Games for developing correct sound pronunciation. Card file for speech therapy (senior group) on the topic: Card file of games for the formation of correct sound pronunciation
Organization: Kindergarten No. 22 “Firefly”
Locality: Chelyabinsk region, Verkhny Ufaley
The educational program, taking into account the requirements of the Federal State Educational Standard for Education, provides for the direct educational activities of children.
Direct educational activities:
Contributes to the formation of a holistic picture of the world, since an object or phenomenon in class is considered from several sides: theoretical, practical, applied;
Forms cognitive interest, as the child receives a variety of knowledge, skills and abilities about the same subject or phenomenon through different integrative educational areas;
A smooth transition during the lesson from one type of activity to another allows you to involve each child in an active process, taking into account his individual abilities;
Unites children with common impressions and experiences;
Promotes closer contact between the teacher and children in the process of solving problems set by the educational program.
The beginning of direct educational activities presupposes the direct organization of children: it is necessary to switch their attention to the upcoming activity, arouse interest in it, and create an emotional mood. The effectiveness of this activity largely depends on this.
You can start the lesson with speech gymnastics, which children use to greet each other:
"Hello, golden sun,
Hello, the sky is blue,
Hello Mother Earth,
Hello my friends!
Or you can do a phonetics exercise. The teacher asks the children questions, and the children answer in chorus:
Educator: Are you awake?
Children: Yes! Yes! Yes!
Educator: Have you washed?
Children: Yes! Yes! Yes!
Educator: Are you dressed?
Children: Yes! Yes! Yes!
Educator: Have you eaten breakfast?
Children: Yes! Yes! Yes!
Educator: Do you want to know the world?
Children: Yes! Yes! Yes!
Educator: We sing a song in the morning:
DU-DO-DA AND TU-TO-TA.
Children: DU-DO-DA AND TU-TO-TA.
You can create a special problem game situation to intensify work on the sound culture of children’s speech, which the children all need to solve together:
“Teach Pinocchio to speak correctly”;
“Correct the error”;
“Help the doll Masha find words with a certain sound”;
“Put the sounding words in a box,” etc.
Another organizational point:
"The frogs are smiling"
Educator: Do you like to travel? Then I invite you on a fabulous journey. The success of our journey depends on our mood, because in fairyland they don’t like gloomy and angry people. Then let's smile cheerfully. To make our smiles beautiful, let’s turn into little frogs for a minute and practice:
Kwakka loves to smile - qua-kwa-kwa.
Kwaki's mouth goes all the way to her ears, and even the strings are sewn on.
Frogs really like to pull their lips straight to their ears -
Kva-kva-kva.
Smile, laugh,
And their eyes are like saucers - qua-qua-qua.
Educator: our little frogs turned out to be cheerful, with beautiful smiles, I think that you will have the same smiles during our journey.
You can also do finger exercises with words.
There are “active points” on the fingers and palms, massage of which has a positive effect on children’s speech development and well-being, improves brain function, helps maintain good tone throughout the entire session, and funny rhymes help relieve mental stress.
The effectiveness of educational activities directly depends to a large extent on how emotionally it proceeds, on the direct interest of children in this type of activity. It is gaming motivation that helps to interest children and create a favorable emotional mood. It helps throughout the activity to develop children's interest in obtaining a specific result that children are intrigued by at the beginning.
Let's consider several game motivations using material on the sound culture of speech.
Junior preschool age
Arrival of the game character.
Guys, look, Kolobok came to visit us today. He has a big request for our help. But in order for us to understand him, and then for him to understand us, we need to do exercises for the tongue.
It's Tongue Came (Stick Out Tongue)
He has now gone to the right (pull to the right)
I saw everything I needed to see
And he walked to the left (pull to the left)
The tip lifts up (pull towards the nose)
Lowers the tip downwards (pull towards the chin)
The tongue does not get tired -
It's moving forward now. (pull forward)
Played hide and seek with you (hide your tongue in your mouth)
And he raced off on his horse (click tongue).
Well done! Now let's listen to what Kolobok tells us and help him.
Middle preschool age.
"Locomotive"
The children receive an invitation to visit from a fairy-tale artist to see his new paintings about autumn. And you can come to him on a fairy-tale train. Children become a train. The teacher is a train, and the children are carriages. Children clasp each other with their arms bent at the elbows, and at the teacher’s command they begin to move, saying “CHUKH-CHUH-CHUH” in unison. The train moves slowly and the children pronounce the words slowly, then the train speeds up its movements and the children speak faster, the train rolls very quickly - the children speak very quickly. Then they slow down their speech. They say slowly and the train stops.
Senior preschool age.
"Ship"
Children receive an SOS signal from a sinking ship and go to help.
Children stand on the constructed ship, hug each other around the waist and swing left and right. The selected captain conducts: to the right - inhale through the nose, to the left - exhale through the mouth through elongated and rounded lips. When you exhale, you get a noise similar to the sound “f-f-f”. The exercise is performed calmly, rhythmically, and consistently.
It is necessary to use children’s speech activity in various moments of direct educational activities on the topic of the week.
For example, when composing a story, children remember the rule of correct speech:
Who wants to talk
He must reprimand
Everything is correct and clear,
To make it clear to everyone .
If children are talking about autumn, you can offer to pick up autumn leaves and play with them. Children will be an autumn breeze. At the beginning there is no wind and the leaves do not move, then a light breeze blows (the children blow lightly on the leaves), then a strong wind blows and blows the leaves away.
Exercise to develop speech breathing (snowflakes can be used in winter).
If children need to cheer up a character, they can play imaginary musical instruments:
On the pipe: doo-doo-doo.
On the bells: ding-ding-ding.
On the balalaika: trin-tren-tren
On the drum: boom-boom-boom.
When reinforcing a new concept or word, so that children remember better, you can say a simple phrase with this word:
La-La-La – this vase is made of glass.
Ying-Ying-Ying is soft plasticine.
Leee-lee-lee – metal and plastic are heavier.
De-De-De-tree floats in the water.
Speech phrases can be selected for each lesson, taking into account the topic of the week.
Shh-shch-shch - there is no rain, and I’m in a raincoat.
That's it - Tanya has a new coat.
As-as-as – we have new jackets.
Ke-ke-ke – this windbreaker is locked.
Arf-arf-arf - Regina has a warm scarf
If a character appears in class, offer to guess him by sounds or onomatopoeia.
