Games to develop the sound culture of children's speech. Methodology for developing sound culture of speech outside of class

Lotto “Identify the first sound in a word”

GOAL To train 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:

· a - bus, stork, pineapple, watermelon

· y - fishing rod, mustache, duck, iron

· and - oriole, needle, turkey, frost

· p - tent, saw, dress, briefcase

· ts - heron, compass, numbers, chicken

· h - teapot, clock, bird cherry, cherry

· k - pencil, kitten, grasshopper, paints

· x - robe, cotton, hockey player, hamster

· s - hay (tog), lilac, starling, dog

· z - castle, hare, umbrella, strawberry

· f - acorns, giraffe, beetle, crane

· sh - hut, rosehip, cone, closet

l - swallow, ladder, skis, frog

· r - crayfish, radish, lynx, rowan

The combination of items 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.).

An approximate 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. He asks who has the name of an object with the sound a (u, 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

GOAL To train 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 - macro-crocodile - bow). 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.

PROGRESS OF THE GAME The children have cards on their tables (one for two). The teacher has a card with a picture of a pencil. 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 ends with the word 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 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 that ends with the word - 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

GOAL To train children in finding the place of sound in a word (at the beginning, middle or end).

GAME MATERIAL Cards with patterns for the location of sounds in words (one cell is colored at the beginning, end or middle of the pattern).

PROGRESS OF THE GAME 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 - the sound is 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 the sound a, in another the sound a is in the middle, and the third word 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. 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.”

PROGRESS OF THE GAME EXERCISE OUTSIDE CLASS 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

GOAL To train children in finding the place of sounds s or sh in a word (at the beginning, middle or end).

GAME MATERIAL Cards with patterns for the location of sounds in words (one cell is colored at the beginning, end or middle of the pattern). Subject pictures: bag, bowl, ear, catfish, cabbage, pineapple, scoop, scales, bus, bench, fox, forest, hat, bear, shower, fur coat, chamomile, pencil, hat, cherries, lily of the valley, ball, cup, reeds .

Option 4. 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.

Option II Having received the card, the child selects 3 words with the sound s or w, focusing on the shaded square.

Who lives in the house?

GOAL To train 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 3 s c f Cat hare elephant circus giraffe Goat zebra Dog chicken crane Rabbit goat Magpie heron hedgehog Kangaroo monkey Bullfinch chicken toad Crocodile winter Fox sheep beetle R elk crab horse fish squirrel tiger wolf crow oriole sparrow mole When houses will be settled, the teacher asks: Maybe 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 k, and the rabbit can move to the house with the letter l, away from the toothy crocodile.

PROGRESS OF THE GAME OUTSIDE CLASS Three or four children play. 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 lives in house p), then the picture gets the child who was the first to say that that animal should live in his house. If it turns out that some animal has nowhere to live because the house assigned to it is already occupied (for example, a cat can only live in house k), the teacher invites the children to think about where other animals can be moved to make room for it.

PROGRESS OF THE GAME 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.

Who will collect things faster?

GOAL To train children in differentiating sounds s - sh.

GAME MATERIAL A large map with 2 suitcases in the middle. Drawn in a circle are items of clothing whose names contain the sound s or sh (sweater, sundress, boots, sandals, suit, fur coat, cap, hat, earflaps, scarf, shawl, shirt). 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 the letters s 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

GOAL To train children in differentiating the sounds r - l, s - sh.

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 contain the sounds s, sh, r, l. Items whose names contain 2 sounds (with n r or and w) are presented in two versions (2 sweaters, 2 sugar bowls, etc.). There are squares drawn under the pictures (players will put “money” on the square).

2. Money - paper cards with the letters s, w, r, l. Each letter must be in six or more copies. With coins you can buy: a sugar bowl, a glass, a frying pan, a sweater, a sundress; for coins w - a shirt, a hat, a jug, a cup; for coins - sugar bowl, sweater, shirt, etc.

Option I 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 c you can buy those items whose names have the sound c, with money p you can buy things with the sound p. Place the coin on the square with the number you need. If you pay correctly, I will sell you the goods." The one who spends his money faster wins.

Option II “Money” - letters - lie on the table with the images down. Each player takes any 6 coins and buys the corresponding product.

Collect a bouquet

GOAL To train children in distinguishing a given sound in words.

GAME MATERIAL

· Cards with vases (applique, drawings). Each vase contains stems with flower heads attached to the ends. The vases have pockets.

· Cards with letters or flowers drawn on them (inserted into pockets).

· Multi-colored flowers cut out of paper (it is advisable to present each color in several copies). Below are the colors with the sounds s, l, r, zh, z in the names: s p. R z - z blue blue red orange lilac white pink yellow red purple orange green gray green lilac pink yellow gray To play in the lesson, follow the ends of the stems Glue on mugs made of velvet paper or flannel, and cover the flowers on the back side with velvet paper.

PROGRESS OF THE GAME The teacher places 2 or 3 cards in front of the children, 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 daisy on it, there should be flowers of the same color and shades, the name of which contains the sound r. 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 added orange" (sound).

