Speech games in the correction of sound pronunciation. Card file of didactic games on sound pronunciation

Consultation for educators

Didactic games to consolidate the correct pronunciation of sounds.

Let's ride in a car.

with (s)

Visual: Toys that have a sound in their name with (s): elephant, dog, fox, piglet, goose, as well as other toys: bears, crocodile, doll, car, etc.

The teacher shows a toy and asks several children to name it, then he calls it himself and invites the children to listen carefully and say if there is a sound in this word with ("song of water"). To the child who answered this question correctly, the teacher offers to ride the toy in a car around the table. The teacher makes sure that the children pronounce the sound correctly with (s) in words, they determined the words by ear the presence of a given sound in a word; the teacher should pronounce the words lingeringly, highlighting the sound with his voice with ( ssslon).

Be careful.

Purpose: To fix the correct pronunciation of the sound by children s (s) in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

The teacher pronounces the words and invites the children to clap their hands when they hear words that have a sound h("song of the mosquito"). Recommended words: bunny, mouse, cat, castle, umbrella, goat, car, book, call, etc. Answers can be group and individual. The teacher should pronounce the words slowly (if the children are not prepared, then the sound h in words you need to highlight in a voice: zzzont), after each word, make a long pause so that the children have the opportunity to think. He must ensure that all children take an active part in the game. For individual answers, it is recommended to call those children whose phonemic hearing is not sufficiently formed, as well as those who pronounce this sound incorrectly.

Name and guess.

Purpose: To fix the correct pronunciation of the sound by children s (s) in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: flannelgraph; pictures depicting objects whose names contain sound s (s), as well as paired to them without h, For example: bunny - cat, castle - key, goat - cow, vase decanter

The teacher puts paired pictures on the flannelograph and asks the children to say what is shown on them. Then he invites them to name only those objects drawn in the pictures and those animals that have a sound in their name. h("song of the mosquito". If the children make mistakes, the teacher himself pronounces paired words, emphasizing with his voice h(for example, zzzaika is a cat), and asks the children in which word they hear the sound h. The teacher ensures that all children pronounce the sound correctly s (s), were able to highlight these words with sound.

What's in the bag.

Purpose: To fix the correct pronunciation of the sound by children c in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: Pouch; toys and objects that have a sound in their name c:chicken, chicken, sheep, hare, saucer, button, as well as other toys: car, cube, ball, ball, etc.

The teacher says that he has a bag (shows), which contains a lot of interesting things. “Whoever I approach,” he continues, “let him take out one toy from this bag, name it and show it to all the children.” The called child performs the task. Then the teacher takes a toy from him and asks several children to say again what it is called, then he calls the toy himself and offers to listen if there is a sound in this name c("song of the titmouse"). When all the items are taken out of the bag, the teacher leaves on the table only those in the name of which there is a sound c (chicken, hen, sheep, hare, saucer, button) and invites the children to list them. The teacher must pronounce the words clearly, highlighting the sound c, For example: sheep. When choosing toys, you need to make sure that among them there are no objects that have a sound in their name. with which can confuse children. The teacher tries to correctly name the words containing c, distinctly pronounce this sound in words.

Our names.

Purpose: To fix the correct pronunciation of the sound by children w in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: Doll.

The teacher shows new doll and invites the children to name her so that a sound can be heard in her name w(« goose song). If the children cannot choose a name themselves, then the adult suggests naming the doll Masha. By repeating the name, he emphasizes the sound with his voice w: "Mashshsha, Mashshshenka." Then the teacher asks to say what names they still know, where the sound would be heard sh. Children call: Shura, Dasha, Lyosha, Natasha, Masha " etc. If they find it difficult, the teacher invites some of them to say their name and listen to whether there is "goose song" or not. “Misha, say loudly what your name is,” the teacher addresses the boy. The child answers. "There is a sound in your name shh - goose song or not?" If the child is mistaken, the teacher repeats his name, highlighting the sound with his voice w, and invites all the guys to answer: “There is a name Mishshsha "goose song" or not?" Such work can be done with 6-8 children. In some cases, you need to change the name so that it has a sound w, For example: Tanyusha, Katyusha, Andryusha. For answers, those children are also called in whose names this sound is absent: Lena, Vova, Kostya, etc .; Special attention you should pay attention to those guys who still do not pronounce this sound clearly enough in words.

Pick up the items.

Purpose: To fix the correct pronunciation of the sound by children h in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: Toys and objects in the names of which there is a sound h: watch, key, kettle, cup, ball, etc., as well as other toys: doll, bear, car.

The teacher puts on the table all the prepared items (6 - 8) and invites the children to name only those in whose names there is a sound h. The teacher makes sure that the children choose the right subjects, makes sure that they pronounce the sound clearly h in the titles, highlighting it with a voice: hhhh, keyhh. Wrong answers are discussed by the whole group.

Who do we give.

Purpose: To fix the correct pronunciation of the sound by children w in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: flannelgraph; pictures depicting a boy, a girl, as well as a fur coat, hat, cap, scarf, car, horse, cockerel, cat, gun, bear (all names have a sound w)

The teacher puts on the flannelgraph on one side a picture of a boy, on the other - a girl, at the bottom of the flannelgraph attach the rest of the items, and invites the children to list them. Pointing to pictures of children, he says: "This boy's name is Misha, and the girl's name is Masha." The pictures below, he offers to give one to Misha, the other to Masha. The teacher points to a picture of a fur coat and asks what it is drawn. The children answer: “Fur coat.” - “To whom we will give a fur coat; Misha or Masha? Children offer to give a fur coat to Masha. The teacher places this picture under the picture of the girl. "And what's that?" he asks, showing the car. "It's a car," say the children. "Who will we give the car to?" Children offer to give a car to a boy (the picture is placed under the image of the boy), etc. Some of the items shown in the pictures, children can give both Misha and Masha. When all the items have been distributed, the teacher invites some children to list which items they gave to Misha and which to Masha, and makes sure that all the children pronounce the sound correctly w in words. A similar game can be played to practice the pronunciation of any sounds in words.

Why is it necessary?

Purpose: To fix the correct pronunciation of the sound by children h in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: Objects or pictures: a cup, a teapot, a watch, glasses, keys, a net, a fishing rod, a ball (all names have a sound h).

The teacher shows objects (or pictures) and asks the children to name them and say why they are needed. For example, he shows a cup and asks: "What is this?" Children: Cup. “Tanya, why do we need a cup?” Tanya: "Drink tea." - "And who's to say what else you can drink from a cup?" - the teacher addresses the whole group. Children list: “Drink milk, jelly, compote”, etc. Next, the teacher shows watches, glasses, keys and other items and asks about their purpose. The teacher makes sure that all children pronounce the sound correctly h in words.

Let's pick toys.

Purpose: To fix the correct pronunciation of the sound by children well in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: doll; toys and objects: beetle, giraffe, hedgehog, flag, circle, foal, etc. (all names have a sound well).

The teacher places all the toys and objects listed above in prominent places in advance. The game begins with the teacher showing the children an unfamiliar doll (boy or girl) and offering to come up with a name for her so that a sound can be heard in it well (beetle song). Children remember the names Zhenya, Zhora. The teacher repeats them, highlighting with a voice f: Zhzhzhenya, Zhzhzhora. Then he says that Zhenya (Zhora) has a lot of different toys and objects at home, the names of which also contain well(beetle song).“Who will say what kind of toys and items does Zhenya have at home?” If the children themselves cannot answer, the teacher invites them to look around and say what toys and objects they see that contain " beetle song". Found and named items are placed on the table. When all the items prepared by the teacher for the game are on the table, he invites the children to name them again, highlighting the sound with their voice. f: hedgehog, flag, etc. If someone names the wrong object - without well, the teacher analyzes this word together with the children; he makes sure that all children clearly and clearly pronounce words with sound well, singled out his voice.

Who has who?

Purpose: To fix the correct pronunciation of the sound by children well in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: Pictures depicting animals and their cubs: a bear and cubs, a hedgehog and hedgehogs, snakes, a camel and camels, a horse and foals, etc. (many names have a sound g).

The teacher shows a picture of an adult animal and asks the children to say who it is. The children answer. Then he asks: “What are the names of the bear cubs (if he showed an adult bear)?” - "Bears," say the children. “And the baby hedgehogs?” - "Ezhata". Etc. The teacher makes sure that the children clearly pronounce the sound well in words, highlighting it with a voice: bears, foals. Similarly to this, you can conduct an exercise to consolidate the correct pronunciation of the sound by children h: wolf - cubs, hare - hares, rabbit - rabbits, squirrel - squirrel, jackdaw - jackdaw etc. It is necessary that children name the baby animals not only in plural, but also in singular: teddy bear, foal, hare, wolf cub etc.

Choose a word.

Purpose: To fix the correct pronunciation of the sound by children sch in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

The teacher, at a slightly slow pace, pronounces a series of words in which there is a sound sch, as well as those in which this sound is not present, and invites them to clap their hands when they hear the sound sch("saw song"). An example set of words: pike, lamp, broom, brush, ticks, train, cubes, box, dress, doll, raincoat. If children have difficulty and make mistakes in identifying words with sound sch, the teacher pronounces the words, highlighting this sound with his voice: schshchchuk, boxer. Group answers alternate with individual ones. When choosing words for an exercise, you should avoid words with sound sh, s, s, so the kids don't get confused.

Guess what Petrushka took.

Purpose: To fix the correct pronunciation of the sound by children sch in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual: Toys and objects that have a sound in their name sch; brush, box, pincers, puppy; Parsley.

The teacher puts four objects on the table, in the names of which there is a sound sch, he asks the children to name them and remember them. After that, Petrushka appears, greets the children. The teacher says that Petrushka needs some things that are on the table, but he does not want the children to see what he will take. “You will now close your eyes,” he says, “and when I tell you, open them.” Children close their eyes, and the teacher removes one of the objects. Children open their eyes and name the object that Petrushka took. When several people confirm that this particular item, such as a brush, was taken, the teacher asks: “Why does Petrushka need a brush?” - “Parsley needs a brush to clean her clothes (teeth, if the brush is a toothbrush),” the children answer. Gradually, the teacher removes all the items, and the children guess why they are needed. The teacher makes sure that all children are attentive, correctly identify the objects taken, pronounce words clearly and clearly with sound sch, highlighting it with your voice.

Find a toy.

Purpose: To fix the correct pronunciation of the sound by children l (l) in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

The teacher invites the children to look around and name objects and toys with sound l (l). Children call: “Horse, lamp, bicycle, table, chair, doll”, etc. Listening to the answers of the children, the teacher asks them to highlight the sound in the words with their voice l (l) so that everyone can hear it well, for example: llampa, stoll. The teacher makes sure that the children choose the right words, clearly pronounce the words with a given sound, highlight the answers and understand the whole group.

What animals do we know?

Purpose: To fix the correct pronunciation of the sound by children l (l) in words, to teach them to single out words with a given sound from a group of words, from a speech stream.

Visual material: flannelgraph, pictures: horse, wolf, fox, lion, elephant, camel, goat, calf, deer, elk, donkey, squirrel (all names have a sound l (l)

The teacher shows a picture on which, for example, a horse is drawn, and asks the children: “Who is this?” “Horse,” the children answer. "And who is this?" (Shows a lion.) - "A lion". Etc. The teacher places the considered pictures on the flannelograph so that all domestic animals are on one side, and wild ones on the other. When the children name all the animals and the teacher arranges the pictures, he, pointing to the other side of the flannelgraph where pictures of pets are attached, invites several children to list them. The teacher explains that these animals are called domestic because they live next to a person, he feeds them, cares for them, these animals bring great benefits to people.

The teacher makes sure that the children pronounce the sound correctly l (l) in words, corrects those who still do not pronounce this sound clearly enough, asks to repeat a fuzzy word, gives a sample of pronunciation.

