Liniza Mambetova
Summary of the lesson on sound culture of speech “Sounds [З]-[З’]”
Lesson notes on sound culture of speech.
Topic: Sound Z-Z
Target: Acquaintance with the sound of Z. Formation of correct articulation of sound of Z. Development of the muscles of the speech apparatus using articulatory gymnastics. Learn to pronounce the sound “z” firmly and softly, loudly and quietly. Development of speech breathing and targeted air flow. Development of phonemic hearing. Correct pronunciation of the sound z-z in pure tongues.
Tasks:
educational: Exercise children in the pronunciation of the sound Z-z, in syllables and words; learn to pronounce the sound Z firmly and softly loudly and quietly; distinguish words with this sound.
developing: Develop phonemic hearing: learn to distinguish by ear and name words that begin with a given sound and contain this sound, develop speech attention. Improve intonation expressiveness.
educational: to cultivate the sound culture of speech; enrich and activate the child’s vocabulary; cultivate a culture of communication.
Methodical techniques: Low-mobility didactic game “Who will match their pictures faster?” conversation.
Material: Pictures - mosquito. Pictures for a given sound. A mosquito on a string. Big and small mosquito. Tambourine. Pictures are symbols of articulation exercises. Two identical pairs of pictures.
Progress of the lesson.
1. Org. moment.
Educator: “Guys, guests came to our lesson today. They want to look at you and see how smart and obedient you are. Let's show them what we can do. In class we learn to speak. And our lips, teeth and tongue help us speak. So let's first do some gymnastics for the tongue. And our friends will help us with this.”
The teacher takes out pictures - symbols.
Articulation gymnastics: Hippo, smile, fence, straw, hamster, horse, delicious jam.
2. Main part.
Educator: “Guys, listen, it seems there is someone else here. Who is it ringing: “ZZZZZ.”
He takes out a box with a mosquito. Do you want me to teach our tongue to sing the sonorous song of a mosquito?
Invites the children to ring along with the mosquito. Voices movements. Explains articulation: when we sing a mosquito song, the tongue below, behind the lower teeth, the neck rings.
Educator: Let's all release our mosquitoes together and sing: “Z-z-z.” Let's now listen to the boys sing the mosquito song. Will girls be just as loud? Now watch my wand. When I raise my wand, you will loudly sing the mosquito’s song, and when I lower it, you will sing the mosquito’s song quietly.
Educator: “The mosquito wants to play with you. Let us catch mosquitoes."
Children, together with the teacher, sing a mosquito song, and then “catch” an imaginary mosquito with their palms (clap).
Educator: “And now you yourself will turn into mosquitoes, ring and fly. But as soon as you hear the sound of a tambourine, immediately sit down on the chairs.”
Game: “The mosquitoes flew in and sat on the balls.”
Educator: “Guys, the mosquito on its back brought you pictures. The pictures show objects whose names begin with the sound Z.”
The teacher displays pictures on a magnetic board. Children name words independently or with the help of a teacher. The teacher clarifies that all these words begin with the sound Z.
Educator “Now let’s blow on the mosquitoes and they will fly.”
Breathing exercise: “Mosquito on a string.”
A game for developing phonemic awareness “Which mosquito is ringing?”
The teacher shows two pictures: a big mosquito and a small mosquito. The big mosquito rings very angrily, evil - zzzzzzz. And the little mosquito rings tenderly, softly.
The teacher says the sounds z and z in sequence. And children make an angry expression on their faces if they hear the sound z - “the song of a big angry mosquito.” And they smile if they hear the song of a little mosquito.
(You can give the child pictures of two mosquitoes and ask him to pick up the desired picture when he hears the song of this mosquito.)
The mosquitoes are tired, let them rest, and we will play with you.
"One is many."
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant - many? Factories
One mosaic - many -? Mozaek…
Educator: Well done! In the mosquito music school, the kids are mosquitoes (they can also be called differently: you are guys, and they are (mosquitoes), you are kids, and they are (mosquitoes)
They perform complex songs.
(Purely speaking:)
For - for - for - the goat goes.
Zu-zu-zu - I'm herding a goat.
For - for - for - the goat eats grass
Ze-ze-ze - give water to the goat.
For-for-for, zya - zya - zya - you can’t be naughty.
Zyu-zu-zyu, zu-zu-zu - don’t tease the goat.
Zu-zu-zu, zu-zu-zu, Zoya leads the kids and? ... a goat!
Zoy-zoy-zoy, zoy-zoy-zoy. The kids go with? ...Goat!
Educator: Children, now we’re going to play the game “Who can match their pictures faster?” Listen to the rules of the game.
1. Divide all the pictures into two identical paired groups. Place one group of pictures in a stack on the table with the pictures facing down. Distribute another similar group of pictures to the children.
2. One child takes a picture from the pile and shows it to everyone. He calls it: “I have a nest.” Another child, having the same picture, says: “And I have a nest.” Both children place their paired pictures on the table.
3. Conclusion.
Well done! Let's remember again and tell you that the mosquito, for your correct answers, will rise higher and higher listening to you,
What new sound did we meet today?
(sound z)
Educator: What else did we call this sound?
(Song of a mosquito).
Educator: What does a mosquito song sound like?
Educator: “Well done guys. But our lesson has come to an end and it’s time for the mosquito to fly away. Say goodbye to him."
Publications on the topic:
Summary of the lesson on sound culture of speech “Sound [H]” Communication. (Speech development) Sound culture of speech: the sound “Ch” I show an image of the number 4. What do you think this is? Children call.
Summary of an integrated lesson on the sound culture of speech in the preparatory group "Family" Summary of an integrated lesson in the preparatory group on the sound culture of speech “Family” Goal: To consolidate children’s knowledge of the consonant.
Notes on the sound culture of speech Municipal budgetary preschool institution "Kindergarten No. 132" of a general developmental type with priority implementation of activities in the direction.
Summary of a lesson on the sound culture of speech and preparation for teaching literacy “Funny Sounds” Program tasks: Learn to select words that sound similar, determine the length of a word. Learn to trace and hatch. Improve phonemic skills.
Summary of a lesson on the sound culture of speech in the first junior group “Sounds [t]-[d]” Program content. Educational objectives. To train children to clearly pronounce isolated consonant sounds “t” “d”. Shape.
Test
Female students ___ 5 ___ course, specialty of preschool education
Kokorina Maria Valerievna.
(last name, first name, patronymic in full)
group N 2-09
_
Return address _ Novokuznetsk, st. Soviet Army 14-34.
Performance evaluation Date of inspection _
Teacher's signature .
Date of receipt of the test in college .
Registration number .
Topic: Methods of educating the sound culture of speech
Plan:
- The concept of sound culture of speech, its significance for the development of a child’s personality.
- Objectives and content of work on educating the sound culture of speech in different age groups
- Methods of working to educate sound culture outside of class.
- The concept of sound culture of speech, its significance for the development of a child’s personality
- formation of correct sound pronunciation and word pronunciation, which requires the development of speech hearing, speech breathing, and motor skills of the articulatory apparatus;
education of orthoepic, correct speech - the ability to speak according to the norms of literary pronunciation. Orthoepic norms cover the phonetic system of the language, the pronunciation of individual words and groups of words, and individual grammatical forms. Orthoepy includes not only pronunciation, but also stress, i.e. a specific phenomenon of oral speech. The Russian language has a complex system of variable and mobile stress;
formation of speech expressiveness - mastery of the means of speech expressiveness presupposes the ability to use the height and strength of the voice, the tempo and rhythm of speech, pauses, and various intonations. It has been noticed that in everyday communication the child has natural expressiveness of speech, but needs to learn voluntary, conscious expressiveness when reading poetry, retelling, and storytelling;
development of diction - clear, intelligible pronunciation of each sound and word separately, as well as the phrase as a whole;
nurturing a culture of verbal communication as part of etiquette.
1. development of the speech-motor apparatus (articulatory apparatus, vocal apparatus, speech breathing) and on this basis the formation of the pronunciation of sounds, words, clear articulation;
2. development of speech perception (auditory attention, speech hearing, the main components of which are phonemic, pitch, and rhythmic hearing).
The sound units of language differ in their role in speech. Some, when combined, form words. These are linear (arranged in a line, one after another) sound units: sound, syllable, phrase. Only in a certain linear sequence does a combination of sounds become a word and acquire a certain meaning. Other sound units, prosodemes, are supralinear. This is stress, elements of intonation (melody, strength of voice, tempo of speech, its timbre). They characterize linear units and are a mandatory feature of oral speech. Prosodic units are involved in the modulation of articulatory organs. For preschoolers, first of all, the acquisition of linear sound units of speech (sound and word pronunciation) is of particular importance, since the most difficult thing for a child is mastering the articulation of individual sounds (p, l, g, w). In phonetic and speech therapy manuals, the work of the articulation organs is described in detail. The participation of prosodemes in the modulation of sounds has been less studied. Researchers of children's speech and practitioners note the importance of correct pronunciation of sounds for the formation of a full-fledged personality of a child and the establishment of social contacts, for preparing for school, and in the future for choosing a profession. A child with well-developed speech easily communicates with adults and peers and clearly expresses his thoughts and desires. Speech with pronunciation defects, on the contrary, complicates relationships with people, delays the child’s mental development and the development of other aspects of speech. Correct sound pronunciation becomes especially important when entering school. One of the reasons for the failure of primary school students in the Russian language is the presence of deficiencies in sound pronunciation in children. Children with pronunciation defects do not know how to determine the number of sounds in a word, name their sequence, and find it difficult to select words that begin with a given sound. Often, despite a child’s good mental abilities, due to deficiencies in the sound aspect of speech, he experiences a lag in mastering the vocabulary and grammatical structure of speech in subsequent years. Children who cannot distinguish and isolate sounds by ear and pronounce them correctly have difficulty mastering writing skills.
