The structure of classes on the sound culture of speech in different age groups. Let's go for a ride in the car. Guess which train

23.09.2019

Speech is the most important achievement of a person. Using sounds, words, expressions, additional gestures and intonation, you can communicate with other people. Correct communication called This is the ability to express oneself correctly, taking into account certain conditions, the purpose of the conversation, as well as the use of all linguistic means (intonation, vocabulary, grammar). Sound culture speech has something in common with each other.

What is sound culture of speech?

She is part verbal communication person. The sound culture of speech combines the oral formulation of words. This layer is responsible for the correct pronunciation of sounds, expressions, speed and volume of speech utterances, voice timbre, rhythm, pauses, logical stress, correct functioning of the speech motor and auditory apparatus, as well as the presence of a suitable speech environment.

Nurturing a sound culture of speech contributes to the timely and rapid development of speech skills in preschool children. During speech development, speech therapists simultaneously develop vocabulary and grammatically coherent speech. Classes help children monitor their breathing during pronunciation, correct its clarity, and develop voice control skills in a leisurely and correct intonation manner.

How to develop a sound culture of speech?

Formation correct speech in a child comes down not only to developing the skills of correct pronunciation of sounds, which are dealt with by speech therapists, but also to solving a variety of important tasks. IN kindergarten Experienced teachers work with children. As a rule, they develop the sound culture of the child’s speech in the following areas:

Develop correct sound pronunciation.
They form clarity and precision in the pronunciation of words that correspond to the linguistic norms of the Russian language.
In the process of studying, they develop a moderate speech tempo and correct breathing during pronunciation.
Develop intonationally correct pronunciation of sounds and words.
Develop auditory attention in children.

The sound culture of speech and its implementation is carried out in two directions: with the development of various perceptions (rhythm, tempo, intonation, strength, speed) and the speech motor apparatus. In order to cultivate a child’s speech culture, teachers choose the following forms of work:

Independent activities where children communicate with each other.
Classes with specialists from preschool institutions.
Work in the form of games and exercises.
Musical lessons.

Development of sound culture of speech in preschool institutions continues not only in special classes, but also during walks and morning speech exercises. Teachers use onomatopoeic words, poems, tongue twisters, visual material, cartoons, presentations and much more.

Age of formation of sound speech in a child

It is best to start working with your child at the age when he begins to actively talk and repeat words. Formation of sound culture of speech is important stage It is important not to miss this moment and help the child, together with the kindergarten teachers, comprehend the science of correct sound pronunciation.

Biological hearing

From birth, a person has the ability to distinguish sound vibrations - this is called biological hearing or perception. In humans, sounds are detected using the outer ear, eardrum, auditory ossicles and inner ear. Sound vibrations excite nerve endings and transmit information to the brain. Auditory attention is a special characteristic of a person's perceptual capabilities that helps focus on sounds, activities, or objects. For example, when a child focuses his attention on a stimulus, he receives clarity of sound sensations. If auditory perception is impaired in children, this leads to a decrease in attention and curiosity. The child often cries, flinches from sounds and extraneous stimuli.

How to choose the right speech therapist?

Finding a good specialist is not an easy task. Especially if the child has serious speech problems. When choosing a speech therapist, consider the following points:

Ask a speech therapist about qualifications and experience. Explore the portfolio.
Ask your speech therapist if he has solved a specific problem.
Find out the number and cost of classes.
Try to understand whether the person is at ease and whether the child is comfortable being around the speech therapist.
How high are the guarantees of a positive result?

Remember that the high price of classes with a speech therapist does not guarantee high-quality work done.

Sounds

The lesson on the sound culture of speech is aimed at teaching preschool children to articulate clearly and correctly. The sound “u” is taught to be pronounced smoothly and for a long time while exhaling. Teachers make sure that children pronounce it with different volumes and intonations. Sound training classes take the form of games and special exercises that help you learn how to correctly pronounce the sound “u”. Exercise - folding your lips like a pipe and pulling them forward prepares articulation for pronunciation. In addition, teachers sing songs with the children, perform choral repetitions of sounds and much more.

Sound "z". Its development also occurs in the form of games and songs. It is studied after preschoolers learn to cope with the sound “s”. The peculiarity of its study is that, in addition to articulation, the vocal cords are included in the work. Usually, the sound “z” requires training in front of a mirror. While working, the teacher pronounces tongue twisters with the children and makes up sentences. The development of sound culture is closely related to phonemic hearing.

Education of sound speech in preschoolers

The sound culture of speech includes correct diction, sound pronunciation, intonation, tempo, gestures, facial expressions, tone of speech, posture, and motor skills during a child’s conversation. If you systematically educate the pronunciation of sounds, it will be easier for a preschooler to learn in the future. That is why the method of education consists in the teacher solving the following tasks:

Development of mobility of the tongue and lips during sound pronunciation.
Formation of the ability to maintain the lower jaw in the desired position.
Paying attention to breathing while speaking.

As a rule, preschoolers master sound speech without effort if they are educated in time. During this period, children borrow words and sounds using an imitative method. After all, phonetic hearing is laid in early age. It is important not to miss the moment and direct the child’s development in the right direction.

Secondary group training

The sound culture of speech in the middle group of preschoolers (age 4 to 5 years) consists of speech hearing and breathing, which are the beginning of the emergence of speech. Education in this group begins taking into account the knowledge that was previously acquired. The primary task of the teacher is to teach children to clearly and correctly pronounce the sounds of the Russian language. The specialist pays special attention hissing and whistling sounds, teaches how to pronounce phrases correctly and difficult words, forms the skill of intonation expressiveness. In addition, the speech therapist educates children high level development of speech hearing, which will help them independently change the tone of their voice, highlight words in sentences with intonation. The sound culture of speech in the middle group is also aimed at the development of speech breathing, phonemic perception, vocal and articulatory apparatus.

Training in the senior group

The sound culture of speech in the older group (age 6-7 years) continues to develop previously acquired skills. Teachers strive to improve the development of the child’s articulatory apparatus, monitor the pronunciation of sounds with the help of various exercises, develop phonemic awareness, teach how to identify sound places in a word, and correctly use intonation and tempo of speech. Speech therapists also eliminate deficiencies in sound pronunciation, improve acquired skills, and study examples of correct literary pronunciation of words in their native language. The sound culture of speech in the senior group should develop in children a good phonemic awareness, teach them to read words, sentences and small texts, understand the differences between terms, independently compose sentences and carry out Completing training in the senior group, children are able to distinguish between vowels and consonants, sounds, their designations. As a rule, teachers prepare preschoolers for the preparatory stage, which begins before entering school.

What is a didactic game?

Didactic games in kindergarten are educational activities that help preschoolers gain new knowledge through exciting games. They are distinguished by the presence of rules, a clear structure and an evaluation system. solve a number of problems set by the teacher. There is a whole technique that allows you to develop a child’s phonetic hearing in this form. The didactic method gradually develops the correct pronunciation of the sounds of the Russian language and the ability to listen. All games have certain tasks, which boil down to highlighting sounds at the beginning, middle and end of the required word. For example, the game "Sound Hide and Seek" is intended for children under the age of six. This is an independent game for a group, supervised by a teacher. The goal of the game is to develop attention and phonetic hearing. A ball is used as an auxiliary object. The presenter needs to think of a word that has a certain sound, for example “z”. Then he throws the ball to the guys in turn, saying different words, in which this sound is present. The children's task is to catch the ball with words of the desired sound, and beat off the remaining “words”.

What problems exist in the development of sound speech?

Modern children much more often suffer from problems with the formation of sound pronunciation and speech. The reason for this is computerization and lack of communication with peers and parents. Often parents leave the child to his own devices, as well as toys, TV, and gadgets. Experts advise reading books with children, learning poems, counting rhymes, and tongue twisters. The formation of sound culture of speech is associated with the development of fine motor skills of the fingers. In order to captivate and involve the child in learning, it is necessary to give the child as often as possible tasks to build a house from cubes, assemble a mosaic and a colored pyramid. It is necessary to constantly develop sound speech in a child. In kindergarten, during games, walks in the park. Talk to your baby, pay attention to interesting details, for example, the color of leaves and plants, count birds, look at flowers. Without integrated approach the formation of correctly delivered speech is impossible. Both parents and preschool teachers should be involved in this.

Guess whose voice

Target:

Progress of the game: The teacher, imitating the voices of animals, that is, pronouncing various sound combinations, invites the children to guess who screams like that. When the children guess and name the animal correctly, he asks them to determine whether it is big or small. For example, the teacher says loudly qua-qua-qua and asks: “Who is this?” Children: "Frog." Then the adult pronounces the same sound combination quietly. “Who is this?” he asks. Children: “This is a frog.” - “How did you know that this was a frog?” Children: “The little frog croaks quietly, and the frog croaks loudly.”

The teacher ensures that all children listen carefully and answer questions correctly.

Take a toy

Target: To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly

Visual material . Toys or objects whose names consist of 3-4 syllables: crocodile, Pinocchio, Cheburashka, Thumbelina, etc.

Progress of the game: Children sit in a semicircle in front of a table on which toys are laid out. The teacher in a whisper names one of the objects lying on the table to the child sitting next to him, who should also name it in a whisper to his neighbor. The word is transmitted along the chain. The child who heard the word last gets up, goes to the table, looks for the given object and calls it loudly.

The teacher makes sure that all children, pronouncing words in a whisper, pronounce them clearly enough.

Be careful

Progress of the game: The teacher asks the children if they can drive a car, then he asks them to list what else they can drive. Children list: “By bus, trolleybus, tram,” etc.

After this, the teacher reads the story and invites the children to clap their hands when they hear the names of the vehicles:

“On Sunday, Kostya and Sveta gathered at their grandmother’s dacha. They sat down in trolleybus and went to the station. Sveta and Kostya settled down near the window and watched with interest what was going on around them. I drove past them car. I overtook them at the stop bus. In the children's park the boys rode bicycles. At the station my mother bought tickets. Soon came electric train, and they got into the carriage. Their grandmother met them at the dacha.”

Find the mistake

Visual material . Toys: goat, cow, dog, chicken, horse, hedgehog, etc.

Progress of the game: The teacher shows the toy and names the obviously incorrect action that this animal supposedly performs. Children must answer whether this is correct or not, and then list the actions that this animal can actually perform. For example, the teacher says: “The goat is reading. Can a goat read? The children answer: “No!” - “What can a goat do?” - the teacher then asks and shows the toy. Children list: walk, bogive in, pluck the grass. Then children can be offered the following and similar phrases: the cow barks, the dogthe ka sings, the chicken meows, the horse squeaks, the hedgehog flies etc.. The teacher makes sure that the children listen carefully, correctly name the actions that animals can perform, and pronounce words clearly and purely.

Secret

Progress of the game: The teacher pronounces the words in a whisper and invites the children to reproduce them in the same way: cat— leg, midge— spoon, drying— ears, flies— mugs, bear— mouse, cones— books, castle— castle, drinking— drank, mugs— mugs, dear— Expensive.

The teacher ensures that all children listen carefully, pronounce words only in a whisper, clearly and clearly, in the sequence suggested by adults. It is recommended to call children individually for answers.

