymnastics. The child can also use a small hand mirror (approximately 9x12 cm), but then the adult must be opposite the child, facing him. The work is organized as follows: An adult talks about the upcoming exercise using game techniques. Shows its progress. The child does the exercise, and the adult supervises the execution. An adult conducting articulatory gymnastics must monitor the quality of the movements performed by the child: accuracy of movement, smoothness, pace of execution, stability, transition from one movement to another. It is also important to ensure that the movements of each organ of articulation are performed symmetrically in relation to the right and left sides of the face. Otherwise, articulatory gymnastics does not achieve its goal. At first, when children perform exercises, tension in the movements of the organs of the articulatory apparatus is observed. Gradually the tension disappears, movements become relaxed and at the same time coordinated. In the process of performing gymnastics, it is important to remember to create a positive emotional mood in the child. You cannot tell him that he is doing the exercise incorrectly - this can lead to refusal to perform the movement. It’s better to show the child his achievements (“You see, your tongue has already learned to be wide”), to encourage (“It’s okay, your tongue will definitely learn to rise up”). If a child does not develop accuracy, stability and smooth movements of the articulation organs during exercises for a long time (about 1 month), this may mean that you did not perform the exercises correctly or that your child’s problem is more serious than you thought. In both cases, the child must be shown to a specialist - a speech therapist. Exercises for developing the muscles of the speech apparatus. Frog. Holding your lips in a smile, as if silently pronouncing the sound and.
The set of exercises was developed by speech therapists and has been published several times. These exercises are designed for different muscle groups. There are general articulation gymnastics exercises. There are special exercises for producing a certain group of sounds.
Articulation gymnastics exercises
“Donut” - the mouth is wide open (as when pronouncing the sound A).
“Dudochka” - the lips are extended forward (as when pronouncing the sound U).
“Smile” - an exaggerated smile with clenched teeth, the upper and lower teeth are visible.
Alternating the three above exercises (quick change of articulation patterns).
“Scapula” - a wide, relaxed tongue rests on the lower lip.
“Needle” - we hold a narrow tense tongue suspended, the mouth is wide open.
“Swing” - the mouth is wide open, with the tip of the tongue we reach alternately to the upper and lower lips.
“Watch” - the mouth is wide open, the tip of the tongue “runs” from one corner of the mouth to the other.
“Carousel” - the mouth is wide open, the tip of the tongue licks the lips in a circle.
“Cycle” - the mouth is open, the edges and tip of the tongue are bent upward in weight, forming the shape of a cup.
“Pussy is angry” - lips in a smile, the tip of the tongue is hidden behind the lower teeth, the back of the tongue is raised.
“Painters” - the mouth is open, with the tip of the tongue, like a brush, we “paint” the upper palate back and forth.
“Mushroom” - suck the tongue to the upper palate, stretching the hyoid frenulum.
“Horse” - clicking, mouth open.
“Drum” - the mouth is open, with the tip of the tongue, hit the tubercles behind the upper teeth, saying: d-d-d-d...+
Articulation gymnastics exercises are performed in front of a mirror 3-5 times, holding the tongue in a given position for up to 10 seconds.
Bibliography:
Message at the seminar - workshop
Clarifying the pronunciation of an isolated sound
First, the sound must be secured in isolation, i.e. separately from all other sounds (since in the flow of speech sounds experience mutual influence - compare the pronunciation of the sound C in the words “cheese” and “bag”).
Both during production and at the initial stages of automation, additional analyzers are necessarily used - visual, tactile... “To form new speech connections, the most effective analyzers in this case are used. Often, children with normal hearing pronounce certain sounds incorrectly because they cannot distinguish them by ear. Then, at first, they mainly use a visual analyzer, i.e. Show the child the articulation of the sound and at the same time pronounce the sound.
Those. we sit in front of the mirror so that the child can see the adult’s face and his own face, and we control the correctness of articulation. Of course, you need to automate sound in isolation in a playful way: “How does a snake hiss? Whose snake hisses longer - yours or mine? Shhhhhh.” It is not enough to simply pronounce a sound in order for the child to repeat it to us correctly - in some cases we need to explain in detail how to place the organs of articulation for a particular sound, in other cases it is better to use analogies (“make a fence out of your teeth”), or we imitate the movements hand (up or down, tongue wide or narrow). And for some time it is necessary to remind the child with the same gestures and words (which are called “stimulants”) how to pronounce this difficult sound.
So, if the sound Ш was caused by such stimuli as the teacher pronouncing this sound, showing articulation in front of the mirror and simulating the movement of the tongue with the hand, then subsequently only such a movement of the hand is enough for the child to pronounce this sound.
The teacher selects games for onomatopoeia and a picture-symbol with which this sound will later be correlated, for example, for the sound Z - a picture with an image of a mosquito (it rings, resembling the sound z); for the sound C - an image of a pump (the air coming out of the pump whistles, reminiscent of the sound c), etc. To clarify the sound, repeated repetition is necessary, so the teacher does not limit himself to correlating this sound with a symbol picture, he asks the children to remember what else reminds me of this sound. For example, when clarifying the sound Ш - how a snake hisses, Ж remember how a beetle, bee, fly, saw, vacuum cleaner, etc. buzz. These comparisons develop children's auditory attention.
It is necessary to achieve a clear, correct pronunciation of an isolated sound by all children, using various auxiliary techniques to clarify and evoke the sound, for example: prolonged pronunciation of the sound (if it can be drawn out) or repeated repetition of it (if it is explosive) by the teacher, drawing the children’s attention to its sound; observation of the correct articulation of sound in the child, etc. In this case, the teacher must know well the correct articulation of the sound being practiced and be able to see why the wrong sound is produced, i.e. in what position the child’s articulatory apparatus is located. To see what position the tongue is in, you need to invite the child to repeatedly pronounce the sound being practiced between two sounds a (asa, asha, ara).
For example, during classes to clarify the pronunciation of the sound -C, children imitate the whistle of air coming out of the pump when inflating a tire. The teacher should know that when correctly pronouncing a sound from the lip in a smile, the upper and lower front teeth are exposed, the wide tongue is located behind the lower incisors, and a thin, cold air stream runs in the middle of the tongue. The teacher monitors the correct position of the lips, tongue and the presence of an air stream in children. He clarifies the sound not with the whole group at once, but with subgroups, in order to be able to see the incorrect position of the organs of the articulatory apparatus in children and help them. The teacher tells one child that his tongue is sticking between his teeth; he needs to move it behind his lower teeth. The other has no breeze. “Look what a strong breeze I have,” says the teacher, bringing the back of the child’s hand to his mouth and pronouncing the sound s, making it possible to feel the stream of air. Then he offers to do the same for himself. In the third child, the lower teeth are not visible, the teacher asks him to smile and show his upper and lower teeth, etc. Children who have difficulty pronouncing the sound being practiced should be asked and monitored more often.
The teacher must monitor the clarity of his diction, the clarity of the presentation of the material, and prepare assignments in an engaging and accessible way.
We must remember that in the second younger group and in the first half of the year in the middle group, the teacher, conducting this type of work, fixes the children’s attention on the sound, and not on the articulation of the sound. Starting from the second half of the year in the middle group, the teacher draws the children’s attention not only to the sound of the sound being practiced, but also to its main, easily visible or tangible articulatory features. He can tell where the tongue is, what the lips are doing, what the air stream is, and ask the children the same.
Games and game exercises for automating isolated sound:
Snail
Children sit in a circle, in the center there is a playing field, the teacher lays out 5 pictures - sound symbols: S. - balloon, Z. - mosquito, W. - snake, J. - beetle, R. - tiger. A certain symbol is placed on the playing field. The teacher gives a sample of performance. The child must get to the center in a spiral, pronouncing the sound corresponding to the picture - symbol.
The forest is noisy
Automation of sound w.
In front of the children is a picture of a forest, the teacher tells how nice it is in the forest, how tall the trees are, 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: sh-sh-sh. Children raise their arms up like tree branches and make noise, making the sound sh-sh-sh. The wind died down, and a snake crawled out from behind the bush and hissed shhhh. Children make a sound and imitate the movement of a snake with their hands.
Flies in the web
Automation of sound g.
Some children depict a web. They form a circle and lower their hands. Other children pretend to be flies. They buzz: zh-zh-zh, flying in and out of the circle. At the teacher’s signal, the children, pretending to be a web, hold hands and do not release the flies. The game continues until all the flies are caught.
Bees
Automation of sound g.
In the middle of the room or area, a hive is fenced off with a line. All children are bees. One child is a bear. He is hiding from the bees. The bees sit in the hive and say in unison:
The bees sit in the hive and look out the window. Everyone wanted to fly and they all flew away together: w-w-w. With a buzz, they fly around the site, flapping their wings. 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 bear is caught, a new bear is appointed, and if he runs away, he chooses an assistant.
Bees collect honey
Automation of sound g.
One group of children depicts flowers. The teacher puts flower wreaths on them. Another group is bees that collect honey from flowers. Bees fly around flowers and buzz. When given a signal, they fly into the hive. Then the children change.
Pump
Sound automation p.
Children sit on chairs. The teacher says: “We are going to ride bicycles. You need to check if the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Children take turns standing up, and then they all pump up the tires together, pronouncing the sound s and imitating the action of the pump.
Drying clothes
Sound automation p.
Two children hold the rope, the rest hang handkerchiefs, securing them with clothespins. On command, a breeze blew, the child blew cold air, pronouncing the sound s. On command, the wind died down and the child stopped speaking. Repeated several times with different strength and volume.
Cold breeze
Sound automation p.
The teacher shows the picture and says: “Winter is in the fields, a cold wind is blowing and blowing away snowflakes.” Children hold snowflakes in their palms, bringing them to their chins and pronouncing the sound ssss, the child should feel a cold stream of air and the snowflake is blown away.
When automating the sound sh, children feel a warm stream of air and blow off the sheet.