However, despite the obvious importance of this section of work, kindergartens do not use all opportunities to ensure that every child leaves school with clear speech. According to survey materials, 15–20% of children enter school from kindergarten with imperfect pronunciation of sounds; such children at the age of five are about 50%. The problem of forming the sound side of speech has not lost its relevance and practical significance at the present time.
- Objectives and content of work on educating the sound culture of speech in different age groups.
The following tasks can be distinguished:
- Formation of correct pronunciation of sounds.
- Development of diction.
- Work on correct word pronunciation and word (phonetic) stress.
The teacher should know the typical features in children’s word pronunciation: at a young age - abbreviation of words (“vesiped” - bicycle), rearrangement and omission of sounds and syllables (“chevryak” - worm, “korichvenny” - brown, “razor” - razor), addition sounds (“reblyata” - guys, “irzhavaya” - rusty, “igrusha” - pear). Knowing these features will help you quickly correct children’s word pronunciation errors.
At an older age, you need to pay attention to the correct pronunciation of some difficult words (children’s mistakes: “kofiy”, “carrots”, “sandals”, “kakava”, “sinitarka”, “trolebus”, “kokey” - hockey, etc.). The child sometimes finds it difficult to place word stress. Stress is the separation of one syllable from a group of syllables by the force of the voice. Our language is characterized by unfixed, variable stress: the stress can be on any syllable, even going beyond the syllable: leg, leg, on the leg, legs. The emphasis required by children in some nouns in the nominative case requires attention (children’s mistakes: “watermelon”, “sheet”, “beets”, “driver”), in verbs of the past tense masculine singular (children’s mistakes: “gave”, “took away” ", "put", "accepted", "sold"). The attention of children in the seventh year of life can be drawn to the fact that with a change in the place of stress, the meaning of the word sometimes changes: circles - circles, houses - houses, pour out - pour out.
Stress in Russian is a means of distinguishing grammatical form. When forming the grammatical structure of children's speech, the teacher must also monitor the correct placement of accents: scythe - scythe, koni - koney, konyam, etc.
- Work on orthoepic correctness of speech.
At a young age, a child learns orthoepic norms exclusively practically, by virtue of imitation. The teacher must provide children with samples of oral speech. In older groups, this task is an integral part of teaching the native language. The attention of children of this age can be attracted to the conscious assimilation of certain rules (pronunciation of patronymics, certain foreign words: pioneer, highway, atelier, etc.).
- Formation of speech tempo and voice quality.
A child, especially a younger child, is prone to rapid speech and makes short and inappropriate pauses. The teacher should teach children to speak slowly, rhythmically, to stop at the end of a phrase, ending a thought with intonation.
Starting from the older group, these tasks become somewhat more complicated. The teacher teaches children to use the qualities of the voice as a means of expressiveness not only in free speech, but also when conveying other people's thoughts and the author's text. To do this, using special exercises, they develop the flexibility of the child's voice, teach the child to speak quietly and loudly, slowly and quickly, high and low (in accordance with the natural pitch of the voice).
- Developing expressive speech.
1) natural expressiveness of everyday children's speech;
2) arbitrary, conscious expressiveness when conveying a pre-thought-out text (a sentence or story compiled by the child himself on the instructions of the teacher, retelling, poem).
The expressiveness of a preschooler’s speech is a necessary characteristic of speech as a means of communication; it reveals the subjectivity of the child’s attitude to the environment. Expressiveness occurs when a child wants to convey in speech not only his knowledge, but also feelings and relationships. Expressiveness comes from understanding what is being said. Emotionality is manifested primarily in intonation, in emphasizing individual words, pauses, facial expressions, eye expression, in changes in the strength and tempo of the voice. A child's spontaneous speech is always expressive. This is the strong, bright side of children's speech, which we must consolidate and preserve. It is more difficult to form arbitrary expressiveness. N. S. Karpinskaya notes that, while maintaining the spontaneity of performance, one should gradually and carefully develop in children the ability for voluntary expressiveness, that is, expressiveness that arises as a result of conscious aspiration and volitional efforts. In younger groups, it is recommended that children maintain simplicity and spontaneity of execution. In the middle group, according to the assignment, children can learn to convey the intonation of the question and answer, the most vivid feelings (joy, surprise, displeasure) that they have experienced many times in their experience. In older groups, the requirements increase: children must already express more diverse and subtle feelings (tenderness, anxiety, sadness, pride, etc.).
A very important task is to develop the child’s independence and creative initiative when reading by heart and retelling. In older children, along with their own emotional speech, they should develop the ability to hear the expressiveness of the speech of others, that is, analyze by ear some qualities of speech (how the poem was read - cheerfully or sadly, playfully or seriously, etc.).
- Nurturing a culture of verbal communication.
The “Program” emphasizes that in older groups, the basic skills of a culture of behavior in the speech process should already be formed. It is necessary that the child be able to speak quietly, look into the face of the speaker, hold his hands calmly, greet and say goodbye politely and without reminders, know that when greeting elders, you should not be the first to shake hands.
More attention should be paid to developing the correct posture of the child at the time of public speech: when answering lessons, he should turn to face the children and not block the benefits in question; When speaking with a poem or story, do not make unnecessary movements (do not sway, do not shift from foot to foot, do not lean on anything, etc.). All of these skills need to be strong.
Development of speech hearing and speech breathing.
The leading analyzer in the assimilation of the sound side of speech is hearing. As the child develops, auditory attention and perception of noise and speech sounds gradually develop. A child of senior preschool age needs to develop a higher level of speech hearing - phonemic perception, i.e. the ability to isolate sounds in a word, determine their order and quantity. Speech breathing is one of the foundations of voice formation and speech (speech is a voiced exhalation). The teacher’s task is to help children overcome age-related deficiencies in their speech breathing and teach correct diaphragmatic breathing. Particular attention is paid to the duration and force of exhalation during speech and a silent deep breath before pronouncing a phrase.
In each age group, all of the above problems are solved to one degree or another. In this regard, it should be noted that the “Education Program in Kindergarten” only traces the growth of the leading tasks of the work: from the formation of sound pronunciation and diction in the second junior and middle groups to the formation of phonemic hearing, expressiveness of speech in the senior and preparatory groups. The teacher-methodologist needs to ensure that teachers do not narrow the scope of work, and are guided by additional methodological manuals, which reveal the content and methodology of forming the sound culture of children’s speech quite specifically, taking into account age characteristics.
- Content, structure and methodology of classes on the formation of sound culture of speech in different age groups.
Depending on the objectives, classes on the sound culture of speech can consist of two or three parts. Observations have shown that the most rational structure is: the first part of the lesson - tasks to clarify and consolidate the correct pronunciation of sounds; the second and third are games and exercises to develop auditory perception, word pronunciation, and the vocal apparatus. Some classes may consist almost entirely of repetition of the material covered.
The exercises that are offered to children as part of speech development classes include work on clarifying and consolidating individual sounds, and developing the correct, long exhalation through the mouth. For example, as preparatory exercises for the development of speech breathing, the game “Breeze” is used (children blow on thin strips of paper). Such exercises and games should be linked to the main part of the lesson. In the younger subgroup, some tasks are simplified.
Formation of the correct pronunciation of sounds is the most important component of the education of sound culture of speech. To teach children to clearly pronounce sounds in words and phrases, it is necessary first of all to clarify and consolidate their pronunciation in isolation or in simple sound combinations. You need to start with mastering simple sounds (vowels [a], [u], [i], [o], [s], consonants [n], [p], [b], [t], etc.) , although most children of the third year of life can already pronounce them clearly. This work is very important, since along with the development of articulation, preparation occurs for the assimilation of more complex sounds. For example, by conducting exercises to consolidate the sound [i], the teacher thereby prepares the child’s articulatory apparatus for accurate assimilation and correct pronunciation of the sounds [s] and [z]. By training children in clearly and correctly pronouncing the sound [t], the teacher creates favorable conditions for assimilation of the sound [ts], etc. Voiced and voiceless consonants are similar in articulation: [s] and [z], [p] and [b], [k] and [g], etc.
When teaching children the correct pronunciation of sounds that are simple in articulation, diction is practiced (for example, pronouncing the sound [a] with the mouth wide open). In addition, by forming the correct pronunciation of sounds on material that is familiar and simple for children, the teacher has the opportunity to focus their attention on the sound design of speech.
To clarify and consolidate various sounds as speech material at this age stage, it is best to use onomatopoeia. When introducing children to a sound or sound combination, it is necessary, where possible, to associate them with some image (the sound [y] - with the whistle of a steam locomotive or the hum of an airplane, the sound [i] - with the cry of a horse, etc.). In other cases, various onomatopoeias are widely used: tick-tock - the clock is ticking, knock-knock-knock - the hammer is knocking, ha-ha-ha - the goose is screaming. The clarification and consolidation of sounds are also facilitated by performances in which the teacher invites children, for example, to call a gosling, show how a foal screams (say ga-ga-ga or igo-go in order to reinforce the sound [g]).
When fixing sounds in words, you need to pay attention to the clarity and intelligibility of the pronunciation of the entire word as a whole. To do this, as speech material, the teacher first selects words that children pronounce without much difficulty (with open syllables or monosyllabic words like: house, cat, Katya, fox, paper, etc.).
When practicing the pronunciation of words, it is not always necessary to ensure that children reproduce them exactly according to the model at the moment, especially those words that contain sounds of “late ontogenesis” (hissing, consonants [l] and [r]). For example, if a child first pronounces the word steamboat as plowing, and then as payakhot or palyahot, this should be considered sufficient for him. He correctly mastered the syllabic structure of the word, and since the sound [r] is still absent in his speech, replacing it with [th] or [l"] is considered quite natural.