(you can make sounds yourself or use a sound recording).
This is an exercise to develop phonemic awareness.
One of the forms of increasing children's performance and preventing fatigue associated with great concentration and prolonged attention during direct educational activities is physical education. They have a beneficial effect on the activation of children's activities. The time of their implementation and the selection of exercises are determined by the nature and theme of the content of the activity. In order to enhance the emotional impact of physical exercises, you can use small poetic forms that activate the performance of both motor and speech phonetic exercises.
For example, physical education lesson “Hares”
The hares are jumping: skok-skok-skok!
Yes, on a little white snow.
They crouch down and listen - is there a wolf coming?
Once - he jumped, twice - he bent down and stretched.
Three - three claps of your hands,
Three nods of the head.
The hares sang a song:
LA-LO-LU-LA-LI
And they sat down under a bush.
In the middle of a lesson or to change the activities of children during a lesson, you can use phonetic warm-ups:
Songs – “wonderful little ones”:
The whistle sounded sternly - “SSS...”
The tire hisses angrily - “SHSHH...”.
The mosquito over my ear keeps ringing - “ZZZ...”
The bee keeps buzzing over the meadow - “LJJ...”.
Doves coo - "GRU - GRU"
The baby elephant trumpets - “TU – RU – RU.”
The titmouse shades - “SHADOW - SHADOW”,
And the balalaika is “TRENDY - CRAZY”.
The stream is murmuring - “DING - DING, DING - DING”,
The alarm clock rings - "DING - DING - DING."
Another gaming technique is “Playing with a book.”
Children take out a specially designed phonetic book with phonetic stories from the play chest. They open it using any game technique (the teacher makes the necessary bookmark in the book in advance). In a group, children can learn the ritual technique of opening a book.
For example:
We'll clap our hands
We'll stomp our feet
We blink our eyes
And we open the book.
Phonetic stories, specially selected for the lesson, will help the teacher work on a specific sound and diversify the children’s activities, which helps to activate children in organized forms of learning. A phonetic story - a specially selected text with words for a specific sound - is aimed at working with a specific sound in the following areas: highlighting words with a specific sound, determining the position of a sound in a word, characterizing the sound.
Each story is accompanied by a number of exercises aimed at developing attention, memory, imagination, and logical thinking. Performing these exercises helps to consolidate the clear pronunciation of a given sound.
For example, for the sound [B].
Smart crow.
Vova has a small dog. On Sunday, Vova walked with his dog in the yard. He accidentally dropped the leash. At this time, a crow flew up to the dog and grabbed the leash. The crow held the leash in its beak and flew. And the dog squealed happily and ran after the crow. Suddenly the crow saw bread crumbs on the feeder. She returned the leash to Vova, and she flew to the feeder. What a smart crow!
Reading the story is accompanied by a display of illustrations that interest the children, and after listening, the children look at the pictures and find words on them that contain this sound, and the children are also invited to fly, flapping their arms like wings and cawing like a crow.
Special theatrical games and exercises selected according to the topic of the lesson will not only attract the attention of children, but will also effectively affect the results of children’s speech activity.
"Sick tooth"
Children are asked to imagine that their tooth hurts very much, and they begin to moan at the sound [M]. The lips are slightly closed, all muscles are free. The sound is monotonous and drawn out.
"Hello"
Children are invited to say hello with different intonation expressiveness on behalf of different characters (like a bear, like a fox, like a wolf, like Baba Yaga, like Smesharik, etc.)
"Trained Animals"
A child is chosen - a trainer, some children are animals, the rest are spectators. The trainer asks the animals simple problems, and they answer in the voices of different animals, pronouncing the onomatopoeia the appropriate number of times.
Speech games.
"Curious"
The teacher asks the children questions, and the children answer with one word that begins with a certain sound.
What is this boy's name?
(Sasha, Semyon, Seryozha, Seva, etc.)
Where do you live?
(in Sverdlovsk, in the capital, etc.)
What does he like to eat?
(sausages, crackers, salads, soup, etc.)
What is his dad's job?
(fitter, gardener, watchman, etc.)
What products does he buy at the store?
(sour cream, dried fruit, juice, herring, etc.).
You can use speech games with a ball, which are aimed at developing phonemic perception, reinforcing correct pronunciation, and differentiating sounds.
Games with a ball free children from tedious, unnatural immobility for their age during classes; children willingly play these games.
First of all, the ball can be used in counting rhymes:
One two three four five,
Let's play with a ball.
Who is to throw and who is to catch,
Will you drive with us?
The ball can be used in games.
- “We “knock” the ball with our palm, repeating the sound together,”
- “The ears hear the vowel sound, the ball flies over the top of the head,”
- “My ball and I sing vowel sounds together,”
- “I want to make sounds and knock on the ball,”
- “First I hit the ball, and then I roll it,”
- “Pass the ball - say the word”
- “We will connect a chain of words, the ball will not let us put an end to it,”
- “Catch the ball and throw the ball - name how many sounds”, etc.
The end of the educational activity itself is devoted to summing up and evaluating the results obtained. It is very important that each child receives an assessment of his activities taking into account his specific achievements in this particular lesson. It is necessary for every child to feel that the teacher sees his efforts, notes his successes, even very small ones, but his successes; that it was his activities that helped achieve the desired result. This stimulates children's interest in subsequent direct educational activities.
Summary and assessment of children's activities:
What did you like most?
Who do you remember today, and why?
Who can remind Pinocchio how to pronounce the sound correctly?
Now who can teach the kids how to play a speech game? Etc.
Assessment of children's activities by the teacher:
On behalf of the fairy-tale hero, the teacher gives an assessment taking into account the completion of tasks on the sound culture of speech. (I really liked the way Sasha pronounced all the sounds. Thanks to Masha, I learned from her how to clearly pronounce the sound. I am very glad that Dasha and Pasha helped me remember the correct speech, etc.);
For successful completion of the task, children are awarded a prize to enhance the sound culture of speech;
The teacher indicates the characteristics of each child’s achievements in speech sound culture.
The use of game techniques to develop the sound culture of speech in direct educational activities will not only make this activity more interesting and exciting, but also in a relaxed playful form will help to cope with problems in the sound pronunciation of your children.