Snowstorm
Sound automation
Children pretend to be a blizzard. On a signal, they begin to quietly pronounce the sound z, then strengthen it, and then gradually weaken it. In the initial stages, you can play the game in front of a mirror.
Sawers
Sound automation
Children stand in front of each other, cross their arms and reproduce the movement 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 it correctly, reminding how to hold the tongue when pronouncing this sound.
Colored cars
Automation of sound r.
Along the wall there are children sitting on chairs. They are cars. Each player is given a hoop of any color. This is the steering wheel. There are several colored flags in front of the teacher. He picks up one of them. Children who have a steering wheel of the same color run around the room and make the sound rrrr. The teacher can raise several flags, and then all the cars leave their garages.
Let's go by car
Automation of isolated sound r.
In a notebook, the child and the teacher draw a car, from which a winding path stretches to the house. The child places his finger at the beginning of the route and pronounces the sound r for a long time. As a result, he must get to the object of interest. To automate the sound l, the image of a humming steamship or airplane is selected. For z - mosquito, for w - beetle.
Let's check.
When completing the task, the child must mark each correctly pronounced sound or syllable in the notebook with some kind of sign. Based on the number of characters written in the notebook, the teacher checks and notes the child’s diligence and diligence.
Fingers say hello.
The child alternately touches his index, middle, ring, and little fingers with his thumb. Simultaneously pronounces a given sound or syllable. The speech therapist monitors the correct pronunciation and accuracy of finger movements.
Little feet ran along the path.
The child imagines that the index and middle fingers are legs, the thumb presses the ring and little fingers to the middle of the palm. Using the index and middle fingers, the child walks along the table, pronouncing a given sound or syllable for each step.
A sound, like a syllable, does not evoke a specific image in a child and is not recognized by him as a structural component of a speech utterance. And if a sound can cause an auditory association, then a syllable is a very abstract concept for children. Sometimes a child does not manage to introduce a new correct sound into syllables for a long time. As soon as a vowel is added to a consonant sound, the pronunciation of the old defective sound is automatically activated.
Literature
- L.V. Lopatina, N.V., Serebryakova “Speech therapy work in groups of preschool children with erased dysarthria”, S.-P., 1994.
- E.F. Arkhipova “Correctional and speech therapy work to overcome erased dysarthria”, M., 2008.
- Collection “Preschool speech therapy service”, LLC “TC Sfera”, 2006.
Message at the seminar - workshop
Consolidating sound in words and phrasal speech
At the automation stage the main objective- to achieve the correct pronunciation of the given sound in all forms of speech: in syllables, in words, in sentences and in free speech, and this happens most easily and most accessiblely in games, play exercises - the leading form of activity for preschool children.
Game methods, as well as exercise and modeling, are necessarily included in speech therapy practice.
Work on the automation of sounds is carried out in stages from simple to complex: First in syllables, words, sentences, in connected speech and in spontaneous speech.
The most difficult exercise in terms of variety is working on syllables. The fact is that a single syllable, like a sound, 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, r-r-r - a dog is growling), then a syllable for a preschooler is a very abstract concept.
When automation work reaches the stage of consolidating the correct pronunciation of sounds in words and phrases, you can significantly diversify the lessons using picture material. The use of gaming techniques will help to effectively carry out the stages of automating an isolated sound and reinforcing the correct pronunciation of this sound in syllables.
And speech therapy games help make tasks for children interesting, emotionally charged, educational and educational.
When the sound is already good, the child sounds correctly in isolation, but it is necessary to consolidate and automate this correct pronunciation in syllables, in words, sentences and coherent, independent speech. And this is at least 10-15 lessons. And I want this difficult and important stage of speech correction to be easy and interesting.
When automating sounds in syllables when it is not yet possible to use subject and plot pictures with a given sound, to attract the interest of children I practice using:
- "Magic Wand" which, with its light or knocking, exercises children in counting and asks them to repeat the syllable several times.
- Exercises "Piano playing", when, imitating playing the piano, a child pronounces a given syllable 5 times:
RA-RA-RA-RA-RA,
RO-RO-RO-RO-RO
RU-RU-RU-RU-RU
RE-RE-RE-RE-RE
RY-RY-RY-RY-RY
And then all 5 “songs” - syllables “play” together: RA-RO-RU-RE-RY.
- The exercise is performed in the same way "Flower" when syllables and words are pronounced with the extension and bending of the fingers (the petals open and close).
- A game “Pass the syllable along the sound track” one path is flat and, while walking along it, the syllables must be pronounced in a calm, quiet voice, the other path leads over bumps and the syllables are pronounced loudly, sometimes quietly, but the third path leads uphill, and at the beginning of the path the syllable is pronounced very quietly, then that’s it louder and louder, and at the top of the mountain - very loud.
Education of correct, clear pronunciation of sounds in words (in independent pronunciation and reflected repetition after the teacher) is carried out as part of the lesson, in some cases as a whole lesson
The teacher selects toys, objects, pictures, in the name of which the sound being practiced is used in combination with various sounds and in different parts of the word. When selecting material, it should be taken into account that the sound being reinforced should occur as often as possible, and those sounds that children pronounce poorly should be as few as possible. This type of work requires a quick change in the positions of the organs of the articulatory apparatus, and therefore develops the ability to quickly and clearly switch from one movement to another. In order to avoid mistakes when choosing words, you must also remember about the rules of orthoepy (a set of rules of oral speech), which indicate how to pronounce sounds in certain phonetic conditions. You cannot take those words whose sound design differs from the graphic design.
When automating sounds in words, children really like games:
- "Fishing", in the aquarium there are fish with letters attached and using a fishing rod with a magnet we pull the fish out to a given sound. Having caught “fish” - words, children learn not only to pronounce sounds correctly, but also to divide words into syllables, determine the position of this sound in a word, learn to ask questions “Who is this? What is this?”, form the plural, and much more can be done with these “fish”.
- No less interesting game “Happy Harvest” (put the name of a vegetable or fruit on the given sound) ,
- “Let's decorate the Christmas tree”, dressing her up with toys (with the sound C).
After several lessons, it is easy for children to say the sound correctly if it is the very first sound in a word, or at least the last one, but if it is in the middle of a word, it is difficult, because children with impaired phonemic perception do not always accurately imagine where the desired sound is located. To develop phonemic perception of sounds, playing with Sound eater, which “steals” the sound from the word, and the children must save the sound - return it to the word and say this word correctly: gla...a - eyes, k...ot - mole, Alena...ka - Alyonushka... This is very difficult, but it gives children It’s a pleasure to play the role of rescuers and deal with the villain Sound Eater. The children are looking forward to meeting him again.
Working on automating sound in sentences, you can use an effective and useful game “Live offer”, when children themselves become “words” and, holding hands, form a “sentence”. This game allows children to learn that sentences consist of words, the words in a sentence must be in order, separately, but be “friendly” (coordinated), at the end of the sentence you need to put some kind of sign: . ! ? Children remember the gestural display of signs: a dot - a clenched fist, an exclamation mark - a straight hand is placed on the fist, a question mark - a curved hand in the shape of a question is placed on the fist. Thus, not only the correct pronunciation of sounds in sentences is reinforced, but also work is carried out to prevent dysgraphia.
And finally, children pronounce sounds quite well in words and sentences, and the last stage of automation begins - in coherent and independent speech. At this stage of the work, various retellings are used, composing stories based on a picture and a series of paintings. These types of work are tiring for children and therefore, in order to arouse interest, I use retellings and stories using figures on flannelograph, retellings-dramatizations, poems-dramatizations.
In order to correct speech defects in children, it is necessary to widely use didactic games. After all, it is known that in play, a child’s development proceeds much faster than when using only traditional methods of education and training. For children studying at speech-pedic centers, this is all the more important, because, as speech-pedologists know well, our children are often characterized by low cognitive activity. But even with the use of a didactic game, a speech therapist does not always manage to achieve activity and high performance of children throughout the entire lesson. The reason is that the majority of pupils are somatically weakened, they have incorrect posture, there are disorders of the autonomic and central nervous systems, there is a lack of mental processes, and emotional instability.
As for children with speech impairments, along with the general course of the game, it has a specific effect on the development of speech throughout the entire course of their mental development. Children should be constantly encouraged to communicate with each other and comment on their actions, which helps to consolidate the skills of using initiative speech, improving spoken language, enriching the vocabulary, forming the grammatical structure of the language, etc.
Didactic games- an effective means of automating sounds, since thanks to the dynamism, emotionality and interest of children, they make it possible to practice the child many times in repeating the necessary sounds. Didactic games can be carried out both with toys, objects and pictures, and without visual material - in the form of verbal games built on the words and actions of the players.
Didactic games develop children’s speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech and the ability to express one’s thoughts are developed. The didactic tasks of many games are designed to teach children to independently compose stories about objects and phenomena. Some games require children to actively use generic and species concepts. Finding synonyms, antonyms, and words that sound similar is the task of many word games.
1. Games with objects very diverse in game materials, content, and organization. Toys and real objects (household items, tools, works of decorative and applied art, etc.), and natural objects (vegetables, fruits, pine cones, leaves, seeds) are used as teaching materials.
2. Board-printed games varied in content, learning objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. These games promote the development of logical thinking, concentration, attention and the consolidation of correct sound pronunciation.
One of the conditions for the development of correct speech is the correct figurative speech of parents, which should be a model for children. Every word of parents should be meaningful, helping the child to explore the world around him and master the language. The active participation of the children themselves in the correction process and the comprehensive support and assistance of parents is the key to success in this work.
Literature
- O.I. Krupenchuk, T.A. Vorobyova “Correcting pronunciation”, S.-P., 2007
Message at the seminar - workshop
Formation of sound culture of speech of preschool children.
The full development of a child’s personality is impossible without teaching him correct speech.