Further consolidation of sounds is carried out in phrasal speech. Children pronounce small phrases rich in certain sounds and repeat nursery rhymes or individual lines from them after the teacher. However, their vocabulary is small, and it can be difficult to find a sufficient number of words, and even more so phrases to consolidate the sounds they have learned and to develop a clear pronunciation of words. It is useful to invite children to pronounce jokes - pure sayings in which the sound is repeated repeatedly in various syllables and words. So, when fixing the sound [k], you can use, for example, the following pure saying: “Ko-ko-ko - don’t go far,” the sound [x]: “Ha-ha-ha, ha-ha-ha - I didn’t catch the rooster.” Such exercises are usually accompanied by games. Observations show that not all children, when repeating pure jokes, can maintain the syllabic structure in them, that is, pronounce the syllables ko and ha three times. Some guys simply finish the last word, but this is very important, especially if inactive children are included in the game.
Work on consolidating sounds and improving word pronunciation should be carried out not only in classes, but also in the process of other activities.
By clarifying and reinforcing the correct pronunciation of sounds, the teacher pays special attention to those children who have difficulty or incorrectly assimilate them, for example, pronounce the sound [s] by sticking out their tongue. Timely identification of such defects and provision of assistance to children at an early age are of great preventive importance. Preventing a lack of sound pronunciation can be easier than eliminating it at an older age, since the child quickly gets used to speaking incorrectly.
The formation of correct sound pronunciation is carried out primarily due to well-developed auditory attention and auditory perception, therefore it is very important to teach children to listen carefully to the speech of others, using exercises to correlate onomatopoeia with a specific object, distinguish by ear between close and distant sounds and sound combinations. For example, the teacher pronounces various sound combinations, and the children say whose voice they hear (“Kva-kva-kva. Who came to play with us?” - (Frog)).
When developing auditory perception, students should also pay attention to the fact that the same sounds, sound combinations, words and phrases can be pronounced loudly and quietly, quickly and slowly. To teach them to distinguish between the volume and speed of their pronunciation, the teacher offers the children various tasks. Children learn that a hammer can be used to knock loudly or quietly, that large clocks tick slowly and small ones tick quickly.
To develop the vocal apparatus, as preparatory exercises, children perform tasks in which they are required to pronounce the same sounds or sound combinations with different volumes. The teacher gives a model, and the children imitate, for example, the voice of some animal. Such tasks are necessary for developing intonation expressiveness of speech.
When developing the vocal apparatus of children, the teacher must take into account their individual characteristics. If, for example, a child has a quiet, weak voice, even the slightest increase in its volume should be encouraged, gradually bringing it to normal.
Work on the development of the vocal apparatus can be included in the content of speech or music classes.
Teaching children the ability to use a moderate rate of speech is carried out primarily on the basis of the personal example of the teacher. However, already in the third year of life, children should pay attention to the fact that words can be pronounced both quickly and slowly. The teacher pronounces sound combinations in a playful manner at different speeds and invites the children to reproduce them. In this way, he teaches children not only to differentiate the speed of pronouncing words by ear, but also to speak at different tempos.
The ability to correctly use intonation means of expressive speech is practiced by memorizing nursery rhymes, dramatizing fairy tales, and pronouncing sound combinations at different volumes and speeds. The teacher should encourage children's attempts to treat their friends with respect and kindness, politely ask for a toy, thank elders for the service provided, and pronounce all words with the appropriate intonation. To do this, he needs to play special games to reinforce “polite” words.
When preparing children for the correct use of speech breathing, it is very important to teach them to exhale air smoothly and continuously through the mouth. To do this, you can suggest blowing on some light object, for example, cotton wool, ribbons of thin paper - plumes, making a “breeze” (the exercises are given in a playful way). Tasks for protracted and prolonged pronunciation of individual sounds are also useful (children sing, for example, the song of a steam locomotive: “Uuuuu.”).
The teacher pays special attention to children’s continuous pronunciation of two vowel sounds, for example, in sound combinations such as ay, ua, io. We need to teach them to pronounce these sounds on one exhalation, to smoothly move from pronouncing one sound to another.
The correctness and clarity of pronunciation of sounds cannot always be monitored during group answers. Therefore, collective pronunciation of sounds, sound combinations, words, phrases must be periodically alternated with individual pronunciation. Then the teacher can monitor the correctness of the exercise, help in necessary cases, correct the child, show how to pronounce the sound, drawing the group’s attention to the exact completion of the task.
The development of sound culture of speech is carried out not only in classes, but also in everyday communication, during games. The teacher teaches children to pronounce sounds and words clearly and distinctly, and pays attention to the volume of their reproduction.
Toys, pictures, real objects can be used to develop the sound culture of speech also outside of class, in various performances. For example, while performing various manipulations with toys, the teacher invites children to answer the questions: “Where is the Sonya doll sitting?”, “Where did Sonya go?” etc. By answering them, the baby reinforces the pronunciation of the sound [o].
If a child has missed a lot of classes or for some reason cannot cope with the proposed tasks, additional classes are organized for him. They can be carried out either with one child or with a small group.
On children's fourth year of life (second youngest group)
work on developing the sound culture of speech continues. Its task comes down to not only clarifying and reinforcing sounds with preschoolers that are already familiar to them, promoting their clear and precise pronunciation in words and phrases, but also helping to assimilate new sounds and prevent the consolidation of their incorrect pronunciation. In the second junior group, the teacher continues to develop the articulatory and vocal apparatus, speech breathing, auditory perception, speech hearing; teaches children to correctly use intonation means of expression.
Recommendations for educating the pronunciation aspect of speech in children of the fourth year of life are quite widely presented in the methodological literature (M.M. Alekseeva, M.L. Gening, N.A. German, M.F. Fomicheva, etc.). They indicate the number of sounds to be practiced at a given age stage, the sequence of their reinforcement, games, exercises, and practical material that the teacher can use in his work.
Before moving on to a presentation of the tasks of educating the sound culture of speech, indicating the content and methods of work, we will briefly consider some features of the development of the sound side of speech in children of the fourth year of life.
At this age, preschoolers further strengthen their articulatory apparatus: the movements of the muscles of the tongue, lips, and lower jaw, which are the most active, become more coordinated. hum participates in sound production. Kids begin to correctly pronounce many sounds of their native language, words with a combination of two or three consonants.
Due to the strengthening of the muscles of the tongue (tip and middle part), consonant sounds are softened less often (sledge instead of syanka).
As a rule, most children incorrectly pronounce hissing sounds, replacing them with corresponding whistling sounds: [sh] with [s] (instead of a hat - sapka), [zh] with [z] (zhuk - zuk), [h] with [ts] ( teapot - teapot), [sch] to [s"] (brush - mesh); sonorant consonants [p], [p"], [l] are replaced with the sound [l"], less often [th]: liba, yyba instead of fish , lepa instead of turnip, lyapata, yapata instead of shovel. There may also be a reverse replacement, when newly appeared sounds displace those that the child previously pronounced correctly, for example, instead of [s], [z] - [sh], [zh] (Shumka instead of a bag).
In polysyllabic words, especially with a combination of several consonants, children often skip or rearrange individual sounds and syllables, for example, they pronounce the word temperature as tematura. Not all children yet have the ability to control their vocal apparatus, that is, depending on the content of the utterance, change the volume, pitch of the voice, and tempo of speech.
At this age, speech hearing improves. Despite the fact that, as a result of articulation difficulties, preschoolers are not yet able to correctly pronounce individual sounds, most of them notice errors in sound design in the speech of their peers. Many children can hear similar-sounding syllables (bi-i and pi-i) and words (mouse - moshika). They understand that a word can sound correct or incorrect, but are unable to indicate which sound is pronounced incorrectly. Without special training, children of the fourth year of life cannot yet independently determine whether a particular sound is in a word or not, or isolate it from the composition.
At this age stage, one of the main tasks of educating the sound culture of speech, as before, is to work on the formation of correct sound pronunciation, that is, exercise in the pronunciation of those sounds, the clarification and consolidation of which was carried out in the first junior group, but no longer in sound combinations and simple words, but in polysyllabic words and phrases. Children of the fourth year of life are taught to correctly pronounce, without softening, the front lingual consonants [t], [d], [s], [z] and other sounds, to clearly reproduce polysyllabic words, words with a combination of two or three or more consonants.
No less important is the task of developing auditory perception of speech hearing. The teacher continues to teach children to listen to the sound of sounds and words, helps them to realize the sound side of a word, to hear individual sounds in words.
The task of developing the vocal apparatus is to teach preschoolers in everyday communication and in classes to clearly answer questions, pronounce sounds, sound combinations, words and phrases with different volumes.
Children of the fourth year of life construct their statements from several phrases connected by a single content. However, their speech is not always maintained at the required pace or intonationally expressive. The task of developing the correct tempo of speech comes down to teaching children to speak slowly, change the speed of their speech, and use intonation means of expressiveness.
In children of the fourth year of life, exhalation becomes longer, they are able to pronounce the vowels [a], [u], [i] protractedly for 35 seconds. The task of developing a long exhalation (as a preparatory exercise for the development of speech breathing) is to teach children to exhale long and smoothly through the mouth, to expend air rationally when pronouncing isolated sounds, to pronounce vowels and some fricative consonants protractedly on one exhalation ([in ], [f], [s], [z]).
In the second junior group, it is advisable to conduct at least one lesson on the sound culture of speech per month and plan exercises to improve auditory attention, speech breathing, articulation, including them in the content of speech development classes, music classes, etc. The duration of the exercises depends on the assigned tasks from 2-4 to 5-7 minutes. Classes on developing the sound culture of speech (repetition and consolidation of the material covered) are held at the end of the month.
The difficulty of a teacher’s work lies in the fact that he does not work with subgroups, but with all children at the same time. This makes it difficult to control the correct pronunciation of sounds. It is advisable to carry out work on developing clear articulation of sounds and clarifying their pronunciation in isolated form after morning exercises at least twice a week for 2-3 minutes. To do this, you can use onomatopoeia, which children pronounce in various play situations.