PROGRESS OF THE GAME EXERCISE OUTSIDE CLASS The composition of the players is up to five. Everyone receives a card with a vase. The teacher shows the flowers one by one 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 the board game are made in smaller sizes and without lining with velvet paper or flannel.)

Find a match

GOAL To train 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.

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 - braid, bear - mouse, whale - cat, grass - firewood, roof - rat, mustache - wasps, reel - reel, helmet - mask, lump - catfish, duck - fishing rod, poppy - crayfish, house - smoke.

PROGRESS OF THE GAME The teacher places a disk with pictures (in the upper half) on the flannelgraph. The rest of the pictures are located on the flannelgraph or lie on the table. The teacher invites the 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; its name sounds similar to the name of the object that the top arrow points to.” 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 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

GOAL To train 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.

2. Subject pictures - 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 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. The child takes a picture, clearly pronounces the word and determines 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 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

GOAL To train children in determining the number of syllables in words.

GAME MATERIAL 1. Image of a pyramid of squares (in 3 rows): at the bottom - 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - 1 for one-syllable words. There are pockets at the bottom of the squares. 2. Subject pictures: for one-syllable words: catfish cancer bow lynx chair ball cheese goose key, etc. for two-syllable words: goat cat toad squirrel sheep ram teapot cup, etc. for three-syllable words: dog pelican plate raspberry cow parrot bus boots lion beetle tiger wolf ball fish penguin pitcher bag crow kangaroo locomotive chicken

Option I 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.

PROGRESS OF THE GAME EXERCISE OUTSIDE CLASS For the board game, cards are made with the image of a pyramid of squares (without pockets). (Children place pictures on squares.) Each player receives a card with a pyramid, independently selects pictures with the required number of syllables and “builds” a pyramid. The teacher checks how the task is completed.

Flower shop

GAME MATERIAL 1. Image of a pyramid of squares (in 3 rows): at the bottom - 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - 1 for one-syllable words. There are pockets at the bottom of the squares. 2. Subject pictures: lion beetle tiger wolf ball fish penguin jug bag for one-syllable words: catfish cancer onion lynx goose key cheese chair ball, etc. for two-syllable words: goat cat toad squirrel sheep ram teapot cup, etc. for three-syllable words: dog cow crow pelican parrot kangaroo plate bus steam locomotive raspberry boots chicken, etc.

Option II 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 CLASS For the board game, cards are made with images of a pyramid of squares (without pockets). (Children place pictures on squares.) Each player receives a card with a pyramid, independently selects pictures with the required number of syllables and “builds” a pyramid. The teacher checks how the task is completed.

Flower shop

GOAL To train children in dividing words into syllables. 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, clove. Four syllables: forget-me-not, bell, chrysanthemum.

2. Number cards - “money” with two, three and four circles.

3. Typesetting canvas.

Option I 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. 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 .

Option II. Let's plant flowers in the flowerbed. The teacher hands out postcards 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

GOAL To train children in identifying the first or last sound in words, in composing words from highlighted sounds (three or four), in reading words of three or four letters (in speech therapy groups).

GAME MATERIAL

1. A table on which there are 2 long pockets glued on the left, one under the other for subject pictures and letters, and on the right - 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, for, vase, duck.

PROGRESS OF THE GAME 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, ax), crayfish (fish, watermelon, chicken), ball (cone, watermelon, fish), catfish (sleigh, wasp , hammer), rose (lynx, hoop, hare, bus), vase (wolf, orange, castle, pineapple). Words that can be made using the last sounds: com (lock, bucket, catfish), cat (hammer, chair, plane), cancer (axe, saw, wolf), ball (lily of the valley, spinning top, tractor), catfish (bus, coat , com), duck (kangaroo, helicopter, sock, boat).

What are their names?

GOAL 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 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 the letters a, y, o, s, l, m, w, r.

Option 1 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. The 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 Rozha: hand, wasps, poppy, car.

Option II 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 composed according to the second sound in the words: Lara (elephant, crayfish, watermelon, poppy); Shura (ears, chickens, rook, sleigh), etc.

IV option Names are composed according to the third sound in words: Lara (wolf, rook, mark, crane); Roma (brand, elephant, lamp, dress); Shura (bear, trumpet, stamp, crab).

Train

GOAL To teach children to determine the presence of the specified sound in words. Practice determining the number of sounds in words. Practice determining the number of syllables in words.

GAME MATERIAL 1. A 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; g: 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 monosyllabic 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.

Option I The teacher shows the children a steam locomotive and 9 pictures of animals, explains: “The train for animals and birds has arrived. It has three carriages. Each animal can only travel in the carriage assigned to it. In the first carriage there will be animals whose names contain the sound s...”, 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/)). Then he invites three more child controllers (or one child) who must check that the passengers are in their seats. Next, the teacher changes the signs on the cars, and the children select animals, focusing on names with the sounds 3, Ш, Л.

Option II 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: b, s , k", etc.

Option III 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.