Educators, always remember that knowledge acquired without interest, not colored by one’s own positive attitude and emotions, does not become useful - it is a dead weight. You can always find something interesting and exciting, you just need to find it and present it to the children, which will encourage them to make similar finds and discoveries themselves. You just need to find a middle ground: don’t complicate things - children won’t understand and don’t simplify, making learning easier - children will look for easy ways. Let's try to work to the limit, proving to everyone, and above all to children, that it is not for nothing that we bear the proud name - EDUCATOR!
Difficult? How else?
This is our highest purpose on earth: to shine, illuminate, ennoble, love, elevate, enlighten, sow reasonable, good, eternal things into the souls of our students.
Literature:
- Vorobyova T.A., Krupenchuk O.I. Ball and speech. - St. Petersburg: KARO, 2003
- Gurin Yu.V., Pikuleva N.V. Difficult sounds.-M.: JSC "OLMA Media Group", 2014
- Talkers.- M.: “Hatber-press”, 2013
- Dmitrieva V.G. Tongue twisters and counting rhymes in pictures. - M.: Astrel; St. Petersburg: Sova, 2011
- Kartushina M.Yu. Logorhythmic classes in kindergarten. - M.: Sfera, 2005
- Kulikovskaya T.A. Articulation gymnastics in counting rhymes. - M.: Gnome, 2008
- Kulikovskaya T.A. Pure sayings and counting rhymes. - M.: Gnome, 2010
- Lopukhina I.S. 550 exercises for speech development. - St. Petersburg: Delta, 2000
- Lukina N.A., Nikkinen I.I. Teach me to hear. - St. Petersburg: Parity, 2003
10. Sozonova N.N., Kutsina E.V., Khrushkova N.G. Phonetic stories and fairy tales. Part 3. - Yekaterinburg: Litur Publishing House LLC, 2009
11. Sozonova N.N., Kutsina E.V., Khrushkova N.G. Phonetic stories and fairy tales. Part 2. - Ekaterinburg: Litur Publishing House LLC, 2012
12. Nishcheva N.V. Fun articulation gymnastics. - St. Petersburg: Detstvo-Press, 2015
13. Temnikova T.E. Speech therapy games with pure tongues. - M.: Gnome, 2006
14. Shanina S.A., Gavrilova A.S. Finger exercises for the development of speech and thinking of a child. - M.: Ripol classic, 2010
Irina Vit
Didactic games to work on sound pronunciation and the development of phonemic hearing
Name and guess
Target: reinforce correct pronunciation sound [З] in words, determine its presence in a word
Material: pictures with images of objects whose names contain sound [Z], paired pictures without sound
Move: The teacher displays paired pictures and asks the children to name them. Then he suggests naming only those in whose name there is sound [Z].
For example: lock - key, goat - cow.
The teacher corrects errors in the children’s speech, highlighting sound by voice.
Help the artist
Target: exercise the ability to select words that sound similar
Material: pictures of objects
Move games: V – l shows a picture and asks to name it. Then he shows a blank piece of paper and asks the children to name what an artist could draw that sounds similar. words are pronounced in chorus, individually, paying attention to the similarities and differences of words.
For example: whale - cat, crayfish - poppy, bear - donut, beetle - onion.
Continue the word
Target: reinforce the correct pronunciation of some sounds in words.
Move games: The teacher pronounces a phrase, but without finishing it, the children must finish it
For example: Ra-ra-ra the game begins.
The boy has ry-ry-ry...
Ro-ro-ro we have a new...
Ru-ru-ru we continue to play...
Then he invites the children to come up with a phrase themselves.
Target: consolidate the ability to determine the presence of a certain sound in words
Material: train with 3 carriages, 9 subject pictures for sounds.
Move games: V. shows a train and pictures of animals and says that each animal can only ride in its own carriage. Animals whose name contains sound a certain sound, For example: "m", in the 2nd carriage with sound"l", in car 3 "To". In order to seat the animals, three handlers and a controller are selected. Then the children and pictures change.
Who is bigger
Target: exercise children in selecting words with a certain sound.
Material: story picture, for example "Street",chips.
Move games: the teacher suggests looking at the picture and naming objects whose names contain a certain sound. For the correct answer, the child receives a chip. The one with the most chips wins
Highlight the word.
Target: Learn to isolate from the speech stream of words - words with a certain sound.
Move games: v – l slowly pronounces words emphasizing sound voice and invites the children to clap their hands if they hear sound in a word.
What's in the bag
Target: Reinforce correct pronunciation sound[ts], highlight words from sound from a group of other words.
Material: a bag with toys that have a name in them sound[ts],For example: chicken, button, scissors, and others toys: ball, cube
Move games: The teacher shows a bag of toys and offers to take out the toys one by one and name them. When all the toys are on the table, the teacher offers to choose those toys whose names include sound[ts] and name them.
Target: practice correct pronunciation of words with a given sound
Material: toys that have a given name in their name sound
Move games: Toys are placed on the table, children sit on chairs. The teacher invites the children to come to the store and buy only those toys whose names contain the given sound. The name of the toy is pronounced loudly, highlighting sound by voice
Guess who's screaming.
Target: development of auditory attention to achieve clear pronunciation sounds in words.
Material: toys are animals.
Move games: The teacher shows the toys, naming them and imitating their cry, then puts them behind the screen. The leader - the child stands behind the screen and, having chosen a toy, imitates the cry of an animal, the guessed toy is placed on the table.
The first one to guess is the leader.
Target: reinforce the correct confession sound [w] in words.
Material: doll - boy and doll - girl, toys: car, bear, mouse, and other toys whose names include sound[w].
Move games: The teacher shows the dolls (Misha and Masha) and invites them to choose gifts for their birthday. The teacher draws attention to the presence sound in words, and monitors the clear pronunciation of words.
Let's pick up a toy
Target: reinforce pronunciation sound"and" in words. Find objects whose names include sound.
Material: doll, toys: beetle, giraffe, hedgehog, flag, etc.
Move games: The teacher arranges the toys in the group, then shows the doll and offers to come up with a name for the doll with sound"and", and give the doll toys, but only those whose names include sound"and". Children and the teacher walk through the group looking for toys for the doll, calling them out loud.
Similar words
Target: learn to find words that sound similar.
Material: toys whose names sound similar.
Move games: the teacher shows and names toy: "miishshkaa". Children repeat the word. The teacher suggests choosing a similar word, For example: teddy bear, mouse, cone, donut... Well done, they came up with a lot of words. with other toys according to analogy.
