At the beginning of the school year, we introduce children to vowel sounds. On this topic, children are offered a wide variety of games and exercises. Vowel sounds are the foundation on which all work on the development of phonemic processes in children is based. Having mastered this topic, children, as a rule, master the sound analysis and synthesis of words well, and therefore, in the future, it is easier to learn literacy material. All work on vowel sounds is fixed in ball games.
In games number 1, 2 and 4, children train in a clear pronunciation of vowel sounds and their selection from the sound range. Smooth, long singing of vowel sounds is fixed in games No. 3 and 5. It is interesting that in these games, children correlate the duration of rolling the ball with the duration of singing vowel sounds. All these games contribute to the development of a smooth exhalation, which is very important in working on sound pronunciation. We consolidate the ability to control the power of the voice in game number 7. In the group, children can be observed with a violation of the prosodic components of speech. These defects are very diverse. The child may speak very softly, almost in a whisper, or have a muffled, often nasal, voice.
The speech therapy group also includes children with rhinolalia after cheiloplasty and uranoplasty. All ball games aimed at singing vowels are useful for these children. K. S. Stanislavsky, characterizing the sound of the Russian language, figuratively said that vowels are a river, and consonants are banks, and without them our speech is a swamp. In our daily work on the correction of children's speech, we strengthen these "shores". Consolidation of the correct pronunciation of sounds and the development of phonemic processes can be carried out in ball games.
In game number 8, children select words for a given sound, clearly pronounce these words. The guys love game number 9 very much, which requires attention, a good level of development of phonemic ideas, the ability to highlight the sound at the beginning and end of the word. Game number 10 is fun, since the child can give answers to all questions of a speech therapist that begin only with the same specific sound. It is advisable to include ball game No. 11 in the lesson on differentiating sounds. This game can be used to differentiate any sounds (s-sh, sh-zh, r-l, s-zh, etc.). Children with phonetic and phonemic underdevelopment of speech may have difficulty dividing a word into syllables, learning words of a complex syllabic structure. Of course, to solve this problem, we use traditional techniques: slapping a rhythmic pattern, slapping and tapping the number of syllables in a word, building up syllables. The ball in such activities also plays a positive role.
In games No. 12, 16 and 17, children learn the syllabic structure of a word, consolidate the ability to divide words into syllables. In games, we use not only rubber balls, but also home-made, sewn from fabric. In the group and the speech therapy room there is a set of such balls in red and blue with letters embroidered on them. Four vowels are embroidered on each red ball, four consonants are embroidered on the blue one. Games with such balls are very diverse. So, for example, in game No. 6, the child names a vowel sound or a word that begins with a vowel sound (if the speech therapist throws him a red ball) and a consonant (if the ball is blue). Multi-colored balls are also used for the analysis and synthesis of syllables and words. So, in game No. 13, children, on the instructions of a speech therapist, reproduce the reverse syllables AP, UT, OK, and then this syllable is laid out from the balls. In game number 14, children make up words from balls, read, analyze them.
1. The game "The ball with the palm of our hand" knock ", we repeat the sound together"
Purpose: development of phonemic perception, speed of reaction, consolidation of knowledge of vowel sounds.
Adult: When you hear the sound "A", hit the ball on the floor. After catching the ball, repeat this sound. A - U-O - U -A-A - O - U
2. The game "The vowel sound will be heard by the ears, the ball flies over the top of the head"
Purpose: development of phonemic perception, speed of reaction, selection of a given vowel from a number of others.
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 - Y-E
3. The game "We sing vowel sounds together with my ball"
Purpose: development of a long, smooth exhalation, fixing the pronunciation of vowels.
Option 1. An adult invites children to sing a vowel sound while rolling the ball on the table. The child takes a breath, smoothly rolls the ball to a friend, singing the vowel: A - A - A - A - A - A
Option 2.The game can be played 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 the children to the fact that the ball needs to be rolled smoothly, the sound should be sung slowly.
4. The game "Knocker" I want to say sounds And I knock on the ball.
Purpose: 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 teacher pronounces vowel sounds by tapping the ball with his fist. Children repeat individually and in chorus. Sounds are practiced in isolated pronunciation with a gradual increase in the number of repetitions per exhalation, for example: A AA AAA E uh uh O 00 000 Y UU UUU Then you can pronounce various combinations of sounds: AAE AEO AAU
5. The game "Singing balls" First I knock on the ball, And then I roll it.
Purpose: fixing short and long pronunciation of vowel sounds, developing phonemic perception, fixing 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 A~a~a-a~a. The first two sounds are accompanied by a fist hitting the ball; singing the third sound, the child rolls the ball to the partner. Rolling the ball is emphatically smooth, long-lasting, as is the pronunciation of a vowel sound.
6. The game "Colorful balls" Red is a vowel. Blue - no. What's the sound? Give me an answer!
Purpose: consolidation of the differentiation of vowels and consonants, development of attention, speed of thinking. Equipment: red and blue balls.
Game progress.
Option 1.adult throws the ball to children. The catcher calls a vowel if the ball is red, a consonant if the ball is blue, and throws the ball back.
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.
7. The game "Quiet - Loud" We rode in the mountains, Sang here and sang there.
Goal: fixing the articulation of vowel sounds, developing phonemic perception, working on the power of the voice.