Repeat correctly

Target : To develop auditory attention in children, to teach them to clearly pronounce polysyllabic words loudly and in a whisper, to distinguish words that sound similar, to place stress correctly

Progress of the game: The teacher calls the word, for example aquarium, and invites several children to repeat it quickly and clearly. Recommended words: trolleybus, bicycle, TV, ter-momet, had breakfast, corn etc. If the child repeated the words incorrectly or was delayed in answering, he must say this word at a slow pace (stretching out the vowels, clearly pronouncing each consonant sound).

You should call on those children who do not speak clearly enough, and select for the exercise the words in which children most often make mistakes.

Repeat like me

Progress of the game: The teacher pronounces the word and invites the child he calls to repeat it in the same way (loudly, quietly or whisper).

He makes sure that the children complete the task accurately. For the exercise, words are selected in which children may incorrectly place stress, or words that are saturated with some group of sounds (for example, hissing).

Let's go for a ride in the car

Target: .

Visual material . Toys with a sound in their name With(s): elephant, dog, fox, pig, goose, as well as other toys: bear, crocodile, doll, car, etc.

Progress of the game: The teacher shows a toy and asks several children to name it, then he names it himself and invites the children to listen carefully and say if there is this word sound With(“song of the water”). The child who answered correctly this question, the teacher offers to ride the toy in a car around the table.

With(s) in words, determined by ear the presence of a given [sound in a word; The teacher should pronounce the words drawlingly, emphasizing the sound with his voice With(sssl).

Highlight a word

Target: to consolidate children’s correct pronunciation of certain sounds in words, to teach them to identify words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)

Progress of the game: The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound z (“mosquito song”). Recommended words: bunny, mouse, cat, castle, umbrella, goat, car, book, call, etc. Answers can be group or individual.

The teacher should pronounce the words slowly (if the Children are not prepared, then the sound з in the words should be emphasized with a voice: umbrella), after each word, take a short pause so that the children have the opportunity to think. He must ensure that all children take an active part in the game. For individual answers, it is recommended to call on children whose phonemic hearing is not sufficiently developed, as well as those who pronounce this sound incorrectly.

Name and guess

Visual material. Flannelograph; pictures depicting objects whose names contain the sound з (зь), as well as paired ones without з,

For example: bunny, cat, lock - key, goat - cow, vase - decanter..

Progress of the game: The teacher displays paired cards on the flannelgraph and asks the children to say what is depicted on them. Then he invites them to name only those objects drawn in the pictures and those animals whose names have a sound (“mosquito song”). If children make mistakes, the teacher himself pronounces paired words, emphasizing the z in his voice (for example, zzayka is a cat), and asks the children in which word they hear the sound z.

The teacher ensures that all children pronounce the sound з (зь) correctly and are able to identify words with this sound

What's in the bag?

Visual material . Pouch; toys and objects whose names contain the sound t: chicken, hen, sheep, hare, saucer, button, as well as other toys: mani na, cube, ball, ball, etc.

Progress of the game: The teacher says that he has a bag (shows) in which there are many interesting things. “Whoever I approach,” he continues, “let him take one toy out of this bag, name it and show it to all the children! The called child completes the task. Then the teacher takes the toy from him and asks several children to say again what it is called, then he names the toy himself and asks them to listen to whether this name has the sound ts (“titmouse song”).

When all the objects are taken out of the bag, the teacher leaves on the table only those whose names contain the sound t (chicken, hen, sheep, hare, saucer, button), and invites the children to list them.

The teacher must pronounce words clearly, emphasizing the sound ts, for example, ovststsa. When choosing toys, you need to make sure that among them there are no objects with the sound s in their names, which can confuse children. The teacher ensures that children correctly name words containing c and clearly pronounce this sound in words.

Where is it?

Target : to reinforce children’s correct pronunciation of certain sounds in words, teach them to identify words with a given sound from a group of words, from the speech stream (to develop phonemic hearing)

Visual material . Bread bowl, sugar bowl, soap dish, salad bowl, candy bowl, inkwell.

Progress of the game: The teacher names the object and invites the children to answer where they can put it. For example, he says: “Mom brought bread from the store and put it... Where?” - “To the bread bin.” “And now,” says the teacher, “I will ask, and you will answer, where you can put the objects.”

Educator:

Masha poured sugar... Where?

Into the sugar bowl.

Vova washed his hands and put

soap... Where?

The teacher ensures that all children correctly pronounce the sound ts in words. Pays attention to the formation of words.

Our names

Visual material . Doll.

Progress of the game: The teacher shows a new doll and invites the children to name it so that the sound sh (“goose song”) is heard in its name. If the children cannot choose a name themselves, then the adult suggests calling the doll Masha. Repeating the name, he emphasizes the sound sh in his voice: “Mashshsha, Mashshshenka.”

Then the teacher asks the children to say what other names they know, where the sound sh is heard. The children call: “Shu-ra, Dasha, Lesha, Natasha, Masha,” etc. If they find it difficult, the teacher invites some of them to say their name and listen to whether there is a “goose song” in it or not. If the child is mistaken, the teacher repeats his name, emphasizing the sound Ш in his voice and invites all the children to answer: “Is there a “goose song” in the name Misha or not?”

Who is this?

Visual material . Toys or pictures depicting the following animals: rooster, pig, sparrow, duck, cat, hedgehog.

Progress of the game: The teacher asks which animal produces; such an action. The children answer, the teacher shows a toy or picture, and then asks the children to reproduce the corresponding onomatopoeia.

After this, the teacher invites the children to identify the animal by sound imitation and say what it does when it screams like that.

The teacher makes sure that the children pronounce the sound correctly r(ry) in onomatopoeia, clearly named the actions performed by animals, listened carefully to the teacher.

Say the word

Progress of the game: The teacher pronounces the phrase, but does not finish the syllable last word. Children must complete this word

Teacher: Children:

Ra-ra-ra - the game begins. . . ra.

Ry-ry-ry - the boy has sha. . . ry.

Ro-ro-ro - we have a new Vedas. . . ro.

Ru-ru-ru - we continue playing. . ru.

Re-re-re - the house is standing on the street. . . re.

Ri-ri-ri - on the branches of snow. . . ri.

Ar-ar-ar - ours is boiling. . . var.

Or-or-or - the red tomato is ripe... dor.

Ir-ir-ir - my dad is the commander.

Ar-ar-ar - there is a lantern hanging on the wall
Ra-ra-ra - the mouse has a hole... ra.

Re-re-re - we carry water in a bucket, etc.

Then the teacher invites the children to come up with such phrases themselves.

The teacher ensures that children quickly and correctly add the missing syllable and pronounce the sound clearly r (r)

Choose the right word

Progress of the game: The teacher begins to pronounce the phrase, and invites the children to finish it by choosing the appropriate word. “They swim in the aquarium...” says the teacher. “Who swims?” “Fish,” the children finish. Recommended proposals:

He sits high on an oak tree and croaks... Who? Crow.

A cow is grazing in the meadow.

A large green... cucumber grew in the garden.

Vova's red balloon burst.

Drives a car well... the driver.

First, the teacher asks the children again, then they answer without an additional question. The teacher pays attention to the fact that children select words accurately and pronounce sounds correctly r(ry) in words. Answers must be individual. The lesson is held at a fast pace.

Find similar words

Target:

Progress of the game: The teacher pronounces words that sound similar: cat - spoon, ears - guns. Then he pronounces one word and invites the children to choose other words that are similar in sound: spoon (cat, leg, window, etc.), cannon (fly, drying), bunny (boy, finger), banks (tanks , sled), tire (car), ceiling (corner), etc.

The teacher makes sure that the children choose the words correctly. they pronounced them clearly and purely.

Guess wheremugs, where are the mugs?

Target: Develop auditory perception in children, teach them to distinguish and select words that sound similar.

Visual material . Two mugs and two mugs.

Progress of the game: The teacher shows the children mugs and mugs, names them and asks them to repeat. When they have mastered these words, the teacher holds the circles above the circles and asks: “What is on top (circles) and what is below (circles)?” The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.

The teacher makes sure that the children correctly indicate where each object is located and pronounce the words clearly.

Top-top-top

Target:

Progress of the game: The teacher invites the children to listen first to how “little legs ran along the path” (pronounces volumetop top at an accelerated pace), then as “big legs then fell along the road” (pronounced top...top...top slowly). After this, the teacher pronounces this sound combination, sometimes quickly, sometimes slowly, and the children must guess which feet stomped along the road - big or small.

The teacher ensures that all children accurately determine by ear the speed of pronunciation of a given sound combination, and they themselves are able to pronounce it both quickly and slowly.

Guess which train

Target: Teach children to determine by ear the speed of pronunciation of sound combinations, and also to pronounce them at different tempos.

Visual material. Pictures depicting freight, passenger and express trains.

Progress of the game: The teacher shows pictures depicting different trains and says: “When a freight train comes, its wheels knock like this (pronounces knock...knock...knock slowly). The passenger train is going a little faster, and its wheels are knocking like this (pronounces knock-knock-knock at a moderate pace). The fast train is moving fast, and its wheels are knocking like this: (pronounces knock-knock-knock at a slightly faster pace)." Children also pronounce knock-knock-knock at different paces. When they learn how the wheels of various trains knock, the teacher invites them to listen carefully and determine by ear (by the speed at which they pronounce the onomatopoeia) which train is coming. The teacher says knock-knock-knock sometimes quickly, sometimes at a moderate pace, sometimes slowly. Children guess.

Kitty

Target. To develop auditory perception in children, teach them to distinguish by ear, and also to reproduce various intonations themselves.

Visual material . Flannelograph, pictures: girl, kitten, dog, saucer - or toys: doll, kitten, dog, saucer (for staging).

Progress of the game: The teacher puts a picture of a girl on the flannelgraph and says: “This is Tanya. Tanya is walking home from a walk (shows) and sees: sitting near the fence little kitten(puts the corresponding picture on the flannelgraph). Who did Tanya see? “A kitten,” the children answer. “The kitten is sitting,” the teacher continues, “and meows pitifully meow-meow(pronounced with a plaintive intonation). How does a kitten meow? (Children (2-3) repeat with the same intonation meow-meow.) Tanya took the kitten in her arms, the teacher continues, and brought him home (moves the pictures to the side). At home, she poured milk into his saucer (she attaches a picture of a saucer to the flannelgraph). When the kitten saw the milk, he was delighted, wagged his tail and meowed joyfully (pronounces meow-meow with an intonation of joy). How did he meow? (Children repeat.) The kitten drank the milk, curled up and fell fast asleep. And at this time the dog Zhuchka came running (shows a picture), she saw the kitten and began to bark loudly at him af-af, chase away the kitten. How did the bug bark? (Children (2-3) show how the dog barks.) The kitten got angry, arched its back and meowed angrily meow-meow(the teacher pronounces onomatopoeia with the appropriate intonation) - don’t disturb me from sleeping. How angry was the kitten? (Children show.) The kitten bug got scared and ran away” (the picture is removed).

Then the teacher once again reproduces the sound imitation meow-meow with different intonations (complainingly, joyfully, angrily) and invites children to determine by ear when the kitten meows pitifully, when joyfully, when angrily.