Poems to reinforce the correct pronunciation of complex sounds

The formation of the correct sound pronunciation is not simple task. It is possible to fix the correct pronunciation of sounds not only in special exercises. When learning funny verses, the process of "pronunciation" can become interesting and joyful, which ensures that you get the best results.
"Winter storm"
The blizzard howls:
- Wu-u-u!
I can wrap you.
Sweep into a large snowdrift.
Hop hop hop
Hop-hop-hop.

"Snegiryok"
Sat on a branch snowman
- f-f, f-f!
Splashed rain -
he got wet:
- f-f, f-f!
Wind blow a little
Discuss the snowman for us
- f-f, f-f!
(German song)

"Let's ride a horse"
Let's go, let's go on a horse -
tsok-tsok-tsok!
On the winter road, smooth.
The sled creaks - shhh!
The bells are ringing - ding-ding!
The woodpecker knocks - knock-knock-knock!
The blizzard whistles - ssss!
A squirrel on a branch gnaws nuts - click-click!
The red fox guards the hare - fff!
Cold, cold - in-in-in!
Cold - brr-brr!
snow fluffy
Spinning, spinning - oh-oh-oh!
We drove, we drove - chok-chok-chok!
Finally arrived:
Down the hill - wow!
In the hole - boom!
We've arrived!
T.Tyutyunnikova

"Rain"
Cap-cap, knock-knock,
Rain on the path.
Children catch these drops,
Holding out palms.
G. Boyko

"Autumn Leaves"
Autumn leaves are sitting on branches
Autumn leaves say to children:
Aspen - ah-ah-ah ...
Rowan - and-and-and ...
Birch - oh-oh-oh ...
Oak - woo…
M. Kartushina

"Cloud"
Cap-cap-cap! - cloud.
Cap-cap-cap! - weeping.
Day and night crying
The rain is falling down.
M. Kartushina

"Breeze"
The breeze rustles through the leaves:
Shu-shoo-shoo, shoo-shoo-shoo.
He hums loudly in the pipes:
Woo, woo, woo.
Kicks up dust.
Bom-bom-bom, boom-bom-bom.
It blows everywhere, all around.
Gom-gom-gom, gom-gom-gom.
It can cause a storm.
Fear, fear, fear, fear!
The elephant can't resist
Ah-ah, ah-ah!
E. Alyabyeva

"In the yard"
Ta-ra-ra! Ta-ra-ra!
The horses are out of the yard!
Two dogs are very strict
We were told at the threshold:
- Aw-aw-aw! Aw-aw-aw!
Early-early two sheep
They knocked on the gate:
Tra-ta-ta and tra-ta-ta!

"Meeting"
met
Two kittens: "Meow-meow!",
Two puppies: “Wow-wow!”,
Two foals: "Igo-go!",
Two goats: "Me-e-e!",
Two calves: "Moo-oo!"
Look what horns!
(Children's amusement)

"Lamb"
Boo boo, I'm horny
Boo-boo, I'm tailed,
Boo-boo, I'm eared
Boo boo, very scary
Boo-boo, I'm scared
Boo-boo, I gore.
(Lithuanian song)

❀ ❀ ❀ ❀ ❀ ❀ ❀

The rooster woke up in the morning
He played the pipe: tu-ru-ru.
We will help the shepherdess
We will sing along to the shepherdess.
There is a cow in the meadow - mu-mu-mu!
Pink pigs - oink-oink-oink!
And the horned goat - me-me-me!
Bearded ram - be-be-be!
The cat meowed - meow meow!
And the dog barks - aw-aw-aw!
And in the forest the cuckoo is all - ku-ku, ku-ku!
The cheerful cockerel sang - ku-ka-re-ku!
And in the green garden children
Sings songs - ta-ra-ra!

❀ ❀ ❀ ❀ ❀ ❀ ❀

Ku-ka-re-ku! I'm guarding chickens!
Ku-dah-tah-tah! Lost in the bushes!
Pee-pee-pee! Drink water!
Mur-mur-mur! I'm scared of chickens!
Kra-kra-kra! Rain tomorrow morning!
Moo! Milk to whom?
A. Barto
❀ ❀ ❀ ❀ ❀ ❀ ❀
The rooster sings
Only the sun will rise.
Ku-ka-re-ku! The sun rose!
Ku-ka-re-ku! Morning has come!
Wake up! Get up!
Get to work!
(Children's amusement)
❀ ❀ ❀ ❀ ❀ ❀ ❀
Our ducks in the morning:
"Quack-quack-quack-quack!"
Our geese by the pond:
"Ha-ha-ha-ha!"
And a turkey in the yard:
"Ball-ball, bally-baldy!"
Our buns above:
"Gru-gru!"
Our chickens in the window:
"Ko-ko-ko!"
How about Petya the Cockerel?
early in the morning
We will sing: "Ku-ka-re-ku!"
(Children's amusement)
❀ ❀ ❀ ❀ ❀ ❀ ❀
Two frogs are arguing loudly -
Which one is the beauty?
Kwa-kva, kva-kva-kva.
How do you like it?
V. Lifshits

The purpose of the work: To create favorable conditions stimulating the process of correcting the sound side of speech in children with speech disorders using a variety of games.

One of the areas of speech therapy correctional work is the formation of the correct sound pronunciation. Sometimes it is not so difficult to put a sound on a child, how to automate and put it into speech. As a rule, the child will be able to freely use the set sound only after repeating this word from seventy to ninety times. But the mechanical repeated repetition of the same word tires children, does not stimulate them to use it independently.

As E.F. Arkhipova points out, the stage of sound automation is the consolidation of conditioned reflex speech-motor connections on linguistic material of varying complexity until the skill is fully consolidated. M.E. Khvattsev, M.F. Fomicheva, G.V. Gurovets, S.I. Maevskaya and others were engaged in the development of methods and stages of automation of sounds. I.A. Smirnova notes that a speech therapist should form motives in a child, volitional qualities necessary for long-term work, giving stable results. And this must be done easily, naturally, in a playful way, intriguing the child.

Practical knowledge of the language involves the ability to distinguish by ear and correctly reproduce all the sound units of the native language, therefore, work on the formation of the pronunciation of sounds in preschoolers should be carried out systematically. Observations of articulation in children create the basis not only for the formation of speech hearing, but also for the development of culture oral speech in its pronunciation. Observations of their own speech lead to the fact that children, understanding the meaning of the word, begin to associate it with the sounds that make up these words. From here begins the observation of the pronunciation of the word, the alternation of vowels and consonants.

To form the correct sound pronunciation, it is important for a speech therapist to make the most of the visibility and game techniques, given that the game is the leading activity for a preschooler. Thanks to the use of games, the process of automating the set sounds takes place in an accessible and attractive form for children. Important in the correction of sound pronunciation and the development of phonemic perception is the work of the organs of hearing and vision, as well as a special place is given to the work of the motor analyzer (hands). It is known that the motor and speech centers in the cerebral cortex are located nearby, so the mobility of the articulatory apparatus is due to the state of the motor sphere. In the process of playing, children work together with all analyzers: auditory, visual, motor speech, which allows for the most effective correctional work.

Here are some of the games I used:

- ball games “A vowel sound will be heard by the ears, the ball flies over the top of the head”, “Colorful balls”, “Sound chain” with the transfer of the ball, “Catch the ball and throw the ball - how many sounds, name”, “Meet the word on the road - I will break it into syllables” by T.A. Vorobyeva and O.I. Krupenchuk “Ball and Speech” KARO St. Petersburg 2003
- games with clothespins: "Collect sound beads", "Distinguish and name", "Magpies". You can find these and other games with clothespins in the manual of Yu.A. Fadeeva, G.A. Pichugina, I.I. Zhilina “Games with clothespins: we create and speak” - M .: TC Sphere, 2011. (Library of a speech therapist).
- outdoor games: "Flowers and bees", "Live arrow", "Find your house" and others you can get acquainted with in the article by Sotnikova V.N. “Outdoor games in working with children ONR” magazine “Speech therapist” No. 3/2011.

I want to dwell in more detail on didactic board games, the main purpose of which is automation and differentiation of sounds; as well as the development of phonemic perception; formation of sound analysis and synthesis skills.

"Find the Sound"

<Рисунок 1>

"Ladybug"

< Рисунок 2>

"Similar words"

<Рисунок 3>

"Aquarium"

more fish

. <Рисунок 4>

“We play with the R sound”

]. <Рисунок 5>

"Rybalov"

. <Рисунок 6>

“Pair pictures”

. <Рисунок 7>

"Snail"

<Рисунок 8, 9>

“A frog catches mosquitoes”

hard sound

.<Рисунок 10>

"The frog runs away from the heron"

<Рисунок 11>

"Where did the sound hide"

.<Рисунок 12>

"Feed the Clown"

<Рисунок 13>

“Friendly penguins”

exciting game I use it for a subgroup of children. Players take turns rolling the die and making right amount moves. If the child stops at the blue hexagon, then he comes up with a word containing a solid sound (for example, P), if on green, then you need to name a word containing soft sound(for example, R). The one who reaches the finish line first wins. It is especially interesting if children use penguin toys from Kinder Surprises instead of chips. <Рисунок 14>

"Basketball"

1. An adult pronounces the first word with the sound C. The child determines the place of the sound in the word and places the ball in the corresponding cell in the first line (from the bottom), then the second word - the ball is placed in one of the cells of the second line and so on until we hit to the basket (sheet 1).
2. In front of the child is an image of three basketball baskets, we “throw” the ball into one of them, depending on the position of the sound in the word (sheet 2).
3. If in the word the sound C “throws” the ball into the blue basket, if the sound СЬ - into the green one (sheet 3).
4. Lay out as many balls as there are syllables in a word (sheet 3). <Рисунок 15, 16>

"Encrypted Tongue Twisters"

Figure 17

"Chests"

. <Рисунок 18>

"Cubiconia"

. <Рисунок 19>

"Sunflower"

. <Рисунок 20>

"Color loto"

. <Рисунок 21>

"Fridge"

<Рисунок 22, 23>

Game options:

The child needs to put in the refrigerator only those products in the name of which there is a sound C (or another).
An adult asks to put it on a shelf above or below the previous one, etc.
When all the necessary products are in the refrigerator, it is closed, and the child remembers what is there.

In creating many games, I used not only my own ideas, but also games developed by a speech therapist teacher I.A. Matykina. from her website LOGORINA.http://logorina.rusedu.net/, as well as materials from scientific and methodological journals: “Speech therapist in kindergarten”, “Hoop”, “Speech therapist” with the application “Speech therapist library”, “Sweetie”; "Preschool Pedagogy".

Thus, the use of gaming methods and techniques allows you to speed up the process of automating sounds, including all analyzers, including fine motor skills arms. In addition to the work of motor and speech analyzers, mental processes are also included in development: perception, memory, thinking. All this makes correctional work the most diverse, maintains interest in speech therapy classes, and helps to prepare children for school in the most qualitative way.

Julia Vitkova
Games for the formation of the correct sound pronunciation

The communication of the child with adults and peers is most successfully carried out when the speaker clearly and clearly pronounces the words. Fuzzy or incorrect pronunciation of words can be the cause of their misunderstanding.

Incorrect pronunciation of individual groups of sounds in the younger preschool age quite naturally and justified by the physiological characteristics of the formation of children's speech. But in order to create favorable conditions for the correct pronunciation of all sounds, clear and intelligible pronunciation of words, it is necessary to conduct special games and classes.

Fixing the correct pronunciation of sounds is carried out by repeated pronunciation of words saturated with these sounds.

To consolidate the correct sound pronunciation, it is good to use special songs, poems, nursery rhymes, in which the imitation of the voices of animals, birds, the sounds of objects known to the child (hammer, clock, etc.) sound.

