Perkova Natalya Nikolaevna
Job title: teacher
Educational institution: MBDOU kindergarten No. 114 in Bryansk "Cheburashka"
Locality: Bryansk city
Name of material: article
Subject: System of games and exercises for formation sound culture speeches younger preschoolers.
Publication date: 26.03.2016
Chapter: preschool education
System of games and exercises in formation
sound culture of speech
younger preschoolers.
Correct speech is the most important condition for the comprehensive development of children. The richer and more correct a child’s speech, the easier it is for him to express his thoughts, the wider his opportunities for knowledge. surrounding reality The more meaningful and fulfilling the relationship with peers and adults, the more active his mental development is. One of the aspects of speech is sound pronunciation. Forming correct pronunciation in children is a complex process; the child learns to control his speech organs and perceive speech addressed to him. But for many children this process is delayed. Sound pronunciation defects do not disappear on their own. But under favorable developmental conditions, children are capable of self-correction.
The sound pronunciation of children of this age is characterized
a number of features.
1
. consonants are pronounced softly (“lezetska” - spoon),
2.
whistling sounds s, z, ts are not pronounced clearly enough, they are missed (“abaka” - dog, “amok” - castle); are replaced by: s – f (“fobaka” - dog), z – v (“vamok” - castle), c – f (“fyplenok” - chicken), s – t (“tobaka” - dog), z – d ( “damok” - castle), ts – t (“tvetok” - flower),
3
. the hissing sounds sh, zh, ch, sh are not pronounced clearly enough and are missed (“apka” - hat, “uk” - beetle); are replaced: sh – s, f (“sapka”, “fapka” - hat), g – z, v (“zuk”, “vuk” - beetle), h – c, t (“otski”, “otki” - glasses), sh – s, t (“mesh”, “aunt” - brush),
4
. the sounds l and r are skipped (“ampa” - lamp, “uka” - hand); are replaced by the sounds l (“lyampa” - lamp, “luka” - hand), i (“yampa” - lamp, “yuka”
-hand). Taking into account these shortcomings, it is necessary to prepare children’s speech motor and speech auditory analyzers for the correct perception and pronunciation of sounds. I'm working on
program
"From birth to school" edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva. It defines the following
tasks for the formation of sound culture
speech of children 3-4 years old:
*improving children’s ability to clearly pronounce vowels in words (a, u, i, o, e) and some consonant sounds (p-b-t-d-k-g; f-v; t-s-z-ts); *development of motor skills of the speech-motor apparatus, auditory perception, speech hearing and speech breathing, clarification and consolidation of the articulation of sounds, development of the correct tempo of speech, intonation expressiveness, formation of the ability to clearly pronounce words and short phrases, speak calmly, with natural intonations. Work on educating the sound culture of speech is carried out in special classes on speech development, and Also in special moments, individual games and exercises for children are planned. The intensity of work with children was determined depending on the results of an examination of children’s speech at the beginning school year. The children, who are always the first to come to kindergarten, were offered individual tasks and exercises that took into account their shortcomings and difficulties. Later, she offered individual assignments to those who came, or connected them to already working children (only if the children’s speech defects coincided). Thus, individual work gradually turned into subgroup work. By analogy, I carried out work in the afternoon. It was organized in reverse order: from subgroup to individual (depending on how the children
go home). In order to promote the formation of correct sound pronunciation, the development of phonemic perception, and the development of good diction at the preparatory stage, I conducted a consultation for parents with the aim of including them in this work, selected and systematized didactic games and exercises. Nurturing the sound culture of speech is not only practicing correct pronunciation, although this task is considered one of the main ones. When practicing sound pronunciation, the ability to distinguish sounds (i.e. phonemic hearing), speech breathing, rate of speech, strength and pitch of voice, diction, etc. are improved. P.
The formation of sound pronunciation is carried out in three
stage
:
1.preparation of the articulatory apparatus,
2.clarification of sound pronunciation,
3. consolidation of sound in words and phrasal speech.
Preparation of the articulatory apparatus
.
Special exercises are carried out with children aimed at developing and clarifying the movements of the organs of the articulatory apparatus, ensuring the pronunciation of certain sounds.
Complex breathing exercises
Beautiful sonorous speech, clear, impeccable diction, correct literary pronunciation - this is, first of all, correctly constructed breathing, work on which is important. Everyone knows that breathing is a complex and continuous biological process. The ancient scriptures say: “The physical strength of a person and his vital manifestations depend not so much on food as on proper breathing. By controlling the breath, we control the whole body."
Rules for teaching breathing (for children 2-4 years old)
Show your baby and name the object he will blow on. The object on which the child will blow should be at the level of his mouth at a distance of 10-15 cm. Tell and show how to blow. Breathing exercises are best done while standing. Watch your child's posture - back straight, shoulders back. The ratio of inhalation and exhalation is 1:3. I'm spending the following
games and exercises
: “Ball”, “Feather”, “Curtain” (formation of voluntary oral exhalation), “Breeze”, “Butterfly, fly”, “Hot tea” (teach long oral exhalation), “Push the ball into the goal”, “Blow out the candle "(form a targeted oral exhalation), "Let's warm our hands", "Bunny" (form a targeted warm stream of exhaled air), "Fragrance boxes", "Guess by the smell" (form a nasal inhalation), "Balloons", "Tube"( to form the prerequisites for targeted combined breathing), etc.
Articulation gymnastics
The pronunciation of each sound is a complex act that requires precise coordinated work of all parts of the speech-motor and speech-auditory analyzers. The most important condition for the correct pronunciation of sounds is the mobility of the organs of the articulatory apparatus, the child’s ability to control them. Therefore, starting from the age of three, children are trained in the basic movements of the tongue, lips, and lower jaw.
Static exercises for the tongue
. “CHICKIES” The mouth is wide open, the tongue lies quietly in the oral cavity. “SPATULA” The mouth is open, a wide, relaxed tongue lies on the lower lip.
