The culture of speech is the ability to correctly, i.e., in accordance with the content of what is being stated, taking into account the conditions of speech communication and the purpose of the statement, use all language means (sound means, including intonation, vocabulary, grammatical forms).

The sound culture of speech is integral part speech culture. Children preschool age master it in the process of communicating with the people around them.

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Games for the development of sound culture of speech

This group includes various games and exercises for the development of phonemic hearing, the ability to correctly determine the place of a sound in a word, phrase, sentence, or pick up words with a given sound. This also includes games and exercises to determine the number of syllables in a word or to develop the ability to pick up words with a given number of syllables.

• Game "Think of a word"
  Purpose: - development of phonemic hearing or the ability to determine the number of syllables in a word.
  You need to come up with a word according to the assignment: with a given sound at the beginning, middle, end of a word, with a given number of syllables, according to a scheme, etc. I use this game when I need to organize students for perception new topic or just be interested. For example, the teacher says: “Children, a package has arrived. But to open it, you need to say a word - a password. And the password word today begins with the sound [m] or [m ']. It is only necessary that everyone name the password correctly. And the kids will try their best to come up with the right word. But one point must be taken into account here: if the teacher notices that one of the children, for some reason, cannot pick up a word, then you need to unobtrusively come to the aid of this child and, preferably, the help comes from the children.

• Game "Building a path"
  Purpose: - development of phonemic hearing.
  Children sit in a circle. Someone is given a ball and the task is to come up with any word. The ball is then passed to the next player. He must come up with a word that begins with the last sound of the previous word. And so on until they reach the first player. In this game, at the first stage, the teacher actively helps the students to pronounce the word correctly (along with it), highlighting very clearly the last sound in the word. On the next step the teacher is just making sure that the children clearly pronounce the word and highlight the last sound. By the end of the second year of study, children develop the skill of clearly pronouncing the word and isolating the last sound, and the teacher plays the role of an observer-controller who only organizes the game process, and helps only in rare cases.

• Game "Trap"
  Purpose: - development of the ability to hear a certain sound in a word.
  The teacher invites the children to “open the traps”, i.e. put your elbows on the desk, parallel to each other, spreading your palms, which are the “traps”. He gives a task: if you hear a given sound in a word, then the “traps” need to be slammed, i.e. clap your hands. Words are selected by the teacher depending on the topic of the lesson.

• Game "Catch the syllable"
  Purpose: - development of auditory attention and its speed.
  The teacher “throws” a syllable to the children, and they must “turn” it into a word.
  For example:PA - dad, ma - mom, ku - doll, ar - watermelon, etc.

• Game exercise "Divide correctly"
  Purpose: - development of the ability to divide words into syllables.
  The teacher tells the children that now we will divide the word into syllables. To do this, our hands will turn into “hatchets” for a while. Next, you need to pronounce the word correctly, while clapping your hands and counting how many times you clapped, so many syllables in the word.

• The game "Sit in the house"
  The goal is to develop the ability to identify syllabic structure the words.
  The teacher introduces the "guests" with the help of a riddle or something else and offers to put each guest in a house. At the same time, he draws the attention of the children that in one house there is a window from one casement, and at the second - from two. To determine which guest, which house, you need to determine how many syllables are in the name of the guest. If there is one syllable, then we will accommodate the guest in a house with one sash. If there are two syllables, then we put the guest in a house with two doors. To complicate the game, you can then invite guests to a housewarming party and distribute them according to the same principle.

Games for the formation of the grammatical structure of speech
In this block, I have collected a variety of games and exercises aimed at developing the grammatical structure of speech, i.e. on mastering the categories of gender, number, case of nouns and adjectives; aspect, tense and mood of the verb.

• Game exercise "We select rhymes"
  Purpose: - development of the ability to form forms of the genitive case of the plural of nouns.
  The teacher reads a comic poem to the children - the beginning of an English folk song translated by S.Ya. Marshak:
  - I give you my word of honor, yesterday at half past five
  -I saw two pigs without hats and boots.
  -I give you my word of honor!
  Next, the teacher asks the children questions to understand the text:
  Who did the poet see? What form were they in?
  - Do pigs wear shoes? Or maybe they wear stockings? (Socks, slippers, mittens, etc.)
  - Did the poet tell us the truth in the poem? No, he fantasized. You and I can also compose funny comic poems about different birds and animals. I will start and you continue.

Let's be honest:
Yesterday at half past five
We saw two forty
Without ... (boots) and ... (stockings).
And puppies without ... (socks).
And titmouse without ... (mittens).

• Game "Body"
  Purpose: - to form diminutive - affectionate names; match the action with its name.
  Children sit in a circle. According to the rhyme, the one who starts the game is selected. He is given a basket. He holds it, and the children at this time say the words:

Here's a box for you
- Put it in it, that's ok.
-Speak up - give bail.

The child replies: “I’ll put it in a container ... and name the right word (lock, knot, box, boot, shoe, stocking, iron, collar, sugar, bag, leaf, petal, gingerbread man, cap, scallop, etc.) So happens until all the children hold the box. Whoever makes a mistake puts a deposit in the basket. After all the children have taken part, pledges are played out: the basket is covered with a scarf, and one of the children takes out the pledges one by one, first asking: “Whose pledge will I take out, what should I do?” Children, under the guidance of a teacher, assign a ransom to each pledge - some kind of task (name a word with some kind of sound, tell a tongue twister, divide the word into syllables, etc.)

• Game exercise "Whose is it all?"
  Purpose: - an exercise in coordinating words - objects and words - signs in the right number and case.
  Children are shown a picture of an animal and are asked questions that need to be answered in one word. The questions are: whose tail? Whose ear? Whose head? Whose eyes?

Cow - cow, cow, cow, cow.
- Hare - hare, hare, hare, hare.
- Sheep - sheep, sheep, sheep, sheep.
-Horse - equine, equine, equine, equine.
-Cat - feline, feline, feline, feline.

• Game "Houses"
  The goal is an exercise in determining the type of words - objects.
  The teacher explains to the children that in the first house there are words about which one can say “he is mine”, in the second - “she is mine”, in the third - “it is mine”, in the fourth - “they are mine”. It is necessary to "settle" the words (pictures) in the houses. The guys determine the gender and number of words without naming terms.

Games for enrichment vocabulary
This group includes vocabulary games and exercises that activate the vocabulary,
develop attention to the word, form the ability to quickly choose the most accurate from their vocabulary, the right word. Also in these games and exercises there is an acquaintance with words - objects, words - signs, words - actions and an exercise in their coordination with each other, as well as work on the selection of synonyms and antonyms.

• The opposite game
  Purpose: - an exercise in the selection of antonyms (words - enemies).
  The teacher says that a donkey came to visit us. He is very good, but that's the trouble: he really likes to do everything in reverse. Mom - a donkey was completely tormented with him. She began to think how to make him less stubborn. I thought, thought, and came up with a game that I called "On the contrary." The mother donkey and the donkey began to play this game and the donkey became less stubborn. Why? Yes, because all his stubbornness during the game went away and never returned. He decided to teach you this game too. Next, the teacher plays the game “On the contrary” with the children: he throws the ball to the child and calls the word, and the child who catches the ball must say the antonym of this word (high - low) and throw the ball to the teacher.
  Even when working with words - antonyms, you can use D. Ciardi's poem "Farewell Game":

It's your turn for us
Play the reverse game.
I will say the word "high", and you will answer ... ("low").
I will say the word "far", and you will answer ... ("close").
I will say the word "ceiling", and you will answer ("floor").
I will say the word “lost”, and you will say (“found”)!
I will tell you the word "coward", you will answer ... ("brave").
Now I will say “beginning” - well, answer, ... (“end”).

