Games and exercises to develop the sound culture of speech in children of senior preschool age. Games and exercises on speech sound culture
Correcting deficiencies in sound pronunciation and forming correct and clear pronunciation of sounds in preschoolers should acquire the character of a specific system. It includes, first of all, auxiliary exercises for the development of speech hearing and auditory attention, speech breathing, tongue gymnastics, exercises and games for the development of speech hearing and auditory attention.
Such games and exercises can be used both when working as a teacher or speech therapist in a kindergarten, and by parents when playing games at home.
Game "Recognize the sound."
Choose words with sounds that are similar in sound (w, s, z, z, zh) and invite the child: “I will name the words, and when you hear the sound “sh” in the word, clap your hands.” An adult names words: “bag”, “noise”, “soup”), or words with the sound “zh” (“beetle”, “tooth”, “woman”, “castle”), but the child claps his hands only after hearing the right sound.
Game "Broken Phone".
In a family setting, all family members should take part in this game: adults and children. For the game, words with hissing (zh, sh, ch, sh) and sonorant sounds (r, l, m, n) are selected. The presenter (maybe a child) whispers a word into the ear, which is passed on, and the latter says out loud the word he heard. If the word is distorted, it is determined who heard the word incorrectly.
Game "Assignment".
At a distance of 5-6 meters, the child is given a whispered instruction to bring the necessary thing. For example: “Bring me a bowl”, “Bring Misha”, or “Show your teeth..., lips...”.
The game exercise “Find out what word I said” is carried out in a similar way. An adult pronounces a word in a low voice at a certain distance (6-7 m), and the child repeats it.
Useful for the development of auditory attention are exercises like “Listen to what the room is saying” (someone knocked, a door creaked, the striking or ticking of a clock, the noise of a refrigerator motor, the gurgling of water in a tap...), “Listen to what the street is saying , park, forest" (birds singing, wind noise, people's voices...).
Language gameshelp to effectively develop phonemic hearing in preschoolers, reinforce correct pronunciation, cultivate fluency of speech, train speech breathing and muscles of the speech organs. During games, children’s concepts and ideas are clarified and consolidated, their creative imagination, thinking, speech. In the future, the child perceives faster and easier new material, masters new knowledge and skills.
Game "Birthday"
Children choose the birthday boy. Everyone shows with gestures, movements and facial expressions what they are giving to the birthday boy, and the birthday boy tries to guess.
The game begins with the words: “I give...”
Game "Show off"
Children are divided into teams. Each team plans a word and, using non-verbal means, presents the word to the other team, who must guess it.
Game "Window"
The players stand opposite each other. The teacher says: “Imagine that you are separated by a window with very thick glass. Attempts to scream are in vain - your partner will not hear you. But he needs to tell him very important news. Try to convey to your partner the content of the conversation without saying a word.” After this, he speaks into the children’s ears the task - the news that needs to be conveyed.
Game "Chain"
The first child names the object, the second - its properties, the third - a new object with the same properties, the fourth - another property of the new object, and so on. For example: carrots - carrots are sweet - sugar is sweet - sugar - snow is white-white.
Game "Painting"
Everyone sits in a circle. One is holding in his hands Blank sheet paper and tries to imagine the picture drawn. He begins to describe her in detail. Then he passes the sheet with the imaginary picture to another, who continues the imaginary description.
Liniza Mambetova
Summary of the lesson on sound culture of speech “Sounds [З]-[З’]”
Lesson notes on sound culture of speech.
Topic: Sound Z-Z
Target: Getting to know the sound Z. Formation of correct articulation of sound Z. Muscle development speech apparatus using articulatory gymnastics. Learn to pronounce the sound “z” firmly and softly, loudly and quietly. Development of speech breathing and targeted air flow. Development of phonemic hearing. Correct pronunciation of the sound z-z in pure tongues.
Tasks:
educational: Exercise children in the pronunciation of the sound Z-z, in syllables and words; learn to pronounce the sound Z firmly and softly loudly and quietly; distinguish words with this sound.
developing: Develop phonemic hearing: learn to distinguish by ear and name words that begin with a given sound and contain this sound, develop speech attention. Improve intonation expressiveness.
educational: to cultivate the sound culture of speech; enrich and activate the child’s vocabulary; cultivate a culture of communication.