"CUP" The mouth is wide open. The anterior and lateral edges of the wide tongue are raised, but do not touch the teeth. “NEEDLE”, “ARROW”, “STING” The mouth is open. The narrow, directed tongue is pushed forward. “HILL”, “PUSSY IS ANGRY” Mouth open. The tip of the tongue rests on the lower incisors, the back of the tongue is raised up. “TUBE” Mouth open. The lateral edges of the tongue are curved upward. “BEND” Mouth open. Suck your tongue to the roof of your mouth.
Dynamic exercises for the tongue.
“CLOCK”, “PENDULUM” The mouth is slightly open. The lips are stretched into a smile. With the tip of a narrow tongue, alternately reach at the adult’s count to the corners of the mouth. “SNAKE” The mouth is wide open. The narrow tongue is strongly pushed forward and retracted into the back of the mouth. “SWING” Mouth open. With a tense tongue, reach for the nose and chin, or the upper and lower incisors. “FOOTBALL”, “HIDE THE CANDY” The mouth is open. With a tense tongue, rest on one or the other cheek. “BRUSH YOUR TEETH” Mouth closed. Move your tongue in a circular motion between your lips and teeth. “HORSE” Suck your tongue to the roof of your mouth, click your tongue. Click slowly and firmly, pulling the hyoid ligament. “Accordion” The mouth is open. Suck your tongue to the roof of your mouth. Without lifting your tongue from the roof of your mouth, strongly pull the lower jaw down. “TASTY JAM” The mouth is open. Wide language lick your upper lip and move your tongue into the back of your mouth. “LET'S LICK YOUR SPONGS” Mouth slightly open. Lick the top one first,
then the lower lip in a circle.
Lip exercises.
“SMILE” Keeping your lips in a smile. The teeth are not visible. "FENCE" Mouth closed. The upper and lower teeth are exposed. The lips are stretched into a smile. “TUBE” Pulling the lips forward with a long tube. “PROBIC” Extension of closed lips forward. “BUBLIL” Teeth are closed. The lips are rounded and slightly extended forward. The upper and lower incisors are visible. Alternating lip positions: “Fence” - “Donut”. “RABBIT” Teeth closed. The upper lip is raised and exposes the upper incisors. Clarification of sound pronunciation (practicing the pronunciation of an isolated sound and in onomatopoeia). The teacher introduces children to a new sound or onomatopoeia (pronounces it many times). Choral repetition techniques are used with each individual opportunity connects a sound or onomatopoeia with a specific image (f- hedgehog song, aaaa-crying baby, pee-pee-squeaking mouse, beeping car honking, etc.) Didactic games like “Live Toys” (“Wind-Up Toys”) are used Children They pretend to be hedgehogs. The teacher starts the toy and asks: “Hedgehog, do you want milk?” “F-f-f,” the hedgehog answers and “licks” the milk from the saucer. As the game progresses, the teacher calls 10 or more children. The children play with interest with the “magic cube”. Pictures are pasted on its edges. Children are offered one of pictures, and they sing the corresponding song: airplane-v-v-v, crane-s-s-s, etc. I use onomatopoeia games such as “Who is screaming?”
“What does it sound like?”, “Whose house?” and others, invited children to buzz like a “bee,” hum like a “locomotive,” and click like a “coachman.” When children imitated the noise of the wind, the rumble of an airplane, the croaking of a crow, the buzzing of a beetle, and others, children were highly active. Using the imitative abilities of children and the game situation, it was easier to achieve the pronunciation of a particular sound. Children with great desire portrayed birds and animals and imitated them. Consolidating sound in words and phrasal speech. At this stage we use didactic exercises such as “Recognize and name”, dramatization games, reading excerpts from poetic works, repeating words from the text that the teacher tells (for example, about the mice Pik, Pak, Pok, repeating proverbs, singing lullabies, using didactic games like “Teremok” , “Come here,” “Find out the object by description.” Exercise on sound automation 1. THE DUCKLING IS NOT AFRAID TO PLAY IN THE WATER 2. THE BIRD IS NOT SINGING WHEN IT IS IN THE DUNGEON 3. FROM THE NEIGHBORING WELL, WATER IS POURING ALL DAY. Exercise on sound automation 1. THE GARDEN IS IN THE SNOW AND THE FOREST IS IN THE SNOW, AND I AM RUNNING IN THE SNOW 2. THE SMALL LUSY HAS BEEN SCARED BY THE GEESE 3. THE SLED IS GOING ON THEIR OWN. sound automation 3 1. THE HOUSEWIFE GIVES CABBAGE TO THE BUNNY.
2. TWO GOATS AND TWO BISONS, TRAMPLED ALL THE LAWNS 3. ZOYA’S BUNNY’S NAME IS ZAZNAIKA Exercise on differentiating sounds NW 1. THE FOREST AIR SMELLS OF PINE 2. THE CHILDREN SAT ON THE BENCH. THEY sang a resounding song. 3. THE BUNNY MAKES A FUN MOSAIC. Exercise on differentiating the sounds S-Z-C 1. IN SPRING THE SUN IS SHINING IN THE WINDOW, 2. THEY CALLED THE HARES SQUIRRELS, IN THE SPRING FOR A GATHERING. More close attention I pay attention to the development of intonation sense, rate of speech, diction, voice strength, since these skills contain the most important conditions further development of all aspects of speech. For this purpose, for example, the following game is played. “Whose voice is this?” Purpose of the game: Distinguish between adult animals and cubs by onomatopoeia, correlate the names of an adult animal and its cub. For this game you will need figures: a frog and a little frog, a cow and a calf, a cat and a kitten. If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities. Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard. - Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow?