Target: definition of first and last sound in a word
Move games: the teacher asks a riddle, when the children guess it, he offers to determine the first (last) sound in a word
Guess what
Target: highlight first sound in a word.
Move games: the teacher offers the children a number of tasks:
1 Name the first sound in children's names
2 Name the first (last) sound in the words mentioned by the teacher
3 Find words starting with the given one sound.
At the beginning of the school year, we introduce children to vowel sounds. Children are offered a wide variety of games and exercises on this topic. Vowel sounds are the foundation on which all work on the development of phonemic processes in children is based. Having mastered this topic, children, as a rule, master sound analysis and synthesis of words well, and therefore, in the future, it is easier to assimilate material on learning to read and write. All work on vowel sounds is reinforced in ball games.
In games No. 1, 2 and 4, children practice clearly pronouncing vowel sounds and distinguishing them from the sound range. Smooth, prolonged singing of vowel sounds is reinforced in games No. 3 and 5. It is interesting that in these games children correlate the duration of rolling the ball with the duration of singing vowel sounds. All these games help practice smooth exhalation, which is very important when working on sound pronunciation. We reinforce the ability to control the power of the voice in game No. 7. In the group you can observe children with disorders of the prosodic components of speech. These defects are very diverse. The child may speak very quietly, almost in a whisper, or have a dull, often nasal voice.
The speech therapy group also includes children with rhinolalia after cheiloplasty and uranoplasty operations. All ball games aimed at singing vowel sounds are beneficial for these children. K. S. Stanislavsky, characterizing the sound of the Russian language, figuratively said that vowels are a river, and consonants are the banks, and without them our speech is a swamp. In our daily work on correcting children’s speech, we strengthen these “shores.” Consolidation of the correct pronunciation of sounds and the development of phonemic processes can be carried out in ball games.
In game No. 8, children select words that match a given sound and pronounce these words clearly. The kids really love game No. 9, which requires attention, a good level of development of phonemic awareness, and the ability to highlight the sound at the beginning and end of a word. Game No. 10 is fun, since the child can give answers to all the speech therapist’s questions that begin only with the same specific sound. It is advisable to include ball game No. 11 in a lesson on differentiating sounds. This game can be used to differentiate any sounds (s-sh, sh-zh, r-l, z-zh, etc.). Children with phonetic-phonemic speech underdevelopment may have difficulty dividing a word into syllables and mastering words with a complex syllabic structure. Of course, to solve this problem we use traditional techniques: clapping a rhythmic pattern, clapping and tapping the number of syllables in a word, building up syllables. The ball also plays a positive role in such activities.
In games No. 12, 16 and 17, children learn the syllabic structure of a word and consolidate the ability to divide words into syllables. In games we use not only rubber balls, but also homemade ones made from fabric. In the group and speech therapy room there is a set of these balls, red and blue, with letters embroidered on them. Each red ball has four vowels embroidered on it, and the blue ball has four consonants. Games with these balls are very diverse. So, for example, in game No. 6, the child names a vowel sound or a word starting with a vowel sound (if the speech therapist throws him a red ball) and a consonant (if the ball is blue). Multi-colored balls are also used to analyze and synthesize syllables and words. So, in game No. 13, children, on the instructions of the speech therapist, reproduce the reverse syllables AP, UT, OK, and then this syllable is laid out from balls. In game No. 14, children make words from balls, read, and analyze them.
1. Game “We hit the ball with our palm, repeat the sound together”
Goal: development of phonemic perception, reaction speed, consolidation of knowledge of vowel sounds.
Adult: 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
2. Game “The vowel sound is heard by the ears, the ball flies over the top of the head”
Goal: development of phonemic perception, reaction speed, selection of a given vowel from a number of others.
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
3. Game “My ball and I sing vowel sounds together”
Goal: development of long, smooth exhalation, consolidation of the pronunciation of vowel sounds.
Option 1. The adult 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: A - A - A - A - A - A
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 must be sung protractedly.
4. Game “Knock” I want to say sounds And I knock on the ball.
Goal: training in clear pronunciation of vowel sounds, development of phonemic perception.
Progress of the game. Children and teacher sit in a circle. The ball is sandwiched between each knee. The teacher pronounces vowel sounds while 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: A AA AAA E ee ee O 00 000 U UU UUU Then you can pronounce various combinations of sounds: AAE AEO AAU
5. Game “Singing Balls” First I knock on the ball, and then I roll it.
Goal: 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 emphatically smooth and prolonged, just like pronouncing a vowel sound.
6. Game “Multi-colored balls” Red is a vowel. Blue - no. What's the sound? Give me the answer!
Goal: strengthening the differentiation of vowels and consonants, developing attention and speed of thinking. Equipment: red and blue balls.
Progress of the game.
Option 1.an adult throws a ball to children. The catcher calls a vowel sound if the ball is red, a consonant sound if the ball is blue, and throws the ball back.
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.
7. Game “Quiet - Loud” We rode through the mountains, Sang here and sang there.
Goal: 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 a speech therapist. The strength of the voice is proportional to the direction of movement of the hand. As the hand with the ball moves upward (uphill), the strength of the voice increases, downward (downhill) it decreases. When the hand with the ball moves horizontally (the ball rolls along the path), the strength of the voice does not change. In the future, children independently assign tasks to each other.
8. Game with passing the ball “Pass the ball - say the word”
Goal: 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.
9. Game with passing the ball “Sound chain” We will connect a chain of words. The ball won't let you put a point.
Goal: development of phonemic awareness, activation of vocabulary.
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...
10. Ball throwing game “One hundred questions - one hundred answers starting with the letter A (I, B), and only this one”
Goal: development of phonemic concepts, 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. Example: - What is your name? - Ira (Ivan). - What about your last name? - Ivanova. - Where are you from? - From Irkutsk. - What grows there? - Figs. - What birds are there? - Orioles. - What gift will you bring to your family? - Taffy and toys.
11. Game “A syllable and a syllable - and there will be a word, we will play the game again”
Option 1. Goal: to consolidate the ability to add a syllable to a word.
Progress of the game: the teacher says to the children: - I will say the first part of the word, and you will say the second: sa - har, sa - ni. Then the adult 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. Goal: differentiation of sounds, development of attention, speed of thinking.
