Didactic games to consolidate the correct pronunciation of sounds. Ball games aimed at the formation of the correct sound pronunciation and the development of phonemic hearing

Didactic games by sound pronunciation

for preschoolers with general underdevelopment of speech

MADOU D / S 9 "Rainbow", Belorechensk

speech therapist Chich I.S.

Objective : 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.

To form the correct sound pronunciation, it is important for a speech therapist to make the most of visual 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 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 close, 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, speech-motor, which makes it possible to carry out corrective work most effectively.

The didactic game has a certain structure (E.V. Karpova). Structure is the basic elements that characterize the game as a form of learning and gaming activity simultaneously. The following structural components of DI are distinguished:

Didactic task;

game task;

Game actions;

Rules of the game;

Result (summarizing);

When providing games, it is necessary to preserve all the structural elements, since it is with their help that didactic tasks are solved.

In a situation of CI, knowledge is acquired better. The didactic task is hidden from children. The attention of the child is drawn to the performance of game actions, and the task of teaching them is not realized. This makes the game a special form of game learning, when children most often inadvertently acquire knowledge, skills, and abilities. The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in this game. This condition is violated and the teacher takes the path of direct teaching.

Thus, CI is a game only for a child. For an adult, it is a way of learning. In CI, the assimilation of knowledge acts as a side effect. The purpose of DI and game learning techniques is to facilitate the transition to learning objectives, make it gradual.

In DI, conditions are created in which each child gets the opportunity to act independently in a certain situation or with certain objects, acquiring independent, effective and sensual experience.

CI allows you to provide the desired number of repetitions for different material while maintaining a positive emotional attitude to the task.

Thus, the special role of DI in educational process is determined by the fact that the game should make the learning process itself emotional, effective, allow the child to get his own experience. Games and exercises in which children act through trials and measurements develop their attention to the properties and relationships of objects, the ability to take these properties into account in practical actions. In the future, this improves visual perception.

CIs are of great cognitive value, because expand the horizons of children, teach them to highlight the properties of objects, find similarities and differences in them, etc.

During the game, the speech activity of children develops, endurance is brought up (the child must answer when asked). DI is conducted by the teacher with the whole group, with a subgroup and individually. In CI, the child learns to subordinate his behavior to the rules, they form his movements, attention, ability to concentrate, that is, abilities that are important for successful schooling are developed.

A game -This is a complex socio-psychological phenomenon. Being the main activity of the preschool period, the game provides significant achievements in the physical, mental and personal spheres, gives the effect of a general mental development. In the game, the child learns to control himself.

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 find 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 the automation and differentiation of sounds; as well as the development of phonemic perception; formation of sound analysis and synthesis skills.

Games

(sound automation)

« Luntik's birthday"

Target: automation of sound [L, L] into words, develop vocabulary. Develop attention, memory, visual perception.

Equipment: a picture depicting Luntik; “Gift boxes” with pictures with automated sound on the back.

Game progress:

1) Luntik has a birthday. He invited many friends. Who do you think came to the holiday to Luntik? (child's answer). They brought many gifts. Let's see what's in these boxes. Name the pictures, clearly pronouncing the sound [L].

During the game, you can offer the child:

Determine the place of a given sound in words (at the beginning, middle, end)

Come up with a sentence with the name of any picture.

Divide the word into syllables and count their number.

Distinguish between living and non-living.

Say the words kindly.

Guess which picture is missing by covering it with a card.

"Fridge" EThis game is very popular with children. It automates and differentiates delivered sounds, develops memory, spatial representations.

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.

Differentiation: on the right door, put the products in the name of which there is a sound C, on the left in which there is a sound Sh.

"Aquarium"

Game options:

1 Children like it very much, because you never know in which aquarium you swim more fish. To find out, an adult pronounces 10 words (using the sound Sh as an example). If the sound Sh is at the beginning of the word, the child puts the fish in the first aquarium, in the middle - in the second, at the end - in the last. It remains to count the fish in each aquarium.

2 A variant of the game with the sound R. The child catches a fish, pronounces a word with an automated sound R. If the sound R is at the beginning of the word, the child puts the fish in the first aquarium, in the middle - in the second, at the end - in the last. It remains to count the fish in each aquarium.

It is very easy for an adult to check the child - in the first there will be only blue fish, in the second - yellow, and in the third - green.This game is very popular with children. It automates and differentiates delivered sounds, develops memory, spatial representations.

"We play with the sound" R "" a poem in pictures allows you to quickly remember it, as well as automate the sound [P].

"Funny Octopuses" The good thing is that it is multifunctional. With its help, you can automate the set sounds in words, develop lexical and grammatical categories, coherent speech.

"Spring meadow"

Target:

Fix the correct pronunciation of the sounds Sh - Zh, S -Z.

Tasks:

To teach children to differentiate voiced and deaf consonants.

- learn to determine the place of the sounds Sh-Zh, S-Z in words.

Develop hand coordination

Develop memory, attention, thinking.

Material: panel depicting a spring meadow. Cardboard bees on one side with the image of objects and animals in which the sounds С-З are found, and cardboard butterflies with the sounds Ш-Ж. A plastic bag with a magnet attached to it.