(Meow-meow.) - Moo-oo - who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf. - Kwa-kwa - whose rude voice is this? (Frogs.) Who croaks subtly? (Little frog.) The frog is large and croaks in a rough voice, and its baby croaks thinly. Who is the baby frog? The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Little frog, come to me”, “Kitten, play with me.”) In such games, children learn to distinguish between adult animals and their babies by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly ). I play similar games with different animals. For example, I show a child a picture. There is a rooster on it. - Who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya-Cockerel screams... (cuckoo). --And who is this? (Duck) And affectionately? (Duck) - Listen to the words: “rooster”, “uuuck” (the sound “u” is emphasized in the voice). ,The emotionality and expressiveness of a statement depend on the sound design of a statement, so it is important to teach children the ability to pronounce clearly simple phrases, using the intonation of a whole sentence, question or answer. For example, I read the Russian folk song “Rabushechka Hen” to the children. First I read the entire song to the children, and then the dialogue begins. I put the chicken’s hat on the child and invite him to answer the questions: - Little hen, where are you going?
- To the river. - Little hen, why are you coming? - For water. - Little hen, why do you need water? - Water the chickens. They are thirsty. They squeak all over the street - pee-pee-pee! I also offer the children phrases from poems, for example: “Kolobok, Kolobok, I’ll eat you...” they pronounce them with different strengths voices (quiet - loud - whisper) or at different tempos (fast - slow). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise). What is good about these games for me is that they can be played at regular moments, both in a group and during walks. Huge pedagogical opportunities lie in outdoor games. They have found wide application in the development of the sound culture of speech of younger preschoolers. In outdoor play, against the background of motor activity, calls, teases, roll calls, and shifts are intertwined. Therefore, the most complete outlet is provided for the emotional and sensory energy of children and their temperament. The child is freed from complexes. Thus, favorable conditions are created for solving correctional problems. Let's look at an example. Russian folk game"Goat and children." The teacher, together with the children, chooses a “goat” driver. A goat walked along the bridge and wagged its tail. Got caught on the railing
It landed right in the river. (The children stand in a circle, and the goat in the middle.) The goat went out for a walk to stretch his legs. (Children walk in a circle, holding hands, and the “goat” walks in the opposite direction with stomping steps). The goat knocks its legs and screams like a goat. (Children clap their hands, and the “goat” jumps on two legs and moves forward.) -Me-Me-Me! (The children run away, and the goat catches them). - Who has never been caught by a goat? Who turned out to be the most dexterous? How did the goat scream? The use of outdoor games in the pedagogical process allows me not only to reduce the time required to work on sound, but also contributes to familiarization with folk culture. In my work I actively use outdoor games with speech material, for example: the game “Beads”. Before the game starts, we choose a leader who will catch the children and collect “beads.” All the children stand behind him in a column. At my command, they begin to walk behind the leader in a circle (this can be further complicated by walking like a snake), at the same time the children say the text: Beads rolled on the carpet. I'll collect the beads today. I'll put it on a thread one at a time -
The beads will be for my dear mother. (When the words end, everyone runs away, and the “goat” catches them.) While pronouncing the text, I highlight the words beads, beads, and at the same time I highlight the sounds b, s, k. In accordance with FGT, I integrate the area of “Speech Development”, which includes the sound culture of speech, with other educational areas: cognition, Physical Culture, artistic and aesthetic development, social and communicative development. Having used individual and collective work with children, I noticed that in group activities productivity increases and children’s fatigue decreases. The team is a strong factor of mutual influence for children. To attract parents to this work, I invite them to take home cards with educational games and exercises so that they also have the opportunity to play with their children at home. As a result of my work on developing correct sound pronunciation, children pronounce words and short phrases much more clearly, speak calmly, with natural intonations, and develop the correct speech rate.
To develop attention to the sounding side of a word, it is useful to give children exercises to select words that sound similar: cannon - rattle, cracker, etc. When conducting them, it is necessary to ensure that children do not invent words that do not exist in their native language. To develop auditory attention and speech hearing, preschoolers perform tasks on finishing syllables, words, pronouncing words and phrases at a given volume or speed.
Tasks in which you need to blow on “leaves”, “snowflakes”, blow cotton wool or paper from your hand, done in game form, will help strengthen speech exhalation. In addition, you can invite children to pronounce in a drawn-out manner, with one exhalation, for example, fricative sounds, as well as phrases consisting of 35 words.
To develop the vocal apparatus, to teach children the ability to change the volume of their voice, well-known games and exercises are used in practice, such as: “Blizzard”, “Aukanie”, “Say me”, etc. So, when fixing the sound [sch"], the teacher can simultaneously practice children in reciting a poem at different volumes (I brush my teeth with this brush (in a whisper), with this brush I brush my shoes (quietly), with this brush I clean my trousers (in a low voice). We need all three brushes (loudly)).
When practicing with children the correct pronunciation of sounds and words, you should speak slowly, drawlingly, emphasizing with your voice individual sounds, inviting children to reproduce them in the same way.
When learning pure phrases, children are asked to clearly pronounce them, first at a slightly slow pace, and then pronounce them just as clearly and clearly, but at a moderate pace. During classes on familiarization with fiction Children learn to read poems at the pace at which the teacher read them.
Work on the intonation expressiveness of speech is carried out both in classes on educating the sound culture of speech and in other speech classes, for example, when memorizing poems. At the same time, the teacher gives an example of expressive reading of fairy tales, stories, making extensive use of dramatizations (animals speak in different voices). Special tasks in which children are asked to pronounce phrases with different intonations are also effective: cheerfully, sadly, solemnly, etc. Exercises aimed at developing the vocal apparatus are also useful: pronouncing onomatopoeia (for example, meow-meow is pronounced either plaintively or angrily); highlighting individual words in a phrase, etc. In order for children to hear various intonations, the teacher first shows how to pronounce the phrase correctly.
The teacher must conduct classes creatively, taking into account the level of development of the sound side of children’s speech, that is, select material taking into account which section of the sound culture of speech is least mastered by them.
Using a fragment of a lesson as an example, we will consider how the work of consolidating sounds is linked to the development of other aspects of the sound culture of speech.
Example lesson.
