Games and exercises for developing sound pronunciation
From birth, a child is surrounded by many sounds: people’s speech, music, the rustling of leaves. But of all the variety of sounds perceived by the child’s ear, only speech sounds serve the purposes of his communication with adults, a means of transmitting various information, incentives to action.
The intelligibility and purity of speech depend on many factors, and primarily on condition and mobility articulatory apparatus. Purity of pronunciation is ensured, first of all, by correct pronunciation consonant sounds. Mastering this skill takes several years.
As you know, children preschool age They love to play more than anything else, so for speech development it is advisable to use specially designed speech therapy games. They develop auditory attention in children, correct perception speech, learn to correlate sound word with a picture or object, clearly pronounce one-, two-, three-, four-syllable words, answer questions; play onomatopoeia loudly and quietly. We offer you several such games.
What does it sound like?
Visual material: drum, hammer, bell, screen.
An adult shows the children a toy drum, a bell, a hammer, names them and asks them to repeat. When the baby remembers the names of objects, he is invited to listen to how they sound: play a drum, ring a bell, knock on the table with a hammer; then name the toys again. Then the adult sets up a screen and behind it reproduces the sound of the indicated objects. “What does it sound like?” - he asks the child. The child answers, and the adult again rings the bell, knocks with the hammer, etc. At the same time, he makes sure that the child recognizes the sounding object and clearly pronounces its name.
Miracles in a bag
Visual material: a bag, small toys depicting baby animals: duckling, gosling, chicken, tiger cub, piglet, baby elephant, frog, kitten, etc.
All the toys listed above are placed in a bag. An adult, holding a bag, approaches the child and, saying that there are many interesting toys in the bag, offers to take one out, show it and name it loudly. Goal: to ensure that the child names the toy correctly and clearly. If the child finds it difficult to answer, you need to prompt him.
Shall we go or not?
Visual material: a box and pictures depicting vehicles, as well as other objects with the sound s (s) in the name: sled, airplane, bicycle, scooter, trolleybus, bus, chair, table, boot, etc.
The child takes turns taking pictures out of the box, names the object depicted on it and says whether it is possible to ride or not. It is necessary to ensure that the child correctly pronounces the sound s (s) in words and clearly pronounces words with this sound.
Repetitions
Goal: to teach children to speak loudly, quietly, in a whisper, and also to develop auditory perception (to distinguish the degree of loudness of spoken words).
The adult invites the child to listen carefully to how he pronounces the words and pronounce (repeat) them the same way. It is necessary to ensure that the child pronounces words clearly, with an appropriate level of volume. For this exercise, it is recommended to select words that the child has difficulty pronouncing.
PLACE THE TOYS IN THEIR PLACES
For the lesson you need approximately the following toys: elephant, sleigh, fox, bus, chicken, hen, egg, hare (there may be other names with sounds s (съ) or ц, but always at the beginning, middle and end of the word).
After clarifying the names of the toys, invite the child to arrange the toys whose names contain the sound s (съ) (sleigh, bus, fox), separately from the toys with the sound ц (chicken, hen, hare).
The adult monitors the correctness and clarity of the child’s pronunciation of these sounds. If a mistake is made when selecting toys, the adult pronounces the word, emphasizing the sound ts, and asks: “In the word hare, what sound do you hear, s or ts?” After clarification, you can invite the child to say the word again so that this sound is heard in it.
A child’s communication with adults and peers is most successful when the speaker pronounces words clearly and clearly. Fuzzy or incorrect pronunciation words may be the reason for their misunderstanding.
Incorrect pronunciation separate groups sounds in early preschool age is quite natural and justified physiological characteristics formation of children's speech. But in order to create favorable conditions for the correct pronunciation of all sounds, clean and intelligible pronunciation of words, you need to carry out special games and classes.
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, and nursery rhymes that imitate the voices of animals, birds, and sounds. known to the child objects (hammer, watch, etc.).
Ability to pronounce sounds correctly - the most important condition 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 words are spoken by an adult in a slightly at a slow pace, 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 YARD
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 is 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?
Ma-ma, ma-ma!