Equipment: small balls.
Game progress. Singing a given sound according to a speech therapist's demonstration. The strength of the voice is commensurate with the direction of the 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. When the hand with the ball moves horizontally (the ball rolls along the track), the strength of the voice does not change. In the future, the children independently give the task to each other.
8. Game with the transfer of the ball "Pass the ball - call the word"
Purpose: development of phonemic representations, speed of reaction.
Game progress. The players line up in a column. The players standing first have one large ball (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.
9. The game with the transfer of the ball "Sound chain" We will connect a chain of words. The ball will not give a point.
Purpose: development of phonemic representations, activation of the dictionary.
Game progress. The teacher calls 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...
10. Game with throwing the ball "One hundred questions - one hundred answers with the letter A (I, B), and only with this one"
Purpose: 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. Example: - What is your name? - Ira (Ivan). - A surname? - Ivanova. - Where are you from? - From Irkutsk. - What grows there? - Figs. - What kind of birds are found there? - Orioles. What gift will you bring to your family? - Butterscotch and toys.
11. The game "Syllable and syllable - and there will be a word, we will play the game again"
Option 1. Purpose: strengthening the ability to add a syllable to a word.
Game progress: the teacher says to the children: - I will say the first part of the word, and you will say the second: sa - har, sa - ni. Then the adult 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. Purpose: differentiation of sounds, development of attention, speed of thinking.
Game progress. An adult throws a ball to the children, calling the first syllable: “sa” or “sha”, “su” or “shu”, “so” or “sho”, “sy” or “shi”. The child completes the word. For example: Sha- balls of sa-sanki sho- rustle so-forty shu- fur coat bag- bag shi~ tires syrok
12. Game with throwing the ball “We'll catch the ball - once! And two - we will unravel the words!
Game progress: Throwing the ball to the children, the teacher says 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 children SHOULD unravel them educator: Children: reltaka - a plate of wood chips - a nakomta cave - a soup room - dishes of trivin - a showcase of a lokodets - a well
13. Play "Sounding Toys" Prick up your ears: Sounds will tell you toys.
Purpose: analysis and synthesis of reverse syllables and consolidation of fusion syllables.
Equipment: red and blue balls made of fabric with letters embroidered on the edges, denoting vowels and consonants.
The course of the game, 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 sound second, and reproduce the syllable together with “sounding toys”. Then the reverse syllable is laid out from balls with letters and read.
14. The game "Catch the ball - make up the word" We caught three balls - We will say the word now.
Purpose: compilation of three-sound words and their analysis. Equipment: fabric balls with vowels and consonants embroidered on them.
Game progress. An adult throws a ball to each child, naming the sounds of the intended word: M - A - K D - O - M K - O - T Children find on their ball the letter corresponding to the named sound, and make up a word from the balls, read, analyze it.
15. Game with throwing the ball "Catch the ball and throw the ball - how many sounds, call"
Purpose: determining the sequence and number of sounds in a word.
Game progress. An adult, throwing the ball, pronounces the word. The child who caught the ball determines the sequence of sounds in the word and names their number. Subsequence. Three-sound words like: MAK, SLEEP, KIT. Four-sound words with open syllables: RAMA, MAMA. Four-sound words with a confluence of consonants: MOLE, TABLE, DISPUTE.
16. The game "I will meet a word on the road - I will break it into syllables"
Purpose: training the ability to divide words into syllables, the development of attention, speed of thinking.
During the game, an adult 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.
17. Game with throwing the ball "Change the word, change - lengthen"
Purpose: expansion of vocabulary, development of attention, speed of thinking
Course of the lesson: An adult throws the ball to the children, while pronouncing a one-syllable word: garden, bush, nose, knife, table. The child who caught the ball, before throwing it back, changes the word so that it becomes two-syllable (nose - noses) or three-syllable (house - houses). The number of syllables is determined.
One of the most important areas of work of a speech therapist in groups for children with severe speech disorders is the formation of the phonetic side of speech. If others, including peers, do not notice the poverty of the vocabulary and the peculiarities of the grammatical structure of speech, then the incorrect pronunciation is in full view. As a rule, the greatest concern among parents is the sound pronunciation of children, as the most noticeable defect.
Working on sound, from production to use in independent speech, is the development of a new complex skill. And like any skill, it requires effort, time and a certain system in the classroom. This work is also complicated by the fact that classes on automating sounds are often difficult, monotonous, and require repeated repetition of the material for a long time. And so that this does not become tedious and boring for a child, a speech therapist needs to turn work on sound into an exciting game. It is in the game, game exercises that the process of automating sounds is easier and more accessible.
Each speech therapist-practitioner has his own universal gaming techniques, optimal options for using various gaming tools at a certain stage of working on sound, which make it possible to interest the child and include him in purposeful work to correct sound pronunciation.
As practical experience shows, the most difficult and important stage in the work is the production and automation of sounds in syllables. The fact is that the syllable does not evoke a specific image in the child, is not recognized by him as a structural component of a speech utterance. And if a sound can sometimes cause an auditory association (z-z-z - a mosquito rings), then a syllable for a preschooler is a very abstract concept. Also, at this stage of work, the speech therapist does not have the opportunity to widely use subject and plot pictures with a given sound.