Clothing store

GOAL To practice identifying the first sound in words - to choose (“buy”) clothes based on a specific sound at the beginning of a word. To teach how to classify clothing by type based on common characteristics: outerwear, light dress, underwear, hats, shoes.

GAME MATERIAL 1. Table divided into strips - shelves for clothes. 2. Object pictures depicting clothes, the names of which begin with sounds: p - coat, dress, scarf, Panama hat; b - trousers, sleeveless vest, blouse, boots; c - sweater, boots, sundress, sandals; k - jacket, suit, overalls, sneakers, tights, cap; w - fur coat, shorts, cap, hat; t - vest, panties, shoes, slippers. 3. Cardboard squares with the letters b, p., s, etc.

Option I In the middle group, 4 children take part in the game. The teacher puts a table with stripes in front of the children and says that these are shelves in the Clothing store. Various clothes were brought to the store from the garment factory and sewn there. He begins to put 4 object pictures on the shelves and asks the children what these things are called. On the top shelf he places pictures of coats, fur coats, jackets and overalls, below - sweaters, sundresses, dresses, trousers. Then headdresses: hats, hats, caps, scarves, and on the bottom shelf - shoes: boots, boots, shoes, sneakers. Invites children to go to the store and buy 4 things, one from each shelf. Explains: “I will be a salesman in a store and sell goods to someone who politely addresses me and correctly names the item he wants to buy.” Children lay out the purchased items in front of them and name them, highlighting the first sound in the word. Then the teacher again puts the table with stripes in front of the children, says that this is a closet with shelves, and offers to put clothes in it. “On the top shelf put the clothes we wear when we go for walks.” Each child chooses the right thing, names it, highlighting the 1st sound in the word. When the children put all 4 pictures in place, the teacher offers to list clothes for the street to one of the children. The children also post other pictures: “Put the clothes we wear at home in the group, and in the summer - and on the street - everything that we put on our heads. everything that we put on our feet...” Then the children change the order of choosing the product. Those who chose clothes first are now the last to buy. Some pictures can be changed.

Option II The teacher again invites the children to go to the store, but with “money.” Shows children squares with letters. Each child is given 2 squares with the same letters and explains that with this money you can buy 2 things whose names begin with the sound indicated by the letter. If someone has the letter c written on their square, then you can buy a sweater, but you cannot buy a hat. Why? The seller sells clothes to the one who names it correctly and gives the letter with which the word begins. About the purchased clothes, the teacher asks the children to tell each other what they bought and when they will wear these things. Each child tells, turning to peers, for example: “I bought boots for winter, and sandals for summer” or “I will wear a fur coat in winter, and shorts in summer,” etc. At the end, the teacher again puts the table with stripes in front of the children and offers to arrange things on the shelf. He explains that on the edge of the shelf there is a square with a letter and on this shelf you can only put things whose names begin with this sound. When playing again, you can increase the number of squares or give children squares with different letters.

Option III In the older group, 4-6 children play. The teacher increases the number of shelves for goods (5-6) and arranges pictures depicting clothing items by type: outerwear, light dress, underwear, hats and shoes. The teacher invites the children to a new clothing store to see what goods were brought there. When looking at the pictures, the teacher draws the children’s attention to the fact that the clothes are laid out on the shelves in a certain order. He asks: “Why are there only boots, boots, slippers, and sneakers on one shelf? What word can be used to name all these objects? (Shoes.) What word can be used to describe the objects on the shelf where panties, tights, and a vest are located? (Underwear.) When considering outerwear and light dresses, children should be introduced to names such as “outerwear” and “light dress.” Explain, if children do not know, why a fur coat, coat, jacket, overalls are called outerwear (these things are put on top of a light dress, which they wear indoors in the cold season, and in warmer months they can wear such clothes outside). Large stores have different departments for clothing. They are called... (children list their names). The teacher offers to play clothes store. He gives the children 3 squares with different letters - that's money. With this money you can buy one thing from each shelf, if its name begins with the sound indicated by the letter. “What kind of shoes can you buy if you see the letter c on the square (boots or sandals)?” Before the start of the game, the teacher reinforces the rules of the game with the children: 1. You can only buy one thing from the shelf. 2. The name of the thing must begin with the sound written on the square. The teacher takes on the role of a seller and sells clothes to the buyer who correctly named it and highlighted the first sound in the word with his voice. The teacher can conduct the end of the game in the form of a dialogue between the children - one child tells what he bought and in which department (“I bought a jacket in the Outerwear department, trousers in the Light Dress department, and boots in the shoe department.” ). Then he asks his interlocutor what he bought. Dialogues can also take place like telephone conversations. The winners are the children who “bought” 3 things in different departments of the store.