• Game exercise "Finish the phrase"
  The goal is to develop the ability to select words that are opposite in meaning (words are enemies).
  The teacher calls phrases, making pauses. The student must say the word that the teacher missed, i.e. finish the phrase.

Sugar is sweet and lemon...
- The moon is visible at night, and the sun ... .
- Fire is hot, and ice ... .
- The river is wide, and the stream ... .
- The stone is heavy, and the fluff ... .

You can beat this as follows: the teacher says that our friend Dunno went to school after all. There was a dictation at the Russian language lesson - the children wrote various phrases under dictation. But since Dunno is very inattentive, he did not have time to finish writing these phrases to the end and received a bad grade. The teacher said that if he corrected the mistakes in the dictation, she would correct his bad mark. Let's help him.

• Game exercise "Tell me differently"
  Purpose: - an exercise in the selection of words that are close in meaning (words - friends).
  The teacher says: "A boy has a Bad mood. Which boy is today? How can you say the same thing, but in other words? (sad, upset). The words "sad, sad and upset" are words - buddies.
  Why is he like this? Yes, because on the street goes rain and boy goes to school.
  Which word is repeated twice? (going)
  What does "it's raining" mean? Say it differently.
  What does "the boy is coming" mean? Say it differently.
  How can you say differently: spring is coming? (spring is coming).
  Further, similar tasks are given for the following phrases:

Clean air (fresh air).
Pure water (clear water).
Clean dishes (washed dishes).
The plane landed (landed).
The sun has set (set).
The river runs (flows, flows).
The boy is running (rushing, rushing).
How to say in one word? Very large (huge, huge)
very small (tiny).

• The game "What object?"
  Purpose: - development of the ability to select as many words as possible for the word - the subject - signs and correctly coordinate them.
  The content of the game is as follows: the teacher shows a picture or object or calls a word and asks the question: “What?” Then the participants of the game, in turn, name as many signs as possible corresponding to this object. The one with the most signs wins.

• "What happens?"
  Purpose: - development of the ability to correlate a word - an object with a word - a sign and correctly coordinate them.
  This game is similar to the previous one. The difference lies in the fact that as many words-objects as possible are selected for the word-sign.
  -Green - tomato, crocodile, color, fruit, ...
  - red - dress, apple, banner, ...

Games for the development of coherent speech.
Work on the development of coherent speech is, as it were, a synthesis of all previous exercises. It is inseparable from other tasks speech development, it is associated with the enrichment of the dictionary, work on the semantic side of speech, the formation of the grammatical structure of speech, the education of the sound culture of speech. Storytelling can be taught in different form. I most often use: compiling stories - descriptions on a topic, on a picture, on a series of pictures, exercises like “Finish the fairy tale in your own way”, “Finish the sentence”, etc. Some of these games and game offers are listed below.

• Game exercise "Spread the offer"
  Purpose: - development of the ability to build long sentences with words-objects, words-signs, words-actions.
  Children are invited to continue and complete the sentence started by the teacher, based on the leading questions of the teacher. For example, a teacher starts a sentence like this: "Children go to ... (Where? Why?)" Or a more complicated version: "Children go to school to ...". This option, in addition to enriching grammatical experience, can serve as a kind of test that allows you to identify the child's anxiety in relation to various life situations.

• Game "Understand me"
  Purpose: - development of the ability to compose short story by picture using different characteristics subject.
  The teacher shows the children a beautiful box and says that this box is not simple, but magical. It contains various gifts for children. Only those who know how to keep secrets can receive a gift. What does it mean? (This means not telling ahead of time). Then the teacher explains that when he approaches someone, this student should close his eyes and, without looking, pull out a picture from the box, look at it, but do not show or tell anyone what is on it. This must be kept secret. After all the children draw one picture for themselves, the teacher asks the children if they want to know who got what? The children say yes. Then the teacher says that you can’t show gifts, but you can talk about them. But the word gift can not be called either. Then the teacher tells about his gift, showing the children how to do it correctly, and the children guess what the teacher got. After that, the children talk about their gifts in turn and, when the gift is guessed, open their picture. It is better to play this game sitting on the carpet in a circle.

• Game exercise "If ..."
  Purpose: - development of coherent speech, imagination, higher forms thinking - synthesis, analysis, forecasting, experimentation.
  The teacher invites the children to dream up on topics such as:

"If I were a wizard, then..."
"If I became invisible..."
"If spring never comes..."

In addition to the developmental orientation, this game also has a diagnostic value.

• Game exercise "Finish it yourself"
  Purpose: - development of imagination, coherent speech.
  The teacher tells the children the beginning of a fairy tale or story, and the children are given the task to continue or come up with an ending.

Guess whose voice

Target:

Game progress: The teacher, imitating the voices of animals, that is, pronouncing various sound combinations, invites the children to guess who is screaming like that. When the children guess and correctly name the animal, he invites them to determine whether this animal is large or small. For example, the teacher says loudly kva-qua-qua and asks: "Who is this?" Children: "Frog". Then the adult pronounces the same sound combination quietly. "And who is this?" he asks. Children: "It's a frog." - "How did you know it was a frog?" Children: "The frog croaks softly, and the frog loudly."

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

Take a toy

Target: Develop auditory attention in children, teach them to clearly pronounce a lot Difficult words loudly and in a whisper, distinguish words similar in sound, correctly stress

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

Game progress: Children sit in a semicircle in front of a table on which toys are laid out. The teacher whispers one of the objects lying on the table to the child sitting next to him, who, in the same whisper, must call it to his neighbor. The word is given in a chain. The child who heard the last word gets up, goes to the table, looks for the given object and calls it out loud.

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

Be careful

Target: Develop auditory attention in children, teach them to clearly pronounce polysyllabic words loudly and in a whisper, distinguish between words similar in sound, correctly stress

Game progress: The teacher asks the children if it is possible to drive a car, then he asks them to list what else they can drive. Children list: “By bus, trolleybus, tram”, etc.

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

“On Sunday, Kostya and Sveta gathered at their grandmother's dacha. They sat down in trolleybus and went to the station. Sveta and Kostya settled down near the window and watched with interest what was going on around them. Passed by them car. Overtook them at the bus stop bus. AT children's park the boys rode bicycles. Mom bought tickets at the station. Came soon electric train, and they got into the car. Grandma met them at the dacha.

find the mistake

Target: Develop auditory attention in children, teach them to clearly pronounce polysyllabic words loudly and in a whisper, distinguish between words similar in sound, correctly stress

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

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

Secret

Target: Develop auditory attention in children, teach them to clearly pronounce polysyllabic words loudly and in a whisper, distinguish between words similar in sound, correctly stress

Game progress: The teacher whispers the words and invites the children to reproduce them in the same way: cat— leg, moth— spoon, drying— ears, flies— mugs, bear— mouse, cones— books, castle— castle, drinking— drinking, mugs— mugs dear— expensive.

The teacher makes sure that all the children listen carefully, pronounce the words only in a whisper, cleanly and distinctly, in the sequence suggested by the adults. For answers, it is recommended to call the children individually.

repeat correctly

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

Game progress: The teacher calls the word, for example aquarium, and invites several children to quickly and clearly repeat it. Recommended words: trolleybus, bike, TV, ter-momometer, had breakfast, corn etc. If the child repeated the words incorrectly, delayed the answer, he must say this word in slow motion (stretching the vowels, clearly pronouncing each consonant).

