Normal articulation
Card index
individual lessons on
staging, automation and
differentiation of whistling sounds
No. 1- 25 – sound C
No. 26-29 – sound S
No. 30-32 – sound Z
No. 33-34 – sound Зз
No. 35-38 – sound C
No. 39-41 – sounds N-W
No. 42-44 – sounds S-C
1.
2.
3.
4.
5.
6.
The tip of the tongue rests on the lower
front teeth.
The lips are stretched, as if smiling, and not
close up teeth.
The teeth are closed or brought together.
The air is blown out with force in the middle
language; on the palm raised to the mouth,
a sharp cold stream is felt.
The sound C is dull, pronounced without
vocal cord involvement
The sound Z is voiced, pronounced with
involving the vocal cords. Sounds NW
Sounds NW
Preparatory
exercises
Preparatory
exercises
Exercises to develop air pressure
Lip exercises
1. Taking air into your lungs, blow forcefully (not
just exhale) it through the extended
forward with a “tube” of the lips. Control
with the palm of your hand, a piece of paper or cotton wool:
a sharply beating cold stream is felt,
the piece of paper or cotton wool is deflected to the side.
Stretch your lips into a smile to the limit and
keep them in a tense position
for a while. Close your teeth.
Repeat the exercise several times.
2. Stick out your tongue so that it lies on
lower lip. Along the tongue until it
put a thin round in the middle
stick (match), and press to
groove formation. Round your lips, but
don't strain. The teeth are open. Inhaling
blow air forcefully, puffing out your cheeks.
Control with the palm of your hand, a piece of paper or
cotton wool. Repeat the exercise several times
once.
3. Do exercise No. 2 without
using a stick.
1.
2.
3.
4.
5.
6.
7.
8.
Articulation exercises for
whistling sounds
Smile
Spatula
Groove
Fence
Slide
Pussy is angry
Let's brush your bottom teeth
Football Sound C
Setting the sound C
1. Open your mouth. Flatten your tongue and
press the tense tip of your tongue against
lower teeth. Along the tongue to its tip
put a round thin stick (match)
so that it presses only the front
part of the tongue. The lips are stretched into a smile.
Close your teeth as far as the stick allows.
Blow air evenly with force,
controlling with the palm of your hand, a piece of paper or
cotton wool. A long sound is heard
SSSSSSSSS. Repeat the exercise.
Note: If the stick is not lying
in the middle of the tongue or air pressure
is insufficient, the sound C is unclear,
non-wheezing.
2. Do the same exercise with a slow
removing the stick from your mouth to your teeth and
out.
3. Do the exercise several times without
using a stick.
Sound C
Lesson No. 1
whistling sounds.
2. Sound and letter U.
frontal exercises pictures on U -
game "Telephone".
four pictures for the sound U "What
has changed?"
analysis (singling out the first stressed vowel)
“Name the first sound” (in the words ear, smart,
duck, beehive, street, smart girl).
6. Development of passive vocabulary -
recall and classification of names
vegetables and fruits - educational game
"Garden Garden".
colored paper "Vegetables, fruits" (according to
child's choice). Sound C
Lesson No. 2
1.Articulation gymnastics on
whistling sounds.
2. Finger gymnastics.
3. Exercises (games) for development
attention and memory with four
pictures with the sound U "Guess
the specified picture", "What
has changed?"
4. Preparation for staging sound C -
practicing “Football” exercises,
lower teeth."
5. Exercise to develop sound
analysis - highlighting I unstressed
vowel in the words iron, washbasin,
boa constrictor, snail, ducklings.
6. Reinforcing the names of vegetables and
fruit - didactic game "Collect
vegetables (fruits) in the basket."
7. Homework: Application from
colored paper "Basket with vegetables
(fruit)".
Sound C
Lesson No. 3
1. Articulation gymnastics for whistling
sounds.
2. Preparation for sound production C - practice
exercises "Football", "Freeze your fingers",
"Let's brush our bottom teeth."
3. Sound and letter A.
4. Recalling pictures for sound A,
discussed in the frontal lesson - playing
ball.
- highlighting the I vowel in the words antenna, quince,
atelier, album, nuclear-powered ship.
6. Consolidating the names of vegetables and fruits -
game with dummies "Fourth wheel"
speech therapist:
child:
apple, pear, pumpkin, plum
pumpkin
garlic, potatoes, radish, quince
quince
zucchini, banana, eggplant, carrots
banana
melon, apricot, plum, peach
melon
7.. Game for developing attention and memory “Remember,
repeat"
pumpkin - quince - banana - melon (change order
words).
8. Homework: Applique of one vegetable
or fruit from the game “Remember, Repeat” (according to
child's choice). Sound C
Lesson No. 4
1. Articulation gymnastics on
whistling sounds.
2. Finger gymnastics.
3. Preparation for staging sound C -
practicing the exercises “Focus”, “Groove”.
4. Games to develop attention and memory with
five pictures for sound A - “What
increased?"
5. Sound analysis of a series of two vowels AU,
UA "Name the first vowel", "Name
last vowel", "Count how many I
pronounced vowels."
6. Homework: Painting
"Early autumn"
Sound C
Lesson No. 5
1. Articulation gymnastics on
whistling sounds.
2. Finger gymnastics.
3. Recalling what was discussed on
frontal exercises pictures on U - game
"Telephone".
4. Game to develop attention and memory with
six pictures for the sound U "What
has changed?", "Guess the indicated
picture".
5. Exercise to develop sound analysis
(emphasis on I stressed vowel) “Name I
sound" (in the words ear, smart, duck, beehive,
street, smart girl, iron, washbasin, boa constrictor,
snail, ducklings).
6. Homework: Painting
"An apple on a blue plate." Sound C
Lesson No. 6
1. Articulation gymnastics on
whistling sounds.
2. Finger gymnastics.
3. Recalling pictures for sound A,
discussed in the frontal lesson,
- ball game.
4. Exercise to develop sound
analysis “Name the I sound” (highlight I
vowel in the words antenna, quince, atelier,
album, nuclear-powered ship).
six pictures for sound A - “What
has changed?", "What's missing?", "What
increased?"
6. Sound analysis of a series of two vowels
AU, UA “Name the first vowel”,
“Name the last vowel”, “Count
How many vowels did I pronounce?
8. Homework: Painting
- pictures on A.
Sound C
Lesson No. 7
gymnastics.
2. Preparation for staging sound C -
practicing "Football" exercises,
“Let’s freeze our fingers”, “Clean
lower teeth", "Focus", "Grove".
3. Sound and letter I.
4. Recalling what was discussed on
frontal lesson of pictures for sound I -
game "Telephone".
5. Games to develop attention and memory with
picture”, “Remember, name it”.
6. Sound analysis exercises
“Name the first vowel in the word” (iva, Inna,
Ivan, turkey, frost);
“Count and name the sounds” (AUI, AIU,
IAU, IUA, UAI, UIA).
7. Homework: painting with paints
"Inna (Ivan) under the willow tree." Sound C
Lesson No. 8
1. Articulatory and fingering
gymnastics.
2. Preparation for staging sound C –
practicing articulation exercises.
3. Sounds P, P", letter P.
4. Recalling pictures on P, P",
discussed in the frontal lesson -
ball game.
5. Game to develop attention and memory
"Remember, repeat"
peony - rooster - stump - petunia
Panama - parrot - spider - horseshoe
(change word order).
6. Sound analysis and reverse synthesis
syllable (AL, UP, IP).
7. Reproduction of syllable series:
up-up-up
up-up-up
up-up-up
8. Writing a short story based on
supporting words.
Petya, Fields, house, stump, rooster, linden.
9. Homework: Illustration for
compiled story.
Sound C
Lesson No. 9
1. Articulatory and fingering
gymnastics.
2. Sound production C-exercise
“Pump” (imitation, using
probe)
3. Sound and letter T.
4. Recalling 7-8 pictures for the sound T,
discussed in the frontal lesson -
ball game.
5. Sound analysis of reverse syllables (at,
ut, it). Folding them from the split
ABCs.
6. Reproduction of syllable series
at-ot-ut-it
from-ut-it-at
ut-it-at-ot
it-at-from-ut
7. Homework: make a toy
from natural material. Sound C
Lesson No. 10
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Conversion of syllables
at-ta,
up-pa
at t-tu,
whoop-poo
it-ti,
eep-pee
ta-to-to-ti
pa-po-pu-pi
to-to-to-to
po-pu-pi-pa
to-to-to-to
pu-pi-pa-po
tee-ta-to-tu
pee-pa-po-poo
5. Sound analysis - highlighting the latter
voiceless consonant T, P in the words elevator, bandage,
bow, cat, trunk, top, blunt, collar.
6. Development of attention and memory - game
"Remember, repeat"
duck - parrot - tank - rooster (change
word order).
7. Homework: Make any
crafts made from waste material.
Sound C
Lesson No. 11
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Sound analysis of reverse syllables ap,
at, ut, up, ip, it.
4. Transformation of these syllables
(exercises with split alphabet).
5. Printing the syllables AP, AT, UT, UP, IP,
IT.
6. Game "Finish the word"
bin., bon., then., hobo., bodice., topo., sn., cotton.,
co., ki., hundred..
"Guess the indicated picture" (6-7
pictures for the sounds P, T).
8. Coordination of quantitative
numerals and nouns - game
"1-2-5" (duck, rooster, parrot, tank). Sound C
Lesson No. 12
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Development of attention and memory - game "What"
has changed?" with seven pictures and sounds
P, T: rooster, parrot, tank, stove, cat,
machine gun.
4. Sound analysis of straight syllables ta, pa, pu,
tu, ti, pi; exercises with split alphabet;
typing these syllables.
5. Education and use
possessive adjectives with suffix
-in. Making sentences based on pictures
rooster, parrot, duck, bow, cat according to this
sample
Tom has a duck. - This is Tomina's duck. At Petya's
rooster - this is Petin's rooster.
6. Homework: Drawing "Duck".
Sound C
Lesson No. 13
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Sound analysis of backward and forward syllables
(see lessons 9-12); exercises with split
alphabet; typing these syllables.
4. Development of attention and memory - games
“Remember, repeat”, “What has changed?”,
“Guess the indicated picture” (see lessons
9-12).
5. Game "Finish the word"
bin., ban., to., hobo., topo., sn., co., ki., hundred..
6. Homework: Application “Favorite”
toy".
10.
Sound CLesson No. 14
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Isolating the sound C by ear
a) from the syllables: as, os, us, ys, is;
b) from the words: nose, kvass, forest, dog.
4. Reproduction of syllable series
ak-ok-uk-yk
ka-ko-ku-ki
ok-uk-yk-ak
ko-ku-ki-ka
uk-yk-ak-ok
ku-ki-ka-ko
yk-ak-ok-uk
ki-ka-ko-ku
5. Sounds K, K" and the letter K.
6. Distinguishing K - K" - grouping
pictures (poppy, cat, wreath, skittles, cubes,
skates, oak trees, buttercup, horse, turkey, book,
hunters, ducks).
7. Development of attention and memory - game
"Remember, repeat" crown - oaks -
book (change word order).
8. Homework: Application "Poppy".
Sound C
Lesson No. 15
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Isolation of sound C by ear
a) from the syllables sa, so, su, sy;
b) from the words sam, catfish, soup, son.
4. Reproduction of syllable series
pa-ta-ka-ha
ta-ka-ha-pa
ka-ha-pa-ta
ha-pa-ta-ka
5. Development of attention and memory - a game with 78 pictures on K "What has changed?"
6. Drawing up proposals for
pictures with K, K" with the word no by
to this sample:
Katya doesn't have a wreath.
Tolya does not have an oak tree (poppy, cap, book).
7. Homework: Application
"Autumn pattern on a dish."
11.
Sound CLesson No. 16
1. Articulatory and fingering
gymnastics.
2. Sound production S.
3. Sound analysis - vowel isolation
after the consonant in the words som, sleep, nose, dry,
juice.
4. Sound and letter O.
5. Reproduction of syllable series
po-to-ko-ho
to-ko-ho-po
ko-ho-po-something
ho-po-to-ko
6. Use of the genitive case
plural nouns -
making sentences with the word many
by subject pictures (horse, window,
wreath, two-piece, peony) according to the sample
There are many horses in the herd.
7. Development of attention and memory - playing with
six pictures "Guess the indicated
picture" (wreath, peony, books, oak tree,
marigold, whale).
Sound C
Lesson No. 17
1. Articulatory and fingering
gymnastics.
2. Sound and letter S.
Articulatory posture of the sound C,
viewing profile:
lips stretched into a smile,
teeth like a fence with a gap,
the tip of the tongue behind the lower teeth,
cold, directed air stream
down - long whistle.
3. Automation of the sound C in the syllable sa:
sa-sa-sa - slowly and for a long time
sa-sa-sa-sa-sa-sa
sa-sa-sa-sa-sa-sa-sa-sa-sa
sa-sa-sa-sa-sa sa-sa-sa-sa-sa
4. Introduction of the syllable sa into the words garden, sleigh
sa-sa-sa- garden, garden, garden;
sa-sa-sa-sani, sleigh, sleigh (Sanya).
5. Automation of the sound C in the words garden,
sled
a) games “A lot - no”, “1-2-5-9”;
b) speaking sentences
Sanya has a garden. Sanya goes to the garden. Sanya waters
garden. Sanya in the garden.
6. Homework: Application "Garden".
12.
Sound CSound C
Lesson No. 18
Lesson No. 19
1. Articulatory and fingering
gymnastics.
3. Automation in the syllables sa, sy and words with
them
a) sa-sa-sa-sambo
sy-sy-sy-son
sa-sa-sa-boots
sy-sy-sy-full
sa-sa-sa - scooter
sy-sy-sy- pour
sa-sa-sa-self-propelled gun
sy-sy-sy-son
b) game "1-2-5-9" with the words boots, scooter,
son, son, self-propelled gun, garden, sleigh.
4. Development of attention and memory - game
"Remember, repeat":
sa-sa-sy
sy-sa-sa
sa-sy-sy
sy-sy-sa
sa-sa-sa
sy-sa-sy
garden - sleigh - boots - scooter
sleigh - - boots - - scooter - - garden (change
word order).
5. Sound analysis of words son, himself.
6. Homework: Application "Golden"
autumn".
1. Articulatory and fingering
gymnastics.
2. Sound S - S - S (whistle for a long time).
3. Syllables and words
sa-sa-sa-osa, scythe, cash desk
sy-sy-sy- beads, wasps, mustaches, braids
4. Game "Remember, repeat"
wasp - braids - cash register - mustache (change order
words).
5. Determination of the location of the sound C (see paragraph 4).
Memorizing a clean tongue
Sa-sa-sa- Sanya has a garden,
sa-sa-sa- there is a wasp in the garden,
sy-sy-sy- Sanya has beads,
sy-sy-sy- the wasp has a mustache.
7. Remembering the names of trees,
word formation relative
adjectives from tree names - game
“Which leaf?”, “Which branch?”
maple - maple, maple
at the linden tree -
at the oak -
at the poplar -
at the viburnum -
8. Homework: Drawing leaves by
pencil outline, shading.
13.
Sound CLesson No. 20
2. Sound S - S - S (whistle for a long time).
3. Automation in syllables and words
so-so-so - catfish, juice, Sonya, soda, sand, sock;
su-su-su- soup, bough, bag, chest, carry, dishes.
4. Reproduction of syllable series and word series
a) sa-so-su-sy
so-su-sy-sa
su-sy-sa-so
sy-sa-so-su
b) catfish - soup - sand - dishes (change order
words).
5. Exercise in agreeing on quantitative
numerals and nouns - game "1-2-5-9"
1 som - 2 soms - 5 soms - 9 soms (bag, chest,
sock).
6. Speaking sentences
Sonya has juice. Sonya drinks juice. Sonya has a bag. In the bag
dishes.
7. Learning tongue twisters
Sa-sa-sa- Sonya goes to the garden,
sa-sa-sa- there is a wasp in the garden,
so-so-so-osa drinks juice,
su-su-su- Sonya sees a wasp,
sy-sy-sy- the wasp has a mustache.
8. Homework: Painting "Branch"
viburnum."
Sound C
Lesson No. 21
1. Articulation and finger gymnastics.
2. Sound S - S - S (whistle for a long time).
3. Automation in reverse syllables and words with
them
a) as-as-as-as-as-as-as-as
b) as-as-as- kvass
us-us-us-us-us-us-us-us
os-os-os-coconut
ys-ys-ys-ys-ys-ys-ys-ys
us-us-us - focus
es-es-es-es-es-es-es-es
ys-ys-ys-kumys
4. "Remember, repeat"
a) cactus - bus - pineapple - kvass (change order
words).
b) as-os-us-ys
os-us-ys-as
us-ys-as-os
ys-as-os-us
5. Pronouncing and memorizing simple phrases,
highlighting words with the sound C
As-as-as - we have kvass at home,
as-as-as- we have pineapple at home,
wasp-os-os - there are a lot of wasps in the garden,
us-us-us- Sonya has a cactus,
us-us-us- Sanya has a new bus,
ys-ys-ys- Denis drinks kumiss.
6. Homework: Applique "Bouquet of autumn flowers"
leaves."
14.
Sound CLesson No. 22
1. Articulatory and fingering
gymnastics.
2. Sound S - S - S (whistle for a long time).
3. Syllables and words (Pronunciation and
determining the location of sound C)
sta-sta-sta - glass, machine, herd,
stadium, cabbage, pasta, bride;
hundred-hundred-hundred-place, dough, empty, thick,
moan;
stoo-stu-stu - knock, mortar, steps,
shepherd;
oh, oh, oh, oh, bushes, bridges, tails,
storks.
4. Reproduction of syllable series
hundred-hundred-stu-sty
hundred-stu-sty-hundred
hundred-hundred-hundred
whoa-whoa-whoa-whoa
5. Agreement of pronouns mine, mine, mine,
mine with nouns (see words from paragraph 3) game "Echo"
6. Homework: Drawing
"Leaf fall."
Sound C
Lesson No. 23
1. Articulation and finger gymnastics.
2. Sound S - S - S (whistle for a long time).
3. Sound analysis, transformation of syllables, words,
exercises with split alphabet.
as-sa-so-os-us-su-si-is
us-su-soup-suk-suh
os-so-juice-soh
4. Typing syllables and words
US-SU-SUP-SUK
OS-SO-JUICE.
5. Practicing the pronunciation of syllables and words
a) ast-ast-ast - crust
ost-ost-ost- bridge
ost-ost-ost- tail
mouth-mouth-mouth-bush
b) ast-ost-ust-ist
ost-ust-ist-ast
ust-ist-ast-ost
yst-ast-ost-ust
c) game “Remember, repeat” stork-bridge-
bush tail
(change word order)
6. Pronouncing sentences, highlighting words
with the sound C
There is a stork in the garden.
There is a rooster standing under a bush.
The rooster raises his tail.
Behind the garden is a high bridge.
7. Homework: Paper applique,
leaves or drawing (optional) "Autumn pattern
leaves."
15.
Sound CLesson No. 24
1. Articulation and finger gymnastics.
2. Sound S - S - S (whistle for a long time).
3. Syllable rows
ska-sko-sku-sky
ask-ask-usk-ysk
sko-sku-ska-ska
osk-usk-ysk-ask
sku-ska-ska-sko
usk-ysk-ask-osk
ska-ska-sko-sku
ysk-ask-osk-usk
4. Words (pronunciation, determination of the place of the sound C)
helmet
mask
lawsuit
kiosk
pussy
jump
squeak
wax
Bowl
bench
search
start
5. Nominative plural
noun - ball game
pussy-pussies
Bowl-
mask –
helmet –
bench –
search 6. Coordination of cardinal numbers and
nouns - the game "1-2-5-9" (for words, see paragraph 5).