The ability to pronounce sounds correctly is the most important condition for good diction. Using various games and exercises, the teacher teaches the child to clearly pronounce the words. He asks to pronounce the words so that all sounds can be heard. But first, an adult pronounces the words at a slightly slower pace, the children repeat, then the pronunciation speed increases; the pronunciation of words in a whisper is also very effective - this requires more articulation of sounds.

IN THE YARD

Purpose: To develop speech hearing and the ability to imitate sound.

Equipment: Toy rooster, chicken, cat, dog, cow.

Stroke: The teacher expressively reads the poem and shows the appropriate toys.

Ku-ka-re-ku!

I guard chickens.

Where-tah-tah!

Ran down in the bushes.

Mur-mur-mur,

I'm scared of chickens!

Am-am! Who's there?

Quack-quack-quack!

Rain tomorrow morning!

Milk to whom?

(A. Barto)

After reading the poem, the teacher asks the child questions: “How does the cow moo?”, “How does the dog bark?”, “How does the duck quack?” etc.

SONG - SONG

Purpose: To fix the correct sound pronunciation. Develop listening skills and speech activity, the ability to pronounce sounds and sound combinations by imitation.

Equipment: Large doll, rooster, cat, duck, bear, frog.

Stroke: The teacher accompanies his story with a display of character toys; clearly pronounces onomatopoeia and achieves this from the child when answering questions about the story.

The girl sang a song

She sang and sang and sang.

Now you, cockerel, sing!

Ku-ka-re-ku! crowed the cockerel.

You sing, murka!

Meow meow, the cat sang.

Your turn, duck!

Quack-quack-quack, - the duck dragged on!

And you, Mishka?

Roar-roar-roar, - the bear growled.

You, frog, sing

Kwak-kwak-kwak, - the frog croaked.

And you, doll, will you sing?

Mother Mother!

Sweet song!

(G. Gerbova)

At the end of the story, the child is asked questions: “How does the cat sing? How does Mishka sing? (Fig. 6)

HEN AND CHICKS

Purpose: To develop onomatopoeia, orientation in space.

Equipment: Hats for hens and chickens (according to the number of children)

Stroke: The teacher depicts a chicken, and the children are chickens. "Chickens" with "chickens" walk across the lawns and "peck grains" (knock their fingers on the floor).

The hen went out for a walk

Pinch fresh grass

And behind her guys

Yellow chickens.

Ko-ko-ko ko-ko-ko,

Don't go far

Row with your paws,

Looking for grains!

(T. Volgina)

It is important to ensure that the children talk to the teacher, clearly pronounce the sound combinations “ko-ko-ko”. (Fig. 7)

WOF WOF

Purpose: To fix the pronunciation of sounds by imitation.

Equipment: Pictures depicting a puppy, horse, calf, chicken, kid.

Stroke: The teacher accompanies the reading of the poem by showing pictures of animals and birds.

"Woof! Woof! - at dawn,

"Woof! Woof! - outside.

A puppy ran in the yard,

And in the stable the horse neighed.

He was angry: "What are you

Do you interfere with sleep? Wow!"

And the calf said: "Mu!"

It prevents him from sleeping.

And the calf said: “Pee!

You, puppy, still sleep!

And the goat: "Me!" yes "Me!",

"They didn't let me take a nap."

And the puppy is all "Woof!" yes "woof!"

He has a cheerful disposition!

And this cheerful disposition

It's called "woof-woof!"

(according to T. Volgina)

It is important to ensure that children clearly pronounce sound combinations, imitating the voices of animals. (Fig. 8)

IN THE BIRDS YARD

Target: same

Equipment: Pictures depicting ducks, geese, turkeys, pigeons, chickens, cockerels.

Progress: The teacher accompanies the reading of the poem by showing pictures.

Our ducks in the morning:

Quack-quack-quack!

Our geese by the pond:

Ha-ha-ha!

And a turkey in the yard:

Ball-ball-ball!

Our buns above:

Grru-grru-grru!

Our chickens in the window:

Ko-ko-ko!

How about Petya the Cockerel?

early in the morning

We will sing "Ku-ka-re-ku!"

(Russian folk song)

"How does a duck scream?" - asks the teacher. The kid answers this and other questions about all the birds. So he clarifies and fixes the pronunciation of sounds.

THE CLOCK IS TICKING

Equipment: Large and small clocks.

Stroke: The teacher shows the child a watch and says: “This is a watch. As they walk, they tick tick-tock, tick-tock. How is the clock ticking? (children answer). Watches are big and small. The big clock ticks loudly (says loudly) “tick-tock”, and the small clock ticks softly “tick-tock”. How ticking big clock? How about small ones? (children answer). The big clock, when running, ticks slowly (says in slow motion) “tick-tock”. And the little ones - quickly (pronounces at an accelerated pace) “tic-tac”. How does the big clock tick? How about small ones? (children answer). It is important to follow the correct and clear pronunciation of the sounds "k" and "t" (t). (Fig. 9)

HORSE

Purpose: Teaching a distinct pronunciation of the sound "and".

Equipment: Toy horse.

Stroke: Educators show the child a horse, explain that she screams "i-i-i" and asks the kid to repeat (2-3) times. Then the teacher invites the child to play clockwork horses, “turns on” the “horse” child with a key, he runs around the group and says “i-i-i”.

AUTOMOBILE

Purpose: To form the correct and distinct pronunciation of the sound “b” (b, develop the ability to pronounce individual onomatopoeia loudly and quietly; navigate in space.

Equipment: Cardboard wheels (according to the number of children, large and small cars.

Stroke: The teacher shows the cars and asks how they are buzzing (“beep, beep”). Then he shows a big car and says: “The big car is humming loudly, listen to how (pronounces onomatopoeia a little louder than usual) “bee, bee”, and the small one hums softly (says in an undertone) “bee, bee” . The child is invited to repeat the sound combinations either loudly or quietly. Then the teacher invites the children to ride in cars themselves. Children, pretending to be drivers, run around the group with a steering wheel in their hands in all directions, saying: "beep, beep." (Fig. 10)

DRUM

Purpose: To continue to form the correct and distinct pronunciation of the sound "b" (b, to teach the regulation of the strength of the voice.

Equipment: Drum.

Stroke: The teacher shows the drum, knocks on it, accompanying his actions with the words: “Bam-bam-bam! This is how the drum sings. Then he asks the child how the drum sings. The kid answers first with an arbitrary volume, then, on the instructions of an adult, loudly or quietly. It is important to ensure that the child correctly and clearly pronounces the sound “b” (b, and onomatopoeia loudly and quietly.

KAP - KAP - KAP

Equipment: A picture of rain.

Stroke: The teacher shows the picture and says: “It's raining. At first he dripped softly: “drip-drip-drip” (the child repeats quietly, then he rattled harder: “drip-drip-drip” (the child repeats louder) “drip-drip-drip.” Again, the rain is quietly dripping and stopped!”. In At the end of the game, the teacher reads a nursery rhyme:

Rain, rain

Cap-cap-cap!

Wet tracks.

We can't go for a walk

We'll get our feet wet.

(Russian folk song)

The child, together with the adult, repeats the onomatopoeia “drip-drip-drip”.

KNOCK KNOCK

Equipment: Toy hammer.

Stroke: The teacher shows the hammer and offers to listen to how he knocks “knock-knock-knock”. The child imitates tapping: he taps his palms with a hammer-fist and repeats “knock-knock-knock”. The teacher says: “My hammer can knock loudly (knocks and loudly says “knock-knock-knock”, or maybe quietly (shows)". The kid repeats. Then the teacher says that you can knock with a hammer quickly and slowly (shows and pronounces onomatopoeia “knock-knock-knock" at a fast and slow pace.) The kid repeats. At the end of the game, you can let the child knock with his hammer.

Games for the formation of the correct sound pronunciation in children with dyslalia "

Anya, for my file cabinet, so far only such games have been found, I’ll look again, then I’ll add

"Games for the formation of the correct sound pronunciation in children with dyslalia"

Selection methodological material on working with children with dyslalia:

GAMES FOR THE FORMATION OF THE CORRECT PRONUNCIATION

1) FORMATION OF HIS SOUNDS W, W, H, SH

a) Silence

Target. Sound automation sh.

Description of the game. The driver stands at one wall, and all the other children are at the opposite. Children should quietly, on tiptoe, approach the driver; with each careless movement, the driver makes a warning sound shhhhh, and the sensational one must stop. Whoever quietly reaches the leader first, becomes the leader himself.

b) "Train"

Target. Automation of the sound sh in syllables and words.

Description of the game. Children become one after another, depicting a train. Ahead of the train is a locomotive (one of the children). The train leaves on the command "Go, go, go." The pace is gradually picking up. They drive up to the station (an appointed place or a building made of cubes) and say: “I came, I came, I came” (slowly: sh, sh, sh - let off steam). Then a bell is given, a whistle is given - and the movement resumes.

Note. You can enter into the game a semaphore, ticket sales. You can complicate the game - the children will depict different trains, for example, an ambulance and a freight train. The ambulance moves to the sounds of shu-shu-shu - (quickly), the goods one - shshshu-shshshu (slowly).

c) "Bees and cubs"

Target. Sound automation.

Description of the game. Playing children are divided into two groups: one group - bees, the other - cubs. Bees climb on the gymnastic wall (or chairs). This is a hive. Bear cubs hide behind a tree (bench). Having heard the signal “Bees, for honey!”, the children descend to the floor, run away to the side and, like bees, fly from flower to flower. The cubs at this time climb over the bench and go on all fours to the hive. At the signal “Bears are coming, the bees return with the sound of w-w-w-w. And the cubs quickly straighten up and run away.

When the game is repeated, the children change roles.

d) Greedy cat

Target. Differentiation of sounds sh-zh.

Description of the game. Choose a driver. He is a cat. The cat sits in a corner and says: "I'm a terribly greedy cat, I catch all mice - and in my mouth." The rest of the children are mice. They walk past the cat and whisper in fright: "Hush, hush, the cat is getting closer, closer." Children say these words twice. With the last words, the cat jumps out and catches mice. Whoever fell into the paws of a cat should say the words “quieter” and “closer” 5-10 times. Then the role of the cat is transferred to another child, and the game continues.

e) "Sparrows"

Target. Automation of sound h in onomatopoeia.

Description of the game. Children (sparrows) sit on chairs (in nests) and sleep. To the words of the teacher, “The sparrows live in the nest And everyone gets up early in the morning,” the children open their eyes, sing loudly:

Chirp chirp chirp, chirp chirp chirp!

They sing so cheerfully, The teacher finishes.

After these words, the children run around the room. To the words of the teacher “They flew into the nest!” return to their places.

e) "Chizhik"

Target. Automation of sound ch and differentiation of sounds ch-zh.

Description of the game. One child is a cat, the rest of the children are siskins. They occupy a part of the site, which is circled in chalk. This is a cage. The other part of the site is free. The teacher (or selected child) says:

The chizhik was sitting in a cage, the chizhik in the cage sang loudly: “Chu-choo-choo, choo-choo-choo, I will fly free.”

After these words, the siskins wave their arms and fly to the free part of the site, saying the words:

Choo-choo-choo, choo-choo-choo, I will fly free.

A cat appears, and the siskins fly back to their cage. The cat catches chizhikov.

g) Scouts

Target. Automation of sound u in words and phrases.

Equipment. Brush, toy puppy, sliver, box, raincoat, pincers.

Description of the game. The teacher sits the children in a semicircle and says that they will play "scouts". The children are shown objects to be hidden. They need to be found. For searches, a group of scouts is allocated, who must find the item, bring it and name it. The one who found and named the item correctly receives the scout badge. (By analogy, a game could be organized to automate any sound.)