Description: the child takes the net, catches the bee and turns it over, naming the picture shown on the reverse side. In one bucket he puts the pictures with the sound C, in the other with the sound Z.

Likewise with butterflies. During the game, you can offer the child: the place of a given sound in a word, name the word affectionately. Choose any bee and make a sentence with this word.

“Paired pictures” The game is bright, colorful, cards with pictures are matched to each sound. With this game, I not only automate the set sounds, but also exercise children in the use of nouns in units. and many others. number; as well as in agreement of numerals with nouns.

"Snail". I use three variants of the game. One is flat on cards, where a cube and chips are used, and the other is on a children's pyramid, on which you need to find pictures with a given sound.

"What did the Bunny dream about?". In this game, I automate and differentiate the sounds Z and Zb. The child is invited to take a cloud and say what the Bunny dreamed about. If he calls the sound Z correctly, the picture remains with the Bunny, if not, it remains with the speech therapist. The second version of the game: you need to find and name only those pictures in which the sound Z is hard or only those in which the sound Z is soft.

"Feed Zina with pies and sweets." The child needs to take a pie and name correctly and clearly what it is with. If the child calls correctly, then the pie remains with Zina, if not, then the pie remains with the speech therapist. Similarly, the game is played with sweets.

"Friendly Penguins" exciting game I use it for a subgroup of children. Players take turns rolling the die and making the required number of moves. If the child stops at the blue hexagon, then he comes up with a word containing hard 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.

"Pack your suitcase and backpack." A complex speech therapy game for the automation of sounds

The set includes 2 backgrounds - the family packs a suitcase at the sea and the family goes on a picnic in the forest and 72 high-quality subject pictures. Help collect all the things that will be useful at sea. Help me pack all the things you can't do without in the forest. Name the pictures and highlight the sound R, L, S ... (depending on what is being automated). speech material: shorts, sundress, towel, blouse, belt, watch, circle, comb, toothpaste, cream, shoes, player, slates, slippers, dress, mirror, umbrella, camera, sandals, shirt, swimsuit, sneakers, jeans, phone, varnish, sandals, panties, bag, wallet, razor, tickets, key, Toothbrush, batteries, hat, glasses, washcloth, t-shirt, headphones, tablets, passport, socks, mask, tube, knife, flashlight, binoculars, baseball cap, fishing rod, plaster, blanket, toilet paper, bowler, boat, sandwich, soap, compass, map, scarf, shovel, matches, totoror, rackets, saw, thermos, rope, shuttlecock, tent, barbecue, salt.

Games

(thematic)

Didactic game "Funny cooks"

Target:

Activate the dictionary on the topic "Vegetables"

Learn how to make common sentences.

Material: saucepan and saucepan cut out of cardboard. Pictures depicting vegetables.

Description: pictures of a pot and a saucepan are laid out in front of the child.

It is proposed to arrange vegetables in a saucepan, and fruits in a saucepan.

Invite the child to cook borscht, stew and compote, make a salad.

Teach children to make a sentence with a given word.

Complicate: What can be done with the leftover vegetables and fruits? How can they be prepared? (eggplant, corn, cucumber, tomato, pineapple, banana, etc.)

Game "Count and name"

Target: exercise in agreeing numerals with nouns.Game progress: An adult shows a map showing items of clothing, shoes, hats and invites the child to help Tanya count things.For example: One hat, two hats, three hats, four hats, five hats. One jacket, two jackets... five jackets. One pair of boots, two pairs of boots, three pairs of boots... six pairs of boots.

Game "Say the other way around"

Target: exercise children in the selection of words that are opposite in meaning (antonyms).Game progress. The adult invites the child to answer the other way around: Clean shoes - ...dirty shoes; New boots...old boots; Wide skirt - ...tight skirt; Long coat - …short coat; White jacket...black jacket.

The game "Lay out on the shelves"

Target: exercise in the classification of items of clothing, shoes and hats.
Game progress. An adult shows a picture of a cabinet with shelves and reports:
- Look, it's a closet. Each item has its place in it: hats are stored on the top shelf, shoes - on the bottom, and clothes - on the middle one. Let's arrange the pictures depicting various items of clothing, shoes and hats in their places.

"Fun Train" there are many variants of this game and this is its advantage; on the principle of eliminating the superfluous, many tasks of the correction process are solved.

speech game"Russell in houses"

In the houses "he", "she", "they", "it" live the words of masculine, feminine, neuter singular and plural. "Settle" words into houses - intuitively determine their gender and number without the name of the terms.

The game "Cookware"

Target:

Activate the dictionary on the topic "Products" and "Dishes"

Learn how to make common sentences.

To consolidate the knowledge of colors and their shades.

Develop memory, attention, thinking.

Material: Utensils: pots, pans, baking sheets, pictures of vegetables, loose cereals (buckwheat, pearl barley, etc.)

Game progress. Children are invited to open a saucepan of the color that the speech therapist calls and say what is being prepared in it. (For example: fish soup - fish soup, bean soup - bean soup, onion - onion etc.)

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 helps to prepare children for school in the best possible way.

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 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".