Speech is one of the central, most important functions, a “mirror” of the flow of mental operations, emotional states, a means of self-realization and entry into society. It has a huge impact on the formation of the child’s mental processes and on his overall development. The development of thinking largely depends on the development of speech; speech is the basis for mastering literacy and all other disciplines; it is the main means of communication between people; speech plays a big role in regulating the behavior and activities of a child at all stages of his development.
The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities, the more meaningful and fulfilling his relationships with peers and adults, the more active his mental development is.
The impossibility of full verbal communication, poor vocabulary and other disorders affect the formation of a child’s self-awareness and self-esteem. Children may develop isolation, self-doubt, and negativism. In turn, deviations in the development of the personality of a child with speech impairments are to a certain extent aggravated by a speech defect. Such children, as a rule, either try to speak less or become completely withdrawn. As a result, one of the main functions of speech—communication—is disrupted, which further inhibits speech development.
Pronunciation deficiencies in primary school students often make it difficult for them to master correct writing and reading.
Therefore, it is so important to take care of the timely formation of children’s speech, its correctness and purity, preventing and correcting any deviations from the generally accepted norms of their native language.
The preschool years are a special period of lasting importance for the development of children’s communicative and linguistic creativity, and the most productive path lies through the dialogue of an intelligent, understanding adult with a child and children with each other.
An analysis of the current situation in the system of education and training of preschool children has shown that the number of children with speech development disorders is steadily growing. Among them, a significant part are children 5-6 years of age who have not mastered the sound side of the language within the required time frame. Having full-fledged hearing and intelligence, they, as a rule, are not ready to master the school curriculum due to insufficient development of phonemic perception.
As studies of the speech activity of children with developmental disorders show (R.V. Levina, G.A. Kashe, etc.), as well as practical experience in speech therapy work, timely and person-oriented impact on the impaired parts of the speech function allows not only to completely eliminate speech disorders, but also to form an oral speech base for mastering the elements of literacy in the preschool period.
The formation of the sound side of speech is considered not as an end in itself, but as one of the necessary means of educating sound culture as a whole, developing coherent speech and preparing for successful mastery of the written form of speech.
In the period from one to two years, the child undergoes the process of initial development of speech skills. During this period, it is very important to cultivate in children the need for communication, attention to the speech of others, memory for words, and the ability to reproduce sounds and words by imitation.
The period from 2 to 3 years is characterized by an active process of vocabulary accumulation and acquisition of grammatically correct speech. Along with the expansion of the vocabulary, the assimilation of speech sounds also occurs. They work with children to educate the pronunciation side of speech - didactic games to develop auditory attention, speech breathing, basic qualities of the voice, and evoking sounds.
From the second younger group, when the child has a sufficient active vocabulary and can navigate the sound composition of a word, work begins aimed at mastering the phonetic system of the language, which is carried out sequentially, taking into account the age capabilities of the children.
The skills of correct, clear pronunciation and use of sound in speech and the ability to highlight it in a word are not developed immediately. The younger the age, the fewer skills the child has, the simpler the material should be and the longer it will take to practice.
In the second younger group, the simplest sounds in articulation are practiced (a, y, o, i, e, p, b, m, f, c). By the age of four, children have already mastered certain pronunciation skills of individual sounds and acquired the ability to hear them in words. Therefore, in the middle group, after the sounds t, d, n, k, g, x, s, more complex articulation sounds s, s, z, z, z are practiced.
In the older group, the sounds that appear most late in children’s speech are practiced: sh, zh, sch, l, l′, r, r′.
The child’s mastery of the pronunciation of all sounds serves only as a condition for bringing him to a new stage: mastering the phonemic system of the language, mastering the main various features that characterize the sounds of speech (hardness - softness, sonority - deafness, etc.). This work is carried out in a preparatory group for school.
Simultaneously with solving the problems of developing correct pronunciation set in each age group, work is underway to improve all sections of the pronunciation side of speech.
The development of speech breathing is facilitated by prolonged pronunciation of an isolated sound (when clarifying or evoking a sound). Pronunciation of individual words and sentences in one exhalation (when clarifying a sound in words, in phrasal speech).
Work on the development of mobility and differentiation of movements of the organs of the articulatory apparatus, which contributes to the development of intelligibility and distinctness of pronunciation, is carried out during the preparation of the articulatory apparatus for the correct pronunciation of sound, while clarifying the pronunciation of sound in words, in phrasal speech.
The ability to change intonation and tempo of speech develops by clarifying the sound in phrasal speech (in nursery rhymes, tongue twisters, poems, stories).
The development of phonemic hearing is carried out during the consistent practice and differentiation of sounds: when an isolated sound is pronounced, when a sound is highlighted by the voice when it is clarified in words, when differentiation of isolated sounds is carried out, in words, and in phrasal speech.
Thus, in the process of working on the sound culture of speech, each age group is assigned 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.
Whose dandelion will fly away first? Launching boats. Poultry farm.
Sun or rain. Come play with us. Guess who's screaming. They hurried and made me laugh. Who is screaming? Guess what to do. Guess who's coming. The wind blows.
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 simple to pronounce: a u o i ep b m f v.
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.
Breathing exercises: Roll call of animals. Trumpeter. Axe. Crow. Geese. Whose steamer hums better?
Games on the sound culture of speech: Show and name. Guess. Echo. What is missing.
Middle 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 while working on sounds: t dn k g hy.
2. Call out and consolidate or clarify the pronunciation of whistling sounds: s s z z z c.
3. Develop phonemic hearing, speech breathing, strength and pitch of voice.
4. Develop clear pronunciation of words and sentences, a calm pace, measured rhythm of speech.
Breathing games: Let's play with our bellies. Find out by smell. Let's teach our nose and mouth to breathe. Get the ball into the goal. Let's honk. Big and small locomotive.
Games on the sound culture of speech: Guess whose voice it is. Take a toy. Be careful. Secret. Repeat correctly. Highlight the word. Name it and guess. Our names. Select items.
Senior group (5-6 years old)
1. Train the clarity of movements of the organs of the articulatory apparatus in the process of articulatory gymnastics and in working on sounds: w w h sh l′ r r′.
2. Call out and consolidate, and for some children only clarify the pronunciation of iotized vowels ya e ey yu, hissing sounds sh zh h shch and sonorant l l′ r r′.
3. Continue work on developing phonemic hearing, speech breathing, voice strength and pitch.
4.Continue to work on clear pronunciation of words, highlighting individual sounds in the voice, on a calm pace and measured rhythm of speech.
Breathing development games: D we study differently. Candle. Extinguish 3, 4, 5...10 candles. Giant and dwarf. The little frog got lost in the forest. Let's warm up.
Games on the sound culture of speech: Guess the word. Guess the sound. Ducks and perches. The dolls got lost. Guess what sound is playing hide and seek with you. The fourth one is extra. Name the picture and find the first sound. Complete the sound. Train. Put it in its place. My word. Discriminate and repeat.
Senior group (6-7 years old)
1. Continue to work on the development of speech breathing, the formation of correct vocal delivery and fluency of speech, 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.
Breathing games: Fragrant rose. Singing sounds. Merry steps. Bird. Trumpeter. Pump.
Games on the sound culture of speech: Determine the first sound in the word. A chain of words. Who will collect things faster? Collect a bouquet. Find a pair. Pyramid. What are their names? How many words have the sound Ш? Check the pattern. Who is faster. Make up a word. Superfluous word.
The following literature can be used.
Bibliography:
- Anishchenkova E. Articulatory gymnastics for the development of speech in preschool children. Publisher: AST.
- Bardysheva T., Kostygina V. "Tra-la-la for the tongue. Articulation gymnastics for children 2-4 years old." Publisher: Karapuz, 2007.
- Budennaya T.V. Speech therapy gymnastics: Methodological manual. - St. Petersburg, CHILDREN'S PRESS, 2004.
- Golubeva G. G. Correction of violations of the phonetic aspect of speech in preschool children. - St. Petersburg: Publishing House of the Russian State Pedagogical University named after. A. I. Herzen, 2000.
- Efimenkova L. N. Correction of errors caused by immaturity of phonemic perception. Issue 1. Series: Didactic material on writing correction. Publisher: Knigolyub, 2008.
- Kozyreva L. M. Development of speech. Children 5-7 years old. - Yaroslavl: Development Academy: Academy Holding, 2002.
- Kolesnikova E. V. Development of phonemic hearing in children 4-5 years old. Publisher: Yuventa, 2005.
- Komissarova L. Yu. Development of phonemic hearing in children 4-5 years old. Publisher: YUVENTA, 2002.
- Kostygina V. "Boo-boo-boo. Articulation gymnastics. For children 2-4 years old. Publisher: Karapuz.
- Krupenchuk O., Vorobyova T. Speech therapist lessons. Speech therapy exercises. Articulation gymnastics. Publisher: LITERA.
- Lapteva E. V. 600 exercises for the development of diction. Publisher: AST, Astrel, Profizdat, 2007.
- Maksakov A. Education of sound culture of speech in preschool children. Publisher: Mosaic-Synthesis.
- Nishcheva N.V. "Fun articulation gymnastics." Publisher: CHILDREN'S PRESS, Publisher: AST.
- Fomicheva M. F. Educating children in correct pronunciation. - M.: Education, 1989.
- Fomicheva M. F. Teach children to speak correctly. - M., 1968.
- Chernyakova V. N. Development of sound culture of speech in children 4-7 years old: Collection of exercises. - M.: TC Sfera, 2005.
- Shvaiko G.S. Games and game exercises for speech development: Book. for a kindergarten teacher garden. - M.: Education, 1988.
- Yanushko E. Help the baby talk! Speech development in children 1.5-3 years old. Publisher:
Guess whose voice
Target:
Progress of the game: The teacher, imitating the voices of animals, that is, pronouncing various sound combinations, invites the children to guess who screams like that. When the children guess and name the animal correctly, he asks them to determine whether it is big or small. For example, the teacher says loudly qua-qua-qua and asks: “Who is this?” Children: "Frog." Then the adult pronounces the same sound combination quietly. “Who is this?” he asks. Children: “This is a frog.” - “How did you know that this was a frog?” Children: “The little frog croaks quietly, and the frog croaks loudly.”