2) FORMATION OF WHISHING SOUNDS С, С', З, З', Ц

a) "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, they need to be pumped up. Let's take the pump and we will inflate the tire: "ssss ..." The children stand up and take turns, and then they all inflate the tires together, making the sound with and imitating the action of the pump. If a child does not get a sound with, it means that he does not accurately perform movements. The pump is being repaired.

b) "Flowers and bees"

Target. Sound automation h.

Description of the game. Before the start of the game, 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 (a blow to a tambourine or a clap), the children depicting flowers kneel. The bees flap their wings and fly from flower to flower, while they imitate the buzz of bees: in-z-z-z-z. With a new beat of the tambourine, the children change roles, scatter around the site, and other bees are already practicing pronunciation of the sound z.

c) "Hares and the Fox"

Target. Automation of sounds from - z in the text.

Description of the game. According to the number of players, minks are drawn along the edges of the site or chairs are placed. Children (bunnies) stand at their minks. One of the players is a fox. Bunnies pronounce the text: A gray bunny jumps Near wet pines, It's scary to fall into the paws of a fox, Foxes to get ...

Bunnies run out of 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 to the left, look to the right, Is anyone coming?

Hares look around, seeing a fox that is slowly making its way towards them, shouting: “Fox!” - and scatter along the minks. Fox catches rabbits. The game is repeated.

D) "Cat Vaska"

Target. Differentiation of sounds s, s’, z, z", ts 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 to the right, then to the left, meows.

Teacher and children: Vaska walks white, Vaska's tail is gray, And he flies like an arrow, And he flies like an arrow.

The cat runs to the chair at the end of the room and sits on it - falls asleep.

Children: Eyes are closed - Sleeping or pretending? The cat's teeth are a sharp needle.

One mouse says that she will go to see if the cat is sleeping. After looking, she waves her hands, inviting other mice to her. The mice run up to her, scratching the chair where the cat sleeps. Vaska cat:

Only the mice will scratch, Gray Vaska is right there. He will catch everyone!

The cat gets up and runs after the mice, they run away from him.

3) DIFFERENTIATION OF HISTING AND WHISTLEING SOUNDS

a) bike ride

Target. Differentiation of sounds from - sh.

Description of the game. The teacher says; “Now we are going to ride bicycles. Check if the tires are well inflated. Weakly inflated, we pump them up with a pump: ssss ... (Children, imitating a pump, pronounce: ssss ...) We pumped up the tires well, we only hear: the air hisses. It turned out that there was a small hole in the tire, so the air comes out. How does air get out of a tire? (Children shhhh...) We seal the hole and inflate the tire again. (Children: ssss...)

Now you can ride bikes. And who remembers how the air came out of the tire? (Children: shhhh...)!

You can draw the attention of the children that when they inflated the tire and uttered the sound with, the air was cold, the tongue was down. When the air came out of the tire (shhh...), it was warm, the tongue was at the top.

b) "Cat and Mice"

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 its back to the mice. The host says:

On a bench by the window A cat lay down and dozes. Now the mice are expanse, Quickly came out of the underground, All scattered in the corners, Dragging crumbs here and there.

To the words of the presenter “quickly came out of the underground”, the mice crawl under taut rope and run around the yard. The host says:

The cat opens its eyes, the cat arches its back. Unleashes the claws. Jump - ran, Mice dispersed!

The cat makes movements corresponding to the words of the host. To the words “jumped - ran,” the cat jumps up from the chair and catches mice, and the mice run underground (crawl under the rope).

c) "little houses"

Target. Differentiation of whistling and hissing sounds.

Equipment. Animal masks.

Description of the game. For the game, they choose a hare-leader, a wolf. The rest of the children are bunnies. They sit on chairs in a circle. The hare-leader walks in a circle, knocking on the houses to the bunnies:

Little houses in the dense forest stand,

Little white bunnies are sitting in the houses.

One hare ran out, he ran through the forest,

Sweet at the window to everyone, knocked to everyone.

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. Bunnies run out, jump, jump until a wolf appears. When a wolf appears, the bunnies hide in their houses. The wolf catches the rabbits. The one who is caught becomes a wolf and the game continues.

FORMATION OF SOUNDS R, R ', L, L '

a) "Orchestra"

Target. Automation of sounds p, p" in syllables.

Description of the game. Children sit in a semicircle. One group of children are trumpeters, the other is violinists, the third is 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. The trumpeters sing the syllable ru-ru-ru, the violinists sing ri-ri-ri, and the percussionists sing ra-ra-ra. After the rehearsal, the teacher begins to conduct. Only the group that the teacher points to 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 invited to guess which song was performed.

b) "Steamboat"

Target. Setting and automation of interdental sound l..

Equipment. To play, you will need water (basin - indoors, outdoors - a stream), toys; steamer, small dolls, nesting dolls.

The teacher addresses the children: “We will go for a ride on the steamer. Do you know how a steamboat hums? Listen: s-s-s ... Let's repeat all together how the steamer hums.

Now put the wide tip of your tongue between your teeth, bite it lightly and hum like a steamboat: s-s-s ... ”The children are buzzing. The teacher continues: "The steamer can give a few beeps." Then he invites the children to take turns riding a bunny, a nested doll, etc. on the steamboat. The attention of the children is fixed on the fact that they got the sound lll when they bit the tip of the tongue.

c) "Find your picture"

Target. Differentiation of sounds l - r in words.

Equipment. Pictures with the sound l or r in their names. For each sound, the same number of pictures are selected.

Description of the game. The teacher lays out the pictures with the pattern up, then distributes the children into two groups and tells them that one group will select pictures for the sound l, and the other for r. At the signal of the teacher, one child from each group comes to the table. One takes the picture to the sound l, the other to the sound r. Approaching his group, the child claps the palm of the person in front and stands at the end of the group, and the one who turns out to be the first goes after the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeating, the game can be slightly modified: the group that picks up their pictures faster wins.

d) "Catch a mosquito"

Target. Differentiation of sounds l, l", p, p" in the text.

Equipment. A thin rod 1 m 25 cm long with a cord 1/2 m long tied to it, at the end of which is a mosquito made of cardboard.

Description of the game. Children stand in a circle, in the middle a teacher who circles (circles) a rod through the air a little higher than the children's heads. Children jump up and try to catch a mosquito. To the one who caught the mosquito, the children sing a song:

Oh, yes Kolya (Olya) well done! The mosquito is finished! Tra-la-la, tra-la-la, Komaru is finished!

AUTOMATION AND DIFFERENTIATION OF DIFFERENT SOUNDS

a) "Trouble"

Equipment. Masks may be used.

Description of the game. One group of children is hens, the other is cockerels, the third is geese, the fourth is kittens. One of the guys portrays a dog, the teacher (or presenter) - the hostess.

At the beginning of the game, all birds sit on perches, and kittens sit on trees (fence, tribune, ladder); the dog hid in the kennel.

The mistress comes out to feed the birds. "Chick-chick-chick!" she calls the hens and cockerels. "Tega-tag-tag!" - calls the geese and sprinkles them with food.

Birds run to her (get off their perches) and begin to peck grains (imitate movement).

"Kitty Kitty Kitty!" - the mistress of the kittens calls and gives them milk, and she leaves. A dog appears barking. A commotion begins.

As soon as the commotion rises (hens clucking, roosters crowing, geese cackling, kittens climbing trees and stairs with meowing), the hostess comes running and drives the dog out. The game is repeated 2-3 times.

b) "Street traffic"

Equipment. Two discs (green and red).

Description of the game. Children are divided into several groups, each of which represents certain kind transport (tram, car, bicycle, etc.). In the middle stands the traffic controller, in his hands he has two disks. When he raises the green disk, the tram moves along the marked tracks, the cars move freely and make the appropriate sounds. Truck: too-too-too, car: b-b-b, bus: vrrr-vrrr, tram: tsyn-tsyn, bicycle: ding-ding-ding.

c) carousel

Description of the game. Children lead a round dance and say:

Roundabouts, roundabouts, You and I got on a boat And we went, and we went.

Imitate the movements of the oars and pronounce Sh-sh-sh sound in time with hand movements. Then the children again join hands and say:

Roundabouts, roundabouts, You and I got on a horse And rode, and rode.

After these words, the children depict riders and click their tongues in time with the movements.

Carousels, carousels, We got into the car with you And drove, and drove.

Children now pretend to be drivers and, imitating the sound of an engine, say rr-r or quickly: de-de-da, passing a finger under the tongue.

Roundabouts, roundabouts, You and I got on the train And we went, and we went.

Children, imitating the movement of the train, are buzzing: woo, choo-choo-choo.

Roundabouts, roundabouts, We got on the plane with you And we went, and we went.

Children pronounce sound r-r-r and, with their hands depicting the wings of an airplane, they run in a circle.

d) "Shop"

Equipment. Items that have the required sound or group of sounds in their name. (For example, to automate sound with: sleigh, plane, fox, table chair, sock, owl, bag, bowl, scales, stork, beads, etc.)

Description of the game. The teacher puts a number of objects on the table, in the name of which there is a sound with. Children sit on chairs. The teacher calls the children one by one. They come to the store and, choosing the item they want to buy, show it to all the children, call it out loud and go to their place.

e) “Who wakes you up in the morning?”

Description of the game. Children sit in a semicircle. 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 is talking about. The teacher can first advise who to imitate so that children practice pronunciation different sounds(vrrr, qua-qua, chirp-chirr, kud-kuda, woof-woof, moo-woo, bee-bee, quack-quack, ga-ga, etc.).

f) "Wonderful bag"

Equipment. A bag and a set of toys familiar to children.

Description of the game. Toys are placed in the bag, in the name of which the required sound (s, sh, p ...) or a pair of sounds (s-sh) will be used. The teacher, shaking the bag, draws the attention of the children 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 hand. Then they take out toys from the bag, show them and name them. The one who got the cockerel shows how the cockerel sings, the one who got the dog shows how she barks, etc.

g) "Different sounds"

Equipment. subject pictures.

Description of the game. Children receive paired pictures or lotto, for example: a car, a tram, a train, an airplane, a chicken, a rooster, a goose, a duck, a dog, a cat, a cow, a drum, a pipe, a bell.

The host calls 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.

GAMES FOR THE FORMATION OF THE CORRECT PRONUNCIATION

FORMATION OF HIS SOUNDS W, W, H, W

Silence

Target . Sound automation sh.

Description of the game. The driver stands at one wall, and all the other children are at the opposite. Children should quietly, on tiptoe, approach the driver; with every careless movement, the driver makes a warning sound sh-sh-sh, and the sensational must stop. Whoever quietly reaches the leader first, becomes the leader himself.

The forest is noisy

Target . Sound automation sh.

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 have green tops, a lot of twigs and leaves. A breeze will come and shake the tops of the trees, and they will sway and rustle: shhhh...

The teacher invites the children to raise their hands up, like twigs near trees, and make noise like trees when the wind blows on them: shhhh...

Option . The teacher arranges the children-"trees" so that they can freely move their arms. To the words “make a breeze”, the children spread their arms to the sides and wave them evenly, at the same time saying sh-sh-sh. If the teacher says: “The wind blows”, the children imitate the rustle of the wind with sounds f-f-f-f and even faster waving their hands.

A train

Target . Sound automation w in syllables and words.

Description of the game. Children become one after another, depicting a train. locomotive ahead of the trainany of the children). The train leaves on the command "Go, go, go." The pace is gradually picking up. Approaching the stationan appointed place or a building made of cubes) and say: “I came, I came, I came” (slowly: w, w, w - released steam). Then a bell is given, a whistle is given - and the movement resumes.

Note . You can enter into the game a semaphore, ticket sales. You can complicate the game - the children will depict different trains, for example, an ambulance and a freight train. Ambulance moves to the sounds shoo-shoo-shoo - (quickly), commodity - shhhhhhhhh (slowly).