Methodical techniques: Didactic game low mobility “Who can match their pictures faster?” conversation.
Material: Pictures - mosquito. Pictures for a given sound. A mosquito on a string. Big and small mosquito. Tambourine. Pictures - symbols articulation exercises. Two identical pairs of pictures.
Progress of the lesson.
1. Org. moment.
Educator: “Guys, guests came to our lesson today. They want to look at you and see how smart and obedient you are. Let's show them what we can do. In class we learn to speak. And our lips, teeth and tongue help us speak. So let's first do some gymnastics for the tongue. And our friends will help us with this.”
The teacher takes out pictures - symbols.
Articulation gymnastics: Hippo, smile, fence, straw, hamster, horse, delicious jam.
2. Main part.
Educator: “Guys, listen, it seems there is someone else here - that is. Who is it ringing: “ZZZZZ.”
He takes out a box with a mosquito. Do you want me to teach our tongue to sing the sonorous song of a mosquito?
Invites the children to ring along with the mosquito. Voices movements. Explains articulation: when we sing a mosquito song, the tongue below, behind the lower teeth, the neck rings.
Educator: Let's all release our mosquitoes together and sing: “Z-z-z.” Let's now listen to the boys sing the mosquito song. Will girls be just as loud? Now watch my wand. When I raise my wand, you will loudly sing the mosquito’s song, and when I lower it, you will sing the mosquito’s song quietly.
Educator: “The mosquito wants to play with you. Let us catch mosquitoes."
Children, together with the teacher, sing a mosquito song, and then “catch” an imaginary mosquito with their palms (clap).
Educator: “And now you yourself will turn into mosquitoes, ring and fly. But as soon as you hear the sound of a tambourine, immediately sit down on the chairs.”
Game: “The mosquitoes flew in and sat on the balls.”
Educator: “Guys, the mosquito on its back brought you pictures. The pictures show objects whose names begin with the sound Z.”
The teacher displays pictures on a magnetic board. Children name words independently or with the help of a teacher. The teacher clarifies that all these words begin with the sound Z.
Educator “Now let’s blow on the mosquitoes and they will fly.”
Breathing exercise: “Mosquito on a string.”
A game for developing phonemic awareness “Which mosquito is ringing?”
The teacher shows two pictures: a big mosquito and a small mosquito. The big mosquito rings very angrily, evil - zzzzzzz. And the little mosquito rings tenderly, softly.
The teacher says the sounds z and z in sequence. And children make an angry expression on their faces if they hear the sound z - “the song of a big angry mosquito.” And they smile if they hear the song of a little mosquito.
(You can give the child pictures of two mosquitoes and ask him to pick up the desired picture when he hears the song of this mosquito.)
The mosquitoes are tired, let them rest, and we will play with you.
"One is many."
I will name one object, and you will name many.
One umbrella - many umbrellas.
One bunny - many bunnies.
One plant - many? Factories
One mosaic - many -? Mozaek…
Educator: Well done! In the mosquito music school, the kids are mosquitoes (they can also be called differently: you are guys, and they are (mosquitoes), you are kids, and they are (mosquitoes)
They perform complex songs.
(Purely speaking:)
For - for - for - the goat goes.
Zu-zu-zu - I'm herding a goat.
For - for - for - the goat eats grass
Ze-ze-ze - give water to the goat.
For-for-for, zya - zya - zya - you can’t be naughty.
Zyu-zu-zyu, zu-zu-zu - don’t tease the goat.
Zu-zu-zu, zu-zu-zu, Zoya leads the kids and? ... a goat!
Zoy-zoy-zoy, zoy-zoy-zoy. The kids go with? ...Goat!
Educator: Children, now we are going to play the game “Who will match their pictures faster?” Listen to the rules of the game.
1. Divide all the pictures into two identical paired groups. Place one group of pictures in a stack on the table with the pictures facing down. Distribute another similar group of pictures to the children.
