To develop attention to the sounding side of the word, it is useful to give children exercises to select words similar in sound: cannon - rattle, cracker, etc. When conducting them, it is necessary to ensure that children do not invent words that do not exist in their native language. To develop auditory attention, speech hearing, preschoolers perform tasks for agreeing syllables, words, pronouncing words and phrases at a given volume or speed.

Tasks in which you need to blow on "leaves", "snowflakes", blow off cotton wool or paper from your hand, performed in a playful way, will help strengthen speech exhalation. In addition, you can invite children to pronounce long, on one exhale, for example, fricatives, as well as phrases consisting of 35 words.

For the development of the vocal apparatus, for teaching children the ability to change the volume of the voice, games and exercises known in practice are used, such as "Blizzard", "Aukanye", "Tell me how I am", etc. So, when fixing the sound [u"], the teacher can simultaneously exercise the children in pronouncing a poem with different volumes (I brush my teeth with this brush (in a whisper), with this brush I brush my shoes (quietly), with this brush I clean my trousers (in an undertone). We need all three brushes (loudly)).

Practicing with children the correct pronunciation of sounds, words should be spoken slowly, drawlingly, highlighting individual sounds with the voice, inviting children to reproduce them in the same way.

When memorizing tongue twisters, children are asked to clearly pronounce them at first at a slightly slower pace, and then pronounce them just as clearly and clearly, but at a moderate pace. In the classroom for familiarization with fiction, children learn to read poems at the pace at which the teacher read them.

Work on the intonational expressiveness of speech is carried out both in the classroom for the education of the sound culture of speech, and in other speech classes, for example, when memorizing poems. At the same time, the teacher gives an example of expressive reading of fairy tales, stories, widely using dramatizations (animals speak in different voices). Special tasks are also effective, in which children are asked to pronounce phrases with different intonations: cheerful, sad, solemn, etc. Exercises aimed at developing the vocal apparatus are also useful: pronouncing onomatopoeia (for example, meow-meow is pronounced plaintively, then angrily); highlighting individual words in a phrase, etc. In order for the children to hear different intonations by ear, the teacher first shows how to pronounce the phrase correctly.

The teacher should conduct classes creatively, taking into account the level of formation of the sound side of children's speech, that is, select material taking into account which section of the sound culture of speech is least learned by them.

On the example of a fragment of the lesson, we will consider how the work on fixing sounds is linked with the development of other aspects of the sound culture of speech.

Lesson example.

Program content: strengthen the articulatory apparatus of children; clarify and consolidate the correct pronunciation of the sound [g]; learn to hear it in words, pronounce it at different volumes, drawlingly, on one exhale. (Exercises for sound pronunciation, for the development of the vocal apparatus, phonemic perception, speech breathing.) Visual material: toys - beetle, hedgehog, bear cub, cat, dog. Pictures depicting a bear and cubs, a hedgehog and hedgehogs, horses and foals.

Lesson progress: the teacher shows a toy or a picture of a beetle and asks who it is, what sound it makes (group and individual answers). Then he invites the children in the first row to "turn" into large bugs, and the children in the second row "become" small bugs: the big bugs will buzz loudly and for a long time, and the small bugs will quietly. Then the children switch roles.

During the game, the teacher clarifies:

Kostya, tell me, how does a big beetle buzz? Sveta, how does a small beetle buzz?

The teacher pays attention not only to the volume of the sound, but also to its duration.

The teacher shows a picture of a she-bear and cubs and asks, pointing to the bear:

Who is this? (Mishka, bear, Mikhail Potapovich.) And who is the cub of the bear? (Bear cub.) And if there are several of them? (Bears.)

The teacher shows pictures of other animals and offers to name their cubs.

Having put toys on the table (a beetle, a bear cub, a dog, a cat), the teacher asks to name them and determine in the name of which toys the sound [g] is heard? If any word is said incorrectly, the teacher pronounces it himself (drawn out, emphasizing the sound [g] with his voice).

Educator. Is there a sound [g] in the word teddy bear? Listen to the word dog, is there a sound [g] in it?

The teacher invites the children to listen carefully to the answers of their comrades and to establish the presence of a given sound.

Then the teacher hangs 5-6 paper "snowflakes" on strings and invites the children to blow on them for as long as possible, paying attention to the correct exhalation.

V senior preschool age (from five to six years) children begin to use monologue speech more widely. They can independently retell the content of small fairy tales, stories, express their thoughts clearly for others, answer questions with detailed phrases, build sentences grammatically correctly. However, each oral statement must be not only consistent, accurate, logical, but also correctly designed in terms of sound (distinct, intelligible, loud enough, not too fast, intonation expressive). This is a necessary condition for full communication, a common speech culture.

The education of the sound side of speech in children of the sixth year of life is a direct continuation of the work that was carried out at the previous age stages. In the older group, the speech material in all sections is gradually becoming more complicated.

In the sixth year of a child's life, the process of mastering the sounds of the native language usually ends. By the time they enter the senior group, children, as a rule, have a fairly developed articulatory apparatus, well-formed phonemic hearing, thanks to which favorable conditions are created for the correct pronunciation of sounds. In children of older preschool age, the muscles of the articulatory apparatus are able to produce more subtle movements, to switch from one movement to another faster than, for example, in younger preschoolers. Most children correctly pronounce sounds that are difficult in articulation (hissing, sounds [l], [p "], [p]); polysyllabic words, words with a confluence of several consonants. In pronouncing words, they are less likely to make orthoepic errors. Many pupils have enough clear and concise speech.

At this age, children are well distinguished by ear the direction of the sound of an object; easily recognize the sounds extracted from various children's musical instruments, the voices of group mates; distinguish sounds in words (if they were previously introduced to them). Children of older preschool age are able to differentiate by ear the loudness and speed of the words spoken by others, can give a comparison of the correctness of the use of intonation means of expression.

In communicating with children and adults, older preschoolers, as a rule, use a moderate voice volume; they are already able to change the volume of their statement, taking into account the distance from the listener, as well as the content of the statement. In the process of verbal communication, children can arbitrarily speed up or slow down the speed of their utterance, depending on the content of the text. However, at the moment of emotional upsurge, being under the impression of a newly viewed cartoon, a read poem, etc., they still do not always control the volume and speed of their speech and usually speak a little louder and faster.

Using the model of expressive reading of works of art that the teacher gives them, children are able to reproduce poems and fairy tales in the right intonation, using interrogative and declarative sentences correctly.