The teacher makes sure that children correctly determine intonation by ear and ensures that they learn to reproduce onomatopoeia with different intonations.

Interesting words

Target . Give children an idea of the polysemy of a word; Practice pronouncing words clearly.

Progress of the game: The teacher shows the children a fountain pen and asks: “What is this?” “A pen,” the children answer. “That’s right,” says the teacher. “I have a hand, but the doll has a small hand (shows). What do we call the little hand of the doll?” “Handle,” say the children. “Yes, a small hand is also a pen.” Then he shows the bag (basket) and draws the children's attention to the fact that the bag also has a handle. “And when we open and close the door, what do we take on?” he asks again. “By the hand.” — “Who can tell me which objects still have handles?” Children remember. At the end of the lesson, the teacher draws the children’s attention to how many different objects have handles, and all the handles are different, but they are all called by the same word pen. Then the teacher says that the same word can be used to name different objects, for example, an onion that is eaten, a bow that is used to shoot.

What does it do?

Target . Show children that words are different and they sound different.

Visual material. Pictures of a girl performing various actions: jumping, playing, reading, drawing, singing, washing herself, running, sleeping, etc.

Progress of the game: The teacher shows the pictures and asks the children what the girl is doing. When the children name all the actions shown in the pictures, the teacher offers to list what else the girl can do. If children find it difficult, he helps them: eat, wash, sing, dance, talk etc.

The teacher draws the children's attention to how many different words there are about what a girl can do.

What's wrong?

Target:

Progress of the game: First, the teacher explains the meaning of individual words: combine, mowers.

The poem “Is This True?” is read twice to the children. and offer to find inconsistencies in some phrases.

Is it true or not

Why is the snow as black as soot?

Sugar is bitter

Coal is white,

Well, is a coward as brave as a hare?

Why doesn't the combine harvester reap any wheat?

Why do birds walk in harness?

That cancer can fly

And the bear is a master at dancing?

What do pears grow on willow trees?

That whales live on land?

What from dawn to dawn

Are pine trees felled by mowers?

Well, squirrels love pine cones,

And lazy people love work...

And the girls and boys

Don't you put cakes in your mouth?

Animal names

Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text

Progress of the game: The teacher first discusses with the children what nicknames can be given to a cat, a dog, chickens, cows, and a goat. Explains that the chicken can be called “Corydalis”.

Then he invites the children to listen to the poem, and then say whether the names of the animals are correct.

And they also had

Chicken Burenka.

And they also had

Murka the dog,

And also - two goats -

Sivka da Burka!

(Yu. Black)

If the children find it difficult to find all the inconsistencies in the poem, then the teacher asks questions: “Can a cat be called a Bug? Who can be called that? Can you call the chicken Burenka?” Etc.

How many words?

Target : Develop children’s attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text

Progress of the game: The teacher pronounces one word with one of the sounds being practiced. For example, when fixing a sound w says the word bear and asks: “How many words did I say? There is a sound in this word w or not?" After the answers, the teacher asks the children to choose one word each that contains the sound w, then words that do not contain this sound. (5-6 answers.)

Then the teacher pronounces a phrase consisting of two words

“The bear is sleeping,” and asks: “Now how many words have I spoken? Name a word that has the sound sh; a word that does not have this sound.” After the children answer what the first word is (bear), which one is the second one (sleeping) The teacher asks them to name a phrase consisting of two such words, so that the name of one of them must have the given sound. The child who came up with the phrase names the first word, then the second and indicates which of them contains the given sound.

If the children easily cope with this task, then the teacher asks them to name phrases consisting of three or more words. First, the words are called in order, and then only those that include a given sound. For example, a child says the phrase: “He’s going green car", lists in word order: rides, green, car, then indicates the word that has the sound w(car).

In subsequent lessons, the teacher, in a playful way, invites children to select from phrases several words with a given sound, indicating the number and order of words in a sentence (phrases are given without prepositions and conjunctions). For example, in the sentence “Mom bought Tanya a teddy bear,” children first name words that have the sound w(plus-neck, teddy bear), then determine the number of words in a given phrase and their sequence.

The teacher makes sure that children correctly identify words with a given sound, clearly pronounce the sounds being practiced, and establish the number and sequence of words in sentences.

Who is the best listener?

Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text

Progress of the game:

Option 1

The teacher calls two children to him. He puts them with their backs to each other, sideways to the whole group, and says: “Now let’s play a game of attentiveness. I will name the words, and Sasha will raise his hand only when he hears words with the sound sh. What sound?.. And Larisa will raise her hand only when she hears words that contain the sound z. What sound?..” Once again he invites the children to say who should raise their hand and when. Children count the number of correct answers and mark the incorrect answers. The teacher names words at short intervals (15 words in total: 5 with the sound w, 5 with the sound w and 5 without these sounds). The following set of words is suggested: cap, house, zhu To, fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, lock, puddle, roof.

Everyone monitors whether the called guys are completing the task correctly. If one of them made a mistake, the teacher invites the other children to correct it, pointing out the given sound in the word or its absence. At the end of the lesson, the children name the child who was more attentive, correctly identified all the words and never made a mistake.

Option 2

The teacher calls two children: one of them must raise his hand to words with the sound w, the other - with the sound zh. Invites the group to name words that contain the sound sh or z. At the end of the lesson, the children determine the winner.

Option 3

The teacher asks two children to select words: one with the sound w, the other with the sound zh. The one who can name the most words without making a single mistake wins.

Come up with unusual words

Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text

Progress of the game: The teacher reads I. Tokmakova’s poem “Plim” to the children and says: “The boy came up with a funny word plim, which means nothing. Can you come up with words that also don’t mean anything? (3-4 answers.) Then the teacher reminds the children that in previous lessons they selected different words - names of toys, objects - with the sounds s and sh, z and zh, sh and zh. “Now come up with funny words like the word plym, but with the sounds ch and sch.” Children come up with words first with the sound h, then with the sound sh. The teacher pays attention to the fact that children highlight these sounds in words with their voice, pronounce them distinctly and clearly.

Each item has its place

Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text

Visual material . Depending on which pair of sounds is being practiced, subject pictures are selected. For example, to work on differentiating the sounds ts and h I need this set: flower, chick, hen, egg,button, ring, heron, chick, - cup, glasses, keys, fishing rodka, pen, butterfly, key, watch etc. It is advisable that the objects depicted in the pictures are not repeated.

Progress of the game: The teacher hands out one picture to the children and asks them to carefully examine what is depicted on them. Then he shows a picture with an image, for example, a color, and asks: “What sound is in this word: ts or ch?” After 2-3 correct answers, the teacher puts the picture on the flannelgraph on the left. Then he shows a second picture with an image of, for example, a teapot and asks: “What sound is in the word teapot: ts or ch?” A picture with an object with the sound h is placed on the flannelgraph on the right.

After this, he invites the children to carefully look at their pictures and determine which objects have the sound ts in their names, which h. Then he calls the children in turn, and they, similar to the actions of the teacher, attach their pictures to the flannelgraph on the left (if the name of the object contains the sound ts) or on the right (if there is a sound h). Incorrect answers are sorted out by the whole group. The child who makes a mistake is asked to choose several words for a given sound. At the end of the lesson, children first list all the objects, toys, animals whose names contain the sound c, then with the sound h, highlighting these sounds with their voice. More often, children are called in who do not differentiate these sounds clearly enough.

Guess what it is?

Target: Develop children's attention to the speech of others, teach them to detect semantic inconsistencies, select the right words taking into account the content of the text

Visual material.

Flannelograph, a beautifully designed box with a set of pictures designed to reinforce or differentiate sounds. For example, when attaching a sound to a set of pictures should be as follows: sled, bag, fox, bus, etc.; when fixing the sound sh: checkers, car, cat, bear, etc. The same set is also used to differentiate the sounds s and sh.

Progress of the game: The teacher addresses the children: “On New Year Santa Claus sent many interesting items and toys. They are depicted in the pictures that lie in this beautiful box (shows the box). Santa Claus asked not to show them to you until you yourself guess what is depicted on them. And you will guess like this. One of you will come up to me (calls one child) and, without naming the toy (or object) shown in this picture (gives it to the child), tell us everything he knows about it.” The child describes the image. For example, if the picture shows a car, the child says: “This toy consists of a body and four wheels. You can carry various items on it. What is this?" First, the teacher helps children describe toys and objects, gradually teaching them to write independent stories. Children guess what kind of toy it is. They clearly name it, determine whether there is a sound being practiced in this word, and highlight it in a voice: mashshshina. At the end of the lesson, the children list all the toys and objects that Santa Claus gave them for the New Year.

To guess objects and toys, you can use riddles that are learned in advance with children instead of describing them.

Words can sound loud or quiet

Progress of the game: The teacher pronounces the word car loudly and asks the children how it is pronounced - quietly or loudly. Then he repeats this word in a low voice and again asks the children to answer: “And now I said this word as loudly as the first time or not?” The children answer that the word was spoken quietly. For the third time, the teacher pronounces the word “machine” in a whisper. Invites children to determine how the word is pronounced this time. The teacher once again emphasizes that the word can be pronounced with different volumes: whisper, quietly (in an undertone) and loudly. Invites the children to choose a word themselves (preferably for the sound being practiced) and pronounce it at different volumes: first in a whisper, then quietly and loudly (the words are pronounced clearly with the voice emphasizing the sound being practiced).

Option 2

Children memorize pure speech (taking into account the sound being practiced). For example, when fixing the sound l or when differentiating the sounds l - l, you can use the following phrase:

Alenka sat down in the corner. Alenka has a lot to do.

The teacher invites 3-4 children to say a pure speech, first in a whisper or quietly, that is, so as not to disturb Alenka from doing her business, then pronounce it louder than usual: as if to tell the whole group about what Alenka is doing. As exercises for developing the vocal apparatus when pronouncing phrases with different volumes, in addition to pure phrases, you can use excerpts from poems, nursery rhymes, and counting rhymes.

What sound is there in all the words?

Target:

Progress of the game: The teacher pronounces 3-4 words, each of which contains one of the sounds being practiced: fur coat, cat, mouse - and asks: “What sound is in all these words?” Children call: “Sound, sh.” Then he offers to determine what sound is in all the words below: beetle, toad, skis - w; kettle, key, glasses - h; brush, box, sorrel - sch; braid, mustache, nose - with; herring, Sima, elk - sya; goat, castle tooth - h; winter, mirror, Vaseline - g; flower, egg, chicken - c; boat, chair, lamp - l; linden, forest, salt - l.

The teacher makes sure that children pronounce sounds clearly and correctly name hard and soft consonants.

Magic castle

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis: to teach children to distinguish by ear and pronunciation between voiced and voiceless consonants, hard and soft, whistling and hissing; develop attention to the sound side of the word; determine the presence of given sounds in words, highlight the first and last sound in words.

Progress of the game: “There was a castle high in the mountains. The good sorceress Fairy lived in this castle with beautiful daughter and with a smart, strong son. The son's name was that there was a s sound in his name. What could his name be? (Children name names that contain this sound.) And their daughter’s name was that there was a sh sound in her name. What could her name be? (“Masha, Dasha, Sasha, Shura,” the children call it).