The teacher ensures that all children listen carefully and answer questions correctly.
Take a toy
Target: To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly
Visual material . Toys or objects whose names consist of 3-4 syllables: crocodile, Pinocchio, Cheburashka, Thumbelina, etc.
Progress of the game: Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table to the child sitting next to him, who should also name it in a whisper to his neighbor. The word is transmitted along the chain. The child who heard the last word gets up, goes to the table, looks for the given object and calls it loudly.
The teacher makes sure that all children, pronouncing words in a whisper, pronounce them clearly enough.
Be careful
Target: To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly
Progress of the game: The teacher asks the children if they can drive a car, then he asks them to list what else they can drive. Children list: “By bus, trolleybus, tram,” etc.
After this, the teacher reads the story and invites the children to clap their hands when they hear the names of the vehicles:
“On Sunday, Kostya and Sveta gathered at their grandmother’s dacha. They sat down in trolleybus and went to the station. Sveta and Kostya settled down near the window and watched with interest what was going on around them. I drove past them car. I overtook them at the stop bus. In the children's park the boys rode bicycles. At the station my mother bought tickets. Soon came electric train, and they got into the carriage. Their grandmother met them at the dacha.”
Find the mistake
Target: To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly
Visual material . Toys: goat, cow, dog, chicken, horse, hedgehog, etc.
Progress of the game: The teacher shows the toy and names the obviously incorrect action that this animal supposedly performs. Children must answer whether this is correct or not, and then list the actions that this animal can actually perform. For example, the teacher says: “The goat is reading. Can a goat read? The children answer: “No!” - “What can a goat do?” - the teacher then asks and shows the toy. Children list: walk, bogive in, pluck the grass. Then children can be offered the following and similar phrases: the cow barks, the dogthe ka sings, the chicken meows, the horse squeaks, the hedgehog flies etc.. The teacher makes sure that the children listen carefully, correctly name the actions that animals can perform, and pronounce words clearly and purely.
Secret
Target: To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly
Progress of the game: The teacher pronounces the words in a whisper and invites the children to reproduce them in the same way: cat— leg, midge— spoon, drying— ears, flies— mugs, bear— mouse, cones— books, castle— castle, drinking— drank, mugs— mugs, dear— Expensive.
The teacher ensures that all children listen carefully, pronounce words only in a whisper, clearly and clearly, in the sequence suggested by adults. It is recommended to call children individually for answers.
Repeat correctly
Target : To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly
Progress of the game: The teacher calls the word, for example aquarium, and invites several children to repeat it quickly and clearly. Recommended words: trolleybus, bicycle, TV, ter-momet, had breakfast, corn etc. If the child repeated the words incorrectly or was delayed in answering, he must say this word at a slow pace (stretching out the vowels, clearly pronouncing each consonant sound).
You should call on those children who do not speak clearly enough, and select for the exercise the words in which children most often make mistakes.
Repeat like me
Target: To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly
Progress of the game: The teacher pronounces the word and invites the child he calls to repeat it in the same way (loudly, quietly or whisper).
He makes sure that the children complete the task accurately. For the exercise, words are selected in which children may incorrectly place stress, or words that are saturated with some group of sounds (for example, hissing).
Let's go for a ride in the car
Target: .
Visual material . Toys with a sound in their name With(s): elephant, dog, fox, pig, goose, as well as other toys: bear, crocodile, doll, car, etc.
Progress of the game: The teacher shows a toy and asks several children to name it, then he names it himself and invites the children to listen carefully and say whether there is a sound in this word With(“song of the water”). For a child who answers this question correctly, the teacher offers to ride the toy in a car around the table.
With(s) in words, determined by ear the presence of a given [sound in a word; The teacher should pronounce the words drawlingly, emphasizing the sound with his voice With(sssl).
Highlight a word
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Progress of the game: The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound z (“mosquito song”). Recommended words: bunny, mouse, cat, castle, umbrella, goat, car, book, call, etc. Answers can be group or individual.
The teacher should pronounce the words slowly (if the Children are not prepared, then the sound з in the words should be emphasized with a voice: umbrella), after each word, take a short pause so that the children have the opportunity to think. He must ensure that all children take an active part in the game. For individual answers, it is recommended to call on children whose phonemic hearing is not sufficiently developed, as well as those who pronounce this sound incorrectly.
Name and guess
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Visual material. Flannelograph; pictures depicting objects whose names contain the sound з (зь), as well as paired ones without з,
For example: bunny, cat, lock - key, goat - cow, vase - decanter..
Progress of the game: The teacher displays paired cards on the flannelgraph and asks the children to say what is shown on them. Then he invites them to name only those objects drawn in the pictures and those animals whose names have a sound (“mosquito song”). If the children make mistakes, the teacher himself pronounces paired words, emphasizing the z in his voice (for example, zzayka is a cat), and asks the children in which word they hear the sound z.
The teacher ensures that all children pronounce the sound з (зь) correctly and are able to identify words with this sound
What's in the bag?
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Visual material . Pouch; toys and objects that have the sound ts in their names: chicken, hen, sheep, hare, saucer, button, as well as other toys: mani na, cube, ball, ball, etc.
Progress of the game: The teacher says that he has a bag (shows) in which there are many interesting things. “Whoever I approach,” he continues, “let him take one toy out of this bag, name it and show it to all the children! The called child completes the task. Then the teacher takes the toy from him and asks several children to say again what it is called, then he names the toy himself and asks them to listen to whether this name has the sound ts (“titmouse song”).
When all the objects are taken out of the bag, the teacher leaves on the table only those whose names contain the sound t (chicken, hen, sheep, hare, saucer, button), and invites the children to list them.
The teacher must pronounce words clearly, emphasizing the sound ts, for example, ovststsa. When choosing toys, you need to make sure that among them there are no objects with the sound s in their names, which can confuse children. The teacher ensures that children correctly name words containing c and clearly pronounce this sound in words.
Where is it?
Target : to reinforce children’s correct pronunciation of certain sounds in words, to teach them to identify words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Visual material . Bread bowl, sugar bowl, soap dish, salad bowl, candy bowl, inkwell.
Progress of the game: The teacher names the object and invites the children to answer where they can put it. For example, he says: “Mom brought bread from the store and put it... Where?” - “To the bread bin.” “And now,” says the teacher, “I will ask, and you will answer, where you can put the objects.”
Educator:
Masha poured sugar... Where?
Into the sugar bowl.
Vova washed his hands and put
soap... Where?
The teacher ensures that all children correctly pronounce the sound ts in words. Pays attention to the formation of words.
Our names
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Visual material . Doll.
Progress of the game: The teacher shows a new doll and invites the children to name it so that the sound sh (“goose song”) is heard in its name. If the children cannot choose a name themselves, then the adult suggests calling the doll Masha. Repeating the name, he emphasizes the sound sh in his voice: “Mashshsha, Mashshshenka.”
Then the teacher asks the children to say what other names they know, where the sound sh is heard. The children call: “Shu-ra, Dasha, Lesha, Natasha, Masha,” etc. If they find it difficult, the teacher invites some of them to say their name and listen to whether there is a “goose song” in it or not. If the child is mistaken, the teacher repeats his name, emphasizing the sound Ш in his voice and invites all the children to answer: “Is there a “goose song” in the name Misha or not?”
Who is this?
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Visual material . Toys or pictures depicting the following animals: rooster, pig, sparrow, duck, cat, hedgehog.
Progress of the game: The teacher asks which animal produces; such an action. The children answer, the teacher shows a toy or picture, and then asks the children to reproduce the corresponding onomatopoeia.
After this, the teacher invites the children to identify the animal by sound imitation and say what it does when it screams like that.
The teacher makes sure that the children pronounce the sound correctly R(ry) in onomatopoeia, clearly named the actions performed by animals, listened carefully to the teacher.
Say the word
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Progress of the game: The teacher pronounces the phrase, but does not finish the syllable in the last word. Children must complete this word
Teacher: Children:
Ra-ra-ra - the game begins. . . ra.
Ry-ry-ry - the boy has sha. . . ry.
Ro-ro-ro - we have a new Vedas. . . ro.
Ru-ru-ru - we continue playing. . RU.
Re-re-re - the house is standing on the street. . . re.
Ri-ri-ri - on the branches of snow. . . ri.
Ar-ar-ar - ours is boiling. . . var.
Or-or-or - the red tomato is ripe... dor.
Ir-ir-ir - my dad is the commander.
Ar-ar-ar - there is a lantern hanging on the wall
Ra-ra-ra - the mouse has a hole... ra.
Re-re-re - we carry water in a bucket, etc.
Then the teacher invites the children to come up with such phrases themselves.
The teacher ensures that children quickly and correctly add the missing syllable and pronounce the sound clearly r (r)
Choose the right word
Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to isolate words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)
Progress of the game: The teacher begins to pronounce the phrase, and invites the children to finish it by choosing the appropriate word. “They swim in the aquarium...” says the teacher. “Who swims?” “Fish,” the children finish. Recommended proposals:
He sits high on an oak tree and croaks... Who? Crow.
A cow is grazing in the meadow.
A large green... cucumber grew in the garden.
Vova's red balloon burst.
Drives a car well... the driver.
First, the teacher asks the children again, then they answer without an additional question. The teacher pays attention to the fact that children select words accurately and pronounce sounds correctly R(ry) in words. Answers must be individual. The lesson is held at a fast pace.
Find similar words
Target:
Progress of the game: The teacher pronounces words that sound similar: cat - spoon, ears - guns. Then he pronounces one word and invites the children to choose other words that are similar in sound: spoon (cat, leg, window, etc.), cannon (fly, drying), bunny (boy, finger), banks (tanks , sled), tire (car), ceiling (corner), etc.