At this age, free expiration becomes longer (from 4 to 6 seconds). On one exhalation, children can pronounce the vowels [a], [y], [and] for 48 seconds.

In working with preschoolers, the educator must constantly remember that timely and correct speech development largely depends on the individual characteristics of the child, on his living conditions, the surrounding speech environment and pedagogical influence on the part of adults.

By the older preschool age, not all children have yet mastered the correct pronunciation of sounds: some may have delays in the assimilation of sounds, others may have their incorrect formation, for example, throat or single-hit pronunciation of the sound [p], lateral - sounds [w], [g] etc. Some children of this age still do not always clearly differentiate by ear and in pronunciation certain groups of sounds, for example, whistling and hissing, less often sounds [l] and [p].

Difficulties in differentiating sounds are most often expressed in the fact that children do not always correctly pronounce words and especially phrases saturated with certain groups of sounds, for example, whistling and hissing (the words drying, highway are pronounced like shushka, shoshishe). The phrase "Sasha walked along the highway" can be reproduced both as "Shasha walked along the shosshe" and as "Sla Sasa along the sosse", although mistakes are rarely made in words where only one of these sounds occurs. Often, children do not clearly distinguish certain groups of sounds by ear, incorrectly isolating words with given sounds from several words, phrases, making mistakes in the selection of words for a given sound.

Preschool children do not equally distinguish by ear not all sounds. For example, they, as a rule, do not mix the sounds [k] and [r], [w] and [l], that is, the sounds are acoustically and articulatory contrasting. And at the same time, they often mix hard and soft consonants, whistling and hissing sounds within the group: [s] and [h], [s] and [c], [sh] and [u "], [h"] and [u"]; whistling and hissing: [s] and [w], [h] and [g] (for example, when performing a word selection task with the sound [s], children also call such: hare, flower).

Card file of games

development

sound culture of speech

Exercises to consolidate the correct pronunciation and develop phonemic hearing

Junior group

Exercise "Blow on a feather"

Children stand in a circle, the teacher distributes fluffs to them. He offers to blow on them, saying: “Fuuuuuuuuuuuuuuuu” - and see how they fly. Then the children pick up the fallen fluffs (repeat 5-6 times.)

Material: for each child a piece of fluff or a rectangle cut out of tissue paper (3x1 cm).

Game "Cubs eat honey"

The teacher tells the children that they will be cubs, and cubs are very fond of honey. Offers to bring the palm closer to the mouth (with fingers away from you) and “lick off” the honey - the children stick out their tongue and, without touching the palm, imitate that they eat honey. Then, raising the tip of the tongue, remove it. (Mandatory display of all actions by the educator.)

The game is repeated 3-4 times.

Then the teacher says: “The cubs have eaten. They lick their upper lip (show, lower lip). Stroking the tummies, saying: "Uuu" (2-3 times)

Game "Feed the chicks"

Educator. I am a mother bird, and you are my baby birds. The chicks are funny, they squeak: “Pee-pee-pee,” and flap their wings (the children repeat the movements after the teacher and pronounce the sound combination).

- The mother bird flew for tasty crumbs for her children, and the chicks fly and squeak merrily. (Children say: “Pee-pee-pee”).

- A mother flew in and began to feed her children (the children squat, raise their heads up, the chicks open their beaks wide, they want tasty crumbs; the teacher imitates that he feeds the chicks, ensuring that the children open their mouths wider). Mom fed everyone and flew away, and the chicks fly and squeak again. The game is repeated 2-3 times.

Game "Clock"

Educator. Listen to the ticking of the clock: “Tick-tock, tick-tock”, how the clock strikes: “Bom-bom”. In order for them to walk, you need to start them: “Trick-Track”. Let's start a big clock (children repeat the corresponding sound combination 3 times); our clock goes and first it ticks, then it beats (sound combinations are repeated by children 5-6 times). Now let's start a small clock, the clock goes and sings softly, the clock strikes very quietly (each time the children imitate the movement and ringing of the clock with their voice).

The game "Hammer a carnation with a hammer"

Educator. When a big hammer knocks, you hear: “Knock-knock-knock” (children repeat the sound combination 5-6 times). When a small hammer knocks, you hear: “Tuk-tuk-tuk” (children repeat the sound combination 5-6 times).

Let's hit the nail with a big hammer.

Now let's hammer a small carnation with a small hammer.

Close your eyes and listen to which hammer is knocking (without a system, the teacher repeats sound combinations 4-5 times, and the children say which hammer is knocking).

Exercise "At the doctor's office"

Educator. The doll is a doctor. The doctor came to see if any of the children had a sore throat. To whom the doctor approaches, let him open his mouth wide (children perform).

The doctor said that all the children are healthy and no one has a sore throat.

Let's check your teeth, let the doctor see if they hurt you. (Children, together with the teacher, run through the teeth in a circular motion of the tongue with a closed and open mouth.)

To whom the doctor approaches, he will show his teeth (teeth are closed).

The doctor said that everyone's teeth are healthy.

Material: toy rabbit; pictures of bears, squirrels, elephants, monkeys, birds, dogs on flannel; flannelograph; one cotton ball for each child; two cubes for each table.

Exercise "Kick the ball into the goal"

On each table - on the edge opposite from the children - two cubes (gates) are placed at a distance of 10 cm from each other. Children blow on cotton balls to hit the goal.

Game "Be Careful"

Educator. I have different pictures. If I show you a picture of an animal, you have to yell the way it yells and raise the blue circle. If I show a toy, you will raise a red circle and name the toy.

The teacher shows pictures (randomly, and the children perform actions).

Exercise "Freeze the hand"

Children bring their hand to their mouth at a distance of about 10 cm, say:

"Fu-u-u" - they blow on the hand. Repeat the exercise 4-5 times.

Exercise "Pendulum"

The teacher says that some clocks have a pendulum. It swings (display) and the clock runs. If the pendulum stops, the clock will also stop. Our tongues will be pendulums. Open your mouth wide. The tongue will "walk" between the teeth (demonstration). Repeat the exercise 3 times. After a short break, it is carried out again.

Game "Guess the word"

Educator (puts pictures of animals on the flannelgraph by the number of children in the group). I will begin to name the animal, and the one I ask will name it correctly. I will say: “Losha ...”, and you must say: “horse” or “horse”.

The teacher pronounces the word without the last syllable or sound, the children call the whole word.

The game "Let's teach the bear to speak correctly"

Educator. The bear told me that he did not know how to name toys correctly and asked me to teach him. Let's help him.