You can diversify the methods of your work with speech games that do not require special training and equipment. They are designed to automate sounds: isolated, in syllables and words.
Card file of speech therapy games for the formation of sound pronunciation:
1. “Dummy tongue”
A speech therapist on a model clearly shows the articulation of a particular sound. To do this, you can use plasticine or chewing gum "Hubba-bubba", which is soaked in water until the sugar dissolves and the dye becomes pale. The water changes periodically. Then a tongue of a certain size is molded from this mass, you need to store it in a special film, heat it up a little before use.
2. "Pyramid"
The child disassembles and assembles the pyramid, naming a sound or syllable when removing and stringing each ringlet.
3. "Attentive ears"
The child pronounces a sound or syllable, while the speech therapist encourages: “How well your tongue works. Left ear liked it. Repeat again for the right ear (speech therapist points to his ears).
4. “Who will stretch the thread further?”
The speech therapist and the child pronounce the sound for as long as possible, pulling the thread from the spool. Whoever has the longest thread wins and gets a prize.
5. “Who collected more?”
For each correct pronunciation of a sound or syllable, the child and the speech therapist take one berry (mushroom, chip) each. 2-3 children with the same type of disorders can participate, and the speech therapist acts as a judge and sums up.
6. “Repeat for Masha”
Masha doll is on the table. The child pronounces a sound or a syllable, and the doll encourages him: “What a fine fellow you are, how well you did! Can you say that again?" You can display several toys at once.
7. “Teach a toy”
The speech therapist takes any toy and asks the child to teach how to pronounce a sound or syllable.
8. “Fingers say hello”
The child alternately connects the fingers of both hands, starting with the little finger, while pronouncing a sound or syllable, or alternately touches the thumb to the index, middle, ring, little fingers of one hand, pronouncing a sound or syllable.
9. “Flower”
Syllables and words are pronounced with extension and bending of the fingers (the petals open and close).
10. “Little feet ran along the path”
With the index and middle fingers, the child steps on the table, pronouncing a sound or syllable for each step.
10. "Ladder"
First, the child lays out a ladder on the table, the steps of which can be made of cubes, sticks, matches. Then he needs to walk his fingers up and down the steps, pronouncing the sound or syllable correctly.
11. “Roll the ball”
The speech pathologist asks the child to roll the ball across the floor. While the ball is rolling, the child must pull the sound. 2 children can play, rolling the ball to each other and pronouncing a sound or syllable for a long time.
12. "Gate"
The child with his hands in front of his chest depicts a closed gate. You can let syllables or words with a given sound into the courtyard. At the end of the game, children can be asked to remember the words they missed “into the yard”.
13. “Magic wand”
You need to repeat the sound or syllable as many times as the speech therapist hit with a stick.
14. “Swipe a syllable along the audio track”
The speech therapist draws a smooth path on a piece of paper, in an album or notebook, following which the syllable must be pronounced in a calm voice, along a wavy one - loud.
15. Chamomile
The speech therapist draws a camomile on a piece of paper, in an album or notebook. In its center he writes the desired consonant letter, and on the petals - vowels. The child puts his thumb in the middle of the flower, without closing the letter, and with his index finger moves from one petal to another, reading direct syllables clockwise, reverse syllables counterclockwise: SA, CO, SU, SY, AS, OS, US, YS.
16. "Teasers"
The speech therapist calls direct syllables and asks the child to say the opposite.
17. “Kapitoshka”
The speech therapist draws a cloud on a piece of paper, in an album or notebook. There are droplets near the cloud, like ladders, along which Kapitoshka likes to jump. The child “jumps” drop by drop with his finger and pronounces a sound or syllable.
18. "Jumps"
The speech therapist invites the child to play with the frog and draws water lily leaves on a piece of paper, in an album or notebook: “The frog loves to jump on the water lily leaves and sing different songs: Sa-Sa-Su-Sy. Let's try jumping with the frog too." If the water lily leaves are close, then the syllables are pronounced in a row, and if they are located at a distance, then you need to pause.
19. "Sonic flight"
The speech therapist draws flowers on a piece of paper, in an album or notebook and invites the child to play with the bee: “The bee collects nectar, flying from one flower to another, and sings a song: Za, Zo, Zu, Zy. Let's sing a song with the bee.
The proposed games are easy to use, accessible to parents, tested in practice and help to overcome “armchair speech” more easily, reduce the time of working on sound, allow you to achieve a stable improvement in the pronunciation of speech, increase motivation, turn boring classes into exciting ones, the child leaves with activities with a keen interest in the game and the desire to continue it tomorrow.
Work to clarify the pronunciation of sounds and their differentiation is one of the aspects of educating the sound culture of children's speech. It combines the development of speech breathing. Voices, mobility of the articulatory apparatus, the development of a normal tempo, rhythm of speech, contributes to the development of expressiveness of speech, phonemic hearing, sound analysis and synthesis.
The formation of the correct pronunciation goes simultaneously with the work to improve all sections of the pronunciation side of speech.
In the process of working on the sound culture of speech in each age group, their own tasks.
First junior group
1. To develop the child's speech-motor and speech-auditory analyzers for the timely development of the pronunciation side of speech.