The teacher makes sure that the children choose the words correctly. they pronounced them clearly and purely.
Guess wheremugs, where are the mugs?
Target: Develop auditory perception in children, teach them to distinguish and select words that sound similar.
Visual material . Two mugs and two mugs.
Progress of the game: The teacher shows the children mugs and mugs, names them and asks them to repeat. When they have mastered these words, the teacher holds the circles above the circles and asks: “What is on top (circles) and what is below (circles)?” The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.
The teacher makes sure that the children correctly indicate where each object is located and pronounce the words clearly.
Top-top-top
Target:
Progress of the game: The teacher invites the children to listen first to how “little legs ran along the path” (pronounces volumetop top at an accelerated pace), then as “big legs then fell along the road” (pronounced top...top...top slowly). After this, the teacher pronounces this sound combination, sometimes quickly, sometimes slowly, and the children must guess which feet stomped along the road - big or small.
The teacher ensures that all children accurately determine by ear the speed of pronunciation of a given sound combination, and they themselves are able to pronounce it both quickly and slowly.
Guess which train
Target: Teach children to determine by ear the speed of pronunciation of sound combinations, and also to pronounce them at different tempos.
Visual material. Pictures depicting freight, passenger and express trains.
Progress of the game: The teacher shows pictures depicting different trains and says: “When a freight train comes, its wheels knock like this (pronounces Knock-Knock slowly). The passenger train is going a little faster, and its wheels are knocking like this (pronounces Knock-Knock at a moderate pace). The fast train is moving fast, and its wheels are knocking like this: (pronounces Knock-Knock at a slightly faster pace)." Children also pronounce Knock-Knock at different paces. When they learn how the wheels of various trains knock, the teacher invites them to listen carefully and determine by ear (by the speed at which they pronounce the onomatopoeia) which train is coming. The teacher says Knock-Knock sometimes quickly, sometimes at a moderate pace, sometimes slowly. Children guess.
Kitty
Target. To develop auditory perception in children, teach them to distinguish by ear, and also to reproduce various intonations themselves.
Visual material . Flannelograph, pictures: girl, kitten, dog, saucer - or toys: doll, kitten, dog, saucer (for staging).
Progress of the game: The teacher puts a picture of a girl on the flannelgraph and says: “This is Tanya. Tanya is walking home from a walk (shows) and sees: a small kitten sitting near the fence (puts the corresponding picture on the flannelgraph). Who did Tanya see? “A kitten,” the children answer. “The kitten is sitting,” the teacher continues, “and meows pitifully Meow meow(pronounced with a plaintive intonation). How does a kitten meow? (Children (2-3) repeat with the same intonation Meow meow.) Tanya took the kitten in her arms, the teacher continues, and brought him home (moves the pictures to the side). At home, she poured milk into his saucer (she attaches a picture of a saucer to the flannelgraph). The kitten saw the milk, was delighted, wagged its tail and meowed joyfully (pronounces Meow meow with an intonation of joy). How did he meow? (Children repeat.) The kitten drank the milk, curled up and fell soundly asleep. And at this time the dog Zhuchka came running (shows a picture), she saw the kitten and began to bark loudly at him af-af, chase away the kitten. How did the bug bark? (Children (2-3) show how the dog barks.) The kitten got angry, arched its back and meowed angrily Meow meow(the teacher pronounces onomatopoeia with the appropriate intonation) - don’t disturb me from sleeping. How angry was the kitten? (Children show.) The kitten bug got scared and ran away” (the picture is removed).
Then the teacher once again reproduces the sound imitation Meow meow with different intonations (complainingly, joyfully, angrily) and invites children to determine by ear when the kitten meows pitifully, when joyfully, when angrily.
The teacher ensures that children correctly determine intonation by ear and ensures that they learn to reproduce onomatopoeia with different intonations.
Interesting words
Target . Give children an idea of the polysemy of a word; Practice pronouncing words clearly.
Progress of the game: The teacher shows the children a fountain pen and asks: “What is this?” “A pen,” the children answer. “That’s right,” says the teacher. “I have a hand, but the doll has a small hand (shows). What do we call the little hand of the doll?” “Handle,” say the children. “Yes, a small hand is also a pen.” Then he shows the bag (basket) and draws the children's attention to the fact that the bag also has a handle. “And when we open and close the door, what do we take on?” he asks again. “By the hand.” — “Who can tell me which objects still have handles?” Children remember. At the end of the lesson, the teacher draws the children’s attention to how many different objects have handles, and all the handles are different, but they are all called by the same word pen. Then the teacher says that the same word can be used to name different objects, for example, an onion that is eaten, a bow that is used to shoot.
What is he doing?
Target . Show children that words are different and they sound different.
Visual material. Pictures of a girl performing various actions: jumping, playing, reading, drawing, singing, washing herself, running, sleeping, etc.
Progress of the game: The teacher shows the pictures and asks the children what the girl is doing. When the children name all the actions shown in the pictures, the teacher offers to list what else the girl can do. If children find it difficult, he helps them: eat, wash, sing, dance, talk etc.
The teacher draws the children's attention to how many different words there are about what a girl can do.
What's wrong?
Target:
Progress of the game: First, the teacher explains the meaning of individual words: combine, mowers.
The poem “Is This True?” is read twice to the children. and offer to find inconsistencies in some phrases.
Is it true or not
Why is the snow as black as soot?
Sugar is bitter
Coal is white,
Well, is a coward as brave as a hare?
Why doesn't the combine harvester reap any wheat?
Why do birds walk in harness?
That cancer can fly
And the bear is a master at dancing?
What do pears grow on willow trees?
That whales live on land?
What from dawn to dawn
Are pine trees felled by mowers?
Well, squirrels love pine cones,
And lazy people love work...
And the girls and boys
Don't you put cakes in your mouth?
Animal names
Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text
Progress of the game: The teacher first discusses with the children what nicknames can be given to a cat, a dog, chickens, cows, and a goat. Explains that the chicken can be called “Corydalis”.
Then he invites the children to listen to the poem, and then say whether the names of the animals are correct.
And they also had
Chicken Burenka.
And they also had
Murka the dog,
And also - two goats -
Sivka da Burka!
(YU. Black)
If the children find it difficult to find all the inconsistencies in the poem, then the teacher asks questions: “Can a cat be called a Bug? Who can be called that? Can you call the chicken Burenka?” Etc.
How many words?
Target : Develop children’s attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text
Progress of the game: The teacher pronounces one word with one of the sounds being practiced. For example, when fixing a sound w calls a word bear and asks: “How many words did I say? There is a sound in this word w or not?" After the answers, the teacher asks the children to choose one word each that contains the sound w, then words that do not contain this sound. (5-6 answers.)
Then the teacher pronounces a phrase consisting of two words
“The bear is sleeping,” and asks: “Now how many words have I spoken? Name a word that has the sound sh; a word that does not have this sound.” After the children answer what the first word is (bear), which one is the second one (sleeping) The teacher asks them to name a phrase consisting of two such words, so that the name of one of them must have the given sound. The child who came up with the phrase names the first word, then the second and indicates which of them contains the given sound.
If the children easily cope with this task, then the teacher asks them to name phrases consisting of three or more words. First, the words are called in order, and then only those that include a given sound. For example, a child says the phrase: “A green car is driving” and lists the words in order: rides, green, car, then indicates the word that has the sound w(car).
In subsequent lessons, the teacher, in a playful way, invites children to select from phrases several words with a given sound, indicating the number and order of words in a sentence (phrases are given without prepositions and conjunctions). For example, in the sentence “Mom bought Tanya a teddy bear,” children first name words that have the sound w(plus-neck, teddy bear), then determine the number of words in a given phrase and their sequence.
The teacher makes sure that children correctly identify words with a given sound, clearly pronounce the sounds being practiced, and establish the number and sequence of words in sentences.
Who is the best listener?
Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text
Progress of the game:
Option 1
The teacher calls two children to him. He puts them with their backs to each other, sideways to the whole group, and says: “Now let’s play a game of attentiveness. I will name the words, and Sasha will raise his hand only when he hears words with the sound sh. What sound?.. And Larisa will raise her hand only when she hears words that contain the sound z. What sound?..” Once again he invites the children to say who should raise their hand and when. Children count the number of correct answers and mark the incorrect answers. The teacher names words at short intervals (15 words in total: 5 with the sound w, 5 with the sound w and 5 without these sounds). The following set of words is suggested: a cap, house, zhu To, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, lock, puddle, roof.
Everyone monitors whether the called guys are completing the task correctly. If one of them made a mistake, the teacher invites the other children to correct it, pointing out the given sound in the word or its absence. At the end of the lesson, the children name the child who was more attentive, identified all the words correctly and never made a mistake.
Option 2
The teacher calls two children: one of them must raise his hand to words with the sound w, the other - with the sound zh. Invites the group to name words that contain the sound sh or z. At the end of the lesson, the children determine the winner.
Option 3
The teacher asks two children to select words: one with the sound w, the other with the sound zh. The one who can name the most words without making a single mistake wins.
Come up with unusual words
Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text
Progress of the game: The teacher reads I. Tokmakova’s poem “Plim” to the children and says: “The boy came up with a funny word plim, which means nothing. Can you come up with words that also mean nothing? (3-4 answers.) Then the teacher reminds the children that in previous lessons they selected different words - names of toys, objects - with the sounds s and sh, z and zh, sh and zh. “Now come up with funny words like the word plym, but with the sounds ch and sch.” Children come up with words first with the sound h, then with the sound sh. The teacher pays attention to the fact that children highlight these sounds in words with their voice, pronounce them distinctly and clearly.
Each item has its place
Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text
Visual material . Depending on which pair of sounds is being practiced, subject pictures are selected. For example, to work on differentiating the sounds ts and h I need this set: flower, chick, hen, egg,button, ring, heron, chick, - cup, glasses, keys, fishing rodka, pen, butterfly, key, watch etc. It is advisable that the objects depicted in the pictures are not repeated.