Bear, what is the name of this toy (shows a doll)? (Bear.) No, it's wrong. This is ... (children call the toy in chorus). Tell me, Lena (names are entered for convenience of presentation, what is the name of this toy? Say, Vova, louder. Bear, now you say it right. Well done, correctly called it. What is the name of this toy, bear (shows a bunny)? (Pyramid.) Say, Kolya, right. (Answer.) Now everyone repeat the word. Bear, now you say. Similar work is being done with the names of other toys.

Material: toys: doll, bunny, pyramid, car.

The game "Ringing the bells"

Educator. A large bell (shows a large circle) rings: "Ding, ding, ding." A small one (shows a small circle) rings: “Ding, ding, ding” (children repeat sound combinations). When I show a big circle, big bells will ring; when I show a small circle, small bells will ring.

The teacher shows either large (3 times) or small (3 times) circles (haphazardly).

Material: large and small mugs of any color.

Horses and train game

(In a circle) Educator. When the horses are jumping, you hear: “Clock, clack, clack” (children repeat the sound combination); when the train rides, the wheels knock: "Chok, chok, chok" (children repeat). The horses jumped. The horses are resting. The train went, the wheels rumbled. The train stopped. The game is repeated 3 times.

Exercises to consolidate the correct pronunciation and phonemic hearing

middle group

Objectives: to develop phonemic hearing, speech attention, speech breathing, to consolidate the correct pronunciation of sounds, words.

Exercise "Launch the boat on the water"

The pelvis is half filled with water. Each child, saying: “Fu-u-u”, blows on the boat so that it floats from one “shore” to another.

The exercise is performed 2 times.

Material: paper boat, 4 cm long; basin with water.

Boat and steamer game

The teacher divides the children into two groups: one group - boats, the other - steamboats.

Educator. When a boat floats along the river, one hears: “Shuh, shuh, shuh”; when the ship is heard, “Tshukh, tshh, tshuh” (children repeat the sound combination).

At the signal “Boats are floating”, the first group of children walks around the group and pronounces the sound combinations: “Shuh, shuh, shuh”, at the signal “Steamboats are floating”, the exercises are performed by the second group.

Then the children switch roles and the game is repeated.

Game "Train"

Educator. We will go to visit the bear and the bunny by train. I will be a machinist, and you will be trailers. The wheels are knocking: "Tukh, tuh, tuh", the train is buzzing: "Uuu" (children repeat the sound and sound combination). When the train arrives at the station (the chair on which the bear is sitting), it stops: “Uh-uh, the Bear gets on the train and goes to the bunny with the children! Then the animals and children return to the group.

Game with tasks

The bear gives tasks to the children: “Walk around the room like me.” “Growl: “Hrp-hr-hr.” “Eat honey - lick it off your paw. Lick your lips, teeth in a circular motion "(children perform tasks).

Then the bunny gives the children tasks: I'm a bunny, call me! coward. When I get scared, my tail swings from side to side. Show with your tongue how MY ponytail sways (as shown by the teacher, the children open their mouths wide and, without touching their lips, draw their tongues from corner to corner of the mouth). I can jump, can you? (Children jump like a bunny.) I hide behind a bush from a fox (children squat) and breathe like this: “Uh-uh-uh, uh-uh-uh” (children repeat).

Orchestra game

Educator. There are many musicians in the orchestra who play different instruments. And we will only play (on large and small drums.)

Each child is given a small and a large mug; on the board are the same circles.

Educator. When you hit the big drum, it knocks: “Tam-tam-tatam”; in a small way - “Yam-tyam-tyatyam” (Children repeat sound combinations 2-3 times.)

- We play big drums (points to a large circle, the children raise the same circle and sing the appropriate song together with the teacher).

- We play small drums (points to a small circle, the children raise their circles and sing another song).

Then the teacher (arbitrarily) points to the circles, the children, raising them, sing the necessary songs.

Exercise "Smell the flower"

Educator. All artists are given flowers. We were also given a flower. He smells very good. Watch how they smell it (inhale through the nose, exhale without straining the voice, say: “Ah-h-h”).

Then the teacher approaches each child, and he repeats both actions. When everyone smells, the teacher invites the children to say the following phrase, first quietly, then louder: “How good the flower smells.”

Exercise "Workout"

Educator. Today you will again become artists and play the pipe: “Doo-doo-dududu” (children repeat the sound combination 2-3 times). Let's get ready for the performance: puff up our cheeks strongly, as if we have two balls in our mouths (show). Then we blow and say: “Doo” (repeat 5-6 times)

Orchestra game

Educator. A doll and a bear will help us in the game. If I pick up the doll, the girls will play; if I pick up the bear, the boys will play; if I pick up the doll and the bear, all the artists will play - the whole orchestra.

The teacher randomly picks up the toys, and the children perform the appropriate actions (9-12 times). At the end of the game, the doll and the bear praise the artists and clap them.

Senior group

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

Game "Tell me how I am" (in a circle with a ball)

The teacher throws the ball in a circle, calls words with the selection of any hard and soft consonant sounds. The child must repeat the word in the same way and throw the ball to the teacher. All children take part in the game. If the child needs help, you need to repeat the word 2-3 times with the release of sound.

Exercise "Find a brother"

The teacher gives the children one picture at a time, in the name of which there is a sound “l” or “l”. Puts blue and green circles on the flannelgraph.

Educator. Look at your pictures. In the name of objects there is a sound "l" - a big brother or a sound "l" - a little brother. Raise the pictures, in the name of which there is a sound "l" (checks); now with the sound "l"

Children take turns going out, calling a word with the emphasis on these sounds and putting pictures after the corresponding circles. One child calls all the words with the sound "l", the other - with the sound "l".

Game "Name the words"

The teacher invites the children to name words with the sound “r”, then with the sound “r”. For each correct word, the child is given a chip-toy. At the end of the game, the winner is determined.

Game "Catch the bug" (in a circle with a ball)

The teacher throws the ball to the child and pronounces the word with the sound “g”. The child, having caught the ball, repeats the word.

All children must take part in the game.

Educator. Now you will be beetles and buzz loudly; Serezha and Lena will try to catch the beetles. But if the beetle sits on a leaf, (sits down) it cannot be caught.

The game continues until there are 2-3 winners left.

Game "Name the words"

The teacher invites the children to name words with the sound “g” (a chip is given for each word). At the end of the game, the winner is determined.