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 “chickens” 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 with 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)
WOOF-WOOF
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! - in the yard.
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)
IN THE POULTRY YARD
Target: 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)
“How does the 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 are fast (pronounced in 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 the correct and clear pronunciation sound “b” (b), 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: “ Big car buzzes loudly, listen to how (pronounces onomatopoeia a little louder than usual) “beep, beep,” and the little one hums quietly (pronounces 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: “bi-i, bi-i.” (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.
Irina Dvoeglazova
Games and exercises for developing correct sound pronunciation
Ira and exercises to form correct sound pronunciation.
1. Voice games. Games accompanied by movements in order to develop speech-motor coordination and correction in children sound pronunciations, articulation and automation of pronunciation sounds. For example, the game "Journey".
We'll get into the car and start the engine.
The car will take us behind a large fence.
(children imitate sound"r" vibration of lips simultaneously with the sound of a voice)
We were traveling by car and drove through the entire city.
We were driving along a slope - her engine stalled (they fall silent).
Our plane will fly and take us to the clouds.
He will play there with the breeze and bring everyone back to earth.
(children draw out the vowel "y" with blowing air through tightly closed, elongated lips, changing the height sound: up, undulating and down)
The train gives a signal - he is already tired of standing (the children are pulling "too-too-oo").
The train is picking up speed (children say "choo-choo" with acceleration or deceleration,
Sings his song (pronounced while exhaling "psh-sh-sh").
We'll all ride on horseback later,
(children click their tongues, changing form lips - pulled out with a tube and stretched into a smile,
The hooves are clattering loudly, isn't it time to stop?
2. Games– dramatizations develop the child’s interest, his creativity, contribute to the development of expressive speech and movements.
Pussy stretched out her paws, (extend arms)
And on the paws there are scratches, (show claws)
Scratch, tsap-tsap-tsap! (work with fingers)
Pussy sharpened her claws, (rub your nails together)
I sharpened it and went to bed. (hands under head)
The little kitty fell asleep soundly
And in a dream she said: "Meow!" (stretch your arms sharply forward)
3. Exercises to coordinate speech with movement. For example, playing with spoons - pronouncing syllables with playing on spoons, two syllables are pronounced quietly, the third - loudly.
Who plays spoons like that, who knocks spoons like that?
Our Lera performs, Lera beats the rhythm!
La-la-la, lo-lo-le, lu-lu-lye, ly-ly-ly, le-le-le.
Game "Names".
Children stand in a circle and each says their name.
State the name clearly in parts
With claps
With spankings
Pieces with closed eyes
Only in sounding gestures without utterance
Say the name as an endearment form
Pronounce the first parts, and the ending "blow off your palms" (NA-TA-blow)
Everyone says the name at the same time, the teacher shows the dynamics with his palms
Everyone walks around and says the name, but at the teacher’s sign they must shut up and do exercise: sit down, go to the window, etc.
4. Pure statements. For example, the game "Elephant in the Arena". Children are walking around the hall.
Lu-lu-lu! Lu-lu-lu! I love blowing my trunk!
Gu-gu-gu! Gu-gu-gu! I even love to dance!
Ram-ram-ram! Ram-ram-ram! I love porridge in the morning!
Am-am-am! Am-am-am! I write my own songs!
Tu-yu-yu! Tu-yu-yu! I'm standing on one leg!
Boo-boo-boo! Boo-boo-boo! I'm getting my pipe!
As-as-as! As-as-as! I'll play a waltz for you!
As-as-as! As-as-as! I invite you to a waltz!
5. Massage of biologically active zones "Bullfinches".
Ra-ra-ra - look, kids (Put your palms to your forehead "visor" and rub the forehead with movements to the sides - towards the center.)
Rya-rya-rya - the red dawn has risen (Spread your index and thumb and rub the points in front and behind the ears).
Re-re-re - rowan grows on the mountain (Run your fists vigorously along the wings of your nose 7 times).
Ri-ri-ri - bullfinches peck at rowan trees (Easily run your fingers over your cheeks).
The blizzard is old, gray, with an ice stick,
The blizzard hobbles along with Baba Yaga.