Not far from good fairy There lived an evil wizard Orbod. Orbod had a son. There was no s sound or sh sound in his name. What could his name be? (Children name names that do not have these sounds: “Dima, Vitya, Petya etc.”)

In the garden of the Good Fairy, beautiful flowers grew at all times of the year, and there were many different animals and birds there. Some animals had the sound s in their names. What animals were they? (Dog, fox, owl, stork.) Others had the sounds z and z in their names. What kind of Animals were these? (Goat, hare, monkey,zebra.)

In the garden of the evil wizard Orbod, only thorns and nettles grew, and his house was guarded only by those animals whose names did not contain either the sound s or the sound z. What animals were they? (Tiger, lion, leopard, jackal.)

The Fairy had a magic wand. With her help, she could transform some objects into others. As soon as she touched with her wand an object whose name contained the sound s, it turned into an object whose name contained the sound c. For example, ssglass she could turn into flower,sssol V ring Now we will also transform some objects into others. (The teacher invites some children to name objects with the sound s, and others to turn them into objects with the sound ts - creates a game situation.) When naming words, children must highlight the sounds s and ts with their voice. The evil wizard Orbod could also transform some objects into others, but into ones where both of these sounds (s and c) were absent. What objects could he turn into? pen, sofa, bed, coat, broom etc? (Children call.)

In the garden of the Good Fairy there grew a magical apple tree, on which large, juicy apples hung all year round. And the one who ate the magic apple from this apple tree became smart and strong. But not everyone could get into the magic castle, but only those who came up with and named two magic words A. One of them should begin with the sound s, the other with the sound sh. Orbod's son really wanted to get into the magic castle and try the magic apples in order to become strong and smart, but he could not say the magic words and therefore the doors of the castle were forever closed to him. Can you find words (objects) with the sounds s and c? Whoever picks them up will end up in a magic castle. (The teacher invites the children to name two words, one of which begins with the sound s, the other with the sound ts. You cannot repeat already named words.)”

During the lesson, the teacher makes sure that all children take an active part, correctly select words for given sounds, and analyze the mistakes made by their friends.

A story about a hare

Progress of the game: “On the edge of the forest lived a hare and a hare with little hares. Near the house they had a vegetable garden in which they grew vegetables with the sounds r and r. What names of vegetables do you know, where are these sounds? (Children call: tomatoes,potatoes, cucumbers, radishes, turnips, dill, parsley etc.)

In the fall, the hare collected the harvest and decided to sell some of the vegetables at the market, and keep some for himself. The hare kept the vegetables with the sound ry in their names. What vegetables did the hare keep for himself? (Radish, turnip, radish.) Is the sound soft or hard? The hare decided to sell vegetables with the sound p in their names at the market. What vegetables did the hare decide to sell at the market? Is the r sound hard or soft?

Early in the morning the hare went to the market. He walks, sings songs, and a hedgehog runs towards him with a big bag on his back. “Hello, prickly!” - says the hare to the hedgehog. “Hello, little ear!” - the hedgehog answers. "What's in your bag?" - asks the hare. “Toys for my hedgehogs,” the hedgehog replies. “What kind of toys?” - asks the hare. “Yes, they are different,” says the hedgehog, “there are toys whose names have the sound w, but there are also those whose names have the sound w.” F - what sound: voiced or unvoiced? Is the sound w voiced or unvoiced? What kind of toys do you think the hedgehog carried in the bag that have the sound z in their names? What toys had the sound sh?

The hare said goodbye to the hedgehog and moved on. Along the way he met many familiar animals. First he met those whose names began with a hard consonant. What animals were they? (Wolf, dog, mole, mouse.) And then I met animals whose names began with a soft consonant. Who could it be? (Bear, hippopotamus,squirrel, fox etc.)

And then, finally, the hare came to the market. He quickly sold his vegetables, and with the proceeds he decided to buy various dishes for the house. He bought dishes from a raccoon whose names began with voiced consonants. What utensils do you know that begin with voiced consonants? (Fork] spoon, decanter, saucers etc.) And from the badger the hare bought dishes whose names begin with voiceless consonants. ( Potplate, frying pan, ladle etc.) In the evening, when the hare came home with new dishes, the hare and the little hares were very happy about his purchases.”

Gifts for forest animals

Progress of the game: “Crocodile Gena was on vacation in Africa this year. From Africa he brought many different gifts to his friends (forest animals). He gave each one a toy or object that begins with the same sound as the name of the animal. For example, a bunny... What sound does the word begin with? bunny? That's right, from the sound z. He gave zzbell. What sound does it start with? zzbell(“With the sound z,” the children prompt.) So, bunny he gave zzbell.

Llysenku... What sound does this word begin with? That's right, from the sound." If one of the children says with the sound l, the teacher repeats the word, asking them to listen carefully and determine what the first sound in this word is: l or l. “What gift did the crocodile Gena prepare for the little fox?” If the name of a toy or object picked up by children begins with a hard consonant, then the little fox will not accept the gift. He (the teacher) says that this gift was intended for another animal: for example, if someone names a spatula as a gift, then the little fox offers to give this item to the elk calf, since the word spatula begins with the sound l, and, says the little fox, a gift like a ribbon would be more suitable for me.

The teacher invites the children to name what gifts the crocodile Gena could give to such forest animals as a squirrel, a badger, a bear cub, a wolf cub, a frog, a magpie, a crow, etc., as well as to his close friend Chebu Rashka.

Then the teacher can invite the children to choose gifts for pets: a kid, a lamb, a foal, a puppy, a donkey, a kitten, a camel, etc.

Name the first sound in the word

Visual material. Pinocchio toy.

Progress of the game: The teacher shows Pinocchio and says: “Pinocchio will soon go to school, and today he came to our lesson to learn to recognize the first sound in words. Pinocchio, what sound does your name begin with? Pinocchio waves his head (staged). Teacher: “You don’t know what sound your name starts with? Children, tell me what sound the name Buratino begins with.” After the answers, the teacher offers to determine with what sound the names of their neighbors begin (“Sasha, what sound does the name of the girl who sits next to you begin with?”), the names of certain animals and objects.

Name the last sound in the word

Target:

Visual material . Pictures: bus, goose, chick, raincoat, house, key, table, door, samovar, bed, hippo, etc.; flannelograph.

Progress of the game: The teacher shows the picture, asks to name what is shown on it, and then say what the last sound is in the word. Asks 2-3 children to clearly repeat the sound in the word. (“What is this?”—shows a picture. “Door,” the children call. “What is the last sound in this word?” Children: “Sound ry.”) The teacher pays attention to the clear pronunciation of isolated sounds, the clear differentiation of solid and soft consonants (“Vslove door the last sound is ry, not r.”) When all the pictures are laid out on the flannelgraph, the teacher suggests putting pictures in which the names of objects end in a hard consonant on one side, and on the other - with a soft consonant. Children whose pronunciation of sounds is not yet clear enough are asked to clearly pronounce the consonant sounds at the end of the word.

Choose another word for the last sound in the word

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.

Progress of the game: The teacher divides the group into two teams (in rows) and offers this game. Children of one team (left row) first select a word for a given sound, clearly pronouncing all sounds. Children of the other team (right row) must correctly choose the word for the sound that ends with the word spoken by the first team (left row). For example, the teacher asks the children in the left row to choose a word with the initial sound sch. Children call it: “Puppy.” Educator: “What sound does the word end with? puppy?" Children of the second team (right row) name the last sound in this word (k) and select another word for this sound, for example cat. Children of the first team indicate what sound the word ends with cat, and select a word based on the last sound, i.e., the sound t, for example tank.Puppy— cat— tank etc. The game continues until one of the children of one or another team makes a mistake.

Whosethe team will win

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.

Progress of the game: The teacher calls 6 children and distributes them into two teams. Offers to come up with names for their teams: one of the teams must come up with a name that starts with a voiced consonant, the other chooses a name for their team that starts with a voiceless consonant. The rest of the children are fans and will help their teams.

For example, one of the teams is “Zarya”, the other is “Spartak”. If the children themselves cannot name the commands, the teacher prompts them.

“The Zarya team,” says the teacher, “will name only those words that begin with a voiced sound, the Spartak team will select words that begin with a voiceless consonant.” Children from each team take turns naming the words (then with voiced consonants, then with voiceless consonants). For each correct answer, the team receives a chip. The team that wins is the one that names the most words and makes fewer mistakes, i.e., receives the largest number of chips (they are counted at the end of the game).

Find the right color

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.

Visual material . Geometric shapes: squares (triangles, circles, rectangles, ovals) of different colors - red, black, white, yellow, green, blue, purple, brown, orange; flannelograph.

Progress of the game: Geometric shapes are cut out of colored paper in different colors. In class, the teacher can use only one shape, for example squares. The teacher shows squares of different colors and clarifies the children’s knowledge of all the above colors. The squares are attached to the flannelgraph. Then he offers to name only those colors whose names contain the sound r ( red, orange, blackny), then name the squares of the same color, the name of which contains the sound ry (brown), finally, squares whose names have the sound l (yellow, blue, white), sound l (green, purple); name squares of a color whose name does not contain either the sound r (рь) or the sound l (l).

In which words is the sound superfluous, in which is it missing?

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.

Progress of the game: The teacher invites the children to listen carefully to the poem “Inadvertently” by I. Tokmakova. First, read the entire poem.

Help! To the big waterfall

Fell young leopard!

Oh no! Young leopard

Fell into the big one waterfall

What to do is again at a loss.

Hold on dear leopard,

Come back, dear leopard!

It doesn't work out again in vain d!

The teacher asks if she read all the words in this poem correctly. Invites children to determine why some words are unclear. After answering, read the poem again in parts.

Then the teacher asks the children to name words in which the sound p would be superfluous (missing). Children come up with words, clearly pronouncing the r sound in them.

How are the words different?

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.

Progress of the game: Educator: “There are words that, although they sound similar, are different. House And catfish Same words? That's right, different: house- a room where people live, catfish - fish. But they sound close. Cat And spoon. Sound similar? (Children answer.) A house And cat? Sound similar or not? House And som They are similar in sound and differ only in one sound. In a word house first sound d in a word som- With. What sound should be replaced in the word house, to make the word catfish? (If the children find it difficult, the teacher prompts.)

What is the difference between the word varnish from the word Cancer? What sound should be replaced in the word Cancer, to make the word varnish?)

The teacher asks the children to name how these words differ; cone— bear, cat— mouth, poppy— cancer, doughplace, jackdaw— stick, day— stump, sponge— fur coat, rook— doctor, friend— circle; rat— roof, spit— goat, bowl— bear, fly— midge etc. Children repeat words, establish differences, clearly pronouncing isolated sounds.

Option 2

The teacher invites the children to determine how the words differ mole And cat, asks: “What sound should be added to the word cat, to make a word mole?" Then he suggests determining how the words differ: spruce And gap,Olya And Kolya, one hundred And table, ox And wolf, table And pillar, games and tig ry, port And sport, cat And baby, ducks And day, helmets And, paint, owl And words, beans And beavers.

The teacher makes sure that children not only correctly indicate the differences in words, but also clearly and distinctly pronounce individual sounds: “The word Kolya has the sound k (not ka, ke), but the word Olya does not have this sound.” Or: “You need to add the sound k to the word Olya to get the word Kolya.”