Municipal budgetary preschool educational institution

child development center - kindergarten "Pinocchio"

GAMES

FOR FORMING

CORRECT

PROnunciation

(for educators)

Prepared by:

teacher speech therapist

Vostryakova T. A.

FORMATION OF HISTS

SOUNDS W , W , H , SH

" A train"

Target . Sound Automation sh 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 call 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 - (fast), commodity - shhhhhhhhh (slowly).

« Hush, hush: Masha is writing!

Target . Sound Automation sh in sentences.

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 sh . 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 sh , 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.

« Little feet ran along the path

Target . Sound Automation sh in linked text.

Description of the game. Children are built in a column. The teacher invites everyone to show their legs. The kids pick them up. The teacher says that their legs are small, but they run fast. Children run and sentence;

Little feet ran along the path,

Little feet ran along the path.

Then the teacher says that the bear has big legs and he walks slowly:

Big feet walked on the road

Big feet walked along the road.

Children several times perform rhythmic imitative movements with words, sometimes fast and light, sometimes slow and heavy.

"Forest noise"

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.

« On a flat path"

Target . Sound Automation sh in linked text.

Description of the game. Children sit on benches or grass. The teacher calls them for a walk. Children walk in a line or freely group around the teacher. Rhythmically step to the words:

On a flat path

On a flat path

Our feet are walking

One, two, one, two...

Then the teacher and the children begin to jump on two legs, moving forward slightly and saying:

By pebbles, by pebbles

Pebbles, pebbles.

Then the teacher says: “Bang into the pit!” Children squat down. “We got out of the hole,” the teacher says. Children get up and go, cheerfully saying together with the teacher: “On a flat path ...” The movements are repeated.

Then the text changes

On a flat path

On a flat path

Our legs are tired

Our legs are tired.

Here is our home

We live there.

To the words “our legs are tired”, the teacher, followed by the children, slightly slow down their movements and stop with the end of the text. Then they run to the benches at home and sit on them.

The game can be repeated 3-4 times.

"The Cat on the Roof"

Target . Sound Automation sh 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 kids 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 should be noted that the mouse's house is 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 sh-s.)

"Silence"

Target . Sound Automation sh.

Description of the game. The driver stands at one wall, and all the other children 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.

"Bees and Bears"

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.

"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 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.

"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 runs away from the bees, he chooses a helper, and the game resumes with two bears.

"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).

"Pie"

Target . Sound Automation well in the proposals.

Description of the game. The players stand one after another in one row, hugging each other. The front one is a baker, everyone behind him is an oven, except for the last one, he is a pie.

The driver (buyer) comes up and asks: “Where is my pie?” The baker replies: "He lies behind the stove." And the pie screams: “And it runs, and it runs!” With these words, the pie breaks away from the general chain and runs, trying to stand in front of the baker so that the buyer does not have time to catch him. The baker also tries to help the pie. If the pie manages to get up at the beginning of the chain, he becomes a baker, and if he is caught, he becomes a buyer, and the buyer becomes a baker.

The buyer again comes for the pie, and the pie will be the one who was last in the chain. The buyer cannot be detained, and the patty is not allowed to run far from the chain.

"Grinders"

Target . Sound Automation well separately and in words.

Description of the game. One group of children are grinders. They stand at the chair and say: “We sharpen knives! Let's sharpen our knives!"

Children approach the grinders: "Sharpen the knife (or scissors)." The grinders make movements, as if they are sharpening, and say: zhzhzh ... well .... well ...

" 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) gives a whistle - the train starts moving. 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...

Having let 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.

"Ring"

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.

"Tea Tanya"

Target . Sound Automation h in sentences.

Equipment . Puppet tea set, four dolls, cookies, buns, plasticine rolls.

Description of the game. Children sit in front of the teacher's table. On it stands a puppet table with a tea set, around which four puppets sit on chairs. The teacher says: "Children, let's give the dolls affectionate names." Children call them: "Tanechka, Valechka, Anechka, Manechka." Then the teacher calls one child and invites him to pour tea from the teapot into Tanechka's cup. The child accompanies his actions with the words: “I take the teapot and pour tea into Tanechka’s cup. I give Tanechka a cookie. Having put the child in place, the teacher asks other children: “What did Petya do?” The children answer. Then another child is called, and the teacher offers him to complete the task.

"Chizhik"

Target . Sound Automation h and differentiation of sounds h-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.

"Scouts"

Target . Sound Automation sch 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, the game can be organized to automate any sound.)

"Walking in the Forest"

Target . Sound differentiation sh-zh.

Game description . In one corner of the room there are children, in the other - in 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 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 kids 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.

"I'll hide the doll Masha"

Target . Sound differentiation w-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.

"Wand"

Target . Sound differentiation w-h in the text.

Equipment . gymnastic stick

Description of the game. The child must hold the stick in a horizontal position with both hands in front of him and step over with his right or left foot, without releasing the stick from his hands, the movements are performed accompanied by the words that the leading child pronounces:

Raise your leg higher, Walk through the stick.

"The Frogs"

Target . Sound differentiation w-h in the text.

Description of the game. Children are divided into two groups. One of them - bumps in the swamp, the other - 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, stretching their legs."

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.

FORMATION OF WHISTLES

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.

" 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 kids 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.

" 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).