2. One child takes a picture from the pile and shows it to everyone. He calls it: “I have a nest.” Another child, having the same picture, says: “And I have a nest.” Both children place their paired pictures on the table.
3. Conclusion.
Well done! Let's remember again and tell you that the mosquito, for your correct answers, will rise higher and higher listening to you,
What new sound did we meet today?
(sound z)
Educator: What else did we call this sound?
(Song of a mosquito).
Educator: What does a mosquito song sound like?
Educator: “Well done guys. But our lesson has come to an end and it’s time for the mosquito to fly away. Say goodbye to him."
Publications on the topic:
Summary of the lesson on sound culture of speech “Sound [H]” Communication. (Speech development) Sound culture of speech: the sound “Ch” I show an image of the number 4. What do you think this is? Children call.
Summary of an integrated lesson on the sound culture of speech in the preparatory group "Family" Summary of the integrated lesson in preparatory group on the sound culture of speech “Family” Goal: To consolidate children’s knowledge of consonants.
Notes on the sound culture of speech Municipal budget preschool“Kindergarten No. 132” is a general developmental type with priority implementation of activities in the area.
Summary of a lesson on the sound culture of speech and preparation for teaching literacy “Funny Sounds” Program tasks: Learn to select words that sound similar, determine the length of a word. Learn to trace and hatch. Improve phonemic skills.
Summary of a lesson on the sound culture of speech in the first junior group “Sounds [t]-[d]” Program content. Educational objectives. To train children to clearly pronounce isolated consonant sounds “t” “d”. Shape.
Upbringing sound culture speech includes work on teaching correct sound pronunciation, which has always stood out as the leading line of speech development for children 3–4 years old.
To develop the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments- pipe and bell; the pipe plays “doo-doo”, the bell rings “ding-ding”, thereby strengthening the pronunciation of hard and soft sounds.
Diction (distinct and clear pronunciation of words, syllables and sounds) is practiced using special speech material; these are pure jokes (“If-if-if- smoke is coming from the pipe"), as well as nursery rhymes, sayings, phrases containing a certain group of sounds (“Sanya’s sleigh rides on its own”), exercises for finishing syllables, naming words that sound similar (mouse - bear).
Games and exercises for the pronunciation of hissing sounds can be combined thematically. So, after looking at the picture “Hedgehog and Hedgehogs,” an adult asks you to complete a number of tasks: clearly pronounce phrases with the sounds [ w] and [f] (“Sha-sha-sha - we are giving the baby a bath; shu-shu-shu - I’ll give the baby a mushroom; shi-shi-shi - where are the kids walking? or: zha-zha-zha - we saw a hedgehog; zhu -zhu-zhu - we’ll give the mushroom to the hedgehog; zhi-zhi-zhi - where do hedgehogs get mushrooms?”). Such exercises help children master the intonation of a question and develop their sense of rhythm.
By isolating the sound while clearly pronouncing a word or phrase, the child is led to an understanding of the terms “sound” and “word”.
It is necessary to pay closer attention to the development of intonation sense, rate of speech, diction, and voice strength, since these skills contain the most important conditions further development all sides of speech.
Purpose of the game:Distinguish between adult animals and young animals by onomatopoeia, correlate the names of an adult animal and its young.
For this game you will need figures: mouse and little mouse, duck and duckling, frog and baby frog, cow and calf, cat and kitten. If selecting figures causes difficulties, you can select pictures or fashion toys from plasticine, involving the child in joint activities.
Animals come to visit the child (by car, by train), they want to play. The child must guess whose voice he heard.
Meow meow. Who is that meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow meow.)
Moo-oo–who moos like that? (Cow.) And who is her baby? (Calf.) What voice does he moo in? (Thin.) Now listen again and guess who is mooing - a cow or a calf?
The rest of the toys are played in the same way. You can invite the child to call the toy correctly, then he can play. (“Little Frog, come to me”, “Duckling, play with me”).