2. To educate auditory attention, speech breathing, the main qualities of the voice.
3. Call the correct pronunciation of sounds.
Second junior group
1. To prepare the articulatory apparatus for the correct pronunciation of all sounds of the native language, training its basic movements during articulatory gymnastics and in the process of working on sounds that are simple in pronunciation.
2. Develop auditory attention, speech hearing. Speech breathing, strength and pitch of the voice.
3. Develop a clear pronunciation of words, sentences, a calm pace and a measured rhythm of speech.
middle group
1. To prepare the articulatory apparatus for the correct pronunciation of all the sounds of the native language, I train its basic movements during articulatory gymnastics.
2. Call and fix or clarify the pronunciation of whistling sounds.
3. Develop phonemic hearing, speech breathing, strength and pitch of voice.
4. develop a clear pronunciation of words, sentences, a calm pace and a measured rhythm of speech.
Senior group
1. To train the clarity of movements of the organs of the articulatory apparatus in the process of articulatory gymnastics and in working on certain sounds.
2. Call and reinforce, and in some children only clarify the pronunciation of certain sounds.
3. Continue work on the development of phonemic hearing, speech breathing, strength and pitch of the voice.
4. Continue to work on a clear pronunciation of words with the release of individual sounds in the voice, on a calm pace and measured rhythm of speech.
preschool group
1. Continue to work on a clear, clear pronunciation of all sounds in various combinations.
2. Develop sound analysis of words.
3. To develop the ability to differentiate sounds similar in sound or articulation.
Since gaming activity is leading for preschool children, in order to implement the listed tasks, it is necessary to select games. In the selection of games, educators can be helped by such manuals as “Educating the correct pronunciation” by M.F. Fomicheva, “Come up with a word” by O.S. Ushakova, “Speech games” by V.I. Seliverstov, "Games and game exercises for the development of speech" G.S. Shvaiko and others.
First junior group
The game "Sun or rain?"
Target. Teach children to perform various actions according to the sound of the tambourine.
The teacher says to the children: “Now we will go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring a tambourine (tambourine), you will have fun walking to its sounds. If it starts to rain, I will begin to knock on the tambourine, and you, having heard the knock, must run into the house. Listen carefully when the tambourine rings, and when I knock on it.
The game "Launching boats"
Target. To achieve from each child the ability to pronounce a sound for a long time f on one exhalation or repeatedly pronounce the sound P in one breath (p-p-p).
Children sit in a large semicircle. In the center, on a small table, is a basin of water. Summoned children, sitting on chairs, blow on the boats, making a sound f or P .
The teacher invites the children to ride a boat from one city to another, marking the cities with icons on the edges of the pelvis. In order for the boat to move, you need to blow on it slowly, folding your lips, as for making a sound f . You can blow just by stretching your lips with a tube, "but without puffing out your cheeks. The boat moves smoothly. But then a gusty wind comes up. "P-p-p ..." the child blows. (When repeating the game, you need the children to bring the boat to certain place.)
The game "The wind blows"
Target. Teach children to use a loud or soft voice depending on the situation.
Children sit in a semicircle on chairs. The teacher says:
“We went for a walk in the forest in the summer. We go through the field, the sun is shining, a light breeze is blowing and the grass is swaying, flowers (shows a picture). He blows softly, like this: “uuuu” (quietly and for a long time pronounces the sound at ). We came to the forest, picked berries. They were about to go back. Suddenly a strong wind blew (shows a picture). He hummed loudly: "uuuuuu..." (pronounces this sound loudly and for a long time). Children repeat after the teacher how a light breeze blows and how a strong wind hums.
Then the teacher shows the pictures without pronouncing the sound. at, and children imitate the wind.
Second junior group
The game "Whose ship is buzzing better?"
Target. To achieve the ability to direct the air stream in the middle of the tongue.
Each child is given a clean vial. The teacher says:
“Children, listen to how my bubble buzzes when I blow into it. (Buzzing.) Buzzed like a steamer. And how will Misha's steamer hum? The teacher turns to each child in turn, and then invites everyone to hum together.
The game "Who can smile?"
Target. To develop in children the ability to smile relaxed, showing the upper and lower front teeth.
Children sit in a semicircle. The teacher says: “When we are happy, we smile. Like this. (Shows how to smile.) When we smile well, we show our teeth. Smile, kids." The children smile, the teacher makes sure that everyone's teeth are visible, then asks: “Children, do you want Petrushka to come to visit us? (“Yes.”) Are you happy for him?” ("Glad.")
The teacher shows Petrushka" and asks: "Smile at him." The children smile. Then he hides Petrushka: "Children, Petrushka hid, and you hide your teeth, cover them with your lips. And when he shows up again, smile at him again. Now hide your teeth, close them with your lips, sit quietly and listen to a fairy tale.
Game "Guess who said"
Target. Teach children to distinguish between low, medium and high voice by ear.
Each child gets a picture of one of the bears. The teacher pronounces phrases from the text of the fairy tale, changing the pitch of his voice, imitating either Mishutka, or Nastasya Petrovna, or Mikhail Ivanovich. Children pick up the corresponding pictures.
Methodical instructions. In order to activate the attention of children, the teacher violates the sequence of statements of the characters, adopted in the fairy tale.
middle group
Exercise "Delicious jam"
Target. Teach children to raise the wide front edge of the tongue up.