Three children come up to the counter, at the signal of the teacher: “Butterflies, fly”, they blow on the butterfly: “Fu-u-u”. Whose butterfly flies further, he won. All children must take part in the game.

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

Educator. I will name the words and highlight one sound in them: pronounce it louder or longer. And you have to name only this sound. For example, “matrreshka”, and you should say: “r”; "molloko" - "l"; "aircraft" - "t". All children take part in the game. For emphasis, hard and soft consonants are used. If the child finds it difficult to answer, the teacher calls the sound himself, and the child repeats.

Reading patter

The tongue twister is read in two exhalations - two lines per exhalation.

"Rain, rain, don't rain! Let the gray-haired Grandfather go to the house. The tongue twister is read in chorus 2 times, then only girls, then only boys and 2-3 children individually.

Educator. I have different pictures, let's call them (points to the pictures, the children take turns calling them). I'll tell you a secret: the word has the first sound with which it begins. Listen to how I name the object and highlight the first sound in the word: “Drum” - “b”; "Doll" - "to"; "Guitar" - "g".

Children take turns being called to the board, calling the object with the first sound, and then the sound in isolation.

Exercise "Whoever comes up with the end will do well"

Not an alarm, but a wake up call. Sing, wake up people.

Scallop on the head. This is Petya ... (cockerel).

I washed my face early this morning from under ... (faucet).

The sun is shining very brightly. The hippo became ... (hot).

Exercise "Name the first sound of a word"

Pictures on flannelgraph. Children name an object, highlighting the first sound and the sound in isolation.

Game "Name the first sound of your name" (in a circle with a ball)

The teacher invites the child to whom he throws the ball to say his name with the first sound highlighted and pronounce the same sound in isolation.

Exercise "Smell the flower"

The teacher invites the children to "smell" the flower - inhale through the nose, exhale through the mouth; as you exhale, without straining your voice, say: “Ah-h-h-h.”

Repeat the exercise 5-6 times. Then at first quietly, then louder and louder, the children, together with the teacher, say: “How good the flower smells - ah! »

Reading a tongue twister

The tongue twister is learned and then read in two exhalations, two lines per exhalation.

Chok-chok, heel, stepped on a knot,

Tore off, broke, chok-chok, heel.

The chitogovorka is read in chorus 2 times, then 4-5 children individually.

Game "Find a brother"

The teacher gives the children pictures whose names begin with a solid consonant sound; lays out pictures on a carpet or table, the names of which begin with a pair - a soft consonant.

Educator. See what you have drawn. Think about what sound your word begins with. Your little brothers are walking in the clearing (points to the carpet). Find them. The game continues until all the children on their own or with the help of the teacher find the right picture. The child who picks up a pair first wins.

Game "Name the first sound of the word"

(In a circle with the ball) The teacher throws the ball to the child and pronounces the word, highlighting the first sound, the child throws the ball to the teacher and calls the first sound of the word. All children must take part in the game.

The game "The song has changed" (sounds-comrades "Zh" and "Sh")

Educator. Remember how the beetle buzzes (f~f). This is what once happened to a beetle: it flew and buzzed so loudly that it lost its voice and began to sing not loudly. He got a song: “Zhzh-zh-zh-zh-shsh-sh-sh” (children repeat). Whose song did the beetle sing? (Winds.) When I point to the boys, they will sing the beetle's ringing song: “Whhhhh”; when I point to the girls, they will sing the unvoiced song of the beetle: "Shhhhh." (Children are divided into two groups - boys and girls. The exercises are repeated 2 times, then the children change roles, and the game is repeated.) When the beetle sang loudly, with a voice, its song was similar to the sound "zh"; when he sang without a voice, the song was like the sound "sh". The sounds "zh" and "sh" are comrades. "J" is pronounced with a voice. And "sh" - without a voice (children repeat).

I will teach you to check whether a sound is pronounced with or without a voice. Put your hand to your throat and say “F-zh-zh-zh” for a long time - the neck “plays” (who does not feel, it is advisable to offer to put your hand on the throat of the educator). This means that the sound "zh" is sonorous and pronounced with a voice. Now say: “Sh-sh-sh-sh” - the neck “does not play”, this sound is pronounced without a voice, it is not sonorous.

Exercises to consolidate the correct pronunciation and differentiation of sounds

preparatory group

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: lod-ka, lozh-ka. 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 - big brother (hard consonant) should come to the blue circle, to the green circle - 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 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? »

The teacher puts pictures on the 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." Right? (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 on the 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: a boat, a duck, a doll, a bow (the last one is the 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; aside the inverted picture - the 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; aside the inverted picture - the moon. The task is the same.

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 an integral part of speech culture. Preschool children master it in the process of communicating with the people around them. The educator has a great influence on the formation of a high culture of speech in children.

O.I. Solovieva, defining the main directions of work on the development of a sound culture of speech, notes that "the teacher faces the following tasks: educating children in a clean, clear pronunciation of sounds in words, correct pronunciation of words in accordance with the norms of orthoepy of the Russian language, educating a distinct pronunciation (good diction), educating expressiveness children's speech"

Sometimes the work of an educator in the formation of correct speech in children, in the prevention of speech deficiencies, is identified with the work of a speech therapist in correcting deficiencies in the pronunciation of sounds. However, the education of the sound culture of speech should not be reduced only to the formation of the correct pronunciation of sounds. The formation of the correct sound pronunciation is only part of the work on the sound culture of speech. The teacher helps children to master the correct speech breathing, the correct pronunciation of all the sounds of their native language, the clear pronunciation of words, the ability to use the voice, teaches children to speak slowly, intonation expressively. At the same time, in the work on the formation of the sound side of speech, educators can use some speech therapy techniques, just like a speech therapist, in addition to correcting speech, is engaged in propaedeutic work aimed at preventing speech shortcomings.

The development of the sound culture of speech is carried out simultaneously with the development of other aspects of speech: a dictionary, coherent, grammatically correct speech.

The development of a sound culture of speech includes the formation of a clear articulation of the sounds of the native language, their correct pronunciation, clear and pure pronunciation of words and phrases, correct speech breathing, as well as the ability to use sufficient voice volume, normal speech tempo and various intonation means of expression (melody, logical pauses, stress, tempo, rhythm and timbre of speech). The sound culture of speech is formed and develops on the basis of well-developed speech hearing.

Work on the sound culture of speech outside of class can be organized during morning speech exercises, on a walk, during game hours, during the morning arrival of children and before they leave home.