The blizzard howls: "Z-z-z-z-z-z" (with voice amplified).
The forest groaned from the blizzard: "Mmm-mm-mm-mm" (quietly, in a high voice).
The oak trees groan heavily: "Sh-sh-sh-sh-sh-sh" .
The blizzard subsides: "S-s-s-s-s-s".
7. Automation games, differentiation and consolidation sounds in words and sentences. For example, automation sound"h" in the game "Sparrows and the car".
Children (sparrows) sitting on chairs (in nests) and sleep. Educator speaks:
“The sparrows live in the nest, they get up early in the morning and peck the grains merrily.”. Children continue: “Chick-chirp! Chick-chick! Children - "sparrows" running around the room “they peck the grains and fly”. On signal - "car horn" the children return to their places.
Game "Kid"(fastening sound"z")
The kid is chosen according to counting rhyme: “Goat, little goat, come out and drive a little”. Children stand in a circle, in the center of the circle - "kid".
Children: “Come out, my little goat, we’ll play with you”.
Kid: “Me-me-me, I like to play, so I’ll take it and catch up”.
The children run away, and the kid catches them. Caught children say the word with sound"z". The game continues.
Publications on the topic:
Raising correct sound pronunciation in children The full development of a child’s personality is impossible without his upbringing correct speech. However, the implementation of this task is associated with certain.
Automation of correct sound pronunciation in preschool children with different dominant modalities If you're clear spring morning When you leave the house and find yourself on the street, what will first attract your attention? Blooming leaves.
Games and exercises for developing word formation skills Games and exercises for developing the skill of forming diminutive forms of words, words with augmentative suffixes and selecting related ones.
Games and exercises for developing the correct use of prepositions in children with visual impairments and special needs development Games and exercises that promote the formation correct use prepositions in children with visual impairments and general underdevelopment.
Consultation for parents “Articulation gymnastics as a means of developing correct sound pronunciation” Consultation for parents on the topic: “Articulation gymnastics as a means of developing correct pronunciation” In the process of education.
Objectives: 1. To consolidate the correct pronunciation of the sound I in various speech units. 2. Learn to identify the sound I in various speech units (on.
Yulia Vitkova
Games for developing correct sound pronunciation
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 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 is 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
Goal: To 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?
Ma-ma, ma-ma!
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
Goal: To 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 “chickens” 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 with your paws,
Look for the grains!
(T. Volgina)
It is important to ensure that children coax the teacher and clearly pronounce the sound combinations “ko-ko-ko”. (Fig. 7)
WOOF-WOOF
Goal: To consolidate the pronunciation of sounds by imitation.
Equipment: Pictures of 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! - in the yard.
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)
It is important to ensure that children pronounce sound combinations clearly, imitating the voices of animals. (Fig. 8)
IN THE POULTRY YARD
Goal: 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)
“How does the 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
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). It is important to ensure the correct and clear pronunciation of the sounds “k” and “t” (t). (Fig. 9)
HORSE
Goal: Learning to clearly pronounce the sound “i”.
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
Goal: To form a correct and distinct pronunciation of the sound “b” (by), to develop the ability to pronounce individual onomatopoeia loudly and quietly; to 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: “bi-i, bi-i.” (Fig. 10)
DRUM
Goal: 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. It is important to ensure that the child correctly and clearly pronounces the sound “b” (beat), 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 it began to drip quietly: “drip-drip-drip” (the child repeats quietly, then he knocked harder: “drip-drip-drip” (the child repeats louder) “drip-drip-drip”. Again the rain drips quietly and stops!" 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 says “knock-knock-knock” loudly, or maybe quietly (shows).” The child repeats. Then the teacher says that you can knock with the hammer quickly and slowly (shows and says onomatopoeia “knock-knock-knock” at a fast and slow pace). The child repeats at the end of the game.
Work to clarify the pronunciation of sounds and their differentiation is one of the aspects of educating the sound culture of children's speech. It combines the development speech breathing. Voices, mobility of the articulatory apparatus, development of a normal tempo, rhythm of speech, promotes the development of expressiveness of speech, phonemic hearing, sound analysis and synthesis.