IV option The teacher places in front of the children a table with pictures depicting clothes grouped by type: winter, etc., puts a box with letters on squares and offers the first child to buy only winter clothes, the second - summer, the third - spring, the fourth - autumn . He explains that in order to buy the chosen clothes, you need “money” - the letters with which the names of the things everyone needs begin. Before completing the game task, the teacher asks the children to name the rules of the game: 1. Choose clothes for a certain time of year. 2. Choose a letter indicating the sound with which the name of the thing begins. Children lay out the purchased items in front of them and, at the request of the teacher, name their set of clothes with a general word: winter, spring, summer, autumn. The teacher asks whether spring and autumn clothes are as noticeably different from each other as winter and summer clothes. Explains

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 will give the mushroom to the hedgehog; zhi-zhi-zhi - where do hedgehogs get mushrooms?”). Such exercises help children master question intonation 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.

Svetlana Kislyakova
Card index of games aimed at developing the sound culture of children's speech

Dear Colleagues. I present to your attention game card index, aimed at developing the sound culture of children’s speech(from younger ages to preparatory group).

Exercises to consolidate correct pronunciation and develop phonemic awareness

(Junior group)

Goals sounds, words.

Exercise "Let's blow some feathers"

Children stand in a circle, the teacher gives them fluff. Offers to blow on them, pronouncing: "Ewwww", - and watch them fly. Then the children pick up the fallen fluffs. (repeat 5-6 times.)

Material. For each child, a piece of fluff or a rectangle cut out of tissue paper (3x1 cm).

A game "Bear cubs eat honey"

The teacher tells the children that they will be bear cubs, and bear cubs really love honey. Offers to bring your palm closer to your mouth (fingers away from you) And "lick" honey - children stick out their tongues and, without touching their palms, imitate that they are eating honey. Then, lifting the tip of the tongue, remove it. (Mandatory demonstration of all actions by the teacher.)

The game is repeated 3-4 times.

Then the teacher says: “The cubs are full. They lick their upper lip (show, lower lip (show). Stroking bellies speaking: "Oooh" (2-3 times)

A game "Let's feed the chicks"

Educator. I am a mother bird, and you are my baby birds. The chicks are funny, they squeak: "Peep-pee-pee", - and flap their wings (children repeat the movements after the teacher and say sound combination).

The mother bird flew off to get tasty crumbs for her babies, and the chicks flew and squeaked merrily. ((Children pronounce: "Peep-pee-pee".)

The mother flew in and started feeding her babies (the children squat down, raise their heads up, the chicks open their beaks wide, they want tasty crumbs (the teacher imitates feeding the chicks, getting the children to open their mouths wider). The mother fed everyone and flew away, and the chicks again fly and squeak. The game is repeated 2-3 times.

A game "Watch"

Educator. Listen to the ticking watch: "Tick-tock, tick-tock" how they beat watch: "Bom-bom.". For them to walk, they need start: "Backgammon.". Let's wind up the big clock (children repeat the corresponding sound combination 3 times) ; our clock goes and first ticks, then strikes (sound combinations repeated by children 5-6 times). Now let's wind up the little clock, the clock goes and sings quietly, the clock strikes very quietly (children imitate the ticking and ringing of a clock each time).

A game "Hit a nail with a hammer"

Educator. When the big hammer knocks, audible: "Knock-Knock"(children repeat sound combination 5-6 times). When the little hammer knocks, audible: "Tuck-tack-tack"(children repeat sound combination 5-6 times).

Let's hammer the nail in with a big hammer.

Now let's hammer in a small nail with a small hammer.

Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Exercise "At the doctor"

Educator. The doll is a doctor. The doctor came to us to see if any of them were in pain. children's throat. Whoever the doctor approaches, let him open his mouth wide (children do this).

The doctor said that all the children were healthy and no one had a sore throat.

Let's check your teeth, let the doctor see if they hurt you. (Children, together with the teacher, move their tongues over their teeth in a circular motion with their mouths closed and open.)

Whoever the doctor approaches will show his teeth (teeth closed).

The doctor said that everyone’s teeth are healthy.

Material. Toy hare; Pictures with the image of a bear, squirrel, elephant, monkey, bird, dog on flannel; flannelograph; one cotton ball for each child; There are two cubes on each table.

Exercise "Kick the ball into the goal"

On each table - on the opposite one from children edge - two cubes are placed (gates) at a distance of 10 cm from each other. Children blow on cotton balls to hit the goal.

A game "Be careful"

Educator. I have different Pictures. If I show picture, where the animal is drawn, you must scream as it screams and raise the blue circle. If I show you a toy, you will raise a red circle and name the toy.

The teacher shows Pictures(arbitrarily, and children

perform actions.

Exercise "Let's freeze our hand"

Children bring their hand to their mouth at a distance of approximately 10 cm, pronounce:

“Foo-oo-oo” - they blow on the hand. Repeat the exercise 4-5 times.

Exercise "Pendulum"

The teacher says that some clocks have a pendulum. It swings (show, and the clock moves. If the pendulum stops, the clock will stop. Our tongues will be pendulums. Open your mouth wider. The tongue will “walk between the teeth (show) Repeat the exercise 3 times. After a short break it is carried out again.

A game "Guess the word"

Teacher (exhibits it on the flannelgraph Pictures with images of animals by number children in a group). I will begin to name the animal, and the one I ask will name it correctly. I I'll tell you: "Losha." and you should say: "Horse" or "horse".