For the development and improvement of the articulatory apparatus, voice and speech breathing, it is desirable to include speech exercises in the daily routine. It should be done with all children and can be combined with morning exercises or done on its own before breakfast. On speech exercises, children are given exercises in a playful way aimed at developing accurate, differentiated movements of the organs of the articulatory apparatus, at developing speech breathing and voice.

With children who have not mastered the program material on the sound culture of speech or do not master it well in the classroom, it is necessary to carry out additional work. Classes are organized both individual and group (for example, children who have not mastered any sound are combined into one group). Such individual and group activities can be carried out on a walk, during play hours, during the morning reception of children and before they go home.

Developing correct, well-sounding speech in children, the teacher must solve the following tasks:

• 1. To educate children's speech hearing, gradually developing its main components: auditory attention (the ability to determine a particular sound and its direction by ear), phonemic hearing, the ability to perceive a given tempo and rhythm.
• 2. Develop the articulatory apparatus.
• 3. Work on speech breathing, that is, cultivate the ability to produce a short breath and a long smooth exhalation in order to be able to speak freely in phrases.
• 4. Cultivate the ability to adjust the volume of the voice in accordance with the conditions of communication.
• 5. Form the correct pronunciation of all sounds of the native language.
• 6. Develop a clear and precise pronunciation of each sound, as well as again and the phrase as a whole, that is, good diction.
• 7. Develop the pronunciation of words according to the norms of orthoepy of the Russian literary language.
• 8. To form a normal pace of speech, i.e. the ability to pronounce words, phrases at a moderate pace, without speeding up or slowing down speech, thereby creating an opportunity for the listener to clearly perceive it.
• 9. Develop intonational expressiveness of speech, i.e., the ability to accurately express thoughts, feelings and mood with the help of logical pauses, stress, melody, tempo, rhythm and timbre.

The teacher should have an idea of ​​​​the main speech disorders (for example, the nasal tone of pronouncing a word, stuttering), in order to identify them in a timely manner, refer the child to a speech therapist.

The development of speech hearing. In the initial period of speech formation, the development of the main components of speech hearing is uneven. So, at the first stages of speech development, a special role is assigned to auditory attention, although the main semantic load is borne by pitch hearing. Children are able to recognize voice changes in pitch in accordance with the emotional coloring of speech (cry in response to an angry tone and smile in a friendly and affectionate one) and timbre (they distinguish mother and other relatives by voice), and also correctly perceive the rhythmic pattern of the word, i.e. - its accent-syllabic structure (features of the sound structure of a word, depending on the number of syllables and the place of the stressed syllable) in unity with the tempo of speech. In the future, in the development of speech, an important role is played by the formation of phonemic hearing, that is, the ability to clearly distinguish one sound from another, due to which individual words are recognized and understood. A well-developed speech hearing provides a clear, clear and correct pronunciation of all the sounds of the native language, makes it possible to correctly adjust the volume of the pronunciation of words, speak moderately, darkly, intonation expressively. The development of speech hearing is closely related to the development of sensations arising from the movements of the organs of the articulatory apparatus.

Thus, the education of speech hearing is aimed at developing in children the ability to perceive in speech various subtleties of its sound: the correct pronunciation of sounds, clarity, clarity of pronunciation of words, increase and decrease, voices, increase or decrease in volume, rhythm, smoothness, acceleration and deceleration of speech, timbre coloring (request, command, etc.).

The development of the articulatory apparatus. Speech sounds are formed in the oral cavity, the shape and volume of which depend on the positions of the moving organs: lips, tongue, lower jaw, soft palate, small uvula. The correct position and movement of the speech organs necessary to pronounce a given sound is called articulation. Disturbances in the structure of the articulatory apparatus, such as a short hyoid ligament, malocclusion, too high or narrow palate, and some other shortcomings, are predisposing factors for the incorrect formation of sound pronunciation. But if a child has good mobility of the organs of the articulatory apparatus, good speech hearing, then in most cases he himself is able to compensate for the shortcomings of sound pronunciation. If the child has imperfections in the movement of the articulatory apparatus (for example, a sedentary tongue), then this can cause incorrect pronunciation of sounds, sluggish, fuzzy, blurred speech.

Therefore, the tasks of the educator are: 1) the development of tongue mobility (the ability to make the tongue wide and narrow, hold the wide tongue behind the lower incisors, lift it by the upper teeth, push it back deep into the mouth, etc.); 2) the development of sufficient mobility of the lips (the ability to stretch them forward, round, stretch into a smile, form a gap with the lower lip with the front upper teeth); 3) development of the ability to hold the lower jaw in a certain position, which is important for the pronunciation of sounds.

Work on the development of speech breathing. The source of the formation of speech sounds is an air stream leaving the lungs through the larynx, pharynx, oral cavity or nose. Speech breathing is voluntary, in contrast to non-speech breathing, which is carried out automatically. With non-verbal breathing, inhalation and exhalation are made through the nose, the inhalation is almost equal in duration to the exhalation. Speech breathing is carried out through the mouth, inhalation is done quickly, exhalation is slow. In nonverbal breathing, the inhalation is immediately followed by an exhalation, then a pause. In speech breathing, the inhalation is followed by a pause, and then a smooth exhalation. Proper speech breathing ensures normal sound formation, creates conditions for maintaining the appropriate volume of speech, strict observance of pauses, maintaining smoothness of speech and intonation expressiveness. Speech breathing disorders can be the result of general weakness, adenoid growths, various cardiovascular diseases, etc. Such imperfections in speech breathing as the inability to rationally use exhalation, inhalation speech, incomplete renewal of the air supply, etc., negatively affecting the development of speech children of preschool age, may be due to improper upbringing, insufficient attention to the speech of children by adults. Preschool children who have weakened inhalation and exhalation, as a rule, have quiet speech, find it difficult to pronounce long phrases. With the irrational use of air during exhalation, the smoothness of speech is disturbed, since children in the middle of a phrase are forced to take in air. Often such children do not finish the words and often pronounce them in a whisper at the end of the phrase. Sometimes, in order to finish a long phrase, they are forced to speak on the breath, from which the speech becomes fuzzy, choking. A shortened exhalation forces you to speak phrases at an accelerated pace without observing logical pauses.

Therefore, the tasks of the educator are: 1) using special game exercises, to develop a free, smooth, elongated exhalation; 2) by imitating the speech of the teacher, to cultivate the ability to correctly, rationally use it (pronounce small phrases on one exhalation).