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

Repeat like me

Target: Develop auditory attention in children, teach them to clearly pronounce polysyllabic words loudly and in a whisper, distinguish between words similar in sound, correctly stress

Game progress: The teacher pronounces the word and invites the child called by him to repeat it in the same way (loudly, quietly or in a whisper).

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

Let's ride in a car

Target: .

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

Game progress: The teacher shows a toy and asks several children to name it, then he calls it himself and invites the children to listen carefully and say if there is given word sound With("song of water"). For a child who answers this question correctly, the teacher offers to ride the toy in a car around the table.

With(s) in words, determined by ear the presence of a given [sound in a word; the teacher should pronounce the words lingeringly, highlighting the sound with his voice With(sslon).

Highlight the word

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

Game progress: The teacher pronounces the words and invites the children to clap their hands when they hear words in which there is a sound z (“mosquito song”). Recommended words: bunny, mouse, cat, castle, umbrella, goat, car, book, call, etc. Answers can be group and individual.

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

name and guess

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

visual material. flannelgraph; pictures depicting objects in the names of which there is a sound z (z), as well as paired to them without z,

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

Game progress: The teacher puts paired cards on the flannelograph 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 in the name of which there is a sound (“the song of a mosquito”). If the children make mistakes, the teacher himself pronounces paired words, emphasizing z in a voice (for example, zayka - cat), and asks the children in which word they hear the sound z.

The teacher ensures that all children correctly pronounce the sound z (z), are able to highlight words with this sound

What's in the bag?

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

visual material . Pouch; toys and objects that have the sound ts in their names: chicken, chicken, sheep, hare, saucer, button, as well as other toys: mani na, cube, ball, ball, etc.

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

When all the items are taken out of the bag, the teacher leaves on the table only those in the name of which there is a sound ts (chicken, chicken, sheep, hare, saucer, button), and invites the children to list them.

The teacher must pronounce the words clearly, highlighting 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 with in the name, which can confuse children. The teacher makes sure that the children correctly name the words containing q, clearly pronounce this sound in words.

Where is what lies?

Target : to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream of a word with a given sound (to develop phonemic hearing)

visual material . Bread box, sugar bowl, soap dish, salad bowl, candy bowl, inkwell.

Game progress: The teacher names the object and invites the children to answer where it can be put. For example, he says: “Mom brought bread from the store and put it ... Where?” - "Into the bakery." “And now,” the teacher says, “I will ask, and you will answer where you can put the objects.”

Educator:

Masha poured sugar... Where to?

Into the sugar bowl.

Vova washed his hands and put

soap... Where to?

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

Our names

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

visual material . Doll.

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

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

Who is it?

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

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

Game progress: The teacher asks which of the animals produces; such an action. The children answer, the teacher shows a toy or a picture, and then asks the children to reproduce the appropriate onomatopoeia.

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

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

Say the word

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

Game progress: The teacher pronounces a phrase, but does not finish the syllable in last word. Children must complete this word

Educator: Children:

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

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

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

Ru-ru-ru - we continue the game. . RU.

Re-re-re - there is a house on the go. . . re.

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

Ar-ar-ar - our self boils. . . var.

Or-or-or - red tomato ripened ... dor.

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

Ar-ar-ar - a lantern hangs on the wall ... a lantern
Ra-ra-ra - the mouse has but ... ra.

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

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

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

Choose the right word

Target: to fix the correct pronunciation of certain sounds in words by children, to teach them to distinguish from a group of words, from a speech stream a word with a given sound (to develop phonemic hearing)

Game progress: The teacher begins to pronounce the phrase, and the children offer to finish it by choosing the appropriate word. “They swim in the aquarium ...,” the teacher says. “Who swims?” “Fish,” the children finish. Recommended offers:

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

A cow is grazing in the meadow.

A large green... cucumber has grown in the garden.

Vova's red... balloon burst.

He drives a car well ... a driver.

First, the teacher asks the children again, then they answer without an additional question. The teacher pays attention to the fact that the children accurately select words, correctly pronounce the sound R(p) in words. Answers must be individual. The lesson is carried out at a fast pace.

Pick similar words

Target:

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

The teacher makes sure that the children choose the right words. pronounce them clearly and clearly.

Guess wheremugs, where are the mugs

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

visual material . Two mugs and two mugs.

Game progress: The teacher shows the children mugs and mugs, calls them and asks them to repeat. When they have learned these words, the teacher holds the circles over the circles and asks: “What is on top (circles) and what is below (circles)?” The children answer. Then the teacher swaps the objects and again asks where the circles are and where the circles are. Children give a complete answer.

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

Top top top

Target:

Game progress: The teacher invites the children to listen at first how “little legs ran along the path” (says volumetop top at an accelerated pace), then as "big feet fell down the road" (pronounces top...top...top slowly). After that, the teacher pronounces this sound combination either quickly or slowly, and the children must guess which feet stomped along the road - large or small.

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

Guess which train

Target: To teach children to determine by ear the speed of pronouncing sound combinations, as well as to pronounce them at different tempos.

visual material. Pictures depicting freight, passenger and fast trains.

Game progress: The teacher shows pictures of different trains and says: “When a freight train goes, its wheels knock like this (says Knock-Knock slowly). The passenger train goes a little faster, and its wheels knock like this (pronounced Knock-Knock at a moderate pace). The express train is going fast, and its wheels are knocking like this: (says Knock-Knock at a slightly faster pace). Children also say Knock-Knock at different pace. When they learn how the wheels of various trains knock, the teacher invites them to listen carefully and determine by ear (by the speed of pronouncing the onomatopoeia) which train is coming. The teacher says Knock-Knock sometimes quickly, sometimes at a moderate pace, sometimes slowly. Children guess.

Kitty

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

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

Game progress: The teacher puts a picture of a girl on the flannelograph and says: “This is Tanya. Tanya is walking home from a walk (shows) and sees: a small kitten is sitting near the fence (puts the corresponding picture on a flannelgraph). Who did Tanya see? “Kitten,” the children answer. “A kitten is sitting,” the teacher continues, “and meowing so plaintively Meow meow(says with a plaintive tone). How does a kitten meow? (Children (2-3) repeat with the same intonation Meow meow.) Tanya took the kitten in her arms, - the teacher tells further, - and brought him home (rearranging the pictures to the side). At home, she poured milk into a saucer for him (attaches a picture of a saucer on a flannelgraph). The kitten saw milk, was delighted, - wagged his tail and mewed joyfully (says Meow meow with an intonation of joy). How did he meow? (Children repeat.) The kitten drank milk, curled up and fell asleep soundly. And at that time the dog Bug came running (shows a picture), she saw a kitten and began to bark loudly at him af-af, drive the kitten away. How did the bug bark? (Children (2-3) show how a dog barks.) The kitten got angry, arched its back and mewed angrily Meow meow(the teacher pronounces onomatopoeia with the appropriate intonation) - do not bother me to sleep. How angry was the kitten? (Children show.) The kitten bug got scared and ran away ”(the picture is removed).

Then the teacher reproduces the onomatopoeia again Meow meow with different intonations (plaintive, joyful, angry) and invites children to determine by ear when the kitten meows plaintively, when it is joyful, when it is angry.