The teacher pronounces the word without the last syllable or sound, children name the whole word.

Material. Toys

A game “Let’s teach the bear to speak correctly”

Educator. Mishka told me that he doesn’t know how to name toys correctly and asks me to teach him. Let's help him. Bear, what is the name of this toy (shows a doll? (Teddy bear. Doll.) No, that's wrong. This. (children name the toy in unison). Tell me, Lena (names are introduced for ease of presentation, what is the name of this toy. Say, Vova, louder. Bear, now say it correctly. Well done, you named it correctly. What is the name of this toy, bear (shows a bunny? (Bear. Zaka.) Tell me, Kolya, is it right? (Answer.) Now everyone repeat the word. Bear, now tell me. Similar work is carried out with the names of other toys: pyramid (pyramid, machine (shimina). Material. Toys: doll, bunny, pyramid, car.

A game "The bells are ringing"

Educator. Big bell (shows a big circle) rings: "Ding, ding, ding". Small (shows a small circle) rings: "Ding, ding, ding" (children repeat sound combinations) . When I show the big circle, the big bells will ring; when I show a small circle, small bells will ring.

The teacher shows either large ones (3 times, then small ones) (3 times) mugs (haphazardly).

Material. Large and small mugs of any color.

A game "Horses and Train" (in a circle) Educator. When the horses gallop, then audible: "Tsok, tsok, tsok" (children repeat sound combination) ; when the train moves, wheels knocking: "Chok, chok, chok" (children repeat). The horses galloped. The horses are resting. The train started moving and the wheels rattled. The train stopped. The game is repeated 3 times.

Exercises to strengthen correct pronunciation and phonemic awareness

(Middle group)

Goals: develop phonemic awareness, speech attention, speech breathing, reinforce correct pronunciation sounds, words.

Material. Paper boat, 4 cm long; basin with water.

Exercise "Let the boat float on the water"

The basin is half filled with water. Every child, pronouncing: "Ewwww", blows on the boat so that it floats from one "shore" to another.

The exercise is performed 2 times.

A game "The Boat and the Steamship"

The teacher divides children into two groups: one group is boats, the other is steamers.

Educator. When a boat floats on the river, then audible: "Noise, noise, noise"; when there's a ship, you can hear it "Tshuh, tshh, tshuh" (children repeat sound combination) .

On signal "Boats Sail" first group children walks through the group and says sound combinations: "Noise, noise, noise" on signal "Steamboats are sailing" The second group performs the exercises.

Then the children change roles and the game is repeated.

A game "Train"

Educator. We will go to visit the bear and the bunny by train. I will be the driver, and you will be the carriage driver. Wheels knocking: "Thump, thump, thump", train buzzing: "Oooh" (children repeat sound and sound combination) . When the train arrives at the station (the chair on which the bear is sitting, he stops: “Uh-uh Mishka gets on the train and goes to the bunny with the children! Then the animals and children return to the group.

Game with tasks

The bear gives tasks to the children: "Walk around the room like I do" « Growl: "Hrp-hrp-hrp". “Eat honey - lick it off your paw. lick your lips. teeth in a circular motion" (children complete tasks).

Then he gives tasks to the children bunny: “I’m a bunny, call me! coward. When I get scared, my tail sways from side to side. Show with your tongue how MY tail swings (the children, as the teacher shows, open their mouths wide and, without touching their lips, run their tongue from corner to corner of their mouth). I can jump, and you? (Children jump like a bunny.) I hide behind a bush from the fox (children crouch) and I breathe So: "Uh-uh-uh, uh-uh-uh-uh" (children repeat). A game "Orchestra"

Educator. There are many musicians in the orchestra who play different instruments. And we will only play (on large and small reels.)

Each child is given a small and a large mug; There are the same circles on the board.

Educator. When you hit the big drum, it knocks: "There-there-tatam"; in small ways - "Tum-Tum-Tum" (Children repeat sound combinations 2-3 times.)

We play large drums (points to a large circle, the children raise the same circle and sing the corresponding song together with the teacher).

We play small drums (points to a small circle, children raise their circles and sing another song).

Then the teacher (arbitrarily) points to the mugs,

Children, raising them, sing the necessary songs.

Exercise "Smell the Flower"

Educator. All artists are given flowers. They also gave us a flower. It smells very good. Watch how they smell it (inhale through the nose, exhale without voice strain to say: "Ahhhh").

Then the teacher approaches each child, and he repeats both actions. When everyone has sniffed, the teacher invites the children to say the following phrase, first quietly, then louder: "The flower smells so good".

Exercise "Training"

Educator. Today you will become artists again and you will play the pipe: "Doo-doo-dududoo" (children repeat sound combination 2-3 times) . Let's get ready for speech: let's puff out our cheeks too much, as if we have two balls in our mouths (show). Then we'll blow and let's say: "Doooo"(repeat 5-6 times,

A game "Orchestra"

Educator. A doll and a bear will help us in the game. If I pick up the doll, the girls will play; if I lift the teddy bear, the boys will play; If I raise the doll and the teddy bear, all the artists - the whole orchestra - will start playing.