The formation of correct pronunciation occurs simultaneously with work to improve all sections of the pronunciation aspect of speech.
In the process of working on sound culture speeches in every age group put their own tasks.
First junior group
1. Develop the child’s speech-motor and speech-auditory analyzers for the timely development of the pronunciation side of speech.
2. To develop auditory attention, speech breathing, and basic voice qualities.
3. Encourage correct pronunciation of sounds.
Second junior group
1. Prepare for the correct pronunciation of all sounds native language articulatory apparatus, training its basic movements during articulatory gymnastics and in the process of working on sounds that are easy to pronounce.
2.Develop auditory attention, speech hearing. Speech breathing, voice strength and pitch.
3. Develop clear pronunciation of words and sentences, a calm pace and measured rhythm of speech.
Middle group
1. Prepare the articulatory apparatus for the correct pronunciation of all sounds of the native language, I train its basic movements during articulatory gymnastics.
2. Call out and consolidate or clarify the pronunciation of whistling sounds.
3.Develop phonemic hearing, speech breathing, strength and pitch of voice.
4.develop clear pronunciation of words and sentences, a calm pace and measured rhythm of speech.
Senior group
1. Train the clarity of movements of the organs of the articulatory apparatus in the process of articulatory gymnastics and while working on certain sounds.
2.Evoke and reinforce, and for some children only clarify the pronunciation of certain sounds.
3.Continue to work on developing phonemic hearing, speech breathing, strength and pitch of voice.
4.Continue to work on clear pronunciation of words with emphasis in voice individual sounds, over a calm pace and measured rhythm of speech.
Preparatory group for school
1.Continue to work on a clear, clear pronunciation of all sounds in various combinations.
2.Develop sound analysis words
3.Develop the ability to differentiate sounds that are similar in sound or articulation.
Since play activity presenter for preschool children, then in order to implement the listed tasks, it is necessary to select games. Teachers can be helped in selecting games by such manuals as “Teaching Correct Pronunciation” by M.F. Fomicheva, “Come up with a word” by O.S. Ushakova, “ Speech games» V.I. Seliverstova, “Games and game exercises for speech development" G.S. Shvaiko et al.
First junior group
Game "Sun or Rain?"
Target. Teach children to perform various actions according to the sound of the tambourine.
The teacher tells 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 (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.”
Game "Launching Boats"
Target. To achieve from each child the ability to pronounce a sound for a long time f on one exhalation or pronounce the sound repeatedly n on one exhale (p-p-p).
The children sit in a large semicircle. There is a bowl of water on a small table in the center. The summoned children, sitting on chairs, blow on the boats, making a sound f or n .
The teacher invites the children to ride a boat from one city to another, marking the cities with icons on the edges of the basin. In order for the boat to move, you need to blow on it slowly, with your lips pressed together, as if you were making a sound. f . You can blow simply by stretching out your lips with a tube,” but without puffing out your cheeks. At the same time, the ship moves smoothly. But then a gusty wind comes. “P-p-p...” - the child blows. (When repeating the game, you need the children to drive the boat to specific place.)
Game "The Wind Blows"
Target. Teach children to use a loud or quiet voice depending on the situation.
Children sit in a semicircle on chairs. The teacher says:
“We went for a walk in the forest in the summer. We're walking through the field, the sun is shining, it's blowing light breeze and sways the grass and flowers (shows a picture). He blows quietly, like this: “oo-oo-oo” (pronounces the sound quietly and for a long time at ). We came to the forest and picked berries. We got ready to go back. Suddenly it blew strong wind(shows a picture). He hummed loudly: “oo-oo-oo...” (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums.
Then the teacher shows the pictures without making a sound. at, and children imitate the wind.
Second junior group
The game “Whose steamer hums better?”
Target. Achieve the ability to guide air stream in the middle of the tongue.
Each child is given a clean bottle. The teacher says:
“Children, listen to how my bubble buzzes when I blow into it. (It hums.) It hummed like a steamship. How will Misha’s steamer hum?” The teacher addresses each child in turn, and then invites everyone to hum together.
Game “Who can smile?”