"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

Vanka, get up

Sit down, sit down.

Be obedient, what

We can't handle you.

"Sawyers"

Target . Sound Automation h .

Description of the game. Children stand in front of each other, join their hands crosswise and reproduce, at the expense of the teacher, the movements of the saw along the log, pronouncing the sound z for a long time. The one who does not pronounce the sound correctly is taken out of the game and asked to pronounce the sound correctly. h. The teacher reminds the child how to hold the tongue when pronouncing this sound.

"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.

"Zina and Raisins"

Target

Equipment . A rubber doll.

Description of the game. The teacher makes an elegant cut new doll and says: “Guys, this is a Zina doll. She was bought in a store. She is rubber. Zina's legs are rubber, Zina's handles are rubber. Rubber cheeks, rubber nose. And then he asks the guys: “What is the name of the doll? Where was it bought? What are her arms, legs, cheeks, nose made of? The children answer. The teacher continues: “Zina loves raisins. Lena, go treat Zina with raisins.” Lena comes out and says: “Take, Zina, raisins.” So the children take turns, treating Zina with raisins, pronounce this phrase.

"Name the picture"

Target . Automation of sounds z, z" in words and sentences.

Equipment . Pictures for sound z, for example: bunny, castle, eyes, plant, fence.

Description of the game. The children are sitting at the tables. On the teacher's table is a stack of pictures face down. Each child has the same paired pictures. The teacher calls one of the children and asks him to take the top picture from his pile, show the guys and say which picture he took. The one who has the same picture gets up, shows it to the guys and says: “And I have a bunny in the picture.” The children put both pictures on the table. The game continues until all the pictures from the teacher's table have been sorted out. (By analogy, the game can be played using other sounds.)

"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.

"Hares and Fox"

Target . Sound Automation sz 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 is jumping Near wet pines, It's scary to fall into the paws of a fox, Foxes to fall ...

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.

" Bunny"

Target . Sound Automation sz 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.

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 to whom?"

Target . Sound Automation c in words.

Equipment . Items that have a sound in their name c ( cucumber, button, sugar bowl, scissors, inkwell, egg, saucer, etc.).

Description of the game. The teacher lays out on the table objects in the name of which there is a sound c, and says: "Now, guys, you have to guess who needs what item." Calling the children in turn, he says: “We will give the schoolboy ... (ink)” or “The dressmaker needs ... (scissors) for work.” The called child guesses, shows and names a suitable object. (Similarly, the game can be played on other sounds.)

"Make no mistake"

Target . Sound differentiation s-z.

Equipment

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.

« 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.

« Who is more careful?

Target . Sound differentiation s-z.

Equipment . Pictures "Whistle" and "Call".

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".

"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 - Is he sleeping or pretending? Cat's teeth - 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.

"Two Frosts"

Target . Sound differentiation s, s’, s, s’, ts in the text.

Description of the game. Two houses are placed at different ends of the room ( chairs ). Children are located near the designated houses. The teacher selects two drivers who stand in the middle of the room, each facing the demolition team. The teacher says: "This is Frost - Red nose, and this is Frost" - Blue nose. Both Frosts say:

We are two young brothers

Two Frosts removed:

I am Frost - Red nose,

I am Frost - Blue nose.

Which one of you decides

To go on a path?

All the children respond in chorus to Frost: We are not afraid of threats, And we are not afraid of frost.

All players run to the house opposite end rooms, and the Frosts are trying to freeze the children, i.e. touch with a hand, and each Frost must freeze the children from the opposite team. The Frozen ones stop where the Frost captured them. The Frost who froze the most children wins. Then the Frosts face their team, and the game continues.

DIFFERENTIATION

HISTS AND WHISTLES

SOUNDS

« Whistling - hissing "

Target . Sound differentiation ssh

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 w - above.

« Bicycle ride»

Target . Sound differentiation ssh

Description of the game. The teacher says; “Now we are going to ride bicycles. Let's check if it's goodinflated tires. Weakly inflated, pump them up with a pump: s-s-s... ( Children, imitating a pump, say: s-s-s ...) Well inflated tires, 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...) 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 children that when they inflated the tire and uttered the sound with , then the air was cold, the tongue was down. When the air came out of the tire(sh-sh-sh...), it was warm, the tongue was at the top.

"Mousetrap"

Target . Sound differentiation s-sh in the text.

Description of the game. Option 1. Some of the children make a circle (mousetrap). They stand holding hands, holding them high. The rest of the children are mice. Children standing in a circle speak softly;

Everyone is sleeping - The kids are sleeping. The wolf sleeps in the forest. Doll Nastya is sleeping. Only the mice do not sleep, They want to eat, They look into the mousetrap.

After these words, the mice begin to run, quietly squeak: ss... sss, run in and out of the circle. At the teacher's signaldrum beat, piano chord, bell) the mousetrap slams shut - the children give up. Some of the mice are caught. Children switch roles or play until all the mice are caught.

Option 2. Children walk in a circle, holding hands, and say:

Ah, how tired the mice are, Their passion just got divorced, Everyone gnawed and ate, They climb everywhere, here's an attack, Beware, cheats, We'll get to you, Let's build a mousetrap And catch everyone now.