Program content: strengthen the articulatory apparatus of children; clarify and consolidate the correct pronunciation of the sound [zh]; learn to hear it in words, pronounce it with different volumes, drawn out, on one exhale. (Exercises for sound pronunciation, development of the vocal apparatus, phonemic perception, speech breathing.) Visual material: toys - beetle, hedgehog, bear, cat, dog. Pictures of a bear and cubs, a hedgehog and hedgehogs, horses and foals.
Progress of the lesson: the teacher shows a toy or a picture of a beetle and asks who it is and what sound it makes (group and individual answers). Then he invites the children in the first row to “turn” into large beetles, and the children in the second row to “become” small beetles: the large beetles will buzz loudly and for a long time, and the small ones will buzz quietly. Then the children change roles.
During the game, the teacher clarifies:
Kostya, tell me how the big beetle buzzes? Sveta, how is the little beetle buzzing?
The teacher pays attention not only to the volume of the sound, but also to its duration.
The teacher shows a picture of a mother bear and cubs and asks, pointing to the bear:
Who is this? (Teddy bear, bear, Mikhail Potapovich.) And who is the bear’s cub? (Teddy bear.) What if there are several of them? (Bear cubs.)
The teacher shows pictures of other animals and asks them to name their babies.
Having placed toys on the table (beetle, bear cub, dog, cat), the teacher asks to name them and determine which toys have the sound [zh] in their names? If any word is said incorrectly, the teacher pronounces it himself (drawn out, emphasizing the sound [zh] with his voice).
Educator. Is there a [zh] sound in the word bear cub? Listen to the word dog, does it have the sound [zh]?
The teacher invites the children to listen carefully to the answers of their comrades and establish the presence of a given sound.
Then the teacher hangs 5-6 paper “snowflakes” on strings and invites the children to blow on them for as long as possible, paying attention to the correct exhalation.
IN senior preschool age (from five to six years) children begin to use monologue speech more widely. They can independently retell the contents of short fairy tales and stories, express their thoughts clearly for others, answer questions with detailed phrases, and construct sentences in a grammatically correct manner. However, each oral utterance must not only be consistent, accurate, logical, but also correctly formed in terms of sound (distinct, intelligible, loud enough, not too fast, intonationally expressive). This is a necessary condition for full communication and general speech culture.
Education of the sound aspect of speech in children of the sixth year of life is a direct continuation of the work that was carried out at previous age stages. In the older group, speech material in all sections gradually becomes more complex.
In the sixth year of a child’s life, the process of mastering the sounds of his native language usually ends. By the time of admission to senior group Children, as a rule, have a fairly developed articulatory apparatus and well-formed phonemic hearing, thanks to which favorable conditions are created for the correct pronunciation of sounds. In older children preschool age the muscles of the articulatory apparatus are able to produce more subtle movements and switch more quickly from one movement to another than, for example, in younger preschoolers. Most children correctly pronounce sounds that are difficult to articulate (hissing sounds, sounds [l], [r"], [r]); polysyllabic words, words with a combination of several consonants. When pronouncing words, they make spelling errors less and less often. Many pupils have sufficient clear and precise speech.
At this age, children are good at distinguishing by ear the direction of sound of an object; easily recognize the sounds extracted from different children's musical instruments, voices of bandmates; highlight sounds in words (if they have been introduced to them before). Children of senior preschool age are able to differentiate by ear the volume and speed of words spoken by others, and can give a comparative assessment of the correct use of intonation means of expressiveness.
When communicating with children and adults, older preschoolers, as a rule, use a moderate volume of their voice; they are already able to change the volume of their utterance, taking into account the distance from the listener, as well as the content of the utterance. In progress verbal communication Children can arbitrarily speed up or slow down the speed of their utterance depending on the content of the text. However, at the moment of emotional upsurge, being under the impression of a newly watched cartoon, read a poem, etc., they still do not always control the volume and speed of their speech and usually speak somewhat louder and faster.
Using an expressive reading pattern works of art given by the teacher, children are able to reproduce poems and fairy tales in the required intonation, correctly using interrogative and narrative sentences.
At this age, free exhalation becomes longer (from 4 to 6 seconds). With one exhalation, children can pronounce the vowel sounds [a], [u], [i] for 48 seconds.
When working with preschoolers, the teacher must constantly remember that timely and correct speech development largely depends on individual characteristics the child, from his living conditions, the surrounding speech environment and pedagogical influence from adults.
By the senior preschool age, not all children have yet mastered the correct pronunciation of sounds: some may have delays in assimilation of sounds, others may have incorrect formation of them, for example, throaty or single-beat pronunciation of the sound [r], lateral pronunciation of the sounds [w], [zh] etc. Some children of this age do not always clearly differentiate individual groups of sounds in hearing and pronunciation, for example, whistling and hissing, and less often the sounds [l] and [r].
Difficulties in differentiating sounds are most often expressed in the fact that children do not always correctly pronounce words and especially phrases rich in certain groups of sounds, for example, whistling and hissing (the words drying, highway are pronounced as shushka, shoshshe). The phrase “Sla Sasa walked along the highway” can be reproduced both as “Sla Sasa walked along the highway” and as “Sla Sasa along the sossa”, although in words where only one of these sounds occurs, mistakes are rarely made. Often children do not clearly distinguish certain groups of sounds by ear, incorrectly selecting words with given sounds from several words and phrases, making mistakes in selecting words for a given sound.
Preschool children do not distinguish all sounds equally by ear. For example, they, as a rule, do not mix the sounds [k] and [r], [sh] and [l], that is, the sounds are acoustically and articulatory contrasting. And at the same time, they often mix hard and soft consonants, whistling and hissing sounds within the group: [s] and [z], [s] and [ts], [sh] and [sch"], [h"] and [sch"]; whistling and hissing: [s] and [sh], [z] and [z] (for example, when performing a task to select words with the sound [s], children also name the following: hare, flower).