The teacher picks up the toys in random order, and the children perform the appropriate actions (9-12 times). At the end of the game, the doll and the bear praise the artists and clap for them.

sounds

(Senior group)

Goals: develop phonemic awareness, speech attention, speech breathing, reinforce correct pronunciation sounds sounds, voiced and voiceless consonants sounds.

A game "Tell me how I am" (in a circle with a ball)

The teacher throws the ball in a circle, names words highlighting any hard and soft consonants sounds. The child must repeat the word in the same way and throw the ball to the teacher. If the child needs help, you need to repeat the word 2-3 times with emphasis sound.

Exercise "Find Brother"

The teacher gives the children one picture, in the title, of which there are sound"l" or "l". Places blue and green circles on the flannelgraph.

Educator. Look at yours Pictures. The names of the items contain sound"l"- big brother or sound"l"- little brother. Lift up Pictures, in the name of which there is sound"l" (checks); now with sound"l"

Children take turns going out and calling out the word, highlighting these sounds and pictures after the corresponding circles. One child names all the words with sound"l", the other - with sound"l".

A game "Say the words"

sound"R", then with sound"ry". For each correct word, the child is given a toy chip. At the end of the game the winner is determined.

A game "Catch a Bug" (in a circle with a ball)

The teacher throws a ball to the child and pronounces the word with emphasis sound"and". The child, having caught the ball, repeats the word.

All children must take part in the game.

Educator. Now you you will bugs and buzzing loudly; Seryozha and Lena will try to catch the beetles. But if a beetle sits on a leaf (it sits down), you can’t catch it.

The game continues until 2-3 remain winning children.

A game "Say the words" The teacher invites the children to name words with sound"and" (a chip is given for each word). At the end of the game the winner is determined.

Three children approach the counter, on signal teacher: "Butterflies, fly", blow on butterfly: "Ewwww". Whose butterfly flies farthest wins. All children must take part in the game.

A game "Name sound» (in a circle with a ball)

Educator. I will name the words and highlight one in them sound: pronounce it louder or longer. And you should only name this one sound. For example, "matrreshka" and you should say: "ry"; "molloco" - "l"; "airplane" - "T". All children take part in the game. Hard and soft consonants are used for emphasis sounds. If the child finds it difficult to answer, the teacher himself calls sound, and the child repeats.

Reading tongue twister

The tongue twister is read in two exhalations - two lines per exhalation.

“Rain, rain, Don’t rain! Let the gray-haired Grandfather reach home.". The tongue twister is read in chorus 2 times, then only girls, then only boys and 2-3 children individually.

Exercise "Name the first word sound»

Educator. I have different Pictures, let's call them (points to Pictures, the children take turns calling them). I'll tell you secret: the word has a first sound, from which it begins. Listen to me name the object and highlight the first one in the word sound: "Drum" - "b"; "Doll" - "To"; "Guitar" - "gh".

Children take turns being called to the board, name the object, highlighting the first sound, and then sound isolated.

Exercise “Whoever comes up with the ending will be great”

Not an alarm clock, but it will wake you up, it will sing, people will wake up.

There is a comb on the head, this is Petya. (cockerel).

I washed my face early this morning. (crane).

The sun is shining very brightly, Hippopotamus has become. (hot).

Suddenly the sky became cloudy and lightning came out of the clouds. (flashed).

Exercise "Name the first word sound»

On flannelgraph Pictures. Children name an object by highlighting the first one sound, And sound isolated.

A game "Name the first the sound of your name» (in a circle with a ball)

The teacher invites the child to whom he throws the ball to say his name, highlighting the first sound and the same sound pronounce in isolation.

All children take part in the game.

Exercise "Smell the Flower"

The teacher offers the children "smell" flower - inhale through the nose, exhale through the mouth; on exhalation without voice strain to say: "Ahhhhhh".

Repeat the exercise 5-6 times. Then first quietly, then louder and louder, the children together with the teacher They say: “How good the flower smells - ah!”

Reading a story

The pure phrase is learned and then read in two exhalations, then two lines per exhalation).

Chock, chock, heel, stepped on a twig,

It came off, broke, chock, chock, heel.

The pure saying is read in chorus 2 times, then 4-5 times children individually.

A game "Find Brother"

The teacher distributes to the children Pictures, whose names begin with a hard consonant sound; lays out on the carpet or table Pictures, whose names begin with a paired - soft consonant.

Educator. Look what you have drawn. Think about what sound your word begins. Your little brothers are walking in the clearing (points to the carpet). Find them. The game continues until all the children, independently or with the help of a teacher, find the right one. picture. The child who picks a pair first wins.

A game "Name the first word sound» (in a circle with a ball) The teacher throws the ball to the child and says the word, highlighting the first one. sound, the child throws the ball to the teacher and calls the first one word sound. All children must take part in the game.