In such games, children learn to distinguish between adult animals and their young by onomatopoeia (a cow moos in a loud voice, and a calf in a quiet, thin voice; a frog croaks loudly, and a little frog croaks subtly).
Similar games can be played with different animals. For example, an adult shows a picture to a child. There is a bird drawn on it.
This is a bird. She lives in the forest and sings her song: peek-a-boo, peek-a-boo. Who is this? (Ku... - the adult invites the child to pronounce the word independently.)
And who is this? (Rooster.) And we affectionately call him... (Cockerel). Petya the Cockerel screams... (cuckoo).
Listen to the words “cuckoo”, “petuuuh”, “uuutka” (the sound “u” is emphasized in the voice). These words have the "u" sound.
Its emotionality and expressiveness depend on the sound design of a statement, so it is important to teach children the ability to clearly pronounce simple phrases using the intonation of a whole sentence, question or answer.
For example, Russian is read to children folk song"Rocktail Hen." The adult first reads the entire song to the child, and then the dialogue begins. You can make your child a chicken hat and invite him to answer the following questions:
Little hen - hazel grouse, where are you going?
To the river.
Little hen, why are you coming?
For water.
Little hen, why do you need water?
Give the chickens water. They are thirsty.
They're squealing all over the street - pee-pee-pee!
Children are also offered pure sayings and phrases from poems; they pronounce them with different voice strengths (quietly - loudly - whispering) or at different tempos (fast - slow). At the same time, you can change the intonation (ask, answer, convey joy, sadness, surprise).
Work on cultivating the sound culture of speech includes the formation of correct sound pronunciation, the development of phonemic perception, the vocal apparatus, speech breathing, the ability to use a moderate rate of speech and intonation means of expressiveness.
Children are introduced to new terms and the terms “sound” and “word” with which they have already become familiar are clarified. For this purpose, games and exercises are carried out: “How does a word sound”, “Find the first sound”, in which children learn the ability to find words that sound similar and different. Children can select words for a given sound, determine the presence or absence of a sound in a word. By selecting certain toys and objects whose names contain a certain sound, they begin to understand that the sounds in a word are different.
"Find the first sound"
Target:learn to clearly identify the first sound in a word.
For this game you need a car and various toys, but among them there must be an elephant and a dog.
The adult invites the child to name all the toys and take for a ride in the car those animals whose names begin with the sound [s] (elephant, dog). If a child names a word that does not have the sound [s], then the adult pronounces this word, highlighting each sound, for example, koooshshshkaaa.
An adult puts a goose in a car, but the car does not move.
-The car won’t move because the word goose has a sound [s], not [s].
Developed speech hearing allows children to distinguish between rising and falling voice volumes, slowing down and speeding up the rate of speech of adults and peers. Moreover, such exercises can be carried out in parallel with the selection of sounds in words and phrases.
"Loud–whisper"
Target:teach children to select similar-sounding phrases and pronounce them loudly or in a whisper.
The adult says that a wasp flew to visit the kitten. First, you can say the phrase together: “Sa-sa-sa - a wasp flew to us.” Then this rhyme is repeated loudly - quietly - in a whisper (together with an adult and individually):
Su-su-su - the cat drove away the wasp (the text is pronounced quickly and slowly).
Invite your child to finish the phrase on his own: sa-sa-sa... (there's a wasp flying there), su-su-su... (I'm afraid of the wasp).
Special attention attention is paid to the intonational expressiveness of speech; children are taught to speak in different voices and different intonations (narrative, interrogative, exclamatory) in dramatizations. To develop good diction, clear and correct pronunciation of both individual words and phrases, special material is widely used (pure sayings, nursery rhymes, counting rhymes, short poems), which is pronounced by children with different voice strengths and at different tempos. When solving riddles, children can determine whether a given sound is in the answer.
“What does Tanya say?”
Target:distinguish between different intonations and use them in accordance with the content of the statement.