7. Pure saying "Pussy" (learning, highlighting words
with sound C:
Pussy, pussy, where's your bowl?
Pussy eats soup from a bowl:
Full pussy - empty bowl.
8 Homework: Applique of autumn leaves
"Pussy".
Sound C
Lesson No. 25
1. Articulatory and fingering
gymnastics.
2. Sound S - S - S (whistle for a long time).
3. Syllable rows
spa-spo-spo-spa
spo-spo-spa-spa
spa-spa-spa-spo
spa-spa-spo-spo
asp-osp-usp-asp
osp-usp-ysp-asp
usp-ysp-asp-osp
ysp-asp-osp-usp
4. Game "Remember, repeat"
sleep - confuse - sing - satellite (change
word order).
5. Pure sayings about owls and owlets
It’s dark in the forest, everyone has been sleeping for a long time.
One owl is not sleeping, sitting on a branch.
We see owlets on the bitch.
The owls are sitting here together.
When they are not sleeping, they eat.
They don't sleep when they eat.
6. Isolating words with the sound C from these
purely speaking. "
7. Game "1-2-5-9" (with the words owl, owlets).
8. Homework: Leaf applique
"The Owl and the Owls."
16.
Sound SLesson No. 26
1. Articulation and finger gymnastics.
2. Soft sound C" (repeated and prolonged
pronunciation)
observation of the position of the articulatory organs,
especially the language.
3. Syllables
Xia-Xia-Xia-Xia-Xia
se-se-se-se-se
syu-syu-syu-syu-syu
si-si-si-si-si
syo-syo-syo-syo-syo
4. Syllable rows
sya-se-syu-si
s-s-s-s-s-s
syu-si-sya-se
si-si-si-si
5. Words
ash
geese
autumn
Taxi
ladder
sit
song
Maksim
sieve
wear
blue
mow
aspen
to weight
6. Game "Remember, repeat" with highlighted words.
7. Learning tongue twisters, highlighting words with the sound C"
We are sitting on the stairs
And we sing songs.
Everybody sings and I sing
My new song.
8. Word formation based on relatives
adjectives (phrases with them) - ball game
autumn - autumn day (leaf, ash, oak, linden, weather, sky).
9. Consolidation of education and use
relative adjectives from the words aspen, ash -
game "Which leaf, which branch, which log?"
10. Homework: Application “Ash Branch”.
Sound S
Lesson No. 27
1. Articulation and finger gymnastics.
2. Sound C" (soft) (repeated and prolonged pronunciation)
3. Syllable rows
all-all-all-all
all-all-all-all
all-all-all-all
all-all-all-all
4. Learning pure sayings “Vasenka”, “Kittens”
Fidget Vasenka does not sit still,
The fidgety Vasenka is with us everywhere.
Vasenka has a mustache, there is gray hair on his mustache,
Vasenka has an arched tail and a spot on his back.
There are seven kittens on the bench, all the kittens want to eat.
We will pour jelly into a bowl - Here is a bowl of jelly.
There are seven kittens under the bench who don’t want to eat from the bowl.
5. Exercises with deformed phrases
Vasenka doesn’t sit still. Vasenka doesn’t sit still.
kittens want seven to eat-
Lucy's geese graze in the forest
goslings geese graze together -
want to eat fox cubs-
jelly seven not kittens eat want-
bench bowl on blue stands jelly in -
6. Completion of sentences (indirect cases of cardinal numerals and nouns)
Seven kittens are sitting on a bench.
We admire...
Vasya takes care of...
Maxim gives a bowl of jelly...
There's no one on the bench...
7. Homework: Illustration for one of the proverbs.
17.
Sound SLesson No. 28
1. Articulation and finger gymnastics.
2. Sound C" (repeated and prolonged pronunciation).
3. Syllable rows
oh-oh-oh-oh-oh
os-us-is-as
us-is-as-os
is-as-os-us
4. Words
goose
braid
I'm afraid
all
eighth
I wash myself
maybe
letter
I wash my face
string bag
letters
getting dressed
pug
Vaska (cat)
writing
5. Memorizing an excerpt from a poem 3.
Alexandrova "My bear"
Don't be afraid: it's a goose.
I'm afraid of him myself.
Highlighting words with the sound C" (goose, be afraid, I'm afraid).
6. Sound analysis of the word goose (geese).
7. Related words for goose
goose (geese) - goose (goslings), goose, gander, goose.
8. Converting a deformed phrase
forest goose to graze -
goose gosling have a small-
goose woods goslings go with -
Lucy geese goslings from their mouths -
Vasya soft goose down -
9. Homework: Applique of autumn leaves
"Goose".
Sound S
Lesson No. 29
1. Sound C" (repeated and prolonged pronunciation).
2. Syllable series
ast-ost-ust-ist
ost-ust-ist-ast
ust-ist-ast-ost
ist-ast-ost-ust
stya-stv-stu-sti
stu-stu-sti-sti
stu-sti-sti-ste
stya-ste-ste-stu
3. Words
wall steppe poetry Stepan
bones guests lead misfortune
bone guest news attack
4. Repetition of familiar phrases starting with the sound C"
5. Learning a new phrase
Together with my mother I get up,
I make my own bed,
I wash my face, get dressed,
I'm going to kindergarten with my mother.
6. Recalling words starting with the sound C"
at the beginning of a word
at the end
in the middle.
7. Compiling and memorizing a story based on the plot
picture "Autumn" using reference words
autumn, autumnal, ash, aspen, leaf fall, leaves, Sima,
Senya, Vasya.
8. Homework: Drawing “Forest in autumn dress.”
18.
Sound ZSound Z
Lesson No. 30
Sound 3 - by imitation, analogous to sound C, with tactile vibration control (hand on throat).
2. Syllables
1.
for-for-for-for-for
zu-zu-zu-zu-zu
3. Syllables and words
zy-zy-zy - basins
for-for-for-stutterer
for-for-for-factory
for-for-for - a riddle
zo-zo-zo-umbrella
zo-zo-zo-lawn
zy-zy-zy - vases
zu-zu-zu-tooth
4.
zo-zo-zo-zo-zo
zy-zy-zy-zy-zy
zy-zy-zy-voz-carts
for-for-for-sunset
for-for-for-lock
for-for-for-vase
zo-zo-zoz
zo-zo-zo-cart
zy-zy-zy-music
zu-zu-zu- dental
zy-zy-zy-language
for-for-for-smell
for-for-for-fun
zo-zo-zo- Zoya
zo-zo-zo-umbrella
zy-zy-zy-goats
zu-zu-zu-teeth
Syllable series
for-zo-zu-zy
zo-zu-za-za
zu-zy-za-zo
zy-za-zo-zu
5.
Games with pictures for 3 "Remember, name, put",
"1-2-5-9" (pheasant, forget-me-nots, mimosa, umbrella, banner, star).
6.
Letter 3.
Exercise with split alphabet following analysis
(basins, goats), drawing up diagrams of these words.
8. Printing the words TAZY, GOAT, TAZ, GOAT.
9. Learning a joke
For-for-for-Zoya has a goat,
zo-zo-zo- Zoya's umbrella,
zu-zu-zu- Zoya grazes a goat under an umbrella,
zy-zy-zy-Zoya has neither an umbrella nor a goat.
7.
Lesson No. 31
2. Syllable series.
hello-hey-hey-hey
hello-here-here-here
hi-here-here-here
hello-hey-hey-hey
3. Repeating the joke about Zoya and the goat.
4. Learning a new joke about Zoya, the bunny and the goat
The bunny is not sleeping, she is calling Zoya,
The goat doesn't let the bunny sleep.
Take the goat, lock the goat,
And my little bunny will fall asleep in the basin.
The bunny yawns and Zoya yawns.
The bunny will fall asleep, and Zoya will fall asleep.
Zoya is the bunny's mistress,
The bunny is sleeping in Zoya's basin.
5. Selecting words for sound 3 from this joke.
6. Game “Name it kindly” - consolidation
use of diminutives
suffixes -ok, -ek, -ik, familiarization with spelling
dubious consonants
basin- basin
pump -
WHO-
mowing-
convoy -
kvass -
7. Homework: Illustration for listening
fairy tale by I. Sokolov-Mikitov "Falling Leaves".
19.
Sound ZLesson No. 32
1. Sound 3 (long pronunciation).
2. Syllable series
I know-I know-I know I know-I know-I know-I know
I know-I know-I know
know-know-know-know azn-ozn-uzn-yzn
ozn-uzn-yzn-azn
uzn-yzn -azn -ozn
yzn-azn-ozn-uzn
3. Words
Know
abyss
white
Coffers
heat
sultry
Splinter
star
starship
Starfall
oil depot
know
Knowledge
banner
familiar
Sign
4. The use of prepositions for, because of, from under -
exercises with deformed phrases
bunny bush sits behind (under) -
bunny bush peek out from behind (from under) -
bunny bush crawl out from behind -
forget-me-nots Lisa for planting the hut -
Zoya Pine stand behind -
Zoya pine peeks out from behind -
Zoya Pine comes out from behind -
goat graze the forest behind -
umbrella back Lisa at behind -
Liza's back takes out the umbrella from behind -
5. Repeating words with sound 3 - playing ball or jumping
with a skipping rope.
8. Repetition of jokes and nursery rhymes based on sound 3.
9. Sound-syllable analysis, typing and diagram of the word umbrella.
Sound Z
Lesson No. 33
1. Sound 3" (soft) - caused by imitation.
2 Syllable rows
zy-ze-zy-zy
ze-zy-zy-zya
zyu-zi-zya-ze
zi-zya-ze-zyu
3. Words
newspaper
finch
raisin
museum
elder
monkey
dugout
petrol
drifting snow
strawberries
shop
chill
petrolatum
winter
master
4. Transformation of sentences according to the model
Zina has a newspaper. - This is Zinya's newspaper.
Zina has strawberries. -
Zina has a finch. -
Zina has Vaseline. -
Zina has raisins. -
5. "Remember, repeat"
6. Sound-syllable analysis, exercise with split
alphabet, drawing up word diagrams and typing: Zina, winter.
7. Memorizing the joke poem "Green Song"
In the green, green, green forest
I am carrying a green strawberry leaf.
The green branch under the spruce does not sleep,
Green music is ringing somewhere,
Green kid in green foliage,
He sings a green song to me.
8. Isolating words with sound 3" (soft) from "Green
songs."
20.
Sound ZLesson No. 34
1. Sound 3" (soft) (long repeated pronunciation).
2. Syllable series
angry-angry-angry-angry
azl-ozl-knot-izl
evil-evil-evil-evil
ozl-knot-izl-azl
angry-angry-angry-angry
knot-izl-azl-ozl
angry-angry-angry-angry
izl-azl-ozl-knot
I know-I know-I know-I know
I know-I know-I know-I know
I know-I know-I know-I know
I don't know, I don't know, I don't know
uzn-ozn-know-izn
ozn-uzn-izn-azn
uzn-izn-azn-ozn
izn-azn-ozn-uzn
3. Recalling words by 3" - playing ball.
4. Repetition of the "Green Song".
5. Related words
winter - winter, winter crops, wintering, wintering, wintering.
6. Agreement of adjectives winter, winter, winter with
nouns - game "Echo" (modeled)
speech therapist: child:
winter suit
coat -
cloth -
dayair-
weather -
speech therapist: child
sky-
snowstorm-
sun blizzard-
wind-
fairy tale -
7. Compiling and memorizing the story “Winter” based on the basics
words
winter, snow, garden, sled, Zoya, Zina, Lisa, Sima, carry,
Tuzik, snowman, make, name, taken, winter.
8. Learning the quatrain “Winter”
My nose is chilly, winter is coming.
In a winter fairy tale, there are forests and houses.
Everything will be carried in by drifting snow:
Land, steppes and factories.
9. Homework: drawing with a “Winter's Tale” candle.
Sound Ts
Lesson No. 35
1. Production of the sound C (by imitation, from TS).
2. Automation in reverse syllables
ats-ats - ats-ats-ats
itz-its - itz-its-its
otz-ots-ots-ots-ots
tz-tz-tz-tz-tz
uts-outs - outs-outs-outs
yat-yat-yat-yat-yat
3. Introduction of the sound C into words with reverse syllables
bam-bang-bang
Dude
dude-etc-fighter
dude-cat-fugitive
Etc-ec-ec-lollipop
tsk-tsk-finger
yuk-yuk-infantryman
tz-tz-tz-dance
dude-etc-father
tz-tz-tz-messenger
tut-tut-tut- the end
tz-ets-tz-singer
tsk-ts-ts-little finger
yuck-yuck-yuck- finally
tz-ets-tz-blacksmith
yat-yat-yat-hare
4. “Remember, repeat” - development exercise
attention and memory (for words, see paragraph 3).
5. Exercise with split alphabet - compilation and
syllable conversion
ats-ots-uts-its-its
6. Printing the letter C; typing syllables ATs, OTs,
UC IC, YTS.
7. Speaking sentences.
A hare sits under a bush.
Sonya's father is an infantryman.
And Sanya’s father is a singer.
The singer performs a cheerful song.
Finally, Vasya was given a lollipop.
The dog bites the finger, especially the little finger.
21.
Sound TsLesson No. 36
2. Syllable series
ats-ots-uts-its
ots-uts-its-ats
uts-its-ats-ots
3. Syllables and words
tsa-tsa-tsa - bird
Tsi-tsi-tsi-birds
Tsa-tsa-tsa-marten
tsk-tsy-tsy-martens
Tsa-tsa-tsa-fox
tsk-tsy-tsy-foxes
Tsa-tsa-street
tsk-tsy-tsy - streets
Tsa-tsa-tsa-mill
tsy-tsy-tsy -mills
Tsa-tsa-tsa-soap box
tsk-tsy-tsy - soapboxes
Tsa-tsa-tsa - village
tsy-tsy-tsy - villages
Tsa-tsa-singer
tsk-tsy-tsy - singers
Tsa-tsa-tsa - greenhouse
tsy-tsy-tsy -greenhouses
Tsa-tsa-sheep
tsk-tsy-tsy -sheep
tsa-tsa-tsa - water
tsa-tsa-tsa - hospital
tsa-tsa-tsa - smart girl
tsa-tsa-tsa - button
tsa-tsa-tit
tsa-tsa-tsa-girl
tsa-tsa-tsa-knitting needle
tsa-tsa-tsa-chariot
4. Game “Remember, repeat” (for words, see paragraph 3).
5. Learning nursery rhymes
The girl runs out into the street up to the water,
But the water is far away, but the bucket is large.
You, girl, don’t go, you, girl, sit down.
6. The game “Me too” - an exercise in word formation
feminine nouns modeled
smart guy - smart girl
teacher -
writer -
huntergardener -
fashionista entertainer -
7. Homework: Painting “Birds fly away”
South".
Sound Ts
Lesson No. 37
1. Sound T (repeated pronunciation).
2. Syllables and words
tso-tso-tso-face
tso-tso-tso-egg
tso-tso-tso- ring
tso-tso-tso-letter
tse-tse-tse- chain
tse-tse-tse- assessment
tse-tse-tse- prices
tse-tse-tse- clue
3. Syllable rows:
tsa-tso-tsu-tsy
tso-tsu-tsa-tsa
tsu-tsa-tsa-tso
tsk-tsa-tso-tsu
4. “Memorize and repeat.”
face - chain - egg - ring (change the order of words).
5. "Echo" - word formation of nouns with
diminutive suffixes -ts-, -its-, ets-body – little body
case -
selosoap –
coat -
building -
exercise -
letter -
announcement -
knowledge –
explanation –
6. Learning the nursery rhyme "Chicks"
Here the chickens are running -
They are not afraid of Natka.
Near the tub there is a saucer -
They will all get drunk.
Chick-chick-chick! Chicks!
There is some water in a tub.
Who's afraid of me
I won't give him any water.
7. Homework: Application to this nursery rhyme.
22.
Sound TsLesson No. 38
1. Sound T (repeated pronunciation).
2. Syllable series
tsma-tsmo-tsmu-tsma
atsm-otsm-utsm-ytsm
tsmo-tsmu-tsma-tsma
otsm-utsm-ytsm-atsm
tsmu-tsma-tsma-tsmo
utsm-ytsm-atsm-otsm
tsma-tsma-tsmo-tsmu
ytsm-atsm-otsm-utsm
3. Memorizing the proverb “Blizzard”.
Let the blizzard blow
Light snow is spreading.
Hares were running in the forest,
A fox was spotted there
A tit sits on a pine tree,
A fox stands under a pine tree.
4. Game "1-2-5-9" with words (pictures)
hare, heron, egg, chick, bird, sheep, chicken, fighter, Street,
soap dish, button, bread box, hyacinth, singer.
5. Related words (modeled)
bread
- bread, bread box
soup
- soup tureen
napkin-napkin holder
candy - candy, candy bowl
sheet
- deciduous, larch
soap
- soapy, soap dish
6. Transformation of sentences (exercise in using
possessive adjectives with the suffix -ts,)
Sonya has a bread box. - This is Sonya’s breadbox.
Sanya has a napkin holder. -
Vasya has larch in his garden. -
Sima has a glass candy bowl.-
Lucy has a blue button. -
Asya has a faience tureen.-
7. Homework: Illustration for a proverb
"Blizzard".
Sounds NW
Lesson No. 39
2. Repetition of the sound C, syllables, syllable rows, words,
pure sayings, nursery rhymes, jokes.
3. Repetition of sound 3, syllables, syllable rows, words,
pure sayings, poems, jokes.
4. Syllable rows
sa-sa-za
for-for-sa
sa-za-za
for-sa-sa
sa-za-sa
for-sa-for
5. Transformation of syllables, words - game "On the contrary"
a) stad
zma-sma
one hundred-
zmo-
stu-
zmu-
shame-
zmy-
etc.
b) Zoya-soybean
tooth-
goat -
Lizzie -
6. Grouping pictures - the game "Let's give pictures to Zoya and
Sonya."
Zoe on 3
Sonya in C
(dog, castle, vase, umbrella, bag, socks, stroller, cabbage,
goat, forget-me-nots, bench, vacuum cleaner, alphabet, pacifier, mimosa,
mosaic).
7. Based on the results of paragraph 6, compilation and transformation
phrases (sentences) with possessives
adjectives according to the pattern
Zoya has an umbrella. - This is Zoya's umbrella.
Sonya has cabbage. - This is Sonya's cabbage.
8. Sound-syllable analysis, exercises with split alphabet,
diagrams and typing of the words braids-goats, braids-koza.
23.
Sounds NWLesson No. 40
1. Sounds C - 3 (alternate pronunciation).
2. Repetition of lesson material 39 pp. 2-7.
3. Words (repetition after the speech therapist, division into syllables,
determining the place of sounds S, Z in these words)
drought
bolt
veil
curtain
drifts
ambush
fall asleep
write down
carp
say
fairy tale
convene
4. Game "1-2-5-9" (familiar fairy tale, fascinating
fairy tale).
5. Homework: Drawing or appliqué
"Snowfall".
Sounds S-Z (s-z)
Lesson No. 41
1. Sounds C" - 3" (alternate pronunciation).
2. Repetition of the sound C", syllables, syllable rows, words,
purely speaking.
3. Repetition of sound 3", syllables, syllable rows, words,
purely speaking.
4. Syllable rows
sya-sya-zya
blah-blah-blah
snya-snya-znya
sya-zya-zya
wow-wow-wow
snya-znya-znya
Xia-Zia-Xia
slo-sla-sla
snya-snya-snya
wow
wickedly wickedly
znya-znya-snya
oh-oh-oh
zya-zya-zya
wicked wicked
wicked wicked
snya-snya-snya
znya-znya-znya
asn-asn-asn
it's a big deal
asn-asn-asn
it's a joke
it's a joke
Azn-asn-azn
asl-asl-azl
asm-asm-asm
asl-azl-azl
asm-asm-asm
5. Transformation of syllables - game "On the contrary"
zy-zya-zya-xya-xya
ze-ze-ze-
zyu-zyu-zyu-
zi-zt-zi -
ze-zeze-
stya-sta-sta-here-here-here
ste-ste-ste-here-here-here
stu-stu-stu-here-here-here
sti-sti-sti-here-here-here
Ste-ste-ste-here-here-here
6. Grouping pictures - the game "Give Pictures"
Sima and Zina"
(leaves, snowman, finch, orange, shop, newspaper, museum,
cornflower, goose, letter, strawberry).