Watch

Target: To train children in clear pronunciation of isolated sounds, to develop phonemic perception, elements of sound analysis.

As visual material a clock pattern is used.

Progress of the game: The child is asked to name the objects and animals depicted on the watch dial. When naming them, attention is paid to the clarity and correct pronunciation of the sounds sh, zh, ch, shch, l, l, r, r;

- when naming an object or animal, pronounce the words so that the sounds in them are clearly heard (w, zh, h, sch, l, l, r, r),
that is, highlight them with a voice: zhzhzhuk;

-find and name words that contain the sound w, sound w, etc.;

- highlight and name the first and last sound in the names of objects;

- first name those objects that begin with voiced consonants, then - with voiceless ones;

- determine what the first and last sound in the name of the object is: hard or soft consonant, vowel;

- choose words that begin with the same sound as the name of the object indicated by the small arrow;

- choose words ending with the same sounds as the name of the object that the little one is pointing at
clock hand;

- come up with phrases consisting of two, three and four words, always including the names of those objects that the small and large hands of the clock point to.

We “knock” the ball with our palm, repeating in a friendly mannerbut the sound

Target : Development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.

Progress of the game . Teacher: When you hear the sound “A”, hit the ball on the floor. After catching the ball, repeat this sound.

A - U - O - U - A - A - O - U

The vowel sound is heard by the ears, the ball takes offabove the top of the head

Target: Development of phonemic perception, reaction speed, selection of a given vowel from a number of others.

Progress of the game Teacher: I will name vowel sounds. Toss the ball when you hear the "E" sound.

A - E - U - Y - E - A - U - O - A - E - Y - E

My ball and I sing vowel sounds together

Target : Development of a long, smooth exhalation, consolidation of the pronunciation of vowel sounds.

Progress of the game Option 1. The teacher invites the children to sing a vowel sound while rolling the ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel:

Option 2. The game can be played while sitting on the floor - in a circle or in pairs, singing the vowel sounds assigned by the speech therapist and rolling the ball.

The teacher draws the children's attention to the fact that the ball needs to be rolled smoothly and the sound sung protractedly.

Knock

The sounds I want to say

And I hit the ball.

Target: Training in clear pronunciation of vowel sounds, development of phonemic awareness.

Progress of the game . Children and teacher sit in a circle. The ball is sandwiched between each knee. The speech therapist pronounces vowel sounds by tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example:

AA EE OO UU

AAA EEE LLC UUU

Then you can say various combinations sounds:
AAEAEO AAU

Singing balls

First I hit the ball, and then I roll it.

Target: Strengthening short and long pronunciation of vowel sounds, developing phonemic perception, strengthening long oral exhalation.

Progress of the game. Children are distributed in pairs and sit facing each other at a distance of three meters. Each pair has a ball. The teacher pronounces combinations of vowel sounds. The last sound is pronounced for a long time and sung.

For example: A A E-uh-uh. U E A-a-a-a-a.

The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to his partner. Rolling the ball is emphasized as smooth and prolonged, as is the pronunciation of a vowel sound.

Multi-colored balls

Red is a vowel. Blue - no. What's that sound? Give me the answer!

Target: Strengthening the differentiation of vowels and consonants, developing attention and quick thinking.

Equipment: balls of red and blue.

Progress of the game . Option 1. The teacher throws the ball to the children. The person who catches it calls out a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back to the speech therapist.

Option 2. The child names a word that begins with a vowel sound if the ball is red. And if the ball is blue, then the child names a word that begins with a consonant sound.

Quiet- loud

We rode through the mountains

They sang here and sang there.

Target: Strengthening the articulation of vowel sounds, developing phonemic perception, working on voice strength.

Equipment: small balls.

Progress of the game. Singing a given sound as demonstrated by the teacher. The strength of the voice is commensurate with the direction of movement of the hand. As the hand with the ball moves up (uphill), the strength of the voice increases, down (downhill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the track), the strength of the voice does not change.

In the future, children independently assign tasks to each other.

Pass the ball- word on-call

Target: Development of phonemic awareness, reaction speed.

Progress of the game . The players line up in a column. The players standing first have one large ball (25-30 cm in diameter).

The child names the word with the given sound and passes the ball back with both hands above his head (other ways of passing the ball are possible).

The next player independently comes up with a word for the same sound and passes the ball on.

Sound chain

We will connect a chain of words.

The ball won't let you put a point.

Target:

Progress of the game. The teacher says the first word and passes the ball to the child. Next, the ball is passed from child to child. The final sound of the previous word is the initial sound.

For example: spring - bus - elephant - nose - owl...

One Hundred Questions- one hundredanswers starting with the letter A (I, B), and only with this

Target: Development of phonemic representations and imagination.

Progress of the game . The teacher throws the ball to the child and asks him a question. Returning the ball to the speech therapist, the child must answer the question so that all words of the answer begin with a given sound, for example, with the sound I.

— What is your name?

— Ira (Ivan).

— What about the last name?

— Ivanova.

— Where did you come from?

— From Irkutsk.

— What's growing there?

— Figs

— What birds are there?

— Orioles.

— What gift will you bring to your family?

— Taffy and toys.

Syllable and syllable- and the word will be, we will play the game -heaven again

Option 1.

Target: Strengthening the ability to add a syllable to a word.

Progress of the game . The teacher tells the children:

— I will say the first part of the word, and you will say the second: sa— har, sa— neither.

Then the speech therapist throws the ball to the children one by one and says the first syllable; the children catch it and throw it back, saying the whole word. You can throw the ball on the floor.

Option 2.

Target: Differentiation of sounds, development of attention, speed of thinking.

Progress of the game . The teacher throws a ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child finishes the word.

For example: Sha- balls

sa- sled

sho- rustle

co- magpie

shu- fur coat

su- bag

Let's catch the ball - once! And two - we will unravel the words!

Target: Development of phonemic representations, activation of the dictionary.

Progress of the game . When throwing the ball to the children, the teacher pronounces the words, and the children, returning the ball, repeat them:

Plate, cave, room, dishes, display case, well.

Then the speech therapist confuses the words by rearranging the syllables. And the children must untangle them.

Speech therapist: Children:

reltakaplate

chipperscave

nakomtaroom

soupdishes

trivinashowcase

well well

Sounding toys

Prick up your ears: the sounds will tell you the toys

Target: Analysis and synthesis of reverse syllables and consolidation of syllable fusion.

Equipment: red and blue balls made of fabric with letters embroidered on the edges, indicating vowels and consonants.

Progress of the game . The teacher calls two children: “These are sounding toys, they can sing and speak.” Calls in the children's ears the sounds that they will have to sing or pronounce. “Now I’ll press the button and our toys will talk” (touches the children one by one).

“Toy children” reproduce their sounds, and the rest of the children orally “read” the resulting syllable.

Children determine which sound they heard first, which sound they heard second, and reproduce the syllable along with the “sounding toys.” Then the reverse syllable is laid out from balls with letters and read.

Catch the ball— make up the word

Target: Composition of three-sound words and their analysis.

Equipment: balls made of fabric with vowels and consonants embroidered on them.

Progress of the game The teacher throws a ball to each child, calling out the sounds of the intended word:

M - A - K

HOUSE

CAT

Children find the letter on their ball that corresponds to the named sound, and make a word from the balls, read it, and analyze it.

Catch the ball And ball bro-sai- how many sounds, name them

Target: Determining the sequence and number of sounds in a word.

Progress of the game . The teacher, throwing the ball, pronounces the word. The child who caught the ball determines the sequence of sounds in the word and names their number.

Subsequence. Three-sound words like: MAC, SLEEP, KIT.

Four-sound words with open syllables: FRAME, MOTHER.

Four-sound words with a combination of consonants: MOLE, TABLE, ARGUMENT.

I'll meet the word on the road— I'll break it down intosyllables

Target: Training the ability to divide words into syllables, developing attention and quick thinking.

Progress of the game . The teacher throws the ball to the children, naming one-syllable, two-syllable and three-syllable words. The child who catches the ball determines the number of syllables, names them and throws the ball back. You can invite children to pronounce the word syllable by syllable while simultaneously hitting the syllables with a ball.

Change this wordchanging- lengthen

Target: Expansion of vocabulary, development of attention, speed of thinking.

Progress of the game. The teacher throws the ball to the children and pronounces a one-syllable word: garden, bush, nose, knife, table. The child who caught the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of syllables is determined.

Horn

Progress of the game: Children stand in a row facing the teacher and raise their arms up from the sides, touching with their palms, but do not clap. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound at loudly at first, and then gradually quieter. They lower their hands and fall silent.

Progress of the game: Children stand in two rows facing each other. One group of children pronounces a sound either quietly or loudly A, the other quietly responds: “ a - a - a».

Dashes

Progress of the game: The children go to their homes. At the teacher’s signal, one of the children calls another of his choice: “Ay, ay, Vanya.” Vanya, in turn, answers him: “Ay, ay, Vova,” and they quickly change places. Then Vanya chooses another comrade and changes places with him in the same way.

The wind is blowing

Progress of the game: Children and teacher stand in a circle. The teacher says: “We went for a walk in the forest in the summer.” Everyone joins hands and leads a round dance, and the teacher continues: “We are walking through the field, the sun is shining, a light breeze is blowing and the grass and flowers are swaying.” The teacher and children stop. “The wind blows quietly, like this: in - in - in"(pronounces the sound quietly and for a long time V) children repeat after him. Then the movement of the round dance continues under the leisurely speech of the teacher: “We came to the forest. We picked a lot of flowers and berries. We got ready to go back. Suddenly a strong wind: in - in - in“- the teacher pronounces this sound loudly and for a long time. Children stop and repeat the sound after the teacher.

Who wins?

Progress of the game: The teacher calls two children and puts them facing each other. At the teacher’s signal, the children simultaneously begin to draw out vowel sounds, first quietly and then loudly. Whoever lasts the sound longer wins.

Bubble

Target:

Progress of the game: Children stand in a tight circle, tilting their heads down, imitating a bubble. Then, repeating after the teacher:

Blow up the bubble

Blow up big

Stay like this

And don't burst.

Children raise their heads and gradually move back, forming big circle. At the teacher’s signal: “The bubble has burst.” Children go to the center of the circle, saying With, imitating the escaping air.

Whose ship makes the best sound?

Target: Developing a smooth, strong exhalation

Progress of the game: Each child is given a clean bottle (height - 7 cm, neck diameter 1 - 1.5 cm). The teacher says: “Children, look how my bubble buzzes if I blow into it (buzz). It sounded like a steamship. But will Vanya’s steamer hum?” The teacher calls all the children in turn, and then invites everyone to honk together.

Whose bird will fly farther?

Target: Developing a smooth, strong exhalation

Progress of the game: Children are given figurines of birds. The birds are placed on the table at the very edge. The teacher calls the children in pairs. Each child sits opposite the bird. The teacher warns that you can only move the bird with one exhalation; you cannot blow several times in a row. At the signal “let’s fly,” children blow on the figures.

Cook

Target:

Progress of the game: All children stand in a circle, the driver walks around the circle. He has a chef's hat in his hands. The children recite the poem in chorus:

Let's play cook

No one should yawn.