Progress of the game. An adult 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-sanki sho- rustle so- forty shu- fur coat su- bag shi~ tires cheese- cheese
12. Game with throwing the ball “Let's catch the ball - once!” And two - we will unravel the words!
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 teacher: Children: reltaka - shchepera plate - nakomta cave - soup room - trivina dishes - display case well - well
13. Game “Sounding Toys” Prick up your ears: The toys will tell you the sounds.
Goal: analysis and synthesis of reverse syllables and consolidation of merging syllables.
Equipment: red and blue balls made of fabric with letters embroidered on the sides, indicating vowels and consonants.
As the game progresses, the teacher calls two children: “These are sounding toys, they can sing and speak.” Names 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.
14. Game “Catch the ball - make up a word” We caught three balls - We’ll say the word now.
Goal: compiling three-sound words and analyzing them. Equipment: fabric balls with vowels and consonants embroidered on them.
Progress of the game. An adult throws a ball to each child, naming the sounds of the intended word: M - A - K D - O - M K - O - T Children find on their ball the letter corresponding to the named sound, and make a word from the balls, read, analyze it.
15. Game with throwing the ball “Catch the ball and throw the ball - name how many sounds”
Goal: determining the sequence and number of sounds in a word.
Progress of the game. An adult throws a ball and says a word. The child who catches 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.
16. Game “If I meet a word on the road, I’ll break it into syllables”
Goal: training the ability to divide words into syllables, development of attention, speed of thinking.
During the game, the adult throws the ball to the children, calling out 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.
17. Game with throwing the ball “Change this word, change it - lengthen it”
Goal: expanding vocabulary, developing attention, quick thinking
Progress of the lesson: An adult throws a ball to the children, while pronouncing a one-syllable word: garden, bush, nose, knife, table. The child who catches 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.
A child’s communication with adults and peers is most successful when the speaker pronounces words clearly and clearly. Unclear or incorrect pronunciation of words may cause misunderstanding.
Incorrect pronunciation of certain groups of sounds in early preschool age is quite natural and justified by the physiological characteristics of the formation of children's speech. But in order to create favorable conditions for the correct pronunciation of all sounds, clear and intelligible pronunciation of words, it is necessary to conduct special games and activities.
Consolidation of the correct pronunciation of sounds is carried out by repeatedly pronouncing words rich in these sounds.
To reinforce correct sound pronunciation, it is good to use special songs, poems, nursery rhymes that imitate the voices of animals, birds, and the sounds of objects known to the child (hammer, watch, etc.).
The ability to pronounce sounds correctly is the most important condition for good diction. Using various games and exercises, the teacher teaches the child to pronounce words clearly. He asks to pronounce the words so that all sounds are heard. But first the adult pronounces the words at a slightly slower pace, the children repeat, then the speed of pronunciation increases; Pronouncing words in a whisper is also very effective - this requires more articulation of sounds.
IN THE COURTYARD
Target: Develop speech hearing and onomatopoeia ability.
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!
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?” etc.
SONG - SONG
Target: Reinforce correct sound pronunciation. Develop speech hearing and speech activity, the ability to pronounce sounds and sound combinations by imitation.
Equipment: Large doll, rooster, cat, duck, bear, frog.
Progress: The teacher accompanies his story by showing character toys; clearly pronounces onomatopoeia and gets this from the child when answering questions about the story.
The girl sang a song,
She sang and sang and finished singing.
Now you, cockerel, sing!
Ku-ka-re-ku! - the cockerel crowed.
Sing, Murka!
Meow-meow, - the cat sang.
Your turn, duck!
Quack-quack-quack, - the duck began to sing!
And you, Mishka?
Roar-roar-roar, - the bear growled.
You frog, sing
Kwak-kwak-kwak, - croaked the frog.
Will you, doll, sing?
Mom mom!
Sweet song!
(G. Gerbova)
At the end of the story, the child is asked questions: “How does the cat sing? How does Mishka sing?” (Fig.6)
HEN AND CHICKENS
Target: Develop onomatopoeia and spatial orientation.
Equipment: Hen and chick caps (according to the number of children)
Progress: The teacher portrays a chicken, and the children pretend to be chickens. The “hen” and the “chicks” walk across the lawn and “peck the grains” (tapping their fingers on the floor).
The chicken went out for a walk,
Pinch some fresh grass,
And behind her are the boys,
Yellow chickens.
Ko-ko-ko yes ko-ko-ko,
Don't go far
Row your paws,
Look for the grains!
(T. Volgina)
Important Ensure that children coax the teacher and clearly pronounce the sound combinations “ko-ko-ko”. (Fig.7)
BOW-WOW
Target: Reinforce the pronunciation of sounds by imitation.
Equipment: Pictures depicting a puppy, horse, calf, chicken, kid.
Progress: The teacher accompanies the reading of the poem by showing pictures of animals and birds.
“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!"
(according to T. Volgina)
Important Ensure that children clearly pronounce sound combinations by imitating the voices of animals. (Fig.8)
AT THE POULTRY YARD
Target: Is the same
Equipment: Pictures of ducks, geese, turkey, pigeons, hens, cockerel.
Progress: The teacher accompanies the reading of the poem by showing pictures.
Our ducks in the morning:
Quack-quack-quack!
Quack-quack-quack!
Our geese by the pond:
Ha-ha-ha!
Ha-ha-ha!
And the turkey in the middle of the yard:
Ball-ball-ball!
Ball-ball-ball!
Our buns above:
Grru-grru-grru!
Grru-grru-grru!
Our chickens through the window:
Ko-ko-ko!
Ko-ko-ko!
What about Petya the Cockerel?
Early in the morning
He will sing to us “Ku-ka-re-ku!”
(Russian folk song)
“What does a duck call?” - asks the teacher. The kid answers this and other questions about all birds. This way he clarifies and consolidates the pronunciation of sounds.
THE CLOCK IS TICKING
Target: Develop sound pronunciation and vocal apparatus. Reinforce the correct pronunciation of the sounds “k”, “t”, “t”. Develop a moderate rate of speech, the ability to pronounce words quickly and slowly, loudly and quietly.
Equipment: Large and small watches.