7. Exercise in using possessives
adjectives Simin, Simina, Simino, Zinin, Zinina,
Zinino with pictures (see paragraph 6).
8. Homework: Application “Zina and Sima blinded”
snowman."
24.
Sounds S-CSounds S-C
Lesson No. 42
Lesson No. 43
1. Sounds S - C (alternate pronunciation).
2. Repetition of sound C: syllable rows, words,
pure talk, nursery rhymes.
3. Repetition of the sound C: syllable rows, words,
pure talk, nursery rhymes.
4. Comparison of sounds C - C - game "On the contrary"
a) in syllables
sa-sa-sa - tsa-tsa-tsa
as-as-as-ats-ats-ats
co-co-co-
os-os-os -
su-su-su-
us-us-us -
sy-sy-sy-
ys-ys-ys -
b) in words
clink-clack
color -
goals-
heron -
bam-
colorprice -
boots -
5. Sound-syllable analysis, drawing up diagrams of words tsok,
juice, bang, bass
6. Exercises with split alphabet (drawing,
transformation of words - see point 5).
7. Typing the words COC, SOK, BAM, BAS.
8. Related words:
light
color-
9. Game "Finish the word"
combat., vacuum cleaner., but., zaya.,
pe., ice., qua.,
anana., father., horse., sub., bird., bus..
1. SOUNDS S - C (alternate pronunciation).
2 Syllable rows
as-as-ats
ac-ac-ac
tsa-tsa-sa
sa-sa-ca
as-ats-ats
ac-as-as
tsa-sa-sa
sa-tsa-tsa
as-ats-as
ac-ac-ac
tsa-sa-tsa
sa-sa-sa
3. Exercises with pictures in C, C
a) selection of pictures for both sounds like sun;
b) selection of pictures in C,
c) selection of pictures on C
(pictures: knitting needle, vacuum cleaner, ladder, sun, pine,
scene, flowers, chick, chariot, singer, arctic foxes,
station, sheep, acacia, bush, mask, bench,
hyacinth).
4. Conjugation (without the second person singular) in
future tense
get caught on an acacia bush
remove a caterpillar from an acacia bush
perform a children's song on stage.
5. Games “What has changed?”, “Guess the picture”,
“Remember, name” with pictures for both sounds (see p.
Behind).
6. Sound-syllable analysis, word circuit diagrams, sheep.
7. Repetition of pure sayings in S, C.
8. Homework: Application "Hare under
bush."
25.
Sounds S-CLesson No. 44
1. Sounds S-C (alternate pronunciation)
2. Syllable series
whoa-whoa-whoa
ast-ast-ast
ast-ast-ast tsta
whoa-whoa-whoa
ast-ast-ast
ast-ast-ast
Sta-sta-sta
whoa-whoa-whoa
ast-ast-ast
ast-ast-ast
3. Comparison of sounds C - C - game "On the contrary"
(see lesson 42, paragraph 4).
4. Game “Finish the word” (see lesson 42, paragraph 9).
5. Game with pictures “1-2-5-9” (see lesson 43, paragraph 3).
6. Negotiating sentences based on these pictures
This is Sonin (Sonina, Sonino) ... This is Sanin (Sanina,
Sanino) ... This is Svetin (Svetina, Svetino) ...
7. Homework: Application "Tit".
Sounds
Lesson No. 45
Shmakova Elena
Notes of speech therapy classes on production and automation of whistling sounds
Staging, automation and differentiation of whistling sounds.
Speech therapy lesson notes.
Lesson 1. .
Preparatory stage.
Target: preparation of the articulatory apparatus for sound production [s]; formation of a long-lasting directed air stream; an exercise in distinguishing words that sound similar; ability to determine the presence sound [s] in a series of sounds; development of the function of language analysis and synthesis; nurturing positive motivation in educational activities.
Equipment: Pictures whistling; image sound [S] "Breath".
Progress of the lesson.
1. Organizational moment.
Development of spatial perception
Who are you sitting between? Who is sitting to your right? Who's sitting to your left?
2. Message to the target classes.
3. Development of fine movements of the hands and fingers.
Finger gymnastics "Friendship".
"Fist. Edge. Palm".
4. Articulation gymnastics.
1. Exercises aimed at developing mobility lips:
"Grin", "Proboscis", "Tube".
2. Exercises aimed at developing mobility language:
(see articulation exercises for sound settings [s]).
Development of exhalation force. Developing the correct direction of the air stream along the midline of the tongue. Gymnastics Strelnikova.
Let's sing a song. Inhale air through your mouth, gradually and slowly exhale while saying sound "a"(combinations sounds ay, aui, etc.). Exhalation is controlled by the palm.
"Axe". The child is offered place your feet shoulder width apart, interlock your fingers and lower your hands down. Quickly raise your hands - inhale, lean forward, slowly lowering your hands, say “wow!” on a long exhale.
"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream. Games for tigers - computer technology.
6. Development of phonemic awareness
Background highlight syllables and words of sound [s] among sounds, distant in acoustic and articulatory characteristics.
A game "Catch sound» . The child should clap his hands when he hears sound [s]. First the teacher says sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy, ba. If the child secretes sound from a sound or syllabic series, the words poppy, cheese, bough, shelf, son, bun, lamp, catfish are given.
7. Phonetic gymnastics, rhythm.
8. Exercises to develop rhythm.
Tap out in imitation.
Lesson 2.
Lesson notes on sound production [C].
Preparatory stage.
Target: Learning to pronounce correctly sound[with] mechanical assistance and imitation; continuing to perform articulation exercises for sound [s] in full; formation of a long-lasting directed air stream; strengthening the ability to distinguish words that sound similar; determination of presence sound [s] among other sounds. Development of facial expression, memory, attention, holistic perception, fine motor skills. Cultivating positive motivation in educational activities.
Equipment: Pictures: articulation gymnastics for whistling sounds [s] and [sh]; image sound [S]; hammer for tapping rhythm; toy plane; chest "Breath", working pencil case.
Progress of the lesson.
1. Organizational moment.
2. Message to the target classes.
3. Repeating the game to develop fine movements of the hands and fingers.
4. Articulation gymnastics. Exercises aimed at developing tongue mobility. (see art. ext. for sound settings [s]) .
5. Games for the development of speech breathing.
Development of exhalation force
Blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronunciation sound [f](long exhale, pronounce sound [t](short exhale).
Development of exhalation force. Developing a smooth and long exhalation. "Dandelions" "Games for tigers"– computer technology.
"Put out the candle". Developing an intense intermittent exhalation while pronouncing fuuuuu.
"The Storm Howls". Developing the correct direction of the air stream along the midline of the tongue. Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.
Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars
"The baby is learning to pronounce sound [and]» . Place the tip of your tongue behind your lower teeth and say sound [and]. Make sure that "dimple" on the tongue it was exactly in the middle.
"Donkey's Song". Pronunciations sound combinations ia.
"Boat". Stick your tongue out of your mouth and cup it ( "groove"). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.
6. Formation of a visual image sound [s]
Look how the lips smile, the tongue hides behind the lower teeth. (Show articulation.)
Consolidation of the auditory image sound.
The pussy pierced the ball with its claw. Listen to how air whistles: s-s-s-s. You too will soon learn to pronounce it like that sound.
Formation of a kinesthetic image sound(feeling the position of the organs of articulation)
Showing the position of the organs of articulation using the fingers. Shows first speech therapist and then the child.
Selection sound [s] among sounds, similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [w], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy. The words dog, bunny, sunshine, fur coat, boots, garden, etc. The child raises his hand or claps his hands if he hears sound [s].
A game "The fifth wheel". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.
"Pick and name". Arrange in two piles pictures depicting objects whose names include sounds [s] and [sh].
Define position sound [s] in the words sledge, boots, owl, bus.
Whether there is a sound[c] in the words cabbage, beets, radishes, beans, lettuce, garlic?
Find vegetables whose names include sound [s]. Where is it heard sound [s] in the word salad? In the word garlic? In the word cabbage?
8. Phonetic gymnastics, rhythm.
9. Exercises to develop rhythm.
Tap out in imitation.
"Hammer". Repeat the rhythm that the adult taps out.
Example: 1 - 2 - s - ss.
Rhythms: 2 – 1;2 – 2; 1-3; 3-1;1 - 1-2;1-2-1;2 - 3, etc.
Lesson 3.
Lesson notes for correction of isolated sound [S].
Target: reinforcement of correct pronunciation sound"With" in isolated form; formation of the concept of the mechanism of education sound and its acoustic features; improving speech motor skills, strengthening kinesthetic (articulatory) image sound; nurturing the need for verbal communication, self-control skills.
Equipment whistling; pictures depicting objects whose names include sounds [s]; facial pictures; image sound [S]; hammer for tapping rhythm; toy plane; chest "Breath"; signal cards; letter C; visual supports of vowels sounds.
Progress of the lesson.
1. Organizational moment.
2. Message to the target classes.
3. Repetition and consolidation of special articulation exercises.
Exercises aimed at developing muscle mobility and the tip of the tongue and producing an air stream (see previous classes) .
4. Correction of isolated sound[c] on game material.
Exercises "Water is flowing" ("Cold wind", "Pump", "Kettle") Onomatopoeia.
"Bring out sound take a walk» .
"Mimic exercises" isolated sound automation. Express with intonation when pronouncing sound different moods of people.
"The letter is lost".
Grandfather Sound eater(evil wizard) kidnapped sounds in words.
Apog is naked.
By. damn I spit.
Le. .obaka
Itrere. Mu. op
Ve. s. unduk
Oroka singing.
Lee. and runs away into the forest.
Ali. but can't pi. at.
Denis. .am puts on. andali.
Anfi. and by. adit ove. And fa. ol.
"Fist. Edge. Palm". Sing the given one sound to a well-known melody with movements.
5. Development of phonemic hearing.
Raising a signal card to a given syllable.
On the syllable sa: ra, pa, sa, ma, sa, sa, yes.
On the syllable sy: sy, we, you, ry, hy, sy, ry.
Memorizing a syllable with sound followed by posting pictures. (see cards with words)
Choose pictures whose title words contain sound [s], from a number of others.
6. Phonetic gymnastics, rhythm.
sounds without voices, showing articulation in front of a mirror; pronouncing vowels in front of a mirror with changes in the strength and pitch of the voice. Visual aids are introduced - symbols for vowels sounds.
a___exhale ao aou uoa aouy
7. Exercises to develop rhythm.
Tap out in imitation.
8. Working with the letter s.
Say it sound[With] long time on one exhale: s – s – s – s.
The letter c is displayed.
Sound [s], look - this is your letter.
The crescent moon was melting in the sky, the crescent was bending towards damage.
And that’s why the letter S shone from the sky for us.
Consider the letter C, draw it in the air with each finger in turn, first with one, then with the other and with both hands at the same time.
Lesson 4.
Automation of sound [s] in reverse(closed) syllables
Target: learning to pronounce sound[s] in reverse syllables; continuing work on developing mobility of the tip of the tongue, achieving clear pronunciation of isolated sound [s] sound in syllables syllables; drawing up diagrams syllables
Equipment: pictures depicting artik. gymnastics for whistling, image sound [S]. Chest "Breath", a hammer for tapping the rhythm, counting sticks, a ball of thread. Boxes «» . Pictures of fairy tale heroes "Teremok"; pictures of objects with sound [with] and without it; pictures for the game "Define your position sound [s] in a word» .
Progress of the lesson.
1. Organizational moment.
2. Message to the target classes.
(see previous classes) .
4. Correction of isolated sound.
"The water is flowing" under control speech therapist.
5. Checking homework.
6. Work for sound[s] in a closed syllable.
Saying two, three, four syllables with simultaneous tapping of the rhythm, with drawing wavy or broken lines with a finger on the table, with laying out sticks, winding threads on a ball, "fingers say hello". Pronunciation syllables on behalf of children, their relatives, animals, aliens, fairy tale heroes, toys, inanimate objects.
Work for sound [s] in jokes. Finish your speech.
An adult speaks: Speaks child:
There is a delicious pineapple in the bag - as-as-as-as-as.
Barbos brought the brush os-os-os-os.
Stas Sosiskin was no coward.
I'm sledding down is-is-is-is.
The owls flew into the forest es-es-es-es.
I heard a loud bass as-as-as-as.
On the plate there is an apricot os-os-os-os.
There is a longboat as-as-as at the pier.
Pronunciation syllables on behalf of the fairy tale heroes "Teremok" with different intonation.
Analysis and synthesis of inverse syllables
Which syllable is missing? Is-is-as; ys-ys-is.
What syllable appeared? Is-is-as; ys-ys-as.
What syllable will come out if I "lady" you sound [a], and then - [s]. Indicate the syllable with color symbols (red and blue circles).
Which one is the first? sound in the syllable ыс? What's the second one? sound?
Name the second one sound in the syllable os?
Name the missing syllable in the words
How. (tus) ana. (us)
pok. (os) forec. (mustache)
comp. (ac) space (os)
Compilation syllables is, ys, as from the letters of the split alphabet.
"Mimic exercises". Use facial expressions to sound automation.
7. Development of phonemic awareness
Selection of pictures whose title words contain sounds [s].
A game "Define your position sound [s] in a syllable» The game is played using chips that mark a position sound in a word.
A game "Define your position sound [s] in a word» . The game is played using chips that mark a position sound in a word. (see words to No. 1)
Lesson 5.
Lesson notes on audio automation [C].
Automation of sound [s] in direct(open) syllables
Target: learning to pronounce sound [s] in straight syllables; continuing work on developing mobility of the tip of the tongue, achieving clear pronunciation of isolated sound [s]; formation of a long-lasting, directed air stream. An exercise in determining availability sound in syllables; analysis and synthesis of inverse and direct syllables; drawing up diagrams syllables. Development and consolidation of phonemic hearing on the acoustic image of a given phoneme; nurturing the need for verbal communication.
Equipment: pictures depicting artik. gymnastics for whistling. Pictures depicting objects whose names include sounds [s]. Mimic pictures; image sound [S]. Hammer for tapping rhythm. Toy plane. Chest "Breath". Working pencil case. Letter C, visual supports of vowels sounds, tables with syllables.
Progress of the lesson.
1. Organizational moment.
2. Message to the target classes.
3. Articulation exercises.
Repetition and consolidation of special articulation exercises aimed at developing muscle mobility and the tip of the tongue and producing an air stream (see previous classes) .
Working on vowel articulation sounds without voices, showing articulation in front of a mirror; pronouncing vowels in front of a mirror with changes in the strength and pitch of the voice.
a___exhale ao aou uoa aouy
o___exhale u___ s___ e___
4. Correction of isolated sound.
Children take turns doing the exercise "The water is flowing" under control speech therapist.
5. Work on sound[s] in an open syllable.
Working with tables in front of a mirror frontally and individually. Attention is paid to the accuracy of articulation sound [s] and vowels.
s___a s___y s___o s___y
Game tasks, pronunciation syllables with the connection of movements and facial expressions. Are given instructions: When performing an action, pronounce syllables. For example: pronounce syllables, imitating control by car, sewing, knitting, drawing, leafing through a book, brushing teeth, washing, "Snowflakes are Falling", "Making snowballs", "Let's roll the snow woman". Isolation of stressed syllable.
Sa-sa; sa-sa; sa-sa-sa; sa-sa-sa; sa-sa-sa.
Sy-sy; sy-sy; sy-sy-sy; sy-sy-sy; sy-sy-sy.
Sa-sy-so-su; sy-sa-so-su.
Which syllable is missing? Sa-sa-sa-sy.
Repeat the syllables: sa-sy-so.
Listen again. Sa-so.
Which syllable disappeared from the series? (Co.) So-su-sy-sa. So-su-sy? (Sa.)
"Mimic exercises". Use facial expressions to sound automation.
Work for sound [s] in jokes. Finish your speech.
An adult speaks: Speaks child:
There is a scythe sa-sa-sa-sa against the wall.
Stop, the wheel broke, so-so-so-so.
It's scary in the forest in the evening, su-su-su-su.
We got our noses dirty sy-sy-sy-sy.
All the forests are turning green sa-sa-sa-sa.
There are sy-sy-sy-sy scales on the table.
I’ll bring the bag to mom su-su-su-su.
6. Analysis and synthesis syllables
Which one is the first? sound in the syllable sa? What's the second one? sound?
How many sounds in the syllable sa?
Sound [s]"made friends" with sound [o]. What syllable did you get?
Whether there is a sound [s] in words juice, son, bag, dump truck?
Tapping a rhythmic pattern of the words juice, bag, dump truck.
"Hammer". Repeat the rhythm that the adult taps on the syllable SA (SO, SU, SY).
Example: 1 – 2 – sa – sasa.
Rhythms: 2 – 1,2 – 2, 1 – 3,3 – 1, 1 – 1 – 2, 1 – 2 – 1, 2 – 3, etc.
7. Development of phonemic awareness.
Arrange the pictures in two piles. Place pictures with the letter w sound [sh], to the letter s - pictures with sound [s]. The teacher pronounces the words, and the child selects the necessary pictures.
Position Definition sound [s] in words elephant, rhinoceros, weasel.
Game “Count how many times the sound [s] in a series of sounds».
The speech therapist pronounces sounds: a, d, s, b, c, w, s, r, c l, s, k, w, m.
Children lay out the appropriate number of counting sticks, then count them and make geometric shapes from them.
A game "Find the syllables with sound [s]» (conditions are the same): sa, ma, fa, ka, ku, do, sy, lu, so, mo, sy.
Individual lessons with a speech therapist are necessary to establish and automate correct sound pronunciation. This method of work is necessary for children with speech pathologies and physiological disorders of the articulatory apparatus.
Classes are devoted to the production and automation of groups of phonemes or individual sounds. The topic of today's lesson: “Sound [S]”. During the lesson we use methods of sound production [С] and [Ш], developed for correctional work with preschoolers.
Goals
- Staging and automation of sound [C].
- Fixing sounds in isolated positions, in syllables, in words and sentences.
- Production of whistling sounds, their differentiation.
Tasks
Educational:
- Setting and assigning the phoneme [C] in reflected repetition to the teacher, independently.
- Enrichment of the dictionary.
Corrective:
- Formation of syllabic analysis skills.
- Fixing the sound [S] in isolation, in syllables, words, sentences.
- Development of thinking, memory, attention.
- Development .
- Development of motor skills of articulation organs and fingers.
Educational:
- Maintaining interest in learning and working with a speech therapist.
- Cultivating hard work.
- Developing the skill of controlling sound pronunciation.
Equipment
To conduct the lesson in a fun way, you will need a toy (for example, a bear, an elephant), a mirror, a sound ruler, cards with letters and images of objects, and syllable diagrams.
Progress of the lesson
Organizing time
Good afternoon, Zakhar (child’s name). Today we will meet a guest. He came to us to see what you were doing in class, to help you do exercises and play.
Come on, let's meet him. The elephant's name is Semyon. How are you?
We got acquainted, now we’ll tell the elephant what we’ll do today.
Let's learn how to pronounce the sound [C] correctly and repeat exercises to warm up the face, fingers, and tongue. Let's look at interesting pictures from fairy tales and come up with our own story. And Semyon will help us and learn too. What sound does the elephant's name begin with? (the child answers), and your name is Well done.