Progress of the game: The teacher hands out one picture to the children and asks them to carefully examine what is depicted on them. Then he shows a picture with an image, for example, a color, and asks: “What sound is in this word: ts or ch?” After 2-3 correct answers, the teacher puts the picture on the flannelgraph on the left. Then he shows a second picture with an image of, for example, a teapot and asks: “What sound is in the word teapot: ts or ch?” A picture with an object with the sound h is placed on the flannelgraph on the right.
After this, he invites the children to carefully look at their pictures and determine which objects have the sound ts in their names, which h. Then he calls the children in turn, and they, similar to the actions of the teacher, attach their pictures to the flannelgraph on the left (if the name of the object contains the sound ts) or on the right (if there is a sound h). Incorrect answers are sorted out by the whole group. The child who makes a mistake is asked to choose several words for a given sound. At the end of the lesson, children first list all the objects, toys, animals whose names contain the sound c, then with the sound h, highlighting these sounds with their voice. More often, children are called in who do not differentiate these sounds clearly enough.
Guess what it is?
Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text
Visual material.
Flannelograph, a beautifully designed box with a set of pictures designed to reinforce or differentiate sounds. For example, when attaching a sound to a set of pictures should be as follows: sled, bag, fox, bus, etc.; when fixing the sound sh: checkers, car, cat, bear, etc. The same set is also used to differentiate the sounds s and sh.
Progress of the game: The teacher addresses the children: “For the New Year, Santa Claus sent many interesting objects and toys. They are depicted in the pictures that lie in this beautiful box (shows the box). Santa Claus asked not to show them to you until you yourself guess what is depicted on them. And you will guess like this. One of you will come up to me (calls one child) and, without naming the toy (or object) shown in this picture (gives it to the child), tell us everything he knows about it.” The child describes the image. For example, if the picture shows a car, the child says: “This toy consists of a body and four wheels. You can carry various items on it. What is this?" First, the teacher helps the children describe toys and objects, gradually teaching them to write independent stories. Children guess what kind of toy it is. They clearly name it, determine whether there is a sound being practiced in this word, and highlight it in a voice: mashshshina. At the end of the lesson, the children list all the toys and objects that Santa Claus gave them for the New Year.
To guess objects and toys, you can use riddles that are learned in advance with children instead of describing them.
Words can sound loud or quiet
Progress of the game: The teacher pronounces the word car loudly and asks the children how it is pronounced - quietly or loudly. Then he repeats this word in an undertone and again asks the children to answer: “And now I said this word as loudly as the first time or not?” The children answer that the word was spoken quietly. For the third time, the teacher pronounces the word “machine” in a whisper. Invites children to determine how the word is pronounced this time. The teacher once again emphasizes that the word can be pronounced with different volumes: whisper, quietly (in an undertone) and loudly. Invites the children to choose a word themselves (preferably for the sound being practiced) and pronounce it at different volumes: first in a whisper, then quietly and loudly (the words are pronounced clearly with the voice emphasizing the sound being practiced).
Option 2
Children memorize pure speech (taking into account the sound being practiced). For example, when fixing the sound l or when differentiating the sounds l - l, you can use the following phrase:
Alenka sat down in the corner. Alenka has a lot to do.
The teacher invites 3-4 children to say a pure speech, first in a whisper or quietly, that is, so as not to disturb Alenka from doing her business, then pronounce it louder than usual: as if to tell the whole group about what Alenka is doing. As exercises for developing the vocal apparatus when pronouncing phrases with different volumes, in addition to pure phrases, you can use excerpts from poems, nursery rhymes, and counting rhymes.
What sound is there in all the words?
Target:
Progress of the game: The teacher pronounces 3-4 words, each of which contains one of the sounds being practiced: fur coat, cat, mouse - and asks: “What sound is in all these words?” Children call: “Sound, sh.” Then he offers to determine what sound is in all the words below: beetle, toad, skis - w; kettle, key, glasses - h; brush, box, sorrel - sch; braid, mustache, nose - with; herring, Sima, elk - sya; goat, castle tooth - h; winter, mirror, Vaseline - g; flower, egg, chicken - c; boat, chair, lamp - l; linden, forest, salt - l.
The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.
Magic castle
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis: to teach children to distinguish by ear and pronunciation between voiced and voiceless consonants, hard and soft, whistling and hissing; develop attention to the sound side of the word; determine the presence of given sounds in words, highlight the first and last sound in words.
Progress of the game: “There was a castle high in the mountains. A kind fairy fairy lived in this castle with a beautiful daughter and a smart, strong son. The son's name was that there was a s sound in his name. What could his name be? (Children name names that contain this sound.) And the daughter was called so that her name had the sound sh. What could her name be? (“Masha, Dasha, Sasha, Shura,” the children call it).
Not far from the good Fairy lived the evil wizard Orbod. Orbod had a son. There was no s sound or sh sound in his name. What could his name be? (Children name names that do not have these sounds: “Dima, Vitya, Petya etc.".)
In the garden of the Good Fairy, beautiful flowers grew at all times of the year, and there were many different animals and birds there. Some animals had the sound s in their names. What animals were these? (Dog, fox, owl, stork.) Others had the sounds z and z in their names. What kind of Animals were these? (Goat, hare, monkey,zebra.)
In the garden of the evil wizard Orbod, only thorns and nettles grew, and his house was guarded only by those animals whose names did not contain either the sound s or the sound z. What animals were these? (Tiger, lion, leopard, jackal.)
The Fairy had a magic wand. With her help, she could transform some objects into others. As soon as she touched with her wand an object whose name contained the sound s, it turned into an object whose name contained the sound c. For example, ssglass she could turn into flower,sssol V ring Now we will also transform some objects into others. (The teacher invites some children to name objects with the sound s, and others to turn them into objects with the sound ts - creates a game situation.) When naming words, children must highlight the sounds s and ts with their voice. The evil wizard Orbod could also transform some objects into others, but into ones where both of these sounds (s and c) were absent. What objects could he turn into? pen, sofa, bed, coat, broom etc.? (Children call.)
In the garden of the Good Fairy there grew a magical apple tree, on which large, juicy apples hung all year round. And the one who ate the magic apple from this apple tree became smart and strong. But not everyone could get into the magic castle, but only those who came up with and named two magic words. One of them should begin with the sound s, the other with the sound sh. Orbod's son really wanted to get into the magic castle and try the magic apples in order to become strong and smart, but he could not say the magic words and therefore the doors of the castle were forever closed to him. Can you find words (objects) with the sounds s and c? Whoever picks them up will end up in a magic castle. (The teacher invites the children to name two words, one of which begins with the sound s, the other with the sound ts. You cannot repeat already named words.)”
During the lesson, the teacher makes sure that all children take an active part, correctly select words for given sounds, and analyze the mistakes made by their friends.
A story about a hare
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis: to teach children to distinguish by ear and pronunciation between voiced and voiceless consonants, hard and soft, whistling and hissing; develop attention to the sound side of the word; determine the presence of given sounds in words, highlight the first and last sound in words.
Progress of the game: “On the edge of the forest lived a hare and a hare with little hares. They had a vegetable garden near the house, in which they grew vegetables with the sounds r and r. What names of vegetables do you know, where are these sounds? (Children call: tomatoes,potatoes, cucumbers, radishes, turnips, dill, parsley etc.)
In the fall, the hare collected the harvest and decided to sell some of the vegetables at the market, and keep some for himself. The hare kept the vegetables with the sound ry in their names. What vegetables did the hare keep for himself? (Radish, turnip, radish.) Is the sound soft or hard? The hare decided to sell vegetables with the sound p in their names at the market. What vegetables did the hare decide to sell at the market? Is the r sound hard or soft?
Early in the morning the hare went to the market. He walks, sings songs, and a hedgehog runs towards him with a big bag on his back. “Hello, prickly!” - says the hare to the hedgehog. “Hello, little ear!” - the hedgehog answers. "What's in your bag?" - asks the hare. “Toys for my hedgehogs,” the hedgehog replies. “What kind of toys?” - asks the hare. “Yes, they are different,” says the hedgehog, “there are toys whose names have the sound w, but there are also those whose names have the sound w.” F - what sound: voiced or unvoiced? Is the sound w voiced or unvoiced? What kind of toys do you think the hedgehog carried in the bag that have the sound z in their names? What toys had the sound sh?
The hare said goodbye to the hedgehog and moved on. Along the way he met many familiar animals. First he met those whose names began with a hard consonant. What animals were these? (Wolf, dog, mole, mouse.) And then I met animals whose names began with a soft consonant. Who could it be? (Bear, hippopotamus,squirrel, fox etc.)
And then, finally, the hare came to the market. He quickly sold his vegetables, and with the proceeds he decided to buy various dishes for the house. He bought dishes from a raccoon whose names began with voiced consonants. What utensils do you know that begin with voiced consonants? (Fork] spoon, decanter, saucers etc.) And from the badger the hare bought dishes whose names begin with voiceless consonants. ( Potplate, frying pan, ladle etc.) In the evening, when the hare came home with new dishes, the hare and the little hares were very happy with his purchases.”
Gifts for forest animals
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis: to teach children to distinguish by ear and pronunciation between voiced and voiceless consonants, hard and soft, whistling and hissing; develop attention to the sound side of the word; determine the presence of given sounds in words, highlight the first and last sound in words.
Progress of the game: “Crocodile Gena was on vacation in Africa this year. From Africa he brought many different gifts to his friends (forest animals). He gave each one a toy or object that begins with the same sound as the name of the animal. For example, a bunny... What sound does the word begin with? bunny? That's right, from the sound z. He gave zzbell. What sound does it start with? zzbell(“With the sound z,” the children prompt.) So, bunny he gave zzbell.