Progress: The teacher shows the child a watch and says: “This is a watch. When they walk, they tick "tick-tock, tick-tock." How does the clock tick? (children answer). Watches come in big and small. The big clock ticks loudly (says loudly) “tick-tock”, and the small clock ticks quietly “tick-tock”. How does the big clock tick? What about the little ones? (children answer). The big clock, when it runs, ticks slowly (says in slow motion) “tick-tock.” And the little ones quickly (pronounces at an accelerated pace) “tick-tock.” How does the big clock tick? What about the little ones? (children answer). Important monitor the correct and clear pronunciation of the sounds “k” and “t” (t). (Fig.9)
HORSE
Target: Learning to clearly pronounce the “i” sound.
Equipment: Toy horse.
Progress: The teacher shows the child the horse, explains that it screams “and-and-and” and asks the child to repeat (2-3) times. Then the teacher invites the child to play wind-up horses, “winds up” the “horse” child with a key, and he runs around the group and says “and-and-and.”
AUTOMOBILE
Target: Form a correct and distinct pronunciation of the sound “b” (by), develop the ability to pronounce individual onomatopoeia loudly and quietly; navigate in space.
Equipment: Cardboard steering wheels (according to the number of children), large and small cars.
Progress: The teacher shows the cars and asks how they buzz (“beep, beep”). Then he shows a big car and says: “The big car hums loudly, listen to how (pronounces onomatopoeia a little louder than usual) “beep, beep,” and the little one hums quietly (says in an undertone) “beep, bee.” . The child is asked to repeat the sound combinations, sometimes loudly, sometimes quietly. Then the teacher invites the children to drive the cars themselves. Children, pretending to be drivers, run around the group with the steering wheel in their hands scatteredly, saying: “beep, beep.” (Fig.10)
DRUM
Target: Continue to form the correct and distinct pronunciation of the sound “b” (by), teach how to regulate the strength of the voice.
Equipment: Drum.
Progress: The teacher shows the drum, knocks on it, accompanying his actions with the words: “Bam-bam-bam! This is how the drum sings." Then he asks the child how the drum sings. The baby responds first with an arbitrary volume, then, according to the adult’s instructions, loudly or quietly. Important ensure that the child correctly and clearly pronounces the sound “b” (by), and onomatopoeia - loudly and quietly.
KAP - KAP - KAP
Equipment: Picture of rain.
Progress: The teacher shows the picture and says: “It started raining. At first he dripped quietly: “drip-drip-drip” (the child repeats quietly), then he knocked harder: “drip-drip-drip” (the child repeats louder) “drip-drip-drip.” The rain is falling quietly again and has stopped!” At the end of the game, the teacher reads a nursery rhyme:
Rain, rain,
Drip-drip-drip!
Wet paths.
We can't go for a walk -
We'll get our feet wet.
(Russian folk song)
The child, together with the adult, repeats the onomatopoeia “drip-drip-drip”.
KNOCK KNOCK
Equipment: Toy hammer.
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 hammer fist 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.
Related information.
Consultation for educators
Didactic games to reinforce the correct pronunciation of sounds.
Let's go for a ride in the car.
with (s)
Visual material: Toys with sounds in their names with (s): elephant, dog, fox, pig, goose, as well as other toys: bears, crocodile, doll, car, etc.
The teacher shows a toy and asks several children to name it, then he names it himself and invites the children to listen carefully and say whether there is a sound in this word With (“song of the water”). For the child who answers this question correctly, the teacher offers to ride the toy in a car around the table. The teacher makes sure that the children pronounce the sound correctly with (s) in words, they determined words by ear by the presence of a given sound in a word; The teacher should pronounce the words drawlingly, emphasizing the sound with his voice With ( ssslon).
Be careful.
Goal: To consolidate the correct pronunciation of sounds by children з (зь) in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound h(“mosquito song”) Recommended words: bunny, mouse, cat, castle, umbrella, goat, car, book, bell, etc. Answers can be group or individual. The teacher should pronounce the words slowly (if the children are not prepared, then the sound h in words you need to emphasize with your voice: zzzont), after each word, take a long 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 those children whose phonemic hearing is not sufficiently developed, as well as those who pronounce this sound incorrectly.
Name it and guess.
Goal: To consolidate the correct pronunciation of sounds by children з (зь) in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Flannelgraph; pictures depicting objects whose names have a sound з (зь), as well as paired ones without h, For example: bunny - cat, lock - key, goat - cow, vase - decanter
The teacher displays paired pictures on a flannelgraph and asks the children to say what is shown on them. Then he invites them to name only those objects drawn in the pictures and those animals whose names have a sound h("mosquito song"). If children make mistakes, the teacher himself pronounces paired words, emphasizing in his voice h(for example, zzzaika is a cat), and asks the children in which word they hear the sound h. The teacher ensures that all children pronounce the sound correctly з (зь), were able to highlight these words with sound.
What's in the bag?
Goal: To consolidate the correct pronunciation of sounds by children ts in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Bag; toys and objects that have a sound in their name ts: chicken, hen, sheep, hare, saucer, button, as well as other toys: car, cube, ball, ball, etc.
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 himself names the toy and asks them to listen to whether there is a sound in this name ts("titmouse song"). When all the objects have been taken out of the bag, the teacher leaves on the table only those whose names contain the sound ts (chick, hen, sheep, hare, saucer, button), and invites the children to list them. The teacher must pronounce words clearly, emphasizing the sound ts, For example: sheep When choosing toys, you need to make sure that among them there are no objects that have a sound in their name With, which can confuse children. The teacher strives to correctly name words containing ts, clearly pronounced this sound in words.
Our names.
Goal: To consolidate the correct pronunciation of sounds by children w in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Doll.
The teacher shows a new doll and invites the children to name it so that the sound is heard in its name w(« song of the goose"). If the children cannot choose a name themselves, then the adult suggests calling the doll Masha. Repeating the name, he emphasizes the sound with his voice w: "Mashshsha, Mashshshenka." Then the teacher asks them to say what names they still know, where the sound was heard w. Children call: " Shura, Dasha, Lyosha, Natasha, Masha" etc. If they find it difficult, the teacher invites some of them to say their name and listen to whether it contains "goose song" or not. “Misha, say loudly what your name is,” the teacher turns to the boy. The child answers: “There is a sound in your name shh - "goose song" or not?" If the child makes a mistake, the teacher repeats his name, emphasizing the sound with his voice w, and invites all the guys to answer: “It’s in the name Mishshsha "goose song" or not?" This work can be done with 6-8 children. In some cases, you need to change the name so that a sound appears in it w, For example: Tanyusha, Katyusha, Andryusha. Those children whose names do not have this sound are also called in to answer: Lena, Vova, Kostya, etc.; Special attention should be paid to those children who do not yet clearly pronounce this sound in words.