Game “Hear and Clap”
Goal: to develop phonemic awareness.
- Let's play a game. I will name the words, and you will clap your hands if you hear the sound [C].
Sleigh, broom, elephant, owl, cat, bag.
- Well done. The elephant praises you too. He is proud of you, wants to be just as smart and attentive.
Now let's get ready to warm up.
Articulation gymnastics
To produce the sound [C], articulatory gymnastics must be used. Completing tasks helps to relax the muscles, feel the position of the organs of the oral cavity, and set them up for work. This stage cannot be excluded from speech therapy sessions.
Massage:
Repeat the steps after me. Rub your palms and fingers. Stroke yourself on the cheeks, forehead (3-4 times). Move your hands to your ears, rub the earlobes (3-4 times). Rub over the lips, under the chin (3-4 times).
Articulation exercises:
Performed in front of a mirror or without it, the child repeats the movements after the teacher.
- Smile
We stretch the sponges as far as possible to the sides. We hold the smile for a few seconds, then relax the muscles. 2-3 repetitions.
- Spatula
We smile, open our mouth, and place our tongue on our lower teeth. We slap our tongue on our lips and say: “Bya, five, five, bya.”
- Jam
We lick our lips as if they were smeared with a sweet treat.
- Needle
Stick out your sharp tongue, pull it out as far as possible, and now hide it back. Repeat.
Well done. Our tongue and lips are ready for the lesson.
Breathing exercises
Helps the child relax, take a break from articulations, and get ready for further work. Do 2-3 breathing exercises with your preschooler.
- Puffing out our cheeks
Come on, let's make Semyon laugh. Let's show him how a fish breathes underwater. Take air into your mouth and puff out your cheeks. Try not to release it right away, hold it. Then puff up one cheek, then the other.
- Trumpeter
Pull the sponges into a tube. Take air into your lungs and blow it out through a thin slit in your mouth, as if you were blowing out a candle.
Finger gymnastics
Now let's stretch our fingers. Let's make a “Lock”, “Ring Fist”.
Sound production
The main part of the lesson. The sound [C] is produced using a mirror. The child must follow the movements of the articulatory apparatus. Fix the correct positions of the lips and tongue. These exercises and methods can be used as ways to create whistling sounds in future classes.
- First, let's tell the elephant how we pronounce the sound [C]. Show what the tongue, lips, teeth do, how the air passes. Let's remember together.
- Fold your lips into a smile, clench your teeth, relax your tongue and place it at the bottom of your mouth. Its tip should rest against the lower teeth. Exhale into your palm. Do you feel the cold air coming out in a thin stream? Well done. Let's do it again.
- Remember that the consonant C can be hard or soft, it is always unvoiced. Can you name a few words where C is soft. I call the word Sema. Try to come up with it.
- And now words where C is hard. I call the word, dream. It's your turn.
- Let's look at the pictures. They depict fruits. Name those that begin with S.
- The child is offered color images: plum, pineapple, currant, cucumber, tomato, peach, etc.
- Now let's talk for a long, long time. Ssssssss. Let's sing a song to Semyon, as if we were inflating the tires with a pump. S-S-S.
The production of the C sound in dysarthria is accompanied by vowel sounds. We pronounce the syllables su, sa, then the small words soup, dog. We sing not a separate phoneme, but syllables with vowels.
The production of the sound C is similar to the correction of the pronunciation of the phoneme Ш. The tongue takes the same position, the lips stretch to the sides.
Mechanical method
If a preschooler cannot cope with pronunciation on his own, use the production of the sound C with the help of a teacher and a spatula, toothpick, and fingers. The mechanical method of extracting a phoneme helps the child feel. Understand the correct positions of the cheeks and tongue, control the process of exhaling air during articulation.
Sound production:
- Place the toothpick on the child's tongue. It is immersed in the oral cavity by 1.5 - 2 cm.
- The child forms a groove on his elongated tongue and blows air along it. You can press on the toothpick, lowering your tongue to the lower palate. You will hear whistling sounds when you exhale.
- Place your tongue and toothpick in different positions, look for the right position for the clearest phonation.
Audio automation
Pay special attention to sound automation. This stage of work is important for consolidating the norms of sound pronunciation in free speech. We automate sound in syllables, words, sentences, stories.
To automate the sound [S], syllable patterns will be required. The sound [S] should be hard, soft, and in different positions. After pronunciation, be sure to analyze the pairs, compare them by sound and meaning.
- in syllables
Come on, let's read the cards with you. Repeat after me, look in the mirror at the movements of your lips and tongue. Tighten them up.
Sa-sa-sa - what a beauty.
Si-si-si, don't miss it.
Se-se-se, don’t go to your place.
The set of syllables may differ from the one given, use open, closed isolated syllables to set the sound s, use the same cards, phonemic sets for consolidation.
- in words
Now let's move on to the words. Pronounce it correctly, don't rush.
Automation of the sound [S] in words at the end, in the middle, at the beginning of a word.
Look at the cards. What is shown in the pictures?
- in sentences
You can use plot pictures from books and collections of fairy tales. The child is asked to repeat sentences and phrases after the teacher. Then compose your own text based on the proposed vocabulary.
- in the texts
Look at the picture. What do you see?
This is Boris and Slava. The boys gathered in the forest. I will tell you them too, and you will repeat them.
Slava and Boris gathered in the forest. They want to see the pine trees and listen to the nightingale sing. They took their dog Strelka with them.
The child repeats the story. Correcting irregularities in sound pronunciation. Focus on the problematic sound.
Now come up with a short story about our guest, the elephant Semyon. I will offer you a few words to use in the text: elephant, scooter and pump.
The preschooler is given a few minutes to think about it at will. The text is being compiled. The teacher monitors phonetics, grammar, and syntax.
Do you like to solve crosswords? I have prepared a crossword puzzle for you with words with the sound [S]. Try to guess it.
Lesson summary
Today you and I learned a lot of new things, we learned to pronounce the sound [S] better. Say it again. Well done!
At home, repeat the tongue twisters: “Robin Bobbin eats all day, and he is not too lazy to chew. He ate a whole apricot, he began to peel the coconut,” “Took Sanya with him to the sleigh hill,” “Mow, scythe, while the dew is on.”
Let's say goodbye to Semyon and invite him to the next lesson.
Sound [s]
Preparatory stage
Lesson 1
Breathing exercises
"Harmonic". I. p. - stand straight, lower your arms. Place your palms on your tummy and take a deep breath through your nose. Hold your breath for 1-2 seconds. Exhale through your mouth.
Development of exhalation force.
"Cold wind". Having drawn air into your lungs, blow forcefully through your lips extended forward with a tube. Bring the back of your hand to your mouth. You should feel a sharp, beating cold stream.
Game exercises
"Smile". “We are glad to meet a friend.” Stretch your lips in a smile to the limit and hold them in a tense position for some time. The teeth are closed. Repeat 3-4 times.
"Cranky monkeys." Movements with closed lips to the right and left. (If you have difficulty, help with your index fingers.)
Exercises to flatten and strengthen the lateral edges of the tongue
"Track". Place your wide, spread tongue on your lower lip and hold it in this position for a count of 5.
“The tongue is looking for a crack in the fence.” Extending the spread tongue between the teeth and biting it. (Teeth marks should remain on the tongue.)
“The tongue is sleeping on the crib.” Descent of the back of the tongue. Press the tip of the tongue against the lower incisors and lower the back.
Note. In case of difficulty, ask the children to cough or yawn, while the soft palate involuntarily rises and the root of the tongue falls. You can interest children by offering to meet or say hello to the little tongue.
Isolation of the sound [s] against the background of syllables and words among sounds that are distant in acoustic and articulatory characteristics.
Game "Catch the Sound". The child should clap his hands when he hears the sound [s]. First, the teacher pronounces the sounds [l], [s], [r] [s], [l], [m], [b], [s], then the syllables la, so, ro, su, pa, su, sy, ba. If the child identifies a sound from a sound or syllabic series, words are given poppy, cheese, bough, shelf, son, bun, lamp, catfish.
Pronunciation of vowel sounds with changes in the strength and pitch of the voice.
“Let’s sing a lullaby to the doll”: a-a-a-a-a-a-a-a.
"Toothache": ooo
"Steam's whistle": uh-uh.
Lesson 2
Breathing exercises
Development of exhalation force
Blowing through a tube. Blowing soap bubbles. Comparison of expiratory duration. Pronouncing the sound [f] (long exhalation), pronouncing the sound [t] (short exhalation).
Developing the correct direction of the air stream along the midline of the tongue
Blow a paper snowflake off your palm. Whose snowflake will fly farther?
Exercises for lips and facial muscles
"We are having fun". "Smile". The lips are in a smile, the teeth are brought together to 2 mm.
"Sponges are swinging on a swing." Teeth and lips are clenched. Alternately lift the corners of your mouth with the help of your fingers.
“Sleep, little peephole, sleep, other one. The right eye sleeps - wakes up. The left eye sleeps and wakes up.” Alternately opening and closing the eyes.
Tongue exercises
"The tongue is tanning." Place your tongue on the bottom of your mouth. “The tongue dived to the bottom of the river.” "Let's see where the little tongue lives." Lowering the tongue to the bottom of the mouth.
“The tongue fits through the crack of the door.” Biting the tongue with teeth from tip to middle and vice versa.
"Monkey Teasing" Place your wide tongue on your lower lip and pronounce the syllables five-five-five-five-five.
"Conversation between the dogs Barbosa and Pushka." Pronouncing syllable combinations poo-boo, poo-boo, poo-boo whisper, quietly and loudly.
Development of phonemic awareness
Isolating the sound [s] among sounds that are similar in acoustic and articulatory characteristics. Sounds: [s], [z], [s], [sh], [ts], [s]. Syllables: sa, for, so, sha, tso, su, zy, sy. Words dog, bunny, sun, fur coat, boots, garden etc. The child raises his hand or claps his hands if he hears the sound [s].
Lesson 3
Breathing exercises Developing exhalation power
"Put out the candle." Development of intense intermittent exhalation with pronunciation ewww.
Developing the correct direction of the air stream along the midline of the tongue
"The storm is howling." Bring a bottle with a narrow neck to your lower lip and blow. If noise appears at the same time, it means that the air stream is directed correctly.
Exercises for lips and facial muscles
“The monkey is smiling, and the baby elephant is ready to drink some water.”
Lips in a smile (hold for a count of 5-6). Alternating positions - lips in a smile and “tube”.
“My teeth hurt on the right side. The teeth on the left side hurt.” Alternately raising the corners of the mouth while simultaneously closing the corresponding eye.
Tongue exercises
"Raindrops are pattering on the roof." Bite your wide tongue with your teeth and pronounce the syllables Ta-ta-ta-ta-ta-ta.
"Shovel". Place a wide tongue on the lower lip so that the side edges of the tongue touch the corners of the mouth. The language is calm, not tense. If the tongue does not relax, suggest squeezing your lips tightly, then stretch them into a smile and push your tongue between them.
Exercises to develop the ability to form a bow with the lateral edges of the tongue with the upper molars
“The baby learns to pronounce the sound [i].” Place the tip of your tongue behind your lower teeth and pronounce the sound [i]. Make sure that the dimple in the tongue is exactly in the middle.
"Donkey's Song" Pronouncing sound combinations ia.
"Boat". Stick your tongue out of your mouth and fold it into a boat (“groove”). If the exercise does not work, you can place a thin stick or probe on the middle part of the tongue.
"Fungus". I will collect different mushrooms in a basket - russula, moss mushroom, etc. Sucking the tongue to the roof of the mouth. (Recommended for use when correcting lateral sigmatism.)
Development of switchability of the organs of the articulatory apparatus and coordinated work of the lips and tongue
Pronouncing vowels i-yu, yu-ya, i-e, e-ya; i-i-e; and-i-e-yu.
Development of phonemic awareness
Isolating the sound [s] from words. Find toys whose names contain the sound [s], from a number of others ( owl, fox, bear, dog, baby elephant, car, giraffe, donkey).
Determining the position of the sound [s] in words owl, baby elephant, forest, nose.
Lesson 4
Breathing exercises
Development of exhalation force
Developing the correct direction of the air stream along the center line
“The sled went down the hill.” Smile, lower the tip of your tongue behind your lower teeth, and raise your back up. Exhale.
Developing a long, strong exhalation when pronouncing sound combinations for a long time iffffff, iffffff.
Lip exercises
Lips in a smile (count to 10).
"The boat rocks on the waves." Alternately lifting the corners of the mouth up (with and without the help of hands).
Tongue exercises
“The tongue is sick and lies in bed.” Open your mouth wide and cough (the tongue involuntarily drops to the bottom of the mouth). Place the tongue in a “path” on the bottom of the mouth so that a small tongue appears. (Hold in this position for as long as possible.)
"Teasers." Place your wide tongue on your lower lip and say: bah-bah-bah-bah-bah, blah-blah-blah-blah-blah-blah(with a change in intonation).
The tongue is “grooved” inside the mouth.
Note. If the exercise does not work, use a bottle with a narrow neck. When you blow into a bubble, a round gap involuntarily appears in your tongue.
"Funny Clowns" Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronouncing a sound combination e-hee-hee.
Development of switchability of the organs of the articulatory apparatus
“The tongue swings on a swing.” Pronouncing syllables ya-la, ya-la, ya-la, gradually increasing their number in one exhalation.
Development of phonemic awareness
Distinguishing words that sound similar: bear— bowl, helmet— porridge, cheese— ball, salt— play naughty(based on pictures).
Finding pictures with the sound [s] in their names on the topics “Vegetables” and “Fruits”.
Lesson 5
Development of exhalation force
Developing the correct direction of the air stream along the midline of the tongue. "The wind shakes the leaf." Lips in a smile, teeth open. Blowing on a protruding tongue lying on the lower lip.
Lip exercises
“The hippopotamus has his mouth open, the hippopotamus is asking for rolls.” Smile. On the count of “one,” clench your lips tightly, and on the count of “two,” open your mouth wide.
Tongue exercises
Arching of the back of the tongue upward while the tip rests on the gums of the lower incisors. Pronounce and, hee, ee.
Raising and lowering the middle part of the tongue (the back of the tongue with the tip of the tongue lowered at the lower gums.
"Boat". Raise the side edges of the tongue until you have a depression in the middle of the tongue.
"Cheerful children." The starting position is the same. Pronounce sound combinations Ihee hee, Ihee hee, Ihee hee.
"Alien Conversation" Pronouncing syllables tee-tee-tee, tee-tee-tee, tee-tee-tee(with a change in stress and intonation).
Development of phonemic awareness and simple types of phonemic analysis
— Is there a sound [s] in words? cabbage, beets, radishes, beans, lettuce, garlic?
- Find vegetables whose names contain the sound [s]. Where is the sound [s] heard in a word? salad? In a word garlic? In a word cabbage?
Development of logical thinking
Game "Fifth Odd". Cabbage, beets, potatoes, radishes, apricots. Set aside the extra picture.
Lesson 6
Development of exhalation force
Developing the correct direction of the air stream along the midline of the tongue
Smile. Lower the tip of your tongue behind your lower teeth, raise your back in a “mound”, and exhale.
Lip exercises
Raising and lowering of the upper lip exposing the upper teeth.
Alternate raising and lowering of the corners of the mouth.
Tongue exercises
Keep your tongue motionless with the “groove” on the outside of the mouth, and then open your lips widely, then touch the “groove” with them.
Game “I am not me.” The speech therapist pronounces phrases, and the children answer: “And I” or “Not me.” For example, a speech therapist says: “I love chocolate.” And the children answer: “And I, and I, and I.” “I love to chew a cup.” Children: “Not me, not me, not me.”
Development of switchability of the organs of the articulatory apparatus and development of coordinated work of the lips and tongue
Pronouncing syllable combinations pti-pti-pti, pti-pti-pti; petit-pt, petit-pt; pt-pt-pt-pt-pt.
Development of phonemic awareness
“Pick it up and name it.” Place pictures in two piles depicting objects whose names contain the sounds [s] and [w].
Determine the position of the sound [s] in words sled, boots, owl, bus.
Sound setting [s]
The position of the organs of the articulatory apparatus when pronouncing the sound correctly [s]
The teeth are brought together and are at a distance of 1 mm. The lips are stretched as if smiling. The tongue rests on the lower incisors; a “groove” is formed in the middle of the tongue, along which a stream of exhaled air flows. The sound [s] is dull, pronounced without the participation of the voice.
Techniques for sound production [s]
Auditory perception of sound. Creating an auditory image of sound
Gaming techniques. "Whistles." "Snowstorm".
Formation of a visual image of sound
Showing the articulatory position of a sound on a dummy or articulation diagram. Articulation profile display.
Formation of a kinesthetic image of sound(feeling the position of the organs of articulation)
Showing the position of the organs of articulation using the fingers. Lower the clenched fingers of the right hand (imitation of the tongue) to the base of the fingers of the left hand (as if they were the lower teeth). Description of the position of the organs of articulation.
Open your mouth. Lower the tip of the tongue towards the lower incisors so that a gap forms in the middle of the tongue. Exhale forcefully and evenly. The sound should be [s].
Note. If a “groove” does not form along the midline of the child’s tongue, place a stick along the tongue. Close your teeth as far as the stick allows and pronounce the sound [s]. Do the same exercise with slowly removing the stick from your mouth to your teeth and out, then repeat several times without using the stick.
Correction of hissing sigmatism according to M.E. Khvatsev (1959)
1. Raising and lowering the middle part of the back of the tongue with the tip of the tongue lowered at the lower gums.
2. Blowing on the tongue when it is in a low position.
3. The tongue is set with a deep “groove” and the sound [s] is pronounced. Then gradually the depth of the “groove” decreases.
4. The sound [s] is pronounced.
Sound setting [s] according to R.E. Levina (1965)
1. Interdental pronunciation of the sound [s]. Consolidation in syllables, words, and then transition to normal articulation.
2. The child pronounces the sound [r] in a drawn-out manner, and then, doing the same, push the tongue as far forward as possible, it is necessary to rest its tip against the lower teeth.
3. Reliance on the sound [x]. Whisper the sound combination ihee, and then repeat it with clenched teeth.
4. Pronouncing the combination no with tension.
Correction of labiodental sigmatism
Show that when pronouncing the sound [s], the lip should not come into contact with the upper incisors or come close to them.
Alternating movements of the lips with a sequential change in their closing and opening, associated with baring of the teeth and exposure of the lower incisors.
If necessary, mechanical assistance is used in the form of pressing the lower lip downwards with a spatula. Long pronunciation of [s], and then syllables and words that begin with it.
Correction of interdental sigmatism
Clench your teeth and, without unclenching them, pronounce [s] in a drawn-out manner. (At first, the sound is pronounced with clenched teeth.)
Pronouncing syllables and words with clenched teeth. Gradually they move to normal pronunciation of the phoneme.
Correction of dental sigmatism
Demonstration of correct phoneme articulation. Using a profile picture. Reliance on kinesthetic sensations (feel a cold stream on the back of your hand when correctly pronouncing the sound [s]).
Articulation exercises
Inserting a flat tongue between the teeth.
Sticking out the tongue in a “groove” manner with the mouth open.
Arching of the back of the tongue upward while the tip of the tongue rests on the gums of the lower incisors.
Correction of hissing sigmatism
Distinguishing between the correct and incorrect sound of the sound [s] (whistle - hiss).
Showing in front of a mirror the differences between correct and defective articulation.
Additionally, use kinesthetic sensations, depicting articulation with the hands.
Having achieved correct articulation, turn on the exhalation, let you feel the cold stream of exhaled air.
You can temporarily use interdental articulation of the sound [s]. In the future, move on to normal pronunciation with clenched teeth, as is done when correcting interdental sigmatism.
Correction of lateral sigmatism
Achieve the formation of a “groove” along the midline of the tongue.