The teacher shows a picture of a girl eating jam and says: “The jam is very tasty! The girl's upper lip is dirty. She will lick the jam from her upper lip like this. (Shows.) And now you lick the jam.
Methodical instructions. Showing how to lick the jam, the teacher makes a movement with a wide tongue along the upper lip up and down (and not from side to side). The upper lip should not be drawn into the mouth. When repeating the exercise, it is necessary to ensure that the children do not “plant” the tongue with their lower teeth: only the tongue works, the lips and lower jaw are motionless.
Exercise "Hammer a nail"
Target. Achieve from each child a clear pronunciation of an isolated sound d, learn to hear sounds t and d.
Children, imitating driving a nail into the wall with a hammer, beat their fist on the fist, making a sound d . The teacher conducts the exercise in subgroups and makes sure that the children pronounce the sound d loud, but not screaming. Then he asks: “Remember how the wheels of the car rattled? ("T-t-t.") That's right, they knocked softly: "t-t-t." How does a hammer hit the head of a nail? (“Loudly.”) The hammer knocks loudly, loudly. Let's knock again: "d-d-d." What does the tip of the tongue do when we speak d ?..” (“The tip of the tongue taps into the bumps behind the upper teeth.”)
Game "Wonderful box"
Target. Achieve correct pronunciation with ' in words.
The teacher brings a beautiful box. He shows it to the children and says: “We have pictures in this wonderful box. And what, you will now find out. I will call you one by one. You will take out a picture, show it to the children and say loudly and clearly what is drawn on it.
Game "Guess what to do"
Target. Teach children to listen to the pace of speech and perform movements at the appropriate pace.
The teacher utters the phrase several times at different tempos: “The mill grinds grain.” Children, imitating the work of the mill, make circular movements with their hands at the same pace at which the teacher speaks. The following phrases are also played out: “Our feet walked along the road”, “Children swam in the river”, etc.
Senior group
Phone game
Target. Exercise children in a clear, correct pronunciation of words with a sound combination j about.
Children sit on chairs that are placed in one row. The teacher says a word in a whisper to the first child, and he passes it on. Words should be whispered, but not distorted. The first one to distort the word sits at the end of the row. When the children have given the last word, you can ask them to make small sentences based on the pictures that the teacher has selected.
The game "Forest noise"
Target. To achieve (if possible) from each child the correct long pronunciation of an isolated sound sh. Learn to determine the position of the lips, tongue when pronouncing the sound sh.
The teacher remembers with the children how they went to the forest in the summer and saw tall trees there. They have green tops, twigs and leaves a lot. A breeze will come and the tops of the trees will sway, and they will sway and rustle: "shhh..."
Organization: Kindergarten No. 22 "Firefly"
Location: Chelyabinsk region, Verkhny Ufaley
The educational program, taking into account the requirements of the Federal State Educational Standard, provides for the direct educational activities of children.
Direct educational activities:
Contributes to the formation of a holistic picture of the world, since the subject or phenomenon in the lesson is considered from several sides: theoretical, practical, applied;
Forms cognitive interest, as the child receives a variety of knowledge, skills and abilities about the same subject or phenomenon through different integrative educational areas;
A smooth transition in the classroom from one type of activity to another allows you to involve each child in an active process, taking into account his individual abilities;
Unites children with common impressions, experiences;
Promotes closer contact between the educator and children in the process of solving the problems set by the educational program.
The beginning of directly educational activity involves the direct organization of children: it is necessary to switch their attention to the upcoming activity, arouse interest in it, and create an emotional mood. It is on this that the effectiveness of this activity largely depends.
You can start the lesson with speech gymnastics, with which children greet each other:
"Hello, golden sun,
Hello blue sky
Hello mother earth
Hello my friends!
Or you can do a phonetic exercise. The teacher asks the children questions, and the children answer in chorus:
Teacher: Are you awake?
Children: Yes! Yes! Yes!
Educator: Have you washed yourself?
Children: Yes! Yes! Yes!
Teacher: Are you dressed?
Children: Yes! Yes! Yes!
Teacher: Have you eaten breakfast?
Children: Yes! Yes! Yes!
Educator: Do you want to know the world?
Children: Yes! Yes! Yes!
Educator: We sing a song in the morning:
DU-DO-YES AND TU-TO-TA.
Children: DU-DO-YES AND TU-TO-TA.
You can create a special problematic game situation to activate the work on the sound culture of children's speech, which the children all need to solve together:
"Teach Pinocchio to speak correctly";
"Fix the mistake";
"Help doll Masha find words with a certain sound";
“Put the sounding words in a box”, etc.
Another organizational moment:
"The Frogs Smile"
Teacher: Do you like to travel? Then I invite you on a fabulous journey. The success of our journey depends on our mood, because in a fairy-tale country they do not like gloomy and angry people. Let's smile then. And to make our smiles beautiful, let's turn into frogs for a minute and practice:
Kwaka likes to smile - kwa-kva-kva.
Kwaka's mouth is up to his ears, at least the strings are sewn on.
Frogs really like to pull their lips straight to their ears -
Qua-qua-qua.
Smiling, laughing,
And their eyes are like saucers - kva-kva-kva.