Llysenku... What sound does this word begin with? That's right, from the sound." If one of the children says with the sound l, the teacher repeats the word, asking them to listen carefully and determine what the first sound in this word is: l or l. “What gift did the crocodile Gena prepare for the little fox?” If the name of a toy or object picked up by children begins with a hard consonant, then the little fox will not accept the gift. He (the teacher) says that this gift was intended for another animal: for example, if someone names a spatula as a gift, then the little fox offers to give this item to the elk calf, since the word spatula begins with the sound l, and, says the little fox, a gift like a ribbon would be more suitable for me.
The teacher invites the children to name what gifts the crocodile Gena could give to such forest animals as a squirrel, a badger, a bear cub, a wolf cub, a frog, a magpie, a crow, etc., as well as to his close friend Chebu Rashka.
Then the teacher can invite the children to choose gifts for pets: a kid, a lamb, a foal, a puppy, a donkey, a kitten, a camel, etc.
Name the first sound in the word
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis: to teach children to distinguish by ear and pronunciation between voiced and voiceless consonants, hard and soft, whistling and hissing; develop attention to the sound side of the word; determine the presence of given sounds in words, highlight the first and last sound in words.
Visual material. Pinocchio toy.
Progress of the game: The teacher shows Pinocchio and says: “Pinocchio will soon go to school, and today he came to our lesson to learn to recognize the first sound in words. Pinocchio, what sound does your name begin with? Pinocchio waves his head (staged). Teacher: “You don’t know what sound your name starts with? Children, tell me what sound the name Buratino begins with.” After the answers, the teacher offers to determine with what sound the names of their neighbors begin (“Sasha, what sound does the name of the girl who sits next to you begin with?”), the names of certain animals and objects.
Name the last sound in the word
Target:
Visual material . Pictures: bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippo, etc.; flannelograph.
Progress of the game: The teacher shows the picture, asks to name what is shown on it, and then say what the last sound is in the word. Asks 2-3 children to clearly repeat the sound in the word. (“What is this?”—shows a picture. “Door,” the children call. “What is the last sound in this word?” Children: “Sound ry.”) The teacher pays attention to the clear pronunciation of isolated sounds, the clear differentiation of solid and soft consonants (“Vslove door the last sound is ry, not r.”) When all the pictures are laid out on the flannelgraph, the teacher suggests putting pictures in which the names of objects end in a hard consonant on one side, and on the other - with a soft consonant. Children whose pronunciation of sounds is not yet clear enough are asked to clearly pronounce the consonant sounds at the end of the word.
Choose another word for the last sound in the word
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.
Progress of the game: The teacher divides the group into two teams (in rows) and offers this game. Children of one team (left row) first select a word for a given sound, clearly pronouncing all sounds. Children of the other team (right row) must correctly choose the word for the sound that ends with the word spoken by the first team (left row). For example, the teacher asks the children in the left row to choose a word with the initial sound sch. Children call it: “Puppy.” Educator: “What sound does the word end with? puppy?" Children of the second team (right row) name the last sound in this word (k) and select another word for this sound, for example cat. Children of the first team indicate what sound the word ends with cat, and select a word based on the last sound, i.e., the sound t, for example tank.Puppy— cat— tank etc. The game continues until one of the children of one or another team makes a mistake.
Whosethe team will win
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.
Progress of the game: The teacher calls 6 children and distributes them into two teams. Offers to come up with names for their teams: one of the teams must come up with a name that starts with a voiced consonant, the other chooses a name for their team that starts with a voiceless consonant. The rest of the children are fans and will help their teams.
For example, one of the teams is “Zarya”, the other is “Spartak”. If the children themselves cannot name the commands, the teacher prompts them.
“The Zarya team,” says the teacher, “will name only those words that begin with a voiced sound, the Spartak team will select words that begin with a voiceless consonant.” Children from each team take turns naming the words (then with voiced consonants, then with voiceless consonants). For each correct answer, the team receives a chip. The team that wins is the one that names the most words and makes fewer mistakes, i.e., receives the largest number of chips (they are counted at the end of the game).
Find the right color
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.
Visual material . Geometric shapes: squares (triangles, circles, rectangles, ovals) of different colors - red, black, white, yellow, green, blue, purple, brown, orange; flannelograph.
Progress of the game: Geometric shapes are cut out of colored paper in different colors. In class, the teacher can use only one shape, for example squares. The teacher shows squares of different colors and clarifies the children’s knowledge of all the above mentioned colors. The squares are attached to the flannelgraph. Then he offers to name only those colors whose names contain the sound r ( red, orange, blackny), then name the squares of the same color, the name of which contains the sound ry (brown), finally, squares whose names have the sound l (yellow, blue, white), sound l (green, purple); name squares of a color whose name does not contain either the sound r (рь) or the sound l (l).
In which words is the sound superfluous, in which is it missing?
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.
Progress of the game: The teacher invites the children to listen carefully to the poem “Inadvertently” by I. Tokmakova. First, read the entire poem.
For help! To the big waterfall
Fell young leopard!
Oh no! Young leopard
Fell into the big one waterfall
What to do is again at a loss.
Hold on dear leopard,
Come back, dear leopard!
It doesn't work out again in vain d!
The teacher asks if she read all the words in this poem correctly. Invites children to determine why some words are unclear. After answering, read the poem again in parts.
Then the teacher asks the children to name words in which the sound p would be superfluous (missing). Children come up with words, clearly pronouncing the r sound in them.
How are the words different?
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.
Progress of the game: Educator: “There are words that, although they sound similar, are different. House And catfish Same words? That's right, different: house- a room where people live, catfish - fish. But they sound close. Cat And spoon. Sound similar? (Children answer.) A house And cat? Sound similar or not? House And som They are similar in sound and differ only in one sound. In a word house first sound d in a word som- With. What sound should be replaced in the word house, to make the word catfish? (If the children find it difficult, the teacher prompts.)
What is the difference between the word varnish from the word cancer? What sound should be replaced in the word cancer, to make the word varnish?)
The teacher asks the children to name how these words differ; cone— bear, cat— mouth, poppy— cancer, doughplace, jackdaw— stick, day— stump, sponge— fur coat, rook— doctor, friend— circle; rat— roof, spit— goat, bowl— bear, fly— midge etc. Children repeat words, establish differences, clearly pronouncing isolated sounds.
Option 2
The teacher invites the children to determine how the words differ mole And cat, asks: “What sound should be added to the word cat, to make a word mole?" Then he suggests determining how the words differ: spruce And gap,Olya And Kolya, one hundred And table, ox And wolf, table And pillar, games and tig ry, port And sport, cat And baby, ducks And day, helmets And, paint, owl And words, beans And beavers.
The teacher makes sure that children not only correctly indicate the differences in words, but also clearly and distinctly pronounce individual sounds: “The word Kolya has the sound k (not ka, ke), but the word Olya does not have this sound.” Or: “You need to add the sound k to the word Olya to get the word Kolya.”
Watch
Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.
A drawing of a clock is used as visual material.
Progress of the game: The child is asked to name the objects and animals depicted on the watch dial. When naming them, attention is paid to the clarity and correct pronunciation of the sounds sh, zh, ch, shch, l, l, r, r;
- when naming an object or animal, pronounce the words so that the sounds in them are clearly heard (w, zh, h, sch, l, l, r, r),
that is, highlight them with a voice: zhzhzhuk;
-find and name words that contain the sound w, sound w, etc.;
- highlight and name the first and last sound in the names of objects;
- first name those objects that begin with voiced consonants, then - with voiceless ones;
- determine what the first and last sound in the name of the object is: hard or soft consonant, vowel;
- choose words that begin with the same sound as the name of the object indicated by the small arrow;
- choose words ending with the same sounds as the name of the object that the little one is pointing at
clock hand;
- come up with phrases consisting of two, three and four words, always including the names of those objects that the small and large hands of the clock point to.
We “knock” the ball with our palm, repeating in a friendly mannerbut the sound
Target : Development of phonemic awareness, reaction speed, consolidation of knowledge of vowel sounds.
Progress of the game . Teacher: When you hear the sound “A”, hit the ball on the floor. After catching the ball, repeat this sound.
A - U - O - U - A - A - O - U
The vowel sound is heard by the ears, the ball takes offabove the top of the head
Target: Development of phonemic perception, reaction speed, selection of a given vowel from a number of others.
Progress of the game Teacher: I will name vowel sounds. Toss the ball when you hear the "E" sound.
A - E - U - Y - E - A - U - O - A - E - Y - E
My ball and I sing vowel sounds together
Target : Development of a long, smooth exhalation, consolidation of the pronunciation of vowel sounds.
Progress of the game Option 1. The teacher invites the children to sing a vowel sound while rolling the ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel:
Option 2. The game can be played while sitting on the floor - in a circle or in pairs, singing the vowel sounds assigned by the speech therapist and rolling the ball.
The teacher draws the children's attention to the fact that the ball needs to be rolled smoothly and the sound sung protractedly.
Knock
The sounds I want to say
And I hit the ball.
Target: Training in clear pronunciation of vowel sounds, development of phonemic awareness.
Progress of the game . Children and teacher sit in a circle. The ball is sandwiched between each knee. The speech therapist pronounces vowel sounds by tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example:
AA EE OO UU
AAA EEE LLC UUU
Then you can pronounce various combinations of sounds:
AAEAEO AAU
Singing balls
First I hit the ball, and then I roll it.
Target: Strengthening short and long pronunciation of vowel sounds, developing phonemic perception, strengthening long oral exhalation.
Progress of the game. Children are distributed in pairs and sit facing each other at a distance of three meters. Each pair has a ball. The teacher pronounces combinations of vowel sounds. The last sound is pronounced for a long time and sung.
For example: A A E-uh-uh. U E A-a-a-a-a.
The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to his partner. Rolling the ball is emphasized as smooth and prolonged, as is the pronunciation of a vowel sound.
Multi-colored balls
Red is a vowel. Blue - no. What's the sound? Give me the answer!