Ministry of General and Professional Education of the Sverdlovsk Region
State budgetary educational institution of secondary vocational education of the Sverdlovsk region
"Kamyshlovsky Pedagogical College"
A collection of speech exercises aimed at developing the sound culture of speech in children of middle preschool age
44.02.01 Preschool education
Kamyshlov, 2017
Compiled by: Skakunova O.A., student at Kamyshlovsky Pedagogical College, group 43, specialty: 02/44/01 Preschool education.
© GBPOU SO "Kamyshlovsky Pedagogical College", 2017
This collection is intended for preschool workers educational institutions, educators and methodologists, as well as for parents interested in the development of speech in preschool children. This collection presents games and exercises for developing the sound culture of children's speech. Games and exercises developed by O.S. Ushakova and E.M. Strunina, M.M. Alekseeva, B.I. Yashina.
Solving problems related to teaching the native language and speech development of children of primary, middle and senior preschool age is carried out in accordance with the approximate general education program preschool education"from birth to school" by the following directions: education of sound culture of speech, vocabulary work, formation grammatical structure speech, development of coherent speech. Special attention devoted to the solution priority areas each speech task of the diploma project on the formation of the sound culture of speech of children of middle preschool age.
In the education of the sound culture of speech, this is awareness of the phonological means of language, the intonational expressiveness of speech. The development of the sound side of speech is closely related to a child’s learning to read and write, the ability to recognize the place of sound in a word, to identify hissing, whistling, sonorant, hard and soft, vowel and consonant sounds. All these skills are necessary for a child to further learn to read.
It is recommended to conduct classes on differentiating sounds using play material available to children, conducting exercises in the form of games: with pictures, toys, onomatopoeia, with elements of movement, with singing; reading and memorizing poems, jokes, nursery rhymes, proverbs.
| Explanatory note | |
| Bibliography |
Section 1 “Exercises for the development of auditory attention and mobility of the speech-motor apparatus of children”
Exercise “Sun or Rain?” Goal: To develop in children the ability to switch auditory attention.
Short description: The teacher says to the children: “Now we’ll go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.” The teacher plays the game, changing the sound of the tambourine 3-4 times.
Exercise "Guess who's screaming." Topic: Educating children in the ability to concentrate auditory attention.
Goal: To teach children to identify a toy by onomatopoeia.
Brief description: The teacher takes out the prepared toys (one at a time), plays with them, imitating the cry of the corresponding animals, then asks the children to listen and guess by their voice who will come to visit them. The child chosen by the teacher goes out the door and, opening it slightly, gives a voice, imitating one of the animals, and the children guess who it is. The game can be repeated 5-6 times. It is necessary to ensure that children listen carefully and activate them with questions.
Exercise "Guess who's coming." Topic: Developing the ability to determine the tempo of a tambourine sound.
Goal: To teach children to perform actions according to the tempo of the tambourine.
Brief description: The teacher shows the children a picture of a heron and says that her legs are long, she walks importantly, slowly, as slowly as a tambourine will sound. The teacher slowly knocks on the tambourine, and the children walk like herons. Then the teacher shows a picture of a sparrow and says that the sparrow is jumping as fast as a tambourine will sound. He quickly knocks on the tambourine, and the children jump like sparrows. Then the teacher knocks on the tambourine, constantly changing the tempo, and the children either walk like herons or jump like sparrows.
Guidelines: You need to change the tempo of the tambourine no more than 4-5 times.
Section 2 “Exercises for the formation and consolidation of sounds that form the correct sound pronunciation”
Exercise "In the yard." Goal: To develop speech hearing and the ability to imitate.
Equipment: Toy rooster, chicken, cat, dog, cow.
Progress: The teacher expressively reads the poem and shows the corresponding toys.
Ku-ka-re-ku! I look after the chickens.
Where, whack, whack! She got carried away in the bushes.
Mur-mur-mur, I'm scaring the chickens!
Am-am! Who's there?
Quack-quack-quack! It will rain tomorrow morning!
Moo-moo-moo! Milk for anyone? (A. Barto) After reading the poem, the teacher asks the child questions: “How does a cow moo?”, “How does a dog bark?”, “How does a duck quack?”
Progress: The teacher shows the hammer and offers to listen to how it knocks “knock-knock-knock”. The child imitates tapping: he taps his palms with a fist and a hammer and repeats “knock-knock-knock.” The teacher says: “My hammer can knock loudly (knocks and loudly says “knock-knock-knock”), or maybe quietly (shows).” The kid repeats. Next, the teacher says that you can knock with a hammer quickly and slowly (shows and pronounces the onomatopoeia “knock-knock-knock” at a fast and slow pace). The kid repeats. At the end of the game, you can let the child knock with his hammer.
Exercise. Poem "Woof-Woof". Goal: To achieve from children clear pronunciation of sounds in various onomatopoeias. Preparatory work. Select pictures with images of: puppy, horse, calf, chicken, kid, magpie, goose.
“Woof! Woof! - at dawn,
“Woof! Woof! - outside.
A puppy was running in the yard,
And in the stable the horse neighed.
He got angry: “What are you doing?
Are you disturbing your sleep? E-go-go!
And the calf said: “Moo!”
It prevents him from sleeping.
And the calf said: “Pi!
You, puppy, sleep some more!”
And the kid: “Meh!” yes "Meh!"
“They didn’t let me take a nap.”
And the puppy is all “Woof!” yes "Woof!"
He has a cheerful disposition!
And this cheerful disposition
It's called "Woof - Woof!"
Exercise “What appeared?” Goal: To achieve the correct pronunciation of the sound “zh” in words, to develop the ability to pronounce words clearly, loudly enough, to develop phonemic hearing.
Content: The teacher puts on the table toys whose names contain the sound “zh” (giraffe, hedgehog, etc.). The guys call them. Then the teacher covers the toys, changes their places and adds a new one, which also has the sound “zh” in the name, for example a teddy bear or a flag. Opening it, he asks what's new. Then the teacher invites the children to choose words that contain the sound “zh”.
Exercise “Tea for Tanya.” Goal: Automation of the “ch” sound in sentences.