The adult takes the doll and begins to tell: “This is Tanya. She is walking home from a walk and hears: someone meows plaintively, like this - meow-meow (plaintive intonation). How did the kitten meow? (The child repeats.) Tanya took the kitten in her arms, brought it home, and poured milk into a saucer for it. The kitten meowed joyfully, like this: “meow-meow” (happy intonation). Then the dog came running and began barking loudly at the kitten. The kitten got angry and began to meow angrily, like this: “meow-meow” (angry intonation). But Tanya quickly reconciled them. The kitten and puppy began to meow and bark cheerfully. The child tells the whole story independently (an adult, if necessary, helps with a separate word or sentence), conveying all the intonations of the content of the text.
Ministry of General and vocational education Sverdlovsk region
State budgetary educational institution of secondary vocational education of the Sverdlovsk region
"Kamyshlovsky teacher training college»
A collection of speech exercises aimed at developing the sound culture of speech in middle school children preschool age
44.02.01 Preschool education
Kamyshlov, 2017
Compiled by: Skakunova O.A., student at Kamyshlovsky Pedagogical College, group 43, specialty: 02/44/01 Preschool education.
©GBPOU SO "Kamyshlovsky Pedagogical College", 2017
Explanatory note
This collection is intended for preschool workers educational institutions, educators and methodologists, as well as for parents interested in the development of speech in preschool children. This collection presents games and exercises for developing the sound culture of children's speech. Games and exercises developed by O.S. Ushakova and E.M. Strunina, M.M. Alekseeva, B.I. Yashina.
Solving learning problems native language and speech development of children of primary, middle and senior preschool age, is carried out in accordance with the approximate general education program preschool education“from birth to school” in the following areas: education of sound culture of speech, vocabulary work, formation of the grammatical structure of speech, development of coherent speech. Particular attention is paid to addressing the priority areas of each speech task diploma project on the formation of sound culture of speech of children of middle preschool age.
In the education of the sound culture of speech, this is awareness of the phonological means of language, the intonational expressiveness of speech. The development of the sound side of speech is closely related to a child’s learning to read and write, the ability to recognize the place of sound in a word, to identify hissing, whistling, sonorant, hard and soft, vowel and consonant sounds. All these skills are necessary for a child to further learn to read.
It is recommended to conduct classes on differentiating sounds using play material available to children, conducting exercises in the form of games: with pictures, toys, onomatopoeia, with elements of movement, with singing; reading and memorizing poems, jokes, nursery rhymes, proverbs.
| Explanatory note | |
| Bibliography |
Section 1 “Exercises for the development of auditory attention and mobility of the speech-motor apparatus of children”
Exercise “Sun or Rain?” Goal: To develop in children the ability to switch auditory attention.
Short description: The teacher says to the children: “Now we’ll go for a walk. We go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you must run into the house. Listen carefully when the tambourine rings and when I knock on it.” The teacher plays the game, changing the sound of the tambourine 3-4 times.
Exercise "Guess who's screaming." Topic: Educating children in the ability to concentrate auditory attention.
Goal: To teach children to identify a toy by onomatopoeia.
Brief description: The teacher takes out the prepared toys (one at a time), plays with them, imitating the cry of the corresponding animals, then asks the children to listen and guess by their voice who will come to visit them. The child chosen by the teacher goes out the door and, opening it slightly, gives a voice, imitating one of the animals, and the children guess who it is. The game can be repeated 5-6 times. It is necessary to ensure that children listen carefully and activate them with questions.
Exercise "Guess who's coming." Topic: Developing the ability to determine the tempo of a tambourine sound.
Goal: To teach children to perform actions according to the tempo of the tambourine.
Brief description: The teacher shows the children a picture of a heron and says that her legs are long, she walks importantly, slowly, as slowly as a tambourine will sound. The teacher slowly knocks on the tambourine, and the children walk like herons. Then the teacher shows a picture of a sparrow and says that the sparrow is jumping as fast as a tambourine will sound. He quickly knocks on the tambourine, and the children jump like sparrows. Then the teacher knocks on the tambourine, constantly changing the tempo, and the children either walk like herons or jump like sparrows.
Guidelines: You need to change the tempo of the tambourine no more than 4-5 times.
Section 2 “Exercises for the formation and consolidation of sounds that form the correct sound pronunciation”
Exercise "In the yard." Goal: To develop speech hearing and the ability to imitate.