Target: Strengthening the differentiation of vowels and consonants, developing attention and quick thinking.
Equipment: balls are red and blue.
Progress of the game . Option 1. The teacher throws the ball to the children. The person who catches it calls out a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the speech therapist.
Option 2. The child names a word that begins with a vowel sound if the ball is red. And if the ball is blue, then the child names a word that begins with a consonant sound.
Quiet- loud
We rode through the mountains
They sang here and sang there.
Target: Strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.
Equipment: small balls.
Progress of the game. Singing a given sound as demonstrated by the teacher. The strength of the voice is commensurate with the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, down (downhill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the track), the strength of the voice does not change.
In the future, children independently assign tasks to each other.
Pass the ball- word on-call
Target: Development of phonemic awareness, reaction speed.
Progress of the game . The players line up in a column. The players standing first have one large ball (25-30 cm in diameter).
The child names the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible).
The next player independently comes up with a word for the same sound and passes the ball on.
Sound chain
We will connect a chain of words.
The ball won't let you put a point.
Target:
Progress of the game. The teacher says the first word and passes the ball to the child. Next, the ball is passed from child to child. The final sound of the previous word is the initial sound.
For example: spring - bus - elephant - nose - owl...
One Hundred Questions- one hundredanswers starting with the letter A (I, B), and only with this
Target: Development of phonemic representations and imagination.
Progress of the game . The teacher throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound I.
— What is your name?
— Ira (Ivan).
— What about the last name?
— Ivanova.
— Where are you from?
— From Irkutsk.
— What's growing there?
— Figs
— What birds are there?
— Orioles.
— What gift will you bring to your family?
— Taffy and toys.
Syllable and syllable- and the word will be, we will play the game -heaven again
Option 1.
Target: Strengthening the ability to add a syllable to a word.
Progress of the game . The teacher tells the children:
— I will say the first part of the word, and you will say the second: sa— har, sa— neither.
Then the speech therapist throws the ball to the children one by one and says the first syllable; the children catch it and throw it back, saying the whole word. You can throw the ball on the floor.
Option 2.
Target: Differentiation of sounds, development of attention, speed of thinking.
Progress of the game . The teacher throws a ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child finishes the word.
For example: Sha- balls
sa- sled
sho- rustle
co- magpie
shu- fur coat
su- bag
Let's catch the ball - once! And two - we will unravel the words!
Target: Development of phonemic representations, activation of the dictionary.
Progress of the game . When throwing the ball to the children, the teacher pronounces the words, and the children, returning the ball, repeat them:
Plate, cave, room, dishes, display case, well.
Then the speech therapist confuses the words by rearranging the syllables. And the children must untangle them.
Speech therapist: Children:
reltakaplate
chipperscave
nakomtaroom
soupdishes
trivinashowcase
well well
Sounding toys
Prick up your ears: the sounds will tell you the toys
Target: Analysis and synthesis of reverse syllables and consolidation of syllable fusion.
Equipment: red and blue balls made of fabric with letters embroidered on the edges, indicating vowels and consonants.
Progress of the game . The teacher calls two children: “These are sounding toys, they can sing and speak.” Calls in the children's ears the sounds that they will have to sing or pronounce. “Now I’ll press the button and our toys will talk” (touches the children one by one).
“Toy children” reproduce their sounds, and the rest of the children orally “read” the resulting syllable.
Children determine which sound they heard first, which sound they heard second, and reproduce the syllable along with the “sounding toys.” Then the reverse syllable is laid out from balls with letters and read.
Catch the ball— make up the word
Target: Composition of three-sound words and their analysis.
Equipment: balls made of fabric with vowels and consonants embroidered on them.
Progress of the game The teacher throws a ball to each child, calling out the sounds of the intended word:
M - A - K
HOUSE
CAT
Children find the letter on their ball that corresponds to the named sound, and make a word from the balls, read it, and analyze it.
Catch the ball And ball bro-sai- how many sounds, name them
Target: Determining the sequence and number of sounds in a word.
Progress of the game . The teacher, throwing the ball, pronounces the word. The child who caught the ball determines the sequence of sounds in the word and names their number.
Subsequence. Three-sound words like: MAC, SLEEP, KIT.
Four-sound words with open syllables: FRAME, MOTHER.
Four-sound words with a combination of consonants: MOLE, TABLE, ARGUMENT.
I'll meet the word on the road— I'll break it down intosyllables
Target: Training the ability to divide words into syllables, developing attention and quick thinking.
Progress of the game . The teacher throws the ball to the children, naming one-syllable, two-syllable and three-syllable words. The child who catches the ball determines the number of syllables, names them and throws the ball back. You can invite children to pronounce the word syllable by syllable while simultaneously hitting the syllables with a ball.
Change this wordchanging- lengthen
Target: Expansion of vocabulary, development of attention, speed of thinking.
Progress of the game. The teacher throws the ball to the children and pronounces a one-syllable word: garden, bush, nose, knife, table. The child who caught the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of syllables is determined.
Horn
Progress of the game: Children stand in a row facing the teacher and raise their arms up from the sides, touching with their palms, but do not clap. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound at loudly at first, and then gradually quieter. They lower their hands and fall silent.
Progress of the game: Children stand in two rows facing each other. One group of children pronounces a sound either quietly or loudly A, the other quietly responds: “ a - a - a».
Dashes
Progress of the game: The children go to their homes. At the teacher’s signal, one of the children calls another of his choice: “Ay, ay, Vanya.” Vanya, in turn, answers him: “Ay, ay, Vova,” and they quickly change places. Then Vanya chooses another comrade and changes places with him in the same way.
The wind blows
Progress of the game: Children and teacher stand in a circle. The teacher says: “We went for a walk in the forest in the summer.” Everyone joins hands and leads a round dance, and the teacher continues: “We are walking through the field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying.” The teacher and children stop. “The wind blows quietly, like this: in - in - in"(pronounces the sound quietly and for a long time V) children repeat after him. Then the movement of the round dance continues under the leisurely speech of the teacher: “We came to the forest. We picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind: in - in - in“- the teacher pronounces this sound loudly and for a long time. Children stop and repeat the sound after the teacher.
Who will win?
Progress of the game: The teacher calls two children and puts them facing each other. At the teacher’s signal, the children simultaneously begin to draw out vowel sounds, first quietly and then loudly. Whoever lasts the sound longer wins.
Bubble
Target:
Progress of the game: Children stand in a tight circle, tilting their heads down, imitating a bubble. Then, repeating after the teacher:
Blow up the bubble
Blow up big
Stay like this
And don't burst.
Children raise their heads and gradually move back, forming a large circle. At the teacher’s signal: “The bubble has burst.” Children go to the center of the circle, saying With, imitating the air escaping.
Whose ship makes the best sound?
Target: Developing a smooth, strong exhalation
Progress of the game: Each child is given a clean bottle (height - 7 cm, neck diameter 1 - 1.5 cm). The teacher says: “Children, look how my bubble buzzes if I blow into it (buzz). It sounded like a steamship. But will Vanya’s steamer hum?” The teacher calls all the children in turn, and then invites everyone to honk together.
Whose bird will fly farther?
Target: Developing a smooth, strong exhalation
Progress of the game: Children are given figurines of birds. The birds are placed on the table at the very edge. The teacher calls the children in pairs. Each child sits opposite the bird. The teacher warns that you can only move the bird with one exhalation; you cannot blow several times in a row. At the signal “let’s fly,” children blow on the figures.
Cook
Target:
Progress of the game: All children stand in a circle, the driver walks around the circle. He has a chef's hat in his hands. The children recite the poem in chorus:
Let's play cook
No one should yawn.
If you are the cook,
Then quickly go around.
After the words “quickly go around,” the driver stops and puts the cap on the child standing next to him. The person who received the cap and the driver stand with their backs to each other and, at the teacher’s signal, walk in a circle. Whoever gets around the circle first wins.
Magic mirror
Target: Development of rhythmic expressive speech.
Progress of the game: Children stand in a circle or sit on chairs. The driver approaches one of the guys and says:
Well, look at the mirror!
Repeat everything to us correctly!
I will stand in front of you
Repeat - everyone follows me!
The driver pronounces any phrase, accompanying it with any movements. The one to whom he addressed must accurately repeat both the phrase and the movement. If a child makes a mistake, he is eliminated from the game. The new driver is the one who does everything without mistakes.
Flock
Target: Development of rhythmic expressive speech.
Progress of the game: Children choose a driver. The teacher recites a little rhyme with the children:
Sing along, sing along,
Ten birds - a flock:
This bird is a nightingale,
This bird is a sparrow
This bird is an owl
Sleepy little head.
This bird is a waxwing,
This bird is a crake,
This bird is a starling,
Little gray peen.
This one is a finch
This one is a swift
This one is a cheerful swift,
Well, this one is an evil eagle.
Birds, birds - go home!
After these words, the children run away, and the driver tries to catch someone
Overtake
Target: Development of rhythmic expressive speech.
Progress of the game: Children stand or sit. Opposite there is one chair 10 steps away. Two drivers are selected. They stand in front of the chair. The teacher, together with all the children, recites the poem:
For a girl's hand
The bird sat down.
Girl birdie
I didn't have time to catch it.
After these words, the drivers run to the stump. Whoever manages to sit on it first wins.
Find out by intonation
Target: Development of rhythmic expressive speech.
Progress of the game: Each child takes turns portraying either a sick, or angry, or surprised, or cheerful person. In this case, you need to pronounce short words with a certain intonation:
Ah ah ah!
Oh oh oh!
Ah - ah - ah!
Oh oh oh!
The rest of the children must guess from the facial expression, the entire posture of the speaker and intonation who the driver is portraying
Bear and Christmas tree
Target: Development of rhythmic expressive speech.
Progress of the game: Two drivers are selected: one will be a bear, and the other, for example, a wolf. From different ends of the room they must walk towards each other. When they meet, a dialogue occurs between them.