A game "The Song Has Changed" (sounds-comrades"AND" And "SH")

Educator. Remember how a beetle buzzes (“zh-zh-zh”). This is what happened to me one day beetle: he flew and buzzed so loudly that he lost his voice and began to sing in a low voice. He did it song: “Zzh-zh-zh-shh-sh-sh” (children repeat). Whose song was the beetle singing? (Wind.) When I point to the boys, they will sing a sonorous song beetle: "W-w-w-w"; when I point to the girls, they will sing a loud song beetle: "Sh-sh-sh-sh". (Children are divided into two groups - boys and girls. The exercises are repeated 2 times, then the children change roles, and the game is repeated.) When the beetle sang loudly, with a voice, its song was similar to sound"and"; when I sang without a voice, the song was like sound"sh". Sounds"and" And "sh"- comrades. "AND" pronounced with voice. A "sh"- without a voice (children repeat).

I will teach you to check whether it is pronounced with or without a voice sound. Place your palm to your throat and say for a long time "W-w-w-w"- neck "plays"(who does not feel it, it is advisable to offer to put a hand to the teacher’s throat). Means, sound"and"- sonorous and pronounced with a voice. Now Tell: "Sh-sh-sh-sh"- neck "does not play", this sound pronounced without a voice, it is not sonorous.

Exercises to reinforce correct pronunciation and differentiation sounds

(Preparatory group)

Goals: develop phonemic awareness, speech attention, reinforce correct pronunciation sounds, words, practice distinguishing between hard and soft consonants sounds, voiced and voiceless consonants sounds.

A game "Be careful" (in a circle with a ball)

The teacher invites the children to pass the ball in a circle for each word, but if the word contains sound"sh", throw the ball to him.

All children take part in the game. It is carried out at a fast pace. Exercise “Name the same syllables in words”

Pictures: raspberry, car. Educator. Listen to me slowly call berry: maaliinaa, and now I’ll divide the word into pieces- syllables: raspberries. I will clap for each syllable, and you count how many syllables there are in the word. What is the first syllable, second syllable, third syllable? (Answers children.)

Listen to how many syllables are in a word "car": car (the teacher claps for each syllable). (Answers children.)

What are the same syllables in words? "car" And "raspberries"? ("Ma", "on the".)

The teacher displays on a flannelgraph Pictures: boat, spoon.

Educator. There are two in these words syllable: boat, spoon. What are the same syllables in the words? ( "Ka".)

A game "Find your house"

Children are given subject materials Pictures. They propose to determine the first sound in the word name. One child is given a blue circle, the other a green circle. The teacher says that those who have the first sound in the word - big brother (hard consonant, to green - whose word begins with a soft consonant sound(little brother).

On signal "Find your house" the players stand around children with corresponding circles. The teacher checks the correct execution and determines the winning team.

Children change pictures, and the game repeats.

Exercise "Find a friend"

Displayed on flannelgraph Pictures. First row: drum, flag, chicken, pipe, dog, cone; second row: parrot, wolf, goose, tram, umbrella, beetle.

Educator. Above and below Pictures. Let's arrange them in pairs so that we are the first sounds words were comrades (voiced-voiceless sounds) . Children come out, name the object and are the first sounds of words. Expose the bottom pictures below the top to be the first the sounds were a couple"voiced-voiceless consonant".

A game "Continue the word" (in a circle with a ball)

The teacher throws the ball to the child and pronounces the first syllable; the child names a word that begins with this syllable and throws the ball to the teacher. All children take part in the game.

Approximate list of syllables: "ma", "ra", "ry", "le", "re", "zha", "schu", "cha", "shu", "si", "behind".

All children take part in the game.

A game "Find a Pair"

Children are given one picture.

Educator. Each of you picture. Think about what sound your title word begins. On signal "Find a Pair" you have to find picture, on which the name of the item begins with the same sound.

The teacher checks the correctness of the task. Each pair children names his items and sound, with which the words denoting them begin.

The teacher notes children, who were the first to pair up.

A game "Name a friend" (in a circle with a ball)

The teacher names a voiced consonant sound, and the children are his couple. When half of them take part in the game children, exercise is changing: the teacher names a deaf consonant, and the children name its pair.

Exercise “Where will the hammer hit?”

Educator (hanging on flannelgraph Pictures: moon, vase). Let's name these items. In these words one sound takes longer to pronounce others: name it in a word "lunaaa" {"A"). I can say this word in to another: "Lu-una". The result is a word "moon"? (No.) Name one sound in a word"vaaza". Listen to me say it differently word: "wazaa". Right? (No.)

There is only one in a word the sound takes a long time to pronounce, it’s as if "hits" hammer: lunaaa (makes a sharp movement of his hand from top to bottom on the drum sound); vaaza (repeats previous movement). Sound which the hammer strikes is called the percussion (children repeat the word). In our words there is a shock sound"A".

You Pictures. You you will name objects and find the accent in words sound.

Images must be selected so that all of them are impactful vowels: rose, goat, boat, fish, scales, duck, fur coat, spider, turnip, nut, squirrel, watch, sleigh, fox, skis, bag, socks.