If you are the cook,

Then quickly go around.

After the words “quickly walk around,” the driver stops and puts a cap on the one next to him. standing child. The person who received the cap and the driver stand with their backs to each other and, at the teacher’s signal, walk in a circle. Whoever gets around the circle first wins.

Magic mirror

Target: Development of rhythmic expressive speech.

Progress of the game: Children stand in a circle or sit on chairs. The driver approaches one of the guys and says:

Well, look at the mirror!

Repeat everything to us correctly!

I will stand in front of you

Repeat - everyone follows me!

The driver pronounces any phrase, accompanying it with any movements. The one to whom he addressed must accurately repeat both the phrase and the movement. If a child makes a mistake, he is eliminated from the game. The new driver is the one who does everything without mistakes.

Flock

Target: Development of rhythmic expressive speech.

Progress of the game: Children choose a driver. The teacher recites a little rhyme with the children:

Sing along, sing along,

Ten birds - a flock:

This bird is a nightingale,

This bird is a sparrow

This bird is an owl

Sleepy little head.

This bird is a waxwing,

This bird is a crake,

This bird is a starling,

Little gray peen.

This one is a finch

This one is a swift

This one is a cheerful swift,

Well, this one is an evil eagle.

Birds, birds - go home!

After these words, the children run away, and the driver tries to catch someone

Overtake

Target: Development of rhythmic expressive speech.

Progress of the game: Children stand or sit. Opposite there is one chair 10 steps away. Two drivers are selected. They stand in front of the chair. The teacher, together with all the children, recites the poem:

For a girl's hand

The bird sat down.

Girl birdie

I didn't have time to catch it.

After these words, the drivers run to the stump. Whoever manages to sit on it first wins.

Find out by intonation

Target: Development of rhythmic expressive speech.

Progress of the game: Each child takes turns portraying either a sick, or angry, or surprised, or cheerful person. In this case, you need to pronounce short words with a certain intonation:

Ay - ah - ah!

Oh - oh - oh!

Ah - ah - ah!

Oh - oh - oh!

The rest of the children must guess from the facial expression, the entire posture of the speaker and intonation who the driver is portraying

Bear and Christmas tree

Target: Development of rhythmic expressive speech.

Progress of the game: Two drivers are selected: one will be a bear, and the other, for example, a wolf. From different ends of the room they must walk towards each other. When they meet, a dialogue occurs between them.

Game index

on development

sound culture of speech

Exercises to consolidate correct pronunciation and develop phonemic awareness

Junior group

Exercise “Blow on the fluff”

Children stand in a circle, the teacher gives them fluff. He offers to blow on them, saying: “Foo-oo-oo,” and watch how they 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).

Game "Bear cubs eat honey"

The teacher tells the children that they will be bear cubs, and bear cubs really love honey. He suggests bringing your palm closer to your mouth (with your fingers away from you) and “licking” the honey - the children stick out their tongues and, without touching their palm, 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 bear cubs are full. They lick their upper lip (show, lower lip). They stroke their bellies, saying: “U-oo-oo” (2-3 times)

Game "Let's feed the chicks"

Educator. I am a mother bird, and you are my baby birds. The chicks are cheerful, they squeak: “Pi-pi-pi,” and flap their wings (children repeat the movements after the teacher and pronounce the sound combination).

- The mother bird flew off to get tasty crumbs for her babies, and the chicks flew and squeaked merrily. (Children say: “Pi-pi-pi”).

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

Game "Clock"

Educator. Listen to how the clock ticks: “Tick-tock, tick-tock”, how the clock strikes: “Bom-bom.” In order for them to walk, you need to start them: “Trick-Trac.” Let's wind up a big clock (children repeat the corresponding sound combination 3 times); Our clock goes and first ticks, then strikes (sound combinations are repeated by the children 5-6 times). Now let's wind up the small clock, the clock goes and sings quietly, the clock strikes very quietly (the children imitate the ticking and ringing of the clock with their voices each time).

Game “Hit a nail with a hammer”

Educator. When a large hammer knocks, you can hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you can hear: “Bale-buck-buck” (children repeat the sound combination 5-6 times).

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

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

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

Exercise “At the doctor’s appointment”

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 bunny; pictures of a bear, squirrel, elephant, monkey, bird, dog on flannel; flannelograph; one cotton ball for each child; There are two cubes on each table.

Exercise “Kick the ball into the goal”

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

Game "Be careful"

Educator. I have different pictures. If I show you a picture of an animal, 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 (at random, and the children perform the actions).

Exercise “Freeze your hand”

Children bring their hand to their mouth at a distance of about 10 cm and say:

“Fu-u-u” - they blow on the hand. Repeat the exercise 4-5 times.

Exercise "Pendulum"

The teacher says that some clocks have a pendulum. It swings (show) and the clock runs. 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.

Game "Guess the word"

Teacher (puts out pictures of animals on a flannelgraph 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 will say: “Horse...”, and you must say: “horse” or “horse”.

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

Game “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 the doll)? (Bear.) No, that’s wrong. This is... (the children name the toy in unison). Tell me, Lena (names are introduced for convenience 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)? (Pyramid.) Say, Kolya, right. (Answer.) Now repeat the word Mishka, now tell me similar work with the names of other toys.

Material: toys: doll, bunny, pyramid, car.

Game "Bells Are Ringing"

Educator. The big bell (shows a big circle) rings: “Ding, ding, ding.” The little one (shows a small circle) rings: “Ding, ding, ding” (children repeat the 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 (3 times) or small (3 times) circles (haphazardly).

Material: large and small mugs of any color.

Game "Horses and Train"

(In a circle) Teacher. When the horses gallop, you can hear: “Tsok, tsok, tsok” (children repeat the sound combination); when the train is moving, the wheels knock: “Chok, chok, chok” (children repeat). The horses galloped. The horses are resting. The train started moving and the wheels rattled. The train stopped. The game is repeated 3 times.

Exercises to strengthen correct pronunciation and phonemic awareness

Middle group

Goals: to develop phonemic hearing, speech attention, speech breathing, to consolidate the correct pronunciation of sounds and words.

Exercise “Let the boat float on the water”

The basin is half filled with water. Each child, saying: “Foo-oo,” blows on the boat so that it floats from one “shore” to the other.

The exercise is performed 2 times.

Material: paper boat, 4 cm long; basin with water.

Game "Boat and Steamship"

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

Educator. When a boat floats on the river, you can hear: “Noise, noise, noise”; when there is a ship, you can hear “Tshuh, tsh, tshuh” (children repeat the sound combination).

At the signal “Boats are sailing,” the first group of children walks through the group and pronounces sound combinations: “Shukh, rustling, rustling,” at the signal “Steamboats are sailing,” the second group performs the exercises.

Then the children change roles and the game is repeated.

Train game

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

Game with tasks

The bear gives tasks to the children: “Walk around the room like me.” “Growl: “Hrp-hrp-hr.” “Eat honey - lick it off your paw. Lick your lips and teeth in a circular motion” (children complete tasks).

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

Game "Orchestra"

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

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

Educator. When you hit the big drum, it knocks: “Tam-tam-tatam”; in small - “Tyam-tyam-tytyam” (Children repeat sound combinations 2-3 times.)

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

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

Then the teacher (voluntarily) points to the mugs, the children, lifting them, sing the necessary songs.

Exercise “Smell the flower”

Educator. All artists are given flowers. They also gave us a flower. It smells very good. Watch how they smell it (inhale through the nose, while exhaling, without straining your voice, say: “Ah-h-h”).

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

Exercise "Training"

Educator. Today you will again become artists and play the pipe: “Doo-doo-dududu” (children repeat the sound combination 2-3 times). Let's get ready for the performance: let's puff out our cheeks, as if we have two balls in our mouths (demonstration). Then we’ll blow and say: “Duuu” (repeat 5-6 times)

Game "Orchestra"

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

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

Senior group

Goals: to develop phonemic hearing, speech attention, speech breathing, to consolidate the correct pronunciation of sounds and words, to practice distinguishing between hard and soft consonant sounds, voiced and voiceless consonant sounds.

Game “Tell me how I am” (in a circle with a ball)

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

Exercise “Find your brother”

The teacher gives the children one picture each, the name of which contains the sound “l” or “l”. Places blue and green circles on the flannelgraph.

Educator. Look at your pictures. The names of objects contain the sound “l” - big brother or the sound “l” - little brother. Pick up pictures whose names contain the sound “l” (checks); now with the sound "l"

Children take turns going out, saying the word with these sounds highlighted, and putting pictures after the corresponding circles. One child names all words with the sound “l”, the other - with the sound “l”.

Game "Name the words"

The teacher invites the children to name words with the sound “r”, then with the sound “ry”. For each correct word, the child is given a toy chip. At the end of the game the winner is determined.

Game “Catch a Bug” (in a circle with a ball)

The teacher throws the ball to the child and pronounces the word emphasizing the “w” sound. The child, having caught the ball, repeats the word.

All children must take part in the game.

Educator. Now you will be bugging and buzzing loudly; Seryozha and Lena will try to catch the beetles. But if a beetle sits on a leaf, you cannot catch it.

The game continues until there are 2-3 winning children left.

Game "Name the words"

The teacher invites the children to name words with the sound “w” (a chip is given for each word). At the end of the game the winner is determined.

Three children approach the stand, at the teacher’s signal: “Butterflies, fly,” and blow on the butterfly: “Foo-oo-oo.” Whose butterfly flies farthest wins. All children must take part in the game.

Game “Name the sound” (in a circle with a ball)

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

Reading tongue twister

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

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

Educator. I have different pictures, let's name them (points to the pictures, the children take turns naming them). I'll tell you a secret: a word has a first sound with which it begins. Listen to how I name the object and highlight the first sound in the word: “Drum” - “b”; “Doll” - “k”; "Guitar" - "g".

Children take turns being called to the board, naming the object, emphasizing the first sound, and then the sound in isolation.

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

Not an alarm clock, but it will wake you up. It will start singing, people will wake up.

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

This morning I washed my face early from under... (the tap).

The sun is shining very brightly. The hippopotamus felt... (hot).

Exercise “Name the first sound of the word”

There are pictures on the flannelograph. Children name an object, highlighting the first sound and the sound in isolation.

Game “Say the first sound of your name” (in a circle with a ball)

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

Exercise “Smell the flower”

The teacher invites the children to “smell” the flower - inhale through the nose, exhale through the mouth; as you exhale, without straining your voice, say: “Ah-h-h-h.”

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

Reading a straight talk

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

Chock-chock, heel, stepped on a twig,

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

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

Game "Find Brother"

The teacher gives the children pictures whose names begin with a hard consonant; On the carpet or table he lays out pictures whose names begin with a paired - soft consonant.

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

Game “Name the first sound of the word”

(In a circle with a ball) The teacher throws the ball to the child and pronounces the word, highlighting the first sound, the child throws the ball to the teacher and says the first sound of the word. All children must take part in the game.