Target. To develop in children the ability to smile effortlessly, showing the upper and lower front teeth.
Children sit in a semicircle. The teacher says: “When we are happy, we smile. Like this. (Shows how to smile.) When we smile well, we show our teeth. Smile, children." The children smile, the teacher makes sure that everyone’s teeth are visible, then asks: “Children, do you want Parsley to come visit us? (“Yes.”) Are you happy with him?” (“Happy.”)
The teacher shows Parsley" and asks: "Smile at him." The children smile. Then he hides Parsley: "Children, Parsley hid, and you hide your teeth, cover them with your lips. And when he appears again, smile at him again. Now hide your teeth, close them with your lips, sit quietly and listen to the story.”
Game "Guess Who Said"
Target. Teach children to distinguish between low, medium and high voices by ear.
Each child receives a picture of one of the bears. The teacher pronounces phrases from the text of the fairy tale, changing the pitch of his voice, imitating either Mishutka, or Nastasya Petrovna, or Mikhail Ivanovich. Children pick up the corresponding pictures.
Methodical instructions. In order to activate the attention of children, the teacher breaks the sequence of statements of the characters adopted in the fairy tale.
Middle group
Exercise “Delicious jam”
Target. Teach children to lift the wide front edge of the tongue upward.
The teacher shows a picture of a girl eating jam and says: “The jam is very tasty! The girl's upper lip got dirty. She will lick the jam off her upper lip like this. (Shows.) Now lick the jam.”
Methodical instructions. Showing how to lick the jam, the teacher makes a movement broad language along the upper lip up and down (not side to side). Upper lip should not be pulled into the mouth. When repeating the exercise, you need to make sure that children do not “plant” their tongue with their lower teeth: only the tongue, lips and lower jaw motionless.
Exercise “Let's hammer a nail”
Target. Achieve from every child clear pronunciation isolated sound d, learn to distinguish sounds by ear T And d.
Children, imitating driving a nail into a wall with a hammer, beat their fist on fist, making a sound d . The teacher conducts the exercise in subgroups and makes sure that the children pronounce the sound d loudly, but did not shout. Then he asks: “Remember how the wheels of the carriage were knocking? (“T-t-t.”) That’s right, they knocked quietly: “t-t-t.” How does a hammer hit the head of a nail? (“Loud.”) The hammer knocks loudly, loudly. Let's knock again: “d-d-d.” What does the tip of the tongue do when we speak? d ?..” (“The tip of the tongue knocks on the tubercles behind the upper teeth.”)
Game "Wonderful Box"
Target. Achieve correct pronunciation of sounds With ' in words.
The teacher brings a beautiful box. Shows it to the children and says: “We have pictures in this wonderful box. And which ones, you will now find out. I will call you one by one. You will take out a picture, show it to the children and loudly and clearly state what is drawn on it.”
Game "Guess what to do"
Target. Teach children to determine the tempo of speech by ear and perform movements at the appropriate pace.
The teacher pronounces the phrase: “The mill grinds grain” several times at different tempos. Children, imitating the work of a mill, make circular movements hands at the same pace at which the teacher speaks. They play out the same way the following phrases: “Our feet walked along the road”, “The children swam in the river”, etc.
Senior group
Game "Telephone"
Target. Exercise children in clear, correct pronunciation of words with sound combinations j O.
Children sit on chairs that are placed in one row. The teacher whispers a word to the first child, and he passes it on. Words should be conveyed in a whisper, but without distortion. The first one to distort the word sits at the end of the row. When the children hand over last word, you can ask them to make small sentences based on the pictures that the teacher selected.
Game "The Forest is Noisy"
Target. Achieve (if possible) from each child the correct long-term pronunciation of an isolated sound w. Learn to determine the position of the lips and tongue when pronouncing the sound sh.
The teacher recalls with the children how they went to the forest in the summer and saw tall trees there. They have green tops, a lot of twigs and leaves. A breeze will come and sway the tops of the trees, and they will sway and make noise: “shhh...” The teacher invites the children to raise their hands up, like branches of trees, and make noise like trees when the wind blows on them: “shhh...”