When the words run out, the circle stops and the children raise their hands. Mice begin to run through the mousetrap (through the circle). When the teacher says: “Clap”, the children lower their hands and the mousetrap slams shut. Whoever did not manage to escape from the circle is considered caught and leaves the game.

"Bees and Mosquitoes"

Target . Differentiation of sounds 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..."

« Sunny Bunnies»

Target . Sound differentiation s – s – h in the text.

Equipment . Mirror.

Description of the game. One of the children lets out a small mirror sunbeam on the wall and everyone is talking!

Sunbeams are playing on the wall. Beckon them with your finger - Let them run to you!

Then he suggests: "Catch the bunny!" Children run and try to catch a bunny that is slipping from under their hands.

« Sunshine 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.

" Ball"

Target . Sound differentiation c - h in the text.

Description of the game. Children throw the ball from neighbor to neighbor to the right or left side and say:

All day I'm flying, All day I'm jumping, I can't jump anymore, Oh, now I'm going to fall!

On the last word, the ball hits the floor.

" Cinema"

Target

Equipment . A piece of cardboard with a square window cut out on it. A strip of paper with pictures pasted on it. The pictures show objects that have sounds in their names. s, h or w, w (for example, bag, fox, scales, reel, shirt, bridge, cherries, dishes, pillow, umbrella, beetle, hedgehog).

Description of the game. Children sit at tables. The teacher addresses them: “Now I will show you a movie, and you carefully watch and say what you see.” The teacher moves a strip of paper with pictures pasted on it through the window. Children name the objects shown. (By analogy, the game can be played with different sounds.)

" 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).

« Find your home"

Target . Differentiation of whistling and hissing sounds.

Description of the game. Children sit on one side of the room. At the signal of the teacher "Let's go for a walk!" children disperse around the room, whoever wants where they want. At the signal of the teacher "Home!" everyone runs to the chairs and takes any. Then they take turns looking for their chair. Having found it, they turn to the child sitting on a chair: “This house is not yours, you came to someone else's. You'll have to get up and look for your house." When everyone is in their place, the game is repeated.

"Kite"

Target . Differentiation of whistling and hissing sounds.

Description of the game. One of the players is a kite, he, bending down to the ground, digs a hole. A hen with chickens approaches the kite, holding each other by the waist or dress.

Mother hen. kite, kite, what are you doing?

Kite. I'm digging a hole.

Mother hen. What are you looking for in it?

Kite. Pebble.

Mother hen. Why do you need a stone?

Kite. To sharpen the nose.

Mother hen. Why are you sharpening your nose?

Kite. To peck at your kids.

After these words, the kite rushes at the chickens. They run to the chicken coopa place fenced off by a line or chairs), the kite tries to catch them.

"Trains"

Target . Differentiation of whistling and hissing sounds.

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-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."

"Cat and Mice"

Target . Differentiation of whistling and hissing sounds.

Equipment . Rope, two chairs, bench.

Description of the game. One of the players is a cat, and the rest of the children are mice. Mice are placed underground (behind a rope stretched between two chairs). The cat sits on a chair with 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. At the words "jump - ran" the cat jumps up from the chair and catches mice, and the mice run underground (crawl under the rope).

« 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, go home!

What for? - ask the geese.

Gray wolf under the mountain!

What is he doing?

Geese sting.

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.

What were the geese? - asks the wolf.

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 again returns to the wolf and repeats the same questions. The second time the geese stomp their feet.

What it is? - asks the hostess.

These are horses stomping in the stable, - the wolf explains.

The hostess leaves again and returns with the same questions. The third time the geese begin to hiss.

What it is? - asks the hostess.

This 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.

"The Fox and the 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.

« 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.

« A little 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.)

FORMATION OF SOUNDS

R, R', L, L'

« Horse"

TargetR.

Descriptiongames. The teacher divides the children into three groups. One group depicts riders, the other two - 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.

« Colored cars»

Target. Sound AutomationR.

Equipment. Colored hoops or paper rings according to the number of players, several colored flags.

Description of the game.Children sit on chairs along the wall. They are cars. Each of the players is given a hoop of any color or a paper ring. This is a steering wheel. Before the teacheror leading) on the table are several colored flags. He picks up one of them. Children whose steering wheel is the same color as the teacher's flag run around the room, imitating the sound of a car engine:rrr.When the teacher lowers the flag, the children stop and, at the signal “Cars are returning,” each one goes to his garage (to your chair). Then the teacher raises a flag of a different color, and the game resumes. The teacher can raise one, two or three flags together, and then all the cars drive out of their garages.

« Aircraft"

Target. Sound staging and automationR.

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? - asks the teacher. The guys answer: "Ready!" - “Start the engines!” - says the teacher.D-d-d-drr-rrrr,- 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 soundstdd,and thendrras long as the traffic controller holds the green flag. When he lowers the green flag, the plane lands with a soundetc.Game continues. If the child after the soundtddunable to switch to sounddrr, then he is sent for repair to a mechanic (teacher), who deals with him individually.

"Alarm"

Target. Sound AutomationR.

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 children get up.

"Crows"

Target. Sound AutomationRin 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 growlrrr...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.