A lesson on the sound culture of speech consists of several parts, usually connected by common content. Each part is devoted to consolidating the correct pronunciation of a certain group of sounds and distinguishing them by ear. As a rule, these are sounds related to the place of formation: labiolabial ([m], [p], [b]), anterior lingual ([t], [d], [n]), labiodental ([f] , [v]), etc. Since the consolidation of correct pronunciation depends on the place of formation of sounds, they often turn out to be acoustically close ([p] and [b], [t] and [d], [f] and [v] etc.).
The teacher includes games and exercises in the lesson aimed at differentiating these sounds by ear (most often in small speech units - syllables). The purpose of such classes is not so much to consolidate the correct pronunciation of a certain group of sounds, but to teach children to pronounce them clearly, that is, to exercise the articulatory apparatus and speech hearing of the pupils. In the first two lessons, the teacher offers children a number of vowels to distinguish: [a], [i], [y]; [o], [e], [s]. The task is to teach children to listen attentively to the teacher’s speech, to distinguish individual sounds and sound combinations by ear.
In the main part of the lesson, work is carried out to clarify and consolidate sounds, and in the final part it is advisable to include games and exercises aimed at developing the vocal apparatus and speech breathing.
Considering that three-year-old children get tired quickly and find it difficult to stand without moving for 15-20 minutes, in the middle of the lesson the teacher arranges a physical education session. Children are invited to play, often with the reproduction of some sound combinations, for example, chickens; in bus drivers, etc.
To maintain constant interest in V.V.’s classes. Gerbova suggests using a variety of methodological techniques: individual and choral repetitions, various didactic games (for example, “Magic Cube”), dramatization games.
The formation of correct sound pronunciation is carried out in the following order. First, the teacher consolidates the pronunciation of vowels [a], [u], [i], [o], [e], [s] (these sounds were clarified in the first junior group). Then the consonants are practiced: [m] ([m"]), [p] ([p"]), ([b"]); [t] ([t"]), [d] ([d"]) ; [k] ([k"]), [g] ([g"]), [x] ([x"]); [f] ([f"]), [v] ([v"]); [s] ([s"]), [z] ([z"]), [th]; preparatory exercises are carried out to clarify and consolidate the correct pronunciation of hissing [w], [zh]", [h"]. [sch"].
At the end of the month, classes are organized to review the material covered, where children not only practice correct pronunciation of sounds, but also learn to differentiate them by ear.
Approximately three exercises and one lesson are allocated to consolidate each group of sounds. It takes more time to master whistling consonants, which are more difficult to pronounce than, for example, labiolabials or labiodentals (about a month for each sound). However, given that the sound [z] has similar articulation to the sound [s], the number of exercises can be reduced.
To develop the articulatory apparatus, the teacher widely uses onomatopoeic words, imitation of various noises, animal voices based on visual aids (toys, pictures). It is useful to give children tasks in which they need to pronounce sounds and sound combinations that require a sharp change in the position of the lips or tongue, for example, dudu and ding-ding when fixing the sound [d] ([d"]) (the lips are either pulled forward in the shape of a tube, or part with a smile).
An important stage in the development of speech is the ability to correctly pronounce sounds in words and phrases, which is practiced in a playful way. For example, when reinforcing the pronunciation of the sound [p] ([p"]) in words and phrases, the teacher uses the doll Parsley, who, at the request of the children, shows pictures of those objects whose names contain this sound (Parsley, please show me the pyramid.) At the same time, the teacher necessarily fixes the children’s attention on the sound being studied (pronounces it in words drawn out or a little louder than other sounds, etc.).
By conducting games and exercises, the teacher seeks to prevent some preschoolers from having possible deficiencies in the acquisition of sounds, for example, interdental pronunciation of [t], [d], [s], [z]. To do this, he organizes additional classes aimed at clarifying the articulation of sounds and developing their correct pronunciation.
Often children correctly reproduce a sound in an isolated form, but make mistakes in words with it. This is where the influence of neighboring sounds comes into play. Therefore, sometimes children pronounce the sound at the beginning of a word more correctly than in the middle.
Clarity and clarity of speech (diction) are practiced with the help of special speech material: jokes in pure language (If only there was smoke coming out of the chimney); pure phrases, saturated with certain groups of sounds (Sanya’s sleigh rides on its own). The teacher also works on diction when memorizing nursery rhymes and poems with children, and in the process of everyday communication with them.
Much attention is paid to the development of auditory perception and speech hearing. As an exercise, the teacher invites children to identify by ear the sounds of different children's musical instruments. Outside of class, he organizes games aimed at determining the location of a sounding object, recognizing his comrades by the voice, etc.
In the process of working on speech development, the teacher gives children a variety of tasks, with the help of which they learn to listen and correctly perceive not only the speech of adults, but also of their peers (for example, a child asks Parsley to show a toy or a picture of a particular object). Sometimes the teacher specifically shows the wrong item that the children asked for, and they themselves must discover the error. Pupils’ attention to the speech of others is also formed with the help of riddles, which the teacher widely uses in the classroom, when conducting exercises for children to pronounce syllables and words.
The teacher teaches children to listen attentively to words, to differentiate by ear sound combinations that are similar in sound, to distinguish the tempo of speech, and intonation means of expressiveness. For example, children are asked to find among toys or pictures depicting objects those whose names sound similar (mouse - bear, donkey - goat). But before that, the teacher names toys or objects, and then puts out similar ones by name and asks: “Vova, where is the bear?”, “Lena, show me the mouse.” Outside of class, he organizes games to distinguish similar sound combinations (“Whose voice?”, “Who called?”, etc.).
Children of the fourth year of life cannot yet independently isolate sounds from words. Therefore, when conducting classes to reinforce sound, the teacher uses words that contain this sound, focusing the children’s attention on it. For example, when studying the sound [u], the teacher pronounces a series of words: “u-u-u-tka”, “g-u-u-s”, emphasizing the sound [u] with his voice. Then he repeats these words again and invites the children to name the sound. As a result of this work, children not only acquire the ability to recognize what sound is in a word, but also to highlight it with their voice.
At the end of the school year, having reinforced the whistling consonants [s] and [z], the teacher invites the children to independently determine by ear the presence or absence of these sounds in given words. Using the same speech material, he trains students in pronouncing sounds and words with different volumes and at different tempos. For children who speak quickly, with a tongue twister, and therefore do not clearly pronounce sounds, skipping syllables, the teacher gives tasks to pronounce words slowly and clearly; when memorizing poems, nursery rhymes, and counting rhymes, he explains at what speed they should be read and suggests saying them at different tempos.
The volume and fluency of speech, as already mentioned, largely depend on the state of speech breathing. In the fourth year of life, work on its development continues both in class and during extracurricular time. The teacher gives the children various tasks: to blow on thin strips of paper (the “Breeze” game), on paper snowflakes, and on other light objects; slowly, on one exhalation, pronounce vowels and consonants: [u], [i], [v], [f], [s], [z]; on one exhalation, repeat a short phrase, a joke, a pure saying (Vova has cubes; For-for-for - a goat is coming towards us.).
In the work of educating the sound culture of speech, visual material is widely used: toys, pictures, household items, etc. This enlivens the lesson and helps to better assimilate the acquired knowledge. A lesson on reinforcing sounds in phrasal speech will be more effective if children memorize short poems based on visual aids.
Education of sound culture of speech in the middle group
(from four to five years)
is carried out taking into account the skills that children acquired in younger groups.
In the fifth year of life, most children (with systematic and systematic lessons in previous groups) complete the process of mastering the sounds of their native language.
At this age stage, the teacher teaches children to correctly and clearly pronounce all the sounds of their native language (paying special attention to complex sounds: whistling, hissing, sounds [l] and [r]); pronounce words and phrases clearly; use a moderate rate of speech and intonation means of expression; develops phonemic awareness; speech breathing; improves the functioning of the articulatory and vocal apparatus.
Thus, the tasks of educating the sound culture of speech are not limited to the formation of only correct sound pronunciation, but cover all aspects of sound speech.
Before dwelling on the tasks, content and methods of work on educating the sound culture of speech of preschoolers of the middle group, we will briefly consider how the formation of its various aspects is proceeding.
Sufficient mobility of the muscles of the articulatory apparatus in children of this age gives them the opportunity to make more precise movements with the tongue and lips, which create conditions for the correct pronunciation of difficult sounds.
At this age, the pronunciation side of children's speech improves significantly: the softening of consonants, omission of sounds and syllables, especially in polysyllabic words, completely disappear. By the end of the year, most students master the correct pronunciation of hissing sounds, [l], [r] and clearly pronounce polysyllabic words, accurately maintaining the syllabic structure in them.
Deficiencies in sound pronunciation at this age in some children may be expressed in incorrect, more often in unstable, pronunciation of certain groups of sounds (for example, whistling and hissing), when in some words the sound is pronounced correctly, in others - incorrectly; in the unclear pronunciation of individual words, especially polysyllabic ones. Children experience difficulties in pronouncing sounds in those words that include certain groups of consonants, for example: simultaneously whistling and hissing, sounds [l] and [r]: old woman, laboratory. So, for example, the phrase “The woman was drying her fur coat in the sun” can be pronounced by children of middle preschool age as “The woman was drying her fur coat in the sunshine” or as “Zensina was drying her fur coat in the sunshine.” The following option is also possible: “The woman was drying her fur coat in the sunshine.” This pronunciation is due to the fact that some children either have not yet sufficiently consolidated individual sounds, or they are not yet able to clearly differentiate them by ear in their own pronunciation. Usually, under the influence of training, such imperfections in sound pronunciation disappear over time.
Mastering correct sound pronunciation, as already mentioned, does not occur evenly and equally in all children. Some preschoolers often persist for quite a long time in replacing sounds that are difficult to articulate with simpler ones, for example, hissing consonants with whistling ones. Until the age of five, such incorrect pronunciation of sounds is quite natural. But if such speech defects are observed in older preschool age, special speech therapy assistance is needed.