A game "Name the drum sound» (in a circle with a ball)

The teacher throws the ball, calls the word with emphasis on the stressed syllable; child catches the ball, calls the kick sound and throws the ball to the teacher.

Exercise "Guess a riddle"

The teacher puts them in a row Pictures: boat, duck, doll, bow .

Educator. What word will you get if you say the first sounds name words and add them up? (Onion.)

The child not only names the word he received, but also explains how he composed it. After this, the teacher shows the guess word.

Another one is exhibited row: carrot, stork, chicken, poppy (last side reversed). Children guess the word and explain how they did it.

A game "Say the word"

The teacher throws the ball to the child and names any consonant sound; the child must name the word that begins with this sound. All children take part in the game.

Exercise "Guess a riddle"

Lined up on the board Pictures: melon, wasps, car; inverted to the side picture - house. Children guess the word based on the first sounds, explain how they did it.

On the board in a row Pictures: spoon, iron, sock, watermelon; at one hundred

rone inverted picture - moon. The task is the same.

Elena Chudnova
Card file of exercises on speech sound culture

(Junior group) Card No. 1

Goals: develop phonemic awareness, speech attention, speech breathing, reinforce correct pronunciation sounds, words.

Exercise"Let's blow some feathers"

Children stand in a circle, the teacher gives them fluff. Offers to blow on them, pronouncing: "Ewwww", - and watch them fly. Then the children pick up the fallen fluffs. (repeat 5-6 times.)

Material. For each child, a piece of fluff or a rectangle cut out of tissue paper (3x1 cm) .

A game "Bear cubs eat honey"

The game is repeated 3-4 times.

Then the teacher says: “The cubs are full. They lick their upper lip (show, lower lip (show). Stroking bellies speaking: "Oooh" (2-3 times)

(Junior group) Card No. 2

A game "Let's feed the chicks"

The mother bird flew off to get tasty crumbs for her babies, and the chicks flew and squeaked merrily. ((Children pronounce: "Peep-pee-pee".)

(Junior group) Card No. 3

A game "Watch"

(Junior group) Card No. 4

A game "Hit a nail with a hammer"

Let's hammer the nail in with a big hammer.

Now let's hammer in a small nail with a small hammer.

Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

(Junior group) Card No. 6

Exercise"Kick the ball into the goal"

On each table - on the edge opposite from the children - two cubes are placed (gates) at a distance of 10 cm from each other. Children blow on cotton balls to hit the goal.

(Junior group) Card No. 5

Exercise"At the doctor"

Educator. The doll is a doctor. The doctor came to see if any of the children had a sore throat. Whoever the doctor approaches, let him open his mouth wide (children do this).

The doctor said that all the children were healthy and no one had a sore throat.

Let's check your teeth, let the doctor see if they hurt you. (Children, together with the teacher, move their tongues over their teeth in a circular motion with their mouths closed and open.)

Whoever the doctor approaches will show his teeth (teeth closed).

The doctor said that everyone’s teeth are healthy.

Material. Toy hare; Pictures with the image of a bear, squirrel, elephant, monkey, bird, dog on flannel; flannelograph; one cotton ball for each child; There are two cubes on each table.

(Junior group) Card No. 7

A game "Be careful"

The teacher shows Pictures(arbitrarily, and children

perform actions.

(Junior group) Card No. 8

Exercise"Let's freeze our hand"

Children bring their hand to their mouth at a distance of approximately 10 cm, pronounce:

“Foo-oo-oo” - they blow on the hand. Repeat the exercise 4-5 times.

(Junior group) Card No. 9

Exercise"Pendulum"

The teacher says that some clocks have a pendulum. It swings (show, and the clock moves. If the pendulum stops, the clock will stop. Our tongues will be pendulums. Open your mouth wider. The tongue will “walk between the teeth (show) Repeat the exercise 3 times. After a short break it is carried out again.

(Junior group) Card No. 10

A game "Guess the word"

Teacher (exhibits it on the flannelgraph Pictures with images of animals according to the number of children in the group). I will begin to name the animal, and the one I ask will name it correctly. I I'll tell you: "Losha." and you should say: "Horse" or "horse".

The teacher pronounces the word without the last syllable or sound, children name the whole word.

Material. Toys

A game “Let’s teach the bear to speak correctly”

(Junior group) Card No. 11

A game "The bells are ringing"

The teacher shows either large ones (3 times, then small ones) (3 times) mugs (haphazardly).

Material. Large and small mugs of any color.

(Junior group) Card No. 12

A game "Horses and Train"

(in a circle) Educator. When the horses gallop, then audible: "Tsok, tsok, tsok" (children repeat sound combination) ; when the train moves, wheels knocking: "Chok, chok, chok" (children repeat). The horses galloped. The horses are resting. The train started moving and the wheels rattled. The train stopped. The game is repeated 3 times.

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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 speech sound culture 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 learn 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) to teach children to speak without tension, to 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. At this time Petya came out and smiled at him. Petya asked him to give him a ride. Fedya felt sorry for the car, and he pouted his lips. 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"

Games to develop the sound culture of children's speech. Methodology for developing sound culture of speech outside of class

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