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

interesting words

Target . To give children an idea of ​​the ambiguity of the word; practice in clear pronunciation of words.

Game progress: The teacher shows the children a fountain pen and asks: “What is this?” “Pen,” the children answer. “That's right,” the teacher says. “I have a hand, and the doll has a small hand (shows). What shall we call the doll's little hand?" “Pen,” say the children. “Yes, a small hand is also a pen.” Then he shows the bag (basket) and draws the attention of the children to the fact that the bag also has a handle. “And when we open and close the door, what do we undertake?” he asks again. "By the handle." - "And who will tell me, What objects still have handles?" Children remember. At the end of the lesson, the teacher draws the attention of the children to how many different objects have pens, and all pens are different, but they are all called in one word a pen. Then the teacher says that different objects can be called the same word, for example, a bow that is eaten, a bow that is shot.

What is he doing?

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

visual material. Pictures depicting a girl performing various activities: jumps, plays, reads, draws, sings, washes, runs, sleeps, etc.

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

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

What is wrong?

Target:

Game progress: Previously, the teacher explains the meaning of individual words: harvester, mowers.

The children are read the poem “Is this true?” twice. and offer to find a discrepancy in some phrases.

Is it true or not

What, like soot, black snow?

Sugar is bitter

Charcoal is white

Well, a coward, like a hare, dared?

That the harvester does not reap wheat?

What do birds walk in a harness?

That cancer can fly

And the bear - to dance the master?

What do pears grow on willow?

That whales live on land?

What from dawn to dawn

Pines felled mowers?

Well, squirrels love bumps,

And lazy people love work...

And the girls and boys

Do not take cakes in your mouth?

Animal names

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

Game progress: The teacher first discusses with the children what nicknames can be given to a cat, dog, chickens, cows, goat. Explains that the chicken can be called "Cuffed".

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

And they also had

Chicken Burenka.

And they also had

Dog Murka,

And also - two goats -

Sivka da Burka!

(YU. Chernykh)

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

How many words?

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

Game progress: The teacher pronounces one word with one of the sounds being worked out. For example, when fixing a sound sh calls a word bear and asks: “How many words did I name? There is a sound in this word sh or not?" After the answers, the teacher invites the children to pick up one word each, in which there would be a sound sh, then words in which this sound is not present. (5-6 answers.)

Then the teacher says a phrase consisting of two words

“The bear is sleeping,” and asks: “And now how many words have I said? Name a word that has a sh sound; a word that does not have this sound. After the children answer, what is the first word (bear), which is the second (asleep) The educator invites them to name a phrase consisting of two such words, so that the name of one of them would necessarily contain a given sound. The child who came up with the phrase calls the first word, then the second and indicates which of them contains the given sound.

If the children can easily cope with this task, then the teacher invites them to name phrases consisting of three or more words. First, the words are called in order, and then only those that include a given sound. For example, a child calls the phrase: “A green car is driving”, lists in word order: rides, green, car, then indicates the word that has the sound sh(car).

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

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

Who listens better?

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

Game progress:

Option 1

The teacher calls two children to him. He puts them with their backs to each other, sideways to the whole group, and says: “Now let's play a game of attentiveness. I will name the words, and Sasha will raise his hand only when he hears words with the sound sh. What sound? .. And Larisa will raise her hand only when she hears words that contain the sound zh. What sound? .. ”Once again invites the children to say who and when should raise their hand. Children count the number of correct answers, mark the wrong answers. The teacher names the words with a short interval (15 words in total: 5 - with the sound sh, 5 - with the sound zh and 5 - where these sounds do not exist). The following set of words is suggested: hat, house, zhu to, Fox, hedgehog, cat, plate, hanger, skis, pencil, barrel, scissors, lock, puddle, roof.

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

Option 2

The teacher calls two children: one of them should raise his hand to the words with the sound w, the other with the sound w. Invites the group to name words in which there is a sound w or w. At the end of the lesson, the children determine the winner.

Option 3

The teacher offers two children to choose words: one with the sound w, the other with the sound w. The winner is the one who names the most words without making a single mistake.

Think of unusual words

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

Game progress: The teacher reads the poem “Plym” by I. Tokmakova to the children and says: “The boy came up with a funny word plym, which does not mean anything. Can you think of words that would also mean nothing? (3-4 answers.) Then the teacher reminds the children that in the previous lessons they picked up different words- names of toys, objects - with sounds s and sh, z and zh, sh and zh. “Now come up with such funny words as the word plym, but with the sounds ch and u.” Children come up with words first with the sound h, then with the sound u. The teacher pays attention to the fact that the children highlight these sounds in words with a voice, pronounce them distinctly and clearly.

Every item has its place

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

visual material . Depending on which pair of sounds is being worked out, subject pictures are selected. For example, to work on the differentiation of sounds q and h I need this set: flower, chick, hen, egg,button, ring, heron, chick, - cup, glasses, keys, fishing rodka, pen, butterfly, key, watch etc. It is desirable that the items shown in the pictures are not repeated.

Game progress: The teacher gives the children one picture at a time and offers to carefully consider what is shown on them. Then he shows a picture with an image, for example, a color, and asks: “What sound does this word have: c or h?” After 2-3 correct answers, the teacher puts the picture on the flannelgraph on the left. Then he shows the second picture with the image, for example, of a teapot and asks: “What sound is in the word teapot: q or h?” A picture with an object for the sound h is placed on the flannelgraph on the right.

After that, he invites the children to carefully look at their pictures and determine which objects have the sound q in the name, in which hours. Then he calls the guys in turn, and, similarly to the actions of the teacher, attach their pictures to the flannelgraph on the left (if the name of the object has a sound c) or on the right (if there is a sound h). Incorrect answers are discussed by the whole group. A child who makes a mistake is offered to pick up a few words for a given sound. At the end of the lesson, the children first list all the objects, toys, animals, in the name of which there is a sound c, then - with the sound h, highlighting these sounds with their voice. More often, children are called who do not clearly differentiate these sounds.

Guess what it is?

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

visual material.

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

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

For guessing, objects and toys can be used instead of describing them, riddles that are learned in advance with children.

Words can be loud and soft

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

Option 2

Children memorize the tongue-twister (taking into account the sound being worked out). For example, when fixing the sound l or when differentiating sounds l - l, you can use the following phrase:

Alenka sat in a corner, Alenka has a lot to do.

The teacher invites 3-4 children to say the tongue talk first in a whisper or quietly, that is, so as not to interfere with Alyonka doing her business, then say it louder than usual: how to tell the whole group about what Alyonka is doing. As exercises for the development of the vocal apparatus when pronouncing phrases with different volumes, in addition to tongue twisters, you can use excerpts from poems, nursery rhymes, and counting rhymes.

What sound is in all words?

Target:

Game progress: The teacher pronounces 3-4 words, each of which has one of the sounds being worked out: a fur coat, a cat, a mouse - and asks: “What sound is there in all these words?” Children call: "Sound, sh." Then he proposes to determine what sound is in all the words below: beetle, toad, skis - w; kettle, key, glasses - h; brush, box, sorrel -u; braid, mustache, nose - with; herring, Sima, elk - s; goat, lock tooth - h; winter, mirror, vaseline - z; flower, egg, chicken - c; boat, chair, lamp - l; linden, forest, salt - l.