Use the sound [t] as a base. Pronounce [t] with some aspiration. The presence of aspiration is controlled by feeling a stream of air on the hand.
At the next stage of work, the child is asked to lower the tip of the tongue behind the lower incisors. Clench your teeth and pronounce a sound close to [ts], which contains the sounds [t] and [s].
Gradually, during the exercises, the sound [s] lengthens and then separates. After which you can explain to the child that this is the correctly pronounced sound [s].
Use of mechanical assistance.
The child is asked to pronounce the sound [f], pushing the tongue forward as much as possible and resting its tip on the lower teeth. The noise characteristic of the sound [w] should be accompanied by a whistling noise.
Rely on the sound [x].
Whisper the combination ihee, and then pronounce the same sound combination with clenched teeth. In this case, a sound close to [s"] is heard.
As a result of the exercises, the sound is fixed, and then you can pay attention to the difference in the sound of the sounds [s] and [s"].
Correction of nasal sigmatism
Work out the correct direction of the air stream, closing the passage into the nasal cavity by raising the palate. Developing correct articulation of the tongue.
Correction of sound replacement [s] to [t], [d]
1. Inserting a flat tongue between the teeth.
2. “Grove” with the mouth open.
3. Bending the back of the tongue upward while the tip rests on the gums of the lower incisors.
Correction of lateral sigmatism according to E.Ya. Sizova (1992)
Massage of facial muscles and lips
The massage is performed with hypercorrection of the affected side:
- patting the smoothed nasolabial fold;
- circular movements at the junction of the masticatory muscles;
- stroking lips;
- slight tingling of closed lips (usually on the affected side);
- circular stroking movements in the corners of the mouth (more on the side of the smoothed nasolabial fold);
- slight tingling of the lowered corner of the mouth;
- pinching of the edge of the lower jaw (more on the affected side).
Tongue massage
- light stroking of the tongue;
- tapping the tongue with a spatula or fingers;
- very light tapping on the affected side edge of the tongue.
Articulation gymnastics
Exercises for lips and facial muscles
Teeth and lips are clenched. Alternately raise the corners of your mouth. If the corner of the mouth does not rise, help with your fingers. At the same time, keep the other corner of your mouth calm. Lift the corner of the mouth affected by paresis two or three times, and the healthy one – once.
Tongue exercises
1. Smile, place your tongue on your lower lip, then move your tongue to the right side and bite the left edge of your tongue with your teeth. Return to starting position.
2. Smile, place your tongue on your lower lip, slightly move your tongue to the left and bite the right edge of your tongue with your teeth. Return to starting position.
3. Smile, put your tongue on your lower lip, move your tongue to the right side and slide your teeth along your tongue.
4. Smile, place your tongue on your lower lip, move your tongue to the left side and slide your teeth along your tongue.
5. Biting the side edges of the tongue.
For the affected side, the number of exercises is doubled.
Consolidation of the auditory image of sound
FORMATION GAMESCORRECT SOUND PRONUNCIATION,FORMATION OF SISSURINGSOUNDS SH, F, CH, SCH. FORMATION OF WHISTLESOUNDS S, S’, Z, Z’, C.DIFFERENTIATIONHISSING AND WHISTLING SOUNDS.FORMATION OF SOUNDR, R', L, L'. FORMATION OF SOUNDK, G, X , J. DIFFERENT SOUNDS.
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FORMATION GAMES
CORRECT SOUND PRONUNCIATION
FORMATION OF SISSURING
SOUNDS Ш, Ж, Ш, Ш
Silence
Target . Audio automation w.
Description of the game. The driver stands at one wall, and all the other children stand at the opposite wall. Children should quietly, on tiptoe, approach the driver; with every careless movement the driver makes a warning sound shhh, and the sensationalist must stop. Whoever quietly reaches the driver first becomes the driver himself.
The forest is noisy
Target . Audio automation w.
Description of the game. The teacher recalls with the children how in the summer they went to the forest and saw tall trees there, they had green tops, a lot of twigs and leaves. A breeze comes and sways the tops of the trees, and they sway and make noise: shhh...
The teacher invites the children to raise their hands up like branches of trees and make noise like trees when the wind blows on them: shhh...
Option . The teacher arranges the “tree” children so that they can move their arms freely. In response to the words “make noise in the breeze,” children spread their arms to the sides and wave them evenly, at the same time saying shhhh. If the teacher says: “The wind is blowing,” the children imitate the rustling of the wind with sounds f-f-f-f and wave their arms even faster.
Train
Target . Audio automation w in syllables and words.
Description of the game. Children stand one after another, pretending to be a train. Ahead of the train is a steam locomotive (any of the children). The train departs on the command “Go-go, go-go, go-go.” The pace gradually accelerates. They arrive at the station (designated place or building made of cubes) and say: “I came, I came, I came” (slowly: sh, sh, sh - let off steam). Then the bell is given, the whistle is blown, and the movement resumes.
Note . You can introduce semaphore and ticket sales into the game. You can complicate the game - children will depict different trains, for example, fast and freight. The ambulance moves to the sounds shu-shu-shu - (quickly), commodity - shsshu-shshu (slowly).
Hush, hush: Masha is writing!
Target . Audio automation w in sentences. Description of the game. Children, holding hands, walk around Masha or Misha (this name is given to any chosen child) and quietly say: “Hush, hush: Masha writes, our Masha writes for a long time, and whoever disturbs Masha, Masha catches up with him.” After these words, the children run to the house (the place designated by the teacher), and the one whom Masha insults must come up with and say a word with sound w . Then they choose a new Masha (or Misha).
Note . The teacher needs to ensure that children speak slowly, clearly, in a low voice. If a child finds it difficult to come up with a word with a sound w , children or a teacher help him by asking a leading question. The most dexterous children are chosen as Masha or Misha.
Little feet ran along the path
Target . Audio automation w in a connected text.
Description of the game. Children line up in a column. The teacher invites everyone to show their legs. The children pick them up. The teacher says that their legs are small, but they run fast. Children run and shout;
Little feet ran along the path,
Little feet ran along the path.
Then the teacher says that the bear has big legs and walks slowly:
Big feet walked along the road
Big feet walked along the road.
Children perform rhythmic imitative movements with words several times, sometimes fast and light, sometimes slow and heavy.
Flies in the web
Target . Audio automation and.
Description of the game. Some of the children depict a web. They form a circle and lower their hands. Other children pretend to be flies. They buzz: w-w-w..., flying in and out of the circle. At the teacher’s signal, children pretending to be a web join hands. Those who did not have time to run out of the circle fall into the web and are eliminated from the game. The game continues until all the flies are caught.
On a flat path
Target . Audio automation w in a connected text.
Description of the game. Children sit on benches or grass. The teacher invites them to go for a walk. Children walk in a line or group freely around the teacher. They walk rhythmically to the words:
On a smooth path,
On a flat path
Our feet are walking
One, two, one, two...
Then the teacher and children begin to jump on two legs, moving forward slightly and saying:
By pebbles, by pebbles,
Stone by stone, stone by stone.
Then the teacher says: “Thump into the pit!” Children squat down. “We came out of the hole,” says the teacher. The children get up and walk, cheerfully saying together with the teacher: “On a level path...” The movements are repeated.
Then the text changes
On a smooth path,
On a smooth path,
Our legs are tired
Our legs are tired.
This is our home
That's where we live.
At the words “our legs are tired,” the teacher, and behind him the children, slow down their movements slightly and stop when the text ends. Then they run home to the benches and sit on them.
The game can be repeated 3-4 times.
Cat on the roof
Target . Audio automation w in a connected text.
Description of the game. One of the players sits on a chair or bench with his eyes closed. He's a cat. The rest of the children are mice. They quietly approach the cat and, shaking their fingers at each other, say in chorus in an undertone:
Hush, mice... Hush, mice... The cat is sitting on our roof. Mouse, mouse, be careful and don’t get caught by the cat...
After these words, the cat wakes up, says “meow,” jumps up and chases the mice. The mice run away. It is necessary to mark with a line the mouse's house - a hole where the cat has no right to run. The game can be played until all the mice except one are caught. The mouse that the cat did not catch will lead, i.e. she will be a cat and the game starts all over again. All mice that are caught must utter two or three words with sound w. (The game can also be played to differentiate sounds shh.)
Bees and cubs
Target . Audio automation and.
Description of the game. The playing children are divided into two groups: one group is bees, the other is bear cubs. Bees climb onto the gymnastic wall (or chairs). This is a beehive. The cubs are hiding behind a tree (bench). Hearing the signal “Bees, for honey!”, the children go down to the floor, run to the side and, like bees, fly from flower to flower. At this time, the cubs climb over the bench and walk on all fours to the hive. At the signal “Bears are coming, bees are returning with a sound” w-w-w-w. And the cubs quickly straighten up and run away. When repeating the game, children change roles.
Bees
Target . Audio automation and.
Description of the game. In the middle of the area (room) the hive is fenced off with a line or chairs. All children are bees. One child is a bear. He is hiding from the bees. The bees sit in the hive and talk in chorus;
The bees are sitting in the hive and looking out the window.
Everyone wanted to fly, one after another they flew: Zh-zh-zh-zh-zh.
With a buzz, they fly around the site, flap their wings, fly up to the flowers, and drink the juice. Suddenly a bear appears, he wants to get into the hive for honey. At the signal “Bear,” the bees fly to the hive with a buzz. They grab hands, surround the hive and try not to miss the bear. If the bees succeed, a new bear is assigned. If the bear runs away from the bees, it chooses a mate and the game resumes with two bears.
Bees collect honey
Target . Audio automation and.
Description of the game. One group of children depicts flowers. The teacher puts a wreath of flowers (daisies, cornflowers, etc.) on their heads. Another group of children are bees, who collect honey from flowers. Bees fly around the flower and buzz: w-w-w...
At the teacher’s signal, they fly into the hive. Then the children change roles.
Beetles
Target. Audio automation in a connected text.
Game description . Children (bugs) sit in their houses (on chairs) and say:
I'm a beetle, I'm a beetle
I live here
Buzzing, buzzing: W-w-w-w.
At the teacher’s signal, the beetles fly into the clearing. There they fly, bask in the sun and buzz: w-w-w... At the signal “Rain” the beetles fly into the houses (chairs).
Pie
Target . Audio automation Well in sentences.
Description of the game. The players stand one after another in one row, hugging each other. The one in front is a baker, everyone behind him is a baker, except for the last one, he is a pie.
The driver (customer) comes up and asks: “Where is my pie?” The baker replies: “He lies behind the stove.” And the pie shouts: “And it runs and runs!” With these words, the pie breaks away from the general chain and runs, trying to stand in front of the baker so that the buyer does not have time to catch him. The baker also tries to help the pie. If the pie manages to get to the beginning of the chain, he becomes a baker, and if he is caught, he becomes a buyer, and the buyer becomes a baker.
The buyer comes again for a pie, and the pie will be the one who was last in the chain. The buyer cannot be detained, and the pie is not allowed to run far from the chain.
Grinders
Target . Audio automation and separately and in words.
Description of the game. One group of children are grinders. They stand at the chair and say: “We sharpen the knives! Sharpening knives!”
Children approach the sharpeners: “Sharpen your knife (or scissors).” The grinders make movements as if sharpening and say: zhzh...w...w...
Walk in the forest
Target . Sound differentiation sh-f.
Game description . In one corner of the room there are children, in the other there are two or three rows of chairs, this is a forest. The teacher says: “Children, now we will go for a walk in the forest. We’ll sit there, relax and listen to what’s going on in the forest.” The children go and sit quietly on chairs. The teacher continues: “It’s quiet in the forest. But then a light breeze came and shook the tops of the trees.” Children: shhh... “A breeze flew by, and the forest became quiet again. You can hear beetles buzzing in the tall grass in the clearing: w-w-w... How do beetles buzz? Children: w-w-w. The guys rested in the forest, picked flowers and went home. After the walk, the teacher asks: “Who remembers how the trees rustled?” Children: sh-sh-sh - “How did the beetles buzz?” Children: w-w-w.
Greedy cat
Target . Sound differentiation sh-f.
Description of the game. They choose a driver. He's a cat. The cat sits in the corner and says: “I’m a terribly greedy cat, I catch all the mice - and in my mouth.” The rest of the children are mice. They pass by the cat and whisper in fear: “Hush, hush, the cat is getting closer, closer.” Children say these words twice. With the last words, the cat jumps out and catches the mice. Anyone caught in the cat’s paws must say the words “quieter” and “closer” 5-10 times. Then the role of the cat is transferred to another child, and the game continues.
Train
Target . Audio automation h in syllables.
Game description . The children stand one after another - these are carriages. There is a locomotive ahead. The duty officer (leader) blows the whistle - the train starts moving. Children move with their arms bent at the elbows, make rotational movements with them, imitating the movement of wheels, and say: choo-chu-chu-chu...
After allowing the train to travel a little, the leader raises a yellow flag - the train slows down. When it's red, the train stops. Then the presenter again raises the yellow flag - the driver gives a signal. When it turns green, the train starts moving. The game is repeated several times.
sparrows
Target . Audio automation h in onomatopoeia.
Game description . Children (sparrows) sit on chairs (in nests) and sleep. In response to the teacher’s words, “Sparrows live in a nest and everyone gets up early in the morning,” the children open their eyes and sing loudly:
Tweet-chik-chik, chirp-chik-chik!
They sing so joyfully, The teacher finishes.
After these words, the children scatter around the room. To the words of the teacher, “We flew to the nest!” return to their places.
Ring
Target . Audio automation h in phrases.
Equipment . Ring.
Game description . Children sit with their hands folded. The driver has a ring in his hands. He approaches everyone and seems to put a ring in their hands. At the same time, he slowly recites any poem. When the driver has walked around all the children, he must say: “Ring, ring, go out onto the porch!” The one with the ring must quickly get up and run away from his place. All children carefully monitor the actions of the driver and after his final words they must hold the owner of the ring. If the child with the ring manages to run out, he becomes the driver.
Tea for Tanya
Target . Audio automation h in sentences.
Equipment . Doll tea set, four dolls, cookies, buns, rolls made of plasticine.
Description of the game. 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 affectionate 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 teapot 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 Petya do?” The children answer. Then another child is called, and the teacher asks him to complete the task.
Chizhik
Target . Audio automation h and differentiation of sounds h-w.
Description of the game. One child is a cat, the rest of the children are siskins. They occupy part of the site, which is surrounded by chalk. This is a cage. The other part of the site is free. The teacher (or selected child) says:
The little siskin was sitting in the cage, The little siskin in the cage sang loudly: “Chu-chu-chu, chu-chu-chu, I’ll fly away to freedom.”
After these words, the siskins wave their arms and fly to the free part of the site, uttering the words:
Chu-chu-chu, chu-chu-chu, I'll fly away to freedom.
The cat appears, and the siskins fly back into their cage. The cat catches siskins.
I'll hide the doll Masha
Target . Sound differentiation shh in the text.
Equipment . Doll.
Description of the game. Children sit on chairs in a semicircle. The presenter holds a doll in his hands and says that the Masha doll will now hide, and one of the children will look for her. A child who wants to look for a doll is sent to another room, and the doll is hidden. The child returns, the children say:
Let's hide the doll Masha, Let's hide our doll. Valya will approach the doll, Valya will take the doll. Valechka will dance with the doll Masha. Let's clap our hands and let our feet dance.
The child finds a doll, dances with it, and the other children clap their hands.
Scouts
Target . Audio automation sch in words and phrases.
Equipment . Brush, toy puppy, wood chip, box, raincoat, pliers.
Description of the game. The teacher sits the children in a semicircle and says that they will play “scouts”. Children are shown objects that will be hidden. They need to be found. For the search, a group of scouts is assigned who must find the object, bring it and name it. The one who found and named the item correctly receives a scout badge. (By analogy, a game can be organized to automate any sound.)
Wand
Target . Sound differentiation shh in the text.
Equipment . Gymnastic stick
Description of the game. The child must hold the stick in a horizontal position with both hands in front of him and step over with his right or left foot, without letting go of the stick, movements are performed accompanied by the words spoken by the leading child:
Raise your leg higher, walk through the stick.
frogs
Target . Sound differentiation shh in the text.
Description of the game. Children are divided into two groups. One of them is hummocks in a swamp, the other is frogs. The hummocks stand in a large circle. Behind every hummock there was a frog hiding.
One frog (the leader) stands in the middle of the circle; it does not have its own house.
The driver says: “Here are the frogs jumping along the path with their legs stretched out.” All the children jump inside the circle and say: “Kwa, kwa, kwa, kwa, they jump with their legs stretched out.”
The children (the hummocks) say: “Here from the puddle to the hummock and jump for the midge.” After these words, all the frogs and the driver hide behind the hummocks. The one who lacks the bump becomes the driver. He says: “They don’t want to eat anymore, they jump back into their swamp.” The frogs jump inside the circle again and the game starts all over again. Only the children change roles.
FORMATION OF WHISTLE
SOUNDS S, S’, Z, Z’, C
Pump
Target . Sound automation p.
Description of the game. Children sit on chairs. The teacher tells them: “We are going to ride bicycles. You need to check if the tires are well inflated. While the bikes were standing, the tires were a little flat, we need to pump them up. Let’s take a pump and inflate the tire: “ ssss... » Children get up and take turns, and then all together pump up the tires, making a sound With and imitating the action of a pump.
If a child fails to make a sound, it means that he is not performing the movements accurately. The pump is being repaired.
Ball
Target . Audio automation With in words and sentences.
Description of the game. Children stand in a circle. They play ball.
My ball, fly high(throw up)
Run across the floor quickly(rolls the ball on the floor)
Jump to the floor, bolder, bolder(throw 4 times on the floor).
Fox
Target . Automation of sounds s, s’ in the text.
Description of the game. A child (fox) sits behind a bush. He has a tourniquet. The rest of the children are chickens. Chickens walk around the field, pecking grains and worms. The chickens say:
The fox hid close - the fox covered itself with a bush.
The fox turned his nose - Run away in all directions.
At the word “scatter,” the fox runs out and throws a tourniquet. The one who is insulted becomes a fox.
Owl
Target . Automation of sounds s, s’ in the text.
Description of the game. Before playing the game, children are shown a picture of an owl and told about this bird.
The game is played as follows. One of the children is chosen, he is an owl. The rest of the children are birds. An owl sits on a tree (chair). The children run around her, then carefully approach her and say:
Owl, owl, owl, owl eyes,
Sits on a branch
Looks in all directions
Yes, suddenly it will fly away...
At the word “fly” the owl flies from the tree and begins to catch the birds that are running away from it. The caught bird becomes an owl. The game repeats itself.
Vanka, stand up
Target . Automation of sounds with, s’ in the text.
Description of the game. Children make movements: stand on their toes and return to their starting position. Then they squat, stand on their toes again, and squat. The movements are accompanied by the words:
Vanka, get up,
Vanka, get up,
Squat, squat.
Be obedient, look what,
We can't handle you.
Sawers
Target . Audio automation z.
Description of the game. Children stand in front of each other, join their hands crosswise and, at the teacher’s count, reproduce the movements of the saw on the log, pronouncing the sound z for a long time. Anyone who pronounces a sound incorrectly is taken out of the game and asked to pronounce the sound correctly. h. The teacher reminds the child how to hold the tongue when pronouncing this sound.
Snowstorm
Target . Audio automation h.
Description of the game. Children pretend to be a blizzard. At the teacher’s signal, they begin to quietly pronounce the sound z, then gradually strengthen it, and then gradually weaken it. In the initial stages it is possible to carry out
this game in front of the mirror (The duration of sound utterance for each child should be limited to 5-10 seconds).
Flowers and bees
Target . Audio automation h.