Equipment: Toy rooster, chicken, cat, dog, cow.
Progress: The teacher expressively reads the poem and shows the corresponding toys.
Ku-ka-re-ku! I look after the chickens.
Where, whack, whack! She got carried away in the bushes.
Mur-mur-mur, I'm scaring the chickens!
Am-am! Who's there?
Quack-quack-quack! It will rain tomorrow morning!
Moo-moo-moo! Milk for anyone? (A. Barto) After reading the poem, the teacher asks the child questions: “How does a cow moo?”, “How does a dog bark?”, “How does a duck quack?”
Progress: The teacher shows the hammer and offers to listen to how it knocks “knock-knock-knock”. The child imitates tapping: he taps his palms with a fist and a hammer and repeats “knock-knock-knock.” The teacher says: “My hammer can knock loudly (knocks and loudly says “knock-knock-knock”), or maybe quietly (shows).” The kid repeats. Next, the teacher says that you can knock with a hammer quickly and slowly (shows and pronounces the onomatopoeia “knock-knock-knock” at a fast and slow pace). The kid repeats. At the end of the game, you can let the child knock with his hammer.
Exercise. Poem "Woof-Woof". Goal: To achieve from children clear pronunciation of sounds in various onomatopoeias. Preparatory work. Select pictures with images of: puppy, horse, calf, chicken, kid, magpie, goose.
“Woof! Woof! - at dawn,
“Woof! Woof! - outside.
A puppy was running in the yard,
And in the stable the horse neighed.
He got angry: “What are you doing?
Are you disturbing your sleep? E-go-go!
And the calf said: “Moo!”
It prevents him from sleeping.
And the calf said: “Pi!
You, puppy, sleep some more!”
And the kid: “Meh!” yes "Meh!"
“They didn’t let me take a nap.”
And the puppy is all “Woof!” yes "Woof!"
He has a cheerful disposition!
And this cheerful disposition
It's called "Woof - Woof!"
Exercise “What appeared?” Goal: Achieve correct pronunciation sound “zh” in words, develop the ability to pronounce words clearly, loudly enough, develop phonemic hearing.
Content: The teacher puts on the table toys whose names contain the sound “zh” (giraffe, hedgehog, etc.). The guys call them. Then the teacher covers the toys, changes their places and adds a new one, which also has the sound “zh” in the name, for example a teddy bear or a flag. Opening it, he asks what's new. Then the teacher invites the children to choose words that contain the sound “zh”.
Exercise “Tea for Tanya.” Goal: Automation of the “ch” sound in sentences.
Description of the exercise: Children sit in front of the teacher’s table. On it there is a doll table with a tea set, around which four dolls sit on chairs. The teacher says: “Children, let’s give the dolls pet names" The children call them: “Tanechka, Valechka, Anechka, Manechka.” Then the teacher calls one child and invites him to pour tea from the teapot into Tanya’s cup. The child accompanies his actions with the words: “I take the kettle and pour tea into Tanya’s cup. I give Tanya cookies.” Having seated the child in his seat, the teacher asks the other children: “What did Seryozha do?” The children answer. Then another child is called, and the teacher asks him to complete the task.
Exercise “Be attentive.” Goal: To teach children to correctly pronounce the sound “u” in words.
Today we will look for the sound “u” in words. I say the words, and you clap your hands if you hear this sound. (Words: “pike”, “lamp”, “broom”, “brush”, “train”, “cubes”, “puppy”, “cabbage soup”, “bread”, “firewood”, “chips”, etc.)
Exercise “Red - White”. Goal: Finding the sound in a word perceived by ear.
Equipment: Two mugs for each child (red and white).
Description of the exercise: The teacher invites the children to listen carefully and determine which word contains the given sound. If the word has a given sound, children should raise a red circle; if not, they should raise a white circle.
The sound “a” is given, the onion is a white circle, the poppy is a red circle.
The sound “k” is given, the cabbage is a red circle, the ball is a white circle.