« Sparrows and car»

Target. Sound Automationr, 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 enginerrfaintly, then louder and louder. When the car approaches the sparrows, they make a soundfrr,spread their wings and fly away.

« Keep order"

Target. Sound Automationr, r"in words.

Description of the game.Children sit in a semicircle. In the center is the teacher's table, on which several objects are laid in a row, in the name of which there is a soundr, r".The teacher calls one child, who must name and show the children the objects laid out on the teacher's table. Then the child turns his back to the table and names the objects from memory in the order in which he laid them out on the table. If the child finds it difficult to complete the task, you can allow him to carefully examine the objects again.

Then other children are called. The teacher, at his own discretion, can change the order of the arrangement of objects, replace them or supplement them with new ones.

The following items can be selected for the game: a flashlight, a fish, a bubble, a pea, a rope, an elastic band, sugar, a rocket, a buckle, a mushroom, a mitten, etc. Repeating the game, you can give five to six items for memorization. Children should name objects loudly and clearly. (By analogy, the game can be played with other sounds.)

« 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 (volume, definition).

« Do you remember these verses?

Target. Sound Automationr, r"in words.

Description of the game.The teacher reads excerpts from poems familiar to children. The child must say the missing words.

Where did (sparrow) dine? In the zoo with (animals).

You don't stand too close: I'm (tiger cub), not kitty.

In this river in the morning (early) Two (sheep) drowned.

Poor little camel! There is (a child) is not given. Today he ate since (morning) Only two such (buckets).

Gold letters in the sun (burning): Long live (friendship) of the Soviet (guys).

All the guys from the yard of the Painters shout: (Hurrah)!

There is a goat (horned) For small (children).

Drink your milk And let's go for a walk (quickly).

And the gray-haired goat Shakes (beard).

Here we will pass the subway, All with him (take away).

« Orchestra"

Target. Sound Automationr, r"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 syllableru-ru-ru,violinists -ri-ri-ri, ahdrummers -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.

« Do you know these words?

Target. Sound Automationr, r"in syllables and words.

Description of the game.The teacher pronounces the phrase without finishing the syllables in the words. Which of the guys is the first to correctly pronounce the missing syllable, he will receive a circle of cardboard. The one with the most points wins. Approximate list of proposals:We have an ice mountain (ra); Who is mooing? Cow); Around the park for (boron); Under the ground we have me (tro); There is a vra (tar) at the gate; In the morning, children do for (a row); At the mole in the ground but (ra); The ku(ry) go with the chickens; To write, you need a tet (rad); The guys kindled a braid (ter) in the forest; Backgrounds (ri) shine on the streets; We love sweet va(renier)etc.

"Lamb"

Target. Sound AutomationRin 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 AutomationRin the 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. (go away.)

« Steamboat»

Target. Staging and automation of interdental soundl..

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:y-y-y...Let's repeat everything together, how the ship is buzzing.

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 children is fixed on the fact that they have got a soundlll,when they bit the tip of their tongue.

« Do you remember these verses?

Target. Sound Automationl, l" inwords and phrases.

Description of the game. The teacher gives the child excerpts from poems familiar to children. The child must say the missing words.

The ball fell under (the wheel), burst (slammed) - that's all.

He nods his head (elephant), He sends the elephant (bow).

I used to brush my shoes every day. Everything (dust particles) from the suit I shake out (not too lazy).

Finger, finger, where have you been? With this brother (I went to the forest), With this brother I ate porridge, With this brother I sang songs.

The phone is already tired, Talk (did not).

« Do you know these words?

Target. Sound Automationl, l"in syllables and words.

Description of the game.The teacher pronounces the phrase without finishing the syllables in the words. Which of the guys is the first to correctly pronounce the missing syllable, he receives a circle of cardboard. The one with the most points wins.

The girl is still ma (la).

The squirrel hid in the doo (plo).

Clouds are floating across the sky.

Lena's ko(leno) hurts.

The cow gives mo (loko).

Mila ate apple (loco).

Lida saw ba (yo) in the theater.

Vasya wanted to fly on his own (summer).

We sit on a hundred (le) for a hundred (scrap),

Wash clean we (scrap).

The alarm clock wakes us up in the morning.

« Answer the questions"

Target. Sound Automationl, l"in words and phrases.

Equipment. Pictures with sound in the titlel:lion, ribbon, lamp, watering can, bow, ladder, horse, plane, lemon, skiing, peacock, fox, leaves, alarm clock, shoes, etc.

Description of the game.The teacher lays out the pictures on the table face up. Then he calls the children in turn, asks them questions, and the child gives a complete answer (for example: “What are the flowers watered from?” - “Flowers are watered from a watering can”). At the same time, looking for the corresponding picture and showing it to all the children, he calls out loud.

The teacher must ensure that the children give complete answers. One picture can be assigned various questions. For example: “What did they bring to the workshop to fix?” Answer: "They brought shoes to the shoe shop to be repaired." What did mom buy shoe store? Answer: "Mom bought shoes in the store."

« Saw"

Target. Sound Automationl, l’intext.

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.

« Horses»

Target. Sound Automationl intext.

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.

« Airplane"

Target. Sound differentiationlr.

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...

Target. Sound differentiationl, l", r, r"in the text.