Hush, hush: Masha writes!

Target . Sound automation w in offers. Description of the game. Children, holding hands, walk around Masha or Misha (such a name is given to any chosen child) and quietly say: “Hush, hush: Masha writes, our Masha writes for a long time, and whoever interferes with Masha, Masha catches up with him.”

After these words, the children run to the house (the place allotted by the teacher), and the one whom Masha knocks down must come up with and say a word with a sound w . Then they choose a new Masha (or Misha).

Note . The teacher needs to ensure that the children speak slowly, clearly, in an undertone. If the 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 (“What do you put on your head when you go for a walk?”).

Masha or Misha choose the most dexterous children.

cat on the roof

Target . Sound automation w in linked text.

Description of the game. One of the players sits on a chair or bench with his eyes closed. He is a cat. The rest of the children are mice. They quietly approach the cat and, shaking their fingers at each other, say in unison in an undertone:

Hush, mice... Hush, mice...

The cat is sitting

On our roof.

Mouse, mouse, beware

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 the mouse's house with a line - a mink where the cat does not have the right to run. The game can be played until all but one of the mice are caught. The mouse that the cat did not catch will drive, i.e. she will be the cat and the game starts over. All mice that are caught must say two or three words with sound sh. (The game can also be played to differentiate sounds w-s.)

Flies in the web

Target . Sound automation well.

Description of the game. Some of the children depict a web. They form a circle and raise their hands. Other children imitate flies. They buzz: w-w-w..., flying in and out of the circle. At the signal of the teacher, the children depicting the 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 have been caught.

Bees and bear cubs

Target . Sound automation well.

Description of the game. Playing children are divided into two groups: one group - bees, the other - cubs. Bees climb on the gymnastic wall (or chairs). This is a hive. Bear cubs hide behind a tree (bench). Having heard the signal “Bees, for honey!”, the children descend to the floor, run away to the side and, like bees, fly from flower to flower. The cubs at this time climb over the bench and go on all fours to the hive. At the signal "Bears are coming, the bees are returning with a sound w-w-w-w. And the cubs quickly straighten up and run away.

When the game is repeated, the children change roles.

bees

Target . Sound automation well.

Description of the game. In the middle of the site (room), a hive is fenced off with a line or chairs. All children are bees. One child is a bear. He hides from the bees. The bees sit in the hive and speak in chorus;

The bees sit in the hive and look out the window.

Everyone wanted to fly, Friend after friend flew: F-f-f-f-f-f.

With a buzz, they fly around the site, flap their wings, fly up to the flowers, drink the juice. Suddenly a bear appears, he seeks to get into the hive for honey. At the signal “Bear”, the bees fly with a buzz to the hive. 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 has run away from the bees, he chooses a helper and the game is resumed with two bears.

bees collect honey

Target . Sound automation well.

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 signal of the teacher, they fly into the hive. Then the children switch roles.

beetles

Target. Sound automation well in the linked text.

Game description . Children (beetles) sit in their houses (on chairs) and say:

I am a beetle, I am a beetle

I live here

Buzz, buzz: W-w-w-w.

At the signal of the teacher, 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).

Walk in the woods

Target . Sound differentiation w—f.

Game description . In one corner of the room there are children, in the other 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 will sit there, rest and listen to what is happening in the forest.” Children go and quietly sit on chairs. The teacher continues: “It is quiet in the forest. But then a light breeze came up and shook the tops of the trees. Children: shhhh... “A breeze flew by, and again it became quiet in the forest. You can hear the bugs buzzing in the tall grass in the clearing: w-w-w... How do bugs buzz? Children: w-w-w. The guys had a rest in the forest, picked flowers and went home. After the walk, the teacher asks: “Who remembers how the trees rustled?” Children: sh-sh-sh - “And how did the bugs buzz?” Children: w-w-w.

greedy cat

Target . Sound differentiation w—f.

A train

Target . Sound automation h in syllables.

Game description . Children become one after another - these are wagons. A locomotive is ahead. The attendant (leader) blows a whistle - the train moves off. Children move with their arms bent at the elbows, make rotational movements with them, imitating the movement of the wheels, and say: choo-choo-choo...

After letting the train pass a little, the presenter raises a yellow flag - the train slows down. On red, the train stops. Then the leader raises the yellow flag again - the driver gives a signal. On green - the train is moving. The game is repeated several times.

sparrows

Target . Sound automation h in sound reproduction.

Game description . Children (sparrows) sit on chairs (in nests) and sleep. To the words of the teacher, “The sparrows live in the nest And everyone gets up early in the morning,” the children open their eyes, sing loudly:

Chirp chirp chirp, chirp chirp chirp!

They sing so cheerfully, The teacher finishes.

After these words, the children run around the room. To the words of the teacher “They flew into the nest!” return to their places.

ringlet

Target . Sound automation h in phrases.

Equipment . Ringlet.

Game description . Children sit with their hands folded in a boat. The driver has a ring in his hands. He approaches everyone and seems to put a ring in his hands. At the same time, he slowly recites any rhyme. When the one who leads all the children goes around, he should say: “Ring, ring, go out on the porch!” The one with the ring should quickly get up and run away from his place. All children carefully follow the actions of the driver and, after his final words, must keep the owner of the ring. If a child with a ring manages to run out, he becomes the driver.

Chizhik

Target . Sound automation h and differentiation of sounds h—f.

The chizhik was sitting in a cage, the chizhik in the cage sang loudly: “Chu-choo-choo, choo-choo-choo, I will fly free.”

After these words, the siskins wave their arms and fly to the free part of the site, saying the words:

Choo-choo-choo, choo-choo-choo, I will fly free.

A cat appears, and the siskins fly back to their cage. The cat catches chizhikov.

I will hide the doll Masha

Target . Sound differentiation sh-h in the text.

Equipment . Doll.

Description of the game. Children sit on chairs in a semicircle. The host holds a doll in his hands and says that Masha's 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 Masha's doll, Let's hide our doll. Valya will come up to the doll, Valya will take the doll. Valechka will dance with Masha doll. Let's clap our hands, Let the legs dance.

The child finds the doll, dances with it, the rest of the children clap their hands.

frogs

Target . Sound differentiation sh-h in the text.

Description of the game. Children are divided into two groups. One of them is hummocks in the swamp, the other is frogs. The bumps are in a big circle. A frog hid behind every bump.

One frog (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, stretching their legs.” All the children jump inside the circle and say: “Kwa, qua, qua, qua, jump with their legs outstretched.”

Children (bumps) say: "Here from a puddle to a bump and jump after a midge." After these words, all the frogs and the driver hide behind the bumps. The one who did not have enough bumps becomes the driver. He says: "They don't feel like eating anymore, jump back into your swamp." The frogs jump inside the circle again and the game starts over. Only children change roles.

Scouts

Target . Sound automation sch in words and phrases.

Equipment . Brush, toy puppy, sliver, box, raincoat, pincers.

FORMATION OF WHISTLE SOUNDS

C, C’, 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, they need to be pumped up. Let's take the pump and we will inflate the tire: " ssss... » Children stand up and take turns, and then all together inflate tires, making a sound with and imitating the action of a pump.

If a child does not get a sound with, it means that he does not accurately perform movements. The pump is being repaired.

Ball

Target . Sound 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(rolls the ball across the floor)

Jump on the floor, bolder, bolder(throw 4 times on the floor).

A fox

Target . Sound Automation s, s' in the text.

Description of the game. The child (fox) sits behind a bush. He has a bite. The rest of the children are chickens. Chickens walk around the field, pecking at grains and worms. Chickens say:

The fox hid close -

The fox covered herself with a bush.

The fox turned his nose -

Run away in all directions.

At the word “run up,” the fox runs out and salit with a tourniquet. The one who gets knocked down becomes a fox.

Owl

Target . Sound Automation s, s' in the text.

Description of the game. Before playing the game, the children are shown a picture of an owl, they talk about this bird.

The game is played as follows. One of the children is selected, he is an owl. The rest of the kids are birds. The owl sits on a tree (chair). Children run around her, then cautiously approach her and say:

Owl, owl, owl, owl eyes,

Sitting on a bitch

Looking in all directions

Yes, suddenly how to fly ...

At the word “fly off”, the owl flies from the tree and begins to catch the birds that run away from it. The captured bird becomes an owl. The game is repeated.

Vanka, get up

Target . Automation sounds with, s' in the text.

Description of the game. Children make movements: stand on their toes and return to their original position. Then they squat, again stand on their toes, squat. The movements are accompanied by the words:

Vanka, get up

Sit down, sit down.

Be obedient, what

We can't handle you.

Winter storm

Target . Sound automation h.

Description of the game. Children depict a blizzard. At the signal of the teacher, they begin to quietly pronounce the sound z, then gradually increase it, and then gradually weaken it. In the initial stages, it is possible to

this game in front of the mirror (the duration of the sound for each child should be limited to 5-10 seconds).

Flowers and bees

Target . Sound automation h.

Description of the game. Before the start of the game, they agree who will be the bees and who will be the flowers (e.g. boys are flowers and girls are bees). Then everyone scatters around the room or area. As soon as the teacher's signal sounds (drumming or clapping), children depicting flowers kneel. The bees flap their wings and fly from flower to flower, while they imitate the buzz of bees: in-z-z-z-z. On a new beat tambourine the children change roles, scatter around the playground, and other bees are already practicing pronunciation of the sound z.

Goat horned

Target Automation of sound z in text.

Description of the game. The house is fenced off with a line (chairs). A goat walks around the site. The children speak in unison!

There is a horned goat

There is a butted goat

Legs top-top,

Eyes clap-clap!

Oh, gore, gore!

The goat makes horns from her fingers and runs after the children, saying: “I gore, I gore!”

Children hide in the house, the goat catches them. Those caught become the goat's helpers.

Who is more careful?

Target . Sound differentiation s—z.

Equipment

Description of the game. The teacher shows the children pictures and asks: “Who knows how the whistle whistles?” (Children answer: ssss...) How does the bell ring? (Children z-z-z...) And now I'll see which of you is more attentive. I will show one or another picture, and you pronounce that sound s, then sound z".

Broken phone

Target . Sound differentiation s—z.

Description of the game. Children sit in one row and pass sounds to each other, then s, then s. The one who heard the sound h, passes to a neighbor with etc. Whoever goes astray pronounces any sound 5 times.

Make no mistake

Target . Sound differentiation s—z.

Equipment . Pictures "Whistle" and "Call".

Description of the game. Children are given two pictures. One has a whistle, the other has a bell. Children take a picture with a whistle in left hand, with a call - to the right. The teacher shows them and names pictures that have sound in their names. with or h, slightly emphasizing these sounds. If the word has a sound with, then the children raise the picture with a whistle and say: s-s-s.,. and if there is a sound z, then - with a call and say: z-z-z.... By repeating the game, you can enter pictures in the name of which there is neither one nor the other sound. In this case, children should not raise their pictures.

Bunny

Target . Sound Automation 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 are sitting very sick. You can't even get up to dance with us. You 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.

Bunny takes a carrot and starts to dance. And the children clap their hands. Then another bunny is selected.

Option 2. Children form a circle. One of the players is a hare. He is outside the circle. Children sing a song and clap their hands:

Zainka, jump into the garden.

Grey, jump into the garden.

So jump into the garden.

Children are jumping. (Hare jumps in a circle.)

Zainka, jump. Grey, jump. Jump like this. Jump like this.

They make jumps. (Hare jumps.)

Zainka, dance. Gray, dance. That's how you dance. That's how you dance.

circling, (Hare is dancing.)

Zainka, go away. Gray, go away, go away like this. That's how you leave.Quietly go around in a circle.