Educator: we got funny frogs, with beautiful smiles, I think that you will have the same smiles during our trip.
You can also do finger exercises with words.
There are “active points” on the fingers and palms, the massage of which has a positive effect on the speech development of children and on the well-being of children, improves brain function, helps maintain good tone throughout the lesson, and funny rhymes help relieve mental stress.
The effectiveness of direct educational activity to a greater extent depends on how emotionally it proceeds, on the direct interest of children in this type of activity. It is the game motivation that helps to interest children and create a favorable - emotional mood. It helps throughout the entire time of this activity to develop the interest of children in obtaining a specific result, which children are intrigued at the beginning.
Consider several game motivations using material on the sound culture of speech.
younger preschool age
The arrival of a playable character.
Guys, look, today Kolobok came to visit us. He has a big request for help. But in order for us to understand him, and so that later he understands us, we need to do exercises for the tongue.
This Tongue has come (stick out tongue)
To the right he went now (pull to the right)
All you need to see
And walked to the left (pull to the left)
Up the tip lifts, (pull to the nose)
Down the tip lowers (pull to the chin)
The tongue does not get tired -
Pulling forward now. (pull forward)
I played hide and seek with you (hide your tongue in your mouth)
And he rushed off on a horse (click his tongue).
Well done! And now let's listen to what Kolobok will tell us and help him.
Middle preschool age.
"Engine"
The children receive an invitation from a fabulous artist to see his new paintings about autumn. And you can come to him on a fabulous train. Children become a locomotive. The teacher is a locomotive, and the children are wagons. Children clasp each other with their arms bent at the elbows, at the command of the teacher, they begin to move, unanimously pronouncing “CHUH-CHUH-CHUH”. The train moves slowly and the children pronounce the words slowly, then the train speeds up the movements and the children speak faster, the train rolls very quickly - the children speak very quickly. Then slow down the speech. They speak slowly and the train stops.
Senior preschool age.
"Ship"
Children receive an SOS signal from a sinking ship and are sent to help.
Children stand on the built ship, hug each other by the waist and swing left and right. The chosen captain conducts: to the right - inhale through the nose, to the left - exhale through the mouth through elongated and rounded lips. When you exhale, you get a noise similar to the sound "ffff". The exercise is performed calmly, rhythmically, in concert.
It is necessary to use the speech activity of children in various moments of directly educational activities on the subject of the week.
For example, when compiling a story, children remember the rule of correct speech:
Who wants to talk
He must speak
Everything is correct and clear
For everyone to understand .
If the children are talking about autumn, you can offer to pick up autumn leaves and play with them. Children will be the autumn breeze. At the beginning, there is no wind and the leaves do not move, then a light breeze blew (children lightly blow on the leaves), then a strong wind blows and blows off the leaves.
Exercise for the development of speech breathing (in winter you can use snowflakes).
If children need to cheer up some character, you can play imaginary musical instruments:
On the pipe: doo-doo-doo.
On the bells: ding-ding-ding.
On the balalaika: tremble tremble
On the drum: boom-boom-boom.
When consolidating a new concept or word, so that children remember better, you can say a pure phrase with this word:
La-la-la - this vase is made of glass.
In-In-In is a soft plasticine.
More-more-more - metal is heavier than plastic.
De-de-de-tree floats in the water.
Speech tongue twisters can be selected for each lesson, taking into account the theme of the week.
More-more-more - no rain, and I'm in a raincoat.
So-and-so - Tanya has a new coat.
As-as-as - we have new jackets.
Ke-ke-ke - this windbreaker is locked.
Arf-arf-arf - Regina has a warm scarf
If a character appears at the lesson, offer to guess it by sounds or onomatopoeia.
(you can make sounds yourself or use a sound recording).
This is an exercise in the development of phonemic hearing.
One of the forms of increasing the working capacity of children, preventing fatigue associated with great concentration, prolonged stress of attention during directly educational activities are physical education minutes. They have a positive effect on the activation of children's activities. The time of their implementation and the selection of exercises are determined by the nature and theme of the content of the activity. In order to enhance the emotional impact of physical minutes, you can use small poetic forms that activate the performance of both motor and speech phonetic exercises.
For example, physical education "Hares"
Hares are jumping: hop-hop-hop!
Yes, white snow.
They squat, listen - is the wolf coming?
One - jumped, two - bent down, stretched.
Three - in the hands of three claps,
Three head nods.
The hares sang a song:
LA-LO-LU-LA-LI
And sat down under a bush.
In the middle of a lesson or to change the activities of children in a lesson, you can use phonetic warm-ups:
Songs - "wonderful":
The whistle sounded strict - "SSS ..."
The bus hisses angrily - "SHSHSH ...".
The mosquito over the ear keeps ringing - "ZZZ ...",
The bee above the meadow is buzzing - "LJZHZH...".
Doves coo - "GRU - GRU",
An elephant trumpets - "TU - RU - RU".
Titmouse shadows - "SHADOW - SHADOW",
And the balalaika - "TRENDY - TALK".
The stream murmurs - "DING - DING, DING - DING",
The alarm clock is ringing - "CHIN - RING - RING".
Another game technique is "Playing with a book."