Equipment. Thin rod length 1m25 cmwith a cord tied to it1 / 2 m,at the end of which is a mosquito made of cardboard.

Description of the game.Children stand in a circle, 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!

« Find your picture

Target. Sound differentiationl-rin words.

Equipment. Pictures with sound in the titlelor 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 soundl,and the other onR.At the signal of the teacher, one child from each group comes to the table. One takes the picture to the soundl,the other for soundR.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.

« Carousel"

Target. Sound differentiationl, l", r, r"in the text.

Game description. The players form a circle. The teacher gives the children a cord, the ends of which are tied. Children take the cord with their right hand, turn to the left and say:

Barely, barely, barely, barely The 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.

"Catchers"

Target. Sound differentiationl, l", r, r"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 10m(7 m)on the 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 differentiationl, l ', r, r "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 differentiationl, l ', r, r "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 Christmas tree, spread their legs, raise their arms, 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.)

« Do you remember these verses?

Target. Sound differentiationl, l ', r, r "inwords and phrases.

Description of the game.The teacher reads the poems to the children. The child must say the missing words.

I'm in the sun (lying), Spout up (holding), Here I have it (tanned).

The wind on the sea (walks) And (the ship drives), He runs to himself (in the waves) On inflated (sails).

You are not a master with us, You are with us (loma master).

Without windows, without (doors), The chamber is full (of people).

In the morning he sits on the lake (amateur fisherman), Sits (purrs a song), A song (without words). As the song begins, All the fish (blurs).

FORMATION OF SOUNDS

K, G, X, Y

« Who is screaming?

Target. Sound Automationto toonomatopoeia.

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 chickens "

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.)

« 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.

« 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 be easy 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 catches 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.

"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.

« 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.

"Colorful 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 the 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!

« Learn by voice"

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.

"Cossack Hen"

Target. Sound differentiationto- Xin the text.

Description of the game.The teacher chooses from the chickens playing, 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.

« Hen, chickens and dog"

Target. Sound differentiationto- Xin the text.

Description of the game.Children represent chickens, one child - a hen, and the other - 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.

« Stain a couple!"

Target. Sound differentiationto-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!".

"Cockerel"

Target. Sound differentiationk, g, xin the text.

Description of the game.Along the edges of the site 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.

« Funny geese»

Target. Sound differentiationto-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),

« 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 the 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.

AUTOMATION AND

DIFFERENTIATION

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.

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.

« Great 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 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.

« 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. Freightcar: tu-tu-tu,passenger car:bi-bi-bi,bus:vrrr-vrrr,tram:tsyn-tsyn,a bike:ding-ding-ding.

« 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);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.

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.

« 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.).

« 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.

« Dialogue 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 porridge.

- Where's my big spoon?

- Fedul, did you pout your lips?

- The caftan burned through.

- Is the hole big?

- One gate remained.

- Where are you going, kids?

- For berries, grandmother.

- Where are the berries, kids?

- Over the earth, grandmother.

- Isn't it a cranberry, kids?

- No, higher, grandma.

- Isn't it viburnum, kids?

- You guessed it, grandma.

- Where, Semyon, are you going?

- Mowing hay.

What do you want hay for?

- Feed the cows.

- What do you need cows for?

- Milk milk.

- What do you need milk for?

- You, children, to drink.

Goose Kolya says:

- Would you go and wash up, or something. Kolya duck says:

- It's scary to look at you. Kolya the cat says:

- Let me lick you a little. And the pig is choking with laughter:

- I like this boy.

Children imitating goose, duck, cat and pig imitate the characteristic sounds and movements of these animals.

An entertaining game system helps the child comfortably and effectively develop phonemic hearing and overcome pronunciation defects. Games can be used both in individual and in subgroup speech therapy classes.

"Chamomile"

Didactic task: Exercise children in selecting pictures with a given sound, learning to divide words into syllables, developing fine motor skills.

Game rules: Select pictures with the given sound.

Game actions: Find the desired picture, stick it on the petal and use a cord to connect it to the middle of the flower.

Game progress:

Option 1: The speech therapist informs the children that the wind has blown away the chamomile petals. And the chamomile is not simple, the middle has its own letter, and each petal has a picture with this sound.

Option 2: Collect a chamomile from pictures with the specified number of syllables.

"Score"

Didactic task: It will consolidate the skills of syllabic analysis, the ability to work with a word scheme, to activate children's knowledge about the sound structure of a word, the ability to combine objects into groups.

Game rules: Match the pictures according to the diagram.

Game actions: Put the pictures in the corresponding house.

Game progress:

Option 1: Children are given a task - to buy a toy (vegetable) in the store, in the name of which there are two syllables (three). When buying, children clearly pronounce the name and sequence of each part of the word.

Option 2:“The store sells vehicles with the sound S in the name, then Z and Z.”

Option 3:“Furniture (clothes, vegetables) was brought to the store, the name of which begins with a voiced (hard, soft or deaf) consonant sound.

"Sound Mosaic"

Didactic task: Exercise children in finding a given sound in a word.

Game rules: Mark the sound with a chip: red - vowel, blue - hard consonant, green - soft consonant. The card is filled from left to right.