The formation of correct sound pronunciation is closely related to the development of phonemic perception. Well-developed phonemic hearing is a necessary condition for timely and correct mastery of sounds. Children who hear well, correctly perceive speech sounds (phonemes) and have a fairly mobile articulatory apparatus, as a rule, do not experience difficulties in assimilating sounds. The development of phonemic perception is of great importance not only for the correct mastery of sounds and diction, but also for preparing children for mastering literacy.
In the fifth year of life, children are able to recognize by ear this or that sound in a word, and select words for a given sound. All this is available to them, of course, if the corresponding work was carried out in previous age groups. Without special preliminary preparation, such tasks will be impossible for most children. Therefore, it is very important in the second junior group, as well as at the beginning of the school year in the middle group, to introduce children to the concept of “sound”.
The increased interest in the sound side of a word at this age is expressed in the fact that children listen attentively to words, try to find similarities in their sound (they are able to select words that sound similar to them themselves), when identifying a sound intonationally, they can establish its presence in a word, and often play with sounds, repeatedly repeating the, sometimes even meaningless, sound combinations that interested them.
Sufficiently developed speech hearing allows children to distinguish between increases and decreases in voice volume in the speech of adults, to notice acceleration and deceleration of the rate of speech, and to grasp various intonation means of expressiveness.
Many children imitate adults well, accurately conveying their intonation, catching by ear the various shades of their speech. All this indicates a relatively high level of development of speech hearing in preschoolers, which gives them the opportunity to make wider use of various means of expressiveness: raising and lowering the tone of voice, highlighting individual words and groups of words in phrases, holding pauses correctly, expressing an emotional-volitional attitude towards pronounced, accurately use literary norms for the pronunciation of words.
At this age, children can change the volume of their voice taking into account the content of the statement, that is, their possibilities for using the vocal apparatus are significantly expanded. Speaking at different volumes and at different tempos, children begin to convey their thoughts more accurately and use intonation means of expression more widely.
Exhalation lengthens in preschoolers. They are able to pronounce vowel sounds within 3-7 seconds. Free exhalation when blowing on the plume is somewhat shorter - from 2 to 5 seconds. This gives children the opportunity to say phrases consisting of more words.
Organization and methodology of conducting classes.
Classes to educate the sound culture of speech in the middle group are longer and more complex than in the younger group. In addition, some sections of the sound culture of speech are necessarily included in the content of many or almost all speech classes.
As a rule, several tasks are solved in a lesson, but the main one at this age stage is the formation of correct sound pronunciation, the development of good diction, and the development of phonemic perception. When clarifying and consolidating the sounds being practiced, the teacher selects games and exercises that can simultaneously be used to develop phonemic perception, the vocal apparatus, speech breathing, to develop a moderate tempo of speech, and to develop intonation means of expressiveness. The content of classes becomes more complex in all sections of speech sound culture.
The sequence of clarifying and consolidating sounds, developing phonemic perception, and mastering other aspects of the sound culture of speech may be as follows.
First, the teacher tells the children what sound will be studied, for this he uses various onomatopoeia: the buzz of a mosquito is the sound [z], the buzz of a beetle is [z], etc. After the children learn what sound they have to work with, its articulation and correct pronunciation by each child are clarified. In the same lesson, games and exercises are conducted aimed at developing children’s ability to recognize and hear familiar sounds in syllables and words, that is, tasks are offered for the development of phonemic perception. In the process of clarifying and consolidating voiced consonants, the teacher can invite children to pronounce sounds at different volumes, that is, at the same time he develops their vocal apparatus. When pronouncing fricative sounds ([s], [z], [sh], [z]), he pays attention to the duration of their pronunciation (asks to pronounce the sound as long as possible on one exhalation), which contributes to the development of speech breathing in children.
The next stage of work on developing correct pronunciation is fixing the sound in words. For this purpose, games and exercises are used in which children, using the selection of sounds with their voices, practice their clear and correct pronunciation. At the same time, tasks are given to determine the presence of sound in a word by ear and in pronunciation. For example, among the toys lying on the table, name only the one whose name contains the sound [z]: a hare and a cat, a goat and a cow. The teacher invites the children to pronounce the words so that the sound is heard clearly (z-z-z-ayats). By highlighting a sound with their voice, children learn to listen to its sound and hear it in speech. In the future, you can give more complex tasks - to select words with the sound being studied, to change a word so that it contains the given sounds. For example, when fixing the sound [h "], children are asked to change the names of girls so that they have this sound: Olya - Olechka, Tanya - Tanechka; choose the names of young animals and birds: for a wolf - a wolf cub, wolf cubs; for a jackdaw - little chick, jackdaws, etc.
Consolidation of the correct pronunciation of sounds in speech is carried out in the process of pronouncing phrases, phrases, short poems, riddles and other speech material. For example, when practicing the sound [l], children are offered the following simple saying: “Mama washes Mila with soap.” At the same time, the teacher ensures not only that the children pronounce the sound [l] correctly, but also that they pronounce all the words clearly, that is, work on consolidating sounds is necessarily combined with the development of clear diction. To develop the vocal apparatus, you can ask children to repeat pure sayings, changing the volume of their voice and the speed of their pronunciation.
The teacher pays attention to the correct pronunciation of sounds in everyday communication with the child. If necessary, organizes additional classes with children who, for some reason, were unable to master the material in a timely manner.
Throughout the school year, games and exercises are conducted aimed at developing speech breathing, the vocal apparatus, developing a moderate tempo of speech, and intonation means of expressiveness. Thus, work on the pronunciation side of speech is closely intertwined with the development of phonemic perception and speech hearing.
Formation of correct pronunciation of sounds remains one of the main tasks in developing the sound culture of speech. At this age stage, attention is paid to the correct pronunciation of all sounds of the native language, but special work to clarify and consolidate the sounds is carried out in the following sequence: first with a group of whistlers [s] ([s"]), [z] ([z"]) , [ts], then - hissing ([w], [zh], [h"], [sch"]) and sounds [l] ([l"]), [r] ([r"]). Approximately two lessons are allocated to consolidate each sound.
At the beginning of the school year, the teacher conducts game exercises to consolidate the pronunciation of sounds of “early ontogenesis” (vowels, simple consonants), which were studied in younger groups. Children practice pronouncing small speech units: individual sounds, syllables, using mainly onomatopoeia: ooh, a locomotive whistles, a cow mooes, a car hums, etc.
etc.................
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 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)
(Junior group) Card No. 2
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 They fly and squeak. The game is repeated 2-3 times.
(Junior group) Card No. 3
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).
(Junior group) Card No. 4
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).
(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"
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.
(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”
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.
(Junior group) Card No. 11
A game "The bells are ringing"
Educator. Big bell (shows a large 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.
(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.
Subject: "LAND OF SOUND".
Tasks: develop auditory attention and phonemic awareness; learn to distinguish between non-speech and speech sounds; clarify the articulation of vowel sounds; , come up with words based on a given vowel sound; differentiate the concepts “sound”, “word”; learn to distinguish between short and long words; learn to control your voice, change its strength and volume; develop the ability to listen to others; cultivate a kind attitude towards others.
Progress of the lesson
Teacher-defectologist (U.-d.). Guys, do you want to go to the land of sounds? This country is invisible, but it surrounds us everywhere, because sounds are everywhere. They cannot be seen, they can only be heard and spoken. Let's remember what sounds you can hear while sitting at home.
Children remember that they heard the sound of wind, rain, thunder, a car or a train driving, birds singing, dogs barking.
U.-D. Guys, every object has its own “voice”. Let's listen to the voices of various objects.
Game "Attentive Ears".
The teacher behind the screen makes noises with different objects, and the children guess which object made the sound. (The drum beat, the bell rang, the tambourine sounded, they tore the paper, poured water, hit the ball, the ball rolled on the table, etc.)
U.-D. But every person also has his own voice. Do you recognize each other by voice? Let's play.
Game “Come on, close your eyes, find out who called you!”
U.-D. All living beings have their own voice and make different sounds,
U.-D. Guys, how can we make sounds? (With feet.) Let's stomp quietly and quietly. And now it's loud, loud. How else can we make sounds? (With hands.)
Let's rub our palms and listen to what sound we make... And now let's clap quietly... And now loudly... And what else do we make sounds with? (With their mouths.)
Close your mouth and try to say the word “hello.” Nothing succeeded?
Children say that the mouth can open and close, the tongue, teeth, lips help us make sounds.
At this moment, a rustling sound is heard. Children listen, follow the rustling sound and find a small hedgehog in the dry leaves.
U.-D. Would you like me to tell you a story about a hedgehog?
Children sit on the carpet, and the teacher tells a story, accompanying it by showing pictures-symbols that cause active onomatopoeia.
One day a little hedgehog went for a walk alone. He stomped through the forest - top-top-top. Suddenly he saw that he was lost. The hedgehog got scared and cried quietly, and tears began to fall - drip-drip-drip. And then a cloud covered the sun, and the rain pattered on the dry leaves - bam-bam-bam. And then a strong wind blew -u-u-u; howled - in-in-in. The hedgehog became completely scared, and he cried loudly, loudly, and the tears began to fall harder - drip-drip-drip! But suddenly the leaves rustled - shhhh. A large beetle crawled out from under them. He said: “Don’t cry, hedgehog, I’ll take you home, and on the way I’ll sing you a song.” And the beetle sang - w-w-w. Then they met a mosquito, who also agreed to take the hedgehog home and at the same time sang his song - z-z-z. And then they met a cheerful stream. He said that he would lead the hedgehog to the house itself. They ran together and sang the song of the stream - ssss. The stream led the hedgehog to the house itself, and his mother was already waiting for him there. She warmed the tea, and the kettle happily knocked with its lid - b-b-b. Mom kissed the hedgehog, and he said that he would no longer walk alone, and snorted joyfully - pff-pff-pff.