Exercise “What is an object for?” Goal: To consolidate the pronunciation of a certain sound in syllables and words.
Material: Texts of pure proverbs.
Progress of the exercise:
Guys, there are such funny poems that don’t tell you anything, they’re just funny. Let me start telling them, and you continue:
“Sa-sa-sa” - lives in the forest... (wasp, fox)
“So-so-so” - he rolled the axle... (wheel)
“Su-su-su” - I take... (braid)
“Sy-sy-sy” is the sting of... (a wasp).”
Exercise. Fairy tale “Once upon a time there were sounds.” Purpose: to remind children of the structure of the articulatory apparatus; introduce the concept of vowels and consonants and their color designation; improve phonetic-phonemic perception; develop motor skills of the articulatory apparatus.
Material: chips red and blue colors, conventional houses in red and blue colors, object pictures for vowels and hard consonants, a ball, pencils in red and blue colors.
Course of the lesson: Reading the didactic fairy tale “Once upon a time there were sounds.”
“Not in some kingdom, not in some state, but sounds live and live in your mouth. The house they have is so good (open mouth). There is a ceiling (touch the upper palate with your tongue). The floor is the lower palate, the door is the lips. There are even bone grilles for strength (to close and open teeth). Everything would be fine, but the Serpent Gorynych settled in the house (move the tip of your tongue). And he began to do his evil deeds. He misses some sounds freely, like this (clear articulation of the teacher): “a”, “o”, “u”, “y”, “e”, “and”. These sounds pass freely and wear red dresses. They are called vowel sounds. And in the way of other sounds, the Serpent Gorynych builds various barriers: either he will close the door with “mm-mm”, then he will press “t-t-t” to the ceiling, then he will make the sounds hiss “sh”, snort “f”, whistle “s” ", wheeze "x". Then the Serpent Gorynych hits with his tail “r”. These sounds do not pass freely through the mouth, they wear blue dresses and are called consonant sounds” (According to L.P. Tsareva). The teacher pronounces these sounds together with the children, clearly articulating them.
Section 3 “Exercises to work on diction, tempo and rhythm of speech, speech breathing, voice strength and intonation expressiveness”
Exercise "Loud - Quiet." Goal: Develop the ability to change the strength of your voice: speak loudly or quietly.
Equipment: Large and small dogs or other toys.
Progress: The teacher shows two dogs and says: “The big dog barks loudly: “Aw-Aw.” How does a big dog bark? (child repeats loudly). And the little dog barks quietly: “Aw-Aw.” How does a small dog bark? (child repeats quietly).”
Exercise “Come play with us.” Goal: Develop the ability to use a loud voice.
Equipment: Toy bear, bunny, fox or other animals.
Procedure: At a distance of 2-3 meters from the baby, the teacher places the toys and says: “It’s boring for the bear, the bunny and the fox to sit alone. Let's invite them to play with us. For them to hear us, we need to call loudly, like this: “Bear, go!” The child and the teacher call the bear, bunny and fox and play with them. It is important to ensure that the child calls for toys loudly, but does not scream.
Exercise "Don't wake the doll." Goal: To develop the ability to use a quiet voice.
Equipment: A doll with closing eyes, a crib with bedding, small toys (a cube, a ball, a car, etc.), a toy box.
Progress: The teacher says, pointing to the crib with a sleeping doll: “Katya walked a lot, got tired, had lunch and fell asleep. And we need to put away the toys, but very quietly, so as not to wake Katya. Tell me quietly which toy needs to be put in the box.” The child quietly names the toy. It is important to ensure that the baby speaks quietly, but does not whisper.
Exercise "Dandelion". Goal: To develop the ability to exhale air through the mouth for a long time and smoothly, to activate the muscles of the lips.
Progress: The exercise is carried out outdoors. The teacher invites the child to pick a faded dandelion and blow on it so that all the fluff flies off. The child can do this by blowing on the flower 3-4 times. It is important to ensure that you exhale correctly.
Dandelion, what the hell
You look like a cloud.
It's scary to even look at:
No matter how the cloud blows away.