Select items.
Goal: To consolidate the correct pronunciation of sounds by children h in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Toys and objects with sounds in their names h: watch, key, kettle, cup, ball, etc., as well as other toys: doll, bear, car.
The teacher puts all the prepared objects (6 - 8) on the table and asks the children to name only those whose names contain a sound h. The teacher makes sure that the children choose the right objects and ensures that they pronounce the sound clearly h in the titles, highlighting it with a voice: hhhhh, keyhh. Incorrect answers are sorted out by the whole group.
We will give what to whom.
Goal: To consolidate the correct pronunciation of sounds by children w in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Flannelgraph; pictures depicting a boy, a girl, as well as a fur coat, hat, cap, scarf, car, horse, cockerel, cat, cannon, bear (all names have sound w)
The teacher displays a picture of a boy on one side of the flannelgraph and a girl on the other, attach other objects to the bottom of the flannelgraph, and invites the children to list them. Pointing to pictures of children, he says: “This boy’s name is Misha, and the girl’s name is Masha.” He offers to give some of the pictures below to Misha, others to Masha. The teacher points to a picture of a fur coat and asks what it is drawn. The children answer: “Fur coat.” - “To whom will we give a fur coat; Misha or Masha? The children offer to give a fur coat to Masha. The teacher places this picture under the picture of the girl. "And what's that?" - he asks, showing the car. “This is a car,” the children say. “Who will we give the car to?” Children offer to give a car to a boy (the picture is placed under the boy’s image), etc. Children can give some of the items shown in the pictures to both Misha and Masha. When all the items have been distributed, the teacher invites some of the children to list which items they gave to Misha and which to Masha, and makes sure that all the children pronounce the sound correctly w in words. A similar game can be played to practice the pronunciation of any sounds in words.
Why is it necessary?
Goal: To consolidate the correct pronunciation of sounds by children h in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Objects or pictures: cup, teapot, watch, glasses, keys, net, fishing rod, ball (all names have a sound h).
The teacher shows objects (or pictures) and asks the children to name them and say why they are needed. For example, he shows a cup and asks: “What is this?” Children: "Cup." “Tanya, why do we need a cup?” Tanya: “Drink tea.” - “Who can say what else you can drink from a cup?” - the teacher addresses the whole group. Children list: “Drink milk, jelly, compote,” etc. Next, the teacher shows watches, glasses, keys and other objects and asks about their purpose. The teacher makes sure that all children pronounce the sound correctly h in words.
Let's pick up toys.
Goal: To consolidate the correct pronunciation of sounds by children and in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: doll; toys and objects: beetle, giraffe, hedgehog, flag, circle, foal, etc. (all names have a sound and).
The teacher places all the toys and objects listed above in visible places in advance. The game begins with the teacher showing the children an unfamiliar doll (boy or girl) and asking them to come up with a name for it so that a sound can be heard in it and (bug song). Children remember the names Zhenya and Zhora. The teacher repeats them, highlighting them with his voice and: Zhzhenya, Zhzhzhora. Then he says that Zhenya (Zhora) has a lot of different toys and objects at home, the names of which also include and(bug song).“Who can tell what toys and objects Zhenya has at home?” If the children themselves cannot answer, the teacher invites them to look around and say what toys and objects they see that contain “ beetle song". The found and named objects are placed on the table. When all the objects prepared by the teacher for the game are on the table, he invites the children to name them again, emphasizing the sound in their voice. and: hedgehog, flagzhzhok, etc. If someone names the wrong object - without and, the teacher analyzes this word together with the children; he makes sure that all children pronounce words clearly and clearly with sound and, highlighted him with his voice.
Who has who?
Goal: To consolidate the correct pronunciation of sounds by children and in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Pictures depicting animals and their cubs: a bear and cubs, a hedgehog and hedgehogs, grass snakes, camels and camels, horses and foals, etc. (many names have sound and).
The teacher shows a picture of an adult animal and asks the children to say who it is. The children answer. Then he asks: “What do they call baby bears (if he showed an adult bear)?” “Bear cubs,” say the children. “What about baby hedgehogs?” - “Ezhata.” Etc. The teacher makes sure that the children pronounce the sound clearly and in words, emphasizing it with a voice: bear cubs, zzhzherebyata. Similar to this, you can conduct an exercise to reinforce the correct pronunciation of sounds by children h: wolf - wolf cubs, bunny - hares, rabbit - rabbits, squirrel - squirrels, jackdaw - jackdaws etc. It is necessary for children to name baby animals not only in the plural, but also in the singular: bear cub, foal, hare, wolf cub etc.
Choose a word.
Goal: To consolidate the correct pronunciation of sounds by children sch in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
The teacher, at a slightly slower pace, pronounces a number of words that contain sound sch, as well as those in which this sound is not present, and invites them to clap their hands when they hear the sound sch(“saw song”) An example set of words: pike, lamp, broom, brush, pliers, train, cubes, box, dress, doll, cloak. If children have difficulty and make mistakes in identifying words with sounds sch, The teacher pronounces the words, emphasizing this sound in his voice: pike, boxer. Group answers alternate with individual ones. When choosing words for the exercise, you should avoid words with sounds w, s, s, so that children don't get confused.
Guess what Parsley took.
Goal: To consolidate the correct pronunciation of sounds by children sch in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Toys and objects that have a sound in their names sch; brush, box, pliers, puppy; Parsley.
The teacher puts four objects on the table whose names contain a sound sch, he asks the children to name them and remember them. After this, Petrushka appears and greets the children. The teacher says that Petrushka needs some things that are on the table, but he doesn’t want the children to see what he will take. “You will close your eyes now,” he says, “and when I tell you, you will open them.” The children close their eyes and the teacher removes one of the objects. Children open their eyes and name the object that Parsley took. When several people confirm that this particular item, for example a brush, was taken, the teacher asks: “Why does Parsley need a brush?” “Parsley needs a brush to clean clothes (teeth, if a toothbrush),” the children answer. Gradually, the teacher removes all the objects, and the children guess why they are needed. The teacher makes sure that all children are attentive, correctly identify the objects taken, and pronounce words clearly and clearly with sound. sch, highlighting it with his voice.
Find a toy.