Description of the game. Before the game starts, it is agreed who will be the bees and who will be the flowers (for example, boys are flowers and girls are bees). Then everyone scatters around the room or area. As soon as the teacher's signal is heard (hitting a tambourine or clapping your hands), children pretending to be flowers take a knee. The bees flap their wings and fly from flower to flower, while they imitate the buzzing of bees: z-z-z-z. With a new blow tambourine the children change roles, scatter around the playground, and the other bees practice pronouncing the sound z.
Zina and raisins
Target
Equipment . A rubber doll.
Description of the game. The teacher brings in an elegant rubber doll and says: “Guys, this is Zina’s doll. It was bought in a store. It's rubber. Zina's legs are rubber, Zina's arms are rubber. Rubber cheeks, rubber nose.” And then he asks the guys: “What is the name of the doll? Where did you buy it? What are her arms, legs, cheeks, nose made of? The children answer. The teacher continues: “Zina loves raisins. Lena, go and treat Zina to some raisins.” Lena comes out and says: “Take, Zina, raisins.” So the children take turns, treating Zina with raisins, and pronounce this phrase.
Name the picture
Target . Automation of sounds з, з" in words and sentences.
Equipment . Pictures with the sound z, for example: bunny, castle, eyes, factory, fence.
Description of the game. Children are sitting at tables. On the teacher’s table there is a stack of pictures with the pictures facing down. Each child has the same paired pictures. The teacher calls one of the children and asks him to take the top picture from his pile, show it to the children and tell him which picture he took. The one who has the same picture stands up, shows it to the guys and says: “And I have a bunny in the picture.” Children put both pictures on the table. The game continues until all the pictures from the teacher’s table have been sorted out. (By analogy, the game can be played using other sounds.)
Horned goat
Target Automation of the sound z in text.
Description of the game. The house is fenced off with a line (chairs). A goat is walking around the site. The children speak in unison!
The horned goat is coming,
There's a butted goat coming,
Legs top top,
Eyes clap-clap!
Oh, he's goring, he's goring!
The goat makes horns out of its fingers and runs after the children, saying: “I’ll gore, I’ll gore!”
The children hide in the house, the goat catches them. Those caught become the goat's helpers.
Who is more attentive?
Target . Sound differentiation s-w.
Equipment
Description of the game. The teacher shows the children pictures and asks: “Who knows how a whistle blows?” (Children answer: ssss...) How does the bell ring? (Children s-z-z...) And now I’ll see which of you is more attentive. I will show one or another picture, and you make a sound s, then the sound z.”
Broken phone
Target . Sound differentiation s-w.
Description of the game. Children sit in one row and pass sounds to each other, then z, then s. The one who heard the sound h, passes it to the neighbor with etc. Whoever gets it wrong pronounces any sound 5 times.
Make no mistake
Target . Sound differentiation s-w.
Equipment . Pictures “Whistle” and “Bell”.
Description of the game. Children are given two pictures. On one there is a whistle, on the other there is a bell. Children take the picture with the whistle in their left hand, and the picture with the bell in their right. The teacher shows them and names pictures that have a sound in the name s or s, emphasizing these sounds a little with your voice. If a word has a sound With, then the children raise the picture with a whistle and say: ssss.,. and if there is a sound z, then with a bell they say: s-z-z.... Repeating the game, you can enter pictures whose names do not have either sound. In this case, children should not pick up their pictures.
Hares and fox
Target . Automation of sounds s-z in the text.
Description of the game. According to the number of players, holes are drawn along the edges of the court or chairs are placed. Children (bunnies) stand at their holes. One of the players is a fox. The bunnies say the text: The gray bunny is jumping near the wet pines, It’s scary to fall into the paws of a little fox, It’s scary to fall into the little fox’s hands...
Bunnies run out of their holes and jump on both legs. Then they form a round dance and jump in a circle. The words of the teacher are heard:
Bunnies, prick up your ears, look left and right, is anyone coming?
The hares look around, seeing a fox that is slowly making its way towards them, shout: “Fox!” - and scatter into the minks. The fox catches hares. The game repeats itself.
What to whom?
Target . Audio automation ts in words.
Equipment . Items with a sound in their name ts ( cucumber, button, sugar bowl, scissors, inkwell, egg, saucer, etc.).
Description of the game. The teacher lays out on the table objects whose names contain a sound ts, and says: “Now, guys, you have to guess who needs what item.” Calling the children one by one, he says: “We will give a schoolboy... (inkwell)” or “The dressmaker needs... (scissors) for her work.” The called child guesses, shows and names the appropriate object. (Similarly, the game can be played with other sounds.)
What's missing?
Target . Sound differentiation s, s", з, з', ц in words.
Equipment . Several objects that contain sounds in their names s, s’ s, s’ s ( umbrella, zebra, dog, goose, bag, castle, heron, ring).
Description of the game. The teacher places objects on the table. The child remembers them, then he is asked to turn away or close his eyes. At this time, the teacher removes one of the objects shown. The child must guess what is missing.
Bunny
Target . Automation of sounds s-z in the text.
Description of the game. Option 1. Children stand in a circle holding hands. A sad bunny sits in the middle of the circle. Children sing:
Bunny! Bunny! What happened to you? You're sitting there completely sick. You can't even stand up and dance with us. Get up, get up, jump! Here, get a carrot, get it and dance!
All the children come up to the bunny and give him a carrot.
The bunny takes the carrot and starts dancing. And the children clap their hands. Then another bunny is chosen.
Option 2. Children form a circle. One of the players is a bunny. He stands outside the circle. Children sing a song and clap their hands:
Bunny, jump into the kindergarten.
Gray, jump into the kindergarten.
Just jump into kindergarten like that.
Just jump into kindergarten like that.
Children are jumping. (Bunny jumps in a circle.)
Bunny, jump. Gray, jump. Jump like that. Jump like that.
They make jumps. (Bunny jumps.)
Little bunny, dance. Gray, dance. Just dance like that. Just dance like that.
Spinning, (Bunny dances.)
Bunny, go away. Gray, go away, go away like this. Just leave like that.They walk calmly in a circle.
Bunny leaves the circle. The game is repeated, another bunny is chosen.
Vaska the cat
Target . Sound differentiation s, s', з, з", ц in the text.
Description of the game. Children (mice) sit on chairs or a carpet, one child is a cat. He walks on his toes, looks first to the right, then to the left, and meows.
Teacher and children: Vaska walks white, Vaska has a gray tail, But he flies like an arrow, And he flies like an arrow.
The cat runs to a chair standing at the end of the room and sits on it and falls asleep.
Children: Eyes close - Are you sleeping or pretending? Cat's teeth - Sharp needle.
One mouse says that she will go and see if the cat is sleeping. After looking, she waves her hands, inviting other mice to join her. The mice run up to her, scratching the chair where the cat sleeps. Vaska the cat:
As soon as the mice scratch, Gray Vaska is right there. He will catch everyone!
The cat gets up and runs after the mice, they run away from him.
Two Frosts
Target . Sound differentiation s, s’, з, з’, ц in the text.
Description of the game. Two houses are placed at different ends of the room ( chairs ). Children are located near designated houses. The teacher selects two drivers who stand in the middle of the room, each facing the team. The teacher says: “This is Frost with a red nose, and this is Frost with a blue nose.” Both Frosts say:
We are two young brothers,
Two Daring Frosts:
I am Frost - Red Nose,
I am Frost - Blue Nose.
Which one of you will decide
Set off on a path?
All the children answer Frost in chorus: We are not afraid of threats, And we are not afraid of frost.
All the players run into the house to the opposite end of the room, and Frosts try to freeze the children, i.e. touch with your hand, and each Frost must freeze children from the opposite team. The frozen ones stop where Frost captured them. The Frost who freezes the most children wins. Then Frosts face their team, and the game continues.
DIFFERENTIATION
HISSING AND WHISTLING SOUNDS
Whistles - hisses
Target . Sound differentiation s-sh.
Description of the game. The teacher puts pictures in front of him and says: “I will show you the pictures and name them. You pronounce the sound that corresponds to the object shown in the picture.” For example, the teacher shows the children a whistle. Children must say ssss. Pump: ssss... Goose: sh-sh-sh... etc.
You can draw children's attention to the fact that when pronouncing a sound With tongue below, and when pronouncing u – at the top.
Bicycle ride
Target . Sound differentiation s-sh.
Description of the game. The teacher says; “Now we will go for a bike ride. Let's check if it's goodtires are inflated. Weakly inflated, let’s inflate them with a pump: ssss... ( Children, imitating a pump, say: s-s-s...) The tires are well inflated, we just hear the air hissing. It turned out that there was a small hole in the tire, and that’s where the air came out. How does air escape from a tire? (Children shhhh...) Let's seal the hole and inflate the tire again. (Children: ssss...)
Now you can ride bicycles. Who remembers how the air came out of the tire?” (Children: sh-sh-sh...)!
You can draw the children's attention to the fact that when they inflated the tire and made the sound With , then the air was cold, the tongue was down. When the air came out of the tire(sh-sh-sh...), it was warm, the tongue was at the top.
Mousetrap
Target . Sound differentiation s-sh in the text.
Description of the game. Option 1. Some of the children form a circle (mousetrap). They stand holding hands, raising them high. The rest of the children are mice. Children standing in a circle speak quietly;
Everyone is sleeping - The kids are sleeping. The wolf is sleeping in the forest. Doll Nastya is sleeping. Only the mice don’t sleep, They want to eat, They’re looking into the mousetrap.
After these words, the mice begin to run and squeak quietly: ss... sss, run into the circle and run out of the circle. At the teacher's signal (drum beat, piano chord, bell) the mousetrap slams - the children give up. Some of the mice are caught. Children change roles or play until all the mice are caught.
Option 2. Children walk in a circle, holding hands, and say:
Oh, how tired the mice are, They just lost their passion, They all gnawed and ate, They climb everywhere, here’s a mischief, Beware, you cheats, We’ll get to you, Let’s build a mousetrap And catch everyone now.
When the words end, the circle stops and the children raise their hands. The mice begin to run through the mousetrap (through the circle). When the teacher says: “Clap,” the children lower their hands and the mousetrap slams shut. Whoever did not manage to escape from the circle is considered caught and leaves the game.
Bees and mosquitoes
Target . Differentiation of sounds and.
Description of the game. The teacher invites the children to play: “Now we will go for a walk in the forest. It's good there, only the mosquitoes bother me. They fly around and ring: z-z-z... How do mosquitoes ring?” Children: s-z-z... “We drove away the mosquitoes with branches and went to the clearing. And there are many, many beautiful flowers. Bees fly, collect honey and buzz: w-w-w... How do bees buzz? Children: w-w-w... “Now let’s divide into two groups: some will be mosquitoes and live here (the teacher points to chairs standing in one corner of the room); others will be bees and live here (points to another corner of the room). Listen carefully. When I say: “The mosquitoes have flown,” then the mosquitoes should fly around the room and ring: z-z-z... When I say: “The bees have flown for honey,” then the mosquitoes will run to their place, and the bees will fly out and buzz: w-w-w...”
Sunny bunnies
Target . Sound differentiation s – z – h in the text.
Equipment . Mirror.
Description of the game. One of the children casts a small mirror on the wall and everyone talks!
Sunny bunnies playing on the wall. Lure them with your finger - Let them run to you!
Then he suggests: “Catch the bunny!” Children run and try to catch the bunny slipping from under their hands.
Sunshine and rain
Target . Sound differentiation s – w – f in words and text.
Description of the game. Children sit behind the backs of chairs and look out the window (into the hole in the back of the chair).
The teacher says: “The sun is in the sky! You can go for a walk" (shows a sun cut out of cardboard and painted). Children walk freely around the room, performing movements with the words:
The sun is shining (circle with hands) The birds are singing (imitate the flight of birds), Cthe children walk through the garden singing. To the signal “Rain! “Hurry up, go home,” everyone tries to occupy their house and sit down at the chairs; raising and lowering their hands, they say: “Rain, rain, what are you pouring? You won’t let us go for a walk.”
The teacher again shows the sun and says “Sunny!” Go for a walk,” and the game repeats.
Movie
Target
Equipment . A piece of cardboard with a square window cut out on it. A strip of paper with pictures pasted on it. The pictures show objects that have sounds in their names. s, z or f, w.
Description of the game. Children are sitting at tables. The teacher turns to them: “Now I will show you a movie, and you watch carefully and say what you see.” The teacher slides a strip of paper with pictures pasted on it through the window. Children name the objects depicted. (By analogy, the game can be played with different sounds.)
Find your house
Target . Differentiation of whistling and hissing sounds.
Description of the game. The children sit on one side of the room. At the teacher’s signal, “Let’s go for a walk!” The children disperse around the room, whoever wants to go where they want. At the teacher’s signal “Home!” everyone runs to the chairs and takes any one. Then they take turns looking for their chair. Having found it, they turn to the child sitting on the chair: “This is not your house, you have come to someone else’s. You will have to get up and look for your house.” When everyone is in their place, the game repeats.
Kite
Target . Differentiation of whistling and hissing sounds.
Description of the game. One of the players is a kite; he bends down to the ground and digs a hole. A mother hen approaches the kite with her chicks holding each other by the waist or dress.
Mother hen. Kite, kite, what are you doing?
Kite. I'm digging a hole.
Mother hen. What are you looking for in it?
Kite. Pebble.
Mother hen. Why do you need a pebble?
Kite. To sharpen the nose.
Mother hen. Why do you need to sharpen your nose?
Kite. To peck your kids.
After these words, the kite rushes at the chickens. They run into the chicken coop (a place fenced off with a line or chairs), the kite is trying to catch them.
Trains
Target . Differentiation of whistling and hissing sounds.
Description of the game. Option 1. All children stand one after another in a line and, rotating their arms bent at the elbows, move around the room, uttering certain sounds: for a fast train - sh-sh-sh, postal - h-h-h, commodity - w-w-w, mixed - sch-sch-sch,
At a stop, the locomotive releases steam (children make the sound With) and slows down (sound). Signals for stops are given by the teacher or one of the children.
Option 2. The locomotive, starting to move slowly, says to the cars: “Uh, it’s hard, uh, it’s hard.” And the carriages, moving behind him, answer: “Well, so what? Well, so what? Well, so what?” The locomotive picks up speed and says: “Wow, it’s getting hot, wow, it’s getting hot,” and the cars run after it and knock: “What do we care, what do we care, what do we care.”
The train drives onto a bridge (board or carpet) and says: “Oh, how scary, oh, how scary.” Having crossed the bridge, everyone says together: “Now it’s gone, now it’s gone, now it’s gone.”
Ball
Target . Sound differentiation ts – ch in the text.
Description of the game. Children throw the ball from neighbor to neighbor to the right or left and say:
All day long I've been flying, All day long I've been jumping, I can't jump anymore, Oh, now I'm going to fall!
On the last word, the ball hits the floor.
Saw
Target . Differentiation of whistling and hissing sounds.
Equipment . Construction material.
Description of the game. Children line up in pairs opposite each other, and then every two children give each other their right hand and begin to saw, while saying:
The saw squealed, Buzzed like a bee: It cracked and became, Start over!
After the words “cracked and steel,” the children tear their hands apart, pretending to be a broken saw.
The game can be complicated by choosing a master who must repair the saws (he joins each pair's hands together).
Cat and mice
Target . Differentiation of whistling and hissing sounds.
Equipment . Rope, two chairs, bench.
Description of the game. One of the players is a cat, and the rest of the children are mice. Mice are placed underground (behind a rope stretched between two chairs). The cat sits on a chair with his back to the mice. The presenter says:
On the bench by the window the cat lay down and dozed. Now the mice have plenty of freedom, They quickly came out of hiding, They all scattered into the corners, dragging crumbs here and there.
In response to the presenter’s words “quickly came out of hiding,” the mice crawl under the taut rope and run around the yard. The presenter says: The cat opens its eyes, the cat arches its back. Spreads its claws. Jump - ran, scattered the mice! The cat makes movements corresponding to the words of the presenter. At the words “jump - ran,” the cat jumps up from the chair and catches the mice, and the mice run underground (crawl under the rope).
A little white snow fell
Target . Differentiation of whistling and hissing sounds in text.
Description of the game. Children say a poem in chorus, accompanying the words with movements:
A little white snow has fallen, We will gather in a circle. Snow, snow, white snow, It covers us all. (Children, standing in a circle, raise their hands and slowly lower them, imitating falling snow.)
We sit on the sled and quickly rush down the hill. Snow, snow, white snow, We rush faster than anyone. (They stand behind each other and run in a circle, hands behind them.)
The children all got on their skis and ran after each other. Snow, snow, white snow, swirling and falling on everyone. (They walk slowly in a circle, their arms bent at the elbows and clenched into fists, as if holding ski poles.)
We made a ball out of snow, Then we made a doll. Snow, snow, white snow, the doll came out the best. (They bend over and show how they sculpt a doll..)
The children were tired in the evening, they all dozed off in their cribs. Snow, snow, white snow, The boys sleep the deepest of all. (They squat down with their hands under their cheeks and sleep.)
Mistress, wolf and geese
Target . Differentiation of whistling and hissing sounds.
Description of the game. One child is a wolf, another is a master or mistress, all other children are geese. A house is allocated for the geese, and a circle is drawn to the side for the wolf. This is the mountain behind which the wolf lies in wait for the geese. The housewife drives the geese to graze, then returns home and says:
Geese, geese, home!
For what? - the geese ask.
Gray wolf under the mountain!
What is he doing?
The geese are nipping.
Which ones?
Gray and white - everyone goes home!
And the geese run home, and the wolf catches them. The wolf takes the caught geese to his house.
The housewife again drives the geese to graze, and again the wolf catches them on the way home.
This continues until all the geese get to the wolf. Then the hostess goes to look for her geese.
Wolf, have you seen my geese? - she asks.
What were the geese like? - asks the wolf.
Gray, white, and motley,” the hostess answers.
The wolf indicates the path along which the geese ran (shows any direction). At this time, the children pretending to be geese begin to clap their hands, like geese with their wings.
“The spoons are falling off the shelf,” explains the wolf. The mistress leaves along the indicated road and returns to the wolf again and repeats the same questions. The second time the geese stomp their feet.
What it is? - asks the hostess.
“It’s the horses stomping in the stable,” explains the wolf.
The hostess leaves again and returns with the same questions. The third time the geese begin to hiss.
What it is? - asks the hostess.
“It’s the cabbage soup that’s boiling,” the wolf answers.
The hostess is about to leave, and the geese begin to shout loudly: “Ha, ha, ha...” She goes to pick up her geese. Then the wolf orders the geese to clasp their hands tightly. The hostess tries to separate her hands. The one with whom she can do this is her goose. The one from whom she cannot separate them remains with the wolf.
Then a new wolf and a new mistress are appointed, and the game is repeated.
Geese are selected in this way: a board is placed on the ground or a line is drawn. The hostess walks along it slowly, placing the heel of one foot against the toe of the other, and says: “That’s it, my geese!” The wolf follows her with quick steps, running, regardless of the line. Then the geese take turns passing: whoever can walk like the mistress goes to her, whoever runs like a wolf or stumbles goes to the wolf. Then they count who has more geese left: the wolf or the mistress. The one with more wins.
Fox and wolf
Target . Differentiation of whistling and hissing sounds.
Equipment . Two costumes (wolf and fox). The fox has a red jumpsuit, the wolf has a gray one.
Description of the game. One child portrays a fox, the other a wolf.
Gray wolf in a dense forest
I met a red fox.
Wolf. Lizaveta, hello!
Fox. How are you, toothy?
Wolf. Things are going well. The head is still intact.
Fox. Where have you been?
Wolf. On the market.
Fox. What did you buy?
Wolf. Pork.
Fox. How much did you take?
Wolf. A tuft of wool - The right side was torn off. The tail was chewed off in a fight.
Fox. Who bit it off?
Wolf. Dogs.
Fox. Is he alive, dear kumanek?