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

magic castle

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

Game progress: “High in the mountains stood a castle. The good sorceress Fairy lived in this castle with a beautiful daughter and a smart strong son. The son was called so that in his name there was a sound with. What could his name be? (Children call names that have this sound.) And the daughter was called so that her name had the sound sh. What could her name be? (“Masha, Dasha, Sasha, Shura,” the children call).

Not far from the good Fairy lived the evil wizard Orbod. Orbod had a son. There was no s sound in his name, no sh sound. What could his name be? (Children call names that do not contain these sounds: "Dima, Vitya, Petya etc.".)

In the garden of the good Fairy, beautiful flowers grew in all seasons, and there were many different animals and birds. In the name of some animals there was a sound with. What kind of animals were they? (Dog, fox, owl, stork.) In the name of others there were sounds z and z. What kind of animals were they? (Goat, hare, monkey,zebra.)

In the garden of the evil wizard Orbod, only thorns and nettles grew, and only those animals guarded his house, in the name of which there was neither a sound with, nor a sound z. What kind of animals were they? (Tiger, lion, leopard, jackal.)

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

A magical apple tree grew in the Good Fairy's garden, on which large juicy apples hung all year round. And the one who ate the magic apple from this apple tree became smart and strong. But not everyone could get into the magic castle, but only those who invented and named two magic words. One of them should begin with the sound s, the other with the sound u. The son of Orbod really wanted to get into the magic castle and try magic apples in order to become strong and smart, but he could not name magic words and therefore the doors of the castle were forever closed to him. Can you pick up such words (objects) with sounds s and ts? Whoever picks them up will go to the magic castle. (The teacher invites the children to name two words each, one of which would begin with the sound c, the other with c. It is impossible to repeat already named words.) "

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

The story of the hare

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

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

In the fall, the hare harvested and decided to sell part of the vegetables at the market, and keep the rest for himself. Vegetables, in the name of which there is a sound ri, the hare left for himself. What vegetables did the hare keep for himself? (Radish, turnip, radish.) Is the r sound soft or hard? Vegetables, in the name of which there is a sound p, the hare decided to sell on the market. What vegetables did the hare decide to sell at the market? Is the p sound hard or soft?

Early in the morning the hare went to the market. He walks, sings songs, and a hedgehog with a big bag behind his back runs towards him. "Hello, prickly!" - says the hare to the hedgehog. "Hello, eared one!" - answers the hedgehog. "What's in your bag?" the hare asks. “Toys for my hedgehogs,” the hedgehog replies. "What kind of toys?" the hare asks. “Yes, they are different,” says the hedgehog, “there are such toys in the name of which the sound is w, but there are also those in the name of which the sound is w.” F - what sound: voiced or deaf? Is the sound sh voiced or deaf? What do you think, what toys were carried by a hedgehog in a bag, in the name of which there is a sound zh? What toys were with the sound sh?

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

And finally, the hare came to the market. He quickly sold his vegetables, and with the proceeds he decided to buy for the house. different dishes. From a raccoon, he bought such dishes, the names of which began with voiced consonants. What kind of dishes do you know that begin with voiced consonants? (Fork] spoon, decanter, saucers etc.) And from a badger, a hare bought dishes whose names begin with deaf consonants. ( Potplate, pan, ladle etc.) In the evening, when the hare came home with new crockery, the hare and the rabbits were very happy with his purchases.”

Gifts for forest animals

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

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

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

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

Then the teacher can offer the children to pick up gifts for pets: a goat, a lamb, a foal, a puppy, a donkey, a kitten, a camel, etc.

Name the first sound in the word

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

visual material. Pinocchio toy.

Game progress: The teacher shows Pinocchio and says: “Pinocchio will go to school soon, and today he came to our lesson to learn to recognize the first sound in words. Pinocchio, what sound does your name begin with? Pinocchio shakes his head (staging). Teacher: “Do you know what sound your name begins with? Children, tell me what sound the name Pinocchio begins with. After the answers, the teacher suggests determining what sound the names of their neighbors begin with (“Sasha, what sound does the name of the girl sitting next to you begin with?”), The names of certain animals, objects.

What is the last sound in the word

Target:

visual material . Pictures: a bus, a goose, a nestling, a raincoat, a house, a key, a table, a door, a samovar, a bed, a hippo, etc.; flannelgraph.

Game progress: The teacher shows a picture, asks to name what is shown on it, and then say what is the last sound in the word. Asks 2-3 children to clearly repeat the sound in the word. ("What's this?"—shows the picture. "Door," the children call. "What is the last sound in this word?" Children: "Sound r.") soft consonants ("In a word Door the last sound is r, not r.”) When all the pictures are laid out on a flannelograph, the teacher suggests putting pictures on which the names of objects end in a hard consonant in one direction, and in a soft consonant in the other. Children whose pronunciation of sounds is still not clear enough are offered to clearly pronounce consonant sounds at the end of a word.

Choose another word for the last sound in the word

Target: Exercise children in the clear pronunciation of isolated sounds, develop phonemic perception, elements of sound analysis.

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

Whoseteam will win

Target: Exercise children in the clear pronunciation of isolated sounds, develop phonemic perception, elements of sound analysis.

Game progress: The teacher calls 6 children, distributes them into two teams. He offers to come up with names for his teams: one of the teams must come up with a name that begins with a voiced consonant, the other chooses a name for his team that begins with a deaf consonant. The rest of the children are fans, they will help their teams.

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

“The Zarya team,” says the teacher, “will only name those words that begin with ringing sound, the Spartak team will select words that begin with a deaf consonant. Children from each team take turns calling words (either with voiced consonants, or with deaf ones). For each correct answer, the team receives a chip. The team that names more words and makes fewer mistakes wins, that is, it will receive the largest number chips (they are counted at the end of the game).

Find the right color

Target: Exercise children in the clear pronunciation of isolated sounds, develop phonemic perception, elements of sound analysis.

visual material . Geometric shapes: squares (triangles, circles, rectangles, ovals) different color- red, black, white, yellow, green, blue, blue, purple, brown, orange; flannelgraph.

Game progress: Cut out different colors from colored paper geometric shapes. In the lesson, the teacher can use only one form, for example, squares. The teacher shows squares of different colors, clarifies the children's knowledge of all the above colors. The squares are attached to the flannelgraph. Then he proposes to name only those colors in the name of which there is a sound p ( red, orange, blackny), then name the squares of this color, in the name of which there is a sound p (brown), finally, the squares, in the name of which there is a sound l (yellow, blue, white), sound l (green, purple); name the squares of this color, in the name of which there is neither the sound p (p), nor the sound l (l).

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

Target: Exercise children in the clear pronunciation of isolated sounds, develop phonemic perception, elements of sound analysis.

Game progress: The teacher invites the children to carefully listen to the poem "Out of Place" by I. Tokmakova. First read the entire poem.

For help! To the big waterfall

Fell young leopad!

Oh no! young leopard

Fell into a big vodopard.

What to do - again out of place.

Hold on dear leopad,

Come back, dear leopard!

It won't come out again in a hurry d!

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

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

How are the words different?

Target: Exercise children in the clear pronunciation of isolated sounds, develop phonemic perception, elements of sound analysis.

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

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

The teacher invites the children to name how such words differ; cone— bear, cat— mouth, poppy— cancer, doughplace, jackdaw— stick, day— stump, sponge— coat, rook— doctor, friend— a circle; rat— roof, braid— goat, bowl— bear, mouse— midge etc. Children repeat words, distinguish between them, clearly pronouncing isolated sounds.