Exercise "Bunny". Task: distinguish between cold and warm streams of exhaled air.
An adult reads a poetic text:
It's cold for the bunny to sit
You need to warm your little paws (blows a warm stream of air on the child’s cupped hands).
The bunny burned his paw.
Blow on it, friend (blows on the child’s hands using a cold stream of air).
Then the child is invited to blow as well.
Exercise “Fragrance boxes”. Task: to form a nasal inhalation.
Equipment: To play the game, you need to prepare a set of boxes with various fillings (spruce or pine needles, spices, orange peels).
The adult invites the child to smell each box from the set and ask: “What does it smell like?”, then examine its contents.
Exercise “Who wins?” Goal: Development of voice strength and speech breathing. Activation of the lip muscles and lower jaw.
Description of the exercise: The teacher calls two children and puts them facing each other. At the teacher’s signal, the children simultaneously begin to draw out, first quietly, then loudly, the vowel sounds “a, o, u, and, e.” Whoever lasts the sound longer wins. First, the winner is determined by the teacher. Then you can instruct the children to determine who won. The teacher should only ensure that children do not lower the strength of their voice until the end of the sound and do not overstrain their neck muscles.
Description of the exercise: Children stand in a row facing the teacher and raise their arms up through their sides, touching with their palms, but do not clap. Then slowly lower it down through the sides. Simultaneously with lowering their hands, children pronounce the sound “u”, first loudly, and then gradually more and more quietly. They lower their hands and fall silent.
First, the teacher himself shows the actions, then calls two children who perform the actions together with him and pronounce the sound, the rest of the children only make movements with their hands. Then the whole group plays.
Exercise “Come up with a phrase.” Goal: Development of phrasal speech, speech breathing. Correct construction proposals.
Equipment: Scene pictures from the “What We Do” lotto.
Description of the exercise: One plot picture is shown. The teacher comes up with a short phrase (of 2-3 words) based on it, then invites the child11 to add one new word to his phrase. Each child called extends the phrase by one more word. For example, the teacher says: Tanya is playing. The child repeats the sentence and adds on the street. The next one repeats the sentence “Tanya is playing outside” and adds in the sandbox. The one who comes up with it wins the last word to the sentence: and pronounce the entire phrase correctly. Short phrases(3-4 words) are pronounced in one exhalation, and long ones with a pause after 3-4 words. When children master the rules of the game, you can invite them to invent and lengthen phrases without pictures.
Exercise “Say a sentence.” Goal: to learn to convey various feelings (joy, indifference, grief) through intonation.
The teacher calls the sentence: “ It is raining" Children should repeat it with different intonations - so that it is clear that they are happy, happy; that they are unhappy, it upsets them, etc. The same task is carried out, with other proposals the sun shines, It is snowing, the snowdrop blossomed.
Exercise “Recognize by intonation.” Goal: education of expressiveness of speech and facial expressions.
Description of the exercise: Each child takes turns portraying either a sick, or angry, or surprised, or cheerful person. In this case, you need to pronounce short words with a certain intonation: Ay-ay-ay!
The rest of the children must guess from the facial expression, the entire posture of the speaker and intonation who the presenter is portraying; you can invite the children to explain in more detail the behavior of the presenter: why is he sad or why is he surprised, etc. Children are encouraged for expressive speech and detailed stories.
Exercise “Bear and Christmas tree”. Goal: developing expressive speech and the ability to change the timbre of the voice.
Description of the game: The teacher chooses two children: one will be a bear, the other, for example, a fox. From different ends of the room they must walk towards each other. When they meet, a dialogue occurs between them:
Fox. Where are you going, bear?
Bear. To the city, take a look at the Christmas tree.
Fox. What do you need it for?
Bear. New Year it's time to meet.
Fox. Where will you put it?
Bear. I’ll take it to the forest, to my home.
Fox. Why didn’t you cut it down in the forest?
Bear. It's a pity, I'd better bring it.
When pronouncing this dialogue, children should imitate the voices of animals, i.e. change the timbre of your voice. Whoever does this most successfully is rewarded. The game is repeated, the bear may meet another animal.
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