U.-D. Guys, do you know that sounds are very friendly with each other, and when they are combined, words are obtained. If there are few sounds, then the word is short, and if there are many sounds, then the word is long. Let's play words!
Game "Long and short words."
Children sit around a table with a large sheet of paper and two crayons: a long green one and a short red one. The teacher shows the children pictures, pronounces the words together and “claps.” Then choose a long or short chalk. One of the children says the word again and at the same time draws a path. Long words leave a long trail, and short words leave a short trail.
U.-D. Now let's see what we got. Remember that words can be long and short.
What short words do you remember? (Cat, house, ball, onion, cheese.)
What long words do you remember? (Che-re-pa-ha, po-pu-gai, sa-mo-let, ma-trash-ka, so-ba-ka.)
And now we will find ourselves on the street of vowel sounds. Let's remember what vowel sounds can do. (Sing, shout loudly, stretch.)
Game "Spoiled TV".
Children line up one after another. The teacher shows the first child the silent articulation of any vowel sound. Children turn to each other and convey the “image” of the sound. The last child must guess what sound was given to him and shout it out loud.
Game "Drawing sounds".
Different options for the game: children hold hands and, pronouncing vowel sounds, stretch their circle; children sit down like little mushrooms, pronounce vowel sounds and “grow” with them. Etc.
Game "Round Dance of Vowel Sounds".
Children run after each other in a circle if they hear the vowel sounds pronounced by the teacher. And when they hear a consonant sound that cannot be pronounced protractedly, they stop.
U.-D. Guys, only those who are familiar with them are allowed into the street of vowel sounds. Each of you will name any vowel sound and receive a red ticket.
Children name vowel sounds: a, o, y, i, s, e.
At this time, the magic path leading to the street of vowel sounds turns into a sound path on which symbols of vowel sounds are drawn. Children walk along the path, singing vowel sounds. The path leads to houses, which also have symbols of vowel sounds.
U.-D. Guys, boys and girls live in these houses. Let's guess their names!
Anya, Alla, Alyonka, Andrey, Alyosha.
Ulyana.
Olya.
Ira, Inna, Igor, Ilyusha.
There are also pictures in these houses. But they went out for a walk and forgot who lived where. Shall we help them find houses?
Game “Where is whose house?”
Children take turns turning over the pictures lying on the carpet, calling out the word loudly, pronouncing the first sound protractedly, calling it and deciding in which of the houses this picture lives.
U.-D. Our game with sounds is over. You are a little tired. Look, our hedgehog is tired too. Let's sing him a lullaby, and let's sing tenderly and affectionately.
Children take turns picking up the hedgehog, rocking it, gently singing to the tune of a lullaby: a-a-a-a-a-a; oo-oo-oo-oo-oo; o-o-o-o-o-o-o; and-and-and-and-and-and; s-s-s-s-s-s; uh-uh-uh-uh.
The hedgehog fell asleep. Let's say "shhhh" and we will leave the group and be quiet, we will not make loud sounds so as not to wake up the hedgehog.
I. Lebedeva
Lotto “identify the first sound in a word”
Target:
Exercise children in identifying the first sound in a word.
Game material:
Cards with subject pictures according to the number of children. Each card has 4 or 6 images (animals, birds, household items, etc.). The leader has circles (for children in speech therapy groups - cards with letters - 4 for each letter).
Subject pictures on cards
Subject pictures on cards:
watermelon bus pineapple stork
iron fishing rod duck mustache
turkey needle frost oriole
donkey oats perch wasps
briefcase saw dress tent
paint pencil kitten grasshopper
robe hamster cotton hockey player
starling lilac hay (stack) dog
hare castle umbrella strawberry
wardrobe rosehip pine cone hut
beetle acorns giraffe crane
watch teapot cherry bird cherry
Chicken compasses heron figures
frog swallow ladder skis
radish lynx cancer rowan
The combination of objects on the card can be different: a) objects whose names begin with vowels (bus, iron, needle, wasps);
b) objects whose names begin with consonants that are easy to pronounce (saw, cat, robe, dress);
c) pictures of whistling and hissing sounds (lilac, compass, dog or: hat, beetle, cone, giraffe, etc.).
Below is an example set of cards:
1) pineapple - turkey - perch - frog - clock - paints;
2) iron - briefcase - lilac - castle - hut - beetle;
3) watermelon - robe - starling - numbers - rowan - teapot;
4) pineapple - fishing rod - frost - saw;
5) cherry - heron - radish - swallow;
6) dog - umbrella - rosehip - giraffe - mustache - wasp;
7) grasshopper - hamster - hat - crane - bus - frost;
8) cotton - kitten - compass - bird cherry - crayfish - ladder, etc.;
9) bus - mustache - needle - oats - hat - crane;
10) heron - turtle - swallow - crayfish - hare - scarf.
Under each image there is a strip of three identical cells.
Progress of the game
4-6 children play. The teacher distributes cards to the children. Asks who has the name of the object with sound a (y, o, i, p...). To the one who correctly names the object, he gives a circle (in the senior group) or a card with the corresponding letter (in the preparatory group for school), which the child places on the image of the object. If by the end of the game some children have unclosed pictures, the teacher offers to name them and determine what sound the word begins with. The one who covers all the pictures wins. Later, children in the preparatory group can play this game independently.
Chain of words
Target:
Exercise children in identifying the first and last sounds in words.
Game material:
Cards with subject pictures (pencil - cabinet - flag - bush - ax - rocket - bus - bough - key - kettle - cat - pineapple - catfish - poppy - crocodile - onion).
The size of the activity cards is 12 X 7 cm (10 X 6 cm). The back side of the cards is glued with velvet paper or flannel. The cards are laid out on flannelgraph. For a board game, the size of the cards is 8 X 5 cm.
Cards for activities
Progress of the game in class
The children have cards on their tables (one for two). The teacher has a card with a picture of a pencil.
The teacher explains: “Today we will lay out a chain of objects. Our chain will begin with the word pencil. The next link in the chain will be a word that begins with the sound that the word ends with pencil.
Which of you will find an object with this name in your picture, go to the board, attach your picture to mine and name your object so that the last sound in the word is clearly heard. If you children find two objects at once, the one who found it first will attach a picture. And attach the remaining picture later, when you again need a word with that sound for the chain.”
When the entire chain has been laid out (it can be placed on a flannelgraph in a circle), the teacher invites the children to name the objects in chorus, starting with any one indicated, slightly emphasizing with their voice the first and last sounds in each word.
Progress of the game outside of class
4-6 children play.” The cards (face down) lie in the middle of the table. Everyone takes the same number of cards (4 or 2). The one with the star on the card begins to lay out the chain. The next picture is attached by a child whose name of the depicted object begins with the sound with which the word ends - the name of the first object. The winner is the one who lays out all his cards first.
Find the place of the sound in the word
Target:
Exercise children in finding the place of sound in a word (at the beginning, middle or end).
Game material:
Cards from the set for the game “Identify the first sound in a word”; chips.
Progress of the game exercise in class
The teacher hangs or places cards on the shelf of the board on which a bus, a dress, or a book are drawn. Invites children to say what is shown on the cards. Asks what identical sound is heard in the names of objects.
"That's right - sound A. This sound is in the names of all objects, but it is heard in different places in the word,” explains the teacher. - One word begins with a sound A, in another sound A is in the middle, and the third ends with this sound. Now look at the card (one card is given for two or three children). Under each picture there is a strip of three cells.
Cards from the set for the game “Identify the first sound in a word”
If you hear the sound I name at the beginning of a word, place a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of the word, the chip is placed in the third cell.”
Each child receives a card. Finds a word with the sound named by the teacher, marks its position with a chip.
Match the word to the diagram
(to sounds With And w)
(I option)
Game material:
Cards with diagrams of the location of sounds in words (one cell is shaded at the beginning, end or middle of the diagram). Subject pictures:
Subject pictures
Bag bowl ear catfish cabbage pineapple scoop scales bus bench fox forest
Teddy bear hat reeds fur coat daisy lily of the valley scarf cherries shower hat cup pencil
Progress of the game exercise
4-6 children play. The presenter gives them one card each. Explains what a shaded cell means. Then he takes one picture from the stack, names it, slightly emphasizing the sound s or w with his voice, and the children determine the position of the sound in the word. If the location of the sound matches the pattern on his card, the child takes the picture and places it on his card. The one who never makes a mistake wins.
(II option)
Having received the card, the child selects 3 words with sound With or w, focusing on the shaded square.
Who lives in the house?
(For speech therapy groups.)
Target:
Exercise children in selecting words with a certain sound.
Game material:
1. Cards (made of paper) in the form of flat houses with four windows. Under each window there is a pocket where a picture is inserted (if the game is played with children in class). There is a letter on the attic window.
2. Subject pictures:
K - cat, goat, rabbit, kangaroo, crocodile;
C - elephant, dog, magpie, bullfinch, fox;
3 - hare, zebra, goat, monkey;
Ts - chicken, heron, hen, sheep;
F - giraffe, crane, hedgehog, toad;
L - elk, horse, squirrel, wolf, oriole;
R - cancer, fish, tiger, crow, sparrow, mole;
Progress of the game in class
The teacher places 2-3 houses on the board, and puts object pictures on the table (or hangs a typesetting canvas with pictures). He says: “They built houses for animals and birds. Let's, children, help the animals settle down. In the first house those animals can live whose names have the sound k, in the second - those who have the sound z in their names. Each house has four apartments. Find four animals and move them to the house.” When called by the teacher, two children select the necessary pictures, insert them into their pockets, and then say who they put in the house. The rest of the children check whether the task was completed correctly.