Option 2

The teacher asks the children to determine how the words differ mole and cat, asks: “What sound should be added to the word cat, to make a word mole?" Then he proposes to determine how the words differ: spruce and slot,Olya and Kohl, one hundred and table, ox and wolf, table and pole, games and teag ry, port and sport, cat and baby, ducks and day, helmets and, paint, owl and words, beans and beavers.

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

Watch

Target: Exercise children in the clear pronunciation of isolated sounds, develop phonemic perception, elements of sound analysis.

A drawing of a clock is used as visual material.

Game progress: The child is invited to name objects, animals depicted on the clock face. When naming them, attention is drawn to the clarity and correct pronunciation of the sounds w, w, h, u, l, l, p, p;

- when naming an object, animals, pronounce words so that sounds are clearly heard in them (w, w, h, u, l, l, p, p),
i.e. highlight them with your voice: zhzhzhuk;

- find and name words in which there is a sound w, sound w, etc .;

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

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

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

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

- pick up words ending in the same sounds as the name of the object indicated by the small
clock hand;

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

The ball we palm "knock", repeat friend-but the sound

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

Game progress . Teacher: When you hear the sound "A", hit the ball on the floor. After catching the ball, repeat this sound.

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

The vowel sound will be heard by the ears, the ball takes offabove the crown

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

Game progress Teacher: I will name vowel sounds. Throw the ball when you hear the "E" sound.

A - E - U - S - E - A - U - O - A - E - S - E

We sing vowel sounds together with my ball

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

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

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

The teacher draws the attention of children to the fact that the ball needs to be rolled smoothly, the sound should be sung with a drawl.

knocker

Sounds I want to say

And I hit the ball.

Target: Training a clear pronunciation of vowel sounds, the development of phonemic perception.

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

AA EE OO YU

AAA EEE OOO UUU

Then you can pronounce various combinations of sounds:
AAEAEO AAU

singing balls

First I knock on the ball, then I roll it.

Target: Consolidation of short and long pronunciation of vowels, development of phonemic perception, consolidation of a long oral exhalation.

Game progress. 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, sung.

For example: A A Uh-uh-uh. U E Ah-ah-ah-ah-ah.

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

colorful balls

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

Target: Consolidation of differentiation of vowels and consonants, development of attention, speed of thinking.

Equipment: red balls and of blue color.

Game progress . Option 1. The teacher throws the ball to the children. The catcher calls a vowel sound if the ball is red, a consonant if the ball is blue, and throws the ball back to the speech therapist.

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

Quiet- loudly

We rode in the mountains

Sang here and sang there.

Target: Consolidation of the articulation of vowel sounds, the development of phonemic perception, work on the power of the voice.

Equipment: small balls.

Game progress. Singing a given sound according to the teacher's demonstration. The strength of the voice is commensurate with the direction of movement of the hand. As the hand with the ball moves up (up the hill), the strength of the voice increases, down (down the hill) it decreases. With the horizontal movement of the hand with the ball (the ball rolls along the path), the strength of the voice does not change.

In the future, the children independently give the task to each other.

pass the ball- word on -call

Target: The development of phonemic representations, speed of reaction.

Game progress . The players line up in a column. The players standing first have one large ball each (diameter 25-30 cm).

The child calls a word to a 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 invents a word for the same sound and passes the ball further.

audio chain

We will connect a chain of words.

The ball will not give a point.

Target:

Game progress. The teacher says the first word and passes the ball to the child. The ball is then passed from child to child. The final sound of the previous word is the initial sound.

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

One hundred questions- one hundredanswers with the letter A (I, B), and only with this

Target: The development of phonemic ideas, imagination.

Game progress . 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 the words of the answer begin with a given sound, for example, with the sound I.

— What is your name?

— Ira (Ivan).

— And the surname?

— Ivanova.

— Where are you from?

— From Irkutsk.

— What grows there?

— Figs.

— What birds are found there?

— Orioles.

— What gift will you bring to your family?

— Butterscotch and toys.

syllable yes syllable- and there will be a word, we will play the gameheaven again

Option 1.

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

Game progress . The teacher tells the children:

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

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

Option 2.

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

Game progress . The teacher throws the ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child completes the word.

For example: Sha- balls

sa- sled

sho- rustle

co- magpie

Shu- fur coat

su- bag

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

Target: The development of phonemic representations, the activation of the dictionary.

Game progress . Throwing the ball to the children, the teacher pronounces the words, and the children, returning the ball, repeat them:

Plate, cave, room, dishes, showcase, well.

Then the speech therapist confuses the words by rearranging the syllables. And the kids have to untangle them.

Speech therapist: Children:

reltakaplate

chipscave

nakomtaroom

supodatableware

trivinashowcase

lokodets well

Sounding toys

Prick up your ears: toys will tell you sounds

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

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

Game progress . The teacher calls two children: "These are sounding toys, they can sing and speak." Names sounds in the children's ears that they will have to sing or pronounce. “Now I will press the button and our toys will talk” (he touches the children in turn).

"Children-toys" reproduce their sounds, and the rest of the children verbally "read" the resulting syllable.

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

catch the ball— make up the word

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

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

Game progress The teacher throws a ball to each child, naming the sounds of the intended word:

M - A - K

HOUSE

CAT

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

catch the ball and ball bro-sai- how many sounds, name

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

Game progress . The teacher, throwing the ball, says the word. The child who caught the ball determines the sequence of sounds in the word and names their number.

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

four sound words open syllables: FRAME, MAMA.

Four-sound words with a confluence of consonants: MOLE, TABLE, DISPUTE.

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

Target: Training the ability to divide words into syllables, the development of attention, speed of thinking.

Game progress . The teacher throws the ball to the children, naming one-syllable, two-syllable and three-syllable words. The child who caught the ball determines the number of syllables, calls them and throws the ball back. You can invite children to pronounce the word by syllables, while simultaneously beating the syllables with a ball.

Change this wordchanging- lengthen

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

Game progress. The teacher throws the ball to the children, pronouncing a monosyllabic word at the same time: garden, bush, nose, knife, table. The child who has caught the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of syllables is determined.

Horn

Game progress: Children stand in a row facing the teacher and raise their hands through the sides up, touch with their palms, but do not produce cotton. Then slowly lower through the sides down. Simultaneously with the lowering of the hands, the children make a sound at Loud at first, then gradually quieter. Lowering their hands, they fall silent.

Game progress: Children stand in two rows facing each other. One group of children now quietly, then loudly pronounce a sound a, the other quietly responds: “ a-a-a».

rushes

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

The wind's blowing

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

Who will win?

Game progress: The teacher calls two children and puts them facing each other. At the signal of the teacher, the children simultaneously begin to pronounce, first quietly, then loudly, vowel sounds. Whoever pulls the sound longer wins.

Bubble

Target:

Game progress: Children stand in a tight circle with their heads tilted down, imitating a bubble. Then, repeating after the teacher:

Blow up the bubble

Blow up big

stay like this

And don't crash.

Children raise their heads and gradually move back, forming a large circle. At the signal of the educator: "The bubble burst." Children go to the center of the circle, saying With mimicking outgoing air.

Whose ship hums better?

Target: Development of a smooth, strong exhalation

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

Whose bird will fly the farthest?

Target: Development of a smooth, strong exhalation

Game progress: Children are given figurines of birds. The birds are placed on the table at the very edge. The teacher calls the children in pairs. Each child sits opposite the bird. The teacher warns that it is possible to advance the bird only on one exhalation, it is impossible to blow several times in a row. At the signal “fly away”, the children blow on the figures.