Game progress: Each child has a playing field, a card divided into 9-12 squares. Each small square stands for a word. The host calls the word, the children highlight the first (last, second) sound and mark it with a chip.

The task can be complicated: the host calls four words, and the children find an extra word. For example: wolf, fox, rooster, hare. Superfluous word rooster - the first sound [P e] is a soft consonant. The first square is filled with a green chip.

The winners are those who did not make a mistake and filled out the entire card.

"Homemade alphabet"

Didactic task: Exercise in the differentiation of sounds, the ability to select words for a given sound, familiarity with graphic image letters to develop fine motor skills.

Game rules: Find pictures for the corresponding sound, no matter where it is located - at the beginning, in the middle or at the end of the word. The red page indicates familiarity with the vowel and sound, the green page indicates soft consonants, and the blue page indicates hard consonants.

Game actions: Cut and paste the picture.

Material: colored sheets of xerox paper, pictures from old magazines, stickers.

Game progress: Children find pictures in magazines whose names contain the sound being studied, for example, children in the lesson got acquainted with the sound [I] and the letter I, which means they select pictures in the name of which there is a sound [I]. Together with the children, stick pictures on a red sheet of paper with the letter I. A diagram is pasted under each picture, which indicates the position of the sound in the word.

Later, children begin to make the sound scheme of the word. When the children master the letters, the task becomes more complicated - the children print the name of the picture.

"Journey to the city of sounds and syllables"

Didactic task: To teach children to divide words into syllables, to pronounce each part of a word, to teach them to highlight the first and last sound in a word, to mark the sound with a chip or a letter.

Game rules: indicate the number of syllables with a number, indicate a vowel sound with colored chips or a letter, blue - hard, green - soft consonant.

Game actions: Throwing a dice, moving a turn.

Option 1: The playground is in front of the children. You can move around the playing field only with the help of a chip, each time you count as many circles as they will be indicated on the die, the one who stops on the circle must divide the word into syllables, which is next to the chip and put the corresponding number on the circle.

Option 2: The same as in the first option, only designate the first (last) sound of the word with a chip. Agree in advance which sound needs to be distinguished from the word - the first or last.

Option 3: The same as in the previous versions, only the first or last sound of the word is indicated by the corresponding letter.

The winner will be the one who does not make a mistake, correctly counts the mugs and copes with the task and gets to the “castle” first.

"Help Petrushka"

Target: Exercise children in the selection of words for a given sound, the ability to divide words into syllables.

Game rules:

1. Pick up words with the sound [W] (S, N.T), regardless of the position of the sound in the word.

2. Words in names that have one, two, three syllables.

Game progress:

The speech therapist tells the children that he received a letter from Petrushka, in which there are requests: “Hello, Guys! Please help put everything in its place."

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 sh 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 a new doll and invites the children to name it so that a sound can be heard in its name sh(« 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 sh, 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 sh, 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 all the prepared items on the table (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 sh 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 sh)

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 sh 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 kettle, 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 it?" 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, takes care of 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 child's communication with adults and peers is most successful 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

Target: 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

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

Equipment: Big 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

Target: Develop onomatopoeia, orientation in space.

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

Stroke: The teacher depicts a chicken, and the children represent 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)

Important to ensure that the children persuade the teacher, clearly pronounce the sound combinations “ko-ko-ko”. (Fig.7)

WOF WOF

Target: 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)

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.

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

Our ducks in the morning:

Quack-quack-quack!

Quack-quack-quack!

Our geese by the pond:

Ha-ha-ha!

Ha-ha-ha!

And a turkey in the yard:

Ball-ball-ball!

Ball-ball-ball!

Our buns above:

Grru-grru-grru!

Grru-grru-grru!

Our chickens in the window:

Ko-ko-ko!

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

Target: Develop sound pronunciation, vocal apparatus. Fix the correct pronunciation of the sounds "k", "t", "t". Develop a moderate pace of speech, the ability to pronounce words quickly and slowly, loudly and quietly.

Equipment: Big 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). Important monitor the correct and clear pronunciation of the sounds "k" and "t" (t). (Fig.9)

HORSE

Target: Teaching the distinct pronunciation of the sound "and".

Equipment: Toy horse.

Stroke: The educators show the horse to the child, explain that she shouts “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

Target: 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 steering 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) “beep, beep”, and the small one hums softly (says in an undertone) “beep, beep” . 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

Target: Continue to form the correct and distinct pronunciation of the sound "b" (b), 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. Important to ensure that the child correctly and clearly pronounces the sound “b” (b), and onomatopoeia loudly and quietly.

KAP - KAP - KAP

Equipment: Rain picture.

Stroke: The teacher shows the picture and says: “It's raining. At first he dripped quietly: “drip-drip-drip” (the child quietly repeats), then he rattled harder: “drip-drip-drip” (the child repeats louder) “drip-drip-drip”. Again, the rain is quietly dripping and stopped! 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 says loudly “knock-knock-knock”), or maybe quietly (shows)”. The kid repeats. Further, the teacher says that you can knock with a hammer quickly and slowly (shows and pronounces the onomatopoeia “knock-knock-knock” at a fast and slow pace). The kid repeats. At the end of the game, you can let the child knock with his hammer.

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