Description of the exercise: Children sit in front of the teacher’s table. On it there is a doll table with a tea set, around which four dolls sit on chairs. The teacher says: “Children, let’s give the dolls affectionate names.” The children call them: “Tanechka, Valechka, Anechka, Manechka.” Then the teacher calls one child and invites him to pour tea from the teapot into Tanya’s cup. The child accompanies his actions with the words: “I take the teapot and pour tea into Tanya’s cup. I give Tanya cookies.” Having seated the child in his seat, the teacher asks the other children: “What did Seryozha do?” The children answer. Then another child is called, and the teacher asks him to complete the task.
Exercise “Be attentive.” Goal: To teach children to correctly pronounce the sound “u” in words.
Today we will look for the sound “u” in words. I say the words, and you clap your hands if you hear this sound. (Words: “pike”, “lamp”, “broom”, “brush”, “train”, “cubes”, “puppy”, “cabbage soup”, “bread”, “firewood”, “chips”, etc.)
Exercise “Red - White”. Goal: Finding the sound in a word perceived by ear.
Equipment: Two mugs for each child (red and white).
Description of the exercise: The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a given sound, children should raise a red circle; if not, they should raise a white circle.
The sound “a” is given, the onion is a white circle, the poppy is a red circle.
The sound “k” is given, the cabbage is a red circle, the ball is a white circle.
Exercise “What is an object for?” Goal: To consolidate the pronunciation of a certain sound in syllables and words.
Material: Texts of pure proverbs.
Progress of the exercise:
Guys, there are such funny poems that don’t tell you anything, they’re just funny. Let me start telling them, and you continue:
“Sa-sa-sa” - lives in the forest... (wasp, fox)
“So-so-so” - he rolled the axle... (wheel)
“Su-su-su” - I take... (braid)
“Sy-sy-sy” is the sting of... (a wasp).”
Exercise. Fairy tale “Once upon a time there were sounds.” Purpose: to remind children of the structure of the articulatory apparatus; introduce the concept of vowels and consonants and their color designation; improve phonetic-phonemic perception; develop motor skills of the articulatory apparatus.
Material: chips red and blue colors, conventional houses in red and blue colors, object pictures for vowels and hard consonants, a ball, pencils in red and blue colors.
Lesson progress: Reading didactic fairy tale"Once upon a time there were sounds."
“Not in some kingdom, not in some state, but sounds live and live in your mouth. The house they have is so good (open mouth). There is a ceiling (touch the upper palate with your tongue). The floor is the lower palate, the door is the lips. There are even bone grilles for strength (to close and open teeth). Everything would be fine, but the Serpent Gorynych settled in the house (move the tip of your tongue). And he began to do his evil deeds. He misses some sounds freely, like this (clear articulation of the teacher): “a”, “o”, “u”, “y”, “e”, “and”. These sounds pass freely and wear red dresses. They are called vowel sounds. And in the way of other sounds, the Serpent Gorynych builds various barriers: either he will close the door with “mm-mm”, then he will press “t-t-t” to the ceiling, then he will make the sounds hiss “sh”, snort “f”, whistle “s” ", wheeze "x". Then the Serpent Gorynych hits with his tail “r”. These sounds do not pass freely through the mouth, they wear blue dresses and are called consonant sounds” (According to L.P. Tsareva). The teacher pronounces these sounds together with the children, clearly articulating them.
Section 3 “Exercises to work on diction, tempo and rhythm of speech, speech breathing, voice strength and intonation expressiveness”
Exercise "Loud - Quiet." Goal: Develop the ability to change the strength of your voice: speak loudly or quietly.
Equipment: Large and small dogs or other toys.
Progress: The teacher shows two dogs and says: “The big dog barks loudly: “Aw-Aw.” How does a big dog bark? (child repeats loudly). And the little dog barks quietly: “Aw-Aw.” How does a small dog bark? (child repeats quietly).”
Exercise “Come play with us.” Goal: Develop the ability to use a loud voice.
Equipment: Toy bear, bunny, fox or other animals.
Procedure: At a distance of 2-3 meters from the baby, the teacher places the toys and says: “It’s boring for the bear, the bunny and the fox to sit alone. Let's invite them to play with us. For them to hear us, we need to call loudly, like this: “Bear, go!” The child and the teacher call the bear, bunny and fox and play with them. It is important to ensure that the child calls for toys loudly, but does not scream.
Exercise "Don't wake the doll." Goal: To develop the ability to use a quiet voice.
Equipment: A doll with closing eyes, a crib with bedding, small toys (a cube, a ball, a car, etc.), a toy box.
Progress: The teacher says, pointing to the crib with a sleeping doll: “Katya walked a lot, got tired, had lunch and fell asleep. And we need to put away the toys, but very quietly, so as not to wake Katya. Tell me quietly which toy needs to be put in the box.” The child quietly names the toy. It is important to ensure that the baby speaks quietly, but does not whisper.
Exercise "Dandelion". Goal: To develop the ability to exhale air through the mouth for a long time and smoothly, to activate the muscles of the lips.
Progress: The exercise is carried out outdoors. The teacher invites the child to pick a faded dandelion and blow on it so that all the fluff flies off. The child can do this by blowing on the flower 3-4 times. It is important to ensure that you exhale correctly.
Dandelion, what the hell
You look like a cloud.
It's scary to even look at:
No matter how the cloud blows away.
Exercise "Bunny". Task: distinguish between cold and warm streams of exhaled air.
An adult reads a poetic text:
It's cold for the bunny to sit
You need to warm your little paws (blows a warm stream of air on the child’s cupped hands).
The bunny burned his paw.
Blow on it, friend (blows on the child’s hands using a cold stream of air).
Then the child is invited to blow as well.
Exercise “Fragrance boxes”. Task: form a nasal inhalation.
Equipment: To play the game, you need to prepare a set of boxes with various fillings (spruce or pine needles, spices, orange peels).
The adult invites the child to smell each box from the set and ask: “What does it smell like?”, then examine its contents.