Cook

Target:

Game progress: All children become in a circle, the driver walks around the circle. He has a chef's hat in his hands. The children recite the poem in unison:

Let's play chef

Nobody can yawn.

If you are the cook

Then go around quickly.

After the words "quickly go around," the driver stops and puts on a cap on the next standing child. The one who received the cap and the driver stand with their backs to each other and, at the signal of the teacher, go in a circle. Whoever goes around the circle first wins.

magic mirror

Target: The development of rhythmic expressive speech.

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

Well, mirror, look!

Tell us everything right!

I will stand in front of you

Repeat - ka all for me!

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

flock

Target: The development of rhythmic expressive speech.

Game progress: Children choose a leader. The teacher together with the children says a rhyme:

Sing along, sing along

Ten birds - a flock:

This bird is a nightingale

This bird is a sparrow

This bird is an owl

Sleepy head.

This bird is a whistleblower

This bird is a corncrake

This bird is a bird

Gray puff.

This one is a finch

This one is a swift

This is a cheerful swift,

Well, this one is an evil eagle.

Birds, birds - go home!

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

overtake

Target: The development of rhythmic expressive speech.

Game progress: Children stand or sit. Opposite in 10 steps one chair. Two leaders are selected. They stand in front of the chair. The teacher, together with all the children, recites a rhyme:

Girl on the handle

The bird sat down.

birdie girl

Didn't get to catch it.

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

Learn by intonation

Target: The development of rhythmic expressive speech.

Game progress: Each child in turn portrays either a sick, or an angry, or a surprised, or a cheerful person. In this case, you need to pronounce short words with a certain intonation:

Ah ah ah!

Oh oh oh!

Ah - ah - ah!

Oh oh oh!

The rest of the children must guess by the expression of the face, the whole posture of the speaker and intonation, who the driver is portraying.

Bear and Christmas tree

Target: The development of rhythmic expressive speech.

Game progress: Two drivers are chosen: one will be a bear, and the other, for example, a wolf. From different parts of the room, they should go towards each other. When they meet, a dialogue takes place.

Program tasks:

1. Fix the correct pronunciation of sounds Z - F in isolation, in syllables, words, sentences.
2. Teaching children to distinguish soundsZ - F by ear and pronunciation.
3. Improving the skill of sound analysis of words. The ability to name words with a given sound.
4. Develop phonemic hearing, perception, speech breathing, attention, memory.
5. To develop the ability to listen to the end of the questions of the teacher and the answers of other children.

Minute entry into the lesson (choral voice)

Every day, always, everywhere

In the classroom, in the game -

We speak clearly, clearly

To make it clear to everyone.

1. Motivational-incentive stage

- A beetle is crawling along the path. And towards him a mosquito. The beetle decided to get acquainted with the mosquito and sang his song: F - F - F ...

The mosquito was polite and answered with his ringing song: Z - Z - Z ...

So they buzzed, rang, and fled in different directions.

Guess what we're going to talk about today?

1. Organizational-search stage

2.1 Articulation and breathing exercises:

Exercise to activate the muscles of the lips:

“Smile” - keep strongly stretched lips in a smile.

“Tube” - stretch your lips forward, like an elephant. Alternation.

"Cup" - bending the edges and tip of the tongue in the form of a cup. Hold for a count of five.

“Delicious jam” - lick the upper lip with the tongue in the shape of a cup.

“Brushing your teeth” - brush your teeth with the tip of your tongue inside moving the tongue left and right.

“Malyar” - with a wide tip of the tongue, stroke the palate from the teeth to the throat.

Exercise for the formation of the correct speech exhalation.

Inhale through the nose, exhale through the mouth.

Onomatopoeia: Beetle: w-w-w... Mosquito: z-z-z... (palm control, then - without support).

Accompanying finger figures.

“Mosquito - clench your fist. Forefinger push forward - this is a "proboscis". little finger and thumb, relaxing, lower down - these are “paws”.

"Beetle" - clench your fist. Spread the index finger and little finger apart (“mustache”). Move the "mustache".

Establishing similarities and differences between sounds (using mirrors)

Educator: What do lips do when we pronounce Z and Z sounds?

Children: When pronouncing the sound [З], the lips are in a smile, and when pronouncing the sound [Ж], the lips are rounded.

Educator: What do the tongue and teeth do when we pronounce the sounds [З] and [Ж]?

Children: When pronouncing the sound [З], the tongue is at the bottom, behind the lower teeth, and when pronouncing the sound [Ж], the tongue is wide, at the top.

Educator: What does the throat do? Let's put our hand to the neck and feel the trembling of the vocal cords.

Children: When pronouncing the sounds [З] and [Ж], the neck trembles.

2.2 Working with sounds :

Pronunciation of tongue twisters

For - Ms - for - I open my eyes.

Zhu - zu - zhu - I will tie Tuzik.

Zy - zhy - zy - we were afraid of a thunderstorm.

Zda - zhda - zda - trains run often.

Wait - zdi - wait - Wait for Zhenya and Lisa.

pronunciation of syllables by graphic designation (cards by the number of children, varying degrees difficulties)

“Z” is a green symbol.

"AND" — blue symbol.

2.3 Physical education

The teacher calls the words-paronyms.

Children for words with the sound “Z” make waves with their hands, like mosquitoes, making the sound “z-z-z ...”, for words with the sound “Zh” - jumping, imitation of the movements of the beetle “zh-zh-zh ...”.

Fire - Bazaar

lie - lick

once - horn

yawn - chew

goat - leather

call - wait

2.4 The game "Name the words with the sound Z or Zh"

Rule: children take turns calling words with the sound З or Ж. For a correctly named word, the child receives a chip. At the end of the game, all participants count their chips.

2.5 Game " Continue with the pattern"

Rule: the teacher calls the word, the children call the word according to the model. Sample: circle - circle.

Run - (run)

squeal - (squeal)

press - (squeeze)

neigh - (neigh)

to rust - (to rust)

squint - (squint)

to murmur - (to murmur)

burn - (ignite)

buzz - (buzz).

2.6 Learning a tongue twister using a mnemonic table

On the green on the lawn
Bunnies lived very friendly,
Lived snakes, cubs,
And uzhat, and hedgehog.
Fireflies in the starry sky
Lights were lit
So that neither the beast nor the bird
Don't get lost in that forest.

Speech is the most important human achievement. With the help of sounds, words, expressions, additional gestures and intonation, you can communicate with other people. Correct communication is called This is the ability to speak correctly, taking into account certain conditions, the purpose of the conversation, as well as the use of all language tools(intonation, vocabulary, grammar). The sound culture of speech is common with each other.

What is the sound culture of speech?

It is part of human speech communication. The sound culture of speech combines the oral design of words. This layer is responsible for the correct pronunciation of sounds, expressions, the speed and volume of speech statements, the timbre of the voice, rhythm, pauses, logical stresses, the correct functioning of the speech motor and hearing aids, as well as the presence of a suitable environmental speech environment.

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

How to develop a sound culture of speech?

Formation correct speech in a child comes down not only to the development of the skills of correct pronunciation of sounds that speech therapists are engaged in, but also to the solution of many important tasks. AT kindergarten experienced teachers work with children. As a rule, they develop the sound culture of the child's speech in the following areas:

• Develop correct pronunciation.
• They form the clarity and clarity of the pronunciation of words that correspond to the language norms of the Russian language.
• In the process of learning, they develop a moderate speech pace and proper breathing during pronunciation.
• Develop intonation-correct pronunciation of sounds and words.
• Develop auditory attention in children.