Zainka leaves the circle. The game is repeated, another hare is selected.

What's missing?

Target . Sound differentiation s, s", s, s’, ts in words.

Equipment . Several items that contain sounds in their names s, s’ s, s’ ts ( umbrella, zebra, dog, goose, bag, castle, heron, ring).

Description of the game. The teacher puts the objects on the table. The child remembers them, then he is offered to turn away or close his eyes. At this time, the teacher removes one of the items shown. The child must guess what is missing.

Cat Vaska

Target . Sound differentiation s, s’, z, z", ts 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 to the right, then to the left, meows.

Teacher and children: Vaska walks white, Vaska's tail is gray, And he flies like an arrow, And he flies like an arrow.

The cat runs to the chair at the end of the room and sits on it - falls asleep.

Children: Eyes are closed - Sleeping or pretending? The cat's teeth are a sharp needle.

Only mice will scratch

Gray Vaska is right there.

He will catch everyone!

The cat gets up and runs after the mice, they run away from him.

DIFFERENTIATION OF HISTING AND WHISTLEING SOUNDS

Whistle - hiss

Target . Sound differentiation s-sh.

Description of the game. The teacher puts pictures in front of him and says: “I will show you pictures and name them. You pronounce the sound that corresponds to the object depicted in the picture. For example, the teacher shows the whistle to the children. Children must say s-s-s. Pump: ssss... Goose: shhhh...etc.

You can draw the attention of children to the fact that when pronouncing a sound with tongue down, and when pronouncing sh - above.

bees and mosquitoes

Target . Differentiation of sounds z— well.

Description of the game. The teacher invites the children to play: “Now we will go for a walk in the forest. Well there, only mosquitoes interfere. They fly around and ring: z-z-z ... How do mosquitoes ring? Children: z-z-z ... “They drove the mosquitoes away 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 split into two groups: some will be mosquitoes and live here (the teacher points to the chairs 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 flew for honey”, then the mosquitoes run to their place, and the bees fly out and buzz: w-w-w..."

Sun and rain

Target . Sound differentiation s - w - w in words and text.

Description of the game. Children sit down 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 the sun cut out of cardboard and colored). Children freely walk around the room, performing movements with the words:

The sun is shining (circle hands around) The birds are singing (imitate the flight of birds), Cthe children walk through the garden singing.

To the signal "Rain! Hurry home ”everyone tries to take 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 walk."

The teacher again shows the sun and says "" The sun! Go for a walk" and the game is repeated.

Trains

Target

Description of the game. Option 1. All the 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 - w-sh-sh,

At a stop, the locomotive releases steam (children make a sound with) and slows down (sound h). 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: "Wow, it's hard, wow, it's hard." And the cars, moving behind him, answer: “Well, so what? Well, so what? Well, so what? The locomotive picks up speed and says: "Wow, it's hot, wow, it's hot," and the cars run after him and tap: "What do we care, and what do we care, and what do we care."

The train enters the bridge (board or carpet) and says: "Oh, how scary, oh, how scary." Having crossed the bridge, they all say together: "Now it's gone, now it's gone, now it's gone."

Saw

Target . Differentiation of whistling and hissing sounds.

Equipment . Construction material.

Description of the game.

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 became,” the children tear their hands, depicting a broken saw.

The game can be made more difficult by choosing a craftsman to repair the saws (he joins the hands of each pair together).

Mistress, wolf and geese

Target . Differentiation of whistling and hissing sounds.

Description of the game. One child is a wolf, the other is the owner or mistress, all the other children are geese. A house is assigned 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 mistress drives the geese to graze, then returns home and says:

- Geese, geese, home!

- What for? the geese ask.

— Gray wolf under the mountain!

What is he doing?

- Geese nibbling.

— What?

- Gray and white - all home!

And the geese run home, and the wolf catches them. The wolf takes the caught geese to his house.

The hostess 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 mistress goes to look for her geese.

— Wolf, have you seen my geese? she asks.

- And what were the geese? the wolf asks.

“Gray, yes white, yes motley,” the hostess answers.

The wolf indicates the path along which the geese ran (shows any direction). At this time, the children, depicting geese, begin to clap their hands, like geese wings.

“Spoons fall off the shelf,” explains the wolf. The hostess 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? the hostess asks.

“These are 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? the hostess asks.

“The cabbage soup is boiling,” the wolf answers.

The hostess is about to leave, and the geese begin to shout loudly: “Ha, ha, ha ...” She goes to select her geese. Then the wolf orders the geese to clasp their hands tightly. The hostess is trying to part her hands. The one with whom she manages to do this is her goose. The one from whom she cannot separate them remains with the wolf.

Then appointed new wolf and a new mistress, and the game is repeated.

The selection of geese is carried out in this way: a board is placed on the ground or a line is drawn. The hostess walks along it slowly, putting the heel of one foot to the toe of the other, and says: “That's it, my geese!” The wolf follows her with quick steps, running, ignoring the line. Then the geese pass in turn: whoever manages to pass, like a mistress, goes to her, whoever runs like a wolf, or stumbles, goes to the wolf. Then they consider who has more geese left: the wolf or the mistress. Whoever has 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 is a fox, the other is a wolf.

Gray wolf in dense forest

Met a red fox.

Wolf. Lizaveta, hello!

A fox. How are you, toothy?

Wolf. Nothing is going on. The head is still intact.

A fox. Where have you been?

Wolf. On the market.

A fox. What did you buy?

Wolf. Pork.

A fox. How much did they take?

Wolf. Wool shreds - Ripped off the right side. The tail was bitten off in a fight.

A fox. Who gnawed?

Wolf. Dogs.

A fox. Is he alive, dear kumanek?

Wolf. Barely dragged his legs. How are you, godfather?

A fox. I was at the market.

Wolf. Why are you so tired?

A fox. I counted ducks.

Wolf. How much was?

A fox. Seven with eight.

Wolf. How much has it become?

A fox. None.

Wolf. Where are these ducks?

A fox. I have in my stomach.

small houses

Target . Differentiation of whistling and hissing sounds.

Equipment . Animal masks.

Little houses in the dense forest stand,

Little white bunnies are sitting in the houses.

One hare ran out, he ran through the forest,

Sweet at the window to everyone, knocked to everyone.

Come out, bunnies, let's go for a walk in the forest.

A white snow fell

Target . Differentiation of whistling and hissing sounds in the text.

Description of the game. Children say a poem in chorus, accompanying the words with movements:

A little white snow fell, We will gather in a circle. Snow, snow, white snow, He falls asleep to us all. (Children, standing in a circle, raise their hands and slowly lower them, imitating falling snow.)

We sit down on the sled And quickly rush down the hill. Snow, snow, white snow, We rush faster than anyone. (They stand next to each other and run in a circle, hands behind.)

The children all got up on skis, ran after each other. Snow, snow, white snow, Spinning, falling on everyone. (They walk slowly in a circle, arms bent at the elbows and clenched into fists, as if holding ski sticks.)

We made a lump of snow, Then we made a doll. Snow, snow, white snow, The doll came out the best. (They bend down and show how they sculpt a doll.)

The children were tired by the evening, Everyone in the beds dozed off. Snow, snow, white snow, The boys sleep the best. (They squat down, hands under the cheek - they sleep.)

Teremok

Target . Automation of whistling and hissing sounds.

Equipment . Caps or masks for animals.

Description of the game. Children become in a circle. There are chairs in the middle of the circle. This is a teremok. Animals run up to the tower one by one. The mouse-louse is the first to run up and asks: “Terem-teremok, who lives in the terem?” No one answers her, the little mouse climbs into the teremok and remains in it to live. The second frog frog jumps and asks: “Terem-teremok, who lives in the terem?” The mouse-louse answers her: “I am a mouse-louse, and who are you?” “I am a frog.” "Come live with me."

A cowardly bunny runs and asks: “Terem-teremok, who lives in the terem?” - “I am a mouse, I am a frog, and who are you?” - "I'm a cowardly bunny", - "Come live with us."

The little fox is running. He runs up to the tower and asks: “Terem-teremok, who lives in the tower?” They answer her: “I am a mouse-louse, I am a frog-frog, I am a cowardly bunny, and who are you?” - "I'm a fox-sister." "Come live with us."

A bear appears, approaches the tower and asks: “Terem-teremok, who lives in the tower?” - “I am a mouse, I am a frog, I am a cowardly hare, I am a fox-sister, and who are you?” - "I'm a bear, you crush all of you." At these words, he wraps his arms around the tower, and all the animals scatter in different sides. This is where the game ends.

FORMATION OF SOUNDS

R, R', L, L'

horse

Purpose r.

Game description . The teacher divides the children into three groups. One group depicts riders, the other two depict horses. Children, depicting horses, take hands in pairs and ride with a clatter, controlled by a rider. At the signal of the teacher, the rider stops the horses, saying: tr-tr-tr... Then the children switch roles.

Aircraft

Target . Sound staging 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 ahead and an arch is arranged. This is an airfield. The pilots are sitting on chairs, waiting for orders. Are the pilots ready to fly? the teacher asks. The guys answer: "Ready!" "Start your engines!" says the teacher. D-d-d-drr-rrr, - children imitate the sound of the motor and, twirling right hand, as if starting a motor, flying around the room. "Pilots, fly back!" the teacher calls. Gradually, slowing down and falling silent, everyone returns to the airfield and sits on the chairs.

Option 2. Children sit on a rug (at the airport). All of them are pilots, and all of them have their planes ready for launch. One child (regulator) holds flags in his hand: red, blue, green. He leads the movement. At the wave of the green flag, the first plane takes off. In this case, the child, representing the plane, first makes sounds tdd and then dr 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 unable to switch to sound drr, then he is sent for repair to a mechanic (teacher), who deals with him individually.

Alarm

Target . Sound 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 need to wake up, and begins to slowly count. When he says the appointed time for the rise, the alarm clock starts to crackle: rrrr... All the children get up.

Sparrows and car

Target . Sound Automation r, r" in sound imitations.

Description of the game. Several children ( sparrows ) jump along the road and chirp:chirp chirp, chirp chirp.Suddenly, a car is shown on the road (a child depicting a car). First the sound of the engine rr faintly, then louder and louder. When the car approaches the sparrows, they make a sound frr, spread their wings and fly away.

soldiers

Target . Automation of sound in syllables.

Description of the game. Children walk in line. When moving, they make trumpet sounds:tram-ta-ra-ra, tram-ta-ra-ra.The teacher can choose one of the children and entrust him with the role of a trumpeter, and the rest of the children evaluate the correct sound of the trumpet ( loudness, clarity).

crows

Target . Sound automation R in sounds 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 jumping under a green Christmas tree”; the second is the crows that jump into the circle and croak: kar-kar-kar... The first group of children says: "Because of the crust, they fought, they burst out loudly." Second group (in a circle): kar-kar-kar... The first group: "Here the dogs come running, and the crows fly away." A third group of children, representing dogs, runs into the circle, and with a growl rrr... chasing crows that fly away to their nest (a pre-designated place). Those caught become dogs. The game is repeated until two or three of the most dexterous crows remain. Then the children switch roles and continue the game.

Orchestra

Target . Sound Automation p, p" in syllables.

Description of the game. Children sit in a semicircle. One group of children are trumpeters, the other is violinists, the third is 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 that the teacher points to 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 invited to guess which song was performed.

Lamb

Target . Sound automation R in the text, the development of auditory attention.

Game description . The driver sits on a chair with his back to the children, the rest take turns approaching him and reciting rhymes.

lamb, lamb,

Show the horns

I'll give you sugar

Piece of pie!

Who am I?

Sheep

Target . Sound automation r in text.

Game progress. Several pairs of children, standing opposite each other, holding hands, form a gate. The rest (sheep) approach the gate, knock on it (stomp their feet).