Voice is produced by the vibration of the vocal cords. Its quality depends on the joint work of the respiratory, vocal and articulatory apparatus. Various diseases of the upper respiratory tract, chronic colds, adenoid growths, etc. contribute to the occurrence of voice disorders. Often, in preschool children, voice disorders occur due to its incorrect use: overstrain of the vocal cords caused by constantly loud, tense speech, especially in the cold season on the street, incorrect use of the tone of voice that does not correspond to the range of the child's voice (for example, children imitate squeaky sounds for a long time). speeches of a small child or speak in a low voice for "daddy"). Voice disorders can also occur in children who have had diseases of the nasopharynx or upper respiratory tract and who did not observe a sparing regimen for the voice during the illness or immediately after it. Incorrect use of vocal abilities can be associated with the characteristics of the child's personality (too shy child often speaks quietly; children who are quickly excited speak in raised tones); with improper upbringing, when others themselves speak in raised tones, which children are also accustomed to; with the forced use by children of a loud, tense voice, if there is constant noise in the room (radio, TV, constant noise in the kindergarten group, etc.).

The tasks of the educator are: 1) to develop in games, game exercises the main qualities of the voice - strength and height; 2) to teach children to speak without tension, to develop their ability to use their voice in accordance with various situations (quietly - loudly).

Formation of the correct pronunciation of all sounds of the native language. Preschool age is the most favorable for the formation of the correct pronunciation of all the sounds of the native language. In kindergarten, this work should be completed. The correct pronunciation of sounds can be formed if the children have sufficiently developed mobility and switchability of the "deans of the articulatory apparatus, speech breathing," if they know how to control their voice. It is very important for the formation of the correct sound pronunciation to have a well-developed speech ear, as it provides self-control, and self-examination always encourages improvement. Sound pronunciation disorders can be caused by defects in the speech apparatus (splitting of the hard and soft palate, deviations in the structure of the dental system, short hyoid ligament, etc.), insufficient mobility of the organs of articulation, underdevelopment of phonemic hearing (inability to distinguish one sound from another) .. Decreased physical hearing, careless attitude to one's speech (inability to listen to oneself and others), assimilation of the wrong speech of others can also lead to pronunciation deficiencies. Incorrect pronunciation of sounds by children is expressed in skipping sounds, replacing one sound with another, distorted pronunciation of sound, it is especially important to start working on time with children who have identified substitutions and distortions of sounds, since sound substitutions can later appear in written speech (replacing one letter with another ), and distortedly pronounced and not corrected sounds in the future will require more effort (on the part of the speech therapist and the child himself) and a longer time to eliminate them. In addition, it must be remembered that deficiencies in sound pronunciation are often not an independent speech disorder, but only a symptom, a sign of another, more complex speech disorder that requires special treatment and training (such as alalia, dysarthria, etc.).

The teacher should: teach children to correctly pronounce all sounds in any position (at the beginning, middle and end of a word) and with different word structures (in combination with any consonants and for any number of syllables in a word), identify children with speech impairments in time and, if necessary, timely send them to special children's institutions.

Work on diction. Good diction, that is, a clear, clear pronunciation of each sound separately, as well as words and phrases as a whole, is formed in the child gradually, simultaneously with the development and improvement of the work of the organs of the articulatory apparatus. Work on diction is closely related to the formation of the correct pronunciation of all sounds of the native language. At the age of 2 to 6 years, when there is an intensive development of all aspects of speech, it is necessary to pay attention to the clarity and clarity of the child's pronunciation of words and phrases; to educate children in speech by imitation at a slow pace, with a clear pronunciation of all sounds in words, a clear pronunciation of all words in phrases. But it is not always possible to achieve good diction only by imitation. This can be prevented by insufficiently developed speech hearing, insufficient mobility of the organs of the articulatory apparatus, inability to control one's voice, etc. Often, odd diction is formed in children with unstable attention, easily excitable, who cannot concentrate on the speech of speakers and who have insufficiently developed self-control. In such children, speech is not even enough, blurry; they do not always clearly pronounce the endings of syllables, phrases. Gradually, with the cultivation of the ability to carefully listen to the speech of others and one's own with the development of speech breathing; articulation, with mastery of the voice, the child's diction improves.

The teacher should give preschoolers a sample of grammatically correct speech, with good diction, teach them to listen carefully to the speech of others and monitor the clarity of your pronunciation:

Work on orthoepy. In order for people to understand each other, the sound design of their oral speech must be unified. Therefore, educators need not only to observe the rules of oral speech themselves; but also to teach children to do it. Repeatedly we meet with the fact that children use the local dialect in their speech; colloquial errors, incorrect stress, "literal" pronunciation of words (what, what instead of what and what, etc.).

The teacher constantly monitors the children's compliance with the norms of the literary pronunciation of words, corrects their mistakes in a timely manner; giving a model of correct pronunciation, the task of educators is to increase the pronunciation culture of their speech by mastering the orthoepic norms of their native language, the systematic use of various manuals, dictionaries in preparation for classes.

Work on the pace of speech. Speech rate refers to the speed at which speech flows over time. Preschool children are more likely to speak at an accelerated pace than at a slow pace. This negatively affects the intelligibility, clarity of speech, the articulation of sounds worsens, sometimes individual sounds, syllables and even words fall out. Especially often these deviations occur when pronouncing long words or phrases.

The work of the educator should be aimed at developing a moderate rate of speech in children, at which words sound especially distinct.

Work on intonation expressiveness. Intonation is a complex set of all expressive means of sounding speech, including:

melody - raising and lowering the voice when pronouncing a phrase, which gives speech various shades (melodiousness, softness, tenderness, etc.) and avoids monotony. Melody is present in every word of sounding speech, and its vowels form, changing in height and strength;

pace - acceleration and deceleration of speech depending on the content of the utterance, taking into account pauses between speech segments;

rhythm - uniform alternation of stressed and unstressed syllables (i.e., their following qualities: longitude and brevity, raising and lowering the voice);

phrasal and logical stress - highlighting by pauses, raising the voice, greater tension and length of pronunciation of a group of words (phrasal stress) or individual words (logical stress), depending on the meaning of the statement;

timbre of speech (not to be confused with the timbre of sound and the timbre of the voice) - sound coloring, reflecting expressive and emotional shades ("sad, cheerful, gloomy" timbre, etc.).