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

• Self-study where children communicate with each other.
• Classes with specialists of preschool institutions.
• Work in the form of games, exercises.
• Music lessons.

The development of sound culture of speech in preschool institutions continues not only in special classes, but also on a walk, morning speech gymnastics. Teachers use onomatopoeic words, poems, tongue twisters, visual material, cartoons, presentations and much more.

Age of formation of sound speech in a child

It is best to start practicing with a child at an age when he begins to actively talk and repeat words. The formation of a sound culture of speech is milestone It is important not to miss this moment and help the child, together with kindergarten teachers, to comprehend the science of correct sound pronunciation.

Biological hearing

From birth, a person has the ability to distinguish between sound vibrations - this is called biological hearing or perception. In humans, sounds are recognized by the outer ear, the tympanic membrane, the auditory ossicles, and the inner ear. Sound vibrations form the excitation of nerve endings and transmit information to the brain. Auditory attention is a special characteristic of a person's perceptual capabilities that helps to focus on sounds, an activity, or an object. For example, when a child stops his attention on a stimulus, he gets a clear sound sensation. If auditory perception is disturbed in children, this entails a decrease in attention, curiosity. The child often cries, shudders from sounds and extraneous stimuli.

How to choose the right speech therapist?

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

• Ask a speech pathologist about qualifications and experience. Explore portfolio.
• Ask a speech therapist if he solved a specific problem.
• Find out the number and cost of classes.
• Try to understand whether the person is comfortable with himself, whether it is comfortable for the child to be near the speech therapist.
• How high are the guarantees of a positive result.

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

sounds

The lesson on the sound culture of speech is aimed at teaching preschool children to articulate clearly and correctly. The sound "u" is taught to pronounce smoothly and for a long time on the exhale. Teachers make sure that children pronounce it with different volume and intonation. Sound training classes are held in the form of a game and special exercises that help you learn how to pronounce the sound “y” correctly. Exercise - fold your lips with a pipe and pull them forward prepares articulation for pronunciation. In addition, teachers sing songs with the children, perform choral repetitions of sounds and much more.

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

Education of sound speech in preschoolers

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

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

Typically, preschoolers learn sound speech without effort, if it is brought up in time. During this period, children borrow words and sounds in an imitative way. After all, phonetic hearing is laid in early age. It is important not to miss the moment and direct the development of the child in the right direction.

Education in the middle group

Sound culture of speech in middle group preschoolers (ages 4 to 5 years) consists of speech hearing and breathing, which are the beginning of the emergence of speech. Education in this group begins with the knowledge that was obtained earlier. The primary task of the teacher is to teach the children to clearly and correctly pronounce the sounds of the Russian language. Specialist pays Special attention hissing and whistling sounds, teaches you to correctly pronounce phrases and complex words, forms the skill of intonational expressiveness. In addition, a speech therapist educates children high level development of speech hearing, which will help them independently change the tone of voice, highlight intonation words in sentences. The sound culture of speech in the middle group is also aimed at the development of speech breathing, phonemic perception, voice and articulation apparatus.

Education in the senior group

Sound culture of speech in senior group(age 6-7 years) continues the formation of previously acquired skills. Teachers strive to improve the development of the child's articulatory apparatus, monitor the pronunciation of sounds with the help of various exercises, develop phonemic hearing, learn to identify sound places in a word, correctly use intonation and speech tempo. Speech therapists also eliminate or deficiencies sound pronunciation, improve the acquired skills, study samples of the correct literary pronunciation of words mother tongue. The sound culture of speech in the older group should develop good phonemic hearing in children, teach them to read words, sentences and small texts, understand the differences between terms, make sentences on their own and carry out. designations. As a rule, teachers prepare preschoolers for preparatory stage, which begins before entering school.

What is a didactic game?

Didactic games in kindergarten are learning activities that help preschoolers gain new knowledge in the course of exciting games. They are distinguished by the presence of rules, a clear structure and an evaluation system. solve a number of tasks set by the teacher. There is a whole technique that allows you to develop phonetic hearing in a child in this form. The didactic method gradually brings up the correct pronunciation of the sounds of the Russian language and the ability to listen. All games have certain tasks, which are reduced to the selection of sounds at the beginning, middle and end of the required word. For example, the game "Sound Hide and Seek" is intended for children under the age of six. This is an independent game for a group controlled by a teacher. The purpose of the game is to develop attention and phonetic hearing. A ball is used as an auxiliary object. The host needs to think of a word that has a certain sound, for example "z". Then he throws the ball to the guys in turn, pronouncing different words in which this sound is present. The task of the children is to catch the ball with the words of the desired sound, and beat off the rest of the "words".

What problems in the development of sound speech exist?

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

preparatory group

Exercises to consolidate the correct pronunciation and differentiation of sounds

Objectives: to develop phonemic hearing, speech attention, to consolidate the correct pronunciation of sounds, words, to exercise in distinguishing between hard and soft consonants, voiced and deaf consonants.

The game "Be attentive" (in a circle with a ball)

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

All children take part in the game. It is carried out at a fast pace. Exercise "Name the same syllables in words"

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

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

What are the same syllables in the words "car" and "raspberry"? ("Ma", "on".)

The teacher puts pictures on the flannelograph: a boat, a spoon.

Educator. These words have two syllables: boat, spoon. What are the same syllables in words? ("Ka".)

Game "Find your house"

Children are given subject pictures. It is proposed to determine the first sound in the word-name. One child is given a blue circle, the other a green circle. The teacher says that those who have the first sound in the word should approach the blue circle - big brother (hard consonant, green - whose word begins with a soft consonant sound (little brother).

At the signal “Find your house”, the players stand near the children with the corresponding mugs. The teacher checks the correctness of the execution, determines the winning team.

The children change pictures and the game is repeated.

Exercise "Find a friend"

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

Educator. Above and below the picture. Let's arrange them in pairs so that the first sounds of words are comrades (voiced-deaf sounds). Children come out, name the object and the first sounds of words. They put the lower pictures under the upper ones so that the first sounds make up a pair of “voiced-voiced consonant”.

Game "Continue the word" (in a circle with a ball)

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

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

All children take part in the game.

Game "Find a Pair"

Children are given one picture at a time.

Educator. Each of you has a picture. Think about what sound your word-name begins with. On the “Find a Pair” signal, you must find a picture in which the name of the item begins with the same sound.

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

The teacher marks the children who were the first to pair up.

Game "Name a friend" (in a circle with a ball)

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

Exercise “Where will the hammer hit? »

Educator (posting pictures on a flannelograph: moon, vase). Let's name these things. In these words, one sound is pronounced longer than others: name it in the word "lunaaa" ("a"). I can say this word differently: "Lu-una." Did you get the word "moon"? (No.) Name such a sound in the word "waaza." Listen to how differently I say the word: "wazaa." Correctly? (Not.)

- In a word, only one sound is pronounced for a long time; vaaz (repeats the previous movement). The sound that the hammer strikes is called percussion (children repeat the word). In our words, the stressed sound "a".

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

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

Game "Name the percussive sound" (in a circle with the ball)

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

Exercise "Guess the riddle"

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

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

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

Another row is exposed: carrots, storks, chicken, poppies (the last one is the reverse side). Children guess the word and explain how they did it.

Game "Name the word"

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

Exercise "Guess the riddle"

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