Wolf. I barely dragged my legs. How are you, godfather?
Fox. I was at the market.
Wolf. Why are you so tired?
Fox. I counted ducks.
Wolf. How much was it?
Fox. Seven from eight.
Wolf. How many has it become?
Fox. None.
Wolf. Where are these ducks?
Fox. It's in my stomach.
Little houses
Target . Differentiation of whistling and hissing sounds.
Equipment . Animal masks.
Description of the game. A leader hare or a wolf is chosen for the game. The rest of the children are bunnies. They sit on chairs in a circle. The leader hare walks in a circle, knocking on the bunnies’ houses:
Small houses stand in the dense forest,
Little white bunnies are sitting in houses.
One bunny ran out, he ran through the forest,
He knocked on everyone’s little window with his little paw.
Come out, bunnies, let's go for a walk in the forest.
If the wolf appears, we will hide again. Then, being in the center of the circle, he beckons the children with his hands. The bunnies run out, jump, gallop until a wolf appears. When a wolf appears, the bunnies hide in their houses. The wolf catches hares. The one caught becomes a wolf and the game continues.
Teremok
Target . Automation of whistling and hissing sounds.
Equipment . Hats or masks for animals.
Description of the game. Children stand in a circle. There are chairs in the middle of the circle. This is a mansion. The animals run up to the tower one by one. The little mouse runs up first and asks: “Terem-teremok, who lives in the tower?” No one answers her, the little mouse climbs into the little house and remains to live in it. The second frog jumps and asks: “Terem-teremok, who lives in the tower?” The little mouse answers her: “I’m the little mouse, and who are you?” - “I am a frog frog.” - “Come live with me.”
A cowardly bunny runs and asks: “Terem-teremok, who lives in the tower?” - “I’m a little mouse, I’m a frog, and who are you?” - “I’m a cowardly bunny,” - “Come live with us.”
Little fox-sister is running. He runs up to the tower and asks: “Terem-teremok, who lives in the tower?” They answer her: “I’m a little mouse, I’m a frog, I’m a cowardly bunny, and who are you?” - “I am a fox-sister.” - “Come live with us.”
A bear appears, approaches the tower and asks: “Terem-teremok, who lives in the tower?” - “I’m a little mouse, I’m a croaking frog, I’m a cowardly bunny, I’m a little sister fox, and who are you?” - “I’m a bear, I’m crushing all of you.” At these words, he clasps his hands around the tower, and all the animals scatter in different directions. This is where the game ends.
FORMATION OF SOUND
R, R', L, L'
Sparrows and car
Target . Automation of sounds r, r" in onomatopoeia.
Description of the game. Several children ( sparrows ) jump along the road and tweet:chirp-tweet, chirp-tweet.Suddenly a car appears on the road (a child pretending to be a car). First the sound of the engine rrrr heard faintly, then stronger and stronger. When the car approaches the sparrows, they make a sound frr, spread their wings and fly away.
horse
Purpose p.
Game description . The teacher divides the children into three groups. One group depicts riders, the other two - horses. Children pretending to be horses take hands in pairs and ride with a clicking sound, controlled by the rider. At a signal from the teacher, the rider stops the horses, saying: tr-tr-tr... Then the children change roles.
Soldiers
Target . Automation of sound in syllables.
Description of the game. Children walk in formation. When moving, they make trumpet sounds:tram-ta-ra-ra, tram-ta-ra-ra.The teacher can choose one of the children and assign him the role of a trumpet player, and the rest of the children evaluate the correct sound of the trumpet ( volume, clarity).
Aircraft
Target . Sound production and automation R.
Equipment . Garland with flags. Three flags (red, blue and green).
Description of the game. Option 1. There are chairs on one side of the room. A garland with flags is stretched in front and an arch is arranged. This is an airfield. The pilots sit on chairs, waiting for orders. “Are the pilots ready to fly?” - asks the teacher. The guys answer: “Ready!” - “Start your engines!” - says the teacher. D-d-d-drr-rrrr, - Children imitate the sound of a motor and, turning their right hand as if starting a motor, fly around the room. “Pilots, fly back!” - the teacher calls. Gradually, slowing down and falling silent, everyone returns to the airfield and sits on chairs.
Option 2. Children sit on a rug (at the airfield). They are all pilots, and all their planes are ready for takeoff. One child (the traffic controller) holds flags in his hand: red, blue, green. He leads the movement. With the wave of the green flag, the first plane takes off. At the same time, the child pretending to be an airplane first makes sounds tdd and then drr as long as the traffic controller holds the green flag. When he lowers the green flag, the plane lands with a sound etc. Game continues. If the child after the sound tdd won't be able to switch to sound drr, then he is sent for repairs to a mechanic (teacher), who works with him individually.
Colored cars
Target . Audio automation R.
Equipment . Colored hoops or paper rings according to the number of players, several colored flags.
Description of the game. Children are sitting on chairs along the wall. They are cars. Each player is given a hoop of some color or a paper ring. This is the steering wheel. Before the teacher ( or presenter ) there are several colored flags on the table. He picks up one of them. Children, whose steering wheel is the same color as the teacher’s flag, run around the room, imitating the sound of a car engine: rrrr. When the teacher lowers the flag, the children stop and, at the signal “Cars are returning,” they each go step by step to their garage ( to your chair ). Then the teacher raises a flag of a different color and the game resumes. The teacher can raise one, two or three flags together, and then all the cars leave their garages.
Alarm
Target . Audio automation R.
Description of the game. All children go to bed (sit on chairs). One child is an alarm clock. The teacher says what time the children should be woken up and begins to count slowly. When he says the appointed time to get up, the alarm clock begins to chirp: rrrrrrr... All the children stand up.
Crows
Target . Audio automation R in onomatopoeias and phrases.
Description of the game. The teacher divides the children into three groups: the first group depicts a Christmas tree, the children stand in a circle and, lowering their hands, say: “Like crows cawing and jumping under a green Christmas tree”; the second is crows that jump in a circle and croak: kar-kar-kar... The first group of children says: “They fought over a crust, they screamed at the top of their lungs.” Second group (in a circle): kar-kar-kar... First group: “The dogs come running and the crows fly away.” A third group of children, pretending to be dogs, runs into the circle and growls rrr... chases the crows, which fly away to their nest (pre-designated place). Those caught become dogs. The game is repeated until two or three of the most dexterous crows remain. Then the children change roles and continue the game.
Lamb
Target . Audio automation R in the text, development of auditory attention.
Game description . The driver sits on a chair with his back to the children, the others take turns approaching him and reciting rhymes.
Lamb, lamb,
Show me your horns
I'll give you sugar
Piece of pie!
Who am I?
Orchestra
Target . Automation of sounds r, r" in syllables.
Description of the game. Children sit in a semicircle. One group of children are trumpeters, another are violinists, and the third are drummers. The teacher is a conductor. He shows each group how to imitate the movements of trumpeters, violinists and percussionists. Then he offers to sing some familiar tune. Trumpeters sing a syllable ru-ru-ru, violinists - ri-ri-ri, and drummers - ra-ra-ra. After the rehearsal, the teacher begins to conduct. Only the group to which the teacher points with a stick sings. When the teacher raises both hands, everyone plays at the same time. Then the teacher calls three or four children and invites them to perform some song on any instrument. The rest of the children are asked to guess what song was performed.
Do you know these words?
Target . Automation of sounds r, r" in syllables and words.
Description of the game. The teacher pronounces the phrase without finishing the syllables in the words. Whichever child is the first to correctly pronounce the missing syllable will receive a cardboard circle. The one with the most circles wins. Sample list of proposals:We have an ice mountain; Who's mooing? Cow); There is a fence around the park; Underground we have me(tro); There is a goalkeeper at the gate; In the morning, children do exercises; The mole has a no(ra) in the ground; Chickens go with the chickens; To write, you need tet (for the sake of); The guys lit a fire in the forest; There are lights on the streets; We love sweet va(rainier) etc.
Keep order
Target . Automation of sounds r, r" in words.
Description of the game. Children sit in a semicircle. In the center there is a teacher’s table, on which several objects are placed in a row, the names of which contain the sound r, r". The teacher calls one child, who must name and show the children the objects laid out on the teacher’s table. Then the child turns his back to the table and names the objects from memory in the order in which he laid them out on the table. If the child finds it difficult to complete the task, you can allow him to carefully examine the objects again.
Then other children are called. The teacher, at his own discretion, can change the order of objects, replace them or add new ones.
The following items can be selected for the game: a flashlight, a fish, a bubble, a pea, a rope, an elastic band, sugar, a rocket, a buckle, a mushroom, a mitten, etc. By repeating the game, you can give five or six items to memorize. Children should name objects loudly and clearly. (By analogy, the game can be played with other sounds.)
Do you remember these verses?
Target . Automation of sounds r, r" in words.
Description of the game. The teacher reads excerpts from poems familiar to the children. The child must say the missing words.
Where did (sparrow) have lunch? At the zoo with (animals).
Don't stand too close: I'm a tiger cub, not a pussy.
In this river in the morning (early) two (sheep) drowned.
Poor little camel! They don’t give food (to the child). Today he ate only two of these (buckets) since (morning).
Gold letters in the sun (burn): Long live (friendship) of the Soviet (guys).
All the guys from the yard shout to the painters: (Hurray)!
A goat (horned) is coming for the little ones (children).
Finish your milk and let's go for a walk (quickly).
And the gray goat shakes his beard.
Here the metro will pass through us, take everyone with it (take it).
Rams
Target. Audio automationRin the text.
Progress of the game.Several pairs of children, standing opposite each other, holding hands, form a gate. The rest (rams) approach the gate, knock on it (stomp their feet).
Rams. Tra-tra-tra, tra-tra-tra,
Open the gates!Gates. Early, early, you sheep knocked on the gate.Rams. Tra-tra-tra, tra-tra-tra, Let me through the gate!Gates. Where are you going? Where are you going? We won't open the gate.Rams. To the meadows, where there is grass, And there is dew on the grass.Gates. It's too early for you to go there. We won't open the gate.Rams. Tra-tra-tra, tra-tra-tra, Goodbye, gate. We'll come when the grass dries. (They're leaving.)
Steamboat
Target. Staging and automation of interdental soundl..
Equipment. To play you will need water (a basin - indoors, a stream outdoors), toys; steamboat, small dolls, nesting dolls.
The teacher addresses the children: “We are going to go on a boat ride. Do you know how the steamboat hums? Listen:s-s-s...Let's repeat everything together, like a steamship humming.
Now put the wide tip of your tongue between your teeth, bite it lightly and hum like a steamboat: y-y-y...” The children hum. The teacher continues: “The steamer can sound several whistles.” Then he invites the children to take turns riding a bunny, a nesting doll, etc. on a steamboat. Children's attention is fixed on the fact that they have made a soundlll,when they bit the tip of their tongue.
Saw
Target. Automation of soundsl, l’Vtext.
Description of the game.Children in pairs, holding their hands crosswise, cut wood and say:
The saw cut, buzzed like a bee, sawed off a piece, ran into a twig, burst and began, start over. Having formed new pairs, the children continue the game.
Airplane
Target. Sound differentiationl-r.
Description of the game.The teacher, addressing the children, says: “Now we will play “airplane.” Let’s start the plane’s engine: r-rr...” Children say: r-r-r... and reproduce the movements of the engine with their hands. “They started the engine, and the plane flew high, you couldn’t see it, only the hum was heard:l-l-l...How does the plane sound? Children:l-l-l...
Do you know these words?
Target. Automation of soundsl, l"in syllables and words.
Description of the game.The teacher pronounces the phrase without finishing the syllables in the words. Whichever child is the first to correctly pronounce the missing syllable receives a cardboard circle. The one with the most circles wins.
The girl is still young.
The squirrel hid in the du (plo).
Clouds are floating across the sky.
Lena's knee hurts.
The cow gives milk (loco).
Mila ate yab(loko).
Lida saw ba(let) in the theater.
Vasya wanted to fly on a plane.
We are sitting on a chair for a hundred (crowbar),
Wash cleanly, we (scrap).
In the morning the alarm wakes us up.
Catch-up
Target. Sound differentiationl, l", r, r"in the text.
Description of the game.Children join hands (they are beyond the line) and walk in an even line to the driver, who sits at a distance of 10m(7 m)on the chair.
We, cheerful guys, love to run and play. Well, try to catch up with us! Well, try to catch up with us!
Having said the last words, the children give up and run away, and the driver catches someone. The one who gets caught drives, and the game repeats.
Answer the questions
Target. Automation of soundsl, l"in words and phrases.
Equipment. Pictures with sound in the titlel:lion, ribbon, lamp, watering can, bow, ladder, horse, plane, lemon, skis, peacock, fox, leaves, alarm clock, shoes, etc.
Description of the game.The teacher lays out the pictures on the table with the pattern facing up. Then he calls the children in turn, asks them questions, and the child gives a complete answer (for example: “What are flowers watered from?” - “Flowers are watered from a watering can”). While looking for the corresponding picture and showing it to all the children, he calls it out loud.
The teacher must ensure that children give complete answers. You can ask different questions about one picture. For example: “What did they bring to the workshop to repair?” Answer: “They brought them to the shoe workshop to repair shoes.” “What did mom buy at the shoe store?” Answer: “Mom bought shoes at the store.”
Horses
Target. Audio automationl intext.
Description of the game.One half of the children represent horses, the other half represent coachmen. The coachmen approach the horses standing in a row. Patting them on the back, they say:
What a horse - the fur is smooth,
Cleanly washed from head to hoof,
I ate oats and got to work again.
The coachmen harness the horses and say:but but but...and leave. The horses click their tongues. Then the children change roles.
Do you remember these verses?
Target. Sound differentiationl, l’, r, r"Vwords and phrases.
Description of the game.The teacher reads excerpts from poems to the children. The child must say the missing words.
I was in the sun (lying), Nose up (holding), Here I have it (tanned).
The wind (walks) across the sea And (hurries the ship), He runs (in the waves) on swollen (sails).
You are not our master, you are our (lamaster).
Without windows, without (doors), the room is full (of people).
In the morning he sits on the lake (an amateur fisherman), sits (purrs a song), and a song (without words). As the song begins, All the fish (dissolve).
Do you remember these verses?
Target. Automation of soundsl, l" inwords and phrases.
Description of the game. The teacher gives the child excerpts from poems familiar to the children. The child must say the missing words.
The ball got under (the wheel), burst (slammed) - That's all.
(The elephant) nods his head, He sends (a bow) to the elephant.
I'm used to brushing my shoes every day. I have to shake out all the (specks of dust) from the suit (I’m not too lazy).
Finger, finger, where were you? With this brother (went to the forest), With this brother (ate porridge), With this brother (sang songs).
The phone is already tired, I didn’t talk (I didn’t).
Target. Sound differentiationl, l", r, r"in the text.
Equipment. Thin rod 1 lengthm25 cmwith a length of cord tied to it1 / 2 m,at the end of which is a mosquito made of cardboard.
Description of the game.Children stand in a circle, with a teacher in the middle who circles (circles) a rod in the air slightly above the children’s heads. Children jump up and try to catch the mosquito. The children sing a song to the one who caught the mosquito:
Ay, Kolya (Olya) is great! The mosquito is finished! Tra-la-la, tra-la-la, Komaru is finished!
Save yourself from the wolf
Target. Sound differentiationl, l’, r, r"in the text.
Description of the game.At one end of the room there are chairs, behind which children hide to escape from the wolf (the chairs stand in one line, at some distance from each other, so that they can easily walk between them). At the other end of the room, a wolf is sitting in a den (on a chair). Children walk towards the wolf and say, bending down rhythmically (picking strawberries in a basket):
The children walked along the hillock, took, took strawberries. They pinned a knife onto a piece of grass. It hurts, my leg hurts, but it doesn’t hurt.
At the end of the words, a wolf jumps out of the den, and the children run away and hide from the wolf, who catches them. The one who is caught by the wolf sits in the den and becomes a wolf.
Carousel
Target. Sound differentiationl, l", r, r"in the text.
Game description. The players form a circle. The teacher gives the children a cord, the ends of which are tied. Children take the cord with their right hand, turn to the left and say:
Barely, barely, barely, barely The carousel spun, And then around, around, around Everyone ran, ran, ran.
In accordance with the text of the poem, the children walk in a circle, first slowly, then faster, and finally run.
While running, the teacher says
“Be-be-zha-li, be-zha-li.”
After the children run in a circle 2 times, the teacher changes the direction of movement and says: “Turn.” The players must turn around, quickly grabbing the cord with their left hand, and run in the other direction.
Then the teacher continues with the children!
Hush, hush, don't rush! Stop the carousel! One, two, one, two! The game is over!
The movement of the carousel becomes gradually slower. When they say “the game is over,” the children lower the cord to the ground and disperse around the playground.
After the children have rested a little, the teacher rings three bells or hits the tambourine three times. The players rush to take their places on the carousel, i.e. stand in a circle and take the cord. The game resumes. Those who do not have time to take a seat before the third bell do not ride on the carousel, but stand and wait for a new boarding.
The game can be repeated 3-4 times. On the cord you cantie bells and colored ribbons to make the carousel elegant.
The Forest Raised a Christmas Tree
Target. Sound differentiationl, l’, r, r"in the text.
Description of the game.Children form a large round dance around the Christmas tree.
Everyone sings and moves along with the song.
A Christmas tree was born in the forest, It grew in the forest, Slender in winter and summer, It was green. (The round dance moves to the right, then to the left.)
The snowstorm sang a song to her; “Sleep, Christmas tree, bye-bye!” The frost was wrapped in snow: “Make sure you don’t freeze!” (Children squat down and pretend the Christmas tree is sleeping).
The cowardly little gray bunny galloped under the Christmas tree, Sometimes the wolf, the angry wolf, ran at a trot. (They jump with both feet, imitating a bunny, then run back in small steps, bending slightly when the wolf runs past the Christmas tree.)
Chu! Snow in a clean forest Under the runner creaks: A furry-legged horse is in a hurry, running. (Walk to the right, raising their legs high, one after another.)
The horse is carrying the logs, And in the logs is an old man; He cut down our Christmas tree right down to the root. (They stop, turn to face the tree, spread their legs, raise their arms, lower them and raise them 2-3 times, pretending to chop a Christmas tree.)
Now you are here, dressed up, you came to us for the holiday and brought a lot, a lot of joy to the kids. (They dance lightly while standing still. The movements are arbitrary.)
FORMATION OF SOUND
K, G, X, J
Crane and frogs
Target. Audio automationTo.
Description of the game.A large rectangle is drawn on the ground. This is a river. There are hummocks painted on the banks (circles drawn at a distance of 45-55 cm from the shore, so that it is not difficult to get into the water from a hummock in one jump, i.e. into the outlined rectangle). One child is a crane and the rest are frogs. The crane sits in its nest nearby, and the frogs sit on the hummocks and begin their concert.
Here, from a hatched rotten hole, a frog plopped into the water. And, inflated like a bubble, she began to croak from the water: “Kwa, ke, ke, qua, ke, ke, It will rain on the river.”
As soon as the frogs say their last words, the crane flies out of the nest and catches them. The frogs jump into the water, where the crane is not allowed to catch them. The caught frog remains on the hummock until the crane flies away and until all the frogs come out again. The frogs sit in the water until the crane flies away.
After the crane catches several frogs (for example, 3-4), a new crane is selected from among those children who have never been caught. Frogs squat on hummocks and can swim (run inside a circle) in the water. You can only get back onto the bump by jumping.
Hen, cockerel and chicks
Target. Audio automationToin onomatopoeia and sentences.
Description of the game.One child is a cockerel, the other is a hen, the rest of the children are chickens.