Game “The Song Has Changed” (comrade sounds “F” and “W”)

Educator. Remember how a beetle buzzes (w~w-w). This is what happened to a beetle one day: it was flying and buzzing so loudly that it lost its voice and began to sing inaudibly. He came up with a song: “Zh-zh-zh-zh-shsh-sh-sh” (children repeat). Whose song was the beetle singing? (Wind.) When I point to the boys, they will sing the ringing song of the beetle: “Zh-zh-zh”; when I point to the girls, they will sing the beetle’s not ringing song: “Sh-sh-sh-sh.” (Children are divided into two groups - boys and girls. The exercises are repeated 2 times, then the children change roles, and the game is repeated.) When the beetle sang loudly, with a voice, its song was similar to the sound “zh”; when he sang without a voice, the song sounded like the sound “sh”. The sounds “zh” and “sh” are comrades. “F” is pronounced with a voice. And “sh” is without a voice (children repeat).

I will teach you to check whether a sound is pronounced with or without a voice. Place your palm on your throat and say “Zh-zh-zh-zh” for a long time - the neck “plays” (for those who do not feel it, it is advisable to offer to put their hand to the teacher’s throat). This means that the sound “zh” is voiced and is pronounced with a voice. Now say: “Sh-sh-sh-sh” - the neck “does not play”, this sound is pronounced without a voice, it is not sonorous.

Exercises to reinforce correct pronunciation and differentiation of sounds

Preparatory group

Goals: to develop phonemic hearing, speech attention, to consolidate the correct pronunciation of sounds and words, to practice distinguishing between hard and soft consonant sounds, voiced and voiceless consonant sounds.

Game “Be Attentive” (in a circle with a ball)

The teacher invites the children to pass the ball around in a circle for each word, but if the word has the sound “sh”, throw the ball to him.

All children take part in the game. It is carried out at a fast pace.

Exercise “Name the same syllables in words”

The teacher displays pictures on a flannelgraph: raspberries, a car. Educator. Listen to me slowly name the berry: maaliinaa, and now I will divide the word into pieces-syllables: ma-li-na. I will clap for each syllable, and you count how many syllables there are in the word. What is the first syllable, second syllable, third syllable? (Children's answers.)

Listen to how many syllables are in the word “car”: ma-shi-na (the teacher claps for each syllable). (Children's answers.)

What are the same syllables in the words “car” and “raspberry”? (“Ma”, “na”.)

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

Educator. These words have two syllables: lod-ka, loz-ka. What are the same syllables in the words? (“Ka.”)

Game "Find your house"

Children are given object pictures. They offer to determine the first sound in the word name. One child is given a blue circle, the other a green circle. The teacher says that those whose first sound in the word is big brother (hard consonant) should go to the blue circle, and those whose word begins with a soft consonant sound (little brother) should go to the green circle.

At the signal “Find your house,” the players stand near the children with the corresponding circles. The teacher checks the correct execution and determines the winning team.

Children change pictures and the game is repeated.

Exercise “Find a friend”

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

Educator. Above and below the pictures. Let's arrange them in pairs so that the first sounds of the words are comrades (voiced-voiced sounds). Children go out, name the object and the first sounds of words. Place the lower pictures under the upper ones so that the first sounds form a “voiced-voiceless consonant” pair.

Game “Continue the word” (in a circle with a ball)

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

An approximate list of syllables: “ma”, “ra”, “ry”, “le”, “re”, “zha”, “schu”, “cha”, “shu”, “si”, “za”.

All children take part in the game.

Game "Find a Pair"

Children are given one picture each.

Educator. Each of you has a picture. Think about what sound your word title begins with. At the “Find a pair” signal, you must find a picture in which the name of the object begins with the same sound.

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

The teacher marks the children who got into pairs earlier than everyone else.

Game “Name a Friend” (in a circle with a ball)

The teacher names a voiced consonant sound, and the children name its pair. When half of the children take part in the game, the task changes: the teacher names a deaf consonant, and the children name its pair.

Exercise “Where will the hammer hit? »

The teacher displays pictures on a flannelgraph: moon, vase. Let's name these items. In these words, one sound is pronounced longer than the others: name it in the word “lunaaa” (“a”). I can say this word differently: “Lu-una.” Did you get the word “moon”? (No.) Name such a sound in the word “vaaza”. Listen to how differently I say the word: “wazaa.” Right? (No.)

- In a word, only one sound is pronounced for a long time, as if it is being “hit” by a hammer: lunaaa (makes a sharp movement with his hand from top to bottom towards the striking sound); vaaza (repeats the previous movement). The sound the hammer hits is called percussion (children repeat the word). In our words the stressed sound is “a”.

- You have pictures. You will name objects and find the stressed sound in words.

The pictures should be selected so that all vowels are stressed: rose, goat, boat, fish, scales, duck, fur coat, spider, turnip, nut, squirrel, watch, sleigh, fox, skis, bag, socks.

Game “Name the impact sound” (in a circle with a ball)

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

Exercise “Guess the riddle”

The teacher puts pictures in a row: boat, duck, doll, bow (the latter with the reverse side).

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

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

Another row is displayed: carrots, stork, chicken, poppy seeds (the latter with the reverse side). Children guess the word and explain how they did it.

Game "Say the word"

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

Exercise “Guess the riddle”

There are pictures in a row on the board: melon, wasps, car; To the side is an inverted picture - a house. Children guess the word based on the first sounds and explain how they did it. There are pictures in a row on the board: spoon, iron, sock, watermelon; To the side there is an inverted picture - the moon. The task is the same.

Speech culture is the ability to correctly, that is, in accordance with the content of what is being presented, taking into account the conditions of speech communication and the purpose of the statement, to use all linguistic means (sound means, including intonation, vocabulary, grammatical forms).

Sound culture of speech is an integral part of speech culture. Preschool children master it in the process of communicating with the people around them. The teacher has a great influence on the formation of a high culture of speech in children.

O.I. Solovyova, defining the main directions of work on the development of sound culture of speech, notes that “the teacher is faced with the following tasks: educating children in pure clear pronunciation of sounds in words, correct pronunciation of words according to the norms of orthoepy of the Russian language, education of clear pronunciation (good diction), education of expressiveness children's speech"

Sometimes the work of a teacher in developing correct speech in children and in preventing speech deficiencies is identified with the work of a speech therapist in correcting deficiencies in the pronunciation of sounds. However, the education of the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. Formation of correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children master correct speech breathing, correct pronunciation of all sounds of their native language, clear pronunciation of words, the ability to use their voice, teaches children to speak slowly and expressively. At the same time, when working on the formation of the sound side of speech, educators can use some speech therapy techniques, just as a speech therapist, in addition to speech correction, is engaged in propaedeutic work aimed at preventing speech deficiencies.

The development of sound culture of speech is carried out simultaneously with the development of other aspects of speech: vocabulary, coherent, grammatically correct speech.

The development of the sound culture of speech includes the formation of a clear articulation of the sounds of the native language, their correct pronunciation, clear and pure pronunciation of words and phrases, correct speech breathing, as well as the ability to use sufficient voice volume, normal speech rate and various intonation means of expressiveness (melody, logical pauses, stress, tempo, rhythm and timbre of speech). The sound culture of speech is formed and developed on the basis of well-developed speech hearing.

Work on the sound culture of speech outside of class can be organized during morning speech exercises, on a walk, during play hours, when children arrive in the morning and before they go home.

To develop and improve the articulatory apparatus, voice and speech breathing, it is advisable to include speech exercises in your daily routine. It should be carried out with all children and can be combined with morning exercises or do it yourself before breakfast. During speech exercises, children are given exercises in a playful way, aimed at developing precise, differentiated movements of the organs of the articulatory apparatus, and developing speech breathing and voice.

Additional work needs to be done with children who have not mastered the program material on the sound culture of speech or who do not master it well in the classroom. Classes are organized both individually and in groups (for example, children who have not mastered any sound are united in one group). Such individual and group classes can be carried out during a walk, during play hours, during the morning reception of children and before they go home.

When developing correct, well-sounding speech in children, the teacher must solve the following tasks:

1. To educate children’s speech hearing, gradually developing its main components: auditory attention (the ability to determine by ear a particular sound and its direction), phonemic hearing, and the ability to perceive a given tempo and rhythm.
2. Develop the articulatory apparatus.
3. Work on speech breathing, that is, develop the ability to take a short breath and long, smooth exhale, in order to be able to speak freely in phrases.
4. Develop the ability to regulate voice volume in accordance with communication conditions.
5. Form the correct pronunciation of all sounds of your native language.
6. Develop clear and precise pronunciation of each sound, as well as the phrase as a whole, i.e. good diction.
7. Develop the pronunciation of words according to the norms of orthoepy of the Russian literary language.
8. Form a normal speech rate, i.e. the ability to pronounce words and phrases at a moderate pace, without speeding up or slowing down speech, thereby creating the opportunity for the listener to clearly perceive it.
9. To develop intonation expressiveness of speech, i.e., the ability to accurately express thoughts, feelings and mood with the help of logical pauses, stress, melody, tempo, rhythm and timbre.

The teacher must have an understanding of the main speech disorders (for example, a nasal tone in pronouncing a word, stuttering) in order to identify them in a timely manner and refer the child to a speech therapist.

Development of speech hearing. In the initial period of speech formation, the development of the main components of speech hearing proceeds unevenly. So, in the first stages speech development A special role is given to auditory attention, although the main semantic load is carried by pitch hearing. Children are able to recognize changes in voice pitch in accordance with emotional coloring speech (they cry in response to an angry tone and smile in response to a friendly and affectionate tone) and timbre (they distinguish the mother and other loved ones by their voice), and also correctly perceive the rhythmic pattern of the word, i.e. its accent-syllabic structure (features of the sound structure of the word, depending on the number of syllables and the place of the stressed syllable) in unity with the rate of speech. In the future, in the development of speech, an important role is played by the formation of phonemic hearing, i.e., the ability to clearly distinguish one sound from another, thanks to which individual words are recognized and understood. A well-developed hearing for speech ensures clear, clear and correct pronunciation of all sounds of the native language, makes it possible to correctly regulate the volume of words, speak in a moderate, dark, expressive intonation. The development of speech hearing is closely related to the development of sensations arising from the movements of the organs of the articulatory apparatus.

Thus, the education of speech hearing is aimed at developing in children the ability to perceive various subtleties of its sound in speech: correct pronunciation of sounds, clarity, clarity of pronunciation of words, raising and lowering voices, increasing or decreasing volume, rhythm, smoothness, acceleration and deceleration of speech, timbre coloring (request, command, etc.).

Development of the articulatory apparatus. Speech sounds are formed in the oral cavity, the shape and volume of which depend on the positions of the movable organs: lips, tongue, lower jaw, soft palate, small uvula. The correct position and movement of the speech organs necessary to pronounce a given sound is called articulation. Disturbances in the structure of the articulatory apparatus, for example a short hyoid ligament, malocclusion, too high or narrow palate and some other defects, are predisposing factors for the incorrect formation of sound pronunciation. But if a child has good mobility of the organs of the articulatory apparatus, good speech hearing, then in most cases he himself is able to compensate for the shortcomings of sound pronunciation. If a child has imperfections in the movement of the articulatory apparatus (for example, a sedentary tongue), then this can cause incorrect pronunciation of sounds, sluggish, unclear, blurred speech.