Children take out a specially designed phonetic book with phonetic stories from the game chest. They open it with any game technique (the teacher makes the necessary bookmark in the book in advance). In a group, children can learn the ritual technique of opening a book.
For example:
We clap our hands
We stomp our feet
We blink our eyes
And we open the book.
Phonetic stories, specially selected for the lesson, will help the teacher to work on a certain sound and diversify the activities of children, which contributes to the activation of children in organized forms of education. A phonetic story - a specially selected text with words for a certain sound - is aimed at working with a certain sound in the following areas: highlighting words with a certain sound, determining the position of a sound in a word, characterizing a sound.
Each story is accompanied by a number of exercises aimed at developing attention, memory, imagination, logical thinking. Performing these exercises helps to consolidate the clear pronunciation of this sound.
For example, the sound [B].
Smart crow.
Vova has a small dog. On Sunday, Vova walked with his dog in the yard. He accidentally dropped the leash. At this time, a crow flew up to the dog and grabbed the leash. The crow held the leash in its beak and flew. And the dog squealed merrily and ran after the crow. Suddenly, the crow saw bread crumbs on the feeder. She returned the leash to Vova, and she flew to the feeder. What a smart crow!
Reading the story is accompanied by showing illustrations that interest children, and after listening, the children look at the pictures and find words on them that have this sound, and the children are also invited to fly, waving their arms like wings and croak like a crow.
Special theatrical games and exercises selected according to the topic of the lesson will not only attract the attention of children, but also effectively affect the results of children's speech activity.
"Sick Tooth"
Children are invited to imagine that they have a very painful tooth, and they begin to moan at the sound [M]. The lips are slightly closed, all muscles are free. The sound is monotonous, stretching.
"Hello"
Children are invited to say hello with different intonational expressiveness on behalf of different characters (like a bear, like a fox, like a wolf, like Baba Yaga, like Smesharik, etc.)
"Trained Animals"
A child is selected - a trainer, some children are animals, the rest are spectators. The trainer asks the animals the simplest tasks, and they answer with the voices of different animals, uttering onomatopoeia the appropriate number of times.
Speech games.
"Curious"
The teacher asks the children questions, and the children answer with one word that begins with a certain sound.
What is the name of this boy?
(Sasha, Semyon, Seryozha, Seva, etc.)
Where does he live?
(in Sverdlovsk, in the capital, etc.)
What does he like to eat?
(sausages, crackers, salads, soup, etc.)
What is his dad's job?
(mechanic, gardener, watchman, etc.)
What products does he buy in the store?
(sour cream, drying, juice, herring, etc.).
You can use speech games with a ball, which are aimed at developing phonemic perception, fixing the correct pronunciation, and differentiating sounds.
Ball games free children from tedious, unnatural for their age immobility in the classroom, children willingly play these games.
First of all, the ball can be used in counting rhymes:
One, two, three, four, five,
Let's play with the ball.
Who is to throw, and who is to catch,
You will drive with us.
The ball can be used in games.
- “The ball we palm “knock”, we repeat the sound together”,
- “The vowel sound will be heard by the ears, the ball flies over the top of the head”,
- “We sing vowel sounds together with my ball”,
- “I want to say sounds and knock on the ball”,
- “First I knock on the ball, and then I roll it”,
- "Pass the ball - call the word",
- “We will connect a chain of words, the ball will not let us put an end to it”,
- “Catch the ball and throw the ball - how many sounds call”, etc.
The end of directly educational activities is devoted to summing up and evaluating the results. It is very important that each child receives an assessment of their activities, taking into account their specific achievements in this particular lesson. It is necessary that each child feel that the teacher sees his efforts, notes his successes, even if very small, but it is him; that it was his activities that helped to achieve the desired result. This stimulates the interest of children in subsequent directly educational activities.
Summary and evaluation of children's activities:
What did you like the most?
Who do you remember today, why?
Who can remind Pinocchio how to pronounce the sound correctly?
And who will be able to teach the children to play the speech game now? Etc.
Evaluation of children's activities by the educator:
On behalf of the fairy-tale hero, the educator gives an assessment, taking into account the fulfillment of tasks in the sound culture of speech. (I really liked how Sasha spoke all the sounds. Thanks to Masha, I learned from her to clearly pronounce the sound. I am very glad that Dasha and Pasha helped me remember the tongue phrase, etc.);
For the successful completion of the task, the children are awarded a prize to activate the sound culture of speech;
The teacher indicates the features of the achievements of each child in the sound culture of speech.
The use of gaming techniques for educating the sound culture of speech in directly educational activities will not only make this activity more interesting and exciting, but also in a playful, relaxed way will help to cope with problems in the sound pronunciation of your children.
Educators, always remember that knowledge acquired without interest, not colored by one's own positive attitude, emotions, does not become useful - this is a dead weight. You can always find something interesting and exciting, you just need to find it and give it to the children, which will encourage them themselves to similar finds and discoveries. It is only necessary to find a middle ground: do not complicate - children will not understand and do not simplify, making learning easier - children will look for easy ways. Let's try to work to the limit, proving to everyone, and above all to children, that we do not bear the proud name of Educator for nothing!
Difficult? How else?
Such is our highest destiny on earth: to shine, illuminate, ennoble, love, elevate, enlighten, sow reasonable, good, eternal in the souls of our pupils.