The hen (teacher or child) and the chickens peck the grains (tapping their fingers on the floor). The cockerel appears and the chicks hide behind the curtain. The cockerel asks: “Ku-ka-re-ku, ku-ka-re-ku, where are the little chickens?” The hen replies: “Ko-ko-ko, the chickens have run away, look for them, Petya the Cockerel.” The cockerel walks around looking for chicks, finds them and invites them to run. The chickens run away, the cockerel catches up with them. Then the roles change.
Rain
Target. Audio automationToin syllables and text.
Description of the game.Children sit on chairs. Teacher? says: “We went for a walk, and suddenly it started to rain and drummed on the roof. How did you drop the drops? Let's remember the poem."
Drop one, drop two,
Drops slowly at first
Drip, drip, drip, drip. (Children accompany these words with slow claps.)
The drops began to keep pace,
Drop drop customize -
Drip, drip, drip, drip. (The claps become more frequent.)
Let's quickly open the umbrella,
Let's protect ourselves from the rain. (Children raise their arms above their heads, imitating an umbrella.)
Who is screaming?
Target. Audio automationto to inonomatopoeias.
Equipment. Pictures: chicken, rooster, cuckoo, frog.
Description of the game.The teacher says: “Remember, children, how we went for a walk in the forest at the dacha? We were going for a walk. We went out into the yard, and a chicken came towards us and shouted:co-co-co...(Children:co-co-co...)We move on, and the chicken cackles:where-where?..(Children:where-where?,.)“Into the forest,” we answered her and moved on. A rooster sits on the fence and crows:ku-ka-re-ku!..(Children:ku-ka-re-ku!.,) We went further along the road past the vegetable garden. We look and the sparrows are pecking at the grains of the sunflower. The children chased them away. (Children:shoo-shoo...)We came to the forest. It's good there. We started collecting flowers, and suddenly we heard a cuckoo calling: peek-a-boo... (Children: peek-a-boo...) We picked a lot of flowers and went back. We hear the frogs croaking:qua-qua...(Children:qua-qua...)We walked in the forest and returned home.”
Let's warm our hands
Target. Staging and automation of individual soundX.
Description of the game.Children sit on chairs. The teacher shows a picture of children sculpting a snow woman and says: “The children sculpted a snow woman. It came out good. Their hands were frozen. Let's warm them up, breathe on their hands to keep them warm. Like this". (Shows.) Then the children warm their hands one by one and all together, pronouncing the soundX.
Geese-geese
Target. Automation of the g sound in syllables and sentences.
Equipment. The painting depicts a girl chasing geese.
Description of the game. Option 1, The teacher shows a picture, Geese go home and cackle:ha-ha-ha..,Children:ha-ha-ha... -“On the way we came across a ditch, the goose began to jump over itgop-gop-gop..."Children:gop-gop-gop...
Option 2. In one place of the site there is a poultry yard, in another there is a pasture (draw lines on both sides). A shepherd and a fox are chosen. The rest of the children are geese.
At the beginning of the game, a shepherd with a twig in his hand takes the geese to the pasture, and he himself returns back to the poultry yard. Geese are grazing at this time. After a while, the shepherd calls the geese: “Geese, geese!” Hearing the shepherd’s voice, the geese shout: “Ha, ha, ha!” Shepherd: “Well, fly!” The geese spread their wings and, waving their arms, fly across the field to the poultry yard, and the fox catches them. She takes those caught into a hole. If the fox catches five geese, the teacher chooses a new fox and a new shepherd.
Target. Differentiation of sounds in onomatopoeias.
Description of the game.Children sit on chairs arranged in a circle (house). One child approaches the house, knocks and asks: “Who lives in the house?” Children answer in the voice of an animal or bird:ha-ha-ha, kwa-kwaetc. The child must name who lives in the house.
Stain the couple!
Target. Sound differentiationk-gin the text.
Description of the game.Children line up in pairs one after another. In the middle stands the driver, in his hands he holds a ball made of material. The driver says loudly: Throw, throw, throw. Let's run together Through water and fire. Even the horse won't catch us. One, two, catch up, Well, try, catch it!
After the driver’s words, the last pair unclasps their hands and runs forward to a pre-drawn line, located 10-12 steps from the driver. The driver must hit one of the runners with the ball before he runs over the line. The one he hit becomes the first pair with him, and the other leads. If the driver does not hit, then he drives again, and the pair that has reached the line takes the lead, and the game continues. The last pair can run only after the words “well, try it, catch it!”
Who needs what?
Target. Audio automationXin words and sentences.
Equipment. The teacher puts pictures on the board and says: “Now you will hear short stories. Each story should be accompanied by one of these pictures. You will guess which one and name it.”
The children began to decorate the Christmas tree. We hung a lot of toys. What's left to hang? (Firecracker.)
A doctor came to see a sick child. What did he wear? (Robe.)" etc. The winner is the one who gives the most correct answers.
Hen, chickens and dog
Target. Sound differentiationTo- Xin the text.
Description of the game.Children pretend to be chickens, one child is a chicken, and the other is a dog. All chickens sit in a chicken coop (located on one side of the site). On the other side is a dog kennel with a dog sitting in it. According to the teacher (ordriving)
A crested hen came out, With her were yellow chicks, The hen clucked: “Ko-ko! Don't go far. The chicken runs out, looks around, flaps its wings and shouts:co-co-co!,calling the chickens. When she calls, the chickens run out of the coop and start running, looking for food, the chicken runs with them. At the teacher’s signal, a dog runs out barking and runs after the chickens, the chickens run into the chicken coop.
Cockerel
Target. Sound differentiationk, g, xin the text.
Description of the game.Along the edges of the platform there are low benches or boards placed on a stand (height 10-15 cm). Children stand on the bench. They represent chickens, and one child is a rooster. The children say: Petya walks on the sand in yellow boots, stands and looks, and then shouts: “Ku-ka-re-ku!”
The cockerel comes out and makes the appropriate movements (“Ku-ka-re-ku,” cries the cockerel.) After the rooster crows, all the chickens jump off the benches and run to look for food. The cockerel runs with them. At the signal “Chick-chick” the children return to their places. Then a new cockerel is selected and the game is repeated.
Crested hen
Target. Sound differentiationTo- Xin the text.
Description of the game.The teacher chooses a chicken from the players, the rest of the children are chickens. One child is a cat. The hen and chicks walk around the room, imitating flapping their wings with their hands, peck at the food and say:
A crested hen came out, With her were yellow chicks, The hen clucked: “Ko-ko! Don't go far."
The presenter speaks, and the cat accompanies his words with actions.
On a bench by the path a cat lay down and dozed. ...The cat opens its eyes and catches up with the chickens.
At the last words, the cat jumps up, meows and runs after the chickens, who run away to their house, to the hen (mother).
The hen protects the chickens, spreading her arms to the sides, and says at the same time: “Go away, cat, I won’t give you the chickens!”
When repeating the game, another child is chosen to play the role of the cat.
Chickens and rooster
Target. The same as in the previous game.Description of the game.Chickens are sitting near one of the walls (on chairs), and a rooster is walking a short distance from them. In one of the corners of the room there is a cat house, with a cat sitting in it. The presenter sits with the chickens. Pointing to a walking rooster, he says: Petya in yellow boots walks on the sand,
And then he crows: The rooster crows:
“Ku-ka-re-ku!” Come out, chickens, collect the crumbs, there are a lot of crumbs here on my path.
The chickens run out, flap their wings (they tap their fingers on the floor near the rooster) and say:
The chickens waved their wings: “Ko-ko-ko-ko-ko!” The chickens knocked with their beaks: “Ko-ko-ko-ko-ko!” Give us, Petya, crumbs, don’t be sorry for the crumbs, give us a little more,
It will be more fun: “Ko-ko-ko-ko-ko!”
The cat comes out, sneaks up to the rooster and sings: I’ll go out, I’ll go out onto the path: “Meow-meow-meow”, Where the chickens are looking for crumbs “Meow-meow-meow!” I’ll come closer to the cockerel and take Petya with me to the house. He grabs the rooster and takes him into the house. The chickens run away to their places (on the chairs).
Leading. The cat is gone, let's go save Petya. The chickens screamed loudly. Chickens. “Ko-ko-ko-ko” And they ran after Petya: “Ko-ko-ko, ko-ko-ko!” Come out to us, Petya, collect crumbs here, There are a lot of crumbs here on our path. A rooster comes out, the leader says: “So everyone has gathered, now let’s dance.” They stand in a circle. Rooster in the middle. All. We ate everything, Petya, And now, my friend, Let's quickly gather together We are a big circle. Show us your leg, Petya, hurry up, Spin around with us, Petya, have more fun!
Hares hunting
Target. Sound differentiationk-g-xin the text.
Description of the game.All the guys are hares and two or three hunters.
On one side of the site, according to the number of hares, the teacher draws small circles (hare holes) in which the hares are placed.
The hunters are on the opposite side, where a house is drawn for them. Each hunter has a ball made of cloth.
Leading. There is no one on the lawn, come out, brother bunnies, jump, tumble, ride in the snow!..
Hares run out of their holes, scatter all over the area and jump. The teacher suddenly hits a drum or tambourine or claps his hands and says: “Hunters!”
Hunters run out of the house and hunt hares, and the hares must occupy their houses in time.
The hunt is that each hunter must hit the hare with a ball before he runs into the hole.
The hunters take the caught hares to their house, and the game is repeated.
The same hunters go hunting no more than 3 times, and then choose new hunters.
Train
Target. Sound differentiationk-g-xin the text.
Description of the game.The teacher or one of the children is a locomotive. All children are wagons. Children sit on chairs one after another. The locomotive whistles and the train moves off. Children can move their hands and say:goo-goo-gooor:
Here is our train, the wheels are knocking, and the guys are sitting on this train. “Goo-goo-goo, goo-goo-goo,” The locomotive puffs. He took the boys far, far away.
Then the driver says: “Stop! Stop! Anyone who wants to get down, come out quickly, let’s go for a walk.” Children get up from their chairs and walk around the room.
In this game, different lyrics may be given:
Our train takes the children to the forest and to the clearing. Children will walk there and meet a bunny.
“Tak-tak-tak, tak-tak-tak”, All the wheels are knocking, “Goo-gu-gu”, we will meet a squirrel and a fox. We drive and drive faster, We are not afraid of animals. The locomotive is moving more quietly. The stop is close. “Gu-gu-gu, stop!”
The train stops, the children scatter around the room, walk, pick flowers, and at the teacher’s signal the game resumes again.
Cheerful geese
Target. Sound differentiationk-gin the text.
Description of the game.Children pretend to be geese. The teacher or one of the children pretends to be a grandmother. He drives the geese onto the site.
The children shout: ha-ha-ha, and walk around the playground, Grandma (calls the geese). Geese, geese!
Geese. Ha-ha-ha!
Grandmother. Do you want to eat?
Geese. Yes Yes Yes!
Grandmother. Run home!
Geese run to grandma. She feeds them (brings each child an imaginary bowl),
Cubes with pictures
Target. Automation of soundsI, e, e, yu (th) inwords.
Equipment. Several cubes with pasted pictures: apple, hedgehog, fir tree, bindweed, lighthouse, skirt, teapot, watering can, T-shirt, sparrow, ant, barn, tram, berry, anchor, blanket, leaves, snake, hedgehogs, blackberries, train, dress, gun, receiver, spinning top.
Description of the game.Children sit at the same table and take turns throwing any cube on the table. The child must pronounce the picture that appears at the top correctly. A point is awarded for correct pronunciation. At the end of the game, the teacher counts the points. Whoever has the most points is the winner.
And what's in there?
Target. Automation of soundsI, e, e, yu (th) bwords and phrases.
Equipment. A wide box, a ball or a button, plot pictures: a boy drinks, a mother sews, children sing, a bird builds a nest, a dog barks, children bathe, mother washes her daughter, boys dig a hole, children plant a tree, etc.
Description of the game.The subject pictures are placed face down in the box. The child carefully throws the button into the box and opens the picture on which the button fell. Based on this picture he makes a proposal. A point is awarded for a correct answer. The winner is the one who has more points at the end of the game.
Tell him what to do
Target. Automation of sound in words and phrases.
Equipment. Dolls, toy cars, ball, jump ropes, hoop.
Description of the game. Option 1. Toys are laid out on the shelf. Each child takes turns going to the shelf, taking any toy and inviting one of the children to play with it. Children should say something like this:Lena, rock the doll; Vasya, jump over the rope; Seryozha, roll the hoopand so on. After fulfilling the leader's request, the toy is returned and the game continues.
Multi-colored figures
Target. Automation of soundsI, e, e, yu(th)in words and phrases.
Equipment. Circles, triangles, squares, rectangles, ovals, painted on one side in a certain color.
Descriptiongames. The figures are placed in the middle of the table or in a box with the colored side down. Children sit around the table. Each of the children, closing their eyes, takes turns pulling out a figurine, opening their eyes and calling its color, for example: “I took a blue triangle.” If the wordbluepronounced correctly, the child takes the figurine for himself. If not, put it back in the box. Whoever collects the most figures wins.
What are we doing?
Target. Automation of soundsI, e, e, yu(th)in phrases.
Equipment. Subject pictures, for example: a boy playing with a spinning top, a girl washing a doll’s clothes, a boy watering flowers, a baby eating porridge, etc.
Game description. Children are given one picture each. The teacher tells them: “Imagine that it is you depicted in the pictures. So tell me what you are doing.”
The person called comes to the table, shows everyone the picture and says, for example: “I’m playing with a spinning top.”
For a correctly pronounced phrase, the child gets a point. The one who scores more points wins.
Bunny
Target. Automation of sound and text.
Description of the game.Two children are chosen: a bunny and a wolf. Children form a circle holding hands. There is a bunny around, a wolf in the circle. Children lead a round dance and say a poem, and the bunny jumps around in a circle;
A small bunny jumps near the rubble. The bunny is jumping quickly, catch him!
The wolf tries to run out of the circle and catch the bunny. When the bunny is caught, the game repeats. But other children are already playing the roles of the bunny and the wolf.
Whose are you, whose?
Target. Automation of iotized sounds in text.
Description of the game.A presenter is selected. He approaches one child or another and asks questions, and the children answer him.
Leading. Whose are you, whose, Forest Stream?
Creek. Nobody's!
Leading. But where are you from, stream?
Creek. From the keys!
Leading. Well, whose keys are those?
Creek. Draw!
Leading. Whose birch tree is by the stream?
Creek. Draw.
Leading. And you, sweet girl?
Girl. I'm mom's, dad's and grandma's!
AUTOMATION AND DIFFERENTIATION
DIFFERENT SOUNDS
Different sounds
Equipment. Subject pictures.
Description of the game.Children receive paired pictures or lotto, for example: car, tram, train, plane, chicken, rooster, goose, duck, dog, cat, cow, drum, pipe, bell.
The presenter names the object or animal shown in the picture. The child who has the corresponding picture repeats the name of the object and imitates the sound of this object, the cry of an animal or bird. The rest of the children determine whether their friend completed the task correctly.
Traffic
Equipment. Two disks (green and red).
Description of the game.Children are divided into several groups, each of which represents a certain type of transport (tram, car, bicycle, etc.). A traffic controller stands in the middle, holding two discs in his hands. When he lifts the green disc, the tram moves along the marked rails, the cars move freely and make appropriate sounds. Freightcar: tu-tu-tu,passenger car:beep beepbus:vrrrr-vrrr,tram:tsyn-tsyn,bike:ding-ding-ding.
Who wakes you up in the morning?
Description of the game.Children sit in a semicircle. They choose a driver. He comes forward, and the children ask him: “Who wakes you up in the morning?” The driver answers, for example: “Crow!” And the children determine who we are talking about. The teacher can first advise who to imitate so that children practice pronouncing different sounds(wrrrr, kwa-kwa, chirp-tweet, kud-kuda, woof-woof, moo-oo, bee-bee, quack-quack, ha-haand so on.).
Trouble
Equipment. Masks may be used.
Description of the game.One group of children are chickens, another are cockerels, the third are geese, and the fourth are kittens. One of the guys portrays a dog, the teacher (or presenter) portrays the owner.
At the beginning of the game, all the birds sit on perches, and the kittens sit on trees (fence, stand, ladder);doghid in the kennel.
The housewife comes out to feed the birds. “Chick-chick-chick!” - she calls the hens and cockerels. “Tega-tega-tega!” - he calls the geese and scatters food for them.
The birds come running to her (get off their perches) and begin to peck the grains (imitate movement).
"Kitty Kitty Kitty!" - the owner calls the kittens and gives them milk, and she leaves. A dog appears barking. A commotion begins.
As soon as there is a commotion (chickens clucking, roosters crowing, geese cackling, kittens meowing, climbing up trees and ladders), the owner comes running and kicks out the dog. The game is repeated 2-3 times.
Wonderful pouch
Equipment. A bag and a set of toys familiar to children.
Description of the game.Toys are placed in the bag, the name of which will use the required sound.(s, sh, r...)or a couple of sounds(s-sh).The teacher, shaking the bag, draws the children's attention to the fact that there is something in the bag, and thereby arouses interest in the game. First, the children take turns trying to determine by touch what got into their hands. Then they take the toys out of the bag, show them and name them. Whoever got the cockerel shows how the cockerel sings, whoever got the dog shows how it barks, etc.
Shop
Equipment. Items whose name contains the required sound or group of sounds. (For example, to automate soundWith:sleigh, airplane, fox, chair, table, sock, owl, bag, bowl, scales, stork, beads, etc.)
Description of the game.The teacher puts on the table a number of objects whose names contain a soundWith.Children sit on chairs. The teacher calls the children one by one. They come to the store and, choosing an item they want to buy, show it to all the children, call it loudly and go to their place.
Carousel
Description of the game.Children dance in a circle and say:
Carousels, carousels, You and I got on the boat and went and went.
Imitate the movements of the oars and pronounce the Soundshhhin time with the movements of the hands. Then the children join hands again and say:
Carousels, carousels, You and I got on the horse and rode and rode.
After these words, the children pretend to be horsemen and click their tongues in time with their movements.
Carousels, carousels, You and I got into the car and drove off and drove off.
Children now pretend to be drivers and, imitating the sound of the engine, sayrr-ror quickly:de-de-da,running your finger under your tongue.
Carousels, carousels, You and I got on the train and went and went.
Children, imitating the movement of the train, hum:oo-oo-oo, choo-chu-chu.
Carousels, carousels, You and I got on the plane And we went, and we went.
Children make a soundrrrrand, using their hands to imitate the wings of an airplane, they run in a circle.
Dialogue games
Equipment. Masks, various items.
Description of the game.In these or similar dialogues, children first repeat the words after the teacher. In the future, they can act out these dialogues on their own. To make their recitation more lively and interesting, it is good to give them objects that correspond to the content of the dialogue (hats, scarves) and introduce them as part of a free creative game on the theme “Theater” or “Cinema”.
"Joke
- What are you doing?
- Nothing.
- What is he?
- It helps me.
- Titus, go threshing.
- My stomach hurts.
- Titus, go eat some porridge.
-Where is my big spoon?
- Fedul, why are you pouting your lips?
- The caftan burned.
- Is the hole big?
- There is only one gate left.
-Where are you going, kids?
- For the berries, grandma.
- Where are the berries, kids?
- Above the earth, grandmother.
- Isn’t it cranberries, kids?
- No, higher, grandma.
- Isn't it viburnum, kids?
- You guessed it, grandma.
- Where are you going, Semyon?
- Mow hay.
- What do you need hay for?
- Feed the cows.
- What do you need cows for?
- Milk.
- What do you need milk for?
- Give you something to drink, kids.
Goose says to Kolya:
- You should go wash yourself, or something. Kolya the duck says:
- It's creepy to look at you. The cat says to Kolya:
- Let me lick you a little. And the pig chokes with laughter:
- I like this boy.
Children who pretend to be a goose, duck, cat and pig imitate the characteristic sounds and movements of these animals.
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