Exercise “Who wins?” Goal: Development of voice strength and speech breathing. Activation of the muscles of the lips and lower jaw.
Description of the exercise: The teacher calls two children and puts them facing each other. At the teacher’s signal, the children simultaneously begin to draw out, first quietly, then loudly, the vowel sounds “a, o, u, and, e.” Whoever lasts the sound longer wins. First, the winner is determined by the teacher. Then you can instruct the children to determine who won. The teacher should only ensure that children do not lower the strength of their voice until the end of the sound and do not overstrain their neck muscles.
Description of the exercise: Children stand in a row facing the teacher and raise their arms up through their 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 “u”, first loudly, and then gradually more and more quietly. They lower their hands and fall silent.
First, the teacher himself shows the actions, then calls two children who perform the actions together with him and pronounce the sound, the rest of the children only make movements with their hands. Then the whole group plays.
Exercise “Come up with a phrase.” Goal: Development of phrasal speech, speech breathing. Correct construction of sentences.
Equipment: Scene pictures from the “What We Do” lotto.
Description of the exercise: One plot picture is shown. The teacher comes up with a short phrase (of 2-3 words) based on it, then invites the child11 to add one new word to his phrase. Each child called extends the phrase by one more word. For example, the teacher says: Tanya is playing. The child repeats the sentence and adds on the street. The next one repeats the sentence “Tanya is playing outside” and adds in the sandbox. The one who comes up with it wins the last word to the sentence: and pronounce the entire phrase correctly. Short phrases(3-4 words) are pronounced in one exhalation, and long ones with a pause after 3-4 words. When children master the rules of the game, you can invite them to invent and lengthen phrases without pictures.
Exercise “Say a sentence.” Goal: to learn to convey various feelings (joy, indifference, grief) through intonation.
The teacher calls the sentence: “ It is raining" Children should repeat it with different intonations - so that it is clear that they are happy, happy; that they are unhappy, it upsets them, etc. The same task is being completed, with other sentences the sun is shining, it is snowing, the snowdrop is blooming.
Exercise “Recognize by intonation.” Goal: education of expressiveness of speech and facial expressions.
Description of the exercise: 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-ay-ay!
The rest of the children must guess from the facial expression, the entire posture of the speaker and intonation who the presenter is portraying; you can invite the children to explain in more detail the behavior of the presenter: why is he sad or why is he surprised, etc. For expressiveness of speech and for detailed story children are encouraged.
Exercise “Bear and Christmas tree”. Goal: developing expressive speech and the ability to change the timbre of the voice.
Description of the game: The teacher chooses two children: one will be a bear, the other, for example, a fox. From different ends of the room they must walk towards each other. When they meet, a dialogue occurs between them:
Fox. Where are you going, bear?
Bear. To the city, take a look at the Christmas tree.
Fox. What do you need it for?
Bear. New Year it's time to meet.
Fox. Where will you put it?
Bear. I’ll take it to the forest, to my home.
Fox. Why didn’t you cut it down in the forest?
Bear. It's a pity, I'd better bring it.
When pronouncing this dialogue, children should imitate the voices of animals, i.e. change the timbre of your voice. Whoever does this most successfully is rewarded. The game is repeated, the bear may meet another animal.
Bibliography
Alekseeva M. M., Yashina B. I. Methods of speech development and teaching the native language of preschoolers: textbook. aid for students higher and Wednesday ped. textbook establishments. – 3rd ed., stereotype. – M.: Publishing Center “Academy”, 2000 – 400 p.
Gerbova V.V. Development of speech in kindergarten: Middle group (4-5
years), “Program of education and training in kindergarten” / edited by M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova, rev. and additional – M.: Mozaika-Sintez, 2015, - 80 p.
Lopukhina I.V. Speech therapy. 550 entertaining games and exercises
for children's speech development. M.: Aquarium, 1995.
Maksakov A. I. Teach by playing: Games and exercises with sounding word[Text]: manual for kindergarten teachers. garden / A.I. Maksakov, G. A. Tumakova - 2nd ed., revised. to add. M.: Education, 2013. - 144 p.
Basics of speech therapy with a workshop on sound pronunciation / under
ed. Vlasovets G. A. M.: Childhood - Press, 2002.
"From birth to school." Approximate general education
preschool education program (pilot version) / ed. N. E. Veraksy, T. S. Komarova, M. A. Vasilyeva. – 3rd ed., rev. and additional M.: MOSAIKA-SYNTHESIS, 2014. – 368 p.
Ushakova O. S. Think of a word: Speech games and exercises
for preschoolers. M.: TC Sfera, 2010.
Khvattsev M. E. Speech therapy. Book 1. M.: Vlados, 2009 – 272 p.
Chernyakova V. N. Development of sound culture of speech in children 4-7
years: Collection of exercises. M.: TC Sfera, 2005.
Shvaiko G. S. Games and game exercises for speech development. M.: Education, 1988.
Senior group
Exercises to reinforce correct pronunciation and differentiation of sounds
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 sound “zh”. 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 (it sits down), you can’t 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 twisters
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 sing, people will wake up.
There is a comb on the head, this is Petya. (cockerel).
I washed my face early this morning. (crane).
The sun is shining very brightly, Hippopotamus has become. (hot) .
Suddenly the sky became cloudy and lightning came out of the clouds. (flashed).
Exercise “Name the first 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.
All children take part in the game.
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: “The flower smells so good - ah! »
Reading a story
The pure phrase is learned and then read in two exhalations, then two lines per exhalation).
Chock, chock, heel, stepped on a twig,
It came off, broke, chock, chock, heel.
The pure saying is read in chorus 2 times, then 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 pair - a 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 matches 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 (“zh-zh-zh”). 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 softly. 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 to 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.
Subject: "LAND OF SOUND".
Tasks: develop auditory attention and phonemic hearing; learn to distinguish between non-speech and speech sounds; clarify the articulation of vowel sounds; , come up with words based on a given vowel sound; differentiate the concepts “sound”, “word”; learn to distinguish between short and long words; learn to control your voice, change its strength and volume; develop the ability to listen to others; cultivate a kind attitude towards others.