Literature:
- Vorobieva T.A., Krupenchuk O.I. Ball and speech. - St. Petersburg: KARO, 2003
- Gurin Yu.V., Pikuleva N.V. Difficult sounds.-M.: CJSC "OLMA Media Group", 2014
- Talkers. - M .: "Hutber-press", 2013
- Dmitrieva V.G. Tongue twisters and counting rhymes in pictures. - M .: Astrel; St. Petersburg: Owl, 2011
- Kartushina M.Yu. Logorhythmic classes in kindergarten. - M .: Sphere, 2005
- Kulikovskaya T.A. Articulation gymnastics in counting rhymes. - M .: Gnome, 2008
- Kulikovskaya T.A. Pure tongues and counting rhymes. - M .: Gnome, 2010
- Lopukhina I.S. 550 exercises for the development of speech. - St. Petersburg: Delta, 2000
- Lukina N.A., Nikkinen I.I. Teach me to hear. - St. Petersburg: Parity, 2003
10. Sozonova N.N., Kutsina E.V., Khrushkova N.G. Phonetic stories and fairy tales. Part 3. - Yekaterinburg: Litur Publishing House LLC, 2009
11. Sozonova N.N., Kutsina E.V., Khrushkova N.G. Phonetic stories and fairy tales. Part 2. - Yekaterinburg: Litur Publishing House LLC, 2012
12. Nishcheva N.V. Cheerful articulation gymnastics. - St. Petersburg: Detstvo-Press, 2015
13. Temnikova T.E. Logopedic games with pure words. - M .: Gnome, 2006
14. Shanina S.A., Gavrilova A.S. Finger exercises for the development of speech and thinking of the child.-M .: Ripol classic, 2010
Our Masha
Purpose: Automation of the sound sh in a connected text.
Game description
A boy and a girl are chosen. They sit on chairs in a circle and rhythmically, to the verses of children, as if bringing a spoon to their mouths. Children walk, holding hands, around Masha and Sasha and say:
Our Masha ate porridge,
Brother Sasha helped.
After these words, Sasha and Masha say:
Who will interfere with us
That we will chase.
cat and mice
Target: Sound automation sh in linked text.
Game description
A child sits on a chair with his eyes closed - this is a "cat". The rest of the kids are mice. To folk music, they quietly tiptoe around the cat and say:
Our mice rustled
The cat heard them.
Don't forget about the cat
Hurry, mouse, run away.
On the musical part, the “cat” wakes up, says “meow” and begins to catch up with the “mice”, which run into their “mink” (beyond the line). The "mice" that the "cat" caught must pronounce the word with the sound sh. The game can be played until all the "mice" except one are caught. A clever "mouse" becomes a "cat".
Target: Sound Automation in linked text.
Game description
Children (beetles) sit in their houses (on chairs) and say:
I am a beetle, I am a beetle
I live here,
I buzz all the time:
Zhu-zhu, zhu-zhu.
The folk melody "Beetles" sounds. Children "fly" in the "meadow" and buzz: w-w-w. The nature of the music changes - it started to rain. Children "fly" to their "houses" (chairs) and sit down there. The beginning of the melody sounds again.
sparrows and car
Target: Sound automation h in linked text
Game description
Children (sparrows) sit on chairs (in nests) and sleep.
The teacher says:
Sparrows live in the nest
they get up early in the morning.
Children continue:
Chick, chirp-chick-chick!
The teacher finishes:
And the grains peck merrily.
Under the “Spring song” by G. Frid, children scatter around the room, “peck grains”, “fly”. Suddenly, a musical signal sounds - a car horn. The children return to their seats.
Target: Sound automation with in text
Game description
"Owl" is chosen. All other children are "birds". "Owl" sits on a "tree" (chair) Under a cheerful polka, children quietly run around her. At the end of the music, they say, approaching the "owl":
Owl, owl, big eyes,
He sits on the bitch, sleeps very soundly.
In the morning the birds sang:
And the owl is tired.
"Owl" begins to catch "birds". And the "bird" that she caught becomes "owl" and must pronounce the word with the sound s.
Hunting for hares
Purpose: Differentiation of sound with in the text.
Game description
Three "hunters" are selected. The rest of the children are "hares". They stand in the rings outlined in chalk - their minks, and the hunters stand aside with "gun" balls.
There is no one here now
Bunnies, get out!
Let's all play
Sledding on the snow.
To folk music, they scatter all over the room, jumping. The music is changing. The teacher beats the drum, the "hunters" run out and begin to hunt the "hares". They must hit the "hare" with the ball before he runs to his mink. Those caught remember the word with the sound s and sit on chairs. Game continues.
Geese - geese
Target: Differentiation of sounds in words and sentences.
Game description
"Shepherd" and "wolf" are chosen. The rest of the children are "geese"
Shepherd says:
Geese, geese, where are you from?
We are from home.
"Shepherd":
Ha-ha-ha, to the meadows.
Grass grows there.
Under the cheerful polka, "geese" walk and "nibble the grass." Suddenly the music is interrupted, it was a "wolf".
Shepherd says:
You need to run home
The wolf will chase you.
"Geese" cackle and run home (to the chairs). "Wolf" catches them. Those who are caught are out of the game. They have to say a word with designated sounds.