When the houses are occupied, the teacher asks: “Perhaps some of the animals or birds want to live next to other neighbors? Can some residents change houses?” Children determine that the chicken from the house with the letter c can move to the house with the letter c, and the rabbit can move to the house with the letter l, away from the toothy crocodile.
Material for the game "Who Lives in the House?"
Progress of the game outside of class
Three or four children are playing. Each player receives a house. The teacher takes a picture of an animal from the pile, names it, and the children determine in which house it should live. If an animal can live in different houses (for example, a giraffe - in a house and and the house R), then the child who first said that this animal should live in his house gets the picture. If it turns out that some animal has no place to live because the house assigned to it is already occupied (for example, a cat can only live in a cat’s house), the teacher invites the children to think about where other animals can be moved to make room for it.
Who will collect things faster?
(board game)
Target:
s - w.
Game material:
A large map with 2 suitcases in the middle. Pieces of clothing are drawn in a circle, the names of which contain a sound. With or w(fur coat, cap, hat, earflaps, scarf, shawl; sweater, sundress, boots, sandals, suit, shirt).
Map for the game "Who can collect things faster?"
Between the objects there are circles from one to four; 2 chips of different colors, a cube with circles on the sides (from one to six circles); squares of different colors (8-10 each) (the squares can have letters With And w).
Progress of the game
Two children are playing. One child must pack into a suitcase things whose names contain the sound s, the other - things with the sound sh. Children take turns throwing the cube and moving their chip by as many circles as there are on the top edge of the cube. If the chip lands on an object that has the sound the child needs in its name, he places a cardboard square on his suitcase. The one who packs the most things into his suitcase (collects more squares) wins.
Shop
For speech therapy groups.
(board game)
Target:
Exercise children in differentiating sounds r - l, s - w.
Game material:
1. A large map divided into 3 horizontal stripes - “shelves”. The stripes are drawn into squares in which items of clothing and dishes are drawn. On the first two “shelves” there are clothes, on the third there are dishes. The names of all objects have sounds s, w, r, l. Items with two sounds in their names ( With And R or R And w), presented in two versions (2 sweaters, 2 sugar bowls, etc.). There are squares drawn under the pictures (players will put “money” on the square).
Map for the game "Shop"
2. Money - paper cards with the letters s, w, r, l. Each letter must be in six or more copies. With coins “c” you can buy: a sugar bowl, a glass, a frying pan, a sweater, a sundress; for “sh” coins - a shirt, a hat, a jug, a cup; for “r” coins - sugar bowl, sweater, shirt, etc.
Progress of the game (I option)
Four children are playing. (The moves are made alternately.) The teacher gives each person 6 squares with one letter and explains the rules of the game: “I will be the seller, and you will be the buyers. With your money, each of you can buy six different items in the store. With money “s” you can buy those items whose names have the sound s, with money “r” - things with the sound r. Place the coin on. square under the item you need. If you pay correctly, I will sell you the goods."
The one who spends his money faster wins.
(II option)
“Money” - the letters lie on the table with their images facing down. Each player takes any 6 coins and buys the corresponding product.
Collect a bouquet
Target:
Exercise children in distinguishing a given sound in words.
Game material:
1. Cards with vases (applique, drawings). Each vase contains stems with flower heads attached to the ends. The vases have pockets. 2. Cards with letters or flowers drawn on them (inserted into pockets). 3. Multi-colored flowers cut out of paper (it is advisable to present each color in several copies).
Below are the colors with sounds s, l, r, g - z, z - s in titles:
WITH blue lilac red gray
L blue white purple green yellow
R red pink orange lilac gray
F - 3 orange yellow green pink
3 - C green lilac pink gray red blue
To play during the lesson, you should stick circles made of velvet paper or flannel onto the ends of the stems, and paste the flowers on the back side with velvet paper. Progress of the game exercise in the lesson The teacher places in front of the children 2 or 3 cards, which depict vases with stems, a flannelgraph with flowers of different colors. Explains: “Today, children, we will make bouquets of flowers of different colors. In a vase with a lily of the valley in its pocket, there should be flowers of a color whose name contains the sound l. In a vase with a chamomile, there should be flowers of the same color and shades, the name of which contains the sound p. One flower must be attached to each stem.”
Having completed the task, the child names the color, highlighting the desired sound with his voice, and the others check the correctness of the answer. For example: “The bouquet contains red and pink flowers. I
Progress of the game exercise outside of class
(board game)
The number of players is up to five. Everyone receives a card with a vase. The teacher shows flowers (one flower at a time) and names their colors. If the name has the right sound, the child says: “A blue (white, green, etc.) flower is suitable for my bouquet.” The teacher hands the child a flower, who places it at the end of the stem. (Cards and flowers for board games are made in smaller sizes and without lining with velvet paper or flannel.)
Find a match
Target:
Exercise children in selecting words that differ from each other in one sound, to develop phonemic awareness. Game material:
1. A disk divided into 2 halves, along the edge of which an equal number of circles of velvet paper (5-7 pieces each) are glued in the upper and lower parts. A double arrow is attached to the disk, which is convenient to move.
Disc for the exercise "Find a pair"
2. Subject pictures (on circles the same size as the circles on the disk), glued on the back side with velvet paper or flannel:
goat - scythe grass - firewood reel - tub duck - fishing rod bear - mouse roof - rat helmet - mask poppy - crayfish kit-cat mustache - wasps com - catfish house - smoke
Progress of the game during the lesson:
The teacher places a disk with pictures in front of the children (in the upper half). The remaining pictures are located on a flannelgraph or lie on the teacher’s table. Invites children to play the game “Find a Pair.” Explains: “This disk is divided into two parts. The top half contains different pictures. One arrow points to the picture, and the second arrow points to the empty circle below. On this circle you need to place a picture with an object whose name sounds similar to the name of the object pointed to by the top arrow.”
The teacher calls the children to the board. Having picked up the picture, the child pronounces both names, emphasizing their similarities and differences (“Scythe - goat”). Then the teacher moves the arrow to the next picture.
Progress of the game outside of class:
Each player receives one or two pictures. The teacher places one arrow on a picture and names the object depicted on it. Children look at their pictures and choose the one they want. The one who has the picture left loses.
Let's build a pyramid
Target:
Exercise children in determining the number of sounds in words.
Game material:
1. Drawing of a pyramid of squares, made on a sheet of paper. At the bottom of each square there are pockets for inserting pictures. At the base of the pyramid there are 5 squares, above 4, then 3 and 2. The pyramid ends with a triangular top.
Picture of a pyramid
2. Subject pictures of the same size as the squares of the pyramid, containing in the names from two to five sounds: hedgehog, snake, mustache (2); poppy, cancer, beetle, cheese, ear, lump, catfish (3); fish, vase, rose, fox, duck, toad (4); bag, hat, branch, cup, shoes, jacket, bowl, cat, mouse (5).
Progress of the game during the lesson:
The teacher demonstrates the pyramid and explains: “We will build this pyramid from pictures. At the very top we should have pictures with short names consisting of only two sounds, below - three, and even lower - four sounds. And at the base of the pyramid there should be pictures with names made of five sounds.”
The teacher calls the children one by one to complete a game task. First, children take any pictures, clearly pronounce the word and determine the number of sounds in it. For example: “The word beetle has three sounds. I will put this picture in the second row (from the top).” Or: “The word cup has five sounds, I’ll put the picture in the bottom row.” An incorrect answer is not counted, and the picture returns to its original place. During the game, children look for pictures only for unfilled squares. At the end of the exercise, the teacher asks how this unusual pyramid is structured.
Progress of the game outside of class
Seven children are playing. The teacher places a card with a pyramid in the middle of the table and distributes 2 pictures to each player. Children determine the number of sounds contained in the names of objects and place pictures on the corresponding squares.
Pyramid
Target:
Exercise children in determining the number of syllables in words.
Game material:
1. Image of a pyramid of squares (in 3~ rows): below
3 squares for three-syllable words, above -2 for two-syllable words and above -1 for one-syllable words. There are pockets at the bottom of the squares.
2. Subject pictures:
for monosyllabic words
catfish, cancer, lion, onion, beetle, lynx, goose, tiger, key, cheese, wolf, chair, ball, ball, etc.
for two-syllable words
goat, cat, fish, toad, squirrel, penguin, sheep, ram, jug, teapot, cup, bag, etc.
for three-syllable words
dog, cow, crow, pelican, parrot, kangaroo, plate, bus, locomotive, raspberry, boots, chicken, etc.
(I option)
The teacher explains: “Today we will build a pyramid from pictures. In the bottom row of the pyramid you need to place pictures whose names consist of three parts, for example: ma-li-na; in the second row - of two parts: fish; in the top square - a picture whose name is not divided into parts (a one-syllable word), for example, goose.”
The teacher calls the child to the board and gives him several pictures (3-4). One with a one-syllable word, two with two-syllable words, and one with a three-syllable word.
The child pronounces the names of objects syllable by syllable and inserts pictures into the correct pockets. All other children check whether the pyramid is built correctly. The next child gets new pictures.
(II option)
The teacher calls three children at once and invites one child to choose from the pictures laid out on the table (or from the pictures inserted into the typesetting canvas) pictures for the bottom row of the pyramid, the second - for the middle, the third - for the top.
Progress of the game exercise outside of class
(board game)
For the board game, cards are made with images of a pyramid of squares (without pockets). (Children put pictures on squares.)
Each player receives a card with a pyramid, independently selects pictures with the required number of syllables and “builds” the pyramid.
The teacher checks how the task is completed.
Flower shop
Target:
1. Exercise children in dividing words into syllables.
2. Fix the names of colors in the children's dictionary.
Game material
1. Postcards with images of flowers whose names consist of two, three and four syllables. Two syllables: rose, peony, aster, tulip, daffodil, iris. Trisyllabic: chamomile, lily, cornflower, carnation. Four syllables: forget-me-not, bellflower, chrysanthemum, gladiolus.