With the help of these means of expressiveness, in the process of communication, the clarification of thoughts and expressions, as well as emotional-volitional relations, is carried out. Thanks to intonation, the thought acquires a complete character, an additional meaning can be attached to the statement without changing its main meaning, and the meaning of the statement can also change. Intonationally inexpressive speech may be the result of reduced hearing, underdevelopment of speech hearing, incorrect speech education, various speech disorders (for example, dysarthria, rhinolalia, etc.).

The child must be able to correctly use intonational means of expression in order to convey various feelings and experiences in his own speech. The speech of the educator should be emotional, serve as a model of intonational expressiveness. Work on the development of intonational expressiveness of speech is carried out mainly by imitation. When memorizing poems, when retelling, the teacher himself uses emotionally expressive speech and draws attention to the expressiveness of the child's speech. Gradually, children, hearing the correct, expressive speech of the educator, begin to use the necessary intonations in independent speech.

All sections of the work on the sound culture of speech are interconnected. For the systematic and consistent conduct of games and classes on the development of the sound culture of speech, work on the "live" sound of the word should be taken as the basis. At each age stage, one should gradually complicate the material, necessarily including in it all sections of the development of the sound culture of speech.

Taking into account the age-related features of the development of children's speech, the formation of a sound culture of speech can be divided into three main stages:

I stage - from 1 year 6 months to 3 years. This stage (especially its beginning) is characterized by the rapid development of an active vocabulary. The previously formed articulatory movements, functioning during the pronunciation of the whole word, undergo some changes: they are refined, become more stable. The child's ability to consciously imitate the pronunciation of a whole word develops, thanks to which the teacher gets the opportunity to significantly influence the development of the sound side of the child's speech. The basis of work on the sound culture of speech is the use of various onomatopoeia. The efficiency of work increases significantly, since classes with children aged from 1 year 6 months to 3 years are carried out not with a small number of children (5-6), as before, but with subgroups.

II stage - from 3 to 5 years. At this age, the phonetic and morphological composition of the word is being formed. Improvement of the most difficult articulatory movements continues. This gives the child the ability to reproduce fricative, affricative and sonorous sounds. Work at this stage is based on a markedly pronounced conscious attitude of children to the sound side of the word and is based on the consistent development of all the sounds of the native language.

Stage III - from 5 to 6 years. This stage is, as it were, the final period in the formation of the sound side of the speech of preschoolers in kindergarten. By the beginning of the stage, the most difficult isolated articulatory movements had already formed, however, it is important that sounds be clearly distinguished (both in pronunciation and in auditory perception of speech) that are close in articulatory or acoustic features (s - sh, z - zh, etc. ; s - s, s - hey etc.). Special work to improve the distinction, differentiation of such sounds contributes to the further development of phonemic hearing in children, the assimilation of phonemes as sound-meaning-distinguishers (saika - hare, ueal - coal, etc.).

At each stage of the development of the sound culture of speech, the educator must take into account the individual characteristics of the development of children's speech.

The education of the sound culture of speech includes the work of teaching the correct sound pronunciation, which has always stood out as the leading line in the development of the speech of children 3–4 years old.

For the development of the articulatory apparatus, onomatopoeic words and animal voices are widely used. For example, children are given musical instruments - a pipe and a bell; the pipe blows “doo-doo”, the bell rings “ding-ding”, thereby fixing the pronunciation of hard and soft sounds.

Diction (distinct and clear pronunciation of words, syllables and sounds) is worked out with the help of special speech material; these are tongue-twisting jokes (“Would-would-be-there is smoke from the chimney”), as well as nursery rhymes, sayings, phrases containing a certain group of sounds (“The sleigh rides at the sledge themselves”), exercises for syllable negotiation, naming words, similar in sound (mouse - bear).

Games and exercises for the pronunciation of hissing sounds can be thematically combined. So, after looking at the picture “Hedgehog and hedgehog”, an adult offers to perform a number of tasks: clearly pronounce phrases with sounds [ w] and [g] (“Sha-sha-sha - we are bathing the baby; shu-shu-shu - I will give the mushroom to the baby; shi-shi-shi - where do the kids walk? or: zha-zha-zha - we saw a hedgehog; zhu - zhu-zhu - we will give the fungus to the hedgehog; zhi-zhi-zhi - where do the hedgehogs get mushrooms? Such exercises help children master the intonation of the question and develop their sense of rhythm.

Isolating the sound with a clear pronunciation of a word, phrase, the child is led to an understanding of the terms "sound", "word".

It is necessary to pay closer attention to the development of intonation instinct, speech tempo, diction, voice power, since these skills contain the most important conditions for the further development of all aspects of speech.

Purpose of the game:Distinguish between adult animals and cubs by onomatopoeia, correlate the names of an adult animal and its cub.

For this game you will need figures: mouse and mouse, duck and duckling, frog and frog, cow and calf, cat and kitten. If the selection of figures causes difficulties, you can pick up pictures or sculpt toys from plasticine, involving the child in joint activities.

Animals come to visit the child (they come by car, by train), they want to play. The child must guess whose voice he heard.

Meow meow. Who is meowing? (Cat.) And who meows in a thin voice? (Kitten.) The mother cat has a baby. How does he meow? (Meow meow.)

Moo-o-o–who's moaning like that? (Cow.) And who is her cub? (A calf.) In what voice does he bellow? (Thin.) Now listen again and guess who is mooing - a cow or a calf?

Other toys are played in the same way. You can invite the child to call the toy correctly, then he will be able to play. (“Frog, come to me”, “Duckling, play with me”).

In such games, children learn to distinguish between adult animals and their cubs by onomatopoeia (a cow lows in a loud voice, and a calf in a quiet, thin one; a frog croaks loudly, and a frog is thin).

Similar games can be played with different animals. For example, an adult shows a picture to a child. It has a bird on it.

This is a bird. She lives in the forest and sings her song: cuckoo, cuckoo. Who is this? (Ku ... - an adult invites the child to pronounce the word on his own.)

Who's that? (Rooster.) And affectionately we call him ... (Cockerel). Petya-Cockerel screams ... (ku-ka-re-ku).

Listen to the words “cuckoo”, “petuuuh”, “uuutka” (the sound “y” stands out in a voice). These words have the "y" sound.

Its emotionality and expressiveness depend on the sound design of the statement, therefore 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, the Russian folk song "Ryabushechka Hen" is read to children. The adult first reads the whole song to the child, and then the dialogue begins. You can make a child a chicken hat and invite him to answer the questions:

Chicken - ryabushechka, where are you going?

To the river.

Chicken ryabushechka, why are you going?

For water.

Chicken ryabushechka, why do you need water?