Therefore, the tasks of the teacher are: 1) development of tongue mobility (the ability to make the tongue wide and narrow, hold broad tongue behind the lower incisors, lift it by the upper teeth, move it back into the depths of the mouth, etc.); 2) development of sufficient lip mobility (the ability to pull them forward, round them, stretch them into a smile, form a gap with the lower lip with the upper front teeth); 3) development of the ability to hold the lower jaw in a certain position, which is important for pronouncing sounds.

Work on the development of speech breathing. The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose to the outside. Speech breathing is voluntary, in contrast to non-speech breathing, which is carried out automatically. With non-speech breathing, inhalation and exhalation are made through the nose, the inhalation is almost equal in duration to the exhalation. Speech breathing is carried out through the mouth, inhalation is done quickly, exhalation is slow. With non-speech breathing, inhalation is immediately followed by exhalation, then a pause. During speech breathing, the inhalation is followed by a pause, and then a smooth exhalation. Correct speech breathing ensures normal sound production, creates conditions for maintaining appropriate speech volume, strictly observing pauses, maintaining fluency of speech and intonation expressiveness. Disturbances in speech breathing can be a consequence of general weakness, adenoid enlargements, various cardiovascular diseases, etc. Imperfections of speech breathing such as the inability to rationally use exhalation, speech while inhaling, incomplete renewal of air supply, etc., negatively affecting the development of speech children of preschool age may be due to improper upbringing and insufficient attention to children’s speech on the part of adults. Children of preschool age who have weakened inhalation and exhalation, as a rule, have quiet speech and find it difficult to pronounce long phrases. If air is used irrationally when exhaling, the fluency of speech is disrupted, since children are forced to take in air in the middle of a sentence. Often such children do not finish the words and often pronounce them in a whisper at the end of the phrase. Sometimes, in order to finish a long phrase, they are forced to speak while inhaling, which makes their speech unclear and choking. A shortened exhalation forces you to speak phrases at an accelerated pace without observing logical pauses.

Therefore, the teacher’s tasks are: 1) using special game exercises, to develop a free, smooth, elongated exhalation; 2) by imitating the teacher’s speech, develop the ability to use it correctly and rationally (pronounce small phrases on one exhale).

Voice occurs as a result of vibration of the vocal cords. Its quality depends on the joint work of the respiratory, vocal and articulatory apparatuses. Various diseases of the upper respiratory tract, chronic runny nose, adenoid growths, etc. contribute to the occurrence of voice disorders. Often in preschool children, voice disorders arise due to improper use of the voice: overstrain of the vocal cords caused by constantly loud, intense speech, especially in the cold season on the street, incorrect use of a voice tone that does not correspond to the range of the child’s voice (for example, children imitate a squeaky voice for a long time). speech of a small child or speak in a low voice for “dad”). Voice disturbances can also occur in children who have had diseases of the nasopharynx or upper respiratory tract and did not observe a gentle voice regime during the illness or immediately after it. Incorrect use of vocal capabilities can be associated with the child’s personality traits (a child who is too shy often speaks quietly; children who are quickly excited speak in a raised voice); with improper upbringing, when those around them themselves speak in a raised voice, which children also learn to do; with children being forced to use a loud, tense voice if there is constant noise in the room (radio, TV, constant noise in a kindergarten group, etc.).

The teacher’s tasks are: 1) to develop in games and game exercises the basic qualities of the voice - strength and height; 2) teach children to speak without tension, develop their ability to use their voice in accordance with various situations (quietly - loudly).

Formation of correct pronunciation of all sounds of the native language. Preschool age is the most favorable for the formation of the correct pronunciation of all sounds of the native language. In kindergarten this work should be completed. Correct pronunciation of sounds can be formed if children have sufficiently developed mobility and switchability of the “decans of the articulatory apparatus, speech breathing,” if they know how to control their voice. It is very important for the formation of correct sound pronunciation to have a well-developed speech ear, since it ensures self-control, and self-test always encourages improvement. Disturbances in sound pronunciation can be caused by defects in the speech apparatus (cleft of the hard and soft palate, deviations in the structure of the dental system, short hyoid ligament, etc.), insufficient mobility of the articulation organs, underdevelopment of phonemic hearing (inability to distinguish one sounds from another).. Decrease physical hearing, a careless attitude towards one's speech (inability to listen to oneself and others), assimilation of the incorrect speech of others can also lead to pronunciation deficiencies. Incorrect pronunciation of sounds by children is expressed in omissions of sounds, replacement of one sound with another, distorted pronunciation of sounds. It is especially important to start working on time with children who have identified replacements and distortions of sounds, since replacements of sounds can later appear in written speech (replacement of one letter with another ), and sounds that are pronounced distortedly and not corrected in time will require greater effort in the future (on the part of the speech therapist and the child himself) and a longer time to eliminate them. In addition, we must remember that deficiencies in sound pronunciation are often not an independent speech disorder, but only a symptom, a sign of another, more complex speech disorder that requires special treatment and training (such as alalia, dysarthria, etc.).

The teacher must: teach children to correctly pronounce all sounds in any position (at the beginning, middle and end of a word) and with different word structures (in combination with any consonants and with any number of syllables in a word), timely identify children with speech impediments and, if necessary, send them to special children's institutions in a timely manner.

Working on diction. Good diction, i.e., clear, clear pronunciation of each sound individually, as well as words and phrases as a whole, is gradually formed in the child, simultaneously with the development and improvement of the functioning of the organs of the articulatory apparatus. Work on diction is closely related to the formation of the correct pronunciation of all sounds of the native language. At the ages of 2 to 6 years, when all aspects of speech are intensively developed, it is necessary to pay attention to the clarity and clarity of the child’s pronunciation of words and phrases; to develop children's speech by imitation at a slow pace, with clear pronunciation of all sounds in words, clear pronunciation of all words in phrases. But it is not always possible to achieve good diction only by imitation. This can be hampered by insufficiently developed speech hearing, insufficient mobility of the organs of the articulatory apparatus, inability to control one’s voice, etc. Often, odd diction is formed in children with unstable attention, easily excitable, who cannot concentrate on the speech of speakers and who have insufficiently developed self-control. In such children, speech is insufficiently clear and blurred; they do not always clearly pronounce the endings of syllables and phrases. Gradually, with the development of the ability to listen carefully to the speech of others and one’s own, with the development of speech breathing; articulation, with mastery of the voice, the child’s diction also improves.

The teacher should give preschoolers a sample of grammatically correct speech, with good diction, teach them to listen carefully to the speech of others and monitor the clarity of their pronunciation:

Working on spelling. So that people can understand each other, the sound design of them oral speech must be united. Therefore, educators need to not only follow the rules of oral speech themselves; but also to teach children to do this. We often encounter children using local dialect in their speech; errors in common speech, incorrect stress, “literal” pronunciation of words (what, what instead of what and what, etc.).

The teacher constantly monitors children’s compliance with the norms of literary pronunciation of words and promptly corrects their mistakes; giving an example of correct pronunciation, the task of educators is to improve the pronunciation culture of their speech by mastering the orthoepic norms of their native language, systematically using various aids and dictionaries in preparation for classes.

Work on the tempo of speech. Speech tempo refers to the speed at which speech flows over time. Preschool children are more likely to speak at a faster pace than at a slower pace. This negatively affects the intelligibility and clarity of speech; the articulation of sounds worsens, sometimes individual sounds, syllables and even words are dropped out. These deviations occur especially often when pronouncing long words or phrases.

The teacher's work should be aimed at developing a moderate speech rate in children, at which words sound especially clearly.

Work on intonation expressiveness. Intonation is a complex complex of all expressive means of spoken speech, including:

melody - raising and lowering the voice when pronouncing a phrase, which gives speech various shades(melody, softness, tenderness, etc.) and helps avoid monotony. Melody is present in every word of spoken speech, and it is formed by vowel sounds, changing in pitch and strength;

pace - acceleration and deceleration of speech depending on the content of the utterance, taking into account pauses between speech segments;

rhythm - uniform alternation of stressed and unstressed syllables (i.e., their following qualities: length and brevity, raising and lowering the voice);

phrasal and logical stress - highlighting with pauses, raising the voice, greater tension and length of pronunciation of a group of words (phrase stress) or individual words (logical stress) depending on the meaning of the statement;

timbre of speech (not to be confused with the timbre of sound and the timbre of the voice) - sound coloring, reflecting expressive-emotional shades ("sad, cheerful, gloomy" timbre, etc.).

With the help of these means of expressiveness, thoughts and expressions, as well as emotional-volitional relationships, are clarified in the process of communication. Thanks to intonation, a thought acquires a complete character, an additional meaning can be given to a statement without changing its basic meaning, and the meaning of the statement can also change. Intonationally inexpressive speech can be a consequence of decreased hearing, underdevelopment of speech hearing, improper speech education, various speech disorders (for example, dysarthria, rhinolalia, etc.).

The child must be able to correctly use intonation means of expression in order to convey various feelings and experiences in his own speech. The teacher’s speech should be emotional and serve as an example of intonation expressiveness. Work on the development of intonation expressiveness of speech is carried out mainly through imitation. When memorizing poems and retelling them, the teacher himself uses emotionally expressive speech and pays attention to the expressiveness of the child’s speech. Gradually, children, hearing the correct, expressive speech of the teacher, begin to use the necessary intonations in independent speech.

All sections of work on the sound culture of speech are interconnected. To systematically and consistently conduct games and activities to develop the sound culture of speech, work on the “living” sound of a word should be taken as a basis. At each age stage, the material should be gradually complicated, making sure to include all sections of the development of speech sound culture.

Taking into account the age-related characteristics of children’s speech development, the formation of speech sound culture can be divided into three main stages:

Stage I - from 1 year 6 months to 3 years. This stage (especially its beginning) is characterized by rapid development of an active vocabulary. Previously formed articulatory movements, functioning when pronouncing a whole word, undergo some changes: they become more precise and become more stable. The child’s ability to consciously imitate the pronunciation of a whole word develops, thanks to which the teacher has the opportunity to significantly influence the development of the sound side of the child’s speech. The basis of work on the sound culture of speech is the use of various onomatopoeias. The efficiency of work increases significantly, since classes with children aged 1 year 6 months to 3 years are conducted not with a small number of children (5-6), as before, but with subgroups.

Stage II - from 3 to 5 years. At this age, the phonetic and morphological composition of the word is being formed. Improvement of the most difficult articulatory movements continues. This gives the child the ability to produce fricative, affricative and sonorant sounds. Work at this stage is based on children’s clearly expressed conscious attitude to the sound side of a word and is built on the consistent practice of all the sounds of their native language.

Stage III - from 5 to 6 years. This stage is, as it were, the final period in the formation of the sound side of speech of preschoolers in kindergarten. By the beginning of the stage, the most difficult isolated articulatory movements have already been formed, however, it is important that sounds that are close in articulatory or acoustic characteristics (s - sh, z - zh, etc.) be clearly distinguished (both in pronunciation and in auditory perception of speech). ; s - s, s - hey etc.). Special work to improve the discrimination and differentiation of such sounds contributes to further development phonemic hearing of children, the assimilation of phonemes as sound-meaning distinguishers (cod - bunny, ueal - coal, etc.).

At each stage of development of speech sound culture, the teacher must take into account individual characteristics children's speech development.