2. Number cards - “money” with two, three and four circles.
3. Typesetting canvas.
Progress of the game in class
(I option)
The teacher invites the children to play in a flower shop and places in front of them a typesetting canvas with postcards on which flowers are drawn. He says: “This is our flower shop. It sells different flowers. Some have short names, such as peony, others have long names, such as forget-me-not. Each of you has a number card with circles. But this is “money”. You will be the buyers and I will be the seller. The buyer can only buy that flower whose name has as many parts (syllables) as there are circles on the card. You will come to the store, show me a number card and say the name of the flower in parts. If you correctly determine which flower you can buy, you will receive it. If you make a mistake, the flower will remain on the counter.” The called children pronounce the names of the colors syllable by syllable and give the teacher number cards.
At the end of the game, the teacher himself shows the children a number card with two circles and asks them to show and name the purchased flowers. Children come out with cards to his table and take turns pronouncing the names of their flowers: “Rose... peony... tulip,” etc. Then the teacher shows a card with three and four circles, and the children pronounce three-syllable and then four-syllable names .
(II option) (Let's plant flowers in the flowerbed)
The teacher hands out cards with pictures of flowers to the children. He hangs a typesetting canvas with three stripes in front of them. A number card with one circle is inserted into the top strip, two circles into the middle strip, and three circles into the bottom strip. Invites children to “plant flowers in the flowerbed”: in the first, upper groove - flowers whose names are divided into two parts (into two syllables), in the middle - flowers with names of three parts, in the bottom - with names of four.
The teacher calls the children first to plant flowers in the upper groove, then in the middle and, finally, in the lower. In conclusion, the children pronounce the names of the flowers in chorus and determine whether they are planted correctly.
Turn on TV
Target:
Exercise children in identifying the first or last sound in words, in composing words from selected sounds (three or four), and in reading words of three or four letters (in speech therapy groups).
Game material:
1. A table on which 2 long pockets are pasted on the left, one under the other for subject pictures and letters, and on the right is an image of a TV; behind the screen there is a pocket (for displaying pictures).
2. Subject pictures and cards with letters.
3. Pictures for the TV screen: ball, lump, catfish, crayfish, whale, cat, rose, vase, duck.
Picture "TV"
Progress of the game exercise in class
The teacher explains to the children: “To turn on our TV and see the image on its screen, you need to identify the first sound in the words - the names of the pictures placed in the top pocket. Using these sounds you will create a new word. If the word is spelled correctly, the corresponding object will appear on the TV screen.”
The teacher inserts object pictures into the upper pocket, for example: matryoshka, stork, cat, asks the children to name the first sound in each of these words (m, a, k) and guess what word can be made from these sounds (poppy). Then he shows a picture of a poppy on the screen.
Children in the speech therapy group designate the highlighted sound with the corresponding letter and read the resulting word.
Words that can be formed from the first sounds: com, (cat, donkey, poppy), cat(key, hoop, axe), cancer(fish, watermelon, chicken), ball(pine cone, watermelon, fish), som(sleigh, wasps, hammer), rose(lynx, hoop, hare, bus), vase(wolf, orange, castle, pineapple).
Words that can be formed from the last sounds: com(lock, bucket, catfish), cat (hammer, chair, plane), cancer(axe, saw, wolf), ball(lily of the valley, spinning top, tractor), som(bus, coat, com), duck(kangaroo, helicopter, sock, boat).
What are their names?
Target:
To strengthen in children the ability to identify the first, last, second and third sounds in words, as well as to form names from them.
Game material:
Picture with a girl and a boy
1. Table with images of children: girls and boys (four to five). At the top there are 4-5 long pockets for subject pictures, at the bottom there are pockets for letters.
2. Subject pictures and cards with letters a, y, o, s, l, m, w, r.
Progress of the game exercise in class
(I option)
The teacher suggests finding out the names of the girls and boys shown on the table. He explains that to do this, you need to identify the first sounds in words - the names of objects drawn in pictures in the upper pockets. Children name: horse, watermelon, crayfish, aster - and come to the conclusion that the girl’s name is Lara.
Subject pictures for reading (composing) the name Shura: ball, duck, fish, orange; named Masha: mouse, bus, cone, antenna; name Roma: hand, wasps, poppy, car.
(II option)
Children make up names based on the last sounds in words: Shura(reed, kangaroo, ball, vase); Lara(table, cat, axe, duck); Masha (house, bag, lily of the valley, fork); Roma (mosquito, wheel, catfish, saw).
(III option)
Names are formed according to the second sound in words: Lara(elephant, crayfish, watermelon, poppy); Shura(ears, chickens, rooks, sleighs), etc.
(IV option)
Names are formed according to the third sound in words: Lara(wolf, rook, mark, crane); Roma(brand, elephant, lamp, dress); Shura(bear, pipe, stamp, crab).
Let's decorate the Christmas tree
Target:
1. Develop phonemic hearing in children.
2. Practice dividing words into syllables (two-syllable and three-syllable words).
Game material:
1. A panel depicting a Christmas tree cut out of green velvet paper.
2. Mugs made of the same paper, on one side there are Christmas decorations drawn on them: a snowman, an icicle, a month, an airplane, a snowflake, a fox ( With); star, bunny, vase ( h); ball, cone, firecracker, parsley, mouse, bear ( w); bug, hedgehog, snowflake ( and); rocket, fish, flashlight, parsley, ball ( R); boat, fox, plane, icicle, firecracker ( l).
Pictures whose names contain 2 practiced sounds are produced in two copies.
3. 2 boxes: one with two stripes on the side, the other with three.
Progress of the game exercise in class
The teacher places in front of the children a panel with a Christmas tree and a flannelgraph on which Christmas tree decorations are attached. He says: “Children, you all really love the merry New Year holiday. Remember how we decorated the green Christmas tree with toys? And now I suggest you decorate this Christmas tree. Here are the Christmas decorations. First you need to hang on the Christmas tree those toys that have a sound in their name With. When you hang a toy, clearly name it and highlight the sound with your voice With».
The child immediately selects all the toys by sound With.
Then the teacher calls two children and invites one to hang toys with the sound z in their names, the other - with the sound sh. The next two children select toys containing the sounds z and r in their names. The last child hangs up the remaining toys and determines which sound is repeated in their names ( l).
Then the teacher says: “What an elegant Christmas tree we have! But the New Year holiday is over, we need to put the Christmas tree decorations in these boxes until the next New Year. In a box with two stripes on the side we will put toys whose names can be divided into two parts (syllables), and into a box with three stripes we will put toys whose names can be divided into three parts.”
The teacher invites two children to the table and asks them to take off the toys one by one and determine which box they should be put in. Then another group of three or four children completes the task.
Two-syllable words: candle, month, fox, star, bunny, vase, bug, hedgehog, ball, cone, mouse, bear, fish, boat.
Three syllable words: snowman, snowflake, icicle, plane, firecracker, parsley, rocket, flashlight, horse.
In conclusion, the teacher suggests checking whether the toys are correctly placed in the boxes. He first takes the toys out of the box with two stripes, and the children pronounce their names in unison (not loudly) syllable by syllable: wow, e-zhik etc. They also check the contents of the box with three stripes: ra-ke-ta, snow-zhin-ka...
Train
Target:
1. Teach children to determine the presence of the specified sound in words.
2. Practice determining the number of sounds in words.
3. Practice determining the number of syllables in words.
Game material:
1. Long panel depicting a steam locomotive and three carriages. Each carriage has 3 windows (squares with pockets at the bottom), there are slots on the roofs of the carriages into which signs with circles are inserted to indicate the number of sounds in words (from 3 to 5) or to indicate the number of syllables in words (from 1 to 3), and also signs with letters to determine the presence of sounds in words.
2. Subject pictures of the same size as windows with images of animals (beasts and birds) (you can use pictures from the set for the game “Who Lives in the House?”).
Pictures for one given sound: With: elephant, elk, lynx, dog, owl; h: hare, zebra, goat, monkey; w: cat, mouse, horse; and: giraffe, crane, hedgehog, toad; l: fox, lion, wolf, camel; R: crow, sparrow, chicken, crocodile.
Pictures for 3 given sounds: beetle, crayfish, catfish, bull; for 4 sounds: elephant, fox, wolf, toad; on 5: cat, mouse, ram, zebra.
Pictures for one-syllable words: elk, lynx, bull, elephant, lion, wolf; for two-syllable words: giraffe, cat, toad, goat, hare, ram; into three-syllables: crow, chicken, dog, sparrow, crocodile.
Progress of the game in class (I version)
The teacher shows the children a steam locomotive and 9 pictures of animals and explains: “The train for animals and birds has arrived. It has three carriages. Each animal can only travel in the carriage assigned to it. Animals whose names contain the sound s..." will travel in the first carriage," etc. The teacher calls three children and invites one child to select passengers for the first carriage (sound), another for the second carriage (sound), and the last - for the third car (sound p). Then he invites three more child controllers (or one child), who must check that the passengers are in their seats.
Picture "Train"
(II option)
The teacher inserts signs with circles into the slots on the roofs of the cars and offers to select passengers based on the number of sounds in the words.
Calls the child, gives him a picture of an animal. The child clearly names it so that every sound in the word can be heard, then says how many sounds there are in this word, and inserts a picture into the pocket of the corresponding carriage: “The bull must ride in the first carriage, because the word bull has three sounds: bull" and so on.
(III option)
The teacher inserts new signs with circles into the slots on the roofs of the cars. Explains to the children that the first carriage should contain animals whose names are not divided into parts (one-syllable words); those animals whose names can be divided into 2 parts will travel in the second carriage, etc. You can assign a child to the role of cashier and give him number cards with one, two and three circles. Children will come up to him one by one with pictures and tell him: “I am a wolf. Give me a train ticket." The cashier determines the number of syllables in a word and gives a number card: “Wolf, you will go in the first carriage”; “Fox, you will go in the second carriage,” etc.