Sheep . Tra-tra-tra, tra-tra-tra,

Open the gate! Gates . Early, early, you sheep, Knocked at the gate. Sheep . Tra-tra-tra, tra-tra-tra, Pass through the gate! Gates . Where are you going? Where are you going? We won't open the gate. Sheep . To the meadows where the grass is, And on the grass there is dew. Gates . It's too early for you to go there, We won't open the gates. Sheep . Tra-tra-tra, tra-tra-tra, Goodbye, gate. We will come when the grass is dry. ( They leave.)

horses

Target . Sound automation l in the text.

Description of the game. One half of the children depict horses, the other - coachmen. The coachmen approach the horses standing in a row. Stroking their backs, they say:

Well, the horse

The fur is smooth

Cleanly washed

From head to toe

Ate oats

And again - to the point.

The coachmen harness the horses, they say: but but but... and leave. Horses click their tongues. Then the children switch roles.

Saw

Target . Sound Automation l, l’ in the text.

Description of the game. Children in pairs, holding hands crosswise, cut firewood and say:

The saw cut down, Buzzed like a bee, Sawed off a piece, Jumped on a knot, Burst and became, Start over.

Having formed new pairs, the children continue the game.

Airplane

Target . Sound differentiation l—r.

Description of the game. The teacher, addressing the children, says: “Now we will play the“ plane ”. Let's start the aircraft engine: rrrr ... ”Children say: rrrr ... and reproduce the movements of the motor with their hands. “They started the engine, and the plane flew high, you can’t see it, only the rumble is heard: l-l-l... How does the plane buzz? Children: l-l-l...

Find your picture

Target . Sound differentiation l-r in words.

Equipment . Pictures with sound in the title l or r. For each sound, the same number of pictures are selected.

Description of the game. The teacher arranges the pictures face up, then divides the children into two groups and tells them that one group will match the pictures to the sound l, and the other - on the river. At the signal of the teacher, one child from each group comes to the table. One takes the picture to the sound l, the other for sound R. Approaching his group, the child claps the palm of the person in front and stands at the end of the group, and the one who turns out to be the first goes after the next picture, etc. When all the children have taken the pictures, both groups turn to face each other and name their pictures. When repeating, the game can be slightly modified: the group that picks up their pictures faster wins.

Catch a mosquito

Target . Sound differentiation l, l", p, p" in the text.

Equipment . Thin rod length 1 m 25 cm with a cord tied to it 1/2 m, at the end of which is a mosquito made of cardboard.

Oh, yes Kolya (Olya) well done! The mosquito is finished! Tra-la-la, tra-la-la, Komaru is finished!

Carousel

Target . Sound differentiation l, l", p, p" 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 merry-go-rounds spun, And then around, around, all running, running, running.

In accordance with the text of the poem, children walk in a circle at first slowly, then faster, and finally run.

While running, the teacher says

"Be-zhe-whether, be-zhe-whether."

After the children run 2 times in a circle, the teacher changes the direction of movement, says: “Turn”. The players must turn around, quickly intercepting 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! So the game is over!

The movement of the carousel becomes progressively slower. At the words “here the game is over,” the children lower the cord to the ground and disperse around the site.

After the children have a little rest, the teacher gives three calls or hits the tambourine 3 times. The players rush to take their places on the carousel, i.e. stand in a circle, take the cord. The game is restarted. Those who did not have time to take a seat before the third bell do not ride the carousel, but stand and wait for a new landing.

The game can be repeated 3-4 times. The cord cantie bells, colored ribbons so that the carousel is elegant.

catch-up

Target . Sound differentiation l, l", p, p" in the text.

Description of the game. Children hold handsthey are behind the line) and go in an even line to the driver, who sits at a distance of 10 m (7 m) on a chair.

We, funny 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 is caught drives and the game is repeated.

Save yourself from the wolf

Target . Sound differentiation l, l’, p, p" in the text.

Description of the game. At one end of the room there are chairs behind which the children hide to escape from the wolf (the chairs stand in one line, at some distance from each other, so that one can freely pass between them). At the other end of the room, a wolf sits in a lair (on a chair). The children walk towards the wolf and say, rhythmically leaning down (collecting strawberries in a basket):

The children walked along the hillock, took, took a strawberry berry. They pricked a leg on a blade. It hurts, the leg hurts, but it doesn't hurt.

At the end of the words, a wolf jumps out of the lair, and the children run away and hide from the wolf, which catches them. The one who is caught by the wolf sits in the lair and becomes a wolf.

The Forest Raised a Christmas Tree

Target . Sound differentiation l, l’, p, p" in the text.

Description of the game. Children form a big round dance around the Christmas tree.

Everyone sings and accompanies the song with movements.

A Christmas tree was born in the forest, It grew in the forest, In winter and summer, slender, It was green. (The round dance moves to the right, then to the left.)

The blizzard sang a song to her; “Sleep, Christmas tree, bye-bye!” Frost wrapped in snow: “Look, do not freeze!” (Children squat down, depict how the Christmas tree sleeps).

A cowardly gray bunny galloped under the Christmas tree, Sometimes a wolf, an angry wolf, ran at a trot. (They make jumps with both legs, imitating a bunny, then run back with small steps, bending slightly when the wolf runs past the Christmas tree.)

Chu! The snow in the clear forest creaks under the runner: The furry-footed horse Hurries, runs. (They go to the right, raising their legs high, one after another.)

The horse is carrying firewood, And in the firewood is an old man; He cut down our Christmas tree Under the very spine. (They stop, turn to face the tree, spread their legs, raise their hands, lower them and raise them 2-3 times, depicting how they cut the Christmas tree.)

Now you are here, dressed up, You came to us for the holiday And you brought a lot, a lot of joy to the kids. (They dance lightly, standing still. The movements are arbitrary.)

FORMATION OF SOUNDS

K, G, X, Y

Who is screaming?

Target . Sound automation to to onomatopoeia.

Equipment . Pictures: chicken, rooster, cuckoo, frog.

Description of the game. The teacher says: “Do you remember, children, how we went for a walk in the forest at the dacha? We gathered for a walk. We went out into the yard, and a chicken comes towards me and shouts: ko-ko-ko... (Children: ko-ko-ko...) We go further, and the chicken cackles:where-where?..(Children:where-where?,.)“To the forest,” we answered her and went on. A rooster sits on the fence and cries:ku-ka-re-ku!..(Children:ku-ka-re-ku!.,) We went further along the road past the garden. We look, and the sparrows are pecking at the sunflower seeds. The children drove them away. (Children:shoo-shoo...)We came to the forest. It's good there. We began to collect flowers, suddenly we hear the cuckoo cuckoo: cuckoo ... (Children: cuckoo ...) We picked up a lot of flowers, went back. We hear the frogs croaking:qua-qua...(Children:qua-qua...)We walked in the forest and returned home.

Hen, cockerel and chicks

Target. Sound 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.

A hen (teacher or child) and chickens peck grains (knock their fingers on the floor). A 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 ran away, look for them, Petya-cockerel." The cockerel walks, looking for chickens, finds and invites them to run. The chickens run away, the cockerel catches up with them. Then the roles change.

Rain

Target. Sound automationtoin syllables and text.

Description of the game.Children sit on chairs. Teacher? says: “We went for a walk, and suddenly it began to rain, drummed on the roof. How did the drops drip? Let's remember the poem.

Drop one, drop two

Drops slowly at first—.

Cap, cap, cap, cap. (Children accompany these words with slow claps.)

Drops began to ripen

Drop drop to customize -

Cap, cap, cap, cap. (The claps increase.)

Let's open the umbrella

We'll shelter ourselves from the rain. (Children raise their arms above their heads, imitating an umbrella.)

Crane and frogs

Target. Sound automationto.

Description of the game.A large rectangle is drawn on the ground. This is a river. On the banks are painted bumps (circles drawn at a distance of 45-55 cm from the shore, so that it would not be difficult to get into the water from a bump in one jump, i.e. into a rectangle). One child is a crane and the rest are frogs. The crane sits in its nest nearby, and the frogs perch on the hummocks and begin their concert.

Here from the hatched rotten frog plopped into the water. And, puffing up 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 the 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 tussock 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 has caught several frogs (for example, 3-4), a new crane is selected from among those children who have never been caught. Frogs on hummocks squat, and in the water they can swim (run inside the circle). You can only get back to the bump by jumping.

geese geese

Target. Automation of the sound g 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... —“A ditch came across along the way, the goose began to jump over ithop hop hop..."Children:hop hop hop...

Option 2. In one place of the site there is a poultry yard, in the other - 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, the shepherd, with a twig in his hand, takes the geese to the pasture, and he himself returns to the poultry yard. The geese are grazing at this time. After a while, the shepherd calls the geese: “Geese, geese!” Hearing the voice of the shepherd, 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. Caught she leads into a mink. If the fox catches five geese, the teacher chooses a new fox and a new shepherd.

Option 3. A shepherd and a wolf are selected.

Shepherd. Geese, geese, where are you from?

Geese. Ha-ha-ha. We are from home.

Shepherd. Geese, geese, where are you?

Geese. To the meadows, to the meadows

Shepherd. Do you want to eat?

Geese. Ga-ha-ha (affirmative).

Shepherd. Well, go to the meadows.

Geese walk and nibble grass.

Shepherd (suddenly). White geese, home. Gray wolf under the mountain.

The geese cackle and run home. The wolf catches the geese. Those caught are out of the game.

Target. Differentiation of sounds in onomatopoeia.

Description of the game.Children sit on chairs that are arranged in a circle (house). One child comes up to the house, knocks and asks: “Who lives in the house?” Children respond with the voice of some animal or bird:ha-ha-ha, qua-quaetc. The child must name who lives in the house.

Spot a couple!

Target. Sound differentiationk—gin the text.

Description of the game.Children are built in pairs one after another. In the middle stands the leader, in his hands is a ball sewn from material. The driver says loudly: Throw, throw, throw. Let's run together through water and fire. The horse will not catch up with us. One, two, catch up, Well, try it, catch it!

After the words of the driver, the last pair disengages 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 leads again, and the pair that has run to the line takes the lead, and the game continues. The last pair can run only after the words "well, try it, catch it!".

Let's warm up the hands

Target. Staging and automation of a single soundX.

Description of the game.Children sit on chairs. The teacher shows a picture in which children are sculpting a snowman, and says: “The children sculpted a snowman. Came out good. Their hands are cold. 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, making the soundX.

Who needs what?

Target. Sound automationXin words and sentences.

Equipment. The teacher puts pictures on the board and says: “Now you will hear short stories. One of these pictures should match each story. You guess which one and name it.

The children began to decorate the Christmas tree. They hung a lot of toys. What's left to hang? (clapperboard.)

The doctor came to the sick child. What did he wear? (Robe.)" etc. The winner is the one with the most correct answers.

Hen, chickens and dog

Target. Sound differentiationto— Xin the text.

Description of the game.The children are chickens, one child is a hen 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, a dog sits in it. In the teacher's wordsorleading)

A Corydalis hen came out, With her yellow chicks, A hen cackles: “Ko-ko! Don't go far. The chicken runs out, looks around, flaps its wings and shouts:ko-ko-ko!,calling the chickens. At her call, chickens run out of the chicken coop and start running, looking for food, the chicken runs with them. At the signal of the teacher, a dog runs out barking and runs after the chickens, the chickens run into the chicken coop.

Corydalis hen

Target. Sound differentiationto— Xin the text.

Description of the game.The teacher chooses from the playing chicken, the rest of the children are chickens. One child is a cat. The hen and chicks walk around the room, imitating the flapping of wings with their hands, pecking at the food and saying:

A Corydalis hen came out, With her yellow chicks, A hen cackles: “Ko-ko! Don't go far."

The leader speaks, and the cat accompanies his words with actions.