Goal: To consolidate the correct pronunciation of sounds by children l (l) in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
The teacher invites the children to look around and name objects and toys with sound l (l). Children call: “Horse, lamp, bicycle, table, chair, doll,” etc. Listening to the children's answers, the teacher asks them to highlight the sound in the words with their voice l (l) so that everyone can hear him clearly, for example: lllampa, stoll. The teacher makes sure that the children choose the words correctly, clearly pronounce the words with the given sound, highlight the answers and understand them as a whole group.
What animals do we know?
Goal: To consolidate the correct pronunciation of sounds by children l (l) in words, teach them to isolate words with a given sound from a group of words, from the speech stream.
Visual material: Flannel graph, pictures: horse, wolf, fox, lion, elephant, camel, goat, calf, deer, elk, donkey, squirrel (all names have sound l (l)
The teacher shows a picture of, for example, a horse, and asks the children: “Who is this?” “Horse,” the children answer. "And who is this?" (Shows the lion). - "A lion". Etc. The teacher places the examined pictures on a flannelgraph so that all domestic animals are on one side, and wild animals on the other. When the children name all the animals and the teacher arranges the pictures, he, pointing to the side of the flannelgraph where the pictures of domestic animals are attached, invites several children to list them. The teacher explains that these animals are called domestic because they live next to humans, he feeds them, cares for them, these animals bring great benefits to people.
The teacher makes sure that the children pronounce the sound correctly l (l) in words, corrects those who do not yet pronounce this sound clearly enough, asks them to repeat a vaguely spoken word, and gives a pronunciation sample.
Poems to reinforce the correct pronunciation of complex sounds
Forming correct sound pronunciation is not an easy task. You can reinforce the correct pronunciation of sounds not only in special exercises. When learning funny poems, the process of “speaking out” can become interesting and joyful, which guarantees the best results.
"Snowstorm"
The blizzard howls:
- Oooh!
I can wrap you up.
Sweep it into a big snowdrift.
Hop-hop-hop
Hop-hop-hop.
"Snegirok"
Snowflake sat on a branch
- f-f, f-f!
The rain splashed -
he got wet:
- f-f, f-f!
The breeze, blow lightly,
Discuss it for us, bullfinch
- f-f, f-f!
(German song)
"We're riding a horse"
Let's go, let's go on a horse -
Clack-clack-clack!
On a smooth winter road.
The sleds squeak - shhhh!
The bells are ringing - ding-ding!
The woodpecker knocks - knock-knock-knock!
The blizzard whistles - ssss!
A squirrel on a branch is gnawing nuts - click-click!
The red fox is guarding the hare - f-f-f!
Cold, cold - v-v-v!
Cold - brr-brr!
Fluffy snow
Spinning, circling - oh-oh-oh!
We rode, we rode - clop-clop-clop!
Finally we arrived:
From the hill - wow!
In the hole - bang!
We've arrived!
T. Tyutyunnikova
"Rain"
Drip-drip, knock-knock,
Rain on the path.
Children catch these drops,
Putting out your palms.
G. Boyko
"Autumn Leaves"
Autumn leaves sit on branches,
Autumn leaves tell children:
Aspen - ah-ah...
Rowan - and-and-and...
Birch - oh-oh-oh...
Oak - wow...
M. Kartushina
"Tuchka"
Drip-drip-drip! - cloud.
Drip-drip-drip! - weeper.
Cries day and night
The rain is falling down.
M. Kartushina
"Breeze"
The breeze rustles the leaves:
Shu-shu-shu, shu-shu-shu.
It buzzes loudly in the pipes:
Oooh, ooh, ooh.
Raises dust in a column.
Bom-bom-bom, bom-bom-bom.
It blows everywhere, all around.
Gom-gom-gom, gom-gom-gom.
He can cause a storm.
Fear-fear, fear-fear!
Even the elephant can't resist
Ah-ah, ah-ah!
E. Alyabyeva
"In the courtyard"
Ta-ra-ra! Ta-ra-ra!
The horses have left the yard!
Two dogs are very strict
We were told at the door:
- Av-av-av! Aw-aw-aw!
Sooner or early two rams
They knocked on the gate:
Tra-ta-ta and tra-ta-ta!
"Meeting"
Met
Two kittens: “Meow-meow!”
Two puppies: “Woof-woof!”
Two foals: “Igo-go!”
Two little goats: “Me-e-e!”
Two calves: “Moo!”
Look at the horns!
(Children's nursery rhyme)
"Lamb"
Boo-boo, I'm horny
Boo-boo, I'm tailed
Boo-boo, I'm big-eared
Boo-boo, very scary,
Boo-boo, I'll scare you
Boo-boo, I'll gore you.
(Lithuanian song)
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The cockerel woke up in the morning,
He played the pipe: tu-ru-ru.
We will help the shepherdess
We will sing along with the shepherdess.
There's a cow in the meadow - moo-moo!
Pink pigs - oink-oink-oink!
And the horned goat - meh-meh-meh!
Bearded ram - be-be-be!
The cat meowed - meow-meow!
And the dog barks - aw-aw-aw!
And in the forest the cuckoo is all cuckoo, cuckoo!
The cheerful cockerel sang - ka-ka-re-ku!
And in the green garden there are children
Sings songs - ta-ra-ra!
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Ku-ka-re-ku! I'm guarding the chickens!
Ku-dah-dah-dah! She got carried away in the bushes!
Pee-pee-pee! Drink some water!
Mur-mur-mur! I'm scaring the chickens!
Kra-kra-kra! It will rain tomorrow morning!
Moo! Milk for anyone?
A. Barto
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The cockerel will sing
As soon as the sun rises.
Ku-ka-re-ku! The sun rose!
Ku-ka-re-ku! Morning has come!
Wake up! Get up!
Get to work!
(Children's nursery rhyme)
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Our ducks in the morning:
“Quack-quack-quack-quack!”
Our geese by the pond:
“Ga-ga-ga-ga!”
And the turkey in the middle of the yard:
“Bal-bal, bald-bump!”
Our buns above:
“Gru-groo!”
Our chickens through the window:
“Ko-ko-ko!”
What about Petya the Cockerel?
Early in the morning
He will sing to us: “Ku-ka-re-ku!”
(Children's nursery rhyme)
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Two frogs are arguing loudly -
Which one is the beauty?
Kva-kva, kva-kva-kva.
How do you like it?
V. Lifshits
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