Progress of the lesson
Teacher-defectologist (U.-d.). Guys, do you want to go to the land of sounds? This country is invisible, but it surrounds us everywhere, because sounds are everywhere. They cannot be seen, they can only be heard and spoken. Let's remember what sounds you can hear while sitting at home.
Children remember that they heard the sound of wind, rain, thunder, a car or a train driving, birds singing, dogs barking.
U.-D. Guys, every object has its own “voice”. Let's listen to the voices of various objects.
Game "Attentive Ears".
The teacher behind the screen makes noises with different objects, and the children guess which object made the sound. (The drum beat, the bell rang, the tambourine sounded, they tore the paper, poured water, hit the ball, the ball rolled on the table, etc.)
U.-D. But every person also has his own voice. Do you recognize each other by voice? Let's play.
Game “Come on, close your eyes, find out who called you!”
U.-D. All living beings have their own voice and make different sounds,
U.-D. Guys, how can we make sounds? (With feet.) Let's stomp quietly and quietly. And now it's loud, loud. How else can we make sounds? (With hands.)
Let's rub our palms and listen to what sound we make... And now let's clap quietly... And now loudly... And what else do we make sounds with? (With their mouths.)
Close your mouth and try to say the word “hello.” Nothing succeeded?
Children say that the mouth can open and close, the tongue, teeth, lips help us make sounds.
At this moment, a rustling sound is heard. Children listen, follow the rustling sound and find a small hedgehog in the dry leaves.
U.-D. Would you like me to tell you a story about a hedgehog?
Children sit on the carpet, and the teacher tells a story, accompanying it by showing pictures-symbols that cause active onomatopoeia.
One day little hedgehog went for a walk alone. He stomped through the forest - top-top-top. Suddenly he saw that he was lost. The hedgehog got scared and cried quietly, and tears began to fall - drip-drip-drip. And then a cloud covered the sun, and the rain pattered on the dry leaves - bam-bam-bam. And then it buzzed strong wind -u-u-u; howled - in-in-in. The hedgehog became completely scared, and he cried loudly, loudly, and the tears began to fall harder - drip-drip-drip! But suddenly the leaves rustled - shhhh. A large beetle crawled out from under them. He said: “Don’t cry, hedgehog, I’ll take you home, and on the way I’ll sing you a song.” And the beetle sang - w-w-w. Then they met a mosquito, who also agreed to take the hedgehog home and at the same time sang his song - z-z-z. And then they met a cheerful stream. He said that he would lead the hedgehog to the house itself. They ran together and sang the song of the stream - ssss. The stream led the hedgehog to the house itself, and his mother was already waiting for him there. She warmed the tea, and the kettle happily knocked with its lid - b-b-b. Mom kissed the hedgehog, and he said that he would no longer walk alone, and snorted joyfully - pff-pff-pff.
U.-D. Guys, do you know that sounds are very friendly with each other, and when they are combined, words are obtained. If there are few sounds, then the word is short, and if there are many sounds, then the word is long. Let's play words!
Game "Long and short words".
Children sit around a table on which large leaf paper and two crayons: long green and short red. The teacher shows the children pictures, pronounces the words together and “claps.” Then choose a long or short chalk. One of the children says the word again and at the same time draws a path. Long words leave a long trail, and short words leave a short trail.
U.-D. Now let's see what we got. Remember that words can be long and short.
Which short words do you remember? (Cat, house, ball, onion, cheese.)
What long words do you remember? (Che-re-pa-ha, po-pu-gai, sa-mo-let, ma-trash-ka, so-ba-ka.)
And now we will find ourselves on the street of vowel sounds. Let's remember what vowel sounds can do. (Sing, shout loudly, stretch.)
Game "Spoiled TV".
Children line up one after another. The teacher shows the first child the silent articulation of any vowel sound. Children turn to each other and convey the “image” of the sound. Last child must guess what sound was given to him and shout it loudly.
Game "Drawing sounds".
Different options for the game: children hold hands and, pronouncing vowel sounds, stretch their circle; children sit down like little mushrooms, pronounce vowel sounds and “grow” with them. Etc.
Game "Round Dance of Vowel Sounds".
Children run after each other in a circle if they hear the vowel sounds pronounced by the teacher. And when they hear a consonant sound that cannot be pronounced protractedly, they stop.
U.-D. Guys, only those who are familiar with them are allowed into the street of vowel sounds. Each of you will name any vowel sound and receive a red ticket.
Children name vowel sounds: a, o, y, i, s, e.
At this time, the magic path leading to the street of vowel sounds turns into a sound path on which symbols of vowel sounds are drawn. Children walk along the path, singing vowel sounds. The path leads to houses, which also have symbols of vowel sounds.
U.-D. Guys, boys and girls live in these houses. Let's guess their names!
Anya, Alla, Alyonka, Andrey, Alyosha.
Ulyana.
Olya.
Ira, Inna, Igor, Ilyusha.
There are also pictures in these houses. But they went out for a walk and forgot who lived where. Shall we help them find houses?
Game “Where is whose house?”
Children take turns turning over the pictures lying on the carpet, calling out the word loudly, pronouncing the first sound in a drawn-out manner, calling it and deciding in which of the houses this picture lives.
U.-D. So our game with sounds is over. You are a little tired. Look, our hedgehog is tired too. Let's sing him a lullaby, and let's sing tenderly and affectionately.
Children take turns picking up the hedgehog, rocking it, gently singing to the tune of a lullaby: a-a-a-a-a-a; oo-oo-oo-oo-oo; o-o-o-o-o-o-o; and-and-and-and-and-and; s-s-s-s-s-s; uh-uh-uh-uh.
The hedgehog fell asleep. Let's say "shhhh" and we will leave the group and be quiet, we will not make loud sounds so as not to wake up the hedgehog.
I. Lebedeva