Water the chickens. They want to drink.

They squeak all over the street - pee-pee-pee!

Children are also offered tongue twisters, phrases from poems, they pronounce them with different strengths of voice (quietly - loudly - in a whisper) or at a different pace (quickly - slowly). In parallel, you can change intonations (ask, answer, convey joy, sadness, surprise).

Work on the education of the sound culture of speech includes the formation of the 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 expression.

Children are introduced to new terms and clarify the terms "sound", "word", which they have already met. For this, games and exercises “How the word sounds”, “Find the first sound” are held, in which children learn the ability to find words that are close and different in sound. Children can pick up words for a given sound, establish the presence or absence of a sound in a word. Picking up certain toys and objects, in the names of which there is a certain sound, they begin to understand that the sounds in the word are different.

"Find the First Sound"

Target:learn to clearly distinguish the first sound in a word.

For this game you need a car and different toys, but among them there must be an elephant and a dog.

An adult invites the child to name all the toys and ride in the car those animals whose name begins with the sound [s] (elephant, dog). If a child calls a word in which there is no sound [s], then an adult pronounces this word, highlighting each sound, for example, koooshshshkaaa.

An adult puts a goose in the car, the car does not go.

-The car will not go, because in the word goose the sound is [s] and not [s].

Developed speech hearing enables children to distinguish between increasing and decreasing the volume of the voice, slowing down and accelerating the pace of speech of adults and peers. Moreover, such exercises can be carried out in parallel with the selection of sounds in words and phrases.

"Loudly–in a whisper"

Target:to teach children to select phrases similar in sound, pronounce them loudly or in a whisper.

The adult says that a wasp has come 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 the wasp away (the text is spoken quickly and slowly).

Invite the child to complete the phrase on their own: sa-sa-sa ... (a wasp is flying there), su-su-su ... (I'm afraid of a wasp).

Particular attention is paid to the intonational expressiveness of speech, children are taught in dramatizations to speak in different voices and different intonations (narrative, interrogative, exclamatory). To develop good diction, clear and correct pronunciation of both individual words and phrases, special material is widely used (pure tongues, nursery rhymes, rhymes, small poems), which is pronounced by children with different voice strengths and at different tempos. When guessing riddles, children can determine if there is a given sound in the riddle.

"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 goes 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, poured milk into it in a saucer. The kitten meowed happily, like this: “meow-meow” (joyful intonation). Then the dog came running and began to bark 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 the puppy began to merrily ... meow and bark. The child tells the whole story on his own (an adult, if necessary, helps with a single word or sentence), conveying all the intonations according to the content of the text.

Linisa Mambetova
Summary of the lesson on the sound culture of speech “Sounds [З] - [З ’]”

Abstract of the lesson on the sound culture of speech.

Theme: Z-Z sound

Target: Acquaintance with sound Z. Formation of the correct articulation of sound Z. Development of the muscles of the speech apparatus by means of articulatory gymnastics. Learn to pronounce the sound "z" firmly and softly, loudly and quietly. Development of speech breathing and targeted air jet. Development of phonemic hearing. The correct pronunciation of the sound z-z ​​in pure speech.

Tasks:

educational: Exercise children in pronouncing the sound З-з, 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.

educational: to educate the sound culture of speech; enrich and activate the child's vocabulary; develop a culture of communication.

Methodical techniques: Didactic game of low mobility "Who will quickly pick up pairs for their pictures?" conversation.

Material: Pictures - mosquito. Pictures for a given sound. Mosquito on a string. Big and small mosquito. Tambourine. Pictures are symbols of articulation exercises. Two identical pairs of pictures.

Course progress.

1. Org. moment.

Educator: “Guys, today guests came to our lesson. They want to look at you and see how smart and obedient you are. Let's show them what we can do. In the classroom we learn to speak. And lips, teeth and tongue help us to talk. So let's first do gymnastics for the tongue. And our friends will help us in this.

The teacher takes out pictures - symbols.

Articulation gymnastics: Hippo, smile, fence, straw, hamster, horse, delicious jam.

2. The main part.

Educator: “Guys, listen, it seems there is someone else here. Who is it ringing: "ZZZZZZ".

He takes out a box with a mosquito. Do you want me to teach our tongue to sing the ringing song of a mosquito?

Invites the children to ring along with the mosquito. Sounds movement. Explains articulation: when we sing a song of a mosquito, 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 how the boys sing the mosquito song. Will the girls do the same? Now watch my wand. When I raise the stick, you will sing the song of the mosquito loudly, when I lower it, you will sing the song of the mosquito quietly.

Educator: “Komarik wants to play with you. Let's catch mosquitoes with you.

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: "Mosquitoes flew in, 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 puts the pictures on the magnetic board. Children independently or with the help of a teacher name words. 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 the development of phonemic hearing "Which mosquito is ringing?"

The teacher shows two pictures: a large mosquito and a small mosquito. The big mosquito rings very angrily, evil - zzzzzzzz. And the little mosquito rings affectionately, softly zzzzzz.

The teacher says the sounds z and z in turn at random. And children make an angry expression if they hear the sound z - "the song of a big angry mosquito." And they smile if they hear the song of a small mosquito.

(You can put pictures of two mosquitoes in your child’s hands and ask them to pick up the desired picture when you hear 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? Plants.

One mosaic - many -? Mosaic…

Educator: Well done! In the musical mosquito school, kids are mosquitoes (they can also be called differently: you guys, and they. (mosquitoes), you are kids, and they (mosquitoes)

They play difficult songs.

(Pure words:)

For - for - for - goes the goat.

Zu - zu - zu - I graze 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-zu, zu-zu-zu - do not tease the goat.

Zu-zu-zu, zu-zu-zu, Zoya leads the kids and? ... a goat!

Zoy-zoy-zoy, zoy-zoy-zoy. Goats go along with? ... Goat!

Educator: Children, and now we will play the game “Who will quickly pick up pairs for their pictures?”, Listen to the rules of the game.

1. Divide all the pictures into two identical paired groups. Put one group of pictures in a pile on the table with the pictures down. Give the other same group of pictures to the children.

2. One child takes a picture from the pile and shows it to everyone. He calls her: "I have a nest." Another child, having the same picture, says: "I have a nest too." Both children put their paired pictures on the table.

3. Conclusion.

Well done! Let's remember and tell again, a mosquito for your correct answers, will rise higher and higher listening to you,

what new sound did we meet today?

(sound h)

Educator: What else do 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."

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