On a bench by the path A cat lay down and dozes. ... The cat opens its eyes And catches up with the chickens.

On the last words the cat jumps up, meows and runs after the chickens, who run away to their house, to the chicken (mother).

The hen protects the chickens by spreading her arms to the sides, and at the same time says: “Go away, cat, I won’t give you chickens!”

When repeating the game for the role of a cat, another child is chosen.

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). The children sit on the bench. They depict chickens, and one child is a rooster. Children say: Petya in yellow boots Walks on the sand, He will stand and look, And then he will shout: “Ku-ka-re-ku!”

The cockerel comes out and makes the appropriate movements (“Ku-ka-re-ku,” the cockerel cries.) After the cock cries, all the hens jump off the benches and run to look for food. The rooster runs with them. At the signal “Chick-chick”, the children return to their places. Then a new cockerel is chosen and the game is repeated.

Chickens and rooster

Target. The same as in the previous game.

Description of the game.At one of the walls (on chairs) chickens are sitting, a rooster is walking at a short distance from them. In one of the corners of the room is a cat's house, a cat is sitting in it. The host sits with the chickens. Pointing to a walking rooster, he says:

Petya in yellow boots

Walks on the sand

And then how to scream:

The rooster cries:

"Ku-ka-re-ku!" Come out, hens, Collect the crumbs, There are many crumbs here On my path.

Chickens run out, flap their wings (near the rooster they tap their fingers on the floor) and say:

Chickens flapped their wings: “Ko-ko-ko-ko-ko!” Chickens banged with their beaks: “Ko-ko-ko-ko-ko!” Give us, Petya, crumbs, Don't feel sorry for crumbs, Give us a little more,

It will be more fun: “Ko-ko-ko-ko-ko!”

A cat comes out, sneaks up to the rooster and sings:

I'll go out, I'll go out on 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. Grabs the rooster, takes him to the house. Chickens run away to themselves (to the chairs).

Leading. The cat is gone, let's go save Petya. The chickens screamed loudly.

Hens. "Ko-ko-ko-ko" And they ran after Petya: "Ko-ko-ko, ko-ko-ko!" Come to us, Petya, Collect crumbs here, There are many crumbs here On our path. A rooster comes out, the host says: "That's all gathered, and now let's dance." They become in a circle. Rooster in the middle.

All. We ate everything, Petya, And now, my friend, Let's gather together soon We are a big circle. Show us your leg, Petya, hurry up, spin around with us, Petya, have more fun!

Hunting for hares

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 minks) in which hares are placed.

The hunters are on opposite side where a house is drawn for them. Each hunter has a ball sewn from cloth.

Leading. There is no one on the lawn, Come out, bunny brothers, Jump, somersault, Ride in the snow! ..

Hares run out of minks, scatter all over the site and jump. The teacher suddenly strikes the drum or tambourine or claps his hands and says: “Hunters!”

Hunters run out of the house and hunt for hares, and the hares must take their houses in time.

The hunt consists in the fact 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 new hunters are chosen.

A 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 hums and the train moves off. Children can move their hands and say:goo-goo-gooor:

Here is our train going, The wheels are knocking, And the guys are sitting in this train. “Gu-gu-gu, gu-gu-gu”, The locomotive puffs. Far, far away He took the guys.

Then the driver says: “Stop! Stop! Whoever wants to get off, get out quickly, let's go for a walk. Children get up from their chairs and walk around the room.

This game may be given a different lyrics:

Our train carries children Into the forest and to the clearing. There will be children walking there, They will meet a bunny.

“So-so-so, so-so-so”, All the wheels are knocking, “Gu-gu-gu”, we will meet a squirrel and a fox. We go, we go faster, We are not afraid of animals. The steam locomotive is moving slowly. Stop close. "Gu-gu-gu, stop!"

The train stops, the children run around the room, walk, pick flowers, and at the signal of the teacher, the game resumes again.

funny geese

Target. Sound differentiationk—gin the text.

Description of the game.Children pretend to be geese. The teacher or one of the children portrays a grandmother. He drives the geese to the playground.

Children shout: ha-ha-ha, and walk around the playground, Grandmother (calls the geese). Geese, geese!

Geese. Ha-ha-ha!

Grandmother. Do you want to eat?

Geese. Yes Yes Yes!

Grandmother. Run home!

The geese run to the grandmother. She feeds them (brings each child an imaginary bowl),

Cubes with pictures

Target. Sound Automationi, e, e, yu (th) inwords.

Equipment. Several cubes with pasted pictures: apple, hedgehog, Christmas tree, bindweed, lighthouse, skirt, teapot, watering can, T-shirt, sparrow, ant, barn, tram, berry, anchor, blanket, leaves, snake, hedgehogs, blackberry, train, dress, gun, receiver, top.

Description of the game.Children sit at the same table and take turns throwing any cube on the table. The picture that will be at the top, the child must pronounce correctly. Points are awarded for correct pronunciation. At the end of the game, the teacher counts the points. Whoever has more points is the winner.

And what's in there?

Target. Sound Automationi, e, e, u (th) bwords and phrases.

Equipment. A wide box, a ball or a button, plot pictures: the boy is drinking, the mother is sewing, the children are singing, the bird is building a nest, the dog is barking, the children are swimming, the mother is washing her daughter, the boys are digging a hole, the children are planting a tree, etc.

Description of the game. Story pictures 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 scored for a correct answer. The winner is the one with the most points at the end of the game.

Tell him what to do

Target. Automation of sound and 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 in turn goes to the shelf, takes any toy and invites one of the children to play with it. Children should say something like this:Lena, shake the doll; Vasya, jump over the rope; Seryozha, roll the hoopetc. After fulfilling the host's request, the toy is returned and the game continues.

Option 2. The teacher chooses a leader who distributes different (or the same) toys to each child. When all the children have received toys, the leader allows them to perform an action. Each child plays with his own toy. At the sign of the teacher, the game ends, and the children put the objects in their place. Then everyone says what he did.

multi-colored figurines

Target. Sound Automationi, e, e, u(th)in words and phrases.

Equipment. Circles, triangles, squares, rectangles, ovals, painted on one side in a certain color.

Descriptiongames. The figurines are placed in the middle of the table or in the box with the colored side down. The children sit around the table. Each of the children, closing their eyes, takes turns pulling out a figurine, opens their eyes and names 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. Sound Automationi, e, e, u(th)in phrases.

Equipment. Narrative pictures, for example: a boy is playing with a spinning top, a girl is washing a doll’s linen, a boy is watering flowers, a baby is eating porridge, etc.

Game description. Give the children one picture at a time. The teacher tells them: “Imagine that you are in the pictures. So tell me what you're doing."

The called one comes to the table, shows everyone the picture and says, for example: "I'm playing with the top."

A point is scored for a correctly pronounced phrase. The one who scores more points wins.

Bunny

Target. Automation of sound and in text.

Description of the game.Two children are selected: a bunny and a wolf. Children form a circle holding hands. Behind the circle is a bunny, in the circle is a wolf. Children lead a round dance and say a poem, and a bunny jumps around the circle;

A small bunny is jumping Near the mound. The bunny jumps fast, you catch him!

The wolf tries to run out of the circle and catch the bunny. When the bunny is caught, the game is repeated. But already the roles of the bunny and the wolf are played by other children.

Whose are you, whose?

Target. Automation of ioted sounds in the text.

Description of the game.The leader is selected. He approaches one or another child and asks questions, and the children answer him.

Leading. Whose are you, whose, Forest stream?

Creek. Nobody!

Leading. But where are you from, brook?

Creek. From the keys!

Leading. Well, whose are those keys?

Creek. Draws!

Leading. Whose birch is by the stream?

Creek. Draw.

Leading. What about you, cute girl?

Girl. I am my mother, father and grandmother!

AUTOMATION AND DIFFERENTIATION OF DIFFERENT SOUNDS

different sounds

Equipment. subject pictures.

Description of the game.Children receive paired pictures or lotto, for example: a car, a tram, a train, an airplane, a chicken, a rooster, a goose, a duck, a dog, a cat, a cow, a drum, a pipe, a bell.

Traffic

Equipment. Two discs (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.). In the middle stands the traffic controller, in his hands he has two disks. When he raises the green disk, the tram moves along the marked tracks, the cars move freely and make the appropriate sounds. Freightcar: tu-tu-tu,passenger car:bi-bi-bi,bus:vrrr-vrrr,tram:tsyn-tsyn,a bike:ding-ding-ding.

Who wakes you up in the morning?

Description of the game.Children sit in a semicircle. 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 is talking about. The teacher can first advise who to imitate so that children practice pronunciation of different sounds(wrrr, qua-qua, chirp-chirp, go-go, woof-woof, moo-woo, bae-bae, quack-quack, ga-gaetc.).

commotion

Equipment. Masks may be used.

Description of the game.One group of children is hens, the other is cockerels, the third is geese, the fourth is kittens. One of the guys portrays a dog, the teacher (or presenter) - the hostess.

At the beginning of the game, all birds sit on perches, and kittens sit on trees (fence, tribune, ladder);doghid in a kennel.

The mistress comes out to feed the birds. "Chick-chick-chick!" she calls the hens and cockerels. "Tega-tag-tag!" - calls the geese and sprinkles them with food.

Birds run to her (get off their perches) and begin to peck grains (imitate movement).

"Kitty Kitty Kitty!" - the mistress of the kittens calls and gives them milk, and she leaves. A dog appears barking. A commotion begins.

Miraculous Pouch

Equipment. A bag and a set of toys familiar to children.

Description of the game.Toys are placed in the bag, in the name of which the required sound will be used.(s, w, r...)or a couple of sounds(s-sh).The teacher, shaking the bag, draws the attention of the children 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 hand. Then they take out toys from the bag, show them and name them. Who got the cockerel shows how the cockerel sings, who got the dog shows how she barks, etc.

Score

Equipment. Items that have the required sound or group of sounds in their name. (For example, to automate soundwith:sleigh, plane, fox, table chair, sock, owl, bag, bowl, scales, stork, beads, etc.)

Description of the game.The teacher puts a number of objects on the table, in the name of which there is a soundwith.Children sit on chairs. The teacher calls the children one by one. They come to the store and, choosing the item they want to buy, show it to all the children, call it out loud and go to their place.

Carousel

Description of the game.Children lead a round dance and say:

Roundabouts, roundabouts, You and I got on a boat And we went, and we went.

Imitate the movements of the oars and pronounce the Soundsh-sh-shin time with hand movements. Then the children again join hands and say:

Roundabouts, roundabouts, You and I got on a horse And rode, and rode.

After these words, the children depict riders and click their tongues in time with the movements.

Carousels, carousels, We got into the car with you And drove, and drove.

Children now pretend to be drivers and, imitating the sound of an engine, sayrrrror quickly:de-de-da,running a finger under the tongue.

Roundabouts, roundabouts, You and I got on the train And we went, and we went.

Children, imitating the movement of the train, are buzzing:uh-uh, uh-uh-uh.

Roundabouts, roundabouts, We got on the plane with you And we went, and we went.

Children make a soundrrand, with their hands depicting the wings of an airplane, they run in a circle.

Dialog games

Equipment. Masks, miscellaneous items.

Description of the game.In these or similar dialogues, the children first repeat the words after the teacher. In the future, they can independently beat these dialogues. To make their recitation more lively and interesting, it is good to give them objects corresponding to the content of the dialogue (hats, scarves) and introduce them as part of a free creative play on the theme "Theater" or "Cinema".

"Joke

- What are you doing?

- Nothing.

— What is he?

- It helps me.

- Titus, go thresh.

- My stomach hurts.

- Titus, go eat some porridge.

"Where's my big spoon?"

- Fedul, why did you pout your lips?

- The caftan burned through.

- Is the hole big?